23 research outputs found
Indigenous Zulu games as an educational tool for the multicultural schools in South Africa
Active participation, and formal and informal contact on sports fields and in physical education classes can contribute to the bridging of diversity in a play setting. This ties in with the Revised National Curriculum Statement for Life Orientation which emphasizes the holistic development of all learners. There are widespread concerns about the inactivity and related disease profiles of the South African Youth, as well as the divisions of the past that still prevail. A national need for indigenous knowledge was identified and the opportunity arose for documenting and selecting indigenous Zulu games as part of a national survey. This study developed from this background. It aims to provide material for socio-cultural development as well as to address the void in the current educational dispensation regarding physical education as part of the Life Orientation Learning Area. Quantitative data on the trends, content and nature of these games was collected through the completion of a questionnaire (De Jongh, 1984 and adapted by Burnett, 2001), triangulated with information collected through structured interviews, focus groups and observations of learners at play. Visual and tape recordings assisted in the capturing of songs, physical skills and various other play patterns. Forty indigenous Zulu games and other play related activities were collected from grade seven learners (age 10 to 17) (n=217), and adults (age 40 to 70) (n=57) from rural and urban schools and communities in and around Empangeni, Eshowe, Vryheid, Nongoma and Durban in the KwaZulu-Natal Province of South Africa. The sample (N=274) comprised of Zulu-speaking boys (n=87), girls (n=130), men (n=26) and women (n=31). A theoretical framework for inventorising Zulu play and games, was developed and applied for classification, analysis and documentation of these Zulu games. These games were presented in an educational outcomes-based framework and guidelines offered for the inclusion of indigenous games in a multicultural classroom. Thirteen of these games were, however, selected for curriculum development purposes according to the criteria of the nature (indigenous content and structure), popularity and potential for cross-field educational outcomes. Appropriate strategies were offered for teaching, learning and pedagogy. These thirteen selected indigenous Zulu games may meaningfully contribute to the physical education curriculum for promoting ethnic understanding, reinforcing social skills and to provide an opportunity to use fundamental motor skills and movement concepts in dynamic settings in the multicultural classroom in the South African context. It is recommended that these indigenous Zulu games should hence be introduced to all learners in the multicultural classrooms of all South African schools, providing that sufficient time will be allocated and subject specialists will be appointed for teaching physical education. Furthermore it is recommended that research should be conducted on the indigenous games of all other ethnic groups, not only the Zulu in KwaZulu-Natal, but throughout South Africa to be included in a comprehensive physical education curriculum.Prof. C. Burnett-Louw Prof. W.J. Hollande
Judo as a tool to reinforce value-based education in the South African Primary Schools physical education and school sport programmes
Physical Education delivery in the intermediate schooling phase in South African public schools
Background:Â The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner.
Aim:Â This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa.
Setting:Â Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels.
Methods:Â A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes.
Results:Â The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment.
Conclusion:Â To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement.
Contribution:Â Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support
Carbon nanotube-enhanced photoelectrochemical properties of metallo-octacarboxyphthalocyanines
The photoelectrochemistry of metallo-octacarboxyphthalocyanines (MOCPc, where M = Zn or Si(OH)2) integrated with MWCNTs for the development of dye-sensitized solar cells (DSSCs) is reported. The DSSC performance (obtained from the photo-chronoamperometric and photo-impedimetric data) decreased as ZnOCPc > (OH)2SiOCPc. The incorporation of the MWCNTs on the surface of the TiO2 film (MOCPc–MWCNT systems) gave higher photocurrent density than the bare MOCPc complexes. Also, from the EIS results, the MOCPc–MWCNT hybrids gave faster charge transport kinetics (approximately three times faster) compared to the bare MOCPc complexes. The electron lifetime was slightly longer (ca. 6 ms) at the ZnOCPc systems than at the (OH)2SiOCPc system (ca. 4 ms) meaning that the presence of the MWCNTs on the surface of the TiO2 film did not show any significant improvement on preventing charge recombination process
The effect of selected cultural and initiative activities on the attitude of first year students towards ethnicity in a multicultural institution
Thesis (MA)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: In 1994 the Durban College of Education, that used to be an all white Afrikaans-medium
institution, changed to a multicultural institution with Afrikaans and English as medium of
instruction. The author, other lecturers and teachers of all races have not been
educated to teach from a multicultural perspective and due to stereotyping and
prejudices which were still dormant, a great need arose to address the cultural diversity
of the college. This diversity lead to differences in culture, which lead to conflicts and
may even have been responsible for poor academic achievements.
As a lecturer at the Durban College of Education, the author became interested in
whether selected initiative and cultural activities could foster a positive self-concept and
a positive attitude towards other students of the same ethnic group, as well as towards
students of other ethnic groups. The author agreed with De Klerk and Labuschagne
(1995) that cultural differences have a great impact on the life, personal development
and academic achievements of the students at a multicultural institution of higher
education. The author also believes that students should be guided (Wasserman, 1997)
in how to perceive themselves and other students of all ethnic groups. This will assist
them. to achieve a successful academic career (Greyling, 1997) without wrong
perceptions, stereotyping and prejudices (Van der Walt, 1991).
The subjects for this study (N=127) were all first year students at the Durban College of
Education. The group was comprised of black students (n=24); white English speaking
students (n=58); white Afrikaans-speaking students (n=34) and Indian students (n=11)
(see table 3 page 43).
A pre-test was administered to determine the initial status of the subjects. An
intervention programme followed and a post-test was administered directly after the
intervention programme (see chapter 4). A follow-up test was administered three
months later to determine the influence of the daily college routine on the self-concept
and attitude towards ethnicity of the subjects. A control group (N=30) also completed
the three questionnaires. The control group did not follow the intervention programme. Adolescent Sport Self-concept Scale of Smith (in Paterson 1991) and an ethnic attitude
scale, was administered. The ethnic attitude scale was based on the ethnic attitude
scales used by Paterson (1991) and Pretorius (1978). This ethnic attitude scale was
adapted to adhere to the needs of this study. The data were computerised; at-test
statistic and a Duncan's multiple range test were applied to determine if there were
significant differences.
By comparing the results of the experimental group with that of the control group, it was
evident that after the intervention programme, there was a significant positive change
(p<O.01) not only in the self-concept of the first year students, but also in the attitude of
these students towards students of the same ethnic group, as well as towards students
of other ethnic groups. The same results were evident after the three-month period in
which no special treatment had been administered. To ensure similar positive effects in
the future, a follow-up programme, similar to the intervention programme, would be
necessary.
The intervention programme accordingly served its purpose as part of the orientation
programme well. There are, however, many changes to be made to suit the needs and
requirements of other institutions that would wish to use similar programmes. The
dynamic interaction of energetic facilitators is essential. If possible, the facilitators
should come from the student body to create more interaction within the student
community.AFRIKAANSE OPSOMMING: Die Durbanse Onderwyskollege wat voorheen 'n inrigting vir Afrikaanssprekende
blankes was, het in 1994 na 'n multikulturele inrigting verander met beide Afrikaans en
Engels as voertale. Die skrywer, baie ander dosente en onderwysers van alle rasse is
tans nog nie geskool om vanuit multikulturele perspektiewe te onderrig nie. 'n Groot
behoefte het ontstaan om die kulturele diversiteit van die kollege aan te spreek
aangesien stereotipering en vooroordele nog steeds onder die studente voorgekom het.
As 'n dosent aan die Durbanse Onderwyskollege, het die skrywer gewonder of
uitgesoekte inisiatiewe en kulturele aktiwiteite 'n positiewe verandering in die houding
van die eerstejaarstudente teenoor die self, teenoor studente van dieselfde etniese
groep, sowel as studente van ander etniese groepe sal hê. Die skrywer stem saam met
De Klerk en Labuschagne (1995) dat kulturele verskille 'n groot uitwerking op die lewe,
persoonlike ontwikkeling en akademiese prestasie van studente het. Hy glo ook dat
studente gelei moet word (Wasserman, 1997) in hul beskouing van hulself en studente
van alle rasse, sodat hul akademiese loopbaan nie skade moet lei onder verkeerde
persepsies, stereotipering en vooroordele nie. Hierdie verskille kan ly tot swak
akamiese prestasies (Greyling, 1997) en kulturele konflik (Van der Walt, 1991).
'n Voortoets is afgeneem om die aanvanklike houding van die proefpersone te bepaal.
Die proefpersone van die eksperimentele groep het onmiddellik na die voortoets 'n
intervensieprogram gevolg. Direk na die intervensieprogram is In natoets afgeneem om
die invloed van die intervensieprogram te bepaal. 'n Verdere opvolgtoets is drie maande
na die intervensieprogram afgeneem om te bepaal hoe blywend die veranderde
houding van die proefpersone was. Die - proefpersone (N=127) was almal
eerstejaarstudente aan die Durbanse Onderwyskollege en het bestaan uit; swart
studente (n=24), blanke (Engelssprekende) studente (n=58), blanke
(Afrikaanssprekende) studente (n=34) en Indiër studente (n=11). 'n Kontrole groep
(N=30) het ook die drie toetse afgelê. Hulle het nie die intervensieprogram gevolg nie.
Die toetse was in die vorm van 'n vraelys wat gebaseer is op die Selfkonsepskaal van
Coopersmith (1967) asook die Adolesente Sport-selfkonsepskaal van Smit (in Paterson, 1991). Die vraelys het ook 'n aangepaste etniese houdingskaal ingesluit wat op die
vraelyste van Paterson (1991) en Pretorius (1978) gebaseer is. Hierdie houdingskaal is
spesiaal aangepas om aan die spesifieke behoeftes van hierdie studie te voldoen. Die
data is deur 'n rekenaar verwerk. 'n T-toets en Duncan se veelvuldige omvangtoets is
aangewend om enige beduidende verskille te bepaal.
Deur die resultate van die eksperimentele met die resultate van die kontrole groep te
vergelyk, het aan die lig gekom dat daar 'n beduidende (p<O.01) positiewe verandering
in die selfkonsep, en in die houding teenoor etnisiteit van die proefpersone in die
eksperimentele groep was. Die positiewe verandering was na die drie-maandetydperk
na die intervensieprogram nog steeds sigbaar.
Na aanleiding van die resultate van hierdie studie, het die program sy doel as deel van
die oriëntasieprogram van die eerstejaarstudente aan die Durbanse Onderwyserskollege
gedien. Daar behoort egter baie veranderinge aangebring te word ten einde die
program te verbeter, sou enige ander inrigtings soortgelyke programme wil gebruik. Eie
inisiatiewe en kulturele aktiwiteite moet gebruik word om aan hulle spesifieke behoeftes
te voldoen. Die sukses van so 'n program sal van die dinamiese en energieke
aanbieding van die fasiliteerders afhang. Die fasiliteerders moet verkieslik vanuit die
studente leierskorps kom om sodoende die verhouding in die studentegemeenskap te
versterk
A physical education curriculum enriched with indigenous Zulu games for improved social development through cross-cultural interaction
The article is based on a study which was aimed at enriching the physical education curriculum with indigenous Zulu games for the promotion of cross-cultural interaction between the learners in the multicultural classroom. Therefore, it was necessary to assess these indigenous Zulu games' potential in obtaining overt educational outcomes related to the cognitive, affective, psychomotor and social development of the learners. Quantitative and qualitative data were triangulated to constitute context and gather data from isiZulu-speaking participants (N=274). A sample of 217 grade seven learners and 57 adults participated in the research. The dissemination and presentation of indigenous Zulu games as means for reaching educational outcomes hold significant potential and value for curriculum enrichment and social inclusion in the South African school context.http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&next=ej/ej_content_linga.html&bad=error/authofail.htm
Experiences of sport coordinators in a physical education professional development programme
Physical education (PE) is an essential component of the school curriculum. However, studies show that many facilitators responsible for the delivery of PE in South African schools possibly lack the requisite specialist skills for effective PE delivery. Such facilitators can therefore be assisted with in-service training and professional development (PD) interventions to equip them with the relevant PE teaching skills. The purpose of this study was to analyse sport coordinators’ views about the attributes of effective development of non-specialist PE teachers or programme facilitators in South African schools. A qualitative interpretive paradigm was used to conduct a case study among 32 sport coordinators who taught Foundation Phase PE in 32 schools in the North-West Province of South Africa. The training model of PD was used to design the intervention, which included four different workshops held over one year. Data were obtained by using three semi-structured questionnaires, which were completed at different stages during the intervention and consequently analysed using the conventional content analysis approach. The most significant finding was that continuous training and support should not be considered as optional, but rather a necessity. Both the selection of content and pedagogy used to present the programme need careful consideration. Developing pedagogical content knowledge (PCK) experientially is critical. Modelling of practice and engaging the participants in carefully designed practical activities to demonstrate theoretical principles is preferable compared to the traditional lecture method. Thus, teachers should be assisted, not only to grasp concepts associated with PE as a learning area, but also to develop the pedagogic insight needed to adapt their teaching strategies to the instructional settings in which they find themselves.
Keywords: Physical education, sport coordinators, non-specialist physical education teachers, physical education programme facilitators, professional development
Pre-service teachers' perception of values education in the South African physical education curriculum
Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons
Values-based Physical Education for the intermediate schooling phase in a diverse South African context
Participation in physical activity, Physical Education (PE) and sport has been recognised as a
powerful learning tool for education, providing a universal language for contributing to
valuable life principles. Values-based education implies that learners are educated about the
aspects determining their behaviour. Values-based PE, physical activities and sport have the
potential to transcend diversity and achieve cohesion, promote tolerance and trust and affirm
respect between individuals and communities. The goal of PE can be to contribute to the
acceptance of the infinite qualities of South Africa’s diversity and to claim the country’s
diversity as a source of strength that forms a bond of a common set of values. There has been
a global change in the interaction of learners with their environment; their lives are shaped by
forces that do not necessarily assist them to learn and apply values. A PE programme infused
with the values of Olympism and Ubuntuism can offer an investment in individual and
societal improvement as the co-evolutionary interaction of these values and how they affect
each learner can add to the celebration of human diversity. The question this study set out to
answer was how can PE be used as a tool to teach values. Thus, the study aimed to inform the
development of a values-based PE programme for the intermediate schooling phase. This
qualitative study, from a constructivist paradigm, has enhanced the understanding of
individuals’ cultures, beliefs and values, human experiences and situations. Purposeful
sampling, of 10 intermediate phase teachers from five different public primary schools sought
information-rich cases. The theoretical perspectives of the experiential learning theory were
applied to teaching PE during in-service PE teacher training workshops. The process was
documented by collecting data from multiple sources. Participatory action research was used,
determining how data were collected, analysed and presented on an ongoing, cyclical basis.
This study developed material for the intermediate phase PE curriculum that underpins the
values of Olympism and Ubuntuism as core values, which were modelled by teachers and
guided their work. The PE programme included key elements of and aligned with the study
aims of the subject Life Skills. The outcomes of using PE as a tool to teach values propose
recommendations to the Department of Basic Education of South Africa, to improve and
implement a quality PE curriculum that is applicable to practice and that will optimise the
chances of meeting National Curriculum Statement standards. Further research is
recommended on the rest of the intermediate phase PE curriculum over the entire year, which
includes other movement phenomena infused with values
Profiling elite/high performance sport athletes with impairments at selected South African universities
Worldwide, universities have increasingly become hubs for high performance sports, as student-athletes enter the latter phase of the long-term athlete development process (LTAD). Within the South African context, several universities have and continue to play a significant role in the training and preparation of numerous participants for high level competition. This paper profiles the sport delivery practices for elite (high performance) AWI (Athletes with Impairments) across five South African universities. A descriptive, mixed-methods approach generated three data sets gathered through questionnaires, semi-structured interviews and document analysis. Data was captured from high performance AWI and top management of the university sports structures featuring AWI. Elite sport for AWI featured three different delivery models identified as ‘separate’, ‘integrated’ and ‘hybrid’ approaches. Of the five sampled institutions, only three have elite AWI totalling 30 athletes across 10 sport codes. Some of these institutions have successfully contributed to and supported elite AWI, who have excelled at provincial, national and international levels. Findings from this study also expose how AWI are still largely under-represented in elite sport across sampled institutions as reflected in the relatively low participation numbers.Keywords: Athletes with impairments; Universities; Elite sport; Paralympic Sport