1. ~ Henry Sidgwick
We think so because other people all think so; or because – or because – after all we do think so; or because we were told so, and think we must think so; or because we once thought so, and think we still think so; or because, having thought so, we think we will think so…

2. Learning to think for ourselves..

3. How fit are you? FIT FOR WHAT? Unfit Moderately Fit Very Fit
Let us look at a contrasting example to reinforce the idea of fitness as a means to a specific end.

4. Who is the fittest? Are you fit enough for your own needs?
A focus on fitness is often related to the concept of healthism where the body is viewed as a machine. The body needs to be kept in tune. Health is the responsibility of the individual. Situations of poor health result in finger pointing and blaming the individual rather than taking Societal, Political, Economic, Environmental, Cultural and Historical influences into consideration.

5. What is critical evaluation?
Is a synthesis of ideas Evaluating against something Making a valid judgement based on personal experience, readings, gathered information Evaluating what worked, why/why not. Whether there was anything else that could have been done Challenging assumptions Providing personal ideas backed up with reasoning Finding solutions based on critical and creative thinking, that may change things
Margot/Chris

6. What do some of the words mean?
PRO’S & CON’S
The ability to interpret the:
Good and/or bad points.
Direct and indirect effects.
Barriers vs enablers.
Strengths vs weaknesses
COMPARE & CONTRAST
Look at different facets of the problem.
Identify similarities and differences.

7. CHALLENGING BELIEFS & ASSUMPTIONS
Distinguish between fact, opinion and inferences.
Recognises and analyses assumptions, old wives tales, urban myths, and out of date information.
Challenging sweeping statements.

8. BIAS SYNTHESIS Understanding a bias may be present.
Studies/data may reflect a personal agenda.
Information may only consider one side of the argument.
Definitions are different.
SYNTHESIS
The process of combining different ideas, information, influences, and/or personal judgements into a new statement.
Margot/Chris

9. DESCRIBE
Illustrate , expand on, identify by providing some information. May be an example, definition or account
EXPLAIN
Clarify, description with more detail made clear with reasons – How, What, Why???

10. EXPLAIN IN DETAIL EVALUATE
Include more in-depth explanations displaying a breadth of knowledge, and/or how factors interrelate
EVALUATE
To make judgements and justify with reasons. Consider the PROS/CONS. COMPARE?CONTRAST and explain how factors interact.

11. Move one matchstick to make the donkey change direction

12. Healthism
It is assumed that health is solely an individuals responsibility.
It is a concept that the body is a machine that must be maintained and kept in tune in a similar way to a car or motorbike
SPEECH factors are irrelevant to an individual’s health

13. Healthism
Healthy Food +
Active Lifestyle =
OPTIMAL HEALTH

14. Commodification
Relates to how goods and services are brought and sold as they relate to physical activity and sport.
May be used by groups/individuals for financial benefit.
The fitness industry makes money from people’s desire to be fit or thin

16. Body as a Project
As children we are encouraged to idealize Barbie dolls and G.I. Joes, figures with body proportions that are virtually impossible to attain. As adults, women are taught to aspire to the physiques of super-models, and men to the sculpted bodies of professional athletes, again ideals that few of us could ever achieve. Trying to live up to these unrealistic body ideals can take a significant toll on us, taxing our self-esteem, our time and energy, and our wallets in pursuit of bodily perfection.

17. The body as a project the body is open to reconstruction to improve it
To be shaped and reconstructed to conform with society’s ideal but unattainable body image

18. Reality

19. Gender
Masculinity is possessing qualities or characteristics considered typical of or appropriate to a man. “This is a man’s game, if you haven’t got the balls for it, there’s a women’s team you can go play on”

20. Femininity - Traditional gender roles often seem at odds with women in athletics. Are they an athlete or a female? Can they be both? Can they be mothers and wives and take care of families while finding the hours in the day to train, travel, and compete (in any sport) at the highest level?

21. Stereotypes
Any time you grouping races or individuals together and make a judgment about them without knowing them, this is an example of a stereotype. Racial remarks, sexual remarks, and gender remarks are the biggest stereotypes.

22. Technocentricity
Programmes focusing on improving performance at all costs may neglect hauora.
Burnout due to the body being treated as a machine?

23. Scientism
Valuable knowledge is based on strict scientific measurement e.g. fitness testing

24. Hegemony ~ advantage, privilege (power imbalances in society)
Leadership or dominance by one group over others

25. SPEECH
Social Influences Political Influences Economic Influences Environmental Influences Cultural Influences Historical Influences

26. Societal
Attitudes and accepted norms; Influences of the community, including how well people are included, supported and cared for by one another. Media can help shape ideas For example, the media portray a slim model as healthy even though the model may damage their health to achieve that look.

27. Political
Decisions and policies made by government which influence people’s well-being; the legal and policy decisions made by organisations that provide national or regional public services. For example, government provides health services, councils provide recreation facilities and make decisions about safety regulations.

28. Economic
How much money people and communities have access to is a big influence on what opportunities people have. Commercialism For example, people with financial wealth may make greater use of private health care and or facilities

29. Environment
Physical circumstances in a person’s life such as lifestyle, location, and access to resources. For example, having safe recreational facilities available that are unpolluted, well lit, accessible to people of all abilities. Health wise in negative aspect is the harmful effects of someone smoking in a household.

30. Cultural
Comes in many forms and may be ethnic based, youth culture, sporting culture, national culture etc. Culture is about the values, beliefs and practices of a group of people that get passed on from one generation to the next. A cultural group will have certain values and practices that identify it as a cultural group. For example, Youth culture may make people make a decision without consulting a parent.

31. Historical
What has happened in the past (may affect something in the future), customs and traditional practices, trends occurring over time. For example, Olympic medals dictates financial funding from SPARC

32. “There is no such thing as a coulda, shoulda, and woulda. If you shoulda and coulda, you woulda done it”. Pat Riley (coach of La Lakers 1981)

33. Sports Psychology
Goal Setting
Arousal
Ext

34. Goal Setting
Goal Setting “A goal is what an individual is trying to accomplish. It is the object or aim of an action” Lock, 1981

35. Goal Setting is generally thought to affect performance the following way: in
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.

36. SMARTER Goals Specific Measurable Realistic Time frame Exciting
Achievable/Accepted/Adjustable
Realistic
Time frame
Exciting
Recorded
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? How does this influence the above or motivation?
Are goals for physical activity in PE relevant to the lives of Y13 students? Think back to your awn situations.

37. Arousal
Arousal — the level of anxiety about the sporting event

38. Extrinsic Motivation
— when motivation comes from outside, such as performing for money or awards.

39. Imagery
— such as picturing yourself performing a sport in your mind. It is important to picture yourself performing the technique correctly and doing well. Also known as 'visualization'.

40. Intrinsic Motivation
— when the desire comes from inside the athlete - doing something because it makes them feel good.

41. Biophysical & Socio-cultural factors
Nutrition
Heart rate
Oxygen uptake
The body’s response
to exercise
Fatigue
Injuries
Muscle changes
Flexibility
Fitness testing
PST
Socio-cultural
Barriers & enablers
Goal Setting
Body Image
Self Esteem
Fitness myths
Enjoyment
Fitness vs Health
SPEECH
(Society, Political, Economic, Environment, Cultural and 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
PST = Psychological Skills Training
The concept of Hauora and SPEECH is in line with the evaluation required for A.S. 3.2

42. Sequence for writing a programme
Does this sequence apply to the full range of possible outcomes of PA programmes?
For a programme based on improving health /general fitness you could alter step 2 and take out step 3.
Periodisation is a term related to sequencing of programmes. The principles of periodisation are used in a variety of ways and have some under criticism.
On the whole, periodisation is easier to apply to the purposes of individual athletes competing in events that require a peak performance a few times a year, rather than for team players who require ongoing high levels of performance across a season and also have different needs based on their playing position.
Another factor to consider in planning is the concept of forward vs reverse planning.
Forward planning is chunking for a short block before programming the next block. This is applicable to programmes for improving or maintaining ongoing wellbeing rather than for sport.
Reverse planning is starting at the end pint, usually an event for which a peak is required and working back from this.
The links to articles on periodisation are worthwhile as background reading on this topic. These are included in the word document “Planning and Evaluating PA Programmes” on the wiki site.
Davis, D., Kimmet, T., Ackerly, D., McAree, A. VCE Physical Education book 2. 3rd edition.

43. 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
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.