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Lived Experience Personas 2023

This deep-dive, qualitative study was commissioned to better understand the lived experience of our target groups, in particular: Kōhine/girls aged 11 to 18 years and of Māori, Chinese, Indian and Pasifika ethnicities. We were specifically interested in their experiences relating to play, active recreation, physical education and sport. Through the research process, Innovation Unit noted the importance of two other groups: influential boys (such as older brothers or classmates) who impact how girls engage with physical activity, and non-binary people – particularly non-binary takatāpui. Because of this, two extra personas were added, resulting in a total of six personas created.

This deep-dive, qualitative study was commissioned to better understand the lived experience of our target groups, in particular: Kōhine/girls aged 11 to 18 years and of Māori, Chinese, Indian and Pasifika ethnicities. We were specifically interested in their experiences relating to play, active recreation, physical education and sport.
Through the research process, Innovation Unit noted the importance of two other groups: influential boys (such as older brothers or classmates) who impact how girls engage with physical activity, and
non-binary people – particularly non-binary takatāpui. Because of this, two extra personas were added, resulting in a total of six personas created.

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<strong>Lived</strong> <strong>Experience</strong><br />

of Tamariki & Rangatahi<br />

in Tāmaki Makaurau


Whakataukī<br />

He manu hou ahau, he pī ka rere<br />

I am a young bird, a chick just learning to fly<br />

(Whakataukī Credit: Mana Taiohi)<br />

Acknowledgments<br />

Ngā mihi and thank you to:<br />

The generous tamariki, rangatahi and their wider whānau across Tāmaki<br />

Makaurau/Auckland who shared their whakaaro, pūrākau, and <strong>Lived</strong><br />

<strong>Experience</strong> for this kaupapa; in partnership with Aktive.<br />

This report summarises the co-design and social innovation research<br />

process undertaken in 2021 to uncover insights of the <strong>Lived</strong> <strong>Experience</strong> of<br />

tamariki and rangatahi from diverse communities.<br />

Commissioned by Debbie Curgenven, General Manager Community Sport,<br />

in partnership with Dione Joseph-Kouratoras, Dr. Diana Albarrán González<br />

(Project Associates) and Jade Tang-Taylor (Director of Innovation and<br />

Partnerships) from Innovation Unit.<br />

Innovation Unit is a not for profit social enterprise.<br />

We grow new solutions to complex social challenges and are committed to<br />

taking solutions that work to scale. We combine service design, research,<br />

and change management expertise, with a disciplined, rigorous approach to<br />

innovation and a deep understanding of systems and system leadership.<br />

innovationunit.org<br />

3


Background<br />

Key Insights<br />

Aktive’s vision is for Auckland to be the world’s most<br />

active city | Tāmaki Makaurau – te tāone ngangahau<br />

rawa o te ao.<br />

Background<br />

This deep-dive, qualitative study was commissioned<br />

to better understand the lived experience of our<br />

target groups, in particular: Kōhine/girls aged 11<br />

to 18 years and of Māori, Chinese, Indian and<br />

Pasifika ethnicities. We were specifically interested<br />

in their experiences relating to play, active recreation,<br />

physical education and sport.<br />

Through the research process, Innovation Unit noted<br />

the importance of two other groups: influential boys<br />

(such as older brothers or classmates) who impact<br />

how girls engage with physical activity, and<br />

non-binary people – particularly non-binary<br />

takatāpui. Because of this, two extra personas were<br />

added, resulting in a total of six personas created.<br />

Methodology<br />

This project began with a rapid-information review of<br />

the current literature. This examined both<br />

quantitative and qualitative data and supported a<br />

focus on rangatahi aged 11 to18 and investigated<br />

the diversity within that demographic, such as<br />

ethnicity, gender and ability.<br />

This review subsequently informed the discovery<br />

questions and focuses for participant engagement,<br />

that identified the six distinctive personas presented<br />

here.<br />

Over the course of three months, Innovation Unit<br />

held fifteen engagements with 29 young people (20<br />

girls, seven boys, two takatāpui) whose ages ranged<br />

4<br />

We understood the key objectives<br />

for this kaupapa included, but were<br />

not limited to:<br />

Engaging with tamariki and rangatahi and in<br />

safe, culturally appropriate and interactive ways<br />

to understand their diverse perspectives.<br />

Developing a deeper understanding of the<br />

experiences and needs of tamariki and rangatahi<br />

in relation to physical activity.<br />

Succinctly communicating key insights,<br />

opportunities, and personal journeys in the form<br />

of personas with key community partners.<br />

Building the capability of sector providers and<br />

volunteers to help tamariki and rangatahi of low<br />

participation communities be more active.<br />

from 11 to 18 across four ethnicities (Māori, Pasifika,<br />

Chinese and Indian). The empathy interviews<br />

conducted focused on developing an in-depth<br />

understanding of each individual’s relationship to<br />

being active, particularly the experience of girls.<br />

Engagements contained discussions about what<br />

activities the rangatahi were involved in, who their<br />

main supporters were, and what were the different<br />

enablers and barriers that played a role in affecting<br />

their participation.<br />

For more information on the rapid-information review<br />

findings and methodology of this project, please<br />

refer to the full report.<br />

Scope<br />

While these engagements took place during the<br />

2021 COVID-19 ‘lockdown’ in Tāmaki Makaurau,<br />

they were focused on pre-lockdown life. However,<br />

there was acknowledgement during the interviews<br />

that COVID-19 was now a current factor that<br />

influenced access to physical activity.<br />

The scope of this project did not extend to girls who<br />

experience disability; however, it was noted this<br />

could be the focus for a future addition to this<br />

resource or different research project.<br />

Insights<br />

Alongside the six personas, some key insights from<br />

the rapid-information review and participant<br />

interviews were distilled. These are:<br />

Relationships are vital<br />

Strong and positive relationships with family and<br />

friends are one of the biggest motivating factors<br />

for kōhine to get active and to stay active.<br />

Potential for change at school<br />

The current curriculum and mainstream school<br />

structures are not working for all, and it is<br />

important to create more available pathways for<br />

more students to access the option to be active.<br />

Change can be seen as challenging, but genuine<br />

inclusive practices are necessary to be<br />

responsive to diverse needs.<br />

Addressing gender equity<br />

Addressing gender and sexuality needs has<br />

never been more important. Some practices in<br />

schools may be no longer applicable, and<br />

change is necessary to create more inclusive<br />

spaces, and opportunities for all young people.<br />

Different sizes require different shoes<br />

Too often the one-size fits all model doesn’t<br />

cater to the needs of individuals and can cause<br />

stress, alienation, isolation, and depression. The<br />

opportunity to be active, whatever form that may<br />

take, should not come at the expense of feeling<br />

embarrassed, unwelcome, or inadequate.<br />

Racism is real<br />

It’s uncomfortable for some, but it is also the<br />

lived experience of almost every single<br />

participant whom we engaged with during this<br />

process. Deepening our understanding of<br />

microaggressions and unconscious bias can aid<br />

in changing the way we create space for our<br />

young kōhine.<br />

Recognition of mental health<br />

Mental health has always been a silent player in<br />

the room, but after multiple lockdowns and the<br />

ongoing effects of COVID-19, the need to<br />

address the mental health crisis for young<br />

people has never been more urgent.<br />

Please see the full report for more in-depth<br />

discussion on these insights.<br />

5


Lily<br />

Gender Pronouns: Girl (She/her)<br />

Ethnicity: Chinese<br />

Age: 12<br />

Locations: Papakura, South Auckland<br />

About this persona’s <strong>Lived</strong> <strong>Experience</strong><br />

Persona #1<br />

My mum was born in China and my dad in Taiwan, they came to Aotearoa in their late teens and met here<br />

and fell in love. I have one older sister and one younger brother and we were all born in Auckland. We’re<br />

lucky to live with both my dad’s parents, my grandpa loves walking every morning and my popo<br />

(grandmother) exercises regularly on her treadmill. I enjoy Te Reo Māori and Chinese at school and play<br />

basketball at lunch time. My siblings and I live quite far away from our school so it’s hard for my parents to do<br />

multiple pickups and drop offs. My sister and I love karaoke and also Korean dramas. I’ve tried a number of<br />

sports including cheer-leading, gymnastics, netball, basketball and I love dancing too.<br />

Rubix Cube<br />

K-Pop<br />

Family & Friends<br />

I really like walking with<br />

gunggung (grandpa) and my<br />

dad and sister are my biggest<br />

motivators. I like being around<br />

people, you don’t feel lonely<br />

and if you have a question, you<br />

have lots of people to help and<br />

their motivation bounces<br />

everywhere and fills up<br />

everyone’s energy.<br />

Feelings & Attitude<br />

It makes me sad and frustrated<br />

that there is this stereotype that<br />

Asians are just not good at<br />

sports, except badminton and<br />

table tennis and it means that I<br />

have to try even harder. I’ve got<br />

so many comments in the past,<br />

mostly from boys, but also from<br />

teachers who suggest that I<br />

don’t bother trying out for<br />

something.<br />

Favourite Sports<br />

Kick boxing<br />

Lacrosse<br />

K-Drama<br />

Drawing<br />

Lacrosse<br />

Painting<br />

Kickboxing<br />

Because of the<br />

stereotype that<br />

Asians aren’t<br />

any good at sports<br />

I’ve had so many<br />

comments, like, ‘Oh,<br />

she doesn’t look like<br />

she is any good at<br />

that.’ It can really<br />

hurt.<br />

Key Interests<br />

Drawing, painting, solving rubik’s cubes, k-pop and k-dramas<br />

Key Challenges<br />

Availability of resources; not<br />

enough to go around; access<br />

to spaces, the volleyball court<br />

is never available, the gym is<br />

not available; school is far<br />

away from home.<br />

Key Opportunities<br />

Teachers need to encourage all<br />

students and put aside their<br />

own bias.<br />

6<br />

7


Angelique<br />

Gender Pronouns: Girl (She/her)<br />

Ethnicity: Samoan<br />

Age: 14<br />

Locations: Waitākere, West Auckland<br />

About this persona’s <strong>Lived</strong> <strong>Experience</strong><br />

Persona #2<br />

I have a huge family of ten, four brothers and two sisters. While we speak mostly Samoan at home we also have<br />

Cook Islander, Niuean, as well as Samoan heritage. My different brothers all like different sports, including<br />

basketball, rugby and soccer, so I’ve had the chance to play all of those but it gets competitive, especially when<br />

you have so many brothers who challenge you to keep up. My dad is a big motivator and my mum is my rock.<br />

One of my favourite activities is when our Church organises events on public holidays and there are a bunch of<br />

games for everyone like volleyball, rugby and everyone gets to play! Family reunions are also a great opportunity<br />

because we all come and hang out and get to do different activities even if it’s silly, like a three-legged race.<br />

Family & Friends<br />

Feelings & Attitude<br />

Favourite Sports<br />

My friends and family are my<br />

biggest inspiration. I feel I’d be<br />

late or disorganised if I didn’t<br />

have them around me, asking<br />

me a zillion questions and<br />

helping hustle me out the door<br />

to my practice. It’s not that I<br />

don’t want to go, it’s just I get<br />

disorganised and distracted<br />

- especially when I’m on<br />

snapchat with my friends!<br />

I grew up playing sport and<br />

with a big family I had to be<br />

quick to learn otherwise I was<br />

left behind. I love the fact our<br />

church is so proactive in<br />

organising events and it really<br />

does bring the community<br />

together.<br />

Rugby<br />

Netball<br />

Tag<br />

Volleyball<br />

Rugby<br />

Netball<br />

Key Interests<br />

8<br />

Tag<br />

Niuean<br />

Dance Group<br />

Volleyball<br />

Every girl<br />

should have an<br />

opportunity to<br />

play any sport, but<br />

it’s not always easy<br />

- it’s important<br />

though because<br />

sports are related to<br />

your mental<br />

health.<br />

Niuean dance group (Polyfest)<br />

Key Challenges<br />

PE classes can get really<br />

competitive and sometimes<br />

boys just won’t pass or kick<br />

the ball and they do it to all the<br />

girls; anxiety; money and<br />

costs; diet culture, what I<br />

choose to eat; too much social<br />

media, we have a school gym<br />

but it’s not easily accessible.<br />

Key Opportunities<br />

Organising a day when<br />

everyone can play sports and<br />

to see someone come and<br />

share their story. Maria Folau is<br />

one of my heroes, I love watching<br />

her play. We need more<br />

spaces where girls can play<br />

anything they like and it would<br />

make a big difference in<br />

helping reducing anxiety and<br />

stress.<br />

9


Atawhai<br />

Gender Pronouns: Girl (She/her)<br />

Ethnicity: Māori <br />

Age: 15<br />

Locations: Owairaka, Central Auckland<br />

Netball<br />

Hockey<br />

About this persona’s <strong>Lived</strong> <strong>Experience</strong><br />

Persona #3<br />

I have a big blended family. I live with my father and step-mother and go to school in Auckland, and my mother<br />

and her partner live in Whangārei. We have Tongan, Pākeha and Italian whakapapa and while we’re not that<br />

connected to our Tongan side we have been back to Italy to visit our grandmother’s family. I have two older<br />

siblings and two younger siblings. My dad first introduced me to the ocean because he’s a surfer and then my<br />

grandfather represents New Zealand nationally and internationally at waka ama. I’ve always been near the ocean<br />

but I love doing all kinds of different sports. One of my favourites has been hockey, and more recently I love<br />

volleyball, especially because of the social aspect. I joined a local social club and ended up coaching for my<br />

school team. When I was little I went to a kohanga reo and although I haven’t consistently gone to kura<br />

throughout my school years, my high school years have been spent at a Māori unit which has been really good<br />

for me while still giving me access to mainstream classes. My favourite class is probably sports academy class<br />

and we got to visit a shipwreck and I now have my advanced open water license.<br />

Family & Friends<br />

Feelings & Attitude<br />

Favourite Sports<br />

Waka Ama<br />

Kiorahi<br />

I love my friends, and especially<br />

my big sister, she’s one of my<br />

biggest motivators and for a<br />

long time, I did want to be just<br />

like her.<br />

I do want to be active and<br />

healthy. Sometimes I just waste<br />

too much time scrolling through<br />

Instagram and Tiktok. I feel<br />

school is a great place to try<br />

new sports. Sometimes outside<br />

a school setting it can get<br />

intimidating especially when<br />

you don’t know anyone.<br />

Netball<br />

Hockey<br />

Waka Ama<br />

Kī-o-rahi<br />

Basketball<br />

Surfing<br />

Volleyball<br />

Dragon boating<br />

Golf<br />

Basketball<br />

Volleyball<br />

Dragon Boating<br />

Golf<br />

Surfing<br />

I love being<br />

around other<br />

people and<br />

find that while<br />

I can’t really<br />

motivate myself,<br />

having a reason to<br />

go and join my<br />

team helps me get<br />

going.<br />

Key Interests<br />

I love exploring make-up tutorials on YouTube, doing drama and being<br />

a student BOT (Board of Trustees) representative.<br />

Key Challenges<br />

Girls tend to not want to<br />

participate because they feel<br />

judged, and sometimes they can<br />

even be humiliated by others;<br />

the environment can feel unsafe<br />

and even toxic from all genders;<br />

a lot of sports are more catered<br />

to men; gyms (including mixed)<br />

can be really intimidating for a<br />

newcomer.<br />

Key Opportunities<br />

Schools and other places like<br />

major events need to remove<br />

barriers between girls and boys<br />

teams and create opportunities<br />

for more mixed teams. Also,<br />

female only gyms are less<br />

threatening and can feel safer for<br />

all women.<br />

10<br />

11


Harminder<br />

Gender Pronouns: Boy (He/him)<br />

Ethnicity: Pasifika-Indian<br />

Age: 16<br />

Locations: Manukau, South Auckland<br />

About this persona’s <strong>Lived</strong> <strong>Experience</strong><br />

Persona #4<br />

I live with my mum and dad and one younger sister. Our father is Indian but born in the United Kingdom and our<br />

mum has Tongan and Samoan heritage. We’re lucky to have many of our mum’s Tongan side here in New<br />

Zealand as well as our dad’s parents who help drive us around a lot. With our mum’s family going to cheer for<br />

the Tongan rugby team is probably one of our favourite things to do. I love playing basketball and it was really<br />

awesome when my younger sister started showing an interest. I used to play for the Tongan basketball team at<br />

my school and she used to come along and watch my games and then in a couple of years it’s me taking her<br />

to practice and cheering her on - in fact, she has a bigger posse than I ever did! I also love playing video games<br />

but she’s more into graphic novels and anime though she does come and give a running commentary when<br />

I’m playing.<br />

Basketball<br />

Hockey<br />

Family & Friends<br />

Our mum supports us to do<br />

what we enjoy and helps us<br />

with the sport or any activity<br />

that she sees we like and she’ll<br />

do her best to make it happen.<br />

Feelings & Attitude<br />

I never thought it would be<br />

different for girls in sport until<br />

my sister started taking an<br />

interest in basketball. However,<br />

when she showed that she<br />

could be competitive, some<br />

people said that she ‘played<br />

like a boy’ as though that was a<br />

bad thing! She also has had to<br />

deal with an event organiser<br />

who told her because of her<br />

religious necklace she couldn’t<br />

play at a tournament.<br />

Fortunately, our dad and coach<br />

sorted it and in the end she just<br />

had to tape it down but she felt<br />

really upset. It’s super important<br />

to me that my sister feels that<br />

she can be who she wants, on<br />

and off the court.<br />

Favourite Sports<br />

Basketball<br />

Hockey<br />

Videogames<br />

There’s an<br />

assumption<br />

that girls<br />

focus more on<br />

studies and boys do<br />

sports. Assumptions<br />

always cause<br />

problems.<br />

Key Interests<br />

I love playing Video games.<br />

Key Challenges<br />

My sister is seen to be a boy<br />

because she’s competitive and<br />

somehow because she’s a girl<br />

that’s a negative; a lot of<br />

judgement and people are hard<br />

when others make a mistake.<br />

Key Opportunities<br />

Female only gyms would<br />

create safe spaces.<br />

12<br />

13


Aarti<br />

Gender Pronouns: Girl (She/her)<br />

Ethnicity: Indian<br />

Age: 17<br />

Locations: Kaukapakapa, Upper North Shore<br />

About this persona’s <strong>Lived</strong> <strong>Experience</strong><br />

Persona #5<br />

I live with my mum and her partner and we’re a pretty tight knit little team. I love my alone time though,<br />

especially when I’m running, I turn up my music and just immerse myself in the moment. Sometimes I run<br />

with my mum and I do love rock climbing with others but for the most part solo sports are my jam and my<br />

favourite is sprinting. Sometimes it can be a challenge because we live rurally. If I want to get anywhere on<br />

time I have to wake up super early which isn’t something I enjoy! It’s also hard because where we live doesn’t<br />

really have a lot of facilities close so I have to organise multiple bus trips and then get my mum to pick me up<br />

from the closest train station.<br />

Family & Friends<br />

My mother’s partner is into<br />

rowing and it’s been a sport<br />

that I’m enjoying. I also have an<br />

older cousin who’s passionate<br />

about running, and his<br />

dedication and consistency<br />

inspires me. I recently read the<br />

book, ‘What I talk about when I<br />

talk about running’ by Haruki<br />

Murakami and that is definitely<br />

a big inspiration.<br />

Feelings & Attitude<br />

Leadership and upskilling is<br />

super important to me, maybe<br />

it’s because I’m a solo child,<br />

maybe it’s because I’ve<br />

watched my mum work really<br />

hard and complete her PhD<br />

while I was still in intermediate.<br />

She’s one of the reasons I<br />

joined the Cadet Forces<br />

Leadership training which<br />

I really love even though it can<br />

be challenging.<br />

Favourite Sports<br />

Rock climbing<br />

Sprinting<br />

Key Interests<br />

Rock<br />

Climbing<br />

14<br />

Music<br />

Painting<br />

NZ Cadet<br />

Forces<br />

Sprinting<br />

If I could ask<br />

the Prime<br />

Minister to<br />

change something it<br />

would be to support<br />

and remove the<br />

inequality in sports<br />

opportunities for<br />

those with immigrant<br />

parents who live<br />

rurally.<br />

I love painting and NZ Cadet Forces<br />

Key Challenges<br />

Lack of experience can put<br />

you on the back-foot; people<br />

telling you that you’re not good<br />

enough, fast enough, flexible<br />

enough.<br />

Others can be judgemental<br />

and negative, especially when<br />

driven by a competitive spirit.<br />

Feeling typecast because of<br />

my ethnicity that I don’t<br />

‘belong’ in that sport.<br />

Key Opportunities<br />

Teachers need to look beyond<br />

culture and ethnicity and<br />

encourage all their students to<br />

explore options, not just the<br />

ones that they ‘think’ will be<br />

successful; more funding to<br />

support local events for those<br />

who live rurally; more frequent<br />

sports days; new ways in<br />

which old equipment could get<br />

shared, passed down or even<br />

borrowed so that everyone<br />

could have a try.<br />

15


Tangimai<br />

Gender Pronouns: Non-Binary Takatāpui 1 (they/them)<br />

Ethnicity: Māori<br />

Age: 18<br />

Locations: Tāmaki Makaurau/Papakainga<br />

About this persona’s <strong>Lived</strong> <strong>Experience</strong><br />

Persona #6<br />

I grew up with a solo mum. Kapa haka was hugely important to her and because I was with her at all the<br />

practices it meant singing became a big hobby of mine. Kapa haka and netball were my life. I had dreams of<br />

becoming a competitive netball player but I’m also keen to work in health and change the system especially for<br />

Māori and Pasifika. I go to a mainstream school where I am one of the few Māori and the pressure to represent<br />

the whole culture can be quite intense especially when there is a huge lack of knowledge around the tikanga.<br />

There’s also a very negative attitude towards Māori and Pasifika students, and that has really had an impact on<br />

me during my time in high school.<br />

Kapa Haka<br />

Netball<br />

Family & Friends<br />

Feelings & Attitude<br />

Favourite Sports<br />

My mum has always been my<br />

biggest champion. She says<br />

you need to know the rules to<br />

break them and I want to<br />

create genuine change for<br />

Māori especially in the health<br />

sector - moving and mental<br />

health are connected for me so<br />

I’m going to do everything I can<br />

to make my mum, my whānau<br />

and my tūpuna proud!<br />

Racism has been a huge<br />

barrier and I noticed the<br />

barriers even more when I went<br />

from kura kaupapa to a white<br />

school. It is really hard for<br />

Takatāpui, and especially when<br />

you throw toxic masculinity into<br />

the mix it can become<br />

overwhelming. The barriers for<br />

Takatāpui are not only in sports<br />

but everywhere. It is a social<br />

problem and we need to<br />

decolonise the system.<br />

Kapa haka<br />

Netball<br />

Gymnastics<br />

Dance<br />

Gymnastics<br />

Dance<br />

16<br />

Singing<br />

Performing<br />

Arts<br />

Kiaorahi<br />

We need to<br />

de-stigmatise the idea of<br />

being Indigenous. Our<br />

Māori and Pasifika students<br />

should feel free to choose<br />

whatever activity they like and<br />

if it’s kapa haka or kī-o-rahi<br />

let’s get the support so it’s<br />

done right rather than relying<br />

on the actual students to fill in<br />

the school’s missing gaps.<br />

Key Interests<br />

I love singing, performing arts, kī-o-rahi<br />

Key Challenges<br />

Racism<br />

Lack of education<br />

for teachers;<br />

Tokenism<br />

System and gender<br />

barriers;<br />

Colonisation<br />

Key<br />

Opportunities<br />

We need to normalise<br />

Māoritanga and Pasifika.<br />

We need to normalise<br />

and give space for kids<br />

to practice their culture.<br />

1 Māori term reclaimed to embrace all Māori who identify with diverse genders, sexualities and sex characteristics such as whakawahine,<br />

tangata ira tane, lesbian, gay, bisexual, trans, intersex and queer.<br />

17


You can try ANY sport. Don’t worry,<br />

just give it a go. The important thing<br />

is to have fun and try something new.<br />

I’m here to support you!<br />

I love my rainbow school,<br />

we don’t divide people up<br />

on gender because there’s<br />

more than two and the<br />

toilets are unisex too.<br />

You’re so<br />

competitive,<br />

you’re just like<br />

a boy!<br />

Ignore him. He’s<br />

just making silly<br />

comments. Anyone<br />

can be competitive!<br />

My parents don’t want me to stay at<br />

school late because I have to walk<br />

home from the train and it’s a long<br />

walk, and in winter, it’s not fun.<br />

I love these TikTok<br />

dance challenges, they<br />

are SO much fun!<br />

When the big boys are<br />

on the court, we’re just<br />

too shy to ask to play.<br />

It’s not that they’re not<br />

friendly, it’s just that<br />

we’re too shy to go over<br />

- I mean they’re BIG!<br />

I’m a girl but<br />

I like mixed<br />

teams!<br />

Boys hog the ball, you<br />

can be open and they<br />

just won’t pass it. It’s<br />

so frustrating, I’m a girl<br />

but I’m good, hallo!<br />

18<br />

19


Overall<br />

Recommendations<br />

& Actions<br />

Overall<br />

Next Steps<br />

Based on these findings there is a range of short and<br />

long term recommendations on how the sector could<br />

increase its engagement with these target groups<br />

and co-create positive impact across<br />

Tāmaki Makaurau, Auckland.<br />

To authentically connect, engage and serve this<br />

target group kōhine between the ages of 10 to 18<br />

from these diverse communities, there needs to be<br />

capability building alongside these insights,<br />

personas and opportunities highlighted.<br />

In the short term:<br />

Encourage professional development that support staff to<br />

engage with different communities, e.g., using inclusive<br />

language around gender, sexuality and different cultures.<br />

Encourage professional development opportunities that allow<br />

staff to challenge any unconscious bias and prejudices.<br />

Further strengthen opportunities for diverse representation<br />

within your organisation through intentional recruitment.<br />

Amplify existing good practice by encouraging staff members<br />

to learn and support each other.<br />

Continue creating safe and respectful spaces so people feel<br />

comfortable to share and advocate for themselves, while<br />

knowing that the responsibility of emotional labour should<br />

never be put on the person who is in less power.<br />

Take time to explain the reasoning behind certain rules and<br />

regulations working with rangatahi to find solutions if<br />

challenges arise.<br />

Continue building a culture of responsiveness to upholding<br />

the principles of Te Tiriti O Waitangi for tangata whenua,<br />

tangata Pasifika as well as tauiwi including those of Chinese,<br />

Indian and other cultural heritages. Celebrate efforts and<br />

small wins — we’re all on a journey! Continue to<br />

emphasise the need for cultural awareness, cultural<br />

competency and education regarding different backgrounds,<br />

but especially Māoritanga and Pasifikatanga.<br />

In the long term:<br />

Elevate the importance of<br />

empathy-based engagements, and<br />

where possible, try and ensure that<br />

the people engaging are from<br />

appropriate backgrounds (gender,<br />

sexuality, culture) or are culturally<br />

competent and have high EQ<br />

(emotional intelligence) in order to<br />

have rich, subtle and complex<br />

engagements.<br />

In the schools and kura setting,<br />

encourage and create opportunities<br />

to re-connect with students who may<br />

seem on the fringe of activities and<br />

be aware of the myriad of possible<br />

factors responsible for<br />

disengagement.<br />

Where possible, support community<br />

organisations to take the lead to<br />

create alternative spaces outside<br />

school for activities or events.<br />

Continue to emphasise the need for<br />

cultural awareness, cultural<br />

competency and education regarding<br />

different backgrounds, but especially<br />

Māoritanga and Pasifikatanga.<br />

In order to effectively<br />

implement these<br />

recommendations, different<br />

organisations within the sector<br />

must undertake different<br />

pathways to create change.<br />

Some next steps could include:<br />

Encourage all members of the organisation, from<br />

staff to the Board, to continue keeping up with<br />

the latest insights, such as those yielded through<br />

these empathy engagements. This type of<br />

research can provide inspiration and further<br />

understanding of how to create powerful change<br />

that the communities themselves want to see.<br />

Explore what this might mean for your team,<br />

your role, your context, and challenge and<br />

question the status quo internally to better<br />

understand the challenges that all the members<br />

of these communities’ face when having to<br />

combat a system that is largely homogenised.<br />

Develop a shared language to build<br />

understanding and alignment about what these<br />

insights mean.<br />

20<br />

21


Glossary<br />

Aiga<br />

Awhi<br />

Hapū<br />

Hui<br />

Iwi<br />

Kānohi ki te kānohi<br />

Kaupapa<br />

Kapa haka<br />

Kī-o-rahi<br />

Koha<br />

Kohanga reo<br />

Kōhine<br />

Kōrero<br />

Kura<br />

Mahi<br />

Mana<br />

Māoritanga<br />

Mātauranga<br />

Pasifikatanga<br />

Te Ao Māori<br />

Takatāpui<br />

Tikanga<br />

Tūpuna<br />

Te Tiriti o Waitangi<br />

Wāhine<br />

Waka ama<br />

Whānau<br />

Whanaungatanga<br />

Family (Samoan)<br />

Support<br />

Sub tribe; kinship group<br />

Meeting<br />

Tribe<br />

Face to face; in-person<br />

Topic; Theme; Initiative; Matter for purpose; Initiative<br />

Kapa haka is the term for Māori performing arts and literally means to form a line (kapa) and dance (haka)<br />

Kī-o-rahi is a ball sport played in New Zealand with a small round ball called a ‘kī’. Two teams of seven<br />

players play on a circular field divided into zones, and score points by touching the ‘pou’ (boundary markers)<br />

and hitting a central ‘tupu’ or target<br />

Contribution; offering; reciprocity<br />

Māori language preschool<br />

Girl<br />

Discussion; conversation; narrative<br />

School, education, learning gathering<br />

Work<br />

Prestige; Authority<br />

​Māori culture, Māori practices and beliefs, Māoriness, Māori way of life.<br />

Knowledge; wisdom; understanding; skill<br />

Pasifika culture, Pasifika practices and beliefs, Pasifika way of life<br />

The Māori worldview acknowledges the interconnectedness and interrelationship of all living & non-living<br />

things.<br />

Māori term reclaimed to embrace all Māori who identify with diverse genders, sexualities and sex<br />

characteristics; such as whakawahine, tangata ira tane, lesbian, gay, bisexual, trans, intersex and queer.<br />

Correct procedure, custom, habit, lore, method, manner, rule, way, code, meaning, plan, practice,<br />

convention, protocol - the customary system of values and practices that have developed over time and are<br />

deeply embedded in the social context .<br />

Ancestors, grandparent<br />

The Treaty of Waitangi<br />

Women<br />

Waka ama is steeped in the powerful history and traditions of waka sailing and voyaging throughout the<br />

Pacific. Waka ama is, therefore, not just a sport but also a vehicle for identity, pride and community. These<br />

are reflected in the values and tikanga (practises and protocols, the way we do things) that underpins it<br />

Family (Māori)<br />

Relationships<br />

Ngā mihi nui<br />

Thank you for reading this resource.<br />

If you would like to find out more information on this<br />

work, as well as access a copy of the full report, please<br />

contact:<br />

Debbie Curgenven<br />

GM, Strategy, Investment & Environment<br />

debbie.curgenven@aktive.org.nz<br />

Alika Wells<br />

Insights & Evaluation Advisor<br />

alika.wells@aktive.org.nz<br />

22

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