Faculty of Medicine and Health Sciences
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The vision of the Faculty of Medicine and Health Sciences is to be a dynamic, people-centred and inclusive environment, internationally recognised for its excellence in research, education and clinical training in medicine and health sciences, and for the contribution it makes to improving health and health care in South Africa, the African continent and beyond.
This faculty was known as the Faculty of Health Sciences until 30 April 2012.
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Browsing Faculty of Medicine and Health Sciences by browse.metadata.advisor "Africa, Eileen Katherine"
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- ItemThe comparative effect of paired versus a small group cross motor invention on the motor capabilities of selected children pre-identified with childhood apraxia of speech(Stellenbosch : Stellenbosch University, 2018-11) Nolte, Heike; Africa, Eileen Katherine; Solomons, Regan; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Sport Science.ENGLISH ABSTRACT: Children with Childhood Apraxia of Speech (CAS) do not only have isolated speech and sound delays but teachers and parents often report motor co-ordination difficulties. The latter often leads to the child with CAS being clumsy. Although teachers and parents have reported motor co-ordination difficulties, research investigating the gross motor capabilities of children with CAS does not seem to exist. Not a single study could be found that investigated the effect of a gross motor intervention programme on children with CAS. The main aim of the current study was to investigate the effect of a paired versus a small group gross motor intervention programme on selected pre-school children, pre-identified with CAS. Purposive sampling was used and consisted of participants (N=20), ranging between the ages of three and seven years. All the participants were from a primary school in the Bellville area in the Western Cape Province, South Africa. The participants were randomly divided into paired groups and a small group by an external third party. Both the paired groups and the small group were evaluated at baseline-, pre- and post-test with the Movement Assessment Battery for Children 2nd Edition (MABC-2), and the Test of Gross Motor Development 2nd Edition (TGMD-2). The evaluations took two weeks to complete and were conducted in two 45 minute sessions per week. The 12-week intervention programme was also presented twice a week, with each session lasting 45 minutes. The researcher compared the results of the paired groups to the small group and concluded that the specific intervention programmes did not benefit either of the groups more than the other. Both the paired groups and the small group significantly improved their overall scores for the MABC-2 and the TGMD-2 after the 12-week intervention programme. Therefore, it could be speculated that the specific 12-week gross motor intervention programmes influenced the gross motor capabilities of the children pre-identified with CAS.
- ItemA dance programme to enhance gross motor skills and body awareness of selected children diagnosed with autism spectrum disorder(Stellenbosch : Stellenbosch University, 2017-12) Van Zyl, Analja; Africa, Eileen Katherine; Springer, Priscilla; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Sport Science.ENGLISH ABSTRACT: Although over 7 decades of research on Autism Spectrum Disorder (ASD) have been conducted, research focusing on gross motor skills (GMS) development in these children have been neglected. However, it has been suggested that GMS may be a window for research. Recent studies indicate that creative movement is a viable form of therapy for children with ASD, as these children develop body-awareness through movement. A creative movement programme has not been conducted on South African children with ASD. Therefore, the main aim of this study was to explore the possible effect of a dance programme's on the GMS and body awareness of selected verbal children with ASD. The age ranges of the subjects were between 7 and 14 years old. The subjects (N=15) were selected from a LSEN school in Mitchells Plain, Cape Town, South Africa. They were randomly divided into an experimental (n=7) and control group (n=8). The primary data was collected using the Quick Neurological Screening Test-3 (QNST-3) and Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2), pre- and post-intervention. The experimental group participated in the intervention consisting twice per week, while the control group continued with daily activities. The duration of the intervention was 16 weeks, which was between 45 and 60 minutes. The data were analysed by means of statistical analysis that was derived from the mixed model repeated measures ANOVA. The results for the QNST-3 indicated that the experimental group improved by 50% (p≤0.01). Additional improvements were concluded from the BOT-2 where the experimental group improved by 26% (p≤0.01). Both quantitative evaluations indicated that the control group’s skills deteriorated over time. It was gratifyingly concluded that a creative movement programme is beneficial for enhancing the GMS and body awareness of verbal children with ASD. Future research is required to assess the effect of the programme on nonverbal children with ASD. Keywords: Autism Spectrum Disorder (ASD), gross motor skills, body awareness, creative movement, lower socio-economic status community, South Africa.
- ItemThe effect of a gross motor intervention programme on perceptual-motor skills and academic readiness in preschool children(Stellenbosch : Stellenbosch University, 2015-03) Goodwin, Megan Kate; Africa, Eileen Katherine; Van Deventer, K. J.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.ENGLISH ABSTRACT: Children in preschool are at an optimal time for the development of gross and fine motor skills. Children who enter into preschool with developmental delays struggle to keep up with their peers. These developmental delays often perpetuate into later school years, with negative effects. Visual-motor integration (VMI) is a hugely important skill that children need to develop before formal schooling commences. It forms the basis for academic skills like reading and writing, as well as many sport skills. Having a VMI and/or gross motor development delay can affect a child’s academic experience greatly. When referring specifically to reading and writing, many underlying gross motor processes occur simultaneously to enable the child to perform tasks successfully. Success in the classroom depends a great deal on developed VMI and gross motor skills. Research shows investigation into various factors that account for differences and delays in motor skills. Socio-economic status is mentioned as a factor that can negatively affect VMI and gross motor skills development. Gender differences have also been known to be a reason for varying success in VMI or fine motor skills and gross motor skills. It is most important that delays and differences in VMI and gross motor skills success should be the focus of preschool education curriculums. The purpose of the current study was to improve the VMI skills of children who presented below average VMI skills scores. The Beery-Buktenica Developmental Test of Visual-Motor Integration 6th Edition (DTVMI) was used to measure the participants VMI skills, and the Test of Gross Motor Development 2nd Edition (TGMD-2), was used as a measure of gross motor skills. The supplemental tests of the DTVMI, as well as the subtests of the TGMD-2, were performed. Two preschools were conveniently selected to participate in the study, one from a high socio-economic background and one from a low socio-economic background. Of the total participants initially tested (N=77), only a small number (N=23), scored below average VMI scores and continued to participate in the study. From these participants (N=23) an experimental (n=12) and a control group (n=11) were randomly selected. The experimental group participated in a 14-week intervention programme, two sessions per week each with a duration of 45 minutes, that focused on the underlying gross motor processes that relate to reading, writing and VMI skills. After the 14 weeks the participants were tested again to measure the effects of the intervention programme. All data collected were statistically analysed.The most relevant result found in the current study showed that participants from the low socio-economic school showed significantly lower VMI skills than participants from the higher socio-economic school. No differences in VMI skills were found between the genders. Overall in both VMI and gross motor skills the intervention programme was beneficial to the participants, although these results were not found to be statistically significant. This study emphasises that the disparities in VMI skills between children from low- and higher socio-economic backgrounds should be addressed before they enter school. This will ensure that these differences become minimised. This study suggests that gross motor activities can be beneficial to VMI skills of preschool children. More research is needed to fully determine the potential of gross motor intervention programmes in improving academic skills such as VMI.
- ItemThe effect of a perceptual-motor intervention on the motor proficiency, letter recognition and -formation of selected Grade 1 children(Stellenbosch : Stellenbosch University, 2019-12) Botha, Sharnay; Africa, Eileen KatherineENGLISH ABSTRACT: The growing sedentary lifestyles among today’s school-going youth, have negative effects on their physical development and academic performance. Children need to move in order to learn and develop. During Grade 1, children experience a rapid increase in their motor and cognitive development. It is,therefore, important to establish healthy and active habits during this developmental period. This period (ages 5 to 7 years) is strongly related to improved academic performance, as well as the onset of perceptual-motor development. Perceptual-motor integration is important for both gross motor development and academic achievement. The purpose of the current study was to improve the motor proficiency, letter recognition and -formation (reading and spelling) skills of selected Grade 1 children by implementing a perceptual-motor intervention and determining the relationships between these variables. The Bruininks Oseretsky Test of Motor Proficiency-Second Edition Short Form(BOT-2) was used to measure children’s gross and fine motor proficiency; the ESSI Reading and Spelling test was used to test reading and spelling abilities and the Beery-Buktenica Developmental Test of Visual-Motor Integration 6th Edition (BeeryVMI) was used to evaluate participants’ visual-motor integration (VMI) skills. Two primary schools were selected through convenient sampling. Two Grade 1 classes from each school were randomly selected and the learners were randomly assigned to an experimental (n=50) and control group (n=50). Of the total participants initially evaluated(N=100), 3 participants had to be excluded due to health reasons and non-attendance. Therefore, the final sample size was 97 (N=97), with 48 in the experimental group (n=48) and 49 in the control group (n=49). After pre-tests, the experimental group participated in a 12-week perceptual-motor intervention that consisted of two 60-minute sessions per week. The intervention focused on perceptual-motor skills, which included body awareness, spatial awareness, balance, visual perception and directional awareness and incorporated letters into the activities. After the 12-week intervention, participants underwent a post-test to measure the effects of the intervention. All data were statistically analysed by applying repeated measures ANOVA and Pearson correlations. The results revealed that the 12-week perceptual-motor intervention was effective in significantly improving participants’ overall motor proficiency, VMI, reading and spelling skills. Results also indicated statistically significant positive correlations between motor proficiency, reading and spelling. Another finding revealed a significant improvement in participants’ fine motor skills. As the intervention consisted of predominantly gross motor movements, it could be assumed that gross motor skills are essential for the development of fine motor skills. This study provides unique contributions to the field of early childhood development investigating the relationship between gross motor development and academic performance. It provides sufficient evidence that gross motor movements can be beneficial for children’s physical and academic skills.
- ItemThe effect of a physically active academic intervention on physical fitness and academic performance of Grade 1 learners(Stellenbosch : Stellenbosch University, 2020-03) Fisher, Carynne Alison; Africa, Eileen Katherine; Stellenbosch University. Faculty of Medicine and Health Sciences. Sport Science.ENGLISH SUMMARY : The importance of Physical Education (PE) has been well established over the years; however, it is no longer viewed as vital aspect of the South African school curriculum. In a South African context, the curriculum does not meet the time of 60 minutes of physical activity (PA) per day recommended by the World Health Organisation (WHO). Teachers no longer find the time to conduct PA lessons because of the emphasis placed on academic subjects by the Department of Education (DoE). With that said, the link between academic achievement and PA has been extensively researched over the years and it was found PA has beneficial effects on academic achievement, such as time on task, attention, memory and improvements in academic subjects such as reading, spelling, mathematics and the sciences. However, limited research has been conducted to determine how including physical fitness (PF) into academic lessons can benefit PF and academic achievement. Recent research has found that combining PA into academic lessons improved academic achievement and PF. Nevertheless, because this field of study is still in its infancy and findings are inconsistent because of various factors. Furthermore, in a South African context little is known as to whether these types of intervention have been beneficial. The main aim of the current study was to determine the effects of an intervention integrating PF and into academic lessons on academic achievement and PF of Grade 1 learners. The study also studied gender differences and the role gender played in academic performance and physical fitness. This thesis followed a research article format with precise aims studied in each article. Research article one studied the effects that a physically active academic intervention had on mathematical performances and physical fitness of Grade 1 learners. The effects of a physically active academic intervention on reading and spelling performance, physical fitness and gender differences of Grade 1 learners were the aims of research article two. Research article one found that after a 16- week physically active academic intervention the experimental group’s strength improved significantly compared to the control group, which was similar to findings of other studies. Other than the control group, the mathematical skills of the experimental group improved significantly, which is also in agreement with findings in literature. These findings suggest a strong association between PF and mathematics achievement, which is suggested by other studies and proves to be an effective way to address the low mathematical achievement and PF in South African schools. Research article two found that after the 16-week physically active academic intervention the experimental group’s reading and strength improved significantly in comparison to the control group. This is in agreement with previous studies. Findings suggested there were no significant differences between gender, PF and academic achievement. This revealed that current type of intervention was effective regardless of gender in young children and therefore, it is ideal to address low PF and academic achievement that can be enjoyable for learners and teachers. This is in agreement with studies that have been conducted in countries outside of Africa. These findings indicate the beneficial effects of combining PF with academic lessons in a South African context. It is cost effective, contributes to the findings of this field of study and solidifies the association between physical fitness and academic achievements in learners. The fact that gender played no significant role indicates that the current intervention can be beneficial to all Grade 1 learners. The findings of the current study can guide future research and education programmes into new ways to teach academics skills, while increasing PF inside and outside the walls of school classrooms.
- ItemThe effect of a rhythmic movement intervention on selected bio-motor skills of Western Province rugby academy players(Stellenbosch : Stellenbosch University, 2020-03) Solomons, Jocelyn; Africa, Eileen Katherine; Kraak, Wilbur; Stellenbosch University. Faculty of Medicine and Health Sciences. Sport Science.ENGLISH SUMMARY : The inclusion of other non-traditional approaches to training has become more popular within rugby conditioning. Rhythmic movement, also referred to as “dance”, involves the execution of different motor skills, the integration and sequencing of actions between limbs, timing and spatial precision. It requires performing movement tasks to auditory rhythmic patterns and as a multifaceted activity, it depends on a large number of elements with direct and indirect effects on the physiology and physical attributes of a player. In terms of rugby conditioning the common belief dictates that fitness or conditioning elements should be developed through focused, isolated training blocks. The technical, tactical and physical conditioning for rugby has primarily consisted of traditional, rugby-based approaches to training as indicated by the majority of current research. However, in order for rugby coaches and specialist coaches to gain a competitive edge over opposing teams, they need to find new innovative ways to adapt their training methods and programmes in order to accommodate the changes to the profile of the game. The primary aim was to investigate the effect of a rhythmic movement intervention on selected bio-motor skills of rugby players in the Western Province Rugby Union Academy. The first objective of the study was to investigate the effect of a 16-week rhythmic movement intervention on flexibility, dynamic balance, agility, power and local muscular endurance of these rugby players. The second objective was to compare selected bio-motor skills of backs and forwards after participating in a 16-week rhythmic movement intervention. The thesis followed a research article format. Article one addressed both objectives of the study. A positive treatment effect on the bio-motor skills was found because was a statistically significant increase in performance after treatment was implemented, based on the treatment-order and treatment time-interaction (p=≤0.05). The major finding of this study was that when treatment was implemented a statistically significant difference was observed in the bio-motor skills. Among these bio-motor skills were agility, power, local muscular endurance and some dynamic balance directions. The results among the entire population showed that power1 & 2 (seated medicine ball throw and vertical jump) and local muscular endurance2, 3 & 4 (2-minute crunch, pull-up to failure and single leg squat to failure), as well some dynamic balance directions (anterior, anteromedial, posteromedial, posterior, posterolateral direction and medial) improved significantly. Furthermore, among forwards and backs, agility1 (Illinois without ball) and power1 (seated medicine ball throw) showed statistically significant improvements (p=≤0.05). In summary, among the entire sample of participants, power1, 2 and local muscular endurance2,3,4 ,as well some dynamic balance directions (anterior, anteromedial, posteromedial, posterior, posterolateral direction and medial), showed statistically significant improvements (p=≤0.05) from pre- to post-treatment. Amongst forwards and backs, agility1 and power1 showed statistically significant improvements (p=≤0.05). Rhythmic movements can be adapted in various ways in terms of music and movements to accommodate not only the rugby players, but also rugby-orientated movements. Additionally, a rhythmic movement intervention can be used right throughout the season with adaptations to intensity according to the demands of the training phase. For this reason, multiple bio-motor skills can be trained simultaneously, which is advantageous to a demanding rugby-training schedule. In other words, rhythmic movements can be used as a tool to warm-up, as a conditioning method to improve specific bio-motor skills or, when required, as a recovery method for players. It is recommended that, in order to observe benefits from a rhythmic movement intervention, the rhythmic movement should include and cater for the positional demands of rugby players. Furthermore, the rhythmic movement intervention should be implemented throughout the entire rugby season in order to be as effective as possible. Literature has shown physical, psychophysical and ergogenic benefits of music on performance. Therefore, it is recommended that rhythmic movements be used as an alternative training method during off-season (or detraining phases), and as a recovery method. A rhythmic movement intervention, such as this will assist coaches and trainers, who are frequently searching for new novel ways to improve performance, to implement an alternative training strategy to their strength and conditioning programmes.
- ItemThe effect of active brain-breaks on in-school physical activity, fundamental movement skills and executive functioning in grade one children(2021-03) Van Stryp, Odelia; Africa, Eileen Katherine; Duncan, Michael J.; Faculty of Medicine and Health Sciences. Dept. of Sport Science.Thesis (PhD Sport Sc)--Stellenbosch University, 2021.
- ItemThe effect of an aquatic or land-based intervention programme on gross motor skills of selected children with Down syndrome(Stellenbosch : Stellenbosch University, 2017-12) Roodt, Odelia; Africa, Eileen Katherine; Ferreira, Suzanne; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Sport ScienceENGLISH ABSTRACT: Children with Down Syndrome (DS) follow a unique pattern of motor development than neuro-typical children in their early years of development. They find it hard to acquire the movement skills that is expected of them and this leads to a possibility of leading a sedentary lifestyle during adolescence and later in life. According to researchers, an intervention program that focus on improving gross motor skills (GMS) can benefit children with DS tremendously. The primary aim of the study was to explore the effect of land and aquatic interventions over a 9-week period in children with DS to improve their GMS. The sample of convenience consisted of participants (N=31) between the age range of seven to 16 years, they were selected from four different schools in Somerset-West, Stellenbosch, Bellville and Mitchell’s Plain. The mentioned schools immediately showed interest in the study. Two schools participated in the land-based and the other two schools in the aquatic-based intervention program. The Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) was used to assess the children’s gross motor skills to determine their strength and weaknesses. The BOT-2 assessed four composites, namely: fine manual control; manual coordination; body coordination; and strength and agility. The pre- and post-tests took two weeks to complete, whereas the aquatic- and land-based interventions were seven weeks long, with two, 40 minute sessions per week. The researcher compared the results of the aquatic and land programs. It was concluded that the land group’s GMS level was higher than the aquatic group at the pre- and post-tests. Both groups improved their overall score with the same amount of points and the researcher could, therefore, speculate that both intervention programs had an influence on their improvement. Both interventions could most likely be implemented at schools with learners that have special learning needs (SLN).
- ItemEffects of a gross motor skills intervention on visual-motor integration of neuro-typical 5- to 6-year-old children(Stellenbosch : Stellenbosch University, 2019-03) De Villiers, Nicola Hofmeyr; Africa, Eileen Katherine; Van Deventer, Karel; Stellenbosch University. Faculty of Education. Dept. of Sport Science.ENGLISH ABSTRACT: Children develop in a multidimensional manner. This implies that many developmental aspects influence each other. However, without gross motor skills (GMS), children lack the foundation for the development and integration of more specific motor skills. A paucity of information is available on how to effectively develop visual-motor integration (VMI) using GMS, therefore the current study focused on the development of GMS and visual-motor integration VMI in neuro-typical children between the ages of 5 and 6 years old (N=107). The primary aim of the study was to determine whether a GMS intervention programme could improve the level of VMI in neuro-typical children in this specific age group. The participants for this study were selected from four schools of varying socio-economic backgrounds (Quintile 1, 2 and 5) in the Western Cape Province, South Africa. The participants were divided into an experimental and a control group. Both groups were tested pre- and post- intervention using the Test of Gross Motor Development (TGMD-2) and the Beery Test of Visual-Motor Integration (BTVMI). The experimental group participated in an eight-week intervention aimed at improving GMS and VMI by means of activities focusing on locomotion and object control skills. All activities required participants to be physically active and to engage their visual senses for tasks that required visual tracking or visually guided movements. The study used a 5% (p<0.05) level as a guideline for statistically significant results. Despite the range in socio-economic backgrounds of the participating schools, the GMS and VMI abilities between the boys and girls were the same. The experimental group showed a significant improvement in overall GMS (p<0.05), locomotor (p<0.05) and object control abilities (p<0.05), as well as overall VMI abilities (p<0.05), visual perceptual skills (p<0.05) and motor coordination (p<0.05). Specific skills, such as jumping, galloping, leaping, dribbling, striking and catching improved significantly between the pre- and post- evaluations in the experimental group. Time constraints imposed by school hours was a primary limiting factor, and to a lesser degree, the erratic nature of the participants. However, the findings of the study show that a GMS intervention is an effective method to improve children’s VMI in this age group. A recommendation is that future research considers involving parents and teachers during the intervention period, as well as involving children from a larger geographical area. The study suggests that VMI can be improved through a GMS intervention in children aged 5- to-6 years in a South African context.
- ItemThe effects of a small group intervention programme on gross motor and social skills of selected autistic children(Stellenbosch : Stellenbosch University, 2015-03) Fannin, Nicola; Africa, Eileen Katherine; Van Deventer, K. J.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.ENGLISH ABSTRACT: Movement plays an important role in a child’s life. Typically developing children develop motor skills as they explore their environment. Motor skills are important, as they contribute to a child’s overall wellbeing, assisting in play, academics, social development and physical activity. These motor milestones developed during childhood, and can be used as indicators of atypical development. Children with a complex neurodevelopmental disorder such as Autism Spectrum Disorder (ASD) show signs of atypical development, as they are recognised as being clumsy and uncoordinated in their gross and fine motor skills. Besides motor delays, parents and caregivers report that children with ASD also exhibit delays in social communication, interaction and repetitive behaviours and interests, during the early stages of development. Research has suggested a possible relationship between motor and social development. For example, motor skills are important as they provide children with the necessary tools to successfully engage in physical activity, socially communicate and interact with peers. Children with ASD, however, participate in physical activity less often than typically developing children which hinders the mastery of motor skills, in turn causing social isolation and further social dysfunction. Interventions are, therefore, necessary to provide children with ASD opportunities to learn the essential gross motor skills, which could help them improve their self-esteem, leading to increased participation in physical activity and further social skill development. The purpose of the current study was to implement a 12-week specialised group intervention programme to improve the gross motor and social skills of selected children diagnosed with ASD between the ages of 8 and 13 years. In the Cape Town area, a governmental school for autistic learners was recruited to take part in this study, as the school divided learners into classes based on their level of autistic function. Therefore, the sample in the current study was a sample of convenience. Two classes (N=7) at the school participated; 1 formed the experimental group (n=4) and the other the control group (n=3). The children completed the Movement Assessment Battery for Children-2 (MABC-2), and parents or legal guardians and teachers of participants filled out the Social Responsiveness Scale-2 (SRS-2) questionnaire. This was done to provide an overview of the children’s fine and gross motor and social skill proficiency. A 12-week group intervention programme was designed and then implemented by the researcher, with the focus on improving overall gross motor proficiency and social skills of participants in the experimental group. The effect of the 12-week group intervention programme was determined by analysing and comparing the pre- to post-test results. The group-time interaction effect was examined to determine if the experimental group presented a different effect from the control group over time. The main findings of the current study showed that the 12-week group intervention programme made significant improvements in the total motor proficiency as well as in the balance subtest of the MABC-2 in children with ASD. Significance was also found within the experimental group in the aiming and catching subtest of the MABC-2. Unfortunately, the current study found no significant improvements after the 12-week group intervention programme in total social skill competency, as well as in all subtests of the SRS-2 in children with ASD. The current study shows the effectiveness of a 12-week group intervention programme on the gross motor skills of children with ASD. The findings also suggest that social skills should be taught alongside motor skills, in order to achieve positive outcomes in both aspects of development. Further investigation is needed with regards to the relationship between motor and social skills, as well as additional examinations as to whether improved motor skills, results in improved social development.
- ItemA motor skills development programme for 10 to 12 year-old children(Stellenbosch : Stellenbosch University, 2013-03) Breytenbach, Riana; Africa, Eileen Katherine; Van Deventer, K. J.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.ENGLISH ABSTRACT: Many children experience developmental problems without being aware thereof. In a school setting these developmental delays mostly remain unnoticed and are scarcely remediated sufficiently, if at all. Children with developmental deficits often experience movement difficulties and are labelled as clumsy, sloppy or having two left feet. The development of, and proficiency in specific motor skills have been found to play a critical role in the participation of physical activity in children, as well as the maintenance of health and well-being later in life, when entering adulthood. There are, however, countless other factors that affect the optimal development of motor skills and physical activity participation. One such factor is ascribed to instances where children experience problems associated with their environment or the circumstances in which they grow up. Poor socio-economic circumstances and a culturally poor environment, lacking sufficient developmental opportunities, may hinder a child‟s motor skills development and skill learning to such an extent that they cannot reach their full developmental potential. Research suggests that the school environment can provide ample opportunity for the development of motor skills and that all schools should consider implementing motor skills development programmes during the Physical Education (PE) time slots. The mastery of motor skills may influence and benefit the participation in various school sports and may also enhance the ability of children to learn and master new and more complex movement skills within and outside the classroom environment. Thus, due to the fact that children spend a great part of their day at school and in the classroom setting, teachers, especially those facilitating PE, have the opportunity to play a vital role in the acquisition and mastery of important motor skills and subsequently affect the physical activity and developmental future of children. The purpose of this study was to design and implement a motor skills development programme to improve the balance and bilateral coordination of children between the ages of 10 and 12 years in the Stellenbosch region. Two existing classes, from a previously disadvantaged school, were recruited and randomly selected as an experimental (n=35) and control group (n=32). The children completed the Short Form as well as all the Long Form activities for the balance and bilateral coordination subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). This was done to provide an overview of the overall motor proficiency and more specifically the level of balance and bilateral coordination. A 12-week motor skills development programme, with a specific focus on balance and bilateral coordination, was designed and implemented by the researcher. The effect of this programme was determined by statistically analysing and comparing the pre- and post-test results with the use of Statistica 2010. The main findings of this study indicated that the intervention programme had a positive, although not statistically significant, effect on the overall motor proficiency and balance and significantly improved bilateral coordination. This study suggests that some of the children, between the ages of 10 and 12, from a previously disadvantaged school in the Stellenbosch region and with access to an established school PE programme, experienced movement difficulties. Consequently, there is great room for improvement and motor skill development in these children. This study can, therefore, be a stepping stone into future research regarding further motor skills research in primary school children, the implementation of expanded motor skills intervention programmes and to improve all the motor skills as opposed to selected motor skills as in this study.
- ItemPerceptions and experiences of registered South African kinderkineticists of their profession : A qualitative study(Stellenbosch : Stellenbosch University, 2020-03) Potgieter, Ane; Africa, Eileen Katherine; Kasha, Dickie; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Sport Science.ENGLISH ABSTRACT: Kinderkinetics is a specialised gross motor development profession in South Africa, which aims to improve the gross motor development of children through movement. Nearly two decades after the profession of kinderkinetics was established, the profession itself is still not recognised by the Health Professions Council of South Africa. The overall aim of the study was to explore the perceptions and experiences of registered kinderkineticists, of their profession in South Africa.The study follow edaqualitative descriptive explorative contextual research design and made use of the adapted conceptual framework of feelings and perceptions about a profession. Using purposive and snowball non-probability sampling methods, registered members (19) from the 2016 South African Professional Institute for Kinderkinetics registry were included in the study. The data was collected from in-depth, semi-structured, self-designed interviews completed either face-to-face or telephonically. To ensure the validity and trustworthiness of the research findings, measures were taken to ensure credibility, transferability, dependability and confirmability of the results. The study also found that the perceptions and experiences of registered South Africa kinderkineticists were influenced by a number of challenges experienced in the relatively new profession of kinderkinetics. These challenges included the lack of experience of newly qualified kinderkineticist, their professional isolation in their transition year and in independent private practice, a lack of awareness and role ambiguity resulting in competition and negative attitudes from other similar professions.
- ItemRecovery-stress states and training load of professional ballet dancers during a rehearsal and performance phase of a ballet year(Stellenbosch : Stellenbosch University, 2020-03) De Wet, Jana Senobia; Venter, Ranel; Africa, Eileen Katherine; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Sport Science.ENGLISH ABSTRACT: Ballet dancers are exposed to high training and performance demands, which make them vulnerable to injury and overtraining. There is, however, a lack of longitudinal studies describing the change in demands placed on ballet dancers during different phases of a ballet season. The aim of the study is to get better insight into the different physical, physiological and psychosocial demands placed on professional ballet dancers during distinct phases of a season. Professional ballet dancers (male n=10, age: 28 ± 6.0 years, height: 177.9 ± 9.2cm, body mass: 76.2 ± 13.0kg, professional dancing career: 9 ± 6.4 years; female n=17, age: 25 ± 4.2 years, height: 166.2 ± 4.2cm, body mass: 56.5 ± 5.2kg, professional dancing career: 5 ± 4.5 years) from one company in the Western Cape, South Africa, were monitored during two eight-week phases of a ballet season. The Rehearsal Phase (P1) was near the start of the ballet season and the Performance Phase (P2) near the end of the ballet season. Participants were grouped in either a higher-level of performance (soloist and principal dancers [SP]) group or a lower-level of performance (post-graduate and artist [PGA]) group, as well as according to sex (male and female dancers) During both phases, the Recovery-Stress Questionnaire for Athletes (RESTQ-76 Sport) was utilised once per week to describe dancers’ recovery-stress states. Daily, dancers reported their internal training load (TL), making use of the session Rate of Perceived Exertion (RPE) method (sRPE TL), and their pain level using the Self-Estimated Functional Inability because of Pain (SEFIP) questionnaire. External load (impact load) was recorded once per week during P1 with STATSports Vipre® Global Positioning System (GPS) trackers (Ireland). Twenty dancers wore the GPS for the duration of company training and vertical vector magnitude was recorded. For each variable, a comparison was made between phases (where applicable), sexes and level of performance (SP and PGA). One-way ANOVA was used to compare demographic variables between groups and, a mixed-model ANOVA was used for comparisons of measurements taken over weeks and between phases. Correlation analyses were conducted by means of Pearson and Spearman correlations for TL, recovery-stress state and pain. The level of significance was set to p≤0.05. The Performance Phase was signified by lower recovery (TR p<0.01), higher stress (TS p<0.01) and higher training loads (sRPE TL p=0.01) for the total group. Female dancers had significantly lower recovery scores than male dancers during P2 (p<0.01). No differentiation in levels were found for any of the variables. No significant difference in pain scores was found between phases or any groups. Significant correlations (p<0.01) were found between internal and external training load (Rmcorr=0.25, p<0.01), and between training load and pain (r=0.21, p<0.01). Selected RESTQ-76 Sport stress scales correlated significant positively and recovery scales, negatively, with both pain and training load (p≤0.05). In conclusion, P2 appeared to be a critical period where dancers were exposed to higher physical and psychological stresses, which increase the risk for injury and the development of overtraining syndrome. It is therefore important to investigate and implement recovery strategies to balance out the high demands during such periods.
- ItemA sensory-motor integration programme for boys with autism spectrum disorder : two case studies(Stellenbosch : Stellenbosch University, 2014-12) Hagemann, Carla-Rae; Africa, Eileen Katherine; Welman, Karen; De Vries, Petrus; Stellenbosch University. Faculty of Education. Dept. of Sport ScienceENGLISH ABSTRACT: Autism Spectrum Disorder (ASD) has been described as a neuro-developmental disorder influencing the social interaction and communication skills of individuals. Those with ASD have been observed to experience sensory input challenges, which could result in motor delays. Descriptive research was conducted with two case studies, who were boys aged 6- and 8-years, diagnosed with ASD. The purpose of the study was to design and implement a Sensory-Motor Integration (SMI) programme for each boy and to assess the effect it had on the sensory motor skills of the boys over time. At the start of the intervention, the boys were assessed with three neuro-developmental and diagnostic evaluations (Social Communication Questionnaire, Autism Diagnostic Interview Revised and Autism Diagnostic Observation Schedule-2nd Edition) conducted by a psychiatrist to re-affirm their previous ASD diagnoses. The two boys (Subject A and Subject G) participated in individualised sessions of 30 minutes each, twice a week for seven months. The SMI programme focused on vestibular and somato-sensory (proprioceptor) variables. The Quick Neurological Screening Test-3 (QNST III) and the Sensory Input Systems Screening Test (SISST) were used to evaluate the latter at baseline. These were repeated regularly, every 4 to 5 weeks, over the 7-month period and included a retention test of 5 weeks. Based on the results from the subtests of the motor skill tests, a self-designed SMI programme was integrated into the planning of the intervention programme for each boy according to their sensory-motor needs. Subject A showed improvement in the following vestibular subtests in the QNST-III: Stand on one leg (67%) and Tandem walk (83%) and retaining his standard from the Post-test to the Retention test. For muscle tone ability and proprioception, the Arm and leg extension subtest also demonstrated improvement (67%) from the Pre-to the Post-test. The results of the subtest were not retained over the retention period and increased only slightly being 33% from the baseline score. The proprioceptive function of Subject A showed great improvement in the following QNSTIII subtests: Finger to nose (67%), Rapidly reversing repetitive hand movements (88%) and Left and right discrimination (67%). The results of vestibular-related subtests for Subject G showed improvement in the following: Stand on one leg (33%) and the Arm and leg extension task (33%). Some of the scores of Subject G started in the functional category of “severe discrepancy”; however there was improvement in the following proprioceptionrelated subtests: Finger to nose (43%), Thumb and finger circles (20%), and Reversing repetitive hand movements (86%). Although Subject G showed gradual improvement over time, his two sensory systems struggled to integrate with the more complex tasks. The outcome of the individualised SMI programmes showed that the sensory-motor skills improved by enhancing the stimulation of their vestibular and somato-sensory (proprioception) function. Regarding the SISST, Subject A progressed from a ‘fail’ to ‘pass’, in the following test items: the Tonic Labyrinthine Supine (TLS), Tonic Labyrinthine Prone (TLP), Positive Support Reflex (PSR) and the Ocular Alignment test items. Results from the Vestibular test for both Subject A and Subject G appeared to be ‘hypo-vestibular’ (under-stimulated) according to the Post- Rotary Nystagmus test (PRN) score at baseline. These scores were inconsistent during the intervention. The only test item to show positive improvement for Subject G was the Equilibrium Reactions. Lastly, both Subject A and Subject G remained in the ‘fail’ category for Kinaesthesis, which may indicate their ongoing poor proprioception and spatial orientation. There is a need for further research in the area of sensory-motor individualised programmes for children with ASD. Suggestions for future research interventions are to conduct the individualised programmes either over a longer period of time and more frequently at three times a week.