Planning and Evaluating

Physical Activity Experiences

Specification: Planning and/or evaluating physical activity programmes/experiences drawing upon knowledge underpinning achievement standards 90739 and 90740. (PE 3.1 & PE 3.2)

Natasha Low

Outdoor Experience Content• Purposes of OE – needs – of individual and group• Hauora and OE experiences• Benefits of OE experiences• Problems/concerns associated with OE experiences within schools• Nature of Risk• Safety vs Risk vs Challenge• Planning for OE• Safety Management Systems - “Safety and EOTC- A good practice

guide for NZ Schools” #1 • Risk Management Planning Tools- SAPs / RAMS / Rainbow System

(WaterSafe Guidelines for Schools #2)• Crisis Management• Evaluating OE experiences• Own experiential knowledge

Outdoor Experience Court Room BattleScenario

Your school has put forward the idea of a compulsory outdoor experience where students are going to a “live in” outdoor education camp for the duration of a month. The school is going to integrate learning in an authentic context. This has been put to the school community and you have been invited to attend the forum and voice your perspective.Focus statement

The students will learn more from this experience than they would if they stayed at school.

Tihoi Venture School(St Paul's Collegiate School)

Examples in NZ

Tihoi Venture Schoolwww.stpauls.school.nz/main.cfm?id=60

• Year 10 from St Paul's Collegiate School (Hamilton)• 5 month residential programme• Experiential Education combining Social, Outdoor and

Academic Studies

MISSION STATEMENT"In this unique and challenging environment, through the medium of community living, a quality academic programme and wide ranging outdoor pursuits we aim to provide the best possible opportunities to promote the personal and social development of our students."

Examples in NZ

Reading provided on the wiki: http://peandhealth.wikispaces.com/Physical+Education

Kahunui (St Cuthbert’s College)

Examples in NZ

www.stcuthberts.school.nz/files/special.asp?MenuID=15&PageID=654

Examples in NZ

Kahunui (remote campus)www.stcuthberts.school.nz/files/special.asp?MenuID=15&PageID=654

• Year 10 from St Cuthbert’s College • 4 weeks, live-in supportive community• Remote campus, Kahunui in the Bay of Plenty• Based on the concept of learning through

experience.

Aims To advance student’s academic and social development, and to help them develop greater levels of physical, emotional and intellectual fitness.

For each debate

Divide into 3 groups (max 5 per group):

the plus group; the minus group; the judge and jury.

Each group has a role to play.

Essay Descriptors Debate

Introduction

• Key words Relevant

content Hard facts

• Background – own experiences this year

Facilitators

P luses • Positive view point

What do you agree with?

• Own experience OPV Strengths

Plus group

M inuses • Negative view point

What do you disagree with?

Weaknesses

• Who benefits? Errors of logic OPV Own experience

Minusgroup

I ssues • Examine bias Challenge

validity

• Challenge assumptions

Judge &Jury

S uggestions

• Initiatives New ideas

• Alternatives All

Conclusion • Reflect Main points All

Introduction

• Keywords Relevant content Hard facts ?? Background

– own experiences this year

Your school has put forward the idea of a compulsory outdoor experience where students are going to a “live in” outdoor education camp for the duration of a month. The school is going to integrate learning in an authentic context. This has been put to the school community and you have been invited to attend the forum and voice your perspective.The students will learn more from this experience than they would if they stayed at school.

Relevant OE Content • Purposes of OE – needs – of individual and group• Hauora and OE experiences• Benefits of OE experiences• Problems/concerns associated with OE experiences within

schools• Nature of Risk• Safety vs Risk vs Challenge• Planning for OE• Safety Management Systems - “Safety and EOTC- A good practice

guide for NZ Schools” • Risk Management Planning Tools- SAPs / RAMS / Rainbow System

(WaterSafe Guidelines for Schools)• Crisis Management• Evaluating OE experiences• Own experiential knowledge

Court Room Battle

Preparation time 10-15 min

Presentation

Plus group present 3 min

Think time 3 min

Minus group present 3 min

Think time 3 min

Plus group conclude 1 min

Minus group conclude

1 min

Court Room Battle

Judge & Jury Presentation 5 min

• Identify assumptions, limitations & bias

• Identify gaps in content or arguments

• Weigh up ideas and judge

• Identify winner

Debate Guidelines

• Justify judgements with reasons

• Active listening We are here to learn from each

other

• Take turns to speak

Essay Descriptors Debate

Introduction

• Key words Relevant

content Hard facts

• Background – own experiences this year

Facilitators

P luses • Positive view point

What do you agree with?

• Own experience OPV Strengths

Plus group

M inuses • Negative view point

What do you disagree with?

Weaknesses

• Who benefits? Errors of logic OPV Own experience

Minusgroup

I ssues • Examine bias Challenge

validity

• Challenge assumptions

Judge &Jury

S uggestions

• Initiatives New ideas

• Alternatives All

Conclusion • Reflect Main points All

Group discussionIn your group:

•Examine bias•Challenge assumptions• Identify omissions

Add to your group’s sheet

After the debate

Review sheets

•Add ideas if desired

Suggestions

• Initiatives•New Ideas•Alternatives•Ways forward

Write on strips of paper•Present

Stick to main sheet

Conclusion•Reflect•1-2 main points from the debate

Write on strips of paper•Present

Stick to main sheet

Reference#1 “Safety and EOTC- A good

practice guide for NZ Schools” www.tki.org.nz/r/eotc/resources/safety_e.php

Reference

#2 WaterSafe Guidelines for Schools

www.watersafe.org.nz

Rainbow system of supervision

The following slides contain content relating to this topic. They are not intended as part of a power point

presentation.

Related organisations• Mountain Safety Council

http://www.mountainsafety.org.nz/Resources, Public Courses

• NZ Outdoor Instructors Associationhttp://www.nzoia.org.nz/Resources, Instructor Training Courses

Further reading• Outdoor Education

Health & Physical Education NZ Curriculum, p46-47

• Curriculum links on camp- School camps are the perfect vehicle for the key competencies, Thorndon School teachers found earlier this year.

• Striding towards success- EOTC has helped a low-decile secondary school keep more students on the path to success

Education Gazette 30 June 2008, p7-9

Nature of risk vs types of risk

Nature of Risk

• Risk

The potential to lose something of value. The loss may be physical, mental, social or financial. The presence of risk creates uncertainty.

• Types of RiskAbsolute RiskResidual/Real RiskPerceived Risk

The examiners report 2006: The examiners report 2006: For Question 2 on Outdoor Experiences, candidates who did For Question 2 on Outdoor Experiences, candidates who did NOTNOT achieve achieve scholarship... scholarship... Lacked ability to comment on aspects of risk and did not always distinguish between the nature of Lacked ability to comment on aspects of risk and did not always distinguish between the nature of risk or types of riskrisk or types of riskThe marking schedule Scholarship 2004, Q2: Candidates should “explain or offer an interpretation of the nature of risk”. Can consider in the critique: definitions of risk and its relationship of risk to other concepts such asdanger, accident, adventure, safety and challenge; Types of risk.

Possible content focuses & contexts

• Risk & Crisis Management e.g. - Extreme surf skier - Tasman Crossing kayakers• Prevention of risk• Emergency Procedures

Possible content focuses & contexts

- Extreme surf skier

Surf skier Paul Wilford loves wild weather 12 Aug 2008

.. he insists that despite a number of paddlers getting into trouble recently, the sport is safe, and paddlers know what they are doing.

http://www.3news.co.nz/TVShows/CampbellLive/VideoArchive 12th August 2008

Risk & Crisis Management

Possible content focuses & contexts

Australia to New Zealand by Kayak On November 13 2007 James, Justin and Lot 41

departed Forster, Australia. 62 days later they arrived in New Plymouth New Zealand.

They had kayaked 3318km, braved 10 metre swells, faced howling winds of over 50 knots, endured severe food and sleep deprivation..

http://www.crossingtheditch.com.au/expedition/

Risk & Crisis Management - Tasman Crossing kayakers

Trans-Tasman kayak trip abandoned December 06, 2006

ADVENTURER Andrew McAuley has been forced by cold weather to abandon his bid to become the first person to kayak from Australia to New Zealand.

The trans-Tasman journey has been unsuccessfully attempted twice by other kayakers.

The Australian www.theaustralian.news.com.au/story/0,20867,20882231-29277,00.html

Possible content focuses & contexts – further information to examine & for breath of knowledge

'Crazy night' for kayak adventurers December 19, 2007

A "crazy, horrible night" is how one of two Australian kayakers has described the hours they spent floundering in the Tasman Sea while powerful waves and 30-knot winds hammered their disabled kayak.

See Slideshow: Kayak across the Tasman

The Sydney Morning Herald http://www.smh.com.au/news/world/crazy-night-for-kayak-adventurers/2007/12/19/1197740362303.html

…hope theirs will be the first successful attempt by kayakers to cross the Tasman Sea after a series of failed bids.

The most tragic bid occurred in February, when 39-year-old Australian Andrew McAuley died.

(see article from 2006 – same guy)

Australia to New Zealand by Kayakhttp://www.crossingtheditch.com.au/expedition/

On November 13 2007 James, Justin and Lot 41 departed Forster, Australia. 62 days later they arrived in New Plymouth New Zealand. They had kayaked 3318km, braved 10 metre swells, faced howling winds of over 50 knots, endured severe food and sleep deprivation, wasting muscles and adverse winds and currents to become the first kayak expedition across the Tasman Sea as well as become the longest trans oceanic kayaking expedition undertaken by two expeditioners. Find out how they did this incredible feat!!

Australia to New Zealand by Kayak http://www.crossingtheditch.com.au/expedition/

PLANNING THE MOST CRITICAL PART OF ANY EXPEDITION, PROPER PLANNING IS THE BLUEPRINT FOR SUCCESS. CROSSING THE DITCH TOOK 62 DAYS. THE PREPARATION TOOK OVER 3 YEARS. MORE

TRAINING CROSSING THE DITCH WAS GOING TO PUSH JAMES AND JUSTIN TO THE VERY LIMIT. TRAINING THEIR BODIES AND MINDS TO BE CAPABLE OF SUCH A FEAT WAS CRITICAL. MORE

RISK MANAGEMENT REAL TIME DECISION SUPPORT, HEAVY WEATHER MANAGEMENT, CRISIS PLANS…GET O THE HEART OF WHAT IT TAKES TO WIN. MORE

TECHNOLOGY LIVE GLOBAL TRACKING, COMMUNICATIONS, ELECTRIC SYSTEMS…CLICK HERE TO FIND OUT MORE ABOUT THE TECHNOLOGY ON BOARD LOT 41. MORE

Surf skier Paul Wilford loves wild weather Campbell Live 12 Aug 2008See video footage: www.3news.co.nz/TVShows/CampbellLive/VideoArchive/tabid/67/

• While most of us spend the winter months trying to stay as warm and dry as humanly possible, others are champing at the bit to get their outdoor fix.

• For surf ski rider Paul Wilford his motto is rather simple: the wilder the weather, the better.

• And he insists that despite a number of paddlers getting into trouble recently, the sport is safe, and paddlers know what they are doing.

• Paul lives in Auckland, the perfect play ground for water lovers; he goes out training most days. 

• So we jumped on a boat this morning to put Paul through his paces.• We were driving at eight and a half knots, which is about 16 kilometres an hour. And

Paul was keeping up no probs.• Paul is one of a few kiwis who travel the surf-ski circuit, but the local scene is getting

bigger as the boats become more affordable. • His 17 kilo kayak cost him $2500.• On a calm day, it is rather mesmerising watching Paul glide through the water. He

makes it look easy, graceful even.• But for Paul this is boring.  He is one of the few people who believe the stormier the

weather the better.  He will deliberately go to sea in the worst possible conditions. • The serious dangers of this sport were brought home last month when Bay of Plenty

canoeist James Moore, also an extreme weather canoeist, lost his life in some of this winters worst storms.

• Paul heads to Perth in January to compete in the Surf Ski World Cup.

5 stages of safety management

1. Initial planning & approval; 2. Preparation for EOTC (people and programme management); 3. Pre-event planning checkpoint; 4. Running the event; 5. Post-event review and evaluation

Further OE Content

“Safety and EOTC- A good practice guide for NZ Schools” http://www.tki.org.nz/r/eotc/resources/safety_e.php #1

Further OE ContentRisk Management Planning process1. Assess the risk (What could go wrong?)2. Causal Factors (Hazards)

PeopleEquipmentEnvironment

3. Strategies to Prevent Things Going Wrong

4. Emergency Procedures

Risk Management Strategies

1. Eliminate risk if possible2. Isolate risk if you can’t eliminate it 3. Minimise risk if you can’t isolate it4. Cancel activity if you can’t minimise

the risk

(Ministry of Education, 2002. pg 69)Rainbow System of Supervision Resources www.watersafe.org.nz

Further OE Content

Hauora and OE experiencesHow will the experience relate to the PHYSICAL dimension of your HauoraFitness levelsChallenge yourself physicallyListening to body and responding accordinglyKeeping yourself safe and injury freeNutritionTraining leading up to the tripPrevious experience with activitiesRest before tripSleeping in tent

How will the experience relate to the MENTAL/EMOTIONAL dimension of your HauoraPositive, encourage team membersNavigationGroup members fears/weaknessesIndividual fears/weaknessesMental challengesEmotions expected

How will the experience relate to SPIRITUAL dimension of your HauoraAppreciation of the outdoor environmentGoal settingSense of AchievementPersonal ReflectionPersonal Growth through challengesFeelings of satisfaction

How will the experience relate to the SOCIAL dimension of your HauoraGroup membersTeachersInstructorsOther forest usersGroup guidelinesDependence on group membersHow well you know group beforehandLeadershipCommunication