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Health and physical education - Coggle Diagram

- - - - Rather than consider ‘disabled parents’ or ‘disabled young people’, we thought about the discursively oppositional positioning of disability and sexuality (Liddiard 2012; Liddiard and Slater 2017; Slater 2012, 2015) and how this might lead to certain perceptions about disabled people’s family roles.
        
        Thoughts around gender fluidity and queerness in school PE games that require learners to be in teams based on boys or girls.
        
        Thoughts: structured literacy programs in schools are best practice for those with dyslexia. Is it ableist to NOT have a structured literacy program?
    - - NORMALCY - Davis contends that in order to understand ‘disability’, we must begin by examining the idea of ‘normal’. Indeed, he draws our attention to what he describes as the hegemony, or dominant, of the ‘world of norms’ (1995: 23). The world of norms is one in which intelligence, height, weight and many other aspects of the body are measured in comparison to the ‘normal’. In some disciplines, such as psychology and medicine, the ‘normal’ range is often depicted on a bell-shaped graph that offers a visual representation and statistical description of the limits of normal
        
        As Dyer (1997, 1) notes, ‘As long as race is something only applied to non-white peoples, as long as white people are not racially seen and named, they/we function as a human norm . Other people are raced, we are just people.’
      - understand ‘inclusion’ as complex, often contradictory and ongoing (not something that can be ‘achieved’): as Naylor (2005) puts it, ‘always a journey, never a destination’
      - Intersectionality - the confluence of different oppressions like gender, sexuality, race, ability etc. creating its own influence on one.
  - - - “Microaggressions are the brief and commonplace daily verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory or negative racial, gender, sexual and religious slights and insults to the target person or group” (Sue, 2010, p. 6).
        
        “Microaggressions are the brief and commonplace daily verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory or negative racial, gender, sexual and religious slights and insults to the target person or group” (Sue, 2010, p. 6). eight themes regarded the different types of microaggressions that are perpetuated against disabled people. These eight themes were: exclusion from the mainstream population, responses of astonishment from nondisabled others related to myths about disability, receiving the message from nondisabled others that disability or PWDs are inherently abnormal and undesirable, receiving the message from nondisabled others that disability and PWDs are burdensome, PWDs’ experience of nondisabled others who assume to “understand” or identify with the experiences of PWDs, responses of pity and apologies from nondisabled others, experiences with nondisabled others’ odd or awkward avoidance behavior, and experiences with intrusive behavior of nondisabled others who assume PWDs need assistance or lack ability.
        
        many participants spoke to how people had randomly stopped them to pray over them. This experience was then generalized into the item: “A stranger offered to pray for me based on my disability status.”
        
        Much time and energy is spent on empowering clients and students in different contexts, but it is also important that human service providers and educators acknowledge the pervasiveness of ableism. Simply telling disabled individuals to push through or move past these interactions is unhelpful—in fact, providers and educators may be among those unintentionally microaggressing their own clients. Rather, it is important to think more systemically about how the ongoing experiences of ableism affect disabled clients, as well as ways to better support people with disabilities on being resilient in an ableist society.
    - - Ableism
        
        is the system from which forms of disablism, hetero/sexism and racism emanate
        
        and has in mind a ‘species-typical’ human being. (page22)
        
        This can help tie to intersectionality in our assignment
        
        As Wolbring (2012: 79)
        
        puts it ableism in its general form leads to an ‘ability-based and ability-justified
        
        understanding of oneself, one’s body, one’s relationship with others within one’s
        
        species, other species and one’s environment’.
        
        Cognitive ableism - could tie to anxiety, adhd and asd etc . Values one kind of mind and ways of knowing
        
        Ableism clings to
        economic and ideological conditions.(p. 26)
        
        Ableism is part of our un/conscious everyday lives. We have internalised ableist
        values into the very heart of our ontological souls.
- - - - This moves inclusive education beyond the sense of simply integrating students with special education needs and disabilities into ‘mainstreamed’ settings (Brown 2016; Liasidou 2012). Instead, it asks that school communities adopt a more nuanced approach that supports reforms, which enable all young people to access education and social opportunities in schools (Mittler 2005). As part of this process, some have argued that inclusive education should promote participation by young people through involvement and choice rather than merely positioning them as passive receipts (Florian 2005).
        
        As part of the broader research project, we had collectively identified the dominance of a sport and games approach to PE in Joel’s school. This approach did not align with the intent of HPE in The New Zealand Curriculum (Ministry of Education, 2007), or meet the needs of all learners at the school.
        
        it was important to avoid providing students with predetermined ‘correct’ answers, and so in order to broaden understandings, a guided discovery approach (Mosston and Ashworth 2002) was drawn on as part of a process of co-construction.
        
        Co-constructing PE learning allows a teacher to truly understand where learners are at in PE and helps teach students what PE is meant to be about as outlined in the NZC and ongoing PLD. Giving opportunity for learners to recognise their movement choices in their leaisure time and equate that to movement at school.
        
        instead of doing cricket and softball, like the other classes were doing, our focus on aiming and accuracy meant we did activities such as tenpin bowling, darts, modified javelin, and other ‘games’ devised by students. The shared decision-making as to the sorts of activities we did ensure that Hamish could participate regardless of whether he was walking freely, using a frame, or in his wheelchair. In much the same way, when we focused on balance, it was very easy to include Hamish, who was able to build on his out-of-school therapy, and do exercises to help him with balancing. By taking the focus of the PE programme of sports and games, and used a more themed approach, it was significantly easier to provide differentiated learning activities and allow students to work in pairs or small groups to explore the learning focus. The major shift was that instead of thinking about the activity as the priority, I was more focused on what we were learning
        
        For example, in our work focused on balance, we collectively realised (with some guided discovery and some research on my behalf) that understanding principles such as a wide base of support, and positioning of centre and line of gravity was essential to all balancing. Therefore, understanding these principles became the learning focus and students could then explore these in a wide range of activities that they felt comfortable with. For some, this meant they progressed to unicycling and slacklining,5 while others stuck with balancing closer to the ground such as scooters, handstands, log rolling, pair balances, and Hamish focused on walking on lines, and balances with a pair or in a small group. The beauty was that everyone was doing balance, challenging themselves and each other toward progressing, all with a common learning focus. This approach appeared to reduce the anxiety associated with demonstrating their ability, or lack of, in front of the entire class.
        
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- - - - In regard to offering PE 'generic' learning and without environemtnal contextualisation: students are “moulded” to fit the prescribed, pre-set activity format, generally with personal or group development outcomes in mind. This typically occurs with limited regard for students’ unique capacities, interests, or identities; or the environmental, social, and cultural biographies of the places in which learning occurs. Paraphrase if needed.
        
        Furthermore, as Brown and Fraser (2009) note, the continued use of “highly orchestrated” “risky” activities not only means students are faced with a “ ‘do’ or ‘not do’ binary” (p. 71), but also have limited opportunities for learning authentic decision-making and self-responsibility given “expert instructors” cover off many risk management considerations.
        
        Outdoor education in HPE
        
        One-off camps at senior year levels in residential venues usually some distance from the school community
        •Often adventure, and/or an activity-based focus on camps
        
        •Tended to follow “custom and practice” and do what had always been done
        
        •Teachers generally determined and drove the programme, with some use of outside providers
        
        •Limited attention to the environment or fostering students’ relationships with the environment
        
        First, the importance of creating room for students to be actively engaged in co-constructing HPE learning opportunities. Secondly, the positive impact on student learning of regular HPE learning opportunities that were explicitly tailored to curriculum objectives. Thirdly, both teachers also acknowledged the creative stimulus and students’ heightened enthusiasm generated by the inclusion of a hut-building activity in the outdoors as part of an earlier unit on memoir writing.
        
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- - - - Nonlinear pedagogy (NLP) differs from common sports coaching/ PE teaching practices which are characterised by practice drills, which try to replicate perceived ‘perfect technique’. These practices typically require analysis of technique, plenty of instruction and feedback and careful management of the learner environment (Davids et al., 2008).
        
        In contrast, NLP focuses on manipulating the constraints that will allow skill development to emerge through semi- structured games or activities. In these semi-structured environments, the task and the environment is manipulated to allow learning and discovery- with regular checks from the teacher/ coach or peers through questioning. Davids et al (2008) uses the analogy of a gardener, who acknowledges that they cannot decide when and how a plant is going to grow, all they can do is create and continually develop an environment that is ideal for that plant (Davids et al., 2008)
        
        For example, if a classroom teacher who has a learning focus of ‘exploring how co-operation and competition affect people’s behaviour’ in the context of aquatic problem-solving activities, the learners will still be developing physical skills of moving through water (especially if the task is designed well) and be gaining deeper learning around social factors that influence activity, at the same time.
        
        This does not mean that skill development is no longer important or necessary, but we do have a duty of care for all students during HPE time to have a balanced focus on the development of self, and community as well as physical abilities
- - - - MoveWell places well-structured game experiences as
      - central to learning so that children’s learning extends
      - beyond the physical competencies and confidence to
      - play games. They also develop a sense of who they are
      - among others (an appreciation of their own strengths),
      - a sense of belonging (when accepted and appreciated
      - by others), and a sense of community (when valued by a
      - team or group (p. 4
      - PLAY IS CENTRAL TO LEARNING
        
        When playing games, they live in the moment and they learn to
        
        be creative, imaginative, expressive, skilful, cooperative, and active in pleasurable and fun
        
        ways. Children learn when they have fun, interact with others, learn through inquiry, and see
        
        themselves as being successful and valued team members
      - 2) Design Game Contexts
        
        When designing game contexts, teachers and coaches should aim to:
        
        • modify the activity to match the ability level of the children by changing the rules,
        
        equipment, groups, playing area, or demands of the task so that all children achieve
        
        success
        
        • cater to the different needs, interests, and abilities of all children
        
        • avoid elimination games
        
        • establish a positive environment in which children interact in a supportive and
        
        enthusiastic way
        
        • provide semi-structured, open game environments that lead to positive experiences and
        
        a sense of achievement for all children.
      - 3) USE GOOD PEDAGOGY
        
        Learning is enhanced when teachers and others actively engage in designing inclusive lessons,
        guiding children’s learning, and setting problems that engage them in inquiry and problem solving
        
        One way to
        
        achieve this is through using a simple ‘Let Me Play’ model to shape your support:
        
        Leave me to play – Just let me have a go and have fun so that I can work it out myself.
        
        Watch me play – Be there, be interested, and understand what I can do.
        
        Help me play – Give me the support I need in a way that allows me to work it out.
        
        Simplifying the activity while retaining the essential elements to ensure early success (retain
        
        the primary rules, set appropriate boundaries, use small teams, preferably providing some
        
        degree of ‘challenge by choice’ option for the children).
        
        Shaping the practice by manipulating the key variables to create the required learning
        
        environment (size of field, the ratio of attackers to defenders, opening or closing the rule
        
        constraints).
        
        Focusing the children’s attention on the key objectives with guided discovery. Ask inquiryfocused questions and set appropriate problem-solving tasks, with the specific goal of
        improving children’s success and enjoyment
        
        Enhancing practice by broadening or refining the skill expectations (perhaps by modifying
        
        the rules to quicken the pace or changing the playing parameters to create more open space
        
        or reduce it, depending on the learning goals)
        
        Focusing on the children’s needs, skills, and abilities is particularly relevant when
        
        considering disability. Aspects to think about include the surface area, colour contrasts,
        
        where the sun is, what equipment to use, and how best to make up the groups of children.
        
        Use guided discovery and problem solving
      - 4) FOSTER PERSONAL, SOCIAL, AND CULTURAL IDENTITY
        
        Explicitly teaching about caring, fairness, equity, active listening, and including others, as well as
        
        sharing and giving, adds collective strength to all. At the same time, we need to design learning
        
        situations that encourage children to be resourceful and resilient.
        
        Encourage and create fair learning environments
        Fairness is about equity not equality – it is not one rule for all.
        
        During games, children’s emotions can range from unabashed excitement
        
        and joyfulness to frustration and resentment. These scenarios should be seen as opportunities for learning
        
        because emotional investment in games allows children to engage in meaningful discussions about their feelings
        
        and experiences. This may involve sharing exciting ‘wow’ moments, or at the other extreme, it could mean them
        
        engaging in conflict resolution so that they learn how to manage this in appropriate ways.
      - 5)DEVELOP GAME PLAYING ABILITY
        
        Developing children’s game-playing ability helps to build the competence and confidence to
        willingly spend time playing, exploring, and enjoying games with others.
        
        Should you teach the correct technique?
        
        Our advice is that you should not start by teaching technique but rather develop the child’s understanding and
        
        willingness to play the game first (Leave me to play)
        
        If and when necessary, you can help children develop their
        
        abilities once you have understood the child’s needs (Watch me play, then Help me play) through short individual
        
        or small-group learning situations that can be designed into the game
      - About structuring sessions
        
        Begin each session with an active start. Children generally dislike being sent for a run to warm up. Instead, get
        
        them to select one of the games to achieve the purpose of the traditional ‘warm-up’. This focuses and motivates the
        
        children, increases body temperature, and uses joints and muscles through the range of motion needed to develop
        
        the game skills.
        
        Let children play. Learning takes time and good sessions provide plenty of enjoyable activity time for each child.
        
        While it may feel constructive to stop the game to provide lots of information and instructions, it is generally better
        
        to keep games active and encourage children to learn through questioning, inquiry, and guided discovery.
        
        CATEGORIES OF GAMES - link to all games and success criteria https://penz.org.nz/movewell/
        
        Invasion games
        
        Cooperative games
        
        Net/Wall Games
        
        Striking and fielding games
        
        Target games
        
        Challenge games
- - - - more
      - commonly decisions about curriculum and pedagogy in the name of H/health
      - Education are not necessarily being framed by the needs of the learners in any
      - specific context. Instead, what happens in classrooms may be constrained by
      - traditional notions of what constitutes H/health Education, legacy programming,
      - H/health education in primary schools 77
      - competing priorities, teacher confidence, teacher workloads and resource availability (Formby, 2011; Petrie et al. 2013a).
      - While internationally formal curricula have expanded the brief of
        
        H/health Education to include more holistic notions of health (and wellbeing),
        
        the above examples demonstrate there is still a tendency for tamariki to
        
        make sense of health in line with narrow, deficit, medicalised approaches
        
        to health. Their responses are reflective of school policies, classroom practices and pre-packaged resources and programmes focused on food, nutrition
        
        and physical activity, all of which are underpinned by broader public health
        
        discourses influenced by economic imperatives, neoliberalism and healthism
        
        School policies and learning activities that
        
        set out to support children to make ‘better’ health-related choices and resist
        
        ‘risky’ behaviours may seem well-intended. However, research by Welch,
        
        McMahon and Wright (2012) reveals that they can also end up negating
        
        pleasure, shutting off alternative knowledges and closing down the social
        
        and cultural benefits of foods. Yet, despite these concerning outcomes, many
        
        health promotion programmes also explicitly aim to position tamariki as the
        
        family health educator (Burrows, 2017).
        
        what we do in primary schools in
        
        the name of H/health education appears to have little impact amongst the extensive
        
        health messaging that swirls around tamariki as part of their everyday lives. Until
        
        schools, and individual teachers, are able to acknowledge that goals underpinned
        
        by healthism are deeply flawed, we will no doubt see a continuation of ‘risky and �
        
        H/health education in primary schools 81
        
        shameful pedagogies’ (Leahy, 2014, p. 171), focused on trying to make children
        
        healthy as opposed to teaching them about health (Gard & Leahy, 2009).
        
        learning health then is something one continuously does, a practice situated in one’s life rather than an outcome of any health
        education practice (Quennerstedt et al, 2010)
        
        5 more items...
- - - - RSE is different from sex education - It is easy to think they are the same thing. Learning about identity, the many things that influence our identity, and about other peoples identities and how to relate to them. RSE is about acknowledging our increasingly diverse society and developing our learners capacity to be accepting of themselves and others. There is also the requirement that the ways we teach are grounded in cultural responsiveness - honouring the cultures of our learners.
    - - School policies: Walk the walk if you are going to talk the talk. Uniforms, diverse staff, forms include non-binary pronoun options, inclusion of all ākonga in sports and making sure all staff understand. Less segregation based on gender binarys
      - Integrate into wider curriculum. Take frequent opportunities to enhance learning in all curriculum areas.
      - Cultural responsiveness: Māori, Pacific and others in the learning group. Consult with whānau.
    - - Te ao and tikanga Māori based learning - partnership, protection and participation. Partner with
        experts in the community, such as kaumātua.
        Traditional stories such as creation to delve into pūrākau (relationships)
        Te ira tangata conveys the idea of children’s
        physical and spiritual endowment and the need
        to nurture both in their education,
        Learn kupu for 'hoa' relationships and use correct terminlology
        identifying and exploring pūrākau and
        pakiwaitara (stories) that follow the lives and deeds
        of atua (spirit) and tuahangata (hero) or tuawahine (heroine) in
        terms of how they deal with concepts and
        issues related to RSE, such as consent,
        flirting, different types of relationships, and
        conception
        Understanding of the ways children are brought into a whānau - whāngai, atawhai, taurima.
        
        A saying, “Kia mātua rautia ngā tamariki”,
        
        expresses the idea that children should have
        
        many parents to love and nurture them.
      - Pacific peoples cultures understood and woven into the design of learning. Consultation with communities key at the school level. Consulting with pacific community in a way that does not interrupt vā (relational space). Sexuality and relationships can be considered tapu in many pacific cultures and should be treated sensitively. Remembering roles within families and the honour of sisters to brothers. Teaching sexuality though pacific cultural forms, including
        art, language, song, dance, drama, music,
        stories, and myths and legends, as well as dress,
        food, and other aspects of daily life.
        
        Promote the use of Pacific language terms in
        
        RSE. For example, fa‘afafine (Sāmoa), fakaleitī
        
        (Tonga), and ‘akava‘ine (Cook Islands) are all
        
        terms used to describe the traditional gender
        
        identities of males who identify themselves as
        
        having the spirit of a woman or as behaving
        
        like a female. It is important to recognise that
        
        these terms describe gender roles unique to
        
        the Pacific and do not fit neatly into Western
        
        categories.
        
        The culture should recognise and actively
        
        support the rights of those who identify as:
        
        • takatāpui, lesbian, gay, bisexual, queer,
        
        intersex, transgender
        
        • whakawāhine, tāngata ira tāne
        
        • māhū (Tahiti and Hawai‘i)
        
        • vakasalewalewa (Fiji)
        
        • palopa (Papua New Guinea)
        
        • fa‘afafine (Sāmoa and American Sāmoa)
        
        • ‘akava‘ine (Cook Islands)
        
        • fakaleitī or leitī (Tonga)
        
        • fakafifine (Niue and Tokelau)
        
        • other sexual and gender identities.
        
        This list is adapted from the Human Rights
        
        Commission (2020).
    - - What are some of the links forged between the underlying concepts of the HPE learning area and RSE (pp 26-29)?
        
        The concept of Hauora, attitudes and values, socio-ecological perspective, health promotion
        
        Integration into all areas of learning - suggested learning intentions. Science, technology, english, social science, history, maths, both HPE and RSE can integrate as well as require dedicated curriculum time.
      - What are your impressions and thoughts about the scope of curriculum RSE in Health Education, Physical Education and across curriculum (pp. 26-29 ) and the key learning statement suggestions for Levels 1 -4 (pp. 30-33)?
        
        OF NOTE:
        
        The Education Review Office has identified that schools with effective programmes spend at least 12–15 hours
        
        per year on sexuality education (ERO, 2007b). It is recommended that this learning is planned across the year
        
        and that appropriate and diverse resources are used to engage ākonga.
        
        I like the simplicity of Ko Au, Ko aku hoa and ko tōku ao to frame learning at all levels 1-4.
        
        I imagine a teacher could split 12 hours into 3 sections to make best use of time. 4 hours per year on each area of RSE.
        
        Split further, 1 hour per term on each area.
        
        2 x 30 minute sessions (6 x 30 min sessions all up) planned for and allocated specific time for.
        
        Although, my MT cretaes time for health learning everyday. Not the depth of this learning though.
      - To finish, follow the link to the RSE Resource Collection on TKI and browse any of the resource documents there that you wish. Then consider the Effective pedagogy in RSE teacher resource including the section on teaching strategies and activities and choose 3 that you think might be relevant for your current class that you will share with a peer in the workshop.
        
        3
        
        Digital fluency
        
        and citizenship
        
        See TKI information on
        
        Digital Fluency or the
        
        Netsafe Kit
        
        Learning strategies for being safe online and learning how to
        
        respond or take action if distressing material has been received or
        
        viewed online
        
        2
        
        Debate, neutral chair
        
        debate
        
        Using the format and principles of a debate to explore different
        
        sides of an issue, such as an ethical issue related to RSE
        
        1
        
        Scenario-based activities
        
        using a talking or
        
        discussion frame of
        
        questions to help unpack
        
        the situation
        
        Analysing a range of sexual relationship situations to determine if
        
        consent was given and, where it was not, what needs to change for
        
        promoting healthier, safer relationships