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Energising Lives: Physical Literacy in Perspective through the Lifespan Len Almond BHF National Centre for Physical Act

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Energising Lives: Physical Literacy in Perspective through the Lifespan Len Almond BHF National Centre for Physical Activity and Health May 19 th 2008. Three Questions about Physical Literacy. What is Physical Literacy What relevance does it have to? Individual lives

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slide1

Energising Lives:

Physical Literacy in Perspective through the Lifespan

Len Almond

BHF National Centre for Physical Activity and Health

May 19th 2008

three questions about physical literacy
Three Questions about Physical Literacy
  • What is Physical Literacy
  • What relevance does it have to?
    • Individual lives
    • Teachers and the PE Curriculum
    • Movement specialists’ perspectives on their role
  • How do we promote it?
    • What messages do we project?
    • Pedagogy
      • The art and science of reaching people
      • The art and science of engagement
tasks for today
Tasks for Today
  • Part 1 Why do people avoid physical activity?
  • Part 2 A Positive Perspective
  • Part 3 Practical Illustrations
  • Part 4 Pedagogy
  • Finally Return to my three questions
three problems
Three Problems
  • Poor understanding
  • Low Priority
  • Not Valued
participation levels
Participation Levels
  • 35% of men
  • 24% of women

Achieve 5 x 30 minutes of moderate activity each week

70% inactive

Health Survey for England 2004

understanding
UNDERSTANDING
  • ONLY 10% of general public and 16% of professionals understand the public health and well-being message for physical activity
no time or low priority
No Time or Low Priority?

Public Health Message

Adults: 2% of your day

Overweight/Obese older adults 4% day of your

Most adults spend 19.3% of their day in front of a screen – adults in third age much longer

however
However
  • 62% of people reported that they would not be motivated to exercise even if their life depended on it

BHF YOUGOV survey September 2007

inactivity impairment

Inactivity Impairment

The Consequences of inadequate Physical Literacy

personal responsibility a myth
Personal Responsibility: A Myth?

What are the implications in the rise of:

  • Personal Trainers
  • Health Trainers
  • Life Coaches
  • Mentors
  • What has happened to Expert Patients?
promoting physical activity enabling a person to flourish
Promoting Physical Activity : enabling a person to flourish

Well-being Resource

  • Have more energy, dynamism, vitality, and resourcefulness

Enrichment: enriching lives

  • Widen perspectives
  • Extend capabilities
  • Enhance quality of living

Reserve

  • Recover more quickly from major illness, stress, hospital treatment
we want people to
We want people to

Love being Active

this is an educational role for physical literacy through the lifespan
This is an Educational role for Physical Literacy through the Lifespan
  • Cultivate
  • Nurture
  • Cherish
  • NOT Squander

So that people:

  • Understand
  • Appreciate
  • Value
consequences of not valuing physical literacy older adults
Consequences of Not Valuing Physical Literacy: Older Adults
  • Sarcopenia
  • Inactivity Impairment
  • Loss of independence
  • Closed Horizons
  • Poor quality of living
slide21

Inactivity –the consequencesProportion of women aged 70+ able to walk for different periods of time and lengths of walk,

100

1/4 of a mile or more

80

30+ min

60

15,<30 min

5,<15 min

40

<5 min

20

0

70-74

75-79

80+

80+

70-74

75-79

Age

slide22

70 yr old females

active, strength-trained

sedentary

The same difference in muscle size is seen between a 30 and an 80 yr old

(Adapted from Sipilä & Suominen

Muscle Nerve 1993;16:294)

moving more often

Components:

Games People Play

Walk with Me

Out and About

Just Me

Dance with Me

Chair Chi

Wii

Gardening

Care Homes Olympiads

Moving More Often

consequences of not valuing physical literacy early years
Consequences of Not Valuing Physical Literacy: Early years
  • Sedentary Children
  • Inactivity impairment
  • Major increase in fat between 3 and 7 (adiposity rebound)
  • Narrow perspective on children’s movement education (lack of energetic activity and skilful)
  • Closed Horizons
physical development foundation curriculum
Physical Development:Foundation Curriculum
  • Move with confidence, imagination and in safety.
  • Move with control and co-ordination
  • Travel around, under, over and through balancing and climbing equipment
  • Show awareness of space, of themselves and of others
  • Recognise the importance of keeping healthy, and those things which contribute to this
  • Recognise the changes that happen to their bodies when they are active
  • Use a range of small and large equipment
pedagogy

Pedagogy

The art and science of engagement with people for productive learning

to raise participation levels teachers need to
To raise Participation levels teachers need to:
  • Reach out and connect with young people particularly those who are sedentary and underserved.
  • Engagethem productively, enthusiastically and in a caring environment.
  • Draw Out keep them interested and wanting more.
  • Stretch extend them
  • Generate a longer term commitment to sport, dance and any form of physical activity.
well being as enablements capabilities
Well-being as Enablements/Capabilities
  • What a person has
  • What they can do with what they have
  • How they think about what they have and can do
this is an educational role for physical literacy
This is an Educational role for Physical Literacy
  • Cultivate
  • Nurture
  • Cherish
  • NOT Squander

So that people:

  • Understand
  • Appreciate
  • Value
three questions about physical literacy34
Three Questions about Physical Literacy
  • What is Physical Literacy: need for an alternative model
  • What relevance does it have to?
    • Individual lives Language
    • Teachers and the PE Curriculum Language and Focus
    • Movement specialists’ perspectives on their role Language and Focus
  • How do we promote it?
    • What messages do we project? Needs to rethought
    • Pedagogy
      • The art and science of reaching people
      • The art and science of engagement
physical literacy critique
Physical Literacy Critique
  • Language
  • Assumes a rounded model of physical literacy which is missing in exercise implementation
  • Focus on movement competence
  • Missing ingredients
    • Physical Literacy as Therapy
    • Energy systems
    • Neuro-science insights
physical literacy has three characteristics
Physical Literacy has three characteristics:
  • A Love of being physically active
  • The physical competence, motivation, confidence and understanding to:
    • perform a range of physical tasks necessary for everyday living
    • appreciate and value being physically active on a regular basis
  • Maintain this commitment at an individually appropriate level throughout life.
it has the power to
It has the power to:
  • Energise lives
  • Enrich lives and enhance the quality of everyday living
  • Be a therapeutic tool
  • Treatment and managements of specific medical conditions
  • Restoring functional capacity to an optimal level
  • Healing (not in a religious connotation)
  • Personal growth

It implies Personal Responsibility for one’s well-being.

slide38

Thank You

With your help we can promote

Physical Literacy

YOU REALLY CAN MAKE A DIFFERENCE

contact
Contact:

Len Almond

Foundation Director

BHF National Centre for Physical Activity and Health

Website: www.bhfactive.org.uk

Tel: 01509 611473

Email:len.almond@btinternet.com

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