This sub-organizer contains the following sections:

It is expected that students will:

• design, evaluate, and monitor plans for a balanced, healthy lifestyle, taking into consideration factors that affect the choice of physical activity, including:
  • age
  • gender
  • culture
  • environment
  • body-image perceptions
• analyse and design plans for stress management and relaxation
• evaluate, monitor, and adapt plans for exercise programs for themselves and others, applying the principles of training (progression, overload, specificity)
• demonstrate an understanding of physiology and performance modifiers
• develop a plan to maximize personal motor performance for themselves and others
• demonstrate a willingness to use community-based recreational and alternative-environment opportunities to develop a personal functional level of physical fitness
• analyse and describe the effect of professional sports role models on the choice of personal lifetime activities

Active involvement in fitness and activity programs reinforces the importance of a balanced lifestyle. Students plan, participate in, and lead exercise programs and recreational activities, using strategies that encourage others to improve physical fitness and adopt active, healthy lifestyles.

• In small groups, ask students to design, monitor, and evaluate active-health plans for themselves and others. In their plans, encourage them to identify factors that affect participation (e.g., gender, culture, exposure to professional athletics) and suggest strategies to reduce obstacles to participation.
• Have students develop fitness plans for themselves and others that include feedback and support and use physiological and training principles.
• Challenge students to organize school and community activities for groups of varying ages and abilities (e.g., fun run). Pose questions such as:
  • How can you increase the involvement of both men and women from different age groups and different cultures ?
  • How can activities be promoted for groups with varying abilities?
• Work with students to conduct tests to measure biological levels of stress. Include activities that increase heart rate and provide stress-inventory scores, and have students report results. Pose questions such as:
  • What is the difference between physical and psychological stress?
  • How is stress manifested in you and in others?
  • Which strategies best reduce stress?
• Have students each select a physical activity of interest. Ask them to compare fitness requirements of the activities (e.g., muscular strength, endurance) with their personal levels of fitness. Pose the following questions:
  • What performance modifiers would enhance fitness for this activity (e.g., diet, rest, training)?
  • What would you do to raise your personal performance level for this activity?

• When students work in groups to develop active-health plans for themselves and others, check that they have:
  • included all fitness components
  • tailored the plans to fit individual characteristics (e.g., gender, interest, culture)
  • developed realistic and efficient systems for monitoring the plans
  • sought feedback from the individuals for whom they are planning
  • modified the plans based on feedback and their own evaluations
• Review students' fitness plans and feedback and support systems to ensure that they have included:
  • appropriate needs assessments
  • realistic goals for improvement
  • physiological and training principles
  • practical procedures for measuring improvement and monitoring the plans
  • outlines of how improvement would be measured
• When planning and reporting on community-based activities (e.g., fun run), students should provide evidence that they have:
  • analysed the client groups
  • considered the time requirements
  • considered the skill and fitness requirements
  • collected feedback from participants
  • completed assessments of the activities
• When students compare their current fitness levels with those required for activities of personal interest, check that they have:
  • created fitness component checklists for the activities
  • analysed the degree of difficulty and intensity of the components of the activities
  • accurately compared their personal levels of fitness to activity requirements
  • identified performance modifiers that would enhance fitness for the activities
  • made realistic suggestions about how to be more effectively prepared

Print Materials

• Active Living
• Drugs and Sports
• The Fitness Knowledge Course
• Physical Education: VCE Units 1, 2, 3, 4
• Power Training for Sport
• Sports Injury Handbook
• Towards Gender Equity For Women In Sport

Video

• Archery: On Target for Fun
• Lacrosse: The Creator's Game
• Slim Hopes: Advertising and the Obsession with Thinness
• Training For Excellence

Multimedia

• Moving to Inclusion
• Sport Nutrition for the Athletes of Canada
• Steps to Success

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