Topic

Physical Activity Date Released 10/05/19

Assessment Type Fitness Plan and Checkpoint Date 21/05/19
Reflection
Weighting 25% Final Due Date 31/05/19

Background
With one quarter of children and adolescents and nearly two thirds or adults being overweight or
obese, inactivity and sedentary behaviour is a major public health issue that has significant health and
financial costs. Issued by the Australian Government Department of Health, it is recommended that
13-17 year olds participate in at least 60 minutes of moderate to vigorous intensity physical activity
daily.

• Design, implement and evaluate personalised plans for improving or maintaining their own
and others’ physical activity and fitness levels (ACPMP102)
• Plan and evaluate new and creative interventions that promote their own and others’
connection to community and natural and built environments (ACPPS097)
• Examine the role physical activity, outdoor recreation and sport play in the lives of Australians
and investigate how this has changed over time (ACPMP104)

Word Count/Length 500 Words
Format/Text Type Physical Activity Log/Plan – Reflection

Task Description

1. Over a week period record your physical activity engagement. Ensure you also state the
intensity of your activity

2. Using your knowledge of the training principles, create an exercise plan allowing you to meet
the physical activity guidelines

3. Keep a journal/record of your progress

 4. In written form:
a. Discuss why you believe society’s and your own physical activity is decreasing
b. Discuss the benefits of enhanced physical activity has had/is having on your health.
You may wish to discuss health and skill related fitness components and chronic
adaptations to training.

NOTE: To document your exercise intensity, use the exercise intensity rating guide located below in
figure 1.0. Calculate your max heart rate and use the guide to position your activity into an intensity
rating.

Part 1. Physical Activity Log

Name……………………………. Start Date, End Date……………………………

Activity Intensity (Low, Moderate,
Vigorous to me measured in
percentage of max heart rate)
Wednesday

Thursday

Friday

Saturday

Sunday

Monday

Tuesday

Part 2. Exercise Plan
Activity Intensity (Low, Moderate,
Vigorous to me measured in
percentage of max heart rate)
Wednesday

Thursday

Friday

Saturday
 Sunday

Monday

Tuesday

Part 3. Reflection (to be presented in written or a multimodal form such as a power
point or oral for example. You will also include appropriate referencing for information sighted in your
responses using APA format)

a. Why you believe society’s and your own physical activity is
decreasing____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
b. Discuss the benefits of enhanced physical activity has had/is having on your health.
You may wish to discuss health and skill related fitness components and chronic
adaptations to training
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
c. Explain the reasons for your choices in training styles and intensities contained within
your fitness
plan_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
d. Finally, discuss how the implementation of this knowledge places you in the best
possible position to be involved in physical activity and sport for
life__________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________________________________________


Figure 1.0. Rating of perceived exertion and talk test (Productive Fitness, 2015)






































Mark: _____________________
Comment: _________________
- Application and Communication
A • Students demonstrate a very high level of
leadership, fair play and cooperation across a
range of movement and health contexts.
• They apply an extensive range of decision-
making and problem-solving skills when taking
action to enhance their own and other’s
health, safety and wellbeing.
• They consistently apply and transfer
movement concepts and strategies to new and
challenging movement situations.
• They consistently make judgements about
and refine their own and others’ specialised
movement skills and movement performances.
• They work collaboratively to design and
apply a range of advanced solutions to
movement concepts.
B • Students demonstrate high level of
leadership, fair play and cooperation across a
range of movement and health contexts.
• They apply a variety of decision-making and
problem-solving skills when taking action to
enhance their own and other’s health, safety
and wellbeing.
• They regularly apply and transfer movement
concepts and strategies to new and
challenging movement situations.
• They regularly make judgements about and
refine their own and others’ specialised
movement skills and movement performances.
• They work collaboratively to design and
apply a range of solutions to movement
concepts.
C • Students demonstrate leadership, fair play
and cooperation across a range of movement
and health contexts.
• They apply decision-making and problem-
solving skills when taking action to enhance
their own and other’s health, safety and
wellbeing.
• They apply and transfer movement concepts
and strategies to new and challenging
movement situations.
• They apply criteria to make judgements about
and refine their own and others’ specialised
movement skills and movement performances.
• They work collaboratively to design and apply
solutions to movement concepts.
Exploration, Analysis, and Reflection
• Students critically analyse contextual factors that influence
identities, relationships, decision and behaviours to a very high
level
• They thoroughly analyse the impact attitudes and beliefs
about diversity have on community connection and wellbeing
• They evaluate the outcome of emotional responses to different
situations to a very high level
• Students access, synthesise and apply health information
from a large variety of credible sources to propose and justify
responses to health situations
• Students propose and evaluate a wide range of innovative
interventions to improve fitness and physical activity levels in
their communities
• They comprehensively examine the role physical activity has
played historically in defining cultures and cultural identities
• Students critically analyse contextual factors that influence
identities, relationships, decision and behaviours to a high
level
• They extensively analyse the impact attitudes and beliefs
about diversity have on community connection and wellbeing
• They evaluate the outcome of emotional responses to different
situations to a high level
• Students access, synthesise and apply health information
from a variety of credible sources to propose and justify
responses to health situations
• Students propose and evaluate a wide range of interventions
to improve fitness and physical activity levels in their
communities
• They extensively examine the role physical activity has played
historically in defining cultures and cultural identities
• Students critically analyse contextual factors that influence
identities, relationships, decision and behaviours to a
satisfactory level
• They analyse the impact attitudes and beliefs about diversity
have on community connection and wellbeing.
• They evaluate the outcome of emotional responses to different
situations
• Students access, synthesise and apply health information
from credible sources to propose and justify responses to
health situations
• Students propose and evaluate interventions to improve
fitness and physical activity levels in their communities
• They examine the role physical activity has played historically
in defining cultures and cultural identities
- Application and Communication
D • Students demonstrate some leadership, fair
play and cooperation across a range of
movement and health contexts.
• They apply some decision-making and
problem-solving skills when taking action to
enhance their own and other’s health, safety
and wellbeing.
• They apply movement concepts and
strategies to movement situations
• They make some judgements about and
refine their own and others’ specialised
movement skills and movement performances.
• They design and apply some solutions to
movement concepts.
E • Students demonstrate little leadership, fair
play and cooperation across a range of
movement and health contexts.
• They apply minimal decision-making and
problem-solving skills when taking action to
enhance their own and other’s health, safety
and wellbeing.
• They apply some movement concepts and
strategies to movement situations.
• They make little judgements about and refine
their own and others’ specialised movement
skills and movement performances.
• They design some solutions to movement
concepts.
Exploration, Analysis, and Reflection
• Students analyse contextual factors that influence identities,
relationships, decision and behaviours to a basic level
• Students give limited analyse of the impact attitudes and
beliefs that diversity has on community connection and
wellbeing
• They somewhat evaluate the outcome of emotional responses
to different situations
• Students access, synthesise and apply health information
from limited sources to propose and justify responses to health
situations
• Students propose some ways to improve fitness and physical
activity levels in their communities
• They demonstrate basic knowledge of the role physical
activity has played historically in defining cultures and cultural
identities
• Students analyse contextual factors that influence identities,
relationships, decision and behaviours to a very basic level
• Students give very limited analysis of the impact attitudes
and beliefs that diversity has on community connection and
wellbeing
• They provide minimal evaluation the outcome of emotional
responses to different situations
• Students access health information from very limited sources
to propose and justify responses to health situations
• Students propose very limited ways to improve fitness and
physical activity levels in their communities
• They give very basic knowledge the role physical activity has
played historically in defining cultures and cultural identities