Health: Chapters and Books
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Item Open Access Transnational distance learning: A student perspective(IGI Global, 2012) Singh A; Cochrane G; Uyar Z; More C; Scarcella J; Yoshida K; Mohammed J; Hogan BThis chapter describes the online educational experiences of students in both emerging and developed countries around the world. The authors are from France, Japan, India, Cyprus, Canada, the United States, and Fiji. This cross-section was chosen to present a global view of student needs for transnational education. The chapter presents personal vignettes of the online educational experiences, as well as the authors’ views of student needs in the future. The authors also describe how they used technology to coordinate writing this chapter from six countries around the world.Item Open Access Boxing technique(Routledge, 2020) Light R; Light R; Harvey STactics, awareness and decision-making are very important in boxing when sparring or competing but the focus of the session Richard reflects on in this chapter was purely technical and aimed at learners with no, or little, knowledge or experience of this sport. It focuses on teaching the jab and cross as two basic punches in boxing to undergraduate Sport Coaching students in New Zealand as a way of showing them how to use PPed for coaching technique as an alternative to coach-centred, direct instruction. The chapter also identifies how Richard has gradually developed his teaching of this class by critically reflecting on student experience and, considering to what extent he is addressing the features of PPed and how his teaching is influenced by context. He developed the session in New Zealand but ran a workshop on boxing technique at the 2018 Ohio Global Coaching Symposium that he drew on to improve the session but while recognising some limitations due to the different cultures and situations.Item Open Access Beach sprint starts(Routledge, 2020) Light R; Light R; Harvey SThis chapter recounts my experiences of working as an age group manager in a ‘nippers’ program at a surf lifesaving club in Sydney, Australia. Nippers programs focus on educating children from five years of age to fourteen about the environment of the beach and ocean where so many Australians spend their time in summer, encouraging healthy active lifestyles, and introducing them to the culture of surf life-saving. As readers outside Australia and New Zealand may know little about the function and culture of surf lifesaving in Australia, I include a brief explanation of surf lifesaving in Australia and the aims of nippers programs to provide a context for my discussion of a Positive Pedagogy for sport coaching approach I adopted to help young nippers learn and improve their beach sprint start technique. The session I recount was very early in the season and before any interclub competitions.Item Open Access The influence of experience and culture on leadership(Routledge, 2020) Light R; Mohammad Shah R; Jarrett K; Newton SItem Open Access Teaching javelin in a Singapore school(Routledge, 2020) Light, Richard L.; Light, Richard L.; Harvey, S.This chapter focuses on Richard Light’s experience of teaching junior secondary students in Singapore as part of a four-day seminar he delivered on Positive Pedagogy for sport coaching to physical education teachers. To demonstrate to the teachers how PPed can be applied in physical education classes he taught three classes with this chapter considering them all but focused on the javelin class taught to a ‘difficult’ class. In it he reflects upon the challenges involved in teaching PPed to classes of 40, fourteen-year old students with whom I had no relationship, no knowledge of their skills or dispositions, and who were not accustomed to being empowered. In this chapter he explains how he adjusted the progression of activities he had planned to meet the challenges facing me as well as the questioning strategy he used and his expectations of their learning. He found this session very challenging but there were enough sections of sustained, engagement, enthusiasm, joy and moments that approached flow to provide satisfaction for him. This experience also reminded him of the challenges facing teachers when implementing innovation such as PPed in physical education.Item Open Access Introduction(Routledge, 2020) Light, Richard L.; Light, Richard L.; Harvey, S.Item Open Access An outline of Positive Pedagogy for sport coaching(Routledge, 2020) Light R; Harvey S; Light R; Harvey SIn this chapter we provide an overview of Positive Pedagogy for sport coaching for all sports. It begins with its development from the features of game-based approaches (GBA) to then move on to the appropriation of Antonvosky’s sense of coherence (SoC) model and the use of Positive Psychology to enhance its inherently positive nature.Item Open Access Influence of a PPed university course on coaches’ practice on New Zealand.(Routledge, 2020) Light R; Razak S; Light R; Harvey SGrowth in university sport coaching programs offers a promising means of spreading the uptake of GBA (game-based approaches) due to the greater opportunity they offer to initiate change in coaching. Although studies have been conducted on higher education coach education with some on GBA, none have looked at the efficacy of the HE pedagogy used. This chapter draws on a study that inquired into the influence of a course on Positive Pedagogy for sport coaching taught in a in a New Zealand university. It focuses on six on final year students for a six moth period following completion of the course and how they adapted PPed to their coaching needs, opportunities and limitations as coaches outside the university. It provides useful insights into how young coaches taking up PPed meet the challenges involved.Item Open Access A Freirean perspective on Indigenous players’ journeys to the NRL and AFL: From freedom to oppression?(Routledge, 2020) Light, Richard L.; Evans, John R.; Bradbury S; Lusted J; Van Sterkenburg JA Freirean perspective on Indigenous players’ journeys to the NRL and AFL: From freedom to oppression? Richard L Light & John R Evans This chapter draws on findings from a study that inquired into the journeys of Indigenous Australian athletes from their first touch of the ‘footy’ to reaching he highest levels of their sport as a process of culturally situated learning. It identified two major stages of development in their development which were (1) the development of the foundations of expertise and a distinctly Aboriginal style of play up to the age of twelve to thirteen years of age and, (2) meeting the challenges of cultural transitioning toward and into professional sport with Aboriginal culture playing a central role in both stages. Drawing on the work of Paulo Freire we contrast the dialogic pedagogy of learning to play up to around the age of twelve, characterized by playing informal, self-regulated games free of adult interference with the highly regulated, monitored and individualized anti-dialogic approach of professional Australian football and rugby league that the participants had to adapt to. We identify the dialogic Aboriginal approach to learning that empowers learners and provides them with dialogic bonds to connect them with their world to contrast it with the anti-dialogic pedagogy of professional sport that dehumanizes and objectifies learners and learning.Item Open Access Creating cultures of belonging: engaging diversity to enhance learning(Cengage Australia, 2019) Fickel, L.H.; Guerin, A.; Hill, M.F.; Thrupp, M.Item Open Access Swimming: The second kick in butterfly(Routledge, 2020) Light, Richard L.; Light, Richard L.; Harvey, S.Although there is a tactical element in long distance swimming events, developing correct technique is of central importance when coaching young swimmers but mechanistic coaching is not the only way to do this with this chapter providing an example of how to do this. Based on the belief that learning to swim and improving performance is a process of interpretation and adaptation on an individual basis the session Richard Light reflects on provides an example of how swim coaching can move beyond the limitations of direct instruction. In this chapter he reflects on his experience of teaching junior swimmers competing at national level in the UK using a Positive Pedagogy for sport coaching approach with a very technical focus on making swimmers aware of, and improving the second kick in butterfly.Item Restricted Culturally Responsive Practice for Indigenous Contexts: Provenance to Potential(Palgrave Macmillan, 2017) Fickel L; Macfarlane S; Macfarlane A; Reid C; Major JCultural diversity within educational communities is becoming more visible, discussed, and promoted than ever before. Interest in diversity has escalated as educational communities become increasingly globalized. While progress is noted the reality persists that across international contexts, young people from Indigenous cultural groups continue to experience a Western, conventional form of schooling as alienating, dispiriting, and inequitable (Battiste 2002; Castagno and Brayboy 2008; Penetito 2010). Within Western ‘colonial settler societies’ (Veracini 2010), institutional cultures, curricula, and teaching methods of mainstream schooling are typically based on a worldview and pedagogical framework that does not recognize, and generally fails to appreciate, Indigenous principles, teaching methodologies, knowledge and value systems, and identity perspectives (Kawagley, Norris-Tull, and Norris-Tull 1998; Macfarlane et al. 2008). This visionless positioning on the part of mainstream schooling has resulted in significant disparities in educational outcomes for Indigenous youth in both the United States and Aotearoa New Zealand (US Commission on Civil Rights 2003; Goldsmith and Howe 2004; Ministry of Education 2008). Culturally responsive practice (CRP) by teachers has been posited as a promising pedagogical framework for creating positive learning contexts to mitigate these inequities. Yet, often the conceptual frameworks that are promoted to support educators in developing CRP do not consider or critically engage with key Indigenous constructs such as sovereignty and self-determination, colonization, cultural and language revitalization and preservation, or Indigenous epistemologies. Thus they are not fully able to prepare educators to be responsive to their Indigenous students and families, nor to the wider communities and contexts within which they work.Item Open Access Croquet(Routledge, 2017) Clarke JC; Light RL; Light RLItem Open Access The influence of school context on the implementation of TGfU across a secondary school physical education department(Routledge, 2014) Curry C; Light RL; Light R; Quay J; Harvey S; Mooney AItem Open Access Athlete Centred Coaching for Individual Sports(Routledge, 2017) Light RL; Pill SPositive Pedagogy for sport coaching is a relatively recent development but one that offers a way of thinking about coaching individual sports, technique and skill that are athlete-centred. This chapter outlines the Positive Pedagogy approach to coaching individual sport that I have developed by extending the core pedagogical features I suggest underpin Game Sense to a pedagogical approach for coaching individual sports such as swimming, athletics, gymnastics and martial arts. It provides a way of coaching that is both efficient in improving performance yet effective in promoting positive experiences of learning across all ages and abilities. Framed by adapting the core pedagogical features of the Game Sense approach to coaching individual sport it draws on Positive Psychology (and on the PERMA model in particular) and the work of Antonovsky on the origins of health and wellbeing (salutogenic theory and sense of coherence model) to make learning positive.Item Open Access Positive Pedagogy for sport coaching: The influence of Positive Psychology.(Routledge, 2018) Light RL; Brady A; Grenville-Cleave BItem Open Access Windows, wheels and wai: public policy, environmental health action and Maori community development - implications for (eco)social work(Canterbury University Press, 2016) Ahuriri-Driscoll, A.; Foote, J.; Maidment, J.; Beddoe, L.Many New Zealanders take access to safe drinking-water for granted, yet approximately 20 percent of Aotearoa New Zealand’s population is supplied with water that does not comply with drinking-water standards. Non-compliant drinking-water supplies place communities at increased risk of contracting waterborne pathogens such as hepatitis A, Campylobacter and Giardia (Ministry of Health, 2013). These pathogens contribute significantly to the burden of illness in rural communities. For example, monitoring undertaken by Northland Health (Project Waiora) in the late 1990s found persistent faecal coliform (Escherichia coli) transgressions in many Northland schools and marae (Auckland Regional Public Health Service, 2005). In 1998 a hepatitis A outbreak at a Hokianga marae, caused by contaminated drinking-water, required the vaccination of 800 people (New Zealand Public Health Report, 1999). Despite the urgent public health need, no action was taken. There are several possible reasons for this: a lack of drinking-water treatment expertise in the local public health unit; safe drinking-water not being accorded priority, or funding by the Ministry of Health, due to its non-regulated nature (Mistry, 2012); a lack of political will to remedy the situation; and/or funding constraints being used to justify inaction (Jellie et al., 2003). For Hokianga hapū (sub-tribes), access to safe drinking-water is a community priority. A clean and healthy environment, and the ability to fulfill kaitiaki (environmental stewardship) responsibilities, is critical to whānau, hapū and iwi (family, sub-tribe and tribe) identity and wellbeing. For the past two decades, in the face of local authority inaction, local health provider Hokianga Health Enterprise Trust (HHET)/Hauora Hokianga has supported (ultimately successful) hapū efforts to improve community drinking-water supplies. These developments have shaped public policy, environmental health practice and understanding of community development throughout the country. In this chapter the case of small water-supply management in the Hokianga region will be explored, firstly to demonstrate the ways in which policy can be utilised by communities for gains unforeseen by policy-makers, and secondly to offer insights into the social policy/social work interface.Item Open Access Health policy, health inequalities and Maori(Canterbury University Press, 2016) Ahuriri-Driscoll, A.; Maidment, J.; Beddoe, L.Health policy has the very important role of guiding the efforts of the health sector towards population health, navigating the ‘choppy waters’ or dynamic contexts within which health is impacted and promoted. As the whakataukī (proverb/s) above caution, there are inherent dangers in being misguided, or in not coordinating efforts. In relation to Māori health, policy in Aotearoa New Zealand is marked by fluctuations between policies of assimilation and policies that support the retention and development of Māori interests (Durie, 2005, p. 4). Policy changes have been subtle but at times profound, moving gradually closer to a Māori worldview within a sectorally based public sector (Cunningham & Durie, 2005, p. 211). With reference primarily to public policy, this chapter will outline the broad dimensions of health policy in New Zealand, how health policy has, and has not, addressed the needs of Māori with particular reference to the health disparities that characterise Māori health in New Zealand.