Planning and Evaluating Physical Activity Programmes Specification: Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement standards 90739 and 90740. A.S. 3.1 & 3.2 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Workshop Overview Introduction to the specifications Warm-up circle activity – sharing stories Previous scholarship questions What the examiners look for Content knowledge & mind-maps Looking at the world through a new lens Developing critical thinking through group work Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

2011 Specification Planning, implementation and/or evaluation of physical activity programmes/experiences drawing upon knowledge underpinning achievement standards 90739 and 90740. 3.1 & 3.2 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Definitions A physical activity programme or experience may include: A personal fitness programme An outdoor education experience A triathlon Leisure-based activities Aerobics routine Dance performance Stage Challenge Festivals that involve movement Other appropriate programmes/experiences Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

To focus on more than just fitness! Why have we changed To... Physical Activity Programmes? From... Physical Exercise Programmes To focus on more than just fitness! Why does the focus need to be on more than fitness? A focus on fitness is often related to the concept of healthism where the body is viewed as a machine i.e. the body needs to be kept in tune. Health is also seen as the responsibility of the individual. Situations of poor health result in finger pointing and blaming the individual rather than taking a look at the Societal, Political, Economic, Environmental, Cultural and Historical influences that have contributed to the situation. What was the focus of your PA programme? To what extent can you critique its purpose against the notion of “healthism”? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Sharing Stories – Round 1 What programme or experience did you plan for PE 3.1 and evaluate for PE 3.2? What factor had the biggest positive impact on your wellbeing? How did it impact? Why? What factor had the biggest negative impact on your wellbeing? How did it impact? Why? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Sharing Stories – Round 2 What programme or experience did you plan for 3.1 and evaluate for 3.2? What were the expected outcomes of the programme? To what extent were you in control of the context? Of the goals? To what extent were the expected outcomes realised? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Sharing Stories – Round 3 What programme or experience did you plan for 3.1 and evaluate for 3.2? What factors that affected the programme were out of the planner’s control? How could the planning have been improved? Why would it make a difference? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Previous Scholarship Questions PAP - Question 1 Consider the extract: “Goals can create and maintain motivation by reflecting improvement. Goal-setting is like using a road map; the long-term goal is the destination, while the short term goals are the pit stops along the way, and the goal-attainment strategies are the choice of route you take to reach your destination. Goals also help to focus attention and effort by providing feedback. Goal-setting can help you peak both physically and mentally.” Critically evaluate the process and purpose of goal-setting and planning Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Goal Setting “A goal is what an individual is trying to accomplish Goal Setting “A goal is what an individual is trying to accomplish. It is the object or aim of an action” Lock, 1981 Goal Setting is generally thought to affect performance in the following way: Attention: helps to direct a performers attention (focus) to the important aspects of the task Effort: helps to mobilise or increase the appropriate degree of effort a performer needs to make in relation to specific task Persistence: helps a performer maintain their efforts over time New Strategies: helps a performer to develop new and various strategies in order to achieve their goals. Are there times when goal setting doesn’t influence performance in this way? Consider what happens when goals are too hard, too easy, not achieved. So goal setting must follow a set of principles to increase the likelihood for these effects to occur. Key questions: Why am I doing this? For me or to please someone else? What do I expect to achieve? What type of goal am I setting – outcome goals vs performance goals? How much time do I have, and will I have, available? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Smarter goals + Effective planning Specific Measurable Achievable/Accepted/Adjustable Realistic Time frame Exciting Recorded Smarter goals + Effective planning = Goal attainment Your critique could include: Whether the goals of the programme related to the ‘SMARTER’ principles. This may be particularly relevant when programmes are set by others in a ‘one size fits all’ way. Are the goals going to have the same meaning/relevance if you don’t get to choose the activity? Who set the goals? Individual goals vs team goals? How does this influence the above principles or motivation? Are goals for physical activity in PE relevant to the lives of Y13 students? Think back to your own situations. What does the individual bring - barriers, enablers, existing abilities Motivation – intrinsic vs extrinsic, adherence to programmes Monitoring and review of goals Smarter Goals + Effective Planning = Goal attainment Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Previous Scholarship Questions Consider two quotes: “Successful training is intelligent training. Intelligent training is knowing the ‘why’ of an exercise, as well as the ‘what’ and ‘how’.” Arthur Lydiard (1998) “Physical activity programmes must be evaluated to reflect on our progress, see where we are going and where we have come from, and what we have learned from our experiences.” US Department of Health & Human Services (2002) Critically evaluate the purpose of the evaluative process Consider factors influencing participation in the experience/ programme Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Evaluating Questions Where are you going? Where have you come from? Goals Purpose Where have you come from? Needs analysis Pretesting Review of changes What did you do? Strengths Weaknesses Why did you do it that way? Benefits Risks What have you learned from the experiences? Outcomes Effects Effectiveness How did you learn from it? Monitoring Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

When to evaluate Evaluation can occur throughout the planning & implementation process e.g. To identify needs To identify current performance To identify and justify the purpose Monitoring during the programme Monitoring of the plan’s effectiveness Monitoring of the outcomes and effects Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Previous Scholarship Questions PAP Question 1 Scenario B Class 3km ocean swim decided by the teacher. Students set personal goals and plan training over a 5 week period. Training in the school pool with 2 distinct ability lanes. Critically evaluate the planning and implementation process used and any issues Consider socio-cultural and biophysical factors to predict outcome Adopt a position about effectiveness of the experience/programme Consider the contributing issues or factors involved in the planning of the PA programmes Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Some reasons for PA choices Health & Fitness – maintaining wellbeing Vertigo – adrenaline / thrill of speed or danger Catharsis - release of stress, emotion, frustration Social - Team work/bonding, fun with friends Ascetic – endurance, determination, overcoming pain Aesthetic – the beauty and grace of movement 6 groups of motives for participating in various sports and activities: Health & fitness (running, swimming, gym membership) Vertigo (racing, downhill skiing, the luge) Catharsis – release of endorphins Social (e.g. team sports, social teams) Ascetic (e.g. coast to coast, marathon, iron man) Aesthetic ( e.g. dance, gymnastics, diving) Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

What is important when planning a physical activity programme? Socio-cultural factors Barriers and Enablers Physiological Data Personal Feelings Behavioural factors Hauora/Wellbeing Safety, Rest, Recovery Desired outcomes SMARTER Goals Principles of Training Methods of Training Logistics Periodisation & Peaking Monitoring Programmes Exercise Logs/Records Different principles/concepts that you will need to know for scholarship. Quick overview. How good is your background knowledge of these aspects? It is expected you have up to date knowledge from current research. The resources from today’s session have link’s to some articles as a starter. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Previous Scholarship Questions PAP Question 1 Scenario A Student uses internet to design her PAP programme Critically evaluate the process that took place Predict the outcome Depth & breadth of biophysical and socio-cultural factors Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

What is wrong with a blue print for creating physical activity programmes? Is there any value in using a “one size fits all” or standardised programme approach? What challenges could you encounter if you used a set sequence in designing all types of physical activity programmes? Discuss internet programmes here Missing any factors ie: pre-existing conditions, monitoring and reviewing at sections (diff for everyone) Time limits (6 weeks never enough – depends on goal?) Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Previous Scholarship Questions PAP - Question 3 PE teachers provides a training programme for all Y13 PE students who will be participating in a 10km run. Critically evaluate the intention to provide a common activity programme for a Y13 PE class Predict the outcome Depth & breadth of biophysical and socio-cultural factors Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Factors to consider for the 2006 question Students choose PE as a subject for different reasons. People choose to participate in physical activity for different reasons. Playing sport does not imply a person is fit. Fitness is specific to a purpose e.g. wellbeing vs weightlifting. Muscular endurance is specific to the muscle groups. Muscular endurance may interfere with explosive power and strength. Your essay should pull out the relevant knowledge from a given scenario or quote. These points relate to the 2006 question. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

“One Size Fit’s All” Programmes Positives: Getting active Ease of management Working with others (doing the same thing) Training relevant components Negatives: Might not match your desired outcome/goals Negative influence this could have on individual if outcomes aren’t achieved Injuries not considered Current level of fitness There are limitations of making a generic programme that does not recognise the diversity of outcomes people value from participating in or undertaking physical activity. In this respect, a competitive athlete will have different physical activity requirements and seek different outcomes compared with someone who exercises for socialisation. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

What are possible outcomes for Physical Activity? Who uses them? Some of the outcomes: Hauora/Well being Aerobic Fitness Muscular Endurance Skilled sports performance Elite sport performance Weight Control or loss Socialisation Enjoyment Recreational activities Longevity Stress management Freedom from disease Or a combination of the above Anyone!!! Dancers People Wanting to get fit People wanting to experience the outdoors Elite Athletes So if we have changed from physical exercise programmes to physical activity programmes, then what are the desirable outcomes? There are many possibilities, and this is likely to be an aspect that you will need to critique. Competition Adrenaline/thrill Stress release Team work/bonding Learning skills Personal development – Leadership, Comfort zone/Challenge (could be P M So Sp) Testing your limits Decision making/Problem solving If programme is based on well-being then SPARC or WHO organisation recommendations apply i.e. At least 2.5 hours a week or 5+ hours for highly active. Snackitivity – Children 60+minutes a day most days of week or adults 30+minutes a day, most days of the week. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

How do Physical Activity Programmes relate to Hauora? Taha Tinana Exercise physiology Pre-existing conditions Injuries Sleep Nutrition etc etc etc Taha Whanau Individual vs group training Sacrifices for training– family/friends etc Encouragement, positive reinforcement etc Taha Hinengaro Exercise adherence Challenge Training logs Enjoyment Strategies PST (psych skills training) Taha Wairua Self esteem Confidence Goal setting Appreciation of environment Hauora is a big part of scholarship. You will need to discuss the inter relatedness of P/A programmes and Hauora. There is a link between self-esteem and PA patterns: Self esteem is linked to self-efficacy (Feelings of confidence about own ability). This is then linked to a person’s desire to engage in that activity. Low self-efficacy means they won’t want to participate. PST = Psychological skills training Psychological skills training (PST) represents a re-education of the person in relation to attentional habits, mental processes, confidence levels, or emotional experiences. This re-education is thought to enhance goal attainment, performance, participation, or satisfaction in sports and physical activities. Athletes are aware of PST but don’t usually commit the time needed to it. Athletes know that their minds and emotions influence their performance, yet they tend to invest relatively little time in developing helpful skills generally described in the literature on psychological skills training. Some athletes may get overly anxious and lose focus before competitions, yet do little to address this problem through common procedures such as relaxation or anxiety-management training. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

The assessment schedule and examiners report Information on the NZQA Website: http://nzqa.govt.nz/scholarship/subjects/resources.html Check previous years’ assessment schedules Content information Markers schedule Check previous years’ examiners report Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Remember to Consider the 3 P’s: Show depth of understanding Purpose (context & goals) Process (planning & implementation) Product (intended & unintended outcomes, effects on wellbeing) Show depth of understanding Integrate theory with your own practical experiences Use SEDEC Statement Explain what you mean Detailed example Conclusion/Consequence – impact / so what? Be critical Examine issues Examine bias Challenge assumptions Identify gaps/omissions Make a valid overall judgment with justification It is important to evaluate both the process AND outline potential outcomes of the programme. This is a common requirement across all the questions around PAP programmes. Statement Explain what you mean DE detailed example Conclusion/Consequence (so what?/impact) Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Aspects that could be critically evaluated Effectiveness of a particular aspect of programming e.g. goal-setting, periodisation, fitness testing, pre-testing, application of training principles The effectiveness of a programme to achieve its outcomes e.g. Peaking individuals for an event; unexpected outcomes: fatigue, overtraining; injury, illness, dehydration, heat exhaustion, time constraints The effectiveness of programmes in general e.g. The value of having a programme plan or goal-setting The effectiveness of a programme for a particular: Person e.g. Individual needs in a team sport or group situation Purpose e.g. Specificity to a playing position; peaking for an event vs maintaining performance over a season; well-being vs sport, personal goals vs expectations from others Need to consider all these statements when critiquing a programme. It is likely the schol question will direct your major focus in one of these areas. The handout also adds some further examples for each of the areas of critique. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Critically Evaluating using De Bono’s Hats Evaluation: Makes judgements and considers constraints White Hat The chef’s hat – uses facts and figures, evidence from own experience to back up judgments Yellow Hat The sunny hat – identifies positives & strengths Black Hat The witches hat – identifies negatives & weaknesses Red Hat Santa hat – Considers emotions & issues – Assumptions / Bias / Limitations Green Hat The Creativity hat – Considers what could have been done differently? New ideas, modifications, and explanations for this. Blue Hat Policeman’s hat – makes overall judgments and conclusions – Conclusions are likely to be on either side of the centre position (not a definite yes or no) Conclusions need to be justified by identifying the most significant factor influencing the decision De Bono’s Hats and PMIS are closely aligned. Remember, there is no single strategy that is the right strategy to use. The main point is that the strategies provide a framework to structure your thinking so that you cover all the relevant aspects in your answers. The next section considers how to unpack a scholarship question on PA programmes. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Content to Consider Purpose Process Product Evaluation (Pre-Planning) Needs Analysis - Includes overview of Hauora Pre-testing Establishing programme goals based on needs SMARTER goals Process (Programming & Implementation) Biophysical factors influencing programme Socio-cultural influencing programme Minimising barriers Considerations-safety, environment. Timeline Logistics, equipment Application of Mot’s and Pot’s Product (Outcomes & Effects) Achievement of goals Effect on wellbeing Planned and unplanned outcomes Evaluation (Throughout the planning & implementation process) To identify needs and current performance To identify and justify the purpose Monitoring of the plan Monitoring of the outcomes and effects Your critique of the could be around: The accuracy of data collection to identify needs and set realistic goals. That only scientific data was used to identify needs therefore other aspects of Hauora or performance are ignored Was the timeline of PE programmes adequate for goals to be achieved? How much expertise is required to apply PoT’s or MoT’s effectively? What socio-cultural influences were considered in the planning? Remember to cover both BIOPHYSICAL and SOCIO-CULTURAL factors. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Biophysical & Socio-cultural factors Fitness components & testing MoT’s & PoT’s Nutrition Exercise physiology - the body’s response to exercise Heart rate Oxygen uptake Fatigue Injuries Muscle changes Sports Psychology Psychological Skills Training Socio-cultural Barriers & enablers Goal Setting Body Image Self Esteem Fitness myths Enjoyment Fitness vs Hauora SPEECH Society Environment Political Cultural Economic Historical) Remember to link these factors back to the difference between PEP and PAP; ie. PEPs focus mainly on the physical dimensions and the body as a machine The concept of Hauora and SPEECH is in line with the evaluation required for A.S. 3.2 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Examining Issues – De Bonos Red Hat Examine bias Challenge assumptions Identify omissions/limitations Select at least ONE major issue to include in your essay Collect these planning sheets. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Some Areas of Critique Healthism The body as a project Commodification The body needs to be kept in tune. Individual’s are responsible. SPEECH factors are irrelevant to an individual’s health The body as a project the body is open to reconstruction to improve it Commodification The fitness industry makes money from people’s desire to be fit or thin Healthism is a notion associated with viewing of the body as a machine. It is associated with traditional concepts of health that focus on only the physical dimension. Wellbeing encompassing the physical, mental/emotional, social and spiritual dimensions of a person is a more holistic view of health. Does your desire to be fit interfere with your ability to maintain well-being in all 4 dimensions? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Areas of Critique Technocentricity (The body as a machine) Scientism Programmes focusing on improving performance at all costs may neglect hauora. Burnout due to the body being treated as a machine? Scientism Valuable knowledge is based on strict scientific measurement e.g. fitness testing Healthism is a notion associated with viewing of the body as a machine. It is associated with traditional concepts of health that focus on only the physical dimension. Wellbeing encompassing the physical, mental/emotional, social and spiritual dimensions of a person is a more holistic view of health. Does your desire to be fit interfere with your ability to maintain well-being in all 4 dimensions? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Suggestions - De Bono’s Green Hat Consider the most significant factors that determine the effectiveness of planning and the implementation of a programme: Include creative ideas in your group task Initiatives New Ideas Alternatives Ways forward The suggestion should be to solve the main issue identified in the previous task. Collect sheets. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Conclusion Continuum Activity Take a position Justify your position 1-2 Key points from the debate +ve -ve NO NEW POINTS in the conclusion In summing up, what are the one or two major points that you would make given all that you have heard today? These ideas would be presented in your final paragraph. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Group work Mix n Mingle!! Up to 4 people in a group. Find others with the same number card. Red cards = +ve view Black cards = -ve view Brainstorm the positives and negatives of a given factor Consider both Biophysical and Socio-cultural aspects Identify supporting knowledge and personal experience to back up your points Plan an in-depth response – remember SEDEC Most of the rest of the session is based around preparing a partial answer to a question. Groups A group is made of those who have the same numbered card The plus group consists of people who have a red card The minus group consist of people who have a black card Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Pluses Minuses Suggestions Descriptors Introduction Body of the essay Define key words Identify relevant content Identify hard facts Background – own experiences this year Body of the essay Paragraphs contain PMIS of a significant point Biophysical + Socio-cultural Integrate knowledge SEDEC Own experience/example Pluses Positive view point What do you agree with? Strengths What benefits are there? Why is it worthwhile? When is it worthwhile? Minuses Negative view point What do you disagree with? Weaknesses What risks are there? Why is it problematic? When is it problematic? Issues/ Interesting Challenge validity Challenge assumptions Other points of view Examine bias - Who is advantaged? / Who is disadvantaged? Suggestions Solving Issues Enhancing programme Alternatives Initiatives New ideas Conclusion Overall Judgment Why? Justify with most significant point(s) Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Feedback on Part B Purpose from Group 8: Process from Group 5: The value of choosing a 3km ocean swim for a PAP programme. Process from Group 5: The effectiveness of allowing students to design their own training programmes for the 3km ocean swim. Product from Group 1: The Effectiveness of the PAP programme for Tracey. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Feedback on Part C Suggestion from Group 2: Suggestion from Group 6: Effectiveness of the PAP programme’s purpose for students to achieve personal goals. Suggestion from Group 6: The effectiveness of decisions to manage the logistical and environmental considerations required to implement the plan. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Feedback on Part D Conclusion from Group 3: Conclusion from Group 4: Effectiveness of the PAP programme for developing student ability to complete a 3km ocean swim. Conclusion from Group 4: The value of goal-setting as part of the PAP programme. Conclusion from Group 7: The evaluative processes included in the PAP plan. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

References Davis, D., Kimmet, T. et al. (2004). Senior Physical Education. An Integrated Approach. 2nd edition. Wilmore, J. & Costill, D. (1994). Physiology of Sport and Exercise. Wesson, K., Wiggins-James. et al. (2005). Sport and PE. A Complete Guide to Advanced Level Study. 3rd edition. Gillespie, L. & McBain, S. (2009)Scholarship Physical Education Toolbox. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

Wrap up Return all planning sheets to the front desk Material will be posted to the wiki http://peandhealth.wikispaces.com/Scholarship+Page Don’t forget brianmac is a good source of articles (see your handout). http://www.brianmac.co.uk/articles/scni35a10.htm#g Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011