Chris Williams & Billy Merchant Acknowledge the work of Anne McKay, Lorna Gillespie & Sue...
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Chris Williams & Billy Merchant Acknowledge the work of Anne McKay, Lorna Gillespie & Sue McBain Slide 2 Look at the 2009 Specs and the Standard What have you done in your schools Background information/terms/models Action Competence Process Assumptions to help critique initiatives SPARC Research Keeping Youth in the Game A look at the old questions A more in depth look at the 2008 question and student exemplar 2009????? Slide 3 Physical activity, health promotion and New Zealand society drawing upon knowledge underpinning achievement standard 90744 (3.6) Examine physical activity and take action to influence the participation of others. In small groups of 3-4 discuss what you did in your own PE programme for 3.6. Discuss what content you covered as well as the action. Slide 4 Definitions and issues around physical activity, health promotion and taking action Benefits of physical activity for well-being, how much physical activity? Trends, issues and factors influencing participation - SPEECH Investigation of physical activity, leisure, recreation, sport What is out there? Event planning Safety management Research methods & Ethics Promotion Skills of critical examination, identifying assumptions Slide 5 There are various concepts of physical activity: More organised Play - Recreation - Leisure - PE - Outdoor Ed Sport (Wesson, K; Wiggins-James, N; Thompson, G; Hartigan. 2005) Slide 6 Physical Activity is any activity that involves physical movement that people take part in for fun or for the sheer pleasure or satisfaction of it, out of playfulness, or to express themselves and their creativity. Ministry of Education (1999) Health and physical education in the New Zealand curriculum. Wellington: Learning Media p. 34. Any form of human movement produced by skeletal muscles that results in an expenditure of energy and also movment that people need on a daily basis to sustain a health life. SPARC (in towards an Active NZ) Slide 7 Health Promotion is a process that helps to create supportive physical and emotional environments in classrooms, whole schools, communities and society..Health promotion encourages students to make a positive contribution to their own wellbeing and that of their communities and environments Health and Physical Education in the New Zealand curriculum page 32 Slide 8 Health Promotion Is a process That helps to create Supportive physical and emotional environment To encourage students to Make a positive contribution to their own wellbeing and that of communities and environment Slide 9 New Zealand children and young people should: Throughout each day, do sixty minutes or more of moderate to vigorous physical activity. Be active in as many ways as possible, for example through play, cultural activities, dance, sport and recreation, jobs and going from place to place. Be active with friends and whanau, at home, school and in their communities Spend less than two hours a day (out of school time) in front of the television, computers, and game consoles. Ministry of Health (2007) See www.sparc.org.nz Slide 10 There are 3 main models (they are not mutually exclusive) 1. Behavioural Change Model 2. Self-Empowerment Model 3. Collective Action Model Check out The Curriculum in Action: Making Meaning: Making a Difference on the TKI site. Slide 11 The use of Health Promotion processes involves taking action individually and collectively to enhance peoples health/well- being, using the action competence process. Slide 12 The aim or the issue Understanding Enablers/ Barriers/ Health promotion Actions What will you Do? Vision of what we want Plan & implement action Reflect/ Evaluate Knowledge/ critical thinking About the issue Development Of visions Creative thinking Action Competence Learning Process (Gillian Tasker 2000) Slide 13 How/why did the issue arise? What are the physical activity needs? What physical activity is already done and how does this meet wellbeing needs? What/who influences participation in physical activity? Who is advantaged / disadvantaged? What needs are being met and what are not? Slide 14 What would you like to include in a physical activity programme? What might be possible? What alternatives? How will this meet the range of identified needs What are the pros and cons of each idea? What do you need to consider when planning this programme? Which idea best meets the needs? Slide 15 What do you need to do to put this idea into action? How will the activities you would like to include in the programme meet the needs of your group? Slide 16 What do you need to do to put this plan into action? What is going to help make this plan work? What are some of the barriers that might hinder your plan and how could you minimise or overcome them? Slide 17 Put the plan into action Slide 18 How did it go? Did you make any progress in getting people active? How do you know? What about sustainability? What went well? Were any assumptions made about the physical activity or the group? What would you do differently next time? Why? What needs to change in the future? Slide 19 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. Ministry of Education. (2004) Health and Physical Education. The curriculum in action. Making meaning: Making a difference It fails to recognise all the social, political, economical, environmental, cultural and historical (SPEECH) influences on an individuals health. It creates the conditions for victim blaming and guilt with respect to individual health problems. Slide 20 THE BODY AS A MACHINE A very scientific approach that views the body as a machine that can be fine tuned or fixed if need be - to help improve performance or well-being. This approach ignores other dimensions of hauora other than the physical. THE MEDIA & CONSUMER CULTURE We are bombarded by the media and this socially constructs us and who we are, and what we desire to look like and lifestyle we want. Slide 21 2006 Increasing Physical Activity in Primary Schools 2007 Yr 13 PE class to increase physical activity to yr 9 students 2008 Evaluating government initiatives. Youth branded websites. Slide 22 Over the past few years, there has been growing concern over the decline in levels of physical activity in children, and the links this may have to poor health in later life. Research has shown that physical activity and motor-skill development during school time improves childrens health and well-being, as well as boosting academic achievement. To ensure schools took action to promote physical activity, the education regulations were changed at the beginning of 2006. The new aim is to ensure that each child participates in at least one hour of meaningful, high-quality physical activity each week, supported by a physical activity education specialist or teacher with extra training. Slide 23 With respect to this, propose and critically evaluate how you would take action to promote physical activity in a primary school. In your critical evaluation, you should: - suggest how to promote physical activity in a primary school. You may want to draw on your own experiences or examples from your schooling - evaluate your proposal - support your evaluation by considering the age of the participants, the barriers to and enablers of physical activity, the principles of training, the relationship between physical activity and hauora (as a concept of well-being), and the factors that influence participation in physical activity. Slide 24 Slide 25 Critically evaluate the course of action the Year 13 students have planned to increase the physical activity level of the Year 9 students. A critical evaluation may: evaluate the process of taking action that has occurred be supported by drawing upon relevant knowledge from biophysical factors, socio-cultural factors such as hauora, diversity of outcomes people seek from participating in physical activity, barriers and enablers of physical activity, health promotion and other factors that influence participation in physical activity use specific examples from your own learning programme to compare with and contrast to the actions taken in the scenario above. Slide 26 Step 1- 2008 Question/ Evaluate Student Exemplar. Step 2- Brainstorm what else could have been added on the back of each sheet. Check against the mark schedule. Step 3- Own experiences of Implementing Physical Activity Action Plans. Write Introduction/Conclusion to essay. Slide 27 GENERALTo this Question D DepthHPHealth Promotion BrBreadthPAPhysical Activity StStatementHHauora POPositionI-Initiatives negatives JPO Justified Position I+Initiatives positives CRCriticalIMP- Impact negatives EXExplainedIMP+ Impact positives EIDExplained in Detail OEOwn Experiences RDRequires Development SSuggestions ASAssumptions RefReferences Slide 28 Brainstorm possibilities for the 2009 question. Slide 29 Slide 30 Slide 31