Year 9 PDHPE Student Workbook

Year 9 PDHPE Student Workbook
Contents
It couldn't happen to me............................................. 6
The mind matters........................................................ 45
Looking good, feeling great........................................ 90
Physical activity for me ..............................................138
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Key
You may see the following icons throughout this workbook. Here's what they mean:
Information and communication

Self-managed skills
technology capability
Interpersonal skills Intercultural understanding
Movement skills Literacy
Aboriginal and Torres Strait Islander

Numeracy
histories and cultures
Asia and Australia’s engagement with Asia Personal and social capability
Sustainability Civics and citizenship
Critical and creative thinking Difference and diversity
Ethical understanding Work and enterprise
Copyright information
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Glossary
Word Meaning
Account Account for: state reasons for, report on. Give an account of: narrate a
series of events or transactions.
Analyse Identify components and the relationship between them; draw out and
relate implications.
Apply Put into operation or practice use.
Assess Make a judgement of value, quality, outcomes, results or size.
Compare Show how things are similar or different.
Conclude Arrive at a judgment or opinion by discussion and reasoning.
Construct Bring together ideas or arguments to form or build a concept.
Contrast Show how things are different or opposite.
Critically analyse Add a degree or level of accuracy depth, knowledge and understanding,
/ Evaluate logic, questioning, reflection and quality to (analysis/evaluation).
Decide Come to a resolution after choices and considerations have been made.
Define State or describe the meaning of.
Demonstrate Show by example.
Describe Provide characteristics and features.
Determine Ascertain or decide based on calculation or research.
Discuss Identify issues and provide points for and/or against.
Distinguish Recognise or note/indicate as being distinct or different from; to note

differences between.
Evaluate Make a judgement based on criteria; determine the value of.
Examine Inspect or analyse to better understand meaning.
Explain Relate cause and effect; make the relationships between things
evident; provide why and/or how.
Forecast Predict or estimate based on known or expected observations.
Hypothesise Provide an explanation based on observations or experiments.
Interpret Explain and understand meaning or significance.

Word Meaning
Investigate Study or research to discover facts and information.
Judge Form an opinion or conclusion.
Justify Support an argument or conclusion.
Outline Sketch in general terms; indicate the main features of.
Predict Suggest what may happen based on available information.
Prioritise Determine importance and arrange in order.
Propose Put forward (for example a point of view, idea, argument, suggestion)
for consideration or action.
Recommend Provide reasons in favour.
Summarise Provide a brief statement of main points.
Grammar guide
Word Meaning
Adjective A word, which describes a noun.
Adverb The part of speech that modifies a verb, adjective, or other adverb.
Antonym A word that has the opposite meaning to another word.
Noun A word that can be used to refer to a person, place or thing.
Synonym A word that has the same or nearly the same meaning as another.
Verb A word that gives the action, or asserts something in a sentence.
Frequently misspelt words

absence desperate occurrence
accomplish embarrass receive
apparent immediate recommend
beginning independent schedule
conscious judgment separate
definite miscellaneous success
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Punctuation guide
Symbol Name Use(s)
. Full stop To mark the end of a sentence.
To indicate abbreviated words.
: Colon To indicate a list or summary is to follow.
; Semi-colon To separate two sentences that are closely linked.
, Comma To separate information so it is readable.

To split longer sentences.
To separate items in a list.
? Question mark Used at the end of a sentence which is a question.
' Apostrophe Used within shortened versions of a word - an

apostrophe shows something has been left out.
To indicate ownership/possession (if ownership is
by an individual, the apostrophe appears before
the s e.g. student’s, if more than one owner, the
apostrophe appears after the s e.g. students’).
- Hyphen To link two or more words.
( ) Parenthesis Also referred to as brackets - used to include

nonessential material or as an in-text reference.
! Exclamation mark Used at the end of a sentence to indicate surprise

or alarm or anger.
" " Quotation marks Used when integrating direct quotations into writing.
CAPITAL LETTERS Names of specific persons, places and things

should begin with a capital letter.
The first word of every sentence should be capitalised.
The beginning of direct speech should be capitalised.
Tense Points of view

Present tense: is happening now. First person: written from the
For example laughing and dancing. ‘I’ viewpoint.
Past tense: has already happened. Second person: written from the
For example laughed and danced. ‘you’ viewpoint, usually the language
Future tense: is going to happen. of advertisements.
For example, will laugh and will dance. Third person: written in past tense, from
only one perspective, about other people.

It couldn't
happen to me
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Activity
Vocabulary list
Key terms from this unit are listed in the table below. Complete the activity by:
providing a definition for each term
correctly using the term in a sentence.
Term Definition Sentence using the term

Tolerance
Dependence
Stimulants
Depressants
Legislation
Withdrawal
Addiction
Prescription
Abuse
Hallucinogen
Central nervous
system
Amphetamine

Activity
Learning grid
This grid of activities aims to provide you with a variety of learning experiences.
Your teacher will instruct you on how they would like you to complete these tasks.
You might be asked to:
complete all activities independently by the end of the unit or
choose some of the activities to accumulate a certain amount of points
(different activities are worth different points) or
complete certain tasks your teacher selects for you.
Remembering Understanding Applying

1 point each 2 points each 3 points each
Define the term ‘poly drug Explain why people may Use your knowledge of
use’ and explain the choose to take illegal amphetamines to develop
associated dangers. drugs. Outline alternative a persuasive argument
choices that could against their use.
be made.
List the harmful Describe the range of Take part in a role-play,
effects of excessive short- and long-term depicting the types of
alcohol consumption. risks associated with choices that can lead to
risky drinking. regret when it comes to
risk-taking while under the
influence of drugs.
Identify the short- and Predict a range of unsafe Examine the effects of
long-term effects of two situations a 16-year-old ice addiction on local
illicit drugs. may encounter at a house communities.
party where drinking
will be involved with no
adult supervision.
Total Total Total
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Learning grid … continued
Analysing Evaluating Creating

4 points each 5 points each 6 points each
Explain the dangers Explain how long-term Create a short video
of GHB (gamma consequences can result that addresses healthy
hydroxybutyrate) related to from risk-taking which, alternatives to risky
date rape and the high risk at the time, can seem drinking in party settings.
of overdose. harmless (for example,
low-range drink driving).
Examine statistics related Evaluate the effectiveness Draft a zero-tolerance
to car accidents involving of random breath testing policy for alcohol
drivers who have been as a strategy to reduce consumption for everyone
over the limit with alcohol. drink driving. while driving and justify
your argument.
Explain how you could Recommend a range of Design a health promotion
help a friend that has measures the local council campaign to reduce the
passed out after drinking could introduce to reduce incidence of drug use at
too much alcohol. the incidence of underage dance parties.
risky drinking.
Total Total Total

ICT tasks
In this unit of work, you will have the opportunity to use technologies to further your
health literacy. Your learning experiences will involve:
Critical inquiry
Research three anti-drug campaigns and highlight the strategies that are used to impact
drug users and encourage them to quit.
Research the rise in ice consumption over the past 20 years and suggest reasons for
its increased usage despite the well-publicised dangers. Explain the impact this has on
individuals and communities in a blog post.
Collaborating
Access the World Drug Report 2018 online and discuss interesting findings with
a partner.
Working with a partner, discuss how individuals can party safely. Present your findings in
a digital presentation (using PowerPoint or similar software presentation).
Presenting
Visit http://adf.org.au/drug-facts and research the laws regarding possession for four
different illegal drugs in Australia. Present your findings in a digital presentation (using
PowerPoint or similar software presentation) to share with the class.
Creating
Create a pamphlet for teens on content related to drugs and drug use. Include statistics,
definitions and short- and long-term effects.
Create a silent movie demonstrating the risks associated with drinking or taking drugs.
Create a podcast exploring tips for drinking responsibly.
Desktop publishing
Create a collage of digital images depicting the dangers of avoiding binge drinking,
smoking and taking drugs.
Independent learning
Submit a research proposal for approval by your teacher. Your proposal must be
original and address one aspect of drug use in Australian society. Your research is to be
presented to the class for peer assessment.
Visual representation
Create graphs and tables (using Excel, ChartGo, or similar software) to convey
information concerning binge drinking trends in Australian young people. Use
government websites to gather your information.
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Choosing not to take drugs

Young people take drugs for a number of reasons. Some individuals choose to take drugs
to feel more grown up, to relax or they may just be curious. While Australian teenagers
take various illicit substances, their use has declined significantly in recent years. It seems
many individuals are realising the damaging health effects and serious risks associated
with drug use and are choosing to say no.
Key statistics
In 2019, most young people aged 14–24 had never smoked (85%), 4.2% were occasional
smokers (smoking weekly or less) and 6.8% were daily smokers. The proportion of males
and females who smoked daily was similar (7.8% and 5.9% respectively). Young people
aged 14–17 were more likely to have never smoked than 18–24 year olds (97% compared
with 80%). The use of e-cigarettes among young Australians has increased in recent
years. This is concerning, as hazardous substances have been found in e-cigarette liquids
and aerosols, and e-cigarette-related lung injury has caused hospitalisation and death.
In 2019, among young people aged 14–24, the average age at which they first drank
alcohol was 16.2, with a similar age for males and females (16.1 and 16.3, respectively).
Of young people aged 14–24, 30% drank alcohol at levels that put them at risk of harm
on that occasion (single occasion risky drinkers) at least once a month in the 12 months
before the survey:
The proportion was higher among young males than among young females
(34% compared with 25%), and the proportion of those aged 18–24 was around five
times as high as that of 14–17 year olds (41% compared with 8.9%).
38% of young people did not consume alcohol in the previous 12 months with:
––males and females equally likely to abstain (38% and 39%, respectively)
––more than 3 times as many 14–17 year olds as 18–24 year olds abstaining
(73% compared with 21%).
In 2019, 24% of young people aged 14–24 engaged in illicit use of drugs (including
non‑medical use of pharmaceuticals) in the 12 months before the survey. As well:
males were more likely to engage in illicit use of any drugs than females
(27% and 21%, respectively)
18–24 year olds were more likely to engage in illicit use of any drugs than
14–17 year olds (31% compared with 9.7%)
the most commonly used illicit drugs (excluding pharmaceuticals) were marijuana/
cannabis (19.7%), ecstasy (7.6%) and cocaine (7.3%)
the most common pharmaceuticals used for a non-medical purpose were pain-killers/
pain-relievers and opioids (2.5%) and tranquillisers/sleeping pills (1.9%).
Source: www.aihw.gov.au/reports/children-youth/alcohol-tobacco-and-other-drugs
There are an increasing amount of young people utilising positive and healthy ways to feel
more grown up, relax and satisfy their curiosity, rather than taking drugs. Young people
are more mature, more aware and more educated regarding drugs and their prevalence
in society.

Activity
Promoting safety
Provide advice to promote personal safety in the following scenarios.
Scenario #1: "A close friend of mine has changed schools but still hangs out with our
group. They often invite their new school friends to the parties we attend, but I am
worried because they have begun to experiment with party drugs and are pressuring
my friend to join in. What can I do?"
Scenario #2: "I am in Year 10 and my friends and I usually have a fair bit to drink
when we go out on the weekends. We mostly walk home from parties because our
parents would hassle us if they turned up and saw what goes on. At a party the other
night, one of my friends said they weren’t going to walk with us because a couple of
others had arrived and said they would give her a lift home, even though they had
been drinking. I tried to talk them out of it but had no luck. They got home safely, but
how could I handle that situation if it happened again?"
Scenario #3: "One of my friends always fires up when they get on the drink. They
think everyone is looking at them and they are always challenging people to fight. A
lot of the time we can smooth it over, but often we can’t and sometimes we end up
getting involved. Usually they end up getting hurt or someone else gets hurt – either
way, it always wrecks the night. What can we do except dump a good friend?"

Managing pressure
Young people experience various pressures regarding drug use,
especially through peer pressure. Friends and acquaintances
may directly or indirectly influence or pressure teenagers into
taking drugs. Pressure may also come from siblings, other
family members and the community. In some situations, drug
use may be considered acceptable and occur frequently,
making the pressure hard to avoid and manage.
Activity
1. Identify the different people you could approach if having difficulty saying no to drugs.
2. If faced with peer pressure, outline what you can do to manage the pressure and
change the situation you are in.
3. Watch the YouTube video on drug addiction at https://youtu.be/ytVxYTavE1U.

Discuss the issues raised in the video about addiction and how it ruins lives.

Marketing strategies and the media

Every day, teenagers are bombarded with messages promoting alcohol and tobacco.
Advertising tobacco products in the print media, on radio, billboards or television is banned
in Australia. Tobacco companies are also banned from sponsoring sporting teams and
events. Retailers that sell tobacco products must adhere to strict guidelines and face large
fines if they break these guidelines.
Since July 1998, alcohol advertising has been regulated by the Alcohol Beverages
Advertising Code (ABAC). The aim of the ABAC is to ensure that alcohol advertising does
not glamourise alcohol consumption or target vulnerable groups in the community. It also
provides an avenue for complaints against advertisements that contravene the code.
Alcohol advertisements do not portray the negative consequences or the health risks
associated with excessive or risky drinking, as it would be bad for business.
Many companies have shifted their focus from traditional advertising markets, in an
attempt to reduce costs and capture a larger share of the market. Tobacco and alcohol
companies need a steady supply of new customers, as they lose existing customers daily
(when people die or quit smoking/drinking, for example). Tobacco and alcohol companies
are increasingly seeking to create brand awareness about their products through 'product
placement’, using social media influencers to promote cigarettes and alcohol. They also
pay actors and movie companies to have their products in a film or television show.
Activity
1. Brainstorm the alcohol advertisements you have seen on television. For each one,
state their target audience and the social setting.

2. Describe how alcohol companies use sport and humour to promote their products.
Critical inquiry
Develop your understanding around the question: How do alcohol companies promote
their products, other than by television advertising and is the promotion ethical? Analyse
sources of information on the various strategies. Evaluate the ethics of such promotion,
such as whether it precludes young people coming into contact with images and
messages. Communicate your position to others in the class.

Alcohol
Effects of alcohol on relationships
Responsible consumption of alcohol can be a sociable and enjoyable experience,
but drinking excessively can place relationships under considerable stress.
When intoxicated, many individuals say and do things they wouldn’t normally if they were
sober. This can lead to assault and abuse (physical, verbal or sexual). It can also lead
to misunderstandings and miscommunication, which can both be hard to work through –
particularly if one or both people in the relationship are not sober. In family relationships,
alcohol can greatly impair a parent's relationship with their children. Being under the
influence can limit a parent’s capacity to be there for their children, often resulting in
children feeling undervalued and let down.
Alcohol also has many long-term effects on relationships. Consistent alcohol abuse over
a period of time can cause irreversible damage, which may even lead to break-ups,
separation or divorce. Dependence on alcohol can cause an individual to lose their job,
creating financial stress for their family or partner.
Critical inquiry
Collect, organise and record relevant data and information about the link between
alcohol abuse and domestic violence. Analyse accurate sources to report the extent
of the problem.

Effects of alcohol on the community

Abusing substances such as alcohol can have numerous effects on the wider community,
many of which abusers of alcohol would not recognise. Alcohol abuse causes problems in
many different aspects of society, which in turn cost money to address.
Activity
The news media reports daily on a range of alcohol-fuelled incidents that

significantly impact local communities. Research the following types of incidents
and provide recent examples.
1. Sports stars abusing alcohol
2. Underage drinking
3. Drink-driving resulting in injury or death
4. Alcohol-fuelled violence
5. Out-of-control parties

Case study
Risky drinking
‘Binge drinking has become part of the

Australian culture’
students
As part of an investigation into risky drinking among young people,
. Here are
across Australia were asked to comment on the statement above
some of the comments:
Michael, 18
table
"It is. But that doesn’t mean it’s a good thing. Drinking is socially accep
table too,
and alcohol is a legal drug. Binge drinking has become socially accep
addicted
especially with people my age. But some people become dependent,
to drinking – addicted to alcohol."
Sam, 15
cue, footy,
"Drinking is part of the Australian culture. Just like the Sunday barbe
e who go on
the beach and thongs. But I don’t think that binge drinking is. Peopl
of their mates
drinking binges are try-hards. They only drink to look hard in front
or to impress chicks, but they just end up looking like idiots."
Carrie, 16
drinks aren’t
"Drinking is a way for us all to get together and relax. One or two
The boys
enough. The girls go through at least a six-pack of Cruisers each.
to outdo
have more. Most have at least ten beers and they are always trying
each other. The record is a case."

Sally, 15
the Australian
"I don’t drink. A lot of people my age do. I don’t know if it’s part of
people to
culture as such, but I know that there is a lot of pressure on young
without being
drink. Especially on boys. Girls can get away with refusing a drink
ribbed by their mates."
Mahmood, 18
at home,
"I’m 18 and legally allowed to drink. I drink with my brothers and father
or drink to
so it’s safe. It’s what everyone does. They drink to relax after work
It’s just
unwind on the weekends. Most young people drink to get smashed.
how it is."
Rebecca, 16
I have two
"When it comes to drinking, there is no such thing as a quiet drink.
ge for
older brothers who drink heavily on weekends. It’s like a rite of passa
hammered.
young people. You turn 18 and you go out on the weekends and get
carrying on
I always feel left out when my friends come to school on Monday’s
about the clubs they partied at on weekends. I can’t wait to turn 18."
Activity
1. Outline the reasons young people may binge drink rather than drink responsibly.
2. Propose strategies that communities could adopt to challenge the risky drinking culture
of Australia.

Alcohol and energy drinks

Energy drinks have become very popular in the past two decades. When energy drinks are
mixed with alcohol, consumers may be able to achieve higher levels of intoxication without
feeling tired. Energy drinks contain large doses of caffeine and other stimulants such as
guarana. Alcohol is a depressant. The combination of effects can be very dangerous.
The stimulant effects or energy drinks can mask how intoxicated an individual actually is.
Normally when someone drinks too much alcohol, their body will fatigue – slowing down
their rate of drinking. Consuming stimulants may make a person more alert and allow them
to continue to drink alcohol. The result is higher intake of both caffeine and alcohol than
would normally occur if the drinks were consumed separately.
It’s important for individuals to realise that no matter how alert they feel after drinking
alcohol combined with energy drinks, their blood alcohol concentration is still the same as
it would be if they had not consumed the energy drinks. The opportunity to drink more than
normal and the perception that you are not as affected can increase the consequences
of risky drinking behaviour. People who mix energy drinks and alcohol are at greater risk
of alcohol poisoning, dehydration, physical injury from falls, impaired driving, being a
passenger in a vehicle with an impaired driver, pedestrian accidents, physical assault and
sexual assault.
There has been very little research into many of the health and nutritional claims made on
energy drink packaging. Research that has been conducted is often funded by companies
selling energy drinks, so the results of research may not be as objective as it could be if
conducted independently. Known short-term effects of energy drinks include:
Increased heart rate and, in some Increased dehydration due to increased
cases, palpitations urination – this can lead to diarrhoea,
Increased body temperature nausea, vomiting, headache, muscle
Increased alertness cramp and a more severe hangover
Stimulation of the brain and nervous Increased problems with insomnia
system which can lead to nervousness Decreased ability to metabolise alcohol.
and agitation

Activity
1. Research the caffeine content of the following drinks.
Drink Caffeine content Drink Caffeine content

Mother Coca-Cola
Red Bull Diet Coke
V Energy Espresso
2. Visit YouTube and watch a range of Red Bull’s 'gives you wings’ advertisements.
Identify the target audience and describe the message they are trying to convey.
3. Why do you think the container sizes of energy drinks are so large? What message
does this send to the consumer?
4. Read the following news article about mixing energy drinks and alcohol and describe
the health implications of mixing alcohol and energy drinks.
https://theconversation.com/energy-drinks-and-alcohol-a-risky-mix-psychologically-77253

Pre-loading
Pre-loading is a term used to describe drinking alcohol before going to an event or place.
Many young people pre-load for a number of reasons, some of which include:
to meet friends at a central place before going out
to drink while getting ready (doing hair, make-up, etc.)
to save money on buying alcohol from the venue
to ‘pump up’ or get in the right mood before going out
to drink before attending an event that doesn't serve alcohol.
Pre-loading is dangerous because it is not simply having one or two drinks before going
out. Pre-loading is considered dangerous because:
Many people pre-load to get drunk, which is unsafe in itself.
Going out drunk means leaving a safe environment (if young people are pre-loading at a
house) and head out into public environments, putting themselves and others at risk.
When people get together to drink they may try to keep up with each other and drink
more than they can handle.
If pre-loaders are mixing their own drinks, they can be extremely strong. This means they
might think they have only had three or four standard drinks, but in fact they have had
a lot more.
If young people underage are gathering at a friend’s house to pre-load, they may be
drinking alcohol without permission from their parents.
Activity
1. Research the statistics surrounding pre-drinking among young people in Australia.
2. Prepare a summary of information expressed in The Truth About Alcohol, a BBC

documentary that is available to view on YouTube at https://youtu.be/kO9iE7yaVDg

Illicit drugs
MDMA (ecstasy)
MDMA (ecstasy) is an illicit drug which can give users a euphoric rush after swallowing
it. It has a reputation as a happy pill, but MDMA has dangerous side effects. People have
died from taking MDMA in places where it is hot or humid, such as at a dance party
or nightclub. MDMA (ecstasy) has lots of other names, including eccy, disco biscuits, XTC,
pills, pingers and molly. It usually comes as a pill in a variety of colours, often with different
stamps or logos on them.
It is assumed that MDMA is the primary ingredient in ecstasy, however not all drugs
sold as ecstasy contain MDMA. Other drugs or ‘fillers’, such as household cleaning
products, might be used instead, increasing a user's chance of an overdose, bad reaction
or poisoning. Drugs sold as ecstasy may also contain a mix of amphetamine,
paramethoxyamphetamine (PMA), ketamine or other drugs.
Effects of MDMA
MDMA starts to work about 20 minutes after it is taken and the effects can last for up
to eight hours. Some people hallucinate, sweat, clench their jaws, grind their teeth and
have tremors. People can overheat and become dehydrated when using ecstasy in hot
and humid conditions. People who take MDMA should take regular breaks to cool down,
and sip water slowly. Combining MDMA with other drugs or medications – including some
antidepressants – can be dangerous. People coming down from an ecstasy high can feel
exhausted, anxious and unable sleep. These effects can last a few days.
Source: www.healthdirect.gov.au/mdma-ecstasy
Activity
1. Research current statistics around MDMA (ecstasy) use among young people.
2. Research the case of Georgina Bartter and discuss how MDMA (ecstasy) affected her
life and the life of others.

GHB
GHB (Gamma-hydroxybutyrate) is a drug commonly found around the dance and party
scene. It was originally developed as a general anaesthetic. GHB is linked to date
rape and sexual assaults. It can be camouflaged in drinks, particularly opaque and
strong tasting drinks, and leaves the person who took it unable to remember much of
what happened.
GHB is a bitter or salty tasting liquid that may be odourless or have a slight odour. It is
usually clear, but may be coloured bright blue. GHB can also be produced in powder or pill
form. It’s also known as G, GBH (grievous bodily harm), fantasy, gamma G, blue nitro and
liquid E. GHB is also called liquid ecstasy due to its effects, but it’s not chemically related
to the drug ecstasy (MDMA).
Effects of GHB
The effects of GHB start about 15 to 20 minutes after it’s taken and can last for up to four
hours. GHB’s main risk is from an overdose, especially if it’s taken with other depressant
drugs, potentially leading to coma and death. It’s very easy to overdose on GHB,
especially if it’s taken with alcohol. Little is known about the long-term effects of GHB,
but regular users do become dependent on it.
Individuals who suspect a friend has overdosed on GHB should call triple zero (000)
and ask for emergency ambulance assistance. The ambulance officers don’t have to call
the police.
Individuals who believe their drink has been spiked with GHB should ask someone they
trust to help them get to a safe place and seek medical advice. They could ask a doctor to
test for the presence of drugs – urine or blood tests can pick up traces of certain drugs up
to 24 hours later. Victims of drink spiking should also consider making a police report about
the incident. In an emergency, call triple zero (000) or the nearest police station.
Source: www.healthdirect.gov.au/ghb
Activity
Describe the short-term and long-term effects of GHB.
Short-term effects Long-term effects

Ice (crystal meth)

Ice (crystal meth) is a methamphetamine, a member of the amphetamine family of drugs.
It is very addictive, and linked to chronic physical and mental health problems. Ice comes
as little crystals that look like ice or as a crystal-like powder, and has a strong smell and
bitter taste. It is usually smoked or injected, but can also be swallowed or snorted. Ice is
also known as crystal meth, shabu, crystal, glass, shard and p.
Effects of ice
Ice produces an intense rush that can last for hours. Coming down takes days. Users find
their heart is racing and they breathe very quickly. Their blood pressure and temperature
also goes up. They also repeat simple actions such as scratching and itching.
People who use it repeatedly can get lung and heart problems, and have a stroke.
People who use ice regularly look much older than they should, and find their teeth badly
damaged. They also lose a lot of weight and can become unhealthily thin and are likely to
become addicted.
People who overdose can have heart palpitations, a heart attack, fits and become
unconscious. Individuals who suspect a friend has overdosed on ice should call triple zero
(000) and ask for emergency ambulance assistance. The ambulance officers don’t have to
call the police.
Source: www.healthdirect.gov.au/ice-crystal-meth
Activity
1. Research statistics on Australia’s ice epidemic.
2. Watch various commercials from the television advertising campaign Ice Destroys
Lives on YouTube at at www.youtube.com/user/healthgovau/videos. Discuss the
effectiveness of the campaign in combating the ice epidemic.

Cocaine
Cocaine is a highly addictive drug that is associated with many serious consequences.
Cocaine users may feel that it helps them have a good time, but users risk health issues
as well as financial and social problems. Cocaine use has also been linked to criminal
behaviour and can be fatal.
Cocaine is a white powder with a bitter, numbing taste that comes in three main forms:
cocaine hydrochloride, freebase and crack. Cocaine hydrochloride is mixed with other
substances and typically snorted through the nose, or injected, rubbed into the gums or
added to food and drinks. Freebase and crack cocaine are usually smoked. Cocaine is
also called coke, charlie, pepsi, blow, C and nose candy. Crack cocaine is also called rock,
base or sugar block.
Effects of cocaine
People who use cocaine get a rush, making them feel happy, confident and alert.
But they also have a racing heart, tremors, reduced appetite, overheating and sweating.
Coming down from cocaine can result in several days of anxiety, depression and
exhaustion. People who use cocaine regularly can have fits, poor sexual performance,
kidney failure, poor mental function and an increased risk of contracting infectious
diseases by sharing needles. Snorting cocaine can also damage the inside of your nose
including destroying the septum (middle part) of your nose, leading to collapse of the nose.
An overdose can cause seizures, or a stroke, leading to coma and death. Individuals
who suspect a friend has overdosed on cocaine should call triple zero (000) and ask for
emergency ambulance assistance. The ambulance officers don’t have to call the police.
Source: www.healthdirect.gov.au/cocaine
Activity
Visit www.drugfreeworld.org/real-life-stories/cocaine.html watch the video of people who

have used cocaine. Discuss your reaction to cocaine after watching or reading the stories
and identify the consequences for them.

Media review
The Telegraph
Synthetic drug blamed

for student’s death
Henry Kwan was just 17 years old when he After running outside, Henry had a tense stand-off
jumped to his death from the third-floor balcony with his mother and sister that brought neighbours
of his family's apartment in Killara in a synthetic to their windows. He then dived head-first from the
drug‑induced psychosis. balcony and died on impact.
Henry was a Year 12 student at the local high school Ambulance officers arrived at the scene but were
– a high academic achiever who enjoyed a strong, unable to revive him. Students at Henry’s school
supportive family background. One afternoon while were informed of his death the following morning
studying, he took a drug that was sold to him as and were offered counselling.
synthetic LSD (acid). Henry had actually had taken a While there are still misconceptions that they safer
synthetic hallucinogen called 25I-NBOMe, which is than established illicit drugs, the laws surrounding
much stronger than acid. new psychoactive substances (synthetic drugs)
After Henry took the pill, his mother and sister have changed since Henry's death. In Queensland,
observed him behaving erratically – talking New South Wales and South Australia, there is now
nonsense at high speed and rocking back and forth a blanket ban on possessing or selling any substance
on the floor in the foetal position. He then suddenly that has a psychoactive effect other than alcohol,
got up and exclaimed, "I want to fly. I want to fly." tobacco and food.
Activity
1. Suggest possible reasons why young people such as Henry would feel confident that
they will be safe in using synthetic drugs.
2. How and what would you discuss with a friend who had confided in you that they were
intending to use a synthetic drug?

3. What actions would you suggest friends, family or bystanders could take to help protect
a person who is experiencing a drug induced psychotic episode?
4. The emotional impact of Henry’s death extends beyond his family. List the different
individuals in this story who would have been deeply affected by the situation
surrounding his death.
5. What actions can a person take if their established peer group are increasingly using
drugs and they do not want to lose friendships, but also don’t want to use drugs?
Critical inquiry
Investigate the impact on Australians of the abuse of legal drugs (such as alcohol) versus
illegal drugs (such as cannabis). Evaluate the relevance and validity of information from
various sources. Make the case for or against legislative change.

Activity
Punctuation and grammar

Within the paragraphs below, grammar and punctuation have been removed.
Circle the mistakes, followed by rewriting the paragraph on the following page.
Consider the following:
Capitalisation
Full stops
Commas
Spelling
Homophones (words that sound the same but have different spellings and meanings)
illicit drugs harm families individuals and the communities in which we live New
synthetoc drugs are arriving in the marketplace at a alarming rate. they are sold
by drug dealers or in many situations are sauced online if they have not yet been
deemed illegal in the australian legal system. As soon as one drug is identified as
a drug by the Police and is deemed illegal, a slightly different version is created
and introduced into the market.
last year authoritys identified 80 new sinthetic drugs and the trend are
increasing each year.
individuals use drugs for a number of reasons. they may be able two control
there drug use or may be come dependent on drugs the different types of
drug use include experimental use recreational use situational use intensive
use and dependent use a drug is any substance that causes fhysical and/or
psychological changes they affect people in different ways and can cause a
range of serious health issues and concerns individuals need to learn how
to minimyse harm in relation too the consumption and use of alcohol and
drugs they should assess the risks involved, identify what can be done two
reduce risk and develop an action plan too access help if required

Rewritten paragraphs…

Party safe
Partying is enjoyable for people of all ages, especially teenagers. It is a time for young
people to have fun and socialise with friends, but it also helps develop independence,
relationship skills and self-awareness. While out having a good time, it is important for
young people to be aware of the risks involved with partying and know how to keep
themselves and their friends safe and protected from harm.
There are many things that can go wrong at parties, such as:
risky drinking drink driving violence
drink spiking drug overdose gate crashing.
Activity
1. Research a range of safety suggestions for hosting a party at home.
2. Research a range of safety suggestions for an adolescent attending a party at a

friend’s house.
3. Visit https://adf.org.au and research a range of tips for drinking less alcohol at parties.

Drink spiking
Drink spiking has become a significant issue throughout
Australian communities and reported occurrences continue
to rise. It occurs when alcohol or drugs have been added to
a drink without the consumer knowing or giving approval.
Drink spiking is illegal and can cause serious health issues
and concerns, including death. Any type of drink can be spiked
and there are numerous substances being used to spike
drinks, including:
alcohol (for example, adding a second shot of alcohol to a mixed drink)
prescription drugs, such as muscle relaxants and hypnotics
illicit drugs such as GHB, MDMA (ecstacy), LSD or ketamine.
The effects of drink spiking

The effects of drink spiking differ from person to person. Effects depend on a number
of factors such as the type of substance used, the amount used, your individual weight,
size and health status. Individuals whose drink has been spiked may feel:
dizzy nauseas disorientated.
light headed drowsy
Individuals may experience vomiting and memory blanks and they may pass out or
lose consciousness.
For information on drink spiking, visit https://adf.org.au/insights/drink-spiking.
Activity
Preventing drink spiking

Brainstorm useful steps you can take to minimise the chance of a drink
being spiked.

Taking care of yourself

In recent years, the incidence of drink spiking has increased in the community. A 'spiked
drink' means that alcohol or drugs have been added to someone's drink without their
knowledge or approval. Any drink can be spiked, including soft drinks, juice, water or
alcohol. If a person is a victim of a spiked drink, they are vulnerable to sexual assault,
robbery and other harmful actions.
By thinking ahead and having a plan, a group of friends can reduce the risks of drink
spiking. Some general safety precautions can lessen your chance of being a victim and
increase your safety when you are out having fun.
Activity
Visit www.police.vic.gov.au/drink-spiking and summarise the information under the

following headings.
1. Make your plans in advance 3. Do not isolate yourself
2. Keep track of your drinks 4. Take action immediately

Helping friends in need

Drug and alcohol misuse, either accidental or deliberate, may lead to intoxication or
poisoning. Legal and illegal substances are implicated in a significant number of hospital
admissions, suicides, injuries and road accidents.
General guidelines – accidental or deliberate substance use and abuse

1. Do not put your self at risk, only approach the casualty if you feel it is safe.
2. DRSABCD. Call 000 for ambulance.
3. Be calm, reassuring and move the casualty to safety if necessary.
4. Seek history (for example, ask them what they have taken and how much).
5. Observation (monitor their vital signs frequently).
6. Check for other injuries (for example, fractures or bleeding).
7. If possible, keep a sample of vomit and any substances or containers for identification
at the hospital.
Activity
Imagine you are an author for a magazine publication focusing on the health of
adolescents. Their next edition focuses on the emerging trend of party drugs. Suggest
appropriate strategies young people could use for coping with the following situations.
What can you do if a friend:
a. Passes out in the street on the way home from a party after taking ecstasy?
b. Is feeling unwell and tells you he or she thinks their drink has been spiked?
c. Falls over after drinking and hits their head?

Case study
Deadly consequences of party drugs
festival
Before the summer holidays ended, Mark, 17, attended a big music
t MDMA
in his town with a group of school friends. Mark and his friends bough
ng, he began
(ecstasy) tablets inside the venue and at 3am the following morni
vomiting.
feeling unwell. He was seen rushing to the toilets, where he was found
to bed.
Mark’s friends drove him back to one of their houses and put him
n’t wake
His parents were called at 9am the next morning, when they could
hospital.
him. Mark’s parents called an ambulance and he was taken to the
died a few
He remained in a coma and never regained consciousness. He
days later.
a cerebral
The coroner’s report indicated that the cause of Mark’s death was
was also
oedema caused by water intoxication (hyponatremia). The coroner
taking MDMA,
quick to point out that the cerebral oedema was a direct result of
the
as Mark would never have consumed so much water had he not taken
illegal party drug.

Activity
1. Outline alternatives that Mark could have chosen to enjoy himself at the music festival
without putting himself in danger.
2. How did Mark’s friends respond to the scenario?
3. What were the findings of the coroner's report?
4. Describe the first-aid measures that should have been taken to assist Mark.
5. The 2018 Defqon.1 music festival in Penrith made the headlines when over
700 partygoers sought first aid after taking party drugs and two people died from
suspected drug overdoses. The incident reignited the debate over pill testing at music
festivals. Provide your opinion on pill testing and outline how you would deal with this
issue if you were a festival organiser.

Revision
1. Outline the effects that might present if you have consumed a drink that has
been spiked.
2. How can you reduce the risk of drink spiking?
3. What is drug dependence?
4. Explain the actions you would take if a friend of yours became intoxicated at a party
and passed out.
5. Explain the term ‘party drugs’.

6. Provide eight examples of party drugs.

7. Suggest reasons why young people may decide to pre-load before venturing out for
the night.
8. What are the dangers associated with using illicit drugs?
9. What is the most commonly used illicit drug? Account for this.
10.What are the signs that could be used to recognise drug/alcohol abuse?

Literacy activity
1. GHB is a depressant drug that has intoxicating effects and at sufficiently high doses,
anaesthetic properties.
There are three spelling mistakes in the following sentence. Circle the mistakes
and provide the correct spelling.
The risk of overdoose with GHB is high because there is a fine line between the dose
recquired to acheive a ‘high’ and an overdose.
2. Ecstasy is often made by ‘backyard chemists’ and can contain a variety of

amphetamine-related substances that can further increase the risks of taking this drug.
Indicate where full stops and commas should be in the following sentence. There
is one full stop and four commas missing.
The physical effects of ecstasy include raised blood pressure a rise in body
temperature faster heartbeat skin tingles sudden sweating and dilated pupils
3. The term ‘party drugs’ is an Australian term used to describe a diverse group of drugs
that have become popular among young people.
Which of the following words is not needed in the sentence?
The term ‘party drugs’ does not infer young people are having as a good time using
illicit drugs.
not
are
as
a
4. There is some evidence to suggest that long term use of ecstasy may cause damage to
the brain, heart and liver.
Which of the following sentences uses the correct grammar?
Some death have been related to overheating and dehydration.
Some deaths have been related to overheating and dehydration.
Some deaths have bean related to overheating and dehydration.
Some deaths have been related too overheating and dehydration.
5. With dependent use, the person has little or no control over their drug use. They feel
compelled to use in order to feel normal or to cope.
Which of the following sentences is punctuated correctly?
Often called addiction, dependency is the result of prolonged regular use.
Often called addiction dependency is the result of prolonged, regular use
Often called addiction, dependency is the result of prolonged, regular use.
Often called addiction, Dependency is the result of prolonged, regular use.

Literacy activity
Spelling list
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Glossary of terms
As you work through this unit, write a definition for the words from your
spelling list.
Term Definition
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Additional notes

Additional notes

Additional notes

Student feedback report

Your feedback helps teachers monitor your learning experiences, to plan for future
lessons and make them as meaningful, relevant and rewarding as possible…
1. What did you learn during this unit?
2. Were there any issues relating to this topic that were not covered that you believe
should have been?
3. List three things you enjoyed the most and least about this unit.
a. d.
b. e.
c. f.
4. Did you have the opportunity to discuss issues about this topic in class?
5. Did you think the workload was fair?
6. Did you find the content covered in class to be relevant to your age group?
7. How would you rate your knowledge of this topic?

The mind matters

Activity
Vocabulary list

Resilience
Stress
Mental
illness
Psychotic
disorder
Psychologist
Depression
Anxiety
Mental health
Stressor
Counsellor
Stigma
Mindfulness

Activity
Learning grid

Define the terms Summarise a range of Modify the lyrics of a
‘wellbeing’ and ‘resilience’. mental health statistics popular song to highlight
affecting young people. the impact of mental health
issues on individuals
and communities.
Describe two types of Describe the physical Demonstrate that people
mental health disorders and emotional impact who have experienced a
and identify ways to of common mental mental illness or serious
support people who have health issues affecting mental health disorder can
been diagnosed with either young people. still be very successful in
of these. life, by researching the
inspirational life stories
of others.
Identify a range of Write three letters to a Keep a journal for a week
organisations that provide support line on mental to monitor triggers of
professional support health and respond with stress for you and identify
to people with mental appropriate advice. the strategies you found
health disorders. effective to manage stress
in your week.
Total Total Total


Select two individuals that Describe and assess the Design a series of
have had to overcome effectiveness of health brochures that inform your
adversity and explain how promotion activities peers about different types
they have achieved this. that target mental of mental health issues,
health illnesses. with the aim of changing
negative perceptions.
Compare the treatment Recommend a range of Create a poster to
options available for mental health services remind people who are
someone suffering that are lacking in your experiencing mental
a severe mental local community. health issues that they
health issue. are valuable and not
alone. Include contact
details for professional
and community support
services on the poster.
Explain a variety of signs Summarise the role of Compose a scene as
that may indicate an private mental health part of the screenplay
adolescent needs serious facilities available in the for a short film, which
help and support with local community. presents a character with
mental concerns. mental health issues in a
compassionate way.
Compare and contrast Assess the importance In small groups of 3–4
media representations of support and education people, write and perform
of mental illness. for the family members a role play highlighting
Refer to examples in and friends of people with the effects of a mental
your response. a personality disorder or health issue affecting a
mental illness. close friend.
Total Total Total

ICT tasks
Critical inquiry
Research the prevalence of mental health issues among young people in Australia.
Discuss your findings with a partner.
Research two online campaigns targeting mental health issues and discuss some of
the recommendations.
Research two high profile celebrities who have suffered from mental health issues. Share
their story with the class to illustrate how mental health issues do not discriminate.
Research the pros and cons of a number of available treatments for mental health
issues, including medical interventions, psychological interventions and complementary
and lifestyle interventions.
Collaborating
Working with a partner, create a true false quiz that will test the class’s knowledge of
resilience and mental health. Remember to include the answers. Use a quiz builder
website and display it in a digital format.
Presenting
Research, script and prepare a digital presentation on resilience.
Creating
Create lyrics and music to a song about mental health (using software such as
Garage Band or Audacity).
Select two common mental health issues and create an information booklet using ICT
software detailing the signs and symptoms of the illness and treatment options.
Create a video helping people practise stress management techniques.
Create a health promotion campaign for mental health issues with a focus
on destigmatisation.
Desktop publishing
Create a collage of digital images depicting ways to manage or get help dealing with a
mental health issues.
Use spreadsheets and graphs to examine statistical data concerning the prevalence
of mental health issues among young people in Australia over the past twenty years.
Prepare a summary of the data and discuss in small groups.

Mental health in Australia

Mental illness refers to a clinically significant disturbance in an individual’s cognition,
emotional regulation, or behaviour, usually associated with distress or impairment in
important areas of functioning (WHO 2022).
The terms ‘mental illness’ and ‘mental disorder’ are often used interchangeably and
describe a wide range of mental health and behavioural disorders which vary in duration
and/or severity. The effect of mental illness on the individuals, families and/or carers
concerned can be severe and its influence on society as a whole is far reaching.
Social problems often associated with mental illness include poverty, unemployment or
reduced productivity, and homelessness. People with mental illness may also experience
isolation, discrimination and stigma.
The 2021 National Study of Mental Health and Wellbeing estimated that:
Over two in five (43.7%) Australians aged 16–85 had experienced a mental disorder
during their lifetime.
One in five (21.4%) people who had experienced a mental disorder in their lifetime
had symptoms in the 12 months before the survey interview. For these people,
anxiety disorders were the most prevalent type of disorder (16.8%), followed by affective
disorders (7.5%) and substance use disorders (3.3%).
A higher proportion of females than males (44.6% compared with 42.7%) had
experienced a mental disorder in their lifetime, with a higher proportion of females than
males (24.6% compared with 18.0%) also experiencing symptoms in the 12 months
before the survey.
16–24-year-olds (39.6%) were most likely to have experienced symptoms of a
mental disorder in the previous 12 months, while those aged 75–85 years were the
least likely (3.7%).
The National Health Survey 2020–21 estimated that:
One in five (20.1% or 5.0 million) Australians reported that they had a mental or
behavioural condition during the collection period (August 2020 to June 2021).
Females reported a higher proportion of mental or behavioural conditions (22.8%)
than males (17.3%).
Overall, those aged 15–24 years had the highest proportion of mental or behavioural
conditions (27.5%) while those aged 0–14 years had the lowest (13.0%).
Source: Australian Institute of Health and Welfare

Resilience
Resilience is an extremely valuable character trait. It is only developed through
determination and difficulty. If someone is described as a resilient person, they should
consider it a compliment. It means they can overcome whatever obstacles come their
way. Resilience is about survival. It is about confronting and managing feelings of stress,
anxiety, sorrow, despair, uncertainty or distress that arise from tragedy, trauma, loss,
threats, stress, intense conflict or adversity.
Resilience involves using skills and strategies to rise up from any situation that has
knocked you down. For some people, it can feel like it takes everything they have
to manage the intensity of the feelings involved. This means that when a person
eventually overcomes the adversity, it will be a major accomplishment that will have
strengthened them.
No one chooses to experience difficult situations that seem unbearable. Perseverance is
the key. Individuals may be surprised by their capacity to deal with extreme challenges.
Often, when a person feels the most overwhelmed, it is the most important time to
stay determined as it can lead to a breakthrough. Unfortunate situations offer valuable
opportunities to develop resilience. In challenging times, self-reflection is important. Some
practical skills to enhance resilience include:
Choose a focus. Make it a positive one. Thoughts affect emotions. For example, rather
than focusing on pain and suffering, focus on aspects of healing.
Assess adversity with facts, to ease the feeling of being overwhelmed.
Remember to be thankful for the parts of life that are going well. It can help to keep
challenging situations in perspective.
Look after wellbeing. Individuals should be kind to themselves. Taking care of themselves
will increase a person's sense of calmness that will help them to work through situations
with clarity.
Find humour in hard circumstances, to reduce any fear or negativity.
Discover how to transform pain into action with a meaningful and inspirational purpose.
How can it add value to life?

Activity
1. Identify the factors that influence resilience during a challenging situation.
2. Outline the factors that promote resilient behaviours.
3. Describe the skills and behaviours displayed by resilient people.

4. When males and females are faced with challenging or stressful situations, they
may use different coping mechanisms or styles. Below is a list of different coping
mechanisms/styles. Decide whether males or females are more likely to display this
type of mechanism/style and record it in the table below.
Coping mechanisms/styles
use humour or jokes ignore the issue use distraction
deny there is a problem abuse drugs talk to friends about
blame themselves s eek approval the problem
participate in sport from peers show little emotion
work harder increase risk-taking engage in
cry seek spiritual help wishful thinking
become aggressive try to solve the problem manage the
worry about the situation become passive problem themselves
'Typically' female 'Typically' male
ICT task
Watch the YouTube clip on resilience at http://youtu.be/KF2hQ0XLf6U and summarise the

information presented.

Stress
Everyone has some form of stress in their lives. Stress
is the body’s response to an event or situation. It can be
positive (motivates a person to achieve things) or negative
(inability to relax). Stress is common in daily life and may
be associated with personal or family relationships, school
and work.
Managing stress
Stress is an inevitable part of life – there will always be an event, situation or occurrence
that a person may be worried about or may need to work extra hard to prepare for. There
are a range of techniques to learn and measures people can to take to help them to relax
and reduce their risk of developing depression or anxiety.
Activity
1. Everyone is different and people respond to stressful situations in different ways.

Brainstorm some common stressors (causes of stress).
2. People that are over-stressed must deal with the situation or if ignored they may
become quite ill. Identify the signs your body sends if you are over-stressed.
3. Whatever the cause there are some simple things you can do to reduce stress.
Discuss the ways you can reduce stress.

Getting enough sleep

During sleep, the human body functions in cycles. Each cycle has a stage:
Stage 1: occurs when first getting to sleep. During this stage, muscles relax and
individuals enter a light sleep for five minutes or less.
Stage 2: following Stage 1, brain waves begin to slow down. This lasts for
15–30 minutes.
Stage 3 and Stage 4: these two stages are the deepest stages of sleep when the body
repairs itself and replenishes cells and tissues.
REM sleep: also known as rapid eye movement, this stage lasts for 10–25 minutes.
During REM sleep, eyes dart around under the lids, breathing increases and becomes
irregular and shallow. Heart rate also increases, as does blood pressure.
Sleep patterns can directly impact mental and physical health. Both too little and too much
sleep can place the body under significant stress. Mental health illnesses can lead to
unhealthy sleep patterns and unhealthy sleep patterns can lead to mental health illnesses.
To learn more about the importance of sleep, watch the YouTube video at
https://youtu.be/M8dMomjUS5w.
Activity
Research and recommend tips for improving sleep patterns.
When you wake up
During the day
When you go to bed

Keeping active
Physical activity provides a vast range mental benefits. Examples include:
Improved self-esteem Improved concentration
Improved confidence Enhanced memory and learning
Reduced stress Improved mental awareness.
It is important to maintain adequate levels of physical activity, not only for physical health
but also for mental health.
Activity
1. Consider the physical activities you enjoy the most. Discuss reasons for your
enjoyment and how you feel (mentally) when you are participating.
2. Use the table below to schedule a range of new physical activity pursuits you enjoy
throughout the week. Physical activities may include gardening or bushwalking.
Day Description
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

Apps for relaxation

We live in a society where access to knowledge is literally at the touch of a screen. Life is
faster and bigger, but unfortunately it is not stress free. The prevalence of mental illness
continues to rise, despite all this emerging technology to make life easier. Luckily, there are
thousands of apps – most of them free – that are designed purely to help people relax.
Activity
Conduct your own research into apps that offer relaxation. Use three apps of your
choice and review their effectiveness.
Name of app,
version and cost
Description
supplied by
the developer
Your review
/10
Name of app,
version and cost
Description
supplied by
the developer
Your review
/10
Name of app,
version and cost
Description
supplied by
the developer
Your review
/10

Loss and grief

Loss can take many forms and affects everybody differently. It may cause a range of
emotions including sadness, confusion and anger. When a person experiences a loss,
they go through reactions of grief. These reactions and feelings are different for everyone.
Individuals experience loss in their own distinctive ways.
What is grief?
The grieving process involves a range of emotions and feelings. People may experience
some or all of these emotions and feelings. The emotions and feelings in the grieving
process include:
denial, shock or disbelief questions reality and acceptance of
anxiety crying the situation.
anger sadness and depression
Grief may cause physical symptoms such as headaches, nausea and lack of energy.
These emotions and feelings can occur at any time after the loss has occurred and remain
for any length of time. Gradually, the person will return to normal as the pain of loss eases.
People that are stuck on these feelings and emotions for an extended period of time
should consult someone they can trust, such as a counsellor.
Questions
What are some examples of loss that cause grief?

Seven stages of grief

1. Shock or disbelief: shock and/or disbelief upon learning of
the loss. Individuals may not believe the information or try
to disregard the facts.
2. Denial: refusing to accept the loss has occurred –
this is typically a short stage where individuals refuse
to accept the reality of the situation.
3. Bargaining: attempts to reconcile the loss by
making deals with oneself, others or religious icons.
Individuals may wish they could reverse the loss
by bargaining.
4. Guilt: criticising actions and behaviours by blaming
oneself. Individuals may have thoughts such as
"I could have done this" or "if only I did that".
5. Anger: anger directed towards the loss, towards
others, towards oneself or towards religious icons.
This stage refers to anger expressed outwardly.
6. Depression: the sadness and hopelessness
experienced during different stages of grief.
7. Acceptance and hope: accepting and understanding the
loss. Individuals come to the realisation nothing can be
done to reverse the loss and they begin to move on with
meaning and hope.
Activity
Imagine a friend or family member is experiencing grief. Describe what you could
do and/or say to provide support in their time of distress.

Activity
Punctuation and grammar

Within the paragraphs below, grammar and punctuation have been removed.
Circle the mistakes, followed by rewriting the paragraph on the following page.
Consider the following:
Capitalisation
Full stops
Commas
Spelling
Homophones (words that sound the same but have different spellings and meanings)
stress is a natural humin response. It is our way of dealing with challenging an

sometimes dangerous situations. Stress is not always’s about what is happening
to us but also the way we react and the pressures we place upon ourselves
experiencing stress is unavoidable and that is for a very good reason. In a positive
way it helps us focus and increase our alertnes and energy levels to deal with
chalenging situations. But stress can become overwhelming if it lasts a long time or
if it is so severe that it has a negative effect on our health work or relationsips.
individuals should think and act in positive and constructive ways they should
praktice positive self-talk two help them cope and over come life’s challenges
everyindividual experiences levels of stress. stress may work towards motivating

someone too achieve something, or it may mean someone has an in ability two
relax and function effectively it is important individuals manage they’re stress
and deal with situations to support they’re wellbeing. they can practice
relaxation and stress managemant techniques too help their mind become
calmer and less active
resilience means being able two ‘bounce back’ from life’s chalenges.
challenges may include planned and unplanned change individuals may
experience loss and grief that can create a varyety of emotions and
feelings, as well as physical symptoms

Rewritten paragraphs…

Case study
Dealing with pressure
the Inside
Ahead of the 2019 premier of the AFL documentary Collingwood: From
his mental
Out, Collingwood’s star midfielder Adam Trelaor has opened up about
health struggles over the past few seasons.
Greater
Trelaor began playing professional football in 2012. He played for the
t club,
Western Sydney Giants for three years, before signing with his curren
awarded
Collingwood. Trelaor is a key midfielder for Collingwood and has been
both the Anzac Medal in 2018 and the Neale Daniher Trophy in 2019.
iencing
As star player in the team, most did not suspect that he would be exper
satisfied
mental health troubles. Trelaor has discussed how he wishes he felt
d him
like he used to after games, but his on-going struggle with anxiety cause
think of
to worry excessively. He talks about his worries of what people would
how this
his team, of him and of his contribution. The 26-year-old is open about
ant club.
anxiety stems from the pressure to perform weekly for such a domin
14 against
During the 2018 season, Trelaor acquired a hamstring injury in round
gwood’s
Carlton. This injury ruled him out for weeks and the chances for Collin
injury was
premiership dwindled. However, Trelaor has since explained how this
due to his
in fact his saving grace as he was ready to leave the game completely
the space he
mental health struggles. The injury provided Treloar with relief, and
t, team mates
needed. He was provided with support from his sports psychologis
and coach.
and worked
After not playing in finals for four years, Collingwood defied all odds
in the
their way into the 2018 AFL Grand final. Trelaor stepped up and played
they went
game, which went down to the wire. Unfortunately for Collingwood,
tipping point
down by five points to West Coast Eagles. This loss was a further
for Trelaor.
support he
A year on and Trelaor has expressed how far he has come due to the
open about
has been provided by family, his club and the league. He has been
s on
his concerns about being judged as a person by the two hours he spend
beyond
the field each weekend. He has expressed the need for people to see
AFL star to
football, that these players are human beings. Trelaor is not the only
during their
come out and admit they have struggled with mental health issues
l health
playing career, which follows the leagues attempts for greater menta
awareness and support for its players.

Activity
1. Discuss the pressures that Adam Trelaor was facing.
2. Examine how these pressures may have affected his ability to perform and his
personal life.
3. Describe the issues male athletes face when expressing mental health issues in sports
such as the AFL.
4. Research what the AFL has done to improve awareness and support for the mental
health of their players.
5. Explain how these factors assist resiliency and wellbeing of players.
6. Propose what more can be done so that players like Adam Trelaor don’t experience the
extent of negative mental health issues.

Anxiety
Anxiety is:
Not just feeling stressed Not something you can
Not just being worried just ‘snap out of’.
Anxiety can make it hard for someone to cope with
day‑to‑day life. Every individual may experience varying
types and degrees of the symptoms associated with anxiety.
To learn more about anxiety, watch the YouTube video at
https://youtu.be/A1anXJhVamc
Activity
1. Visit the Beyond Blue website at www.beyondblue.org.au to complete the following

table below to outlining the common signs and symptoms of anxiety.
Behaviour Thoughts
Feelings Physical

2. Research and describe the symptoms of the following anxiety disorders.
Generalised Anxiety Disorder (GAD)
Phobias

Obsessive Compulsive Disorder (OCD)
Post-Traumatic Stress Disorder (PTSD)
Panic Disorder

Depression
Depression is:
Not a sign of personal Not something you can Not just laziness
failure or weakness just ‘snap out of’
Depression is a mental illness that considerably impacts day‑to‑day life. Every individual
may experience varying degrees of the symptoms associated with depression.
Depression can be recognised by extended periods of despondency, sometimes for no
specific reason. It is not the same as a passing sad mood. Support is needed for sufferers
of depression, as it is a serious form of illness that can be successfully treated.
For more information depression in adolescents and young people read the information at/
www.healthdirect.gov.au/depression-in-teenagers.
Activity
1. Visit the Beyond Blue website at www.beyondblue.org.au to complete the following

table below to outlining the common signs and symptoms of depression.
Behaviour Thoughts
Feelings Physical

What causes depression?

Factors such as genetics, family or peer conflict, physical illness, stress, drug and alcohol
use, isolation or loneliness and social media have been linked with triggering depression.
It is important to remember there is no single cause for depression – it is a combination of
causes which lead to depression. Depression can arise without warning or cause and can
be triggered by a number of events.
Activity
Discuss how the following factors may trigger depression. An example has
been provided.
Factor How it may trigger depression

Genetics Individuals can inherit genes that may make them vulnerable to
developing depression. However, this does not mean they will suffer
from depression, it just increases their risk of doing so.
Family or
peer conflict
Physical
illness
Stress
Isolation
or loneliness
Drug and
alcohol use
Social media

ICT task
Watch the following videos on depression and other mental health issues affecting
young people and summarise the information you've learned in the space below.
1. Depression and getting help – stories from Zak, Sara and Rania:
https://youtu.be/q9o3W0Umno4
2. Hope – Learning to Live With Mental Illness: https://youtu.be/nFiGVvnt7QI
3. Invest In Your Mental Health Every Day – https://youtu.be/-GpFNe2s6SQ

Case study
Depression
Rhys
er league
Rhys plays soccer. He loves soccer. He hopes to play for a premi
his training.
team in England one day. Rhys has always been very serious about
started a
He goes running three times a week, trains twice a week and has
resistance training program at the gym.
. He tore
About six weeks ago, Rhys badly injured his right knee during a game
The surgeon
the anterior cruciate ligament and underwent a knee reconstruction.
tated.
instructed him to take at least 12 weeks off training. Rhys was devas
rt his
For the first two weeks, Rhys went to training and games to suppo
ed watching
teammates. But since then, he has not bothered. He has even stopp
s for his
the soccer on television and sold his season pass to the home game
favourite football league.
g it difficult
Rhys told his best mate Rob that he has been sleeping a lot and findin
er. He has
to get up in the mornings. He is worried that he will never fully recov
invitations
been snapping at his parents, friends and team mates and turns down
to parties or get-togethers.
eating. He
Rhys has lost a lot of weight. He told Rob that he can’t be bothered
harder than
is angry and thinks it’s unfair that he got injured. He works so much
him.
anyone else in his team, but bad things always seem to happen to

Activity
1. Highlight the symptoms Rhys exhibited that may indicate he was suffering depression.
2. Describe the advice you would give to Rhys.
3. Suggest people/groups Rhys could go to for help.

ICT task
Depression in sports
1. Watch the Footy Show's story on depression in rugby league on YouTube at
http://youtu.be/evmi9jFNENg and identify the inspirational messages in Preston
Campbell's experience overcoming depression.
2. Watch the TED talk by Victoria Garrick called Athletes and Mental Health:
The Hidden Opponent on YouTube at http://youtu.be/Sdk7pLpbIls and summarise the
information presented.

Substance abuse and mental illness

Substance use disorders are a major cause of mental illness. People who abuse alcohol or
drugs are much more likely to develop mental illnesses than those who don’t.
Likewise, people with mental illness are also prone to developing substance use disorders.
Sadly, this leads to a vicious cycle in which each condition makes the other worse and it
can be hard to understand cause and effect.
Alcohol and mental health

Alcohol is the most widely used social drug in Australia. Its use affects different people in
different ways:
People with mental health issues are more likely to abuse alcohol than others.
Alcohol increases the risk of depression and anxiety in some people.
Alcohol use is linked to a higher rate of common conditions (such as depression, social
anxiety or general anxiety) as well as less common mental illnesses such as bipolar
and schizophrenia.
In the short term, alcohol is a major cause of violence and suicidal behaviour.
Alcohol can also reduce the effectiveness of medications such as antidepressants.
Illicit drugs and mental health

Having a mental illness can make a person more likely to abuse illicit drugs to lessen their
symptoms and make them feel better in the short term. In other people, drug problems
may trigger the first symptoms of mental illness. People with a mental illness experience
drug problems at a far higher rate than the general community. Studies suggest that
around half these people also have a drug or alcohol problem.
Source: www.healthdirect.gov.au

Activity
Visit www.healthdirect.gov.au/substance-abuse-and-mental-health and describe how the

following illicit drugs may affect your mental health.
Marijuana (cannabis)
MDMA (ecstasy)
Cocaine
Ice (crystal meth)

Destigmatisation
Stigma refers to a negative perception and stereotype about a group of people.
Destigmatisation refers to the practice of removing stigma associated with a group of
people. Individuals can challenge stigma by making sure not to use negative language
or stereotypes.
There are a range of labels given to describe people with a mental illness. Such labels
do not accurately describe someone who is suffering from a mental illness and add to the
misrepresentation of mental illness in society. Words like psycho and crazy trivialise the
impact of mental illness and its prevalence in society.
Challenging stigma
To reduce the level of stigma, it can be useful to challenge media stereotypes. There are
a range of mediums that promote negative portrayals of people with mental illness – from
news articles to representations in comedy shows.
Critical inquiry
Locate and analyse an article about mental illness. Discuss whether the article (and
associated images, if applicable) worsen stigma or challenge it. Look for articles in
newspapers, magazines and online.
Remember your terminology: To analyse, identify and examine the components

and explain the relationship between them. To analyse is a higher order task. Begin
with a statement reflecting the question. Make your points and illustrate with relevant
examples or information.
Use the scaffold on the next page to plan and write your response. A scaffold is a
framework to help you construct a strong response.

Points to note
Restate the topic
sentence in your
opening statement.
Give a brief overview
of the key points
and the relationship
between them.
Refer to the topic

sentence at the start
of each paragraph.
Explain each point and
provide evidence to
support your view.
Use linking words/

phrases to help your
analysis flow, such
as "in order to", "as a
result", "therefore" or
"leading to".
Explain the
relationship between
your points and
the topic.
Conclude with the

effect of the points
raised and their
relationship to
the topic.

Caring for others

Individuals with friends or family members suffering with mental illness may find it difficult
to show their support in fear of saying or doing the wrong thing. In many instances, they
may not know their friend or family member is even suffering from a mental illness – it is
common for people not to discuss it or for sufferers to hide and disguise symptoms.
Keep in mind, the ultimate goal is to help friends and loved ones. Individuals are likely to
face a range of obstacles when raising and discussing the subject, however it is important
to persevere in a sensitive and patient manner.
Activity
1. Describe the changes you may sense in a person’s behaviour if they were suffering
from anxiety or depression.
a. Anxiety b. Depression
2. Consider the types of things you could discuss and how you could remain sensitive
and patient.
3. Consider how the individual may respond to your care (consider both positive and
negative responses).

Seeking help
If a person is unsure about their state of mental health but feel that they are experiencing
an amount of depression, anxiety or distress, it is important to reach out for support –
particularly if they are finding it difficult to cope with simple tasks. Specialist support can
make a significant difference if a person seeks help early. This could come from local
doctors, counsellors, mental health professionals or a local welfare team. Support from
friends and family is also extremely valuable. If someone feels a preference to speak
anonymously to a counsellor, numerous services are available over the phone or online.
An estimate of $6 billion is spent each year on services related to mental health, according
to the Australian Institute of Health and Welfare. Some helpful services for people
experiencing mental health concerns include assistance from:
General practitioners Online support providers such as:
Counsellors ––http://au.reachout.com
Hospital emergency departments ––http://headspace.org.au
Community care offices ––www.blackdoginstitute.org.au
Residential care providers ––www.beyondblue.org.au
Psychiatrists ––http://kidshelpline.com.au
Local mental welfare teams
Mental health problems may increase in severity if they are left untreated for an extended
period of time, particularly if someone is genetically predisposed to a mental health
disorder. Always seek support if you have any concerns.
Activity
1. It can be useful to prepare for a consultation with the GP. This may ease any
nervousness or uncertainty the patient is feeling. Consider the type of information which
a GP may need to know.
2. Research and distinguish between the following:

a. Psychologist b. Psychiatrist

Mental health promotion

Mental health promotion refers to any action that is taken to
enhance mental health and wellbeing among individuals and
society. It is a sustainable approach to minimising the negative
factors that reduce mental health and wellbeing, while creating
conditions that promote positive mental health and wellbeing.
The promotion of mental health aims to enhance and address
the variables of mental health, in particular social and economic
factors such as education, employment, income and access to
services. Mental health promotion also works to improve the
understanding of individuals towards mental illness.
Community support resources

Having access to community support programs is paramount in ensuring all individuals
feel they are not alone and can receive guidance and assistance whatever their
circumstances may be.
Community support resources include various initiatives such as housing and
accommodation programs, training and education, employment opportunities, support
groups, funding or subsidisation, counselling and medical advice.
Activity
Research the following mental health support groups outlining the services
they provide.
Support group Services provided

Beyond Blue
Kids Helpline

Support group Services provided

MindMatters
Headspace
SANE
ReachOut
Black Dog
Institute

Mental health awareness

Mental Health Week is a national event, held every October to coincide with World
Mental Health Day (October 10th). The aim of Mental Health Week is to promote social
and emotional wellbeing to the community, encouraging people to maximise their health
potential, enhancing the coping capacity of communities, families, individuals and
increasing mental health recovery.
ICT task
Summarise the information on World Mental Health Day available at

https://lookafteryourmentalhealthaustralia.org.au.

Revision
1. Identify the factors that influence resilience during a challenging situation.
2. Outline the factors that would indicate someone is over-stressed.
3. Describe how relaxation techniques, sleeping well and keeping active can help
manage stress.
4. What are the seven stages of grief?

5. Identify the different forms of adversity people may experience.
6. Describe the traits someone with positive mental health will usually exhibit.
7. What are the symptoms of generalised anxiety disorder (GAD)?
8. Describe how marijuana may affect your mental health.

Literacy activity
1. Stress only becomes a problem when you become over-stressed and it starts to affect
how you cope with your daily life.
There are three spelling mistakes in the following paragraph. Circle the mistakes
Stress is a feeling created in response to particuler events. It is the body’s attempt to
respond to a chalenge with focus and alerttness.
2. Every individual has their own values and standards and are unique.
Indicate where full stops and commas should be in the following paragraph.
There are two full stops and two commas missing.
People need to recognise their value and worth through their abilities skills and
constraints Your sense of self is the way you see yourself and what you believe
about yourself
3. Life expectancy refers to the number of years a person is expected to live at a given
point in time.
On average, females live longer than the males and the life expectancy for both
females and males continues to improve.
on
than
the
and
4. Certain types of behaviour are promoted as desirable and many people, especially
those who do not match the stereotype, can feel pressure to conform.
The media is a powerful influence on a individual’s sense of self.
The media is a powerful influence on an individual’s sense of self.
The media is a powerful influence on an individual’s sense off self.
The media is an powerful influence on an individual’s sense of self.
5. Sense of self is a mix of thoughts, beliefs and images a person has of themselves.
Your sense of self or identity, is created, as you interact with other people.
Your sense of self, or identity, is created as you interact with other people.
Your sense of self, or identity’ is created as you interact with other people.
Your sense of self, or identity, is created as you interact with other people?

Literacy activity
Spelling list
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Glossary of terms
spelling list.
Term Definition
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Additional notes

Additional notes

Additional notes


should have been?
a. d.
b. e.
c. f.

Looking good,
feeling great

Activity
Vocabulary list

Guidelines
Goals
Kilojoule
Fad diet
Additive
Expenditure
Obesity
Marketing
Consumer
Health scam
Portion size
Confidentiality

Activity
Learning grid

Describe a range of Discuss the negatives that Interview a personal trainer
foods that should be can result from adopting a about nutritional tips
eaten to maintain health fad diet or quick-fix weight related to achieving your
and wellbeing. loss diet. own health goals. Plan
your questions and specify
your health goals.
List ten fad diets that Summarise ways that Examine a range of
have been promoted in food and product safety is risks involved with
the media and linked monitored for consumers. shopping online.
to celebrities.
List a range of consumer Describe a range of health Explain your consumer
rights and responsibilities. scams that have been in rights in regards to safety
the media recently. issues with product recalls.
Total Total Total


Analyse the key skills Plan a food journal for a Create healthy recipes for
that consumers need for week and reflect on how small meals or treats to
health literacy. you may be able to swap replace unhealthy snacks.
unhealthy snacks with
healthy alternatives.
Compare and contrast Assess whether the food Develop an informative
the way that the ‘ideal’ sold at the school canteen ICT presentation which
male and female body offers healthy alternatives provides a comparison
image is promoted by to fast food, with a focus of diets that have been
different cultures. on meeting nutritional marketed in the mass
needs. If additional food media. Refer to comments
items would be beneficial that have been made
for students, write a letter about them by qualified
requesting this. health professionals.
Examine the differences Evaluate the impact Create a role-play on
between anorexia nervosa, of teenagers regularly the responses that can
anorexia athletica and observing digitally be made with regard to
bulimia. Investigate the enhanced photographs in the following situation:
detrimental effects that magazines. Discuss the A consumer purchases
these disorders can have pressure that could be a range of food from a
on the health of the body. experienced to measure supermarket. After bringing
up to unachievable the food home, they notice
images of male and that some packaging has
female ‘perfection’. been tampered with and
left partially open. It's not
the first time that this has
happened with food from
this store.
Total Total Total

ICT tasks
Critical inquiry
Research three health campaigns targeting obesity and nutritional habits. Highlight any
differences in advice or approaches.
Create profiles of two superfoods, including their origin, benefits and uses.
Research how the concept of ‘ideal’ male and female body shapes have changed
over time.
Research and discuss trends in the way young people access health in Australia.
Compare this to the way young people access health in another country of your choice.
Collaborating
Research a specific diet such as veganism, paleo etc. Partner with a classmate who has
researched a different diet, and compare and contrast.
Presenting
Using ICT software, create a presentation discussing how various factors influence
access to health care.
Creating
Create a true-false quiz on the topic of nutrition to test the class’s knowledge of the topic.
Remember to include answers. Use a quiz builder website and display on the interactive
whiteboard if available.
Create a podcast discussing the term 'quackery' and how to avoid being tricked by health
scams or frauds.
Research recipes that would be suitable for the energy needs of athletes. Adapt the
information to create your own unique recipe to suit your taste. Publish and design a one
page recipe card outlining ingredients and a step by step method of cooking. If allowed,
prepare the meal for your family and include a digital image of food in your recipe card.
Open-ended tasks for independent learning

Submit a research proposal for approval by your teacher. Your proposal must be
original and address one aspect of nutrition and dietary habits in Australian society. Your
research is to be presented to the class for peer assessment.
Desktop publishing
Create a collage of digital images depicting what health means to you.
Using appropriate ICT software, create a survey (to be filled out by ten people) to gauge
how people of different demographics access health care. Review the responses and
display trends in graphs and charts using software such as Excel or ChartGo.

Fact sheet
Nutrition
Open most magazines or newspapers and you’ll be bombarded
with stories, advertisements and unrealistic images relating to
diet and nutrition. Magazines often feature stories about how to
achieve the perfect body or how to alter your diet for appearance.
Newspapers often contain advertisements for the latest weight
loss supplement, convincing you to spend your hard earned cash
on some quick-fix product.
Then come the horrifying stories of teenagers as young as 13 getting liposuction to
boost their image. An increasing amount of adolescents are getting a range of surgeries
and procedures, such as Botox, to alter their appearance. Not to mention the growing
prevalence of eating disorders in Australian society. Most of us would know of someone
who has suffered anorexia nervosa, bulimia nervosa or binge eating disorder.
It is crucial we maintain a healthy diet for our physical, mental and emotional wellbeing,
but with so much conflicting information out there, where do we start?
With so many options, how to we choose? These salt-reduced crackers, or those
sugar-free muesli bars?
Activity Quiz
Complete the following quiz to test your knowledge of nutrition.

1. Which is the biggest food group where you need most of your daily food intake to
come from?
a. Vegetables and legumes
b. Fruit
c. Bread, cereal, rice, pasta and noodles group
2. Fruits contain vitamins, carbohydrates, fibre and minerals. What is the recommended
daily intake of fruit?
a. 1 serving b. 2–3 servings c. 3–4 servings
3. How many grams of cheese is considered one serve?

a. 70g b. 20g c. 40g
4. If a person is suffering from anaemia, which mineral are they lacking?

a. Iron b. Potassium c. Calcium
5. What vitamin promotes eyesight and is required by the retina of the eye?
a. Vitamin K b. Vitamin B c. Vitamin A
6. Which of the fruits below has the highest Vitamin C content?

a. Watermelon b. Strawberries c. Apricots

7. Calcium is essential in teenage years to promote bone growth. What is the

recommended daily intake of calcium (for those aged 12–18)?
a. 800mg b. 1300mg c. 600mg
8. What are the common causes of acne?

a. Eating dairy foods
b. Eating too many sugary products
c. Factors such as genetics and hormones
9. Teenagers need extra nutrients to support their growth and development throughout
puberty, especially iron and calcium. Which food below has the highest iron content?
a. One serve of almonds
b. One serve of ‘Just Right’
c. One serve of tuna
10.Which of the following statements is correct regarding fad diets?

a. They have proven to be effective in maintaining weight loss in the long term.
b. They deprive you of the essential nutrients your body requires to function effectively.
c. They are a quick fix and can healthily alter body chemistry.
11. When dieting individuals often crave sugary foods to get them through their ‘down’ times.
Sugar supplies no vitamins, minerals or fibre. Which of the following statements is correct?
a. A can of soft drink (375ml) contains ten teaspoons of sugar.
b. A glass or orange juice (250ml) contains three teaspoons of sugar.
c. A sports drink (600ml) contains ten teaspoons of sugar.
12.What is the best statements regarding dieting and losing weight?

a. The less food I eat, the more weight I will lose.
b. The key to losing and maintaining a healthy weight is to eat less often.
c. T
he key to losing and maintaining a healthy weight is to eat smaller meals
more often.
To test your knowledge on sugar, complete the quiz at www.abc.net.au/health/
quizzestools/quizzes/2015/03/19/4200567.htm

Healthy eating
The types of foods young people eat need careful consideration, as they are growing at a
rapid rate. It is recommended that teenagers eat between 7500 and 13,500 kilojoules each
day. This intake is dependent on age, gender, level of physical activity and metabolic rate.
The types of foods young people eat are determined by cultural background, likes and
dislikes, peers, advertising and the types of foods available. It is recommended that young
people adopt positive eating habits, because this will affect their dietary choices and health
in adult life.
Adolescents should be encouraged to:
Enjoy a wide variety of nutritious food. Limit saturated fat and moderate
Eat plenty of vegetables, legumes total fat intake.
and fruits. Choose foods low in salt.
Eat plenty of cereals (including Consume only moderate amounts
breads, rice, pasta and noodles), of sugar.
preferably wholegrain. Prevent weight gain by being physically
Include lean meat, fish, poultry and/ active and eat according to their
or alternatives. energy needs.
Include milks, yoghurts, cheese and/ Care for their food: prepare and
or alternatives. store it safely.
Choose water as a drink.
Recommended Dietary Intake (RDI)

The RDI is a level of consumption for each nutrient considered to be adequate to
maintain good health and prevent deficiency diseases. The RDI for males and females
aged 14–18 years old is described in the following table:
Food Serves Size of single serving

2 slices of bread; 1 cup cooked rice or pasta;
Grains (cereals) 7
1 cup cereal; ½ cup muesli
Vegetables 1 medium potato; 1 cup lettuce; ½ cup spinach,
5–5.5
and legumes capsicum, beans or lentils; ½ medium sweet potato
Milk, cheese and 250ml glass of milk or custard; 40g cheese;
3.5
alternatives 200g yoghurt
Lean meats, eggs, 65–100gm cooked meat; 80–120g cooked fish;
2.5
nuts, legumes, etc. 2 small eggs
1 piece medium fruit (apple, orange); 8 strawberries;
Fruit 2
2 pieces small fruit (apricots, plums); 20 grapes
1 medium slice of plain cake; 3–4 plain sweet biscuits;
Discretionary foods 1–3
30g chips; ½ slice pizza; 1 can soft drink

Australian Guide to Healthy Eating
Source: Eat for Health (www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating)

Influences on food choices

There are many influences when deciding what to eat. From nutritional value to mood, a
range of factors influence the food you eat. Some of the main influences food choices, diet
and habits include:
mood and emotions advertising peers
nutritional value family time
culture religion location.
Culture and food choice

Cultural influences lead to a difference in the preparation and consumption of food
in Australia. Cultural influences can also restrict the types of foods consumed.
Multiculturalism in Australia has seen the assimilation of a diverse range of foods that
are readily available. Enjoying food from different countries is a great way to appreciate
different cultures and a great way to socialise. The wide range of restaurants in Australia,
offering foods from all around the world, reflects the diverse multicultural population.
ICT task
Use the internet to outline a recipe, including all ingredients, for a traditional meal
from another country.
Name of meal and country of origin
Description

Ingredients
Analyse positive components of meal
Analyse negative components of meal
Comment on the energy balance and RDI

Advertising and food choice

Companies in the food industry often use a range of advertising strategies to increase the
attractiveness of their product. This often involves embellishing or exaggerating the quality
of the product in order to create a good reputation, improve the customer’s perception
of the business or product and increase the sales of the product. Some of the many
strategies advertising companies use include:
catchy jingles and repetitious slogans
celebrity endorsement of the product to
boost credibility
endorsement of the product by an
association that has credibility, such as the
National Heart Foundation Approved tick
viral marketing
reward programs organised through large
supermarket chains.
Activity
1. Assess three advertisements aimed at young people and complete the following tables.
You may choose advertisements from any media, such as television, newspapers,
magazines or the internet/social media. For example, slogans and jingles such as
'Bananas make your body sing.'
Advertisement 1
What is it advertising
and/or selling?
Target group
Techniques used to gain

an emotive response
Is it reliable and
accurate? How so?
Is it effective? How so?
Would you buy it?

Why/why not?

Advertisement 2
and/or selling?
Target group

an emotive response
Is it reliable and
accurate? How so?
Would you buy it?

Why/why not?
Advertisement 3
and/or selling?
Target group

an emotive response
Is it reliable and
accurate? How so?
Would you buy it?

Why/why not?
2. Which advertisement do you feel was the most effective? Why?

Strategies for healthy food selection

A balanced eating plan allows an individual to maintain their ideal body weight. To achieve
this your body needs essential nutrients from the various food groups. There are a range
of strategies individuals can employ for healthy eating and food selection. These include:
keeping a food and physical activity diary using nutritional apps
correcting or reducing portion sizes choosing sources of food that are healthy,
combining a healthy diet with ethically sourced and sustainable.
regular exercise
Activity
1. Go to www.eatforhealth.gov.au/eat-health-calculators and calculate the following.

a. Your daily energy needs (in kilojoules):
b. Your daily nutritional requirements:
Protein: Niacin: Iodine:
Fluids: Vitamin B6: Iron:
Fibre: Vitamin B12: Magnesium:
Vitamin A: Folate: Potassium:
Thiamin: Vitamin C: Sodium:
Riboflavin: Calcium: Zinc:
c. Your recommended average number of serves for each food group:
Vegetables and legume/beans:
Fruit:
Grain (cereal) foods:
Lean meat, poultry, fish, eggs, tofu, nuts, seeds and legumes/beans:
Milk, yoghurt, cheese and/or alternatives (mostly reduced fat):
Additional serves or fats/oils/spreads or discretionary choices:
2. Use the food and physical activity diary on the following page to record everything you
eat and drink over a 24 hour period. Include portion sizes where possible. Also record
the amount and type of physical activity you participate in.

104
Time Food/drink consumed Amount/portion size Physical activity Duration Evaluation
Breakfast
Morning
snacks
Lunch
Food and physical activity diary
After
school
snacks
Dinner
Late
evening
snacks
Licensed for 2024

3. Compare the food and drink you consumed with the daily recommended serves
outlined in Question 1. Design a healthy eating plan that includes recommendations
such as foods you need to consume more or less of.
Critical inquiry
Research Australia’s Physical Activity and Sedentary Behaviour Guidelines for Young
People and compare the recommendations to your own typical physical activity.
Complete the analysis by recommending appropriate changes to your daily routine.

Portion size – how much is right?

Anyone aiming to manage their weight effectively will need to avoid overconsumption of
food. Overconsumption might occur when there are too many meals, portions are too large
and/or food choice is too high in kilojoules. Getting the portion size right is often difficult for
several reasons:
Modern lifestyles can provide a rushed environment where eating happens quickly and
meals are finished before the mind registers that the stomach is full.
Failing to stop eating when an individual has consumed enough can be caused by the
distractions such as television or the internet, which are common at meal times.
The abundant availability of snacks and sweet drinks means many people ‘graze’ all day
rather than eating regular meals.
Fast food outlets use marketing, such as super-sizing, up-sizing, meal deals, refill options
and larger portion sizes, to encourage consumers to purchase more food and drink.
Activity
1. Research the recommended serving size for the following foods. Use websites such as
www.eatforhealth.gov.au/food-essentials/how-much-do-we-need-each-day/serve-sizes
to assist you in completing your answer.
1 serving of a medium-sized
1 serving of lean red meat (g)
fruit, such as an apple
1 serving of a small-sized
1 serving of chicken (g)
fruit, such as an apricot
1 serving of fish (g) 1 serving of milk
1 serving of cooked green or

1 serving of nuts (g)
orange vegetables
1 serving of bread 1 serving of salad vegetables
2. Working with a partner, brainstorm five tips that may help a person to control their
portions. Supplement your list with research if necessary.

Nutrition and physical activity

To be able to exercise efficiently, the body needs to be supplied with the right fuel – just
like driving a car. The right fuel will depend on what sort of exercise an individual is doing.
Carbohydrates are the preferred fuel source in most instances, because the body stores
carbohydrates as glycogen (sugar) and the muscles use glycogen when they need energy.
To perform at an optimal level, it is important to also consider meal times. It is necessary
to eat before exercise in order to maximise performance. However, if a large meal is
consumed too close to exercising, this will negatively impact performance. The digestive
system uses energy to process food, so energy will be divided between the muscles
and the digestive system if a person eats too close to exercise. If a person does not eat
at all before exercise, they can quickly become fatigued, begin to feel faint and/or lose
concentration. Ideally, individuals should eat meals two to three hours before exercise and
then have a light snack closer to exercise time if they're still hungry.
It is very important to keep hydrated at all times, but particularly before, during and after
exercise. Water in the body is used much more quickly during exercise, because body
temperature rises and the body sweats to keep cool. Effects of dehydration include:
faintness dizziness confusion dark urine
light-headedness thirst heart palpitations
Activity
Identify the nutritional requirements for an athlete competing in an endurance event

such as a triathlon or marathon.
Competition Requirements Examples of foods and fluids

Pre-
exercise
During
exercise
Post-
exercise

Case study
Nutrition – diet, physical activity and health
y. She
Nikita, 16, is allergic to exercise. Well, that’s what she says anywa
eat) if far more
swears by dieting. She firmly believes that what you eat (or don’t
makes
important in weight management than how much you exercise. She
es low fat
sure she eats wholegrain breads and cereals, eats lean meat, choos
ted fat
products where possible and drinks plenty of water. She avoids satura
celery sticks.
and foods with a lot of salt. She snacks on nuts, fruit or carrot and
and is
She feels good and loves knowing that she is healthy inside and out
ise.
happy to avoid eating ‘junk food’ if it means she never has to exerc
rides to
Eric, 16, is always doing something. He walks to and from school,
school. On
training, play soccer at lunchtime and trains for touch football after
he surfs at
the weekends he plays touch football on Saturday and on Sunday
. The more
the local beach. He never worries about what he puts in his mouth
t.
the better. He knows he needs the energy and he never puts on weigh
She loves
Nadia, 17, is lazy. She says it herself, but it’s just how she likes it.
the couch
to sleep, loves to relax and spends most of her free time lying on
She eats when
flicking through fashion magazines or hanging at the beach.
vinegar),
she remembers and when she does, she snacks on chips (salt and
is hot chip
lollies and chocolate (caramel-centred). Her idea of a good meal
tells her
sandwiches or meat pies (with tomato sauce, of course). Everyone
attack by
she’ll get fat if she keeps eating like this (either that or die of a heart
the time she is 25), but she hasn’t yet, so why stop?
he figures
Carl, 17, doesn’t think about his diet or how much he exercises –
certainly not
that moderation is the key. He eats well, most of the time, but he’s
his daily
going to avoid ‘bad’ foods if he really wants them. He’s happy to get
and dairy, but
recommended serves of fruit, vegetables, wholegrains, lean meat
He loves
if he wants a slice or two of pizza, then so be it. Same with exercise.
school, but
playing soccer with his team on the weekend and he enjoys PE at
e bored
he doesn’t have to do something every day. If he did, he would becom
and probably hate it. Yep, everything in moderation.

She likes
Krystal, 17, meticulously plans her weekly diet and exercise plan.
that she
to keep her calorie intake to a certain (low) level and makes sure
off exercise
exercises at least once a day, six times a week. She has Sunday
she feels
because she often feels tired and her muscles are sore. But finds
and
guilty by Monday, so she runs for twice as long. Krystal has slowly
and
systematically cut out a range of foods. First pasta, then white bread
rt. Now she
now all breads. She then switched to skim milk and low-fat yoghu
tly, she has
has decided that she doesn’t like dairy products at all. Most recen
body and
decided to cut out red meat. Krystal likes feeling in control of her
doesn’t mind making sacrifices if it means staying slim.
Questions
1. Summarise the approaches of the five young people to weight management.
2. Which approach do you think is the most:

a. Healthy b. Unhealthy

3. Outline the potential health problems each person may face as a result of their diet and
physical activity patterns:
a. Nikita
b. Eric
c. Nadia
d. Carl
e. Krystal
4. Propose a strategy, incorporating diet, which you believe would be helpful in

maintaining the health of young people now and in the future.
5. Propose a strategy, incorporating exercise, which you believe would be helpful in

maintaining the health of young people now and in the future.

Nutrition apps
There are many diet and nutrition trackers that can help individuals log their nutritional
intake, shop for healthy foods, work around food allergies, analyse the ingredients of
certain foods and choose a healthy eating plan. Most apps can be downloaded for free,
though some require individuals to purchase them. Nutrition apps make it easier for
individuals to reach their goals.
Activity
Research a nutritional app and create a fact file on how the app works.

Body image
Body image refers to how a person views their physical self. It relates to how comfortable
someone is within their own skin, how they think and feel about the way they look and
how they believe others view them. Body image can be influenced by attitudes and values
of the people around us (such as family, friends and peer groups) as well as the views
of society as a whole and what is shown in the media. Body image can be an issue of
concern during adolescence.
Individuals have the power to change the way they think and feel about their bodies.
There are several ways an individual can improve their view of their body and help create
a positive body image, such as:
choosing to look at media that makes people feel good about themselves and
questioning some of the messages that are projected in the media
not comparing oneself to celebrities or images in the media
focusing on positive personal qualities
eating healthy foods
thinking about talents and skills instead of appearance
choosing clothes that are comfortable and inspire confidence
avoiding judgement of other people’s bodies.
To learn more about body image, watch the YouTube video called Talking about
confidence and body image at https://youtu.be/QNQCwcjCWE0.

Activity
1. Describe the causes of negative body image for males. What are the risk factors of a
negative body image?
2. Describe the causes of negative body image for females. What are the risk factors of a
negative body image?

Media messages
The media has a significant influence on people and especially young people. It shapes
opinions, behaviours and reinforces messages about how a person should look, act and
interact with others. The media plays an large role in creating and reinforcing stereotypes
and concepts of masculinity, femininity and body image.
The media also plays a significant role in exposing young people to sexual content and
violence through movies, music videos, magazines and the internet at a time in their life
when they are developing their own sexual and moral beliefs.
These influences are sometimes very direct and confronting and at other times they can
be indirect and subtle. The challenge for young people is to develop skills and critically
assess the messages and be informed, savvy consumers of media.
Activity
1. In groups, consider how various forms of media impact on the behaviour of

young people.
Media Impact on young people
2. Design a set of regulations that could be used to restrict any behaviours that the media
currently use to negatively influence young people.

Gender messages
Gender refers to an individual’s identification with masculinity or femininity. Gender
messages in popular culture generally portray what society considers being ‘normal’ or
‘ideal’. This puts pressure on people, particularly young people, to fit in by conforming to
societal norms.
Traditionally, males have been expected to be 'providers' for their spouse and family –
strong, muscular, powerful and masculine. For women, the stereotype has been that they
are 'homemakers' – pretty, slim, maternal and feminine. These stereotypes continue to
create pressure on young people to act in ways in which society expects. This can lead to
confusion, frustration and can impact on an individual’s mental health.
Activity
1. What is meant by the term ‘gender role stereotypes’?
2. Provide examples of non traditional gender roles and discuss the potential implications
of taking on a non traditional gender role.

Analysing health
information
There is an abundance of myths and misinformation
regarding health – sifting through what’s right and wrong
can be puzzling. An internet search for ‘the meaning of a
headache’ will produce millions of results, ranging from rare
forms of inoperable brain tumours to links with psychiatric
disorders. In reality, most headaches are the result of fatigue,
stress or dehydration.
As individuals progress through adolescence into adulthood, they will have numerous
health queries and concerns they require answers and support for. To navigate through
this adolescents need to be health literate. Health literacy is having the knowledge
to obtain, process and understand basic health information and make appropriate
health decisions.
The ability to access and use health information is a fundamental skill which allows people
to make informed decisions and helps them to maintain their basic health. On a broader
level, adequate levels of health literacy may help to reduce some of the costs in the health
system, prevent illness and chronic disease and reduce the rates of accident and death.
Health literacy affects not only a person’s involvement in the formal health care system,
but also decisions they make in the home, workplace and community.
Source: ABS, Australian Social Trends (4102.0) www.abs.gov.au
There a range of health products and services aimed specifically at improving the
health outcomes of young people. Many of these services work in partnership with other
government and non-government organisations. Services include:
Youth workers and youth centres Community health centres
Clinics within youth service centres Headspace centres – government‑funded
specifically for disadvantaged people mental health services for young people.
ICT task
HealthDirect
HealthDirect is a government-run gateway providing quality health information to
Australian consumers. It provides reliable, up-to-date information for consumers as well as
health professionals.
Design and create a slideshow (using appropriate ICT software) based on reliable,
up‑to‑date information regarding one topic published online at www.healthdirect.gov.au.
Make note of the titles and publishers of the resources you use in your presentation to
include in your presentation.

Activity
1. In addition to the services listed on the previous page, the State Government provides
a range of specialist services through NSW Health. Research the following groups and
describe their target group and services provided.
NSW Adolescent New Street

Vaccination Program Adolescent Service
Justice Health Keep Them Safe
2. Research the facilities in your local area that offer services specifically for
young people.

Factors influencing access

Access to health information is not always as easy as getting on the internet. Sometimes
the information you need requires you to consult an expert or someone who can give you
information specific to your individual needs.
Critical inquiry
Discuss how the following factors influence access to health information, products and
services by young people.
Confidentiality Non-English speaking
Socioeconomic status background
Embarrassment Trust
Geographic location
Remember your terminology:

Discuss means to identify issues and
provide points for and/or against.
Use the scaffold on the next page to plan

and write your response. A scaffold is
a framework to help you construct a
strong response.

Points to note
Begin with a preview
of the different sides to
the issue.
Expand on the
different aspects of
the issue.
Use words that link
the points, such as
"firstly" or "on the
other hand".
Draw conclusions
and state your point
of view.

Case study
Sources of health information
rrassed to
Carin, 15, has a discovered a rash on her chest. She is way too emba
es to search
see the doctor, in case he asks her to remove her shirt. She decid
about.
the internet to see if her symptoms are anything to be concerned
r in the
Curtis, 16, fell awkwardly on his arm playing football with his brothe
es not to tell
backyard. They are not allowed to play tackle football, so he decid
n. Paul
his parents. He shows his mate Paul who is certain that it’s not broke
d know.
has broken his arm three times himself, so Curtis figures that he shoul
few days.
Paul just tells Curtis to ice it, rest it and it should settle down in a
weeks
Carlos, 17, has been worried about a mole on his left arm for a few
ed shape . He's not
now. It has always been there, but it seems to have chang
it might
sure. He is too scared to go to the doctor, because he’s worried that
benign or
be cancerous. He figures that he should be able to figure out if it’s
make a big
malignant from the pictures that are available on the internet. Why
deal out of something that is probably nothing?
Activity
1. Describe the reliability of the sources of information referred to in the case study.

2. Evaluate a health promotion website on its suitability and content for young people.
3. As a class, design a survey to determine where young people get their health
information from. Each student is responsible for getting five surveys filled in. Collate
survey results and depict interpretations graphically using ICT software. Use the space
below to brainstorm survey questions.

Rights and responsibilities

The Australian Consumer Law (ACL) works towards protecting consumers and ensuring
fair trade throughout Australia. They provide a set of rights to consumers for the goods and
services they acquire.
Consumer rights
All goods for sale, including health-related products, must meet basic standards. If
they don’t, consumers are legally entitled to seek a refund, repair, replacement or
compensation. Goods must be:
Fit for the purpose: This means the Of merchantable quality: This means
product should do the job a consumer has the goods should meet a basic level
been led to believe it would do. of quality and continue working for a
Match the description or sample on which reasonable time.
a buying decision was made: this includes Have no defects: Goods should be
information given by a salesperson as well free from faults which affect their
as in advertising, demonstrations, labelling merchantable quality.
and promotions.
Consumer responsibilities
Consumers play an important role in their own healthcare – it is important that everyone is
well‑informed regarding their choices. It is also important consumers know how to use/take
health-related products, in order to get the most benefit from them.
When purchasing health-related products, individuals should talk to customer service
consultants, pharmacists and assistants and ask appropriate questions. The labeling on
medications (and inserts) should be read carefully. The internet can be a handy source of
information regarding a range of health-related products, providing the source is accurate
and reliable.

Health scams
There are countless health scams prevalent in modern society, largely due to the vast
range of information and access to products online. There have been 'health' products that
have claimed to cure AIDS, diabetes and cancer – despite no cure being available yet.
Scamwatch is a website developed by the Australian Competition and Consumer
Commission (ACCC) which provides information to consumers about how to
recognise, avoid and report scams involving health and medical products (as well as
issues, such as identity theft and fraud). For more information about health scams,
visit www.scamwatch.gov.au.
Activity
1. Develop criteria to assess health claims made by a range of products and services.

2. Apply your criteria to the following advertisements and assess the accuracy and validity
of the health claims.
Wash away fat

with fat-reducing soap
New discovery! Quick results!

Be as slim as you like!
No exercise necessary!
Olive and rosemary extracts act like

magic – simply lather and apply to the
abdomen, arms and shoulders.
www.washawayfatsoap.com
NATURAL HEALTH DRINK
CONTAINS
VITAMIN C,
B3, B5 + B12
The antioxidant
power of carrot
and orange
strengthens the
immune system.
Combined with a healthy

lifestyle, Vita Plus + can
help improve energy
levels and keep you
on your toes!
www.vitaplus.com

Skills to access health information,

products and services
Consumers are often faced with complex information and choices, particularly when it
comes to healthcare. There are a range of skills individuals need to understand basic
health information and make appropriate health decisions. These include the ability to:
evaluate information for analyse risks and benefits interpret test results
credibility and quality calculate dosages locate health information.
Activity
Based on the knowledge you have acquired regarding health consumerism, rate
your skills below. Describe how you would perform each skill when making a
health decision.
Skill Rating Skill performance

Evaluating excellent
the credibility very good
and quality of good
information poor
very poor
Analysing risks excellent

and benefits very good
good
poor
very poor
Calculating excellent
dosages very good
good
poor
very poor
Interpreting excellent
test results very good
good
poor
very poor
Locating excellent
health very good
information good
poor
very poor

Young people's right to healthcare

The Australian Charter of Healthcare Rights describes the rights of patients and other people
using the Australian health system. The charter is based on the principle that everyone has
the right to be able to access healthcare.
Activity
Describe what you think the following rights mean, in regards to what you can
expect from the Australian health system.
Right Meaning
Access
The right to healthcare
Safety
The right to receive safe and
high quality care
Respect
The right to be shown respect,
dignity and consideration
Communication
The right to be informed about
services, treatment, options
and costs in an open way.
Participation
The right to be included
in decisions and choices
about care
Privacy
The right to privacy
and confidentiality of
personal information
Comment
The right to comment
on care and to have
concerns addressed

Media review
Adolescent health
The Telegraph
Youth-friendly doctors
the new port of call
Australian doctors throughout
the nation are being trained and
accredited as youth-friendly GPs in
an attempt to improve the specific
services offered to young people and
minimise access barriers to essential
health services.
Teenagers have a range of health
issues they may need more
information on or require advice
and treatment, specifically relating Health professionals believe such
to drugs and sex. They may feel healthcare needs would be treated
uncomfortable visiting their local or more successfully by doctors
family doctor, in fear of their parents specifically trained to assist younger
finding out or due to embarrassment. people. In terms of training and
As a result, they may not access accreditation, youth-friendly GPs will
health services – leaving conditions be required to complete programs
untreated and remaining uninformed and education based training on
of vital information required to issues that are prominent among the
maintain their health and wellbeing. adolescent population.
Young people are often concerned Under the plan, there will also be
about confidentiality when it comes online registries set up, to enable
to healthcare. They have a range young people to find and access
of needs, such as mental health, youth-friendly GPs in their local
contraception and eating disorders. area confidentially.

Activity
1. Identify the barriers young people have in accessing essential health services.
2. Describe the feelings an individual would have when discussing sensitive health
issues with a doctor. How would these feelings be made worse if discussed with their
family's doctor?
3. What major health concerns affecting young people do you think youth-friendly GPs
would regularly encounter? Justify your response.
4. Would you access a youth-friendly GP if you were able to? Why/why not?

Medicare
Every Australian citizen should have a Medicare card or be included on their family's
Medicare card. Medicare provides access to medical and hospital services for all
Australian residents. It covers:
free or subsidised treatment by health professionals, such as doctors, specialists,
optometrists, and in specific circumstances, dentists and other allied health professionals
free treatment and accommodation for patients in a public hospital
75% of the Medicare schedule fee for services and procedures if you're a private patient
in a public or private hospital (but not including hospital accommodation, theatre fees,
medicines and other items).
Questions
1. What year was Medicare introduced?
2. Who pays the Medicare levy and how much do they pay?
3. Identify who is eligible for Medicare.
4. Outline what Medicare pays for.
5. What is bulk billing?
6. Outline the medical costs not usually covered by Medicare.
7. What is the Pharmaceutical Benefits Scheme (PBS)?

Revision
1. Outline the Australian Dietary Guidelines for adolescents.
2. Identify the main influences on food choices, diet and habits.

3. What recommendations are included in Australia’s Physical Activity and Sedentary

Behaviour Guidelines for Young People?
4. Describe the aim of post-exercise nutrition, listing examples of suitable foods and fluids.

5. What does OzHarvest do to reduce food wastage?
6. Outline a range of tips that can help someone improve their view of their body and help
create a positive body image.
7. What is meant by the term ‘gender role stereotypes’?
8. Explain the rights consumers have in Australia.

Literacy activity
1. Social, emotional and physical benefits of healthy eating and developing healthy eating
habits are important from an early age.
Many diseases that lead to ill health and death in later years are lifstyle diseases.
These can be atributed to poor nutrition and eating habitts.
2. Each day your body takes on fuel through the food you eat. You constantly burn this
fuel over the day as you move about.
Indicate where full stops and commas should be in the following passage.
There are two full stops and three commas missing.
The more you move the more fuel you burn If at the end of a day the body has fuel left
over it is stored as fat
3. Many Australian’s are obese and the problem is increasing every year.
Individual’s that are obese increase the likelihood of many a diseases.
are
the
of
a
4. Blood pressure and the level of fats in the blood may go up increasing risk of
heart disease or stroke.
Carrying too much fat can be an strain on the body.
Carrying to much fat can be a strain on the body.
Carried too much fat can be a strain on the body.
Carrying too much fat can be a strain on the body.
5. Carbohydrates are the body’s preferred fuel, although proteins and fats can also be
converted into energy.
Food is eaten to fuel the body for energy growth and repair
Food is eaten to fuel the body for energy, growth and repair?
Food is eaten to fuel the body for energy, growth and repair.
Food is eaten to fuel the body for Energy, Growth and Repair.

Literacy activity
Spelling list
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Glossary of terms
spelling list.
Term Definition
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Additional notes

Additional notes

Additional notes


should have been?
a. d.
b. e.
c. f.

Physical
activity for me

Activity
Vocabulary list

Modified games
Volunteer
Barrier
Time
management
Non-competitive
Social
Disability
Holistic
approach
Intensity
Initiative games
Goals
Sedentary
behaviours

Activity
Learning grid

Define the term ‘intrinsic Describe a range of Examine sport/fitness
motivation’. Elaborate your health benefits that can organisations in your local
response with an example. be experienced from area. Indicate the types
regular participation in of facilities and services
physical activity. offered by each one.
List examples of daily Discuss the reasons Modify a popular game or
choices that can be why it is necessary for sport so that someone with
made during a lifetime personnel at sport facilities a disability can participate.
to boost fitness through to provide participants with
incidental exercise. a pre-exercise screening
questionnaire.
Identify a range of barriers Interpret a range of graphs Identify the importance
to regular participation in to determine how many of the following roles that
physical activity. young people meet the enable a sport activity to
physical activity guidelines. successfully take place:
leadership
administration
coaching
volunteer support
media representation
sport participants.
Total Total Total


Analyse correct techniques Assess the likelihood of Compose a speech that
for performing the following success of two recent could be given by a
exercises safely: campaigns to get Australia motivational speaker to
push ups active. Remember to justify increase the amount of
squats your response. physical activity young
lunges people participate in.
triceps dips.
Provide practical examples
of how lunges are used in
daily activities.
Reflect on your current Recommend ways to Design a new game or
level of daily physical help encourage people sport for the class to
activity and select to overcome barriers participate in.
short‑term and long-term to their participation in
goals which will help you daily exercise.
to achieve and maintain
an optimal level of daily
activity in the future.
Analyse a range of Explain the physical and Design a survey about
strategies that could emotional benefits of a the range of recreational
be implemented to modified exercise program facilities available in the
promote the participation for people who are limited local area. Formulate a
of students in physical in their movements due plan to address any issues
activities at school. to injury. raised by the survey.
Total Total Total

ICT tasks
Critical inquiry
Visit www.betterhealth.vic.gov.au and search ‘Physical activity – setting yourself goals’.
Read through the content and prepare a report on the changes you feel would benefit
your lifestyle.
Research one Asian culture and discuss the significance of physical activity to that
specific culture. Present your findings in a podcast or blog.
Collaborating
In small groups, research and participate in a range of cultural games. Keep a diary in
the form of a blog detailing your experiences.
In small groups, film yourself participating in a number of initiative and challenge
activities. Record audio to accompany the video outlining the purpose of the activity and
the benefits to be gained through participation.
Work in small groups to prepare for a debate on the topic “Should obese Australians
be forced to pay for healthcare because of their lifestyle choices?” Your teacher will
inform you if your group is representing the affirmative or the negative side. Prepare a
Word document outlining your group’s points and elect a spokesperson to present in
the debate.
Presenting
Using www.creativespirits.info, familiarise yourself with two games common to the
Indigenous culture. Create a digital presentation, drawing similarities and differences
between the two indigenous games and modern sports common to Australia.
Creating
Create a list detailing all the resources in your local area as well as resources online
that will help you achieve your physical activity goals. Print it off and keep it handy to
encourage yourself to access the resources and increase your level of physical activity.
Create a video detailing the difference between health and fitness.
Desktop publishing
Research the daily physical activity guidelines and create a handout for students to take
home to parents detailing the guidelines, as well as tips to avoid sedentary behaviours.
Create a digital representation outlining the immediate effects of exercise on the body.

Physical activity for

health and wellbeing
Being active has a variety of physical, emotional and social health benefits. It can
make you feel good, improve your health, and help you interact with your friends.
Regular physical activity can also help reduce the risk of developing many lifestyle
diseases (for example, type II diabetes, some cancers, CVD and osteoporosis) and is
beneficial for psychological wellbeing.
As young people move through school, start work and become more independent, being
physically active and limiting sedentary behaviour every day is not always easy, but it
is possible and it is important. Australia’s Physical Activity and Sedentary Behaviour
Guidelines for Young People (13–17 years) are for all young people, irrespective of cultural
background, gender or ability.
Physical activity guidelines for young people

For health benefits, young people should On at least three days per week, young
accumulate at least 60 minutes of people should engage in activities that
moderate to vigorous intensity physical strengthen muscle and bone.
activity every day. To achieve additional health benefits,
Young peoples’ physical activity should young people should engage in more
include a variety of aerobic activities, activity – up to several hours per day.
including some vigorous intensity activity.
Sedentary behaviour guidelines for young people

To reduce health risks, young people should minimise the time they spend being sedentary
every day. To achieve this:
Limit use of electronic media for entertainment (such as television, seated electronic
games and computer use) to no more than two hours a day – lower levels are associated
with reduced health risks.
Break up long periods of sitting as often as possible.
Source: www.health.gov.au
Activity
1. Identify the benefits of regular physical activity for health and wellbeing.

2. Identify the lifestyle diseases for which physical inactivity is a risk.
3. Why do you think governments are interested in promoting regular physical activity?
4. What strategies are in place in the school and wider community to promote participation
and enjoyment of regular physical activity?
5. Propose a range of actions to maintain regular participation in physical activity.

ICT task
In pairs, plan a recreation facility designed especially for adolescents and young people. In
your plan, you must include:
Branding (a name for the facility, the aim/ Personnel (staffing requirements
purpose of the facility, motto or slogan) and uniforms)
A description of the facilities available Location
Financial considerations (the cost of using An explanation as to how the facility will
the facilities, how the facility will enhance enjoyment/participation
generate income)
Draft your ideas in the space below.

Factors influencing participation

in physical activity
The rate of participation in various organised and non-organised activities throughout
Australia depends on a number of factors, including:
age education
socioeconomic status gender
ethnicity interests/hobbies
religion and spirituality self-esteem and self-confidence.
These factors can also sway or influence an individual not to participate in physical activity
pursuits but rather practice sedentary behaviours.
Activity
Outline how the following factors influence participation in physical activity.
Age
Socioeconomic status
Ethnicity

Religion and spirituality
Education
Gender
Interests/hobbies
Self-esteem and self-confidence

Strategies to enhance participation

Family, friends and the community all play a significant role in the amount and type of
physical activity you participate in. Parents often influence the type and amount of physical
activity that their children participate in, and it is clear that the family environment is one of
the most important determinants of physical activity.
According to research, both adults and children in modern society are becoming
increasingly less active, and parents can have either a positive influence or a negative
influence on physical activity choice. If parents promote positive physical activity habits for
their young children, the children will adopt healthy habits later in life.
Although the family influences the physical-activity choices of younger children, peer
influence tends to be stronger during adolescence. For example, if a person's peer group
is interested in physical activity, their physical activity is likely to continue. Conversely, if
the members of the peer group are not interested, their influence is likely to be stronger
than the family’s and physical activity is less likely to occur.
Activity
Outline a range of benefits when exercising with a friend rather than on your own.

Identifying and locating resources

Many people consider resources for physical activity to be
playing fields, swimming pools and gyms. However, there are
many more options available in your local area. These include:
sporting clubs skateboard parks
beaches walking tracks
parks school sport and
bike tracks PE lessons.
ICT task
Use the internet and other resources to investigate four physical activity opportunities in
your local area. For each one, state:
cost, location and contact details
reasons why you would participate in the activity.
Opportunity Details and costs Reasons for participation

Critical inquiry
Assess the potential of the resources identified on the previous page to contribute
to a lifetime of physical activity.
Remember your terminology: Assess means to make a judgement of value, quality,

outcomes, results or size.
Use the following scaffold to plan and write your response. A scaffold is a framework to
help you construct a strong response.
Points to note
Start with a statement of your
viewpoint to be assessed. Include
points for and against and end
with a finishing argument.
At the beginning of each

paragraph, start with a subject
sentence and include a
clarification, with examples, to
highlight your point of view.
Elaborate on the information
provided, for example the
value, quality, outcomes,
results or size of the issue
being discussed. The
information provided can be
positive or negative.
Use linking words to enhance
your response. Linking words
are used to connect sentences
and paragraphs and signal the
logical flow of ideas in your
response. Examples of linking
words include furthermore,
because, similarly, however
and for example.
The positive or negative
information you have included
needs to be explained and
examples included to support
your response.
Conclude your response with a

statement either for or against
argument centred on the
value, quality or outcomes of
the subject.

Barriers to participation
Many people fail to participate in regular physical activity for a number of reasons. These
‘barriers’ affect all people including people with disabilities, the elderly and people of low
socioeconomic status. Common barriers or excuses for not participating in regular physical
activity include too busy, child care not available and health problems.
To learn more about overcoming barriers to participation throughout life, watch the
YouTube clip at https://youtu.be/Ql1zd0bmSCY.
Activity
In the table below, list a range of barriers to participating in regular physical

activity. For each one, propose ways to overcome these barriers. An example has
been provided.
Barrier Ways to overcome this barrier

Too busy Practice better time management, to create time for regular
physical activity

Safe practices when participating

in physical activity
Almost anyone, at any age, can exercise safely and get meaningful benefits. You can be
active even if you have a chronic condition, like heart disease, diabetes or asthma. Staying
safe while you exercise is always important, whether you’re just starting a new activity or
haven’t been active for a long time.
Over exercising can cause injury, which may lead to the person giving up on their exercise
regime. An individual should aim for a steady rate of progress.
Activity
Provide a range of safety tips for someone looking to begin participating in regular
physical activity.
Critical inquiry
Investigate the impact of media messages associated with physical activity and
propose how this might influence the health behaviours of young people.

Getting Australia active

Regular physical activity is important for optimal health and
wellbeing. It reduces the risk of many chronic conditions
(such as cardiovascular disease and type 2 diabetes)
and other disease risk factors, such as obesity and
high blood pressure. Strength and resistance training
is also important to achieve and keep good health
as it improves muscle strength and bone density,
protecting against injury and osteoporosis.
Insufficient physical activity is a key risk factor
contributing to disease burden in Australia. Given the
role it plays in chronic conditions, it is important for
Australians to achieve the optimal levels of physical
activity recommended in Australia’s Physical Activity
and Sedentary Behaviour Guidelines
The latest physical activity statistics indicate:
74% of children aged 5–12 and 92% of young
people aged 13–17 did not complete 60 minutes
of moderate to vigorous intensity physical activity
every day.
More Indigenous children aged 5–17 met the
physical activity guideline than non‑Indigenous
children aged 5–17.
The most popular organised sports for young
people aged 12–17 years were football/soccer,
basketball and netball.
Source: AIHW 2018

Lifelong physical activity

Lifelong physical activity refers to an exercise or sport that can be enjoyed over the
course of a lifetime. It involves participating in a range of physical activities to improve and
maintain overall health, wellbeing and fitness in the short term and across the life span.
Physical activities can be broken up into two categories: non-competitive and competitive.
Competitive sports are those that are played with a focus towards winning. They generally
have a set of defined rules. These sports are mainly played by younger people who are
physically able to participate, however competitive sports can be enjoyed by all age
groups. Examples of competitive sports include soccer, rugby, netball, basketball and golf.
Non-competitive sports are those that are played for enjoyment and generally have fewer
rules than competitive sports. They are ideal for older people as they involve less wear
and tear on the body. Activities include tennis, golf, swimming, running, walking and yoga.
Lifelong physical activities are generally non-competitive and non-contact exercise.
Benefits of lifelong physical activity

There are numerous benefits to be gained from becoming involved in lifelong physical
activity. There is a need for more individuals to become involved in activities that they can
pursue well into their middle age and even older age.
In 2014–15, 54% of adults were not sufficiently active to meet the recommended
minimum level of activity. This is a decrease from 62% of adults in 2007–08 and 56% of
adults in 2011–12.
Source: AIHW 2016
It is evident that, in Australia, individuals are becoming less involved in physical activity
as they get older. This is problematic for a number of reasons. Being involved in physical
activity provides multiple benefits.

Activity
Identify a range of physical, social, emotional, mental and spiritual benefits of

lifelong physical activity.
Type of benefit Example

Physical
Social
Emotional
Mental
Spiritual

Natural settings for physical activity

Opportunities to engage in natural settings in Australia are varied and relatively affordable.
Despite Australia being populated mainly in cities and towns, most people have ready
access to a wide variety of outdoor physical activity pursuits.
The majority of Australia enjoys a temperate climate which is ideal for various types of
outdoor recreational activities all year round. Australia’s environment is blessed with
natural beauty, home to many World Heritage listed sites, including some of the oldest
rainforests on earth and approximately one third of the world’s protected marine areas.
Many of Australia’s natural environments are famous for their beauty and biological
diversity, with tourists coming from around the world to embrace outdoor recreational
opportunities in areas such as the Great Barrier Reef, tropical Northern Queensland,
Uluru, Kakadu, the Kimberley and Tasmania’s wilderness. There are also lesser known,
but equally beautiful areas throughout the country, ranging from rugged mountain ranges,
beautiful coastlines, pristine waterways and the remote outback.
With such a diverse range of climates and terrains throughout Australia, there are ample
opportunities to participate in physical activity in natural settings.
Activity
1. Describe the reasons why people participate in outdoor recreational activities.
Challenge

Social benefits
Personal growth
Physical development
Psychological development
Appreciation of the environment

2. Identify the physical activity opportunities available that use natural settings in your
local environment. Outline the benefits from participating in this type of activity.
Physical activity opportunity Benefits of this activity
Practical activity
Participate in a range of physical activity pursuits using natural settings within the
local community.

Physical activity for people with a disability

Disability is the umbrella term for any or all of an impairment of body structure or function,
a limitation in activities (the tasks a person does), or a restriction in participation (the
involvement of a person in life situations). In 2015, an estimated 18% of people had
disability – 4.3 million people (ABS, 2016). Some people living with a disability were born
with it. Others have acquired a disability as they age, or through illness or injury.
Types of disability in Australia include:
Intellectual (such as Down syndrome, Deafblind (refers to dual sensory
autism and Asperger's syndrome) impairments associated with severe
Physical (such as paraplegia, quadriplegia, restrictions in communication, and
muscular dystrophy, motor neurone participation in community life)
disease, cerebral palsy, absence or Vision (encompasses blindness and vision
deformities of limbs and scoliosis) impairment not corrected by glasses or
Acquired brain injury (as a result of events contact lenses)
such as accidents, stroke, brain tumours or Hearing (encompasses deafness, hearing
degenerative neurological disease) impairment and hearing loss)
Neurological (such as epilepsy, Speech (encompasses speech
Alzheimer's disease and multiple sclerosis) loss, impairment and/or difficulty in
Psychiatric (such as schizophrenia, being understood)
personality disorders and psychosis)
Source: www.nds.org.au/disability-types-and-descriptions
There are a number of benefits this group can experience from participating in regular
physical activity:
improved mood and overall happiness can prolong the onset or development of
can improve condition (such as long-term disease (such as degenerative diseases
workplace injury) that gradually worsen, leaving an individual
promotes social interaction disabled in some way).

Activity
1. Create a fact file of two sports played at the Paralympics.
2. Watch the We're the Superhumans advertisement for the 2016 Paralympics on
YouTube at http://youtu.be/IocLkk3aYlk. Discuss how self-talk and encouragement can
be used as a motivational tool to continue participation in sport and physical activity.
Practical activity
As a class, participate in a range of modified games for people with a disability

(such as events held at the Paralympics).

Various roles in physical activity

There are a wide range of roles individuals can participate in to enhance their own and
others enjoyment of and participation in physical activity and sport. Throughout Australia,
this is generally achieved through volunteers.
Volunteers make up such a large proportion of sporting clubs, particularly local sporting
clubs. In fact, without volunteers, a lot of what is achieved through local sporting
competitions would otherwise not be possible. In the typical local club, the only paid role
is the umpires or referees. All other roles such as coaching, scoring, timekeeping and first
aid are voluntary roles. The positions on the committee are also nearly always voluntary.
Volunteers may be parents or relatives of players, ex-players or someone with a genuine
passion for the sport.
The most common volunteering activities are fundraising, preparing and serving food,
teaching or providing information and fulfilling administrative duties.
Activity
Identify a range of voluntary opportunities that are available in physical activity

and sport.
The role of the coach

A coach is a person who instructs, teaches, leads, guides and trains individuals or teams
in sport or physical activity. Coaching is included in many realms of sport, from recreational
level to professional level. Ideally, a coach’s role is to improve player performance and
build on the potential of an individual and/or a team.
Especially in highly competitive sport, coaches are important stakeholders in an athlete’s
or a team’s performance. Coaches can at times be unrecognised or can conversely be
blamed for poor player performance. The athlete-coach relationship is important in sport
and physical activity, and coaching can be a rewarding, fulfilling and enjoyable task.
To view the characteristics of an effective coach, watch the YouTube clip at
https://youtu.be/RENQCfI-EGg

Activity
Describe the characteristics of an effective coach. An example has been provided.
Characteristic Description
Knowledge An effective coach has an intimate knowledge of the sport.
They must also have a detailed understanding of the sport
from the fundamental skills to innovative tactics and strategy.

Structure of a training session

It is essential that a coach takes time to plan each training session. They should develop
each training session by basing it on two or three goals that they have identified.
All coaches should include the following elements in any training session:
an introduction to the session games and activities aimed at
a warm-up development of skill and fitness
a warm-down a review.
Activity
Describe the elements that should be included in all coaching sessions using the
following headings.
Warm-up and warm-down
Skill practise
Fitness
Games

Practical activity
1. In small groups of 3–4, design and implement a coaching session for a sport of your
choice. Plan for the session to last for approximately 30 minutes. Your coaching
session should:
Describe a warm-up that would be appropriate for the training. Make sure you include
activities to raise the heart rate, appropriate stretches and a sport-specific activity.
Outline the skill-development drills and practise drills you would include for a specific
skill during the session. Include a modified game for the class to participate in.
Design an appropriate warm-down.
Identify all the equipment you will need prior to implementing your coaching session.
Use the following template to plan your coaching session.
Training session plan

Date: Attendance: Equipment needed:
Venue:
Duration:
Introduction (aims for session, reminders, etc.):
Warm-up activities: Warm-down activities:
Drills and games:
Coaching tips/questions/challenges: Safety considerations:
Review/evaluation (what worked and what did not, modifications for next session, etc.):

2. Outline the importance of an including an overview in the structure of training sessions.
3. Consider three classmates of varying abilities in a sport of your choice. Choose a

skill and explain how the training session could be adapted to cater for each of the
three players.

Cultural diversity in sport

and physical activity
Sport is an integral component of the cultural make-up of Australia. Australia’s national
identity evolved with sporting success in local and international competitions.
Famous sporting events and icons in Australia’s history, such as the Ashes cricket series,
Cathy Freeman and Phar Lap, have all contributed to the status of sport in present day
society. In the past, sporting participation was largely associated with gender, class and
ethnic background and choice was somewhat limited. Access is no longer such an issue
and the variety of sporting choice reflects sports from around the world.
Australia is often described as a culturally diverse, or multicultural, country. It is home
to the world’s oldest continuous cultures (Aboriginal and Torres Strait Islander peoples),
but has also embraced significant levels of migration throughout its more recent history.
According to the Australian Bureau of Statistics:
28.5% of Australian were born overseas Over 260 languages are spoken
Almost 50% of Australians have parents Up to 11% of Australians may have
born in other countries a diverse sexual orientation, sex,
Almost 20% of Australians have some or gender identity
form of disability Just over half of our population are female.
Australia has a diverse multicultural population and sport participation in many of its
regions reflects this diversity. Sport can be used for positive social change – it can help
build more inclusive, healthier, happier and safer communities. Sporting organisations and
sports clubs should continually seek to identify barriers that may preclude people from
participating in their sport. More inclusive practices in sports can assist with growing the
participant base and in improving community physical, social, mental, and spiritual health
and wellbeing.
Source: www.clearinghouseforsport.gov.au

Activity
1. Outline the barriers to inclusion and participation in sport.
2. Research one of the following non-government organisations and describe how they
are using sport as a catalyst for inclusiveness.
Creating Chances Sport Matters
Red Elephant Projects Sport Without Borders
Activity
Participate in a range sports and physical activities popular in Asia. These include:
cricket basketball
baseball table tennis
badminton

Contribution of Aboriginal and Torres Strait

Islander people to sport in Australia
Australian Aboriginal and Torres Strait Islander people, possessing diverse languages and
customs, are one of the world’s oldest continuous cultures, with a history dating back more
than 50,000 years.
There is a recognised 'gap' between the health and wellbeing of Indigenous and
non‑Indigenous populations in Australia. Indigenous people, as a cohort, generally fall
short of the expected indicators measuring the wider-population health and wellbeing of
all Australians. Australian governments at all levels are committed to closing the gap of
Indigenous disadvantage in areas such as:
preserving and celebrating employment
Indigenous culture economic development
child mortality healthy lives
education building safe and strong communities.
There is broad cross-government support and action, through a range of sport and active
recreation policies, programs, and funding initiatives, to actively contribute to improving the
health and wellbeing of Indigenous Australians.
Recent research identified a range of key findings, which included:
46.6% of Aboriginal and Torres Strait Mental health is estimated to be higher
Islander children reported playing sport in among Indigenous men and women
the past 12 months. who participate in organised sport, after
Almost 50% of young Indigenous men controlling for an extensive range of
aged 15–19 living in AFL states (Victoria, other factors.
South Australia, Western Australia, Indigenous adults who played football in
Tasmania and the Northern Territory) the previous 12 months reported higher
participate in AFL. life satisfaction than people who did not
AFL is the second-most popular team participate in sport.
sport (after rugby/touch football) among Indigenous adults who play football report
Aboriginal and Torres Strait Islanders, more frequent social contact and are more
with almost 45,000 Indigenous players likely feel they have support outside their
– participation is slightly higher among immediate household.
children (8.2%) than among adults (7.3%). 56% of children who participated in football
Participation in AFL increases as one were assessed as being in excellent health
moves away from the major cities – compared to 48% of those who had not
reaching more than 65% for young participated in any organised sport.
men aged 15–29 living in remote areas Children who played football were 6% less
of Australia. likely to be assessed as having learning
Around 65,500 Indigenous Australians difficulties due to health issues.
participated in sport, other than as Boys living in remote areas playing AFL
a player. had a 20% lower truancy incidence.

Highlighting Indigenous achievements

Australian of the Year Awards
A number of elite Indigenous athletes have been recognised for their service to sport and
the community through Australian of the Year award recognition. These include:
Adam Goodes – 2014 (Australian of the Year)
Cathy Freeman – 1998 (Australian of the Year); 1990 (Young Australian of the Year)
Nova Peris – 1997 (Young Australian of the Year)
Mark Ella – 1982 (Young Australian of the Year)
Evonne Goolagong-Cawley – 1971 (Australian of the Year)
Lionel Rose – 1968 (Australian of the Year).
NAIDOC Awards
The annual NAIDOC Awards, presented at the end of NAIDOC week, recognise the
outstanding contributions made by Indigenous Australians to improve the lives of
Indigenous people in their communities and beyond, to promote Indigenous issues in the
wider community, and demonstrated excellence shown in their chosen field. The awards
recognise both a Person of the Year and Sportsperson of the Year, as well various other
categories. Basketball player Patrick Mills has won both the Sportsperson of the Year
award (2006) and Person of the Year award (2017).
Source: www.clearinghouseforsport.gov.au
Activity
On the following pages, research and create a fact file on two Indigenous athletes.
Include information on their sporting career and how they are trying to improve the
health and wellbeing of individuals and groups in the community.

Athlete 1:

Athlete 2:

Activity
Visit www.sportingschools.gov.au/resources-and-pd/schools/yulunga and research

two traditional Indigenous games. Include information on:
background of the game game play and basic rules
players and playing area scoring
equipment teaching points.
Game 1:

Game 2:
Practical activity
As a class, participate in a range of Indigenous games.

Revision
1. Identify the Physical Activity Guidelines for 13–17 year olds.
2. Describe how socioeconomic status can influence participation in physical activity.
3. Outline a range of barriers to regular participation in physical activity.
4. Provide a range of safety tips for someone looking to begin participating in regular
physical activity.

5. Describe the social benefits for people that participate in outdoor recreational activities.
6. Identify a range of voluntary opportunities that are available in physical activity

and sport.
7. Outline a range of benefits people with a disability can experience from participating in
regular physical activity.
8. Describe how one traditional Indigenous game is played.

Literacy activity
1. Practise is an integral component of learning and improving skill level.

Coaches and athletes will have greatast success when the practise method is
approprate to the type of skill and the athlete’s individual charactaristics.
2. Many people fail to participate in regular physical activity for a number of reasons.
Indicate where full stops and commas should be in the following paragraph.
There are two full stops and two commas missing.
These ‘barriers’ affect all people including people with disabilities the elderly and
people of low socioeconomic status Common barriers or excuses for not participating in
regular physical activity include too busy child care not available and health problems
3. An effective leader requires a multitude of skills.

Many of these skills are dependent on the age and the ability level of the participants.
of
are
on
the
4. Flexibility is determined by the ability of the muscles surrounding a joint to lengthen.

Flexibility is the range of movement or motion about a joints.
Flexibility is the ranges of movement or motion about a joint.
Flexibility is the range off movement or motion about a joint.
Flexibility is the range of movement or motion about a joint.
5. Initiative and challenge activities are designed to make participants think and consider
the most effective and efficient way to achieve a goal.
They also enhance Teamwork, Cooperation and Problem Solving Skills.
They also enhance teamwork cooperation and problem solving skills.
They also enhance teamwork, cooperation and problem solving skills.
They also enhance teamwork, cooperation, and problem solving, skills.

Literacy activity
Spelling list
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Glossary of terms
spelling list.
Term Definition
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Additional notes

Additional notes

Additional notes


should have been?
a. d.
b. e.
c. f.

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It couldn't happen to me............................................. 6

The mind matters........................................................ 45

Looking good, feeling great........................................ 90

Physical activity for me ..............................................138

Licensed to Australian Islamic College of Sydney for 2024 1

Information and communication

Interpersonal skills Intercultural understanding

Movement skills Literacy

Aboriginal and Torres Strait Islander

Sustainability Civics and citizenship

Critical and creative thinking Difference and diversity

Ethical understanding Work and enterprise

2 Licensed for 2024

Apply Put into operation or practice use.

Assess Make a judgement of value, quality, outcomes, results or size.

Compare Show how things are similar or different.

Conclude Arrive at a judgment or opinion by discussion and reasoning.

Construct Bring together ideas or arguments to form or build a concept.

Contrast Show how things are different or opposite.

Define State or describe the meaning of.

Demonstrate Show by example.

Describe Provide characteristics and features.

Determine Ascertain or decide based on calculation or research.

Discuss Identify issues and provide points for and/or against.

Distinguish Recognise or note/indicate as being distinct or different from; to note

Evaluate Make a judgement based on criteria; determine the value of.

Examine Inspect or analyse to better understand meaning.

Forecast Predict or estimate based on known or expected observations.

Hypothesise Provide an explanation based on observations or experiments.

Interpret Explain and understand meaning or significance.

Licensed to Australian Islamic College of Sydney for 2024 3

Judge Form an opinion or conclusion.

Justify Support an argument or conclusion.

Outline Sketch in general terms; indicate the main features of.

Predict Suggest what may happen based on available information.

Prioritise Determine importance and arrange in order.

Recommend Provide reasons in favour.

Summarise Provide a brief statement of main points.

Antonym A word that has the opposite meaning to another word.

Noun A word that can be used to refer to a person, place or thing.

Verb A word that gives the action, or asserts something in a sentence.

Frequently misspelt words

4 Licensed for 2024

: Colon To indicate a list or summary is to follow.

; Semi-colon To separate two sentences that are closely linked.

, Comma To separate information so it is readable.

? Question mark Used at the end of a sentence which is a question.

' Apostrophe Used within shortened versions of a word - an

- Hyphen To link two or more words.

( ) Parenthesis Also referred to as brackets - used to include

! Exclamation mark Used at the end of a sentence to indicate surprise

CAPITAL LETTERS Names of specific persons, places and things

Tense Points of view

Licensed to Australian Islamic College of Sydney for 2024 5

6 Licensed for 2024

Term Definition Sentence using the term

Licensed to Australian Islamic College of Sydney for 2024 7

Remembering Understanding Applying

8 Licensed for 2024

Learning grid … continued

Analysing Evaluating Creating

Licensed to Australian Islamic College of Sydney for 2024 9

: Colon To indicate a list or summary is to follow.

; Semi-colon To separate two sentences that are closely linked.

, Comma To separate information so it is readable.

? Question mark Used at the end of a sentence which is a question.

' Apostrophe Used within shortened versions of a word - an

- Hyphen To link two or more words.

( ) Parenthesis Also referred to as brackets - used to include

! Exclamation mark Used at the end of a sentence to indicate surprise

CAPITAL LETTERS Names of specific persons, places and things

Learning grid … continued