3.1 Physical Activity and its influence on Well Being
During this unit you will be looking at the different influences on your Well being and HAUORA. You will be looking at the different stages of your life so far and in the future and what influences have effected your decisions about your well being and why these influences effected you. You will also need to challenge assumptions for all the different times of you life and be sharing your opinions and finding evidence to back up your thoughts.
3.1 Standard / Assessment
3.1_student_instructions.docx | |
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Exemplars - remember you can use these to help guide you
STEPS TO TAKE TO COMPLETE ASSESSMENT 3.1
STEP 1 - Research
Work your way through resource A (It is apart of the standard above or it has been separated for you as a part of step one). The more work you put into your research here the easier it will be when you have to put everything together in a few steps time.
You will notice that your life to date has been broken down into different sections. For some of them you are going to need to speak to parents, caregivers, grandparents as to why they chose certain activities. Things you will come across in the 0-5 years will be things like swimming lessons, involvement in wide ranges of activities and social interaction activities. Again you are going to need to ask around here as you have no real knowledge of these. Then you need to ask why? This needs to be asked to your parents, caregivers, grandparents.
You will notice that your life to date has been broken down into different sections. For some of them you are going to need to speak to parents, caregivers, grandparents as to why they chose certain activities. Things you will come across in the 0-5 years will be things like swimming lessons, involvement in wide ranges of activities and social interaction activities. Again you are going to need to ask around here as you have no real knowledge of these. Then you need to ask why? This needs to be asked to your parents, caregivers, grandparents.
what_physical_activities_were_you_involved_in_-_step_one.docx | |
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STEP 2 - Analysis of Research
Here is a good chance to have a look at your finding from your research and look into some of the assumptions that maybe starting arise from your research.
ASSUMPTIONS THAT MAY COME UP, either general assumptions or things you noticed yourself. For example
Masculinity - Girls play Netball boys play Rugby, girls cant lift weights or go to the gym
Sexuality - Girls that play rugby are lesbian, boys that play football are gay.
Commodification - Boys are paid more and girls are paid less or not at all. What did that do to your options of taking sport further, or decisions to participate in certain activities.
Social - Participating was not an option, it was win at all costs, being apart of the cool groups.
Body Image - We are all expected to look a certain way.
Gaming has wrecked everything.
These are just some assumptions that may come up in your research. Some may link across year blocks or some maybe isolated to specific sections. You may also come across some of your own.
THINGS TO CONSIDER
ASSUMPTIONS THAT MAY COME UP, either general assumptions or things you noticed yourself. For example
Masculinity - Girls play Netball boys play Rugby, girls cant lift weights or go to the gym
Sexuality - Girls that play rugby are lesbian, boys that play football are gay.
Commodification - Boys are paid more and girls are paid less or not at all. What did that do to your options of taking sport further, or decisions to participate in certain activities.
Social - Participating was not an option, it was win at all costs, being apart of the cool groups.
Body Image - We are all expected to look a certain way.
Gaming has wrecked everything.
These are just some assumptions that may come up in your research. Some may link across year blocks or some maybe isolated to specific sections. You may also come across some of your own.
THINGS TO CONSIDER
- What are your thoughts on these assumptions.
- What are others thoughts on these assumptions. Go and ask some questions of people. Compare young to old.
- What are the recommendations around physical activity and young people?
STEP 3 - Starting the write up (3 Parts)
Part One - Evaluating your Physical Experiences (Resource A)
- If you work your way through the bullet points below that will give you a very comprehensive understanding of what is required. It will give you the necessary detail for piece of work. Again the amount of detail that goes into this is all about the research that you do. The bullet points below are taken straight out of the assessment above.
Evaluate your physical activity experiences so that you have an understanding about the role and place of physical activity in your life to date. For each of your life stages to date answer the following questions:
- What physical activities were you involved in?
- What influenced you to be involved?
- What effect did this have on your Hauora?
- Were there any assumptions / issues that you encountered during this life stage?
- Did it matter if you were male or female? Did this have an influence on what you could or couldn’t do? Whose voice was heard and why? How much choice did you have?
- Did any trends and/or media focusing on physical activity have an influence on your choices? How do societal views on physical activity impact on decision-making about physical activity?
- Identify any assumptions that were made by you (or by others) in relation to these choices. What were (or are) these assumptions related to (for example, masculinity, femininity, identity, class, being part of the ‘right’ groups)?
- What impact did this have for your participation in particular physical activities? If it did not have any impact for you, what impact could this have had if you had chosen differently? What impact did / could this have on your lifelong well-being?
- Why did you continue / discontinue with particular physical activities between life stages?
Part 2 - Evaluate your current physical activity experiences.
Again work through the bullet points and answer the questions around your physical activity at this stage of your life. Remember physical activity is not limited to just sport. It is also things that you do in your spare time. This is where other things such as social pressures be they good or bad (Social), work (Economic) , school (cultural) etc start being more of an impact on your life. These would be classified as influences as well. Are these impacting on your current physical experiences. This is the section where you look into that. Again you will notice that this. assessment is a lot about your opinion. So make sure you find some research, stats etc to back up the decisions you have made.
Evaluate your current physical activity experiences
- What type of physical activity is now the most prevalent in this stage of your life? Why do you think this is the case? (Consider your past experiences)
- What have you enjoyed the most and why? What were the influences on that enjoyment?
- What have you continued with and why? How does your involvement in physical activity currently contribute to your well-being? In what ways might this stay the same or change when you leave school?
- What does the research say about young people and physical activity? How does it fit with your own experiences?
- What are the assumptions about physical activity for young people that may/may not influence what you have done, are doing, or may want to do in the future? What impact could it have had if you chose differently? What impact did / could this have on your lifelong well-being?
- Question and challenge any other assumptions related to your physical activity experiences to date. Your judgements need to consider a range of factors and points of view that have may have either a positive or negative impact on your well-being. You should include a range of perspectives and influences (societal, political, environmental, economic, cultural, and historical).
Part 3 - Devise strategies for life long well being
Basically this section requires you to come up with strategies that you will use to ensure life long well being and continued participation in physical activity. Within this section you need to come up with a strategy/s how you could possibly implement it and what the possible outcome will be of it. Some of these strategy's could include knowledge you have developed in SPS such as training methods, principles, goal setting, psychological skills etc. You may also want to address your own SPEEECH factors).
Again work through the bullet points to help you out. You are taking the information that you have already come up with in part one and two and trying to think a little further outside the box.
Again work through the bullet points to help you out. You are taking the information that you have already come up with in part one and two and trying to think a little further outside the box.
Devise strategies for lifelong well-being
Based on the role that physical activity plays in your life, develop a plan and strategies to ensure that physical activity has a positive effect on your lifelong well-being. You should: question and challenge assumptions about the relationship between the experiences; and the potential impact of the experiences on lifelong well-being; and make coherent and insightful judgements that build on the questions and challenges. As you do so consider:
Based on the role that physical activity plays in your life, develop a plan and strategies to ensure that physical activity has a positive effect on your lifelong well-being. You should: question and challenge assumptions about the relationship between the experiences; and the potential impact of the experiences on lifelong well-being; and make coherent and insightful judgements that build on the questions and challenges. As you do so consider:
- what you might be doing (tertiary study, work, overseas trip) and where you might be (at home, in a hostel, flatting) once you leave school and in later years, and explain how this may/may not affect your future participation in physical activity
- the assumptions you identified when critically evaluating your past experiences in physical activity, and explain how your awareness of these may (or may not) influence your future participation? How might this influence your lifelong well-being?
- the enablers and barriers you identified when critically evaluating your past experiences in physical activity, and explain how you will address these in the future
- any gaps or new experiences you may like to include in the future
- any physical activity experiences, routines, practices, or habits that you do not wish to include in the future
Step 4 - Hand in. Date due Friday 15th May 11.30am
Hand in will be as usual, 11.30am. Depending on if we are still in lock down will determine the way in which you hand in.
Still in lock down - Hand in by email to you teacher by 11.30am.
Out of lock down - Hand in at usual place in box outside PE office door.
Still in lock down - Hand in by email to you teacher by 11.30am.
Out of lock down - Hand in at usual place in box outside PE office door.
Links to info to help promote though and support assumptions
Supporting physical activity and mental Health
http://health.tki.org.nz/Media/Files/Benefits-of-regular-exercise-for-well-being-hauora
Challenging to much physical activity
https://mhanational.org/blog/risks-exercise-too-little-and-too-much-may-affect-psychological-health
Different influences and assumptions an physical activity (REALLY GOOD)
https://angemaligi.wordpress.com/category/task-two-challenging-trends-and-assumptions-in-physical-activity/
http://health.tki.org.nz/Media/Files/Benefits-of-regular-exercise-for-well-being-hauora
Challenging to much physical activity
https://mhanational.org/blog/risks-exercise-too-little-and-too-much-may-affect-psychological-health
Different influences and assumptions an physical activity (REALLY GOOD)
https://angemaligi.wordpress.com/category/task-two-challenging-trends-and-assumptions-in-physical-activity/