The potential for risky play and independent mobility to increase children’s physical activity, and enhance cognitive development and emotional wellbeing has been recognised for some time. The aim of this study was to describe the attitudes of New Zealand parents towards such risky play practices and independent mobility, the barriers preventing them from allowing their children to participate, and how often their children engaged in risky play activities. An online survey comprised mostly of validated scales and standardised questions was completed by a nationally representative sample of 2003 parents. We found that parents had neutral feelings about the risk of injury to their child through play, rather they were concerned about road safety and “stranger danger”. There was strong agreement that there are multiple benefits to be gained from exposure to risk and challenge, and that health and safety rules are too strict. However, 73% of respondents stated that their 5–12 year old child seldom or never engaged in four or more risky activities, and only 14.3% engaged in four or more often or always. While parents agree that their child is likely to benefit from risky play, they do not have the confidence to allow their children to engage in such activities. Future research should address barriers and fears when implementing strategies to facilitate risky play.

Globally rates of active school travel (AST) are in decline. New Zealand has one of the lowest rates of AST compared to other countries. To date much research investigating reasons for this decline and evaluations of interventions to increase the uptake of AST have occurred from an adult-centric perspective. This study takes a child-centred approach to elicit children’s voice in understanding school travel perceptions and preferences. In total 1102 children aged 8–13 years from 19 schools across Auckland, New Zealand took part in a public participation GIS survey utilising both closed- and open-ended questions. The results indicate that regardless of active or passive travel mode, children are aware of the distance/time to school and enjoy the opportunity for social interactions. An evidence-based framework for understanding and measuring children’s likes, dislikes, and key activities for their route to school is presented.

Jon Cree is the Founding Director of the Forest School Association, UK and was instrumental in helping establish the organisation nationally. He is an experienced nature educator and trainer for th...

For many migrants to Aotearoa New Zealand, surfing presents a perfect opportunity to connect with place, make friends, and transition into a new lifestyle. However, especially for women new to ocean environments, embodying surfing ideals of empowerment, physical competency, and ecological consciousness can be a challenging endeavour. This chapter explores some of the difficulties, frustrations, and triumphs experienced by females who have taken up surfing having recently arrived in New Zealand. This chapter shows, through the young women’s stories, why they chose to surf, how their expectations compared to their learning experience, and the journey they took to become a part of their surfing community. These tales highlight the connections they made with the ocean and community through surfing. Research emphasises the implications for the ways in which providers/instructors make surfing available and accessible. <!----> <!----> <!----> <!---->

In this chapter, the authors describe how experiential and place-responsive pedagogies were employed in a university course aimed at exploring ecological and human–nature relationships in a coastal and marine environment through a sea kayaking journey. Drawing on student reflections, they discuss how the integration of theory and practice informed participants’ appreciation and understanding of blue space. Embodied experiences in the fluid environment contributed to a sense of improved well-being, greater connection to place, and the formation of pro-environmental behaviours. The findings indicate that blue spaces should not be viewed as a backdrop, or mere medium; the dynamism and challenges inherent in movement in blue spaces are central to both what is learned and how we negotiate our understanding of our place in a world that is constantly changing. <!----> <!----> <!----> <!---->

The hepatokine leukocyte cell-derived chemotaxin-2 (LECT2) promotes insulin resistance and hepatic fibrogenesis. In rodents, acute exercise suppresses circulating LECT2; however, human data are lacking. This study compared circulating LECT2 across populations and explored whether acute exercise impacts circulating LECT2. In Part A (n = 43), data were pooled from three experimental studies, regarding the following groups: healthy individuals, individuals with impaired glycaemic regulation (IGR), and individuals with type 2 diabetes and metabolic dysfunction-associated steatotic liver disease (T2DM-MASLD). Generalised linear models assessed differences in circulating LECT2 among groups. Part B (n = 20) involved exercise (30 min, 65% peak oxygen uptake) and control (resting) trials in the healthy and IGR groups. Circulating LECT2 was measured before and at 0, 1, 2 and 3 h post-exercise. Generalised estimating equations assessed differences in LECT2 responses to the trials among groups. In Part A, circulating LECT2 levels were 28.7% and 37.3% higher in the IGR and T2DM-MASLD groups, vs. healthy individuals (p ≤ 0.038), with BMI identified as the main predictor (p = 0.008). In Part B, average circulating LECT2 levels were 6.3% higher after exercise vs. in the control (p < 0.001), with similar responses between groups (p = 0.829). In the combined cohort, circulating LECT2 levels were elevated 1–3 h after exercise vs. control (p ≤ 0.009). LECT2 is elevated in people with dysglycaemia, with BMI as a leading predictor. Contrary to previous rodent work, acute exercise augments, rather than suppresses, circulating LECT2 in humans.