Given the wealth of research identifying how schools are in a strong position to promote physical activity (PA) among children, it would be reasonable to suggest that initial experiences of physical education and school sport are critical factors influencing whether a student will develop a healthy relationship to PA. However, research in Australia equally identifies how secondary school-aged young people are increasingly failing to meet national guidelines concerning PA levels and participation rates, with adolescent girls displaying the most disturbing trends.

This paper examines how the recent Australian Curriculum Assessment and Reporting Authority (ACARA) Health and Physical Education (HPE) structure aims to address such concerns as poor PA levels and participation rates by adolescent girls.

A theoretical approach, consisting of document and literature analysis, was undertaken to develop insights into the current developments surrounding the ACARA HPE implementation, in an attempt to address identified socio-cultural issues within contemporary HPE practices. Such an approach is aimed at heightening effective pedagogy.

This paper provides a vision for supporting future student inclusion in HPE, by acknowledging potential barriers to the adoption of PA by adolescent girls and identifying strategies that will collectively promote curriculum priorities and classroom practices accordingly.