Whole Unit Prelim Option 3 Fitness Choices

Personal Development, Health & Physical Education Option 3 Preliminary Stage 6
!
Unit Title:
Preliminary Option 3: Fitness Choices
Duration
20% of course time (24 hours)
Unit Description
This option module examines the exercise options that are available to meet the varying fitness needs of individuals. In this module,
students investigate what exercise means to different individuals and the factors that influence their exercise choices. This module
places a major focus on allowing students to experience a vast range of exercise options and provides the skills to allow them to
evaluate the ability of each exercise option to meet individual fitness needs.
In this module, students will investigate the following critical needs.
What does exercise mean to different people?
What are the ways people choose to exercise for fitness?
What influences peoples choice of fitness activities?
This module enables students to reflect on their personal exercise needs and preferences and make informed consumer decisions about
exercise options that address these needs.
Outcomes A student:
P5
Describes factors that contribute to effective health promotion
P6
Proposes actions that can improve and maintain an individuals health
P10
Plans for participation in physical activity to satisfy a range of individual needs
P15
Forms opinions about health-promoting actions based on a critical examination of relevant information
P16
Uses a range of sources to draw conclusions about health and physical activity concepts
P17
Analyses factors influencing movement and patterns of participation
Assessment
MSC Values
Hospitality an attitude of openness, understanding and welcome to others
2015 Preliminary Examination
Love The gift of sincere care, concern, empathy and compassion extended to
others
Peace Peace is the fruit of justice and is dependent upon right order among
humans and among nations
Compassion We are required to work for justice and discover Christ in the victims
of injustice and violence
Critical Thinking Jules urged us to teach our students to have an inquiring mind
Tolerance Jules stated in the Constitutions that we become all things to all people
when we respect different cultures
Service Loving care for the needs of others
Social Justice Addressing root causes of injustice and changing unjust systems
and structures

!
Students Learn About
Students Learn To
Teaching and Learning Experiences
Evidence of Learning
Feedback
Meanings of exercise
- Exercise as a form
of physical activity
- Exercise and its
relationship to
fitness
Critically examine
questions such as:
- To what extent
should exercise be
a part of lifestyle?
- What does it mean
to be fit?
*Glossary of terms
*Distinguish between physical activity & exercise
*Draw up a table comparing light, moderate and
vigorous exercise.
*Survey class and a variety of different aged
people about their activity/fitness habits/level.
*Students complete glossary

of terms and complete tasks
distinguishing types of
exercise
Class
discussion
and teacher
guided
feedback
The value that people

place on exercise and
fitness
- Changing attitudes
to fitness
- Fitness as a
commodity
Analyse a range of
opinions about the
value that people
place on fitness
*Outline how attitudes to fitness have changed

over the past 50 years. p. 330 O1
*Inquiry p. 333 O1
*Research local fitness centres finding out about
classes, costs, special offers, staff expertise,
facilities, childcare etc.
*Titan p. 70-71 worksheet
*Students state how ideas of

fitness have changed over
the years
*Students complete survey
*Students research info about

local fitness facilities
Oral feedback
from teacher
to guide
discussion
*Peer
feedback to
class

!
What are the ways people choose to exercise for fitness?
Teacher Note: In this section, students should be provided with opportunities to maximise their participation in a variety of fitness activities and reflect
on their value. Students do not require a detailed knowledge of how to design various fitness activities, e.g. aerobics. It is not essential that these
opportunities be provided in specialised facilities. The focus may be on those activities, which can be provided within the school.
Individual fitness
activities e.g.
- Power
walking/running
- Swimming
- Cycling
- Weight training
programs
- Tai chi
- Pilates/yoga
- Emerging individual
fitness activities
Group fitness activities
e.g.
- Aerobics/aquarobics
- Pump/step/spin
classes
- Circuit training
- Team games
- Exercise for specific
groups, e.g. for
pregnancy, children,
fitness, gentle
exercise for the
aged
- Emerging group
fitness activities
Evaluate the range

and variety of fitness
activities available
*Research ways people choose to exercise

Individuals. Find out what the activities involved,
cost, facilities in local area. Titan p. 74-75
Participate
competently and
safely in a range of
fitness activities
Compare a variety of
forms of fitness
activities by
investigating:
- The benefits of
this activity
- Where the fitness
activity is available
- Who would be
attracted to this
activity
- Cost involved
- Time commitment
required
- Sources for further
information
- Personal
reflections on
participation
*Students research individual

modes of fitness and write
brief notes about the value
and cost of each in the local
area
*Students complete summary
table
*Research Group Fitness Activities identifying

their benefits, location, time commitment,
interested participators and costs
*Participate in a range of different individual and
group activities
*Research different fitness activities for a diverse
range of fitness needs e.g. pregnant women
*Students complete summary

sheets relating to different
types of Group Fitness
Activities
*Students reflect on which
group fitness activities they
enjoyed and will suit their
personal fitness needs.
*Students will complete 3
practice preliminary exam
questions
Teacher
feedback
during
research and
discussion of
info gained by
students
Teacher
feedback
during
research.
Peer feedback
in selfreflections of
group fitness
activities

!
Settings for exercise
- Exercise at home,
e.g. home gyms
- Community
facilities
- Fitness centres
and personal
trainers
- Exercise clubs,
e.g. running,
walking, cycling
- Cultural groups
Evaluate
appropriateness of
fitness activities to
them by investigating:
- Does this fitness
activity suit my
fitness needs?
- Could I continue
to participate in
this fitness
activity? Why?
Why not?
- Are other fitness
activities more
suitable for me?
Advertising and
promotion
- How do you know
who to believe?
- Promotional
techniques, e.g.
direct marketing,
limited offer
memberships
- Accuracy of
information
- Ethics of
advertising
Analyse
advertisements for
fitness and exercise
services by
investigating:
- Who is the
advertisement
targeting?
- What does the
advertisement
offer?
- What are the
benefits of the
service?
- Are the claims
believable
*Identify a range of different exercise

opportunities at home and with community
facilities
*Research different fitness centres and
personal trainers to establish what options are
available in their local community
*Evaluate different exercise clubs and cultural
clubs that may offer benefits to students.
Justify this evaluation.
*Investigate health magazines to identify

advertisements in these magazines and their
appropriateness.
*Students complete a list of

different fitness activities
available at home and in the
local community
*Students present ICT
activity upon completion for
marking/evaluation
*Students complete Critical
thinking activity, ranking and
discussing why certain
activities best met their
personal fitness needs
*Students present findings
as a group to identify
different real-life examples
of advertising
*Students create their own ad as part of a

literacy activity to further explore concepts of
health advertising promotional techniques.
*Groups submit their ads to
be kept by teacher
Students gauge the appropriateness and
reliability of different ads based on the location
in which they saw them
Teacher oral
feedback during
identification.
Teacher feedback
upon
marking/evaluating
ICT activity
Student feedback
on personal fitness
activity
appropriateness.
Teacher and
student oral
feedback

!
Motivators and
barriers to
participation
- Access to facilities
- Convenience of
use
- Cost
- Feelings about
fitness and
exercise
- Exercise as a
priority
- Influence of other
responsibilities,
e.g. family, work
Describe their own

exercise preferences
by considering:
- Their motivation
for exercising
- The influences
acting on their
choice of exercise
for fitness
- Their feelings
about establishing
a training partner
- Barriers that they
need to overcome
*Identify different areas of motivation within

diverse individuals
*Evaluate their own motivations for participating
in physical activity
*Students complete table on

motivations, including their
own
Peer and teacher

oral feedback
*Students complete Titan

notes/worksheets
*Read text and complete Titan worksheets

*Titan p. 90-93
Teachers Note
Ahead of preliminary exams, students will receive 2 x 63 minute lessons to study following the completion of this unit. The first lesson
students can go through their notes and revise and together, create a list of areas they need to work on. Help students with these areas.
The second lesson is an opportunity for the students to answer exam style lesson structured from the Preliminary Course.
Preliminary HSC Fitness Choices

Teacher s name: Chris Arnold
Stage 6 Year 11
Strand/s:
Lesson number: 6

Outcomes:
P6 Proposes actions that can improve and maintain an individuals health
P10 Plans for participation in physical activity to satisfy a range of individual
needs
P16 Uses a range of sources to draw conclusions about health and physical
activity concepts
P17 Analyses factors influencing movement and patterns of participation
Students will Learn About
Group Fitness Activities e.g.
- Aerobics/aquarobics
- Team Games
- Pump/step/spin classes
- Exercise for specific Groups
- Circuit training
- Emerging Group Fitness Activities
Learning and Teaching Strategies
Catholic Dimension
This focuses on issues related to personal and community health in order to
evaluate the exercise decisions of individuals. The Catholic Christian tradition
teaches that health and wholeness are not only primary values for human beings
but are basic conditions leading to human happiness.
Students will Learn to
Compare a variety of forms of fitness activities by investigating:
- The benefits of this fitness activity
- Time commitment required
- Where the fitness activity is available - Sources for further information
- Who would be attracted to this activity - Cost involved
- Personal reflections on participation
Key Teaching Points
Equipment/ Resources
Introduction 15 minutes
Welcome students to the classroom

Ice breakers Who I am, how long Im here for, what were going to be
covering over the next couple of weeks schedule, including revision
lessons before exams
Quick revision of previous lesson Individual fitness activities students to
list activities, write on board e.g. power walking/running, swimming,
cycling, weight training programs, tai chi, Pilates/yoga, emerging individual
fitness activities
Revision fro exam will be last 2 lessons of term 3
Repetition in order to refresh memory and further

commit to a longer term memory
Introduce new syllabus dot point: Group fitness activities (GFA)

Group fitness activities enjoy high levels of popularity amongst many people.
Aerobics is the most popular group activity, ranking second overall in terms of
organised sports that Australians regularly participate in. Many people enjoy
participating in group fitness classes such as step, pump or aqua aerobics. Other
Display on interactive whiteboard slideshow
Interactive whiteboard
Slideshow with this
paragraph
popular activities included swimming, golf, netball, tennis and soccer. (Source: ABS
200506 Multi-Purpose Household Survey.)
Body 40 minutes
What are e.g. of GFA?

-
Aerobics
Aquarobics
Pump classes
Step classes
Spin classes
Circuit training
Team games
Students can turn to p. 345 in their textbooks

Students will each be given a sheet with the following headings:
- Description
- Benefits
- Most suited to
- People who should avoid this activity
- Cost
- Time commitment
- Reliable internet site
- My personal level of enjoyment
or organisation
- Suitability for me now
and in the future
Outcomes 1 Preliminary
Course PDHPE Textbook
Booklets containing 7 of
these sheets x27
Research Group Fitness Activities identifying

their benefits, location, time commitment,
interested participators and costs
In 4 groups of 6, students will each be given a GFA e.g. aerobics.

It will be that students responsibility to complete their sheet on that topic
and then teach the rest of their group the above areas of that topic.
Once all areas have been shared, students will then work together as a
group to do the 7th topic.
Following this we will head outside either onto the lawn outside the class or
under the undercover Ched, depending on weather.
Portable speakers with

music
Students will be facilitated through a short aerobics class where it will be

follow the leader in order to be given the opportunity to try it in practice.
Students will then participate in a short circuit featuring:
- Power jumps (20)
- Stretches
- Push ups (10)
- Sit ups (10)
- Shuttle run (10 x 10m)
Cones x10
Participate in a range of different individual and

group activities
Bench stepping
Conclusion 5 minutes
Return to classroom
Ask students to reflect on their personal enjoyment level for those
exercises completed and their suitability now and in the future
Assign the finding of Reliable internet site or organisation and cost as
homework.
If time, ask revision questions such as what are the benefits of aquarobics
etc.
Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding?)
Students will show an understanding of a variety of different group fitness activities and be able to identify their benefits, location to participate,
the time commitment required in order to participate, who would be interested in participating this activity and costs involved. Students will also
discover sources to gain more information on this activity and be able to reflect on their own experiences, establishing if it suits them now or
whether it may/may not suit them in the future.
Reflection:
Group&Fitness&Ac/vi/es&
Group&Fitness&Ac/vi/es&
!
Group&tness&ac/vi/es&enjoy&high&levels&of&popularity&amongst&many&
people.&Aerobics&is&the&most&popular&group&ac/vity,&ranking&second&overall&
in&terms&of&organised&sports&that&Australians&regularly&par/cipate&in.&Many&
people&enjoy&par/cipa/ng&in&group&tness&classes&such&as&step,&pump&or&
aqua&aerobics.&Other&popular&ac/vi/es&included&swimming,&golf,&netball,&
tennis&and&soccer.&(Source:&ABS$200506$Mul-.Purpose$Household$Survey.)&&
What&are&e.g.&of&GFA?&
!
Aerobics&
Aquarobics&
Pump&classes&
Step&classes&
Spin&classes&
Circuit&training&
Team&games&
4&groups&of&6&&
!
Descrip/on&
Benets&
Most&suited&to&
People&who&should&avoid&
Cost&
Time&commitment&
&
Reliable&internet&site&or&
organisa/on&
&
My&personal&level&of&enjoyment&
&
Suitability&for&me&now&and&in&
the&future&
Activity:
Description
Benefits
Most suited to
People who should

avoid this activity
Cost
Time commitment
Reliable internet site

or organisation
My personal level of
enjoyment
Suitability for me now

and in the future

Stage 6 Year 11
Strand/s:
Lesson number: 7

Outcomes:
needs
activity concepts
Group fitness activities
- Exercise for specific groups, e.g. exercise for pregnancy, children,
fitness, gentle exercise for the aged
- Emerging group fitness activities
Catholic Dimension
Compare a variety of forms of fitness activities by investigating:
- The benefits of this fitness activity
- Time commitment required
- Where the fitness activity is available - Sources for further information
- Who would be attracted to this activity - Cost involved
- Personal reflections on participation
Key Teaching Points
Quick revision on what was covered yesterday in group fitness activities
ask students to list e.g. of GFAs meanwhile asking students for areas such
as benefits, and homework questions like costs and internet.
Hands up who completed homework.
Body 35 minutes
1. Students will form 4 groups and each group will be assigned with one of
the following target group:
- Pregnant women
- The elderly
- Children
- Athletes
2. Students research needs to identify 15 minutes
- Characteristics
Research different fitness activities for a diverse

range of fitness needs e.g. pregnant women
- Needs
- Suitable activities
- Constraints
3. Students will then present their findings to the rest of the class in a two
part presentation: 20 minutes (5 minutes per group)
Part 1 a brief oral report of your findings. All students will complete a
summary of your report using the templates provided.
Part 2 Select a suitable physical activity for your population group and take
the class through a sample practical session of that activity
Teacher to take notes and give feedback as each

group presents. Fill in any blanks left by
group/ask probing questions to gain further
insight.
Worksheets containg:
- Characteristics
- Needs
- Suitable activities
- Constraints
Cones x20
Students will sit exam-style revision questions relating to the syllabus dot
point Group Fitness Activities
Q1 Evaluate the range and variety of activities available within your
community for a young adult who has just started in the workforce. (5
marks)
Q2 Assess the suitability of a variety of forms of exercise for a pregnant
woman. (6 marks)
Teacher to mark answers using attached rubric,

feedback to be supplied to the students next lesson
Criteria for questions
Q3 Exercise has been shown to be beneficial to the aged population in

reducing the likelihood of cardiovascular disease and osteoporosis. Outline
the exercise options available for the elderly. (3 marks)
Collect all responses from students. To be marked using marking criteria
developed for each question.
Students will show an understanding of the varying needs of different target groups relating to characteristics, needs, suitability and constraints
allowing them to distinguish why certain groups can not participate in certain forms of physical activity. Through sharing ideas and presenting
their topic, students will demonstrate a higher order of thinking.
Reflection:
Pregnant Women
Characteristics
Needs
Suitable
Activities
Constraints
The Athlete
Characteristics
Needs
Suitable
Activities
Constraints
Children
Characteristics
Needs
Suitable
Activities
Constraints
The Elderly
Characteristics
Needs
Suitable
Activities
Constraints
Marking Criteria for Sample Preliminary PDHPE questions on Group Fitness

Activities
1 Evaluate the range and variety of activities available within your community for a young
adult who has just started in the workforce. (5 marks)
5
Demonstrates a detailed knowledge of the physical activity options available to a young person in
the community
Makes an informed judgement regarding how much variety and suitability is provided for a young
person and their particular needs
Evaluation is supported with a wide range of relevant examples
Presents ideas in a clear and logical way
4-3
Describes a variety of physical activity options available to a young person in the community
Makes reference to the range and variety presented for a young person
Evaluation is supported with relevant examples
2-1
Outlines some relevant information about the physical activity options available to a young person
in the community
2 Assess the suitability of a variety of forms of exercise for a pregnant woman. (6 marks)
6-5
Provides a comprehensive description of the specific needs of a pregnant woman in terms of

exercise
Provides a judgement on how well a wide variety of exercises meet the needs of a pregnant
woman
Uses a wide range of specific examples to support answer
Presents ideas in a clear and logical manner
4-3
Describes the physical activity needs of a pregnant woman

Makes reference to the value of a variety of different exercises or physical activities for a pregnant
woman
Uses examples to support answer
Presents ideas in a clear and logical manner
2-1
Outlines / identifies some relevant information about the physical activity needs of a pregnant
woman
3 Exercise has been shown to be beneficial to the aged population in reducing the
likelihood of cardiovascular disease and osteoporosis. Outline the exercise options
available for the elderly. (3 marks)
3
Sketches in general terms the exercise options available to the elderly

Provides numerous examples to support answer
2-1
Outlines/ identifies some relevant information about exercise options for the aged population

Stage 6 Year 11
Strand/s:
Lesson number: 8

Outcomes:
needs
activity concepts
- Exercise at home e.g. home gym - Community facilities
- Fitness centres and PTs
- Exercise clubs e.g. running
- Cultural groups
Revision of previous lesson, students list different specific groups and
potential exercise needs
Catholic Dimension
Evaluate the appropriateness of fitness activities to them by investigating:
- Does this fitness activity suit my needs?
- Could I continue to participate in this fitness activity? Why? Why not?
- Are other fitness activities more suitable for me?
Key Teaching Points
Potential exercise needs for targeted groups e.g. the

elderly require less intensity e.g. aquarobics
New subheading What influences peoples choice of fitness activities?

Have students write in their books
The fitness activities that a person selects are often restricted to one or two
locations or settings. Some exercisers are not interested in fitness centres due to an
apparent culture that they dont feel comfortable with. Others dislike exercising at
home because they dont receive the motivation from others to work hard and they
become easily distracted. The setting selected for exercise is a personal choice and
must be comfortable for the individual if exercise is to continue.
Slideshow
Students books
Students to brainstorm in books, various settings in which exercise can take

place.
Go through on the whiteboard adding any that werent said:
PT, school, cultural group (e.g. Irish dancing), fitness centre, community
facilities (e.g. council pool, oval, courts, fields), home, local community
centres (e.g. PCYC, YMCA, RSL youth clubs), exercise club (e.g. walking,
running or cycling clubs).
Listing settings that exercise can take place, ensure

students cover AT LEAST all the ones listed to the left.
Also covered in slideshow.
Body 40 minutes
Exercise at home students copy paragraph from slideshow into their books
Under the heading Exercise at home, students will list the ways in which they
can exercise in a home setting. Including:
Home gym equipment, exercise DVD/video, television exercise program (e.g.
pilates TV on lifestyle channel), internet sites promoting training programs,
local environment (e.g. backyard cricket or touch in the local park cross
reference to community facilities), walking/jogging/cycling, swimming in a
backyard pool
Community facilities
Follow through interactive whiteboard slideshow
List e.g. public pools, community halls, athletic ovals, netball and tennis
courts, playing fields, bike tracks and skate ramps
Exercise can be conducted at home if people have

time constraints, cost constraints or even if they just
feel more comfortable in a home environment rather
than a gym
Whats available in the local community?

Case Study what is PCYC?
Video: PCYC gymnastics

https://www.youtube.com/wat
ch?v=eMg72Grvq4g
Play video of PCYC

Fitness centres and personal trainers
Slideshow going through 4 main objectives of the industry code of practice for
NSW fitness centres.
ICT Activity (15 minutes)
Part 1 Visit a local fitness centre website to gather the following information:
Opening hours, facilities and services provided, costs associated with
services (i.e. membership fees, casual visit fees, personal trainer costs), a
copy of the group fitness timetable
Part 2 Using their findings, students Evaluate the fitness centre.
Consider the following aspects in evaluation:
- Do the fitness centre activity options suit my fitness needs?
The 4 main objectives of the industry code of practice

in order to regulate fitness centres in NSW
ICT Activity (Cross curricular)
Evaluating different services available to them and
how this suits their personal needs
Students BYOD or computer

bank
Could I continue to participate in these activities? Why/why not?

Are other activities more suitable for me?
Who would get the most out of using this fitness centre?
Exercise Clubs
Students to list different types of exercise clubs that may be available
throughout their local community.
What exercise clubs suit the different types of exercisers?
Cultural Groups
Students to copy description and examples of cultural groups from slideshow
Literacy Activity (5 minutes)
Work in small groups. Evaluate exercise clubs and cultural groups as suitable
options to meet your personal fitness needs. Justify your evaluation to your
group members.
Critical Thinking Activity
1. Students rank the fitness activities that have best suited their individual
needs from 1 to 12 (1 being the most suitable) from the following:
(Individual) running, walking, youga/pilates, swimming, tai chi, (group)
aerobics, aquarobics, step classes, pump classes, spin classes, team games,
circuit training
Identifying the diverse nature of physical activity,

especially in a multicultural Australia
Literacy Activity (Cross curricular)
Reflection of learned fitness activities and which best

cater for students individual needs
2. Discuss why the activities identified best meet your needs

Students will demonstrate an understanding that exercise can be completed in a range of different settings. Students will further develop
strategies of exercising at home and in their local community. Students will demonstrate an ability to find and gather information from the internet
around a local fitness centre, with an added insight into what is offered/available at that centre. Students will evaluate exercise and cultural clubs
as a suitable option for their personal needs. Students will provide an overall reflection of learned fitness activities and which best cater for
students individual needs.
Reflection:
What%inuences%people%choice%
of%tness%ac2vi2es?%
Se6ng%for%exercise%
!
The%tness%ac2vi2es%that%a%person%selects%are%o;en%restricted%to%one%or%two%
loca2ons%or%se6ngs.%Some%exercisers%are%not%interested%in%tness%centres%
due%to%an%apparent%culture%that%they%dont%feel%comfortable%with.%Others%
dislike%exercising%at%home%because%they%dont%receive%the%mo2va2on%from%
others%to%work%hard%and%they%become%easily%distracted.%The%se6ng%selected%
for%exercise%is%a%personal%choice%and%must%be%comfortable%for%the%individual%
if%exercise%is%to%con2nue.%
e.g.%
!
PT%
Local%community%centres%
School%
Cultural%group%(e.g.%Irish%Dancing)%
Exercise%clubs%(e.g.%walking,%running%
or%cycling%clubs)%
Fitness%centre%
Community%facili2es%(e.g.%council%
pool,%oval%courts,%elds)%
Home%
Exercise%at%home%
!
Op2ons%for%home%exercise%are%varied%and%can%provide%many%benets%for%the%
par2cipant.%Flexibility%in%terms%of%where,%when%and%how%are%aQrac2ve%for%
many%people.%It%is%also%a%cost%eec2ve%op2on%that%can%be%completed%with%
liQle%or%no%equipment.%%
Community%Facili2es%
!
Many%community%facili2es%are%provided%by%local%councils%who%fund%and%maintain%
the%recrea2onal%areas.%Some%facili2es%are%owned%or%provided%by%community%groups%
such%as%the%Police%Ci2zens%Youth%Clubs%(PCYCs),%the%YMCA%(Young%Mens%Chris2an%
Associa2on),%the%NSW%Department%of%Sport%and%Recrea2on%and%other%private%companies.%
Examples%of%community%facili2es%include%public%pools,%community%halls,%athle2c%ovals,%
netball%and%tennis%courts,%playing%elds,%bike%tracks%and%skate%ramps.%%
The%equity%in%access%to%community%facili2es%is%o;en%an%issue,%especially%in%smaller%
communi2es%where%funds%are%o;en%not%available%to%provide%a%wide%range%of%facili2es%to%
cater%for%individual%needs.%O;en%in%smaller,%rural%areas,%the%community%will%focus%its%
funding%into%a%few%sports%and%become%strong%in%these%areas.%An%example%of%this%is%
Tamworth%and%its%hockey%facili2es,%or%Wagga%Wagga%and%rugby%league.%%
Community%Facili2es%Case%Study%PCYC%Gym%
!
hQps://www.youtube.com/watch?v=eMg72Grvq4g%
Fitness%centres%
!
Fitness%centres%across%NSW%are%regulated%by%an%industry%code%of%prac2ce%that%has%four%main%
objec2ves:%%
1""to%provide%high%quality%service%within%the%tness%industry%that%protects%the%health%and%
wellbeing%of%the%consumer%%
2""to%set%standards%of%business%prac2ce%that%protects%consumers%nancially%%
3""to%establish%procedures%to%resolve%complaints%from%consumers%%
4""to%promote%a%drugbfree%tness%environment.%%
Fitness%centres%oer%a%wide%variety%of%services%from%tness%classes%to%pools,%massages,%saunas,%
social%ac2vi2es,%childbminding%facili2es%and%so%on.%The%cost%of%membership%varies%from%centre%
to%centre.%Some%centres%oer%casual%visits,%while%others%remain%members%only.%%
Personal%Trainers%
!
Personal%trainers%may%work%independently%or%in%conjunc2on%with%tness%
centres.%It%is%important%to%check%that%your%trainer%is%qualied%and%registered%
with%Fitness%NSW.%If%you%are%unhappy%with%a%personal%trainer,%you%should%
seek%an%alterna2ve%consultant.%It%is%important%the%consultant%is%professional%
in%their%manner,%keeps%up%with%current%trends,%is%aware%of%your%needs,%
interests,%goals%and%tness%levels,%and%is%punctual%and%pleasant.%%
Personal%trainers%may%also%oer%addi2onal%services,%such%as%informa2on%on%
diet,%injury%rehabilita2on%and%lifestyle%guidance.%It%is%important%to%remember%
that%while%tness%consultants%are%trained%in%these%areas%they%do%not%replace%
doctors.%%
ICT%Ac2vity%
!
Part%1%(5%minutes)%Visit%a%local%tness%centre%website%to%gather%the%following%
informa2on:%
!
Opening%hours,%facili2es%and%services%provided,%costs%associated%with%services%(i.e.%
membership%fees,%casual%visit%fees,%personal%trainer%costs),%a%copy%of%the%group%tness%
2metable%
Part%2%(10%minutes)%Using%your%ndings,%Evaluate%the%tness%centre%
!
Consider%the%following%aspects%in%evalua2on:%
! Do%the%tness%centre%ac2vity%op2ons%suit%my%tness%needs?%
! Could%I%con2nually%apr2cipate%in%these%ac2vi2es?%Why/Why%not?%
! Are%other%ac2vi2es%more%suitable%for%me?%
! Who%would%get%the%most%out%of%using%this%tness%centre?%
Cultural%Groups%
!
The%inux%of%many%cultures%to%Australia%has%introduced%the%opportunity%to%
experience%physical%ac2vity%that%diers%greatly%from%more%tradi2onal%
Australian%ac2vi2es.%%
Cultural%groups%oer%training%and%classes%with%a%cultural%air.%They%are%open%
to%everyone.%Examples%include:%%
!
!
!
!
!
the%Japanese%Cultural%Centre%in%North%Sydney%%
Italian%Cultural%Associa2on%in%Five%Dock%%
Irish%dancing%clubs%%
bocce%clubs%%
Tai%Chi%groups.%%
Literacy%Ac2vity%
!
Work%in%groups%of%2.%%
Evaluate%exercise%clubs%and%cultural%groups%as%suitable%op2ons%to%meet%your%
personal%tness%needs.%Jus*fy-your-evalua*on-to-your-group-members.%
Cri2cal%Thinking%
!
Rank%the%tness%ac2vi2es%that%have%best%suited%their%individual%needs%from%1%
to%12%(1%being%the%most%suitable)%from%the%following:%
!
(Individual)%running,%walking,%youga/pilates,%swimming,%tai%chi,%(group)%aerobics,%
aquarobics,%step%classes,%pump%classes,%spin%classes,%team%games,%circuit%training%%
Discuss%why%the%ac2vi2es%iden2ed%best%meet%your%needs%%

Stage 6 Year 11
Strand/s:
Lesson number: 9

Outcomes:
P5 Describes factors that contribute to effective health promotion
P15 Forms opinions about health health-promoting actions based on a
critical examination of relevant information
activity concepts
Advertising and promotion
- How do you know who to - Promotional techniques, e.g. direct
believe?
Marketing, limited offer memberships
- Accuracy of information
- Ethics of advertising
Recap: get students to list some e.g. of exercises at home, community
facilities, fitness centres, exercise clubs and cultural groups
Catholic Dimension
Analyse advertisements for fitness and exercise services by investigating:
- Who is the advertisement targeting? - What does the ad offer?
- What are the benefits of the service? - Are the claims believable?
Key Teaching Points
Revise previous lessons content
New syllabus dot point: Advertising and promotion

Brainstorm, Where is advertising?
TV, radio, magazines, in-movies (product placement), movie theatres,
phone apps, internet, shopping centres, gyms, newspapers, pamphlets and
catalogues in letterbox, billboard, telemarketing, door-to-door sales people,
EVERYWHERE
Body 50 minutes
Critical thinking activity (15 minutes)
Place an array of health magazines (Mens Health, Womens Health etc.) on
the table and get students to take a magazine in groups. Search through
and find an ad for a health or fitness product. Highlight any claims, which
could be considered false or misleading. In their books, students are to
answer the following:
Students engage in compiling a mind map of places in

which advertising can be found. Ensure that the list to
the left is completed as a MINIMUM.
Investigate health magazines to identify

advertisements in these magazines and their
appropriateness.
At least 5 different health

magazines
Who is the ad targeting? What does the ad offer? What are the benefits of
the service? Are the claims believable?
Groups will then present to the rest of the class, showing their ad and giving
students insight into the answers they have for the ad.
As a class, discuss any advertising techniques you have seen used to
advertise fitness and exercise products.
Literacy Activity (15 minutes)
Returning to groups, students will be handed an A3 piece of paper (1 for
each group) with which they will then proceed to design their own
advertisement for a fitness product/service they made up themselves.
Students will then again present these to the class, explaining:
Who they are targeting, what their ad is offering (e.g. buy 2 get 1 free) and
potential benefits for the target group.
A3 paper x15
Students create their own ad as part of a literacy

activity to further explore concepts of health
advertising promotional techniques
How do you know who to believe?

Get students to copy notes off slideshow, including e.g. of massage, spot
reduction, motor-driven cycles and machines and sit-ups and other strength
exercises.
Critical Thinking Activity (10 minutes)
Students pretend they saw an ad for a new kind of exercise program that
they havent heard of before. Using their books, students rate the value of
each of the following places that the ad appears as a source of information
on exercise programs: (Rating 5 = excellent, 1 = poor)
Sydney Morning Herald, A current affair (Channel 9), Health reader
magazine (published by choice), pamphlet from a health food store, poster
at fitness first gym, The Morning Show (Channel 7), Seven News (Channel
7), Local physiotherapist, internet site of a weightlifters chat group, billboard
at a train station.
-Class discussion about answers to these.
Slideshow
Students gauge the appropriateness and

reliability of different ads based on the location in
which they saw them
Slideshow
Promotional techniques
Link back to brainstorm at the start of lesson.
Display slideshow with each of the following techniques for students to copy
into their books:
Emotional terms, jargon, testimonials from famous or knowledgeable
people, status, real people success stories, giveaways, competitions,
statistics, humour or glamour, before and after studies, part-payment
Slideshow
options, limited offer periods, medicine or science-based claims
Students to think back to the ads they explored earlier in the lesson and list
specific promotional techniques they remember.
Revision of previous ads viewed with a broader

knowledge of specific promotional techniques.
Provide students with short break, before leading into the 2nd period of the
double, where we will then go through more specific promotional techniques
Students present findings as a group to identify different real-life examples of advertising found. Students will demonstrate an ability to highlight any claims
made by the advertisement they may be bordering on misleading advertising. Students will demonstrate an understanding of the different mediums that an
advertisement may be viewed/heard and comment on its appropriateness and reliability based on its location.
Reflection:
Adver&sing+and+Promo&on+
Magazine+Search+
!
In+groups,+search+through+and+nd+an+ad+for+a+health+or+tness+product.+
Highlight+any+claims+which+could+be+considered+false+or+misleading.+In+their+
books,+students+are+to+answer+the+following:+
!
!
!
!
Who+is+the+ad+targe&ng?++
What+does+the+ad+oer?++
What+are+the+benets+of+the+service?++
Are+the+claims+believable?+
Groups+will+then+present+to+the+rest+of+the+class,+showing+their+ad+and+giving+
students+insight+into+the+answers+they+have+for+the+ad.+
Design+your+own+
!
In+your+groups,+design+your+own+adver&sement+of+a+tness+product+or+
service+you+made+up.+
Groups+will+present+these+to+the+class,+explaining:+
!
Who+you+are+targe&ng?+
What+your+ad+is+oering+
Poten&al+benets+for+the+target+group+
How+do+you+know+who+to+believe?+
!
A+major+problem+in+the+eld+of+exercise+and+tness+is+knowing+who+to+believe.+
How+do+you+pick+a+real+expert+from+a+fraud+and+a+poten&ally+useful+program+or+
device+from+one+that+may+be+poten&ally+harmful+or+have+liKle+benet?+Use+the+
following+guidelines:++
!
!
!
!
!
Check+if+the+person+or+company+that+is+promo&ng+the+product+has+a+real+interest+in+it.+A+
person+sponsored+by+the+sale+of+a+product+is+very+likely+to+support+it.++
Beware+of+secret+or+magic+products.+If+something+works,+it+doesnt+remain+a+secret+
for+long.++
There+has+never+been+a+successful+easy+route+to+tness.++
Examine+the+alia&ons+of+salespeople+and+tes&monials.+Do+they+have+a+vested+interest+
in+the+product+or+service?++
Be+scep&cal+of+arguments+using+case+histories+from+individual+clients.+Proof+of+a+
product+can+only+come+from+an+unbiased+study+with+a+large+number+of+case+studies.++
!
Health+fads+have+a+history+of+coinciding+with+declines+in+medical+
advancement.+With+the+failure+of+science+to+provide+cures+for+some+of+
todays+lifestyle+ailments,+the+public+is+looking+to+alterna&ve+quack+
solu&ons.+The+following+are+examples+of+ineec&ve+techniques+for+
developing+tness:++
Massage+
!
This+is+a+passive+ac&vity,+whether+it+is+done+by+a+massage+therapist+or+a+mechanical+
device.+It+may+help+improve+circula&on+and+relieve+sore+joints+and+muscles,+but+
has+no+value+in+developing+physical+tness+or+removing+fat.++
!
Spot+reduc&on+
!
MotorVdriven+cycles+and+machines+
!
This+suggests+that+fat+can+be+lost+from+specic+body+areas+by+exercising+that+area.+
Research+shows+that+body+fat+is+reduced+all+over+the+body+as+a+result+of+exercise,+
not+just+from+a+specic+muscle+group+area.+
Like+all+machines+that+do+the+work+for+the+individual,+these+are+ineec&ve+in+the+
development+of+tness.+
SitVups+and+other+strength+exercises+
!
These+will+develop+the+muscular+strength+of+the+specic+muscle+group+being+
worked,+but+these+exercises+will+not+develop+cardiovascular+tness.++
Cri&cal+Thinking+Ac&vity+
!
Pretend+you+saw+an+ad+for+a+new+kind+of+exercise+program+that+you+hadnt+
heard+of+before.+In+your+books,+rate+the+value+of+each+of+the+following+places+
that+the+ad+appears,+as+a+source+of+informa&on+on+exercise+programs++
(Ra&ng+5+=+excellent,+1+=+poor):+
Sydney+Morning+Herald+
A+current+Aair+(Channel+9)+
Health+reader+magazine+(published+by+
Choice)+
Pamphlet+from+a+health+food+store+
Poster+at+Fitness+First+gym+
The+Morning+Show+(Channel+7)+
Seven+News+(Channel+7)+
Local+physiotherapist+
Internet+site+of+a+weightliaers+chat+
group+
Billboard+at+a+train+sta&on+
Promo&onal+Techniques+
!
There+are+a+wide+variety+of+promo&onal+techniques+used+to+gain+the+
aKen&on+of+the+consumer.+These+include+using+any+or+all+of+the+following+
techniques:++
!
!
emo&onal+terms++
jargon++
tes&monials+from+famous+or+knowledgeable+people++
status++
real+people+success+stories++
giveaways++
compe&&ons++
Promo&onal+Techniques+
!
sta&s&cs++
humour+or+glamour++
before+and+aaer+studies++
partVpayment+op&ons++
limited+oer+periods++
medicine+or+scienceVbased+claims.++
Recap+
!
Think+back+to+the+ads+you+inves&gated+earlier+and+the+ads+you+created+
Do+you+remember+any+of+these+promo&onal+techniques+being+used+to+
aKract+the+ye+of+the+reader?+

Whole Unit Prelim Option 3 Fitness Choices

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Whole Unit Prelim Option 3 Fitness Choices

Transféré par

Droits d'auteur :

Formats disponibles

Personal Development, Health & Physical Education Option 3 Preliminary Stage 6

Preliminary Option 3: Fitness Choices

20% of course time (24 hours)

Personal Development, Health & Physical Education Option 3 Preliminary Stage 6

Teaching and Learning Experiences

*Students complete glossary

The value that people

*Outline how attitudes to fitness have changed

*Students state how ideas of

*Students complete survey

*Students research info about

Personal Development, Health & Physical Education Option 3 Preliminary Stage 6

Evaluate the range

*Research ways people choose to exercise

*Students research individual

*Research Group Fitness Activities identifying

*Students complete summary

Personal Development, Health & Physical Education Option 3 Preliminary Stage 6

*Identify a range of different exercise

*Investigate health magazines to identify

*Students complete a list of

*Students create their own ad as part of a

Personal Development, Health & Physical Education Option 3 Preliminary Stage 6

Describe their own

*Identify different areas of motivation within

*Students complete table on

Peer and teacher

*Students complete Titan

*Read text and complete Titan worksheets

Preliminary HSC Fitness Choices

Preliminary Option 3: Fitness Choices

Learning and Teaching Strategies

Welcome students to the classroom

Revision fro exam will be last 2 lessons of term 3

Repetition in order to refresh memory and further

Introduce new syllabus dot point: Group fitness activities (GFA)

Display on interactive whiteboard slideshow

What are e.g. of GFA?

Students can turn to p. 345 in their textbooks

Research Group Fitness Activities identifying

In 4 groups of 6, students will each be given a GFA e.g. aerobics.

Portable speakers with

Students will be facilitated through a short aerobics class where it will be

Participate in a range of different individual and

People who should

Reliable internet site

Suitability for me now

Preliminary Option 3: Fitness Choices

Preliminary Option 3: Fitness Choices

Learning and Teaching Strategies

Research different fitness activities for a diverse

Teacher to take notes and give feedback as each

Teacher to mark answers using attached rubric,

Criteria for questions

Q3 Exercise has been shown to be beneficial to the aged population in

Marking Criteria for Sample Preliminary PDHPE questions on Group Fitness

Provides a comprehensive description of the specific needs of a pregnant woman in terms of

Describes the physical activity needs of a pregnant woman

Sketches in general terms the exercise options available to the elderly

Preliminary Option 3: Fitness Choices

Preliminary Option 3: Fitness Choices

Key Teaching Points