AIM OF THE STUDY - The general aim of the study is to design a selection test battery that can be used to screen students for the diploma courses in Management practice and Personnel management before the enrolment at the Witwatersrand Technikon. The specific aims are twofold: namely theoretical and empirical. The theoretical aim is firstly to give some perspective as far as the use of psychometric tests in the selection procedure, and secondly to give an overview of those factors that affect academic performance. The empirical aim consists of three objectives: To determine which factors are significantly related to academic performance of first year students for the Management practice and the Personnel management courses, respectively. To determine those factors that reflect a significant difference between the successful and unsuccessful students in both diploma courses. To develop a profile of the successful and unsuccessful groups' test performances for selection purposes. METHOD OF INVESTIGATION - A study of the relevant literature was undertaken concerning the role of psychometric tests in the selection procedure, as well as the effect of different cognitive and non-cognitive factors on academic performance. As a result of the limited number of first year students in these two courses, the total first year student group was involved in this study. The psychometric tests used in this study are the 19 Field Interest Inventory, the Structured Objective Rorschach test (SORT), The Survey of Study Habits and Attitudes (SSHA), the 16 Personality factor questionnaire {16PF), the subtest Mental Alertness of the Intermediate Battery and the Academic Achievement Battery. RESULTS OF THE MULTIPLE REGRESSION ANALYSIS - The test that shows the highest correlation with academic performance for both groups is the 16PF. In the case of the Management practice group, the correlation is 0,62 and for the Personnel management group, the correlation is 0,77. The Management practice group also reflected correlations between academic performance and previous performance (r=0,48) and between academic performance and interest (r=0,63). On the other hand, correlations were also found between academic performance and the SSHA ( r=O, 5 9) and between academic performance and mental alertness (r=0,42) concerning the Personnel management group. The 16PF therefore showed the highest correlation with academic performance for both groups. As a result of these findings and the relatively small population group used in this study it was decided, for the remainder of the investigation to combine the two groups. The new combined group was then subdivided into a successful and an unsuccessful group. RESULTS OF THE PROFILE ANALYSIS - The successful group obtained average scores which were higher than those of the unsuccessful group on eight factors of the 16PF. These eight factors are: A(Sociality), B (Intelligence), E(Dominance), F(Carefreeness), H (Social venturesomeness), L(Suspiciousness), N(Astuteness) and Ql(Radicalism). Of these eight factors, the differences for the last three are very insignificant. The unsuccessful group obtained higher average scores on the remaining eight factors but once again these differences are insignificant. RESULTS OF THE t-TEST - Significant differences were found between the successful and unsuccessful groups with regard to factors A(Sociality), B(Intelligence) and F(Carefreeness) on the 0,01-level while significant differences on the 0,05-level were obtained on factors E(Dominance) and Q3(Self-control). These results can be summarised as follows: * The successful group• is definitely more social, in other words more outgoing, carefree and more participative than the unsuccessful group. * The successful group has a greater mental ability than the unsuccessful group, is more independent and shows more enthusiasm. * The unsuccessful group shows a greater degree of self-control than the successful group with the result that they experience more anxiety in the process. According to this study, personality factors seem to play a more significant role than any other factors as measured in this particular case. Biographical data should also be considered in a study like this as this might possibly lead to other factors that influence academic performance. / Skripsie (MA)--PU vir CHO, 1987

Within the framework of comprehensive research that has been done on the mathematics achievement of first-year university students, research literature contains relatively few studies concerning the prediction of the mathematics achievement of final year students. An ex post facto empirical study was undertaken to rectify this situation to some extent. The aims of this study were: • To develop prediction models with which to predict the mathematics achievement of third-year students at the PU for CHE. • To develop a prediction analysis for continuous data by means of which the mathematics achievement of third-year students can be predicted in terms of a pass/fail dichotomy by using the fundamentals of Boolean algebra. • To determine, as a secondary aim, the differential influence of several independent variables on the mathematics achievement of male and female students in their third year. Of the set of independent variables in this study, five indicated previous achievement, 10 were aptitude variables (including an estimated IQ score) and 21 were measures of different interests, while a measure of the algebraic preparedness of prospective mathematics students on the PU for CHE was also included. The mathematics achievement of students at the end of the first semester of the first year was used in part of the investigation as an independent variable. Four criteria were defined to quantify the mathematics achievement of students at the PU for CHE. In three of these, unsuccessful attempts to obtain a pass in mathematics courses were taken into consideration. The aptitude variables in this study were measured with the Senior Aptitude tests (Human Sciences Research Council), the 19-Field Interests Questionnaire (Human Sciences Research Council) and the algebraic preparedness of students was measured by means of a 60-item multiplechoice test developed by this researcher and of which measures of validity and reliability were reported. The data of two groups of subjects considered as study populations, were used in the study. The group of first-year students following mathematics courses for the first time in 1982 was employed as an experimental group. Of the 154 first-year students in this group, 58 were able to advance to the third year and wrote the examination in least one mathematics course in that year. The class of first-year students registered for mathematics courses for the first time in 1983 was used as a crossvalidation group in order to validate the prediction models. This group consisted of 138 students, of which 54 advanced to the third year. Six hypotheses were examined in this study by means of several statistical techniques. By means of singular correlations it was shown that certain independent variables exerted a bigger influence on the mathematics performance of third-year students than others and that the correlations of some independent variables with mathematics achievement decreased from the first year to the third year. Regarding other variables, the opposite tendency was found. By means of factor, regression, discriminant and Boolean analysis, it was further found that the mathematics achievement of male and female students on the third year level was influenced differently by independent variables. The hypothesis that a higher percentage of the variance of mathematics performance in the case of females than that of males can be accounted for, could not be accepted for all criteria of mathematics achievement. The validity of prediction models could also not be accepted for all criteria of mathematics performance, even if the mathematics achievement of students at the end of the first semester in the first year was included as an independent variable in the regression analysis. Finally it was found that prediction models for the pass/fail dichotomy for mathematics achievement, developed by means of Boolean analysis, were on the average more successful in terms of validity than the discriminant functions developed by using discriminant analysis. This result indicated a promising future for the use of Boolean analysis in the prediction of academic achievement. / Proefskrif (DEd)--PU vir CHO, 1988

This study was an attempt to determine whether there are factors related to student dating which can be associated with the level of students’ academic performance, and, if any exist, to establish the nature of these factors and to determine and explain this association or relationship. The sample was drawn from students in the final (third) year of their B.A. course. The sample included both men and women. It was drawn from the Potchefstroom University for C.H.E. and the University of Pretoria. The results indicated a definite relationship between certain aspects of students' dating and their academic success. The most important observation concerned the dating pattern: Students who classified themselves as having a steady date (going steady) almost without exception obtained higher marks than could have been expected from their academic aptitude. (Matriculation results were used as an indication of this sample's academic aptitude, having been statistically proved to bear the highest correlation with their actual academic performance.) The academic performance of students who did date but who did not have a steady date was, in almost every case, found to be poorer than could have been expected from their academic aptitude. Many indications were found that these two groups of students do not only differ regarding the level of their academic performance but also as regards a number of other characteristics, the development of which, of course, may very well have been further stimulated by the nature of their specific dating patterns. The academic performance of students who did not date at all was found to be, in some cases, slightly poorer, and, in other instances, slightly better than could have been expected; no definite pattern emerged. Some other aspects of student dating proved, in some cases, to have a significant relationship with students’ academic performance. These were: the length of the period (number of years) for which they had been going steady and the time (average in hours per week) spent on dating activities. Where students of the two universities were concerned, certain differences in the relationship between their dating behaviour and academic performance were observed. Only very slight differences were observed between the two sexes as far as the relationship between these two variables are concerned. The study shed more light on the problem of factors associated with students' academic success by presenting an analysis of the influence of certain aspects of dating behaviour on the level of students’ academic performance. Furthermore it served to elucidate the role of dating as a significant part of student life, and the influence of certain dating patterns and other variables associated with dating on many aspects of their university life, including their academic performance. / Thesis (MA)--PU vir CHO

AIM OF THE STUDY - The general aim of the study is to design a selection test battery that can be used to screen students for the diploma courses in Management practice and Personnel management before the enrolment at the Witwatersrand Technikon. The specific aims are twofold: namely theoretical and empirical. The theoretical aim is firstly to give some perspective as far as the use of psychometric tests in the selection procedure, and secondly to give an overview of those factors that affect academic performance. The empirical aim consists of three objectives: To determine which factors are significantly related to academic performance of first year students for the Management practice and the Personnel management courses, respectively. To determine those factors that reflect a significant difference between the successful and unsuccessful students in both diploma courses. To develop a profile of the successful and unsuccessful groups' test performances for selection purposes. METHOD OF INVESTIGATION - A study of the relevant literature was undertaken concerning the role of psychometric tests in the selection procedure, as well as the effect of different cognitive and non-cognitive factors on academic performance. As a result of the limited number of first year students in these two courses, the total first year student group was involved in this study. The psychometric tests used in this study are the 19 Field Interest Inventory, the Structured Objective Rorschach test (SORT), The Survey of Study Habits and Attitudes (SSHA), the 16 Personality factor questionnaire {16PF), the subtest Mental Alertness of the Intermediate Battery and the Academic Achievement Battery. RESULTS OF THE MULTIPLE REGRESSION ANALYSIS - The test that shows the highest correlation with academic performance for both groups is the 16PF. In the case of the Management practice group, the correlation is 0,62 and for the Personnel management group, the correlation is 0,77. The Management practice group also reflected correlations between academic performance and previous performance (r=0,48) and between academic performance and interest (r=0,63). On the other hand, correlations were also found between academic performance and the SSHA ( r=O, 5 9) and between academic performance and mental alertness (r=0,42) concerning the Personnel management group. The 16PF therefore showed the highest correlation with academic performance for both groups. As a result of these findings and the relatively small population group used in this study it was decided, for the remainder of the investigation to combine the two groups. The new combined group was then subdivided into a successful and an unsuccessful group. RESULTS OF THE PROFILE ANALYSIS - The successful group obtained average scores which were higher than those of the unsuccessful group on eight factors of the 16PF. These eight factors are: A(Sociality), B (Intelligence), E(Dominance), F(Carefreeness), H (Social venturesomeness), L(Suspiciousness), N(Astuteness) and Ql(Radicalism). Of these eight factors, the differences for the last three are very insignificant. The unsuccessful group obtained higher average scores on the remaining eight factors but once again these differences are insignificant. RESULTS OF THE t-TEST - Significant differences were found between the successful and unsuccessful groups with regard to factors A(Sociality), B(Intelligence) and F(Carefreeness) on the 0,01-level while significant differences on the 0,05-level were obtained on factors E(Dominance) and Q3(Self-control). These results can be summarised as follows: * The successful group• is definitely more social, in other words more outgoing, carefree and more participative than the unsuccessful group. * The successful group has a greater mental ability than the unsuccessful group, is more independent and shows more enthusiasm. * The unsuccessful group shows a greater degree of self-control than the successful group with the result that they experience more anxiety in the process. According to this study, personality factors seem to play a more significant role than any other factors as measured in this particular case. Biographical data should also be considered in a study like this as this might possibly lead to other factors that influence academic performance. / Skripsie (MA)--PU vir CHO, 1987

Within the framework of comprehensive research that has been done on the mathematics achievement of first-year university students, research literature contains relatively few studies concerning the prediction of the mathematics achievement of final year students. An ex post facto empirical study was undertaken to rectify this situation to some extent. The aims of this study were: • To develop prediction models with which to predict the mathematics achievement of third-year students at the PU for CHE. • To develop a prediction analysis for continuous data by means of which the mathematics achievement of third-year students can be predicted in terms of a pass/fail dichotomy by using the fundamentals of Boolean algebra. • To determine, as a secondary aim, the differential influence of several independent variables on the mathematics achievement of male and female students in their third year. Of the set of independent variables in this study, five indicated previous achievement, 10 were aptitude variables (including an estimated IQ score) and 21 were measures of different interests, while a measure of the algebraic preparedness of prospective mathematics students on the PU for CHE was also included. The mathematics achievement of students at the end of the first semester of the first year was used in part of the investigation as an independent variable. Four criteria were defined to quantify the mathematics achievement of students at the PU for CHE. In three of these, unsuccessful attempts to obtain a pass in mathematics courses were taken into consideration. The aptitude variables in this study were measured with the Senior Aptitude tests (Human Sciences Research Council), the 19-Field Interests Questionnaire (Human Sciences Research Council) and the algebraic preparedness of students was measured by means of a 60-item multiplechoice test developed by this researcher and of which measures of validity and reliability were reported. The data of two groups of subjects considered as study populations, were used in the study. The group of first-year students following mathematics courses for the first time in 1982 was employed as an experimental group. Of the 154 first-year students in this group, 58 were able to advance to the third year and wrote the examination in least one mathematics course in that year. The class of first-year students registered for mathematics courses for the first time in 1983 was used as a crossvalidation group in order to validate the prediction models. This group consisted of 138 students, of which 54 advanced to the third year. Six hypotheses were examined in this study by means of several statistical techniques. By means of singular correlations it was shown that certain independent variables exerted a bigger influence on the mathematics performance of third-year students than others and that the correlations of some independent variables with mathematics achievement decreased from the first year to the third year. Regarding other variables, the opposite tendency was found. By means of factor, regression, discriminant and Boolean analysis, it was further found that the mathematics achievement of male and female students on the third year level was influenced differently by independent variables. The hypothesis that a higher percentage of the variance of mathematics performance in the case of females than that of males can be accounted for, could not be accepted for all criteria of mathematics achievement. The validity of prediction models could also not be accepted for all criteria of mathematics performance, even if the mathematics achievement of students at the end of the first semester in the first year was included as an independent variable in the regression analysis. Finally it was found that prediction models for the pass/fail dichotomy for mathematics achievement, developed by means of Boolean analysis, were on the average more successful in terms of validity than the discriminant functions developed by using discriminant analysis. This result indicated a promising future for the use of Boolean analysis in the prediction of academic achievement. / Proefskrif (DEd)--PU vir CHO, 1988

This study was an attempt to determine whether there are factors related to student dating which can be associated with the level of students’ academic performance, and, if any exist, to establish the nature of these factors and to determine and explain this association or relationship. The sample was drawn from students in the final (third) year of their B.A. course. The sample included both men and women. It was drawn from the Potchefstroom University for C.H.E. and the University of Pretoria. The results indicated a definite relationship between certain aspects of students' dating and their academic success. The most important observation concerned the dating pattern: Students who classified themselves as having a steady date (going steady) almost without exception obtained higher marks than could have been expected from their academic aptitude. (Matriculation results were used as an indication of this sample's academic aptitude, having been statistically proved to bear the highest correlation with their actual academic performance.) The academic performance of students who did date but who did not have a steady date was, in almost every case, found to be poorer than could have been expected from their academic aptitude. Many indications were found that these two groups of students do not only differ regarding the level of their academic performance but also as regards a number of other characteristics, the development of which, of course, may very well have been further stimulated by the nature of their specific dating patterns. The academic performance of students who did not date at all was found to be, in some cases, slightly poorer, and, in other instances, slightly better than could have been expected; no definite pattern emerged. Some other aspects of student dating proved, in some cases, to have a significant relationship with students’ academic performance. These were: the length of the period (number of years) for which they had been going steady and the time (average in hours per week) spent on dating activities. Where students of the two universities were concerned, certain differences in the relationship between their dating behaviour and academic performance were observed. Only very slight differences were observed between the two sexes as far as the relationship between these two variables are concerned. The study shed more light on the problem of factors associated with students' academic success by presenting an analysis of the influence of certain aspects of dating behaviour on the level of students’ academic performance. Furthermore it served to elucidate the role of dating as a significant part of student life, and the influence of certain dating patterns and other variables associated with dating on many aspects of their university life, including their academic performance. / Thesis (MA)--PU vir CHO

A healthy academic community is essential for the creation of an environment favourable to the development of managerial competence in education. The objective of this study was to investigate the relationship between burnout and coping strategies of academic managerial personnel at a tertiary education institution. A cross-sectional survey design was used. The study population consisted of 70 academic managers at a tertiary education institution from the job levels of departmental heads, directors of schools and deans of faculties. The COPE questionnaire and Maslach Burnout Inventory - General Survey were administered. Statistical analysis was carried out with the SAS-program. Cronbach alpha coefficients, inter-item correlations and confirmatory factor analysis were used to assess the reliability and validity of the measuring instruments. Descriptive statistics were used to analyse the data. Pearson product-moment correlation coefficients were used to specify the relationships between the variables. Canonical correlation was used to determine the relationships between the dimensions of burnout and coping strategies. The results indicate that in general, academic managerial personnel at a tertiary education institution in South Africa experience low levels of burnout. A positive correlation between active coping and both exhaustion and professional efficacy were found. A positive correlation was also found between focus on and venting of emotions and exhaustion. More specifically, the results show that active coping, planning and positive reinterpretation was associated with exhaustion and professional efficacy. It appears that academic managerial personnel utilise both problem-focused and emotion-focused coping strategies, and the coping strategies of planning, active coping and positive reinterpretation and growth were used most often to deal with potential stress factors. Recommendations for the organisation and future research were made. / Thesis (M.A. (Industrial Psychology))--Potchefstroom University for Christian Higher Education, 2003

A healthy academic community is essential for the creation of an environment favourable to the development of managerial competence in education. The objective of this study was to investigate the relationship between burnout and coping strategies of academic managerial personnel at a tertiary education institution. A cross-sectional survey design was used. The study population consisted of 70 academic managers at a tertiary education institution from the job levels of departmental heads, directors of schools and deans of faculties. The COPE questionnaire and Maslach Burnout Inventory - General Survey were administered. Statistical analysis was carried out with the SAS-program. Cronbach alpha coefficients, inter-item correlations and confirmatory factor analysis were used to assess the reliability and validity of the measuring instruments. Descriptive statistics were used to analyse the data. Pearson product-moment correlation coefficients were used to specify the relationships between the variables. Canonical correlation was used to determine the relationships between the dimensions of burnout and coping strategies. The results indicate that in general, academic managerial personnel at a tertiary education institution in South Africa experience low levels of burnout. A positive correlation between active coping and both exhaustion and professional efficacy were found. A positive correlation was also found between focus on and venting of emotions and exhaustion. More specifically, the results show that active coping, planning and positive reinterpretation was associated with exhaustion and professional efficacy. It appears that academic managerial personnel utilise both problem-focused and emotion-focused coping strategies, and the coping strategies of planning, active coping and positive reinterpretation and growth were used most often to deal with potential stress factors. Recommendations for the organisation and future research were made. / Thesis (M.A. (Industrial Psychology))--Potchefstroom University for Christian Higher Education, 2003

Fundamentele bewegingsvaardighede is die onderbou of basis waarop al die vereiste vaardighede en aktiwiteite in die kurrikulum vir Senior Fase Liggaamlike Opvoeding van die Kurrikulum en Assesseringsbeleidsverklaring (KABV), gebou is. Dit word verder in die literatuur beklemtoon dat die kwalitiet waarmee leerders „n fundamentele bewegingsvaardigheid uitvoer, net so belangrik is soos die kwantitatiewe uitkoms van die uitvoering. Liggaamlike Opvoedingonderwysers behoort dus bewus te wees van beide die kwalitatiewe en kwantitatiewe vlakke van leerders se fundamentele bewegingsvaardighede in die lig van die vereiste ontwikkeling en inoefening van gespesialiseerde bewegings- en sportvaardighede in die Liggaamlike Opvoedingprogram. Fundamentele bewegingsvaardighede speel verder „n integrale rol in „n leerder se algehele motoriese behendigheid. Die Liggaamlike Opvoeding-onderwyser moet voorts bewus wees van geslags- en etniese verskille in fundamentele bewegingsvaardighede en motoriese behendigheid ten einde effektief in die Liggaamlike Opvoedingprogram te differensieer en by verskillende leerders se vermoëns aan te pas. Verder, aangesien dit die primêre doelstelling van Liggaamlike Opvoeding in die KABV is om leerders te bemagtig om fisiek aktief te wees, is die verwantskap tussen fundamentele bewegingsvaardighede, motoriese behendigheid en fisieke aktiwiteitsvlakke nog „n aspek wat van belang is vir die Liggaamlike Opvoeding-onderwyser in die samestelling van die Liggaamlike Opvoedingprogram. Laastens toon navorsing „n verwantskap tussen motoriese behendigheid en akademiese prestasie. Die doel van hierdie studie was eerstens om die kwantitatiewe en kwalitatiewe stand van fundamentele bewegingsvaardighede by Senior Fase leerders in die Potchefstroom-omgewing te bepaal. Die tweede doelstelling was om die verskille tussen geslagte en etniese groepe ten opsigte van motoriese behendigheid te bepaal. Die derde doelstelling was om die verband tussen motoriese behendigheid en fisieke aktiwiteit te bepaal, en laastens om die verband tussen motoriese behendigheid en akademiese prestasie te bepaal. ʼn Totaal van 239 Senior Fase leerders (98 seuns en 141 dogters), tussen die ouderdomme 13 en 14 jaar het aan die studie deelgeneem. Kwantitatiewe metodologie, met „n eenmalige dwarssnit-ontwerp, is vir die doeleindes van die studie gebruik. Die proefpersone se fundamentele bewegingsvaardighede en motoriese behendigheid is bepaal met behulp van die verkorte weergawe van die Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2) (Bruininks & Bruininks, 2005), „n kwantitatiewe toetsbattery wat bestaan uit vier komponente, naamlik fynmotoriese kontrole, manipulasie koördinasie, liggaamskoördinasie en krag-en-ratsheid. Vir die kwalitatiewe bewegingsanalise is van die Fundamentele Bewegingspatroonassesseringsinstrument (FMPAI) (Gallahue & Donnelly, 2003) gebruik gemaak. Vir die meting van fisieke aktiwiteitsvlakke is gebruik gemaak van die gestandaardiseerde International Physical Activity Questionnaire (IPAQ) (Sjöström, 2005). Hierdie vraelys vra die deelnemer om fisieke aktiwiteite van die laaste sewe dae, en ook van ‟n normale week oor die algemeen, gemeet in totale METS (metabolic equivalent – intensiteit van oefening), te rapporteer. Die leerders se akademiese prestasie is gemeet deur gebruik te maak van die gemiddelde akademiese punt (gemiddeld van al die vakke – Afrikaans, Engels, Wiskunde, Lewensoriëring, Geskiedenis, Geografie, Natuur-Wetenskap, Tegnologie, Ekonomiese en Bestuurswetenskappe en Skeppende Kunste), op die leerder se rapport aan die einde van die jaar, asook die gemiddelde punte vir die twee vakke Engels en Wiskunde, soos op die rapport aan die einde van die jaar aangedui. Beskrywende statistiek is gebruik om gemiddeldes ( x ), minimum- en maksimumwaardes, en standaardafwykings (sa) met behulp van die Statistica vir Windows rekenaarprogram (StatSoft, 2012) te bereken. Verbande tussen die kwantitatiewe en kwalitatiewe resultate, tussen die motoriese behendigheidtoetse en die fisieke aktiwiteitsvlakke, asook tussen motoriese behendigheidstoetse en akademiese prestasie is ontleed met behulp van Spearman korrelasiekoëffisiënte. Om die praktiese betekenisvolheid van die verbande te bepaal is die korrelasiekoëffisiënt as effekgrootte (EG) gebruik. Ten einde die betekenisvolheid van geslagsen etniese verskille te bepaal, is die data verder geanaliseer deur gebruik te maak van onafhanklike t-toetse (p<0.05) en vir die doel van die interpretasie van praktiese betekenisvolheid van die verskille is effekgroottes (EG) bereken. Uit die resultate van die studie blyk dit dat daar in die kwantitatiewe evaluasie, veral by die wisselspronge, lynloop en eenbeenstand, agterstande by 20 tot 35% van die leerders was. Met betrekking tot die kwalitatiewe uitvoering van die vaardighede was die eenbeenstand by 22.6 tot 24.5% van die leerders nog nie in die volwasse stadium van bemeestering van fundamentele bewegingsvaardighede nie. Die kwantitatiewe en kwalitatiewe tellings het verder by die bonsen- vang- en die dribbel-van-die-bal toetse nie gekorreleer nie, wat daarop dui dat leerders soms kwantitatief, maar nie noodwendig kwalitatief, aan die norme voldoen het nie. Met betrekking tot verskille tussen geslagte en etniese groepe, toon die resultate dat die meisies oor die algemeen beter as die seuns gevaar het, en die Wit leerders beter gevaar het as die Swart leerders in die fynmotoriese koördinasietoetse. Met betrekking tot liggaamskoördinasie het die Wit leerders betekenisvol beter as die Swart leerders in die wisselsprongtoets gevaar. Betekenisvolle verskille is verder met betrekking tot die krag- en ratsheidkomponent gevind, waar die Wit leerders beter as die Swart leerders in die eenbeenspring-item gevaar het, terwyl onderskeidelik seuns en Wit groepe beter resultate as die meisies en die Swart groepe in die opsit- en opstoottoetse getoon het, asook met betrekking tot die totale motoriese behendigheidstelling (totale BOT-2 telling). Wat die fisieke aktiwiteitsvlakke van die proefpersone betref, toon die totale groep ʼn gemiddelde waarde van 489.68 METS per week, wat as matig-aktief geklassifiseer kon word, terwyl die seuns as hoog-aktief en die meisies as matig-aktief beskou kan word. Daar is ook statisties betekenisvolle korrelasies tussen die fisieke aktiwiteitsvlakke en verskeie motoriese vaardighede gevind, sowel as die totale BOT-2 telling by die totale groep en die seuns en meisies afsonderlik. Die motoriese sub-item waar die sterkste korrelasie met fisieke aktiwiteitvlakke in die totale groep asook by seuns en meisies afsonderlik gevind is, was die liggaamskoördinasie-item van die wisselspronge. Laastens toon die resultate met betrekking tot die verband tussen motoriese behendigheid en akademiese prestasie, betekenisvolle korrelasies tussen die verskillende groepe (seuns, meisies en totale groep) se Engelse, Wiskunde en jaargemiddeld en verskeie sub-items van al die komponente van die BOT-2, naamlik fyn-motoriese kontrole, manipulasie koördinasie, liggaamskoördinasie, krag en ratsheid, asook die totale motoriese behendigheidtelling, alhoewel hoofsaaklik met klein praktiese effekte. Die sterkste korrelasie is by al die groepe tussen die jaargemiddeld, asook die Engels en Wiskunde in ‟n mindere mate, met krag en ratsheid, gevind. Die totale motoriese behendigheidstelling het verder betekenisvol gekorreleer met die jaargemiddeld by al die groepe, met praktiese betekenisvolheid van medium effek. Die resultate van hierdie studie beklemtoon die noodsaaklikheid van die bewustheid van en assessering van die kwantitatiewe en kwalitatiewe stand van leerders se fundamentele bewegingsvaardighede deur die Liggaamlike Opvoeding-onderwyser. Die ontwikkeling en instandhouding van fundamentele bewegingsvaardighede behoort dus in die kurrikulum vir Senior Fase Liggaamlike Opvoeding ingesluit te word, ook met die oog op optimale motoriese behendigheidsontwikkeling. Die Liggaamlike Opvoeding-onderwyser behoort verder die Liggaamlike Opvoedingprogram aan te pas by die motoriese behendigheidsvlakke van die verskillende geslagte en etniese groepe in die klas, met spesifieke aandag aan die liggaamskoördinasievaardighede van Swart meisies en Swart seuns, asook krag- en ratsheidvaardighede by meisies en Swart leerders. Die verwantskappe wat gevind is tussen fisieke aktiwiteitsvlakke en motoriese behendigheid beklemtoon voorts die waarde van motoriese vaardigheidsontwikkeling in die Liggaamlike Opvoedingklas ten einde die kurrikulum vir Liggaamlike Opvoeding se doelwit om leerders te bemagtig om fisiek aktief te wees, te bereik. Laastens toon die verwantskappe wat gevind is tussen motoriese behendigheid en akademiese prestasie dat die ontwikkeling en instandhouding van motoriese vaardighede in die Liggaamlike Opvoedingprogram in Senior Fase-leerders se kognitiewe ontwikkeling en akademiese prestasie „n rol kan speel. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2015

Fundamentele bewegingsvaardighede is die onderbou of basis waarop al die vereiste vaardighede en aktiwiteite in die kurrikulum vir Senior Fase Liggaamlike Opvoeding van die Kurrikulum en Assesseringsbeleidsverklaring (KABV), gebou is. Dit word verder in die literatuur beklemtoon dat die kwalitiet waarmee leerders „n fundamentele bewegingsvaardigheid uitvoer, net so belangrik is soos die kwantitatiewe uitkoms van die uitvoering. Liggaamlike Opvoedingonderwysers behoort dus bewus te wees van beide die kwalitatiewe en kwantitatiewe vlakke van leerders se fundamentele bewegingsvaardighede in die lig van die vereiste ontwikkeling en inoefening van gespesialiseerde bewegings- en sportvaardighede in die Liggaamlike Opvoedingprogram. Fundamentele bewegingsvaardighede speel verder „n integrale rol in „n leerder se algehele motoriese behendigheid. Die Liggaamlike Opvoeding-onderwyser moet voorts bewus wees van geslags- en etniese verskille in fundamentele bewegingsvaardighede en motoriese behendigheid ten einde effektief in die Liggaamlike Opvoedingprogram te differensieer en by verskillende leerders se vermoëns aan te pas. Verder, aangesien dit die primêre doelstelling van Liggaamlike Opvoeding in die KABV is om leerders te bemagtig om fisiek aktief te wees, is die verwantskap tussen fundamentele bewegingsvaardighede, motoriese behendigheid en fisieke aktiwiteitsvlakke nog „n aspek wat van belang is vir die Liggaamlike Opvoeding-onderwyser in die samestelling van die Liggaamlike Opvoedingprogram. Laastens toon navorsing „n verwantskap tussen motoriese behendigheid en akademiese prestasie. Die doel van hierdie studie was eerstens om die kwantitatiewe en kwalitatiewe stand van fundamentele bewegingsvaardighede by Senior Fase leerders in die Potchefstroom-omgewing te bepaal. Die tweede doelstelling was om die verskille tussen geslagte en etniese groepe ten opsigte van motoriese behendigheid te bepaal. Die derde doelstelling was om die verband tussen motoriese behendigheid en fisieke aktiwiteit te bepaal, en laastens om die verband tussen motoriese behendigheid en akademiese prestasie te bepaal. ʼn Totaal van 239 Senior Fase leerders (98 seuns en 141 dogters), tussen die ouderdomme 13 en 14 jaar het aan die studie deelgeneem. Kwantitatiewe metodologie, met „n eenmalige dwarssnit-ontwerp, is vir die doeleindes van die studie gebruik. Die proefpersone se fundamentele bewegingsvaardighede en motoriese behendigheid is bepaal met behulp van die verkorte weergawe van die Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2) (Bruininks & Bruininks, 2005), „n kwantitatiewe toetsbattery wat bestaan uit vier komponente, naamlik fynmotoriese kontrole, manipulasie koördinasie, liggaamskoördinasie en krag-en-ratsheid. Vir die kwalitatiewe bewegingsanalise is van die Fundamentele Bewegingspatroonassesseringsinstrument (FMPAI) (Gallahue & Donnelly, 2003) gebruik gemaak. Vir die meting van fisieke aktiwiteitsvlakke is gebruik gemaak van die gestandaardiseerde International Physical Activity Questionnaire (IPAQ) (Sjöström, 2005). Hierdie vraelys vra die deelnemer om fisieke aktiwiteite van die laaste sewe dae, en ook van ‟n normale week oor die algemeen, gemeet in totale METS (metabolic equivalent – intensiteit van oefening), te rapporteer. Die leerders se akademiese prestasie is gemeet deur gebruik te maak van die gemiddelde akademiese punt (gemiddeld van al die vakke – Afrikaans, Engels, Wiskunde, Lewensoriëring, Geskiedenis, Geografie, Natuur-Wetenskap, Tegnologie, Ekonomiese en Bestuurswetenskappe en Skeppende Kunste), op die leerder se rapport aan die einde van die jaar, asook die gemiddelde punte vir die twee vakke Engels en Wiskunde, soos op die rapport aan die einde van die jaar aangedui. Beskrywende statistiek is gebruik om gemiddeldes ( x ), minimum- en maksimumwaardes, en standaardafwykings (sa) met behulp van die Statistica vir Windows rekenaarprogram (StatSoft, 2012) te bereken. Verbande tussen die kwantitatiewe en kwalitatiewe resultate, tussen die motoriese behendigheidtoetse en die fisieke aktiwiteitsvlakke, asook tussen motoriese behendigheidstoetse en akademiese prestasie is ontleed met behulp van Spearman korrelasiekoëffisiënte. Om die praktiese betekenisvolheid van die verbande te bepaal is die korrelasiekoëffisiënt as effekgrootte (EG) gebruik. Ten einde die betekenisvolheid van geslagsen etniese verskille te bepaal, is die data verder geanaliseer deur gebruik te maak van onafhanklike t-toetse (p<0.05) en vir die doel van die interpretasie van praktiese betekenisvolheid van die verskille is effekgroottes (EG) bereken. Uit die resultate van die studie blyk dit dat daar in die kwantitatiewe evaluasie, veral by die wisselspronge, lynloop en eenbeenstand, agterstande by 20 tot 35% van die leerders was. Met betrekking tot die kwalitatiewe uitvoering van die vaardighede was die eenbeenstand by 22.6 tot 24.5% van die leerders nog nie in die volwasse stadium van bemeestering van fundamentele bewegingsvaardighede nie. Die kwantitatiewe en kwalitatiewe tellings het verder by die bonsen- vang- en die dribbel-van-die-bal toetse nie gekorreleer nie, wat daarop dui dat leerders soms kwantitatief, maar nie noodwendig kwalitatief, aan die norme voldoen het nie. Met betrekking tot verskille tussen geslagte en etniese groepe, toon die resultate dat die meisies oor die algemeen beter as die seuns gevaar het, en die Wit leerders beter gevaar het as die Swart leerders in die fynmotoriese koördinasietoetse. Met betrekking tot liggaamskoördinasie het die Wit leerders betekenisvol beter as die Swart leerders in die wisselsprongtoets gevaar. Betekenisvolle verskille is verder met betrekking tot die krag- en ratsheidkomponent gevind, waar die Wit leerders beter as die Swart leerders in die eenbeenspring-item gevaar het, terwyl onderskeidelik seuns en Wit groepe beter resultate as die meisies en die Swart groepe in die opsit- en opstoottoetse getoon het, asook met betrekking tot die totale motoriese behendigheidstelling (totale BOT-2 telling). Wat die fisieke aktiwiteitsvlakke van die proefpersone betref, toon die totale groep ʼn gemiddelde waarde van 489.68 METS per week, wat as matig-aktief geklassifiseer kon word, terwyl die seuns as hoog-aktief en die meisies as matig-aktief beskou kan word. Daar is ook statisties betekenisvolle korrelasies tussen die fisieke aktiwiteitsvlakke en verskeie motoriese vaardighede gevind, sowel as die totale BOT-2 telling by die totale groep en die seuns en meisies afsonderlik. Die motoriese sub-item waar die sterkste korrelasie met fisieke aktiwiteitvlakke in die totale groep asook by seuns en meisies afsonderlik gevind is, was die liggaamskoördinasie-item van die wisselspronge. Laastens toon die resultate met betrekking tot die verband tussen motoriese behendigheid en akademiese prestasie, betekenisvolle korrelasies tussen die verskillende groepe (seuns, meisies en totale groep) se Engelse, Wiskunde en jaargemiddeld en verskeie sub-items van al die komponente van die BOT-2, naamlik fyn-motoriese kontrole, manipulasie koördinasie, liggaamskoördinasie, krag en ratsheid, asook die totale motoriese behendigheidtelling, alhoewel hoofsaaklik met klein praktiese effekte. Die sterkste korrelasie is by al die groepe tussen die jaargemiddeld, asook die Engels en Wiskunde in ‟n mindere mate, met krag en ratsheid, gevind. Die totale motoriese behendigheidstelling het verder betekenisvol gekorreleer met die jaargemiddeld by al die groepe, met praktiese betekenisvolheid van medium effek. Die resultate van hierdie studie beklemtoon die noodsaaklikheid van die bewustheid van en assessering van die kwantitatiewe en kwalitatiewe stand van leerders se fundamentele bewegingsvaardighede deur die Liggaamlike Opvoeding-onderwyser. Die ontwikkeling en instandhouding van fundamentele bewegingsvaardighede behoort dus in die kurrikulum vir Senior Fase Liggaamlike Opvoeding ingesluit te word, ook met die oog op optimale motoriese behendigheidsontwikkeling. Die Liggaamlike Opvoeding-onderwyser behoort verder die Liggaamlike Opvoedingprogram aan te pas by die motoriese behendigheidsvlakke van die verskillende geslagte en etniese groepe in die klas, met spesifieke aandag aan die liggaamskoördinasievaardighede van Swart meisies en Swart seuns, asook krag- en ratsheidvaardighede by meisies en Swart leerders. Die verwantskappe wat gevind is tussen fisieke aktiwiteitsvlakke en motoriese behendigheid beklemtoon voorts die waarde van motoriese vaardigheidsontwikkeling in die Liggaamlike Opvoedingklas ten einde die kurrikulum vir Liggaamlike Opvoeding se doelwit om leerders te bemagtig om fisiek aktief te wees, te bereik. Laastens toon die verwantskappe wat gevind is tussen motoriese behendigheid en akademiese prestasie dat die ontwikkeling en instandhouding van motoriese vaardighede in die Liggaamlike Opvoedingprogram in Senior Fase-leerders se kognitiewe ontwikkeling en akademiese prestasie „n rol kan speel. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2015