Explanatory Note 1
Demonstrate understanding of influences on movement in Aotearoa New Zealand involves:
- identifying a range of influences that affect movement
- describing how each of these influences may affect movement in an applied setting with examples.
Explain influences on movement in Aotearoa New Zealand involves:
- giving reasons how and why the influences affect movement in an applied setting with examples.
Evaluate influences on movement in Aotearoa New Zealand involves:
- discussing influences that affect movement in an applied setting with examples of these influences working together.
Explanatory Note 2
Influences on movement must include consideration of:
- te ao Māori, such as the ways in which creation narratives and values inform tikanga and participation in movement, and the connection between movement and te taiao
- a biophysical factor, such as functional anatomy, biomechanics, the body as a taonga, exercise physiology, sports psychology, skill acquisition, and nutrition, as they relate to human body movement
- a sociocultural factor, such as whānau, hapū, iwi structures, Pacific knowledges and values, accessibility, gender, racism, and media.
Explanatory Note 3
An applied setting is an environment, space, or place relevant and authentic to a movement context. Examples of an applied setting may include:
- te ao Māori movement contexts
- Pacific games and activities
- team or individual sports
- outdoor education activities
- tournament, modified, or competition games
- festivals or events.
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 assesses understanding of intrinsic and extrinsic influences on movement in Aotearoa New Zealand and the Pacific, including influences which contribute positively to, or impede, engagement in movement. Ākonga will also consider the diverse ways of understanding movement contexts and the moving body.
To demonstrate their understanding of a range of these influences, ākonga will need to reflect on their own movements, or those of others, with reference to te ao Māori, and biophysical and sociocultural factors. For example, ākonga might choose to research the whakapapa of a movement, to explain the workings of a specific joint when performing a movement, or to examine how gender stereotypes impact on movement. Ākonga will also begin to look at how two or more distinct influences on movement may work together, which bridges their learning in Physical Education between Curriculum Levels 6 and 7.
How this external standard will be assessed
This standard will likely be assessed via an audience presentation and will be submitted around the middle of term 3.