CHAPTER VI PLAN OF ACTION
VIRTUAL COOPERATIVE RECREATION AND WELLNESS PROGRAM FOR THE FACULTY
Based from the Addie Model of Program Design
A. ANALYZE
This is the preliminary stage or goal-setting stage in formulating the guiding purpose of the Recreation and Wellness Program. The researcher have identified the concerns of the primary education teachers vis-à-vis their balanced lifestyle due to their varied roles and responsibilities for continuous professional development, especially in this time of remote learning and distance working experience. Thus, formative evaluation using the data collected from the leisure motivation scale was used and analysed by the researcher for the formulation of the program’s guiding purpose.
Table 1: Purpose of the Virtual Cooperative Recreation and Wellness Program Plan
Purpose of the Virtual Cooperative Recreation and Wellness Program
Name of the School
Learning Area
Concerning Issue
Target Beneficiaries
Guiding Purpose
B. DESIGN
Formative evaluation using the data collected from the leisure needs of teachers was used and analysed by the researcher in communicating the purpose of the Virtual Cooperative Recreation and Wellness Program to the administrators and officers of the Faculty Association. In this phase, the Virtual Cooperative Recreation and Wellness Program was conceptualized in accordance with the theories and models of leisure motivation and dimensions of wellness.
Activities and materials to be used for the program were presented to the administrators and officers of the Faculty Association virtually. At the same time, faculty development personnel responsible for the dissemination of information to the faculty members were designated.
Table 1: Scope of the Virtual Cooperative Recreation and Wellness Program Plan
Scope of the Virtual Cooperative Recreation and Wellness Program Name of the
School
Learning Area
Skill Content Area
Target Beneficiaries
Span of Implementation Private
Educational Institution in Mandaluyong
Learning Community 1 (Nursery – Grade 1)
Learning Community 2 (Grade 2 – 4)
Learning Community 3 (Grade 5-6)
Wellness and Mental Health
Togetherness
Creativity
Getting to Know One’s Colleagues
Teachers from Nursery to Grade 6
School Year 2021 - 2022
-cont. B. DESIGN
Table 2: Financial necessity of the Virtual Cooperative Recreation and Wellness Program
Financial necessity of the Virtual Cooperative Recreation and Wellness Program Activities Budgetary Requirement Source of Budget Materials needed:
1. Computer/laptop 2. Game materials
(own provision):
- Bandana
- Small chair
- Small table
- 6L-7L mineral water (filled container)
- Recycling bin
- Crumpled papers
NONE
Remote facilitation of the Virtual Cooperative Recreation and Wellness Program
NONE
Table 3: Workforce Necessity for the Virtual Cooperative Recreation and Wellness Program
Workforce Necessity for the Virtual Cooperative Recreation and Wellness Program
Activities In-charge
- Overall in-charge - LSGHFA Core Officers/PROs - PE Department
(PE Subject Coordinator and In-house PE coaches)
Monitoring and supervision of the Program
- Subject Coordinators - LSGH IS Principal
- LC1-LC3 Assistant Principals - LSGHFA Core Officers
- Program Implementation (Virtual)
- LSGHFA Core Officers - PE Subject Coordinator - PE coaches
C. DEVELOP
The plans for the Virtual Cooperative Recreation and Wellness Program were strategically designed and thought about by the researcher. Activities to be undertaken were fully coordinated, sequenced, and followed through. Remote location or venue was considered. Virtual Cooperative Recreation and Wellness Program plan was notified to the faculty members.
Table 4: Program Implementers of the Virtual Cooperative Recreation and Wellness Program
Aspect Person-in-charge Responsibilities
Spearheading the program - LSGH Faculty Association Core Officers - Grade Level PROs
- PE Subject Coordinator and PE coach representative/s
- Communicates with faculty in different grade levels regarding the Recreation and Wellness Program through email blast and grade level group chats
- Suggests activities/games for better delivery of Recreation and Wellness Program
Monitoring and Supervision
- LSGH IS Principal
- LC1-LC3 Assistant Principals - Subject Coordinators
- LSGHFA Core Officers - PE coaches
- Monitor the implementation of the Recreation and Wellness Program through Zoom attendance recording
Implementing the Virtual Cooperative Recreation
- GSFA Core Officers
- PE Subject Coordinator - Facilitates the sequence and procedure of each activity
D. IMPLEMENTATION
Virtual Cooperative Recreation and Wellness Program Time Duration of the activity: 45-60 minutes VIRTUAL WORKPLACE OLYMPICS CHALLENGE
Mental Health and Wellness Software platform used: Zoom
GOAL: The Virtual Workplace Olympics is a virtual theme for work from home individuals who want to create a healthy competitive atmosphere for remote team members that may promote balanced lifestyle and positive mental health and wellness for individuals.
This virtual theme Olympics includes 4 fun yet challenging team games that help different teams compete against each other virtually in the categories of:
Wit and knowledge
Acting and communication skills
Creativity and Imagination
Dance and physical movements
BEST FEATURE:
Togetherness
Creativity
Getting to Know One’s Colleagues
ACTIVITY DETAILS:
1. The Virtual Workplace Olympics Opening Ceremony 2. Creation of Virtual Team
Team creation via breakout rooms Think of cool team names and slogan
Select Team Captain and get ready to compete
3. Wear Bandana to get in the spirit of Olympics (points and prices may be given)
GAME PROPER:
GAME 1: The Champions Trophy Weightlifting Weightlifting Challenge
Teams were asked to choose from among 3 audio, video and pictorial rounds to guess the weightlifter players in the Olympics
PHYSICAL CHALLENGE: Find something in the house that can be safe to use for weightlifting (small chair, small table, 6L-7L mineral water (filled) container). The team who has more counts in a specified time gets the points.
GAME 2: Imitation Game Acting Challenge
The captain assigns a team member/members to perform a charades relay, and all the rest of the team have to guess
PHYSICAL CHALLENGE: Team players can imitate famous players/winners in the Olympics who have made it in history. The team who is more creative gets the point.
GAME 3: Mad Dance
This activity is all about the team’s synchronization, decision making and collaboration skills PHYSICAL CHALLENGE: A random song in any country who participates in the Olympics plays for each team, and all the members have to prepare a sequence of dance movements following the song.
ALTERNATIVE GAME: BASKETBALL TOURNAMENT
As simple as tossing crumpled papers into a recycling bin. The one who can do it furthest away gets the point.
Complements were noted down and ideas and recommendations for the improvement of the said activity were recorded for future plan of action of other virtual wellness programs/activities.
The implementation of the Virtual Cooperative Recreation and Wellness Program for the Faculty Development Program of a private educational institution in Mandaluyong began in School Year 2021-2022. This program is a collaborative effort among the institution’s Faculty Association and their officers, the teachers and the school administrators and Sports Program and Development Office (SPDO). By effectively organizing this Virtual Cooperative Recreation and Wellness Program, as addition to the Faculty Development Programs organized and offered by the school to its faculty, and as an innovation in this time of remote learning and work experience. With the good monitoring style of the school administrators and appropriate guidance of the program’s organizers and facilitators, the influence of the proposed development program to the faculty was efficient, beneficial and advantageous to them.
It is difficult to establish instantly whether there were noticeable significant benefits on the teachers' well-being since they had only experienced it once, and even virtually. But teachers admitted that because they aspire to the satisfaction of the benefits of a healthy lifestyle, participating in such health and wellness program, even if done virtually for now because face-to-face is practically impossible, made them feel that they had a valued sense of accomplishment, that it could be the start of healthier habits, and that it had made them become more positive and happier in their dispositions as teachers.
As mentioned by Dr. Bill Hettler in his Six Dimensions of Wellness Model (2018), the term
"wellness" can imply various things to different individuals, and there are several meanings found.
But he suggested that wellness is an active process through which individuals become aware of, and make choices toward, a more successful existence. In his Six Dimensions of Wellness, there is no
“right way” to be well and no ideal balance between different aspects of wellness. The significance of various dimensions may vary significantly from individual to individual; some individuals may get their highest sense of satisfaction or purpose from their work, while others place higher importance
on their physical wellbeing, spirituality, or familial relationships. Thus, based on the findings of this study and from the program evaluation, aside from honing their intellectual dimension, teachers put more premium concern on their physical wellbeing especially now that the pandemic has taken a toll on their mental health and wellness. They were constrained to do their regular exercise routine since outdoor activities were restricted, especially for those who are at risk.
But as this recreation and wellness program practice becomes more frequent in the future, especially in their workplace, the benefits of living a healthy lifestyle may no longer seem so far- fetched. Recreation and wellness will bring faculty and other school personnel together, increase morale, and result in a more productive and more balanced lifestyle. With the program's optimism and prospective promises, this might be an evidence-based practice for future assessment of the advantages and relevance of leisure engagement on teachers' professional development and personal growth and development, as well as nurture a balanced lifestyle for teachers, as private educational institutions place a high value on the optimum holistic development of every member of its community, particularly its faculty.
In the future, innovations on others programs may be ventured out to address other leisure needs of faculty as well as other employees or even students. The psychological implications of this pandemic might have long-term consequences that affect the abrupt shift from working remotely;
hence, it is imperative to develop solutions for managing with such restrictive conditions. Physical activity is indeed an important intervention for reducing the psychological pressure of the pandemic.
Thus, the evaluation of the aforementioned recreation and wellness program may serve as an inspiration for future health and wellness programs, as well as its significant benefits in encouraging balanced lifestyles among teachers.
