Ako and indigenous athletes: Kaupapa māori principles and game sense pedagogy

Hapeta, J; Evans, JR; Smith, GH

Ako and indigenous athletes: Kaupapa māori principles and game sense pedagogy

Hapeta, J Evans, JR Smith, GH

Permalink

Publisher:: Routledge
Publication Type:: Chapter
Citation:: Game Sense for Teaching and Coaching: International Perspectives, 2021, pp. 84-95
Issue Date:: 2021-03-29

Closed Access

	Filename	Description	Size
	19211570_8197865260005671.pdf	Published version	1.22 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Hapeta, J
dc.contributor.author	Evans, JR
dc.contributor.author	Smith, GH
dc.date.accessioned	2022-06-24T00:55:39Z
dc.date.available	2022-06-24T00:55:39Z
dc.date.issued	2021-03-29
dc.identifier.citation	Game Sense for Teaching and Coaching: International Perspectives, 2021, pp. 84-95
dc.identifier.isbn	9780367674991
dc.identifier.uri	http://hdl.handle.net/10453/158340
dc.description.abstract	The title ‘Ako and Indigenous athletes’ refers to the preferred learning styles for Maori athletes, particularly when adopting a ‘culturally inclusive’ pedagogy in sport. Sport’s influence on the nation’s psyche, especially for Maori culture in rugby, has also been examined. The learning topics therefore are considered an incremental and vital contribution to the overall ‘kaupapa’. Knowledge and learning are often referred to as a taonga (treasure) although, another interpretation of ‘taonga’ in the sport coaching context could be the valuable ‘learnings’ to pass on to athletes. The idea of co-creating knowledge aligns with Maori ontological realities and is consistent with collectivism. Maori have made huge gains from self-development projects including in Education, Health and Broadcasting. Key to these initiatives is meaningful participation in planning processes and autonomy and control over outcomes. An important emphasis is that actions speak, demonstrable through ‘ringa raupa’.
dc.language	en
dc.publisher	Routledge
dc.relation.ispartof	Game Sense for Teaching and Coaching: International Perspectives
dc.relation.isbasedon	10.4324/9781003131557-12
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Ako and indigenous athletes: Kaupapa māori principles and game sense pedagogy
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Architecture
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	closed_access	*
dc.date.updated	2022-06-24T00:55:38Z
pubs.publication-status	Published

Abstract:

The title ‘Ako and Indigenous athletes’ refers to the preferred learning styles for Maori athletes, particularly when adopting a ‘culturally inclusive’ pedagogy in sport. Sport’s influence on the nation’s psyche, especially for Maori culture in rugby, has also been examined. The learning topics therefore are considered an incremental and vital contribution to the overall ‘kaupapa’. Knowledge and learning are often referred to as a taonga (treasure) although, another interpretation of ‘taonga’ in the sport coaching context could be the valuable ‘learnings’ to pass on to athletes. The idea of co-creating knowledge aligns with Maori ontological realities and is consistent with collectivism. Maori have made huge gains from self-development projects including in Education, Health and Broadcasting. Key to these initiatives is meaningful participation in planning processes and autonomy and control over outcomes. An important emphasis is that actions speak, demonstrable through ‘ringa raupa’.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/158340