Sport and nutrition
Unit: Sport and nutrition
Lesson: The super chef sports challenge
Rationale
Teams that achieve ‘world leader’ status in and outside of
sport do so due to the talent and expertise that each and
every member brings to the team.
A group of people with strong leadership qualities and a
diverse set of skills that complement each other are more
likely to succeed than a group that relies on too few skills
and qualities.
This lesson provides students with an opportunity to
experience how a group of individual leaders working
together in the area of sports nutrition can achieve
collective success.
Take the Challenge
Alan Tongue
NRL star
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Lesson: The super chef sports challenge
DURATION
A minimum of 150 minutes is recommended for this lesson.
Note the lesson duration should be adjusted according to students’ abilities and timetable considerations.
Teacher discretion should be used in determining whether this lesson, and progressive extension activities,
is delivered over a number of independent periods or multiple consecutive periods.
VENUE
Classroom or resource centre
KEY LEARNING AREAS
The key learning areas addressed in this unit are:
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FOCUS
Health and physical education
Personal development
English
Home economics/food technology
Information communication and technology.
The focus of this lesson is to provide students with an opportunity to model leadership while learning about good
nutrition and healthy eating.
Using healthy eating and nutrition data from the ASC website, students will build their knowledge of nutritious
foods and good eating habits through team-oriented and leadership-themed class challenges.
AIMS
The aims of the lesson are:
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SKILLS
to give students an opportunity to model and exercise agreed leadership standards
to build knowledge of healthy food choices
to encourage teamwork and cooperation.
During this lesson students will:
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MODELLING LEADERSHIP
QUALITIES
The leadership qualities modelled by students during this lesson include:
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MATERIALS/EQUIPMENT
work cooperatively in a team environment
demonstrate the ability to make informed healthy food choices
develop negotiation skills as they work in teams
research and locate information
work to time limits
make informed choices and be able to justify those choices in a public forum.
Respect for themselves and others
Honesty and trustworthiness
Leading by example
Taking responsibility
Being enthusiastic
Involving others
Working well with others
Being good communicators.
The following materials will be needed to complete this lesson:
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Sport and Nutrition Pro Forma 1 — Our Kitchen Rules (provided with lesson)
Sport and Nutrition Pro Forma 2 — Quick Quiz (provided with lesson)
Sport and Nutrition Pro Forma 3 — Research Course (provided with lesson)
Sport and Nutrition Pro Forma 4 — Challenge Scenario (provided with lesson)
Sport and Nutrition Pro Forma 5 — Challenge Cards (provided with lesson)
Sport and Nutrition Pro Forma 6 — Our Menu Report Back (provided with lesson)
Sport and Nutrition Pro Forma 7 — Our Food Challenge Reflection (provided with lesson)
Sport and Nutrition Australian Sport Commission Nutrition Fact Sheets (online, electronic or hard copy)
Access to the internet (if available), in particular to the following website: www.ausport.gov.au/ais/nutrition
Pens and highlighters
Scrap paper for each group to use as working-out paper
Dictionary for each group (hard copy or electronic).
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Lesson: The super chef sports challenge
LESSON PREPARATION
Prior to commencing the lesson teachers should ensure that:
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the class is organised into teams of three to five students at least two days prior to the lesson, and that the
Sports and Nutrition Fact Sheets are distributed to them (in hard copy or electronically)
they explain that each member of a team needs to become an ‘expert’ in one or more of the fact sheets in
preparation for the forthcoming lesson
students understand that they have to bring these fact sheets to the next lesson with them
Sport and Nutrition Pro Forma 1 — Our Kitchen Rules is copied for each member of the team
Sport and Nutrition Pro Forma 2 — Quick Quiz is copied for each team
Sport and Nutrition Pro Forma 3 — Research Course is copied for each team
Sport and Nutrition Pro Forma 4 — Challenge Scenario is copied for each team
Sport and Nutrition Pro Forma 5 — Challenge Cards is copied and cut up with the same challenge card
distributed to groups for each round of competition
Sport and Nutrition Pro Forma 6 — Our Menu Report Back is copied, one per group for teacher assessment
Sport and Nutrition Pro Forma 7 — Our Food Challenge Reflection is copied for each member of the class
Sport and Nutrition — Australian Sports Commission Nutrition Fact Sheets are either copied for each group
or made accessible electronically (these are contained on the accompanying CD-ROM)
if available, students have access to the internet.
Take the Challenge
Patrick Mills
NBA and Australian basketball star
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Method
Unit: Sport and nutrition
The following provides teachers with a plan on how to
deliver this lesson. Teachers are encouraged to take a
flexible approach and modify this lesson as appropriate to
suit the needs and abilities of their students.
In their role as a team of chefs, the groups
should be given time to discuss which four of
the above qualities are most important to their
chances of working well as a team and succeeding
in the challenge.
LESSON PART 1 (20 minutes)
1. Introduce the task. In their pre-selected groups,
outline the following scenario to the students:
The Australian Institute of Sport is on a worldwide
search to find a team of chefs to run its café - the
primary source of food for its elite athletes.
Due to the enormous number of applicants it has
decided to run a competition — The Super Chefs
Sports Challenge — to find world leaders in the area
of food preparation for athletes.
Once this has been decided students should write
their team’s name on the Our Kitchen Rules sheet
and tick the boxes of the qualities they agree to
practise during the lesson.
LESSON PART 2 (15 minutes)
3. The Quick Quiz Challenge. Hand out to each team
a copy of the Sport and Nutrition Pro Forma 2 —
Quick Quiz, which they are to complete as a group.
Before they start, explain the following to students:
Each group in the class represents a team of chefs
applying for the position.
In order to be selected they must win a healthy food
challenge — a group competition designed to test
students’ leadership in a wide range of food challenges.
In this lesson each group goes head-to-head to
earn points.
2. Deciding on the qualities of a good leader.
Before the first task is undertaken, hold a class
discussion on the qualities required from a group that
is to be acknowledged as a ‘world leader’.
Hand out Sport and Nutrition Pro Forma 1 —
Our Kitchen Rules to each team and refer to the
list of the qualities of a good leader:
1.
2.
3.
4.
5.
6.
7.
8.
Respect for themselves and others
Honesty and trustworthiness
Leading by example
Taking responsibility
Being enthusiastic
Involving others
Working well with others
Being a good communicator.
‘Before we begin the challenge, you will now show
how much you know about cooking. This quiz will
help introduce you to some of the food language
used by chefs’.
Tell students that they have 10 minutes to complete
the Quick Quiz.
There are two options for correcting the Quick Quiz.
You could collect each group’s sheet and correct
them yourself, using the team answer sheet provided.
During this time students could move on to the next
part of the lesson, the Research Course.
Alternatively, you can ask groups to correct each
other’s sheets as you call out the answers. This would
be an interesting approach in assessing group
dynamics, as students will need to interact during the
marking process.
To keep things interesting, keep a running tally of
group scores on the board.
Invite class discussion about what these qualities are,
and how they could be demonstrated in a group
situation. You might want to give examples to start
the discussion, such as ‘Working well with others can
be shown by listening, and then critically analysing
what has been said’, or ‘Taking responsibility is never
blaming anyone else for your performance’.
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Method
Unit: Sport and nutrition
5. The research course challenge. Hand out Sport
and Nutrition Pro Forma 3 — Research Course quiz
sheet, one copy for each group.
The groups have to complete the quiz sheet as quickly
and as accurately as they can in order to accrue more
points for their team.
There are two options for correcting the Research
Course quiz sheet. You could collect each group’s
sheet and correct them yourself, using the team
answer sheet provided. During this time students
could move on to the next part of the lesson, the
Super Food Menu.
Alternatively, you could ask groups to correct each
other’s sheets as you call out the answers. This
would again be an interesting way to assess group
dynamics as students will need to interact during the
marking process.
Add these scores to the running tally you are keeping
on the board.
LESSON PART 3 (40 minutes) — Version B
6. The Research Course Challenge using available
technology. Ensure that each group has access to
a computer.
Make each of the fact sheets available electronically
so that students can research their answers.
LESSON PART 4 (45 minutes)
7. The super food menu. Ensure that each group has
the following fact sheets available to them in hard
copy, electronically or downloaded from www.ausport.
gov.au/ais/nutrition:
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Recovery
Eating before exercise
Nutritional tips for preparing for elite competition
Football
Self-catering and travel supplies.
8. Outline scenario. Distribute Sport and Nutrition Pro
Forma 4 — Challenge Scenario to each group.
Go through the scenario with the class and explain
that each group will be given a range of sports
nutrition tasks based on this scenario. They are
to use the fact sheets provided to them to help
them complete the tasks, but they should be also
encouraged to be innovative and creative in the
responses they produce.
To commence the competition component, provide
each group with the same challenge card, cut out
from Sport and Nutrition Pro Forma 5 — Challenge
Cards. Note that four challenge cards of varying
difficulty are provided with this lesson. Students
have 35 minutes to complete the task, so it is at the
teacher’s discretion how many of the challenges the
groups are asked to complete.
LESSON PART 5 (30 minutes)
Hand out Sport and Nutrition Pro Forma 3 —
Research Course quiz sheet, (one copy to each group).
The groups have to complete the sheet as quickly and
as accurately as they can in order to accrue more
points for their team.
There are two options for correcting the Research
Course. You could collect each group’s sheet and
correct them yourself, using the team answer sheet
provided. During this time students could move on to
the next part of the lesson, the Super Food Menu.
Alternatively, you could have groups correcting each
other’s sheets as you call out the answers. This would
again be an interesting approach to assess group
dynamics as students interact with each other during
the marking process.
Add these scores to the running tally you are keeping
on the board.
9. Report back. Each group will present to the class
their responses to the completed tasks. The groups
have to be able to justify their choices in a logical and
coherent manner. Use Sport and Nutrition Pro Forma
6 — Our Menu Report Back to assist you in allocating
scores to each presentation. Announce the winner
of The Super Chef Sports Challenge after you have
tallied up the points accumulated by each group in
the challenges.
LESSON PART 6
10. Homework reflection. Hand out to students Sport
and Nutrition Pro Forma 7 — Our Food Challenge
Reflection sheet.
Students will complete this sheet for homework as a
personal reflection on the ways in which leadership
was displayed in their groups during the lesson.
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Unit extensions
Unit: Sport and nutrition
The following are possible teaching and learning extensions to this lesson:
1. Use ICT/computers to prepare the menu. Menus should provide calorie, serving and nutrition information for each
item. Students should be as creative as possible when designing their menu. They should consider font style, layout,
colours, branding and the use of images. The class votes for the best menu, and Take the Challenge certificates are
awarded to the winning groups.
2. Collect healthy recipes from the internet that support a healthy lifestyle. Students could promote their Healthy
Recipe of the Month in homeroom memos and/or school newsletters, outlining to students, parents and teachers the
nutritional value of the nominated recipe. At the end of the school year the class could produce its own Good Food
and Healthy Eating Online Guide for their school community and announce their Top 12 Healthy Recipes of the Year.
3. Publish a class recipe book. This recipe book could incorporate healthy traditional meals from each student’s family
or cultural history. Students should be as creative as possible when designing their recipe book. They should consider
font, style, layout, colours, branding and the use of images. Family images of parents and students in the kitchen
preparing and cooking their recipe should be included.
4. Promote a ‘healthy food’ day at your school canteen. Students should research and liaise with school canteen
staff to run a ‘healthy food’ day. In groups, students should design and produce posters and flyers, a school billboard
or graffiti wall and/or a TV or vidcast advertisement to help promote the event throughout the school community.
On the day, students should help prepare and serve the food and communicate the nutritional value of each sale to
customers using pre-designed food wrapping, carry bags or flyers.
5. Cook the menu that the winning chef team has devised. The winning chef team is given the opportunity to cook
its super food menu for the school sports teams prior to, and in-between, competition. Members of each school sports
team should be surveyed at the conclusion of their match/event to determine whether they accrued any benefits from
eating the super food menu. The chef team then presents the outcomes of the survey to their class.
6. Run your own students’ Super Chef Challenge at school. Students work as a class to run their own school-wide
Super Chef Challenge. Using the TV version as a model, they are to liaise with home economics/food technology
teachers and appropriate heads of department to determine the logistics of the idea. Student leadership qualities can
be innovatively modelled through the event management, marketing, administrative, financial, media and project
management components of this extension activity.
Australian Sports Commission — Take the Challenge Student Leadership Initiative
My Club Challenge
Unit: Sport and nutrition
An optional learning component of the ASC Take the Challenge program is the My Club Challenge project. It is designed
to provide middle secondary school students with a ‘real-life’ opportunity to model leadership in their community by
working as volunteers at their local sporting club.
This innovative project gives students a chance to add value to their community by offering their time to clubs. In return
they are given an opportunity to participate in a unique personal development program designed to give them rich
experiences in leadership and learning.
Sport and Nutrition Unit — possible links to the My Club Challenge project
Students who undertake the My Club Challenge project can assist local sporting clubs by providing information
about a range of super foods that may be sold at the club canteen.
Students can also volunteer their time to assist in the preparation of a menu for the club’s bistro or canteen.
For more information about how your students can get involved in the My Club Challenge project,
visit ausport.gov.au/myclubchallenge.
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Lesson: The super chef sports challenge
Lesson time:
Lesson date:
Lesson venue:
Materials/equipment
The following materials will be needed to complete this lesson:
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Sport and Nutrition Pro Forma 1 — Our Kitchen Rules
Sport and Nutrition Pro Forma 2 — Quick Quiz
Sport and Nutrition Pro Forma 3 — Research Course
Sport and Nutrition Pro Forma 4 — Challenge Scenario
Sport and Nutrition Pro Forma 5 — Challenge Cards
Sport and Nutrition Pro Forma 6 — Our Menu Report Back
Sport and Nutrition Pro Forma 7 — Our Food Challenge Reflection
Sport and Nutrition Australian Sport Commission’s Nutrition Fact Sheets (online, electronic or hard copy)
Access to the internet (if available), in particular the following site: www.ausport.gov.au/ais/nutrition
Pens and highlighters
Scrap paper for each group to use as working out paper
Dictionary for each group (hard copy or electronic).
Lesson activity
Breakdown
Lesson Part 1:
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Introduce the task
Materials
Present the following scenario to students in their groups:
The Australian Institute of Sport is on a worldwide search to find a team of chefs
to run its café, which is the primary source of food for its elite athletes.
Due to the enormous number of applicants, the café has decided to run a
competition — The Super Chef Sports Challenge — to find world leaders in the
preparation of food for athletes. Each group in the class represents a team of
chefs applying for the position.
To be selected they must win a healthy food challenge — a group competition
designed to test students’ leadership in a wide range of food challenges.
In this lesson each group goes head-to-head to earn points
Deciding on the
qualities of a good
leader
•
•
Hold a class discussion about the qualities required of a group that is to be
acknowledged as a ‘world leader’
Hand out Sport and Nutrition Pro Forma 1 — Our Kitchen Rules to each team and
refer to the list of the qualities of a good leader:
1.
2.
3.
4.
5.
6.
7.
8.
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Lesson Part 2:
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The Quick Quiz
challenge
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Sport and
Nutrition Pro
Forma 1 — Our
Kitchen Rules
Respect for themselves and others
Honesty and trustworthiness
Leading by example
Taking responsibility
Being enthusiastic
Involving others
Working well with others
Being a good communicator.
Invite class discussion about what these qualities are and how they could be
demonstrated in a group situation
The groups should be given time to discuss which of the above four qualities are
most important to their chances of working well as a team of chefs
Groups write their team name on the Our Kitchen Rules sheet and tick the boxes
of the qualities they agree to practise during the lesson
Hand out to each team a copy of the Sport and Nutrition Pro Forma 2 —
Quick Quiz which they are to complete as a group
Tell students that they have 10 minutes to complete the Quick Quiz
Correct the quiz
Sport and
Nutrition Pro
Forma 2 —
Quick Quiz
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Duration
150 mins
Lesson: The super chef sports challenge
Lesson Activity
Lesson Part 3:
Breakdown
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Remind students that as ‘experts’ they should have become proficient with the
fact sheets they were given, and that they will be responsible for responding to
any questions on those topics in the following challenge
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Hand out Sport and Nutrition Pro Forma 3 — Research Course quiz sheet, one
copy to each group
The groups have to complete the sheet as quickly and as accurately as they can
Correct the quiz
Sport and
Nutrition Pro
Forma 3 —
Research Course
Quiz Sheet
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Ensure that each group has the requisite fact sheets available to them
Distribute Sport and Nutrition Pro Forma 4 — Challenge Scenario to each group
Distribute Sport
and Nutrition Pro
Forma 4 —
Challenge
Scenario
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Outline the scenario to the class and explain that each group will be given a range
of sports nutrition tasks based on this scenario
Provide each group with the same challenge card, cut out from Sport and Nutrition
Pro Forma 5 — Challenge Cards
• Nutrition fact
sheets
• Sport and
Nutrition Pro
Forma 5 —
Challenge Cards
Each group is to present its response to the class
Use Sport and Nutrition Pro Forma 6 — Our Menu Report Back to assist you when
allocating scores for each presentation
Announce the winner of The Super Chef Sports Challenge
Sport and
Nutrition Pro
Forma 6 —
Our Menu
Report Back
Hand out the Sport and Nutrition Pro Forma 7 — Our Food Challenge Reflection
sheet to students
Students are to complete this sheet for homework
Sport and
Nutrition Pro
Forma 7 — Our
Food Challenge
Reflection Sheet
Becoming the team
expert
The Research Course
challenge
Lesson Part 4:
The Super Food menu
Outline scenario
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Lesson Part 5:
Materials
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Report back
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Lesson Part 6:
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Homework reflection
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Australian Sports Commission — Take the Challenge Student Leadership Initiative
Duration
150 mins
Complete
for
homework
Lesson: The super chef sports challenge
Teacher notes
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Pro Forma 1 — Our kitchen rules
Team’s name:
Restaurant kitchens may appear to be warm, creative places, but in reality they are highly disciplined workplaces that follow strict
guidelines on rules and manners. Every new employee who enters a restaurant kitchen must learn the rules of the kitchen as
quickly as possible. Since you and your group will be taking on the roles of chefs today, it is equally important for you to learn
these rules as well.
Listed below is a collection of ‘rules’ that could apply to any team situation. As a group agree on which four of these rules should
govern your team’s behaviour during the exercise.
Remember, there is no right or wrong answer. The ‘rules’ you tick should be those your whole team agrees are important, and each
member of the team should continue to apply them throughout the lesson.
Respect for yourselves and others
Honesty and trustworthiness
Leading by example
Taking responsibility
Being enthusiastic
Involving others
Working well with others
Being good communicators
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Pro Forma 2 — Quick quiz
Questions
Your group has 10 minutes to complete this task and you will receive a point for each correct answer. You may use any resource
in the room available to you including books, dictionaries, internet, etc.
Match the following cooking term with its correct definition.
Al dente
Olive or canola oil available in a
spray can
Baking
To keep liquid at just below
boiling point so that only small
bubbles rise to the surface
Baste
To cook food with dry heat,
especially in an oven
Blanch
To cook food in boiling or
simmering liquid. The liquid only
just covers the food
Crouton
To spoon hot liquid over food as
it cooks
Dice
To mash and sieve food into a
smooth consistency
Garnish
To place foods into boiling water
for a short time and then plunge
in ice-cold water.
Grilling
The coloured, oily outer skins of
citrus fruit
Marinate
To cook food with dry heat under
an open grill or on a grill plate
Poach
To cut food into small cubes
Puree
The cooked texture of pasta when
it’s ready to eat. Means ‘cooked so
as to be firm when eaten’
Sauté
A small cube of fried bread or
potato; accompaniment to soups
and salads
Simmer
To decorate and improve the
appearance of the dish
Spray oil
To cook by the vapour from
boiling water
Steam
To soak raw foods in an aromatic
liquid to increase the tenderness
and impart flavour
Zest
To fry briskly using a small amount
of oil in a shallow frying pan over
moderately high heat. The food is
turned or tossed for even browning
Source: Survival from the Fittest
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Pro Forma 2 — Quick quiz
Teacher Solution
Your group has 10 minutes to complete this task and you will receive a point for each correct answer. You may use any resource
in the room available to you including books, dictionaries, internet, etc.
Match the following cooking term with its correct definition.
Al dente
The cooked texture of pasta when
it is ready to eat. Means ‘cooked
so as to be firm when eaten’
Baking
To cook food with dry heat,
especially in an oven
Baste
To spoon hot liquid over food as
it cooks
Blanch
To place foods into boiling water for
a short time and then place in
ice-cold water
Crouton
A small cube of fried bread or
potato; an accompaniment to
soups and salads
Dice
To cut food into small cubes
Garnish
To decorate and improve the
appearance of the dish
Grilling
To cook food with dry heat under an
open grill, or on a grill plate
Marinate
To soak raw foods in an aromatic
liquid to increase the tenderness
and impart flavour
Poach
To cook food in boiling or
simmering liquid. The liquid only
just covers the food
Puree
To mash and sieve food into a
smooth consistency
Sauté
To fry briskly using a small amount
of oil in a shallow frying pan over
moderately high heat. The food is
turned or tossed for even browning
Simmer
To keep liquid at just below boiling
point so that only small bubbles
rise to the surface
Spray oil
Olive oil or canola oil available in a
spray can
Steam
To cook by the vapour from boiling
water
Zest
The coloured, oily outer skins of
citrus fruits
Source: Survival from the Fittest
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Pro Forma 3
Research course
1.
How long can you freeze lentils or beans after you have made more than you can eat in one sitting?
2.
Why should you invest in good cooking tools or household items?
3.
Whom should you consult for independent and up-to-date advice on supplements?
4.
Name two things that are marred by dehydration and fuel depletion.
5.
What often goes unrecognised during training sessions?
6.
Of what should meals for endurance athletes consist?
7.
Which of the following options are NOT suitable pre-match meals for team sports?
(a)
(b)
(c)
(d)
(e)
Muffins or crumpets with low-fat milk and fruit
Risotto or rice dishes with low-fat ingredients
80g chocolate bars, or jellybeans
Pancakes with syrup
Baked potatoes with low-fat fillings.
8.
What does 90% fat-free actually mean?
9.
What does the nutritional information panel on food packaging do?
10. What interferes with athletes who play team sports having a traditional dinner meal?
11. Which foods do skilled athletes need to choose if they want to reduce their food intake? Why?
12. What things can the term ‘lite’ or ‘light’ refer to on a food label?
13. What would be a suitable alternative to dairy milk?
14. According to your fact sheets, what are the four keys to how the fit survive?
15 How many carbohydrates start the refuelling process for endurance athletes?
16 What are the benefits to a team having a post-match meal or snack?
17. Due to the low-to-moderate intensity of their training, which athletes might have less incentive to stay in shape?
18. Can an athlete use pre-cooked products, or does all of their food need to be fresh?
19. Name some ways you can serve tofu?
20. What can be made from vegetarian hotdogs and puff pastry?
21. What do many athletes incorrectly focus on when they need to increase muscle size and strength?
22. What do you avoid if you are choosing low-fat cooking methods?
23. Maltodextrin is:
(a)
(b)
(c)
(d)
(e)
Fat
A poison
Fibre
Necessary to sustain life
Carbohydrate.
24. What should you avoid doing when you are hungry or tired?
25. What can you add to pre-frozen meat or cheese sandwiches when they have thawed?
26. What types of foods can be used for extra fuel during events such as triathlons?
27. What benefits can the pre-event meal provide for a team?
28. When would be a good time for an athlete to do their food shopping and cooking?
29. What can you substitute for beef in a stir-fry if you are a vegetarian?
30. What sources of iron can be found in a vegetarian diet?
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Pro Forma 3
Research course — teachers solution
1.
How long can you freeze lentils or beans after you have made more than you can eat in one sitting?
Answer: Up to 3 months
2.
Why should you invest in good cooking tools or household items?
Answer: To save you time and to produce quality outcomes
3.
Whom should you consult for independent and up-to-date advice on supplements?
Answer: A sports dietitian
4.
Name two things that are marred by dehydration and fuel depletion.
Answer: Skills, concentration, endurance and performance
5.
What often goes unrecognised during training sessions?
Answer: Large fluid losses
6.
Of what should meals for endurance athletes consist?
Answer: Carbohydrate-rich foods
7.
Which of the following options are NOT suitable pre-match meals for team sports?
(a) Muffins or crumpets with low-fat milk and fruit
(b) Risotto or rice dishes with low-fat ingredients
(c) 80g chocolate bars, or jellybeans
(d) Pancakes with syrup
(e) Baked potatoes with low-fat fillings
Answer: (c) 80g chocolate bars, or jellybeans
8.
What does 90% fat-free actually mean?
Answer: That the produce contains 10% fat
9.
What does the nutritional information panel on food packaging do?
Answer: It summarises the content of some important nutrients in the food
10. What interferes with athletes who play team sports having a traditional dinner meal?
Answer: Matches and training in the late afternoon or evening
11. Which foods do skilled athletes need to choose if they reduce their food intake? Why?
Answer: Nutrient-rich foods because they need to meet fuel requirements for their training
12. What things can the term ‘lite’ or ‘light’ refer to on a food label?
Answer: Colour, flavour, salt or fat
13. What would be a suitable alternative to dairy milk?
Answer: Calcium-fortified soy milk
14. According to your fact sheets, what are the four keys to how the fit survive?
Answer:
(a) Where possible, use teamwork
(b) Acquire new skills
(c) Plan ahead and manage your time well
(d) Use creative shortcuts
15. How many carbohydrates start the refuelling process for endurance athletes?
Answer: 50–100 grams OR 1 gram per kilogram body mass
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Pro Forma 3
Research course — teachers solution
16. What are the benefits to a team having a post-match meal or snack?
Answer: It will help players achieve their recovery needs while celebrating or commiserating the results of the game
17. Due to the low-to-moderate intensity of their training, which athletes might have less incentive to stay in shape?
Answer: Skill and agility athletes
18. Can an athlete use pre-cooked products, or does all of their food need to be fresh?
Answer: Yes, they can use some pre-cooked products
19. Name some ways you can serve tofu?
Answer: Marinated or coated in spices
20. What can be made from vegetarian hotdogs and puff pastry?
Answer: Vegetarian sausage rolls
21. What do many athletes incorrectly focus on when they need to increase muscle size and strength?
Answer: Protein needs
22. What do you avoid if you are choosing low-fat cooking methods?
Answer: Butter, margarine, cream, oils or creamy dressings
23. Maltodextrin is:
(a) Fat
(b) A poison
(c) Fibre
(d) Necessary to sustain life
(e) Carbohydrate
Answer: (e) Carbohydrate
24. What should you avoid doing when you are hungry or tired?
Answer: Food shopping
25. What can you add to pre-frozen meat or cheese sandwiches when they have thawed?
Answer: Salad
26. What types of foods can be used for extra fuel during events such as triathlons?
Answer: Sports bars, gels and carbohydrate foods
27. What benefits can the pre-event meal provide for a team?
Answer:
A shared meal experience
A way to ensure that all players undertake their final nutritional preparation
An opportunity to boost morale
An opportunity to share final tactics
28. When would be a good time for an athlete to do their food shopping and cooking?
Answer: During a rest day
29. What can you substitute for beef in a stir-fry if you are a vegetarian?
Answer: Nutmeat
30. What sources of iron can be found in a vegetarian diet?
Answer: Breakfast cereal, bread, textured vegetable proteins, legumes, dried beans, gluten-based vegetarian meat alternatives,
nuts, dried fruits and green leafy vegetables.
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Pro Forma 4 — Challenge scenario
Scenario
You are competing in a soccer tournament over the weekend, in a town that is a two-hour drive from your home, and you are staying
overnight in a motel unit with your parents. The motel unit has a small kitchenette, complete with a microwave, fridge and a one-pot
stovetop (no oven).
Your match schedule:
•
•
You will have three matches to play on the first day, and two to three matches on the second day.
Your match times are 9.30am, 1.00pm and 3.00pm.
Each challenge you will be given is based on the above scenario. When formulating your answer to the challenge, use the recipes and
think about the practical issues that you will face.
Some things to consider:
•
•
•
The specific times before, and in-between matches when you will need to eat and drink
The amount of food and fluids you might be able to consume at those times
The preparation, storage and transport that might be required for these foods and fluids
Refer to the fact sheets given to you by your teacher for more information, or on the Australian Institute of Sport’s (AIS)
Sports Nutrition website — www.ausport.gov.au/ais/nutrition
Fact sheets you should use:
•
•
•
•
•
Recovery
Eating before exercise
Nutritional tips for preparing for elite competition
Football
Self-catering and travel supplies
See also some sample recipes from the Survival Cookbook Series on the AIS Sports Nutrition website.
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Pro Forma 5 — Challenge cards
Challenge Card 1
Challenge Card 2
Your challenge is ...
Your challenge is ...
You run the canteen at the tournament venue,
and must supply a range of foods and fluids to
the players that will help support their
performance and subsequent recovery
throughout the day.
Plan suitable breakfasts for both mornings.
On the Saturday morning, assume that you, the
player, have to drive from home to the fields.
On the Sunday morning, assume that you have
to drive from the hotel to the fields.
Assume that the focus is on lunch, snacks and
fluids rather than breakfast or dinner.
Assume that you don’t like cereal.
List at least 15 food and fluids choices you
would provide/sell at the canteen.
Include what time you would need to consume
this breakfast.
Challenge Card 3
Challenge Card 4
Your challenge is ...
Your challenge is ...
Plan a menu (meals and snacks) for the first
day of your tournament, starting from the time
you arrive at the field to the time you leave.
Put together a suitable menu for Saturday
evening’s dinner (assuming your parents will also
have the same meal), keeping in mind the meal
will need to help you recover from day one’s
games and prepare you for day two’s games.
Specify your food and drink choices, the
amount, as well as the time that you will
consume these. You have to be at the field
all day with very limited storage, so your food
and drink choices will have to reflect this.
In your motel room you are limited to a
microwave, fridge, one-pot stovetop and no oven.
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Pro Forma 6 — Our menu report back
Teacher marking sheet
Marking criteria
Marking available
Innovation
and creativity
Consider the range of food options, including those outside
of the cookbook recipes. Consider practicality, including
whether they thought about how they would feel if they were
eating/drinking the food at set times
5
Fluid
A drink is included with meals and snacks
3
Carbohydrate
base
Foods such as pasta, rice, potatoes, breads, cereals and
bars are included, with lower emphasis on sports drinks,
lollies, sugars, etc.
2
Protein
This includes meat, poultry, seafood, eggs, legumes, pulses
and dairy
2
Colour
This includes fruits and vegetables
2
Dairy/calcium
This includes milk, yoghurt, custard and ice-cream
2
Challenge 1: Meal is quick to prepare in large numbers
2
Challenge 1: Meal is easy to prepare with limited
cooking equipment
2
Challenge 2: Meal is easily digestible
2
Challenge 2: Meal is portable and easy to prepare when
travelling or in a motel room
2
Challenge 3: Snacks are easily digestible
2
Challenge 3: Snacks are portable
2
Challenge 4: Less than two-hour preparation time
is involved
2
Challenge 4: Food is able to be prepared with limited
equipment in motel room
2
Team can logically justify choices made when selecting
menu — parameters of the challenge have been met
2
Appropriate choice of language used in presentation
2
Evidence of team using the leadership/group skills
they nominated
6
Timing
practicality
(4 points
available per
challenge)
Presentation
Total per task
Marks awarded
30
Australian Sports Commission — Take the Challenge Student Leadership Initiative
How could you and/or your team do better
next time?
What stopped you exercising this rule?
How did your team exercise it during
the Challenge?
How did you exercise it during the Challenge?
Why did your team select it?
Leadership rule selected
Rule:
Rule:
Australian Sports Commission — Take the Challenge Student Leadership Initiative
Rule:
Rule:
Now that you have completed the challenge, it is time to look back at the very first sheet you completed, where you nominated four rules that you and your team agreed were the most
important to assist you in completing the challenge. Write the rules you selected in the spaces below and then complete the rest of the table. On reflection, how well do you think you,
as an individual, went in exercising these rules during the challenge? How well did your group do?
Pro Forma 7 — Our food challenge reflection