Kairangi Jeremy Hapeta , Doctor Jeremy Hapeta

Ngāti Raukawa ki te tonga, Ngāti Huia, Ngāti Pareraukawa

Kaiārahi Whakawhanake Rangahau - Māori

Research Development Advisor – Māori

Close-up of Doctor Jeremy Hapeta

Tohua he reo hei panui i tenei , Choose a language to read this in

E whakapono mārika ana a Jeremy Hapeta ki te whai māhere tuarua. Ko Jeremy he kaiako hākinakina i Te Kura Hākinakina, Whakapakari, Kai hoki o Te Kunenga ki Pūrehuroa. I muri i tana tākaro whutupōro ngaio i Aotearoa me tāwāhi, i tahuri ia ki tana kaingākau tuarua.

I tipu a Jeremy i Horowhenua, ā, he toki hākinakina ia i te Kāreti o Manawatū: ko ia te kāpene whutupōro, kirikiti, he toa kaiaka, he kaitākaro poitūkohu hoki. I tana tau whakamutunga i te kura i tākaro ia i te reanga tuatoru o te National Provincial Championship (NPC) mā Horowhenua-Kapiti.

Heoi ko te whakaako tana kāinga rua, me tōna kaingākau.

“He kaiako whakaaweawe ōku i whakapono mai ki a au i te kura tuarua. I hiahia ahau te tuku i tērā whakapono i rāngona ai e au kia tutuki ai i a au aku mahi hākinakina, mahi ahurea hoki, heoi kāore ahau i tino eke i taku taha mātauranga”.

Mō Jeremy, ko te whakaako te āwhina i ngā wāhi e hiahiatia ana, koirā te take i haere mai ia ki Te Kunenga ki Pūrehuroa ki te whakaoti i tana Tohu Whakaako. I a ia e akoako ana i te Kāreti Mātauranga i tākaro hoki ia mā Manawatū i te reanga tuarua o te NPC.

I muri i tana pōtaetia, i whakaako ia ki ētahi kura tuatahi, kura tuarua hoki, nāwai ka hoki ia ki tana kura tuarua, ki Te Kāreti o Manawatū ki te whakaako i te hākinakina. I taua wā anō, i te whai tonu ia i tōna aroha mō te whutupōro. I ngā tau whakamutunga o te 90 me ngā tau nohinohi o te 2000 i tākaro ia mā te kapa whakawhanake a ngā Hurricanes ki te taha o te momo i a Conrad Smith, i a Cory Jane, me Tāmati Ellison i whai pōraka Ōpango i ngā tau ō muri. I tākaro hoki te poumua mā te kapa NZ Fivisional XV, ā, i tākaro ngaio hoki ia ki Hapani, ki Itāria me Wīwī. I a ia e tākaro ana i te tonga o Wīwī ka wātea atu he tūranga ako ki te Kura Mātauranga i Te Papa-i-oea, ā, i poro a Jeremy i tana umanga whutupōro kia poto kia whai i tōna kaingākau, te whakaako.

“Ko te rahinga o te toharite o tētahi umanga whutupōro ko te 10 tau. I mōhio ahau e kore au e tākaro whutupōro mō te katoa o taku oranga, i whakangao mōata ahau ki taku kāinga rua, mō te tūpono kāore a kāinga tahi e pahawa."

Kua aro ia ki te whakaako i ngā kaiako hākinakina hei whakaaweawe i ētahi atu ki ngā huarahi hākinakina. Ko te tuku ki ngā kāinga ngā pūkenga tini mā te whakamahi i ngā kaupapa hōu pēnei i a Sport NZ Physical Literacy.

“Ko ngā mea māmā pēnei i te oma, te peke, me ērā momo mea e noho pārekereke ana i ngā hākinakina katoa, me ngā rautaki whānui pēnei i te mārama me te tautohu i te takiwā, me te kōkiri ki te āputa. E hāngai ana ki ngā hākinakina pēnei i te poitarawhiti, te whutupōro, te poiwhana, te kirikiti, te kaiaka, te poitūkohu me te poirewa – ko tēnei ka tuku ki a rātau ngā pūkenga whānui me te mōhiotanga hei whakamahi ki ngā hākiankina katoa e pai ai tā rātau mahi tahi ki ā rātau tauira.”

E mōhio nei a Jeremy ko ngā kaiako hākinakina te aro-ā-kapa mō te pitomata o ngā ākonga.

“E mōhio nei ahau me akiaki ngā kaiako i ngā tauira kia whai kāinga rua ai mō te tūpono ka whara rātau, ki te kore, e whakarite ana rātau i ā tātau rangatahi kia hapa nā te mea mā te aituā kotahi anake e mutu ai pea ō rātau umanga.”

Ko te kāinga rua e kī nei me mātua whakatutuki rātau i wā rātau mahi ako, ā, me mutu te taka a ngā kaiako ki te whakaaro horapa e kī nei ko Māori me Pasifika e whai pūkenga noa iho ana i te hākinakina.

“Ko te whakaū i ērā whakaaro horapa koretake tētahi mea e hiahia nei mātau ki te whakakore i roto i ā mātau tauira kaiako hākinakina – e hiahia nei mātau kia whakapiki ai rātau i ngā haepapa mō ngā tauira Māori, Pasifika hoki i roto i te mātauranga. Kaua e whakaaro he toa hākinakina noa iho rātau e whai pūkenga ana mā te whakapapa. Ka akiaki mātau i a rātau kia whakaaro whānui ki ngā tauira.”

Ko te whakaaro horapa “natural athlete” ka tango mai i ngā pūkenga me ngā pūmanawa o Māori me Pasifika pēnei i te arotahi me te pukumahi, me ngā hāora maha e whakapauria ana ki te whakangungu.

"Ehara i te mea he pukumahi anake rātau, he koi hoki, he auaha, he whaihanga, he atamai hoki. Ki a au nei kāore tēnei āhua i te kaha kitea i ngā kura tuarua ki te taumata ka taea.”

Jeremy Hapeta is a firm believer in having a plan B. Jeremy is a Lecturer in Physical Education at Massey's School of Sport, Exercise and Nutrition. After a stint as a professional rugby player in NZ and abroad, he had a second passion he could call upon.

Jeremy hails from the Horowhenua and was a sporting star at Manawatū College: he was captain of the rugby and cricket teams, athletics field champion and top basketballer. In his final year at high school he played in the National Provincial Championship (NPC) 3rd division, for Horowhenua-Kapiti.

But it was teaching that became his career backstop and his passion.

“I had some influential teachers who believed in me coming through secondary school. I wanted to pass on that faith that was shown in me as a student who achieved in the sporting arena and culturally, but didn’t necessarily always reach my potential academically”.

For Jeremy, teaching is about making a difference where it matters, which is why he headed to Massey University to complete his Bachelor of Education degree. While studying at the College of Education he also managed to juggle playing for Manawatū in the NPC 2nd Division.

After graduation, he taught in primary and intermediate schools and later went on to teach PE at his old secondary school, Manawatū College. At the same time, though, he continued to pursue his love of rugby. In the late 90s and early 2000s he played for the Hurricanes Development team alongside the likes of Conrad Smith, Cory Jane and Tamati Ellison, who went on to play for the All Blacks.

The former front row prop also ran out with the NZ Divisional XV and then took up the opportunity to play professionally in Japan, Italy and France. It was while he was playing in the South of France that a job came up back at the College of Education in Palmerston North, and so Jeremy cut his rugby career short to go back to his passion of teaching.

“On average, a professional ruby career is a 10 year window max. I always knew I wouldn’t play rugby all my life, so I invested early in a plan B in case plan A didn’t work out.”

He has had a focus on training PE teachers to inspire others into sporting pathways. It's about giving teachers as many transferable skills as possible, using initiatives like the Sport NZ Physical Literacy approach.

“Simple things like running, jumping, doing those things that we call fundamental skills that are used in all sorts of sports, and generic tactical strategies such as spatial awareness and identifying and attacking space. They are applicable to sports like netball, rugby, soccer, cricket, athletics, basketball and volleyball – giving them those generic skills and concepts so they can then apply them to any sport allows them to work with all their students.”

Jeremy knows that PE teachers are often the front line advocates for students with potential.

“I’m pretty adamant that teachers should be encouraging students to have a plan B in case of injury, otherwise we could be setting our rangatahi up for failure because they’re only ever one incident away from a potentially career-ending injury.”

That plan B means ensuring that students keep up academically, and that teachers don’t fall into the trap of stereotyping Māori and Pasifika as only gifted in sport.

“Perpetuating those negative stereotypes are something we are trying to teach out of our PE majors – we want them to raise their expectations of Māori and Pasifika students when it comes to academic achievement. Don’t just think they’re a bunch of sports ‘jocks’ who are naturally gifted. We try to encourage them to think about all students more holistically.”

The "natural athlete" stereotype robs gifted and talented Māori and Pasifika of positive traits such as being disciplined, hard workers who are putting in hours of training.

"They're not just hard working, but also smart, creative, innovative and intellectually capable. I don’t think that narrative is seen as much as it should be in secondary school settings.”