title: Examining the effects of Ki-o-Rahi on the development of fundamental movement skills by children in Aotearoa New Zealand

authors: Daveta, Wiliame

subjects: fundamental movement skills

abstract: Children with poor fundamental movement skills might have challenges when engaging in activities that require specific skills to help them perform effectively. Development of those skills through targeted training has the potential to build the foundation for fundamental movement skills. This study examined whether Ki-o-Rahi can enhance learning fundamental movement skills (FMS) and cognitive and social skills in Aotearoa New Zealand children. A quasi-experimental pre-post design was conducted over 8 weeks with 86 primary school children from five separate classes that were allocated to treatment conditions via cluster sampling: two classes to the intervention group, two to the control group, and one to the legend-only control group. The intervention group learned the legend and played Ki-o-Rahi over 8 sessions, whereas the control groups continued with their regular physical activities, but only one of the control groups learned the legend. FMS were measured using the Test of Gross Motor Development—Third Edition (TGMD-3) and the Motor Assessment Battery for Children (MABC-2). Cognitive skills were measured using the Head-Toes-Knees-Shoulders test (HTKS), forward and backward digit span, and forward and backward corsi block. Researchers measured social skills using the Early Childhood Social Relationship with Peers (ECSRP) teacher-proxy questionnaire. The results demonstrated that the intervention and control group gained improvements in the FMS and social skills but not cognitive skills. The legend-only group showed no significant changes. The findings suggest that Ki-o-rahi can contribute to developing FMS, cognitive, and social skills in Aotearoa New Zealand children. Future research should consider extending the duration of the study to assess long-term effects and include a larger cohort of Pacific or Māori children to explore potential benefits of Ki-o-Rahi in greater depth.

text: Examining the effects of Ki-o-Rahi on the development of fundamental movement skills by children in Aotearoa New Zealand Children with poor fundamental movement skills might have challenges when engaging in activities that require specific skills to help them perform effectively. Development of those skills through targeted training has the potential to build the foundation for fundamental movement skills. This study examined whether Ki-o-Rahi can enhance learning fundamental movement skills (FMS) and cognitive and social skills in Aotearoa New Zealand children. A quasi-experimental pre-post design was conducted over 8 weeks with 86 primary school children from five separate classes that were allocated to treatment conditions via cluster sampling: two classes to the intervention group, two to the control group, and one to the legend-only control group. The intervention group learned the legend and played Ki-o-Rahi over 8 sessions, whereas the control groups continued with their regular physical activities, but only one of the control groups learned the legend. FMS were measured using the Test of Gross Motor Development—Third Edition (TGMD-3) and the Motor Assessment Battery for Children (MABC-2). Cognitive skills were measured using the Head-Toes-Knees-Shoulders test (HTKS), forward and backward digit span, and forward and backward corsi block. Researchers measured social skills using the Early Childhood Social Relationship with Peers (ECSRP) teacher-proxy questionnaire. The results demonstrated that the intervention and control group gained improvements in the FMS and social skills but not cognitive skills. The legend-only group showed no significant changes. The findings suggest that Ki-o-rahi can contribute to developing FMS, cognitive, and social skills in Aotearoa New Zealand children. Future research should consider extending the duration of the study to assess long-term effects and include a larger cohort of Pacific or Māori children to explore potential benefits of Ki-o-Rahi in greater depth.

year: 2024

title: Here to stay: Reshaping the regions through mana Māori

authors: Simmonds, Naomi Beth

abstract: Situated 65 kilometres south-east of Hamilton, Putāruru (population 3747 in the 2013 Census) is typical of the many farming service towns scattered across rural Aotearoa New Zealand. Bakeries, op shops, a sports bar and a farm equipment supplier occupy the main street. Unlike nearby Tirau, which transformed from a one-stop shop into a vibrant boutique village in the late 1990s, Putāruru township remains largely indistinguishable from other rural centres. There are few clues to the substantial farming-based and water-generated wealth that lies beyond the town.

text: Here to stay: Reshaping the regions through mana Māori Situated 65 kilometres south-east of Hamilton, Putāruru (population 3747 in the 2013 Census) is typical of the many farming service towns scattered across rural Aotearoa New Zealand. Bakeries, op shops, a sports bar and a farm equipment supplier occupy the main street. Unlike nearby Tirau, which transformed from a one-stop shop into a vibrant boutique village in the late 1990s, Putāruru township remains largely indistinguishable from other rural centres. There are few clues to the substantial farming-based and water-generated wealth that lies beyond the town.

year: 2016

title: Early childhood developmental disabilities and intervention in language, communication and social relationships

authors: Gibbs, Colin J.

abstract: The ecological perspective of child development is receiving increasing attention from researchers and interventionists in recent times. Such a perspective of child development
   “...involves the scintific study of the progressive, mutual accomodation between an active, growing human being and the changing properties of the immediate settings in which the devloping person lives, as this process is affected by relations between these settings and by the larger contexts in which these stteings are embedded.” (Bronfenbrennar 1979, p.21)
These important issues arise from this viewpoint and have iomplication in terms of intervention strategies. First, the child is viewed as a growing and active organism who progressivley enters into and restructures his environment. Secondly, there exists a reciprocal interaction between the person and the environment. Thirdly, the developmental importance of the environment is not restricted to a single setting, but encompasses interconnections between settings as well as in the larger ecological environment (Bronfenbrenner, 1974, 1979).

text: Early childhood developmental disabilities and intervention in language, communication and social relationships The ecological perspective of child development is receiving increasing attention from researchers and interventionists in recent times. Such a perspective of child development
   “...involves the scintific study of the progressive, mutual accomodation between an active, growing human being and the changing properties of the immediate settings in which the devloping person lives, as this process is affected by relations between these settings and by the larger contexts in which these stteings are embedded.” (Bronfenbrennar 1979, p.21)
These important issues arise from this viewpoint and have iomplication in terms of intervention strategies. First, the child is viewed as a growing and active organism who progressivley enters into and restructures his environment. Secondly, there exists a reciprocal interaction between the person and the environment. Thirdly, the developmental importance of the environment is not restricted to a single setting, but encompasses interconnections between settings as well as in the larger ecological environment (Bronfenbrenner, 1974, 1979).

year: 1981