The purpose of the study was fourfold. The first purpose was to determine the degree to which Indiana high school athletic directors consider work to be a central life interest. The second purpose of the study was to determine if there is a significant difference between the proportions of athletic directors of small and large high schools determined to be work oriented as measured by the Central Life Interest Inventory. The third purpose of the study was to determine if there is a significant difference in the leadership effectiveness of athletic directors who are highly interested in their work as compared to athletic directors who are least interested in their work as a central life interest. The fourth purpose of the study was to determine if there is a significant difference between the leadership effectiveness of athletic directors who are intensely interested in being athletic director in either small or large high schools.The Central Life Interest Inventory and the Leader Behavior Description Questionnaire – Form XII were utilized to gather data. Three null hypotheses were tested using the Multivariate Analysis of Variance. The .05 level of significance was established as the critical probability level for the non-acceptance of hypotheses.Conclusions1.Thirty-one, or 24%, of the one-hundred and thirty-one athletic directors participating in the study consider their work as a central life interest.2.A statistical analysis showed that there is no statistically significant difference in the central life interest between the proportions of work oriented athletic directors from the small and large high schools.3.A statistical analysis showed that there is no statistically significant difference between the average ratings of Group I (highly interested in work) and Group II (least interested in work) when rated by subordinate head coaches relative to the twelve factors of leadership.4.A statistical analysis showed that there is a statistically significant difference between the average ratings of small and large high school athletic directors by subordinate head coaches relative to the twelve factors of leadership. However, the difference was not interpretable using the Univariate Analysis of Variance statistics.

M.Comm. / Physical education and school sport are for the majority of students the only opportunity to be involved in physical activity and sport. In the new educational system, where physical education is being phased out due to the new teacherpupil ratios, school sport has to take over the role of physical education. The focus has shifted to school sport to fulfill the educational role, in terms of sport previously done by physical education. A case study was done at a school where the management of educationally justified school sport and physical activities was analyzed. The problem of what the management of the educationally justified school sport and physical activity would entail is seen as the central point of this study. To solve this main problem three sub-problems should be addressed, namely: • what educationally justified school sport and physical activities entail? • what the management of school sport and physical activities entail? • how the management of educationally justified school sport and physical activities manifested in a school? As a result of the problem statement, the all-encompassing aim of this study is to develop criteria for the management of educationally justified school sport and physical activities. In order to achieve this all-encompassing aim, it was necessary to: • describe the role of educationally justified school sport and physical activities~ • analyze and describe the management of school sport and physical activities; and • analyze the management of educationally justified school sport and physical activities in a school. To find possible solutions to the stated main- and sub-problems, the development of children and the role the school has to play in that development was described in the literature study. Management and all the different management functions were also described in the literature study. A case study was undertaken to analyze and describe the management of educationally justified sport and physical activities in a school. A questionnaire was compiled and handed out to the teachers involved in school sport and physical activities to complete. A structured interview was also compiled and iv the two members of the top management involved with sport and physical activities were interviewed. The following conclusions were drawn from the literature survey research: • school sport and physical activities will be educationally justified if children are led to achieving an all round development through their participation in school sport and physical activities. • it is essential that teachers realise that sport and physical activities are an extension of the classroom and it can be used as a tool in the development of children to total adulthood. • for management to be successful it needs to adhere to the following functional areas. This includes: • the marketing function; • the external relations function; • the financial function; • the human resources function; • facility and event management; • risk management. The following conclusions were drawn from the case study: • educationally justified sport and physical activities are not managed according to drawn up criteria. • some functional areas are managed properly while others don't get any attention. • a good starting point will be to set a vision and mission for school sport and physical activities. • more people could be involved in strategic management for school sport and physical activities.

M.Phil. / South Africa’s re-admission into international sport has contributed to the increase in the number of participants in sport in the country. Government also aims to promote and deliver programmes to develop sport at all levels of participation. The bodies responsible for these programmes are also responsible for policy development in sport on national and local level but not for the development of policies in sport at secondary school level. It is the responsibility of the Department of Education and related bodies for sport at school level such as USSASA. Sport participation at secondary school level could lead to potential injuries or permanent disabilities. The South African Constitution (Act 108 of 1996) does not focus on the management of sport or risks within school sport as it does not deal with specific issues or social activities but only provides a broad framework regulating all social activities including sport. Safety in school sport becomes part of risk management and not enough emphasis is placed on minimising the risks of injuries and law suits against the management of schools or sport managers, coaches or administrators. The problem is thus to identify and assess current practices that are related to the management of school sport in order to recommend guidelines for policy, procedures and practices for risk management in sport at secondary schools in Gauteng. Out of a population of 450 secondary schools, a sample of n=170 schools were drawn. Only 37 questionnaires were returned, but the results obtained still provided meaningful insights with regard to the management of risks in sport. In evaluating current risks management practises through descriptive statistical methods the conclusion could be reached that in general sport managers are aware of the legal responsibility towards participants in sport and that there is a perceived need to enhance certain legal liability aspects at secondary schools. / Prof. C. Singh

M.Comm. / The world-wide professionalisation of sport has created an increasing need for trained sport managers. In the South African context, a variety of Sport Management Programmes exist but guidelines and recommendations for training specifically of the South African school sport manager have neither been set nor implemented. In the view of scarce resources, demands and challenges posed by the holistic development in the new outcomes based education the school sport manager needs to be trained. Therefore, it is necessary that research be done in this area to identify and describe the competencies of the school sport manager. The aim of the study is to describe the competencies of the school sport manager in order to provide guidelines and recommendations for appropriate education and training. To find possible solutions, the historical development (longitudinal) of sport and other means of physical participation as well as the development of children and the role the school plays in that development is explored and described. Different sociological theories informed the conceptual framework for contextual description and analysis. The competencies of the school sport manager, within a commercialized context, are described with reference to its functional components and professional requirements. The methodology includes structured self-administrated interviews, preceded by a self-designed questionnaire that was completed by 12 secondary school representatives. The results indicated that the management of school sport is especially varied, politicized and complex. There is a statistically meaningful difference between the required competencies of school sport managers and what is currently in place. Relative small differences in the requirements of the management competencies of school sport managers exist according to the focus of various sport codes. Various potential shortcomings with varying scope in the competencies of the school sport manager were identified in the survey. It would be possible for the school sport manager to acquire the necessary competencies through fundamental, core and elective contents and learning outcomes during Sport Management training. Guidelines and recommendations for future training are offered.

M.Phil. / Against the background of the global interest in offering quality physical education and sport at school level, this study aims to determine how sport and physical activities are delivered in Swaziland schools with an applied focus on total and effective practices. The study highlights the importance of sport in human development and how it can contribute to an enabling school environment. It also outlines the roles played by various stakeholders in Swaziland school sport. The study reviewed the important areas of school sport management and delivery of organised physical activity at schools, while identifying good practice and highlighting challenges. For this descriptive survey, a stratified random sampling procedure was employed. Data were collected and triangulated using a mixed-method approach. A total of 68 head teachers, 66 sports teachers and 405 learners completed questionnaires, and two presidents and three secretaries of sports associations were interviewed. There were 80 participating schools, which is 10 per cent of the total schools in Swaziland. Participating schools were evenly distributed throughout the country as they were randomly stratified according to regions, location and school level. Results indicated that all tiers of research participants (head teachers, sports teachers, and learners) are positive about an active lifestyle and are of the opinion that sport holds special value for learners. Fifty-nine per cent of the participating schools are affiliated to the Swaziland School Sports Association and participate in their activities, while only 21% of learners participate in organised sport activities at their respective schools. From the population of learners, only 23% of boys and 19% of girls participate in school sport, due to various limiting factors such as lack of facilities and relatively poor governance of school sport by the Swaziland School Sports Association, as evidenced in the absence of adequate leadership and strategic documentation on how to achieve envisaged targets. Strategic leadership and active engagement in school sport are also absent from the Ministry of Education and Training, while different international stakeholders such as the Australian Sports Commission and UNICEF offer sport for development programmes without a clear synergy between all the existing structures. Recommendations are made regarding the need for an active policy implementation and national leadership that should strive towards a professional adherence to a philosophy of a holistic development of the Swaziland youth. Key words: School sport, governance, sports teacher, physical education, Swaziland.