Smoke, sip and see sport
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Introduction
In this set of interconnected learning experiences students explore the dimensions of health, reflect on their own health balance and critically analyse a range of government-funded health programs, including those that relate to promoting physical activity.
Achievement standard
By the end of Year 8, students analyse factors that influence identities, emotions and responses to change, and describe strategies to respond to these influences. They analyse how stereotypes, respect, empathy and valuing diversity influence relationships. Students analyse the effectiveness of assertive communication strategies, protective behaviours and help-seeking strategies applied online and offline. They analyse health information and messages to propose strategies that enhance their own and others’ health, safety, relationships and wellbeing. Students apply and transfer movement skills and movement concepts across a range of situations. They implement and evaluate the effectiveness of movement strategies on movement outcomes. Students propose and evaluate strategies designed to achieve personal health, fitness and wellbeing outcomes. They select, use and refine strategies to support inclusion, fair play and collaboration across a range of movement contexts.
Content descriptions
Refine protective behaviours and evaluate community resources to seek help for themselves and others. (AC9HP8P08)
Investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing. (AC9HP8P09)
Plan and implement strategies, using health resources, to enhance their own and others’ health, safety, relationships and wellbeing. (AC9HP8P10)
Student learning resources
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Smoke, sip and see sport
Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group.
Part A: Adverts
Introduce advertising in sport.
Advertising in sport has changed over the last decades. Smoking and alcohol generate government revenue and for many years tobacco and alcoholic products were advertised freely at sporting events. However, this advertising no longer happens.- Use a grouping strategy to organise students into groups of 4.
- Groups complete the investigation.
As a class, discuss the pros and cons of each of the propositions. Possible responses are provided below.
Propositions Possible responses Bring back advertising of cigarettes and alcohol during and around sporting events. This might increase use of cigarettes and alcohol, which will increase revenue from tax excise.
That money could be used to increase health funding.
Continue to ban advertising of cigarettes and alcohol during and around sporting events. This might decrease use of cigarettes and alcohol, which will decrease revenue from tax excise.
The reduction in government revenue could reduce health funding
Increase anti-smoking and anti-alcohol advertising. This might decrease smoking rates and the use of alcohol, which will decrease revenue from tax excise but may reduce the amount of money needed to treat health issues related to drug and alcohol use.
Part B: Two-minute debate – advertising in sport
- Introduce advertising in sport with a discussion about how the sale of cigarettes and alcohol generate government revenue, yet these products cannot be advertised during sporting events. Do you agree with this? Why or why not?
Reconvene original groups and give them the following instructions:
Two people in each group will argue for advertising cigarettes and alcohol at sporting venues and during television coverage for 2 minutes, then the other 2 people will argue against for 2 minutes.Following the first debate, students swap sides and repeat the debate – this time pairs are arguing the opposite point of view.
- Call time (2 minutes + 2 minutes) and ask students to write a summary of their opinions on advertising in sport in their books, including the reasons for their views.
Part C: Reflection
Use a reflection strategy to encourage students to reflect on their learning about tax, health, and wellbeing.