title: Performance in the 1.2 km shuttle run test reflects fitness capacities in rugby players

authors: Sella, Francesco Stefano

abstract: The relationships between performance in the 1.2 km shuttle test (Bronco) with the Multistage Shuttle Run Test (MSRT) and Yo-Yo Intermittent Recovery Test Level 1 (Yo-Yo IR1) in rugby players were investigated. Additionally, differences in Bronco, MSRT, and Yo-Yo IR1 scores between backs (B) and forwards (F), and rugby codes were assessed. Data from professional players (23 rugby sevens and 133 rugby union) were analysed. All rugby sevens players performed the Bronco and MSRT, whereas rugby union players completed the Bronco and Yo-Yo IR1. The relationship between the Bronco and MSRT or Yo-Yo IR1 was quantified using Pearson’s r, whereas differences between playing positions and codes were quantified using Hedges’ g effect sizes (ES). Large correlations were observed between Bronco and MSRT (r = -0.57 and 0.53). Very large correlations were observed between Bronco and Yo-Yo IR1 (r = -0.74 and 0.71). Similar Bronco (B: 289 ± 10 s; F: 291 ± 10 s) and MSRT (B: 2470 ± 162 m; F: 2446 ± 236 m) scores were found in rugby sevens backs and forwards, while moderately better Bronco (B: 294 ± 15 s; F: 311 ± 21 s) and Yo-Yo IR1 (B: 1985 ± 367 m; F: 1627 ± 375 m) scores characterised rugby union backs (ES = -0.90 and 0.96). Small to moderately better Bronco scores were observed in rugby sevens compared to rugby union players (ES = -0.36 to -0.99). These results support the utility of the Bronco as a fitness test in rugby. The low shared variance observed between the Bronco and the two other tests, however, indicates the scores derived from these tests (e.g., speed) are not interchangeable.

text: Performance in the 1.2 km shuttle run test reflects fitness capacities in rugby players The relationships between performance in the 1.2 km shuttle test (Bronco) with the Multistage Shuttle Run Test (MSRT) and Yo-Yo Intermittent Recovery Test Level 1 (Yo-Yo IR1) in rugby players were investigated. Additionally, differences in Bronco, MSRT, and Yo-Yo IR1 scores between backs (B) and forwards (F), and rugby codes were assessed. Data from professional players (23 rugby sevens and 133 rugby union) were analysed. All rugby sevens players performed the Bronco and MSRT, whereas rugby union players completed the Bronco and Yo-Yo IR1. The relationship between the Bronco and MSRT or Yo-Yo IR1 was quantified using Pearson’s r, whereas differences between playing positions and codes were quantified using Hedges’ g effect sizes (ES). Large correlations were observed between Bronco and MSRT (r = -0.57 and 0.53). Very large correlations were observed between Bronco and Yo-Yo IR1 (r = -0.74 and 0.71). Similar Bronco (B: 289 ± 10 s; F: 291 ± 10 s) and MSRT (B: 2470 ± 162 m; F: 2446 ± 236 m) scores were found in rugby sevens backs and forwards, while moderately better Bronco (B: 294 ± 15 s; F: 311 ± 21 s) and Yo-Yo IR1 (B: 1985 ± 367 m; F: 1627 ± 375 m) scores characterised rugby union backs (ES = -0.90 and 0.96). Small to moderately better Bronco scores were observed in rugby sevens compared to rugby union players (ES = -0.36 to -0.99). These results support the utility of the Bronco as a fitness test in rugby. The low shared variance observed between the Bronco and the two other tests, however, indicates the scores derived from these tests (e.g., speed) are not interchangeable.

year: 2021

title: The development of pre-service teachers’ competence to teach mental calculation strategies

authors: Vale, Pamela

subjects: pre-service teachers

abstract: Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners’ number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment Project (MSAP) materials as a work-integrated learning opportunity.

Aim: We ask the question: How do the MSAP materials support pre-service teachers in competently teaching mental mathematics?

Setting: Thirty-eight Bachelor of Education (Foundation Phase) third-year preservice teachers from an Eastern Cape university participated in this study.

Methods: Participants taught the strategy during their Teaching Practice, quantitatively analysed the results of their classes and reflected on the experience in a questionnaire and focus group interviews.

Results: Results indicate that the teachers were relatively successful in their teaching of the strategy; however, all indicated that they taught the sequence for a more extended period than recommended. Qualitative responses provide evidence of the teachers’ development in their knowledge of learners and their characteristics, general pedagogical knowledge, pedagogical content knowledge and knowledge of educational contexts.

Conclusion: This study offers evidence of the professional learning of pre-service teachers that resulted from taking an integrated approach to facilitating a mathematics teaching methodology course through requiring a work-integrated learning component.

Contribution: We argue that such an approach is necessary for pre-service teachers to be adequately prepared for the challenges of teaching mathematics in the South African classroom.

text: The development of pre-service teachers’ competence to teach mental calculation strategies Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners’ number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment Project (MSAP) materials as a work-integrated learning opportunity.

Aim: We ask the question: How do the MSAP materials support pre-service teachers in competently teaching mental mathematics?

Setting: Thirty-eight Bachelor of Education (Foundation Phase) third-year preservice teachers from an Eastern Cape university participated in this study.

Methods: Participants taught the strategy during their Teaching Practice, quantitatively analysed the results of their classes and reflected on the experience in a questionnaire and focus group interviews.

Results: Results indicate that the teachers were relatively successful in their teaching of the strategy; however, all indicated that they taught the sequence for a more extended period than recommended. Qualitative responses provide evidence of the teachers’ development in their knowledge of learners and their characteristics, general pedagogical knowledge, pedagogical content knowledge and knowledge of educational contexts.

Conclusion: This study offers evidence of the professional learning of pre-service teachers that resulted from taking an integrated approach to facilitating a mathematics teaching methodology course through requiring a work-integrated learning component.

Contribution: We argue that such an approach is necessary for pre-service teachers to be adequately prepared for the challenges of teaching mathematics in the South African classroom.

year: 2024

title: "He taketake, he hurumanu te moana i rōhia ai": Mā te Māori ngā toronga o te motu ki whenua kē e taurima?

authors: Dewes, Kaneihana

subjects: Iwi taketake

abstract: Kai te tino ia o te tuhinga rangahau nei, he whakatōmene i te āhua kaiārahi o te Māori i ngā tūāhua hono ki ahurea kē. Mā konei e whakatau ai, e whakatūwherahia rānei ngā āhuatanga e mea ana mā te Māori ngā toronga o te motu ki whenua kē e taurima. He momo tēnei nā te Māori, i takea mai i ngā mahi pokai moana, me ngā waka i whakaterea i ngā rohenga moana o Te Moana-nui-a-Kiwa, ā, puta noa. Waihoki, he taonga tonu wā tātau kai ngā tauira o ngā tūhononga ahurea o ngā iwi taketake o te ao; he taonga anō kai waenganui i a tātau ngā whenua maha i pakanga ki rāwāhi, he tohu nui nā te ‘price of citizenship’. He momo nā te Māori te tātaki i ngā mahi whakarauora reo, waihoki, he rite tonu te noho tahi ki whenua kē i roto i te kōingo ki te whakatipu i te reo o te whenua. Mā konei, ka marohi ai te hiranga o Te Reo Māori me ngā Tikanga Māori, tēnei hiranga e tohu ana i te hua o ngā hononga ahurea ki ngā iwi taketake huri noa, kia whai hua mō Niu Tireni i ngā toronga ki whenua kē.

text: "He taketake, he hurumanu te moana i rōhia ai": Mā te Māori ngā toronga o te motu ki whenua kē e taurima? Kai te tino ia o te tuhinga rangahau nei, he whakatōmene i te āhua kaiārahi o te Māori i ngā tūāhua hono ki ahurea kē. Mā konei e whakatau ai, e whakatūwherahia rānei ngā āhuatanga e mea ana mā te Māori ngā toronga o te motu ki whenua kē e taurima. He momo tēnei nā te Māori, i takea mai i ngā mahi pokai moana, me ngā waka i whakaterea i ngā rohenga moana o Te Moana-nui-a-Kiwa, ā, puta noa. Waihoki, he taonga tonu wā tātau kai ngā tauira o ngā tūhononga ahurea o ngā iwi taketake o te ao; he taonga anō kai waenganui i a tātau ngā whenua maha i pakanga ki rāwāhi, he tohu nui nā te ‘price of citizenship’. He momo nā te Māori te tātaki i ngā mahi whakarauora reo, waihoki, he rite tonu te noho tahi ki whenua kē i roto i te kōingo ki te whakatipu i te reo o te whenua. Mā konei, ka marohi ai te hiranga o Te Reo Māori me ngā Tikanga Māori, tēnei hiranga e tohu ana i te hua o ngā hononga ahurea ki ngā iwi taketake huri noa, kia whai hua mō Niu Tireni i ngā toronga ki whenua kē.

year: 2022