The effects of differentiated physical activity programmes on the motor proficiency of children with learning disabilities

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dc.contributor.advisorCoetsee, M.F.
dc.contributor.authorScheepers, Glynis Kay
dc.date.accessioned2010-06-28T10:01:48Z
dc.date.available2010-06-28T10:01:48Z
dc.date.issued2002
dc.descriptionSubmitted in fulfilment of the requirements for the Degree PhD (HMS) in the Faculty of Science and Agriculture, Department of Human Movement Science at the University of Zululand, 2002.en_US
dc.description.abstractWith this study, the researcher investigated the effect of specially designed physical education programmes on the motor proficiency of learners with learning disabilities. The subjects (N=60) were aJ! learners from the Zululand Remedial School in Empangent, Kwa Zulu/Natal. Two experimental groups participated in a twelve week Perceptual Motor (N=20) or a Sensory Motor (N=20) intervention programme, while a Control group (N=20) was tested on all test variables, but did not participate in a intervention programme. Using a repeated measures with matched pairs design, the Bruininks Oseretsky Test of Motor proficiency (long format) was used during the pre, post and post post testing periods. An ANOVA calculation revealed that the Perceptual Motor group achieved a significant improvement in their motor proficiency (p < 0.01). The Sensory group improved significantly on their motor proficiency score. The Control group showed no significant changes on their scores. * The results displayed enough evidence to prove that a specially designed physical education programme (to suit the special needs of learners with learning disabilities ) is of the utmost importance. Additional data was gathered to establish whether there was any relationship between motor proficiency and body composition profiles, self- concept and classroom behaviour. A very low correlation was found on each of these variables. This raises questions about the nature of the relationship between motor proficiency and these variables and indicates that further substantial studies are required.en_US
dc.description.sponsorshipUniversity of Zululanden_US
dc.identifier.other266101
dc.identifier.urihttps://hdl.handle.net/10530/339
dc.language.isoenen_US
dc.subjectHuman movement studiesen_US
dc.subjectChildren with disabilities.en_US
dc.subjectPhysical activity programmesen_US
dc.subjectLearning disabilitiesen_US
dc.titleThe effects of differentiated physical activity programmes on the motor proficiency of children with learning disabilitiesen_US
dc.typeThesisen_US
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