Bachelor of Recreation and Sport

Whakawatea: Industry Cooperative projects 2016

What are some of the 2015 Bachelor in Recreation and Sport (BRS)

graduates doing now?

Gym Instructor

Assistant Production Manager in a Horticultural Business

Chairperson of a Community Sport Club

School Gym Manager

Kaimahi Hākinakina (Sport HB)

Podiatry Allied Health Assistant

Sport Centre Manager

Postgraduate StudyRehabilitation Trainer

High Performance Athlete (Paralympian)

Personal Trainer

Secondary School Teacher Training

Primary School Teacher Training

Provincial Rugby Player

Cycling Coach

Welcome to Whakawatea: Industry CooperativeWhakawatea, which may refer to the closing song, is an apt title for the Industry Cooperative course in the Bachelor of Recreation and Sport programme. Completed by all students in the final year of the degree, this course gives students an opportunity to negotiate a 150-hour practicum experience aligned with the student’s academic and professional interests within the sport, recreation and health industry. Each student initiates, negotiates, develops, refines, implements, and ultimately reports upon a comprehensive project of benefit to their host organisation. Therefore the ‘co-op’ becomes a three-way venture between the student, a sport, recreation or health organisation and an academic supervisor.

Each year the students become involved with numerous organisations, and the contribution to the community is a credit to the students, the hosting organisations and EIT.

This booklet is designed to present summaries of the Whakawatea, Industry Cooperative projects for 2016. We hope you find it informative, interesting and motivating, whether reading it as a potential student, an interested industry partner, stakeholder, or a current student looking for inspiration for your own industry cooperative project.

E te manu The bird that flies

E rere atu ra flies high

Ki te rangi, ki te rangi aue flies in the sky, flies in the sky

Iti rearea although small

Teitei kahikatea it can reach the height of the kahikatea

Ka taea, Ka taea aue… through striving, through striving…

Natalie CorbettProject: To help develop stronger secondary school netball umpires in Hawke’s Bay

Organisation: Hawke’s Bay Netball

In conjunction with Hawke’s Bay Netball, I took the opportunity to help promote and develop secondary school student umpires so that they are confident to umpire in the netball competitions, and to give them knowledge to handle any situation that might occur.

As a true lover of netball and netball umpire myself, I have noticed that there are not enough netball umpires for the many competitions held in Hawke’s Bay. As a netball umpire I understand the fear and misunderstanding umpires can have, and the reasons why people do not want to umpire. With this in mind, I created a formal

umpiring pathway with clear milestones and documentation which clearly shows all the secondary school students how to develop along the umpiring path way in Hawke’s Bay.

This year, Hawke’s Bay Netball has had 20 secondary school students achieve their Centre Badge Award, and another 4 secondary school students achieve their Zone Theory Award. This is an increase from 2015 where 18 secondary school students achieved their Centre Badge, and 1 gained New Zealand Theory.

Hopefully in the years to come, Hawke’s Bay Netball will see a continual rise in secondary school umpires and these umpires will continue on the pathway to get to tournaments and championships.

Taylor PettinariProject: Nutrition Workshops

Organisation: Bay City Cheerleaders

The idea for this project came from me noticing that during long cheerleading practice sessions parents wanted their children to have snacks to maintain energy. However what the children were provided with for the most part was subpar, high sugar and highly processed snacks. So I decided teaching these kids about basic nutrition would be advantageous not only to their performance in cheerleading, but also their futures.

I approached Bay City Cheerleaders about providing nutrition workshops for their senior cheerleading teams to help them gain some basic understanding of nutrition and food and how it affects performance. In total

there were four workshops offered. It was highly recommended athletes attend all the workshops. The workshops taught the basics of food and how we use it, the dangers of sugar and what a balanced diet is.

The workshops are still currently in progress and so results are not yet found, however early indications show changed food choices in the snacks being brought to the cheer gym during the athletes long training sessions. I have also asked the athletes and parents for feedback about the effectiveness of the workshops. Positive feedback includes the athletes now reading the labels of foods looking for high amounts of sugar, drinking more water, and feeling they have a better understanding of what a balanced diet is and the importance of having one.

Karl HewittProject: Snap Kids

Organisation: Snap Fitness Napier

With sports and physical conditioning being very strong passions of mine, led me to jump on board with a local 24/7 gym, Snap Fitness Napier. Together with Peri Connor, Snap Fitness Napier’s club manager, we decided that it would be beneficial to run a children’s sport/exercise programme called Snap Kids.

Snap Kids’ purpose is to encourage children to take part in a programme that is designed specifically for them, where they are provided with the necessities to enhance their basic fundamental skills for sport/exercise in a fun, safe, learning environment. The target group of this project are the Snap Fitness Napier members that are parents.

The experiences I have had with Snap Kids has not only given me the opportunity to use my sporting knowledge to create weekly sessions, but also realise the importance of developing strong relationships when interacting with children. Also, it was very pleasing to see all the children give the classes a go to try and make improvements whether it was big or small. The biggest satisfactions of my placement is having the opportunity to make positive changes in the children’s physical ability as well as challenging the children to come out of their comfort zones and be challenged mentally.

Snap Fitness Napier has been a positive organisation to associate myself with for my placement and has opened my eyes to a big gap within the public gym market. This has inspired me to want to carry on with helping children develop and improve their basic fundamental skills for sport/exercise.

Jacque HuntProject: Developing an exercise programme for people with diabetes

Organisation: Diabetes Hawke’s Bay Inc.

Diabetes Hawke’s Bay Incorporated is a non-profit organisation offering education and advice regarding diabetes, and how to best manage, prevent or delay the impact of further chronic implications.

Type 2 diabetes accounts for 90% of the total diagnosed population. The NZ Ministry of Health recommend that at least

30 minutes of moderate exercise 5 days per week, healthy eating, including 5+ vegetables and fruit per day, limiting processed foods and maintaining a healthy body weight, will reduce the risk of chronic illness including Type 2 diabetes.

My placement offered a weekly group exercise class to encourage and support clients to gradually increase physical exercise. Diabetes Hawke’s Bay favoured chair exercises to cater for the various fitness levels of their members. The class structure included stretching and flexibility, strength training, co-ordination, balance and stability, and aerobic exercises.

Additionally, hard copy manuals with detailed instruction and pictures of each exercise were provided to enable the group to continue exercising in their home. This included 6-week log sheets to provide encouragement and record progress.

I thoroughly enjoyed my time teaching and could visibly notice the group becoming stronger and more confident with their exercises. My success was developing great relationships, including the groups commitment to improving their overall health.

Ben EllenProject: Archery Soft: Promoting and marketing Archery Soft within the sport industry

Organisation: Kiwi Adventure Trust

Kiwi Adventure Trust (KAT) was originally founded by a group of outdoor enthusiasts that wanted to share their love for the outdoors and promote healthy living to the younger generations. Over the years KAT has continued to expand and has adopted a variety of different adventure activities that cater to a wider target market. The use of bows and arrows has been around for thousands of years and due to the recent use in films and media the use of bows and arrows has once again become popular, hence the beginning of Archery Soft. Archery Soft is an all-inclusive sport that encourages physical activity, streamlines concentration and improves hand-eye coordination.

During my time with KAT, I have had the privilege of working with the team to essentially get Archery Soft ‘off the ground’. Upon starting with KAT, I initially attended a few Archery Soft sessions and was quickly involved with running them. During this time, I learnt the rules, how to play and instruct proper use of the equipment. Continuing on we started promotion with the use of social media, video footage and word of mouth. Archery Soft has successfully encouraged kids who enjoy typical war games to battle it out ‘old school warrior style’ whilst maintaining fairness and full safety. Archery Soft encourages children to go outside to experience war style play, rather than sitting sedentary at home on the playstation or computer. This in turn can potentially reduce the risk of childhood and teenage obesity.

My highlight of this placement is learning about Archery Soft and seeing the benefits it has for people. Archery Soft caters to all people of all shapes, sizes and exercise levels. Bringing people together that wouldn’t normally be able to play a certain sport together has vastly benefitted myself and others.

Sergei TurnbullProject: The Olympics at Unison

Organisation: Unison Networks Ltd.

It has been well documented through research that physical activity benefits the human body in a multitude of different ways. Physical activity can increase muscular strength, decrease the prevalence of cardiovascular disease and it makes you feel just great!

The main purpose of this placement was to plan and implement activities that all staff members of Unison Networks Ltd could partake in over the course of the Rio 2016 Olympic Games. However, due to unforeseen environmental circumstances, the events had to be cancelled at the last minute. As a result I

focused the project on large scale event planning, organisation and management.

The placement was to include weekly activities that all staff members would participate in. These activities were intended to increase the activity level of staff members over the Olympic Games . After decorating the offices in team colours we had to cancel the plans made because of the weather being so poor. Nevertheless, the placement was still a success.

One success in this placement was getting to understand in depth how the Health and Wellbeing committee organised events. This made me realise that there is a huge planning section to any cooperate event no matter the size. There are many aspects in the planning process which must be included such as the health and safety regulations, time, location, resources, weather, work schedules and much more.

Large scale event planning and management as I have found out is not a simple walk in the park.

Sara DeamProject: Running and organizing a junior golfing program in primary schools throughout Napier

Organisation: Golf Matters Pro Shop and Maraenui Golf Club

Golf is a sport that I am passionate about. I not only represent Hawke’s Bay with this sport but I am currently giving back to the golfing community. I am actively involved on numerous golfing committees and managing/selecting junior golfing teams, especially junior girls. It is my goal in life to become a professional golf coach and open my own golfing clinic.

My placement was working with the team at Golf Matters Pro Shop located at the Maraenui Golf Club. The goal was to introduce primary school children to golf. We went into schools and taught them two basic fundamental

skills of golf, but most importantly showed the children how much fun golf can be. The end goal is getting as many children playing golf as we possible can. My time with the Golf Matters team was amazing and very enjoyable, I highly recommend working with them.

The biggest highlight for me with this placement was to witnesses the joys and laughter of the children playing golf. It was very inspiring to see the smiles on the students faces throughout the whole golfing session. This success is what drives my passion for the game of golf and it has allowed me to pass my knowledge onto as many children as I possibly can.

Brooke McKelvieProject: Produce a health and safety document

Organisation: Sport Hawke’s Bay

My placement with Sport Hawke’s Bay involves producing a document that will help sports clubs and organisations understand the changes in the new Health and Safety Legislation. I will be creating a checklist that identifies things they need to think about when they are organising an event. Health and safety is a very important aspect while participating in any kind of sport event for both competitors and spectators.

My placement successes will be that the sport and recreation organisations find my project helpful to use when planning an event. The checklist will ensure that all health and safety aspects have been thought about and that

their health and safety plans are up to date in line with the new legislation. This should result in reducing the risk of accidents and injuries at sport events. My hope is that the template I develop will give sports clubs, trusts and volunteer organisations greater assurance that they are complying with the new legislation and providing a safe environment for all concerned.

Joshua WhatarauProject: Resistance exercise

Organisation: Summerset Retirement Village, Napier

My placement positioned me in the Summerset retirement village located in Napier. Summerset aims to develop and improve the retirement villages as well as establish the best homes available to the older populations allowing independence within a communal environment.

Originally, the requirement from Summerset consisted of increasing the amount of upper body exercises and knowledge around what equipment the residents had (cardiovascular equipment and .5-3kg dumbbells). Whilst working my hours in the retirement village, my co-partner Robert Gillett-Jackson and I came up with an

idea that would benefit the residents far greater than the original plan. We designed an band resistance chair that could utilise exercises a general gym would. This targeted major muscle groups developing the older populations strength, balance and mobility creating a gateway to a better quality of life.

Over 5 months, my partner and I had developed for 28 residents pre-screens, physical activity readiness questionnaires (PAR-Q), pre and post-tests (specific to the older population), exercise guides, logos and individualized programmes relating to the resistance chair with researched justification as to why our programme is beneficial. The residents that have followed the programme as prescribed have proven to increase strength, balance and overall well-being. The feedback from not only the residents but also the staff reflect on the positive work we have put towards this project.

With this particular target audience I have developed a new understanding of the older population. By the end of this project we aim to provide the residents with the ability to stay as independent as possible through the exercise resistance chair programme and better their quality of life.

Alex CampbellProject: Evaluating the effectiveness of water-based exercises for relief of arthritic pain

Organisation: Arthritis New Zealand

My placement with Arthritis NZ involved helping individuals with arthritis to lessen the severity of their symptoms through water-based exercises. Arthritis NZ are a foundation who provide support, education, and awareness of arthritis in New Zealand. They also advocate arthritis research for improved health of New Zealand’s future.

The aim of my project was multidimensional in nature, and first involved me developing a movement evaluation test. This was to assess how effective the current exercise programme is over a period of 6 weeks at beginner level. The evaluation form I have developed gives Arthritis NZ a tool to use for their members long after my placement has concluded. This has been successful as it demonstrates the positive impact water-based exercise has for those suffering from arthritis.

The next part of my project involved researching the latest best-practice techniques for improving the symptoms of arthritis patients through water-based exercise. By researching the most current medical and physical therapy facts, Arthritis NZ can be sure they are providing the best information and care for their members.

My success in this placement involved my becoming confident in the water-based exercise environment. I involved myself in the classes, and over time I served as an in-pool lifeguard, balance and stability support, as well as an instructor. I was able to support Arthritis NZ members to build their strength and confidence in a safe and supported environment, while also helping Arthritis NZ to build further resources for their services.

Manuel MauchProject: Identify patient perception of Osteopathy

Organisation: Knights Osteopathy

My placement was with David Knight from Knights Osteopathy. The project itself was comprised of creating a structured patient perception questionnaire and having osteopathic patients complete it, along with some osteopaths around Hawke’s Bay. Then using the collected data from the questionnaires a final report was created expressing the findings and giving feedback to osteopaths around Hawke’s Bay.

I created this project to see if there were any commonalities between what a client thinks about osteopathy and what the osteopath conveys to their clients during sessions. If there are commonalities, my project is to

provide a further guide for some patients. If there are no commonalities, I hope to write a report about the findings. I will also include A3 posters and A5 cards with the overall findings compacted and simplified. This will raise awareness of osteopathy and help people better understand osteopathy and what it could do for them.

Early successes from this project have been high participation with the completion of the questionnaires, which has provided lots of helpful information for not only myself and the report, but also the osteopaths around Hawke’s Bay.

Experiences from my placement with Knights Osteopathy have exposed myself to the day-to-day life of an osteopath. This has been very eye-opening. Through the entirety of my program, I have learnt a lot that will prepare me for my future study as an Osteopath.

Bianca SneeProject: Shoulder Bursitis Rehabilitation

Organisation: Hawkes Bay Chiropractic

My placement with Hawkes Bay Chiropractic was to design, implement and run an eight-week supervised rehabilitation programme for a group of patients diagnosed with the musculoskeletal injury; shoulder bursitis. The aims of this programme were to reduce injury reoccurrence, improve time back to work, sport, and recreation, and to increase shoulder range of motion,

whilst improving strength and stability of joints and muscles groups.

Shoulder conditions, including bursitis, are one of the most common musculoskeletal complaints at Hawkes Bay Chiropractic. Clients experience sharp pain in their shoulder as well as a restricted range of motion, and in most cases cannot lift their arm higher than 90 degrees.

The supervised rehabilitation programme provided exercises targeting the muscle groups and joints specific to shoulder bursitis. Patients were able to learn the correct exercise techniques, were more motivated to move beyond their ‘restricted’ range of motion and felt safe when performing each exercise.

Working in collaboration with Hawkes Bay Chiropractic and being able to make a positive difference to the lives of their patients was the success of this project. The rehabilitation programme has empowered patients to participate in activities they were once unable to do, as well as gaining the confidence to continue the exercises in their own home. My hope for the programme is that it will continue as a treatment option at Hawkes Bay Chiropractic to help more people improve their quality of life.

Tivaini FomaiProject: : Hawke’s Bay Samoa Rugby and Sports Incorporated

Organisation: AUT Millennium Hawke’s Bay

AUT Millennium Hawke’s Bay is a world class sporting facility which focuses on empowering a healthier community and providing a pathway catering for talented athletes. Its aim is to develop athletes from a wide range of sports and a mission of producing world class outcomes in high performance sport with the mind of integrating the wider community.

My placement has provided the opportunity to optimise the integration of Pacific people. In doing so, the Hawke’s Bay Samoa Rugby and Sports Incorporated was established. The idea evolved from a rugby focused

programme to now also being community based. I worked in conjunction with the Hawke’s Bay District Health Board to identify various issues Pacific Islanders face, and tackle interventions which encourage and empower the people to live a healthier lifestyle.

The aim for this initiative was to provide another pathway for rugby players of Samoan heritage within Hawke’s Bay aspiring to higher honours. The goal is to help develop, expose and upskill these players not only in a sporting sense, but to build strong Pacific leaders within our community. Health initiatives are also implemented to help educate the players, including resources to help understand in depth the effects of drinking and tobacco use.

Success has come in many forms for Hawke’s Bay Samoa rugby. We now field a 15s and a 7s team which compete nationally and are grateful for our relationships with local businesses and other club teams.

Hayley PrueProject: Developing and implementing a high performance sport framework for

secondary school athletes

Organisation: AUT Millennium Hawke’s Bay

Sport is a vital element within the New Zealand culture, enabling individuals to develop fundamental movement skills, improve fitness and challenge themselves. Athlete identification is rapidly becoming a popular area within the sport and recreation industry, whereby sporting organisations are developing talent identification programmes to nurture and enhance the potential of talented athletes as they develop from adolescents to adults.

AUT Millennium Hawke’s Bay has been established to provide a cohesive support system for the development of high performance athletes within the region, involving the provision of tools, resources and knowledge

based on the Long Term Athlete Development model in the areas of nutrition, strength and conditioning, psychology and athlete life.

My placement with AUT Millennium Hawke’s Bay has involved creating relationships with Hawke’s Bay secondary schools, providing support as well as developing tools and resources in preparation for the delivery to Hawke’s Bay secondary school athletes to be utilised during current and future sessions.

During my time with AUT Millennium Hawke’s Bay I have successfully developed and delivered strength and conditioning sessions for a group of year 9 and 10 students from Central Hawke’s Bay College, through which basic sporting skills and techniques are enhanced. Another successful area of work I have been involved in has been developing and delivering nutrition content to Havelock North High School senior students.

The invaluable success within my work with AUT Millennium Hawke’s Bay is being able to put my skills and knowledge into practice through the delivery of these sessions.

Robert Gillett-JacksonProject: Strength and Conditioning Coach in Hawke’s Bay High Schools

Organisation: AUT Millennium Hawke’s Bay

AUT Millennium Hawke’s Bay is an institute focusing on sport participation for life and athlete development. I began as AUT Millennium’s first strength and conditioning coach in Hawke’s Bay high schools. This year I have been working with a group of talented and dedicated young athletes from Havelock North High School and a wide variety of sports teams at Lindisfarne College. With a strong focal point on LTAD (Long Term Athlete Development), this program taught physical literacy previously unavailable to young and emerging talent from Hawke’s Bay.

Strength and conditioning is utilised to build the physical capabilities and capacities of athletes resulting in greatly enhanced sporting performance. Sporting capabilities encompass a wide array of functional movements performed in a biomechanically sound way. Physical capacities developed include: balance, stability, mobility, flexibility, strength, speed, power and agility. The aim is to prepare young athletes for two main things. Firstly sporting participation in the Hawke’s Bay community for life and secondly building the foundation required for future high performance sporting endeavours.

The program at Havelock North High School taught young athletes the skills to improve physical capabilities and capacities. This program prepared the athletes to participate in sport for life and continue high performance development as adults. Lindisfarne had strength technique sessions delivered to their major sporting codes. The sporting teams involved learnt safe strength technique and how to safely structure strength and conditioning sessions. Additionally body weight exercise workshops provided to Lindisfarne’s junior sports academy empowered the junior athletes to prepare for senior sports academy programs.

Manihera Maraki Project: No Accidental Champions

Organisation: AUT Millennium Hawke’s Bay

AUT Millennium Hawke’s Bay is a new initiative aspiring to help young athletes achieve their dreams on the world stage by providing assistance for the next generation of young athletes in Hawke’s Bay. This environment will help develop athletic abilities to help young talent secure positions to continue towards high performance sports. However, AUT Millennium HB is not only focused on the elite sports. The organisation is also aware of the debilitating health issues many people are suffering today, and is trying to make a positive impact in providing assistance to the health and wellbeing of the wider and diverse communities of Hawke’s Bay. At this

point, some of the basic fundamental dimensions of health and wellbeing that need to be addressed are physical wellbeing, spiritual wellbeing, mental wellbeing and social wellbeing.

It is my growing passion for healthy living and physical performance that inspired and encouraged me to be amongst this new initiative. The purpose of this project was to encourage and inspire the rangatahi of Te Aute College around the fundamental benefits of strength and conditioning and also nutrition. My pathway has also lead me to be a part of establishing traditional connections to the local Māori community of Hawke’s Bay to AUT Millennium. This opportunity has given me a different look on health and wellbeing. My perspective on how I look at sports and recreational activities has now changed towards a holistic approach infusing the benefits of healthy living to enhance performance. My spiritual understanding of my heritage is growing with the academic aspects I’ve discovered. I will continue to learn and inspire as this is my success.

Hanna RussellProject: Physical education and development of athletes at Taradale High School

Organisation: AUT Millennium Hawke’s Bay

Young athletes tend to under-train and over compete which can lead to poor technique and therefore an occurrence of injuries. It is vital for these athletes to understand and utilize safe and beneficial techniques in training to enhance their neuromuscular system, coordination, strength and sports skills so they can perform at their very best.

My placement with AUT Millennium Hawke’s Bay involved the development and delivery of strength and conditioning and nutrition workshops in schools around Hawke’s Bay. I was privileged enough to spend 6

weeks delivering a total of 12 sessions focusing on the seven fundamental movement patterns for full body strength and performance enrichment, (squat, lunge, push, pull, bend, hinge and speed and agility), to a great bunch of students in the Taradale High School year 12 Institute of Sport class.

Through the development and delivery of workshops, this placement has given me a great opportunity to use the knowledge I have acquired from the degree to teach and interact with some talented young athletes. It has been extremely rewarding to see their improvement in skills over the course of the placement. In addition, it was awesome to see the students give every skill and activity a go even if they were unsure at first. As a result of this project I hope that the athletes have learnt some valuable skills and have a greater understanding of fundamental movement patterns which they can integrate into their own training programmes to benefit their sporting performance and health.

Blake SteeleProject: Teaching sports psychology to Karamu High School’s first fifteen rugby team

Organisation: Hawke’s Bay Rugby Union (HBRU)

My placement was with the HBRU. I proposed to them to incorporate sports psychology into a high school rugby team, which they thought was a great idea. I approached Karamu High School and asked if I could teach the first fifteen rugby team sports psychology. I produced an 8-week programme for the first fifteen going over different fundamentals of sport psychology. The content focused on game and real life situations.

My understanding of rugby from having played it for many years, has lead me to understand that sport psychology is one of the key components to becoming a successful rugby player and also being in a successful

rugby team. Not only can it help you within your sporting code but also throughout life as well.

My hope from the project was to give high school rugby players the opportunity to start understanding sport psychology and grow as a rugby player. I gave them a questionnaire at the start of the 8-week programme rating their mental skills. After the rugby players had attended the 8 - week programme, I gave them the questionnaire again to see if there has been an increase or decrease in their mental skills. Most of the players had a significant increase in their mental skills, which showed it was a successful project and could be utilized in the future.

Tuhiwai KennedyProject: CACTUS

Organisation: William Colenso College + NZ Police

My placement involved me teaming up with officers of the Napier police force and staff of William Colenso College in order to be included in the Cactus programme. The Cactus programme is all about sharing life lessons with selected students, changing behaviours and teaching

new skills through the use of structured physical activity. This programme is designed to help empower all members involved, giving them confidence and the ability to take on life and address any challenging situations.

My project involved finding out if the Cactus programme produced any long term effects on students who had undergone the programme in the past. I was personally intrigued to answer the question; does Cactus only change participants during the duration of the programme, then they go back to their old habits, or do these changes have a long lasting effect?

My experience of Cactus really challenged all involved both physically and mentally. A lot of pain could be seen on faces during training. This wasn’t simply an intentional act to punish participants, but more like an intentional act to help them grow physically, mentally and emotionally stronger. At the end everyone shared a laugh and smile, but what was most noticeable is that these students now had this glowing aura about them. They became more confident and positive about who they are, and I hope that they continue to apply what they learnt from Cactus into the future and become good members of society by helping others who may need help or support.

Darlene Spooner Project: Whakapiripiri Nga Whanau

Organisation: Hikoi4Life

Bridge Pa. The place I call home. A small rural community near Hastings where my whanau connections are strong.

My journey with Whakapiripiri Nga Whanau (Strengthening Families) began with the sudden passing of my father from obesity. This inspired me to create a training programme for whanau from Bridge Pa to reduce obesity and enhance health and wellbeing. Through the support of Hikoi4Life, whanau were able to attend for free. 

Whakapiripiri Nga Whanau is structured in such a way that the whole whanau train together. I selected whanau from Bridge Pa who are well respected and have a positive influence in the community.

Through their example hopefully other whanau will follow. I began by asking them what training they were interested in learning that would make them want to be more active. It was essential to listen to them and structure the programme accordingly. 

The purposes of the project are:

• To develop Whakapiripiri Nga Whanau training programme.

• To create training interventions which strengthen whanau as a unit.

• To improve communication through training together.

• To educate whanau about nutrition.

• To encourage healthy lifestyles within the home.

The benefits of doing this project are I have gained experience in the health industry, I have formed relationships and established networks which will enhance opportunities for future employment.

Betina BarberProject: : Encouraging participation and physical activity

Organisation: Hastings Girls’ High School

I have a real passion for working with teenage girls and helping them to stay active in sports and recreation. My placement with Hastings Girls’ High School (HGHS) was an opportunity to become actively involved in all aspects of physical education classes, recreation and sports, while developing positive relationships with teachers and students alike.

The purpose of my project was to assess the level of involvement from the students engaging in various sports and physical activity, while aiming to motivate and encourage positive views in regards to the relevance of

physical education in schools. Statistics show a dramatic decline of sports involvement when entering high school. This is due to the education curriculum prioritising academic subjects and a disinterest in sport participation by the students.

I have experience and knowledge as a gymnastics coach, affording me the opportunity to help teach the gymnastics module for the year 11 classes. I supported the students by helping them with their short routines, resulting in an overall pass for their assessment. The gymnastics module was my favourite success during my time at HGHS.

I also offered my knowledge in other sports such as soccer, hockey and lacrosse. I taught aspects of game play and assisted with upskilling and improving techniques based on a student centred approach. My participation and active involvement alongside these young women was an absolute joy and highlight of my week. The teachers jointly welcomed and supported my contributions . Personally I have grown and the experience has reinforced my determination to pursue a career in this field.

Ashley BlakeProject: Developing good quality fundamental movement skills within two primary schools

Organisation: Sport Hawke’s Bay

Sport Hawke’s Bay developed the Fundamental Movement Skills (FMS) programme to help teach children to throw, catch, run and jump with good technique whilst also providing them the ability to maintain these skills. Fundamental movement skills are the precursor patterns or base movements to the more specialised and complex skills that are required in more advanced sports and activities. This is why it is imperative that all children are competent with fundamental movement skills.

My placement included presenting a seven week programme to year 3 and 4 students at Frimley Primary School who had taken part in the program three years prior. Annika and I also presented the programme to Havelock North Primary School with students in year 1 and 2. The project focused on teaching and enhancing children’s fundamental movement skills. The children were tested on their FMS prior to the seven week programme and at the conclusion of the programme. This provided data to analyse the effectiveness of the FMS programme.

The successes from this programme include getting the children physically active every week throughout the project and improving the children’s ability to throw, catch, run and jump. Conducting the FMS programme has provided me with many rewards such as noticing improvements occur due to my help and seeing children proud of themselves because of how well they are performing. I am thankful I had the opportunity to positively influence these children and make an impact on their lives. This placement has also provided me with the experience that will help towards my goal of becoming a teacher.

Julian KairauProject: : Fundamental Motor Skills (FMS)

Organisation: Hastings Sports Centre and Riverslea Primary School

My placement with the Hastings District Council lead me to working alongside the Hastings Sports Centre assisting with the ‘Getting Started’ project. This project focused on teaching fundamental motor skills to five year old children in low decile primary schools.

After spending a term under the mentorship with the Hastings Sport Centre I was ready to take on my own FMS project at Riverslea School for eight weeks. My project was designed for the older children in room 3 who were starting to act out. The project focussed on the development of behavioural growth through combining

FMS with plyometric training and age appropriate games within a fun environment.

The two biggest obstacles I faced were the weather and the student’s initial behaviour. It was nearing the end of winter when the project started. In the beginning we had some rainy weeks without access to the school hall which made pretesting difficult. The cold weather was also a setback to the children’s enthusiasm to participate.

The second was encouraging some of the students to remain focused and follow instructions. Developing appropriate consequences for disruptive behaviour was sometimes a challenge.

After the fourth week of the project I saw an increase in their sporting potential as their motor skills had improved. The most important progress made was in their behaviour as they started developing teamwork and follow instructions. I believe this programme was a success in accomplishing what I set out to achieve.

Katherine MatthewsProject: CACTUS

Organisation: NZ Police + William Colenso College

Combined Adolescent Training Unit Support, or ‘Cactus’ is an initiative developed by the New Zealand Police with the aim of targeting youth to provide the tools to create leadership opportunities. Cactus is a nationwide programme which has locally been held and supported by William Colenso College since 2013. Each intake requires approximately 26 students to undertake eight weeks of grueling training which is physically and mentally challenging. Training is three times per week with the goal of completing the longest day which includes a 35km run around Napier carrying poles and tyres. Military style training commences at 0550 sharp

with consequences for late comers and no shows. Cactus teaches students to be accountable for themselves while promoting teamwork and unity. Most importantly Cactus aims to push students past their mental barriers through physical activity proving that the sky is the limit for their future endeavours.

Participating in two Cactus rotations has been the most challenging yet rewarding experience I have ever been involved with, both personally and witnessing student achievement. The whole placement has highlighted successes with students overcoming mental and physical challenges throughout, with the pinnacle being the journey and completion of the longest day where all barriers must be overcome. However, the biggest success is witnessing firsthand the ‘never give up’ attitude displayed by all participants who regularly push themselves to exhaustion in order to complete the Cactus programme and better themselves. My industry project will examine the Cactus program and the long term significance on participating in it.

Annika BrennanProject: Teaching fundamental movement skills to primary school aged children

Organisation: Sport Hawke’s Bay

Fundamental Movement Skills (FMS) are skills which help to provide a base for more complex skills involved in sports and games. For my placement with Sport Hawke’s Bay, the schools we worked with were Frimley Primary School and Havelock North Primary School. The skills that we taught throughout the program were running, jumping, throwing, and catching. These skills are involved in many sports and games. If these skills are never developed the child may lack in physical and personal development.

My placement involved two seven-week placements at both schools. We started with Frimley which was year five and six students, and then we went to Havelock North which was year one students. The first and last week of the programs involved pre and post testing the four skills to see if the children progress over the program.

The overall success for me was seeing the children eagerly participate in the sessions and their keenness to improve and develop their skills further. Their happiness was evident when they completed a task and shared the results with their friends. Being able to see the results of each child from the beginning of the placement to the end of the placement was extremely rewarding knowing you contributed to their improvement in some way. I now understand the importance of skill based training for primary school aged children and how important these skills are as they progress through life.

Jaime BurkinProject: Developing basic motor skills in 8 - 10 year olds

Organisation: Raureka Primary School

My placement was completed through Raureka Primary School, Hastings. It was aimed at aiding in motor skill development in primary aged children; specifically ages 8-10yrs. The project required twice weekly classes for nine select students. I developed a 20 week programme where every five weeks students were assessed on various cognitive processes and physical abilities to monitor any changes in mobility, awareness and skill acquisition.

Motor skill development and cognitive growth are an essential part of childhood development and ideally should be a part of education in primary schooling. This will ensure children become aware of the importance of physical

activity in everyday life and how it aids in improving other parts of their lives i.e. sporting, everyday activities, discipline, confidence and self-esteem. The principal of Raureka School used this placement to initiate a programme which could be used in years to come. The programme provided basic motor skill development opportunities along with educational information regarding physical activity as part of everyday life.

Some of the project successes were:

• All students significantly improved their motor skill abilities at the end of 20 weeks.

• All students gained an understanding of self-esteem and confidence through this programme and understand why physical activity and motor skills are important for their futures (questionnaires answered).

• A long term programme has successfully been developed and implemented into the school curriculum for all students.

Zhane Cyrus MunroProject: Increase participation in physical activity within the Hukarere Girls College Hostel

Organisation: Hukarere Girls’ College

Hukarere Girls’ College is one of two remaining Māori girls’ boarding schools in New Zealand. The school believes in ‘Positive Behaviour for Learning’ by embracing the academic, behavioural, spiritual, social, cultural and physical aspects.

The aim of this project was to increase the level of physical activity for hostel students through sports and recreational activity such as Waka Ama, traditional Māori games and exploring the beauty of Hawke’s Bay. I chose this project because I believe young women are the future of the human race. Physical activity can

benefit the mind and body which is supported by the following whakataukī; Tama tu tama ora, tama noho tama mate’ which means, ‘An active person will remain healthy whilst a non-active person will be more prone to sicknesses.’

Throughout this journey I have developed many personal and professional skills. My experience with these hostel students has enhanced my learning which I will take into the workforce. The positive feedback received from students and staff members is overwhelming. I am truly grateful for the opportunity I get to empower these young students through active living.

If you’ve been inspired by the projects and want to get involved, please contact any of the following staff:

Practicum placement coordinator: Programme coordinator:

Diana Kirton Sheryl-Lee Judd

dkirton@eit.ac.nz sjudd@eit.ac.nz

06 974 8000 ext 5476 06 974 8000 ext 5425

Course coordinators:

Dr. Sue Scott-Chapman Dr Patrick Lander

Senior Lecturer Principal Lecturer

SScott-Chapman@eit.ac.nz plander@eit.ac.nz

06 974 8000 ext 5579 06 974 8000 ext 5471

Te Kura Kaupapa Hauora, H kinakinaāSchool of Health and Sport Science

0800 22 55 348 | sport.eit.ac.nz