Activity Introduction

Quick summary: It can sometimes be challenging for the highly competitive players of professional sports to maintain a positive yet aggressive emotional state. Sometimes they can take it too far, costing themselves and their team and hurting their public image. Young people can also find it difficult to control challenging emotions, especially in moments of high stress.

This lesson explores the breadth and depth of emotional states we can experience and provides some planning tools for identifying and regulating our emotional responses when we’re in stressful situations.

The health and fitness-related tasks undertaken throughout the Volkswagen Footy Fit Academy lessons are gamified, providing incentivised learning opportunities and allowing for some personalisation. Therefore, we recommend students complete the full Volkswagen Footy Fit Academy unit to benefit from the full experience, completing this lesson first.

The Volkswagen Footy Fit Academy is a unit of work designed in collaboration with the Sydney Swans to promote health and wellbeing amongst students in years 3 to 6. It is designed to align with, and provide further depth to, the in-schools Volkswagen Footy Fit program for years 2 to 6.

Learning intentions:

  • Students will develop their emotional vocabulary
  • Students will explore the depth and breadth of emotional responses
  • Students will explore the consequences of emotions on behaviour and relationships
  • Students will plan and put in place measures to remain in control of their emotions
  • Students will set goals to improve themselves.

21st century skills: 

CommunicatingCritical ThinkingEmpathyLeadershipSocial Skills

Australian Curriculum Mapping

Content descriptions: 

Year 3 & 4 Health and Physical Education

  • Explore strategies to manage physical, social and emotional change (ACPPS034)
  • Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
  • Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)
  • Investigate how emotional responses vary in depth and strength (ACPPS038)
  • Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)

Year 5 & 6 Health and Physical Education

  • Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053)
  • Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)
  • Practise skills to establish and manage relationships (ACPPS055)
  • Examine the influence of emotional responses on behaviour and relationships (ACPPS056)

Year 3 & 4 Drama

  • Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)

Year 5 & 6 Drama

  • Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
  • Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036)

Syllabus outcomes: GDS2.9, DMS2.2, DMS3.2, PSS2.5, PSS3.5, PHS2.12, PHS3.12, SLS2.13, SLS3.13, COS2.1, COS3.1, INS2.3, INS3.3, IRS2.11, IRS3.11, INS3.3, DRAS2.1, DRAS3.1, DRAS3.2

General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability

Relevant parts of Years 3 & 4 Health and Physical Education achievement standards:
Students investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. 

Relevant parts of Years 5 & 6 Health and Physical Education achievement standards:
Students recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. 

Relevant parts of Years 5 & 6 Drama achievement standards:
Students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama.

Relevant parts of Years 3 & 4 Drama achievement standards:
Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, playbuilding and performances of devised and scripted drama for audiences.

Topic: Health & Wellbeing

This lesson is part of the wider unit of work Volkswagen Footy Fit Academy – HPE – Years 3-6

Time required: 65 mins.

Level of teacher scaffolding: High – students will need to be significantly guided through the drama aspect of this unit and teachers will need to create a safe environment for students to work with the emotional content in this unit.

Resources required:

Keywords: emotions, stress, drama, goal setting, calm, creative, Sydney Swans, AFL, footy, fitness, Volkswagen, Footy Fit.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students will...

  • … develop their emotional vocabulary
  • … explore the depth and breadth of emotional responses
  • … explore the consequences of emotions on behaviour and relationships
  • … plan and put in place measures to remain in control of their emotions
  • … set goals to improve themselves.

Success criteria: Students can…

  • … identify, demonstrate, compare and contrast healthy and unreasonable emotional responses to situations
  • … identify patterns in their own emotional behaviour
  • … identify and enact plans for acceptable emotional responses to situations.

Teacher content information:

Volkswagen Footy Fit
Volkswagen Footy Fit is an evolution of the Volkswagen Swansfit program, which was established in 2017 and reached over 17,000 students across NSW.

Volkswagen Footy Fit is a school fitness program targeting primary school students across years 2 to 6. The program is conducted by Sydney Swans players and community staff in

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Student Worksheet

Footy Fit - Staying In Control

Consequences of My Actions

Read the scenarios.

Write and draw the reaction of the various people in the boxes.

Scenario 1: During class, you are sharpening your pencils. You decide the bin is too far away and you want to keep talking with your friends, so you brush the sharpenings onto the floor. Later, the teacher keeps the whole class in at recess to clean the classroom.

Before this event I felt...

 

 

 

 

 

 

During this event I felt…

 

 

 

 

 

 

After my actions I felt...

 

 

 

 

 

 

My friends felt/said…

 

 

 

 

 

 

My parents felt/said...

 

 

 

 

 

 

My teacher felt/said...

 

 

 

 

 

 

This is the same scenario, but this time you choose to react differently.

Scenario 1: During class, you are sharpening your pencils. You decide the bin is too far away and you want to keep talking with your friends, so you brush the sharpenings onto the floor. Lat

...
 
- or - to view worksheets

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