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Written response: Culture and physical activity - ABOVE

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Health and Physical Education

Years 9 and 10

Above satisfactory

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.

Achievement standard

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.

Show all annotations

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Annotations
1
Annotation 1
Explains cultural, environmental and safety reasons for having surf lifesavers
2
Annotation 2
Identifies clearly the safety reasons for having surf lifesavers
3
Annotation 3
Identifies a range of physical, mental, social and emotional qualities required by an effective surf lifesaver
4
Annotation 4
Explains in detail how several stereotypes are being challenged
5
Annotation 5
Analyses how attitudes, beliefs and the media can influence connections to the community
6
Annotation 6
Explains how the cultural practice of a specific group has limited their involvement in beach activity, which has helped to create a stereotype that the program is trying to challenge

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Annotations
1
Annotation 1
Explains how a variety of beach activities are portrayed in Australia and overseas and how these have historically influenced our cultural identity
2
Annotation 2
Explains how environmental factors as well as requirements and demands of the role have contributed to the lifesaver stereotype
3
Annotation 3
Identifies a positive outcome of the stereotype
4
Annotation 4
Explains the role of the media in perpetuating the stereotype
5
Annotation 5
Draws the conclusion that culture and gender is irrelevant to the capacity of a person to undertake the role of surf lifesaver