Department of Sports Science
https://hdl.handle.net/20.500.12504/26
2024-03-28T14:19:25ZPrevalence and management of common soccer injuries during university games in Uganda
https://hdl.handle.net/20.500.12504/1617
Prevalence and management of common soccer injuries during university games in Uganda
Olive, Tusiime; Eunice, Kateshumbwa; Fredrick, Ssempala
The study sought to establish the common soccer injuries, their causes and
management among Busitema University athletes. The study used a cross-
sectional survey design involving quantitative and qualitative approaches on
a sample of 76 respondents, obtained by simple random and purposive
sampling techniques. Data was collected by use of self-administered
questionnaires, an observational tool and interview guide. Quantitative data
analysis involved generation of descriptive statistics; frequencies,
percentages and means. Qualitative data was analysed using content
analysis. The study established that the common injuries were ligament
sprain or strains (56.6%) and re-injuries (55.1%). Dry and hard grounds,
joint instability, bad playing field conditions, inadequate treatment/
rehabilitation from previous injury, exercise overload/ over training, poor
skill execution, poor training techniques and player neglect caused the
injuries. Sports injuries were majorly managed through taking rest and use
of pain killers. It was recommended that quality playing fields and
equipment, providing players with adequate attention and advocating for
full implementation of fair play rules should be fostered to abate sports
injuries.
2020-06-01T00:00:00ZEpidemiology and causes of common soccer injuries during university games in Uganda
https://hdl.handle.net/20.500.12504/1616
Epidemiology and causes of common soccer injuries during university games in Uganda
Olive, Tusiime; Eunice, Kateshumbwa; Milton, Chebet
The study sought to establish the common soccer injuries, their causes and management
among Busitema University athletes. The study used a cross-sectional survey design
involving quantitative and qualitative approaches on a sample of 76 respondents, obtained
by simple random and purposive sampling techniques. Data was collected by use of self-
administered questionnaires, an observational tool and interview guide. Quantitative data
analysis involved generation of descriptive statistics; frequencies, percentages and means.
Qualitative data was analysed using content analysis. The study established that the common
injuries were ligament sprain or strains (56.6%) and re-injuries (55.1%). Dry and hard
grounds, joint instability, bad playing field conditions, inadequate treatment/ rehabilitation
from previous injury, exercise overload/ over training, poor skill execution, poor training
techniques and player neglect caused the injuries. It was recommended that quality playing
fields and equipment, providing players with adequate attention and advocating for full
implementation of fair play rules should be fostered to abate sports injuries.
2022-07-01T00:00:00ZThe potential of vocational pedagogy in vocational education and training education part ii.
https://hdl.handle.net/20.500.12504/1588
The potential of vocational pedagogy in vocational education and training education part ii.
Habib, Kato; Constance, A. N. Nsibambi
This paper is the second in the intended series depicting the vocational pedagogy research carried out by the students of the Masters in Vocational Pedagogy program at Kyambogo University, Uganda. Twenty-one thesis abstracts in vocational pedagogy research were analyzed according to their purposes and findings and collated into themes. The results emphasize the importance of Information and Communication Technology (ICT) in the contemporary world of work and ICT is highly relevant as a qualification for employment. Well facilitated and efficient ICT training could make VET graduates better adapted to the world of work. Competence based education and training (CBET) as a policy has a place has an important role in the formal Business, Technical and Vocational Education and Training (BTVET). Such policy is practical and useful in courses that emphasise technical tasks. However, CBET may introduce rigidity in thinking based on the acquired ability of specific procedure while the aims of BTVET, especially in institutions of higher learning, requires graduates to acquire functional knowledge based on analytic inquiry.
2017-01-01T00:00:00ZThe role of globalization, partnerships and technology in enhancing sports excellence in Africa.
https://hdl.handle.net/20.500.12504/1587
The role of globalization, partnerships and technology in enhancing sports excellence in Africa.
Peter, M. Wanderi; Constance, A. N. Nsibambi; Andanje, Mwisukha
It has variously been argued out that sport is as old as the human race. Thus, within the African continent in general, games and sports have been in existence since time immemorial and they have all along occurred in a variety of forms and models. A distinction has therefore been made between African indigenous games/sports on the one hand and modern or contemporary games/sports in Africa on the other hand. Thus, it is vital that, right from the onset, operational definitions are offered for the words and terms used in this chapter. First and foremost, games are defined among many other ways, as a set of non-verbal signs of communication. They are also cultural actions that depict achievements of human groups and have socially approved functional inclinations. Whenever they are played, they enhance acquisition of skills and attributes that are required for all-round maintenance of life for everyone. This holds true for both indigenous games as well as modern games as explained in the abundantly available literature (Adams, 1991; Kenyatta, 1992; Wanderi, 1999, 2001; Wanderi, Kithuka and Mwenda, 2013). Two of the most commonly occurring words in this chapter are games and sport/ sports. To start with, most authors, including in this chapter, use the words games and sport or sports synonymously. The word game is also seen to synonymously refer to some sport and involves activities performed either formally or informally. Participation in a game or a sport may be directed by one or a combination of some interrelated factors, such as the need for physical fitness, fun, relaxation, leisure, prestige, recognition, status or other similar motives (Ituh, 1999; Wanderi, 2001; Wanderi et al., 2013). A game or a sport may be competitive or noncompetitive in performance. Participants may win or lose in such sportive activities due to one or a combination of several factors that include a high or low skill level, good or poor strategy or even luck factors (Ituh, 1999; Wanderi, 2001). However, on other instances, some authors use these two words differently and are said to refer to physical activities in a continuum. This continuum ranges from ‘play’ as the lowest form of activity, and
mostly unstructured, to ‘games’ at a middle level, while ‘sports’ are at the highest level on the continuum and are most structured activities with very definite rules. Another term, ‘physical education or PE’ is also used in this paper to refer to the didactic aspects of training students on the sportive physical activities in line with a specified curriculum. This form of training or teaching may take place at a basic school, a secondary school, a college or a university. Finally, to bridge the gap between all these definitions is the definition of ‘sport’ by UNICEF (2004, p. 1), which defines sports as ‘all forms of physical activity that contribute to physical fitness, mental wellbeing and social interaction. These include play; recreation; casual, organized or competitive sport; and indigenous sports or games’. UNICEF (2004, p. 1) further says that sport ‘involves rules or customs and sometimes competition. Play – especially among children – is any physical activity that is fun and participatory. It is often unstructured and free from adult direction. Recreation is more organized than play, and generally entails physically active leisure activities. Play, recreation and sports are all freely chosen activities undertaken for pleasure’ (UNICEF, 2004, p. 1).
2016-01-01T00:00:00Z