When studying for an AUT Sport and Recreation degree, Ashmita Kumar was looking for a practical placement that would push her to experience something she wouldn’t normally do. HUNGERBALL® was an ideal opportunity.
In her first year, Ashmita’s placement was with Functional Adaptive Movement (FAM), where differently-abled children work with personal trainers.
While majoring in physical education and health, Ashmita was working towards a teaching career and didn’t think she would likely encounter this type of experience.
“During my second year at AUT, I was looking for a 35-hour placement, and I thought HUNGERBALL® was also unlikely to be part of my life as a teacher,” says Ashmita.
When she contacted Andu Iordache, HUNGERBALL®’s founder, he replied within the same day, and Ashmita decided to go for it.
“Both Functional Adaptive Movement (FAM) and HUNGERBALL® have been really impactful, and I’ve considered both experiences when I start teaching this year. If possible, I’ve requested a class with kids who need learning support.”
HUNGERBALL® instilled in Ashmita the value of inclusivity, having fun, and the importance of getting people moving over being successful and competitive. She has adopted this philosophy into her teaching.
Ashmita enjoyed learning how straightforward it can be for people to get moving and its impact on people.
“Sometimes parents send in their kids to play, and they stand outside the arena waiting for the kids – maybe look a bit bored, record a bit of the game – then go and sit down. Somehow, HUNGERBALL® gets them involved, and suddenly, they’re so energised and happy, and everything seems so positive.
“Seeing people who think the game is stupid or just for kids – then they get involved and become competitive – is one of my favourite parts of HUNGERBALL®. Especially parents, teachers – even grandparents.”
Throughout Auckland, Ashmita has coached HUNGERBALL® at specialist schools where some children can be too scared to enter the arena. If a HUNGERBALL® coach can play through a few drills outside the arena with the child, they learn that it’s safe to come inside and often enter by themselves. Some HUNGERBALL® arenas have outside goals, and coaches can play out there if that works better for the child.
“Just getting anxious kids moving and seeing them so happy from it is one of my biggest takeaways from HUNGERBALL®, and I hope to take that into schools where I teach.”
Andu recognised Ashmita’s capabilities and offered her part-time work, with the flexibility to balance HUNGERBALL® events around her AUT study.
During her third year at university, Ashmita had to choose between a placement at a school or going with another appropriate organisation. She had to convince AUT about the relevance of HUNGERBALL® for schools before her full-year placement was approved.
During her placement, Ashmita received remuneration from HUNGERBALL®.
“Of all the students I knew, none were getting paid by their placement organisation. Trying to pay for rent or gas was tough for them. For myself, being paid by HUNGERBALL® really helped.”
Now that she has full-time employment as a teacher, Ashmita is moving on from HUNGERBALL®, and Andu is delighted that her experience has shaped her career goals.
“It has been rewarding to watch Ashmita become an excellent HUNGERBALL® coach and apply the principles of the game to her teaching career. We hope to see her again – maybe playing HUNGERBALL® at her new school.”
HUNGERBALL® is always interested in recruiting new HUNGERBALL® coaches, and if you’re interested, please contact us today.
