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					Get the
         AIS
        Classroom
                                            into your




 A   FREE   Health and Physical Education
       Resource for Upper Primary
         www.ais.org.au/schools
        A state by state curriculum based approach to
         teaching upper primary students the keys to
                 a healthy, balanced lifestyle.

             Written by teachers for teachers
'Get the AIS into your Classroom'
                      This resource has been designed for students in Upper
                      Primary schools and has been developed to fit the
                      Personal Development, Health and Physical Education
                      (PHPDE) strands of all states.
                      The aim of this program is to encourage students to consider
                      their own behaviours and attitudes to a healthy, balanced
                      lifestyle. Each activity is planned so that students can
                      demonstrate achievement of knowledge, skill and value outcomes.
                      Students can then translate these understandings into real-life
                      situations beyond the classroom. By examining their own life
                      experiences, students are empowered to make healthy lifestyle
                      decisions now and for the future.

                      Thousands of upper primary school teachers have
                      enthusiastically responded to this online program developed
                      by teachers for teachers. We’ve updated the programme
                      and added four new units (Unit 8 Games and Sports, Unit 9
                      Indigenous Games, Unit 10 Indigenous Athletics, and Unit 12
                      Champions: Olympic, Paralympic and Commonwealth Games).

                      All units provide teachers with teaching strategies that reflect
                      an outcome-based approach to student learning. These twelve
                      teaching units can be used separately or together depending on
                      individual teacher preferences and the classroom situation.

                      We hope you enjoy using this resource and appreciate any
                      feedback you may have.




                                                                     1
      ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                Good Partners -
                Nestlé and the AIS
                In keeping with our ongoing commitment to providing Australians with good food for good
                living every day, Nestlé is proud to be a long-term partner of the Australian Institute of
                Sport (AIS) – since 1999.
                The Australian Institute of Sport (AIS) has been the training ground for our top athletes
                – helping them to become strong in mind and body so they are able to take on life’s
                challenges both on and off the sporting field. The secrets of a well-balanced lifestyle hold
                true for all Australians – not just those at the top of their sport.
                Over the last six years, Nestlé have helped bring almost 25 years’ of AIS experience
                – particularly its sports nutrition expertise – into the everyday lives of Australians.
                We have assisted in developing numerous resources including the following:
                ✎ Three AIS Survival cookbooks – Survival for the Fittest, Survival from the Fittest and
                      Survival Around the World filled with healthy recipes.
                ✎ The ‘Winning Diet’ booklet, which is a guide to eating well for active people including
                      athletes and coaches.
                ✎ The Get Out, Get Active, Get Healthy booklet, which provides tips on nutrition and
                      activity to help busy Australian families live an active life.
                ✎ This education program for teachers, 'Get the AIS into your Classroom' – teaching
                      kids about good nutrition and an active lifestyle.


                About the Editor
                Frida Hristofski
                Frida has worked as Faculty Head of PDHPE in Australia and internationally for 15
                years. She has worked in schools for the Department of Education and the Association
                of Independent Schools and as an HSC marker for the Board of Studies in 1999, 2000,
                and 2002. Her expertise in the classroom has led to invitations to participate on panels
                to review and appraise departments, degrees and new syllabus as well as selection for
                committees including the Association of Independent Schools’ PDHPE Advisory Committee,
                Independent Girls’ School Sport Association Standing Committee, and others. In 1999,
                Frida was invited to participate in the NSW and National Olympic Academy sessions and
                as a volunteer for the Sydney Olympic Games 2000, she worked with the Greek team in
                the Olympic Village as the Greek National Olympic Committee Assistant and participated
                in the Opening and Closing Ceremony as an Athlete Escort.
                Teaching areas and research interests: health, physical education, sport, and
                sociology, Aboriginal and Torres Strait Islander issues in education, Information and
                communication technology in PDHPE, current issues in PDHPE, Olympic studies.
                Selected publications/conference papers:
                Hristofski F et al (pending). About PDHPE. Stage 4 PDHPE textbook
                Hristofski F et al (pending). About PDHPE. Stage 5 PDHPE textbook
                Hristofski F and Boyd A (2003) Promoting Physical Activity in K-6: Incorporating
                Gymnastics and Dance in Your School Workshop presented to the Association of
                Independent Schools of NSW, 19 June, Sydney.


                                                               2
‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                Foreword
                As Australians, we have always thought of ourselves as a great sporting nation.
                So it came as a surprise when we performed poorly at the 1976 Olympic Games
                in Montreal. The Australian Institute of Sport (AIS) was born of the need to do
                something about this – we had to find a way to support and develop our future world
                champion athletes in a way that would really make a difference.
                Now more than 25 years on, how things have changed!
                Australia is back among the top sporting nations of the world following the most
                successful Olympic and Paralympic Games ever in Sydney in 2000 and Athens in
                2004 where we finished fourth in the medal tally behind the United States China and
                Russia, with 17 gold medals, 16 silver, 16 bronze – at total of 49 medals.
                The AIS has played a big part in developing winning athletes who are strong in mind
                and body. Anyone who visits the AIS in Canberra will be struck by the way in which its
                programs for athletes go way beyond the development of fitness and sporting abilities.
                It’s all about developing well-rounded athletes – those who will be physically and
                mentally equipped to take on life’s challenges, both in and out of the sporting arena.
                The benefits of this ‘holistic’ approach hold true for everyone, not just those at the top
                of their sport. And now, through this resource, teachers have the opportunity to draw
                on more than 25 years of AIS experience in developing the keys to a well-balanced
                lifestyle and communicate these to their students in fun and innovative ways.
                The school classroom is an ideal setting to explore lifestyle choices and develop self-
                reliance in a rapidly changing world. This resource has been developed to empower
                children with the knowledge and understanding, skills, values and attitudes that will
                enable them to lead a healthy, balanced lifestyle.



                Scope of “Get the AIS
                into Your Classroom”
                ✎ To develop all of the required teacher and student materials that form
                      part of the AIS/Nestlé education resource targeted to students in upper primary
                      school years. The resource will prepare children, where appropriate, to be
                      informed visitors if and when they visit the AIS.
                ✎ The scope of the project (see attached chart) has been prepared in accordance
                      with each state Board of Studies Curriculum.
                ✎ The majority of the teaching and learning activities are integrated into three
                      strands of the VIC Health & Physical Education syllabus as indicated on
                      the chart. The strands are: Health of Individuals and Populations, Self and
                      Relationships, and Movement and Physical Activity. The resource also links into
                      some other Key Learning Areas (KLAs) and is cross-referenced to the National
                      Syllabus Profiles.




                                                               3
‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Scope of 'Get the AIS into Your Classroom'
    Links with VIC School Curriculum
                                                              Syllabus/Key
                                                             Learning Areas
                                                            (KLA) (8 in total)

                                                       Studies of                                                                                          Languages
Technology                                             Science &            English               Science          The Arts          Mathematics           other than
                   Health & Physical                  Environment                                                                                        English (LOTE)
                      Education


                                                                                         ✎ The program will also touch briefly on other
                                                                                                 KLA’s which teachers will be able to cover
              'Get the AIS                                                                       from other parts of the syllabus

                into Your
               Classroom'


                                                   Health &
                                               Physical Education
                                                     (KLA)


                                                                         Self and                                          Movement and
             Health of Individuals                                                                                         Physical Activity
               and Populations                                         Relationships




      Outcome                                             Outcome                      Subject                      Outcome
                               Subject                                                                                  &                      Subject
          &                                                   &                        Matter                                                  Matter
                               Matter                    Indicators                                                Indicators
     Indicators




                                               Provides the basis for development of the
                                               units of work which include:
                                               1. Teaching strategies/lesson plans
                                               2. Teacher resource documents
                                               3. Learning experiences/student worksheets



                                                                            4
             ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
               How to use this Resource
               Twelve units of work are provided, linked to relevant outcomes and content
               strands of the syllabus. The units of work suggest activities to assist students
               to work towards achieving the outcomes of the syllabus. Each unit of work is
               set out in the same format.




               Table 1 - Sections in each unit of work
               Section                              What is it?
               Students will be able to             Indicates the focus of the unit.
               Class structure                      Indicates suggested class groupings.
               Activities                           Indicates suggested class groupings and details the
                                                    teaching and learning strategies.
               Teaching Points                      Provides information to assist teachers including
                                                    background notes, guidelines or definitions.
               Worksheets                           Provides worksheets to be reproduced for the
                                                    students in conjunction with certain activities.
                                                    Worksheets are located at the end of each unit.
               Handouts                             Provides supporting information to assist students
                                                    in completing class activities and worksheets.
                                                    Handouts are located at the end of each unit.



               The resource may be taught as a module or individual units may be integrated
               into existing lessons or units of work. Teachers should read through the entire
               resource and activities prior to commencement, as some preparation may be
               required. The activities may need to be modified according to the needs and
               interests of students and the school community.

               It can also be complemented by a trip to the AIS where students can
               experience several key learnings first hand. Highlights of a school visit include
               a tour of the AIS hosted by a current AIS athlete. This person can talk with
               students about the challenges they face and what it is like to be a professional
               athlete.

               The AIS plays host to Sportex – a permanent interactive display allowing
               students to touch, play and learn about sport, sporting legends and what it
               takes to get to the top.

               The table on the next page provides an overview of each unit of work and
               indicates the relevant subject matter.




                                                               5
‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Table 2 - Summary of unit contents and curriculum focus
 Unit number and title                  Students will learn                                   Health, Nutrition and Physical
                                                                                              Education Facts
 1 Good Life                            How mind power, health/nutrition                        ✎ Personal health choices
                                        and physical fitness contribute to                      ✎ Social, emotional, spiritual and
                                        a ‘balanced life’.                                        physical wellbeing

 2 Mind Power                           What influences their development                       ✎ Personal identity
                                        as individuals including the                            ✎ Developing and maintaining a positive
                                        importance of positive thinking.                          self concept
                                                                                                ✎ Feelings about self and others
                                                                                                ✎ Values
                                                                                                ✎ Uniqueness of self

 3 Good Health                          The role of food and nutrition                          ✎     Personal health choices
                                        in supporting better health.                            ✎     Decision making process
                                                                                                ✎     Nutrition
                                                                                                ✎     Balanced diet and variety of foods
                                                                                                ✎     Growth and Development
                                                                                                ✎     Goal setting

 4 Food and you                         The influences on food choice and                       ✎     Personal health choices
                                        goal setting for better health.                         ✎     Influences on decision making
                                                                                                ✎     Evaluating decisions
                                                                                                ✎     Nutrition and variety of food choice
                                                                                                ✎     Food preparation
                                                                                                ✎     Goal setting

 5 Fuelling your body                   The relationship between nutrition                      ✎ Active Lifestyle
                                        and physical activity and their                         ✎ Effects of physical activity and
                                        contribution to health.                                   inactivity on the body
                                                                                                ✎ The body - effects of nutrition and activity
                                                                                                ✎ Personal health choices
                                                                                                ✎ Growth and development
                                                                                                ✎ Games and sports
                                                                                                ✎ Skills development for different sports

                                                                                                ✎     Components of an active lifestyle
 6 Fit Body                             The effects of physical activity on                     ✎     Effects of physical activity on the body
                                        the body and how leisure contributes                    ✎     Ways to be active – moderate to vigorous
                                        to a healthy lifestyle.                                 ✎     Use of leisure time
                                                                                                ✎     Growth and Development

                                                                                                                                                continued




                                                                             6
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Table 2 continued - Summary of unit contents and curriculum focus
 Unit number and title                Students will learn                                        Health, Nutrition and Physical
                                                                                                 Education Facts
 7 Get Active                          How lifestyle decisions influence                         ✎     Components of an Active Lifestyle
                                       their participation in physical activity                  ✎     Accumulated activity
                                                                                                 ✎     Ways to be active
                                                                                                 ✎     Developing behavioural skills -
                                                                                                       self motivation and goal setting
                                                                                                 ✎     Personal health choices
                                                                                                 ✎     Making health decisions
                                                                                                 ✎     Influences on decision making
                                                                                                 ✎     Evaluating decisions

 8 Games and Sports                    How modified games and sports
                                                                                                 Active Lifestyle
                                       are played.
                                                                                                 ✎ Games and sports
                                                                                                 ✎ Skills development for different sports

 9 Indigenous Games                    To participate in traditional
                                                                                                 Active Lifestyle:
                                       Indigenous Games
                                                                                                 ✎ Games and sports
                                                                                                 ✎ Skills development for different sports

 10 Indigenous Athletics               To participate in traditional
                                                                                                 Active Lifestyle:
                                       athletics events
                                                                                                 ✎ Games and sports
                                                                                                 ✎ Skills development for different sports

 11 You are part of a great            How the role of sport and the AIS
                                                                                                 Active Lifestyle:
    sporting nation                    have contributed to the development of
                                                                                                 ✎ Components of an active lifestyle
                                       national pride
                                                                                                 ✎ Ways to be active – self-motivation and
                                                                                                      goal setting
                                                                                                 ✎ Community contacts for encouraging and
                                                                                                      supporting sporting interests

 12 Champions: Olympic,                To compare the differences between
                                                                                                 Active Lifestyle:
    Paralympic and                     Olympic, Paralympic and Commonwealth
                                                                                                 ✎ Games and sports
    Commonwealth Games                 Games and their athletes
                                                                                                 ✎ Skills development for different sports




                                                                          7
            ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Table 2.5 - Overview of the nationally developed outcomes and indicators from
the Statement on Health and Physical Education for Australian Schools
Outcome                              Indicators                                                                                                 Relevant
                                                                                                                                                 Unit
Identifies and analyses              Evident when students:
images of health and                 ✎ Compare their own feelings and understanding about health with                                           Unit 4
how these influence                       those of other people
personal and community               ✎ Describe images of health in the media and popular culture                                               Unit 2
health                                    (sporting heroes, elite athletes, ideal body shape and size)
                                     ✎ Discuss the impact on health of high levels of physical activity                                         Unit 11
                                     ✎ Generate personal health goals based on their understanding of what                                      Unit 6
                                          it means to be healthy, and develop a plan to achieve these goals
                                     ✎ Describe their own images of health and consider whether these                                           Unit 7
                                          images are realistic, achievable and healthy

                                     Evident when students:
Identifies and takes                 ✎ Participate in a physical activity program designed to develop
part in activities that                                                                                                                    Unit 7 & 8
                                          particular aspects of fitness
contribute to the
development of particular
                                     ✎ Compare activities people do to stay fit and why they choose them                                 Unit 6, 9 & 10
components of fitness                ✎ Identify in simple terms the fitness requirements for taking part in                                  Unit 6
                                          selected physical activities

                                     Evident when students:
Plans strategies to
promote participation in             ✎ Discuss how people and communities use recreation and                                             Unit 6, 9 & 10
                                          leisure resources
recreational activities
                                     ✎ Plan and implement the promotion of an activity for a selected group                               Unit 6 & 12
                                     ✎ Examine how women and girls are excluded from many forms of                                          Unit 6
                                          physical activity and propose ways to improve their access
                                     ✎ Consider options available for recreational activities and plan to take                                  Unit 6
                                          part in them

                                     Evident when students:
Identifies issues related
to why individuals and
                                     ✎ Discuss why rules and customs related to food differ from one                                            Unit 4
                                          family member to the another
groups in the same
community have                       ✎ Compare the eating and patterns of different                                                             Unit 4
                                          members of the same household and discuss differences
different eating
and meal patterns                    ✎ Discuss how income may affect food choice                                                                Unit 4
                                     ✎ Identify sources of information on food, and develop criteria for                                        Unit 3
                                          evaluating the credibility of the sources and the reliability of
                                          their information
                                     ✎ Classify food advertisements by the groups of people they                                                Unit 4
                                          target and discuss the influence of advertising on eating patterns
                                     ✎ Identify and discuss food choices and restrictions for different                                         Unit 3
                                          groups and at different stages of the life cycle.

                                     Evident when students:
Identifies, implements               ✎ Compare foods for school lunches either brought from home or                                             Unit 4
and evaluates strategies                  bought at school with a food group selection model and make
to address a nutrition                    judgements about the implications for student health
related issue in the
                                     ✎ Choose a range of nutritious foods for a school canteen and                                              Unit 4
school
                                          compare with those stocked.
                                     ✎ Plan and prepare foods suitable for sale in the canteen and for                                          Unit 4
                                          lunch boxes.

                                                                            8
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
      Unit 1:
         Good Life!
                      Students will be able to:
                      ✎       Understand how mind power,
                              health/nutrition and physical fitness
                              contribute to a ‘balanced life’
                      ✎       Understand what balance means in life
                      Resources
                      ✎ Worksheet 1A - Food and Activity Diary


      Outcomes                                                              Indicators
Health of Individuals and Populations                                       ✎ Identify images of physical, social and
Compare images of health and how these                                      emotional health
influence personal and community health goals and                           ✎ Describe personal and group health goals
strategies (4.1 HPIP0401)                                                   and strategies based on the conclusions of what
                                                                            it means to be healthy

Health of Individuals and Populations                                       ✎ Identify major influences on health and
Plan and implement strategies to promote personal                           safety behaviour
and environmental health and safety (4.2 HPIP0402)



                    The Australian Institute of Sport is the most prestigious training ground for
                    athletes in Australia. And while AIS students are very talented athletes,
                    sport is only one part of their studies.

                    While every athlete at the AIS must stick to very strict training and dietary
                    regimes, some athletes train for up to eight hours a day - they also need to:
                    ✎ Attend school, TAFE or university - and achieve good grades,
                    ✎ Be well behaved and follow the rules for living on campus,
                    ✎ And most importantly they need to want to become the best that
                        they can be.

                    Taken together, this means that the athlete will not only excel at his or her
                    chosen sport, but they will also be able to apply these learnings to all parts
                    of their life. So, whether they become a world champion or move on to other
                    things - they will be a success in making a Good Life for themselves.




                                                                          9
        ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class               Learning Experience                                                          Resources / Equipment
structure
Whole class          What do you think makes up a good life?                                    Teacher lists various items on the board such
                                                                                                as food, money, clothes, health, exercise etc.

Whole class          What does the term balance mean to you?                                    Macquarie Dictionary definition: balance noun
                                                                                                to have an equality or equivalence in weight,
                     Teacher asks class for suggestions about what                              parts, etc.; be in equilibrium.
                     balance means and then refers to a dictionary
                     definition.

Group work           Teacher then leads discussion explaining why a                             The Australian Institute of Sport understands
                     balanced life is better than one that has too                              the importance of a balanced life. It would
                     much of one thing or not enough of another.                                be all too easy for these top athletes to
                                                                                                focus on nothing but sport. But this would
                                                                                                leave them with a very unbalanced life, which
                                                                                                would not help them in the ‘real world’. For
                                                                                                example, if an athlete focused only on sport,
                                                                                                and not on his studies, he or she may not be
                                                                                                able to read or write properly. Or if they do
                                                                                                not learn about what foods are good and
                                                                                                bad for them, when they leave the AIS they
                                                                                                might have poor eating habits and undo
                                                                                                all the good work that they’ve done at the
                                                                                                AIS.

Group work           Look at life –
                     Teacher gets class to split into pairs and asks
                     students to use the definition of balance and
                     discuss what they think gives us balance in life.
                     Teacher to discuss results with the groups.

                     Teacher asks class if money makes us happy?

                     After a brief discussion teacher splits children
                     into groups and gets them to list other things
                     that make them happy.
                     A member from each group is asked to come
                     and write up the things identified on the board.

                     Let’s look at you
Whole class          Teacher introduces Handout 1A - Food and
                     Activity diaries. (to be filled in over a period of
                     two days).
                     ‘Balance and Good Life’
                     ‘We are going to look at ourselves. What we
                     see, what we eat, what we do and look at how
                     these combine to give us a good life.’


                                                                               10
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
    Unit 1:
             Good Life!                                                                           Worksheet 1A:
                                                                                                  Food and Activity Diary
                  Name                                                                              Class
                                                       Write down everything you eat and drink including how much
                                                       (for example, 1 cup of whole milk with 2 teaspoons of MILO;
                                                     1 packet of 2 Minute fat free Noodles) over the next two days.
                                               Record your mood and feelings (for example, hungry or bored) when you eat.
                                        At the same time record all the activities that you do (including sleeping, doing your
                                      homework, as well as activities like playing sport, walking to school etc) over the next two
                                                     days. Don't forget to include how long each activity took.
                                      Keep your diary and a pencil with you all the time so you remember to write down all
                                                            activities regularly throughout the day.

 For example, your diary may look like this:
Time       When                         Food and drinks                           My mood and feelings                             Activity and time spent
                                        Two slices white toast
8:00 am     Before School               with Vegemite, 1 Banana                   A bit sleepy still!                               Rode bicycle to
                                        1
                                         ∕2 cup orange juice                                                                        school (10 minutes)

Time        When                      Food and drinks                          My mood and feelings                            Activity and time spent
6:00 am
7:00 am     Before school
8:00 am
9:00 am
10:00 am    Before recess
10:00 am
10:30 am    Recess
10:30 am
12:00 am    Before Lunch
12:00 pm
1:00 pm     Lunch
2:00 pm
3:00 pm     After Lunch
4:00 pm
5:00 pm     After school
6:00 pm
7:00 pm     Dinner
8:00 pm
9:00 pm     Before bed
10:00 pm
11:00 pm    Bedtime
12:00 pm
1:00 am
2.00 am
3:00 am
4:00 am
5:00 am

                                                                                11
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
       Unit 2:
         Mind Power
                     Students will be able to:
                     ✎ Develop and maintain a positive
                        self-concept
                     ✎     Recognise influences on self-esteem
                        and behaviour (personal abilities,
                        family, friends, community)
                     ✎     Understand the process of goal setting
                     ✎     Understand the concept of self-identity
                        and ‘uniqueness’
                     Resources:
                     ✎ Handout 2a: Athlete Profiles


Outcomes                                                              Indicators
Health of Individuals and Populations                                  ✎ Identify images of physical, social and emotional
Compare images of health and how these                                 health
influence personal and community health goals                          ✎ Describe personal and group health goals and
and strategies (4.1 HPIP0401)                                          strategies based on the conclusions of what it means to
                                                                       be healthy
                                                                       ✎ Explain how other people can influence behaviours
                                                                       linked to personal health goals

Health of Individuals and Populations                                  ✎ Identify major influences on health and safety
Plan and implement strategies to promote                                behaviour
personal and environmental health and safety                           ✎ Describe actions to address a specified personal
(4.2 HPIP0402)                                                         health concerns, such as self esteem, body image

Self and Relationships                                                 ✎ Identify the advantages and disadvantages of
Describe the ways in which people define their                         defining people in term of their features
own and others’ identities (4.2 HPSR0402)




                                                                    12
   ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                                At the AIS there are many talented athletes – but what
                                makes these athletes become sporting champions? Fitness
                                and training are important but it is also their mental attitude
                                that gives them the ability to move on to greatness.

                                A positive attitude and the ability to work towards goals are
                                crucial to every athlete’s success. Additionally they need to be
                                able to remain focused on what they want to achieve and have
                                the self-discipline to stick to their goals even when they are
                                tired or would prefer to be doing something else.

                                While the average person probably does not need to be as
                                disciplined and focused as an athlete training for the Olympics
                                or the Paralympics, we can learn from their experience and
                                find ways to make our lives a great performance.




Class structure Learning Experience                                                                         Resources / Equipment
  Whole class                   Develop a class ID poster.                                                 Students can start to understand
                                                                                                           what makes them unique and
                                Teacher lists characteristics                                              special. What components make up
                                Appearance – physical                                                      people – more than what you see
                                Interests – hobbies/sports                                                 and hear.
                                Responsibilities – duties at home
                                Strengths – sense of humour, caring, helpful.                              Teacher can have extensive input
                                                                                                           as to how he/she sees the class
                                                                                                           as a whole.

  Individual                    Student writes a personal profile (ID) of him
                                or herself describing appearance, interests,
                                strengths and responsibilities.

                                Utilising list from previous activity – students
                                describe themselves.

                                                                                                                                                 continued




                                                                                 13
               ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class structure Learning Experience                                                                      Resources / Equipment
  Whole class                Teacher leads discussion on achieving.                                    Reactions to achieving are listed.
                             What is an achievement – when we achieve
                             how do we feel?

                             Teacher leads discussion on failure. When have                            Reactions to failing are listed and
                             you attempted to do something and failed? How                             how to turn negative feelings into
                             did you feel? What did you do?                                            positive feelings.

                             Discuss how AIS athletes have handled success
                             and failure by referring to Handout 2A.

                             Are there parallels between achieving/failing                             Investigate self-esteem issues. How
                             and winning and losing – how are these things                             do family, friends, peers, sporting
                             similar? Students discuss how they think                                  heroes influence them?
                             about themselves.

  Group work                 Students brainstorm positive attributes about
                             each other working in groups. Build up a list of
                             positive attributes and then discuss how each
                             individual feels about the list:
                             ✎ What are the similarities or differences
                                with others in the group?
                             ✎ Who do they admire?

  Whole class                Compare and discuss the various influences on                             Identify the role of family, peers,
                             their lifestyle - diet, physical activity choices,                        media, culture and community in
                             interests and values.                                                     regard to our behaviour.
                             How does what we see and hear affect us?
                             Look at fads – Pokémon/Digimon, scooters etc
                             – how do we change our behaviour based on
                             what is in or out, popular or not.




                                                                            14
           ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 2:
     Mind Power                                                                           Handout 2a:




                                                                                               ;
                                                                                          Athlete Profiles
AIS Athletes are very
talented athletes, but really
they are just like everyone                                  Achieving success is often a lot of
else. They did not start out                                 fun. It is important to enjoy your
as champions, they have
worked hard at their sport                                   achievements while at the same
over time.                                                   time being gracious to others.

These athletes have had some                                 The bad times can be much
great successes - but have also                              harder to deal with, but as you will
had some times in their lives,                               see, even champions experience
when they have questioned their                              low points. The important thing to
commitment to their sport. Along                             remember is that they ‘took on’
the way they have learnt to deal                             the bad times, overcame them and
with both these personal challenges                          went on to achieve great things
and the demands of their chosen                              – even winning medals at the
sport.                                                       Olympic Games!


                                        How did you get into cycling?                              One day is an easy 40km ride, two days on
                                        When I was 16 there was a talent                           long, slow rides of 150kms and the other
                                        identification program for rowers and cyclists             days I put a lot of effort into time trial work
                                        at my school and I got to miss maths if I                  cycling as fast as I can or up hills.
                                        tried out. I gave cycling a try and kept
                                        going with it.                                             How do you stay motivated?
                                                                                                   I’ve never had too much trouble finding the
                                        Why do you like cycling?                                   motivation to train. But I spend six months
                                        It’s exciting racing in a pack of up to 30                 of the year training in Europe and I get
                                        cyclists – there’s an element of danger                    homesick and tired of moving around. Over
                                        because you’re going so fast: up to 60kmph                 the years, I put a big effort into learning
                                        around corners. I like pushing myself,                     Italian so I can be much more comfortable
                                        especially in roadside cycling – you can be                living overseas watching Italian TV or
                                        halfway up a hill and someone attacks from                 ordering meals in a café. And having a
                                                                                                   laptop computer has made it easier to stay

Alison
                                        behind, the adrenaline kicks in and you go
                                        for it. I like the challenge.                              in contact with home.

                                        What’s your training like?                                 What’s your biggest
Wright                                  In an easy week I will cycle 400kms but
                                        more usually, I cycle up to 700 kms a week
                                        and if it’s a really hard training week, it can
                                                                                                   achievement so far?
                                                                                                   I came 6th in the Road Cycling World
                                                                                                   Championships in 2002 and got a Bronze
    Cycling                             be up to 1,000kms.                                         medal at the 2002 Commonwealth Games in
                                                                                                   track cycling (the 3km Individual Pursuit)




                                                                       15
      ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                                      How did you get into sport?                                 There have been lots of highs,
                                      I grew up in Emerald in central Queensland                  but how do you handle the lows?
                                      and loved athletics especially running and shot             After the Sydney Paralympics I took five
                                      put. My Grade 7 teacher found out about a                   months off. I had no more goals and I
                                      competition for athletes with disabilities and I            thought I can’t do this anymore – in a funny
                                      won three gold medals in the 60m, 100m and                  way, I didn’t want to wreck the experience of
                                      200m races. However, I couldn’t find a coach                Sydney.
                                      qualified to coach athletics with a disability so
                                      I looked around for another sport, swimming                 I thought I had closed the door and at
                                      and never looked back.                                      18, thought it was time to get on with life,
                                                                                                  complete my teacher’s aide certificate so I
                                      How does your disability affect                             could help disabled kids in the classroom.
                                      your performance?                                           But then in April 2001, Mum rang me and said
                                      I have Cerebral Palsy with left-sided                       why not give athletics a go again. Originally, I

Amanda                                hemiplegia which means that my left arm and
                                      leg muscles are impaired so my movement is
                                                                                                  wanted to run, but there was more competition
                                                                                                  in throwing a shotput and discus. I had to


 Frazer
                                      a bit slower. Honestly, I love the challenge.               learn a whole new way of throwing – it was
                                      I worked really hard to get to the Sydney                   so frustrating and very difficult. After two
                                      Paralympics 2000. I’ve broken all the national              weeks’ I thought, “That’s it!”. But my coach
                                      records in my class (SF) including the 50m                  Scott Goodman really encouraged me and
  Swimming                            freestyle, 100m freestyle, 200m individual                  told me I’d made so much improvement in my
 and Athletics                        medley and 50 m butterfly. I competed
                                      in seven events at the Sydney Paralympic
                                                                                                  technique and that I could win a Gold medal.

                                      Games in 2000, winning a bronze for the                     At the World Championships in 2002 I won
Paralympic Team                       50m freestyle and another bronze medal in                   Bronze in my class but was disappointed that
                                      the 4x100m freestyle relay. I won an AIS                    I only got third in the point system. I didn’t
                                      scholarship in November 2002.                               cope well with this disappointment but you’ve
                                                                                                  just got to talk to yourself and my coach was
                                      How hard do you have to train?                              absolutely wonderful. I was his first female
                                      I train seven sessions a week in the pool plus              athlete that he trained and we’ve grown
                                      two gym sessions a week. Each session in                    together and he understands me so well. So
                                      the pool can cover three to six kilometres in               I kept my head down, kept training and in the
                                      training. I do two sessions on Tuesdays and                 Nationals in 2004 I broke the World Record in
                                      Thursdays as well as afternoons from Monday                 Discus by 1cm. It was UNBELIEVEABLE. I
                                      to Friday. Sessions can last from 4.45am to                 had just told myself to go for it, just throw it
                                      7.30am and from 4.00pm to 7.00pm.                           and I didn’t hold back. So in Athens 2004 I
                                                                                                  won silver and can’t wait to beat the Chinese
                                      Do you need to take special care                            for the gold medal in Beijing in 2008!
                                      because of your disability?
                                      Not really. The workouts we do are really                   How do you cope with nerves
                                      good for my condition – it helps keep me a                  before an event?
                                      bit more flexible and that’s why my parents                 Everyone gets nervous before an event. But
                                      got me into sport from a young age in the                   when we walked out to the competition circle
                                      first place – to help with my disability.                   in the main stadium at Athens in 2004, I
                                                                                                  got completely overwhelmed. So I tried to
                                      What has been the best moment                               distract myself but singing songs, looking at
                                      for you so far?                                             my coach and thinking, “we’re not in Athens,
                                      Walking into a stadium filled with 110,000                  we’re home at the throwing fields doing
                                      people watching disabled athletes compete                   what we do every day”. My friends had put
                                      as well as winning a bronze medal in the 50m                together a CD of songs for me and I listened
                                      freestyle event.                                            to my favourite one. Guess what it was?
                                                                                                  ‘Let’s Get it Started’, by the Black-Eyed Peas.




                                                                      16
     ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                                   How did you get into sport?                                     Do you get nervous before
                                   I competed in triathlons for four years from the                an event?
                                   age of 11 and at 15 started competing in swimming               Yes, very nervous. But you have to get over your
                                   at my local club. We were the first team in South               nerves otherwise you’re using all your energy
                                   Australia to compete in the Pacific School Games                being nervous and have no energy left to swim
                                   in Sydney 2000. I won four gold medals (100m                    the race. So I try to control my nerves. It’s
                                   backstroke, 50m backstroke, 4x100m freestyle                    very hard, but I try to zone out and think of
                                   relay and 4x100m medley relay); I won a South                   other things.
                                   Australian Sports Institute scholarship in 2000
                                   and an AIS scholarship in 2002.
                                                                                                   What are your goals?
                                                                                                   To be in the Australian National team every year
                                   What sort of training                                           To compete in the events I want to at the
                                   do you have to do?                                              Commonwealth Games in Melbourne in 2006
                                   I swim every morning from 5.30am to 8.30am                      (the 4x200m freestyle relay and the 200m
                                   with half an hour on dry land. We do different                  backstroke) and to win a medal.


 Fran
                                   strokes’ techniques plus drills. Then I go to the               To compete in the 2008 Olympics at Beijing and
                                   gym at 10.30am for one hour to do strengthening                 win a medal
                                   work using weights, then from 3.00-3.30pm it’s
                                                                                                   What strengths do you draw
Adcock
                                   more chin ups and push ups and then into the
                                   pool from 3.30pm to 6.00pm to swim about 7.5                    on to reach these goals?
                                   kms. So it’s about 6-8 hours of training a day.                 I try to be happy whatever the situation and if
                                                                                                   things are going wrong, I go for it because you’ve
 Swimming                          How do you handle stress?                                       got nothing to lose. I’m determined and I try to
                                   I have a great family and good friends who                      think of the big picture and be self-disciplined in
                                   understand what I go through. I always think                    order to get to my goals – so I can’t be a party
                                   through experiences and try to learn from them.                 animal!




                                   How did you get into sport?                                     What strengths do you draw on to
                                   Started as a kid in the backyard, usual cowboys                 reach these goals?
                                   and Indians stuff and progressed from there                     I rely heavily on the fact that I’ve got the best
                                   until I was identified by the National Coach, Mr                coach and have all basics right as a result of
                                   Kisik Lee, who brought me to the AIS and the                    my training regime and Mr Lee’s input. From
                                   rest is history.                                                there it’s a matter of pulling together good
                                                                                                   matches at the right time and making the most
                                   How hard do you have to train?                                  of opportunities.
                                   Prior to the Olympics I was undertaking my
                                   Year 12 at Lake Ginninderra College, competing                  There have been lots of highs, but
                                   at international tournaments and preparing for                  how do you handle the lows?
                                   the Olympics with about 6 hrs training per day                  One of the things that might be a real asset in
                                   plus equipment preparation. It’s eased off                      archery is an even temperament which I think
                                   a bit since and I’m probably on about 3 or 4                    I have. So, when things aren’t going right, such
                                   hours a day in preparation for the upcoming                     as missing the cut in a European Grand Prix in
                                   National Championships and my program will                      April last year, I just went back to the drawing


 Tim
                                   probably intensify as we get closer to the World                board and fixed without too much hysteria.
                                   Championships should I be selected in the
                                   Australian team.
                                                                                                   How do you cope with nerves
                                                                                                   before an event?
Cuddihy                            What are your goals?
                                   They’re pretty modest at the moment I suppose.
                                   I want to do well at the National Championships
                                                                                                   I guess I don’t put too much emphasis on pre-
                                                                                                   match build ups and the like. I try to stay calm,
                                                                                                   don’t get too focused early but don’t lose focus
  Archery                          next month and get selected to compete at the
                                   World Champ’s in Madrid in July with a view
                                                                                                   either and go out and get the job done when I
                                                                                                   need to. It doesn’t always work but when it does
                                   to getting to the quarter finals and see how                    I can’t say I’m unhappy with the results.
                                   it goes from there. Then I think it’s likely I’ll
                                   take a break, follow up some career options and
                                                                                                   What has been the best moment
                                   hopefully get back for the Beijing Olympics.
                                                                                                   for you so far?
                                                                                                   Pretty hard to go past winning the Olympic
                                                                                                   bronze medal but being the Cadet World
                                                                                                   Champion in 2002 and Junior World Champion in
                                                                                                   2004 were great highlights as well.



                                                                     17
    ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                                     How did you get into sport?                                     What strengths do you draw on to
                                     I have always been active in sports in school.                  reach these goals?
                                     Mum and dad used to take us to our different                    Commitment and dedication is a major part to
                                     sports out of school too, motocross and BMX.                    reach my goals.
                                     Then we saw cycling on TV and thought it would
                                     be great challenge as an Olympic sport.                         There have been lots of highs, but
                                                                                                     how do you handle the lows?
                                     How hard do you have to train?                                  I use the lows to create new highs and goals,
                                     You get out of your sport what you put into it. To              looking at the bigger picture to put a positive
                                     go to the Olympics you have to put everything                   spin on things.
                                     into it, commitment and dedication. I train six
                                     days a week, and most days twice a day.                         How do yo cope with the nerves
                                                                                                     before an event?
                                     What are your goals?
Ryan
                                                                                                     I don’t really get nervous before my events, I
                                     My goals were to go to the Olympics, I achieved                 enjoy riding my bike, and use my determination
                                     that and much more with 2 gold medals in                        to win.


Bayley
                                     Athens. Now, it’s time for me to reset my goals
                                     and look forward to Beijing.                                    What has been the best moment
                                                                                                     for you so far?
                                                                                                     Winning 2 Olympic gold medals in the same year
 Track Cycling                                                                                       in Athens – it was unbelievable.




                                        How did you get into sport?                                Why do you like the sport you
                                        I started at a local club. Then as I became                are training in?
                                        more interested and dedicated, I practised a               Archery is a great sport. When I first
                                        lot at home. Pretty soon archery became my                 started, I liked it because it was something
                                        whole life.                                                I could do on my own, whenever I felt like it.
                                                                                                   It had really cool equipment which fascinated
                                        What is an example of a low                                me. As the years passed, I have come to
                                        point and how did you deal                                 appreciate other things about it, such as
                                        with it?                                                   the confidence that participating in top
                                        I had lots of low points before winning in                 level sport has given me. Also the ability to
                                        Sydney. It’s not possible to win all the time.             concentrate on the task at hand, and to be
                                        In some sports it is really hard to win much               patient.


 Simon
                                        at all. The thing is to remember why you
                                        are involved in it. If the only reason is to               What has your greatest success
                                        win, then you won’t last long. You need to                 been to date and how did you
                                        remember that playing sport is fun, and                    deal with it?
Fairweather                             that it can teach you all sorts of things,
                                        such as getting along with other people,
                                                                                                   Winning the 2000 Olympics is the greatest
                                                                                                   success. Dealing with winning is not too
                                        and achieving goals.                                       hard! But you always need to remember to
    Archery                                                                                        be gracious, and to acknowledge your fellow
                                                                                                   competitors etc. No one likes a ‘swell head.’




                                                                       18
      ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                                    How did you get into sport?                               I have won silver medals for the relay
                                    I got into the sport of swimming quite                    medley in both, however my 100m freestyle
                                    accidentally. I was about 12 years old and                result in 1996 was amazing! It was my
                                    swam (in Year 8) at a high school carnival.               first Olympic Games and I came 6th! The
                                    I was ‘spotted’ by a coach and he                         feeling of a home Olympics is just something
                                    approached me and suggested that I                        special too. Success is lots of fun. It’s easy
                                    try some squad training. I improved and                   to deal with, so just enjoy it!
                                    progressed from there.
                                                                                              What is an example of a
                                    Why do you like the sport                                 low point and how did you
                                    you are training in?                                      deal with it?
                                    There are many reasons I enjoy swimming:
                                                                                              1998 was my huge low point. My father died
                                    it’s good for your body, it’s competitive, it
                                                                                              when I was at the Commonwealth Games,


Sarah
                                    can be relaxing, and I’ve made some great
                                                                                              so I left early, only to get glandular fever
                                    friends and seen a lot of beautiful places in
                                                                                              and not swim for 3 months. At that time
                                    the world. But I suppose the main reason is
                                                                                              I hated swimming, was very unmotivated

Ryan
                                    I like the challenge of pushing myself to see
                                                                                              and basically sad. So I saw a sports
                                    how fast I can go.
                                                                                              psychologist to help me. My fiance’ and
                                                                                              his family and good friends all helped. My
                                    What has your greatest
Swimming                            success been to date and
                                                                                              family live in Adelaide so I don’t see them
                                                                                              much. Surrounding yourself with fun and
                                    how did you deal with it?                                 happy people is a good idea when you’re
                                    It’s hard to choose a favourite success out
                                                                                              a bit down.
                                    of the two Olympic Games (1996 and 2000.)




                                            How did you get into                              What has your greatest
                                            sport?                                            success been to date and
                                            My Mum was looking through the                    how did you deal with it?
                                            newspaper and she came across an                  I won a Silver medal at the Olympic
                                            article advertising Little Athletics. She         Games in Sydney in front of a home
                                            took me down to compete and I loved               crowd! It was the best feeling! I
                                            it, so I kept going from there.                   went out and had a great time to
                                                                                              celebrate!
                                            Why do you like the sport
                                            you are training in?                              What is an example of a
                                            It’s easy and I love competing!                   low point and how did you
                                                                                              deal with it?
  Jai                                                                                         In 1997 I broke my ankle. This kept
                                                                                              me out of training for a while. I went


Taurima
                                                                                              ‘nuts!’ To kill time I just played the
                                                                                              Play Station!


  Athletics

                                                                    19
   ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                                                             a
                                                                                                    What has been your greatest
                                                                                                    success to date – how did you
                                                                                                    deal with it?
                                                                                                    My greatest success was winning the silver
                                         How did you get                                            medal at the Sydney 2000 Paralympics in
                                         into sport?                                                the 60 kilo division. I weighed in at 58.1 kg
                                         I have always been interested and active in                and bench-pressed 175.0 kg that was my
                                         a variety of sports. I didn’t get involved in              PB, a new Australian record and the first
                                         Powerlifting until I was 24. I have always had             triple bodyweight benchpress in Australia.
                                         a very good power to weight ratio. It was at               I was extremely pleased at achieving this
                                         the suggestion of a friend who convinced me                result and celebrated very quietly with my
                                         that I should be doing something competitive               family and a few close friends.
                                         with my strength.
                                                                                                    What is an example of a low

Richard
                                         Why do you like                                            point – and how did you deal
                                         the sport you are training in?                             with that loss or failure?
                                         I like Powerlifting because I have had                     A low point for me was my result at the


Nicholson                                very good success in the sport. It is very                 1996 Atlanta Paralympics, however it was a
                                         mentally draining sometimes and you                        very valuable lesson. After being selected for
                                         really have to be fired up mentally to lift                the team I did not think enough about what
  Powerlifting                           big weights. However I have been in the                    I wanted to achieve at the games.
                                                                                                    I needed to set a new goal. I was mentally
                                         Australian Powerlifting Team since 1995
                                         and have competed in many international                    under-prepared for the competition and my
                                         competitions and travelled to many different               result was a fair indication of that.
                                         countries.                                                 It was a hard but valuable lesson on goal
                                                                                                    setting and focus.




                                           How did you get into sport?                          What has your greatest
                                           I got started in soccer because I used               success been to date and
                                           to watch my older brother play and one               how did you deal with it?
                                           day one of the players got injured. I                My greatest success has been
                                           went on for them and scored a goal. I                competing at the Sydney Olympics. I
                                           have enjoyed sport ever since then.                  dealt with it by talking to my team-
                                                                                                mates.
                                           Why do you like the sport
                                           you are training in?                                 What is an example of
                                                                                                 a low point – and how did
                                           I like soccer because it is a team sport             you deal with that loss

Amy
                                           and very skilful.                                    or failure?
                                                                                                A low point in my career was when I


Wilson
                                        ll
                                                                                                had a grade 3 medial ligament injury. I
                                                                                                dealt with it by working extremely hard
                                                                                                in the gym to speed up my recovery.

   Soccer



                                                                       20
      ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
 Unit 3:
    Good Health
                Students will be able to:
                ✎ Create a definition of health
                ✎ Explain the function of nutrients in relation to health
                ✎ Understand the concept of the
                   'Australian Guide to Healthy Eating'
                ✎ Describe the Food Groups

                Resources
                ✎ Handout 3A – Food Groups and Nutrients
                ✎ Australian Guide to Healthy Eating (AGHE) pdf file
                ✎ Worksheet 1A – Food and Activity Diary
                ✎ Worksheet 3B – Healthy Diet Checklist


Outcomes                                                              Indicators
Health of Individuals and Populations                                ✎ Identify images of physical, social and emotional
                                                                     health
Compare images of health and how these                               ✎ Describe personal and group health goals and
influence personal and community health                              strategies based on the conclusions of what it means to
goals and strategies (4.1 HPIP0401)                                  be healthy
                                                                     ✎ Classify foods advertised and available in local
                                                                     environments and suggest changes to promote an active
                                                                     and healthy lifestyle
Health of Individuals and Populations                                ✎ Identify major influences on health and safety
Plan and implement strategies to promote                             behaviour
personal and environmental health and                                ✎ Describe how health information, products and
safety (4.2 HPIP0402)                                                services can be accessed and used to help meet needs
                                                                     and concerns
                                                                     ✎ Describe actions to address a specific personal
                                                                     health concern

                Athletes’ bodies are often referred to as ‘well-oiled machines’ and this is
                quite a good analogy.
                If you think of your body as a machine, say, a car, for example, it is easy to
                understand why being healthy is so important. If you don’t take care of your
                car – by regularly filling it up with petrol, driving it and getting it serviced, it
                can stop working altogether.
                Similarly you need to regularly refuel with good food, get exercise and take
                care of yourself to keep yourself at your best and feeling good.


                                                                   21
  ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class
structure                 Learning Experience                                           Resources / Equipment
 Individuals           Students write their own definition of                     Copy the definition of 'healthy' from the dictionary
                       what it means to be 'healthy'.                             on the board to stimulate discussion.

                                                                                  Macquarie Dictionary definition:
                                                                                  Health – soundness of body
                                                                                  Healthy – possessing or enjoying health.

 Whole class           Class discussion on what it means
                       to be ‘healthy’. Students brainstorm
                       concepts of health including physical,
                       emotional, mental, spiritual and social
                       aspects affecting their well-being.

 Whole class           Finalise a class definition of 'health'.

 Group work            Group discussions of the role of food Students to use butcher’s paper and pen to
                       and 'health'. How does food affect    transcribe ideas from their group discussions.
                       wellbeing? Groups report back to
                       the class with their definitions and
                       roles. How do these fit into the
                       class definition of 'health'?

 Whole class           Discuss the 'Food Groups' and                              The basis of a balanced diet is a variety of
                       function of nutrients using Handout                        foods eaten each day from all the Food Groups.
                       3A ‘Food groups, nutrients and                             Students are to identify how each food group has
                       functions in the body’.                                    a specific role in health.

 Whole class           Introduce the 'Australian Guide to                         The ‘Australian Guide to Healthy Eating’ has been
                       Healthy Eating'.                                           developed by the Commonwealth Department of
                                                                                  Health and Family Services and is based on recent
                                                                                  research in nutrition.
                                                                                  The guide provides information about the amounts
                                                                                  and kinds of food children need to eat each day
                                                                                  to get enough of the nutrients necessary for good
                                                                                  health.
                                                                                  For further information about the guide visit the
                                                                                  website at:
                                                                                  www.health.gov.au/pubhlth/strateg/food/guide/
 Individuals           Using information from their Food                          Students are to refer to worksheet 3B – ‘Healthy
                       and Activity Diary (Unit 1), students                      diet check list’s to analyse their food intake and
                       are to suggest modifications to meet                       make recommendations.
                       their targets/goals for each Food
                       Group as outlined in the 'Australian                       The aim of this activity is for students to analyse
                       Guide to Healthy Eating’.                                  their own food choices using the Food Groups
                       Refer to page 26 for food                                  within 'Australian Guide to Healthy Eating'.
                       serving sizes.                                             Students set goals to improve their diet and
                                                                                  reflect on the outcome of their decisions.

                                                                            22
           ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 3:
          Good Health                                                                                       Handout 3A:
                                                                                                            Food groups,
Name                                                                                                        nutrients and
Class                                                                                                       functions in the
                                                                                                            body
Which group?                          What nutrients?
Bread, Cereals, Rice,                This food group provides carbohydrates, protein,
Pasta, Noodles                       fibre, vitamins and minerals.
Vegetables, Legumes                  This food group provides fibre, carbohydrate,
(eg dried peas, beans and lentils)   vitamins, particularly vitamins A and C, and minerals.
                                     Fruit is a good source of vitamin C and another
Fruit                                vitamin called folate. Fruit skins also provide
                                     carbohydrate and fibre.
Milk, Yogurt, Cheese                 Dairy foods are the best source of calcium.
                                     They also provide carbohydrates, protein, vitamins
                                     and minerals and some fat.
Meat, Fish, Poultry,                 This food group provides good sources of protein,
Eggs, Nuts, Legumes                  fat, vitamins and minerals, particularly iron to
                                     carry oxygen around our body.
Extra foods                          Extra foods are the other foods we eat and enjoy
                                     in small amounts like biscuits, ice cream, chocolate,
                                     chips etc.




                                                                       To eat a healthy diet:
                                                                       1. Eat enough foods from                       3. Eat plenty of plant foods
                                                                       each of the five food groups                   (bread, cereal, rice, pasta,
                                                                       every day.                                     noodles, vegetables, legumes
                                                                       2. Choose different varieties                  and fruit), moderate amounts
                                                                       of foods from within each of                   of animal foods (milk, yogurt,
                                                                       the five food groups from                      cheese, meat, fish, poultry,
                                                                       day to day, week to week                       eggs) and small amounts of
                                                                       and at different times of                      the extra foods as well as
                                                                       the year.                                      margarine and oils.
                                                                                                                      4. Drink plenty of water.
                                                                             Reference: "The Australian Guide to Healthy Eating" is produced by the
                                                                                        Commonwealth Department of Health and Ageing.
                                                                             Copyright Commonwealth of Australia 1998 - reproduced by permission.



                                                                                 23
                ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Which group?                       Found in                                            Function in the body
                                    Meat, fish, poultry, eggs,                        Essential for growth and repair
      Protein                       nuts, legumes (dried                              and maintenance of a healthy body.
                                    beans, peas and lentils),                         Makes up part of the structure of
                                    milk, yogurt and cheese.                          cells in the body.

                                    Bread, cereals, rice,                             Major source of fuel for energy.
  Carbohydrate                      pasta, noodles, vegetables,                       Allows protein to be used for growth
                                    legumes, fruit, milk                              and maintenance of body cells.
                                    and yogurt

       Fats
                                                                                      Most concentrated source of
                                    Butter, lard, coconut oil/                        energy. Fat is used in the structure
  Saturated fats
                                    copha, cooking margarine,                         of every cell in the body. Supplies
                                    palm oil, ghee, cream,                            fat-soluble vitamins (A, D, E and K)
                                    milk, cheese and ice                              as well as essential fatty acids.
                                    cream.
 Monounsaturated                    Olive oil, canola oil, peanut
      fats                          oil and peanut butter.


Polyunsaturated fats                Safflower, sunflower
                                    and other vegetable oils
                                    (including margarine
                                    produced from the
                                    vegetable oils), nut oils
                                    like almond and walnut.

  Vitamins and                      Found in lots of different                        Needed in small amounts for
     minerals                       foods. For example,                               normal growth and health everyday.
                                    Vitamin C is found mostly                         Essential for the body to help
                                    in fruit and vegetables                           carbohydrate foods to release
                                    while the Vitamin B Group                         energy. Important for other
                                    is found mostly in cereals                        body structures.
                                    as well as fruit and
                                    vegetables.




                                                                      24
     ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 3
      Good Health                                                                                              Are you on
                                                                                                                               A
Worksheet 3B:                                                                                                   Target?
Healthy diet checklist
                                                                                                                  M Did you meet your
 Name:                                                                                                         target for the number of
                                                                                                              serves in each food group?
 Class:                                                                                                                     yes
                                                                                                           M If no, which food group(s)
                                                                                                                                               no
             Using the information from                                                                                    did you:
                  your Food Diary,                                                                                   1.Not eat enough of?
      fill in the chart with how many serves you have
       eaten from each of the food groups for Day 1
     and Day 2. You will need to compare the number                                                                   2. Eat too much of?
     of serves you have eaten with the amount recom-
     mended everyday and answer the questions under                                                               M Now that you have
               the chart on how your diet rated.
                                                                                                            looked at your targets, draw
                                          Check how much                                                     up your own menu of foods
                                            is in a serve                                                        and drinks with the
                                               by using                                                         recommended number
                                                                                                             of serves for all your meals
                                          the table on the                                                   and snacks. Check that you
                                              next page                                                           are on target now

 Target on        Bread, Cereals,                                                Fruit                Milk                    Meat
                                                    Vegetables,                                                               Fish              Extra
   eating           Rice, Pasta,                                                                     Yogurt                  Poultry            Foods
                      Noodles                        Legumes
                                                                                                     Cheese                   Nuts
                                                                                                                            Legumes
Recommended
   number
  of serves
                          4-6                          4-5                       1-2                      3                1-11/12                  1-2
  each day
  How many
 serves I had
   on Day 1
  How many
 serves I had
   on Day 2
                                                                                               Reference: Number of serves as recommended for 8-11 year olds in
                                                                                                                        the 'Australian Guide to Healthy Eating”.
                                                                              25
             ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
What is a serve?
Food Group                                                                                    Sample Serve Size
Bread, Cereals, Rice,                                                             2 slices of bread
Pasta, Noodles                                                                    1 bread roll
                                                                                  1 cup of cooked rice, pasta, noodles
                                                                                  1 cup porridge, 11∕3 cup breakfast cereal
                                                                                  1
                                                                                   ∕2 cup flakes or muesli

Vegetables, Legumes                                                               ∕2 cup cooked vegetables
                                                                                  1

                                                                                  ∕2 cup baked beans or lentils
                                                                                  1

                                                                                  1 cup salad vegetables (lettuce, coleslaw etc)
                                                                                  1 potato

Fruit                                                                             1 medium piece of fruit, eg apple, banana, orange, pear
                                                                                  2 small pieces of fruit, eg apricots, plums, kiwi fruit
                                                                                  1 cup of canned fruit
                                                                                  1
                                                                                   ∕2 cup juice (1∕2 'Popper' juice)
                                                                                  4 dried apricot halves
                                                                                  11∕2 tablespoon sultanas


                                                                                  1 cup or small carton of milk
Milk, Yogurt, Cheese                                                              2 slices of cheese
                                                                                  200g yogurt (1 small carton)
                                                                                  1 cup of custard

                                                                                  1 chicken leg, 1∕2 cup mince meat (eg bolognaise sauce),
Meat, Fish, Poultry, Eggs,                                                        2 small chops
Nuts, Legumes                                                                     2 slices of roast meat
                                                                                  1
                                                                                   ∕2 cup baked beans
                                                                                  1 piece of fish
                                                                                  2 eggs
                                                                                  1 Tablespoon peanut butter or 1∕3 cup peanuts


                                                                                  4 plain sweet biscuits
Extra Foods                                                                       1 slice of cake
                                                                                  1
                                                                                   ∕2 small chocolate bar
                                                                                  1 doughnut
                                                                                  1 tablespoon margarine, butter or oil
                                                                                  1 can of soft drink
                                                                                  small packet of chips
                                                                                  12 hot chips
                                                                                  11∕2 scoops of ice cream
                                                                                  1
                                                                                   ∕3 meat pie or small sausage roll


  Reference: ‘Australian Guide to Healthy Eating’, Commonwealth Department of Health, Public Health Division

                                                                            26
           ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 4:
   Food and You
           Students will be able to:
           ✎     Describe nutrients and foods important for growth
           ✎     Understand the reasons for eating and food choice
           ✎     Understand the consequences of their food choices
           ✎     Describe the components of food and their nutrient value
           ✎     Explain the importance of snacks
           ✎     Identify the influences on their snack choice
           ✎     Communicate the effects of good food choice and health
           ✎     Describe how food choice is influenced by social needs
           ✎     Set goals to make healthier food choices
           Resources
           ✎     Worksheet 4A - Ripper AIS Recipes
           ✎     Worksheet 4B - Snack Analysis
           ✎     Worksheet 4C - Canteen Survey
           ✎     Handout 3A – Food Groups and Nutrients
           ✎     ‘Australian Guide to Healthy Eating’ (AGHE) pdf file


Outcomes                                                              Indicators
Health of Individuals and Populations                                ✎ Explain how other people can influence
Compare images of health and how these                               behaviours linked to personal health goals
influence personal and community health                              ✎ Classify foods advertised and available in local
goals and strategies (4.1 HPIP0401)                                  environments and suggest changes to promote an
                                                                     active and healthy lifestyle

Health of Individuals and Populations                                ✎ Describe how health information, products and
Plan and implement strategies to promote                             services can be accessed and used to help meet
personal and environmental health and                                needs and concerns
safety (4.2 HPIP0402)                                                ✎ Describe actions to address a specified
                                                                     personal health concerns




                                                                    27
   ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                       We are often told – ‘we are what we eat’.

                       Why?
                       It is important to know how foods help you grow and why balance is
                       important in terms of what and how much you eat everyday.
                       Everyone needs to understand that the foods we choose affect our daily
                       life. We need to understand what factors affect our food choice.
                       Athletes understand this - it helps them choose foods that boost their
                       total performance.



Class structure Learning Experience                                                                   Resources / Equipment
Group work                     Working in small groups, students are to                              The primary years are a time when
                               give examples of how members of their own                             children are exposed to a whole range
                               family eat differently.                                               of new foods from outside their
                                                                                                     own home.

                                                                                                     School friends, teachers, the school
                                                                                                     canteen and images in the media all
                                                                                                     introduce new food experiences.

                                                                                                     A multitude of foods from different
                                                                                                     cultures contributes to our food choice
                                                                                                     and understanding of our multicultural
                                                                                                     society.

Whole class                    We eat not only because we are hungry.                                To achieve health-promoting behaviour,
                               Students brainstorm other reasons why                                 students need to understand how their
                               we eat: e.g. taste/likes, time clocks (e.g.                           social, emotional and spiritual needs
                               recess/lunch), nutrition, social occasions,                           influence their eating habits.
                               boredom etc.                                                          This exercise will develop learning
                               Write all responses on the board.                                     experiences for students to enable
                                                                                                     them to make decisions on nutritious
                               The responses are divided into ‘Social’,                              food choices in the context
                               ‘Physiological’, ‘Emotional’ and ‘Spiritual’                          of their social, emotional or spiritual
                               needs.                                                                health needs.
                               Discuss these needs, encouraging students
                               to use their own experiences with examples
                               of their behaviour.
                                                                                                                                           continued




                                                                          28
         ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class structure Learning Experience                                                                     Resources / Equipment
Group Work                    Using their food diary students list reasons                              How other needs drive eating
                              why they eat                                                              behaviours rather than the
                                                                                                        physiological need for food. Students
                                                                                                        find reasons relating back to their
                                                                                                        Food Diary and reflect on how they
                                                                                                        were feeling when eating at different
                                                                                                        times/occasions of the day.
Pairs                         ‘My fave food’ – one student is to write down
                              their favourite food on a piece of paper and
                              conceal it. The other student asks questions to
                              try and guess the name of the food. Questions
                              on why they like the food should
                              be explored.

Whole Class                   ‘Food Heads’ – a food version of the ‘Celebrity                           Foods may be categorised according
                              Heads’ game - students are given hats with                                to their origin, (ie plant or animal),
                              well known foods written on them so they                                  food group, meal type etc. This
                              cannot see (however the rest of the class can)                            activity explores a multitude of
                              – they have to guess what sort of food they                               reasons on how students may
                              are by asking questions. The class answers                                categorise food.
                              “yes” or “no”.

Pairs                         Students study Handout 4A –’Ripper AIS                                    It is important that students are
                              recipes.’ Look at why home prepared dishes                                empowered to develop a sense of
                              are often nutritionally better than takeaway                              understanding and control over food
                              ones. Students work in pairs and nominate                                 choices.
                              their favourite dish and make up their own                                This happens at two levels:
                              recipe for it.                                                            1. Students as individuals have a
                                                                                                        sense of control over what they eat.
                                                                                                        2. Students develop skills and the
                                                                                                        understanding required to work
                                                                                                        collectively with others to overcome
                                                                                                        problems or barriers that impact
                                                                                                        negatively on their food choices.
Whole Class                   Suggested discussion points: How would these                              Students will begin to understand
                              food choices assist energy needs for activity?                            how they can make food choices
                                                                                                        and how food choices can determine
                                                                                                        energy levels.
Whole Class                   Discuss the ‘Extra Foods’ section of the                                  Snacks are an important part of
                              ‘Australian Guide to Healthy Eating’. Suggested                           childrens’ diets because they are
                              discussion points: Why are these foods part                               growing rapidly and have high energy
                              of this category? What are snacks? What                                   and nutrient needs. Snacks are also
                              happens if we eat too much fat, sugar, salt?                              important for physical activity and
                              How do snacks affect performance, eg                                      sporting performance. Unfortunately
                              sporting, study? Encourage students to talk                               many snacks are high in fat and low
                              about their own snack choices and sporting                                in fibre.
                              activities etc. Write a definition of ‘Snacks’ on
                              the board.
                                                                                                                                            continued
                                                                           29
          ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
 Class                    Learning Experience                                                                        Resources / Equipment
 Structure
Group work               Working in groups, students are to complete Worksheet 4B                                    This activity examines the role of
                         ‘Snack Analysis’. Students are to analyse their Food Diary                                  snacks in the diet and enables
                         from Lesson 1 and list their snack choice under the heading                                 students to identify issues related
                         ‘Where’, ‘When’, and ‘Why’ they ate snacks. Students                                        to their snack choices (ie peer/
                         report their findings back to class and draw conclusions.                                   advertising influence, physiological
                         Students could also graph the class results of their snack                                  needs, and access to healthy food
                         choices and draw conclusions from the Food Diaries.                                         choices etc). This is particularly
                                                                                                                     relevant to this age group as it
                                                                                                                     allows students to change their
                                                                                                                     personal diets by exploring the
                                                                                                                     reasons for their snack choice
                                                                                                                     and implement health-promoting
                                                                                                                     strategies to improve their diet.

Group work               Working in groups and using Worksheet 3A ‘Food groups,
                         nutrients and function in the body’ (from Unit 3).
                         Groups are to categorise snacks under the Food Groups.
                         What snacks should be encouraged everyday?
                         Give reasons for their answers and snack examples.

                                                                                                                     This activity enables students to
Whole class              Class discussion on the influence of advertising, convenience                               understand the values, attitudes
                         and peer pressure on snack choice. Display a number of                                      and behaviours related to their
                         magazine advertisements for snacks around the room to                                       food choice.
                         prompt discussion.
                                                                                                                     Food habits are influenced by
Whole Class              Introduction to food choice issues and their social context.                                social needs.
                         Relate their food choices in a variety of settings – the
                         take-away food store, milk bar, the school canteen etc.
                         Discuss how food choices are made (including the social
                         context).
                                                                                                                     This activity encourages students to
Pairs                    ‘School Canteen Survey’ – Worksheet 4C. Students                                            set goals to bring about change in their
                         survey the school canteen menu and categorise the                                           personal eating behaviours and explore
                         types and variety of foods sold. Compare with the                                           societal issues.
                         ‘Australian Guide to Healthy Eating’ recommendations.
                         Students to draw conclusions on their findings (ie What                                     The School Canteen Manager
                         recommendations would you make? Why?). Students could                                       could also be invited to talk to the
                         also consider how price affects their food choice and                                       students about issues relating to
                         discuss implications. (Could use a ‘take-away’ food store                                   health and canteen management.
                         menu as an alternative to the school canteen).                                              (Could also be informative in
                                                                                                                     relation to budget implications for
                                                                                                                     canteen management)
Whole class              Report back to class with their conclusions.

Whole class              Conduct a survey of class purchases from the school
                         canteen. Graph findings and discuss reasons for purchases.
                         This could also be presented on spreadsheets.


                                                                               30
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 4:                                                                             Handout 4a:
      Food & You                                                                    Ripper AIS Recipes
                                                             MILO Banana Smoothie
                                                             (Serves 2)

                                                             2 cups milk
                                                             1 banana, roughly chopped
                                                             2 tablespoons natural yoghurt
                                                             1/2 cup MILO
                                                             ice cubes

                                                             Combine all ingredients in blender until thick
                                                             and creamy, pour into serving glasses.

                                                             If desired, sprinkle with MILO.




                                                                                             Banana Muffins
                                                                        (serves 12)
  Create your own recipe for                                            1 1/2 cups self-raising flour
your favourite dish using these                                         1 cup wholemeal self-raising flour
    recipes as an example.                                              3/4 cup brown sugar
                                                                        2 tablespoons margarine, melted
                                                                        1 cup (250 ml) skim milk
                                                                        1 egg
                                                                        1 teaspoon vanilla essence
                                                                        2 ripe bananas, well meshed

                                                                        Preheat oven to 180ºC (350ºF). Lightly grease a 12-hole
                                                                        muffin pan. Sift flours into a large bowl (tip husks into
                                                                        the bowl, too). Stir in sugar and make a well in the
                                                                        centre. In a small bowl, whisk margarine, milk, egg,
                                                                        vanilla and banana together using a fork, then add to
                                                                        flour mixture. Stir gently until mixture is just combined
                                                                        but do not overbeat. Spoon mixture into prepared pan.
                                                                        Bake for 20-25 minutes or until muffins are well risen
                                                                        and spring back to the touch. Leave in pan for a few
                                                                        minutes, then transfer to a wire rack to cool, or eat
                                                                        warm.
                                                                        Preparation time: 15 minutes
                                                                        Cooking time: 25 minute



                                                                          31
        ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 4:
    Food & You Worksheet 4B:
               Snack Analysis

When did I eat a snack?
What I ate                      When I ate it                                   Where I ate it                                 Why I ate it
                                                                                                                                   (How I felt)




                                                                       32
      ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 4:
     Food & You Worksheet 4C:
                                                                                     Canteen Survey
   What is at our School Canteen?
 Prepared          Drinks                 Snacks
   Food       (eg Milk drinks, Juices,
                 Bottled water, etc)
                                       (eg Fruit, Ice cream,
  (eg Pies, Lasagne,                                                                                      Yoghurts, Popcorn,
 Noodles, Salad rolls,                                                                                      Crackers, etc )
   Sandwiches, etc)




                                                                      33
     ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
   Unit 5:
      Fuelling Your Body
                  Students will be able to:
                  ✎ Understand the difference between physical
                    activity, exercise, sport and fitness
                  ✎ Understand the effects of inactivity
                  ✎ Discuss the relationship between food
                    and energy
                  Resources
                  ✎ Worksheet 5A - Physical
                    Activity/Exercise/Sport and Fitness –
                    What does it mean?
                  ✎ Handout – 5B - Food for Fuel
                  ✎ Worksheet 5C – Food and Energy
                  ✎ Worksheet 1A – Food and Activity Diary


Outcomes                                                             Indicators
Health of Individuals and Populations                               ✎ Classify foods advertised and available in local
Compare images of health and how these                              environments and suggests changes to promote an
influence personal and community health goals                       active and healthy lifestyle
and strategies (4.1 HPIP0401)

Health of Individuals and Populations                               ✎ Identify major influences on health and safety
Plan and implement strategies to promote                            behaviour
personal and environmental health and safety                        ✎ Describe how health information, products and
(4.2 HPIP0402)                                                      services can be accessed and used to help meet
                                                                    needs and concerns




                                                                    34
   ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                             In Unit 3 we likened the human body to a car, so what happens if you
                             put water in a car’s tank instead of petrol?

                             It doesn’t work.
                             Your body is very similar to this – if you put in the wrong ‘fuel’, it may
                             not work properly.

                             Given that different athletes achieve different levels
                             of fitness – they also need very different diets to meet their training
                             requirements. Did you know that some athletes eat a whole loaf of bread
                             for breakfast every day while they are training and others will eat many
                             meals during the day? But they don’t get fat.
                             Why? Because they are so active – they need to eat large amounts of
                             good food to give them the energy they need to keep training.


Class                     Learning Experience                                               Resources / Equipment
Structure
Whole class             What is the difference between the                               Students will apply their knowledge about
                        following – physical activity, exercise,                         nutrition more effectively when it is relevant to
                        sport and fitness?                                               them. By analysing their own lifestyle (foods
                         - Class discussion on the terms.                                eaten and activity patterns) and how food
                        Students use Handout 5A to give                                  affects their sporting performance, students
                        examples of each from their own                                  will make more meaningful judgements. By
                        activities.                                                      discussing the terms physical activity, exercise,
                                                                                         sport and fitness, students can begin to
                                                                                         understand what they need to do to increase
                                                                                         fitness.

Whole class             Discuss the effects of 'inactivity'.                             Fitness/physical activity has both physical
                        Students brainstorm and list ideas.                              and psychological (including social) benefits.
                        Discuss the effects of an imbalance                              Students are encouraged to explore their
                        between energy intake (too much                                  own needs for fitness and how to incorporate
                        food) and energy expenditure (too little                         physical activity into their lives.
                        exercise).

Individuals             Students are to refer to Handout 1A
                                                                                         By analysing their own lifestyle, students
                        - 'Food and Activity Diary' (from Unit
                                                                                         can determine if they are reaching the
                        1) and look at their activity level for
                                                                                         recommended target of 30 minutes a day of
                        both the days recorded. Students are
                                                                                         physical activity.
                        to make recommendations on how to
                        improve their level of physical activity.

                                                                                                                                                continued




                                                                               35
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class                 Learning Experience                                                Resources / Equipment
Structure
Whole class        Class discussion of the concept of 'food                          Students should identify the importance
                   as a source of energy' by referring to                            of nutrition for elite athletes but also for
                   Handout 5B - ‘Food for Fuel’. Discuss                             everyday activities.
                   the importance of nutrition and sporting
                   performance.                                                      Handout 5B provides a good opportunity for
                                                                                     a comprehension exercise on key terms:
                   Using Worksheet 5C, students are to                               ✎ Nutrients
                   calculate the number of kilojoules used                           ✎ Glycogen
                   for various activities.                                           ✎ What foods contain carbohydrates?
                                                                                     ✎ What foods contain fats?
                                                                                     ✎ What foods contain protein?
Groups             Using the information from Handout                                Children have high energy and nutrient needs.
                   5B - ‘Food for Fuel’ students are to                              Snacks are an important part of eating as
                   give examples of their own meal/snack                             they help meet energy needs for growth.
                   suggestions before playing a sport/                               By understanding how food contributes to
                   activity and give reasons for their                               their energy needs, students are able to
                   choice.                                                           make food choices suitable to their own
                                                                                     needs. Children require approximately
                                                                                     1.0 -1.5 litres of fluid per day (4-6 glasses).
                                                                                     This requirement may increase in warm
                   Students are also to consider their                               weather or during exercise. As well,
                   need for fluids before, during and after                          a child's involuntary intake (ie their ability
                   physical activity.                                                to recognise thirst) is not as well regulated
                                                                                     as an adult.
                                                                                     Encourage children to carry an extra bottle
                                                                                     of water during physical activities.
                                                                                     Class discussion from Group work above.
                                                                                     Encourage students to contribute a meal/
                                                                                     snack idea for an activity and give reasons
                                                                                     for their selection.

Whole class        Class discussion from Group work                                  For an interactive computer exercise for
                   above. Encourage students to                                      students go to http://www.nestle.com/
                   contribute a meal/snack idea for                                  aisgames
                   an activity and give reasons for                                  This internet based activity looks at how
                   their selection.                                                  different foods affect performance.




                                                                          36
         ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 5:
     Fuelling Your Body

   P
Physical Activity
            Moving your body
           Making muscles move
                                                                  Worksheet 5A:
                                                                  Physical Activity/Exercise/
                                                                  Sport and Fitness –
                                                                  What does it mean?

                                                                                                     Exercise
                                                                                          Physical activity with the intention of
                                                                                                getting fit or staying fit

             Examples                                                                                       Examples:
    Housework, Chores, Gardening,                                                                        Jogging, Cycling,
          Walking to school                                                                                Rollerblading

 What physical activity I do:                                                                  What exercise I do:




                Sport                                                                              Fitness
 Organised physical activity or exercise                                                      All of these can help you
     for competition or enjoyment                                                            exercise for competition or
               Examples:                                                                              enjoyment
      Football, Netball, Athletics,                                                            to be fit AND healthy
     cricket, swimming and skiing.



What sport I do:




                                                                       37
      ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
 Unit 5:
            Fuelling Your Body
 Name                                                                                             Worksheet 5B:
 Class                                                                                            Food for Fuel
                                                                                  Fat

F
      ood is made up of nutrients - protein, carbohydrate,                        Fat supplies twice the amount of energy (or kilojoules)
      fat, minerals and vitamins. Water and fibre are                             than carbohydrates. Fat provides padding around our
      often added to this list. These nutrients provide the                       organs such as the heart and kidneys and insulates us
energy (or fuel) in food to make our bodies work. Even                            from the cold. Fat is found in oil, butter, margarines and
when you are asleep, your body needs energy to work.                              nuts as well dairy foods and meats. Fat is also used in
Your body works harder and needs more energy when you                             a lot of processed foods found in the supermarket and
walk, run, dance or play footy. Just like a car needs fuel                        shops.
to run, our bodies need the energy in food everyday to
work efficiently.                                                                 Protein
                                                                                  Protein provides about the same amount of energy as
Energy in food is measured by kilojoules. Check the                               carbohydrates. But our bodies would much rather use
nutrition information panel on a package of food, and you                         protein to build muscles and help us grow than as a
will see how many kilojoules (kJs) are in the food (this will                     source of energy. Protein is found in meats, chicken,
be written next to 'Energy' on the label).                                        fish, eggs, legumes, nuts and dairy products. Breads and
                                                                                  cereals provide smaller amounts of protein.
Carbohydrates                                                                     When your body runs out of carbohydrate as its source
Carbohydrate is the nutrient that the body uses mostly                            of fuel it will start using the fats and proteins in the foods
as fuel for energy. It is very efficient in getting the                           you have eaten.
energy to your muscles to work. That's why our bodies
need carbohydrates from every meal and snack. Most of
your carbohydrates should come from foods like bread,                             Fluids
cereals, pasta, rice, fruits and vegetables that give long                        Just like a car needs water to run efficiently, our bodies
lasting energy. They also provide lots of vitamins and                            need fluid to work every day. Amazingly, 60% of our bodies
minerals as well as fibre.                                                        are made up of water, so it is not surprising that you
                                                                                  need water and fluids while exercising. You need to drink
When you eat carbohydrates, they are stored in the                                approximately 4-6 cups of fluid a day. It's a good idea to
muscles as glycogen (energy reserves). During exercise,                           take an extra bottle of water with you when playing sport
the muscles release glycogen into the bloodstream so your                         at school or when playing with your friends.
body can work. When the muscles run out of glycogen,
this usually means that you have not eaten enough
carbohydrates. You will often feel tired and perhaps not                              Check your Food and Activity Diary
be able to exercise as well as you could. If your car                                   - are you drinking enough fluid
runs out of petrol, it simply doesn't work. You therefore                             everyday? If not, how could you give
shouldn't let your muscles run out of glycogen. Having                                       your body a top up?
regular snacks and meals with lots of carbohydrates from
breads, cereals, pasta, rice, fruits and vegetables will help                     While water should make up most of your fluids everyday,
keep your muscles in top condition.                                               drinks like milk and unsweetened fruit juice are also
                                                                                  good choices as they provide other nutrients. It is really
                                                                                  important that you have regular drinks before, during and
                                                                                  after physical activity, particularly in hot weather.


                                                                               38
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 5:
      Fuelling Your Body
Name                                                                                  Worksheet 5C:
 Class                                                                                Food and Energy
          The following table shows
         how many minutes it takes
       to jog off the energy provided
            from different foods
   Food                                            Minutes to jog
   Stick of celery                                         1
   Piece of sliced cheese                                6.2
   Apple                                                   4
   Slice of bread                                        6.6
   Dessertspoon of butter                                7.2
   Lean chump chop                                       11.4
   Carton of low fat yoghurt                             12.4
   Salad sandwich                                        21.6
   Cream bun                                             22.4
   Medium packet of potato chips                          40
   Meat pie                                               50                                     Activity and
   Medium chocolate bar                                   52
   Source: AIS info from Sportex tour, written by Dr. Louise Burke
                                                                                                 Energy needs
                                                                                          Calculate how many kilojoules
     Explain why the energy in                                                             are used for each activity
                                                                                                lasting 30 minutes
    the foods on the bottom of
   the table takes longer to jog                                                    Activity            Energy use(kilojoules)       Energy use (kilojoules)
                                                                                                          per minute                    in 30 minutes
     off than those at the top
           of the table?                                                            Walking                     21
                                                                                    Jogging                     50
   Think back to which nutrient
                                                                                    Swimming                    25
     provides lots of kilojoules.
                                                                                    Cycling                     34




               l
                                                                                    Tennis                      21
                                                                                    Skipping                    21
                                                                                    Dancing                     17
                                                                                    Surfing                     25
                                                                                                Source: Health Development Unit, South Australia.
                                                                                                 Note: The figures for energy use are for adults




                                                                              39
             ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
  Unit 6:
     Fit Body
                 Students will be able to:
                 ✎ Understand the effects of physical activity
                   on the body
                 ✎ Understand the role of activity in maintaining
                   long term health
                 ✎ Consider options available for recreational
                   activities and implement a plan to participate
                 ✎ Identify in simple terms the fitness
                   requirements for taking part in selected activities/sports
                 Resources
                 ✎ Handout 6A – Different Activities and the Body
                 ✎ Handout 6B – Muscle Groups and Different Sports
                 ✎ Worksheet 6C – Muscle Groups and Different Sports



Outcomes                                                              Indicators
Health of Individuals and Populations                                ✎ Identify images of physical, social and
Compare images of health and how these                               emotional health
influence personal and community health                              ✎ Describe personal and group health goals
goals and strategies (4.1 HPIP0401)                                  and strategies based on the conclusions of what it
                                                                     means to be healthy

Movement and Physical Activity                                       ✎ Recognise factors that make it difficult or easy
Identify strategies to encourage involvement                         for people to take part in physical activities
in physical activity (4.2 HPMP0402)                                  ✎ Describe strategies for encouraging greater
                                                                     participation of all students in games and physical
                                                                     activity to increase fitness
                                                                     ✎ Describe ways in which school and community
                                                                     facilities could be improved to promote greater
                                                                     participation in physical activity




                                                                    40
   ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                        Having a Fit Body means being well prepared to cope with the challenges of
                        everyday life. It also makes us feel good and strong.
                        Athletes at the AIS have one thing in common - they are very fit. While we
                        think of fitness in physical terms, the word ‘fitness’ really means being in
                        good shape, being well-suited or well-adapted to the task at hand.
                        Did you know that AIS athletes have different levels of fitness? They have
                        different levels of fitness for the different sports they choose to do. For
                        example, a weightlifter can lift many kilos but might not be able to run very
                        far. Similarly, a marathon runner can run for many kilometres but might
                        not be able to lift anything very heavy.


Class structure Learning Experience                                                                        Resources / Equipment
 Group Work                     Groups brainstorm the effects of physical                                  Australian Sports Commission
                                activity. Place effects under the following                                recommends that children and
                                headings: "physical; social; emotional; mental."                           teenagers should be physically
                                                                                                           active every day in as many ways as
                                                                                                           possible. A minimum of 30 minutes of
                                                                                                           moderate to vigorous intensity physical
                                                                                                           activity per day is recommended to
                                                                                                           provide health benefits, (60 minutes
                                                                                                           per day will deliver optimal health
                                                                                                           benefits). A further benefit is achieved
                                                                                                           if children engage in three relatively
                                                                                                           vigorous sessions of activity per week,
                                                                                                           of at least 20 minutes.
                                                                                                           For further information on physical
                                                                                                           activity guidelines, visit the Australian
                                                                                                           Sports Commission website:
                                                                                                           www.ausport.gov.au
                                Discuss the effects of physical activity on the                            Students are to investigate the
 Whole class                    body by referring to Handout 6A.                                           different effects of exercise on the
                                                                                                           body. Look at aerobic exercise that
                                                                                                           works the heart and lungs compared
                                                                                                           to static exercise that does not
                                                                                                           promote cardiovascular health, but
                                                                                                           may promote flexibility.

                                Students take their pulse by placing two                                   There are over 650 muscles in the
 Individuals                    fingers near the edge of their wrist for one                               body. One of the most powerful
                                minute and count. Students are then to do                                  muscles is the heart, which is
                                some star jumps for approximately 30 seconds.                              responsible for pumping blood around
                                Have students count their pulse again.                                     the body. By taking their pulse
                                                                                                           before and after exercise, students
                                                                                                           will understand the effect of exercise
                                                                                                           on their body eg their heart beating
                                                                                                           faster and harder to transport
                                                                                                           more oxygen to their muscles as
                                                                                                           they work.
                                                                                                                                           continued
                                                                         41
        ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class structure Learning Experience                                                                          Resources / Equipment
 Individuals                      Students collect pictures of people playing                                This activity explores the major
                                  different sports. Complete Worksheet 6C.                                   attributes to health related fitness:
                                  Discuss the major muscles used in these sports,                            body composition, muscular strength,
                                  how they develop and grow stronger. Discuss                                muscular endurance, flexibility and
                                  other attributes that are important to                                     cardiovascular endurance as well as
                                  performance - strength, speed, balance, skill                              skill related fitness: speed, power,
                                  level and so on. Students                                                  coordination, balance and reaction
                                  could compare different athletes eg a swimmer                              time.
                                  and weight lifter. This activity explores the major                        Answers -
                                  attributes to health related fitness:                                           Marathon running - Legs
                                  body composition, muscular strength, muscular                                   Sprinting - Shoulders & trunk
                                  endurance, flexibility and cardiovascular                                       Weightlifting - Shoulders & back
                                  endurance as well as skill related fitness: speed,                              Gymnastics - All muscles
                                  power, coordination, balance and reaction time.                                 Archery - Legs, trunk and arms

 Whole class                      Students discuss the meaning of ‘leisure’s.                                This activity promotes the
                                  Brainstorm specific leisure activities in which                            understanding that leisure time can
                                  students and their families take part. Write the                           also contribute to overall fitness and
                                  results on the class board.                                                well-being.

 Whole Class                      Lunchtime Activity                                                         Tennis and cricket are very popular
                                                                                                             sports for young people, if you would
                                  Students are instructed to make a list of                                  like more information about
                                  everything they did at lunchtime.                                            introducing these sports to your
                                  Discussion – what different types of activity can                          school, go to
                                  we do in the playground?                                                   http://www.nestle.com.au/milo/
                                  What sporting, leisure or physical activities                              scoreboard
                                  can we do?

                                  Class could look at what activities could be easily
                                  arranged to encourage more students to be more
                                  active. What other activities could boys do?

                                  What other activities could girls do?
                                  What would be suitable for both?

                                  Look at ways senior students could get younger
                                  students active

                                  Can we arrange activities for junior school
                                  students during lunchtimes?

                                                                                                                                               continued




                                                                          42
         ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class structure Learning Experience                                                                    Resources / Equipment

Individuals                         Using the information from the                                       Students need to be challenged
                                    brainstorm activity above, conduct a                                 on how to make productive use of
                                    survey of leisure activities of students                             their leisure time. What one student
                                    in the class. Students are to present                                may consider 'leisure time', may not
                                    the information on a pie graph or                                    be the same for other students.
                                    use percentages to represent class                                   Students can also be encouraged
                                    findings. Students are then to draw                                  to explore the diversity of leisure
                                    conclusions from their findings.                                     pursuits in different cultures (eg
                                                                                                         Spanish dancing, bocce, tai chi etc).

Whole class                         Organise a 'Leisure Expo': Students                                  Students are to explore a range
                                    demonstrate and participate in                                       of leisure activities that promote
                                    various active pursuits: rollerblading,                              physical fitness by participating
                                    scootering, throwing a Frisbee, bike                                 in the Expo. Students could also
                                    riding, judo, kite flying etc. Students                              explore the wider community and
                                    could also prepare a poster promoting                                leisure facilities (eg rollerblading
                                    their favourite leisure activity including                           ramps, bike tracks, parks etc).
                                    information on the history, cost,
                                    accessibility and so on.

Group Work                          Students are to create a poster to                                   This activity may take a 'whole
                                    encourage physical activity in the                                   school' approach by encouraging
                                    community.                                                           students to promote safe use of
                                                                                                         playground equipment in the school.
                                                                                                         Recommendations could also
                                                                                                         be made to their School Council/
                                                                                                         Parliament/Principal
                                                                                                         on improving the use of
                                                                                                         playground space.




                                                                               43
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 6:                                                                     Handout 6a:
                                                                            Different Activities
    Fit Body                                                                & the Body
   Different sports require                                                       Measuring Different Things
 athletes to train in different                                                           - Physical
  ways. Within teams people
    can have different roles                                                      Standing height – If you are 12 years old
   depending on their body                                                      measure 173cm or more you would be classified
                                                                                  as tall for your age and could be good at
     height and shape. For                                                      rowing or volleyball. If you are short you could
  example in a netball team                                                                 be good at gymnastics.
     goal shooters and goal
   defenders need to be tall                                                     Sitting height (to give trunk and leg length) -
 but mid court players can be                                                    a long trunk (with short legs) is advantageous
       shorter and faster.                                                       in sports such as canoeing and a short trunk
                                                                                  (and therefore long legs) would be suited to
     Certain physical and                                                       highjump. A rule of thumb measurement is that
                                                                                  your sitting height should be 52-53% of your
 physiological tests are made                                                    total height. Long legs are good for reach but
 to match up an athlete with                                                            are a disadvantage when turning
  what sport they could be
  good at and to determine                                                        Arm span – a large arm span is one that is
  what sort of training they                                                     5-10cm greater than your height and would be
       should be doing.                                                          an advantage in sports like rowing, discus and
                                                                                  canoeing. A short arm span would be better
                                                                                      suited to sports such as weightlifting.
     Tall vs short basketballer
  Lauren Jackson and Krysten Veal
                                                                                 Measuring Different Things
                                                                                       - Physiological
                                                                                   Explosive power is determined by measuring
                                                                                            your vertical jump capacity.
                                                                                    Explosive power is good in sports such as
                                                                                              cycling and weightlifting.
                                                                                  Sprint speed is measured over 20m and 40m
                                                                                     and being fast is good in team sports.
                                                                                     Endurance is suited to sports such as
                                                                                    marathons, cycling, swimming and triathlon
                                                                                    What is your favourite sport and is
                                                                                    it more important to have explosive
                                                                                     power, sprint speed or endurance?




                                                                         44
        ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 6:                                                                        Handout 6b:
       Fit Body                                                                Muscle Groups and
                                                                               Different Sports


a         aa a
           Five S’s of Training –
Skill, Stamina, Suppleness, Strength, Speed
Target                  Endurance                                 Flexible                             Power                                Fast
Sports                   Sports                                   Sports                               Sports                              Sports
Require Skill           Require Stamina                     Require Suppleness                    Require Strength                     Require Speed

 Archery,                  Marathon,                             Gymnastics,                       Hammer-throw,                             Sprinting,
Darts, Golf,                 Rowing,                             Synchronised                         Discus,                              team sports
 Shooting                  Swimming,                              Swimming                          Weight-lifting,                         eg Soccer,
Lawnbowls                 Road Cycling,                                                               Shotput                              Hockey, AFL
                            Triathlon




                                                                          45
         ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 6:                                                                  Worksheet 6c:
          Fit Body                                                       Muscle Groups
                                                                         and Different Sports


                                                       g
        Training                                                                                             Muscles
  In the Handout 6B we looked at the                                                               Some muscles help you perform
          Five S’s of training.                                                                    actions by helping you move your
List one additional sport requiring each                                                         joints. These are often the powerful
            of the following:                                                                    muscles that can help you move fast
    Stamina                                                                                      and have a tendency to get bigger if




                                                          K
                                                                                                         you use them regularly,
    Skill                                                                                                   e.g. arm biceps.
    Strength
    Speed                                                                                          Other muscles help hold the body
                                                                                                   stable so that you can move your
    Suppleness                                                                                     arms and legs, like those muscles
                                                                                                    around your shoulder blade, hips
                                                                                                             and abdomen.




      Match the muscle groups that
      would be most important to the
             following sports:
   1. Marathon running                                All muscles
   2. Sprinting                                       Shoulders and trunk
   3. Weightlifting                                   Shoulders and back
   4. Gymnastics                                      Legs
   5. Swimming                                        All muscles
   6. Archery                                         Legs, trunk and arms




                                                                          46
         ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
    Unit 7:
       Get Active
                     Students will be able to:
                     ✎ Identify the factors that influence physical activity
                     ✎ Set realistic goals to meet their physical activity
                       requirements
                     ✎ Make decisions on their own level of fitness and activity

                     Resources
                     ✎ Worksheet 7A – My Favourite activities
                     ✎ Worksheet 7B – Goal setting


Outcomes                                                              Indicators
Health of Individuals and Populations                                 ✎ Identify images of physical, social and
Compare images of health and how these                                emotional health
influence personal and community health                               ✎ Describe personal and group health goals
goals and strategies (4.1 HPIP0401)                                   and strategies based on the conclusions of what it
                                                                      means to be healthy

Health of Individuals and Populations                                 ✎ Identify major influences on health and safety
Plan and implement strategies to promote                              behaviour
personal and environmental health and                                 ✎ Describe how health information, products and
safety (4.2 HPIP0402)                                                 services can be accessed and used to help meet
                                                                      needs and concerns
Movement and Physical Activity                                        ✎ Recognise factors that make it difficult or easy
Identify strategies to encourage involvement                          for people to take part in physical activities
in physical activity (4.2 HPMP0402)                                   ✎ Describe strategies for overcoming factors that
                                                                      make it difficult for people to take part in physical
                                                                      activity
                                                                      ✎ Describe strategies for encouraging greater
                                                                      participation of all students in games and physical
                                                                      activity to increase fitness

                    Some of Australia’s top athletes were not always super fit. In fact,
                    some of them were quite the opposite. For example, some of our top
                    swimmers started swimming to help their breathing because they had
                    asthma. And some of our Paralympians learned completely new sports,
                    like wheelchair basketball, after they recovered from a serious accident.
                    The thing that all athletes have in common is that they started ‘moving’
                    or getting fit – they liked the feel of it and they just kept going.


                                                                    47
   ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class structure Learning Experience                                                                  Resources / Equipment
  Whole class                Each student is to transcribe the activities                            Introduce the concept of 'accumulated
                             recorded in their Worksheet 1A – Food and                               activity'.
                             Activity Diary, onto the class board.
                                                                                                     Explain that the accumulation of moderate
                                                                                                     exercise throughout the day will have health
                                                                                                     benefits. For further information on physical
                                                                                                     activity guidelines, visit the Australian Sports
                                                                                                     Commission website: www.ausport.gov.au

  Individual                 Using the class results, students are to
                             draw conclusions such as: What are the
                             most popular activities? What are the most
                             unusual activities? Students are to discuss and
                             explore reasons that may have influenced the
                             results.

  Individual                 Students are to refer to their Worksheet                                This activity relates back to the students'
                             1A - Food and Activity Diary, and draw a pie                            concept of 'energy intake' and 'energy
                             graph of their representative activity such                             expenditure' from Unit 5 – Fuelling Your
                             as sleeping, eating, time at school, sport etc.                         Body. The effects of physical activity on
                             Students are to draw conclusions on what                                the body, covered in Unit 6 can also be
                             may happen if particular pieces of the 'pie'                            reinforced.
                             were bigger or smaller.

  Whole class                Class discussion from student's pie graphs.                             Encourage students to draw some
                                                                                                     conclusions about their own level of
                                                                                                     physical activity.

  Group work                 Working in groups, students are to identify                             By working in groups, students are more
                             factors that influence their choice of activities.                      likely to be exposed to different reasons /
                             Complete Worksheet 7A: students are to                                  barriers for activity choice by their peers.
                             assess reasons why they enjoy different
                             activities.
                             Report back to the class.
                                                                                                                                                 continued




                                                                                48
               ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class structure Learning Experience                                                             Resources / Equipment
Individuals                       Goal Setting Exercise: Worksheet 7B                           In setting personal goals, students need to
                                  Students are to set short-term goals                          identify their own personal preferences in
                                  to increase their activity/participation                      maintaining a life-long habit. It is important
                                  levels. Include daily balance between                         for them to set realistic goals to increase
                                  physical activity, work, rest and                             their activity levels. Barriers to participating
                                  relaxation.                                                   in a range of physical activity pursuits
                                                                                                have been explored in the previous activity.
                                                                                                Students are to investigate solutions to
                                                                                                overcome these barriers as part of their
                                                                                                goal setting exercise.

Whole class                       Discuss how the activities they enjoy                         This can also be related back to their goal
                                  can be as beneficial as structured                            setting exercise on how they could be more
                                  sporting games. Investigate what                              productive with their 'spare time'. The
                                  students mean by ‘spare time'.                                concept of 'accumulated activity' and health
                                                                                                benefits can be reinforced.

Whole class                       Role-play: 'Have a Go'.                                       The aim of this activity is to persuade
                                  Working in pairs, one student explains                        students to 'have a go' at a new physical
                                  a physical activity that they currently                       activity or sport. Student could pose
                                  enjoy to another student (including                           negative responses on why it is 'too hard'
                                  the rules of the game or sport if                             to participate. It is then up to the student
                                  appropriate). The first student needs                         explaining the activity to convince the
                                  to explain why they enjoy the physical                        other student. This activity will explore any
                                  activity and why the other student                            perceived 'prejudices' against involvement in
                                  should participate.                                           physical activity or sport.




                                                                               49
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 7:
     Get Active                                                                        Worksheet 7A:
                                                                                       My Favourite Activities
Name
Class

 List your 3 favourite activities and why you enjoy them:

  Activity:                                             Activity:                                              Activity:
 I like this activity because:                       I like this activity because:                           I like this activity because:
       (tick the boxes)                                    (tick the boxes)                                        (tick the boxes)

 I can do it                                         I can do it                                             I can do it
 My family does it                                   My family does it                                       My family does it
 I saw it on TV                                      I saw it on TV                                          I saw it on TV
 I enjoy it                                          I enjoy it                                              I enjoy it
 It makes me feel good                               It makes me feel good                                   It makes me feel good
 My friends do it                                    My friends do it                                        My friends do it
 It's near where I live                              It's near where I live                                  It's near where I live
 It's new to me                                      It's new to me                                          It's new to me
 It makes me healthy                                 It makes me healthy                                     It makes me healthy
 It's cool                                           It's cool                                               It's cool
 I do it on weekends                                 I do it on weekends                                     I do it on weekends
 I do it after school                                I do it after school                                    I do it after school
 I want to get better at it                          I want to get better at it                              I want to get better at it

 Other reasons:                                    Other reasons:                                         Other reasons:




  s[S
                                                                        50
       ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 7:
    Get Active                                                                              Worksheet 7B:
                                                                                            Time to set goals
Name
Class                                                                                                   My goals are:
  Goal Setting Exercise                                                                          Short-term goals for the next 1-2 weeks:
                                                                                                 For example, play handball at lunch once
                                                                                                 a week
   A 'goal' is something you aim to do in life.
  It’s a bit like when you aim to score a goal
    in your sport or when you aim to get all
    your spelling words correct. By checking
    your Activity Diary, you can decide where
   you can set goals to increase your activity
  level. Remember you need a minimum of 30
      minutes of moderate physical activity
     every day (60 minutes is even better!)
                                                                                                 Medium-term goals for the next
                                                                                                 1-2 months: For example, play handball
                                                                                                 at lunch 3 times a week




          Write 5 statements
       that will help motivate you                                                               Long-term goals for the next 1-5 years:
           to reach your goals                                                                   For example, find a sport I like and join
                                                                                                 a team
  For example: 'I am prepared to work
        hard to get what I want'




                                                                                                 Signed


                                                                         51
        ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
  Unit 8:
    Games and Sports
                Students will be able to:
                ✎ Devise a modified game that can be played in the
                  playground, at home or the park
                ✎ Prepare a presentation to the class on how a
                  modified game can be played
                ✎ Demonstrate a modified game to the class
                ✎ Devise an equipment list for a modified game
                ✎ Evaluate a modified game and reflect on
                  improvements
                Resources
                ✎      Worksheet 8a – My Favourite Modified Game
                ✎      Handout 8b – MILO Cricket Skills
                ✎      Worksheet 8c – Presenting My Favourite Modified
                       Game to the Class
                ✎      Worksheet 8d – Equipment List
                ✎      Worksheet 8e – Reflection
                ✎      Handout 8f – Get Out, Get Active,
                       Get Healthy Booklet
                ✎      Handout 8g – MILO Modified Games and Sports:
                       Helping Kids Get Active




                                                                 52
‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                  Outcomes                                                                        Indicators
  Movement and Physical Activity                                        ✎ demonstrates and explains correct responses
  Performs motor skills proficiently in complex                                and options in a modified game.
  skill development activities HPMP0401

  Movement and Physical Activity                                        ✎ describes strategies for encouraging greater
  Identifies strategies to encourage involvement                        participation of all students in games and physical
  in physical activity. HPMP0402                                        activity to increase fitness
                                                                        ✎ identifies rules and procedures that promote
                                                                        safer participation in physical activity



Class                   Learning Experience                                               Resources/ Equipment
structure
 Small Groups           Students design a modified game that                              Worksheet 8a – My Favourite
                        can be played in the playground during                            Modified Game
                        breaks or at home in the backyard or                              Handout 8f - Get Out, Get Active,
                        at the park.                                                      Get Healthy booklet can be used for
                        Students complete the worksheet 8A                                ideas and as a resource to help answer
                        that will assist in designing their game.                         worksheet questions
                                                                                          Handout 8g – MILO Modified Games
                                                                                          and Sports: Helping Kids Get Active
                                                                                          can be used as ideas and examples to
                                                                                          help answer worksheet questions

 Group work             Each group prepares a PowerPoint                                  Computer lab or cardboard.
                        presentation or a poster that will be                             Worksheet 8c – Presenting My
                        used to explain to the class how their                            Favourite Modified Game PowerPoint
                        game is played                                                    template
 Group work             Each group demonstrates their                                     Worksheet 8d – Equipment List
                        game by having their class members
                        participate in it.

 Group work             Each group produces an evaluation                                 Worksheet 8e - Reflection
                        form for the members of the class to
                        complete about their game.
                        Students reflect on how well their
                        fame was received, what was good
                        about it and suggest what aspects of
                        their game could be improved.




                                                                         53
        ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 8:
        Games & Sports
                                                              Worksheet 8A:


1a
                                                              My Favourite Modified Game

              1a1a                                            Name
                                                              Class
 In small groups, invent a modified game that could be played at school or
 at home in the backyard or at the park. Use handout 8f - the ‘Get Out,
 Get Active, Get Healthy’ booklet to answer the following questions.

      Choose no more that four                                                       From each sport, choose the
       sports that all of you are                                                   concept or skills that you would
             interested in                                                            like to use in your modified
      (eg basketball, soccer etc)                                                    game eg kicking from soccer
                                                                                      or passing from basketball
 1.
 2.
 3.
 4.



 Work through and consider the                                                ✎ What type of surface will be used?
 following questions to help you                                              ✎ What equipment will be used?
 make up your modified game.                                                  ✎ What rules will you include ensuring the
 ✎ What is the aim of the game?                                                 smooth running of the game?
 ✎ How many players will be on a team?                                        ✎ How will the game be scored?
 ✎ Will players have particular positions to                                  ✎ What safety issues do you need to
   play in?                                                                     consider?
 ✎ What will the playing size or space                                        ✎ How will the game be inclusive of all
   dimensions be?                                                               participants?


                                                                          54
         ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 8:
       Games & Sports
                                                             Handout 8B:
                                                             MILO Cricket Skills




  ��                                 ��                                   ��                                  ��


 Catching                                        Tip: For the best catching technique,
                                                 always have fingers pointing up and
                                                                                                     Wicket Keeping
 1. Catching a ball                                                                                  ✎ Crouch on 'bat' side of stumps
                                                 thumbs together for a catch above
 ✎ Keep eyes on the ball at all                  the belly button. Fingers point down                  with hands ready as for all
     times                                       and little fingers are together if                    fielding actions
 ✎ Move into the path of the ball                                                                    ✎ Keep little fingers together,
                                                 it's a catch below the bellybutton.
     so it can be caught in front of             Face hands to the ball and form                       palms facing ball and fingers
     the body                                    a 'catching space' about the same                     pointing to the ground
 ✎ Open fingers and thumbs and                                                                       ✎ Step in line with ball as it is
                                                 size and shape of the ball.
     comfortably extend arms ready                                                                     bowled and let it come into
                                                                                                       hands
     to receive the ball
 ✎ 'Give' with the arms to absorb                Batting
                                                 4. Front foot drive                                 Tip: For professional catching,
     the force of the ball (move                                                                     extend arms out in front and draw
     hands back in the same                      ✎ Hold the bat at the top of the
                                                                                                     ball into hip. Ensure both hands are
     direction as the ball)                          handle, keeping left hand higher                relaxed when you catch the ball
                                                     than the right
 2. One hand catch                               ✎ Stand side-on to the direction
 ✎ Always have two hands ready to                    of incoming ball
     catch the ball                              ✎ Take bat back in line with the
 ✎ Only use one hand if ball can't                   ball as it bounces
     be reached with two hands                   ✎ Bring the bat forward to
 3. Moving for a catch                               connect with the ball
                                                 ✎ Keep top elbow high while
 ✎ Run to where the ball may land
 ✎ Stop, get in position and regain                  hitting, follow through in the
                                                     direction of the hit
    balance before attempting to
    catch the ball                               Tip: Ensure feet are shoulder width
 ✎ Move whole body in line with                  apart, head is unright and eyes are
    the path of the ball for the                 level with the bowler
    best catching attempt
                                                                                                                                     continued



                                                                         55
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  ��                                ��                                  ��


Bowling
1. Bowling a ball                               2. Running bowl (right-handed)                      3. Running bowl (left-handed)
✎ Grip cricket ball firmly placing              ✎ Run to jump off right foot to                     ✎ Run to jump off left foot to land
    index and middle finger along                  land on left foot                                    on right foot
    seam, thumb opposed, third                  ✎ Reach left arm high in the air                    ✎ Reach right arm high in the air
    and little fingers curled in.
                                                   and twist so body faces to the                       and twist so body faces to the left
✎ Hold front (non-bowling arm)                     right side                                           side
    high and look over this sholder             ✎ Swing right arm forward like                      ✎ Swing left arm forward like the
✎ Rock onto back foot and then                     the spokes of a wheel and                            spokes of a wheel and release
    forward so that arm travels in                 release ball                                         ball
    a wheeling action above head




For other information, visit www.cricket.com.au




                                                                        56
       ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
 Unit 8:
     Games & Sports
                                                          Worksheet 8C:
                                                          Presenting My Favourite
                                                          Modified Game




1.                                          2.                                                            3.




4.                                          5.                                                            6.




                                                                      57
     ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 8:
  Games & Sports                                                                                              Worksheet 8D:
                                                                                                              Equipment List
                                                                                               Name of Game:

                                                                                               Members of Group:




In the table below,
make a list of the equipment that you
will require to demonstrate your game.

  Equipment Description                                                                                   Quantity




                                                                         58
        ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 8:
 Games & Sports
From the evaluations you
collected from members of
your class, reflect on:
  What worked well in your game?
                                                                                                   K
                                                                                             Worksheet 8E:
                                                                                             Reflection

                                                                                        What could be modified to
                                                                                           improve the game?




  What other suggestions were made by the class and what do you think about them?




   g                                                                 59
    ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 8:


                                                                                                      K
  Games & Sports
 Visit www.nestle.com.au to order
                                                                                       Worksheet 8F:
 a FREE copy of the ‘Get Out,
                                                                                       Get Out, Get Active,
 Get Active, Get Healthy’ booklet.
                                                                                       Get Healthy
Many of the games featured in this booklet are played in modified
games at primary schools drawing on simple motor skills such as
catching, dodging, bouncing a ball, leaping, running and throwing.
Athletes from the Australian Institute of Sport take you through
eight sports that kids enjoy in primary school with step-by-
step instructions and tips on cricket, tennis, netball, football,
hockey, soccer, basketball and volleyball.




Which one is your favourite game and why?




                                                                      60
     ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 8:
 Games &
    Sports
Handout 8G:
MILO Modified
Games and Sports:
Helping Kids Get Active

  MILO Cricket
  Did you know that more than eight million Australian children have played MILO Kanga Cricket since it was
  first devised? MILO Kanga Cricket is a modified form of cricket for primary school kids and is played in
  more than 90 per cent of Australian primary schools. MILO Kanga Cricket is played with two teams of
  between six and 10 players with games lasting one or one and a half hours. The game was devised so that
  Aussie boys and girls could enjoy cricket at primary school level. It plays an important part in the Junior
  Cricket Policy of the Australian Cricket Board.
  Through the MILO brand, Nestlé is the principal sponsor of junior cricket development programs in
  Australia which encourage kids to get active. For the past 6 seasons, MILO has been an integral part of
  the Australian Cricket Board’s national junior development programs which also include:



 MILO Have A Go
 The MILO Have-A-Go Cricket program is a fun, introductory cricket program
 for boys and girls aged 5 – 10 years. The program runs for 12 weeks at cricket
 clubs and schools throughout Australia during each cricket season. The aim of the
 program is to teach 5-10 year olds the basics skills of cricket in a fun atmosphere.
 Learn all the skills of batting, bowling and fielding while having lots of fun and
 meeting new friends.
 MILO Have-A-Go Cricket program has weekly lesson plans carefully written by
 Cricket Australian the program is supported by the Australian Sports Commission




  MILO Super 8s
  Widely acknowledged as a secondary schools sport program leader, 165,000 boys
  and girls from 5,000 schools participate each year.
  Visit www.baggygreen.com.au or www.milohaveago.com.au for more information.                                                            continued




                                                                        61
       ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
MILO Soccer
MILO has recently joined forces with Soccer NSW, VIC and ACT. In NSW
alone, MILO is helping over 124,000 junior boys and girls play and enjoy soccer.
This initiative includes:
✎ Participation in the Soccer NSW Schools Development Program –
    which visits approximately 300 schools and 10,000 students every year.
✎ Nestlé MILO Soccer Clinics – which will be conducted among
    local junior soccer clubs, offering playing tips by qualified Soccer
    NSW Coaching staff, and MILO prizes and giveaways.
✎ Provision of uniforms and equipment for Soccer NSW
    coaching and development staff to conduct soccer coaching
    clinics at primary schools around the State.
✎ Similar initiatives are underway across VIC and ACT.
Visit www.soccernsw.com.au for more information



MILO Tennis
In a partnership with Tennis Australia, MILO Tennis aims to get more children out there
playing and enjoying tennis through schools and club programs throughout Australia.
The MILO Evonne Goolagong Getting Started Program aims to increase the number of
young girls (7-10 years old) participating in tennis.
The MILO Bruce Cup is a team based junior tennis event for players
aged 12 and under, with regional, state and national activities.
The MILO Project 12’s Squads are state based training
programs for players aged 12 and under.
The MILO 11’s Talent Watch is a program that identifies
young and up and coming players aged 11 years and under.
Tennis Over Australia is a program in three parts,
each designed to assist clubs in retaining, maintaining
and obtaining club memberships.
Visit www.tennnisaustralia.com.au or www.nestle.com.au/milo for more information




MILO Snow Schools
The MILO Junior Snow Sports Schools are run by professional instructors who
help take young first-timers from beginner slopes to snow trails. Whether you’re
off to Mount Hotham or Falls Creek in Victoria, or Thredbo, Perisher Blue
or Selwyn Snowfields in New South Wales, the MILO snow programs offer
fun-in-the-snow experiences and the best way for your child to learn to
ski or board.
Visit these websites for more information
Falls Creek - www.fallscreek.net
Mt. Hotham - www.hotham.com.au
Perisher Blue - www.perisherblue.com.au
Mt Selwyn - www.selwynsnow.com.au
Thredbo - www.thredbo.com.au


                                                                       62
      ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
              Unit 9:
                Indigenous Games
                              Students will be able to:
                              ✎      Learn about and participate in Indigenous
                                     traditional games
                              ✎      Modify up to seven traditional games to use
                                     in a tabloid for groups of students
                              ✎      Demonstrate skills and explain the rules of
                                     modified indigenous traditional games
                              Resources
                              ✎ Worksheet 9A – Indigenous Circuit Activities



                 Outcomes                                                                       Indicators
Movement and Physical Activity                                         ✎ correctly performs a range of motor skill
Performs motor skills proficiently in complex                                actions with control and purpose
skill development activities HPMP0401                                  ✎ receives, moves with and propels an object
                                                                             with correct technique effectively and
                                                                             efficiently
                                                                       ✎ demonstrates correctly motor skills which
                                                                             lead to the attainment of an objective
                                                                       ✎ demonstrates and explains correct responses
                                                                             and options in a modified game.




                                                                      63
     ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
          Student assessment                                                                  Lesson evaluation
 ✎ Observe students’ participation in group activities                         ✎ Did students enjoy the learning experience?
 ✎ Observe students’ demonstration of skills.                                  ✎ Were the tasks appropriate to student’s
                                                                                     ability and understanding?
 ✎ Gather team score sheets
                                                                               ✎ Were there sufficient opportunities for all
                                                                                     students to actively participate?
                                                                               ✎ Were all available resources used effectively?
                                                                               ✎ Was the unit a suitable length?


Class                 Learning Experience                                                                             Resources/
structure                                                                                                             Equipment
Whole class        Visit the AIS website to find out about                                                         Handouts for each
                   Indigenous traditional games.                                                                   activity found at:
                   Over a period of time students participate                                                      http://www.ausport.gov.
                   in the following activities:                                                                    au/fulltext/2000/ascpub/
                                                                                                                   traditional.asp
                   1. Kalq
                   2. Koolchee
                   3. Gorri
                   4. Kee’an
                   5. Tarnambai
                   6. Kolap
                   7. Kai
                    For each activity, provide:
                    ✎ Background of the activity
                    ✎ How to play the game
                    ✎ Basic rules

Group work           Concluding activity:
                     The above activities are modified to use in a tabloid. Groups                                   http://www.ausport.
                     of 4-6 students playing over a 2-4 minute time period is                                        gov.au/fulltext/2000/
                     recommended.                                                                                    ascpub/traditional.asp
                     Groups are taken around each activity and the rules are
                     explained.
                     Groups are then assigned an activity to start with.
                     After each rotation, and while the scores are being recorded,
                     one player from each group stays behind to explain the
                     activity to the next group before rejoining their own group.
                     Student leaders may be used where mixed age/ability groups
                     are involved – these leaders stay at each activity and explain
                     the rules to each group and record the scores.


                                                                         64
        ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 9:                                                                                                                  Team Members:


                                                         Worksheet 9A:
                                                         Indigenous Circuit
                                                         Activities



Activities                                                     Description                                                                      Score

1. Kalq                 Players with a paddle bat each stand in a circle 2-3 metres apart.                                                 Number of hits:
                        Players hit (underhand) a unihoc/ball around the circle. Count one
                        for a hit by each player

2. Koolchee             Players divide into two groups 10 metres apart. Arrange marker                                                          Number of
                        cones a metre apart in the middle. Players in each group take turns                                                     good rolls:
                        to try and roll a tennis ball between the markers.

3. Gorri                Players line up behind each other. A hoop-sized target is marked                                                  Number of good
                        against a fence or wall 7 metres in front of group. Players take                                                     throws:
                        turns to try to throw a ball ‘through’ the hoop. The ball must hit
                        inside the hoop to count.

4. Kee’an               Players line up behind each other and take turns to throw a foxtail                                                 Number of
                        ball – held in the middle of the tail – over a set of cricket stumps                                             successful throws:
                        and into a storage bin. Retrieve the ball for the next player.

5. Tarnambai            Players line up behind each other. Each player in turn rolls a tennis
                        ball out past a line, 5 metres away and runs out to retrieve it. Count Number of returns:
                        the number of times the ball is returned.

6. Kolap                Players line up behind each other. Each player in turn attempts to
                        throw a bean bag or small softball into a small hoop 3-5 metres                                                   Number of good
                        away. The thrower retrieves the bean bag each time. Count the                                                        throws:
                        number that land inside the hoop.

7. Kai                  Players stand in a circle about 2 metres apart. Use a light ball
                        such as a medium sized gator skin ball. Use the palm of the hand                                                   Number of hits:
                        to hit the ball upward toward the next player. Players hit the ball
                        around in a circle (either way). Count the number of players that hit
                        the ball.


                                                                                                               Total
                                                                               65
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
             Unit 10:
               Indigenous Athletics
                             Students will be able to:
                             ✎ Learn about traditional Indigenous
                                athletics events
                             ✎ Participate in traditional Indigenous
                                athletics events and incorporate into
                                school athletics events
                             Resources
                             ✎ Handout 10a – Indigenous Athletics Events



                 Outcomes                                                                       Indicators
Movement and Physical Activity                                         ✎ correctly performs a range of motor skill
Performs motor skills proficiently in complex                                actions with control and purpose
skill development activities HPMP0401                                  ✎ receives, moves with and propels an object with
                                                                             correct technique effectively and efficiently
                                                                       ✎ demonstrates correctly motor skills which lead
                                                                             to the attainment of an objective
                                                                       ✎ demonstrates and explains correct responses
                                                                             and options in a modified game.




                                                                     66
    ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class
structure            Learning Experience                                                                      Resources/ Equipment
Group work       Visit the AIS website to find out about Indigenous traditional                                   http://www.ausport.gov.
                 games. A number of these games and activities can be                                             au/fulltext/2000/ascpub/
                 conducted as ‘athletic’ events.                                                                  traditional.asp

Group work       Over a period of time students participate in                                                    Handout 10a:
                 the following activities:                                                                        Indigenous Athletic Events
                 1. Spear throwing for accuracy
                 2. Spear throw for distance
                 3. Tarnambai
                 4. Boomerang return content
                 5. Weet Weet throwing
                 6. Koolchee
                 7. Possum pushing
                 8. Jillora
                 9. Maximum Time Aloft

Group work        Concluding activity:
                  Include these activities as part of your athletics carnival for
                  students who have not qualified for traditional events.
                  Student leaders or house captains may be used where mixed
                  age/ability groups are involved – these leaders could conduct
                  the games and activities.




                                                                         67
        ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 10:
              Indigenous Athletics
                                                                                       Handout 10A:
                                                                                       Indigenous Athletics Events
 Activities                                                     Description

 1. Spear throw for accuracy                  Use pieces of dowel as a spear and a one metre square target (or use a tennis ball and
                                              a large ball as a target). Target is 10-20 metres away. Each player has 5-20 attempts.
                                              Conduct two (2) rounds and add the scores of both rounds for a total.

 2. Spear throw for distance                  Use a piece of dowel and a woomera (or a ‘loop’n’catch’ and a racquetball). Players have
                                              three (3) attempts to throw as far as they can.

 3.Tarnambai                                  Players line up behind a start line with a tennis ball in one hand. On the signal to start
                                              players roll their ball past a line 20 metres away and run out to retrieve it. The first
                                              player to cross the start line is the winner.

 4. Boomerang return content                  Players stand in a circle with a one metre diameter and throw a boomerang at least
                                              20 metres away (mark a circle) and see how close it lands to the centre circle. Five (5)
                                              attempts each.

 5. Weet Weet throwing                        Use a gymnastics club as a weet weet. Players attempt to throw as far as possible
                                              – three (3) attempts. Mark where the weet weet lands.

 6. Koolchee                                  Players stand next to each other behind a line. Place 5 wooden skittles one metre apart
                                              along a line 10 metres away. Players roll five (5) tennis balls to attempt to knock over the
                                              skittles. Three (3) rounds of competition for a total out of 15.

 7. Possum pushing                            Mark a circle with a 3-5metre diameter or use a centre circle on a basketball court.
                                              Players start in the centre of the circle and attempt to push/pull their opponents
                                              completely outside the circle. Players must place their arms on the upper arm and
                                              shoulder of their opponent and hold on while they push – no hitting, throwing or tripping is
                                              allowed. Conduct a round robin or elimination tournament. The best of three (3) turns.

 8. Jillora                                   Use upturned discs and billiard balls. The game may be played by several players at once.
                                              On the signal to start all players start their balls spinning with their thumb and first two
                                              fingers. The last ball left spinning is the winning.

 9. Maximum Time Aloft                        In this competition a boomerang is thrown to attain the longest time of flight possible
                                              before catching it. Use an area such as a football field or cricket oval which is marked
                                              with a centre circle (10metres radius) and a 50 metre range circle (use markers). The
                                              competition consists of five (5) throws per competitor. Competitors throw in a set order
                                              so that the competition consists of five (5) rounds of one (1) throw. Throws shall be made
                                              from the centre circle (10 metres radius). Catches must be made within the 50 metre
                                              range circle.

Source: Edwards, Ken (19 Edwards, Ken (1999). Choopadoo: Games from the Dreamtime. Brisbane: QUT Publications


                                                                               68
              ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
   Unit 11:
     You are part of
        a great sporting nation
                          Students will be able to:
                          ✎ Outline changes in Australia's sporting
                            achievements over the past 100 years
                          ✎ Identify the changes in sporting/physical
                            activities in our community through
                            immigration
                          ✎ Describe the role of sport in developing
                            national pride
                          ✎ Describe the role of the AIS in supporting
                            Australia's sporting achievements
                          ✎ Identify the role and growth of indigenous
                            sports men and women in Australia

Outcomes                                                            Indicators
✎ Does not refer to HPE KLAs but will address outcomes in other Key Learning Areas such as
Studies of Society and the Environment (SOSE)


                          There is something special about the relationship that Australians share
                          with sport. Whether they are participants or spectators, most Australians
                          incorporate sport into their everyday lives. For many of us, being Australian
                          means having a love of sport and an admiration for sports people. The question
                          is why do so many Australians link sport so explicitly to our national character?
                          Why do Australians react so strongly to the success of our sporting heroes?
                          There is no simple answer to these questions. One consideration is the status
                          held by elite athletes in the community. These athletes are often in the
                          international spotlight, therefore acting as national ambassadors.
                          Sport is also very much linked to our feelings of national pride. As Australia is
                          such a vast and diverse nation, sporting victories provide great opportunities to
                          unite all Australians with patriotic fervour.
                                                                                                                              continued



                                                                  69
 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
                            Sport is often used by the media to help sell more newspapers and
                            magazines, or win higher ratings. This also encourages people to become
                            more like their sporting heroes and delivers an image of healthy, active
                            ‘Australians.’
                            Sport is an integral part of Australian culture and our way of life.
                            For nearly 25 years, the Australian Institute of Sport has been the training
                            ground for many of our sporting heroes. It plays a big part in shaping and
                            promoting our sporting prowess and cultural identity.
                            The AIS aims to involve visitors in this cultural environment. It highlights the
                            significance of sport to all Australians, the strong sense of national pride we
                            derive from great sporting achievements, and the standards of excellence
                            reached by Australian sports people.



Class structure Learning Experience                                                                Resources / Equipment
 Whole class                    Who do you admire in sport and why?                               Teacher leads class in discussion on
                                                                                                  students’ favourite sporting individuals
                                                                                                  or teams. Most popular nominees are
                                                                                                  recorded on the board.
 Group work                     Working in three groups, each
                                focusing on one of the top three
                                athletes, students analyse why these
                                athletes are popular and present their
                                reasons back to the whole class.

 Whole class                    ‘Know your Celebrity’
                                Sporting version of ‘Celebrity Heads’
                                game
                                A student places the name of a well-
                                known sporting personality on their
                                head (the object is to guess the name
                                of their athlete) and asks questions to
                                which the class responds with ‘yes’ or
                                ‘no’ answers.

 Individual                     Research an athlete that they                                     Profiles completed on
                                admire – looking at achievements,                                 large (A3) sheets.
                                activities outside sport and personal
                                background.

 Whole class                    Who were past Australian sporting                                 Requires historical research into past
                                greats?                                                           Australian sporting icons.

                                                                                                                                           continued



                                                                          70
         ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class structure Learning Experience                                                              Resources / Equipment
                               Class discussion.

                               Which past Australian sportspeople
                               are comparable to our current
                               champions?

 Group work                    Using AIS legends as examples,
                               students find their sporting equivalent.

                               Teacher lists the following Australian
                               sporting greats:

                               Don Bradman (cricket)                                             Cricketing greats
                               Evonne Goolagong/Cawley (tennis)                                  - Don Bradman:
                               Rod Laver (tennis)                                                - Steve Waugh
                               Betty Cuthbert (athletics)                                        - Shane Warne
                               Marjory Jackson (athletics)
                               Herb Elliot (athletics)                                           Tennis greats
                               Shirley Strickland (athletics)                                    - Evonne Goolagong-Cawley
                               Shane Gould (swimming)                                            - Rod Laver:
                                                                                                 - Pat Rafter
                               Other individuals within teams                                    - Mark Philippoussis
                                                                                                 - Lleyton Hewitt
                               Cricket
                               Rugby League                                                      Athletic greats
                               Rugby Union                                                       - Betty Cuthbert
                               Australian Rules                                                  - Marjory Jackson
                               Soccer                                                            - Herb Elliot
                               Netball                                                           - Shirley Strickland
                               Tennis                                                            - Cathy Freeman
                                                                                                 - Nova Peris-Kneebone
                               What sort of changes have new                                     - Matt Shirvington
                               knowledge and technology provided to
                               current athletes?                                                 Swimming greats
                               ✎ Diet                                                            - Shane Gould:
                               ✎ Clothing – i.e. Cathy Freeman’s                                 - Susie O’Neill
                                   spacesuit/Ian Thorpe’s racesuit                               - Ian Thorpe
                               ✎ Shoes
                               ✎ Training techniques.


                                                                                                 Provides the opportunity to discuss the
 Whole class                   Teacher discusses the Paralympic                                  role the media plays in the development
                               Games and athletes such as Louise                                 of sport in Australia.
                               Sauvage – why is it only recently that
                               Australians have become more aware                                Other examples to discuss – the growth
                               of the Paralympics?                                               of wheelchair basketball.

                                                                                                                                         continued

                                                                        71
       ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Class                 Learning Experience                                                                  Resources / Equipment
structure
                                                                                                             Evonne Goolagong (Tennis)
Whole class          What indigenous Australian athletes do you know of?                                     Lionel Rose (Boxing)
                                                                                                             Cathy Freeman (Athletics)
                     Current or past?                                                                        Nova Peris- Kneebone (Hockey,
                                                                                                             Athletics)
                     Students research the role indigenous sportspeople                                      Ella brothers (Rugby Union)
                     have played in Australia in all forms of sport.                                         Derek Kickett (AFL)
                                                                                                             Kyle Vander-kuyp (Athletics)
                                                                                                             Patrick Johnson (Athletics)
                                                                                                             Michael O’Loughlin (AFL)
                                                                                                             Michael Long (AFL)
                                                                                                             Gavin Wanganeen (AFL)
                                                                                                             Nicky Winmar (AFL)

Whole class          What have these leading Australian sportsmen and                                         Students discuss the role
                     women done for our country?                                                              sport plays in our feelings of
                                                                                                              national identity.
                     Why are these sporting figures important to us as
                     Australians?
                     Apart from their personal sporting achievements - how
                     have these athletes helped shape our national identity.

                     Do you remember an Australian winning at the Sydney 2000                                 Utilising the Olympic and
Group work
                     Olympic or Paralympic Games – where were you and how                                     Paralympic Games as a
                     did you feel? Bring in any photos of yourself at the Games                               tangible example, focus on
                     How did we all react when Australians won at events such                                 the wider role sport plays in
                     as the Sydney 2000 Olympic and Paralympic Games?                                         Australian society.

                     How did the country respond? What happened when the
                     Torch Relay came through your region?

Group work           Research exercise –                                                                       By historically looking at
                     Students research the different sports and activities played                              Australian sport, students
                     by men, women and children 100 years ago. This could include                              can see how cultural changes
                     concepts of family life, education, leisure, living conditions,                           such as immigration have
                     work, dress, transport etc. A comparison of family life back                              affected our day-to-day lives
                     then and now could be made. Students could interview family                               and how these factors shape
                     members about early family stories and events.                                            our society


Group work           Research exercise –
                     After World War II, migrants introduced new sports/
                     activities to Australia.
                     Students investigate different cultures and sports/activities
                     introduced to Australia eg Soccer.
                     Who are some of our famous sporting identities who were
                     born overseas?


                                                                        72
       ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by
Unit 12:
  Champions: Olympic,
  Paralympic and
  Commonwealth Games
            Students will be able to:
            ✎       Compare the differences between Olympic,
                    Paralympic and Commonwealth Games athletes
            ✎       Profile a Commonwealth Games athlete
            ✎       Compare differences between Ancient and
                    Modern Olympics
            ✎       Design and make a new event for the 2008
                    Paralympic Games

            Resources:
            ✎       Worksheet 12A – My Favourite Olympic,
                    Paralympic and Commonwealth Athletes
            ✎       Worksheet 12B – Get Ready for the Melbourne
                    2006 Commonwealth Games: Athlete Profile
            ✎       Refer to checklist in Worksheet 8A to help
                    students construct the event and use the
                    template in Worksheet 8B for their PowerPoint
                    presentation
            ✎       Worksheet 12C – Your Top 10 Differences
                    between Ancient Olympics and Modern Day
                    Olympics
            ✎       Handout 12D – Ever wondered what it takes to
                    become an elite athlete?


                                                        73
Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
               Outcomes                                                                      Indicators
Movement and Physical Activity                                      ✎ demonstrates and explains correct responses
Performs motor skills proficiently in complex                             and options in a modified game.
skill development activities HPMP0401

Movement and Physical Activity                                      ✎ recognises factors that make it difficult or
Identifies strategies to encourage involvement                            easy for people to take part in physical
in physical activity. HPMP0402                                            activities (disability, cost, time, weather, and
                                                                          geographical location)

                                                                    ✎ describes strategies for overcoming factors
                                                                          that make it difficult for people to take part
                                                                          in physical activity

                                                                    ✎ describes strategies for encouraging greater
                                                                          participation of all students in games and
                                                                          physical activity to increase fitness

                                                                    ✎ identifies rules and procedures that promote
                                                                          safer participation in physical activity




                                                                 74
         Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
Class                 Learning Experience                                                           Resources / Equipment
structure
Individual            Using newspapers, online resources and magazines,                                Worksheet 12a – My Favourite
                      students collect pictures of three different Olympic,                            Olympic, Paralympic and
                      Paralympic or Commonwealth athletes and write five                               Commonwealth Athletes
                      facts about each.

Individual            Using online resources or existing athlete profiles,                              Worksheet 12b – Get Ready
                      students research and develop a profile of their                                  for the Melbourne 2006
                      favourite Commonwealth Games athlete, noting                                      Commonwealth Games: Athlete
                      their achievements, interesting facts, any barriers or                            Profile
                      difficulties that they had to overcome, why they chose
                      this athlete and what sort of support or people the
                      athlete relies upon in order to compete

Class                 Class discussion following on from athlete profiles
                      activity, to decide which Paralympian athlete should
                      be invited to speak to the class. Class then designs
                      a list of questions that could be asked.

Class                 Class discussion following on from athlete profiles                               Refer to checklist in Worksheet
                      activity, to decide which Paralympian athlete should                              8a to help students construct
                      be invited to speak to the class. Class then designs                              the event and use the template
                      a list of questions that could be asked.                                          in Worksheet 8c for their
                                                                                                        PowerPoint presentation

Whole class           Following on from a review of class athlete profiles,
                      have a class discussion where students nominate their
                      own favourite sport and how they can set goals to
                      be the best they can be (eg improve their swimming
                      distance). Teacher leads discussion in terms of what
                      it will take to improve their personal (training, help
                      from support people, nutrition)

Small Groups          In small groups, students design their own event that
                      could be included at the 2008 Paralympic Games.
                      Students can use the checklist in Worksheet 8A to
                      assist in designing their game which should include the
                      modifications needed for the event, rules, equipment
                      and venue. Each group prepares a PowerPoint
                      presentation or a poster that will be used to explain
                      to the class how their event is played. And have the
                      class participate in your event.

                                                                                                                                        continued




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              Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
Class                    Learning Experience                                                        Resources / Equipment
structure
Small Groups              Design an obstacle course that students
                          complete using some of the aids for people
                          with disabilities (eg catching ball with a bell
                          blindfolded, completing a walk on crutches, etc)

Individual                Using online resources, students research and                              For information, visit:
                          develop a list of 10 differences between our                               www.olympic.org or the online
                          modern-day Olympics and the Ancient Olympics                               resources of the Olympic Museum
                                                                                                     at Lausanne, Switzerland at
                                                                                                     www.museum.olympic.org
                                                                                                     Worksheet 12C – your Top 10
                                                                                                     differences between Ancient
                                                                                                     Olympics and Modern Day
                                                                                                     Olympics

Whole Class               Hold an Ancient Olympics competition where                                 For information, visit:
                          students dress up in costume and compete in                                www.olympic.org or the online
                          Ancient Olympics sports                                                    resources of the Olympic Museum
                                                                                                     at Lausanne, Switzerland at
                                                                                                     www.museum.olympic.org

Whole Class               Visit the AIS in Canberra as part of a school                              See Handout 12D –
                          excursion to experience first-hand what it                                 Ever wondered what it Takes to
                          takes to become an elite athlete                                           Become an Elite Athlete?
                                                                                                     Also visit www.ausport.gov.au/tours




                                                                     76
             Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
Unit 12:
    Champions:              Worksheet 12A:
    Olympic, Paralympic and My Favourite Olympic,
                            Paralympic and
    Commonwealth Games Commonwealth Athletes
Using newspapers, magazines or online resources,
collect pictures of Olympic, Paralympic or
Commonwealth Games athletes and compare
their sports, the Games they have competed
in and five interesting facts about them.
Visit these sites for athlete profiles:
www.olympic.org or www.paralympic.org.au
or www.commonwealthgames.com

Picture of Athlete               Name of Athlete                         What Type of Games                                  Five Facts
                                    and sport                               Competitor




                                                                  77
          Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
Unit 12:
   Champions:
   Olympic, Paralympic and Worksheet 12B:
   Commonwealth Games Get Ready 2006 for the



 aa aa
                           Melbourne
                                                                                              Commonwealth Games
 Commonwealth Games Athlete Profile
 The XVIII Commonwealth Games are being held from March 15-26, 2006
 in Melbourne. Over 4,500 athletes from 71 nations will be competing in 16
 sports and 24 disciplines. Get ready for the Games by choosing your
 favourite Commonwealth Games athlete and developing a profile.
 For information on the Commonwealth Games,
 visit www.commonwealthgames.com, or www.melbourne2006.com.au


   Name of athlete:
   Country represented:
   Sport:


  Achievements:




                                                                                                                                    continued


                                                                  78
          Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
Interesting Facts:




Why this athlete chose their sport:




Any barriers this athlete had to overcome:




Who helps and supports this athlete to achieve their best:




Why I chose this athlete:




                                                                 79
         Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
 Unit 12:
      Champions:
      Olympic, Paralympic and
      Commonwealth Games
      Our modern-day Olympics
      differ in many ways from the
      Ancient Olympics. Some of these
      differences are in the sorts of
      sports in which athletes competed, the way
     the competition ran (for example, in the Ancient
     Olympics, Kings competed alongside commoners),                                                  Worksheet 12C:
     the difference in competition arenas                                                            Your Top 10 Differences
     (eg amphitheatres vs stadiums) and the                                                          between Ancient
     technology we use today as well as the sorts of                                                 Olympics and Modern
     food athletes ate and the clothing they wore.                                                   Day Olympics

   Develop your Top 10 Differences List (some examples are given below). For information visit:
   www.olympic.org or the online resources of the Olympic Museum at Lausanne, Switzerland
   (including fact sheets on modern and ancient Olympics) at www.museum.olympic.org



                                                   Ancient Olympics                                           Modern Olympics
1. Date of First games                             First Olympics in recorded                               Modern Olympics Athens 1986
                                                   history was in 776BC

2. First event                                     1st event contested was the
                                                   Stade race, a sprint of 192m.

3. Days of competition                             Originally went for 1 day then
                                                   increased to 3 days and then 5
                                                   days of competition

4. Competitors                                     Women not allowed to compete

                                                                                                                                           continued


                                                                         80
                 Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
                                                 Ancient Olympics                                          Modern Olympics
 5. Competitor’s clothing



 6. Types of sports contested



 7.



 8.



 9.



10.

      s[ S

                                                                      81
             Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
  Unit 12:
      Champions:                                                                                            Handout 12D:
                                                                                                            Ever wondered what
      Olympic, Paralympic and                                                                               it takes to become
      Commonwealth Games                                                                                    an elite athlete?
      The Australian Institute of Sport (AIS) in Canberra is
      the best place to find out.
      Established in 1981, the AIS is the training ground
      for Australia ’s elite athletes and a unique Australian
      tourist attraction. Located only a 10-minute drive
      from Canberra ’s city centre, the Institute is a
      popular tourist destination.
       While on tour at the AIS, you will see world-class
       facilities and gain insight into the life of an elite
       athlete.
        Watch gymnasts in training, see some of Australia ’s
        top swimmers doing their laps or bump into a world
        champion – all this could be part of your tour.
        The tours, guided by elite athletes, take 90 minutes
        and include Sportex, an interactive exhibit. Here you
        can see how you measure up to an elite athlete or
        discover how you rate as a rock climber, wheelchair
        basketballer, or rower.
         Other displays include nutrition, sports medicine and
         a legends tribute to some of Australia ’s greatest
         champions.
          Find out more about tours for schools by visiting
          www.ausport.gov.au/tours and get a preview of what
          you’ll see at the AIS by taking a virtual tour
          Or, AIS Tours can be contacted on:
          Email: aistours@ausport.gov.au
          Tel: 02 6214 1010
          Fax: 02 6214 1932

* NESTLÉ PETERS is a trade mark owned outside Western Australia by Société de Produits Nestlé SA, a Nestlé company. Peters is a trade mark owned in Western
Australia by the Peters and Browne Group which manufactures and sells ice cream products in Western Australia. There is no connection between the Nestlé companies
and the Peters and Browne Group of Western Australia. The advertised products are manufactured by a Nestlé company and are not available in Western Australia.


                                                                              82
                   Unit 12 is proudly brought to you by Nestlé Peters Ice Cream, Official Sponsor of the Melbourne 2006 Commonwealth Games
Get the
        AIS
       Classroom
                                      into your




Go to www.ais.org.au/schools to download
          your FREE lesson plans
    or contact the AIS on 02 6214 1010


                Helping Australian
                families get active

				
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