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