Dissertations / Theses on the topic 'Physical education practice'
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Romanello, Mary L. "Cultural Competence and Reflective Practice in Physical Therapy Education." Miami University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=miami1006873170.
Full textWade, Charles R. "The effect of marginalization on physical education and professional practice." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140140.
Full textThis study addressed the marginalization of elementary physical education and professional practice. This project applied proven surveys, scales, and qualitative processes; observations, interviews, and focus groups to measure and understand how physical educators can counter the impressions of stakeholders regarding the subject as inconsequential. Also, the research explained and recognized some cultural procedures in elementary physical education that promoted and inhibited proper student outcomes. The main settings for this study took place in two rural schools in small school systems. In addition, information was obtained through social media venues. The findings along with the literature review established the subject is marginalized; however, PE teachers can influence and combat the issues.
Weng, Chi-hsiu Daniel. "Modern Shuai-Chiao: Its Theory, Practice and Development." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392025978.
Full textChambers, Fiona C. "Irish physical education teacher education students and their professional learning : the teaching practice experience." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8119.
Full textGoodyear, Victoria A. "Participatory action research : challenging the dominant practice architectures of physical education." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/297585.
Full textMoy, Brendan J. "Teaching against the grain: Learning designs for evolving physical education practice." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98195/1/Brendan_Moy_Thesis.pdf.
Full textKazungu, John David. "Physical education policy and practice : Issues and controversies in Tanzania secondary schools." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-51229.
Full textAtt skolor i Tanzania beslutar sig för att erbjuda skolämnet Idrott och hälsa (Physical Education) kan vara en förutsättning för att engagera elever i fysiska aktiviteter, vilket är betydelsefullt med tanke på deras hälsa, fortsatta fysiska aktiva liv och deltagande i idrott. Denna avhandling undersöker olika faktorers inverkan på skolors (motsvarande högstadium) ställningstagande för eller emot att erbjuda Idrott och hälsa som valbart ämne. I studien, som är baserad på nyinstitutionell teori och på ett socialkonstruktivistiskt perspektiv på kunskapsutveckling, tillämpas en kvalitativ ansats genom metoder som dokumentanalys och intervjuer med olika aktörer inom och i anknytning till ett urval av skolor. Dokumentgranskningar har gjorts som grund för en analys av vilka regulativa och normativa villkor som inverkar på skolors ställningstaganden. Därutöver har fyra skolor studerats - två som erbjuder och två som inte erbjuder Idrott och hälsa. Här har syftet varit att klarlägga vilka kulturella förhållanden och lokala ramar som inverkar på skolornas beslut om att ge eller inte ge ämnet. Vid dessa skolor har intervjuer genomförts med strategiskt utvalda personer; ordföranden i skolstyrelser, skolledare, idrottslärare, föräldrar och elever. Resultaten visar att ett antal faktorer inverkar på skolors beslut om att erbjuda eller inte erbjuda Idrott och hälsa. Några av dessa faktorer är tillgången på faciliteter och utrustning, utbildade idrottslärare och läromedel. Vidare är det betydelsefullt hur undervisningstimmar i ämnet fördelas. Negativ inverkan har förhållandet att praktiskt kunnande inte bedöms i de nationella proven, att betygen i Idrott och hälsa inte har något egentligt värde i utbildningssystemet och att andra ämnen tillmäts högre status och värde. För ett positivt ställningstagande behöver det finnas ett substantiellt stöd för ämnet och ett intresse bland dem som har befogenhet att fatta beslut på skolnivå. Alla dessa faktorer inverkar på skolornas beslut om att erbjuda ämne. Utifrån den teori som används i studien måste det finnas en samsyn och överensstämmelse mellan de regulativa, normativa och kulturella villkor som styr skolan som institution för att skolor ska kunna erbjuda Idrott och hälsa. Denna studie har visat att en sådan samsyn inte föreligger. För det första bör de regulativa villkoren ge tydlig legitimitet åt ämnet genom att etablera legala förutsättningar för skolors möjligheter att erbjuda ämnet; vilket även involverar de institutioner som övervakar utbildningen. För det andra bör de normativa villkoren såsom läroplan och kursplan, vilka styr innehållet i och formerna för undervisningen i ämnet, vara relevanta och realistiska utifrån de lokala förutsättningar som råder. Slutligen bör insatser göras för att förändra de kulturella-kognitiva förutsättningarna i form av att synliggöra värdet av ämnet Idrott och hälsa med tanke på barns och ungdomars utveckling av goda hälsovanor. Avhandlingen avslutas med några implikationer av studien, vilka indikerar vilka konkreta förändringar som kan behövas såväl på institutionell och nationell nivå som på skolnivå.
Galipeau, James L. "The role of the community of practice in becoming a varsity athlete." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6145.
Full textSilow, Theresa. "The Kinesthetic Sense: Exploring Sensation, Self-Emergence, Awareness and Stress Negotiation Through Somatic Practice." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394797672.
Full textGreen, Ken. "Philosophies, ideologies and the practice of physical education : making sense of the everyday 'philosophies' of physical education teachers from a sociological perspective." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/10967.
Full textBrooks, Toby James. "The interaction of teacher beliefs and classroom practice in athletic training education." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279880.
Full textYoung, Bradley William. "Deliberate practice and the acquisition of expert performance in Canadian middle distance running." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0005/MQ36757.pdf.
Full textHorscroft, Donald W. "Relevance in chemical education and practice, with particular reference to kinetics and equilibrium." Thesis, University of Surrey, 1986. http://epubs.surrey.ac.uk/804886/.
Full textMcMillan, Paul. "Weaving a pedagogical web : a qualitative investigation of secondary physical education teachers' practice." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22843.
Full textAbdulla, Azeema. "Primary generalist teachers’ physical education teaching practice and student experiences in the Maldives." Thesis, Abdulla, Azeema (2022) Primary generalist teachers’ physical education teaching practice and student experiences in the Maldives. PhD thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/65188/.
Full textRussell, Emma Margaret. "Mindful physical education : factors that facilitate physical educators’ implementation of Teaching Games for Understanding into their teaching practice." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28257.
Full textDunn, Steven James. "Generating process in adolescent sport participation: a knowledge translation plan bridging research and practice." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119359.
Full textL'application des connaissances, aussi connue sous l'acronyme «AC» (KT ou Knowledge translation dans la version originale anglaise), a été décrite comme «les méthodes pour combler les lacunes entre la connaissance et la pratique» (Straus, Tetroe & Graham, 2009). Au cours de l'année scolaire 2010-2011, une étude a été menée dans les trois écoles secondaires de la Commission Scolaire Eastern Townships (CSET). L'étude a porté sur les dimensions de l'influence interpersonnelle et de celle basée sur l'activité en ce qui a trait à la motivation des adolescent(e)s et à leur participation aux sports. Un plan d'AC a été conçu selon les commentaires des parties prenantes et des intervenants des programmes sportifs de la commission scolaire. Ces commentaires ont été recueillis à l'aide d'un plan de collecte de données administré avant et après l'AC. Des questionnaires ont été conçus en intégrant des questions à réponses fermée et ouverte, afin d'explorer les commentaires des intervenants et leurs expériences, comme indiqué dans Maxwell (2006). Trois thèmes ont guidé l'étude et aidé à organiser les données recueillies: l'importance de la participation des parties prenantes, le processus pour la durabilité et la faisabilité de la mise en œuvre. L'objectif était de s'assurer que les résultats et les applications pratiques de l'étude aient atteint les utilisateurs visés. Un objectif secondaire était de contribuer à créer le climat de confiance nécessaire à une relation durable entre les chercheurs et les écoles secondaires de la CSET. Cette thèse décrit le processus, la chronologie et la formulation du plan d'application des connaissances, ainsi que certains défis et opportunités qui se sont posés lors de notre démarche visant à concevoir et mettre en œuvre le plan d 'AC pour la CSET.
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/.
Full textBoynewicz, Kara, and Carol Trivette. "Building Capacity and Tailoring Practice with Families as Foundation for Providing Best Practices in Early Intervention Services Under IDEA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8346.
Full textWatanabe, Garry. "Explanatory perspectives of enjoyment during deliberate practice sessions for competitive swimmers of varying levels of expertise." Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/8955.
Full textLee, Myung-Ah. "Generalization of supporting movement in tag rugby from practice to games in 7th and 8th grade physical education." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086195558.
Full textTitle from first page of PDF file. Document formatted into pages; contains xiii, 168 p.; also includes graphics. Includes abstract and vita. Advisor: Phillip Ward, College of Education. Includes bibliographical references (p. 130-137).
Courtney, Michele A. "Physical Therapy Faculty Clinical Practice and Faculty Work Characteristics." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459078188.
Full textSpivack, Kimberly. "The Impact of Policy on Practice in Elementary Physical Education in the Bergling School Division in Virginia." Thesis, George Mason University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638084.
Full textFederal, state, and local school policies since the No Child Left Behind (NCLB) Act of 2001 have increased the focus on student achievement. Subjects such as physical education have become less of a priority. At the same time, childhood obesity is a serious public health problem. Virginia schools provide an opportunity for student to learn about the importance of being physical activity and knowledge to lead an active life through physical education class. The purpose of the study was to explore elementary physical education teachers' in the Bergling School Division (a pseudonym) in the Commonwealth of Virginia implementation of the physical education curriculum, and their knowledge of the state and local school division physical education policies. In addition, the study examined their perceptions of factors to implementing the curriculum. A survey was administered to a population of elementary physical education teachers in the Bergling School Division. Part one of the survey included factors to curriculum implementation. Part two of the survey included items related to the teachers' application of the curriculum and understanding of policies. The results were analyzed using quantitative methods to determine if relationships exist between factors to curriculum implementation and specified teacher demographics, setting, and perception of policy. Findings from the survey data show teachers are using the physical education curriculum to teach, but lack competence in the policies that guide how the subject is implemented. Furthermore, teachers sight lack of time with students, class size, and low priority for physical education as factors to curriculum implementation.
Chan, Kam-hung. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18886899.
Full textAjjawi, Rola. "Learning to communicate clinical reasoning in physiotherapy practice." University of Sydney, 2006. http://hdl.handle.net/2123/1556.
Full textEffective clinical reasoning and its communication are essential to health professional practice, especially in the current health care climate. Increasing litigation leading to legal requirements for comprehensive, relevant and appropriate information exchange between health professionals and patients (including their caregivers) and the drive for active consumer involvement are two key factors that underline the importance of clear communication and collaborative decision making. Health professionals are accountable for their decisions and service provision to various stakeholders, including patients, health sector managers, policy-makers and colleagues. An important aspect of this accountability is the ability to clearly articulate and justify management decisions. Considerable research across the health disciplines has investigated the nature of clinical reasoning and its relationship with knowledge and expertise. However, physiotherapy research literature to date has not specifically addressed the interaction between communication and clinical reasoning in practice, neither has it explored modes and patterns of learning that facilitate the acquisition of this complex skill. The purpose of this research was to contribute to the profession’s knowledge base a greater understanding of how experienced physiotherapists having learned to reason, then learn to communicate their clinical reasoning with patients and with novice physiotherapists. Informed by the interpretive paradigm, a hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants’ learning journeys were diverse, although certain factors and episodes of learning were common or similar. Participation with colleagues, peers and students, where the participants felt supported and guided in their learning, was a powerful way to learn to reason and to communicate reasoning. Experiential learning strategies, such as guidance, observation, discussion and feedback were found to be effective in enhancing learning of clinical reasoning and its communication. The cultural and environmental context created and supported by the practice community (which includes health professionals, patients and caregivers) was found to influence the participants’ learning of clinical reasoning and its communication. Participants reported various incidents that raised their awareness of their reasoning and communication abilities, such as teaching students on clinical placements, and informal discussions with peers about patients; these were linked with periods of steep learning of both abilities. Findings from this research present learning to reason and to communicate reasoning as journeys of professional socialisation that evolve through higher education and in the workplace. A key finding that supports this view is that clinical reasoning and its communication are embedded in the context of professional practice and therefore are best learned in this context of becoming, and developing as, a member of the profession. Communication of clinical reasoning was found to be both an inherent part of reasoning and an essential and complementary skill necessary for sound reasoning, that was embedded in the contextual demands of the task and situation. In this way clinical reasoning and its communication are intertwined and should be learned concurrently. The learning and teaching of clinical reasoning and its communication should be synergistic and integrated; contextual, meaningful and reflexive.
Asola, Eugene Fadola. "Congruence of practice in Alabama schools with national and state policy texts for physical education." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/76.
Full textFarr, Jacqueline. "A rock or a hard place? : teaching assistants supporting physically disabled pupils in mainstream secondary school physical education : the tensions of professionalising the role." Thesis, University of Greenwich, 2010. http://gala.gre.ac.uk/6609/.
Full textPickup, Ian. "Learning to teach physical education in primary schools : the influence of dispositions and external structures on practice." Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/learning-to-teach-physical-education-in-primary-schools(c85d6167-374f-4bbe-b712-531803c1ee42).html.
Full textJones, Andrew. "Lost in translation? – The “integration of theory and practice” as a central focus for senior schooling Physical Education Studies." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1950.
Full textRask, Sara. "Elitidrottande elevers syn på ämnet idrott och hälsa : En kvalitativ studie om hur elever som läst vid riksidrottsgymnasiet med inriktning bordtennis upplevde ämnet idrott och hälsa." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49812.
Full textBowman, Winifred Edna. "The evaluation of an accreditation programme for quality improvement in private physiotherapy practice in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52525.
Full textENGLISH ABSTRACT: "Quality" has different meanings to different people. Even quality experts do not agree on a single definition: Juran's definition of quality revolves around his concept of "fitness for use", Crosby defines quality in terms of performance that produces "zero defects" and Deming defines quality as a "never ending cycle of continuous improvement". One element, however, that is common to all three approaches is that management must accept and demonstrate leadership if quality is to be achieved. Quality is rarely thought of as others perceive it. What is apparent is that if providers of care wish to maintain leadership in defining quality, they need to - Actively participate in the public debate about quality. Review the way in which they have been defining quality. Question whether their definitions are aligned with what the purchasers of health care define as being important. Develop meaningful measures of quality and data collection systems that will allow them to demonstrate quality and value. - Willingly share data not only on outcomes, and also measures that are specific to individual procedures and service providers. The PhysioFocus practice accreditation programme attempted to achieve the above factors. By realising the goal of the research this was determined. The goal of the research was to evaluate the PhysioFocus practice accreditation programme and to make recommendations on the educational programme for accreditation in private physiotherapy practices. This goal was realised by means of an exploratory and descriptive research design with a qualitative orientation. The evaluation of the PhysioFocus practice accreditation programme was performed by means of a validated evaluation instrument. The group interview revealed components of the PhysioFocus practice accreditation programme that require remediation. Recommendations included professional-ethical issues, business management and legislative issues. The recommendations will be implemented by the PhysioFocus practice accreditation committee. The PhysioFocus practice accreditation learning programme was evaluated by means of a semi-structured questionnaire, containing eleven questions and a section for comments. The general consensus was that the PhysioFocus practice accreditation programme is essential in private physiotherapy practice in South Africa. The implementation of the PhysioFocus practice accreditation programme resulted in the facilitation of quality physiotherapy; professional and personal development; monitoring of quality improvement processes; and the evaluation and remediation of these processes. This supported the central theoretical assumption of the research. Concerns were voiced about the lack of standards, lack of quality improvement skills, the public image of the physiotherapy profession and the lack of basic business management training. The researcher concluded that the implementation of the PhysioFocus practice accreditation programme is essential in private physiotherapy practice in South Africa. At present the current PhysioFocus practice accreditation programme does not address all the needs of private physiotherapy practices. Recommendations based on the research included remediation of the current PhysioFocus practice accreditation programme, formal education included business management, professional-ethical-Iegal issues, standards and scientific methods to analyse process variation and the development of improvement strategies in quality improvement. Other recommendations include informal education, physiotherapy management and structured quality improvement activities. The issue of the image of the professional physiotherapist was also addressed. Topics for future research were identified. The uniqueness of the research lies in the fact that this is the only physiotherapy practice accreditation programme implemented in South Africa. It is also the only physiotherapy practice accreditation programme in South Africa that has been evaluated.
AFRIKAANSE OPSOMMING: "Gehalte" het verskillende betekenisse vir verskillende mense. Selfs kenners op die gebied van gehalte stem nie saam met 'n enkele definisie nie. Juran se omvattende definisie is "gebruikswaarde", terwyl Crosby gehalte in terme van produksie, naamlik "zero defek", definieer. Deming definieer gehalte as "'n nimmereindigende siklus van voortdurende verbetering". Die een aspek wat al drie die kenners egter gemeen het, is dat bestuur leierskap moet aanvaar en demonstreer indien gehalte bereik wil word. Geen twee persone ervaar gehalte eenders nie. Indien diensverskaffers leiding wil behou ten opsigte van gehalte-definiëring, sal hulle verplig wees om: aktief deel te neem aan openbare debat oor gehalte; die aanvaarde definisie van gehalte te herevalueer; die aanvaarde definisie van gehalte op te weeg teenoor dié van die mediese hulpfonds-administrasie; gehalte- en data insamelingsisteme te ontwikkel om gehalte en waarde te bewys; en gewillig alle data te deel - nie net uitkomsdata nie, maar ook data wat spesifiek op individuele prosedures en diensverskaffers van toepassing is. Die PhysioFocus praktyk-akkreditasieprogram het gepoog om bogenoemde te bereik. Die navorsing het gerealiseer deurdat die doelstelling bereik is. Die doelstelling van die navorsing was om die PhysioFocus praktykakkreditasieprogram te evalueer en aanbevelings te maak vir 'n leerprogram vir die akkreditasieprogram. Die doelstelling het gerealiseer deur "n verkennende en beskrywende navorsingsontwerp vanuit 'n kwalitatiewe oriëntasie. Die evaluering van die PhysioFocus praktyk-akkreditasieprogram het deur middel van 'n gevalideerde evalueringsinstrument geskied. Die groepsonderhoud het areas van die PhysioFocus praktyk- akkreditasieprogram wat remediëring benodig, geïdentifiseer. Aanbevelings het professionele-etiese aspekte, besigheidsbestuur en wetlike aspekte ingesluit. Die aanbevelings sal deur die PhysioFocus praktykakkreditasiekommitee geïmplementeer word. Die evaluering van die PhysioFocus praktyk-akkreditasieleerprogram het deur middel van 'n semi-gestruktureerde vraelys met 11 oop vrae, tesame met 'n afdeling vir opmerkings, geskied. Die algemene aanname was dat die PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat fisioterapiepraktyk in Suid-Afrika. Die implementering van die PhysioFocus praktyk-akkreditasieprogram het gehalte fisioterapie, professionele en persoonlike ontwikkeling, die monitering van gehalteverbeteringsprosesse, asook evaluering en remediëring van hierdie prosesse, tot gevolg gehad. Dit het die sentraalteoretiese aanname van die navorsing ondersteun. Daar was egter kommer oor die gebrek aan standaarde, die beeld van die fisioterapieprofessie, asook die gebrek aan besigheidsbestuuropleiding. Die navorser het tot die gevolgtrekking gekom dat die implementering van die PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat fisioterapiepraktyk in Suid-Afrika. Die huidige PhysioFocus praktykakkreditasieprogram voldoen nie aan al die vereistes van privaat fisioterapiepraktyk in Suid Afrika nie. Aanbevelings vanuit die navorsing sluit die volgende in: remediëring van die huidige PhysioFocus praktyk-akkreditasieprogram; formele opleiding, insluitende profesionele-etiese-wetlike aspekte; standaarde; wetenskaplike metodes om die praktykprosesveranderinge te analiseer; en die ontwikkeling van 'n gestruktureerde gehalteverbeteringstrategie. Die beeld van die fisioterapieprofessie is ook aangespreek. Onderwerpe vir toekomstige navorsing is geïdentifiseer. Die navorsing is uniek omdat die PhysioFocus praktyk-akkreditasieprogram die enigste akkreditasieprogram vir fisioterapie in Suid Afrika is. Dit is ook die enigste fisioterapie-akkreditasieprogram wat in Suid Afrika geëvalueer is.
Jones, Luke I. "The nature and practice of primary physical education : a study of the perceptions of subject leaders." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/620389.
Full textKo, Bomna. "An Examination of Teaching Practices of Elementary Physical Educators." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1222195545.
Full textVail, Teresa M. "Teachers' professional development experiences: Implications for teaching practice." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.
Full textCicirello, Nancy Ann. "The Role of Parent Coaching by Pediatric Physical Therapists: An Exploration of Current Practice." PDXScholar, 2005. https://pdxscholar.library.pdx.edu/open_access_etds/5184.
Full textZhang, Peng. "The Effects of Play Pracice on Teaching Table Tennis Forehand Skills." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211575204.
Full textHerold, Frank. "The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.
Full textHigginson, Kelsey. "Investigating Teachers' Implementation of New Social and Emotional Learning Standards Through a Community of Practice." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593171201789911.
Full textQuarmby, Thomas Charles. "The influence of family structure in shaping young people's engagement in physical activity." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1673/.
Full textRobert, Darren L. "The effects of a preschool movement program on motor skill acquisition, movement concept formation, and movement practice behavior." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1193.
Full textTitle from document title page. Document formatted into pages; contains viii, 233 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 103-126).
Duthie, Jennifer. "Physiotherapy student practice education : students' perspectives through cultural-historical activity theory." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/25656.
Full textChan, Kam-hung, and 陳錦雄. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959222.
Full textDagkas, Symeon. "Physical education teachers' practice and perceptions in relation to the teaching of PE to Muslim students in Greece." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392788.
Full textZhang, Peng. "The effects of play practice on teaching table tennis forehand skills." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211575204.
Full textReaby, Linda Lewis, and n/a. "The effectiveness of an educational program to teach a group of A.C.T. nurses comprehensive physical assessment skills." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061107.095130.
Full textJohnson, Tyler Gene. "The Effects of the Type of Skill Assessment on the Motivation of Students in Physical Education." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/614.
Full textPenney, Dawn. ""No change in a new era?" : the impact of the Education Reform Act (1988) on the provision of physical education and sport in state schools." Thesis, University of Southampton, 1994. https://eprints.soton.ac.uk/194417/.
Full textAl-Ruwaih, Meshari Eisa. "Raising standards in initial teacher training in physical education for primary schools : a comparative analysis between Kuwait and England." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5797/.
Full textKeay, Jeanne Kerrel. "The impact of continuing professional development on practice : examining the induction experiences of newly qualified teachers of physical education." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408482.
Full textParaskevas, Costas Barry. "The voices of year 6 children : their views on physical education and the implications for policy practice and research." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019967/.
Full text