A infância e a adolescência são consideradas fases que envolvem uma série de transformações entre as quais merecem destaque o crescimento físico e desenvolvimento acelerados que são determinantes de uma maior demanda de energia e nutrientes. É fundamental que os indivíduos adotem alimentação balanceada no tocante à energia e nutrientes para que as mudanças na composição corporal e maturação sexual, entre outras demandas, sejam asseguradas. Entre os objetivos principais da pesquisa destacam-se a análise do estado nutricional, consumo de energia e nutrientes e a participação dos macronutrientes na dieta de amostra de 1325 escolares, matriculados em vinte unidades de ensino de dez municípios brasileiros. Os dados referentes ao consumo de alimentos foram obtidos por meio da adoção do método Recordatório 24- horas. Para a elaboração das análises nutricionais foi utilizado o software Virtual Nutri (Philippi et al., 1996). Os resultados revelam ingestão média de energia (1503,4 kcal) que pode ser considerada menor que à recomendação definida para os alunos do grupo etário da amostra. Quando se analisou a situação dos escolares, de acordo com a participação dos macronutrientes no Valor Energético Total da Dieta - VET, observouse que, de forma geral, a maioria (55%) adota dieta inadequada, sendo que as situações mais desfavoráveis atingem os estudantes dos municípios das Regiões Nordeste (Parnaíba e Brasileira) e Norte (Abaetetuba e Tailândia). Situação inversa foi identificada no tocante às dietas dos escolares de Joinville-SC (71,3% do grupo adotavam dietas adequadas). A análise do estado nutricional revelou que é nula a prevalência de baixo peso entre os alunos da totalidade das vinte escolas integrantes da pesquisa. De foram geral a maioria (cerca de 92,6%) foi classificada como eutrófica e proporção de escolares próxima à esperada identificada com sobrepeso. No entanto, nos municípios da Região Sul, os resultados distinguem-se pela superioridade da prevalência de sobrepeso em relação aos demais: proporções de escolares (14,7%) de Joinville e 16,3%, em Ponte Serrada foram diagnosticados com excesso de peso. Note-se que os referidos percentuais são praticamente três vezes maiores quando comparados à proporção observada (5%) em populações considerado de referência. Quanto ao consumo de minerais, merece atenção a reduzida ingestão de cálcio (a maioria dos escolares não ingeriu 50% do valor preconizado). O consumo (médio) de praticamente a totalidade das vitaminas selecionadas pode ser considerado relativamente mais favorável, exceto quando se verifica, entre os alunos a baixa ingestão de folacina e ácido pantotênico. A reduzida presença de fibras da dieta da totalidade dos escolares causa preocupação, especialmente quando atenção é dirigida aos valores preconizados (25 a 38g/dia): o maior consumo foi observado entre os alunos de Parnaiba (14,3 g), enquanto em Joinville, a ingestão alcançou 7,9 g (menor quantidade média identificada). Não sobram dúvidas que o grupo formado por crianças e adolescentes, especialmente aqueles matriculados nas unidades da rede pública de ensino, merece a atenção dos órgãos de saúde e educação, principalmente no tocante ao monitoramento do consumo de alimentos. / Childhood and adolescence are considered periods that involve a series of changes in which some of them are worth enlightening: the physical growth and development that requires a higher intake of energy and nutrients. It is important that these subjects have a balanced food intake concerning energy and nutrients to reassure that the changes such as in body composition and sexual maturation are guaranteed. One of the most important goals of this work is the assessesment of the nutritional status, the energy and nutrients intake, and the macronutrients present in diets of a sample of 1325 students, enrolled in 20 public schools in 10 Brazilian states. The data on the students food intake were obtained using the 24-hour Recall Method. To the nutritional analyses the software Virtual Nutri was used. It was identified among the main findings an average of energy intake (1503.4 kcal) which was considered below the recommended allowance for the group. When the distribution of the students according to the participation of the macronutrients in the total energy value of the diet was analyzed, it was observed that most of them (55%) has inadequate diets, being the worst situations among students of the Northeast Region (Parnaíba and Brasileira) and the North Region (Abaetetuba and Tailândia). The opposite was found among the students from Joinville-SC (71,3% of the group had diets classified as adequate). The analyses of the nutritional status found no prevalence of low weight among the students in the study. Most of them (around 92.6%) were classified as eutrophic and an expected rate (5%) was identified as overweight. Nonetheless among the students from Joinville (14.7%) and Ponte Serrada (16.3%) the results related to overweightness (percentages practically 3 times higher) distinguished by the superiority over the others. Regarding the consumption of minerals, it is surprisingly the low intake of calcium: most of them hadn’t had 50% of the recommended allowance. In relation to the average intake of vitamins the situation can be classified as more regular, except when the reduced intake of folacin and pantotenic acid is considered. The average content of fibers in the diets of all the students is cause of worries especially when the recommended daily allowance (25 to 38g): the highest intake was observed in students from Paraiba (14.3g) and the lowest was identified in students from Joinville. There are no doubts that the group of children and adolescents, especially the ones who attend public schools deserve close attention from the health and educational institutions concerning to food comsuption.

The problem of the present investigation may be briefly stated as follows: To make a comparison of the physical development, motor capacities, and strength of the Spanish-American and Anglo-American boys of the El Paso High School, El Paso, Texas.

Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for this purpose. Initially a literature study was undertaken and emotions from the developmental stages of primary school pupils were identified and described. An existing instrument of measurement for personality, the Emotions Profile Index (EPI), was adapted and implemented as a new measurement instrument to determine the emotions of primary learners. Questionnaires were completed by the parents of 144 grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the new measurement instrument is particularly high. Stanines were developed for each of the different emotions. The conclusion arrived at is that the education psychologist can implement the newly adapted EPI as diagnostic instrument and conduct the planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer. Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)

This study theoretically presupposes that the individual is an integral entity, therefore, education should take place according to the harmonious development of all the facets of a child's being. Even in antiquity, physical education and sport were seen to be important for a balanced education. Every society implements physical education and sport according to own needs and requirements, according certain values to sport, which values are reviewed in this study. A literature study corroborates that the intellectual, physical and social development of the child undoubtedly forms part of the total environment of the educative process. Exclusion of any facet could cause an imbalance in the development of the child. Incorporation of physical education and sport in the post-apartheid educational dispensation of South Africa forms the later part of the investigation. Various factors in South Africa have an influence on the role and place of physical education and sport within the curriculum. Government involvement in sport can determine the place of sport in society and in the curriculum. The readmittance of South Africa into international participation and changes in the political policy also play a role. These factors pose the challenge and facilitate the possibility to reinstate physical education and sport at schools. The structure of South African sport is undergoing a total change and the role players in the sports fraternity are now faced with numerous challenges and opportunities. Reinstating physical education and sport in the school curriculum serves a vital role in the reconstruction and development of a healthy and well-balanced society. Furthermore, reinstatement could reverse the consequences of social and economic injustices. Research undertaken in Australia, also provides some answers to problems for the South African situation. It proposes new initiatives that could be of help to the relevant role players in the planning of physical education and school sport in the post­ apartheid educational dispensation of South Africa. / Educational Studies / D. Ed. (Comparative Education)

The phenomenon of social isolation among school children in most instances goes unnoticed by both teachers and parents and this oversight could have serious negative restraints on the socially isolated child's cognitive, affective, moral, personality and social development. Social isolation can be caused either through being rejected or neglected by the peer group. This study was carried out among primary and secondary school learners to detei:,mine the extent to which these children are socially isolated; and to identify factors contributing to learners' social isolation. The aim of the study is to provide teachers and parents with a foundation and rationale for effective intervention. A literature study was done to identify the factors influencing social isolation. Some of the factors identified were: social competence, self-esteem, psychological well-being, intelligence, academic achievement, moral values, physical disability, sports participation, self-perceived physical attractiveness, self-perceived physical disability, marital status of parents, parental supervision, parental acceptance, parental autonomy granting and parental conflict. All aspects of development (namely, physical, cognitive, affective, personality, moral and social) were studied in relation to the phenomenon of social isolation. By means of an empirical investigation, it was found after a regression analysis that self-esteem, obedience and social competence accounted for most of the variance in social isolation for primary school learners and in the case of secondary school learners, social competence, family supervision and self-esteem. The two most common factors were social competence and selfesteem. From the empirical findings it was also noted that learners' home language and grade were also associated with social isolation. The educational implications of the findings of the literature and the empirical study are discussed and guidelines given to assist teachers and parents to identify and eliminate the factors contributing to the development of isolation among school learners. If both parents and teachers take cognisance of these recommendations and try to implement them, it should help children in their self-actualisation and facilitate their attainment of adulthood with the least developmental restraints. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for this purpose. Initially a literature study was undertaken and emotions from the developmental stages of primary school pupils were identified and described. An existing instrument of measurement for personality, the Emotions Profile Index (EPI), was adapted and implemented as a new measurement instrument to determine the emotions of primary learners. Questionnaires were completed by the parents of 144 grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the new measurement instrument is particularly high. Stanines were developed for each of the different emotions. The conclusion arrived at is that the education psychologist can implement the newly adapted EPI as diagnostic instrument and conduct the planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer. Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)

The phenomenon of social isolation among school children in most instances goes unnoticed by both teachers and parents and this oversight could have serious negative restraints on the socially isolated child's cognitive, affective, moral, personality and social development. Social isolation can be caused either through being rejected or neglected by the peer group. This study was carried out among primary and secondary school learners to detei:,mine the extent to which these children are socially isolated; and to identify factors contributing to learners' social isolation. The aim of the study is to provide teachers and parents with a foundation and rationale for effective intervention. A literature study was done to identify the factors influencing social isolation. Some of the factors identified were: social competence, self-esteem, psychological well-being, intelligence, academic achievement, moral values, physical disability, sports participation, self-perceived physical attractiveness, self-perceived physical disability, marital status of parents, parental supervision, parental acceptance, parental autonomy granting and parental conflict. All aspects of development (namely, physical, cognitive, affective, personality, moral and social) were studied in relation to the phenomenon of social isolation. By means of an empirical investigation, it was found after a regression analysis that self-esteem, obedience and social competence accounted for most of the variance in social isolation for primary school learners and in the case of secondary school learners, social competence, family supervision and self-esteem. The two most common factors were social competence and selfesteem. From the empirical findings it was also noted that learners' home language and grade were also associated with social isolation. The educational implications of the findings of the literature and the empirical study are discussed and guidelines given to assist teachers and parents to identify and eliminate the factors contributing to the development of isolation among school learners. If both parents and teachers take cognisance of these recommendations and try to implement them, it should help children in their self-actualisation and facilitate their attainment of adulthood with the least developmental restraints. / Psychology of Education / D. Ed. (Psychology of Education)

This study theoretically presupposes that the individual is an integral entity, therefore, education should take place according to the harmonious development of all the facets of a child's being. Even in antiquity, physical education and sport were seen to be important for a balanced education. Every society implements physical education and sport according to own needs and requirements, according certain values to sport, which values are reviewed in this study. A literature study corroborates that the intellectual, physical and social development of the child undoubtedly forms part of the total environment of the educative process. Exclusion of any facet could cause an imbalance in the development of the child. Incorporation of physical education and sport in the post-apartheid educational dispensation of South Africa forms the later part of the investigation. Various factors in South Africa have an influence on the role and place of physical education and sport within the curriculum. Government involvement in sport can determine the place of sport in society and in the curriculum. The readmittance of South Africa into international participation and changes in the political policy also play a role. These factors pose the challenge and facilitate the possibility to reinstate physical education and sport at schools. The structure of South African sport is undergoing a total change and the role players in the sports fraternity are now faced with numerous challenges and opportunities. Reinstating physical education and sport in the school curriculum serves a vital role in the reconstruction and development of a healthy and well-balanced society. Furthermore, reinstatement could reverse the consequences of social and economic injustices. Research undertaken in Australia, also provides some answers to problems for the South African situation. It proposes new initiatives that could be of help to the relevant role players in the planning of physical education and school sport in the post­ apartheid educational dispensation of South Africa. / Educational Studies / D. Ed. (Comparative Education)