Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

This Achievement Standard assesses the ability of ākonga to identify and apply movement strategies in an applied setting.

Ākonga will need to demonstrate their application of at least three movement strategies. All strategies need to be demonstrated in an applied setting and within the same movement context. For example, ākonga may choose to apply a defensive strategy like zone defence, an offensive strategy such as passing into space, and a hold-and-drop in a netball game. However, if ākonga chose to demonstrate zone defence in netball, tactical use of a drop shot in badminton, and route selection in mountain biking, this selection of strategies would not allow ākonga to meet the Achievement Standard because they are in different movement contexts. Movement strategies must also be used within the applied setting. Training or preparation strategies are not evident in applied settings so cannot be used for assessment purposes.

Movement strategies refer to a variety of approaches that will help a player or team to successfully achieve a movement outcome or goal. The focus is on the importance of tactical awareness, not the performance of the individual skills involved. For example, instead of assessing the technical quality of a basketball layup or a rail slide in skateboarding, the focus would be on whether the player waited for the defender to be drawn in by an offensive screen before driving in for a layup, or how the skateboarder utilised the speed generated from a previous manoeuvre when choosing to execute their rail slide, showing tactical ordering of tricks.

The expectation is that ākonga have the opportunity to develop their use of movement strategies across a wide variety of movement contexts throughout the year. Ākonga can then select a movement context and a wide range of movement strategies for assessment purposes. The expectation is that ākonga would select several strategies to apply, but submit evidence for their best three. Otherwise, the opportunity might not arise to authentically demonstrate the selected strategies in the applied setting. The assessment should only occur when ākonga are ready.

Characteristics of movement strategies are ways in which the strategies are applied and the quality of their execution. Ākonga are expected to show characteristics that are appropriate for the curriculum level and the demonstrated movement strategies. The relationship between the characteristics and the movement strategies will be dependent on the movement context and needs to be evident in the ākonga identification and in the teacher commentary. For example, when using surfing as a movement context and wave selection as a movement strategy, ākonga would be expected to anticipate and respond to external cues such as the positions of other surfers, incoming sets of waves, and their own position relative to the direction of the wave. The teacher would also note this in their observations. Characteristics of movement strategies include:

• coordination, purpose, and fluidity
• ihi, wehi, and wana
• anticipating and responding to external cues.

The Significant Learning reflected in this Achievement Standard includes:

• develop movement skills and strategies that are responsive to external cues
• manage self in challenging movement contexts.

Making reliable judgements

Ākonga will need to identify and apply at least three movement strategies in an applied setting. This will involve showing some skill in order to clearly apply the strategy. For example, if demonstrating the offensive strategy of passing into space in kī-o-rahi, this would involve passing the ball accurately into open space so that a team member can run on to the ball. Accurate passing involves using appropriate speed and power in the pass as the characteristics of movement needed to apply the movement strategy. These characteristics should be noted in the teacher observation.

At higher levels of achievement, ākonga will need to sustain their application of movement strategies. This involves being able to consistently repeat their demonstrations within the applied setting. Consistent demonstration is across an individual applied setting such as one game or experience, or across multiple demonstrations such as a tournament. For example, by using zone defence appropriately throughout a game of netball, rather than only once or twice per game over the teaching and learning programme. The execution of the strategies involves not just the application of the strategy, but a successful, intentional, and accurate application. This will generally have more impact on the outcome of the movement context.

Collecting evidence

The intent for this Achievement Standard is that the application of movement strategies will be assessed in a live, applied setting. Evidence could include ākonga-submitted evidence and teacher observations, along with a signed authenticity of work statement.

Ākonga could collect and collate evidence of their application of movement strategies and submit this. Evidence should be targeted, with ākonga selecting specific examples of the movement strategies they used. For example, a 40-minute recording of a kī-o-rahi game per ākonga would be unsuitable. However, the teacher may video the class and each ākonga could provide the timestamps for their individual demonstration of strategies. Alternatively, ākonga could provide specific clips of movement strategies they used during the game, totalling 3-4 minutes.

A teacher observation or commentary would provide an overview of the performance of the movement strategies. It would be completed by the teacher as they observe ākonga performing in the applied setting.

As the ākonga-submitted evidence cannot accurately portray the full scope of the evidence observed, the teacher could add a commentary explaining this. This is particularly relevant for demonstrating sustained movement strategies, because short video clips, for example, may not be representative of the entire performance. Commentary could contain examples and reasoning for differences between the evidence submitted by ākonga and the live performance.

Possible contexts

Examples of movement strategies include:

• offensive strategies
• defensive strategies
• tactical play
• wave selection.

Teachers will need to ensure that ākonga-selected strategies are appropriate for the movement context in which they will be applied, and that the movement context allows for appropriate strategies to be demonstrated.

It is important that an applied setting is used. This is the authentic environment for the movement context. It allows ākonga to apply strategies in response to external factors such as the environment or movement by the opposition and teammates. Passing into space during a drill is not in an applied setting, as there is no need to anticipate where the other players will be, account for defence, or adjust the application based on your own positioning. While this will generally mean using competitive situations such as games, tournaments, or festivals as the applied setting, Outdoor Education experiences can also be used if movement strategies can be clearly identified, and they are applied in the appropriate space and place. For example, applying the movement strategy of ‘using river flow to conserve energy’ would not be appropriately demonstrated by kayaking in a pool.

Standard Exclusions

This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.

Find out more about the NCEA Level 1 Exclusions List.