Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Relationship Between Rank and Instructor Teaching Technique in an Adult Martial Arts Setting(Cardiff University Press, 2020-03-23) Hofmeister EH; McCullick BA; Tomporowski PD; Schempp PGThere is a dearth of centralized organizations that focus on systematic methods of training, evaluating, and certifying martial arts instructors. Presently, martial arts instructors often learn to teach through the apprenticeship of observation. Learning through the apprenticeship of observation is known to facilitate poor pedagogical techniques by the instructor and propagates bad pedagogical techniques through ‘generations’ of instructor-to-student transmission. Since rank is correlated with duration of practice as a martial artist, it is often assumed that those of higher rank are more competent in both martial arts and teaching ability than those of lower rank. The purpose of this study was to relate martial arts instructors’ behavior with their rank. Instructors who differ in black belt rank (1st to 5th degree) were video recorded teaching a martial arts class. Videos were analyzed using the Academic Learning Time–Physical Education (ALT-PE) system and Cheffers’ [1990] Adaptation to Flanders’ [1970] Interaction Analysis System. As predicted, there was a positive relation between rank and instructor behaviors expected to result in better student performance. Comparing formal and informal training methods for instructors would be valuable in the future.Item Mātai ako: Te Tiriti o Waitangi in learning and teaching(Taylor and Francis Group on behalf of the Association for Tertiary Education Management, 2025-05-23) Severinsen C; Erueti B; Desai F; Mahuika R; Graham P; Tawhai RThis article examines initiatives within the College of Health at Massey University to embed Te Tiriti o Waitangi in learning and teaching. Situated within broader strategies, it focuses on the Mātai Ako initiative, which supports staff in building an understanding of Te Tiriti, developing competence, and aligning curricula. Drawing on national policy and university commitments, the initiative advances four actions: developing foundational knowledge, offering skill-building workshops, providing pedagogical mentoring, and reviewing curricula. Early outcomes include increased understanding, pedagogical shifts, and identification of next steps, though sustaining systemic change remains a challenge. The initiative is guided by an ethic of open communication, collective growth, and a staged approach that centres mātauranga Māori while respecting diverse starting points. It offers lessons for higher education institutions navigating tensions between Western academic traditions and obligations to Indigenous rights. Despite ongoing challenges, strategic alignment has established a platform for meaningful change.Item The Impact of Innovative Learning Environments on Sensory Processing Difficulties: Students’ Perspectives.(Pennsylvania State University, 2021-10-01) Busch R; Dharan VNew Zealand’s education policy and practice is fast moving towards innovative and collaborative approaches to learning, to improve outcomes for all students. One of the ways to achieve this has been creating learning environments that foster acceptance of diversity, build relationships, and enable the active participation of students through Innovative or Flexible learning environments. Current literature, however, suggests that the move to collaborative learning spaces and the introduction of Innovative Learning Environments (ILEs) has been inconsistent, with a lack of understanding of the pedagogical nuances to fully realise their inclusive capacity. This article draws from a study that examined students' participatory rights under the United Nations Convention for the Rights of the Child (UNCRC) with a focus on Article 23.1 in enabling students with Sensory Processing Difficulties (SPD) to actively participate in their learning. Using a qualitative design, the study explored the perspectives and experiences of 10 secondary school students with SPD in an ILE setting. The findings highlighted the positive impact of ILE and the social benefits of schooling. The students showed a strong preference for ILE over traditional classrooms, as it created a learning environment that afforded more opportunities to work with their peers. These social affordances were at times constrained in ways the physical spaces were utilised, without due consideration to their acoustic sensitivities. One of the key implications of this study was the need for a more sophisticated pedagogy that would maximise the benefits that ILEs offer, to enhance the participation of students with SPD. The study demonstrated a high level of perceptiveness and insightfulness of the students that must be heard and acted upon as a matter of their rights to actively participate in their learning communities.