G. GRIFFITHS, R. BILLARD
ment and, in the long term, may limit overall physical devel-
opment for life compromising both the ability to excel across
activities and overall sporting excellence. Even with overt in-
clusion policies and G & T policies being prevalent within
schools and PE, it appears that those skills which are suggested
as the building bricks for movement, and therefore in part
physical literacy, are not being fully developed in our children.
It is perhaps time to look carefully at the construction and in-
struction of the “physical” provision in our primary schools to
ensure these building blocks are developed.
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