This study is a hermeneutic-phenomenological investigation with the aim of understanding the meanings that the NWU-PUK Rugby Institute players attributed to their lived experience of listening to music before a game. In answering this central research question, two sub-questions were also explored to find out what the rugby players experienced while listening to music before a game and how they experienced listening to music in terms of the context, situation and conditions. Ten NWU-PUK Rugby Institute players participated, eight of whom played in the same team, and two who played in different teams. Reflective essays were collected with follow-up semi-structured interviews with the chosen participants. Using ATLAS.ti 7, the data were analysed. Codes were conceptualised into categories and themes, links were made and patterns were identified. The results revealed four broad themes: 1) Nothing can distract me; 2) Activate and deactivate; 3) Affect regulation and 4) Well-being. These themes formed the basis of what the participants experienced while listening to music, with all four themes resulting in preparation for a rugby game. / MA(Musicology), North-West University, Potchefstroom Campus, 2015

This study is a hermeneutic-phenomenological investigation with the aim of understanding the meanings that the NWU-PUK Rugby Institute players attributed to their lived experience of listening to music before a game. In answering this central research question, two sub-questions were also explored to find out what the rugby players experienced while listening to music before a game and how they experienced listening to music in terms of the context, situation and conditions. Ten NWU-PUK Rugby Institute players participated, eight of whom played in the same team, and two who played in different teams. Reflective essays were collected with follow-up semi-structured interviews with the chosen participants. Using ATLAS.ti 7, the data were analysed. Codes were conceptualised into categories and themes, links were made and patterns were identified. The results revealed four broad themes: 1) Nothing can distract me; 2) Activate and deactivate; 3) Affect regulation and 4) Well-being. These themes formed the basis of what the participants experienced while listening to music, with all four themes resulting in preparation for a rugby game. / MA(Musicology), North-West University, Potchefstroom Campus, 2015

This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills. A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed. The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection. For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1. If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills. A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed. The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection. For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1. If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.