On the 19th January 2012, my group and I were involved to organize a program as part of promoting and creating awareness of physical activity amongst the secondary 1 students of East Spring Secondary School. Initially, it was difficult to keep to our objectives as we had to work with another external party to engage in the targeted audience.
Whilst the school would like it to be more specific and cater to the students such as teaching them specific skill sets as well as putting them through a series of tests, the representative of HPB has enlightened us that we should do a general type such as involving more games to impart the awareness of physical activity via fun and laughter. As a result, we have catered to the both parties, understanding their intentions and compromised both.
Based on observations noted by the PE teachers in charge and our lecturers, these students are very enthusiastic and have short attention span. Additionally, it was an audience of approximately 140 students. We had to take into account of our resources and number of facilitators, deciding on how we were going to make full use of it to prevent the students from becoming restless.
As the students started pouring in for our program, we noticed that that the students were more active than we’ve expected. It was difficult to control them and had to require help from the PE teachers to control them, especially in whistle blowing. Even though all of the facilitators present had whistle, it was hard to gain their attention without being able to blow it right. For captain’s ball, it was a mess as the students were too enthusiastic, and they started moving in all directions even before they were split up into groups as noted in the program implementation. It took up about 15 minutes more than our proposed time. We have learnt that we would need to instruct them clearer and more direct within a short period of time. For next implementation, it would be best to include more buffer time during the whole program such as 40 minutes. The same scenario applied for the next few activities, and they were cut short.
Nevertheless, we have also noticed that the highly enthusiastic vibe from the students were pro-active during the activities, which we learnt that they could be tapped upon for their enthusiasm.
It was certainly an enriching experience, as we were able to understand what the PE teachers went through, and how frustrated they might have been, when looking back on the time spent as a secondary student before. At the end of it, it was carried out smoothly and successfully overall. We also realized that there were several factors that could have been done to improve the whole program.
Lastly, if we were to do such a program again, we would be able to implement a better job!
Adelyn Nah (Leader)