Thesis (PhD) -- University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The purpose of this study was to determine if the participation in a movement
programme, utilising 21 life skill development strategies would make a significant
contribution to adolescent girls' self-esteem. The adolescent girls participating in the
programme were from a previously disadvantaged community in the Western Cape,
South Africa, and considered to be at-risk youth. The movement divisions through which
the life skill strategies of the five and one half month programme were presented to the
experimental group, were designed by the investigator, and included: modern dance,
swimming, self-defence and an individual session of team building.
Harter's (1985) Self-perception Profile for Children was used to measure the six subscales
of self-competence/esteem of a control group (n = 8) and an experimental group
(n = 13) of girls between ages 13 - 16. The six dimensions of self-esteem measured,
included: global self-worth; scholastic competence; social acceptance; athletic
competence; physical appearance, and; behavioural conduct. On completion of the
movement intervention programme by the experimental group, all the girls (N = 21) were
post tested, using the same quantitative measurement instrument. The experimental
group completed an additional open-ended Life Skill Questionnaire, designed by the
investigator, to see if there had been a cognitive transferral of the life skills used in the
movement programme from the movement experience to everyday life activities.
Following the comparison between the pre- and post-test data of Harter's (1985) Se/fperception
Profile for Children, it was concluded that participation in the movement
programme had an overall positive and significant affect on the six sub-scales of the
girls' self-esteem. On analysis of the girls' responses to the Life Skill Questionnaire it
was found that they had been able to utilise all 21 life skills in the various movement
components offered in the programme, and that cognitive transferral of the skills had
taken place to their everyday environment. Conceming the movement division, the
statements revolving around the utilisation of the skills predominantly revolved around
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Stellenbosch University http://scholar.sun.ac.za
the swimming, followed by dance and lastly self-defence. The life skills that were most
widely used in their everyday environment were highlighted by the themes of
perseverance, commitment and academics. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel of die deelname aan 'n
bewegingsprogram, waartydens 21 lewensvaardigheid-ontwikkelingstrategiee gebruik
word, beduidende bydrae tot die selfagting van die adolessente meisie sou lewer. Die
adolessente meisies wat aan die program deelgeneem het, kom vanuit 'n voorheenbenadeelde
gemeenskap in die Wes-Kaap, Suid-Afrika, en word as hoe-risiko jeug
beskou. Die bewegingsverdelings waarmee die lewensvaardigheidstrategiee van die
vyf en 'n half maandelange program vir die eksperimentele groep aangebied is, is deur
die navorser ontwerp en sluit die volgende in: mode me dans, swem, selfverdediging en
'n individuele sessie van spanbou.
Harter (1985) se "Sett-perception Profile for Children" is gebruik om die ses sub-skale
van self-bevoegdheid/agting van 'n kontrolegroep (n = 8) en 'n eksperimentele groep (n
= 13) van meisies tussen die ouderdomme van 13 - 16 te meet. Die ses dimensies van
selfagting wat gemeet is, het die volgende ingesluit: globale selfwaardigheid,
akademiese bevoegdheid, sosiale aanvaarding, atletiese bevoegdheid, fisieke voorkoms
en gedragsbeheer. Na die afhandeling van die bewegings-intervensieprogram deur die
eksperimentele groep is al die meisies (N = 21) getoets met behulp van dieselfde
kwantitatiewe meetinstrument. Die eksperimentele groep het In addisionele
Lewensvaardigheidsvraelys voltooi, wat deur die navorser ontwerp is om te sien of daar
'n kognitiewe oordrag van die lewensvaardighede was wat in die bewegingsprogram
vanaf die bewegingservaring tot daaglikse aktiwiteite gebruik is.
Na die vergelyking van die voor- en na-toetsdata van Harter (1985) se "Self-perception
Profile for Children" is gevind dat deelname aan die bewegingsprogram 'n algehele
positiewe en beduidende effek het op die ses sub-skate van die meisies se selfagting.
Die analise van die meisies se terugvoer op die Lewensvaardigheidsvraelys het getoon
dat hulle instaat was om al die 21 lewensvaardighede in die verskeie
bewegingskomponente te gebruik wat in die program aangebied is en dat kognitiewe
oordrag van die vaardighede plaasvind na hul daaglikse omgewing. Wat die
bewegingsverdeling betref, het die stellings aangaande die gebruik van die vaardighede
hoofsaaklik gehandel oor die swem, gevolg deur dans en laastens selfverdediging. Die
lewensvaardighede wat die meeste gebruik is in hul daaglikse omgewing is sterk na
vore gebring deur temas soos deursetlingsvermoe, verpligting en akademie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/49737 |
| Date | 12 1900 |
| Creators | Alexander, Leonieke Franziska |
| Contributors | Potgieter, J. R., Stellenbosch University. Faculty of Education. Dept. of Sport Science. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 260 p. : ill. |
| Rights | Stellenbosch University |
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