Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.

1. DIE DOEL VAN DIE NAVORSING: Die doel van hierdie navorsing was om die beste voorspellers van akademiese prestasie (dit is persentasie slaag) onder die kognitiewe, affektiewe en skoolveranderlikes vas te stel. Die teikengroep het uit standerd 10 leerlinge in Kwazulu skole bestaan. 2. DIE BEVINDINGE UIT DIE LITERATUUR: Om die voorgemelde doel te bereik 1s die oorsig van literatuur met verwysing na die vermelde onafhanklike veranderlikes gedoen, en die volgende gevolgtrekkings is bereik. 2.1 DIE VOORSPELLINGSWAARDES VAN DIE KOGNITIEWE VERANDERLIKES: Betreffende die voorspellingswaarde van die kognitiewe veranderlikes, het die literatuur daarop gewys dat die kognitiewe veranderlikes ongeveer 25 persent van die variansie in die akademiese prestasie verklaar. Belangrik in hierdie verband is die bevindinge deur Lavin (1967), Bloom (1979) en talle ander wat die voorspellingswaarde van intelligensie en aanleg ondersoek het. Die ander belangrike bevinding, in verband met intelligensie as voorspeller van akademiese prestasie, is dat die voorspellingswaarde van intelligensie daal as die leerlinge die hoer klasse bereik. Met ander woorde, intelligensie is volgens die literatuur 'n goeie voorspeller van akademiese prestasie in die primêre klasse. Sowel Lavin (1967) as Jensen (1980) het hierdie bewering gemaak. Die voorspellingswaarde van vorige deur die literatuur te bestudeer. literatuur daarop gewys dat voorspeller van akademiese prestasie is. Wat aanleg as voorspeller van akademiese prestasie betref, wys die literatuur daarop dat variansie wat grater as 25 persent in akademiese prestasie is, verklaar kan word op grond van aanleg. In hierdie verband kan die werke van Von Mollendorf (1978) en Vander Westhuizen (1987) genoem word. 2.2 DIE VOORSPELLINGSWAARDE VAN DIE AFFEKTIEWE VERANDERLIKES: Die affektiewe veranderlikes wat hier betrokke is, is persoonlikheid en beroepsbelangstelling. Betreffende die voorspellingswaarde van persoonlikheid is teenstrydige bevindinge in die literatuur verkry. Enersyds het ondersoeke wat in Amerika gedoen is, getoon dat die byvoeging van die persoonlikheidsveranderlikes by die kognitiewe veranderlikes in die voorspelling van akademiese prestasie 'n toename in die verklaring van variansie meebring. Andersyds het die navorsing wat in Suid-Afrika gedoen is, nie 'n duidelike beeld gegee nie. In die algemeen het die Suid-Afrikaanse ondersoeke daarop gewys dat die persoonlikheidsveranderlikes van min waarde is in die voorspelling van akademiese prestasie. Uit die studie van die literatuur, betreffende die voorspellingswaarde van beroepsbelangstelling, het dit geblyk dat beroepsbelangstelling van minder waarde is in die voorspelling van akademiese prestasie is as beroepsbelangstelling. 2.3 DIE VOORSPELLINGSWAARDE VAN DIE SKOOLVERANDERLIKES: Die skoolveranderlikes is in twee groepe verdeel: die fisiese wat skoolgrootte, klasgrootte, skoolligging en skool fasiliteite behels, en die sosiale wat die prinsipaal en die onderwysers behels. Die oorsig van die literatuur het daarop gewys dat die fisiese fasiliteite belangrik is vir opvoeding, maar hulle uitwerking op die kwaliteit van onderrig afhanklik is van hulle benutting deur die onderwysers. Byvoorbeeld, kleiner klasse het nie beduidend bygedra tot beter prestasie as die grater klasse nie. Die gevolgtrekking wat deur Bloom (1976) onder andere, bereik is, is dat die hele skoolomgewing belangrik is vir onderrig en n1e net die fisiese fasiliteite nie. Ongeveer 5 persent van die variansie in akademiese prestasie is volgens Bloom (1979) deur die skool verklaar. Dit was om hierdie rede dat die hele skool in hierdie ondersoek bestudeer is. Literatuur het ook deurgaans daarop gewys dat die verskille tussen die skole in akademiese prestasie verdwyn as intelligensie en die sosio-ekonomiese status gekontroleer is. 2.4 DIE INVLOED VAN GESLAG OP AKADEMIESE VOORSPELLING: Die literatuur het daarop gewys dat die twee geslagte se akademiese prestasie verskil. Die dogters, byvoorbeeld, presteer beter as seuns in toetse wat verbale aanleg verg, terwyl die seuns beter as dogters in wiskunde presteer: Die twee geslagte het geen verskille in intelligensie getoon nie. 3. DIE EMPIRIESE ONDERSOEK 3.1 DIE FORMULERING VAN HIPOTESES: 3. 1. 1 Hoof hipotese HOOF HIPOTESE 1 - Die aanleg veranderlikes is die beste voorspellers van standerd 10 akademiese prestasie in vergelyking met die affektiewe en die skoolveranderlikes. HOOF HIPOTESE 2 - Die affektiewe veranderlikes bring 'n toename mee in die variansie wat verklaarbaar is in akademiese prestasie as dit by die kognitiewe veranderlikes bygevoeg word. HOOF HIPOTESE 3 - Die skoolveranderlikes bring 'n toename mee in die variansie wat verklaarbaar is in akademiese prestasie as dit by die kognitiewe veranderlikes bygevoeg word. 3.1.2 Onderhipotese ONDERHIPOTESE 1 - Die gehalte van die skool het beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 3 - Die ligging van die skool het 'n beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 4 - Skoolsoort het 'n beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 5 - Geslag het 'n beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 6 - Daar bestaan steeds 'n verskil tussen koshuis en dagskole in akademiese prestasie selfs as aanleg gekontroleer is. ONDERHIPOTESE 7 - Daar bestaan steeds 'n verskil tussen stedelike en plattelandse skole in akademiese prestasie selfs as aanleg gekontroleer is. 3.2 DIE EMPIRIESE ONDERSOEK: Die empiriese ondersoek is ingestel om die geformuleerde hipoteses te toets. 3.2.1 Die teikengroep en die steekproef Die KwaZulu 1983 standerd 10 leerlinge is die teikengroep. Om die invloed van die ~kool op voorspelling vas te stel is 'n 10 persent ewekansige steekproef uit 170 sekondêre skole geneem (dit is 17 skole). As gevolg van die ewekansige steekproef is 'n monster van 1912 leerlinge gevorm. Die vermindering van die steekproef tot 1615 leerlinge in sommige analises, is 'n gevolg van onvolledige data van sekere leerlinge. 3.2.2 Die veranderlikes wat gebruik is 3.2.2.1 Die onafhanklike veranderlikes wat in hierdie ondersoek gebruik is, is die volgende: a. Aanlegtoetsresultate (AAT) b. Persoonlikheidsresultate (HSPQ) c. Belangstellingsresultate (VIQ) d. Skoolveranderlikheidstotaal (SVTOT) 3.2.2.2 Die afhanklike wat in hierdie ondersoek gebruik is, is die volgende: e. Standerd 10 geslaag persentasie. 3.2.2.3 Die modererende veranderlikes wat in hierdie studie bestudeer is, is die volgende: f. Die skoolgehalte; g. Die vakgroepe wat die leerlinge leer; h. Die ligging van die skool (stedelik of plattelands); i. Skooltipe (koshuis of dag); en j. Geslag. In hierdie ondersoek is gebruik gemaak van gestandardiseerde meetinstrumente om kognitiewe, en affektiewe veranderlikes te meet. Om die "skool" te meet is verskeie skoolveranderlikes eers geoperasionaliseer en daarna punte volgens rangorde deur die inspekteurs toegeken. Geslag is in hierdie ondersoek as modererende veranderlike gebruik om die invloed daarvan op voorspelling te bestudeer. Om die invloed van die skool as 'n modererende veranderlike te bestudeer is die steekproef verder verdeel volgens skoolgehalte, skoolligging en skooltipe. Die leerlinge was ook gegroepeer volgens die vakgroepe wat hulle geneem het (dit is algemeen, natuurwetenskap en handel). 4. STATISTIESE TEGNIEKE WAT IN HIERDIE NAVORSING GEBRUIK IS EN DIE RESULTATE VAN DIE ONDERSOEK: 4.1 MEERVOUDIGE REGRESSIE-ANALISE: Deurgaans toegepas is die meervoudige regressie-analise (BMDPIR program) om die beste voorspellers van akademiese prestasie te identifiseer. Die resultate van die analise het daarop gedui dat: i. die kognitiewe veranderlikes die beste voorspellers van akademiese prestasie is, in vergelyking met die affektiewe en die skoolveranderlikes; ii. die affektiewe veranderlikes van min voorspellingswaarde is; en iii. die skoolveranderlike 'n beduidende effek op voorspellings het. As gevolg van meervoudige regressie-analise is die kognitiewe en skoolveranderlikes gebruik as kontrole veranderlikes in die moderatorveranderlike studie. Die affektiewe veranderlikes is weggelaat weens hulle geringe bydrae tot R2 . 4.2 VARIANSIE ANALISE: Die meervoudige regressie-analise (BMDPIR) is ook gebruik by die moderatorondersoek. Die resultate van die ondersoek het daarop gedui dat: i. die skoolgehalte 'n beduidende invloed op die voorspelling van akademiese prestasie het; ii. die vakgroepe wat leerlinge leer 'n beduidende invloed op akademiese voorspelling het; iii. die skoolligging 'n beduidende invloed op akademiese voor spelling het; iv. die skooltipe 'n beduidende invloed op akademiese voorspelling het; v. geslag geen beduidende invloed op die voorspelling van algehele akademiese prestasie het nie; vi. die verskil in akademiese prestasie tussen die koshuisskole en dagskole bly steeds dieselfde selfs as aanleg gekontroleer is; en vii. die verskil in die akademiese prestasie van stedelike en plattelandse leerlinge steeds dieselfde bly selfs as aanleg gekontroleer is. 5. IMPLIKASIES VIR VERDERE ONDHRSOEK: In hierdie studie is gevind dat aanleg 'n goeie voorspeller van akademiese prestasie in goeie skole is, maar nie in swak skole nie. 'n Geldigheidsstudie is nodig om swak voorspelbaarheid in swak skole vas te stel. Sulke geldigheidstudies moet die sistematiese veranderlikes ook bestudeer sodat hulle invloed op R2 verklaar kan word. In hierdie studie is ook gevind dat die plattelandse skole akademies beter as stedelike skole presteer. Die bevinding is teenstrydig met die bevindinge van die vorige navorsers. 'n Verdere studie is dus ook nodig om die bevindinge van hierdie studie te bevestig of te verwerp. Die moontlikheid bestaan dat hierdie bevinding die invloed van die onrus wat gedurende daardie jare plaasgevind het, weerspieël. Verdere navorsing is ook nodig om die invloed van die groepvakke op akademiese prestasie te bevestig en o.a. die geldigheid van die resultate van hierdie navorsing te toets. Verdere navorsing is nodig om die waarde van die insluiting van 'n toets in moedertaal in die AAT battery vir voorspellings van akademiese prestasie vas te stel. Die resultate van hierdie studie (kyk tabel 6 • 2 ) het getoon dat die AAT die swakste met Zulutaal korreleer. 'n Toets in moedertaal blyk dus nodig te wees. 6. OPVOEDKUNDIGE IMPLIKASIE: Die kruisvalidasie van die beste stelveranderlikes het daarop gewys dat dit goed by goeie skole kan voorspel en nie by swak skole nie. Om al die skole se akademiese prestasie te verbeter, word dit aanbeveel dat die toetse aan die begin van die jaar toegepas moet word en dat die nuwe snitpunte (kyk paragraaf 6.7) by die verwagtingstabel gebruik moet word. Die vroegtydige beskikbaarheid van die toetsresultate kan help om leerlinge en die onderwysers te motiveer om beter te presteer. / Thesis (MEd)--PU vir CHO, 1989

Traditional dances of the South Sotho of Qwaqwa were studied as a product of culture. The two major objectives were: to document, and analyse specific South Sotho dances and relate them holistically to the culture; and to determine which dances of the girls and the women would be suitable for inclusion in the Syllabus for Physical Education for Girls in the Republic of South Africa according to certain educational criteria. The aspects investigated in the study included the following: 1. An ethnographic image of the South Sotho relating to ancestry, way of life and culture; 2. Dance as a cultural phenomenon and the place and function of dance in the culture of the South Sotho; 3. The notation of selected dances, an analysis of the dance movements and choreographic structure of the dances; 4. The educational value of folk and ethnic dances for implementation in the physical education programme, according to relevant objectives. The techniques used to identify, classify, document and analyse the dances, included fieldwork done through personal observation, participating observation, video filming of the dances, sound recordings of the songs and personal interviews. The sequence of steps was notated descriptively and graphically. The movements of the free body segments and dance technique were described and the floor pattern of each step sequence, the information with the accompaniment and the floor plan of the dance were transcribed graphically. The number of repetitions of the step sequences and the order of the parts of the dances were notated according to counts. The following dances were identified: women's dances - mokgibo, moqoqopelo, ledingwana, thojane, timiti and famu; girls' dances - mokgibo, play dances, ndlamu and bale dances; men's dances - mohobelo, mokorotlo, diphotha and setapo; boys dance the same dances apart from the mokorotlo. Wedding dances and thojane are also danced together by both sexes. The four dances which were documented include the wedding dance Ausi o manele, a play dance (Tikwe ha malome), ledingwana-women's dance (Diponono ha kena basadi) and mogogopelo women's dance (Ke lelekuwe bohadi). The main findings of the study indicated that dance is still closely interlinked with the cultural life of the South Sotho and that the purpose of the dance manifests itself mainly in terms of social recreation. Specific dances of the South Sotho can be utilized in a meaningful way in the physical education programme for girls because of the educational value, the link with the cultural objectives of the folk dance section of the syllabus and the relevance to the present needs of society. / Thesis (MA) -- PU vir CHO, 1985

CHAPTER 1 - POSTULATION OF PROBLEM, PURPOSE, METHOD AND PROGRAM OF STUDY: 1. Postulating the problem - The following problematical questions are investigated in this study:- a. Are there specific skills in which the trainable mentally retarded Down's Syndrome child is inferior to and/or more improved than other trainable mentally retarded groups? b. To what extent can the Down's Syndrome children participate in the same training program when grouped together? c. In which skills do Down's Syndrome children show the greatest train= ability? d. Is there a remarkable inferiority or progress in social competence, when compared with trainable Down's Syndrome and other trainable children in the training centre? 2. Aim of study - The following aims have been set for this study: a. to discover in which skills Down's Syndrome children have the great test inferiority and in which skills they show the greatest possibility of improvement. This means the question of the trainability of the Down's Syndrome child; b. to discover the grouping criteria which are used to classify the child with Down's Syndrome and all the other trainable children in the training centre; c. the criteria used by the different centres to promote a trainable child to the following class or group; d. to set a theoretical framework for a training program, which is based on the findings in this study, for trainable Down's Syndrome children; e. to find out what training facilities are available to the trainable Down's Syndrome child and to make some recommendations in this context. 3. Study method - In this study the descriptive method is used. The setting of a theoretical framework about the existing knowledge on the trainable Down's Syndrome child in the training centres is based on the following:- a. Study of literature: The most reliable sources of literature on the topic of this study are found in research results of American and British researchers; b. Empirical research: Questionnaires were sent to all the training centres in the Republic to collect information about the inferiority and/or progress in certain skills in Down's Syndrome children, grouping criteria and training programs for them. The program of study is set out in the last part of chapter 1. CHAPTER 2 - CONCEPTUALIZATION IN GENERAL: The following impediment categories were discussed in the first part of the chapter: motor, sensory, behaviouristic, mental and emotional impediments. The most important points of discussion are the concepts: educability and trainability of mentally retarded children. In the second part of this chapter the concepts: education ("opvoeding"); instruction ("onderwys”); training ("opleiding"); educability (“opvoedbaarheid”); trainability ("opleibaarheid") and untrainability (“onopleibaarheid") are discussed. 1. Educable and trainable mentally retarded - The Mentally Retarded Children's Act (Act No. 63 of 1974) refers to the child in the special class and special school as the educable mentally retarded and the child who is certified as uneducable as the trainable mentally retarded. The child in the institution is referred to as the untrainable mentally retarded. 2. Educability - Educability refers to the child's ability to gain from scholastic activities such as writing, reading and arithmetic and to transfer these skills with insight to practical situations. 3. Trainability - The trainable mentally retarded child's cognitive processes are concrete operational and cannot reach the abstract stage. Trainability therefore implies the possibility of making progress in the following skills: self-help, communication, socialization and occupation. 4. Untrainability - The child's inability to progress from the skills named in par. 3 and to succeed in adaptation to the social environment characterise the untrainable child who receives custodial care in an institution. CHAPTER 3 - DOWN 1S SYNDROME OR MONGOLISM: In comparing a few terms: Mongolism, Unfinished child, Acromicria, G1-Trisomy and Downs’ Syndrome, the latter is preferable, because it prevents a stigma which is sometimes attached to the syndrome and it also gives the syndrome a scientific dignity. 1. Etiology of Down’s Syndrome: 1.1 Endogenic factors - The possibility of studying chromosomal behaviour through the developments of new cytologic techniques leads to the study of the cell nucleus in the metaphase of mitosis during which period an exact counting of the chromosomes and observations on their structural patterns is possible. Through two methods: tissue and peripheral blood culture studies three subtypes of Down’s Syndrome are distinguishable:- a. Trisomy 21: This condition is the result of a faulty division of the 21-chromosome pair. The child with trisomy Down’s Syndrome has three, rather than the normal two chromosomes in pair 21. b. Translocation: Children with translocation Down’s Syndrome have an extra number 21- chromosome which has broken and become attached to the same or another chromosome pair. A parent can carry a translocation without showing any symptoms of disease because the parent still carries the correct amount of genetic material, although some of it is out of place (translocated). c. Mosaicism: A child with mosaic Down's Syndrome has 46 chromosomes in some cells and 47 in other cells of his body. 1.2 Exogenetic factors - Disfunctioning of the Pituitary and Thyroid glands causes a hormonal maladjustment in the mother during pregnancy, which can result in the birth of a Down's Syndrome child. Research has shown that a high percentage of Down's Syndrome children have been born from mothers between 30 and 45 years of age. Bad health and a shortage of vitamine A during pregnancy can also cause Down's Syndrome. 2. Clinical diagnosis at birth: Although Down's Syndrome cannot be diagnosed only by a few clinical features without a cytogenetic investigation, these features are especially visible in the first years of life of the Down's Syndrome child. The following physical stigmata are very prominent: hypotonia, disorders in the growth of the skull, a short nose with a flat bridge, anomalies of the palate, a small oral cavity with a protruding fissured tongue, abnormally small teeth, slanting eyes, speckling of the iris, anomalies of the external ears, one rather straight line crosses the palm of the hand instead of the two curved lines of the normal hand, an abnormal space between the first and second fingers and toes, a congenital heart defect and malformed sexual organs. In the last part of this chapter the typical developmental traits of the Down's Syndrome child from birth to approximately 6 years of age are discussed. CHAPTER 4 - CHARACTERISTICS OF THE DOWN'S SYNDROME CHILD'S PERSONALITY: Firstly in this chapter the mental development of the Down's Syndrome child is discussed. The conclusion is reached that the intellectual development is as characteristic as the slow motory development and that the quality of his intelligence is different in comparison with other trainable mentally retarded children. A significant connection between physical, stigmata and intelligence could not be found, The next discussion is devoted to the connection between subtype of Down's Syndrome and intelligence. Although several researchers found that the mosaic Down's Syndrome child has a higher intelligence than the other two subtypes, insufficient research has been done in this field. It has been found that 95% of all Down's Syndrome children are cheerful, but about 5% are stubborn. Social competence and mimicry lend themselves par excellence in training this child. Language development is discussed to show the Down's Syndrome child's inferiority in this characteristic. In the last part of this chapter it is pain= ted out that the Down’s Syndrome child is also backward in motory and sensory development. CHAPTER 5 - DIMENSIONS OF MENTAL RETARDATION IN DOWN'S SYNDROME: The differentiation between educable and trainable mentally retarded children is discussed in chapter 2. I.Q.-groups between 0 and 80 are discussed here to put the Down's Syndrome child in the mental hierarchy:- 1. Educable mentally retarded (I.Q. 50 - 80) - The educable mentally retarded child can't keep up the pace with the normal school program and has thus been placed in a special class or special school. Although there are Down's Syndrome children who are educable they still have great problems in mastering scholastic, motory and speech skills and non-visual tasks. 2. Trainable mentally retarded (I.Q. 30 - 50) - Although the child in the training centre is uneducable in scholastic skills, progress has been seen in the following skills: self-help, communication, socialization and occupation. 3. Untrainable mentally retarded (I.Q. 0 - 30) - The child who is retarded to such a degree that he can't see to his own needs and safety, must receive custodial care in an institution. CHAPTER 6 - THERAPY AND DOWN'S SYNDROME: This chapter deals with the following therapeutic programs:- 1. Medicinal therapy: a. Thyroid treatment has a positive effect in improving the dry skin, thick rippled tongue, coarse voice and sluggishness. b. Vitamine B12 must be administered with other medicaments to stimulate growth in the Down's Syndrome child. c. Pituitary-hormone treatment stimulate this gland to release growth hormones. 2. Music therapy: An outstanding characteristic of the trainable mentally retarded Down's Syndrome child is his receptivity for rhythm and music. This therapeutic medium must be used by parents and teachers to stimulate the gross motor co-ordination and auditory acuity of the Down's Syndrome child. 3. Speech therapy: language development is the trainable mentally retarded Down's Syndrome child's greatest inferiority. His ability for mimicry is the starting point for acquiring speech skills. The daily therapy sessions must include blowing•, sucking• and chewing exercises to better tongue and lip activities. A few practical implications for the training of the Down's Syndrome child are discussed in par. 6.7. CHAPTER 7 - EMPIRICAL RESEARCH: QUESTIONNAIRE: Different aspects, as well as the course of the empirical research, are discussed in this chapter. The descriptive method is selected as the scientific method for this research project. A questionnaire was composed to gather information on the set classification methods and training programs for the child with Down's Syndrome in training centres in the Republic. Firstly in this chapter the questionnaire is motivated as the most suitable scientific research method to deal with the topic of this study. The composition and application, respondents and returns are discussed afterwards. A prerequisite for significant diversions was set at a minimum return of 70% completed questionnaires. A follow-up letter was sent when the return was 63%. Telephone calls to the remaining respondents lifted the return percentage to 71%, so that the set criterium was reached. CHAPTER 8 - TRAINING FACILITIES FOR THE TRAINABLE MENTALLY RETARDED DOWN'S SYNDROME CHILDREN: In this chapter attention is especially devoted to responses in connection with the total number of trainable mentally retarded Down's Syndrome children in the training centres, different school departments and the average number of children in groups in the centres. 1. Occurrence of trainable mentally retarded Down's Sindrome children: Questionnaires were sent to 31 training centres in the Republic. Areturn of 71% (22) questionnaires was obtained. A number of 264 (20,3%) Down's Syndrome children and 1 037 (79,7%) other trainable mentally retarded children are enrolled in 21 (68% respondents} training centres, so that the total number is 1 301 trainable mentally retarded children. 2. School departments: The training centres are organized in the following departments (the number of centres which have a certain department are given in brackets): nursery class (10}, adaptation class (10), junior class (12), senior class (11). 3. Average number of children in different groups The 68% centres that completed this item in the questionnaire reported an average of 14 children in a group. The conclusion is also reached that the trainable mentally retarded Down's Syndrome child shows the best progress when he receives sufficient stimulation in the early years at home. Ways of maintenance of the centres up to 1/4/75 is discussed in the last part of the chapter. CHAPTER 9 - GROUPING CRITERIA FOR THE TRAINABLE MENTALLY RETARDED DOWN'S SYNDROME CHILDREN: Grouping criteria for the trainable mentally retarded children, general differences in skills between Down's Syndrome and other trainable children and promoting criteria for trainable mentally retarded children are discussed in this chapter. 1. Grouping criteria for the trainable mentally retarded children: Responses show that 27% of the respondent's grade I.Q. as an important grouping criterium. The I.Q.'s of only 36% of the children in the centres are known by members of staff. Chronological age is graded as an important criterium by 73% respondents, mental age by 32%, visual-motor skills by 45% and social competence by 50% of the respondents. 2. Differences in skills between Down's Syndrome and non-Down's Syndrome trainable mentally retarded groups of children: No difference is noticed in visual-motor skills by 40% respondents. Down's Syndrome children are graded weaker in these skills by 18% respondents. As seen by 5% respondents, Down’s Syndrome children are much better in self-help skills, 10% as better, 40%•as the same and 5% respondents as weaker than other trainable children in the centres. In connection with scholastic work the Down's Syndrome child is seen as the same by 40% respondents, weaker by 10% and much weaker by 5% respondents. Social competence is graded as much better by 18% respondents, better by 23%, the same by 14% and weaker by 5% respondents. 3. Promoting criteria for trainable mentally retarded children: Visual-motor skills are the most important promoting criterium, as graded by training centres. Chronological age is placed second. CHAPTER 10 - A TRAINING PROGRAM FOR THE TRAINABLE MENTALLY RETARDED DOWN'S SYNDROME CHILDREN IN THE TRAINING CENTRE: In this chapter the necessity for a special adapted training program for the trainable mentally retarded Down's Syndrome children, differences in skills between Down's Syndrome children of the same chronological age, psychometric media to determine the functioning of different skills are discussed. Based on this knowledge a training program for the trainable mentally retarded Down’s Syndrome child is set out. 1. The necessity for a special adapted training program for the trainable mentally retarded Down's Syndrome child: A special or adapted training program for the trainable Down’s Syndrome children is suggested by 40% respondents. Another 40% respondents believe that Down’s Syndrome children can take part in the same program (without adaptation) with other trainable children, while 20% respondents did not respond to this item. Information collected from literature and the rest of the empirical research, however, shows without any doubt that the trainable mentally retarded Down's Syndrome child is inferior in certain skills (see par. 10. 2.2) and shows possibilities for improvement in other skills, when compared with other trainable children. The conclusion is therefore reached that a specially adapted program must be set for the Down's Syndrome child to give more opportunity for stimulation in skills in which he is inferior, 2. Differences in skills amongst Down's syndrome children of the same chronological age: Responses show that 45% respondents notice great individual differences amongst Down's Syndrome children of the same chronological age; 32% respondents see no markable differences in skills and 23% respondents did not respond to this item. Individual differences amongst trainable Down's Syndrome children are not denied, but specific inferiorities in motory, auditory, language and tactual skills are present in all the trainable mentally retarded Down's Syndrome children. 3. Psychometric media to determine the functioning level of certain skills: It is concluded that the Stanford-Binet Intelligence Scale, the Merrill Palmer Scale and the Goodenough-Harris Drawing Test (elaborated from the Goodenough-Draw-a-Man Test) can, after adaptation to South African circumstances, be used as intelligence scales to differentiate between educable, trainable and untrainable children. The Vineland Social Maturity Scale and the Gunzburg Progress Assessment Charts must be used to determine the improvement in connection with the following skills: self-help, knowledge of his own body and perception, communication, socialization and occupation. 4. Trainability: Responses demonstrated that the mental age of the trainable Down's Syndrome children is increasable with implementing of a training program which takes the specific inferiorities and improvement possibilities of certain skills into consideration. The Down's Syndrome child is therefore trainable to quite a large extent. CHAPTER 11 - SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: In this chapter recommendations in connection with training facilities, grouping criteria, a training program and other possible research subjects are discussed. / Thesis (MEd)--PU for CHE

There have been on-going debates regarding wellness and management roles. There are several general programmes for facilitation of wellness. Some are implemented but others not. The urge to develop a coaching programme for college managers was triggered by personal experiences as the principal of a nursing college with the aim of helping the managers to facilitate employee wellness. The research was conducted to make a meaningful contribution to a body of knowledge, in particular knowledge related to the facilitation of employees’ wellness by the nursing college management. Aim The aim of the study was to develop a coaching programme for nursing colleges’ managers to facilitate employee wellness. The research was conducted into two phases. Phase one The first phase is a situational analysis. A qualitative strategy, which is explorative, descriptive and contextual in nature, was used. The perceptions of employees, guided by a literature review, were explored and described. Research Design Method The design of the study was qualitative, with explorative, descriptive and contextual elements. The nursing college managers were interviewed in both individual and in focus groups interviews. Only six main samples were used, namely: principals, vice-principals, HODs, registrars, nurse educators and support staff. An interview schedule was prepared by the researcher and experts in qualitative design. The first focus group interviews were conducted with the heads of departments in four nursing colleges. Three focus group interviews were held with heads of departments, nurse educators and support staff. Individual interviews were held with three principals and college registrars. The data analysis procedure from Henning, Van Rensburg and Smit’s (2008:106) writing was adopted as the bases for data analysis in phase one of the study. Deductive and inductive strategies were used. The results of phase one relating to the experiences and perceptions of employees and managers were used in conjunction with the integration of the embedded literature to develop the conceptual framework and coaching programme for the management of nursing colleges. Phase two The second phase was the description of the conceptual framework. An integrated map was compiled by mapping the concepts from the conclusions from all the empirical findings from Chapters 3 and 4.The main concepts of the integrated map are described. Finally, a visual conceptual framework was presented. A coaching programme for nursing college managers to facilitate employee’s wellness was developed. The programme was presented into 2 parts; part 1 for training managers to empower them with coaching skills. Part 2 addressed facilitation of employee’s wellness. Ethical considerations were observed throughout the study. Results and findings The results from both the employees and managers reflected challenges which involved the political mandate of increasing numbers of students without extra human and material resource allocation. Most of the employees complained about college management, which did not recognise their efforts and qualifications. Other causes of dissatisfaction included increased workload, the large numbers of students and decreased facilities through the rationalisation and merger of the nursing colleges. / Thesis (PhD (Nursing))--North-West University, Potchefstroom Campus, 2013.

MOTIVATION FOR THE STUDY - At present there is a growing need for empirical information in the study and career counselling process especially with regard to the statistical comparison of successful students' aptitudes. interests and personality profiles in various courses. There also is a growing demand for data regarding the predictive validity of the psychometric instruments regularly used. In an attempt to improve the effectiveness of the counselling process. mean profiles for three groups of first year students on the grounds of their mean scores on three psychometric, instruments. were drawn up and were compared with each other on a statistical basis. Secondly the predictive validity of each instrument as well as for two instruments combined was investigated. AIM OF THE RESEARCH - Firstly the aim of this study was to compare the three experimental groups' mean interest aptitude and adaptation profiles as measured by the 19 Field Interest Inventory (19 FII), the Senior Aptitude Tests (SAT) and the PHSF Relations Questionnaire on a statistical basis with each other. in order to detect statistical differences among the profiles of the three groups. The second aim of this study can be put as follows: - To determine the predictive value of each variable (psychometric instrument) with the criterion (average academical achievement); - To determine the relation between two of the variables, namely the 19 Field Interest Inventory and the Senior Aptitude Tests. combined and the criterion by means of the multiple correlation technique. METHOD OF INVESTIGATION - In the first place, a study of the relevant literature was undertaken, concerning the concepts of interest, aptitude and adaptation. Among these attention was especially focused on some definitions as well as the measurement of each concept. The psychometric instruments used in this research was discussed thoroughly regarding their development, contents, reliability and content and predictive validity. The sample used in this study consisted of 93 first year students assigned to the groups in the following way: 33 BA(Communication), 30 BA(Education) and 30 B(Law) students. Statistical operations were done for the total group by means of a computer. This included the drawing-up of mean profiles on each variable for each group as well as the statistical comparison of these profiles with each other. In the second place multiple regression was performed. CONCLUSIONS - With regard to the first aim of this study, the following can be concluded: - The experimental groups' mean interest profiles differed statistically from each other on the following fields of the 19 FII, namely FII 4 (Historical), FII 5 (Service), FII 7 (Sociability), FII 8 (Public Speaking), FII 9 (Law), FII 10 (Creative Thought), FII 13 (Practical Female) and FII 15 (Business). - The experimental groups' mean aptitude profiles differed statistically from each other on one test of the SAT and that is SAT 1 (Verbal Comprehension). - The experimental groups' mean adaptation profiles differed statistically from each other on one component of the PHSF, namely PHSF 9 (Sociability-S). With regard to the multiple regression analysis, the following can be concluded: - With regard to aptitude, three tests of the SAT with the best regression weights were selected for the BA(Communication) group by means of Mallows' CP-regression analysis, namely Disguised Words, Comparison and Pattern Completion. For the BA(Education) group four tests of the SAT with the best regression weights were selected, namely Verbal comprehension, Calculations, Figure Series and Spatial 3-D. Three tests of the SAT with the best regression weights were selected for the B(Law) group, namely Calculations, Pattern Completion and Memory (Paragraph). - With regard to interest, four fields of the 19 FII with the best regression weights were selected for the BA(Communication) group by means of Mallows' CP-regression method, namely Public Speaking, Science, Numerical and Travel. For the BA(Education) group six fields of the 19 FII with the best regression weights were selected, namely Law, Creative Thought, Business, Clerical, Nature and Sports. Only one field with the best regression weight was however selected for the BA(Law) group, namely Business. - With regard to adaptation, three components of the PHSF Relations Questionnaire with the best regression weights were selected for the BA(Communication) group by mean of the same method, namely Health, Sociability-S and Formal Relations. For the BA(Education) group two components were selected, namely Selfcontrol and Nervousness. Four components of the PHSF with the best regression weights were selected for the B(Law) group, namely Health, Personal Freedom, Moral Sense and Desirability Scale. As for the last aim of this study, namely the determination of the relation between the 19 FII and the SAT combined, and the criterion, the following can be concluded: With regard to the BA(Communication) group, four predictors with the best regression weights were statistically selected, namely one test of the SAT (Comparison) and three fields of the 19 FII (Science, Numerical and Travel). - As far as the BA(Education) group is concerned, four predictors with the best regression weights were statistically selected, namely two tests of the SAT (Verbal Comprehension and Spatial 3-D) and two fields of the 19 FII (Social Work and Creative Thought). With regard to the B(Law) group, a combination of twelve predictors with the best regression weights were selected, namely four tests of the SAT (Calculations, Figure Series, Spatial 2-D and Memory Symbols ) and eight fields of the 19 FII (Fine Arts, Performing Arts, Historical, Service, Creative Thought, Clerical and Travel). RECOMMENDATIONS - It is recommended that more extensive research be undertaken with successful students in every course of study regarding their interests, aptitudes, adaptation and personalities, in order to detect their similarities and differences. In order to increase the reliability of such findings, it is also recommended that the size of the experimental groups be increased. Research should also be undertaken concerning the selection and composition of relevant test-batteries in order to achieve optimum prediction of academic achievement. However, the selection of psychometric tests as used in this study should be extended with at least a personality test. / Thesis (MA)--PU vir CHO, 1983

Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.

1. DIE DOEL VAN DIE NAVORSING: Die doel van hierdie navorsing was om die beste voorspellers van akademiese prestasie (dit is persentasie slaag) onder die kognitiewe, affektiewe en skoolveranderlikes vas te stel. Die teikengroep het uit standerd 10 leerlinge in Kwazulu skole bestaan. 2. DIE BEVINDINGE UIT DIE LITERATUUR: Om die voorgemelde doel te bereik 1s die oorsig van literatuur met verwysing na die vermelde onafhanklike veranderlikes gedoen, en die volgende gevolgtrekkings is bereik. 2.1 DIE VOORSPELLINGSWAARDES VAN DIE KOGNITIEWE VERANDERLIKES: Betreffende die voorspellingswaarde van die kognitiewe veranderlikes, het die literatuur daarop gewys dat die kognitiewe veranderlikes ongeveer 25 persent van die variansie in die akademiese prestasie verklaar. Belangrik in hierdie verband is die bevindinge deur Lavin (1967), Bloom (1979) en talle ander wat die voorspellingswaarde van intelligensie en aanleg ondersoek het. Die ander belangrike bevinding, in verband met intelligensie as voorspeller van akademiese prestasie, is dat die voorspellingswaarde van intelligensie daal as die leerlinge die hoer klasse bereik. Met ander woorde, intelligensie is volgens die literatuur 'n goeie voorspeller van akademiese prestasie in die primêre klasse. Sowel Lavin (1967) as Jensen (1980) het hierdie bewering gemaak. Die voorspellingswaarde van vorige deur die literatuur te bestudeer. literatuur daarop gewys dat voorspeller van akademiese prestasie is. Wat aanleg as voorspeller van akademiese prestasie betref, wys die literatuur daarop dat variansie wat grater as 25 persent in akademiese prestasie is, verklaar kan word op grond van aanleg. In hierdie verband kan die werke van Von Mollendorf (1978) en Vander Westhuizen (1987) genoem word. 2.2 DIE VOORSPELLINGSWAARDE VAN DIE AFFEKTIEWE VERANDERLIKES: Die affektiewe veranderlikes wat hier betrokke is, is persoonlikheid en beroepsbelangstelling. Betreffende die voorspellingswaarde van persoonlikheid is teenstrydige bevindinge in die literatuur verkry. Enersyds het ondersoeke wat in Amerika gedoen is, getoon dat die byvoeging van die persoonlikheidsveranderlikes by die kognitiewe veranderlikes in die voorspelling van akademiese prestasie 'n toename in die verklaring van variansie meebring. Andersyds het die navorsing wat in Suid-Afrika gedoen is, nie 'n duidelike beeld gegee nie. In die algemeen het die Suid-Afrikaanse ondersoeke daarop gewys dat die persoonlikheidsveranderlikes van min waarde is in die voorspelling van akademiese prestasie. Uit die studie van die literatuur, betreffende die voorspellingswaarde van beroepsbelangstelling, het dit geblyk dat beroepsbelangstelling van minder waarde is in die voorspelling van akademiese prestasie is as beroepsbelangstelling. 2.3 DIE VOORSPELLINGSWAARDE VAN DIE SKOOLVERANDERLIKES: Die skoolveranderlikes is in twee groepe verdeel: die fisiese wat skoolgrootte, klasgrootte, skoolligging en skool fasiliteite behels, en die sosiale wat die prinsipaal en die onderwysers behels. Die oorsig van die literatuur het daarop gewys dat die fisiese fasiliteite belangrik is vir opvoeding, maar hulle uitwerking op die kwaliteit van onderrig afhanklik is van hulle benutting deur die onderwysers. Byvoorbeeld, kleiner klasse het nie beduidend bygedra tot beter prestasie as die grater klasse nie. Die gevolgtrekking wat deur Bloom (1976) onder andere, bereik is, is dat die hele skoolomgewing belangrik is vir onderrig en n1e net die fisiese fasiliteite nie. Ongeveer 5 persent van die variansie in akademiese prestasie is volgens Bloom (1979) deur die skool verklaar. Dit was om hierdie rede dat die hele skool in hierdie ondersoek bestudeer is. Literatuur het ook deurgaans daarop gewys dat die verskille tussen die skole in akademiese prestasie verdwyn as intelligensie en die sosio-ekonomiese status gekontroleer is. 2.4 DIE INVLOED VAN GESLAG OP AKADEMIESE VOORSPELLING: Die literatuur het daarop gewys dat die twee geslagte se akademiese prestasie verskil. Die dogters, byvoorbeeld, presteer beter as seuns in toetse wat verbale aanleg verg, terwyl die seuns beter as dogters in wiskunde presteer: Die twee geslagte het geen verskille in intelligensie getoon nie. 3. DIE EMPIRIESE ONDERSOEK 3.1 DIE FORMULERING VAN HIPOTESES: 3. 1. 1 Hoof hipotese HOOF HIPOTESE 1 - Die aanleg veranderlikes is die beste voorspellers van standerd 10 akademiese prestasie in vergelyking met die affektiewe en die skoolveranderlikes. HOOF HIPOTESE 2 - Die affektiewe veranderlikes bring 'n toename mee in die variansie wat verklaarbaar is in akademiese prestasie as dit by die kognitiewe veranderlikes bygevoeg word. HOOF HIPOTESE 3 - Die skoolveranderlikes bring 'n toename mee in die variansie wat verklaarbaar is in akademiese prestasie as dit by die kognitiewe veranderlikes bygevoeg word. 3.1.2 Onderhipotese ONDERHIPOTESE 1 - Die gehalte van die skool het beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 3 - Die ligging van die skool het 'n beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 4 - Skoolsoort het 'n beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 5 - Geslag het 'n beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 6 - Daar bestaan steeds 'n verskil tussen koshuis en dagskole in akademiese prestasie selfs as aanleg gekontroleer is. ONDERHIPOTESE 7 - Daar bestaan steeds 'n verskil tussen stedelike en plattelandse skole in akademiese prestasie selfs as aanleg gekontroleer is. 3.2 DIE EMPIRIESE ONDERSOEK: Die empiriese ondersoek is ingestel om die geformuleerde hipoteses te toets. 3.2.1 Die teikengroep en die steekproef Die KwaZulu 1983 standerd 10 leerlinge is die teikengroep. Om die invloed van die ~kool op voorspelling vas te stel is 'n 10 persent ewekansige steekproef uit 170 sekondêre skole geneem (dit is 17 skole). As gevolg van die ewekansige steekproef is 'n monster van 1912 leerlinge gevorm. Die vermindering van die steekproef tot 1615 leerlinge in sommige analises, is 'n gevolg van onvolledige data van sekere leerlinge. 3.2.2 Die veranderlikes wat gebruik is 3.2.2.1 Die onafhanklike veranderlikes wat in hierdie ondersoek gebruik is, is die volgende: a. Aanlegtoetsresultate (AAT) b. Persoonlikheidsresultate (HSPQ) c. Belangstellingsresultate (VIQ) d. Skoolveranderlikheidstotaal (SVTOT) 3.2.2.2 Die afhanklike wat in hierdie ondersoek gebruik is, is die volgende: e. Standerd 10 geslaag persentasie. 3.2.2.3 Die modererende veranderlikes wat in hierdie studie bestudeer is, is die volgende: f. Die skoolgehalte; g. Die vakgroepe wat die leerlinge leer; h. Die ligging van die skool (stedelik of plattelands); i. Skooltipe (koshuis of dag); en j. Geslag. In hierdie ondersoek is gebruik gemaak van gestandardiseerde meetinstrumente om kognitiewe, en affektiewe veranderlikes te meet. Om die "skool" te meet is verskeie skoolveranderlikes eers geoperasionaliseer en daarna punte volgens rangorde deur die inspekteurs toegeken. Geslag is in hierdie ondersoek as modererende veranderlike gebruik om die invloed daarvan op voorspelling te bestudeer. Om die invloed van die skool as 'n modererende veranderlike te bestudeer is die steekproef verder verdeel volgens skoolgehalte, skoolligging en skooltipe. Die leerlinge was ook gegroepeer volgens die vakgroepe wat hulle geneem het (dit is algemeen, natuurwetenskap en handel). 4. STATISTIESE TEGNIEKE WAT IN HIERDIE NAVORSING GEBRUIK IS EN DIE RESULTATE VAN DIE ONDERSOEK: 4.1 MEERVOUDIGE REGRESSIE-ANALISE: Deurgaans toegepas is die meervoudige regressie-analise (BMDPIR program) om die beste voorspellers van akademiese prestasie te identifiseer. Die resultate van die analise het daarop gedui dat: i. die kognitiewe veranderlikes die beste voorspellers van akademiese prestasie is, in vergelyking met die affektiewe en die skoolveranderlikes; ii. die affektiewe veranderlikes van min voorspellingswaarde is; en iii. die skoolveranderlike 'n beduidende effek op voorspellings het. As gevolg van meervoudige regressie-analise is die kognitiewe en skoolveranderlikes gebruik as kontrole veranderlikes in die moderatorveranderlike studie. Die affektiewe veranderlikes is weggelaat weens hulle geringe bydrae tot R2 . 4.2 VARIANSIE ANALISE: Die meervoudige regressie-analise (BMDPIR) is ook gebruik by die moderatorondersoek. Die resultate van die ondersoek het daarop gedui dat: i. die skoolgehalte 'n beduidende invloed op die voorspelling van akademiese prestasie het; ii. die vakgroepe wat leerlinge leer 'n beduidende invloed op akademiese voorspelling het; iii. die skoolligging 'n beduidende invloed op akademiese voor spelling het; iv. die skooltipe 'n beduidende invloed op akademiese voorspelling het; v. geslag geen beduidende invloed op die voorspelling van algehele akademiese prestasie het nie; vi. die verskil in akademiese prestasie tussen die koshuisskole en dagskole bly steeds dieselfde selfs as aanleg gekontroleer is; en vii. die verskil in die akademiese prestasie van stedelike en plattelandse leerlinge steeds dieselfde bly selfs as aanleg gekontroleer is. 5. IMPLIKASIES VIR VERDERE ONDHRSOEK: In hierdie studie is gevind dat aanleg 'n goeie voorspeller van akademiese prestasie in goeie skole is, maar nie in swak skole nie. 'n Geldigheidsstudie is nodig om swak voorspelbaarheid in swak skole vas te stel. Sulke geldigheidstudies moet die sistematiese veranderlikes ook bestudeer sodat hulle invloed op R2 verklaar kan word. In hierdie studie is ook gevind dat die plattelandse skole akademies beter as stedelike skole presteer. Die bevinding is teenstrydig met die bevindinge van die vorige navorsers. 'n Verdere studie is dus ook nodig om die bevindinge van hierdie studie te bevestig of te verwerp. Die moontlikheid bestaan dat hierdie bevinding die invloed van die onrus wat gedurende daardie jare plaasgevind het, weerspieël. Verdere navorsing is ook nodig om die invloed van die groepvakke op akademiese prestasie te bevestig en o.a. die geldigheid van die resultate van hierdie navorsing te toets. Verdere navorsing is nodig om die waarde van die insluiting van 'n toets in moedertaal in die AAT battery vir voorspellings van akademiese prestasie vas te stel. Die resultate van hierdie studie (kyk tabel 6 • 2 ) het getoon dat die AAT die swakste met Zulutaal korreleer. 'n Toets in moedertaal blyk dus nodig te wees. 6. OPVOEDKUNDIGE IMPLIKASIE: Die kruisvalidasie van die beste stelveranderlikes het daarop gewys dat dit goed by goeie skole kan voorspel en nie by swak skole nie. Om al die skole se akademiese prestasie te verbeter, word dit aanbeveel dat die toetse aan die begin van die jaar toegepas moet word en dat die nuwe snitpunte (kyk paragraaf 6.7) by die verwagtingstabel gebruik moet word. Die vroegtydige beskikbaarheid van die toetsresultate kan help om leerlinge en die onderwysers te motiveer om beter te presteer. / Thesis (MEd)--PU vir CHO, 1989

Traditional dances of the South Sotho of Qwaqwa were studied as a product of culture. The two major objectives were: to document, and analyse specific South Sotho dances and relate them holistically to the culture; and to determine which dances of the girls and the women would be suitable for inclusion in the Syllabus for Physical Education for Girls in the Republic of South Africa according to certain educational criteria. The aspects investigated in the study included the following: 1. An ethnographic image of the South Sotho relating to ancestry, way of life and culture; 2. Dance as a cultural phenomenon and the place and function of dance in the culture of the South Sotho; 3. The notation of selected dances, an analysis of the dance movements and choreographic structure of the dances; 4. The educational value of folk and ethnic dances for implementation in the physical education programme, according to relevant objectives. The techniques used to identify, classify, document and analyse the dances, included fieldwork done through personal observation, participating observation, video filming of the dances, sound recordings of the songs and personal interviews. The sequence of steps was notated descriptively and graphically. The movements of the free body segments and dance technique were described and the floor pattern of each step sequence, the information with the accompaniment and the floor plan of the dance were transcribed graphically. The number of repetitions of the step sequences and the order of the parts of the dances were notated according to counts. The following dances were identified: women's dances - mokgibo, moqoqopelo, ledingwana, thojane, timiti and famu; girls' dances - mokgibo, play dances, ndlamu and bale dances; men's dances - mohobelo, mokorotlo, diphotha and setapo; boys dance the same dances apart from the mokorotlo. Wedding dances and thojane are also danced together by both sexes. The four dances which were documented include the wedding dance Ausi o manele, a play dance (Tikwe ha malome), ledingwana-women's dance (Diponono ha kena basadi) and mogogopelo women's dance (Ke lelekuwe bohadi). The main findings of the study indicated that dance is still closely interlinked with the cultural life of the South Sotho and that the purpose of the dance manifests itself mainly in terms of social recreation. Specific dances of the South Sotho can be utilized in a meaningful way in the physical education programme for girls because of the educational value, the link with the cultural objectives of the folk dance section of the syllabus and the relevance to the present needs of society. / Thesis (MA) -- PU vir CHO, 1985

CHAPTER 1 - POSTULATION OF PROBLEM, PURPOSE, METHOD AND PROGRAM OF STUDY: 1. Postulating the problem - The following problematical questions are investigated in this study:- a. Are there specific skills in which the trainable mentally retarded Down's Syndrome child is inferior to and/or more improved than other trainable mentally retarded groups? b. To what extent can the Down's Syndrome children participate in the same training program when grouped together? c. In which skills do Down's Syndrome children show the greatest train= ability? d. Is there a remarkable inferiority or progress in social competence, when compared with trainable Down's Syndrome and other trainable children in the training centre? 2. Aim of study - The following aims have been set for this study: a. to discover in which skills Down's Syndrome children have the great test inferiority and in which skills they show the greatest possibility of improvement. This means the question of the trainability of the Down's Syndrome child; b. to discover the grouping criteria which are used to classify the child with Down's Syndrome and all the other trainable children in the training centre; c. the criteria used by the different centres to promote a trainable child to the following class or group; d. to set a theoretical framework for a training program, which is based on the findings in this study, for trainable Down's Syndrome children; e. to find out what training facilities are available to the trainable Down's Syndrome child and to make some recommendations in this context. 3. Study method - In this study the descriptive method is used. The setting of a theoretical framework about the existing knowledge on the trainable Down's Syndrome child in the training centres is based on the following:- a. Study of literature: The most reliable sources of literature on the topic of this study are found in research results of American and British researchers; b. Empirical research: Questionnaires were sent to all the training centres in the Republic to collect information about the inferiority and/or progress in certain skills in Down's Syndrome children, grouping criteria and training programs for them. The program of study is set out in the last part of chapter 1. CHAPTER 2 - CONCEPTUALIZATION IN GENERAL: The following impediment categories were discussed in the first part of the chapter: motor, sensory, behaviouristic, mental and emotional impediments. The most important points of discussion are the concepts: educability and trainability of mentally retarded children. In the second part of this chapter the concepts: education ("opvoeding"); instruction ("onderwys”); training ("opleiding"); educability (“opvoedbaarheid”); trainability ("opleibaarheid") and untrainability (“onopleibaarheid") are discussed. 1. Educable and trainable mentally retarded - The Mentally Retarded Children's Act (Act No. 63 of 1974) refers to the child in the special class and special school as the educable mentally retarded and the child who is certified as uneducable as the trainable mentally retarded. The child in the institution is referred to as the untrainable mentally retarded. 2. Educability - Educability refers to the child's ability to gain from scholastic activities such as writing, reading and arithmetic and to transfer these skills with insight to practical situations. 3. Trainability - The trainable mentally retarded child's cognitive processes are concrete operational and cannot reach the abstract stage. Trainability therefore implies the possibility of making progress in the following skills: self-help, communication, socialization and occupation. 4. Untrainability - The child's inability to progress from the skills named in par. 3 and to succeed in adaptation to the social environment characterise the untrainable child who receives custodial care in an institution. CHAPTER 3 - DOWN 1S SYNDROME OR MONGOLISM: In comparing a few terms: Mongolism, Unfinished child, Acromicria, G1-Trisomy and Downs’ Syndrome, the latter is preferable, because it prevents a stigma which is sometimes attached to the syndrome and it also gives the syndrome a scientific dignity. 1. Etiology of Down’s Syndrome: 1.1 Endogenic factors - The possibility of studying chromosomal behaviour through the developments of new cytologic techniques leads to the study of the cell nucleus in the metaphase of mitosis during which period an exact counting of the chromosomes and observations on their structural patterns is possible. Through two methods: tissue and peripheral blood culture studies three subtypes of Down’s Syndrome are distinguishable:- a. Trisomy 21: This condition is the result of a faulty division of the 21-chromosome pair. The child with trisomy Down’s Syndrome has three, rather than the normal two chromosomes in pair 21. b. Translocation: Children with translocation Down’s Syndrome have an extra number 21- chromosome which has broken and become attached to the same or another chromosome pair. A parent can carry a translocation without showing any symptoms of disease because the parent still carries the correct amount of genetic material, although some of it is out of place (translocated). c. Mosaicism: A child with mosaic Down's Syndrome has 46 chromosomes in some cells and 47 in other cells of his body. 1.2 Exogenetic factors - Disfunctioning of the Pituitary and Thyroid glands causes a hormonal maladjustment in the mother during pregnancy, which can result in the birth of a Down's Syndrome child. Research has shown that a high percentage of Down's Syndrome children have been born from mothers between 30 and 45 years of age. Bad health and a shortage of vitamine A during pregnancy can also cause Down's Syndrome. 2. Clinical diagnosis at birth: Although Down's Syndrome cannot be diagnosed only by a few clinical features without a cytogenetic investigation, these features are especially visible in the first years of life of the Down's Syndrome child. The following physical stigmata are very prominent: hypotonia, disorders in the growth of the skull, a short nose with a flat bridge, anomalies of the palate, a small oral cavity with a protruding fissured tongue, abnormally small teeth, slanting eyes, speckling of the iris, anomalies of the external ears, one rather straight line crosses the palm of the hand instead of the two curved lines of the normal hand, an abnormal space between the first and second fingers and toes, a congenital heart defect and malformed sexual organs. In the last part of this chapter the typical developmental traits of the Down's Syndrome child from birth to approximately 6 years of age are discussed. CHAPTER 4 - CHARACTERISTICS OF THE DOWN'S SYNDROME CHILD'S PERSONALITY: Firstly in this chapter the mental development of the Down's Syndrome child is discussed. The conclusion is reached that the intellectual development is as characteristic as the slow motory development and that the quality of his intelligence is different in comparison with other trainable mentally retarded children. A significant connection between physical, stigmata and intelligence could not be found, The next discussion is devoted to the connection between subtype of Down's Syndrome and intelligence. Although several researchers found that the mosaic Down's Syndrome child has a higher intelligence than the other two subtypes, insufficient research has been done in this field. It has been found that 95% of all Down's Syndrome children are cheerful, but about 5% are stubborn. Social competence and mimicry lend themselves par excellence in training this child. Language development is discussed to show the Down's Syndrome child's inferiority in this characteristic. In the last part of this chapter it is pain= ted out that the Down’s Syndrome child is also backward in motory and sensory development. CHAPTER 5 - DIMENSIONS OF MENTAL RETARDATION IN DOWN'S SYNDROME: The differentiation between educable and trainable mentally retarded children is discussed in chapter 2. I.Q.-groups between 0 and 80 are discussed here to put the Down's Syndrome child in the mental hierarchy:- 1. Educable mentally retarded (I.Q. 50 - 80) - The educable mentally retarded child can't keep up the pace with the normal school program and has thus been placed in a special class or special school. Although there are Down's Syndrome children who are educable they still have great problems in mastering scholastic, motory and speech skills and non-visual tasks. 2. Trainable mentally retarded (I.Q. 30 - 50) - Although the child in the training centre is uneducable in scholastic skills, progress has been seen in the following skills: self-help, communication, socialization and occupation. 3. Untrainable mentally retarded (I.Q. 0 - 30) - The child who is retarded to such a degree that he can't see to his own needs and safety, must receive custodial care in an institution. CHAPTER 6 - THERAPY AND DOWN'S SYNDROME: This chapter deals with the following therapeutic programs:- 1. Medicinal therapy: a. Thyroid treatment has a positive effect in improving the dry skin, thick rippled tongue, coarse voice and sluggishness. b. Vitamine B12 must be administered with other medicaments to stimulate growth in the Down's Syndrome child. c. Pituitary-hormone treatment stimulate this gland to release growth hormones. 2. Music therapy: An outstanding characteristic of the trainable mentally retarded Down's Syndrome child is his receptivity for rhythm and music. This therapeutic medium must be used by parents and teachers to stimulate the gross motor co-ordination and auditory acuity of the Down's Syndrome child. 3. Speech therapy: language development is the trainable mentally retarded Down's Syndrome child's greatest inferiority. His ability for mimicry is the starting point for acquiring speech skills. The daily therapy sessions must include blowing•, sucking• and chewing exercises to better tongue and lip activities. A few practical implications for the training of the Down's Syndrome child are discussed in par. 6.7. CHAPTER 7 - EMPIRICAL RESEARCH: QUESTIONNAIRE: Different aspects, as well as the course of the empirical research, are discussed in this chapter. The descriptive method is selected as the scientific method for this research project. A questionnaire was composed to gather information on the set classification methods and training programs for the child with Down's Syndrome in training centres in the Republic. Firstly in this chapter the questionnaire is motivated as the most suitable scientific research method to deal with the topic of this study. The composition and application, respondents and returns are discussed afterwards. A prerequisite for significant diversions was set at a minimum return of 70% completed questionnaires. A follow-up letter was sent when the return was 63%. Telephone calls to the remaining respondents lifted the return percentage to 71%, so that the set criterium was reached. CHAPTER 8 - TRAINING FACILITIES FOR THE TRAINABLE MENTALLY RETARDED DOWN'S SYNDROME CHILDREN: In this chapter attention is especially devoted to responses in connection with the total number of trainable mentally retarded Down's Syndrome children in the training centres, different school departments and the average number of children in groups in the centres. 1. Occurrence of trainable mentally retarded Down's Sindrome children: Questionnaires were sent to 31 training centres in the Republic. Areturn of 71% (22) questionnaires was obtained. A number of 264 (20,3%) Down's Syndrome children and 1 037 (79,7%) other trainable mentally retarded children are enrolled in 21 (68% respondents} training centres, so that the total number is 1 301 trainable mentally retarded children. 2. School departments: The training centres are organized in the following departments (the number of centres which have a certain department are given in brackets): nursery class (10}, adaptation class (10), junior class (12), senior class (11). 3. Average number of children in different groups The 68% centres that completed this item in the questionnaire reported an average of 14 children in a group. The conclusion is also reached that the trainable mentally retarded Down's Syndrome child shows the best progress when he receives sufficient stimulation in the early years at home. Ways of maintenance of the centres up to 1/4/75 is discussed in the last part of the chapter. CHAPTER 9 - GROUPING CRITERIA FOR THE TRAINABLE MENTALLY RETARDED DOWN'S SYNDROME CHILDREN: Grouping criteria for the trainable mentally retarded children, general differences in skills between Down's Syndrome and other trainable children and promoting criteria for trainable mentally retarded children are discussed in this chapter. 1. Grouping criteria for the trainable mentally retarded children: Responses show that 27% of the respondent's grade I.Q. as an important grouping criterium. The I.Q.'s of only 36% of the children in the centres are known by members of staff. Chronological age is graded as an important criterium by 73% respondents, mental age by 32%, visual-motor skills by 45% and social competence by 50% of the respondents. 2. Differences in skills between Down's Syndrome and non-Down's Syndrome trainable mentally retarded groups of children: No difference is noticed in visual-motor skills by 40% respondents. Down's Syndrome children are graded weaker in these skills by 18% respondents. As seen by 5% respondents, Down’s Syndrome children are much better in self-help skills, 10% as better, 40%•as the same and 5% respondents as weaker than other trainable children in the centres. In connection with scholastic work the Down's Syndrome child is seen as the same by 40% respondents, weaker by 10% and much weaker by 5% respondents. Social competence is graded as much better by 18% respondents, better by 23%, the same by 14% and weaker by 5% respondents. 3. Promoting criteria for trainable mentally retarded children: Visual-motor skills are the most important promoting criterium, as graded by training centres. Chronological age is placed second. CHAPTER 10 - A TRAINING PROGRAM FOR THE TRAINABLE MENTALLY RETARDED DOWN'S SYNDROME CHILDREN IN THE TRAINING CENTRE: In this chapter the necessity for a special adapted training program for the trainable mentally retarded Down's Syndrome children, differences in skills between Down's Syndrome children of the same chronological age, psychometric media to determine the functioning of different skills are discussed. Based on this knowledge a training program for the trainable mentally retarded Down’s Syndrome child is set out. 1. The necessity for a special adapted training program for the trainable mentally retarded Down's Syndrome child: A special or adapted training program for the trainable Down’s Syndrome children is suggested by 40% respondents. Another 40% respondents believe that Down’s Syndrome children can take part in the same program (without adaptation) with other trainable children, while 20% respondents did not respond to this item. Information collected from literature and the rest of the empirical research, however, shows without any doubt that the trainable mentally retarded Down's Syndrome child is inferior in certain skills (see par. 10. 2.2) and shows possibilities for improvement in other skills, when compared with other trainable children. The conclusion is therefore reached that a specially adapted program must be set for the Down's Syndrome child to give more opportunity for stimulation in skills in which he is inferior, 2. Differences in skills amongst Down's syndrome children of the same chronological age: Responses show that 45% respondents notice great individual differences amongst Down's Syndrome children of the same chronological age; 32% respondents see no markable differences in skills and 23% respondents did not respond to this item. Individual differences amongst trainable Down's Syndrome children are not denied, but specific inferiorities in motory, auditory, language and tactual skills are present in all the trainable mentally retarded Down's Syndrome children. 3. Psychometric media to determine the functioning level of certain skills: It is concluded that the Stanford-Binet Intelligence Scale, the Merrill Palmer Scale and the Goodenough-Harris Drawing Test (elaborated from the Goodenough-Draw-a-Man Test) can, after adaptation to South African circumstances, be used as intelligence scales to differentiate between educable, trainable and untrainable children. The Vineland Social Maturity Scale and the Gunzburg Progress Assessment Charts must be used to determine the improvement in connection with the following skills: self-help, knowledge of his own body and perception, communication, socialization and occupation. 4. Trainability: Responses demonstrated that the mental age of the trainable Down's Syndrome children is increasable with implementing of a training program which takes the specific inferiorities and improvement possibilities of certain skills into consideration. The Down's Syndrome child is therefore trainable to quite a large extent. CHAPTER 11 - SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: In this chapter recommendations in connection with training facilities, grouping criteria, a training program and other possible research subjects are discussed. / Thesis (MEd)--PU for CHE