Browsing by Author "Moran, Kevin"

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    Re-thinking drowning risk : the role of water safety knowledge, attitudes and behaviours in the aquatic recreation of New Zealand youth : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, New Zealand
    (Massey University, 2006) Moran, Kevin
    This study evolved from concerns about the number of young people drowning in New Zealand (544 deaths between 1980-1994), the author’s long experience with surf life saving and the suspicion that participation statistics on aquatic recreation do not adequately explain why so many young people drown. It was postulated that the risk of drowning associated with aquatic recreation also was the consequence of many underlying water safety influences that operate at intrapersonal, interpersonal and community levels. Thus the purpose of the study was to obtain comprehensive data on what young people know, think and do about their safety during aquatic recreation. A 25-item questionnaire was designed to survey a randomised sample of New Zealand youth (2202, year 11, 15 – 19 year olds) to assess their participation in, knowledge about and behaviour during aquatic recreation. To develop the questionnaire, a conceptual framework was devised that constructed the risk of drowning as a complex phenomenon dependent on how often young people participate in various forms of water-based activities, but largely influenced by their water safety knowledge, attitudes and behaviour, all of which are shaped by social, cultural and demographic variables. Almost all New Zealand youth had taken part in some swimming (98%) or other aquatic activity (94%) in the previous year. Risk of drowning was exacerbated among many students because they had poor water safety skills and knowledge, held unsound water safety attitudes, and often practiced at-risk behaviours. For example, many students estimated that they could not swim more than 100 m (54%), thought that swimming was acceptable at a surf beach after patrol hours (61%), and had swum outside patrol flags (61%) or never worn lifejacket (19%) during aquatic recreation. Taken separately, any one of these dispositions is capable of heightening drowning risk; taken collectively they offer strong explanation as to why youth are at greater risk of drowning than others. When analysed by gender, the lack of water safety knowledge, the prevalence of unsafe attitudes and at-risk behaviours among males was consistent and pronounced. The effect of socio-economic status and ethnicity on these risk-enhancing dispositions was less pronounced, although the data did suggest that the knowledge base of youth from low-decile schools and of Pasifika and Asian ethnicity provided least protective potential in the event of unintentional submersion.
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    The shaping of aquatics education in New Zealand schools : an historical study of curriculum policy and practice : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1999) Moran, Kevin
    The teaching of aquatic activities has traditionally held a prominent position in the curriculum of New Zealand schools. In particular, the promotion of swimming and water safety skills and knowledge have long been valued as a community good. Given the geographical disposition of an island nation with its extensive coastline, fast-flowing rivers and large tracts of inland water, as well as the propensity of its citizens to associate with water-related activities both at work and play, such promotion seems entirely justified. In the context of today's society, the aquatic environment has been identified as the second most important location for public leisure and recreation with over half of New Zealand's population identifying water-related activity as being significant in their lifestyle (LINZ Survey, 1991) However, even though the prophylactic and pragmatic values of aquatic competency were recognized at an early date, little is known about what historical influences have helped shape current practice in the promotion of such values, nor indeed to what extent aquatics education has been reflective of, or reactive to, changes in societal values, attitudes and practices throughout its development This thesis examines the historical development of aquatics education using historical research In particular, the historical research concentrates upon the relationship between aquatics education and the social context in which its development has taken place. Such a concentration is considered particularly relevant in a study of aquatics education because of the high public profile that swimming and water safety have had throughout New Zealand's brief history - a profile that is best reflected in the frequently expressed public and private concerns regarding the high levels of death by drowning as well as the high incidence of water-related rescues. Finally, rather than view the development of aquatics education as part of a progressive, liberal educational enterprise so often reflected in official documents, this study presents evidence supporting the view that aquatics education, as part of curriculum practice, is a site of contestation that is socially constructed and which presents itself as a discursive legacy reflecting the dynamic interaction of numerous socio-cultural forces operating at an instance in time.