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Upper Hutt College 13PED AS 3.3 Evaluate the effectiveness of a performance improvement programme Source: Physical Education Learning Workbook – Aaron Mead 2012 Learning Intentions By the end of the lesson you will: Have an understanding of what you will need to do to complete this standard. Begin to think about what you may want to do. Identify some specific things that you will need to do to complete the standard. What are you going to have to do? This standard requires you to evaluate the effectiveness of a Performance Improvement Programme (PIP) . The focus of the PIP will be a selected skill(s) in Badminton. You will need to apply your knowledge and understanding of both biophysical and sociocultural factors to critically evaluate a PIP. The ‘step up’ from achieved to excellence is focused on the quality of your evaluation. Critical evaluation IS required for excellence. What are Biophysical factors? Biophysical factors include; Biomechanics Anatomy Physiology Sport psychology Skill acquisition What are Socio-Cultural factors? Socio-Cultural factors include; SPEEECH S – Social P – Political E – Economic E – Environmental E – Ethical C – Cultural H - Historical SOCIAL Social – Socially accepted attitudes and practices, global spread of ideas. Example: Physical activity and sport can create a sense of belonging and being part of a group; this can motivate individuals to continue participation. Individuals who are not connected with a group will lack this sense of belonging and may be at risk of dropping out. POLITICAL Political – Government rules, regulations and policies – or lack thereof. Example: Depending on the structure of a school timetable, students may have increased access to physical education lessons; this may help them develop more positive attitudes towards physical activity compared with those students who have limited quality physical education lessons. Economic Economic – The role finance and commercial forces play in relation to physical activity. Example: A community may not be able to afford a high standard of recreation facilities, which in turn may discourage people from being active. ENVIRONMENTAL Environmental – Includes a person’s lifestyle and immediate surroundings. Example: People’s participation in physical activity may be limited due to the cost, location and range of services available. ETHICAL Ethical – Includes a person’s moral and values and their view of what is right. Example: An individual’s values elated to physical activity and their understanding of what is right and wrong will influence their commitment towards being involved in physical activity and underpin the decisions they make. CULTURAL Cultural – Customs, practices and expectations specific to a particular group. Example: Fitness culture often promotes sexually appealing figures to market products and services. This may be appealing to some who want to achieve such a look, but may discourage others because they feel alienated and not able to achieve such a look. HISTORICAL Historical – The way attitudes and pacices change over time. Example: Increased acceptance and exposure of female sport through netball, women’s cricket and women’s rugby, gaining increased media What do you know? In groups of no more than 3, brainstorm how much you already know about both biophysical and sociocultural influences. Anatomy Bones Muscles Biophysical Biomechanics Levers Cog,Log,Bog Skill Acquisition Stages of learning Critical Evaluation Questions Critically Evaluate Possible questions relating to physical activity Means Evaluating the effectiveness of the performance enhancing programme • Did you achieve your goals? • Did the programme meet you needs? • What specific areas of your performance improved during your programme? • What were the positive outcomes for your programme? • What were the negative outcomes for your programme? • What were the effects of your programme on other aspects of your lifestyle? • What were the holistic impacts of the programme on your well being? • What modifications would you make in the future? Critically Evaluate Possible questions relating to physical activity Means Implementation of the biophysical principles • What Biophysical principals were applied during your programme? Why? • Did the application of the Biophysical principals with with performance improvement? • Did your understanding of anatomy principals help with performance improvement? • Did Psychological skills assist you in your performance improvement programme? • How did you apply motor learning theories? Were they successful? Why or why not? • What Socio-cultural factors influenced you implementation of the programme? • Through your involvement in the performance improvement programme, have you embraced the concepts of scientism and technocentricty? Critically Evaluate Possible questions relating to physical activity Means Examining • What personal and interpersonal influences were influences that may there on the participation in a performance have impacted on improvement programme? your performance • What socio-cultural factors were influencing your improvement participation? programme • Did these influences advantage or disadvantage you within your programme; how and why? • Did you buy the notion of Healthism? • What influenced your ideas about performance improvement? • How have the media influenced your ideas around performance improvement and physical activity? Home Learning Task Find out what the following words mean and give an example of how they how they can be applied to Physical Education: Scientism Technocentricty Healthism