Plyometrics is primarily used by coaches and sport scientists to improve explosive power among athletes who participate in dynamic, high intensity type of sports. One of the plyometric-related training methods that has received attention in recent years, is loaded or resistance (resistive) jump training. Limited research does, however, exist with regard to the benefits and use of this training method as well as in conjunction with other training methods, especially among team sport participants. It is against this background that the research objectives of this study were firstly, to examine the effects of a 4-week combined rugby-conditioning and resisted jump training program compared to a combined rugby-conditioning and normal jump training program, on selected physical, motor ability and anthropometric components of university-level rugby players. The second objective was to examine the acute effects of a resisted compared to a normal jump training session on selected physical and motor ability components of university-level rugby players. Thirty rugby players (age: 19.60 ± 0.79 years) from the first and second u/19 and u/21 rugby teams of a university in South Africa were randomly selected to participate in the first part of study. For the second part of the study thirty senior rugby players (1st and 2nd senior teams) (age: 21.78 ± 1.86 years) of the Rugby Institute at a university in South Africa were randomly selected to participate in the study. For both studies the thirty players were in turn randomly divided into two groups of fifteen players each. One group formed the experimental and the other group the control group. The first objective was tested by subjecting the players to a 4-week combined sport-specific and resisted plyometric training program (experimental group) or a combined sport-specific and normal plyometric training program to investigate the adaptations of body composition, lower body flexibility, explosive leg power, speed, agility and leg strength. After a 10-week period (“wash-out period”) during which subjects continued with their normal rugby-conditioning program, the same testing procedures as before, were executed by following a crossover design. In order to test the second objective of the study players’ body weight and height were firstly measured after which they were subjected to a thorough warm-up, followed by the execution of the flexibility;Vertical Jump Test (VJT); 5-, 10- and 20 m speed tests; the Illinois Agility Run Test (IART) and the 6RM (repetition maximum) Smith Machine Squat Test (6RM-SMST). The experimental group was subject to the resisted jump training session on the Vertimax whereas the control group executed the same exercises on the floor. Directly after the training session each of the players again completed the test battery. After the first week, a crossover design was implemented. Although the overall study (independent t-test and main effect ANOVA) results of the first study suggested that the experimental group experienced more positive changes, especially with regard to the body fat, skeletal mass and somatotype-related anthropometric and flexibility-related measurements, only relaxed upper-arm girth, ectomorphy, left Active-straight-leg-raise-test and the left Modified Thomas Quadriceps Test values showed significant differences (p < 0.05) when the two groups of players were compared. Although the experimental group demonstrated significantly better average scores in the majority of the last-mentioned components, this group experienced a significantly higher reduction in relaxed upper-arm girth due to the conditioning program than the control group. The main effect ANOVA results of the acute study showed that no significant differences were obtained for any of the measured components between an acute resisted and normal jump training session. To conclude, the study revealed that a 4-week combined rugby-conditioning and resisted jump training program (experimental group) did not benefit university-level rugby players significantly more with regard to selected physical, motor ability and anthropometric components than a combined rugby-conditioning and normal jump training program (control group). Furthermore, despite the fact that the acute resisted and normal jump training exercises met all the requirements to produce post-activation potentiation, the study results showed that these exercise sessions did not lead to any significant acute changes in the physical and motor ability components of university-level rugby players. / MA (Sport Science), North-West University, Potchefstroom Campus, 2014

The purpose of this study is to examine teachers’ experiences of power relations as psychological violence and the impact it has on their health. This study, using a qualitative approach, thus investigates the association between power relations and the dimensions thereof and how it manifests as psychological violence. In turn, it may have detrimental effects on the health of the teacher and the whole teaching-learning process. Based on the findings, recommendations for this - and future research - are proposed. Open-ended phenomenological interviews were used to collecct the qaulitative data. Eleven participants indicated their willingness to be individually interviewed for the study. The qualitative findings indicated that teachers experience power relations as psychological violence, it is experienced severely and emanates mostly from colleagues in management positions. The most prevalent and severe forms of power relations as psychological violence as experienced by teachers include being subjected to power abuse from principals; being subjected to autocratic management styles and management’s power abuse through the abdication of responsibility. The most severe physical health consequenses as experienced by teachers include feeling tired and experiencing physical ill health. It further emerged that the most severe phychological health consequenses were experienced in the form of feelings of helplessness and feeling emotional or wanting to cry. Teachers’ lack of work productivity and motivation were the most severe behavioural consequense because of the experience of power abuse as psychological violence. Teachers’ personal and family relations and teachers withdrawing socially were the most evident social consequense due to negative experiences. The findings from the study indicated that teachers experience power relations as psychological violence in various forms and that it is highly prevalent. The research results have shown that teachers identified many dimensions of power relations, such as management styles, the perception or experience of someone’s power or “weak point”, possessing no power or status, female teachers being treated in a subordinate manner and racial or cultural differences of others as a contributer to abuse power in relationships at school. This study contributes towards the power relations and psychological violence literature in general and in particular, teachers’ experiences in South Africa. In the light of the findings the study recommends that teacher support programmes should be put in place in order to address the experience of power relations as psychological violence. It further recommends that teachers and students studying to become teachers should be provided with information about power relations as psychological violence to create awareness. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

Plyometrics is primarily used by coaches and sport scientists to improve explosive power among athletes who participate in dynamic, high intensity type of sports. One of the plyometric-related training methods that has received attention in recent years, is loaded or resistance (resistive) jump training. Limited research does, however, exist with regard to the benefits and use of this training method as well as in conjunction with other training methods, especially among team sport participants. It is against this background that the research objectives of this study were firstly, to examine the effects of a 4-week combined rugby-conditioning and resisted jump training program compared to a combined rugby-conditioning and normal jump training program, on selected physical, motor ability and anthropometric components of university-level rugby players. The second objective was to examine the acute effects of a resisted compared to a normal jump training session on selected physical and motor ability components of university-level rugby players. Thirty rugby players (age: 19.60 ± 0.79 years) from the first and second u/19 and u/21 rugby teams of a university in South Africa were randomly selected to participate in the first part of study. For the second part of the study thirty senior rugby players (1st and 2nd senior teams) (age: 21.78 ± 1.86 years) of the Rugby Institute at a university in South Africa were randomly selected to participate in the study. For both studies the thirty players were in turn randomly divided into two groups of fifteen players each. One group formed the experimental and the other group the control group. The first objective was tested by subjecting the players to a 4-week combined sport-specific and resisted plyometric training program (experimental group) or a combined sport-specific and normal plyometric training program to investigate the adaptations of body composition, lower body flexibility, explosive leg power, speed, agility and leg strength. After a 10-week period (“wash-out period”) during which subjects continued with their normal rugby-conditioning program, the same testing procedures as before, were executed by following a crossover design. In order to test the second objective of the study players’ body weight and height were firstly measured after which they were subjected to a thorough warm-up, followed by the execution of the flexibility;Vertical Jump Test (VJT); 5-, 10- and 20 m speed tests; the Illinois Agility Run Test (IART) and the 6RM (repetition maximum) Smith Machine Squat Test (6RM-SMST). The experimental group was subject to the resisted jump training session on the Vertimax whereas the control group executed the same exercises on the floor. Directly after the training session each of the players again completed the test battery. After the first week, a crossover design was implemented. Although the overall study (independent t-test and main effect ANOVA) results of the first study suggested that the experimental group experienced more positive changes, especially with regard to the body fat, skeletal mass and somatotype-related anthropometric and flexibility-related measurements, only relaxed upper-arm girth, ectomorphy, left Active-straight-leg-raise-test and the left Modified Thomas Quadriceps Test values showed significant differences (p < 0.05) when the two groups of players were compared. Although the experimental group demonstrated significantly better average scores in the majority of the last-mentioned components, this group experienced a significantly higher reduction in relaxed upper-arm girth due to the conditioning program than the control group. The main effect ANOVA results of the acute study showed that no significant differences were obtained for any of the measured components between an acute resisted and normal jump training session. To conclude, the study revealed that a 4-week combined rugby-conditioning and resisted jump training program (experimental group) did not benefit university-level rugby players significantly more with regard to selected physical, motor ability and anthropometric components than a combined rugby-conditioning and normal jump training program (control group). Furthermore, despite the fact that the acute resisted and normal jump training exercises met all the requirements to produce post-activation potentiation, the study results showed that these exercise sessions did not lead to any significant acute changes in the physical and motor ability components of university-level rugby players. / MA (Sport Science), North-West University, Potchefstroom Campus, 2014

The purpose of this study is to examine teachers’ experiences of power relations as psychological violence and the impact it has on their health. This study, using a qualitative approach, thus investigates the association between power relations and the dimensions thereof and how it manifests as psychological violence. In turn, it may have detrimental effects on the health of the teacher and the whole teaching-learning process. Based on the findings, recommendations for this - and future research - are proposed. Open-ended phenomenological interviews were used to collecct the qaulitative data. Eleven participants indicated their willingness to be individually interviewed for the study. The qualitative findings indicated that teachers experience power relations as psychological violence, it is experienced severely and emanates mostly from colleagues in management positions. The most prevalent and severe forms of power relations as psychological violence as experienced by teachers include being subjected to power abuse from principals; being subjected to autocratic management styles and management’s power abuse through the abdication of responsibility. The most severe physical health consequenses as experienced by teachers include feeling tired and experiencing physical ill health. It further emerged that the most severe phychological health consequenses were experienced in the form of feelings of helplessness and feeling emotional or wanting to cry. Teachers’ lack of work productivity and motivation were the most severe behavioural consequense because of the experience of power abuse as psychological violence. Teachers’ personal and family relations and teachers withdrawing socially were the most evident social consequense due to negative experiences. The findings from the study indicated that teachers experience power relations as psychological violence in various forms and that it is highly prevalent. The research results have shown that teachers identified many dimensions of power relations, such as management styles, the perception or experience of someone’s power or “weak point”, possessing no power or status, female teachers being treated in a subordinate manner and racial or cultural differences of others as a contributer to abuse power in relationships at school. This study contributes towards the power relations and psychological violence literature in general and in particular, teachers’ experiences in South Africa. In the light of the findings the study recommends that teacher support programmes should be put in place in order to address the experience of power relations as psychological violence. It further recommends that teachers and students studying to become teachers should be provided with information about power relations as psychological violence to create awareness. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

Lower body explosive power (LBEP) forms a critical component in any individual and team sport performance and it is therefore essential to develop a means of predicting LBEP in adolescents for early identification of future talent in various sporting codes. LBEP is frequently used by athletes during matches or competitions where explosive movements such as jumping, agility running and sprinting are required for successful performance. These movements are usually found in individual sports such as long jump and high jump as well as in team sports such as basketball, volleyball and soccer. To date not much literature is available on LBEP, especially with regard to LBEP prediction models. Furthermore, studies on adolescents are scarce and a LBEP prediction model has not yet been developed for a South African adolescent population. It is against this background that the objectives of this study were firstly, to develop a LBEP prediction model from various physical and motor performance components among a cohort of adolescents living in the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province, South Africa; and secondly, to develop a LBEP prediction model from several anthropometric measurements among a cohort of male and female adolescents living in the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province, South Africa. Two hundred and fourteen (15.8±0.68 years) 15-year-old adolescents (126 females, 88 males) from 6 surrounding schools within the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province of South Africa were purposefully selected from pre-acquired class lists took part in the study. Data was collected by means of various questionnaires as well as anthropometrical, physical and motor performance tests. For representation of LBEP a principal component factor analysis was done and the results indicated that the vertical jump test (VJT) was the best indicator of LBEP in the cohort of adolescents. With regard to the anthropometrical related LBEP prediction model, the forward stepwise regression analysis yielded a correlation coefficient of R2 = 0.69. The following variables contributed significantly (p≤0.001) to the anthropometrical LBEP prediction model: stature (57%), muscle mass percentage (10%) and maturity age (3%). The LBEP prediction model that was developed equated to LBEP (vertical jump) = -136.30 + 0.84(stature) + 0.7(muscle mass percentage) + 4.6(maturity age). Variables other than the variables that formed part of the study could explain the further 31% variance in the LBEP of the adolescents. The physical and motor performance LBEP prediction model indicated that gender (39%) and 10 m speed (7%) contributed significantly (p ≤ 0.001) to the overall prediction of the LBEP of the adolescents. The LBEP prediction model delivered a stepwise forward regression analysis coefficient of R2=0.458 and a prediction formula LBEP = 68.21 + 9.82 (gender) – 18.33(10 m speed). The remaining 56% of the variance in the results could be explained by other factors than the variables considered in the study. In conclusion, to the best of the researchers’ knowledge, this is the first study which has made an attempt at developing LBEP prediction models from the anthropometrical, physical and motor performance components of a cohort of adolescents of South Africa. The prediction models developed in the study will assist teachers sport scientists and sporting coaches who have limited resources available, to measure and calculate LBEP in adolescents, with the means to do so in South Africa. Further high quality studies are necessary to further improve and develop such prediction models for various age groups of adolescents in the greater South Africa. / MSc (Sport Science), North-West University, Potchefstroom Campus, 2014

Lower body explosive power (LBEP) forms a critical component in any individual and team sport performance and it is therefore essential to develop a means of predicting LBEP in adolescents for early identification of future talent in various sporting codes. LBEP is frequently used by athletes during matches or competitions where explosive movements such as jumping, agility running and sprinting are required for successful performance. These movements are usually found in individual sports such as long jump and high jump as well as in team sports such as basketball, volleyball and soccer. To date not much literature is available on LBEP, especially with regard to LBEP prediction models. Furthermore, studies on adolescents are scarce and a LBEP prediction model has not yet been developed for a South African adolescent population. It is against this background that the objectives of this study were firstly, to develop a LBEP prediction model from various physical and motor performance components among a cohort of adolescents living in the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province, South Africa; and secondly, to develop a LBEP prediction model from several anthropometric measurements among a cohort of male and female adolescents living in the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province, South Africa. Two hundred and fourteen (15.8±0.68 years) 15-year-old adolescents (126 females, 88 males) from 6 surrounding schools within the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province of South Africa were purposefully selected from pre-acquired class lists took part in the study. Data was collected by means of various questionnaires as well as anthropometrical, physical and motor performance tests. For representation of LBEP a principal component factor analysis was done and the results indicated that the vertical jump test (VJT) was the best indicator of LBEP in the cohort of adolescents. With regard to the anthropometrical related LBEP prediction model, the forward stepwise regression analysis yielded a correlation coefficient of R2 = 0.69. The following variables contributed significantly (p≤0.001) to the anthropometrical LBEP prediction model: stature (57%), muscle mass percentage (10%) and maturity age (3%). The LBEP prediction model that was developed equated to LBEP (vertical jump) = -136.30 + 0.84(stature) + 0.7(muscle mass percentage) + 4.6(maturity age). Variables other than the variables that formed part of the study could explain the further 31% variance in the LBEP of the adolescents. The physical and motor performance LBEP prediction model indicated that gender (39%) and 10 m speed (7%) contributed significantly (p ≤ 0.001) to the overall prediction of the LBEP of the adolescents. The LBEP prediction model delivered a stepwise forward regression analysis coefficient of R2=0.458 and a prediction formula LBEP = 68.21 + 9.82 (gender) – 18.33(10 m speed). The remaining 56% of the variance in the results could be explained by other factors than the variables considered in the study. In conclusion, to the best of the researchers’ knowledge, this is the first study which has made an attempt at developing LBEP prediction models from the anthropometrical, physical and motor performance components of a cohort of adolescents of South Africa. The prediction models developed in the study will assist teachers sport scientists and sporting coaches who have limited resources available, to measure and calculate LBEP in adolescents, with the means to do so in South Africa. Further high quality studies are necessary to further improve and develop such prediction models for various age groups of adolescents in the greater South Africa. / MSc (Sport Science), North-West University, Potchefstroom Campus, 2014

Problem statement: There seem to be perceptual incongruence between systems development managers and developers. Research shows that while managers are more positive towards systems development methodologies, developers on the other hand seem to resist and not to use systems development methodologies in their entirety but instead adapt, tailor, modify and change them depending on the project at hand (contingent use). Systems development managers can exert power through a variety of influence bases. However, these power influences may be perceived differently by developers. While some might feel constrained, others might actually feel liberated by the existence of the same influence base. Main findings: IS managers are using systems development methodologies to gain control over team members. However, there was no clear perception on whether systems development methodologies were enslaving systems developers. This was indicated by the majority of the respondents neither agreeing nor disagreeing to that effect. The research showed that most organisations are adapting the use of systems development methodologies on a project to project basis, which is referred to as the contingent use of systems development methodologies. Research method followed: The positivistic research paradigm was used as it allowed the researcher to find out patterns and regularities between power, systems development methodologies’ use and success. A survey was conducted and a questionnaire was used for data collection purposes. Questionnaire data was analysed using IBM SPSS Statistics Version 21, Release 20.0.0 software package tools. Principal conclusion: Power is interpreted in terms of the type of power that can be exercised by IT professionals specifically IS developers and their respective managers at the workplace. The roles assumed and the different power types that may be exercised in organisations provide a link as to who has the final say when it comes to the use and success rate of systems development methodologies. The contingent use of systems development methodologies provides a form of “freedom” to systems developers. Based on the research findings, the research proposes an answer to the question – are systems development methodologies enslaving systems developers and empowering IS managers? / MSc (Computer Science), North-West University, Potchefstroom Campus, 2014

Problem statement: There seem to be perceptual incongruence between systems development managers and developers. Research shows that while managers are more positive towards systems development methodologies, developers on the other hand seem to resist and not to use systems development methodologies in their entirety but instead adapt, tailor, modify and change them depending on the project at hand (contingent use). Systems development managers can exert power through a variety of influence bases. However, these power influences may be perceived differently by developers. While some might feel constrained, others might actually feel liberated by the existence of the same influence base. Main findings: IS managers are using systems development methodologies to gain control over team members. However, there was no clear perception on whether systems development methodologies were enslaving systems developers. This was indicated by the majority of the respondents neither agreeing nor disagreeing to that effect. The research showed that most organisations are adapting the use of systems development methodologies on a project to project basis, which is referred to as the contingent use of systems development methodologies. Research method followed: The positivistic research paradigm was used as it allowed the researcher to find out patterns and regularities between power, systems development methodologies’ use and success. A survey was conducted and a questionnaire was used for data collection purposes. Questionnaire data was analysed using IBM SPSS Statistics Version 21, Release 20.0.0 software package tools. Principal conclusion: Power is interpreted in terms of the type of power that can be exercised by IT professionals specifically IS developers and their respective managers at the workplace. The roles assumed and the different power types that may be exercised in organisations provide a link as to who has the final say when it comes to the use and success rate of systems development methodologies. The contingent use of systems development methodologies provides a form of “freedom” to systems developers. Based on the research findings, the research proposes an answer to the question – are systems development methodologies enslaving systems developers and empowering IS managers? / MSc (Computer Science), North-West University, Potchefstroom Campus, 2014

In the light of the facts given in literature it is evident that players in the game of netball need to meet specific anthropometric (body length, body mass, percentage body fat and percentage muscle mass), physical (pliancy, abdominal power, aerobic endurance and anaerobic endurance) and motor (speed over 5 m and 10 m, agility and explosive power) requirements. This consequently necessitates specific attention to be given to the mentioned requirements. In spite of the fact that a few studies do exist that enter into the requirements of the profile of netball players in different positions, as well as into what the effect of a periodization programme is on anthropometric, physical and motor requirements, voids do exist regarding the positional profile of 15 to 17 year old netball players and as to what the effect is of a sport specific periodization programme in the course of a season on 15 to 17 year old netball players. In the light of the above–mentioned, this study was undertaken with the aim to: 1) Determine the requirements for 15 to 17 year old netball players; 2) Compile positional profile scales of netball specific requirement for 15 to 17 year old players in the Tlokwe region; 3) Establish the effect of a sport specific periodization programme on anthropometric, physical and motor requirements for 15 to 17 year old female netball players, of a specific school in the Tlokwe region, in the course of a season. 96 players (28 goalkeepers, 44 centre court players and 24 defenders) between ages 15 and 17 years from two high schools in the North–West Province were used in the study to determine positional differences. A group of only 22 player of one school was exposed to a sport specific periodization programme for purposes of the study, since the coach and players from only one school’s teams were prepared to participate in the sport scientific intervention programme for the full duration of the netball season. The afore–mentioned group was evaluated over a period of two years, namely prior to the start of the season (T1), after conclusion of the season once the sport specific periodization programme was completed (T2), prior to the start of the season in the subsequent year (T3) and after conclusion of the season without the sport specific being followed. The data is processed on the basis of descriptive statistics. Furthermore, the practical significance of test result changes between the respective groups and different test sessions were compared using Cohen’s effect size. Literature was consulted to determine whether specific requirements exist for netball players and whether differences occur in the three positional groups. However, no literature could be traced in which only netball specific requirements for 15 to 17 year old players were focused on. The literature did indeed point out clear anthropometric differences between the three positional groups, namely attacking, centre court and defence players in club and elite netball players. The goalkeeper and defence players are, according to literature, considerably taller and heavier than the centre court players. Literature also indicated that differences do indeed occur regarding physical and motor requirements. Centre court players are significantly faster and more agile than the goalkeeper and defenders. However, there were components of which the differences were not prominent concerning the three positional groups. Where a specific positional profile of anthropometric, physical and motor requirements for 15 to 17 year old female netball players was composed from available data of players in the North–West Province, Tlokwe region, the results of the anthropometric requirements indicated that body length showed a large significant difference between the three positional groups, with defenders being the tallest, followed by goalkeepers, and the centre court players being the shortest. Body mass also showed a medium significant difference between goalkeepers and centre court players as well as between centre court players and defence players. Goalkeepers were heavier than centre court players, and defenders also showed a higher body mass than centre court players. The other two variables, namely percentage fat and percentage muscle mass, only showed small practically significant differences, in this group of netball players, between the test sessions. With the physical and motor requirements, results indicated that large practically significant differences occurred in vertical jumping, 5 m speed, 10 m speed and agility between the groups. The general trend observed in the profiles was that the largest significant differences occurred between goalkeepers and defence players on the one hand and centre court players on the other. Vertical jump and speed showed a large significant difference between goalkeepers and centre court players as well as between centre court players and defenders, although the goalkeepers and defenders’ results corresponded considerably. Other large significant differences occurred in the 10 m speed as well as in 505–agility to the left between centre court players and defenders. In summary it can be mentioned that the most and the largest significant differences occurred between goalkeepers and centre court players as well as between defenders and centre court players. Only one medium significant difference occurred between the goalkeepers and defenders, which is ankle dorsiflexion and which can be ascribed to injuries. From this it can be inferred that a positional profile can indeed be compiled for the different positional groups in netball, but that the requirements of positional variables between goalkeepers and defenders correspond largely and that the large difference between the last–mentioned two groups occur when compared with those of the centre court players of this specific group. The results of the group of twenty–two players that were evaluated twice during the course of both netball seasons indicate that the variable that showed a large significant difference between T1 and T2, following the sport specific periodization program, was body mass (inverted difference). Although there was no large significant difference, it can clearly be deduced from the graphs presented in the study that a visible difference (improvement) was observed in most of the variables. The variables that showed a large practically significant difference with the training of the coach’s general programme, were ankle dorsiflexion on the left, abdominal power and 5 m speed (inverted effect). A number of variables indeed existed that also showed medium and small significant differences during the course of both seasons, but it will not be mentioned here. A number of shortcomings and recommendations did indeed come to the fore during and after the course of the study. It should, however, be borne in mind that such a structured periodization programme is very important for the development of netball potential. / Thesis (Ph.D. (Human Movement Science))--North-West University, Potchefstroom Campus, 2011.

In the light of the facts given in literature it is evident that players in the game of netball need to meet specific anthropometric (body length, body mass, percentage body fat and percentage muscle mass), physical (pliancy, abdominal power, aerobic endurance and anaerobic endurance) and motor (speed over 5 m and 10 m, agility and explosive power) requirements. This consequently necessitates specific attention to be given to the mentioned requirements. In spite of the fact that a few studies do exist that enter into the requirements of the profile of netball players in different positions, as well as into what the effect of a periodization programme is on anthropometric, physical and motor requirements, voids do exist regarding the positional profile of 15 to 17 year old netball players and as to what the effect is of a sport specific periodization programme in the course of a season on 15 to 17 year old netball players. In the light of the above–mentioned, this study was undertaken with the aim to: 1) Determine the requirements for 15 to 17 year old netball players; 2) Compile positional profile scales of netball specific requirement for 15 to 17 year old players in the Tlokwe region; 3) Establish the effect of a sport specific periodization programme on anthropometric, physical and motor requirements for 15 to 17 year old female netball players, of a specific school in the Tlokwe region, in the course of a season. 96 players (28 goalkeepers, 44 centre court players and 24 defenders) between ages 15 and 17 years from two high schools in the North–West Province were used in the study to determine positional differences. A group of only 22 player of one school was exposed to a sport specific periodization programme for purposes of the study, since the coach and players from only one school’s teams were prepared to participate in the sport scientific intervention programme for the full duration of the netball season. The afore–mentioned group was evaluated over a period of two years, namely prior to the start of the season (T1), after conclusion of the season once the sport specific periodization programme was completed (T2), prior to the start of the season in the subsequent year (T3) and after conclusion of the season without the sport specific being followed. The data is processed on the basis of descriptive statistics. Furthermore, the practical significance of test result changes between the respective groups and different test sessions were compared using Cohen’s effect size. Literature was consulted to determine whether specific requirements exist for netball players and whether differences occur in the three positional groups. However, no literature could be traced in which only netball specific requirements for 15 to 17 year old players were focused on. The literature did indeed point out clear anthropometric differences between the three positional groups, namely attacking, centre court and defence players in club and elite netball players. The goalkeeper and defence players are, according to literature, considerably taller and heavier than the centre court players. Literature also indicated that differences do indeed occur regarding physical and motor requirements. Centre court players are significantly faster and more agile than the goalkeeper and defenders. However, there were components of which the differences were not prominent concerning the three positional groups. Where a specific positional profile of anthropometric, physical and motor requirements for 15 to 17 year old female netball players was composed from available data of players in the North–West Province, Tlokwe region, the results of the anthropometric requirements indicated that body length showed a large significant difference between the three positional groups, with defenders being the tallest, followed by goalkeepers, and the centre court players being the shortest. Body mass also showed a medium significant difference between goalkeepers and centre court players as well as between centre court players and defence players. Goalkeepers were heavier than centre court players, and defenders also showed a higher body mass than centre court players. The other two variables, namely percentage fat and percentage muscle mass, only showed small practically significant differences, in this group of netball players, between the test sessions. With the physical and motor requirements, results indicated that large practically significant differences occurred in vertical jumping, 5 m speed, 10 m speed and agility between the groups. The general trend observed in the profiles was that the largest significant differences occurred between goalkeepers and defence players on the one hand and centre court players on the other. Vertical jump and speed showed a large significant difference between goalkeepers and centre court players as well as between centre court players and defenders, although the goalkeepers and defenders’ results corresponded considerably. Other large significant differences occurred in the 10 m speed as well as in 505–agility to the left between centre court players and defenders. In summary it can be mentioned that the most and the largest significant differences occurred between goalkeepers and centre court players as well as between defenders and centre court players. Only one medium significant difference occurred between the goalkeepers and defenders, which is ankle dorsiflexion and which can be ascribed to injuries. From this it can be inferred that a positional profile can indeed be compiled for the different positional groups in netball, but that the requirements of positional variables between goalkeepers and defenders correspond largely and that the large difference between the last–mentioned two groups occur when compared with those of the centre court players of this specific group. The results of the group of twenty–two players that were evaluated twice during the course of both netball seasons indicate that the variable that showed a large significant difference between T1 and T2, following the sport specific periodization program, was body mass (inverted difference). Although there was no large significant difference, it can clearly be deduced from the graphs presented in the study that a visible difference (improvement) was observed in most of the variables. The variables that showed a large practically significant difference with the training of the coach’s general programme, were ankle dorsiflexion on the left, abdominal power and 5 m speed (inverted effect). A number of variables indeed existed that also showed medium and small significant differences during the course of both seasons, but it will not be mentioned here. A number of shortcomings and recommendations did indeed come to the fore during and after the course of the study. It should, however, be borne in mind that such a structured periodization programme is very important for the development of netball potential. / Thesis (Ph.D. (Human Movement Science))--North-West University, Potchefstroom Campus, 2011.