Introduction
You are a team of chief advertising executives for the Australian Department of Health. You have received an 'urgent and important' email with the following information:
'In our daily lives, time spent staring at screens is increasing and levels of physical activity are decreasing. Only 1 in 10 young people are meeting the required 60 minutes of physical activity per day and 60% of adults are doing LESS than their required 30 minutes per day.The World Health Organisation identifies a lack of physical activity (physical inactivity) as the fourth leading risk factor for death by disease (heart disease, diabetes, stroke, cancers) world wide. In Australia, over 16,000 people die prematurely due to physical inactivity each year! Being physically active plays an important role in preventing and managing a range of health issues... but it seems Australians have forgotten this'.
In order to fix this issue you will need to answer:
What are the benefits of physical activity and how can we increase these levels in Australia?
Task
You and your team have been given the task of investigating the benefits of physical activity. You will need to decide how these benefits can be promoted to increase the overall level of participation in regular physical activity in Australia. You will need to consider factors that influence physical activity and research strategies that are in place targeting this health issue. As a team of creative advertisers, you will make a 3 minute digital clip promoting physical activity. The target audience for this ad campaign can be one of the following:
- teachers and students at local state schools
- employers
- parents
You will use the information you find to create a new persuasive advertisement to present to the class. Each member of your team must speak in the presentation. Please give your teacher a copy of the presentation on a USB.
Members of your team should investigate:
- how effective current (if any) advertisements are (why/why not)
- factors that influence or impact upon participation in physical activity,
- how physical activity can improve different dimensions of health (physical, mental, social),
- ways to improve levels of physical activity at home, in schools or at work.
You may want to identify groups at risk (those with the greatest levels of physical inactivity) and design your advertisement to target them specifically. Some examples may include: children, young people, older Australians.
This task will deepen your understanding of the importance of regular physical activity. You will be able to discuss factors that affect participation in physical activity and develop strategies to overcome this.
Examples of advertisements/campaigns promoting Physical Activity and ideas or inspiration
https://www.youtube.com/watch?v=HDbUM02lZ6s
https://www.youtube.com/watch?v=e9qcOl_39eQ
https://www.youtube.com/watch?v=ONZUfwAdHKE
https://www.youtube.com/watch?time_continue=18&v=QMs5g-rmt_o
Process
These are the steps your team will need to follow in order to succeed with your assignment !
1. You will be broken up into groups of 3
2. As a group, you will need to define physical activity and identify any groups at risk
3. Your team should separate into specific research areas. One person should research the benefits of physical activity on physical health, another should research the benefits for mental health and the final team member should look at what might affect/stop people from participating in regular physical activity.
4. As a team, you should analyse campaigns/ads that are already in place to promote physical activity. You will need to identify potential strengths and weaknesses in any campaigns you see and use this information to compare and contrast with the advertisement you are going to create. (are they effective why/why not?)
5. Once all of your research has been conducted, your team can use this information to develop a NEW advertisement/campaign promoting physical activity. In this advertisement you need to discuss why regular physical activity is important, what the benefits are and how you aim to increase the participation levels in Australia. While your campaign should be useful for all Australians, please mention a specific environment your strategy can be used in (such as home, school or work). Remember your target audience is either teachers and students in government schools, employers or parents.
Your presentation may be expressed using one of the following tools:
-iMovie
-PowerPoint (with audio voiceover)
-PowToon
-Windows Movie Maker
-Prezi (with audio)
*Please inform your teacher if you wish to use a program that isn't listed.
6. Once the group has completed the task, you will be handed a critical reflection sheet. This is to be filled in individually and you are to determine the strengths weaknesses and areas for change/improvement within your research and presentation.
Resources available for research information:
https://www.youtube.com/watch?v=CKlSFlnmDcY&t=164s
https://www.heartfoundation.org.au/
http://www.beactive.wa.gov.au/index.php?id=1009
https://headtohealth.gov.au/meaningful-life/physical-health/being-active
https://www.physio-pedia.com/Barriers_to_Physical_Activity
Evaluation
| Beginning | Developing | Qualified | Outstanding | |
|
Quality of Groupwork -did your team work collaboratively and co-operatively? was it a fair contribution to the final product?
did everyone have a job to do? |
group members only work individually/independently. There was no collaboration or sharing of ideas. |
group members mostly worked independently. There was collaboration when prompted.
|
group members worked collaboratively for this task. | group members worked collaboratively and actively helped one another to achieve the final product. |
|
Quality of Presentation -is it engaging, does it follow the format outlined in the task, does it reach a target audience? |
Visual presentation with no audio. Did not meet required time length. Not all members spoke. Content does not engage audience and does not target a specific audience. | Developing presentation skills. Audio present but not all group members spoke. Fits time frame. Content does not specify a target audience. Some speaking errors. | Satisfactory presentation skills. Audio and visual aids present and all group members spoke. Minimal speaking errors. | Presentation was engaging, with appropriate audio and visual aids. All group members spoke with no errors. Presentation outlined a targeted audience. |
|
Quality of Campaign Content
-does the campaign include the required information (benefits, factors affecting & strategy to improve physical activity) |
points were developing. missing integral components for the task. limited understanding of content evident. | some complete points. missing one component for the task. No new strategy evident. some understanding of content evident. | addresses the main components of this task. Creation of own strategy present but needs development. Understanding of content evident. | well researched and thought out information. development of own strategy reflects critical thinking and deep understanding of task. |
|
Reference Material/Sources did you look at a range of sites for information? Where did your information come from?
|
0-1 cited | 2-3 cited | 3-4 cited | 5+ cited |
This task meets:
ACPPS096
ACPPS095
ACPMP104
Conclusion
Students will have two weeks of in class time to complete their inquiry project. This will be conducted during theory lessons only.
Once all presentations have been done, the class will engage in a think pair share activity. the share component of this activity will take place in the form of an open class discussion. With this we will address what we liked, we didn't like and what we could improve about the task (WebQuest). Students are also required to complete their individual critical reflection forms and submit to the teacher after they have presented.
Credits
This tab serves as a reference list for any information cited in this WebQuest.
Active and inquiry based learning | Victoria University | Melbourne Australia. (2018). Vu.edu.au. Retrieved 12 July 2018, from https://www.vu.edu.au/learning-teaching/learning-teaching-at-vu/learnin…
Australian Curriculum, Assessment and Reporting Authority (ACARA). Information and Communication Technology (ICT) Capability. Australiancurriculum.edu.au. Retrieved 12 July 2018, from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Australian Curriculum, Assessment and Reporting Authority (ACARA). Approaches to Learning INQUIRY BASED LEARNING. Australiancurriculum.edu.au. Retrieved 12 July 2018, from https://www.australiancurriculum.edu.au/media/1360/lutheran-education-queensland-inquiry-based-learning.pdf
Australian Curriculum, Assessment and Reporting Authority (ACARA). Health and Physical Education F-10 curriculum. Australiancurriculum.edu.au. Retrieved 12 July 2018, from https://australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/?year=12998&strand=Personal%2C+Social+and+Community+Health&strand=Movement+and+Physical+Activity&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false
Bluearth - Evidence. (2015). Retrieved from http://www.bluearth.org/evidence/?gclid=CMTQ3abbmNQCFZZ-vQodIzoPfA
WebQuests: Explanation. (2004). Retrieved from https://www.thirteen.org/edonline/concept2class/webquests/index_sub3.html
Pinantoan, A. (2013). Webquests – An Introductory Guide and Resources. Open Colleges. Retrieved from https://www.opencolleges.edu.au/informed/teacher-resources/webquests/
WHO| Physical activity. (2017). Retrieved from http://www.who.int/topics/physical_activity/en/
Teacher Page
Rationale.
This WebQuest was designed for year 10 HPE students exploring the focus area 'the benefits of physical activity'. This task allows learners to deepen their understanding of the importance and benefits of physical activity and highlights the low-levels of participation in all age groups in Australia. Through research, students will determine causative factors that influence regular participation in physical activity and create a strategy of their own to rectify this. To make the task authentic, students are asked to present their campaign to a target audience (teachers/students, employers or parents). This task will run over the final 3 weeks of theory lessons for the school term. In our practical and theory classes throughout the term, we have addressed the importance of physical activity for adolescents but this task will require them to go beyond their own age group. This task promotes collaborative learning and supports the development of their ICT capabilities, as outlined in the Australian Curriculum.
This task has been developed as an inquiry-based ICT. This approach allows students to take control of their own learning and find their own answers. Inquiry-based learning is advantageous to both students and teachers when used correctly. Developing a WebQuest is an appropriate use of ICT for inquiry-based learning as its 6-element formatting strategy provides a straightforward direction for students to follow, thus leaving little room for error. Inquiry-based learning pushes students to make meaning and draw connections between information and real world application further authenticating the learning experience. This WebQuest asks students to determine the benefits of physical activity and through their investigation determine why so many Australians are physically inactive. Developing a campaign to boost the levels of physical activity connects their HPE knowledge to a real world setting. This reinforces the learners research and self-direction skills whilst also building critical thinking and problem solving abilities. Teachers are able to facilitate the learning process within inquiry-based tasks. This is achieved through the provision of appropriate resources and use of effective questioning. For this project, facilitation has occurred by providing links to relevant information, outlining the way information should be presented and what to include in the advertising campaign.
The Australian Curriculum outlines that the use of ICT in learning allows students to effectively and appropriately access, create and communicate ideas, solve problems and work collaboratively. This is supported through the use of the WebQuest. The pre-selected resources provide learners more time to critically analyse and evaluate the information they are collecting; this aligns with the ACARA ICT capabilities of investigating with ICT, communicating with ICT and creating with ICT. Investigating with ICT is seen in researching benefits, limitations and strategies and demonstrating an improved understanding of topic as a result. Collaboration and production of an advertisement from information found aligns with the creating element. Groups communicating their findings using a recommended mulitmedia format aligns with the communicating capability. The use of ICTs for this task allows teacher and student to have readily accessible information connecting self-directed learning with a collaborative process. The Australian Curriculum highlights the importance of building digital competencies for participation in a technologically sophisticated society. The use of technologies in this task and for generating the final product builds the relevant skills and capabilities required to achieve this. This task effectively blends practical and theoretical knowledge of the topic being explored and as a result, students are able to deepen their understanding of the benefits of physical activity, factors that may affect participation in this and develop strategies to increase these levels Australia wide.