Dissertations / Theses on the topic 'Physical education theory'
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Cardina, Catherine Elizabeth. "Social learning theory as a predictor of adolescents' physical activity behavior /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225213360.
Full textWeng, 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 textSmith, Natalie. "Determinants of disengagement of adolescent females in physical education: a grounded theory analysis." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=92231.
Full textCette étude a examiné les déterminants clés qui influencent le désengagement de certaines adolescentes face à la participation aux cours d'éducation physique. La théorie de la motivation par la compétence de Harter a été appliquée pour entreprendre l'étude et diriger les questions d'entrevue. Par l'auto-identification, nous avons demandé à sept adolescentes de répondre à une série de questions ouvertes se rapportant à leur expérience en éducation physique au secondaire. La théorie à base empirique a été utilisée comme modèle méthodologique. Suite à l'analyse des données, les thèmes suivants sont ressortis: (a) les influences sociales en éducation physique, (b) l'enseignement et l'apprentissage, (c) la perception de la compétence et (d) le milieu non-scolaire. Plusieurs causes de désengagement ont été ciblées, y compris: le manque d'enthousiasme et d'intérêt des enseignants, le manque de soutient des pairs, un programme d'études basé sur le sport jugé répétitif, le manque de choix dans les activités, un climat compétitif, une perception négative de l'éducation physique, la comparaison entre pairs et la crainte d'être embarrassée et humiliée. Les résultats démontrent comment les concepteurs des programmes d'études et les enseignants peuvent rendre l'éducation physique au secondaire plus intéressante pour les étudiantes.
Johnson, Sherèè Johnson. "Income, Education, Age, and Physical Activity Among Physically Disabled African American Women." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4298.
Full textTighe, Mary Beth. "Use of Social Learning Theory to Predict Interpersonal Violent Behaviors Among Adolescents." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392797519.
Full textKim, Mijoo. "Korean Physical Education Teachers' and Female Students' Beliefs about Girls' Physical Activity Participation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586778263891691.
Full textBonello, Marina. "Sixth grade students' mental models of physical education concepts a framework theory perspective /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8834.
Full textThesis research directed by: Dept. of Kinesiology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Haegele, Justin. "The Effects of a Theory Based Physical Education Intervention on the Leisure-Time Physical Activity of Adolescents with Visual Impairments." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429085562.
Full textHortz, Brian Vincent. "Evaluation of a social cognitive theory based physical activity intervention targeting leisure time physical exercise." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123087047.
Full textTitle from first page of PDF file. Document formatted into pages; contains xvii, 339 p.; also includes graphics. Includes bibliographical references (p. 305-315). Available online via OhioLINK's ETD Center
Ortiz-Castillo, Esther María. "Physical Activity Patterns and Factors Influencing Physical Activity Participation among Adolescents with Physical Disabilities in Urban Communities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313424343.
Full textChen, Hsin-Heng. "Physical education teachers career and continuing professional development in Taiwan." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10179.
Full textGrim, Melissa L. "CONSTRUCT VALIDATION OF A PHYSICAL ACTIVITY INTERVENTION TO INCREASE SELF-REGULATION FOR PHYSICAL ACTIVITY IN ADOLESCENTS." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1024858820.
Full textStevens, Jessica Lyn. "Comparison of Physical Activity Levels In a 6th Grade Hip-Hop Dance and Floor Hockey Unit of Instruction." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211679561.
Full textStarck, Jenna R., K. Andrew R. Richards, and Kason M. O’Neil. "A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4045.
Full textCoates, 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 textJess, Michael Chalmers. "Curriculum innovation from a complex ecological perspective : a developmental physical education case study." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8190.
Full textLashley, Julia Catherine. "Using the Theory of Reasoned Action to predict the intentions of young adult males to initiate steroid use." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399895894.
Full textWard, Jillian. "The Effects of Choice on Student Motivation and Physical Activity Behavior in Physical Education." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd740.pdf.
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 textDraper, Sean P. "Examining the categorical structure of the knowledge of expert ice hockey coaches: A prototype theory of category structure applied to qualitative analysis." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6925.
Full textParnell, Samantha Helen Sylvia. "Social marketing for physical activity and health : encouraging patterns of physical activity in school children." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/29540.
Full textChan, Suet Ying. "Social cognitive theory based physical activity intervention targeting non-working time physical activity of workers with intellectual disabilities." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/53.
Full textHodge, H. Jane F. "Divergent thinking and Sschmidt's schema theory as a function of problem solving methodology in physical education." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59393.
Full textProblem solving teaching methodology was used as the intervention program in this study and the main sources of data were the Torrance Tests of Creative Thinking and tests of Schmidt's schema theory designed by the researcher. Descriptive data were used to explain the intervention program.
A mixed model analysis of variance was used to compare the pre-test and post-test performance on Torrance Tests of Creative Thinking (TTCT), and the Pearson product-moment correlation technique was used to compare the results of the TTCT post-test and the Schmidt test.
Results showed minimal differences attributable to the intervention and no relationships between the two tests. Analysis of the descriptive data suggests several limitations to the intervention program and some suggestions for further research are offered.
Savage-Speegle, Amanda Lynn. "Autonomy Supportive Teaching Strategies and Student Motivation in Middle School Physical Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4327.
Full textMiller, Geoffrey Bruce. "Use of Social Cognitive Theory to Understand Veterans' Postservice Physical Activity Behavior." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4237.
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 textAl-Mohannadi, Ahmad. "The use of the person-environment fit theory to look at the experiences of Qatari physical education teachers, focusing on causes of stress and attitudes toward teaching physical education." Thesis, Brunel University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402508.
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.
Moy, 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 textBarbee, Stephanie Sparkman. "Integrative Technology-Enhanced Physical Education: An Exploratory Study with Elementary School Students." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984165/.
Full textSilver, Lorraine P. "Characteristics associated with physical activity among college students : an application of social cognitive theory and the stages of change model /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392910755.
Full textCarpenter, Christopher W. "Perspective Differences of Teacher Leadership in Teacher Education Undergraduate Curriculum: A Comparative Analysis of Pre-Service Physical Education Majors and Other Content Areas." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1239340166.
Full text"May, 2009." Title from electronic thesis title page (viewed 9/30/2009) Advisor, Sean Cai; Co-Advisors, Sharon Kruse, Alan Kornspan; Department Chair, Victor Pinheiro; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
Galloti, Lorraine. "Beyond theory : adolescent girls' perceptions of body image, physical activity and health." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35316.
Full textThe purpose of this research was to describe and critically interpret girls' experiences with respect to body image, physical activity and health. The qualitative inquiry included focus group and individual interviews, document analysis and field observations. These methods were used to explore the perceptions of sixty-three girls (grades eight and eleven) and staff from an inner-city high school. Through interpretive data analysis (and constant comparison), the inter-related themes of body image, physical activity and health branched into the sub-themes of societal influences and personal attitudes including: friends, boys, family, school and media. Girls' body images ranged from minor preoccupations to major dissatisfaction with their bodies, while a few girls were happy being themselves. Weak or negative family influences gave way to influences by media, boys and friends. A few girls were very active, whereas others' low levels of participation were attributed to: disinterest in physical activity, intimidation by boys, or perceived lack of opportunity. The girls' perceptions of health incorporated fitness, weight, and eating habits. Girls often used negative qualifiers when describing their weight or body shape. Generally, girls perceived overweight individuals as not taking care of themselves. This research supports the development of gender sensitive physical education programs promoting healthier lifestyles for females.
Aghenta, Ese B. "Using the Theory of Planned Behavior to Explain Physical Activity Among College Students." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1367.
Full textDuthie, Jennifer. "Physiotherapy student practice education : students' perspectives through cultural-historical activity theory." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/25656.
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 textMorris, Whitney. "Influence of Teacher Participation on Student Fitness and Student Participation in Physical Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2855.
Full textJohannes, Chanté. "The perceived benefits of structured and unstructured physical education lessons: Perspectives from selected high schools in Cape Town." University of Western Cape, 2019. http://hdl.handle.net/11394/7665.
Full textOver the last ten years, research has shown that adolescent activity has decreased in both developed and developing countries. One way of meeting desirable physical activity levels for adolescents in schools is through physical education. Structured physical education is the ideal form of what physical education should entail, however unstructured physical education can also be incorporated as a method to increase physical activity. Because little is known about the benefits of both these types of physical education, this study aimed to investigate the perceived benefits of structured and unstructured physical education lessons as perceived by Grade Eight and Grade Nine learners and physical education and/or life orientation educators in Cape Town high schools.
Haslem, Elizabeth Bailey. "The Relationship Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4386.
Full textStevens, Emily Claire. "Evaluation of a social cognitive theory-based adolescent physical activity intervention Plan for exercise, plan for health /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158096089.
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 textWatterson, Thomas Andrew. "Changes in Attitudes and Behaviors Toward Physical Activity, Nutrition, and Social Support for Middle School Students Using the AFIT App as a Suppliment to Instruction in a Physical Education Class." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4418.
Full textYang, Menglu. "Motivation toward physical education and its relation to academic stress among chinese adolescents: a cultural perspective on self-determination theory." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667744.
Full textThis thesis aimed to explore motivation toward Physical Education and its relation to academic stress among Chinese adolescents through Self-Determination Theory. In study we measured motivation toward Physical Education Scale among Chinese (n = 1,287) and Spanish (n = 1,006) adolescents through the Perceived Locus of Causality. The results largely supported the reliability and the validity of the scale in both cultures as well as its cross-cultural equivalence except for three problematic items found in the Chinese sample. Moreover, Chinese adolescents scored higher in more self-determined motivation (i.e., intrinsic motivation and identified regulation) and lower in less self-determined motivation (i.e., introjected regulation, external regulation, and amotivation) than Spanish adolescents. In study 2 we measured motivation toward Physical Education through Perceived Locus of Causality Scale and academic stress through Educational Stress Scale for Adolescents among Chinese adolescents (n = 556) at the beginning of the semester and 3 months later. Less self-determined motivation was found to be positively related to all academic stress factors except for the negative relationship between amotivation and worry about grade during second data collection. However, more self-determined motivation was found to be negatively related to pressure from study, workload, and despondency, but positively related to worry about grades. In addition, identified regulation positively predicted worry about grades while amotivation positively predicted workload and despondency. Meanwhile, despondency negatively predicted identified regulation. Overall, the findings supported the motivation structure based on Self-Determination Theory in Chinese Physical Education context in line with the universality of the motivation structure. The problematic items and mean difference between China and Spain suggested that despite of the universal structure, the measurement model may not be the same across cultures which requires further examination and adaptation of the motivation measurement based on Self-Determination Theory. Related to the specific academic context in China, these results supported the generalization of relationship between motivation based on Self-Determination Theory and stress across Physical Education and academic contexts which highlight the importance of motivation in physical education not only in promoting students´ physical activity but also in improving academic experiences.
Winters, Eric Ross. "Test of a social cognitive theory-based educational treatment to increase the frequency of voluntary moderate and vigorous physical exercise among adolescents school students /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488205318510975.
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 textNielson, Amy Campbell. "Intuitive Eating and its Relationship with Physical Activity Motivation." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/409.
Full textSturm, David Joseph [Verfasser], Yolanda [Akademischer Betreuer] Demetriou, Yolanda [Gutachter] Demetriou, and Jo [Gutachter] Salmon. "Promoting physical activity in girls by a theory-based intervention in physical education : Evaluation of the CReActivity study / David Joseph Sturm ; Gutachter: Yolanda Demetriou, Jo Salmon ; Betreuer: Yolanda Demetriou." München : Universitätsbibliothek der TU München, 2021. http://d-nb.info/1240832796/34.
Full textEverman-Moore, Melinda Kay. "An Evaluation of a Home-Based Intervention, Based on the Social Cognitive Theory, to Promote Physical Activity in Adults." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1221878432.
Full textCervantes, Carlos M. "The Effects of an After School Program on Leisure Time Physical Activity Behavior of Adolescents with Visual Impairments." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1238021724.
Full textEdington, Joy Lynn. "Investigating the Stability of Bootstrapped Confirmatory Factor Analysis Estimates for Multiple Dimensions of the 2010 National Youth Nutrition and Physical Activity Study using Linear Structural Relations (LISREL)." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343847941.
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