What is physical education (hakinakina)? The curriculum document as explained to a parent group.

1. What is Physical
Education?
Ko te aha te
Häkinakina?
Pëpehä will be shared first.
Ko Taniwha me Voortrekker Hoegte ngä maunga
Ko Täpapa te awa
Ko Mataatua te waka
Ko Ngäpuhi me Pengersick ngä marae
Ko Köhatutaka, Celt, Airihi, Wales, Scotts ngä hapü
Ko Ngäpuhi te iwi
Then the title slide will come up.
I am drafting this presentation on the premise that I am delivering it to the community
of parents at Newton Central where I worked as a kaiawhina (teacher aide) and where
I will be working next year as a BT. As such, I have used pictures throughout the
presentation that I have taken of PE as it happens at Newton.
To begin, I will ask parents for some of their ideas – what pops into your head when
you get asked this question? What are your expectations? To facilitate sharing (or if
parents aren’t initially sharing), I will give some of my own ideas – “I used to groan
whenever I knew PE was coming up…” or “I thought of being bossed around and
made to do really pointless things…” or “I remember always being picked last for
teams or trying to forge notes so I could get out of doing PE…”
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2. Hauora – the breath of life
Physical skills –
Positive attitudes
Practice,
and values –
practice,
team and individual
practice!
Stirling (2002) discusses the links between effective teaching of PE and the integrated
approach of: facilitating student’s development of positive attitudes and values,
encouraging and modelling hauora (intrinsically about balance), while promoting
individual and team skills (ie, the growth and development of the individual [and the
group] Gillespie, 2003).
When speaking with parents, the emphasis would be on sharing stories as explanation.
Placing myself as someone who never enjoyed PE at school (finding out from the
parents who shared my opinion about this curriculum area) and then discussing the
importance of an environment where trust encourages risk-taking. Letting the parents
know that now, as a teacher, I am starting to enjoy PE, because I see it is not about
being able to ‘perform’ – knowing how and what to do in each of the areas – but that
it is important to give things a go. To know that your teacher and your class will not
laugh at you. That you have a safe place to try out new things and that because you
aren’t afraid to give things a go – you are improving your physical health and well-
being.
This will transition to a discussion of how PE as a curriculum area is in scaffolded
stages. Each slide will cover some of the things that are taught over the school year,
mapping out what the children will be learning over their time at our school – “the
best little school in the world”. Point out that “Teaching Games For Understanding” is
a concept that is integral to PE – physical actions or games to teach understanding as
opposed to solely teaching skills.
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3. Te Ao Kori
• Tï räkau
• Traditional games
(whai, mürere)
• Kapahaka
(haka, poi)
The important thing for me as a teacher and for Newton Central overall, is to celebrate
difference and diversity. Te Ao Kori belongs to tangata whenua of this land and, as
such, should be planned in conjunction with local iwi (Ngäti Whätua). It should be
integrated across all areas of the PE curriculum.
A forum / a voice from our other cultures is encouraged. Learning together is of the
utmost importance – Fanau Pasifika, the rümaki reo classes and those in mainstream
all have powerful and valuable identities.
Physical education encourages students to engage in movement
experiences that promote and support the development of physical and
social skills. It fosters critical thinking and action and enables students
to understand the role and significance of physical activity for
individuals and society.
(Ministry of Education, 2007)
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4. Swimming - Kauhoe
• Pool entry
• Moving in the water
• Submerging and
blowing bubbles
• Floating
• Gliding
• Strokes
• Diving
• Aid assistance
A vital area of learning – swimming (or aquatics) is generally part of Term One and
Term Four PE.
From Year One, where the emphasis is on safe entry of the pool and how to move in
the water, through to Year Seven and Eight where students are (usually) diving and
learning both rigid arm and non-rigid arm aid assistance – it is compulsory for all
students to participate.
All of our children are individuals and teachers may need parental support with
children who have a phobia of water, or who try to opt out for other reasons.
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5. Large Ball – Päoro Nui
Small Ball – Päoro Iti
• Throwing /
passing
• Kicking /
striking
• Net / wall
• Target
• Catching
• Passing
• Striking
• Fielding
Cross Country - Omanga Roa
• Emphasis on personal
improvement
• Can I run faster or better
than I did last time?
• Seniors act as mentors
on the day
• Girls run together by
year level
• Boys run together by
year level
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6. Skipping – Peke taura piu
• The school takes
part in Jump Rope 4
Heart every year.
• Focus on balance,
spatial awareness
and
HAVING FUN!
Athletics – Kaiaka
• Run
• Jump
• Throw
• Everyone
participating and
having fun!
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7. Education Outside the Classroom
EOTC
What happens over a year?
Juniors: Years 0 - 3
Term 1 Term 2 Term 3 Term 4
Fundamental
movement
skills
Aquatics Small ball / Large Cross Country Athletics (Run,
ball Jump, Throw)
Education Gymnastics
outside the
classroom
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8. What happens over a year?
Middle school: Years 4 - 6
Term 1 Term 2 Term 3 Term 4
Aquatics Cross country Athletics (Run,
Jump, Throw)
Education Gymnastics
outside the
classroom
Teaching
games for Striking
understanding Invasion / target
Net / wall Fielding
What happens over a year?
Seniors: Years 7 and 8
Term 1 Term 2 Term 3 Term 4
Aquatics Teaching Cross country Peer
games for relationships
Building team understanding Gymnastics
work Athletics
Education
outside the
classroom
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9. Further reading
• Journal of Physical Education New Zealand
• It Takes Two Feet: teaching physical
education and health in Aotearoa New
Zealand
• Learners with special needs in Aotearoa New
Zealand
• Kiwidex
• Kiwisport: Fundamental Skills
• www.sparc.co.nz
• www.tki.org.nz
• www.teamup.co.nz
Culpan, I. & O’Neill. A-M. (2004). Physical education curriculum development: a
humanistic positioning. In Reshaping culture, knowledge and learning: policy
and content in the New Zealand curriculum framework / edited by Anne-Marie
O’Neill, John Clark and Roger Openshaw. Palmerston North, NZ: Dunmore
Press, p.225-243.
Gillespie, L. (2003). Can physical education educate? In It takes two feet: teaching
physical education and health in Aotearoa New Zealand / edited by Bruce Ross
and Lisette Burrows. Plamerston North, NZ: Dunmore Press, p.185-194.
Ministry of Education. (2007) The New Zealand Curriculum.
SPARC. (2005). Kiwisport: Fundamental Skills. Retrieved from
http://www.sparc.org.nz/page-8b6991b0-fd3e-498b-bb91-50807bfeaa26.aspx
SPARC. (2005). Kiwidex.
Stirling, J., Belk, L. (2002). Effective teaching, quality physical education and the
New Zealand curriculum. Journal of physical education New Zealand; v.35,
iss.1, p.69-75.
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