title: The Influence of Full-Time Holistic Support Delivered by a Sports Nutritionist on Within-Day Macronutrient Distribution in New Zealand Provincial Academy Rugby Union Players

authors: Roberts, Charlie

subjects: behaviour change

abstract: Dietary intake is an important consideration for rugby union ('rugby') players to ensure substrate provision for optimal performance and facilitate recovery. Within-day meal distribution is especially important for athletes, particularly those with congested schedules and multiple daily training sessions. In the present study, 10 provincial academy rugby players engaged in a holistic support protocol informed by behaviour-change techniques led by a full-time sports nutritionist. Dietary intake was estimated during a 4-week monitoring and 4-week intervention period using the remote food photography method on one high-volume training day (two training sessions) and two low-volume training days (≤1 training session) per week. Lean body mass did not change significantly in response to the intervention. Significant increases were observed for protein on both low-volume (breakfast, AM snack, evening snack) and high-volume (post-gym, AM snack, evening snack) training days. Carbohydrate intake post-intervention was significantly greater at the pre-gym eating occasion but lower at PM snack and dinner eating occasions on high-volume days. These data suggest that incorporating a holistic support protocol led by a sports nutritionist can influence within-day nutrient intake in rugby players; however, no change to lean body mass was observed, and the influence of these changes in nutrient intake on performance and recovery warrants further investigation.

text: The Influence of Full-Time Holistic Support Delivered by a Sports Nutritionist on Within-Day Macronutrient Distribution in New Zealand Provincial Academy Rugby Union Players Dietary intake is an important consideration for rugby union ('rugby') players to ensure substrate provision for optimal performance and facilitate recovery. Within-day meal distribution is especially important for athletes, particularly those with congested schedules and multiple daily training sessions. In the present study, 10 provincial academy rugby players engaged in a holistic support protocol informed by behaviour-change techniques led by a full-time sports nutritionist. Dietary intake was estimated during a 4-week monitoring and 4-week intervention period using the remote food photography method on one high-volume training day (two training sessions) and two low-volume training days (≤1 training session) per week. Lean body mass did not change significantly in response to the intervention. Significant increases were observed for protein on both low-volume (breakfast, AM snack, evening snack) and high-volume (post-gym, AM snack, evening snack) training days. Carbohydrate intake post-intervention was significantly greater at the pre-gym eating occasion but lower at PM snack and dinner eating occasions on high-volume days. These data suggest that incorporating a holistic support protocol led by a sports nutritionist can influence within-day nutrient intake in rugby players; however, no change to lean body mass was observed, and the influence of these changes in nutrient intake on performance and recovery warrants further investigation.

year: 2022-12-21

title: Introduction

authors: Peters, Sally

subjects: New Zealand

abstract: This special edition of Early Years draws on research from Aotearoa New Zealand and comprises six papers that shed light on both the policy context and the curriculum in action. This focus on New Zealand is timely as New Zealand has attracted world-wide attention in recent years for its curricular innovations at both the early childhood (Te Whariki, Ministry of Education 1996) and school level (New Zealand Curriculum, Ministry of Education 2007). There has also been a strong focus on early years research, funded through the current Teaching and Learning Research Initiative (TLRI) and the Centres of Innovation programme (which ran from 2003– 2009). A vibrant early childhood sector is providing new insights into learning and teaching, whilst also navigating a time of political change with challenges around funding. This introductory paper provides a brief overview of early years education in New Zealand, picking up on and extending some of background information provided by the contributors to this special edition.

text: Introduction This special edition of Early Years draws on research from Aotearoa New Zealand and comprises six papers that shed light on both the policy context and the curriculum in action. This focus on New Zealand is timely as New Zealand has attracted world-wide attention in recent years for its curricular innovations at both the early childhood (Te Whariki, Ministry of Education 1996) and school level (New Zealand Curriculum, Ministry of Education 2007). There has also been a strong focus on early years research, funded through the current Teaching and Learning Research Initiative (TLRI) and the Centres of Innovation programme (which ran from 2003– 2009). A vibrant early childhood sector is providing new insights into learning and teaching, whilst also navigating a time of political change with challenges around funding. This introductory paper provides a brief overview of early years education in New Zealand, picking up on and extending some of background information provided by the contributors to this special edition.

year: 2011

title: The TOHU framework: Sensing and interpreting tohu to heal from trauma

authors: McLachlan, A

subjects: Environment

abstract: This hypotheses article presents understandings and practices of tohu (signs) in the personal, eco-environmental, and spiritual wellbeing of Māori. Tohu can be observed in the natural, social, physical, or spiritual environment, and within a Māori worldview provide important ways of understanding and responding to phenomena. Wānanga (shared dialogue and debate) were held with seven Māori clinical psychologists from He Paiaka Tōtara (Māori Psychologist Network) and two mātauranga Māori specialists to explore their experiences, knowledge, and perspectives about tohu, with their insights collected through online information sharing. Our wānanga goals were to inform the creation of a therapeutic framework to address patu ngākau, psychological and spiritual trauma experienced by Māori. The results identified that tohu are located within the person and their environment, and the importance of exploring how tohu are interpreted. We propose a TOHU acronym as a framework for understanding and addressing the multifaceted impacts of patu ngākau.

text: The TOHU framework: Sensing and interpreting tohu to heal from trauma This hypotheses article presents understandings and practices of tohu (signs) in the personal, eco-environmental, and spiritual wellbeing of Māori. Tohu can be observed in the natural, social, physical, or spiritual environment, and within a Māori worldview provide important ways of understanding and responding to phenomena. Wānanga (shared dialogue and debate) were held with seven Māori clinical psychologists from He Paiaka Tōtara (Māori Psychologist Network) and two mātauranga Māori specialists to explore their experiences, knowledge, and perspectives about tohu, with their insights collected through online information sharing. Our wānanga goals were to inform the creation of a therapeutic framework to address patu ngākau, psychological and spiritual trauma experienced by Māori. The results identified that tohu are located within the person and their environment, and the importance of exploring how tohu are interpreted. We propose a TOHU acronym as a framework for understanding and addressing the multifaceted impacts of patu ngākau.

year: 2024