1887

n African Journal for Physical Health Education, Recreation and Dance - Influence of an 8-week kinderkinetic movement programme on the scholastic performance of children aged 6-8 years

Volume 21 Number 4.2
  • ISSN : 1117-4315

Abstract

The potential influence of a movement programme on academic performance in children appears to be underestimated. Movement is essential to education and can be regarded as one of the doorways to a child's scholastic performance. We are increasingly interested in the importance of movement because there seems to be a positive interchange between the brain and the body. This study reports on the potential influence of a kinderkinetic intervention programme on the scholastic performance of children aged 6-8 years. Children were selected from schools in the northern Zululand area of KwaZulu-Natal, South Africa and divided into an experimental and a control group, each comprising 12 children, who were given a pre-test and a post-test based on the Bruininks-Oseretsky Test for Motor Proficiency (BOMTP) and the Quick Neurological Screening Test (QNST) to assess their motor proficiency and gross motor skills. A questionnaire familiar to the class room teacher (Connor Behaviour) was also used to observe the children's behaviour. The experimental group was subjected to an eight week kinderkinetic movement programme while the control group continued with their usual daily programme. The children in the experimental group showed a relative improvement in scholastic performance and motor proficiency. There was a significant correlation (r=.36, p≤ 0.05) between motor proficiency scores and scholastic performance of children in the experimental group. There was a meaningful relationship (r=0.55, p=≤ 0.05) between motor proficiency scores and the scores obtained on the Conner Classroom Behaviour Questionnaire. There was a significant relationship (r=0.49, p ≤ 0.05) for the control group and a negative correlation of (r 0.49 p ≤ 0.10) for the experimental group. The study demonstrated that there is a positive relationship between motor proficiency scores and the scores obtained on the Conner Classroom Behaviour Questionnaire.

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/content/ajpherd/21/Issue-42/EJC182295
2015-12-01
2019-10-14

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