What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to explore an aspect of sport science that has local relevance.
Sport is very competitive in Aotearoa New Zealand and the Pacific. There is a strong focus on nutrition, training, and technology, to increase sporting performance.
Identify the issue:
- choose an aspect of sport science in Aotearoa New Zealand and the Pacific that raises the question of equity and access for all.
Identify and explain:
- a key science idea that informs a science perspective related to your selected sport science issue.
- another key perspective that relates to your selected issue and is informed by a knowledge system other than science
- a science-informed response to your selected issue
- things that could be done with a tiakitanga approach to this issue that would demonstrate guardianship for yourself, others, or your environment. Explain how the approach considers tiakitanga.
Note: A perspective is a particular way of regarding an issue. It is shared by a group. Examples of groups include:
- iwi or hapū
- a local council
- a company or business.
Give reasons:
- for the science-informed response that was taken to your selected issue, why it was taken, and how it relates to both of the perspectives you have considered.
Discuss:
- why it is important for decision makers to consider more than one perspective when making a science-informed response. Use examples from the tiakitanga approach and sport science to support your discussion.
You are going to explore an aspect of sport science that has local relevance.
Sport is very competitive in Aotearoa New Zealand and the Pacific. There is a strong focus on nutrition, training, and technology, to increase sporting performance.
Identify the issue:
- choose an aspect of sport science in Aotearoa New Zealand and the Pacific that raises the question of equity and access for all.
Identify and explain:
- a key science idea that informs a science perspective related to your selected sport science issue.
- another key perspective that relates to your selected issue and is informed by a knowledge system other than science
- a science-informed response to your selected issue
- things that could be done with a tiakitanga approach to this issue that would demonstrate guardianship for yourself, others, or your environment. Explain how the approach considers tiakitanga.
Note: A perspective is a particular way of regarding an issue. It is shared by a group. Examples of groups include:
- iwi or hapū
- a local council
- a company or business.
Give reasons:
- for the science-informed response that was taken to your selected issue, why it was taken, and how it relates to both of the perspectives you have considered.
Discuss:
- why it is important for decision makers to consider more than one perspective when making a science-informed response. Use examples from the tiakitanga approach and sport science to support your discussion.
How to present your learning
Your findings could be presented in a variety of ways such as:
- a presentation (3-4 mins), that could be a video, a voice recording, or a live presentation in front of the kaiako or class
- a digital or paper poster, infographic, or slideshow (8-10 slides) that will include detailed annotations alongside diagrams or pictures
- a video or animation (3-4 mins)
- a written article, report, or blog (750-800 words), in te reo Māori, English or braille which may also include visual or tactile diagrams or pictures.
You must be actively involved in any group component to this assessment, and you will need to identify your contribution.
Your findings could be presented in a variety of ways such as:
- a presentation (3-4 mins), that could be a video, a voice recording, or a live presentation in front of the kaiako or class
- a digital or paper poster, infographic, or slideshow (8-10 slides) that will include detailed annotations alongside diagrams or pictures
- a video or animation (3-4 mins)
- a written article, report, or blog (750-800 words), in te reo Māori, English or braille which may also include visual or tactile diagrams or pictures.
You must be actively involved in any group component to this assessment, and you will need to identify your contribution.
Timeframe
You will have 4-6 hours of class time to complete the final Assessment Activity.
Your kaiako will provide details of:
- the time you have to prepare for your assessment
- any checkpoints
- the final submission date and time.
You will have 4-6 hours of class time to complete the final Assessment Activity.
Your kaiako will provide details of:
- the time you have to prepare for your assessment
- any checkpoints
- the final submission date and time.
Getting started
Explore sports science in Aotearoa New Zealand and the Pacific. Before you identify the aspect of sports science that you want to focus on for your issue, you will need to:
- find information on sports-related science such as:
- life processes that are related to sports
- physics ideas that are related to sports
- how safety and performance equipment, supplements, and clothing are developed.
- spend time investigating the different perspectives that groups and individuals hold on sports science:
- talk to people who are involved with this issue, such as sports coaches, physiotherapists, dieticians.
- think about tiakitanga in the context of sports. Consider how care, ownership, or responsibility are shown through things such as:
- parity in access to sports gear or supplementary nutrition
- how sports and nutrition can care for health, or be detrimental to health (you could consider the model of Te Whare Tapa Whā)
- implications of enforcing rules around specific clothing, or equipment
- the implication of drugs in sports and the impact they have on athletes.
Your kaiako can provide resources as a starting point.
Explore sports science in Aotearoa New Zealand and the Pacific. Before you identify the aspect of sports science that you want to focus on for your issue, you will need to:
- find information on sports-related science such as:
- life processes that are related to sports
- physics ideas that are related to sports
- how safety and performance equipment, supplements, and clothing are developed.
- spend time investigating the different perspectives that groups and individuals hold on sports science:
- talk to people who are involved with this issue, such as sports coaches, physiotherapists, dieticians.
- think about tiakitanga in the context of sports. Consider how care, ownership, or responsibility are shown through things such as:
- parity in access to sports gear or supplementary nutrition
- how sports and nutrition can care for health, or be detrimental to health (you could consider the model of Te Whare Tapa Whā)
- implications of enforcing rules around specific clothing, or equipment
- the implication of drugs in sports and the impact they have on athletes.
Your kaiako can provide resources as a starting point.
Student resources
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to explore an aspect of sport science that has local relevance.
Sport is very competitive in Aotearoa New Zealand and the Pacific. There is a strong focus on nutrition, training, and technology, to increase sporting performance.
Identify the issue:
- choose an aspect of sport science in Aotearoa New Zealand and the Pacific that raises the question of equity and access for all.
Identify and explain:
- a key science idea that informs a science perspective related to your selected sport science issue.
- another key perspective that relates to your selected issue and is informed by a knowledge system other than science
- a science-informed response to your selected issue
- things that could be done with a tiakitanga approach to this issue that would demonstrate guardianship for yourself, others, or your environment. Explain how the approach considers tiakitanga.
Note: A perspective is a particular way of regarding an issue. It is shared by a group. Examples of groups include:
- iwi or hapū
- a local council
- a company or business.
Give reasons:
- for the science-informed response that was taken to your selected issue, why it was taken, and how it relates to both of the perspectives you have considered.
Discuss:
- why it is important for decision makers to consider more than one perspective when making a science-informed response. Use examples from the tiakitanga approach and sport science to support your discussion.
You are going to explore an aspect of sport science that has local relevance.
Sport is very competitive in Aotearoa New Zealand and the Pacific. There is a strong focus on nutrition, training, and technology, to increase sporting performance.
Identify the issue:
- choose an aspect of sport science in Aotearoa New Zealand and the Pacific that raises the question of equity and access for all.
Identify and explain:
- a key science idea that informs a science perspective related to your selected sport science issue.
- another key perspective that relates to your selected issue and is informed by a knowledge system other than science
- a science-informed response to your selected issue
- things that could be done with a tiakitanga approach to this issue that would demonstrate guardianship for yourself, others, or your environment. Explain how the approach considers tiakitanga.
Note: A perspective is a particular way of regarding an issue. It is shared by a group. Examples of groups include:
- iwi or hapū
- a local council
- a company or business.
Give reasons:
- for the science-informed response that was taken to your selected issue, why it was taken, and how it relates to both of the perspectives you have considered.
Discuss:
- why it is important for decision makers to consider more than one perspective when making a science-informed response. Use examples from the tiakitanga approach and sport science to support your discussion.
How to present your learning
Your findings could be presented in a variety of ways such as:
- a presentation (3-4 mins), that could be a video, a voice recording, or a live presentation in front of the kaiako or class
- a digital or paper poster, infographic, or slideshow (8-10 slides) that will include detailed annotations alongside diagrams or pictures
- a video or animation (3-4 mins)
- a written article, report, or blog (750-800 words), in te reo Māori, English or braille which may also include visual or tactile diagrams or pictures.
You must be actively involved in any group component to this assessment, and you will need to identify your contribution.
Your findings could be presented in a variety of ways such as:
- a presentation (3-4 mins), that could be a video, a voice recording, or a live presentation in front of the kaiako or class
- a digital or paper poster, infographic, or slideshow (8-10 slides) that will include detailed annotations alongside diagrams or pictures
- a video or animation (3-4 mins)
- a written article, report, or blog (750-800 words), in te reo Māori, English or braille which may also include visual or tactile diagrams or pictures.
You must be actively involved in any group component to this assessment, and you will need to identify your contribution.
Timeframe
You will have 4-6 hours of class time to complete the final Assessment Activity.
Your kaiako will provide details of:
- the time you have to prepare for your assessment
- any checkpoints
- the final submission date and time.
You will have 4-6 hours of class time to complete the final Assessment Activity.
Your kaiako will provide details of:
- the time you have to prepare for your assessment
- any checkpoints
- the final submission date and time.
Getting started
Explore sports science in Aotearoa New Zealand and the Pacific. Before you identify the aspect of sports science that you want to focus on for your issue, you will need to:
- find information on sports-related science such as:
- life processes that are related to sports
- physics ideas that are related to sports
- how safety and performance equipment, supplements, and clothing are developed.
- spend time investigating the different perspectives that groups and individuals hold on sports science:
- talk to people who are involved with this issue, such as sports coaches, physiotherapists, dieticians.
- think about tiakitanga in the context of sports. Consider how care, ownership, or responsibility are shown through things such as:
- parity in access to sports gear or supplementary nutrition
- how sports and nutrition can care for health, or be detrimental to health (you could consider the model of Te Whare Tapa Whā)
- implications of enforcing rules around specific clothing, or equipment
- the implication of drugs in sports and the impact they have on athletes.
Your kaiako can provide resources as a starting point.
Explore sports science in Aotearoa New Zealand and the Pacific. Before you identify the aspect of sports science that you want to focus on for your issue, you will need to:
- find information on sports-related science such as:
- life processes that are related to sports
- physics ideas that are related to sports
- how safety and performance equipment, supplements, and clothing are developed.
- spend time investigating the different perspectives that groups and individuals hold on sports science:
- talk to people who are involved with this issue, such as sports coaches, physiotherapists, dieticians.
- think about tiakitanga in the context of sports. Consider how care, ownership, or responsibility are shown through things such as:
- parity in access to sports gear or supplementary nutrition
- how sports and nutrition can care for health, or be detrimental to health (you could consider the model of Te Whare Tapa Whā)
- implications of enforcing rules around specific clothing, or equipment
- the implication of drugs in sports and the impact they have on athletes.
Your kaiako can provide resources as a starting point.