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The role of Physical Education (PE) in Australia is multifaceted, with physical activity (PA) participation recognised as the means by which a variety of learning outcomes are achieved. There is evidence to suggest that PA accrued during PE has the potential to be health enhancing. It may also be the only opportunity for some children, especially those from low socioeconomic backgrounds to accrue PA. This paper identifies criterion-referenced pedometer step guidelines as a valid, reliable, unobtrusive, and cost-effective means by which PA can be objectively quantified in PE settings. With the current state of the Health and Physical Education national curriculum area in focus, the application of pedometer step guidelines in PE settings are outlined. Introduction: Physical activity and the curriculum

The Game Sense coaching approach is founded on expectations of game-based practice as the game (or game form) becomes the focus and starting point of practice. The theory of affordances, a conceptual pillar of ecological modelling of perception and action in sport leading to a constraintsled game design perspective, provides a basis for understanding the modifying and adapting games as a pedagogical emphasis of the Game Sense approach. We review affordance theory leading to a demonstrated application of constraints-led learning in Touch Football. We conclude with the proposition of constraints-led game design as a logical semantics for the game-based practice assumptions of the Game Sense approach. This paper demonstrates the potential of affordance theory as a means of analysis of the task dynamics of Touch Football to inform a Game Sense coaching perspective for the sport.

Abstract. It has been recognized for some time that computer and now digital online games have become an important part of young people's leisure (see for example, Kirriemuir & McFarlane, 2004). Predicated on the hypothesis that both digital game play and sport have the common participatory intention to get participants to enjoy learning a difficult and structured form of play we consider how digital game designers seek to power-up engagement in learning, and consider whether sport coaches can learn anything from the deliberate design pedagogy adopted by digital game designers. Applications of enriched task engagement from the educational design principles adopted by "good" (Gee, 2007) digital game design are demonstrated through the use of coaching examples. We conclude by proposing six pedagogical perspectives for the sport coach to enhance practice as a learning space using deliberate game design.Keywords: game; deliberate; design; sport; coaching.Resumen. Desde hace tiempo se sabe que los juegos de ordenador y, ahora, los juegos digitales en línea se han convertido en una parte importante del ocio de los jóvenes (ver, por ejemplo, Kirriemuir y McFarlane, 2004). Basándonos en la hipótesis de que los juegos digitales y los deportes comparten la intención de que los participantes disfruten aprendiendo difíciles y estructuradas forma de juego, consideramos el modo en que los diseñadores de juegos digitales activan el compromiso en el aprendizaje, y si los entrenadores deportivos pueden aprender algo del intencional diseño pedagógico adoptado por los diseñadores de juegos digitales. En este sentido, mediante ejemplos de entrenamiento, se muestran distintas aplicaciones de ricas tareas de participación basadas en los principios educativos del "buen" (Gee, 2007) perspectivas pedagógicas para el entrenamiento deportivo a fin de mejorar la práctica como un espacio de aprendizaje basado en el diseño de juego intencional.

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