title: Metabolic and performance responses of male runners wearing 3 types of footwear: Nike Vaporfly 4%, Saucony Endorphin racing flats, and their own shoes

authors: Hébert-Losier, Kim

subjects: Social Sciences

abstract: Purpose
We compared running economy (RE) and 3-km time-trial (TT) variables of runners wearing Nike Vaporfly 4% (VP4), Saucony Endorphin lightweight racing flats (FLAT), and their habitual running (OWN) footwear.

Methods
Eighteen male recreational runners (age = 33.5 ± 11.9 year (mean ± SD), peak oxygen uptake (VO2peak) = 55.8 ± 4.4 mL/kg·min) attended 4 sessions approximately 7 days apart. The first session consisted of a VO2peak test to inform subsequent RE speeds set at 60%, 70%, and 80% of the speed eliciting VO2peak. In subsequent sessions, treadmill RE and 3-km TTs were assessed in the 3 footwear conditions in a randomized, counterbalanced crossover design.

Results
Oxygen consumption (mL/kg·min) was less in VP4 (from 4.3% to 4.4%, p ≤ 0.002) and FLAT (from 2.7% to 3.4%, p ≤ 0.092) vs. OWN across intensities, with a non-significant difference between VP4 and FLAT (1.0%–1.7%, p ≥ 0.292). Findings related to energy cost (W/kg) and energetics cost of transport (J/kg·m) were comparable. VP4 3-km TT performance (11:07.6 ± 0:56.6 mm:ss) was enhanced vs. OWN by 16.6 s (2.4%, p = 0.005) and vs. FLAT by 13.0 s (1.8%, p = 0.032). The 3-km times between OWN and FLAT (0.5%, p = 0.747) were similar. Most runners (n = 11, 61%) ran their fastest TT in VP4.

Conclusion
Overall, VP4 improved laboratory-based RE measures in male recreational runners at relative speeds compared to OWN, but the RE improvements in VP4 were not significant vs. FLAT. More runners exhibited better treadmill TT performances in VP4 (61%) vs. FLAT (22%) and OWN (17%). The variability in RE (–10.3% to 13.3%) and TT (–4.7% to 9.3%) improvements suggests that responses to different types of shoes are individualized and warrant further investigation.

text: Metabolic and performance responses of male runners wearing 3 types of footwear: Nike Vaporfly 4%, Saucony Endorphin racing flats, and their own shoes Purpose
We compared running economy (RE) and 3-km time-trial (TT) variables of runners wearing Nike Vaporfly 4% (VP4), Saucony Endorphin lightweight racing flats (FLAT), and their habitual running (OWN) footwear.

Methods
Eighteen male recreational runners (age = 33.5 ± 11.9 year (mean ± SD), peak oxygen uptake (VO2peak) = 55.8 ± 4.4 mL/kg·min) attended 4 sessions approximately 7 days apart. The first session consisted of a VO2peak test to inform subsequent RE speeds set at 60%, 70%, and 80% of the speed eliciting VO2peak. In subsequent sessions, treadmill RE and 3-km TTs were assessed in the 3 footwear conditions in a randomized, counterbalanced crossover design.

Results
Oxygen consumption (mL/kg·min) was less in VP4 (from 4.3% to 4.4%, p ≤ 0.002) and FLAT (from 2.7% to 3.4%, p ≤ 0.092) vs. OWN across intensities, with a non-significant difference between VP4 and FLAT (1.0%–1.7%, p ≥ 0.292). Findings related to energy cost (W/kg) and energetics cost of transport (J/kg·m) were comparable. VP4 3-km TT performance (11:07.6 ± 0:56.6 mm:ss) was enhanced vs. OWN by 16.6 s (2.4%, p = 0.005) and vs. FLAT by 13.0 s (1.8%, p = 0.032). The 3-km times between OWN and FLAT (0.5%, p = 0.747) were similar. Most runners (n = 11, 61%) ran their fastest TT in VP4.

Conclusion
Overall, VP4 improved laboratory-based RE measures in male recreational runners at relative speeds compared to OWN, but the RE improvements in VP4 were not significant vs. FLAT. More runners exhibited better treadmill TT performances in VP4 (61%) vs. FLAT (22%) and OWN (17%). The variability in RE (–10.3% to 13.3%) and TT (–4.7% to 9.3%) improvements suggests that responses to different types of shoes are individualized and warrant further investigation.

year: 2022

title: The use of compression garments for recovery following team-sport exercise

authors: Atkins, Rebecca Leith

subjects: fatigue

abstract: Recovery interventions are constantly being sought after and investigated to determine which method is the most beneficial for exercise recovery. Some athletes (e.g. basketball) must prepare for events such as 3-5 day tournaments; during these types of tournaments, there is a short turn around between games, often having to play multiple games within a 24h period (e.g. two games on the same day or one at night and one in the morning). The short turn around presents a limited time for recovery, which means interventions are often implemented to assist in expediting the recovery rate. The use of compression garments following exercise has been said to increase the rate of recovery by increasing blood flow, reducing space for swelling and reducing levels of muscle damage and inflammatory markers. Research has been performed in different sports and for different time frames when wearing compression garments following exercise. This thesis will firstly review the current literature on compression garments used for recovery in the sport setting and identify the gaps in the literature. The thesis then includes an experimental study in chapter 2, which investigates the effects of compression garments (full length, lower-limb) worn overnight (approx. 15 hours) on markers of recovery, in an attempt to fill some of the gaps highlighted in the literature review. 
The experimental study in this thesis included a parallel-group design, where 30 male basketball athletes (mean ± SD age: 23 ± 4 years) were allocated to either a control group (participants wore loose-fitted clothing following exercise) or an experimental group (participants wore lower-limb compression garments following exercise). An exercise session including basketball specific movements was used to induce physical fatigue. Physical tests (countermovement jump, 20m repeated sprints and 5-0-5 agility tests) and perceptual measures (fatigue and muscle soreness) were conducted pre-exercise, post-exercise and the following morning 15h post-exercise. Perceived and actual sleep measures were recorded during the overnight stay in the laboratory. The main result found in the original study was the perceptual ratings of muscle soreness and fatigue. The results were in favour of the compression garments group with large differences (d = -1.27 and d = -1.61 respectively) and significant improvement (p = 0.04) compared to a control group. This thesis adds knowledge to the existing literature on compression garment use for recovery in a team sport, reporting the limitations, practical implications and future research directions for compression garment in recovery.

text: The use of compression garments for recovery following team-sport exercise Recovery interventions are constantly being sought after and investigated to determine which method is the most beneficial for exercise recovery. Some athletes (e.g. basketball) must prepare for events such as 3-5 day tournaments; during these types of tournaments, there is a short turn around between games, often having to play multiple games within a 24h period (e.g. two games on the same day or one at night and one in the morning). The short turn around presents a limited time for recovery, which means interventions are often implemented to assist in expediting the recovery rate. The use of compression garments following exercise has been said to increase the rate of recovery by increasing blood flow, reducing space for swelling and reducing levels of muscle damage and inflammatory markers. Research has been performed in different sports and for different time frames when wearing compression garments following exercise. This thesis will firstly review the current literature on compression garments used for recovery in the sport setting and identify the gaps in the literature. The thesis then includes an experimental study in chapter 2, which investigates the effects of compression garments (full length, lower-limb) worn overnight (approx. 15 hours) on markers of recovery, in an attempt to fill some of the gaps highlighted in the literature review. 
The experimental study in this thesis included a parallel-group design, where 30 male basketball athletes (mean ± SD age: 23 ± 4 years) were allocated to either a control group (participants wore loose-fitted clothing following exercise) or an experimental group (participants wore lower-limb compression garments following exercise). An exercise session including basketball specific movements was used to induce physical fatigue. Physical tests (countermovement jump, 20m repeated sprints and 5-0-5 agility tests) and perceptual measures (fatigue and muscle soreness) were conducted pre-exercise, post-exercise and the following morning 15h post-exercise. Perceived and actual sleep measures were recorded during the overnight stay in the laboratory. The main result found in the original study was the perceptual ratings of muscle soreness and fatigue. The results were in favour of the compression garments group with large differences (d = -1.27 and d = -1.61 respectively) and significant improvement (p = 0.04) compared to a control group. This thesis adds knowledge to the existing literature on compression garment use for recovery in a team sport, reporting the limitations, practical implications and future research directions for compression garment in recovery.

year: 2019

title: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness

authors: Honey, Sandra Elizabeth

subjects: tertiary teachers

abstract: In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

text: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

year: 2014