Underlying
Concepts
This page describes ways that the underlying concepts of the document
Health and Physical Education in the New Zealand Curriculum
can be addressed through teaching Sport Studies – a key area
of learning.
Hauora and Sport Studies
Sport studies offers opportunities for both the individual and
the wider society to achieve hauora, through addressing development
in the dimensions; taha tinana, taha wairua, taha whānau, and
taha hinengaro.
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Taha tinana – physical well-being
For example through participating in physically active games
and sport, warm-ups, stretching, use of safety equipment,
avoiding physical injury.
Taha whānau – social well-being
For example through being part of a team, playing with and
against others.
Taha wairua – spiritual well-being
For example seeking personal identity and meaning through
meeting challenges in games and sport.
Taha hinengaro – mental and emotional well-being
For example learning strategies / tactics for particular games,
respecting self and others, and taking diverse sporting roles.
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Health Promotion and Sport Studies
The concept of health promotion implies positive action towards
health as opposed to treatment of illness.
Health promotion incorporates principles of:
- affirming diversity,
- social justice, and
- supportive environments.
Sport studies provide opportunities for students to reflect on
their attitudes and behaviours toward these three principles, and
take action to establish supportive practices, policies, programmes,
and environments.
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Sport studies provides opportunities for students to:
understand how the environments in which they learn and
play can affect their own personal well-being and that of
society;
develop skills that empower them to take action to improve
personal and societal well-being;
help to develop supportive links between the school and
the wider community;
help to develop supportive practices to ensure physical
and emotional safety for those they play with.
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A Socio-ecological Perspective and
Sport Studies
Sports studies allow the assumptions, on which physical education
is based, to be exposed and challenged.
A socio-ecological view connects the individual to influences in
the wider society, and recognises that physical education and sport
cultures are not divorced from broader social, political, economic
and cultural relations.
The representation of sport as mass culture is a major force in
the construction of social life. Influences such as these, impact
on how young people make sense and meaning of sport and physical
activity as they experience it, how they use, shape and exercise
their bodies, and how sport in society tends to advantage already
dominant individuals and groups.
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Sports studies provides opportunities for students to:
critique information contained in the media which focuses
on sport, health, and body image;
extend, and critically appraise the deliberate use of play,
exercise, sport and other forms of physical activity, within
individual and social contexts;
demonstrate responsibility to actively contribute to their
own well-being and that of other people.
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Attitudes and Values and Sport Studies
Sports studies provides a context through which students can develop
an understanding of how personal identity and life-skills, that
promote independence, autonomy, and feelings of self-worth, are
important to well-being.
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Sport studies provides opportunities for students to:
self-challenge and achieve mastery, thereby enhancing feelings
of competence and self-worth.;
develop self-determination, thereby enhancing responsibility
for participation and achievement;
give appropriate encouragement and technical feedback, thereby
enhancing honest social support systems;
experience fun and excitement, thereby enhancing attitudes
of pleasure and stimulation;
reflect on competition and comparison that, for some students,
can have negative consequences.
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