ILT ASSESSMENT TASK

Health and Physical Education 9

Faculty Year Level
4. Students evaluate the influence of respect, empathy, power
and coercion on establishing and maintaining respectful
relationships.
ACARA
5. Students evaluate emotional responses in different situations
Outcome/
to refine strategies for managing emotions.
Strand
6. Students investigate how gender equality and challenging
assumptions about gender can prevent violence and abuse in
relationships

Unit Title Year 9 PE & Health ILT

Jewell, Dowling, McDonnell, Felix, McCombe

Teachers

Year 9 ILT – Written task, research task.

Assessment Task
Type
Last lesson of ILT
Due Date
Submission The submission will be up on Moodle in the submission box under the
Requirements Heading ILT Tasks. Please submit to the correct submission box.
Conditions and Device
Equipment
Required
Respect Power Empathy Coercion, Respect, Relationships, Gender
Key Terminology Equality, Violence, Abuse, Mental Health, Wellbeing

Objective: The objective of this independent learning assessment task is to evaluate

the influence of respect, empathy, power, and coercion on establishing and
maintaining respectful relationships, while also examining emotional responses in
various situations to refine strategies for managing emotions. Additionally, students
will investigate how promoting gender equality and challenging assumptions about
gender can prevent violence and abuse in relationships, contributing to overall
mental health and well-being.

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All students are required to submit you ILT assessment task to the submission box on
Moodle.

Task Description

Part 1: Understanding the Role of Respect, Empathy, Power, and Coercion in

Relationships (2-3 hours)

A) Research the concepts of respect, empathy, power, and coercion in

relationships. Use credible sources such as academic articles, reputable
websites, and books to gather information and write a short TEXAS paragraph.
You must include the following:

- Define each concept and provide examples of how they influence the
dynamics of relationships.
- Reflect on personal experiences or observe situations where respect,
empathy, power, or coercion played a role in establishing and
maintaining relationships.

You may choose to use this scaffold to help structure your response

Concept Define How it At least

influences two
the credible
dynamics of sources
relationships for
each.
concept
Respect To regard It can
others in a influence
positive way whether a
no matter relationship
who they is positive or
are/how they negative.
act
Empath Understandin
y g another’s
feelings

Power

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Coercion

B) Provide an example from personal experiences or observed situations where respect,

empathy, power, or coercion played a role in establishing and maintaining relationships.

In a relationship between a captain and his team respect is important because as a captain
you cannot force your team to follow you, you need to show them the way with actions and
let them follow on. This is how respect is developed, I know this because as a captain
myself my team will never question me because they trust and respect me.

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 Part 2: Evaluating Emotional Responses and Developing Emotional Management Strategies
(2-3 hours)

A) What does the term Emotional Response mean, please find/create a definition
Emotional response is the way you think or react to a situation without taking physical
actions.

B) Read through the list of scenarios in the table below, these are likely to evoke an
emotional response. For each situation identify at least one emotion you feel in
response. The first one has been done for you.

Scenario Emotional Response

Receiving a low grade on a test or assignment. Disappointment and regret for not being
adequately prepared

Receiving praise or recognition for academic Proud as your hard work has worked
achievements. out.

Celebrating personal milestones, such as birthdays Overjoyed with achievements but only
or accomplishments. if you’ve worked for them

Experiencing moments of joy and laughter with Happy and cherished as you are all
friends. laughing together

Feeling a sense of pride and accomplishment after Like your unstoppable, it almost gives
completing a challenging task. an adrenaline rush.

Being included in a supportive and caring friend Like you’re being lied to because no one
group. is nice for reason.

Feeling overwhelmed by academic workload and Calm as I am confident in myself

deadlines.

Coping with a significant loss, such as a loved one or Move on before it overtakes your
a pet. thinking

Dealing with body image issues and self-esteem Fixing whatever yourself conscious
challenges. about.

Handling public speaking or presentation anxiety. Confident as I am stepping outside my

comfort zone

Facing bullying or cyberbullying incidents. Avoid it or deal with it because they

don’t matter

Being teased or ridiculed for personal interests or Isolated as you feel different

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hobbies.

Adjusting to changes or transitions, such as moving Excited for new opportunities

schools or cities.

Feeling pressured to conform to societal or cultural Happy to have the chance to fulfill your
expectations. duty

Coping with stress related to extracurricular Nervous as anything can happen

activities and commitments.

Participating in routine daily activities at school. Bored as usually regular school

activities don’t teach anything useful

Completing regular class assignments or homework. Calm as it is easy to complete

Engaging in small talk or casual conversations with Bored as small talk is a waste of time
peers.

Waiting for a school event or activity to begin. Excited as if I’m waiting it’s probably
something cool

Attending a school assembly or presentation. Bored because we are just told what we
know.

C) Reflect on a personal experience where you had an emotional response to a challenging

situation. You may use one of the examples above or reflect on something else that has
happened to you. Describe the situation and the way responded below

When I cope with stress of activities outside of school often it is footy that I am stressing
about. I have a specific routine to get my mentality right. I start by finding the thing that is
causing me stress let’s say goal kicking, I will stand right in front of the goals close my eyes
visualise being really far out and kick the ball. Watching the ball sail through the goals and
thinking about where you want to kick from are the two important factors. It literally
tricks your mind into thinking the right way.

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 D) How did this emotional response affect your own wellbeing and your relationship with
others?

E) How can emotions influence the quality of relationships?

In your response refer to two different emotions to explain how one can have a positive
influence and the other a negative influence. For example, discuss how uncontrolled anger
might lead to conflicts, while empathy and understanding can improve communication and
strengthen bonds.

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 F) Define the term - Coping mechanism

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________________

Provide a list of at least 10 coping mechanisms or strategies to manage challenging emotions

effectively. The first few have been done for you

Coping mechanism

Deep breathing exercises

Physical activity

Bottling up

Anger towards others

Self harm

Drinking/drugs

Spend time with mates

Visualise yourself being better

Take a break

Move on

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 Communication Techniques

Explain the importance of open and healthy communication when experiencing strong
emotions.

Healthy communication in a relationship that is being taken into a sexual realm is

important for the health of both partners. Healthy communication can be used to show a
partner what you want an don’t want. For example two teenagers starting to become
sexually active, the girl is ready for multiple different things but not sex in itself. She
communicates that to her partner in a moment that is calm so that when her and partner
are getting touchy the guy will not overstep her boundaries. It is important that you not
only communicate your needs but you do it at a time where you will be heard and actually
listened to, this way your boundaries are remembered and not overstepped.

Seeking Support
When someone is having difficulty managing their emotions in a relationship, being able to
identify they need help is a sign of strength not weakness
Identify 3 places where an individual who is having difficulty managing their emotions in a
relationship can seek support.
1. The gym

2. Themselves (meditate and open their mind)

3. Helplines: kids= 1800 55 1800, access mental health= 1800 629 354.

Emotional Dysregulation

Emotional dysregulation, is an inability to control or regulate one's emotional responses, which

can lead to significant mood swings, significant changes in mood. It can involve many emotions,
including sadness, anger, irritability, and frustration.

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Think of a situation when you have lost your cool before or have been unable to manage
your emotions. Create an emotional management plan, or a series of steps that you would
advise if a similar situation were to arise in the future.

Short explanation Nervous about GWS academy selection

Of the Situation

Step 1 Train for the things you can affect

Step 2
Use your training at trials

Step 3 Let whatever happens happen

Step 4 Be confident in yourself

Persist in your attempts

Step 5

Emotional Regulation Achieved!

(Or at least an improvement)

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Part 3 – Gender Stereotypes
We all know the phrase “to throw like a girl” and we hear it all to often. We are going to discuss
the gender stereotypes in sport, please watch this video below (You may have watched it in
health class but no harm in revisiting it)

https://www.youtube.com/watch?v=LD5Xm5u7UDM

Please answer the below questions refering to elements of the video in your answer.

1. Are gender stereotypes in sports be valid and reliable or should they be reduced to
create more inclusive and equal opportunities for both genders?

While they can be derogatory, gender stereotypes are important as they show the divide between
girls and boys. The problem is that terms such as ‘throw like a girl’ are used in a negative way
when they should be used in a descriptive way. Even if we did take away those terms it would
not create equality in sports. Equality in sports will never exist, physical capability put aside
men’s sports are simply further developed. AFL for example the women’s competition is 7 years
old, most players need a second job and most teams get an average of 5,000 people at a game. In
1897 (around the beginning of the VFL across 6 games there was a rough total of 30,000. This
number averages out at roughly 5,000 people a game. Using this evidence we can say that
although sports equality won’t be achieved women’s sport will still go a long way from where
they are now.

2. How can these gender stereotypes influence relationships, both romantic and
friendships?

Use evidence to support your points, and justify your answers.

In most mixed gender relationships the man is often the stronger and bigger person of
the pair. This means that if the pair were to train together for a sport more often than
not he will be the stronger, faster and more athletic one. Here’s the way we can make
this stereotype non-hostile towards the inferior athlete, the more athletic person (man
or woman) can be humble instead of arrogant.

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 PLEASE SUBMIT YOUR
COMPLETED WORKSHEET TO
THE MOODLE DROP BOX

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 Achievement Standard
Students evaluate the influence
of respect, empathy, power and
coercion on establishing and
maintaining respectful
relationships.
Students evaluate emotional
responses in different situations
to refine strategies for
managing emotions.
Students investigate how
gender equality and
challenging assumptions about
gender can prevent violence
and abuse in relationships
Assessment Achieved with Excellence
Criteria
Demonstrates comprehensive
investigation skills, analysing the
role of respect, empathy, power
and coercion in relationships
with solid and relevant examples.
Part 1 Sophisticated analysis of
personal experiences and
observations of situations where
respect, empathy, power and
coercion play a role
Sophisticated evaluation of
emotional responses in a wide
variety of scenarios with careful
consideration and reflection.
Part 2 Demonstrates comprehensive
description of how emotions can
impact relationships as well as
detailed and insightful reflection
on the positive and negative
impacts
Sophisticated and detailed
evaluation and Analysis of
Part 3 gender stereotypes in sport and
analysis of the impact these can
have in romantic relationships
and friendships.
Above standard
Demonstrates above standard
investigations skills describing
and explaining the role of
respect, empathy, power and
coercion in relationships.
Comprehensive analysis of
personal experiences and
observations of situations where
respect, empathy, power and
coercion play a role
Detailed evaluation of emotional
responses in a wide range of
scenarios with careful
consideration.
Detailed description of how
emotions can impact
relationships and a detailed
reflection of the positive and
negative impacts.
Detailed evaluation and
explanation of gender stereotypes
in sport as well as detailed
explanation of the possible
impacts on romantic relationships
and friendships
At Standard
Demonstrates sound
investigation skills, describing
the role of respect, empathy,
power and coercion in
relationships
Analysis of personal experiences
and observations of situations
where respect, empathy, power,
and coercion play a role.
Evaluates emotional responses in
a range of different scenarios in
detail with careful consideration.
Describes how emotions can
impact relationships and reflects
on the positive and negative
impacts.
Evaluates and explains gender
stereotypes in sport and the
possible impacts on both
romantic relationships and
friendships.
Developing
Demonstrates fundamental
investigation skills, partially
describing the role of respect,
empathy, power and coercion in
relationships.
Description of personal
experiences and observations of
situations where respect,
empathy, power, and coercion
play a role.
Developing evaluation of
emotional responses with some
consideration.
Some basic description of how
emotions can impact
relationships as well as limited
reference to positive and negative
impacts.
Developing evaluation of gender
stereotypes in sport and some
reference to the impact on
relationships
Beginning
Limited or no investigation skills
demonstrated, and limited
description of the role of respect,
empathy, power and coercion in
relationships.
Demonstrates limited
understanding of personal
experiences and situations where
respect, empathy, power, and
coercion play a role.
Limited or no evaluation of
emotional responses
Limited or no description of how
emotions can impact
relationships.
Limited or no evaluation of
gender stereotypes in sport and
limited or no reference to the
impact on relationships.
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