DEDICATION
5.1 Introduction
5.2.4 Goal setting
129 5.2.3 Physique
A sportsperson’s physique determines the suitability of the sport he or she plays. Just being short, tall, well-built or stocky can determine one’s level of excellence. The learners are conscious of their stature and they use it most effectively to their advantage.
Yamka knows that her physique lends itself well to her position as a goal defence in netball (I am tall and well built (Y14)). A netball player who is tall is ideally suited for this position, and Yamka is known to have the best stretch for that position in KZN.
Gymnastics is a very demanding sport, and Jemma began life as a premature and sickly baby: when I was young I was very sick (Je2). She also suffered from asthma, but despite this she has become one of the best gymnasts in the country. She believes that my body is made for sport (Je1), as she can make her body do whatever she wants it to do. She finds being a gymnast easy compared to the work at school.
130 world of soccer is very enticing to budding soccer players. Nkosi is driven to be a successful soccer player because the lifestyle is inspiring (Nk4), and he wants to have a better life than the one he has at present. Jemma is also from a low socio-economic background and is driven to excel because I get to travel (Je6). She has competed at one international championship and feels that excelling in gymnastics is the only opportunity she will get to travel the world.
Siani is driven by the knowledge that I can jump further than anyone, throw further than anyone. I have a natural talent (Si4). Knowing that his athletic prowess is second to none gives him confidence that one day he will play for the Sharks (Si5). Having an older sibling who is also a KZN swimmer to compete with him (Da3) has driven Daryl to excel in swimming. Daryl used his older brother’s swimming times as a yardstick to better his own, and has done so successfully since he is now in the South African team.
When Nonthando was awarded the Sportswoman of the Year trophy at her school, she was beside herself: I was taking pictures, doing everything with my trophy. I just went crazy (No7). Having had to sacrifice and struggle by herself to reach the level she has, receiving the trophy and being recognised for her hard work, meant the world to her.
She now says I want to be in the SA team (No13) as her ultimate goal. Drea was the first black learner to be awarded the prestigious Sportswoman of the Year award in the 100-year history of her school: The achievement is a plus, but it is doing what you love that is my motivation (Dr5). I would like to make the national team and attend the Olympics 2012; definitely that (Dr6) - are the goals she has now set for herself.
Being acknowledged for their achievements is a definite incentive that drives learners to achieve more. The fact that I was the youngest and won the trophy for goalkeeper of the season (Tho2) encouraged Tholethu to continue being the best goalkeeper for his club. Aiming to break records and having something tangible to work towards - I made 169 not out and this is the top score in Kerrelyn College’s history (Ja3) - was the driving force behind Jarrett’s road to fame. Despite being selected for the provincial netball team, Theola could not make the provincial training sessions due to financial constraints. However, this did not stop her from continuing to play netball at club level.
131 She achieved the Best Player Trophy (The3), and this accolade fuelled her determination to move closer to her goal of playing for her country.
Learners who have experienced rural living and have been provided with an opportunity to succeed are driven to do their best so that they can give back to their family and community. I am a captain with a mission (Se5) is how Sekani sees himself. Having had to work his way from the bottom of the rugby team, his rugby jersey (it is my jersey (Se2)) is his prize possession for it denotes that he has improved in his rugby and achieved provincial colours through hard work and perseverance. Having a holistic approach to her life (I always knew I will be an architect and a national player (Sa1)) inspired Samiya to both set goals for her volleyball and be focused on what career path she wants to follow.
Yamka is driven to perform, and despite having had a major setback through injury, was adamant that she would not stop her training regime: I was really distraught because they told me that I would not be able to do sports again (Y3). Yamka willed herself to overcome the injury and get back to playing sport. Her leg injury prevented her from swimming and playing netball, so she got into a routine of strengthening her upper body (I am very paranoid when it comes to fitness (Y4)). She was driven to get back into sport, so kept her fitness level up. Once the rehabilitation phase was over she not only got back into playing sport but excelled in three codes of sport at provincial level, and was ranked number two for life-saving, also setting a South African record for this.
There are no hand-outs for Brendon, who says, if I want something I have to achieve or do well or save up (B4). Despite achieving and doing well in his soccer, Brendon has to work towards whatever he wants. He does not just get things. His parents firmly believe that their son must achieve or save up to buy the things he desires. This has driven him not only to perform well in soccer but he is determined to overcome the racial issues prevalent in soccer now that he has secured his provincial colours. He would like to attain his national colours: I would like to play for my country (B1).
The personalities of learners who excel in sport are general in nature. What sets them apart is their drive to succeed in their chosen sport. They show tremendous focus and
132 commitment, and are very confident about themselves. They view challenges with a positive attitude and tend to avoid conflict and fights. They have the tenacity to overcome any obstacles placed in their way. The learners see themselves as leaders.
Learners are driven by what they can attain if successful in their sport. They do not want to be ordinary, but want to stand out and be seen. As such, the learners set realistic and achievable goals for themselves. It is these goals that will allow them to progress to the next sporting level and help them to attain their ultimate goal - to play for their country.
Receiving accolades such as trophies and awards drives the learners to perform better.
Learners who play an individual sport are in their own world when it comes to training and competition, and they feel very isolated. They train on their own most of the time, where it is only them and their coach at training sessions.
5.3 Theme two – Sporting excellence and the social context The starting block
In a social environment the learners are surrounded by individuals who impact on their sporting achievements. In this theme I discuss the people who form the support structures for the learners, which includes family, friends, coaches and significant others68 who form the learners’ close-knit circle. This theme echoes Bronfenbrenner’s microsystem, which is the setting in which the learners live and in which the most direct interactions with social agents take place. According to Scanlan & Lewthwaite (1988), the child, coach, and family environment constitute the social context influencing children’s participation in sport. The learner is not a passive recipient of experiences in these settings, but someone who helps to construct the settings.