title: The effect of tissue flossing on ankle range of motion, jump and sprint performance in elite rugby union athletes

authors: Mills, Blair Stephen

subjects: Tissue-flossing

abstract: The anecdotal use of floss bands amongst athletic populations is becoming a popular strategy to increase joint range of motion (ROM), enhance both injury prevention and rehabilitation and improve overall athletic performance, despite limited evidence for its efficacy. Such a technique has been described as ‘tissue flossing’ and involves wrapping a thick band of rubber (floss band) tightly around a joint or muscle group, to partially occlude blood flow to the area. Recently, research has been conducted regarding the use of tissue flossing to acutely enhance the athletic qualities of ankle mobility and jumping and sprinting performance in a recreationally trained population. Research from our laboratory (see appendices), expanded on this work by investigating the time-course of potential benefits following floss band application, also in recreationally trained athletes. The work in this thesis aimed to add knowledge to current literature and to further investigate the use of tissue flossing for improved sport performance in an elite-athlete setting.
The study contained in Chapter 2 of this thesis is the first to investigate the use of tissue flossing on athletic performance in an elite setting. As part of the study, a counterbalanced crossover design was implemented whereby fourteen professional rugby union athletes (age [mean ± SD)] 24 ± 2 years) performed two experimental trials separated by one week. Each trial assessed measures of ankle dorsiflexion using a unilateral weight bearing lunge test (WBLT), bilateral countermovement jump (CMJ) height and 20m sprint times. These assessments were made at baseline and at 5 and 30 minutes following the application of floss bands on both ankles.
Analysis revealed that there were no statistically significant interactions between treatment (FLOSS or CON) and time (pre / 5 min post / 30 min post) for any of the measured variables (p > 0.05). Effect size analysis revealed small benefits for the FLOSS condition in comparison to CON for CMJ performance 5 mins post and for 10m and 15m sprint time, 30 mins post. All other measures resulted in trivial or unclear effect sizes. In conclusion, the findings from this study suggest limited support for the use of tissue flossing for improved athletic performance measures, for up to 30 minutes post application in a professional rugby union population.

text: The effect of tissue flossing on ankle range of motion, jump and sprint performance in elite rugby union athletes The anecdotal use of floss bands amongst athletic populations is becoming a popular strategy to increase joint range of motion (ROM), enhance both injury prevention and rehabilitation and improve overall athletic performance, despite limited evidence for its efficacy. Such a technique has been described as ‘tissue flossing’ and involves wrapping a thick band of rubber (floss band) tightly around a joint or muscle group, to partially occlude blood flow to the area. Recently, research has been conducted regarding the use of tissue flossing to acutely enhance the athletic qualities of ankle mobility and jumping and sprinting performance in a recreationally trained population. Research from our laboratory (see appendices), expanded on this work by investigating the time-course of potential benefits following floss band application, also in recreationally trained athletes. The work in this thesis aimed to add knowledge to current literature and to further investigate the use of tissue flossing for improved sport performance in an elite-athlete setting.
The study contained in Chapter 2 of this thesis is the first to investigate the use of tissue flossing on athletic performance in an elite setting. As part of the study, a counterbalanced crossover design was implemented whereby fourteen professional rugby union athletes (age [mean ± SD)] 24 ± 2 years) performed two experimental trials separated by one week. Each trial assessed measures of ankle dorsiflexion using a unilateral weight bearing lunge test (WBLT), bilateral countermovement jump (CMJ) height and 20m sprint times. These assessments were made at baseline and at 5 and 30 minutes following the application of floss bands on both ankles.
Analysis revealed that there were no statistically significant interactions between treatment (FLOSS or CON) and time (pre / 5 min post / 30 min post) for any of the measured variables (p > 0.05). Effect size analysis revealed small benefits for the FLOSS condition in comparison to CON for CMJ performance 5 mins post and for 10m and 15m sprint time, 30 mins post. All other measures resulted in trivial or unclear effect sizes. In conclusion, the findings from this study suggest limited support for the use of tissue flossing for improved athletic performance measures, for up to 30 minutes post application in a professional rugby union population.

year: 2018

title: Women’s equality—stalled or achieved? An intersectional analysis of New Zealand women’s experiences of (in)equality and perceptions of feminism

authors: Holdsworth, Roxanna Elizabeth

subjects: Intersectionality

abstract: A statement made in 2013 by Professor Judy McGregor, the former Equal Employment Opportunities Commissioner of the New Zealand Human Rights Commission, suggested that equality for women in New Zealand had stalled, and that little progress was being made towards achieving women’s equality. New Zealand has maintained a strong socially progressive reputation with women’s issues, as the first country where women won the right to vote, and as a consistent feature at the top levels of global equality rankings. A cultural narrative of progression is also represented in the amplified visibility of women in diverse contexts that enables individual women to have the confidence to pursue equality for themselves—consistent with Western narrative portrayals of neoliberal individualism. An awareness of the gains made by past feminist action, together with latent inequality and its (lack of) presence within women’s individual lives, can create the illusion that equality for women has been achieved, evidenced in postfeminist perspectives that reduce the need for collective approaches to women-centred issues. 
This research examined 16 women’s experiences of being a woman in 21st Century New Zealand. Women’s experiences were positioned in this study as the “starting off thought” (Harding, 1993) for understanding women’s identification with feminism. The thesis includes a discussion of New Zealand’s progressive reputation and understandings of women’s equality over time, in the context of the narrative waves of feminism and socio-cultural and political explanations of a plateau in women’s equality progression in New Zealand. The theoretical discussion focused on intersectionality to highlight heterogeneity within the category of “women”, while the methodology for this research used a narrative approach to understand the unique differences and lived experiences of the women who participated. The examination of narrative influences in the form of grand, master, and personal narratives helped to explain how participants made sense of the world around them, and the intersectional focus on generational cohorts highlighted difference among and across women based on the category of age. Diary methods followed by interviews captured the unique individual differences in lived experience. 
The use of thematic and narrative analysis in this study demonstrated participants’ sense-making and decision-making in their enactment and retelling of lived experience in association with feminism and understandings of equality, and their simultaneous experiences of privilege and oppression were key themes identified in this study. While this study first sought to uncover the ways in which women might demonstrate postfeminist complacency, as a possible cause of the plateau in moves towards equality for women, three forms of agency were identified as influencing lived experience: Constrained agency, conferred agency, and comparative agency. It seems that, for a variety of different reasons, the women challenged or accepted societal roles and behaviours based on the relationships, environments, and narrative influences that informed individual lived experience. The challenge then, is in understanding how it might be possible to continue building on the legacy of equality for women in 21st Century New Zealand.

text: Women’s equality—stalled or achieved? An intersectional analysis of New Zealand women’s experiences of (in)equality and perceptions of feminism A statement made in 2013 by Professor Judy McGregor, the former Equal Employment Opportunities Commissioner of the New Zealand Human Rights Commission, suggested that equality for women in New Zealand had stalled, and that little progress was being made towards achieving women’s equality. New Zealand has maintained a strong socially progressive reputation with women’s issues, as the first country where women won the right to vote, and as a consistent feature at the top levels of global equality rankings. A cultural narrative of progression is also represented in the amplified visibility of women in diverse contexts that enables individual women to have the confidence to pursue equality for themselves—consistent with Western narrative portrayals of neoliberal individualism. An awareness of the gains made by past feminist action, together with latent inequality and its (lack of) presence within women’s individual lives, can create the illusion that equality for women has been achieved, evidenced in postfeminist perspectives that reduce the need for collective approaches to women-centred issues. 
This research examined 16 women’s experiences of being a woman in 21st Century New Zealand. Women’s experiences were positioned in this study as the “starting off thought” (Harding, 1993) for understanding women’s identification with feminism. The thesis includes a discussion of New Zealand’s progressive reputation and understandings of women’s equality over time, in the context of the narrative waves of feminism and socio-cultural and political explanations of a plateau in women’s equality progression in New Zealand. The theoretical discussion focused on intersectionality to highlight heterogeneity within the category of “women”, while the methodology for this research used a narrative approach to understand the unique differences and lived experiences of the women who participated. The examination of narrative influences in the form of grand, master, and personal narratives helped to explain how participants made sense of the world around them, and the intersectional focus on generational cohorts highlighted difference among and across women based on the category of age. Diary methods followed by interviews captured the unique individual differences in lived experience. 
The use of thematic and narrative analysis in this study demonstrated participants’ sense-making and decision-making in their enactment and retelling of lived experience in association with feminism and understandings of equality, and their simultaneous experiences of privilege and oppression were key themes identified in this study. While this study first sought to uncover the ways in which women might demonstrate postfeminist complacency, as a possible cause of the plateau in moves towards equality for women, three forms of agency were identified as influencing lived experience: Constrained agency, conferred agency, and comparative agency. It seems that, for a variety of different reasons, the women challenged or accepted societal roles and behaviours based on the relationships, environments, and narrative influences that informed individual lived experience. The challenge then, is in understanding how it might be possible to continue building on the legacy of equality for women in 21st Century New Zealand.

year: 2021

title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013