As a class, review or revise the definition of physical activity based on responses submitted to the rap from other schools involved in the rap.

As a class, brainstorm some examples of physical activity. Ask students:

• What are some of the risks or dangers involved in being physically active?   Examples may include: injuries (bruises, broken limbs, black eyes, sore muscles), headaches, sunburn etc.

Ask students questions such as: What can you do to minimise these risks or dangers? Outline to students that the following activities will be asking them to identify ways that they can possibly reduce some of these risks.

• Are there risks associated with participating in this activity?
• What are they?
• Are there rules to keep participants safe? What are they?
• What protective gear is required?
• How does this protective gear work?
• In their groups, ask students to develop a checklist that highlights safety considerations for participation in there identified physical activity, game or sport.

Safe ways to be active

Concentric circles:

• Organise students into two circles of equal student numbers – one inside the other. Label the students on the outside of the circle as ‘Person A’ and those on the inside circle as ‘Person B’
• Students in the inside circle turn to face a student on the outside.
• Ask students labelled as ‘Person A’ to share a time with their partner when they may have hurt themselves whilst being physically active. What happened? How did it feel? What did you miss out on because you were hurt?
• Once ‘Person A’ has shared their story, ask students labelled as ‘Person B’ to suggest strategies that may keep them safe when participating in these activities. Prompts may include: safer environments, keeping fit, listening to the coach, drinking and eating for energy, protective gear, etc.
• Students in the inside circle turn and face clockwise, take three steps then turn and face their new partner.
• Repeat process for each new partner.
• Students take it in turns to share their story and to to provide feedback on protective behaviours.

Conclude this activity by asking students to identify a physical activity that they enjoy participating in and to suggest steps they could take to participate safely in this activity. Record student responses around the room on butchers paper.

In pairs or small groups, investigate the following web sites to identify the steps recommended for participating safely in a number of physical activities e.g. warm-up, stretching, specific exercises, cool down, drinking water, sun protection, choosing appropriate equipment.

• In groups ask students to develop a checklist of considerations that must be taken into account when participating in a particular physical activities, games or sports.

1. Select the safest and most direct route
2. Walking on the footpath or as far away as possible from the traffic
3. Cross the road only at designated crossings or in quite streets if possible
4. When I cross the road, I need to Stop! Look! Listen! Think! (Taking sufficient time to look and listen)
5. Be careful of cars reversing out of driveways
6. Never run across the road even if someone calls me
7. If I cross at the lights, I will only cross when a green WALK signal is showing and the traffic has stopped.

Ask the class to decide on three examples to represent your class and then send them to the rap.

• Students reflect or think about their feelings or response to the issue or question
• Pairs of students are then asked to discuss their thoughts with a partner for 2-3 mins
• Each student can volunteer to recount their partner’s thoughts to the whole class

Ask students questions such as:

• Where and when are their opportunities in a typical day in your life for you to be physically active?

Record the responses by categorising the answers into the following environments:

• Which modes of travel are the most physically active?
• Why is it important to be physically active?
• Is travelling to school a good opportunity to be physically active?
• What considerations need to be taken into account when riding or walking to school?

Divide the class into small groups of 3-4 students. Allocate each group one of the following modes of travel; as a bus passenger, car passenger, train passenger, pedestrian or bike rider.

In their groups, ask students to identify the types of safe behaviour required for their allocated mode of travel. Ask each group to report back to the whole class, responding to the following questions:

• What did your group identify as safe behaviour?
• Why did your group consider these behaviours to be safe?

Focusing specifically on the active modes of travel, in small groups ask students to list at least two rights and two responsibilities they have as a pedestrian and a cyclist.

• Where is the safest place to ride your bike?
• What safety equipment do you need when riding your bike?
• What safety equipment or gear do you need as a pedestrian? (Consider different times of the day, e.g. bright clothes at night)
• Where is the safest place to walk as a pedestrian?

• Using the information that students have gathered, ask the class to discuss and decide on what the main safety messages for pedestrians and bicycle riders should be for the following groups:
  • Kindergarten students
  • Year 2 students
  • Years 5 or 6 students
• For each age group, select at least two main messages for pedestrians and two for bicycle riders and send them to the rap.