Background: Millions of South African youths participate in team sports, with netball and rugby being two of the largest worldwide. This increased participation and professionalism has resulted in an increase in the number of musculoskeletal injuries. Objectives: This study examined the extent to which sport coaching knowledge translates to the injuries and prevention of injuries in adolescents participating in netball and rugby. Methods: Thirty-four South African sport coaches participated in the study. Eighteen netball coaches and 16 rugby coaches with varying levels of coaching experience were selected to participate. An adapted version of Nash and Sproule’s questionnaire was used to investigate the coaches’ knowledge with regards to sport specific common injuries, injury prevention, fitness/conditioning, individual technique development, training programs, mental training, and preparation of players. The analysis of data was carried out using a number of different techniques, outlined by Nash and Sproule (2012). These techniques were determined by the type of data. Descriptive data was used to provide statistical analysis. Quantitative data was used to determine the educational framework and knowledge of sport coaches on injury prevention. Numerical data was obtained through questions on sport injuries, as well as coaches’ sport knowledge level. Participants’ knowledge was measured using a standardized scoring system. Results: For the 0-4 years of netball coaching experience, 76.4% of the coaches had knowledge and experience and 33.3% appropriate first aid knowledge, while for the 9-12 years and 13-16 years, 100% of the coaches had knowledge and experience and first aid knowledge. For the 0 - 4 years in rugby coaching experience, 59.1% had knowledge and experience and 71% the appropriate first aid knowledge, for the 17 - 20 years 100% had knowledge and experience and first aid, while for higher or equal to 25 years, 45.5% had knowledge and experience. In netball, 90% of injuries consisted of ankle injuries, followed by 70% for knee, 50% for shoulder, 20% for lower leg, and 15% for finger injuries. In rugby, 81% of the injuries occurred at the knee, followed by 50% for shoulder, 40% for ankle, 31% for head and neck, and 25% for hamstring injuries. Six hours of training resulted in a 13% chance of injuries in netball and a 32% chance in rugby. For 10 hours of training, the injury prevalence was 10% in netball and 17% in rugby, while 15 hours resulted in an injury incidence of 58% in netball players and a 25% chance in rugby players. Conclusions: This study highlights the need for coaches to improve their knowledge in relation to injuries and injury prevention, along with factors that act as a preventative measure and promote players’ well-being.

Background: The effects of progressive body fluid loss on athletic and cognitive performance are known to result from exposure to environmental heat stress, morphologic factors, and limited fluid replenishment. Athletes need to restore lost body water. However, athletes may fail to maintain euhydration during exercise. This systematic review investigated hypohydration and fluid balance effects on an athlete’s cognitive function. Methods: The PubMed, Sports Discuss, and Ebsco databases were searched for studies reporting on hypohydration, fluid balance and heat on cognitive performance in sport. Multiple phrases including hydration, dehydration, fluid balance, mood, cognition, vigilance, decision making, and brain were explored. Participants in the studies did either receive fluid or did not receive fluid during exercise. Results: Twenty-four trials (n=493 participants) from 24 articles met the inclusion criteria. Significant hypohydration, >2% body mass loss was reported consistently in 16 publications. Five articles where hypohydration was associated with heat stress and limited fluid intake (3-5% body mass loss) impaired cognitive performance. Mood disturbance, fatigue, and ratings of perceived exertion constantly complemented hypohydration impairment on cognition. Conclusion: Findings show that hypohydration impairs cognitive performance and mood at higher levels of 3-5% body mass loss. However, sport-specific cognitive protocols of accessing hypohydration and fluid balance in individual and team sports remain equivocal. Keywords: Hypohydration; cognition; mood; fluid replenishment.

Physical activity specifically in relation to Physical Education (PE) forms a crucial part of total education of primary and secondary school learners. The aim of this paper is to explore various challenges in promoting PE and sport activities in Zimbabwean primary and secondary schools. This paper reviewed and content examined curriculum documents for the determination and identification of the challenges of teaching PE in Zimbabwean primary and secondary schools as well as possible solutions for the identified challenges. Content breakdown identified main thematic areas which can clarify the challenges educators face in teaching PE in various Zimbabwean schools. There is need to be an increase in the knowledge of the teachers and the learners, and to see the important benefits of PE.

Background: Evidence regarding heat stress, dehydration, hypohydration and fluid balance effects on semi-professional athletes’ cognitive function is still limited. This study aimed to examine the effects of exercise heat-stress, hyperthermia, dehydration and fatigue on cognitive performances in semi-professional athletes. Methods: Eighteen healthy male athletes from individual and team sports participated. Participants completed a cognitive and mood test battery prior, immediately after and post 120 min of treadmill exercise. A soccer-specific intermittent treadmill exercise protocol was completed in four experimental trials in temperate (normothermic) and hot (hyperthermic) conditions. Participants were hydrated and dehydrated in both conditions. Trial conditions were; normothermic 16.4 ± 0.02°C and 52 ± 1% RH, while hyperthermic 33.9 ± 0.3°C and 61 ± 1% RH. Results: Response times; the Stroop effect and Visual search tasks were quicker (584 to 690 ms, p= 0.001; 1978 to 2213 ms, p= 0.003) in the heat. Cognitive tasks showed that reaction time, visual process, motor speed and mood were similar in normothermic (p=0.001). Accuracy improved in hydrated hyperthermic by 1.2% (p=0.002) in Visual search. Total Mood Disturbance was significant in heat (p<0.001). Hydration status had no major effect in some cognition performance markers except for mood. Conclusion: The response times and accuracy improved following the cognitive testing in semi-professional athletes exercising in relatively humid, hot conditions. However, semi-professional athletes’ cognitive performances were relatively affected by hypohydration and their hydration status needs to be closely monitored during exercise.

This article details the development of transitioning of in-person diploma lecturing to online lecturing through the course of the COVID-19 pandemic. Due to practical components of the course, specific challenges emerged involving course design and practical learning. This article considers the problem-solving process and strategies for remotely teaching, discussing, and experiencing the global exercise trend. Specifically, accessibility, adjustments and attitudes as important pedagogical tools for reimagining experiential learning and creating meaningful human connections.