Planning and Evaluating
Physical Activity Programmes
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
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
1
Workshop Overview
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Introduction to the specifications
Warm-up circle activity – sharing stories
Previous scholarship questions
What the examiners look for
Content knowledge & mind-maps
Looking at the world through a new lens
Developing critical thinking through group
work
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
2
2011 Specification
Planning, implementation and/or
evaluation of physical activity
programmes/experiences
drawing upon knowledge underpinning
achievement standards 90739 and
90740.
3.1 & 3.2
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
3
Definitions
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A physical activity programme or experience may
include:
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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
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
4
Why have we changed
From...
To...
Physical
Exercise
Programmes
Physical
Activity
Programmes?
To focus on more than just
fitness!
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
5
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?
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Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
Sharing Stories – Round 2
1. 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. To what extent were you in control of the
context? Of the goals?
4. To what extent were the expected
outcomes realised?
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Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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?
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
8
Previous Scholarship Questions
Scholarship 2010
PAP - Question 1
Consider the extract:
“Goals can create and maintain motivation by reflecting
improvement. Goal-setting is like using a road map; the longterm goal is the destination, while the short term goals are the
pit stops along the way, and the goal-attainment strategies
are the choice of route you take to reach your destination.
Goals also help to focus attention and effort by providing
feedback. Goal-setting can help you peak both physically and
mentally.”
• Critically evaluate the process and purpose of goal-setting and
planning
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Presented by Monique Van Groenewoud for Auckland
PENZ Scholarship Workshop 2011
Goal Setting
“A goal is what an individual is trying to accomplish.
It is the object or aim of an action”
Lock, 1981
Goal Setting is generally thought to affect performance in
the following way:
• Attention: helps to direct a performers attention (focus)
to the important aspects of the task
• Effort: helps to mobilise or increase the appropriate
degree of effort a performer needs to make in relation to
specific task
• Persistence: helps a performer maintain their efforts
over time
• New Strategies: helps a performer to develop new and
various strategies in order to achieve their goals.
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
10
SMARTER Goals
Specific
Measurable
Achievable/Accepted/Adjustable
Realistic
Time frame
Exciting
Recorded
Smarter goals + Effective planning
= Goal attainment
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
11
Previous Scholarship Questions
Scholarship 2009
Question 1
Consider two quotes:
“Successful training is intelligent training. Intelligent training
is knowing the ‘why’ of an exercise, as well as the ‘what’ and
‘how’.” Arthur Lydiard (1998)
“Physical activity programmes must be evaluated to reflect on
our progress, see where we are going and where we have
come from, and what we have learned from our experiences.”
US Department of Health & Human Services (2002)
• Critically evaluate the purpose of the evaluative process
• Consider factors influencing participation in the experience/
programme
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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Evaluating Questions
• Where are you going?
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Goals
Purpose
• Where have you come
from?
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Needs analysis
Pretesting
Review of changes
• What did you do?
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Strengths
Weaknesses
• Why did you do it that
way?
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Benefits
Risks
• What have you learned
from the experiences?
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Outcomes
Effects
Effectiveness
• How did you learn from
it?
•
Monitoring
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
13
When to evaluate
Evaluation can occur throughout the
planning & implementation process e.g.
To identify
To identify
To identify
Monitoring
Monitoring
Monitoring
needs
current performance
and justify the purpose
during the programme
of the plan’s effectiveness
of the outcomes and effects
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
14
Previous Scholarship Questions
Scholarship 2008
PAP Question 1 Scenario B
Class 3km ocean swim decided by the teacher. Students
set personal goals and plan training over a 5 week period.
Training in the school pool with 2 distinct ability lanes.
• Critically evaluate the planning and implementation
process used and any issues
• Consider socio-cultural and biophysical factors to
predict outcome
Presented by Monique Van Groenewoud for Auckland
PENZ Scholarship Workshop 2011
15
Some reasons for PA choices
Health & Fitness – maintaining wellbeing
Vertigo – adrenaline / thrill of speed or
danger
Catharsis - release of stress, emotion,
frustration
Social - Team work/bonding, fun with friends
Ascetic – endurance, determination,
overcoming pain
Aesthetic – the beauty and grace of
movement
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
16
What is important when planning a
physical activity programme?
• Desired outcomes
• Socio-cultural factors
• SMARTER Goals
• Barriers and Enablers
• Principles of Training
• Physiological Data
• Methods of Training
• Personal Feelings
• Logistics
• Behavioural factors
• Periodisation & Peaking
• Hauora/Wellbeing
• Monitoring Programmes • Safety, Rest, Recovery
• Exercise Logs/Records
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
17
Previous Scholarship Questions
Scholarship 2007
PAP Question 1 Scenario A
Student uses internet to design her PAP programme
• Critically evaluate the process that took place
• Predict the outcome
• Depth & breadth of biophysical
and socio-cultural factors
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
18
What is wrong with a blue print for creating
physical activity programmes?
• Is there any value in using a “one size fits
all” or standardised programme approach?
• What challenges could you encounter if
you used a set sequence in designing all
types of physical activity programmes?
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
19
Previous Scholarship Questions
Scholarship 2006
PAP - Question 3
PE teachers provides a training programme for all Y13
PE students who will be participating in a 10km run.
• Critically evaluate the intention to provide a common
activity programme for a Y13 PE class
• Predict the outcome
• Depth & breadth of biophysical and socio-cultural factors
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
20
Factors to consider for the 2006 question
Students choose PE as a subject for different
reasons.
People choose to participate in physical activity for
different reasons.
Playing sport does not imply a person is fit.
Fitness is specific to a purpose e.g. wellbeing vs
weightlifting.
Muscular endurance is specific to the muscle
groups.
Muscular endurance may interfere with explosive
power and strength.
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
21
“One Size Fit’s All” Programmes
Positives:
Getting active
Ease of
management
Working with
others (doing the
same thing)
Training relevant
components
Negatives:
Might not match your
desired outcome/goals
Negative influence
this could have on
individual if outcomes
aren’t achieved
Injuries not
considered
Current level of
fitness
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Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
What are possible outcomes for Physical
Activity?
Some of the outcomes:
• Hauora/Well being
• Aerobic Fitness
• Muscular Endurance
• Skilled sports performance
• Elite sport performance
• Weight Control or loss
• Socialisation
• Enjoyment
• Recreational activities
• Longevity
• Stress management
• Freedom from disease
• Or a combination of the above
Who uses them?
Anyone!!!
Dancers
People Wanting to get fit
People wanting to experience the
outdoors
Elite Athletes
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Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
How do Physical Activity
Programmes relate to Hauora?
Taha Tinana
Taha Whanau
•Exercise physiology
•Pre-existing conditions
•Injuries
•Sleep
•Nutrition etc etc etc
• Individual vs group training
• Sacrifices for training–
family/friends etc
• Encouragement, positive
reinforcement etc
Taha Hinengaro
Taha Wairua
•Exercise adherence
•Challenge
•Training logs
•Enjoyment
•Strategies
• PST (psych skills training)
•Self esteem
•Confidence
• Goal setting
• Appreciation of environment
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
24
The assessment schedule and
examiners report
Information on the NZQA Website:
http://nzqa.govt.nz/scholarship/subjects/resources.html
Check previous years’ assessment
schedules
– Content information
– Markers schedule
Check previous years’ examiners report
Presented by Monique Van Groenewoud for
Auckland PENZ Scholarship Workshop 2011
25
Remember to
Consider the 3 P’s:
– Purpose (context & goals)
– Process (planning & implementation)
– Product (intended & unintended outcomes, effects on wellbeing)
Show depth of understanding
Integrate theory with your own practical experiences
Use SEDEC
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Statement
Explain what you mean
Detailed example
Conclusion/Consequence – impact / so what?
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Examine issues
Examine bias
Challenge assumptions
Identify gaps/omissions
Be critical
Make a valid overall judgment with justification
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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Aspects that could be critically evaluated
• Effectiveness of a particular aspect of programming
– e.g. goal-setting, 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, time
constraints
• 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, personal
goals vs expectations from others
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Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
Critically Evaluating using De Bono’s Hats
Evaluation:
Makes judgements and considers constraints
White Hat
The chef’s hat – uses facts and figures, evidence from
own experience to back up judgments
Yellow Hat
The sunny hat – identifies positives & strengths
Black Hat
The witches hat – identifies negatives & weaknesses
Red Hat
Santa hat – Considers emotions & issues – Assumptions
/ Bias / Limitations
Green Hat
The Creativity hat – Considers what could have been
done differently? New ideas, modifications, and
explanations for this.
Blue Hat
Policeman’s hat – makes overall judgments and
conclusions –
Conclusions are likely to be on either side of the
centre position (not a definite yes or no)
Conclusions need to be justified by identifying the
most significant factor influencing the decision
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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Content to Consider
Purpose
(Pre-Planning)
Process
(Programming &
Implementation)
Product
(Outcomes & Effects)
Evaluation
(Throughout the planning
& implementation process)
Purpose
Needs Analysis - Includes overview of Hauora
Pre-testing
Establishing programme goals based on needs
SMARTER goals
Biophysical factors influencing programme
Socio-cultural influencing programme
Minimising barriers
Considerations-safety, environment.
Timeline
Logistics, equipment
Application of Mot’s and Pot’s
Achievement of goals
Effect on wellbeing
Planned and unplanned outcomes
To identify needs and current performance
To identify and justify the purpose
Monitoring of the plan
Monitoring of the outcomes and effects
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
29
Biophysical & Socio-cultural factors
Biophysical
Socio-cultural
Fitness components & testing
MoT’s & PoT’s
Nutrition
Exercise physiology - the body’s
response to exercise
Barriers & enablers
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Heart rate
Oxygen uptake
Fatigue
Injuries
Muscle changes
Sports Psychology
– Psychological Skills Training
Goal Setting
Body Image
Self Esteem
Fitness myths
Enjoyment
Fitness vs Hauora
SPEECH
Society
Political
Economic
Environment
Cultural
Historical)
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Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
Examining Issues –
De Bonos Red Hat
• Examine bias
• Challenge assumptions
• Identify omissions/limitations
– Select at least ONE major issue to
include in your essay
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Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
Some Areas of Critique
• Healthism
– The body needs to be kept in tune.
– Individual’s are responsible.
– SPEECH factors are irrelevant to an individual’s
health
• The body as a project
– the body is open to reconstruction to improve it
• Commodification
– The fitness industry makes money from people’s
desire to be fit or thin
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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Areas of Critique
• Technocentricity (The body as a machine)
– Programmes focusing on improving
performance at all costs may neglect hauora.
– Burnout due to the body being treated as a
machine?
• Scientism
– Valuable knowledge is based on strict
scientific measurement e.g. fitness testing
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
33
Suggestions De Bono’s Green Hat
Consider the most significant factors that
determine the effectiveness of planning and
the implementation of a programme:
– Include creative ideas in your group task
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Initiatives
New Ideas
Alternatives
Ways forward
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Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop
2011
Conclusion
 Continuum
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Activity
Take a position
+ve
-ve
Justify your position
 1-2 Key points from the debate
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Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
35
Group work
Mix n Mingle!!
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1.
2.
3.
4.
Up to 4 people in a group.
Find others with the same number card.
Red cards = +ve view
Black cards = -ve view
Brainstorm the positives and negatives of a given
factor
Consider both Biophysical and Socio-cultural
aspects
Identify supporting knowledge and personal
experience to back up your points
Plan an in-depth response – remember SEDEC
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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Descriptors
Introduction
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Define key words
Identify relevant content
Identify hard facts
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Background – own
experiences this year
Body of the
essay
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Paragraphs contain PMIS of
a significant point
Biophysical + Socio-cultural
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Integrate knowledge
SEDEC
Own experience/example
Pluses
•
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Positive view point
What do you agree with?
Strengths
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What benefits are there?
Why is it worthwhile?
When is it worthwhile?
Minuses
•
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Negative view point
•
What do you disagree with? •
Weaknesses
•
What risks are there?
Why is it problematic?
When is it problematic?
Issues/ 
Interesting 
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Challenge validity
Challenge assumptions
Other points of view
•
Examine bias - Who is
advantaged? / Who is
disadvantaged?
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Solving Issues
Enhancing programme
•
•
•
Alternatives
Initiatives
New ideas
•
Overall Judgment
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Why? Justify with most
significant point(s)
Suggestions
Conclusion
Presented by Monique Van Groenewoud
for Auckland PENZ Scholarship Workshop
2011
37
Feedback on Part B
Purpose from Group 8:
 The value of choosing a 3km ocean swim
for a PAP programme.
Process from Group 5:
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The effectiveness of allowing students to
design their own training programmes for
the 3km ocean swim.
Product from Group 1:

The Effectiveness of the PAP programme
for Tracey.
Presented by Monique Van Groenewoud
for Auckland PENZ Scholarship Workshop
2011
38
Feedback on Part C
Suggestion from Group 2:
 Effectiveness of the PAP programme’s
purpose for students to achieve personal
goals.
Suggestion from Group 6:
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The effectiveness of decisions to manage
the logistical and environmental
considerations required to implement the
plan.
Presented by Monique Van Groenewoud
for Auckland PENZ Scholarship Workshop
2011
39
Feedback on Part D
Conclusion from Group 3:
 Effectiveness of the PAP programme for
developing student ability to complete a
3km ocean swim.
Conclusion from Group 4:
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The value of goal-setting as part of the
PAP programme.
Conclusion from Group 7:

The evaluative processes included in the
PAP plan.
Presented by Monique Van Groenewoud
for Auckland PENZ Scholarship Workshop
2011
40
References
• Davis, D., Kimmet, T. et al. (2004). Senior Physical
Education. An Integrated Approach. 2nd edition.
• Wilmore, J. & Costill, D. (1994). Physiology of Sport
and Exercise.
• Wesson, K., Wiggins-James. et al. (2005). Sport and
PE. A Complete Guide to Advanced Level Study. 3rd
edition.
• Gillespie, L. & McBain, S. (2009)Scholarship Physical
Education Toolbox.
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
41
Wrap up
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Return all planning sheets to the front desk
Material will be posted to the wiki
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http://peandhealth.wikispaces.com/Scholarship+Page
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Don’t forget brianmac is a good source of
articles (see your handout).
http://www.brianmac.co.uk/articles/scni35a10.htm#g
Presented by Monique Van Groenewoud for Auckland PENZ Scholarship Workshop 2011
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