No description available.

No description available.

The aim of the study is to determine to what extent that which is distinctive of the Afrikaner nation ("volkseie") is embodied in Afrikaans literature for children. (Children's literature is understood to include literature for toddlers, children and teenagers.) A related question is whether the distinctively national in children’s literature serves a purpose and what special value it has for the child. Four aspects of the distinctively national are isolated, namely the native soil, material culture (for example domestic objects and occupations, medicine and transport), non-material culture (for example religion, folk-lore, language and children's games) and the national character. As the study concerns itself more particularly with the historical aspect of the distinctively national, some space is devoted to an outline of the origins and developmental history of the Afrikaner nation and that which, in its various manifestations, is distinctive of the Afrikaner. The God-given cultural mandate (Gen. 1: 28) is taken as point of departure and it is presupposed that the right to existence of different nations is founded on Scripture. An attempt is made to determine the extent to which the distinctively national, as manifested in the native soil, material and non-material culture and the national character, is present in certain works. For this purpose, three of the most notable authors of Afrikaans children's books, namely Freda Linde, Alba Bouwer and Hester Heese, have been studied in depth. Reference is also made to the works of certain other authors, namely Pieter W. Grobbelaar, Rona Rupert, Dora Tudor, W.O. Kuhne and P.H. Nortje. The study revealed that the distinctively national is present to a marked degree in the works of the important authors of Afrikaans children's literature. It contributes significantly to the atmosphere and milieu and in some works it forms an inherent part of the story. The distinctively national figures prominently in, particularly, the award-winning works of the authors studied. The embodiment of the distinctively national in children's literature may be of considerable value; it may help to shape the character of the Afrikaner child who faces the task of orientating himself in a hurried, and often confusing society. / MBibl, PU vir CHO, 1985

The aim of the study is to determine to what extent that which is distinctive of the Afrikaner nation ("volkseie") is embodied in Afrikaans literature for children. (Children's literature is understood to include literature for toddlers, children and teenagers.) A related question is whether the distinctively national in children’s literature serves a purpose and what special value it has for the child. Four aspects of the distinctively national are isolated, namely the native soil, material culture (for example domestic objects and occupations, medicine and transport), non-material culture (for example religion, folk-lore, language and children's games) and the national character. As the study concerns itself more particularly with the historical aspect of the distinctively national, some space is devoted to an outline of the origins and developmental history of the Afrikaner nation and that which, in its various manifestations, is distinctive of the Afrikaner. The God-given cultural mandate (Gen. 1: 28) is taken as point of departure and it is presupposed that the right to existence of different nations is founded on Scripture. An attempt is made to determine the extent to which the distinctively national, as manifested in the native soil, material and non-material culture and the national character, is present in certain works. For this purpose, three of the most notable authors of Afrikaans children's books, namely Freda Linde, Alba Bouwer and Hester Heese, have been studied in depth. Reference is also made to the works of certain other authors, namely Pieter W. Grobbelaar, Rona Rupert, Dora Tudor, W.O. Kuhne and P.H. Nortje. The study revealed that the distinctively national is present to a marked degree in the works of the important authors of Afrikaans children's literature. It contributes significantly to the atmosphere and milieu and in some works it forms an inherent part of the story. The distinctively national figures prominently in, particularly, the award-winning works of the authors studied. The embodiment of the distinctively national in children's literature may be of considerable value; it may help to shape the character of the Afrikaner child who faces the task of orientating himself in a hurried, and often confusing society. / MBibl, PU vir CHO, 1985

The effects of exercise frequency on the stereotypic behaviours of four children with developmental disabilities were examined. Two exercise treatments were implemented, differentiated by frequency. The single frequency exercise treatment consisted of one daily 10 minute walk/jog session, while the multiple frequency treatment involved three 10 minute walk/jog sessions per day. Stereotypic behaviours were observed prior to the exercise sessions, as well as immediately following exercise. / The results indicated similar reductions in stereotypic behaviours with the use of both treatments. In the single frequency condition, subjects demonstrated a mean reduction of 51.6%. These data confirm the results of past research, in which a decrease in stereotypic behaviours was observed following a single bout of exercise. However, the positive results are usually short-lived. The mean reduction of 58.9% following the multiple frequency condition can be viewed as more effective than the single frequency condition because the reduction was maintained throughout different periods of the day. Inter-rater reliability of stereotypic behaviours was 86%. / The use of a multiple frequency exercise treatment informally revealed the interaction between exercise, environment, and stereotypic behaviours. Observation in the classroom suggested that as the structure of the classroom increased, stereotypic behaviours decreased. Thus, exercise combined with a structured classroom is likely to yield an optimal decrease in stereotypic behaviours.

No description available.

Children's participation and motives in sport relative to their perceived athletic competence were investigated. One hundred and sixty-three grade 5 and 6 children from a suburban elementary school completed questionnaires designed to assess perceived athletic competence (PAC), sport participation, and participant motives. The sample, when divided into groups by level of sport involvement, revealed that participants at the higher levels had greater PAC than those at the lowest level. Boys and girls did not differ significantly in PAC. The children rated fun and skill/fitness as the most important motives for their participation in sport. When divided on the basis of PAC scores, the top one third of the sample scored significantly higher on all seven motives for participation in sport than the lower one third. Discriminant function analyses revealed that motives of challenge/team atmosphere and skill/fitness best differentiated the high from the low PAC groups. Girls participated to relax and have fun while boys may have been motivated to participate for the challenge and the team atmosphere. The results are interpreted in terms of school and community sport program development.

It was hypothesized that the number of familiarization sessions may have an effect on the pre-testing measures recorded before a training study. This study considered a group of children (8-12 years old) placed into familiarization (FM, 4 sessions) and non-familiarization (NFM, 2 sessions) groups. Strength values in a vertical chest press and horizontal leg press were recorded for both groups. The FM group displayed strength increases in the chest press, while both groups increased leg press strength (a 0.05). The FM group also displayed significant increases over the NFM group in both exercises. The results demonstrated that, in the FM group, significant changes in chest press strength were made in the last two sessions while significant leg press changes were noted in the first two sessions. It can be concluded that the amount of familiarization sessions performed prior to testing can have an impact on pre-testing strength measures. / School of Physical Education

The assessment of ventilatory threshold (Tvent) and maximal oxygen consumption (VO2max) are routine laboratory procedures, yet there are few studies that have directly compared these measurements during different modes of exercise in children. Therefore, the purpose of this study was to compare the physiological and perceptual responses at Tvent and V02max during treadmill and cycle ergometry in prepubertal male children. Ten subjects (M ± SD, 10.2 + 1.3 yrs.) performed a graded exercise test to maximal effort on a treadmill and a cycle ergometer. The order of testing was counterbalanced. The treadmill protocol began at 3.0 mph and 2% grade and progressed in one minute stages. Similarly, the cycle protocol began at 30 watts (W) and progressed 10 W•min-1. For both protocols, each stage was designed to elicit an approximately 3.5 ml-kg-I- min-1 change in V02. In addition, finger stick blood samples were taken at 2, 3, and 5 minutes post exercise in order to assess maximal blood lactate (La) level. Mean V02max on the treadmill (58.2 ± 6.9 ml•kg-l.min-1) was greater (P < 0.05) as compared to the cycle (51.7 ± 7.7ml.kg-'•min-1), with the average difference and the cycle ergometer, V02max is a function of the testing modality. LiKewise, the V02 at Tvent is dependent on the mode of exercise, while Tvent expressed as a percentage of VO2max is independent of mode of exercise. The perceptual responses at Tvent appear to be linked to a percentage of V02max, rather than an absolute V02. / School of Physical Education

The purpose of this study was to investigate the relationship between choice repetition following blank in a right-blank (R-B) and wrong-blank (W-B) verbal feedback combination, and locus of control (LOC) orientation of male and female third grade students. The Nowicki-Strickland Locus of Control Scale was administered to 157 students. Twenty male and 20 female students receiving the highest scores in their respective groups were designated as external in their LOC orientation, whereas 20 male and 20 female students receiving the lowest scores in their respective groups were designated as internal in their LOC orientation. Half of the internal and external male and half of the internal and external female students were administered a two-choice discrimination task involving an R-B verbal feedback combination (feedback for correct but not incorrect responses). The remaining students were administered the same two-choice discrimination task involving a W-B verbal feedback combination (feedback for incorrect but not correct responses).Based on the assumption that internals are more alert and efficient information processors of non-explicit information, it was hypothesized that regardless of sex, internals would more readily discover the appropriate meaning of blank in a R-B combination than externals. A performance difference between internal and external subjects (regardless of sex) was not expected in a W-B combination, since externals would tend not to explore the alternative to blank and internals would quickly have an alternate view disconfirmed (wrong).A 2 X 2 X 2 analysis of variance with a planned comparisons approach was used to test the hypotheses. Analysis of the data indicated that internal females more readily determined the appropriate meaning of blank in a R-B combination than did external females. The difference in performance between internal and external males in a R-B combination was not in the expected direction. The data also indicated that there was no significant difference between internal and external subjects, regardless of sex, in a W-B combination.The data for female subjects was interpreted as supporting the contention that internals more effectively evaluate non-explicit information than do externals. This contention was not supported for male subjects.