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The effect of a health promotion intervention on Grade 1 to 3 learners' psychosocial well-being
Dissertation (MEd)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613565502881792 |
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| access_status_str | Open Access |
| author2 | Botha, Karien |
| author_browse | Botha, Karien |
| author_facet | Botha, Karien |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/70047 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:09.710Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/70047 The effect of a health promotion intervention on Grade 1 to 3 learners' psychosocial well-being Botha, Karien u25146956@tuks.co.za Ferreira, Ronel Williams, Elisma UCTD Grade 1 Grade 3 School-based intervention Learner wellbeing Emotional wellbeing School communities Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2018. This study forms part of and involves the analysis of data from an existing NRF-funded broad research project. The broader project, which has been conducted in collaboration with Fordham University in New York City (USA), aimed to facilitate social change through a school-based intervention that focused on physical fitness, psychosocial well-being and healthy eating habits of young learners. The current study involves the investigation of the effect of the intervention on the psychosocial well-being of the Grade 1 to 3 learners who participated. For the purpose of the current study, I followed a quantitative methodological approach, relied on a post-positivist epistemological perspective and implemented a secondary data analysis research design. I analysed the psychosocial well-being sections of the Nutritional Habits, Physical Activity and Well-being (NPWB) questionnaire, the Kid-KINDL® as well as the Feelings questionnaires by making use of descriptive and inferential statistics. I specifically made use of the Wilcoxon signed-rank test. For many of the items included in the three questionnaires, the results remained relatively constant prior to and following the intervention. As such, the results of the study indicate that the health promotion intervention did not have an overall positive effect on the psychosocial well-being of the respondents, despite certain areas of functioning being affected by the intervention. It was namely found that an increased number of learners felt angry more often, were bored more often, and felt calm less often following the health promotion intervention. Learners reportedly also had fun and laughed less often after the implementation had been implemented. More learners felt excited more often after the intervention in relation to before its implementation. In addition, more of the learners felt content at home more often following the health promotion intervention than prior to implementation. Based on the findings of the current study and differences between these and those obtained from the qualitative measures that were implemented as part of the broader project, I can conclude that the use of quantitative measures with young children needs careful consideration. Specific regard should be given to learners’ developmental level, as well as age and language proficiency when using quantitative measures. Any quantitative measure should also be standardised for the context it is intended for, in order to yield reliable and valid results. Finally, practitioners are encouraged to include qualitative measures in supplementation of standardised quantitative measures when doing research with young children in at-risk school community contexts. es2026 Educational Psychology MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2019-06-02T11:39:55Z 2019-06-02T11:39:55Z 2019/04/16 2018 Dissertation Williams, E 2018, The effect of a health promotion intervention on Grade 1 to 3 learners' psychosocial well-being, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/70047> A2019 http://hdl.handle.net/2263/70047 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Grade 1 Grade 3 School-based intervention Learner wellbeing Emotional wellbeing School communities Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 The effect of a health promotion intervention on Grade 1 to 3 learners' psychosocial well-being |
| title | The effect of a health promotion intervention on Grade 1 to 3 learners' psychosocial well-being |
| title_full | The effect of a health promotion intervention on Grade 1 to 3 learners' psychosocial well-being |
| title_fullStr | The effect of a health promotion intervention on Grade 1 to 3 learners' psychosocial well-being |
| title_full_unstemmed | The effect of a health promotion intervention on Grade 1 to 3 learners' psychosocial well-being |
| title_short | The effect of a health promotion intervention on Grade 1 to 3 learners' psychosocial well-being |
| title_sort | effect of a health promotion intervention on grade 1 to 3 learners psychosocial well being |
| topic | UCTD Grade 1 Grade 3 School-based intervention Learner wellbeing Emotional wellbeing School communities Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/70047 |