ABSTRACT
This chapter highlights issues affecting the participation of girls in and out of physical activity. Since 1984 the Commonwealth Schools Commission has funded a project of national significance called 'Girls Achievement and Self-Esteem—the Contribution of Physical Education (PE) and Sport'. In 1987 our task was to share our experiences, resources and models for change on a more national scale and programmes for in-service educators and key teachers were conducted in each state. The success of structured skill lessons often depends on individual teachers. Despite the availability of the Daily Physical Education Program resource, a number of teachers have indicated that their confidence is threatened by the expectation that they teach a wide range of games skills. The commitment to and enthusiasm for PE programmes differs markedly from school to school. These imbalances often affect the range of abilities and experiences students take to their high schools.
