Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Part A: Thinking The Opposite

30 minutes

Part B: Planning For Change

10 minutes

Part C: Hitting The Wall

5 minutes

Reflection

Introduction

Step 1

Explain to students that this lesson is focused on Healthy Habits. If your students are collecting Volkswagen Footy Fit Challenge Tokens, inform them that they can collect Healthy Habits tokens by completing the activities in this lesson. There will also be some extension activities they can complete for extra tokens. They can refer to the Volkswagen Footy Fit Challenge Game Plan for more information.

Part A: Thinking The Opposite

Step 1

Students find a partner. Teacher counts down 3, 2, 1. Player A moves their arm to point up, down, left or right. At the same time, Player B must move their head to face the opposite direction to the point. If Player B turns their head to face the same way as Player A points, they lose the game. If not, after 60 seconds, players then swap roles and continue.

Step 2

Regather the class. Discuss how our brain often works on automatic, especially when it is tired or stressed and this is why we tend to look the same way a person is pointing without thinking. We have to actively think about changing our patterns. This is why it’s important to have a healthy routine in place so that when we can’t be bothered, we still act healthily by instinct. This is also why it’s difficult and takes time to get ourselves out of negative patterns. If students completed Footy Fit - How Do I Get Fit? - HPE - Years 3-6, they might recall how getting fit doesn’t happen overnight or even in just a week of exercising.

Step 3

Have students close their eyes. Guide students through a thought exercise about a time one month from now. Ask them to imagine one change they have identified and worked hard at. It could be that they have improved their kicking for goal by kicking 10 goals every night for 28 days. How do they feel about themselves, mentally and physically, after one month of working towards their goal? Are they happy and proud? Do they feel more confident? Less stressed? Is their body feeling stronger?

Part B: Planning For Change

Step 1

Invite students to record a message to their future selves that utilises the following prompts:

Hi Future Me
I want to improve __________
Right now I am feeling _____________ (negative)
But in the future I want to be feeling ______________ (positive)
I know it will be difficult to make this change because of _____________ (potential difficulties)
But it’s worth struggling through because of _______________ (positive outcomes)

Students can either use the Future Self Letter Template or create a video or voice recording.

Award one Healthy Habits token upon completion.

Step 2 (optional).

Provide students with a printed copy of, or link to, this article on the benefits of routine: https://www.headspace.com/blog/2016/08/22/the-secret-benefit-of-routines-it-wont-surprise-you/

Learning support: Read the article with, or to, the class.

Step 3

Play this video following a day in the life of Callum Mills:

Daily Routines (https://vimeo.com/468354466/2bbf19944b)

Invite students to discuss how Callum takes care of his (and his dog's) wellbeing through his routines.

Step 4

Play this video of Callum Mills describing his daily routines:

Routines and Habits (https://vimeo.com/652562556)

Invite students to consider how Callum has different routines depending on whether it's a game day, training day or rest day. Ask them to consider why there might be these differences and what different kinds of days they have in their lives.

Step 5

Provide each student with a copy of the Routine and Habit Changer Planner. Go through the worked example with them and ask them to identify a goal they want to work towards. Have them fill in the empty template, identifying the small steps they will take to work towards their goals and a partner to hold them accountable.

Step 6

Provide students with the relevant Routine and Habit Changer Schedule (Years 3 & 4 or Years 5 & 6) and have them plan a morning or afternoon routine that will help them achieve their goal/s.

Award one Healthy Habits token upon completion.

Step 7

Provide each student with a Banner Template and invite students to create their own banner design with an inspirational message that will help them achieve their goals. You might use this Swans banner for inspiration:

Source: https://commons.wikimedia.org/wiki/File:Sydneybreakthroughtheirbanner,2005AFLGrand_Final.jpg

Award one Healthy Habits token upon completion.

Part C: Hitting The Wall

Step 1

Explain to students that they will now investigate the inner voices that motivate and criticise them in challenging situations. Ensure students have access to white paper and art supplies. Instruct students to fold one piece of paper in half (they should have the paper landscape and fold vertically down the centre). The left side is going to represent the 'Man on the Mark'. This is the voice in our head that blocks us from kicking goals by saying things to put us down. Invite students to draw a person or creature that is a visual representation of this voice. Then have them write down all the fears this voice tries to tell them, such as “You suck at sports”, “Your artwork is bad”, “You’re not cool” or “No one likes you”.

Step 2

On the right-hand side half of the paper is the 'Goalkicking Hero'. Students might imagine a knight with a shield, a protective creature or a positive coach. This is the voice that we often don’t hear enough, battling the negative thoughts from the other side by suggesting positive, countering statements such as “You are trying your best”, “You are still learning”, “It’s cool being yourself”, “You’ve got this” or “You have some great friends that love you”.

Step 3

Invite students to think of somewhere they can display this scene and inspirational banner in their home so they can refer to it daily.

Award one Healthy Mindset token upon completion.

Reflection

Invite students to respond to the following:

What are three actions you could perform daily to improve yourself or your community?

For example:

Pick up trash around the schoolyard
Meditate for 10 minutes
Give my parents/guardians a compliment.

Differentiated Learning

Extension

Some students may like some extra challenge beyond the Routine and Habit Changer Planner and Schedules and can include a more detailed and specific timetable for the week.
Imagine you are the captain of your sports club. Look up some motivational speeches on YouTube and write a rev-up speech for the team or an individual (a friend, family member or yourself). Your message should be encouraging and telling them all the things about them that they should be proud of. Practise delivering this speech by recording yourself and listening back, or asking a friend for feedback. Students can earn one Healthy Habits token by completing this task.

Provisions for Learning Support - Part B, Step 2: You may read the article as a whole class, or some students may skip this step entirely.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Footy Fit - Routines And Habits

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