Sport and Entertainment Management Services-SPENTM LTD

03/12/2015

CHAN 2016 will start from 16th Jan, 2016 to 7th Feb, 2016 in Rwanda

Group A: Rwanda, Gabon, Maroc, Côte d'Ivoire
Group B: RDC, Angola, Cameroun, Ethiopie
Group C: Tunisie, Nigeria, Niger, Guinée
Group D: Zimbabwe, Mali, Ouganda, Zambie

For fixtures please check the link below

http://www.cafonline.com/fr-fr/competitions/chan2016.aspx/Fixtures

14/04/2015

Thanks to all our followers ,we are coming soon with new articles, services and latest info..

20/08/2013

The Rwanda under-20 national team traveled to participate in the francofonie game in france( nice). their won Police FC 3 nul and drew 2-2 with As kigali for their friendly matches.

20/08/2013

20/08/2013

Sunday evening saw the last session of competition at Luzhniki Stadium in Moscow, wrapping up the 2013 IAAF World Championships.

Usain Bolt capped the competition with another scorching performance, running away from the 4x100m Relay field to give Jamaica gold for the third consecutive championships and secure a relay double for Jamaica, who also won the women’s race.

18/07/2013

Sport and medicine in ancient Greece

Sport and medicine in ancient Greece were the result of a widespread tradition of liberty, which was at the heart of one of the most brilliant civilizations in history. Whereas war encouraged the development of surgical knowledge springing out of medical experience on the battlefield, peace promoted the burgeoning of sport as an integral part of Greek upbringing, allowing the chan neling of young people's aggressiveness into physical competition. Medicine was magical and mythological, especially in the time of Homer (9th century BC); Aes culapius, the mythical god of healing, was its reference point. With Hippocrates (5th century BC), the body of medical experience was to be codified and built up, and was to undergo a novel evolution based on the theory of the balance of the four humors. The athlete's men tality, faced with trauma in the sports ground, under went a change; injury was no longer considered a punishment by the gods. At the same time, temple offerings tendered in the hope of victory gave way to the athlete's personal preparation based on a specifi cally modified lifestyle, diet, and training. The resulting progress in medicine and public health, especially from the 5th century BC onward, was not only to favor athletic performances of high quality but also surgical techniques that were very advanced for their time. Thus it can be seen that the medical knowledge associated with the practice of sport progressed during antiquity because of its obligation to follow the warrior and then the athlete.
Full Text (PDF) visit http://sems1.webs.com/

03/07/2013

Vital'o for the first time in history, made it by winning APR 2 nul in the Cecafa Kagame cup monday night. Rwanda was represented by Rayon Sport and APR Clubs.
The next 2014 Cecafa Kagame Cup and in 2015 for national teams tournament will be held in Rwanda..

21/06/2013

SPORT ET RÉUSSITE SCOLAIRE
Il y a une hypothèse répandue que prenant part dans le sport et l'autre résultat de l'activité physique dans la meilleure réussite scolaire. Les mécanismes présumés qui sous-tendent cette relation varient et comprennent :
• A augmenté l'énergie dérivée de remise en forme ;
• Dérivation productifs résultant de temps loin de classe
• Amélioré du comportement perturbateur réduite
• Amélioration du fonctionnement cognitif, à la suite du débit sanguin cérébral augmentation ou amélioration des neurotransmetteurs du cerveau, et
• Une relation entre les compétences motrices et mentales et de l'estime de soi accrue (Etnier chez al, 1997, Lindner, 1999)
Sallif (1999) illustrent que quelques conclusions de recherches pertinentes sont fondés sur des tests standardisés, comparables.
Par conséquent, il n'y a aucune preuve définitive d'une relation positive, causale entre l'activité physique et réussite scolaire. Où cette corrélation ont été trouvés, l'explication de la nature et de la direction de causalité reste spéculation (Berger, 1997)
Toutefois, dans ce contexte, il y a quelques résultats suggestifs :
• Thomas et coll. (1994) concluent que les avantages de l'exercice régulier sur le fonctionnement cognitif sont petites mais fiable pour les temps de réaction, la netteté et math
• Etnier et coll. (1997) conclut que les deux programmes d'exercices à court terme et soutenue a posé des petits gains positifs dans les performances cognitives telles que le temps de réaction, perception, mémoire, raisonnement
Réception de jeunesse activité physique supplémentaire tendent à s'atténuer l'attribution de cerveau associée avec l'augmentation du débit sanguin cérébral, changements dans les niveaux d'hormones, améliorés apport nutritionnel et une plus grande excitation (Shephard, 1997)
Cockey (2002) affirme '' un trio d'études présentés à la société 2001 Conférence neurosciences suggèrent que l'exercice régulier peut améliorer la fonction cognitive et accroître les niveaux de substances dans le cerveau responsable du maintien de la santé des neurones. »
Contrairement aux craintes de certains parents, la recherche effectuée avec groupe témoin et à l'aide de tests standardisés suggère que consacrer substantiellement augmenté le temps scolaire à l'éducation physique et sport n'a pas un effet néfaste sur le rendement scolaire de l'élève (Sallis, 1999)

21/06/2013

PURSUING EXCELLENCE
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SPORT AND ACADEMIC ACHIEVEMENT

There is a widespread assumption that taking part in sport and other physical activity result in better academic achievement. The presumed mechanisms underpinning this relationship vary and include:
• Increased energy derived from fitness;
• Productive diversion resulting from time away from classroom
• Improved Reduced disruptive behavior
• Improved cognitive functioning as a result of increased cerebral blood flow or improvement of brain neurotransmitters, and
• A relation between motor and mental skills and increased self-esteem (Etnier at al, 1997, Lindner,1999)
Sallif (1999) illustrate that few relevant research finding are based on standardized, comparable, tests.
Consequently, there is no definitive evidence of a positive, causal relationship between physical activity and academic achievement. Where such correlation have been found, the explanation for the nature and direction of causal remains speculation (Shepherd, 1997)
However, within this context, there are some suggestive findings:
• Thomas et al (1994) conclude that the benefits of regular exercise on cognitive functioning are small but reliable for reaction time, sharpness and math
• Etnier et al (1997) found that both short-term and sustained exercise programs resulted in small positive gains in cognitive performance such as reaction time, perception, memory, reasoning
Youth receiving additional physical activity tend to improve brain attribution associated with increasing cerebral blood flow, changes in hormones levels, enhanced nutrient intake, and greater arousal (Shephard,1997)
Cockey (2002) states ‘’ a trio of studies presented at the 2001 society for neuroscience conference suggest that regular exercise can improve cognitive function and increase levels of substances in the brain responsible for maintaining the health of neurons.”
Contrary to the fears of some parents, research undertaken with control group and using standardized tests suggests that devoting substantially increased school time to physical education and sport does not have a detrimental effect on pupil’s academic performance (Sallis, 1999)