Specification: Planning, implementation and/or evaluation of physical activity...

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

Planning and Evaluating

Physical Activity Programmes

Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011 1

Workshop Overview Introduction to the specifications Warm-up circle activity – sharing

stories Previous scholarship questions What the examiners look for Content knowledge & mind-maps Looking at the world through a new

lens Developing critical thinking through

group workPresented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

2

2011 SpecificationPlanning, implementation and/or evaluation of physical activity programmes/experiences

drawing upon knowledge underpinning achievement standards 90739 and 90740.

3.1 & 3.2

Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

20113

Definitions

A physical activity programme or experience may include: A personal fitness programme An outdoor education experience A triathlon Leisure-based activities Aerobics routine Dance performance Stage Challenge Festivals that involve movement Other appropriate programmes/experiences


20114

Why have we changed

To focus on more than just fitness!

To...

Physical Activity

Programmes?

From...

Physical Exercise Programmes

Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

5

Sharing Stories – Round 1

1. What programme or experience did you plan for PE 3.1 and evaluate for PE 3.2?

2. What factor had the biggest positive impact on your wellbeing? How did it impact? Why?

3. What factor had the biggest negative impact on your wellbeing? How did it impact? Why?



1. What programme or experience did you plan for 3.1 and evaluate for 3.2?

2. What were the expected outcomes of the programme?

3. To what extent were you in control of the context? Of the goals?

4. To what extent were the expected outcomes realised?



1. What programme or experience did you plan for 3.1 and evaluate for 3.2?

2. What factors that affected the programme were out of the planner’s control?

3. How could the planning have been improved?

4. Why would it make a difference?


Previous Scholarship Questions

Scholarship 2010PAP - Question 1

Consider the extract:“Goals can create and maintain motivation by reflecting improvement. Goal-setting is like using a road map; the long-term goal is the destination, while the short term goals are the pit stops along the way, and the goal-attainment strategies are the choice of route you take to reach your destination. Goals also help to focus attention and effort by providing feedback. Goal-setting can help you peak both physically and mentally.”

• Critically evaluate the process and purpose of goal-setting and planning


9

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 in the following way:

• 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.


10

SMARTER Goals

SpecificMeasurableAchievable/Accepted/AdjustableRealisticTime frameExcitingRecorded

Smarter goals + Effective planning = Goal attainment


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Previous Scholarship QuestionsScholarship 2009

Question 1Consider two quotes:“Successful training is intelligent training. Intelligent training is knowing the ‘why’ of an exercise, as well as the ‘what’ and ‘how’.” Arthur Lydiard (1998)“Physical activity programmes must be evaluated to reflect on our progress, see where we are going and where we have come from, and what we have learned from our experiences.”US Department of Health & Human Services (2002)

• Critically evaluate the purpose of the evaluative process• Consider factors influencing participation in the experience/ programme


Evaluating Questions

• Where are you going? • Goals • Purpose

• Where have you come from?

• Needs analysis• Pretesting • Review of changes

• What did you do?• Strengths• Weaknesses


• Why did you do it that way?

• Benefits• Risks

• What have you learned from the experiences?

• Outcomes • Effects • Effectiveness

• How did you learn from it?

• Monitoring

13

When to evaluateEvaluation can occur throughout the

planning & implementation process e.g.To identify needsTo identify current performanceTo identify and justify the purpose Monitoring during the programmeMonitoring of the plan’s effectivenessMonitoring of the outcomes and effects


14


PAP Question 1 Scenario B

Class 3km ocean swim decided by the teacher. Students set personal goals and plan training over a 5 week period. Training in the school pool with 2 distinct ability lanes. • Critically evaluate the planning and implementation

process used and any issues

• Consider socio-cultural and biophysical factors topredict outcome


15

Some reasons for PA choices

Health & Fitness – maintaining wellbeingVertigo – adrenaline / thrill of speed or dangerCatharsis - release of stress, emotion, frustrationSocial - Team work/bonding, fun with friendsAscetic – endurance, determination, overcoming painAesthetic – the beauty and grace of movement


16

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


17


PAP Question 1 Scenario A

Student uses internet to design her PAP programme• Critically evaluate the process that took place• Predict the outcome• Depth & breadth of biophysical and socio-cultural factors


18

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 a set sequence in designing all types of physical activity programmes?


19


PAP - Question 3

PE teachers provides a training programme for all Y13 PE students who will be participating in a 10km run.• Critically evaluate the intention to provide a common activity programme for a Y13 PE class• Predict the outcome• Depth & breadth of biophysical and socio-cultural factors


20

Factors to consider for the 2006 question

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.


21

“One Size Fit’s All” Programmes

Positives:Getting activeEase of managementWorking with others (doing the same thing)Training relevant components

Negatives:Might not match your desired outcome/goalsNegative influence this could have on individual if outcomes aren’t achievedInjuries not consideredCurrent level of fitnessPresented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

22

What are possible 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•Self esteem •Confidence• Goal setting• Appreciation of environment


24

The assessment schedule and examiners report

Information on the NZQA Website:http://nzqa.govt.nz/scholarship/subjects/resources.html

Check previous years’ assessment schedules– Content information– Markers schedule

Check previous years’ examiners report


25

http://nzqa.govt.nz/scholarship/subjects/resources.html

Remember toConsider the 3 P’s: – Purpose (context & goals) – Process (planning & implementation) – Product (intended & unintended outcomes, effects on wellbeing)

Show depth of understandingIntegrate theory with your own practical experiencesUse SEDEC – Statement– Explain what you mean– Detailed example– Conclusion/Consequence – impact / so what?

Be critical– Examine issues – Examine bias– Challenge assumptions– Identify gaps/omissions

Make a valid overall judgment with justificationPresented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

26

Aspects that could be critically evaluated

• Effectiveness of a particular aspect of programming – e.g. goal-setting, 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, time constraints

• 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, personal goals vs expectations from others


Critically Evaluating using De Bono’s Hats

Evaluation: Makes judgements and considers constraints

White Hat The chef’s hat – uses facts and figures, evidence from own experience to back up judgments

Yellow Hat The sunny hat – identifies positives & strengths

Black Hat The witches hat – identifies negatives & weaknesses

Red Hat Santa hat – Considers emotions & issues – Assumptions / Bias / Limitations

Green Hat The Creativity hat – Considers what could have been done differently? New ideas, modifications, and explanations for this.

Blue Hat Policeman’s hat – makes overall judgments and conclusions – Conclusions are likely to be on either side of the centre position (not a definite yes or no)Conclusions need to be justified by identifying the most significant factor influencing the decision


Content to ConsiderPurpose (Pre-Planning)

Purpose Needs Analysis - Includes overview of HauoraPre-testingEstablishing programme goals based on needsSMARTER goals

Process (Programming & Implementation)

Biophysical factors influencing programmeSocio-cultural influencing programmeMinimising barriersConsiderations-safety, environment. TimelineLogistics, equipmentApplication of Mot’s and Pot’s

Product (Outcomes & Effects)

Achievement of goalsEffect on wellbeingPlanned and unplanned outcomes

Evaluation(Throughout the planning & implementation process)

To identify needs and current performanceTo identify and justify the purpose Monitoring of the planMonitoring of the outcomes and effects


Biophysical & Socio-cultural factors

BiophysicalFitness components & testing

MoT’s & PoT’s

Nutrition

Exercise physiology - the body’s response to exercise– Heart rate– Oxygen uptake – Fatigue– Injuries– Muscle changes

Sports Psychology – Psychological Skills Training

Socio-culturalBarriers & enablers

Goal Setting

Body Image

Self Esteem

Fitness myths

Enjoyment

Fitness vs Hauora

SPEECH Society Environment Political Cultural Economic Historical)


Examining Issues –

De Bonos Red Hat• Examine bias• Challenge assumptions• Identify omissions/limitations

– Select at least ONE major issue to include in your essay


31

Some 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


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


Suggestions -

De Bono’s Green HatConsider the most significant factors that

determine the effectiveness of planning and the implementation of a programme:– Include creative ideas in your group

task• Initiatives• New Ideas• Alternatives• Ways forward


34

Continuum ActivityTake a position

Justify your position1-2 Key points from the debate

+ve

-ve

Conclusion


Group workMix n Mingle!!

Up to 4 people in a group. Find others with the same number card. Red cards = +ve view Black cards = -ve view

1. Brainstorm the positives and negatives of a given factor

2. Consider both Biophysical and Socio-cultural aspects

3. Identify supporting knowledge and personal experience to back up your points

4. Plan an in-depth response – remember SEDECPresented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011 36

Descriptors

Introduction • Define key words Identify relevant content Identify hard facts

• Background – own experiences this year

Body of the essay

Paragraphs contain PMIS of a significant point

Biophysical + Socio-cultural

Integrate knowledge SEDEC Own

experience/example

Pluses • Positive view point What do you agree with? Strengths

What benefits are there?

Why is it worthwhile? When is it worthwhile?

Minuses • Negative view point What do you disagree

with? Weaknesses

• What risks are there?• Why is it problematic?• When is it problematic?

Issues/ Interesting

Challenge validity Challenge assumptions Other points of view

• Examine bias - Who is advantaged? / Who is disadvantaged?

Suggestions • Solving Issues• Enhancing programme

• Alternatives• Initiatives• New ideas

Conclusion • Overall Judgment Why? Justify with most significant point(s)

37Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

2011

Feedback on Part BPurpose from Group 8:

The value of choosing a 3km ocean swim for a PAP programme.

Process from Group 5: The effectiveness of allowing students to

design their own training programmes for the 3km ocean swim.

Product from Group 1: The Effectiveness of the PAP programme

for Tracey.


2011

38

Feedback on Part CSuggestion from Group 2:

Effectiveness of the PAP programme’s purpose for students to achieve personal goals.

Suggestion from Group 6: The effectiveness of decisions to manage

the logistical and environmental considerations required to implement the plan.


2011

39

Feedback on Part DConclusion from Group 3:

Effectiveness of the PAP programme for developing student ability to complete a 3km ocean swim.

Conclusion from Group 4: The value of goal-setting as part of the

PAP programme.

Conclusion from Group 7: The evaluative processes included in the

PAP plan.


2011

40

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 up Return all planning sheets to the front

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

age

Don’t forget brianmac is a good source of articles (see your handout).

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


http://peandhealth.wikispaces.com/Scholarship+Page

http://peandhealth.wikispaces.com/Scholarship+Page

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