The purpose of this study was to compare the effects of prophylactic ankle bracing and the effects of prophylactic ankle taping on athletes' speed and agility. Thirty-one subjects, twenty-one male professional baseball players and ten female collegiate softball players with no history of an ankle injury the previous six months, participated in three performance tests while wearing the ASO ankle brace, a modified Gimby ankle taping, and unsupported. The subjects completed the flying forty yard dash for speed, the SEMO test for general agility, and the Edgren test for specific lateral agility. Multiple trials were administrated to account for learning effects. The resultant data were analyzed with a multivariate repeated-measures design. The data were tested for order effects; no significant differences were found. The data were then tested for multicollinarity by use of an intercorrelation matrix across the three dependent (compacted) variables. A 2 x 3 multivariate analysis of variance (MANOVA) was used to analyze gender and support conditions (with repeated measures) effects across the dependent variables; and significant differences were followed up with univariate analyses of variance (ANOVAs). Effects for interactions of gender x support condition were evaluated by Wilkes' A. There were no statistically significant interactions found. In univariate ANOVAs for post hoc testing significant differences were found for gender effect on speed (forty yd. dash), general agility(SEMO test), and specific lateral agility (Edgren test). ) A significant difference was found in the follow up univariate analysis across support conditions for general agility (SEMO test) wherein the unsupported condition was significantly faster (less time) than the braced or taped conditions. On the basis of the findings, it was concluded that the subjects' speed in the forty yard dash was not significantly reduced by bracing or taping. It was concluded that the subjects' agility was significantly slowed by both prophylactic bracing and taping as demonstrated by performance in the SEMO general agility test. It was concluded that males and females are not differentially affected by bracing and I or taping. There was no significant statistical difference found between the ASO Ankle brace and the taped ankle in speed and agility tests. It can be concluded that budgetary considerations and personnel time maybe the critical factors when selecting certain ankle braces over ankle taping.

Psychological tests are closely tied to the context in which they were designed. Within the South African context, the inequalities of apartheid played a major role in test development and use, and it relies on various international tests that may not be suitable to the context and on local tests that may not include all linguistic groups. There is a need for psychological tests that are in use to be reliable, valid and free from bias. Thus, this research examined the applicability of the Neale Analysis of Reading Ability-Second Revised British Edition (NARA II) in the South African context. Aspects of reliability, validity and bias were examined. A non-probability sample of 144 Grade Four first and second language learners attending one of four government schools in Gauteng were assessed on the NARA II. A non-probability sample of eight professionals (two teachers, one psychometrist, two educational psychologists, two speech therapists and one reading therapist and trainer) were interviewed for their views on the applicability of the NARA II. The research followed a mixed methods approach, namely a sequential explanatory strategy. The results demonstrated adequate internal consistency reliability, although this was lower than in the normative sample and other studies. Face validity and concurrent validity were adequate. The content validity of the NARA II was questionable within the South African context, suggesting it should be adapted for use in this country. Some evidence of bias based on gender, home language, population group, educational level of parents and the school learners attended was found. The qualitative data supported findings from the quantitative data. A thematic content analysis identified nine themes namely Suitability of the NARA II to the South African context, Similarities between the NARA II and reading tasks in school, Differences between the NARA II and reading tasks in school, Comprehension skills, Assessment tools utilised for reading in South Africa, Learner errors on reading, Foundations of reading, Benefits and Affordability. The overall conclusion is that adaptation of the NARA II and norming on the South African population be undertaken.

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