HAH Me at Riverside Primary School.
In Riverside Primary School, the Physical Education (PE) Teaching and Learning Syllabus 2014 provided the impetus in the design and implementation of the Happy, Active and Healthy Me (HAH Me) Programme.
The programme aims to promote happy, active and healthy living through engaging and fun-filled physical activities. The programme also takes into consideration the challenges to provide a holistic PE education in view of the curriculum time constraint. Now, recognised as one of the school’s signature programme, HAH Me is carried out 5 to 8 weeks annually, thrice a week, before curriculum time and during recesses.
The Vision 2030 Sports Masterplan was one of the driving force in the planning of the HAH Me programme. It looks at introducing and increasing students’ engagement in a variety of sports, so that they can experience the value of sports at a young age and sustaining an active lifestyle through adulthood (Vision 2030, 2012). This is further supported by research which indicates that the more favourable the sports experience is for young children, the greater the chance that these children will participate in physical activity as an adult (Miller & Siegel, 2017).
In addition, TARGET (Epstein, 1989) was one of the theories referred to, in the planning of the HAH Me programme to enhance students’ motivation for participation so that it would enable us to align the programme with the three modes of movement in Physical Education (PE Syllabus, 2014).
The evolution of the HAH Me Cards, (from left) 2017 to 2019.
The HAH Me card is a tool that students use to track their progress in the HAH Me programme. Students are awarded stamps upon the completion of each activity. Activities stated in the cards vary from running rounds in the school field, completing an obstacle course, attempting games, completing a dance challenge and answering a health quiz.
Once students have accumulated a set number of stamps and thus completing the first tier of the HAH Me activities, they will receive a badge to recognize them as HAH Me Champions of the school. This helps to shape students to be self-directed and independent learners, where they set their own goals and aim to achieve them.
In alignment with the school’s LLP “PeerWorks”, students can partner a peer from a different grade level to complete the HAH Me activities for the day. They play a pivotal role to encourage, support and praise one another during their collaboration. This strategic integration motivates and paves the way for students to establish deeper ties with peers within the school community, thereby strengthening their social and emotional competencies. For assuming role as peer ambassadors, students are doubly rewarded upon completion of the activities.
HAH Me tiered reward system – (from left) HAH Me Champion Badge, HAH Me Wall of Fame, HAH Me Champion House.
To further harness students’ motivation in keeping a happy, active and healthy living, HAH Me leverages on a tiered reward system. ‘HAH Me Champion Badge’ are rewarded to students who complete the first tier of the HAH Me activities. Active students who demonstrate resilience and continue to challenge themselves to complete all HAH Me activities listed in the HAH Me Card will be recognized in the ‘HAH Me Wall of Fame’.
Since the HAH Me cards enable the Physical Health and Education (PHE) team to gather data on students’ and teachers’ participation, the House that accumulated the most number of stamps will be crowned ‘HAH Me Champion House’ for the year.
PE leaders as facilitators during the HAH Me activities – (from left) HAH Me facilitator (boy in green shirt) awarding stamps on HAH Me cards, HAH Me facilitator (boy in yellow) umpiring a game.
In Riverside, PE leaders not only serve as class representatives during PE lessons, they are also provided with an opportunity to serve as HAH Me Facilitators. They are required to undergo a training session prior to the commencement of HAH Me Programme, so as to equip them with skills to lead the school in the various activities.
Apart from assisting teachers in the set up of the activity stations, HAH Me facilitators ensure the smooth running of the programme by assisting teachers in the facilitation of the activities. They help students to get in line to participate in the activities, lend a helping hand to peers who are facing difficulties completing the activities, awarding stamps to those who have completed the activities and inform teachers of any misbehaviours at the activity venue. Every year, upon the completion of the HAH Me programme, all facilitators are acknowledged with a certificate in recognition of their leadership service and dedication. They are also treated to a meal in the form of a mini-gathering for all HAH Me facilitators to thank them for their heart and hard work during their recesses.
Guests speakers kick start HAH Me with their inspiring narratives – Mr C Kunalan for HAH Me 2018 and Ms Ong Pei Yi from Singapore Rugby Union for HAH Me 2019.
Each year, local sportsmen and women who have displayed grit and resilience in bringing glory to Singapore will be invited to give a motivational talk and share with our students their sporting experience, hard work, perseverance and commitment to excellence. These inspiring narratives enable students to learn the value of their participation in the upcoming HAH Me activities and henceforth rise to the challenge of leading an active and healthy lifestyle. Apart from encouraging students to scale greater heights in the arena of games and sports, the motivational talk also complements the HAH Me programme briefing for students, making it a wholesome start to the programme.
HAH Me Activities.
HAH Me activities vary across different learning areas from the PE Syllabus 2014 such as games and sports, dance and athletics. This provides students with the opportunity to apply, adapt and demonstrate what they have learnt during PE lessons into a wide variety of settings within the school. It aims at providing varied opportunities for students to practice basic sporting skills as well as honing their social and emotional competencies as they navigate through fun, engaging and age-appropriate activities via cross level participation. Each year, the PHE team modify the activities to cater to the needs and interest of the students so as to garner greater participation.
Parents being part of an active family by bonding with their children through the HAH Me activities held in the mornings.
In Riverside, the pursuit to nurture a culture of healthy living is not just limited to students. The invite to participate in the HAH Me programme is also extended to parents. Supportive parents take their time off in the mornings to become role models in leading a healthy lifestyle by participating in the HAH Me activities together with their children. This strong partnership with the parents enable the school to demonstrate that developing healthy habits may not be necessarily an arduous task, but fun and engaging sessions that give opportunities for family bonding.
Teachers participating in HAH Me with students and fellow colleagues.
In 2018, teachers in Riverside voiced their interest to participate in HAH Me. Therefore, HAH Me programme for teachers was conceptualized to reach out to teachers as well.
Teachers choose either to participate in the teachers-only session held after school or participate in the activities together with their students before school or during recesses.
The teachers-only sessions consist of customized activities, such as friendly games, Zumba and HIIT sessions. For participating in these sessions, the teachers earn bonus stamps for the respective Houses. These sessions are usually held twice a week, on days where teachers find it ideal to commit their time to bond and unwind through sports.
The involvement of teachers during the HAH Me activities organized for students before school and during recess only help to show that sports hold no age barrier. It also improves teacher-student relationship through their shared interest to accomplish a common goal – completing the activity and earning an extra stamp.
Since its inception in 2017, every year, HAH Me is being actively reviewed through students, teachers and PHE team members’ feedback through a survey in various platforms.
The table below shows data gathered through students’ survey and HAH Me cards submission.
(via HAH Me Card Submission)
|Achievement/ Completion Rate
(via HAH Me Champion Badge)
(via student survey)
HAH Me Students Survey 2019
(out of 211 representatives)
(out of 211 representatives)
|I enjoyed the athletics recess activities.||83.9%||I learnt new things that I can do to lead a healthy lifestyle.||68%|
|I enjoyed the obstacle course recess activities.||82.5%||I learnt that playing games and sports can make me happy.||46%|
|I enjoyed learning a new game (e.g. cupstacking).||80.6%||I managed to make new friends from other grade levels.||28%|
|I enjoyed the games and sports recess activities.||82%||What is one thing that you would like to change/ suggest for next year’s HAH Me?
1) More days of HAH Me.
|I enjoyed the diet & anti-drug exhibition.||78.2%|
|I enjoyed the dance recess activities.||79.8%|
Through the data gathered, it can be observed that the programme has since seen a significant increase in participation rate among all levels. This allow us to discern that the students are more enthusiastic about sporting activities and look forward to the next edition of the programme.
In spite of the positive and encouraging results, it needs to be duly noted that this programme involves massive planning and thinking prior to its commencement. Below are some points that were taken into consideration during planning:
Considerations For The Planning of HAH Me Programme
|Engaging school and community||
Both positive and constructive feedback allowed debates within the PHE team for the purpose of evaluation, refinement and enhancement to the HAH Me programme such that it provides greater alignment to its purpose and intent when conducted the following year.
The table below shows some challenges that were surfaced during our review sessions and the refinements that followed.
Review of the HAH Me Programme 2017 to 2019
|Item Under Review||Challenges||Refinements||Outcome/ Impact|
|HAH Me Cards||HAH Me 2017
HAH Me Cards too big. It became a hassle for students to carry the card together with their belongings for recess.
|HAH Me 2018 onwards
Size of HAH Me Cards reduced to A5.
HAH Me 2019 onwards
Reduced the HAH Me Cards to name card size so that students can keep their cards in the purse/ wallet.
Fewer instances of students losing/ damaging the cards.
|HAH Me 2018
Students who lost their card
|HAH Me 2019
Lost & Found HAH Me Card box places in front of General Office. Cards returned to students via Form Teachers.
Students were able to claim their lost cards. This would mean that they get to retain the stamps that they have earned, hence continue contributing to the house points.
|Student Participation||HAH Me 2017
Students only participated in the activities until they receive the badge. Week 4 and Week 5 activities have fewer students’ participation.
|HAH Me 2018 onwards
Introduced tiered-reward system.
Students were motivated to participate in all activities.
|Teacher deployment||HAH Me 2017 – 2018
2 PE teachers need to be deployed for HAH Me duty.
With activities held across 3 recesses for at least 5 weeks, PE teachers have to manage heavier workload (extra 4 periods per week).
No teacher to oversee the activities when 1 or more PE teacher is unavailable (due to timetabling or away from school) for that recess.
|HAH Me 2019 onwards
Work hand in hand with a larger group of teachers from the Student Wellness and Leadership Development Team.
Team size increased from 5 to 13. Therefore, 1 PE teacher paired to 1 non-PE teacher per recess. This gave room for PE teachers to spend more time ensuring the safety of activities while the non-PE teacher ensures the smooth running of activities.
In conclusion, HAH Me is a holistic programme designed for students and stakeholders to participate in meaningful, fun and engaging activities that promote physical, emotional and mental health. The positive experiences accumulated through this programme will further entrench the aspirations of the programme and spur the students and stakeholders to enjoy the value of leading a happy, active and healthy lifestyle. It is also rewarding to know that our heart and hard work has transformed recess time into a much joyful intermission session in the students’ daily school day.
The video below summarises the HAH Me 2018 and 2019 activities for your viewing pleasure.
|Mr Bobby Chan, HOD PE/CCAfirstname.lastname@example.org
Tel: 6365 4490
Cecchini, J.A., Fernandez-Rio, J., Méndez-Giménez, A., Cecchini, C., & Martins, L. (2014). Epstein’s TARGET Framework and Motivational Climate in Sport: Effects of a Field-Based, Long-Term Intervention Program. International Journal of Sports Science & Coaching. 9(6), 1325-1340.
Miller, S.M. & Siegel, J.T. (2017). Youth sports and physical activity: The relationship between perceptions of childhood sport experience and adult exercise behaviour. Psychology of Sport and Exercise, 33, 85-92.
Singapore Athletics. (2012, February 13). Vision 2030 – Sport as Strategy, Opportunities for All. https://www.singaporeathletics.org.sg/vision-2030-sport-as-strategy-opportunities-for-all