Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of influences on movement in Aotearoa New Zealand or the Pacific involves:
- describing how influences affect a movement context.
Explain influences on movement in Aotearoa New Zealand or the Pacific involves:
- discussing how and why influences affect a movement context.
Evaluate influences on movement in Aotearoa New Zealand or the Pacific involves:
- drawing conclusions about how and why influences affect a movement context.
Explanatory Note 2
Influences on movement come from:
- te ao Māori aspects, including pūrākau, connection to te taiao, tapu, and noa
- biophysical aspects, including functional anatomy, biomechanics, and sports psychology
- sociocultural aspects, including gender, media, whānau, hapū, and iwi.
Explanatory Note 3
Movement contexts may include:
- te ao Māori, Pacific, or other cultural activities
- team or individual activities
- outdoor education activities.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
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.
External Assessment Specifications
The External Assessment Specifications are published by NZQA and can be found on their website using this link:
NZQA Physical Education
Unpacking the Standard
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.
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 understanding of intrinsic and extrinsic influences on movement in Aotearoa New Zealand or the Pacific. Ākonga will also consider the diverse ways of understanding a movement context and the moving body.
For this Achievement Standard, ākonga will consider two of the following three aspects:
- te ao Māori aspects involving influences such as:
- the ways in which creation narratives, pūrākau, and values inform tikanga and participation in movement
- the body and tapu
- the connection between movement and te taiao
- biophysical aspects involving influences on movement such as:
- functional anatomy
- biomechanics
- exercise physiology
- sports psychology
- skill acquisition
- nutrition.
- sociocultural aspects involving influences such as:
- whānau, hapū, or iwi
- Pacific knowledges and values
- accessibility
- gender
- racism
- media.
As part of the teaching and learning programme, learners should have the opportunity to learn about the three aspects in a range of different contexts. This can occur in a 'hands on', teacher-directed fashion until learners are ready to be assessed.
The Significant Learning reflected in this Achievement Standard includes:
- understand a range of biophysical principles
- understand that sociocultural factors influence the moving body
- understand te ao Māori influences on the moving body.
Making reliable judgements
To demonstrate their understanding of influences on movement, ākonga will need to reflect on their own movements with reference to te ao Māori aspects, biophysical and sociocultural aspects.
Example one: ākonga may select a movement context such as waka ama and focus on: Aspect 1 (te ao Māori) — the influence of tikanga; and Aspect 2 (biophysical) – influence of force summation, to demonstrate their understanding of the influence of movement in Aotearoa New Zealand or the Pacific.
Example two: ākonga may select a movement context such as skateboarding and focus on: Aspect 1 (te ao Māori) — the influence of connection between movement and te taiao; and Aspect 2 (sociocultural) – the influence of youth culture, to demonstrate their understanding of the influence of movement in Aotearoa New Zealand or the Pacific.
While both influences must be applied to the same movement context, ākonga do not explain how these interrelate in their description. Each influence is to be considered independently of the other.
Only one influence from each aspect will be marked, so the focus is on depth of understanding. For example, if ākonga choose to show an understanding of anatomy, then a single in-depth joint movement would be sufficient. If looking at biomechanics, selecting one principle (such as balance and stability) is sufficient.
Collecting evidence
Refer to the External Assessment Specifications for further information.
Ākonga understanding of the influences on a movement context must be supported by examples of participation. This could take the form of photos, audio and video recordings or detailed written examples.
Possible contexts
The identified experiences must be drawn from one movement context, which should come from one of these categories:
- Māori, Pacific, and other cultural activities
- dance
- team or individual sports
- physical activities
- outdoor education activities.
The chosen movement context should all come from the same context, such as badminton.
The intent of the Standard
This Achievement Standard assesses understanding of intrinsic and extrinsic influences on movement in Aotearoa New Zealand or the Pacific. Ākonga will also consider the diverse ways of understanding a movement context and the moving body.
For this Achievement Standard, ākonga will consider two of the following three aspects:
- te ao Māori aspects involving influences such as:
- the ways in which creation narratives, pūrākau, and values inform tikanga and participation in movement
- the body and tapu
- the connection between movement and te taiao
- biophysical aspects involving influences on movement such as:
- functional anatomy
- biomechanics
- exercise physiology
- sports psychology
- skill acquisition
- nutrition.
- sociocultural aspects involving influences such as:
- whānau, hapū, or iwi
- Pacific knowledges and values
- accessibility
- gender
- racism
- media.
As part of the teaching and learning programme, learners should have the opportunity to learn about the three aspects in a range of different contexts. This can occur in a 'hands on', teacher-directed fashion until learners are ready to be assessed.
The Significant Learning reflected in this Achievement Standard includes:
- understand a range of biophysical principles
- understand that sociocultural factors influence the moving body
- understand te ao Māori influences on the moving body.
Making reliable judgements
To demonstrate their understanding of influences on movement, ākonga will need to reflect on their own movements with reference to te ao Māori aspects, biophysical and sociocultural aspects.
Example one: ākonga may select a movement context such as waka ama and focus on: Aspect 1 (te ao Māori) — the influence of tikanga; and Aspect 2 (biophysical) – influence of force summation, to demonstrate their understanding of the influence of movement in Aotearoa New Zealand or the Pacific.
Example two: ākonga may select a movement context such as skateboarding and focus on: Aspect 1 (te ao Māori) — the influence of connection between movement and te taiao; and Aspect 2 (sociocultural) – the influence of youth culture, to demonstrate their understanding of the influence of movement in Aotearoa New Zealand or the Pacific.
While both influences must be applied to the same movement context, ākonga do not explain how these interrelate in their description. Each influence is to be considered independently of the other.
Only one influence from each aspect will be marked, so the focus is on depth of understanding. For example, if ākonga choose to show an understanding of anatomy, then a single in-depth joint movement would be sufficient. If looking at biomechanics, selecting one principle (such as balance and stability) is sufficient.
Collecting evidence
Refer to the External Assessment Specifications for further information.
Ākonga understanding of the influences on a movement context must be supported by examples of participation. This could take the form of photos, audio and video recordings or detailed written examples.
Possible contexts
The identified experiences must be drawn from one movement context, which should come from one of these categories:
- Māori, Pacific, and other cultural activities
- dance
- team or individual sports
- physical activities
- outdoor education activities.
The chosen movement context should all come from the same context, such as badminton.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent 'double dipping'. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent 'double dipping'. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.