The effects of a kinder kinetic intervention programme on the motor proficiency levels and scholastic performance of children aged 6- 8 years
The effect of movement on academic performance is often underrated. Movement is essential to learning and can be regarded as the door to learning. Researchers argue about the importance of movement because there seems to be a positive interchange between the brain and the body. This study reports on the influence of a kinderkinetic intervention programme on the scholastic performance of 6-8 year old children. Children were selected from schools in the Northern Zululand area of KwaZulu/Natal. Two groups of children were used in this study (a control and experimental group) went through a pre-test and post-test using three test batteries. The experimental group was subjected to an eight-week kinderkinetic movement programme. The results indicate that the children in the experimental group showed an improvement in scholastic performance compared to the children in the control group. There was a significant correlation (r= 36, p£ 0.05) between motor proficiency scores and the scholastic performance of subjects in the experimental group. There was a meaningful relationship (r=-o.55, p<0.05) between the motor proficiency scores and the scores obtained on the Connor Classroom Behaviour Questionnaire. There was a significant relationship (r=-0.35, p< 0.05) for the control group and a negative correlation of ( r=-0.35, p<0.10) for the experimental group. Three of the four hypothesis were accepted.
Academic performance, Motor development, Kinderkinetic intervention programme
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