Movement, Identity and Hauora

Overview

Students explore how participating in pickleball and badminton can influence hauora, with particular attention to the Fonofale Other dimension: sex, gender and sexuality. They connect a specific movement experience to other Fonofale elements and record an evidence-based reflection for Assessment 1.3.

Learning intentions

• WALT explain how a personal movement experience can influence hauora.
• WALT apply the Fonofale model, including the Other dimension, to a practical experience.
• WALT participate safely and respectfully in pickleball and badminton.
• WALT write a specific reflection explaining how and why an element of hauora was influenced.

Success criteria

• I can describe what happened and what I did during the activity.
• I can identify relevant Fonofale elements, including the Other dimension.
• I can explain how the movement experience influenced my hauora, positively or negatively.
• I can use a specific example of my own participation to support my explanation.

Curriculum links

• Level 1 Physical Education: demonstrate understanding of the influence of a personal movement experience on hauora.
• Health and Physical Education curriculum refresh: understand how hauora is influenced by personal, interpersonal and wider social factors.
• Wellbeing and hauora: recognise the interconnected physical, mental/emotional, social, spiritual and contextual dimensions of wellbeing.
• Key competencies: managing self; relating to others; participating and contributing; thinking.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and safe framing. Teacher displays the learning intentions using the opening and learning intentions slides, explains that today’s focus is the Fonofale Other dimension, and establishes respectful discussion expectations: use inclusive language, avoid assumptions, do not ask personal questions, and students may pass or write privately. Students listen, ask clarifying questions, and identify one behaviour that will make the lesson safe and inclusive.

2. 5–13 min · Connect Fonofale to movement. Teacher revisits the Fonofale model using the Fonofale recap slides: the fale represents hauora; the pou represent physical, mental/emotional, spiritual and social wellbeing; the foundation represents family; the roof represents culture; and the Other dimension includes sex, gender and sexuality. Emphasise that these dimensions are interconnected and that people’s experiences are diverse. Students complete the quick matching task on the Fonofale movement reflection sheet and discuss: “How might feeling included, excluded, confident or uncomfortable influence participation and hauora?”

3. 13–18 min · Practical briefing and warm-up. Teacher explains court boundaries, equipment use, rotation, scoring and safety, then models a dynamic warm-up and inclusive partner communication. Students warm up, select a comfortable level of challenge, and practise asking, “Would you like a slower or faster rally?” without making assumptions about ability, identity or preferred partner.

4. 18–38 min · Pickleball and badminton rotations. Teacher organises six groups of five: three groups begin with pickleball and three with badminton, rotating after ten minutes. At each station, provide a cooperative challenge such as achieving a shared rally target, using different shots, or changing court positions. Use the practical activity and inclusion prompts to display station instructions and reflection pauses. Students participate actively, communicate respectfully, and notice one moment when the activity or group environment influenced their hauora. They may choose a partner, role or level of challenge that supports safe participation.

5. 38–45 min · Debrief and evidence gathering. Teacher brings students together and invites anonymous or general responses to the prompts on the debrief questions: “What helped people feel able to participate?” “What could create a barrier?” “How might gender expectations, sexuality, sex or assumptions about identity affect a movement experience?” Keep responses focused on social influences rather than requiring disclosure. Students identify one personally experienced moment and record brief notes on their worksheet, including what happened, what they did, and which Fonofale elements were connected.

6. 45–56 min · Reflective journal writing. Teacher models a non-identifying example: “During badminton I chose to slow the rally so my partner could join in. I felt more connected and confident. This influenced my social pou because communication supported our participation, and it connected to Other because inclusive choices challenged assumptions about who should play which role.” Students independently complete their journal response using the prompts:

• Date of activity:
• What happened? What did you do?
• Which Fonofale elements did this connect to? Explain, for example, the physical pou (Tino faaletino) relates to the body, health and physical needs.
• How did the movement experience make you feel and influence your hauora?
• Give a specific example of your participation to show how and why this element was influenced. The influence may be positive or negative.

7. 56–60 min · Share, check and exit. Teacher asks students to reread their writing against the success criteria and uses the plenary and exit prompt: “One movement choice I made, one Fonofale element it influenced, and why.” Students submit or photograph their journal entry and complete the exit response privately.

Resources

• Laptop, projector and Movement, Identity and Hauora slide deck
• Racquets, paddles, shuttlecocks and pickleballs
• Badminton nets and pickleball nets or adapted court lines
• Cones, bibs and court markers
• Fonofale movement reflection sheet
• Whiteboard and pens
• Student reflective journals or digital portfolios
• First-aid kit and water access

Assessment

• During rotations, observe safe participation, communication, inclusion and students’ ability to connect a practical moment with hauora.
• Check worksheet notes for a relevant Fonofale element, a personal example and an emerging explanation of influence.
• Use the journal and exit response as formative evidence for Assessment 1.3. Follow up with students whose writing describes an experience but does not yet explain how or why hauora was influenced.

Differentiation

• Provide a word bank and sentence starters: “This connected to…”, “I felt… because…”, and “This influenced my hauora by…”. Allow speech-to-text, typing, drawing before writing, or a recorded response.
• Offer modified equipment, larger or slower shuttlecocks, shorter courts, seated or officiating roles, extra recovery time and a choice of cooperative rather than competitive targets.
• For EAL learners, pre-teach hauora, influence, identity, inclusion, assumption and participation, using the Fonofale diagram and paired rehearsal before independent writing.
• Protect privacy and sensory needs: students may pass during discussion, use a quiet writing space, work with a trusted partner, and write about inclusion or participation without disclosing personal information about sex, gender or sexuality.

Extension

• Students write a second paragraph explaining how two Fonofale elements interacted, such as the social pou and Other dimension.
• Advanced learners compare a positive and negative influence from the activity and evaluate which movement or relationship choices could improve hauora in a future session.