title: How a game sense coaching approach impacts on the learning experience for teenage rugby players

authors: McLean, Jeremy Kyle

subjects: Game Sense

abstract: Rugby is the national game in New Zealand and has played a significant part in the lives of many New Zealanders. More recently there has been a steady decline in the number of youths engaging with rugby (and organised sport in general), which is of concern to governing bodies such as New Zealand Rugby and Sport New Zealand. This collaborative action research study collaborated with coaches of two provincial representative rugby squads (one boy’s, one girl’s), consisting of 16-18-year-olds, where the coaches implemented a Game Sense (GS) coaching approach throughout their respective campaigns. The perspectives of the players were sought through focus groups and individual semi-structured interviews, to better understand how the learning experience was received by them. The researcher led and supported the development of the coaches through an initial workshop, observation, and feedback, as well as relaying relevant themes from focus groups, to better understand and implement GS together. The study intended to enhance understanding of a GS approach through the eyes of youth participants, with the hope that coaches and coach education may benefit and provide a practice offering that meets the needs of teens. Results suggest that players were highly engaged with a GS approach as the practice environment replicates the reality of a match through the practice design, utilising opposition, contact, and a questioning approach in practices. An underpinning theme on a culture of trust emerged, depicting how important team culture is for teenagers to engage with not only GS but also a team sport like rugby.

text: How a game sense coaching approach impacts on the learning experience for teenage rugby players Rugby is the national game in New Zealand and has played a significant part in the lives of many New Zealanders. More recently there has been a steady decline in the number of youths engaging with rugby (and organised sport in general), which is of concern to governing bodies such as New Zealand Rugby and Sport New Zealand. This collaborative action research study collaborated with coaches of two provincial representative rugby squads (one boy’s, one girl’s), consisting of 16-18-year-olds, where the coaches implemented a Game Sense (GS) coaching approach throughout their respective campaigns. The perspectives of the players were sought through focus groups and individual semi-structured interviews, to better understand how the learning experience was received by them. The researcher led and supported the development of the coaches through an initial workshop, observation, and feedback, as well as relaying relevant themes from focus groups, to better understand and implement GS together. The study intended to enhance understanding of a GS approach through the eyes of youth participants, with the hope that coaches and coach education may benefit and provide a practice offering that meets the needs of teens. Results suggest that players were highly engaged with a GS approach as the practice environment replicates the reality of a match through the practice design, utilising opposition, contact, and a questioning approach in practices. An underpinning theme on a culture of trust emerged, depicting how important team culture is for teenagers to engage with not only GS but also a team sport like rugby.

year: 2021

title: Ecological restoration in Hamilton City, North Island, New Zealand

authors: Clarkson, Bruce D.

subjects: Hamilton City

abstract: Hamilton City (New Zealand) has less than 20 hectares of high-quality, indigenous species dominated ecosystems, and only 1.6% of the original indigenous vegetation remains within the ecological district. A gradual recognition of the magnitude of landscape transformation has gathered momentum to the stage that there is now a concerted public and private effort to retrofit the City by restoring and reconstructing indigenous ecosystems. The initial focus was on rehabilitating existing key sites, but has shifted to restoring parts of the distinctive gully landform that occupies some 750 ha or 8% of the City. A new initiative at Waiwhakareke (Horseshoe Lake) will involve reconstruction from scratch of a range of ecosystems characteristic of the ecological district over an area of 60 ha. This address will examine a vision for ecological restoration in Hamilton City within the context of policy, education, and community dimensions that have triggered a shift from traditional parks and gardens management to ecosystem management.

text: Ecological restoration in Hamilton City, North Island, New Zealand Hamilton City (New Zealand) has less than 20 hectares of high-quality, indigenous species dominated ecosystems, and only 1.6% of the original indigenous vegetation remains within the ecological district. A gradual recognition of the magnitude of landscape transformation has gathered momentum to the stage that there is now a concerted public and private effort to retrofit the City by restoring and reconstructing indigenous ecosystems. The initial focus was on rehabilitating existing key sites, but has shifted to restoring parts of the distinctive gully landform that occupies some 750 ha or 8% of the City. A new initiative at Waiwhakareke (Horseshoe Lake) will involve reconstruction from scratch of a range of ecosystems characteristic of the ecological district over an area of 60 ha. This address will examine a vision for ecological restoration in Hamilton City within the context of policy, education, and community dimensions that have triggered a shift from traditional parks and gardens management to ecosystem management.

year: 2004

title: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand

authors: Washbourn, Phil

subjects: Outdoor education

abstract: This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

text: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

year: 2018