Role of Media

Year Level

Year 11 (ages approximately 15-16)

Duration

60 minutes

Class Size

30 students

Learning Area

Health and Physical Education (HPE)

Unit Title

Cultural Influences on Movement

Lesson Title

Role of Media in Movement

Lesson Description

Students will explore how media representations influence perceptions of different sports and movement cultures in Aotearoa New Zealand and globally. This lesson will investigate the role of media in shaping ideas about gender, culture, and status within sports, encouraging critical thinking about stereotypes and inclusion. It aligns with the New Zealand Curriculum’s vision for students to develop well-being, participate confidently in physical activities, and understand societal influences on movement.

Curriculum Links

Health and Physical Education achievement objectives:

Learning Strand: Healthy Communities and Environments
Level 6
"Understand how cultural influences shape attitudes, values, and behaviours related to health and physical activity."
"Understand how participation in physical activity connects with cultural identity and inclusion."
Key Competencies:
Thinking – Students critically analyse media messages and perspectives.
Using language, symbols, and texts – Interpret and create media messages relating to sport and movement.
Relating to others – Discuss diverse viewpoints and cultural perspectives respectfully.

Learning Objectives

By the end of the lesson, students will be able to:

Describe how media representation influences perceptions of various sports and movement activities.
Identify biases, stereotypes, and cultural viewpoints portrayed in sport media.
Discuss the impact of media on cultural identity, inclusion, and equity in sport.
Develop and present an informed viewpoint about media’s role in shaping sport perceptions using examples.
Reflect on their own perceptions influenced by media and how this affects participation in physical activities.

Equipment & Resources

Projector and screen
Examples of sport media clips or images (New Zealand and international contexts, e.g., TV ads, social media posts, news highlights)
Whiteboard and markers
Student worksheets (media analysis prompts and reflection questions)
Chart paper and markers for group work

Lesson Structure and Timing

Time	Activity	Details
0 - 5 mins	Starter: Engaging Prompt	Quick brainstorm: “What images or ideas come to mind when you think about sport in the media?” Students share in pairs, then briefly as whole class. Write key words on board.
5 - 15 mins	Introduction & Context	Teacher defines media (TV, social media, print) and explains its power to influence perceptions of sport and movement culture. Highlight connections to cultural identity and inclusion.
15 - 30 mins	Media Analysis Activity (Small Groups)	Students watch or view curated media examples portraying different sports. Small groups analyse using guided worksheet: identify stereotypes, cultural messages, who is included/excluded, tone of representation. Groups record insights on chart paper.
30 - 40 mins	Group Presentations	Each group shares their analysis focusing on at least one cultural or media influence identified. Encourage peer questions to promote critical discussion.
40 - 50 mins	Whole-class Discussion: Impact on Perception	Explore how these media portrayals affect participation and attitudes towards sports (e.g., gender stereotypes, cultural bias). Link to students’ own experiences and local sports environments. Use prompts like: “How might media encourage or discourage someone from playing a sport?”
50 - 58 mins	Reflection Writing	Students individually write a brief personal reflection on how media has shaped their views on sport or their own participation choices. Encourage them to consider cultural influences and accuracy of media portrayal.
58 - 60 mins	Closure and Next Steps	Teacher summarises key ideas, reinforces critical media literacy, and previews next lesson on cultural influences on sports participation. Assign optional follow-up: Students bring a media example that interests or challenges them for next class.

Assessment

Formative:

Observation of group discussions and presentations to assess understanding of media influence and cultural perspectives.
Student worksheet responses from media analysis activity for accuracy and depth of insight.
Reflection writing to assess personal engagement and critical thinking about media’s role.

Success Criteria:

Students articulate how media can influence cultural attitudes towards sports.
They identify specific stereotypes or biases in sport media with evidence.
They demonstrate respect for diverse cultural perspectives.
Students connect media portrayals to real-world influences on participation decisions.

Differentiation / Special Considerations

Provide visual and verbal instructions clearly to support all learners, including English language learners.
Use diverse media examples including Māori and Pasifika contexts to engage different cultural backgrounds.
Allow some students to present ideas orally rather than in writing if preferred.
Scaffold reflection prompts with sentence starters as needed.
Ensure groupings encourage mixed-ability and culturally diverse collaborations.

Teaching Notes and Tips to Wow

Use contemporary, locally-relevant media examples including clips from Māori and Pacific sportspeople or commentators to connect culturally.
Include a segment on recognizing “fake news” or misleading media representations around sport to deepen critical thinking.
Incorporate key competency language explicitly in discussions and reflections.
Encourage students to draw links between media portrayal and their own cultural values or traditional movement practices, nurturing a sense of identity and inclusiveness.
Use the whiteboard to visually map stereotypes and counterexamples during discussions, making abstract ideas tangible.
Encourage respectful debate and use sentence stems like: “I see it differently because...”, “One perspective is...”, helping students develop empathy and communication skills.

This lesson plan aligns tightly with the New Zealand Curriculum's Health and Physical Education achievement objectives around understanding cultural and societal influences on physical activity, and develops critical competencies of thinking and communication. It encourages students to reflect deeply on media’s powerful role while affirming diverse cultural identities in sport.

Teachers can easily adapt or extend the lesson with local sports examples or deeper media literacy modules to impress both students and school leadership with innovative, culturally-responsive pedagogy.

If you need further details or specific media examples suited for your region, please ask!

Teaching Instructions