Tesis sobre el tema "Physical and health education"
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Fairclough, Stuart John. "Health-enhancing physical activity during secondary school physical education". Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5792/.
Texto completoHooper, Oliver R. "Health(y) talk : pupils' conceptions of health within physical education". Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.
Texto completoKelly, Luke E. y Kason M. O'Neil. "Defining the Future of Physical Education/adapted Physical Education Teacher Preparation". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4028.
Texto completoWoodfield, Lorayne Angela. "Young people's physical activity, attitudes towards physical education, and health related fitness". Thesis, Coventry University, 2008. http://curve.coventry.ac.uk/open/items/967fa15e-56a2-40cf-892a-7de2ba417114/1.
Texto completoThomson, Jennifer. "The experiences of Cégep physical and health education teachers". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114305.
Texto completoCette étude de cas a explore les vies personnelles et professionnelles de dix enseignant d'éducation physique et en santé au Cégep. Les participants ont été entre 32 et 59 ans et ils étaient les éducateurs de Cégep au sein d'une grande ville canadienne et ses banlieues. Des entretiens semi-structurés ont été pratiqués avec les enseignants d'éducation physique et en santé. Des entrevues ont suscités des discussions riches pour mieux comprendre les rôles et les responsabilités des participants au sein de l'établissement d'enseignement au cours de laquelle ils ont enseigné. Une analyse des données ont été réalisés sur les transcriptions des entrevues. Quatre thèmes ont émergé : le chemin d'accès à l'enseignement, la carrière des enseignants d'éducation physique et en santé au Cégep, mettant l'accent sur les résultats scolaires, et la perspective d'un initié. Les résultats ont reflété l'importance des expériences qui ont dirigé les éducateurs pour enseigner au Cégep, la structure et la vie professionnelle de cette carrière, et l'accent mis sur leur instruction de chaque étudiant individuelle. Les résultats ont également décrit les points de vue personnels des participants sur l'enseignement qui ont permis des avantages et des défis de l'emploi. La triangulation des données, la vérification de membre, l'examen par un collègue, le chemin de vérification, et la réflexivité du chercheur ont été utilisé pour établir la fiabilité des descriptions faites par les enseignants. Les enseignants d'éducation physique et en santé au Cégep ont parlé de leur expériences professionnelles qui peuvent influencer l'enseignement de l'activité physique et les comportements de santé des étudiants collégial.
Palichuk, Y. "Strengthening the health of students during independent physical education". Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18934.
Texto completoJohnson, Cheryl Ann y Paul Gregory Rossi. "Physical education health related topics in the middle grades". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1824.
Texto completoWard, Laura G. "Physical education teachers' engagement with health-related exercise and health-related continuing professional development : a healthy profile?" Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33678.
Texto completoChen, Ming-Hung. "Health, physical activity and fitness monitoring within the secondary physical education curriculum in England". Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/10034.
Texto completoHardee, Angelica M. "Physical Activity among College Students". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1409065705.
Texto completoNewsham, Katherine R. "Physical Disabilities in Athletic Training Education". Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1153237037.
Texto completoO'Neil, Kason y Jennifer M. Krause. "Physical Education Faculty Use and Self-efficacy Towards Educational Technology". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4023.
Texto completoO'Neil, Kason M. "Innovative Assessment in Secondary Physical Education". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4041.
Texto completoSlovinec, D'Angelo Monika Eva. "Motivational determinants of physical activity in patients diagnosed with coronary artery disease". Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29165.
Texto completoJohnson, Christine Elizabeth. "Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education". UKnowledge, 2015. http://uknowledge.uky.edu/edsc_etds/6.
Texto completoHamel, Pauline Cloutier. "Communication and health literacy: a changing focus in physical therapist education". Thesis, Boston University, 2006. https://hdl.handle.net/2144/31971.
Texto completoPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
With increasing complexities in the health care system, including new technologies, density of health information, and a rise in medical errors, the literature has demonstrated links between communication and health literacy and patient/client safety, adherence to health protocols, and satisfaction with health providers. The purpose of this study was to understand the current level of knowledge of health communication and health literacy among doctoral (OPT) students and experienced physical therapists, and to explore related professional literature, documents, competencies, and industry standards to further inform this research. In addition to a qualitative research approach that included semi-structured participant interviews, open-ended questioning, coding, and analysis, the Design for Learning Model of instructional design was incorporated as a parallel methodology to develop a course template for communication and health literacy instruction. Participants were selected and interviewed at a national conference, and in academic, practice, and home settings. Based upon, and in response to, the data collected from fifteen physical therapist informant interviews, industry consultants, document sources, and pilot testing of units on health literacy and pharmaceutical advertising in the American health care system, respectively, a systematic, competency-based communication and health literacy course template was developed for use in physical therapist education. Findings suggest that, although patient-practitioner communication is embedded into physical therapy courses, there is a need to broaden the definition to incorporate more extensive communication topics, including health literacy and health informatics, cultural- and age-sensitivity, and alternative patient education methods to address related issues in health care settings, home, and workplace. Recommendations for the future include development of more specific communication and health literacy education for both student and experienced physical therapists in academia, clinical education, practice settings, and professional development arenas. Additionally, physical therapists are urged to collaborate with other health and non-health disciplines, including policymakers, educators, communications experts, and instructional designers to promote health literacy awareness, competencies, and commitment within the profession, and beyond. This study further underscores the health professional's responsibility for both delivery and comprehension of health information by patients/clients, especially those who may be challenged by low health literacy.
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Henriksson, Mattias y Viktor Hjalmarsson. "Analysing the Intrinsic and Extrinsic Values of Physical Education and Health". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30553.
Texto completoCurtis, Drew A., Han-Hung Huang y Kendra L. Nicks. "Patient Deception in Health Care: Physical Therapy Education, Beliefs, and Attitudes". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/4.
Texto completoCiccomascolo, Lori Ellen. "An analysis of undergraduate physical education curricula on students' health behaviors". Thesis, Boston University, 2001. https://hdl.handle.net/2144/33426.
Texto completoPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to compare the effect of two types of undergraduate physical education classes, Wellness and Fitness, on health behaviors of college students. More specifically, this study investigated pre-and post- changes in the students' Stages of Change, weight preoccupation, Processes of Change, exercise adherence, and physical health components (such as heart rate, body composition, body weight, and cardiorespiratory fitness). Due to inconsistencies with the Wellness and Fitness groups' curricula during the semester, this study ultimately examined only Stages of Change, weight preoccupation, and Processes of Change. Three questionnaires, Exercise Program and Stages of Change, Processes of Change, and Weight Preoccupation were administered to all one hundred and fifty six subjects, ranging in age from 18-35 years( mean age 21.2 ± 3 yrs.), in the Fitness and Wellness courses in the beginning of the Fall, 2000 Semester. A fourth questionnaire, a modified version of the original Stages of Change, was given at the end of the semester along with the same Processes of Change and weight preoccupation questionnaires given at the beginning of the semester. Subjects were also given a 4-month calendar to track their exercise done both inside and outside of class. A 3-Month Follow-up Stages of Change questionnaire was administered to all subjects by email and/or phone. A one way ANOV A showed a significant difference in the d score for the Stages of Change in the Wellness group versus the Fitness Group (p=.0271). Further discussion of the results may suggest that students in the Wellness group had more social interaction with peers and their instructor and were able to focus on attaining their health behavior goals. Also, students in Wellness courses may have learned why they should balance their physical, social, and emotional dimensions in life and not just how to do so. Conversely, the focus of fitness based ceurses is primarily on the physical dimension.
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King, Linda L. "Collegiate Activities That Influence Adult Physical Fitness Habits". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2933.
Texto completoPhoenix, Lynn William Skip. "Influences, reactions, and outcomes, a study of physical and health education as an educational subculture". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35411.pdf.
Texto completoBabers-Henry, Markeshia M. "Psychological and physical health predictors of academic achievement for African American college students". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590906.
Texto completoThe purpose of this quantitative study was to identify psychological and physical health factors that influence African American college students' academic achievement using secondary data from the American College Health Association's National College Health Assessment (ACHA-NCHA). Using Bronfenbrenner's ecological systems theory, this study explored the influence of health variables on African American college students' academic experiences. Independent sample t-tests were used to analyze gender differences between African American female and male college students. Factor analyses and a Logistic regression was used to ascertain the influence of psychological and physical health factors on African American college students' academic achievement. Findings of this study highlight personal health issues, future help-seeking behavior, and impeding emotional experiences as significant predictors of academic achievement for all African American students. Implications for practice and recommendations for future research are reviewed.
Svedjer, Emelie y 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.
Texto completoRörelserikedom 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.
Dinan-Thompson, Maree Therese. "Curriculum construction and implementation : a study of Queensland health and physical education /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16213.pdf.
Texto completoVan, Wasshenova Emily. "Experiential Attitudes about Physical Activity in Older Adults". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525445315290475.
Texto completoBarton, John Mitchell. "The Role of Physical Activity and Physical Fitness on Biomarkers Associated with Depression and Cardiovascular Disease". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862753/.
Texto completoBliss, K., D. Dey, H. Hudson y LeAnn E. Kesselring. "Skills-based Health Education – Instructional Strategies". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4013.
Texto completoSpurkland, Kristin. "Framing Physical Activity| Weight Control Frames and Physical Activity Motivation". Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824567.
Texto completoPublic health institutions and popular media frequently frame weight loss and weight control as primary benefits of physical activity. This exploratory, descriptive study examined how respondents rated statements exemplifying three physical activity frames: a weight control frame, a medical frame, and an active embodiment frame. An anonymous, online survey was conducted in March 2018; respondents rated frame statements in terms of inspiring motivation to engage in physical activity, and in terms of perceived credibility. They also provided anthropometric data and physical activity data. Data were analyzed for the entire sample as well as stratified by multiple variables, including body mass index, waist circumference, age, and physical activity levels.
Overall, the weight control frame was rated the lowest in terms of motivation, and rated moderately in terms of credibility. The active embodiment frame was highly rated in terms of motivation, but did not rate highly in terms of credibility. The medical frame was rated most credible overall, while achieving moderate motivation ratings. A “credibility/motivation gap” was identified when frames were rated highly on one scale (credibility or motivation), but not the other. These findings have implications for how physical activity is framed in public health messaging, and suggest that, as no single frame dominated both the motivation and credibility ratings, a multi-frame approach may have greater success in motivating people to engage physical activity than does the current, weight-control dominant approach.
Moore, Teri Christina. "Case Studies of Elementary Schools in San Diego County Implementing Quality Physical Education and Other Physical Activity Programs". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/317804.
Texto completoO'Neil, Kason M. "Kicking up Assessment in Secondary Physical Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4038.
Texto completoO'Neil, Kason M. "Kicking up Assessment in Elementary Physical Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4031.
Texto completoChristopher, Susanne Meyer. "Spiritual Health: Association for the Advancement of Health Education Instructors' Attitudes, Practices and Training". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1235.
Texto completoSmith, Gene A. "Perceptions and evaluation of a physical activity program". Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1351008920.
Texto completoKesselring, LeAnn E. "Physical Education Teacher Education Student Teaching Placement Procedures: Part 1". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4010.
Texto completoGeisler, Thomas Matthew. "Examining The Socialization Of Physical Education Teachers: A Case Study". ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/725.
Texto completoO'Neil, Kason y LeAnn E. Kesselring. "Kicking up Assessment in Elementary Physical Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4014.
Texto completoLisboa, 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.
Texto completoGorman, Jane Adelaide. "The promotion of Physical best: An inclusive tool for interdisciplinary physical education". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1624.
Texto completoO'Neil, Kason M. y LeAnn Kesserling. "Teaching Tactical Concepts in Secondary Physical Education". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4036.
Texto completoMoore, Eric T. "PHYSICAL EDUCATOR PERCEPTIONS OF PROFESSIONAL DEVELOPMENT: A PHENOMENOLOGICAL STUDY". UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/41.
Texto completoTERGERSON, JENNIFER L. "ADOLESCENT PERCEPTIONS OF PHYSICAL ACTIVITY". University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1005313123.
Texto completoHurmeric, Irmak. "Assessment Of Health-related Physical Activity Level, School Physical Education Lesson Context And Teacher Behavior In Elementary". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1067446/index.pdf.
Texto completoeducation curriculum might be needed to improve the health-related physical activity levels and knowledge of adults of future.
Cliff, Ken. "A sociocultural perspective as a curriculum change in health and physical education". Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080916.090440/index.html.
Texto completoÅström, Peter. "Included yet Excluded? : Conditions for Inclusive Teaching in Physical Education and Health". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-79552.
Texto completoJohnson, Sherèè Johnson. "Income, Education, Age, and Physical Activity Among Physically Disabled African American Women". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4298.
Texto completoBarnett, 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.
Texto completoDiep, Judy. "Size Matters| The Impact of Weight-Based Discrimination on College Students' Physical Health, Mental Health, and Academic Achievement". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275373.
Texto completoInclusion of students with diverse identities and addressing all forms of discrimination are critical for institutes of higher education. While progress has been made to create welcoming environments for many social groups, one has been largely ignored. Fat* students are at risk for facing weight-based discrimination with possibly detrimental effects to their physical health, mental health, and academic success. Given that there are no legal protections against weight-based discrimination, and a general acceptability of weight bias, fat students are possibly marginalized and left to cope on their own.
The purpose of this quantitative study was to explore gender and racial differences in experiencing weight-based discrimination, and examine the relationships between weight-based discrimination, self-esteem, internalized weight bias, physical health, mental health, and academic achievement. An online survey was completed by 502 students from a large public university in Southern California. The findings revealed that female college students reported experiencing significantly more weight-based discrimination than male college students. Weight-based discrimination significantly predicted lower levels of physical health and mental health. Furthermore, internalized weight bias and self-esteem were found to be significant mediators of the effect of weight-based discrimination on physical health and mental health. The results of this study provide a better understanding of the physical and psychosocial effects of weight-based discrimination of college students. Recommendations are made for the development of size inclusive policies and practices, inclusion of fat pedagogy, and a weight-neutral approach to college health so that students of all sizes may persist and successfully complete their higher educational journeys. *The term “fat” is used in a neutral, non-judgmental sense.
O’Neil, Kason, Jennifer M. Krause y Scott Douglas. "University Supervisor Perceptions of Live Remote Supervision in Physical Education Teacher Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4048.
Texto completoCatchings, Myralynn B. "The Effects of an Integrated Health and Physical Education Program on Student Achievement". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/968.
Texto completoO'Neil, Kason M., Sharon Cradic y C. Olive. "Innovative Games for Striking in Elementary Physical Education". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4032.
Texto completo