This thesis explores the relationship between motor difficulties and wider educational, social and emotional outcomes. The first two sections have been prepared in accordance with author guidelines of the journals proposed for submission. The first paper presents a systematic review of the literature examining the effects of poor motor skills on self-esteem (global and/or domain specific) in children and adolescents. Four databases were searched for articles focusing on motor skills and self-esteem in children and adolescents. 26 potentially relevant studies were identified and from the 26, eight studies met the inclusion criteria. A synthesis of the studies reveals that there appears to be a relationship between motor skills and self-esteem, however this relationship is complex and likely to vary depending on age, gender and co-morbidity. Implications for EP practice are discussed. The second paper is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore outcomes for four KS2 children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills, academic outcomes and self-esteem were assessed using standardized measures pre and post intervention and at follow up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated improvements in some motor skill domains which were sustained at follow up. Qualitative data highlights perceived improvement in children's social skills, confidence, and use of meta-cognitive strategies. Further research is needed into outcomes of the MMSP on children's social skills and self-esteem. The third paper discusses the dissemination of the research, providing a summary of the research development implications from the research at, the research site and at a wider Local Authority level. A strategy for promoting the dissemination and impact of the research will be discussed.

Thesis (Ph.D. (Social Work)) -- University of Limpopo, 2018 / The scourge of substance abuse globally amongst the youth today is probably one of the most talked about risky health behaviours in history, and is increasing at an alarming rate. Socio-cultural practices contribute towards the use and abuse of substances by the youth in rural areas. The “Ke Moja” programme that dealt with youth substance abuse was rarely received in these areas. The researcher sought to study the impact of socio-cultural practices towards substance abuse amongst the youth to develop a school-based intervention programme. The researcher’s research methodology included a mixed methodological approach that is, exploratory-descriptive design. Stratified-systematic and purposive sampling methods were used to draw a sample from learners, educators, social workers and SGB members. The data collection methods employed was semi-structured interview schedule and questionnaires. Data was analysed using thematic analysis. The results reveal that alcohol and drugs serve as agents of socialisation in socio-cultural events. It was found that there are different types of traditional home-brewed beers that the youth abuse almost daily because they are cheap, easily accessible and available. The findings also reveal that socio-cultural events contribute towards substance abuse in rural areas. The study reveals that sociocultural events take place almost every weekend where the youth use substaces as agents of socialisation. The findings reveal that the need for socio-culturally appropriate substance abuse prevention programmes amongst the youth is important in rural areas. The programme is called “Hambanani” which literally means doing away with the use and abuse of substances. The researcher concludes that socio-cultural practices contribute towards the abuse of substances by the youth in rural areas. The researcher recommends that social workers implement a school-based intervention programme on the impact of socio-cultural practices towards substance abuse amongst the rural youth.

Background: South Africa is a multicultural, multi-ethnic developing country currently experiencing a unique quadruple burden of disease, of which malnutrition (both over- and under nutrition) is one of them. The increase in childhood obesity within the current South-African health setting is of serious concern, approximately 14% boys and 18% girls currently are overweight and it is estimated that this number will increase to 25% within the next decade. Healthy eating habits and increased physical activity are important components of a healthy lifestyle, and decrease the risk of overweight and obesity. It is also often the corner stone of many lifestyle modification intervention programmes aimed at preventing or decreasing overweight/obesity. Aim: This sub-study was part of a larger intervention study where a nutrition education intervention programme (NEIP) for children in the form of a musical play (based on the South African Food Based Dietary Guidelines [SAFBDG]) was developed to increase nutrition knowledge and thereby also contribute towards healthy lifestyle behaviour. The aim of this sub-study was therefore to explore and describe the attitude of a specific group of primary school children (aged 6-12 years) towards healthy eating, unhealthy eating, and physical activity before and after a NEIP as well as the standard school curriculum. Secondly, it was aimed to identify possible barriers to and motivators for healthy eating, unhealthy eating and physical activity. Methods: Children were randomly selected from the experimental group (n=143) of the main study. Children were selected into one of four focus groups per school (6 children per focus group) from which qualitative data were gathered on children’s attitude and perception towards healthy eating, unhealthy eating, and physical activity. Focus groups were defined by age and gender (boys and girls seperately, grades I-III and grades IVVI seperately), totalling a number of 96 children. A total of 75 children completed this sub-study, 21 children dropped out due to school-related problems or after school activities that clashed with the time slots during which the NEIP was implimented. Quantitative data was gathered with a socio-demographic and physical activity questionnaire, as well as a 3-point hedonic facial expression scale which was used to quantify attitude towards healthy eating, unhealhty eating and physical activity. All data (quantitative and qualitative) were collected at both baseline and end measurements. Results: The main findings of this sub-study were that the attitude of most primary school children towards healthy eating, unhealthy eating or physical activity remained unchanged after a unique NEIP. Five major themes were identified out of focus group discussions namely health awareness, healthy eating, unhealthy eating, physical activity, and consequences of unhealthy eating and sedentary behaviour. Mothers were identified as the main motivator for eating healthy and avoiding unhealthy eating. The taste and smell of food were both either identified as motivators or barriers for healthy eating and unhealthy eating. Older girls associate unhealthy eating with becoming fat while many children associate the combination of unhealthy eating and being sedentary with becoming fat. Most children have a positive attitude towards physical activity and enjoy doing it although the biggest motivator for partaking in physical activity is their parents and not themselves. Conclusion: Even though some children’s attitude did change in the desired direction after the implementation of a unique and fun NEIP, most children’s attitude towards healthy eating, unhealthy eating and physical activity remained unchanged. This might have been due to the measurement tool that was not sensitive enough to detect subtle changes. Various factors that can influence children’s attitude and perceptions towards healthy eating, unhealthy eating and physical activity both positively or negatively were identified. This study is one of only a few that explored and described the ‘true’ motivators of and barriers for children’s attitude towards healthy eating, unhealthy eating and physical activity. Results generated from this sub-study can thus make a valuable contribution to the existing literature available in this specific study field. / Thesis (MSc (Dietetics))--North-West University, Potchefstroom Campus, 2012

In this thesis I am verifying the significance and viability of the revitalising programme using yoga exercises, applied to the group of seniors women attending the {\clq}qSokol`` organization. In the theoretical part, I deal with the issue of the senior age and troubles connected with it. The theoretical part is related to the locomotive activity, regimen, the issue of female and male change of life. The practical part of thesis offers an elaborated intervention programme consisting of yoga exercises that was applied to the group of thirty seniors, women and men aged 50 {--} 76 years, coming from České Budějovice and its vicinity. The intervention programme ran from 4.1.2010 do 31.3.2010. 12 ninety {--} minute lectures were accomplished, during which I was practising easy yoga exercises with the seniors. The {\clq}qSokol`` gymnasium in České Budějovice was used for practising. Before and after the programme the senior were tested using simple questionnaires, individual interviews and observation. In the summary of my thesis were prove the results gained by comparison of the results from questionnaire, individual interviews observation and motoric test. We found out positive changes in attitudes to motoric activities and to healthy lifestyle. To sum it up, we can say, that yoga programme is suitable for exercises in ČOS.

THE INFLUENCE OF STRETCHING EXERCISES ON THE RANGE OF JOINT FLEXIBILITY IN STUDENTS AT JAN EVANGELISTA PURKYNĚ UNIVERSITY IN ÚSTÍ NAD LABEM The dissertation evaluates the influence of stretching exercises on the range of joint flexibility in students of the study programme Physical Education and Sport at Jan Evangelista Purkyně University in Ústí nad Labem. In total, 128 students aged 21 - 25 (78 women, 50 men) enrolled in the subject Basic Gymnastics took part in the experiment, conducted in the period from February to May of the academic year 2008/2009. Of these, 59 students were excluded by a physiotherapist - i.e. hypermobile men and hypermobile women as well as women with normal flexibility (excluded purposefully) subject to the results of the Thomayer test. In total, data from 39 men and 30 women were used. From April 2009, over a period of six weeks (before the end of the summer term tuition), an intervention flexibility programme including the Anderson static stretching method and the PNF stretching method by Sölveborn were applied for the research file. To evaluate the level of joint flexibility, the Sit and Reach Test and credit exercise to estimate joint flexibility were used. In a controlled interview, out-of-school activities were analysed, which contained stretching exercises with a...

The goal of the study was to determine whether there would be a significant improvement in preschool children’s emotional intelligence when a Gestalt intervention programme was implemented. The research was conducted according to the quantitative approach with a pre-test/post-test design. The Vineland Adaptive Behaviour Scales (2nd edition) was completed and returned by a sample of 30 parents (N=30) from a crèche in the Gauteng area. The Joseph Picture Self-Concept Scale was used to test a sample of 30 preschool children (N=30) from the same crèche. The representative sample of preschoolers aged 3 to 5 years was divided into an experimental (n=15) and control (n=15) group. A Gestalt play therapy intervention programme, the Wise child programme, was conducted with the experimental group. The results indicated that there was a significant improvement of the preschool children’s emotional intelligence in terms of intra- and interpersonal skills after the implementation of a Gestalt intervention programme. / Social Work / M. Diac. (Play Therapy)

The current movement towards multilingualism and multiculturalism in South Africa has placed language at the centre of all educational activity. With the implementation of the outcomes-based Curriculum 2005, the emphasis is on appropriate learning support material, and the learning programmes are seen as guides that allow teachers to be innovative and creative in designing instructional and learning material. The fact that Afrikaans was one of three compulsory language subjects at a school in the Soweto area motivated researchers of Technikon South Africa to embark upon an outreach project. The latter entailed a remedial programme to address the lack of Afrikaans language proficiency of the Grade 12 learners at this school. My role as the remedial teacher and my subsequent responsibility for the development of appropriate and relevant learning material for the intervention provided the impetus and motivation for this research. The aim of the study was to determine the criteria for developing materials, in order to develop the proficiency in Afrikaans of Grade 12 additional language learners. The intervention took the form of an ongoing action research cycle. The magnitude of the proficiency dilemma in this study was revealed by a pre-intervention assessment. Apart from the learners’ poor functional Afrikaans literacy, it also became apparent that the influence of affective variables in additional language learning should be considered. The literature survey undertaken to articulate the relevant information about Communicative Language teaching (CLT) emphasised the kind of teaching necessary to develop proficiency in an additional language. In addition, the exploration of the influence of affective factors on additional language teaching and learning allowed a better understanding of the learners’ needs and ensured a learning-centered approach. In the process of materials selection, adaptation and development, it was necessary to relate learning principles and procedure to theory, research methods and classroom practice. Reviewing the literature on issues such as designing and developing materials contributed to a pragmatic approach to materials development, and assisted in establishing the criteria for the development of appropriate materials. The study has attempted to show how to design appropriate and relevant teaching materials guided by a set of criteria. The implementation of the materials in the classroom integrated theory and practice. Thus in practice, through different action research cycles, the developed materials were shown to comply with the theoretical criteria to establish their effectiveness, and refined to suit the proficiency level of the particular learners. Finally, critical reflection resulted in a redesigned set of materials for Afrikaans as an additional language. The post-intervention assessment showed that there was indeed an improvement in the learners’ proficiency levels and that the average grade of their proficiency levels improved. Other findings suggested the probability of a positive attitude change in the learners. Thus, it can be concluded that the intervention may be judged as having been relatively successful. / Thesis (DPhil)--University of Pretoria, 2006. / Unit for Academic Literacy / DPhil / Unrestricted

PhDPH / Department of Public Health / The benefits of breastfeeding, particularly exclusive breastfeeding, are well recognized. It can reduce the risk of mortality related to malnutrition, otitis media and respiratory infection. Breastfeeding may also decrease the risk of obesity in later life for infants who have been breastfed for more than six months. Besides, breastfeeding improves cognition, and children who have been breastfed show higher intelligence quotient test scores and improved school performance. In addition, long-period breastfeeding is associated with a reduced risk of breast cancer and ovarian cancer for mothers. The World Health Organization and United Nations International Children’s Emergency Fund recommended exclusive breastfeeding for six months and breastfeeding to two years and beyond. However, this study showed that only 27% of children under six months have had been exclusively breastfed. In this situation, an intervention programme was required. The aim of this study was to develop an intervention programme to promote exclusive breastfeeding strategies in Limpopo Province. Intervention mapping was used to guide the development of a programme. A convergent, parallel mixed-method was used wherein qualitative and quantitative data were collected and analysed concurrently. A qualitative approach was used to assess the implementation of exclusive breastfeeding and to explore challenges experienced by health care workers in the implementation of exclusive breastfeeding in Limpopo Province. This was carried out by means of in-depth interviews with 30 professional nurses. Trustworthiness was ensured through credibility, confirmability, dependability and transferability. A quantitative approach was used to determine the factors that influence exclusive breastfeeding. Reliability and validity of the instrument was ensured through extensive literature review and test-retest methodology. Questionnaires were distributed to 400 respondents. Tesch’s eight steps of data analysis was used to analyse qualitative data. The Statistical Package for the Social Sciences, version 26, was used to analyse the quantitative data. The results were merged, and the interpretation discussed. Five higher-order themes emerged from quantitative data analysis. The themes emerged from qualitative data were confirmed by the findings from statistical data, thus merging both qualitative and quantitative data. Findings were presented to the stakeholders, managers and dieticians and their inputs further confirmed and supported the findings. The findings informed the development of an intervention programme. The intervention comprises of the three components, training of community health workers, healths talks focusing on lactating mothers and health talks focusing on families and community. The developed intervention was validated by the stakeholders and the results were analysed through simple descriptive statistics where the data were summarized using frequency distributions and graphic representations. The results revealed that the programme was feasible, compatible and applicable to current practice. Recommendations were made and topics for further research were also suggested. / NRF

The aim of this study was to evaluate a 24-week support group intervention programme which was designed to enhance adaptive behaviour of latent-phase children affected by maternal HIV/Aids. The meta-theoretical paradigms underlying the study were pragmatism and realism. The study was embedded in a concurrent nested (QUALquan) mixed-method design. The quantitative approach in the main study followed a quasi-experimental research design whereas the qualitative approach in this study, contributing to the largest part of the analysis in the study, followed a nested multiple case study design. The theory-driven outcome programme evaluation model applied in this study was the integrative process/outcome evaluation approach. The participants (n=139) were purposefully selected from among previously identified HIV-positive women (n=220) with children between the ages of 6 and 10 years at clinics in the Tshwane region, South Africa. Data were collected over a period of five years in multiple waves of intervention implementation. Prolonged, in-depth engagement by the researcher with participants was prioritized. The data collection strategies comprised of mother-and-child psychological questionnaires, group process notes, careworker focus groups, quality assurance questionnaires and field notes. The data were quantitatively analysed by means of a paired-sample t-test for within-group comparisons and descriptive statistics were furthermore applied. The qualitative text and narration obtained through the interviews, documents and focus groups were coded and analysed for themes. The themes of the emergent concepts were re-coded to establish improved defined categories. The different data sampling strategies assisted the researcher in triangulating the data for increased evaluation reliability. The PhD-study was conducted within a broader longitudinal study on resilience in South African mothers and children affected by HIV/Aids – the Promoting Resilience in Young Children Study. The findings of the Child Support Group Evaluation Study (e.g. PhD) showed that the content, methods and processes employed in the group-based sessions were effective and culturally sensitive. The intervention sessions enhanced the children’s coping skills, internalised and externalised behaviour and daily living, communication and socialisation skills. The group provided a buffer for the children and supported them in coping with their mothers’ illness. The children displayed normative values through their religious coping styles, their quest for and display of respect and their unambiguous assertion of right and wrong. A specific finding of this study was that the children created a sphere or space in which to order their thoughts, behaviours and emotions within the intervention. This provided them with parameters in their adverse circumstances to display adaptive behaviour or resilience which they could use to function adequately. The study suggests that the use of support groups should be incorporated into intervention programmes dealing with latent-phase children affected by HIV/Aids. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

In the study "The relationship between postural stability and physical activities", we focused on determining the level of postural stability and the possibility of influencing by appropriate means of exercise intervention in people with increased physical activity and persons with physical limitations. Persons with increased physical activity were top players and players competing in various sports (football, handball, volleyball, golf) and those with physical limitations, patients suffering from diseases that have a negative impact on postural stability (Friedrich's ataxia, autosomal dominant spinocerebellar ataxia, Charlot-Marie- Tooth). Upright posture in stance and movement is a fundamental prerequisite for human bipedal locomotion. Postural stability is the ability to maintain an upright posture, which advises the motor and coordination skills, and its meaning is close to equilibrium abilities. Maintaining an upright posture is ensured by muscle activity, which is controlled by the central nervous system based on information from internal and external environment. Control of postural stability is the primary prerequisite for successful movement and as such it can be developed on the basis of appropriate physical activities. All methods of measuring static and dynamic postural stability can be...