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Thesis (MScSportSc)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The purpose of this investigation was to determine whether a sensory motor development programme could have an effect on some of the underlying physical and perceptual abilities that support school readiness. The control group consisted of 23 children and the two intervention groups of 79 children in total. All of the children were enrolled in a pre-primary school programme in a local community. They were all six years old by the end of the intervention. The Movement Assessment Battery for Children (Henderson & Sugden, 1992) was used to assess the children on their manual dexterity, eye-hand coordination, static balance and dynamic balance. The intervention programme consisted of two phases of 10 weeks each, during which the sensory motor development activities were presented to the two intervention groups. Results of the investigation revealed there were significant improvements for some of the children on selected variables that underlie school readiness. It can be concluded that participation in a sensory motor development programme can make a significant contribution to school readiness for many children. / AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om te bepaal of 'n sensories-motoriese ontwikkelingsprogram enige uitwerking op bepaalde onderliggende fisiese en perseptuele vermoëns wat tot skoolgereedheid by jong kinders bydra, sou kon hê. Die kontrolegroep het uit drie-en-twintig kinders bestaan. Die twee tussentredende groepe het altesaam uit nege-en-sewentig kinders bestaan. Die kinders was almal pre-primêre skoolprogramleerders vanuit 'n plaaslike gemeenskap. Teen die einde van die intrede het al die betrokke kinders sesjarige ouderdom bereik. Movement Assessment Battery for Children (Hendersen & Sugden, 1992) is as riglyn gebruik om die kinders se handvaardigheid, oog-hand-koërdinasie, statiese en dinamiese balans te evalueer. Die tussentredeprogram het bestaan uit twee fases van tien weke elk. Die sensoriese-motoriese ontwikkelingsaktiwiteite is terselfdertyd vir die twee tussentredegroepe aangebied. Die resultate van die ondersoek het beduidende vordering in sommige kinders getoon, spesifiek ten opsigte van bepaalde veranderlikes onderliggend aan skoolgereedheid. Hierdie bevinding dui daarop dat sodanige deelname in 'n sensories-motoriese ontwikkelingsprogram wel 'n betekenisvolle bydrae tot die ontwikkeling van skoolgereedheid in baie kinders kan maak.

The purpose of the evaluation was to test effectiveness of a visual, visual-motor, and auditory perceptual skills training program devised by Dr. Jerome Rosner, and to confirm or deny application of this training to improved classroom skills. Subjects were 38 kindergarten children, 20 in the Contrast Group, and 18 in the Experimental Group. Both groups received the same training in the basic curriculum of readiness skills. The Experimental Group also received training in the Visual Analysis and Auditory Analysis Skills programs. Pretests and posttests were administered, tabulated, and analyzed. Differences in raw score means were sufficient to indicate more than a chance factor and all tests demonstrated a plus factor for children in the Experimental Group.

Thesis (Ph.D.)--McMaster University, 2005. / Supervisor: Timothy D. Lee. Includes bibliographical references. Also available online.

The use of mental practice to facilitate the acquisition of a motor skill was investigated. A transfer design was used to determine if the facilitation of mirror tracing performance could be attributed to learning. Following two trials on the mirror trace subjects performed either mental practice, a reading task, an attentional focus task, or massed practice. Subjects then performed trial 3. Then 52 subjects transferred to the nonpreferred hand for trials 4 and 5. The remaining subjects continued to trace with the preferred hand for trials 4 and 5. Subjects in the mental practice group traced faster than subjects in the reading task and massed practice groups, although they did not trace significantly faster than the attentional focus group. Mental practice subjects did not make significantly fewer errors than subjects in the other groups. An analysis of the transfer task indicated that the faster tracing by the mental practice group might not have been the result of learning. Females tended to trace faster and make fewer errors than males. / M.S.

The topic of this work is motor imagery. Through 7 different studies, the process and proprieties of motor imagery and its impact on motor learning were assessed. It was found that this cognitive activity is closely linked to the motor system. This characteristic underlies the positive effects of motor imagery on motor learning. This can have many practical applications in the domain of sport and motor rehabilitation.<p><p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy

This report examines the effect of feedback in the workplace in an adult learning environment. Specifically, it examines the effect of negative feedback on motivation and performance at the workplace. It studies how feedback seeking behavior impacts the quality and type of feedback received by a learner in the workplace. It examines the effects of receiving negative interpersonal feedback on the self-esteem, affect, and goal pursuit of a learner. The study also looks at the implications of successfully managing feedback in the workplace. / text

This research investigated the precision with which spatial information can be maintained in memory and reproduced as well as factors which may effect these emerging abilities. To study this, ten males and ten females in each of first, third, fifth, and seventh grades participated in three drawing tasks under two conditions (match and recall). The tasks involved the presentation of a 4" straight line or a 2" x 2" right angle drawn on an 8" white disc. Subjects were asked to draw a line exactly the same size and in the same place (static), after an imagined rotation, or after an imagined bending or unbending of the line (transformation) on an 1" white disc. Several mixed design analyses of variance with repeated measures on the task variables were run. First graders made significantly more errors than all other subjects. Third and fifth graders differed little and both performed significantly less accurately than seventh graders. Performance on the rotation task and the transformation task did not differ significantly with performance on both yielding more error than performance on the static task. The match condition generally proved easier than the recall condition, straight lines led to less error than bent lines, and orientation information was more accurately preserved than metric information. The requirements of the task, i.e., no change, change in position, or a change in form, interacted with both the stimulus type and the type of information preserved. Grade level also interacted significantly with task and stimulus type. When determining how spatial abilities emerge and the accuracy with which spatial information can be dealt, task demands, stimulus characteristics, and type of information being measured must be considered along with the developmental changes.