Introduction
As Yr. 10 Health and Physical Education students, you will utilise ICT (information and communication technology) to design, implement and monitor a personal fitness plan. Each personal fitness plan must include a timeframe, goals and a variety of specific activities. Students will justify their selection of physical activities included in their personalised fitness plan linked to the components of health and skill related fitness they wish to improve or maintain. Students will work individually to reflect on the physical, social, emotional and cognitive benefits of participating in regular physical activity.
Task
Students will be required to design, using Microsoft excel a fitness plan specific to them. They will implement this plan into their daily lives and monitor their progress over a 4-week period. At the end of the 4-week period, students will revaluate their personal fitness plan to make recommendations and improvements. Each personal fitness plan must include a timeline, in this case 4-weeks, realistic short and long-term goals and a variety of specific physical activities. Students will research and investigate fitness plan layouts as well as appropriate physical activities that will best benefit their fitness level. Submitted alongside the Microsoft excel spreadsheet will be accompanying videos showing an example of each physical activity included. Students will have access to a variety of resources to assist them in their decision-making process. After students have made recommendations and improvements to their fitness plan, they will reflect and analyse the physical, emotional, social and cognitive health benefits from participating in regular physical activity and present them in a Microsoft powerpoint presentation at the end of the task.
Process
The process for which students will complete the task is as follows:
- Identify and recognise current physical activities already being undertaken
- Create a weekly timetable using Microsoft excel including all activities of daily life e.g., school, sleep, meal times, homework etc.
- Set 3 short and 3 long-term goals that are realistic and can be accomplished in the given timeframe.
- Define and plan information searches for your individual fitness plan.
- Select and use a range of ICT independently to select, evaluate and analyse information relating to physical activity. (see credits)
- Generate ideas, plans and process in relation to designing a personal fitness plan. (see credits)
- Select and justify appropriate physical activities that correlate with the components of health and skill related fitness. (submit to teacher for feedback)
- Design using Microsoft excel a personal fitness plan that can be accomplished in a 4-week period. (submit to teacher for feedback)
- Video oneself giving an example of each physical activity selected.
- Implement personal fitness plan into daily routine.
- Monitor personal fitness plan using a predetermined spreadsheet. (see credits)
- After 1-week, revaluate fitness plan by reflecting on spreadsheet notes used when monitoring.
- Generate solutions to challenges or obstacles encountered and alter fitness plan where necessary. (check with teacher)
- After 4-weeks, revaluate fitness plan by reflecting on spreadsheet notes used when monitoring.
- Make recommendations and improvements to fitness plan.
- Reflect, analyse and generate conclusions from the task relating to ones own physical, social, emotional and cognitive health. (see credits)
- Present using Microsoft powerpoint, your findings from the overall process. These include: initial fitness plan, updated fitness plan, challenges encountered, benefits to physical, social, emotional and cognitive health. (3 minutes)
Evaluation
HPE Personal Fitness Plan
Student name:
Purpose of assessment: Using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities
| Knowledge and understanding | Skills | |
Designs, sets goals and provides a variety of physical activities in a personal fitness plan |
Implements and monitors a personal fitness plan |
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| The student designs an effective personal fitness plan specific to their needs and selects a variety of appropriate physical activities. Student goals are specific, realistic and have direction. | The student implements personal fitness plan with a clear direction and deep insight into achieving improvement. Student provides thorough reflection and consistent and effective monitoring. | HD |
| The student designs personal fitness plan with a clear indication of specific needs to promote improvement. Student selects a variety of physical activities that allow for effective progression. Student provides deep understanding of specific and realistic goals. | The student effectively implements personal fitness plan to promote improvement. Student provides effective monitoring and reflection to allow for progression. | DN |
| The student designs an effective personal fitness plan and provides a variety of physical activities. Goals are specific and realistic but lack direction. | The student effectively implements a personal fitness plan and provides an understanding of how to monitor and reflect. | CR |
| The student designs basic personal fitness plan and selects basic physical activities. Goals are broad and unrealistic. | The student implements a personal fitness plan and provides basic monitoring and reflection. | P |
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The student’s personal fitness plan isn’t specific and doesn’t allow implementation into daily routine. No goals are set, and few activities are selected. |
The student doesn't implement a personal fitness plan and no monitoring or reflection is presented. | F |
Feedback
Overall grade for this task:
Conclusion
Students now can reflect on the outcome and process of the task they have completed. Once all students have presented their findings, they have the opportunity to critically evaluate the advantages and disadvantages they encounter during the task. Students will write a reflective summary detailing their experiences and attitudes. The reflective summary must include how they could continue to implement their personal fitness plan into the future, the ongoing advantages to their physical, social, emotional and cognitive health, and what they have taken out of the overall process. Students may also wish to reflect upon if given the opportunity again, suggesting ways in which the task itself can be improved and how they would do things differently to improve their outcome.
Credits
Below are resources for points 5/6 that can be utilised to assist you in designing your personal fitness plan:
http://www.health.gov.au/internet/main/publishing.nsf/content/phy-activity
https://www.betterhealth.vic.gov.au/health/healthyliving/physical-activity-its-important
https://jeanhailes.org.au/health-a-z/healthy-living/physical-activity-exercise
Students are also encouraged to use social media tools such as instagram and twitter to select and evaluate information. Specific examples related to this task include:
#fitness
#physicalactivity
#healthandfitness etc.
Below are resources for point 16 to assist you in identifying and analyse physical, social, emotional and cognitive health:
https://www.livestrong.com/article/477451-social-emotional-benefits-of-regular-exercise/
https://www.simplysupplements.co.uk/healthylife/fitness-tips/the-social-benefits-of-exercise
http://teens.lovetoknow.com/social-benefits-physical-activity-teens
https://www.helpguide.org/articles/healthy-living/the-mental-health-benefits-of-exercise.htm
http://www.truefitness.com/blog/mental-emotional-benefits-exercise/
https://www.cdc.gov/physicalactivity/basics/pa-health/index.htm
https://teens.webmd.com/benefits-of-exercise#1
Spreadsheet for monitoring personal fitness plan? Point 11
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Yr. 10 Health and Physical Education Personal Fitness Plan Name: |
| Week 1 |
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What worked well this week?
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What didn't work this week?
How can you change that?
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How did your body feel at the end of the week?
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How do you feel about your progress?
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Describe the changes in your social life and your emotions.
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| Week 2 |
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What worked well this week?
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What didn't work this week?
How can you change that?
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How did your body feel at the end of the week?
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How do you feel about your progress?
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Describe the changes in your social life and your emotions.
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| Week 3 |
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What worked well this week?
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What didn't work this week?
How can you change that?
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How did your body feel at the end of the week?
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How do you feel about your progress?
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Describe the changes in your social life and your emotions.
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| Week 4 |
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What worked well this week?
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What didn't work this week?
How can you change that?
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How did your body feel at the end of the week?
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How do you feel about your progress?
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Describe the changes in your social life and your emotions.
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Teacher Page
An inquiry-based ICT activity in the form of a WebQuest can hold unparalleled advantages for learners. Posing questions to spark interest and motivating learners to critically evaluate information and ideas, assists learners to create through inquiry. Learners develop higher order thinking and critical and creative thinking skills. There are numerous pedagogical advantages of creating a personalised fitness plan via a WebQuest. A WebQuest proves to be more beneficial for learners as it provides them with the basic steps to demonstrate their ability in using ICT to create a personalised fitness plan. Learners are required to investigate with ICT by selecting and evaluating information to frame questions and generate plans and procedures, for example, physical activity relevance, consistency and timing. Learners will develop their literacy skills throughout this task. They will understand the correct terminology and vocabulary, as well as interpret and analyse relevant information and texts relating to fitness and physical activity that applies to them personally. Learners will be utilising various ICT throughout the task, such as Microsoft excel, numerous search engines and Microsoft PowerPoint. Learners numeracy skills will progress throughout the task by learners being able to use measurement to operate with clocks, calendars and timetables. A timeframe of 4 weeks is provided but learners must develop a routine with specific timeframes for all physical activities they have included. An inquiry-based activity allows learners to be critical and creative with their thinking. A WebQuest, unlike other teaching strategies, allows learners to transfer knowledge into new contexts to better understand the topic and reflect on their thinking and processes. Learners will be constantly reflecting throughout the task to assist them in decision making such as improvement and recommendations to their personalised fitness plan. Leaners will have the opportunity to identify and clarify information and ideas to be able to organise and process this information accordingly. They will apply logic and reasoning when designing their fitness plan and consider alternatives, such as house chores as a solution and put ideas into action. Learners will develop personal and social capabilities by completing this task. Social and self-awareness and self-management will all be highlighted throughout the task. This will enable learners to appreciate diverse perspectives, recognise personal qualities and achievements, develop reflective practices and understand themselves as learners. They will be able to work independently and show initiative, become confident, resilient and adaptable. By setting goals, both short and long, learners will develop self-discipline to work towards a final product. The inquiry-based ICT activity in the form of a WebQuest created for year 10 students has many pedagogical advantages to assist learners in developing numerous skills and qualities and provides the opportunity to investigate and create with ICT.
Reference List
Australian Curriculum Assessment and Reporting Authority. (2018). Health and Physical Education Years 9 and 10, Australian Government.
Australian Curriculum Assessment and Reporting Authority. (2018). Information and Communication Technology (ICT) Capability, Australian Government.