Planning and Evaluating Physical Activity Programmes

Planning and EvaluatingPlanning and Evaluating

Physical Activity ProgrammesPhysical Activity Programmes

Specification: Specification: Comprehensively planning physical activity Comprehensively planning physical activity programmes/experiences drawing upon knowledge programmes/experiences drawing upon knowledge underpinning achievement standards 90739 and underpinning achievement standards 90739 and 90740. 90740. A.S. 3.1 & 3.2A.S. 3.1 & 3.2

Why have we changed

To focus on more than just fitness!

To...

Physical Activity

Programmes?

From...

Physical Exercise Programmes

How fit are you?Unfit

Moderately Fit

Very FitFIT FOR WHAT?

Who is the fittest?

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

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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

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Reviewing Physical Activity Content

Physical Activity ContentPhysical Activity Content

Purposes of PAP – needs of Purposes of PAP – needs of individual and/or groupindividual and/or group

Hauora and PA programmesHauora and PA programmes

Benefits of PA programmesBenefits of PA programmes

Problems/concerns with PA Problems/concerns with PA programmesprogrammes

Processes of planning Processes of planning programmesprogrammes

Evaluating PA programmes Evaluating PA programmes

Own experiential knowledgeOwn experiential knowledge

Applying Bio-physical Applying Bio-physical knowledgeknowledge– Methods of trainingMethods of training– Principles of trainingPrinciples of training– Fitness componentsFitness components– Exercise physiologyExercise physiology– Sports PsychologySports Psychology

Applying socio-cultural Applying socio-cultural knowledgeknowledge– SPEECHSPEECH– Barriers & EnablersBarriers & Enablers– Personal & BehaviouralPersonal & Behavioural

What are the different 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!!!

DancersPeople Wanting to get fit

People wanting to experience the outdoors

Elite Athletes

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•Confidence• Goal setting• Appreciation of environment

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

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 the following way: in

• 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.

SMARTER GoalsSpecificMeasurableAchievable/Accepted/

Adjustable

RealisticTime frameExcitingRecorded

Planning

Pre Planning Includes overview of HauoraEstablishing programme goals based on needs

Programming(synthesis)

PurposeTimelineBiophysical factors influencing programmeSocio-cultural influencing programmeConsiderations-safety, environment. Logistics, equipment

(evaluation) Justify plan from alternatives (based on considerations – safety, equipment, logistics)Use evidence to back up choices (knowledge of physiological responses to exercise, goals of programmes, motor skill learning theory)Use experiences to support choices.

Biophysical & Socio-cultural factorsBiophysicalNutrition

Heart rate

Oxygen uptake

The body’s response

to exercise

Fatigue

Injuries

Muscle changes

Flexibility

Fitness testing

PST

Socio-culturalBarriers & enablers

Goal Setting

Body Image

Self Esteem

Fitness myths

Enjoyment

Fitness vs Health

SPEECH

(Society, Political, Economic,

Environment, Cultural and Historical)

Sequence for writing a programme

Davis, D., Kimmet, T., Ackerly, D., McAree, A. VCE Physical Education book 2. 3rd edition.

EvaluatingEvaluation: Identifies desired outcomes and constraints

White Hat Evidence of meeting outcomes

Yellow Hat Positives of programme – intended and unintended. Programme strengths – use examples, knowledge of Ex.phys, motor skill acquisition and socio-cultural factors. Use experiences as support.

Black Hat Negatives – as above

Green Hat What could have been done differently? Explanations for this.

Red Hat What are the issues – Assumptions? Bias? Limitations?

Blue Hat Overview and conclusions – a conclusion must be made based on considerations above/personal feelingsConclusions could be:The programme was excellent because…Most was good but the following changes …The following limitations must be addressed.

Critically Evaluate – Points to consider• Effectiveness of a particular aspect of programming

– e.g. 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

• 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

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.

Unpacking 2006 QuestionUnpacking 2006 QuestionQuestion 3: PAP contextQuestion 3: PAP context

PE teacher Taylor Smith provides a programme for PE teacher Taylor Smith provides a programme for his PE class to train for a 10km run.his PE class to train for a 10km run.

Evaluate the Evaluate the one size fitsone size fits all method of programming. all method of programming. Present Present different views.different views.

Depth & breadth of Depth & breadth of biophysical factorsbiophysical factors– Exercise physiology, skill acquisition, principles of training, Exercise physiology, skill acquisition, principles of training,

methods of training, components of fitness, and components of methods of training, components of fitness, and components of sports psychologysports psychology

Depth & breadth of Depth & breadth of socio-cultural factorssocio-cultural factors – Hauora (wellbeing), the diversity of outcomes people seek Hauora (wellbeing), the diversity of outcomes people seek

when participating in PA, the factors that influence when participating in PA, the factors that influence participationparticipation

Unpacking 2006 QuestionUnpacking 2006 QuestionQuestion 3: PAP contextQuestion 3: PAP context

– Used the scenarios of the four students to explain the Used the scenarios of the four students to explain the different needs and goals and the effects of overtraining different needs and goals and the effects of overtraining for the swimmer / sportsman for the swimmer / sportsman

– Discussed the specificity of training i.e. while the swimmer Discussed the specificity of training i.e. while the swimmer would have a good aerobic endurance the muscle would have a good aerobic endurance the muscle development would be specific to swimming not runningdevelopment would be specific to swimming not running

– Provided a sound argument against a one size fits all Provided a sound argument against a one size fits all programme programme

– Acknowledged some good points of everybody doing a Acknowledged some good points of everybody doing a programme together but then provided ways of still programme together but then provided ways of still catering to individual needscatering to individual needs

Relevant Definitions...Relevant Definitions...

Sport vs Physical activitySport vs Physical activityTypes of fitness Types of fitness – health related vs skill relatedhealth related vs skill relatedFitness vs WellbeingFitness vs WellbeingCompetitive vs Social athletes Competitive vs Social athletes Sedentary vs Active LifestylesSedentary vs Active LifestylesHealthism – The body as a machineHealthism – The body as a machine

What is knownWhat is known

Students choose PE as a subject for different Students choose PE as a subject for different reasons.reasons.People choose to participate in physical activity for People choose to participate in physical activity for different reasons.different reasons.Playing sport does not imply a person is fit. Playing sport does not imply a person is fit. Fitness is specific to a purpose e.g. wellbeing vs Fitness is specific to a purpose e.g. wellbeing vs weightlifting. weightlifting. Cardiovascular endurance and muscular Cardiovascular endurance and muscular endurance of legs are important for a 10km runendurance of legs are important for a 10km runMuscular endurance is specific to the muscle Muscular endurance is specific to the muscle groups.groups.Muscular endurance may interfere with explosive Muscular endurance may interfere with explosive power and strength.power and strength.

What mayWhat may NOTNOT be be knownknown

How much time is available in a lesson?How much time is available in a lesson?How many lessons in a week?How many lessons in a week?At what level is the training programme At what level is the training programme pitched?pitched?What is the programming experience of the What is the programming experience of the teacher?teacher?What is the importance of the 10km run for What is the importance of the 10km run for the students?the students?Do the students have to participate in the Do the students have to participate in the stipulated programme?stipulated programme?

Other detailsOther details What other information could be relevantWhat other information could be relevant

What position does What position does JamesJames play in Rugby and play in Rugby and Cricket? What part of the rugby season is it? How Cricket? What part of the rugby season is it? How strong is the rugby team?strong is the rugby team?

Is Is MaramaMarama a distance swimmer? What type of a distance swimmer? What type of training is she doing? How long are each of her training is she doing? How long are each of her training sessions?training sessions?

How does How does PeterPeter get home in the afternoons? What get home in the afternoons? What other PA opportunities is Peter getting through PE? other PA opportunities is Peter getting through PE? How much incidental PA does Peter get in the How much incidental PA does Peter get in the school day?school day?

What is What is Sarah’sSarah’s level of fitness? How often and at level of fitness? How often and at what intensity does Sarah participate in the what intensity does Sarah participate in the activities?activities?

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 this sequence in designing all types of physical activity programmes?

““One Size Fit’s All” One Size Fit’s All” ProgrammesProgrammes

Positives:Positives:

Getting activeGetting active

Ease of Ease of managementmanagement

Working with Working with others (doing the others (doing the same thing)same thing)

Training relevant Training relevant componentscomponents

Negatives:Negatives:Might not match your Might not match your desired desired outcome/goalsoutcome/goals

Negative influence Negative influence this could have on this could have on individual if outcomes individual if outcomes aren’t achievedaren’t achieved

Injuries not Injuries not consideredconsidered

Current level of Current level of fitnessfitness

Court Room BattleCourt Room Battle

Up to 15 people divide into 3 groupsUp to 15 people divide into 3 groups

Each group has a role to play...Each group has a role to play... the pluses; the pluses; the minuses; the minuses; the judge and jury.the judge and jury.

Court Room BattleCourt Room Battle

The sequence of events...The sequence of events... Planning time (7 mins)Planning time (7 mins) Presentations from the pluses & Presentations from the pluses &

minuses (3 mins each)minuses (3 mins each) Feedback from Judge & Jury (5 mins)Feedback from Judge & Jury (5 mins) Consideration of issues (20 mins)Consideration of issues (20 mins) Suggestions (20 mins)Suggestions (20 mins) Major conclusions (15 mins)Major conclusions (15 mins)

EssayEssay DescriptorsDescriptors DebateDebate

IntroductioIntroductionn

Key wordsKey words Relevant contentRelevant content Hard factsHard facts

Background – own Background – own experiences this experiences this yearyear

FacilitatorFacilitatorss

PlusesPluses Positive view pointPositive view point What do you What do you

agree with?agree with?

Own experienceOwn experience OPVOPV StrengthsStrengths

Plus Plus groupgroup

MinusesMinuses Negative view Negative view pointpoint

What do you What do you disagree with?disagree with?

WeaknessesWeaknesses

Who benefits?Who benefits? Errors of logicErrors of logic OPVOPV Own experienceOwn experience

Minus Minus groupgroup

IssuesIssues Examine biasExamine bias Challenge validity Challenge validity

Challenge Challenge assumptions assumptions

Judge &Judge &Jury groupJury group

SuggestioSuggestionsns

InitiativesInitiatives New ideasNew ideas

AlternativesAlternatives AllAll

Conclusion Conclusion ReflectReflect Main points Main points AllAll

PMIS & the Court Room PMIS & the Court Room BattleBattle

Debate Guidelines

• Justify judgements with reasons

• Active listening We are here to learn from each

other

• Take turns to speak

Court Room BattleCourt Room BattlePreparation timePreparation time 7 min7 min

PresentationsPresentations

Pluses presentPluses present 3 min3 min

Minuses presentMinuses present 3 min3 min

Court Room BattleCourt Room Battle

Judge & Jury PresentationJudge & Jury Presentation 5 min5 min

Identify assumptions, limitations & Identify assumptions, limitations &

biasbias Identify gaps in content or argumentsIdentify gaps in content or arguments Weigh up ideas and judgeWeigh up ideas and judge Identify winnerIdentify winner

Post debate discussion

In your group:•Examine bias•Challenge assumptions• Identify omissions

Add ideas to your group’s sheetWrite main issue on the board

•Share most significant issue Identify other issues

considered

Suggestions•Initiatives•New Ideas•Alternatives•Ways forward

Add ideas to your group’s sheetWrite main idea on the board

•Share most significant issue Identify other ideas considered

ConclusionConclusion Take a positionTake a position

Justify with 1-2 of the main Justify with 1-2 of the main points from the debatepoints from the debate

Write your ideas on the group Write your ideas on the group sheetsheet

Present ideasPresent ideas