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The socio-ecological perspective and health promotion in Health and Physical Education in the New Zealand Curriculum (1999)

Health and Physical Education in the New Zealand Curriculum is founded on the concept of well-being. It represents a major shift from earlier approaches to health education, physical education, and home economics, which included 'medicalised' approaches that emphasised disease, scientific approaches, and performance-oriented approaches. The philosophy of hauora, which comprises the interrelated dimensions of taha tinana (physical well-being), taha whanau (social well-being), taha hinengaro (mental and emotional well-being), and taha wairua (spiritual well-being), is central to every aspect of the curriculum.

Through learning in Health and Physical Education in the New Zealand Curriculum (1999):

''

... students will develop the knowledge, skills, attitudes, and motivation to make informed decisions and to act in ways that contribute to their personal well-being, the well-being of other people, and that of society as a whole.

''

Health and Physical Education in the New Zealand Curriculum, page 6

In order to achieve this aim in all three subject areas (health education, physical education, and aspects of home economics), it is essential that students understand and apply the socio-ecological perspective and health promotion concepts that underpin the health and physical education curriculum.

The integration of these concepts into teaching and learning programmes will help students to contribute to a society that supports the following attitudes and values:

  • a positive and responsible attitude to personal well-being
  • respect for the rights of others
  • care and concern for others and for the environment
  • social justice.

(Based on page 34.) 

PDF icon. Health and Physical Education in the New Zealand Curriculum (1999) (PDF, 688 KB)

Defining the socio-ecological perspective
Health education
Physical education
Home economics
Defining health promotion


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