PEFreePrintable

Movement and Hauora

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:

Movement and Hauora

Explore how movement can influence hauora. Read the scenario and use the four-dimensions model to complete the questions. For reflection questions, answers will vary; give specific examples and explain your thinking.

A lunchtime movement challenge

A group of rangatahi plan a lunchtime activity at a local park. They choose a walk-and-talk route with optional short jogging sections and a place to pause. Maia enjoys moving outdoors but is nervous about keeping up. Hemi has had a stressful morning and would rather begin quietly. The group agrees to move at a pace that works for everyone, check in with each other, and change the route if anyone needs a break. They also say that spending time in the park helps them feel connected to the place and to each other. Afterward, they share how the activity affected them.

Taha tinana — physical wellbeing: the body, movement, rest and physical health.

Taha hinengaro — mental and emotional wellbeing: thoughts, feelings and how we respond to experiences.

Taha whānau — social wellbeing: relationships, belonging and support from others.

Taha wairua — spiritual wellbeing: identity, values, meaning and connection to people, place or beliefs.

1.Match each example from the scenario to the hauora dimension it most directly relates to. Each dimension is used once.

Choosing a comfortable pace and taking a break
Hemi beginning quietly after a stressful morning
The group checking in and adapting the route together
Feeling connected to the local park and what it means to the group

Taha wairua
Taha tinana
Taha hinengaro
Taha whānau

2.Which outcome is the clearest example of movement supporting taha whānau in this scenario?

The group builds connection by checking in and choosing an inclusive pace.
Everyone must jog the whole route to improve fitness.
The group avoids speaking so each person can focus only on their body.
One person chooses the route without considering anyone else.

3.Hauora is best understood by looking at physical wellbeing alone; the other dimensions do not affect a person's experience of movement.

TrueFalse

4.Maia is nervous about keeping up. Suggest one practical change the group could make so Maia can take part with confidence. Explain how it could support her hauora.

5.A safe and respectful group activity supports taha whānau when participants feel they belong and can .

6.Give one example of how connecting with a meaningful place, culture, identity or personal values during movement could support taha wairua.

7.Hemi says he is still stressed and would like to pause. What is the most hauora-supportive response from the group?

Listen, check what he needs, and offer a pause or a lower-intensity option.
Tell him to ignore his feelings and keep the same pace.
Leave him behind without checking whether he is safe.
Insist that he explain the cause of his stress to everyone.

8.Explain how one movement experience could affect at least two dimensions of hauora at the same time. Use a specific example from the scenario or create a realistic example.

9.Write one realistic movement goal for the next week. Include what you will do, when or how often you will do it, and one way you could adapt it to support your hauora.