Fit for Work

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Fit for Work

• Paul Walters
• Deb Lewis
• Phil McVay

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Why Physical Education?

• Sports Based learning offers a meaningful and
  rewarding pathway to both employment and formal
  education from engagement in basic skills right
  up to degree level studies.
• Professor Rosie Meek Teeside University
• A.Champion S. Klier
• Prison Education trust
• Fit for release 2012

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Our Aims

• Provide skills for the workplace
• Provide a pathway for resettlement into the
  community
• Provide a Healthier workplace
• Provide evidence of progression, achievement
  learning for those who otherwise would not have
  the opportunity

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Overview of fit for Work

• 5 Separate modules
• Improving Performance productivity
• Self Management
• Motivation and Goal settings
• Healthy Lives
• Practical Leadership

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Overview of fit for Work

• Each module run in mornings
• First half classroom based
• Second half practical
• Prisoners can attend 1-5 modules per week earn
  while they learn
• Each module takes approximately 10 PE sessions
  and a further three educational sessions

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Overview of fit for Work

• They are expected to complete a witten booklet
  and carryout practical work to achieve a local
  qualification.
• Complete an educational unit based on their PE
  work for an accredited qualification e.g Level 1
  Employability Skills
• Creative thinking
• project work
• Working with colleagues

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Module 1
Module 1 Improving Performance Productivity   Module 1 Improving Performance Productivity   Module 1 Improving Performance Productivity   Module 1 Improving Performance Productivity   Module 1 Improving Performance Productivity   Module 1 Improving Performance Productivity  
Element Element Content Essential criteria Progression Pathway Core Curriculum
1.1 Functional Movement Functional analysis Core Stability     Breakdown job requirements for each individual element   e.g. Wing Cleaner   IPP 1.1, 1.4, PL 5.2, 5.4, MGS 3.5   Anticipated development area as to maximise proficiency     e.g. Wing Cleaner   IPP 1.5, SM 2.2,2.7, HL 4.1, PL 5.7   National curriculum specification descriptor as to skill attained   e.g. Wing Cleaner   SLlr/E2.3 Listen for and identify the main points of short explanations or presentations
1.2 Personal Profiling Fitness testing MoT/ health checks     Breakdown job requirements for each individual element   e.g. Wing Cleaner   IPP 1.1, 1.4, PL 5.2, 5.4, MGS 3.5   Anticipated development area as to maximise proficiency     e.g. Wing Cleaner   IPP 1.5, SM 2.2,2.7, HL 4.1, PL 5.7   National curriculum specification descriptor as to skill attained   e.g. Wing Cleaner   SLlr/E2.3 Listen for and identify the main points of short explanations or presentations
1.3 Functional Communication Components of communication including group dynamics     Breakdown job requirements for each individual element   e.g. Wing Cleaner   IPP 1.1, 1.4, PL 5.2, 5.4, MGS 3.5   Anticipated development area as to maximise proficiency     e.g. Wing Cleaner   IPP 1.5, SM 2.2,2.7, HL 4.1, PL 5.7   National curriculum specification descriptor as to skill attained   e.g. Wing Cleaner   SLlr/E2.3 Listen for and identify the main points of short explanations or presentations
1.4 Manual Handling Practical work place risk assessment and awareness     Breakdown job requirements for each individual element   e.g. Wing Cleaner   IPP 1.1, 1.4, PL 5.2, 5.4, MGS 3.5   Anticipated development area as to maximise proficiency     e.g. Wing Cleaner   IPP 1.5, SM 2.2,2.7, HL 4.1, PL 5.7   National curriculum specification descriptor as to skill attained   e.g. Wing Cleaner   SLlr/E2.3 Listen for and identify the main points of short explanations or presentations
1.5 Anatomy Kinesiology Introduction to AP Fundamentals of motion     Breakdown job requirements for each individual element   e.g. Wing Cleaner   IPP 1.1, 1.4, PL 5.2, 5.4, MGS 3.5   Anticipated development area as to maximise proficiency     e.g. Wing Cleaner   IPP 1.5, SM 2.2,2.7, HL 4.1, PL 5.7   National curriculum specification descriptor as to skill attained   e.g. Wing Cleaner   SLlr/E2.3 Listen for and identify the main points of short explanations or presentations
1.6 Speed Agility Quickness Enhancing efficiency through training frameworks     Breakdown job requirements for each individual element   e.g. Wing Cleaner   IPP 1.1, 1.4, PL 5.2, 5.4, MGS 3.5   Anticipated development area as to maximise proficiency     e.g. Wing Cleaner   IPP 1.5, SM 2.2,2.7, HL 4.1, PL 5.7   National curriculum specification descriptor as to skill attained   e.g. Wing Cleaner   SLlr/E2.3 Listen for and identify the main points of short explanations or presentations
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Module 2
Module 2 Self Management   Module 2 Self Management   Module 2 Self Management   Module 2 Self Management   Module 2 Self Management   Module 2 Self Management  
Element Element Content Essential criteria Progression Pathway Core Curriculum
2.1 Stress Management Types of stress, signs and symptoms, causes, effects on health, stress disorders   Breakdown job requirements for each individual element   e.g. Health Trainer   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9 Anticipated development area as to maximise proficiency     e.g. Health Trainer   SM 2.6, MGS 3.7, 3.8, HL 4.1, 4.6 National curriculum specification descriptor as to skill attained   e.g. Health Trainer   SLc/L2 speak clearly and confidently in a way which suits the situation know how to adapt the way of speaking (pace, volume, articulation) to suit listener, context and purpose be able to sustain a clear, confident and appropriate style in formal and social exchanges of varying length
2.2 Managing Emotions What are emotions, feelings and sources of emotion, emotional intelligence   Breakdown job requirements for each individual element   e.g. Health Trainer   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9 Anticipated development area as to maximise proficiency     e.g. Health Trainer   SM 2.6, MGS 3.7, 3.8, HL 4.1, 4.6 National curriculum specification descriptor as to skill attained   e.g. Health Trainer   SLc/L2 speak clearly and confidently in a way which suits the situation know how to adapt the way of speaking (pace, volume, articulation) to suit listener, context and purpose be able to sustain a clear, confident and appropriate style in formal and social exchanges of varying length
2.3 Personal Profiling Vital statistics and performance monitoring   Breakdown job requirements for each individual element   e.g. Health Trainer   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9 Anticipated development area as to maximise proficiency     e.g. Health Trainer   SM 2.6, MGS 3.7, 3.8, HL 4.1, 4.6 National curriculum specification descriptor as to skill attained   e.g. Health Trainer   SLc/L2 speak clearly and confidently in a way which suits the situation know how to adapt the way of speaking (pace, volume, articulation) to suit listener, context and purpose be able to sustain a clear, confident and appropriate style in formal and social exchanges of varying length
2.4 PARQs Develop and design form for course use   Breakdown job requirements for each individual element   e.g. Health Trainer   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9 Anticipated development area as to maximise proficiency     e.g. Health Trainer   SM 2.6, MGS 3.7, 3.8, HL 4.1, 4.6 National curriculum specification descriptor as to skill attained   e.g. Health Trainer   SLc/L2 speak clearly and confidently in a way which suits the situation know how to adapt the way of speaking (pace, volume, articulation) to suit listener, context and purpose be able to sustain a clear, confident and appropriate style in formal and social exchanges of varying length
2.5 Mental Health What is good mental health, disorders, mental health in prison   Breakdown job requirements for each individual element   e.g. Health Trainer   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9 Anticipated development area as to maximise proficiency     e.g. Health Trainer   SM 2.6, MGS 3.7, 3.8, HL 4.1, 4.6 National curriculum specification descriptor as to skill attained   e.g. Health Trainer   SLc/L2 speak clearly and confidently in a way which suits the situation know how to adapt the way of speaking (pace, volume, articulation) to suit listener, context and purpose be able to sustain a clear, confident and appropriate style in formal and social exchanges of varying length
2.6 Coping Strategies Coping with everyday life, practical coping strategies,   Breakdown job requirements for each individual element   e.g. Health Trainer   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9 Anticipated development area as to maximise proficiency     e.g. Health Trainer   SM 2.6, MGS 3.7, 3.8, HL 4.1, 4.6 National curriculum specification descriptor as to skill attained   e.g. Health Trainer   SLc/L2 speak clearly and confidently in a way which suits the situation know how to adapt the way of speaking (pace, volume, articulation) to suit listener, context and purpose be able to sustain a clear, confident and appropriate style in formal and social exchanges of varying length
2.7 Stress Performance Effects on performance, recognition and use of stress      
2.8 Personal Hygiene What is personal hygiene, ensuring good personal hygiene, impact in prison      


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Module 3
Module 3 Motivation Goal Setting   Module 3 Motivation Goal Setting   Module 3 Motivation Goal Setting   Module 3 Motivation Goal Setting   Module 3 Motivation Goal Setting   Module 3 Motivation Goal Setting  
Element Element Content Essential criteria Progression Pathway Core Curriculum
3.1 Goal Setting SMART targets, planning, preparation OMU involvement   Breakdown job requirements for each individual element   e.g. Peer Tutor   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9   Anticipated development area as to maximise proficiency     e.g. Peer Tutor   MGS 3.4, 3.7, HL 4.1, 4.6, PL 5.2   National curriculum specification descriptor as to skill attained   e.g. Peer Tutor   SLc/L2   present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding understand that when giving information orally speakers can invite listeners to clarify their understanding as they go along know how to structure main points, expand on information, and be able to respond to listeners queries while maintaining the logical thread of ideas
3.2 Motivation Self-motivation, assessing motivation, scales/ theories   Breakdown job requirements for each individual element   e.g. Peer Tutor   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9   Anticipated development area as to maximise proficiency     e.g. Peer Tutor   MGS 3.4, 3.7, HL 4.1, 4.6, PL 5.2   National curriculum specification descriptor as to skill attained   e.g. Peer Tutor   SLc/L2   present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding understand that when giving information orally speakers can invite listeners to clarify their understanding as they go along know how to structure main points, expand on information, and be able to respond to listeners queries while maintaining the logical thread of ideas
3.3 Personal Profiling Progress comparison, relate to goals/ targets   Breakdown job requirements for each individual element   e.g. Peer Tutor   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9   Anticipated development area as to maximise proficiency     e.g. Peer Tutor   MGS 3.4, 3.7, HL 4.1, 4.6, PL 5.2   National curriculum specification descriptor as to skill attained   e.g. Peer Tutor   SLc/L2   present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding understand that when giving information orally speakers can invite listeners to clarify their understanding as they go along know how to structure main points, expand on information, and be able to respond to listeners queries while maintaining the logical thread of ideas
3.4 Cycles of Change Prochaska and DiClemente model, barriers to change, strategies to overcome   Breakdown job requirements for each individual element   e.g. Peer Tutor   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9   Anticipated development area as to maximise proficiency     e.g. Peer Tutor   MGS 3.4, 3.7, HL 4.1, 4.6, PL 5.2   National curriculum specification descriptor as to skill attained   e.g. Peer Tutor   SLc/L2   present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding understand that when giving information orally speakers can invite listeners to clarify their understanding as they go along know how to structure main points, expand on information, and be able to respond to listeners queries while maintaining the logical thread of ideas
3.5 Habit Cessation DART involvement Behaviour change diaries   Breakdown job requirements for each individual element   e.g. Peer Tutor   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9   Anticipated development area as to maximise proficiency     e.g. Peer Tutor   MGS 3.4, 3.7, HL 4.1, 4.6, PL 5.2   National curriculum specification descriptor as to skill attained   e.g. Peer Tutor   SLc/L2   present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding understand that when giving information orally speakers can invite listeners to clarify their understanding as they go along know how to structure main points, expand on information, and be able to respond to listeners queries while maintaining the logical thread of ideas
3.6 Self-Assessment Sports profiling theories Self-assessment feedback sheets, evaluations and reviewing goals   Breakdown job requirements for each individual element   e.g. Peer Tutor   IPP 1.6, SM 2.1, 2.2, 2.7,MGS 3.5, PL5.2,5.8,5.9   Anticipated development area as to maximise proficiency     e.g. Peer Tutor   MGS 3.4, 3.7, HL 4.1, 4.6, PL 5.2   National curriculum specification descriptor as to skill attained   e.g. Peer Tutor   SLc/L2   present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding understand that when giving information orally speakers can invite listeners to clarify their understanding as they go along know how to structure main points, expand on information, and be able to respond to listeners queries while maintaining the logical thread of ideas
3.7 New Expectations Benefits, cost analysis, dealing with setbacks      
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Issues towards education
department
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Overcoming Problems/ Engaging Vulnerable Prisoners

• Changed Core Day Programme
• Persuading Management other depts
• Needs analysis
• Self promotion 
• Pilot groups   
• Content     
•  Inbuilt flexibility 

• Fluidity
• initial resistance
• responding to feedback
• months of word of mouth
•  hand picked for success
•   differentiation
•  time on our side

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Key Benefits/ Outcomesmeasures of success

• Before we can measure success, we have to know
  where we are starting from
• Are we meeting our aims
• Evidence of progression
• Acknowledging the intangibles - hidden success

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PE Pathway
Vulnerable/Disengaged Poor Attitudes/History Lacki
ng skills/ Evidence of skills
Referrals by Self OMU Staff
Fit for Work Modules 1 to 5 Local Accredited
Qualifications
Offending Behaviour Programmes
Education
Workshops
Improved Resettlement
Dynamic Security
Re-categorisation Trust
Family
Relationships Ties



Improved Respect
Confidence Validation
Respect
Behaviour
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• Thank you for your time