Saldo y transacciones con entidades relacionadas

As explained in Chapter 3 the NZC identifies the concept of Hauora as being at the heart of learning in health and physical education. Hauora is defined as a Māori philosophy of well-being that includes four dimensions: spiritual (taha wairua), mental/emotional (taha hinengaro), social (taha whānau) and physical (taha tinana). Students were told there are lots of different kinds of things that people do or have in their life to help them feel well or happy. They were asked to draw pictures or write words to show the things that people do or have to help keep them well or happy. They discussed the pictures with an interviewer. Interviews were analysed and elements of well-being identified were categorised into the different dimensions of well-being. Note that percentage frequencies reported in tables in this section may not always sum to 100 percent due to rounding. Table 5.8 displays the percentage of Māori students at Year 4 and Year 8 whose responses were categorised into each of the four dimensions of well-being, alongside those for NZ European students. See Table 3.20, Chapter 3 for the examples of how student responses were categorised.

Table 5.8 Percentage of Māori and NZ European students identifying dimensions of Well-being by year level

Year 4 Year 8

Māori (%)

N = 162 NZE (%) N = 481 Māori (%) N = 190 NZE (%) N = 457

Physical 63 63 72 72

Mental/Emotional 78 85 93 93

Social 70 71 85 86

Spiritual 7 4 16 13

Māori and NZ European students responded similarly on all but two dimensions. At Year 4, a slightly smaller proportion of Māori students mentioned the mental/emotional dimension than NZ Europeans (78 percent compared to 85 percent). At both year levels very few students’ responses related to the spiritual dimension of well-being, although there was a slightly higher proportion of Māori students than All Students.

Overall more Year 8 students’ than Year 4 students’ descriptions of well-being related to each dimension of well-being with the greatest differences being for the mental/emotional and social dimensions.

Movement skills

The following tables display the percentage of Māori students by gender who scored in the different ranges of movement skills on three tasks: Rippa Tag (Table 5.9 and 5.10), Rua Tapawhā (Table 5.11 and 5.12), and Movement Sequences (Table 5.13 and 5.14). Refer to Chapter 3 for the description of the tasks and skills assessed, the scoring guide for each task and the findings for All Students.

Year 4 Māori students generally demonstrated low to mid range skills in movement skills, and strategic action skills. However, they demonstrated mid to high level movement sequences skills. Year 8 Māori students generally demonstrated mid to high range skills in all areas, and mid-high to high movement sequences skills. At both year levels slightly more boys than girls demonstrated higher levels of movement skills and strategic action skills. Students at both year levels showed stronger skills (mid-high to high range) in movement sequences with no difference between boys and girls. The pattern of responses was similar to that for All Students on the three movement skill tasks.

Table 5.9 Māori Year 4 Movement skills: Percentage of students scoring at each level for ‘Rippa Tag’ activity

by year and gender

Māori students

All (%) Boys (%) Girls (%) Student displays all/almost all aspects from high range

movement list 9 11 6

Student displays a variety of aspects – mainly mid range with

some high range movements 31 39 22

Student displays a few aspects from mid range with some low

range movements 46 46 45

Student displays low range movements 14 3 26

Table 5.10 Māori Year 8 Movement skills: Percentage of students scoring at each level for ‘Rippa Tag’ activity by year and gender

Māori students

All (%) Boys (%) Girls (%) Student displays all/almost all aspects from high range

movement list 16 22 10

Student displays a variety of aspects – mainly mid range with

some high range movements 47 43 52

Student displays a few aspects from mid range with some low

range movements 24 23 24

Student displays low range movements 13 12 13

Table 5.11 Māori Year 4 Strategic action skills: Percentage of students scoring at each level for ‘Rua Tapawhā’ activity by year and gender

Māori students

All (%) Boys (%) Girls (%) Student displays all/almost all aspects from high range

movement list 5 5 5

Student displays a variety of aspects – mainly mid range with

some high range movements 40 46 32

Student displays a few aspects from mid range with some low

range movements 46 44 49

Table 5.12 Māori Year 8 Strategic action skills: Percentage of students scoring at each level for ‘Rua Tapawhå’ activity by year and gender

Māori students

All (%) Boys (%) Girls (%) Student displays all/almost all aspects from high range

movement list 26 35 16

Student displays a variety of aspects – mainly mid range with

some high range movements 49 47 52

Student displays a few aspects from mid range with some low

range movements 15 10 22

Student displays low range movements 9 9 10

Table 5.13 Māori Year 4 Movement sequence skills: Percentage of students scoring at each level for ‘Movement Sequences’ activity by year and gender

Māori students

All (%) Boys (%) Girls (%) High range: Includes 4 or more elements, 3 aspects of consistency,

and 3 aspects of cooperative work 40 36 44

Mid-high range: Includes 2-3 elements, 2 aspects of consistency, and

2 aspects of cooperative work 48 48 48

Low-mid range: Includes at least 3 movements/1 element, 1 aspect

of consistency, and 1 aspect of cooperative work 12 15 8

Low range: No response/don’t know, does not complete 3 movements, no evidence of consistency, and no evidence of

cooperative work 1 1 0

Table 5.14 Māori Year 8 Movement sequence skills: Percentage of students scoring at each level for ‘Movement Sequences’ activity by year and gender

Māori students

All (%) Boys (%) Girls (%) High range: Includes 4 or more elements, 3 aspects of consistency,

and 3 aspects of cooperative work 47 46 49

Mid-high range: Includes 2-3 elements, 2 aspects of consistency, and

2 aspects of cooperative work 45 48 42

Low-mid range: Includes at least 3 movements/1 element, 1 aspect

of consistency, and 1 aspect of cooperative work 7 7 8

Low range: No response/don’t know, does not complete 3 movements, no evidence of consistency, and no evidence of

cooperative work 1 0 1