Fit for Work Paul Walters Deb Lewis Phil

Fit for Work Paul Walters Deb Lewis Phil Mc. Vay

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

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

Overview of fit for Work 5 Separate modules • Improving Performance & productivity • Self Management • Motivation and Goal settings • Healthy Lives • Practical Leadership

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

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

Module 1 Improving Performance & Productivity Element 1. 1 Content Functional Movement Functional analysis Core Stability Personal Profiling Fitness testing Mo. T/ health checks 1. 3 Functional Communication Components of communication including group dynamics 1. 4 Manual Handling Practical work place risk assessment and awareness 1. 5 Anatomy & Kinesiology Introduction to A&P Fundamentals of motion 1. 6 Speed Agility Quickness Enhancing efficiency through training frameworks 1. 2 Essential criteria Progression Pathway Core Curriculum Breakdown job requirements for each individual element Anticipated development area as to maximise proficiency National curriculum specification descriptor as to skill attained e. g. Wing Cleaner IPP 1. 1, 1. 4, PL 5. 2, 5. 4, MGS 3. 5 IPP 1. 5, SM 2. 2, 2. 7, HL 4. 1, PL 5. 7 SLlr/E 2. 3 Listen for and identify the main points of short explanations or presentations

Module 2 Self Management Element 2. 1 Content Stress Management Types of stress, signs and symptoms, causes, effects on health, stress disorders 2. 2 Managing Emotions What are emotions, feelings and sources of emotion, emotional intelligence 2. 3 Personal Profiling Vital statistics and performance monitoring 2. 4 PARQs Develop and design form for course use 2. 5 Mental Health What is good mental health, disorders, mental health in prison 2. 6 Coping Strategies Coping with everyday life, practical coping strategies, 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 Essential criteria Progression Pathway Core Curriculum Breakdown job requirements for each individual element Anticipated development area as to maximise proficiency National curriculum specification descriptor as to skill attained e. g. Health Trainer SM 2. 6, MGS 3. 7, 3. 8, HL 4. 1, 4. 6 SLc/L 2 e. g. Health Trainer IPP 1. 6, SM 2. 1, 2. 2, 2. 7, MGS 3. 5, PL 5. 2, 5. 8, 5. 9 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

Module 3 Motivation & Goal Setting Element 3. 1 Goal Setting Content SMART targets, planning, preparation OMU involvement 3. 2 Motivation Self-motivation, assessing motivation, scales/ theories 3. 3 Personal Profiling Progress comparison, relate to goals/ targets 3. 4 Cycles of Change Prochaska and Di. Clemente model, barriers to change, strategies to overcome 3. 5 Habit Cessation DART involvement Behaviour change diaries 3. 6 Self-Assessment Sports profiling theories Self-assessment feedback sheets, evaluations and reviewing goals 3. 7 New Expectations Benefits, cost analysis, dealing with setbacks Essential criteria Progression Pathway Core Curriculum Breakdown job requirements for each individual element Anticipated development area as to maximise proficiency National curriculum specification descriptor as to skill attained e. g. Peer Tutor MGS 3. 4, 3. 7, HL 4. 1, 4. 6, PL 5. 2 SLc/L 2 e. g. Peer Tutor IPP 1. 6, SM 2. 1, 2. 2, 2. 7, MGS 3. 5, PL 5. 2, 5. 8, 5. 9 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

Issues towards education department Information provided by education matrix HMP Frankland September 2014

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

Key Benefits/ Outcomes measures 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

Vulnerable/Disengaged Poor Attitudes/History Lacking skills/ Evidence of skills Fit for Work Modules 1 to 5 Local Accredited Qualifications Offending Behaviour Programmes Education Workshops Improved Family Ties Respect Resettlement Dynamic Relationships Confidence Security Validation Re-categorisation Respect Improved Behaviour Trust

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