Thesis (M Sport Sc (Sport Science))--Stellenbosch University, 2008. / Intellectually impaired (II) athletes are not allowed to participate at the Paralympic Games because there is no accepted classification system for these athletes. The rationale for this study was to see if there are any physical differences existing in the sprint performance of II and non-II athletes and to see if there is a way to incorporate these differences into a new (accepted) classification system. The objective of this study was to identify any physical sources for the differences between II and non-II, with regard to the acceleration phase, the first 30m of the 60m sprint race, which could then be used in conjunction with other tests in the classification of II athletes. This new classification system might then allow II athletes to participate in the Paralympic Games again. 32 II athletes (22 male and 10 females) and 14 non-II athletes (10 males and 4 females) were used in this study. The sprint performance was analysed and compared of each athlete using the DartFish ProSuite software programme. The data collected from these analysis was then compared using the unpaired t-test, looking for any significant differences between the groups (p<0.05). From this analysis, it was concluded that stride length was the reason for the poorer performance of the II group when compared to the non-II group. Further research is required before definite conclusions can be made on the possible reasons for this difference.

This research study explored the impact of group music therapy at a school for intellectually impaired learners in Namibia. The research project generated qualitative data through individual interviews of two teachers at a school for intellectually impaired learners. Interviews were conducted with each teacher before and after participating in ten group music therapy sessions with their learners. The data was compared and discussed in terms of the teachers’ experience of the impact of group music therapy on (i) their perceptions of their learners and how this influenced their teaching approach, and (ii) their perception of music therapy as a profession. Results generated from the interviews indicated that, through participation in music therapy sessions, learners experienced and explored their individual capabilities through the medium of music. Teachers observed their learners’ potential in new areas and in this way obtained a more holistic view of their learners. As a result of noting learners’ diverse abilities, teachers also adapted their teaching approaches to work in a more learner-centred way. This complemented their classroom approach based on the Namibian educational policy of learner-centred education in which learners’ individual competencies are to be developed, requiring teachers’ sensitivity towards their learners’ needs and abilities. Findings of this study further indicated a more in-depth understanding of music therapy as an intervention by the teachers after participating in sessions with their learners. This suggests that first-hand experience provides an effective way of understanding the music therapy profession and the possibilities that it may hold in a special school for intellectually impaired learners. Findings further highlighted some challenges that may need to be overcome when implementing a music therapy programme in a special school. Copyright / Dissertation (MMus)--University of Pretoria, 2011. / Music / unrestricted