Physical Education Unit 2 AOS 1

physical activity

any movement of the body produced by skeletal muscles, resulting in energy expenditure

Types of physical activity

-play

-games

-sports

-active transportation

-chores

-exercise

-recreational activities

play description, characteristics and examples

activities engaged in for enjoyment and recreation rather than a serious or practical purpose.

-spontaneous

-enjoyable

-flexible

-intrinsically motivated

Examples:

-playground games

-monkey bars

-sandbox play

games description, characteristics and examples

activities engaged in for enjoyment

-rules exist

-goal-oriented

Examples:

-virtual reality

-octopus tag and yard games

sports description, characteristics and examples

activities involving physical exertion and skill, in which an individual or team competes against another for entertainment

-highly organised

-structures

-strict rules

-competitive

Examples:

-AFL

-basketball

-soccer

-tennis

informal sports description, characteristics and examples

self-organised activities with adaptable rules and organisation

-self-organised

-casual

-flexible rules

-less structured

-operates independently from formal structures

Examples:

-street soccer

-3 on 3 basketball

-beach cricket

-spikeball at the beach

active transportation description, characteristics and examples

travel between destinations that involves physical movement

-practical

-purpose-driven

Examples:

-walking

-cycling

-running

-skateboarding

exercise description, characteristics and examples

activities requiring physical effort that are carried out to sustain or improve health and fitness

-health-focused

-routine

-involves physical exertion

Examples:

-aerobics

-weightlifting

-running

-cycling

chores description, characteristics and examples

routine tasks for example, jobs done around the home

-repetitive

-task-oriented

-necessary

Examples:

-gardening

-cleaning

-grocery shopping

recreational activities description, characteristics and examples

leisure activities. Leisure is discretionary time, which is time outside of work and study commitments.

-relaxing

-fun

-diverse

Examples:

-fishing

-dancing

-skydiving

-surfing

-paragliding

-hot-air ballooning

-scuba diving

physical inactivity

a lack of involvement in physical activity during an individual's leisure time.

sedentary behaviour

behaviour associated with sitting or lying down, including activities such as watching television, working or playing on the computer, driving or sitting in a car, bus or train. It also includes homework, studying or reading.

Enabler

something that makes it possible for a particular thing to be done

Barrier

something that prevents progress or makes it difficult for an individual to achieve something

Family enablers and barriers

Enablers:

Role models- active family members modelling physical activity

Resources- providing access to sports equipment and coaching

Encouragement- verbal encouragement and support for physical activities

Shared activities- inclusion in shared activities such as hikes or bike rides

Opportunities- creation of opportunities for physical activity through active family members

Barriers:

all the same but put "lack of" at the start

Peer enablers

Motivation to participate- desire to be a part of a friendship group

Support and encouragement- providing essential support and encouragement, vital for staying active, especially during recovery from injuries

Accountability and performance- friends can serve as gym buddies, fostering accountability for regular exercise, and competitive but friendly rivalries can enhance performance

Peer barriers

Social exclusion- in skill based sports, not matching the proficiency levels of friends can diminish motivation and lead to avoidance of physical activity

Undervaluing physical activity- if the peer group undervalues physical activity in favour of sedentary activities, such as video gaming, individuals are likely to mirror these habits, reducing physical activity levels

Socioeconomic status enablers

Income- high incomes facilitate access to a diverse range of exercise facilities and equipment

Occupation and education- higher levels of occupation status and education lead to a greater understand of the benefits of physical activity

Access to equipment- higher SES provides the ability to afford personal fitness equipment or gym memberships

Socioeconomic status barriers

Income- low incomes may restrict access to exercise facilities and equipment

Chronic diseases- having lower SES is associated with higher rates of chronic diseases, hindering physical activity

Transportation- having lower SES may limit efficient transportation options to physical activity venues

Gender barriers

Role models- women are underrepresented in sports, leading to lack of advocacy for women's needs

Gender stereotypes- prevailing stereotypes deter women from participating in activities perceived as 'masculine'

Limited opportunities- societal norms constrict opportunities for women, such as men occupying women's playing areas

Media coverage and sponsorship- limited media coverage leads to fewer sponsorship opportunities

Cultural norms enablers

Multilingual information- providing program details in multiple languages to improve accessibility

Role models and awareness- promoting multicultural role models and awareness programs

Cultural accessibility- adjusting programs to be culturally sensitive and inclusive

Community enablers

Availability of sports- regional preference can boost participation and interest in these sports (eg. rugby in QLD)

Safety- safe communities that cater to the needs of the public are more likely to see increased physical activity.

Community barriers

Availability of sports- in country towns, it can be challenging to find enough people to fill sporting teams, which reduces opportunities

Safety- high crime rates may deter people from engaging in outdoor activities such as running, walking, or bike riding, due to safety concerns.

METs (metabolic equivalents)

commonly used to express the intensity of physical activities. A MET is the ratio of a person's working metabolic rate relative to the resting metabolic rate. Your MET level would be 1 if you were generally sedentary (e.g. lying down, reading or sitting and talking). Participation in an activity of moderate intensity would result in a MET level of 3-6.

Physical benefits of regular physical activity

-healthy body weight

-boosted immune system

-reduced health risks

-stronger muscles

-improved cardiorespiratory system

-healthy bones

-increased energy levels

Mental benefits of regular physical activity

-self-confidence

-self-esteem

-positive thought patterns

-reduced stress levels

-improved thinking and information processing

Emotional benefits of regular physical activity

-positive mood

-resilience

-appropriate display of emotions

Social benefits of regular physical activity

-improved communication skills

-reduced feelings of isolation and loneliness

-wider exposure to new people

-improved relationships

-increased trust in others

Spiritual benefits of regular physical activity

-deepened connection to nature

-enhanced sense of mindfulness and spiritual awareness

-elevated state of serenity

-improved sense of belonging

Type 2 diabetes

a condition that affects how the body uses sugar (glucose) for energy and stops the body from using insulin properly.

(inability of the pancreas to control blood sugar levels)

-generally caused by lifestyle choices

-positive lifestyle choices that people can make include eating more nutritious foods, reducing kilojoule intake and engaging in more physical activity.

Osteoporosis

characterised by a reduction in bone density

children and adolescents are strongly encouraged to develop the largest bone density possible by:

-ensuring sufficient calcium intake (dairy foods, vitamin D from the sun.)

-weight-bearing activities such as soccer, running and netball. High impact actions such as jumping (e.g. in gymnastics or dance) and jumping rope develop bone growth.

Cardiovascular disease

A collective term that covers diseases of the heart and blood vessels.

-a range of lifestyle choices that individuals can make to decrease the risk of cardiovascular disease, such as not using tobacco products and consuming a healthy diet, which is low in saturated fats.

-Physical inactivity is also a major risk factor for cardiovascular disease. By making healthy lifestyle choices, such as eating well and exercising, other risk factors for cardiovascular disease can be controlled

Obesity

-two out of three Australian adults are overweight or obese

-individuals carrying excess fat (adipose) tissue

-this is the result of an energy imbalance

-energy expenditure depends on duration and intensity

Cancer

a term to describe the abnormal growth and multiplication of the body's cells.

-there is a link between some cancers and overweight and obesity

-regular physical activity can help maintain body weight and therefore decrease the risk of cancer.

Physical activity recommendations 0-5 years

Infants (0-1)

-supervised interactive floor based play

-at least 30 mins of tummy time over the course of the day while awake, including moving their arms and legs

-reaching and grasping objects

-crawling

-pulling up into standing position

-walking (in some cases)

Toddlers and children (1-5)

-get at least 3 hours of various physical activities each day, including energetic play (running, twirling and jumping, dancing)

Sedentary behaviour and screen time recommendations 0-5 years

-no screen time for children under 2

-no more than 1 hour a day for children aged 2-5

-toddlers should not be restrained from more than one hour at a time

-inactivity should involve educational activities, such as reading, singing or painting.

Physical activity recommendations 5-17 years

-at least 60 minutes of moderate/vigorous activity every day

-at least 3 days/week, incorporate activities that strengthen muscle and bone (eg. running, climbing, lifting weights)

Sedentary behaviour, sleep and screen time recommendations 5-17 years

-no more than 2 hours of sedentary recreational screen time

-break up long periods of sedentary behaviour

Sleep:

-children aged 5-13 get 9-11 hours uninterrupted

-young people aged 14-17 get 8-10 hours uninterrupted

-have consistent sleep patterns

-avoid screens 1hr before bed

Physical activity recommendations 18-64 years

-should be active most days, preferably every day

-either 2.5-5 hours of moderate physical activity, or 1.25-2.5 hours of vigorous physical activity

-include muscle strengthening 2 days/week

Sedentary behaviour recommendations 18-64 years

-reduce the time you spend sitting

-break up long periods of sitting

Physical activity recommendations 65+ years

-at least 30 minute of moderate physical activity on most or all days

-can start with just 10 minutes and build up if physical activity is difficult

-incorporate muscle strengthening activities

Sedentary behaviour and screen time recommendations 65+ years

-reduce/break up time sitting down

Physical activity assessment tool: diaries

a subjective method of assessing levels of physical activity and sedentary behaviour. Diaries can capture information about the individual's activities, including how often, how hard and how long they exercise for, along with the exercises they tend to do. They can also help to understand underlying patterns (eg. enablers and barriers)

Advantages of diaries

-can be used to record information whenever it is desired by those administering the test

-the person filling out the diary doesn't have to recall information over a prolonged period, improving accuracy

-ease of administration

-low cost

Disadvantages of diaries

-may become a burden to the person as they have to input information regularly

-respondents become reactive to the present of the assessment tool and therefore temporarily increase their physical activity levels

-prone to social desirability bias

-compared with surveys, diaries tend to have less prescriptive questions, and it is therefore harder to compare responses from different people

Physical activity assessment tools: wearable devices

an objective measure of physical activity. devices equipped with sensors, processors, memory and software with algorithms.

-help users understand their movement patterns over time and improve their daily lives, which includes preventing injuries from excessive overload.

-often feature accelerometers and inclinometry

-increasingly personalised, enhancing the accuracy of data collected.

Advantages of wearable devices

-can provide rich real-time data for the individual

-have the capacity to measure physical activity and sedentary behaviour

-has the capacity to measure any dimension

-can be used in many different contexts (eg. outdoor, water, remote locations and inside)

Disadvantages of wearable devices

-can be expensive (especially those with advanced features)

-can still cause some reactivity (although less than other tools such as pedometers)

-individual differences in physiology may lead to inaccurate results

-some people many find it challenging to use the technology in a meaningful way

Physical activity assessment tools: digital tools

an objective measure that includes tablets, computers and smartphones. It uses application and software programs to track physical activity and sedentary behaviour levels. (eg. Strava is an app that many athletes use to measure their progress over time)

Advantages for digital tools

-has the capacity to measure physical activity and sedentary behaviour

-allows individuals or coaches to review in-depth data to make future decisions about physical activity

Disadvantages for digital tools

-can be expensive (especially those with advanced features)

-some people may find it challenging to use the technology in a meaningful way

-requires continual internet access, which may be difficult in some locations

subjective

judgement made by an observer with a set criteria

objective

judgement that is based on something that can be measured by units of time, distance or some other measurements/units

Health related fitness components

-aerobic power

-muscular strength

-muscular endurance

-flexibility

Aerobic power

the maximum rate of energy production from the aerobic energy system

Aerobic power is important for

-active transport

-endurance activities, such as marathons

-most team sports, such as AFL

-some active play, such as tiggy

Muscular strength

the peak force that a muscle can develop

Muscular strength is important for

-arms on the monkey bars

-legs while climbing stairs

-weightlifting

-core, back and arms doing landscaping/gardening

Muscular endurance

the ability of a muscle group of muscles to sustain repeated or sustained contractions against resistance for an extended period

Muscular endurance is important for

-arms, legs and abdominals for a tennis player in a long rally

-abdominals during a static hold such as a plank

-legs walking up a long hill

Flexibility

the range of movement around a joint

Flexibility is important for

-gymnastics

-ballet

Functional Movement Assessment (FMA)

involves observing the participant through a variety of movements to inform the design of a physical activity plan

What the FMA does

involves an observation of the participant through a variety of physical movements, which are then evaluated to determine the efficiency of their movement in preparation for prescribing safe physical activity within a personalised activity plan.

(lower score=increased risk of sustaining musculoskeletal injury)

Results should be valid, accurate and reliable

Frequency (FITT)

how often per week physical activity is completed

Intensity (FITT)

level of physical exertion or how hard you work (light, moderate, vigorous)

Type (FITT)

the mode of activity being undertaken (eg. aerobic, such as cycling)

Time

how long you are active for, usually measured in minutes.

SMARTER Goals

Specific

Measurable

Accepted

Realistic

Time-framed

Exciting

Recorded

Specific (SMARTER)

make your goals as specific and detailed as possible

Measurable (SMARTER)

your goals should be measurable and assessed against a standard of previous performance, otherwise there is no way of determining whether or not you have achieved them

Accepted (SMARTER)

all of the parties involved in the setting of the goals (eg. the individual, trainer, coach) should accept them

Realistic (SMARTER)

your goals need to be challenging, but also achievable. Goals should be framed in a positive manner and focused most importantly on improvement.

Time-framed (SMARTER)

short-term and long-term goals should be set and there should be a specific date for when they will be achieved.

Exciting (SMARTER)

the goals set should challenge, excite and inspire the individual

Recorded (SMARTER)

the agreed goals should be recorded by the individual and trainer/coach so as to provide a constant reminder and to act as a source of motivation.

physical activity plan vs activity plan

A physical activity plan focuses on increasing movement and physical activity for health benefits, while an activity plan is a broader concept that can encompass various activities, including those related to work, hobbies, or daily life.

socio-ecological model

a framework used to develop, implement and critique health-promotion strategies aimed at improving health by promoting physical activity and limiting sedentary behaviour

Individual (SEM) and examples

learning the benefits of this particular exercise routine from the teacher/instructor promotes a positive attitude towards movement

Eg. beliefs, perceived barriers, age, gender.

Individual factors (SEM) the influence on PA and SB

Knowledge and education- understanding the benefits and consequences of physical inactivity

Perceived barriers- obstacles that a person believes in stop them from engagement in physical activity (eg. lack of time)

Motor skills- the ability to perform physical tasks that require voluntary movement from the muscles

Social environment (SEM) and examples

encouraging peers to exercise together can help reinforce a positive attitude.

Eg. family, peers, SES of community, cultural norms and background

Social factors (SEM) that influence on PA and SB

Family- the activity levels of parents and siblings serve as models for children, influencing their physical activity habits. Family support through funding and transportation is also significant.

Peers- peers of similar age can positively or negatively influence an individual's activity levels, through encouragement or the lack of it.

Social support- living in a community with strong social support networks can encourage greater levels of physical activity

Physical environment (SEM) and examples

a location that allows physical activity (eg. gymnasium with enough space) helps create and active lifestyle.

Eg. safety, availability and access to sport and recreation facilities

Physical environment (SEM) influence on PA and SB

Availability and access- the presence of parks, playgrounds, tracks, gymnasiums and sports fields can encourage physical activity by providing the necessary infrastructure for a variety of sports and exercises.

Aesthetics- refers to the perceived qualities of a particular facility or environment. The visual and physical appeal of an environment or facility can enhance or diminish the desire to engage in physical activities in that space.

Geography- refers to Earth's landscapes, environments, and relationships between people and their surroundings.

Policy (SEM) and examples

funding for equipment that supports the activity (eg. mats to exercise on), encourages physical activity behaviour

Eg. urban planning policies, education policies, funding policies

Policy (SEM) influence on PA and SB

Urban planning policies- policies mandating land reservation for parks and gardens, and the inclusion of footpaths and bike paths in urban design influence physical activity levels

Education policies- rules enforced by schools can either promote or deter physical activity, including compulsory PE classes, sports equipment provision and bike rack access. Conversely, restrictions on sports uniforms. certain grounds and access to equipment for safety reasons can deter activity

Workplace policies- policies in the workplace that encourage physical activity, such as walk and talk meetings, discouragement of elevator use and provision of standing desks.

Evaluating activity plans (flow chart)

Was the plan effective?

Yes (many positives, met goals, met individual needs) -> maintain positive aspects, but consider applying some variety to maintain motivation. (eg. change location of run)

Somewhat (some positives, not fully meet goals, did not improve PA or SB)

No (negatives, did not meet goals or individual needs) -> critically review the negatives and make necessary changes (maybe repeat FMA or gather extra info from participant)

Evaluation of activity plan steps

1. Record current levels of physical activity and sedentary behaviour

2. compare the current levels to initial levels. Personal reflections should include information regarding the impact of physiological, psychological and sociocultural factors.

Borg Rating of Perceived Exertion (RPE)

used to subjectively measure how hard your body works during physical activity. It uses numbers to rate how much effort an activity takes. The RPE scale can help you manage exercise intensity and improve cardio training and endurance.

Contemporary issue: hormonal considerations

Hormones are chemicals that help to control many functions in your body. Hormones circulate through your blood to your organs, skin, muscles and other tissues. Hormonal considerations are an intrapersonal issue, meaning it is an issue that occurs within oneself, either physiologically or psychologically.

One of the issues associated with hormones in sport is the little research that has been completed regarding the effect of the endocrine system of the female athlete has on sporting performance. The menstrual cycle has not only a physiological impact on the female body, but also a sociological impact on female participation, engagement and performance in physical activity and sport.

Hormonal Considerations Strategy 1: I'm an Athlete. Period.

Aim

to remove the taboo associated with menstruation and increase awareness of the barriers women face to do with menstruation in sport.

Hormonal Considerations Strategy 1: I'm an Athlete. Period.

What does this strategy do?

They provide workshops and seminars that are centred around menstruation education and debunking myths surrounding the topic. They also provide online content and panel discussions that involve elite female athletes discussing periods, in an attempt to destigmatise menstruation discussions, particularly in sport. They are partnered with groups such as TABOO period products to gain a wider audience to empower female athletes.

Hormonal Considerations Strategy 1: I'm an Athlete. Period.

How can individuals or groups get involved with this strategy?:

Individuals: talk about it, share experiences, educate yourself and others, track your cycle, embrace period-friendly gear. Groups: implement period friendly policies, provide education and resources, create safe spaces, address the stigma, train coaches, support period-related needs, celebrate female athletes

Hormonal Considerations Strategy 1: I'm an Athlete. Period.

What levels of the social-ecological model does this strategy target? How does it do that?

The strategy primarily focuses on changing the social environment, by working to change community and cultural norms, and breaking the stigma surrounding periods.