92016 · Movement strategies

• Foundations of movement

  What Physical Education means by movement, context, tikanga of the moving body, and evidence.

• Movement strategies

  Apply movement strategies in an applied setting. Whetū teaches the craft; it does not award live performance.

• Movement is the object of Physical Education

  Physical Education studies **movement**. Not “sport” as a heading, not “fitness” as a programme, not “PE” as a timetable slot. The official subject page starts from movement as integral to the human experience: it is how we come to understand our bodies over a life, how we contribute to hauora, and how we live physically active lives. Movement is affected by who we are, and it affects who we are. It is affected by how we meet other people, and it affects those meetings. It is affected by our place in society, and it shapes that place. If you delete those sentences and replace them with “we play games so we get fitter”, you have left the subject. A movement context — one physical discipline or sport — is how later standards pin that object down. The next page on choosing a context owns that grain. This page only needs the larger claim: whatever discipline you later name, the subject is still movement, in, through and about.

• In, through and about

  Big Idea 1 prints three prepositions on purpose. Keep them as three jobs. - **In** movement — you develop physical skills and you experience enjoyment. You are participating. A clear, a tackle decision, a paddle stroke in moving water, the feeling of a rally that works. 92016 later looks at tactical decisions *in* an applied setting. Skills matter here; they are not the whole subject, and on 92016 they are not what is marked. - **Through** movement — you look at different perspectives *through* participation and you develop capabilities. The official Big Idea 3 list includes spiritual, social, emotional, political, intellectual and cultural capabilities, and names listening, assertiveness, empathy, problem solving, negotiation, compromise, mediation, and giving and receiving feedback. 92017 later asks about strategies in group movement and kotahitanga. Those are *through* jobs. This page names the preposition. It does not define kotahitanga. - **About** movement — you learn how and why people move, and what influences your own and others’ movement. 92019 later asks about influences on a movement context in Aotearoa New Zealand or the Pacific. 92018 later asks you to make meaning from how movement may influence hauora. Those are *about* jobs. Writing *about* movement on Whetū is not the same as having moved. A good PE course holds all three. A course that is only drills has stalled on a thin version of *in*. A course that is only a workbook has skipped *in* and is pretending *about* is enough. A course that is only “we had fun and got on” has stalled on a thin version of *through*.

• Four Big Ideas, not a topic list

  NZQA does not prescribe the titles on a later map. The official organisers are the four Big Ideas and the Significant Learning on the Learning Matrix. The four Big Ideas, in Learning Matrix wording, are: Movement is integral to hauora 2. Participation in movement enriches our lives 3. Through movement we develop diverse capabilities 4. There are diverse ways of understanding movement contexts and the moving body The Ministry subject-page essay titles the first “Movement is essential to hauora.” That is the same Big Idea, not a fifth. There is no prescribed order. A school programme might start from a local context that sits under any one of them, and the Ministry says Significant Learning often crosses more than one Big Idea. Significant Learning at Curriculum Level 6 is the not-to-be-missed teaching list, not a fifth standard. It includes movement skills and strategies that answer external cues; making meaning from how movement may influence hauora; capabilities and strategies that promote kotahitanga; managing self in challenging movement contexts; biophysical principles; sociocultural influences on the moving body; te ao Māori influences on the moving body; places and spaces / te taiao; applying tikanga; and recognising that the body holds unique significance and tapu. Those names are listed so you recognise the subject map. Tikanga, tapu, kotahitanga, te taiao and the models of health are named later. This page records that they exist. It does not define them.

• Hauora — the official sentence, not a substitute

  Hauora is “a Māori philosophy of holistic wellbeing grounded in bodies of mātauranga unique to Aotearoa New Zealand.” That wording is shared by Achievement Standard 92018 and the 1.3 unpacking. Treat it as a definition with edges, not as a prompt to improvise. Philosophy here means a way of understanding wellbeing, not a medical diagnosis and not a brand. Mātauranga in that sentence is left as the official phrase — bodies of knowledge unique to Aotearoa New Zealand. This page does not unpack iwi-specific knowledge, rongoā, maramataka, or a history of the word. Those belong to cultural authorities, not to a Learn unit. If you can delete “Māori philosophy” and “mātauranga unique to Aotearoa New Zealand” and the sentence still feels finished, you have replaced hauora with a generic wellbeing slogan. Keep both halves. The 1.3 unpacking adds that this goes beyond the physical aspects of wellbeing to include aspects such as the spiritual, the collective, and the environmental. Hold those official names. Do not flatten them into “I felt fitter”, and do not flatten them into “the four walls of a house”. Te Whare Tapa Whā, Te Wheke, Fonua and Fonofale are official **examples** of a model of health — “a guide to understanding hauora according to aspects or dimensions of the model.” Big Idea 1 says learning about hauora may be enriched by exploring those models. Naming them is allowed. Defining their parts, drawing them, or treating any one of them as hauora itself is not this page’s job. A later page on models of health teaches that grain. For 2026, 92018 specifies Fonofale as the assessed model. That year-lock lives on the 92018 pages. Do not start writing model-part names here.

• Lifelong contribution, without assessing 92018

  Big Idea 1 is why we study the subject: movement is fundamental to our lives. It contributes to our development as individuals and as members of our communities, and to our ability to help others. The subject page says movement education makes a significant contribution to hauora, and that students will refine what it means to be physically educated and promote physical education throughout their lives. That is a **lifelong** claim. It is not a one-off fitness test, and it is not “I ran on Tuesday so my hauora went up.” 92018 is the standard that later assesses one slice of that idea: how *personal movement experiences* — repeated participation in a **single** physical discipline or sport — influence *your* hauora, using a model, with first-person examples. Direction of causality on that standard is fixed: movement experience → hauora, not hauora → performance. This page may say that movement contributes to hauora, because Big Idea 1 says so. It may not: - ask you to submit four reflections - require Fonofale aspects - treat a constructed vignette as your NCEA evidence - award describe / explain / evaluate on 92018 - ask you to disclose your own hauora as assessment evidence Health Studies also teaches hauora, from the same official sentence, inside Food and Nutrition, Mental Health, and Relationships and Sexuality. If you take both subjects, the philosophy is shared; the assessed context is not. A PE practical is the wrong Health Studies context. A Health Studies food-and-nutrition activity is the wrong PE movement context.

• Participation enriches; capabilities grow; understandings are diverse

  The other three Big Ideas are the rest of the subject, stated once so later pages have somewhere to hang. **Participation in movement enriches our lives** (Big Idea 2) is about taking part *in* movement, the meaning and enjoyment it can create, and using movement to enrich others as well. The official commentary also says students explore how their bodies are made up of different parts, that each part holds its own unique significance and tapu, and that tapu and noa matter in protecting mauri and mana. Those sentences are official. They are **not** defined here. A later page on tikanga and the moving body owns them. **Through movement we develop diverse capabilities** (Big Idea 3) is the *through* Big Idea. Movement is a vehicle for learning those capabilities, for working with others, and for promoting kotahitanga. Kotahitanga is named. It is not defined here. The 92017 gateway page owns that discussion. **There are diverse ways of understanding movement contexts and the moving body** (Big Idea 4) is the *about* Big Idea. Understandings of the body and movement are contested and should be examined from multiple worldviews. Students engage with biophysical, sociocultural, kinaesthetic and embodied ways of knowing, including through te ao Māori and Pacific contexts. That is why this subject will not split PE into a sports-science half and a cultural half. 92019 later asks for two influences on one context. This page only needs the refusal: one way of knowing is not the subject.

• Four standards, four later jobs

  The lean is a teaching reminder, not an NZQA rule. Significant Learning crosses Big Ideas, and a Saturday game can feed more than one standard without merging them. Do not write a 92016 strategy list into a hauora reflection, and do not write a hauora sentence onto a 92016 list. 92016 is an internal, assessed live. 92017 is an internal, assessed as written or multimodal understanding. 92018 and 92019 are external digital portfolios, not sit-down papers. There is no fifth Level 1 PE achievement standard. Unit standard 505 (personal physical fitness) is not part of this subject. Constructed scenarios below are practice, labelled as practice. They are not your NCEA evidence. A typed paragraph on this page is not repeated personal participation, and it is not a portfolio grade.

• A movement context is one physical discipline or sport

  92019’s unpacking is the cleanest official sentence: a movement context in that standard is a single physical discipline or sport, such as waka ama, volleyball or caving. 92018 uses the same grain: personal movement experiences must come from repeated participation in a **single** physical discipline or sport. 92016 never lets you split a range across sports. So the thing you write at the top of a planner or a portfolio is one name: netball, badminton, sea kayaking, mau rākau. “Invasion games”, “racquet sports”, “everything in Term 2” and “PE” are not movement contexts. If you cannot point to one discipline, you have not chosen a context yet.

• Official categories are three families

  The achievement standards do not give you a menu of sports. They give you three families, printed as examples of a movement context (92016) and as the families a single discipline must come from (92019): - Māori, Pacific, or other cultural activities - team or individual activities - outdoor education activities That is the official list. The first bullet holds Māori, Pacific **and** other cultural activities together. This page does not invent a fourth official category, and it does not split that first bullet into three NZQA-defined sports lists. Teaching can still walk through official names that sit naturally with each family — mau rākau and kī-o-rahi as named cultural-activity illustrations, badminton as a named individual activity, sea kayaking and caving as named outdoor illustrations, volleyball and netball as named team illustrations, waka ama as a named 1.4 illustration. Locating your discipline in a family is how you show it is in scope. The family is not the context.

• Official examples are illustrations, not a prescribed programme

  Mau rākau, badminton and sea kayaking sit on 92018 and 92019 as examples. The unpacking pages add further names so teachers can see the grain. None of those lists is a required school course, and none of them is closed. A school may assess 92016 in netball and 92018 in climbing. Another school may assess both in badminton. You and your teacher choose a discipline you actually participate in, that can carry the standard’s job (tactical strategies; group strategies; repeated experiences; two influences). “I must do mau rākau because it is on the standard” is a misreading of an example list.

Internal · marked per part.

AS92016 is a live performance in an applied setting. Whetū can teach the craft. It cannot watch you play and cannot award Apply, Sustain or Execute.

8 authored Learn units for this standard.

• What Physical Education means by movement

  Four substantial paragraphs. First-teaching `concept` markers sit here and in key concepts; later sections leave them unmarked.

• Choosing a movement context

  Four substantial paragraphs. First-teaching `concept` markers sit here and in key concepts; later sections leave them unmarked.

• Tikanga, tapu and the moving body

  Several short paragraphs. First-teaching `concept` markers sit here and in key concepts; later sections leave them unmarked.

• Evidence, authenticity and first-person examples

  Four substantial paragraphs. First-teaching `concept` markers sit here and in key concepts; later sections leave them unmarked.

• Movement strategies are tactical decisions

  This page is about what Physical Education 1.1 means by a movement strategy. The official wording is exact: movement strategies are “the tactical decisions and actions used in a movement context.” They involve planning and adapting movements to respond effectively to different situations, opponents, or goals. That is a tactical decision you make and then carry out — not a tidy skill, and not a FITT (Frequency, Intensity, Time, Type) plan. Achievement Standard 92016 is an **internal**. Your teacher assesses you live. Whetū teaches the idea so you can name and plan those decisions. It has not watched you play and cannot award Apply.

• Offensive, defensive and other tactical play

  Four substantial paragraphs. First-teaching `concept` markers sit here and in key concepts; later sections leave them unmarked.

• Applied settings and external cues

  Four substantial paragraphs. First-teaching `concept` markers sit here and in key concepts; later sections leave them unmarked.

• Identifying a range, sustaining, executing

  Four substantial paragraphs. First-teaching `concept` markers sit here and in key concepts; later sections leave them unmarked.

38 Practise questions in “Movement strategies”. Feedback here is formative and is not an official NCEA grade.

• What a movement strategy is

  A tactical decision and action in a movement context — not a skill or a warm-up

• Offensive, defensive and tactical play

  Official example families. A heading is not yet a named strategy

• An applied setting

  An authentic situation with unpredictable cues. A drill is not the setting

• A range you can name

  At least three strategies in one context. Whetū cannot award the live verbs

• Not a skill, not FITT

  Isolated skills and training principles are officially not strategies

• Whetū cannot mark this

  Live observation is the teacher’s job. A typed page is not Apply

Sample questions

1. Achievement Standard 92016 defines movement strategies as which of the following?
2. Which sentence names a 92016 movement strategy?
3. Match each name to the job it actually does on 92016.
4. In a sentence or two, explain why that list does not meet 92016, and what a range on this standard actually needs.
5. Achievement Standard 92016 gives offensive strategy, defensive strategy and tactical play as examples of a movement strategy. What does that mean for your list?
6. Which list best shows a 92016 range inside one context?
7. Whose list actually identifies movement strategies a teacher could watch?
8. Which changes would turn this into a list a teacher could actually watch? Select all that apply.

Practise 92016 in Whetū