Influence Evaluation

Year 11 Physical Education

Unit: Cultural Influences on Movement Lesson: 15 of 30 Duration: 60 minutes Class size: 30 students

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Lesson Overview

This lesson focuses on developing students’ ability to evaluate and critique the influences on participation in movement, particularly through a culturally informed lens. Students will analyse various cultural influences and learn to critique their impact on engagement and performance in movement activities. This integrates critical thinking aligned with the New Zealand Curriculum’s Health and Physical Education learning areas.

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Curriculum Alignment

The New Zealand Curriculum (NZC) - Health and Physical Education:

Achievement Objectives

• Community and Society
• Understand how cultural and social influences shape attitudes, values, and actions in physical activity contexts.
• Movement Concepts and Motor Skills
• Analyse factors influencing participation and performance in physical activities.

Key Competencies

• Thinking – to critique and evaluate influences critically.
• Relating to others – to appreciate different cultural perspectives on movement.
• Using language, symbols and texts – to communicate evaluations clearly and with evidence.

Values

• Respect – for cultural diversity and understanding different worldviews on movement.
• Excellence – through thoughtful, evidence-based critique of influences.

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Learning Objectives

By the end of this lesson, students will:

1. Identify various cultural influences that affect participation in movement activities.
2. Critically evaluate positive and negative impacts of these cultural influences on participation.
3. Communicate their evaluations using examples and supporting evidence.
4. Reflect on how cultural awareness can enhance inclusive participation in movement.

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Resources Needed

• Flipchart or whiteboard
• Markers
• Worksheets summarising cultural influences on movement
• Case studies or multimedia clips showing different cultural perspectives in sports/movement
• Evaluation rubric (for formative assessment)
• Digital devices (optional) for research or presentations

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Lesson Breakdown

1. Warm-up / Introduction (10 minutes)

• Brief recap of previous lessons on cultural influences in movement.
• Introduce the lesson aim: Evaluating and critiquing cultural influences on participation.
• Pose a provocative question to the class: "How do the cultures we come from influence how and why we participate in sport or movement?"
• Quick think-pair-share: Students discuss this question with a partner and then share key points with the class.

2. Teacher Input and Modelling (10 minutes)

• Present 3 brief case studies/examples highlighting different cultural influences (e.g., Māori traditional games, Pacific Island dance and sport, urban youth street sports, or barriers some cultures face).
• Model how to evaluate these influences, discussing:
• What is the influence?
• How does it affect participation (positively or negatively)?
• Supporting evidence or examples.
• Use a visual organiser (e.g., a two-column chart: Influence | Impact).

3. Group Evaluation Activity (20 minutes)

• Divide class into 5 groups (6 students each).
• Assign each group a cultural influence case study or provide one for them to investigate using devices or printed materials.
• Each group completes an evaluation worksheet:
• Identify the cultural influence.
• Discuss and write down positive and negative impacts on participation.
• Consider who benefits or is disadvantaged by these influences.
• Groups prepare a short 3-minute summary of their evaluation.

4. Group Presentations and Peer Feedback (15 minutes)

• Each group presents their evaluation to the class.
• After each presentation, the class uses a simple evaluation rubric or set of criteria to give constructive feedback focusing on clarity, evidence, and cultural sensitivity.
• Encourage students to ask clarifying questions and add their perspectives respectfully.

5. Reflection and Consolidation (5 minutes)

• Whole class discussion guided by the teacher:
• What did we learn about the variety of cultural influences on movement?
• How can understanding these influences improve participation for all?
• Individual quick write: Students jot down how this lesson might change their perspective or behaviour in physical activities involving diverse cultures.

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Assessment

• Formative assessment through group presentations and use of the evaluation rubric during peer feedback.
• Teacher observation of participation and understanding during discussions.
• Individual reflection notes monitored for insight into student thinking.

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Teaching Considerations

• Support diverse learners by scaffolding evaluation worksheets with sentence starters and key vocabulary relevant to cultural studies and physical activity.
• Ensure cultural respect and sensitivity; establish clear class guidelines for respectful discussion and critique.
• Use flexible grouping and differentiated tasks where needed.
• Integrate digital tools where possible to engage students and provide varied learning experiences.
• Connect learning to students’ own cultural backgrounds and local community contexts to foster relevance and engagement.

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This lesson plan ensures a balance between classroom dialogue, collaborative evaluation, and critical thinking, adhering closely to the New Zealand Curriculum framework. It promotes cultural competence alongside physical education, cultivating students who are not only physically active but also culturally aware and critically reflective.