UNIT TITLE: Let get active

LENGTH: 6 week integrated unit

(27 periods 9 theory/18 prac)

YEAR: 8

UNIT DESCRIPTION:
This integrated unit focuses on the concept of a balanced, active lifestyle and will be based around the theme of increasing long-term participation in
physical activity. The use of pedometers to measure and motivate students for physical activity and a learning journal to record and reflect feelings is a key
aspect of this unit. (Note: Access to pedometers is a key feature and an effective roster or sharing system will need to be organised prior to the unit being
implemented if there is not a class set of pedometers i.e. one per student).
OUTCOMES:
Knowledge and understanding:

Skills:

4.9 Describes the benefits of a balanced lifestyle and

participation in physical activity

4.11 Selects and uses communication skills and strategies to justify opinions, ideas
and feelings in increasingly complex situations

4.10 Explains how personal strengths and abilities contribute to

enjoyable and successful participation in physical activity

4.15 Devises, applies and monitors plans to achieve short-term and long-term goals

CONTENT: Lifelong Physical Activity

Students learn about:

Students learn to:

Value contribution of regular physical activity to health

Analyse their lifestyle in relation to physical activity levels

Participate in a range of lifelong physical activity to identify and appreciate potential

benefits

Communicate key messages about being active and suggest strategies to increase
physical activity eg multimedia presentations, pamphlets

Analyse and discuss levels of incidental and planned physical activity

Describe life changes that may affect participation in a range of physical activity

Participate in a range of physical activities that are traditionally associated with specific
groups

Participate and evaluate competitive and non-competitive, individual and team activities
which elevate heart rate and develop health and skill-related components

Participate in initiative and challenge activities designed to develop teamwork, cooperation

and problem-solving

Components of a balanced lifestyle

Personal benefits of participation in physical activity

Physical, social, emotional, mental, spiritual

Physical activity levels

Rest, sleep, school/work, physical activity

Incidental physical activity

Accumulated physical activity
Physical activity for health and/or fitness
Activity patterns throughout the life span
Influences on participation

Lifelong physical activities

Competitive/non-competitive
Individual/group/team
Recreational activities
Health and fitness
Initiative/challenge activities
Physical activities with cultural significance

Developed by Moss Vale High School PDHPE Faculty

Students learn
about

Students learn to

Teaching and learning activities

What is a balanced lifestyle?(2)

Components of a
balanced
lifestyle

rest

sleep

school/work

physical activity

leisure/
recreation

Healthy food habits

nutritional
requirements

relationship
between diet,
physical activity
and health
(Strand 3)

Personal benefits
of
participation
in physical
activity

physical

social

emotional

mental

spiritual

Value the
contribution of
regular physical
activity to health.
Participate in
competitive and
non-competitive,
individual and team
physical activities
and evaluate the
degree to which
they meet their
needs and interests.
Participate in a
range of lifelong
physical activities to
identify and
appreciate potential
benefits.

Blackboard Brainstorm - Lifestyle bits and

pieces
Students brainstorm ideas on what constitutes
lifestyle. These are recorded on the board. In
small groups, conduct a list, group, label
activity (literacy strategy) to develop the key
categories and elements of lifestyle. Groups
present their ideas back to the class and the
class then forms a group consensus regarding
the components of a balanced lifestyle.

Resources

What types of physical activity suit my

lifestyle?(6)
Activity Rate Practical Rating Activity

Activity Rate Scaffold

These lessons have been designed to provide

students with a wide range of experiences to
enhance their understanding of the concept of
physical activity.
Two of the key features are the inclusion of
student ideas and directions and the
critiquing/rating aspect.

Review of articles Lifestyle balance

Students nominate a physical activity which can

realistically be carried out at school or in the
local community.

In small groups, review newspaper articles

relating to lifestyle balance, physical activity
and lifelong physical activity. Students complete
a review of each article using the scaffold
provided focussing on components of lifestyle
and balancing these throughout life.

Students should be encouraged to nominate

any type of physical activity whether it be
competitive or non competitive, individual or
group, recreational, health or fitness activities,
initiative/challenge activities or physical
activities with cultural significance.

Examples of Articles:
Telly turns kids to jelly;
Why our kids are lazy
lumps

Energy add ups Case studies

Develops a roster of activities for the class for

the first 6 practical lessons of this unit. Where
possible, allow students to organise this roster
and come up with the final list of activities by
themselves. Debrief after this occurs and
explore areas such as negotiation skills, putting
your point of view across, leadership, coping
with different choices and disappointments.
Ensure they discuss each area and understand
the types of activities that come under each
category.

Benefits of being
active sheet.

To further develop the lifestyle balance concept

students work in pairs to complete energy
balance case studies. Cards have examples of
energy intake items and energy expenditure
activities. Students use total sheets to develop
an outline of the overall balance for each case
study.

Developed by Moss Vale High School PDHPE Faculty

Article Review Scaffold

www.ausport.gov.au

Students learn
about
Lifelong physical
activities

competitive/

noncompetitive

individual/ group

recreational
activities

health and
fitness

initiative and
challenge

Incidental
physical activity

Accumulated
physical activity

Analyse their
current levels of
incidental and
planned physical
activity and discuss
their adequacy for
health and fitness.

Physical activity
for health
Activity patterns
throughout the

Teaching and learning activities

Give me five Personal benefits of physical
activity
Students begin this activity on their own listing
the five most important personal benefits of
physical activity for themselves as individuals.
Students then move into pairs and combine
their lists. After a brief discussion regarding
similarities and differences students move into
a group of 4 to follow the same process. Lastly,
groups combine into a group of 8 to combine
ideas and justify importance. Class discuss the
categories of personal benefits of participation
in physical activity, including:

physical activities
with cultural
significance

Physical activity
levels

Students learn to

Participate in a
range of enjoyable
activities which
elevate heart rate to
understand
concepts of intensity
and time and their
relationship to
maintaining and
developing fitness.

In which category did most of your

personal, pair and group benefits fall?

Can you think of some reasons for this?

Do any of the benefits fit into more than

one category? Why or why not?

How might these benefits change as you

get older?

What does physical activity include?(2)

A to Z of physical activity
Students list one way of being physically active
beginning with each of the letters of the
alphabet.
Discuss what it means to be physically active
along with the range of physical activities
(competitive, non competitive, individual, group,
recreational, health or fitness activities,
initiative/challenge activities, physical activities
with cultural significance), similarities and
differences,

An example of a structure for class activity

roster:
Lesson 1 - Competitive (eg.
Softball/basketball)
Lesson 2 - Non-Competitive (eg. bush
walking/skipping)
Lesson 3 - Individual (eg. frisbee golf,
gymnastics)
Lesson 4 - Group/team (eg. slide
hockey/soccer)
Lesson 5 - Recreational (eg.
swimming/cycling)
Lesson 6 - Cultural Significance, e.g. soft
crosse/dance)
After each practical lesson students complete
an activity rating for each of the physical
activities participated in that lesson and adds
this rating to their Lets Get Active Learning
Journal.
The activity rating scaffold will include the
following:
Name of activity:
Date:
Type of activity: (circle one or more of the
following)

Competitive/non-competitive

Individual/group/team

Recreational

Health/Fitness

Developed by Moss Vale High School PDHPE Faculty

Resources

Students learn
about
lifespan

Influences on
participation

Students learn to
Value the
contribution of
regular physical
activity to health.
Participate in a
range of lifelong
physical activities to
identify and
appreciate potential
benefits.
Describe life
changes that may
affect participation
in a range of
physical activities

Personal benefits
of
participation
in physical
activity

physical

social

emotional

mental

spiritual

Teaching and learning activities

Initiative/challenge

Cultural

Scavenger Hunt Physical activity terms

Other

Students move around the room (or

playground) in search for information regarding
the key terms of lifelong physical activity;
incidental physical activity; accumulated
physical activity; passive; active; physical
activity for health; physical activity for fitness.

Brief outline of activity: (players/participants,

equipment, court/field)

intensity levels positives and negatives of

participation and personal favourites.

Class discuss ideas and students answer

questions about the physical activity terms in
relation to their own lifestyles. Questions
include: Give three examples of types of
incidental physical activity that you have done
today? What is the accumulated total of your
physical activity today so far? When you do
physical activity is it for fitness, health or both?

Analyse their
current levels of
incidental and
planned physical
activity and discuss
their adequacy for
health and fitness.

Survey (home task) physical activity

through life

Communicate key
messages about
being active and
suggest simple
strategies to assist
others to

Under 10; 10-15; 15-20; 20-30; 30-40; 40-60;

60-80. Students should also complete the
survey themselves.

Positives of this activity:

Negatives of this activity:
Evaluation of how this activity meets individual
needs and interests:
What did I learn from participating in this
activity? (Include all areas of health, e.g.
physical, social and emotional etc).

Students develop a short survey which they will

use to investigate physical activity patterns of
people at different stages throughout life. Each
student will be allocated an age group to survey
one person from the following age groups:

Analysing physical activity

Groups of 3-4 combine surveys and

Developed by Moss Vale High School PDHPE Faculty

Resources

Students learn
about

Students learn to
recognise these
benefits, e.g.
multimedia
presentations,
pamphlets.

Physical activity
levels

incidental
physical activity

accumulated
physical activity

physical activity
for health and/or
fitness

activity patterns
throughout the
life span

influences on
participation

Value the
contribution of
regular physical
activity to health.
Participate in a
range of physical
activities that are
traditionally
associated with
specific groups.
Participate in a
range of enjoyable
activities which
elevate heart rate to
understand
concepts of intensity
and time and their
relationship to
maintaining and
developing fitness.

Teaching and learning activities

Resources

develop a group outline of physical activity

patterns for various stages throughout the
lifespan. Discussion questions include:

How does physical activity change in

different life stages?

What types of activity are most popular at

different life stages? Why?

Suggest some ways that your focus group

can be more active.

Helpers and hinderers Influences on

physical activity participation
Students are asked to think of examples of
influences on participation in physical activity.
Once students have an idea they raise their
hand and are asked to come out to the
blackboard and write their influence on the
helper (positive influence) or hinderer (negative
influence) side of the board. Class discuss how
influences may vary depending on age, gender,
culture, geographic location, socio-economic
status etc. Class also discuss how to enhance
factors that promote physical activity and
overcome barriers to physical activity.
Access to local physical activity
opportunities
In pairs, students analyse the physical activity
facilities and opportunities in the local area for
young people. Use resources such as the
telephone book, service directories, community
information and internet sites to develop this
outline. This could be presented in the form of

Checking out the opportunities for me

Students are given a practical task to complete
a review sheet of the local physical activity
opportunities by completing a walking tour and
recording key details. Students work in small
groups to list as many opportunities for physical
activity in the local area as they can find. These
should include formal services eg gym, pool
and those which individuals can complete
themselves eg cycling/walking tracks. Details
should include type of physical activity,
structure, contact details, access
(transport/cost), equipment needed. This
activity could be run as a challenge to see
which group could list/check out the most
opportunities pedometers could also be worn to
see which group takes the most steps.
How can we monitor physical activity?(9)
Working in the zone - Target heart rate
Students calculate their target heart rate. They
then participate in a circuit of different

Developed by Moss Vale High School PDHPE Faculty

Review Sheet
Checking Out the
Opportunities for me

Students learn
about

Students learn to

Teaching and learning activities

a multi-media presentation, pamphlet, website,
poster or school newsletter feature. Students
will complete this task by making 5 key
recommendations regarding areas that require
development to enhance the physical activity
opportunities for young people in the local area.

types of moderate intensity physical activity

across a double lesson. Students work in pairs
with stopwatches and recording sheets and
each student records their accumulated
minutes of moderate intensity physical activity
(within their target heart rate zone) for the
lesson.
The circuit should include a range of types of
physical activities, e.g., 3v3 basketball,
skipping, body jam dance/aerobics, 4v4 indoor
soccer, obstacle course.
The circuit should include a range of types of
physical activities, e.g. 3 v 3 basketball,
skipping, body jam dance/aerobics, 4 v 4 indoor
soccer or obstacle course.
Students spend 10 minutes at each station.
Class all stops for 15 seconds when whistle is
blow (at three minute intervals) to measure and
record hear rate in Lets Get Active Learning
Journal.

Developed by Moss Vale High School PDHPE Faculty

Resources

Personal benefits
of
participation
in physical
activity

physical

social

emotional

mental

spiritual

Physical activity
levels

Communicate key
messages about
being active and
suggest simple
strategies to assist
others to recognise
these benefits, e.g.
multimedia,
presentations,
pamphlets.
Value the
contribution of
regular physical

How can we increase physical activity

levels?(4)
Jigsaw activity - Getting to know the
guidelines
Students begin in home groups of four. One
person in each home group then becomes an
expert in one of the 4 National Physical Activity
Guidelines for Australians. Each of the corners
of the room will display the information for one
of the guidelines. When the information has
been retrieved by the four experts, they return
to their home group to share their expertise.
Each individual then develops a summary of
the Guidelines.

incidental
physical activity

Developed by Moss Vale High School PDHPE Faculty

Target Heart Rate

Sheet Heart
Foundation
National Physical
Activity Guidelines for
Australians (1999)
www.health.gov.au

Students learn
about
accumulated
physical activity

physical activity
for health and/or
fitness

activity pattners
throughout the
life span

influences on
participation

Students learn to
multimedia
presentations,
pamphlets.
Value the
contribution of
regular physical
activity to health.

Teaching and learning activities

Resources

Simple strategies Advocating physical

activity
Students continue to work in their groups of 4
to design and create a simple strategies to
communicate these 4 key Guidelines for
Physical Activity. This may include a pamphlet,
poster, newspaper or radio ad.

Pedometer power Cloze passage

Pedometer power

Students complete the cloze passage selecting

the correct words to fill the spaces from the list
provided. Class discuss the benefits guidelines
and limitations of using pedometers.

Students wear pedometers throughout this

bracket of 5 lessons while participating in a
range of team-based physical activities.

Getting to know pedometers

Students are introduced to the pedometers with
the teacher working through what they are, how
they work and how to wear them. Teacher will
work through guidelines for use (Figure 3.2
Pedometer Power). Students will be given a
short time to familiarise themselves with the
pedometers during this lesson but will have
longer during the following practical lesson.

Each of these practical lessons are organised

into a split format. This ensures students have
the opportunity to:
1. participate in each physical activity
2. record their steps - students check steps
(from pedometer) after the activity and
record these in their Learning Journal

3. suggest more active interventions to the

activity - the class spends time in each
lesson to suggest these modifications
4. participate in the altered form of the focus
physical activity
5. record step measurement from pedometer
for a second time in their Learning Journal

6. compare step rates among individuals and

discuss

Developed by Moss Vale High School PDHPE Faculty

Pedometer power
cloze passage
Playing with
pedometers recording
sheet
Pedometer Power
(2003, Pangraz,
Beighle and Sidman)
p. 65 115 ideas for
activities

Students learn
about

Students learn to

Teaching and learning activities

Analyse their
current levels of
incidental and
planned physical
activity and discuss
their adequacy for
health and fitness.

Physical Activity Diary (start in class and

complete at home)

pedometer data

Analyse their
lifestyle over a
typical week to plan
and implement
increased
opportunities for
physical activity.

physical activity information

thoughts, feelings and ideas about their

own physical activity

family and friends attitudes to physical

activity

Students complete a personal physical activity

diary within their Lets Get Active Learning
Journal. The diary will include the recording of:

Interventions might include:

Added equipment eg. 2 ball soccer, 4

wicket cricket

Rule changes eg. Added steps allowed,

more passes before scoring Bonus points
for increased activity levels

Modified games with less players or

continuous format

Elimination games where players can re-enter

from outside court if passed ball

This will occur throughout one week within their

Lets Get Active Learning Journal. A large
portion of this task will need to be completed at
home.
A check in time such as Roll Call will be used to
monitor the pedometer use.
Within this diary students will also be asked to
include some information regarding the
physical activity levels, attitudes and
approaches of themselves and their family and
friends.
Questions to assist with this might include:

What are the favourite physical activities of

your family and friends? Why?

Do they want to be more active? Why?

Have they heard of pedometers?

How many steps do they think they would

take in a day?

Developed by Moss Vale High School PDHPE Faculty

Resources

Students learn
about
Physical activity
levels

Incidental
physical activity

Accumulated
physical activity

Physical activity
for health and/or
fitness

Activity patterns
throughout the
life span

Influences on
participation
Personal benefits
of
participation
in physical
activity

physical

social

emotional

mental

spiritual

Students learn to
Analyse their
lifestyle over a
typical week to plan
and implement
increased
opportunities for
physical activity.
Analyse their
current levels of
incidental and
planned physical
activity and discuss
their adequacy for
health and fitness.
Participate in a
range of lifelong
physical activities to
identify and
appreciate potential
benefits.

Teaching and learning activities

Graffiti sheets Goal setting

Goal setting in physical activity Step up

Students move around the 5 graffiti sheets

placed on walls and brainstorm questions
around goal setting. Graffiti sheet titles: What
is goal setting? Why are goals important?
What are the different types of goals? What
are the key features of goals? How can people
set goals to increase their physical activity?
Class discuss ideas and concepts focussing on
the key principles of goal setting: specific,
realistic, action plan and reward success.

Students work in small groups (3-4) to lead the

class in a game with a high activity level.

Baselines and step count goals Goal

Setting and physical activity
Pedometer data from the Lets Get Active
Learning Journals will be used to assist
students to calculate their baseline step counts
and individual step count goals. Discuss
reasons for differences and similarities in
personal baselines and goals. Suggest ways
this information could be used to increase
physical activity. Students develop an outline of
a normal day and suggest places where added
steps could be taken.

This practical activity gives students the

opportunity to increase other peoples activity
levels and set goals for physical activity.
Students are given a framework for their game
including that it must be:

played in 20 minutes

able to involve the whole class

safe

enjoyable

able to be completed at school

involves as many steps as possible.

Class wear pedometers during each activity

and record their steps after participating in
each.
The group who ends up with the greatest class
total win a prize.

Number crunch ICT, physical activity and

me
Students transfer pedometer and physical
activity data collected in their physical activity
diary into a simple computer spreadsheet.
Students then use this to develop various
computer-generated forms

Developed by Moss Vale High School PDHPE Faculty

Resources
Baseline and individual
step counts
Form 4.1
(p. 45 Pedometer
Power)

Students learn
about

Students learn to

Teaching and learning activities

of graphs that display their personal physical
activity information. Students analyse their
graphs and write a report about their activity
information. Students analyse their graphs and
write a report about their activity levels. For
example, students might discuss why there
were very active one day and relatively inactive
the next

Lifelong physical
activities

competitive/

noncompetitive

individual/group

recreational
activities

health and
fitness

initiative and
challenge

physical activities
with cultural
significance

Analyse their
lifestyle over a
typical week to plan
and implement
increased
opportunities for
physical activity.
Participate in a
range of lifelong
physical activities to
identify and
appreciate potential
benefits.

How can we make physical activity lifelong?

(1)
Crystal ball - Planning lifelong physical
activity
Students develop a timeline for themselves that
outlines the following:

How can we make physical activity lifelong?

(3)
Lifelong physical activity and me?
Classes rotate through a 3 lesson circuit of
interesting and enjoyable lifelong physical
activities. Students are asked to suggest the
benefits that they would derive from
participation in these activities both immediately
and throughout their lifetime and record these
in their Lets Get Active Learning Journal.

Their age at set times in the future

focussing on decade intervals from the
current year, through until aged 80-90.

The physical activities they will be

participating in.

An example of a class activity program:

The reasons why they think they will be

involved in these types of physical activity.

Power walking/ aqua aerobics (lesson 1)

Dance/pilates (lesson 2)

Cycling/fitness circuits (lesson 3).

Students should ensure that they consider

factors that will influence their decisions and
behaviours in the future such as their interests,
abilities, family, travel, career etc.

Where possible, students should select these

activities.

Developed by Moss Vale High School PDHPE Faculty

Resources