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1
Festeu, Dorin. "Social learning programme through physical education lessons in Romania." Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.
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2
Dewar, Alison MacKenzie. "The social construction of gender in a physical education programme." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/27232.
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This dissertation examines the social reproduction of gender categories in one Canadian university physical education programme. The research was conducted over a ten month period and used three primary data collection techniques; participant observation, ethnographic interviewing, and documentary analysis. The data were analyzed as an ongoing process during the study and themes were modified and developed during the time in the field.
The study found that the curriculum in this programme is organized around a distinction between biological and behavioural courses on the one hand, and socio-cultural courses on the other. Each type of course provides students with alternative views of gender. When gender is taught in biological and behavioural courses it is examined as a personal attribute and the focus of attention is on how differences between males and females explain the gap in their performance levels. When gender is taught in socio-cultural courses it is viewed as a social issue, and the focus of attention is upon analyses of the ways in which play, games and sport have been socially constructed to produce and legitimize male hegemony.
Despite this diversity in the curriculum students' definitions of important knowledge lead them to view knowledge from biological and behavioural courses as "really useful" and knowledge from socio-cultural courses as peripheral. Students see biological and behavioural explanations of sex differences in performance capabilities as information they can use to improve performance. Information about the social construction of gender issues is seen as peripheral as it does not help them to function within the existing social frameworks.
Students negotiate the meanings of gender and develop their gender identities by accommodating to, resisting and accepting traditional definitions of gender. These acts of acceptance, accommodation and resistance are illustrated through the experiences of four different groups of students, labelled the "super jocks", "ordinary jocks", "women jocks" and "non jocks". Each of these groups developed different expressions of their gender identities but all tended to reproduce rather than transform patriarchial gender relations.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
3
Chan, Yuen-kee Karen. "The enhancement of physical activity in primary school students through an individualized physical activity programme." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25751979.
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4
Thorn, Sandra Anne. "Olympism Education:Teaching and learning Olympism in a New Zealand secondary physical education programme." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4537.
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As a physical education teacher educator and Olympic educator I have become conscious that many physical education teachers have heard of Olympism, but are confused about what it encompasses. Furthermore they are challenged to understand how to teach Olympism in their physical education programmes. The potential of the educative and social value of Olympism is, as yet, unfulfilled. My study is about the content knowledge teachers require for teaching Olympism, the successful pedagogies they use, and the meanings that students derive from putting Olympism into action within, and outside of, the gymnasium.
My qualitative case study uses teacher and student interviews, and observations to gather data as it follows the teaching and learning of Olympism in the Year 9 physical education programme of a New Zealand secondary school. In my attempt to understand what teachers need to know and do to make Olympism a reality in physical education programmes I have drawn on aspects of Shulman‟s (1987) seminal framework of teacher knowledge, to understand the content knowledge needed for teaching Olympism, the pedagogical content knowledge required, and the knowledge of students and their characteristics as they learn about Olympism.
My findings reveal that teachers require various forms of content knowledge to teach Olympism, such as knowledge of students and their needs, a clear definition of Olympism for the setting, Olympism as a personal life-stance, ethical situations in games, and a holistic physical education curriculum. Pedagogies that the teachers used were found to be the transformation of Olympism into manageable concepts for teaching, the use of experiential and social teaching models in games contexts, and the extensive use of questioning and discussion strategies to develop critical thinking. Evidence shows the range of the students‟ learning, and the development of deeper meanings of Olympism. The students regarded the teacher as a role model of Olympism, and varied in their ability to transfer Olympism understandings into their wider lives.
My detailed account of how teachers understand and teach Olympism, and the extent to which students apply their knowledge in class and beyond, offers a practical example of what Olympic education can look like when it has Olympism at its core. Such teaching I have named Olympism education.
5
Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
6
Al-Emadi, Ahmed. "The evaluation of the physical education initial teacher training programme at Qatar University." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3966/.
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This study aimed to provide an evaluation of the Physical Education initial Teacher Training Programme (PEITTP) in the Department of Physical Education at Qatar University in the State of Qatar. The purpose of the study, therefore, was to explore the effectiveness of the programme with a view to improving the way in which the Department prepares physical education teachers. Hence, the type of evaluation adopted in this study was of a formative nature because the objective was to examine a) any possible weaknesses, and see how they could be remedied, and b) possible strengths and focus on how they could be enhanced. To attain the objectives referred to above, the study used two main research instruments: questionnaires and interviews. The reason for this was so that the research data could be cross-checked and triangulated. Therefore, four questionnaire samples were distributed to the following male and female population: 14 lecturers, 14 inspectors, 134 teachers and 31 students in the final year. In addition, questionnaires were also administered to a sample of 2,457 male and female school pupils from elementary, preparatory and secondary levels. Interviews were also utilised with the four groups of lecturers, inspectors, teachers and students. The findings drawn from the study were as follows:1. The results revealed that there was, in general, satisfaction with the University, Faculty and Professional Requirements, which were viewed in the main as effective and important. Regarding University and Faculty Requirements, the lecturers and inspectors were more satisfied with these courses than were the teachers and students. In general, the participants were more satisfied with Professional Requirements which the majority felt should be increased, than with University and Faculty Requirements, which the students believed should be decreased.2. The Professional Courses perceived by the respondents as the most important were: Teaching Practice, Sports Training, Football, and Methods of Teaching PE. The courses viewed as the least important were: Boxing ; Wrestling, Fencing, Introduction to Sociology, and the Principles of Statistics. Also, the participants felt that the Professional Courses contributed appropriately to the preparation of students for the teaching profession. However, the majority of the teachers and inspectors indicated that these courses often dealt with topics that were not relevant to the teaching process. It was also found that there was little diversification in the use of teaching methods and that lecturing was the most widely used method. Moreover, the majority of the teachers and students maintained that they were not given a chance to evaluate any of the Professional Courses and that there were no systematic procedures to evaluate these courses.3. There was general satisfaction with Teaching Skills but respondents called for more emphasis on Teaching Skills by the Physical Education Department (FED).Respondents generally perceived Teaching Practice as effective. However, they requested that more time be devoted to it.4. Respondents generally perceived Teaching Practice as effective. However, they suggested that more time be devoted to it. The respondents, especially the teachers and the students, pointed out that there was a clash between the timing of the Teaching Practice and the university courses and student-teachers were not treated professionally by the school administration during Teaching Practice. Moreover, the respondents pointed out that there was no communication between the PED and schools where the student teachers practised their teaching.5. Overall, the respondents displayed general satisfaction with the available Resources, Staffing & Access, and Structure of the Course. The respondents, especially males, requested that an indoor hall be built in their premises, whereas females requested that a swimming pool be constricted in their section. Also, the lecturers pointed out that there is no induction for the new lecturers to familiarize them with the registration system at Qatar University. In addition, some teachers and students were dissatisfied with the office hours and regarded the time of day allocated to the Practical Professional Courses as unsuitable.6. With regard to the Goals and Objectives of the PE Department, the lecturers seemed very satisfied with the achievement of the objective pertaining to the 'Preparation of PE teachers to work in the various educational levels in Qatar’. However, they were dissatisfied with the achievement of other objectives, such as 'Educational qualification, continuous training and supervision of all those concerned in the education profession in relation to sport and physical education' and 'Preparation of PE specialists scientifically and practically to undertake duties of supervision, administration and training in the sports field in institutions of education and youth'. 7. In general, students and teachers were less satisfied than lecturers and inspectors in their responses to the programme evaluation.8. The teachers and students' interview responses were in the main more positive than the answers they provided in the questionnaires, which is attributed to their culture. 9. Male pupils had generally more favorable attitudes towards the teachers and the PE courses than their female counterparts. Female pupils at preparatory level were the least satisfied group with regard to the teachers and the PE courses.10. With respect to the activities provided for pupils, it was deemed that there was no balance in the number of sessions which each gender received in certain activities. The findings of the study lead to the following primary recommendations: a) more collaborative work between the PED and the Administration of PE in the Ministry of Education is highly recommended in order to facilitate more cohesion between the curricula enforced by government policy in schools and that provided in the university curricula to train teachers. b) the PED must revise and update its curriculum in conjunction with the Ministry of Education. More collaborative work between the PED at Qatar University and the Administration of PE in the Ministry of Education will help facilitate more cohesion between the curricula demands enforced by government policy in schools and that provided in the curricula to train teachers. c) the PED facilities and resources should be improved. d) Regarding Qatari culture, it is recommended that people in charge of PE at Qatar University and the Ministry of Education should make others fully aware of the importance of sports in general and PE in particular by trying to find out ways to breakdown the cultural barriers by which more participation of females in sport and PE would be possible.
7
Herold, Frank. "The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.
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This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher Education (PETE) course. It investigates the knowledge bases for teaching which pre-service teachers recognised, developed and prioritised, as well as the key influences that impacted on their subject knowledge development. Adopting an interpretive methodology informed by constructivist grounded theory, the study employed interviews, lesson observations and post-lesson reflections as principal research methods. Pre-service teachers were seen to make wide-ranging progress in their subject knowledge, including the development of content knowledge, pedagogical content knowledge, general pedagogical knowledge, knowledge of curriculum and knowledge of pupils. Through this they advanced their view of the nature of PE and how they wanted to teach it. The research highlights, that the process of knowledge development in PETE is socially constructed and complex. Much of the pre-service teachers development was influenced by various communities of practice, particularly their school placements PE departments, but also their University-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to pre-service teachers development. University-based learning was credited by pre-service teachers with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. The impact of different subject knowledge profiles and the consequences of knowledge deficits are identified. This raises questions about the role and development of subject knowledge within PETE and calls for a re-vitalised debate on the nature of the knowledge in PE. Framed within an ever-changing policy landscape is the need for enhanced and stable partnerships that promote shared visions of PETE, an essential part of which is the need to collaboratively design and evaluate explicit knowledge development pathways which allow pre-service teachers to fulfil their potential and genuinely decide how they want to teach PE.
8
Chan, Yuen-kee Karen, and 陳婉琪. "The enhancement of physical activity in primary school students through an individualized physical activity programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962816.
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Leung, Sheung-ping. "The attitudes of secondary school form five students in Hong Kong towards physical education : implications for programme design /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876249.
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Bowman, Winifred Edna. "The evaluation of an accreditation programme for quality improvement in private physiotherapy practice in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52525.
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Thesis (PhD)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: "Quality" has different meanings to different people. Even quality experts do
not agree on a single definition: Juran's definition of quality revolves around
his concept of "fitness for use", Crosby defines quality in terms of performance
that produces "zero defects" and Deming defines quality as a "never ending
cycle of continuous improvement". One element, however, that is common to
all three approaches is that management must accept and demonstrate
leadership if quality is to be achieved.
Quality is rarely thought of as others perceive it. What is apparent is that if
providers of care wish to maintain leadership in defining quality, they need to
- Actively participate in the public debate about quality.
Review the way in which they have been defining quality.
Question whether their definitions are aligned with what the purchasers of
health care define as being important.
Develop meaningful measures of quality and data collection systems that
will allow them to demonstrate quality and value.
- Willingly share data not only on outcomes, and also measures that are
specific to individual procedures and service providers.
The PhysioFocus practice accreditation programme attempted to achieve the
above factors. By realising the goal of the research this was determined.
The goal of the research was to evaluate the PhysioFocus practice
accreditation programme and to make recommendations on the educational
programme for accreditation in private physiotherapy practices. This goal was
realised by means of an exploratory and descriptive research design with a
qualitative orientation. The evaluation of the PhysioFocus practice
accreditation programme was performed by means of a validated evaluation
instrument. The group interview revealed components of the PhysioFocus
practice accreditation programme that require remediation. Recommendations
included professional-ethical issues, business management and legislative issues. The recommendations will be implemented by the PhysioFocus
practice accreditation committee.
The PhysioFocus practice accreditation learning programme was evaluated
by means of a semi-structured questionnaire, containing eleven questions and
a section for comments. The general consensus was that the PhysioFocus
practice accreditation programme is essential in private physiotherapy
practice in South Africa. The implementation of the PhysioFocus practice
accreditation programme resulted in the facilitation of quality physiotherapy;
professional and personal development; monitoring of quality improvement
processes; and the evaluation and remediation of these processes. This
supported the central theoretical assumption of the research. Concerns were
voiced about the lack of standards, lack of quality improvement skills, the
public image of the physiotherapy profession and the lack of basic business
management training.
The researcher concluded that the implementation of the PhysioFocus
practice accreditation programme is essential in private physiotherapy
practice in South Africa. At present the current PhysioFocus practice
accreditation programme does not address all the needs of private
physiotherapy practices.
Recommendations based on the research included remediation of the current
PhysioFocus practice accreditation programme, formal education included
business management, professional-ethical-Iegal issues, standards and
scientific methods to analyse process variation and the development of
improvement strategies in quality improvement. Other recommendations
include informal education, physiotherapy management and structured quality
improvement activities. The issue of the image of the professional
physiotherapist was also addressed. Topics for future research were
identified.
The uniqueness of the research lies in the fact that this is the only
physiotherapy practice accreditation programme implemented in South Africa. It is also the only physiotherapy practice accreditation programme in South
Africa that has been evaluated.<br>AFRIKAANSE OPSOMMING: "Gehalte" het verskillende betekenisse vir verskillende mense. Selfs kenners
op die gebied van gehalte stem nie saam met 'n enkele definisie nie. Juran se
omvattende definisie is "gebruikswaarde", terwyl Crosby gehalte in terme van
produksie, naamlik "zero defek", definieer. Deming definieer gehalte as "'n
nimmereindigende siklus van voortdurende verbetering". Die een aspek wat al
drie die kenners egter gemeen het, is dat bestuur leierskap moet aanvaar en
demonstreer indien gehalte bereik wil word.
Geen twee persone ervaar gehalte eenders nie. Indien diensverskaffers
leiding wil behou ten opsigte van gehalte-definiëring, sal hulle verplig wees
om:
aktief deel te neem aan openbare debat oor gehalte;
die aanvaarde definisie van gehalte te herevalueer;
die aanvaarde definisie van gehalte op te weeg teenoor dié van die
mediese hulpfonds-administrasie;
gehalte- en data insamelingsisteme te ontwikkel om gehalte en waarde
te bewys; en
gewillig alle data te deel - nie net uitkomsdata nie, maar ook data wat
spesifiek op individuele prosedures en diensverskaffers van toepassing
is.
Die PhysioFocus praktyk-akkreditasieprogram het gepoog om bogenoemde te
bereik. Die navorsing het gerealiseer deurdat die doelstelling bereik is.
Die doelstelling van die navorsing was om die PhysioFocus praktykakkreditasieprogram
te evalueer en aanbevelings te maak vir 'n leerprogram
vir die akkreditasieprogram. Die doelstelling het gerealiseer deur "n
verkennende en beskrywende navorsingsontwerp vanuit 'n kwalitatiewe
oriëntasie. Die evaluering van die PhysioFocus praktyk-akkreditasieprogram
het deur middel van 'n gevalideerde evalueringsinstrument geskied. Die
groepsonderhoud het areas van die PhysioFocus praktyk- akkreditasieprogram wat remediëring benodig, geïdentifiseer. Aanbevelings
het professionele-etiese aspekte, besigheidsbestuur en wetlike aspekte
ingesluit. Die aanbevelings sal deur die PhysioFocus praktykakkreditasiekommitee
geïmplementeer word.
Die evaluering van die PhysioFocus praktyk-akkreditasieleerprogram het deur
middel van 'n semi-gestruktureerde vraelys met 11 oop vrae, tesame met 'n
afdeling vir opmerkings, geskied. Die algemene aanname was dat die
PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat
fisioterapiepraktyk in Suid-Afrika. Die implementering van die PhysioFocus
praktyk-akkreditasieprogram het gehalte fisioterapie, professionele en
persoonlike ontwikkeling, die monitering van gehalteverbeteringsprosesse,
asook evaluering en remediëring van hierdie prosesse, tot gevolg gehad. Dit
het die sentraalteoretiese aanname van die navorsing ondersteun. Daar was
egter kommer oor die gebrek aan standaarde, die beeld van die
fisioterapieprofessie, asook die gebrek aan besigheidsbestuuropleiding.
Die navorser het tot die gevolgtrekking gekom dat die implementering van die
PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat
fisioterapiepraktyk in Suid-Afrika. Die huidige PhysioFocus praktykakkreditasieprogram
voldoen nie aan al die vereistes van privaat
fisioterapiepraktyk in Suid Afrika nie.
Aanbevelings vanuit die navorsing sluit die volgende in: remediëring van die
huidige PhysioFocus praktyk-akkreditasieprogram; formele opleiding,
insluitende profesionele-etiese-wetlike aspekte; standaarde; wetenskaplike
metodes om die praktykprosesveranderinge te analiseer; en die ontwikkeling
van 'n gestruktureerde gehalteverbeteringstrategie. Die beeld van die
fisioterapieprofessie is ook aangespreek. Onderwerpe vir toekomstige
navorsing is geïdentifiseer.
Die navorsing is uniek omdat die PhysioFocus praktyk-akkreditasieprogram
die enigste akkreditasieprogram vir fisioterapie in Suid Afrika is. Dit is ook die
enigste fisioterapie-akkreditasieprogram wat in Suid Afrika geëvalueer is.
11
Howard, Barbara M. "Self-concept and attraction to physical activity: The effectiveness of an intervention programme to enhance children's level of physical activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/38.
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According to motivational theory physical self-perceptions are crucial to the intrinsic desire to engage in physical activity through play, games, and sport. While there has been prolific research with middle primary and older children little is known of the importance of young children's physical self-concept and their motivation to engage in physical activity. This study had three major purposes. Firstly it aimed to examine the relationship between children's self-concept, their attraction to physical activity, and level of physical activity. The second purpose of the study was to examine differences between boys' and girls' self-concept, attraction to physical activity and level of physical activity. The third purpose was to examine the effectiveness of an intervention programme designed to enhance children's level of physical activity.
12
Howard, Barbara Michelle. "Self-concept and attraction to physical activity the effectiveness of an intervention programme to enhance children's level of physical activity /." Connect to thesis, 2007. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0032.html.
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Mitchell, Fiona. "Changes in experiences and engagement of adolescent girls in Physical Education classes, during a school-based physical activity programme : a qualitative longitudinal study." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7815.
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There is a growing body of literature investigating age-related declines in physical activity (PA) participation among young people and especially girls, who have lower rates of PA than boys throughout the teenage years. Low PA is particularly apparent within the context of the school physical education classes – termed here as the Physical Education (PE) environment. My PhD thesis aims to explore the reasons for some girls disengagement in PE classes. Using a longitudinal qualitative approach the study tracks the experiences of a sample of ‘disengaged girls’ from four case study schools in Scotland taking part in a school-based physical activity programme, Fit for Girls (FfG). My research investigates the impact of the programme on their engagement through recording and analysis of the changes that take place in their attitudes and behaviour over the course of two years. The study involved the design of a questionnaire to identify a cohort of disengaged girls for baseline focus groups. Twelve focus groups (n=41 girls) were carried out during 2008/09 (three in each case study school) to capture girls’ opinions, perceptions and experiences of PE classes. Twenty disengaged girls were then selected across the four schools, based on their willingness to participate and self-disclose PE experiences. The girls were recruited for three phases of longitudinal in-depth interviews, over a one year period. The aim of these was to track changes in girls’ engagement and experiences in the PE environment. My theoretical framework is based on Welks (1999) Youth Physical Activity Promotion model (YPAP), a socioecological approach which divides the influential correlates of physical activity into 1) individual-level predisposing factors, 2) enabling factors, including personal attributes and environmental variables and 3) reinforcing (social) factors. The results indicate that individual predisposing factors, such as perceptions of competence and identity in the PE class along with the social context (peers and teachers) contribute to girls’ disengagement in PE. This suggests that aspects of the wider psychosocial environment in which PE takes place may be more important than the physical activity itself, impacting on levels of participation and enjoyment. There were subtle, as well as clear changes in engagement among many of the girls. However, for others no change was evident. Individual girls’ experiences across time or ‘journeys’ illustrate the importance of the relationships between the individual, social and PE environment in facilitating and sustaining positive change.
14
Pinhas, Yigal. "Long-term effectiveness of structured fitness programme on students' physical achievements, motivation and awareness of fitness essence." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326054.
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Batteson, Rachel. "De Quervain's disease : evaluation of the impact of a patient education programme on functional, psychological and physical status." Thesis, University of Derby, 2004. http://hdl.handle.net/10545/196629.
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Cosford, Brian D. "Front stage, backstage and off stage : the socialisation of first year physical education and primary education students on an initial teacher education programme at a Scottish university." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/29072.
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This is a study of two cultures in a School of Education where, since 1998, PE students and primary students have taken a generic Education course that comprises one third of their study programme. PE students have been perceived to be a problem for the people responsible for running the Education course because their behaviour and attitudes have not matched the expectations of the staff. Drawing on Goffman's metaphor of theatre, and on Becker's analysis of the collectively held perspectives of medical students, this study examines the hidden curriculum of the academic front stage and students' activities back stage and off stage. The study uses an ethnographic approach using multiple methods and direct and prolonged observation of front stage, back stage and off stage settings. Three aspects of the hidden curriculum are identified, tensions between the Education courses and the ITE programmes, assessment and timetabling. The hidden curriculum supports and defines students' beliefs and defines the two student cultures. For PE students the effect was to marginalise the Education courses and promote 'mainstream' PE courses. For primary students this effect was absent. The front stage supports the development of two separate cultures and on the back stage there is an influential PE culture supported by a 'family system' that links the four year groups. Backstage is an arena for the acquisition of social capital and the deliberate construction of sociability through bonding activities and it is here that PE students are socialised into the norms and values of the group. Primary students did not appear to have an identifiable group culture, either on campus or off campus. Despite the different socialisation experiences, both groups of first year students successfully accomplished placement and had relatively similar perspectives on teachers and teaching.
17
Toriola, AL, LO Amusa, DI Musa, and VK Moselakgomo. "Integration of millennium development goals into Physical Education programme: A qualitative analysis of the perception of Nigerian university lecturers." African Journal for Physical, Health Education, Recreation and Dance, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001471.
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Abstract
In 2002 the United Nations (UN) convened an
Inter Agency Task Force on sport for development
and peace with the aim of reviewing activities
concerning sport in the UN system and designing
strategies to promote more systematic and coherent
use of sport in facilitating development and peace
activi ties, especially at the community level. The
UN also empha sised the potential role of sport in
achieving the Mil lennium Development Goals
(MDGs). Recommendations at several
international events, e.g. MINEPS III (Berlin,
Germany in 1999) and the International
Conference on Sport and Development
(Magglingen, Switzerland in 2003), with a follow
up conference in Magglingen, Switze rland, 2005;
have consistent ly implicated physical education a s
the right vehicle through which sport can be
effectively uti lized as a tool to promote
development and peace, particularly at the
community level such as in plus sport act ivities.
However, recent trends suggest that a gap exists
between the expectations of the UN in terms of
sustainable human development and how graduates
of physical education and sports studies in
universities are prepared to meet these new
challenges. This hypothesis was tested in 11
Nigerian universities specifically to analyse the
lecturers’ views concerning the need and feasibility
to teach contemporary physical education courses
within the context of human development. The
findings were analysed qualitat ively and
conclusions drawn based on its implications for
achieving the MDGs in African countries.
18
Blair, Richard. "An evaluation of a continuing professional development programme for community football coaches delivering Physical Education lessons in primary schools." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7588.
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The purpose of this research was to evaluate a Continuing Professional Development (CPD) programme for football coaches working in Planning, Preparation and Assessment (PPA) time in schools. PPA time was introduced for all teachers in 2005 as part of a seven stage response to the 2003 workload remodelling act and aimed to support the dual aims of addressing teacher workload and raising educational standards (DfES, 2003). To do this coaches’ were required to work against the definition of specified work. Specified work is defined as specified by Baalpe (2005: 4) as: “Planning and preparing lessons and courses for pupils. Delivering lessons to pupils – including distance learning or computer-aided techniques. Assessing the development, progress and attainment of pupils. Reporting on the development, progress and attainment of pupils.” The evaluation adopts a realist case study methodology which aims to understand the relationship between the initial context, mechanism for change and the initial outcomes of the CPD programme (Pawson and Tiley, 1997; Pawson, 2003; Pawson, 2006). The delivery of the CPD programme was underpinned by constructed and situated theories of learning (Lave and Wenger, 1991; Kirk and Macdonald; 1998, Wenger, 1998) that emphasised the synergy of new and old knowledge encouraging the coaches to develop both practical and ontological knowledge, skill and understanding. These intended outcomes were supported by the CPD programme being delivered through a critical pedagogical perspective (Kirk, 2000) that challenged the coaches to consider knowledge, either accepting or rejecting the knowledge being presented by the programme. The initial context findings showed that the coaches did not have the necessary knowledge, skill and understanding to work against the definition of specified work in PPA time. The initial mechanism for change highlighted that there were positive relationships between initial context and the mechanisms used in the CPD programme, which included practical coaching sessions, DVD analysis and working with other coaches. The initial outcomes further supported the mechanism of change and showed that for some of the coaches knowledge, skill and understanding had developed but also identified some mechanistic blocks that prevented the coaches from developing their knowledge, skill and understanding in relation to working in PPA time and operating against the definition of specified work; these included the coaches’ relationship with schools and the support the Community Sports Trust managers provided the coaches. The study concludes that future CPD should concentrate on how schools and Community Sports Trusts can raise the standards of Physical Education lessons covered by external coaches and how this can be developed, as opposed to focussing more narrowly on what knowledge sports coaches require to deliver specified work and how can this best be developed. The thesis proposes that the CPD should be multi-agency and multi-structure and include schools, teachers, Community Sports Trust managers and coaches and aim to develop an ontological perspective which develops and refines the practical skills that will allow coaches to work against the definition of specified work.
19
Inbar, Reuven. "Relationship between participation in a service enrichment and fitness programme and physical performance of state security personnel in stressful situations." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268422.
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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.
Full textAbstract:
Thesis (PhD)--University of Stellenbosch, 2005.<br>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.<br>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.
21
Nanayakkara, Samantha Vijithanganie. "Olympism in practice: an evaluation of the effectiveness of an Olympism education programme to resolve conflicts between primary school students in Sri Lanka." Thesis, University of Canterbury. Sciences and Physical Education, 2012. http://hdl.handle.net/10092/6682.
Full textAbstract:
Societies divided by brutal conflicts require possible ways to reconstruct their peaceful societies. As a nation that is divided by an ethnic conflict that spanned almost three decades, Sri Lanka urgently requires an ongoing peace process. High quality education for the younger generation can provide the positive force for generating peace and preventing from future conflicts. This study investigated how Olympism education could strengthen conflict resolution competencies among primary students in ethnically divided societies in Sri-Lanka. This research examined the initiatives first by coming across the impact of education in promoting peace among Sri Lankan primary students. Secondly, the study provided an explanation for the potential of Olympism in conflict resolution and promoting peace among Sri Lankan primary students.
The study introduced an integrated model of Olympism values and conflict resolution strategies, and this program was trialed in two primary schools one each of the two main ethnic groups of Singhalese and Tamils in Sri Lanka. A mixed method approach was used and data was collected using surveys and interviews. In each school, there was one group that was taught the programme and was the experimental group, and there was a control group not taught the programme. The pre and post-test survey data from all students in the control and experimental groups were analysed according to four hypothesises using Analysis of Variance. The interviews of 16 students from the experimental group from both schools were analysed thematically and contributed data about students’ perspectives.
This study aimed to discover possible unifying factors and attain a more holistic view about the nexus of Olympism, physical education and conflict resolution. Considering the effects of the intervention, the most notable finding of this study was that conflict resolution and Olympism education integrated curriculum intervention significantly improved experimental group students’ conflict resolution competencies. It was also found that students’ conflict resolution competencies improved regardless of their gender or ethnicity. The experimental group students also had an increase in Olympism competencies. The competencies that students had the greatest change were related to physical, social, critical and conflict resolution literacy. The findings from the interviews supported the stages of Mezirow’s Transformative Learning theory. This research concluded that strategically designed and carefully managed Olympism lessons could help students to develop and enhance competencies of conflict resolution.
22
Joubert, George Frederick. "The influence of a holistic fitness programme on the development of positive attitude’s in learners at a multi-grade school." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/2139.
Full textAbstract:
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2010.<br>This research investigates the influence of a 12 week holistic fitness
programme on learner attitudes in three multi-grade schools in the Wellington
area of the Western Cape. A sample of 38 (N= 21 males and N=17 females),
grade 4 multi-grade learners participated in the study.
The study also tests whether an evaluation model as applied in this research:
a) Can give insight into how to develop a fitness programme and assist to
refine and improve such a program;
b) Assists, through evaluation and attitudinal evaluation questionnaires to
identify the various components of a fitness programme that can be
modified to optimise the outcomes of the programme.
It was found that the structure provided by the holistic fitness programme
encouraged in significant positive attitudes toward all seven sub-domains of
the CATPA inventory. It is concluded that the participation in a structured
fitness programme is confidently associated with the development of more
positive attitudes.
23
Chan, Kwok Ki. "The training effects of a six-week basketball programme on selected physiological parameters of male secondary school students." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/603.
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Breytenbach, Riana. "A motor skills development programme for 10 to 12 year-old children." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80092.
Full textAbstract:
Thesis (M Sport Sc)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Many children experience developmental problems without being aware thereof. In a school setting these developmental delays mostly remain unnoticed and are scarcely remediated sufficiently, if at all. Children with developmental deficits often experience movement difficulties and are labelled as clumsy, sloppy or having two left feet. The development of, and proficiency in specific motor skills have been found to play a critical role in the participation of physical activity in children, as well as the maintenance of health and well-being later in life, when entering adulthood. There are, however, countless other factors that affect the optimal development of motor skills and physical activity participation. One such factor is ascribed to instances where children experience problems associated with their environment or the circumstances in which they grow up. Poor socio-economic circumstances and a culturally poor environment, lacking sufficient developmental opportunities, may hinder a child‟s motor skills development and skill learning to such an extent that they cannot reach their full developmental potential.
Research suggests that the school environment can provide ample opportunity for the development of motor skills and that all schools should consider implementing motor skills development programmes during the Physical Education (PE) time slots. The mastery of motor skills may influence and benefit the participation in various school sports and may also enhance the ability of children to learn and master new and more complex movement skills within and outside the classroom environment. Thus, due to the fact that children spend a great part of their day at school and in the classroom setting, teachers, especially those facilitating PE, have the opportunity to play a vital role in the acquisition and mastery of important motor skills and subsequently affect the physical activity and developmental future of children. The purpose of this study was to design and implement a motor skills development programme to improve the balance and bilateral coordination of children between the ages of 10 and 12 years in the Stellenbosch region. Two existing classes, from a previously disadvantaged school, were recruited and randomly selected as an experimental (n=35) and control group (n=32). The children completed the Short Form as well as all the Long Form activities for the balance and bilateral coordination subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). This was done to provide an overview of the overall motor proficiency and more specifically the level of balance and bilateral coordination. A 12-week motor skills development programme, with a specific focus on balance and bilateral coordination, was designed and implemented by the researcher. The effect of this programme was determined by statistically analysing and comparing the pre- and post-test results with the use of Statistica 2010. The main findings of this study indicated that the intervention programme had a positive, although not statistically significant, effect on the overall motor proficiency and balance and significantly improved bilateral coordination.
This study suggests that some of the children, between the ages of 10 and 12, from a previously disadvantaged school in the Stellenbosch region and with access to an established school PE programme, experienced movement difficulties. Consequently, there is great room for improvement and motor skill development in these children. This study can, therefore, be a stepping stone into future research regarding further motor skills research in primary school children, the implementation of expanded motor skills intervention programmes and to improve all the motor skills as opposed to selected motor skills as in this study.<br>AFRIKAANSE OPSOMMING: Ontwikkelingsprobleme word, sonder dat ʼn mens daarvan bewus is, deur vele kinders ervaar. In die skool-omgewing bly hierdie ontwikkelingsagterstande meestal ongesiens en word min kinders, indien enige, voldoende geremedieer. Kinders met ontwikkelingsagterstande ervaar gereeld bewegingsprobleme en word as lomp, slordig of as iemand met twee linkervoete beskryf. Daar word beweer dat die ontwikkeling van, en vaardigheid in, spesifieke motoriese vaardighede van kinders ʼn kritieke rol in hul deelname aan fisieke aktiwiteit, asook die onderhoud van gesondheid en welstand tydens volwassenheid, speel. Daar is egter talle ander faktore wat die optimale motoriese ontwikkeling en fisieke aktiwiteit deelname van kinders kan beïnvloed. ʼn Voorbeeld van so ʼn faktor word toegeskryf aan gevalle waar kinders probleme, wat met hulle omgewing of die omstandighede waarin hul grootword geassosieer word, ervaar. Swak sosio-ekonomiese omstandighede en ʼn kultureel-arme omgewing, wat tekort skiet aan voldoende ontwikkelingsgeleenthede, mag die motoriese ontwikkeling en die aanleer van nuwe vaardighede tot so ʼn mate inhibeer dat kinders nie in staat is om hulle volle ontwikkelingspotensiaal te bereik nie.
Navorsing dui daarop dat die skoolomgewing vele geleenthede vir die ontwikkeling van motoriese vaardighede kan bied en dat daar onderneem moet word om motoriese vaardigheid-ontwikkelingsprogramme tydens Liggaamlike Opvoeding (LO) periodes te implementeer. Die bemeestering van motoriese vaardighede mag die deelname aan verskeie skoolsporte beïnvloed en bevoordeel, asook die vermoë om nuwe en meer komplekse bewegingsvaardighede binne en buite die klasomgewing aan te leer en te bemeester, bevorder. Dus, aangesien kinders ʼn groot gedeelte van hul dag by die skool en in ʼn klasomgewing deurbring, het onderwysers, veral die wat LO fasiliteer, die geleentheid om ʼn noodsaaklike rol in die aanleer en bemeestering van belangrike motoriese vaardighede, en vervolgens fisieke aktiwiteit, asook die toekomstige ontwikkeling van kinders te beïnvloed. Die doel van hierdie studie was om ʼn motoriese vaardigheid-ontwikkelingsprogram, wat balans en bilaterale koördinasie bevorder, vir 10 tot 12-jarige kinders in die Stellenbosch omgewing te ontwerp en implementeer. Twee bestaande klasse vanuit ʼn voorheenbenadeelde skool was gewerf en lukraak verkies as ʼn eksperimentele- (n=35) en kontrolegroep (n=32). Kinders het die kort vorm- asook al die lang vorm-aktiwiteite vir balans en bilaterale koördinasie sub-toetse van die Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) voltooi. Hierdie toetse is afgelê om ʼn oorsig van die algehele motoriese vaardigheidsvlak, en meer spesifiek die vlak van balans en bilaterale koördinasie, te bepaal. ʼn 12-week motoriese vaardigheid-ontwikkelingsprogram, met ʼn spesifieke fokus op balans en bilaterale koördinasie, is deur die navorser ontwerp en geïmplementeer. Die effek van hierdie program is bepaal deur die pre- en post-toets resultate met behulp van Statistica 2010 statisties te analiseer en vergelyk. Die primêre bevindinge van hierdie studie dui daarop dat die intervensieprogram ʼn positiewe, alhoewel nie statisties beduidende, effek op die bevordering van algehele motoriese vaardigheidsvlak en balans, asook ʼn statisties beduidende effek op bilaterale koördinasie gehad het.
Hierdie studie dui daarop dat kinders, tussen die ouderdomme van 10 en 12, vanuit ʼn voorheenbenadeelde skool in die Stellenbosch omgewing en wat toegang tot ʼn gevestigde LO program het, steeds bewegingsprobleme ervaar. Dus, is daar groot ruimte vir die verbetering en ontwikkeling van motoriese vaardighede by hierdie kinders. Hierdie studie kan dus as ʼn beginpunt vir toekomstige navorsing in verdere motoriese vaardigheids-navorsing van laerskool kinders, die implementering van uitgebreide motoriese intervensieprogramme, asook die bevordering van alle motoriese vaardighede in vergelyking met geselekteerde motoriese vaardighede soos in die huidige studie dien.
25
Goedhals, Stephanie Catherine. "The relationship between children's physical fitness and their development of locomotor co-ordination." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52560.
Full textAbstract:
Thesis (MA)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: The purpose of this study was to determine if participation in a movement
programme (FITKIDZ) designed by the author produced statistically significant
improvements in the physical fitness and locomotor co-ordination of four and five
year old children. The study also examined the relationship between post-intervention
levels of physical fitness and locomotor co-ordination.
The subjects (N = 19), who all attended pre-primary school, were tested on
physical fitness components and their execution of locomotor co-ordination using
both quantitative and qualitative evaluation processes. The subjects were selected
from a pre-primary school that volunteered to participate in the study. Due to the
structure of the school and pressure from the parents, it was not possible to have a
control group. The subjects underwent an eight-week movement programme
(FITKIDZ), after which they were retested.
Results showed a statistically significant improvement in abdominal strength,
Body Mass Index (BMI) and flexibility (Sit-and-reach scores and trunk lifts).
Qualitative results also showed a statistically significant improvement in the
children's performance oflocomotor skills. Correlation matrices between the physical
fitness components and locomotor skills indicated that the strongest straight-line
relationship existed between strength and locomotor co-ordination. The other
relationships between the physical fitness components and locomotor co-ordination
were not significant.
It was concluded that the performance of locomotor skills improved, as did
numerous components of physical fitness of the subjects over the duration of the
designed movement programme. However, it was noted that this improvement may
be partially due to normal maturation of the subject group and that the results from
this study would be better supported ifit were possible to include a control group.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om te bepaal of daar enige statistiese
beduidende verskil was in die fisieke fiksheid en lokomotor-koordinasie van vier- en
vyf-jaar oue kinders wat aan 'n bewegingsprogram (FITKIDZ) deelgeneem het, wat
deur die outeur ontwerp was. Die studie het ook enige beduidende verhouding tussen
pre-bemiddeling en post-bemiddeling uitslae van fisieke fiksheid en lokomotorkoërdinasie
ondersoek.
Die toetspersone (N = 19), almal kleuterskoolkinders, was in die fisieke
fiksheidskomponente en uitvoering van lokomotor-koordinasie deur beide
kwalitatiewe en kwantitatiewe waardebepalingstrategieë getoets. Die toetspersone
was van 'n kleuterskool wat vrywillig aan die program deelgeneem het. Aangesien
daar druk van die ouers was en die skool 'n sekere struktuur volg, was dit nie
moontlik om 'n kontrole-groep te hê nie. Die toetspersone was op 'n agt-week
bewegingsprogram (FITKIDZ) geplaas, waarna hulle weer getoets is.
Uitslae het 'n statistiese beduidende verbetering in abdominale krag,
Liggaamsgewigindeks en lenigheid (Sit-en-reik tellings en romp ekstensie) gewys.
Korrelasies tussen die fisieke fiksheidskomponente en lokomotor vaardighede dui aan
dat die skerkste reguitlyn verhouding tussen krag en lokomotor-koordinasie bestaan
het. Die ander verhoudings tussen die fisieke fiksheidskomponente en lokomotorkoërdinasie
was nie betekenisvol nie.
Daar is tot die gevolgtrekking gekom dat die uitvoering van die lokomotor
vaardighede verbeter het, so ook veelvuldige fiksheidskomponente van die
toetspersone oor die durasie van die bewegingsprogram. Daar is egter waargeneem
dat hierdie verbeteringe gedeeltelik te danke mag wees aan die normale maturasie van
die toetsgroep en dat die uitslae van hierdie studie beter ondersteun sou word as daar
'n kontrole-groep was.
26
Casella, Rita [Verfasser], Katja [Akademischer Betreuer] Schmitt, Jürgen [Akademischer Betreuer] Schröder, and Rainer [Akademischer Betreuer] Watermann. "Subjective theories and behaviours in physical education of Italian primary school teachers. Applying a superstructure model to study specialist-generalist teachers differences and the effects of a physical education professional development programme / Rita Casella. Gutachter: Jürgen Schröder ; Rainer Watermann. Betreuer: Katja Schmitt." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2011. http://d-nb.info/1042970475/34.
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Demetriou, Yolanda [Verfasser], and Thorsten [Akademischer Betreuer] Bohl. "Health Promotion in Physical Education. Development and Evaluation of the Eight Week PE Programme “HealthyPEP” for Sixth Grade Students in Germany / Yolanda Demetriou ; Betreuer: Thorsten Bohl." Tübingen : Universitätsbibliothek Tübingen, 2012. http://d-nb.info/1162279257/34.
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Celebi, Ozgur. "A Cross-cultural Comparison Of The Effect Of Human And Physical Resources On Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612654/index.pdf.
Full textAbstract:
This study investigates the students&rsquo<br>characteristics and school characteristics and their influences on scientific literacy skills of 15-year-old students across Turkey, Canada, and Sweden, through the use of data from Organisation for Economic Co-operation and Development&rsquo<br>s (OECD&rsquo<br>s) Programme for International Student Assessment (PISA) 2006. The purpose of this study is to gain a more complete understanding of the effect of human and physical resource allocations and their interaction on students&rsquo<br>scientific literacy skills using Hierarchical Linear Modeling (HLM) techniques. By PISA 2006 results, in terms of scientific literacy, Canada is a high performing country whereas Turkey is far below the average and Sweden has a rank in the average. For modeling scientific literacy, student-level characteristics determined by student questionnaire, and school-level characteristics determined by school questionnaire were used. Results of the present study indicated that there were significant between-school differences in scientific literacy skills of students for all three countries. Turkey had the highest between-school variance and it was more than half of the total variance whereas in Canada and Sweden they were far lower. School type and size were common school factors affecting students&rsquo<br>scientific literacy skills in Canada and Sweden<br>however, in Turkey school admittance policies, educational resources, science promotional activities, and teacher qualities were school characteristics which have impact on scientific literacy. Enjoyment of learning science, self-efficacy in science, general value given to science, awareness of environmental issues, responsibility for sustainable development, and confidence in use of information technologies were common student factors affecting development of scientific literacy skills in the three countries. Finally, in all three countries cross-level interactions of student and school characteristics for developing scientific literacy skills were observed.
29
Stadler, Karien. "The influence of an experimental Ropes Course Development programme on the self-concept and self-efficacy of the young career officer." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50162.
Full textAbstract:
Thesis (MA)--University of Stellenbosch, 2004.<br>ENGLISH ABSTRACT: The tendency to use adventure-based training as an intervention medium for
the improvement of the self-concept has grown rapidly over the past few
years. However, research results on the effect of adventure-based training on
participants' self-concepts are very contradictory. Some studies revealed
significant positive improvements, while others revealed no significant
differences in pre- and post-measures.
The effect of adventure training on the self-concept in the military context has
so far not yet been investigated in South Africa. A sound self-concept is of
critical importance to young career officers, as it enables them to function with
self-confidence in both their work environment and their community roles.
They enter the military environment as late adolescents, which implies that
the successful mastering of specific developmental tasks such as the
formation of identity or self-concept, is a prerequisite for their dynamic
functioning in the world of work.
The aim of this study was to determine whether adventure training can indeed
be utilised to enhance the self-concepts and self-efficacy of young career
officers in the South African National Defence Force.
A quasi-experimental design with a pre-test, post-test and post-post-test was
used to determine the effect of a Ropes Course Development Programme on
the self-concepts of young career officers. Subjects for the experimental
group were selected from the young career officer population at the Military
Academy (n=33) and subjects for the control group were selected from the
young career officer population at the SA Army Gymnasium (n=32). Two
measuring instruments were administered, during three time intervals, namely
the Self-description Questionnaire III and the General Self-efficacy Scale. From the results it can be concluded that the control group did not change
much during the eight-week-period of the study. Only three significant withingroup
changes occurred, namely in the scores of the mathematical skills selfconcept
sub-scale, in the scores of the total academic self-concept and the
GSE scale. All three measurements showed a significant increase for the pretest
to post-post-test time interval.
The experimental group showed a number of changes between pre-test and
post-test, as well as pre- and post-test to post-post-test time intervals. The
SOOIII sub-scales with declining scores were the participants' self-concept
regarding their verbal skills (post- to post-post-test) and academic ability (preand
post-test to post-post-test). The total academic self-concept score was
also significantly lower from post-test to post-post-test measurement. Scores
that were positively affected over time were their self-concepts regarding their
relations with parents (for pre-test to post-test), religion (for pre-test to posttest
and maintained to post-post- test), the total non-academic self-concept
(pre- to post-test) and the total general self-concept score (from pre- to posttest).
The experimental group did not change with regard to their GSE scores.
The most evident between-group differences were observed during the postpost-
test on the verbal skills, academic ability, and total academic selfconcept
scores (control group> experimental group), and relations with same
sex self-concept scores (experimental group> control group).
A significant relationship between the total SOOIII score and the GSE scale
over the three time periods was observed. Highly significant r-values were
obtained for both groups on all but one measurement.
The final conclusion is that the Ropes Course Development Programme was
not an effective intervention medium to enhance the self-concepts and selfefficacy
of young career officers. There is still a need for scientific research to
motivate adventure-based programmes as training intervention in the South
African military context.<br>AFRIKAANSE OPSOMMING: Die neiging om avontuurgerigte opleiding as ingreep vir die ontwikkeling van
die selfkonsep te gebruik, het die afgelope paar jaar ingrypend toegeneem.
Navorsingsresultate rakende die invloed van avontuurgerigte opleiding op
deelnemers se selfkonsepte is egter teenstrydig. Sekere studies het
beduidende positiewe verbeteringe aangedui, terwyl ander weer geen
beduidende verskille in voor- en na-toetse getoon het nie.
Die uitwerking van avontuuropleiding op die selfkonsep, is tot dusver nie
binne militêre konteks in Suid-Afrika ondersoek nie. 'n Positiewe selfkonsep
is van kritiese belang vir jong beroepsoffisiere, aangesien dit hulle bemagtig
om met selfvertroue in sowel hul werksomgewing as hul gemeenskapsrolle te
funksioneer. Hulle betree die militêre omgewing tydens adolessensie, wat
impliseer dat die suksesvolle bemeestering van bepaalde ontwikkelingstake
soos identiteitsvorming of die vorming van 'n selfkonsep 'n voorvereiste is om
effektief in die werksomgewing te funksioneer.
Die doel van hierdie studie was om te bepaal of avontuurgerigte opleiding wel
gebruik kan word om die selfkonsepte en selfdoeltreffendheid van jong
beroepsoffisiere in die Suid-Afrikaanse Nasionale Weermag te bevorder.
'n Kwasi-eksperimentele ontwerp met 'n voortoets, na-toets en na-na-toets is
gebruik om die invloed van 'n Toubaan Ontwikkelingsprogram op die
selfkonsep en selfdoeltreffendheid van die jong beroepsoffisiere te bepaal.
Proefpersone vir die eksperimentele groep is geselekteer vanuit die groep
jong beroepsoffisiere by die Militêre Akademie (n=33) en proefpersone vir die
kontrolegroep is vanuit die jong beroepsoffisierpopulasie by die SA
Leërgimnasium geselekteer (n=32). Twee meetinstrumente is tydens drie
geleenthede geadministreer, naamlik die "Self-description Questionnaire III"
(SDQIII) en die General Self-efficacy Scale (GSE).
Van die resultate kan afgelei word dat die kontrolegroep nie veel verander het
tydens die agt weke periode van die studie nie. Slegs drie beduidende binne- groep veranderinge het plaasgevind, naamlik in die wiskundige vaardigheid
selfkonsep subskaal, in die totale akademiese selfkonsep en die Algemene
Selfdoeltreffendheidtelling. AI drie tellings dui op 'n beduidende toename vir
die voor-toets tot na-na-toets tydsinterval.
Die eksperimentele groep het 'n beduidende aantal veranderinge getoon
tussen voor- en na-toets, sowel as voor- en na-na-toets. Die SDQIII subskale
wat 'n afname in tellings getoon het, was die deelnemers se selfkonsepte
aangaande hulle verbale vaardighede (na-toets tot na-na-toets) en
akademiese vaardigheid (voor en na-toets tot na-na-toets). Die totale
akademiese selfkonseptelling was ook beduidend laer tussen die na-toets en
na-na-toets meting. Tellings wat positief oor tyd beïnvloed was, was hulle
selfkonsepte ten opsigte van verhoudings met ouers (vir voor-toets tot natoets,
godsdiens (vir voortoets tot na-toets en in stand gehou tot na-na-toets),
die totale nie-akademiese selfkonsep (voor- tot na-toets) en die totale
algemene selfkonseptelling (van voor- tot na-toets). Die eksperimentele
groep het nie ten opsigte van hulle GSE tellings verskil nie.
Die mees klaarblyklike tussen-groep verskille in tellings is waargeneem
tydens die na-na-toets met betrekking tot verbale vaardighede, akademiese
vermoë, en totale akademiese selfkonseptellings (kontrole groep >
eksperimentele groep) en selfkonsep betreffende verhoudinge met dieselfde
geslag (eksperimentele groep> kontrole groep).
'n Betekenisvolle verband tussen die SDQIII en die GSE skale is oor die drie
tydperke heen waargeneem. Hoogs beduidende r-waardes is vir albei
groepe op alle metings waargeneem, met die uitsondering van een meting.
Die finale bevinding dui daarop dat die Toubaan Ontwikkelingsprogram nie 'n
effektiewe ingreep was om die selfkonsepte en selfdoeltreffendheid van jong
beroepsoffisiere te verbeter nie. Daar bly dus steeds 'n behoefte aan
wetenskaplik gefundeerde navorsing om die waarde van avontuurgerigte
opleidingsprogramme in die Suid-Afrikaanse militêre konteks te motiveer.
30
Alexander, Leonieke Franziska. "The effect of a movement programme on selected psychological variables among adolescent girls from previously disadvantaged communities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49737.
Full textAbstract:
Thesis (PhD) -- University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: The purpose of this study was to determine if the participation in a movement
programme, utilising 21 life skill development strategies would make a significant
contribution to adolescent girls' self-esteem. The adolescent girls participating in the
programme were from a previously disadvantaged community in the Western Cape,
South Africa, and considered to be at-risk youth. The movement divisions through which
the life skill strategies of the five and one half month programme were presented to the
experimental group, were designed by the investigator, and included: modern dance,
swimming, self-defence and an individual session of team building.
Harter's (1985) Self-perception Profile for Children was used to measure the six subscales
of self-competence/esteem of a control group (n = 8) and an experimental group
(n = 13) of girls between ages 13 - 16. The six dimensions of self-esteem measured,
included: global self-worth; scholastic competence; social acceptance; athletic
competence; physical appearance, and; behavioural conduct. On completion of the
movement intervention programme by the experimental group, all the girls (N = 21) were
post tested, using the same quantitative measurement instrument. The experimental
group completed an additional open-ended Life Skill Questionnaire, designed by the
investigator, to see if there had been a cognitive transferral of the life skills used in the
movement programme from the movement experience to everyday life activities.
Following the comparison between the pre- and post-test data of Harter's (1985) Se/fperception
Profile for Children, it was concluded that participation in the movement
programme had an overall positive and significant affect on the six sub-scales of the
girls' self-esteem. On analysis of the girls' responses to the Life Skill Questionnaire it
was found that they had been able to utilise all 21 life skills in the various movement
components offered in the programme, and that cognitive transferral of the skills had
taken place to their everyday environment. Conceming the movement division, the
statements revolving around the utilisation of the skills predominantly revolved around
ii
Stellenbosch University http://scholar.sun.ac.za
the swimming, followed by dance and lastly self-defence. The life skills that were most
widely used in their everyday environment were highlighted by the themes of
perseverance, commitment and academics.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel of die deelname aan 'n
bewegingsprogram, waartydens 21 lewensvaardigheid-ontwikkelingstrategiee gebruik
word, beduidende bydrae tot die selfagting van die adolessente meisie sou lewer. Die
adolessente meisies wat aan die program deelgeneem het, kom vanuit 'n voorheenbenadeelde
gemeenskap in die Wes-Kaap, Suid-Afrika, en word as hoe-risiko jeug
beskou. Die bewegingsverdelings waarmee die lewensvaardigheidstrategiee van die
vyf en 'n half maandelange program vir die eksperimentele groep aangebied is, is deur
die navorser ontwerp en sluit die volgende in: mode me dans, swem, selfverdediging en
'n individuele sessie van spanbou.
Harter (1985) se "Sett-perception Profile for Children" is gebruik om die ses sub-skale
van self-bevoegdheid/agting van 'n kontrolegroep (n = 8) en 'n eksperimentele groep (n
= 13) van meisies tussen die ouderdomme van 13 - 16 te meet. Die ses dimensies van
selfagting wat gemeet is, het die volgende ingesluit: globale selfwaardigheid,
akademiese bevoegdheid, sosiale aanvaarding, atletiese bevoegdheid, fisieke voorkoms
en gedragsbeheer. Na die afhandeling van die bewegings-intervensieprogram deur die
eksperimentele groep is al die meisies (N = 21) getoets met behulp van dieselfde
kwantitatiewe meetinstrument. Die eksperimentele groep het In addisionele
Lewensvaardigheidsvraelys voltooi, wat deur die navorser ontwerp is om te sien of daar
'n kognitiewe oordrag van die lewensvaardighede was wat in die bewegingsprogram
vanaf die bewegingservaring tot daaglikse aktiwiteite gebruik is.
Na die vergelyking van die voor- en na-toetsdata van Harter (1985) se "Self-perception
Profile for Children" is gevind dat deelname aan die bewegingsprogram 'n algehele
positiewe en beduidende effek het op die ses sub-skate van die meisies se selfagting.
Die analise van die meisies se terugvoer op die Lewensvaardigheidsvraelys het getoon
dat hulle instaat was om al die 21 lewensvaardighede in die verskeie
bewegingskomponente te gebruik wat in die program aangebied is en dat kognitiewe
oordrag van die vaardighede plaasvind na hul daaglikse omgewing. Wat die
bewegingsverdeling betref, het die stellings aangaande die gebruik van die vaardighede
hoofsaaklik gehandel oor die swem, gevolg deur dans en laastens selfverdediging. Die
lewensvaardighede wat die meeste gebruik is in hul daaglikse omgewing is sterk na
vore gebring deur temas soos deursetlingsvermoe, verpligting en akademie.
31
Mokoena, Peter Mokhachane. "Exploration of effective management of healthy school environments in the Gert Sibande district / Peter Mokhachane Mokoena." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10465.
Full textAbstract:
The main aim of this study was to investigate how effective School Management Teams were in the management of healthy school environments in the Gert Sibande District. This was a qualitative study which employed two data collection strategies: face to face interviews and photographs. A literature review on this study revealed vital aspects, that a healthy school environment: can directly improve children’s health and effective learning; the school is strategically positioned to reach large numbers of the population to teach them to understand the importance of investing in health. Literature indicated collaboration and synergy as essential aspects, and policies as cornerstones that underpin the health promotion initiatives. Selection of sites was purposefully done as three of the four schools in this study were part of the Eco Schools programme. The study revealed that there was disconnect between the SMTs and committees that were involved in health promotion: in coordinating plans; and monitoring and evaluating the implementation of programmes. This therefore, means that there was no support for the committees from the SMT. It was also found that there were committees that: did not have plans; did not sit for meetings and the reluctance of the SMT to address these challenges compounded the situation and contributed to some committees being dysfunctional. The failure of the SMT to guide and provide leadership in their engagement with community members who provided assistance in terms of basic needs to learners indicated a need for the development of a cadre of leaders that are capable of working beyond the borders of schools. In all the committees that were interviewed, the Environmental Committee came up to be more effective and organized than others in three schools. The health committee was lacking in the area of training especially in the prevention of communicable diseases. The study provided recommendations to assist the SMT in their endeavors to promote healthy environments in their schools.<br>MEd, Education Management, North-West University, Vaal Triangle Campus, 2012
32
Is, Guzel Cigdem. "A Cross-cultural Comparison Of The Impact Of Human And Physical Resource Allocations On Students'." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607816/index.pdf.
Full textAbstract:
The purpose of the present study is to gain a more complete understanding of the impact of human and physical resource allocations and their interaction on students&rsquo<br>mathematical literacy skills across Turkey, member and candidate countries of European Union through the Programme for International Student Assessment (PISA) 2003.
Hierarchical linear modeling (HLM) techniques were used separately for three different cultural settings using the database of Programme for International Student Assessment (PISA) 2003. The results indicated that students in Turkey, member and candidate countries of European Union who performed higher on the mathematical literacy assessment tended to have the following characteristics: (1) enrolled at higher grade levels, (2) more educational resources at home, (3) higher levels of mathematics self-efficacy, (4) lower levels of mathematics anxiety, (5) more positive self-concept in mathematics, (6) less preferences for memorization strategies, and (7) more positive disciplinary climate in mathematics lessons. As the performance of schools were considered, the higher average mathematics self-efficacy of students, the higher the mean school mathematical literacy performance.
The influence on mathematical literacy assessment varied from school to school with respect to grade level and disciplinary climate in mathematics lessons in Turkey and European Union countries, with respect to grade level, mathematics self-efficacy, and disciplinary climate in mathematics in European Union candidate countries. Moreover, school size and mathematics student-teacher ratio at school influenced the disciplinary climate in mathematics lessons in Turkey<br>academic selectivity of the school influenced the grade level and mathematics self-efficacy in the candidate countries of European Union.
33
Guéguen, Marie. "Changer les orientations de valeurs des enseignants d'éducation physique : une tentative par l'implantation en classe de seconde d'un programme centré sur le développement personnel de l'élève." Thesis, Rennes 2, 2013. http://www.theses.fr/2013REN20032/document.
Full textAbstract:
Ce travail repose sur le constat que l’introduction de nouveaux programmes affecte peu les pratiques enseignantes. Quatre facteurs de résistances ont été identifiés par la littérature : la logique de conception du document officiel, son mode d’introduction auprès des enseignants, la structure du texte et les conceptions éducatives à partir desquelles les enseignants définissent leur pratique. Pour traiter cette question du changement, nous nous plaçons en amont des pratiques enseignantes, au niveau du système de valeurs que mobilise l’enseignant pour aborder son métier. Nous formulons l’hypothèse qu’il est possible, dans le cadre particulier de l’éducation physique et sportive, d’affecter le système de valeurs des enseignants en déclinant concrètement la notion du développement personnel de l’élève dans un curriculum d’enseignement qu’ils mettront en oeuvre dans leur classe. Pour caractériser les systèmes de valeurs et mesurer les changements induits par l’introduction du curriculum, nous utilisons le modèle des orientations de valeurs (OV). Les résultats obtenus confirment en partie de l’hypothèse car une modification des systèmes de valeurs est constatée. Cette expérience confirme l’effet des éléments prélevés dans la littérature pour concevoir le curriculum et l’existence d’un lien entre l’évolution du profil d’OV et sa structure initiale. Cependant deux contradictions majeures questionnent la pertinence d’une approche strictement quantitative. Les profils initiaux des enseignants sont composés d’OV incompatibles entre elles et l’évolution des différentes OV durant l’expérience n’est pas conforme à celle identifiée par la littérature<br>This work lies on the analysis that the introduction of new programs only slightly affects teachers' practices. Four resisting factors have been identified by the literature: the conception logic of official documents, the way they are introduced to teachers, the structure of the text and finally, the educative conceptions from which teachers define their own practices. In order to deal with this issue of change, it was key to start upstream from teachers' practices, where lies the system ofvalues mobilized by the teacher to carry out his task. We will express the hypothesis according to which it is possible, under the particular frame of physical education (PE), to affect teachers' system of values in presenting the range of the notion of pupils' personal-development in a teaching curriculum during their PE lessons. In order to characterize the systems of values and measure the changes induced by the introduction of the curriculum, we use the values-orientation (VO) model.The obtained results partly confirm this hypothesis as a modification of the systems of values is noticed. This experience concurs with the effect of the elements picked up in the literature to conceive the curriculum and the existence of a link between the evolution of the VO profile and its original structure. However, two major contradictions raise questions on the relevance of a strictly quantitative approach. The teachers' original profiles are composed of incompatible VOs amongthemselves and the evolution of the different VOs during the experience disagrees with those coined by the literature
34
Harris, Michelle. "The role of attitude and barriers on the implementation of a nutrition intervention in primary school children / Michelle Harris." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8529.
Full textAbstract:
Background:
South Africa is a multicultural, multi-ethnic developing country currently experiencing a unique quadruple
burden of disease, of which malnutrition (both over- and under nutrition) is one of them. The increase in
childhood obesity within the current South-African health setting is of serious concern, approximately 14%
boys and 18% girls currently are overweight and it is estimated that this number will increase to 25% within
the next decade. Healthy eating habits and increased physical activity are important components of a healthy
lifestyle, and decrease the risk of overweight and obesity. It is also often the corner stone of many lifestyle
modification intervention programmes aimed at preventing or decreasing overweight/obesity.
Aim:
This sub-study was part of a larger intervention study where a nutrition education intervention programme
(NEIP) for children in the form of a musical play (based on the South African Food Based Dietary Guidelines
[SAFBDG]) was developed to increase nutrition knowledge and thereby also contribute towards healthy
lifestyle behaviour. The aim of this sub-study was therefore to explore and describe the attitude of a specific
group of primary school children (aged 6-12 years) towards healthy eating, unhealthy eating, and physical
activity before and after a NEIP as well as the standard school curriculum. Secondly, it was aimed to identify
possible barriers to and motivators for healthy eating, unhealthy eating and physical activity.
Methods:
Children were randomly selected from the experimental group (n=143) of the main study. Children were
selected into one of four focus groups per school (6 children per focus group) from which qualitative data
were gathered on children’s attitude and perception towards healthy eating, unhealthy eating, and physical
activity. Focus groups were defined by age and gender (boys and girls seperately, grades I-III and grades IVVI
seperately), totalling a number of 96 children. A total of 75 children completed this sub-study, 21 children
dropped out due to school-related problems or after school activities that clashed with the time slots during
which the NEIP was implimented. Quantitative data was gathered with a socio-demographic and physical
activity questionnaire, as well as a 3-point hedonic facial expression scale which was used to quantify attitude
towards healthy eating, unhealhty eating and physical activity. All data (quantitative and qualitative) were
collected at both baseline and end measurements. Results:
The main findings of this sub-study were that the attitude of most primary school children towards healthy
eating, unhealthy eating or physical activity remained unchanged after a unique NEIP. Five major themes
were identified out of focus group discussions namely health awareness, healthy eating, unhealthy eating,
physical activity, and consequences of unhealthy eating and sedentary behaviour. Mothers were identified as
the main motivator for eating healthy and avoiding unhealthy eating. The taste and smell of food were both
either identified as motivators or barriers for healthy eating and unhealthy eating. Older girls associate
unhealthy eating with becoming fat while many children associate the combination of unhealthy eating and
being sedentary with becoming fat. Most children have a positive attitude towards physical activity and
enjoy doing it although the biggest motivator for partaking in physical activity is their parents and not
themselves.
Conclusion:
Even though some children’s attitude did change in the desired direction after the implementation of a unique
and fun NEIP, most children’s attitude towards healthy eating, unhealthy eating and physical activity
remained unchanged. This might have been due to the measurement tool that was not sensitive enough to
detect subtle changes. Various factors that can influence children’s attitude and perceptions towards healthy
eating, unhealthy eating and physical activity both positively or negatively were identified. This study is one
of only a few that explored and described the ‘true’ motivators of and barriers for children’s attitude towards
healthy eating, unhealthy eating and physical activity. Results generated from this sub-study can thus make a
valuable contribution to the existing literature available in this specific study field.<br>Thesis (MSc (Dietetics))--North-West University, Potchefstroom Campus, 2012
35
Lundvall, Suzanne, and Jane Meckbach. "Ett ämne i rörelse : gymnastik för kvinnor och män i lärarutbildningen vid Gymnastiska centralinstitutet/Gymnastik- och idrottshögskolan under åren 1944 till 1992." Doctoral thesis, Stockholms universitet, Institutionen för samhälle, kultur och lärande (SKL), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104109.
Full textAbstract:
For almost 200 years the University College of Physical Education and Sports in Stockholm (former Royal Central Institute of Gymnastics; GCI later GIH; Stockholm College of Physical Education and Sports) has been educating PE teachers - and still does. In the very beginning and throughout the first 100 years, gymnastics was a major part of the studies at the institute, and also in ordinary schools. Early gymnastics were invented by Per Henrik Ling, the father of the Swedish Ling gymnastics, and later developed by his son, Hjalmar Ling. The part of the Ling system called pedagogical gymnastics, consisted of “daily gymnastic training exercises”, which showed how gymnastics should be taught and performed. The aim of this thesis is to follow and describe gymnastics as a subject and its development at the PE teacher-training programme at GCI/GIH. Special attention is placed on the movement part without apparatus (the floor exercise) for male and female students. The time period studied is 1944 to 1992. The thesis consists of two separate empirical studies, with a shared interview study of 12 former teacher educators participating in both studies. Besides the above-mentioned interviews, the methods used are document analyses and visual analyses. Triangulation is used in order to follow the changes of the subject’s content, figuration and representation. The first empirical study investigates the institution of gymnastics’- collective memory, its content and legitimacy. This is done by looking at what time was allotted to the subject in relation to other subjects, and also which concepts were used in relation to floor exercise. The interviews deal with the objectives of the subject and what kind of influences the former teacher educators came in contact with. From a semiotic approach, the second study deals with visual analyses of film sequences, with floor exercises performed by male and female students. (See enclosed CD). The film material comes from the Institute’s events. The content and composition of the film sequences are analysed, and the representation of the movements is interpreted by semiotic discourse analyses. The interview study deals with the former teacher educators’ pedagogical view of the formation of the gymnastics. The results show that in 1944 the subject gymnastics took approximately 40% of the total study time. In 1992 the time allocated for gymnastics has been reduced to approximately 9%. From the 1940s to the 1970s, two separate gymnastics discourses existed, one male and one female, expressed in the movement content and in the figuration of movements. The male discourse was maintained almost intact, without any changes. The female discourse, on the other hand, was continually changed and developed over the actual period of time, strongly influenced by rhythmic and dance. When coeducation was implemented in the late 1970s, a new culture of body movements was developed – which was unisex. Between 1949 and1970 in the film material, the masculine discourse was represented by the body image of a systematically trained and disciplined body, executing corrective gymnastics exercises, according to an instrumental way of looking at physical training. The smooth, healthy looking young body image of a woman, executing rhythmical aesthetical gymnastics, according to existing values, characterised the feminine discourse. There seems to have been aesthetics fostering rationality that ruled the female gymnastics. In 1985 the representation of the body image changed, and focus on the performance of the movements disappeared. The objectives of the subject have changed from the collective, corrective and/or aesthetical form of gymnastics to a gymnastic discourse where the attention of simplifying the movements, the individual and the social climate in the group are central. Finally, the findings show that four factors have influenced the changes and development of the subject and the teacher-training programme. Firstly, changes in society in terms of equality, gender roles and a changed role of the PE teacher. Secondly, the impact of the sport discourse outweighed the status of the gymnastics discourse and its legitimacy. The cultivating values, in terms of the aesthetical schooling for the female students, disappeared. Thirdly, the striving for research-related instructions in the teachertraining programme, (urged by the state from 1977) affected both time allotments for gymnastics and sports and the relation between theoretical and practical courses. Finally, over the years, the subject gymnastics has been strongly influenced by different scientific discourses: first the medical discourse, followed by the physiological discourse and from the1980s and on, by the social scientific (pedagogical) discourse.
36
Li, Daniel Yuk-Keung. "An action research on the delivery of physical education teacher education (PETE) programmes in Hong Kong." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322264.
Full text
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Лобода, Андрій Миколайович, Андрей Николаевич Лобода, Andrii Mykolaiovych Loboda, et al. "Implementation of new master's programmes of physical therapy in Ukraine." Thesis, Aluna Publishing, 2022. https://essuir.sumdu.edu.ua/handle/123456789/87799.
Full textAbstract:
Мета. Проаналізувати результати проекту ЄС Erasmus+ «Інноваційна реабілітаційна освіта – впровадження нових магістерських програм в Україні» (2018-2022) у закладах вищої освіти (ЗВО) учасниках проекту.
Матеріали та методи. Методи теоретичного аналізу та узагальнення, конкретизації, узагальнення та систематизації практичного педагогічного досвіду підготовки магістрів з фізичної терапії використано у чотирьох українських закладах вищої освіти, а саме: Національному університеті фізичного виховання і спорту України, Львівському державному університеті фізичної культури імені Івана Боберського, Тернопільському національному медичному університеті імені І. Горбачевського, Сумському державному університеті.
Результати. Результати проекту REHAB можна представити відповідно до його основних цілей. (1). Підвищення професійного потенціалу викладачів ЗВО; (2). Створення нових ресурсів для викладання/навчання/оцінювання; (3). Створення спеціальної освітньої інфраструктури, необхідної для впровадження нової національної професійної програми з фізичної терапії.
Висновки. Вважається, що основні цілі проекту досягнуті. Надалі планується поширювати результати проекту серед інших вищих навчальних закладів України та постійно оновлювати зміст дисциплін відповідно до сучасних тенденцій європейської освіти з фізичної терапії.<br>Цель. Проанализировать результаты проекта ЕС Erasmus+ «Инновационное реабилитационное образование - Внедрение новых магистерских программ в Украине» (2018-2022) в высших учебных заведениях участниках проекта.
Материалы и методы. Методы теоретического анализа и синтеза, конкретизации, обобщения и систематизации практического педагогического опыта подготовки магистров физической терапии использовались в четырех высших учебных заведениях Украины, а именно: Национальном университете физического воспитания и спорта Украины, Львовском государственном университете физической культуры имени Ивана Боберского, Тернопольском национальном медицинском университете им. И.Горбачевского, Сумском государственном университете.
Полученные результаты. Результаты проекта REHAB можно представить в соответствии с его основными задачами. (1). Повышение профессионального потенциала преподавателей вузов; (2). Создание новых ресурсов для преподавания/обучения/оценки; (3). Создание специальной образовательной инфраструктуры, необходимой для реализации новой национальной профессиональной программы по физической терапии.
Выводы. Считается, что основные цели проекта достигнуты. В дальнейшем планируется распространение результатов проекта на другие высшие учебные заведения Украины и постоянное обновление содержания дисциплин в соответствии с современными тенденциями европейского образования по физической терапии.<br>Aim. To analyze the results of the EU Erasmus+ project «Innovative Rehabilitation Education - Introduction of new masters degree programs in Ukraine» (2018-2022) in higher education institutions, project participants.
Materials and methods. Methods of theoretical analysis and synthesis, concretization, generalization and systematization of practical pedagogical experience in training masters in physical therapy were used in four Ukrainian institutions of higher education, namely: the National University of Ukraine on Physical Education and Sport, Lviv State University of Physical Culture named after Ivan Boberskyj, I.Horbachevsky Ternopil National Medical University, Sumy State University.
Results. The results of the REHAB project can be presented in accordance with its main objectives. (1). Improving the professional potential of university teachers; (2). Creation of new resources for teaching / learning / assessment; (3). Creation of a special educational infrastructure necessary for the implementation of a new national professional programme in physical therapy.
Conclusions. It is believed that the main goals of the project have been achieved. In the future, it is planned to disseminate the results of the project to other institutions of higher education in Ukraine and constantly update the content of disciplines following current trends in European education in physical therapy.
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Scattergood, Andrew J. "Learning to play : how working-class lads negotiate working-class physical education." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620821.
Full textAbstract:
Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.
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Whipp, P. R. "Aquatic programmes and swimming activities in health and physical education : a case for differentiation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/784.
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This research study provides a 'snap-shot' of the current status of teaching aquatic programmes in Western Australian secondary schools. This study also encapsulates the thoughts and feelings of the teachers and the students engaged in these programmes, scrutinises the outcomes of existing programmes and advances practical recommendations to address the problems identified. The study was conducted within a contemporary context where little innovation in aquatic education has accompanied the Australian and state-wide curriculum development based on outcomes-focused education. The research was underpinned by a conceptual framework which conforms to the principles of constructivist learning (Kirk & Macdonald, 1998; Wittrock, 1978; Woods, 1996) and was viewed through Tomlinson's (1999, 2000, 2001) differentiated classroom and Shulman's'(1986, 1987) pedagogical content knowledge, and articulated through Choi's (1992) curriculum dimensions. The study incorporated empirical/analytic and interpretive research paradigms, collecting data from 33 Teachers in Charge of Health and Physical Education Departments (TiC's), 43 teachers of Health and Physical Education (HPE) swimming, and 1532 students Year 8/9 in both Government and Independent schools. In addition, case study observation and interview data (4 HPE classes) were used in the triangulation of common happenings, issues, perceptions and experiences to provide an in-depth analysis of aquatics in HPE. Teacher data were presented for school sector (Government, Independent) and schools with and without a swimming pool; while student responses for differing year levels, gender, school sector, swimming ability, ethnicity and perceived parental swimming ability comparisons- are offered. Observation and interview data were inductively analysed employing a thematic cross case analysis process. The results indicated that there was a lack of HPE swimming and formalised aquatic award programmes offered in Western Australian secondary schools. At the conclusion of the HPE swimming unit, which was defined by 'stroke technique analysis and correction,' more than 40% of students did not meet the requirements that define a competent swimmer (Ministerial Swimming Review Committee - Report, 1995). Girls and students of ethnic origin were under-represented in the higher swimming categories. On an annual learning continuum, Year 8/9 students appeared to 'tread-water.' Staff/student ratios typically exceeding 1:20 impacted negatively on teacher effectiveness and the student outcomes. Additional issues impacting on programmes included: inadequate time and pool space; varied swimming abilities; students feeling cold; student related personal, interest/readiness, maturation, gender and cultural dynamics, and inadequate teaching resources. School HPE programmes that were required to access a public swimming venue for lessons were disadvantaged from a range of perspectives. This study makes recommendations with the ultimate goal to increase the number of secondary schools offering this curriculum and the number of Western Australian children who are aquatically competent. Findings and conclusions highlight the need for new HPE aquatic policy, differentiated teaching and professional development aimed at meeting students’ readiness and interest levels. Recommendations for further research to consider how contemporary HPE aquatics might be presented to accommodate student needs, to identify and map the aquatic competencies of Western Australian school children, and the minimum aquatic proficiency for students exiting the compulsory HPE years, are offered.
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Lee, Chang-Hyun. "The knowledge base for physical education teacher education (PETE) : a comparative study of university programmes in England and Korea." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/336248.
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This study compares and explains the knowledge base (Kirk et al, 1997; Shulman, 1987) for teaching physical education in Physical Education Teacher Education (PETE) programmes in England and Korea from the 1960s to the present. In the USA (Siedentop, 1989), the UK (Kirk, 1992) and Australia (Macdonald et al, 1999), the erosion of time spent on content knowledge (CK) for sports and other physical activities has been noted as a matter of concern. The academicisation of the physical activity field and the marginalisation of PETE within it are major factors in the shift in the knowledge base. Data was presented from a comparative study of four PETE programme in two countries in respect of social constructionism (Berger and Luckmann, 1966). The historical resources such as timetables, curricula and official documents were analysed using documentary methods and grounded theory. Grounded theory was also used to analyse interviews with previous and present teacher educators, student teachers, and teachers who graduated from each university. I found that for universities in both countries, first, the hours of theoretical content knowledge (TCK) and practical content knowledge (PRACK) in PETE had been reduced over time. Time for units of physical activity had decreased significantly. Second, student teachers learnt physical activity to introductory levels only, and the spiral system for the physical activity curriculum, where students ideally move from introductory to advanced levels of knowledge, did not work well. In terms of differences between the countries, first, in England there were many sessions where PRACK was interrelated with pedagogical content knowledge (PCK) and knowledge of learners and their characteristics (KLC). However, this was less common in Korea. In particular, interrelationships between PRACK and PCK and KLC were very weak because the Korean system is based on the study of kinesiology. Second, many students and teachers in England requested sessions to assist them to teach at GCSE and A Level. In Korea, in contrast, the need for PCK and KLC was identified. I conclude by confirming that CK forms only a small proportion of the knowledge base for teaching physical education confirming that there is a gap between the knowledge base in PETE and the knowledge requirements for teaching physical education in schools. I suggest developing special units in the PETE course based on models of learning, teaching and philosophy and being suitable for inclusion in the academic and scholarly culture of the university.
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Dzimanavičienė, Raimonda. "Aktyvios klasės modelis: fizinio ugdymo programos „Netradicinis fizinis aktyvumas“ veiksmingumas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140620_110146-79893.
Full textAbstract:
Tyrimo objektas: jaunesnio mokyklinio amžiaus moksleivių fizinio ugdymo programos „Netradicinis fizinis aktyvumas“ veiksmingumas.
Tyrimo aktualumas. Kūno kultūros pamokų vengimas ir mažėjantis fizinis aktyvumas mokyklinio (ypač vyresnio) amžiaus moksleivių tarpe skatina specialistus rengti tikslingas fizinio ugdymo programas, siekiant sudominti vaikus ir paauglius būti fiziškai aktyviais ne tik mokykloje, bet ir laisvalaikiu. Mokyklos, kurios bendradarbiauja įgyvendinant įvairias programas, skatinančias vaikų ir paauglių fizinį aktyvumą ir teigiamai keičia mokinių požiūrį į jį, yra vadinamos „aktyviomis mokyklomis“ (Mitchell et al., 2013). Kūno kultūra ir fizinio ugdymo programos sudaro galimybių vaikams realizuoti daugelį asmenybės poreikių (Malinauskas ir Klizas, 2009). Mokykla yra palanki vieta puoselėti vaikų sveikatą, formuoti gyvenimo įgūdžius, tarp jų - ir sveikos gyvensenos, bei plėtoti veiklą, atsižvelgiant į vaiko raidos ypatumus (Jociūtė ir kt., 2008).
Tyrimo tikslas. Nustatyti jaunesnio mokyklinio amžiaus moksleivių fizinio ugdymo programos „Netradicinis fizinis aktyvumas“ veiksmingumą.
Baigiamojo darbo uždaviniai
1. Išanalizuoti fizinio ugdymo programų mokyklinio amžiaus vaikams veiksmingumo teorinius aspektus.
2. Palyginti 6-os (eksperimentinės gr.) ir 7-os (kontrolinės gr.) klasės moksleivių fizinio pajėgumo rezultatus prieš ir po fizinio ugdymo programos „Netradicinis fizinis aktyvumas“.
3. Nustatyti eksperimentinės grupės moksleivių požiūrį į fizinio... [toliau žr. visą tekstą]<br>Object of the investigation: the effectiveness of pupils’ physical education programme "Non-traditional physical activity”.
Relevance: Physical Education lessons avoidance and declining physical activity in school (especially older) students among encourages practitioners to develop appropriate physical education programs to engage children and adolescents to be physically active not only in school, but also leisure. Schools are cooperating in the implementation of various programs to promote child and adolescent physical activity and positively changing students' attitudes to it are called "active schools" (Mitchell et al., 2013). Physical education and physical education programs as an opportunity for children to realize many personal needs (Malinauskas and Klizas, 2009). The school is a favorable place for foster children's health, form of life skills among them - and a healthy lifestyle, and to develop activities according to the peculiarities of child development (Jociūtė et al., 2008).
Aim of the investigation: to identify 6-7 grade students physical education programme’s "Non-traditional physical activity” effectiveness.
Tasks of the final work:
1. To analyze the theoretical aspects of effectiveness of the physical education programmes for school-aged children;
2. To compare 6 th (experimental gr.) and 7th (control group) grade students’ physical fitness performance before and after physical education program "Non-traditional physical activity”.
3. To investigate the... [to full text]
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Forsman, Jonas. "Complexity Theory and Physics Education Research : The Case of Student Retention in Physics and Related Degree Programmes." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-259413.
Full textAbstract:
This thesis explores the use of complexity theory in Physics Education Research as a way to examine the issue of student retention (a university’s ability to retain its students). University physics education is viewed through the concepts of nestedness and networked interactions. The work presented in this thesis covers two main aspects from a complexity theory perspective: (1) institutional action to enhance student retention; and, (2) the role of students’ in-course interaction networks. These aspects are used to reframe student retention from a complexity theory perspective, as well as to explore what implications this new perspective affords. The first aspect is addressed by conceptualizing student retention as an emergent phenomenon caused by both agent and component interaction within a complex system. A methodology is developed to illustrate a networked visualization of such a system using contemporary estimation methods. Identified limitations are discussed. To exemplify the use of simulations of complex systems, the networked system created is used to build a simulation of an “ideal” university system as well as a Virtual world for hypothesis-testing. The second aspect is divided into two sections: Firstly, an analysis of processes relating to how students’ in-course networks are created is undertaken. These networks are divided into two relevant components for student retention – the social and the academic. Analysis of these two components of the networks shows that the formation of the networks is not a result of random processes and is thus framed as a function of the core constructs of student retention research – the social and academic systems. Secondly, a case is made that students’ structural positions in the social and academic networks can be related to their grade achievement in the course.
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Wheeler, Alexina. "Teaching mode and commitment to change in women's fitness programmes /." Title page, contents and summary only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw562.pdf.
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Johnson, Tyler Gene. "The Effects of the Type of Skill Assessment on the Motivation of Students in Physical Education." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/614.
Full textAbstract:
The purposes of this study were to (1) examine the effects of criterion-referenced (i.e., Programmed Practice Sheet or PPS) and norm-referenced (i.e., standardized) skill assessments on the situational motivation of junior high school physical education students (N = 507), (2) determine if student task and ego dispositions could be affected by the type of skill assessment administered, and (3) determine if having choices of skill level affects student situational motivation and perception of autonomy support. Student situational motivation, task and ego disposition, and sense of autonomy were assessed using the Situational Motivation Scale (SIMS), Perception of Success Questionnaire (POSQ), and the Self-Regulation Questionnaire-Autonomy (SRQ-A). Results revealed significant differences between the criterion-referenced/choice Group 4 and the norm-referenced/no choice Group 1 as follows: Group 4 (a) had a greater sense of identified regulation, (b) had a lesser sense of external control, and (c) was less amotivated than Group 1. Significant gender by group interactions were found, thus indicating that girls were more affected by test type than boys. Girls in Group 4 (a) felt a lesser sense of external regulation, (b) had a greater sense of identified regulation, and (c) were more intrinsically motivated than girls in Group 1. Also, girls in Group 4 (a) felt a greater sense of identified regulation and (b) were more intrinsically motivated than girls in the norm-referenced/choice Group 2. These findings provide some evidence that using criterion-referenced skill assessments, like the PPS, and offering choices of skill level may enhance student situational motivation during skill assessment. No significant differences were found in student task and ego disposition and perception of autonomy support.
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Wilcock, George David Norwood. "The provision, adequacy and appropriateness of educational programmes intended as a component of preparedness activities for physical disasters." Thesis, Oxford Brookes University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303671.
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Ngomana, Nomsa. "The relationship between educational achievement and physical activity among rural secondary school learners in Xihoko Circuit in Limpopo Province, South Africa." Thesis, University of Limpopo, 2013. http://hdl.handle.net/10386/1679.
Full textAbstract:
Thesis (M.A.(Educational Studies)) -- University of Limpopo, 2013<br>A study was conducted to investigate the relationship between educational achievement (EA) and physical activity (PA) among rural secondary school learners based on the hypothesis that PA boasts educational achievement. The participants (n=275) (164 girls and 111 boys) aged 17-27 were selected from three rural high schools at Xihoko Circuit, Limpopo Province in South Africa. Due to mounting pressures to reach adequate yearly progress, many school officials view non-assessed activities like Physical Education (PE) and recess as unnecessary, consequently creating a case for the elimination of any subject that is not directly measured through standardized testing. This action ends up depriving learners of one of the elements that they need to do well in the classroom. Participation in PE has been found to have many benefits, such as, improved EA and health. This is the only subject that provides learners with an opportunity for PA after long hours of sitting. Most of the evidence linking PA to student achievement comes from studies looking at the impact of PE classes. Overall, there seems to be consensus among those who have studied the issue that reducing the amount of instructional time devoted to “academic” subjects in order to devote more time to PE does not harm students’ EA. On the contrary, schools that have reduced their PE time have not seen reliable improvements in student achievement. Finding a link between EA and PA may make educational leaders to re-evaluate time spent during the school day.
In this study, data was collected for one month. PA data were collected by means of a self-report Youth Physical Activity Questionnaire (YPAQ), whereas data on EA were obtained through Mathematics and English tests scores. The University of Limpopo granted ethical clearance for the study and the permission to access schools was given by the Department of Education, Limpopo. Data was analysed using descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS) version 18. The results revealed a low positive correlation (r = .079) for English and (r = .086) for Mathematics. The null hypothesis was rejected as a results of the chi-square test outcome which revealed that at p< 0.05, df = 2, the c2 = 8.06 for Mathematics and c2 =147.2 for English. Since these values are greater than 5.99 chi-square statistical value, it means that the relationship between EA and PA exists, though non-significant. This has important implications for the introduction of PE in the school curriculum in the face of increasing sedentary life styles among young people and declining education performance that is plaguing our education system.
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Walsh, John. "Efficacy of community education programmes in influencing public reception and response behaviour factors related to tornado warning systems." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/27321/.
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The thesis explores the U.S. early warning system in the context of three separate but interlocking components: emergency management; special needs populations, in this case represented by the Deaf and hard of hearing community; and disaster education. Of importance is the need to bring further understanding to the relevancy of each and how the interrelationship among all three reflects a microcosm illustrative of the larger early warning paradigm and its challenges. Meeting those challenges requires implementation of innovative interventions and evidence-based approaches for adapting to the changing urban and rural demographics, climatological and technological environments. Severe weather and tornado hazard early warning is the embodiment of an integration of multiple systems requiring complex coordination of functions consisting of forecasting, detection, analysis, message development and dissemination, message reception, and action. This culminates in individual decision making for taking self-protection measures. The thesis methodological framework consisted of a mixed method approach. Data collection utilised a survey questionnaire instrument, individual interviews and focus groups. The research questioned if current warning processes within the U.S. tornado early warning system positively integrate with emergency management practices and effectively influence protective actions of the special needs population. Results indicate the emergency management system continues to be institutionally focused and operationally centric. Emergency managers recognise the need to become more of an integrated component between the warning mechanism and the communities they represent. Data indicate the Deaf and hard of hearing population remains underserved and generally ill-prepared for severe weather events. Disaster education programmes addressing their particular needs are scarce and current warning notification processes are often inadequate. Although tornado early warning detection and notification times are increasing, questions remain on how to more effectively encourage individuals to better heed warning messages.
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Nnanyereugo, Iwuanyanwu Paul. "An analysis of pre-service teachers' ability to use a dialogical argumentation instructional model to solve mathematical problems in physics." University of the Western Cape, 2017. http://hdl.handle.net/11394/6252.
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Philosophiae Doctor - PhD (Education)<br>This study chronicles a teacher training education programme. The findings emerged from
the observation of argumentation skills employed by students in a physical science
education classroom for pre-service high school teachers. Their task was to use the nature
of arguments to solve mathematical problems of mechanics in a physics classroom. Forty
first-year students were examined on how they used a dialogical argumentation
instructional model (DAIM) based on Toulmin's (1958/2003) Argument Pattern (TAP),
Downing's (2007) Analytical Model (DAM) and Ogunniyi's (2007a & b) Contiguity
Argumentation Theory (CAT) to solve mathematical problems in physics. Thus efforts to
judge the pre-service teachers' capability to solve mathematical problems in physics with
respect to mechanics were compounded by the demand for the inclusion of a self-efficacy
framework. According to Bandura (2006) self-efficacy is the judgment of capability. Selfefficacy
plays a key role in human functioning in that it affects not only people's behaviour
but other issues such as goals and aspirations, outcome expectations, affective proclivities
and perception of impediments and opportunities in the social environment (Bandura, 1995,
1997 & 2006).
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Janik, Frédérick. "Mise en place d'une stratégie d'amélioration de l'observance de l'activité physique post-réhabilitation chez des patients atteints de lombalgie chronique." Electronic Thesis or Diss., Université de Lille (2018-2021), 2021. http://www.theses.fr/2021LILUS051.
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Introduction : Le maintien de la pratique d’une activité physique est primordial pour conserver les bénéfices de la prise en charge pluridisciplinaire. Or, les patients lombalgiques chroniques sont peu préparés à une approche autonome. Il est nécessaire de les accompagner dans cette démarche de changement de comportement pour les amener vers une pratique physique régulière.Objectif : L’objectif général était de déterminer des stratégies d’amélioration de l’observance en activité physique chez des patients lombalgiques chroniques.Méthode : 3 études ont été menées. La première a cherché à déterminer l’efficacité d’un programme d’activité physique, court, hors structure de soins pour des patients lombalgiques en activité professionnelle. La seconde consistait en l’évaluation d’un programme d’éducation ajouté à la prise en charge pluridisciplinaire sur l’observance en activité physique des patients lombalgiques chroniques. La troisième consistait à établir des normes musculaires isométriques sur sujets sains.Résultats/conclusion : Ces études ont montré les bénéfices de l’activité physique dans la prise en charge de la lombalgie chronique, tant sur la douleur que sur les paramètres fonctionnels et psychologiques. Or, la pratique d’une activité physique seule ne permet pas de modifier les comportements des patients. La mise en place d’un programme d’éducation permet une amélioration significative de l’observance au programme de soins et à l’activité physique, restant toutefois modérée. Pour autant, ces études ont permis d’appréhender le caractère complexe du changement de comportement pouvant amener les patients lombalgiques à adopter un style de vie actif<br>Introduction: Maintaining physical activity is essential to maintain the benefits of multidisciplinary care. However, chronic low back pain patients are not well prepared foran independent approach. It is necessary to support them in this process of behavioral change in order to bring them to regular physical activity.Objective: The main objective was to determine strategies for improving physical activitycompliance with chronic low back pain patients.Method: 3 studies have been conducted. The first one has searched to determine theeffectiveness of a short physical activity program, outside the care structure, for chroniclow back pain workers. The second one has consisted of the evaluation of an educationprogram added to the multidisciplinary management on the compliance in physicalactivity of chronic low back pain patients. The third one has consisted of establishingisometric muscle norms on healthy subjects.Results/conclusion: These studies have shown the benefits of physical activity in themanagement of chronic low back pain, both on pain and on functional and psychologicalparameters. However, the practice of physical activity alone does not make it possible tomodify patients' behaviors. The implementation of a education program leads to asignificant improvement in compliance with the treatment program and physical activity,although this remains moderate. However, these studies have made it possible tounderstand the complex nature of the behavioral changes that can lead patients with lowback pain to adopt an active lifestyle
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Krawczyk, K. "Wybrane aspekty badan poziomu wskaznikow zdrowia studentow, w programie wychowania fizycznego centrum kultury fizycznej uniwersytetu Marii Curie-Sklodowskiej w Lublinie." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/48586.
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Systematyczna aktywność fizyczna daje wiele korzyści zdrowotnych, zmniejsza ryzyko wystąpienia chorób układu krążenia, chorób metabolicznych i niektórych chorób nowotworowych, a także poprawia jakość życia [Bouchard i wsp., 2007; Chomistek i wsp., 2011; Haskell i wsp., 2007; Mitchell i Barlow, 2011]. Odpowiednia dawka aktywności fizycznej, oprócz zdrowego żywienia, jest niezbędna dla utrzymania optymalnych wielkości wskaźników fizjologicznych charakteryzujących zdrowie, zwłaszcza wydolności fizycznej, składu ciała i profilu lipidowego.