Doctoral Degrees (Exercise, Sport and Lifestyle Medicine)

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Browsing Doctoral Degrees (Exercise, Sport and Lifestyle Medicine) by browse.metadata.advisor "Bressan, E. S."

Now showing 1 - 9 of 9
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    An analysis of tactical thinking in tennis
    (Stellenbosch : University of Stellenbosch, 2011-03) Thomas, Brendan Nigel; Bressan, E. S.; University of Stellenbosch. Faculty of Education. Dept. of Sport Science.
    ENGLISH ABSTRACT: The purpose of this study was to explore the knowledge of tennis tactics of a group of South African tennis coaches. A secondary purpose was to gather their perceptions about where they believe they learned about tactics. A mixed methodology approach was used. The first was a quantitative knowledge test administered to 37 coaches. The second was a qualitative semi-structured interview with five coaches. The results of the study showed that there was a significant difference in the choices of tactical options in 43 game scenarios between the less experienced and the more experienced coaches. No differences were found between coaches who were coaching at the top level compared to the lower levels. No differences were found between coaches who had been top tennis players and those who had not. The majority of the coaches in this study reported that they had learned tactics through trial and error. Problems facing the development of top level tennis coaches in South Africa are discussed in relation to their knowledge of tactics and the priorities for the development of mass participation supported by national sport policy.
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    The effects of participation in movement programs on the movement competence, self-esteem and resiliency of adolescent girls
    (Stellenbosch : University of Stellenbosch, 2008-03) Jonathan, Bronwyn Bock; Bressan, E. S.; Newmark, R. E.; University of Stellenbosch. Faculty of Education. Dept. of Sport Science.
    The purpose of this study was to examine the effects of two different types of movement programs on movement competence, self-esteem and resiliency in adolescent girls from a low-socio economic environment. A non-equivalentcontrol-group design was followed. A total of N=63 girls from similar socioeconomic environments between the ages of 13-14 participated in the study. The subjects were divided into three groups. The pre-tests and post-tests were administered to all groups. Four motor fitness/motor ability tests were selected to gather data about movement competence. The Self-Perception Profile for Children (Harter, 1985) was used to measure self-esteem and the Connor-Davidson Resilience Scale (Connor & Davidson, 2003) was used to measure resiliency. Only two of the groups received intervention programs. One group received 20 sessions in an expressive dance movement program called Biodanza and the other intervention group received 20 sessions in self-defence.
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    Expressive movement and the perceptual-motor development of young children from disadvantaged communities
    (Stellenbosch : Stellenbosch University, 1998) Baard, Maryna Louise; Bressan, E. S.; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Sport Science.
    ENGLISH ABSTRACT: The purpose of this study was to investigate the influence of participation in an expressive movement programme on the gross motor co-ordination, visual-motor integration and the self-concept of 117 pre-school children from a diadvantaged community. In order to maximise the accuracy of the result, a time series design was followed. Participants were divided into two experimental groups. All participants were pre-tested, then one group received the 7 week expressive movement programme while the second group received no treatment. All participants were then post-tested, followed by another 7 week intervention programme given to the second group, while the first group received no further intervention. All participants were then post-tested again. Data collection for all three dependent variables was completed using the Charlop-Atwell Scale of Gross Motor Co-ordination, the Beery Developmental Test of Visual-motor Integration, and the Primary and Pre-School Self-Concept scale. Result of this study revealed that the pre-school children realised the following outcomes of participation in an expressive movement programme: • Significant enhancement of gross motor co-ordination • Improvement in visual-motor integration a reflected in the drawing ability of the children •Significant enhancement of self-concept Based on these results, it was concluded that participation in expressive movement programmes can make a significant contribution to the development of pre-school children, and therefore should be integrated as a formal content area within their curriculum.
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    The identification of the distinguishing perceptual-motor characteristics of top-level sport performers
    (Stellenbosch : Stellenbosch University, 2001-12) Lyoka, Philemon A.; Bressan, E. S.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.
    ENGLISH ABSTRACT: The purpose of this study was to identify the perceptual-motor performance characteristics that distinguish top-level basketball performers from "the rest". Previous research has focused on comparing novices with skilled players in performing different tasks in laboratory settings. The current study was based on a paradigm shift in research that is focused on the study of expertise in applied contexts. A qualitative approach was used in which six expert basketball coaches participated in long interviews. They had all been basketball players before they became coaches. All had been coaching for more than 10 years. One coach was from Africa, one from Europe and four from the United States. Inductive content analysis of verbatim transcriptions was used to generate themes. Quotes from the interviews formed the basic unit of analysis. The emerging themes, higher order themes and categories related to perception, decision-making and motor performance were used to answer research questions. Results of the analysis identified the following characteristics: • Visual memory, visual anticipation, speed of visual search and peripheral vision. • Memory, anticipation and cognitive knowledge, i.e. rules of the game and applied knowledge. • The ability to exchange in deliberate practice for a sustained number of years.
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    The impact of an intervention programme on the decision making speed and accuracy, declarative knowledge, and selected visual skills of u/20 rugby players
    (Stellenbosch : Stellenbosch University, 2008-12) Uys, Stefanie; Bressan, E. S.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.
    The purpose of this study was to determine the effectiveness of a 16-week multidimensional intervention programme on the speed and accuracy of decision making, declarative knowledge and visual skills of u/20 rugby players. Two intact groups of rugby academy players participated in this study. One academy group participated in the intervention programme, which included activities, including the statistical analysis of individual players, game analysis, tactical rugby discussions, rugby rule discussions and visual skills training. The other academy group served as the comparison group and completed both the pre- and post-tests. The results indicated significant improvements in the speed of tactical decision making by participants in both the experimental and the comparison groups. Both groups also indicated a significant deterioration in the accuracy of their decisions. Both groups achieved a significant improvement in their declarative knowledge of rugby rules, as well as in their visual skills. The similarity in the post-test scores of the two groups led to the conclusion that the intervention programme, as presented in this study, did not appear to make a significant impact on the players. Suggestions are made for the design of future intervention programmes to improve tactical decision making.
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    A model for talent identification and development for team sports in South Africa
    (Stellenbosch : Stellenbosch University, 2004-12) Hugo, Karin; Bressan, E. S.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.
    ENGLISH ABSTRACT: The purpose of this study was to investigate the influence of participation in a special squad-based talent development programme on selected physical variables and skills in adolescent girls. This investigation was initiated in the team sport of netball in order to determine if participation in a talent development programme of this kind can be successful in the South African context. A second purpose was to consider the effectiveness of the squad-based model in relation to the traditional school-based model that is commonly implemented for talent development in South African netball. This study followed a static group design in a field setting. The squad-based group (N=22) was composed of netball players ages 14 – 18 years old from two senior high schools in a previously disadvantaged community. The school-based group (N=45) was composed of netball players from the first and second teams at three schools in the same region, that maintained a good standard of netball and had qualified coaches. The subjects in the squad-based group participated in a special eight-month training programme, which consisted out of 2 training sessions (90minutes) and 1 match per week. The subjects in the school-based group participated in their normal pattern of netball practices and school matches. The results of this study lead to some general conclusions about the squadbased training model: • Four components of skill development improved significantly • Significant changes were found in four of the physical variables associated with netball performance. • The squad-based model appeared to have been significantly more effective than the school-based model in the development of the physical variables of flexibility, speed, throwing velocity and aerobic fitness.Based on the results the squad-based model is proposed as an approach to talent development that can make a significant contribution to the development of skill. Continuous refinement of current models and even the creation of new models, may one day create systems where every child can reach toward his or her own sporting potential.
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    Participation in competitive games and the development of cooperation among adolescent girls
    (Stellenbosch : Stellenbosch University, 2002-12) Rousseau, Jemiema C.; Bressan, E. S.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.
    ENGLISH ABSTRACT: This study explored the potential of competitive games and cooperative games as means for teaching adolescent girls some of the concepts that support cooperation. Hellison's (1995) levels for teaching responsibility were used as guidelines for selecting specific teaching strategies. The intervention consisted of a theme-oriented intervention programme presented to two experimental groups. One group (n = 9) participated in a games programme that consisted of competitive activities and the other group (n = 9) participated in a games programme that consisted of cooperative activities. The experimental groups were presented with theme-oriented lessons based on four concepts that support cooperation: sportsmanship, communication, trust and responsibility. A control group (n = 18) was also identified and used for statistical comparisons. In order to set a context for this study, background information was gathered using a questionnaire to determine how girls from the school (N = 194) felt about competitive games and sports. Three measurement instruments were used to collect data. The assessment of how the girls at the school felt about competitive games and sport was completed, using Gill & Deeter's (1988) Sport Orientation Questionnaire (SOQ). Pre- and posttesting of the girls in the experimental groups also included the SOQ. Harter's (1985) Self-perception Profile was used to measure perceptions of perceived social acceptance. Soudan and Everett's (1981) 24-item questionnaire was used to determine any changes in how the girls in the experimental groups perceived the benefits of participation in physical activity. Results of the Sport Orientation Questionnaire for High School Girls (N = 194) indicate that the girls like competitive activities and enjoy competing, but for them, it is more important to set personal goals in competitive games than it is to win. Following the comparison between pre- and post-test data, it was concluded that the theme-oriented competitive games programme had an effect on how the girls feel about participation in games and sports. They became significantly less competitive in their orientation. No changes were noted in their perceived social acceptance. A significant increase in their perception that participation in sport and physical activity has social benefits as well as benefits in preparing them for a career/job were noted. The theme-oriented cooperative games programme also had a significant effect on how the girls feel about participation in games and sports. The competitive nature and win orientation of the girls participating in the cooperative games programme significantly decreased. No changes were noted in their social acceptance. There was a significant increase in their perception that participation in sport and physical activity has health and fitness benefits. Results on comparing the groups indicate that the perceived athletic competence of the competitive group increased significantly when compared to the cooperative group. No other changes were noted. A themeoriented approach to teaching children about cooperation in a competitive and/or cooperative environment seems to be an effective strategy.
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    The preparation of athletes with cerebral palsy for elite competition
    (Stellenbosch : University of Stellenbosch, 2006-03) Ferreira, Suzane; Bressan, E. S.; Myburgh, Kathryn H.; University of Stellenbosch. Faculty of Education. Dept. of Sport Science.
    Sport performance management has emerged as a specialization in sport science that is focused on providing the athlete and coach with optimal information about training programmes and the support services needed in order to pursue excellence. As a more professional approach to disability sport has grown with the international status of the Paralympics, sport performance management dealing specifically with athletes with disabilities requires development. The purpose of this study was to focus on documenting the delivery of sport science support for three cyclists with cerebral palsy training for the Athens Paralympics. A case study approach was taken in this research that provided sport science support to three cyclists. Documentation of the training experience of each cyclist over 18 months of training leading up to the Games, was accomplished by quantification of daily training as well as periodic laboratory testing. A comprehensive picture was drawn of training intensities, modalities and frequencies for each cyclist during each macro-cycle, with special attention to the following three variables. Power output and lactate Power output and VO2 max Peak and mean sprint power output (Wingate test) Two of the three cyclists perceived the support they received to have been critical to the success of their preparation. The investigator concluded that sport management has an important role to play in the development of disability sport at the elite level, and that a lot more hard training is possible for cyclists with cerebral palsy, than some coaches may have previously believed, especially in terms of intensity and duration.
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    Sprinting kinematics of athletes with selected physical disabilities
    (Stellenbosch : Stellenbosch University, 2014-04) Andrews, Barry S.; Bressan, E. S.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.
    ENGLISH ABSTRACT: The purpose of this research was to gain insight into the sprinting of athletes with selected physical disabilities. The sprint performances of four Paralympic athletes (T43, T13, T37 and T38 classifications) were analysed in terms of variability in the biomechanics of their set position and in the kinematics of the initial acceleration phase and the maximal acceleration phase of their 100m sprints. The athletes also reported their perceptions about the potential of a rhythm training programme to influence their sprinting. A case study approach was used. Sprint kinematics were video-recorded four times over the training year. DartFish ProSuite software supported the digital tagging of anatomical landmarks and the calculation of the biomechanical features of the set position as well as the kinematics of each athlete. A subjective log was used to gather their perceptions about the rhythm training programme. There was variability in all aspects for all four Paralympic athletes. This should encourage coaches to help athletes find optimal kinematics in relation to their disability, rather than trying to coach them to a set template of an ideal form. Based on the kinematic data collected over all four test sessions, it appears that a coaching focus on stride length was the key to faster sprinting for this T43 (amputee) athlete. A coaching focus on stride frequency (once optimal stride length had been discovered) was the key for the T13 sprinter (visually impaired), and a coaching focus on stride frequency was the key to faster sprinting for both the T37 and T38 athletes (cerebral palsy). Although all of the athletes enjoyed the rhythm training programme, only the least experienced athlete (T38) reported that he would like to continue with this form of training.