title: Sink or swim? Sleep in highly trained adolescent swimmers during the in-season phase of training

authors: Ashby, Claudia Renee Georgia

abstract: Sleep is vital to the physiological and cognitive functioning in humans, however, disruption to sleep is a growing issue. Requirements of training in high performing adolescent athletes is increasing but it is largely unknown what effect this has upon their sleep. Extra-curricular activities such as sport, music, and part-time work are all contributing factors to the sleep disturbances adolescents’ experience. Until now, limited research has been available on high performing adolescent athletes sleep as most research has focused on sleep in elite adult athletes. Research to date has illustrated that elite adult athletes experience disruptions to their sleep due to training and competitions which subsequently impacts their recovery, performance and fatigue. The few studies to investigate adolescent athletes have found that sleep has significant effects on injury occurrence, academic performance, mental health, and obesity, as discussed in the literature review in the first chapter of this thesis. Furthermore, through the limited previous research, it has been found that adolescent athletes sleep is disrupted on nights preceding early morning training sessions. The second chapter of this thesis includes an original study investigating the sleep of highly trained adolescent swimmers. Fifteen adolescent swimmers volunteered to participate in this study, where their sleep was measured via subjective and objective measures over a two-week ‘normal’ in-season training phase. Participants subjectively recorded their total sleep time (TST), sleep latency (SL), and wake episodes (WE) through a daily sleep diary. In conjunction, objective sleep indices (TST, SL, WE, total time in bed (TTB), wake after sleep onset (WASO), sleep efficiency (SE), sleep onset time (SOT), and wake time (WT) were measured through a wrist actigraph device. Analysis revealed that participants significantly overestimated their sleep duration by approximately one hour per night compared to their objective TST. Furthermore, on evenings preceding early morning training (EARLY), participants TST and TTB was significantly less compared to nights preceding day trainings (DAY) and rest days (REST). Finally, the third chapter of this thesis summarises the overall findings of the thesis, as well as highlighting practical applications, and potential future research directions.

text: Sink or swim? Sleep in highly trained adolescent swimmers during the in-season phase of training Sleep is vital to the physiological and cognitive functioning in humans, however, disruption to sleep is a growing issue. Requirements of training in high performing adolescent athletes is increasing but it is largely unknown what effect this has upon their sleep. Extra-curricular activities such as sport, music, and part-time work are all contributing factors to the sleep disturbances adolescents’ experience. Until now, limited research has been available on high performing adolescent athletes sleep as most research has focused on sleep in elite adult athletes. Research to date has illustrated that elite adult athletes experience disruptions to their sleep due to training and competitions which subsequently impacts their recovery, performance and fatigue. The few studies to investigate adolescent athletes have found that sleep has significant effects on injury occurrence, academic performance, mental health, and obesity, as discussed in the literature review in the first chapter of this thesis. Furthermore, through the limited previous research, it has been found that adolescent athletes sleep is disrupted on nights preceding early morning training sessions. The second chapter of this thesis includes an original study investigating the sleep of highly trained adolescent swimmers. Fifteen adolescent swimmers volunteered to participate in this study, where their sleep was measured via subjective and objective measures over a two-week ‘normal’ in-season training phase. Participants subjectively recorded their total sleep time (TST), sleep latency (SL), and wake episodes (WE) through a daily sleep diary. In conjunction, objective sleep indices (TST, SL, WE, total time in bed (TTB), wake after sleep onset (WASO), sleep efficiency (SE), sleep onset time (SOT), and wake time (WT) were measured through a wrist actigraph device. Analysis revealed that participants significantly overestimated their sleep duration by approximately one hour per night compared to their objective TST. Furthermore, on evenings preceding early morning training (EARLY), participants TST and TTB was significantly less compared to nights preceding day trainings (DAY) and rest days (REST). Finally, the third chapter of this thesis summarises the overall findings of the thesis, as well as highlighting practical applications, and potential future research directions.

year: 2021

title: Structured articulation of knowledge: The influence of question response structure on recipient attitude

authors: Bircham-Connolly, Heather Jayne

subjects: knowledge sharing

abstract: Business today is faced with discontinuity and unpredictable change, which makes
many of the structured processes of yesteryear redundant or obsolete. Process-based
transactions are being replaced with technology and increasingly organisations are
recognising the importance of proactively managing their knowledge transactions, to
remain competitive. While research on knowledge sharing is gaining the attention of
researchers, almost invariably their focus has been on the factors influencing
knowledge transfer at the macro-level in large multi-national organisations. Few
have attempted to unravel the complexities of individual-to-individual micro-level
knowledge sharing and those that have, for the most part have directed their
investigations towards exploring factors that enhance or impede the source individual
sharing their knowledge, rather than the recipient's receiving of knowledge. While
questioning is implicit in knowledge sharing there are assumptions that underpin the
structure of a question and these assumptions affect both the source and the
recipient.
This study investigates how the structure of a question posed to a source individual
when eliciting knowledge, influences the attitude of a recipient individual towards the
knowledge they receive from the question response. Drawing upon theoretical
assumptions that underpin question structure, three hypotheses are posed to
compare binary, open-ended and directed question responses. To test the
hypotheses a progression of three independent studies were performed using
laboratory and field experiments. The first study conducted in a laboratory, used a
contrived scenario case as the knowledge context and the second study replicated
this experiment in the field. The last study conducted in a single organisation, used
real organisational knowledge as the knowledge context.
Recipients of shared knowledge were found to be more favourably disposed towards
question responses that were structured in a complex manner; open-ended and
directed question responses were more favoured than binary question responses.
ii
There was no difference in recipient attitude between open-ended and directed
question responses and recipient attitude towards the shared knowledge was found
to be positively related to their intention to use the knowledge in the future.
These findings are of significance as they illustrate the importance of structuring
questions in a manner that is consistent with recipients of the shared knowledge
being more favourably disposed towards the knowledge they have received. In an
environment of ambiguity, complexity and uncertainty where decisions are nonprogrammed,
strategic and imperative to the competitiveness of the organisation, no
longer is the binary 'Yes' or 'No' compliance or audit style question, with its implicit
assumptions, sufficient to elicit knowledge. It is important to recognise that often we
do not know what we need to know until it is shared by someone. Further, when
shared knowledge is cognitively processed with our current knowledge base, the new
knowledge is likely to facilitate more informed decision-making. The more
favourably disposed the recipient is towards the knowledge the more likely it is that
they will use it in the future; knowledge is transferred.

text: Structured articulation of knowledge: The influence of question response structure on recipient attitude Business today is faced with discontinuity and unpredictable change, which makes
many of the structured processes of yesteryear redundant or obsolete. Process-based
transactions are being replaced with technology and increasingly organisations are
recognising the importance of proactively managing their knowledge transactions, to
remain competitive. While research on knowledge sharing is gaining the attention of
researchers, almost invariably their focus has been on the factors influencing
knowledge transfer at the macro-level in large multi-national organisations. Few
have attempted to unravel the complexities of individual-to-individual micro-level
knowledge sharing and those that have, for the most part have directed their
investigations towards exploring factors that enhance or impede the source individual
sharing their knowledge, rather than the recipient's receiving of knowledge. While
questioning is implicit in knowledge sharing there are assumptions that underpin the
structure of a question and these assumptions affect both the source and the
recipient.
This study investigates how the structure of a question posed to a source individual
when eliciting knowledge, influences the attitude of a recipient individual towards the
knowledge they receive from the question response. Drawing upon theoretical
assumptions that underpin question structure, three hypotheses are posed to
compare binary, open-ended and directed question responses. To test the
hypotheses a progression of three independent studies were performed using
laboratory and field experiments. The first study conducted in a laboratory, used a
contrived scenario case as the knowledge context and the second study replicated
this experiment in the field. The last study conducted in a single organisation, used
real organisational knowledge as the knowledge context.
Recipients of shared knowledge were found to be more favourably disposed towards
question responses that were structured in a complex manner; open-ended and
directed question responses were more favoured than binary question responses.
ii
There was no difference in recipient attitude between open-ended and directed
question responses and recipient attitude towards the shared knowledge was found
to be positively related to their intention to use the knowledge in the future.
These findings are of significance as they illustrate the importance of structuring
questions in a manner that is consistent with recipients of the shared knowledge
being more favourably disposed towards the knowledge they have received. In an
environment of ambiguity, complexity and uncertainty where decisions are nonprogrammed,
strategic and imperative to the competitiveness of the organisation, no
longer is the binary 'Yes' or 'No' compliance or audit style question, with its implicit
assumptions, sufficient to elicit knowledge. It is important to recognise that often we
do not know what we need to know until it is shared by someone. Further, when
shared knowledge is cognitively processed with our current knowledge base, the new
knowledge is likely to facilitate more informed decision-making. The more
favourably disposed the recipient is towards the knowledge the more likely it is that
they will use it in the future; knowledge is transferred.

year: 2007

title: What do we know about the intersection of being blind and being Māori in Aotearoa New Zealand? Taking an applied community psychology approach to a systematic review of the published literature

authors: Graham, Rebekah Sarah

subjects: Disability

abstract: Self-determination and dignity are guaranteed rights for disabled persons under the United Nations Convention on the Rights of Persons with Disabilities. However, such rights have been slow to eventuate for Maori (Indigenous people of Aotearoa New Zealand). This paper brings together systematic fashion publications that currently exist regarding blindness and Maori, centring throughout Maori understandings of disability and blindness. We employed a structured approach alongside PRISMA protocols and reflexive dialogue. Included publications were quantitative data reviews, surveys, qualitative studies, literature reviews, and works of fiction. For our analysis, we formulated a matrix that drew from Kaupapa Maori, applied community psychology, and disability rights literature. This meant we made explicit where research practices included—and excluded—self-determination, democratic participation, and inclusion of both disabled and Maori. Our review highlights inconsistency across disciplines regarding self-determination and democratic participation by both Maori and disabled key stakeholders. Our approach can be utilised across disciplines as a tool for considering the ways in which researchers uphold Indigenous self-determination, disability rights, and data sovereignty. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

text: What do we know about the intersection of being blind and being Māori in Aotearoa New Zealand? Taking an applied community psychology approach to a systematic review of the published literature Self-determination and dignity are guaranteed rights for disabled persons under the United Nations Convention on the Rights of Persons with Disabilities. However, such rights have been slow to eventuate for Maori (Indigenous people of Aotearoa New Zealand). This paper brings together systematic fashion publications that currently exist regarding blindness and Maori, centring throughout Maori understandings of disability and blindness. We employed a structured approach alongside PRISMA protocols and reflexive dialogue. Included publications were quantitative data reviews, surveys, qualitative studies, literature reviews, and works of fiction. For our analysis, we formulated a matrix that drew from Kaupapa Maori, applied community psychology, and disability rights literature. This meant we made explicit where research practices included—and excluded—self-determination, democratic participation, and inclusion of both disabled and Maori. Our review highlights inconsistency across disciplines regarding self-determination and democratic participation by both Maori and disabled key stakeholders. Our approach can be utilised across disciplines as a tool for considering the ways in which researchers uphold Indigenous self-determination, disability rights, and data sovereignty. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

year: 2023