It gives me great pleasure to write the foreword for this globally significant research book, Physical Education and Wellbeing: Global and Holistic Approaches to Child Health and Academic Learning (second edition). The first edition of this book was published in 2019 and the research findings suggested that Physical Education (and children learning through movement in general) enhanced children’s wellbeing. This involves movement across all learning areas and play, not just in the formal PE lesson that may be experienced once a week, with an interested and qualified PE teacher if the children are fortunate. The first edition of the book concludes:

                The physical dimension is a powerful pathway for children’s learning and holistic
                development. It cannot be stressed enough that learning through movement involves
                children from the very beginning of primary/elementary school truly belonging,
                being and becoming physically educated. Hence, PE is every teacher’s friend in enhancing
                children’s wellbeing now and in the future.

In March 2020 the Covid 19 pandemic struck and schools around the world realised just how true these words were and how significant this research book was. The wellbeing of children, students and teachers has never been given such attention as it is at present and never has it been in such a crisis. Wellbeing is at the core of executive functioning in this world of technological advancements, environmental issues and
international conflicts that leave question marks surrounding careers and futures.

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The second edition picks up from where the first edition left off, using research from many nations around the world to illustrate the strong connection that exists between Physical Education (and movement in general), wellbeing and academic learning. In the second edition, literature is shared about the Singapore education system. Specifically, Singapore’s education system is used as a model for education systems from around the world to learn from. One recommendation is that all nations explore the Singapore education model and critically reflect on how they have enabled their continual improvement and success across HPE, wellbeing and academic learning. In particular the literature emphasises that in Singapore:

     ● teachers are valued and respected, selected according to ability and application
     ● Physical Education is prioritised

     ● Teacher Educators are actively involved in schools
     ● Teachers and school communities adopt and model learning values

The last point regarding learning values relates to the nine competencies (attitudes, values and skills) that are common across the globe: Reflection, Collaboration and cooperation, Learning to Learn, Respect, Responsibility, Empathy, Self regulation, Persistence and Trust (OECD, 2021). The literature, data and research findings argue that it is the Learning Values/competencies that enable development of the whole
person. However, they must be embedded within a socio-cultural approach and also by using a whole school approach. Hence, it is argued that quality PE enhances wellbeing more so than any other curriculum area.

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Deeply implemented wellbeing using Learning Values and HPE is evidenced by the Singapore model (and Finland), PISA results, the PTE and PTM assessments in the BSO case study school, and the full curriculum recovery in the UK maintained school case study (located in Asia). Looking at PE through a wellbeing lens and looking at wellbeing through a PE lens enables many possibilities such as the proposal where HPE specialist teachers also lead wellbeing; Health, Wellbeing and Physical Education specialists. Another recommendation made by this book is that education degrees in Initial Teacher Education (ITE) can be strategically amended and supplemented so that in the Australian state of Victoria, for example, where it is planned that wellbeing will be increased in every primary school by employing a Mental Health and Wellbeing leader; the Health, Wellbeing and Physical Education specialist can lead and implement wellbeing in addition to HPE.

May I conclude by acknowledging that the researcher and author of this book, Dr. Timothy Lynch is an experienced teacher, school leader and reflective practitioner. To have authored a 17 chapter book with research from around the world and limited funding is quite extraordinary and an outstanding contribution to global education.

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Associate Professor Wendy Goff
School of Social Sciences, Media, Film and Education
Department of Education
Swinburne University of Technology