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dc.contributor.advisorPutter, W.J.
dc.contributor.advisorDu Randt, R.
dc.contributor.authorPienaar, Anita Elizabeth
dc.date.accessioned2009-03-16T08:25:12Z
dc.date.available2009-03-16T08:25:12Z
dc.date.issued1993
dc.identifier.urihttp://hdl.handle.net/10394/1454
dc.descriptionProefskrif (PhD)--PU vir CHO, 1994.
dc.description.abstractMotor disfunction leads to children experiencing a variety of educational problems like poor handwriting, poor reading and spelling, and difficulties with mathematics. These children merely always lack concentration, are figidty and show poor interaction with teachers and peers. They are often aggressive, timid and have poor self-esteem. It also happens that peers and parents reject them mainly because they don't understand their problem. Studies in various countries have revealed that 5 to 15% of normal children suffer from motor deficiencies. The first purpose of this study was lo establish the incidence of children in primary schools in Potchefstroom who suffer from motor deficiencies. The Pyfer test was used to achieve this goal. This was done by selecting on a random base 289 pupils between 6 and 9 years of age from 5 primary schools. The results of this pre-test indicated that 83% of these children have motor deficiencies. The results of a questionnaire which teachers had to complete regarding the secondary problems these children suffer from, indicate that class-teachers rate these children low or below average on 9 out of possible 10 variables tested. The second purpose of the study was lo establish whether an 8 weeks motor remedial program which was conducted for one hour per week, could rectify the problems of these children. Twelve children were selected for the experimental group which underwent the program, and was compared to a control group (n = 12) with similar motor problems, and another control group (n = 12) with no motor problems. Immediately after ending the motor remedial program, the experimental group was re-tested with the Pyfer test to establish the effect of the treatment. In-group differences (p < 0,05) showed that reflexes and associated reactions improved significantly. Equilibrium reactions showed no improvement, while eye function, vestibular function and bilateral integration improved, but not significantly. These results lead to the conclusion that the remedial program had an immediate effect on only reflexes and associated reactions,
dc.publisherPotchefstroom University for Christian Higher Education
dc.titleDie voorkoms en remediëring van groot motoriese agterstande by kinders in die junior primêre faseafr
dc.typeThesisen
dc.description.thesistypeDoctoral


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