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    Tūpekepeke! Māori knowledge and practices in health and physical education : the perspectives, experiences and aspirations of secondary school teachers' : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in Māori Studies at Massey University, Palmerston North, Aotearoa New Zealand
    (Massey University, 2016) Tawhai, Daniel Tiotio Burfield
    This thesis explores What are the perspectives, experiences and aspirations of secondary school Health and Physical Education teachers’ to better implement Māori knowledge and practices in their lessons? Individual, semi-structured, in-depth qualitative interviews were conducted with three secondary school Health and Physical Education (HPE) teachers with similar teaching experience, but different ethnic backgrounds. It was found that HPE teachers see Māori knowledge and practices as an effective way to enhance Māori student achievement, increase awareness of Māori culture amongst non-Māori students, and promote the overall development of Aotearoa New Zealand as a nation where indigenous knowledge and practices are a valued and contributing part of life and society. In order to achieve this, HPE teachers recommended development in teacher training programmes, professional development for practicing teachers’, and the development of resources and networks of teachers in the area of Māori knowledge and practices specific to HPE in Aotearoa New Zealand
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    "Please Sir, can we play a game?" : transforming games teaching and coaching: a practitioner's perspective : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, New Zealand
    (Massey University, 2018) Slade, Dennis George
    Over the last 30 years, traditional skill-based game teaching models have gradually been supplemented by instruction under an inclusive banner of Game Centred Learning (GCL) but more specifically, Teaching Games for Understanding (TGfU). This thesis uniquely examines from a practitioner’s perspective how the development of GCL and its dissemination occurred in New Zealand (NZ) 1945-2015. The multi-method approach establishes through a triangulation of data sources utilising a bricolage approach that the development was not mandated by educational policy but evolved through various combinations of insights from early luminaries in the field and visits to NZ by a key figure in the field (Rod Thorpe). Additionally, a new guard of Physical Educators in pre-service teacher education colleges in NZ were also significantly influential in the dissemination of GCL strategies as was a new socio-ecological perspective in PE syllabi (1999; 2007). An emergent autoethnographic documentation of the author’s role further informs this evolution of GCL and TGfU practices in NZ. Bourdieu’s concepts of habitus, practice and field are used as markers to signal change and record tensions that ultimately led to adoption of GCL practice in PE teaching and sport coaching in NZ. The thesis findings present implications for PE practitioners through innovative GCL approaches, associated with play, mastery learning and TGfU, that involves transforming play. It is concluded that at a practical and theoretical level, TGfU should be seen in a holistic experiential sense and integrated into PE programmes acknowledging its potential to contribute to and enhance citizenship. The final contribution to knowledge of this research is the presentation of a model of GCL designed to transform play.
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    Inequality as affected by pedagogical method in physical education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University
    (Massey University, 2006) Slade, Dennis G
    It is the author's contention that one of the functions of a state education system within a democracy is to educate its citizens so that they can fully participate in society. Fulfilling that function as a school physical educator requires one to be concerned with movement outcomes based on a good citizen model. A good citizen model of physical education translates to a physically well-educated populace that has benefits for citizens at individual, community and national levels. For the individual there are health benefits of a physical, emotional and spiritual kind. At a community level, there are the social capital benefits associated with the interaction and fellowship that transpire when people meet to play sports, recreate or take part in leisure. Such interaction encourages socialisation and can even give communities a focus and direction. Nationally, a fit and active populace promotes greater participation in society, involvement with issues and less demand on health services. This study evaluated, using instruction in tennis in a physical education context, whether a personalised mastery learning programme of instruction that incorporated individualised goal setting, accelerated motor-skill learning towards achieving mastery or competency in movement at a rate faster and, therefore, more effectively than traditional motor-skill learning instruction. If it did, then a recommendation from this study would be that in order for teachers to fulfil their function within a 'good citizen' model of instruction in physical education that they adopt, where applicable, mastery learning strategies to ensure that as many students as possible achieve mastery of fundamental movements. It found that those learning conditions produced a positive learning environment and notable final student competency levels that appeared counter intuitive to the plateau effect frequently associated with motor-skill instruction and learning.
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    The factors influencing females' participation in University Bursaries Physical Education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Special Education at Massey University
    (Massey University, 1997) Girven, Wendi
    The under-representation of females in University Bursaries Physical Education compared to their male counterparts was investigated to discover what factors influence females' participation. A variety of approaches including a postal survey, student and teacher perceptions questionnaires, focus group interviews and an informal discussion with physical educators were employed to examine the complexities and interpretations of Physical Education and sporting involvement as a physical phenomenon for females. An examination of the personal characteristics, needs, situational circumstances, the context and organisation of University Bursaries Physical Education revealed insights into the type of programmes that attract and cater for the interests of females. Results indicate that a 'gender-sensitive' and 'gender-fair' dimension was evident in those schools surveyed. Females believed that the curriculum was providing appropriate knowledge, skills, insights, attitudes and motivations that enabled them to develop their unique needs and abilities. It is anticipated that the information presented, the questions raised and the implications for future research and practice, will serve as catalysts for further discussion and research.
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    The "teaching games for understanding" physical education instructional model : a comparative study into the effects on knowledge and game performance : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2001) Watson, Leyton
    This purpose of this study was to investigate the effectiveness of the alternative "Teaching Games for Understanding" (TGFU) instructional model for education in sport and games. The model was compared to a traditional approach to instruction that has been and continues to remain dominant across physical education curriculums. This model is defined as "skill-based" instruction. The study was undertaken in the naturalistic setting of a New Zealand secondary school with year 10 students. The game adopted for instruction was short tennis. Two classes of students were assigned treatment under one of the instructional models in an eight-lesson unit with a third class assigned as a control. Twenty-two students were tested on declarative knowledge of short tennis rules and scoring, shots/strokes, and strategies in the form of a pre and post written test. Students' pre and post game performance was measured using the Game Performance Assessment Instrument (GPAI). Player performance was coded from video footage to assess tactical court movement and decision-making as well as skill execution. Declarative knowledge domain results revealed a statistically significant improvement in both treatment groups for overall knowledge. In specific knowledge categories, the TGFU treatment group also improved significantly in skill and strategy related knowledge over instruction time whilst the skill-based group improved significantly in skill-related knowledge only. The TGFU group's skill-related knowledge improvement was also significantly higher than the skill-based group. Game performance results indicated that some improvement was evident in both treatment groups following instruction with a trend for a greater degree of improvement in tactical performance by the TGFU group. However this improvement was not found to be statistically significant for either treatment group or between groups for any GPAI component. Findings are analysed and discussed in light of previous studies and recommendations are provided for future research into game and sport pedagogy.