title: The use of upper-body intermittent, sequential pneumatic compression arm-sleeves on recovery from exercise in wheelchair athletes

authors: Oliver, Alison Eilidh

subjects: Wheelchair

abstract: Wheelchair basketball and wheelchair rugby are two of the most popular sports for athletes with a disability. Despite this, recovery-based research is sparse in the disability sport sector, as most studies have concentrated on the recovery needs of able-bodied athletes. Existing research has investigated several recovery methods, which the first part of this thesis discusses in a literature review. One of the recovery methods included in this review is a relatively new recovery tool known as intermittent sequential pneumatic compression (ISPC). Initially developed for use in medical settings, ISPC is believed to increase blood flow, therefore limiting inflammation/swelling and enhancing the removal of metabolic by-products associated with exercise. The second part of this thesis includes an original study investigating the influence of ISPC on recovery in wheelchair team sport athletes. Eleven wheelchair basketball and rugby players volunteered to participate in this study and were required to take part in two trials (either passive control or ISPC recovery) separated by one week. During ISPC recovery, participants wore the sleeves on both arms for 20 minutes. Grip strength, pressureto-pain threshold (PPT), medicine ball throw, wheelchair sprints, repeated sprints and blood lactate (BLa) were measured pre-exercise, post-exercise, and post-recovery. Subjective muscle soreness and fatigue were also assessed at these time points, as well as 24 hours post-exercise. The exercise session consisted of 20 minutes of high intensity drills, designed to simulate the physiological demands of wheelchair team sport. Analysis revealed ISPC to positively influence subjective measures of muscle soreness and fatigue, with negligible effects on performance recovery and physiological measures when compared to a control trial. The final section of this thesis summarises the overall findings of the thesis, as well as providing practical applications and future research.

text: The use of upper-body intermittent, sequential pneumatic compression arm-sleeves on recovery from exercise in wheelchair athletes Wheelchair basketball and wheelchair rugby are two of the most popular sports for athletes with a disability. Despite this, recovery-based research is sparse in the disability sport sector, as most studies have concentrated on the recovery needs of able-bodied athletes. Existing research has investigated several recovery methods, which the first part of this thesis discusses in a literature review. One of the recovery methods included in this review is a relatively new recovery tool known as intermittent sequential pneumatic compression (ISPC). Initially developed for use in medical settings, ISPC is believed to increase blood flow, therefore limiting inflammation/swelling and enhancing the removal of metabolic by-products associated with exercise. The second part of this thesis includes an original study investigating the influence of ISPC on recovery in wheelchair team sport athletes. Eleven wheelchair basketball and rugby players volunteered to participate in this study and were required to take part in two trials (either passive control or ISPC recovery) separated by one week. During ISPC recovery, participants wore the sleeves on both arms for 20 minutes. Grip strength, pressureto-pain threshold (PPT), medicine ball throw, wheelchair sprints, repeated sprints and blood lactate (BLa) were measured pre-exercise, post-exercise, and post-recovery. Subjective muscle soreness and fatigue were also assessed at these time points, as well as 24 hours post-exercise. The exercise session consisted of 20 minutes of high intensity drills, designed to simulate the physiological demands of wheelchair team sport. Analysis revealed ISPC to positively influence subjective measures of muscle soreness and fatigue, with negligible effects on performance recovery and physiological measures when compared to a control trial. The final section of this thesis summarises the overall findings of the thesis, as well as providing practical applications and future research.

year: 2020

title: Pre-service teachers' perceptions of technology and technology education

authors: Forret, Michael

abstract: Technology teachers’ perceptions and understanding of the nature of technology heavily influences their perceptions of technology education and consequently shapes their teaching practice. Understanding the nature of technology is also an important component of technology education and in 2007 the New Zealand technology curriculum introduced a new strand called the Nature of Technology. An important part of initial teacher education programmes is therefore to help student teachers develop their concepts and philosophies of technology and technology education. This paper reports findings from a survey of New Zealand student teachers’ perceptions of technology and technology education before and after their involvement in a compulsory course in technology education. The findings reported here are some of the initial results from one institution but are part of a larger project aimed at brining together similar data from across the country to inform development of pre-service technology education programmes.

text: Pre-service teachers' perceptions of technology and technology education Technology teachers’ perceptions and understanding of the nature of technology heavily influences their perceptions of technology education and consequently shapes their teaching practice. Understanding the nature of technology is also an important component of technology education and in 2007 the New Zealand technology curriculum introduced a new strand called the Nature of Technology. An important part of initial teacher education programmes is therefore to help student teachers develop their concepts and philosophies of technology and technology education. This paper reports findings from a survey of New Zealand student teachers’ perceptions of technology and technology education before and after their involvement in a compulsory course in technology education. The findings reported here are some of the initial results from one institution but are part of a larger project aimed at brining together similar data from across the country to inform development of pre-service technology education programmes.

year: 2013

title: Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development.

authors: Murray, Tracy Olive

subjects: Culturally responsive and relational angragogy

abstract: This thesis begins by contextualising the current reality for many Māori learners in Aotearoa New Zealand.  By reviewing the literature around the role of the provider in professional learning and development (PLD) in Aotearoa New Zealand, this thesis seeks to explain a new way of working that has not been well documented before.  Provided is the rationale for the methodology undertaken in the research to ensure the relationship with the participants remained at the heart of the process.  This thesis contends that applying culturally responsive and relational pedagogy across all levels of schooling is a unique way of being that requires deep critical self-reflection and conscious ongoing change in practice.  Learning what to stop doing and what to do differently is part of an ongoing cycle of inquiry that educational leaders at any level must engage in, to implement change in schools for Māori learners.

text: Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development. This thesis begins by contextualising the current reality for many Māori learners in Aotearoa New Zealand.  By reviewing the literature around the role of the provider in professional learning and development (PLD) in Aotearoa New Zealand, this thesis seeks to explain a new way of working that has not been well documented before.  Provided is the rationale for the methodology undertaken in the research to ensure the relationship with the participants remained at the heart of the process.  This thesis contends that applying culturally responsive and relational pedagogy across all levels of schooling is a unique way of being that requires deep critical self-reflection and conscious ongoing change in practice.  Learning what to stop doing and what to do differently is part of an ongoing cycle of inquiry that educational leaders at any level must engage in, to implement change in schools for Māori learners.

year: 2018