Chris Williams & Billy Merchant

Acknowledge the work of Anne McKay, Lorna Gillespie & Sue McBain

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?????

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.

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

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)

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)

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

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

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

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.

The use of Health Promotion processes involves taking action individually and collectively to enhance people’s health/well-being, using the action competence process.

The aim or the issue

UnderstandingEnablers/ Barriers/

Health promotion

Reflect/ Evaluate

Knowledge/ critical thinkingAbout the issue

ActionsWhat will you

Do?Vision of what we want

Plan & implement

action

DevelopmentOf visionsCreative thinking

Action Competence

Learning Process

(Gillian Tasker 2000)

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?

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?

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?

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?

Put the plan into action

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?

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.

THE BODY AS A MACHINEA 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 CULTUREWe 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.

2006Increasing Physical Activity in

Primary Schools 2007

Yr 13 PE class to increase physical activity to yr 9 students

2008Evaluating government initiatives.

Youth branded websites.

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 children’s 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.

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.

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.

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.

GENERAL To this QuestionD Depth HP Health PromotionBr Breadth PA Physical ActivitySt Statement H HauoraPO Position I- Initiatives negativesJPO Justified Position I+ Initiatives positivesCR Critical IMP- Impact negativesEX Explained IMP+ Impact positivesEID Explained in DetailOE Own ExperiencesRD Requires DevelopmentS SuggestionsAS AssumptionsRef References

Brainstorm possibilities for the 2009 question.