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Specification: Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement.

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Presentation on theme: "Specification: Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement."— Presentation transcript:

1 Specification: Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement standards and A.S. 3.1 & 3.2 Planning and Evaluating Physical Activity Programmes Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

2 Workshop Overview Introduction to the specifications Introduction to the specifications Warm-up circle activity – sharing stories Warm-up circle activity – sharing stories Previous scholarship questions Previous scholarship questions What the examiners look for What the examiners look for Content knowledge & mind-maps Content knowledge & mind-maps Looking at the world through a new lens Looking at the world through a new lens Developing critical thinking through group work Developing critical thinking through group work Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

3 2011 Specification Planning, implementation and/or evaluation of physical activity programmes/experiences drawing upon knowledge underpinning achievement standards and & 3.2 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

4 Definitions A physical activity programme or experience may include: A physical activity programme or experience may include: A personal fitness programme A personal fitness programme An outdoor education experience An outdoor education experience A triathlon A triathlon Leisure-based activities Leisure-based activities Aerobics routine Aerobics routine Dance performance Dance performance Stage Challenge Stage Challenge Festivals that involve movement Festivals that involve movement Other appropriate programmes/experiences Other appropriate programmes/experiences Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

5 Why have we changed To focus on more than just fitness! To... Physical Activity Programmes? From... Physical Exercise Programmes Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

6 Sharing Stories – Round 1 1.What programme or experience did you plan for PE 3.1 and evaluate for PE 3.2? 2.What factor had the biggest positive impact on your wellbeing? How did it impact? Why? 3.What factor had the biggest negative impact on your wellbeing? How did it impact? Why? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

7 Sharing Stories – Round 2 1.What programme or experience did you plan for 3.1 and evaluate for 3.2? 2.What were the expected outcomes of the programme? 3.To what extent were you in control of the context? Of the goals? 4.To what extent were the expected outcomes realised? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

8 Sharing Stories – Round 3 1.What programme or experience did you plan for 3.1 and evaluate for 3.2? 2.What factors that affected the programme were out of the planner’s control? 3.How could the planning have been improved? 4.Why would it make a difference? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

9 Previous Scholarship Questions Scholarship 2010 PAP - Question 1 Consider the extract: “Goals can create and maintain motivation by reflecting improvement. Goal-setting is like using a road map; the long- term goal is the destination, while the short term goals are the pit stops along the way, and the goal-attainment strategies are the choice of route you take to reach your destination. Goals also help to focus attention and effort by providing feedback. Goal-setting can help you peak both physically and mentally.” Critically evaluate the process and purpose of goal-setting and planning Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

10 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 in the following way: 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. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

11 SMARTER Goals Specific Measurable Achievable/Accepted/Adjustable Realistic Time frame Exciting Recorded Smarter goals + Effective planning = Goal attainment Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

12 Previous Scholarship Questions Scholarship 2009 Question 1 Consider two quotes: “Successful training is intelligent training. Intelligent training is knowing the ‘why’ of an exercise, as well as the ‘what’ and ‘how’.” Arthur Lydiard (1998) “Physical activity programmes must be evaluated to reflect on our progress, see where we are going and where we have come from, and what we have learned from our experiences.” US Department of Health & Human Services (2002) Critically evaluate the purpose of the evaluative process Consider factors influencing participation in the experience/ programme Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

13 Evaluating Questions Where are you going? Where are you going? Goals Goals Purpose Purpose Where have you come from? Where have you come from? Needs analysis Needs analysis Pretesting Pretesting Review of changes Review of changes What did you do? What did you do? Strengths Strengths Weaknesses Weaknesses Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011 Why did you do it that way? Why did you do it that way? Benefits Benefits Risks Risks What have you learned from the experiences? What have you learned from the experiences? Outcomes Outcomes Effects Effects Effectiveness Effectiveness How did you learn from it? How did you learn from it? Monitoring Monitoring 13

14 When to evaluate Evaluation can occur throughout the planning & implementation process e.g. To identify needs To identify current performance To identify and justify the purpose Monitoring during the programme Monitoring of the plan’s effectiveness Monitoring of the outcomes and effects Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

15 Previous Scholarship Questions Scholarship 2008 PAP Question 1 Scenario B Class 3km ocean swim decided by the teacher. Students set personal goals and plan training over a 5 week period. Training in the school pool with 2 distinct ability lanes. Critically evaluate the planning and implementation process used and any issues Consider socio-cultural and biophysical factors to predict outcome Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

16 Some reasons for PA choices 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 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

17 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 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

18 Previous Scholarship Questions Scholarship 2007 PAP Question 1 Scenario A Student uses internet to design her PAP programme Critically evaluate the process that took place Predict the outcome Depth & breadth of biophysical and socio-cultural factors Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

19 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 a set sequence in designing all types of physical activity programmes? Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

20 Previous Scholarship Questions Scholarship 2006 PAP - Question 3 PE teachers provides a training programme for all Y13 PE students who will be participating in a 10km run. Critically evaluate the intention to provide a common activity programme for a Y13 PE class Predict the outcome Depth & breadth of biophysical and socio-cultural factors Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

21 Factors to consider for the 2006 question 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. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

22 “One Size Fit’s All” Programmes Positives: Getting active Ease of management Working with others (doing the same thing) Training relevant components 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 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

23 What are possible outcomes for Physical Activity? 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 Who uses them? Anyone!!! Dancers People Wanting to get fit People wanting to experience the outdoors Elite Athletes Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

24 How do Physical Activity Programmes relate to Hauora? Taha Tinana Exercise physiology Pre-existing conditions Injuries Sleep Nutrition etc etc etc Taha Whanau Individual vs group training Sacrifices for training– family/friends etc Encouragement, positive reinforcement etc Taha Hinengaro Exercise adherence Challenge Training logs Enjoyment Strategies PST (psych skills training) Taha Wairua Self esteem Confidence Goal setting Appreciation of environment Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

25 The assessment schedule and examiners report Information on the NZQA Website: Check previous years’ assessment schedules –Content information –Markers schedule Check previous years’ examiners report Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

26 Remember to Consider the 3 P’s: –Purpose (context & goals) –Process (planning & implementation) –Product (intended & unintended outcomes, effects on wellbeing) Show depth of understanding Integrate theory with your own practical experiences Use SEDEC –Statement –Explain what you mean –Detailed example –Conclusion/Consequence – impact / so what? Be critical –Examine issues –Examine bias –Challenge assumptions –Identify gaps/omissions Make a valid overall judgment with justification Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

27 Aspects that could be critically evaluated Effectiveness of a particular aspect of programming –e.g. goal-setting, 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, time constraints 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: –Person e.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, personal goals vs expectations from others Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

28 Critically Evaluating using De Bono’s Hats Evaluation: Makes judgements and considers constraints White Hat The chef’s hat – uses facts and figures, evidence from own experience to back up judgments Yellow Hat The sunny hat – identifies positives & strengths Black Hat The witches hat – identifies negatives & weaknesses Red Hat Santa hat – Considers emotions & issues – Assumptions / Bias / Limitations Green Hat The Creativity hat – Considers what could have been done differently? New ideas, modifications, and explanations for this. Blue Hat Policeman’s hat – makes overall judgments and conclusions – Conclusions are likely to be on either side of the centre position (not a definite yes or no) Conclusions need to be justified by identifying the most significant factor influencing the decision Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

29 Content to Consider Purpose (Pre-Planning) Purpose Needs Analysis - Includes overview of Hauora Pre-testing Establishing programme goals based on needs SMARTER goals Process (Programming & Implementation) Biophysical factors influencing programme Socio-cultural influencing programme Minimising barriers Considerations-safety, environment. Timeline Logistics, equipment Application of Mot’s and Pot’s Product (Outcomes & Effects) Achievement of goals Effect on wellbeing Planned and unplanned outcomes Evaluation (Throughout the planning & implementation process) To identify needs and current performance To identify and justify the purpose Monitoring of the plan Monitoring of the outcomes and effects Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

30 Biophysical & Socio-cultural factors Biophysical Fitness components & testing MoT’s & PoT’s Nutrition Exercise physiology - the body’s response to exercise –Heart rate –Oxygen uptake –Fatigue –Injuries –Muscle changes Sports Psychology –Psychological Skills Training Socio-cultural Barriers & enablers Goal Setting Body Image Self Esteem Fitness myths Enjoyment Fitness vs Hauora SPEECH Society Environment Political Cultural Economic Historical) Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

31 Examining Issues – De Bonos Red Hat Examine bias Challenge assumptions Identify omissions/limitations –Select at least ONE major issue to include in your essay Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

32 Some 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 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

33 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 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

34 Suggestions- De Bono’s Green Hat Consider the most significant factors that determine the effectiveness of planning and the implementation of a programme: –Include creative ideas in your group task Initiatives New Ideas Alternatives Ways forward Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

35 Continuum Activity Continuum Activity Take a position Take a position Justify your position Justify your position 1-2 Key points from the debate 1-2 Key points from the debate +ve -veConclusion Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

36 Group work Mix n Mingle!! Up to 4 people in a group. Up to 4 people in a group. Find others with the same number card. Find others with the same number card. Red cards = +ve view Red cards = +ve view Black cards = -ve view Black cards = -ve view 1. Brainstorm the positives and negatives of a given factor 2. Consider both Biophysical and Socio-cultural aspects 3. Identify supporting knowledge and personal experience to back up your points 4. Plan an in-depth response – remember SEDEC Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

37 Descriptors Introduction Define key words  Identify relevant content  Identify hard facts Background – own experiences this year Body of the essay  Paragraphs contain PMIS of a significant point  Biophysical + Socio-cultural  Integrate knowledge  SEDEC  Own experience/example P luses Positive view point  What do you agree with?  Strengths  What benefits are there?  Why is it worthwhile?  When is it worthwhile? M inuses Negative view point  What do you disagree with?  Weaknesses What risks are there? Why is it problematic? When is it problematic? Issues/ Interesting  Challenge validity  Challenge assumptions  Other points of view Examine bias - Who is advantaged? / Who is disadvantaged? S uggestions Solving Issues Enhancing programme Alternatives Initiatives New ideas Conclusion Overall Judgment  Why? Justify with most significant point(s) 37 Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

38 Feedback on Part B Purpose from Group 8:  The value of choosing a 3km ocean swim for a PAP programme. Process from Group 5:  The effectiveness of allowing students to design their own training programmes for the 3km ocean swim. Product from Group 1:  The Effectiveness of the PAP programme for Tracey. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

39 Feedback on Part C Suggestion from Group 2:  Effectiveness of the PAP programme’s purpose for students to achieve personal goals. Suggestion from Group 6:  The effectiveness of decisions to manage the logistical and environmental considerations required to implement the plan. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

40 Feedback on Part D Conclusion from Group 3:  Effectiveness of the PAP programme for developing student ability to complete a 3km ocean swim. Conclusion from Group 4:  The value of goal-setting as part of the PAP programme. Conclusion from Group 7:  The evaluative processes included in the PAP plan. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

41 References Davis, D., Kimmet, T. et al. (2004). Senior Physical Education. An Integrated Approach. 2 nd 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. 3 rd edition. Gillespie, L. & McBain, S. (2009)Scholarship Physical Education Toolbox. Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop

42 Wrap up Return all planning sheets to the front desk Return all planning sheets to the front desk Material will be posted to the wiki Material will be posted to the wiki Don’t forget brianmac is a good source of articles (see your handout). Don’t forget brianmac is a good source of articles (see your handout). Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop


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