This study was conducted in an effort to relate teaching strategies involved in mastery learning theory to the teaching of gross motor skills. Learning for mastery (LFM) was developed by Bloom (1968) into a working model from the conceptual model of school learning developed by Carroll (1963). The earliest attempts to use this working model were centred upon the need of individual children to develop proficiency in academic skills. Recently the strategy has been expanded to include a wider variety of schoolroom - based subjects. This essay suggests a further extension of strategies to include psychomotor skills. A review was made of the available literature on LFM, the existing Physical Education syllabi for New South Wales in both primary and secondary schools and an examination of texts recommended and currently used in those Colleges offering specialist teacher education programs for physical educationists. This review led the author to believe that the style of physical education currently being offered in the schools of New South Wales was derived from overseas models, particularly from those offered in the United States of America and is based on a 'play games' philosophy. The author believes that teacher education institutions in New South Wales need to develop in their students, philosophies that will guarantee to each individual pupil the opportunity to develop psychomotor abilities and basic skills to optimum levels.