How important is it for us to advocate the learning of skills and assessment of skills compared to providing an enriching experience in PE via games and the advocation of values executed through games?
Others may view PE as character development and teaching of skills of various games are just tools or platforms for us to effect that. Hence what is our objective here? And what we aim to achieve may not be seen by others of the same importance, as it does not lead to any specific outcome in terms of academics. 
Hence is it experience we are providing or the deliverance of skills that is our core business?

There are constant discussions and thoughts on providing quality teaching and learning between fellow P.E. teachers and students. How do we allocate the emphasis in terms of Psychomotor ,Cognitive and Affective during the 16 hours of curriculum time that will develop the ability of the student to participate independently, safely and with enough competence to be a participant at a recreational level? How do we design the Physical Education Curriculum to promote active lifestyles? If we consider the 4 stages of game-play (Dr. Judith E. Rink), what would be the constraints on the students' benefit (clear rationale for offering the physical activity), facility/ space availability, equipment, safety considerations, staff competency (including professional development) & deployment and sustainability (long term)? The video attached is referenced to the P.E. curriculum 2014 for our recap.

1) And therefore,  how would the Ministry further develop these PE teachers with PhD and keep them relevant in the system? 
2) Would the Ministry have a separate unit/dept that incorporate the essence of sports science  to support in preparing student- athletes and teacher-coaches to take part in competitions such as eg. in ASEAN Schools Games Competition?