The story of Physical Education New Zealand Te Ao Kori Aotearoa is part of a much wider history of movement, teaching, professional leadership, and educational change. Across generations, physical educators have connected, challenged ideas, built institutions, and worked to strengthen the place of physical education in Aotearoa.
This is a living history. It recognises the people, organisations, debates, publications, conferences, and curriculum developments that shaped PENZ and the profession it serves. It also acknowledges that no single timeline can capture every person, community, or contribution.
The history of physical education in Aotearoa began long before the formation of a national professional association. Māori communities maintained rich traditions of movement, games, physical preparation, dance, competition, recreation, and learning through activities such as tī rākau, poi, mau rākau, haka, whai, and a wide range of games and pastimes.
During the nineteenth and early twentieth centuries, schooling was increasingly shaped by British models of physical training. Drill, calisthenics, marching, military discipline, and imported exercise systems became prominent. Over time, these approaches were challenged by educators seeking broader, more developmental and educational forms of physical activity.
Iwi and hapū held diverse traditions of physical activity, play, movement, skill development, competition, preparation, and recreation. These practices carried social, cultural, practical, and educational meaning.
The Education Act established a national system of schooling and included physical training and military drill. It also recommended that school sites provide space for play.
The Physical Drill in Public Schools Act made physical drill compulsory for boys and girls over eight years of age, although there was not yet a consistent national syllabus.
Royd Garlick was appointed Director of Physical Education in the Department of Education, and nine physical training instructors were appointed. This marked an important step towards a national professional service.
Educators increasingly debated whether physical education should remain focused on drill and prescribed exercise or move towards broader ideas about growth, health, recreation, movement, and child development.
By the 1930s and 1940s, physical education was developing a stronger professional identity. Specialist teachers, advisers, university educators, recreation leaders, medical practitioners, and curriculum advocates began to build networks and establish new approaches to teaching and learning.
The Physical Welfare and Recreation Act reflected growing public and government interest in recreation, physical activity, health, and community participation.
Philip Smithells became Superintendent of Physical Education in the Department of Education. He would become one of the most important figures in the development of professional physical education in New Zealand.
The New Zealand Physical Education Society published The Bulletin, largely edited by Olive and Philip Smithells. It shared professional news, ideas, teaching material, commentary, correspondence, and international developments.
The University of Otago established its School of Physical Education with Philip Smithells as Director. The School became a major centre for teacher education, scholarship, research, and professional leadership.
The Physical Education Society provided a national professional home for people committed to the development of physical education. It connected members through branches, examinations, publications, congresses, professional debate, and opportunities for recognition.
Members gathered at the University of Otago to exchange ideas, discuss professional issues, and build a stronger national community. Congresses became significant occasions for learning, debate, social connection, and professional leadership.
The first journal of the Physical Education Society was published. It created an enduring platform for teachers, advisers, lecturers, researchers, and leaders to share ideas and contribute to the development of the profession.
A major Society Congress debated the content of a professional submission to the Currie Commission on Education, demonstrating the growing advocacy role of the organisation.
Associate and Fellowship pathways supported professional study and recognition. The Society’s examinations became recognised qualifications for salary purposes, helping establish physical education as a serious professional and academic field.
During the 1960s, the organisation broadened its scope beyond physical education alone. Health education and recreation were increasingly recognised as connected professional fields, and the organisation adapted to reflect that wider interest.
The new name reflected a broader professional community and the growing relationship between health education, physical education, and recreation.
Sam Lewis became the first recipient of the Sir Alexander Gillies Medal for outstanding service to the profession. Awards and fellowships became an important means of recognising leadership, scholarship, and sustained contribution.
NZAHPER organised an international conference at Lincoln College in association with the Christchurch Commonwealth Games. The event became a landmark in the history of New Zealand physical education.
NZAHPER contributed to debate about curriculum, recreation, outdoor education, qualifications, professional development, and the quality of physical education in schools.
The organisation also worked with partners on national programmes and resources, including initiatives that connected physical activity, health, participation, and fundraising.
Rosalie King, later Rosalie Mitchell, became the first woman to serve as national president of NZAHPER. Her leadership reflected the significant contribution of women across teaching, curriculum, dance, teacher education, and professional service.
Te Reo Kori, described as the language of movement, was officially recognised as an integral component of the physical education syllabus. This was an important step, while also reflecting an ongoing and much larger journey towards bicultural practice.
NZAHPER organised another international conference, hosted at the Auckland College of Education in association with the Auckland Commonwealth Games.
PENZ’s history is inseparable from the people who contributed their time, knowledge, leadership, ideas, and energy. The people below represent only a small selection from a much wider professional community.
Philip and Olive Smithells helped build professional networks, publications, education, and debate during the formative years of the Physical Education Society.
A prolific writer, educator, examiner, Society president, Congress organiser, and the first recipient of the Sir Alexander Gillies Medal.
Teacher educator, curriculum contributor, conference organiser, Fellow, Life Member, and the first woman to serve as national president.
By the early 1990s, changes in curriculum, assessment, teacher education, school administration, and the wider sport and recreation system had reshaped the professional environment. The organisation responded by clarifying its identity and renewing its focus on physical education.
Physical education received University Bursary status, and schools began trialling Bursary physical education. This reflected decades of work to establish the subject’s academic and educational credibility.
The organisation became Physical Education New Zealand. The new name placed physical education clearly at the centre of the organisation’s public identity and professional purpose.
The decade brought new tertiary programmes, changing curriculum and assessment structures, expanding partnerships, and continued debate about the role of physical education in schools and society.
PENZ supported Bob Stothart through the Sir Alexander Gillies Award to complete For the Record, an extensive reference work documenting people, programmes, institutions, and developments in New Zealand physical education.
A new national Health and Physical Education syllabus was distributed to schools, reflecting a period of significant curriculum development and change.
Since adopting the PENZ name, the organisation has continued to evolve alongside the profession. Its work has included conferences, publications, curriculum leadership, professional learning, partnerships, awards, advocacy, research, teacher support, and the development of a stronger national community.
PENZ organised an international conference in association with ICHPER, continuing the organisation’s tradition of connecting the New Zealand profession with international ideas and networks.
Digital communication, curriculum reform, new research, changing teacher needs, and stronger cross-sector partnerships influenced how PENZ connected with and supported the profession.
PENZ has continued to strengthen its national voice, develop new professional learning and resources, advocate through curriculum reform, support emerging leaders, and build partnerships across education, physical activity, research, and government.
PENZ will mark its 90th year by recognising the people and communities who shaped the organisation and by looking ahead to the future of physical education in Aotearoa.
While the organisation’s name and structure have changed, several themes have remained consistent throughout its history.
Bringing educators together to share knowledge, debate ideas, build relationships, and learn from one another.
Speaking for the profession and working to strengthen the place, quality, and purpose of physical education.
Supporting teachers, recognising contribution, developing resources, and investing in the future of the profession.
This page draws substantially on Bob Stothart’s For the Record: A Reference Book About New Zealand Physical Education, first compiled in 1996 with support from PENZ through the Sir Alexander Gillies Award.
Stothart described the work as an attempt to record people, places, events, programmes, and ideas before they were lost or forgotten. This page continues that intent while presenting the history in a shorter, accessible web format.
PENZ history belongs to the people who built and sustained the profession. If you hold photographs, publications, conference material, records, or stories that could strengthen this archive, we would be pleased to hear from you.
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