Die groepstelsel in liggaamlike opvoeding op Transvaalse middelbare skole / Willem Gerhardus Pienaar

• Main Author: Pienaar, Willem Gerhardus
• Language: other
• Published: Potchefstroom University for Christian Higher Education 2013
• Online Access: http://hdl.handle.net/10394/9445

(a) In order to enable the child to develop to his maximum ability, it is essential that the presentation of physical education at secondary schools be organized in such a manner• that full utilization of available time is ensured. The aim of this investigation is therefor firstly to ensure the full utilization of available time, by implementation of teaching aids in the presentation of the lesson, resulting in the maximum development of the pupils ability; to activate reasoning in the mind of the child by the application of the principles of self-activity; to provide through evaluation and reward the desired stimuli leading to self-activity; to give a historical review of the application of methods in physical education in other countries as well as at Transvaal secondary schools. (b) A review of the methods in physical education applied in other countries, brings to light the existing diversity. (c) Up to the end of the eighteenth century, physical education was mainly practiced by societies not connected to schools. It was only after the beginning of the nineteenth century that physical education rose as a school subject. (d) The educational methods in physical education as employed in Germany and the Scandinavian countries particularly, had a marked effect on the method of teaching physical education at Transvaal secondary schools. (e) During the period 1903 to 1954, little attention could be given to the method of teaching physical education at Transvaal secondary schools, due to numerous obstacles which had first to be eliminated. As a result of action taken by the authorities and certain individuals, and the po9itive approach regarding phys1cal education of the Transvaal Education Department, many of the obstacles had been removed by the end of 1954. (f) The appointment in a permanent capacity of a Subject Inspector for physical education in 1954 was a step in the right direction. Since then and especially after the appointment of two more Subject Inspectors in 1957 physical education has progressed rapidly. Since then, specific attention has been given to the institution of a uniform method of teaching physical education at secondary schools. In 1954 the Transvaal Education Department officially prescribed the group system method for secondary schools. (g) The influence of the Austrian system of teaching physical education as employed by Gaulhofer and Streicher, and that of the German physical educator, Jahn, is clearly perceptible in the method presently applied at Transvaal secondary schools. (h) By implementation of teaching aids in the presentation of the lesson, it is possible to fully utilize the time available and to enable the pupil to develop to his maximum ability in the framework of a heterogeneous group. 2. Conclusions. The investigation leads to the following conclusions: 1. The methods fo teaching applied in the different countries are divergent and are adapted to provide in the particular needs of the specific country. 2. The method of teaching at present applied at Transvaal secondary schools has been affected by the Austrian and German manner of presenting the lesson. However, it has to a great extent been modified to adapt to the specific needs of the teaching of physical education at secondary schools in Transvaal. 3. The absence of a Subject Inspector in a permanent capacity for physical education was a definite limiting factor that retarded the progress of physical education in the first half of this century. 4. The appointment in a permanent capacity of three Subject Inspectors for physical education in the fifties, resulted in the fact that physical education progressed more rapidly during the past decade than in the whole first half of this century. 5. The positive approach and policy of the Transvaal Education Department regarding physical education at Transvaal secondary schools, creates a most favourable atmosphere and very favourable conditions for the teaching and advancement of physical education as a school subject. 6. By the implementation of teaching aids in the present method of teaching at secondary schools, the time available for physical education can be utilized more fully and the pupil is thus offered the opportunity to develop, by self-activity in the framework of a heterogeneous group, to his maximum ability. 3. Subjects for further research. In the exposition of this investigation, certain problems justifying subsequent study and exploration arose: 1. A justifiable investigation that could be attempted would be to ascertain whether the group system is the most suitable form of lesson presentation in secondary schools. 2. The question whether gymnastics as a facet of physical education is not being over-emphasized in the programme of Transvaal secondary schools, justifies further research. 3. Furthermore it can be determined by means of research, whether it is possible with the present allocation of time for physical education at secondary schools, to bring the pupil up to the standard required by the prescribed syllabus. 4. It can also be determined to what extent physical education at schools contributes to improving the physical fitness of the pupil, === Thesis (MEd)--PU vir CHO