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Hauora Models and Movement

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Hauora Models and Movement

Explore how movement can support wellbeing through Te Whare Tapa Whā, Fonofale and Te Wheke. Read the scenario, then answer using evidence and examples. Hauora is holistic: wellbeing dimensions are connected, and experiences differ between people and communities.

Scenario: A movement session for everyone

A community youth group is planning a weekly movement session. Members suggest a mix of walking, dance and team games. Some want a quiet, low-impact option; others want energetic activities. The group agrees to ask participants what matters to them, make activities adaptable, and include time to connect. Use this scenario to consider how movement may affect different dimensions of hauora.

Part A: Understand the models

Use accurate model vocabulary. More than one answer may be reasonable when you explain your thinking.

1.Match each Te Whare Tapa Whā dimension to its description: taha tinana, taha hinengaro, taha whānau and taha wairua. Descriptions: relationships and belonging; spiritual wellbeing, values and meaning; physical wellbeing; mental and emotional wellbeing.

Taha tinana
Taha hinengaro
Taha whānau
Taha wairua

Spiritual wellbeing, values and meaning
Physical wellbeing
Mental and emotional wellbeing
Relationships and belonging

2.In Fonofale, which feature most directly represents family, and how could a shared movement session strengthen it?

3.Te Wheke is an interconnected model of wellbeing, often represented by an octopus. Name two recognised dimensions associated with Te Wheke and explain why it is misleading to treat any one dimension as completely separate from the others.

4.True or false? In a holistic hauora model, movement can affect more than physical wellbeing. Give one example from the youth-group scenario to support your choice.

TrueFalse

Part B: Apply and evaluate

Consider access, choice and cultural context. Avoid assuming that one activity affects everyone in the same way.

5.A participant feels nervous about joining a team game but enjoys walking with a trusted friend. Suggest one adjustment the group could offer. Explain how it could support taha hinengaro and taha whānau without pressuring the participant.

6.Choose one activity from the scenario: walking, dance or a team game. Trace two possible pathways from taking part to effects on different dimensions of hauora. Include one condition that could change the effect, such as accessibility, relationships or whether the activity feels meaningful.

7.A group member says, “If an activity improves fitness, it must improve everyone’s hauora.” Evaluate this claim. Give one reason it may be helpful and one limitation, using a hauora model to support your response.

8.Design a short principle for the youth group’s movement sessions that reflects at least two ideas from the models. State the principle and name the ideas it puts into practice.

9.Compare how Te Whare Tapa Whā and Fonofale can help a group think about movement and wellbeing. Give one useful idea from each model and one similarity between them.