PE 3 The Big Debate

Physical education Summary
KS3 Cycle Curriculum Pack

Project three – The Big Debate
Page 3.1
Teachers
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The Big Debate

summary
What is health? Project three: The Big Debate is designed
to encourage students to explore aspects of exercise and
health through a variety of cycling-based activities.
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
This module offers the flexibility to engage students in whole-class

debates on issues such as the recent decline in physical activity in
school-age children or the importance of maintaining a healthy body
weight. Alternatively, the handouts and worksheets provided allow
students to explore particular issues individually.
Physical education Teaching delivery map
Page 3.2
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The Big Debate

teaching delivery map
Areas within the Key Stage 3 (KS3) Qualifications and Curriculum Authority (QCA)
scheme of work
Subject Unit summary

Physical education
1.1 Competence Developing control of whole-body skills and fine
manipulation skills.
Responding with body and mind to the demands
of an activity.
Adapting to a widening range of familiar and
unfamiliar contexts.
1.2 Performance Understanding how the components of competence
combine, and applying them to produce
effective outcomes.
Appreciating how to make adjustments and adaptations
when performing in different contexts and when working
individually, in groups and teams.
Understanding the nature of success in different types
of activity.
1.3 Creativity Exploring and experimenting with techniques, tactics
and compositional ideas to produce efficient and
effective outcomes.
1.4 Healthy, active lifestyles Understanding that physical activity contributes to
the healthy functioning of the body and mind and
is an essential component of a healthy lifestyle.
Recognising that regular physical activity that is fit for
purpose, safe and enjoyable has the greatest impact
on physical, mental and social well-being.
Page 3.3
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The Big Debate

Areas within the KS3 QCA scheme of work (continued)
Physical education
2.3 Developing physical Students should be able to:

and mental capacity • Develop their physical strength, stamina, speed
and flexibility to cope with the demands of
different activities
• Develop their mental determination to succeed
2.4 Evaluating and improving Students should be able to:

• Analyse performances, identifying strengths
and weaknesses
• Make decisions about what to do to improve their
performance and the performance of others
• Act on these decisions in future performances
• Be clear about what they want to achieve in their
own work and what they have actually achieved
2.5 Making informed choices about Students should be able to:
healthy, active lifestyles • Identify the types of activity they are best suited to
• Identify the types of role they would like to take on
• Make choices about their involvement in healthy
physical activity
Page 3.4
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The Big Debate

Mathematics

1.1 Competence Applying suitable mathematics accurately within the
classroom and beyond.
Communicating mathematics effectively.
Selecting appropriate mathematical tools and
methods, including information and communication
technology (ICT).
1.3 Applications and implications Engaging in mathematics as an interesting and
of mathematics worthwhile activity.
2.1 Representing Students should be able to:
• Identify the mathematical aspects of a situation
or problem
• Select mathematical information, methods and
tools to use
2.2 Analysing Students should be able to:
• Make connections within mathematics
• Use knowledge of related problems
• Make accurate mathematical diagrams, graphs and
constructions on paper and on screen
• Use accurate notation, including correct syntax
when using ICT
2.4 Communicating and reflecting Students should be able to:
• Communicate findings effectively
• Engage in mathematical discussion of results
• Make connections between the current situation and
outcomes, and situations and outcomes they have
already encountered
Page 3.5
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The Big Debate

Personal, Social and Health Education (PSHE):
Economic well-being and financial capability

2.1 Self-development Students should be able to:
• Develop and maintain their self-esteem and envisage
a positive future for themselves in work
• Review their experiences and achievements
Page 3.6
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The Big Debate

Areas within a School Travel Plan (STP)
Section of the STP How does the project link to the STP criteria?
Part 1 – Tell us about your school Develops the use of cycles as transport to and from

the school.
Part 2 – What are the issues Students taking advantage of free bus journeys and
at your school? not getting enough physical exercise.
Part 3 – How has everyone Planning of journeys to and from the school.
been involved? Storage strategies for cycles.
Part 4 – What exactly do you Increase the number of students using cycles to and
want the plan to achieve? from school. Increase general fitness of students.
Part 5 – How are you going Facilitate and encourage cycling to and from school.
to achieve it?
Part 6 – Monitoring, reviewing Count the number of bikes being stored at the
and progress reporting school during school hours.
Areas within Every Child Matters (ECM)

Objective How does the project link to the ECM objective?
Be healthy Students will benefit from being physically healthy,
especially sport avoiders.
Stay safe Be safe from accidental injury and death. Students
will use pre-planned routes to school that can be
safely monitored.
Enjoy and achieve Achieve personal and social development and
enjoy recreation.
Make a positive contribution Develop self-confidence and successfully deal with
significant life changes and challenges.
Achieve economic well-being Be ready for employment through
physical achievement.
Page 3.7
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The Big Debate

Areas within Healthy Schools (HS)
Core themes In what way does the project link to the HS core theme?
PSHE Assesses children and young people’s progress and
achievement in line with QCA guidance. Students will

recognise the benefits of improved fitness through
increased participation.
Healthy eating Students will be educated on the calories they need
and a healthy eating plan.
Physical activity Students will be engaged in a physical activity
twice a day.
Emotional health and well-being Students will enjoy the feeling of improved health.
Areas within Sustainable Schools (SS)

The Travel and Traffic doorway In what way does the project link to the SS doorway?
Curriculum The project highlights the benefits of cycling to
students and allows them to compare it with other
forms of physical activity.
Campus Promotes healthier lifestyle and will have a positive
impact on the lifestyles of students.
Community Encourages use of local facilities to engage students
in prescribed activities.
Page 3.8
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The Big Debate

Areas within other central government initiatives/programmes
Initiative/programme How does the project link to this initiative/programme?
Extended Schools A European Club Association (ECA) cycle club will be

formed at the school and will use local cycle facilities
to introduce students to competitive cycling.
Building Schools for Makes provision for specialist facilities to give students
the Future (BSF) opportunities to use the school for cycling-related
activities (storage, play, maintenance, sport).
Social and Emotional Aspects Direct and focused learning opportunities for whole
of Learning (SEAL) classes (during tutor time, across the curriculum and
outside formal lessons) and as part of focus group work.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Page 3.9
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The Big Debate

lesson plans
The fitness test

Section 1
Benefits of cycling
Section 2
Effects of exercise
Section 3
Diet and cycling
Section 4
Cycling vs rowing vs running challenge
Page 3.10
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The Big Debate

section 1
Benefits of cycling
Activity outline
Photocopy and distribute Handout 1: ‘Benefits of cycling’ and let the

students read through the information, then ask them to decide which of
the benefits shown on Worksheet 1: ‘Why cycle for transport?’ are physical,
mental or social benefits. Discuss with the students the benefits of cycling
for transport outlined in Handout 2: ‘Why cycle for transport?’, following
which they should complete the second activity.
Resources:
Handout 1 Benefits of cycling
Worksheet 1 Connect the benefit to the explanation
Handout 2 Why cycle for transport?
Worksheet 2 Why cycle for transport?
Page 3.11
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The Big Debate

section 2
Effects of exercise
Teacher guidelines
Muscles used in cycling: The main muscle groups used when cycling are the
upper thigh muscles (quadriceps), the backside muscles (gluteus maximus),

and, to a lesser extent, the calf muscles (gastrocnemius and soleus).
Activity outline
Activity 1: Using the muscle chart on Worksheet 1, ask students to put
a circle around the muscles that are used when cycling.
Show the students the table on Handout 1: ‘The main health benefits of
a cycling workout’, which shows the benefits in the first hour of cycling.
Students will see that even after just 10 minutes their bodies will start
to enjoy health benefits.
Activity 2: The Observation test on Worksheet 2 is designed to show
students how the body adjusts to the extra work it is doing when cycling.
Resources:
Worksheet 1 Muscle chart
Handout 1 The main health benefits of a cycling workout
Worksheet 2 Observation test
Page 3.12
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The Big Debate

section 3
Diet and cycling

Objective
To understand how many calories we burn in different activities.

Teacher guidelines
What is BMI?: Body Mass Index is a number calculated from an individual’s
weight and height, which is used to determine whether a person is within or
outside of a normal weight range. The normal range has been highlighted
in the chart on Handout 2.
Activity outline
Students debate what their calorie intake is using Worksheet 1: ‘Calories
chart’ for guidance. They can also discuss the number of calories burned
in popular sports and pastimes featured in Handout 1: ‘Calories burned in
20 minutes’.
Ask the students to use the BMI chart on Handout 2 to look up their own
BMI number, and use the table below it to see what range they fall into.
Resources:
Worksheet 1 Calories chart
Handout 1 Calories burned in 20 minutes
Handout 2 Body mass index chart
Page 3.13
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The Big Debate

section 4
Cycling vs rowing vs running challenge

Objective
Students compare three modes of transport – cycling vs rowing vs running
– and decide which is the best form of exercise. Additionally, students can
debate the practicalities of each one, its cost and speed.
Activity outline
This activity uses a treadmill, rowing machine and an indoor bike. The aim
is for students to record the distances they cover and compare and analyse
the results with the other students. The test requires each participant to
complete three minutes at maximum effort with a full recovery (minimum
10 minutes) before starting on the next machine.
Data to record on Worksheet 1: ‘Exercise challenge’
Distance covered in three minutes (measure in miles)
Average speed = distance divided by 3 x 60 = mph
Effort 1-5 (5 being maximum effort)
Cycling Rowing Running

Distance
Average speed
Effort
If heart rate monitors are available, students’ heart rates could be measured
at the start of the three minutes, then after every 30 seconds during the
activity, and then every 30 seconds for five minutes following the exercise.
These results of the class can be set out in a graph and compared.
Resources:
Worksheet 1 Exercise challenge
Page 3.14
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The Big Debate

further reading
1. Department for the Environment, Transport and the Regions (DETR).

National Travel Survey for Great Britain. Her Majesty’s Stationery
Office (HMSO), London, 1999

2. Hillman M. Cycling towards health and safety.
British Medical Association (BMA), London, 1994
3. Department of Health (DoH). Our Healthier Nation:

A Contract for Health. HMSO, London, 1998
4. Anderson LB et al. All Cause Mortality Associated with Physical

Activity During Leisure Time, Work and Sports and Cycling to Work.
Arch Intern Med 2000, 160:1621-1628
5. Royal College of Physicians. Medical aspects of exercise: benefits

and risks. Report of the Royal College of Physicians, London, 1991
6. Taylor D, Fergusson M. Road User Exposure to Air Pollution:

A literature review. Institute for European Environmental Policy
(IEEP)/ETA Trust, London, 1997
7. Luoto R, Latikka R, Pukkala E et al. The Effect of Physical Activity

on Breast Cancer Risk: A cohort study of 30,548 women.
European Journal of Epidemiology 2000, 16(10): 973-980
8. Stephens J. Physical Activity and Mental Health in the United States

and Canada: Evidence from four population surveys.
Preventive Medicine 1988, 17: 35-47
9. Leitzmann MF. Recreational Physical Activity and the

Risk of Cholecystectomy in Women.
New England Journal of Medicine 1999, 341(11): 777-784
Page 3.15
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The Big Debate

further reading
10. Boyd HN et al. Effects of Regular Cycling on a Sample of Previous

Non-Exercisers. Allot & Lomax/Policy Studies Institute, 1998
11. Fagard RH. Prescription and Results of Physical Activity.

Journal of Cardiovascular Pharmocology 1995, 25: S20-27
12. National Audit Office. Health of the Nation: A Progress Report.

NAO, London, 1996
13. Coats AJS et al. Effects of Physical Training in Chronic Heart Failure.
The Lancet 1990, 335: 63-66
14. Russak R. Bicycling June 1988, 29: 5
15. Anderson HR et al. Air Pollution and Daily Mortality in London:

1987-1992. British Medical Journal 1996, 312: 665-669
Physical education
The Big
Debate...
Handouts and worksheets for photocopying
Physical education Section 1
KS3 Cycle Curriculum Pack Handout 1
Project three – The Big Debate Page 1 of 1
Page 3.19
Benefits of cycling
Physical – Increasing fitness

Your strength, stamina, aerobic fitness and general muscle function will all be
improved through cycling. Because cycling is a low-impact activity it is one of
the safest ways to exercise without risk of over-exertion or strain to muscles
and joints. Regular physical activity also facilitates other healthy behaviours
and could help you maintain a healthy weight. You’ll find you can get through
your daily life routines more easily with improved levels of fitness.
Physical – Stronger heart

Your heart muscles are strengthened, resting pulse is lowered and blood
fat levels reduced by regular cycling. People taking regular physical activity
suffer far less heart disease than people who don’t!
Physical – Shedding excess weight

By burning excess body fat and raising your metabolic rate you can lose
weight and improve your body shape. If you undertake physical activity
regularly you can enjoy a more varied diet without increasing body weight.
Cycling is one of the more comfortable forms of physical activity for those
who are new to exercise, allowing most people to get fit easily and safely
without undue physical strain.
Mental – Reducing stress

Anxiety, stress and depression are all alleviated, partly due to the physical
activity itself, but also due to the pleasure and satisfaction of riding a
bike. Cycling is convenient for short journeys, and often faster across
town than other forms of transport. It’s a stress-free means of taking
physical activity because it can form part of a daily routine. So there’s
no need to worry about fitting your new healthy lifestyle into an already
overcrowded schedule.
Social – Meeting new people

There are lots of people out there who, like you, love to cycle. You’ll meet
people who go to different schools or have different jobs from you. So go
on, getting cycling!
Source: www.ctc.org.uk
KS3 Cycle Curriculum Pack Worksheet 1
Page 3.20
Name Date
Class
Connect the benefit

to the explanation
Meet new people

Improve your body shape
Relax from studies or work
Physical
Make new friends
Mental Increase your body’s metabolism
Lose weight
Social
Take part in competition
Strengthen your lungs
Strengthen your heart

Page 3.21
Why cycle for transport?
Here are just a few reasons:

• Cycling is the fastest mode of urban transport in all independent
studies of the modern era – so wave goodbye to traffic jams and
public transport problems

• Cycling delivers the fastest door-to-door journey in urban areas in every
contemporary independent study, as average motor traffic speeds in our
towns and cities drop to less than half the average cycle speed and the
delays of walking to and from car parks, bus stops and train stations add
non-productive time to your journey. Only walking is 100 per cent
efficient, but cycling runs a close second as the mode where you spend
well over 90 per cent of the journey time making progress from A to B.
Cycling eliminates waiting at the stop for your connection, driving around
looking for a parking space and queuing to get in – and out of – a big
car park
• Combine essential travelling with getting 30 minutes a day of light
exercise – as recommended by your doctor. Cycling improves your
health and therefore your quality of life in all its aspects
• Cycling brings train and bus stations, up to two miles away,
within easy reach
• There are no parking charges
Page 3.22
Name Date
Class
Why cycle for transport?
List the following forms of transport in order of their contribution

to pollution, marking the least polluting as 1 and the most
polluting as 6.

Aircraft Train Walk
Car Cycle Bus
1.
2.
3.
4.
5.
6.
Page 3.23
Name Date
Class
Muscle chart
Using the muscle chart below, put a circle around the muscles that
are used when cycling.
pectorals trapezius rhomboids

(pecs)
deltoids
(delts)
biceps latissimus dorsi triceps
(lats)
rectus abdominus
(abs)
obliques
erector
spinae
adductors
quadriceps gluteals
(quads) (glutes)
gastrocnemius
soleus
Page 3.24
Main health benefits

of a cycling workout
Cycling (exercise period) Main effects

10 min Muscular system, circulation, joints
20 min Strengthening immune system

30 min Improved cardiac function
40 min Improved stamina / endurance capacity
50 min Lower metabolism (fat metabolism)
60 min Lower body weight
>60 min Anti-stress, general well-being
Page 3.25
Name Date
Class
Observation test
Watch a friend cycling (on an exercise bike) and write down the
changes that you notice to their:
Breathing
Body temperature
Skin (pigment colour, sweating, etc)
Write up why you think these changes happen:

Breakfast Drinks Snacks Fish Take-aways Main meals Fruit and veg
Class
Name
100g 330ml 48g 90g 224g chicken 350g 180g medium
Page 3.26
cornflakes can of cola chocolate bar battered cod sandwich lasagna baked potato
370 kcal 140 kcal 215 kcal 160 kcal 659 kcal 514 kcal 245 kcal
100g 330ml bottle 40g 93g tuna 206g quarter 400g chicken 200g
Physical education
energy to cycle!
porridge oats orange juice nuts in brine pounder with tikka masala sweetcorn
368 kcal 141 kcal 275 kcal 105 kcal cheese 515 kcal 440 kcal 140 kcal
100g 250ml 50g packet 100g 78g regular 400g spaghetti 160g medium
weetabix energy drink of crisps haddock fillet portion of fries bolognese orange
100g 200ml tea 25g mixed nuts 60g boiled 67g 1 fried 125g single 112g medium
Calories chart
boiled eggs with skim milk and raisins prawns chicken drumstick chicken kiev apple
100ml semi- 10g sachet hot 309g 6" sub 45g 52g slice of cheese 245g ham and 100g
skimmed milk chocolate chicken and crab sticks and tomato pizza mushroom broccoli
48 kcal 37 kcal bacon 489 kcal 45 kcal 127 kcal pizza 355 kcal 30 kcal
100g 250ml fruit drink 100g 255g breaded 24g slice 340g chilli con 100g
yoghurt no added sugar cheddar cheese scampi of garlic bread carne grapes
250ml 100g 75g grilled 75g 3 fish 85g
smoothie cream cheese sardines fingers tomatoes
143 kcal 170 kcal 146 kcal 140 kcal 15 kcal
250ml 100g 50g quorn 100g
water salmon fillet burger cucumber
females, circle the foods you will eat to ensure you have enough
0 kcal 198 kcal 73 kcal 10 kcal

Using the information about the calorie requirements for males and
Date
Page 1 of 1
Worksheet 1
Section 3

Page 3.27
Calories burned in 20 minutes
This page shows the number of calories burned during 20 minutes’

participation in different exercises. Most people should aim to take 30
minutes of moderate exercise five days a week. This can be a mixture of
all types of physical activity – anything that makes you slightly out of
breath and raises your heart rate slightly. The table below shows calorific
values for popular sports and exercises, and also for pastimes that many
of us enjoy doing, such as walking, dancing and gardening.
Activity Calories burned in 20 minutes

Aerobics 118
Brisk walk 100-120
Cycling 100
Dancing 86
Driving car 33
Gardening 100-130
Golf 72
Housework 50-80
Leisurely walk 40-50
Rowing 252
Running 216
Skiing 168
Swimming 167
Tennis 174
Watching TV 33
These figures are a rough guide only and will vary based on factors such as an individual’s
age, body structure, heredity, lifestyle, and the amount of effort put into the activity.
Page 3.28
Calories burned in 20 minutes
Daily calorie requirements
Age Males Females

11-14 2,220 kcal 1,845 kcal
15-18 2,755 kcal 2,110 kcal
Adults 2,550 kcal 1,940 kcal
It is interesting to note that a day’s resting requirement is 1,300 calories

for women and 1,600 for men. This is the minimum calories we would
need to maintain a healthy weight if we stayed in bed all day!
Page 3.29
Body mass index chart
Body Mass Index (BMI) is a number calculated from an individual’s weight and height, that
is used to determine whether a person is within, or outside of, a normal weight range.
The normal range has been highlighted in the chart.
147 152 157 162 167 172 177 182 187 192
cm cm cm cm cm cm cm cm cm cm
44 kg 20.6 19.2 18.0 16.9 15.9 15.0 14.1 13.3 12.6 12.0
48 kg 22.0 20.6 19.3 18.1 17.0 16.0 15.1 14.3 13.5 12.8
52 kg 23.5 22.0 20.6 19.3 18.1 17.1 16.1 15.2 14.4 13.7
56 kg 25.0 23.3 21.8 20.5 19.3 18.2 17.1 16.2 15.3 14.5
58 kg 26.4 24.7 23.1 21.7 20.4 19.2 18.1 17.2 16.2 15.4
62 kg 27.9 26.1 24.4 22.9 21.5 20.3 19.2 18.1 17.1 16.2
64 kg 29.4 27.4 25.7 24.1 22.7 21.4 20.2 19.1 18.0 17.1
68 kg 30.8 28.8 27.0 25.3 23.8 22.4 21.2 20.0 18.9 18.0
70 kg 32.3 30.2 28.3 26.5 24.9 23.5 22.2 21.0 19.8 18.8
74 kg 33.8 31.6 29.6 27.7 26.1 24.6 23.2 21.9 20.7 19.7
76 kg 35.2 32.9 30.8 28.9 27.2 25.6 24.2 22.9 21.6 20.5
80 kg 36.7 34.3 32.1 30.1 28.3 26.7 25.2 23.8 22.5 21.4
83 kg 38.2 35.7 33.4 31.4 29.5 27.8 26.2 24.8 23.5 22.2
87 kg 39.6 37.0 34.7 32.6 30.6 28.8 27.2 25.7 24.4 23.1
90 kg 41.1 38.4 36.0 33.8 31.7 29.9 28.2 26.7 25.3 23.9
94 kg 42.6 39.8 37.3 35.0 32.9 31.0 29.2 27.6 26.2 24.8
BMI less than 20 Underweight

BMI 20-25 Normal weight
BMI 25-30 Overweight
BMI 30-40 Obese
BMI over 40 Severely obese
Page 3.30
Name Date
Class
Exercise challenge
Are you ready?

This activity uses a treadmill, rowing machine and an indoor bike.
The aim is for you to record the distance you can cover on each piece

of equipment and then compare and analyse your results with those of
your fellow students.
The test requires that you complete three minutes at maximum
effort on each machine – with a full recovery (minimum 10 minutes)
between your time on each one.
If you work in groups you can rotate stopwatch and writing responsibilities
allowing you to put your best effort in when its your turn to exercise!
Cycling Rowing Running

Distance
Average speed
Effort
Record the distance covered after three minutes of exercise (measure in miles)
To work out average speed – divide distance by 3, then multiply by 60 = mph
Effort – on a scale between 1 and 5 (5 being maximum effort)
Measure your heart rate

If heart rate monitors are available, use them to measure your heart rate
at regular intervals while exercising, and then during the recovery period.
These results can also be compared with those of your fellow students.
Heart rate at rest (beats per minute):

Heart rate when exercising (at 30 second intervals over the full 3 minutes)
30s 60s 90s 120s 150s 180s 210s 240s 270s 300s
Heart rate in recovery (at 30 second intervals over the first 5 minutes)

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Physical education Summary

KS3 Cycle Curriculum Pack

The Big Debate

This module offers the flexibility to engage students in whole-class

The Big Debate

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

The Big Debate

2.3 Developing physical Students should be able to:

2.4 Evaluating and improving Students should be able to:

The Big Debate

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

The Big Debate

Economic well-being and financial capability

The Big Debate

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Areas within Every Child Matters (ECM)

The Big Debate

achievement in line with QCA guidance. Students will

Areas within Sustainable Schools (SS)

The Big Debate

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

The Big Debate

The fitness test

The Big Debate

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

The Big Debate

upper thigh muscles (quadriceps), the backside muscles (gluteus maximus),

The Big Debate

Diet and cycling

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

The Big Debate

Cycling vs rowing vs running challenge

Cycling Rowing Running

The Big Debate

1. Department for the Environment, Transport and the Regions (DETR).

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

3. Department of Health (DoH). Our Healthier Nation:

4. Anderson LB et al. All Cause Mortality Associated with Physical

5. Royal College of Physicians. Medical aspects of exercise: benefits

6. Taylor D, Fergusson M. Road User Exposure to Air Pollution:

7. Luoto R, Latikka R, Pukkala E et al. The Effect of Physical Activity

8. Stephens J. Physical Activity and Mental Health in the United States

9. Leitzmann MF. Recreational Physical Activity and the

The Big Debate

10. Boyd HN et al. Effects of Regular Cycling on a Sample of Previous

11. Fagard RH. Prescription and Results of Physical Activity.

Journal of Cardiovascular Pharmocology 1995, 25: S20-27

12. National Audit Office. Health of the Nation: A Progress Report.

14. Russak R. Bicycling June 1988, 29: 5

15. Anderson HR et al. Air Pollution and Daily Mortality in London:

Physical – Increasing fitness

Physical – Stronger heart

Physical – Shedding excess weight

Mental – Reducing stress

Social – Meeting new people

Connect the benefit

Meet new people

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Relax from studies or work

Mental Increase your body’s metabolism

Strengthen your lungs

Strengthen your heart