Nestlé and the Australian Institute of Sport (AIS) - Good Partners
Nestlé have an ongoing commitment to providing Australians with good food for good living every day and are proud to be a partner of the Australian Institute of Sport (AIS).
Since 1981, the Australian Institute of Sport (AIS) has been the training ground for our top athletes - helping them to become strong in mind and body so they are able to take on life's challenges, both on and off the sporting field. The secrets of a well-balanced lifestyle hold true for all Australians - not just those at the top of their sport.
Over the last six years, we have helped bring the results of almost 25 years' of AIS experience - particularly its sports nutrition expertise - into the everyday lives of Australians.
We have assisted in developing numerous resources including the following:
Three AIS Survival Cookbooks - Survival for the Fittest, Survival from the Fittest and Survival Around the World, filled with healthy recipes.
The 'Get Out, Get Active, Get Healthy!' booklet provides tips on nutrition and activity to help busy Australian families live an active life.
'Get the AIS into your Classroom' is an education program developed by teachers for teachers - teaching kids about good nutrition and an active lifestyle.
Thousands of upper primary school teachers' have enthusiastically responded to this online program developed by teachers, for teachers. We've updated the programme and added four new units (Unit 8 Games and Sports, Unit 9 Indigenous Games, Unit 10 Indigenous Athletics and Unit 12 Champions: Olympic, Paralympic and Commonwealth Games).
We hope you find this resource helpful and enjoy 'Get the AIS into Your Classroom'. Nestlé and the AIS welcome your feedback.
The Australian Institute of Sport's commitment to Physical Education
As Australians, we have always thought of ourselves as a great sporting nation. So it came as a surprise when we performed poorly at the 1976 Olympic Games in Montreal. The Australian Institute of Sport was born of the need to do something about this - we had to find a way to support and develop our future world champion athletes in a way that would really make a difference.
Now more than 25 years on, how things have changed!
Australia is back among the top sporting nations of the world, following the most successful Olympic and Paralympic Games ever. In Sydney in 2000 and Athens in 2004 we finished fourth in the medal tally behind the United States, China and Russia, with 17 gold medals, 16 silver, 16 bronze - a total of 49 medals.
The Australian Institute of Sport has played a big part in developing winning athletes who are strong in mind and body. Anyone who visits the Australian Institute of Sport in Canberra will be struck by the way in which its programs for athletes go way beyond the development of fitness and sporting abilities. It's all about developing well-rounded athletes - those who will be physically and mentally equipped to take on life's challenges, both in and out of the sporting arena.
The benefits of this 'holistic' approach hold true for everyone, not just those at the top of their sport. And now, through this resource, teachers' have the chance to draw on almost 25 years of AIS experience in developing the keys to a well-balanced lifestyle and communicate these to their students in fun and innovative ways.
The school classroom is an ideal setting to explore lifestyle choices and develop self-reliance in a rapidly changing world. This collection of free teacher resources has been developed to empower children with the knowledge and understanding, skills, values and attitudes that will enable them to lead a healthy, balanced lifestyle.
Free Teacher Resources
These teacher resources have been designed for students in upper primary schools and have been developed to fit with the Personal Development, Health, and Physical Education strands of each state curriculum. They include Physical Education lesson plans, Physical Education games - and lots more information on health and nutrition.
This site provides teachers with teaching strategies that reflect an outcome-based approach to student learning. Twelve teaching resource units can be used separately or together depending on individual teacher preferences and the classroom situation.
The aim is to encourage students to consider their own behaviours and attitudes to a healthy, balanced lifestyle. Each activity is planned so that students can demonstrate achievement of knowledge, skill and value outcomes. Students can then translate these understandings into real-life situations beyond the classroom. By examining their own life experiences, students are empowered to make healthy lifestyle decisions now and for the future.
What is the aim of the 'Get the Australian Institute of Sport into your Classroom' program?
To develop all the required student and teacher resources that form part of the AIS/Nestlé education resource for students in upper primary school years. These resources will prepare children, where appropriate, to be informed visitors if and when they visit the AIS.
How does the 'Get the Australian Institute of Sport into your Classroom' program link to School Curriculum?
Please click on a State below for an appropriate diagram:
How to use these free Teacher Resources
This teacher resource has been linked to the outcomes and content strands for each state syllabus. For each state, twelve units of work are provided and can be taught as a module or individual units may be integrated into existing units of work. The units of work suggest activities to assist students to work towards achieving the outcomes of the syllabus.
Table 1: Teacher Resource Unit Components
Each teacher resource unit is set out in the same format and includes:
| Item |
Description |
| Class structure |
Indicates suggested class groupings |
| Activities |
Indicates suggested class groupings and details the teaching and learning strategies |
| Teaching Points |
Provides information to assist teachers including background notes, guidelines or definitions |
| Worksheets |
Provides worksheets to be reproduced for the students in conjunction with certain activities. Worksheets are located at the end of each unit |
| Handouts |
Provides supporting information to assist students in completing class activities and worksheets. Handouts are located at the end of each unit |
Teachers should read through the entire resource and activities prior to commencement, as some preparation may be required. The activities may need to be modified according to the needs and interests of students and the school community.
It can also be complemented by a trip to the Australian Institute of Sport where students can experience several key learnings, first hand. Highlights of a school visit include a tour of the AIS hosted by a current AIS athlete. This person can talk with students about the challenges athlete's face and what it is like to be a professional.
The AIS hosts Sportex - a permanent interactive display allowing students to touch, play and learn about sport, sporting legends and what it takes reach the top in sport.
The table on the next page provides an overview of each unit of work and indicates the relevant subject matter.
Table 2: Teacher Resource Units: Summary
| Unit number |
Students will learn |
Health, Nutrition and Physical Education Facts |
| Teacher Resource Unit 1: Good Life |
How mind power, health / nutrition and physical fitness contribute to a 'balanced life' |
- Personal health choices
- Social, emotional, spiritual and physical wellbeing
|
| Teacher Resource Unit 2: Mind Power |
What influences their development as individuals including the importance of positive thinking |
- Personal identity
- Developing and maintaining a positive self concept
- Feelings about self and others
- Values
- Uniqueness of self
|
| Teacher Resource Unit 3: Good Health & Nutrition |
The role of food and nutrition in supporting better health |
- Personal health choices
- Decision making process
- Nutrition
- Balanced diet and variety of foods
- Growth and Development
- Goal setting
|
| Teacher Resource Unit 4: Food and You |
The influences on food choice and goal setting for better nutrition and health |
- Personal health choices
- Influences on decision making
- Evaluating decisions
- Nutrition, health, and variety of food choice
- Food preparation
- Goal setting
|
| Teacher Resource Unit 5: Fuelling Your Body |
The relationship between nutrition and physical activity and their contribution to health |
- Active Lifestyle
- Effects of physical activity and inactivity on the body
- The body - effects of nutrition, health and activity
- Personal nutrition and health choices
- Growth and development
- Games and sports
- Skills development for different sports
|
Overview of the nationally-developed outcomes and indicators from the Statement on Health and Physical Education for Australian Schools
| Outcomes |
Indictors |
Relevant Australian Institute of Sport Unit |
| Identifies issues related to why individuals and groups in the same community have different eating and meal patterns |
Evident when students: |
|
- Discuss why rules and customs related to food differ from one family member to another
|
Teacher Resource: Unit 4 |
- Compare the eating and patterns of different members of the same household and discuss differences
|
Teacher Resource: Unit 4 |
- Discuss how income may affect food choice
|
Teacher Resource: Unit 4 |
- Identify sources of information on food,and develop criteria for evaluating the credibility of the sources and the reliability of their information
|
Teacher Resource: Unit 3 |
- Classify food advertisements by the groups of people they target and discuss the influence of advertising on eating patterns
|
Teacher Resource: Unit 4 |
- Identify and discuss food choices and restrictions for different groups and at various stages of the life cycle.
|
Teacher Resource: Unit 3 |
| Identifies, implements and evaluates strategies to address a nutrition-related issue in the school |
Evident when students: |
|
- Compare foods for school lunches either brought from home or bought at school with a food group selection model and make judgements about the implications for student health
|
Teacher Resource: Unit 4 |
- Choose a range of nutritious foods for a school canteen and compare with those stocked
|
Teacher Resource: Unit 4 |
- Plan and prepare foods suitable for sale in the canteen and for lunch boxes
|
Teacher Resource: Unit 4 |
| Identifies and analyses images of health and how these influence personal and community health |
Evident when students: |
|
- Compare their own feelings and understanding about health with those of other people
|
Teacher Resource: Unit 4 |
- Describe images of health in the media and popular culture (sporting heroes, elite athletes, ideal body shape and size)
|
Teacher Resource: Unit 2 |
- Discuss the impact on health of high levels of physical activity
|
Teacher Resource: Unit 11 |
- Generate personal health goals based on their understanding of what it means to be healthy, and develop a plan to achieve these goals
|
Teacher Resource: Unit 6 |
- Describe their own images of health and consider whether these images are realistic, achievable and healthy
|
Teacher Resource: Unit 7 |
| Identifies and takes part in activities that contribute to the development of particular components of fitness |
Evident when students: |
|
- Participate in a physical activity program designed to develop particular aspects of fitness
|
Teacher Resource: Unit 7 and Unit 8 |
- Compare activities people do to stay fit and why they choose them
|
Teacher Resource: Unit 6, Unit 9 and Unit 10 |
- Identify in simple terms the fitness requirements for taking part in selected physical activities
|
Teacher Resource: Unit 6 |
| Plans strategies to promote participation in recreational activities |
Evident when students: |
|
- Discuss how people and communities use recreation and leisure resources
|
Teacher Resource: Unit 6, Unit 9 and Unit 10 |
- Plan and implement the promotion of an activity for a selected group
|
Teacher Resource: Unit 6 and Unit 12 |
- Examine how women and girls are excluded from many forms of physical activity and propose ways to improve their access
|
Teacher Resource: Unit 6 |
- Consider options available for recreational activities and plan to take part in them
|
Teacher Resource: Unit 6 |