The effect of a health promotion intervention on foundation phase learners' physical fitness

Page | vi ABSTRACT This study forms part of an existing NRF-funded project, which was conducted in collaboration with the University of Pretoria and Fordham University in New York City (US) during 2015. The project focused on the development and implementation of a health promotion intervention that aimed to improve learners’ psychosocial well-being, nutrition and physical fitness. My study aimed to determine the effect of the health promotion intervention on the physical fitness of Foundation Phase learners in two at-risk schools in Pretoria, Gauteng. I applied Bronfenbrenner’s bio-ecological model of human development, while conducting a secondary data analysis (SDA), embedded in a quantitative research approach. For the purposes of this study, I utilised post-positivism as the epistemological paradigm. I analysed both pre- and post-intervention data and employed the paired t-test for hypotheses testing. In addition, I used sections from the Nutritional Habits, Physical Activity and Well-being (NPWB) questionnaire which focused on physical fitness. I utilised descriptive, inferential and parametric statistical procedures to obtain and discuss the results. I drew conclusions based on both the findings and existing literature. The results of the study indicated that there was no significant effect on the physical fitness of Foundation Phase learners in at-risk school-communities. Based on the findings, several adaptations in respect of the development and implementation of health promotion interventions in at-risk school-communities are suggested. Furthermore, to improve the learners’ physical fitness in at-risk school-communities, the support and collaboration of all role-players should be emphasised in future implementations of health promotion interventions in South Africa.Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.Educational PsychologyMEd (Educational Psychology)Unrestricte