Comprehensively Planning Physical Activity Programmes/Experiences
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Transcript of Comprehensively Planning Physical Activity Programmes/Experiences
Comprehensively Planning
Physical Activity Programmes/Experiences
Workshop Overview
• Warm-up donut activity – sharing stories
• Introduction to the specifications • Previous scholarship questions• What the examiners look for• Likely scenarios for 2009 • Using a debate to explore a scholarship
question
Definitions• A physical activity programme or experience
may include:– A personal fitness programme– An outdoor education experience– A triathlon– Leisure-based activities– Aerobics routine– Dance performance– Stage Challenge– Festivals that involve movement– Other appropriate programmes/experiences
Brainstorm of Experiences• What programme or experience did you plan?
PAP OE
Sharing Stories – Round 1
1. What programme or experience did you plan for PE 3.1 and evaluate for PE 3.2?
2. What factor had the biggest positive impact on your wellbeing? How did it impact? Why?
3. What factor had the biggest negative impact on your wellbeing? How did it impact? Why?
Sharing Stories – Round 21. What programme or experience did
you plan for 3.1 and evaluate for 3.2?
2. What were the expected outcomes of the programme?
3. Were they achieved? Why / Why not?
Sharing Stories – Round 3
1. What programme or experience did you plan for 3.1 and evaluate for 3.2?
2. What factors that affected the programme were out of the planner’s control?
3. How could the planning have been improved?
4. Why would it make a difference?
2009 SpecificationComprehensively planning physical activity programmes/experiences
drawing upon knowledge underpinning achievement standards 90739 and 90740.
3.1 & 3.2
Previous Scholarship Questions
Scholarship 2008PAP OE
Question 1 Scenario B Question 1 Scenario AClass 3km ocean swim. Students plan training over a 5 week period
Grant’s Year 13 class is attending an adventure camp that involves last minute planning
• Evaluate the planning and implementation process used and any issues
• Consider socio-cultural and biophysical factors to predict outcome
Previous Scholarship Questions
Scholarship 2007PAP OE
Question 1 Scenario A Question 1 Scenario B
Student uses internet to design her PAP programme.
Teacher George’s planning for a 3-day tramp.
Evaluate the process that took place.Hypothesis of the outcome.Depth & breadth of biophysical and socio-cultural factors
Evaluating the process that took place. Hypothesis of the outcome.Depth & breadth of issues related to OE experience, planning, implementation & management processes.
The assessment schedule and examiners reportInformation on the NZQA Website:http://nzqa.govt.nz/scholarship/subjects/resources.html
• Check the assessment schedules from 2007 and 2008– Content information– Markers schedule
• Check the examiners report from 2008
Successful candidates in 2008Successful candidates in 2008
Question 2: OE contextQuestion 2: OE context ability to evaluate the ability to evaluate the processprocess and outline potential and outline potential outcomes outcomes of the of the
processprocess good understanding of the good understanding of the nature and types of risk nature and types of risk and and risk risk
management systems management systems as a processas a process ability to discuss the ability to discuss the benefitsbenefits of Outdoor Education experiences of Outdoor Education experiences ability to portray the importance and provide detail of Safety ability to portray the importance and provide detail of Safety
Management Systems for Outdoor EducationManagement Systems for Outdoor Education ability to critically evaluate the scenarios given, demonstrating a high ability to critically evaluate the scenarios given, demonstrating a high
level of understanding of level of understanding of planning and implementing programmesplanning and implementing programmes • • ability to draw on their ability to draw on their own learning experiences of planning own learning experiences of planning and and
implementing programmes.implementing programmes.
The examiners report 2008The examiners report 2008
For Question 1 on Outdoor Experiences, candidates For Question 1 on Outdoor Experiences, candidates who did who did NOTNOT achieve scholarship... achieve scholarship...
inability to inability to evaluateevaluate the process the process superficial knowledge of the subjectsuperficial knowledge of the subject a lack of discussion of the a lack of discussion of the purposespurposes of Outdoor Education of Outdoor Education
or why the group might be going to or why the group might be going to the rock facethe rock face little or no knowledge of the little or no knowledge of the use of RAMS or SAPS use of RAMS or SAPS in in
planning and programming Outdoor planning and programming Outdoor Education experiencesEducation experiences In relation to risk and the relationship between In relation to risk and the relationship between risk and risk and
safetysafety
Possible OE scenarios 2009 Possible OE scenarios 2009
A school trip using an outside provider eg A school trip using an outside provider eg OPC, adventure sport operators- rock OPC, adventure sport operators- rock climbingclimbing
School camp planningSchool camp planning Students planning outdoor experience Students planning outdoor experience
activitiesactivities
Successful candidates in 2008Successful candidates in 2008
Question 1B: PAP contextQuestion 1B: PAP context
Candidates who Candidates who ACHIEVEDACHIEVED scholarship... scholarship... Evaluated the Evaluated the planning process AND outlined potential planning process AND outlined potential
outcomesoutcomes of the programme of the programme Critically Critically evaluated the given scenarioevaluated the given scenario Demonstrating a Demonstrating a high level of understandinghigh level of understanding of of planning planning
and implementing programmesand implementing programmes Understood the Understood the limitationslimitations of the five-week programme for of the five-week programme for
swimmers lacking in confidenceswimmers lacking in confidence Gave evidence from their own learning experiencesGave evidence from their own learning experiences of of
planning and implementing programmes.planning and implementing programmes.
The examiners report 2008The examiners report 2008
Question 1B: PAP contextQuestion 1B: PAP context
Candidates who Candidates who DIDDID NOTNOT achieve scholarship... achieve scholarship...
Did notDid not identify a lack of specificity of trainingidentify a lack of specificity of training by only training by only training in a pool rather than the oceanin a pool rather than the ocean
Did notDid not link knowledgelink knowledge specifically to scenariospecifically to scenario to critique to critique the programme – e.g. no specific ocean swimming in training, the programme – e.g. no specific ocean swimming in training, five-week programme to build up to a three kilometre swimfive-week programme to build up to a three kilometre swim
Failed toFailed to fully discuss a fully discuss a major issuemajor issue of how a of how a “one size “one size programme fits all”programme fits all” would meet the requirements of the would meet the requirements of the individual participants in the programme.individual participants in the programme.
Possible focus for PAP scenarios 2009
• 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
The debate & PMIS tools
• For the debate, the whole group will split into
1. The OE group2. The PAP group
• Each debate will have three groups1. The Plus group2. The Minus group3. The Judge & Jury group
• The debate is aligned to the essay writing process using PMIS as shown in the next slide
Essay Descriptors Debate
Introduction • Key words Relevant content Hard facts
• Background – own experiences this year
Facilitators
Pluses • Positive view point
What do you agree with?
Strengths
• Own experience Other points of view Who benefits? Why is it worthwhile?
Plus group
Minuses • Negative view point
What do you disagree with?
Weaknesses
• Own experience• Other Points of View• What risks are there?• Why is it
problematic?
Minusgroup
Issues/ Interesting
• Examine bias Challenge validity
• Challenge assumptions
Judge &Jury group
Suggestions • Solving Issues• Enhancing
programme
• Alternatives• Initiatives• New ideas
All
Conclusion • Reflect Main points All