ABSTRACT
It is evident that the coronavirus (COVID-19) pandemic has affected every facet of live. The continuation of sporting activities being an integral part of the modern society, in the light of the COVID-19 new normal presents a scenario of 'business unusual' for both sport practitioners and followers alike. Using a desktop methodology, the paper adopts a systematic review approach to assess the multifaceted impact of COVID-19 (physical, psychological, economic, and social spheres) on the sport industry. The paper found that the effect of the pandemic is both horizontal (sport managers and administrators) and vertical (sport practitioners and fans). It argued that while the precautionary act of limited social interaction may provide temporary protection from the disease, it is likely to reduce the immune functionalities of persons as well as destroy the balance of normal physiological, economic, and social mechanism in the longterm. With the massive disruption and widespread suffering that the pandemic has inflicted on sports communities, the need to respond in the most positive and constructive way is paramount. However, it is plausible that the sport industry’s response should this pandemic continue, or ends will definitely change the operations of the events for the industry as we know it.
ABSTRACT
Background: The coronavirus disease (COVID-19) pandemic brought unprecedented changes leading to ‘business unusual’ in all facets of life and livelihood on a global scale. The restrictions on gathering, social distancing and lockdown measures necessitated by the need to curtail its spread, had, and still have an enormous impact on the educational sector as indeed all spheres of life. These measures implied a change in the traditional modus operandi of curriculum and delivery options for educational institutions in South Africa in the bid to continue academic sessions. Hence, a transition of educational institutions from physical interactions to virtual meetings and the need to evolve curriculum contents and delivery. Aim: With the peculiarity of the South African socioeconomic and political space, this article assessed the viability of curriculum change and delivery options (e-teaching and learning) for both students and instructors in the higher institution and the varied implications. It drew from discourses around the theory of localisation within educative context to create a more student-centred approach especially with the situation of less physical contact. Setting: The discourse is set within the South African educational space. Method: Considering the novelty of Covid-19 research and the challenge of contact, the study adopted a participatory action desktop research method to collect and analyse secondary data. The article vividly discussed how institutions transitioned to a localisation of frameworks and policies to ensure successful academic sessions. Results: The educational landscape in South Africa is still plagued with historical antecedents of social injustice, funding, and resource allocation as well as the ever-present pressure of making education affordable to majority of local students. Also, the weakness of the online teaching methods to the physical contact method for learners and practitioners could be summed up into the issues of connectivity, technical knowledge, and attention span. Conclusion: The conclusion enumerated the need for the implementation of policies and frameworks on proper utilisation of online systems to adjust to the demands of less contact-based approaches in favour of virtual approaches. The study called for adequate consideration to issues around the localisation of teaching and learning techniques considering the peculiarities of South Africa with focus on the opportunities, feasibility, and challenges of online measures especially for those in economically disadvantaged spaces.