1. 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

2. Why have we changed To focus on more than just fitness! To... Physical Activity Programmes? From... Physical Exercise Programmes

3. How fit are you? Unfit Moderately Fit Very Fit FIT FOR WHAT?

4. Who is the fittest?

5. Purpose What was the context of your school’s physical activity programme? What was the purpose of your school’s physical activity programme? Think-pair-share

6. How many did we get? 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

7. Reviewing Physical Activity Content

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

9. What are the different outcomes for Physical Activity? 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 Who uses them? Anyone!!! Dancers People Wanting to get fit People wanting to experience the outdoors Elite Athletes

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

11. What is important when planning a physical activity programme? Desired outcomes SMARTER Goals Principles of Training Methods of Training Logistics Periodisation & Peaking Monitoring Programmes Exercise Logs/Records Socio-cultural factors Barriers and Enablers Physiological Data Personal Feelings Behavioural factors Hauora/Wellbeing Safety, Rest, Recovery

12. 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.

13. SMARTER Goals Specific Measurable Achievable/Accepted/Adjustable Realistic Time frame Exciting Recorded

14. Planning Pre Planning Includes overview of Hauora Needs Analysis 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.

15. Biophysical & Socio-cultural factors Biophysical 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)

16. Evaluating Evaluation: Identifies desired outcomes and constraints White Hat Evidence of meeting outcomes Yellow Hat Positives of programme Black Hat Negatives of the programme Red Hat What are the issues – Assumptions? Bias? Limitations? Green Hat What could have been done differently? Explanations for this. Blue Hat Overview and conclusions – a conclusion must be made based on considerations above/personal feelings Conclusions are likely to be on either side of the centre (not a definite yes or no): Most was good but the following changes … The following limitations must be addressed.

17. 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

18. Factors to consider 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.

19. Physical Activity Programme Court Room Battle – 2008 Question Context Year 13 PE class training for a 3km ocean swim. Training is done in the school pool. Tracey is not confident in deep water. Focus statement Critically evaluate the planning and implementation of the personal physical activity programme of the scenario.

20. EssayDescriptors Introduction Key words Key words  Relevant content  Hard facts Background – own experiences this year Background – own experiences this year Pluses Positive view point Positive view point  What do you agree with? Own experience Own experience  OPV  Strengths Minuses Negative view point Negative view point  What do you disagree with?  Weaknesses Who benefits? Who benefits?  Errors of logic  OPV  Own experience Issues Examine bias Examine bias  Challenge validity Challenge assumptions Challenge assumptions Suggestions Initiatives Initiatives  New ideas Alternatives Alternatives Conclusion Reflect Reflect  Main points PMIS & the Court Room Battle

21. A sample introduction Purpose – Individual needs Purpose – Individual needs Process Process Outcomes – intended & unintended Outcomes – intended & unintended Planning considerations Planning considerations Hauora Hauora Healthism Healthism Technocentricity Technocentricity Outline of own experience Outline of own experience

22. Unpacking the 2008 Question Mix n Mingle!! Up to 6 people in a group. Up to 6 people in a group. Find others with the same number card. Find others with the same number card. Red cards = +ve view Red cards = +ve view Black cards = -ve view Black cards = -ve view

23. Court Room Battle The sequence of events... 1. Brainstorm – Group is split into + & - Pluses Pluses 2008 Question 2008 Question Planning Sheet 1a for Pluses Planning Sheet 1a for Pluses De Bono’s Yellow Hat De Bono’s Yellow Hat Minuses Minuses 2008 Question 2008 Question Planning Sheet 1b for Minuses Planning Sheet 1b for Minuses De Bono’s Black Hat De Bono’s Black Hat Time frame to complete writing is 5 minutes

24. Court Room Battle The next sequence of events... 2. In-depth planning of 1 statement Planning sheet 2a & 2b Planning sheet 2a & 2b Planning sheet 3a & 3 b Planning sheet 3a & 3 b 3. Presentations from the pluses & minuses Time frame to complete writing is 10 mins

25. Areas of Critique Healthism –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 www.powerade.co.nz

26. Areas of Critique Technocentricity (The body as a machine) –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 www.powerade.co.nz

27. 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?

28. “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

29. Post debate discussion 4. Examining Issues – Planning sheet 4 De Bonos Hats – red, green blue: Examine bias Challenge assumptions Identify omissions/limitations –Select ONE issue from the list –Jot down key points –Feedback to the forum Time frame to complete writing is 5 mins

30. Suggestions What are the factors that determine whether the planning and implementation of a programme are effective? –Initiatives –New Ideas –Alternatives –Ways forward Time frame to complete writing is 5 mins

31. Conclusion Continuum Activity Continuum Activity Take a position Take a position Justify your position Justify your position 1-2 Key points from the debate 1-2 Key points from the debate

32. References Davis, D., Kimmet, T. et al. (2004). Senior Physical Education. An Integrated Approach. 2 nd 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. 3 rd edition. Gillespie, L. & McBain, S. (2009)Scholarship Physical Education Toolbox.

33. Wrap up Return all planning sheets to the front desk Return all planning sheets to the front desk Material will be posted to the wiki Material will be posted to the wiki http://peandhealth.wikispaces.com/Scholarship+Page http://peandhealth.wikispaces.com/Scholarship+Page http://peandhealth.wikispaces.com/Scholarship+Page Thank you to those who gave permission to be photographed / videoed Thank you to those who gave permission to be photographed / videoed Don’t forget brianmac is a good source of articles. Don’t forget brianmac is a good source of articles. http://www.brianmac.co.uk/articles/scni35a10.htm#g http://www.brianmac.co.uk/articles/scni35a10.htm#g