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Planning and Evaluating Physical Activity Programmes

Planning and Evaluating Physical Activity Programmes. 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. Why have we changed.

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Planning and Evaluating Physical Activity Programmes

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  1. Planning and EvaluatingPhysical Activity Programmes 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

  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. Purpose • What was the context of your school’s physical activity programme? • What was the purpose of your school’s physical activity programme? Think-pair-share

  6. How many did we get? • Health & Fitness – maintaining wellbeing • Vertigo– adrenaline / thrill of speed or danger • Catharsis - release of stress, emotion, frustration • Social - Team work/bonding, fun with friends • Ascetic– endurance, determination, overcoming pain • Aesthetic – the beauty and grace of movement

  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. Evaluating

  17. 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

  18. Factors to consider • 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.

  19. Physical Activity ProgrammeCourt Room Battle – 2008 Question Context Year 13 PE class training for a 3km ocean swim. Training is done in the school pool. Tracey is not confident in deep water. Focus statement

  20. PMIS & the Court Room Battle

  21. A sample introduction • Purpose – Individual needs • Process • Outcomes – intended & unintended • Planning considerations • Hauora • Healthism • Technocentricity • Outline of own experience

  22. Unpacking the 2008 Question Mix n Mingle!! • Up to 6 people in a group. • Find others with the same number card. • Red cards = +ve view • Black cards = -ve view

  23. Court Room Battle The sequence of events... • Brainstorm – Group is split into + & - • Pluses • 2008 Question • Planning Sheet 1a for Pluses • De Bono’s Yellow Hat • Minuses • 2008 Question • Planning Sheet 1b for Minuses • De Bono’s Black Hat Time frame to complete writing is 5 minutes

  24. Court Room Battle The next sequence of events... • In-depth planning of 1 statement • Planning sheet 2a & 2b • Planning sheet 3a & 3 b • Presentations from the pluses & minuses Time frame to complete writing is 10 mins

  25. 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

  26. 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

  27. 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?

  28. “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

  29. Post debate discussion 4. Examining Issues – • Planning sheet 4 • De Bonos Hats – red, green blue: • Examine bias • Challenge assumptions • Identify omissions/limitations • Select ONE issue from the list • Jot down key points • Feedback to the forum Time frame to complete writing is 5 mins

  30. Suggestions What are the factors that determine whether the planning and implementation of a programme are effective? • Initiatives • New Ideas • Alternatives • Ways forward Time frame to complete writing is 5 mins

  31. Conclusion • Continuum Activity • Take a position • Justify your position • 1-2 Key points from the debate

  32. 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.

  33. Wrap up • Return all planning sheets to the front desk • Material will be posted to the wiki • http://peandhealth.wikispaces.com/Scholarship+Page • Thank you to those who gave permission to be photographed / videoed • Don’t forget brianmac is a good source of articles. • http://www.brianmac.co.uk/articles/scni35a10.htm#g

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