title: English language teaching in New Zealand: Against all odds?

authors: Johnson, Diane

subjects: ELT

abstract: English language teaching (ELT) is a multi-billion dollar sector of the New Zealand education system. This system, in spite of a high level of international respect, has been ambivalent to the teaching and learning of additional languages. EL T is viewed by many who are not centrally involved in the sector as an educational revenue stream, a perspective which, nationally, has important implications for the provision of quality programmes for international students. Add to this mix, the lack of a national languages policy, a rapidly changing ethnic profile and the delicate politics surrounding the revitalisation of a fragile indigenous language and the situation becomes one which is extremely complex to navigate. However, in spite of a number of potential barriers, the ELT sector is thriving but there are clearly a number of issues and challenges which will need to be fully addressed if the sector is to continue to flourish and grow in the future.

text: English language teaching in New Zealand: Against all odds? English language teaching (ELT) is a multi-billion dollar sector of the New Zealand education system. This system, in spite of a high level of international respect, has been ambivalent to the teaching and learning of additional languages. EL T is viewed by many who are not centrally involved in the sector as an educational revenue stream, a perspective which, nationally, has important implications for the provision of quality programmes for international students. Add to this mix, the lack of a national languages policy, a rapidly changing ethnic profile and the delicate politics surrounding the revitalisation of a fragile indigenous language and the situation becomes one which is extremely complex to navigate. However, in spite of a number of potential barriers, the ELT sector is thriving but there are clearly a number of issues and challenges which will need to be fully addressed if the sector is to continue to flourish and grow in the future.

year: 2015

title: Rugby placekicking mechanics to inform coaching strategies and enhance performance

authors: Hébert-Losier, Kim

abstract: Introduction The ability to score from placekicks is a trait discriminating winning and losing in elite Rugby Union1. Placekicks account for 45% of points in international Rugby Union, with match outcomes reliant on placekicking success2. Clearly, improving placekicking success can alter match outcomes and should be a key focus in rugby skills coaching. Currently, coaching placekicking techniques mainly relies upon practical experience or findings from other sports or non-elite Rugby Union players tested in laboratory environments. These studies provide limited real-world guidance for placekickers and coaches. Our aim was to determine biomechanical variables that discriminate good and bad placekicking attempts in an ecologically valid environment. Methods Three competitive male placekickers performed 10 kicks outdoors, 35-meters from the goalposts. Placekicker and ball 3D biomechanics were collected at 300-Hz using a Qualysis 3D motion capture system. Coach and player perceptions and placekick outcomes were recorded to define the three best and three worst kicks for each placekicker. Differences between the best and worst kicks were examined using standardised effect sizes (ES). Results Seven variables meaningfully and consistently differentiated the best from worst placekicks in all three players (‘core variables’, Figure 1). In the best kicks, resultant and forward speed of centre of mass were slower at ball contact, but maintained better through contact; the kicking leg reached greater knee flexion during swing and was more flexed at the hip and knee at ball contact; and the trunk was less rotated outwards relative to the kicking direction. Twenty-seven variables were consistently associated with better kicking performance in all players, with a large ES in at least one player (‘meaningful variables’, Figure 1). These variables indicated that the best kicks demonstrated less sideways ball spin, speed, and direction; greater change in vertical and sideways foot speed during ball contact; a more “C” than “J” shape footpath; larger shoulder-to-hip separation; and less ankle motion during swing. Figure 1. Biomechanical variables associated with successful placekicking. Discussion This exploratory study identified biomechanical variables that discriminated the best from the worst placekicks in competitive rugby players. The identified differences can guide coaching of placekicking at a group level in absence of individual data. The variables and coaching cues that appear important in promoting successful placekicking outcomes include controlling centre of mass approach and follow-through speed, enhancing knee flexion and axial rotation range, being on-top of the ball at ball contact, swooping across the ball with the foot, and minimizing ball sideways movements. Acknowledgements We thank the participants and members from the University of Waikato Adams Centre for High Performance for their assistance. References 1. Lim et al., Int J Perform Anal Sport. 2009;9(3):354-367. 2. Quarrie and Hopkins, J Sci Med Sport. 2015;18(2):195-198.

text: Rugby placekicking mechanics to inform coaching strategies and enhance performance Introduction The ability to score from placekicks is a trait discriminating winning and losing in elite Rugby Union1. Placekicks account for 45% of points in international Rugby Union, with match outcomes reliant on placekicking success2. Clearly, improving placekicking success can alter match outcomes and should be a key focus in rugby skills coaching. Currently, coaching placekicking techniques mainly relies upon practical experience or findings from other sports or non-elite Rugby Union players tested in laboratory environments. These studies provide limited real-world guidance for placekickers and coaches. Our aim was to determine biomechanical variables that discriminate good and bad placekicking attempts in an ecologically valid environment. Methods Three competitive male placekickers performed 10 kicks outdoors, 35-meters from the goalposts. Placekicker and ball 3D biomechanics were collected at 300-Hz using a Qualysis 3D motion capture system. Coach and player perceptions and placekick outcomes were recorded to define the three best and three worst kicks for each placekicker. Differences between the best and worst kicks were examined using standardised effect sizes (ES). Results Seven variables meaningfully and consistently differentiated the best from worst placekicks in all three players (‘core variables’, Figure 1). In the best kicks, resultant and forward speed of centre of mass were slower at ball contact, but maintained better through contact; the kicking leg reached greater knee flexion during swing and was more flexed at the hip and knee at ball contact; and the trunk was less rotated outwards relative to the kicking direction. Twenty-seven variables were consistently associated with better kicking performance in all players, with a large ES in at least one player (‘meaningful variables’, Figure 1). These variables indicated that the best kicks demonstrated less sideways ball spin, speed, and direction; greater change in vertical and sideways foot speed during ball contact; a more “C” than “J” shape footpath; larger shoulder-to-hip separation; and less ankle motion during swing. Figure 1. Biomechanical variables associated with successful placekicking. Discussion This exploratory study identified biomechanical variables that discriminated the best from the worst placekicks in competitive rugby players. The identified differences can guide coaching of placekicking at a group level in absence of individual data. The variables and coaching cues that appear important in promoting successful placekicking outcomes include controlling centre of mass approach and follow-through speed, enhancing knee flexion and axial rotation range, being on-top of the ball at ball contact, swooping across the ball with the foot, and minimizing ball sideways movements. Acknowledgements We thank the participants and members from the University of Waikato Adams Centre for High Performance for their assistance. References 1. Lim et al., Int J Perform Anal Sport. 2009;9(3):354-367. 2. Quarrie and Hopkins, J Sci Med Sport. 2015;18(2):195-198.

year: 2018

title: Te tuhirau kōrero

authors: Corbett, Mahaki

subjects: Reo Māori

abstract: Ko tō tātou reo, he reo tapu, he reo kōrero, he reo pohewa, he reo reiuru, he reo rauriki.  E rā, he piringa tē taea te whakangaro atu, nā te mea ko te reo Māori te manawatanga mai i a koe e tūhono ai koe ki ngā mea o mua, ki ngā mea o muri, ki ngā mea o nāianei (J. Peri, kōrero ā-waha, Hune 3, 2013). Heoi anō, i ngā rā nei, kua whānau hou mai te reo Māori pā tuhi-ā-waea ki te ao mārama me te aha kua whakarerekē a ia i te āhuatanga o tō tātou reo. Ko te kaupapa o tēnei tuhinga, he whakatakoto kupu mai i te ngākau aroha me te wete hoki i te taumata whakaaro e whakahākiri nei ki tēnei mangainga o te ao hangarau. Waihoki, kua nahanaha i ahau ngā wāhanga, ā, e whitu ēnei kua tuhia ki te kupu waiwaiā, kia whakapāho-ā-rorohiko atu rānei i te whia maruāpō mō te ātaahuatanga o te pā tuhi-ā-waea. Nō reira rā, koiā te taonga whakapiripiri e koroa nei e te ringa, purutia kia tata, whakamaua kia tina!

text: Te tuhirau kōrero Ko tō tātou reo, he reo tapu, he reo kōrero, he reo pohewa, he reo reiuru, he reo rauriki.  E rā, he piringa tē taea te whakangaro atu, nā te mea ko te reo Māori te manawatanga mai i a koe e tūhono ai koe ki ngā mea o mua, ki ngā mea o muri, ki ngā mea o nāianei (J. Peri, kōrero ā-waha, Hune 3, 2013). Heoi anō, i ngā rā nei, kua whānau hou mai te reo Māori pā tuhi-ā-waea ki te ao mārama me te aha kua whakarerekē a ia i te āhuatanga o tō tātou reo. Ko te kaupapa o tēnei tuhinga, he whakatakoto kupu mai i te ngākau aroha me te wete hoki i te taumata whakaaro e whakahākiri nei ki tēnei mangainga o te ao hangarau. Waihoki, kua nahanaha i ahau ngā wāhanga, ā, e whitu ēnei kua tuhia ki te kupu waiwaiā, kia whakapāho-ā-rorohiko atu rānei i te whia maruāpō mō te ātaahuatanga o te pā tuhi-ā-waea. Nō reira rā, koiā te taonga whakapiripiri e koroa nei e te ringa, purutia kia tata, whakamaua kia tina!

year: 2017