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Planning, Implementing &/or Evaluating Physical activity Experiences Specification: Planning, implementing and/or evaluation of physical activity programmes/experiences.

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Presentation on theme: "Planning, Implementing &/or Evaluating Physical activity Experiences Specification: Planning, implementing and/or evaluation of physical activity programmes/experiences."— Presentation transcript:

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 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 schools outdoor experience? What was the purpose of your schools 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 1.Assess the risk (What could go wrong?) 2.Causal Factors (Hazards) People Equipment Environment 3.Strategies to Prevent Things Going Wrong 4.Emergency Procedures

8 Risk Management Strategies 1. Eliminate risk if possible 2. Isolate risk if you cant eliminate it 3. Minimise risk if you cant isolate it 4. Cancel activity if you cant minimise the risk (Ministry of Education, pg 69) Rainbow System of Supervision Resources

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 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

12 Outdoor Experience Court Room Battle Scenario Recent incident in Piha (March 2011) incident/tabid/309/articleID/204715/Default.aspx rescue/tabid/309/articleID/204774/Default.aspx Focus statement Critically evaluate whether the level of risk was acceptable in this outdoor activity scenario.

13 EssayDescriptorsDebate IntroductionKey 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 Other Points View Own experience Minus group I ssues/ interesting Examine bias Challenge validity Challenge assumptionsAll S uggestions Initiatives New ideas AlternativesAll ConclusionReflect Main points All

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.

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

16 Operational Zones Model

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

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)

19 What are the issues? 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? Identify bias / assumptions / limitations

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

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

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

23 Conclusion Continuum –Take a position –Justify your position

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

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


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