Student-Athlete or Athlete-Student: Analysis of Benefits and Barriers of University Sport Participation in South Africa

Nthangeni, S.; Toriola, A.L.; Paul, Yvonne; Naidoo, Vinessa

doi:10.52547/aassjournal.924

Cited by 8 publications

(10 citation statements)

References 10 publications

(22 reference statements)

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“…Universities in South Africa offer varsity sports tournaments in most sporting codes. These tournaments serve as catalysts for student athletes to access high-level competition, financial and non-financial incentives and rewards, social well-being, as well as the promotion of their sporting career [12] . This indicates that universities may present athletes from HDAs with opportunities for participation in sports that may not be available in the communities where they grew up.…”

Section: Bursaries and Scholarshipsmentioning

confidence: 99%

Factors promoting and hindering sporting success among South African former Olympians from historically disadvantaged areas

2023

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There are various contributing factors to sporting success among elite athletes, including Olympians. The purpose of this paper was to investigate the enablers and/or barriers to sporting success among South African former Olympians from historically disadvantaged areas (HDAs) using the SPLISS framework. This would enable an understanding of the factors that lead to sporting success among athletes from HDAs. A qualitative research design was employed for this study, whereby semi-structured interviews were conducted among 15 former Olympians who represented South Africa between the 1992 and 2016 Olympic Games. The ATLAS.ti (version 22) software tool was used to analyse the data. The study found that athletes from HDAs attributed their sporting success to the functional competition structure, sports access at community level, access to scholarships and bursaries to elite schools/universities, good coaching support and mentorship, access to local and international competitions, as well as community and peer athlete support. The highest barriers reported by athletes were inadequate financial support, a dysfunctional school sport system, lack of sports facilities, equipment and transport system, poor post-career and scientific support. Elite athletes from HDAs need consistent financial support, school/foundation level sport access, quality sports facilities, equipment, and reliable transport to training and competitions, post-career, as well as scientific support to achieve their full potential and attain international sporting success.

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Section: Bursaries and Scholarshipsmentioning

confidence: 99%

Factors promoting and hindering sporting success among South African former Olympians from historically disadvantaged areas

2023

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“…nature of their collegiate sport and support infrastructure (Israel & Batalova, 2021;Ryba et al, 2015). Full scholarships that are offered to promising South African junior athletes transitioning to senior competition are strong influencers for those wishing to attempt dual sports-academic careers in the USA (Nthangeni et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Dual sport career experiences of student-athletes studying in South Africa and the USA

van Zyl

2024

African Journal of Career Development

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Background: Institutions of higher education are hubs for student-athletes pursuing dual careers, in sports and higher education. The concepts of dual careers, transition models and support systems for student sports provide the conceptual framework for this study.Objectives: The study investigated the dual sports career experiences of South African track and field student-athletes who studied at universities in South Africa and the United States of America (USA). Objectives determined satisfaction in terms of student-athlete support systems in their chosen localities.Method: This qualitative study used a purposive sample of 12 participants from a general population of South African junior track and field athletes who pursued dual careers. Data were collected through semi-structured interviews.Results: The respondents found the US National Association Collegiate Athletic Association (NCAA) sports system superior to the South African sports system. The dual-career student-athletes transitioning through the last two stages of the South African Long-Term Athlete Development model reported a lack of support that negatively impacted the success of their dual career balance.Conclusion: The South African context of student sport is not generally conducive to creating and enabling a dual sports–academic career environment because of insufficient contextual, processional and sports-specific factors. The participants perceived the NCAA system of student sport as holistic and supportive of their dual-career development.Contribution: This study adds to the limited pool of knowledge relating to the dual-career development of student-athletes, and provides a base line for future research studies.

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“…Indeed, the progress they can make improves their daily life, their quality of life, and their autonomy. PES also builds their confidence and self-esteem and equips them to face their difficulties better (4). Thus, the goal of this work is to evaluate the impacts of physical activity and the teachers' pedagogical approach for including overweight or obese students in physical education engagement and learning in the emirate of Ajman and to understand how PES teachers design their pedagogical interventions with obese adolescents for better involvement of their part into PES setting.…”

Section: Introductionmentioning

confidence: 99%

Impacts of Teachers� Pedagogical Approach on the Inclusion of Adolescents with Exceed Weight into Physical Education and Sports in Emirate of Ajman/United Arab Emirates

Sayar

Desbiens

Marzougui³

et al. 2022

Ann Appl Sport Sci

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Background. Physical Education and Sports (PES) is essential to the student's overall education. It has physical, affective, psychological, and social repercussions. Overweight adolescents are sometimes underestimated based on their lower physical performance and suffer from discriminatory attitudes by their peers and their physical education teachers. Objectives. This study aimed to investigate the impacts of teacher pedagogy and overweight or obesity on the inclusion of obese students in classrooms and to understand how PES teachers adapt their pedagogical interventions toward this category. Methods. A sample of 48 overweight or obese students and 20 teachers were approached from different schools in Ajman Emirate. Two questionnaires for obese students and PES teachers were used to collect the data. Results. According to the data collected through the questionnaire, 85.42% of obese students report that they rarely practice or do not practice physical activity outside of school, and 73.42% go to school by bus or car. In addition, 66.7% of the surveyed students said being overweight is a barrier to PSE practice. Similarly, 75% of the surveyed teachers said that obese students are not integrated with the PES course, but only 55% of teachers reported that the obese student became an obstacle in PES sessions, while 80% of teachers reported that obese or overweight students were marginalized by their colleagues. Conclusion. Our study confirmed an urgent need for effective teaching strategies/ pedagogies to include overweight or obese students in physical education engagement and learning.

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Student-Athlete or Athlete-Student: Analysis of Benefits and Barriers of University Sport Participation in South Africa

Cited by 8 publications

References 10 publications

Factors promoting and hindering sporting success among South African former Olympians from historically disadvantaged areas

Factors promoting and hindering sporting success among South African former Olympians from historically disadvantaged areas

Dual sport career experiences of student-athletes studying in South Africa and the USA

Impacts of Teachers� Pedagogical Approach on the Inclusion of Adolescents with Exceed Weight into Physical Education and Sports in Emirate of Ajman/United Arab Emirates

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