Planning and EvaluatingPlanning and Evaluating

Physical Activity ProgrammesPhysical Activity Programmes

Specification: Specification: Planning, implementation and/or evaluation of physical Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge activity programmes/experiences, drawing upon knowledge underpinning achievement standards 90739 and 90740. underpinning achievement standards 90739 and 90740. A.S. 3.1 & 3.2A.S. 3.1 & 3.2

Why have we changed

To focus on more than just fitness!

To...

Physical Activity

Programmes?

From...

Physical Exercise Programmes

How fit are you?Unfit

Moderately Fit

Very FitFIT FOR WHAT?

Who is the fittest?

PurposePurposeWhat was the context of your What was the context of your school’s physical activity school’s physical activity programme?programme?

What was the purpose of your What was the purpose of your school’s physical activity school’s physical activity programme?programme?

Think-pair-shareThink-pair-share

How many did we get?How many did we get?Health & Fitness Health & Fitness – maintaining wellbeing– maintaining wellbeing

VertigoVertigo – adrenaline / thrill of speed or – adrenaline / thrill of speed or dangerdanger

CatharsisCatharsis - release of stress, emotion, - release of stress, emotion, frustrationfrustration

SocialSocial - Team work/bonding, fun with friends - Team work/bonding, fun with friends

AsceticAscetic – endurance, determination, – endurance, determination, overcoming painovercoming pain

AestheticAesthetic – the beauty and grace of – the beauty and grace of movementmovement

Reviewing Physical Activity Content

Physical Activity ContentPhysical Activity Content

Purposes of PAP – needs of Purposes of PAP – needs of individual and/or groupindividual and/or group

Hauora and PA programmesHauora and PA programmes

Benefits of PA programmesBenefits of PA programmes

Problems/concerns with PA Problems/concerns with PA programmesprogrammes

Processes of planning Processes of planning programmesprogrammes

Evaluating PA programmes Evaluating PA programmes

Own experiential knowledgeOwn experiential knowledge

Applying Bio-physical Applying Bio-physical knowledgeknowledge– Methods of trainingMethods of training– Principles of trainingPrinciples of training– Fitness componentsFitness components– Exercise physiologyExercise physiology– Sports PsychologySports Psychology

Applying socio-cultural Applying socio-cultural knowledgeknowledge– SPEECHSPEECH– Barriers & EnablersBarriers & Enablers– Personal & BehaviouralPersonal & Behavioural

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!!!

DancersPeople Wanting to get fit

People wanting to experience the outdoors

Elite Athletes

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

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

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.

SMARTER GoalsSpecificMeasurableAchievable/Accepted/

Adjustable

RealisticTime frameExcitingRecorded

PlanningPre Planning Includes overview of Hauora

Needs AnalysisEstablishing programme goals based on needs

Programming(synthesis)

PurposeTimelineBiophysical factors influencing programmeSocio-cultural influencing programmeConsiderations-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.

Biophysical & Socio-cultural factors

BiophysicalNutrition

Heart rate

Oxygen uptake

The body’s response

to exercise

Fatigue

Injuries

Muscle changes

Flexibility

Fitness testing

PST

Socio-culturalBarriers & enablers

Goal Setting

Body Image

Self Esteem

Fitness myths

Enjoyment

Fitness vs Health

SPEECH

(Society, Political, Economic,

Environment, Cultural and Historical)

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 feelingsConclusions 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.

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

Factors to considerFactors to consider

Students choose PE as a subject for different Students choose PE as a subject for different reasons.reasons.People choose to participate in physical activity for People choose to participate in physical activity for different reasons.different reasons.Playing sport does not imply a person is fit. Playing sport does not imply a person is fit. Fitness is specific to a purpose e.g. wellbeing vs Fitness is specific to a purpose e.g. wellbeing vs weightlifting. weightlifting. Muscular endurance is specific to the muscle Muscular endurance is specific to the muscle groups.groups.Muscular endurance may interfere with explosive Muscular endurance may interfere with explosive power and strength.power and strength.

Physical Activity ProgrammePhysical Activity ProgrammeCourt Room Battle – 2008 QuestionCourt Room Battle – 2008 Question

ContextContextYear 13 PE class training for a 3km ocean Year 13 PE class training for a 3km ocean swim. Training is done in the school pool. swim. Training is done in the school pool. Tracey is not confident in deep water.Tracey is not confident in deep water.

Focus statement

Critically evaluate the planning and implementation of the personal physical activity programme of the scenario.

EssayEssay DescriptorsDescriptors

IntroductionIntroduction Key wordsKey words Relevant contentRelevant content Hard factsHard facts

Background – own Background – own experiences this yearexperiences this year

PlusesPluses Positive view pointPositive view point What do you agree What do you agree

with?with?

Own experienceOwn experience OPVOPV StrengthsStrengths

MinusesMinuses Negative view pointNegative view point What do you disagree What do you disagree

with?with? WeaknessesWeaknesses

Who benefits?Who benefits? Errors of logicErrors of logic OPVOPV Own experienceOwn experience

IssuesIssues Examine biasExamine bias Challenge validity Challenge validity

Challenge Challenge assumptions assumptions

SuggestionsSuggestions InitiativesInitiatives New ideasNew ideas

AlternativesAlternatives

Conclusion Conclusion ReflectReflect Main points Main points

PMIS & the Court Room PMIS & the Court Room BattleBattle

A sample introductionA sample introduction

Purpose – Individual needsPurpose – Individual needs ProcessProcess Outcomes – intended & unintendedOutcomes – intended & unintended Planning considerationsPlanning considerations HauoraHauora HealthismHealthism TechnocentricityTechnocentricity Outline of own experienceOutline of own experience

Unpacking the 2008 QuestionUnpacking the 2008 Question

Mix n Mingle!!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 viewRed cards = +ve view Black cards = -ve viewBlack cards = -ve view

Court Room BattleCourt Room BattleThe sequence of events...The sequence of events...

1.1. Brainstorm – Group is split into + & -Brainstorm – Group is split into + & - PlusesPluses

2008 Question2008 Question Planning Sheet 1a for Pluses Planning Sheet 1a for Pluses De Bono’s Yellow HatDe Bono’s Yellow Hat

MinusesMinuses 2008 Question2008 Question Planning Sheet 1b for Minuses Planning Sheet 1b for Minuses De Bono’s Black HatDe Bono’s Black Hat

Time frame to complete writing is 5 minutesTime frame to complete writing is 5 minutes

Court Room BattleCourt Room Battle

The next sequence of events...The next sequence of events...

2.2. In-depth planning of 1 statement In-depth planning of 1 statement Planning sheet 2a & 2bPlanning sheet 2a & 2b Planning sheet 3a & 3 bPlanning sheet 3a & 3 b

3.3. Presentations from the pluses & minusesPresentations from the pluses & minuses

Time frame to complete writing is 10 minsTime frame to complete writing is 10 mins

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

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

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?

““One Size Fit’s All” One Size Fit’s All” ProgrammesProgrammes

Positives:Positives:Getting activeGetting active

Ease of Ease of managementmanagement

Working with Working with others (doing the others (doing the same thing)same thing)

Training relevant Training relevant componentscomponents

Negatives:Negatives:Might not match your Might not match your desired desired outcome/goalsoutcome/goals

Negative influence Negative influence this could have on this could have on individual if outcomes individual if outcomes aren’t achievedaren’t achieved

Injuries not Injuries not consideredconsidered

Current level of Current level of fitnessfitness

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

SuggestionsWhat 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

ConclusionConclusion Continuum ActivityContinuum Activity

Take a positionTake a position Justify your positionJustify your position 1-2 Key points from the 1-2 Key points from the

debatedebate

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.

• Gillespie, L. & McBain, S. (2009)Scholarship Physical Education Toolbox.

Wrap upWrap up Return all planning sheets to the front Return all planning sheets to the front

deskdesk Material will be posted to the wikiMaterial will be posted to the wiki http://peandhealth.wikispaces.com/Scholarship+P

age

Thank you to those who gave permission Thank you to those who gave permission to be photographed / videoedto be photographed / videoed

Don’t forget brianmac is a good source of Don’t forget brianmac is a good source of articles.articles.

http://www.brianmac.co.uk/articles/http://www.brianmac.co.uk/articles/scni35a10.htm#gscni35a10.htm#g