A good curriculum structure will be both rational and coherent. It will be based upon values as well as reflect them. Further, it will place them into a justifiable order of priority. The termphysical education, apart from its implicit dualism and ambivalence of meaning, has failed to differentiate satisfactorily between intrinsic and instrumental objectives and has not spelled out clearly what the educational part of the term refers to. The threedimensional model of the movement curriculum, it is argued, is able to do this and at the same time provide a framework in which such values as skill, knowledge, fitness, and pleasure can be appraised.