With the introduction of the Australian National Curriculum, there was a revised interest in the policies and prospects of curriculum as reference points in history (Penney, 2010). This book formed a unique contribution to scholarship in the education and curriculum histories of the ‘three-legged’ disciplines of Physical Education (PE), School Sport (SS), and Health Education (HE) in New South Wales (NSW). The individual and collective histories presented were exemplary of Goodson’s (1983, p. 3) theory of curriculum history, which found that ‘subjects are not monolithic identities but shifting amalgamations of subgroups and traditions’. Consequently, this chapter presents three main concluding statements, which summarise the traditions of the PE, SS, and HE curricula in NSW education history from 1880 to 2024: 1. The PE, SS, and HE curricula are instruments responding to broader state, national, and international political and socio-cultural agendas, 2. The combined history of PE, SS, and HE represented the gradual recognition by society at large—including politicians and educationists—that the subjects originated as discrete entities. Overtime, the subjects developed opportune reciprocal relationships to better serve pertinent political and socio-cultural agendas. However, the nature of the boundaries and overlap between the three subjects were commonly ‘blurred’, and 3. The historical journey of PE, SS, and HE curricula revealed that the subjects were valuable, not just as separate but as interrelated entities, ‘cooperating to compete’ for status in a crowded curriculum. PE originated as the dominant subject from 1880 to the 1970s, until the profile of HE within the culminating learning areas of Personal Development, Health, and Physical Education (PDHPE) and Health and Physical Education (HPE) became prominent.