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

2. 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.

3. 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 may be a selected skill or a fitness component. The focus of the PIP may be a selected skill or a fitness component. 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.

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

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

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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

13. 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