title: The role of control in risk perception on rural roads

authors: Starkey, Nicola J.

subjects: Illusion of control

abstract: Risk perception plays an important role in driver behaviour, particularly for speed choice. Risk perception studies use a range of techniques from on-road data collection to ratings of still photos, however participants’ratings differ depending on the study methodology, possibly due to their perception of control. To explore this we conducted a multiple methods study to investigate drivers’perceptions of risk on rural roads. One group of participants drove (Drivers, n = 13) a 180 km route along rural roads (accompanied by a research assistant) and provided verbal risk ratings at thirteen locations of interest. A second group (Passengers, n = 10) provided ratings at the same points when travelling as a passenger in a vehicle (driven by a research assistant). The third group (Observers, n = 14) were shown videos of the same rural roads (filmed from the drivers’perspective) and also provided risk ratings at the same locations. A week later participants were invited to the laboratory to review the video footage and comment on factors that contributed to the risk ratings. Overall, the Observers gave the highest risk ratings and Drivers the lowest. The Observers also provided twice the number of comments to justify their risk rating compared to the other two groups. The results suggest that control, and on-road experience play a significant role in how perceptions of driving risk are formed and the degree of risk experienced.These findings also bring into question the accuracy of using video-based tasks to assess drivers’ risk perception (and speed choice), particularly if the findings are used to inform on-road safety interventions.

text: The role of control in risk perception on rural roads Risk perception plays an important role in driver behaviour, particularly for speed choice. Risk perception studies use a range of techniques from on-road data collection to ratings of still photos, however participants’ratings differ depending on the study methodology, possibly due to their perception of control. To explore this we conducted a multiple methods study to investigate drivers’perceptions of risk on rural roads. One group of participants drove (Drivers, n = 13) a 180 km route along rural roads (accompanied by a research assistant) and provided verbal risk ratings at thirteen locations of interest. A second group (Passengers, n = 10) provided ratings at the same points when travelling as a passenger in a vehicle (driven by a research assistant). The third group (Observers, n = 14) were shown videos of the same rural roads (filmed from the drivers’perspective) and also provided risk ratings at the same locations. A week later participants were invited to the laboratory to review the video footage and comment on factors that contributed to the risk ratings. Overall, the Observers gave the highest risk ratings and Drivers the lowest. The Observers also provided twice the number of comments to justify their risk rating compared to the other two groups. The results suggest that control, and on-road experience play a significant role in how perceptions of driving risk are formed and the degree of risk experienced.These findings also bring into question the accuracy of using video-based tasks to assess drivers’ risk perception (and speed choice), particularly if the findings are used to inform on-road safety interventions.

year: 2020

title: Enhancing athletic performance: Can video modelling and feedback on forehand hitting increase passing accuracy of field hockey players?

authors: Platt, Dylan

abstract: Research in applied behaviour analysis and sports performance is becoming more evident in sporting environments. I aimed to explore the effectiveness of video modelling (VM), and video modelling combined with feedback (VF), and whether combined video modelling and video feedback (VM+VF) is an effective coaching tool to teach and improve athletes’ skill accuracy. A single subject multiple baseline design across participants was used. Four male field hockey players, who were all members of the same North Island National U18 team, took part in this study. The intervention had three phases: beginner-level video modelling; intermediate level video modelling; intermediate video modelling + video feedback. Participants watched a short instructional video and then practiced their forehand hitting in a structured practice session which was videotaped. Both video modelling conditions were effective, but the most performance gains were seen in Phase 3 where video feedback was added. All the participants showed an increase in the number of successful forehand hits after being exposed to VM and VM+VF, supporting the effectiveness of the intervention. These findings add to the existing body of work that supports the use of applied behaviour analysis techniques in sports training. Video modelling and video feedback may be useful for enhancing skill execution in field hockey. Further research should be conducted to determine the long-term retention of these skills and the usability of similar interventions for other technical aspects of field hockey and other sports.

text: Enhancing athletic performance: Can video modelling and feedback on forehand hitting increase passing accuracy of field hockey players? Research in applied behaviour analysis and sports performance is becoming more evident in sporting environments. I aimed to explore the effectiveness of video modelling (VM), and video modelling combined with feedback (VF), and whether combined video modelling and video feedback (VM+VF) is an effective coaching tool to teach and improve athletes’ skill accuracy. A single subject multiple baseline design across participants was used. Four male field hockey players, who were all members of the same North Island National U18 team, took part in this study. The intervention had three phases: beginner-level video modelling; intermediate level video modelling; intermediate video modelling + video feedback. Participants watched a short instructional video and then practiced their forehand hitting in a structured practice session which was videotaped. Both video modelling conditions were effective, but the most performance gains were seen in Phase 3 where video feedback was added. All the participants showed an increase in the number of successful forehand hits after being exposed to VM and VM+VF, supporting the effectiveness of the intervention. These findings add to the existing body of work that supports the use of applied behaviour analysis techniques in sports training. Video modelling and video feedback may be useful for enhancing skill execution in field hockey. Further research should be conducted to determine the long-term retention of these skills and the usability of similar interventions for other technical aspects of field hockey and other sports.

year: 2025

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners

authors: Diane, Johnson

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09