92019 · Influences on movement

• An influence still changes how the movement is carried out

  The achievement standard’s sentence is the working test on this limb too. An influence on movement changes, shapes, or determines **how a movement is carried out**. The unpacking’s gloss is the same idea in classroom language: a direct impact on the way the body moves, the outcome of the movement, and/or the conditions under which it occurs. That is a tighter job than “something Māori that mattered to me in PE.” “I enjoy kapa haka” is a preference, and kapa haka is not even an official 92019 illustration name on this page. “On 14 March, in sea kayaking, the connection between movement and te taiao is the influence I am taking to depth; here is the dated action that changed” is the 92019 grain — **if** you can point to the movement that was changed, and **if** you have not invented a meaning Whetū will not write. If you cannot point to the movement that was changed, you have not yet named a 92019 influence.

• The official including-list is four names

  Te ao Māori aspects, in the standard’s own including-list, are pūrākau, connection to te taiao, tapu, and noa. Those four are what this page teaches as the **official list**. Quote them when you identify the family. Do not add a fifth name and call it EN2. Official PE / Ministry sources used to author this page **do not define** pūrākau, te taiao, tapu or noa beyond naming them on that list, adding the unpacking phrases in the next concept, and printing the Big Idea / Significant Learning sentences quoted later. Achievement Standard 92019 EN4 sends readers to the NCEA glossary. The glossary used here does not print those term bodies. Until an official glossary definition is printed, this page will not invent one. These four names are not 92016 movement strategies (tactical decisions in a game). They are not 92017 plans of action. They are not a 92018 model of health. They are not a licence to turn Physical Education into “cultural PE versus sports science.” Official Big Idea 4 requires diverse ways of understanding the moving body. This page is one limb of 92019, not the whole subject, and not a model Whetū designed.

• The unpacking adds three teaching clusters

  The 1.4 unpacking’s own words — quoted, not rewritten into a theology: > te ao Māori aspects involving influences such as: > > - the ways in which creation narratives, pūrākau, and values inform tikanga and participation in movement > - the body and tapu > - the connection between movement and te taiao. Those are official teaching phrases. They are how the Ministry groups the family for a programme. They are not a second official menu you must cover. They are not three extra marks. Only one influence from the aspect is marked. Notice what the unpacking does and does not do. It **adds tikanga** (as what creation narratives, pūrākau and values *inform*, and as the named te ao Māori influence in the waka ama illustration). It **adds the body and tapu** as its own cluster. It **repeats** the connection between movement and te taiao. It does **not** give noa its own cluster. Noa remains on the standard’s including-list, and it appears again in the Big Idea 2 sentence quoted below. Official 92019 teaching support does not, in the sources this page opened, explain a 92019 how-and-why of noa on its own. This page therefore names noa and stops. It will not invent one.

• Official sources do not define these terms — and the Ministry says so

  Quoted from the 1.4 unpacking, rather than paraphrased into a new theology: > Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation. > > We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that teacher and students alike can explore. If a sentence in your draft could only have been written by inventing a sacred narrative, a community belief, or a homemade “Māori PE model,” it is not 92019 evidence and it is not something this page will complete. Name the official list. Take the meaning to your teacher. A later foundations page on tikanga and the moving body is where tikanga, tapu and the moving body are taught — still from official PE language only.

• Depth on one influence

  The unpacking: only one influence from each aspect will be marked, so the focus is on depth of understanding. For anatomy it gives a sufficiency example (a single in-depth joint movement). For biomechanics it gives another (one principle such as balance and stability). It does **not** print a matching sufficiency sentence for te ao Māori (“one pūrākau is enough”). The general rule still applies. Pick **one** official name, or **one** unpacking cluster, and stay there. A paragraph that names pūrākau *and* the body and tapu *and* te taiao *and* noa *and* tikanga is a catalogue. A paragraph that then adds kotahitanga, manaakitanga, whanaungatanga, tuākana-tēina and kaitiakitanga because the 2024 assessment report listed those as typical student choices that year is a second catalogue, and most of those names are **not** on the 92019 including-list. Kotahitanga and tuākana-tēina belong to 92017. This page will not first-teach them as 92019 te ao Māori influences. Depth on this limb is not “more te reo.” It is one named official influence, a first-person action, and a how-and-why that still answers the EN2 test: how did this influence change the way the movement was carried out?

• Tikanga is not “the rules” — and this is not the foundations unit

  The 1.4 unpacking’s first official illustration pair is: movement context **waka ama**; Aspect 1 (te ao Māori) — the influence of **tikanga**. That sentence is a teaching picture. It names tikanga as a te ao Māori influence a student *might* take to depth on waka ama. It does not define tikanga. It does not describe the race. It does not invent play. The 2025 assessment report lists, among do-not-reward patterns, tikanga treated as “the rules of the game.” “Tikanga is the rules of netball” / “tikanga is the rules of waka ama” is the refused grain. This page records the refusal. It will not replace the refused sentence with a theology. What official PE language *does* say, and what this page may print: - Unpacking cluster: creation narratives, pūrākau, and values **inform tikanga and participation** in movement. - Significant Learning at Curriculum Level 6 includes: apply an understanding of tikanga. - The Ministry PE subject page says Physical Education capabilities “inform the ways in which ākonga understand tikanga in movement contexts.” - Big Idea 4 says students will grow their knowledge of te ao Māori me ōna tikanga. Those are official sentences. They are not a definition. Foundations of tikanga, tapu and the moving body belong to the later page on tikanga and the moving body. This page **names** tikanga as an unpacking extra and as the waka ama illustration. It does not grow into that lesson.

• The body and tapu — official PE sentences, then stop

  The unpacking’s second cluster is **the body and tapu**. Tapu is also on the standard’s including-list. Significant Learning at Curriculum Level 6, quoted from the official Learning Matrix: > recognise that the body holds unique significance and tapu and must be protected and nurtured through movement. Big Idea 2 commentary on the Ministry PE subject page, quoted rather than expanded: > In Physical Education, students explore how their bodies are made up of different parts. Each part holds its own unique significance and tapu, and together they form the tapu of the body as a whole. Tapu and noa are important in protecting the mauri and mana of the person and respect for the tikanga around tapu and noa should be taught and adhered to. Those sentences are official Physical Education language. They are **not** defined further on this page. Mauri, mana, and the tikanga around tapu and noa are named in that Big Idea paragraph. They are not 92019 EN2 including-list items. They are not first-taught here. the page on tikanga and the moving body owns the foundations. If **the body and tapu** is the one influence you take to depth on 92019, the job is still the EN2 test: how did that named influence change, shape, or determine **how your movement was carried out**? It is not an essay on the body. It is not a list of body parts. It is not “tapu means I stretched first.” It is not a claim about what “Māori people never do with their heads.” Whetū will not invent how tapu applies to your smash, your paddle, or your tackle. If this is your limb, the how-and-why is a conversation with your teacher, using official PE language and your own dated action — not a paragraph this page will finish.

• The connection between movement and te taiao — the cluster this page takes to writing depth

  The unpacking’s third cluster is **the connection between movement and te taiao**. “Connection to te taiao” is also on the standard’s including-list. The 1.4 unpacking’s second official illustration pair is: movement context **skateboarding**; Aspect 1 (te ao Māori) — the influence of **connection between movement and te taiao**. Significant Learning at Curriculum Level 6 includes: reflect on how places and spaces influence movement with reference to te taiao. Big Idea 1 commentary on the Ministry PE subject page, quoted: > Aotearoa New Zealand’s diverse movement contexts also provide students with rich opportunities through which to explore the relationship between movement and te taiao. These include whenua, maunga, moana, awa, roto, whetū, maramataka, and ngahere. Those place-words are official PE names of movement contexts through which the relationship can be explored. They are not a Geography component list. They are not a definition of te taiao. This page will not define te taiao. It will not write a pūrākau of a harbour. It will not say what an iwi believes about an awa. What this page *will* teach is the 92019 writing job on this one cluster, because the Ministry printed both a cluster name and an illustration: Identify the influence using the official phrase: the connection between movement and te taiao. 2. Stay in **one** movement context you actually took part in. Skateboarding and sea kayaking are official illustration names. They are examples, not a required programme. 3. Write **I**, a date if you have one, and the action that changed — the way the body moved, the outcome, and/or the conditions under which it occurred. 4. Use the official Significant Learning grain: how places and spaces influenced that movement, with reference to te taiao as the official name. Do not add a definition of the name. 5. Draw a conclusion about what you learnt from *this* influence and a specific next action. Do not interrelate it with the sociocultural limb. “I love nature” is a preference. “I picked up rubbish, so I was a kaitiaki” invents a 2024-report name that is not on the 92019 including-list, and it may not even be a movement. “Ngāi Tahu believe the harbour is…” is an iwi-specific claim this page will not write. The 92019 sentence has to change how **you** then moved.

• Pūrākau — named; Whetū will not write one

  Pūrākau is on the official including-list. The unpacking groups creation narratives and pūrākau with values that inform tikanga and participation in movement. Official PE / Ministry sources opened for this page do **not** supply a pūrākau, a creation narrative, or a retelling for Physical Education. Whetū will not invent one. Whetū will not attribute a narrative to an iwi or hapū. If your teacher has taught a pūrākau in class, and if that is the **one** influence you take to depth, the 92019 job is still the unpacking verb: how did it **inform your participation** in the movement you then carried out? The evidence is your dated action, in the first person. The narrative itself is not something this page will author, and it is not something a chatbot may generate (generative AI is not permitted on the 2026 externals).

• 2026 pairing: this limb is a choice, not a year-lock

  Influence 2 on the 2026 task is headed **Te ao Māori influence OR biophysical influence**. You pick one family. Te ao Māori is optional this year. It was compulsory in 2024. Biophysical was compulsory in 2025. A tidy how-and-why on tapu with no sociocultural limb is last year’s pair. Pairing craft — sociocultural required, second limb one family, do not interrelate, conclusions per limb — is the page on the 2026 pairing. This page only checks that the name you brought sits in this family, that it is **one** name, and that it is not mixed into the sociocultural paragraph. Teachers, the unpacking says, need to ensure the selected movement context is appropriate for the influences being applied. That is a school conversation with your teacher. It is not a reason to invent a cultural activity you did not take part in, and it is not a reason to treat mau rākau or waka ama as the only legal contexts for this limb.

External · grade-score marked.

AS92019 is an NZQA external: a digitally submitted portfolio of two influences on one movement context, due 28 October 2026. Candidates may submit a slideshow, voice recording, video, written response, or a combination. It is not a sit-down paper and not school-assessed coursework. Whetū teaches the pairing. It cannot collect your participation evidence or mark the file you submit to NZQA.

4 authored Learn units for this standard.

• Te ao Māori influences on movement

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

• Biophysical influences on movement

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

• Sociocultural influences on movement

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

• Two influences, one context, kept apart

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

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

• The 2026 pairing

  Sociocultural and either te ao Māori or biophysical — not last year’s pair

• Keep the two limbs apart

  Discuss each influence independently. A shared causal sentence is interrelation

• Sociocultural is required

  One sociocultural influence, with an I-plus-action example — not a catalogue

• Te ao Māori or biophysical

  A choice of second family. Official including-lists only. Fitness is not biophysical

• One movement context

  Both influences sit on one named discipline. Two sports is a Not Achieved pattern

Sample questions

1. The 2026 92019 specification requires which pairing of influences?
2. A student submits force summation plus tapu, with no sociocultural limb. Why is that the wrong pair in 2026?
3. Which pair can start a 2026 92019 file?
4. Match each assessment year to the 92019 pairing that actually applied.
5. In a sentence or two, state the 2026 92019 pairing and name one expired pairing you must refuse.
6. The 2026 92019 task prints which rule about the two influences?
7. Which sentence interrelates the two 92019 limbs?
8. Is this file interrelated, or kept apart?

Practise 92019 in Whetū