Department of Exercise, Sport and Lifestyle Medicine

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Browsing Department of Exercise, Sport and Lifestyle Medicine by Author "Alexander, Leonieke Franziska"

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    The effect of a movement programme on selected psychological variables among adolescent girls from previously disadvantaged communities
    (Stellenbosch : Stellenbosch University, 2002-12) Alexander, Leonieke Franziska; Potgieter, J. R.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.
    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 ii 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.
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    The effects of participation in rhythmic sport on the self-esteem of adolescent girls from a disadvantaged community
    (Stellenbosch : Stellenbosch University, 1998) Alexander, Leonieke Franziska; Bressan, E. S.; Stellenbosch University. Faculty of Medicine and Health Sciences. Department of Sport Science.
    ENGLISH ABSTRACT: The purpose of this study was to determine the influence of participation in a rhythmic sport programme on the self-esteem of adolescent girls. Paterson's (1997) 10 self-esteem enhancing instructional strategies were used to implement the programme. The content of the programme was designed by the author to provide adolescent girls from a disadvantaged community the opportunity to learn basic rhythmic activities and dance skills. Harter's (1985) Self-perception Profile for Children was used to measure the global self-esteem and perceived movement competence of a control group (n=15) and an experimental group (n=13) of girls between ages 13 - 16 A 22- week rhythmic sport programme was conducted twice each week for the girls in the experimental group. Following the comparison between pre- and post-test data, it was concluded that participation in the intervention had a positive but not statistically significant affect on the girls' global self-esteem and the perceived movement competence. All of Paterson's (1997) instructional strategies were perceived by the paricipants to have been used by their coach. The teaching strategies of individualising instruction and setting optimal challenges were the most effective strategies in terms of their influence on increasing girls self-esteem.