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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<br>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
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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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<p> 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. </p><p>
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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.<br>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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<p> 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 <i>self-concept </i> and <i>character development</i> 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.</p>
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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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Larner, Chris. "On Making Warriors Out of Worriers: the Management of Trait Anxiety in Competitive Sports." full-text, 2008. http://eprints.vu.edu.au/2048/1/09-04-01_thesis__bound_version_.pdf.
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There were three broad aims for this thesis. These included (1) an investigation of the relationships between the intensity and directional dimensions of trait anxiety, state anxiety and performance in sport, (2) a detailed exploration of mechanisms mediating observed relationships, using the theory of Rational Emotive Behaviour Therapy (REBT) as a framework, and (3), based on the findings of this exploration, an assessment of the efficacy of a tailored REBT treatment as a means of modifying harmful trait anxiety directional interpretations, resulting in changes at the state level and ultimately changes in performance. A total of 189 competitors from the sports of freestyle skiing, athletics, and ten-pin bowling participated in Study 1. Each competitor provided general demographic information, information pertaining to their overall skill level, and also completed the Competitive Trait Anxiety Inventory version 2 – directional (CTAI-2-D), Sport Anxiety Scale (SAS), and Competitive State Anxiety Inventory version 2 – directional (CSAI-2-D) just prior to a competition. Following competition they went on to rate their performance on a scale from very poor to excellent. The results of Study 1 revealed that measures of anxiety correlated as predicted, and provided further support to the utility of directional measures of anxiety as a more precise predictor of skill level and performance than intensity alone measures. In Study 2, six bowlers who obtained negative directional trait anxiety scores on both of the cognitive and somatic subscales of the CTAI-2-D, and six bowlers who obtained positive directional trait anxiety scores on both of the cognitive and somatic subscales of the CTAI-2-D were interviewed on two separate occasions. Interviews were designed to assess the presence and typology of cognitions associated with emotional responses based on the ABC framework adopted in the theory and practice of REBT. Findings from Study 2 provided insight into specific cognitive mechanisms behind directional measures of anxiety, and highlighted the value of REBT as a theoretical model for conceptualising various components of anxiety in sport. In particular, competitors with debilitative interpretive styles were found to endorse self-directed demands, and awfulising, and exhibited secondary emotional disturbance most frequently associated with somatic and behavioural interpretations. In the final study, a total of 60 ten-pin bowlers were allocated to either a six-week course of REBT, a six-week course of a more traditional treatment entailing imagery and relaxation, or a control condition entailing six weeks of befriending. REBT was found to significantly moderate negative directional interpretation scores of anxiety symptoms, and to reduce competitors’ endorsement of irrational beliefs (whilst concurrently increasing their endorsement of rational or non-judgemental thinking styles) to a greater extent than the traditional intervention (relaxation and mental imagery), and control condition. Further, although not statistically significant, competitors who underwent the course of REBT showed greater performance gains than the bowlers in the other two conditions. The main implications of these findings are that anxiety research and management practices should focus on the causal role of underlying beliefs, and the relationship competitors have with these beliefs, in the experience of anxiety. Further, the results of this study highlighted that REBT has a significant role to play in the theory and management of anxiety in sport.
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Padilla, Carmenita C. "High school counselor knowledge of NCAA regulations for prospective student-athlete transition to college." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/308.
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This descriptive study examines whether high school counselors are equipped to advise potential recruits on new NCAA academic eligibility regulations. It highlights the NCAA’s new Division I academic eligibility regulations in effect for current seniors in high school (entering collegiate class of 2016) and gives an overview of academic rule changes within the national governing body. The enhanced academic eligibility rules increase minimum GPA and test score as well as mandates strict core course requirements, prioritizing the role of a high school counselor in the entire process. The study will seek to examine the knowledge of high school counselors on new NCAA academic eligibility rules, the resources available to them and those needed to better assist potential recruits from underserved backgrounds. This study will focus on high school counselors employed in California at underserved schools characterized by those receiving Title I wide funding from the federal government. The majority of students at Title I wide institutions are minorities and first generation students and these populations rely heavily on their high school counselors for college knowledge. In many cases, athletic scholarships are these student’s only means of obtaining a collegiate degree; highlighting the need to examine the knowledge and resources high school counselors have and need to properly advise potential NCAA student-athletes. High school counselors need information and resources specific to NCAA academic eligibility regulations to help student-athletes from underserved backgrounds keep their collegiate dreams alive.
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Jones, Gareth James. "INTEGRATING EVALUABILITY ASSESSMENT IN AFTER SCHOOL AND YOUTH PROGRAMMING RESEARCH." Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216574.
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Tourism and Sport<br>M.S.<br>This thesis provides a review of after school research with a special focus on selected research methods. It identifies several important methodological issues in the literature which have contributed to a sometimes confusing body of research for after school program coordinators and service staff to interpret. The potential utility of evaluability assessment (EA) in the field of after school program research is discussed, and EA is proposed as a pre-evaluation method to be adapted as the first step in the scientific process for subsequent evaluative research. EA techniques are then applied in the initial phase of a partnership with Philadelphia Parks and Recreation's after school program. Structural and theoretical recommendations are provided, and specific topics for future research initiatives are identified. The incorporation of a specified EA criteria into the evaluative process is recommended, so as to provide timely, relevant, and useful information for both practitioners and academics. This thesis aims to further reduce the disconnect between research and practice in the field of after school, out-of-school-time, and youth recreation research.<br>Temple University--Theses
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Van, Kleeck Vickie A. "A case study of Mercer University's intramural and recreational sports program to assess the inherent and potential risks for implementation of a risk management program." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101331.
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This case study involved a safety and maintenance audit of Mercer University's intramural and recreational sports program. The purpose of the audit was to expose potentially hazardous conditions in the area of supervision, conduct of activities, facilities and equipment. A method of risk reduction in the form of a risk management strategy was implemented to control for potential injury producing conditions to participants. Regular safety inspections, the hiring and training of program supervisors, upgrading of facilities and equipment and a closer relationship between the intramural program and other campus departments were some of the remedial steps taken at Mercer to provide a relatively safe environment.<br>M.S.
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Evans, James O. "School Resources, Social Media Capabilities, and Recruiting Effectiveness in the National Collegiate Athletic Association Division I Football Bowl Subdivision." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563223839479203.
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Natelli, Alexander. "Online discussion forum influence on professional sport fan support an exploratory study : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Information Management /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1293.
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Daugherty, Abigail D., Brianna R. Steffey, Brandi M. Eveland-Sayers, Alyson J. Chroust, K. L. Boynewicz, and Andy R. Dotterweich. "BMI, Perceived Physical Ability, and School Engagement in Elementary School Children." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5825.
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Students, grades 3-5, completed instruments assessing perceived physical ability and school engagement. No significant relationships were found or differences noted for categories of BMI. The culture and focus of the school may explain this.
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Jones, Tiffanie D. "Do Youth Coaches and High School Coaches Meet the Minimum Standard for Concussion and Cervical Spine Management?" Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399502323.
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Gordon, Andrew Ray. "Perceived stress levels in relationship to win/loss records| A large urban public school district in Florida." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645818.
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<p> The purpose of this quantitative study was to examine the personal perceived stress levels of athletic coaches (n=731) in a large urban public school district in Florida in relation to win/loss records of the most recent athletic season; the study was performed utilizing the PSS-14 (Cohen, 1983). The responses to the survey queries were answered based on a 5-point Likert scale. Out of the 731 coaches who were approached with the survey, 97 participants completed the survey; however, there were four unusable surveys, leaving 93 useable surveys. The 93 surveys constituted a 13.3% portion of the population. The correlational analysis (p< .05) of the responses for High stress scores indicated that these items for the entire group (n=93) of participants were significantly correlated with the win/loss records. Females (n=29) reported more High stress scores on Questions 1, 2, 3, 8, 12, and 14. Males (n=64) reported High Stress for Questions 1, 3, and 12. Questions 1, 3, and 12 were common to both Males and Females. The findings of the research study indicated that there is a relationship between the specific subsets of PSS-14 for two of the statements and the win/loss records for the district. This correlation showed that coaches recognize and attempt to cope with the stressors that they encounter in their day to day activities with regard to their win/loss records and attempt to minimize the effects of stress and worry about anticipated events, (e.g., possible future games, playoffs, tournaments, and other associated events in the high school athletic world). Success in managing these two components of coaching would augment the other components of the PSS-14 since emotional, physical, mental and psychological factors in coaching and playing a sport are closely tied together. Continued research into the infinite possibilities of education and coaching should provide a means to improve each district's performance in the education of youth. Athletics and fitness have existed as a concomitant of education since the earliest forms of education came into existence. The two faces of education and athletics should continue to be examined to profit the individual and the community. </p>
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Daugherty, Abigail D., Brianna R. Steffey, Brandi M. Eveland-Sayers, Alyson J. Chroust, Kara L. Boynewicz, and Andy R. Dotterweich. "BMI, Perceived Physical Ability, and School Engagement in Elementary School Children." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5824.
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Greene, Amanda E., and Andy R. Dotterweich. "The Use of Cross-Curricular Activity on Interactive Playgrounds to Supplement School-Based Physical Activity: An Exploratory Study." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3799.
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Childhood obesity and physical inactivity are serious threats to the health and wellness of our schoolchildren. Research has shown that play and physical activity are important in development, behaviour and academic achievement. Through the efforts of coordinated school health program and a Physical Education for Progress grant, a county school system in a southern state was able to construct multiple innovative playground systems at schools and combine them with various academic units in a cross-curricular effort to address the wellness needs of students. Exploratory research using pedometers, accelerometers and an observation method examined physical activity intensity levels during cross-curricular sessions. Results indicated that this type of physical activity might be a viable supplement to daily school-based physical activity needs.
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Grant, Scott S. "A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491338075102579.
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Mullane, David K. II. "School Choice Factors and Varsity Football Success in Ohio Interscholastic Athletics." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu159256400822049.
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Dotterweich, Andy R., Amy E. Greene, Jason T. Davis, Gary Lhotsky, and Joseph T. Walker. "Comparison of 4th Graders' Physical Activity Intensities in Various School Physical Activity Settings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3793.
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Objective: Our objective was to measure fourth grade elementary students' levels of physical activity (PA) during school hours in multiple settings/activities. Methods: Fourth grade students' PA levels were measured in physical education (PE) classes, playground free play, and playground-based cross-curricular instruction using accelerometers, pedometers, and SOFIT observation methods. Results: PE provided the highest levels of moderate-to-vigorous PA (accelerometers [F(2, 32) = 7.84, p < .01], pedometers [F(2, 198) = 49.6, p < .01], and the SOFIT observational method [F(2, 121) = 22.37, p < .01]). Conclusions: Whereas PE yielded the highest levels of PA, it fell short of the recommended daily guidelines. Free play and cross-curricular activity may supplement PE to reach the overall daily PA guideline levels.
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Greene, Amanda E. "Fit Kids Program Effectiveness in Washington County, Carter County, and Unicoi County School Systems." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4959.
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Turey, Colin J. "Perceptions of Leadership Styles and Job Satisfaction in a Sample of High School Athletic Directors in the United States." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/459.
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The present study examined how athletic directors perceive their leadership roles in interscholastic athletics and the relationship of their leadership styles to their job satisfaction. The conceptual framework of this study was Bass and Avolio’s (1994) full range leadership model, also known as the transformational-transactional leadership model, which consists of 9 factors—5 transformational behaviors: idealized influence (attributed), idealized influence (behavior), inspirational motivation, intellectual stimulation, and individualized consideration; 2 transactional behaviors: contingent reward and management-by-exception (active); 2 passive/avoidant behaviors: management-by-exception (passive) and laissez-faire. These 9 factors are measured by the Multi-Factor Leadership Questionnaire (MLQ). The study was also informed by Chelladurai’s multidimensional model of leadership in sport which focuses on transformational effects of sport leaders on individual satisfaction and group performance. The study was significant in that the effects of transformational leadership on individuals in sporting organizations have not been fully explored in previous research.
Both the MLQ and the Minnesota Satisfaction Questionnaire (MSQ) served as data collection tools. A sample of 500 athletic directors from across the United States was invited to participate in an electronic survey. Usable data were returned by 55 (11%) of the original sample. Participants self-assessed their leadership styles via the MLQ and job satisfaction via the MSQ. Data were analyzed via canonical correlation analysis followed by canonical commonality analysis. One canonical root was interpreted (Rc2 = .22; pCanonical structure coefficients indicated that Transformational and Passive/Avoidant Leadership made major contributions to the predictor canonical variate; the dependent canonical variate was defined by both Intrinsic and Extrinsic Satisfaction. Canonical commonality analysis indicated that Transformational Leadership had the largest unique variance partition; the largest common variance partition was shared by Transformational and Passive/Avoidant. The analysis also indicated two variable suppressor effects. There was a moderate correlation between athletic directors’ leadership styles and their job satisfaction; however, the directionality of the relationships of the variables in the leadership set with satisfaction was unexpected: (a) the relationship between transformational leadership and job satisfaction was found to be negative, and (b) the relationship between passive/avoidant leadership and job satisfaction was positive.
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Szabo, Kenneth A. "THE CURRENT STATE OF HIGH SCHOOL FOOTBALL STRENGTH AND CONDITIONING ACCORDING TO OHIO HIGH SCHOOL ATHLETIC DIRECTORS." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1501622891057784.
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Anthony, LaLisa. "Reducing Sport-related Injuries: Perspectives from NFL High School Coach of the Year Recipients." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5052.
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American football sport-related injuries have negatively affected millions of high school students' quality of life. Although there are studies about types, conditions, and psychological effects of injuries, a gap remained in the literature that involved injury prevention from the head coach's perspective. The purpose of this qualitative phenomenological study was to fill this gap by exploring how head coaches perceive their role and responsibility in reducing sport-related injury occurrences. Sabatier and Weible's advocacy coalition, Diener and Dweck's achievement goal theory, and Fishbein and Ajzen's theory of reasoned action framed this study. The research questions focused on the lived experiences from high school American football head coaches that will advance effective policy to reduce sport-related injuries. Criterion sampling was used to select 12 head coaches who received the NFL High School Coach of the Year award. Semi structured interviews were analyzed and interpreted according to Moustakas' data analysis methods. Key findings revealed there is an absence of national sport health and safety policy and support for high school American football head coaches as principal contributors and advocates for advancing effective policy to reduce sport-related injury occurrences. Recommendations from the research participants include implementation of standard policies by all state athletic associations to adopt minimum coach qualifications, injury and emergency protocols, and the presence of an athletic trainer/medical personnel at all sport activities. The implications for social change target advancing national policy focused on coach training, development, and monitoring processes for all high schools throughout the United States to support making American football safer.
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Fraina, Michael G. III. "Examination of the Independent and Interactive Effects of Coach and Peer Influence Toward Need Satisfaction of High School Athletes in Urban Communities." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu148345562832916.
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Froehlich, Jeremy Lee. "Participation in high school interscholastic athletic programs as an intervention to increase academic success of students in poverty." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588162539043128.
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Christiansen, Lucas A., Amanda E. Greene, and Charles W. Jones. "College Football Revival: Analyzing the Impact of Marketing Efforts on Key Stakeholders at a Division I FCS Commuter School." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4946.
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The current study examined the impact of a recently restarted football program and a new on-campus stadium on the alumni and students of a Division I FCS commuter school. Results showed that alumni felt more connected to the university because of the new football program, they were more satisfied with their overall game-day experience, and the new football stadium was more likely to increase their game attendance when compared to students. Supplementary analysis highlights key differences in how each group rated individual elements of the game-day experience and the mediums used by each group for obtaining team-related information.
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White, Kristopher C. "Hegemony in American Capitalism: The Exploitation of Race and Socioeconomic Status in Football." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531933118599888.
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Ndlangamandla, Eward Dumisa. "The delivery of sport at schools in Swaziland." Thesis, 2012. http://hdl.handle.net/10210/5386.
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M.Phil.<br>Against the background of the global interest in offering quality physical education and sport at school level, this study aims to determine how sport and physical activities are delivered in Swaziland schools with an applied focus on total and effective practices. The study highlights the importance of sport in human development and how it can contribute to an enabling school environment. It also outlines the roles played by various stakeholders in Swaziland school sport. The study reviewed the important areas of school sport management and delivery of organised physical activity at schools, while identifying good practice and highlighting challenges. For this descriptive survey, a stratified random sampling procedure was employed. Data were collected and triangulated using a mixed-method approach. A total of 68 head teachers, 66 sports teachers and 405 learners completed questionnaires, and two presidents and three secretaries of sports associations were interviewed. There were 80 participating schools, which is 10 per cent of the total schools in Swaziland. Participating schools were evenly distributed throughout the country as they were randomly stratified according to regions, location and school level. Results indicated that all tiers of research participants (head teachers, sports teachers, and learners) are positive about an active lifestyle and are of the opinion that sport holds special value for learners. Fifty-nine per cent of the participating schools are affiliated to the Swaziland School Sports Association and participate in their activities, while only 21% of learners participate in organised sport activities at their respective schools. From the population of learners, only 23% of boys and 19% of girls participate in school sport, due to various limiting factors such as lack of facilities and relatively poor governance of school sport by the Swaziland School Sports Association, as evidenced in the absence of adequate leadership and strategic documentation on how to achieve envisaged targets. Strategic leadership and active engagement in school sport are also absent from the Ministry of Education and Training, while different international stakeholders such as the Australian Sports Commission and UNICEF offer sport for development programmes without a clear synergy between all the existing structures. Recommendations are made regarding the need for an active policy implementation and national leadership that should strive towards a professional adherence to a philosophy of a holistic development of the Swaziland youth. Key words: School sport, governance, sports teacher, physical education, Swaziland.
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Khaweka, Sakhile Melody. "Menstrual hygiene management in Mpolonjeni, Swaziland : experiences and practices of girls in a rural school." Thesis, 2017. http://hdl.handle.net/10539/23645.
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Thesis (M.M. (Public and Development Management))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits School of Governance, 2017<br>Developments in information and communication technologies (ICTs) have revolutionised banking, in that consumers can make use of mobile devices to conduct daily banking, independent of a traditional bank branch. The adoption of mobile banking has continued to be low in South Africa, at 24%, while the mobile phone market has experienced a significant increase in market penetration to 96%. However, very few studies have investigated the impact of mobile banking among bottom of the pyramid consumers. Therefore, the purpose of this study is to investigate the influence of financial literacy, social pressure and perceived credibility on the adoption of mobile banking among the bottom of the pyramid consumers in South Africa. An empirical study on bottom of the pyramid consumers in Johannesburg, South Africa with a sample of 235 questionnaires was conducted. The measurement items were assessed through three hypotheses using Structural Equation Modelling with IBM SPSS 23 and AMOS 23. The results confirm that all three hypotheses are significant and supported by indicating that financial literacy, social pressure and perceived credibility have an impact on mobile banking among bottom of the pyramid consumers. The findings revealed that social pressure and mobile banking was the weakest significant relationship, while perceived credibility had the strongest significant relationship on mobile banking. This study adds to the theoretical knowledge of financial literacy, social pressure and credibility as the factors that impact on mobile banking among bottom of the pyramid consumers. The managerial implications of the study indicate that in order for managers to increase mobile banking adoption, they need to create strategies that will drive education around mobile banking, use other people as advocates and place emphasis on communicating the safety and privacy of the services. Recommendations, limitations and future research on mobile banking are discussed.
Keywords: Mobile Banking, Financial Literacy, Perceived Credibility, Social Pressure, Bottom of the Pyramid<br>GR2018
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Young, Marie Elizabeth Magdalena. "Risk management in sport at selected secondary schools." Thesis, 2008. http://hdl.handle.net/10210/1343.
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M.Phil.<br>South Africa’s re-admission into international sport has contributed to the increase in the number of participants in sport in the country. Government also aims to promote and deliver programmes to develop sport at all levels of participation. The bodies responsible for these programmes are also responsible for policy development in sport on national and local level but not for the development of policies in sport at secondary school level. It is the responsibility of the Department of Education and related bodies for sport at school level such as USSASA. Sport participation at secondary school level could lead to potential injuries or permanent disabilities. The South African Constitution (Act 108 of 1996) does not focus on the management of sport or risks within school sport as it does not deal with specific issues or social activities but only provides a broad framework regulating all social activities including sport. Safety in school sport becomes part of risk management and not enough emphasis is placed on minimising the risks of injuries and law suits against the management of schools or sport managers, coaches or administrators. The problem is thus to identify and assess current practices that are related to the management of school sport in order to recommend guidelines for policy, procedures and practices for risk management in sport at secondary schools in Gauteng. Out of a population of 450 secondary schools, a sample of n=170 schools were drawn. Only 37 questionnaires were returned, but the results obtained still provided meaningful insights with regard to the management of risks in sport. In evaluating current risks management practises through descriptive statistical methods the conclusion could be reached that in general sport managers are aware of the legal responsibility towards participants in sport and that there is a perceived need to enhance certain legal liability aspects at secondary schools.<br>Prof. C. Singh
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Bezdicek, Paul Ward. "Risk management practices in high school athletic departments." 2009. http://www.oregonpdf.org/search-results.cfm?crit=catid&searchString=PE+4875.
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Aaron, Thomas C. Clement Annie. "Factors affecting the performance levels of risk management behaviors of Florida high school athletic directors." 2004. http://etd.lib.fsu.edu/theses/available/etd-07152004-082634.
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Thesis (Ph. D.)--Florida State University, 2004.<br>Advisor: Dr. Annie Clement, Florida State University, College of Education, Dept. of Sport Management, Recreation Management and Physical Education. Title and description from dissertation home page (viewed Sept. 23, 2004). Includes bibliographical references.
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Vosloo, Johannes Jacques. "Bestuursopleiding vir skolesport in Gauteng." Thesis, 2010. http://hdl.handle.net/10210/3029.
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M.Comm.<br>The world-wide professionalisation of sport has created an increasing need for trained sport managers. In the South African context, a variety of Sport Management Programmes exist but guidelines and recommendations for training specifically of the South African school sport manager have neither been set nor implemented. In the view of scarce resources, demands and challenges posed by the holistic development in the new outcomes based education the school sport manager needs to be trained. Therefore, it is necessary that research be done in this area to identify and describe the competencies of the school sport manager. The aim of the study is to describe the competencies of the school sport manager in order to provide guidelines and recommendations for appropriate education and training. To find possible solutions, the historical development (longitudinal) of sport and other means of physical participation as well as the development of children and the role the school plays in that development is explored and described. Different sociological theories informed the conceptual framework for contextual description and analysis. The competencies of the school sport manager, within a commercialized context, are described with reference to its functional components and professional requirements. The methodology includes structured self-administrated interviews, preceded by a self-designed questionnaire that was completed by 12 secondary school representatives. The results indicated that the management of school sport is especially varied, politicized and complex. There is a statistically meaningful difference between the required competencies of school sport managers and what is currently in place. Relative small differences in the requirements of the management competencies of school sport managers exist according to the focus of various sport codes. Various potential shortcomings with varying scope in the competencies of the school sport manager were identified in the survey. It would be possible for the school sport manager to acquire the necessary competencies through fundamental, core and elective contents and learning outcomes during Sport Management training. Guidelines and recommendations for future training are offered.
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Van, Tonder Ilze. "Risk management practices in sport in independent schools in Gauteng." Thesis, 2014. http://hdl.handle.net/10210/11505.
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M.Phil (Sport Management)<br>Physical Education and sport has a natural place in education whether the approach is formal or informal. Providing learners with the opportunity to play sport at school and to participate in Physical Education ensure that they receive education that addresses the body, mind and spirit. Participation in sport and physical activities in the education environment involves, next to enjoyment, a range of risks. Unfortunately, incidents of injuries and accidents that could have been prevented do occur. These may lead to allegations ofnegligence on the part of a coach, official or even a spectator. It is an educator's duty to ensure that in all matters pertaining to children, including participation in sport and physical activities, the principle of acting in the best interests of the child must take precedence. Proper safety practices and procedures should be implemented by the educator and the school in order to prevent injuries. Risk management is one of the methods by which sport educators can provide the safest possible environment for their participants. This is necessary not only to comply with legal requirements but also to demonstrate sound educational principles that support learnercentered education. This study sought to identify the key problems surrounding the safety of learners engaged in physical activities in the context of sport, Physical Education and recreation in South African independent schools. It analyzed the .qualifications and experience of sport and Physical Education teachers as well as educators' knowledge of risk management practices. An assessment was made about the extent to which risk management procedures were implemented in various schools in order to prevent injuries from occurring.. The study was conducted from a positivistic paradigm and the design comprised a survey. The primary data was gathered by the use of a questionnaire. Secondary data was obtained using literature studies describing risk management, the law in sport and education as well as the management ofsport in schools. The study has established that in general, safety practices and procedures at independent schools in Gauteng are implemented in a prudent and responsible manner. In some schools and with some aspects improvements can still be made but the overall status appears professional and promising. It has been established that independent schools demonstrate good practice with regard to the aspects of insurance, safety measures, supervision of staff members and learners, instruction, equipment, facilities, policies and procedures...
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Du, Toit Nicolaas Francois. "Die bestuur van buitemuurse wintersport : 'n samewerkingsmodel." Thesis, 2015. http://hdl.handle.net/10210/14752.
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M.Ed. (Education Management)<br>Sport is part and parcel of man's pattern of life and the original play phase of the child has developed into a system of organised sport in schools. The child requires intervention and responsible guidance, but it should take place in circumstances of full protection. The child therefore requires a situation where he has a wide but safe scope of activity in the extra-curricular program as well ...
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Shongwe, Elmon Jabulane. "The compliance of selected schools in Swaziland with law and policy on corporal punishment." Diss., 2013. http://hdl.handle.net/10500/13363.
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The researcher aimed to investigate the laws and policies regulating the use of corporal punishment in Swaziland schools by benchmarking these against HRL, and to investigate the non-compliance of selected schools in the Hhohho and Manzini regions with these legal prescripts. This was done in the two participating schools in the study.
The study employed the qualitative approach, using two cases to source the information from the participants. Interviews and questionnaires were used to collect the data from the participants. The principals and their deputies were interviewed, whilst the teachers and learners responded to questionnaires.
The literature review revealed that the teachers tend not to adhere to the prescripts in respect of the abuse of corporal punishment. The literature review focusing on the Swaziland situation brought to light that the teachers go beyond the legal prescripts when administering corporal punishment.
The results indicated that in Swaziland corporal punishment is legal while, according to the Human Rights Law, it is a crime. The study indicated that teachers do not adhere to the legal prescripts on corporal punishment. Of the ten requirements for corporal punishment, the teachers complied fully with only two. It was also found that the teachers were not conversant with the legal prescripts. Some of the requirements did not seem viable to them to comply with.
The researcher recommended that the Swaziland Constitution be aligned with the Human Rights Law, and that principals monitor the abuse of corporal punishment.<br>Educational Leadership and Management<br>M. Ed. (Education Management)
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Lin, Jun-Hong, and 林峻宏. "A Case Study on the Degree of Participation in Sports Affects Quality of Class Management of Tutor of Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/6rdvkb.
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碩士<br>亞洲大學<br>經營管理學系碩士在職專班<br>105<br>Twelve years of national basic education has been implemented in 2014, examination and factionalism gradually diminished, replaced by a balanced development of the five education in order to respond to the diverse needs of students and parents, only mentor with a good class business strategy in order to produce good Class operation efficiency, and then let the students in a good class business environment to meet the twelve years of the national religion of the diversified school. When the student's individual behaviorism and teachers of the class business behavior conflict, once the relationship between teachers and students have tense state of opposing, there is no legislation to improve, students will be affected by the study will naturally become a mentor class management worries. The result of human civilization advances with the times, resulting in excessive reliance on mechanized products in modern life, resulting in a reduction in physical activity and a number of health problems. However, the lack of physical activity has led to the degradation of human body function, coupled with heavy pressure, physical and mental health much threat, the purpose of this discussion The influence of the participation degree of the young tutor on the operation of the class..
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Gerber, Cornelius Jurie. "Bestuur van opvoedkundig verantwoordbare skolesport en fisieke aktiwiteite : 'n gevallestudie." Thesis, 2012. http://hdl.handle.net/10210/4413.
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M.Comm.<br>Physical education and school sport are for the majority of students the only opportunity to be involved in physical activity and sport. In the new educational system, where physical education is being phased out due to the new teacherpupil ratios, school sport has to take over the role of physical education. The focus has shifted to school sport to fulfill the educational role, in terms of sport previously done by physical education. A case study was done at a school where the management of educationally justified school sport and physical activities was analyzed. The problem of what the management of the educationally justified school sport and physical activity would entail is seen as the central point of this study. To solve this main problem three sub-problems should be addressed, namely: • what educationally justified school sport and physical activities entail? • what the management of school sport and physical activities entail? • how the management of educationally justified school sport and physical activities manifested in a school? As a result of the problem statement, the all-encompassing aim of this study is to develop criteria for the management of educationally justified school sport and physical activities. In order to achieve this all-encompassing aim, it was necessary to: • describe the role of educationally justified school sport and physical activities~ • analyze and describe the management of school sport and physical activities; and • analyze the management of educationally justified school sport and physical activities in a school. To find possible solutions to the stated main- and sub-problems, the development of children and the role the school has to play in that development was described in the literature study. Management and all the different management functions were also described in the literature study. A case study was undertaken to analyze and describe the management of educationally justified sport and physical activities in a school. A questionnaire was compiled and handed out to the teachers involved in school sport and physical activities to complete. A structured interview was also compiled and iv the two members of the top management involved with sport and physical activities were interviewed. The following conclusions were drawn from the literature survey research: • school sport and physical activities will be educationally justified if children are led to achieving an all round development through their participation in school sport and physical activities. • it is essential that teachers realise that sport and physical activities are an extension of the classroom and it can be used as a tool in the development of children to total adulthood. • for management to be successful it needs to adhere to the following functional areas. This includes: • the marketing function; • the external relations function; • the financial function; • the human resources function; • facility and event management; • risk management. The following conclusions were drawn from the case study: • educationally justified sport and physical activities are not managed according to drawn up criteria. • some functional areas are managed properly while others don't get any attention. • a good starting point will be to set a vision and mission for school sport and physical activities. • more people could be involved in strategic management for school sport and physical activities.
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Huang, Pao-Tung, and 黃寶東. "The AHP Performance Management System For The Canoe Leisure Sports Training : Focus on Tainan Qigu Guangfu Elementary School As The Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/50449705946424994767.
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碩士<br>康寧大學<br>休閒管理研究所<br>100<br>The study provided an AHP performance measurement system to estimate the leisure activity of canoe at Tainan Municipal Cigu District Guangfu Elementary School. The purposes of this study is to develop an AHP performance measurement system that suits Taiwan national park to develop leisure activity.The Research of canoeing at Tainan Municipal Cigu District Guangfu Elementary School has continued four years.The plan goes through estimation, experiment and populariszation. The process , data and experience of canoeing are vevy precious. Those deserve us to pay much attention to it.
The research takes canoing at Tainan Municipal Cigu District Guangfu Elementary School for example.We could find the development of leisure activity and construct structure of AHP performance measurement system.Then we get 8 questionaries from staff at Tainan Municipal Cigu District Guangfu Elementary School, 30 questionaries from students who study at Aletheia University Department of Aquatic Sports and Leisure and 12 teacher who work at canoung camp atTainan Municipal Cigu District .From these questionaries,we generalize 28 AHP erformance measurement system.We survey experiences, teachers, parants, communities and staff who work at scenic spots.Then we can analyze and compare all the datas to differentiate.By the step we can know the chance and crisis. Finally we could sort their importance by Analytic Hierarchy Process Theory to develop an AHP performance measurement system that takes Tainan Municipal Cigu District Guangfu Elementary School for example.
To sum up,the contribution of this study include：
1. Canoeing has its uniqueness, stimulation and challenges.Its characteristics make students who join canoeing to show more positive attitude and desire for learning.
2. Administrative staff and teachers could understand that how to write the plan of canoeing camp, apply for funds and handle the canoeing camp are the factors to success . By joinig the planhey will focused on the teaching and popularizing.
3. Parents who join canoeing at Tainan Municipal Cigu District Guangfu Elementary School will understand the canoeing. Then they will approve their children to participate the canoeing at school.
4. The community offers better resource and manpower to assist the school to popularize dogout canoe sports.
5. By analyzing the correlation between performance indicators and impact factorwe could find the improvement drivers.
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Hoar, Sharleen Denise. "Social support and coping with interpersonal sport stress during early adolescence." Thesis, 2003. http://www.oregonpdf.org.
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Ngece, Mlungisi Christopher. "A situation analysis of the competitive schools based cricket coaching programmes at u/19 level in the Gauteng province." Thesis, 2014. http://hdl.handle.net/10210/10207.
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M.Phil. (Sport Management)<br>The purpose of this study was to investigate the management of cricket coaching programmes at u/19 level in the Gauteng Province. Specifically, this study attempted to determine the current situation regarding management of coaching programmes and the delivery of in-school driven programmes in the province. Data was collected from schools offering cricket as a sport from both the Gauteng Lions and Northerns Cricket Union franchises. There were 10 schools in the Northerns franchise and 14 first-team players from these schools were selected as respondents. There were 10 schools in the Gauteng Lions franchise and 14 first-team players from these schools were selected as respondents. The managers and coaches were selected to respond to a questionnaire as their portfolios make them the foremost sources of information regarding programmes, and they could locate records containing relevant information. Executive committee members from the boards of Gauteng Lions and Northerns Cricket Union were also questionnaire respondents as their primary role is the implementation of policies. Chairpersons of the high schools committees were also respondents and an official from Cricket South Africa (CSA) participated. A total of 324 (n=324) questionnaires were distributed 162 (n=162) to the Gauteng Lions franchise and 162 (n=162) to the Northerns franchise. One questionnaire was sent to CSA, making a grand total of 325 (n=325) questionnaires. From the 162 questionnaires submitted to Northerns, only 111 (n=111) respondents returned their questionnaires; these 111 participants comprised of white (n=70), black (n=25), coloured (n=10), indians (n=2) and chinese (n=4). From the 162 questionnaires submitted to the Gauteng Lions franchise (162), the 96 respondents who returned their questionnaires were white (n=44), black (n=30), coloured (n=12), indians (n=9) and 1 chinese (n=1). The results revealed that the majority of players involved in u/19 programmes come from the white population group. The results revealed that the Gauteng Lions participate in inter-provincial weeks with a very small number of players that have caps at u/19 level (5.2%) and this reduces their chances of being selected to represent the SA u/19 team. Both franchises indicated financial challenges, but the Gauteng Lions have even bigger challenges ...
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Jurgens, Coenraad. "'n Onderwysregtelike perspektief op regsrisikobestuur in skolesport / Coenraad Jurgens." Thesis, 2012. http://hdl.handle.net/10394/14881.
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In the recent past South Africa saw an increase in participation in school sport
concomitant with an increase in litigation awareness in society. Legal accountability
based on damage suffered in the participation in sport has become more common,
introducing an additional dimension to risk management by the educator.
Learner safety is one of the key aspects in a school. Educator accountability with
regard to the safety of learners in school sports is a focus of attention.
An effective risk management programme to limit injuries and risks to participants in
school sports must be developed. Risk management is the prime instrument by which
injuries and the potential exposure of the educator or school to damage and legal
accountability can be reduced or prevented.
Some aspects of legal risk management are crucial for the educator's duty of care
during coaching and the educator's legal duty with regard to the participants' safety.
The educator must possess enough legal knowledge to successfully carry out his
duty of care. This research will critically assess the safety strategies and the legal risk
management of participation in school sports in South Africa. To be able to do this, I
determined which common-law and legally accountable determinants can be
applicable and what role they will play to ensure the safety of learners in schools.
Firstly a literature study in legal risk management in school sports was done. This
study found that the educator's responsibilities and obligations are determined by
common-law and case law determinants.
An empirical investigation was launched. Interviews were conducted with educators
involved in sports in the Dr Kenneth Kaunda district of the North-West Province. The
topic was the current state of affairs in risk management in school sport. The participants' perceptions of legal risk management were discussed and their views
analysed, whereupon findings and recommendations were made.
The general impression based on the results was that the educators experience huge
uncertainty and are seriously uninformed about with regard to delictual liability
towards learners under their care. It was found that educators do not have sufficient
legal knowledge to comply with the requirements set by law. Therefore the security of
the participants (on grounds of their participation) and the educators (on grounds of
their legal accountability) is jeopardised.
It is recommended that all tertiary institutions develop training programmes to
empower educators and student educators with knowledge of legal procedures in
education. It is further recommended that the education department as employer
together with governing bodies, principals and trade unions support such training
programmes- now and in the future.
Finally, educators, school management teams and governing bodies should be more
risk-aware and more pro-active in preventing sport-related injuries, because of the
ignorance regarding guidelines for risk management in sports and standards of
security. The complex nature of our society makes knowledge of the legal aspects in
education by all role players in education not only desirable, but mandatory.<br>MEd (Education Law), North-West University, Potchefstroom Campus, 2012
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Maurício, Iris Cristiana de Almeida. "Relatório final de estágio realizado na Escola Básica e Secundária Anselmo de Andrade." Master's thesis, 2016. http://hdl.handle.net/10400.5/11644.
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O objetivo do presente relatório é analisar o processo de estágio pedagógico em Educação Física, desenvolvido na Escola Básica e Secundária Anselmo de Andrade, em Almada, no ano letivo de 2014/2015, e que consistiu na primeira experiência formativa de prática de ensino em contexto real.
Toda a análise realizada teve em consideração as competências definidas no guia de estágio pedagógico a desenvolver nas quatro áreas de intervenção do presente processo formativo: organização e gestão do ensino e da aprendizagem (Área 1), investigação e inovação pedagógica (Área 2), participação na escola (Área 3) e Relações com a comunidade (Área 4). Para cada área foi elaborada uma descrição, análise, reflexão e projeção acerca de todo o trabalho que lhes foi inerente. Foram também apresentadas as dificuldades encontradas e as estratégias desenvolvidas para as
superar.
Para finalizar efetuei um balanço sobre a contribuição que o processo de estágio teve na minha formação enquanto futura docente da disciplina de Educação Física, destacando ainda o estágio como um processo interligado.<br>The aim of this current report is to critically review the process of teaching practice in Physical Education, developed at Escola Básica e Secundária Anselmo de Andrade, in Almada, during 2014/2015 school year. This represented the first practical teaching experience in a real-life setting.
The entire analysis took into account the competencies defined in the teacher training guide to develop in the four areas of intervention of this formative process: organization and management of teaching and learning (area 1); research and pedagogical innovation (area 2); participation in school (area 3); and relationship with the community (area 4). For each area was elaborated a description, analysis, reflection and projection about all the work inherent to them. It was also presented the difficulties found
and the strategies developed to overcome them.
To conclude, I wrote a reflection on the contribution that this educational teaching training had in my own training as a future teacher of Physical Education, highlighting it as an interconnected process.
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Pereira, Inês Baltazar. "Empregabilidade dos diplomados de 1º ciclo da Faculdade de Motricidade Humana nos anos lectivos de 2007-2008 a 2013-2014." Master's thesis, 2016. http://hdl.handle.net/10400.5/13187.
Full textAbstract:
A presente investigação enquadra-se nos estudos acerca do percurso académico e inserção profissional dos diplomados de 1º ciclo de estudos dos anos lectivos compreendidos entre de 2007/08 e 2013/2014 da Faculdade de Motricidade Humana da Universidade de Lisboa (FMH-UL) em colaboração com o Observatório da Empregabilidade da FMH. Tem como principal objectivo a caracterização do emprego dos diplomados de 1º ciclo pela Faculdade. A metodologia aproveitou e aperfeiçoou uma plataforma electrónica proprietária (AgonScopio v.1.7.51), para o desenvolvimento de questionários online. O universo do estudo foi representado pelos diplomados dos sete (7) anos lectivos em estudo das seguintes Licenciaturas: Ciências do Desporto, Ergonomia, Gestão do Desporto, Reabilitação Psicomotora e Dança. A amostra foi representada pelos resultados obtidos das trezentas e sessenta e duas (362) respostas conseguidas, de um universo de mil, trezentos e quarenta (1340) licenciados, permitindo caracterizar o comportamento destes, de acordo com nove (9) dimensões estudadas: dados gerais, enquadramento sociocultural com o objecto da FMH, primeiro emprego, formação, experiência profissional, emprego actual, expectativas, mobilidade e formação pós licenciatura. O primeiro emprego dos diplomados da Faculdade de Motricidade Humana é conseguido através de iniciativas individuais/espontâneas e que estes se encontram empregados até cerca de 12 meses após a conclusão das suas licenciaturas. A mudança de emprego se faz devido a propostas vantajosas e terminus de contrato de trabalho.<br>The present research focuses on the academic record and employability of 1st cycle graduates, from 2007/2008 to 2013/2014, of the University of Lisbon’s School of Sports (FMH-UL). The work was done in collaboration with the Centre for Employability of the school. Its main goal is the characterization of the employment of 1st cycle graduates of the school. Online surveys were sent to students using an existing platform (AgonScopio v.1.7.51), upgraded for this particular study. The graduates sample was collected from the seven (7) academic years of the following degrees: Sport Sciences, Ergonomics, Sports Management, Physical Rehabilitation and Dance. The sample was composed by three hundred and sixty-two (362) complete answers from a group of one thousand, three hundred and forty (1340) students contacted, enabling the characterization of the students’ behavior, according to nine (9) dimensions: general data, social framework, first job, training, work experience, current job, expectations, mobility and post graduate training. The graduates’ first job is, generally, obtained through individual/spontaneous initiatives within the 12 months after the completion of their degrees. Job changing happens mainly because of advantageous proposals and ending of work contracts.
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Perpétuo, Daniel Filipe Santos Carvalheira. "Relatório final de estágio realizado na Escola Secundária com 2º e 3º ciclos Anselmo de Andrade." Master's thesis, 2014. http://hdl.handle.net/10400.5/11535.
Full textAbstract:
O presente relatório constitui-se como uma análise reflexiva do processo de formação do Estágio Pedagógico desenvolvido na Escola Secundária com 2º e 3º ciclos Anselmo de Andrade, em Almada, no ano letivo 2013/2014. O estágio em questão integra o 2º ano do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário da Faculdade de Motricidade Humana.
O relatório teve por base o Guia de Estágio Pedagógico 2013/2014, que define as competências a adquirir em quatro áreas de intervenção: (1) Organização e gestão do ensino e da aprendizagem, (2) Investigação e inovação pedagógica, (3) Participação na escola e (4) Relação com a comunidade.
É feita uma contextualização do estágio seguida de uma descrição e reflexão sobre a prática pedagógica de cada área e uma reflexão sobre a contribuição das aprendizagens para o meu futuro profissional, sendo ainda lançadas algumas propostas de atividades que poderiam ter sido desenvolvidas no estágio pedagógico ou no futuro.
É também realizada uma reflexão final sobre todo o processo inerente ao estágio, destacando-o como um processo interligado, e, ainda, uma reflexão sobre a importância do Plano Individual de Formação, efetuando um resumo das competências desenvolvidas ao longo do processo de estágio.<br>This report is a reflective analysis of the formation process of educational teaching training developed at Escola Secundária com 2º e 3º ciclos Anselmo de Andrade, in Almada, in the school year of 2013/2014. This practicum is part of the second year of the Master in Teaching Physical Education in Primary and Secondary Education of University of Human Kinetics.
The report was based on Teacher Training Guide 2013/2014, which sets out the skills to be acquired in four areas of intervention: (1) Organization and Management of Teaching and Learning, (2) Innovation and Educational Research, (3) Participation in School and (4) Relationship with the Community.
Is made a contextualization of the practicum, followed by a description and reflection on teaching practice in each area and a discussion on the contribution of learning for my future career, being also released some proposed activities that could have been developed in teaching practice or in the future
Is also performed a final reflection on the whole process inherent to the practicum, highlighting it as an interconnected process, and also a reflection on the importance of the Individual Training Plan, making a summary of the skills developed during the process.