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19 August 2021 | Story André Damons | Photo Charl Devenish
Ebeth Grobbelaar is a Scientific Manager in the South African Doping Control Laboratory (SADoCoL) who is responsible for the review and approval of results at SADoCoL, to ensure compliance with the technical requirements of the World Anti-Doping Agency (WADA).

For Ebeth Grobbelaar, Scientific Manager in the South African Doping Control Laboratory (SADoCoL) – which is housed by the University of the Free State (UFS) – her work at the laboratory is profound, as fairness on and off the playing field is vital to her.

“Creating a fair playing field for athletes to compete carries a heavy responsibility, as an anti-doping violation impacts the athlete’s career,” says Grobbelaar, who is responsible for the review and approval of results at SADoCoL to ensure compliance with the technical requirements of the World Anti-Doping Agency (WADA).

Women are the cogs in the wheel

According to her, anabolic steroids, the multiple analytical disciplines, and rapidly changing technical requirements from WADA have attracted her to the sciences of anti-doping. Sixty percent of her colleagues at SADoCoL are women.  “They are the cogs in the wheel, ensuring the laboratory's smooth operation, taking daily challenges in their stride, and excelling in what they do as analysts and administrative staff,” says Grobbelaar.

Grobbelaar says there are many options in the anti-doping field for women inside and outside of the laboratory. Some of the most influential people in the anti-doping community are women – in their roles as laboratory directors, leading researchers, directors of athlete passport management units for international sports federations, or national anti-doping agencies in various capacities.

With all the responsibilities, come challenges and pressure – especially in a year when the Olympic Games take place. 

Women should learn how to say ‘no’ 

“An Olympic year always has additional stress due to the large number of samples before the games. This year, the pressure is more, with not all accredited laboratories operational, as well as disrupted testing schedules due to COVID-19.  Enabling athletes to compete in fairness on the world stage is a responsibility and a privilege.”

“My faith is my anchor.  As far as possible, I try to leave my work behind when I leave the laboratory, and concentrate on enjoyable things such as gardening, my dog, reading, and walking with my dog. On challenging days, something sweet also helps,” explains Grobbelaar the pressure and how she copes with it. 

This Women’s Month, Grobbelaar says, women should learn how to say ‘no’ to create time for rest and play. Says Grobbelaar: “For many women, ‘doing your best’ or saying yes means working yourself to the point of a mental and physical breakdown. Having the courage to say no, loving oneself through rest and play, replenishing our spirits, and realising that we are unique and precious in God’s eyes, is a challenge that many women face.” 

“Rest and play can take different forms, such as having coffee with a friend or being creative.  The important thing is that your rest or play activity brings joy to your soul and energises you. Ask your friends to support and assist you,” she concludes. 

News Archive

New book recommends “rethinking of university readiness”
2015-06-01

A young man draws himself standing behind a brick wall in darkness, striving in vain to reach success and sunshine on the other side. This drawing aptly illustrates the focus of Dr Merridy Wilson-Strydom’s book University Access and Success: Capabilities, diversity and social justice.

Using the capabilities approach, Dr Wilson-Strydom considers the individual wellbeing and quality of life of students as central metrics for understanding access and success. Based on a combination of quantitative and qualitative research, including focus groups, written reflections and drawings, interviews, and participatory workshops, she identifies seven key capabilities needed for a student to successfully transition to university life, namely:

  1. Practical reason
  2. Knowledge and imagination
  3. Learning disposition
  4. Social relations and social networks
  5. Respect, dignity and recognition
  6. Emotional health
  7. Language competence and confidence

At the launch of the book at the UFS recently, Prof Sandra Boni, from the Universidad Politécnica de Valencia in Spain, said: “From a methodological perspective, this book is an excellent contribution in the educational research domain ... It brings a richness of data that allows the author to explore in a deeper way the personal characteristics and the social factors that influence the capability [of students] to participate. ... This book offers interesting avenues for action in the university realm.”

Dr Lis Lange, Vice-Rector: Academic at the UFS, said at the same event: “We will have to rethink what we are doing and how we are doing it. I would like to make it prescribed reading for all deans and HODs.”

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