Unit 2

Health Benefits of Physical Activity

South Australia


  • Physical Activity & Participation
  • Personal & Social Development

Key Idea 1

Students gain an understanding of the importance of regular and planned participation in vigorous physical activity to their on and other’s long-term health, at school and in community contexts. (F Id T KC3)

Standard and Evidence

2.2 Articulates on the basis of personal participation, understandings about fitness through experience of the feelings and effects of different types of exercise on the body. (F Id T KC2)

  • Communicates understandings about the effects of exercise on the body. (T C KC2)

Key Idea 2

Students develop, through participation, an understanding of the components of fitness that influence their healthy growth and emerging physical capabilities. They are able to plan and make changes to those practices and values that are harmful or counterproductive. (F Id KC3)

Standard and Evidence

3.2 Develops, through participation in health-related fitness activities, an understanding of those activities’ appropriateness and effectiveness. (Id)

  • Appraises their own fitness and physical activity level. (Id KC1)

Key Idea 3

Students individually, in groups or teams enhance their self-awareness through developing, refining and expanding their movement abilities and strategies within an appropriate context of physical activities. (Id In KC4)

Standard and Evidence

3.1 Demonstrates a range of specialised individual and team movement skills that enhance their sense of personal and group identity. (Id In KC2 KC4)

  • Demonstrates correctly the skills of a wide range of movement activities (Id KC2)
  • Applies specific skills in games / performances / modified sport
  • Works collaboratively to be an effective member of teams and/or groups (Id KC4)
  • Displays responsibility in acting safely whether as a member of a team, umpiring or in a coaching role. (Id KC4)

Key Idea 4

Students increasingly understand, analyse and communicate the influence of factors such as culture, location, gender, ability, emergent technologies and family on their identity. (Id In C KC1 KC2 KC7)

Standard and Evidence

3.3 Explains how different ways of describing people influences the way people value and treat themselves and others. (Id In T KC2)

  • Appraises stereotyping and gives examples beyond stereotyping. (In T KC1)

Key Idea 5

Students enhance their understanding
of relationships and group dynamics through developing knowledge and skills in collaborating with others and working in teams. (Id In C KC4)

Standard and Evidence

3.5 Assumes different roles when working as part of a cooperative group or team to achieve a shared goal and understands the effects on relationships. (Id In KC4)

  • Demonstrates they can work cooperatively in groups or in teams in the classroom and other settings (In KC4)
  • Identifies and applies important group and team skills
(e.g. being aware of others, listening, communicating, contributing ideas, keeping on task, avoiding treating others in a negative manner) (In C KC4)