Afrikaans: Die voortdurende veranderinge en vooruitgang wat in die
leefwereld van die kind aan die primere skoal waargeneem
word, stel gedurig nuwe eise aan die kind en die onderwyser.
Daadwerklike en verantwoordbare optrede sal verseker
dat die onderwysinhoud relevant en geskik gehou sal
word om doeltreffende opvoeding te verseker. Die veranderde
behoeftes van die leerlinge aan die primere skoal
het meegebring dat leerplanne aan tersiere opleidingsinrigtings
ook moes verander. Net soos alle ander vakgebiede
het ook die Liggaamlike Opvoedkunde voortdurende verandering
en vernuwing ondergaan. Die feit dat inligting oor die
ontwikkelingsgeskiedenis van die vak Liggaamlike Opvoedkunde
aan onderwyskolleges in Transvaal nie geredelik beskikbaar
is nie, was die stukrag van die navorsing in hierdie
verband.
Onderwyspraktyk, en in hierdie geval die ligaamsopvoedkundige
praktyk, kan alleenlik verbeter indien leerplaninhoude
voortdurend ge-evalueer en aangepas word. Daar bestaan
'n behoefte om te bepaal of leerplanne aan die onderwyskolleges
tred gehou het met die ontwikkeling van Liggaamlike
Opvoedkunde. 'n Historiese oorsig sal aandui
of die opleiding wat aan die onderwysstudent verskaf is,
hom voorberei het - en tans nog voorberei - vir die taak
wat aan hom gestel word as liggaamlike opvoeder in die
skoal.
'n Kart oorsig oor die ontwikkeling van departemente van
Liggaamlike Opvoedkunde aan onderwyskolleges bied 'n goeie
beeld oor die bydraes van persone en instansies ten opsigte
van leerplanontwikkeling.
Liggaamlike Opvoedkunde is nie slegs deur persone met onderwyservaring
aangebied nie. Die Suid-Afrikaanse Polisie en die Weerrnag het ook 'n rol gespeel in die opleiding van
leerkragte vir liggaarnlike opvoeding.
Verskeie Onderwyskornrnissies het ondersoek ingestel na die
stand van liggaarnlike opvoeding op die skole. Die belangrikste
hiervan was die Kornrnissie onder leiding van W J
Nicol in 1937. As gevolg van hierdie Komrnissie se aanbevelings
is dosente in Liggaarnlike Opvoedkunde op perrnanente
basis aan die onderwyskolleges aangestel. Dit met meegebring
dat Liggaamlike Opvoedkunde meer tot sy reg gekom het.
Die werk van die Nasionale Adviserende Raad vir Liggaamlike
Opvoeding het ook 'n groat bydrae gelewer tot die standardisering
van opleiding in Liggaamlike Opvoedkunde aan die
onderwyskolleges.
Nauer skakeling tussen universiteite en onderwyskolleges
het 'n nuwe didakties-pedagogiese benadering teweeg gebring.
In die ondersoek is daar gepoog om aan te dui waar
daar tekortkorninge in die huidige leerplanne bestaan.
Tans geniet die vak liggaarnlike opvoeding aan die primere
skool nie die respek of die aandag waarop dit aanspraak behoort
te maak nie. Hierdie situasie kan direk terug herlei
word na die opleiding van liggaamsopvoeders aan die
tersiere inrigtings.
Gevolgtrekkings en aanbevelings wat in hoofstuk vier aangetref
word, kan 'n bydrae lewer tot 'n beter fundering van
leerplaninhoude aan die onderwyskolleges. Dit sal 'n nuwe
benadering tot liggaamlike opvoeding aan die primere skool
teweegbring en die inskakeling van die liggaamspedagogiese
praktyk in die breere opvoedingsplan verseker.
The continual changes and development which can be observed
in the life-world of the child at primary school, demands
progressively more from the pupil and the teacher. Timeous
and accountable action will ensure that education content
is kept relevant and suitable to ensure effective education.
The ever changing needs of the primary school pupil have
given rise to changes in the curriculum at tertiary institutions.
Physical Education has also undergone changes
and improvements. The fact that information about the
historical development of Physical Education at colleges
of education in the Transvaal is not readily available,
has been the main reason for the undertaking of this
research.
Education practice, and specifically physical education
practice, can only be improved if syllabus content is
continuously evaluated and adapted. The need exists to
determine if syllabi at the colleges of education have kept
pace with the development of Physical Education.
An historical view will indicate not only whether the
training which a student teacher received prepared him
for the task which he was set as a teacher of physical
education, but also whether the training he currently receives
is an adequate prepara~ion for his profession.
A short history of the development of departments of Physical
Education at colleges of education in Transvaal gives
an indication of the contributions of individuals and institutions
to the development of Physical Education
curricula.
Students of Physical Education have not been trained by
educationists only. The South African Police and the Defence
Force have played a major role in the training of physical educationists in the Transvaal.
Various commissions of the Department of Education have
investigated the position of physical education at school
level. The most significant contribution came from the
commission headed by W J Nicol in 1937. Recommendations
made by this commission, led to the appointment of
lecturers in Physical Education at colleges of education
in a permanent capacity. This ensured that Physical
Education was firmly establised at the colleges. The work
of the National Advisory Board for Physical Education contributed
greatly to the standardisation of the training
of physical educationists at colleges of education.
Closer contact between universities and colleges of education
has led to a new didactic-pedagogical approach. In the
research shortcomings in the current curricula are indicated.
Currently Physical Education does not enjoy the
esteem and attention that it should receive at primary
schools. This situation is directly related to the training
of physical educationists at tertiary institutions.
Conclusions and recommendations which appear in chapter
four could contribute to a better founding of curriculum
content at colleges of education. Reaction to these recommendations
could lead to a new approach to physical
education at primary school level, and could ensure that
physical pedagogics become fully recognized as an integral
-facet of the broader educational spectrum.
