title: A crucible of competition and cooperation: Where do the concepts fit in recreation activity delivery?

authors: Little, Donna E.

subjects: education

abstract: The prevailing use of competitive activities in leisure, sport and recreation continues to inspire debate as people question the value, influence and outcomes of competitive behaviour for participants. In some forums it has been suggested that competition builds character, brings out the best performance in an individual and develops a positive sense of sportsmanship (Butler, 2000; Coakley, 1990). By comparison, others critique the anti-social role of competition, claiming it can simultaneously lead to dissonance, hostility and a divisive desire to win at all costs (Sobel, 1983; Thomson, 2000). Within the general leisure and physical activity field, cooperative games are sometimes presented as the antithesis to this dilemma as it is proposed that cooperation leads to the development of respect, challenge and cohesion (Orlick, 1978; Sutcl if & Patterson, 2001). This study reports on the perceived value and use of competition and cooperation from the perspectives of 20 recreation activity leaders drawn from the fields of sport, outdoor recreation, fitness and community recreation. The findings suggest that both competition and cooperation are valid techniques for achieving positive outcomes if they are used with applied intent, but that many leaders have an under-developed understanding of the use of cooperation as an instructional tool. For many, cooperation is identified purely in a behavioural manner, composed of an observed outcome of client's working together. For others, a more complex approach is evident as cooperation is viewed as a combination of actions and attitudes reflecting empathy, open communication and equity.

text: A crucible of competition and cooperation: Where do the concepts fit in recreation activity delivery? The prevailing use of competitive activities in leisure, sport and recreation continues to inspire debate as people question the value, influence and outcomes of competitive behaviour for participants. In some forums it has been suggested that competition builds character, brings out the best performance in an individual and develops a positive sense of sportsmanship (Butler, 2000; Coakley, 1990). By comparison, others critique the anti-social role of competition, claiming it can simultaneously lead to dissonance, hostility and a divisive desire to win at all costs (Sobel, 1983; Thomson, 2000). Within the general leisure and physical activity field, cooperative games are sometimes presented as the antithesis to this dilemma as it is proposed that cooperation leads to the development of respect, challenge and cohesion (Orlick, 1978; Sutcl if & Patterson, 2001). This study reports on the perceived value and use of competition and cooperation from the perspectives of 20 recreation activity leaders drawn from the fields of sport, outdoor recreation, fitness and community recreation. The findings suggest that both competition and cooperation are valid techniques for achieving positive outcomes if they are used with applied intent, but that many leaders have an under-developed understanding of the use of cooperation as an instructional tool. For many, cooperation is identified purely in a behavioural manner, composed of an observed outcome of client's working together. For others, a more complex approach is evident as cooperation is viewed as a combination of actions and attitudes reflecting empathy, open communication and equity.

year: 2004

title: Literacy and Thinking Tools for Science Teachers

authors: Whitehead, David

subjects: literacy and thinking tools

abstract: Literacy and thinking tools, such as Venn diagrams, are construction tools for the mind. Just as carpenters use tools to construct a piece of furniture, literate thinkers learning science can use tools to construct new scientific understandings. Like tools used by a carpenter, some literacy and thinking tools are purpose-built for science education; Josephine used a Venn diagram tool because she wanted to compare her pet bird to a bald eagle. Just as a screwdriver is built to slot into the head of a screw and rotate it, you can use literacy and thinking tools for subject- and text-specific purposes.
In this chapter, we examine some characteristics of literacy and thinking tools (Whitehead, 2001, 2004). A list of these tools, together with the chapters associ-ated with their use, is provided in Table 2:1.

text: Literacy and Thinking Tools for Science Teachers Literacy and thinking tools, such as Venn diagrams, are construction tools for the mind. Just as carpenters use tools to construct a piece of furniture, literate thinkers learning science can use tools to construct new scientific understandings. Like tools used by a carpenter, some literacy and thinking tools are purpose-built for science education; Josephine used a Venn diagram tool because she wanted to compare her pet bird to a bald eagle. Just as a screwdriver is built to slot into the head of a screw and rotate it, you can use literacy and thinking tools for subject- and text-specific purposes.
In this chapter, we examine some characteristics of literacy and thinking tools (Whitehead, 2001, 2004). A list of these tools, together with the chapters associ-ated with their use, is provided in Table 2:1.

year: 2007

title: An AR memory app based on Māori mnemonic aids

authors: Taia, Ivy

subjects: computer science

abstract: Traumatic Brain Injury (TBI) is a world-wide “silent epidemic” causing a variety of memory issues for those affected. Although several software approaches aim to aid memory recollection, they are inadequate for many TBI survivors and none address aspects of cultural awareness in New Zealand. We explored design concepts of traditional Māori cultural tools / techniques and how they helped Māori people recall past information. This paper describes our research and development of Maumahara Papahou, a mobile app that uses Augmented Reality features to create a digital memory treasure box based on the concepts of Māori mnemonic aids.

text: An AR memory app based on Māori mnemonic aids Traumatic Brain Injury (TBI) is a world-wide “silent epidemic” causing a variety of memory issues for those affected. Although several software approaches aim to aid memory recollection, they are inadequate for many TBI survivors and none address aspects of cultural awareness in New Zealand. We explored design concepts of traditional Māori cultural tools / techniques and how they helped Māori people recall past information. This paper describes our research and development of Maumahara Papahou, a mobile app that uses Augmented Reality features to create a digital memory treasure box based on the concepts of Māori mnemonic aids.

year: 2018