摘要：This paper investigates the impact of a Gross Motor Development (GMD) program on the lives oflearners in marginalized multi-grade environments in rural areas of the Western Cape. A transformative researchparadigm was employed in order to address the research questions posed by this study. A purposive samplingtechnique was used to collect data from three schools. The researchers investigated the influence of an 18-monthgross motor development program upon earners’ lives in three multi-grade schools in the Western Cape of SouthAfrica from the start of 2012 to the middle of 2013. A sample of 50 (N=30 males and N=20 females), grade 4-6multi-grade learners participated in the study. Their gross motor skills were assessed using Project 4 – InnovativeMotor Ability and Development (IMAD+) Test Battery. The test battery consisted of a series of physical exercisesdesigned to assess gross motor proficiency.The data revealed that a total gross motor ability percentage scorechange occurred in the sample from 32.1 percentage score to a 56.8 percentage score; indicating a significantoverall gross motor improvement of 24.7 percentageover an 18 month period. Improved self-esteem, positiveattitudinal and motivational changes and increases in class attendance occurred among the learners. This improvementis aligned with research that indicates that development and improvement of motor skills through physical activityare related to positive development of self-esteem among learners. This paper contributes to a growing body ofknowledge on education at rural, marginalized schools; suggesting that providing learners with the opportunity toparticipate in a structured program is likely to improve motivation which can, in turn, contribute toward positivescholastic achievement.
