The usefulness of physical education cannot be overlooked due to the changing face of modern education. Approaches to Physical education have gone through several developments. Varied criticism adds to the debate on the usefulness of PE in modern education and the need to change current approaches. Regardless of these varying opinions, the significance of PE is largely ignored by researchers, professionals, educationists, and government officials. This indicates the need to focus the debate on the meaning of PE to modern education. Obesity is a major challenge to students (Hedley, Ogden, Johnson, Carroll, Curtin and Flegal, 2004). Medical experts have called on governments to institute measures to compulsorily incorporate BMI tests as a means of curbing obesity and other weight related problems amongst school going children (Nihiser, Lee, Wechsler, McKenna, Odom, Reinold , Thompson and Grummer-Strawn, 2007). However, harmonizing BMI tests and a school’s physical education is a major problem. Since BMI scores have major implications on the school’s competitiveness, schools have been found to use other means to manipulate students BMI scores. Additionally, the validity and legitimacy of BMI tests to identify a student’s status in terms of healthy body mass is a matter of intense debate amongst experts (McDonald 2011). With regard to the place of physical education in modern education, McDonald (2011) argues that neo-liberalism seems to impose its self pervasively and as such influences how physical education is perceived within modern education institutions. Many schools are increasingly outsourcing physical education from private providers. While this is aimed at maximizing benefits, the economic outcomes expected from privatizing PE outplay the effectiveness of PE programs. Such privatization, which turns PE into an economic activity, amounts to de-professionalizing of this valuable learning activity. Additionally, private providers modify physical education activities and put emphasis on PE tests, rather than the physical activity, as a PE enhancing activity. McDonald (2011) suggests that the solution to this problem is for “PE to jump out of the water”. Ennis (2011) argues on the need for balanced approach with regards to PE. Ennis (2011) asserts that a balanced approach to PE implies a variety of physical activities. Research reveals that active participation in PE requires students to attain competence in a number of motor skills, which include “throwing, kicking and jumping” (Ennis 2011). Competence in these skills makes a student more vigorous. As such, PE should involve throwing; kicking and jumping as a way of helping students manage weight. Focusing on the physical elements of PE ignores the link between physical activity and enhanced brain performance, which in turn leads to improved academic performance. Jewett et al (1995) define curriculum in terms of self empowerment. Curriculum should empower a student to attain a “social, political, and personal as well as economic satisfaction” (Jewett et al., 1995). Jewett et al (1995) state that empowerment is a personal drive and not imposed by others. As such, curriculum is an active “transaction that facilitates the t