MOTIVATION FOR THE INVESTIGATION: A real need exists within Departments of Education, schools and other training centres for suitable objective measuring devices for selection, placement and diagnosis regarding the musical aptitude of pupils and students. The sooner special aptitude in a child is discovered and opportunities for further development are given, the better the chances for future success, achievement and self-realisation. PRIMARY OBJECTIVES: This study was undertaken with the purpose of investigating and defining more exactly, on the basis of a review of the literature available on the one hand and the practical application of a number of standardised tests on the other, the essence of musical aptitude. It was also attempted to determine the possible relation between musical aptitude and variables such as the spoken language, sex, age, interests and preferences as well as the influence of musical experiences and training. METHOD: In the first place an extensive review of the literature available was undertaken, numerous descriptions and definitions of aptitude in general and musical aptitude in particular were analysed and the most important elements extracted. On the basis of this procedure a synoptic definition was formulated. Secondly, the measurement of musical aptitude was investigated, the technical requirements and criteria which aptitude measurement must comply with were analysed and a large number of existing musical aptitude tests were reviewed and analysed into components. The purpose was to determine deductively from this the essential characteristics required of a musical aptitude test. In the third place an empirical investigation in three stages was conducted. During the preparatory stage the "Measures of Musical Abilities" test by Bentley was used and a number of experiments were carried out with groups of scholars and students to investigate the area of musical aptitude measurement especially with regards to test reliability and validity. A preliminary investigation with a large number of pupils from 50 primary and 20 secondary schools followed and various statistical techniques were applied to the acquired test data. The Bentley test was once more applied and put to the test under a wide variety of conditions. For the main investigation a stratified sample of 4379 pupils was used as well as a control group of 188 scholars who were at the time engaged in specialised musical training. In addition to the Bentley test Colwell's "Musical Achievement Tests" I and Gaston's "Test of Musicality" was applied, as well as an interest and preference test compiled by the author. The sound tracks of these tests were adapted so that both English and Afrikaans speaking pupils could be accommodated. The statistical operations performed included calculation of correlation coefficient, item analysis and the determining of norms as well as factor analysis. MAIN FINDINGS AND CONCLUSIONS: • Musical aptitude must be regarded as a theoretical construct which explains specific behavioural patterns as reflected in test results. It can further: more be described as the potential ability for musical development, including apprehension, skill and achievement or performance ability. The essence of musical aptitude finds its most distinctive evidence in the conceptual framework of rhythmic, melodic, harmonic and formal relationships which develop through a progressive organisation of musical perceptions • The measurement and evaluation of musical aptitude should include both the perceptual as well as the interpretative aspects. The first include not only mere audio-acoustical perception but especially the judicious-musical perceptual aspect -cognitive operational thought as regards the organisation of sound structures and co-ordination between relationships. Extra-musical factors such as interest, home stimulation, socio-economic background, musical experience and training obviously play an important role in the manifestation of musical aptitude and must be taken into account in evaluation. • The direct relationship between inherited factors and musical aptitude cannot be determined exactly. The speed with which musical tasks can be performed and the individual's eventual level of achievement are probably to some extent dependent on genetic determinants. On the other hand, characteristics acquired by general environmental influences and direct training play an important part. It follows that elements of musical aptitude such as pitch discrimination, rhythmical and tonal memory do not, consequently, represent constant, unchangeable data but are dependent on the influence of musical experience, general mental maturation and the educative process. Interest and motivation are furthermore important factors that will determine if the child's potential aptitude will be fully realised. • From the results of the investigation it follows that sex, socio-economic level and musical preferences are variables significantly affecting test scores. Girls do better in the tests than boys and the socio-economic status and general preferences and taste are clearly reflected in the pupil's test scores. In addition, general intellectual ability and musical background are important for the full development of a child's musical aptitude. Home language and demographic differences between pupils represent factors probably playing a less significant role. • The factors identified by factor analysis can be described as follows: Factor I: a general factor which includes mainly tonal memory and sensory discrimination; Factor II: judicial-musical perceptions as regards tonal-rhythmical elements; Factor III: an aesthetical-discriminative factor which includes general tonal sensitivity; Factor IV: a tonal relationship factor where/with recognition of complex musical relations are enclosed. • On the grounds of extensive statistical analysis executed to determine the general significance and successful functioning of the Bentley, Colwell and Gaston tests the conclusion can be drawn that these tests, with certain reservations, satisfy the essential criteria of reliability, validity and general usefulness. The author's test reveals considerable shortcomings, although it serves a useful purpose in the judgement of taste, preference and interest. From a comparison of the mean test scores of the experimental group and the control group it can be concluded that the tests clearly discriminate between average pupils and those possessing exceptional musical aptitude. ESSENTIAL RECOMMENDATIONS: It is recommended that further research be undertaken with the tests in the research programme, especially with regards to the reliability, validity and general discriminative value of the tests. A longitudinal investigation may further elucidate and confirm the diagnostic significance of the tests, or show up the limitations more clearly. The compilation and standardisation of a South African test of musical aptitude must be considered, taking into account on the one hand the adaptability of existing tests developed overseas, and on the other, the merits and deficiencies of the Wegelin &Wolmarans tests made available by the HSRC. / Proefskrif (DMus)--PU vir CHO

MOTIVATION FOR THE INVESTIGATION: A real need exists within Departments of Education, schools and other training centres for suitable objective measuring devices for selection, placement and diagnosis regarding the musical aptitude of pupils and students. The sooner special aptitude in a child is discovered and opportunities for further development are given, the better the chances for future success, achievement and self-realisation. PRIMARY OBJECTIVES: This study was undertaken with the purpose of investigating and defining more exactly, on the basis of a review of the literature available on the one hand and the practical application of a number of standardised tests on the other, the essence of musical aptitude. It was also attempted to determine the possible relation between musical aptitude and variables such as the spoken language, sex, age, interests and preferences as well as the influence of musical experiences and training. METHOD: In the first place an extensive review of the literature available was undertaken, numerous descriptions and definitions of aptitude in general and musical aptitude in particular were analysed and the most important elements extracted. On the basis of this procedure a synoptic definition was formulated. Secondly, the measurement of musical aptitude was investigated, the technical requirements and criteria which aptitude measurement must comply with were analysed and a large number of existing musical aptitude tests were reviewed and analysed into components. The purpose was to determine deductively from this the essential characteristics required of a musical aptitude test. In the third place an empirical investigation in three stages was conducted. During the preparatory stage the "Measures of Musical Abilities" test by Bentley was used and a number of experiments were carried out with groups of scholars and students to investigate the area of musical aptitude measurement especially with regards to test reliability and validity. A preliminary investigation with a large number of pupils from 50 primary and 20 secondary schools followed and various statistical techniques were applied to the acquired test data. The Bentley test was once more applied and put to the test under a wide variety of conditions. For the main investigation a stratified sample of 4379 pupils was used as well as a control group of 188 scholars who were at the time engaged in specialised musical training. In addition to the Bentley test Colwell's "Musical Achievement Tests" I and Gaston's "Test of Musicality" was applied, as well as an interest and preference test compiled by the author. The sound tracks of these tests were adapted so that both English and Afrikaans speaking pupils could be accommodated. The statistical operations performed included calculation of correlation coefficient, item analysis and the determining of norms as well as factor analysis. MAIN FINDINGS AND CONCLUSIONS: • Musical aptitude must be regarded as a theoretical construct which explains specific behavioural patterns as reflected in test results. It can further: more be described as the potential ability for musical development, including apprehension, skill and achievement or performance ability. The essence of musical aptitude finds its most distinctive evidence in the conceptual framework of rhythmic, melodic, harmonic and formal relationships which develop through a progressive organisation of musical perceptions • The measurement and evaluation of musical aptitude should include both the perceptual as well as the interpretative aspects. The first include not only mere audio-acoustical perception but especially the judicious-musical perceptual aspect -cognitive operational thought as regards the organisation of sound structures and co-ordination between relationships. Extra-musical factors such as interest, home stimulation, socio-economic background, musical experience and training obviously play an important role in the manifestation of musical aptitude and must be taken into account in evaluation. • The direct relationship between inherited factors and musical aptitude cannot be determined exactly. The speed with which musical tasks can be performed and the individual's eventual level of achievement are probably to some extent dependent on genetic determinants. On the other hand, characteristics acquired by general environmental influences and direct training play an important part. It follows that elements of musical aptitude such as pitch discrimination, rhythmical and tonal memory do not, consequently, represent constant, unchangeable data but are dependent on the influence of musical experience, general mental maturation and the educative process. Interest and motivation are furthermore important factors that will determine if the child's potential aptitude will be fully realised. • From the results of the investigation it follows that sex, socio-economic level and musical preferences are variables significantly affecting test scores. Girls do better in the tests than boys and the socio-economic status and general preferences and taste are clearly reflected in the pupil's test scores. In addition, general intellectual ability and musical background are important for the full development of a child's musical aptitude. Home language and demographic differences between pupils represent factors probably playing a less significant role. • The factors identified by factor analysis can be described as follows: Factor I: a general factor which includes mainly tonal memory and sensory discrimination; Factor II: judicial-musical perceptions as regards tonal-rhythmical elements; Factor III: an aesthetical-discriminative factor which includes general tonal sensitivity; Factor IV: a tonal relationship factor where/with recognition of complex musical relations are enclosed. • On the grounds of extensive statistical analysis executed to determine the general significance and successful functioning of the Bentley, Colwell and Gaston tests the conclusion can be drawn that these tests, with certain reservations, satisfy the essential criteria of reliability, validity and general usefulness. The author's test reveals considerable shortcomings, although it serves a useful purpose in the judgement of taste, preference and interest. From a comparison of the mean test scores of the experimental group and the control group it can be concluded that the tests clearly discriminate between average pupils and those possessing exceptional musical aptitude. ESSENTIAL RECOMMENDATIONS: It is recommended that further research be undertaken with the tests in the research programme, especially with regards to the reliability, validity and general discriminative value of the tests. A longitudinal investigation may further elucidate and confirm the diagnostic significance of the tests, or show up the limitations more clearly. The compilation and standardisation of a South African test of musical aptitude must be considered, taking into account on the one hand the adaptability of existing tests developed overseas, and on the other, the merits and deficiencies of the Wegelin &Wolmarans tests made available by the HSRC. / Proefskrif (DMus)--PU vir CHO

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Engels.

Proefschrift Maastricht. / Lit. opg. - Met een samenvatting in het Nederlands.

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

Thesis (MEd)--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

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

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