Die effek van ’ Liggaamlike Opvoeding-diensleerprogram op die groot- en perseptueel-motoriese vaardigheidsvlakke van Graad R- leerders

Abstract

Quality Physical Education programmes in the Foundation Phase contribute to the physical, emotional, social and cognitive development of young learners. The guidelines for Physical Education in the Curriculum and Assessment Policy Statement (CAPS), focus especially on the development of gross and perceptual-motor skills in the Foundation Phase, but schools, especially ones in low socio-economic areas, often find it difficult to successfully present Physical Education due to factors such as a lack of resources, suitable facilities and trained Physical Education teachers. A Physical Education service-learning programme, which includes trained student-teachers and improvised equipment and is geared towards the needs of the school, can therefore make a contribution to the development of Foundation Phase learners' gross and perceptual-motor skills. Since no previous studies have investigated the effect of a Physical Education service-learning program on the gross and perceptual-motor skills of Foundation Phase learners in South Africa, this study's primary objective was to determine the effect of a Physical Education service-learning program on the gross and perceptual motor skills of a group of Foundation Phase learners (Grade R-learners) in a school in the Kenneth Kaunda district in South Africa. The secondary objective was to determine the level of the gross and perceptual-motor skills of the participants before the commencement of the Physical Education program. The study employed quantitative research within a positivist framework, and a pre- and post-test design. The study population entailed a convenience and availability sample and consisted of 94 Grade R’s, of which the experimental group included 69 and the control group 25 participants. The collection of the quantitative data involved conducting a collection of standardized perceptual-motor tests with both the experimental and control groups, before and after a five-week-long Physical Education service-learning program. The service-learning program was presented twice a week, for 30 minutes each, by Physical Education students in their fourth year, to the Grade R-learners (experimental group) of a school in the Kenneth Kaunda district. A control group was selected from Grade R’s of a satellite campus of the same school, with similar circumstances in a nearby environment. The Physical Education lessons consisted of a warm-up, a main lesson phase with a variety of gross and perceptual-

motor skills, and a cool-down activity. The education students made equipment from waste materials and used them during the service-learning programme. The results showed that, before the commencement of the service-learning program, the experimental and control groups performed below average with regards to their gross and perceptual-motor skills when compared to the average age norms. With regards to the respective skills, when comparing the learners’ performance with age norms which indicated mastering of the skills, only between 39 and 82% of the total group of learners had mastered the different skills. After the service-learning program, the experimental group showed practically and statistically significant improvements in certain gross and perceptual-motor skills, namely the one-leg stand, heel-toe walk backwards, one-leg hops and jumping jacks, while the control group did not show any improvement in the relevant skills. This study, therefore, showed that a Physical Education service-learning program can improve learners' gross and perceptual-motor skills, in this case their balance and total body coordination especially. Structured Physical Education service- learning programmes, which are offered by trained education students, are therefore recommended to develop and improve the gross and perceptual-motor skills of young learners.