UnitGood

1: Life!
Students will be able to:
✎ Understand how mind power,
health/nutrition and physical fitness
contribute to a ‘balanced life’
✎ Understand what balance means in life
Resources
✎ Worksheet 1A - Food and Activity Diary

Outcomes Indicators
Knowledge and Understanding
Shows how to maintain and ✎ Examines the links between
improve the quality of an active nutrition, exercise and performance
lifestyle (ALS3.6)
✎ Analyses personal food
Explains the consequences of intake and physical activity
personal lifestyle choices involvement to identify the
(PHS3.12) balance of choices made
Values and Attitudes ✎ Values the need to pursue
Increasingly accepts healthy lifestyles
responsibility for personal and
community health (V4)

The Australian Institute of Sport is the most prestigious training ground for
athletes in Australia. And while AIS students are very talented athletes,
sport is only one part of their studies.

While every athlete at the AIS must stick to very strict training and dietary
regimes, some athletes train for up to eight hours a day - they also need to:
✎ Attend school, TAFE or university - and achieve good grades,
✎ Be well behaved and follow the rules for living on campus,
✎ And most importantly they need to want to become the best that
they can be.

Taken together, this means that the athlete will not only excel at his or her
chosen sport, but they will also be able to apply these learnings to all parts
of their life. So, whether they become a world champion or move on to other
things - they will be a success in making a Good Life for themselves.

7 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by Nestlé
Class Activities Teaching points
structure
Whole class What do you think makes up a good life? Teacher lists various items on the board such
as food, money, clothes, health, exercise etc.

Whole class What does the term balance mean to you?
Teacher asks class for suggestions about what
balance means and then refers to a dictionary
definition.
Macquarie Dictionary definition: balance noun
to have an equality or equivalence in weight,
parts, etc.; be in equilibrium.

Group work Teacher then leads discussion explaining why a
balanced life is better than one that has too
much of one thing or not enough of another.
The Australian Institute of Sport
understands the importance of a balanced
life. It would be all too easy for these top
athletes to focus on nothing but sport. But
this would leave them with a very unbalanced
life, which would not help them in the ‘real
world’. For example, if an athlete focused
only on sport, and not on his studies, he or
she may not be able to read or write
properly. Or if they do not learn about what
foods are good and bad for them, when they
leave the AIS they might have poor eating
habits and undo all the good work that
they’ve done at the AIS.

Group work Look at life –

Teacher gets class to split into pairs and asks
students to use the definition of balance and
discuss what they think gives us balance in life.
Teacher to discuss results with the groups.

Teacher asks class if money makes us happy?

After a brief discussion teacher splits children

into groups and gets them to list other things
that make them happy.
A member from each group is asked to come
and write up the things identified on the board.

Whole class Let’s look at you

Teacher introduces Handout 1A - Food and
Activity diaries. (to be filled in over a period of
two days).
‘Balance and Good Life’
‘We are going to look at ourselves. What we
see, what we eat, what we do and look at how
these combine to give us a good life.’

8 ‘Get the AIS into Your Classroom.’ A Personal Development, Health & Physical Education Resource from the AIS, brought to you by Nestlé
 Unit 1:
Good Life! Worksheet 1A:
Food and Activity Diary
Name Class
Write down everything you eat and drink including how much
(for example, 1 cup of whole milk with 2 teaspoons of MILO;
1 packet of 2 Minute fat free Noodles) over the next two days.
Record your mood and feelings (for example, hungry or bored) when you eat.

At the same time record all the activities that you do (including sleeping, doing your
homework, as well as activities like playing sport, walking to school etc) over the next two
days. Don't forget to include how long each activity took.

Keep your diary and a pencil with you all the time so you remember to write down all
activities regularly throughout the day.

For example, your diary may look like this:

Time When Food and drinks My mood and feelings Activity and time spent
Two slices white toast
8:00 am Before School with Vegemite, 1 Banana A bit sleepy still! Rode bicycle to
1
⁄2 cup orange juice school (10 minutes)

Time When Food and drinks My mood and feelings Activity and time spent
6:00 am
7:00 am Before school
8:00 am
9:00 am
10:00 am Before recess
10:00 am
10:30 am Recess
10:30 am
12:00 am Before Lunch
12:00 pm
1:00 pm Lunch
2:00 pm
3:00 pm After Lunch
4:00 pm
5:00 pm After school
6:00 pm
7:00 pm Dinner
8:00 pm
9:00 pm Before bed
10:00 pm
11:00 pm Bedtime
12:00 pm
1:00 am
2.00 am
3:00 am
4:00 am
5:00 am

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