1 |
Die motoriese ontwikkeling van en prestasiestandaarde vir dogters van 11 tot 16 jaar / Johannes Petrus le RouxLe Roux, Johannes Petrus January 1970 (has links)
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
|
2 |
Enkele motoriese aspekte van verstandelik normale en verstandelik vertraagde meisies tussen 13-17 jaar / Johrene Annabel KrohnKrohn, Johrene Annabel January 1987 (has links)
An investigation was conducted into possible differences in
motor abilities between 98 mentally retarded and 100 mentally
normal girls aged between 13 - 17 years. For the purpose
of this study certain motor aspects as contained in previously
selected tests were chosen. The motor aspects in question
were those which appear in the Physical Education Syllabus
for girls in the section handling of objects. The success
with which the girls performed the prescribed movement tasks
was measured quantitatively (to indicate attainment of the
desired result) as well as qualitatively (to indicate the
movement pattern) .
A movement-directed analysis was conducted by studying the
possible effect which the kind of skill, as well as the relative perceptual-motor abilities, could have on the achievement
of the pupils. A preceding literature study was done in order
to obtain relevant information pertaining to the study.
The quantitative data were studied by means of a variance analysis
investigation with a view to the significance of
the differences (p ~ 0,05), while the qualitative data, being
nominal, were analysed by means of chi-square techniques.
The predominant findings indicate that, in spite of heterogeneity within the group, deficient motor ability is indeed
prevalent among the mentally retarded pupils. This does
not, however, hold good for all aspects of the movement abilities and is not always meaningful. The biggest differences
are found in the movement pattern.
Task complexity, the degree of cognitive involvement as well
as perceptual-motor abilities included in the skills do play
a role as regards the successful performance by the mentally
retarded group.
Carefully planned motor programmes conducted with retarded
pupils could therefore be a means of abolishing under-actualization of their personality realisation - especially as they
are directed towards motor rather than cognitive orientated
occupations. / Thesis (MA)--PU vir CHO, 1987
|
3 |
Die bepaling van belangstelling, motoriese bekwaamheid en motoriese kwosiënt by 13-jarige, 14-jarige en 15-jarige Indiërseuns, met die oog op aanbevelings vir 'n leerplan in die liggaamlike opvoedkunde / Karel Jacobus BodensteinBodenstein, Karel Jacobus January 1971 (has links)
Thesis (MEd)--PU vir CHO
|
4 |
Die motoriese ontwikkeling van en prestasiestandaarde vir dogters van 11 tot 16 jaar / Johannes Petrus le RouxLe Roux, Johannes Petrus January 1970 (has links)
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
|
5 |
Enkele motoriese aspekte van verstandelik normale en verstandelik vertraagde meisies tussen 13-17 jaar / Johrene Annabel KrohnKrohn, Johrene Annabel January 1987 (has links)
An investigation was conducted into possible differences in
motor abilities between 98 mentally retarded and 100 mentally
normal girls aged between 13 - 17 years. For the purpose
of this study certain motor aspects as contained in previously
selected tests were chosen. The motor aspects in question
were those which appear in the Physical Education Syllabus
for girls in the section handling of objects. The success
with which the girls performed the prescribed movement tasks
was measured quantitatively (to indicate attainment of the
desired result) as well as qualitatively (to indicate the
movement pattern) .
A movement-directed analysis was conducted by studying the
possible effect which the kind of skill, as well as the relative perceptual-motor abilities, could have on the achievement
of the pupils. A preceding literature study was done in order
to obtain relevant information pertaining to the study.
The quantitative data were studied by means of a variance analysis
investigation with a view to the significance of
the differences (p ~ 0,05), while the qualitative data, being
nominal, were analysed by means of chi-square techniques.
The predominant findings indicate that, in spite of heterogeneity within the group, deficient motor ability is indeed
prevalent among the mentally retarded pupils. This does
not, however, hold good for all aspects of the movement abilities and is not always meaningful. The biggest differences
are found in the movement pattern.
Task complexity, the degree of cognitive involvement as well
as perceptual-motor abilities included in the skills do play
a role as regards the successful performance by the mentally
retarded group.
Carefully planned motor programmes conducted with retarded
pupils could therefore be a means of abolishing under-actualization of their personality realisation - especially as they
are directed towards motor rather than cognitive orientated
occupations. / Thesis (MA)--PU vir CHO, 1987
|
6 |
Die bepaling van belangstelling, motoriese bekwaamheid en motoriese kwosiënt by 13-jarige, 14-jarige en 15-jarige Indiërseuns, met die oog op aanbevelings vir 'n leerplan in die liggaamlike opvoedkunde / Karel Jacobus BodensteinBodenstein, Karel Jacobus January 1971 (has links)
Thesis (MEd)--PU vir CHO
|
7 |
Die verband tussen die algemene motoriese bekwaamheid en skolastiese prestasie van 12-, 14- en 16-jarige blanke skoolseuns / Isaak Jacob JoubertJoubert, Isaak Jacob January 1955 (has links)
Proefskrif--PU vir CHO
|
8 |
Die verband tussen die algemene motoriese bekwaamheid en skolastiese prestasie van 12-, 14- en 16-jarige blanke skoolseuns / Isaak Jacob JoubertJoubert, Isaak Jacob January 1955 (has links)
Proefskrif--PU vir CHO
|
9 |
Effek van 'n kleinspier-ontwikkelingsprogram op die motoriese vermoë van ABET-leerders (Afrikaans)Riekert, Marlene 20 July 2005 (has links)
Dissertation (MA (Human Movement Science))--University of Pretoria, 2005. / Biokinetics, Sport and Leisure Sciences / unrestricted
|
10 |
Fundamentele bewegingsvaardighede, motoriese behendigheid en verwantskappe met fisieke aktiwiteit en akademiese prestasie van senior fase leerders : die PAHL-studie / Lizl-Louise van NiekerkVan Niekerk, Lizl-Louise January 2015 (has links)
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
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