Presentation on theme: "Energising Lives: Physical Literacy in Perspective through the Lifespan Len Almond BHF National Centre for Physical Activity and Health May 19 th 2008."— Presentation transcript:
Energising Lives: Physical Literacy in Perspective through the Lifespan Len Almond BHF National Centre for Physical Activity and Health May 19 th 2008
Three Questions about Physical Literacy What is Physical Literacy What relevance does it have to? Individual lives Teachers and the PE Curriculum Movement specialists’ perspectives on their role How do we promote it? What messages do we project? Pedagogy The art and science of reaching people The art and science of engagement
Tasks for Today Part 1Why do people avoid physical activity? Part 2A Positive Perspective Part 3Practical Illustrations Part 4Pedagogy Finally Return to my three questions
Three Problems Poor understanding Low Priority Not Valued
Participation Levels 35% of men 24% of women Achieve 5 x 30 minutes of moderate activity each week 70% inactive Health Survey for England 2004
UNDERSTANDING ONLY 10% of general public and 16% of professionals understand the public health and well-being message for physical activity
No Time or Low Priority? Public Health Message Adults: 2% of your day Overweight/Obese older adults 4% day of your Most adults spend 19.3% of their day in front of a screen – adults in third age much longer
Activity at Weekends
However 62% of people reported that they would not be motivated to exercise even if their life depended on it BHF YOUGOV survey September 2007
Inactivity Impairment The Consequences of inadequate Physical Literacy
Personal Responsibility: A Myth? What are the implications in the rise of: Personal Trainers Health Trainers Life Coaches Mentors What has happened to Expert Patients?
Promoting Physical Activity : enabling a person to flourish Well-being Resource Have more energy, dynamism, vitality, and resourcefulness Enrichment: enriching lives Widen perspectives Extend capabilities Enhance quality of living Reserve Recover more quickly from major illness, stress, hospital treatment
We want people to Love being Active
This is an Educational role for Physical Literacy through the Lifespan Cultivate Nurture Cherish NOT Squander So that people: Understand Appreciate Value
Consequences of Not Valuing Physical Literacy: Older Adults Sarcopenia Inactivity Impairment Loss of independence Closed Horizons Poor quality of living
Percentage of Older Adults who are inactive. HSE 2004 Men Women years years
Inactivity –the consequences Proportion of women aged 70+ able to walk for different periods of time and lengths of walk, Age / 4 of a mile or more 30+ min 15,<30 min 5,<15 min <5 min
active, strength-trainedsedentary (Adapted from Sipilä & Suominen Muscle Nerve 1993;16:294) The same difference in muscle size is seen between a 30 and an 80 yr old 70 yr old females
Moving More Often Components: Games People Play Walk with Me Out and About Just Me Dance with Me Chair Chi Wii Gardening Care Homes Olympiads
Consequences of Not Valuing Physical Literacy: Early years Sedentary Children Inactivity impairment Major increase in fat between 3 and 7 (adiposity rebound) Narrow perspective on children’s movement education (lack of energetic activity and skilful) Closed Horizons
Physical Development: Foundation Curriculum Move with confidence, imagination and in safety. Move with control and co-ordination Travel around, under, over and through balancing and climbing equipment Show awareness of space, of themselves and of others Recognise the importance of keeping healthy, and those things which contribute to this Recognise the changes that happen to their bodies when they are active Use a range of small and large equipment
Pedagogy The art and science of engagement with people for productive learning
To raise Participation levels teachers need to: Reach out and connect with young people particularly those who are sedentary and underserved. Engage them productively, enthusiastically and in a caring environment. Draw Out keep them interested and wanting more. Stretch extend them Generate a longer term commitment to sport, dance and any form of physical activity.
Well-being as Enablements/Capabilities 1.What a person has 2.What they can do with what they have 3.How they think about what they have and can do
This is an Educational role for Physical Literacy Cultivate Nurture Cherish NOT Squander So that people: Understand Appreciate Value
Three Questions about Physical Literacy What is Physical Literacy: need for an alternative model What relevance does it have to? Individual livesLanguage Teachers and the PE Curriculum Language and Focus Movement specialists’ perspectives on their role Language and Focus How do we promote it? What messages do we project? Needs to rethought Pedagogy The art and science of reaching people The art and science of engagement
Physical Literacy Critique Language Assumes a rounded model of physical literacy which is missing in exercise implementation Focus on movement competence Missing ingredients Physical Literacy as Therapy Energy systems Neuro-science insights
Physical Literacy has three characteristics: A Love of being physically active The physical competence, motivation, confidence and understanding to: perform a range of physical tasks necessary for everyday living appreciate and value being physically active on a regular basis Maintain this commitment at an individually appropriate level throughout life.
It has the power to: Energise lives Enrich lives and enhance the quality of everyday living Be a therapeutic tool Treatment and managements of specific medical conditions Restoring functional capacity to an optimal level Healing (not in a religious connotation) Personal growth It implies Personal Responsibility for one’s well-being.
Thank You With your help we can promote Physical Literacy YOU REALLY CAN MAKE A DIFFERENCE
Contact: Len Almond Foundation Director BHF National Centre for Physical Activity and Health Website: Tel: