Planning and Evaluating Physical Activity Programmes

1. Planning and EvaluatingPhysical Activity Programmes Specification: Comprehensively planning physical activity programmes/experiences drawing upon knowledge underpinning achievement standards 90739 and 90740. A.S. 3.1 & 3.2

2. Why have we changed To...Physical Activity Programmes? To focus on more than just fitness! From...Physical Exercise Programmes

3. How fit are you? Unfit Moderately Fit Very Fit FIT FOR WHAT?

4. Who is the fittest?

5. 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

6. 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

7. Reviewing Physical Activity Content

8. Purposes of PAP – needs of individual and/or group Hauora and PA programmes Benefits of PA programmes Problems/concerns with PA programmes Processes of planning programmes Evaluating PA programmes Own experiential knowledge Applying Bio-physical knowledge Methods of training Principles of training Fitness components Exercise physiology Sports Psychology Applying socio-cultural knowledge SPEECH Barriers & Enablers Personal & Behavioural Physical Activity Content

9. What are the different outcomes for Physical Activity? Who uses them? 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 Anyone!!! Dancers People Wanting to get fit People wanting to experience the outdoors Elite Athletes

10. How do Physical Activity Programmes relate to Hauora?

11. 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

12. 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.

13. SMARTER Goals Specific Measurable Achievable/Accepted/Adjustable Realistic Time frame Exciting Recorded

14. Planning

15. Biophysical & Socio-cultural factors Socio-cultural Barriers & enablers Goal Setting Body Image Self Esteem Fitness myths Enjoyment Fitness vs Health SPEECH (Society, Political, Economic, Environment, Cultural and Historical) Biophysical Nutrition Heart rate Oxygen uptake The body’s response to exercise Fatigue Injuries Muscle changes Flexibility Fitness testing PST

16. Sequence for writing a programme Davis, D., Kimmet, T., Ackerly, D., McAree, A. VCE Physical Education book 2. 3rd edition.

17. Evaluating

18. 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: Persone.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

19. 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.

20. Unpacking 2006 Question Question 3: PAP context PE teacher Taylor Smith provides a programme for his PE class to train for a 10km run. Evaluate the one size fits all method of programming. Present different views. Depth & breadth of biophysical factors • Exercise physiology, skill acquisition, principles of training, methods of training, components of fitness, and components of sports psychology Depth & breadth of socio-cultural factors • Hauora (wellbeing), the diversity of outcomes people seek when participating in PA, the factors that influence participation

21. Unpacking 2006 Question Question 3: PAP context • Used the scenarios of the four students to explain the different needs and goals and the effects of overtraining for the swimmer / sportsman • Discussed the specificity of training i.e. while the swimmer would have a good aerobic endurance the muscle development would be specific to swimming not running • Provided a sound argument against a one size fits all programme • Acknowledged some good points of everybody doing a programme together but then provided ways of still catering to individual needs

22. Relevant Definitions... • Sport vs Physical activity • Types of fitness • health related vs skill related • Fitness vs Wellbeing • Competitive vs Social athletes • Sedentary vs Active Lifestyles • Healthism – The body as a machine

23. What is known • 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. • Cardiovascular endurance and muscular endurance of legs are important for a 10km run • Muscular endurance is specific to the muscle groups. • Muscular endurance may interfere with explosive power and strength.

24. What mayNOTbe known • How much time is available in a lesson? • How many lessons in a week? • At what level is the training programme pitched? • What is the programming experience of the teacher? • What is the importance of the 10km run for the students? • Do the students have to participate in the stipulated programme?

25. Other details What other information could be relevant • What position does James play in Rugby and Cricket? What part of the rugby season is it? How strong is the rugby team? • Is Marama a distance swimmer? What type of training is she doing? How long are each of her training sessions? • How does Peter get home in the afternoons? What other PA opportunities is Peter getting through PE? How much incidental PA does Peter get in the school day? • What is Sarah’s level of fitness? How often and at what intensity does Sarah participate in the activities?

26. 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?

27. “One Size Fit’s All” Programmes Negatives: • Might not match your desired outcome/goals • Negative influence this could have on individual if outcomes aren’t achieved • Injuries not considered • Current level of fitness Positives: • Getting active • Ease of management • Working with others (doing the same thing) • Training relevant components

28. Court Room Battle Up to 15 people divide into 3 groups Each group has a role to play... • the pluses; • the minuses; • the judge and jury.

29. Court Room Battle The sequence of events... • Planning time (7 mins) • Presentations from the pluses & minuses (3 mins each) • Feedback from Judge & Jury (5 mins) • Consideration of issues (20 mins) • Suggestions (20 mins) • Major conclusions (15 mins)

30. PMIS & the Court Room Battle

31. Debate Guidelines • Justify judgements with reasons • Active listening We are here to learn from each other • Take turns to speak

32. Court Room Battle

33. Court Room Battle

34. Post debate discussion In your group: • Examine bias • Challenge assumptions • Identify omissions Add ideas to your group’s sheet Write main issue on the board • Share most significant issue Identify other issues considered

35. Suggestions • Initiatives • New Ideas • Alternatives • Ways forward Add ideas to your group’s sheet Write main idea on the board • Share most significant issue Identify other ideas considered

36. Conclusion • Take a position • Justify with 1-2 of the main points from the debate • Write your ideas on the group sheet • Present ideas