Browsing by Author "Erueti B"

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    Athlete Preferences for Nutrition Education: Development of and Findings from a Quantitative Survey.
    (MDPI (Basel, Switzerland), 2023-05-29) Solly H; Badenhorst CE; McCauley M; Slater GJ; Gifford JA; Erueti B; Beck KL; Nieman DC
    Nutrition education (NE) is one of several strategies aimed at enhancing the dietary intake of athletes. This study investigated NE preferences of New Zealand and Australian athletes competing nationally and internationally. Athletes (n = 124, 22 (18, 27) years, female 54.8%) from 22 sports completed an online survey, with responses analysed using descriptive statistics. Teaching techniques considered 'extremely effective' were life examples (47.6% of athletes), hands-on activities (30.6%), and discussions with a facilitator (30.6%). Setting personal nutrition goals was important to most athletes (83.9%), along with two-way feedback with a facilitator (75.0%). General nutrition topics considered 'essential' were energy requirements (52.9%), hydration (52.9%), and nutrient deficiencies (43.3%). Performance topics considered 'essential' were recovery (58.1%), pre-exercise nutrition (51.6%), nutrition during exercise (50.0%), and energy requirements for training (49.2%). Athletes preferred a 'combination of in-person group and one-on-one sessions' (25% of athletes), 'one-on one sessions' (19.2%) and 'in-person group sessions' (18.3%), with only 13.3% interested in 'exclusively online delivery'. Sessions of 31-60 min (61.3% of athletes) held monthly (37.5%) and undertaken with athletes of the same sporting calibre (61.3%) were favoured by the participants. The preferred facilitator was a performance dietitian or nutritionist (82.1% of athletes), who had knowledge of the sport (85.5%), experience in sports nutrition (76.6%), and credibility (73.4%). This research provides novel insights into the factors that need to be considered when designing and implementing nutrition education for athletes.
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    Enhancing health outcomes for Māori elders through an intergenerational cultural exchange and physical activity programme: a cross-sectional baseline study
    (Frontiers Media S.A., 2023-12-12) Oetzel JG; Zhang Y; Nock S; Meha P; Huriwaka H; Vercoe M; Tahu T; Urlich J; Warbrick R; Brown G; Keown S; Rewi P; Erueti B; Warbrick I; Jackson A-M; Perry T; Reddy R; Simpson ML; Cameron MP; Hokowhitu B; Rashedi V
    BACKGROUND: The study offers baseline data for a strengths-based approach emphasizing intergenerational cultural knowledge exchange and physical activity developed through a partnership with kaumātua (Māori elders) and kaumātua service providers. The study aims to identify the baseline characteristics, along with correlates of five key outcomes. METHODS: The study design is a cross-sectional survey. A total of 75 kaumātua from six providers completed two physical functioning tests and a survey that included dependent variables based in a holistic model of health: health-related quality of life (HRQOL), self-rated health, spirituality, life satisfaction, and loneliness. RESULTS: The findings indicate that there was good reliability and moderate scores on most variables. Specific correlates included the following: (a) HRQOL: emotional support (β = 0.31), and frequent interaction with a co-participant (β = 0.25); (b) self-rated health: frequency of moderate exercise (β = 0.32) and sense of purpose (β = 0.27); (c) spirituality: sense of purpose (β = 0.46), not needing additional help with daily tasks (β = 0.28), and level of confidence with cultural practices (β = 0.20); (d) life satisfaction: sense of purpose (β = 0.57), frequency of interaction with a co-participant (β = -0.30), emotional support (β = 0.25), and quality of relationship with a co-participant (β = 0.16); and (e) lower loneliness: emotional support (β = 0.27), enjoyment interacting with a co-participant (β = 0.25), sense of purpose (β = 0.24), not needing additional help with daily tasks (β = 0.28), and frequency of moderate exercise (β = 0.18). CONCLUSION: This study provides the baseline scores and correlates of important social and health outcomes for the He Huarahi Tautoko (Avenue of Support) programme, a strengths-based approach for enhancing cultural connection and physical activity.
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    “He ringa raupā - Calloused hands”: Negotiating the intersections and responsibilities as sport practitioners and academics in Aotearoa
    (Taylor and Francis Group, 2023-10-20) Palmer FR; Leberman SI; Erueti B
    Indigenous voices are rising across the world. Indigenous people and culture exist in sport, although it is challenging to hear their voices in sport management. A review of the published journal articles in the main sport management journals revealed that Indigenous voices and an understanding of Indigenous issues are largely absent. This article highlights the challenges of publishing articles that include Indigenous voices and, demonstrates an attempt for Indigenous and non-Indigenous authors within Aotearoa (New Zealand) to genuinely work in partnership. The pertinent literature in the field is summarised highlighting the literature published by Indigenous authors. The Ringa Raupā model to test the veracity of a Kaupapa Māori approach is introduced as a reflective tool to frame the lived experiences in sport and academia of the Māori authors. We collectively reflect on how to be responsive to the provisions and principles of Te Tiriti o Waitangi as Tangata Whenua and Tangata Tiriti in a sport management and university context. Questions of positionality, criticality, self-determination, access, authorship, praxicality and dissemination are raised, to challenge readers, and enable Indigenous scholars’ voices to be heard on their, not Western, terms.
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    How does learning about the future of the ocean impact children's emotional wellbeing? Insights from ocean literacy educators in Aotearoa New Zealand
    (John Wiley & Sons Ltd on behalf of British Ecological Society, 2023-09-04) Murray L; Breheny M; Cumming R; Erueti B; Mooney M; Nash KL; Severinsen C; Shanly J; Roy H
    1. Four decades of research on the health effects of ‘connection to nature’ identifiesmany wellbeing advantages for young people. Yet this literature has developedlargely without reference to biophysical evidence about mass biodiversity loss,the degradation of marine environments and climate change. 2. As these interlocking planetary crises progress, children will be more likely to witnessthe marine environments they learn about degrade or disappear as they grow up. 3. Improving ocean literacy is important to protect marine environments into thefuture. However little is known about how learning about ocean degradation af-fects young people's emotional wellbeing. 4. We undertook qualitative research to investigate how ocean literacy educators inAotearoa New Zealand view the content they deliver in relation to the emotionalwellbeing of young people. 5. Semi-structured interviews were conducted with 21 key informants from non-government organisations (NGOs), Ministry of Education funded programmes,university-community partnerships, youth-led initiatives and local and nationalmuseums and aquariums. Transcripts were analysed using the six steps of Braunand Clarke's (2022) reflexive thematic analysis. 6. Ocean literacy education was described as positively affecting young people'semotional wellbeing through interactive experiences in coastal environments.These provided opportunities for experiencing wonder, curiosity and a sharedsense of connection and belonging. 7. Educators reported witnessing distress and overwhelm in young people whensome information was delivered. This resulted in educators ‘not focusing on thenegative’ and moving straight to solutions young people could take part in. 8. Our findings provide opportunities for re-imagining ocean literacy education asa space for promoting mental wellbeing, especially when young people have theopportunity to be part of collective experiences that promote joy and wonder. 9. Intergenerational solutions where young people can be supported to take actionwith adults who work in solidarity with them are also recommended. 10. Further research into how educators can be resourced to acknowledge and fa-cilitate support around young people's negative emotional responses (such asgrief, overwhelm and anxiety) is required.
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    Kaumātua Mana Motuhake Pōi: a study protocol for enhancing wellbeing, social connectedness and cultural identity for Māori elders.
    (BioMed Central, 2020-10-02) Hokowhitu B; Oetzel JG; Simpson ML; Nock S; Reddy R; Meha P; Johnston K; Jackson A-M; Erueti B; Rewi P; Warbrick I; Cameron MP; Zhang Y; Ruru S
    BACKGROUND: The Aotearoa New Zealand population is ageing accompanied by health and social challenges including significant inequities that exist between Māori and non-Māori around poor ageing and health. Although historically kaumātua (elder Māori) faced a dominant society that failed to realise their full potential as they age, Māori culture has remained steadfast in upholding elders as cultural/community anchors. Yet, many of today's kaumātua have experienced 'cultural dissonance' as the result of a hegemonic dominant culture subjugating an Indigenous culture, leading to generations of Indigenous peoples compelled or forced to dissociate with their culture. The present research project, Kaumātua Mana Motuhake Pōī (KMMP) comprises two interrelated projects that foreground dimensions of wellbeing within a holistic Te Ao Māori (Māori epistemology) view of wellbeing. Project 1 involves a tuakana-teina/peer educator model approach focused on increasing service access and utilisation to support kaumātua with the greatest health and social needs. Project 2 focuses on physical activity and cultural knowledge exchange (including te reo Māori--Māori language) through intergenerational models of learning. METHODS: Both projects have a consistent research design and common set of methods that coalesce around the emphasis on kaupapa kaumatua; research projects led by kaumātua and kaumātua providers that advance better life outcomes for kaumātua and their communities. The research design for each project is a mixed-methods, pre-test and two post-test, staggered design with 2-3 providers receiving the approach first and then 2-3 receiving it on a delayed basis. A pre-test (baseline) of all participants will be completed. The approach will then be implemented with the first providers. There will then be a follow-up data collection for all participants (post-test 1). The second providers will then implement the approach, which will be followed by a final data collection for all participants (post-test 2). DISCUSSION: Two specific outcomes are anticipated from this research; firstly, it is hoped that the research methodology provides a framework for how government agencies, researchers and relevant sector stakeholders can work with Māori communities. Secondly, the two individual projects will each produce a tangible approach that, it is anticipated, will be cost effective in enhancing kaumātua hauora and mana motuhake. TRIAL REGISTRATION: Australia New Zealand Clinical Trial Registry ( ACTRN12620000316909 ). Registered 6 March 2020.