Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

It was the purpose of this study to evaluate teacher training in physical education in the Junior Primary course in the various teachers training colleges in the Republic of South Africa and South West Africa. Such a study required descriptive research. A literature study of the development of the child in the junior primary school classes (between the the ages of six and nine years) was conducted. This developmental scheme is discussed under the headings of the physical, perceptual-motor, emotional, social and cognitive development of the child. Many researchers have pointed out that the importance of movement in the child's early learning experiences cannot be over emphasized. Lack of a movement repertoire during childhood can have serious ramifications, for it is through participation in locomotor skills that much of the social and emotional development of childhood is shaped. The preliminary stages of all fundamental motor skills are commonly established before the sixth year. It has been determined that the progression from level to level in these patterns depends on ample opportunity for practice under guidance. A survey was conducted in which the questionnaire method was mainly used. This produced the following results. Physical education is presented as a subject in the junior primary curriculum by all the teachers training colleges. The syllabuses of physical education as a subject in the junior primary course vary widely. Also, in some cases it is a compulsory and in others a specialisation subject. This lack of uniformity among the various teachers training colleges also applies to the duration of training, amount of periods allocated, as well as the content of the course. It is recommended that physical education be implied as a compulsory subject of the junior primary course of all teacher training colleges in the Republic of South Africa and South West Africa. The duration of training should be three years, with a minimum of forty training hours per year. A model is proposed of the theoretical and practical contents of physical education as a compulsory subject of the junior primary course. It is recommended that institutions which train teachers should provide opportunities for the understanding of motor development, if perspective teachers are to utilize this knowledge in their teaching. / Thesis (MA (Menslike Bewegingskunde))--PU vir CHO, 1988

Research in connection with the female is nothing new in Physical Education. It is a generally accepted fact that the female need not play second fiddle to the male. Misconceptions with regard to the place of the female in society as well as her place in sport have long since disappeared. It is thus? logical that the education of the female in all its ramifications should enjoy the same degree of attention as that of the male. In older European countries and especially in the U.S.A. much research has been done in connection with the Physical Education of the female. In South Africa research in this connection has not lagged behind. Various problems have already been satisfactorily solved, some have had less satisfactory results while others have not been touched. The necessity for an investigation into the performance of white South Africans has partly been satisfied by the researches of Van der Merwe and Van Zyl (Chapter 3). Research projects in this field have already been done overseas. It is, however, known that the tests and their results based on a specific group of people are only applicable to that group, except if the opposite can be scientifically proved. Another important investigation into Physical Education of white South African girls has been done by De Jager. (Chapter 3). In this research work he studied the influence of chronological age upon the motor-performance of white school girls. This research must in the first instance be considered as supplementary to the researches of the aforementioned people. Seen in this light it is a modest attempt to contribute to the development of the Physical Education of white South African girls. In this investigation performance scales for white schoolgirls in the Transvaal were compiled in for activities. An attempt was also made to study the motor development of white schoolgirls in the four activities mentioned. The performance scales were compiled with the purpose of: 1. To provide a measure for determining the girls aptitude and progress; 2. To improve and supplement the methods of Physical Education; 3. To diagnose the physical capabilities and thus to show and eliminate possible short-comings; 4. To provide a stimulus for self-exercise; 5. To provide standards (norms) of performance that satisfy the requirements of the metric system; 6. To study the motor development of white South African girls as indicated by their performances; 7. To compare age grouping, as now applied to athletics and swimming for competitions purposes, with the performance curve derived from the data of the investigation. On the grounds of the literature as discussed in Chapter 3, it appears justified to confine it to the grouping of girls based on chronological age only. The scales are, consequently, simple to apply and can even be used by pupils themselves, The activities of this investigation had been chosen with an eye to fundamental components, namely speed, strength, stamina and co-ordination. The prevalence in the Republic of South Africa of the "fitness concept" and the activities of the Nation2l Fitness Scheme were additional considerations for the choice of exercises and their uses and values. For the compilation of performance scales from the results of this study use has been made of the Sigmascale method as well as the cumulative frequency method in swimming. In order to simplify the discussion of the findings and for the sake of clarity all processed data have been tabulated and graphically presented. For the purpose of this study 2 1 422 tests have been made. In addition the height of 718 persons and the bodyweight of 706 persons have been taken. The results of this study show that in the development in performance of girls of 11 to 16 years two peaks especially are reached - at 13 and at 14 years. In the 100 metre sprint performance reached its maximum at 13 years. In the 300 metre the peak was at 14 years. In the push-ups from a 12 inch high bench the peak was again at 13 years. In the 25 metre crawl the maximum was again at 14 years. It is thus clear that the findings of DcCloy (Chapter 2), namely that, in the case of American girls, age has an influence on performance only up to 13t years, cannot as such be accepted in South Africa. De Jager carne to the same conclusion in his investigation. From the results it is evident that maximum performance is reached at 13- or 14 years. This again corroborates the findings of Johnson and his colleagues. These researchers have found that maximum athletic performance occurs at 13- or 14 years. (Chapter 7). The results have also indicated that the age of 12 is a "weak” period. The increase in performance is small between 11 and 12 in two out of every four cases, namely the 100 metres and the swirnrnin3 event. In the push-ups the performance of twelve year olds is even weaker than that of eleven year olds. From the results of this study it appears that fifteen year olds give weaker performances than 13-, 14- and 16 year olds. In three of the four events, namely the 100 metres sprint; the 300 metres flatrace and the swimming event, fifteen year olds gave weaker performances than 13-, 14- and 16 year olds. In the push-ups even eleven- and twelve year olds fared better than the fifteen year olds. For the pattern of development of the performance ability with the increase in age and for the question as to why certain age-groups do worse than others; no satisfactory explanation has yet been found. It is clear that there are factors which can possibly influence this development pattern and performance. On the strength of these findings it seems justified to consider the eleven- and twelve year olds as a homogene group for the purpose of classification. Furthermore thirteen-, fourteen-, fifteen- and sixteen year olds can be taken as a homogene group. In the push-ups, however, it is evident that the thirteen year olds should compete separately as is highly evident from the difference between thirteen und fourteen, between thirteen and fifteen and between thirteen and sixteen - in all cases to the advantage of the thirteen year olds. With regard to age-grouping of girls in athletics and swimming it is clear that many changes can be brought about. This study has been conducted with the purpose of contributing to the Physical Education of the female. In Physical Education, especially with regard to the female there is still a large field that has to be covered. The lack of female researchers naturally curbs the development of Physical Education in the case of the female. FURTHER STUDIES. Further scientific research in connection with the female sex is an absolute necessity. This study was confined to schoolgirls in the Transvaal. The results draws the attention to many problems which can only be solved by general and thorough investigation. From the foregoing it follows that: 1. The scales compiled in this study are only applicable to schoolgirls in the Transvaal. Before these scales can be accepted as national, their validity, trustworthiness and objectivity “’till first have to be proved for the other provinces. 2. The compilation of performance scales in activities of Physical Education for white girls under 11 years, is very necessary. 3. The question of the development of performance ability according to age increase up to university age has to be investigated. 4. Factors such as physiological, psychological and economic circumstances which can possibly influence performance of girls, should be studied. 5. The performance ability of non-white girls, especially Bantu, Coloured and Indian, needs research. It will give us the opportunity to compare the performance of white girls with that of other races. 6. Performance scales in activities of Physical Education, especially those that answer to the requirements of the metric system, should be amplified. / Thesis (MA)--PU vir CHO

An investigation was conducted into possible differences in motor abilities between 98 mentally retarded and 100 mentally normal girls aged between 13 - 17 years. For the purpose of this study certain motor aspects as contained in previously selected tests were chosen. The motor aspects in question were those which appear in the Physical Education Syllabus for girls in the section handling of objects. The success with which the girls performed the prescribed movement tasks was measured quantitatively (to indicate attainment of the desired result) as well as qualitatively (to indicate the movement pattern) . A movement-directed analysis was conducted by studying the possible effect which the kind of skill, as well as the relative perceptual-motor abilities, could have on the achievement of the pupils. A preceding literature study was done in order to obtain relevant information pertaining to the study. The quantitative data were studied by means of a variance analysis investigation with a view to the significance of the differences (p ~ 0,05), while the qualitative data, being nominal, were analysed by means of chi-square techniques. The predominant findings indicate that, in spite of heterogeneity within the group, deficient motor ability is indeed prevalent among the mentally retarded pupils. This does not, however, hold good for all aspects of the movement abilities and is not always meaningful. The biggest differences are found in the movement pattern. Task complexity, the degree of cognitive involvement as well as perceptual-motor abilities included in the skills do play a role as regards the successful performance by the mentally retarded group. Carefully planned motor programmes conducted with retarded pupils could therefore be a means of abolishing under-actualization of their personality realisation - especially as they are directed towards motor rather than cognitive orientated occupations. / Thesis (MA)--PU vir CHO, 1987

Thesis (MEd)--PU vir CHO

It was the purpose of this study to evaluate teacher training in physical education in the Junior Primary course in the various teachers training colleges in the Republic of South Africa and South West Africa. Such a study required descriptive research. A literature study of the development of the child in the junior primary school classes (between the the ages of six and nine years) was conducted. This developmental scheme is discussed under the headings of the physical, perceptual-motor, emotional, social and cognitive development of the child. Many researchers have pointed out that the importance of movement in the child's early learning experiences cannot be over emphasized. Lack of a movement repertoire during childhood can have serious ramifications, for it is through participation in locomotor skills that much of the social and emotional development of childhood is shaped. The preliminary stages of all fundamental motor skills are commonly established before the sixth year. It has been determined that the progression from level to level in these patterns depends on ample opportunity for practice under guidance. A survey was conducted in which the questionnaire method was mainly used. This produced the following results. Physical education is presented as a subject in the junior primary curriculum by all the teachers training colleges. The syllabuses of physical education as a subject in the junior primary course vary widely. Also, in some cases it is a compulsory and in others a specialisation subject. This lack of uniformity among the various teachers training colleges also applies to the duration of training, amount of periods allocated, as well as the content of the course. It is recommended that physical education be implied as a compulsory subject of the junior primary course of all teacher training colleges in the Republic of South Africa and South West Africa. The duration of training should be three years, with a minimum of forty training hours per year. A model is proposed of the theoretical and practical contents of physical education as a compulsory subject of the junior primary course. It is recommended that institutions which train teachers should provide opportunities for the understanding of motor development, if perspective teachers are to utilize this knowledge in their teaching. / Thesis (MA (Menslike Bewegingskunde))--PU vir CHO, 1988

Research in connection with the female is nothing new in Physical Education. It is a generally accepted fact that the female need not play second fiddle to the male. Misconceptions with regard to the place of the female in society as well as her place in sport have long since disappeared. It is thus? logical that the education of the female in all its ramifications should enjoy the same degree of attention as that of the male. In older European countries and especially in the U.S.A. much research has been done in connection with the Physical Education of the female. In South Africa research in this connection has not lagged behind. Various problems have already been satisfactorily solved, some have had less satisfactory results while others have not been touched. The necessity for an investigation into the performance of white South Africans has partly been satisfied by the researches of Van der Merwe and Van Zyl (Chapter 3). Research projects in this field have already been done overseas. It is, however, known that the tests and their results based on a specific group of people are only applicable to that group, except if the opposite can be scientifically proved. Another important investigation into Physical Education of white South African girls has been done by De Jager. (Chapter 3). In this research work he studied the influence of chronological age upon the motor-performance of white school girls. This research must in the first instance be considered as supplementary to the researches of the aforementioned people. Seen in this light it is a modest attempt to contribute to the development of the Physical Education of white South African girls. In this investigation performance scales for white schoolgirls in the Transvaal were compiled in for activities. An attempt was also made to study the motor development of white schoolgirls in the four activities mentioned. The performance scales were compiled with the purpose of: 1. To provide a measure for determining the girls aptitude and progress; 2. To improve and supplement the methods of Physical Education; 3. To diagnose the physical capabilities and thus to show and eliminate possible short-comings; 4. To provide a stimulus for self-exercise; 5. To provide standards (norms) of performance that satisfy the requirements of the metric system; 6. To study the motor development of white South African girls as indicated by their performances; 7. To compare age grouping, as now applied to athletics and swimming for competitions purposes, with the performance curve derived from the data of the investigation. On the grounds of the literature as discussed in Chapter 3, it appears justified to confine it to the grouping of girls based on chronological age only. The scales are, consequently, simple to apply and can even be used by pupils themselves, The activities of this investigation had been chosen with an eye to fundamental components, namely speed, strength, stamina and co-ordination. The prevalence in the Republic of South Africa of the "fitness concept" and the activities of the Nation2l Fitness Scheme were additional considerations for the choice of exercises and their uses and values. For the compilation of performance scales from the results of this study use has been made of the Sigmascale method as well as the cumulative frequency method in swimming. In order to simplify the discussion of the findings and for the sake of clarity all processed data have been tabulated and graphically presented. For the purpose of this study 2 1 422 tests have been made. In addition the height of 718 persons and the bodyweight of 706 persons have been taken. The results of this study show that in the development in performance of girls of 11 to 16 years two peaks especially are reached - at 13 and at 14 years. In the 100 metre sprint performance reached its maximum at 13 years. In the 300 metre the peak was at 14 years. In the push-ups from a 12 inch high bench the peak was again at 13 years. In the 25 metre crawl the maximum was again at 14 years. It is thus clear that the findings of DcCloy (Chapter 2), namely that, in the case of American girls, age has an influence on performance only up to 13t years, cannot as such be accepted in South Africa. De Jager carne to the same conclusion in his investigation. From the results it is evident that maximum performance is reached at 13- or 14 years. This again corroborates the findings of Johnson and his colleagues. These researchers have found that maximum athletic performance occurs at 13- or 14 years. (Chapter 7). The results have also indicated that the age of 12 is a "weak” period. The increase in performance is small between 11 and 12 in two out of every four cases, namely the 100 metres and the swirnrnin3 event. In the push-ups the performance of twelve year olds is even weaker than that of eleven year olds. From the results of this study it appears that fifteen year olds give weaker performances than 13-, 14- and 16 year olds. In three of the four events, namely the 100 metres sprint; the 300 metres flatrace and the swimming event, fifteen year olds gave weaker performances than 13-, 14- and 16 year olds. In the push-ups even eleven- and twelve year olds fared better than the fifteen year olds. For the pattern of development of the performance ability with the increase in age and for the question as to why certain age-groups do worse than others; no satisfactory explanation has yet been found. It is clear that there are factors which can possibly influence this development pattern and performance. On the strength of these findings it seems justified to consider the eleven- and twelve year olds as a homogene group for the purpose of classification. Furthermore thirteen-, fourteen-, fifteen- and sixteen year olds can be taken as a homogene group. In the push-ups, however, it is evident that the thirteen year olds should compete separately as is highly evident from the difference between thirteen und fourteen, between thirteen and fifteen and between thirteen and sixteen - in all cases to the advantage of the thirteen year olds. With regard to age-grouping of girls in athletics and swimming it is clear that many changes can be brought about. This study has been conducted with the purpose of contributing to the Physical Education of the female. In Physical Education, especially with regard to the female there is still a large field that has to be covered. The lack of female researchers naturally curbs the development of Physical Education in the case of the female. FURTHER STUDIES. Further scientific research in connection with the female sex is an absolute necessity. This study was confined to schoolgirls in the Transvaal. The results draws the attention to many problems which can only be solved by general and thorough investigation. From the foregoing it follows that: 1. The scales compiled in this study are only applicable to schoolgirls in the Transvaal. Before these scales can be accepted as national, their validity, trustworthiness and objectivity “’till first have to be proved for the other provinces. 2. The compilation of performance scales in activities of Physical Education for white girls under 11 years, is very necessary. 3. The question of the development of performance ability according to age increase up to university age has to be investigated. 4. Factors such as physiological, psychological and economic circumstances which can possibly influence performance of girls, should be studied. 5. The performance ability of non-white girls, especially Bantu, Coloured and Indian, needs research. It will give us the opportunity to compare the performance of white girls with that of other races. 6. Performance scales in activities of Physical Education, especially those that answer to the requirements of the metric system, should be amplified. / Thesis (MA)--PU vir CHO

An investigation was conducted into possible differences in motor abilities between 98 mentally retarded and 100 mentally normal girls aged between 13 - 17 years. For the purpose of this study certain motor aspects as contained in previously selected tests were chosen. The motor aspects in question were those which appear in the Physical Education Syllabus for girls in the section handling of objects. The success with which the girls performed the prescribed movement tasks was measured quantitatively (to indicate attainment of the desired result) as well as qualitatively (to indicate the movement pattern) . A movement-directed analysis was conducted by studying the possible effect which the kind of skill, as well as the relative perceptual-motor abilities, could have on the achievement of the pupils. A preceding literature study was done in order to obtain relevant information pertaining to the study. The quantitative data were studied by means of a variance analysis investigation with a view to the significance of the differences (p ~ 0,05), while the qualitative data, being nominal, were analysed by means of chi-square techniques. The predominant findings indicate that, in spite of heterogeneity within the group, deficient motor ability is indeed prevalent among the mentally retarded pupils. This does not, however, hold good for all aspects of the movement abilities and is not always meaningful. The biggest differences are found in the movement pattern. Task complexity, the degree of cognitive involvement as well as perceptual-motor abilities included in the skills do play a role as regards the successful performance by the mentally retarded group. Carefully planned motor programmes conducted with retarded pupils could therefore be a means of abolishing under-actualization of their personality realisation - especially as they are directed towards motor rather than cognitive orientated occupations. / Thesis (MA)--PU vir CHO, 1987

Thesis (MEd)--PU vir CHO