title: Do youth in sport stay out of court? Insights and recommendations for families, coaches, community groups, sports organisations, and policymakers

authors: Clarke, Gloria Hinemoa

abstract: In Aotearoa New Zealand, rugby and rugby league are popular sporting codes, historically and particularly among males. In their 2023 annual reports, New Zealand Rugby reported 147,434 registered participants, while New Zealand Rugby League reported 28,180. Both institutions have also developed equity, diversity and inclusion strategies aimed at nurturing the participation and involvement of women and girls, as well as Māori and Pacific communities. However, while both codes have recorded an increase in female participation, there has been a gradual decline in male participation (Cully, 2023; Radio New Zealand, 2023; Wilson, 2022). This decline in sport participation has also been noted by (former) Principal Youth Court Judge Andrew Becroft, who found that young male offenders are often not involved in sport (Bruce, 2013; Sport NZ, 2018). 

This report summarises the findings of a study that examines sports attrition in relation to youth offending. In that study, the author (Clarke, 2012) examined the childhood and youth sporting experiences and illegal activities of five young men aged between 18 and 25 years old. 

The aim of this report is to provide insights into how these young men became involved in sport and why they dropped out, how they became involved in crime, and possible links between their sport participation and offending. Their experiences highlight several issues that can be addressed by parents/caregivers, clubs, sport administrators, coaches, community groups, sports organisations, and policymakers. 

In course of the study, six key observations were made. For these young men:
1. rugby and or rugby league were their primary and final sporting codes; 
2. these sports were or had become ‘just a game’;
3. aggressive coaches diminished their enjoyment and commitment to sport;
4. their parents/caregivers were absent from their sporting lives; 
5. their participation in sport and crime was simultaneous; and
6. the collision aspect of rugby and rugby league may have helped to facilitate their offending.

In this document, the names of these young men have been replaced with aliases. To provide the reader with a richer and deeper understanding of the issues, the report features a number of their stories and reflections (edited for readability only). The research methods are briefly outlined in Appendix 1. Sources included in this report are listed in the References section. For a fuller review of the literature and the research analysis refer to the original research document (Clarke, 2012).

text: Do youth in sport stay out of court? Insights and recommendations for families, coaches, community groups, sports organisations, and policymakers In Aotearoa New Zealand, rugby and rugby league are popular sporting codes, historically and particularly among males. In their 2023 annual reports, New Zealand Rugby reported 147,434 registered participants, while New Zealand Rugby League reported 28,180. Both institutions have also developed equity, diversity and inclusion strategies aimed at nurturing the participation and involvement of women and girls, as well as Māori and Pacific communities. However, while both codes have recorded an increase in female participation, there has been a gradual decline in male participation (Cully, 2023; Radio New Zealand, 2023; Wilson, 2022). This decline in sport participation has also been noted by (former) Principal Youth Court Judge Andrew Becroft, who found that young male offenders are often not involved in sport (Bruce, 2013; Sport NZ, 2018). 

This report summarises the findings of a study that examines sports attrition in relation to youth offending. In that study, the author (Clarke, 2012) examined the childhood and youth sporting experiences and illegal activities of five young men aged between 18 and 25 years old. 

The aim of this report is to provide insights into how these young men became involved in sport and why they dropped out, how they became involved in crime, and possible links between their sport participation and offending. Their experiences highlight several issues that can be addressed by parents/caregivers, clubs, sport administrators, coaches, community groups, sports organisations, and policymakers. 

In course of the study, six key observations were made. For these young men:
1. rugby and or rugby league were their primary and final sporting codes; 
2. these sports were or had become ‘just a game’;
3. aggressive coaches diminished their enjoyment and commitment to sport;
4. their parents/caregivers were absent from their sporting lives; 
5. their participation in sport and crime was simultaneous; and
6. the collision aspect of rugby and rugby league may have helped to facilitate their offending.

In this document, the names of these young men have been replaced with aliases. To provide the reader with a richer and deeper understanding of the issues, the report features a number of their stories and reflections (edited for readability only). The research methods are briefly outlined in Appendix 1. Sources included in this report are listed in the References section. For a fuller review of the literature and the research analysis refer to the original research document (Clarke, 2012).

year: 2025

title: Bibliomania: what can we learn from the research literature?

authors: Cunningham, Sally Jo

subjects: computer science

abstract: The field of bibliometrics provides a set of quantitative methods for understanding how scientific information is created and disseminated by examining the structure, rather than the content, of subject documents. Bibliographic information can be analyzed to give insights into the development of research fronts, methods of scientific communication, and characteristics of the scientific literature. This paper presents three case studies illustrating simple bibliometric techniques, as applied to management/computer science/information systems. These fields have been largely ignored by bibliometricians; an unfortunate omission, given the information on the nature and structure of these fields that bibliometric studies could provide.

text: Bibliomania: what can we learn from the research literature? The field of bibliometrics provides a set of quantitative methods for understanding how scientific information is created and disseminated by examining the structure, rather than the content, of subject documents. Bibliographic information can be analyzed to give insights into the development of research fronts, methods of scientific communication, and characteristics of the scientific literature. This paper presents three case studies illustrating simple bibliometric techniques, as applied to management/computer science/information systems. These fields have been largely ignored by bibliometricians; an unfortunate omission, given the information on the nature and structure of these fields that bibliometric studies could provide.

year: 1995-04

title: Ko Waikato-Maniapoto te iwi

authors: Ngaia, Te Ingo Karangaroa Terehia

subjects: Waikato Maniapoto

abstract: Nō te ūnga mai o Tainui waka, i Whangaparāoa, ka tīmata i reira te tautapa haere a Tainui waka i tōna rohe, i tāna tere i Te Ika-ā-Māui. Nāwai rā ka tau ki tōna tumu i roto o Kāwhia Moana, Kāwhia Kai, Kāwhia Tāngata, i te taha hauāuru o Te Ika-ā-Māui. I roto i ngā rautau i muri mai i te ūnga o Tainui waka me ngā tūpuna i tere mai i te waka, ka tīmata ngā tūpuna te mātoro haere i te whenua hou me te whakanoho i ngō rātou whānau. Ka tupu i koneki ngā hapū me ngā iwi i heke mai i ngā waka. I roto i ngā tātai whakapapa o Tainu waka, e mārama mai ana ngā kāwai heke ki ngā iwi o Waikato me Maniapoto hoki. Ka whai mana ngā rangatira o ngā iwi nei i ngō rātou kāinga me ngā pānga whenua i noho ai rātou.
I hua tuatahi ai te iwi o Waikato-Maniapoto i roto i ngā pakanga me ngā whakaipoipotanga mo ngā kāinga me ngā pānga whenua, kai, moana hoki. Nā ngā pūkenga wānanga, pakanga hoki, i whakawehe, i kotahi ai rānei ngā iwi.
I te taenga mai o te Pākehā ki te pēhi i ngā tikanga a te Māori, ka huri te aro o te Pākehā ki te whakahau me te whakawai i ngā rātou tauira hou ki runga i ngā iwi.
Ka whakaturengia ngā ingoa o ngā tikanga hou, nā te Kāwanatanga Pākehā hou nei i whakamana, ā, i whakaū ngēnei tikanga hou kia pēhia ngā tikanga taketake ake a te Māori. Ka huri a Waikato-Maniapoto iwi ki te aru i ngā tauira hou ki te whakawhanake i ngā uri whakatupu i roto i te ao hou. Hoi, i mau tonu i a Waikato-Maniapoto te wairua me ngā tikanga i heke iho ki ngōna uri.
Ka whakaūngia te wairua me ngā tikanga o ngā mātua tūpuna ki roto i te tauira hou o te Kīngitanga. Ka mahi ngātahi te Kīngitanga me te iwi o Waikato-Maniapoto ki te whakatinana i tōna kaupapa, arā, hei pupuru i te toto; hei pupuru i te whenua; ā, hei pupuru i te mana Māori motuhake. I roto i te Kīngitanga nga 
hanganga iwi hou i puta hei kōkiri i ngā rautaki whakawhanake i te iwi whānui i roto i te ao hou nei.
Huhua noa atu ngā uri o Waikato-Maniapoto i whai wāhi i runga i ngā tūranga whakawhanake i te iwi whānui mā te whakaū i te mana Māori motuhake i roto i te reo me ngā tikanga o Waikato-Maniapoto iwi me ngōna kaupapa. Ko te whakahua i ngā hononga iwi kia whai whanaungatanga, kia whai tūrangawaewae te whakatinanatanga o te whakapono ā-wairua nei ki ngā taonga tuku iho o Waikato-Maniapoto. Ka whai mana, ka tūturu te kīanga a Waikato-Maniapoto i roto i te whakamana a ngā uri i ngā kōrero whakapapa o te iwi o Waikato-Maniapoto me te whakamana i te kīanga nei i ngā reanga whakapapa.

text: Ko Waikato-Maniapoto te iwi Nō te ūnga mai o Tainui waka, i Whangaparāoa, ka tīmata i reira te tautapa haere a Tainui waka i tōna rohe, i tāna tere i Te Ika-ā-Māui. Nāwai rā ka tau ki tōna tumu i roto o Kāwhia Moana, Kāwhia Kai, Kāwhia Tāngata, i te taha hauāuru o Te Ika-ā-Māui. I roto i ngā rautau i muri mai i te ūnga o Tainui waka me ngā tūpuna i tere mai i te waka, ka tīmata ngā tūpuna te mātoro haere i te whenua hou me te whakanoho i ngō rātou whānau. Ka tupu i koneki ngā hapū me ngā iwi i heke mai i ngā waka. I roto i ngā tātai whakapapa o Tainu waka, e mārama mai ana ngā kāwai heke ki ngā iwi o Waikato me Maniapoto hoki. Ka whai mana ngā rangatira o ngā iwi nei i ngō rātou kāinga me ngā pānga whenua i noho ai rātou.
I hua tuatahi ai te iwi o Waikato-Maniapoto i roto i ngā pakanga me ngā whakaipoipotanga mo ngā kāinga me ngā pānga whenua, kai, moana hoki. Nā ngā pūkenga wānanga, pakanga hoki, i whakawehe, i kotahi ai rānei ngā iwi.
I te taenga mai o te Pākehā ki te pēhi i ngā tikanga a te Māori, ka huri te aro o te Pākehā ki te whakahau me te whakawai i ngā rātou tauira hou ki runga i ngā iwi.
Ka whakaturengia ngā ingoa o ngā tikanga hou, nā te Kāwanatanga Pākehā hou nei i whakamana, ā, i whakaū ngēnei tikanga hou kia pēhia ngā tikanga taketake ake a te Māori. Ka huri a Waikato-Maniapoto iwi ki te aru i ngā tauira hou ki te whakawhanake i ngā uri whakatupu i roto i te ao hou. Hoi, i mau tonu i a Waikato-Maniapoto te wairua me ngā tikanga i heke iho ki ngōna uri.
Ka whakaūngia te wairua me ngā tikanga o ngā mātua tūpuna ki roto i te tauira hou o te Kīngitanga. Ka mahi ngātahi te Kīngitanga me te iwi o Waikato-Maniapoto ki te whakatinana i tōna kaupapa, arā, hei pupuru i te toto; hei pupuru i te whenua; ā, hei pupuru i te mana Māori motuhake. I roto i te Kīngitanga nga 
hanganga iwi hou i puta hei kōkiri i ngā rautaki whakawhanake i te iwi whānui i roto i te ao hou nei.
Huhua noa atu ngā uri o Waikato-Maniapoto i whai wāhi i runga i ngā tūranga whakawhanake i te iwi whānui mā te whakaū i te mana Māori motuhake i roto i te reo me ngā tikanga o Waikato-Maniapoto iwi me ngōna kaupapa. Ko te whakahua i ngā hononga iwi kia whai whanaungatanga, kia whai tūrangawaewae te whakatinanatanga o te whakapono ā-wairua nei ki ngā taonga tuku iho o Waikato-Maniapoto. Ka whai mana, ka tūturu te kīanga a Waikato-Maniapoto i roto i te whakamana a ngā uri i ngā kōrero whakapapa o te iwi o Waikato-Maniapoto me te whakamana i te kīanga nei i ngā reanga whakapapa.

year: 2010