Explanatory Note 1
Demonstrate understanding of the relationship between movement and hauora involves:
- participating in a diverse range of movement contexts over time
- describing the influence of movement on hauora with examples from personal movement experiences.
Explain the relationship between movement and hauora involves:
- giving reasons how and why participation in a range of diverse movement contexts may influence hauora with examples from personal movement experiences.
Evaluate the relationship between movement and hauora involves:
- discussing strategies to enhance hauora in relation to movement with examples from personal movement experiences.
Explanatory Note 2
A diverse range of movement contexts refers to a range of physical activities that draw from a spectrum of unstructured to structured movement, and non-competitive to competitive movement. The range of contexts may also include:
- te ao Māori
- cultural settings
- outdoor education
Explanatory Note 3
Hauora in this Achievement Standard may be approached through models such as Te Whare Tapa Whā and Fonofale.
Explanatory Note 4
Participating in a movement context includes:
- active participation
- participation in a supporting role, such as officiating, coaching, or managing.
Explanatory Note 5
Personal movement experiences include any examples of one's own participation in a movement context.
Shared Explanatory Note
This Achievement Standard is derived from the Health and Physical Education Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Unpacking the Standard
This Achievement Standard requires ākonga to participate in a diverse range of movement contexts over time and to share a personal interpretation of their experiences of these. Ākonga are assessed on their understanding of how movement contributes to hauora. Movement is integral to Physical Education, so ākonga must take part in the activities themselves, either as active participants or in supporting roles.
For this Standard, hauora may be approached through two models of wellbeing: Te Whare Tapa Whā, which draws on mātauranga Māori; or Fonofale, which draws on diverse Pacific perspectives. Te Whare Tapa Whā is based on a wharenui. The four walls of the whare correspond to the four dimensions of hauora: te taha tinana; te taha hinengaro; te taha wairua; and te taha whānau. The connection of the wharenui te taiao forms the foundation for the other four dimensions. Each whare is located within a specific environmental context and has its own tikanga. The specific contexts are embedded within iwi, hapū, and whānau realities. Every local context has pūrākau and ancestral landscapes, including maunga, awa, moana, roto, and ngahere. In a similar way, Fonofale approaches wellbeing from a relational and interconnected perspective, with each of the fale's four pou (posts between the roof and foundation of the fale, which ensure it stays up) requiring attention and balance. The pou represent the spiritual, physical, mental, and socioeconomic dimensions of wellbeing. The roof of the fale is culture, while the foundation is family. Importantly, the model's understanding of family is more inclusive and diverse than the nuclear family. Finally, circling the fale are time, context, and the environment. With its many dimensions, the fonafale represents a dynamic model of health, in which all aspects of wellbeing have an interactive relationship.
Drawing on their own experiences with movement, ākonga will use one or both of these models to evaluate the relationship between movement and hauora, and identify ways to enhance hauora through movement.
How this external standard will be assessed
This standard will likely be assessed via a portfolio, which will capture the participation of candidates in, and their reflections on, a diverse range of movements. The portfolio will be submitted around the middle of term 4.