Strengths-based Fitness Testing Unit of Work
Le Tour de Beachside SHS HPE Unit
To celebrate the annual Tour De France, we will be holding The Tour De Beachside School over 2 weeks in May. You will be competing in teams to win one or more of the following prizes:
- Yellow Jerseys: Overall Team Winners Best Time
- Red Jerseys: Closest Predicted Team Time
- Green Jerseys: Best Sprinting Team
- Red Polka Dot Jerseys: Best Hill Climbing Team
- White Lab Coats: Best Sport Scientific Report
In your teams you will explore each of your team member’s fitness strengths to determine the students who will compete in the Specialist Day Event. Your scientific report will need to provide details of:
- Team Colours, logo and war-cry
- Team Member’s Fitness Component Scores
- Predicted time for your team’s overall performance
- Team Nutrition Plan for Race Fortnight
- Heart-rate and time for each team member’s performance
- Summary report of team according to predictions
Critical Inquiry Questions / Learning Activities / SHAPE HPE Proposition
How do the athletes work as individuals and teams during the Tour de France? / Jigsaw research task with students using web to find out information about:
- Stages of Le Tour
- Jersey award scheme
- Role of team riders
Students propose the fitness components that would be most relevant to each jersey / Inquiry approach
Movement in, through and about
What are the fitness component scores of each member of our team? / Students complete fitness tests
Drawing on data, students identify team strengths
Predict team performance and nominate Jersey Specialist / All levels of Health Literacy
Movement in, though and about
Strengths based approach
Should our Tour have different event requirements for girls (shorter distances)? / Class Debate (in teams) with data on:
- Men and Women’s Tour de France
- Difference in girls and boys performances
- Understandings of cultural and physical influences
Critical Health Literacy
How can we improve our performance? / Motivation and team identity: design logo + colours
Review of FITT Training Principles
Explore and engage in basic training activities
Team proposes two week training program including in and beyond school time / Strengths based approach
How will we fuel our team performance? / Devise energy promoting menu/snack
Cook healthy snack for all teams to try / Health Literacy
Strengths based approach
What factors have influenced the success of our training program? / Students identify the physical and cultural factors that facilitate or prevent young people engaging in physical training programs and propose solutions. / Movement in, through and about
Critical Health Literacy
Inquiry approach
How well did our team perform in le Tour de Beachside SHS? / Students participate in Le Tour activities over two week
Gather data from performances
Collate and submit team report / Movement in, through and about
Inquiry approach
Real Jocks Can’t Dance: Exploring the construction of gendered identities through contemporary dance
Unit Summary: In this unit, BHSPE students will explore the ways in which attitudes, beliefs, stereotypes and norms regarding gender and sexuality shape young people’s identities and their relationships with others. Students will explore this work through their engagement with an aesthetic physical activity.Curriculum Content
Strand: Personal, Social & Community Health
Key Idea: Being healthy, safe and active Context for Learning: Relationships and sexuality
Content Descriptors:
Evaluate factors that shape identities and critically analyse how individuals impact the identities of others
•Elaboration: analysing how societal norms, stereotypes and expectations influence the way young people think about their bodies, abilities, gender, sexuality, food, physical activity, sexual health, drugs and/or risk-taking behaviours
Critique behaviours and contextual factors that influence health and wellbeing of diverse communities
•Elaboration: analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours
Propose, practice and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices
•Elaboration: evaluating the influence of personal, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing
Strand: Movement and physical activity
Key Idea: Moving our body & Learning through movement Context for Learning: Rhythmic and expressive movement
Content Descriptors:
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences
•Elaboration: creating a group performance that demonstrates synchronous and individual movements
Assessment Overview: Your class is to create and perform a dance performance for the School of Human Movement Studies to the music of Vogue by Madonna. During this dance performance you will be required to dance individually, in pairs and with your small group whilst contributing to the overall performance of the whole class.
The challenge for you and your group is to draw on a theme/narrative that explores the human capacity to “do gender and sexuality”. Many of us believe that we can read people and their bodies to identify certain attributes or the truth of them such as their class, gender, sexuality, ethnicity etc. But what happens when someone comes along where the signs do not add up to the “right” attribute. This is your task to try and see if you can convince your audience that you are other than yourself – the more “real” you can be the closer you will get to truth.
Content and Concepts
This unit will cover the following content and concepts.
- Identity construction
- Normalisation
- Gender stereotypes
- Discrimination, marginalization and power
- Contemporary dance steps
- Choreographic skills
- Principles and practices underpinning curriculum design
- Principles and practices underpinning student-centred teaching approaches in HPE
Lesson focus
First half / Second half
1 / Lesson A: Setting the Challenge
Set dance performance challenge and introduce vogue and voguing. / Split into dance groups and introduce the two chorus sections of the Vogue routine.
2 / Lesson B: Devise a gender orientated team theme
Construction of gender stereotypes through dance; How and why do bodies reveal/do gender? –
Begin exploration of social and cultural understanding of gendered bodies through an identification of the stereotypical ideologies. / Develop and practice dance routine through rehearsal of 2 chorus sections and selection of a theme.
3 / Lesson C: Mixing up the dance styles
Cha Cha section for Vogue / Review dance routine
4 / Lesson D: Doing Gender
Review of dance routine with particular focus on weaker sections and incorporating characteristics of gender into the routine. / What shapes our notions and practices of gender?
Understanding how we ‘do’ gender, as well as what shapes our notions and practices or gender.
5 / Lesson E: Integration
Integration of the two strands of the Australian HPE curriculum through exploration of relationships and sex through the Vogue tutorial program.
6 / Lesson F: Exploring the Important of Creativity I
Choreography section – Encourage working creatively by relating moves to teams gender theme, vogue theme or the words of the song. / Review and develop dance routine
7 / Lesson G: Exploring the importance of creativity II
Further development choreography section, implementing sociocultural perspectives of gender gathered through group research / Review of dance routine – beginning to develop routine ending and exploration of assessment through dance
8 / Lesson H: Reviewing Gender and Gender Stereotypes
Refine entire routine – Students given independent work time to work in their teams – Stylising of a movement – moving like a “real” man or woman / Further develop entrance to, and exit from, the routine.
9 / Lesson I: Polishing of the Vogue Routine
Feedback session about progression and areas that need improvement - Key tips for a polished dance routine / Practice of dance routine – performance factors and assessment (criteria and standards)
10 / Lesson J: Evaluation of teams
Team collaboration to devise program schedule summaries / Rehearsal
11 / Lesson K: Final Dance Performance
Rehearsal and Performance / Reflection of Vogue dance unit