title: Dealing with a quandary: Funding outdoor education in Aotearoa New Zealand

authors: Campbell-Price, Margi

subjects: outdoor education, funding, equity

abstract: School websites are one of a number of ways that schools communicate their vision, values, programmes, successes, and about their community in the public domain. An initial stimulus for this article was a study conducted by one of the authors investigating the presence and profile of outdoor education on secondary school websites in Aotearoa New Zealand. The cost associated with some senior outdoor education offerings compared with other resourceintensive subject options was a finding that provoked our collective attention. This is particularly so when Ministry of Education policy prohibits schools from compelling parents to pay fees for outdoor education courses that are part of the curriculum of a school. This article catalogues the questions and quandaries that surfaced from our consideration of outdoor education funding issues, particularly in senior outdoor education in some schools. We speculate about the importance of outdoor educators considering their ‘bottom-lines’ and what learning opportunities are possible if outdoor education experiences are seen to be a ‘right’ of all students.

text: Dealing with a quandary: Funding outdoor education in Aotearoa New Zealand School websites are one of a number of ways that schools communicate their vision, values, programmes, successes, and about their community in the public domain. An initial stimulus for this article was a study conducted by one of the authors investigating the presence and profile of outdoor education on secondary school websites in Aotearoa New Zealand. The cost associated with some senior outdoor education offerings compared with other resourceintensive subject options was a finding that provoked our collective attention. This is particularly so when Ministry of Education policy prohibits schools from compelling parents to pay fees for outdoor education courses that are part of the curriculum of a school. This article catalogues the questions and quandaries that surfaced from our consideration of outdoor education funding issues, particularly in senior outdoor education in some schools. We speculate about the importance of outdoor educators considering their ‘bottom-lines’ and what learning opportunities are possible if outdoor education experiences are seen to be a ‘right’ of all students.

year: 2017

title: Clinical Implications of Landing Distance on Landing Error Scoring System Scores

authors: Hanzlíková, Ivana

subjects: Science & Technology

abstract: Context: The Landing Error Scoring System (LESS) screens for the risk of non-contact anterior cruciate ligament injury. The LESS requires individuals to jump forward from a 30-cm box to a distance of 50% of their body height. However, different landing distances have been cited in the scientific literature.

Objective: To examine whether landing distance influences LESS outcomes.

Design: Cross-sectional study.

Setting: Laboratory.

Participants or Other Participants: Seventy young active individuals (34 males, 36 females).

Intervention(s): Participants performed 33 30-cm jump landing tasks under 2 landing conditions in randomized order: (1) 50% of body height (d50%), (2) self-selected distance (dss).

Main Outcome Measure(s): Mean LESS scores, proportions of individuals categorized at high (LESS: 5 errors) and low (LESS: <5 errors) injury risk, and landing distances were compared between conditions using generalized estimating equations. Consistency of risk categorization was examined using odds ratios (ORs) and McNemar tests. McNemar and Wilcoxon signed rank tests were used to compare the occurrence of specific LESS errors.

Results: Participants landed closer to the box under the dss condition (difference = 23.28 [95% CI = 20.73, 25.81]%, P < .001). Group mean LESS scores (difference = 0.01 [95% CI = 0.59, 0.57] error, P = .969) and risk categorization (OR = 0.94 [95% CI = 0.47, 1.88], P = .859) were similar between conditions. However, individual-level risk categorization was inconsistent in 33% of participants, as was the occurrence of specific errors.

Conclusions: Using dss during the LESS might lead to different LESS errors and risk categorizations at an individual level than using d50%. Given that individual LESS scores are of primary interest in clinical and sport settings and the injury-risk threshold has not been validated for dss, we recommend the use of the original LESS protocol. When only group mean LESS scores or proportions of at-risk individuals are of interest, using dss is feasible to facilitate the testing of large cohorts.

text: Clinical Implications of Landing Distance on Landing Error Scoring System Scores Context: The Landing Error Scoring System (LESS) screens for the risk of non-contact anterior cruciate ligament injury. The LESS requires individuals to jump forward from a 30-cm box to a distance of 50% of their body height. However, different landing distances have been cited in the scientific literature.

Objective: To examine whether landing distance influences LESS outcomes.

Design: Cross-sectional study.

Setting: Laboratory.

Participants or Other Participants: Seventy young active individuals (34 males, 36 females).

Intervention(s): Participants performed 33 30-cm jump landing tasks under 2 landing conditions in randomized order: (1) 50% of body height (d50%), (2) self-selected distance (dss).

Main Outcome Measure(s): Mean LESS scores, proportions of individuals categorized at high (LESS: 5 errors) and low (LESS: <5 errors) injury risk, and landing distances were compared between conditions using generalized estimating equations. Consistency of risk categorization was examined using odds ratios (ORs) and McNemar tests. McNemar and Wilcoxon signed rank tests were used to compare the occurrence of specific LESS errors.

Results: Participants landed closer to the box under the dss condition (difference = 23.28 [95% CI = 20.73, 25.81]%, P < .001). Group mean LESS scores (difference = 0.01 [95% CI = 0.59, 0.57] error, P = .969) and risk categorization (OR = 0.94 [95% CI = 0.47, 1.88], P = .859) were similar between conditions. However, individual-level risk categorization was inconsistent in 33% of participants, as was the occurrence of specific errors.

Conclusions: Using dss during the LESS might lead to different LESS errors and risk categorizations at an individual level than using d50%. Given that individual LESS scores are of primary interest in clinical and sport settings and the injury-risk threshold has not been validated for dss, we recommend the use of the original LESS protocol. When only group mean LESS scores or proportions of at-risk individuals are of interest, using dss is feasible to facilitate the testing of large cohorts.

year: 2021-06-01

title: The Oral Transmission of Mātauranga Māori in regard to Traditional Hokianga Stories and the Revitalization of Significant Place Names.

authors: Barnes, Maria

subjects: Hokianga

abstract: This thesis researched the oral transmission of mātauranga Māori from one generation to another with a particular focus on the significance of place names in the Hokianga area from Waimamaku through to Opononi. It also sought to understand the stories and history that accompany this area. Our oral traditions are critical in helping to define our identity as Māori, and our relationship with the land.

This thesis begins by looking at the ways in which we as Māori are connected to the land and some of our traditional values regarding cultural practices and the way our tūpuna lived.  It also shares an example of the way in which our oral traditions and histories were preserved and taught.  There is then a detailed section regarding the significance of Hokianga place names within the Waimamaku, Omapere and Opononi area of Hokianga.  This information has been provided orally from the generosity of kaumātua of our area.  Following this I have concluded by providing an overall statement about the significance of findings and outcomes of my research.

This kaupapa is important as more and more of these place names and their histories will continue to be lost if records are not kept and shared with future generations.  I also understand the importance of protecting this knowledge.  Through colonisation and over time the use of our traditional educational practices and our place names and their histories have been forgotten, watered down, and sometimes lost.  Our learning methods, histories and whakapapa constitute important elements of who we are as Māori. They recognise the past, help us to understand today and guide us into the future. 

The research strategy used in my thesis is collaborative storying co-constructed between myself the researcher and local kaumātua deemed to hold traditional knowledge of our area.  This has provided the opportunity to find out significant place names and our local histories. Prior to working on this thesis only a few names were known and understood.  However in the end we are able to get a more detailed picture of our history.  There are still plenty more place names to be found and understood.


We live and come from a beautiful place.

text: The Oral Transmission of Mātauranga Māori in regard to Traditional Hokianga Stories and the Revitalization of Significant Place Names. This thesis researched the oral transmission of mātauranga Māori from one generation to another with a particular focus on the significance of place names in the Hokianga area from Waimamaku through to Opononi. It also sought to understand the stories and history that accompany this area. Our oral traditions are critical in helping to define our identity as Māori, and our relationship with the land.

This thesis begins by looking at the ways in which we as Māori are connected to the land and some of our traditional values regarding cultural practices and the way our tūpuna lived.  It also shares an example of the way in which our oral traditions and histories were preserved and taught.  There is then a detailed section regarding the significance of Hokianga place names within the Waimamaku, Omapere and Opononi area of Hokianga.  This information has been provided orally from the generosity of kaumātua of our area.  Following this I have concluded by providing an overall statement about the significance of findings and outcomes of my research.

This kaupapa is important as more and more of these place names and their histories will continue to be lost if records are not kept and shared with future generations.  I also understand the importance of protecting this knowledge.  Through colonisation and over time the use of our traditional educational practices and our place names and their histories have been forgotten, watered down, and sometimes lost.  Our learning methods, histories and whakapapa constitute important elements of who we are as Māori. They recognise the past, help us to understand today and guide us into the future. 

The research strategy used in my thesis is collaborative storying co-constructed between myself the researcher and local kaumātua deemed to hold traditional knowledge of our area.  This has provided the opportunity to find out significant place names and our local histories. Prior to working on this thesis only a few names were known and understood.  However in the end we are able to get a more detailed picture of our history.  There are still plenty more place names to be found and understood.


We live and come from a beautiful place.

year: 2010