Health and Physical Education
Years 9 and 10
Written response: Culture and physical activity
Summary of task
As part of a broader unit about influences on identities, students explored how stereotypes portrayed within the media and broader society influence the way people perceive the activities they can participate in, the roles they can play in the community and the behaviours they are expected to exhibit.
As part of the unit, students discussed stereotypes associated with Australia’s beach culture; for example, the typical surf lifesaver, surfer, male and female beachgoers. Students explored how these stereotypes were formed and the role that beach activities such as lifesaving and surfing have played in defining the identities of youth.
Students were asked to read a newspaper article about men and women from a Muslim background training as volunteer lifeguards, and respond to questions about stereotypes, diversity and identity.
This assessment task relates to the focus area: lifelong physical activity.
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.
Identifies environmental and safety reasons for having surf lifesavers
Identifies the skills and knowledge required to be a good surf lifesaver
Explains how two stereotypes are being challenged in the article
Describes the role the program played in creating a connection between the two cultural communities
Identifies the role that physical activities and clothing have played in developing an aspect of our cultural identity
Explains how physical attributes, skills and uniforms contribute to the stereotype