Transcript Introduction to 91500

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