UWCScholar :: Browsing by Author "Titus, Simone"

Browsing by Author "Titus, Simone"

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Analysis of social networking sites used by student spectators in university sport
(AFAHPER-SD, 2021) Phillips, Kirby; Titus, Simone
Social media usage has caused a notable shift in the use of strategies and relevant tools with which to communicate with sport spectators, catapulting sports into one of the most read topics on social media. This rapid growth of social media in sport has stimulated research in this field of study, delineating the different parts of social media, including social networking sites, and creating opportunities for university sport departments to foster relationships between university sport and student spectators. The purpose of this study was to identify the social networking sites used by student spectators in university sport. Based on a cross-sectional research design, amodified survey was distributed electronically to a randomly selected sample of 540 full-time registered studentsat the University of the Western Cape.The findings indicated that WhatsApp, Facebook, and Instagram were the most popular social networking sites used by student spectators in university sport. This study concluded that thethree social networking sites were the most preferredamong student spectators. Therefore, this research provides higher education institutions the opportunity to leverage off the students’ usageof social networking sitesfor marketing purposes. The study recommendsthe need for social media-based marketing strategies by university sports departments to be targeted at social networking sites visited by student spectators.
A Balancing Act: First team rugby Players' Perceptions about Academic and Athletic Commitments
(University of the Western Cape, 2022) Mlakalaka, Bulelani; Titus, Simone
Sport is regarded as an essential component of Higher Education Institution governance, development, and the lives of student-athletes and the academic community. Student-athletes in Higher Education Institutions around the world are increasingly needed to manage their academic and athletic commitments. The purpose of this research is to examine factors that influence student-athletes' ability to balance academic and athletic commitments. The conceptual framework basis for this study adopted Comeaux and Harrison's model of academic achievement for student-athletes. An exploratory-qualitative design methodological approach was adopted to collect data, using two focus group discussions. Using a purposive sampling method, fifteen Higher Education Institution first team rugby players consented to participate in this study. A deductive theme analysis technique was used to analyse the data.
The case studies: authentic learning
(Routledge, 2014) Herrington, Jan; Mitchell, Veronica; Rowe, Michael; Titus, Simone
Moving from theory to practice in higher education is deeply challenging. While exploring pedagogical models in the literature may lead to tacit understanding of general principles, actually implementing these principles in practice can be an entirely different matter.
Exodontia curriculum evaluation: fit for purpose teaching and learning strategies
(Frontiers Media S.A., 2024) Behardien, Nashreen; Titus, Simone; Roman, Nicolette V.
Introduction: Curriculum review is crucial for ensuring health professions education programs remain responsive and relevant. Teaching and learning (T&L) strategies facilitate knowledge acquisition, with traditional methods being supplemented by innovative techniques in a blended curriculum. This study evaluated an Exodontia Block Course (EBC) focused on tooth extraction skills, utilizing a blended-learning approach across three learning environments: classroom, preclinical skills laboratory, and clinical training platform. Methods: A qualitative study employed appreciative inquiry for data collection and analysis. Focus group discussions were conducted with 30 participants: 13 undergraduate students, 10 clinical teachers, and 7 dental practitioners. Data underwent coding and thematic analysis. Results: Two main themes relevant to this paper emerged: “Block course structure” and “Recommendations for improvement.” Participants affirmed the blended-learning approach, highlighting strengths like demonstrations, videos, activity workbooks, and assessments that supported learning. Recommendations included integrating more visual technologies, simulated patients, peer-learning, debriefing, case reviews, community-based learning, and dedicated skills laboratories. Discussion: While the traditional course adequately achieved its objectives, opportunities for enhancement were identified. Incorporating advanced educational technologies, simulation-based activities, and structured feedback mechanisms could optimize skills development. Real-world clinical experiences and peer-assisted learning may reinforce knowledge and foster competencies like clinical reasoning. Continued curriculum refinement through stakeholder feedback is essential for delivering effective, student-centered dental education, and by inference, improved patient care.
Experiences of young South African gymnasts, parents and coaches about the health benefits of sport participation
(AFAHPER-SD, 2019) Lucas, Warren; Titus, Simone; Young, Marie Elizabeth
Gymnastics, as a physical activity, presents young people with opportunities to learn physical skills, improve eye-hand coordination, develop gross and fine motor skills, and socially develop through engagement with other young people. An understanding of aerobic and anaerobic physical activities is important to enhance young people’s physical, emotional, cognitive and social development. This study investigated the perceptions of a purposively sampled group of young people in the Western Cape of South Africa about the health benefits of gymnastics participation , and reported findings from the perspectives of registered competitive gymnasts, gymnastics coaches, and parents of gymnasts (total n=34), with specific reference to the domains of physical, cognitive and socio-emotional development. A qualitative approach based on the Process-Person-Context-Time (PPCT) concept, adapted from the bioecological model, was used as the theoretical framework to underpin, analyze and interpret findings of the study. Four key informant interviews were conducted with four coaches, and five focus group discussions were held with gymnasts, parents of gymnasts and gymnastics coaches.
Experiences and perceptions of students with disabilities concerning factors influencing participation in recreational sport at a University in Western Cape Province , South Africa
(LAM Publications Limited, 2013) Wright, S. A.; Titus, Simone
South African universities share a common purpose to make sport and recreation accessible to students at higher education institutions, including students with disabilities.Therefore, integrating students with disabilities into the daily activities of any university institution is important as it may be beneficial for them to participate in recreational activities on campus. This study focuses on the experiences and perceptions of students with disabilities regarding recreational sport whilst at university. A qualitative methodological framework was employed. A sample of five students with disabilities was purposefully selected and face-to-face interviews as well as follow-up telephonic interviews were arranged. A list of cue questions guided the interview to ensure it flowed logically. Interviews were tape recorded (with written consent from participants) and transcribed verbatim. The data from the interviews were analysed using thematic data analysis. Physical, social and managerial constraints are not the only forms of inaccessibility, experience and perceptions, also play a role towards recreational sport participation for students with disabilities. The findings of this study indicated that the benefits of active participation lead to increased cognitive awareness and expression of internal motivation to pursue recreational sport on campus. The findings also denote that being coerced into sports and skill level leading to intimidation are factors that inhibit the pursuit for active leisure participation. This study lends itself to a fresh understanding of how to better cater for recreational sporting needs of university students with disabilities.
The experiences of female sport administrators in the Western Cape: gender bias in the Workplace
(University of the Western Cape, 2008) Titus, Simone; Jones, Denise; Terblanche, Susan S.; Dept. of Sports, Recreation and Exercise Science; Faculty of Arts
Research indicates that the advancement of women into top management positions is steadily increasing. However, it seems as if gender divisions in the workforce do not encourage equal opportunities for women in the labor sector. In the world of sport, gender equity has been promoted with some progress. However, this progress, both globally and in South Africa, is still limited both quantitatively and qualitatively. There has been very little research on the experiences of women in leadership positions, specifically in the field of sport. This study explored the experiences of female sports administrators in the workplace. This study employed a qualitative research methodology. Purposive sampling was used to select suitable candidates in the field of sport and recreation in the Western Cape, South Africa. Data was collected by using semi-structured interviews and data was analysed using thematic analysis. Results indicate that participants in this study experience gender bias in the workplace in terms of differential treatment, organizational fit and harassment and intimidation. Conclusions and recommendations are also offered.
An exploratory study of the experiences of receiving funding support for elite sport in South Africa
(University of the Western Cape, 2015) Adom-Aboagye, Nana Akua Achiaa; Titus, Simone; Keim, Marion; Young, Marie
Despite government’s formation of financial support grants such as the Operational Excellence Programme to provide much needed assistance, South African elite athletes have not been performing to expectation at recent international championships, such as the Olympic Games. International experiences demonstrate the importance of a well-structured and implemented funding support system to improve elite athlete performance at international levels. This has led to questions of how to improve this situation for elite South African athletes who receive funding support from the South Africa Sports Confederation and Olympic Committee and to revisit the implementation of the funding support for elite athletes. This study will take, experiences of South African elite athletes as well as sport managers into consideration and will also look at international lessons of experience of the funding support of elite sport to provide improved options for financial support and elite athlete development. Using qualitative research methods, this study explored the underlying factors regarding funding support of elite athletes in South Africa based on experiences and perceptions of elite athletes. Within the context of the study, elite athletes would refer to senior track and field athletes and senior swimmers who had been a part of Team South Africa and represented the nation at international competitions. Data was collected in three ways: a) A literature review in the form of an analysis of the high performance policies of: the National Olympic Committee of South Africa and the South African Sports Confederation and Olympic Committee that has governed elite sport in South Africa post 1994 and the policies that govern high performance funding support within Athletics South Africa and Swimming South Africa; b) interviews with eight preselected elite athletes to discuss career performances and funding support received and c) interviews with four coaches/managers of the preselected elite athletes to discuss their perspectives on the funding support their athletes received. Strict ethics considerations were also adhered to insofar as written consent was obtained from all participants beforehand, as the intended interviews would be either audio recorded or video recorded. Pseudonyms were also used for participants with the assurance that participation was voluntary. The eventual findings of the study brought to light that the implementation of the funding support provided by the South African Sports Confederation and Olympic Committee was good in theory but not necessarily so in practice. Overall, participants were grateful for the support received but felt that certain changes needed to be considered going forward for the improvement of future performances.
Exploring challenges experienced by female footballers in a higher education institution in the Western Cape
(University of Western Cape, 2021) Nsibande, Lungile Nicollette; Titus, Simone
Sport activities are important and helpful for the general development of its participants without unfairness. Women have the same right as men to take part in the sports activities, but women face challenges of inequality throughout the world. The South African female football team has been competing at a high level and have become inspirational role models for many women and girls. Internationally, football and sport has revealed a positive effect on highlighting issues related to gender in sport. This includes a chance for women to earn self-esteem and confidence, have constructive interactions with men, and challenge unequal gender norms. However, little is known about the experiences of female footballers in institutions of higher learning with regards to some of the challenges.
“Exploring challenges experienced by female footballers’ in a higher education institution in the Western Cape”
(University of the Western Cape, 2021) Nsibande, Lungile Nicollette; Titus, Simone
Sport activities are important and helpful for the general development of its participants without unfairness. Women have the same right as men to take part in the sports activities, but women face challenges of inequality throughout the world. The South African female football team has been competing at a high level and have become inspirational role models for many women and girls. Internationally, football and sport has revealed a positive effect on highlighting issues related to gender in sport. This includes a chance for women to earn self-esteem and confidence, have constructive interactions with men, and challenge unequal gender norms. However, little is known about the experiences of female footballers in institutions of higher learning with regards to some of the challenges. Therefore, this study aims to explore challenges experienced by female footballers at a HEI in the Western Cape. This study will use a qualitative method to explore a case of female footballers at a higher education institution in the Western Cape. Data was collected from 10 female footballers in two focus group discussions, as well as key informant interviews with the sport managers, sport officer and coaches of the football team. Thematic data analysis was used to analyse the data. To ensure confidentiality and anonymity, the respondents were given codes/ pseudonyms instead of using their real names. All data was treated with the strictest confidentiality and all ethics protocols have been observed. The interviews were transcribed by the researcher while raw data was coded and clustered into categories and themes as they emerge from the data. The main finding of this study reveals that there is inadequate funding for women’s football. In addition to receiving less support than that their male counterparts, there appears to be a negative attitude towards female footballers.
Exploring the use of digital gaming to improve student engagement at a resource poor institution in South Africa
(Academic Conferences International Limited, 2014) Titus, Simone; Ng'ambi, Dick
Although student engagement has potential to enhance learning and student retention, the use of digital games to achieve this learning outcome remains a challenge in higher education. while the role of gamification is highly predicated in horizon reports to enter mainstream education, the popularity of game-based learning has remained marginal. in this paper we report on the use of game-based learning at a higher education institution where students are pre-disposed to play games outside formal educational settings. this is further compounded by the challenging nature of designing learning activities that fully exploits students' capacity to engage. this paper reports on a case study using game based learning as a tool to mediate engagement for students enrolled in health science education at a resource poor higher education institution in south africa. the aim of this study was to examine the role of a digital game to enhance student engagement within the classroom. by means of mixed methods, this study utilised a design-based enquiry using a case study of sport science curricula. design-based research was used as part of the design and implementation of an interactive learning environment using a technology (gaming) innovation within an education setting. sixty-four students from a sport science department volunteered to participate in this study. quantitative and qualitative data was collected. results indicate that even though 89% if participants indicated that they have played digital games, only 46 % indicated that they have engaged with a digital game for the purpose of learning. baseline data prior to intervention suggested that students did not learn well in groups (70.3%, m=1.91; sd=0.938). however, in post-intervention focus group interviews students expressed that the introduction of a digital game for learning in the classroom aided co-construction of knowledge in a fun and meaningful way. this study concludes that the use of digital games is a valuable mediating tool in sport science education as it strengthens collaborative learning and improves engagement. this paper recommends a strategy to improve engagement and ultimately student retention. this study offers new insight into understanding student engagement within a game based learning environment.
Female sport administrators’ experiences of organisational fit in the workplace
(AFAHPER-SD, 2011) Titus, Simone
Gender inequality in South African sport has been legislated against by a number of constitutionally binding Acts. Although these policies have done much to address the general absence of women in leadership positions in sport, this absence is undoubtedly linked to gender inequality in sport. This is a reflection of the realities which shape women’s understanding of their organizational experiences in the workplace. The purpose of this study was to report on female sport administrators’ experiences of organisational fit in their places of work with regard to their experiences of resistance and exclusion, decision making, the absence of women in leadership positions and tokenism in sport. A qualitative method was used to explore organisational fit as experienced by participants in their places of work. Candidates were purposively selected to reflect the cultural and historical diversity of the women in leadership positions in sport in the Western Cape. Data was collected by using semi-structured interviews and analysed using thematic analysis. Reflexivity and trustworthiness were ensured by doing member checks, clarifying researcher bias and peer review and debriefing.
‘Going virtual’: Innovative online faculty development during COVID‑19
(Health and Medical Publishing Group, 2021) Maart, Ronel; Rhoda, A; Titus, Simone
In response to the national lockdown in South Africa due to the COVID‑19 pandemic, educational institutions adapted their programmes to meet the challenges of the disruption in teaching and learning. In line with this need, the Sub-Saharan African FAIMER Regional Institute (SAFRI) was faced with the challenge of exploring innovative ways to continue faculty development workshops. The SAFRI programme focuses on developing African health professions educators as leaders, teachers, scholars and advocates for change at multiple levels, including individual, school and university, and the health professions.[1] The faculty development workshops, which are traditionally face-to-face, are placed at the end of the 18-month fellowship. Playing a leadership role in developing and facilitating these workshops provides a meaningful learning experience for the fellows to become active role-players and change agents in their own institutions and the broader community of practice. Participation may foster capacity development in areas such as leadership for educational interventions and support for academic activities. It also provides fellows with authentic opportunities to draw on the theories and exposures that were gained during the fellowship. Some of the competencies to plan and implement the faculty development workshops include self and team management, leadership, conflict management and the application of educational skills.
Investigating the lived experiences of female footballers and administrators in the Western Cape: A critical perspective of gender equity
(University of Western Cape, 2021) Nomatse, Nondumiso Wendy; Titus, Simone
Women’s football is one of the fastest growing sports around the world, however, equity is lacking as women have to negotiate for training equipment, financial sponsorship, media coverage and safe transportation. The study represents an investigation of the lived experiences of female footballers and administrators in the Western Cape: A critical perspective of gender equity. The study further assessed the lack of development and support for women involved in football which displays the inequalities experienced by females within the football arena. The proposed study investigated female footballers’ lived experiences with regard to gender equity in football in the Western Cape. The study used a phenomenological approach which focused specifically on the lived experiences of humans with regards to a particular phenomenon which in this study is gender equity.
An investigation into teachers’ abilities to engage parents of learners to assist their children with learning difficulties
(University of Western Cape, 2020) Mtonjeni, Mlamli Christopher; Titus, Simone
Parental involvement in the process of implementing inclusive education is one of the major considerations for ensuring support, especially to learners with learning difficulties. The involvement of parents in their children’s education has been found to have a positive contribution and results in good learning outcomes. In the South African context, the Education White Paper 6 (EWP 6) and the policy on Screening, Identification, Assessment and Support (SIAS) emphasizes the importance of the role of parents in the process of implementing inclusive education. This study aimed to explore the ability of teachers to engage parents to assist their children with learning difficulties. A qualitative research method with a phenomenological research design was deemed suitable for the nature of this study with Bronfenbrenner’s bio-ecological systems theory as a theoretical lens to underpin this study.
An investigation into teachers’ abilities to engage parents of learners to assist their children with learning difficulties
(University of Western Cape, 2020) Mtonjeni, Mlamli Christopher; Titus, Simone
Parental involvement in the process of implementing inclusive education is one of the major considerations for ensuring support, especially to learners with learning difficulties. The involvement of parents in their children’s education has been found to have a positive contribution and results in good learning outcomes. In the South African context, the Education White Paper 6 (EWP 6) and the policy on Screening, Identification, Assessment and Support (SIAS) emphasizes the importance of the role of parents in the process of implementing inclusive education. This study aimed to explore the ability of teachers to engage parents to assist their children with learning difficulties. A qualitative research method with a phenomenological research design was deemed suitable for the nature of this study with Bronfenbrenner’s bio-ecological systems theory as a theoretical lens to underpin this study.
An investigation of best practices in youth development programmes at selected football academies in the Western Cape.
(University of Western Cape, 2020) Jacobs, Ashley Ian; Titus, Simone
Football around the globe has been used as a vehicle for youth development initiatives. Youth development programmes foster social change in communities and provide an ideal development context that often results in active sport participation. In South Africa, there are a number of youth development programmes that not only use football, but also other sporting codes to implement and create sustainable youth development programmes. Therefore, the aim of this study was to explore best practices in youth development programmes of selected football academies in the Western Cape
Managing international, intercultural, and interdisciplinary collaboration in health and well-being capacity building: Lessons learned within the CASO higher education project
(Taylor and Francis Group, 2022) Teunissen, R. A. G.; Dierx, John A. J.; Titus, Simone
In defining successful collaborative international projects within the theory of change or logic model, focus is often on ‘outcome’ and ‘impact’. Less empirical information is available regarding the ‘input’ and ‘activities’ aspects of this model. To address this knowledge gap and to offer insight into pivotal elements for management, this study focused on the lessons learned from the development and management of the international, intercultural, and interdisciplinary collaboration Caring Society (CASO) project. A needs analysis among project members was performed using a cross-sectional questionnaire with 31 multiple-choice and 10 open-ended questions. The combined quantitative and qualitative findings resulted in seven key elements being identified: information/communication, personal capacity building, finance, organization, time, facility, and quality.
The perceived benefits of structured and unstructured physical education lessons: Perspectives from selected high schools in Cape Town
(University of Western Cape, 2019) Johannes, Chanté; Titus, Simone; Young, Marié E.M.
Over the last ten years, research has shown that adolescent activity has decreased in both developed and developing countries. One way of meeting desirable physical activity levels for adolescents in schools is through physical education. Structured physical education is the ideal form of what physical education should entail, however unstructured physical education can also be incorporated as a method to increase physical activity. Because little is known about the benefits of both these types of physical education, this study aimed to investigate the perceived benefits of structured and unstructured physical education lessons as perceived by Grade Eight and Grade Nine learners and physical education and/or life orientation educators in Cape Town high schools.
Predictors of student agency: the relationship between student agency, learning support and learning experiences in an interprofessional health science faculty.
(University of the Western Cape, 2019) Roman, Nicolette V; Titus, Simone
This study illustrates how student agency is formed based on the lecturer-student relationship, learning support and learning experiences in an interprofessional education environment. This study assessed the association of the lecturer-student relationship, learning support and learning experiences on student agency in an interprofessional health science faculty. A cross-sectional study was conducted with 266 conveniently sampled 3rd year students in a Faculty of Community and Health Sciences. The results of this study showed significant positive associations for student agency with student learning experiences (r=.292, p<0.001), the lecturer-student relationship (r=.333, p<0.001) and learning support (r=.209, p<0.001). Furthermore, the lecturer-student relationship was positively associated with learning support (r=.623, p<0.001) in an interprofessional health science faculty. This paper concludes that there are positive outcomes to interprofessional education practices through the development of student agency.

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