BACKGROUND : Physical activity is an important component of everyday life. Strong foundational
skills of gross motor coordination are typically developed informally in young learners,
providing a strong foundational base for movement skills. Research stipulates that there has
been a decline in physical activity amongst preschool learners. Therefore, structured movement
activities could potentially play a role in facilitating teaching and assessment in a school setting.
AIM : The aim of this study was to evaluate the use of structured educational activities to teach
mathematics and language concepts.
SETTING : The study setting was a classroom of Grade R learners aged ±6 years old in Gauteng,
METHODS : A qualitative exploratory case study design was used to explore the extent to which
structured movement educational assessment activities can support the understanding of
mathematics and language concepts. The participants included 20 Grade R learners, one class
teacher and one head of department (HOD). The data were generated using observation of
participants, analysis of worksheets, visual data and a semi-structured interview.
RESULTS : The findings of the study suggest that the integration of structured movement
activities with mathematics and language concepts seems to impact positively preschool
learners’ physical, social and cognitive development. The value of qualitatively assessing
preschool learners during active participation seemed to be favourable to understanding
concepts or movement skill acquisition.
CONCLUSION : The study concluded that movement experiences can inform preschool learners’
understanding of mathematics and language concepts.