Emma’s physical education takes off

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Reflection - what these stories exemplify

Key competencies

Emma has shown willingness to try new activities within the physical education and sports programmes (managing self). This has resulted in improved physical and social skills and a growing self-awareness of her own capabilities; for example, noticing the drop in her heart rate, smiles following her achievements, and persisting through the hard times. This growing confidence in participating in physical activity has increased Emma’s sense of belonging (participating and contributing).

How might these stories strengthen Emma’s identity as a learner?

Emma participated and practised her skills over a wide range of activities, including her gym programme, swimming, tee-ball, and Special Olympics ribbon day (breadth). Over time, in all of these activities, Emma has shown progress in skills, and increased enjoyment. This has been recognised and affirmed by her peers and herself (agency and depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 health and physical education

This learning is within physical education, with the focus in the personal health and physical development and the movement concepts and motor skills strands. Emma is improving her movement skills across a wide range of activities (e.g. running and throwing in tee-ball, lane swimming, and mastering the bike) that are school- and community-based. These improvements have been acknowledged by both Emma and her peers.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Emma’s physical education and sports programmes were tailored to meet her specific needs within group situations (creating a supportive learning environment). The programmes provided time for Emma to engage with and practise the physical activities (providing sufficient opportunities to learn). All of Emma’s activities, including the lane- swimming programme, were built on prior learning. Emma applied her gym skills to tee-ball and the Special Olympic events and we used information from her family to help plan her swimming (making connections to prior learning).

Reflective questions for the reader

“What school-based physical education skills are we developing for individual students that will lead towards lifelong leisure activities?”

“How do you meaningfully adapt physical activities to meet the needs of diverse students?”

Useful resources

Developing fundamental movement skills: manual. (2007). Wellington, N.Z.: SPARC.

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