Relevant bibliographies by topics / School sports management - Swaziland

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'School sports management - Swaziland'

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Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "School sports management - Swaziland"

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Laios, Athanasios. "School versus non‐school sports." International Journal of Educational Management 9, no. 1 (February 1995): 4–9. http://dx.doi.org/10.1108/09513549510075970.

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McManus, A., and R. Phungwayo. "On the field management of head and brain injury in amateur soccer league in Swaziland." Journal of Science and Medicine in Sport 12 (January 2010): e87-e88. http://dx.doi.org/10.1016/j.jsams.2009.10.179.

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Kandaurova, Natalia, and Anatoly Strizhak. "Fundamentals of management programs of the sports school head." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 101 (July 2013): 60–63. http://dx.doi.org/10.5930/issn.1994-4683.2013.07.101.p60-63.

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V. L, Kelly, and Oloyede O. I. "A COMPARATIVE STUDY OF GIRL’S PHYSICAL SCIENCE PERFORMANCE BETWEEN CO-EDUCATIONAL AND SINGLE SEX SCHOOLS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 373–82. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1066.

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The major objective of the study was to compare the performance of girls studying physical science in single sex schools and those in co-educational schools. Three research questions were raised and one hypothesis formulated. The study adopted a cross-sectional survey research design using a sample of forty students’ randomly selected from two single – sex and two co – educational schools from the Manzini region of Swaziland. Data was collected using the Swaziland General Certificate of Secondary Examination results and a 10 – item 5 - scale Likert type of questionnaire. Data was analyzed using the Statistical Package for Social Sciences (SPSS). T-test was used to test the hypothesis at 0.05level of significance. The findings from this study showed that girls from single-sex schools perform significantly better in physical science than girls from co-educational schools. Social factors have the greatest influence on girl’s physical science performance, while school management issues have the least influence. It was concluded that performance of girls in single-sex schools is significantly different from the performance of girls from co-educational schools and social factors have the greatest influence on the physical science performance of girls. It was therefore recommended that teachers in co-educational school should do everything possible to improve the performance of girls in their schools and teachers in both schools should provide guidance and counseling services in order to educate the girls on the effects of social factors such as peer pressure on their physical science performance.
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Kandaurova, Natalia, and Lobanov. "Factors affecting the efficiency of the management of the sports school." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 95 (January 2013): 55–61. http://dx.doi.org/10.5930/issn.1994-4683.2013.01.95.p55-61.

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Pagnotta, Geraldine, and Mara Sproul. "School Nurses' Knowledge and Comfort with Concussion Management in the School Setting." Archives of Physical Medicine and Rehabilitation 100, no. 12 (December 2019): e200. http://dx.doi.org/10.1016/j.apmr.2019.10.116.

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Perron, Josée, and Peggy J. Downey. "Management Techniques Used by High School Physical Education Teachers." Journal of Teaching in Physical Education 17, no. 1 (October 1997): 72–84. http://dx.doi.org/10.1123/jtpe.17.1.72.

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The purpose of this study was to describe the management techniques used by high school physical education teachers immediately before (preactive) and after (reactive) student behavior. Eight experienced physical educators were videotaped as they each taught four lessons of their regular schedule. Formal and informal interviews with the teachers were audiotaped and/or recorded in field notes. Management techniques observed during lessons or described during interviews were analyzed by deduction using the 22 categories of Henkel’s (1991) Physical Education Pupil Control Inventory (PEPCI). New categories were developed by induction to accommodate observed or discussed techniques that could not be coded into Henkel’s categories. These secondary physical education teachers used 28 different management techniques, including 21 (75%) from Henkel’s PEPCI and 7 (25%) others observed by the researcher or described by the teachers. Findings contribute to a foundation for further research into the positive management of student behavior.
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Maroon, Joseph C., and Jeffrey Bost. "Concussion Management at the NFL, College, High School, and Youth Sports Levels." Neurosurgery 58 (September 2011): 51–56. http://dx.doi.org/10.1227/neu.0b013e3182269efe.

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Pan, Jian. "Design on College Sports Course Management System." Applied Mechanics and Materials 687-691 (November 2014): 2308–11. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2308.

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Sports Course management system is an important part of the sports discipline management, construction and improvement of management systems has important implications for guiding sports activities. In this paper, college sports course management system has been designed, first elaborated the technology is mainly used in the system design, then analyze the functional modules of the system, including: students elective course, sports scores, sports course, sports activities, sports facilities, student physique health standards, sports health, teacher-students communication, 8 management module. The system basically achieve the student's online information search, elective course, teacher fully grasp the student information, entry student achievement and school administrators to manage the course information release, the sports course information management and other functions.
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Hazar, Muhsin, Malik Beyleroglu, Sakir Bezci, Hacer Ozge Baydar, and Emre Ozan Tingaz. "Class Management Profiles of Secondary School Teachers." European Scientific Journal, ESJ 13, no. 34 (December 31, 2017): 381. http://dx.doi.org/10.19044/esj.2017.v13n34p381.

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The purpose of this research is to examine the class management profile of secondary school branch teachers working in certain province of Turkey, using some variables. The research group consists of 152 teachers (69 female and 83 male) in the various field of Mathematics (29), Turkish (46), Religion Culture (23), English (31), and Physical Education and Sports (23). The "Classroom Management Profile Scale (SYPÖ)" developed by Kris (1996) and adapted to Turkish by Ekici (2004) was used as the data collection tool in the research. The research was conducted based on both the general and the relational screening models. The SPSS 20.0 package program was used in the analysis of the data. Both T test and one-way ANOVA were used in independent groups to determine whether the gender and subscale of the scale were significantly different according to gender, age, occupation year and field. The results of the research proved that, when the scores of both scales were calculated, the grade management profiles of the teachers were not statistically different according to the considered variables.
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Dissertations / Theses on the topic "School sports management - Swaziland"

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Zimba, Zondani. "Managing an inclusive school: a case study of a pilot school in Swaziland." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003552.

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Inclusive Education (IE) reflects the values, ethos, and culture of an education system committed to excellence by promoting education opportunities for all learners. IE is about building a more just society and ensuring the right to education for all learners regardless of their individual characteristics or difficulties (UNESCO: 2007). The kingdom of Swaziland has committed itself to high quality basic education which provides equal opportunities for all children and youth. This is evident in the Swaziland National Constitution (2006). To promote Education for All (EFA) as stated in the constitution, an IE Policy has been developed and a draft policy is in place. The programme has been operational since 2006. There are nine pilot schools and four teachers from each school who have been trained on how to handle pupils with disabilities. The programme will be rolled out to 608 primary schools by 2015. In this research, the goal was to investigate how a School Management Board responds to the challenges of managing an Inclusive School. This research is a qualitative interpretive case study based in one of the pilot schools in Mbabane in Swaziland. The study used document analysis, semi‐structured interviews and focus groups to collect data. The study revealed that the school has done much in accommodating IE as there are changes in management structures and approaches, organizational culture and operating procedures. On the other hand, there are still significant challenges such as a lack of knowledge of inclusion and negativity on the part of learners and parents. Other challenges include inadequate training for educators and lack of suitable infrastructure. The study concludes by recommending improved staff development programmes, infrastructure upgrades, acquiring appropriate teaching and learning resources and employing multidisciplinary personnel.
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Mabuza, Johannes Tshotsho. "Stakeholder perceptions of success factors in an academically successful Swazi high school in Manzini, Swaziland." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1006223.

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In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.
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Mathebula, Nkhensani Stella. "The management and implementation of School Sport Mass Participation Programme (SSMPP) in selected secondary schools at Malamulele East Education Cluster in the Limppopo Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1756.

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Thesis (M. Dev.) -- University of Limpopo, 2015
Recent changes in the Department of Sport and Recreation have placed new external pressures and challenges on Sport officials to change their ways of managing School Sport Mass Participation Programme in their sphere of operation. The above challenge prompted the researcher to investigate the Management and Implementation of School Sport Mass Participation Programme (SMPP) in selected secondary schools at Malamulele East Education Cluster in the Limpopo Province. The study is concerned with the development of effective strategies that will enhance the capacity of sport officials and change their perception; and that of other stakeholders on the management and implementation of the School Sport Mass Participation Programme. This study used the context of Malamulele East cluster as its spring board in engaging in the daunting subject of the School Sport Mass Participation Programme. Surely, with all the changes that are involved in the implementation of the above programme, there is a need to review the way the School Sport Mass Participation Programme should be implemented, hence this study. The literature review established the relationship between Sport Management and the implementation of School Sport Mass Participation Programme. In this regard, the study showed that managers who apply the principles of management, motivation, participation in decision making, management by objectives and delegation can enhance the management and implementation of School Sport Mass Participation Programme in the area of the study. In this study, a mixed research design approach was employed to investigate the factors that promote and hinder the management and implementation of the School Sport Mass Participation Programme in Malamulele East cluster. Both questionnaires and structured interviews were employed to collect data from the respondents. The main findings of the study confirmed that there are challenges associated with the management and implementation of the School Sport Mass Participation Programme in Malamulele East cluster. Challenges such as lack of managerial skills, clear delegation of powers, lack of clarity on policy guidelines, inadequate resources, lack of cooperation vi and shortage of financial resources hampered the successful implementation of the School Sport Mass Participation Programme in Malamulele. In conclusion, the study also led to suggestions of strategies and recommendations that can improve the management and implementation of School Sport Mass Participation Programme in Malamulele East Education Cluster in the Limpopo Province.
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Romine, Joe W. "Work as central life interest and leadership effectiveness of Indiana high school athletic dirctors." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/473722.

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The purpose of the study was fourfold. The first purpose was to determine the degree to which Indiana high school athletic directors consider work to be a central life interest. The second purpose of the study was to determine if there is a significant difference between the proportions of athletic directors of small and large high schools determined to be work oriented as measured by the Central Life Interest Inventory. The third purpose of the study was to determine if there is a significant difference in the leadership effectiveness of athletic directors who are highly interested in their work as compared to athletic directors who are least interested in their work as a central life interest. The fourth purpose of the study was to determine if there is a significant difference between the leadership effectiveness of athletic directors who are intensely interested in being athletic director in either small or large high schools.The Central Life Interest Inventory and the Leader Behavior Description Questionnaire – Form XII were utilized to gather data. Three null hypotheses were tested using the Multivariate Analysis of Variance. The .05 level of significance was established as the critical probability level for the non-acceptance of hypotheses.Conclusions1.Thirty-one, or 24%, of the one-hundred and thirty-one athletic directors participating in the study consider their work as a central life interest.2.A statistical analysis showed that there is no statistically significant difference in the central life interest between the proportions of work oriented athletic directors from the small and large high schools.3.A statistical analysis showed that there is no statistically significant difference between the average ratings of Group I (highly interested in work) and Group II (least interested in work) when rated by subordinate head coaches relative to the twelve factors of leadership.4.A statistical analysis showed that there is a statistically significant difference between the average ratings of small and large high school athletic directors by subordinate head coaches relative to the twelve factors of leadership. However, the difference was not interpretable using the Univariate Analysis of Variance statistics.
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Slone, Michael J. "Supporting Students| The Role of High School Athletics." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816019.

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The majority of American high school students compete in school sponsored athletics (NCES, 2017; NFSH, 2017). Therefore, it is important for students, parents, educators and other pediatric professionals to be aware of the benefits and costs of participation. High schools and their associations are also often put in a position of determining what, if any, academic requirements should exist for athletic eligibility. This paper provides a thorough literature review of more than sixty references related to the benefits, costs, eligibility standards and legal issues associated with high school athletic participation. In addition, to gather and analyze input directly from the classrooms and playing fields, a novel survey on the topic was conducted with more than 130 high school employees at various high schools in Northern California, including teachers, coaches, athletic directors, administrators, psychologists, counselors and other staff. Findings from the literature and survey overwhelmingly support the immediate and long-term academic, occupational, social-emotional and health benefits of high school sports. More controversial, however, is suspending athletic participation for students who do not meet academic requirements. The author explores this issue taking into account the proven benefits of high school sports, procedural and legal concerns, and best practices for students. In particular, the effects are considered by gender, race, English-language status, socio-economic status and students with disabilities. Conclusions and recommendations are provided to assist stakeholders in understanding the role of high school athletics and developing fair and appropriate procedures and interventions for supporting all student-athletes.

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Mutsigwa, Joseph Kudzanai. "State-business partnership in poverty reduction : a case study of three public-private partnerships in Swaziland." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1723.

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Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2009.
The study asserts that Swaziland’s socio-economic development challenges cannot be effectively tackled by the Government and civil society alone but requires the participation of the private sector. The study explores the prospects for collaboration between the state and business in the context of MDGs, PPPs and CSR. The study highlights the importance of the participation of beneficiaries in the design and implementation of development projects. The importance of beneficiary participation in the design and implementation of development initiatives is discussed in the context of “good governance” linked to the notion of sustainable human development. The case studies are aimed at poverty reduction/alleviation. Linkages between the private sector and SMEs in advancing broad economic growth are explored in the case studies. It is argued that economic growth is a necessary condition for creating employment and fighting poverty underpinned by the MDGs. The Moneni upgrading project (section 3.2) explores the extent the initiative aims to improve the living standards of low-income and poor communities in line with the MDGs. The STH case study (section 3.3) is a spin off from government. The STH seeks to provide a market intermediary for the SME sector particularly rural based cultural “handicraft” industries in Swaziland as way to mitigate the effects of poverty for marginalised rural producers. The last case study (section 3.4) discusses the entrepreneur of the year awards (EYA), an initiative aimed at reducing poverty and promoting local economic empowerment and sustainable development in Swaziland. The study recommended further research in view of the major constraints highlighted by the study. It was problematic to engage in critical and detailed discourse because the concepts explored by the study are new in the Swazi development context. The other dimension that compromised detailed analysis was posed by the unavailability of research data related to both the Swazi private sector and SME sectors. The majority of the SME sector operate at micro level and have insignificant economic turnover. Further studies are important to explore ways to promote linkages for growth of these sectors in the context of poverty reduction/alleviation.
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Palmero, Mauro, Andy R. Dotterweich, Gary Lhotsky, and Joseph Walker. "Risk Management Plans: Existence and Enforcement at NIAAA Member High School Athletic Departments." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3801.

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The purpose of this study was to explore the current scenario of interscholastic athletics in terms of the existence and enforcement of risk management plans within high school athletic departments. Another purpose was to identify the common practices related to risk management currently utilized. The present study had a response rate of 16.7%. The results showed that 76.2 % of the respondents (N=816) conduct interscholastic activities with the support of risk management plans, but there are still 23.8% of those interscholastic athletic departments where risk management plans are nonexistent. In addition, from those who indicated having a risk management plan, 28% do not enforce it. A majority of respondents seem to be employing risk management best practices consistently, but there is an indication of a less than desired level of adoption of some practices (i.e., informed consent forms, pre-season sport specific meetings, ADA compliance, coach evaluation and written criteria, safety training, accessibility of AED’s, and warning signs). The results of our study showed a statistically significant relationship between the athletic directors’ years of experience and the adoption of certain risk management practices (i.e. coach evaluation, evaluation criteria, risk management enforcement, and hazard abatement), but (surprisingly) not to the adoption of other similarly important practices. This study provides high school athletic administrators and principals with relevant information that can be used to support their decision to adopt and enforce risk management plans for interscholastic athletic activities.
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Amaro, Mark Stephen. "Voices of Former High School Athletes| Benefits and Drawbacks of Participation." Thesis, Saint Mary's College of California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685767.

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Most high school students have the opportunity to participate in athletic programs during a transformative time in their personal and academic development. Very little qualitative research examines how former high school athletes perceive these experiences after they graduate. In this descriptive, exploratory study, former athletes viewed their participation as a key experience that continues to affect them positively two to five years later. During semi-structured interviews, they spoke of having developed and maintained new capacities for leadership, greater personal accountability, and healthier overall lifestyle choices. They also learned how to relate to others, both on and off the athletic field in more authentic and caring ways, and thus how to establish and maintain lasting relationships. Many of these outcomes echo aspects of self-concept and character development as described in the literature. Although athletic coaches' behaviors were described as both positive and negative, participants were generally able to overcome the negative aspects. Especially when budget cuts threaten many non-academic and extra-curricular offerings, the results of this small and geographically limited study point to the need to further explore how high school athletics may have lasting positive effects on participants.

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Thompson, Jay C. (Jay Charles) 1946. "Role Expectations of the Athletic Director as Perceived by Athletic Directors, Superintendents and Principals in the State of Texas." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332205/.

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This study examines the extent of agreement or disagreement among and between Texas superintendents, principals and athletic directors toward fifty specifically defined role expectations for the full-time athletic administrator. By defining the athletic director's role expectations, the superintendents, principals and athletic directors may function more effectively in discharging their duties and implementing quality interscholastic athletic programs. Parents and educational leaders are very interested in athletic programs which contribute to the emotional, social, physical, and mental growth of youth. Given the increasing number of athletic programs and participants, it is important to analyze and report data related to athletic administration. The perceptions of the superintendents, principals, and athletic directors to the specifically defined role expectations for the athletic director provided data for analysis to determine the extent of role conflict and the role of the athletic director. The main findings are the following. (1) There is a minimal role conflict for the athletic director based upon the perceptions of the superintendents, principals, and athletic directors. (2) The majority of the respondents agreed or strongly agreed with forty-four of the specifically defined role expectations for the athletic director. (3) The majority of the respondents disagreed or strongly disagreed with the athletic director being responsible for establishing an athletic program that has a primary objective of producing a financial profit, being responsible for securing advertising to support the game program, directing and supervising the kindergarten through grade twelve physical education and health education programs, reporting directly to the local principal(s), and being responsible for the concession operations at athletic contests. The recommendations, based upon the data from this study, are: (1) Texas school district personnel should review and update their job description for the athletic director in accordance with the specific role functions identified through this study, and (2) the model job description developed for the director of athletics could reduce possible role conflict.
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Dotterweich, Andy R. "University School Playground Inventory and Safety Evaluation." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3808.

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Books on the topic "School sports management - Swaziland"

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Group, ASH Consulting. Sports development under devolved school management. Edinburgh: Scottish Sports Council, 1997.

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Appenzeller, Herb. Managing sports and risk management strategies. Durham, N.C: Carolina Academic Press, 1993.

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1947-, Maloy Bernard Patrick, ed. Organizing policy for interscholastic athletic programs. Carmel, Ind: Benchmark Press, 1990.

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Magagula, Cisco M. Level of bureaucratization in the educational system and schools of Swaziland. Kwaluseni, Swaziland: University of Swaziland, Faculty of Education, 1991.

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Herb, Appenzeller, ed. Managing sport and risk management strategies. 2nd ed. Durham, N.C: Carolina Academic Press, 2003.

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Risk management in sport: Issues and strategies. 3rd ed. Durham, N.C: Carolina Academic Press, 2012.

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Nancy, Giebel, ed. Athletic director's survival guide. Englewood Cliffs, N.J: Prentice Hall, 1997.

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National Interscholastic Athletic Administrators Association. Athletic administration: A comprehensive guide. [United States]: National Federation of State High School Associations, 1998.

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Ozzie's school of management: Lessons from the dugout, the clubhouse, and the doghouse. New York: Times Books, 2012.

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Jensen, Clayne R. Administrative management of physical education and athletic programs. 2nd ed. Philadelphia: Lea & Febiger, 1988.

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Book chapters on the topic "School sports management - Swaziland"

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Wang, Yurong, and Yingjie Song. "Modes of Sports Management in Higher School." In Proceedings of the 2012 International Conference on Cybernetics and Informatics, 1341–47. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3872-4_171.

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Sun, Guanghui. "Design and Implementation of the School Sports Management System Based on WEB." In Advances in Intelligent Systems and Computing, 49–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15235-2_8.

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Han, J., and H. Wang. "An application of computer in sports management of school." In Computer, Intelligent Computing and Education Technology, 991–93. CRC Press, 2014. http://dx.doi.org/10.1201/b16698-215.

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"An application of computer in sports management of school." In Computer, Intelligent Computing and Education Technology, 286–89. CRC Press, 2014. http://dx.doi.org/10.1201/9781315760810-60.

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Madsen, Rachel, and Annemarie Farrell. "Challenging issues in youth and high school sports in the United States." In International Sport Business Management, 65–90. Routledge, 2021. http://dx.doi.org/10.4324/9781003155874-6.

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"Sports value outlook and physical training behavior of middle school students in China’s western ethnic minority regions." In Education Management and Management Science, 125–30. CRC Press, 2015. http://dx.doi.org/10.1201/b18636-27.

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Simwanza, Alfa, and Stephen Mabagala. "Strategies used by secondary school administrators to motivate teachers and students to be involved in sports." In International Sport Business Management, 250–61. Routledge, 2021. http://dx.doi.org/10.4324/9781003155874-16.

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"Exploitation on school-based traditional ethnic sports course in primary and middle schools of ethnic region in northwest Guangxi." In Management, Information and Educational Engineering, 499–504. CRC Press, 2015. http://dx.doi.org/10.1201/b18558-110.

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Brody, David L. "Return to Contact Sports." In Concussion Care Manual, 117–20. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199383863.003.0029.

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Published guidelines on return to play apply to simple concussions: (1) No return to play in the same 24-hour period as the concussion. (2) Graded, stepwise increases in activity guided by symptoms over 6–10 days. (3) No difference in return to play for elite versus nonelite athletes. (4) Brief convulsions or posturing at the time of concussion does not indicate higher than normal risk of seizures and requires no specific management. For more complex concussions, discourage the patient from returning to contact sports until all of the following are true: The symptoms are all in the mild range or resolved, the collateral source verifies that the patient’s behavior is back to normal, the patient has been able to successfully return to school or work, balance is back to normal, and the patient passes a physical therapist-directed moderate exercise test.
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Brody, David L. "Return to Contact Sports." In Concussion Care Manual, edited by David L. Brody, 169–74. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190054793.003.0030.

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Published guidelines on return to play apply to simple concussions: (1) No return to play in the same 24-hour period as the concussion. (2) Graded, stepwise increases in activity guided by symptoms over approximately 6 to 10 days. (3) No difference in return to play for elite versus nonelite athletes. (4) Brief convulsions or posturing at the time of concussion does not indicate higher than normal risk of seizures and requires no specific management. After 2 weeks in adults and 4 weeks in children, more rest is not likely to help. At that point, it is reasonable to start active interventions. For more complex concussions, discourage the patient from returning to contact sports until all of the following are true: The symptoms are all in the mild range or resolved, the collateral source verifies that the patient’s behavior is back to normal, the patient has been able to return to school or work (for nonprofessional athletes), balance is back to normal, and the patient passes a physical therapist-directed moderate exercise test. Many complex concussion patients will decide not to return to contact sports at all if their long-term well-being depends more on their work and interpersonal relationships than on their athletic performance.
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Conference papers on the topic "School sports management - Swaziland"

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Li, Yali. "College Sports Informationization on School Sports Work." In ICIMTECH 21: The Sixth International Conference on Information Management and Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3465631.3465814.

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Bin Seman, Mohammad, Tan Kuan Tee, and Muhammad Faizal Bin A. Ghani. "The Effectiveness of Sports School in Malaysia A Pilot Study in Sports School of Pahang State." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.33.

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Sasmarianto, Tandiyo Rahayu, Rumini, and Tri Rustiadi. "Nutrition Management in Sports State High School Athletes, Riau Province." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.029.

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Han, Cuiping. "Urban Elementary School Choice Hot Phenomenon Perspective ---- A Primary School in Da Tong as an Example." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.179.

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Yingdong, Song. "Development of school sports facilities resources for social sharing model." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.63.

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Wu Songjiao. "E-purchase model of school sports facilities based on computer technology." In 2011 International Conference on Business Management and Electronic Information (BMEI). IEEE, 2011. http://dx.doi.org/10.1109/icbmei.2011.5916973.

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Mu, Shunbi, and Aihua Zhang. "Characteristics and Risk Management of School Sports Injury Accidents in Yunnan Province." In 2021 International Conference on Social Science:Public Administration, Law and International Relations (SSPALIR 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210916.002.

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Qiong, Wang, and Liu Haijun. "Research on the Reform and Development of School Sports Education under the Perspective of Lifetime Sports and Nationwide Fitness." In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.90.

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Wang, HongJiang. "Satisfaction on Sports Learning Altitude Based on Structure Equation Model in Secondary School." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.171.

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Zeng, Jiao. "Research on Pre-School Education Industry Policy and Development." In 2018 International Conference on Sports, Arts, Education and Management Engineering (SAEME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/saeme-18.2018.71.

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