Planning and EvaluatingPhysical Activity Programmes Presented by Julia Breen & Alesha Marnewick Acknowledge Work from Natasha Lowe & Monique Van Groenewoud Specification: Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement standards 90739 and 90740. A.S. 3.1 & 3.2
Workshop Overview • Group Task 1: Warm-up donut activity – sharing stories • Introduction to the specifications • Group Task 2: Breaking down the knowledge • Previous scholarship questions • Group Task 3: Breaking down the 2011, 2010, 2009 questions • What the examiners look for • Likely scenarios for 2012? • Back at school…
Group Task 1: Sharing Stories – Discussion starters: • What programme or experience did you plan for PE 3.1 and evaluate for PE 3.2? • What were the expected outcomes/goals of the programme? • Discuss the positive and negative impacts of your programme/experience on your wellbeing? Did anything surprise you? • Were your goals/outcomes achieved? Were they SMART goals? • How could the planning have been improved? Why would it make a difference?
Group Task 1: Brainstorm of Experiences • What programme or experience did you plan?
2012 Specification Planning, implementing and/or evaluation of physical activity programmes/experiences drawing upon knowledge underpinning achievement standards 90739 and 90740. 3.1 & 3.2
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
How do Physical Activity Programmes relate to Wellbeing/Hauora?
PAST QUESTIONS: 2011 - Critically evaluate the role of individuality in the development of a physical activity experience or programme. Support your evaluation with appropriate examples from your own knowledge and experience. 2010 - Critically evaluate the process and the purpose of goal-setting and planning. Illustrate your evaluation with appropriate examples from your own knowledge and experience.
2009 - Critically evaluate the purpose of the evaluative process. Consider factors influencing participation in the experience/ programme. • 2008 - Evaluate the planning and implementation process used and any issues. Consider socio-cultural and biophysical factors to predict outcome
Group Task 2 • What do you need to know BEFORE you answer this Specification?
Group Task 3: • Read at your question from either 2012, 2011 or 2010 • Unpack the question: What is the content knowledge that is applied in this question How can we critically evaluate the quote(s) in relation to the question (if there is one)
WHAT IS CRITICAL EVALUATION Identify bias / assumptions /limitations • PAP -eg “If I do weight training I will get big and bulky” • OE – “Everyone will enjoy the challenge” Look critically at different points of view - Who do you believe? • How do you know they are a reliable, knowledgeable, credible source? • Are they biased? • Can you challenge any judgements? • It is always true? • What’s worth discussing? PMIS - Choose 3 relevant points/content knowledge to discuss. USE the PMIS.
What are examiners looking for? • Critically evaluated a range of perspectives with relevant research • They showed a range of wider reading/research/ personal experience • They considered the pros/cons of individuality vs group experiences/contexts. • Use their own experience to illustrate a point rather than outlining what they did and then related the experience to the question specifically. • Define key terms as a basis for their critical evaluation.
The assessment schedule and examiners report Information on the NZQA Website: http://nzqa.govt.nz/scholarship/subjects/resources.html • Check the assessment schedules • Check the examiners report • Exemplars of Top Scholars
Back at school………. • Link your PMIS to own experiences • Share each groups discussion – different years etc. • Read some student exemplars – what could be added – what is missing? What is not needed? • Look at relevant assessment schedules and examiners reports • Go to the wiki: aucklandpenz.wikispaces.com - download student booklet for this spec. • Wider reading • Practice, practice, practice!! practice under pressure