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
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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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop
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
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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?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 20116
Sharing Stories – Round 2
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?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 20117
Sharing Stories – Round 3
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?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 20118
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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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.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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SMARTER Goals
SpecificMeasurableAchievable/Accepted/AdjustableRealisticTime frameExcitingRecorded
Smarter goals + Effective planning = Goal attainment
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 201112
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
• 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
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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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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Previous Scholarship QuestionsScholarship 2008
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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Previous Scholarship QuestionsScholarship 2007
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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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?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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Previous Scholarship QuestionsScholarship 2006
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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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.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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“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
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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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 201123
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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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
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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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 201127
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 201128
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 201129
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)
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 201130
Examining Issues –
De Bonos Red Hat• Examine bias• Challenge assumptions• Identify omissions/limitations
– Select at least ONE major issue to include in your essay
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 201132
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 201133
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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Continuum ActivityTake a position
Justify your position1-2 Key points from the debate
+ve
-ve
Conclusion
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011 35
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.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop
2011
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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.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop
2011
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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.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop
2011
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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.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 201141
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
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011 42