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At this time exercise was seen as one of the four basic elements of health. Where the other factors were nutrition, sanitary conditions and clean air.

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At this point of time an early syllabus was made by the board of education. This helped to show the contribution of PESS and its benefits. It also came with other positives like educational ones and also physical benefits towards physical training. It also overall shows the benefits it brings to the body like helping with body posture.

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A brand new syllabus was brought forward, called the green book. There was a key tool called the posture recorder for physical educators until the mid 1950s. PESS soon became overturned by advancements made in the second world war, and the need to make soldiers from civilians was needed.

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The keep fit initiative was brought forward for women and also circuit training was introduced by Morgan and Adamson.

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After the world war the game ethic was introduced to prevent delinquent behaviour by putting all of the energy into games instead.

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Physical exercise became a big thing in reducing sedentary lifestyles among most of the western countries in the US. Whilst this was happening the Wolfenden report started to influence the government policies. In the end all the parties agreed that games and sport did well for the society, whether it was low, mid or upper class.

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Until the early 70s physique and posture were replaced by a concern for physical fitness.

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Both public and private schools started to do sports and games. They were told that they gave benefits like developing skills and qualities such as leadership skills, team spirit and developing peoples characters.

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At this time the hind marsh study was launched, which showed that doing up to 90 minutes of PESS, would then result in the pupils to perform better in the academic subjects than those that did not.

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Key stage 1 pupils should learn to develop fundamental skills like movement skills and become more confident and competent to allow them to develop their agility, balance and co-ordination. These skills should be taught to them through team games.

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These pupils should then continue to apply and develop a wider range of skills, learning to use these skills in all sorts of ways. They would be taught these different skills in competitive games like rounders, football or basketball.

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At this stage they should be building on from their skills and embed them into physical development and skills learned in Key stage 1 and 2. They should start to then learn what makes a performance effective and apply these principles into their own games. This should be taught to them to teach them a range of tactics and stratergies.

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At this part pupils should start to take on complex and high demanding physical activities. They should start to get more involved in a range of sports and games to help build up their fitness level. They should also be taught to develop techniques, evaluate their own performances and take part in regular competitive activities.