Full Show Podcast: 06 August 2026

Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:09):
You're listening to a podcast from news Talk, said b
follow this and our wide range of podcasts now on iHeartRadio.
The big stories, the leak issues, the big trends and
everything in between. Matt Heath and Tyler Adams Afternoons news
Talk said.

Speaker 2 (00:27):
Be very good Afternoons. You welcome into Thursday show. Really
nice to have your company and hope you're doing while
we're eavy. You're listening in from Matt Heath. Good ad you.

Speaker 3 (00:36):
Mate, get a Tyler Adams gooday everyone else. Weight hundred
eighty ten eighty is the number three hours of live talk.

Speaker 2 (00:43):
Back radio coming to you from us. Absolutely now before
you that very oddly didn't I but yeah it rings true. Okay,
Now before we get into that, mate, I've got some
questions for you. No, No, we talked about it a
little bit the past hour. But when I woke up
this morning just to check in to the various news
sites to have a look at what we could talk
about today, and I jumped on the Herald and there
was a big banner that was running across the bottom

(01:04):
and it said news Talks. Heb host Matt Heath engaged
after romantic Auckland proposal then there was a week tagline
to say it was very romantic dot dot dot for Matt.

Speaker 3 (01:17):
Yeah, that was. That was the spin that my lovely
I guess fiance you'd call her Tracy put on it.

Speaker 2 (01:25):
Yeah, high praise. I mean, go have a read of it.
It's the Society Insider on the inzied hero. But a
couple of questions for you, mate. So the article mentioned
that you booked this beautiful dinner and Tracy was a
bit confused about why you'd booked a dinner midweek. Yeah,
at a fancy restaurant.

Speaker 3 (01:40):
I think she was really confused because she's into going
to fancy restaurants. I'm not really. I'd prefer to go
to a pub style restaurant, a bestro.

Speaker 2 (01:49):
Yeah, you're an other people, yeah yeah.

Speaker 3 (01:52):
Yeah, you know, just we went out to a lovely
Korean restaurant the other night, that kind of thing. So
she was first suspicious when I booked a fancy restaurant.

Speaker 2 (02:00):
Yeah, but then you doubled down, which is a great restaurant. Yeah,
but then you double down mate by jumping on a
suit before she had got home, So that raised these
suspicions even more.

Speaker 3 (02:11):
Yeah, see I overthought it. And underthought it because I thought,
hang on, an, I'm gonna ask her to marry me,
then I better wear a suit. So she got home
and now I've booked dinner.

Speaker 2 (02:20):
You played it too early?

Speaker 3 (02:21):
Yeah, And then I had the suit on, and then
also I had some stuff in a bag to take
into the restaurant. She goes like, why is he in
a suit? Why is he booked in a restaurant? Why's
he got this bag? And then then see my plan
was she's got these favorite cookies of hers from the
treatory in Ponts andby beautiful, these incredible cookies. And so

(02:42):
I got some of those cookies and then I slid
them across the table to her, and she's kind of like,
whoy have you got cookies in a restaurant?

Speaker 4 (02:49):
Yeah?

Speaker 2 (02:49):
You know we're about to order some food here.

Speaker 3 (02:51):
Yeah, yeah, what are you doing? So I haven't even
had said I'm done here, I've ever thought it and
underthought it.

Speaker 2 (02:55):
Yes, yeah.

Speaker 3 (02:56):
And then I'm thinking, oh, no, that's a good point.
You're not supposed to bring food into a restaurant. I
haven't raised it with people. Then she opened up and
then she saw the thing. But it wasn't a ring box.
It wasn't a different thing. And then she opened that
up and she goes, this for my birthday. And then
I sort of blurted out the proposal, but you generally
hear it properly. This was a bit of a smid.
But when she when she finally she finally said, are

(03:18):
you asking me to marry you? Yes, she finally asked, and.

Speaker 5 (03:21):
I went yes.

Speaker 3 (03:22):
So then it was all sorted out and then she
was She was very happy, very happy, and so was
I and it was and it was and it was
a lovely thing, and now it's in the newspaper.

Speaker 2 (03:31):
I don't think proposals ever go quite to how you
think it's going to go in your head, right, I
think for a fella, I mean, is there anyone out there?
Because you map it all out and you plan it
all out and say, right, this is going to go
down exactly how I imagine it. But then when you get
into that situation and you start to get a little
bit nervous and you're hoping it's you know, you're kind of,
as you say, overthinking it. There's always a little stumble somewhere.

Speaker 3 (03:52):
Yeah, And the other thing with it is it's an
awkward position to be in because you're not really as
a key we bloke, you're not that used to those
grand romantic gestures. Yeah, exactly, it's not really launch, you know,
it's not really your wheelhouse. Yeah, but you have to
you have to fight through that. If the person's worth it, yep,
then you have to slightly humiliate.

Speaker 2 (04:13):
Yourself to win their hands. Well said and well played
and go give it a read if your having it's
on the hera right now, Society Insider right into today's show.
Let's have a chat about this one. So Christopher Larkson
says he supports having another referendum on MP if he's elected,
as he encourages greater support for his own party so
they can govern, he says, without some yahoo or numpty

(04:36):
in cabinets. So he was speaking on Newstalok ZB this
morning with Kerry and he made the statement in response
to a listener who had texted in asking whether the
PM would address the power held by minor parties in government.
Are governing arrangements rightly or wrongly?

Speaker 6 (04:49):
New Zealanders have chosen when they've been given the opportunity
in the MP system. And if you're running a political
party like me, as the National Party leader. People vote
on election day and then at the end of that night,
my real work begins, frankly, because I've got to find
a way to form a government with whatever the New
Zealand people have delivered for us on that election day.
And that's why I think New Zealanders need to underst
it's not first past the posts in an MMP system

(05:11):
that is unrealistic. We are in a Western European set up,
like you see in France, like you see in the Netherlands, Finland,
you know, Germany, it's the same system. And if you
look at those systems, they've got up to four to
eleven party coalitions in some places, you know.

Speaker 2 (05:24):
Because that's how perverse it's gone.

Speaker 6 (05:26):
And we've had I think you know, Key had a
referendum on it as well, and I think that's something
we should consider.

Speaker 3 (05:31):
Whether we could do it next year.

Speaker 6 (05:33):
Well, I think we should definitely a referendum on the
four year term and I'm open for the saying, WHI
should we send it back out to New Zealand and
say they still supportive for him? Would you do that
if you're a prime minister next year?

Speaker 3 (05:41):
Yeah, I think I would.

Speaker 6 (05:42):
Yeah, I think I would, because I actually think you
know that is quite right to check in constitutionally. Is
this the system New Zealand? You still want? You know,
you voted for this in the nineties, We've had a
chicken in the tens, twenty years down the road or
whatever it's been. Is it still where you want to
be When you have to form coalition governments, you don't
have the same values you always you don't have the
same policies, you're not talking to the same people. You
try and find the common ground. And I feel like

(06:04):
I have done the best I can in two and
a half years. I feel like I've got responsible, sensible
ministers delivering and the questions I keep saying is I
don't need some yahoo and numpty from some other party
round that table. I can do a lot more to
get the center right, agenda in the center being the
operative word, done and out the door.

Speaker 3 (06:21):
So think about your vote November seven.

Speaker 2 (06:22):
That's really important. So just to refresh your memory, the
last time it went for a referendum was in twenty eleven,
fifteen years ago, and at that time you couldn't really
call a landslide. Fifty seven percent of respondents preferred to
keep MMP versus forty two percent who want to change.

Speaker 7 (06:37):
Yeah.

Speaker 3 (06:37):
I mean if you if you are a party and
you you want to nullify MMP, then you've got to
get You got to do what Labor did in twenty twenty, right,
get sixty five seats. Yeah, get out of fifty percent
of the vote.

Speaker 2 (06:50):
Yeah, And is that ever going to happen again?

Speaker 3 (06:52):
I mean, if you want to get, if you get
managed to you're really really popular, then you then you
nullify the whole system, don't you? You do, But it's
only happened once. It's only happened once in the ten
MMP elections that we've we've had. Yeah, I wonder what
people think about it. Do you think it should go
to a referendum? Because of course once in Pece, he
just didn't does he?

Speaker 2 (07:09):
No? No, he doesn't.

Speaker 3 (07:10):
He said this, didn't he?

Speaker 8 (07:12):
This is national calling for the referendum is inexplicable. And
now the two old parties are losing their grip on power.
They want to change the electoral system to favor their
fooling fortunes. Shutting down and taking away true democratic representation
from the people of New Zealand should be seen for
what it is a power grab and an ignorance for

(07:34):
what it means to be a democracy.

Speaker 2 (07:37):
So that was Azaria how our senior political reporter, reading
our tweet from Winston Peters.

Speaker 3 (07:42):
Just in case you thought that was Winston Peters. Yeah, wasn't.

Speaker 2 (07:44):
No, he hasn't changed. Always there reading a tweet from
Winston Peters.

Speaker 3 (07:48):
But obviously he would be anti m MP being changed
because he has been the most successful you'd say utilizer
of the system, hasn't he he has? Yeah, he's been
He's he's been there or thereabouts and nearly all of them.

Speaker 2 (08:05):
The king maker, I think that phrase was made up
specifically Winston Peter's in New Zealand. First, so what do
you say, oh, one hundred eighty ten eighty, do you
support the idea of a referendum for MMP system and
do you think it is working well in twenty twenty six?

Speaker 3 (08:20):
Yeah, So, as I said before, only Labour in twenty
twenty has won an outright parliamentary majority under MMP. Every
other MMP government has depended on a coalition confidence supply,
ideal or prevalent support, so arguably dilutes the message of
the party that got the most votes, said for twenty
seventeen when the party that got the most votes didn't
even get into the government, and New Zealand First is

(08:42):
repeatedly how the balance of power hasn't it? It chose
National in nineteen ninety six, supported Labor in two thousand
and five, chose Labor in twenty seventeen, and joined National
an Act in twenty twenty three. So, I mean, is
that what you like about it? But the secondary question
is what's wrong with having a referendum on it? So
if it's been around since ninety ninety six, we've had
a referendum in the past, But why wouldn't Why wouldn't

(09:04):
you ask the people what they think about your system?

Speaker 2 (09:07):
Regularly funny hearing that tweet from Winston Peters because he
has long champion for the idea of referendum on multiple things,
because he says that's the fairest way to do it
in society. So what do you say, Oh, eight hundred
eighty ten eighty is that number.

Speaker 3 (09:20):
Would you vote for to go back to first past
the posts or prevent preferential voting? Some of them get
quite confusing by the time you get down to a
single transferable vote. Yeah, or supplementary member.

Speaker 2 (09:31):
I've got no idea what supplementary member is. I need
to look into that.

Speaker 3 (09:35):
Your party less proportional representation, would you be into that?

Speaker 2 (09:37):
Yeah, what do you say? Oh, eight hundred eighty ten
eighty is that number? It is a quarter past one.
If you want to send a text nine two nine
to two back very shortly.

Speaker 1 (09:46):
The big stories, the big issues, the big trends and
everything in between.

Speaker 5 (09:51):
Matt Heath and Tyler Adams afternoons used talks.

Speaker 2 (09:54):
That'd be eighteen past one. So the Prime Minister has
floated the idea of holding a referendum on our MMP
system if he is still Prime Minister after the election
in November this year.

Speaker 3 (10:06):
Tell you what I like. Benevolent dictator. If you could
guarantee a benevolent dictator who had your interests at heart
and was just making the exact right choices with some
kind of massive plan. The problem is that they may
start benevolent. Yeah, they then they get corrupt.

Speaker 2 (10:24):
Yeah, they start to turn.

Speaker 3 (10:26):
Absolute power corrupts. Absolutely.

Speaker 2 (10:27):
You give them six months and then as they start
to turn, you get them out of there pretty fast. Yeah,
before they get the army on this side.

Speaker 3 (10:33):
AI fans would probably go, well, well let's put AI
and chat.

Speaker 2 (10:36):
Yeah, one hundred and eighty ten eighty is the number
to call. What's your view A Brian.

Speaker 9 (10:42):
Heir?

Speaker 2 (10:42):
Little Brian mate, how you're doing, good man? What's your thoughts?

Speaker 4 (10:47):
Well?

Speaker 10 (10:48):
Just perty congratulations they met for your stunning engagement.

Speaker 3 (10:52):
Oh thanks Brian, Brian, very nice of you to say
on that.

Speaker 10 (10:57):
I am in favor of the review because well, I'm
seeing or perhaps perhaps what the risk of country is
seeing is that we're sometimes seeing these small parties dictate
what X goes on, and the bigger parties can't get
through what majority of the people want or because of
these smaller parties, so they seem to have all the

(11:17):
power in the big one stone. That's not true democracy.
I don't think the country votes on that.

Speaker 3 (11:23):
Yeah, And do you think potentially, Brian, that is getting
worse because with the social media and the algorithms and such,
parties that can blast out something that gets a bit
of play will well you know that'll that'll go viral
across across a bunch of platforms and then you know,
so they're incentivized to be arguably crazier and crazier to

(11:45):
try and get to their five percent.

Speaker 10 (11:47):
Yeah, absolutely. I mean labor have been very coy and
not saying what dead rates they're prepared to swallow if
they take on Mallory Party or or the Greens, and
the Greens are not saying what they prepared to give
up either. What about tops idea of making their youth
rate twenty five years for criminality? Is that going to

(12:11):
be one of the bottom lines? And then so, well,
we're not going to join you and make a government
until you you give us this. It's absolutely crazy.

Speaker 3 (12:19):
Yeah. Well, I mean if you go by polling and
I think, I don't know, I'd be surprised if they
get over five percent, but you know I've been surprised before.
But in some polling it's making top the king maker right,
and they have said that was their policy. They've taken
it off the website recently. The you know, you're treated
as a juvenile to your twenty five but now they've

(12:39):
just said it's evidence based. Well they're going to do there.
But that's that's a pretty crazy, pretty crazy thing to
have in your mind. I mean, even if you're walking
back from that a little bit, I don't think there'd
be many people in New Zealand that would support that,
you know, a twenty four year old committing a heinous
crime and being traded like they were a sixteen year old.

Speaker 10 (12:58):
Correct, but that could be one of the bottom lines
to labor and saying well, you won't give you, you know,
the king maker until you give us that. And that's
not what percent of the country votes for. But that's
what's going to happen. And so we get stuck, don't we,
in this little game where nothing gets done because we
will have to pad rats?

Speaker 3 (13:19):
Yeah? Absolutely, And what about first past the post would
would that be the one that you go for, Brian?

Speaker 10 (13:27):
Well, it's a system that is easy to understand, isn't it.
You know, whoever gets the most votes Whens and all
the parties put the ideas out to the country, the
country voting goes. I like that idea, The majority of
the country likes the idea, They get empowered. It's not hard,
it's not rocket science. It's a very easy system to understand,

(13:50):
and things get done. And if they don't do what
those they say they're going to do, they'll get voted
out in three years time or four years perhaps. So
it's up to the government of their day, whoever is
in charge to make sure the apologies are actually as
good as what they say they are and actually deliver.
But at the moment where it was stuck in the
same string, because I'm sure National would love to do

(14:11):
a lot more things, I can't because they say no,
or New Zealands versus say no, and I'm sure they've
probably got the same He's then the first I'd love
to do more but can't.

Speaker 2 (14:23):
He was still in this morning Brian about attaching it
to a referendum on the length of the term, whether
a four year term would would be appropriate. So with
that in mind, if we were to go back to
a first pass the post system, would that then indicate
that three years is probably about right, So that if
a government gets in they've got all this power and
they start making stupid decisions, they're not in there for
that extra year.

Speaker 10 (14:44):
Well that's true, but looking at it this way, the
first year you're undoing stupid mistakes, the second year is
you're planning to deliver, and then the food year you
don't want to say anything because you want to rock
the boat. So you've only got one year of proposed delivery.
And yeah, at a free that's crazy. So you need
at least two years I've got delivery because you don't

(15:06):
want to make the last year to be too crazy
because election.

Speaker 11 (15:08):
Yeah.

Speaker 10 (15:09):
But then, as I said, we've got found out. You know,
we've got to at least a decade to unwind of
of Labour's COVID mismanagement. And that's not going to take overnight.
It's probably going to take a term, not even two
terms to unwind. But that's just we're out on that unfortunately.

Speaker 2 (15:27):
Yeah.

Speaker 3 (15:27):
So of the three coalition partners, Brian, which ones? Which
which one would you rather be pulling? The pulling the
chains for national more?

Speaker 10 (15:38):
That's a tough call that one.

Speaker 3 (15:41):
Yeah.

Speaker 10 (15:41):
Yeah, there there are things that I like about he's
in the first, but then there are things I don't
like you it's yeah, but then there's also a bit
of a I don't know, I'd yeah, I'd probably if
I had to be pushed, i'd properly go net the
other first, because I think that's a little bit of higher,

(16:03):
more experience than what apers Yeah.

Speaker 2 (16:07):
Brian, thank you very much for phone call mate. Really
appreciate your views. So do you agree with Brian O
eight hundred and eighty ten eighty. Is it time to
change MMP? Would you go for first part past the
post because it's simple, it's one that most people can understand.

Speaker 3 (16:18):
Yeah, I mean the one problem with the first part
of the posts is, you know, in nineteen seventy eight
and nineteen eighty one, for example, Labor got a higher
percentage of the vote but didn't get in because you
know the way the electorates were spread out, right, Yes,
it's pretty close. It was like forty point four to
thirty nine point eight, so both parties were roughly getting

(16:38):
forty percent. But on a straight percentage level label, we're
getting more people voting for them, but not getting in
ycause you know, you know, maybe rural electorates with slightly
less population.

Speaker 2 (16:50):
Yeah, so not quite as clear. Couple, what do you say?
Nine two ninety two is the text number? It is
twenty five past one.

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Speaker 1 (17:49):
Fearless, focused informed. It's the myke Hosking Breakfast.

Speaker 12 (17:53):
The McDonald's EMA's head of Advocacy and Strategy. I'm seeing
more job adds up. I'm seeing the participation rate up.
We've got to be close to with tipping point where
the jobs actually soak up the demand.

Speaker 8 (18:04):
Yeah.

Speaker 13 (18:04):
I think there were a couple of other little encouraging
indicators in there. To the number of new jobs. Crowd
was thirteen thousand and we saw a slight different those
eighteen to twenty four year olds not in an employment
or education, So that's positive. And I also think that
hopefully now we've reached the peak. These numbers are always
a lag indicator. We know that underlying there's some good
stuff going on, So hopefully this is the peak and

(18:24):
we can start turning the other way back.

Speaker 12 (18:26):
Tomorrow at six am the Mic Hosking Breakfast with a
Vita News Talk ZB.

Speaker 2 (18:32):
Twenty nine past one, and we're talking about the MMP system.
The Prime Minister has floated the idea of a referendum.
Would you support that? Tell us nine to nine two
is the text?

Speaker 3 (18:40):
So you just explained it to me. What's the system?
You just explained to.

Speaker 2 (18:45):
Me, supplementary MEMBA system.

Speaker 3 (18:47):
Supplementary member. Okay, explain that one, because I quite like
the idea of yes, but I just need to get
my fully get my head round because if you're going
to have a referendum, what are you going to put
on the referendum? Is it MMP first place?

Speaker 9 (18:57):
Place?

Speaker 3 (18:57):
I mean you're going to put twenty different systems on there?

Speaker 2 (19:00):
Yeah, well, the last time in twenty eleven they put
four different systems in their Supplementary member was one of them,
the single transferable vote first past the post at post,
and there was another option that they included, but supplementary
member actually got quite a few votes if we did
change our MMP system back in twenty eleven. So do
they put BD, the BD system and the RO system

(19:21):
on there? What's the BD and the RO system?

Speaker 3 (19:23):
The benevolent dictator and the robot overlord?

Speaker 2 (19:26):
Okay, they probably need to include that. I think the
first option sounds pretty good.

Speaker 3 (19:30):
Explain this, Sorry I derailed you there, No, no, this is good.
Explain supplementary member.

Speaker 2 (19:35):
So the idea behind the supplementary member, it's kind of
a cross between MMP and first past the post. So
the idea would parliament would be Parliament would have one
hundred and twenty members as we do now, ninety of
whom would be elected on a first pass the post
basis in a single member electorate, so more electorate seats,
and then a separate category of MPs would occupy the
thirty remaining supplementary seats, so voters would still have two votes,

(19:57):
the first to choose his or her electric MP, the
other for a party contesting these supplementary seats. But the
idea is having more electorates that would be done on
the first past the post system, and it would be
far more beneficial to win those electorate seats. Then you're
going to get more of those thirty supplementary seats.

Speaker 3 (20:15):
So you get a percentage of the thirty yes.

Speaker 10 (20:19):
Seed.

Speaker 3 (20:19):
That seems like a kind of good system to me,
even though it's kind of complicated to explain to people,
because I think electorate seat MPs are worth so much
more than some wound or at the rs end of
a list that's just snuck in there because your party
got an outsize vote because of a couple of posts
on TikTok. That's right, yeah, I mean you look at
the ends, some of the people on the list, some
of the list, the MPs that are getting in, and

(20:41):
you think you have not achieved anything in your life
except for just being good enough friends with someone in
this party that you've ended up on the list.

Speaker 2 (20:48):
That's right, Nobody voted you into that. So I mean,
for example, in this case, look at New Zealand. First,
they don't have any electorate seats at the moment, so
if they didn't win any electric seats, and say they
get twelve percent in the election, they will get a
very tiny number of those thirty supplementary seats, but they
certainly wouldn't bring in the number of MPs they would
if they did get twelve percent of the party votes

(21:09):
this elector under MMP.

Speaker 3 (21:12):
The problem with the system as it's taken, and I
think a lot of people stood don't understand MP and
it's been in since no in ninety six.

Speaker 2 (21:19):
Yeah, yes, so there are a lot of complications that that.

Speaker 3 (21:22):
One. I think your average New Zealander wouldn't have time
to get their head around that.

Speaker 4 (21:25):
No.

Speaker 3 (21:26):
No, and they probably and they probably just go at
least don't know what e MP is or first past
the post. It's easy to understand.

Speaker 2 (21:31):
Yeah, keep those calls coming through on oh, eight hundred
and eighty ten eighty and taking your tips on nine
two ninety two. So do you support the idea of
a referendum on MMP and if yes, what would be
the best parliamentary system to adopt? Tell us it is
twenty eight to two headlines with railing coming up.

Speaker 14 (21:48):
U's talk said b headlines with your Ride, New Zealand's
number one taxi app. Download your Ride today Labor says
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(22:10):
Former policeman Brian Dennis McFarlane has been sentenced to nine
years four months in prison found guilty of sex offending.
The government's appointed a new chair to the Financial Markets Authority,
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term from today. MBA is looking into the agency's workplace
culture after shakeups at the top. Police have seized ten

(22:34):
million dollars in luxury vehicles, jewelry and three properties in
Wykartu and Auckland after finding mets smuggled from the US
inside steel beams. Auckland's brands Banking Cral Metropolitan Trade Network
will officially open next month on September thirteen, with promises
it'll shift this city up a gear. The silver ferns

(22:57):
at one gold. Now what's the path for netball? You
can read the full column at Enzenherld dot co dot Nz.
Back to Matt Eath and Tyler Adams.

Speaker 2 (23:08):
Thank you very much, Raylan. So we're talking about an
idea of a referendum on MMP After Christopher Luxen and
his chat with Kerry Woodham this morning, here's what was said.

Speaker 6 (23:18):
Well, I think we should have definitely a referendum on
the four year term and I'm open for saying what
should we send it back out to New Zealand and
SAE still supportive for him. Would you do that if
you're a prime minister next year? Yeah, I think I
would because I actually think that it's quite right to
check and constitutionally is this the system New Zealand?

Speaker 3 (23:31):
You still want?

Speaker 6 (23:32):
You know, you voted for this in the nineties, We've
had a chicken in the tens, twenty years down the
road or whatever it has been. Is it still where
you want to be?

Speaker 15 (23:39):
Yeah?

Speaker 3 (23:40):
Because they were going to put the four year term
on this year's in this year's election, but they ran
out of time to organize it, right, Yes, So would
it be such a big deal to you You're already
going to ask put a referendum about the four year term,
So would it be that big a deal to throw
an MMP referendum on the end of that.

Speaker 2 (23:58):
Absolutely not. They often do that, you know, when they've
got a referendum anyway, you chuck another couple of questions
in there. If you've got a decent question to ask
the population.

Speaker 3 (24:05):
So could it be part of just a wider referen
in them? Because you it's quite expensive to run a referendum.
Think for some reason it costs ten million dollars. Yes,
because I guess there has to be a lot of
education around it and that kind of kind of stuff. Yeah,
So you know, would it be cheaper because you're having
it on the back of another one, or would you
have to do would it have to be a separate referendum?
Could you not? Could you? Would you be able to

(24:25):
ask four your term? And do you want to keep? Mmp?

Speaker 2 (24:31):
I'm sure didn't they chuck the flag referendum on the
back of another one. I'm sure they did, but I'll
look up that. But what do you say? Oh, one
hundred and eighty ten eighty is that number? Pete? How
are you doing today? Very good mate?

Speaker 16 (24:45):
Yeah?

Speaker 17 (24:45):
No, I reckon, let's let's put it to rest. I reckon,
have a referendum. Well they shouldn't. There's no extra costs.
You do it every it's sort of about Christ like
we're trying to save money. We don't want to have
another separate referendum. Well they should be really be doing
this year. It's only too late now. Actually, just build

(25:06):
it into the do the election, you know when you've
got to pull out the two and a vote for
so it's all going on one, no more cost. You're
just going to put a few more words in the
electoral form.

Speaker 18 (25:17):
Job done.

Speaker 17 (25:17):
It's not a big drama. We stretch things out in
this country, cost a lot of money. Do it all
at once, no extra cost and simple simple. I'm metchually
for I still want to stick to what we have,
but let the people speak, the jority rules, get get
it out of the way once for another ten or
fifteen years.

Speaker 3 (25:35):
Yeah, maybe we need to work out a way to
do referendums cheaper. I mean, that's that's a problem. I mean,
referendum shouldn't be this big deal where you're doing a referendum,
so we have to talk about the cost. It's going
to cost millions, million, million, millions of dollars. Just just
say look, we're going to do this referendum. You you
you know you the public, you're smart enough, you do
you you work it out what's going on and then

(25:55):
you have, you say.

Speaker 2 (25:56):
Yeah, could chuck it at the same time as there's
the election. I mean, it's probably not much enough of
a runway this election, but I think they've done that
before ahead of an election. If you've got a referendum,
you need to get across the line. You just have
it in the ballot box.

Speaker 3 (26:07):
Yeah, that's what they're doing. This is exactly what they
do with this one. That's what they want to do
with the four year two. You don't do it a
separate referendum.

Speaker 2 (26:14):
Yeah, good point.

Speaker 3 (26:15):
Yeah, yeah, thank you, a whole separate election.

Speaker 2 (26:18):
Thank you very much. Pete. Hey, I just looked up
on the twenty twenty referendums. There was two there, so
that was the end of life choice and the cannabis
legislation that they did at the same time.

Speaker 4 (26:26):
Yeah.

Speaker 3 (26:26):
Right, But do they have to spend big money on
both educating people on both.

Speaker 2 (26:32):
I don't think so. It was certainly cheaper doing it together.
I remember that clearly.

Speaker 3 (26:36):
Yeah. Yeah, right, because you go, hey, we've got a
couple of referendums coming up on the air, this and this.
What do you think about it? Yeah, but do we
need to do that? You know, maybe we just you
know that we just find ways to just spend so
much money on these kind of things. Leen, welcome to
the show.

Speaker 11 (26:51):
Hi, good afternoon, Good afternoon to year.

Speaker 3 (26:54):
Your thoughts on this, lenn An MMP and such.

Speaker 11 (26:57):
Yeah, I think it certainly does need having another look
at because I think MMP, the way it's working on
a three year term at the moment, he's not doing
much for us. It's as one of the earlier callers said,
the first year, you're getting into the job, the next
year you're doing something. In the third year you start
thinking about the next election. And yes, so referendum and

(27:21):
a four year term I think would be a good idea.
But I've got a further point I'd just like to add,
thinking about it while listening to your program, what stops
in order to sort out so many issues we seem
to be facing. What stops National and labor forming a coalition,
honest just for a one time only if necessary. And

(27:44):
during this period they get together, they sought out all
the major issues like what's the best taxation system, what's
the best medical system, what's the best way to run
the country from a whole lot of point of views,
future infrastructure, etc. And also at the same time then
during that period, make it a four year cycle, and

(28:07):
when once you get to the end of that and
we sorted out a lot of this stuff that seems
to crop up every election, and they fight about every
election and invariably end up being controlled by the minor
parties to the left and rights of them just gets
us nowhere. So I think that in a natural is
probably how I feel about it. At the moment, we're

(28:29):
not getting anywhere very fast with the current system we have.

Speaker 3 (28:33):
Yeah, I mean, I think, you know, there's a lot
of people talk about the Grand Coalition. I know that
both like National and Label think they're very very different.
That's the thing. They think that they've got a very
very different view of what to do. When they get in,
they tend to not do. They tend to be quite similar.
Although you've got to say that National has looked to

(28:55):
locked at least to borrow less. They still have been borrowing,
and Labor don't look to be borrowing less when they
get back in. Just looking at their website, if you
go to the Labor website, it's got about twelve things
saying free the moment.

Speaker 11 (29:11):
Yeah, yeah, but if they were there together at least
they'd be able to argue about these issues and it
come to some kind of compromise from either side and
sought out something that really does address the issues we've faced.
Too much tex, little text and so forth. You know,
how we run our medical system, the you know, all

(29:33):
kinds of things. Agree on a grand number of ideas
for what roads to build, what bridges to build.

Speaker 2 (29:39):
I think they already you know, to a certain extent
that already exists. Then you know, the latest is they're
talking about the social Media band, for example, and Labor
has made some you know, they've jumped in the media
saying we haven't seen it, we can't see it, and
that was nonsense. But they've kind of indicated that they're
willing to support it. And that often happens that when
a bill comes to Parliament and you've seen it more
and more this election cycle, that Labor is not always

(30:02):
opposed to every bill that comes across that national float.
Sometimes they do make deals even if the coalition partners
say we don't like it.

Speaker 11 (30:10):
Yeah, Look, I think if they if they could then
possibly communicate where they agree and where they disagree much
more openly and so that everybody understands it, but it's
hard to know from time to time unless you're following
it very closely what they agree on and the detail
of it from you know, before they an election, for example,

(30:32):
so to know what they're going to be doing would
be very useful. But I certainly, you know, besides listening
to the news and reading some articles on the computer
and so forth and in the papers, it's still very
difficult to have a good idea of what they agree
on and what they don't agree on. And I think
come election time they obviously politicking and trying to score points,

(30:56):
and it's just a lot of stuff to me just
becomes petty.

Speaker 3 (31:00):
Well what they're trying to score points against multiple parties
at the same time, aren't they?

Speaker 11 (31:05):
And you know the way MMP is working at the
moment from the left and the right hand side, they
seem to be calling the tune. To a large extent,
Labor too scared to say and do things because they
don't want to upset the traditional partners, and the same
with National they don't want to upset the people who
they who traditionally work with them. So everybody's compromising all

(31:28):
the while and not really achieving much that's, you know,
sort of broadly what my feeling is about it.

Speaker 3 (31:36):
Yeah, I mean there's been there's been grand coalitions. Just
go back to your grand coalition point in Germany, right,
Angela Merkell led grand coalitions for for a very long
time between the Conservators and the Social Democrats did didn't she?
They've got a four year cycle. I believe I think
you've got a better chance of that kind of agreement
if the election cycles longer, because if people are looking

(31:59):
at a really long time in opposition, they might be
they might be trying to make some kind of deal
to get back in. So you might actually find if
you had a four or five year term that people
would be more open to a grand coalition then if
they just go I'd rather fight for my team, try
and win and try and be back in three years. Hey,

(32:19):
but thank you for you so much for your call in.

Speaker 2 (32:21):
Yeah, shut it. Interesting thoughts are you with?

Speaker 18 (32:23):
Leen?

Speaker 2 (32:23):
Could you ever see an idea of a grand coalition
working in this country? I on one hundred eighty ten
eighty is a number to call if you want to
see a text. Nine two ninety two do you support
having a referendum on our MMP? System tell us begvery shortly.
It is a quarter to two.

Speaker 1 (32:37):
Matt Heath, Taylor Adams taking your calls on Oh eight
hundred and eighty ten eighty. It's mad Heath and Tylor
Adams afternoons news talks'd b.

Speaker 2 (32:45):
It is twelve to two. So would you support a
referendum on MMP I hundred eighty ten eighty is that number?

Speaker 19 (32:51):
Jay Peter A very good morning. Well, it was Jim Bolger,
the Prime Minister, who wanted to offer EMMP with more
people than first past the post and despite offering more
politicians MMP one and of course single transferable vote, it's

(33:11):
something that the politicians didn't really want because the idea
of the selection happening by voters as opposed to political
parties and their list was not going to be supreme.
And under single transferable vote, if you don't like someone
or do like something, and that enough people vote for

(33:33):
it either way, that can cause changes. So it's the
people that you know, the politicians, and if you're on
the list and you're a list only candidate, you're not
really accountable to the electric like under single transferable vote,
where the electrics are bigger and they're more MPs per

(33:54):
electric Did you vote for that as an option?

Speaker 3 (33:57):
Well, so the thing about you know, MMP was at
the time in nineteen ninety six, that was high that
I don't think people really thought through it right. It
was like m MP. It seemed like the whole world
went got behind MP. The whole thing was people were
angry that First past the post was putting in governments
that got a slightly lower percentage than the other party.

(34:21):
So MMP was seen as a way for those smaller
parties and other people's get representation. So I don't think
even I don't think single transferable even got a got
a looking Peter.

Speaker 19 (34:33):
Well, it was second too, it was it got more
votes than First past the posted and the referendum, And
of course the Royal Commission recommended first MMP. So therefore
anything a Royal Commission does by a government people bore hook,

(34:54):
line and center. Perhaps of course some of the people
who supported single transferable vote, their position generally was first
past the post or single transferable vote, which ever won.
And if you look at the electorates at the moment,
you know, for election results, we haven't seen any independent

(35:18):
people win. So people are tribal animals and seventy percent
generally do not like changing the party they vote for,
regardless whether it's the Muldoon Socialists to the right wing
National Party that we have now that they still vote
for the same part.

Speaker 3 (35:36):
Or the right wing Labor Party that replaced Yeah Maldon.

Speaker 19 (35:39):
Exactly, yeah, yeah, and the party has changed. But the
people unless you actually vote for people who don't lie.
So if anyone who's lied, eliminate them from the you know,
whether a party or candidate, and it's the electorate that
determines it.

Speaker 10 (35:56):
And they're lazy voters.

Speaker 19 (35:57):
They think their vote doesn't matter. It only happens once
every three years, and they don't do their due diligence.
Media concentrate on the polls, who's going to when this
thing rather than actually do mathematical things worth regard to
each candidates and their party or.

Speaker 3 (36:16):
Yes, sorry, we've got to go to a break there, Peter.

Speaker 2 (36:19):
But thank you very much. Do you agree with Peter
stv single transferable voter? Is that the winner here? Tell
us it is eight to two.

Speaker 1 (36:26):
Matt Heath Taylor Adams taking your calls on oh, eight
hundred and eighty ten eighty it's Matt Heath and Tyler
Adams Afternoons News Talks b.

Speaker 2 (36:35):
It is six to two. Plenty of texts coming through
about the idea of an referendum on MMP. This one says, guys,
you could make MMP work by legislating that the largest
party has the right to form a government. They should
then go to the next largest party and request that
they join the government. That party leader is applied to
say yes, will know within forty eight hours, and you
go down the list until you get a majority.

Speaker 3 (36:54):
Is that the system? That's the system in some places,
right it is? Yeah, it's kind of some logic to that.
I think the more I think about it, the more
I like, bloody yeah, the what is it? Single transfers
transferable because it gives more power to the electric seats,
that's right, and less power to people that just come
up some crazy idea blusted out on TikTok and then

(37:14):
get enough support across the country that they can bring
in their craziest friend into Parliament.

Speaker 2 (37:18):
Its middle ground between first pass of the Post and MMP.

Speaker 3 (37:21):
Right, yeah, but I mean a referendum on mp would
surely be worthwhile because I guess the voting system doesn't
really belong to the government. It belongs to the public
and not the parties operating within it and MMP. It's
obviously made Parliament more representative, but in some ways you'd
argue it's made it more representative, but in some ways
not because it can give smaller parties so much influence

(37:44):
and make governments formation sort of kind of remove from
the voters. Yep, because someone with it that's got over
five percent can make all the difference. So don't New
Zealanders deserve the chance to decide, you know, keep it,
improve it, choose something else, even if another vote from MP,
even if you got that, then you go, okay, that's
what we want to do. We're all on MP. Let's

(38:05):
go go again. But so refreend and wouldn't be a bad thing.
But I've got a feeling, got a feeling that act
in New Zealand. First, if they form like another coalition
with National I think they would be pretty empty it happening.

Speaker 2 (38:19):
Yeah, Yeah, I don't think i'd like it. Funnily enough, Yeah, I.

Speaker 3 (38:22):
Think that'd be pretty keen for that not to be a.

Speaker 2 (38:25):
Referendum that you're suspicion is well grounded in the next election, Yeah,
great discussion. Thank you to everyone who gave us a
buzz and textraw on that. I'm sure there will be
plenty more on that discussion as we get closer to
the election in November. But coming up after two o'clock
there's a call from Exercise New Zealand's there any future
government makes one hour of daily school exercise mandatory. So

(38:47):
how do you feel about that? Is that a good idea? Oh,
eight undred and eighty ten eighty is that number to call?
Nine two ninety two is the text number. Exercise New
Zealand is very worried about obesity in children, So does
that make sense to you? Tell us new Sport and
whether or on its way. You're listening to Matt Heath
and Tyler Adams. Hope you're having a great Thursday afternoon.

Speaker 1 (39:08):
Big stories, the leak issues, the big trends and everything
in between. Matt Heath and Tyler Adams Afternoons News Talk said.

Speaker 2 (39:17):
Be very good afternoon to you. Welcome back into the program.
It is it is six pass two and granted to
have your company on this Thursday afternoon. So Exercise New
Zealand has released the country's first comprehensive white paper on
physical activity, and they are calling on political parties to
unite behind practical reforms they say will improve New Zealander's
health while reducing pressure on the health system and also

(39:40):
our economy. So the paper proposes for practical, low cost
policy recommendations that can be implemented using existing infrastructure and
workforce capability. They say, So that is, make registration of
exercise professionals mandatory, integrate registered exercise professionals into the ACC system,
remove fringe benefit tax on employers supported physical activity. And

(40:01):
one that we want to focus on, introducing one hour
of mandatory physical activity every school day for every child
in New Zealand who goes to school.

Speaker 3 (40:11):
Seems insane to me that that doesn't happen, right, Yeah,
I mean, I guess they're at school for six hours,
so you would have to pull back on something. Yeah,
but you have you have phazed right at this point?

Speaker 2 (40:24):
That's right?

Speaker 3 (40:24):
Does everyone have to do phazed? I can't remember up
till up to like year.

Speaker 2 (40:31):
Twelve, year eleven, Yeah, And I mean was that daily
for us? I think we had for z two times
a week. But the difference is because what exercise New
Zealand is worried about and the stats are out there
that the recommendations are for everyone, not just children, but
but particularly children. That's sixty minutes at least of physical
activity at day, and what they are finding is more

(40:52):
and more children are not achieving that's sixty minutes. Sixty
minutes is not a long time during the day of
quality little Yeah, it's Paul Henry said.

Speaker 3 (41:05):
Look, I remember at Maulori Hill Primary School in Dunedin
when I was growing up, we used to do a
have a run every day. Ye, that is that common.
I'm only I only went to one primary school and
I went to two went Stealing Primary as well in
the Deep South. But there was a run every day
after after morning tea or something right, and it was

(41:29):
a big run, yeah, And they were always talking about
it and look, I'm going back to when I was
a little kid, but they're always talking about how how
that had to drop off and colds and all that
kind of stuff, and it was it was my favorite
part of the day because there was three of us
that could potentially win it. Just trying to remember their
names now, I think one of them was Jeffrey Lloyd
and me and so every day we would be competing
to who would win this run. And this was because

(41:51):
you try and win your year, yes, and so because
I was coming up with those guys by the time
we were in the final year of primary school. It
was just a brutal you know, every day, like I
think about it all morning. I'm going to beat that.

Speaker 2 (42:03):
I'm going to beat them.

Speaker 3 (42:04):
I'm going to beat them today.

Speaker 2 (42:04):
How many times did you win lots? You held your
own lots against Jeffrey? Yep, yep, yep.

Speaker 3 (42:11):
Jeffrey was far superior to me at rugby and at
once I tried to start a fight with him and
he beat the loving crap out of me over by
the fort, by the netble courts. You got him on
endurance though, but on the cross country I could sometimes
beat him.

Speaker 2 (42:26):
Yeah.

Speaker 3 (42:26):
But so this isn't a new idea. I guess that's
not an hour though that that was about I think
it was about a twenty five minute run.

Speaker 2 (42:32):
Yeah, So what do you say on this? So we're
going to have a chat with the CEO of Exercise
New Zealand, Richard Betty, very shortly, but he says physical
inactivity costs our health system alone six hundred million dollars
a year. So Is this a sensible move? A mandatory
one hour of what they are calling quality physical exercise
for kids at school? Do they need it? Are they
not getting it? Clearly the stats are in favor of

(42:54):
saying that they're getting less and less of that.

Speaker 3 (42:55):
Listen to this. This is disgusting. This Texas says, I
went to a school swimming sports last week, three hundred
and fifty kids and only nineteen kids swam.

Speaker 2 (43:02):
What is the point?

Speaker 3 (43:04):
I remember used to everyone used to have to up
swim right, and some of the attempts were pathetic, but
that was all part of it. You didn't have an
option all you're nervous about it, but you did it right.

Speaker 2 (43:15):
Yep. You forget your togs. There's some spare togs in
the Lost and Fountain.

Speaker 3 (43:19):
If you weren't good at freestyle, maybe you could throw
together a half decent backstroke to get through the fifty meters.

Speaker 2 (43:24):
Yeah, So what do you say on this? So eight
hundred and eighty ten eighty is this a sensible move?
Should it be mandatory for kids to have one hour
of quality physical exercise per day in our schooling system
because obesity is a problem? Nine two ninety two is
the text as well. But coming up after the break,
we will have a chat to the CEO of Exercise
New Zealand, Richard Betty. It is eleven past two, big
very surely your home.

Speaker 1 (43:46):
Of afternoon talk Matt Heathen Taylor Adams afternoons call.

Speaker 5 (43:51):
Oh, eight hundred eighty ten eighty us talk, said be.

Speaker 2 (43:55):
It is thirteen past two. So Exercise New Zealand has
released the country's first comprehensive white paper on physical activity
in this country and they're calling on all political parties
to unite behind reforms that they say will save us
a lot of money in the long run. One of
the recommendations is introducing one hour of quality physical exercise
every school day in every school. To discuss further, we

(44:16):
are joined by Exercise in ZED CEO Richard Betty get
our Richard's cure. Very nice to have you on. So
talking about the one hour of mandatory quality exercise in
each school every day, is there a real concern that
most kids are a lot of kids anyway and not
getting that recommended sixty minutes of exercise per day.

Speaker 20 (44:37):
Yeah, I think this is a surprised most people in New
Zealand that there are over forty percent of kids, So
those under eighteen are not meeting the WHI guidelines, which
is sixteen minutes today and sort of ironically there is
actually those guidelines are guidelines in New Zealand too, so
it's not something sort of for lack of desire. But
what's missing is the actual action, and that's really what

(44:58):
we're calling here is so awareness is not enough because
telling people what to do in their lives, whether it's
you know, don't smoke, eat, you be sure of brush
your teeth, exercise in the same category. But actually we
we know what to do. But what's particularly clear with
children is that just unfortunately some kids are being left behind,
and we know where it is. It's generally and lower
descold schools with left income and certain demographics are massively

(45:19):
overrepresented here. So the answer is relatively simple, but the
willingness to do it is probably the challenge, because we
don't want to put this on the schools because schools
have enough challenges at the moment. If we said the teachers,
it's your problem, we think this is the ministry education
issue for them to resource schools appropriately and that might
mean extra people or using exercise professionals. Because we've already

(45:39):
got a willing workforce that could actually come in to
help deliver as well.

Speaker 3 (45:43):
What actually constitutes sixty minutes of physical exercise because my
kids used to have to work walk half an out
of school, so could they go, how are done half
an hour?

Speaker 4 (45:52):
Absolutely?

Speaker 20 (45:53):
The great thing about it, sixty minutes is anything so
play walk, so cycling to school, walking to school, running
around at playtime. The problem is these days, though at
certain schools you'll just need to see it, is that
actually that's not what they're doing at breaks, they're sitting
down and looking at phone, and again not make many
comment on that other than observing that is what happens
in many cases. And so for kids that are inactive,

(46:15):
it's a combination of one, they probably don't walk or
cycle to school. Secondly, when they are at school, they
are reality and active, and they're probably not involved in
things like sport because we know by thirteen I was
just talking to someone recently, eighty percent of kids I'm
not an organized sport. So sport is part of a solution,
but it shouldn't be the sole focus. And I think

(46:36):
that's been a mistake historically that when we look at
sport as the solution as soon as someone stops playing sport,
and then a lot of reasons why people do What
about the kids that aren't sporty kids? We need to
be for everybody and the problem that sports sports serves
a market, but it doesn't serve everybody.

Speaker 3 (46:50):
So at lunch time, when you've got all these kids
that are sitting down and you want them to be physical,
and what can you do? Do you chase them around,
chase them off your phones?

Speaker 4 (46:59):
What do you do that?

Speaker 20 (47:00):
Well, then think enough, I mean, it certainly can be lunchtime.
So having activities that kids can do, but again, you
want to be it should be something that people want
to do. If you think of young kids, they want
to run around and play and we have to kind
of make them sit down, whereas with older kids it's
sometimes reverse. But certainly forcing people into it is not
the solution here. But interesting enough, there's some fascinating research
from the US that even if you replace the academic

(47:21):
time with physical activity, so in other words, you take
away of an academic teaching one hour a day and
replace it with physical activity of an hour, academic performance
actually goes up. And so this is a fascinating This
is not an either or, because we don't think you
need to do that kind of extreme replacement because generally
integration is the key.

Speaker 4 (47:40):
So in terms of.

Speaker 20 (47:40):
When it should happen, it should happen throughout the day,
not we're going to stop now go outside and we're
doing our activity and we're going to.

Speaker 4 (47:47):
Make you work hard.

Speaker 20 (47:48):
Actually it's fun interventions throughout the day, particularly with younger kids,
but as they get older, we want to enable them
to use those skills. I mean, I'm thinking of a
classic example would be younger teenage girls, young woman learning
self defense.

Speaker 4 (48:02):
That would count.

Speaker 20 (48:03):
That's something that I don't think any school offers, but
that's an example of something that could be integrated in
that many parents would probably support. But that's an example
of how do we add an extra things, whether or
it's actually going to a gym and trying some different
classes and or having an instructor come into the to
the school to show them different classes, and whether it's
a pump class, or whether it's a step class, or
whether it's just something like yoga. Therese are so many opportunities,

(48:26):
but they need to be explored with the students. And
again it should be student involved in designing this stuff
as well. So again, all of this stuff has been done.
I'm not an education expert, but all of this stuff
can be done. It's you know, co design is the
term they use these days. But what's not negotiable is
it must be compulsory and it must happen.

Speaker 3 (48:46):
Yes, So, just to take you back a step there,
so who would deliver these programs classroom teachers? Would it
be physical education specialists or would you bring an outsize
you know, you talk about a yoga would you would
you hire a yoga what do you call a yoga person?

Speaker 4 (49:00):
A yoga yoga turkey? Yeah, yoga yeah, bringing a yoga yeah.
So you could the accommodation of all of those things.

Speaker 20 (49:07):
So some schools have really good physical activity departments, in
which case they had.

Speaker 4 (49:11):
The capacity to do it in house.

Speaker 20 (49:13):
But we genuinely suspect that most of the schools that
have the highest physical and activity rates don't have that.
So they are the ones that need to be more
supported by Ministry Education and more funding so that they
can potentially either bring an expert or just bringing people
for delivery, or potentially, depending on the nature of the product,
that might be an out trip away from the school,

(49:33):
which gives the kids a bit more variety. So again,
it's not always going to be one solution is going
to fit all, but the idea of what can the
individual schools do.

Speaker 4 (49:42):
To help deliver it.

Speaker 20 (49:43):
Some of it will be in house, some of it
will be bringing people in, but also it should be well,
what do our kids need? What do our students need?
And that will very case by case.

Speaker 3 (49:52):
Is it partly the parents' fault because we've got this
text here of saying that they went to it. Some
people went to a school swimming sports and only nineteen
of the three hundred and fifty kids got involved. So
is it you know, parents saying to their kids, oh,
you don't have to do it, because because if that happens,
if a parent, if a kid goes, I don't want
to do it, and then the parents sort of empowers

(50:14):
them to say to the school that they don't have
to do it, then it's very hard for teachers to
throw them in the pool. But you know, this is
a classic thing for someone to say. But you know,
back when I was at school, you know, I wasn't
a great swimmer, and so before the fact.

Speaker 20 (50:29):
When I was, yeah, I could say back when I
was I was forced to play rugby and I hated
it as a result. So I've got to be careful
about Actually, I don't think all the lessons are positive.
I think there was a you know, and because I
went to an old boards school, there's only one sport
you could possibly play, and then I think, you know,
so there are times when actually, back in the old days,
it isn't necessarily any better. The one thing I would say,
I wouldn't blame any one group. I mean, you can

(50:50):
say an individual may not have the best particular behavior,
and whether that's a parent or a student in this case,
But actually what we want to do is kind of
look at how do we get better solutions, and actually
blaming people doesn't help. The reality is it's fair to
say that active parents means their children are far more
like to be active, and the reverse applies. It is
you've got inactive parents. It's a lot harsher for our

(51:12):
kids to be active, because again, you know, it's sort
of a bit of a hypocrite, right, I'm telling you
you have to do it, but I have to do
it myself.

Speaker 4 (51:17):
So I think it has a role to play.

Speaker 20 (51:20):
But I'm not going to blame the parents so that
I'm not going to observe this that if you're an
active it's harder to get your kids to be active,
but if you're an active parent, it becomes easier. So
actually part of a solution is also supporting parents to
be active, and that's where a community based approach. Again,
so this is not a slight kind of solve poverty.
You don't do it just with one action. You do
it with a cohesive approach. And it's very difficult, even
if the sort of ten minute conversation to try to.

Speaker 4 (51:41):
Get it all out.

Speaker 20 (51:42):
But there are people who know how to do this,
and they know how to do it well.

Speaker 4 (51:46):
We just need to actually put the willingness.

Speaker 20 (51:48):
And that's why we're calling all government, all parties in government,
to say this should not be a left first right argument.
We should all support this because we think it's so important.
Not this for the health and wellness for our kids,
but actually if we just want to have a tax argument,
it saves us money on the long term in terms
of health costs. So you know, however you want to
frame it as a social policy or as an investment policy,

(52:09):
it's good right across the board. So all parties sign
up to this, and then we funded appropriately because this
was going to cost money, not a huge amount, but
we're talking millions of dollars to save one hundred millions
of dollars later.

Speaker 3 (52:21):
Now you know, it might be too far forcing everyone
to play rugby, and you know, I had a lot
of friends that were should not have been playing rob
It was not great for them. When I was a character,
I was into sport. Maybe that's too far. But something
that I know talking to other parents that that makes
them angry is when they find out that their kid
was going to do the cross country and then they
come home and they say they did well, and then
you find out that there was an option to walk

(52:42):
the cross country, and it just seems to me that
you're weakening the whole thing because part of it, as
you had to do the cross country, you were nervous
about it the night before, and you did your very best,
but the idea I'm just talking about one of my
particular sons. He came home and he was concredulate, he
was celebrating how well he had done. His friends came
in the door and they said, we did greade on
the cross country and they had their places, and then

(53:05):
I found out that they opted into the walk cross
country and I had to say, well, you didn't do
the cross country, mate, you did the walk, which is
a totally different thing.

Speaker 20 (53:14):
I think, Well, I always got to say, there's always
going to be one off special cases. So let's just
put the kind of one or two percent of the side.
People who physically can't do it, of course, and so
I'm going to put them to the side. You're quite
right the vast majority who can. And while I wouldn't
make it compulsory, I'd be saying, you're kind of you're
going to do it as the expected behavior rather than
you have the choice not to, because as soon as

(53:35):
you give them the choice and something off. I was
just talking to my personal trainer today and he was
saying that in his school, as soon as they give
them the choice, it goes from sort of eighty percent
being into eighty percent being out.

Speaker 3 (53:44):
Yeah, exactly, because.

Speaker 20 (53:45):
If you give me the choice, so it's like, you know,
it's like and so that that human behavior, right, we
kind of know this Byway's like you have the choice
to brush your teeth or not when you're a kid.
I'll take it no thanks, and you go no, Icky.
Now know what, No parents I think forces their kids
to do it, but we make sure they do it.
And I'm using a really trivial example, but it's the
same kind of behavior where we need to normalize this.
And so giving people out again with the one percent

(54:08):
put to the side. If you are physically unable, maybe
someone who is more really obese, which it would massively embarrass,
and we can give you other activities. But for the
vast majority we are talking about, actually you'll go to
do this, and no, you don't get the option of
just walking around the track once, because that's what it
gets down to. And then of course, if I've done
that for two or three years, I just don't feel
like them in the run because I'm not very fit
and I don't fit them with everyone else. And before

(54:30):
you know, I'm now sixteen seventeen leaving school and actually
I haven't done activity for five years. And that's what
we're trying to stop here. So there is no one
single approach, but the are the type of things. Again,
the teachers in the school needs to be supported and
given the tools of how.

Speaker 4 (54:45):
Do you engage with your students to keep them going.

Speaker 20 (54:47):
Some schools do it really well. Some probably need a
bit of support, But again I'm not blaming the school.
I'm saying they need to be supported better in that space.

Speaker 2 (54:54):
Interesting idea, Richard, Thank you very much for having a
chat with us. So what do you say one hour
of mandatory equality exercise activity for kids every school day
in every school. Is that an idea you can get
behind and how is it actually working in schools right now?
Oh eight hundred and eight is that number to call?
And nineteen ninete if you want to see the text,
it's twenty five past two.

Speaker 1 (55:14):
The big stories, the big issues, the big trends and
everything in between. Matt Heathen, Tyler Adams Afternoons, Used Talks, EDB.
Matt Heathen Tyler Adams afternoons call Oh eight hundred and
eighty ten eighty on News Talks EDB.

Speaker 2 (55:34):
Twenty seven past two. So we're talking about a white
paper produced by Exercise New Zealand and I've got four
recommendations to improve our physical health overalls population. But one
of the big ones is mandatory one hour of physical
education per day in every school in New Zealand. So
is that a good idea?

Speaker 14 (55:50):
Oh?

Speaker 2 (55:50):
Eight hundred and eighty ten eighty is the number I've
got to ask them.

Speaker 3 (55:53):
Are we talking primary, intermediate and high school?

Speaker 2 (55:56):
Going through the white paper every school throughout New Zealand, Primary, intermediate,
high school, all of them, the whole education system. Everyone
gets an hour.

Speaker 3 (56:05):
Right, there'll be some year thirteen's that you'll wear. I mean,
work really hard to get into it.

Speaker 2 (56:09):
That'd be a tough ask.

Speaker 3 (56:11):
Mike, welcome to show you are teacher, is that right?

Speaker 21 (56:14):
Yes, yes, correct, Yeah. I've been teaching primary school in
Australia and New Zealand for the past two decades, and
first of all, I just want to say that one
of the pleasures of my days listening to you two
gentlemen every day.

Speaker 5 (56:29):
So I really having thank you Andy.

Speaker 21 (56:32):
Oh no, no worries. But what I want to say
is that any teacher worth their weight in salt understands,
especially primary school kids, they're not meant to be cooped
up in a stuffy classroom for five hours without letting
them outside. So you have to judge it, like as
my general rule is that I let my kids out

(56:55):
every couple of hours for at least twenty minutes. Just
get out there and you know, decompress, get out of
the classroom, get away from the masks, get away from
the spelling, and just go out there and have some fun.

Speaker 18 (57:09):
And it's just.

Speaker 21 (57:10):
One of those things that I don't Honestly, I don't
know any teacher that doesn't do this already, right, So
I'm glad that they issued a white paper on it,
but I think we already put this in practice.

Speaker 3 (57:20):
Well, what sort of stuff do you do? You get
them to do something or do you just just release
them for twenty minutes to do their own thing?

Speaker 21 (57:27):
No, No, I mean obviously I have to supervise them.
So I organize a game. You know, we take a
vote in the classroom what do we want to play today?
And we'll go you know, we'll do things like just
running around the oval, maybe do an obstacle course in
the playground, you know, do a physical fitness challenge, you
know something. I mean, there's many many things you can do,

(57:49):
and the kids come up with a lot of great
ideas about what they want to play, whether it's freeze
tag or you know, heads up, you know, thumbs up,
heads down kind of thing. But just getting them outside
is what you have to do just to I mean,
if you don't do that, the kids are gonna go nuts.

Speaker 4 (58:05):
In the classroom.

Speaker 3 (58:05):
Yeah, and what about the kids that just go outside
and sit down and don't want to do anything. Do
you have a lot of kids do that.

Speaker 21 (58:13):
It's gonna Yeah, you're always going to have that, Okay,
there's always you know, at you know, at the class
of say twenty six, you're going to have three or
four that are just not going to want to participate.
Some of that is because of behavioral reasons, whether it's
fautism or something like that. However, just getting them outside
is what you want to do because it just it

(58:35):
just you know, relieves the teacher of you know, you know,
especially if you're in a situation where you've been sitting
there doing maths for sixty minutes. Right, they need to
get outside. I don't care how cold it is, it
doesn't matter.

Speaker 18 (58:49):
You got to do it.

Speaker 21 (58:50):
I mean, I mean, these are children we're talking about.

Speaker 2 (58:53):
Yeah, but not even children, Mike.

Speaker 3 (58:54):
I was always seeing this two day conference recently, and
you know, adults can't do more than about forty five
minutes without having to have a break before they start
to drift.

Speaker 7 (59:06):
Off right one percent.

Speaker 21 (59:09):
And there's the reason why we issue morning tea and
we issue a lunch time, which is basically thirty minutes
from morning tea and an hour for lunch. So they
go outside and they eat and they run around, they play,
you know, the way you normally would do. But if
but if you didn't, if you didn't take the opportunity
to take them out as an incentive for them, because

(59:29):
you know, hey, guys, if we sit and put our
heads down and do our mats and stay stuck to it,
you know, for twenty thirty minutes, I'm going to take
you outside and we're going to play freestac and guess
what the kids say, They're like, awesome, let's do it.

Speaker 2 (59:44):
So you said you're in primary school, Is that right, Mike, Yes, Yeah, Well,
I mean, would you agree that that's probably easier when
kids are younger, that they've got more energy, that more
enthusiastic for those sort of things. That starts to get
a bit harder when you get into inter meet it
certainly when you get into high school and the ability
to have a you know, a professional come in, it's
that bit of extra excitement for those older teenagers.

Speaker 21 (01:00:06):
Yeah, no, that's absolutely true. I've also taught at the
high school level as well, because I actually do relief
teaching on top of my regular primary job, and so
when that happens and I'm working at the high school,
whether it's the girls college or the boys college, they
also have the same physical needs to get outside. Now,
does that mean a lot of them are not going
to participate? You're not necessarily organizing games the same way

(01:00:31):
you would in a primary atmosphere. But you know, once
you get to the high school level, these are basically
young adults, right, and the same way you and I,
if we're working eight hour shift, we got to get outside.

Speaker 18 (01:00:47):
We got to get.

Speaker 21 (01:00:47):
Away from it all, you know, for at least twenty minutes,
thirty minutes, whatever it is, So the same application applies.

Speaker 3 (01:00:54):
I think of you cool, Mike, appreciate that.

Speaker 2 (01:00:57):
What a great teacher Mike is.

Speaker 3 (01:00:58):
Is that why you always go to the bathroom between
during the news title to just get out and have
a walk around, or if you've got a very small pladder.

Speaker 2 (01:01:05):
Well yeah, a couple of points. I've got to get
my steps side. But also, as I said to you,
it's because I drink one point five liters a smoothie
before I start the show and that's going to go
somewhere mate, So you know I'm holding on right now. Actually, okay,
I'll give it another twenty seven minutes before I shoot
back out.

Speaker 3 (01:01:19):
Maybe our exercise regime should be public floor exercises.

Speaker 2 (01:01:23):
I'm down for that. Let's get into it right. Oh,
one hundred and eighty ten eighty is the number to call.
So do you agree that there should be mandatory one
hour or physical activity for kids every day in our
schooling system? Would you support that? It is twenty seven
to three headlines? Giving up?

Speaker 5 (01:01:37):
You've talk said b headlines.

Speaker 14 (01:01:39):
With your Ride, New Zealand's number one taxi app. Download
your Ride today. Winston Peters claims the Prime Minister is
worried about how his party's polling and that's why he's
talking about MMP. Please say there are injuries after a
car hit a mobility scooter in Hamilton's Dinsdale this afternoon.

(01:02:00):
Emergency services were called to the roundabout intersection at Fatafata
Road shortly after one. Motorists are asked to avoid the area.
Act is promising to let pharmacies do more if elected,
including treating more conditions, ordering blood tests and offering e
lockers to let people pick up prescriptions after hours. Labour

(01:02:22):
says the government's investment boosts schemes done little to encourage
businesses to spend more, and it would dump it in
Government Labour small Business Support policy would raise the GST
threshold and lift asset write offs. A Wellington couple facing
more than one hundred thousand dollars in alleged fraud chargers

(01:02:42):
say they've discovered a potential police conflict of interest. Capacity
to build hundreds of aircraft, Key Aerospace opens new manufacturing
facility and mission control in christ Church. Find out more
at inzdhrald dot co dot nz. Now back to matt
Ethan Tyler Adams.

Speaker 2 (01:03:00):
Thank you very much. Roelen Exercise New Zealand have produced
a white paper on how we improve our overall physical
activity in New Zealand which isn't great and one of
the recommendations is implementing a mandatory one hour of physical
exercise for every child in school every day in New Zealand.
So is that a good idea? Of eight hundred and
eighty ten eighty What are your kids doing and how

(01:03:21):
much has it changed since you're at school? Tell us
nine two ninety two is the text number. A couple
of texts coming through. This one says geta guys. So
that's on top of an hour maybe of reading and
English four out of five hours doesn't leave much time
for roll call, art, etc. Maybe school needs to be
a bit longer.

Speaker 3 (01:03:41):
Oh yeah, the stick says, what if we put the phones?
I took the phones off and put them on a
rope system and the kids have to chase their phones around.
So that's not a bad idea. I mean, it might
be hard to operate your kids.

Speaker 2 (01:03:57):
You put it on a rumber or something.

Speaker 5 (01:03:59):
Yeah.

Speaker 3 (01:03:59):
Yeah, if you you've just got a school. See you've
got five hundred kids, five hundred rumbers, and they just
follow their phone around reading it.

Speaker 2 (01:04:05):
Yeah, crawling around. Yep, yeah, Hans.

Speaker 3 (01:04:08):
You know you can doom scroll whatever you want, but
you've got to follow your phone around obstacle course.

Speaker 2 (01:04:12):
Yeah, not a bad idea. Just seems a little bit dystopian,
but you know, yeah, it's worth a shot. Oh eight
hundred and eighty ten eighty is the number to call.

Speaker 3 (01:04:21):
Great show always up for students to get more active. However,
who thought this through? Here comes the keyboard Warriors. Another
hour in the curriculum. We all know, if you want
to put extra in, something has to go. Yeah, I
mean that's a whole hour. What goes?

Speaker 2 (01:04:39):
Yeah?

Speaker 9 (01:04:39):
Is it?

Speaker 3 (01:04:40):
Is it your math? Is it your is it your reading?

Speaker 2 (01:04:43):
Our class?

Speaker 3 (01:04:44):
But you know, as a caller, Mic just said, you know,
they can they'll learn more if they do some exercise.
So maybe the hour can be across the day. Yeah,
so you do you know, forty five minutes and then
ten minutes. Yep, you know, maybe every class ends with
them running around for a bit.

Speaker 2 (01:05:01):
That's right. Oh, one hundred eighty ten eighty to number
get a Serena. Hi, Hi, Now you're a student.

Speaker 9 (01:05:09):
Yes, I'm doing the school on site program, so I'm
learning as I do. Yeah, so I'm in secondary school.

Speaker 3 (01:05:17):
Oh yes, and I believe you're also a nutritionist.

Speaker 9 (01:05:20):
Yes, well I have a degree in nutrition and postgraduate
the PHIMA and health science. I'm also registered exercise professional.

Speaker 3 (01:05:28):
You are going to be you are going to be
a real asset to our education system.

Speaker 5 (01:05:32):
Serena.

Speaker 3 (01:05:33):
It's great to hear people like you going into education.
What are your thoughts on this?

Speaker 9 (01:05:38):
Well, it's not practical, and I mean it's a lovely idea,
but it's not practical. On many levels, because it's making
a blanket of assumption that everyone is not moving in
the first place or doing any other extra curricular physical activity. Now,
a lot of students do do extra stuff after school already,
so they are some of them come to school tired
from playing sport. The other thing is, I thought the

(01:05:59):
objective was obesity, correct, This.

Speaker 3 (01:06:04):
Isn't really about obesity. It's about sort of the whole
thing across across the board, keeping them active. I mean,
I think as might.

Speaker 9 (01:06:14):
Yeah, I mean it was the health well that means
sting on the healthcare system.

Speaker 2 (01:06:20):
So there's there. There's wider recommendations in this white paper,
but the overall importance of this white paper is the
physical health of all of us. So on a population
level costs us a lot of money, and so this
was ways that we can improve that. And one of
those recommendations, a big one, was that mandatory one hour
of exercise at schools because they say, and the research
would back this up, that the number of minutes that students,

(01:06:42):
I mean all of us, but students in particular are
doing is dropping off a cliff. That many students, fifty
seven percent are not getting the sixty minutes per day.

Speaker 9 (01:06:51):
Yeah, I see that, and I'm pro exercise person for short.
But if you look at the PNUW Zealand curriculum changing
and was the focus now on STEM even harder and
subjects being dropped, like really important ones like horticulture because
there's not enough time for them, then how would PE
one hour a day fits into an already strained day

(01:07:12):
for a teacher?

Speaker 2 (01:07:13):
Do you think it is I'm sorry to jump in there, serreenda,
but do you think PE and physical education has fallen
out of favor? It was pretty important when I was
at school, and it was up there with maths, English
and science to be frank and look, I don't know,
but I assume that it has fallen off a little bit.

Speaker 9 (01:07:30):
Physical education and how sciences are combined so as a
topic which everyone has to take to a certain age.
But that's already covered to a point within the curriculum
and within.

Speaker 22 (01:07:41):
The school week.

Speaker 11 (01:07:43):
Yeah.

Speaker 23 (01:07:44):
Add on top of.

Speaker 9 (01:07:45):
That, another emphasis of an hour of exercise doesn't seem practical.

Speaker 16 (01:07:49):
It doesn't seem like well, I.

Speaker 3 (01:07:51):
Think it would have to be. That would have to
be included, because if you've got PHAZ, that's not every day, right,
so Phyzy, it is three three days a week, is it?
I'm going going along back, way back, but it was.
I believe there was three fazid's a day, which boy
did I look forward to. But but going back to
your point about kids doing sports before school, isn't it
the idea? I always thought this with my kids, that

(01:08:12):
it was great if they were tired. So my son
used to do rowing training before school and then he
played other sport as well, and it seemed like a
great idea that he got tired, and it seemed the
more sport he did the better, as academics were as
well for some reason.

Speaker 9 (01:08:28):
And that's extra curricular right outside of school. So that's
up to well, it's not always up to parents. Sometimes
it's up to financial ability to be able to put
children into sports, with sports are quite expensive. Also, not
all children are going to school with lunches currently, so
you now, I've exercise onto a child who's already hungry.

Speaker 3 (01:08:48):
So other kids not going to school with lunches because
we've got the lunch.

Speaker 9 (01:08:51):
Program right, Yeah, but there are still children that are
going hungry.

Speaker 3 (01:08:56):
So that's an interesting situation when we're trying to solve
two problems. So you're saying that, So what sort of
percentage of kids aren't going to school with lunches? So
we've got an a B city problem and are no
lunches problem at the same time, So.

Speaker 9 (01:09:09):
How do you how do you do same time coexisting? Yeah,
and you've got a lot of parents that would a
lot of kids who would like to join into clubs
and sports and extra activities, but they just don't have
the financial resources.

Speaker 3 (01:09:21):
But we can't make it now. System, But we can't.
We can't design our system. So because some people can't,
no one should do. You see what I'm saying. So
it has to be because what ninety nine percent of
kids are going to be going to school with lunch? Right,
So and if a teacher identifies some kid that isn't
going to school with lunch, they're going to do something
about it. And we do have the school lunch programs

(01:09:43):
now that's that are coming in in places where it
is seen to be a big, big problem. But do
you see what I mean? Like, we have to work
out systems that work for the majority of kids. If
everything's worked out for the people that can't do it,
then we're in a situation where no one does it.

Speaker 9 (01:10:02):
I get that.

Speaker 5 (01:10:03):
Yeah, I just don't.

Speaker 9 (01:10:03):
I don't see the practicality of it well, and I'm
pro exercised, pro health like, and I just do not
see how that would work in the current school days
that I observed.

Speaker 2 (01:10:13):
What about the investment in at Serena, Because that's an
important point they make that this isn't an ask on
people like yourself or other teachers. They're talking about pumping
millions of dollars to actually get outside professionals to come
in to help with this. So it's an added investment
in their argument is money.

Speaker 9 (01:10:27):
Yeah, but the school is already struggling to get money
to get new desks, let alone. Whereas all this magic
money going to come to outsource fitness instructors or yoga
instructors as they're saying, or martial arts instructors.

Speaker 3 (01:10:39):
Oh, I think if your coll Serena.

Speaker 2 (01:10:41):
Yeah, interesting, I mean they say the government. So that's
the whole point of the white paper, right, they want
to put pressure on every political party to unite to
invest that money. And they say there'll be significant savings
if you can get more people into physical education. But
I get the point. There's only so many hours in
a school day. What could you potentially push aside.

Speaker 3 (01:11:00):
Uh yeah, I mean it's like it can bexercise can
be completely free though, right, yeah, so what Mike was
talking about before, it's completely free to get kids to
go out and run around for ten minutes. And if
across the day, if you're adding the physical education, then

(01:11:23):
across it could quickly add up to an hour, right yeah, yeah,
but physical education doesn't have to cost anything, does it?

Speaker 4 (01:11:30):
Nuh?

Speaker 3 (01:11:31):
I mean doesn't cost anything for kids to go for
a run.

Speaker 2 (01:11:33):
Exactly. What do you say though, Oh, one hundred and
eighty ten eighty is the number to call? Do you
think it is a good policy to have one hour
of mandatory exercise in schools? Nineteen ninet two is the
text number. It is fourteen to three your home of
afternoon talk Mad Heathen Tyler Adams afternoons call oh, eight
hundred eighty ten eighty news talks, they'd be it is

(01:11:54):
twelve to three. So we're talking about exercise. New Zealand's
proposal to have a mandatory one hour of physical exercise
in schools. It's part of their white paper which they
say would save the country hundreds of millions of dollars
if we start to look at our physical activity as
a population. But what do you say, Oh, one hundred
and eighteen eighty is the number to call, Isaac your thoughts.

Speaker 16 (01:12:16):
I just see physical training and start the military, and
it doesn't have to cost a lot of money. You
can get the kids to start with music and they
can design their own music sequences. How they do it.
What kind of dances are typically nearly like line dancing,

(01:12:38):
and or they can do balancing, They can do compass reading,
they can do a leopard crawl, and they can tie
themselves in a class situation. And everybody can do it.
There's no such thing that anybody could be an outsider.

Speaker 4 (01:13:00):
They can.

Speaker 16 (01:13:01):
Everybody should be able to do the easy things.

Speaker 3 (01:13:07):
So basically what you're saying is that it shouldn't cost
money and everyone should be able to do it, so
it shouldn't be such a big deal. Isaac.

Speaker 16 (01:13:13):
You put a rope about half a meter above the
ground and get the kids with a balancing pole. If
they do it on a on a on a piece
of concrete, it is too easy. They can practice on
a piece of concrete, But if they walk like river crossing,
you know they can. They can with a balancing pole.

(01:13:34):
They can walk across because the concentration to do the exercise.

Speaker 3 (01:13:42):
Is We're we're talking about a tightrope walking situation here, Isaac.

Speaker 16 (01:13:46):
The tight rope walking. It's easy to do that. Or
you can do.

Speaker 3 (01:13:49):
Either how high? How high?

Speaker 16 (01:13:52):
Yeah, and just half a meter. If they fall off,
they don't break the leg. And they can do compassive
eating and walk around from point to point. The teacher
all the is got to do is put did different directions,
give me whatever, and she can complain and let the

(01:14:15):
kids take turns to take the lead.

Speaker 3 (01:14:18):
Yeah, I love it. Are they still getting you to
climb a rope in the gym? Is that still a thing?
Because I was amazing at that because I've shown you
my toes, haven't I tiler? Yeah, I've got a ring
a ting feet you do, I've got a huge gap
between my big time.

Speaker 2 (01:14:29):
Half man half ape.

Speaker 11 (01:14:30):
Yeah.

Speaker 3 (01:14:31):
I was like always school champion at getting up to
the top of the rope, scouts everything. I could get
right up there because I can wrap my toes around
and just walk up the rope.

Speaker 2 (01:14:40):
It's hard to do.

Speaker 3 (01:14:40):
Yeah, So you know, and I I would have been
lost if I hadn't had the ability to use my
freakish unevolved feet to prove my superiority over my classmates.

Speaker 2 (01:14:54):
Could you still do it now? I mean your feet
hasn't changed.

Speaker 3 (01:14:56):
No, yeah, I mean I can, like I pick up
remote controls with my feet. I use my feet like
I'm like, I use my feet as almost as much
as my hands. A home and as I get caught
by Tracy and she says, put your socks and shoes
on and stop doing that.

Speaker 2 (01:15:09):
Could you roll the cig with your feet?

Speaker 3 (01:15:11):
Mate? I'm rolling on with my feet right now.

Speaker 2 (01:15:14):
That is multitasking. We're going to get a rope in
here and try this right. Oh, one hundred and eighty.
Ten to eighty is the number of call. So do
you think it is a great idea to have a
mandatory one hour session for every school child? When it
comes to physical education? It is eight to three more.

Speaker 1 (01:15:27):
Soon the issues that affect you, and a bit of
fun along the way, mad Heath and Tyler Adams afternoons
news talks.

Speaker 2 (01:15:35):
It'd be six to three of Vaughn. We've got about
sixty seconds. What's your thoughts?

Speaker 24 (01:15:40):
Fine?

Speaker 15 (01:15:41):
When I went to school ninety schools, in fact, I
think we all did. We walked to school it dropped
me twenty minutes to get to school. When we started school,
we started with what we call exercise for the first
core of an hour, start jumps, things like that might
be run around the quadrins. If effects to the teacher,
you got made run around the quadrange well twice. At playtime,

(01:16:02):
we went out and we played all Rush. I think
was one of the games to boys play.

Speaker 2 (01:16:06):
Game.

Speaker 15 (01:16:06):
Lunch time, we went out, we have sandwiches, We swapped sandwiches,
were up other sandwiches and we didn't like it. We
swapped with our mates and we played the same afternoon
break and then when it came home going home, we
went home, walked home, jumped home, skipped all the way
and then we went outside of the plate, slid down
the benk, climbed the trees. We were active kids and

(01:16:29):
that is the problem today. The kids are picked up
and taken and molly coddle. So yes, I strongly agree
an our day is great for their mental and their
physical realm and makes life easier for the teachers.

Speaker 2 (01:16:42):
Good on you, Yeah, passionate.

Speaker 3 (01:16:43):
Yeah.

Speaker 2 (01:16:44):
Climbing trees a couple of burpies at the start of
the day, you.

Speaker 3 (01:16:47):
Try and see a share a peanut but a sandwich,
and they have a swat team sent in nowadays they.

Speaker 2 (01:16:52):
Don't like peanut butter at schooldays there they.

Speaker 3 (01:16:55):
Yeah, the six says, hey, guys live next to a
primary school field and watch the really regularly Christims open
a whole class, run out and do a field circuit
and then back into the class first. I think in
primary schools that's happening lots. And you know, talking to
Mike before for right, Yeah, and as he said, you
don't have to do all the sixty minutes at once,
and could do the twenty minutes here and there. Yeah,
but tell you what, some people Serena, she didn't. She

(01:17:18):
was looking. She was looking for one hundred reasons why
you shouldn't do something like that.

Speaker 2 (01:17:22):
Yeah, she didn't like the idea. What do you say, though,
We're gonna carry this on just for a little while
after three o'clock, so I want to hear your thoughts
on that. Oh what one hundred and eighty ten eighty
is at a no brainer to have a mandatory one
hour of physical exercise for every kid every day in
New Zealand's or do you think that is a bit much?
Tell us nine two ninety two is the text number.
New Sport and Weather on its way. You're listening to

(01:17:43):
Matt Heath and Tyler Adams. I hope you having a
great Thursday afternoon.

Speaker 1 (01:17:58):
The big stories, the leak issues, the big trends and
everything in between. Matt Heath and Tyler Adams Afternoons News
Talk said.

Speaker 2 (01:18:08):
The very good afternoon. She welcome back into the show.
It is seven pass three and we have been discussing exercise.
New Zealand's white paper on four recommendations. They want to
see all parties get behind to improve our overall physical
activity and how they say is costing us billions each year.
One of their recommendations was a mandatory one hour daily

(01:18:30):
school exercise regime, and that's what we have been talking about.
Does that make sense to you to have it a
mandatory that kids, every child in every school gets out
for at least sixty minutes as part of the school regime.
O eight hundred and eighty ten eight number to call
and nine two ninety two is the text number.

Speaker 3 (01:18:47):
A lot of texts coming through this Texas says high.
I thought that that young woman who had all those
titles regarding children's physical activity was a product of her age.
I thought everything she said was a cop out and
an excuse to not do physical activities. God help us,
God help us. If that's the mindset coming through the
higher education and nextiercise training teaching, what school lunch got

(01:19:11):
to do with it? That's another situation that has had
an inexhaustible amount of time and money chucked at it,
just to keep it simple and get on with it.
That's from Chris. Yeah, it does seem to be this
idea you have.

Speaker 17 (01:19:22):
Now.

Speaker 3 (01:19:22):
When someone puts something up as an idea, everyone just
comes up with as many ways as it wouldn't work
and tries to find one example of someone that wouldn't
be able to do it and extrapulates that no one
should do it. It's kind of like the peanut allergy thing,
isn't it.

Speaker 5 (01:19:38):
Yep.

Speaker 3 (01:19:38):
It's like someone's allergic to peanut butter, so no one
should have peanut butter, yeah, you know. And then as
a result we have all those studies that say that
people aren't getting you know, there aren't getting used to
peanut butter. Yeah, so they're not getting rid of it,
so the allergy goes up. I mean, that's actually a
terrible example. But it's more the example where she said,

(01:20:00):
some kids are turning up for school without lunches, so
we shouldn't do physical exercise because they already don't have
enough food. It's like, well are they how many? Yeah,
and you know the ninety five percent or ninety nine
percent who are eating enough, then let's do something for them.
You shouldn't rule out doing everything just because someone can't

(01:20:20):
do it right.

Speaker 2 (01:20:21):
Well, you never hear the other voice. You never hear
the ninety five percent. Arguably more of the kids in
that situation said hell, yeah, I love the idea, idea
of getting out for another sixty minutes. I meant to sport.
I want to do some more of that. It's good
for me.

Speaker 3 (01:20:34):
I mean academic, it could be the same thing. Academically,
you could go some people aren't good at math, so
no one should do math.

Speaker 2 (01:20:40):
Get rid of it, get rid of it.

Speaker 3 (01:20:42):
Yeah, some people aren't good at geography, get rid of
all of it. Culture of No, it's well, it's just
an insane idea. There's there's you know, it's it's it's
just so defeatist. Yeah, what do you say, though, nineties
you can always come up with someone that can't do
something that's right.

Speaker 2 (01:20:59):
Yeah, you can.

Speaker 3 (01:20:59):
Always if you really struggle, you can find a sort
of each case which means that we should not do anything.

Speaker 2 (01:21:07):
Yeah, yea, do you agree? Oh, one hundred and eighty
ten eight years and number to call a nine two
ninety two is the text number.

Speaker 3 (01:21:14):
Hey, guys, says this Texa Corfe Intermediate Mount Eden. My
kids went to that school. Have pea in the morning
and make the kids run around the school block and
the freezing cold without jackets or jerseys. Also have swimming
and after school sports with the school great swimming pool.
It's at Corfey Newton Central School. Do more than an
hour pe and the kids have a playground, plus sports

(01:21:37):
in the field and swimming. I thought this was the
norm for many primary schools and intermediate schools already. Doesn't
need to be mantratory, but the schools should get assistance
if they can't afford a pee schedule in the school
or don't have the facilities.

Speaker 13 (01:21:51):
Yeah.

Speaker 3 (01:21:51):
I'm pretty sure that most primary schools are doing this
right at a.

Speaker 2 (01:21:56):
Primary level, Yeah, because that's important for those kids, and
those kids get enthusiastic by.

Speaker 3 (01:22:00):
And the intermediate level.

Speaker 2 (01:22:01):
Yeah, Lana what's your thoughts.

Speaker 25 (01:22:04):
Oh, yeah, my thoughts. The teachers are stretched enough.

Speaker 22 (01:22:08):
You know, they've been putting in new systems for the literacy,
numbers and maths and everything.

Speaker 16 (01:22:14):
Classes are big these days.

Speaker 22 (01:22:16):
Dragging the kids out playing and dragging them back in
and getting them focused again. It's a lot. But then
we're parents. We decided to have these children. When does
it fall back on the parents to say, let's get out,
let's go for a walk, let's go for a run.

Speaker 3 (01:22:34):
It's interesting you say that the teachers are stretched because Mike,
who rang them before as a teacher, he said that
it's a huge part of what he does and that
the kids won't learn unless you give them a chance
to get out of the class and do something physically.

Speaker 25 (01:22:48):
An hour, not an hour a day.

Speaker 3 (01:22:50):
Well, he reckons you do it, and you don't do
it an hour a full hour, and that also includes
pa which is in there. So you do ten minutes
he atten minutes the air, ten minutes here, you know.

Speaker 25 (01:22:59):
But then you think, dragging thirty kids out, how.

Speaker 3 (01:23:03):
Do you drag You don't have to drag them out.
You just open the doors and they'll run out, won't.

Speaker 22 (01:23:06):
They dragging them back in getting them to focus.

Speaker 3 (01:23:10):
But isn't there the job of a teacher. Isn't wrangling
kids the entire job of a teacher.

Speaker 22 (01:23:15):
Definitely, most definitely, But it's also a job as a
parents to.

Speaker 3 (01:23:18):
Oh absolutely just as well.

Speaker 22 (01:23:21):
You know, it's the responsibility of everybody to get our
kids out and moving.

Speaker 3 (01:23:26):
But don't we as a don't we as a society,
Lana spend a huge amount of money, the taxpayers of
New Zealand on public education because we want a better
future for our country. And if we are spending all
that money and we're not getting the results we want,
then it doesn't isn't a white paper like this pointing
out problems and saying that we would get better results

(01:23:50):
if we if if the teachers, if you know, in
part of the education was more focused towards a bit
of physical activity, Isn't isn't that? Isn't that a good thing?
Because because we can't control, we can control, we can
look after our kids, but we can't look after all
the kids, you know what I mean?

Speaker 25 (01:24:04):
Yeah, but they might those people have kids.

Speaker 2 (01:24:07):
But here's kind of beside the point, though, isn't Atlanta
they have had kids and if they're not getting what
they need at home. Then the school is the place
that that can be managed effectively. And then the flow
on effects is exercise. New Zealand Seat says could be enormous.
You know, you just don't know. But just to extrapolate
that out, those kids start early and they get into
physical exercise, and they get into sport, and then they
encourage their appearance to be a bit more physically active.

(01:24:29):
You know. That's kind of the point of these sort
of things that starts off small and you build it up, right,
you change behaviors over time.

Speaker 25 (01:24:35):
Yeah, but then we need to also look as a
country to make the sports cheaper for families everyday, families
to take their kids too. It's on one hundred and
forty dollars for my daughter to play net for It's
a huge stretch for us sometime. Yeah, they need to
look at maybe changing that.

Speaker 3 (01:24:57):
Well, but I mean, but how would they change that?
Would say that it would be who would pay for that?
If you didn't pay for it?

Speaker 25 (01:25:04):
Well, there must be a way, because they said, oh,
we can put the money in to the school. You
make the cheaper for these kids to join the after
school sports team.

Speaker 3 (01:25:17):
Yeah, well I'm gonna guess I guess you've you've actually
you've pointed to the big big thing here, right, So
this white papers is just spending more money. It's like,
so where does that money come from?

Speaker 15 (01:25:28):
It?

Speaker 3 (01:25:28):
Because you can always solve you can always can come
up with a problem and a solution that costs some money.
But finding the money. Yeah, but I agree that kids
sport is very expensive.

Speaker 2 (01:25:40):
Now yeah, thank you very much, Lena, But just thinking
about you know the cost and it is going to
be a cost exercise. New Zealand have admitted that. But
when you look at your priorities in life and look,
I get kids are there to learn, but they're also
being set up for wider existence in society. Right. Isn't
health or should physical health not be right at the
top of the priority And isn't that what they say
is the priorities in your life, family, your health, then

(01:26:02):
your work. So shouldn't that be right up there with
something that actually we do take seriously in the schooling
system because it's not just about books in academy or
is it. It is about setting kids up to embrace
society once they finally leave school and try and figure
out what to do for work. Yes, but also how
to be a good person, a member of society, and how.

Speaker 3 (01:26:19):
To not be a massive drain on the health system
for your entire life exactly. This texta has an interesting
point from a parent's perspective. This is going to be controversial.
People an't going to like that. It doesn't matter about
all the kids. It matters about your kids. I tell
my kids. If you see a lazy kid, if you
see a kid who spends all their time gaming or
on their phone, if you see a kid who doesn't
get involved in sports and exercise, that is your competition

(01:26:43):
for success in life. They will be your future customers.
They are consumers. The kids who want to achieve should
feel motivated by the huge number of pathetic kids out there.
You can be empathetic to them, You can help them.
You should always be friendly, but also quietly know that
making it to the top isn't that hard when most
young people have opted out of even trying.

Speaker 2 (01:27:04):
Oh, I mean that is a ruthless philosophy, but isn't true.
One hundred eight een eighty is that number of gool.

Speaker 3 (01:27:09):
I'd like to sit in the in the I know,
in the car or around the table.

Speaker 7 (01:27:13):
When you.

Speaker 3 (01:27:15):
Listen to your telling your kids that.

Speaker 2 (01:27:17):
Yeah, full noise, ruthless. Yeah, all right, keep those seas
coming through nineteen nine two and taking your calls. Eight
hundred and eighty ten eighty. It is sixteen past three.
Back very shortly, news talks'd be It is eighteen past
three and we're talking about exercise. New Zealand's push to
have one hour of mandatory physical exercise and scolling system
as part of their white paper. There's more recommendations all

(01:27:38):
about improving our overall physical health. But is that a
good idea in your eyes?

Speaker 13 (01:27:41):
Oh?

Speaker 2 (01:27:41):
Eight hundred eighty ten eighty is that number? Gett a pro?

Speaker 5 (01:27:45):
Hey?

Speaker 23 (01:27:45):
How's it going?

Speaker 2 (01:27:46):
Very good?

Speaker 16 (01:27:47):
Good?

Speaker 23 (01:27:48):
Hey? I think this largely already happened in a lot
of primary schools. The one thing I do agree with
is that we need to cut the kind of non
competitive side of everything that happens at primary schools. So
on my kids primary there was a non competitive swimming sport.

Speaker 18 (01:28:04):
Yeah, its a non competitive.

Speaker 23 (01:28:06):
Bike ground, there's non cross country. So I think it
should just be all competitive. I mean, you can celebrate
any kid, so whatever they do, you know, haven't always special.

Speaker 3 (01:28:17):
I was saying before pro that my son came home
and his friends were celebrating how well they did on
the cross country and they didn't even and then yeah,
and it's like they thought it was great. They hadn't
you know, they had never been I was like, this
isn't great. You opted out, so you can't celebrate.

Speaker 18 (01:28:35):
You give them an option?

Speaker 16 (01:28:37):
Yeah, sorry.

Speaker 23 (01:28:37):
If you give them an option, a lot of them
will choose the easiest one, even if they're really really
capable of had to make a run a really good
cross country I don't.

Speaker 3 (01:28:45):
My son and I collectively are doing this collective run
this year, and this is the kid that opted out
of the cross country. We've collectively run one than one
hundred kilometers this year together.

Speaker 23 (01:28:54):
Oh wow, Jesus.

Speaker 19 (01:28:56):
Yeah, he's very he's.

Speaker 3 (01:28:57):
Very capable, so he was totally capable of doing it,
but he got the option to help it opt out,
as you say, so he did. Yeah anyway, sorry you.

Speaker 18 (01:29:05):
Got I can't say.

Speaker 23 (01:29:06):
And my kids are at Darkfield High School now and
it's intermediate high school, so in the year seven and eight,
there is still quite a big emphasis on exercise. I
think they do three p three times a week and
everything is competitive, which is great. So you go from
the primary schools where you get this non competitive stuff
and they get into staffield and it's competitive.

Speaker 5 (01:29:29):
And it's hard.

Speaker 18 (01:29:30):
I don't know.

Speaker 23 (01:29:31):
I think it's a lovely idea. I don't think our
teachers need to be stretched more than they are, and
I think parents who take responsibility.

Speaker 2 (01:29:39):
Yeah, I mean on the competitive airspects. So part of
this proposal was getting professionals in, you know, trainers and
yogis and the rest of it. I mean, does that
add to it as well, that you've actually got a
professional there that works with people in the real world
that actually will push kids to you know, I don't
know if they're going to get them into the weights
room and primary school maybe, but that just has an
element there.

Speaker 9 (01:30:00):
Yeah.

Speaker 23 (01:30:00):
What Richard Bettie was saying, as you get to teenage girls,
so kind of they're thirteen fourteen year old teenage girls
and they can drop off competitive sport. Then getting something
alternative and could be really helpful.

Speaker 22 (01:30:11):
I know.

Speaker 23 (01:30:12):
And I think when I was in sixth form old
I did. I was in the gym, so we had
a we got taken out of school and we joined
a German I started working out in and that was awesome.
I really, really enjoyed it and I went on to
be a pet for about ten years. So yeah, there's
definitely ways that you could that we could increase their

(01:30:36):
I don't know just what they could do. But also,
like I think it is a lot of bit on
the pearents. You know, there's so many options for cads.
I look at what we offer at dark at high school,
and there's there's just so much sport on you know,
there's adventure racing, they can take carts in the coast
to coast, they can do all of the main winter sports,
there's summer sports, there's mountain biking, there's horse riding, eclimb

(01:30:59):
side of it, there's.

Speaker 18 (01:30:59):
So much on offer.

Speaker 3 (01:31:02):
Yeah, but I mean, I guess the problem is that
some parents don't like So we were say, look, it's
on the parents, and maybe we could educate the parents
do it. But we if some parents don't, then why
having those kids? And you know we always see teachers
are really stretched, and you know, whenever there's anything suggested,
we always hear this, right, but as it should just

(01:31:25):
be part of all you're really saying, is a physical
education as it is an intermediate premise school should be
a big part of it. Why is it such a stretch?
I don't see why it's such a stretch. Just to
get kids to run around a park or something or
go for a cross country? Is that any more stretch
than being in the class with them. So you could
either be in the class teaching them something, or you
could get all of them out at some point and

(01:31:46):
all the teachers come out of the class and make
them do something. Why is that such a stretch?

Speaker 5 (01:31:50):
Yeah?

Speaker 2 (01:31:50):
I think we anyone says it's an added workload, We
can't edit. It's not really adding anything.

Speaker 3 (01:31:55):
No, it's doing something but different, right, yeah.

Speaker 2 (01:31:58):
Yeah, exactly.

Speaker 3 (01:31:59):
Yeah.

Speaker 2 (01:31:59):
If you're a teacher, what do you say? Oh, e one
hundred and eighty ten eighty and if you want to
see to teach nine two nine two is that number?

Speaker 3 (01:32:04):
Are the six? Is how ridiculous? Spend one hundred and
forty to get your children involved in sports? Pathetic newusical
that is basically free, expecting someone else to pay for
that as an insult. You want me to buy condoms
so you don't have any more children wanting to play sport? Ye,
get a grip, Craig. If you want to buy moving.

Speaker 2 (01:32:20):
Yeah, if that's on offer, Craig. You know, I don't
think anyone say no to that, particularly Matt Heath.

Speaker 3 (01:32:24):
But yeah, actually, if you think about it, across an
entire season, one hundred and forty dollars for netball isn't
a lot. And also sport is basically free if you
want to do you know you I can get a
soccer ball pretty cheap or rugby ball right. That's if
you are a parent and you want to get your
kids active, then it doesn't cost a lot. This's ways
around it, you know, take them down to a park
and kick a ball around.

Speaker 2 (01:32:42):
Yeah, exactly right. Keep those schools coming through. It is
twenty four past three. Bank very surely.

Speaker 1 (01:32:51):
Matt Heath and Taylor Adams afternoons call oh eight hundred
and eighty ten eighty on news Talk ZB twenty six
pass three.

Speaker 2 (01:32:58):
So exercise. New Zealander has floated the idea that they
want political parties to get behind. That is one hour
of mandatory exercise every day for every student and every school.
Good idea. What do you reckon, Sharon? What's your thoughts? Oh? Sorry, Sharon?

Speaker 3 (01:33:14):
All right again, Sorry Sharon, I pressed the wrong button.
Sorry Sharon, it was on me. I'm an idiot. Welcome
to the show. H No, now I've got the right button. Here,
are you there, Sharon? Yes, I am oh yeah, yes,
we can hear you now as well.

Speaker 2 (01:33:31):
Sorry about that.

Speaker 3 (01:33:32):
What a what a shimozzle for me?

Speaker 10 (01:33:34):
Right?

Speaker 16 (01:33:34):
Go's so good.

Speaker 24 (01:33:36):
I'm sixty five now. When I grew up in the
sixties and seventies, single parents families were like, really uncommon.
I think I was the only kid in my class,
you know, who didn't have a father. So we were poor,
and you know, baked beans for dinner was the norm,
and there was abuse, not unlike a lot of what

(01:33:56):
the kids that we worry about these days and that
we make excuses for. But back then we had Pey
was bound to tree and I had five years in
Australia where they invested.

Speaker 16 (01:34:09):
In kids' sports much younger than.

Speaker 24 (01:34:12):
They have historically done, and so you had to do it.
And it turned out that it was something I was
really good at, you know, I was really good at sports.
And so even though I knew in my mind, because
I was so different to everybody else and poverty stricken,
that I was a piece of trash.

Speaker 16 (01:34:30):
Trailer part trash equivalent, I learned.

Speaker 24 (01:34:33):
That I could be really good at doing some things,
and sports helped me do that. PE helped me do that,
So I learned that. Yeah, it gave me a real
sense of achievement and belonging and capability that I would
not have had, you know, if it wasn't for sports
and four PE. And that served me really well later

(01:34:56):
in life. So it's not just the fiscal elements of
exercise that I think could do you know a lot
of good for these kids. It's the you know, it's
the psychological though mental health elements of it as well.
There's a lot to be gained.

Speaker 3 (01:35:10):
Yeah, thank you, Sharon. And the other thing is, you know,
just because someone's good at sport and someone isn't, you know,
then that someone might be good. You might find that
out and then that can be your personality, right or
this idea that you have to sort out a system
that everyone can achieve, doesn't you know, Like there was
always the people that were, I'm not great at sports,

(01:35:31):
so I'll really lean into this kind of it, and
the person that's I'm not really great at the academic
I'll lead into the sports side of it. If you
allow people to be brilliant one thing, they'll find their
thing right, and they'll develop their personality and their friends
around what you know it used to be like nerds,
right yep. And they have the friends that will be
into what they're into, and they define themselves because they
weren't good at sport or they weren't intered in sport.

Speaker 2 (01:35:52):
Right.

Speaker 3 (01:35:53):
So the fact that you're promoting excellence in different areas
doesn't mean that everyone loses, you know, just because you
lose it one thing, it might teach you to put
your energies into something else.

Speaker 2 (01:36:05):
Exactly. It's about experiences and schools, is it not. Oh,
one hundred and eighty ten eighty is that number to
call in? Nine two ninety two is the text number.
A few more texts before we go to the headlines.
This one says, gooday, guys. My daughter just turned eleven
and she won the C grade club championships at our
squash club. Last year she won the Oceania Under eleven

(01:36:27):
squash Championships. She trains three times a week and is
competing in tournaments most weekends. We don't have to motivate her.
She's on her own mission. But as to one hour
mandatory exercise, go for gold can only be a good thing.
Well you Yeah, that's an impressive young lady right there, right,
keep those coming through. It is bang on Hop Pass three.
We've got the headlines with Ray Lean and taking more

(01:36:49):
of your calls back in the.

Speaker 5 (01:36:50):
By US talks.

Speaker 14 (01:36:52):
Be headlines with your Ride, New Zealand's number one taxi
app Download your Ride today. A forty nine year old
man accused of a violent rampage through Walklands EPSOM yesterday
was unable to appear in court today and remains in hospital.
Newly released document show former police Commissioner Andrew Costa told

(01:37:14):
the Police watchdog to back off on investigating then Deputy
Jevin Mcskimming, saying it went against principles of natural justice
and risked making him more of a victim. Police have
shut down Amongol's gang meth importation ring linked to a
Mexican cartel after a tip off from US agencies in

(01:37:36):
an OP dubbed Operation Raidar Inland Revenue zeroing in on orchards.
Its suspects may be evading taxes through things like cash
payments to workers and false invoices. A new christ Church
facility is opened that will build thirty five meter wingspan
aircraft designed to fly in the stratosphere, which starts about

(01:37:56):
six ks above Earth's surface. The government has banned greyhound racing.
Now it has to manage the aftermath. You can read
more at inz Herald dot co dot enzt Ethan Tyler Adams.

Speaker 2 (01:38:09):
Thank you very much, Trey Lean. So we are talking
about one hour of mandatory exercise for every school kid
in the country. Exercise New Zealand's calling for it. So
is it a good idea or do you see some
flaws in it?

Speaker 3 (01:38:19):
Mike says, because everyone keeps saying the teachers are too
stretched to do anything other than what they're doing. And
he says teachers are stretched when they don't let kids
outside the blo of steam spot on.

Speaker 2 (01:38:30):
Yeah, well, you know, and I think that was Michael.
We had a chat too before. But you know, and
as Richard Medley said from Exercise New Zealand, this research
out there when kids are physical and they get some
activity and they're actually better at learning things like maths
and English. And if they've been sitting there for an hour,
don't you want to just push them out the door
and say go for a run, just burn off some

(01:38:52):
energy because you're crazy at the moment. And then you
come back and then do some learning.

Speaker 3 (01:38:55):
But what about when they're sixteen seventeen, fifteen, sixteen seventeen,
you push them out the door, where do they go?
Bloody vaping? They'll start making out.

Speaker 2 (01:39:06):
A lot of that happening start.

Speaker 3 (01:39:09):
I don't know what other things the kids do everything.
I mean, but just when you're a primary school kids
are all like yeah, and then when they're becoming adults,
they're more like, they're.

Speaker 2 (01:39:20):
More more nefarious. Yeah, check them in the pool. You
can't vape in the pool.

Speaker 3 (01:39:25):
Yeah. Hi there. I'm a primary school teacher. I teach
PA every p every second day, teaching schools for a sport,
and then on Friday we play a game of that sport.
The students love it, giving them a taste of a
lot of sports works.

Speaker 2 (01:39:37):
Well.

Speaker 3 (01:39:38):
Not sure how one hour every day will fit in
with the one hour math, reading and writing that we
have to do. Yeah, so I think the idea is
that that perhaps perhaps you do ten minutes at the
end of each hour. Yeah, but you sound like a
great teacher, Julie, and welcome Cat.

Speaker 26 (01:39:53):
Okay, I'm going to check over my words.

Speaker 23 (01:39:55):
High boys.

Speaker 26 (01:39:56):
So I think I'm a mother of four boys and
I've been involved with coaching and managing teams for nearly
twenty years. Anyway, my youngest trying to make it quick.

Speaker 17 (01:40:09):
He was born with.

Speaker 18 (01:40:10):
A young feminis.

Speaker 26 (01:40:12):
He got it removed, so he's got a half a
long missing. He trained and trained to do the school
cross country and threaded ships, as Paul Henry would say,
cheeses and better. So I bought the school and he
got to win, and he got to go and they
read did the race, and of course he wanted. So
that's my proud mum and moment.

Speaker 4 (01:40:33):
Nice.

Speaker 2 (01:40:33):
That is good. So when it comes to this mendatory exercise,
would that be something you'd be behind camp one hundred percent.

Speaker 26 (01:40:41):
They absolutely need it. These kids absolutely loved it when
I when I was with them for hours and hours
a week. Yeah, it's it's so good mentally physically, just
as the bonding for the kids as well being in
a team or whether it's I used to swim, so
it's not not on a team when you're swimming, but yeah,
it's it's just mandatory.

Speaker 2 (01:41:01):
I think, what do you think it's fallen off a
little bit because the stats are out there. I mean,
as part of it was and I know that they'll
ban the phones and a lot of schools now thankfully,
But is that part of it, that those temptations to
be online is just far higher for life outside of school,
and if you want to address it, school's probably the place.

Speaker 5 (01:41:20):
To do it.

Speaker 26 (01:41:21):
You were talking about them escaping from it. My experience
was the PC B grade the GAD. It was about participation.
They lost their drive to win. They weren't pushed anymore.
They just, like you said, they could just go for
a walk and finish across country.

Speaker 23 (01:41:39):
You know.

Speaker 26 (01:41:40):
It was Yeah, the PC they just didn't care whether
they kicked.

Speaker 16 (01:41:46):
One or not.

Speaker 26 (01:41:47):
It was as long as they had a short of
the title. And I don't agree with that. If they
want to have a go, then let them have a go.

Speaker 15 (01:41:54):
And if they went, well, monody.

Speaker 26 (01:41:55):
Got on them.

Speaker 2 (01:41:56):
Yeah, good on your cat. A lot of people would
agree with that. Thank you very much for your call.
So my old man said, when I was running in
the inter school running race, if you don't come better
than third, don't come home.

Speaker 3 (01:42:08):
Did he?

Speaker 4 (01:42:09):
Yeah?

Speaker 2 (01:42:09):
Where did you come third?

Speaker 3 (01:42:11):
Wow? What did you? When we did that rundown at
Pillar to Poe, you you were like quite nervous about it,
and then you put it in a good time in
your in, your in, your in your first. You're terrible
in your second, and you didn't do your third.

Speaker 2 (01:42:24):
Yeah yeah, way too hot out the gate for the
first run. But the time way, it wasn't it.

Speaker 3 (01:42:28):
But what I'm saying is you definitely had some naturalibility
because you didn't really by the training.

Speaker 2 (01:42:31):
No, it was good for the long distance.

Speaker 3 (01:42:33):
So do you think your dad saw knew the ability
to come third, And that's why he said it. It wasn't
just an arbitrary you have to come third.

Speaker 2 (01:42:39):
He knew as a good runner. Yeah, it was a
long distance. I think this was a ten k So
he knew I had it in him. But he did
let me home even though I came third. He wanted
he wanted second or better. Oh, he said, if you
come third, don't come home. He said better than third,
better than third. Yeah, so wanted me first or second?

Speaker 3 (01:42:55):
They see? Is that good band parenting?

Speaker 2 (01:42:57):
I'm you can't say that, and so well I just
did and you heard me, Tyler, so make sure you
do it.

Speaker 4 (01:43:03):
Yeah.

Speaker 3 (01:43:04):
Wow, the stick said that ruthless text is absolutely spot on.
These kids will be your competition in life. Easy wins.
That was the text that said, from a parent's perspective,
if it doesn't matter about all the kids, I tell
my kids. If you see a lazy kid, if you
see a kid who spends all the time gaming or
on their phone, if you see a kid who doesn't
get involved in sports and exercise, that's your competition for

(01:43:25):
success in life. They will be your future customers.

Speaker 2 (01:43:29):
Okay, bit of support for that text. I didn't expect that,
but keep that coming through a lot of support for
that text. Yeah, I one hundred eighty ten eighties. The
number to call is twenty one to four. Back with
more of your call shortly the.

Speaker 1 (01:43:43):
Issues that affect you, and a bit of fun along
the way. Matt Heath and Taylor Adams afternoons news talk sa'd.

Speaker 2 (01:43:49):
Be eighteen to four. Is a good idea to have
a mandatory one hour of exercise for every school child
in New Zealand? What do you say? I wan one
hundred and eighty ten eighties A number?

Speaker 3 (01:44:00):
Sorry, good a Craig Hey.

Speaker 18 (01:44:02):
Look, first off, I'd just like to say huge congratulations
matte get on mate.

Speaker 2 (01:44:08):
Thinks good on your Matt. Great news, isn't it?

Speaker 3 (01:44:11):
All the wonderful people from from ZB just gave me
a little card.

Speaker 2 (01:44:14):
He's got booze up the wazoo, as they say, Craig,
and I'll be.

Speaker 18 (01:44:18):
Seeing you tequila laid back made. If I could give
you one.

Speaker 3 (01:44:21):
Yes, just just put a little bit of you know,
glad to wrap over it and put it in the
post and I'll throw it back. Thanks, Creg. I appreciate it.

Speaker 18 (01:44:30):
All right now, Look, let's get on your man. I
don't normally follow that kind of stuff, but it just
popped up and it was like, cool, good on.

Speaker 3 (01:44:38):
You, thank you. She's a lovely lady, Craig. So I'm
very very lucky you.

Speaker 21 (01:44:43):
Had to be.

Speaker 3 (01:44:45):
Oh, bless you.

Speaker 18 (01:44:47):
Yeah, good on you, mate. Absolutely. I wish you're both
the absolute best.

Speaker 2 (01:44:53):
Nice Craig. Do you want to do you want to
talk about the education and the mandatory physical exercise?

Speaker 18 (01:44:59):
Totally. I think it's extremely important. I think the buttons
come off that a little bit in the last few years.
There's a a lot of good things that come from it,
not necessarily just actually getting kids moving around instead of
like burning off a bit of energy, but the friendships
that are formed through through teams getting together and creating

(01:45:25):
teamwork and all those things. But those are really really
good skills that continue through your working environment, you know,
they're not just on the playing field.

Speaker 2 (01:45:42):
Yeah, and do you think that's dropped off in recent decades, Craig.

Speaker 18 (01:45:47):
Yeah, definitely. Tilden and my son like the Yeah, he's
son in the second year medical degree, but he sort
of his discussions around sport and things, it just became
not really important. It was so he shows to go
off and do encing because I just begured that was

(01:46:09):
something that suited him better, which was great. But I
do kind of think that there's people when you listen
to that lady Sharon who spoke previously about how important
it was for her, I think that's what we're missing
a little.

Speaker 2 (01:46:27):
Yeah. I mean it struck me when we had a
chat to the CEO of Exercise New Zealand that he
said eighty percent of seventeen year olds in this country
don't take part in organized sport. That's a huge number.
Eighty percent of seventeen year old so that means, you know,
only twenty percent take part in some sort of sporting activity.
That's a bit of a blight.

Speaker 3 (01:46:45):
I think you can be rubbish at sport as well,
because I was at my dad's eightieth. No, my dad's
brother's eightieth. And my dad was in the third fifteen
and at Grammar and he was and his brother was
in the third fifteen at Kings and they were playing
each other and they're both locks, and they were still
talking about that. None of them, neither of them were

(01:47:06):
in the first fifteen talking about like some of their battles.
So I think when it comes to sport, you don't
have to be you know, you can. It can still
be meaningful even if you're not the greatest.

Speaker 18 (01:47:17):
Look absolutely, guys, and I think it's okay. So o
my hand. I was a Wess like boy and I
played second divisions for the boys there, and I was
really proud to be doing that.

Speaker 3 (01:47:32):
Yeah, but great school, great school for sport though.

Speaker 18 (01:47:35):
Oh really good, really cool, and we had the most
amazing coach and we had had great older guys. I
went into it. I was actually one of the youngest
guys on the paddock, but I was eighty kg's and
a big fat boy. So yeah, they needed a prop.

Speaker 3 (01:47:53):
Well, that's actually one of the great things about rugby union.
And there's an extent league, but in rugby union there's
there's a there's a position for every size, every shape. Right,
there's a position designed exactly for every shack. You know,
which is which is? What was one of the most
fantastic things about that sport.

Speaker 18 (01:48:13):
No, but it was a lot of fun and other
made it sort of just gave me a respect for teamwork,
work ethic, turning up, you know, doing your training and
doing what you need to do. That that went on
into later life and I think that's part of something
that's missing a little bit today.

Speaker 2 (01:48:33):
Nicely, see Craig, thank you very much for giving us
a bell mate. We'll check again soon. Joe, it sounds
like you're behind this idea.

Speaker 7 (01:48:44):
I just want to say it. I'm in my seventieth
year and I've paid lots of sports, and I've come
from a sporting family, and would you say it's been
at the top level. We've even got an Olympian in
our family. Well, what I now feel I love sports.

(01:49:06):
I sat on the couch most of the time because
I've got shoes with bones and ankles from netball and
ice skating and all of that. But what I feel
is the saying motions is lotions. Not everyone can be
a competitive person, Not everyone loves bounding the street and

(01:49:29):
banging their bodies around. But if, for example, I watch
the Chinese at school, everyone's out and lotion. Their motion
is lotion. They're all moving, they're moving softly and gently,
but all age groups are together and the teachers are

(01:49:52):
with them. And that you're sticking out some through you know,
a block of everybody does the same thing. But if
you start at nearly age with that thought, moving gently,
moving and breathing, it enhance. This is your mental as
well as your physical aspects or capabilities.

Speaker 2 (01:50:15):
Definitely.

Speaker 7 (01:50:15):
Just one other thing I want to say is that
I grew up when you learned your time's tables. I
want to order all white arc of primary and my
brother and I ended up being the fastest one is
there and the fastest one is and readily intermediate. But
you know what I learned?

Speaker 19 (01:50:35):
Who run the two two.

Speaker 7 (01:50:37):
Twos, the four two three, the six, two fours eight
right through the whole school every morning? And I can
walk into the supermarket and I don't need a stone
to calculate you know what's come up on the on
the chill.

Speaker 2 (01:50:55):
I know same thing with exercise. Yeah, Jo, who's the Olympian?
And your family here? We have who who are they?

Speaker 7 (01:51:04):
No, Well, let's plit this way. They grew up children,
Lisa Carrington and my niece grew up on the water.
My cousin, and we're going to say the name. My
cousin was dragon boat racer. My my brother played for
New Zealand Marty's. My other brothers were League trialists. They

(01:51:28):
played with Iron Cleary's. My father we were poor too.
We were on top of the hill in Scoddard Road
and Hendon part was just a cuddy little thing, you know,
down across the creek and we're around down me with
our father. Run me too, me too, we'd all run.

(01:51:51):
I'm we're seven in our family. And he'd had bits
of paper and he'd drop it and made up to
sidestep it.

Speaker 3 (01:51:57):
That's how you do it.

Speaker 2 (01:51:58):
Yeah, see Great Jeans, the Great Jeans and Olympians as well,
dropping the bits of paper. Yeah on Jo, thank you
very much for your phone call. Oh one hundred and
eighty ten eighty do you agree? And if you want
to send its week's ninet two ninety two? Is that
number a couple of text coming through?

Speaker 11 (01:52:12):
Yeah?

Speaker 3 (01:52:12):
Good idea and principle says this text of it sport
just isn't as important as academics for certain students. My
son did sports until year eleven. Then, quite simply he
had to spend every minute of his nights and days
studying to go towards getting into an engineering degree, one
of the hardest to get into. He did not have
time to play sports at school, simple as that sports
does not suit everybody, and after year ten it should

(01:52:33):
be relevant to the student individual. But you know, if
you're studying and then you go for a fifteen minute
run every hour, yep, and just get out and about then,
you know, I think it's been pretty clearly proven that
that helps you get ahead academically and great for the
mental health, which helps you get a head academically.

Speaker 2 (01:52:51):
Spot on, And this one says, guys, I think if
you start exercise young, this then leads to school sports.
School sports leads to purpose. This hopefully would mean less
drugs and less alcohol. These teenagers want to play well
for their team and live healthy lifestyles. This week, for
my son who started playing rugby young and is now
still playing reg be at twenty five, and he has
a very very healthy lifestyle.

Speaker 3 (01:53:11):
Just my opinion, isn't the best advice for bringing up
teenage boys. Keep them tired and broke.

Speaker 2 (01:53:16):
Mm yeah yeah, good advice.

Speaker 3 (01:53:19):
So they learn respect for money and they don't cause
any trouble because they're too busy sleeping. Hey, they're listening
to your show around the need for physical exercise at school.
I believe is supported by the notion that with the
upcoming shift and jobs caused by AI, it is no
longer luxury to believe that being a NERD will allow
you to not have to do a physical job and
not be prepared to be able to do a physical
job as a problem when kids are leaving school and

(01:53:41):
that may be all that is available.

Speaker 2 (01:53:42):
Well, okay, okay, brain and brawn, keep those teas coming
through nine two nine two. It is eight minutes to four,
the big.

Speaker 1 (01:53:50):
Stories, the big issues, the big trends, and everything in between.
Matt Heath and Tyler Adams afternoons used talks that'd.

Speaker 2 (01:53:58):
Be six to four text here. Getay, guys. We have
given kids too much power, We have given them too
much rights in terms of them going no, I don't
want to run, I don't want to I don't want
to participate. I didn't bring my pe gear. I don't
want to do anything that you're making me do because
I don't have to. That is part of the problem.
Sometimes kids shouldn't have a choice. You're doing this. It

(01:54:20):
is going to be good for you in the long run.
That is why they are children.

Speaker 3 (01:54:24):
Yeah, okay, all right, there's part of it.

Speaker 11 (01:54:27):
All right.

Speaker 3 (01:54:27):
It's been a great discussion, hasn't it certainly has. Yes,
get out there, do something, even if you're an adult.

Speaker 2 (01:54:33):
Right, get out motion is lotion.

Speaker 3 (01:54:36):
Yeah, work for forty five minutes. Go for a run
around your desk too, right, Yeah, we're going to start
this all right, Bloody laz tomorrow, bloody lazy adults. All right,
that's the end of the show. Thanks so much for listening,
and thanks for all your calls and texts here. The
Duplessy Allen is up next, and the act Party is
promising to let pharmacists do more for you, including booking

(01:54:56):
blood tests if free elected. Pharmacy director Lanny Wong talks
to hither about after four about if your local chemist
has the capacity to take on more tasks. But right now, Tyler,
why would I be playing this song from American rapper
Tupac featuring fellow American rapper Dr dre.

Speaker 2 (01:55:16):
Ah this is California, California Love, California. Why would you
be playing California Love?

Speaker 3 (01:55:22):
It's so obvious?

Speaker 2 (01:55:24):
What's the lyric? There's a lyric in there somewhere. What
related to MMP system? Does us talk about EMMP?

Speaker 3 (01:55:30):
Where you're getting close? Okay, because this song came out
in nineteen ninety six, seven days after our first MMP
election in New Zealand's.

Speaker 2 (01:55:42):
Jesus Mate, you may get in this like Mastermind.

Speaker 3 (01:55:44):
And today Christopher Luxon said that he likes the idea
of putting MMP up for referendum in the next election
if they get back in.

Speaker 2 (01:55:51):
All right, good tune.

Speaker 3 (01:55:53):
So Cutley, you didn't get that one, all right, you
seem busy?

Speaker 16 (01:55:56):
Will let you go.

Speaker 3 (01:55:56):
I'm mad Heath. That's time, Adams, and we'll be back
live on your radio tomorrow afternoon. Until then, give a taste.

Speaker 4 (01:56:03):
A keywek

Speaker 1 (01:56:06):
Welch for more from News Talk set B listen live
on air or online, and keep our shows with you
wherever you go with our podcasts on iHeartRadio.

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