1. Copyright © 2006 PE Resources Limited Wellbeing: A variety of concepts including Hauora and the links to physical activity and health promotion.

2. Copyright © 2006 PE Resources Limited Class questions/discussions What is health? What is wellbeing? What is hauora? Does fit=health? Does health=physical health? Do cultures differ on definitions of health?

3. Copyright © 2006 PE Resources Limited Defining health.  Health is a term that refers to a combination of the absence of illness, the ability to cope with everyday activities, physical fitness, and high quality of life. In any organism, health can be said to be a "state of balance," or analogous to homeostasis, and it also implies good prospects for continued survival. Wellness is a term sometimes used to describe the psychological state of being healthy, but is most often used in the field of alternative medicine to describe one's state of being.  Wikipedia 2006

4. Copyright © 2006 PE Resources Limited Today  Wellbeing and health beliefs and practices encompass a variety of views and focuses in New Zealand society today. This is due in part to New Zealand being a multicultural society. We will look at a number of these beliefs and practices. We will also focus on “Hauora” as a concept of health.

5. Copyright © 2006 PE Resources Limited Looking at practices for improving wellbeing  Practices include some of the following ways to improve wellbeing.

6. Copyright © 2006 PE Resources Limited Physical activity.

7. Copyright © 2006 PE Resources Limited Diet

8. Aromatherapy

9. Family wellbeing

10. Copyright © 2006 PE Resources Limited Music.

11. Keeping safe

12. Copyright © 2006 PE Resources Limited Naturopathy

13. Light therapy.

14. Copyright © 2006 PE Resources Limited Reflexology

15. Tai-Chi

16. Acupuncture.

17. Yoga

18. Balance of challenges and support

19. Copyright © 2006 PE Resources Limited Many of these practices…  Support “Healthism” as a belief.

20. Copyright © 2006 PE Resources Limited Healthism  Healthism is a set of assumptions based on the belief that health is solely an individual responsibility. It includes the concept of the body as a machine that is influenced only by physical factors.  (Health and Physical Education. The curriculum in action. Making meaning: Making a difference. (2004)

21. Copyright © 2006 PE Resources Limited Healthism  'Healthism' means that personal health was essentially conceived as the responsibility of the individual and the choices made by the individual about personal lifestyle.  http://www.deakin.edu.au/education/crt- pe/teaching/individual.htm http://www.deakin.edu.au/education/crt- pe/teaching/individual.htm http://www.deakin.edu.au/education/crt- pe/teaching/individual.htm

22. Copyright © 2006 PE Resources Limited Healthism  Based on the assumption that Physical Education contributes to better health because exercise = fitness = health, the notion of healthism in Physical Education is shown in the belief that people who do not exercise and/or are 'out of shape' have only themselves to blame. An individual's physical fitness is seen to be solely the individual's responsibility.  Based on the assumption that Physical Education contributes to better health because exercise = fitness = health, the notion of healthism in Physical Education is shown in the belief that people who do not exercise and/or are 'out of shape' have only themselves to blame. An individual's physical fitness is seen to be solely the individual's responsibility.  http://www.deakin.edu.au/education/crt-pe/teaching/individual.htm http://www.deakin.edu.au/education/crt-pe/teaching/individual.htm

23. Copyright © 2006 PE Resources Limited Influences  We are therefore going to look at the social and environmental influences on an individual’s personal health.

24. Copyright © 2006 PE Resources Limited Challenging “Healthism”  We are going to question “healthism”, and the assumptions and conceptions that have been made about health and wellbeing through time in western civilisation. We will identify ways in which the social, mental and emotional, and spiritual dimensions of hauora affect people's physical health and fitness.

25. Copyright © 2006 PE Resources Limited Social Determinants  As well as focusing on the social and environmental influences we can look at the difference an individual can make. This is based on “healthism” as a belief as stated earlier.

26. Copyright © 2006 PE Resources Limited Focus on the individual  Thus, health is maintained through the science and practice of medicine, but can also be improved by individual effort. Physical fitness, weight loss, healthy eating, stress management training and stopping smoking and other substance abuse are examples of steps to improve one's health.  Wikipedia 2006

27. Copyright © 2006 PE Resources Limited Cont…  Workplace programs are recognized by an increasingly large number of companies for their value in improving health and well-being of their employees, and increasing morale, loyalty and productivity at work. A company may provide a gym with exercise equipment, start smoking cessation programs, provide nutrition, weight or stress management training. Other programs may include health risk assessments, health screenings and body mass index monitoring. Wikipedia 2006

28. Copyright © 2006 PE Resources Limited Balanced concept of wellbeing  We are going to move towards a more balanced concept of wellbeing.

29. Copyright © 2006 PE Resources Limited Hauora as a concept of wellbeing.

30. Copyright © 2006 PE Resources Limited Hauora  This concept is more balanced and is similar to the holistic views held by Asian society through time.

31. Copyright © 2006 PE Resources Limited  We will look at self, others and society and we will complete a variety of activities to develop our understanding and knowledge on “Hauora” as a concept of Wellbeing and health.

32. Copyright © 2006 PE Resources Limited Underlying concepts  Four concepts support the framework for learning in Health Education and Physical Education.  They are:  well-being, hauora;  health promotion;  the socio-ecological perspective;  the importance of attitudes and values that promote hauora.  (1999). Health and Physical Education in the New Zealand Curriculum. Wellington: Learning Media.

33. Copyright © 2006 PE Resources Limited Underlying concepts

34. Copyright © 2006 PE Resources Limited Well-being  The concept of well-being encompasses the physical, mental and emotional, social, and spiritual dimensions of health. This concept is recognised by the World Health Organisation.  Hauora  Hauora is a Māori philosophy of health unique to New Zealand. It comprises taha tinana, taha hinengaro, taha whanau, and taha wairua. (1999). Health and Physical Education in the New Zealand Curriculum. Wellington: Learning Media.

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36. Taha tinana - Physical well- being  The physical body, its growth, development, and ability to move, and ways of caring for it.  (1999). Health and Physical Education in the New Zealand Curriculum. Wellington: Learning Media.

37. Copyright © 2006 PE Resources Limited Physical Wellbeing –taking it further.  An example of a part of physical wellbeing is…Most of us have a number of physiological and structural characteristics we can call on to help us complete a wide range of activities that are involved in everyday tasks and other activities. Among these characteristics are the components of fitness (Health and skill related).

38. Copyright © 2006 PE Resources Limited Health related fitness  The health-related fitness components are cardio respiratory endurance, body composition, muscular endurance, muscular strength, and flexibility. Exercise often implies that vigorous conditioning routines are needed to achieve fitness and health benefits. cardio respiratory endurancebody compositionmuscular endurance,muscular strength flexibilityconditioningfitnes healthcardio respiratory endurancebody compositionmuscular endurance,muscular strength flexibilityconditioningfitnes health Health related fitness  The health-related fitness components are cardio respiratory endurance, body composition, muscular endurance, muscular strength, and flexibility. Exercise often implies that vigorous conditioning routines are needed to achieve fitness and health benefits.

39. Copyright © 2006 PE Resources Limited Skill related fitness  Skill-related fitness includes fitness elements such as agility, balance, speed, and coordination. While these elements are important for participation in various performance-related activities, they may have little significance for the day-to-day tasks of most people or their general health.

40. Copyright © 2006 PE Resources Limited Physical Wellbeing –taking it further.  In certain situations the physical may be considered the most important and the dimension we have more control over. This may be why traditional medicine for centuries has equated health with the design and operation of the body. (Healthism).

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42. Taha wairua - Spiritual well-being  The values and beliefs that determine the way people live, the search for meaning and purpose in life, and personal identity and self- awareness (For some individuals and communities, spiritual well- being is linked to a particular religion; for others, it is not.) (1999). Health and Physical Education in the New Zealand Curriculum. Wellington: Learning Media.

43. Copyright © 2006 PE Resources Limited Spiritual Wellbeing –taking it further.  Although the spiritual dimension includes religious beliefs and practices, many expand this to include more diverse beliefs systems, including relationships with other living things, the nature of human behaviour, and the need and willingness to serve others. All of these are important components of spiritual wellbeing.

44. Copyright © 2006 PE Resources Limited Spiritual Wellbeing –taking it further.  Through nurturing our spiritual dimension of hauora we may develop an expanded perception of the universe and better define our relationship to all that it contains, including other people. Development of this dimension may involve religion or faith, but it may also include other focuses such as nature, art, body movement, goal setting and achieving goals, being at one with nature, saving the environment, values and morals.

45. Copyright © 2006 PE Resources Limited Spiritual Wellbeing –taking it further.  Anecdotal evidence has shown that life length and satisfaction of life is influenced by this dimension.

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47. Taha whanau - Social well- being  Family relationships, friendships, and other interpersonal relationships; feelings of belonging, compassion, and caring; and social support (1999). Health and Physical Education in the New Zealand Curriculum. Wellington: Learning Media.

48. Copyright © 2006 PE Resources Limited Social wellbeing-taking it further.  This dimension includes social skills and insights. Initially, family interactions, school experiences, and peer group interactions foster social development. This develops later with exposure to a wider array of people and expanded roles associated with employment, parenting, and community involvement.

49. Copyright © 2006 PE Resources Limited Social wellbeing-taking it further.  This dimension enters into the nature/nurture debate as many believe that we are influenced greatly by those around us rather than just what genes we have received. This includes, friends, family, groups we belong to, peers, teachers and those that we interact with from day to day.

50. Copyright © 2006 PE Resources Limited Social wellbeing-taking it further.  These influences can be both positive and negative and have a strong relationship with our mental/emotional dimension of hauora.

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52. Taha hinengaro - Mental and emotional well-being  Coherent thinking processes, acknowledging and expressing thoughts and feelings and responding constructively (1999). Health and Physical Education in the New Zealand Curriculum. Wellington: Learning Media.

53. Copyright © 2006 PE Resources Limited Emotional Wellbeing – taking it further.  We possess certain emotional characteristics that can help us through the demands of daily living. The emotional dimension includes our ability to cope with stress, remain flexible, and compromise to resolve conflict.

54. Copyright © 2006 PE Resources Limited Emotional Wellbeing – taking it further.  Influences can be positive or negative. Negative influences can give rise to emotional vulnerability, which may lead to feelings of rejection and failure and can reduce productivity and satisfaction. If influences are positive this can lead to a stronger sense of wellbeing, self esteem and attitude to life.

55. Copyright © 2006 PE Resources Limited Emotional Wellbeing – taking it further.  We can all be affected by feelings such as anger, happiness, fear, empathy, love, hate and guilt. People who try to improve their emotional wellbeing enjoy life to a much greater extent than those who let feelings of vulnerability overwhelm them.

56. Copyright © 2006 PE Resources Limited Emotional Intelligence  Emotional intelligence is becoming a more common term meaning, the ability to understand others and act wisely in human relationships. It includes…  Knowing your emotions  Managing your emotions  Motivating yourself  Recognising emotions in others  Handling relationships

57. Copyright © 2006 PE Resources Limited Interrelating aspects.  These dimensions do not stand alone. Each of these four dimensions of hauora influences and supports the others.  You will look at these interrelationships in the class, group activities based on hauora, physical activity and influences upon this.