title: Coaching in disability sport: from practice to theory

authors: Townsend, Robert C.

subjects: Sports & Recreation

abstract: Understanding the complexity of coaching in disability sport remains a pressing concern. While interest in disability sport continues to grow there is a relative lack of insight into coaching in this context, particularly research which illustrates a ‘grounded’ perspective on practice. As a result, coaching in disability sport is critically under-theorised, and we know comparatively little of the nature of coaching in different disability sport contexts (Townsend, Smith & Cushion, 2016). There have been longstanding calls to understand coaches’ learning and development in disability sport (DePauw, 1986), and as a result there is a small, but growing, body of literature which has begun to explore the unique considerations of coaching in disability sport. Such considerations include the informal and unstructured nature of coach learning (e.g. McMaster, Culver & Werthner,  2012; Duarte & Culver, 2014; Taylor, Werthner & Culver, 2014; Taylor, Werthner, Culver & Callary, 2015), the lack of disability-specific coach education (e.g. Cregan, Bloom & Reid, 2007; Douglas et al., 2016; Douglas & Hardin, 2014), and the complex and multifaceted role of coaches in disability contexts (e.g. Tawse, Bloom, Sabiston & Reid, 2012; DePauw & Gavron, 1991), all of which invite and encourage comparisons with the narrative presented below. More recent research however, has challenged the lack of critical insight in disability coaching research (e.g. Townsend et al., 2016), arguing that the research is characterised by a normative focus that downplays the inter-connections between disability and cultural contexts such as sport. The lack of consideration of disability is an important theoretical ‘gap’, as Smith and Bundon (2016) argue, having a grasp on how disability is explained and understood is vital for individuals working with disabled people in any context, especially in coaching where practice is fundamentally shaped by our working understanding of disability (cf. DePauw, 2000). It is the purpose of this chapter, then, to encourage practitioners and researchers to examine their understandings of disability in the first instance, as a basis for developing coaching practice. What follows are reflections from Derek Morgan, Head Coach of the England Learning Disability Cricket squad, but, first, some context about the team.

text: Coaching in disability sport: from practice to theory Understanding the complexity of coaching in disability sport remains a pressing concern. While interest in disability sport continues to grow there is a relative lack of insight into coaching in this context, particularly research which illustrates a ‘grounded’ perspective on practice. As a result, coaching in disability sport is critically under-theorised, and we know comparatively little of the nature of coaching in different disability sport contexts (Townsend, Smith & Cushion, 2016). There have been longstanding calls to understand coaches’ learning and development in disability sport (DePauw, 1986), and as a result there is a small, but growing, body of literature which has begun to explore the unique considerations of coaching in disability sport. Such considerations include the informal and unstructured nature of coach learning (e.g. McMaster, Culver & Werthner,  2012; Duarte & Culver, 2014; Taylor, Werthner & Culver, 2014; Taylor, Werthner, Culver & Callary, 2015), the lack of disability-specific coach education (e.g. Cregan, Bloom & Reid, 2007; Douglas et al., 2016; Douglas & Hardin, 2014), and the complex and multifaceted role of coaches in disability contexts (e.g. Tawse, Bloom, Sabiston & Reid, 2012; DePauw & Gavron, 1991), all of which invite and encourage comparisons with the narrative presented below. More recent research however, has challenged the lack of critical insight in disability coaching research (e.g. Townsend et al., 2016), arguing that the research is characterised by a normative focus that downplays the inter-connections between disability and cultural contexts such as sport. The lack of consideration of disability is an important theoretical ‘gap’, as Smith and Bundon (2016) argue, having a grasp on how disability is explained and understood is vital for individuals working with disabled people in any context, especially in coaching where practice is fundamentally shaped by our working understanding of disability (cf. DePauw, 2000). It is the purpose of this chapter, then, to encourage practitioners and researchers to examine their understandings of disability in the first instance, as a basis for developing coaching practice. What follows are reflections from Derek Morgan, Head Coach of the England Learning Disability Cricket squad, but, first, some context about the team.

year: 2019-12-17

title: Exploring the experiences of female students' educational transition from secondary to tertiary education. A study in a university in Papua New Guinea

authors: Yawi, Erita Javahomin

subjects: Transitions

abstract: Educational transitions take place when children move from home to start early childhood education and from primary school to secondary school then to universities and other tertiary institutions. Internationally, women are transitioning into tertiary education, achieving higher qualifications and securing jobs in areas that were once male dominated. Women in Papua New Guinea (PNG) are also entering tertiary education within PNG and abroad despite facing the barriers imposed by a male-dominated society, socio-cultural and socio-economic constraints and other setbacks which challenge their sense of self as women from PNG. The National Gender Equity Policy (2003) clearly advocates for fair and equal educational opportunities to be given to the female gender in PNG. However, the challenges and experiences of educational transition to university for female students from both urban and rural areas in PNG have not been researched to date.

The main aim of the study was to explore and document educational transition experiences for female students from secondary to tertiary education in PNG. The study examined the students’ choices, challenges and sources of support. It also considered factors they perceived as possibly contributing to success and failure with university courses. 

A qualitative approach was used to gather data from twelve young women, six from urban settings and six from rural settings, in a university in PNG. Semi-structured and focus group interviews were used, with a thematic approach for data analysis to provide a comprehensive knowledge of their experiences of educational transition. 

The key findings showed that the participants made their own choices about choosing university study. Parents, teachers and other people inspired and acted as role models for the young women and initiated their interests in further education. It was evident that the socio-cultural context of PNG had a considerate impact on the choice of the young women. Both positive and negative stories were presented to the young women; however, they resisted the negative comments and pursued their education. Some men acted as role models and used their power within a patriarchal society to disrupt existing patterns to support women in education. Wider family involvement is a feature of PNG life and should be considered as having an important role in supporting transition. Upon entering the new micro-system of the university the young women encountered academic, social and welfare challenges which had an impact on their sense of self. They displayed different characteristics, including unconfidence, nervousness and despondency. However, the university provided a positive learning environment with its resources that encouraged and motivated learning to take place over time. The young women sought help and assistance from their families, lecturers, friends and others around them to sustain their transition to university. Having access to friends’ resources is an important determinant when negotiating transitions. Overall, the young women’s positive characteristics of interactions and interconnected relations with others in the new micro-system of the university played an important role in their transition. 

This study suggests that to enable more women to make a successful transition to university parental support, role modelling and cultural change are essential. This process will require the support and cooperation of all stakeholders.

text: Exploring the experiences of female students' educational transition from secondary to tertiary education. A study in a university in Papua New Guinea Educational transitions take place when children move from home to start early childhood education and from primary school to secondary school then to universities and other tertiary institutions. Internationally, women are transitioning into tertiary education, achieving higher qualifications and securing jobs in areas that were once male dominated. Women in Papua New Guinea (PNG) are also entering tertiary education within PNG and abroad despite facing the barriers imposed by a male-dominated society, socio-cultural and socio-economic constraints and other setbacks which challenge their sense of self as women from PNG. The National Gender Equity Policy (2003) clearly advocates for fair and equal educational opportunities to be given to the female gender in PNG. However, the challenges and experiences of educational transition to university for female students from both urban and rural areas in PNG have not been researched to date.

The main aim of the study was to explore and document educational transition experiences for female students from secondary to tertiary education in PNG. The study examined the students’ choices, challenges and sources of support. It also considered factors they perceived as possibly contributing to success and failure with university courses. 

A qualitative approach was used to gather data from twelve young women, six from urban settings and six from rural settings, in a university in PNG. Semi-structured and focus group interviews were used, with a thematic approach for data analysis to provide a comprehensive knowledge of their experiences of educational transition. 

The key findings showed that the participants made their own choices about choosing university study. Parents, teachers and other people inspired and acted as role models for the young women and initiated their interests in further education. It was evident that the socio-cultural context of PNG had a considerate impact on the choice of the young women. Both positive and negative stories were presented to the young women; however, they resisted the negative comments and pursued their education. Some men acted as role models and used their power within a patriarchal society to disrupt existing patterns to support women in education. Wider family involvement is a feature of PNG life and should be considered as having an important role in supporting transition. Upon entering the new micro-system of the university the young women encountered academic, social and welfare challenges which had an impact on their sense of self. They displayed different characteristics, including unconfidence, nervousness and despondency. However, the university provided a positive learning environment with its resources that encouraged and motivated learning to take place over time. The young women sought help and assistance from their families, lecturers, friends and others around them to sustain their transition to university. Having access to friends’ resources is an important determinant when negotiating transitions. Overall, the young women’s positive characteristics of interactions and interconnected relations with others in the new micro-system of the university played an important role in their transition. 

This study suggests that to enable more women to make a successful transition to university parental support, role modelling and cultural change are essential. This process will require the support and cooperation of all stakeholders.

year: 2012

title: Lake Rotokakahi: The kakahi (Hyridella menziesi) in a general framework of lake health

authors: Butterworth, Joseph

subjects: Rotokakahi

abstract: Lake Rotokakahi is a mesotrophic lake located within the Rotorua Lakes District, North Island, New Zealand. Under the legal guardianship of the Tuhourangi and Ngati Tumatawera tribes of Te Arawa it has remained closed to the public since 1948. 

Lake Rotokakahi was last monitored regularly in 1996 under the Environment Bay of Plenty (EBOP) water quality monitoring programme with only the lake outlet (Te Wairoa Stream) being monitored since that time. Water quality data collected up to 1996 suggests that there may be degradation of water quality in the lake, as indicated by declining levels of dissolved oxygen in the bottom waters.

 Lake Rotokakahi steeped in historical significance, as well as having major cultural and recreational values was well known for its abundant resources and as the name suggests, particularly for its massive supply of the freshwater mussel or kakahi (Hyridella menziesi). Freshwater mussel species worldwide are in decline however little is known on factors controlling kakahi abundance and distribution. 

The overarching objective of this thesis is update water quality data last monitored in Lake Rotokakahi in 1996 while also identifying key environmental variables thought to influence kakahi populations.  This objective is underpinned by a number of aims that include:
 	Establishment of a 12-13 month water quality programme within Lake Rotokakahi so that data is obtained for comparisons with previous water quality data (pre-1997) to allow assessment of whether there have been water quality changes in the lake.
 	Conduct a population survey of the resident kakahi population examining possible environmental factors influencing their populations.
 	Present an oral history of Lake Rotokakahi focusing on its historical significance, water quality, and collection of kairoto (food collected form lakes).

from the 18 September 2006 to 14 September 2007 monthly water sampling was carried out at a mid lake station, the lake outflow and inflow for measures of nutrients, phytoplankton, zooplankton and chlorophyll a. Vertical profiles of temperature dissolved oxygen and chlorophyll fluorescence were also taken on various part of Lake Rotokakahi.

A lengthened period of anoxia in the bottom waters during thermal stratification was recorded with increased levels of chlorophyll a in winter and reduced secchi disk depth indicating an increase in phytoplankton biomass. Nutrient concentrations remain moderate relative to historical data. On going water quality monitoring on Lake Rotokakahi is recommended to further evaluate the extent of which water quality change is occurring. This will provide a better understanding of how Lake Rotokakahi can be best managed to further preserve the lake.

On 1 March and 20 April kakahi were sampled at five sites. Large kakahi densities were distributed predominantly in depths above the hypolimnion. Chlorophyll a fluorescence and dissolved oxygen were found to be the best correlates for kakahi density and biomass respectively. Low dissolved oxygen concentrations in the hypolimnion are thought to restrict kakahi distributions to above the thermocline in periods of hypolimnetic anoxia.

text: Lake Rotokakahi: The kakahi (Hyridella menziesi) in a general framework of lake health Lake Rotokakahi is a mesotrophic lake located within the Rotorua Lakes District, North Island, New Zealand. Under the legal guardianship of the Tuhourangi and Ngati Tumatawera tribes of Te Arawa it has remained closed to the public since 1948. 

Lake Rotokakahi was last monitored regularly in 1996 under the Environment Bay of Plenty (EBOP) water quality monitoring programme with only the lake outlet (Te Wairoa Stream) being monitored since that time. Water quality data collected up to 1996 suggests that there may be degradation of water quality in the lake, as indicated by declining levels of dissolved oxygen in the bottom waters.

 Lake Rotokakahi steeped in historical significance, as well as having major cultural and recreational values was well known for its abundant resources and as the name suggests, particularly for its massive supply of the freshwater mussel or kakahi (Hyridella menziesi). Freshwater mussel species worldwide are in decline however little is known on factors controlling kakahi abundance and distribution. 

The overarching objective of this thesis is update water quality data last monitored in Lake Rotokakahi in 1996 while also identifying key environmental variables thought to influence kakahi populations.  This objective is underpinned by a number of aims that include:
 	Establishment of a 12-13 month water quality programme within Lake Rotokakahi so that data is obtained for comparisons with previous water quality data (pre-1997) to allow assessment of whether there have been water quality changes in the lake.
 	Conduct a population survey of the resident kakahi population examining possible environmental factors influencing their populations.
 	Present an oral history of Lake Rotokakahi focusing on its historical significance, water quality, and collection of kairoto (food collected form lakes).

from the 18 September 2006 to 14 September 2007 monthly water sampling was carried out at a mid lake station, the lake outflow and inflow for measures of nutrients, phytoplankton, zooplankton and chlorophyll a. Vertical profiles of temperature dissolved oxygen and chlorophyll fluorescence were also taken on various part of Lake Rotokakahi.

A lengthened period of anoxia in the bottom waters during thermal stratification was recorded with increased levels of chlorophyll a in winter and reduced secchi disk depth indicating an increase in phytoplankton biomass. Nutrient concentrations remain moderate relative to historical data. On going water quality monitoring on Lake Rotokakahi is recommended to further evaluate the extent of which water quality change is occurring. This will provide a better understanding of how Lake Rotokakahi can be best managed to further preserve the lake.

On 1 March and 20 April kakahi were sampled at five sites. Large kakahi densities were distributed predominantly in depths above the hypolimnion. Chlorophyll a fluorescence and dissolved oxygen were found to be the best correlates for kakahi density and biomass respectively. Low dissolved oxygen concentrations in the hypolimnion are thought to restrict kakahi distributions to above the thermocline in periods of hypolimnetic anoxia.

year: 2008