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 and (3.1 & 3.2)

2. What is the process & purpose of each?
Goal setting
Planning
Implementing
Evaluation
What is the process & purpose of each?
Purpose & reason
Planning - how do we get from A to B? To manage risk… To achieve other goals (personal / group / for the activity)
Implementation- what do we have to do? (planning in action to some degree)
- Logistics
Safety Management
Evaluation
– outcomes (planned-achieved or not achieved), unexpected (+ & -)
- review goals, planning & implementation.

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
Nature of risk – perceived, actual/real risk, residual risk (after safety management).

4. Purpose What was your school’s outdoor experience?
What was the purpose of your school’s outdoor experience?
Think-pair-share
Competition
Adrenaline/thrill
Stress release
Team work/bonding
Learning skills
Personal development – Leadership, Comfort zone/Challenge (could be P M So Sp)
Testing your limits
Decision making/Problem solving

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
Purpose & reason
Planning
Logistics
Safety Management

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, pg 69)
Rainbow System of Supervision Resources
Outdoor Safety – Risk Management for leaders - NZ Mountain safety council
The 4 window matrix pg 25-26
Risk reduction strategies – involving everyone in the safety pg

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

10. Wellbeing and OE experiences
How will the experience relate to the PHYSICAL dimension of your wellbeing
Fitness levels
Challenge yourself physically
Listening to body and responding accordingly
Keeping yourself safe and injury free
Nutrition
Training leading up to the trip
Previous experience with activities
Rest before trip
Sleeping in tent
How will the experience relate to the MENTAL/EMOTIONAL dimension of your wellbeing
Positive, encourage team members
Navigation
Group members fears/weaknesses
Individual fears/weaknesses
Mental challenges
Emotions expected
How will the experience relate to SPIRITUAL dimension of your wellbeing
Appreciation of the outdoor environment
Goal setting
Sense of Achievement
Personal Reflection
Personal Growth through challenges
Feelings of satisfaction
How will the experience relate to the SOCIAL dimension of your wellbeing
Group members
Teachers
Instructors
Other forest users
Group guidelines
Dependence on group members
How well you know group beforehand
Leadership
Communication

11. Brainstorm Outdoor activities Outdoor providers Current news items
3 groups – list e.g. What providers have your schools used?

12. Outdoor Experience Court Room Battle
Scenario
Recent incident in Piha (March 2011)
Who are the involved parties? Faciliatators-see NZ Herald article: Instructor stands by kids…’
Focus statement
Critically evaluate whether the level of risk was acceptable in this outdoor activity scenario.

13. Essay Descriptors Debate
Introduction
Key words
Relevant content
Hard facts
Background – own experiences this year
All
P luses
Positive view point
What do you agree with?
Own experience
Other Points View
Strengths
Plus group
M inuses
Negative view point
What do you disagree with?
Weaknesses
Who benefits?
Errors of logic
Minus
group
I ssues/ interesting
Examine bias
Challenge validity
Challenge assumptions
S uggestions
Initiatives
New ideas
Alternatives
Conclusion
Reflect
Main points

14. 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.
Critically evaluate whether the level of risk was acceptable in this outdoor activity scenario.
How do we define… e.g.
Level of risk
Degree of risk
Acceptable risk

15. 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
How do we define ‘acceptable risk’?
Who decides? Society decides. And certain groups see ‘acceptable risk’ differently; depending on their experience,..responsibility… etc.

16. Operational Zones Model
Facilitator to explain each zone (see resource sheet).
POV/perception:
Surf instructor perception– children were in Peak experience/Challenge zone – they needed exposure to risk to learn/benefit/positive outcome.
Lifeguard perception-children were distressed (it was too difficult & their level of competence wasn’t enough)
Who’s right?
Factors that affect how we perceive the level of risk include:
how we see the difficulty of the activity & the competence of the individual.
past experiences.
Perceived risk affects how we experience activities/scenarios – e.g. what we get out of it, if see ‘distress’ or ‘challenge’ etc.

17. 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
Links to how to use the planning sheets (for pluses & minuses groups)-knowledge used. Could highlight the relevant areas.
What is relevant??
Handout: Mark Orams–perceived risk (talk to it briefly and could be used as extra reading).
Key points=publicity of accidents influences people’s decisions to participate/not participate in outdoor recreation activities.

18. 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)
Half the group is pluses, half is minuses. E.g. use black cards (clubs & spades) & red cards (hearts & diamonds)
Facilitators use: NZ Herald article ‘Eight children in rip triggers surf scare’ to identify POVs:
- Pluses – surf instructor – level of risk was acceptable
- Minuses – lifeguard – level of risk was unacceptable.
Planning sheets 1-3 for each group.
-> jot down on board: plus points & minus points/statements (& any issues)

19. 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?

20. ----Brainstorm ideas in your group
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

21. Group discussion Examine Challenge Jot down key points
With your issue (bias/assumption/limitation)
Examine
Challenge
Jot down key points
Feedback to the whole group
Group completes worksheets on Issues. Feedbacks & then group discussion. Depth! Critical Thinking.
Other general ideas:
One size fits all – planning for different abilities- physical, mental and emotional; different levels of challenge- peak experience.
Voluntary regulation of outdoor adventure companies risk
Shared responsibility
Trust
Reasoning behind OE as apposed to any other experience
Do we check as clients the outdoor safety procedures of outside providers
Hegemony – power agents push the vested interest groups/have their own agenda–outdoor provider in the outdoors- here to paid. Safe as you pay the money
Outdoor experience as a business – people feel safe as they presume they are safe; assume they experienced and manage risks; assumptions that anything involved in the outdoors is high risk; or anyone involved in the outdoors is perceived as an adrenalin junkie- crazy people; it assumed that people get natural highs from participating in thrill seeking ideas
Assuming it is bad luck
Assume will look after you as you pay them too
Outdoor provider experience / leadership ability
Challenging the comprehensive planning
Professional planning more precise.
Socialising agents come from social institutions / media – big influence in terms of perceptions of norms around the outdoors
Media pushes the powerful stories

22. 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
Brainstorm suggestions from the issues on board. Discussion in groups and come up with 1-2 suggestions.
Talk about 1 suggestion (outline the discussion you have had) and justify why. Other groups can challenge their thinking
e.g. Suggestions: set appropriate challenges for participants. Appropriate difficulty, perception of risk, to match ability/competence.
Make it safe enough for the weakest (lowest ability) person but provide alternative challenges for other, more able participants, e.g. be a team leader, provide a mental challenge over physical risk.
Suggestions: fear can be exciting but we don’t want too much danger. You can alter perceptions to create opportunities for growth. E.g. pilots use flight simulators to learn. What is the outdoor equivalent?
Risk perception:
- Varies from person to person. Experienced people can misjudge the level of challenge or distress perceived by others in the same situation (e.g. people who are inexperienced).
- Varies from situation to situation
- Influenced by peoples’ past experiences, ability level (competence)
- Influences how people react in situations

23. Conclusion
Continuum
Take a position
Justify your position

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

25. Related organisations
Mountain Safety Council
Resources, Public Courses
NZ Outdoor Instructors Association
Resources, Instructor Training Courses

26. Further reading Outdoor Education Curriculum links on camp
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

27. Further reading
Outdoor recreation strategy sparc sparc-has-released-i ts-outdoor-recreation-strategy
2008 International Outdoor Recreation and Education Conference papers -

28. 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

29. Possible content focuses & contexts
Risk & Crisis Management
- 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.
12th August 2008

30. Make sure to access the wiki site for the power points and more links