Thesis (DEd (Education))--Cape Peninsula University of Technology, 2017. / This study investigates the impact of a Gross Motor Development (GMD) programme
on the lives of learners in marginalized multi-grade environments in rural areas of the
Western Cape. Numerous studies globally suggest that gross motor development
programmes bring stability, positive motivational changes and structure in learners’
lives constrained by challenging socio-economic environments (Portela, 2007, &
Lopes et al., 2013).
A transformative research paradigm was employed in order to address the research
questions posed by this study. A purposive sampling technique was used to collect
data from three schools, one in each of three Western Cape rural educational
districts that border the Cape Metro; West Coast/Hopefield, Cape
Winelands/Wellington and Overberg/Grabouw. In all three schools the Centre for
Multi-grade Education had an academic research/training and support partnership.
Within a trans-current mixed method design, qualitative data are used to substantiate
and augment phenomena exposed by the quantitative data. The data in the
qualitative phase of this study are collected using observations, reflective journals
and journal notes.
The research investigated the influence of an 18-month gross motor development
programme on learners’ lives in three multi-grade schools in the Western Cape of
South Africa. A sample of 50 (N=30 males and N=20 females), grade 4-6 multi-grade
learners participated in the study. The gross motor skills were assessed using Project
4 – IMAD+ Test Battery, previously developed by the Cape Peninsula University of
Technology, Centre for Multi-grade Education. The test battery consisted of a series
of physical exercises designed to assess gross motor proficiency. The scholastic
achievement of learners was understood from the Annual National Assessment
scores (ANA) of 2013.The data revealed that a total gross motor ability percentage
score change occurred in the sample 50 (N=30 males and N=20 females) from 32.12
% to 56.82 %, indicating a significant overall gross motor improvement of 24.7 % in
an 18 month period. Improved self-esteem, positive attitudinal and motivational changes and increases in
class attendance occurred among the learners. This improvement aligns itself with
research that indicates that the development and improvement of motor skills through
physical activity are related to positive development of self-esteem among learners
(Corbin, 2002:128-145).
This study contributes to the growing body of knowledge on education at rural,
marginalized schools, and suggests that providing learners with the opportunity to
participate in a structured programme is likely to improve motivation which will
contribute toward positive scholastic achievement. It is recommended that policymakers
should encourage and implement structured gross motor skills development
programmes at school. Further research on the influence of GMD provincially and
nationally should be encouraged.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cput/oai:localhost:20.500.11838/2683 |
| Date | January 2017 |
| Creators | Joubert, George Frederick |
| Contributors | Chetty, Rajendra |
| Publisher | Cape Peninsula University of Technology |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-sa/3.0/za/ |
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