title: Exploring and analysing the notion of worst case scenario in professional rugby union

authors: Haakma, Morgan Louise

subjects: Worst case scenario

abstract: Rugby union is an interval-based contact sport, demanding intermittent bursts of high-intensity running, collisions and impacts. Players need to be conditioned in a way that best prepares them for the demands of the game, and to perform repeated bouts of high-intensity workloads. Understanding the peak periods of ‘play’ and the ‘worst case scenario’ (WCS) in rugby union is essential to inform effective training interventions. Through a review of current literature around the notion of WCS and peak periods of play, limitations in existing research methods were identified. Specifically, limitations within the ability of global positioning system (GPS) units to quantify contact and collision workloads, and the error of data recorded over short distances and durations. Limitations within the methodology of fixed-time epochs and rolling-average epochs as a way of quantifying WCS were also explored.
After reviewing the current literature, this thesis encloses an original and innovative study. This research aims to determine a potentially more accurate representation of WCS by quantifying the maximal intensity locomotive demands during ‘ball in play’ (BIP) for a single play, and across a series of consecutive plays through an innovative rolling-MultiPlay epoch analysis (5 min, 10 min, 15 min, 20 min epochs). This study will also give a contextual indication by identifying the segment of the game in which these maximal workload demands occur.
Data was collected for 51 professional rugby union players over the 2019-2020 seasons. All players wore GPS units (Apex Pro Pod, STATSport, Newry, NIR). All games were filmed and coded through the Sportscode software (Sportscode V8.9, Sportstec, Australia) which was then combined with GPS data from which drills were created for each BIP period. This data was then analysed through a bespoke software where the maximum BIP (MaxBIP) values for a range of GPS metrics were determined for each positional subgroup. A WCS BIP analysis was completed as well as a WCS MultiPlay analysis. Each half of the game was divided into 4 equal segments, and the segments where the MaxBIP values occurred were identified. 
Practical applications for indicative training drills for WCS BIP, WCS 5 minute drill, and WCS 20 minute drill are provided. In conclusion, there were no distinct patterns found within the data that suggests the WCS MaxBIP demand could occur in any segment of the game. Therefore, we believe it would be beneficial for players to be conditioned for these peak demands to occur at any stage of the game.

text: Exploring and analysing the notion of worst case scenario in professional rugby union Rugby union is an interval-based contact sport, demanding intermittent bursts of high-intensity running, collisions and impacts. Players need to be conditioned in a way that best prepares them for the demands of the game, and to perform repeated bouts of high-intensity workloads. Understanding the peak periods of ‘play’ and the ‘worst case scenario’ (WCS) in rugby union is essential to inform effective training interventions. Through a review of current literature around the notion of WCS and peak periods of play, limitations in existing research methods were identified. Specifically, limitations within the ability of global positioning system (GPS) units to quantify contact and collision workloads, and the error of data recorded over short distances and durations. Limitations within the methodology of fixed-time epochs and rolling-average epochs as a way of quantifying WCS were also explored.
After reviewing the current literature, this thesis encloses an original and innovative study. This research aims to determine a potentially more accurate representation of WCS by quantifying the maximal intensity locomotive demands during ‘ball in play’ (BIP) for a single play, and across a series of consecutive plays through an innovative rolling-MultiPlay epoch analysis (5 min, 10 min, 15 min, 20 min epochs). This study will also give a contextual indication by identifying the segment of the game in which these maximal workload demands occur.
Data was collected for 51 professional rugby union players over the 2019-2020 seasons. All players wore GPS units (Apex Pro Pod, STATSport, Newry, NIR). All games were filmed and coded through the Sportscode software (Sportscode V8.9, Sportstec, Australia) which was then combined with GPS data from which drills were created for each BIP period. This data was then analysed through a bespoke software where the maximum BIP (MaxBIP) values for a range of GPS metrics were determined for each positional subgroup. A WCS BIP analysis was completed as well as a WCS MultiPlay analysis. Each half of the game was divided into 4 equal segments, and the segments where the MaxBIP values occurred were identified. 
Practical applications for indicative training drills for WCS BIP, WCS 5 minute drill, and WCS 20 minute drill are provided. In conclusion, there were no distinct patterns found within the data that suggests the WCS MaxBIP demand could occur in any segment of the game. Therefore, we believe it would be beneficial for players to be conditioned for these peak demands to occur at any stage of the game.

year: 2021

title: Ordered Ehresmann semigroups and categories

authors: Stokes, Tim E.

subjects: Science & Technology

abstract: Ehresmann semigroups may be viewed as biunary semigroups equipped with domain and range operations satisfying some equational laws. Motivated by some of the main examples, we here define ordered Ehresmann semigroups, and consider their basic properties as well as special cases in which the order is algebraically definable. In particular, one and two-sided restriction semigroups equipped with their natural orders are characterized within the class of ordered Ehresmann semigroups. The main result is an ESN-style theorem for ordered Ehresmann semigroups with particular reference to the special cases.

text: Ordered Ehresmann semigroups and categories Ehresmann semigroups may be viewed as biunary semigroups equipped with domain and range operations satisfying some equational laws. Motivated by some of the main examples, we here define ordered Ehresmann semigroups, and consider their basic properties as well as special cases in which the order is algebraically definable. In particular, one and two-sided restriction semigroups equipped with their natural orders are characterized within the class of ordered Ehresmann semigroups. The main result is an ESN-style theorem for ordered Ehresmann semigroups with particular reference to the special cases.

year: 2022-05-08

title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013