Qepartment of PhySIcal Educanon, Ken.yatta UfUveTSft,~P.,._ '.~

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1 Qepartment of PhyScal Educanon Ken.yatta UfUveTSft~P.._ '.~

2 154 Njororai W. W. S et al participation of every learner. Thus the nature of these lessons expose learners to the risk of injuries (Wekesa 1994). P.E. more than any other subject involves actual or possible bod...contact and as a result a learner can get injured. Most P.E. activities require the use of potentially dangerous equipment like hockey sticks vaults ropes and rings which if no t used with caution lead to accidents (Daughtrey 1983). Wrong performance of <U1. activity either due to inadequate or wrong instruction could lead to untold injuries in P.E. lesson (Gray1995). According to Bucher and Krotee (1993). njuries in P.E. lessons could also be as a result of failure to supervise as well as conducting acti -ities L.'1. hazardous environment such as swimming pools gymnasia or outdoor pursuits. Recently Wangare (1999) sought to determine' the sources of injury during the teaching of P.E. in selected Secondary Schools in Nairobi Province Kenya. She found that instruction supervision and facilities are major sources of inj:..iries in P.E. lessons. t will be interesting to establish the nature aetilogy contextual mechanism and anatomical localization of injuries occurring to Teacher - Trainees in Diploma Teachers College during P. E. lessons. This will provide useful nformation for future prevention treatment and management of injuries during P.E. lessons. Methods and Procedures: Participants: This study involved an assessment or injuries experienced by 154 second year teacher - trainees of Kenya Science Teachers College. The trainees were being inducted in the following P. E. courses; soccer handball hockey basketball volleyball softball athletics and gymnastics during the period of this study. nstrumentation The collection of data was. two fold. njuries which led to temporary interruption of the lesson were recorded in relation to their aetiological factors nature mechanism and anatomical localization and using a self-constructed protocol. A self-reporting system by the teacher-trainees augmented the data of the study. The teachertrainees had already taken a course on sport injuries. Data was descriptively presented.

3 Assessment of njuries in P.E. Lessons: The Case of Kenya '" 155 Results and Discussion Table 1 summarizes the occurrence of injuries in different units of instruction. T. (10' e 1 [. [ tru ti TT. ntunes per ns c ana Unit: i Nature of Units Units No. ofnjuries Percentaqe BzJl Games j Soccer Volleyball Hockey 17 : Softball 3 i 4.20 Basketball Sub-total Others i Athletics Swimming i Gymnastics Sub-total TOTAL From table 1 it is evident that ball games had majority of injuries 48(66.60%) compared to others 24(33.4<;-;). Further scrutiny indicates that hockey injuries constituted 17(23.6%) followed by volleyball 13 (18%) and gymnastics had the least "number of njuries 2(2.8%). The findings are in agreement with available literature that ball games make people/learners encounter confrontational situations which bring about collisions. The fact that balls (hockey) in themselves are missiles may cause injuries like contusions. The competitive aspect in the game activity part of a P.E. lesson makes sprains and strains to occur as learners over-exert themselves to get the ball from partners or even opponents. The few injuries experienced in the individual sports disciplines is attributed to the nature of these areas of study. The activities in these areas of study are performed individually and hence there is no room for physical contact. However improper stepping poor execution of skills and equipment (hurdles hammer ect) leads to injuries in athletics while improper diving or hitting the rail and direct falls led to the injuries in swimming and gymnastics respectively (William1991 and Fowler 1994).

4 " 156 Njororai w W.5 et al Table 2: Mectianistri of njuries in P.E. Lessons. Context Factor i Number Percentage Apparatus/ Facility Ball Hole/obstacles Hurdles Water rail Sub-total Self inflicted?all i i : Poor landing i Sub-tot al i Partner/Opponent Collision Sub-total TOTAL i.. From table 2 facilities and apparatus caused most injuries 44 (61<:;/0) self-inflicted injuries accounted for 16(22.2%) while the partner or opponent caused 12(16.7%) of all the injuries. Most of the injuries under equipment and facilities were caused by the ball 21(29.2%) water activity led to 13(13.O'-Yo) obstacles 3(4.2%) and hurdle s/ sticks caused (9.7%) of injuries. t is in the same vein that MOTriS(1987) observed that apparatus hancuing and improper landing contributed. to injuries in sports. Although the mechanism of injuries in P.E. lessons has not been extensively documented it is evident that improper landing and poor handling of apparatus contributes to injuries in a P.E. lesson (Daughtrey 1983). The teacher can reduce injuries caused by apparatus through teaching skills using the part-whole-part method (Dauer and Pangrazi 1983) culd also by allowing learners to have ball and equipment sense development. Proper teaching of weight transfer methods and correct acquisition of skills will reduce injuries emanating from falls and poor landing (Ekstrand 1994). Physical conditioning proper warm up and cool down are other aspects that should.be emphasized as preventive measure against injury occurrence: Table 3: Nature of njuries: Tupe i Number Percentage Sprains Strains f Contusions Cramps S Bruises TOTAL

5 Assessment of njuries in P.E. Lessons: The Case of Kenya \ Table 3 shows that most of injuries were sprains 38(52.8%) followed by contusions 11{15.3(%).The nature of these injuries presuppose that the ball poor landing and collisions may have contributed to high number of sprains observed in the study. High incidences of sprains could also be attributed to inadequate warm-up and poor techniques in executing skills. Supportive evidence indicates that games like handball volleyball and basketball cause numerous injuries to the fingers (Akpata 1997) and Restrom 1994) swimming causes injuries to the shoulder and elbow (Morris 1987) while soccer causes injuries to the ankle joint (Ekstrand 1994). The types of injuries shown in table 3 are common in any vigorous physical activity. However strains and cramps can be reduced if the physical activity program observes the principles of progression and specificity coupled with adequate warm-up and cool down. Contusions can be minimized by organizing the class into smaller gtoups while bruises which occur due to the nature of surface can be reduced by identifying and using obstacle-free fields and use of mats in the case of gymnastics (Morris 1987). Proper care and maintenance of the fields could also help reduce injuries. Table 4' 4natom:callocation - of injuries Region Part ; Number Percentage Upper Wrist joint i extremity Fingers ~SUB-TOTAL '" Lower back J 4.20 Torso Torso SUB-TOTAL Face Head Neck SUB-TOTAL Knee joint Lower Shin extremity Ankle joint Thigh SUB-TOTAL i TOTAL

6 158 Njororai W. W.S et al Table 4 shows that most ot the injuries occurred to the lower extremity 36(5(Jl/~) followed by upper extremity 23(31.9%) Torso 8(11.1%) and head 5(7.O'Yu). Further scrutiny reveals that the ankle j oint registered 14( 19.4%) of all the injuries occurring to the lower extremity followed by the shin %). The other parts of the body affected included the fingers and hands which accounted for 17(23.6%) of all the injuries. From the findings it is apparent that the lower extremity is the region most vulnerable in regard to the games of soccer and hockey. Hockey being a game where a ball that is used is hard arid moves with a high speed/velocity exposes one to a myriad of injuries in the lower leg compounded with the use of sticks in a crowd (Wekesa et ai 1993). njuries to the fingera/ phalanges are expected in volleyball '(Gitonga and Akpata 1997) Softball (Janda 1994) and basketball (Akpata 1997). njuries to the fingers can be reduced by tapping wrapping and wearing protective equipment. Adequate warm-up before any physical activity and cool down after the activity goes along way in preventing some of these injuries. Conclusion and Re co m m.e n dat io ns The study has established chat injuries occur ill P.E. lessons at diploma education levels. Although the injuries are minor they impact negatively on the future participation of teacher-trainees in both P.E. lessons sports in general. Therefore it is advisable for lecturers to develop content in line with accepted methodological and pedagogical principles of physical education skill acquisition and mastery should be the crux of a P.E. lesson. This can be done through strict adherence to:- Proper warm up and cool down procedures. Reduction of competitive play in the game activity part of P.E. lesson. Wearing of protective equipment where applicable. Learners need to be warned beforehand on any impending dangers for necessary precautions to be taken.. Grouping of learners should follow the accepted paradigms. Lecturers should emphasize the rules and regulations governing each game. ndeed some can be amended or tailored to suit a P.E. lesson. Strict supervision of the equipment as well as general safety around the teaching area.

7 Assessment of njwles in F.E. Lessons: The Case of Kenya References Akpata D. (1997). An assessment of Basketball injuries n Kenya. A paper presented during the third scientific congress of AFAHPER -S.D. Nairobi Kenya. Bucher C.A.& Krotee M.L. (1993). Management of physical Education and sports. Chicago Mosby year. Dauer V.P.& Pangrazi R.B. (1983). Dynamic Physical Education for elemeniarq school children. Minnesota Burgess. Daughtrey N.J.. (1983). Liability. JOPERD Ekstrand J (1994). njuries in soccer. n P.A. Renstrom (Ed) Clinical practice of sport injury prevention and care. Oxford: Blackwell Scientific. Fowler. P.J. (1994). njuries in swimming. n P.A. Renstrom (Ed). Clinical Practice of sport injury prevention and care. Oxford Blackwell Scientific. Gitonga E.R. & Akpata D. (1997). Patterns of injuries during the 121h Africa Feminine Club Championship in Nairobi. A paper presented during the third Scientific Congress of AFAHPER -SO NAlROB KENYA. Gray.G. (1995). Physical activity Health and well being. Quebec: World Forum on Physical Activity and Sport. Janda D.H. (1994). njuries in Baseball and Softball. A study of preventive measures. n P.'-\. Renstrom (Ed) Clinical practice of sports injury prevention and care. Oxford Blackwell Scientific. Morris A. F. (1987). Sports Medicine: Prevention of athletic njuries Dubuque: \V.M.C. Brown. Restrom P.A. (1994). Clinical practice of sports injury prevention and care. Oxford Blackwell Scientific. Wangare P.W. 1999). Sources of injuries in Physical Education classes in Nairobi Secondary Schools: mplications for legal liability. Unpublished. M.Ed thesis Kenyatta University. Wekesa M (1994). How are sports managed in Kenya secondary schools. Medicus Wekesa M. Asembo J. and Njorarai W.W.S. (1993). Preparation and medical care of the Kenya national Hockey Team at the fifth Africa Cup of Nations Championship. East Africa Medical Journal. 70. William P. (1991). Fitness for college and life. Baltimore Mosby.

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