1. Serena Ball - Orewa College Natasha Hemara – Lynfield College Karen Stimson – Albany Senior High School Maura Unsworth – Long Bay College Acknowledge the work of Chris Williams, Anne McKay, Lorna Gillespie & Sue McBain

2.  Look at the 2012 Specs and the Standard  Background information/terms/models  Lets see what you can apply  Action Competence Process  Involving wider school community in process  A look at the old questions  A look at initiatives

3.  Physical activity, health promotion and taking action drawing upon knowledge underpinning achievement standards 90744  Examine physical activity and take action to influence the participation of others.

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 ModelBehavioural Change Model ◦ 2. Self-Empowerment ModelSelf-Empowerment Model ◦ 3. Collective Action ModelCollective Action Model ◦ Check out The Curriculum in Action: Making Meaning: Making a Difference on the TKI site.

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.  Dove Evolution http://www.youtube.com/watch?v=iYhCn0jf46U  Smoking packs (next slide)  Depression program http://www.youtube.com/watch?v=qKDcecbc8X4  Drink driving adverts http://www.youtube.com/watch?v=gcuYXGCRw9M  Schools having healthy options or only healthy food in tuck shop. http://www.youtube.com/watch?v=0vTe_xlVHL8

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

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

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

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

15. The aim or the issue Understanding Enablers/ Barriers/ Health promotion Actions What will you Do? Vision of what we want Plan & implement action Reflect/ Evaluate Knowledge/ critical thinking About the issue Development Of visions Creative thinking Action Competence Learning Process (Gillian Tasker 2000)

16.  How/why did the issue arise?  What are the physical activity needs?  What physical activity is already done and how does this meet wellbeing needs?  What/who influences participation in physical activity?  Who is advantaged / disadvantaged?  What needs are being met and what are not?

17.  What would you like to include in a physical activity programme?  What might be possible? What alternatives?  How will this meet the range of identified needs  What are the pros and cons of each idea?  What do you need to consider when planning this programme?  Which idea best meets the needs?

18.  What do you need to do to put this idea into action?  How will the activities you would like to include in the programme meet the needs of your group?

19.  What do you need to do to put this plan into action?  What is going to help make this plan work?  What are some of the barriers that might hinder your plan and how could you minimise or overcome them?

20.  Put the plan into action

21.  How did it go? Did you make any progress in getting people active? How do you know?  What about sustainability?  What went well?  Were any assumptions made about the physical activity or the group?  What would you do differently next time? Why?  What needs to change in the future?

22.  2008 Evaluating government initiatives. Youth branded websites.  2009 Evaluating a scenario (action) (only 90744 std)  2010 Evaluating the taking action process (same spec as this year)  2011 The need for wider school community involvement in the health promotion process