title: Ashton-Warner, Sylvia Constance

authors: Middleton, Sue

abstract: An overview of the life and career of Educationalist, teacher, writer Sylvia Constance Ashton-Warner.

text: Ashton-Warner, Sylvia Constance An overview of the life and career of Educationalist, teacher, writer Sylvia Constance Ashton-Warner.

year: 2012

title: The Effects of Chronic Cold Water Immersion in Elite Rugby Players

authors: Tavares, Francisco

subjects: Recovery

abstract: Purpose:
While the acute effects of cold water immersion (CWI) have been widely investigated, research analysing the effects of CWI over a chronic period in highly-trained athletes is scarce. The aim of this study was to investigate the effects of CWI during an intense three week pre-season phase in elite rugby athletes.

Methods:
Twenty-three elite male rugby union athletes were randomized to either CWI (10 min at 10 ºC, n = 10) or a passive recovery control (CON, n = 12) during three-weeks of high volume training. Athletes were exposed to either CWI or CON, after each training day (12 days in total). Running loads, conditioning and gym sessions were kept the same between groups. Measures of countermovement jump (CMJ), perceived muscle soreness and wellness were obtained twice a week, and saliva samples for determining cortisol and interleukin-6 (IL-6) were collected once per week.

Results:
Although no significant differences were observed between CWI and CON for any measure, CWI resulted in lower fatigue markers throughout the study, as demonstrated by the moderate effects on muscle soreness (d = 0.58 to 0.91) and IL-6 (d = -0.83), and the small effects (d = 0.23 to 0.38) on CMJ in comparison to CON.

Conclusions:
The results from this study demonstrate that CWI may provide some beneficial effect by reducing fatigue and soreness during an intense three week training phase in elite rugby athletes.

text: The Effects of Chronic Cold Water Immersion in Elite Rugby Players Purpose:
While the acute effects of cold water immersion (CWI) have been widely investigated, research analysing the effects of CWI over a chronic period in highly-trained athletes is scarce. The aim of this study was to investigate the effects of CWI during an intense three week pre-season phase in elite rugby athletes.

Methods:
Twenty-three elite male rugby union athletes were randomized to either CWI (10 min at 10 ºC, n = 10) or a passive recovery control (CON, n = 12) during three-weeks of high volume training. Athletes were exposed to either CWI or CON, after each training day (12 days in total). Running loads, conditioning and gym sessions were kept the same between groups. Measures of countermovement jump (CMJ), perceived muscle soreness and wellness were obtained twice a week, and saliva samples for determining cortisol and interleukin-6 (IL-6) were collected once per week.

Results:
Although no significant differences were observed between CWI and CON for any measure, CWI resulted in lower fatigue markers throughout the study, as demonstrated by the moderate effects on muscle soreness (d = 0.58 to 0.91) and IL-6 (d = -0.83), and the small effects (d = 0.23 to 0.38) on CMJ in comparison to CON.

Conclusions:
The results from this study demonstrate that CWI may provide some beneficial effect by reducing fatigue and soreness during an intense three week training phase in elite rugby athletes.

year: 2018

title: What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students

authors: Buckley, Louise Jane

subjects: Education

abstract: This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against a setting of colonisation and historic educational policies of assimilation and integration that have created a situation of education debt. The lack of power for Māori in education is evident. This study highlights the role of the Strategic Change Leadership Team in deconstructing power hierarchies within schools so that educational outcomes can be improved for Māori students. It presents the Strategic Change Leadership Team as the vehicle for conscientisation, resistance and transformative praxis within schools. It shows that in schools where power hierarchies were deconstructed, Māori students were able to enjoy educational success as Māori.

text: What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against a setting of colonisation and historic educational policies of assimilation and integration that have created a situation of education debt. The lack of power for Māori in education is evident. This study highlights the role of the Strategic Change Leadership Team in deconstructing power hierarchies within schools so that educational outcomes can be improved for Māori students. It presents the Strategic Change Leadership Team as the vehicle for conscientisation, resistance and transformative praxis within schools. It shows that in schools where power hierarchies were deconstructed, Māori students were able to enjoy educational success as Māori.

year: 2020