title: The learning cultures of informal self-organised action sports: Implications for child and youth coaching

authors: Wheaton, Belinda

abstract: The increasing popularity of action and lifestyle sports (e.g. skateboarding, parkour, BMX, mountain biking, and snowboarding) has been recognised as an important trend in youth lifestyles. In contrast to traditional sports, these activities are individualistic, lack rules, and have celebrated anti-authoritarian, 'do-it-yourself' and anti-competition cultural values. Athlete learning in action sport is also largely informal and self-regulated, with peer-to-peer learning dominating and digital technologies playing a central role. However, lifestyle sports are becoming increasingly popular for youth development, including in institutionalised settings and PE curricula. With the increasing professionalisation of some action sports including in international competitions such as the Olympics, there is an increased focus on coaching, with funding directed to coach development and increasing numbers of athletes in structured training programmes. This chapter explores this changing landscape of action and lifestyle youth sports cultures. In so doing, it critically discusses the challenges and opportunities for coaching. First, it outlines the dominance of informal learning environments in lifestyle sports, including the use of digital technologies. Second, it considers coaching and learning in more structured environments, which often differs in ethos and approach to many traditional sporting cultures. Drawing on sociocultural views of learning the chapter shows how disrupting the ‘adult as expert’ can create less hierarchical and more equitable learning environments. However, coaches being absent from learning environments also has potential implications for safety management and young athlete welfare. Lasty, it outlines future directions and considerations in coaching research and policy/practice.

text: The learning cultures of informal self-organised action sports: Implications for child and youth coaching The increasing popularity of action and lifestyle sports (e.g. skateboarding, parkour, BMX, mountain biking, and snowboarding) has been recognised as an important trend in youth lifestyles. In contrast to traditional sports, these activities are individualistic, lack rules, and have celebrated anti-authoritarian, 'do-it-yourself' and anti-competition cultural values. Athlete learning in action sport is also largely informal and self-regulated, with peer-to-peer learning dominating and digital technologies playing a central role. However, lifestyle sports are becoming increasingly popular for youth development, including in institutionalised settings and PE curricula. With the increasing professionalisation of some action sports including in international competitions such as the Olympics, there is an increased focus on coaching, with funding directed to coach development and increasing numbers of athletes in structured training programmes. This chapter explores this changing landscape of action and lifestyle youth sports cultures. In so doing, it critically discusses the challenges and opportunities for coaching. First, it outlines the dominance of informal learning environments in lifestyle sports, including the use of digital technologies. Second, it considers coaching and learning in more structured environments, which often differs in ethos and approach to many traditional sporting cultures. Drawing on sociocultural views of learning the chapter shows how disrupting the ‘adult as expert’ can create less hierarchical and more equitable learning environments. However, coaches being absent from learning environments also has potential implications for safety management and young athlete welfare. Lasty, it outlines future directions and considerations in coaching research and policy/practice.

year: 2022-11-10

title: Late Holocene palynology and palaeovegetation of tephra-bearing mires at Papamoa and Waihi Beach, western Bay of Plenty, North Island, New Zealand.

authors: Newnham, Rewi M.

subjects: palynology

abstract: The vegetation history of two mires associated with Holocene dunes near the western Bay of Plenty coast, North Island, New Zealand, is deduced from pollen analysis of two cores. Correlation of airfall tephra layers in the peats, and radiocarbon dates, indicate that the mires at Papamoa and Waihi Beach are c. 4600 and c. 2900 conventional radiocarbon years old, respectively. Tephras used to constrain the chronology of the pollen record include Rotomahana (1886 AD), Kaharoa (700 yr B.P.), Taupo (Unit Y; 1850 yr B.P.), Whakaipo (Unit V; 2700 yr B.P.), Stent (Unit Q; 4000 yr B.P.), Hinemaiaia (Unit K; 4600 yr B.P.), and reworked Whakatane (c. 4800 yr B.P.) at Papamoa, and Kaharoa and Taupo at Waihi Beach. Peat accumulation rates at Papamoa from 4600 - 1850 yr B.P. range from 0.94 to 2.64 mm/yr (mean 1.37 mm/yr). At Waihi Beach, from 2900 yr B.P. - present day, they range from 0.11 to 0.21 mm/yr (mean 0.20 mm/yr). Peat accumulation at both sites was slowest from 1850 to 700 yr B.P., suggesting a drier overall climate during this interval. At both sites, the earliest organic sediments, which are underlain by marine or estuarine sands, yield pollen spectra indicating salt marsh or estuarine environments. Coastal vegetation communities declined at both sites, as sea level gradually fell or the coast prograded, and were eventually superseded by a low moor bog at Papamoa, and a mesotrophic swamp forest at Waihi Beach. These differences, and the marked variation in peat accumulation rates, probably reflect local hydrology and are unlikely to have been climatically controlled. The main regional vegetation during this period was mixed northern conifer-angiosperm forest. Kauri (Agathis australis) formed a minor component of these forests, but populations of this tree have apparently not expanded during the late Holocene at these sites, which are near its present southern limit. Occasional shortlived forest disturbances are detectable in these records, in particular immediately following the deposition of Taupo Tephra. However, evidence for forest clearance during the human era is blurred by the downward dislocation of modern adventi ve pollen at these sites, preventing the clear differentiation of the Polynesian and European eras.

text: Late Holocene palynology and palaeovegetation of tephra-bearing mires at Papamoa and Waihi Beach, western Bay of Plenty, North Island, New Zealand. The vegetation history of two mires associated with Holocene dunes near the western Bay of Plenty coast, North Island, New Zealand, is deduced from pollen analysis of two cores. Correlation of airfall tephra layers in the peats, and radiocarbon dates, indicate that the mires at Papamoa and Waihi Beach are c. 4600 and c. 2900 conventional radiocarbon years old, respectively. Tephras used to constrain the chronology of the pollen record include Rotomahana (1886 AD), Kaharoa (700 yr B.P.), Taupo (Unit Y; 1850 yr B.P.), Whakaipo (Unit V; 2700 yr B.P.), Stent (Unit Q; 4000 yr B.P.), Hinemaiaia (Unit K; 4600 yr B.P.), and reworked Whakatane (c. 4800 yr B.P.) at Papamoa, and Kaharoa and Taupo at Waihi Beach. Peat accumulation rates at Papamoa from 4600 - 1850 yr B.P. range from 0.94 to 2.64 mm/yr (mean 1.37 mm/yr). At Waihi Beach, from 2900 yr B.P. - present day, they range from 0.11 to 0.21 mm/yr (mean 0.20 mm/yr). Peat accumulation at both sites was slowest from 1850 to 700 yr B.P., suggesting a drier overall climate during this interval. At both sites, the earliest organic sediments, which are underlain by marine or estuarine sands, yield pollen spectra indicating salt marsh or estuarine environments. Coastal vegetation communities declined at both sites, as sea level gradually fell or the coast prograded, and were eventually superseded by a low moor bog at Papamoa, and a mesotrophic swamp forest at Waihi Beach. These differences, and the marked variation in peat accumulation rates, probably reflect local hydrology and are unlikely to have been climatically controlled. The main regional vegetation during this period was mixed northern conifer-angiosperm forest. Kauri (Agathis australis) formed a minor component of these forests, but populations of this tree have apparently not expanded during the late Holocene at these sites, which are near its present southern limit. Occasional shortlived forest disturbances are detectable in these records, in particular immediately following the deposition of Taupo Tephra. However, evidence for forest clearance during the human era is blurred by the downward dislocation of modern adventi ve pollen at these sites, preventing the clear differentiation of the Polynesian and European eras.

year: 1995-06-01

title: Typographic design in Māori-English bilingual picturebooks: some educational implications

authors: Vanderschantz, Nicholas

subjects: Te Reo Māori

abstract: The role of bilingual picturebooks in language learning has been explored recently by a number of authors who show their potential in normalising multilingualism (Naqvi, Thorne, Pfitscher, Nordstokke & McKeough, 2013; Zaidi, 2020), raising metalinguistic awareness and engaging parents (Sneddon, 2009), as well as raising language awareness (Kleker, Short & Daly, 2021). Hadaway and Young (2013) suggest bilingual picturebooks have a particular role to play in supporting the revitalisation of Indigenous languages. In New Zealand, the number of MāoriEnglish bilingual picturebooks is increasing, but there is very little, if any, research concerning their design or their use in educational settings. The design of bilingual picturebooks, as reflected in their linguistic landscape, has an important role to play in their pedagogical use (Daly, 2016; 2017), and in this article, we explore the typographic design of five bilingual Māori-English picturebooks with respect to the elements of typeface, type size, type colour and page layout. We discuss the design and audience implications of these factors for educational settings.

text: Typographic design in Māori-English bilingual picturebooks: some educational implications The role of bilingual picturebooks in language learning has been explored recently by a number of authors who show their potential in normalising multilingualism (Naqvi, Thorne, Pfitscher, Nordstokke & McKeough, 2013; Zaidi, 2020), raising metalinguistic awareness and engaging parents (Sneddon, 2009), as well as raising language awareness (Kleker, Short & Daly, 2021). Hadaway and Young (2013) suggest bilingual picturebooks have a particular role to play in supporting the revitalisation of Indigenous languages. In New Zealand, the number of MāoriEnglish bilingual picturebooks is increasing, but there is very little, if any, research concerning their design or their use in educational settings. The design of bilingual picturebooks, as reflected in their linguistic landscape, has an important role to play in their pedagogical use (Daly, 2016; 2017), and in this article, we explore the typographic design of five bilingual Māori-English picturebooks with respect to the elements of typeface, type size, type colour and page layout. We discuss the design and audience implications of these factors for educational settings.

year: 2022