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: Formal definition and dating of the GSSP (Global Stratotype Section and Point) for the base of the Holocene using the Greenland NGRIP ice core, and selected auxiliary records

authors: Walker, Mike

subjects: holocene boundary

abstract: The Greenland ice core from NorthGRIP (NGRIP) contains a proxy climate record across the Pleistocene–Holocene boundary of unprecedented clarity and resolution. Analysis of an array of physical and chemical parameters within the ice enables the base of the Holocene, as reflected in the first signs of climatic warming at the end of the Younger Dryas/Greenland Stadial 1 cold phase, to be located with a high degree of precision. This climatic event is most clearly reflected in an abrupt shift in deuterium excess values, accompanied by more gradual changes in d18O, dust concentration, a range of chemical species, and annual layer thickness. A timescale based on multi-parameter annual layer counting provides an age of 11 700 calendar yr b2 k (before AD 2000) for the base of the Holocene, with a maximum counting error of 99 yr. A proposal that an archived core from this unique sequence should constitute the Global Stratotype Section and Point (GSSP) for the base of the Holocene Series/Epoch (Quaternary System/Period) has been ratified by the International Union of Geological Sciences. Five auxiliary stratotypes for the Pleistocene–Holocene boundary have also been recognised.

text: Formal definition and dating of the GSSP (Global Stratotype Section and Point) for the base of the Holocene using the Greenland NGRIP ice core, and selected auxiliary records The Greenland ice core from NorthGRIP (NGRIP) contains a proxy climate record across the Pleistocene–Holocene boundary of unprecedented clarity and resolution. Analysis of an array of physical and chemical parameters within the ice enables the base of the Holocene, as reflected in the first signs of climatic warming at the end of the Younger Dryas/Greenland Stadial 1 cold phase, to be located with a high degree of precision. This climatic event is most clearly reflected in an abrupt shift in deuterium excess values, accompanied by more gradual changes in d18O, dust concentration, a range of chemical species, and annual layer thickness. A timescale based on multi-parameter annual layer counting provides an age of 11 700 calendar yr b2 k (before AD 2000) for the base of the Holocene, with a maximum counting error of 99 yr. A proposal that an archived core from this unique sequence should constitute the Global Stratotype Section and Point (GSSP) for the base of the Holocene Series/Epoch (Quaternary System/Period) has been ratified by the International Union of Geological Sciences. Five auxiliary stratotypes for the Pleistocene–Holocene boundary have also been recognised.

year: 2009

title: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement

authors: Richards, Stephanie Moana

subjects: Culturally Responsive Pedagogy

abstract: The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

text: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

year: 2017