This Big Idea captures the essence of why we study Physical Education: movement is fundamental to our lives. It contributes to our development as individuals and as members of our communities. It also contributes to our ability to help others to develop and to be members of our communities.

Movement education makes a significant contribution to hauora. We learn in movement by developing physical skills and experiencing enjoyment. By looking at different perspectives through our participation in movement, we are able to develop a range of capabilities. By learning about how and why people move, we come to understand what influences our own and others’ movement.

In Physical Education, ākonga will have the opportunity to explore what movement means to them through different approaches to hauora. They will engage in Māori, Pacific, individual, team, and sports activities.

Hauora offers a holistic understanding of wellbeing. Learning about hauora may be enriched by exploring cultural models such as Te Whare Tapa Whā, Te Wheke, Fonofale, etc. Many of these models encompass whakapapa, mauri, mana, and connection to whenua and te taiao. The ways in which we move, and approach movement, can influence all aspects of hauora. Aotearoa New Zealand’s diverse movement contexts also provide ākonga with rich opportunities through which to explore the relationship between movement and te taiao. These include whenua, maunga, moana, awa, roto, whetū, maramataka, and ngahere. For example, ākonga may choose to reflect on their connections to place and space through mana atua and mana tangata.

This Big Idea focuses on the importance of taking part in movement and the joy movement can bring to people’s lives. It recognises that taking part in movement enriches us by creating meaning and enjoyment. We can use movement to enrich the lives of others as well. This will positively impact hauora and can also contribute to an improvement in performance.

In Physical Education, ākonga explore how their bodies are made up of different parts. Each part holds its own unique significance and tapu, and together they form the tapu of the body as a whole. Tapu and noa are important in protecting the mauri and mana of the person and respect for the tikanga around tapu and noa should be taught and adhered to.

Participating in movement is essential to understanding its development. In Physical Education we work with others in movement contexts, reflect critically on movement, and develop personal and shared understandings of movement. Through these we can think about how physical activity contributes to our identities and deepens our understanding of how movement enriches our lives.

This Big Idea focuses on the capabilities and interpersonal skills we gain through movement. It recognises that movement is a vehicle for learning spiritual, social, emotional, political, intellectual, and cultural capabilities. These capabilities include effective listening, assertiveness, showing empathy, problem solving, negotiation and compromise, mediation, and giving and receiving feedback. Developing these capabilities also helps ākonga to work more effectively with others and to respond to new or challenging situations. In working collectively to promote kotahitanga, ākonga will gain new skills and grow their understanding of tikanga. They will refine and reflect on the ways in which they relate to others and develop an understanding of the implications of these interactions. This will let them explore different roles within a group, collaborate towards achieving shared goals, and manage challenging situations.

This Big Idea focuses on exploring understandings about how the body works, and on ways to maintain and enhance physical experiences. It also encourages us to look at the sociocultural factors which influence movement itself and movement contexts.

Understandings of the body and movement are contested and should be examined critically from multiple and diverse worldviews. Through this engagement, ākonga will grow their knowledge of te ao Māori me ōna tikanga. This knowledge is informed by their own movement experiences and understandings, and the concerns of their wider communities. Ākonga will engage with a range of biophysical, sociocultural, kinaesthetic, and embodied ways of knowing. They will do this through te ao Māori and Pacific contexts, as well as a range of cultural perspectives.

Each of our ākonga will have their own values, many of which are rich and have a deep cultural history. It is important that we recognise the diverse cultural values of our ākonga and consult with our own communities to better reflect their needs.