In school sport the professionalisation of sport has reached the domain of school sport as a grassroots incubator for sporting talent and for providing positive experiences that might lead to lifelong engagement in physical activity. This has inevitably led to the development of specialised human resources required to manage school sport. In the South African context, despite the existence of a variety of sport management programmes, there is a need for continuously updated and adapted programmes to address the needs and demands of the market and workplace. To cope with the increased complexities surrounding school sport and the management thereof, a distinct body of knowledge and skills needs to be developed (Quatman & Chelladurai, 2008a:651) for the management of school sport. Concern over the lack of common knowledge, as well as a pertinent sport management programme for educator training to prepare educators for the diverse contemporary requirements and needs regarding the management of school sport, has resulted in current and prospective educators not necessarily meeting the needs or expectations of the industry in a diversity of South African schools to manage school sport. As a result there appears to be a gap between current sport management programmes‟ outcomes at Higher Education Institutions (HEIs)1 in South Africa and the expected competencies of school sport managers. A need thus exists to have a sport management programme in place for educator training in accordance with the diverse needs of South African schools. Based on the preceding, the problem of identifying the needs and competencies of school sport managers required for the sport management training of educators according to the diverse context of South African schools is seen as the central point in this study. In coherence with the problem statement and the stated research questions, the purpose of this research was to determine the needs and competencies of school sport managers in order to develop a sport management programme for educator training according to the diverse needs of schools in South Africa. In order to achieve this, based on the problem statement, it was necessary to: * Determine the context of school sport within the education system; * Describe and delineate the current role of the school sport manager within the education system; * To analyse international and national sport management training programmes as part of educator training; * Determine the needs and competencies required by educators to manage school sport effectively according to the diverse needs of South African schools; and * Develop a sport management training programme for school sport managers according to the diverse needs of South African schools. To be able to develop a sport management programme for educator training, it was necessary to develop a related instrument that was content and context specific. Contextual, descriptive and explorative qualitative research was undertaken by means of a semi-structured interview. After the sport management competencies and needs were identified, a questionnaire (quantitative research), based on the qualitative research and the literature study in Chapters Two, Three and Four was compiled as part of the mixed-methods research design. To make a sound judgement of content and context specific sport management programmes for educator training, an occupation analysis of the identified school sport management competencies and a needs analysis of specific needs required to manage school sport was undertaken by means of a structured questionnaire. Once the competencies and needs required to manage school sport were defined, programme development principles were applied to develop a sport management programme for educator training in accordance with the diverse needs of South African schools. Conclusions drawn from the above-mentioned research include that the school sport management environment is exceptionally varied, politicised and complex. Another conclusion was that competencies required by the school sport manager can be divided into core, functional and specialist competencies, indicating a range of competencies necessary to equip and enable the school sport manager to manage school sport successfully. This phenomenon cannot merely be ignored by HEIs2 when a content and context-specific market and needs-driven sport management programme for educator training in a diversity of South African schools is developed. It is therefore recommended that a school sport management programme be tailored to the content and context-specific needs of society and school sport managers. In the light of the preceding and a continuously changing education landscape in South Africa, it is necessary that the developed sport management programme and related guidelines for a sport management programme for initial educator training in accordance with the diverse needs of South African schools should continuously be supplemented and adapted in a dynamic school sport environment. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2014

In school sport the professionalisation of sport has reached the domain of school sport as a grassroots incubator for sporting talent and for providing positive experiences that might lead to lifelong engagement in physical activity. This has inevitably led to the development of specialised human resources required to manage school sport. In the South African context, despite the existence of a variety of sport management programmes, there is a need for continuously updated and adapted programmes to address the needs and demands of the market and workplace. To cope with the increased complexities surrounding school sport and the management thereof, a distinct body of knowledge and skills needs to be developed (Quatman & Chelladurai, 2008a:651) for the management of school sport. Concern over the lack of common knowledge, as well as a pertinent sport management programme for educator training to prepare educators for the diverse contemporary requirements and needs regarding the management of school sport, has resulted in current and prospective educators not necessarily meeting the needs or expectations of the industry in a diversity of South African schools to manage school sport. As a result there appears to be a gap between current sport management programmes‟ outcomes at Higher Education Institutions (HEIs)1 in South Africa and the expected competencies of school sport managers. A need thus exists to have a sport management programme in place for educator training in accordance with the diverse needs of South African schools. Based on the preceding, the problem of identifying the needs and competencies of school sport managers required for the sport management training of educators according to the diverse context of South African schools is seen as the central point in this study. In coherence with the problem statement and the stated research questions, the purpose of this research was to determine the needs and competencies of school sport managers in order to develop a sport management programme for educator training according to the diverse needs of schools in South Africa. In order to achieve this, based on the problem statement, it was necessary to: * Determine the context of school sport within the education system; * Describe and delineate the current role of the school sport manager within the education system; * To analyse international and national sport management training programmes as part of educator training; * Determine the needs and competencies required by educators to manage school sport effectively according to the diverse needs of South African schools; and * Develop a sport management training programme for school sport managers according to the diverse needs of South African schools. To be able to develop a sport management programme for educator training, it was necessary to develop a related instrument that was content and context specific. Contextual, descriptive and explorative qualitative research was undertaken by means of a semi-structured interview. After the sport management competencies and needs were identified, a questionnaire (quantitative research), based on the qualitative research and the literature study in Chapters Two, Three and Four was compiled as part of the mixed-methods research design. To make a sound judgement of content and context specific sport management programmes for educator training, an occupation analysis of the identified school sport management competencies and a needs analysis of specific needs required to manage school sport was undertaken by means of a structured questionnaire. Once the competencies and needs required to manage school sport were defined, programme development principles were applied to develop a sport management programme for educator training in accordance with the diverse needs of South African schools. Conclusions drawn from the above-mentioned research include that the school sport management environment is exceptionally varied, politicised and complex. Another conclusion was that competencies required by the school sport manager can be divided into core, functional and specialist competencies, indicating a range of competencies necessary to equip and enable the school sport manager to manage school sport successfully. This phenomenon cannot merely be ignored by HEIs2 when a content and context-specific market and needs-driven sport management programme for educator training in a diversity of South African schools is developed. It is therefore recommended that a school sport management programme be tailored to the content and context-specific needs of society and school sport managers. In the light of the preceding and a continuously changing education landscape in South Africa, it is necessary that the developed sport management programme and related guidelines for a sport management programme for initial educator training in accordance with the diverse needs of South African schools should continuously be supplemented and adapted in a dynamic school sport environment. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2014

Industrial-organisational (I-O) Psychology is known for specialising in the study of human behaviour in the workplace (Van Vuuren, 2010). It is clear that the problems associated with individuals in the workplace form the basis for the existence of I-O psychology. Veldsman (2001) stated that it is imperative to reflect upon the future of I-O psychology and that I-O psychology must be repositioned in future. Therefore, it is emphasised that additional roles should be elicited for I-O psychologists in South Africa (Barnard & Fourie, 2007). Moalusi (2001) has recognised the need for I-O psychologists to reposition themselves in future by focusing on significant workplace issues. Upon further investigation it should be noted that many factors that exert an influence upon workplace behaviour do not necessarily derive from the workplace. These factors, such as family responsibilities, cultural influences and traumatic events, suggest that the sphere of influence of the I-O psychologists stretches far beyond the physical borders of the workplace (Landy & Conte, 2004; Van Vuuren, 2010). According to Strümpfer (2007), it is the I-O psychologist who is concerned with the deep-rooted problems of individuals. The objective of the study was therefore to critically review the role I-O psychologists play as counsellors, and to determine whether counselling should form part of the I-O psychologist’ scope of practice. A qualitative research design was utilised in the study following a phenomenology strategy. Convenience and snowball sampling were used to identify (n=22) I-O psychologists across the Gauteng and North West provinces. Semi-structured interviews were conducted, where the participants were asked to reflect upon seven interview questions which were later transcribed verbatim and analysed using content analysis. Nine themes were extracted from the data, namely, the meaning of counselling, counselling situations that I-O psychologists face, counselling skills required by I-O psychologists, characteristics displayed by I-O psychologist during counselling, counsellor competencies required of I-O psychologists, post graduate counselling training received by I-O psychologists, additional counselling training received by I-O psychologists, recommendations made for future training of I-O psychology students and lastly the inclusion of counselling in the scope of practice From the results it was clear the I-O psychologists are familiar with the meaning of counselling and that they are faced with a diverse range of counselling situations requiring a unique set of skills and competencies. Participants had divergent experience and opinions with regard to the training received in preparation of their role as counsellor. In relation to their training participants made recommendations for the future training of I-O psychologists. Finally, participants mentioned that it would be in their best interest if counselling is formally included in the scope of practice of the I-O psychologists. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Industrial-organisational (I-O) Psychology is known for specialising in the study of human behaviour in the workplace (Van Vuuren, 2010). It is clear that the problems associated with individuals in the workplace form the basis for the existence of I-O psychology. Veldsman (2001) stated that it is imperative to reflect upon the future of I-O psychology and that I-O psychology must be repositioned in future. Therefore, it is emphasised that additional roles should be elicited for I-O psychologists in South Africa (Barnard & Fourie, 2007). Moalusi (2001) has recognised the need for I-O psychologists to reposition themselves in future by focusing on significant workplace issues. Upon further investigation it should be noted that many factors that exert an influence upon workplace behaviour do not necessarily derive from the workplace. These factors, such as family responsibilities, cultural influences and traumatic events, suggest that the sphere of influence of the I-O psychologists stretches far beyond the physical borders of the workplace (Landy & Conte, 2004; Van Vuuren, 2010). According to Strümpfer (2007), it is the I-O psychologist who is concerned with the deep-rooted problems of individuals. The objective of the study was therefore to critically review the role I-O psychologists play as counsellors, and to determine whether counselling should form part of the I-O psychologist’ scope of practice. A qualitative research design was utilised in the study following a phenomenology strategy. Convenience and snowball sampling were used to identify (n=22) I-O psychologists across the Gauteng and North West provinces. Semi-structured interviews were conducted, where the participants were asked to reflect upon seven interview questions which were later transcribed verbatim and analysed using content analysis. Nine themes were extracted from the data, namely, the meaning of counselling, counselling situations that I-O psychologists face, counselling skills required by I-O psychologists, characteristics displayed by I-O psychologist during counselling, counsellor competencies required of I-O psychologists, post graduate counselling training received by I-O psychologists, additional counselling training received by I-O psychologists, recommendations made for future training of I-O psychology students and lastly the inclusion of counselling in the scope of practice From the results it was clear the I-O psychologists are familiar with the meaning of counselling and that they are faced with a diverse range of counselling situations requiring a unique set of skills and competencies. Participants had divergent experience and opinions with regard to the training received in preparation of their role as counsellor. In relation to their training participants made recommendations for the future training of I-O psychologists. Finally, participants mentioned that it would be in their best interest if counselling is formally included in the scope of practice of the I-O psychologists. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this study has been to develop a model from the attributes of existing management teams within a financial organisation, which can be used as a selection strategy to select more effective management teams in future. The observed attributes were linked to the managers’ work performance and behaviour. It is imperative to continuously search for valid and reliable methods to establish and improve effective combinations of selection instruments and criteria for best employment practices. Systems theory is used as a framework for this study to analyse and describe middle management teams as sub-systems of the financial organisation as a larger system. The identification of effective management teams is an attempt to combat entropy in a search for order, and to support the organisation’s survival during a period of transformation and disorder. The independent variables for the purpose of this study are divided in three themes, namely demographic attributes (job experience and academic qualifications), work performance, and personality and competencies. Work performance is described as the outcome of two measurements, namely the performance management evaluation, as well as an evaluation of their behaviour by their superiors using the Inventory of Management Competencies. Their personality and competencies were evaluated by means of the Myers-Briggs Type Indicator and the Occupational Personality Questionnaire Concept Model 4.2. Their team role preferences, as identified by Belbin, were calculated using the results of the Occupational Personality Questionnaire. The requirements of the managers’ positions were obtained by means of the Work Profiling System. The match of the profiles of the managers to the requirements of their positions was obtained by means of a computerized fit between their Occupational Personality Questionnaire profiles and the desired personality profiles as a product of the Work Profiling System. The success criteria of the research design are based on the employee-client-profit-chain model. The amount of job satisfaction experienced by employees, the satisfaction which clients experience with regard to the service they received, as well as the extent of financial growth, is identified as the dependent variables. Descriptive statistics revealed certain patterns in the data. Principal component analysis was used to condense the number of independent variables in the study. Canonical correlations were executed to determine which combinations of independent variables were associated with the dependent variables, but the correlations tended to be low. Multiple regression analysis was then utilised with respect to the three distinct dependent variables. The results culminated in the four selection models for the four manager positions in the team. / Thesis (PhD (Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

The study aimed to examine the extent of indigenous play or teret-teret, as a psychotherapeutic technique to assist young adolescents in their adjustment from socio-emotional and behavioural difficulties. Following a mixed-methods, the study was conducted in three phases. The qual then QUANT in the main study followed by QUANT - QUANT and finally qual was employed. Two hundred ninety-nine participants, with 13 in Phase 1; 221 in Phase 2, and 65 in Phase 3, were involved in the study. Thirteen participants were purposively selected based on their experiences and merits for Phase 1, while 221 were selected through multilevel probability sampling techniques for Phase 2. Among the 65 participants for Phase 3, five were selected randomly whereas 60 were selected purposely. Three data-gathering instruments, comprising in-depth interviews, archive analysis, and questionnaires were employed. This design explored the quality of 62 manifestations of indigenous teret-teret for use in psychotherapy. The qualitative phenomenological study confirmed teret-teret as a relevant psychotherapeutic technique, practised in Ethiopia for the adjustment of young adolescents who experience socio-emotional and behavioural difficulties. The intervention study revealed statistically significant differences between the participants who received teret-teret psychotherapy and those who did not receive teret-teret psychotherapy. It was found that teret-teret psychotherapy advanced the socio-emotional and behavioural competencies of the participants. The cross-sectional survey study verified a 43% prevalence rate of composite SEBD, with 50% being anxiety/depression, 45% somatic complaints, 44% attention problems, 43% delinquency, and 42% aggression, respectively. Implications were discussed about applying indigenous child-friendly stories, teret-teret, as psychotherapeutic techniques to help young adolescents who display socio-emotional and behavioural difficulties at schools and in community settings. / Inhloso yocwaningo kwabe kukuhlola izinga lomdlalo weshashalazi kumbe i-teret-teret, njengendlela yokusoconga ingqondo (psychotherapeutic technique)ukunceda abantu abasha abasesigabeni sobujongosi (adolescents) nokulawula isimo sabo ukusukela kwizinkinga zenhlalakahle yabantu ngokwemizwanangendlela yokuziphatha. Uma kulandelwa uhlelo lwezindlela ezivangene (mixed-methods design), ucwaningo lwenziwe ngokwehlukaniswa izigaba ezintathu: Isigaba soku-1: Uhlelo lwengxoxo (Qualitative)–idizayini yefenomenoloji (phenomenological design), Isigaba sesi-2: Uhlelo lwamanani (Quantitative) – idizayini yesaveyi (survey design) kanyeneSigaba sesi-3: Uhlelo lwamanani (Quantitative) – idizayini engenelelayo. Abadlalindima abangamakhulu amabili namashumi ayisishiyagalolunye, ngesigaba se 13 eSigabeni soku-1; 221 kuSigaba sesi-2 naku 65 eSigabeni sesi-3,zonke zazibandakanyekile ocwaningweni. Abadlalindima abayishumi nantathu babekhethwe ngenhloso ngenxa yolwazi lwabo kanye nomsebenzi wabo oncomekayo eSigabeni soku-1, kanti aba-221 babekhethwe ngokusebenzisa indlela yesampuli ebizwa nge-multilevel probability sampling techniques kwiSigaba sesi- 2.Hlangana nabadlalindima abangama 65 beSigaba sesi-3, abahlanu bakhethwe kuyo yinoma kuphi kanti aba60 bakhethwe ngenhloso. Amathuluzi amathathu okuqoqa idatha, aqukethe izinhlolovo ezijulile, ukuhlaziywa kwama-akhayivu, kanye nemibhalo equkethe imibuzo yizinto ezisetshenzisiwe. Le dizayini beyihlola izinga lemisebenzi engama 62 eveziwe yendabuko teret-teretngokusetshenziswa kuhlelo lokusocongwa kwengqondo. Ucwaningo olugxile kwifenomenoloji yengxoxo iqinisekise umdlalo we teret-teret njengendlela efanele yokusocongwa kwengqondo, okuyingqubo elandelwa ezweni lase-Ethiopia ngenhloso yokushintsha isimo sabantu abasha abasesigabeni sobujongosi abahlangabezana nobunzima kwinhlalakahle yabantu ngokwemizwa kanye nezinkinga ezimayelana nokuziphatha. Ucwaningo olungenelelayo luveze ngokwamanani imehluko egqamile phakathi kwabadlalindima abafumene ukusocongwa ngokomqondo ngomdlalo we teret-teret kanye nalabo abangakaze bathole ukusocongwa ngokomqondo ngeteret-teret. Kutholakele ukuthi ukusocongwa komqondo ngeteret-teret kuthuthukise inhlalakahle yabantu nangezimpawu ezikhombisa ukuziphatha kahle kwabadlalindima. Ucwaningo olubizwa nge-cross-sectional survey lufqinisekise 43% yezinga lokutholakala kwezinkinga zenhlalakahle yabantu ngokwemizwa nangokuziphatha (SEBD),okuyi-50% yezinga lentukuthelo/ingcindezi yengqondo, i-45% yezikhalo, i-44% yezinkinga ezidinga ukuxazululwa, i-43% yezinga lokuphambana nomthetho kanye ne-42% yokuba nolunya,kanjalo nje. Okuchazwayo lapha kuxoxiwe mayelana nokusebenzisa izindatshana zendabuko ezijabulisa izingane, teret-teret, zisebenza njengamasu okusoconga ingqondo ukunceda abantu abasha abasesigabeni sobujongosi abakhombisa izinkinga ezimayelana nenhlalakahle yabantu ngokwemizwa nangokuziphatha ezikoleni kanye nasezindaweni zemiphakathia. / Die doel van die studie was om ondersoek in te stel na die mate waarin inheemse spel of teret-teret, as ʼn psigoterapeutiese tegniek ingespan word om jong adolessente by te staan in hul aanpassing van sosio-emosionele en gedragsprobleme af. ʼn Gemengde-metodes-ontwerp is gebruik en die studie is in drie fases uitgevoer: Fase 1: Kwalitatief–fenomenologiese ontwerp, Fase 2: Kwantitatief – opname-ontwerp enFase 3: Kwantitatief – ʼn intervensie-ontwerp. Twee-honderd-nege-en-negentig deelnemers, met 13 in Fase 1; 221 in Fase 2 en 65 in Fase 3,is by die navorsing betrek. Dertien deelnemers is doelgerig gekies op grond van hul ervarings en meriete vir Fase 1, terwyl 221 deur meervlakkige waarskynlikheidsteek proefnemingstegniekegekies is vir Fase 2. Uit die 65 deelnemers vir Fase 3, is vyf ewekansig gekies, terwyl 60 doelbewus gekies is. Drie instrumente is ingespan vir data-insameling, naamlik diepte-onderhoude, argiefontleding, en vraelyste. Hierdie ontwerp het die gehalte van 62 manifestasies van inheemse teret-teret vir gebruik in psigoterapie ondersoek. Die kwalitatiewe fenomenologiese studie het bevestig dat teret-teretʼn relevante psigoterapeutiese tegniek is wat in Etiopië beoefen word vir die aanpassing van jong adolessente metsosio-emosionele en gedragsprobleme. Die intervensiestudie het statisties beduidende verskille getoon tussen die deelnemers wat teret-teret-psigoterapie ontvang het en dié wat nie teret-teret-psigoterapie ontvang het nie. Daar is bevind dat teret-teret-psigoterapie die sosio-emosionele en gedragsvaardighede van die deelnemers verbeter het. Die deursnee-opname het ʼn 43%-voorkomskoers van saamgestelde sosio-emosionele en gedragsprobleme (SEBD) getoon,met 50% daarvan angs/depressie, 45% somatieseklagtes, 44% aandagprobleme, 43% oortredings, en 42% aggressie,onderskeidelik. Implikasies is bespreek met betrekking tot die toepassing van inheemse, kinderviendelike stories, teret-teret, as psigoterapeutiese tegnieke om jong adolessente te help wat sosio-emosionele en gedrags probleme by skole en in gemeenskapsituasies toon. / Psychology of Education / Ph. D. (Psychology of Education)