Internationally, physical education has been critiqued as lacking in educative intent, direction or purpose. The critique stems from two observations of the common practice of PE: Lessons are overly focussed on movement compliance in performance environments where the teacher predominantly uses distinctly directive teaching- in other words, the “teacher says” and the students copy; Multi-activity program design where students progress through a series of movement experiences without time to develop competency or mastery in the units of work, and where there is no obvious connection or teaching for transfer of concepts and......

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