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Nelson Fit For Life Health and Physical Education for the Australian Curriculum Levels 7 and 8 Student Book


Fit for Life: Health and Physical Education for the Australian Curriculum has been explicitly aligned with the revised Australian curriculum: Health and PE and brings a practical and inquiry-based approach to the subject. Emphasis has been placed on ensuring the health and wellbeing, and respectful relationships content is up-to-date and reflects best practices in an increasingly prominent area of the curriculum.

Robert Malpeli teaches at The Knox School, Victoria. He has been a leading light in senior physical education for over 25 years and his texts and resources are used in Victoria, Western Australia and New Zealand.

Amanda Telford is an Associate Professor in the School of Education at RMIT University. Previously a Deputy Head of School (Learning & Teaching) and Associate Dean (Education), Amanda has more than a decade of experience as a Program Director of the Health and Physical Education degrees at both RMIT University and Federation University. She has also had experience as a company director of an organisation consisting of a network of more than 4500 health and physical educators. Amanda has exceptionally strong links with industry across the education, sport and health communities and sectors. She has been an advisor for state and federal governments within health and physical education and a State examiner. Amanda has won numerous teaching awards in addition to being co-author on multiple national award winning educational textbooks. She has a strong background in learning and teaching and is known for her vision to provide leadership to the teaching profession for both pre- and in-service teachers in Australia. Her research focus examines the influence of family, teachers, pedagogies and school environments on youth physical activity behaviour and wellbeing.

Claire Stonehouse lectures at Deakin University in Health Education, Student Wellbeing and Sexuality Education in both primary and secondary pre-service education. Claire has worked in many sectors of the community, and has experience writing curricula and educating young people. Her areas of interest include: sexuality education; the educational impact that parents have on their children; and opening up conversations about mental health.

Lee Anton-Hem has over 20 years’ experience as a physical education specialist. She currently lectures at RMIT University, Victoria and teaches part-time in schools.

Dr Dean Dudley is a former Health and Physical Education Head Teacher and Director of Sport and now works as a physical education academic at Macquarie University. He is Senior Lecturer and Researcher of Health and Physical Education at Macquarie University, as well as Vice President (Oceania) of the International Federation of Physical Education and Chief Examiner (Personal Development, Health, and Physical Education) for the NSW Board of Studies and Teacher Education Standards. Dean was Expert Consultant on the Quality Physical Education Guidelines for Policymakers published by UNESCO in 2015. His research is focused on the assessment and reporting of physical education and the development of observed learning outcomes pertaining to physical literacy.

Sam Watkins has taught physical, health and outdoor education, in both Melbourne and Perth. He currently teaches at Peter Moyes Anglican Community School, Western Australia.

Emmé Wild has been involved in curriculum planning and writing for the School Curriculum and Standards Authority in Western Australia. Emmé is currently Head of Sport at St Hilda’s Anglican School for Girls, Western Australia.

  • Learning objectives: listed on each chapter opener in clear, accessible language
  • Wellbeing check-in activities: developed with Clinical Psychologist Dr David Bakker from MoodMission. Each activity introduces students to a specific strategy, based on scientific research, that is designed to improve their wellbeing.
  • Investigations: scaffold research topics and experiments and allow students to conduct their own investigation into a topic. Students practise their data analysis skills and how to present results.
  • Case studies: create authentic connections between Health & Physical Education knowledge and real-world applications. Feature perspectives from diverse social and cultural groups, including First Nations peoples.
  • Face to face: activities designed to be completed in pairs or groups, and provide opportunities for debate and collaboration and improved teamwork skills. Students explore different movement skills and practise games and sports.
  • Fast facts: short bites of information and data that are designed to engage and interest students while building knowledge and creating real-world connections.
  • Review, reflect, extend activities provide differentiated summary questions to review student knowledge and explore topics further. Chapter reviews: questions ranging in complexity to further build knowledge and help apply concepts.

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