PEFreePrintable

Cultural Movement Strategies Worksheet

A free pe worksheet ready for your classroom. Open in Kuraplan to grab the print-ready PDF, customize it for your students, or generate a fresh version in seconds.

Download now

Name:Date:

Cultural Movement Strategies Worksheet

Use the case study to explore how movement strategies can support teamwork, decision-making and respect for cultural knowledge. The game in the case study is a fictional, school-designed activity inspired by broad ideas of collective play; it is not a description of traditional Kī-o-rahi rules. Answer in your own words where asked.

Case study: Te Ara Tahi

A youth group in Aotearoa is designing Te Ara Tahi, a fictional invasion game for two mixed-ability teams. The aim is to move a soft ball through a sequence of three gates and pass it to a teammate in a scoring zone. Players may pivot but must pass within five seconds. There is no tackling or contact. After each round, teams pause to discuss what helped everyone take part. In one round, the attacking team spreads across the court. A player with the ball draws a defender towards the centre, then passes to a teammate in space near a gate. Two other attackers move into supporting positions so the receiver has more than one passing option. The defenders communicate, protect the scoring zone and shift together rather than chasing the ball individually. When one player is unsure about a movement, a teammate offers a simpler option and checks that they are comfortable. The group uses the whakataukī “Ehara taku toa i te toa takitahi, engari he toa takitini”, often translated as “My strength is not as an individual, but as a collective.” Translations can vary. The group discusses the proverb as an invitation to think about shared contribution, not as a claim that everyone must move or perform in the same way. They also agree to learn about Kī-o-rahi from appropriate Māori sources and people, rather than treating a school adaptation as the traditional game.

1.In the case study, how does the ball carrier create a passing opportunity for a teammate? Explain the movement strategy and its likely effect.

2.In the case study, identify two features that give the ball carrier options or help the attack keep possession.

3.Using the case study, describe one difference between the attackers’ movement and the defenders’ movement.

4.The receiver near the gate is closely marked. Which response best maintains team possession while following Te Ara Tahi’s rules?

Pass to a supporting teammate who is in space.
Run into the defender to force a path through.
Hold the ball until the five-second limit passes.
Leave the court without telling teammates.

5.Complete the sentence: Moving into an unguarded area to give a teammate a clear passing option is creating .

6.The case study says Te Ara Tahi is the traditional game of Kī-o-rahi. Write true or false, then correct the statement if needed.

TrueFalse

7.Explain one way the group’s actions reflect the whakataukī, and one way the group avoids interpreting it as meaning that everyone must contribute identically.

8.Suggest one change to Te Ara Tahi that could help a player who is less confident with fast movement take part meaningfully. Explain why your change could work.

9.The group wants to learn about Kī-o-rahi rather than assume their adaptation represents it. Name one respectful next step and explain why it matters.