Name: Felicia Mbovane

Student no: 61060194

MAIN EXAMINATION – OCT/NOV 2024

PES3701

Physical Education and Sports Coaching

DECLARATION

I, Felicia Mbovane … (Name & surname)

Student number: 61060194…………………………

Module code: PES3701……………......................

hereby declare the following:

I understand Unisa’s policy on plagiarism. This examination is my original work, which I

produced. I have duly acknowledged all other people’s work (both electronic and print)
through the proper reference techniques, as stipulated in this module. I have not copied
the work of others and handed it in as my own. I have also not made my work available to
fellow students to submit as their own.

Signature F.M…………………. Date 16/10/2024………………….

First examiner: Dr DC Lees

Second examiner: Prof S Krog

SECTION A: PARAGRAPH-TYPE QUESTIONS

Create an inclusive environment: Ensure all learners, regardless of skill level, feel
welcome to join. For example, offer various sports that cater to different interests and
abilities, from team sports like soccer to individual activities like athletics or swimming.
Promote the benefits of sports: Educate learners on how sports can improve physical
health, mental well-being, and social skills. You might use success stories from famous
athletes or even former students to show how sports can lead to success beyond
school.
Build a positive team culture: Encourage teamwork and sportsmanship by focusing on
the value of effort, cooperation, and respect. Celebrating team achievements, like when
the school wins a tournament, fosters a sense of belonging and pride.
Introduce fun, engaging practices: Make practices enjoyable by incorporating games
and varied drills that keep the learners excited. For example, you could organize friendly
competitions within the team that emphasize fun over strict skill execution.
Offer rewards and recognition: Recognize both participation and effort. This could be
through sports awards, certificates, or even just verbal praise during assemblies or
practices, making students feel valued for their contributions.

Be a role model: Show enthusiasm for sports and maintain a healthy, active lifestyle
yourself. Learners often mirror their teacher's attitudes, so your passion for physical
activity can inspire them to get involved.

Provide opportunities for leadership: Allow learners to take on roles such as team
captain or assistant coach, which can foster responsibility and leadership skills. This
sense of ownership can motivate more students to engage with sports
Make sports accessible: Ensure that equipment, space, and opportunities to practice
are readily available. You might also run before- or after-school sessions for learners
who cannot attend regular practice times.
Involve the community: Organize inter-school or community sports events where
learners can showcase their talents and engage with a wider audience. This expands
their network of peers and motivates them to perform well.
Set realistic goals and celebrate progress: Help learners set personal or team goals
and celebrate small victories. Whether it's improving their speed in track or learning a
new basketball skill, acknowledging progress can keep them motivated to continue
participating.

2.
Use of Visual and Tactile Cues: For Thabo, who is deaf, Ms. Nkosi uses hand signals,
visual demonstrations, and written instructions to explain exercises and game rules. For
Lindiwe, tactile cues like guiding her hands to understand equipment or movements help
her learn the physical activity. These cues ensure both learners can fully participate,
improving motor skills and physical fitness.
Peer Support System: Ms. Nkosi pairs learners with disabilities with able-bodied peers
to foster social interaction and collaboration. For example, Lindiwe might partner with a
classmate who helps her navigate the playing field. This partnership enhances teamwork
and leadership skills, as able-bodied learners also gain empathy and responsibility.
Modified Equipment and Activities: To accommodate different abilities, Ms. Nkosi
modifies equipment, such as using balls with bells for Lindiwe to track the sound, or
visually vibrant equipment for Thabo to follow. These adaptations ensure all learners can
actively participate, improving their motor skills and physical fitness.
Clear and Simple Instructions: Ms. Nkosi simplifies instructions to ensure Thabo and
Lindiwe can easily follow along. She also repeats instructions visually or uses sign
language interpreters for Thabo. This builds self-confidence, as learners feel empowered
to understand and execute tasks independently.
Fostering Leadership Opportunities: Ms. Nkosi encourages learners with disabilities to
take on leadership roles, like being team captains or leading warm-up routines. Thabo
might guide others in non-verbal communication games, while Lindiwe could lead a
stretching routine. These roles boost their self-confidence and demonstrate that they are
valued members of the group.
Encouraging Social Interaction: By designing activities that require teamwork and
communication, Ms. Nkosi fosters interaction between able-bodied learners and those
with disabilities. For instance, relay races or group exercises promote cooperation,
improving social skills and creating a more inclusive environment.
Creating a Safe and Supportive Environment: Ms. Nkosi ensures that her class is a
space where all learners feel safe to take risks and try new activities. She emphasizes
effort and personal progress over competition, which boosts the self-confidence of
learners with disabilities as they celebrate their own achievements.
Sensory Adjustments: For Thabo, Ms. Nkosi uses visual markers to indicate boundaries
or movement directions. For Lindiwe, she may reduce background noise and provide
clear verbal guidance to minimize confusion. These adjustments help learners focus on
the tasks, which is essential for developing motor skills and physical fitness.
Use of Technology: Ms. Nkosi incorporates technology, such as tablets with
instructional videos or sign language apps, to support Thabo’s learning. She may also
use auditory guides or descriptions for Lindiwe. These tools enable both learners to
engage with the curriculum in ways suited to their needs.
Inclusive Evaluation and Feedback: When assessing physical fitness and motor skills,
Ms. Nkosi focuses on individual progress rather than comparing learners to a universal
standard. By giving personalized feedback based on each learner’s ability, she nurtures
self-confidence and encourages continued participation.
3.

Duty of Care:
A teacher is supervising a high jump but fails to ensure proper mats or training.
Teachers are responsible for safety, and neglecting precautions can lead to liability for
injuries.
Breach of Duty:
A coach allows the use of broken gym equipment, which poses a safety risk.
This failure to address a known hazard breaches the coach’s duty to ensure a safe
environment.
Causation:
A teacher instructs students to run on a wet surface, causing a student to fall and get
injured.
The teacher’s negligence directly leads to the injury.
Damages:
A coach fails to provide protective gear, resulting in a student’s permanent injury and a
lawsuit for damages.
The injury caused by the coach's negligence leads to compensation claims.
Failure to Supervise:
A teacher leaves students unsupervised during rope climbing, and one falls and gets
hurt.
Neglecting to supervise risky activities can result in injuries and liability.
Inadequate Training:
A coach doesn’t teach proper technique for gymnastics, causing a student injury.
Teachers must provide adequate training to prevent harm.
Unsafe Environment:
A student trips on debris left in the gym, spraining their ankle.
Teachers must maintain safe environments; failing to do so is negligent.
Ignoring Health Issues:
A coach dismisses a student’s asthma complaint, leading to an attack.
Educators must consider students' health needs and act accordingly.
Inadequate Supervision Ratio:
A single teacher monitors 50 swimmers, and a student nearly drowns.
Insufficient supervision puts students at risk and constitutes negligence.
Ignoring Safety Protocols:
A coach disregards helmet rules for cycling, causing a student’s head injury.
Failing to follow safety protocols increases risk and can lead to injury and liability.

4.
STOP Procedure:

1. S – Stop the game: I would immediately stop the game and approach the player on
the ground, ensuring she is not moved to prevent further injury.
2. T – Talk to the player: I would calmly ask the player questions such as, “What
happened?” or “Where does it hurt?” to assess the pain level and determine if the
injury is serious. I’d also check for signs of distress like facial expressions or verbal
cues.
3. O – Observe the injury: I would visually inspect the player’s knee for swelling,
bruising, or deformity. I’d also check if she can stand or put weight on her leg. If she
appears in significant pain or unable to move, this would indicate a more serious
injury.
4. P – Prevent further injury: Based on the observations, if the injury seems minor (no
severe swelling or instability), I would help her off the court and prevent her from
continuing the game until properly treated. If it’s serious, I’d call for medical
assistance immediately.

RICER Procedure:

If the injury is deemed minor, I would apply the RICER procedure for immediate treatment:

1. R – Rest: I would instruct the player to rest her knee by sitting or lying down and
avoid putting any weight on it. This minimizes strain on the injured area.
2. I – Ice: I would apply an ice pack (or a cold compress) to the injured knee for about
20 minutes to reduce swelling and numb the pain. This should be done
intermittently (every 1-2 hours) for the first 48 hours.
3. C – Compression: I would wrap the knee with a compression bandage to minimize
swelling and provide support. It should be snug but not too tight to ensure proper
blood flow.
4. E – Elevation: I would elevate the player’s leg by propping it up on a chair or pillow,
keeping the knee above heart level to reduce swelling.
5. R – Referral: Even if the injury appears minor, I would recommend the player see a
doctor or physiotherapist for a professional assessment to rule out any underlying
issues.

ANSWER TABLE FOR SECTION B: COMPULSORY TRUE/FALSE QUESTIONS

 1.False 11.False 21.True
2.False 12.True 22.True
3.True 13.True 23.False
4.False 14.True 24.False
5.False 15.False 25.False
6.True 16.True 26.False
7.True 17.True 27.True
8.True 18.False 28.False
9.False 19.True 29.True
10.True 20.False 30.False
ANSWER TABLE FOR SECTION C: COMPULSORY MULTIPLE-CHOICE QUESTIONS

1.a 11.c 21.c

2.d 12.b 22.a
3.b 13.d 23.b
4.c 14.a 24.a
5.a 15.d 25.d
6.a 16.b 26.b
7.c 17.c 27.a
8.d 18.b 28.b
9.b 19.a 29.b
10.c 20.d 30.a