Head-Heart-Hands: A Transformative Lens for Teaching PE
By Andrew Frapwell
In a world increasingly focused on physical literacy and lifelong participation in physical activity, Physical Education (PE) is being reimagined. Gone are the days of simply teaching isolated techniques or pushing fitness drills. Today, we embrace a more holistic, inclusive, and meaningful model, one that nurtures not just physical competence but also thinking, feeling, and valuing movement. This is where the Head-Heart-Hands approach comes in, one that has evolved since 2011.
What is Head-Heart-Hands in PE?
At its core, Head-Heart-Hands is a framework that organises learning intentions and success criteria across three learning domains:
🧠 Head (Cognitive): What do learners know? This includes decision-making, problem-solving, understanding rules, strategies, techniques, and principles.
❤️ Heart (Affective): How do learners feel and engage? This encompasses motivation, resilience, respect, responsibility, empathy, and enjoyment.
🤲 Hands (Psychomotor): What can learners do? This is the application of movement skills, tactics, and techniques in context.
This simple yet powerful triad has been developed to align with National Curriculum aims (supporting meaningful learning across all key stages) and the three types of knowledge advocated by Ofsted (know what, know how to and know when). It has also included interim recommendations from the DfE Curriculum and Assessment Review (2024-25).
Why it matters (primary & secondary)
For primary teachers, this approach strengthens links between physical development and the wider EYFS and KS1/2 goals in Personal Social and Emotional Development (PSED), communication and language and gross/fine motor control. It helps children not only master fundamental movement but also develop personal qualities like teamwork, fairness, and perseverance.
In secondary PE, Head-Heart-Hands brings clarity and progression to learning outcomes—particularly at KS3 and KS4 where deeper tactical awareness, physical competence, and reflective thinking are required. It supports adapted learning and allows teachers to evaluate progress beyond just skill execution.
How it looks in practice
Here’s how Head-Heart-Hands might shape a Year 9 football or dance lesson:
🧠 HEAD: Know what tactics/choreography are effective in different scenarios; understand how to analyse performance and when to apply new techniques.
❤️ HEART: Feel motivated to attend extra-curricular clubs; show how to respect opponents and when to lead peers or support them.
🤲 HANDS: Apply and refine movement patterns or football skills; know when to perform specific actions under pressure and how to adjust technique.
This clarity supports assessment too. Students and teachers can both see what successful learning looks like, not just if something was done, but how, why, and when.
Building better learning conversations
With Head-Heart-Hands, we reframe our questions:
“Do they know how to use space effectively?”
“Can they show resilience when they make a mistake?”
“Are they applying the technique consistently under pressure?”
This framework encourages learning conversations, not just teacher judgments. It builds ownership and self-awareness in students, fostering lifelong learners and movers.
Ready to dive deeper? Join our online course!
If you’re passionate about making PE more purposeful, inclusive, and impactful, join our Head-Heart-Hands in PE: Transforming planning, teaching and learning online course.
🗓 Date: Thursday 10th July 2025
⏰ Time: 9:00am – 3:30pm
💷 Cost: £120+vat
📍 Online – accessible from wherever you are
Whether you’re teaching KS1 or KS4, this course will provide you with adaptable resources, real-life examples, and ready-to-use planning templates for curriculum design and medium-term planning.
👉 Find out more and reserve your place today. andrew@afTLC.com / 07803 603450
Let’s lead the change together – head first, heart open, and hands ready!