St Peter’s College, Physical Education, Unit 2.

IMPLEMENTATION OF THE PHYSICAL ACTIVITY PLAN

Key Knowledge and Skills

An ability to:
 create, implement and evaluate an activity plan for
an individual or a specific group to increase physical activity and / or decrease sedentary behaviour
in relation to the guidelines.
 apply the principles of frequency, intensity, time
and type appropriately to an individual activity plan
 apply the social-ecological model to critique
physical activity and / or reducing sedentary behaviour for a range of settings
 enablers and barriers of physical activity
behaviours, including demographic, social, cultural and environmental factors
 participate in physical activity, and collect, analyse
and reflect on information related to the physical, social, mental and emotional health benefits of
physical activity
 subjective and objective methods of assessing
physical activity and sedentary behaviour such as recall surveys or diaries, pedometry,

Assessment Conditions

 Students are permitted to bring into the assessment room: pens, pencils, highlighters, erasers,
sharpeners and rulers
 Students are not permitted to bring into the assessment room: text books, blank sheets of paper
and/or white out liquid/tape
 No calculator is allowed for this task
 STUDENTS ARE NOT PERMITTED TO BRING MOBILE PHONES AND/OR ANY OTHER ELECTRONIC
COMMUNICATION DEVICES INTO THE ASSESSMENT ROOM
 All written responses must be in English

Overview of the Task for Outcome 1:

You are to design and participate in a personal physical activity plan that correctly implements the
principles of frequency, intensity, time and type (FITT) and supports adherence to the appropriate
physical activity guidelines for your age. Following the implementation of your physical activity plan, you
will analyse the overall process and outcome.

You will complete this task in 3 key phases:

1. Planning phase
2. Implementation phase
3. Evaluation phase

PHASE 2: Implementation Phase

For the implementation phase, you will be required to complete 2 templates prior to completing the
SAC for Part 2.
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 St Peter’s College, Physical Education, Unit 2.

Template 1: Physical activity diary – Implementation. Use Pt 1, Template 4

Blue = Activity that was not planned for.

Red = Activity that was modified or not completed as planned for

6-9am 9am-12 noon 12 noon-3pm 3-10pm

Example Drive to school 5 min-SB Played basketball at recess Walk home from school 15 Boxing class 45 min MVPA ()
() (20 min- MVPA) min -LPA () TV 60 min ()
Wednesday Drove home 5 min due to Social media 20 min ()-
rain exceeded plan by an additional
45 mins

Week 1 5-9am 9-12 noon 12 noon-3pm 3-11pm

Monday 5:30light-6:00 get 9:00sedentary- 12:00sedentary- 3:00light-4:00 class,
ready, eat 11:35 class 1:38class go home
6:00vigorous-8:00. 11:35light-12:00 1:38light-2:20 4:00sedentary/
Gym - legs
8:00light-9:00
class, snack lunch light-11:00
travelling to school 2:20sedentary- homework, relax
3:00 class
   
Tuesday 6:00vigorous-7:20 9:00sedentary- 12:00sedentary- 3:00light-4:00 class,
gym - chest 11:35 class 1:38 class go home
7:20sedentary-8:00 11:35light-12:00 1:38light-2:20 4:00sedentary/
get ready, eat
8:00light-9:00 travel
class, snack lunch light-11:00
to school 2:20sedentary- homework, relax
3:00 class
   
Wednesday 5:30light-6:00 get 9:00sedentary- 12:00sedentary- 3:00light-4:00 class,
ready, eat 11:35 class 1:38 class go home
6:00vigorous-8:00 11:35light-12:00 1:38light-2:20 4:00light-9:00 work
gym - back
8:00light-9:00 travel
class snack lunch 9:00sedentary-
to school 2:20sedentary- 11:00 relax,
3:00 class homework
   

Thursday 6:00vigorous-7:20 9:00sedentary- 12:00sedentary- 3:00light-4:00 class,

gym - shoulders 11:35 class 1:38 class go home
7:20sedentary-8:00 11:35light-12:00 1:38light-2:20 4:00light-9:00 work
get ready, eat
8:00light-9:00 travel
class, snack lunch 9:00sedentary-
to school 2:20sedentary- 11:00 homework,
3:00 class relax

  
Friday 5:30light-6:00 get 9:00sedentary- 12:00sedentary- 3:00light-4:00 class,
ready, eat 11:35 class 1:38 class go home
6:00vigorous-8:00 11:35light-12:00 1:38light-2:20 4:00light-9:00 work
gym - arms
8:00light-9:00 travel
class, snack lunch 9:00sedentary-
2:20sedentary- 11:00 homework,
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 St Peter’s College, Physical Education, Unit 2.

to school 3:00 class relax

  

Saturday SLEEP 9:00sedentary- 12:00light-3:00 3:00light-9:00
10:30 get ready Work Work
10:30light-11:00 Worked out chest 1
travel to work hour and 45
   minutes, vigorous

Sunday Worked out 1-hour 9:00sedentary- 12:00light-3:00 3:00light-9:00
shoulders, vigorous 10:30 get ready Work Work
(8-9) 10:30light-11:00 Watched Netflix for
travel to work 2 hours, sedentary
   

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 St Peter’s College, Physical Education, Unit 2.

Template 2: Reflective portfolio (Physical activity program)

Complete a Reflective portfolio for each physical activity session you complete for a two-week period

Here are some examples to assist you to complete your reflective portfolio:

When & What How Who, why & what happened

where Physical activity Strategies implemented as Describe how participation in this physical
Day/date completed enablers to overcome any activity experience/session made you
Location As shown in PA potential barriers if any (Link feel/benefits (physically, psychologically,
diary to the Social-ecological emotionally) during and even afterwards
(Template 1) model or YPAP where (compare to pre-participation if you felt
possible) different & how) & any other comments.
(Link to the Social-ecological model or YPAP
where possible)
Example 1 It can be dangerous walking Before the walk I was feeling lethargic and
Tuesday Took the dog for alone where I live (SEM- really couldn’t be bothered going. During the
8 Sept a walk Social environment barrier). walk I got my heart rate up, felt energised and
(30 min-MVPA) Got my older sister to come had fun talking with my sister (SEM-Social
Local park with me because I wanted to level or YPAP Reinforcing-family influence),
feel safe (Enlisted social did over 3,000 extra steps. The park was
support- relates to SEM or aesthetically beautiful. Post walk had more
YPAP) energy to do my homework and agreed to fill
in for my friend’s social netball team.
Example 2 I have other sporting Before this class I did not know what to
Wednesday 9 Yoga class commitments after school expect. I really enjoyed it and couldn’t believe
September (45 min, LPA- (SEM- Individual barrier-lack how hard I had to work physically during the
MPA) of time) so having to do yoga session, particularly whilst trying to engage
PE class as part of PE curriculum in my core. After the session, I felt more
school class (Policy) was a new confident (YPAP- Self-efficacy) that I could do
opportunity. this again whilst watching a digital clip or
lunchtime class. After the class I felt relaxed
and less stressed about the SACs coming up.
Completed regularly would improve my
flexibility, core strength.
Example 3 Tchoukball Completed as part of PE I was looking forward to participating in this
Friday (45 min MVPA) curriculum in class (Policy) activity as part of the cultural physical
11 September As it was raining and windy activities section of the course. During the
we played in the gymnasium session I was really active and accumulated
PE class (SEM-physical environment over 4,300 steps on my pedometer. I was
School or YPAP-Enabling) really confident (SEM-Individual level-
psychological) during the activity because I
have a high level of skills & fitness (YPAP-
Enabling factors) from my basketball training
and competition. I really enjoyed the session
as it was a vigorous work out and highly
competitive (YPAP- Predisposing-enjoyment).

Key in relation to Social ecological model (SEM) and Youth Physical Activity Promotion model (YPAP):

SEM: Yellow= individual level, Pink=social level, Green=physical environment, Blue=policy

YPAP: Grey= Enabling, Orange=Predisposing, Bright Yellow= reinforcing

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 St Peter’s College, Physical Education, Unit 2.

Reflective portfolio (Physical activity program)

Complete the blank template for your physical activities, use as many rows as you need during the two weeks,
make sure you include the column headings at the top of each new page of your reflective portfolio. You could
also colour code factors and strategies relevant to the SEM or YPAP model.

When & What How Who, why & what happened

where Physical activity Strategies implemented as Describe how participation in this physical
Day/date completed enablers to overcome any activity experience/session made you feel
Location As shown in PA potential barriers if any (physically, psychologically, emotionally)
diary (Link to the Social- during and even afterwards (compare to
(Template 1) ecological model or YPAP pre-participation if you felt different & how)
where possible) & any other comments. (Link to the Social-
ecological model or YPAP where possible)
2/3/22 Muscular training Going to the gym to Although going to the gym is a passion of
complete muscular training mine, training the muscles in my legs are my
Wednesday muscle groups is a passion of mine, this least favourite to train. Even though they
trained: leg makes it very easy to are my least favourite, I still enjoy training
-Gym muscles complete physical exercise them. Exercising made me feel emotional
(hamstring, claves, (individual level). happy as I love to train, and I felt physically
quads, etc). good and ready for my day at school. Not
only did I feel good and healthy after my
1 hour and 25 workout but also while working out, feeling
minutes. my muscles work in good form gives me a
level of satisfaction that no other activity
gives.

3/3/22 Basketball Completed with my friends I usually participate in school basketball so it

during lunchtime as I was
Thursday Cardio bored and the weather was
very nice (Green=physical
St-Peters 30 minutes environment). I was with
Clyde North my friends, so this exercise
was very easy to do (social
level).
is a regular thing for me to do (individual
level). Not only is this a regular physical
activity but one I enjoy and can do with
friends (social level). Although I enjoy this
activity and it was a nice day, this caused me
to be sweaty which is very uncomfortable at
the time and for the period after lunch
(Predisposing, individual/environmental).

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 St Peter’s College, Physical Education, Unit 2.

5/3/22 Walking (with dog) Walking my dog is a very

accessible (physical
Saturday Cardio environment) activity as I
can do it at any time when I
Home 40 minutes am home. I can do this
(confidential) activity alone (besides dog)
and can perform as intense
as I want (individual level).
I completed this activity alone, but I can be
acquainted as it is an easy activity
(reinforcing individual level). During and
after the walk I was physically satisfied and
emotionally pleased as I enjoyed the activity
and so did my dog (reinforcing)

7/3/22 Muscular training Going to the gym to This activity was completed alone, I did not
complete muscular training need a friend/teammate to accomplish this
Monday Muscle groups is a passion of mine, this (social level). I worked out as I workout
trained: Arms makes it very easy to every business day and it is something I very
Gym (biceps (all heads), complete physical exercise much enjoy. During and after the workout I
triceps (all heads), (individual level). was very emotionally and physically healthy
forearms) and happy. Although after the workout my
arms were sore for a small amount of time
1 hour and 30 (Predisposing, individual level).
minutes.

8/3/22 Muscular training Going to the gym to I accomplished this activity at home before
complete muscular training school, this is very comfortable to do at
Tuesday Muscle groups is a passion of mine, this home (Enabling, physical environment) as I
trained: Shoulders makes it very easy to can complete muscular therapy easy and
Home (front/middle/rear) complete physical exercise more efficiently (as opposed to a gym). I was
workout delts (individual level). It is very tired when I woke up and this is an
especially easy when I can annoying barrier, (Predisposing, individual
1 hour and 20 perform this at the comfort level) but it was prevented because of a
minutes. of my own home. (physical shower before the workout.
environment)

9/3/22 Walking I usually get a lift to work so
walking to work is an
Wednesday Cardio occasional way of getting to
work (active transport).
Walk to work 25 minutes Although this is not a big
issue it is a lot more time
consuming (Predisposing).
I walked to work because I was unable to
get there any other way. I walked alone and
only walked because I had too. Driving to
work is a lot easier as opposed to walking.
(Predisposing, individual level)

Key in relation to Social ecological model (SEM) and Youth Physical Activity Promotion model (YPAP):

SEM: Yellow= individual level, Pink=social level, Green=physical environment, Blue=policy

YPAP: Grey= Enabling, Orange=Predisposing, Bright Yellow= reinforcing