Zealand Secondary School Research Articles

New Zealand secondary school students’ knowledge, attitude and behaviours towards sports-related concussion

Sports-related concussion is a significant problem in New Zealand, with an estimated 21% of all traumatic brain injuries occurring in the sporting environment. The symptoms of sports-related concussion experienced by high school-aged athletes are often associated with a decline in academic performance, and are commonly more severe and persistent then those experienced by adult athletes. A 35-item, multi-choice questionnaire was used to ascertain New Zealand secondary school students’ knowledge, attitudes, and behaviours of sports-related concussion. By comparing results from 2018 to those obtained in 2017, this study investigated the impact that a 2018 Accident Compensation Corporation (ACC) social media campaign may have had on New Zealand secondary school students' knowledge, attitudes, and behaviours regarding sports-related concussion. The main findings of this study show that the ACC social media campaign did not alter students’ knowledge, attitudes, and behaviours toward sports-related concussion. Students were knowledgeable regarding concussion and showed positive attitudes towards correct management of the injury. Students had specific knowledge gaps regarding the onset of symptoms, activities to avoid post-concussion, the possible complications of multiple injuries, and recognition of the less discernible symptoms of concussion. These results suggest that secondary school students would benefit from further education on the possible long-term effects of sports-related concussion and the importance of effective management once a concussion has occurred.

‘Never mind the mechanics, what about the (sexual) ethics?’ Sex, sexuality and social work education in sexual violence prevention

ABSTRACT This paper examines the efficacy of sexual violence prevention education (SVPE) in the USA and Australasia: areas, which have some of the worst rates for sexual violence prevalence, globally. Paradoxically, they are also at the forefront of innovations in sexual violence prevention, compared to some European countries where SVPE is virtually non-existent or at the embryonic stage, such as the UK. Drawing upon the Authors’ previous research on the delivery of SVPE in New Zealand secondary schools, and literature reviews into these innovations, the authors argue that social work education is ideally placed to develop SVPE, due to the ways that some of these innovations, coalesce with social work theory, critical andragogy, and social work values. These synergies have the potential for transnational application through the ways that they can inform SVPE in those countries where it is delivered by social workers in schools, and via the ways it can enhance the social work curriculum to improve post-qualifying practice in addressing sexual violence (SV).

Inclusive Education: How do New Zealand Secondary Teachers Understand Inclusion and how does this Understanding Influence their Practice?

Inclusive education expects that all students are welcome and that teachers focus on adapting environments so every student can be present, participate, learn and belong. This article summarises a mixed methods, small-scale inquiry which investigated how a sample of 44 New Zealand secondary school teachers understand inclusion and how this understanding influences their practice. While most participants responding to the online the survey reportedly agree with the values underpinning inclusive education, most participants also felt that students with severe needs should be taught by specially trained teachers. Participants identified numerous barriers which influenced student achievement in inclusive schools and reported feeling inadequately prepared to teach in inclusive schools. Furthermore, consistent and clear inclusionary practices were not evident. While further investigation is required, the findings from this small-scale inquiry serves as a starting point into investigating how New Zealand secondary teachers can be supported towards becoming confident, inclusive educators.

Responding to non-suicidal self-injury in New Zealand secondary schools: Guidance counsellors' perspectives.

Schools and school-based mental health professionals play a critical role in responding to adolescent Non-Suicidal Self-Injury (NSSI). However, little is known about the experiences in particular of guidance counsellors responding to NSSI in New Zealand secondary schools. We present here a descriptive thematic analysis of a focus-group discussing the experiences of 14 guidance counsellors working in secondary schools. Counsellors emphasised the key aspects that were important in determining how to respond to student NSSI: the role of confidentiality, disclosure to and involvement of family or whānau, the maintenance of the therapeutic relationship, and the importance of a thorough assessment. Among the wider school staff community, counsellors reported staff misconceptions and discomfort with NSSI, as well as failure to report instances to the NSSI counselling team that school staff had witnessed. We suggest that school communities would benefit from NSSI-specific staff training, as well as a school protocol for addressing student NSSI, and conclude with suggestions for guiding a discussion among pastoral care and senior leadership teams. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Through my brown eyes: Niuean school boys’ experiences in two New Zealand secondary schools

Through my brown eyes: Niuean school boys’ experiences in two New Zealand secondary schools

Learning for principals: New Zealand secondary principals describe their reality

Effective school leadership is widely acknowledged as having a positive impact on student achievement. However, there appears to be no deliberate process to sustain New Zealand principals’ effectiveness throughout their careers. This article discusses the views of current and former New Zealand secondary school principals about their complex role and the support they believe would help them make sense of the role and its inherent challenges. The findings suggest that while principals develop tacit knowledge from learning on the job, they have little opportunity to engage in the critical reflection needed for ongoing learning and development. Their suggestions for systematic and mandated support are provided.

Beginning as a principal in New Zealand: learning from the sector

ABSTRACT This article presents findings from a study into the reality of beginning as a principal in a New Zealand secondary school. The views of beginning, experienced and former principals are presented and discussed drawing on the literature of organisational sensemaking. The findings suggest that the challenges of unexpected occurrences, relationship issues and isolation remain throughout a principal’s career. Beginning principals are faced by the daunting prospect of meeting these challenges while at the same time facing the legacy of the previous incumbent and striving to make sense of their new role. The participants offer suggestions for support for beginning principals during this crucial time.

Curriculum, Assessment and Pedagogy: How These Dimensions are Enriching Visual Arts Education for Ethnically Diverse Students in New Zealand Secondary Schools

This article reports on findings from two complementary research projects conducted in Auckland, New Zealand’s largest city. Both projects were motivated by changing demographic statistics from a largely European-ethnic student population in secondary schools in the past, to an ethnically diverse one in the present. Each project focused upon the nature of New Zealand’s national curriculum and assessment policies for visual arts education, and the pedagogical practices of art teachers. European-ethnic art teachers comprise the majority in secondary schools, thus the research in 2015 centred on how these teachers are working alongside ethnically diverse students. Given that there is a growing population of Asian-ethnic students in secondary schools, the follow-up project in 2018 focused on how art teachers of Asian ethnicity are supporting these students to engage in experiences that express their cultural identities. The findings provide evidence of how art teachers are using the curriculum, assessment policies and culturally responsive pedagogies to enrich the nature of visual arts education for students of all ethnicities in secondary schools in this country. The findings are exemplified through the ‘voices’ of a sample of art teachers, and ‘artworks’ by 15-18 year old students which encapsulate the role of images as a powerful form of data.

The effect of the NetballSmart Dynamic Warm-up on physical performance in youth netball players

ObjectivesTo investigate the efficacy of the NetballSmart Dynamic Warm-up in improving physical performance measures in New Zealand secondary school netball players. DesignCluster randomised controlled trial. SettingA seven-week intervention study in secondary school netball. Participants81 youth netball players (Intervention group, n = 45; Control group, n = 36). Main outcome measuresPerformance measures included prone hold, change of direction, sprint, vertical and horizontal jump, Y-balance and time-to-stabilisation. Mixed effects models and t-tests were used to determine significant differences of pre and post measures between groups. ResultsSignificant improvements in prone hold (β = 20.46 s; p = 0.01) and vertical jump (β = 6.73 cm; p = 0.01) were found in the intervention group compared to the control group, while horizontal jump was found to significantly decrease (β = −9.86 cm; p = 0.03) in comparison to the control group. ConclusionsThe results of this study show the NetballSmart Dynamic Warm-up can improve some physical performance measures in youth netball players. It is recommended that coaches should consider implementing the warm-up in their netball programmes.

Teacher coaching in New Zealand secondary schools: an exploratory study

PurposeThe purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools.Design/methodology/approachA pragmatic mixed methods approach was identified as the most suitable. A dominant qualitative approach, using a sequential design, incorporating triangulation of methods and perspectives across time, provided an appropriate research design framework.FindingsThe findings indicate that teacher coaching is a popular professional development approach that has been enthusiastically implemented throughout New Zealand secondary schools. The four factors of purpose, evaluation, training and funding have been shown to be interrelated factors operating in New Zealand teacher coaching programmes. These factors are perceived to have an influence on teacher coaching programmes achieving their stated objectives.Research limitations/implicationsA limitation of this study is that it provides a snapshot of teacher coaching in New Zealand secondary schools, and the snapshot presented is constantly changing. A methodological limitation of the study related to the 28 per cent response rate of the questionnaire and the small sample size used for the interview phases.Practical implicationsThis study encourages school leaders to consider if they have defined teacher coaching in the context of their programmes and articulated their objectives. They are persuaded to think about how they could design robust evaluation strategies and targeted training.Social implicationsThe findings show the concept of teacher coaching is a social construct that is influenced not only by unique environmental contexts but also the individual perceptions of all those involved.Originality/valueThis study provides new knowledge in relation to how and why teacher coaching is being used and the factors that influence whether programme objectives are achieved.

Performance Profiling of Female Youth Netball Players.

McKenzie, CR, Whatman, C, and Brughelli, M. Performance profiling of female youth netball players. J Strength Cond Res 34(11): 3275-3283, 2020-The purpose of this study was to investigate the physical performance characteristics of New Zealand secondary school netball players to provide a physical performance profile and determine whether there are differences between playing grade and playing positions for this group. A total of 102 female netball players (mean ± SD: age 13.3 ± 0.50 years, height 166.95 ± 5.72 cm, and body mass 60.94 ± 12.80 kg) participated in this study. Measurements included anthropometry, horizontal and vertical jump performance, balance, core strength, change-of-direction speed, and split sprint times. Magnitude-based inferences were used to determine differences in all measures. Grade 1 players jumped further and higher (effect size [ES] = 0.41-1.37) and ran faster with small to moderate differences. They demonstrated faster change-of-direction speed (ES = -0.73 to -1.31), greater core strength (ES = 0.28-1.17), and a faster time-to-stabilization (ES = -0.69). Grade 2 circle players jumped further (ES = -0.29), compared with noncircle players who jumped higher (ES = 0.35). Noncircle players had faster sprint and change-of-direction speed (ES = -0.33 to -0.55) and measures of balance (ES = -0.47 to 0.55). Grade 1 circle players were found to be faster over 20 m (ES = 0.75). The results of this study showed differences in the physical performance capabilities between youth netball players competing in different grades, as well as differences between playing positions. These findings have provided a physical performance profile of female youth netball players in New Zealand, suggesting that physical performance measures could be used for position-specific training and talent identification and selection.

Integrating Resistance Training Into High School Curriculum

ABSTRACT RESISTANCE TRAINING FOR YOUTH ATHLETES IS BECOMING INCREASINGLY COMMON. INTEGRATING A PERIODIZED RESISTANCE TRAINING PROGRAM INTO SCHOOL CURRICULUM CAN HELP DEVELOP ATHLETICISM FOR ALL YOUTH. THIS ARTICLE AIMS TO PROVIDE AN OVERVIEW OF A RESISTANCE TRAINING PROGRAM USED IN A NEW ZEALAND SECONDARY SCHOOL. PROVIDED IS AN INSIGHT INTO THE LEVELS OF PLANNING FOR AN EFFECTIVE ATHLETIC DEVELOPMENT PROGRAM. PROPERLY SEQUENCED TRAINING BLOCKS ARE ESSENTIAL IN ACHIEVING LONG-TERM SUCCESS. IN ADDITION, COACHES MUST BE SUFFICIENTLY CERTIFIED AND QUALIFIED TO WORK WITH YOUTH, WHICH INCLUDES TAILORING APPROACHES TO VARYING LEVELS OF SKILL AND PROVIDING EFFECTIVE FEEDBACK.

Agency

Agency

Under-recognised, underused, and undervalued: School libraries and librarians in New Zealand secondary school curriculum planning and delivery

Under-recognised, underused, and undervalued: School libraries and librarians in New Zealand secondary school curriculum planning and delivery

Health and wellbeing of Māori secondary school students in New Zealand: Trends between 2001, 2007 and 2012

Objective:To describe the health status over time of Māori secondary school students in New Zealand compared to European students. Methods:Anonymous representative health surveys of New Zealand secondary school students were conducted in 2001, 2007 and 2012 (total n=27,306 including 5,747 Māori). Results:Compared to 2001, Māori students in 2012 experienced improved health, family and school connections. However, considerable inequity persists with Māori students reporting poorer health, greater exposure to violence and socioeconomic adversity compared to European students. When controlling for socioeconomic deprivation, inequity was substantially reduced, although worse Māori health outcomes remained for general health, mental health, contraceptive use, healthy weight, substance use, access to healthcare and exposure to violence. There was some evidence of convergence between Māori and European students on some indicators. Conclusions:There have been significant improvements for Māori youth in areas of health where there has been investment. Priority areas identified require adequate resourcing alongside addressing systematic discrimination and poverty. Implications for public health:Socioeconomic contexts, discrimination, healthcare access and identified priority health areas must be addressed to improve equity for Māori youth. Building on these gains and hastening action on indicators that have not improved, or have worsened, is required.

The Associations Between Cultural Identity and Mental Health Outcomes for Indigenous Māori Youth in New Zealand.

Objectives: To explore the relationships between Māori cultural identity, ethnic discrimination and mental health outcomes for Māori youth in New Zealand.Study Design: Nationally representative, anonymous cross-sectional study of New Zealand secondary school students in 2012.Methods: Secondary analysis of Māori students (n = 1699) from the national Youth'12 secondary school students survey was undertaken. Theoretical development and exploratory factor analysis were undertaken to develop a 14-item Māori Cultural Identity Scale (MCIS). Māori students reporting > 8 items were classified as having a strong MCIS. Prevalence of indicators were reported and logistic regression models were used to explore how wellbeing (WHO-5), depressive symptoms (Reynolds Adolescent Depression Scale-SF), and suicide attempts were associated with the MCIS.Results: After adjusting for age, sex, ethnic discrimination and NZ Deprivation Index (NZDep), a strong Māori cultural identity (MCIS) was associated with improved wellbeing scores (OR 1.53, 95% CI 1.18–2.01) and fewer depressive symptoms (OR 0.53, 95% CI 0.38–0.73). Experiencing discrimination was associated with poorer wellbeing scores (OR 0.50, 95% CI 0.39–0.65), greater depressive symptoms (OR 2.2, 95% CI 1.55–3.18), and a previous suicide attempt (OR 2.47, 95% CI 1.71–3.58). Females less frequently reported good (WHO-5) wellbeing (OR 0.33, 95% CI 0.26–0.42), increased (RADS-SF) depressive symptoms (2.61, 95% CI 1.86–3.64) and increased suicide attempts [OR 3.35 (2.07–5.41)] compared to males. Wellbeing, depressive symptoms and suicide attempts did not differ by age or neighborhood level socio-economic deprivation, except those living in neighborhoods characterized as having medium level incomes, were less likely to have made a suicide attempt (OR 0.49, 95% CI 0.27–0.91).Conclusions: Māori youth who have a strong cultural identity were more likely to experience good mental health outcomes. Discrimination has a serious negative impact on Māori youth mental health. Our findings suggest that programmes, policies and practice that promote strong cultural identities and eliminate ethnic discrimination are required to improve mental health equity for Māori youth.

¿De quién es el conocimiento? El papel del conocimiento en un currículum de gran autonomía

El plan de estudios no preceptivo de historia de Educación Secundaria de Nueva Zelanda les permite a los maestros que tienen una gran experiencia intelectual en el conocimiento disciplinar la oportunidad de desarrollar programas innovadores que aborden los intereses de sus alumnos. El currículo o el marco de evaluación no requieren conocimiento de eventos históricos particulares, de personalidades o de temas concretos. Sin embargo, para el profesorado que no tiene una comprensión sólida de cómo funciona la disciplina de la historia, la ausencia de límites plantea un desafío. La base para elegir contenidos o temas puede carecer de coherencia, ser en gran medida arbitraria y basarse en la experiencia limitada de individualidades en lugar de en los conocimientos especializados de los investigadores. Este artículo examina las implicaciones de un currículum de historia de alta autonomía con un enfoque basado en el conocimiento. En él se sostiene que, si los jóvenes deben tener acceso a formas intelectualmente poderosas de comprender el pasado, el conocimiento histórico debe diferenciarse entre los marcos disciplinares del pensamiento (que fomente un espíritu crítico) y el conocimiento que no requiere una dimensión crítica.

The uncertainty of a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers.

New Zealand education is unique because it has had a technology curriculum since the mid-1990's. In response to the way that technology is evolving, however, the curriculum is currently under revision, to be inclusive of a need to develop students' digital literacy. It appears that for some teachers, there are persisting barriers to their enactment of the curriculum, which is likely to inhibit any further transformation in practice. This article reports findings from research, which sought to explore six teachers understandings of technology education, in two New Zealand secondary schools. The research highlighted constraints upon teachers' practice, which will require transformation to support a future-focused curriculum, and students' developing academic and social learning needs.

Hospitality and tourism as a subject in secondary schools: A worthwhile choice or a ‘dumping ground’?

The tourism sector is now New Zealand’s number one export earner, contributing 17.4 percent to New Zealand’s total exports of goods and services [1]. In addition, the sector directly employs 8.4 percent of New Zealand’s workforce and a further 6.1 percent are indirectly employed [2]. Given the obvious importance of hospitality and tourism to both the national economy and local communities, one would expect that a potential career in the industry would be something for a young person to aspire to. Sadly, this is not the case, and recent research has found that much of the poor perception of a career in hospitality and tourism stems from the delivery of hospitality and tourism education in New Zealand secondary schools [3].
 In the New Zealand secondary school curriculum, secondary students gain New Zealand’s Certificate of Educational Achievement (NCEA) by working towards a combination of achievement or unit standards. The Ministry of Education is the only developer of achievement standards, which are derived from the achievement objectives of the New Zealand Curriculum. Unit standards are developed by industry training organisations [4]. Both hospitality and tourism are deemed to be ‘vocational’ rather than ‘academic’ subjects in the NCEA structure and are delivered as unit standards. In a review of the list of approved subjects for University Entrance (UE) in 2011, only subjects delivered as achievement standards were eligible, hence the removal of hospitality and tourism after the revisions came into effect in 2014 [5].
 Students are often introduced to the study of hospitality and tourism at secondary school and therefore their early perceptions of a potential career are formed at this stage. These perceptions can be influenced by several factors, including the position that studying hospitality and tourism does not prepare students for further or higher education as effectively as other subjects might. Criticisms of hospitality and tourism as secondary school subjects include that the curriculum lacks both serious and relevant content and academic rigour. The idea that hospitality and tourism classes are used as a ‘dumping ground’ for the less academically able students is damning. The attitudes of teachers, career advisors, school management and parents also play a significant role in the development of a positive or negative perception of the industry, with some actively discouraging students’ interest. The removal of hospitality and tourism as UE approved subjects has only contributed to this poor perception both by students and the larger community, including parents [3]. There is an evident disparity between the importance of hospitality and tourism to the economy and local communities, and the perception of a career in the industry. Tourism Industry Aotearoa’s People and Skills 2025 report [6] identifies that an extra 36,000 full-time equivalent workers (approx. 47,000 jobs) could be required to service the visitor economy by 2025. The current delivery of hospitality and tourism education in secondary schools does nothing to enhance the perception of the industry, but instead contributes to its struggle for recognition and credibility. To address this disparity, there is an urgent need for discussion and strategic planning by all stakeholders. The government’s current review of the education system, including NCEA, provides this opportunity.
 Corresponding author
 Helen Andreassen can be contacted at helen.andeassen@aut.ac.nz
 References
 (1) Tourism New Zealand. About the Industry, 2018. https://www.tourismnewzealand.com/about/about-the-industry/ (accessed Mar 8, 2018).
 (2) Ministry of Business, Innovation & Employment (MBIE). New Zealand Tourism Dashboard, 2018. https://mbienz.shinyapps.io/tourism_dashboard_prod/ (accessed Mar 8, 2018).
 (3) Roberts, M. D.; Andreassen, H.; O’Donnell, D.; O’Neill, S.; Neill, L. (2018). Tourism Education in New Zealand’s Secondary Schools: The Teachers’ Perspective. Journal of Hospitality & Tourism Education 2018. https://doi.org/10.1080/10963758.2017.1413380
 (4) New Zealand Qualifications Authority (NZQA). Standards, 2018. http://www.nzqa.govt.nz/ncea/understanding-ncea/how-ncea-works/standards/ (accessed Apr 26, 2018).
 (5) New Zealand Qualifications Authority (NZQA). Processes for Maintaining the Approved Subjects List for University Entrance. http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/processes-for-maintaining-the-approved-subjects-list-for-university-entrance/ (accessed Jun 12, 2018).
 (6) Tourism Industry Aotearoa. People & Skills 2025, 2015. http://www.tourism2025.org.nz/assets/Uploads/People-Skills-2025.pdf (accessed Mar 8, 2018).

Coach and player attitudes to injury in youth sport

ObjectivesTo investigate coach and player attitudes to injury in New Zealand (NZ) secondary school sport. DesignCross-sectional survey SettingSecondary school sport. ParticipantsSecondary school coaches and players. Main outcome measuresResponses to a survey of injury attitudes. The survey was distributed in electronic and paper-based form to secondary school coaches and players across three sporting organisations. Coaches’ uptake of injury prevention training and whether they had first aid qualifications was also elicited. Results117 coaches and 226 players from netball, football and basketball participated. The majority of coaches surveyed (n = 82, 70%) reported having a coaching qualification and 72 (62%) had completed a sport related first aid/injury prevention programme. Overall, 196 players (87%) reported hiding an injury to continue playing, and 102 coaches (87%) and 205 players (91%) had witnessed injured players play on. Approximately 50% of players and coaches had seen players put under pressure to play when injured. A lack of knowledge, the desire to win, and not letting the team down were key reasons given for the behaviour reported. ConclusionsThe observed prevalence of players playing on when injured and associated attitudes to secondary school sport injuries demands further investigation.