PEFreePrintable

Badminton and My 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:

Badminton and My Hauora

Use the badminton case study and Te Whare Tapa Whā to analyse how participation can influence hauora. Answer from the evidence provided; then apply your thinking to a personal or hypothetical badminton experience. There is no single required personal experience.

Case study: A rally that changed the afternoon

Ruben joins a lunchtime badminton group. At first, she feels awkward because she often misses the shuttle. Her partner suggests a simple serve target and encourages her to keep trying. After a few sessions, Ruben can serve more consistently and looks forward to playing. On one busy day, she arrives tired after a difficult morning. Her partner checks in, and they agree to practise gently rather than compete. Ruben leaves feeling calmer and more connected to the group. She says playing gives her a reason to take a screen break and a sense of progress. This is one person’s experience; badminton may affect people differently.

Taha tinana — physical wellbeing: movement, fitness, rest and bodily health.

Taha hinengaro — mental and emotional wellbeing: thoughts, feelings, confidence and coping.

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

Taha wairua — spiritual wellbeing: values, identity, meaning, purpose and what matters to a person.

Read, interpret and analyse

Use details from the case study when answering. Explain your reasoning rather than just naming a dimension.

1.Which statement best describes the purpose of Te Whare Tapa Whā in this case?

To rank Ruben’s badminton skill against other players
To consider several connected dimensions of Ruben’s wellbeing
To measure only Ruben’s physical fitness
To prove that badminton improves everyone’s hauora

2.Select the one detail that most directly shows a change in taha tinana.

Ruben practises serving and becomes more consistent.
Her partner checks in after a difficult morning.
She takes a screen break to play.
She says the group helps her feel connected.

3.Match each case-study detail to the taha it most directly illustrates. A detail may connect with more than one taha, but choose its strongest fit.

Ruben feels awkward at first, then gains confidence.
Her partner encourages her and checks in.
Ruben values progress and having a purposeful screen break.
She moves while practising serves.

Taha wairua
Taha hinengaro
Taha tinana
Taha whānau

4.Identify one moment in the case that suggests taha hinengaro was affected. Explain whether the effect appears positive, negative or mixed.

5.Explain one way taha whānau is visible in Ruben’s experience. Use a specific detail from the case study.

6.Explain one possible interconnection between two taha in the case. Show how one influence may affect the other.

7.True or false: Because Ruben felt calmer after playing once, badminton will have the same effect on every person.

TrueFalse

8.Complete the statement with a taha and one suitable example: “A possible effect of badminton on could be .”

Apply it to a real participation experience

Use your own experience if you wish, or invent a realistic example. You do not need to disclose private or sensitive information. Give specific evidence and consider both benefits and barriers.

9.Write one specific badminton moment that could affect a person’s hauora. State what happened and which taha it might affect.

10.A player feels excluded because others control the game and ignore their ideas. Suggest one practical change the group could make, and explain which taha it could support.

11.Write a short evidence-based conclusion: How might badminton influence at least three taha, and how could those effects connect? Include one limitation or factor that could change the experience.