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Teacher perceptions on adapting the implementation of the Win-LIFE health promotion intervention
Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613726722490368 |
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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 | © 2021 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 | Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/87940 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:44.121Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| 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:2263/87940 Teacher perceptions on adapting the implementation of the Win-LIFE health promotion intervention Botha, Karien almarie.jacobs@gmail.com Blom, Nicolaas Willem Jacobs, Almarie UCTD Adapting an intervention Implementation Perceptions Resource-constrained community Teachers Win-LIFE health promotion intervention Education theses SDG-03 Education theses SDG-04 Education theses SDG-17 Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020. This study explored teacher perceptions on adapting the implementation of the WinLIFE (Wellness in Lifestyle, Intake, Fitness and Environment) health promotion intervention in a resource-constrained community near Bronkhorstspruit in Gauteng, South Africa. It forms part of a broader project at the University of Pretoria that commenced in 2013. The project focused on the development, implementation and potential effect of a school-based health promotion intervention and aimed to enrich the South African Grade 4 to 6 Intermediate Phase school curricula in Natural Sciences and Life Skills. I applied Bronfenbrenner’s bioecological model of development, implemented a qualitative research approach and utilised interpretivism as the epistemological paradigm. Following a combination of convenience and purposive sampling of the site and participants, I utilised a descriptive case study research design. The data was generated and documented through Participatory Reflection and Action (PRA) activities, observation-as-context-of-interaction, field notes, a reflective journal, audio- and visual material. I utilised inductive thematic analysis and identified three main themes and related subthemes. The first theme relates to factors that should be considered when the Win-LIFE intervention is adapted; the second theme addresses support required when the WinLIFE intervention is implemented; the third theme comprises recommendations to adapt the implementation of the Win-LIFE intervention. The findings indicate that teachers recognise the advantages a health promotion intervention can have on the different sub-systems of their community and believe that the intervention should be re-implemented. The involvement, collaboration and support from the school’s management team, other teachers, parents and external role-players in the community should be emphasised in future implementation of the intervention. Furthermore, the participants suggested adaptations in terms of the implementation process and timeframe, better alignment of the content with CAPS, practical learning activities and the language used during the intervention. es2026 Educational Psychology MEd (Educational Psychology) Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-17: Partnerships for the goals 2022-10-25T09:34:06Z 2022-10-25T09:34:06Z 2021 2020-11 Mini Dissertation * A2021 https://repository.up.ac.za/handle/2263/87940 en © 2021 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 Adapting an intervention Implementation Perceptions Resource-constrained community Teachers Win-LIFE health promotion intervention Education theses SDG-03 Education theses SDG-04 Education theses SDG-17 Teacher perceptions on adapting the implementation of the Win-LIFE health promotion intervention |
| title | Teacher perceptions on adapting the implementation of the Win-LIFE health promotion intervention |
| title_full | Teacher perceptions on adapting the implementation of the Win-LIFE health promotion intervention |
| title_fullStr | Teacher perceptions on adapting the implementation of the Win-LIFE health promotion intervention |
| title_full_unstemmed | Teacher perceptions on adapting the implementation of the Win-LIFE health promotion intervention |
| title_short | Teacher perceptions on adapting the implementation of the Win-LIFE health promotion intervention |
| title_sort | teacher perceptions on adapting the implementation of the win life health promotion intervention |
| topic | UCTD Adapting an intervention Implementation Perceptions Resource-constrained community Teachers Win-LIFE health promotion intervention Education theses SDG-03 Education theses SDG-04 Education theses SDG-17 |
| url | https://repository.up.ac.za/handle/2263/87940 |