Sample programme 1: Focus on leadership – leading change
In this programme students will:
- critically analyse contemporary leadership in a range of contexts
- devise, apply, and evaluate leadership strategies in a range of contexts with the aim of improving movement
- plan for and consider strategies for current and future physical activity needs for self and others.
For a more detailed framework for a leadership unit that includes the key competencies, see
Sample programme 4: Framework for a leadership unit.
Unit 1: Applying leadership principles to movement performance
In this unit students apply leadership principles and appropriate strategies to investigate what they can do individually or as a group to develop movement performance.
This unit links to the
level 8 achievement objectives for physical education, including (but not limited to) objectives A1, B1, B2, B3, B4, C1, C2, C3, D1, and D3. Departments will select the most appropriate achievement objectives to use as a focus for learning.
Consider using a social inquiry approach in which students will ask questions, critically examine and analyse leadership. For guidance on social inquiry, see Building Conceptual Understandings in the Social Sciences: Approaches to Social Inquiry in the "featured content" right-hand navigation of
Social Sciences Online.
Possible questions include:
- What is leadership?
- What does leadership look like in a range of contexts and situations?
- What are contemporary leadership principles?
- What strategies can be used that connect with these principles?
- How will leadership principles and appropriate strategies help to develop movement performance?
- What influences our understanding of leadership?
- Learning in this section could contribute to assessment for to AS91505 Physical education 3.8: Examine contemporary leadership principles applied in physical activity contexts.
- After selecting the context for putting leadership into practice, what is the desired outcome?
- What can the group or individual do already?
- What do they want to do, what could they do, what barriers and enablers are likely to influence participation and development?
- Learning in this section could contribute to assessment for AS91499 Physical education 3.2: Analyse a physical skill performed by self or others and AS91500 Physical education 3.3: Evaluate the effectiveness of a performance improvement programme.
- How will the learner develop a plan for performance improvement?
- What barriers and enablers are likely to influence participation and development?
- What cultural values/parameters are likely to influence participation and development?
- How will the learner apply leadership principles and strategies in order to develop movement performance?
- What did I learn about what I do well and what could I continue to develop in this leadership context?
- Learning in this section could contribute to assessment for AS91500 Physical education 3.3: Evaluate the effectiveness of a performance improvement programme and AS91505 Physical education 3.8: Examine contemporary leadership principles applied in physical activity contexts.
Possible assessments
Assessment opportunities could be selected from the following achievement standards:
- AS91499 Physical education 3.2: Analyse a physical skill performed by self or others
- AS91500 Physical education 3.3: Evaluate the effectiveness of a performance improvement programme
- AS91505 Physical education 3.8: Examine contemporary leadership principles applied in physical activity contexts.
Departments will select the most appropriate assessment for the chosen learning.
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Unit 2: The world as we want to know it
In this unit students investigate the place of physical activity in their school/community. They consider what physical activity their fellow students participate in, the factors that enable or act as barriers to participation, and the opportunities available for physical activity. They then use the information they have gathered to plan further opportunities for participation.
Links to the
level 8 achievement objectives include (but are not limited to) A1, A2, A4, B2, B4, C1, C2, C3, D1, D2, and D3.
Possible questions include:
- What is the relationship between young people, physical activity, and well-being?
- How active are young people in our school/community? What is on offer and for whom?
- What influences participation in physical activity?
- Do different cultural attitudes and values have an effect on participation?
- What opportunities are there for participation? What is possible, how, and why?
- Learning in this section could contribute to assessment for AS91498 Physical education 3.1: Evaluate physical activity experiences to devise strategies for lifelong well-being and AS91502 Physical education 3.5: Examine a current physical activity event, trend, or issue and its impact on New Zealand society.
- How do we plan for action? How can we use the action competence cycle to help with this process? (See Making Meaning, Making a Difference, page 28.) Ministry of Education (2004).
- How do we implement the plan and reflect on what is working and what needs adapting?
- How do we reflect on and evaluate the action and the leadership principles and strategies used?
- What have we learnt about creating opportunities for involvement in physical activity that we can take into life beyond school?
Possible assessments
Possible assessment opportunities could be selected from the following achievement standards:
- AS91498 Physical education 3.1: Evaluate physical activity experiences to devise strategies for lifelong well-being
- AS91502 Physical education 3.5: Examine a current physical activity event, trend, or issue and its impact on New Zealand society
- AS91503 Physical education 3.6: Evaluate the use of health promotion to influence participation in physical activity
- AS91505 Physical education 3.8: Examine contemporary leadership principles applied in physical activity contexts
Departments will select the most appropriate assessment for the chosen learning.
Last updated May 10, 2022
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