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Published: 10 December 2022

Last updated: 29 January 2023

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1

Fischer, Imke. "Years of silent control the influence of the Commonwealth in state physical education in Victoria and New South Wales /." Connect to full text, 2001. http://hdl.handle.net/2123/4031.

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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.
Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.

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2

Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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3

Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.

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4

Groves, Suzanne Claire. "How children experience national curriculum physical education." Thesis, University of Chichester, 2001. http://eprints.chi.ac.uk/859/.

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There has been a general reluctance within education, and in particular physical education, to involve the child proactively in the research process. Assessments of children's experiences have occluded possibilities for the development of understanding by the proclivity to employ restrictive methods of research. Herein potential is confined to accessing only those categories deemed to be of significance by the researcher. This study aimed to expand upon existing studies by opening potential for accessing new possibilities through the involvement of children directly in the exposition of research issues and development of theory. An interpretive approach, adhering to a grounded theory methodology, was taken over a three-year period of data collection and analysis. Following an initial year of familiarisation with the research field, through observations in four secondary schools, a case study formed the basis of the main body of research. Diaries, group and individual interviews formed the essential basis of data that was supported by observational study. Children involved in this study were found to have the capacity for reflection and analytic acumen to cast their experience meaningfully and constructively for interpretation. Therefore, although superficially findings supported many more general issues studied to date within the subject area, analysis revealed more specifically that children's experience of physical education was organised around certain domains of awareness. These configurations formed what I have termed a 'working consciousness' in given situations. 'Physical education' as a practical, spacial and social phenomenon heightens the significance of experience through the multiplicity of sentient possibilities that it creates for the child. However, in particular, the presence of 'significant' peers was found to be a predominant determinant of actual working consciousness, on occasion overriding 'curriculum' itself.

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5

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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6

Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.

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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.

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7

Chan, Yuen-kee Karen. "The enhancement of physical activity in primary school students through an individualized physical activity programme." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25751979.

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8

Goodwin, Lorna. "The inclusion of children with physical disabilities in physical education : rhetoric or reality?" Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685073.

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9

Storm, Wendy M. "Inclusion models in elementary physical education." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/WStorm2007.pdf.

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10

Qiu, Wei. "Physical activity intervention in early care and education settings." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 185 p, 2009. http://proquest.umi.com/pqdweb?did=1654493001&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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11

Barnett, Tracie. "Predictors of physical inactivity among elementary school children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37089.pdf.

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12

Burton, Catherine J. "The heart rates of elementary children during physical education classes." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020151.

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The purpose of this paper was to monitor the heart rates of-first, third, and fifth grade students during physical education classes to determine if the classes contribute to improvement in cardiovascular fitness levels. The study determined the average heart rate of students in physical education classes and determined the percent of time the heart rate remained in, above, and below a predetermined heart rate range of 140 to 180 beats per minute.Students from seven schools were involved in this study which included: 338 first graders, 236 third graders, and 217 fifth graders. Each school was visited three times.The measurement of heart rates was accomplished by placing a heart rate monitor on each student during their regular physical education class. The results indicated that the average heart rate for all first graders was 142.28 beats per minute (bpm), for all third graders was 141.68 bpm, and for all fifth graders was 142.85 bpm. The percentage of time spent in the pre-determined heart rate range for first grade students was 39.98%, third grade was 37.78%, and 40.64% for fifth grade. The percentage of time spent above the pre-determined heart rate range for first grade was 15.59%, 15.76% for third grade, and 13.91% for fifth grade. The percentage of time spent below the predetermined heart rate range for first grade was 43.99%, for third grade 46.32%, and 47.00% for fifth grade. The above findings revealed that the average heart rates did increase, although when further examining the percentage IN, ABOVE, and BELOW the pre-determined heart rate range the figures indicated that heart rates were not maintained at an appropriate level of intensity for the adequate time needed to increase cardiovascular fitness levels. If cardiovascular fitness is a goal in these classes, changes in class drills and games will be required to accomplish this goal.
School of Physical Education

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13

Jančiauskas, Rolandas. "Humanistic education of junior schoolchildren in physical education lessons." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20140117_144311-15818.

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In the face of the present-day challenges such issues as personal integrity, life harmony and meaningfulness are becoming a key concern, thus, educational efforts to humanize people's lives, to help raise and seek answers to the questions of life meaning and purpose are particularly important. Modern school is required to organize the educational process by creating human values-based relationship. After starting the school junior schoolchildren expand their cognitive opportunities, enrich their emotional world, and form their empathy and behavior. However, primary school pupils often experience difficulty in communicating, because the relationship between this age group children often lacks support, attentiveness and respect for each other. Schoolchildren’s emotions, their value orientation, physical, verbal and non-verbal forms of aggression are revealed in physical education lessons during play situations, and the moments of victory or defeat. Junior school age is the most important phase of developing humanistic values of an individual, because it is an intense period of child's personality development, their relationship with oneself and the world, the collection of new experience and information. Junior schoolchildren’s humanistic education in physical education lessons is a very important and relevant issue due to the conflicts during play situations and the lack of children’s support, attentiveness and respect for each other. Therefore, a scientific problem emerges:... [to full text]
Dabarties iššūkių akivaizdoje itin opi tampa asmens integralumo, jo gyvenimo darnos ir prasmingumo problema, todėl ypač svarbios darosi švietimo pastangos humanizuoti žmonių gyvenimą, padėti kelti ir ieškoti atsakymų į žmonių gyvenimo prasmės ir paskirties klausimus. Šiandieninei mokyklai keliamas reikalavimas organizuoti ugdymo procesą, kuriant bendražmogiškomis vertybėmis pagrįstus, humaniškus tarpusavio santykius. Jaunesniojo mokyklinio amžiaus vaikams pradėjus lankyti mokyklą, plečiasi pažintinės galimybės, turtėja jų emocinis pasaulis, formuojasi empatija ir elgesys. Tačiau pradinių klasių mokiniai neretai patiria bendravimo sunkumų, nes šio amžiaus vaikų tarpusavio santykiuose neretai pasigendama pagalbos, dėmesingumo ir pagarbos vienas kitam. Kūno kultūros pamokose žaidybinių situacijų metu, pergalės ar pralaimėjimo akimirkomis aktyviai reiškiasi mokinių emocijos, jų vertybinės orientacijos, fizinės, verbalinės ir neverbalinės vaikų agresyvumo formos bei rūšys. Dėl žaidybinių situacijų metu dažnai kylančių konfliktų ir vaikų pagalbos, dėmesingumo ir pagarbos vienas kitam stokos jaunesniojo mokyklinio amžiaus vaikų humaniškumo ugdymas kūno kultūros pamokose yra labai svarbus ir aktualus. Pats svarbiausias amžiaus tarpsnis ugdant humanistines asmens vertybes yra jaunesnysis mokyklinis amžius, nes tai yra intensyvaus vaiko asmenybės, jo savivaizdžio raidos periodas, tai jo santykis su savimi ir pasauliu bei naujos patirties ir informacijos kaupimas. Todėl būtina... [toliau žr. visą tekstą]

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14

Cascarelli, Nicholas V. Jr. "The Impact of Physical Education on Childhood Obesity in Ohio School Children." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464035106.

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15

Gross, Michael K. Hastie Peter A. "The effects of class size in elementary physical education an examination of student activity levels, class management time, and teacher attitudes /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1735.

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16

Cox, Jennifer L. "The effects of a relaxation/stress control program on elementary school children." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/11076.

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The purpose of this study was to test the effectiveness of a ten week relaxation/stress control program for elementary school children. Two hundred and eighty children from kindergarten to grade six were involved in the study. Various stress control techniques were taught as well as ways to apply the techniques in the children's daily lives. Significant effects were found in the experimental group with respect to the children's capacity to lower their heart rates, across the school overall. Children in the experimental group also successfully utilized the relaxation/stress control skills in a variety of settings to help reduce stress in their daily lives. The results of this study were encouraging, especially with respect to children's capacities to learn and apply relaxation/stress control skills in their daily lives both inside and outside of school.

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17

Harvey, William J. 1964. "Fundamental movement skills and associated physical activity experiences of children with ADHD." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100619.

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Excessive activity has been a prominent feature in the symptomatology of attention-deficit hyperactivity disorder (ADHD) for more than four decades. While overactivity has helped to identify persons with ADHD, the movement skill proficiency and physical activity experiences of children with ADHD have been overlooked (Harvey & Reid, 1997). This dissertation is a series of four original manuscripts that explore relationships between adapted physical activity (APA) and ADHD. The first manuscript, a review paper, discusses important issues related to ADHD. It suggests many children with ADHD experience poor levels of physical fitness and movement skill difficulties when compared to children without ADHD (Harvey & Reid, 2003). Numerous reference citations for seminal review articles on ADHD were provided. The second manuscript, another review paper, explored research methods used in movement performance studies about ADHD. Twenty new APA research questions about ADHD were posed (Harvey & Reid, 2005). Issues surrounding identification of ADHD, data collection procedures, and strategies to improve APA research about ADHD were also provided. The two review papers, when combined, are a substantial and original contribution to the ADHD literature. The third manuscript is a study about the effects of stimulant medication on the fundamental movement skill performance for 22 children with ADHD and a comparison of their movement skills to age- and gender-matched peers without ADHD. Multivariate statistical analyses revealed no significant effect of methylphenidate on the performance criteria of the TGMD-2 (Ulrich, 2000) for the children with ADHD. Significant differences between the children with and without ADHD were found on both locomotor skills and object control skills. A movement skill profile was developed for each group and they are unique contributions to the movement performance literature. The fourth manuscript is a study that explores the lived physical activity experiences of six boys with and without ADHD. Semi-structured interviews revealed some similarities among both groups about their physical activity experiences. However, qualitative differences were apparent on key aspects of skill proficiency. It is concluded that more in-depth APA research about people with ADHD is necessary to gain a clearer understanding of the children's unique physical activity needs.

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Coates, Janine Kim. "Let the children have their say : experiences of children with special educational needs in physical education." Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/5972/.

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Llewellyn, Ann. "Perceptions of inclusive education for children and families with physical disabilities." Thesis, University of Wolverhampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393658.

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It was the focus of this thesis to examine the influence of the school community and education system upon the children and families of young people with physical disabilities in one 'designated' mainstream school within the United Kingdom. The first phase of the study examined the self-perceptions of ninety three non-disabled peers between the ages of twelve and thirteen from year 8 of the school. The Twenty Statements Test (Rees and Nicholson. 1994) was used to establish sources of influence and values underlying identity in this group. This served as a basis to establish what the young people saw as the major issues affecting themselves and their friendships at this particular stage of their development. The results suggest that there are cultural nonns associated with identity in mainstream education that may serve to exclude young people with physical disabilities who may not meet peer expectations regarding physical appearance, personality and participation in group activities. The results suggest that children with physical disabilities are in a position of disadvantage in relation to friendship fonnation in mainstream education and also in relation to participation in activities considered crucial at this level of development. The second phase of the study examined the perceptions of mainstreaming of 6 pupils with physical disabilities, their parents and seven teaching staff. In-depth interviews were carried out and fonned the basis of a themed case study that highlighted multi-perspective approaches to issues that arose in mainstream schooling. A major theme emerging from this study was the vulnerability of young people with physical disabilities within a rigid system designed for an ablebodied majority. Evidence presented here suggests that clinical issues affecting the development of a child with a physical disability are not readily identified by teaching staff in mainstream education. It appears from interviews conducted that teachers are not provided with the training to recognise difficulties that can arise when teaching children with physical disabilities. An analysis of the case study material in the light of the transactional model (Sameroff, 1991) provides an example of how the personal attitudes and expectations of teachers can affect the way they interact with children with physical disabilities and also highlights the social and psychological barriers to inclusion that support discriminatory practices in mainstream education. Evidence from the case studies suggests that the processes that can serve to exclude the child with a physical disability from themainstream of "chool life appear to be '1ubtle and can abo impact upon the psychological functioning of individual children and their familie:--. The results of both phases of the study suggest that children with phy:--il'al disabilities are only partially included in main:--trcam school life

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Lisboa, Fabio Luis Fernandes. "Survey of best physical education practices for children with Autistic Behaviors /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488194825665623.

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21

LeDrew, June Elizabeth. "Women and primary physical education, a feminist critical ethnography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21939.pdf.

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Staples, Kerri. "Fundamental movement skills and motor planning abilities among children with Autism Spectrum Disorders." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86759.

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Behaviours of children with autism spectrum disorders (ASD) are developmental in nature, where movement skill differences can be accounted for in terms of either delays or deficits. This dissertation includes three manuscripts that collectively delineate differences in planning and execution of fundamental movement skills by children with ASD in terms of delays and deficits. The first manuscript compares performance of twenty-five children with ASD to three typically developing comparison groups individually-matched on chronological age (CA), movement skill (DEV), and mental age equivalence (MA) on the Test of Gross Motor Development (TGMD-2). Performance of children with ASD was poor compared to the CA group on locomotor and object control subtests of the TGMD-2, suggesting a delay in development. Children with ASD were strategically matched to the DEV group on raw score from the locomotor portion of the TGMD-2. This group was approximately half the age of the children with ASD, demonstrating the extent of this delay. Comparisons to the MA group showed that differences in movement skill cannot be accounted for entirely in terms of cognition as the children with ASD performed significantly worse on both subtests. The second manuscript describes the initial development and validation of an obstacle course to explore movement planning to better understand the differences in performance of fundamental movement skills found in the first study. The psychometric properties were sufficient to warrant further use. The third manuscript examined movement planning based on performance of children with ASD on the obstacle course compared to the same three groups of typically developing children. Motor planning was inferred from frequency of acts of hesitation and hesitation time during the obstacle course, while movement execution was inferred from execution time, movement pattern, and success. Despite demonstrating similar movement patterns as the younger DEV gro
Les comportements des enfants autistes sont de nature développementale; les différences des habiletés de mouvement peuvent être expliquées comme des différences de délais ou de déficits. Cette thèse est composée de trois articles scientifiques, qui collectivement expliquent les différences de la planification et de l'exécution des mouvements fondamentaux des enfants autistes, en ce qui a trait aux délais et déficits. Le premier article compare la performance de vingt-cinq enfants autistes à trois groupes d'enfants avec un développement typique. Les enfants étaient jumelés individuellement par l'âge chronologique (AC), l'habileté de mouvement (HM), et l'équivalence de l'âge mentale (AM) mesuré avec le « Test of Gross Motor Development (TGMD-2). La performance des enfants autistes était faible en comparaison avec le groupe AC sur les sous-tests de control du mouvement et control des objets du TGMD-2, suggérant un délai de développement. Les enfants autistes étaient jumelés au groupe HM par leur résultat brut au sous test du control du mouvement du TGMD-2.Les enfants de ce groupe étaient deux fois plus jeune que les enfants autistes, ce qui démontre l'ampleur du délai. Des comparaisons au groupe HM, démontrent que les différences d'habiletés de mouvement ne peut être complètement expliqué par la cognition étant donné que les enfants autistes performaient moins bien aux deux sous-tests, et ce, de façon significative. Le deuxième article décrit le développement et la validation d'une course à obstacles pour' explorer la planification des mouvements afin de mieux comprendre les différences de l'exécution des mouvements fondamentaux trouvées lors de la première étude. Les propriétés psychométriques étaient suffisantes pour justifier l'usage davantage. Le troisième article examine la planification du mouvement basée sur la performance des enfants autistes à la course à 'obstacle. La performance des enfants autis

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23

Sanders, Stephen W. "Kindergarten children's initial experiences in physical education." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/37444.

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Petersen, Susan Christine. "A multi-case study of instructional sequencing in elementary school physical education /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10298678.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Joseph R. Higgins. Includes bibliographical references (leaves 287-297).

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McManus, Alison Mary. "Cardiopulmonary function of prepubertal children in relation to exercise and training." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385020.

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26

Fogel, Victoria A. "Evaluating the effects of exergaming on physical activity among inactive children in a physical education classroom." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002999.

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Svedjer, Emelie, and Monika Lövsund. "Developing physical literacy in school children: from the perspective of teachers in physical education and health." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159236.

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Physical literacy (PL) is defined as the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement inphysical activities for life. The concept has become more prominent during recent years and has also inspired the latest curriculum for physical education and health (PEH) in Sweden. There has not yet been many empirical studies on the concept. The aim of this study was to explore elementary school PEH teachers’ knowledge, understanding and application of the psychological domains of PL. Five PEH teachers working with school children in grades 1-3 were interviewed and the data was analyzed using thematic analysis. Results showed that the teachers were used to teaching knowledge and understanding, and they had strategies to foster confidence but did not have the same systematic approach or understanding of motivation. In addition, the teachers emphasised emotions and social relations as important dimensions in PEH. The implications of this study is that there is a foundation for letting PL influence PEH in Sweden to a greater extent but there are also challenges to this aspiration. More empirical research on implementation of PL is needed.
Rörelserikedom eller ”physical literacy” (PL) definieras som att med motivation, självförtroende, kunskap, förståelse och fysisk kompetens värdesätta och utveckla ett livslångt intresse för fysisk aktivitet. Konceptet har fått stort genomslag under senare år och har också inspirerat den senaste läroplanen för idrott och hälsa i Sverige. Empiriska studier av konceptet har inte ännu gjorts i någon större utsträckning. Syftet med denna studie var att undersöka kunskap, förståelse och tillämpning av de psykologiska domänerna i PL hos idrottslärare i lågstadiet. Fem lärare som undervisar idrott och hälsa i årskurs 1-3 intervjuades och data analyserades genom tematisk analys. Resultatet visade på att lärarna var vana vid att lära ut kunskap och förståelse, de hade strategier för att främja självförtroende men de hade inte samma systematiska angreppssätt eller förståelse för motivation. Utöver detta så betonade lärarna känslornas och de sociala relationernas vikt inom idrott och hälsa. Studien implicerar att det finns underlag för att låta PL influera idrott och hälsa i Sverige i större utsträckning, men det finns också utmaningar till denna strävan. Det behövs mer empirisk forskning på implementering av PL.

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Eddy, Beth Erin. "THE EFFECT OF A PHYSICAL EDUCATION GAMES UNIT ON CHILDREN’S PARTICIPATION IN NEIGHBORHOOD PHYSICAL ACTIVITY." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/112.

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Many strategies to increase children’s physical activity have been studied, noted and implemented. It is important that physical educators realize their role in increasing physical activity both in school and outside of school. In order to promote physical activity outside of school it is important to understand what types of physical activities in which children enjoy participating. This study manipulated specific games taught in physical education classes and then explored how many and what types of these activities were continued in out-of-school free play at home in the children’s neighborhood. The students’ activities increased after the intervention, especially the activities taught in the Physical Education class. Activities tended to take place closer to their homes and required little to no equipment. A majority of students enjoyed playing outside for at least one hour per day. A pre and post 7-day activity survey showed activity frequency increased after a games unit was taught in physical education class.

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Blagrave, Arkansas Josephine. "Experiences of Middle School Children With Autism Spectrum Disorders in Adapted Physical Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2789.

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School-age children with autism spectrum disorders (ASDs) are rarely asked to describe their experiences within the programs that they receive and are largely missing from the narrative of their own lives. Adapted physical education (APE), a subdiscipline of physical education, is one of the services frequently accessed by this population. Current literature on the experiences of children with autism spectrum disorder (ASD) has focused on special education classrooms, sensory perceptions, and general physical education classes. However, no prior studies had addressed how school-age children with ASD perceive their APE experience. Therefore, the purpose of this qualitative study was to use interpretive phenomenology to explore how middle school children (Grades 6 to 8) ages 10 to 14 with ASD perceive their APE experience. Data were collected from 10 middle school children through observations in their APE setting, drawings, and interviews. Exploratory, linguistic, and conceptual comments were used to deconstruct the data, develop themes in individual cases, and then identify connections across cases. Themes that emerged from the participants were their positive experiences in APE, understanding of the importance of being physically active, sedentary behavior in their spare time, and desire for time in APE. This study has positive social change implications such that it includes individuals with ASD into the commentary regarding their experiences and may help APE teachers by providing insight into the experience of children with ASD in APE, which may in turn help develop improved services for this population.

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Clemente, Isabel. "Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.

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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but negatively correlated to self-efficacy for students with disabilities. Therefore, the aim of the study is to test two hypothesis concerning the relations between teacher´s teaching skills, environmental prerequisites and climate and the student´s general self-efficacy, self-efficacy in physical education and aptitude to participate for with high grades and with disabilities respectively. With the help of a quantitative study with questionnaire data the hypotheses were tested for children with disabilities and children with high grades within PE lessons in regular Swedish mainstream schools. The results show that teaching skills are negatively correlated to general self-efficacy, self-efficacy in physical education and aptitude to participate for children with disabilities. For children with high grades the same relations were positive. Regarding prerequisites for physical education and climate in class both were positively related to general selfefficacy, self-efficacy in physical education and aptitude to participate for both children with high grades and children with disabilities. The importance of having an individually adapted lesson planning and grading criteria are discussed.

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Evans-Worthing, Lesley Jean. "Physical education for Soviet children and teacher and coach education : physical education for children (to seventeen years) : an historical overview and contemporary study of organisation and methods : an examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.

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The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.

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Evans-Worthing, Lesley J. "Physical education for Soviet children and teacher and coach education. Physical education for children (to seventeen years). An historical overview and contemporary study of organisation and methods. An examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.

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The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.

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Parsons, Kari Ann. "Opportunities For Enhancing Vigorous Physical Activity Within The New Brunswick Physical Education Curriculum." Thesis, University of New Brunswick, 2010. http://hdl.handle.net/1882/1088.

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PURPOSE: To determine if participation in a short-term, high intensity physical education (PE) intervention that respected the multiple goals of the PE curriculum would result in any health- and/or fitness-related improvements for grade four and five students. METHODS: Seventy-six students were divided into a control and intervention group (CG & IG). During 15 successive classes, the IG participated in six minutes of high intensity activities while no changes were made to the structure of the CG’s PE class. Accelerometers and direct observation were used to quantify the percentage of moderate-to-vigorous physical activity (%MVPA). Health- and performance-related measures were assessed pre- and post-intervention. RESULTS: Students spent an average of 27% of their PE class engaged in MVPA. Within this category, the intervention was successful at increasing students’ VPA levels by 7.7%. Observations regarding pedagogical practices are also reported. CONCLUSIONS: Participating in a PE intervention can increase students’ PA levels without compromising the goals of the PE curriculum.

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Lam, Mei-yung Hazel. "The effect of physical education on gross motor performance of Hong Kong preschool children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036636.

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Sluder, James Brandon Buchanan Alice Moore. "The effect of a high autonomy teaching intervention on fitness outcomes in fifth grade physical education." Auburn, Ala, 2008. http://hdl.handle.net/10415/1465.

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Graves, Myia L. "Perceptions and Behaviors of Physical Activity and Nutrition Among Children and Adolescents." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553251118034949.

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Cheung, Pui Yee. "Correlates of psychosocial factors influencing children's participation in physical activity." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/719.

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38

Bumgarner, Shan. "Evaluation of aerobic fitness activity in second, third, and seventh graders as implemented through three different modes /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555441064.

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39

Pannekoek, Linda. "What moves children to move? Pre-adolescent children’s motivation for physical education." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2564.

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Based on self-determination theory and achievement goal theory, the research investigated pre-adolescent (9-12 years of age) children’s motivational orientations in physical education. Various factors were identified that impact on children's motivation. Some differences in motivation emerged based on age, gender, level of motor proficiency and national culture. The findings of the research could inform the design of physical education programs and interventions to stimulate children’s motivation to actively engage in the class.

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Solek, Karee L. "A ten-week physical activity program for children ages nine to ten." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1154779.

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This study implemented a fitness program for children and evaluated the benefits of a ten-week musculoskeletal and cardiorespiratory program. Participants in the study were selected from an after-school program entitled "All for Fun and Fun for All." Participants in the study included three boys who were pre and post-tested in each of the following areas of fitness: cardiorespiratory fitness (assessed with a treadmill protocol), muscular strength (assessed using the Physical Best chin-up protocol), muscular endurance (assessed using the Physical Best sit-ups protocol), body composition (assessed using a two-site caliper measurement), and a flexibility test (using the Physical Best sit-and-reach protocol). A psychological component was also analyzed using the Student Self Concept Scale (SSCS) for the pre and posttest measurement of self-esteem.Participants of the study attended the after-school training program three days each week for ten weeks. A control group was used in the study. Due to the low participation of the experimental and control group participants (n=2), the data collected was analyzed qualitatively for both groups.Changes were seen in posttesting in both groups. The SSCS composite scores for both control group and the experimental group showed positive changes. The experimental group composite score for self-esteem demonstrated a 5% increase and 30% increase for the control group. The composite score for outcome confidence demonstrated a 25% increase for the experimental participants and a 7% increase in the control group.Two of the three experimental group participants demonstrated improvements in muscular endurance, flexibility, muscular strength, while all three had lower resting heart rates recorded in posttests as compared to pretests. Both of the control group participants had slightly higher resting heart rates in posttesting. Both control group participants demonstrated no change in muscular strength, slight reductions in flexibility, and variable changes in muscular endurance.Due to the fact that all of the children in the training program wanted to continue being involved in the after-school program after the study was completed, and the benefits seen through the testing data, this type of program may be a positive intervention to reverse the trend of declining levels of children's physical fitness. The potential psychological benefits may also be a reason for offering a program of this type to children. More studies should be performed on larger sample groups to support this research.
School of Physical Education

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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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42

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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Graziadei, Ann Elizabeth. "Learning outcomes of deaf and hard of hearing students in mainstreamed physical education classes." Full text available online (restricted access), 1998. http://images.lib.monash.edu.au/ts/theses/graziadei.pdf.

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44

Clements, Rhonda L. "A multi-case study of the implementation of movement education in selected schools /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10810201.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1988.
Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Nancy BrooksSchmitz. Bibliography: leaves 267-273.

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Howard, Barbara Michelle. "Self-concept and attraction to physical activity the effectiveness of an intervention programme to enhance children's level of physical activity /." Connect to thesis, 2007. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0032.html.

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Chang, Chung-Shiuan. "A creative dance curriculum model for elementary children in Taiwan, the Republic of China /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169345.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Nancy BrooksSchmitz. Dissertation Committee: Heidi Hayes Jacobs. Includes bibliographical references: (leaves 153-161).

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Lee, Jihyun. "The Effects of Physical Activities on Stereotypic Behaviors and Task Engagement in Preschool Children with Autism Spectrum Disorders." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373931351.

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48

Mustain, Wendy C. "A manual of elementary physical education skill theme activities for physical education specialists to use in collaboration with classroom teachers." Master's thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-01262010-020045/.

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Kwan, Wai-fan, and 關慧芬. "Parental involvement in integration of children with physical disabilities in mainstream schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27668551.

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Stuib, Susan. "HEALTH ATTITUDES, KNOWLEDGE AND LITERACY OF PRIMARY CAREGIVERS WITH ELEMENTARY SCHOOL CHILDREN." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3186.

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Previous research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental motor skills and develop health related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition). Primary caregivers play an important part in developing and teaching children these things through example and through conversations with their children. The purpose of this study was to examine the level of knowledge primary caregivers have about health and nutritional practices and whether primary caregivers' health practices, health knowledge or health literacy about nutrition and health affects their children's well-being and health practices. Based on the results from the questionnaire in this study targeted at primary caregivers of elementary school-age children, primary caregivers' health literacy, knowledge and attitudes of health were directly linked with their children's health and well-being and children's health practices.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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