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OVERVIEW OF P.A

WHAT IS PHYSICAL ACTIVITY?

Physical Activity is one of the seven key areas of learning (KAL) in the Health and Physical Education (HPE) curriculum that encourages students to enjoy movement, learn about movement culture and develop positive attitudes towards regular participation in physical activities (MoE, 1999). Learning opportunities in physical activity includes well sequenced progressions and maximum involvement that contributes and promotes learning by:

Giving students the opportunities to learn basic and advanced movement and physical skills that would develop and extend their personal capabilities in a range of physical activity contexts.

 

Giving students the opportunities to use imagination, initiative and flexibility when creating movement sequences; and demonstrating effective interpersonal skills when working to achieve common movement goals while taking responsibility of their safety and that of others.

 

Giving students the opportunity to consider societal, cultural, religious and environmental factors that influence people’s attitudes and behaviours in relation to participating in physical activities.

 

PHYSICAL ACTIVITY IN THE HPE CURRICULUM

The focus of the HPE curriculum is on the well-being of the students themselves, of other people and of society and through learning in physical activity about the movement contexts, students reflect on the nature of well-being and how to promote it (MoE, 2007). Physical Activity is therefore a context for learning in, through and about movement that would physically educate students to value, explore and experience the learning process of this key area of the curriculum. It is therefore an educative process that is part of the Physical Education subject of the HPE curriculum that allow students to explore, develop and think critically about movement skills and to analyse the role of physical activity in the wider world as they experience a broad range of interesting and physically challenging activities. Physical Activity (KAL) as part of school Physical Education is characterised by the educative component so a game of kicks on the playground is physical activity but not Physical Activity (KAL) which in the HPE curriculum is the development and implementation of Physical Activity practices that are educationally valued and relevant to the needs and interests of students (MoE, 2005). It has been something that schools perceive they are doing all the time through formal and informal processes but it is questionable however, whether or not these physical activity opportunities are grounded in educational aims that are educative in their purpose.

UNDERLYING CONCEPTS OF THE CURRICULUM

Encompassed within the curriculum philosophy are key underlying and inter-related concepts:

 

The underpinning philosophy of Hauora which is a concept of well-being. Hauora is a Māori philosophy of health, which is unique to New Zealand (MoE, 1999).

Physical Activity programmes contribute to the enhancement of the physical, mental and emotional, social and spiritual aspects of wellbeing by capturing the intrinsic and instrumental values of physical activity (Health and Physical Education in the New Zealand Curriculum (MoE, 2007).

Health promotion is a process that helps to create supportive physical and emotional environments in classrooms, whole schools, communities and society (MoE, 1999).

It is more than a single lesson or one-off-event. It is an active process that creates or builds a supportive school environment. Schools should develop policies and practices that create a positive learning environment by supporting physical activity, promoting emotional safety, encouraging diversity, and providing equitable access to opportunities (MoE, 1999).’

Attitudes and values contribute to the well-being of individuals and society.

Through learning in physical education, students will develop a positive and responsible attitude to their well-being, respect and rights of other people, care and concern for other people in the community and for the environment and a sense of social justice (MoE, 1999). Students who are involved in Physical Activity will be taught how to participate positively and will be encouraged to meet competition and challenge constructively and strive for their personal best.

The socio-ecological perspective promotes a ‘way of teaching’ that acknowledges the learner operates within a social context (Culpan, 2000) and recognises that students do not come to school encased in a bubble.

Through specific pedagogical processes students are able to understand how broader physical, social, political, economic, ethical, and cultural contexts and histories influence the ways in which they (and other people) make meaning out of their physical activity experiences (MoE, 2005). 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 (MoE, 1999).

COMPONENTS OF THE WEBSITE

This website provides a perspective on what Physical Activity is as a key area of learning (KAL) in relation to Physical Education within the HPE Curriculum. It also gives us an opportunity to review and consider understandings of the:

 

 

 

 

 

 

 

 

Useful resources and sources for teacher content knowledge are also available in the website through Unit Plans and Lesson Plans of the different year levels that teachers could use in various contextual environment and settings. Some issues, debate and guiding scholarly literature is also available to help with students who have different learning needs.  

 

WHY IS PHYSICAL ACTIVITY IMPORTANT IN PRIMARY SCHOOLS?
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