2013 VCE Physical Education

2013 VCE Physical Education

Summer Holiday Workbook

CHAPTER 1

Unit 3 - Area Of Study 1

Monitoring & Promotion Of Physical Activity

Based on the Nelson textbook

Chapter Checklist

(Tick when complete)

Chapter 1
Glossary
All Coursework
Summary
Review Questions
VCAA Past Exam Questions
Peak Performance Q’s

Chapter 1

Assessment Of Physical Activity & Sedentary Behaviour

Web Links & Other Resources

VCE PE Podcasts

Table 1.1 – Main purposes of measuring physical activity

At the population level / At the individual level

Table 1.2 – Summary of the National Physical Activity Guidelines (NPAGs)

Age Group / Physical Activity Guidelines / Sedentary Behaviour Guidelines
Children
0-5 years
Children
5-12 years
Youth
12-18 years
Adults
18-65 years / 1)
2)
3)
4)

Table 1.2 (cont.) – Summary of the National Physical Activity Guidelines (NPAGs)

Age Group / Physical Activity Guidelines
Older adults 65+ years
Overweight or obese children
Overweight or obese adults

Figure 1.1 – Measurement of physical activity

Table 1.3 – Levels of evaluation for a school-based physical activity intervention

Age Group / Description / Examples
Formative evaluation
Process evaluation
Impact evaluation
Outcome evaluation

THE DIMENSIONS OF PHYSICAL ACTIVITY

T / F / I / D

* In the table above, please provide a brief description of what each dimension of physical activity is

Table 1.5 – Classification of physical activity intensity

Intensity classification / Description / METs / Energy expended (kJ/min) / % max HR / Examples of activities
Low intensity (light)
Moderate intensity (medium)
Vigorous intensity (high)

Table 1.6 – Metabolic equivalent values

METs / Example / METs / Example
3.0 / 8.0
4.0 / 9.0
5.0 / 10.0
6.0 / 12.0
7.0

* Fill in the table above with your choice of examples from the table in your textbook

Table 1.5 – Classification of physical activity intensity

Instrument / Measure / Is instrument suitable for addressing: / Expense / Reactivity
Frequency? / Intensity? / Duration? / Type? / Context? / Energy expenditure?

Figure 1.6 – Trade-off between practicality and accuracy

Chapter 1 - Thinking Things Through (p13)

Outline the difference between formative and process evaluation.

______

Describe the differences between moderate-intensity and vigorous-intensity physical activity? (Use specific data from Table 1.5 if you need to)

______

A person participating in an activity classified as 5 METs. What does this mean? (Hint: 1 MET is your bodies metabolic requirements at resting levels)

______

Explain the trade-off between the accuracy and practicality of a physical activity measure.

______

SUBJECTIVE MEASURES OF PHYSICAL ACTIVITY

Recall surveys

Advantages

1)______

2)______

3)______

Disadvantages

1)______

2)______

3)______

The Active Australia Survey

Using the questions in the ‘Active Australia Survey’ (on p15 of your textbook), interview two adults (18+) and record the results. This survey can be done over the phone or in person. The survey should take no longer than 15 minutes.

Using the data you collected, calculate (for each person) the total frequency and total duration (in minutes) per week in the following table:

Subject / Walking continuously / Vigorous gardening / Vigorous PA / Moderate PA
Frequency / Duration / Frequency / Duration / Frequency / Duration / Frequency / Duration

Now construct two graphs. One graph depicting the frequency per week for each category of activity for both survey subjects, and another graph showing the duration.

Discuss your findings. Describe the major source of each individual’s weekly physical activity. In your summary also calculate whether each individual managed to accumulate enough physical activity to meet the NPAGs for adults.

______

Logs and diaries

Advantages

1)______

2)______

3)______

Disadvantages

1)______

2)______

3)______

OBJECTIVE MEASURES OF PHYSICAL ACTIVITY

Direct observation

Advantages

1)______

2)______

3)______

Disadvantages

1)______

2)______

3)______

SOFIT – System for Observing Fitness Instruction Time

SOPLAY – System for Observing Play and Leisure Activity in Youth

Accelerometers

Advantages

1)______

2)______

3)______

Disadvantages

1)______

2)______

3)______

Read ‘Real World Focus – Interview with Associate Professor Stewart Trost(p33-34)

Pedometers

Advantages

1)______

2)______

3)______

Disadvantages

1)______

2)______

3)______

FIND PICTURE OF PEDOMETERS

Read ‘Real World Focus – Interview with Associate Professor Catrine Tudor-Locke (p29)

Chapter 1 - Thinking Things Through (p30)

Outline the difference between a recall instrument and a diary. (Hint: ‘difference’ means you compare the differences of both. Include the phrase ‘whereas’ to answer it correctly)

______

Contrast SOPLAY and SOFIT as direct observation instruments. (Hint: ‘contrast’ means gives features of both in your answer. Contrast generally refers to the differences between the two)

______

Explain why pedometers are powerful behavioural change tools?

______

Table 1.12 – Appropriate measures for assessing physical activity among population subgroups

Subgroup / Self-reported recall survey / Self-reported diary or log / Proxy report / Pedometer / Accelerometer / Direct observation
Children 0-9 years
Children 10-12 years
Adolescents
Adults
Older adults 65+
People with an intellectual disability
People from a non-English speaking background

Chapter 1 Summary

(p38)

______

Chapter 1 Review Questions

(p38-39)

______

Complete your Peak Performance Multiple Choice Q’s as well!!

Extension Work:Peak Performance Short Answer Q’s. The more you complete and check, the better prepared for your exam you will be!!

VCAA 2010 – Multiple Choice

VCAA 2010 – Short Answer Questions

VCAA 2009 – Multiple Choice

VCAA 2009 – Short Answer Questions

VCAA 2008 – Multiple Choice

VCAA 2008 – Short Answer Questions

VCAA 2007 – Multiple Choice

VCAA 2007 – Short Answer Questions

VCAA 2006 – Multiple Choice

VCAA 2006 – Short Answer Questions