Hauora Through Movement

Overview

This first lesson in the six-lesson unit Ultimate Frisbee Hauora introduces hauora, Te Whare Tapa Whā, and the purpose of the external portfolio for AS92018. Students take part in a low-pressure ultimate frisbee experience, then record how their personal participation may influence different dimensions of wellbeing.

Learning intentions

• WALT describe hauora using Te Whare Tapa Whā.
• WALT identify how a personal movement experience can influence taha tinana, taha hinengaro, taha whānau, and taha whenua.
• WALT distinguish a personal experience from a general statement.
• WALT understand how evidence from movement experiences can contribute to an external portfolio.

Success criteria

• I can name and explain the four dimensions of Te Whare Tapa Whā.
• I can identify one way ultimate frisbee may influence each dimension.
• I can write or explain a personal response using “I” and specific details.
• I can distinguish my own experience from a general statement about other people.

Curriculum links

• Health and Physical Education: understandings about hauora and wellbeing, including the ways physical activity influences wellbeing.
• Health and Physical Education: participate in physical activity and reflect on personal experiences, relationships, and choices.
• Health and Physical Education: develop interpersonal skills through cooperation, communication, respect, and inclusion.
• AS92018: introduction to collecting and communicating personal evidence about wellbeing through movement experiences.

Lesson structure (50 minutes)

1. 0–5 min · Welcome and provocation. Teacher displays the opening question in the hauora introduction deck: “Can one game change how you feel, who you connect with, or how you experience a place?” Establish that students may participate at a comfortable level and that there are no “right” personal feelings. Students complete a quick think-pair-share, giving one possible way movement could affect wellbeing.

2. 5–14 min · Teach Te Whare Tapa Whā and assessment purpose. Teacher uses the labelled whare and portfolio overview to introduce hauora as a connected model of wellbeing: taha tinana (physical), taha hinengaro (mental and emotional), taha whānau (relationships and belonging), and taha whenua (connection with places and environments). Briefly explain that AS92018 involves building an external portfolio from personal movement experiences and thoughtful reflections; today’s initial response is practice, not a final assessment. Model the difference between “Sport is good for people” and “When I threw the frisbee with my group, I felt more confident because I had a successful pass.” Students label the four dimensions on the Hauora and movement reflection sheet and suggest one possible ultimate frisbee influence for each.

3. 14–18 min · Safety and activity briefing. Teacher explains boundaries, safe throwing and catching, non-contact rules, inclusion expectations, and the modified game format. Use mixed-ability groups of five, with rotating roles such as thrower, receiver, defender, support player, and observer. Students choose a comfortable participation option, listen for the stop signal, and move into groups.

4. 18–33 min · Low-pressure ultimate frisbee. Teacher organises small-sided games or passing challenges in marked areas, pausing once to reinforce communication, encouragement, safe spacing, and inclusive involvement. Students participate, focusing on enjoyment, cooperation, movement, and noticing their own physical, emotional, social, and environmental responses. Students who prefer not to run may walk, pass from a stationary position, or take an observer/support role before rejoining.

5. 33–43 min · Personal evidence and discussion. Teacher returns to the reflection prompts and models a specific personal response using the structure: “During…, I noticed… This influenced my… because…”. Distribute the Hauora and movement reflection sheet for students to record one experience and connect it to all four dimensions where possible. Students first write independently, then discuss one response with a partner. Prompt them to use evidence from today, such as a successful catch, a conversation, a challenge, a feeling, or the outdoor setting. Students may give an oral response to the teacher or record keywords if writing is a barrier.

6. 43–50 min · Plenary and exit check. Teacher facilitates a brief class share, ensuring students can pass if they do not wish to disclose personal feelings. Students complete the final section of the Hauora and movement reflection sheet: name the four dimensions, give one personal example, and identify whether a sample statement is personal or general. Invite two or three students to share one cause-and-effect connection. Collect sheets to establish a baseline for the unit and preview that later lessons will develop these reflections into portfolio evidence.

Resources

• the hauora introduction deck
• the Hauora and movement reflection sheet
• Cones or field markers
• Frisbees, ideally one per group
• Whistle or agreed stop signal
• Whiteboard and markers
• Labelled Te Whare Tapa Whā visual
• Bilingual kupu cards for key terms
• First-aid kit and access to drinking water

Assessment

• Listen during think-pair-share and group discussion for accurate naming and understanding of the four dimensions.
• Check students’ reflections for a genuine personal experience, a relevant hauora connection, and specific supporting detail rather than a general claim.
• Use the completed worksheet as a baseline record and note students requiring further support with vocabulary, participation, or portfolio expectations.

Differentiation

• Provide a labelled whare visual, bilingual kupu cards, word banks, sentence starters, and a modelled example. Accept oral, keyword, scribed, or written responses.
• Pair students strategically and use mixed-ability groups with rotating, meaningful roles so every student can contribute without needing to run continuously.
• Offer walking, stationary throwing, shorter distances, larger targets, or observer/support roles for students with physical, sensory, medical, or confidence-related needs.
• Challenge advanced learners to link one experience to a specific cause and effect, explaining how a particular action, interaction, feeling, or setting influenced a named dimension of hauora.

Extension

• Write one developed portfolio-style statement using: “When I…, this influenced my… because…, which resulted in…”.
• Explain how one experience could influence two dimensions at the same time, while identifying the specific evidence for each connection.