Upper Hutt College 13PED AS 3.3 Evaluate the effectiveness of a performance improvement programme Source: Physical Education Learning Workbook – Aaron Mead 2012

Learning Intentions By the end of the lesson you will: Have an understanding of what you will need to do to complete this standard. Begin to think about what you may want to do. Identify some specific things that you will need to do to complete the standard.

What are you going to have to do? This standard requires you to evaluate the effectiveness of a Performance Improvement Programme (PIP). The focus of the PIP will be a selected skill(s) in Badminton. The focus of the PIP will be a selected skill(s) in Badminton. You will need to apply your knowledge and understanding of both biophysical and socio- cultural factors to critically evaluate a PIP. You will need to apply your knowledge and understanding of both biophysical and socio- cultural factors to critically evaluate a PIP. The ‘step up’ from achieved to excellence is focused on the quality of your evaluation. Critical evaluation IS required for excellence. The ‘step up’ from achieved to excellence is focused on the quality of your evaluation. Critical evaluation IS required for excellence.

What are Biophysical factors? Biophysical factors include;  Biomechanics  Anatomy  Physiology  Sport psychology  Skill acquisition

What are Socio-Cultural factors? Socio-Cultural factors include; SPEEECH S – Social P – Political E – Economic E – Environmental E – Ethical C – Cultural H - Historical

SOCIAL Social – Socially accepted attitudes and practices, global spread of ideas. Example: Physical activity and sport can create a sense of belonging and being part of a group; this can motivate individuals to continue participation. Individuals who are not connected with a group will lack this sense of belonging and may be at risk of dropping out.

POLITICAL Political – Government rules, regulations and policies – or lack thereof. Example: Depending on the structure of a school timetable, students may have increased access to physical education lessons; this may help them develop more positive attitudes towards physical activity compared with those students who have limited quality physical education lessons.

Economic Economic – The role finance and commercial forces play in relation to physical activity. Example: A community may not be able to afford a high standard of recreation facilities, which in turn may discourage people from being active.

ENVIRONMENTAL Environmental – Includes a person’s lifestyle and immediate surroundings. Example: People’s participation in physical activity may be limited due to the cost, location and range of services available.

ETHICAL Ethical – Includes a person’s moral and values and their view of what is right. Example: An individual’s values elated to physical activity and their understanding of what is right and wrong will influence their commitment towards being involved in physical activity and underpin the decisions they make.

CULTURAL Cultural – Customs, practices and expectations specific to a particular group. Example: Fitness culture often promotes sexually appealing figures to market products and services. This may be appealing to some who want to achieve such a look, but may discourage others because they feel alienated and not able to achieve such a look.

HISTORICAL Historical – The way attitudes and pacices change over time. Example: Increased acceptance and exposure of female sport through netball, women’s cricket and women’s rugby, gaining increased media

What do you know? In groups of no more than 3, brainstorm how much you already know about both biophysical and socio- cultural influences. Biophysical Anatomy Bones Muscles Skill Acquisition Stages of learning Biomechanics Levers Cog,Log,Bog

Critical Evaluation Questions Critically Evaluate Means Possible questions relating to physical activity Evaluating the effectiveness of the performance enhancing programme Did you achieve your goals? Did the programme meet you needs? What specific areas of your performance improved during your programme? What were the positive outcomes for your programme? What were the negative outcomes for your programme? What were the effects of your programme on other aspects of your lifestyle? What were the holistic impacts of the programme on your well being? What modifications would you make in the future?

Critically Evaluate Means Possible questions relating to physical activity Implementation of the biophysical principles What Biophysical principals were applied during your programme? Why? Did the application of the Biophysical principals with with performance improvement? Did your understanding of anatomy principals help with performance improvement? Did Psychological skills assist you in your performance improvement programme? How did you apply motor learning theories? Were they successful? Why or why not? What Socio-cultural factors influenced you implementation of the programme? Through your involvement in the performance improvement programme, have you embraced the concepts of scientism and technocentricty?

Critically Evaluate Means Possible questions relating to physical activity Examining influences that may have impacted on your performance improvement programme What personal and interpersonal influences were there on the participation in a performance improvement programme? What socio-cultural factors were influencing your participation? Did these influences advantage or disadvantage you within your programme; how and why? Did you buy the notion of Healthism? What influenced your ideas about performance improvement? How have the media influenced your ideas around performance improvement and physical activity?

Home Learning Task Find out what the following words mean and give an example of how they how they can be applied to Physical Education: ScientismTechnocentrictyHealthism