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East

*Corresponding author:
Email: dagnegetachew@hu.edu.et +251- 913282529

Challenging students’ performance through Practical Skills Assessment in
Elective Football coaching in Hawassa University: An action research study

Dagne Getachew1, Samuel Assefa2, Mekoya Mengesha3

1 Department of Sport science, Hawassa University, P. O. Box 05, Hawassa, Ethiopia
2 School of Teachers Education, Hawassa University, P. O. Box 05, Hawassa, Ethiopia
3 Sport Science Academy, Jimma University, P. O. Box 378, Jimma, Ethiopia

KEYWORDS:

Football coaching;
Practical skill assessment;
Student’s performance

ABSTRACT

Complaints from the university students enrolled in sport science fields or their hiring
employers have been heard to practical assessment in sports science. On top of that,
long years ofexperience in teaching taught us the problem of practical skills
assessment has existed in sports science. This problem emanates primarily from the
activities of gross motor parts of the organism while doing sport; leading to a highly
subjective assessment. Furthermore, the absences of safe and secured facilities for
practice, large class sizes, as well as the absence of video materials, to track students’
progress, are among the other factors. This study used the process of action research:
identify-plan-act-reflect, in order to improve 3rd year, sports science students'
practical assessment skills in Elective football coaching at Hawassa University. The
study participants included 25 randomly selected students from a population of 50
students. Football's basic skill first was taught theoretically and practically for the
betterment of easy to conduct assessment skills. To do so, the researcher allotted three
sessions in consecutive days; after conducting the pre-test assessment. The study has
shown that there was a statistically significant increase of difficulty dribbling and
trapping the ball from pre-test (M= 1.24, SD= .43) to post-test (M=1.64, SD=.49),
t(24)= -4, P<0.005). The eta squared statistics (.4) indicated a large effect size. There
was statistically significance increase of control ball with both feet from pre-test
(M=2.44, SD= .5) to post-test (M=3.72, SD= .45), t(24)= -8.6, P<0.005). The eta
squared statistics (.75) indicated a large effect size. There was statistically
significance increase of ability to dribble either direction with token pressure from
pre-test (M=2.56, SD= .5) to post-test (M=4.76, SD= .43), t(24)= -17, P<0.005). The
eta squared statistics (.92) indicated a large effect size. Therefore, from the five
parameters of football skill practical assessments, all skill parameters are significant
to apply in assessing the psychomotor domain of football in the Elective coaching
course at Hawassa University. The findings revealed that, participation of students in
educational assessments are resulted an alteration of training performance in
academics.

INTRODUCTION

Professional skills in sport can be developed
through a variety of ways, initiation,

qualification, training, specialization, and re-
training (Gloriaa et al., 2015).This can be
realized with suitable assessment among others;

East African Journal of Biophysical and Computational Sciences

Journal homepage : https://journals.hu.edu.et/hu-journals/index.php/eajbcs
Hawassa University

College of Natural & Computational Sciences

Year 2021

Volume xx No xx

Research article



East Afr. J.Biophys.Comput. Sci., Vol. 2, Issue 1, 64-73

65

Popa et al. (2009) figure out that, formative
assessment is powerful effect on stimulate
learning and boost up instructional-educational
processes. Unlike the theoretical assessment in
sport science, practical skillassessment should
be presented via explaining the skills prior to the
formal assessment and even correcting the
errors of the performer. Because football skills
preferred gross motor action, involvement of
major large muscle groups: quadriceps femoris
and calf muscles. Unlike fine motor skills, the
involvement of small muscle groups, which
enable us to write on the paper and typing a
computer. The actions offered by our feet are
not accurate. Based on Popa et al. (2009)
observation, they claimed that formative
comparatively from others is very powerful and
effective in educational-instructional processes.
Since assessment is perceived as manipulation
of instructional-processes, within the scheme
professional values are structured, shaping the
assessment ability is a necessity to check the
work of training and for future teachers, to be
stacked with the archive.

Based on Gloriaa et al. (2015) discussed that
students are expected to learn verbal and
communication skills while they are learning,
simultaneously they should be brought with the
ability of assessment empirically, and it can
empower them to use in their career profession.
Allowing permanent involvement of the
student’s, in the ability of formative assessment
skill, bring improvement in their educational
objective of the pre-determined outlines. As per
the educational formative objective and the
instruction, content constitutes the training of
assessment skills on the teacher's course
description.

In Ethiopia, Dessalegn (2012) tried to bring the
experience of teachers in practical assessment
skills studied in Awi Zone, though the designed
questionnaire is very vague and difficult to
accept by the readers. The same author found
out from Awi Zone's physical education
teachers, 43.75% of sport science teachers do
not incorporate practical assessment into their
lessons, while 56.25% of teachers bring
practical assessment every day. The data is not
consistent within the study; still, the paradox is
going on because of the experience of higher
institution sport science teachers. Enormous
studies have been conducted in theoretical
assessment of sport science skills, but
limitations of studies are shown in the area of
practical assessment skills.

The instructional-educational process, as
Gloriaa et al. (2015)notedin higher education,
various competences are developed. Among
others, Praxeological competences are offered in
the sport skill pedagogy, training of assessment
competence and capacity for the evaluation of
practical skills. Furthermore, students are
permanently considering in the execution of
assessment, detecting errors of fellow students
and also grading performance. The ideology
brought more freedom for the learner, being
active in the decision process also.

The current research is embedded theoretically
to critical action research; problem is identified
in the teachers’ work area. Action research
should be conducted to solve the problem
identified via presenting an action plan as
remedy. Further this thought of action research
justified that, philosophically the teachers
believe that the normal research is doing on the
teacherrather for them (Mills, 2014). For
instance, students’ are challenged with time



East Afr. J.Biophys.Comput. Sci., Vol. 2, Issue 1, 64-73

66

consuming problem solving methods in
mathematics, to overcome this problem the
mathematics teacher can present a new problem
solving strategy. So that, the teacher researcher
can writes up the influence of the new
intervention. Therefore, the purpose of this
action research was to improve the subjective
nature of practical assessment to make objective
in Hawassa University 3rd year sports science
student's practical assessment skills in Elective
football coaching.

Initial reflection

Based on Gamachis et al. (2021) justified that,
teachers are working in a more controlled
manner, promising to the country’s educational
system. The educational policy approach is rigid
and inflexible to induce implementation of
authentic pedagogical texts. In their study, they
have objectively concluded that, practitioner
inquiry or action research can present an
opportunity to present an immediate solution
concerning the problem of teaching learning
process. Teachers in the school curriculum are
mechanized into traditional teaching strategy,
incubating a dictatorial socio-educational
system in the country. However, instructors in
Ethiopian public higher institution are working
in a more free will environment; they can
construct and implement authentic pedagogical
texts. From the experience, instructors in sport
science have limited their action to conduct an
action research to provide a solution for the
subjective nature of the courses. They are
accustomed with the old saying, assessing the
psychomotor domain of sport skills are
subjective, traditionally customized themselves.
Even a blurred vision exists, to differentiate the
normal research from the action research. The
essence of normal research is simply

conducting, administering a questionnaire on the
teacher on the other side, the action research
bring a solution for the teacher. It is true that,
the magnitude and strength of the problemis
known by the researcher; prior to conduct the
action plan for implementation.

In teaching sport science, teachers are
overwhelmed by practical skill assessments,
because of the subjective nature of the course.
As well as the type of serial skills, in which the
students are expected to execute different
connected skills, this needs the involvement of
gross motor skill, at a particular period.
Movements demanding the involvement of large
muscle groups are not accurate; it needs more
repetition to perceptualize. Thus, the skill
should make a vicious circle until it becomes
internalize and it may demand the intelligence
of the students while the skill is conducted
randomly.

However, it does not mean that there is no
problem in the theoretical class but the practice
which is done in the field is more exaggerated,
rate of skill assessment. The current sport
science courses are classified into indoor and
outdoor course delivery. In the first case, the
students who are taught indoor or in the
gymnasium may not be affected by weather
conditions like sun, rain, and windy
environment. But outdoor sports activities like
football are not conducting in the above
environment. So that the level of judgments will
be affected because of giving a test at one shot
as well as tiredness of both teachers and
students, which leads the assessment too much
subjective. In this regard, practical skill
assessment should be taught first as well as the
practicing the assessment should be given



East Afr. J.Biophys.Comput. Sci., Vol. 2, Issue 1, 64-73

67

before the actual assessment is started for the
improvement of student’s performance.

The objective of incorporating “Elective sport”
into undergraduate sport science curriculum by
2012 is to differentiate the existing sport based
on student’s area of interest and alleviating the
scarcity of coaches in the country. Giving the
above fact, majority of graduates in the area of
football coaching are complaint on their
performance and within a decade action
research has not conducted to maximize the
objectivity in football assessment.

In the light of the above fact, the current
researcher tried to induce intervention from the
traditional teaching way, because action
research in nature oblige the classroom teacher
to practice out of the usual locus of control.
Thus, beyond the usual custom of student’s skill
assessment, this research work presented to
challenge their performance other than the
traditional approach of footballskill assessment.

The study was conducted with the objective of
minimizing the bias of practical skill assessment
after they have been thought by the instructor.
More specifically,  to reduce the subjectivity of
assessment in Hawassa University 3rd year
sports science student's practical assessment
skills in Elective football coaching and also
enhance the quality of practical skills
assessment for the student concerning the
mechanics of each technique in football.

MATERIALS AND METHODS

The instrument is developed from with the
assumption that, 80% of the goal score is scored
from three consecutive passes in football
matches (Reilly and Williams, 2003; Reep and

Benjamin, 1968). The empirical evidence of the
previous match analysis conducted by the above
authors are agreed and presented for football
coaching specialization graduating class of 2019
in Hawassa University. In this regard, the
current teacher researcher is sliced the football
skills into five independent skills in a stations
where the student coaches are going to be
assessed. They are namely, (1) has difficulty
dribbling and trapping ball (2) Possesses some
ball skills but they are very limited (3) Can
control ball with dominant foot only (4) Can
control ball with both feet (5) Has ability to
dribble either direction with token pressure (6).
For instance, the first football skill is “has
difficulty dribbling and trapping ball”, while the
teacher researcher is administering the skill
performed by student coaches. Every skills has
got measured onto three levels, accurate, partial
and inaccurate, it can simplify the rating process
at time of football skill assessment. The study
preferred a cross-sectional research design,
teaching and demonstrating five football skills,
they are utilized for a formal assessment.

The study was conducted at Hawassa
University. The study participants included 3rd-
year sport science students; from the problem
which has been detected on practical skill
assessment in Elective football coaching. The
study participants include 25 (twenty-five)
randomly selected student participants from a
total of 50 (fifty) students. The study used: pre-
test and post-test measures, adopting from
football skill assessment for individual skills.

The study followed four consecutive stages to
detect the problem and improving stages
namely: (a) initial reflection phase- based on the
subject teacher and head department, the
problem was identified in practical skill



East Afr. J.Biophys.Comput. Sci., Vol. 2, Issue 1, 64-73

68

assessment from the experience of teaching-
learning, (b) Intervention action plan phase-
based on the reflection upon the practical skill
assessment from the subject teacher with the
head department, and also pre-test will be
administered on the respondents, (c)
Implementation and data collection phase-
conducted by higher diploma program (HDP)
candidate and followed by post-test were
administered (d) analysis of data and reflection
phase- includes discussion and comparison of
the pre and post-test findings and reflections on
the recommended action. The pre-test has 6
components.

RESULTS

The results of individual assessment for team
play is summed in table 1. The skill is provided
and prepared with seven variables (explaining
football). The weights are allotted based on the
difficulty level of the skill assessment. They are
divided by five and it can better explain
student’s assessment from the point of Accurate,
partial accuracy, and inaccuracy; 6 & 19, 16 &
9; respectively. This explains, according to the
result of pre-test results, they are less accurate
while they are executing on difficulty dribbling
and trapping the ball. At the time of the post-
test, the result is reverted and shown
improvement in their football skill delivery to
conduct the assessment (Table 1).

Table 1: Summary of the results of students’ measures on pre-and post-tests

Components of Individual football skills Parameters of
assessment

Pre -
measurement

Post
measurement

Difficulty dribbling and trapping the ball Accurate. (2) 6 16
Partial (1) 19 6
Inaccurate - -

Possesses some ball skills but they are very
limited

Accurate (3) - -
Partial (2) 8 18
Inaccurate(1) 17 7

Control ball with the dominant foot only Accurate (4) - -
Partial 19 19
Inaccurate (2) 6 6

Control ball with both feet Accurate (5) - -
Partial (3) 11 18
Min. (2) 14 7

Ability to dribble either direction with token
pressure

Accurate (6) - -
Partial (3) 14 19
Inaccurate (2) 11 6

NB: The numbers in brackets (2, 3, 4, 5 & 6) are allotted to accurate skill executions based on the difficulty skill
levels presented in each football components. For the partial and inaccurate measurement less number was given.



East Afr. J.Biophys.Comput. Sci., Vol. 2, Issue 1, 64-73

69

The test consists of 5 football skills, which
gathers information about the basics of
football. Namely: difficulty dribbling and
trapping the ball, possesses limited ball
skills, can control the ball with the
dominantfoot only, Can control the ball with
both feet and can dribble either direction
with token pressure, the weight of each skill
are, 2, 3, 4, 5 & 6; consecutively applied on
the students. The assessment of football
basic skill items was analyzed by dividing
the items out of 5 (five).

As summarized on table 1, individual
football skills on difficulty dribbling and
trapping the ball before (pre) and after
(post)-test/measurement were 6 & 19, 16 &
9; respectively. This means that the value
shown a change in numerical value.
Similarly, possesses some ball skills but
they are very limited, were measured to be 8
& 17, and 18 & 7; at pre and post-test
respectively. Control ball with the dominant
foot only was measured on pre and post-test,
from the point of Accurate, partial accuracy,
and inaccuracy; 19 & 6, 19 & 6,
respectively. Control ball with both feet was
measured on pre and post-test, from the
point of Accurate, partial accuracy, and
inaccuracy; 11 & 14, 18 & 7, respectively.
ability to dribble either direction with token
pressure were measured on pre and post-test,
from the point of Accurate, partial accuracy
and inaccuracy; 14 & 11, 19 & 6,
respectively.

Action and implementation plan

Based on the initial reflection phase, HDP
candidate designed an intervention to teach a
soccer skill for individual assessment, before

the assessment they were coached
concerning the implementation of the test.

For the betterment of the practical
assessment, first, they have introduced the
concept of peculiar football skills to be
examined in the classroom. Then they were
thought the five soccer skills of the
assessment and they will be informed for the
practical assessment.

In elective football coaching mainly
instructors are using to evaluate the capacity
of students in the following type of practical
skills: (a) difficulty in dribbling and trapping
ball, (b) possesses on some ball skills but
they are very limited, (c) can control the ball
with the dominant foot only, (d) can control
the ball with both feet and (e) ability to
dribble either direction with token pressure.

The first practical skill which is: difficulty
dribbling and trapping ball, before the
execution of the given skill, will be told how
to execute. Because in sport there are
mechanics on how to manipulate the skill;
when they are displaying the skill their
heads need to be down and the distance
between the feet and the ball, not more than
15 inches. The second football skill is: the
ball should be retained via his position and
he should protect the ball from the
opponents. The third football skill should
be: do the students are controlling the ball
with the dominant foot only. Fourthly, do
the students use both feet while he is
applying the technique. Lastly, students can
dribble the ball in either direction with token
pressure.

Findings



East Afr. J.Biophys.Comput. Sci., Vol. 2, Issue 1, 64-73

70

In this section, the comparison of students'
test scores is presented based on the
participants’ pre and post results. Figure 1
shows the comparison of pre and post-test
for each parametermeasured. Either the

intervention brought a change also has been
assessed, only three a consecutive day of
practical training was given for the third-
year elective football coaching students.

Figure 1: Comparison of pre & post test scores

As per the subjectivity of practical
assessment, it is the big deal in the academic
institutions, however the time for
intervention unveil some alteration
concerning the psychomotor domains of the
subjects. In the process of assessment,
students were given five independent but
interrelated pieces of soccer skills without
demonstration of model or instructors. The
subjects were faced challenges to execute
and emanate towards the external stimuli,
but with the assistance of their classmates
they have invariably responded to the test.
Apparently discussing, scores were taken
that is the highest peak among the
comparators of accurate, partial accurate and

inaccurate. This is because of other factors
like the length of engagement in practicing
the skill of soccer, method of teaching and
limitation of materials. In the time of pre-
test, students have known the way of
execution but unable to associate with the
specific type of soccer skills randomly. One
of the parameter to assess students were
difficulty dribbling and trapping the ball, the
pre-test score is maximum, it explicit that
the intervention does not show change from
the result of post-test. In the soccer skill,
dribbling can help us to overcome our
opponents even with the maximum number
of players are aggregated in the specific
area.

0
2
4
6
8
10
12
14
16
18
20

Difficulty
dribbling and

trapping the ball

possesses some
ball skills but
they are very

limited

control ball with
the dominant foot

only

control ball with
both feet

ability to dribble
either direction

with token
pressure

pre-test

post-test

Parameters of Assessment for soccer skill

T
o
t
a
l
m
a
r
k
s



East Afr. J.Biophys.Comput. Sci., Vol. 2, Issue 1, 64-73

71

However, with the three independent
assessors (like, possesses some ball skills
but they are limited, control ball with both
feet, and ability to dribble either direction
with token pressure), the intervention has
able to embark some amount of changes in
the soccer assessment skills.

In the final event that is happened in a
steady state is the control ball with the
dominant ball only, result is not ubiquitous
unlike to the three changed skill of soccer.

Table 2: Summary results of the paired sample t-tests across the 5 measures

Components of Individual football skills Mean N SD GM t test P value

Pair 1 Difficulty dribbling and trapping the ball Pre 1.24 25 0.436 -0.4 -4* 0.001

Post 1.64 25 0.490

Pair 2 possesses some ball skills but they are very
limited

Pre 1.32 25 0.476 -0.4 -2.8* 0.009

Post 1.72 25 0.458

Pair 3 control ball with the dominant foot only Pre 2.36 25 0.490 -0.4 -3* 0.005

Post 2.76 25 0.436

Pair 4 control ball with both feet Pre 2.44 25 0.507 -1.28

Post 3.72 25 0.458 -8.6* 0.000

Pair 5 ability to dribble either direction with
token pressure

Pre 2.56 25 0.507 -2.2 -17* 0.000

Post 4.76 25 0.436

* significant (p<0.05), GM= grand mean, SD= standard deviation

In general the intervention has resulted change
in the academic assessment of students
concerning soccer skill assessment. To realize
and grasp change, there must be a demonstration
before execution of the skill. Teachers found in
Ethiopian public higher institutions, of sport
science department can devote ample time for
practice and active demonstration can be
executed by the instructor for the betterment of
assessment.

A paired samples t-test was conducted to
evaluate the impact of assessment on student’s
score in football skill assessment. There was
statistically significance increase of difficulty

dribbling and trapping the ball from pre-test to
post test (p<0.005). The eta squared statistics
(0.4) indicated a large effect size.

There was statistically significance increase of
possesses some ball skills but they are very
limited from pre-test to post test (p<0.009).
There was statistically significance increase of
control ball with the dominant foot only from
pre-test to post test (p<0.005).

There were also statistically significance
difference in the other components of individual
football skills. There was an increase of control
ball with both feet from pre-test to post test



East Afr. J.Biophys.Comput. Sci., Vol. 2, Issue 1, 64-73

72

(p<0.005). The eta squared statistics (0.75)
indicated a large effect size. There was also
statistically significance increase of ability to
dribble either direction with token pressure from
pre-test to post test (p<0.005). The eta squared
statistics (0.92) indicated a large effect size.

DISCUSSION AND CONCLUSION
According to Mills (2014), a written account
concerning the classroom life experience is
important; it can be a record for professional
and personal use. In this regard, the researcher
has not found resemble literatures which can be
used as a stepping board to show the agreement
and disagreement of the action research.

The finding of the study is supported by Fitts’
Stage Theory of Motor Learning, developed by
different authors (Schmidt and Lee, 2005,
Abernethy, 2001; Anderson, 1982). As noted by
Fitts’ model, there are three stages learners can
go through, cognitive, associative stage and
autonomous stage. In the cognitive stage,
elective students should be taught about the
rules and verbal instructions of the selected
football skills. The session can provide an
opportunity to the learners or they are free will
to practice with different errors. In the second
stage, candidates can easily associate with every
pattern of skill and be consistent. Finally, more
practice is presented for the learner can
maximize their performance and execute with
minimal error.

One of the main challenges in sports science
coaching practice is how to evaluate the
practical performance of students, owing to the
absence of standard parameter used for
assigning grades. Football instructors are using
different approach and rating system to measure
the performance of football coaches.

In this regard, this action research identified a
problem in elective football coaching course,
designed an intervention of teaching on the
given assessment contents in practical sessions;
they have provided with how the content
measured and also the pattern of each skill
practiced. Students had open discussion
opportunities to deal with the psychomotor
domain of the subject; practiced prior to the
main assessment sessions.

A few elite footballers’ has the capability to
play in both feet, but in executing an assessment
there must be teaching the technique of football
and students should be informed. The
experience is different in assessing the
theoretical domain of football amid fear of mark
inflation. Thus, in practical assessment, the
pattern of test should be provided to the
student’s. In this way, the subjectivity of
objectivity can be decreased and customer’s
satisfaction can be achieved.

In general, the study revealed that there is a
significance difference in all variables of
football skill practical assessment. In football
learning, dribbling is difficult to catch easily
from the coaches or trainers even at the time of
assessment. But if dribbling with trapping the
ball may be taught prior to the actual
assessment, the performance of elective students
can be escalated. During the attachment phase,
they have shown progress in their individual
football skills practice in addition to the direct
measurement of their performance. Based on the
findings, the researcher concludes that, students’
need to be learned the contents and assessments
both theoretically and practically.



East Afr. J.Biophys.Comput. Sci., Vol. 2, Issue 1, 64-73

73

Study Limitations

The study has limitation pertaining the limited
number of variables, area coverage and sample
size (number of participant, representativeness,
year of graduates). Moreover, instead of
approaching the most fragmented skill
individual assessment, an integrated assessment
developed by team of professionals may need
further investigation.

Acknowledgement

Special thanks should be given for the graduate
class of 2019 sport science students for their
willingness to participate in the research.
Though the paper is not funded by any
organization, for the accomplishment of this
mini version; kudos for the HDP supervisors of
Hawassa University for their assistance without
reservation. This contribution may not be
realistic without creating an opportunity by
teaching higher education.

References
Abernethy B. 2001. Acquisition of skill. In F.S.

Pyke (Ed.), Better coaching: Advanced coach’s
manual (2nded.). Lower Mitcham, Australia:
Human Kinetics. pp. 161-170

Anderson J.R. 1982.Acquisition of cognitive
skill.Psychological Review 89: 369-406.

Dessalegn, A. 2012. The Practice and Challenges Of
Continuous Practical Physical Education

Assessment At Awi Zone Preparatory Schools
(Published M.A. Thesis). Addis Ababa
University.

Gamachis B., Dereje T. B., Adinew T. D., Abera A.
and Alemayehu G. 2021. Teachers‘ concerns
and policy suggestions for bridging the wide
gaps between policy ambitions and classroom
practices in Ethiopian teacher education system,
Ethioinquiry Journal of Humanities and Social
Sciences 1(1): 62-76.

Gloriaa R., Constantin R. B. and Marinelac, R.
2015.Training of students' practical assessment
ability in physical education and sports science.
Elsevier. Procedia - Social and Behavioral
Sciences 180 1311 – 1315.

Mills G. E. 2014. Action Research A Guide for the
Teacher Researcher (5thed.). England and
Associated Companies throughout the world.
Pearson Education Limited. Edinburgh Gate
Harlow Essex CM20 2JE

Popa N. L., Antonesei L. and Labăr A. V. 2009.Ghid
pentrucercetareaeducaţiei.[A guide for
educational research] pentrustudenţi,
masteranzi, profesori, 31,Iaşi: Polirom.

Reilly T. and Williams A. M. 2003. Science and
Soccer.(2nded). Routledge 11 New Fetter Lane,
London EC4P 4EE. USA and Canada

Schmidt R.A. and Lee T. 2005.Motor control and
learning: A behavioral emphasis (4thed.).
Champaign, IL: Human Kinetics.

United States of youth soccer Association
[USYSA].(2000). How to Assess Soccer
Players Without Skill Tests. Tom Turner,
OYSAN Director of Coaching and Player
Development

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	Volume 2 Issue 1_ 6 articles_4_3.pdf (p.6-91)
	4_Captive fish_Anna
	RESULTS AND DISCUSSION
	References

	3_Reproductive Disorder
	6_Diet bredth_Prof. Nat
	8_Ground water_Jeeva
	Base boundary map was prepared using Survey of India topo-sheets of the study area, and data such as rainfall, geomorphology, geology and land use were collected from central and state government agencies. During field study, groundwater samples were ...

	10_Ethnoveterinary Following comments
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	INTRODUCTION
	EXTENSION OF THE MODIFIED MODEL INTO AN OPTIMAL CONTROL
	Optimal protection and hospitalization using modified model
	Existence of an optimal control
	The Hamiltonian and optimality system

	Numerical simulations of optimal control problem
	Optimal control comparisons and strategies

	CONCLUSION
	INTRODUCTION
	INTRODUCTION

