Browsing by Author "De Villiers, Nicola Hofmeyr"

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    Effects 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.