| Summary: | At the beginning of this thesis it was mentioned that God
created man in a unique way, namely as an integrated body-soul-being, to His image with the instruction to rule the
earth. According to this assignment man is therefore involved in his corporeality since he is also corpulently created to this image.
Although this study is concerned with physical preparedness,
continuous consideration should be given to man as an
integrated body-soul-being.
This point of view necessitates a proper definition of the
concept "physical preparedness". Accordingly the concept
"physical preparedness" is eluoidated with the related
concepts "preparedness", "physical preparedness", "mental
preparedness" and "moral preparedness". "Physical preparedness" is seen as an integral component of man's total preparedness equipment. Furthermore it concerns man's physical
welfare and involvement with all aspects of his being. The
point of view that physical preparedness is an integral and
indispensable part of the total preparedness equipment, is
related to the first problem of this study, namely that when
making the child physically prepared he is involved as a
person in totality. In other words he is present as a physical-moral being.
The need for educational institutions to become involved in
physical preparedness programmes arises from the fact that
man is no longer physically fit because there are a number of
factors within modern society which hamper the physique of
man.
Education must also take into consideration that mismanagement of leisure time also threatens man's standard of physical preparedness.
Education furthermore has to find ways in which youth can become involved and will be made prepared.
The abovementioned problems lead to the objectives of this study,
namely to point out that physical preparedness is an integral part of every person's preparedness equipment and as such will constitute part of the total preparedness program
at educational institutions.
To achieve these objectives with this investigation and to
place physical preparedness in an educational perspective
it was firstly regarded necessary to provide; by way of a
literature study, views of various commentators on the subject.
Secondly questionnaires were implemented and interviews were
conducted to determine from the attitude of practising teaching personnel, whether a need for a physical preparedness
program exists. Finally a functional physical preparedness
program is introduced on an inductive basis.
Since the education system discussed in this thesis is Christian
by nature, physical preparedness is also discussed from a
Christian-Calvinistic point of view and founded on Biblical
preparedness knowledge. Biblical views and revelations
about the reality of man's physical existence are used as
points of reference.
Man in totality was created to God's image not man's soul,
or his spirit, or his body, or any aspect of his being which
was created to God's image, but man himself. This means that
man's body is a likeness of God's body and therefore must continually be related to God and His actions. The fact that the Bible refers to man's body as the temple
of the Holy Ghost, places a tremendous responsibility on
the shoulders of every Christian educator. This view undoubtedly gives priority and status to physical education and physical preparedness in education. Everywhere in the Bible
man is presented as a being in whom soul and body are inseparably joined to the innermost being. This points to the fact that man does not have a body (and a soul), but that
he is his body (and soul). It is important for the educator
to know that man, according to Biblical terms is also an integrated and complete unity that cannot be divided dualistically into material and spiritual functions.
It is essential for the physical preparedness educator to
believe that the human body has a glorious eternal destination in the Kingdom of God. With the belief in the resurrection of the flesh education and training has a definite responsibility to bring home a positive religious physical consciousness to its pupils.
According to the Bible man is indebted to God for the rendering of physical service. The physical preparedness educator
must also accept it as his task to educate the child in deep
dependence on submission and responsibility to God for true
rendering of service.
Faith is therefore a primary requirement for physical preparedness. It is seen as a prerequisite with respect to all
the essences of physical preparedness. Various authors agree
that physical fitness is the foundation of physical preparedness while emotional fitness, mental fitness, spiritual fitness and social fitness are also described as essential
for effective physical preparedness.
Health relation to the physical, spiritual, mental and social
abilities of man is regarded as an equally important essence
of physical preparedness. It is essential that every youth
and adult should regard physical health as his/her personal
responsibility. The school in conjunction with the parental
home has an important role to play in the provision of health
education to bring about a healthy and prepared nation.
Thorough knowledge of the structure and functioning of the
body as well as a knowledge of all the basic essentials of
physical preparedness are regarded as imperative for the
actualisation of physical preparedness in the life of man.
A positive attitude, outlook on life and convictions with regard to
physical preparedness are seen as additional requirements for
the manifestation of physical preparedness. It is the responsibility of educators to literally lead the youth to obtain out
of own desire, a physically prepared style of life.
The own acceptance of responsibility for the actualisation
of physical preparedness of the self is also described as a
fundamental feature.
Since learning activities and behaviour are influenced by
motivation, it is seen as an indispensable prerequisite for
physical preparedness. Motivation is an internal process that
can serve to rouse physical preparedness. Optimal motivational
possibilities must be built into the physical preparedness pro=
gram in order to enrich the preparedness equipment of the child.
Physical preparedness is not automatically brought about
it is a dynamic event closely related to or influenced by
the individual's personality and character. Personality
development and character shaping are also described as primary
requirements for physical preparedness.
Before an actual structure was introduced according to which
these physical preparedness essences can be realised, it was
considered necessary to review the historical course of physical preparedness after the implementation of the youth preparedness program and also to look at physical preparedness in the current education system.
According to the findings of the historical investigation
physical preparedness had already been viewed as an important
component of youth preparedness even before the introduction
of the youth preparedness program. In 1968 the Committee of
Teaching Heads already accentuated the development of basic
physical and moral preparedness as objectives of preparedness.
This committee recommended that physical preparedness should
form part of the physical education program.
It was, however, found that since the physical preparedness
program was introduced in 1971 there has been no evidence of
a physical preparedness program or of physical preparedness
as a component of the youth preparedness program. Physical
preparedness has, however, been continuously characterised
as important. The establishment of the "Preparedness Year"
and the "Health Year" in 1979 naturally also accentuated the
importance of physical preparedness.
The investigation into physical preparedness does not imply
that no physical preparing is done at schools; it has on the
contrary been established by means of questionnaires that
teachers are of the opinion that satisfactory physical preparing does occur.
It has been established that teachers who completed questionnaires are exceptionally positive about the introduction of
a physical preparedness program. They also regard the actualisation of all aspects of physical preparedness as very important. It can be concluded that they regard physical preparedness as an integral part of man's preparedness equipment.
They also regard it as essential that man has to be prepared
against the negative results of the modern ease-loving way
of living on his physique. Teachers attach much importance
to the input of education authorities and of everyone else
concerned with the education and involvement of all pupils
in physical preparedness at school.
In the exposition of the task of the teacher in preparing the
child physically, it is important to stress that it is a
highly demanding task. To lead the toddler who is to a great
extent physically unprepared to become a completely physically prepared school-leaver demands a lot of all concerned.
Specific aims of physical preparedness have to be achieved
before the child is physically prepared. These aims are
thoroughly formulated and cover a wide spectrum. In the
first place it is pointed out that physical preparedness
constitutes an integral part of the general aims of teaching,
namely to reach adulthood and become a fully mature citizen.
Secondly the specific aims of physical preparedness are based on
the following: physical considerations mainly comprising all
man's physical abilities; health reasons that among others
include the promoting of health and healthy ways of life;
spiritual considerations comprising the strengthening of the
belief in the Biblical preparedness knowledge with regard to
the physique; psychological considerations comprising the raising of specific moral aspects that are related to physical
preparedness; social considerations that among others include
increasing social acceptance and promoting mass participation.
In order to propose a new structure through which these aims
can be realised it is necessary to look critically at the
present situation first. Then it can be determined, if this
is the case, why physical preparedness does not come into its
own.
According to the South African Defence Force, heads of departments at teachers' training colleges, the HSRC snort investigation and superintendents of education, the contribution to
physical preparedness is at present inadequate and the
"product" that leaves school does not comply with expectations.
Many shortcomings exist in the presentation of physical preparedness, extramural sports and youth preparedness with regard to physical preparedness. There does, however, exist
satisfactory opportunity within the present teaching situation
to fully equip the child as physically prepared. The foundation for physical preparedness must already be laid during the important first five years of the child's life. It is
the responsibility of education, to provide guidance to
parents, so that they, in co-operation with the nursery school
can help the child to reach school readiness with regard to
his physical maturity. This co-operation with the parents
must be kept up continuously, it must also be extended to
other sectors of society since the school cannot on its
own be responsible for a physically prepared youth.
In educational context it is especially the teacher who
is important, because he influences the child with his enthusiasm and example to physical preparedness. All teachers
can contribute to physical preparedness, but some are in a more
favourable position, because of the specific nature of the
contents of certain subjects.
It is especially the physical training teacher who has unparalleled opportunities to influence and motivate the
children for physical preparedness due to the unique contact
he has with pupils. The physical training teacher can endeavour to realise all the aims of physical preparedness, and especially those that are formulated on physical grounds are
to be pursued.
The subject "health education" offers the teacher the opportunity to lay health as foundation of physical preparedness.
He can inspire the children to maintain a high standard of
personal health.
The Christian religious instruction teacher's task is to
convey the Christian outlook on life with regard to man's
physical existence to the child by means of religious instruction. The teacher has to encourage the child to serve God
gratefully with his body.
Through his subject the biology teacher can heighten the
child's understanding, perception, respect and appreciation
of his body. In the history class the pupil's attention must
be drawn to the important role that a healthy and strong
body has played throughout the ages in the survival of
his ancestors.
The language teacher has to compel the child to self-tuition
with regard to certain aspects of physical education.
The extramural program is regarded as a very important area
for physical preparedness. When extramural activities are
handled systematically and correctly they can make a justifiable contribution to the physical preparedness of the child.
The sport program especially has educational possibilities for
the physical preparedness teacher. Sport has a potential
educational power which gives the teacher the opportunity
in conjunction with the physical education teacher to pursue
all the aims of physical preparedness. The major task of
the teacher is to involve all the pupils and to direct
their attitudes in such a way that participation in sport
will form an integral part of a healthy Christian and physically prepared life style.
The cultural societies at school also aim to develop the
child in totality. These societies must therefore also
take the foundations for physical preparedness into consideration and make a contribution to the development of a healthy
body and a healthy way of life.
Well planned recreational programs, in which especially the
non-achiever in sport is involved has to be introduced at
schools. It has to provide in the need for involvement and
offer the opportunity for the development of the child's
physical abilities.
The component "physical preparedness" must be added to the
youth preparedness program in the same way as the "moral
preparedness" component. This means that it will not
be reduced to only physical activities, but that it will be
part of the total preparedness action in which every teacher
and every educational act (where possible) will continuously
be mindful of and directed at physical preparing. The head
of department for educational guidance and the headmaster
must take care that all the aspects of physical preparedness
are co-ordinated and consolidated. Certain periods, as part
of the component "physical and moral preparedness", must
be incorporated in the section "physical preparedness" in order
to impart the necessary theoretical knowledge to the child.
By confronting the child with challenges concerning his physique the veld-school can provide him with the opportunity
to discover his physical abilities and to use these in the
solution of problems with which he is confronted. He also
discovers that others are dependent on his physical conduct
and his attitude to venturing.
The importance of spending leisure time is also realised.
The school must motivate, shape his attitude and supply the
necessary help and knowledge with regard to useful spending
of leisure time. By educating pupils to voluntarily partake
in swimming, tennis, jogging, mountaineering, exercise, cycling
and other recreational activities during their leisure hours
during school term and also during holidays, the school can
contribute to the establishment of lasting physical preparedness patterns.
In conjunction with the abovementioned physical preparedness
actions taken by primary and secondary teaching institutions,
the tertiary institutions must extend on what already has
been done. It is the responsibility of the college and
the university, acting in the interest of a country and its
people, to see that every student who completes his studies
will do so as a physically and morally prepared adult.
The tertiary institution has the special task to fully train
the teaching student to efficiently and professionally prepare
his pupils physically.
This investigation has accentuated the need for and the importance of physical preparedness as an integrated facet of
man's preparedness equipment. Modern society with its ease-loving
life style makes the implementation of a physical
preparedness program by educational institutions imperatively
necessary.
Through the input of educational authorities and the contributions of all those concerned with education and training as
well as the involvement of all pupils, the youth of
South Africa can be guided, formed and trained as totally
rounded off, fully equipped, mature, physically and morally
prepared adults and citizens. === Proefskrif (DPhil)--PU vir CHO, 1985
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