The specialist responsible for providing prescribed exercise as a form of medicine to the South African population is the biokineticist. Biokinetics is a relatively new profession developed in response to empirical research supporting exercise as medicine. Although the role of the biokineticist is clearly defined by the Health Professions Council of South Africa (HPCSA), there is still confusion concerning this profession and its services. At present, the dominant medicalscientific and capitalist-economic discourses offer a narrowly mechanistic and instrumental understanding of the human body and its treatment, which contributes to this confusion. This dissertation proposes a new point of departure, enriched by historical and philosophical understandings of the human body, from which the biokineticist can begin to redefine him/herself. The study aims to shift biokinetics as a practice away from the reductionist and dehumanising influences of instrumentalist, scientific and neoliberal capitalist-economic discourses, and to restore to biokineticists, and their clients, the ability they need to interact as relatively autonomous individuals. The study draws on the ideas of Michel Foucault, specifically on his notions for ‘discipline’, ‘docility’, and ‘the care of the self’ (1991; 2005), as well as Gilles Deleuze and Felix Guattari and their ideas of ‘becoming’ and ‘rhizomatic thinking’ (1983; 1987); ultimately presenting a philosophically enriched, holistic representation of the human body. From here recommendations for best practice in contemporary biokinetics are suggested that encourage interactions and connections between the professional and his/her patients, which move beyond the mere physiological interpretations currently dominating health discourse.

Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field. These students have expectations and demands which differ highly from past students. Another challenge for lecturers is the demands of a nursing curriculum. The students that commenced with the four year course during 2005 at the Port Elizabeth Nursing Campus experienced negativity with regards to their training. The objectives of the study are to explore and describe the training experiences of the fourth year student nurses of the Port Elizabeth Nursing Campus and to co-construct guidelines to assist nursing lecturers to gauge the understanding of students during their four years of nursing training. The participants used for the study were all fourth year nursing students. They had positive and negative experiences of their training during the four years. The negative experiences related to the demands of the curriculum, lecturers’ poor subject knowledge and insufficient material resources needed for their studies. Regardless of the negativity experienced, students encountered positivity with regards to lecturers’ attitudes. The researcher focused on a qualitative study using an explorative, descriptive, contextual and phenomenological approach. A semi-structured approach was adopted to obtain data. Once consent was obtained from the relevant authorities, four fourth year nursing students were interviewed. The interviews were conducted by an independent role-player within the Department of Health to ensure an unbiased approach. Guba’s model was used to assess trustworthiness and data was analysed. Ethical considerations were ensured throughout the research process. Themes and sub-themes were identified. Based on the research findings, guidelines were co-constructed to assist nursing lecturers to better understand nursing students during their training. The findings of the study will be brought to the attention of nursing lecturers and management personnel of the campus. It was concluded that nursing students need to be consulted on issues concerning their training and development before implementation, and that they be respected and cared for as students based on their human rights.

In recent times, the performances of the South African senior national team (“Bafana Bafana”) have not matched the impressive off-field advancements in South African professional soccer. At the historic 2010 FIFA World CupTM held in South Africa, Bafana Bafana became the first host nation to be eliminated in the first round of the competition. Such disappointments have compelled stakeholders in South African soccer to call for a re-assessment of all structures and programmes which have an impact on the playing abilities of South African players. Of prime importance is the need to obtain a better understanding of talent development in South African soccer. The aim of this research study was to determine the relevance of selected factors associated with successful talent development in South African male professional soccer players competing in the 2008-2009 ABSA PSL season. In order to accomplish the research aims, the literature relating to talent development concepts and models was examined. The literature review identified seven factors which are relevant to talent development in soccer. The empirical study was exploratory, and it utilized a descriptive, non-experimental approach. Data were collected via a 53-item questionnaire, which was designed to evaluate the identified seven factors. The questionnaire was administered to a sample of 56 South African professional soccer players who played for clubs participating in the 2008-2009 season of the ABSA Premier Soccer League. The results obtained from the sample were analysed in terms of their descriptive statistics and confirmatory factor analysis was performed. The following six factors were statistically confirmed as being associated with the successful talent development of the sample: Training Environment, Motivation and Ambitions, Personal Development, Family Support, Cultural Factors and Coaching. These six factors accounted for 58 percent of the overall variance. The questionnaire had a reliability of 0.84, as measured by the Cronbach alpha coefficient. The study concludes that talent development in South African soccer is a multifactorial and complex process. Although the sample size was not suitable for discriminant analysis, theories such as the relative age effect and the „10-year rule‟ may be applicable to South African soccer. This study also adds to the limited body of knowledge on South African soccer, by identifying and scientifically analysing those factors which are associated with successful talent development. As success on the international stage becomes a priority in South African soccer, the identified factors serve as a sound scientific basis in the formulation of improved structures and strategies for perfecting the abilities of young soccer players, and increasing the competitiveness of Bafana Bafana.

The primary aim of this study was to investigate the seasonal changes that occur in the anthropometric, physical and motor characteristics of elite junior soccer players over the course of a training year. The participants targeted were elite soccer players from the NMMU-FCK Soccer School of Excellence and a total of 18 players between the ages of 15 to 18 years were recruited to comprise the sample for the study. The participants in the sample were assessed on four separate occasions. Each testing period was separated by a three month interval with the first testing period taking place in June 2005, at the start of their pre-season period, and the last testing session taking place in March of the following year, at the end of their playing season. In order to determine which specific characteristics of soccer were to be tested, the relevant literature was reviewed to establish the requirements, attributes and indicators of success in elite soccer. Therefore the test battery used was compiled in an attempt to address each of the identified physical attributes that contributes to successful soccer play. The battery included the following tests: weight, height and percentage body fat to represent the anthropometric characteristics. The physical characteristics were assessed by testing flexibility, anaerobic speed endurance, aerobic endurance, and muscular strength tests (1 RM bench and leg press, grip strength, and isokinetic knee strength). The motor assessments comprised of tests for speed (10-m, 20-m, and 40-m), explosive leg power (vertical jump), agility, and soccer-specific tests (dribbling and shooting at goal). In addition maturity status during the study was assessed using grip strength and height scores. All of the participants within the study sample were assessed on each day of the testing period, in alphabetical order, and this order was maintained during each testing period. Each of the four testing sessions lasted three days. On entering the Nelson Mandela Metropolitan University-Biokinetics and Sport Science Centre (NMMU-BSSC) laboratory on day 1, the participants completed the test battery in the following order: anthropometric measurements (weight, height, skinfolds), flexibility test (sit and reach), leg power test (vertical jump), muscular strength tests (1RM bench press, 1RM leg press, grip strength), and an aerobic endurance test (Multi-Stage Shuttle Run). The tests conducted on day 2 of the test battery were conducted as field tests at the NMMU-FCK soccer playing fields and the participants completed the tests in the same alphabetical order as day 1. The testing battery was conducted in the following order: speed tests (10m, 20m, and 40m sprinting), agility test (Illinois agility run), soccer-specific tests (dribbling and accuracy tests), speed endurance test (Yo-Yo intermittent recovery test). Testing on day 3 consisted of Isokinetic dynamometry strength testing and was conducted at the NMMU-BSSC. Each participant completed the testing protocol according to the same alphabetical order as was used on days 1 and 2. In order to achieve the aim of the study, the following objectives were set: to determine the anthropometric, physical and motor characteristics of the participants at the pre-season, start of season, mid-season and end of season stages of the training year and to identify the peak scores achieved for each variable tested; to compare the variables tested at each of the four testing sessions to determine the progression of each variable tested and to identify at which testing session peak performance related fitness was achieved; to compare the results obtained with relevant data from other research literature; and to monitor the maturation status of the participants. Based on the results achieved it can be concluded that the participants achieved peak physical fitness at the mid-season period (testing session 3). It would appear that the attainment of these results was determined by the participants being exposed to both a pre-season and an in-season training period. It seems that both the completion of the specific types of training that occurred during these two periods, as well as the competitive matches played, elevated the participants physical fitness to the levels required for success at the elite level.

M.Cur. / The Government has committed itself to primary health care as the only way of providing an affordable health service to all the Inhabitants of the Republic of South Africa, namely by a partnership service between the State and the private sector. A team approach In the provision of primary health care is essential to ensure Its success. Eskom has a responsibility towards Its employees to ensure that the occupational health nurse receives the necessary training to enable her to provide an effective health service. Eskom has obtained permission to provide health services In accordance with Section 38A of the Nursing Act, 1978 (Act No 50 of 1978) and has committed Itself to give the occupational health nurse the necessary training for her extended role under Section 38A of the Nursing Act, 1978 (Act No 50 of 1978). Section 38A of the Nursing Act, 1978 (Act No 50 of 1978) authorises the occupational health nurse to do a physical examination, diagnose a physical defect and identify an illness in any person. The keeping of prescribed medicines and the supply and administering thereof by the occupational health nurse, subject to the prescribed conditions, as well as the promotion of family planning, are also authorised by the said Section 38A of the Nursing Act, 1978 (Act No 50 of 1978). An exploratory and descriptive study was done within a contextual framework, with the occupational health nurse, In-service training and the syllabus asthe maln concepts. The occurrence of health problems was thoroughly explored by means of statistics, a literature study and discussions with a panel of experts In Eskom. The learning needs of the occupational health nurses In Eskom were then investigated by means of a questionnaire. It was established that occupational health nurses In Eskom already possess sufficient knowledge In respect of certain health problems. Knowledge of these problems was made a prerequisite In the syllabus for In-service training for Section 38A of the Nursing Act, 1978 (Act No 50 of 1978). A syllabus was designed for the In-service training of the occupational health nurse in Eskom for Section 38A of the Nursing Act, 1978 (Act No 50 of 1978).

M.Ed. / Please refer to full text to view abstract

M.A. (Industrial Psychology) / The professionalization of the training profession In South-Africa requires that the training of trainers should be goal-orientated and needs-directed. In order to ensure this goal-orientated training, it is Imperative that specific areas for the training of trainers be Identified, based om the training needs within the South-African industry. It Is also important that the contribution made through purposeful training of trainers should permeate the South-African industry through measurable results and eventually culminate In higher Quality training. A prerequisite for this, however, should be measurable and noticeable Improvements In trainers' behavioural outputs. The identification of specific competencies necessary in specialized roles in a particular functional area, (e.g. instructor, training officer, training manager, etc.) has therefore much more value than simply identifying subjects or contents typical of a particular function. The trainer, however, functions in a multi-dimensional environment In which a variety of external as well as behaviour variables or individual-orientated factors Influence his/her performance. EXternal factors such as the socio-political situation, economic climate, certain organizational variables as well as technological growth and development play an important part whi Ie behavioural sciences aspects such as andragogy, the psychology of learning and the competency level of the individual trainer also contributes to the complexity of the training situation.

M.Ed. (Media Studies) / The twentieth century is characterised by technological development, and even more by electronic development. It is therefore logical that the computer is increasingly used in the labour market and at home. This puts greater pressure on schools to educate and train pupils to attain computer literacy. As it appears that teachers are insufficiently trained to convey these skills, there is a definite need for in-service training regarding computer literacy. The function and task of the media centre teacher are such that he is the most suitable person to present this in-service training. In-service training is non-formal and andragogically grounded. The presentation of in-service training must .therefore be based on specific principles. To be of any value it must be directed at the teacher's professional needs. These needs determine that in-service training may be presented from the macro-, meso- and microlevels. The direct involvement of the media centre teacher in computer literacy occurs at microlevel and it is indicated that In-service training and guidance are related matters. The computer, as an aid and a medium, has qualities which make it useful in education. Although the computer has many advantages as an educational medium, many didactitions object to its being regarded as a super medium. At present there are many limitations which curtail the maximal usage of the computer as an educational medium. The concept of computer literacy is non-static and differs from culture to culture and person to person; consequently a variety of knowledge and skills is needed for computer literacy. An effort has, however, been made to identify the generally valid knowledge and skills. A model of the guidance activity, as a teaching skill, has been applied to computer usage. The given reference framework and guidance activity are followed by guidelines for the media center teacher's androgenic guidance task regarding computer literacy.

M.Ed. / The objective of this study was to investigate the proportion of teachers' input with regard to career and future orientation. A literature study was undertaken and it is evident that against a background of change in society and the economy, there is a definite need for more specific and up to date career and future orientation in the schools. Furthermore, the importance of career and future orientation as a process is emphasised. In chapter two, all the essential components of career and future orientation are identified, and a model illustrating the integration of these two aspects as a cyclical process is posited. An empirical study was undertaken and these components were used to develop the research instrument. The research design is discussed in chapter three. In chapter four the hypotheses for each item are tested, and the findings are discussed. A summary of these findings, together with the conclusions, recommendations and suggestions for further research are made in this chapter. Within the context of the paradigm shift which has taken place within the new dispensation for education, from in-put curriculum model to process out-put approach (COTEP, 1996: preface), as well as considering the altruistic nature of teaching, it becomes evident that responsibilities of the teacher rise above and beyond the call of duty which existed in the past. Education should equip its learners with skills that go beyond the basics (Calitz, 1991:10). In terms of the responsibilities of teachers as set out in the Provincial Gazette Extraordinary (1995:50) teachers clearly have a responsibility which goes beyond merely teaching subject content. Prof. Bengu makes the following statement: °Our message is that education and training must change. It cannot be business as usual in our schools, colleges, technikons and universities. the national project of reconstruction and development compels everyone in education and training to accept the challenge of creating a system which cultivates and liberates the talents of all our people without exception"(Govemment Gazette, 1995:5). The teacher must endeavour to educate pupils towards self-actualisation in order to improve the quality of life for both the individual and the country (Government Gazette, 1995:21). According to Van der Merwe and Berkhout, (1991:96) the effects of unemployment on our education system are especially noticeable in terms of the objectives of education, learners and learning content. New parameters are being set for the competence of the people who must help others to achieve competence. It should not be a case of °do as I read in a book, or do as I did 20 years ago° (Gamble & Tyers, 1994:11). It appears that in the context of social change and the subsequent need for guidance, the advent of a global economy, and different manpower requirements, as well as in light of growing unemployment amongst manpower wrongly trained, career and future orientation should become a continuous process throughout the everyday learning experience of the pupil, so that the human resources of South Africa can be developed to the optimum. The findings of this research indicate that teachers by and large believe their input with regard to career and future orientation to be adequate. However, from data collected in the empirical investigation, it is evident that teachers do not perceive themselves as actively participating in the orientation of pupils towards a career and their future. With regard to the items pertaining to this study, it appears that teachers tend to be more active in future orientation activities than career orientation. Taking into consideration the distinction made between career orientation and future orientation, the following findings are illustrated by the analysis of the data. With regard to future orientation, concerning helping pupils to prioritise life-values, teaching decision making skills and helping pupils to set realistic goals for their future, teachers perceive these as being activities in which they deliver a higher input than the career orientation activities. These future orientation activities feature first, second and third in rank order in terms of the perception of teachers with regard to the proportion of their input (see table 4.1). Furthermore, according to the results of the research, it seems that the senior primary teachers and those who are in managerial positions are more concerned with future orientation (refer 4.8 and 4.10).

D.Ed. (Education Science) / In this study the realisation of practical evaluation in Distance Education Institutions was researched. The goal of this study is to set guidelines for a unique teaching model, or an in-service training model for teachers by means of distance education. The research is relevant to Vista University's Campus for Further Training ...