What skills do we have to understand what being active means?

About this Guide

This Second Level guide will help you to create activities around the wellbeing indicator of Active using the Physical Education, Physical Activity and Sport section of the Health and Wellbeing curriculum.

Suggested HWB Experiences & Outcomes

HWB 2-25a

I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community.

HWB 2-28a

I can explain the links between the energy I use while being physically active, the food I eat, and my health and wellbeing.

Suggested Learning Intentions

  • To know about the wide range of physical activities available to them and the differing demands these place on the body.
  • To understand the importance of having the correct energy balance in relation to food intake and physical activity.

Suggested Success Criteria (I Can…)

HWB 2-25a

Explain how low and high intensity activities place different demands on my body.

HWB 2-28a

Select and apply a range of methods to record energy input and expenditure within a range of physical activities.
Discuss how I can maintain the correct balance of energy in and out, before, during and after physical activity.

Suggested Learning Experiences

Large Space

  • Children could take part in a range of exercise ‘stations’ with a varying degree of low, medium and high intensity activities. Use a variety of methods to record effects on the body eg, taking pulse rate manually / with a heart monitor; wearing a calorie burning watch; thermometer; feelings chart. Record and evaluate results. The same activities could be repeated over a number of weeks to allow children to analyse their own performance as well as any changing effects on the body. This should lead into discussions about other factors that may contribute to the results eg, food intake prior to activity; motivation / enthusiasm; health; injury; time of day etc.

Small Space

  • With a partner/or in small groups compile a list of different types of physical activities under the following headings:
    ‘Active Living’, e.g. walking, gardening;
    ‘Active Recreation’, e.g. play, dance, cycling;
    ‘Organised Sport’, e.g. school sport, competitions, core P.E programme.

  • Discuss which of these activities they have taken part in – what they liked / disliked about them.
  • Compare and contrast the pros and cons / benefits and barriers to participating in these kinds of activities.
  • Consider how and when they might participate in these kinds of activities and how they would encourage others to do them. Consider which of these activities they consider to be low, medium or high intensity activities.
  • Children should evaluate if they have managed to maintain a good energy balance ie, energy in=energy out.  Discuss reasons why it is important to ensure that you have the correct balance – how might it affect how you look and feel in the short and long-term?
  • Choose one of the 3 types of activities and make a poster presentation about the benefits of doing them – use images from magazines / newspapers / drawings etc.
  • Research project – select a professional sportsperson. Research their training and daily lifestyle. Design an appropriate weeks diet for this person and / or plan and prepare a meal.

Suggested Cross-Curricular Links

LIT 2-25a

Record a training diary of what you have done both in and out of P.E for a day.

MNU 2 –11b

Calculate the calories burned following various activities. Compare with foods eaten and work out whether the correct energy balance has been achieved.

Suggested Word Bank

  • Responsibility
  •  Activity
  •  Record
  •  Monitor
  •  Achieve Goals
  •  Performance
  •  Exercise
  •  Body
  •  Energy
  •  Heart
  •  Fast/Slow
  •  Rigorous
  •  Frequency
  •  Intensity
  •  Duration
  •  Levels
  •  Profile
  •  Equipment
  •  Challenge
  •  Evaluate
  •  Development