Dissertationen: „Physical education and training“

1

McNamee, M. J. „The educational justification of physical education“. Thesis, University of Leeds, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275801.

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2

Newsham, Katherine R. „Physical Disabilities in Athletic Training Education“. Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1153237037.

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3

Griffin, Alicia R. „Physical fitness levels in girl's sixth grade physical education“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AGriffin2007.pdf.

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4

Oparenko, А. О., Ольга Олександрівна Берест, Ольга Александровна Берест und Olha Oleksandrivna Berest. „Students' physical training at higher education institutions“. Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48603.

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Mass health-improving, physical-training and sports events are aimed at broad engagement of students into regular practicing physical exercises and sports, into fixing health and into improving physical and sports readiness of students. They are organized at outclass time, on days off and holidays, in health-improving and sports camps, during study practice and camp meetings, in students’ building units. These events are held by the sports club of the higher education institution including a broad students’ initiative under methodical supervision of the physical-training department and under an active participation of the university trade union [1]. Thus, students’ physical training and study consist of theoretical, practical and test periods that are defined according to the studying concept and methodology used in the given higher-education institution.

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5

Underwood, A. M. „Teaching styles in physical education“. Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354263.

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6

Alverson, Sylvia M. „Physical fitness training for paramedic students“. CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/399.

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7

Johnson, Anthony Lewis. „Training the Young Actor: A Physical Approach“. University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258075804.

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8

Pollatschek, John L. „The psycho-physical effects of daily physical education on pre-adolescent children“. Thesis, University of Strathclyde, 1987. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21308.

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This study was initiated because of concern about the poor health record of the population in the West of Scotland, anxiety about low activity levels in pre-adolescent children, and the lack of systematic and regular physical education classes at primary school. A daily physical education programme was established in one primary school (Pilot Study) to examine the effects of an increase in time allocation to physical education on the motor fitness, affective development and academic performance of pupils. Later the programme expanded to all primary 6 and primary 7 children in a community (>N 400) engaged in daily physical education (The Linwood Project). This programme was taught jointly by the class teachers and the specialist teachers of physical education from the associated secondary schools. Although there has been research into daily physical education in other parts of the world, to the author's knowledge, the combination of primary/secondary integration and daily physical education was unique to the Linwood Project. The project was part of a unified concept of physical education which is detailed in the study. The children who were engaged in the daily physical education programme and the control samples receiving 'normal' physical education programmes, were assessed before and after the daily physical education programme. Testing was conducted on motor fitness, academic performance and 'attitude to school'. There was additional monitoring by head teachers, teachers and parents. The findings indicated that the children engaged in the daily physical education programme: had made considerable improvements in motor fitness and were superior to the children on 'normal' physical education; had at least maintained their progress in academic achievements, with some indication of superior attainment in computation at the primary 7 stage; tended to have more favourable 'school related attitudes' than the children on the 'normal' programmes.

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9

Chao, Li-Yun Nancy. „A descriptive study of teaching physical education : pupil motor engagement time in physical education classes in Taipei City /“. Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10732378.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1987.
Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Bernard Gutin. Bibliography: leaves 163-184.

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10

Сірик, Антоніна Євгенівна, Антонина Евгеньевна Серик und Antonina Yevhenivna Siryk. „Professional training in physical education connected with information technology“. Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54001.

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Modernisation of higher physical education is being carried out now through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes to the quality of training of future professionals of the industry.

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11

Aschemeier, Amy R. „The roles of paraprofessionals in physical education“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.

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Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered.
School of Physical Education

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12

Shorman, Susan Clare. „Stories from the lifeworld of primary physical education“. Thesis, University of Plymouth, 1999. http://hdl.handle.net/10026.1/1863.

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This thesis attempts to Hnk conceptual analysis with empirical data and shows the interplay between the two. The first part of the thesis considers the work of Whitehead who presents an alternative philosophical framework to re-conceptualise our understanding of the value of Physical Education (PE). She uses the classical philosophical debate about the body and the mind to encourage us to view PE for its own intrinsic worth which she argues, may contribute to the quality of life or well-being of the individual. The dualist and monist theories of the body/mind split are considered and a phenomenological framework for understanding these theories is presented. The notion of the person as an integrated whole is developed as a possible way to re-conceptualise a framework for PE within the primary curriculum. The research methods are developed from the previous debates and use a phenomenological framework to arrive at a final case study where one teacher and her class of 27 Year One/Two children (aged five to six years) were asked to tell their story about PE. Key themes which arose from the data were: PE is different from all the other activities which take place in school. The children experience problems whilst changing for PE. The children direct little attention towards the physical skills in PE. PE can cause the children to experience discomfort. There is a temporal dimension to the PE experience. The children talked about PE requiring them to think. There was a strong imperative dimension to PE although the teacher structured elements of choice and problem solving within the lesson. The children highlighted appropriate behaviour as important. Lastly there was a dominant focus on the emotional dimension of the experience. This study highlights the need to continue and extend the debate within PE: i) to be more creative in the presentation of the PE experience for children by using language which is embodied rather than disembodied; ii) to listen to the stories from children about their experiences in PE to gain a greater understanding of how children receive the PE experience; and iii) to consider how this experience can contribute towards the well-being of the children.

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13

Spray, Christopher Mark. „Goal orientation and motivational processes in physical education“. Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337753.

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14

Minard, Annetta. „Girls' perceptions of physical education - a case study“. Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297375.

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15

Cruz, Alberto. „Teaching behaviours of primary physical education student teachers“. Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.

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The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-service group had significantly higher percentages of response presentation and total teacher instructional time than the pre-service group did, whilst the pre-service group spent significantly higher percentages of time in planned presentation, equipment management, activities organization, behaviour management and overall management time than did the in-service group. Six pre-service and in-service student teachers were randomly selected to participate in the second phase of the study. They were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observation and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were similarities and differences in teaching behaviours, teaching strategies and decision making during different stages of teaching between the two groups of subjects. Although the two groups of subjects held similar teaching beliefs and perceptions about physical education, they appeared to possess different teachers' knowledge of teaching. It was likely that the different teaching experience in physical education between the two groups accounted for the differences in their teaching behaviours. Findings of the present study hold implications for the preparation of physical education teachers.

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16

Hansen, Audrey Jo Crumpler Thomas P. „Going beyond accreditation what defines a quality athletic training education program? /“. Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390312271&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202750911&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on February 11, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Todd A. McLoda, Cheri A. Toledo, Nancy I. Latham. Includes bibliographical references (leaves 79-88) and abstract. Also available in print.

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17

Kwan, Tze-keung. „Potential for development of physical education in physically handicapped schools in Hong Kong“. Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626123.

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18

Henning, Jolene Miller. „An exploration of peer education in athletic training clinical education“. Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247889.

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The purpose of this study was to describe the prevalence of peer education in athletic training clinical education as well as assess entry-level athletic training students' (ATS) preferences and perceptions regarding peer education in the clinical education setting. The Athletic Training Peer Education Assessment Survey was developed and distributed at the Athletic Training Student Seminar at the National Athletic Trainers' Association's (NATA) 53rd Annual Meeting and Clinical Symposia in Dallas, Texas on June 15, 2002. This survey contained demographic questions to assess gender, academic status, athletic training program status, and NATA district. Four questions were designed to assess the prevalence of peer education in entry-level athletic training education programs (ATEP). Participants were asked to indicate the percentage range that was representative of their clinical experiences. Seventeen statements regarding the entrylevel ATS preferences and perceptions regarding peer education were presented in a stem statement followed by a five point Likert scale. A convenience sample of 170 male and female entry-level ATS was surveyed. Participants represented all ten NATA membership districts, various levels of academic status, as well as CAAHEP accredited, JRC-AT candidacy, and internship programs. Data analyses consisted of descriptive statistics, non-parametric Pearson chi-square, independent t-test, one-way analysis of variance (ANOVA), as well as post-hoc tests. The majority (n=101) of students practice over 50% of their clinical skills with other ATS. Approximately 30% (n=48) indicated that they seek the advice of other ATS greater than 50% of the time. Most (n=111) of the students seek the advice of their clinical instructors (CIs) greater than 50% of the time. The majority (n=101) of students reported feeling less anxious when performing clinical skills in front of other ATS compared to in front of their CIs. Over half (56.4%) of students feel anxious when demonstrating skills in front of their CI. The majority (84.6%) view other ATS as valuable resources for learning and practicing clinical skills. Most (83.5%) felt they gain a deeper understanding of clinical knowledge when they teach it to other ATS. Peer education should be integrated into ATEPs to enhance student learning, improve collaboration, decrease anxiety, and enhance overall clinical performance.
Department of Educational Studies

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19

Leung, Kin-sang, und 梁健生. „ICT and change in physical education“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29783306.

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20

Yip, Gary. „Discipline in physical education : a case study of one secondary physical education teacher“. Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21279.

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It has been well established that the development of discipline in the gymnasium and the classroom is affected by factors related to proper management and instruction (Siedentop, 1991; Doyle, 1986). However, little research has been done to investigate discipline in relation to the overall teaching context by investigating the instructional and managerial systems together.
This study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment.
The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour.
Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.

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21

Mountakis, Costas. „Curriculum development in physical education in Greek primary schools“. Thesis, University of Leeds, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252692.

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22

Luke, Ian Timothy. „An examination of pupils' metacognitive ability in physical education“. Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/32917.

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The objectives of the present study were to examine the type and quality of metacognitive ability that pupils bring with them to Physical Education lessons, and the potential influences upon, and the effects of, pupils' metacognitive ability. In addition, there was an examination of whether pupils' metacognitive ability could be developed in Physical Education. The research programme involved four stages and a total of six schools. Stage one to three involved validating classroom-based literature in Physical Education, the development of metacognitive ability assessment procedures and a pilot study. Stage four of the study (the main study) examined Year 7 and Year 9 pupils' metacognitive ability both before and after one of three possible intervention settings: (1) a control setting; (2) a self-questioning metacognitive strategy setting (Meta); or (3) a self-questioning metacognitive strategy, metacognitive knowledge of person and strategy variables and specific cognitive strategies setting (Meta+). The main data-gathering tool in stage four was a specifically designed questionnaire, supported by semi-structured interviews and ethnographic data relevant to the schools, teachers, classes and lessons involved in the study. From the pre-intervention data collected in the main study it would appear that pupils aged between eleven and fourteen struggle to develop efficient metacognitive ability and that they lack even the most fundamental necessities of effective learning such as understanding the purpose of a task. The pupils' rnetacognitive ability seemed to be influenced by a range of contextual and personal variables and there was an interacting relationship between their metacognitive ability and concepts such as volitional control, locus of control, motivational orientation and self-efficacy. The intervention treatment settings seemed more beneficial to the development of pupils' metacognitive ability compared to a control setting, although the influence of contextual and personal variables still had a significant bearing on this development.

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23

Hashim, Hairul Anuar. „Components of enjoyment in physical education“. University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0097.

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[Truncated abstract] Enjoyable physical education (PE) has the potential to promote adolescent involvement in healthy activities outside the school setting. Disturbingly, evidence exists that many students do not enjoy PE and do not believe that it meets their needs. Indeed, a number of studies have documented an age-related decline in PE enjoyment among students. The research reported here is based on the assumption that a deeper understanding of the enjoyment processes could guide researchers and assist teachers in making PE classes more enjoyable for students. Given the fact that enjoyment is a product of multiple processes, a model of enjoyment developed by Scanlan and Lewthwaite (1986) was viewed as a potentially useful framework to guide this research. The validity of this model has been established in youth sport settings. However, further studies are needed to examine the utility of this framework in PE settings. In STUDY 1 (Chapter 3), a measurement instrument was constructed based on the Scanlan and Lewthwaite (1986) model. Content validity of the instrument was established by obtaining feedback from eight experts in psychology and four highly experienced secondary school teachers. ... Moreover, the results of correlation analyses again revealed significant positive relationships between PE teaching processes and enjoyment of PE. Unique findings in this study centered on the specific aspects of PA that were positively related to PE enjoyment. More v specifically, significant positive relationships were also obtained between PE enjoyment and self-reports of exercise duration (min-per-week: r = .30, p <.001), exercise intensity (r = .28, p < .001), exercise habit strength (r = .29, p < .001), and exercise stage-of-change (rho = .23, p < .001). Together, the findings from these studies provide support for the Scanlan and Lewthwaite (1986) model within the PE context. In addition, the findings provide guidance about how PA programs can be structured to maximize student enjoyment of PE. In terms of program structure, student enjoyment may be fostered by considering six processes. These processes are: self-referent competency, other-referent competency, teacher-generated excitement, activity-generated excitement, peer interaction, and parental encouragement. By emphasizing these processes, teachers will not only increase student enjoyment of PE but also increase the likelihood of involvement in PA outside of the school setting. Given global trends toward decreases in PA and increases in obesity, these outcomes could have important benefits for reducing public health costs in future.

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24

Gregory, Elaine Ruth. „Curriculum and the status of physical education in homeschooling“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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25

Peloagae, Makunye Joseph. „Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science“. Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-02152010-052329.

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26

Garn, Alex C. „An examination of student goals in fitness-based physical education“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277959.

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Thesis (Ph.D.)--Indiana University, Dept. of Kinesiology, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3781. Adviser: Donetta Cothran. Title from dissertation home page (viewed Apr. 24, 2008).

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27

Choi, Won S. „The technology that current physical educators use in physical education“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1355600.

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As teachers and society become more comfortable with various technologies, it is likely that technology will be implemented in all areas of the educational curriculum as well as physical education. The purpose of this study was to determine the extent to which individual physical education teachers in public schools were using technology as a tool for their students' education. Individuals who were currently teaching physical education in public schools in Indiana completed the Computer Usage Survey on the web (N = 400). To determine types of technology used, potential uses for technology, difference in the implementation of technology by gender and teaching experience, usage of the Internet, and physical educators' attitudes toward technology, statistics including descriptive statistics, Chi-square (X ), and One-way ANOVA were used (p < .05). The results of this study show that physical educators were more likely to use PC computers (both desktop and laptop) over Apple computers. Participant responses demonstrated a high usage of hardware devices such as Printers, hard drives, and CD drives, however, 5.25 floppy drives, external hard drives, Hand-held computers (i.e. Pocket PC or Companion PC), Personal Digital Assistants (PDAs), and smart boards were rarely used by physical educators. A significant positive relationship resulted between use of technology at school and at home. Significant differences were observed between male and female physical educators in types of technology used and purposes for using technology. Use of technology was significantly lower in the experienced physical educators group. Most of the physical educators use the Internet and they usually use it for research and teaching/assessment ideas. Physical educators in Indiana believed that technology has an important role and can enhance their teaching with implementation of technology. The findings of the present study demonstrated that use of technology among physical educators in Indiana has been changed dramatically within 10 years; however, the result emphasized importance of technology training programs for pre-service and in-service physical educators.
School of Physical Education, Sport, and Exercise Science

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28

Urtel, Mark G. „The effects of course frequency on attitudes toward physical education of college students enrolled in a physical education unit“. Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834625.

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The purpose of this study was to determine the effects of course frequency on attitudes of college students toward physical education. A secondary purpose was to establish the effects of fitness level on attitudes toward physical education. Finally, the interaction of course frequency and fitness level on attitudes toward physical education was to be identified.Students enrolled for PEG 124 (n = 97) served as subjects for this study. There were 68 male subjects and 29 female subjects. The three times a week course frequency had 42 subjects, whereas the two times a week course frequency had 55 subjects.Subjects completed an adaptation of Adam’s (162) survey on attitudes toward physical education the first week of class and the last week of class. To estimate each subjects fitness level, the Rockport Institute’s One-Mile Walk Test was administered.A 2x3x2 ANOVA was used to analyze the data. Results indicated that course frequency, as well as fitness level, had no significant effect on attitudes toward physical education. Moreover, the interaction between course frequency and fitness level was non-existent. Further analysis did reveal that there was a significant change in attitudes from the pre-test attitude survey to the post-test attitude survey for the entire sample. However, this change could not be attributed to any of the variables that were analyzed in this study. There also was no statistically significant difference in attitudes toward physical education between males and females.
School of Physical Education

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29

Wong, Poon Yuen-fong Christina. „The physical education curriculum in the junior secondary schools in Hong Kong and Guangzhou : a comparative study /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057799.

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30

Semiz, Kivanc. „Pre-service Physical Education Teachers“. Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.

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The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.

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31

Anderson, Duncan. „Mental strategies of football quarterbacks for training and competition“. Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9766.

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Orlick (1992) proposed a "Model of Human Excellence," which was comprised of seven mental skills, including commitment, belief, full focus, positive imagery, mental readiness, distraction control, and constructive evaluation. Twelve individuals who had played the quarterback position at a high caliber of competition participated in a standardized interview to determine if this model accounted for their mental strategies for training and competition. The sample was divided into university (n = 9) and professional (n = 3) sub-groups. Structural, qualitative analyses were conducted on each transcript. Individual differences with respect to the use of mental skills appeared to be related to the level of play, with the best players in both sub-groups having the most comprehensive mental approaches and practices. The most marginal mental skills for the university quarterbacks were positive imagery and constructive evaluation.

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32

White, Kristi Mae. „Participative leadership and decision making techniques of program directors within CAAHEP accredited undergraduate athletic training education programs /“. View abstract, 2005. http://wwwlib.umi.com/dissertations/fullcit/3191723.

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33

Li, Daniel Yuk-Keung. „An action research on the delivery of physical education teacher education (PETE) programmes in Hong Kong“. Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322264.

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34

Chan, Lin. „The implementation of theoretical elements in the Hong Kong secondary school physical education curriculum“. Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627334.

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35

Ching, Wai-kin Joe. „A case study of female students' participation and attitudes towards school physical education and sport as compared with male students' in one primary and one secondary school“. Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627358.

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Dinan-Thompson, Maree Therese. „Curriculum construction and implementation : a study of Queensland health and physical education /“. [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16213.pdf.

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Vickerman, Philip Brian. „The training of physical education teachers for the inculusion of children with special educational needs“. Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/389/.

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The study examined the process of training physical education (PE) teachers for the inclusion of children with special educational needs (SEN). This i nvolved a five-stage research process examining the views and opinions of government, statutory, and professional PE associations (the official line); PE Initial Teacher Training (ITT) providers (professional opinion and practice) and trainee and recently qualified PE teachers (the consumers). The inclusion of children with SEN in PE has risen up both the political and statutory agenda to such an extent that there is widespread evidence of policies being embedded across diverse sectors of society. Consequently, the study set out to examine how the current training of PE teachers for inclusive settings is implemented. As part of this examination it was expected to find evidence of an increased emphasis on the inclusion of children with SEN in PE across official line, professional opinion & practice, and consumer levels. The study found that whilst the inclusion of children with SEN in PE had increased in prominence (through official line policy), there was no systematic approach to implementing this policy (via professional opinion and practice and consumers) in practice. The study concludes by identifying key themes, and issues related to ensuring inclusive PE for children with SEN operates, within a coherent, systematic and joined up framework that ensures inclusive policies impact in practice.

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Lawrence, Lesley Anne. „Understanding teachers' leisure aims and practices in secondary school physical education“. Thesis, University of Brighton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293352.

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Seegmiller, Jeff G. Jerich Kenneth Frank. „Defining quality in athletic training post-certification graduate education“. Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087874.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 1, 2005. Dissertation Committee: Kenneth Jerich (chair), Todd McLoda, Adel Al-Bataineh, Joe Nwoye. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.

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Brown, Leann. „'I can be this' : Image, identity and investment in physical education“. Thesis, University of Ballarat, 2004. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/32399.

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This study investigated how student expectations, experiences and involvement in physical education teacher education impacted upon and shaped identity development. The research focused on student social interactions and identified a range of behaviours and practices which reinforced student notions of what it means to be a physical educator. [...] The research itself was conducted within a creative analytical practice framework resulting in the following research products: the thesis text; a collection of one act plays titled, 'Plays from the identity playground', written about student social experiences; a CD which includes the filmed production of one of the plays 'Boys' training', and 'I can be this: a phototext', which presents key 'photographic' themes as insights into PETE student social events and activities.
Doctor of Philosophy

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Armour, Kathleen Mary. „The ecology of physical education : an investigation into the 'life' of a physical education department and its impact upon the identities and opportunities of pupils and teachers“. Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241081.

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Kwan, Tze-keung, und 關子強. „Potential for development of physical education in physically handicapped schools in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626123.

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Gorman, Jane Adelaide. „The promotion of Physical best: An inclusive tool for interdisciplinary physical education“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1624.

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Lynch, Timothy Joseph. „An evaluation of school responses to the introduction of the Queensland 1999 Health and Physical Education (HPE) syllabus and policy documents in three Brisbane Catholic Education (BCE) primary schools“. Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/6ddbdbd43dadfc374afad29714f50af8639bcd8a4b48063b6855aa7be4ca09bb/1257489/64972_downloaded_stream_197.pdf.

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Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools.;The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.

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Opoku-Fianko, Kwasi. „The growth and development of physical education and sports in Ghana /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513406916.

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Fisher, Richard John. „Physical education in England and Germany : a comparative tale of two schools“. Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/776137/.

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Gormley, Jennifer Nicole. „The effects of coeducational versus single-sex physical education classes on student performance“. CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3402.

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This project was designed to examine the research regarding single-sex and coeducational physical education environments in middle and high school levels. It is intended to help secondary educators and administrators to reevalute their physical education programs with regard to achieving the optimal environment for both genders.

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Cumming, Jennifer L. „The cognitive and motivational effects of imagery training from different visual perspectives“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0004/MQ45211.pdf.

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Miller, Barbara Ellen. „A descriptive analysis of academic learning time and teacher behaviors in regular, mainstreamed, and adapted physical education classes /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513406836.

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Peloagae, Makunye Joseph. „Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science“. Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/28946.

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This is a four year longitudinal study into learner experiences of transition from the General Education and Training band to the Further Education and Training band in science. The study focused on Natural Science in the GET band and Physical Science in the FET band and used both quantitative and qualitative methods. The learners who participated in the study were a unique cohort. They were in grade 1 when Curriculum 2005 was introduced in 1997. They were also the last group of learners in 2005 that completed their compulsory schooling (grade 9) under the outcomes based C2005 in which content was not prescribed. The curriculum was revised and content was re-introduced in 2006 when they started grade 10 (FET) with teachers who were mostly not trained in Outcomes Based Education. In 2008 they were the first matriculants from the new curriculum. Their progress and experiences from the GET band to the FET band should have therefore generated a lot of interest from both the political and educational perspectives. This study is exploring their particular situation. There is a gap between curriculum 2005 and the National Curriculum Statement. Learners in this study who were doing grade 9 Natural Science in 2005 under c2005 were greatly disadvantaged by the curriculum that did not prepare them adequately for grade 10 Physical Science. Initially, there was an increase shown in interest in science from grade 9 to grade 10 but this interest declined as learners progressed to grade 12. During their progress from the GET phase to the FET phase their transition was characterized by a decline in interest in Physical Science caused by lack of practical work, loss of the closer student-teacher relationships and disappointment when their expectations of teaching strategies were not met. They themselves described the transition as difficult. However, the achievement in the examination of those who were post positivist-oriented was better than the achievement of those who were empiricist-aligned. When faced with problems of conceptual understanding, they resorted to guess work and rote application of concepts and algorithms. Although these findings were derived from a study of learners in only one school from a poor township in South Africa, they are consistent with other reports in the literature. Copyright
Thesis (PhD)--University of Pretoria, 2010.
Science, Mathematics and Technology Education
unrestricted

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