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Determining the feasibility of a prehabilitative injury prevention programme for netball players in South AfricaPillay, Tanushree January 2013 (has links)
Philosophiae Doctor - PhD / Background: The South African government has taken a stance to prioritise sporting codes within South Africa that report high participation and is inclusive of the population demographic of South Africa. Netball has been highlighted as one of these sixteen named sporting codes. Linked to the high participation of netball players in the sport is a high prevalence of injuries, which is well documented throughout the literature. Injury management within a South African context presents a number of challenges due to the current environment of health care in the country as well as an array of barriers that directly impact the netball players themselves as well as netball as a federation. Injury prevalence results in a need to both manage and prevent sporting injuries. The purpose of this study was to develop an injury prevention programme for netball players in South Africa and to establish the feasibility of such a programme for implementation. Method: The study took place under the auspices of Netball South Africa and the injury prevalence data was collected at a national netball tournament at the University of Pretoria. Sequential mixed methods was used as a framework to guide the study, and included a range of research methods as part of that process. The problem was identified in two phases using a cross sectional self-administered questionnaire and a qualitative aspect using semi-structured interviews. The design of the injury prevention programme that aimed to address the problem was informed by a systematic review of literature. The process that guided the development of the injury prevention programme was intervention mapping. This process led to the development of an injury prevention programme that included a coach’s educational booklet, an injury prevention exercise protocol and an administrative structure of a National Physiotherapy Association. The evaluation for feasibility for the implementation of the injury prevention programme was evaluated via a Delphi study.
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Assessment of a new educational programme using emotional understanding and social interaction in children with high-functioning autismAlsakran, Wejdan Abdullah January 2013 (has links)
This thesis is concerned with the key areas of social interaction and emotional understanding in children with autism with regard to their development. This study evaluated the effectiveness of a ten sessions long intervention programme with the objective of facilitating the children’s social-emotional understanding, as well as promoting their social skills and interaction with both peers and adults. Two methods of studies were used with 6 children - aged 7 to 11 - who had previously been diagnosed with high-functioning autism. The quasi-experimental study divided the sample into an experimental and control group in order to evaluate the intervention. The second method was a case study involving two children in the experimental group. Both approaches provided evidence of the effectiveness of the intervention programme in enhancing the social and emotional components. The results from the first study showed that the intervention programme was associated with improvements for the children in the experimental group in their overall social-emotional understanding, as well as their social skills and interaction with their peers. Moreover, there was strong agreement between the three sources (parents, teachers and children) about this improvement, which supports the reliability of the outcomes. On the other hand, children from the control group did not improve in the tested areas. The results from the second study revealed the typical description of emotional and social deficits in the two children with high-functioning autism. In each case there were specific aspects to their level of difficulties and the way in which they interacted with their friends and family. The data collected after the intervention supports the hypothesis that children with autism can learn emotional understanding (including empathy), and this was associated with an improvement in their social functioning. The case studies also showed agreement between the parents in their dissatisfaction about the level of support that their children received at school. None of the children had received any type of social training programme particularly aimed at teaching them these specific skills. The two methods of evaluation complemented each other. Although caution should be taken when interpreting the findings, owing to the small sample size, the study suggests that children with high-functioning autism respond well to interventions designed to support their social and emotional understanding.
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The Socio-demographic characteristics of employees who had HIV testing in 2005 within selected companies on the Direct AIDS Intervention Programme.Xulu, Thembisile Lynette 06 May 2009 (has links)
Background and Objectives: South African businesses are feeling the brunt of HIV & AIDS and experiencing losses in productivity and profitability due to high levels employee absenteeism, sick leave and disability as well as the added costs of recruiting and retraining. These losses have had a negative impact on the national economy and in response some employers have agreed to recognize that HIV is a business issue and introduced HIV workplace programmes. It is not really known whether the employees that are most at risk are actually testing through these employer funded programmes in order for them as well as the employer to gain maximum benefit. There is a need to identify barriers to HIV testing so that workplace programmes can design better targeting strategies.
Methods: This study was a retrospective review and analysis of the 2005 records of tested and untested employees in 8 companies registered on the Direct AIDS Intervention (DAI) Programme.
Results: Overall there was very poor utilization of Voluntary Counselling and Testing (VCT) services with an average uptake of 13%. Multivariate logistic regression analyses showed that race, sex, period of employment and sector were significantly associated with HIV testing while there was no association with age and marital status. In general, Blacks were more likely to be tested for HIV (OR(95%CI)1.47(1.24 – 1.74);p<0.0001) and so were Coloureds (OR(95%CI) 1.79;(1.48 – 2.18); p<0.0001) and Indians(OR(95%CI)1.35(1.04 – 1.76);p=0.03) when compared to Whites. Males were less likely to have an HIV test (OR 0.69;p<0.0001) compared to female employees. Those who had been employed for more than one year were more likely to test (OR(95%CI); 1.83(1.37 – 2.43);p<0.0001) than newer employees. Employees who worked within a manufacturing company were more likely to have an HIV test (OR(95%CI)
2.39(1.96 – 2.92);p<0.0001) and so were those employed by a health/research companies (OR(95%CI) 2.83(2.11 – 3.81);p<0.0001) compared to those that were employed by a services sector company.
Conclusions: The low uptake of VCT in this study is attributed to stigma which if not addressed will to continue to have a negative impact on the success of workplace programmes. Employers need to develop specific education activities in order to protect employees from discrimination and thus build confidence in the independence of the programmes thereby encouraging utilization.
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The situational language intervention programme (SLIP) : the theoretical background and outline of the programmeHall, Phillip, n/a January 1988 (has links)
The general aim of the thesis is to show how The Situational Language Intervention Programme (SLIP) was formulated in order to include the
critical factors of: the cognitive abilities and linguistic
characteristics of the intellectually handicapped; pragmatics, semantics
and syntax and the four models of language acquisition; the criteria
that guide language intervention programme development; the use of
precise and systematic teaching methods that stimulate the use of
language in the students' environment. The general objective of both
SLIP and this thesis is to show how to increase moderately to severely
intellectually handicapped adolescents' language-communication through
the appropriate use of the forms of language applied to its functions in
a specific range of situations.
Chapter Two of the thesis is concerned with the cognitive abilities of
intellectually handicapped people and the implications of intellectual
handicap on communication and language development. In addition it
discusses, stage by stage, the positive and negative markers of language
acquisition. These markers illustrate to the teacher the signs of
linguistic retardation at each stage of language learning.
The contents of Chapter Three provide an outline of the four models of
language acquisition, i.e. Pragmatic, Semantic/Cognitive,
Psycholinguistic/Syntactic and Behavioural. Those models contribute to
our understanding of how language develops and illustrate to us the
complex nature of language acquisition. In addition, this discussion
documents the past and current research viewpoints and draws our
attention to the limitations that existing theories have in providing a
"full�blown" model of language acquisition. Furthermore, Chapter Three
is stating that the recent analysis of language-training for
communication disordered and intellectually handicapped students has
shown that a more balanced study of the semantic and pragmatic factors in
language acquisition is emerging. This chapter is urging teachers to
re-analyze, re-evaluate and modify their language intervention programmes
by integrating the syntactic, semantic and pragmatic factors.
Both the contents of Chapters Two and Three are demonstrating that it is
necessary to address the theoretical viewpoint and academic findings both
of which are important aspects of the role of the interventionist. They
have to be addressed if the teacher is to make judgments concerning the
efficacy of different models in attaining certain goals. Such factors
govern the utilization and integration of certain approaches and
procedures.
The contents of Chapters Four and Five discuss how the language
interventionist can lead the intellectually handicapped student into
increased language usage and communicative competence. Chapter Four is
concerned with the current critical issues and developments in:
curriculum and programme design for the moderately/severely
intellectually handicapped adolescent; criteria to guide programme
development and direction of language intervention; direct instruction
techniques; augmentative communication systems and their basic programme
guidelines.
Chapter Five outlines the framework of the Situational Language
Intervention Programme (SLIP) which was designed and implemented by the
author. The content and procedures utilized by SLIP are greatly
influenced by the contents of Chapters Two, Three and Four. This
influence is demonstrated in the discussion concerning SLIP's: aims and
objectives; content and design decisions; selection of forms to be
taught; sequencing; teaching procedures and methods of instruction.
Chapter Five also discusses the implementation of SLIP.
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The role of the educator in addressing the needs of orphans and vulnerable childrenNaidoo, Loganathan January 2010 (has links)
Submitted in accordance with the requirements for the degree of DOCTOR OF EDUCATION in the Department of Educational Psychology at the UNIVERSITY OF ZULULAND, South Africa, 2010. / The purpose of this study was to explore an intervention programme that could be used by class teachers to address the needs of orphans and vulnerable children. The goals of the study were: (i), to explore the educator’s perceptions regarding the role that the class teacher could play in addressing the needs of orphans and vulnerable children and (ii) to stress the impact of the proposed intervention.
The sample in the first phase of the research consisted of 120 rural primary school educators from the Dududu Circuit in Southern KwaZulu-Natal. These educators completed a survey in the form of a structured questionnaire. The descriptive method of research was used to collect data, and inferential statistics were used to test the null hypotheses using the Chi-squared test.
The results of the study indicated, among other things, that educators had generally agreed that the form teacher was best positioned to address the needs of orphans and vulnerable children. Educators were in agreement that the form teacher should facilitate life-skills training and organise peer-support programmes for orphans and vulnerable children. Gender and age group did not influence the views of educators. Educators also expressed a strong desire to be trained in programmes relating to the care and support of orphans and vulnerable children.
The quasi-experimental-comparison group pretest-posttest design was used in the second phase of the research to determine the success of the intervention strategy. This phase of the research entailed the following: distribution of questionnaires to 20 educators in the comparison school and 20 educators in the experimental school; presenting the intervention strategy via a workshop to educators in the experimental school; and conducting a posttest survey using the same set of questionnaires to educators in both the schools.
The intervention entailed the presentation of the following: a life-skills model, a peer-support programme, and the asset-based approach.
The outcome of the intervention was then gauged through the use of self-constructed questionnaires.
The posttest survey showed that 60% of educators in the experimental school had implemented all three models and had accordingly noted the direct benefits to orphans and vulnerable children. This implied that the intervention was successful. Being successful, the intervention creates a gateway for much desired relief for orphans and vulnerable children. The intervention holds the key for similar applications in areas such as substance abuse, physically challenged children and children who display various psychological problems.
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Motor coordination among Greek children : from assessment to interventionTsiotra, Georgia D. January 2010 (has links)
Background: Developmental Coordination Disorder (DCD) describes children with a difficulty to acquire age-specific motor skills. Although there is a significant body of literature addressing developmental and cognitive issues in children with DCD, few studies have actually examined the associations between DCD, physical activity and physical fitness. Therefore, the aim of the present research work was to assess these associations in a series of four successive studies which were set: a) (study 1) to estimate DCD prevalence rates in Greek children and investigate whether these children exhibit different obesity and cardiorespiratory fitness levels than an overseas sample, b) (study 2) to provide evidence on the association between DCD and physical fitness levels, c) (study 3) examine whether a motor skills and exercise training intervention programme affects motor proficiency in a cohort of elementary school children with and without DCD, and d) (study 4) to test the hypothesis that DCD is associated with CVD risk, identify modes of physical activity that mediate such an association and to evaluate the CSAPPA scale as a potential tool for identifying Greek children for DCD. Methods: The total of 574 Greek (Age: 11.46 ± 1.54 years; BMI: 19.96 ± 3.53) children were assessed for anthropometry, physical fitness (flexibility, hand strength, leg explosive power, speed and cardiorespiratory fitness), motor competence (i.e., short form of the Bruininks-Oseretsky Test of Motor Profiency- BOTMP-sf) and subjected to two self assessments for: i) perception of adequacy for physical activity (CSAPPA scale), and ii) children’s participation in physical activity (Participation Questionnaire - PQ). Results: Study 1: Greek children demonstrated significantly higher DCD prevalence rates (p<0.05), higher body fat (p<0.05) and were inferior in both cardiorespiratory fitness (p<0.05) and motor competence (p<0.05) compared to an overseas sample. Study 2: Greek children with DCD demonstrated significantly higher BMI values (p<0.01) and lower leg explosive power (p<0.01), speed (p<0.01) and hand strength (p<0.01) than those without DCD. Study 3: Results showed a significant main effect of time [F(14, 115) = 3.79, p< 0.001; η2 = 0.32] for motor competence (p<0.001) between children with and without DCD. Significant main effects of group (i.e intervention and control groups) [F(42, 351) = 4.01, p< 0.001; η2 = 0.33] were observed for BMI (p<0.01), motor competence (p<0.01), cardiorespiratory fitness (p<0.01), hand strength (p<0.05), leg explosive power (p<0.05), speed (p<0.01), and free time play activities (p<0.05). Study 4: Chi-square comparisons and ANOVA, revealed significantly increased body mass (p<0.05), BMI (p<0.05) and inactivity (p<0.05), as well as significantly decreased cardiorespiratory fitness (p<0.05), motor competence (p<0.05), CSAPPA indices, and participation in free play (p<0.05) in children with DCD. Furthermore, BMI and cardiorespiratory fitness were significantly associated with motor competence (p<0.05) with inactivity as the mediating factor (p<0.05). ROC curve analyses for CSAPPA indicated an optimal cut-off at 62 points. Conclusions: 1) the relatively high DCD and obesity prevalence rates together with the low cardiorespiratory fitness suggest greater health risk for Greek children with the studied condition, 2) children with DCD tend to perform worse in selected physical fitness parameters compared to their normal peers, 3) motor skills and exercise training interventions for children with DCD may improve health and skills related fitness, and 4) inactivity mediates the relationship between DCD and CVD risk in children with DCD. Finally, the CSAPPA scale may serve as a practical and a cost-effective proxy assessment for identifying Greek children with DCD, however as this is not a standardised test for use with children, its use should be treated with caution until further validation work.
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An improved support program for Free State educators affected by the HIV/AIDS pandemic : pre-experimental research towards educator resilience / Ntsekiseng Lillian RadebeRadebe, Ntsekiseng Lillian January 2010 (has links)
The main focus of this study was on making recommendations towards the refinement of REds that should increase its effectiveness in supporting educators affected by the HIV and AIDS pandemic towards coping resiliently with the challenges of the pandemic. The educators are affected by_ learners, colleagues, family members who are HIV positive or dying from AIDS-related illnesses, or teaching orphans and vulnerable learners made by HIV/AIDS pandemic. To achieve this aim, I followed a pm-experimental pre-test-post-test design. Within this design, I used qualitative methods of data collection, to comment on how successful REds was in encouraging participant resilience and to comment on how REds could be refined. Ten affected educators volunteered to take part in this study, being three males and seven females. Their ages ranged from 35-56 and they were all primary school educators. All the participants came from one school in the Eastern Free State province (Thabo Mofutsanyana district). REds was implemented in Thabo Mofutsanyana district because this is where I live and work and the school is accessible to me. The participants were all esothospeaking and adhered to Sesotho culture. They all taught AIDS orphans and vulnerable children. My findings from this study documented that participants seem to have benefitted from their participation in REds. In general the participants reported more resilient management of the challenges brought in by the HIV/AIDS disaster and although this cannot be finally linked to their participation in REds, participants in general they made such a link. REds need to be refined witl1 regard to content, language and activities that will do more to encourage assertiveness. / M.Ed., North-West University, Vaal Triangle Campus, 2010
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An improved support program for Free State educators affected by the HIV/AIDS pandemic : pre-experimental research towards educator resilience / Ntsekiseng Lillian RadebeRadebe, Ntsekiseng Lillian January 2010 (has links)
The main focus of this study was on making recommendations towards the refinement of REds that should increase its effectiveness in supporting educators affected by the HIV and AIDS pandemic towards coping resiliently with the challenges of the pandemic. The educators are affected by_ learners, colleagues, family members who are HIV positive or dying from AIDS-related illnesses, or teaching orphans and vulnerable learners made by HIV/AIDS pandemic. To achieve this aim, I followed a pm-experimental pre-test-post-test design. Within this design, I used qualitative methods of data collection, to comment on how successful REds was in encouraging participant resilience and to comment on how REds could be refined. Ten affected educators volunteered to take part in this study, being three males and seven females. Their ages ranged from 35-56 and they were all primary school educators. All the participants came from one school in the Eastern Free State province (Thabo Mofutsanyana district). REds was implemented in Thabo Mofutsanyana district because this is where I live and work and the school is accessible to me. The participants were all esothospeaking and adhered to Sesotho culture. They all taught AIDS orphans and vulnerable children. My findings from this study documented that participants seem to have benefitted from their participation in REds. In general the participants reported more resilient management of the challenges brought in by the HIV/AIDS disaster and although this cannot be finally linked to their participation in REds, participants in general they made such a link. REds need to be refined witl1 regard to content, language and activities that will do more to encourage assertiveness. / M.Ed., North-West University, Vaal Triangle Campus, 2010
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The identification of resilience in, and the development of a corresponding intervention programme for families with a parent living with major depressive disorderBester, Carin 12 1900 (has links)
Thesis (DPhil (Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Major Depressive Disorder is a prevalent psychiatric illness that poses critical risk factors to
families. Risk factors associated with depression are widely researched, but limited South
African and international research exists with regard to family resilience factors and intervention
programmes associated with these high-risk families. The aim of the present study was to
address these limitations by (a) identifying and describing the qualities of resilience in families
in which a parent had been living with Major Depressive Disorder, (b) developing a family
intervention programme for parents to strengthen and enhance a quality of resilience and, finally,
following the intervention programme, (c) to evaluate the impact of the intervention programme
on the identified resilience quality. The research was divided into two phases in order to address
the above-mentioned, namely the descriptive phase (Phase 1) and the intervention phase (Phase
2). The results of the descriptive phase revealed various statistically significant correlations
between the independent variables and the dependent variable, namely family adaptation, as
measured by The Family Attachment Changeability Index 8 (FACI8) (McCubbin et al., 1996).
The strongest statistically significant correlation was found between family problem solving and
communication, and family adaptation. This steered the development of the intervention
programme, aiming it at enhancing family problem solving and communication as a family
resilience quality. An experimental design was used to evaluate the impact of the intervention
programme. Analysis 1 revealed a trend (not statistical significant on a 5% level), suggesting that
negative communication decreased over a three-month period after the intervention programme.
Analysis 2 supported this trend on a 5% level. The qualitative post-test data reveal that the
participants perceived the intervention programme in a very positive light, namely as a beneficial
and educational experience. Furthermore, the three-month follow-up assessment showed that the
majority (81%) of the participants indicated that the intervention programme impacted positively
on their family’s communication. / AFRIKAANSE OPSOMMING: Major Depressiewe Steuring is ‘n bekende psigiatriese siekte wat gesinne met kritiese
risikofaktore uitdaag. Hierdie risikofaktore is wyd nagevors, maar beperkte Suid-Afrikaanse en
internasionale navorsing bestaan met betrekking tot gesinsveerkragtigheidsfaktore en gepaste
intervensieprogramme wat met hierdie hoë risiko gesinne geassosieer word. Die doel van die
huidige studie was om hierdie beperkings aan te spreek, deur (a) veerkragtigheidsfaktore te
identifiseer en te beskryf in gesinne waar ‘n ouer met Major Depressiewe Versteuring leef, (b)
om ‘n gesinsintervensieprogram vir ouers te ontwikkel wat ‘n spesifieke veerkragtigheidsfaktor
kan versterk en ontwikkel, en (c) om die impak van die intervensieprogram op die
geïdentifiseerde veerkragtigheidsfaktor te evalueer. Die navorsing is in twee fases verdeel,
naamlik die beskrywende fase (Fase 1) en die intervensie fase (Fase 2) om bogenoemde aan te
spreek. Die resultate van die beskrywende fase het verskeie statisties beduidend korrelasies
getoon tussen die onafhanklike veranderlikes en afhanklike veranderlike, naamlik familie
aanpasbaarheid, wat deur The Family Attachment Changeability Index 8 (FACI8) gemeet is
(McCubbin et al., 1996). Die sterkste statisties beduidende korrelasie was tussen gesin
probleemoplossing en kommunikasie en gesin aanpasbaarheid. Hierdie verhouding het die
ontwikkeling van die intervensieprogram bepaal wat ten doel gehad het om gesin
probleemoplossing en kommunikasie as ‘n gesinsveerkragtiheidskwaliteit te ontwikkel. ‘n
Eksperimentele ontwerp is gebruik om die impak van die intervensieprogram te evalueer.
Analise 1 het ‘n tendens (nie statisties beduidend op ‘n 5 % vlak) uitgelig wat daarop dui dat
negatiewe kommunikasie verminder het oor ‘n periode van drie maande na die
intervensieprogram. Analise 2 het hierdie tendens ondersteun op ‘n 5% vlak. Die kwalitatiewe
na-toets data het aangedui dat die deelnemers die intervensieprogram in ‘n baie positiewe lig
ervaar het en as voordelig en opvoedkundig beskou het. Die drie-maande opvolgassessering het
ook aangedui dat die meerderheid (81%) van die deelnemers gevind het dat die
intervensieprogram ‘n positiewe impak op hulle gesinskommunikasie gehad het.
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The impact of an intervention programme on the decision making speed and accuracy, declarative knowledge, and selected visual skills of u/20 rugby playersUys, Stefanie 12 1900 (has links)
Thesis (PhD (Sport Science))--Stellenbosch University, 2008. / The purpose of this study was to determine the effectiveness of a 16-week multidimensional
intervention programme on the speed and accuracy of decision making,
declarative knowledge and visual skills of u/20 rugby players. Two intact groups of rugby
academy players participated in this study. One academy group participated in the
intervention programme, which included activities, including the statistical analysis of
individual players, game analysis, tactical rugby discussions, rugby rule discussions and
visual skills training. The other academy group served as the comparison group and
completed both the pre- and post-tests.
The results indicated significant improvements in the speed of tactical decision
making by participants in both the experimental and the comparison groups. Both groups
also indicated a significant deterioration in the accuracy of their decisions. Both groups
achieved a significant improvement in their declarative knowledge of rugby rules, as well
as in their visual skills. The similarity in the post-test scores of the two groups led to the
conclusion that the intervention programme, as presented in this study, did not appear to
make a significant impact on the players. Suggestions are made for the design of future
intervention programmes to improve tactical decision making.
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