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Planning, Implementing &/or Evaluating Physical activity Experiences

Planning, Implementing &/or Evaluating Physical activity Experiences. Specification: Planning, implementing and/or evaluation of physical activity programmes/experiences drawing upon knowledge underpinning achievement standards 90739 and 90740. (3.1 & 3.2). Goal setting Planning

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Planning, Implementing &/or Evaluating Physical activity Experiences

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  1. Planning, Implementing &/or Evaluating Physical activity Experiences Specification: Planning, implementing and/or evaluation of physical activity programmes/experiences drawing upon knowledge underpinning achievement standards 90739 and 90740. (3.1 & 3.2)

  2. Goal setting • Planning • Implementing • Evaluation What is the process & purpose of each?

  3. Outdoor Experience Content • Purposes of OE – needs – of individual and group • Wellbeing and OE experiences • Benefits of OE experiences • Problems/concerns associated with OE experiences within schools • Nature of Risk • Safety vs Risk vs Challenge • Planning for OE • Safety Management Systems - “Safety and EOTC- A good practice guide for NZ Schools” #1 • Risk Management Planning Tools- SAPs / RAMS / Rainbow System (WaterSafe Guidelines for Schools #2) • Crisis Management • Reviewing OE experiences • Own experiential knowledge

  4. Purpose • What was your school’s outdoor experience? • What was the purpose of your school’s outdoor experience? Think-pair-share

  5. How many did we get? • Competition • Adrenaline/thrill • Stress release • Team work/bonding • Learning skills • Personal development • Leadership • Out of comfort zone • Challenge any dimension of wellbeing • Testing your limits • Decision making/Problem solving

  6. What planning knowledge is needed Logistical factors • Timeline • Plan where to go and what we are doing • Permission/consent • Location/facilities • Transport/navigation • Safety and risk management • Nutrition • Knowledge of participants • Gear/resources/skills required • Budget • Weather conditions • Back up plans – alternative activities • Communication with others involved • Environmental impact

  7. Planning to manage risk Risk Management Planning process • Assess the risk (What could go wrong?) • Causal Factors (Hazards) People Equipment Environment • Strategies to Prevent Things Going Wrong • Emergency Procedures

  8. Risk Management Strategies 1. Eliminate risk if possible 2. Isolate risk if you can’t eliminate it 3. Minimise risk if you can’t isolate it 4. Cancel activity if you can’t minimise the risk (Ministry of Education, 2002. pg 69) Rainbow System of Supervision Resources www.watersafe.org.nz

  9. Implementation “Doing it” e.g. • Leadership-outside instructors • Decision-making • Communication • Risk Management • Possible Routes • Back up Plans • Emergency Procedures

  10. Wellbeing and OE experiences

  11. Brainstorm Outdoor activities Outdoor providers Current news items

  12. Outdoor Experience Court Room Battle Scenario Focus statement

  13. Introduction • Key words / definitions • Relevant content • Hard facts • Background – own experiences this year • Remember the focus statement: • Critically evaluate whether the level of risk was acceptable in this outdoor activity scenario.

  14. Acceptable Risk • The concept of Acceptable Risk is essentially a measure of the risk of harm, injury from a process that will be tolerated by a person or group. Reference: Oxford University http://msds.chem.ox.ac.uk/glossary/acceptable_risk.html

  15. Operational Zones Model

  16. Relevant OE Content • Purposes of OE – needs – of individual and group • Wellbeing and OE experiences • Benefits of OE experiences • Problems/concerns associated with OE experiences within schools • Nature of Risk • Safety vs Risk vs Challenge • Planning for OE • Safety Management Systems - “Safety and EOTC- A good practice guide for NZ Schools” • Risk Management Planning Tools - SAPs / RAMS / Rainbow System (WaterSafe Guidelines for Schools) • Crisis Management • Reviewing OE experiences • Own experiential knowledge

  17. Mini debate Divide into 2 groups: the plus group; the minus group. • 3 min brainstorm (Planning sheet 1) • 8 min prepare & write paragraph (Planning sheet 2 & 3) • Feedback to the whole group (read paragraph)

  18. What are the issues? Identify bias / assumptions / limitations Look critically at different points of view (Key points/judgements made by Pluses & Minuses) - Who do you believe? • How do you know they are a reliable, knowledgeable, credible source? • Are they biased?

  19. What are the issues? Identify bias / assumptions / limitations Look critically at different points of view • Can you challenge any judgements? • It is always true? • What’s worth discussing? ----Brainstorm ideas in your group Then share-------

  20. Group discussion With your issue (bias/assumption/limitation) • Examine • Challenge Jot down key points Feedback to the whole group

  21. Suggestions Based on your discussion: What are the factors that determine whether the level of risk was acceptable? Suggest ways to deal with the issues: • Initiatives • New Ideas • Alternatives • Ways forward

  22. Conclusion • Continuum • Take a position • Justify your position

  23. Reference #1 “Safety and EOTC- A good practice guide for NZ Schools” www.tki.org.nz/r/eotc/resources/ safety_e.php

  24. Related organisations • Mountain Safety Council http://www.mountainsafety.org.nz/ Resources, Public Courses • NZ Outdoor Instructors Association http://www.nzoia.org.nz/ Resources, Instructor Training Courses

  25. Further reading • Outdoor Education Health & Physical Education NZ Curriculum, p46-47 • Curriculum links on camp - School camps are the perfect vehicle for the key competencies, Thorndon School teachers found earlier this year. • Striding towards success - EOTC has helped a low-decile secondary school keep more students on the path to success Education Gazette 30 June 2008, p7-9

  26. Further reading Outdoor recreation strategy 2009-2015 sparc http://www.sparc.org.nz/ sparc-has-released-i ts-outdoor-recreation-strategy 2008 International Outdoor Recreation and Education Conference papers - www.eonz.org

  27. Possible content focuses & contexts • Outdoor Pursuit Centre • Laura Dekker – 13yr old girl sailor • Avalanche- Methven and Coronet • River boarding- Mad dog river adventure s, Queenstown • Bridge swing –Manawatu Gorge

  28. Risk & Crisis Management Possible content focuses & contexts - Extreme surf skier Surf skier Paul Wilford loves wild weather 12 Aug 2008 .. he insists that despite a number of paddlers getting into trouble recently, the sport is safe, and paddlers know what they are doing. http://www.3news.co.nz/TVShows/CampbellLive/VideoArchive 12th August 2008

  29. Make sure to access the wiki site for the power points and more linkshttp://peandhealth.wikispaces.com/Scholarship+Page

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