Target Group Analysis

Overview

This is lesson 3 of 15 in the “Kiwi Tag: Get Active!” unit. Students investigate a realistic target group for a physical-activity health-promotion initiative, then analyse that group’s current participation, barriers and needs. This builds on earlier learning about physical activity, hauora and the purpose of Kiwi Tag.

Learning intentions

Students will:

• identify and describe a specific target group for health promotion
• distinguish between participation levels, barriers, needs and strengths
• use evidence to analyse physical-activity behaviours
• connect physical activity with taha tinana, taha hinengaro, taha whānau and taha whenua.

Success criteria

• I can clearly define a target group using age, setting and relevant characteristics.
• I can describe what the group currently does in relation to physical activity.
• I can identify likely barriers, motivators and support needs without stereotyping.
• I can use evidence to justify why my target group would benefit from Kiwi Tag.

Curriculum links

• Health and Physical Education: hauora, wellbeing and health promotion.
• Health and Physical Education: personal health and physical development, including regular physical activity and informed decision-making.
• Health and Physical Education: relationships with others and participation in social action.
• Developing practical knowledge and communicating and interpreting in Dance, through applying performance and group-practice ideas to a physical-activity context.

Lesson structure (50 minutes)

1. 0–5 min · Hook and connection. Teacher displays the question, “Who is least likely to join a lunchtime activity—and why?” using the opening question slide, then briefly revisits the previous lesson’s definition of health promotion. Students complete a quick think-pair-share, offering possible groups and reasons for low participation.

2. 5–12 min · Direct teaching: target groups and respectful analysis. Teacher uses the target-group analysis slides to explain that a target group should be specific and reachable, such as Year 9 students who are inactive at lunchtime, rather than “everyone”; clarify the difference between observation and assumption. Students help classify sample statements as evidence, assumption, barrier, motivator or need.

3. 12–18 min · Model an example. Teacher models a short analysis of “students who spend lunchtime indoors” on the worked-example slide, thinking aloud: current participation, possible barriers, existing strengths, preferred activities and information still needed. Students identify which statements are supported by evidence and suggest one respectful improvement.

4. 18–32 min · Group investigation. Teacher places students in five groups of five and distributes the target group analysis organiser. Each group selects one target group connected to their school or community, such as inactive senior students, new students, students with limited access to equipment, or students who prefer non-competitive activity. Students complete the organiser, describing the group and analysing current participation, barriers, motivators, strengths, access needs and possible benefits of Kiwi Tag.

5. 32–41 min · Evidence and critique carousel. Teacher asks groups to display their completed analysis and uses the evidence-checking and carousel instructions to structure a silent gallery walk. Students leave one “strong evidence” comment and one question beginning, “How could you find out whether…?” Groups then revise one claim that was too broad, deficit-focused or unsupported.

6. 41–47 min · Share and apply. Teacher invites three groups to give a 45-second summary: target group, main need and one design implication for Kiwi Tag. Students listen for whether the proposed activity is inclusive, realistic and connected to the identified need, then offer one constructive response.

7. 47–50 min · Exit check. Teacher displays the final prompt on the plenary and exit-ticket slide. Students submit a brief response: “Our target group is ____. The strongest evidence or reason for choosing them is ____. Kiwi Tag should respond by ____ because ____.”

Resources

• the Target Group Analysis slide deck
• the target group analysis organiser
• Projector or interactive display
• Pens and highlighters
• Large paper or whiteboards for group work
• Sticky notes for gallery-walk feedback
• Timer
• Access to school or community participation information, where available

Assessment

• During discussion, check whether students can distinguish evidence from assumption and identify barriers, motivators and needs.
• Review group organisers for a clearly defined target group, balanced analysis and justified links to physical activity and hauora.
• Use the exit response to identify groups needing support to strengthen evidence or make their Kiwi Tag proposal more inclusive.

Differentiation

• Provide sentence starters on the worksheet: “Our target group is…”, “They may participate less because…”, “A strength of this group is…”, and “Kiwi Tag could…”.
• Offer a choice of suggested target groups and a bank of barrier and motivator examples for students who need help beginning.
• Encourage students to avoid assumptions by separating “what we know” from “what we need to find out”; allow oral recording or speech-to-text where appropriate.
• Extend capable groups by asking them to compare two possible target groups and justify which one is more reachable and likely to benefit from Kiwi Tag.
• Ensure examples recognise diverse cultural, physical, social and financial circumstances; focus on removing barriers rather than blaming individuals.