‘Physically’ Educated for Student Wellbeing

The purpose of this chapter is to continue to clarify physical education labelsLabels, exploring the terms ‘health and physical education’ (HPE) and ‘quality physical education’ (QPEPhysical education (PE)quality (QPE)). Hence, this chapter relates to being, belongingBelonging and becoming physically educatedPhysically educated and specifically in relation to whole child development. The concepts are defined and located within the broader physical education (PE) field. Classroom teachers today are required to be health and wellbeing experts, but not PE experts. This is a paradox and counteracts the premise of this book—to be a health and wellbeing expert one must also be an expert in the physical dimension. PE curriculum practice around the world is explored in relation to the recent shift towards advocating ‘wellbeing’. The problem (gap in research) is identified; ‘What does quality physical education look like in practice?’.