Unit title:
Length:
Everyone active everyday
16 weeks (approx. 40 hours)
Unit description:
Students explore the perceptions of peers and the local community in relation to physical activity participation by investigating current levels of participation. Common
misconceptions about a range of less traditional physical activities can be challenged as students participate in a range of leisure activities that are available in the local
community. Students then develop strategies involving the school and local community to promote the importance of regular physical activity to lifelong health. This unit
provides opportunities for students to design their own class physical activity program for the term, taking into consideration what is available in the local community.
Modules:
Lifestyle, leisure and recreation (AOS 2); Promoting active lifestyles (AOS 3)
Knowledge and understanding outcomes:
Skills outcomes:
1.2 analyses the benefits of participation and performance in physical activity and
sport
2.2 analyses physical activity and sport from personal, social and cultural
perspectives
3.2 evaluates the characteristics of enjoyable participation and quality performance in
physical activity and sport
4.4 analyses and appraises information, opinions and observations to inform physical
activity and sport decisions
Suggested resources:
The following online resources will help to support teaching and learning activities in this unit:
Community physical activity initiatives
Schools come alive (http://www.schoolscomealive.org/?p=resources)
Stairway to health (http://www.phac-aspc.gc.ca/sth-evs/english/factssheet.htm)
Go for your life (http://www.goforyourlife.vic.gov.au/)
Active Australia Campaign (http://www.health.nsw.gov.au/public-health/health-promotion/activity/campaigns/active-australia/index.html)
Red Cross Youth Challenge (http://www.takethechallenge.com.au)
General physical activity information
Australia’s Physical Activity Recommendations for Children and Young People (http://www.health.gov.au/internet/wcms/publishing.nsf/Content/health-pubhlth-strategactive-recommend.htm)
Getting active (http://www.dsr.nsw.gov.au/active/index.asp)
National Heart Foundation of Australia (http://www.nevdgp.org.au/geninf/heart_f/physact.htm)
Healthy Living (http://www.healthyliving.gov.uk/physicalactivity/index.cfm?contentID=1468)
Active for life (http://www.activeforlife.com.au)
Sample online databases of physical activity facilities and contacts
NSW Sport and Recreation – Active search (www.dsr.nsw.gov.au)
Brisbane – Active and healthy (www.ourbrisbane.com/activeandhealthy/recreation/)
© PDHPE Unit, Curriculum K-12 Directorate, 2005
Students learn about



perceptions of lifestyle,
leisure and recreation
- defining leisure and
recreation
- range of leisure and
recreation pursuits
- personal needs and
interests
lifelong leisure and
recreation - looking to the
future
– current leisure and
recreation trends
– the impact of increasing
technology
– future directions in
leisure and recreation
patterns of participation
- leisure and recreation
needs for specific groups
- influences on
participation, eg media,
politics, geographical
location, culture, age,
gender, socio-economic
status, family and social
support
- barriers to leisure and
recreation
Students learn to


analyse perceptions of
leisure and recreation in
their school and local
community
investigate the reasons for
changes in leisure and
recreational pursuits over
time, eg mountain bike
riding, jet skiing, camping
and environmental
sustainability

predict future directions in
leisure and recreation
pursuits

investigate participation in
leisure and recreation as
they:
– identify the leisure and
recreational needs of
different groups
– examine factors that
influence participation in
these leisure or
recreational activities
– develop strategies for
coping with barriers to
leisure and recreation,
eg school examination
period, part-time work
© PDHPE Unit, Curriculum K-12 Directorate, 2005
Teaching and learning activities
Students play a game of charades. In turns, students mime activities associated with
lifestyle, leisure and recreation. Class guesses what each mime represents. Discuss
how leisure and recreation has changed over the last century. Make a list of the types
of recreational and leisure activities that your grandparents may have participated in
when they were young.
Discuss:

How do these activities differ from the types of leisure and recreational activities
that young people of today take part in?

What impact might these changes have on: a young person’s health and
wellbeing? your school? the local community?

What are some of the reasons for the change in recreation and leisure activities?

How might advances in technology influences changes to recreational activities
in the next century?

How might cultural background and/or gender influence participation?
Ask students to imagine that they are living as adolescents in the Year 2050 and to
predict the sorts of physical activities that might be available to them.
Develop and implement a survey to investigate:
- levels of participation in physical activity
- types of leisure activities
- barriers to active behaviours
- influences on participation
Collect responses across a range of age groups and social groups e.g. teenagers,
people with a disability, young children, mothers, workers, retirees, various cultural
groups, men and women.
Examine the reported influences on participation. How are they similar or different
across the age and social groups? How do your class’s findings compare to other
population surveys conducted about physical activity participation?

outcomes of participation
in lifestyle and recreation
- social, mental, physical,
cognitive and spiritual
benefits

analyse the benefits of a
leisure or recreational
activity through participation
Discuss:

Why did Grant Hackett start swimming? Or Cathy Freeman start athletics? What
did/do they each get from the sport?

Why do 60 000 people run in the City to Surf each year?
Locate and participate in a range of leisure and recreational activity options (such as
yoga, aquaerobics, pilates, tai chi, social dancing, ultimate Frisbee, and lawn bowls)
and analyse the benefits for health of each activity.

settings and opportunities
for physical activity
- structured settings
recreational settings
- incidental physical
activity


enhance access to leisure
and recreational pursuits by
creating a database of local
facilities and contacts
identify factors that
contribute to positive
personal experiences in
physical activity by
gathering views of peers
Research and participate in the various types of physical activity, leisure and recreation
options available to a variety of groups in the local community.
As a class, weigh up group likes and dislikes, cost and accessibility to facilities in order
to plan a program of activities the class will continue to participate in for the remainder
of the unit.
Record in a journal, feelings and reflections after participating in each of the different
physical activities. Collate class reflections and identify common elements of the
activities that other members of the class regarded as positive and enjoyable.
Create a database of the local facilities and services, the availability, types of activities,
cost, equipment requirements, etc. An online module for teachers explaining how to
teach students to create a database is available at https://detwww.det.nsw.edu.au/ict.


products, information and
organisations
- fitness industry
- promotion/marketing
strategies
- current trends

challenge common
perceptions about leisure
and recreation by
participating in a range of
physical activities, eg yoga
is not a physically
demanding or challenging
activity
evaluate initiatives designed
to make physical activity
more convenient, safer and
enjoyable, eg cycle paths
and designated cycle ways
on roads, aquatic theme
parks
© PDHPE Unit, Curriculum K-12 Directorate, 2005
Explore the accuracy of perceptions related to physical activity participation by
comparing the results gathered from the survey against common misconceptions about
participation and barriers to active lifestyles.
Investigate a range of health promotion initiatives designed to increase physical activity
levels within a community e.g. cycle ways, aquatic theme parks, pedometer challenges,
activity days for children and adults, etc. Evaluate the effectiveness of the selected
initiative in promoting physical activity through the implementation of similar projects
with your class group, school year or local community groups.

-
-
individual and group roles
and responsibilities for
promoting physical activity
policy makers,
legislators, urban
planners
individual and family
schools
health professionals
service organisations
media
fitness industry

examine the school setting
and evaluate the degree to
which it promotes
participation in physical
activity, eg uniform policy,
emphasis on competitive
sport, access to recreational
areas
Undertake an evaluation of the school setting and/or the local community setting to
assess the extent to which they promote physical activity participation. Areas that could
be assessed in the school context include access to recreational areas, uniform policy
of school, access to equipment, and cost of participation.

develop and implement an
advocacy strategy to
increase levels of physical
activity in the school or
wider community, eg
organise and conduct
activities to promote a more
active lunchtime
Develop and implement an initiative to target a specific group and promote physical
activity at the school or local community level e.g. organise and conduct activities to
promote a more active lunchtime, organise walking, dancing, or pilates groups to be
run after school hours for community members.

research and evaluate:
– current initiatives that
aim to promote physical
activity
– products that aim to
promote physical
activity
– organisations that aim
to promote physical
activity
Explore how the messages have changed about physical activity and fitness over the
last two decades. Identify some of the reasons for these changes.

examine the problems
associated with inadequate
physical activity and discuss
levels of responsibility
Investigate the cost to the community of inadequate levels of regular physical activity
e.g. health costs, loss of production etc. Explore key questions like who owns this
problem? How can it be fixed?

discuss the importance of a
collaborative or intersectoral
approach to promoting
physical activity
Explore the role of the media in physical activity promotion. The media has been a
focal point for promotion in the US, particularly for children and young people through
the VERB Now initiative (http://www.verbnow.com). In small groups, design a TV
commercial, music video or web site promoting the importance of regular physical
activity to young people.
© PDHPE Unit, Curriculum K-12 Directorate, 2005
Investigate the range of products and organisations available that are aimed at
promoting physical activity participation. Critically analyse each product/organisation to
determine the likelihood of them increasing physical activity levels in their target
audiences.

compare and discuss
government and private
sector funding invested in
promoting physical activity
with that invested in elite
sport
© PDHPE Unit, Curriculum K-12 Directorate, 2005
Investigate the role of government and the private sector in promoting physical activity
in the community e.g. grants and funding, marketing and awareness campaigns, and
accreditation of physical activity providers.
Debate the topic: Less money should be spent on trying to win Olympic medals and
more money should go towards getting everyone active everyday.
© PDHPE Unit, Curriculum K-12 Directorate, 2005