NZ Scholarship Health and Physical Education cheat sheet
NZ Scholarship Health and Physical Education · Keep the key ideas within reach.
Health and Physical Education - Scholarship Reference
Scholarship HPE rewards critical socio-ecological analysis: move beyond individual-behaviour explanations to interrogate how cultural, economic, political, and institutional determinants shape health and movement outcomes.
Key conceptual lenses: socio-ecological model (individual, interpersonal, organisational, community, policy), determinants of health, health equity vs equality, salutogenesis (assets) vs pathogenesis (deficits), and the Ottawa Charter's five action areas.
The Ottawa Charter (1986) action areas: build healthy public policy, create supportive environments, strengthen community action, develop personal skills, reorient health services. Use as an analytic framework, not a list.
Physical literacy (Whitehead): the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activity for life - a disposition, not a skill set.
Biophysical concepts worth precise use: VO2max, lactate threshold, FITT principle, progressive overload, specificity, reversibility, acute vs chronic training response, and the overload–recovery–adaptation cycle.
Motor learning: Fitts and Posner's three stages (cognitive, associative, autonomous); Gentile's two-dimensional taxonomy; open vs closed skills; massed vs distributed practice; intrinsic vs extrinsic feedback.
Health promotion critique: the 'lifestyle drift' problem - interventions framed as individual choice can mask structural determinants and widen inequities; the prevention paradox (Rose) shows population-level shifts outperform targeted high-risk strategies.
New Zealand context: the Health and Physical Education learning area of the NZ Curriculum sits within the 'Health and Physical Education' and 'Physical Education' achievement standards; the socio-ecological perspective, hauora (taha tinana, taha hinengaro, taha whānau, taha wairua), and attitudes and values are foundational.
Evidence appraisal: distinguish correlation from causation, effect size from statistical significance, and internal from external validity; recognise bias types (selection, measurement, publication) when critiquing research used to justify interventions.
Health and Physical Education - Scholarship Reference
Scholarship HPE rewards critical socio-ecological analysis: move beyond individual-behaviour explanations to interrogate how cultural, economic, political, and institutional determinants shape health and movement outcomes.
Key conceptual lenses: socio-ecological model (individual, interpersonal, organisational, community, policy), determinants of health, health equity vs equality, salutogenesis (assets) vs pathogenesis (deficits), and the Ottawa Charter's five action areas.
The Ottawa Charter (1986) action areas: build healthy public policy, create supportive environments, strengthen community action, develop personal skills, reorient health services. Use as an analytic framework, not a list.
Physical literacy (Whitehead): the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activity for life - a disposition, not a skill set.
Biophysical concepts worth precise use: VO2max, lactate threshold, FITT principle, progressive overload, specificity, reversibility, acute vs chronic training response, and the overload–recovery–adaptation cycle.
Motor learning: Fitts and Posner's three stages (cognitive, associative, autonomous); Gentile's two-dimensional taxonomy; open vs closed skills; massed vs distributed practice; intrinsic vs extrinsic feedback.
Health promotion critique: the 'lifestyle drift' problem - interventions framed as individual choice can mask structural determinants and widen inequities; the prevention paradox (Rose) shows population-level shifts outperform targeted high-risk strategies.
New Zealand context: the Health and Physical Education learning area of the NZ Curriculum sits within the 'Health and Physical Education' and 'Physical Education' achievement standards; the socio-ecological perspective, hauora (taha tinana, taha hinengaro, taha whānau, taha wairua), and attitudes and values are foundational.
Evidence appraisal: distinguish correlation from causation, effect size from statistical significance, and internal from external validity; recognise bias types (selection, measurement, publication) when critiquing research used to justify interventions.