1. Planning and Evaluating Physical Activity Programmes
Specification:
Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement standards and
A.S. 3.1 & 3.2
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

2. Workshop Overview Introduction to the specifications
Warm-up circle activity – sharing stories
Previous scholarship questions
What the examiners look for
Content knowledge & mind-maps
Looking at the world through a new lens
Developing critical thinking through group work
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

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 2011

4. Definitions A physical activity programme or experience may include:
A personal fitness programme
An outdoor education experience
A triathlon
Leisure-based activities
Aerobics routine
Dance performance
Stage Challenge
Festivals that involve movement
Other appropriate programmes/experiences
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

5. To focus on more than just fitness!
Why have we changed
To... Physical Activity Programmes?
From... Physical Exercise Programmes
To focus on more than just fitness!
Why does the focus need to be on more than fitness?
A focus on fitness is often related to the concept of healthism where the body is viewed as a machine i.e. the body needs to be kept in tune. Health is also seen as the responsibility of the individual. Situations of poor health result in finger pointing and blaming the individual rather than taking a look at the Societal, Political, Economic, Environmental, Cultural and Historical influences that have contributed to the situation.
What was the focus of your PA programme? To what extent can you critique its purpose against the notion of “healthism”?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

6. Sharing Stories – Round 1
What programme or experience did you plan for PE 3.1 and evaluate for PE 3.2?
What factor had the biggest positive impact on your wellbeing? How did it impact? Why?
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 2011

7. Sharing Stories – Round 2
What programme or experience did you plan for 3.1 and evaluate for 3.2?
What were the expected outcomes of the programme?
To what extent were you in control of the context? Of the goals?
To what extent were the expected outcomes realised?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

8. Sharing Stories – Round 3
What programme or experience did you plan for 3.1 and evaluate for 3.2?
What factors that affected the programme were out of the planner’s control?
How could the planning have been improved?
Why would it make a difference?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

9. Previous Scholarship Questions
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 2011

10. Goal Setting “A goal is what an individual is trying to accomplish
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.
Are there times when goal setting doesn’t influence performance in this way? Consider what happens when goals are too hard, too easy, not achieved. So goal setting must follow a set of principles to increase the likelihood for these effects to occur.
Key questions:
Why am I doing this? For me or to please someone else?
What do I expect to achieve?
What type of goal am I setting – outcome goals vs performance goals?
How much time do I have, and will I have, available?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

11. Smarter goals + Effective planning
Specific
Measurable
Achievable/Accepted/Adjustable
Realistic
Time frame
Exciting
Recorded
Smarter goals + Effective planning
= Goal attainment
Your critique could include:
Whether the goals of the programme related to the ‘SMARTER’ principles. This may be particularly relevant when programmes are set by others in a ‘one size fits all’ way.
Are the goals going to have the same meaning/relevance if you don’t get to choose the activity?
Who set the goals? Individual goals vs team goals? How does this influence the above principles or motivation?
Are goals for physical activity in PE relevant to the lives of Y13 students? Think back to your own situations.
What does the individual bring - barriers, enablers, existing abilities
Motivation – intrinsic vs extrinsic, adherence to programmes
Monitoring and review of goals
Smarter Goals + Effective Planning = Goal attainment
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

12. Previous Scholarship Questions
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 2011

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

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 2011

15. Previous Scholarship Questions
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
Adopt a position about effectiveness of the experience/programme
Consider the contributing issues or factors involved in the planning of the PA programmes
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

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
6 groups of motives for participating in various sports and activities:
Health & fitness (running, swimming, gym membership)
Vertigo (racing, downhill skiing, the luge)
Catharsis – release of endorphins
Social (e.g. team sports, social teams)
Ascetic (e.g. coast to coast, marathon, iron man)
Aesthetic ( e.g. dance, gymnastics, diving)
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

17. What is important when planning a physical activity programme?
Socio-cultural factors
Barriers and Enablers
Physiological Data
Personal Feelings
Behavioural factors
Hauora/Wellbeing
Safety, Rest, Recovery
Desired outcomes
SMARTER Goals
Principles of Training
Methods of Training
Logistics
Periodisation & Peaking
Monitoring Programmes
Exercise Logs/Records
Different principles/concepts that you will need to know for scholarship. Quick overview.
How good is your background knowledge of these aspects? It is expected you have up to date knowledge from current research. The resources from today’s session have link’s to some articles as a starter.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

18. Previous Scholarship Questions
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 2011

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?
Discuss internet programmes here
Missing any factors ie: pre-existing conditions, monitoring and reviewing at sections (diff for everyone)
Time limits (6 weeks never enough – depends on goal?)
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

20. Previous Scholarship Questions
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 2011

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.
Your essay should pull out the relevant knowledge from a given scenario or quote. These points relate to the 2006 question.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

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
There are limitations of making a generic programme that does not recognise the diversity of outcomes people value from participating in or undertaking physical activity.
In this respect, a competitive athlete will have different physical activity requirements and seek different outcomes compared with someone who exercises for socialisation.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

23. What are possible 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
So if we have changed from physical exercise programmes to physical activity programmes, then what are the desirable outcomes?
There are many possibilities, and this is likely to be an aspect that you will need to critique.
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
If programme is based on well-being then SPARC or WHO organisation recommendations apply i.e.
At least 2.5 hours a week or 5+ hours for highly active.
Snackitivity – Children 60+minutes a day most days of week or adults 30+minutes a day, most days of the week.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

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
Hauora is a big part of scholarship. You will need to discuss the inter relatedness of P/A programmes and Hauora.
There is a link between self-esteem and PA patterns:
Self esteem is linked to self-efficacy (Feelings of confidence about own ability). This is then linked to a person’s desire to engage in that activity. Low self-efficacy means they won’t want to participate.
PST = Psychological skills training
Psychological skills training (PST) represents a re-education of the person in relation to attentional habits, mental processes, confidence levels, or emotional experiences.
This re-education is thought to enhance goal attainment, performance, participation, or satisfaction in sports and physical activities.
Athletes are aware of PST but don’t usually commit the time needed to it.
Athletes know that their minds and emotions influence their performance, yet they tend to invest relatively little time in developing helpful skills generally described in the literature on psychological skills training.
Some athletes may get overly anxious and lose focus before competitions, yet do little to address this problem through common procedures such as relaxation or anxiety-management training.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

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 2011

26. Remember to Consider the 3 P’s: Show depth of understanding
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
It is important to evaluate both the process AND outline potential outcomes of the programme. This is a common requirement across all the questions around PAP programmes.
Statement Explain what you mean DE detailed example Conclusion/Consequence (so what?/impact)
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

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
Need to consider all these statements when critiquing a programme. It is likely the schol question will direct your major focus in one of these areas. The handout also adds some further examples for each of the areas of critique.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

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
De Bono’s Hats and PMIS are closely aligned. Remember, there is no single strategy that is the right strategy to use. The main point is that the strategies provide a framework to structure your thinking so that you cover all the relevant aspects in your answers.
The next section considers how to unpack a scholarship question on PA programmes.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

29. Content to Consider Purpose Process Product Evaluation (Pre-Planning)
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
Your critique of the could be around:
The accuracy of data collection to identify needs and set realistic goals.
That only scientific data was used to identify needs therefore other aspects of Hauora or performance are ignored
Was the timeline of PE programmes adequate for goals to be achieved?
How much expertise is required to apply PoT’s or MoT’s effectively?
What socio-cultural influences were considered in the planning?
Remember to cover both BIOPHYSICAL and SOCIO-CULTURAL factors.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

30. Biophysical & Socio-cultural factors
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)
Remember to link these factors back to the difference between PEP and PAP; ie. PEPs focus mainly on the physical dimensions and the body as a machine
The concept of Hauora and SPEECH is in line with the evaluation required for A.S. 3.2
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

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
Collect these planning sheets.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

32. Some Areas of Critique Healthism The body as a project Commodification
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
Healthism is a notion associated with viewing of the body as a machine. It is associated with traditional concepts of health that focus on only the physical dimension.
Wellbeing encompassing the physical, mental/emotional, social and spiritual dimensions of a person is a more holistic view of health.
Does your desire to be fit interfere with your ability to maintain well-being in all 4 dimensions?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

33. Areas of Critique Technocentricity (The body as a machine) Scientism
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
Healthism is a notion associated with viewing of the body as a machine. It is associated with traditional concepts of health that focus on only the physical dimension.
Wellbeing encompassing the physical, mental/emotional, social and spiritual dimensions of a person is a more holistic view of health.
Does your desire to be fit interfere with your ability to maintain well-being in all 4 dimensions?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

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
The suggestion should be to solve the main issue identified in the previous task.
Collect sheets.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

35. Conclusion Continuum Activity Take a position Justify your position
1-2 Key points from the debate
+ve
-ve
NO NEW POINTS in the conclusion
In summing up, what are the one or two major points that you would make given all that you have heard today?
These ideas would be presented in your final paragraph.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

36. Group work
Mix n Mingle!!
Up to 4 people in a group.
Find others with the same number card.
Red cards = +ve view
Black cards = -ve view
Brainstorm the positives and negatives of a given factor
Consider both Biophysical and Socio-cultural aspects
Identify supporting knowledge and personal experience to back up your points
Plan an in-depth response – remember SEDEC
Most of the rest of the session is based around preparing a partial answer to a question.
Groups
A group is made of those who have the same numbered card
The plus group consists of people who have a red card
The minus group consist of people who have a black card
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

37. Pluses Minuses Suggestions Descriptors Introduction Body of the essay
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
Pluses
Positive view point
What do you agree with?
Strengths
What benefits are there?
Why is it worthwhile?
When is it worthwhile?
Minuses
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?
Suggestions
Solving Issues
Enhancing programme
Alternatives
Initiatives
New ideas
Conclusion
Overall Judgment
Why? Justify with most significant point(s)
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

38. Feedback on Part B Purpose from Group 8: Process from Group 5:
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 2011

39. Feedback on Part C Suggestion from Group 2: Suggestion from Group 6:
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 2011

40. Feedback on Part D Conclusion from Group 3: Conclusion from Group 4:
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 2011

41. 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.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011

42. Wrap up Return all planning sheets to the front desk
Material will be posted to the wiki
Don’t forget brianmac is a good source of articles (see your handout).
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011