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

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

In the past various studies were undertaken to establish the fact that there are physical differences between the various races. As there is not much known about the motor ability of especially the Coloured and Indian schoolboys, this study was undertaken to ascertain whether there is any difference in motor ability between the White, Coloured and Indian boys in this age group. After a careful study of the known facts and the various test batteries for the measurement of motor ability, a test battery, consisting of six items was selected. The six items were the 75 yard dash, 220 yards, pull ups on the horizontal bar, shotput, standing long jump and cricket ball throw for distance. The length and weight of the body were also taken. This test battery includes all the components of motor ability and meets the requirements of a good test. The six item test battery was administered to 120 Indian, 140 Coloured and 90 White schoolboys. The selected data was statistically compiled and the achievement of 12 and 13 year old Whites, 12 and 13 year old Indians and 12 and 13 year old Coloureds were compared. Thereafter the results of the 12 and 13 year old Whites were compared with that of the Indian and Coloured boys and the achievement of the Indian boys was compared with that of the Coloured boys. The following results were established: 1. No significant differences were found between the 12 and 13 year old Whites except in the shotput where there was a highly significant difference and a significant difference in the 75 yard dash and pull ups in favour of the 13 year olds. The other two races showed highly significant differences in favour of the 13 year olds in all the test items. 2. The Whites surpassed the other two races highly significantly in all the test items. The Coloureds, although highly significantly shorter and significantly lighter than the Indian boys, surpassed the latter highly significantly in the cricket ball throw for distance, the standing long jump; significantly in the 220 yards and insignificantly in the shotput, 75 yard dash and pull ups, compiled according to McCloy's formulae. 3. A comparison between the Indian Moslem and Hindu boys showed that the Moslem boys surpassed the Hindus highly significantly in all the items except in the shotput. There is no significant difference between the 12 and 13 year old Hindu boys. 4. The physical differences between the three racial groups are inherited and cannot be attributed to environmental factors only. / Thesis (MEd)--PU vir CHO

In the past various studies were undertaken to establish the fact that there are physical differences between the various races. As there is not much known about the motor ability of especially the Coloured and Indian schoolboys, this study was undertaken to ascertain whether there is any difference in motor ability between the White, Coloured and Indian boys in this age group. After a careful study of the known facts and the various test batteries for the measurement of motor ability, a test battery, consisting of six items was selected. The six items were the 75 yard dash, 220 yards, pull ups on the horizontal bar, shotput, standing long jump and cricket ball throw for distance. The length and weight of the body were also taken. This test battery includes all the components of motor ability and meets the requirements of a good test. The six item test battery was administered to 120 Indian, 140 Coloured and 90 White schoolboys. The selected data was statistically compiled and the achievement of 12 and 13 year old Whites, 12 and 13 year old Indians and 12 and 13 year old Coloureds were compared. Thereafter the results of the 12 and 13 year old Whites were compared with that of the Indian and Coloured boys and the achievement of the Indian boys was compared with that of the Coloured boys. The following results were established: 1. No significant differences were found between the 12 and 13 year old Whites except in the shotput where there was a highly significant difference and a significant difference in the 75 yard dash and pull ups in favour of the 13 year olds. The other two races showed highly significant differences in favour of the 13 year olds in all the test items. 2. The Whites surpassed the other two races highly significantly in all the test items. The Coloureds, although highly significantly shorter and significantly lighter than the Indian boys, surpassed the latter highly significantly in the cricket ball throw for distance, the standing long jump; significantly in the 220 yards and insignificantly in the shotput, 75 yard dash and pull ups, compiled according to McCloy's formulae. 3. A comparison between the Indian Moslem and Hindu boys showed that the Moslem boys surpassed the Hindus highly significantly in all the items except in the shotput. There is no significant difference between the 12 and 13 year old Hindu boys. 4. The physical differences between the three racial groups are inherited and cannot be attributed to environmental factors only. / Thesis (MEd)--PU vir CHO

The main objective of this study was to document, systematize and analyse the contributions of some leading Physical Educationists to the establishment and development of Physical Education in South Africa. The main methodological approach used to realise this objective was the historical-analytical method, by which the data were systematized and analysed thematically and chronologically. With a view to the systematization of data, tilt! following main aspects were chosen according to which the contributions were analysed: • Training and instruction • Research and publications • Administrative and organisational aspects - in particular to Physical Educational and sports associations and professional journals. Although several factors were considered in determining the value of the contributions, the emphasis fell on the nature, extent and quality of the contributions made in the fields already mentioned. To do research on only a few Physical Educationalists, a selection had to be made from 35 leading persons in this field in South Africa. Information on the work, approaches and involvement of these 35 persons were obtained by personal interviews and correspondence, and by studying documents, annual reports, minutes, journals, newspapers, dissertations and theses. After the relevant information had been gathered, the following criteria were applied to analyse the contributions of the chosen persons and to select three of them for further study: 1. Training and instruction 1.1. Establishment and development of the subject 1.1.1. Administrative control over training and instruction 1.1.2. Institution of courses and subjects, as well as the compilation of syllabuses 1.1.3. Implementation and expansion of facilities and equipment 1.1.4. Methods of presentation and aids used 1.2. Personal influence 2. Research 2.1. Own research 2.2. Project leadership and assistance to students 2.3. Publications 2.4. Papers presented 3. Administrative and organising aspects 3.1. Associations for Physical Education 3.2. Sports associations 3.3. Physical Educational journals 3.4. Festivals and public appearances 3.5. Other projects, such as fitness programmes and film production The application of this set of criteria to the nature, extent and quality of the work by the previously mentioned 35 persons facilitated the selection process, but still could not succeed in pinpointing only three persons for the study. For this reason, additional criteria were chosen according to which three persons could responsibly be selected. These criteria were connected with aspects such as the geographical regions where the persons worked for the longest periods of time; the particular subjects or fields of interest in which they specialised; the specific fields in which they made their most important contributions; and the period in which they made the contributions. On the basis of these additional criteria, the following three persons were selected: J.W. Postma, C.M. Smit and D.P.J. Smith The contributions of these three persons to the development of the subject of Physical Education in South Africa were dealt with under the following headings: 1. Biographical sketch 2. Views on Physical Education and sport 3. Contributions to training and instruction 4. Research contributions 5. Contributions particular to Physical Educational and sports associations and professional journals To provide the necessary background information and to get a dear picture of the position these three persons had in the history of Physical Education in South Africa, as well as the conditions in which they had to work, one chapter was set aside for a survey of the development of Physical Education in South Africa between 1900 and 1982. Following that, the contributions of J.W. Postma, C.M. Smit and O.P.J. Smith to the development of the subject were dealt with in separate chapters. During the study the following conclusions were drawn with regard to the contributions of J.W. Postma, C.M. Smit and D.P.J. Smith to the development of Physical Education in South Africa. J W POSTMA Postma's contribution should be viewed in the light of the circumstances in which Physical Education was presented at that time. These were the formative years of Physical Education and Postma had to do pioneering work in various fields. Whereas certain aspects of the subject are nowadays being taken for granted, Postma then had to fight for the subject's right of existence. Postma's most important contribution with regard to the training of students of Physical Education was his management and the development of the Department of Physical Education at the University of Stellenbosch. He made a special contribution to the institution and development of courses and subjects, as well as the drafting of syllabuses. He was responsible for the institution of the section of Tests and Measurements in the Physical Education course at the Department. The importance of including this section in a Physical Education course has since been realised by other educational institutions. It is therefore largely owing to Postma (as well as Smith) that Tests and Measurements (later called Evaluation) was included in the courses for Physical Education students in South Africa. Besides Tests and Measurements, Postma also contributed to other theoretical sections of the subject such as Anthropometry, Principles, Method and Organisation, and Administration. He expanded factual knowledge on these subjects at Physical Education Departments throughout South Africa by means of publications and papers. Postma also strove for the implementation of better training facilities, especially in research. He also saw to it that the most vital scientific reference works and journals were made available to Physical Education students. Postma was an enthusiastic lecturer• and inspired his students. Postma's most important contribution in the field of research lies in the fact that he was one of the first Physical Educationalists in South Africa to begin research on the subject. Not only did he personally undertake many research projects, but he also inspired his students to do research and gave them valuable critical guidance in their work. The fact that Postma was an expert in the field of Physical Education as a whole, led to several publications on a wide spectrum of subsections within the subject. The large number of publications for which he was responsible, ensured that his views on the subject were propagated throughout South Africa. His book Inleiding tot die Liggaamlike Opvoedkunde should be seen as his biggest and most important research contribution to the development of the subject. Postma's involvement with Physical Educational journals and organisations in South Africa ensured growth in these two fields of the subject. Postma made a particularly valuable contribution to the development of the South African Association for Sport Science, Physical Education and Recreation. He was responsible in various capacities and in several fields for the establishment and development of this organisation. He can be seen as one of the most important founder members of this body, which came to be known as SAASSPER, and which is highly esteemed. C.M. SMIT As was the case with Postma, Smit had to pioneer and found the subject and had to fight for its development and survival. His contributions were especially in the following fields: the establishment and development of Physical Education at schools and Physical Educational organisations; the establishment and development of Physical Education and sport at the University of Pretoria; the development of the subject by means of research and publications, as well as through services rendered to Physical Educational and sports associations. With regard to the development of training and instruction as part of Physical Education, Smit did important work in two aspects. In the first instance, he did pioneering work as the first organiser of Physical Education at the Union Education Department and the National Advisory Council for Physical Education (NACPE). He had the gigantic task of establishing Physical Education at the widely diffused schools of the Union Education Department and to advise all voluntary physical culture clubs throughout the country. To succeed in this, he had to design new systems, present training courses, give professional advice, decide on the purchase and supply of Physical Educational and sports equipment, and manage several administrative affairs. One of Smit's biggest assets was his ability to instill in teachers and instructors his own knowledge, love and enthusiasm for Physical Education. During his involvement with the Union Education Department and NACPE Smit was responsible for the compilation of the national syllabus for Physical Education in South Africa. This can rightly be seen as one of Smit's most important contributions to improve the instruction of Physical Education in South Africa. Secondly, Smit made a great contribution to promote the training and instruction of Physical Education in South Africa by the work he did as professor at the Depa1•tment of Physical Education and as Director of the Institute for Physical Education at the University of Pretoria. He had to establish and manage both these departments. He was responsible for the creation of sport structures at the University of Pretoria, the planning and development of sport grounds, the purchase of equipment and for adv1sing sport clubs. As head of the Department of Physical Education, he had a big part in the instituting and developing courses and subjects, as well as in making adjustments and changes to upgrade the quality of training of Physical Education students. The standard of training was improved further by Smit's constant efforts to increase the quality of the facilities used in training. In this regard, special mention has to be made of the construction of the building in which the Department of Physical Education is housed, and the building of the L. C. de Villiers Stadium and sport grounds. The efficient way in which Smit managed the Department of Physical Education led to the expedient and effective training of students. Apart from the efficient control which Smit had over the Physical Education building and its staff, he also made an effort to maintain good relation between the personnel and students. For example, he took the initiative in organising Physical Education tours and forming a Physical Education Society at the University of Pretoria. Because of the heavy work load that Smit had to bear during his employment at the University of Pretoria and the Union Education Department, he had little time left for research work and publications. He tried to expand his knowledge of the subject by studying publications, undertaking study tours and attending conferences on Physical Education. His contribution to research on the subject consisted of some research projects he completed on his own, as well as guidance to post-graduate students. With regard to publications, he was responsible for some books (mostly as co-author) and several articles published in journals such as Physical Education and Vigor. Smit contributed his services to outside organisations. He was involved in the South African Association for Sport Science, Physical Education and Recreation from r its inception. During this time he acted as chairman (1952) and worked on several of the organisation's committees. Apart from being involved in several branches of sport at the University of Pretoria, he also offered his services to national and provincial sport bodies. D.P.J. SMITH As was the case with Postma and Smit, Smith's contributions to the development of Physical Education in South Africa should be seen against the circumstances surrounding the subject at that time. Because the subject was not given recognition, Smith had to do pioneering work in many fields. He was one of the few Physical Educationalists who succeeded in making a balanced contribution to each of the following aspects of the subject: training, research and services rendered to outside organisations. Smith's contributions in the field of training are mainly related to his involvement with the Potchefstroom Teachers' Training College and the Potchefstroom University. He was the first person to be permanently appointed as lecturer of Physical Education at the Potchefstroom University. In this capacity he was not only responsible for the training of Physical Education students, but also for the organis11tion and presentation of advancement classes for teachers. In both cases Smith did pioneering work, especially in the establishment and development of Physical Education courses and subjects, as well as the compilation of syllabuses for these subjects. Because of his efforts to improve the quality and quantity of Physical Educational facilities and equipment at the College, the standard of instruction improved. During this time Smith was also responsible for the organisation and presentation of several exhibitions related to Physical Education. In this way the public was introduced to the nature, content and methods of instruction of the subject, and prospective students were motivated and recruited. Smith's work as lecturer, marked by enthusiasm, energy and purposefulness in presenting the subject, played a definite role in improving the standard of training at the College's Department of Physical Education. The contributions Smith made to training during his involvement with the Potchehtroom University, can be summarised as follows: In the first place he established and developed the Department of Physical Education at the University. Due to his capable administration of the Department, the training of students could be effected successfully and effectively. In the second place Smith did pioneering work in the institution of courses and subjects, as well as the compilation of syllabuses. He saw to it that the contents of the courses were scientific, applicable and practical. In the third instance, the quality of instruction which Smith offered his students was exceptionally high. Not only were his lectures well prepared, systematic and of a high standard, but his method of presentation was also stimulating, interesting and very effective. His example had a positive influence on his students. In the fourth instance, the standard of instruction was improved due to the acquisition of better facilities and equipment, which was largely the result of Smith's efforts. Smith's contributions in the field of research in Physical Education can be summarised as follows: He did pioneering work in establishing research in Physical Education at the Potchefstroom University. He provided expert and inspired guidance to students in their own research projects. He maintained good contact with experts and remained informed on new developments in the subject by attending conferences and symposia. He was responsible for several publications which were scientific, orderly and polished. With regard to services rendered to outside organisations, Smith made large and valuable contributions. Apart from his involvement with organisations such as the Road Safety Council and the Church, Smith did extremely valuable work for Physical Educational and sports associations. He was involved in the research section and several committees of the Physical Educational organisation SAASSPER, and made valuable contributions during discussions at its conferences. In the field of sport, he offered his services in various capacities, such as coach, administrator, selector, official and president, on club and national level. Although he was principally concerned with athletics and tennis, his assistance was valuable to sportsmen across the board. For him it was his life's work to be of service to sportsmen and sports women. He was also of service to the public through his involvement with several fitness projects. In the 1940's he presented exercise classes to the public in Parys, and during the 1960's and 70's he played a leading role in fitness projects launched by the National Fitness Scheme. CONCLUSION This study showed that the following three leading South African Physical Educationalists - J.W. Postma, C.M. Smit and D.P.J. Smith - had made valuable contributions to the development of Physical Education in South Africa. Their contributions were analysed under the following headings: Training and instruction Research and publications Administrative and organising aspects - in particular to Physical Educational and sports associations and professional journals All three of them succeeded to a large extent in maintaining a healthy balance between these three aspects of their work. The researcher hopes that this study will give the Physical Educationalist of today new insight into the origins of this subject and that there will be a renewed appreciation of the work done by the pioneers of Physical Education in South Africa. / Proefskrif (DEd)--PU vir CHO, 1987

The main objective of this study was to document, systematize and analyse the contributions of some leading Physical Educationists to the establishment and development of Physical Education in South Africa. The main methodological approach used to realise this objective was the historical-analytical method, by which the data were systematized and analysed thematically and chronologically. With a view to the systematization of data, tilt! following main aspects were chosen according to which the contributions were analysed: • Training and instruction • Research and publications • Administrative and organisational aspects - in particular to Physical Educational and sports associations and professional journals. Although several factors were considered in determining the value of the contributions, the emphasis fell on the nature, extent and quality of the contributions made in the fields already mentioned. To do research on only a few Physical Educationalists, a selection had to be made from 35 leading persons in this field in South Africa. Information on the work, approaches and involvement of these 35 persons were obtained by personal interviews and correspondence, and by studying documents, annual reports, minutes, journals, newspapers, dissertations and theses. After the relevant information had been gathered, the following criteria were applied to analyse the contributions of the chosen persons and to select three of them for further study: 1. Training and instruction 1.1. Establishment and development of the subject 1.1.1. Administrative control over training and instruction 1.1.2. Institution of courses and subjects, as well as the compilation of syllabuses 1.1.3. Implementation and expansion of facilities and equipment 1.1.4. Methods of presentation and aids used 1.2. Personal influence 2. Research 2.1. Own research 2.2. Project leadership and assistance to students 2.3. Publications 2.4. Papers presented 3. Administrative and organising aspects 3.1. Associations for Physical Education 3.2. Sports associations 3.3. Physical Educational journals 3.4. Festivals and public appearances 3.5. Other projects, such as fitness programmes and film production The application of this set of criteria to the nature, extent and quality of the work by the previously mentioned 35 persons facilitated the selection process, but still could not succeed in pinpointing only three persons for the study. For this reason, additional criteria were chosen according to which three persons could responsibly be selected. These criteria were connected with aspects such as the geographical regions where the persons worked for the longest periods of time; the particular subjects or fields of interest in which they specialised; the specific fields in which they made their most important contributions; and the period in which they made the contributions. On the basis of these additional criteria, the following three persons were selected: J.W. Postma, C.M. Smit and D.P.J. Smith The contributions of these three persons to the development of the subject of Physical Education in South Africa were dealt with under the following headings: 1. Biographical sketch 2. Views on Physical Education and sport 3. Contributions to training and instruction 4. Research contributions 5. Contributions particular to Physical Educational and sports associations and professional journals To provide the necessary background information and to get a dear picture of the position these three persons had in the history of Physical Education in South Africa, as well as the conditions in which they had to work, one chapter was set aside for a survey of the development of Physical Education in South Africa between 1900 and 1982. Following that, the contributions of J.W. Postma, C.M. Smit and O.P.J. Smith to the development of the subject were dealt with in separate chapters. During the study the following conclusions were drawn with regard to the contributions of J.W. Postma, C.M. Smit and D.P.J. Smith to the development of Physical Education in South Africa. J W POSTMA Postma's contribution should be viewed in the light of the circumstances in which Physical Education was presented at that time. These were the formative years of Physical Education and Postma had to do pioneering work in various fields. Whereas certain aspects of the subject are nowadays being taken for granted, Postma then had to fight for the subject's right of existence. Postma's most important contribution with regard to the training of students of Physical Education was his management and the development of the Department of Physical Education at the University of Stellenbosch. He made a special contribution to the institution and development of courses and subjects, as well as the drafting of syllabuses. He was responsible for the institution of the section of Tests and Measurements in the Physical Education course at the Department. The importance of including this section in a Physical Education course has since been realised by other educational institutions. It is therefore largely owing to Postma (as well as Smith) that Tests and Measurements (later called Evaluation) was included in the courses for Physical Education students in South Africa. Besides Tests and Measurements, Postma also contributed to other theoretical sections of the subject such as Anthropometry, Principles, Method and Organisation, and Administration. He expanded factual knowledge on these subjects at Physical Education Departments throughout South Africa by means of publications and papers. Postma also strove for the implementation of better training facilities, especially in research. He also saw to it that the most vital scientific reference works and journals were made available to Physical Education students. Postma was an enthusiastic lecturer• and inspired his students. Postma's most important contribution in the field of research lies in the fact that he was one of the first Physical Educationalists in South Africa to begin research on the subject. Not only did he personally undertake many research projects, but he also inspired his students to do research and gave them valuable critical guidance in their work. The fact that Postma was an expert in the field of Physical Education as a whole, led to several publications on a wide spectrum of subsections within the subject. The large number of publications for which he was responsible, ensured that his views on the subject were propagated throughout South Africa. His book Inleiding tot die Liggaamlike Opvoedkunde should be seen as his biggest and most important research contribution to the development of the subject. Postma's involvement with Physical Educational journals and organisations in South Africa ensured growth in these two fields of the subject. Postma made a particularly valuable contribution to the development of the South African Association for Sport Science, Physical Education and Recreation. He was responsible in various capacities and in several fields for the establishment and development of this organisation. He can be seen as one of the most important founder members of this body, which came to be known as SAASSPER, and which is highly esteemed. C.M. SMIT As was the case with Postma, Smit had to pioneer and found the subject and had to fight for its development and survival. His contributions were especially in the following fields: the establishment and development of Physical Education at schools and Physical Educational organisations; the establishment and development of Physical Education and sport at the University of Pretoria; the development of the subject by means of research and publications, as well as through services rendered to Physical Educational and sports associations. With regard to the development of training and instruction as part of Physical Education, Smit did important work in two aspects. In the first instance, he did pioneering work as the first organiser of Physical Education at the Union Education Department and the National Advisory Council for Physical Education (NACPE). He had the gigantic task of establishing Physical Education at the widely diffused schools of the Union Education Department and to advise all voluntary physical culture clubs throughout the country. To succeed in this, he had to design new systems, present training courses, give professional advice, decide on the purchase and supply of Physical Educational and sports equipment, and manage several administrative affairs. One of Smit's biggest assets was his ability to instill in teachers and instructors his own knowledge, love and enthusiasm for Physical Education. During his involvement with the Union Education Department and NACPE Smit was responsible for the compilation of the national syllabus for Physical Education in South Africa. This can rightly be seen as one of Smit's most important contributions to improve the instruction of Physical Education in South Africa. Secondly, Smit made a great contribution to promote the training and instruction of Physical Education in South Africa by the work he did as professor at the Depa1•tment of Physical Education and as Director of the Institute for Physical Education at the University of Pretoria. He had to establish and manage both these departments. He was responsible for the creation of sport structures at the University of Pretoria, the planning and development of sport grounds, the purchase of equipment and for adv1sing sport clubs. As head of the Department of Physical Education, he had a big part in the instituting and developing courses and subjects, as well as in making adjustments and changes to upgrade the quality of training of Physical Education students. The standard of training was improved further by Smit's constant efforts to increase the quality of the facilities used in training. In this regard, special mention has to be made of the construction of the building in which the Department of Physical Education is housed, and the building of the L. C. de Villiers Stadium and sport grounds. The efficient way in which Smit managed the Department of Physical Education led to the expedient and effective training of students. Apart from the efficient control which Smit had over the Physical Education building and its staff, he also made an effort to maintain good relation between the personnel and students. For example, he took the initiative in organising Physical Education tours and forming a Physical Education Society at the University of Pretoria. Because of the heavy work load that Smit had to bear during his employment at the University of Pretoria and the Union Education Department, he had little time left for research work and publications. He tried to expand his knowledge of the subject by studying publications, undertaking study tours and attending conferences on Physical Education. His contribution to research on the subject consisted of some research projects he completed on his own, as well as guidance to post-graduate students. With regard to publications, he was responsible for some books (mostly as co-author) and several articles published in journals such as Physical Education and Vigor. Smit contributed his services to outside organisations. He was involved in the South African Association for Sport Science, Physical Education and Recreation from r its inception. During this time he acted as chairman (1952) and worked on several of the organisation's committees. Apart from being involved in several branches of sport at the University of Pretoria, he also offered his services to national and provincial sport bodies. D.P.J. SMITH As was the case with Postma and Smit, Smith's contributions to the development of Physical Education in South Africa should be seen against the circumstances surrounding the subject at that time. Because the subject was not given recognition, Smith had to do pioneering work in many fields. He was one of the few Physical Educationalists who succeeded in making a balanced contribution to each of the following aspects of the subject: training, research and services rendered to outside organisations. Smith's contributions in the field of training are mainly related to his involvement with the Potchefstroom Teachers' Training College and the Potchefstroom University. He was the first person to be permanently appointed as lecturer of Physical Education at the Potchefstroom University. In this capacity he was not only responsible for the training of Physical Education students, but also for the organis11tion and presentation of advancement classes for teachers. In both cases Smith did pioneering work, especially in the establishment and development of Physical Education courses and subjects, as well as the compilation of syllabuses for these subjects. Because of his efforts to improve the quality and quantity of Physical Educational facilities and equipment at the College, the standard of instruction improved. During this time Smith was also responsible for the organisation and presentation of several exhibitions related to Physical Education. In this way the public was introduced to the nature, content and methods of instruction of the subject, and prospective students were motivated and recruited. Smith's work as lecturer, marked by enthusiasm, energy and purposefulness in presenting the subject, played a definite role in improving the standard of training at the College's Department of Physical Education. The contributions Smith made to training during his involvement with the Potchehtroom University, can be summarised as follows: In the first place he established and developed the Department of Physical Education at the University. Due to his capable administration of the Department, the training of students could be effected successfully and effectively. In the second place Smith did pioneering work in the institution of courses and subjects, as well as the compilation of syllabuses. He saw to it that the contents of the courses were scientific, applicable and practical. In the third instance, the quality of instruction which Smith offered his students was exceptionally high. Not only were his lectures well prepared, systematic and of a high standard, but his method of presentation was also stimulating, interesting and very effective. His example had a positive influence on his students. In the fourth instance, the standard of instruction was improved due to the acquisition of better facilities and equipment, which was largely the result of Smith's efforts. Smith's contributions in the field of research in Physical Education can be summarised as follows: He did pioneering work in establishing research in Physical Education at the Potchefstroom University. He provided expert and inspired guidance to students in their own research projects. He maintained good contact with experts and remained informed on new developments in the subject by attending conferences and symposia. He was responsible for several publications which were scientific, orderly and polished. With regard to services rendered to outside organisations, Smith made large and valuable contributions. Apart from his involvement with organisations such as the Road Safety Council and the Church, Smith did extremely valuable work for Physical Educational and sports associations. He was involved in the research section and several committees of the Physical Educational organisation SAASSPER, and made valuable contributions during discussions at its conferences. In the field of sport, he offered his services in various capacities, such as coach, administrator, selector, official and president, on club and national level. Although he was principally concerned with athletics and tennis, his assistance was valuable to sportsmen across the board. For him it was his life's work to be of service to sportsmen and sports women. He was also of service to the public through his involvement with several fitness projects. In the 1940's he presented exercise classes to the public in Parys, and during the 1960's and 70's he played a leading role in fitness projects launched by the National Fitness Scheme. CONCLUSION This study showed that the following three leading South African Physical Educationalists - J.W. Postma, C.M. Smit and D.P.J. Smith - had made valuable contributions to the development of Physical Education in South Africa. Their contributions were analysed under the following headings: Training and instruction Research and publications Administrative and organising aspects - in particular to Physical Educational and sports associations and professional journals All three of them succeeded to a large extent in maintaining a healthy balance between these three aspects of their work. The researcher hopes that this study will give the Physical Educationalist of today new insight into the origins of this subject and that there will be a renewed appreciation of the work done by the pioneers of Physical Education in South Africa. / Proefskrif (DEd)--PU vir CHO, 1987