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Pressé, Cindy. "Exploring healthy experiences of youth with physical disabilities." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103608.
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This phenomenological study explored the lived health experiences of seven children with physical disabilities and associated secondary conditions. The children, between 9-13 years, attended the same elementary school. Semi-structured interviews were conducted with the children. Child experiences were sought through a scrapbook interviewing technique where photographs were utilized as prompts to enhance participant recall and reflection (Harvey et al., in press). Rich discussions were generated to capture the essence of the health for each child. The children were actively engaged in this visual approach to qualitative research methodology which assisted in the co-construction of their own health reality through a collaborative research process with the primary researcher (Harvey et al., in press; Knowles & Sweetman, 2004; Phoenix, 2010). Thematic analyses were conducted on the verbatim transcriptions of the interviews. Four themes emerged from the data: (a) my scrapbook, (b) what I do during my free time, (c) people around me, and (d) what helps me and what doesn't. The results demonstrated the effectiveness of the unique scrapbook interviewing technique to gain a child-driven understanding of the conception of health. The results also reflected the importance of family members, the leisure activities of the children, and the affordances and constraints that enabled or constrained the children to incorporate healthy behaviors. Data triangulation, member checks, audit trail, peer-review, and researcher reflexivity were used to establish trustworthiness of the children's stories. The children with physical disabilities told positive stories about health that may help to create child-friendly physical activity and health interventions at home, school, and community.Cette étude phénoménologique a permis d'explorer des expériences de santé vécues par sept enfants ayant des déficiences physiques et les effets secondaires qui s'y rattachent. Les enfants, âgés entre 9 et 13 ans, fréquentaient la même école primaire. Des entrevues semi-structurées ont été menées auprès de ces derniers. Leurs expériences ont été recueillies dans un portfolio, dans lequel des photographies ont été utilisées afin d'inciter les participants au rappel et à la réflexion (Harvey et al., in press). De riches discussions ont été générées afin de faire ressortir l'essentiel de la santé. Ceux-ci ont été activement engagés dans cette approche visuelle de la méthodologie de recherche qualitative, ce qui a aidé à la co-construction de leur propre réalité concernant leur santé et ceci grâce à un processus de recherche en collaboration avec le chercheur principal (Harvey et al., in press; Knowles & Sweetman, 2004; Phoenix, 2010). Des analyses thématiques ont été réalisées sur les transcriptions textuelles des entretiens. Quatre thèmes ont émergé à partir des données : (a) mon portfolio, (b) ce que je fais durant mon temps libre, (c) mon entourage et (d) ce qui m'aide, ce qui me nuit. Les résultats ont démontré l'efficacité de la technique unique d'entrevue à travers le portfolio afin d'acquérir une compréhension de la conception de la santé auprès des enfants. Les résultats reflètent également l'importance des membres de la famille, des loisirs des enfants, des capacités et des contraintes qui ont permis ou empêché ceux-ci à intégrer des comportements sains. Traitement triangulaire des données, suivi des membres, vérification des pistes suivies, évaluation par un collègue et réflexivité des chercheurs ont servi à établir la crédibilité des dires des enfants. Les enfants ont fait part d'histoires positives sur la santé lesquelles peuvent aider à créer des liens parmi les jeunes à travers l'activité physique et des interventions au sujet de la santé, autant à la maison, à l'école que dans la communauté.
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Ayvazoglu, Nalan R. "Physical activity determinants in youth with high functioning autism." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386663.
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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4621. Adviser: Francis Michael Kozub.
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Boyd, Deanne. "Perceptions of learning opportunities in youth women's ice hockey." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/10182.
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The purpose of this study was to examine how young female ice hockey players, their coaches, and their parents perceived the learning opportunities provided in women's ice hockey. Learning opportunities constitute one part of the overall participation and withdrawal motives cited by young athletes, and include factors related to optimal practice and playing time, as well as instruction and feedback from the coach. Focus group interviews were conducted with three groups of female competitive ice hockey players aged 12 to 15 years (n = 33), two groups of coaches (n = 7), and three groups of parents (n = 30). The focus group forum allowed participants to discuss what they felt the players liked and disliked about women's ice hockey using their own descriptions and perceptions.Comparisons were made to determine how accurately the perceptions of the parents and coaches coincided with what players reported they liked and disliked about ice hockey. Results indicated that the coaches' and parents' perceptions were very similar to the players' perceptions. The players, coaches, and parents of the present study all reported that factors related to learning opportunities were important to players. Participants cited that players enjoy improving and learning new skills, well organized practice, and instructive, corrective, and positive feedback from coaches. The findings in this study provide support for existing literature regarding the importance of numerous participation motives of female athletes. The current study contextualized many motives into factors players like and and dislike specifically about practice and competition. The present study also revealed additional participation motives specific to women's ice hockey, such as young female ice hockey players enjoying playing against boys' teams. (Abstract shortened by UMI.)
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Woodfield, 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.
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The aim of this study was to assess the physical activity, attitudes towards physical education, and health related fitness at two points, one year apart (Phase One and Phase Two). Three hundred and ninety four secondary school pupils of mixed ethnicities from National Curriculum school years 7, 8 and 9 (mean age ± S.D. = 12.9 ± 0.81 years) participated in phase one of the study. Two hundred and sixty seven pupils (from the original 394 participants) from National Curriculum school years 8, 9 and 10 (mean age ± S.D. = 13.7 ± 0.79 years) took part in phase two one year later. Physical activity was measured using the four by one-day physical activity recall questionnaire (Cale, 1993). Attitude was measured using the Pre-Adolescent Attitude towards Physical Education Questionnaire (PAAPEQ) (Shropshire, 1997). Five components of health related fitness were measured in a randomly selected sub-sample (35%) of the overall sample: body composition (measured using skinfold measures and body mass index); cardiovascular endurance (measured using the twenty metre multistage fitness test, Brewer et al., 1988); flexibility (measured using the sit and reach test); muscular strength (measured using hand grip dynamometry); and muscular endurance (measured using situps). Results of repeated measures ANOVA revealed a significant decrease in energy expenditure between phase one and phase two (p<0.01) and young people’s energy expenditure was higher during weekends (especially Saturdays) than during school days (p<0.01). Young Asians were found to expend less energy than white and black pupils (p<0.01) and boys expended more energy than girls (p<0.01). No main effect according to school year was found (p>0.05) although a significant ‘time’ by ‘days’ of the week interaction was revealed; pupils in Year 8 were more active on school days than those in Years 7 and 9 (p<0.05). Non-parametric analyses conducted on time spent in moderate physical activity (MPA) and vigorous physical activity (VPA) indicated that: MPA and VPA decreased between phases one and two; Asians consistently spent less time in MPA than white and black pupils (p<0.01); boys engaged in more MPA and VPA than girls (p<0.01). However, the difference in mean reported time for boys and girls decreased between phases one and two. Percentages of the whole sample meeting optimal activity guidelines and percentages classified as active or moderately active decreased between measurements for the whole sample. With regard to attitudes towards PE, results from MANOVA revealed a significant ‘school year’ x ‘ethnicity’ x ‘gender’ interaction (p<0.05). Attitudes of black males became more positive with age whereas the attitudes of other groups followed an age related decline. Significant main effects were found according to school year (p<0.01) and ethnicity (p<0.05). Attitude towards PE became less favourable with school year. Asian pupils had more positive overall attitudes than white and black pupils but univariate analysis revealed that Asian pupils had a less positive attitude towards their PE teacher (p<0.05). Furthermore, Pearson’s product moment correlations indicated weak yet significant positive relationships between total attitude towards PE and energy expenditure (p<0.01), time spent in moderate activity (p<0.05) and time spent in vigorous activity (p<0.01). Results of repeated measures ANOVA conducted on health related fitness data revealed that, for all groups, body fat (p<0.05) and muscular endurance (p<0.01) increased between phases one and two. In both phases, significant positive relationships were found between muscular endurance and energy expenditure (p<0.01) and vigorous activity (p<0.05 and p<0.01 for phases one and two respectively). Therefore, young people who were more active had greater levels of muscular endurance. No further consistent findings were made. Findings indicate that generally young people’s physical activity decreases with age and that girls are less active than boys although as young people age the physical activity gap between the genderes narrows. Findings also lend support to the idea that cultural differences may influence physical activity levels and attitudes towards PE. Furthermore, associations between physical activity and attitude towards PE exist and therefore, attitude may be used to predict physical activity behaviour. Ethnicity, age, and attitude towards PE should be considered in the development of future interventions to increase young people’s physical activity levels. However, as the current study did not reveal strong associations between physical activity and health related fitness, further research is required in the area.
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Lee, Jessica. "Physical activity and physical culture in the lives of rural young people /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19404.pdf.
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Ward, 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.
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Hooper, Oliver R. "Health(y) talk : pupils' conceptions of health within physical education." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.
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Schools, and in particular physical education (PE), have been increasingly recognised for the role that they play in promoting healthy, active lifestyles amongst children and young people in light of the public health agenda (Armour and Harris, 2013). However, whilst schools have been recognised for the role that they can play in promoting health to children and young people, concerns have been expressed with regard to the status of health in PE and the approaches and practices used to address health-related learning (Cale et al., 2016). A particular concern in this regard is what children and young people know and understand about health , and how they come to conceive this within PE, with a growing body of literature suggesting that pupils conceptions are relatively superficial and simplistic (see Harris et al. (2016) for an overview). Accordingly, the purpose of this research is to explore pupils conceptions of health within PE. The research was comprised of four phases which took place over an 18-month period within the East Midlands region of England. Phase one involved an online survey being distributed to all state secondary schools (n = 293) and with a total of 52 schools responding. Phase two involved semi-structured interviews being conducted with 13 PE teachers at two case study schools and focus groups with 117 pupils (aged 11-12) at the same schools. A participatory approach underpinned the study and relevant methods/techniques were employed within pupil focus groups to generate discussion and elicit pupils conceptions of health . Examples of the methods/techniques employed included: drawings, concept cartoons and statement sheets. Pupils worked interactively with one another to undertake and discuss tasks/activities in line with the youth voice agenda that underpinned the research. This agenda is often allied with participatory methods (Heath et al., 2009) and seeks to privilege the voices of younger participants, recognising that children and young people are competent social agents, capable of both understanding and articulating their own experiences (Christensen and James, 2008). Phase three involved follow-up focus groups with the same pupils who participated during the preceding phase, and a similar participatory approach was employed. Phase four involved semi-structured focus groups being conducted with the same PE teachers at each school. Data generated were analysed using a Foucauldian-inspired discourse analysis. The findings of the study highlight that the vast majority of pupils conceptions of health were reductive, limited and limiting. These conceptions of health were identified as being underpinned by: corporeal notions, aesthetic orientations and healthist influences. In addition, they aligned with normative conceptions of health , that were evidently influenced by public health discourses, which may well have been promulgated by and through PE. Whilst pupils did not necessarily consider that PE influenced their conceptions of health , there were evident links, which PE teachers themselves acknowledged and problematised. Positively, it was highlighted that there were some pupils who were able to disrupt normative conceptions of health and, in doing so, they demonstrated their capacity for criticality. As such, the challenge for PE is now to consider how it might support pupils to develop their capacities to receive, interpret and be critical of health-related information. If it can do so, it may well be that critically-inclined conceptions of health can be fostered within, through and by the subject.
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Palmer, Farah Rangikoepa, and n/a. "Maori girls, power, physical education, sport, and play : "being hungus, hori, and hoha"." University of Otago. School of Physical Education, 2000. http://adt.otago.ac.nz./public/adt-NZDU20070518.115626.
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This research investigated how meanings associated with race, gender, and class relations in New Zealand mainstream schools are produced, reproduced, and challenged within the arenas of school sport, physical education, and physical activity. The study focused specifically on Maori girls� and young Maori women�s experiences in these arenas in order to determine how race, gender, and class identities interact, and also provided Maori girls and young women with an opportunity to be heard in research. The effects of historical and contemporary discourses, polices, and practices in New Zealand sport and school were reviewed. Theoretical perspectives and methodologies such as critical theory, kaupapa Maori research, feminism, postmodernism, and cultural studies informed the research. Qualitative methods of study such as critical ethnography, document analysis, participant observation, semi-structured interviews, and self-reflective diaries were used in order to observe, investigate, and empower the Maori girls and women, teachers, and the school involved. By utilising social reproduction concepts such as hegemony (Gramsci), discourse (Foucault), and cultural capital (Bourdieu), initiatives in schools that related to Maori girls and young women were investigated at three different levels; the fantasy discourse level, the implementation level, and the reality discourse level. The many identities and ideologies of those involved in the transformation from fantasy to reality had an effect on what was ultimately produced, reproduced, and challenged. These were also implicit and explicit ideologies operating in school sport, physical education, and physical activity arenas that worked to reproduce gendered dualisms, racial stereotypes, and class differentiation. By focusing on power relations at the structural and personal level, instances where Maori girls and young women practised �power over� others, or the �power to act� were discussed. Maori concepts such as whakaiti, whakamaa, whakahiihii, tautoko, aawhina, and manaaki, as well as more colloquial terms such as being hungus, hori, and hoha highlighted the attitudes, values, beliefs and behaviours of participants involved in the study and were used to inform the different levels of analysis. Difficulties in closing the gap between what was hoped for and what actually happened were discussed, and political and practical implications were suggested.
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Hazuga, Rachel J. "Effects of a sports performance training program on adolescent athletes." Connect to online version, 2009. http://www.oregonpdf.org/search-results.cfm?crit=catid&searchString=PE+4877.
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Lowry, Robin. "A Survey of Youth Yoga Curriculums." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/154784.
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KinesiologyPh.D.
Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills. Yoga games were noncompetitive and similar to PE games. Teaching strategies included guided inquiry and dialoguing. Assessments were underutilized and misunderstood. Lessons were created to engage students across multiple dimensions of wellness; cultivate self awareness, attention, and concentration; and teach relaxation skills. Spiritual wellness was addressed using relaxation, self-awareness, partner work, and examining emotional states. Developers adapted curriculums to meet HPE standards when needed. Yoga was considered appropriate across all developmental stages and could be adapted to meet specific needs. Developers tended not to manage fidelity; strict control was perceived as contrary to Yoga philosophy. Curriculum manuals were resources, not scripts. Continuing education included workshops, videos, and online forums. Emerging themes included attention, awareness, meta-cognition, and self-regulation as learning objectives; dialoguing as a teaching strategy; and the influence of mindfulness and positive psychology on curriculum design. These suggest additional areas of research. Curriculums need codification, defining, and mapping of elements including the alignment of teaching strategies with assessments. The benefits of Yoga, beyond the physical postures, need further study.
Temple University--Theses
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Halas, Joan Marie. "Physical education/activity for troubled youth at an adolescent treatment center, an interpretive case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0012/NQ46846.pdf.
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Richards, Rosalina, and n/a. "Predictors of physical activity participation during adolescence and young adulthood." University of Otago. Dunedin School of Medicine, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071019.133107.
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Participation in physical activity is beneficial for multiple health outcomes, however, substantial work remains to improve understanding and promotion of this complex behaviour. Longitudinal studies offer unique insights into physical activity, as they allow examination of how participation, and the factors that are associated with participation, may change during the life-span.
This thesis was based on data from the Dunedin Multidisciplinary Health and Development Study (DMHDS). The DMHDS is a birth cohort of around 1000 individuals, born in Dunedin, New Zealand between April 1972 and March 1973. Included in the three studies presented here was information obtained during assessments at birth and ages 3, 5, 7, 9, 11, 13, 15, 18,21 and 26 years.
Study 1 examined tracking of participation in club sport from childhood to adulthood (7, 9, 15, 18 and 21 years). Correlation coefficients revealed low tracking (r = 0.07-0.28) of club sport participation. Summary statistics, which utilised all the longitudinal data and controlled for the influence of covariates, differed slightly with random effect models finding low tracking (Intraclass correlation coefficient: 0.23) and generalized estimating equations suggesting moderate tracking (Stability coefficient: 0.59). These findings suggest that benefits accrue from early physical activity participation for later participation. However, as tracking is only at low to moderate levels, childhood participation in physical activity should not be considered an 'inoculation' against adult inactivity.
Study 2 examined associations between childhood factors (Family socioeconomic status, Family Active Recreation Orientation, Home activities, Childhood motor ability, Intelligence and Psychiatric disorder), contemporaneous factors (Parental health, Body Mass Index, VO₂max, General health, Television watching, Tobacco smoking and Alcohol use) and patterns of Persistent Inactivity, Declining participation and Persistent Activity between ages 15 and 18 years (assessed using the Minnesota Leisure Time Physical Activity Questionnaire). Common childhood influences included Family socioeconomic status, Family Active Recreation Orientation, Home activities and Childhood motor ability. Contemporaneous measures that were associated with patterns of participation included Parental health, General health, VO₂max and Television viewing.
Study 3 built on the the findings of Study 2 by investigating if factors associated with adolescent physical activity continued to influence physical activity in adulthood. With the exception of Parental health, all the factors that had been associated with adolescent patterns of physical activity were associated with non-participation in vigorous physical activity during at least one of the two adult assessments (age 21 and 26 years). Common influences for the two ages included participation in Home activities during childhood, Childhood motor ability and Persistent Inactivity during adolescence.
In conclusion, the series of studies presented here provides valuable insights into patterns of physical activity from childhood to adulthood and the factors that are associated with these patterns among the DMHDS cohort. Previous findings are extended through the use of a broad range of covariates and independent variables across childhood, adolescence and adulthood. Key findings include the exploration of different techniques to describe tracking across the lifespan and the identification of factors that can usefully be targeted in early intervention programmes to support later physical activity.
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Wilcox, Stephane A. "Mapping the game related coaching principles and beliefs of a youth ice hockey coach using stimulated recall interviews." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/21448.
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Wright, Trevor. "An investigation into how youth ice hockey coaches learn to coach and their use of the Internet." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26811.
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This is a descriptive study into how youth ice hockey coaches learn to coach. Based on Sfard's (1998) two metaphors of learning (acquisition and participation), this study aims to investigate formal training programs as well as informal experiences in which youth ice hockey coaches are involved with. This study also attempts to present how coaches use the Internet, which is currently a timely topic. Semi-structured interviews with 59 male youth competitive (A, AA, AAA) ice hockey coaches provided in-depth responses into a number of different learning experiences. The results of this study have made reference to seven learning contexts for youth ice hockey coaches including (a) coach education programs, (b) coaching clinics/seminars, (c) formal mentoring, (d) books/videotapes, (e) individual experience, (f) face-to-face interactions with coaches, and (g) the Internet. It is concluded that all seven learning contexts play an important role in the development of youth ice hockey coaches.
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Pfeiffer, Laura. "Perceptions of physical activity integration at a junior college." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56936.
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The integration of students with an intellectual disability has been a long standing issue and goal in special education. It is usually assumed that such educational integration will terminate following completion of high school. There are examples however, where persons with an intellectual liability have participated in higher education. One example of an integrated program has been implemented at a junior college in Ste. Anne de Bellevue, Quebec. This is a work-study type of program in which students 18-21 years of age follow a specific curriculum in the closed classroom and also participate in certain regular college classes, including physical education.The purpose of the present study was to investigate this unique program with particular emphasis on physical education. More specifically, it was the intent to measure the perceptions of persons directly involved with the program on such variables as social acceptance, social interaction, self-concept, motor performance, peer performance, attitude, expectations, and perceptions. A questionnaire was distributed to subjects in four groups: students, peers, physical educators, and parents. Mean response scores from each group were reported for each variable. Results indicated a general positive perception regarding the integrated program from all groups.
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Zealand, Donovan Dominic. "A physical activity programme to support the development of Namibian youth in an 'at-risk' context." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50274.
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Thesis (PhD)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The positive relationship between physical activity and recreation and a reduction in risk factors for youth has extensive historical roots. The definition of youth in an at-risk context has evolved over the years and may be conceptualized on a continuum ranging from low risk to chronic deviance. Many factors predispose youth to behavioural risk factors. These predisposing factors include variables related to the individual (self), family, peers, school, and community. The current situation in Namibia suggests that there is need for concern about youth in an at-risk context, and that efforts to minimize risk factors for youth will provide diverse personal and social benefits. Strategies involving physical activity and recreation appear particularly promising in minimizing risk factors for youth. Physical activity and recreational participation can provide positive benefits related to psychological health, physical health, familial interaction, peer influence, academic performance, community development, and other lifestyle behaviours. The documentation supporting the enormous potential of physical activity and recreational programmes to positively influence youth in an at-risk context cannot be ignored. The 305 participants in the survey and the 35 participants from the Physically Active Youth (PAY) Group provided invaluable input into this research. All participants provided unique insight. Throughout the research it became increasingly apparent that there is incredible potential for physical activity initiatives to positively impact on youth in an at-risk context. Physical activity can help youth in an at-risk context by improving self-esteem, providing positive role models, teaching teamwork and social skills, promoting self-confidence, providing a sense of belonging. reducing risk factors for disease, giving youth something constructive to do, providing a means of releasing stress, promoting positive morals and values, teaching cognitive, leadership and life skills, providing a sense of community, fostering family support, and promoting the wellness of youth. At the end of the PAY pilot project all learners showed remarkable increases in their fitness levels, their attitudes changed towards being more positive and the programme showed a passing rate of 91%. Many organizations are currently providing programmes or services that directly or indirectly impact on youth in an at-risk context. There was a general consensus that these efforts is in need of government policy that will result in better coordination of such programmes. Successful programmes need to have youth spearheading the initiative. Programmes also need to be flexible, accommodating, inexpensive (or free), with good leadership and community support. Programmes directed towards youth in an at-risk context should be non-threatening, emphasizing participation, and not competition. The research evidence suggest that there is a need to empower marginalized youth, provide good leadership, establish parental support, provide increased government support, develop partnerships, create youth centres, reform current programming initiatives to reflect the needs of youth in an at-risk context, and continue research are some of the primary concerns. The need to approach youth in an at-risk context issues holistically was also a pervasive attitude. Physical activity and recreation can provide both prevention and intervention functions.
AFRIKAANSE OPSOMMING: Die positiewe verhouding tussen liggaamlike aktiwiteit en ontspanning en 'n afname in risikofaktore vir die jeug het 'n omvangryke geskiedenis. Die definisie van jeugdiges binne 'n risiko-konteks het oor die jare heen ontwikkel en kan gekonseptualiseer word op 'n kontinuum wat van laerisiko- tot chroniese afwyking strek. Daar is baie faktore wat die jeug vatbaar maak vir risiko ten opsigte van gedrag. Hierdie predisponerende faktore sluit veranderlikes in wat verband hou met die individu (self), die gesin, die portuurgroep, die skool en die gemeenskap. In die huidige situasie in Namibië is daar aanduidings dat daar rede vir kommer is wat betref jeugdiges binne 'n risiko-konteks, en dat pogings om risikofaktore vir die jeug te minimaliseer baie voordeel inhou, op persoonlike sowel as sosiale vlak. Dit blyk dat strategieë wat liggaamlike aktiwiteit en deelname in ontspanningsbedrywighede insluit, veel kan bydra om risikofaktore vir die jeug te minimaliseer. Liggaamlike aktiwiteit en deelname aan ontspanningsbedrywighede kan bydra tot die bevordering van die geestes- en liggaamlike gesondheid, gesinsinteraksie, invloed van die portuurgroep, akademiese prestasie, gemeenskapsontwikkeling, asook ander vorme van lewenstylgedrag van jongmense. Die dokumentasie oor die geweldige potensiaal wat liggaamlike aktiwiteit en ontspanningsprogramme het om die jeug op 'n positiewe wyse te beïnvloed, mag nie misken word nie. Die 305 deelnemers aan die ondersoek, en die 35 deelnemers van die Liggaamlikaktiewe Groep (Engels: Physically Active Youth Group oftewel PAY Group) het waardevolle insette tot hierdie navorsing gemaak. Elke deelnemer het 'n unieke insig bygedra. Namate daar met die navorsing gevorder is, het dit toenemend duidelik geword dat daar 'n ongelooflike potensiaal bestaan vir inisiatiewe vir liggaamlike aktiwiteite om 'n positiewe uitwerking te hê op jeugdiges binne 'n risiko-konteks. Liggaamlike aktiwiteit kan jeugdiges binne 'n risiko-konteks help deur hul gevoel van eiewaarde te verhoog, positiewe rolmodelle te verskaf, vir hulle spanwerk en sosiale vaardighede aan te leer, hul selfvertroue te bevorder, hulle te laat voel dat hulle êrens behoort, risikofaktore vir siekte te verminder, hulle iets opbouends te gee om hulle mee besig te hou, 'n manier te bied waarop hulle van stres ontslae kan raak, positiewe sedes en waardes te leer, kognitiewe, leierskaps- en lewensvaardighede te leer. 'n gemeenskapsbewustheid te kweek, gesinsondersteuning te bevorder, en ook hulle algemene welstand te bevorder. Aan die einde van die PAY-projek het al die leerders 'n merkwaardige verhoging in hul fiksheidsvlakke getoon, en was hulle houding baie meer positief. Die program het 'n slaagsyfer van 91% gehad. Daar is tans baie organisasies wat programme of dienste aanbied wat direk óf indirek 'n invloed het op jeugdiges binne 'n risiko-konteks. Daar was eenstemmigheid dat hierdie poging op regeringsbeleid moet kan steun wat tot beter koordinering van sodanige programme sal lei. In suksesvolle programme moet jeugdiges aan die voorpunt van die inisiatiewe wees. Programme behoort soepel en aanpasbaar te wees, hulle moet óf bekostigbaar óf gratis wees, en daar moet sterk leierskap en gemeenskapsondersteuning wees. Programme wat op jeugdiges binne 'n risiko-konteks gerig is moet deelnemers nie bedreig laat voel nie, en behoort deelname eerder as wedywering te beklemtoon. Die navorsing het bewys dat daar 'n behoefte is om gemarginaliseerde jeugdiges te bemagtig, om goeie leierskap daar te stel, om ouerondersteuning te vestig, om verhoogde regeringsondersteuning te verskaf, om vennootskappe te ontwikkel, om jeugsentrums te skep, om huidige programinisiatiewe te omskep sodat hulle die behoeftes van jeugdiges binne 'n risiko-konteks weerspieël, en om met navorsing voort te gaan. Hierdie is sommige van die primêre sake wat aandag vereis. 'n Houding wat deurgaans voorgekom het, was die noodsaaklikheid daarvan om kwessies rakende jeugdiges binne 'n risiko-konteks holisties te benader. Liggamlike aktiwiteit en ontspanning' kan beide voorkomings- en intervensiefunksies bied.
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Soule, Joslyn M. "Improving Youth Perceptions of Their Physical Activity Abilities: A Pilot After-School Program." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313100797.
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RODRIGUES-NETO, MANOEL. "The Differential Effects Of Public Posting And Goal-Setting On Tactical Performances Of Youth Basketball Players." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211405643.
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Forsdick, Heather Ann. "Authentic assessment handbook for middle school physical education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1444.
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Stokes, Strong Kristen Rae. "The Effectiveness of the Teens Reaching Youth 4-H Model in a Childhood Nutirition and Physical Activity Education Program." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/457.
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Childhood obesity rates are on the rise. There are detrimental physical and psychological health effects associated with childhood obesity. Society needs proven methods of delivering nutrition and physical activity education to children. The Teens Reaching Youth (TRY) 4-H model has been shown to be effective at delivering curriculum in a variety of topics. To assess the effectiveness of the TRY 4-H model at delivering nutrition and physical activity education to youth, grades third through sixth. The program's objectives were to increase youth participants' nutritional knowledge, improve youth participants' eating and fitness habits, and improve leadership and life skills of the teens involved in the TRY 4-H program. We compared three groups of youth grades third through sixth in Northern Utah. We looked at the youth's nutrition knowledge and food preferences as well as their parents/guardians' behaviors. Then two of the groups participated in a nutrition and physical activity education program. One group was taught by TRY 4-H teams and the other group was taught by adult volunteers from the community. After participating in the program, the youth's nutrition knowledge and food preferences and their parents/guardians' behaviors were re-assessed. The control group was unavailable for re-assessment due to limited access. Teen leadership was assessed using a teen leadership and life skills assessment tool. At baseline, the three samples had no statistical differences. The TRY 4-H treatment and Adult Volunteer treatment were found to produce statistically similar nutrition knowledge out-comes. Parents/guardians reported improvements in youth participant nutrition and physical activity habits. Teen members of the TRY teams experienced an increase in leadership and life skills. Teens from the TRY 4-H program are as effective as adult volunteers at teaching younger youth about nutrition. This education delivery method should be utilized in additional communities to aid in the fight against childhood obesity.
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Kemp, Carmen Vieyra, and Melody Ann Mendiola. "Educational curriculum for obesity in school aged youth." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2745.
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The purpose of this project was to develop an educational program to assist educators in keeping school children healthy. This program is designed to support professionals who are working to reduce the problem of oobesity in children and adolescents in elementary and middle school setting.
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DiGiacinto, Kacey. "PE followed me home from school today effects of the activity challenge on youth summer physical activity /." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11104.
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Thesis (Ph. D.)--West Virginia University, 2010.Title from document title page. Document formatted into pages; contains vii, 91, [48] p. : ill. Vita. Includes abstract. Includes bibliographical references.
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Lustic, Melissa K. "The Effects of a Nutrition Education and Physical Activity Intervention on Metabolic Syndrome on At-Risk Youth in an Appalachian Community." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1237317305.
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Isberg, Jenny. "Viljan till fysisk aktivitet en intervention avsedd att stimulera ungdomar att bli fysiskt aktiva /." Doctoral thesis, Örebro : Örebro universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-8234.
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Edington, 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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Dunn, Robin Joi. "Every Flavor Beans: Children Constructing Meaning in a Responsibility-Based Program." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342636221.
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Kam, Keung-kei Kenneth. "An adventure-based counseling program on the physical self-efficacy, general self-efficacy, self-esteem, body image and physical activity level of adolescents /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31941631.
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Pace, Debra Ann. "Increasing protective factors in "at-risk" youth through an after-school program that combines caring adults, physical activity and sports, and initiative building." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054735051.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xviii, 288 p.; also includes graphics. Includes abstract and vita. Advisor: Janet Fink, College of Education. Includes bibliographical references (p. 253-262).
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Almohanna, Amal Sami. "Food Availability and Behavior of Youth EFNEP Participants in Virginia." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/80487.
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Low-income and minority youth are disproportionately affected by low food access, low dietary quality, and high levels of obesity. The Expanded Food and Nutrition Education Program (EFNEP) is designed specifically to assist limited resource youth and adult audiences to acquire the knowledge, skills, attitudes, and changed behavior necessary for nutritionally sound diets, and to contribute to their personal development and improvement of the overall family diet and nutritional well-being by using a peer-education model (USDA, 2012). To date, little published research exists on dietary patterns and food access among youth who participated in EFNEP. The specific research goals of this study were to: 1) explore baseline dietary and physical activity self-efficacy and behaviors of youth EFNEP participants and compare to national trends, 2) examine differences in self-efficacy and behaviors based on socio-demographic factors and food availability, and 3) determine the association between food availability and dietary behavior. This study consisted of conducting surveys with 1,864 low-income youth, ages 7 to 14 years old, across Virginia prior to participation in an obesity-prevention program. The survey consisted of a 55-item written pre, post-test instrument that had been previously tested for validity and reliability. Most participants reported availability across all food groups, with the exception of meat and beans (41.4%) and dessert (48.3%). Significantly less than half of participants reported not meeting dietary behavior thresholds for the following food groups: grains (27.0%); whole grain (19.7%); low-fat milk (31.5%); vegetables (18.2%); colored vegetables (15.3%); and baked foods (31.7%). Availability of meats and beans and fruits were higher among Latinos than non-Latinos. Younger participants reported a higher consumption of sugar-sweetened beverages and screen time; however, the children had participated in physical activity. Participants who reported a higher availability of fruits and vegetables at home also participated in physical activities at least once a day. This study provided insight into the availability of food, as well as food consumption among low-income audiences across Virginia, based on youth EFNEP reporting. The results highlighted the importance of strategic interventions to improve the availability of nutritious foods and obesity prevention strategies to enhance self-efficacy and intake of nutritious foods among low-income youth.Ph. D.
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Hollinshead, Jack. "Exploring Sport Specialization and Its Effects on Youth Athletes." Wittenberg University Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1623854995177177.
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Spalding, Joanne. "Changes in Countermovement Jump and Sprint During a Congested Match Schedule in Female Youth Soccer Players." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3695.
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Youth soccer players are required to play multiple matches within a short period of time. Participation in congested match schedules like youth soccer tournaments can result in fatigue and a decline in physical performance. The purpose of this study was to examine changes in countermovement jump height variables and sprint time to determine if physical performance was altered. Fourteen youth female soccer players performed countermovement jump testing pre, post-match, and post-tournament, and sprint testing pre and post-tournament. Jump height differed significantly (p <0.001) between time periods during the tournament, and sprint time increased by a statically significant amount (p = 0.001). Results also indicated that there were significant effects on CMJ variables; RSImod (p = 0.015), eccentric impulse (p = 0.022), concentric impulse (p = 0.010), peak power (p = 0.044). It was concluded that certain CMJ variables are sensitive to fatigue as well as sprint time and may be useful for coaches to use to monitor fatigue and determine recovery strategies and proper training load before and after a youth soccer tournament.
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Mann, Stephen Eugene. "Frequency of and barriers to physical education in selected grade levels in a Southern California school district." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3375.
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The purpose of this study was to determine to what extent physical education programs are being implemented in a Southern California school district, in an effort to increase physical activity and decrease obesity among students. This study also identified factors that either contributed to, or detracted from, implementation.
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Dunlap, Delaney. "THE EFFECTIVENESS OF A FITNESS MENTORING PROGRAM ON LIFE SKILLS IN AT-RISK YOUTH." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/520.
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BACKGROUND: The Aspire program is an eight-week program for troubled youths around the Canberra, Australia community that is run by former Canberran of the year and Canberra Raiders Captain Alan Tongue. The program aims to build self-esteem, develop social skills, help teach the effects actions have on others, understand how practice and hard work provide support, give purpose in life, and teach other practical, lifelong skills. During the program, Alan uses a combination of various activities including fitness, teamwork, discussion, writing, and self-reflection to help youth see their potential. PURPOSE: The purpose of this study was to examine the lasting effects of the Aspire program. METHODS: Twenty-six of last year’s participants across six schools were interviewed ten months after the program had taken place. Qualitative data was taken via group discussion, while quantitative data was taken via an eleven-question survey. RESULTS: Overall, the program received positive feedback from both the students and the youth workers in both qualitative and quantitative responses. CONCLUSION: The Aspire program had a positive effect on the participant’s behaviors, confidence, and outlook on life after ten months post-program.
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Larsson, Bengt. "Ungdomarna och idrotten : tonåringars idrottande i fyra skilda miljöer /." Stockholm : Pedagogiska institutionen, Stockholms universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7422.
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Clevenger, Kimberly A. "Impact of the Teaching HENRY (Healthy Exercise and Nutrition Recommendations for Youth) Intervention on Physical Activity Knowledge and Behavior in Rural Appalachia." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1428876396.
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Wai-fu, Kan. "Sport participation, health-related fitness, and stress among students of the City University of Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184896.
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Kam, Keung-kei Kenneth, and 甘強基. "An adventure-based counseling program on the physical self-efficacy, general self-efficacy, self-esteem, body image and physical activitylevel of adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45013871.
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Newman, Tarkington J. "Exploring Life Skill Development and Transfer: Experiences of Youth in a Community Sport-Based Positive Youth Development Program." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1553692981574171.
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Menegon, Rodrigo Rodrigues [UNESP]. "Culturas juvenis e jovens no Ensino Superior: em busca de caminhos para a formação inicial e a prática educativa na Educação Física." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/144632.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP – Campus de Presidente Prudente, vinculada à Linha de Pesquisa: Processos formativos, infância e juventude. A investigação foi realizada em uma Universidade Pública, localizada no interior do Estado de São Paulo e teve como sujeitos de pesquisa, jovens acadêmicos matriculados no último ano do Curso de Licenciatura em Educação Física. A grande questão que conduziu a pesquisa foi: Os jovens acadêmicos dos cursos de Licenciatura têm em sua formação instrumentos teóricos e práticos que garantam uma concepção e um olhar diferenciado para o público juvenil? A pesquisa foi embasada no referencial teórico dos estudos no campo da juventude que têm como enfoque central os jovens e suas manifestações culturais. O objetivo principal foi investigar se o Curso de Licenciatura em Educação Física de uma instituição pública tem proporcionado conhecimentos e experiências para que seus academicos, futuros professores, alcancem uma concepção histórico-social sobre os jovens e superem visões do senso comum de caráter naturalista e universal. Os objetivos específicos se propuseram analisar o Currículo do Curso de Licenciatura da instituição universitária selecionada; conhecer e analisar a concepção que os jovens acadêmicos do último ano do Curso de Licenciatura em Educação Física tecem frente à temática da Juventude; instigar qual a visão que esses alunos tem sobre sua formação inicial por essa instituição de Ensino Superior, bem como traçar o perfil deles, verificando, ainda, sua realidade frente ao contexto juvenil para além dos bancos universitários. A metodologia utilizada foi de natureza qualitativa do tipo estudo de caso. Para que o processo metodológico da pesquisa estivesse compatível com o método escolhido alguns caminhos importantes foram trilhados: procedimentos para a escolha do caso; procedimentos como: análise documental, questionário, entrevista e observação para coleta de dados; tratamento dos dados coletados; interpretação dos dados e aspectos éticos referentes à realização da pesquisa. Os resultados apontaram que o referido curso não conseguiu possibilitar conhecimentos e experiências para que os jovens acadêmicos alcançassem uma concepção de juventude diferente daquela exposta pelo senso comum; constatou-se também que apenas uma disciplina da matriz curricular analisada contemplou conteúdos teórico-práticos voltados a uma compreensão de juventude sob uma perspectiva crítica de construção sócio/histórica/cultural; constatou-se também que esse processo de formação inicial, possivelmente não garantirá, aos futuros professores, uma ação consciente que seja capaz de lidar com as manifestações juvenis, valorizando-as e integrando-as positivamente no processo de ensino. Quanto aos jovens acadêmicos, diagnosticou-se que eles ainda concebem os jovens e a juventude sob um olhar negativo, homogêneo e estereotipado; os resultados revelaram ainda, que a grande maioria dos acadêmicos não se sentem preparados para ministrarem aulas de Educação Física que apresentem sentido e significado para os jovens alunos do Ensino Médio. Por fim, os dados vieram evidenciar que os acadêmicos que participaram da pesquisa também são jovens e que apresentam características e peculiaridades próprias de ser e estar no mundo, reforçando a heterogeneidade que a categoria apresenta, por isso, conhecê-los e respeitar suas culturas também é fundamental para quem almeja uma formação de qualidade e mais humana.
This research was conducted by the Graduate Program in Education of the Faculty of Science and Technology, UNESP - Presidente Prudente, linked to the research line: training processes, childhood andyouth. The inquirywas conducted in a public university, located in the State of São Paulo, and it had like research subjects young scholarsenrolled in the final year of the Bachelor of Physical Education course. The big question that led the research was: Do the young scholars of degree courses have theoretical and practical tools in their training that ensure design and a different look for a young audience? The research was based on theoretical frameworkin the youth field whose central focus is the young people and their cultural manifestations. The main objective was to investigate whether the Degree in Physical Education of a public institution has provided knowledge and experience for their Academicians, future professors, reaching a historical- social conception of young and overcome common sense views of naturalistic and universal character. The specific objectives are proposed to analyze the curriculum of Bachelor of the selected university; to know and to analyze the conception that the young scholars of the last year of the Degree in Physical Education Course weave on the subject of Youth; to incite the view that these students have on their initial training by the institution of higher education, as well as to profile, checking also their reality against the juvenile context beyond the university seats. The methodology was qualitative like a case study nature. For methodological research process were compatible with the method selected, some important paths were trodden: procedures for the choice of the case; procedures such as document analysis, questionnaire, interview and observation for data collection; treatment of the collected data; data interpretation and ethical aspects related to the research. The results showed the course could not allow knowledge and experience to the young scholars reached a different youth design that exposed by common sense; it was also found that only one subject of the analyzed curriculum included theoretical and practical content aimed at an understanding of youth from a critical perspective of social / historical / cultural construction; it was also found that this process of initial training possibly not guarantee to future teachers a conscious action that is capable of dealing with youth manifestations, upgrading and composing them positively in the teaching process. As for young scholars, they were diagnosed they still understanding young people and youth in a negative look, homogeneous and stereotyped; the results revealed also that the vast majority of academics do not feel prepared to minister physical education classes that have meaning and significance for young high school students. Finally, the data have highlighted that the scholars who participated in the survey are also young and have their own characteristics and peculiarities of being in the world, strengthening the heterogeneity of that category, therefore, know them and respect their cultures areessential for those who crave a training quality and more human.
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Lee, Sara C. "Relational aggression and adventure-based counseling a critical analysis of the literature /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009leesa.pdf.
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Arlotta, Dawn Marie. "The Effects of HealthMPowers on the Levels of Physical Activity among Students in 13 Georgia Public Schools." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/iph_theses/26.
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Abstract Dawn Arlotta (The Effects of HealthMPowers on the Levels of Physical Activity among Students in 13 Georgia Public Schools) (Under the direction of Dr. Marshall Kreuter and Dr. Derek Shendell) Objectives. This study evaluated a school based health and physical education program conducted in nine elementary and four middle schools in seven Metro-Atlanta school districts in Georgia. HealthMPowers served 5,644 students last year and approximately 15,000 students over the 3 year intervention. Methods. Quantitative programmatic data were collected by HealthMPowers before the intervention started (pre, 2004) and again three years later (post, 2007). HealthMPowers worked with these schools for the entire three year period and collected post Program Design and post-intervention fitness data in spring 2007. Results. The nine participating elementary schools each demonstrated an increase in student fitness levels for the fourth and fifth grades. The four middle schools demonstrated an increase in student fitness levels in at least one grade, which varied by school. Conclusion. Our findings suggested school programs can be effective in increasing physical activity and fitness scores and supports broader implementation of known successful programs. INDEX WORDS: Physical Activity, Youth, School Health Index, Coordinated School Health Program, Obesity, FITNESSGRAM, Physical Fitness Testing, Physical Education.
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Kan, Wai-fu, and 簡偉富. "Sport participation, health-related fitness, and stress among studentsof the City University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960935.
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Njoki, Emmah. "Health promotion needs of youth with physical disabilities with specific reference to spinal cord injury in the Western Cape -- South Africa." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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This study aimed to determine health promotion needs of physically disabled youth with spinal cord injury. The study specifically explored health-related behaviours with reference to participation in physical activity and substance usage, factors that influenced these behaviours and major issues that needed to be targeted in health promotion.
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Mowad, Laura Marie. "Evaluation of a high school leisure time physical activity curriculum." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196185969.
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Medcalf, Richard S. "The experiences of children and young people with social emotional and behavioural difficulties in physical education." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/4924e4dd-ca91-b463-5bc2-44e8ff3f5fc3/1.
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Research has previously highlighted the physical, social, affective and cognitive benefits of engagement in quality physical education (PE) (Bailey, 2006). Furthermore, practical, physical and expressive creative experiences in education have also been cited as being an important constituent when educating children and young people with social, emotional and behavioural difficulties (SEBD) (Cole and Visser, 1998). However, research has yet to address the experiences of the child with SEBD, as told by themselves, alongside the ideological benefits of their participation in physical education. As such, this study has examined how children and young people experience the National Curriculum of PE in England and Wales. Specifically working with those deemed by their school to have SEBD, this study aims to give voice to how participants create meaning of their PE experiences. A case study methodology was adopted whereby, after a period of piloting and familiarisation, two periods of twelve weeks were spent with six adolescent boys, each described by their schools as having SEBD. A range of participatory methods were used to elicit their perceptions of PE. Inductive processes of analysis generated outcomes which showed signs of the idiosyncratic nature of varying experiences and multiple truths. A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. Participants spoke of their affinity towards the inherent practical nature of PE, which appeared to be forgiving of their desire for cathartic opportunities to participate physically. They regularly discussed their perception of PE being a subject allowing for relative freedoms not found elsewhere in their curricula. Narratives which described their experiences were also characterised by issues which focussed upon the non-educational aspects of the subject. The perceived pardon from the academic demands of school life, and the subsequent opportunities for socialisation with peers, were described as times which cemented the both positive and negative social systems at place in their classes. ii The case studies have resulted in the discussion of experiences which demonstrate the rich and highly individualised nature of children and young peoples‟ time in PE. The nature of their difficulties appeared to exacerbate and heighten the responses to participation which have been commonly reported in previous studies. Participants‟ time in PE was shown to be an example of the challenges that they face in their school lives more broadly. PE served to magnify both the positive and negative responses to education that were described as being experienced elsewhere in their curriculum subjects. This research has shown that, when adopting methodologies which privilege participatory methods, it is possible to gain greater depth of understanding as to how children with social emotional and behavioural difficulties experience physical education.
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Lack, Sanaz. ""Svergies bästa hus!" : En kvalitativ studie om hälsofostran och demokratisk värdegrund i ungdomsverksamheten Rapatac." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9279.
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På grund av ett intresse för de olika metoder som använts för att kunna arbeta på ett effektivt sätt med barn och ungdomar, valde jag en specifik ungdomsverksamhet. Verksamheten är, på grund av sina avskiljande metoder, unik jämfört med andra ungdomsverksamheter. Stränga och klara regler samt direkta åtgärder är några av de avskiljande metoderna. Då syftet med undersökningen var att undersöka Rapatac’s syn på hälsofostran, och tillämpningen av demokratisk värdegrund i praktiken, gjordes studien i form av en kvalitativ undersökning inspirerad av narrativ teori. Studiens resultat baserades på fyra intervjuer, vilka genomfördes med fyra anställda som var i direkt kontakt med barn och ungdomar inom verksamheten. Studien visade att verksamheten hade delade åsikter om pedagogiska åtgärder i jämförelse med de forskningar som togs upp i studien. Personalen inom verksamheten Rapatac hade genomtänkta pedagogiska metoder i sitt sätt att fostra barn och ungdomar. Demokratisk värdegrund tillämpades både i praktiken och i teorin. Trots att man inte kopplade en bra självbild och sociala relationer direkt till hälsa, var man medveten om dess effekter på individens framgång i samhället. Studiens resultat delades upp i olika teman; berättelse om demokratisk värdegrund, berättelse om ungdomars hälsofostran, berättelse om personalens påverkan på ungdomars socialfostran, berättelse om att skapa förtroende och trygghet, berättelse om personalens arbetsglädje och utvecklingsidéer samt berättelse om samverkan med omgivande samhälle. Det som tidigare forskning har visat, bekräftas genom denna studie. Den valda metoden anpassades efter studiens syfte. Nyckelord: Hälsofostran, Demokratisk värdegrund, Socialfostran, Ungdomsverksamhet, Fysisk aktivitet Keywords: Health education, Democratic values, Social education, Youth club, Physical activity
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Parrela, Galeno Criscolo. "CULTURAS JUVENIS E EDUCAÇÃO FÍSICA NO CONTEXTO DE UMA ESCOLA PÚBLICA DE BELO HORIZONTE: UM ESTUDO DE CASO." Universidade Federal de Pelotas, 2011. http://repositorio.ufpel.edu.br/handle/ri/1854.
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Previous issue date: 2011-03-25The paths taken by young people in the spaces of the contemporary world have been measured by different opportunities at school, work, leisure and culture that eventually have set standards for their lives. The ways that they use their bodies, tattoos, body piercing, earrings, hats and settling their hair with it´s flippancy hair and tones, the way they dress up, listen to music, dance, exchanging glances, greetings and space / time that they share in school and out of it, help them with their, give directions for their lives and gives us clues to the diversity between them. However I use my experiences as a young student and teacher and school experiences and the readings of authors such as CORTI, CATANI, DAYRELL, FREITAS, MCLAREN, PAES, SPÓSITO, TOSTA and others, to solve the contentions in school life that often does not allow young people feel part of the educational process. This research aims to investigate how the graffiti, capoeira and the group of jokes have made part of the culture among the youth in a public1 school in the city of Belo Horizonte / MG, are experienced, understood, having seen the possibilities and limits of dialogue with the integrative Physical Education. I have used the qualitative methodology (LUDKE, 1988) guided by a case study. The procedures consisted of interviews, observations, photographs, individual and collective conversations with young people. Making a dialogue among the worlds of the cultures of youth and physical education is indicative of the hegemony of the sports that are expressed in the organization of the resumés and spaces for their experiences. This process makes youth cultures as mere adjuncts of the sport.
Os caminhos percorridos pelos jovens nos espaços do mundo contemporâneo são marcados por diferentes oportunidades na escola, trabalho, lazer e cultura que acabam por estabelecerem normas para suas vidas. Os modos como utilizam os corpos, as tatuagens, piercing, brincos; bonés e arranjos nos cabelos com seus tons e cortes irreverentes, como se vestem, a música, danças, troca de olhares, cumprimentos e os espaços/tempos que dividem na escola e fora dela contribuem para enturmação com seus pares, dão sentidos para suas vidas e nos fornece pistas para a diversidade existentes entre eles. Para tal utilizo minhas experiências como jovem estudante, professor, as vivências nas escolas e as leituras dos autores como CORTI, CATANI, DAYRELL, FREITAS, MCLAREN, PAES, SPÓSITO, TOSTA e outros, para desvendar as contendas no cotidiano escolar que muitas vezes não permite aos jovens sentirem parte integrante do processo educativo. Esta pesquisa tem o objetivo de investigar como o grafite/pichação, capoeira e o grupo zuação se constituindo como culturas dos jovens de uma escola pública da cidade de Belo Horizonte/MG são vivenciadas, compreendidas tendo em vistas as possibilidades e limites de diálogos integrativos com a Educação Física. Utilizo a metodologia qualitativa (LUDKE, 1988;) orientada pelo estudo de caso. Os procedimentos se constituíram de entrevistas, observações, fotografias, conversas individuais e coletivas com os jovens. Fazendo um diálogo entre os mundos das culturas dos jovens e a Educação Física há indicativos da hegemonia dos esportes que se expressam na organização dos currículos e dos espaços destinados para suas vivências. Este processo torna as culturas juvenis como meras coadjuvantes da esportiva
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Barros, Filho Armando Dantas de. "Educação física e direitos humanos em prisões: uma análise das ações de educação física e esporte na educação de jovens e adultos em privação de liberdade." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/7774.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research sets out to analyse how experiences of school physical education and educational sport with young people and adults deprived of liberty have contributed to the promotion of human rights and education for citizenship, taking as its research field the Gregorio Bezerra State School in the Judge Placido de Souza Prison (PJPS), in Caruaru in the state of Pernambuco. We identified how the right to education and sport, present in national and international instruments for the protection of human rights, are being incorporated and implemented in the National Prison Policy by means of inter-ministerial activity involving the Ministries of Education, Sport and Justice. Our theoretical framework, constructed during our period of study on the Post-graduate Programme in Human Rights, Citizenship and Public Policy at the Federal University of Paraiba, is based on dialogue between Critical Theory represented by Paulo Freire in Brazil and Abraham Magendzo in Chile and its interaction with Education in and for Human Rights. Our methodology is based on a descriptive case study with a focus on a period of prison management between 2012 and 2014, involving quantitative and predominantly qualitative data. Data was collected employing documental and biographic research techniques as well as semi-structured interviews with school and prison managers and with the teacher of physical education, and the application of open questionnaires with students of the PJPS School deprived of their liberty. In order to analyse the data we used the technique of content analysis with the systematization of analytical categories in charts. The results of the study lead us to understand that school physical education effectively contributes to the acquisition of the values necessary for the formation of citizens and the promotion of a culture of human rights. We also observed that sport can contribute to the prevention of violence and to the promotion of health, acting as a pedagogical mechanism in the perspective of Education in Human Rights. However, education in prisons presents pedagogical failings with respect to its methodology, its curriculum and to the value given to those professionals involved in the process of re-socialization. The collective construction of a pedagogical proposal for Youth and Adult Education in spaces of deprivation of liberty is urgent, whilst respecting the specificities of each curricular component and the limitations imposed by educating in prisons.
Este trabalho teve por objetivo analisar como as experiências articuladas da Educação Física Escolar e do Esporte Educacional, com jovens e adultos em situação de privação de liberdade, têm contribuído para a promoção dos direitos humanos e a educação para a cidadania, adotando como campo de pesquisa a Escola Estadual Gregório Bezerra na Penitenciária Juiz Plácido de Souza - PJPS, em Caruaru-PE. Identificamos como o direito à educação e ao esporte, presentes nos instrumentos de proteção internacional e nacional de direitos humanos, estão sendo incorporados e implementados na Política Penitenciária Nacional através do envolvimento interministerial entre Educação, Esporte e Justiça. Nosso marco teórico construído ao longo do trabalho junto ao Programa de Pós-Graduação em Direitos Humanos, Cidadania e Políticas Públicas da UFPB, estão referenciados no diálogo entre a Pedagogia Crítica através da concepção de Paulo Freire, no Brasil, e Abraham Magendzo, no Chile, e sua inter-relação com a Educação em e para os Direitos Humanos. Em nossa metodologia utilizamos um estudo descritivo de caso, com recorte temporário da gestão penitenciária de 2012-2014, envolvendo dados quantitativos e predominantemente qualitativos. Utilizamos como instrumentos de coleta de dados, além da pesquisa bibliográfica e documental, entrevistas semi-estruturadas com as gestões da escola e da penitenciária, com o professor de educação física, e a aplicação de questionários abertos e de múltipla com os alunos em privação de liberdade da PJPS. Para análise dos dados utilizamos a técnica da análise de conteúdo, com a sistematização de categorias analíticas em quadros. Nossos resultados com o estudo nos levaram a compreender que a Educação Física Escolar contribui efetivamente na aquisição de valores necessários para formação da cidadania e a promoção de uma cultura de direitos humanos. Observamos também, que o Esporte pode contribuir na prevenção da violência e na promoção da saúde, atuando como um mecanismo pedagógico na perspectiva de uma Educação em Direitos Humanos. Entretanto, a Educação em prisões apresenta lacunas pedagógicas, nas metodologias, no currículo e na valorização dos profissionais envolvidos com o processo de ressocialização. Torna-se emergencial a construção coletiva de uma proposta pedagógica para a Educação de Jovens e Adultos em espaços de privação de liberdade, respeitando as especificidades de cada componente curricular, e as limitações de educar no cárcere.
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Gerloff, Iris. "Einstellungen von ostdeutschen Jugendlichen im Kontext des Gesellschaftsbereiches Sport /." Hamburg : Verlag Dr. Kovač, 2000. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009157596&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Welch, Ashley. "Perspectives on Restraint Reduction in Residential Facilities." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1539945476536483.
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