1. Alex Smith Orewa College Julia Breen Howick College Natasha Low Epsom Girls Grammar Natasha Hemara Lynfield College Acknowledge the work of Chris Williams, Anne McKay, Serena Ball, Lorna Gillespie & Sue McBain

2.  Look at the 2013 Specs and the Standard  Background information/terms/models  Action Competence Process  This is a new spec and we acknowledge a lot of schools are not doing the associated standards

3.  Health promotion and leadership principles as applied to taking action in a physical activity context

4. Health Promotion is a process that helps to create supportive physical and emotional environments in classrooms, whole schools, communities and society..…Health promotion encourages students to make a positive contribution to their own wellbeing and that of their communities and environments Health and Physical Education in the New Zealand curriculum page 32

5. Health Promotion Is a process That helps to create Supportive physical and emotional environment To encourage students to Make a positive contribution to their own wellbeing and that of communities and environment

6.  There are 3 main models (they are not mutually exclusive) ◦ 1. Behavioural Change Model ◦ 2. Self-Empowerment Model ◦ 3. Collective Action Model Reference: Models of health promotion http://health.tki.org.nz/Key-collections/Curriculum-in-action/Making-Meaning/Socio-ecological- perspective/Defining-health-promotion/Models-of-health-promotion

7.  Preventative approach  Focus on lifestyle behaviours that impact health  ‘Medicalised’ view of health. Educates about health.  Based on the idea that giving people information will change their beliefs, attitudes and behaviours.  Ignores influences of SPEECH. Reflects ‘healthism’  Focus on risk rather than protective/preventative  Tends to be negative

8.  Seeks to develop the individuals ability to control their own health.  Focus is on enhancing an individuals sense of personal identity and self worth.  Helps people to know where, when, why and how to seek help.  Encourages independence.  Recognises things that may be beyond their control

9.  Takes into account the interrelationship between the individual and the environment  View that health is determined by factors outside their control eg SPEECH  Community empowerment  People individually and collectively make a change. By all for all.  Engages people in critical action that can contribute to positive change  Takes a holisitic approach – inclusive of hauora

10.  Smoking packs  Depression program  Drink driving adverts  Schools having healthy options or only healthy food in tuck shop.

12.  Smoking packs  Drink driving adverts  Using phone and driving adverts

13.  Dove Advert  Depression advert, programme, website.

14.  Schools having healthy options/only healthy food in canteen.

15.  The use of Health Promotion processes involves taking action individually and collectively to enhance people’s health/well- being, using the action competence process.

16. Action Competence Process Identifying an Issue Consider personal, social, communiy & societal issues. Develop knowledge & Insight - How did the issue arise (history, values, beliefs) - What is its importance, now and in the future? - Who benefits? Who is disadvantages? Why & how? Develop a vision - What alternatives are there? - How are conditions different in other classes, schools, cultures, communities or societies? - What could happen to ensure social justice? Understanding - What changes will bring us closer to our vision? Consider changes within ourselves, our classroom, school, society, - What are the possibilities for action to achieve the change? Planning - What are the barriers and enablers in relation to taking action or making a change? - What action will we initiate? Acting - Individually - Collectively Reflecting & Evaluating - What has been learned? How could it be done differently? how far have we rrealised our vision

17.  Apply the collect action model to binge drinking (sheet)  Work through sheet – staff will need to assist  Share the “So What” part – Judgements and justifications

18.  Guest speaker – Natasha Hemara

19.  Work through the worksheet of strengths and limitations in a physical activity context  Share the “So What” – justifications

21.  You Tube Clip- leadership (English)  Worksheet: Apply the action competency process using the contemporary leadership principles  Share your thoughts…….

22.  Health promotion and leadership principles as applied to taking action in a physical activity context  Additional reading-  scoopit contemporary leadership principles that relate to physical activity