M.Ed. (Education) / The teaching of motor skills is to a large extent neglected in early childhood. This conclusion has been drawn from practical experience and observation obtained from teaching at a preparatory school. The research undertaken in this study has focussed on the design of a motor guiding programme in which individual motor skills can effectively be taught. Naturally the first priority has been to establish which motor skills a child must obtain at each developmental stage. Therefore this study analysed different characteristics of the growing child in the three developmental stages - the neonate, the infant and the preschool child. the next step has been to establish which criteria constitute the' basis for the motor guiding programme. The solution to this problem has been obtained from observing small children, ages three to six years as well as from scrutinizing the vast amount of empirical research on motor skills that appear in representative literature. The following criteria which emanated from the research programme, constitute the basis for the proposed motor guiding programme: individual uniqueness, the original situation, estimation of time, content, school readiness, sosializing, norm establishment, human dignitiy, positive selfconcept, realistic aims, aspiration level, stimulation, affective stability, safety and evaluation. The next stage of research was the design of appropriate teaching principles applicable to motor skills by the analysis of the cognitive, affective and motor aspects of the teaching of motor skills for preschool children. These principles appear to be: aims and goals, self actualization, sosialization, motivation, evaluation, structuring and contextualization. Having analysed these principles and criteria, a motor guiding programme has been developed.

D.Ed. (Didactics) / Systematic teaching of motor skills is to a large extent neglected in the coaching of team sports in the R.S.A. This conclusion has been drawn from practical experience obtained from many years of playing and coaching rugby at different levels. A survey of the current practice of training and coaching reveals that coaching consists mainly of fitness training, positional play, and specific training for game situations. The research undertaken in this study has focussed on the design of a programme in which individual, unit and team motor skills can effectively be taught. Naturally the first priority has been to establish w,at constitutes a motor skill. The solution to this problem has been obtained from observing and ana:izing the performance of the skilful player as well as from scrutinizing the vast amount of empirical research on motor skills that appear in representative literature, as an additional source of knowledge. The following criteria which have subsequently emanated constitute the basis for the proposed coaching programme: norm orientation, contextualization, adaptability, timing, decision making ability and economy. The next step has been the design of appropriate teaching principles applicable to motor skills through analysis of the cognitive, affective and motor aspects of the teaching of motor skills for team sports. These principles appear to be: aims and goals, self actualization, sosialization, mastering and application, motivation, evaluation, structuring and contextualization. Having devised these principles, the matter of implementing such principles in a coaching programme received attention. This was done by utilization of the techniques of verbal-interaction, demonstration, instruction and active participation of the learner in the learning situation, the last being the "sine qua non" for the learning of motor skills.