HLPE2530 Physical Activity and Health

Practical Assignment 1: Lifelong Activities Practical Component

Jenna Coates | Student ID: 2223059

Define and describe LLPA;

The Australian Curriculum: Health and Physical Education learning sector includes lifelong physical
activities (LLPA). LLPA represents one of the twelve focus areas found in the years 3-10
achievement standards. The LLPA focus area emphasises “…how participation in physical activity
can enhance health-related fitness and wellbeing across the lifespan” (Australian Curriculum,
Assessment and Reporting Authority 2019). The focus area provides extensive content in order to
acquire and demonstrate their knowledge, understand and relay the skills described in the
achievement standard (ACARA, 2019). It is anticipated that all students at appropriate intervals across
the continuum of learning will enhance their involvement in physical activity throughout their life.
This will see students branching out into the two content strands; personal, social and community
health, as well as movement and physical activity these interrelate and aid one another (ACARA,
2019). Creating the opportunity to LLPA will enhance the understanding of a range of relevant and
significant health and physical activity knowledge in order to meet the Australian Physical Activity
guidelines after their exposure to Health and practical Physical Education throughout school. From
Year 3 to Year 10 they will participate in a range of individual and group fitness activities as well as
active recreational activities (ACARA, 2019).
 
Describe how and why LLPAs differ from traditional sports;

The extent to which Physical Education prepares individuals with the skills and motivation to engage
in lifelong physical activity after school is minimal. Throughout the PE learning sector, many
development models show that traditional sport dominates the curriculum with the structure primarily
focusing on a distinct pathway to elite sport (MacNamara et al., 2011).Throughout Australia, children
between the ages of five to sixteen years in school, experience PE frequently although an abundance
do not continue to uphold a lifelong participation of both physical activity and sport (Green, 2002).
Research in Physical Education suggests a concern for the content taught, suggesting that the
knowledge and fundamental movement to continue participating in lifelong physical activity are not
clear, essential, or valued components throughout physical education (Penney and Jess, 2004). Within
the PE curriculum, many educators oppose a ‘sport for all’ approach which includes an extensive
range sports (Roberts, 1996). By focusing on diverse activities, it is more likely for lifelong physical
activity to continue, extending their participation. Providing a multi-sport approach continues to
control the Australian curriculum although with a number of focus areas incorporated into the
learning sector, an increased amount of recreational activities dedicated to post-schooling can be
continued.
 
A number of these activities throughout the focus area of LLPA can be continued through to later
stages of life, with easily accessible grounds for all ages. Lifelong participation through Physical
Education to incorporate a sociological perspective on leisure, adolescence cultures and sport (Green,
2002). The use of recreational centres, leisure institutes and the outside environment are all affordable
solutions which differ from the cost of traditional sport. In order to assist students in continued
participation, it is necessary to provide activities that suit and ability, which may also be non-
competitive. Through individual and group fitness activities, students will be able to focus on both
sociological and emotional perspectives. Altering the emphasis on traditional sport to physical activity
can promote self-esteem and positive outlooks of competency among children and
adolescents (Corbin, 2002). By narrowing the multi-sport approach and placing an emphasis on
physical activity, the focus of self-management skills can assist students to implement active living as
adults (Corbin, 2002).

Use peer-reviewed literature to describe the research evidence that informs the view that LLPAs
should be incorporated into physical education curriculum.
HLPE2530 Physical Activity and Health
Practical Assignment 1: Lifelong Activities Practical Component
Jenna Coates | Student ID: 2223059

The Health and Physical Education learning sector should focus on the relationship between physical
education and how it can benefit in assisting students to establish healthy habits while maintaining
physical activity from the curriculum perspective post-school (Penney and Jess, 2004). As concepts of
‘lifelong learning’ and ‘lifelong physical activity’ are found throughout the curriculum, it is important
to refer to the reason behind these theories. Dawn Penney and Mike Jess (2004) formed a concept for
lifelong physical activity by broadly integrating four dimensions into their physical education lessons.
These four segments use functional physical activity, recreational physical activity, health-related
physical activity, and performance-related physical activity to form the basis of a greater participation
in long-life physical activity (Penney and Jess, 2004). The concept of physical education has always
been related to the health of youth and is recognised to provide a strong foundation of understanding
that the encouraging a healthy lifestyle in youth enhances physical activity throughout life (Penney
and Jess, 2004). Enforcing a strong concept similar to Penney and Jess’ is essential to incorporate into
the Physical Education curriculum. The focus areas incorporated promote more than continuing a
specified sport or following an explicit guideline provided to the general population (Penney and Jess,
2004). Rather, a range of resources and activities are incorporated into the curriculum to inform
children about enjoying an active lifestyle, having the capabilities to maintain physical activity and
lead a healthy lifestyle (Penney and Jess, 2004). Improving the sociological perspective of children
while being able to assist others to follow a similar path. With research arguing that early exposure to
life learning is crucial to continue participation in physical activity, it is important to consider the low
socio-economic population fluctuating throughout Australian primary schools. Only particular areas
can provide accessibility of experiences throughout school and cannot financially support sport clubs
(Hardman and Marshall, 2009). Although the level of equality increases yearly, girls, women and
disabled children find difficulty in finding places to support their abilities and learning experiences
due to their gender or incapacities. In comparison to children from a higher socioeconomic
population, young boys and men, as well as able-bodied individuals (Kirk, 2005).
 
Throughout this research it can be argued that what is taught in the junior primary years has a
substantial impact on the involvement of long-life physical activity. This suggests that a number of
primary schools stand by themselves, “unable to provide quality early experiences, while PE
specialists in secondary schools may come too late to impact a majority of children in relation to their
competence, perceptions and motivation” (Kirk, 2005).
 
 
Provide an example of how LLPAs can be incorporated into Physical Education Curriculum using a
year level band of your choice (e.g. years 7-8) informed by your practical experiences and referencing
the Australian Curriculum.
 
Throughout the year 3-4 level incorporating LLPA is extremely significant. At a young age, the
content in physical education allows the students to build the foundation of their mindset. Whether
this be the positive outlook or how LLPA’s can be incorporated outside a school environment, it is
vital the student cohort understands this. Beginning the integration at a young age ensures they will
have a sound understanding of the benefit LLPA has on the population as they age. With easily
accessible activities with an emphasis on inclusivity and abilities, the year 3-4 level band should be
able to identify and explore individual and social factors that support and contribute to their
identities (ACARA, 2019).As they begin to develop a further understanding of how their bodies grow
and change as they get older (ACARA, 2019). It is a crucial point in the curriculum that LLPAs are
consciously referred to. The activities could vary with ability of the year 3-4 group, as greater
exposure can improve the knowledge that they will comprehend. To incorporate the idea of LLPA
into a lesson, a bushwalk could take place in a national park. This allows growth in their mindset by
incorporating similarities to a regular park/oval, but still introducing a new environment. Throughout
HLPE2530 Physical Activity and Health
Practical Assignment 1: Lifelong Activities Practical Component
Jenna Coates | Student ID: 2223059

their practical lessons, a reference to LLPAs could be integrated into the lesson plan, referring back to
the importance of LLPA involvement.

References:

ACARA, 2019. Health And Physical Education. [online] Australiancurriculum.edu.au. Available at:

<https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/?
year=12995&strand=Personal
%2C+Social+and+Community+Health&strand=Movement+and+Physical+Activity&capability=
HLPE2530 Physical Activity and Health
Practical Assignment 1: Lifelong Activities Practical Component
Jenna Coates | Student ID: 2223059

ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communicati
on+Technology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social
+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&prior
ity=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority
=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaboratio
ns=false&scotterms=false&isFirstPageLoad=false> [Accessed 13 May 2020].
Australian Curriculum, Assessment and Reporting Authority (ACARA), 2020. Structure.
[online] Australiancurriculum.edu.au. Available at: <https://www.australiancurriculum.edu.au/f-
10-curriculum/health-and-physical-education/structure/> [Accessed 13 May 2020].
Corbin, C., 2002. Physical Activity for Everyone: What Every Physical Educator Should Know
about Promoting Lifelong Physical Activity. Journal of Teaching in Physical Education,
21(2), pp.128-144.
Green, K., 2002. Lifelong Participation, Physical Education and the Work of Ken
Roberts. Sport, Education and Society, 7(2), pp.167-182.
Hardman, K. and Marshall, J., 2009. Second World-Wide Survey Of School Physical Education.
Berlin: ICSSPE.
Kirk, D., 2005. Physical education, youth sport and lifelong participation: the importance of
early learning experiences. European Physical Education Review, 11(3), pp.239-255.
MacNamara, A., Collins, D., Bailey, R., Toms, M., Ford, P. and Pearce, G., 2011. Promoting
lifelong physical activity and high level performance: realising an achievable aim for
physical education. Physical Education & Sport Pedagogy, 16(3), pp.265-278.
Penney, D. and Jess, M., 2004. Physical education and physically active lives: a lifelong
approach to curriculum development. Sport, Education and Society, 9(2), pp.269-287.
Roberts, K., 1996. Young People, Schools, Sport and Government Policies. Sport, Education and
Society, 1(1), pp.47-57.