UnitFit6:Body

Students will be able to:

✎ Understand the effects of physical activity
on the body
✎ Understand the role of activity in maintaining
long term health
✎ Consider options available for recreational
activities and implement a plan to participate
✎ Identify in simple terms the fitness
requirements for taking part in selected activities/sports
Resources
✎ Handout 6A – Different Activities and the Body
✎ Handout 6B – Muscle Groups and Different Sports
✎ Worksheet 6C – Muscle Groups and Different Sports

Outcomes Indicators
Health of Individuals and Populations ✎ Identify images of physical, social and
Compare images of health and how these emotional health
influence personal and community health ✎ Describe personal and group health goals and
goals and strategies (4.1 HPIP0401) strategies based on the conclusions of what it
means to be healthy

Movement and Physical Activity
Identify strategies to encourage involvement
in physical activity (4.2 HPMP0402)
✎ Recognise factors that make it difficult or easy
for people to take part in physical activities
✎ Describe strategies for encouraging greater
participation of all students in games and physical
activity to increase fitness
✎ Describe ways in which school and community
facilities could be improved to promote greater
participation in physical activity

35 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by Nestlé
 Having a Fit Body means being well prepared to cope with the challenges of
everyday life. It also makes us feel good and strong.

Athletes at the AIS have one thing in common - they are very fit. While we
think of fitness in physical terms, the word ‘fitness’ really means being in
good shape, being well-suited or well-adapted to the task at hand.

Did you know that AIS athletes have different levels of fitness? They have
different levels of fitness for the different sports they choose to do. For
example, a weightlifter can lift many kilos but might not be able to run very
far. Similarly, a marathon runner can run for many kilometres but might
not be able to lift anything very heavy.

Class structure Activities Teaching points

Group Work Groups brainstorm the effects of physical Active Australia recommends that
activity. Place effects under the following children and teenagers should be
headings: "physical; social; emotional; mental." physically active every day in as many
ways as possible. A minimum of 30
minutes of moderate to vigorous
intensity physical activity per day is
recommended to provide health
benefits, (60 minutes per day will
deliver optimal health benefits). A
further benefit is achieved if children
engage in three relatively vigorous
sessions of activity per week, of at
least 20 minutes.
For further information on physical
activity guidelines, visit the Active
Australia website:
www.activeaustralia.org
Whole class Discuss the effects of physical activity on the Students are to investigate the
body by referring to Handout 6A. different effects of exercise on the
body. Look at aerobic exercise that
works the heart and lungs compared
to static exercise that does not
promote cardiovascular health, but
may promote flexibility.

Individuals Students take their pulse by placing two There are over 650 muscles in the
fingers near the edge of their wrist for one body. One of the most powerful
minute and count. Students are then to do muscles is the heart, which is
some star jumps for approximately 30 seconds. responsible for pumping blood around
Have students count their pulse again. the body. By taking their pulse before
and after exercise, students will
understand the effect of exercise on
their body eg their heart beating
faster and harder to transport
more oxygen to their muscles as
they work.
continued
36 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by Nestlé
Class structure Activities
Individuals
Teaching points
Students collect pictures of people playing This activity explores the major
different sports. Complete Worksheet 6C. attributes to health related fitness:
Discuss the major muscles used in these sports, body composition, muscular strength,
how they develop and grow stronger. Discuss muscular endurance, flexibility and
other attributes that are important to cardiovascular endurance as well as
performance - strength, speed, balance, skill skill related fitness: speed, power,
level and so on. Students coordination, balance and reaction
could compare different athletes eg a swimmer time.
and weight lifter. This activity explores the major Answers -
attributes to health related fitness: Marathon running - Legs
body composition, muscular strength, muscular Sprinting - Shoulders & trunk
endurance, flexibility and cardiovascular Weightlifting - Shoulders & back
endurance as well as skill related fitness: speed, Gymnastics - All muscles
power, coordination, balance and reaction time. Archery - Legs, trunk and arms

Whole class Students discuss the meaning of ‘leisure’s. This activity promotes the
Brainstorm specific leisure activities in which understanding that leisure time can
students and their families take part. Write the also contribute to overall fitness and
results on the class board. well-being.

Whole Class Lunchtime Activity Tennis and cricket are very popular
sports for young people, if you would
Students are instructed to make a list of like more information about
everything they did at lunchtime. introducing these sports to your
Discussion – what different types of activity can school, go to
we do in the playground? http://www.nestle.com.au/
milo/scoreboard
What sporting, leisure or physical activities
can we do?

Class could look at what activities could be easily

arranged to encourage more students to be more
active. What other activities could boys do?

What other activities could girls do?

What would be suitable for both?

Look at ways senior students could get younger

students active

Can we arrange activities for junior school

students during lunchtimes?

continued

37 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by Nestlé
Class structure Activities Teaching points

Individuals Using the information from the Students need to be challenged on

brainstorm activity above, conduct a how to make productive use of their
survey of leisure activities of students leisure time. What one student may
in the class. Students are to present consider 'leisure time', may not be
the information on a pie graph or use the same for other students.
percentages to represent class Students can also be encouraged to
findings. Students are then to draw explore the diversity of leisure
conclusions from their findings. pursuits in different cultures (eg
Spanish dancing, bocce, tai chi etc).

Whole class Organise a 'Leisure Expo': Students Students are to explore a range of
demonstrate and participate in various leisure activities that promote
active pursuits: rollerblading, physical fitness by participating in
scootering, throwing a Frisbee, bike the Expo. Students could also
riding, judo, kite flying etc. Students explore the wider community and
could also prepare a poster promoting leisure facilities (eg rollerblading
their favourite leisure activity including ramps, bike tracks, parks etc).
information on the history, cost,
accessibility and so on.

Group Work Students are to create a poster to This activity may take a 'whole
encourage physical activity in the school' approach by encouraging
community. students to promote safe use of
playground equipment in the school.
Recommendations could also
be made to their School
Council/Parliament/Principal
on improving the use of
playground space.

38 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by Nestlé
Unit 6: Handout 6a:
Different Activities
Fit Body & the Body
Measuring Different Things
Different sports require
athletes to train in different - Physical
ways. Within teams people Standing height – If you are 12 years old
can have different roles measure 173cm or more you would be classified
depending on their body as tall for your age and could be good at
height and shape. For rowing or volleyball. If you are short you could
example in a netball team be good at gymnastics.
goal shooters and goal
defenders need to be tall Sitting height (to give trunk and leg length) -
but mid court players can a long trunk (with short legs) is advantageous
be shorter and faster. in sports such as canoeing and a short trunk
(and therefore long legs) would be suited to
Certain physical and highjump. A rule of thumb measurement is that
physiological tests are made your sitting height should be 52-53% of your
to match up an athlete with total height. Long legs are good for reach but
what sport they could be are a disadvantage when turning
good at and to determine Arm span – a large arm span is one that is
what sort of training they 5-10cm greater than your height and would be
should be doing. an advantage in sports like rowing, discus and
canoeing. A short arm span would be better
Tall vs short basketballer suited to sports such as weightlifting.
Lauren Jackson and Krysten Veal

Measuring Different Things

- Physiological
Explosive power is determined by measuring
your vertical jump capacity.
Explosive power is good in sports such as
cycling and weightlifting.

Sprint speed is measured over 20m and 40m

and being fast is good in team sports.

Endurance is suited to sports such as

marathons, cycling, swimming and triathlon
What is your favourite sport and is it
more important to have explosive
power, sprint speed or endurance?

39 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by Nestlé
Unit 6: Handout 6b:
Fit Body Muscle Groups and

aa aa
Different Sports

Five S’s of Training –

Skill, Stamina, Suppleness, Strength, Speed
Target Endurance Flexible Power Fast
Sports Sports Sports Sports Sports
Require Skill Require Stamina Require Suppleness Require Strength Require Speed

Archery, Marathon, Gymnastics, Hammer-throw, Sprinting,

Darts, Golf, Rowing, Synchronised Discus, team sports
Shooting Swimming, Swimming Weight-lifting, eg Soccer,
Lawnbowls Road Cycling, Shotput Hockey, AFL
Triathlon

40 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by Nestlé
Unit 6: Worksheet 6c:
Fit Body Muscle Groups
and Different Sports

g
Training Muscles
In the Handout 6B we looked at the Some muscles help you perform
Five S’s of training. actions by helping you move your
List one additional sport requiring each joints. These are often the powerful
of the following: muscles that can help you move fast
Stamina and have a tendency to get bigger if

K
you use them regularly
Skill egs arm biceps.
Strength Other muscles help hold the body
Speed stable so that you can move your
Suppleness arms and legs, like those muscles
around your shoulder blade, hips
and abdomen.

Match the muscle groups that

would be most important to the
following sports:
1. Marathon running All muscles
2. Sprinting Shoulders and trunk
3. Weightlifting Shoulders and back
4. Gymnastics Legs
5. Swimming All muscles
6. Archery Legs, trunk and arms

41 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by Nestlé