Several researchers have reported that the perceptual-motor skills of today’s children are not optimally developed. Furthermore, childhood obesity has increased worldwide and is a cause for concern due to the effect that it has on the present and future public health of children. Childhood obesity has a bearing on a rise in chronic paediatric diseases and an increase in hypertension, as well as on motor and physical deficits. In spite of the inadequate perceptual-motor development that is reported, few studies have been reported that examine the effect of school-based movement development programmes to improve the motor proficiency of school beginners. Firstly, in this thesis, an attempt was made to establish a general profile of the motor proficiency of Grade 1 learners in the North West Province of South Africa, and to determine possible gender and racial differences. Secondly, the relationship between the body composition and blood pressure of Grade 1 learners was examined. Thirdly, the relationship between the body composition and motor, physical and object control skills of these learners was examined. The fourth objective was to determine the effect of school-based movement development programmes on the perceptual-motor proficiency of Grade 1 learners. For objectives one to three, data were collected by means of a stratified randomised sample of 816 Grade 1 learners (419 boys, 397 girls) with a mean age of 6,78 years (+ 0,49) who participated in the NW-CHILD study. The short form of the “Bruininks-Oseretsky Test of Motor Proficiency-2” (Bruininks & Bruininks, 2005), which consists of eight subcomponents, was used to determine the learners’ motor proficiency and the “Test of Gross Motor Development-2” was used to determine the learners’ object control skills. Stature, body mass, skinfolds (subscapular, triceps and calf) and waist circumference were measured according to standard kinantropometric protocols. International cut-off points for body mass index (BMI) were used to classify learners in normal, overweight or obese categories. Blood pressure was measured by means of an Omron 705CP-II. With regard to objective 1, it appeared from the results, which were analysed with descriptive statistics and ttesting, and by making use of the Statistica computer program, that Grade 1 learners exhibit below average (49,63%) to average (48,16%) motor proficiency. The poorest skills exhibited by the learners were in strength, fine motor integration and fine motor precision. The motor proficiency of the boys was mostly average (63,96%) as opposed to that of the girls, which was largely classified as below average (64,74%), although the girls’ manual dexterity and bilateral co-ordination was significantly better compared to the boys. The motor proficiency of most of the white children was average (69,27%), compared to 58,73% of the black children, whose motor proficiency was below average. White children performed significantly better in fine motor precision, fine motor integration, manual dexterity, bilateral co-ordination, upper limb co-ordination and strength skills, and black children in balancing and running speed and agility skills. Concerning objective 2, it appeared from the results, which were analysed with descriptive statistics, the Spearman correlation coefficients and one-way analysis of variance, that the overall incidence of prehypertension and hypertension was 8,5% and 24,9% respectively. Both systolic and diastolic blood pressure exhibited a significant relationship with BMI, body fat percentage and waist circumference. Boys and girls exhibited the same incidence of hypertension. A higher percentage of the black children were hypertensive compared to the white children, although the difference in the blood pressure of the groups was not significant. A high percentage of children of normal weight also exhibited high levels of blood pressure. As far as objective 3 is concerned, it appeared from the results, which were analysed with descriptive statistics, Spearman correlation coefficients and one-way analysis of variance, that 1 out of every 10 learners (11,64%) was overweight (7,84%) or obese (3,80%). Fine motor precision, balance, running speed, agility and strength exhibited a significant relationship with body mass index (p<0.05), while no clear relationship was found between object control skills, upper limb co-ordination and body mass index. For objective 4, two schools were selected from the total sample in one urban area, which consisted of 75 learners (school 1=40 and school 2=35) who had a mean age of 6,66 years (+ 0,24) and who participated in two different perceptual-motor movement development programmes. The perceptual-motor movement development programme of School 1 was based on a process-oriented approach, as opposed to the programme of School 2, which was based on a product-oriented approach. Motor proficiency was measured by making use of the short form of the “Bruininks-Oseretsky Test of Motor Proficiency-2”. The results, which were analysed with descriptive statistics, independent t-testing and a covariance of analysis, showed that both movement development programmes contributed to significant improvements in some of the motor proficiency subcomponents. However, the process-oriented movement programme contributed to a greater extent to improvement on an individual level, which was attributed to the improved underlying neurological processes of motor proficiency and bilateral integration that underwent improvement as a result, while the level of motor proficiency mastery of the product-oriented movement development programme remained unchanged. On the grounds of the above results it is advised that educators, such as the Physical Education teachers who work with Grade 1 learners, take note of the possible deficits with regard to motor proficiency, overweight and obesity, and implement suitable intervention programmes, taking into consideration the gender and racial specific differences that were found in this study. The measuring of blood pressure for basic screening purposes is important in the child population and interventions that include physical activity are advised to reduce the potential cardiovascular complications of obesity amongst children. It could also be recommended that school-based movement development programmes, which are presented by specialists, be implemented in order to improve the motor proficiency of Grade 1 learners and to also contribute to the improvement of the skills of learners with perceptual-motor and physical proficiency problems. / Thesis (PhD (Human Movement Sciences))--North-West University, Potchefstroom Campus, 2013

Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999; Lotz et al., 2005; Van Roon et al., 2010). Visual motor integration and neuro-motor problems, that include perceptual, gross- and fine motor problems further relates to writing, reading, spelling and mathematical problems (Cheatum & Hammond, 2000). The visual system plays an important role in visual motor integration and researchers found ocular-motor control to correlate with learning-related problems and are therefore investigated (Vaughn et al., 2006). The aim of the study was twofold. The first aim was to determine the nature of neuro-motor problems that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). The second aim was to determine the nature of ocular-motor control and visual-motor integration that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). Sixty-eight learners (45 boys and 23 girls) with and without learning-related problems took part in the study. The group with learning-related problems (n=31) consisted of learners that received remedial intervention in Grade 1 and were in Grade 2 during the data collection. The control group (n=37) represented the study group for age and gender with a mean age of 7.5 years (SD=0.43) and had no learning-related problems. The Quick Neurological Screening Test II (QNST-II) and the Sensory Input Systems Screening Test (SISM) were used to determine the state of neuro-motor development and the visual and ocular-motor control status of learners. The Developmental Test of Visual-Motor Integration - 4th ed. (VMI-4) were used to evaluate the visual-motor integration of learners. The Statistica for Windows 2011 computer program was used to do the data processing (StatSoft, 2011). Differences between learners with and without learning-related problems were determined by an independent t-test. A multi-dimensional representation of learners with learning-related problems were established by means of a correspondence analysis of twoway variance tables with respect to reading, writing, spelling and mathematical problems. Results indicate that statistical as well as practical significant differences were found between learners with and without learning-related problems with respect to neuro-motor, visual-motor integration as well as ocular-motor problems. Neuro-motor problems were found between the two groups in visual, auditory, and tactile perception as well as different gross motor skills and were associated with reading, writing, spelling and mathematical problems. Regarding ocularmotor control and visual-motor integration, statistical- (p≤0,01) as well as practical (d≥0,8) significant differences were found between learners with and without learning related problems in visual-motor integration as well as 10 of the 11 sub-items of the SISM which include the following: fixation with both eyes, fixation with right eye, fixation with left eye, ocular alignment with right eye, ocular alignment with left eye, tracking with both eyes, tracking with right eye, tracking with left eye, vertical tracking and horizontal tracking. It can be concluded from the results that a significant correlation could be found between neuro-motor problems, that includes ocular-motor control as well as visual-motor integration and learning-related problems (reading, writing, spelling and mathematical problems). Neuromotor skills as well as visual-motor integration should therefore be incorporated in intervention of children with learning-related problems. / Thesis (MA (Kinderkinetics))--North-West University, Potchefstroom Campus, 2013.

Die ontwikkeling van perseptueel-motoriese vaardighede is noodsaaklik om skoolsukses in graad 1 te verseker. Sodanige perseptueel-motoriese vaardighede word beïnvloed deur faktore soos die onderwyser se houding, en kennis en die gebruik van leer- en onderrigsteunmateriaal (LOSM). Om skoolsukses in graad 1 te verseker moet die leerder skoolgereed en skoolryp wees. Skoolgereedheid en skoolrypheid word beïnvloed deur eksterne faktore, soos die sosio-ekonomiese omstandighede, samelewing, gemeenskap, kultuur, die skool, die onderwyser, beskikbaarheid van leer- en onderrigsteunmateriaal, ouers en gesinstrukture. Daar is met die proefskrif gepoog om eerstens die effek van ʼn leerondersteuningintervensie op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. Tweedens is daar bepaal of die leemtes in graad R-onderwysers se kennis van perseptueel-motoriese vaardighede die skoolgereedheid van graad R-leerders kan beïnvloed. Die derde doelstelling was om die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders te bepaal. Die vierde doelstelling het die impak van die gebruik van toepaslike LOSM op die ontwikkeling van graad R-leerders se perseptueel-motoriese vaardighede, met die fokus op klein- en grootmotoriese vaardighede bepaal. Om doelstelling 1 te ontleed het die proefskrif eerstens gepoog om die effek van ʼn leerondersteuningintervensie op skoolgereedheid gebaseer op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders vanuit lae sosio-ekonomiese samelewings is saamgestel. ʼn Kwantitatiewe navorsingsmetode is gevolg met ʼn drie-groep-voortoets-natoets-ontwerp. Die populasie vir hierdie doelstelling het bestaan uit drie graad R-skole wat deur middel van ʼn gerieflikheidsteekproef gekies is. Twee kwintiel 1-skole, ʼn kontroleskool (n = 30) en ʼn eksperimentele skool (n = 25), asook een kwintiel 3-skool (n = 22) is gekies. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is oor ʼn tydperk van nege maande by die eksperimentele skool (skool E) geïmplementeer deurdat hulp aan die onderwysers verleen is en die leeromgewing van die leerders opgegradeer is. Die leerders is voor- en na die intervensie deur middel van ʼn skoolgereedheidstoets geevalueer. Die resultate is deur middel van ʼn variansie-analise (ANOVA), kovariansie-analise (ANCOVA) en afhanklike t-toetse geanaliseer om die verskille tussen en binne groepe te bepaal. ʼn Beduidende verband tussen skoolgereedheid en perseptueel-motoriese ontwikkeling is gevind waar faktore soos die omgewing, minimum leer- en onderrigsteunmateriaal en beperkte kennis van die onderwyser ʼn rol gespeel het. Vanaf die voortoets tot die natoets was die persentasie skoolgereedheid onderskeidelik soos volg kontroleskool 1 (32% - 56%), kontroleskool 2 (58% - 70%), eksperimentele skool (34% - 66%). ʼn Groter verbetering in die skoolgereedheid kan by die eksperimentele skool waargeneem word. Die resultate het aangedui dat ʼn perseptueel-motoriese intervensie leerders in lae sosio-ekonomiese omgewings kan help om faktore soos ʼn gebrek aan LOSM, leemtes in onderwysers se kennis en houdings wat skoolgereedheid moontlik kan beïnvloed, te oorkom. Doelstelling 2 het die verband tussen leemtes in graad R-onderwysers (n = 25) se kennis van perseptueel-motoriese ontwikkeling en die stand van perseptueel-motoriese vaardighede by graad R-leerders ondersoek. ʼn Gekombineerde-navorsingsmetode vanuit ʼn post-positivistiese paradigma is hiervoor onderneem en dit is volgens ʼn fenomenologies-interpretivistiese perspektief uitgevoer. ʼn Selfopgestelde vraelys wat bestaan het uit geslote-en oopeind-vrae is as meetinstrument gebruik om vyf-en-twintig (n = 25) graad R-onderwysers se kennis oor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders in die Potchefstroomdistrik, in te win. Die vraelys het bestaan uit die invul van biografiese gegewens, tien vrae waar die onderwyser se kennis met betrekking tot perseptueel-motoriese vaardighede bepaal is, sestien vrae waar ʼn scenario met ʼn foto en beskrywing geskets is en die onderwyser die korrekte perseptueel-motoriese vaardigheid daaraan moes koppel en agt vrae waar die onderwyser se kennis ten opsigte van die ontwikkeling van perseptueel-motoriese vaardighede in graad R bepaal is. Die inligting uit die vraelyste is deur middel van Atlas.ti™ en statistiese ontleding geanaliseer. Interne itemkorrelasie van die vraelys is vasgestel en ʼn Cronbach Alpha met ʼn waarde van 0,74, gebaseer op die statistiese analise, is bepaal. Die resultate het leemtes in graad R-onderwysers se kennis met betrekking tot aspekte wat verband hou met perseptueel-motoriese onwikkeling getoon. Onvoldoende opleiding is by 80% van die respondente geïdentifiseer, wat tot die leemte in die onderwysers se kennis kon bydrae. Verder het dié onderwysers nie oor die voldoende kennis beskik oor die volle omvang van die Kurrikulum- en Assesseringsbeleidsverklaring nie en ʼn groot persentasie was onseker oor hoe om kurrikulumvoorskrifte effektief te implementeer. Die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders is vir doelstelling 3 bepaal. ʼn Kwantitatiewe navorsingmetode is gevolg waar graad R-onderwysers (n = 25) wat volgens beskikbaarheid geselekteer is, ʼn selfontwikkelde vraelys voltooi het, waar die hoeveelheid tyd wat aan verskillende vakke bestee word, aangedui is. Resultate is statisties geanaliseer deur gebruik te maak van beskrywende statistiek sowel as Spearman se rangorde-korrelasie om te bepaal of daar ʼn verband bestaan tussen die onderwysers se houding, soos gemeet aan die hoeveelheid tyd wat aan die onderrig van die verskillende vakke in graad R bestee is, die ouderdom en ondervinding van die onderwysers, die aantal leerders in die klas en die sosio-ekonomiese omstandighede van leerders in die klas. Tweerigting-frekwensietabelle is verder gebruik om Chi-kwadraattoetse en Cramer’s V wat die sterkte van die verband tussen ras, taal van onderrig en die vrae wat verband hou met houding te bepaal. ʼn Beduidende verband is gevind tussen ouderdom en ondervinding van die respondente en die hoeveelheid leerders in die klas, die sosio-ekonomiese omgewing en die tyd wat aan onderrig van vakke bestee word. Hierdie aspekte kan moontlik bydra tot die onderwysers se houding ten opsigte van die onderrig van Lewensvaardighede, wat perseptueel-motoriese ontwikkeling insluit. Indien dié aspekte aangespreek kan word deur intervensie en indiensopleiding, kan die onderwyser se houding teenoor die onderrig van Lewensvaardighede moontlik verander, wat sal bydra tot groter klem op die ontwikkeling van perseptueel-motoriese vaardighede. Doelstelling 4 het die impak van die gebruik van toepaslike leer- en onderrigsteunmateriaal op die ontwikkeling van perseptueel-motoriese vaardighede met die fokus op groot- en klein (fyn) motoriese vaardighede by die graad R-skole bepaal. Om die doelstelling te bereik is leerders van twee skole binne dieselfde sosio-ekonomiese omstandighede se skoolgereedheid tydens ʼn voortoets bepaal. ʼn Gekombineerde navorsingsmetode met ʼn tweegroep-voortoets-natoets-ontwerp is gevolg. Leerders van twee graad R-skole (kwintiel 1) met ʼn gemiddelde ouderdom van 5,2 (± 0,5) jaar in die Potchefstroomdistrik is met ʼn gerieflikheidsteekproef geselekteer. ʼn Perseptueel-motoriese intervensie, wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is deur middel van onderwyser-ondersteuning en die skep van ʼn effektiewe leeromgewing, vanaf Februarie tot November (nege maande) by die eksperimentele skool (n = 25) uitgevoer, terwyl geen addisionele hulpverlening in die kontroleskool (n = 30) plaasgevind het nie. Die kwantitatiewe resultate is ontleed deur middel van ʼn afhanklike- en onafhanklike t-toets en ʼn ANCOVA is gebruik om verskille tussen en binne die skole te bepaal. Die kwalitatiewe navorsing is deur middel van ʼn multi-metode-benadering met die fokus op foto-analise en beskrywende inligting geanaliseer. Voor intervensie was geen van die leerders in die twee skole skoolgereed nie. Na die intervensie was die aangepaste gemiddeldes wat behaal is in die natoets vir klein- en grootspier-koördinasie by die eksperimentele skool prakties betekenisvol beter as dié van die kontroleskool. In die eksperimentele skool was 17 uit 20 leerders na die intervensie skoolgereed, terwyl daar uit die kontroleskool slegs 8 uit 28 leerders skoolgereed was. Die resultate dui daarop dat perseptueel-motoriese vaardighede van leerders vanuit ʼn lae sosio-ekonomiese omgewing met effektiewe LOSM gestimuleer kan word om hul skoolgereedheid te verbeter. Vroeë intervensie in die vorm van onderwyser-ondersteuning en opgradering van die leeromgewing wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede in graad R, kan moontlik agterstande in die verband aanspreek en sodoende bydra tot die verbetering van skoolgereed. Op grond van bogenoemde resultate kan daar tot die gevolgtrekking gekom word dat die graad R-leerder in gedepriveerde omgewings se perseptueel-motoriese ontwikkeling wel deur verskeie faktore negatief beïnvloed kan word. Van hierdie faktore is onder meer die onderwyser se houding, leemte in kennis, onvoldoende opleiding en beskikbaarheid van leer- en onderrigsteunmateriaal. Daar word gevolglik aanbeveel dat leerders wat in lae sosio-ekonomiese omgewings grootword aan ʼn vroeë intervensie, wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede en effektiewe LOSM, blootgestel moet word. Daarbenewens behoort onderwysers se leemte in kennis oor perseptueel-motoriese vaardighede asook hul houding oor die belangrikheid van perseptueel-motoriese vaardighede aangespreek te word deur onder andere indiensopleidingsprogramme. Die belang van die aanstelling van goed opgeleide onderwysers, gerig op vroeë kinderontwikkeling behoort ook by die Departement van Basiese Onderwys aandag te geniet. Sodoende kan dié leerders se agterstande tydig oorkom word en hul skoolgereedheid verbeter word. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2015

Die ontwikkeling van perseptueel-motoriese vaardighede is noodsaaklik om skoolsukses in graad 1 te verseker. Sodanige perseptueel-motoriese vaardighede word beïnvloed deur faktore soos die onderwyser se houding, en kennis en die gebruik van leer- en onderrigsteunmateriaal (LOSM). Om skoolsukses in graad 1 te verseker moet die leerder skoolgereed en skoolryp wees. Skoolgereedheid en skoolrypheid word beïnvloed deur eksterne faktore, soos die sosio-ekonomiese omstandighede, samelewing, gemeenskap, kultuur, die skool, die onderwyser, beskikbaarheid van leer- en onderrigsteunmateriaal, ouers en gesinstrukture. Daar is met die proefskrif gepoog om eerstens die effek van ʼn leerondersteuningintervensie op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. Tweedens is daar bepaal of die leemtes in graad R-onderwysers se kennis van perseptueel-motoriese vaardighede die skoolgereedheid van graad R-leerders kan beïnvloed. Die derde doelstelling was om die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders te bepaal. Die vierde doelstelling het die impak van die gebruik van toepaslike LOSM op die ontwikkeling van graad R-leerders se perseptueel-motoriese vaardighede, met die fokus op klein- en grootmotoriese vaardighede bepaal. Om doelstelling 1 te ontleed het die proefskrif eerstens gepoog om die effek van ʼn leerondersteuningintervensie op skoolgereedheid gebaseer op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders vanuit lae sosio-ekonomiese samelewings is saamgestel. ʼn Kwantitatiewe navorsingsmetode is gevolg met ʼn drie-groep-voortoets-natoets-ontwerp. Die populasie vir hierdie doelstelling het bestaan uit drie graad R-skole wat deur middel van ʼn gerieflikheidsteekproef gekies is. Twee kwintiel 1-skole, ʼn kontroleskool (n = 30) en ʼn eksperimentele skool (n = 25), asook een kwintiel 3-skool (n = 22) is gekies. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is oor ʼn tydperk van nege maande by die eksperimentele skool (skool E) geïmplementeer deurdat hulp aan die onderwysers verleen is en die leeromgewing van die leerders opgegradeer is. Die leerders is voor- en na die intervensie deur middel van ʼn skoolgereedheidstoets geevalueer. Die resultate is deur middel van ʼn variansie-analise (ANOVA), kovariansie-analise (ANCOVA) en afhanklike t-toetse geanaliseer om die verskille tussen en binne groepe te bepaal. ʼn Beduidende verband tussen skoolgereedheid en perseptueel-motoriese ontwikkeling is gevind waar faktore soos die omgewing, minimum leer- en onderrigsteunmateriaal en beperkte kennis van die onderwyser ʼn rol gespeel het. Vanaf die voortoets tot die natoets was die persentasie skoolgereedheid onderskeidelik soos volg kontroleskool 1 (32% - 56%), kontroleskool 2 (58% - 70%), eksperimentele skool (34% - 66%). ʼn Groter verbetering in die skoolgereedheid kan by die eksperimentele skool waargeneem word. Die resultate het aangedui dat ʼn perseptueel-motoriese intervensie leerders in lae sosio-ekonomiese omgewings kan help om faktore soos ʼn gebrek aan LOSM, leemtes in onderwysers se kennis en houdings wat skoolgereedheid moontlik kan beïnvloed, te oorkom. Doelstelling 2 het die verband tussen leemtes in graad R-onderwysers (n = 25) se kennis van perseptueel-motoriese ontwikkeling en die stand van perseptueel-motoriese vaardighede by graad R-leerders ondersoek. ʼn Gekombineerde-navorsingsmetode vanuit ʼn post-positivistiese paradigma is hiervoor onderneem en dit is volgens ʼn fenomenologies-interpretivistiese perspektief uitgevoer. ʼn Selfopgestelde vraelys wat bestaan het uit geslote-en oopeind-vrae is as meetinstrument gebruik om vyf-en-twintig (n = 25) graad R-onderwysers se kennis oor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders in die Potchefstroomdistrik, in te win. Die vraelys het bestaan uit die invul van biografiese gegewens, tien vrae waar die onderwyser se kennis met betrekking tot perseptueel-motoriese vaardighede bepaal is, sestien vrae waar ʼn scenario met ʼn foto en beskrywing geskets is en die onderwyser die korrekte perseptueel-motoriese vaardigheid daaraan moes koppel en agt vrae waar die onderwyser se kennis ten opsigte van die ontwikkeling van perseptueel-motoriese vaardighede in graad R bepaal is. Die inligting uit die vraelyste is deur middel van Atlas.ti™ en statistiese ontleding geanaliseer. Interne itemkorrelasie van die vraelys is vasgestel en ʼn Cronbach Alpha met ʼn waarde van 0,74, gebaseer op die statistiese analise, is bepaal. Die resultate het leemtes in graad R-onderwysers se kennis met betrekking tot aspekte wat verband hou met perseptueel-motoriese onwikkeling getoon. Onvoldoende opleiding is by 80% van die respondente geïdentifiseer, wat tot die leemte in die onderwysers se kennis kon bydrae. Verder het dié onderwysers nie oor die voldoende kennis beskik oor die volle omvang van die Kurrikulum- en Assesseringsbeleidsverklaring nie en ʼn groot persentasie was onseker oor hoe om kurrikulumvoorskrifte effektief te implementeer. Die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders is vir doelstelling 3 bepaal. ʼn Kwantitatiewe navorsingmetode is gevolg waar graad R-onderwysers (n = 25) wat volgens beskikbaarheid geselekteer is, ʼn selfontwikkelde vraelys voltooi het, waar die hoeveelheid tyd wat aan verskillende vakke bestee word, aangedui is. Resultate is statisties geanaliseer deur gebruik te maak van beskrywende statistiek sowel as Spearman se rangorde-korrelasie om te bepaal of daar ʼn verband bestaan tussen die onderwysers se houding, soos gemeet aan die hoeveelheid tyd wat aan die onderrig van die verskillende vakke in graad R bestee is, die ouderdom en ondervinding van die onderwysers, die aantal leerders in die klas en die sosio-ekonomiese omstandighede van leerders in die klas. Tweerigting-frekwensietabelle is verder gebruik om Chi-kwadraattoetse en Cramer’s V wat die sterkte van die verband tussen ras, taal van onderrig en die vrae wat verband hou met houding te bepaal. ʼn Beduidende verband is gevind tussen ouderdom en ondervinding van die respondente en die hoeveelheid leerders in die klas, die sosio-ekonomiese omgewing en die tyd wat aan onderrig van vakke bestee word. Hierdie aspekte kan moontlik bydra tot die onderwysers se houding ten opsigte van die onderrig van Lewensvaardighede, wat perseptueel-motoriese ontwikkeling insluit. Indien dié aspekte aangespreek kan word deur intervensie en indiensopleiding, kan die onderwyser se houding teenoor die onderrig van Lewensvaardighede moontlik verander, wat sal bydra tot groter klem op die ontwikkeling van perseptueel-motoriese vaardighede. Doelstelling 4 het die impak van die gebruik van toepaslike leer- en onderrigsteunmateriaal op die ontwikkeling van perseptueel-motoriese vaardighede met die fokus op groot- en klein (fyn) motoriese vaardighede by die graad R-skole bepaal. Om die doelstelling te bereik is leerders van twee skole binne dieselfde sosio-ekonomiese omstandighede se skoolgereedheid tydens ʼn voortoets bepaal. ʼn Gekombineerde navorsingsmetode met ʼn tweegroep-voortoets-natoets-ontwerp is gevolg. Leerders van twee graad R-skole (kwintiel 1) met ʼn gemiddelde ouderdom van 5,2 (± 0,5) jaar in die Potchefstroomdistrik is met ʼn gerieflikheidsteekproef geselekteer. ʼn Perseptueel-motoriese intervensie, wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is deur middel van onderwyser-ondersteuning en die skep van ʼn effektiewe leeromgewing, vanaf Februarie tot November (nege maande) by die eksperimentele skool (n = 25) uitgevoer, terwyl geen addisionele hulpverlening in die kontroleskool (n = 30) plaasgevind het nie. Die kwantitatiewe resultate is ontleed deur middel van ʼn afhanklike- en onafhanklike t-toets en ʼn ANCOVA is gebruik om verskille tussen en binne die skole te bepaal. Die kwalitatiewe navorsing is deur middel van ʼn multi-metode-benadering met die fokus op foto-analise en beskrywende inligting geanaliseer. Voor intervensie was geen van die leerders in die twee skole skoolgereed nie. Na die intervensie was die aangepaste gemiddeldes wat behaal is in die natoets vir klein- en grootspier-koördinasie by die eksperimentele skool prakties betekenisvol beter as dié van die kontroleskool. In die eksperimentele skool was 17 uit 20 leerders na die intervensie skoolgereed, terwyl daar uit die kontroleskool slegs 8 uit 28 leerders skoolgereed was. Die resultate dui daarop dat perseptueel-motoriese vaardighede van leerders vanuit ʼn lae sosio-ekonomiese omgewing met effektiewe LOSM gestimuleer kan word om hul skoolgereedheid te verbeter. Vroeë intervensie in die vorm van onderwyser-ondersteuning en opgradering van die leeromgewing wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede in graad R, kan moontlik agterstande in die verband aanspreek en sodoende bydra tot die verbetering van skoolgereed. Op grond van bogenoemde resultate kan daar tot die gevolgtrekking gekom word dat die graad R-leerder in gedepriveerde omgewings se perseptueel-motoriese ontwikkeling wel deur verskeie faktore negatief beïnvloed kan word. Van hierdie faktore is onder meer die onderwyser se houding, leemte in kennis, onvoldoende opleiding en beskikbaarheid van leer- en onderrigsteunmateriaal. Daar word gevolglik aanbeveel dat leerders wat in lae sosio-ekonomiese omgewings grootword aan ʼn vroeë intervensie, wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede en effektiewe LOSM, blootgestel moet word. Daarbenewens behoort onderwysers se leemte in kennis oor perseptueel-motoriese vaardighede asook hul houding oor die belangrikheid van perseptueel-motoriese vaardighede aangespreek te word deur onder andere indiensopleidingsprogramme. Die belang van die aanstelling van goed opgeleide onderwysers, gerig op vroeë kinderontwikkeling behoort ook by die Departement van Basiese Onderwys aandag te geniet. Sodoende kan dié leerders se agterstande tydig oorkom word en hul skoolgereedheid verbeter word. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2015

The visual system and good ocular motor control play an important role in the effective development of gross motor, sport, fine motor and academic skills (Erhardt et al., 1988:84; Desrocher, 1999:36; Orfield, 2001:114). Various researchers report a link between ocular motor problems and attention–deficit hyperactivity disorder (ADHD) (Cheatum & Hammond, 2000:263; Farrar et al., 2001:441; Gould et al., 2001:633; Armstrong & Munoz, 2003:451; Munoz et al., 2003:510; Borsting et al., 2005:588; Hanisch et al., 2005:671; Mason et al., 2005:1345; Loe et al., 2009:432). A few studies were carried out to analyse the links between ADHD and ocular motor control with regard to matters like visual attention, visual perception and ocular motor control like eye movement outside the normal fixation point, but no studies have been reported on the status of the ocular motor control of South African populations, and the effect of visual–motor intervention on the ocular motor control or visual–motor integration of learners with ADHD. The aim of the study was twofold, namely firstly to determine the ocular motor control functions and status of visual–motor integration of a selected group of 6– tot 8–year–old learners with ADHD in Brakpan, South Africa, while the second aim was to determine whether a visualmotor– based intervention programme can improve the ocular motor control and status of the visual–motor integration of a selected group of 6– to 8–year–old learners with ADHD in Brakpan, South Africa. Statistica for Windows 2010 was used to analyse the data. The Sensory Input Screening measuring instrument and the Quick Neurological Screening Test II (QNST–II) were used to assess the ocular motor control functions (fixation, ocular alignment, visual tracking and convergence–divergence), while the Beery Developmental Test of Visual–Motor Integration (VMI–4de weergawe) was used to determine the status of the learners’ visual–motor integration (VMI), visual perception (VP) and motor coordination (MC). The Disruptive Behaviour Scale, a checklist for ADHD (Bester, 2006), was used as measuring instrument to identify the learners with ADHD. Fifty–six learners (31 boys, 25 girls, with an average age of 7,03 years +0,65) participated in the pre–test and were divided into an ADHD (n=39) and a non–ADHD (n=16) group for aim one. Two–way tables were used to determine the percentage of ocular motor control deficits in the learners with and without ADHD, and an independent t–test was used to analyse the visual–motor integration of these learners. The Pearson Chi–squared test was used to determine the practical significance of differences in VMI and VP (d>0,05). The results of the study reveal that the majority of learners displayed ocular motor control deficits, regardless of whether they were classified with ADHD or not. The biggest percentage of learners fell into Class 2 (moderate deficits), particularly with regard to horizontal (68,57%; 52,63%; w=0,16) and vertical tracking (65,71%; 73,68%), as well as convergence–divergence (80%; 78,95%; w=0,11). However, it appears that ADHD learners experience more serious problems (Class 3) with visual tracking than learners without ADHD (both eyes: 22,86%; compared to 10,53% (w=0,22); right eye: 11,43% compared to 0% (p=0,05; w=0,34); left eye: 14,29% compared to 0% (p=0,02; w=0,38)). Learners with and without ADHD displayed a practically significant difference with respect to visual perception (d=0,37) and motor coordination (d=0,5) compared to learners without ADHD (who achieved better results). For aim 2 the subjects were divided into three groups. A pre–test–post–test design compiled from an availability sample of three groups (intervention group with ADHD (n=20); control group with ADHD (n=10) and control group without ADHD (n=17)) was used for this part of the study. The intervention group participated in a nine–week (3x/week and for 45 minutes) visualmotor– based intervention programme in which the ocular motor control functions section was applied for about 5 minutes per learner. Forty–seven learners (25 boys and 22 girls) with an average age of 6,95 years (+0,69) constituted the experimental group, while a control group with ADHD with an average age of 7,2 years (+0,79) and a control group without ADHD with an average age of 7,12 years (+0,60) did not receive any intervention and just participated in the pre– and post–test opportunity. A two–way cross–tabulation table was used to determine the changes in ocular motor control functions. These results mainly revealed that practically significant changes occurred in all three groups, be it improvement or deterioration in the various classes of ocular motor control. It appears that as far as horizontal and vertical visual tracking is concerned, and with convergence–divergence, more subjects were moved back from Class 3 (serious cases) to Class 1 (no deficits) and 2 (moderate deficits) in particular than in the other two groups that had received no intervention. Independent t–testing was used to analyse intragroup differences in the visual–motor integration subdivisions, while a covariance analysis (ANCOVA) (corrected for pre–test differences) was used to determine adjusted average post–test difference values. These results revealed that the motor coordination of the intervention group improved more than that of the control group with ADHD (p=0,18). This can lead to the conclusion that the intervention programme did have an effect on this specific skill. Abstract The overall indications of the results are that learners with ADHD have a general tendency to achieve poorer results in ocular motor control tests and with skills involving visual–motor integration, visual perception and motor coordination than learners without ADHD. Although only a minor improvement was identified in the experimental group after participation in the intervention programme, it is recommended with regard to motor coordination in particular that a similar programme be compiled for ADHD learners that focuses more specifically on the ocular motor control needs of each learner, and that it be presented on a more individual basis in order to accomplish greater improvement. / Thesis (M.A. (Kinderkinetics))--North-West University, Potchefstroom Campus, 2012.

The visual system and good ocular motor control play an important role in the effective development of gross motor, sport, fine motor and academic skills (Erhardt et al., 1988:84; Desrocher, 1999:36; Orfield, 2001:114). Various researchers report a link between ocular motor problems and attention–deficit hyperactivity disorder (ADHD) (Cheatum & Hammond, 2000:263; Farrar et al., 2001:441; Gould et al., 2001:633; Armstrong & Munoz, 2003:451; Munoz et al., 2003:510; Borsting et al., 2005:588; Hanisch et al., 2005:671; Mason et al., 2005:1345; Loe et al., 2009:432). A few studies were carried out to analyse the links between ADHD and ocular motor control with regard to matters like visual attention, visual perception and ocular motor control like eye movement outside the normal fixation point, but no studies have been reported on the status of the ocular motor control of South African populations, and the effect of visual–motor intervention on the ocular motor control or visual–motor integration of learners with ADHD. The aim of the study was twofold, namely firstly to determine the ocular motor control functions and status of visual–motor integration of a selected group of 6– tot 8–year–old learners with ADHD in Brakpan, South Africa, while the second aim was to determine whether a visualmotor– based intervention programme can improve the ocular motor control and status of the visual–motor integration of a selected group of 6– to 8–year–old learners with ADHD in Brakpan, South Africa. Statistica for Windows 2010 was used to analyse the data. The Sensory Input Screening measuring instrument and the Quick Neurological Screening Test II (QNST–II) were used to assess the ocular motor control functions (fixation, ocular alignment, visual tracking and convergence–divergence), while the Beery Developmental Test of Visual–Motor Integration (VMI–4de weergawe) was used to determine the status of the learners’ visual–motor integration (VMI), visual perception (VP) and motor coordination (MC). The Disruptive Behaviour Scale, a checklist for ADHD (Bester, 2006), was used as measuring instrument to identify the learners with ADHD. Fifty–six learners (31 boys, 25 girls, with an average age of 7,03 years +0,65) participated in the pre–test and were divided into an ADHD (n=39) and a non–ADHD (n=16) group for aim one. Two–way tables were used to determine the percentage of ocular motor control deficits in the learners with and without ADHD, and an independent t–test was used to analyse the visual–motor integration of these learners. The Pearson Chi–squared test was used to determine the practical significance of differences in VMI and VP (d>0,05). The results of the study reveal that the majority of learners displayed ocular motor control deficits, regardless of whether they were classified with ADHD or not. The biggest percentage of learners fell into Class 2 (moderate deficits), particularly with regard to horizontal (68,57%; 52,63%; w=0,16) and vertical tracking (65,71%; 73,68%), as well as convergence–divergence (80%; 78,95%; w=0,11). However, it appears that ADHD learners experience more serious problems (Class 3) with visual tracking than learners without ADHD (both eyes: 22,86%; compared to 10,53% (w=0,22); right eye: 11,43% compared to 0% (p=0,05; w=0,34); left eye: 14,29% compared to 0% (p=0,02; w=0,38)). Learners with and without ADHD displayed a practically significant difference with respect to visual perception (d=0,37) and motor coordination (d=0,5) compared to learners without ADHD (who achieved better results). For aim 2 the subjects were divided into three groups. A pre–test–post–test design compiled from an availability sample of three groups (intervention group with ADHD (n=20); control group with ADHD (n=10) and control group without ADHD (n=17)) was used for this part of the study. The intervention group participated in a nine–week (3x/week and for 45 minutes) visualmotor– based intervention programme in which the ocular motor control functions section was applied for about 5 minutes per learner. Forty–seven learners (25 boys and 22 girls) with an average age of 6,95 years (+0,69) constituted the experimental group, while a control group with ADHD with an average age of 7,2 years (+0,79) and a control group without ADHD with an average age of 7,12 years (+0,60) did not receive any intervention and just participated in the pre– and post–test opportunity. A two–way cross–tabulation table was used to determine the changes in ocular motor control functions. These results mainly revealed that practically significant changes occurred in all three groups, be it improvement or deterioration in the various classes of ocular motor control. It appears that as far as horizontal and vertical visual tracking is concerned, and with convergence–divergence, more subjects were moved back from Class 3 (serious cases) to Class 1 (no deficits) and 2 (moderate deficits) in particular than in the other two groups that had received no intervention. Independent t–testing was used to analyse intragroup differences in the visual–motor integration subdivisions, while a covariance analysis (ANCOVA) (corrected for pre–test differences) was used to determine adjusted average post–test difference values. These results revealed that the motor coordination of the intervention group improved more than that of the control group with ADHD (p=0,18). This can lead to the conclusion that the intervention programme did have an effect on this specific skill. Abstract The overall indications of the results are that learners with ADHD have a general tendency to achieve poorer results in ocular motor control tests and with skills involving visual–motor integration, visual perception and motor coordination than learners without ADHD. Although only a minor improvement was identified in the experimental group after participation in the intervention programme, it is recommended with regard to motor coordination in particular that a similar programme be compiled for ADHD learners that focuses more specifically on the ocular motor control needs of each learner, and that it be presented on a more individual basis in order to accomplish greater improvement. / Thesis (M.A. (Kinderkinetics))--North-West University, Potchefstroom Campus, 2012.

The low physical activity (PA) levels of children have become a national public health concern in South Africa. Moreover, the quality of Physical Education (PE) in South African schools has been compromised by challenges resulting from the subject’s reintroduction after a long absence from the school curriculum. Up to date no study has investigated the effects of a quality PE programme, within the prescriptions of the South African Curriculum and Assessment Policy Statement (CAPS), on the PA and fitness levels of twelve to thirteen years old South African children. Furthermore, no PA measuring instrument exists that has been validated specifically for South African children of this age group, with which to conduct such a study. The objectives of this study were therefore, firstly, to validate a standardised PA questionnaire for Grade 7 learners in a South African context; secondly, to evaluate the effects of an enhanced quality PE programme presented by well-trained teachers, on the PA levels, and thirdly on the physical and motor fitness of Grade 7 learners in Potchefstroom, South Africa. For the first objective, 108 schoolchildren aged twelve to thirteen years (boys, n=45; girls, n=63) from two primary schools in Potchefstroom participated in this study to validate the Children’s Leisure Activities Study Survey (CLASS) for children in a South African context. Test-retest reliability of the questionnaire was examined with an interval of 3 weeks, while validity was assessed by comparing measurements of the reported minutes in PAs from questionnaire responses with ten physical fitness parameters using the Eurofit test battery. Data analysis included Cronbach’s alpha coefficients, paired t-test and intra-class correlation coefficients (ICC), and Spearman correlation coefficients (r). The results showed substantial internal consistency and significant intra-class correlations estimates for all intensities of PA and sedentary time (ST). Non-significant differences were found in the means of test and retest measurements. Aerobic fitness was significantly correlated with all intensities of PA and ST, and the results of several of the other fitness tests had significant associations with vigorous PA. For the fulfillment of the second and the third objectives, 110 Grade 7 learners (experimental school, n = 40; control schools, n = 70) were studied. The twelve-week PE intervention programme was presented according to the prescriptions of the CAPS which allocates one hour per week to PE, but included 5 quality-enhancing components namely well-trained teachers, homework activities, a reward system, improvised apparatus and the monitoring of activity intensity. Data was collected by means of the validated CLASS questionnaire, anthropometric measurements as well as physical and motor fitness tests, by means of the Eurofit test battery. Data analysis included Kruskal-Wallis and Wilcoxon signed-rank tests, a series of analyses of covariance (ANCOVA), Tukey’s post hoc analysis, and interpreting effect sizes for practical significance. The results showed practically and statistically significant increases in moderate PA, vigorous PA, and total PA as well as decreases in sedentary behaviours. Furthermore, the learners’ data on physical and motor fitness levels showed statistically significant improvements among most of the experimental groups with regard to six of the ten fitness parameters. Based on these results, it can be concluded that the enhanced quality PE programme is effective in improving the PA, physical and motor fitness levels of South African primary school children. Therefore it is recommended that PE programmes in South Africa include the quality-enhancing components used in this intervention programme. Moreover, the modified CLASS questionnaire is a valid and reliable measure of PA among South African Grade 7 schoolchildren. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2015

The low physical activity (PA) levels of children have become a national public health concern in South Africa. Moreover, the quality of Physical Education (PE) in South African schools has been compromised by challenges resulting from the subject’s reintroduction after a long absence from the school curriculum. Up to date no study has investigated the effects of a quality PE programme, within the prescriptions of the South African Curriculum and Assessment Policy Statement (CAPS), on the PA and fitness levels of twelve to thirteen years old South African children. Furthermore, no PA measuring instrument exists that has been validated specifically for South African children of this age group, with which to conduct such a study. The objectives of this study were therefore, firstly, to validate a standardised PA questionnaire for Grade 7 learners in a South African context; secondly, to evaluate the effects of an enhanced quality PE programme presented by well-trained teachers, on the PA levels, and thirdly on the physical and motor fitness of Grade 7 learners in Potchefstroom, South Africa. For the first objective, 108 schoolchildren aged twelve to thirteen years (boys, n=45; girls, n=63) from two primary schools in Potchefstroom participated in this study to validate the Children’s Leisure Activities Study Survey (CLASS) for children in a South African context. Test-retest reliability of the questionnaire was examined with an interval of 3 weeks, while validity was assessed by comparing measurements of the reported minutes in PAs from questionnaire responses with ten physical fitness parameters using the Eurofit test battery. Data analysis included Cronbach’s alpha coefficients, paired t-test and intra-class correlation coefficients (ICC), and Spearman correlation coefficients (r). The results showed substantial internal consistency and significant intra-class correlations estimates for all intensities of PA and sedentary time (ST). Non-significant differences were found in the means of test and retest measurements. Aerobic fitness was significantly correlated with all intensities of PA and ST, and the results of several of the other fitness tests had significant associations with vigorous PA. For the fulfillment of the second and the third objectives, 110 Grade 7 learners (experimental school, n = 40; control schools, n = 70) were studied. The twelve-week PE intervention programme was presented according to the prescriptions of the CAPS which allocates one hour per week to PE, but included 5 quality-enhancing components namely well-trained teachers, homework activities, a reward system, improvised apparatus and the monitoring of activity intensity. Data was collected by means of the validated CLASS questionnaire, anthropometric measurements as well as physical and motor fitness tests, by means of the Eurofit test battery. Data analysis included Kruskal-Wallis and Wilcoxon signed-rank tests, a series of analyses of covariance (ANCOVA), Tukey’s post hoc analysis, and interpreting effect sizes for practical significance. The results showed practically and statistically significant increases in moderate PA, vigorous PA, and total PA as well as decreases in sedentary behaviours. Furthermore, the learners’ data on physical and motor fitness levels showed statistically significant improvements among most of the experimental groups with regard to six of the ten fitness parameters. Based on these results, it can be concluded that the enhanced quality PE programme is effective in improving the PA, physical and motor fitness levels of South African primary school children. Therefore it is recommended that PE programmes in South Africa include the quality-enhancing components used in this intervention programme. Moreover, the modified CLASS questionnaire is a valid and reliable measure of PA among South African Grade 7 schoolchildren. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2015

During the growth spurt (GS) which forms part of the mid-adolescence period of boys (13-17 years), considerable changes take place in the body composition of boys. It is therefore an unstable period where imbalances in body proportions (muscle mass, fat mass, neurological development) occur, that might have an effect on sport performance. It is also accompanied by changes in physical and motor fitness. The study firstly aimed to determine anthropometric growth changes in stature, arm span, mass, sitting height and sitting height ratio during mid-adolescence over a period of three years. The study secondly aimed to investigate the developmental changes in physical fitness (muscle strength, aerobic endurance) and motor fitness abilities (speed, agility, hand- eye coordination, explosive power) during the mid-adolescence phase of boys and finally to investigate possible relationships between anthropometric and physical and motor fitness abilities over the course of three years. A convenience sample consisting of all the grade 8 learners (n=182) of a quintile 5 high school in Potchefstroom in the North-West province of South Africa was selected to participate in a longitudinal growth research project over a three year period. Only the boys, with a mean age of 13.58 years in grade 8, of whom 95.4 % were white, 2.3% black and 2.3% colored boys, were part of the study. In 2010, 87 boys had complete measurements, while the final group in 2012 with completed follow-up measurements, were 73 boys. The physical and motor fitness components were measured according to the Australian Sport Search Program consisting of 10 tests (4 anthropometrical tests, 5 motor fitness tests, 1 physical fitness test). The cricket ball throwing test was added as an additional test. The anthropometrical measurements were made using the protocol of ISAK, while sitting height was measured according to the Canadian Sports for Life protocol. Sitting height ratio was calculated according to the formula (sitting height/stature x 100). The data was processed by “Statistica for Windows” Statsoft-computer program package. Descriptive statistics that included means (M), standard deviations (SD) and minimum and maximum values were used. A repeated measures over time analysis of variance (ANOVA) with a Bonferonni adjustment was done to analyze the differences over a period of 3 years within the group for all variables, where p<0.05 indicates a statistically significant difference. A partial correlation analysis was used to determine correlations between variables. Practical significance of correlations was determined according to Cohen’s d-value (0.1=small, 0.3=medium, 0.5=large). The results showed that during mid-adolescence in the period 13.58-14.58 years, boys grow considerably in stature, body mass, arm span and sitting height with accompanying improvement in motor and physical fitness abilities while sitting height ratio showed the greatest increase from 14.58-15.57 years. Stature, mass and arm span showed a parallel development up to 15 years after which further development leveled off, while mass increase showed no leveling off. Speed, agility, coordination and isometric-dynamic shoulder strength (basketball throw) also showed the biggest and significant improvement from 13.58-15.57 years, while explosive leg power and upper body arm and shoulder strength (vertical jump, cricket ball throw) showed the biggest and significant improvements during the period from 14.58 to 15.57 years. Significant correlations up to r=0.74; p<0.05, were found between changes in physical and motor fitness abilities and anthropometric variables, although the correlations become smaller over the 3-year period. Hand-eye coordination showed no correlation with any anthropometrical changes, while upper body strength correlated with all the anthropometrical measurements except sitting height ratio throughout the three years. It was concluded that the most accelerated growth and development took place from 13.58- 15.57 years in boys when they are in their first high school year and which falls within the mid-adolescent period (13-15 years). Furthermore, clear relationships were found between anthropometric, motor- and physical fitness variables. This knowledge of the rate of growth and motor fitness development and the relationships between these variables during the midadolescence period can provide a better understanding of changes that boys underwent during the mid-adolescent period, and can help monitoring the level of physical maturity in adolescents in order to develop training, competition and rehabilitation programs according to their developmental and not their chronological age. This cannot only prevent injuries, but also prevent early burnout in sport. / MA (Sport Science), North-West University, Potchefstroom Campus, 2014

During the growth spurt (GS) which forms part of the mid-adolescence period of boys (13-17 years), considerable changes take place in the body composition of boys. It is therefore an unstable period where imbalances in body proportions (muscle mass, fat mass, neurological development) occur, that might have an effect on sport performance. It is also accompanied by changes in physical and motor fitness. The study firstly aimed to determine anthropometric growth changes in stature, arm span, mass, sitting height and sitting height ratio during mid-adolescence over a period of three years. The study secondly aimed to investigate the developmental changes in physical fitness (muscle strength, aerobic endurance) and motor fitness abilities (speed, agility, hand- eye coordination, explosive power) during the mid-adolescence phase of boys and finally to investigate possible relationships between anthropometric and physical and motor fitness abilities over the course of three years. A convenience sample consisting of all the grade 8 learners (n=182) of a quintile 5 high school in Potchefstroom in the North-West province of South Africa was selected to participate in a longitudinal growth research project over a three year period. Only the boys, with a mean age of 13.58 years in grade 8, of whom 95.4 % were white, 2.3% black and 2.3% colored boys, were part of the study. In 2010, 87 boys had complete measurements, while the final group in 2012 with completed follow-up measurements, were 73 boys. The physical and motor fitness components were measured according to the Australian Sport Search Program consisting of 10 tests (4 anthropometrical tests, 5 motor fitness tests, 1 physical fitness test). The cricket ball throwing test was added as an additional test. The anthropometrical measurements were made using the protocol of ISAK, while sitting height was measured according to the Canadian Sports for Life protocol. Sitting height ratio was calculated according to the formula (sitting height/stature x 100). The data was processed by “Statistica for Windows” Statsoft-computer program package. Descriptive statistics that included means (M), standard deviations (SD) and minimum and maximum values were used. A repeated measures over time analysis of variance (ANOVA) with a Bonferonni adjustment was done to analyze the differences over a period of 3 years within the group for all variables, where p<0.05 indicates a statistically significant difference. A partial correlation analysis was used to determine correlations between variables. Practical significance of correlations was determined according to Cohen’s d-value (0.1=small, 0.3=medium, 0.5=large). The results showed that during mid-adolescence in the period 13.58-14.58 years, boys grow considerably in stature, body mass, arm span and sitting height with accompanying improvement in motor and physical fitness abilities while sitting height ratio showed the greatest increase from 14.58-15.57 years. Stature, mass and arm span showed a parallel development up to 15 years after which further development leveled off, while mass increase showed no leveling off. Speed, agility, coordination and isometric-dynamic shoulder strength (basketball throw) also showed the biggest and significant improvement from 13.58-15.57 years, while explosive leg power and upper body arm and shoulder strength (vertical jump, cricket ball throw) showed the biggest and significant improvements during the period from 14.58 to 15.57 years. Significant correlations up to r=0.74; p<0.05, were found between changes in physical and motor fitness abilities and anthropometric variables, although the correlations become smaller over the 3-year period. Hand-eye coordination showed no correlation with any anthropometrical changes, while upper body strength correlated with all the anthropometrical measurements except sitting height ratio throughout the three years. It was concluded that the most accelerated growth and development took place from 13.58- 15.57 years in boys when they are in their first high school year and which falls within the mid-adolescent period (13-15 years). Furthermore, clear relationships were found between anthropometric, motor- and physical fitness variables. This knowledge of the rate of growth and motor fitness development and the relationships between these variables during the midadolescence period can provide a better understanding of changes that boys underwent during the mid-adolescent period, and can help monitoring the level of physical maturity in adolescents in order to develop training, competition and rehabilitation programs according to their developmental and not their chronological age. This cannot only prevent injuries, but also prevent early burnout in sport. / MA (Sport Science), North-West University, Potchefstroom Campus, 2014