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Lynch, Timothy Joseph, i res cand@acu edu au. "An Evaluation of School Responses to the Introduction of the Queensland 1999 Health and Physical Education (HPE) Syllabus and Policy Documents in Three Brisbane Catholic Education (BCE) Primary Schools". Australian Catholic University. School Of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp96.04092006.
Pełny tekst źródłaShulika, Kateryna. "The significance of swimming skills in Sweden : An analysis of Swedish Physical Education syllabi in regard to swimming ability in compulsory and upper secondary schools". Thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-94325.
Pełny tekst źródłaHilbertsson, Mikaela, i Matilda Johansson. ""Detta här är ju både läroplanens styrka och akilleshäl"". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27520.
Pełny tekst źródłaThis thesis explains whether the syllabus for Physical Education and Health 1 (PEH 1), as well as accompanying documents, enable Physical Education and Health-teachers (PEH-teachers) to have a variety of pupils within their teaching. The purpose is to visualize opportunities and obstacles that the syllabus for PEH 1 may imply for the variety of physical conditions among pupils. To investigate this, a text analysis of documents from ‘Skolverket’ and interviews with teachers regarding the realization of these documents have been made. In this work, we chose to focus on the practical part of the subject where body and movement are in focus, due to limited time and scope. The overall issue being addressed is: What opportunities and obstacles can be created for teachers in the realization of the syllabus for Physical Education and Health 1 based on the different physical variations of students?The empirical data collected has been analyzed and discussed based on Linde’s (2012) curriculum theory but also by the frame factor theory. A text analysis was conducted to examine the documents formulated on the formulation arena and a qualitative method was used to investigate the transformation and realization of these documents. The syllabus for PEH 1, and related commentary material and assessment support, were analyzed in relation to each other. Six qualitative interviews were conducted with six teachers at six different schools in southern Sweden. The result shows that the syllabus for PEH 1 makes it possible for a variety of pupils in the PEH teaching, mainly because it’s openly written and that teachers should design their teaching based on pupil’s different physical variations. However, according to the teachers in this study, the possibility of interpretation, the school's resources, a large variation of skills, time shortage and lack of knowledge about the pupils' distinctive conditions can create obstacles when realizing the current syllabus. Especially ‘friluftsliv’ was mentioned as problematic. The conclusion is that a clarification of the syllabus is needed to create equivalence teaching, and that the teacher education and continuing training are important for teachers’ knowledge of how to adapt their teaching for all students. Furthermore, a follow-up of how the syllabus is transformed and implemented by PEH teachers is needed to know whether the syllabus’ intentions of diversity are realized and what resources that are needed to support teachers in the realization of the syllabus.
Ohlander, Emma, i Sandra Björk. "En undersökning av tolkningsutrymmet vad gäller hälsa i kursplanen för idrott och hälsa i grundskolan". Thesis, University of Gävle, Ämnesavdelningen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6262.
Pełny tekst źródłaI och med den nya läroplanen för det obligatoriska skolväsendet, Lpo 94, breddades idrottsämnet och ämnet bytte namn från idrott till idrott och hälsa. Då hälsa är ett komplext och svårdefinierat begrepp var syftet med studien att undersöka tolkningsutrymmet vad gäller hälsa i kursplanen för idrott och hälsa. Studien inkluderade två olika undersökningar varav den ena avsåg en textanalys av samtliga läroplaner för grundskolan med inkluderande kursplaner för idrottsämnet. Detta för att belysa hur hälsosynen och tolkningsutrymmet har utvecklats över tid. Textanalysen kompletterades sedan med intervjuer av fyra behöriga idrottslärare för grundskolan i en kommun för att få inblick i hur yrkesverksamma tolkar hälsa utifrån kursplanen. Resultatet av båda undersökningarna visade att tolkningsutrymmet är stort och intervjuerna visade även att idrottslärarna önskade bättre metodiska anvisningar för kursmålen. Samtliga idrottslärare uppgav att hälsa är att må bra, men åsikterna om hur detta välmående skulle uppnås skilde sig.
Fairclough, Stuart John. "Health-enhancing physical activity during secondary school physical education". Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5792/.
Pełny tekst źródłaHooper, Oliver R. "Health(y) talk : pupils' conceptions of health within physical education". Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.
Pełny tekst źródłaKelly, Luke E., i 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.
Pełny tekst źródłaWoodfield, 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.
Pełny tekst źródłaHardee, Angelica M. "Physical Activity among College Students". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1409065705.
Pełny tekst źródłaThomson, 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.
Pełny tekst źródłaCette 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.
Johnson, Cheryl Ann, i Paul Gregory Rossi. "Physical education health related topics in the middle grades". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1824.
Pełny tekst źródłaKing, Linda L. "Collegiate Activities That Influence Adult Physical Fitness Habits". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2933.
Pełny tekst źródłaNewsham, Katherine R. "Physical Disabilities in Athletic Training Education". Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1153237037.
Pełny tekst źródłaVan, Wasshenova Emily. "Experiential Attitudes about Physical Activity in Older Adults". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525445315290475.
Pełny tekst źródłaChen, 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.
Pełny tekst źródłaSpurkland, Kristin. "Framing Physical Activity| Weight Control Frames and Physical Activity Motivation". Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824567.
Pełny tekst źródłaPublic 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.
O'Neil, Kason M. "Innovative Assessment in Secondary Physical Education". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4041.
Pełny tekst źródłaJohnson, Christine Elizabeth. "Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education". UKnowledge, 2015. http://uknowledge.uky.edu/edsc_etds/6.
Pełny tekst źródłaTERGERSON, JENNIFER L. "ADOLESCENT PERCEPTIONS OF PHYSICAL ACTIVITY". University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1005313123.
Pełny tekst źródłaBarnett, 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.
Pełny tekst źródłaMoore, 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.
Pełny tekst źródłaDinan-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.
Pełny tekst źródłaO'Neil, Kason M. "Kicking up Assessment in Secondary Physical Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4038.
Pełny tekst źródłaO'Neil, Kason M. "Kicking up Assessment in Elementary Physical Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4031.
Pełny tekst źródłaKindel, Heather Rae. "Toward Expert Clinicians| The Effects of Teaching Mindfulness in Physical Therapy Education". Thesis, Robert Morris University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10904844.
Pełny tekst źródłaThe purpose of this research study was to investigate the effects of teaching a mindfulness curriculum to graduate physical therapy (PT) students in the classroom. The researcher investigated two research questions. How does training PT graduate students in mindfulness strategies affect self-regulation, stress management, and trait mindfulness in personal and professional life immediately following training and 8 weeks posttraining?, and What is the experience of PT students being trained in mindfulness in personal and professional life related to self-regulation, stress and trait mindfulness? This was a mixed methods, comparison and intervention study design conducted with N=32 graduate PT students, who were divided into intervention and comparison groups. The intervention group received a mindfulness curriculum over a 6 week period. Pre and posttests (immediately and 8 weeks after) were given to both groups with Five Factor Mindfulness Questionnaire (FFMQ), Motivational Strategies for Learning Questionnaire (MSLQ), and Perceived Stress Scale (PSS). Qualitative interviews were done immediately after experiment. Statistical analysis using two-way MANOVA revealed statistically significant findings across time for the PSS and FFMQ, an interaction between time and group for the MSLQ, PSS, and FFMQ, and group across time for the PSS. Qualitative analysis showed Prior Experience, Perception, Mindfulness Tools, Challenges, Stress Management, Self-Regulation, Continued Application, and Feedback on Course as categories, each containing subcategories and themes. Incorporating mindfulness into PT education was shown to increase self-regulation, decrease student stress, and increase trait mindfulness.
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.
Pełny tekst źródłaChristopher, 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.
Pełny tekst źródłaGorman, 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.
Pełny tekst źródłaSvedjer, Emelie, i 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.
Pełny tekst źródłaRörelserikedom 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.
O'Neil, Kason, i LeAnn E. Kesselring. "Kicking up Assessment in Elementary Physical Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4014.
Pełny tekst źródłaCurtis, Drew A., Han-Hung Huang i 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.
Pełny tekst źródłaCiccomascolo, Lori Ellen. "An analysis of undergraduate physical education curricula on students' health behaviors". Thesis, Boston University, 2001. https://hdl.handle.net/2144/33426.
Pełny tekst źródłaPLEASE 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.
2031-01-01
Hamel, Pauline Cloutier. "Communication and health literacy: a changing focus in physical therapist education". Thesis, Boston University, 2006. https://hdl.handle.net/2144/31971.
Pełny tekst źródłaPLEASE 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.
2031-01-02
Henriksson, Mattias, i 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.
Pełny tekst źródłaBirstwistle, Gary Edward. "Sociodemographic and curricular influences on children's health-related fitness development". Thesis, University of Liverpool, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305997.
Pełny tekst źródłaKesselring, 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.
Pełny tekst źródłaSmith, Gene A. "Perceptions and evaluation of a physical activity program". Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1351008920.
Pełny tekst źródłaGraves, 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.
Pełny tekst źródłaO'Neil, Kason M., i LeAnn Kesserling. "Teaching Tactical Concepts in Secondary Physical Education". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4036.
Pełny tekst źródłaYatchyshyn, Todd. "Educational Stakeholders' Perspectives on School-Based Obesity Prevention Programs". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3627807.
Pełny tekst źródłaChildhood obesity is a worldwide problem that can lead to adverse health conditions. In several rural Pennsylvania communities, over one third of elementary students are characterized as overweight, having a body mass index above the 85th percentile. The purpose of the study was to investigate educational stakeholders' perspectives about school-based obesity-prevention programs. The conceptual framework focused on cognitive theory, the theory of planned behavior, and the trans-theoretical model of health behavior change, which postulates that an individual's readiness to change is the most important factor of intervention programs. Qualitative interview data were gathered from 18 educational stakeholders. Inductive code-based analysis led to categories and themes. Key findings revealed a variety of barriers that limited and prevented effective student-wellness initiatives: students' physical activity; family dynamics, schedules, and socioeconomic factors; lack of transportation limiting children's participation in physical activities; parental engagement and input on obesity-prevention initiatives; and cafeteria environment and meal offerings. Findings informed the development of a policy recommendation for a research-based nutrition education program for schools and a strategy to communicate students' cafeteria habits to parents. Recommendations include a heightened awareness on factors contributing to obesity, as well as better educator-led planning to make improvements to school-based programs. Implications for positive social change may be the potential to increase awareness of healthy behaviors and improved student health through obesity-prevention methods, exercise patterns, and dietary habits of youth. These healthy habits may reduce adverse health effects in adulthood, which could hold the potential to improve the health of the next generation.
Vranich, Martha Ann. "Lifestyle activity: A report to promote the future health". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1779.
Pełny tekst źródłaSalguero, Carlos A. "Effects of Socioeconomic Status on the Health". Thesis, Kean University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10682535.
Pełny tekst źródłaThe purpose of this study was to determine if any relationship exists between low socioeconomic status (SES) and poor physical health. Thirty (n = 30) participants ages 11 and 12 were chosen for this study. Fifteen participants (n = 15) were from the high SES group and fifteen participants (n = 15) were from the low SES group. Each student underwent a battery of tests that were conducted using TriFit 700. TriFit 700 is an interactive software that allows students to perform different physical tests for which they were assigned a score. The 4 different tests were the bicep curl test (strength), sit-and-reach test (flexibility), body composition assessment (body fat percent), and 1 mile walk/run test (cardiovascular assessment). After completion of these tests, each student was also assigned an overall health score. A MANOVA test was run to determine how the participants in the low SES category and the high SES category compared in each of the areas tested. There was no statistical difference between the two groups in the strength category, the flexibility category, percentage of body fat category or the overall health score. This study did find, however, that a statistical significance exists between the two groups in the VO2 max category. The higher SES group outperformed the low SES group at p < .0083.
Martin, Gary P. "The Extent of Drug Use among High School Seniors in Tennessee, April 1985". Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2725.
Pełny tekst źródłaDiep, 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.
Pełny tekst źródłaInclusion 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.
Shaab, Kathryn R. "Predicting success| A study of admission processes and passing the national physical therapy examination for physical therapist assistants". Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590559.
Pełny tekst źródłaIn order to practice physical therapy, physical therapist assistants (PTAs) must graduate from an accredited academic program and pass the National Physical Therapy Examination for Physical Therapist Assistants (PTA-NPTE). The primary objective of academic programs is to prepare students to successfully complete these two milestones to become competent, entry-level practitioners. The ability of an academic program to achieve this goal begins with the admission of students most likely to complete the academic training and pass the PTA-NPTE. Although previous research has examined the relationships between certain programmatic and PTA student characteristics and the PTA-NPTE, research had yet to explore the relationships between admission processes and criteria and student achievement. The purpose of this study was to examine the existence of a relationship between the admission processes and criteria used by PTA programs and student achievement. An online survey was used to gather data from a convenience sample of 85 PTA program directors across the United States. Data collected included the process and criteria used to admit students into the technical phase of training from 2008 through 2010 and the corresponding student achievement outcomes. Statistically significant differences were identified between selective admission and open enrollment programs for both completion rates and PTA-NPTE pass rates. With regard to completion rates, statistically significant differences were identified between schools that considered completion of prior college credit and experience in the field of physical therapy during the admission process and those programs that did not. No statistically significant differences were revealed in PTA-NPTE pass rates based on the admission criteria examined. The study concluded that PTA programs that use a selective admission process would have higher completion and PTA-NPTE pass rates than those that use an open enrollment process. Within the selective admission process, consideration should be given to completion of prior college credits as well as experience in the field of physical therapy. Despite these findings, further research is needed to clearly identify the specific admission criteria correlated to both student achievement outcomes.
Barton, 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/.
Pełny tekst źródłaBliss, K., D. Dey, H. Hudson i LeAnn E. Kesselring. "Skills-based Health Education – Instructional Strategies". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4013.
Pełny tekst źródłaSegatto, Bianca. "Exploring relationships between basic psychological need satisfaction, motivation and physical activity transplant recipients". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97230.
Pełny tekst źródłaLe but de cette étude était de vérifier les relations entre la satisfaction des besoins psychologiques de base, la motivation à l'exercice et l'activité physique en tant que test de la théorie de l'autodétermination chez les receveurs de greffes. Les participants (N=138; Mâge=48 ans; 58% mâle), principalement des receveurs de greffes du cœur, du foie, du poumon et du rein, ont remplis des questionnaires appuyés par la littérature scientifique. Sous le contrôle de facteurs spécifiques à la transplantation (c.-à.-d. : l'âge au moment de la transplantation, le temps d'attente pour la transplantation et le temps écoulé depuis la transplantation), l'analyse de régression hiérarchique a démontré que la motivation autodéterminée est associée à l'activité physique et qu'elle module partiellement la relation entre les besoins psychologiques, particulièrement les perceptions des compétences, et l'activité physique (R2=.25). Les résultats suggèrent que la satisfaction des besoins psychologiques de base et la motivation pour l'activité physique entraînent des répercutions positives en ce qui a trait aux activités physiques favorables à la santé chez les receveurs de greffes.
Catchings, Myralynn B. "The Effects of an Integrated Health and Physical Education Program on Student Achievement". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/968.
Pełny tekst źródłaBrinker, Jeffrey Scott. "Academic incentives impact on increasing seventh -graders physical activity during leisure time". ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/647.
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