Activity 6: Contemporary Trend in New Zealand or Internationally
This blog uses Rolfe et al’s (2001) reflective model
consisting of three key questions: What?
So What? and Now What? The global trend under
consideration is declining levels of physical activity in the face of advancing
technology and increased leisure time.
What?
The KPMG Australia (2014) report suggests, “in the United
States, 47% of jobs could be automated within 20 years” (p.26). Equally, the NIC (2017) report noted that, “automation,
artificial intelligence (AI), and other technological innovations threaten the existence
of vast swaths of current jobs” (p.14).
Hand in hand with this, societal trends are leading to less, not more
physical activity. While declining rates
of physical activity are complex, there is little doubt across the literature
that the implementation and assimilation of technology into society has caused
global changes in physical activity levels (Nigg, 2003; Hallal, Anderson, Bull
et al, 2012; Pelotas, Pelotas, Hallal et al (2012). This tends to result in increased leisure
time as work time has declined. However,
this leisure time is being used increasingly for sedentary pursuits rather than
purposeful or meaningful physical activity.
Increasingly sedentary lifestyles are associated with a number of
non-communicable diseases such as heart disease, Type II diabetes, obesity,
stroke, and mental illness. The NIC
(2017) report suggests such diseases will, “far outpace infectious diseases
over the next decades” (p.25). At
present they account for over 36 million preventable deaths per year (Durstine,
Gordon, Wang & Luo, 2013).
So What?
As a teacher of Physical Education, increasingly students
are presenting with poor physical literacy.
Their confidence to engage with activities is less because their
movement vocabulary is declining. It is
unfortunate that if a student’s literacy in the generally accepted use of the
word was declining, there would be a raft of interventions put in place to
address it. Regrettably, this is not the
case with physical activity. Participation
rates in physical activities (inclusive of sport and exercise) is declining
both nationally and internationally (Kohl, Kohl, Lambert et al, 2012). The more affluent the country, the greater
the levels of decline. Looking further, parents who do not model physical
activity as an important and normal part of their lifestyle to their children,
merely adds to the issue. Too often
technology is used as a babysitter or easy out to entertain/mind children
rather than taking the time and making the effort to be physically active with
them. With increasing pressure on the
health system as a result of aging populations and other environmental factors,
it is likely society will move towards a healthism approach towards health
care. That is, it will become the
personal responsibility of individuals to look after their own health with
respect to non-communicable diseases – physical activity as preventative
medicine will come to the fore.
Now What?
As teachers, parents and role models, we should be stressing
the importance of physical activity both now, and in the future. Its value should be a part of other subject
areas where trends and patterns within society are examined. Physical Education itself within schools
should occupy the same degree of importance as literacy and numeracy. Leveraging technology itself will become
increasingly valuable. Fitness devices,smart clothing and the gamification of physical activity will only continue to develop. However, in the long term, we
need to bring about an attitudinal change in society if we want to see sustainable
outcomes. Regrettably, our rising
obesity, Type II diabetes and cardiovascular heart disease rates speak of a
society that is ambivalent towards the future it is shaping for itself in the
face of overwhelming evidence.
References:
Durstine, L. J., Gordon, B., Wang, Z., & Luo, X. (2013). Chronic disease and the link to physical activity. Journal of Sport and Health Science, 2(1), 3–11. https://doi.org/10.1016/J.JSHS.2012.07.009
Hallal, P. C., Andersen, L. B., Guthold, R., Haskell, W., & Ekelund, U. (2012). Global physical activity levels:surveillance progress, pitfalls and prospects. The Lancet, (380), 247–257. https://doi.org/10.1016/S0140-6736(12)60646-1
Kohl, H. W., Phd, L., Kohl, H. W., Craig, C. L., Lambert, E. V., Inoue, S., & Kahlmeier, S. (2012). The pandemic of physical inactivity: global action for public health for the Lancet Physical Activity Series Working Group* The pandemic of physical inactivity should be a public health priority. The Lancet, 380(380), 294–305. https://doi.org/10.1016/S0140-6736(12)60898-8
KPMG Australia. (2014, May 22). Future State 2030 - Global Megatrends.[video]. Retrieved from https://www.youtube.com/watch?v=im5SwtapHl8
Lineham, C. (2018). Physical Activity & The Rise of
Technology in the 21st Century. Retrieved 21 March 2018, from
http://mindlabpracticeclineham.blogspot.co.nz/2018/03/physical-activity-rise-of-technology-in.html
National Intelligence
Council. (2017). Global trends: The Paradox of Progress. National Intelligence
Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf
Nigg, C. R. (2003). Technology’s influence on physical activity and exercise science: the present and the future. Psychology of Sport and Exercise, 4(1), 57–65. https://doi.org/10.1016/S1469-0292(02)00017-1
OECD. (2016) Trends
Shaping Education 2016, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en
Pelotas, U., Pelotas, B., Hallal, P. C., Andersen, L. B., & Ekelund, U. (2012). Physical Activity 1 Global physical activity levels: surveillance progress, pitfalls, and prospects for the Lancet Physical Activity Series Working Group* Physical activity in a changing world. The Lancet, 380(380), 247–257. https://doi.org/10.1016/S0140-6736(12)60646-1
Perfectionist, T. (2018). Toasted Skin Syndrome | Wassup, Doc? Wassupdoc.wordpress.com. Retrieved 7 March 2018, from https://wassupdoc.wordpress.com/tag/toasted-skin-syndrome/
Reflective model according to Rolfe et al. - Nicole Brown.
(2015). Nicole Brown. Retrieved
7 March 2018, from
http://www.nicole-brown.co.uk/reflective-model-according-to-rolfe/
Very thought provoking! Especially in NZ when we a "top of the charts" in world for childhood obesity. What is also worth looking into is the impact of physical activity on mental health as a strategy to combat depression, mental illness and youth suicide (Sadly, yet another NZ chart topper for the world ).
ReplyDeleteI also just wanted to let you know how much I enjoy reading your blogs and your slant on education. Often when I attempt to embark on an activity, you have already completed it. I look at yours to ensure that I am on the right track and have an accurate understanding of the task. So thanks for being so on-to-it, punctual and informed. You are really helping me in my study. I am very grateful.
Sarah. That is very kind of you to say so. I suppose this is what they call investing in social capital. We want to help other people and like it when other people comment and take notice. You are right that a lot of the issues we face around mental illness etc could have a basis in a lack of physical activity. On the flip side, we make the assumption that physical activity, sport and exercise are good for mental well-being when for a number of people it is quite the opposite. Sport for example may teach us teamwork, the importance of working hard, how to win with grace and lose with dignity, but it also teaches over competitiveness, how to cheat, selfishness, egocentrism and a lack of respect for others. That is why in Physical Education in our school we have moved from a sport based PE programme to a thematic one. There are broad themes and a range of skills within each theme such as dance, orienteering, theory, gymnastics, striking skills, invasion skills etc. The programme is now far more inclusive than exclusive and everyone finds something in the programme that resonates with them. After all, sport is good for sporty kids, but physical activity is good for everyone.
DeleteThanks for these thoughts Craig. I find that children with special needs are not acommodated well in most school physical activity. While they love swimming as a general rule, they struggle with many team events and joining in. Many also struggle with the concept of "losing". While it is great to increase physical activity we need to constantly evaluate what we are offering and the balance of curriculum objectives. If they have delicate mental strength physical things can be one of the biggest triggers for a good or sad day. Sometimes including them as a referee in a game or ipad photographer can offer them inclusion opportunities without the stress and competition of complete participation although of course then they miss the full value of the physical exhertion.
DeleteHi Craig, the trend is clear of using technology as babysitters across the world and a general decline in physical activity. You have raised important issues and found a suitable picture to represent it! I like how you have mentioned the fashionable trends that do not necessarily lead to sustained action also how you have discussed the importance of role modelling those desired behaviours. Teachers are expected to do this elsewhere so why not regarding physical health too. Thanks for you post :)
ReplyDeleteAlia. You have touched on one of my pet "peeves and that is the lack of value placed on PE in Primary Education training. In the course of training a Primary teacher, they receive on 20 hours in Health & PE training (as well as Science) as part of the course. Given the huge importance of each, it is deeply problematic. We have become so engrossed in numeracy and literacy that we have neglected other areas. I yearn for a return to the days of specialist PE teachers in Primary schools doing meaningful and purposeful programmes. There is a great line from the movie "Supersize Me" where one of the scientists they talk to says the emphasis on literacy at the expense of physical activity programmes in many state of the US will create a generation of "fat readers".
DeleteA very interesting post Craig, I have definitely seen a decrease in co ordination and motor skills (I love your term physical literacy) over my teaching career. I like to start each year with a fitness activity that involves relays and movement skills like skipping, galloping, grapevine etc, and each year it appears there are less children who can successfully perform these tasks, and it takes longer for individuals to pick them up. Children nowadays seem to be involved in so many 'organised' sporting activities yet spend less time outside just doing. A parent recently suggested to me that BYOD would again lead to less physical activity in classrooms and yet I have found the opposite in my BYOD class, we have MORE time to get outside for a game. I believe you are correct that we, as teachers, need to value the importance of Physical Education as much as numeracy and literacy in our program.
ReplyDelete