1. Planning and Evaluating Physical Activity Programmes
Specification:
Comprehensively planning physical activity programmes/experiences drawing upon knowledge underpinning achievement standards and
A.S. 3.1 & 3.2

2. 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? What was the focus of your PA programme?

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. 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?

6. 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?

7. Reviewing Physical Activity Content
This next section reinforces the nature of content that is needed for your critique. The powerpoint and a word document of the content is available on the PE & Health wiki space with other scholarship PE resources.

8. Physical Activity Content
Applying Bio-physical knowledge
Methods of training
Principles of training
Fitness components
Exercise physiology
Sports Psychology
Applying socio-cultural knowledge
SPEECH
Barriers & Enablers
Personal & Behavioural
Purposes of PAP – needs of individual and/or group
Hauora and PA programmes
Benefits of PA programmes
Problems/concerns with PA programmes
Processes of planning programmes
Evaluating PA programmes
Own experiential knowledge
Remember to critically evaluate bot PROCESS and OUTCOME /POTENTIAL OUTCOME

9. What are the different 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.
6 groups of motives for participating in sport:
Health & fitness
Social
Ascetic (pain & endurance – perseverance)
Aesthetic
Vertigo (thrill of speed and danger)
Catharsis – energy / stress release
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.

10. 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.

11. 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.

12. 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 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.
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.

13. 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.

14. Planning Pre Planning Programming (synthesis) (evaluation)
Includes overview of Hauora
Establishing programme goals based on needs
Programming
(synthesis)
Purpose
Timeline
Biophysical factors influencing programme
Socio-cultural influencing programme
Considerations-safety, environment.
Logistics, equipment
(evaluation)
Justify plan from alternatives (based on considerations – safety, equipment, logistics)
Use evidence to back up choices (knowledge of physiological responses to exercise, goals of programmes, motor skill learning theory)
Use experiences to support choices.
Your critique of the process 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?
Were the application of PoT’s or MoT’s adequate?
What socio-cultural influences were considered in the planning?
Remember to cover both BIOPHYSICAL and SOCIO-CULTURAL factors.

15. 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

16. 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.

17. Evaluating Evaluation: White Hat Yellow Hat Black Hat Green Hat
Identifies desired outcomes and constraints
White Hat
Evidence of meeting outcomes
Yellow Hat
Positives of programme – intended and unintended. Programme strengths – use examples, knowledge of Ex.phys, motor skill acquisition and socio-cultural factors. Use experiences as support.
Black Hat
Negatives – as above
Green Hat
What could have been done differently? Explanations for this.
Red Hat
What are the issues – Assumptions? Bias? Limitations?
Blue Hat
Overview and conclusions – a conclusion must be made based on considerations above/personal feelings
Conclusions could be:
The programme was excellent because…
Most was good but the following changes …
The following limitations must be addressed.
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.

18. Critically Evaluate – Points to consider
Effectiveness of a particular aspect of programming
e.g. 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
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
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.

19. 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.
The “Planning and Evaluating PA Programmes’ information sheet has links to a British website called Brain Mac Sports Coach. This website has a raft of information that will also support your learning in Physical Education.
The next section considers how to unpack a scholarship question on PA programmes

20. Unpacking 2006 Question Question 3: PAP context
PE teacher Taylor Smith provides a programme for his PE class to train for a 10km run.
Evaluate the one size fits all method of programming. Present different views.
Depth & breadth of biophysical factors
Exercise physiology, skill acquisition, principles of training, methods of training, components of fitness, and components of sports psychology
Depth & breadth of socio-cultural factors
Hauora (wellbeing), the diversity of outcomes people seek when participating in PA, the factors that influence participation
Taylor Smith is a physical education teacher who has decided, as part of his Level 3 class programme, that each student will train for a 10 km run. Mr Smith believes it is important students experience what it is like to train for and participate in such a challenge. He will provide a programme that everyone can use, and will allow some time during each lesson for the students to train.
In addition, a description is given for each of four students in the class.
In 2006, the biophysical and socio-cultural factors were listed in the question. This is not usually the case.

21. Unpacking 2006 Question Question 3: PAP context
Used the scenarios of the four students to explain the different needs and goals and the effects of overtraining for the swimmer / sportsman
Discussed the specificity of training i.e. while the swimmer would have a good aerobic endurance the muscle development would be specific to swimming not running
Provided a sound argument against a one size fits all programme
Acknowledged some good points of everybody doing a programme together but then provided ways of still catering to individual needs
In his class Mr Taylor has a variety of students, for example:
James is the captain of the 1st XV rugby team and a member of the cricket 1st XI. He is currently training for rugby twice a week and has games on a Saturday.
Marama is a competitive swimmer who is training ten times a week with a coach. She trains most mornings and evenings and has little time for any other activities outside of school.
Peter is a fairly sedentary student who chose physical education because it was the only subject left that fitted into his timetable. Peter gets a lift to school every morning and does not take part in any sports or activities beyond his physical education programme.
Sarah is an all-rounder who plays several sports at a social level and enjoys experiencing new activities.

22. Relevant Definitions... Sport vs Physical activity Types of fitness
health related vs skill related
Fitness vs Wellbeing
Competitive vs Social athletes
Sedentary vs Active Lifestyles
Healthism – The body as a machine
Your introduction should define some of the more relevant concepts related to PA programmes and the specific example.

23. What is known 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.
Cardiovascular endurance and muscular endurance of legs are important for a 10km run
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 the scenario.

24. What may NOT be known How much time is available in a lesson?
How many lessons in a week?
At what level is the training programme pitched?
What is the programming experience of the teacher?
What is the importance of the 10km run for the students?
Do the students have to participate in the stipulated programme?
The gaps from within the scenario need to be identified that may have an impact on the way the programme is applied.
The significance of these unknown factors will need to be explained.
Explanations can be supported by providing contrasting examples related to the unknown factor.

25. Other details What other information could be relevant
What position does James play in Rugby and Cricket? What part of the rugby season is it? How strong is the rugby team?
Is Marama a distance swimmer? What type of training is she doing? How long are each of her training sessions?
How does Peter get home in the afternoons? What other PA opportunities is Peter getting through PE? How much incidental PA does Peter get in the school day?
What is Sarah’s level of fitness? How often and at what intensity does Sarah participate in the activities?
These are further gaps but relate more to the individuals described in the scenario.
The selection of individuals in the scenario have been chosen to create an opportunity to address some assumptions around fitness e.g.
All people who play sport are fit, those who do not are not fit
Cardiovascular endurance from swimming will transfer to other activities requiring CV endurance
Because Sarah plays sport at a social level, her fitness will be worse than James who plays in the top school teams.
The top team for a school will only have fit players.

26. 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 this 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?)

27. “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.

28. Court Room Battle Up to 15 people divide into 3 groups
Each group has a role to play...
the pluses;
the minuses;
the judge and jury.
The rest of the session is based around answering the 2007 question, using a court room battle to cover the requirements of the question.
Each battle will involve three groups of people with a maximum of 5 in each group (15 max for the whole team). In order to make the groups up in a random fashion, you will be given a card from a playing pack.
Team 1 (Blue cards):
The plus group consists of people who have a heart from Ace to 10
The minus group consist of people who have a spade from Ace to 10
The judge and jury group consist of people who have a Jack, Queen or King of hearts or spades
Team 2 (Blue cards):
The plus group consists of people who have a diamond from Ace to 10
The minus group consist of people who have a club from Ace to 10
The judge and jury group consist of people who have a Jack, Queen or King of diamonds or clubs
Team 3 & 4 (As above but using Red cards):

29. Court Room Battle The sequence of events... Planning time (7 mins)
Presentations from the pluses & minuses (3 mins each)
Feedback from Judge & Jury (5 mins)
Consideration of issues (20 mins)
Suggestions (20 mins)
Major conclusions (15 mins)
A further breakdown of the sequence is given as the battle proceeds.
Each group will receive a pack of information as background and with materials on which to prepare the answers.
The information will be collected and then posted onto the wiki, so please write legibly.
Before the battle commences, we will begin by unpacking the question and developing ideas for the introduction.

30. PMIS & the Court Room Battle
Essay
Descriptors
Debate
Introduction
Key words
Relevant content
Hard facts
Background – own experiences this year
Facilitators
Pluses
Positive view point
What do you agree with?
Own experience
OPV
Strengths
Plus group
Minuses
Negative view point
What do you disagree with?
Weaknesses
Who benefits?
Errors of logic
Minus group
Issues
Examine bias
Challenge validity
Challenge assumptions
Judge &
Jury group
Suggestions
Initiatives
New ideas
Alternatives
All
Conclusion
Reflect
Main points
PMIS is the structure that we are using today to piece the answer to the schol question. The task has been split across the groups as shown in the table.

31. Debate Guidelines Justify judgements with reasons Active listening
We are here to learn from each other
Take turns to speak
These are the guidelines by which we want to work so that we can benefit from the diversity of thinking that can expand our ability to critique effectively.

32. Court Room Battle Preparation time 7 min Presentations Pluses present
Minuses present
During your planning time, make decisions about how your group will present your response and who will speak. It could be one person to speak or a shared responsibility. If shared, you will need to know who is doing what so that ideas are not repeated.
You packs have the relevant information and recording sheets.
Write your ideas down as these sheets will be posted on the wiki site.
Use your stopwatch to manage your time to match the allocation on this table.
The think time is to give the judge and jury a chance to make notes following each of the presentations.
As indicated in the next slide, the judge and jury presentations will follow on from the conclusions.

33. Judge & Jury Presentation
Court Room Battle
Judge & Jury Presentation
5 min
Identify assumptions, limitations & bias
Identify gaps in content or arguments
Weigh up ideas and judge
Identify winner
The judge and jury presentations will follow on from the conclusions.
Return to the previous slide to begin the planning.

34. Post debate discussion
In your group:
Examine bias
Challenge assumptions
Identify omissions
Add ideas to your group’s sheet
Write main issue on the board
Share most significant issue
Identify other issues considered
Collect these planning sheets.

35. Suggestions Initiatives New Ideas Alternatives Ways forward
Add ideas to your group’s sheet
Write main idea on the board
Share most significant issue
Identify other ideas considered
The suggestion should be to solve the main issue identified in the previous task.
Collect sheets.

36. Conclusion Take a position Present ideas
Justify with 1-2 of the main points from the debate
Write your ideas on the group sheet
Present ideas
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.
Share these at discussion time. Only present new ideas, rather than different examples of the same idea.
Use the sellotape to attach these to the ‘Conclusions’ A2 sheet