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01 April 2025 | Story Onthatile Tikoe | Photo Supplied
Louzanne Coetzee
Louzanne Coetzee, a visually impaired Paralympic champion, has been elected to SASCOC’s Athletes Commission.

Louzanne Coetzee, a Paralympian and trailblazer in South African sport, has always embodied resilience, determination, and a passion for pushing boundaries. Recently, Coetzee achieved another milestone in her career – being selected to serve on the Athletes Commission of the South African Sports Confederation and Olympic Committee (SASCOC) for the next Olympic and Paralympic cycle. For Coetzee, this recognition is not just a personal achievement but an opportunity to drive meaningful change for athletes, particularly those with disabilities.

“Being selected as part of the SASCOC Athletes Commission is a great privilege,” she says. “It gives me the opportunity to represent athletes at the SASCOC level and take their issues forward. I was part of the previous commission, and I look forward to building on the work we have already started.”

As a visually impaired (classification T11) athlete with a distinguished career, Coetzee’s experiences inform her approach to this new role. Although she is not directly part of the SASCOC board, her seat on the Athletes Commission allows her to act as a crucial advocate for athletes, contributing to decisions that impact South African sport. “The commission will have its training soon, and we will learn more about our new responsibilities there,” she explains. “But my focus is clear: I want to improve classification opportunities for para-athletes and contribute towards enhancing high-performance athlete support in South Africa.”

Her vision extends beyond just the athletes she represents – she recognises the unique challenges that athletes with disabilities face. “The drive to succeed needs to come from within. You, as an athlete, are responsible for your performance, and that mindset is essential,” Coetzee says. She adds that the commission hosts athlete indabas, where athletes can voice their concerns and share the challenges they face. “We will continue to address these issues and work towards solutions that make a real difference.”

Coetzee has a clear message for young athletes with disabilities: “Your drive for success needs to be part of who you are. You alone control whether you succeed. And when challenges arise, don’t be afraid to voice them and seek assistance. Be creative in finding solutions to your unique challenges.”

Her advice extends beyond the competitive arena. After balancing a successful athletic and academic career with leadership aspirations, she emphasises the importance of time management for those seeking to excel both in sport and leadership. “It might be hard to do both, but it’s achievable if you plan properly,” she says, offering valuable guidance for aspiring athletes who wish to follow in her footsteps.

Her passion for improving inclusivity and accessibility in South African sport drives her to advocate for greater awareness of para-sports. “I want more people to know these athletes and support them on their journey,” she says. “There needs to be more awareness regarding para-sport, and as athletes we need to speak up. If we don’t, things won’t change for the betterment of us as athletes.”

Despite her incredible achievements, Coetzee remains motivated by a simple love for her sport. “I really enjoy what I do. It’s not just a job; it’s a passion,” she says. She also emphasises the importance of diverse representation on boards like SASCOC. “It’s vital that athletes have a say in the decision-making processes that impact their careers,” she says. “If we don’t speak up, things won’t change.”

Her success is also a testament to the support and opportunities she has received throughout her journey. “Everyone at the University of the Free State (UFS), especially KovsieSport and the Centre for Universal Access and Disability Support (CUADS), has played a major role in my success,” she says. “The support has helped me compete at the highest level while remaining academically strong. I am truly honoured to be backed by such a great institution.”

Finally, Coetzee calls on the public to help raise awareness and support for athletes with disabilities. “Show support for these athletes, be interested in the sports they play, and watch Paralympic sports when available. Be vocal about your support, as that can make a huge difference in recognition and opportunity,” she encourages.

As Louzanne Coetzee continues to break barriers and inspire others, her commitment to improving the lives of athletes, especially those with disabilities, remains unwavering. Through her leadership on the SASCOC Athletes Commission, she is not just advocating for athletes today but also paving the way for future generations to succeed in an inclusive and supportive sporting environment.

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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