Historically, the majority of South African people, particularly Blacks, were denied access to free, compulsory basic education. This means that many citizens did not have access to education that would provide them with the skills necessary for quality work performance. Various arguments in this study imply that work performance is linked to the skills employees have in the work they do. The previous Bantu education system failed to produce people with the necessary skills for the economy of the country. To compensate for this situation the present South African government introduced the Skills Development Act and Skills Levies Act which intended to provide the unskilled workforce with an opportunity to be trained and acquire skills. This is an investment in people through skills development, which is aimed at the improved work performance of the country's workforce. The study aims to: • Determine the impact of skills development programmes on employees' work performance; • Determine whether the skills learned are actually applied in practice; • Assess the general performance of a company through skills development of its workforce; and ••• Determine how accessible skills development programmes are to employees in this company. The research sample comprised ten facilitators, 15 employees and one employer. The data collected from the sample attempted to answer the following research questions: => What impact will skills development programmes have on employees' work performance? => What evidence there is that skills learned are actually applied in practice? => How the company performs in general when the workforce has undergone skills development programmes? => Whether the skills development programmes are accessible to the employees of the company? The findings revealed that skills development programmes in the company under investigation were valuable and useful to employees. This is evident from the improved work performance of employees as observed by the employer, who confirmed that the employees do job more quickly with less wastage and less supervision. The employer further confirmed that his company has attracted new clients who come for the sake of the service the company renders. The researcher concludes with the following recommendations: • The company should draw up a skills development programme schedule that will fit in well with its objectives. It is emphasised that these two aspects must not clash with each other, but instead complement each other so as to meet the set goal, that is, reselling of the workforce. This should be integrated to the organisational goal. • The company should spell out the aims of the skills development programmes and must make sure that these are well understood and adhered to by everyone in the company. This will aid in designing the programme according to the company's needs. • The fact that very little evaluation of training is done indicates the probability that although expenditure on training is great very little is done to ensure to improved competence and performance. The vast majority of employers still see training and development as purely cost, not investment. In this instance, the employers should be educated on the importance of investing in people through skills development programmes in order to gain improved work performance. / Thesis (MBA)-University of KwaZulu-Natal, 2006.

This study focuses on the strategic employee training and development initiatives of private sector employment as a means to develop employees in gaining a competitive advantage in the market. This study takes a theoretical and descriptive stance as it draws from the work of authors in the field of human resources and strategic training and development. There is a strong focus on human relations and the transformation of human resources in South Africa that brings to light practices of human resource management. Furthermore, the concepts training, education and development are defined and discussed as cornerstones to the employee growth process. Theories, techniques and models are used as a tool in highlighting the needs analysis and designing of training programmes in the South African private sector. Business strategy and its connection to training and development are expanded upon as this topic entails a strong future-oriented approach. Pick In Pay was chosen as a case study as it is a South African company. The company's training and development policies and procedures are discussed, unstructured interviews were conducted with Jackie Suhr who is the Senior Human Resource manager, Ravi Naidoo who is the Area manager at Durban North as well as staff members from Pick In Pay. The information gathered will be discussed to evaluate the effectiveness of the company's training and development initiatives as a means to empowering, developing and positively reenforcing their employees. / Thesis (MBA)-University of KwaZulu Natal, 2005.

This study examines the participation of clerical staff in training and development. It also considers the potential benefits of participation and the influence of forces in the work environment on participation. A survey of the population of 937 clerical staff at McGill University yielded a response of 460. Three-quarters of staff indicated awareness of training and development opportunities, with approximately half of these having participated in 1993/1994. Staff consider performance enhancement as by far the most likely benefit of participation. They are also inclined to agree that their supervisors are supportive of training and development, while they tend to be unsure whether they have their co-workers' support. Further, staff tend to be unsure or to disagree that situational constraints influence participation. Significant interactions between several of the variables were found. This study discusses the implications of these findings for McGill and makes recommendations for further research.

Background: Neuromuscular electrical stimulation (NMES) is increasingly being usedoutside the realms of physical therapy. Acknowledged as an efficient method to enhancestrength parameters, athletes are increasingly using NMES to facilitate training andstrength gains. A review was designed with a systematic approach with the mainobjective: to assess the effectiveness of transcutaneous NMES on maximal strength inphysical education students, trained and elite athletes in studies involving isometricNMES and Dynamic NMES. Method: A search for all types of trials was performed onPubmed, Sportdiscus, Web of Science Core Collection and The Cochrane ControlledTrials Register, and results were recorded according to the PRISMA recommendations.Twenty-one studies were included and judged for risk of bias and quality according tothe Cochrane guidelines and GRADE. Results: Studies were judged as having either anunclear or high risk of bias. All studies were judged as ‘very low level’ according toGRADE and were lacking bias-limiting methods, detailed information of interventionsand general standardised procedures. Conclusion: Strength gains in physical educationstudents, trained or elite athletes from a training intervention involving either isometricNMES combined with or without voluntary exercise or dynamic NMES are inconclusivedue to the very low level of the quality of the studies. Meta-analysis performed in thisarea should be interpreted with caution as the studies have been judged as eitherunclear or high risk of bias.Key words: isometric NMES (electrical stimulation applied to relaxed muscle), dynamicNMES (electrical stimulation superimposed onto voluntary contractions), strength.

A four second eccentric squat test (EST) specific to the sport of alpine skiing was developed and standardized. Eighteen men aged 21-30 with one year resistance training experience participated in this study. The reliability of the EST and various jump tests was calculated and the relationship between EST and SSC performance was examined through the correlation of jump test variables and EST performance. The EST was observed to be highly reliable (ICC 0.99). The kinematic characteristics of the EST were closely related to those of alpine skiing. The reliability of the jump test performance variables ranged from low to high (ICC 0. 10-0.90). Investigators should be aware that the reliability of force and power measures can be confounded by changes in jump strategy between jump test trials. The relationship between slow eccentric strength and SSC performance was dependent on whether the jump was performed for maximal height or minimum contact time. / School of Physical Education

In an attempt to determine the value of dry-land weight training on swimming performance, two groups of twenty four intercollegiate male swimmers were equated based upon pre-swimming performance, swim power values, stroke specialities, and collegiate swimming experience. At the start of a swimming season there were no significant differences (p>0.05) between the swim training group (SWIM, N=12) and the combined weight and swim training group (COMBO, N=12). Throughout the 13 weeks of their competitive swimming season, both SWIM and COMBO swam together six days a week. In addition, the COMBO engaged in a weight training program three days a week between the third and eleventh weeks (for eight weeks) of the season. The weight training program, using free weights, was intended to simulate arm actions and muscle actions similar to those used during front crawl swimming. Both COMBO and SWIM groups had significant but similar power gains (p<0.05) as measured on the biokinetic swim bench and during a tethered swim. Swimmers in both groups experienced a significant (p<0.05) increase in competitive swim performance from 1991 to 1992 (0.89 ± 0.60% in COMBO and 0.87 ± 0.4Q% in SWIM) whereas no change in distance per stroke (p>0.05) was observed throughout the course of this investigation. Mean total testosterone levels were not altered during the weight training period in either group. No significant (p>0.05) differences were found between the groups in any of the swim power and swimming performance tests. In this investigation, dry-land weight training did not improve swimming performance despite the fact that the COMBO was able to increase the weights used during strength training by 25 to 35%. The lack of positive transfer between dry-land strength gains and swimming propulsive force may be due to the specificity of training. / Human Performance Laboratory

Idag (2014) är träning och hälsa viktiga bestånddelar i våra liv och har en stor betydelse hos allt fler. Att spendera mycket pengar och tid på träning är allt vanligare vilket har gett fart på träningsresor runt om i världen. Kända profiler inom idrottsvärlden, föreningar och flygbolag arrangerar årligen träningsresor och dessa har en stor efterfrågan i dagens samhälle. Vad är det som gör att individer väljer att bekosta dessa resor och vilka är det som åker? / Today (2014) is the health and training important elements in our lives and have importance in many people´s lives. To spend much money and time on training is more common which has given impeteus to training trips around the world. Famous profiles in the sports world associations and airlane arranges training trips and they have a great demand in todays´society. What is it thats makes individuals choose to pay for these trips and which people is it travelling? The purpose of this study is to examine the individual´s experience of training trips as well as the motives that why they choose to go off to these trips. Three questions asked were: - What impact did the instructors and the trip on its participants?- Who/which scene is the reason to go off on a träning trip?- What can be read in results in terms of the participants experiences of the trip?

Eight males participated in this study to examine the effects of an essential amino acid supplement, Rebuild 1111, on cortisol secretions induced by resistance training. Subjects were randomly allocated to either branched chain amino acids (BCAA) orplacebo (P) groups. The protocol followed a double blind cross-over design whereby both groups participated in three weeks of supplementation followed by a week of resistance training with continued supplementation. Within this week, four resistance training sessions occurred, each of which comprised three sets of six to eight repetitions of leg press, leg curl, leg extension, chest press, military press, latissimus pulldown, dumbbell curl, and tricep pushdown, at 75 - 80% of IRM. This protocol was repeated, consuming the alternative treatment, following a five week period with no supplement or training. Blood was drawn at baseline, after three weeks of supplementation (day 2 1), two days of training (day 24), four days of training (day 27), and 48 hours after final training session (day 28). Serum was analyzed for cortisol (C), testosterone (T), and creatine kinase (CK). Subjects were allocated to either light (Group A) or heavy (Group B) due to the high correlation (r = 0.736 to 0.966) between mass and the measured variables, and theheterogeneous nature of these two subgroups. A repeated measures ANOVA with a significant level set at p<0.05, found no difference between BCAA and P for either group for any of the measured variables. Group A however had consistently lower serum C and CK, and higher T and testosterone:cortisol ratio with BCAA supplementation. Group B hormone response was inconsistent with training and supplementation. Group B CK was consistently lower with BCAA supplementation. Conclusions: There is some evidence that BCAA supplementation may reduce the catabolic stress response and cellular breakdown due to resistance training. Further study investigating the effect of varied dose and mass of subjects is required to elucidate these findings further. For statistical significance, larger sample size is needed. / School of Physical Education

The purpose of this study was to describe the prevalence of peer education in athletic training clinical education as well as assess entry-level athletic training students' (ATS) preferences and perceptions regarding peer education in the clinical education setting. The Athletic Training Peer Education Assessment Survey was developed and distributed at the Athletic Training Student Seminar at the National Athletic Trainers' Association's (NATA) 53rd Annual Meeting and Clinical Symposia in Dallas, Texas on June 15, 2002. This survey contained demographic questions to assess gender, academic status, athletic training program status, and NATA district. Four questions were designed to assess the prevalence of peer education in entry-level athletic training education programs (ATEP). Participants were asked to indicate the percentage range that was representative of their clinical experiences. Seventeen statements regarding the entrylevel ATS preferences and perceptions regarding peer education were presented in a stem statement followed by a five point Likert scale. A convenience sample of 170 male and female entry-level ATS was surveyed. Participants represented all ten NATA membership districts, various levels of academic status, as well as CAAHEP accredited, JRC-AT candidacy, and internship programs. Data analyses consisted of descriptive statistics, non-parametric Pearson chi-square, independent t-test, one-way analysis of variance (ANOVA), as well as post-hoc tests. The majority (n=101) of students practice over 50% of their clinical skills with other ATS. Approximately 30% (n=48) indicated that they seek the advice of other ATS greater than 50% of the time. Most (n=111) of the students seek the advice of their clinical instructors (CIs) greater than 50% of the time. The majority (n=101) of students reported feeling less anxious when performing clinical skills in front of other ATS compared to in front of their CIs. Over half (56.4%) of students feel anxious when demonstrating skills in front of their CI. The majority (84.6%) view other ATS as valuable resources for learning and practicing clinical skills. Most (83.5%) felt they gain a deeper understanding of clinical knowledge when they teach it to other ATS. Peer education should be integrated into ATEPs to enhance student learning, improve collaboration, decrease anxiety, and enhance overall clinical performance. / Department of Educational Studies

The purpose of the study was to develop an effective method of facilitating intercultural communication and understanding for school personnel (administrators, counselors, teachers) and to design a training tool which would assist in this task.Based on the body of literature in theory, research, and training of intercultural communication, the study synthesized the findings to determine the most effective methodology to accomplish this purpose.The following research questions were studied:1. What are the barriers to effective intercultural communication?2. What is the most effective intercultural training model (in terms of learner achievement of competencies)?3. How does one become an independent, effective intercultural communicator (what are the competencies, attributes, specific knowledge, and behaviors)?4.How does one evaluate one's competency and effectiveness in intercultural communication?1. Barriers to effective intercultural communicationwere identified as: language and non-verbal communication problems, preconceived ideas and stereotypes, ethnocentrism, differences in learning and approach to problem solving, differences in values and beliefs, lack of knowledge about oneself and others, perceptual distortions, role prescriptions, differences in individuals, past experiences, and technology.2. Several intercultural training models were analyzed: intellectual, area training, self-awareness, cultural awareness, multidimensional, developmental experiential, intercultural sensitizer, culture-general assimilator, and independent effectiveness. The author developed the SSSSS (SixStep Sequential Self-Structured) Model which integrated intellectual and experiential learning.A training tool was also developed, a videotape, which presented incidents of intercultural interaction. The video, entitled Creating Empathy Through Film, is to be used in conjunction with the SSSSS Model as a means of training school personnel in effective intercultural communication.3.Competencies of independent, effective interculturalcommunicators were identified as: understanding one's own cultural background and the backgrounds of those who areculturally different, openness, tolerance of differences, empathy, flexibility, global awareness, ability to cope in stressful situations, and the capability to function effectively in multicultural environments.4. The self-evaluation method developed for trainees uses three concentric circles within which gummed tabs are placed. This evaluative method will enable trainees to measure their own effectiveness in intercultural communication in terms of attitudes, behaviors, and knowledge. / Department of Secondary, Higher, and Foundations of Education