The trend and/or issue such as ’Dropping Out of Sport'

Margot BowesChris Williams2011

Overview of Workshop

• Critical Evaluation and unpacking the 2011 specs and examiner report.

Look at previous questions and then develop a moot for courtroom debate.

Traps not to fall into

• Why Kids Drop out of sport? SPARC Research and 10 recommendations

(Billy Merchant)

• Critical Reading and preparing for small group debate? Using SPEECH & then courtroom debate

2011 Physical Education Scholarship Exam Specs Content/Context Details

Questions will draw on candidates’ knowledge from the following areas;

Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement standards 90739 and 90740.

Trends and/or issues impacting on New Zealand society, such as dropping out of sport, drawing upon knowledge underpinning achievement standard 90743.

Programmes for performance improvement drawing upon knowledge underpinning achievement standards 90741, 90742.

Physical activity, health promotion and taking action drawing upon knowledge underpinning achievement standards 90739, 90740, 90743, 90744.

IcebreakerThe main reason kids are dropping out of sport is

because schools and parents take it too

seriously

‘Critical Evaluation” is the process of making informed and

valid judgements or conclusions supported by

comprehensive knowledge and evidence. Throughout the

process we challenge assumptions and taken for granted

points of view through reflecting and examining pros and

cons, bias and different perspectives”

2010 Examiners report for this specSpecifically candidates:

• defined ‘cotton wool kids’ and what it might mean from a range of perspectives

Define dropping out of sport and what this might mean? And what this might mean as an impact on NZ society?

• critically discussed what a trend might be, also considered the difference between a trend and an issue

What is the difference between a trend and an issue? How would you answer this question if dropping out of sport was proposed as an issue or a growing trend impacting on NZ society?

• looked at a wide range of perspectives as to what ‘cotton woolling’ might be/mean

What perspectives could you look at dropping out of sport from?

• did not make assumptions that ‘cotton wool kids’ was about inactivity, and developed an argument that ‘cotton wool kids’ could be about too much organisation by parents

What are the assumptions traps that you need to make sure you don’t fall into?

• questioned whether or not NZ was a nation of ‘cotton wool kids’ and parents who foster it, or if there were just some aspects of it.

What would be important to question here? What is the evidence? Is it valid?

• made comment on some impacts on New Zealand society but missed the opportunity to critically evaluate whether or not this was throughout New Zealand or if it was more localised e.g. rural versus urban.

What are/could be the impacts on NZ society? How could you critically evaluate these?

Trends and IssuesWhich is which?

A swing, topic, question, shift, theme, move , concern

The general direction in which something is going

A change or development in a general direction.

A bend or turn away in a specified direction

An important topic for debate or resolution

Treat seriously as a problem

A subject for discussion or concern

Previous Questions

2010 Spec 2010 Question

Trends and/or issues impacting on New Zealand society, such as “cotton wool kids”, drawing upon knowledge underpinning achievement standard 90743

In recent times, popular media have reported on the growing trend towards a generation of “cotton wool kids” and its potential impact on New Zealand society.

Consider an extract – from ezinearticles.com/?Are-Your-Children-Cotton-Wool-Kids? – given this in the paper

Critically evaluate the growing trend towards a generation of “cotton wool kids” and its potential impact on New Zealand society.Illustrate your evaluation with appropriate examples from your own knowledge and experience.

2009 Spec 2009 Question

Society and physical activity drawing upon knowledge underpinning achievement standard 90743

Consider a current physical activity event, trend, or issue impacting on New Zealand society you have studied. This may include, but is not limited to, topics such as:• amateurism versus professionalism in sport• body image and representation• child obesity• commercialisation in sport• fitness crazes• Maori and/or Pasifika festival(s)• sports clothing• the Olympics

Drawing on your knowledge of the current physical activity, trend, or issue, critically evaluate its impact on NZ society.Your evaluation may also consider the causes/influences of the event, trend or issue and how its perceived.

2011 Exam – Possible question formats – Brainstorm..

2011 Spec 2011 Question

Trends and/or issues impacting on New Zealand society, such as dropping out of sport, drawing upon knowledge underpinning achievement standard 90743.

2011

Critically evaluate the issue of kids and adolescents dropping out of sport and its potential impact on New Zealand society.Illustrate your evaluation with appropriate examples from your own knowledge and experience.

EXAM QUESTION

From the ideas of what the exam question might be come up with a moot (focussed on the impact

on NZ society) for a debate at the end of this session.

Remember the moot needs to be a statement.

Possible Moot

Why play sport when there are so many other more exciting things for kids to do today?

?????Is this……..

Remember to question if this is:

•A societal assumptionPersonal judgement based on your experience/sBased on research etc

Things to consider – bias, privilege, power, and disadvantage

READINGS

Your group is going to be given different articles to read based around the issue/trend of ’dropping out of sport'

You need to read 1 of the articles and complete the following:

Gather evidence towards your moot and summarise key points back to your group

Share any other research you may have looked at in your schools/links to personal experience/s

Use SPEECH handouts to record key points across the readings

SPEECHSOCIAL Influences of the community, including how well people are included,

supported and cared for by one another

POLITICAL The legal and policy decisions made by organisations that provide national or regional public services.

ENVIRONMENTAL Environment (or physical) influences (eg having safe recreational facilities available that are unpolluted, and accessible to people of different abilities).

ECONOMICAL How much money people and communities have access to is a big influence on what opportunities people have. (Economic influences are usually closely connected with political influences).

CULTURAL Culture comes in many forms, be it ethnic-based, youth culture, sporting culture, national culture, etc. Culture is about the values, beliefs and practices of a group of people that get passes from one generation to the next. A cultural group will have certain values and practices that identify it as a cultural group.

HISTORICAL What has happened in the past; historic influences are usually closely tied to cultural influences.

REMEMBER

Think broadly about a range of SPEECH factors

AND

Link back to the impact on NZ society

DEBATE

You now have a few minutes to clarify your thoughts around the moot before the debate

begins.

Pros and Cons of Dropping out of sport

Pros and Cons of Dropping out of sport

Obesity

Inactivity

Sedentary lifestyles

Naturally decreases with age

Doing other things

Work and study pressures

Unrealistic expectations

Early specialization

Peaking early

Conflict with social life

Lifestyle transitions

Hauora

Caring supportive coaches

Coach’s communication skills

Athlete-centred coaching

Family culture

Family structure

To drop out of sport?

•Lack of interest

•Too competitive

•Fields always closed

•Cost over full season

•Over zealous parents

•Coaches (overcoaching or favouritism)

•No fun

•Gender-specific reasons- effects of mixed teams, rigid notions of feminity

or masculinity

•Poor quality PE

•Health benefits

•Voluntary

•Fun

•Recreational

•Informal, social

•Evidence that participation has increased

•Offer wide range

•Quality sport in PE

•Reduce emphasis on winning

•Reduce parental involvement

•Friends

Traps not to fall into:

Candidates who were not awarded Scholarship or Scholarship with Outstanding Performance typically

• did not define what ‘cotton wool kids’ might be

• immediately assumed that this meant that kids were inactive and therefore would be obese

• attempted to write a prepared essay, without reading the question eg: childhood obesity

• did not comment on the impact on NZ society.

All workshop material can be found at:

http://peandhealth.wikispaces.com/Physical+Education

Factors that seem to be important

Family sporting culture important

Family demographics

Family networks

Interaction of gender, social class, ethnicity, age

Life phases and transitions

Participation increase with socio- economic status, 2 parent families,

Participation patterns set by 16

Participation decreases as students get older

Higher education seems to have little effect

Effected by life events and transitions

Voluntary nature important

Needs to mostly be fun, social and informal

Participation levels set more by family culture than PE

Sport in PE seen as artificial

Final Thoughts

Key Terms

Socialization

Habitus

Social Capital

Some Conclusions

•Offer a wide range

•Make it voluntary

•Praise not rewards

•Coaching to a minimum

•Mentoring

•Friends

•Life Transition periods crucial

•Role of media crucial

References

Coakley, J.L. (2004). Sport and society: Issues and controversies (8th Ed.). St. Louis: Times Mirror/Mosby.

 

Fraser-Thomas, J., Côté, J., & Deakin, J. (2008). Understanding dropout and prolonged engagement in adolescent competitive sport. Psychology of Sport and Exercise, 9(5), 645-662.

Slater, A., & Tiggemann, M. (2010). “Uncool to do sport”: A focus group study of adolescent girls’ reasons for withdrawing from physical activity.Psychology of Sport and Exercise, 11(6), 619-626.

Wheeler, S. (2011). The significance of family culture for sports participation. International review for the sociology of sport.pp1-18.

Whitehead, S., & Biddle, S. (2008). Adolescent girls' perceptions of physical activity: A focus group study.  European Physical Education Review, 14(2), 243-262.

Newspaper Articles:

GRAY, K. (2006). Message to teens: Fight fat, keep fit, have fun. . The Press 25.01.2006. p. A5.

Study shows girls slow down at weekends. (2009) The Press 05.02.2009. p. A7

Reid, F. Keeping kids involved in sport North Shore Times 19.04.2011