Massey Documents by Type

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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 PG
There 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.
A play ground : supporting interactions of children with autism through music therapy groups in a special education classroom : an exegesis presented in partial fulfillment of the requirements for the degree of Masters of Music Therapy, New Zealand School of Music, Wellington, Aotearoa, New Zealand
(Massey University, 2013) Sanders O'Connor, Kathleen T
Children with autism face significant obstacles to social interaction and learning. This qualitative, exploratory study of student music therapy practice in a special education Unit, focused on supporting interactions of children with autism through music therapy groups integrated into the school programme. Clinical work took place over ten months, and the research employed secondary analysis of three data sources: clinical records, notes from supervision and staff meetings, and a reflective research journal. Two complementary forms of music therapy groups, on the same day and with the same children, were developed: an established morning structured music therapy group, and at the end of the day, a free form music therapy group more like a typical playground. Findings suggest that the work of adults to engage the children, music play which attended to sensory sensitivities, promoting calm, giving new experiences and giving structured interaction opportunities contributed to an increase in the children’s interactive behaviors in music therapy groups. When adults provided a free play community experience, the children showed an increase in initiating interactions and more expressive communications. Eliciting emotional responsivity and giving patterned interactive experiences, through both improvisation and familiar music, seemed to build bridges with the children’s communications and support motivation to interact.
Aspects of Maori and Pakeha mothers' interactions with their pre-school children : ethnicity, education, interactive behaviour, and child assessment : a thesis presented in partial fulfilment of the requirements of the degree of Doctor of Philosophy in Education at Massey University
(Massey University, 1984) Podmore, Valerie Noelle
An observational approach to the study of parent-child relations and children's early experiences has been recommended for some time. Observations of family members' behaviour are useful because they can add to knowledge about child rearing and child development. More recently, the need to extend the study of mother-child interaction beyond the confines of middle-class Anglo-American families also has been recognized, and within cross-cultural contexts, the use of naturalistic observational procedures has been advocated. This study was concerned with observing the interactive behaviours used by Maori and Pakeha mother-child pairs during spontaneous play. One intention was to identify some variables related to the mothers' interactions. On the basis of previous research it was proposed that maternal ethnicity, maternal education level, and child gender would be associated with differences in mothers' interactive behaviour. A second major intention was to examine the relationships among interactive behaviour and children's competence and self-esteem. It was proposed that mothers' interactions and children's self-concept, cognition, and language scores would show some specified interrelationships. The sample design included Maori and Pakeha mothers from higher and lower education-level backgrounds, and their 3-year-old sons and daughters. Each of the 75 mother-child dyads was videotaped during playcentre sessions. Subsequently, maternal interactive behaviours were coded, and satisfactory inter-observer reliability correlations were obtained. The children completed the Brown IDS Self-Concept Referents Test, and their cognitive, language, social, and physical development was assessed using the Keele Pre-school Assessment Guide (KPAG). The maternal verbal behaviours observed most frequently were Direct Commands and Questions, and the incidence of maternal initiations in command form was high. The non-verbal behaviour observed for the longest duration was the mothers' Attentive Observation of their children. Within the ethnic and education groups, individual variations in behaviour were noted. Some important group differences in behaviour also were found. For example, Maori pairs spent more time Playing Interactively (with mutual play involvement) than Pakeha pairs, and this probably reflected a practice among Maoris to learn by mutual participation. Marked education-level differences were evident on the maternal verbal behaviours, but child gender was not associated with major differences in maternal interactions. Some possible Maori-Pakeha variations in the correlates of children's cognitive and language assessments were suggested by the data. However, both Maori and Pakeha mothers' Direct Commands were associated strongly and inversely with their children's KPAG-Cognition and KPAG-Language scores, and this result was consistent with Piagetian and other theoretical perspectives. Fewer important relationships were found between maternal interaction and children's self-esteem, although children's self-concept, cognition, and language scores were strongly interrelated. This study extended the maternal interactive behaviour research both across cultures and within New Zealand. Furthermore the results affirmed, in the New Zealand context, the association between mothers' education levels and their verbal interactions, and between directive maternal speech and children's lower performance on a cognitive and language measure. Some implications for research and early educational practice were identified from the Maori and Pakeha observational and child assessment data.

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