Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: How do we see ourselves?

20 minutes

Find Out: Case studies

20 minutes

Take Action: Flip the script

5 minutes

Reflection

Learning intentions

Students will:

explore how supporters and detractors impact people’s identities.

Success criteria

Students can:

identify how Commonwealth Games athletes have been impacted by supporters and detractors
identify situations and strategies where they can be a supporter.

Tune In: How do we see ourselves?

Step 1

Introduce the task by writing 3 adjectives about yourself on a whiteboard (or similar). Explain to students that these are 3 words that you would use to describe yourself.

Step 2

Invite students to think about themselves for 1 minute. Once finished, direct students to the Student Worksheet to draw a body outline and note down words they would use to describe themselves inside the body outline. You can provide students with examples, such as:

funny
tall
kind
caring
quiet
talkative
cheeky.

Step 3

Invite the students to reflect on these words by sharing 1 word they have used to describe themselves and 1 example of when they have demonstrated this quality or trait with the class. For example:

I wrote that I am kind because I treat people with respect.
I used the word ‘cheeky’ because my grandma tells me often that my siblings and I are cheeky.

Ensure that each student has the opportunity to share and contribute to the discussion. You can guide the discussion by prompting students to consider why they believe their chosen word applies to them.

Step 4

Explain to students that many factors influence the way we see ourselves. These include personal interests and hobbies, family and friends, and external factors such as celebrities or the media.

Invite students to write things that they believe influence how they see themselves outside the body outline on the Student Worksheet.

Step 5

Describe to students that the term ‘body image’ describes the combination of our thoughts and feelings about our body and its appearance. It is normal for everyone to have a different body. Some people might feel happy and confident about how they look (which is referred to as having a positive body image), whereas others might feel unhappy or worried about their appearance (which is described as having a negative body image).

Explain to students that having a positive body image is important. It helps you feel good about yourself and allows you to feel confident and appreciative of all the wonderful things your body can do, such as running, jumping, thinking, and creating. Having a positive body image also means understanding that everyone looks different, which makes each person special.

Discuss with students that sometimes, what we see on TV, in movies, or on social media can make us feel like we should look a certain way, and these societal pressures can affect how we see ourselves.

Step 6

Discuss with students this article (abc.net.au/news/2024-02-10/body-image-diving-anabelle-smith/103259888) about Australian athlete Anabelle Smith’s experience with body image. Only read through the article up to the subheading 'Performance over aesthetics’ and watch the accompanying video with the article.

Step 7

Invite students to reflect on their video and lead a class discussion by asking students:

In the video, what influenced the athletes’ body images of themselves?
How did this compare to your influences?

Find Out: Case studies

Step 1

Explain to students that body image is 1 element of our identity, and our identities are often influenced not only by ourselves, but also by the people around us and our environments. In the media, we can discuss these as ‘supporting’ or ‘detracting’ voices that can impact people’s identity.

Supporting voices are those that speak positively about athletes. They might praise their skills, celebrate their achievements, and highlight their hard work. These voices can help athletes feel good about themselves and boost their confidence. Positive media can also inspire others and create a supportive fan base.

Detracting voices, on the other hand, are those that speak negatively about athletes. They might criticise their performance, focus on their mistakes, or make unkind comments about their appearance or personal life. These voices can hurt athletes' feelings, damage their confidence, and impact how others see them.

How the media talks about athletes can greatly affect how they see themselves (their identity). If an athlete hears a lot of supporting voices, they may feel proud and motivated to keep improving. But if they hear a lot of detracting voices, they might feel discouraged, stressed, or anxious.

It's important for athletes to remember that they are more than what people say about them, and to focus on their strengths and achievements. Understanding the power of supporting and detracting voices can help us be kinder and more thoughtful about what we say and share about others.

Step 2

Divide students into 3 groups.

Your students’ task is to learn about 1 Australian athlete from a resource and assess the supporting and detracting voices in the article or video. Each group will focus on a different aspect of identity, such as body image, sexuality and representation. Provide each group with the link to one of the case studies below, and direct students to the Student Worksheet to respond to the questions.

Group 1

Focus: Body image

Athlete: Madison de Rozario

Resource: Article

Group 2

Focus: Sexuality

Athlete: Ian Thorpe

Resource: Article

Group 3

Focus: Representation

Athlete: Ellie Sabljek

Resource: Video (watch until 4:40)

Literacy extension: Invite students to conduct independent research on their athlete to deepen their understanding and contribute further information to the discussion about identity.

Take Action: Flip the script

Step 1

Read the scenario to students:

In PE class, your teacher shows everyone how to do a new gymnastics move. Your classmate, Sam, is having trouble getting it right and looks frustrated. Instead of offering to help Sam by practising together, you notice some students making fun of Sam's attempts and calling them names.

Step 2

Ask students to discuss ways in which people could be supporters of Sam instead of detractors.

Note down student responses on a whiteboard to track the discussion. Suggested answers could be:

offer to help Sam by practising with them
call out ‘detractor’ behaviour from other students
positive words of encouragement for Sam, such as ‘Don't worry, Sam, I can help you! Let's try it together.’
‘practise being patient and encouraging Sam to feel more comfortable and confident as they practise and improve their skills.

Step 3

Using the whiteboard, invite students to brainstorm specific physical activity scenarios such as physical education classes, casual games at break times or community sports where they can be supporters. Write responses on the board in a list format.

Encourage students to reflect on the way they communicate with and about others (such as athletes). Students may like to focus on positively including others in physical activities through communication, support, and accessibility.

Step 4

Direct students to the Student Worksheet and use the list to add examples of how they can be supporters in their inner circle, their community, and as global citizens.

Literacy extension: Ask students to write a written reflection on the following questions:

How does being supported make you feel?
How can you support others during sports?
How does being a supporter make you feel?

Reflection

Ask students to share with the person next to them their answer to these 2 questions:

How can we support Australia’s Commonwealth Games athletes?
Why should we support Australia’s Commonwealth Games athletes?

What’s Stopping Us?

Go to

Summary

Learning intentions

Students will:

Success criteria

Students can:

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

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