Sport forms an integral part of our everyday living and .has a big influence on the lives of young developing children. Participation in sport has become part of early childhood. Therefore it is of utmost importance that talent identification must start at a very early age. Due to a lack of scientific research in rugby, progress according to talent identification, has developed slightly. Very few scientific methods of identification among young rugby players could be found in literature. The aim of this study is to identify specific rugby skills, physical, motor, anthropometric and psychological variables that could be used to determine talent for 16 year-old adolescence. A test· battery of 24 rugby skills, physical and motor abilities and 14 anthropometrical tests were administered. A sport psychological performance inventory was also conducted. The top three rugby teams in the under sixteen league in the Northwest Province were used in the test as well as 41 non-rugby players. The results of these three teams were used as a criteria for rugby talent among sixteen year-old boys. In order to find the best predictors of talent, stepwise discriminant analyses (SAS Discrim procedure) were conducted on the data to find the subset of best "discriminators" among all predictors which indicated· variables that are able to identify talent at this age. Results, indicated that predictions between talented and less talented rugby players were possible and that these predictions can be useful to coaches to determine talented and less talented rugby players at sixteen years of age. / Thesis (MEd (Voorligting))--PU vir CHO, 1997

Sport forms an integral part of our everyday living and .has a big influence on the lives of young developing children. Participation in sport has become part of early childhood. Therefore it is of utmost importance that talent identification must start at a very early age. Due to a lack of scientific research in rugby, progress according to talent identification, has developed slightly. Very few scientific methods of identification among young rugby players could be found in literature. The aim of this study is to identify specific rugby skills, physical, motor, anthropometric and psychological variables that could be used to determine talent for 16 year-old adolescence. A test· battery of 24 rugby skills, physical and motor abilities and 14 anthropometrical tests were administered. A sport psychological performance inventory was also conducted. The top three rugby teams in the under sixteen league in the Northwest Province were used in the test as well as 41 non-rugby players. The results of these three teams were used as a criteria for rugby talent among sixteen year-old boys. In order to find the best predictors of talent, stepwise discriminant analyses (SAS Discrim procedure) were conducted on the data to find the subset of best "discriminators" among all predictors which indicated· variables that are able to identify talent at this age. Results, indicated that predictions between talented and less talented rugby players were possible and that these predictions can be useful to coaches to determine talented and less talented rugby players at sixteen years of age. / Thesis (MEd (Voorligting))--PU vir CHO, 1997

One of the most fundamental and meaningful statements that can be made about the human being, is that man is always in a certain relationship towards his fellow-man and the objects in his livingenvironment. With this statement as vantage-point it has been attempted to study the realization of the pedagogical relationships in psychopedagogical perspective and to analyse the becoming of the child within these relationships, against the background of the categories experiencing-willing-experience as becoming. The child is a person-in-the-world of objects and people, and as fellow-being he finds homself in certain relationships, because man is intentional and ever involved. Psycho-pedagogics deals with the discovering of the psychological life of the child in education and also reveals becoming and learni~ as its equal basic structures. It has furthermore become clear that "becoming and learning" are actualised, inter alia, by means of "learningas- becoming., and "experiencing-as-becoming" and exist as prerequisite for the adequate realization of pedagogical relationships (trust, knowledge and authority). Furthermore, a psychopedagogical analysis has been made of educational procedures and subsequently the structures of the pedagogical situation has been dealt with. Special attention was given to the trust-understanding and authority relationships against the background of the child's becoming-actualising-forms, namely: "Emancipating as experiencing-willing and living-becoming", "Exploring- as-experiencing, willing and living-becoming", "Distantiating-as-experiencing, willing-and living-becoming", "Differentiating-as-experiencing, willing-and living-becoming" and "Objectivating- as-experiencing, willing-and living-becoming". Mention was made of the stability which must be present in the child's experience world, and that experience as well as the will in the child's becoming within pedagogical relationships, depend on the degree of rational execution of these relationships, in order to reach adequate actualisation. The adequate actualisation of the pedagogical relationships pre-shapes the child's later actions as adult in his relationship towards his fellow-man, It was also been attempted to consider pedagogically the development of the various pedagogical relationships in which the child finds himself against the background of his becoming, with particular emphasis on the pre-school years, the primary school phase and the secondary school phase, Subsequently certain psychopedagogical criteria for the evaluation of the child's becoming within the realized pedagogical relationship- structures were elucidated, The thesis concludes with various remarks regarding the recognition of deviation from pedagogical relationships and suggested remedial steps, / Dissertation (MEd)--University of Pretoria, 1976. / gm2014 / Early Childhood Education / Unrestricted

Current learning support in an effort to address the learning needs of learners with learning disabilities tends to focus on their language abilities (reading and writing), without enough emphasis on the cognitive manifestations that could contribute to barriers to learning, if not addressed appropriately from within the school system. In this study the organisation skills of learners with learning disabilities were studied to determine their true nature. The research was undertaken with Grade 8 and 9 pupils in a private school for learners with learning disabilities. The research was conducted in two phases. In the first phase, assessment data of the learners with learning disabilities were analysed. Three different categories of learning needs regarding the organisation skills of learners with learning disabilities were identified. In the second phase, these categories of learning needs were explored using an Ethnographic Approach with Action Research as design. The outcomes of the action research were examined by analysing behaviours and written products of the learners, consistently within the context of the learning situation. It was established that the barriers to learning regarding the organisation skills of these learners are at least in part intrinsic and therefore make a strong appeal to the learning system for support. Learning support should be seen as an integral part of the teaching and learning process in all schools. It was therefore clear that a Systemic approach should be used to address the barriers to learning that learners with learning disabilities experience. A different perspective than that of the fragmented medical model was taken in exploring and addressing these needs. It was a shift towards a more holistic Ecological Systemic Approach. / Thesis (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted