title: “He has been the worst coach, but he’s also the one that said ‘let’s give it a go’”: Understanding inclusive coaching practices and education in mainstream sport in Aotearoa New Zealand

authors: Owen, Katherine

subjects: Disability

abstract: Looking to coach education as a principal mechanism of change in inclusive sport practice, this thesis reports research on the development of inclusive coaching practice related to disability in the context of mainstream sport in New Zealand. Guided by Participatory Action Research and drawing on social constructionism, the study utilises semi-structured interviews with disabled people, community sport coaches, and national coach developers as a triad of key stakeholders to provide insight into the knowledge and support that is required by coaches and coach developers to enhance inclusive experiences for disabled people in mainstream sport. In addressing this aim, I also sought to understand the possibilities within coach education to improve coaching practices to be more inclusive of disabled people. Using a reflexive thematic analysis, the research highlighted that despite the desire of coaches and coach developers to do more in providing opportunities for disabled people, there is a significant lack of support available for both coaches and national coach developers to enact inclusive policy. The analysis illustrates levels of ableism inherent within mainstream sport, coach education and consequently coaching practice, as well as the resourcing and structural barriers that exist within mainstream sport that present significant barriers for achieving the inclusive aims of policy intent. However, despite this, several actions were identified to improve coaching practice at a relational level – between the coach and disabled person – and at a systematic level within the coach education systems of mainstream sport.

text: “He has been the worst coach, but he’s also the one that said ‘let’s give it a go’”: Understanding inclusive coaching practices and education in mainstream sport in Aotearoa New Zealand Looking to coach education as a principal mechanism of change in inclusive sport practice, this thesis reports research on the development of inclusive coaching practice related to disability in the context of mainstream sport in New Zealand. Guided by Participatory Action Research and drawing on social constructionism, the study utilises semi-structured interviews with disabled people, community sport coaches, and national coach developers as a triad of key stakeholders to provide insight into the knowledge and support that is required by coaches and coach developers to enhance inclusive experiences for disabled people in mainstream sport. In addressing this aim, I also sought to understand the possibilities within coach education to improve coaching practices to be more inclusive of disabled people. Using a reflexive thematic analysis, the research highlighted that despite the desire of coaches and coach developers to do more in providing opportunities for disabled people, there is a significant lack of support available for both coaches and national coach developers to enact inclusive policy. The analysis illustrates levels of ableism inherent within mainstream sport, coach education and consequently coaching practice, as well as the resourcing and structural barriers that exist within mainstream sport that present significant barriers for achieving the inclusive aims of policy intent. However, despite this, several actions were identified to improve coaching practice at a relational level – between the coach and disabled person – and at a systematic level within the coach education systems of mainstream sport.

year: 2022

title: Designing for Inaccessible People and Places

authors: Bowen, Judy

subjects: Science & Technology

abstract: New Zealand forestry has the highest number of accidents and fatalities than any other NZ industry. Worker fatigue, work environment, and worker demographics all contribute to these high numbers. We have been investigating ways of tackling these problems using wearable and sensor-based technology. Two of the challenges faced by this project are: the personal nature of data collected by wearable technology and the lack of regular access to workers to take part in user-centered design activities. In this paper, we describe the use of Lean UX methods with proxy participants and proxy technology to explore key aspects of a proposed technical solution. We show that from these experimental studies, we were able to draw appropriate conclusions on which to base the development of a prototype designed to support forestry worker safety.

text: Designing for Inaccessible People and Places New Zealand forestry has the highest number of accidents and fatalities than any other NZ industry. Worker fatigue, work environment, and worker demographics all contribute to these high numbers. We have been investigating ways of tackling these problems using wearable and sensor-based technology. Two of the challenges faced by this project are: the personal nature of data collected by wearable technology and the lack of regular access to workers to take part in user-centered design activities. In this paper, we describe the use of Lean UX methods with proxy participants and proxy technology to explore key aspects of a proposed technical solution. We show that from these experimental studies, we were able to draw appropriate conclusions on which to base the development of a prototype designed to support forestry worker safety.

year: 2021-01-01

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019