Workshop 5Physical Activity and

Health PromotionSerena Ball - Orewa College

Natasha Hemara – Lynfield CollegeKaren Stimson – Albany Senior High School

Maura Unsworth – Long Bay College

Acknowledge the work of Chris Williams, Anne McKay, Lorna Gillespie & Sue McBain

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

This Workshop

Physical activity, health promotion and taking action drawing upon knowledge underpinning achievement standards 90744

The Specs 2012

The Standard Examine physical activity and take action to

influence the participation of others.

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

Health Promotion

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

There are 3 main models (they are not mutually exclusive)◦ 1. Behavioural Change Model◦ 2. Self-Empowerment Model◦ 3. Collective Action Model

◦ Check out The Curriculum in Action: Making Meaning: Making a Difference on the TKI site.

Models of Health Promotion

Behavioural Change Model

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

Self-empowerment Model 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

Collective Action Model 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

Dove Evolutionhttp://www.youtube.com/watch?v=iYhCn0jf46U Smoking packs(next slide)

Depression programhttp://www.youtube.com/watch?v=qKDcecbc8X4

Drink driving advertshttp://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

Examples

Behavioural Change Examples Smoking packs

Drink driving adverts

Using phone and driving adverts

Self-empowerment Examples Dove Advert

Depression advert, programme, website.

Collective Action Examples Schools having healthy options/only healthy

food in canteen.

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

Action Competence Process

The aim or the issue

UnderstandingEnablers/ Barriers/Health

promotion

ActionsWhat will you

Do?Vision of what

we want

Plan & implement

actionReflect/ Evaluate

Knowledge/ critical

thinkingAbout the

issue

DevelopmentOf visionsCreative thinking

Action Competence

Learning Process

(Gillian Tasker 2000)

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?

Knowledge /Insight(Critical thinking)

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?

Development of Visions(Creative thinking)

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?

Understanding

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?

Planning

Put the plan into action

Action

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?

Reflect / Evaluate

2008Evaluating government initiatives. Youth

branded websites. 2009

Evaluating a scenario (action) (only 90744 std) 2010

Evaluating the taking action process (same spec as this year)

2011The need for wider school community

involvement in the health promotion process

Past Exam Questions

What is out there?

Current initiatives