To see the other types of publications on this topic, follow the link: High schools physical education.
Dissertations / Theses on the topic 'High schools physical education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'High schools physical education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Fairclough, Stuart John. "Health-enhancing physical activity during secondary school physical education." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5792/.
Full text
2
Ravenhill, Edward. "Movement literacy : creating a healing encounter in physical education." Thesis, University of Gloucestershire, 2012. http://eprints.glos.ac.uk/1227/.
Full textAbstract:
Modern Physical Education (PE) administered systemic models of teaching crafts. It atrophied the play element in human nature, and shaped a single-lens attitude to the treatment of bodies. Framing minds, it veiled the conditions of learning processes and thus “instituted” the sovereignty of subjective concerns. It created many unexplained “gaps” between abstract concerns and pragmatic issues. Following language’s poststructural analysis, PE’s professional communication practices were exposed to alternative methodological refocusing from conforming to move to personalise the agent’s experience in moving to learn. In the wake of poststructuralism came Whitehead’s Physical Literacy (PL) which I adopt as “leitmotif” to reform PE’s teacher preparation and schooling practices. PL addresses children up to 14 years. For older pupils, PL’s language needs to constitute versions of human purposes voiced by the introduction of a new development called “Movement Literacy” (ML). ML acknowledges that language and movement are very different forms of “self-expression”. By itself however, self-expression is inadequate when it comes to learning how to learn. Critical dialogue needs to be brought in to facilitate meaningful innovation in the PE world. By employing the philosophies of phenomenology and hermeneutics I make a case that expression in languaging movement [subjecting the agent’s account to hermeneutic treatment] is expression for others, and in exchange with others the expression is redefined, and changes the way one sees and talks about movement and about oneself. In its reflective practice, reverentially, ML will also unpack pedagogy’s hidden protocol, hoping to reclaim PE’s authentic purpose. It connects secular matters with sacred implications by reconciling the polemic differences between “techne” [purpose] and “phronesis ” [prudence]. With limited reference to Eastern “selflessness” ML advances teaching, through pedagogy and andragogy as a life-time mission. Not providing answers, the thesis offers a manifesto attempting to facilitate new questions such as: how can language and movement communicate? and how can movement educators “minister” to their learner’s sense of well-being?
3
Brodie, Rona. "Developing character education in physical education and sports : a virtue ethical account." Thesis, University of Gloucestershire, 2006. http://eprints.glos.ac.uk/3155/.
Full textAbstract:
Traditionally Physical Education (PE) and sports in secondary schools in the United Kingdom have aimed towards moral goals. Not all of these goals have been well thought through. Where these goals have been systematically developed, they have followed a narrow and prescriptive conception of moral education that mainly focuses on adherence to predetermined rules and principles. From Aristotle we have a less reductive view of moral education - virtue ethics - which revolves around the development of good character as constituted by the "morally" good person. Drawing on group interviews with exceptional teachers and the writings of virtue ethicists, I develop a sketch of a character education programme that is based on talk and reflection (Pincoffs, 1986), and that cultivates the joyful disposition through direct engagement in sporting activities. Outlining what such a character education in PE and sports might look like, I start by exan-ýining what already exists in terms of "moral practices" within sports themselves (MacIntyre, 1985). Sports traditions aim at developing certain sorts of persons. By talking about and reflecting upon what might constitute a good sportsperson with colleagues, teachers can begin to identify for themselves the sorts of persons they want to see playing sports. Part of playing and teaching sports well is learning to discern between the value of different activities and the company of different sorts of persons. By nurturing and developing certain sorts of dispositions over others, teachers can help pupils shape their own involvement and ethical outlook in PE and sports. Through the cultivation of a joyful disposition teachers can help pupils to develop good character and live flourishing lives. This emphasis on joyfulness also brings into sharper focus what has been previously missing in PE and sports policy documents, namely the significance of an emotional engagement in PE and sports when it comes to educating for good character.
4
Lo, Shun-kwong. "Quality education in physical education : Hong kong secondary students' perception on qualities of physical education teachers /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22277766.
Full text
5
Straubinger, Sarah, and Theresa Volbert. "Sports and Social Sustainability: Female Empowerment through Physical Education in Sri Lankan High Schools." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22735.
Full text
6
Guan, Jianmin. "Achievement goals among high school students in physical education." Texas A&M University, 2004. http://hdl.handle.net/1969.1/2779.
Full textAbstract:
Achievement goal research in physical education (PE) settings relies heavily on the traditional dichotomous achievement goal framework. Few studies use the trichotomous or 2*2 achievement goal model to explore and examine high school students?? achievement goals and behaviors in PE settings. Additionally, few studies to date have examined social and achievement goals simultaneously for high school students in PE settings. The purposes of this study were to: (1) examine whether the trichotomous and 2*2 achievement goal models reported in university undergraduate classrooms are appropriate in high school PE classes and (2) examine achievement goals and social goals simultaneously to see how they impact students?? persistence/effort toward physical education.
The results revealed that the 2*2 model is appropriate for high school students in PE settings and provides a better fit to the data than the trichotomous model. The results also revealed that social responsibility goals represent the greatest contributor to students?? persistence/effort toward physical education. This is followed by masteryapproach goals, mastery-avoidance goals, and performance-approach goals. Performance-avoidance goals and social relationship goals did not significantly affect students?? persistence/effort toward physical education. Based on the findings, we advocate using both achievement and social goals when examining student motivation and achievement in high school physical education.
7
Obara, Satomi. "Fitness testing in two high school physical education programs." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23348.
Full textAbstract:
The purpose of this study was to compare health-related physical fitness of high school students in two schools that have different physical education programs. Argyle Academy has physical education 6 classes out of 7 days, and Riverside Park Academy has 3 classes out of 7 days. These two high schools are similar (e.g., size, geographical location, common feeder schools, and social economic status) and affiliated with the same school board. Students in the seventh, eighth, and tenth grade physical education classes were selected for testing in each school. Data from 102 students from Argyle Academy and 96 students from Riverside Park Academy were collected during an eight week period. Health-related physical fitness was assessed using the following test battery: sum of five skinfolds, waist to hip ratio, 20 m shuttle run, curl-ups, 90 degree push-ups, back saver sit and reach, and trunk lift. School group, gender, and grade comparisons were performed using a MANOVA procedure. The students from Argyle Academy demonstrated significantly better scores for the 20 m shuttle run and trunk lift, while those from Riverside Park Academy demonstrated significantly better scores for the curl-ups and 90 degree push-ups. There was no significant difference in the sum of five skinfolds, waist to hip ratio, and back saver sit and reach. This preliminary study has described and analyzed health-related physical fitness of students at two high schools. Recommendations for determining fitness levels of high school students are provided.
8
Solvason, Carla L. "Can cultures really change? : the impact of specialist sports college status on an English high school." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/c89d7620-777a-287d-c477-432536f4b396/1.
Full textAbstract:
This research explores the development of a Specialist Sports College within a framework of educational justice. It asks whether the development of the Specialist School can really mean equality of opportunity for all children, when some schools will, as a result, receive considerably more funding than others. It also considers the contentious policy location of the Specialist Sports College, found somewhere between ideologies of health and fitness for all and the development of elite sportsmen and women of the future. By investigating the transformation of one school into a Specialist College using a Case Study approach, this research explores the concept of transforming a school’s culture, and questions the Government’s expectations within this concept arena. What are the micro, lived effects of the macro policy of the Specialist School? By exploring the key themes that emerged through the data I conclude that transforming cultures is a far more complicated task than the Government perceive and also that the introduction of a single subject specialism may, in reality, lead to more division than unity. I also question whether PE can ever be a subject area that truly offers the possibility of success for all.
9
Honda, Sotaro. "Budo or sport? : competing conceptions of Kendo within the Japanese upper secondary physical education curriculum." Thesis, University of Gloucestershire, 2003. http://eprints.glos.ac.uk/3096/.
Full textAbstract:
Kendo is one of the Japanese martial arts (Budo). Kendo within the Physical Education( PE) curriculum at upper secondary schools is taught with the aim of learning the traditional etiquette of Budo, to learn skills and to lay the foundation for lifelong sports participation. The Japanese Ministry of Education, Science and Culture expects school Kendo teachers to achieve these aims within a child-centred approach, not in a traditional drill-type approach to teaching. This thesis aims to explore school Kendo teachers'views of Kendo within the PE curriculum as sport and / or as Budo, and the teaching of tactics and strategies in their Kendo lessons. It also attempts to develop and present a new approach to the teaching of Kendo making use of tactical and strategic ideas. The thesis IS multi-layered in methodological terms. The research was conducted by the use of two rounds of semi-structured interviews with seventeen and then fifty-three upper secondary school Kendo teachers respectively. The final phase of the research was a practical action research project carried out in a Japanese Secondary School. A range of methods was employed, comprising: participative observation, documentary analyses, a written test and a skill-related test. The data from the interviews revealed that school Kendo teachers wish to have their lessons aimed at character building such as learning the traditional etiquette by following the traditional approach to Kendo as Budo. The results of the interviews also revealed that most teachers were reluctant to teach sport tactics as it was counter to the dominant ideology of Budo as "real Kendo". These teachers believe that teaching tactics was inconsistent with the traditional etiquette of fighting fairly, and that would only help pupils to understand "Kendo as a competitive sport" as opposed to "real Kendo" as Budo. The results of the action research at an upper secondary school in Fukuoka Prefecture show that pupils developed their skills and understanding of competitive, cultural and attitudinal domains of Kendo as Budo through a tactical approach. They also expressed pleasure in this planning and execution of their own learning goals. I conclude, then, that the tactical approach to the teaching of Kendo can be incorporated into the PE curriculum without compromising the essential philosophy of Kendo as Budo.
10
Lo, Shun-kwong, and 羅信光. "Quality education in physical education: Hongkong secondary students' perception on qualities of physical educationteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961812.
Full text
11
Leung, Hung-piu. "Changing from single sex to mixed sex physical education in secondary schools : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811425.
Full text
12
Johannes, Chanté. "The perceived benefits of structured and unstructured physical education lessons: Perspectives from selected high schools in Cape Town." University of Western Cape, 2019. http://hdl.handle.net/11394/7665.
Full textAbstract:
Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)Over the last ten years, research has shown that adolescent activity has decreased in both developed and developing countries. One way of meeting desirable physical activity levels for adolescents in schools is through physical education. Structured physical education is the ideal form of what physical education should entail, however unstructured physical education can also be incorporated as a method to increase physical activity. Because little is known about the benefits of both these types of physical education, this study aimed to investigate the perceived benefits of structured and unstructured physical education lessons as perceived by Grade Eight and Grade Nine learners and physical education and/or life orientation educators in Cape Town high schools.
13
Ward, Phillip. "An experimental analysis of skill responding in high school physical education /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847309050432.
Full text
14
Collins, Frankie Gerrell. "Physical Education Teachers' Attitudes and Understandings About Culturally Relevant Pedagogy and Teaching African American Male Students at Urban High Schools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306941102.
Full text
15
Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.
Full textAbstract:
The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school.
Keywords: school sport/interscholastic sports, school principal
16
Ware, Deborah M. "Social Competence of High School Students Enrolled in Online Physical Education Courses." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3490.
Full textAbstract:
The purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students live throughout the entire state of Florida. Therefore, the entire study was administered online. The assessment instrument used was the Teenage Inventory of Social Skills created by Heidi Inderbitzen. The Teenage Inventory of Social Skills is a 40-item self-report questionnaire consisting of statements rated on a 6-point continuum. The instrument was divided into two sub-scales; a positive scale and a negative scale. A One-Sample T-Test was used to compare the mean sample scores with the standard means. Frequencies were run to review demographic information. Results indicated that there was no significant mean difference found between the students enrolled in online Physical Education courses and the mean of students established by the TISS. The majority of respondents were female, Caucasian, and were attending public or private schools for most of their classes.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
17
Kimball, Jessica. "University students' perceptions of the influence of high school physical education on current levels of physical activity." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1663116561&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full text
18
Kohl, Christopher James. "The Academic and Behavioral Impact of Multiple Sport Participation on High School Athletes." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10684398.
Full textAbstract:
For many high school student athletes, there is increased pressure to specialize in one sport, to participate at a high level, and to play year-round (Brenner, 2016). This increased emphasis on sport specialization has led to a proliferation of overuse injuries, overtraining, and burnout (Brenner, 2016). Sport specialization significantly contributes to overuse injuries, which account for almost half of all sport injuries (Andrews & Yaeger, 2013). This research was designed to clarify if there are significant differences in the behavioral and academic performance of student athletes who compete in one sport and student athletes who compete in multiple sports. Six high schools in southwest Missouri provided GPAs, hours absent, and days suspended for approximately 1,500 student athletes for the 2015–2016 school year. An ANOVA test was conducted to determine if significant differences existed among one-, two-, and three-or-more sport athletes for each individual area of study. When single-sport athletes were compared to multiple-sport athletes, significant differences were discovered in each area of study including GPAs, hours absent, and days suspended. In all instances of significant difference, multiple-sport athletes demonstrated improved academic and behavioral performance over single-sport athletes. These findings should assist students, coaches, parents, teachers, and administrators in decision-making about student athletics participation.
19
Majed, Alharbi. "Male Students’ Experiences in Urban High School Physical Education in Makkah, Saudi Arabia." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31483.
Full textAbstract:
This study explores male students’ experiences in physical education in an urban secondary high school in Makkah, Saudi Arabia. Drawing on Pierre Bourdieu’s concepts of body habitus, social, and physical capital, the purpose of this qualitative case study is to develop a better understanding of Saudi youth body dispositions that influence their experiences in physical education. The paper reports upon data generated by semi-structured interviews with 27 male students between the ages of 15 and 20, all of whom attended one public secondary school in Makkah during the fall of 2012. The PE teacher and the school director were also interviewed. The study emphasizes that the early childhood experiences in particular the socialization process within the family and among neighbourhood friends is important in shaping their body habitus. The study reveals that students coming to the PE class embodied different social practices and attitudes that reflect their family’s social and material conditions. In addition, family and peers influences on students’ PE participation intersected with other conditions such as institutional barriers (i.e. lack of funding, PE equipment, changing and showering rooms) and the PE teacher’s pedagogical approach. The study indicates that the more initial support students receive from their social networks in physical activity, the more they actively participate in the PE class. Students with high physical body skills have a high level of participation in PE while those with low physical body skills have a low level of participation, some then being marginalized. Hygiene is another issue that concerns some students in ways that prevents them from participation in PE. Surprisingly, the Saudi adult masculine identity associated with traditional clothing (thawb) is also a condition that influences student PE participation.
20
Kinchin, Gary David. "High school students' perceptions of and responses to curriculum change in physical education /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946776021297.
Full text
21
Baugh, Angela Vanessa-Taca. "Effects of Physical Activity on High School Students with Autism Spectrum Disorder." Thesis, California State University, Los Angeles, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10255742.
Full textAbstract:
Regular physical activity (PA) is vital for living a healthy life and reduced chance of disease for people of all ages. Despite the U.S. government guidelines, many adolescents do not regularly participate or get enough physical activity and research has shown physical activity occurring with much less frequency for youth with disabilities such as Autism Spectrum Disorder (ASD) when compared to youth without disabilities (Pan & Frey, 2006). Fewer social opportunities and higher levels of disruptive and interfering behavior may contribute to these discrepancies. The current study compared two types of physical activity, instructor-led and exergaming among 3 high school students with ASD in a classroom after school. Using an alternating treatment design, results report levels of participation and active physical engagement during each condition. Limitations are considered along with application to practice for increasing involvement in physical education activities.
22
Walker, Kerry E. "The relationship of high school physical education experiences to students' attitudes toward physical education during their freshman year in a Christian university." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
Full text
23
Foerster, Puglisi Laura Noel. "Relationships Among High Achieving Low Socioeconomic Status African-American High School Students, Self-Efficacy, and Extracurricular Physical Activity." Thesis, Notre Dame of Maryland University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424828.
Full textAbstract:
Educational inequities and disparities continue in modern day education for African-American high school students and more specifically those of low socioeconomic status (Chavous, Smalls, Rivas-Drake, Griffin, & Cogburn, 2008). Of this group, African-American males have greater challenges with a gender gap when compared to females, in addition to existing academic gaps among their peer groups. This study sought to investigate predictors of success by analyzing the HSLS: 2009 longitudinal dataset. This research took a comprehensive approach to examine the protective factors that are responsible for the academic achievement of African-American high school students of low socioeconomic status. The role of self-efficacy levels on the learner were also examined and were compared with gender as well as a learner’s participation in extracurricular physical activity and its relationship with academic achievement. The literature review includes the links between physical activity and the neurogenesis process, and emotional control that lead to increased academic achievement. These findings are supported not only in the literature review but also through several linear regressions. The researcher found positive academic relationships with increased GPA among extracurricular physical activity as well as students’ self-efficacy levels. Differences between males, females, and later respective peer groups were evident. Results supported all hypotheses and findings should encourage those in education to seek recommended early interventions. Those interventions should include opportunities for extracurricular physical activity and increased opportunities for self-efficacy growth for African-American students.
24
SANTOS, ANA PAULA DA SILVA. "WHAT ... DOES NOT HAVE A PHYSICAL EDUCATION CLASS? SO I M LEAVING!: THE TEACHING OF PHYSICAL EDUCATION IN HIGH SCHOOL AND THE PERSPECTIVE OF INTERCULTURAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33979@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
A Educação Física parece ser uma das disciplinas mais esperadas na semana por grande parte dos alunos e alunas, durante o processo de escolarização. O fato pode ser analisado a partir da própria vivência do componente que, em geral, rompe com a fixidez do corpo, possibilitando outros espaços de movimento e reflexão. Porém, nem sempre o repertório de gestos e práticas corporais é valorizado e reconhecido pelo espaço da escola. Tal contexto pode ocasionar o engessamento de modos de se conceber as diferenças de gênero, classe, raça, sexualidade, idade, habilidade motora, etc. Assim sendo, o presente estudo teve como objetivo analisar como as questões relacionadas às diferenças culturais são tratadas pelos/as professores/as nas aulas de Educação Física do ensino médio no cotidiano de uma escola pública estadual do RJ. O interesse por investigar o ensino médio se deu pelo fato do ensino da Educação Física neste segmento ainda ser um assunto pouco abordado na área, talvez pela dificuldade dos professores/as e alunos/as em superar a famosa aula rola bola, ou ainda pelo sentimento de fracasso que ronda este segmento de ensino marcado pelo forte viés esportivizante e pela descontextualização com a cultura juvenil. Para o estudo, optamos por investigar as aulas de Educação Física de uma escola estadual, situada no bairro de Campo Grande, na Zona Oeste do município do Rio de Janeiro. Foram analisados o Projeto Político Pedagógico da escola, o currículo mínimo de Educação Física do Estado e os planos de curso dos/as professores de Educação Física. Também foram observadas aulas de Educação Física e, por fim, foram realizadas entrevistas com professores/as de Educação Física, diretores/as e coordenadoras da escola em questão. Concluímos que as diferenças culturais são percebidas no contexto das aulas de Educação Física, ora como um problema a resolver, ora como uma possibilidade de reconhecimento e respeito ao outro, embora, tais questões não sejam reconhecidas de forma explícita nas propostas curriculares vigentes. Defendemos neste estudo a consideração das diferenças culturais como constitutivas de todos e todas, e, portanto, uma questão fundamental a ser discutida nas práticas pedagógicas, no conhecimento escolar, nas relações interpessoais e, em suma, no currículo escolar.
Physical Education seems to be one of the most expected disciplines in the week by a large part of the students during the schooling process. The fact can be analyzed from the very experience of the component that breaks with the fixity of the body, allowing other spaces of movement and reflection. However, the repertoire of gestures and corporal practices is not always valued and recognized by the school space. Such a context may lead to stiffening of ways of conceiving differences of gender, class, race, sexuality, age, motor ability, etc. Therefore, the present study had as objective to analyze how questions related to cultural differences are treated by the teachers in the classes of Physical Education of the high school in the daily life of a state public school of the RJ. The interest in investigating high school was because the teaching of Physical Education in this segment is still a subject little addressed in the area, perhaps due to the difficulty of teachers and students in overcoming the famous roll the ball class, or the feeling of failure that surrounds this segment of education marked with a strong sportive bias and decontextualization with youth culture. For the study, we chose to investigate Physical Education classes at a state school, located in the Campo Grande neighborhood, in the West Zone of Rio de Janeiro. Were analyzed the school s Political Pedagogical Project, the minimum curriculum of State Physical Education and the course plans of the Physical Education teachers. Physical Education classes were also observed and, finally, interviews were conducted with physical education teachers, directors and coordinators of the school in question. We conclude that cultural differences are perceived in the context of Physical Education classes, both as a problem to be solved, and as a possibility of recognition and respect for the other, although such issues are not explicitly recognized in current curricular proposals. We defend in this study the consideration of cultural differences as constitutive of all, and therefore a fundamental issue to be discussed in pedagogical practices, school knowledge, interpersonal relations and, in short, the school curriculum.
25
Kapucu, Serkan. "Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614422/index.pdf.
Full textAbstract:
The purpose of this study was to investigate four in-service physics teachers&rsquobeliefs related to Turkish High School Physics Curriculum (THSPC) and to what extent these beliefs are reflected in their instructional practices. Data were collected through interviews, classroom observations and an open-ended questionnaire. Teachers&rsquo
responses to interview questions showed that they believed that teaching physics according to the THSPC helped students use their skills, become interested in physics lessons, relate physics to their daily life and have a permanent knowledge. Besides, teachers believe that they can teach physics according to the THSPC generally by giving examples from daily life and creating a discussion environment. The data obtained from classroom observations showed that the beliefs of teachers about how to teach physics according to the THSPC were reflected in their instructional practices. Teachers&rsquo
responses to open-ended questionnaire showed that teachers believed the necessity of attainment of majority of the skill objectives in the THSPC by students. However, they do not consider that students can attain many of the problem solving and information and communication skills. The data obtained from classroom observations showed that they seldom attempted to help students attain them or they never attempted. The data gathered from interviews and an open questionnaire showed that there were some factors that influence teachers&rsquo
instructional practices according to the THSPC. For example, they believe that students&rsquo
interest in physics lessons and teacher&rsquo
s opportunity to give more examples about daily life made their teaching physics according to the THSPC easy. However, they believe that university entrance exam, inadequacy of laboratory environment and lesson hours, students&rsquo
low economic status and lack of information and communication technologies affected their teaching physics according to the THSPC negatively.
26
Wang, Yih-Bang, and 王誼邦. "A Study on Professional Development of Physical Education Teacher in Junior High Schools." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/38161459950166047664.
Full textAbstract:
碩士國立臺灣師範大學
體育研究所
85
The present study aims to assess the needs for professional development of physical education teachers in junior high schools, the actual situations of such development and the gap between the two. A questionnaire survey was conducted on physical education teachers in public junior high schools in both Taipei City and Taipei County. Data gathered from the survey were processed by Students'' t-test and one-way analysis of variance. The results were reinforced by interviews with experts and scholars. After a comprehensive analysis and discussion, the results of the study are as follows: 1.The three variables of the number of years the teachers have taught, the school from which they graduated, and whether they have joined a professional group or organization show significant differences in terms of their needs for professional development. Those who have taught for less than a year have significantly stronger needs for professional development than those who have taught for over sixteen yeas. Those who graduated form normal colleges or universities have significantly stronger needs than those who graduated from other colleges and significantly stronger needs than those who graduated from other colleges and universities. Physical education teachers who have joined a professional group or organization have significantly stonger needs than those who have not joined any group or organization. 2.The factor of the need for mental and physical health is ranked first, while the factor of the need for self-training is ranked last. The ranking of the different needs for professional development in order of their respective scores are: mental and physical health, professional knowledge of education, expertise in physical education, teaching skills and competence, administrative skills, skills in sports, vitality to teach, and self-training. 3.The variables of the number of years the teachers have taught, the school from which they graduated, the positions they hold and whether they have joined a professional group or organization show significant differences in terms of their actual situations of professional development. Those who have taught for over sixteen years have significantly better professional development than those who have taught for two to five years. Those who hold positions related to physical education have significantly better professional development than those who hold positions not related to physical education. Those who graduated from normal colleges or universities have significantly better professional development than those who graduated from other colleges and universities. Physical education teachers who have joined a professional group or organization have significantly better professional development than those who have not joined any group or organization. 4.The factor of the need for mental and physical health is ranked first, while the factor of the need for self-training is ranked last. The rankings of the actual situations of the different factors of professional development in order of their respective scores are: mental and physical health, teaching skills and competence, expertise in physical education, professional knowledge of education, administrative skills, vitality to teach, skills in sports, and self-training. 5.Significant differences exist between the needs for and actual situations of professional development of physical education teachers in junior high schools.
27
Yu, Hsiu Ching, and 游秀晴. "Research of physical education teachers' information behavior in Kaohsiung Municipal Junior High Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/92994422705222948307.
Full textAbstract:
碩士臺北巿立體育學院
運動科學研究所
96
Abstract The purpose of this study was to realize the teachers', who teach in Kaohsiung junior high schools, information behaviors. The participants of this study were 169, which consisting 35 different junior high schools (excluding complete schools) in Kaohsiung. All participants completed questionnaires and the valid questionnaires were 161; the receiving rate was 95.27%. Regarding the experts’ professional aspect of analyzing those data and correcting, theαof Cronbach was 0.97. As a result, the physical education teachers had higher information needed motives when they wanted to solve a student question or to offer some extracurricular information. Furthermore, the athletics injury protection and the skills, which can enhance the study interest, are the main part of information need. Moreover, the Mean revealed that the information needed motive was the highest and the information seeking behavior was the lowest. The results also showed there were no significant differences in teachers' background and the physical education teachers of Kaohsiung have respectable information abilities a lot. However, the information seeking behaviors were lay particular stress on using the Internet. The survey demonstrated that people can know that the physical education teachers attached great importance to the cognitions and affections of the information behaviors in PE teachers' classes. The reasons of the low scores may because the teachers had a good quality on athletics skills and academic knowledge. The study recommended that the athletic websites should be well-organized to build up and also updated the latest information. Additionally, not only the books in a school library but also the data should be replenished for the all teachers.
28
Liu, Jauda, and 劉兆達. "The curriculum model for the purpose of physical education in senior high schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/34807105075579987100.
Full textAbstract:
博士國立臺灣體育大學(桃園)
體育研究所
96
The purposes of this study were to understand the factors, goals, questions, and strategies of curriculum reform for physical education in senior high school, to recognize the validity of purpose dimension of curriculum models, to understand the purpose dimension of physical education teachers and students in Taiwan, and to compare the purposes among curriculum reform standards, physical education teachers, and students. The subjects were 400 physical education teachers, and 1680 students of senior high schools. The effective rates of physical education teachers and students were 56.25% and 84.64%. The research methods were interview used the semi-structure questions, and questionnaire which was the purpose inventory for physical education curriculum. The collected data was analyzed by descriptive statistic, t-test, one-way ANOVA, model fit measures, and cross-validation. The results were in the following: (a) the curriculum reform of senior high school was from 9-year curriculum and the trend of education, and its purpose was from the research project, teaching content and assessment of national standards for physical education. In addition, there were a lot of challenges to affect the curriculum reform for physical education, such as teachers, parents, administration, text books, and teacher education. Furthermore, the connection between the curriculum reform and 9-year curriculum had some questions, such as the curriculum focused on health education, the subject connected not well, and the students’ ability unequal. (b) There were three models for physical education achieved the fit level of the measurement, such as the oblique model of 1-step and 7-factor, the model of 2-step, and 7-factor, and the oblique model of 2-setp and 3-factor. The best model was the oblique model of 1-step and 7-factor which also achieved the fit level of cross-validation. (c) The top 5 purposes of physical education teachers were the circulo-respiratory efficiency, neuro-muscular efficiency, joy of movement, teamwork, and mechanical efficiency. The purposes of physical education teachers were affected by gender, age, teaching year, and location, and those purpose were become more important in the future, such as physiological efficiency, psychic equilibrium, spatial orientation, object manipulation, communication, group interaction, and cultural involvement. In addition, the top 5 purposes of students were the teamwork, circulo-respiratory efficiency, joy of movement, neuro-muscular efficiency, and mechanical efficiency. The purposes of students were affected by gender, and location, and the purpose of physiological efficiency was become more important in the future. Furthermore, physical education teachers thought those purposes of curriculum were more important than those of the students in the present and future. (d) Those purposes for physical education curriculum in senior high school can matched most important purposes perceived by physical education teachers and students, such as circulo-respiratory, neuro-muscular efficiency, mechanical efficiency, joy of movement, catharsis, teamwork, and competition.
29
Yi-Ling, Chen, and 陳依苓. "Construction of Learning Effect Index of Physical Education Class in Junior High Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/57093286605288945902.
Full textAbstract:
碩士國立體育大學
體育推廣學系
102
Construction of Learning Effect Index of Physical Education Class in Junior High Schools Abstract Objective of this study intends to establish the learning performance indicators for junior high physical education. In order to reach this objective thereby this study adopts the Delphi technique. Moreover a team of Delphi technique experts was formed by inviting 3 sports education experts, 2 physical education assessment experts and 7 senior physical education teachers so as to facilitate the survey process. In addition the experts from respective analytical fields like the average, quartile deviation and frequency distribution finally reached the consensus via conducting three Delphi technique surveys targeting to the advices for physical education learning performance indicators. Findings of this study are used to develop the junior high physical education learning performance indicators and the indicator is constituted of 4 dimensions. Within the teacher teaching dimension, there exist 8 indicators which include the course design proficiency for physical education teacher, the capability in caring the student learning scenarios, oral communication skill, physical education expertise, the good movement demo capability, classroom management capability, multiple assessment capability as well as capability of inspiring the student potential. At the level of people skill, there are 8 indicators which include the ability of increasing student communication skill, ability of maintaining good interactions with the students, getting along well with other teachers, communication skill with students, strengthening the amicable relation with the students, respecting student’s preference, respecting teacher’s preference as well as assisting the student in the mutual understanding of each other’s personalities. In the dimensions for learning performance, there are 10 indicators which comprise of sports rules, all sports standards for student learning, having the students learning the commonsense for sports safety protection, the increase in the physical fitness for students, raising the level of student sports skills, having the students learning the essence of mutual cooperation, inspiring the honor shared by students, cultivating student’s responsibility, raising the level for student’s sports interests and the sports skill performance mutually shared by all students. As for the sports facilities and equipments, there are 5 indicators which are: The existing fields that can be properly utilized for physical education class, all installations that can be safely used during class, adequate sports equipments provided for physical education, proper fields intended for activities dedicated to the class, ability to determine whether all equipments are suitable to students in the class and 31 indicators. Lastly, all the recommendations from this study are to serve as references for physical education practitioners specifically in the practical applications as well as the ensuing researches. Keyword: Delphi technique, Physical education, Teaching effect
30
Beeusaert, Darlene. "Athletic injuries and high school physical education teachers." 1995. http://hdl.handle.net/1993/18783.
Full text
31
Lin, Shu-hao, and 林書豪. "A Study of School Adaptation for Physical Education Classes of Junior High Schools Students in Taoyuan County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/43227464680719270523.
Full textAbstract:
碩士國立體育大學
體育推廣學系碩士班
100
The study mainly focuses on the analysis of the Junior High PE Class students’ adaptation toward three aspects, school academic learning, specialty training, and school interpersonal relationship. In this research, 642 junior high PE class students from Taoyuan county were asked to do the questionnaire about “the adaptations of Junior High PE Class students in school”, and 580 valid questionnaires were received. Effective response rate was 90%, and 12 students of physical education classes were interviews. Through the analysis of the questionnaire responses and interviews, the findings are as follows, 1. Junior High PE Class students from Taoyuan County who attended the questionnaire test get the highest points in the adaptation of Interpersonal relationship; the following is the adaptation of Specialty training, and the School academic learning is the worst of the three aspects. 2. The students who have different backgrounds reflect the differences on their school adaptations. 3. The data of the study represents that there are significant positive correlations among the Junior High PE Class students’ adaptation of school academic leaning, specialty training, and interpersonal relationship. Some suggestions in the final chapter, according to the analysis results of this research, are provided for the schools and any researcher who would like to do the further study.
32
Lin, Andy, and 林安廸. "A Study on Curriculum of High School Physical Education Teacher Education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/kkbw89.
Full textAbstract:
碩士國立體育大學
體育研究所
98
The purpose of this study was conferred curriculum of high school physical education teacher education. This study was analyzed 9 curriculums content of institutions of high school physical education teacher education by content analysis. The finding were concluded by statistic analysis as follows：The junior high school physical education teacher education included 24.11 obligatory credits and 17.44 elective credits of physical education professional curriculum. The senior high school physical education teacher education included 23.44 obligatory credits and 19.11 elective credits of physical education professional curriculum. Also, they needed to study 14.22 obligatory credits and 13.11 elective credits of education professional curriculum. “Physical skill obligatory curriculum”, “Physical education pragmatic elective curriculum”, “Educational method obligatory curriculum” and “Adolescent development and guidance elective curriculum” were the highest percentage in different curriculum of high school physical education teacher education. Besides, there was lack of “Curriculum design and teaching”, “Local activity skill curriculum”, “Health fitness skill curriculum” and “Outdoor activity skill curriculum”. Researcher also provided suggestion for location of institutions and curriculum design. Also, researcher provided a model of physical education teacher education curriculum design. It could provide suggestion for all of institutions of high school physical education teacher education.
33
Cho, Pei-Chun, and 卓佩君. "A Study of Physical Education Learning Assessment Practices in the Health and Physical Education Learning Area at Junior High Schools in Sinzhuang District." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/18040853263198670589.
Full textAbstract:
碩士輔仁大學
體育學系碩士班
92
The purpose of this study was to investigate the current practices of physical education learning assessment in the Health and Physical Education Learning Area of the newly implemented “1st — 9th Grade Curriculum”. The results of this study should be useful for teachers of this area to evaluate physical education learning, as well as in providing directions for future inquiries. A total of 83 teachers from 15 public junior high schools in Sinzhuang District participated in this study. A researcher self-developed questionnaire, “Physical Education Learning Assessment Practices in the Health and Physical Education Learning Area at Junior High Schools in Sinzhuang District” was administered to the subjects. Statistical analyses including frequency distribution, percentage distribution, and Chi-Square tests were performed using the SPSS 10.0 for Windows software. The results of the study were: (a) most frequently assessed aspects of physical education learning of the Health and Physical Education Learning Area in Sinzhuang District were “Learning Attitude”, “Sport Skill” and “Physical Education Knowledge”, in a descending order; (b) in assessing physical education learning, “Levels of Skill”, “Convenience of Assessment”, “Learning Time Available”, “Levels of Difficulty of Course Content”, “Learning Attitude of Students”, and “Fairness of Evaluation” were the most important considering factors; (c) the best valued benefits of learning assessment were “to Ascertain the Appropriateness of the Course Content”, “to Know the Participating Willingness of the Students”, “to Understand Student’s Learning Attitude”, and “to Line-up Teaching Efforts with Learning Assessments”; and (d) teachers’ background variables including gender, the highest academic degree, task position, major in study, seniority in teaching, and the size of school were found to be influential or partially influential on the perceptions of assessment considerations and/or benefits of the teachers.
34
Liu, Chia-Hui, and 劉嘉惠. "AN INVESTIGATION OF CURRENT ADAPTED PHYSICAL EDUCATION AT JUNIOR HIGH SCHOOLS AND ELEMENTARY SCHOOLSIN HUALIEN AND TAITUNG COUNTYAN INVESTIGATION OF CURRENT ADAPTED PHYSICAL EDUCATION AT JUNIOR HIGH SCHOOLS AND ELEMENTARY SCHOOLSIN HUALIEN AND TAITUNG." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/3a438j.
Full textAbstract:
碩士國立臺東大學
特殊教育學系碩士班
96
An Investigation of Current Adapted Physical Education at Junior High Schools and Elementary Schools in Hualien and Taitung County Chia-Hui Liu National Taitung University Director: Ming-Chuan Wang Abstract The purpose of this study was to explore the current status of adapted physical education(APE) teaching in Hualien and Taitung county for teachers of junior and elementary schools. Questionnaires were used to survey the adapted physical education status and the needs, problems and implementation of adapted physical education teaching. Two hundred and fifty six questionnaires were administered to teachers. The data were analyzed by frequency, percentage, independent t-test, One-Way ANOVA, LSD and Chi-Square Test. The results were as followings: Most APE teachers are male, aged from 31 to 40, and have graduated from teachers’ colleges; 74% of samples had not received special education training and 70% were not physical education majors. Furthermore, the APE teaching based on students’ health condition was more used in special classes than in general classes. The survey showed that facilities were frequently used in track and field activities, center by male teachers and basketball court by female teachers. Special teachers had more consideration of students’ individual needs than general teachers had. A high percentage of both junior and elementary schools did not give guidance in APE in campus. No significant differences were found in teachers’ gender, education, physical education background, and connubiality in teachers’ perception to current status on APE. Teaching difficulties were mainly in deficiency of APE professional teaching knowledge, facilities of special equipment for students with disabilities and APE teaching materials. In regard to teachers training needs, male teachers needed professional team support most, while female teachers needed workshops and training in APE .Consequently, there was no significant differences in the willingness to teach APE for teachers with different gender, age, education background, and seniority. Results could be used as reference to develop adapted physical education and teaching. KEYWORDS：Students with Disabilities, Adapted Physical Education ,Current Adapted Physical Educational Teaching
35
Halverson, Kara S. "A comparison of student attitudes toward physical activity in a traditional and block scheduled physical education curriculum in four Wisconsin high schools." 2002. http://www.oregonpdf.org.
Full text
36
陳瑞連. "A Study on Physical Education Teachers’ Job Satisfaction Level in High Schools in Kaohsiung County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/83756829224216259439.
Full textAbstract:
碩士高雄師範大學
體育學系
98
The purpose of this study was to understand the current level of job satisfaction of physical education (PE) teachers in high schools in Kaohsiung County, as well as to compare the differences in job satisfaction through the various background variables. The instrument used in this study was a self-compiled questionnaire. A total of 214 questionnaires were distributed with a valid return rate of 88.79%. The number of useful questionnaires was 190. This study adopted descriptive statistics, independent samples t-test, one-way ANOVA, and Scheffe post-hoc comparison to perform the statistical analysis. The outcomes of the study were as follows: 1.Most of the participants were married, male, aged 31-40 years old, having master’s or doctor’s degrees, and 5-9 years of seniority. Most of them did not have administrative duties or hold coach positions, served in junior high schools that comprised at least 49 classes. 2.Except for the interpersonal relationships, the other five constructs (work itself, salary and benefits, continuing education and promotion, administrative leadership, and school environment) concerning the job satisfaction of PE teachers , as well as the overall job satisfaction, did not reach the satisfactory level. 3.No significant differences of the job satisfaction were demonstrated with the variables: gender, age, levels of education, teaching seniority and whether holding coaching positions or not . 4.Married PE teachers showed a higher level of satisfaction with the work itself than singles. 5.In the administrative leadership and overall job satisfaction, the PE teachers who held some administrative duties were more satisfied than teachers who did not have any administrative responsibilities. 6.In terms of the salary and benefits, and overall satisfaction, senior and vocational high school PE teachers’ satisfaction levels were higher than junior high school PE teachers’. From the school environment construct, senior and vocational high school PE teachers’ satisfaction level was higher than junior high schools and complete schools. 7.From the school sizes aspect, PE teachers with schools consisting of 49 or more classes ranked their interpersonal relationships higher than those of the schools consisting of 25 to 48 classes.
37
Ting, WU-Chen, and 吳榛娗. "A Research on Students Satisfaction with Physical Education Curriclum at Primary and Junior High Schools." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/663xh2.
Full textAbstract:
碩士國立嘉義大學
教育行政與政策發展研究所
106
Abstract Physical education lesson is one of the most important method to assist students to learn adequate exercise knowledge and skills, and to improve students’ health through a variety of physical activities. This research is thus aimed to explore the satisfaction level of physical education as perceived by elementary and junior high school students, and to determine if there are significant satisfaction level differences among students with various backgrounds. The research results may thus help physical education teachers to further enhance the quality of their classes. Questionnaire survey was adopted in this research, and a self-developed questionnaire was used as the main instrument for data collection. The questionnaire was administered to 240 students studying in elementary and secondary schools. With which 200 were received and valid for consequent statistics analyses. The research results are as follows: 1. There was no significant satisfaction difference between male and female students. 2. There was no significant satisfaction difference between students learning in urban schools and those learning in rural schools. 3. The satisfaction level was significantly different for some of the class activities between students from bigger schools and smaller schools. 4. The satisfaction level was significantly different for some of the class activities between students studying at elementary schools and students studying at junior high schools Keywords: Physical education, satisfaction level, elementary and junior high schools
38
Tang, Hsiu chih, and 湯秀枝. "A Study of Performance Indicators for Sustainable Management of Physical Education Classes in High Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/38928105120239970932.
Full textAbstract:
碩士中臺科技大學
文教事業經營研究所
102
Abstract The purpose of the study was to explore the key factors of the performance indicators for the sustainable management of physical education classes in high schools in Taichung City. Interviews with experts and questionnaires survey were used in the study. Participants were selected from group leaders, teachers, and specialized coaches of physical education in high schools. The researcher developed the Questionnaire Survey on the Performance Indicators for Sustainable Management of Physical Education Classes to collect data for constructing the weight of operating system to assess performance indicators. Based on the data analyses, the main conclusions of study are listed as follows: 1. The performance indicators for the sustainable management of physical classes are classified into research themes, 5 focus dimensions, and 17 performance indicators which are relevant to and consistent with the current evaluation project of PE classes. 2. In terms of the overall weight of operating system, among the 5 focus dimensions of sustainable management, teachers are the most influential factor, followed by students. Professional and humanized teachers who are responsible for the recruitment and care of students have significant effects on the sustainable management of PE classes. 3. Among the 17 performance indicators, professional teachers are ranked first for the overall weight value influencing the sustainable management of PE classes, followed by student admission, continuing studies and job access, school equipment and facilities, and then involvement in physical education. These indicators demonstrate that successful management of PE classes not only needs hard and soft ware, but also needs supports from the administrative organizations and schools; and then the turning point of sustainable management of PE classes will be seen. 4. Performance indicators will be more objective and more efficient through the way of quantity and standardization with the quantified value between 0 and 1. The weight value of five focus dimensions is different from that of items in the current evaluation project. Therefore, the findings of the study may be used for reference to review evaluation performance in the future.
39
Lin, Hsi-Yen, and 林希彥. "Perceived Parent’s Educational Expectations and Physical Self-Concepts of Students in Junior High School Physical Education Class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/06041234675039485210.
Full textAbstract:
碩士國立新竹教育大學
體育系體育碩士在職專班
103
This study investigated the relationship between students’ perceptions of their parents’ educational expectations and their perceptions of physical self-concept. In addition, we explored whether students of varying backgrounds perceived their parents’ educational expectation and physical self-concept differently. A survey of junior high school students from physical education (PE) class was conducted using self-prepared questionnaires (junior high school PE student questionnaire of the parents’ educational expectations and physical self-concept) as the research instrument for collecting data. The participants were PE class students from a junior high school in Taoyuan City (formerly Taoyuan County); 400 questionnaires were distributed, and 385 valid samples were collected. The collected data were analyzed using descriptive statistics, analysis of variance, product-moment correlation, and multiple regression. The following results and findings were obtained: (a) Junior high school PE students positively perceived parents’ educational expectations and physical self-concept. (b) Students’ perception of parents’ educational expectation varied significantly according to students’ gender, their mother’s educational attainment, and father’s occupation. (c) Students of differing gender perceived physical self-concept significantly differently. (d) Students’ perceptions of parents’ educational expectations were strong predictors of physical self-concept. According to these results, a conclusion was drawn and education policies, practical strategies, and recommendations for follow-up studies were proposed.
40
Jones, Catherine Christina. "Experiences of grade 10 males in high school physical education." Master's thesis, 2010. http://hdl.handle.net/10048/1076.
Full textAbstract:
Thesis (M. Ed.) -- University of Alberta, 2010."A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education, Department of Secondary Education, University of Alberta." Title from pdf file main screen (viewed on May 12, 2010). Includes bibliographical references.
41
Hannon, James C. Ratliffe Thomas. "High school students physical activity levels in coeducational and single gender physical education settings." 2004. http://etd.lib.fsu.edu/theses/available/etd-03022004-145539.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2004.Advisor: Dr. Thomas Ratliffe, Florida State University, College of Education, Department of Sports Management, Recreation Management, and Physical Education. Title and description from dissertation home page viewed (June 16, 2004). Includes bibliographical references.
42
Huang, Jing-Yao, and 黃敬堯. "After the implementation of Senior High School Physical Education Curriculum Guideline-the physical education curriculum in Taoyuan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/52177531697484183503.
Full textAbstract:
碩士國立臺灣師範大學
體育學系
99
After the implementation of Senior High School Physical This research aims to understand the situation of Physical Education at high schools in Taoyuan region, including teaching material, teaching evaluation and sports-related activities, and explore the impact on physical education curriculum for 6 schools in this research after the implementation of 2010 Physical Education Senior High School Curriculum Guideline. This research invites 6 National High School in Taoyuan region, as well as incorporate in-depth interview with the school PE chief and some other recommended senior teachers. The following are some discoveries and discussions of this research, based on the analysis of relevant data collected. First, teaching materials was various and diverse in the physical education curriculum in Taoyuan, but mostly dominated by sport of ball games and lack of other types of courses. Second, the curriculum and teaching progress are different from school to school, which are mostly arranged by individual teachers or groups. Those arranged by groups of teachers will derived problems of teaching progress duplication. Third, the proportion of teaching evaluation meet the Physical Education Senior high School Curriculum Guideline, assessment items and grading are different from school to school or teachers. Most schools focus more on affective and learning attitude; cognitive assessment is more written test-based. Fourth, the current sports-related activities in schools in Taoyuan diverse and rich, the main inter-class competition often come along with teaching materials that can enhance learning motivation and extracurricular sports participation. Fifth, the adjustment of Physical Education Senior high School Curriculum Guideline isn’t made obviously, yet schools await that the school curriculum planning group and the Curriculum Development Committee make the specific planning and implementation.
43
Kao, Fang-Yu, and 高芳瑜. "The Effect of Adapted Physical Education on Health-Related Physical Fitness of Students with Intellectual Disabilities in Junior High Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/89253786390400063287.
Full textAbstract:
碩士國立彰化師範大學
特殊教育學系所
96
The purpose of this study was to investigate the effects of Adapted Physical Education improving health-related physical fitness in body composition, cardio respiratory endurance, muscular strength and endurance, flexibility of students with intellectual disabilities in junior high schools. The pretest-posttest non-equivalent group design was adopted. The sample was sixteen students with intellectual disabilities who were from the special education class of Shalu junior high school in Taichung. The independent variable was Adapted Physical Education method, the dependent variables was Health-Related Physical Fitness. In addition, the qualified data provides evidences to prove the positive outcome of this study through investigating objects and interviewing teachers. The consequences were shown as follows: 1. There was no significant difference between Adapted Physical Education and general Physical Education to reduce the body composition of junior high school students with intellectual disabilities. 2. There was no significant difference between Adapted Physical Education and general Physical Education to promote the cardio respiratory endurance of junior high school students with intellectual disabilities. 3. There was significant difference between Adapted Physical Education and general Physical Education to promote the muscular strength and endurance of junior high school students with intellectual disabilities. 4. There was no significant difference between Adapted Physical Education and general Physical Education to promote the flexibility of junior high school students with intellectual disabilities. 5. There was a positive effect to promote learning motive and class interaction of the junior high school students with intellectual disabilities by Adapted Physical Education. 6. The teachers approve the necessity and results of Adapted Physical Education that promote the health-related physical fitness.
44
Tai, Fang Yi, and 戴芳儀. "The Effect of Adapted Physical Education Curriculum on Health-Related Physical Fitness of Students with Disabilities in Junior High Schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/31667609387658078996.
Full textAbstract:
碩士輔仁大學
體育學系碩士班
97
The purpose of this study was to investigate the effects of Adapted Physical Education improving the health-related physical fitness in flexibility, body composition, muscular strength and endurance, cardio respiratory endurance of students with disabilities in junior high schools. The sample was thirty students with strategies on students with disabilities who were from a junior high school in Miaoli county. The independent variable was Adapted Physical Education Curriculum, the dependent variables was Health-Related Physical Fitness. The consequences were shown as follows: 1.There was a significant difference between Adapted Physical Education and general Physical Education to promote the flexibility of junior high school students with disabilities. 2.There was no significant difference between Adapted Physical Education and general Physical Education to reduce the body composition of junior high school students with disabilities. 3.There was a significant difference between Adapted Physical Education and general Physical Education to promote the muscular strength and endurance of junior high school students with disabilities. 4.There was a significant difference between Adapted Physical Education and general Physical Education to promote the cardio respiratory endurance of junior high school students with disabilities.
45
TUNG, WEN-CHIN, and 董紋進. "A Study of Learning Adaptation and Intention to Higher Education for Physical Education Classes of Senior High Schools Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/z75bmd.
Full textAbstract:
碩士國立體育大學
體育推廣學系
104
This study was designed to investigate the senior high school PE class students learn to adapt to the wishes of the studies and the status of the case and the relevant difference. To this end, the study of Taiwanese senior high school PE class students as the research object, senior high school PE class students learn to adapt and further studies will of the questionnaire as a research tool, questionnaire; issued a total of 910 questionnaires were valid questionnaires 820 valid questionnaires reached 90.1%, according to the need and purpose of the study, were used descriptive statistics, independent samples t test, one-way analysis of variance, Scheffe post hoc test method, Pearson underperformance related data and other statistical methods to give the following conclusions: First, the senior high school PE class students adapt well and score all levels to adapt the best relationships, training adaptations, followed by a minimum of academic learning to adapt; high overall subject studies will, choose College sports than other schools, select other sports related departments than other departments. Second, the gender, year, academic rank, motion on behalf of the hierarchy, self-study time every day, the average number of daily training, average weekly number of days of training and other variables in the study of adaptation there are differences; sports kind, academic, self-study time every day, average weekly number of days of training and other variables in studies on willingness to have differences. Third, learn to adapt and reach significant positive correlation between enrollment will. Finally, the study on the basis of research results, the relevant units and follow-up study, proposed recommendations.
46
Lin, Jing-Ping, and 林靜萍. "Teacher-student interaction analysis in junior high school physical education." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/38399167956428133800.
Full text
47
Yang, Jui-Yao, and 楊瑞耀. "Internet Addiction, Attitude toward Physical Education, and Physical Activity in Vocational High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/46608969015928290619.
Full textAbstract:
碩士臺北巿立體育學院
運動教育研究所
100
Purpose: To examine the associations of internet addiction, attitude toward physical education, and physical activity in vocational high school students. Method: A battery of questionnaires, including the Chen Internet Addiction Scale, International Physical Activity Questionnaire-Short Form, and the Attitude Scale toward Physical Education, were administered to public vocational high school students selected by a stratified sampling method. Totally, 760 valid questionnaires were collected and analyzed by the independent sample t-test and stepwise regression analysis. Results: The relationship between Internet addiction and physical activity was not significant. However, there was a positive association between the attitude toward physical education and physical activity, whereas a negative association was found between the core symptoms of Internet addiction and the cognition toward physical education. Conclusion: The value of physical education in vocational high schools is needed to be emphasized since positive attitudes toward physical education increase physical activity levels after school in adolescent. It is important to develop students’ regular exercise behaviors and positive attitudes toward a healthy lifestyle through curricula in physical education.
48
Kuo, Yung-San, and 郭仰三. "Research on Physical Education Attitude and Learning Achievement of Physical Education Course in Kaohsiung Senior High School Student." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54849418031503803270.
Full textAbstract:
碩士臺北巿立體育學院
運動科學研究所
94
Abstract The purpose of the present study was to (a) examine the status of physical education attitude and learning achievement of physical education course in public senior high school student within Kaohsiung area; (b) compare the differences among selected demographic variables on physical education attitude and learning achievement of physical education course in Kaohsiung public senior high school student; (c) identify the relationship between physical education attitude and learning achievement of physical education course in Kaohsiung public senior high school student; (d) investigate the predication variable for learning achievement of physical education course by physical education attitude. The questionnaires were utilized for data collection including (a) Demographic Information Sheet; (b) Physical Education Attitude Inventory, and (c) Learning Achievement of Physical Education Course Inventory. The population was Kaohsiung Public Senior High Schools, and the sample was 810 people selected from twelve schools in twelve districts of Kaohsiung Each school was used thirty questionnaires and students were randomly selected from first, second, and third grade in the each twelve schools. From the survey returned, were coded. Descriptive statistics, independent sample T-test, one-way ANOVA, Pearson Product-Moment correlation, and multiple regressions were computed for data analysis. The results indicated that (a) the grades in physical education attitude and physical learning achievement were between meddle and high position; (b) the significant differences were found on physical education attitude by gender, grade, be the team or not, parent’s attitude to support sport, and different education achievement; (c) the significant differences were found on physical education learning achievement by gender, grade, be the team or not, parent’s attitude to support sport, and different education achievement; (d) physical education attitude and physical education learning achievement were positive relationship significantly; (e) cognitive attitude, affective attitude, and active intention can predict physical education learning achievement effectively.
49
Sung-Hao, Huang, and 黃嵩豪. "Research on Physical Education Attitude and Learning Achievement of Physical Education Course in Taipei Junior High School Student." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/78891511846009201106.
Full textAbstract:
碩士臺北巿立體育學院
運動科學研究所
93
Abstract The purpose of the present study was to (a) examine the status of physical education attitude and learning achievement of physical education course in public junior high school student within Taipei area; (b) compare the differences among selected demographic variables on physical education attitude and learning achievement of physical education course in Taipei public junior high school student; (c) identify the relationship between physical education attitude and learning achievement of physical education course in Taipei public junior high school student; (d) investigate the predication variable for learning achievement of physical education course by physical education attitude. The questionnaires were utilized for data collection including (a) Demographic Information Sheet; (b) Physical Education Attitude Inventory, and (c) Learning Achievement of Physical Education Course Inventory. The population was Taipei Public Junior High Schools, and the sample was 1080 people selected from twelve schools in twelve districts of Taipei. Each school was used thirty questionnaires and students were randomly selected from first, second, and third grade in the each twelve schools. From the survey returned, 992 were coded. Descriptive statistics, independent sample T-test, one-way ANOVA, Pearson Product-Moment correlation, and multiple regressions were computed for data analysis. The results indicated that (a) the grades in physical education attitude and physical learning achievement were between meddle and high position; (b) the significant differences were found on physical education attitude by gender, grade, be the team or not, parent’s attitude to support sport, and different education achievement; (c) the significant differences were found on physical education learning achievement by gender, grade, be the team or not, parent’s attitude to support sport, and different education achievement; (d) physical education attitude and physical education learning achievement were positive relationship significantly; (e) cognitive attitude, affective attitude, and active intention can predict physical education learning achievement effectively.
50
Kao, Yu-Tzu, and 高玉姿. "A Study on Evaluation Indicators for Physical Education in Taoyuan County Junior High and Elementary Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74287884613886885865.
Full textAbstract:
碩士國立臺北教育大學
教育政策與管理研究所
94
The purposes of this study were to explore the indicators for the evaluation of physical education in junior high and elementary school in Taoyuan County, and obtain the relative weight among those indicators by Analytic Hierarchy Process (AHP). Then, we can understand the relative importance of indicators, which can be main reference while putting the evaluation of physical education in junior high and elementary schools in Taoyuan County into practice. Firstly, the study collected all the possible evaluation indicators of junior high and elementary physical education by literature reviews, and used survey research method to obtain and integrate opinions of schools and specialists. Secondly, the Delphi Technique was administered to determine the feasible evaluation indicators of junior and elementary physical education. Thirdly the researcher applies Team Expert Choice software to judge the relative weight among indicators in order to carry out the construction of “system of indicators “ weight for the evaluation of junior and elementary physical education in Taoyuan county. “Indicators for the evaluation of junior and elementary physical education in Taoyuan County” constructed by the research consists of five categories and under each category involves three indicators. The relative weight of each category and indicators are as follows: 1. The first level indicators include: “teaching for physical education” (45.3%), “sport fields and physical equipment” (16.8%), “activities for physical education” (16.6%), “the administration of physical education”(13.6%) and “specialty for physical education”(7.7%). 2. The second level indicators subordinating to “teaching for physical education” include “teaching preparation and implementation” (20.3%), “professional development”(18.5%), and “teaching efficiency”(6.5%). 3. The second level indicators subordinating to “activities for physical education” consist of “activities inside and outside campus”(7.8%), “extracurricular activities”(4.0%), and ”race and training”(4.8%). 4. The second level indicators subordinating to “the administration of physical education” includes “annual plan”(6.1%), “organization and resource for physical education”(5.3%), and “administration computerization”(2.2%). 5. The second level indicators subordinating to “sport fields and physical equipment” include “filed plan”(4.6%), “security measures”(6.9%), and “equipment maintenance”(5.3%). 6. The second level indicators subordinating to “specialty for physical education” consist of “resources inside and outside campus”(2.9%), “specialty and performance for physical education”(2.0%), and “professional study” (2.8%). 7. Under the second level indicators, 48 indicators can be attributed into the third level in total. According to the result of weight order of third level indicators, those indicators ranks as follows: “evaluation in physical education”, “implemention normally in physical education”, “school games holding”, and “teaching plan and schedule” in terms of the importance. Based on the result of the study, some recommendations were offered as follows : 1. Suggestions for the Educational Administration Institution: a. Based on the result of the study, Educational Administration Institutions can make reference on the relative weight of each category and indicators while making school physical education policies. b. By evaluation of school physical education, it will promote development and accountability of school physical education. c. To train those staffs with expertise of physical education evaluation, it is able to improve the implementation of evaluation of school physical education in Taoyuan County. 2. Suggestions for the junior high and elementary schools in Taoyuan County: a. Based on the result of the study, the relative weight of each category and indicators can be suggested to schools in Taoyuan County short and long-term planning making. b. The first level indicators indicators, teaching for physical education, offer reference to physical education in Taoyuan. c. The indicators can be used as the criteria of accountability in school physical education. 3. Suggestion for further studies: a. Expanding to senior high schools in Taiwan. b. Expanding to the meta-evaluation researches of junior high and elementary physical education. c. Exploring the difference of the indicators between each county and those of the Ministry of Education.