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The purpose of this study was to establish the importance of a good working relationship between principals and school board members (SBMs) in Zambezi region. The study adopted a qualitative research design approach. The data was gathered using interviews. In this study, the researchers worked with principals and SBMs in Zambezi region, Namibia. For the purpose of the study, the researcher selected five principals, nine teacher SBMs, ten parent SBMs and four learners' representative council members (LRCs) from primary, combined and senior secondary schools in the Zambezi region. The reason for selecting the twenty-eight participants was their involvement as members of school boards in the Zambezi region. A qualitative data analysis (QDA) was employed in this study. The findings derived from principals' comments revealed that, when there was a good working relationship between principals and SBMs, it became easier to maintain discipline among learners at the school. Good performance and good academic results of learners could be achieved at the school. The majority of principals and teacher SBMs seemed to be working together in ensuring that the school achieved the targeted goals and objectives. Principals and SBMs are important partners when it comes to the smooth running of the school. It was revealed from the findings derived from the comments of principals that the importance of a good working relationship with SBMs was the development of unity and trust. It was revealed from the findings derived from the comments of principals, parent SBMs and LRCs serving on the school board that the importance of a good working relationship also related to consultations on matters regarding school development. From the findings of this paper, the researcher can confirm that, to work properly, principals and SBMs should have a healthy working relationship.

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.

The purpose of this study was to investigate the training of school board members in Zambezi region, Namibia. The study adopted a qualitative research design approach. The data was gathered using interviews and focus group discussions. In this study, the researchers worked with principals and SBMs in Zambezi region, Namibia. The findings revealed that majority of principals and school board members (SBMs) did not seem to have received school board training. They learned their roles and responsibilities through reading the copy of Part V of the Education Act, Act 16 of 2001 and a booklet titled "The work of the school board: A booklet for school boards in Namibia". The researcher recommends that principals and SBMs need compulsory and appropriate training that will enable them to understand and perform their roles and responsibilities well. Where necessary, school board trainers should employ the vernacular language (or seek the services of an interpreter) so that parent SBMs who are not bilingual can understand and grasp all the essential concepts of the training programme.