The effect of gross motor stimulation on gross motor proficiency of Grade R learners in a low-resourced environment
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Date
2021-11
Authors
Mathews, Chante Elizabeth
Journal Title
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Publisher
University of the Free State
Abstract
Introduction: Motor development has been reported as a crucial part of learners’s overall development and is interweaved into many different fascist of the growing child. In addition, the growth and development of young learners can be influenced by many factors, with nutrition and the surrounding environment being highlighted as major contributing factors. Grade R learners in South Africa are typically five – six years of age and are expected to perform certain tasks and skills as set out by the National Curriculums and Assessment Policy Statement (CAPS). In the CAPS, specific motor skill tasks are identified which needs to be mastered by the Grade R learner. The development of Grade R learners’ motor skill ability will influence the motor skill foundation they start Grade 1 with. Exploring Grade R learners’s motor proficiency levels and growth status in low resourced environments will enable the identification of possible delays, and consequently provide direction for future interventions. Aims: This study aims to answer three questions. Firstly, what is the gross motor proficiency of Grade R learners in a low-resourced environment? Secondly, using the anthropometric profile of the participants, does stunting influence gross motor proficiency? Lastly, will a gross motor stimulation program have an impact on the gross motor proficiency of Grade R learners in a low-resourced environment? Methodology: This study was conducted in a low resourced town in the Southern Free State in South Africa. The participant group included Grade R learners (four to six years old). The study consisted of a pre-test, intervention and post-test. During the pre-test 57 learners with a mean age of 5.2 years (SD=0.33) were evaluated, of which 36 were girls (62.1%) and 21 were boys (37.9%). Motor proficiency was evaluated using the Bruininks-Oseretsky Test of Motor Proficiency, second edition. Anthropometric data collected consisted of height, weight, body mass index (BMI) and upper-arm circumference. After concluding the pre-test, the experimental group (n=18) participated in an 18 week gross motor intervention, specifically designed by the researcher to aid in the gross motor development of Grade R learners. Teachers were equipped to present the gross motor intervention in a set out free-play period. After the intervention concluded a post-testing was conducted. The motor proficiency of 49 participants was again measured. Results: The anthropometric profile of the participants indicated a mean average height of 107.3 cm, weight of 17.3 kg, BMI of 15.03 kg/m² and upper arm circumference of 15.6 cm. These measurements were slightly lower than the indicated norms by the World Health Organization. When the anthropometric profiles were compared to the norms of malnutrition, two (3.5%) out of the 57 participants were underweight and nine (15.5%) were stunted. The motor proficiency results identified upper-limb coordination (17.5%) and running speed and agility (15.7%) as gross motor skills that participants struggled with. In regards to balancing skills, 50.8% of the participants scored mainly on or above standard. No statistically significant gender differences were found with regard to motor proficiency. When comparing the pre- and post-test data of the experimental and control group, no statistically significant differences were found. Small increases were noted in the running speed and agility (control = 14.9 vs 17.9; experimental = 15.1 vs 16.9) and upper-limb coordination (control = 15.96 vs 17.1; experimental = 15.5 vs 17.8) subtests’ standard mean scores. Conclusion: Grade R learners in low resourced environments portray anthropometric measurements below standard norms, and although their balance skills were adequate, below average upper-limb coordination, and running speed and agility were noted. Although the gross motor intervention program did not yield any statistical significant improvements, a need was identified to better equip teachers to be able to deliver meaningful gross motor stimulation.
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Keywords
Dissertation (M.A. (Human Movement Sciences))--University of the Free State, 2021, Gross motor skills, Stunting, Low resourced environment, Anthropometry, Gross motor intervention, Motor proficiency