Food for Sport (Year 9 HPE)

The purpose of this WebQuest is to inform students about finding the healthy alternative when looking at food selections and create and evaluate exercise plans to meet your recommendations. "Australian has one of the highest rates of obesity in the world" (Australian Institute of Health and Welfare, 2017). This is due to dramatic changes in both our lifestyle activities and our eating habits. It is extremely important that you as teenagers are able to analyse and evaluate meal plans and exercise programs to ensure that there is a balance between your energy input and your energy output.   

Throughout the term you have studied the importance of developing healthy eating habits. You have also looked at how much energy your body requires to fulfil its daily requirements according to the Australian Dietary Guidelines.

Your Task is to:

1. Design and develop a personal 5 day meal plan for the duration of 3 weeks based on the healthy food pyramid that includes proteins, carbohydrates and healthy fats.

2. Construct an Exercise Plan for each of the 5 days you have picked to complete your meal plan on. This will include your: Basal Metabolic Rate (BMR), The amount of energy used in the process of eating and digesting food for the day and what physical activity you plan on completing.

Example: 20 min ride bike to school, walking around school all day, 20 min ride home, soccer training 90mins (high intensity, short rest)

Task 1a.)  Students need to pick 5 consecutive days in a row that they will complete their healthy eating meal plan and Exercise plan over. (For example: Monday- Friday)

- For the meal plan students will need to clearly formulate and display the program week by week for the 3 week period that they will be completing. Each day must include all food intake that will be consumed and cover all food groups proteins, carbohydrates and fats.

Resources that will help students complete this task:

1. Example exercise meal plan

https://www.eatforhealth.gov.au/eating-well/tips-eating-well/meal-planning 

2. Australian Dietary Guidelines

https://www.eatforhealth.gov.au/guidelines/about-australian-dietary-guidelines

3. Five Foods Groups

https://healthy-kids.com.au/food-nutrition/5-food-groups/

Task 1b.) Students will need to formulate and clearly display the week by week exercise plan that they will be following for the 3 week period.

- Each day students will need to develop the exercise they will be completing that needs to include: their (BMR), the amount of energy used in the process of eating and digesting food for the day, what physical activity they plan on completing throughout the day.

Resources that will help you to complete this task:

1. What is BMR and how it is calculated

http://dailyburn.com/life/health/how-to-calculate-bmr/

2. Energy input and output

http://www.nutritionaustralia.org/national/resource/balancing-energy-and-out

At the conclusion of this task it will be strongly encouraged that students continue to apply the healthy eating plan and exercise plan within their daily life. All students should reflect individually about how the experience has affected them positively or negatively and what knowledge they have learnt through the duration of the task. For the students that choose to continue with the programs they should write down progress reports every 2 months. This should include how they have been feeling, weight loss/gain and any changes they have made throughout the time.

As a teacher in Health and Physical Education, I hope that by students actively engaging in this task and making all students participate in it. It will leave a positive impact upon them and they will continue to make healthy choices and exercise regularly.  

References:

Australian Institute of Health and Welfare. (2017). Overweight and Obesity. Retrieved 14th Feb. 2017 from http://www.aihw.gov.au/overweight-and-obesity/

Daily Burn Life. (2015). How to Calculate Your BMR (And Why It Matters). Retrieved 12th Feb. 2017 from http://dailyburn.com/life/health/how-to-calculate-bmr/

Eat For Health. (2015). About the Australian Dietary Guidelines. Retrieved 13th Feb. 2017 from https://www.eatforhealth.gov.au/guidelines/about-australian-dietary-guidelines 

Eat For Health. (2015). Meal Planning. Retrieved 14th Feb. 2017 from https://www.eatforhealth.gov.au/eating-well/tips-eating-well/meal-planning 

Healthy Kids Association. (2016). 5 Food Groups. Retrieved 16th Feb. 2017 from  https://healthy-kids.com.au/food-nutrition/5-food-groups/

Nutrition Australia. (2016). Balancing energy in and out. Retrieved 14th Feb.2017 from http://www.nutritionaustralia.org/national/resource/balancing-energy-and-out

Rationale:

Throughout this Year 9 Health and Physical Education food and nutrition unit students will develop their knowledge and understanding through “the dimensions of acquiring, applying and evaluating” (QCAA, 2016). As stated by the Australian Curriculum (ACARA) “Students will learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits” (ACARA,2016,p.1)

 This knowledge and understanding will be developed through a number of student learning experiences that promote essential literacy, numeracy and Information and Communication Technology (ICT) skills, which will incorporate the key literacy, numeracy and ICT components that are demanded by the Physical Education syllabus. The main focus of this unit is scoped from the Australian curriculum descriptors “Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels” (ACPMP102) and “Critically analyse and apply health information from a range of sources to health decisions and situations” (ACPPS095). Stated by ACARA students will “learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school” (ACARA, 2016, p.1). The high quality use of ICT in the major learning activities throughout this unit is very important, as stated by Collins (2011) “The inclusion of ICT in the teaching and learning of physical education can improve the quality and effectiveness of a program"(p.14) .

Throughout the major learning activity where students will continue to deepen their knowledge and understanding of the core subject matter, ICT will be used as a major pedagogical learning advantage for the students within the classroom environment. As suggested by ACARA students need to “participate in a knowledge-based economy and to be empowered within a technologically sophisticated society now and into the future, students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work and in their communities” (ACARA, 2016,p.1). According to Thomas (2006) “ICT in physical education can provide a range of useful tools in physical education that can have a significant impact on motivation and standards” (p.2). Students in this subject will be asked to actively engage with technology and make it work for them. By integrating ICT-mediated learning within the HPE environment it will allow students to take control over their own learning process by reinforcing time management and key organization skills.  The use of ICT in the classroom will give students the various skills and information to transfer the deep knowledge that can translate across all subject areas for their future endeavours.  At the completion of this unit students will “learn to use ICT with confidence, care and consideration, understanding its possibilities, limitations and impact on individuals, groups and communities” (ACARA, 2016,p.1).

References

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2016). Health and Physical Education. Retrieved 14/2/2017. From http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1#level9-10

Collins, O. (2011). The use of ICT in teaching and learning of Physical Education. Continental J. Education Research, 4(2), p.29-32.

Thomas. A & Stratton. G. (2006). What we are really doing with ICT in physical education: a national audit of equipment, use, teacher attitudes, support, and training. British Journal of Educational Technology. 37 (4). 617-632.

QCAA. (2010). Physical Education Senior Syllabus. Retrieved Feb 13th, 2017, from www.qcaa.qld.edu.au/senior/subject/HPE/physcial-education 2010.