Making movement part of every day
Making movement part of every day
At Te Kura o Whakaahu in Rotorua movement is doing more than getting ākonga active – it is helping bring the school’s values to life every day.
Whether ākonga are leading activities, encouraging their classmates or working together towards a shared goal, kaiako are seeing ‘The Whakaahu Way’ in action through movement and Health and Physical Education (HPE).
Deputy Principal Melanie Sweeney said, “Physical activity provides authentic opportunities for ākonga to demonstrate the 4 beating hearts of our school culture. Ākonga show rangatiratanga through leadership and self-management, kotahitanga through teamwork, manaakitanga through encouraging and caring for others, and whanaungatanga through strengthening relationships.”
Over the past 5 years, the kura has worked alongside the Healthy Active Learning team from Sport Bay of Plenty to strengthen the place of movement and HPE across school life.
The work has prompted school leaders and kaiako to think differently about how movement supports learning, wellbeing and belonging.
“For the board and senior leadership, this has meant considering physical activity and HPE when making decisions about strategic priorities, professional learning, resourcing, playground development, student wellbeing and ongoing work or professional development with Sport Bay of Plenty.”
“One of the biggest changes has been a shift in how we view physical activity and HPE. It is no longer seen as an additional programme, a sports event or something that sits separately from learning. It is increasingly recognised as an important part of student wellbeing, engagement, belonging and achievement.”
A shift in thinking
This experience reflects findings from Sport NZ's Active Bodies, Active Minds report, which highlights the role of movement in supporting wellbeing, engagement and learning outcomes.
The impact is also showing up in making a difference at the kura. Survey results show more kaiako now enjoy teaching physical activity, increasing from 75% in 2021 to 84% in 2025. Confidence has grown too, with the proportion of kaiako who feel confident teaching physical activity increasing from 57% to 75% over the same period.
Movement supports learning
Kaiako are also increasingly integrating Physical Education (PE) with other curriculum areas. Since 2021, the proportion of kaiako connecting PE with other learning areas has increased from 43% to 75%. Kaiako report using movement to support literacy, mathematics, language development and social skills.
One kaiako said, “I feel much more confident and purposeful in my HPE practice. Through co-teaching and professional learning, I’ve seen how movement can be integrated across the curriculum to strengthen teamwork, motivation and participation. Even a short movement break can help ākonga reset, regulate and return to learning feeling positive, focused and ready to succeed.”
Ākonga are noticing the difference
Ākonga are noticing the difference too. One student said, “Yoga and ‘Six Bricks’ make my brain feel alive again!”
Student survey results show that since the school became involved in Healthy Active Learning, more ākonga feel they have opportunities to be physically active, increasing from 85% in 2021 to 93% in 2025.
Kaiako are also seeing changes in participation and relationships. Ākonga who were once reluctant to join in are becoming more involved, classmates are encouraging one another and older ākonga are stepping up to support younger children. These everyday moments reflect ‘The Whakaahu Way’ in action.
Starting with relationships
The sustained support provided by the Healthy Active Learning team at Sport Bay of Plenty has been instrumental in helping those changes take hold.
“The approach has not been about providing a one-off event, resource or programme. It has involved working alongside leaders and kaiako, listening to our needs and helping us develop practices that fit our ākonga, kaiako, community and school kaupapa. This allowed change to occur gradually and authentically,” said Melanie.
For schools considering how movement could become a stronger part of their culture, Melanie encourages them to start by listening.
“Start with your ākonga and your context. Ask ākonga what helps them participate, what prevents them from joining in and what activities they value. Look beyond organised sport and create a range of ways for tamariki to experience movement and success.
“It is also important to support kaiako rather than simply giving them another expectation. Practical modelling, shared planning, useful resources and ongoing coaching make a significant difference.”
“Most importantly, build the work through relationships. When ākonga feel safe, included and valued, they are more willing to take part, take risks and learn.”
