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Physical Education · NCEA Level 1

92017 · Strategies in group movement

Demonstrate understanding of strategies in a group of three or more, including kotahitanga.

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Key concepts

  • A strategy on 92017 is a plan of action

    Explanatory Note 4 is the definition, not a hint: for this standard, *strategies* refer to plans of action. A plan of action is a chosen way of working with other people **during** group movement. You decide how you will act, and then you act. The Ministry unpacking repeats the same grain in different words: strategies are **actions**. Official Achieved, Merit and Excellence commentaries all quote spoken and physical actions the student took — telling a teammate to cover a missed shot, taking someone aside and walking a zone, holding a raft steady in cold water so another person could climb. If you cannot point to a sentence that starts “I said…” or “I did…”, you have not yet named a 92017 strategy. “We used co-operation” names a heading. “I stopped paddling on my side so Awhina could brace, then I called the next stroke on three” is a plan of action being applied. The “plan” is not a 92016 game-plan against an opponent. It is not a FITT programme. It is not a warm-up. It is how you will work so the group can move together.

  • A group has three or more

    Explanatory Note 3 is a number, not a vibe: a group has **three or more** participants. Two people in a kayak, a pair passing drill, “just me and the kaiako”, and a solo tramp are not groups on this standard. Seven people on a netball court are a group. Four students on a raft are a group. A whole class in a dance is a group. You do not have to write about every person. You do have to have been moving with at least two other people when you applied the plan. If the only other body in the sentence is one partner, stop and find a different occasion. Whetū can check the number in a constructed scenario. It cannot count the people who were actually there.

  • At least two, applied by you

    The unpacking’s number is **at least two** strategies. Both must be applied, and then reflected on, from **your** experience. “The team used communication and the captain used co-operation” is two other people’s work. “I used communication; someone else used co-operation” is one strategy. Official commentaries stay in the first person: the student applied tuākana-tēina **and** effective communication, or manaakitanga **and** effective communication, or co-operation **and** effective communication. You need two names that are plans of action, and two sets of I-said / I-did examples. You do not need three. Three is the 92016 range. Adding a third 92016 tactic does not help 92017. Adding a kotahitanga slogan as a third “strategy” does not help either — kotahitanga is the later discussion around the strategies, not a third plan of action on this page.

  • 92016 movement strategies are a different object

    Subject Learning Outcomes keep the two phrases apart on purpose. **Movement strategies** (92016) are tactical decisions and actions in a movement context: you plan and adapt to a situation, an opponent, or a goal. Zone defence, passing into space, a hold-and-drop, wave selection, a short serve to a weak passer — those are 1.1 objects. **Strategies in movement** (92017) are plans of action in a group of three or more. If your sentence is about the cue you read and the tactic you chose, you are on 92016. If your sentence is about how you worked with the people in the group, you are here. The two can meet without merging. Official Achieved commentary describes a student who saw teammates struggling to understand a zone defence, then **took them aside and explained the area with simple wording and by running the zone**. The 92017 strategy in that sentence is **effective communication**. The zone is what was being explained. Writing “my 92017 strategies were zone defence and a chest pass” has picked up the wrong object. Writing “we used co-operation so everyone felt included” on a 92016 list has made the matching error the other way.

  • Official names are a characterisation list, not a menu

    EN4’s three bullets — tuākana-tēina, co-operation, vā — tell you what a plan of action **may be characterised by**. They are not the only three plans in New Zealand, and they are not three extra achievement standards. **Co-operation**, on this page, means working with others on a shared movement task through specific actions you took: holding, adjusting, sharing a role, changing your effort so another person could succeed. Official Excellence commentary uses co-operation in outdoor activities in exactly that grain (a student holding a raft steady). That is enough for this page. It is not a theology of the word. **Effective communication** and **problem solving** sit on the 1.2 unpacking’s longer example list. This page may use them as English illustrations. Communication, in the official commentaries, is concrete speech plus a check that the other person could then act: “I said to DD ‘this is the area you will defend’”; “I said ‘guys move down and fill the gaps’.” Problem solving is a named example only — a later page may use it. It is not a third mandatory plan. **Tuākana-tēina** and **vā** are official names on EN4. The unpacking adds further te reo Māori and Pacific names (manaakitanga, whanaungatanga, rangatiratanga, ako, whakarongo, vaka, kuleana/tautua, alofa/ofa/aloha/aroha). Those names are **not** first-taught here. the page on tuākana-tēina, co-operation and vā owns them, Do not invent a definition. Do not treat the unpacking list as a pick-one menu. Do not write a Pacific or mātauranga claim because a word looked useful. If your school’s assessed strategies include those names, your teacher and community hold the knowledge. Whetū will not fill the Ministry’s stated gap.

  • Contexts may differ — and that exception does not travel

    On 92016, 92018 and 92019 you stay inside **one** movement context. On 92017 the unpacking is explicit: not all experiences need to be from the same movement. You may focus on one strategy during one movement and apply the second in another, or apply both during one movement. Official Merit commentary uses that licence: manaakitanga on an outdoor expedition **and** effective communication in Rippa Rugby. Official Achieved commentary stays inside one named context (Kī o Rahi, named only). Both patterns are allowed. Neither pattern is a licence to call “all sport” a context on the other three standards, and neither pattern lets a pair in one sport plus a pair in another become a group of four. Name each movement. Keep the two plans attached to occasions that actually had three or more people.

  • Understanding, not live performance

    92017’s achievement criteria are **Demonstrate understanding** / **Explain** / **Evaluate**. The official glosses are: describe the reason and describe the applied strategies, using examples; discuss how and why, using examples; draw conclusions about the effectiveness of how the strategies are applied, using examples. Those are written / multimodal judgements. You still have to **participate** in the group — the unpacking says participation helps substantiate the evidence — but the grade is not Apply / Sustain / Execute. Those three verbs belong to 92016 and to a teacher who can see you in an applied setting. Do not ask anyone to “mark Execute” on a 92017 paragraph. Do not ask Whetū to “mark Excellence” on a constructed vignette. The craft of climbing that ladder — how-and-why sentences, effectiveness conclusions, personal spoken and done examples in enough depth — is the page on describe, explain and evaluate for 92017. This page only needs you to know which object you will later describe: two plans of action, applied by you, in a group of three or more. Evidence may be notes, photos, video or voice, in te reo Māori, English, or New Zealand Sign Language. Students must be identifiable in visual evidence. Depth of authenticity and media lives on the page on collecting movement evidence.

  • Kotahitanga is a later gate, not a third strategy

    Explanatory Note 2: students **must** discuss kotahitanga in the context of the application of strategies. Official gloss, quoted once and not unpacked here: “Kotahitanga is a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action.” Conditions of Assessment: that discussion is necessary to pass the standard at every grade and **does not contribute** to the Achieved, Merit or Excellence grade. A beautiful evaluation that never discusses kotahitanga cannot pass. A thin kotahitanga paragraph cannot lift a description to Excellence. This page records the gate so you do not plan two strategies and forget it. It does **not** first-teach the concept, its socio-political history, or the Ministry’s PE “common goal” caveat. That work is the page on kotahitanga. Do not invent a fuller definition. Do not add “kotahitanga” to your strategy list as if it were a third plan of action. Do not ask Whetū to confirm that a slogan has “covered kotahitanga.”

  • Whetū teaches the object; it has not seen your group

    92017 is school-assessed understanding of strategies you applied in a real group. Whetū is a page. It can teach you the official sentence, the group-size number, the two-strategy rule, the 92016 discriminator, and the first-person grain. It can give you a planning frame. It cannot watch the netball court, the raft, or the Rippa Rugby field. It cannot count the people who were there. It cannot hear what you said. It cannot award Demonstrate understanding, Explain, or Evaluate, and it cannot award Apply, Sustain or Execute. The same honesty holds if your school also uses the same game for 1.1: the live tactical performance is your teacher’s. On 1.2, the written or multimodal understanding is also your teacher’s. Constructed scenarios below are practice, labelled as practice. They are not your NCEA evidence, and they are not a Whetū grade.

  • The official sentence is the whole gloss this page will use

    Explanatory Note 2 prints one definition and then stops: “Kotahitanga is a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action.” That is the official 92017 sentence. The NCEA glossary is the place the standard also points you, but its term body was not captured in the research this page follows. Until that body is captured from the official glossary, Whetū will not invent one. Do not substitute teamwork, “good vibes”, wellness, or “the team spirit” for the official sentence. Those drop the mātauranga Māori the sentence insists on. Do not expand the four nouns into a homemade theology either. Unity, togetherness, solidarity and collective action are the official words. They are not a licence to write what an iwi believes. The Ministry 1.2 unpacking repeats the same sentence and then adds one teaching job for this standard: strategies are applied to develop kotahitanga, which foster and enhance relationships, respect, and unity in group movement contexts. That sentence is Ministry unpacking, quoted so you know the official PE job. It is not a second definition, and it is not a list of extra virtues you have to catalogue.

Assessment

Internal · marked per part.

AS92017 is a school internal (written or multimodal understanding). There is no sit-down exam paper. Use Learn and Practise to prepare the reflection your kaiako marks.

Learn

4 authored Learn units for this standard.

Practise

38 Practise questions in “Strategies in group movement”. Feedback here is formative and is not an official NCEA grade.

  • A plan of action

    A chosen way of working with the group while you move — I said, I did

  • Not a 92016 tactic

    92017 strategies are group plans, not zone defence or a short serve

  • A group of three or more

    Pair work, a solo, or “the coach and I” is not the group

  • Kotahitanga as a gateway

    Required at every grade, in the context of the strategies. Not a grade-lifter

  • Describe, explain, evaluate

    Reason and applied plans; how and why; conclusions about effectiveness

Sample questions

  1. On Achievement Standard 92017, strategies refer to which of the following?
  2. Which sentence has not yet named a 92017 plan of action?
  3. Match each sentence to the object it actually is.
  4. Which sentence is the strongest 92017 example of a plan of action being applied?
  5. In a sentence or two, write a 92017 plan-of-action example for that moment. Use first person, and say what you said or did so someone else could then act.
  6. Subject Learning Outcomes keep two phrases apart on purpose. Which pairing is correct?
  7. A student writes: “My 92017 strategies were zone defence and a chest pass.” What is the main problem?
  8. Which sentence is doing 92017 work, and what is the other sentence doing?

Practise 92017 in Whetū

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