Injuries of upper and lower body extremities are very common among volleyball players and their impact on sports has numerous effects in training sessions and competitive games. The purpose of this study was to examine the location of injuries of upper and lower body extremities in volleyball players within the Zambezi Volleyball Association. The study employed quantitative research methods to explore more on injuries of upper and lower body among participants. The study population consisted of (n = 141) participants (n = 37 female, n = 104 male) with 10 teams (n = 3 female, n = 7 male). The participants were purposively selected based on their experience and involvement in volleyball training sessions and games. The data was analyzed using SPSS software programme. The result percentages and frequencies were presented in tables. A total number of 293 injuries (73 female, 220 male) were sustained during the 2021-2022 season from these body locations: shoulder injuries 63 (44.6%), Hand/wrist injuries 51 (36.0%), Ankle injuries 47 (33.0%), Head/face injuries 29 (20.5%), knee 26 (18.4%), trunk injuries 20 (14.1%), arm/elbow injuries 15 (10.6%), foot injuries 14 (9.9%), lower leg injuries 11 (7.8%), hip/thigh/upper leg injuries 9 (6.3%) and 8 neck injuries (5.6%). This study concludes that there are more injury occurrences sustained among male compared to female participants within the same injury locations. Moreover, common locations of injuries were sustained in shoulders, wrists and ankles in most volleyball players (20% -63%) in one season.
The purpose of this study was to examine the current status of physical education in some schools of the Zambezi Region, Namibia. This study used a cross-sectional approach and quantitative method which was employed to gather data from participants. Participants were purposively selected and the sample comprised (n = 38). Data was gathered using a questionnaire, which incorporated demographic information and yes/no questions and data analysed using SPSS v21 software, interpreted in simple percentages and presented in figures and tables. The study results show that promotional subjects such as English were found to have 6 periods per week (30%), whereas Mathematics had 7 periods per week (35%), non-promotional subjects such as Physical Education were given 1 period per week (2%) and Life Skills 2 periods with (2%). The results show (n = 3) male teachers out (n = 38) 7.8% were found to have a PE qualification (degree) whereas (92%) were found to be teaching PE without a PE qualification. The study further showed that schools had facilities and equipment such as sport fields, netball courts, soccer balls, netballs and whistles were available in all schools despite their dilapidated conditions. Furthermore, schools had some javelin and shotput (7.8%), discus and high jump kit (10.5%), soccer jerseys (78.9%), netball jersey (84.2%). PE was allocated less time per week (40 minutes) compared to other subjects and it was found to be taught by a few qualified teachers with the majority of educators teaching the subject without a PE qualification. Lack of equipment and facilities was found to be a major barrier in most schools in the region and this made it difficult to teach PE as a school subject.
Sports equipment and facilities play a vital role in the teaching of Physical Education (PE) and are equally important in developing sports-related skills among learners. The main purpose of this study was to investigate and assess the availability and conditions of sports equipment and facilities in primary schools in Katima Mulilo, in the Zambezi Region of Namibia. An observational study was adopted for this study, where Physical Education school teachers were observed using the available sports equipment in the schools during their PE classes. The targeted population consisted of 10 teachers within 10 respective primary schools. Two questionnaires were administered to collect data on available facilities and equipment. Data was analysed using SPSS statistics software. Based on sports code level of participation, athletics was found to be the most popular activity with 35% of learners taking part. Soccer came in second with 25%. Netball was the third most played sport, with 20% of participants in annually scheduled competitions at regional and national levels. Volleyball was the fourth highest with 10% of learner participation. The lowest four sports codes were boxing at 5%, rugby 3%, gymnastics 1%, and cricket 1%. Sport facilities available in all the schools were all found to be in deplorable conditions. This study therefore concluded that sports equipment and facilities were either unavailable or completely in poor condition in all primary schools under study. So, it is very important to get the right tools and facilities so that physical education and sports can be taught and learned well.
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