Health and Physical Education in the New Zealand Curriculum

Physical Activity

Physical activity encourages students to enjoy movement, to learn about the movement culture, and to develop positive attitudes towards regular participation in physical activities.

Physical activity contributes to and promotes learning:

• in movement, by developing physical skills in a range of physical activity contexts;


• through movement, using the medium of physical activity to develop knowledge of themselves and other people, social skills, and positive attitudes and values;


• about movement, by examining scientific aspects of it and by learning about the social and cultural significance of physical activity for individuals, groups, and communities.

In recognising New Zealand's unique bicultural heritage, physical activity embraces ngā mahi a rēhia (Māori recreational and leisure activities, including te reo kori). The activities of rēhia develop physical and mental fitness and co-ordination in appropriate Māori contexts that have their own customs and protocol. These activities are unique to Aotearoa and foster knowledge, traditions, and movement skills from the past along with adapted contemporary movements. Te reo kori provides opportunities for the development of fundamental movement skills, using pol, rākau, and whai. Students may also learn more advanced skills, such as those required for a complex poi performance, haka, or mau rākau using taiaha, under the tuition of experts from within the school or the wider community.

Physical activity programmes contribute to the enhancement of the physical, mental and emotional, social, and spiritual aspects of hauora by capturing the intrinsic and instrumental values of physical activity. Activities are valued for their intrinsic qualities if people take part in them for fun or for the sheer pleasure or satisfaction of it, out of playfulness, or to express themselves and their creativity. They are valued for their instrumental qualities when the activity is a means of achieving specific goals, for example, to develop fitness, improve health, reduce stress, aid relaxation, improve interpersonal skills, or provide opportunities for social interaction.

Through the socio-ecological perspective, students will conic to understand the interdependence of the factors that influence the decisions they make about physical activity. Students will be encouraged to question their own decisions critically and work towards improving practices relating to physical activity within the school and wider community.

Schools should develop policies and practices that create a positive learning environment by supporting physical activity, promoting emotional safety, encouraging the acceptance of diversity, and providing equitable access to opportunities.

It is expected that all students will have had opportunities to learn fundamental aquatics skills by the end of year 6.

Learning opportunities should be characterised by challenge, sequenced progressions, and maximum involvement. Students who are involved in competitive activities should be encouraged to strive for and enjoy personal and group achievements, to demonstrate fair play, and to accept their personal and social responsibilities.

Students require a range of learning opportunities in physical activity. These include opportunities to develop: movement skills for physical competence, enjoyment, a sense of self-worth, and an active lifestyle such as, fundamental movement skills, dance (including expressive and creative movement), play, games, aquatics, athletics, te reo kori, gymnastics, ball activities, fitness activities, and physical recreational skills; personal and interpersonal skills to strengthen their awareness of personal identity and to enhance their sense of self-worth and their relationships with other people such as skills relating to leadership, co-operation, goal setting, communication, personal and social responsibility, fair play, achievement, ethical decision making, and problem solving; knowledge and understanding of scientific and technological influences on physical activity; knowledge and understanding of the significance of cultural practices in physical activity including physical activities characteristic of Māori and other ethnic groups; knowledge and understanding of the significance of social influences on physical activity for example, in relation to body image, gender, the media, competition, family, friendships, group identity, stereotyping, and discrimination; their own values, attitudes, behaviours, and actions in physical activity settings including such attitudes and values as respect for other people, acceptance of diversity, care for the environment, a sense of fair play, and a willingness to become involved.