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1
Foulder-Hughes, Lynda Ann. "Motor function, vision, and growth, in main stream school children born at or below 32 weeks' gestation." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369049.
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Collins, Emily. "The Impact of Four-Day School Weeks and Fifth-Day Programs on Delinquency and Problem Behaviors in Adolescents." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1293.
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In recent years, tightening budgets have forced school districts to find new ways to save money. One way that has become increasingly popular is to shorten the traditional five-day school week to only four-days a week. This change is budget friendly and may act through efficiency wage theory as a recruitment tool for better teachers. Despite the increasing prevalence of districts running on four-day weeks, many of the effects of the shorter week on students are still unclear. Utilizing district-level panel data from the Colorado Department of Education, Study One took a difference-in-differences approach to determine the effect of the implementation of the four-day week on various delinquency measures, including suspensions, expulsions, and juvenile arrest rates. No significant results were found with robust standard errors, but trends suggested that juvenile crime may be increasing while school related incidents may be decreasing in areas with four-day school weeks. To offset these trends, this paper also proposes a second study aimed at investigating the effects of different types of fifth-day programs on adolescent well-being, academic achievement, and problem behaviors. Schools using the four-day week that agree to participate will be randomly assigned to receive either a career-prep program, an academic program, a recreational program, a social skills/mentoring program, or no program at all. Students (N=XXX) will fill out a survey at the beginning and at the end of the program or school year, reporting their subjective well-being and recent engagement in problem behaviors. It is expected that students who participate in the social skills/mentoring program will show the highest levels of well-being and little engagement in problem behaviors. This study will help to advance the research on after school programming, particularly in rural environments.
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Knobloch, Neil A. "Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870.
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Knobloch, Neil A. "Exploration of effects caused by the first ten weeks of the school year on teacher efficacy of student teachers and novice teachers in agricultural education in Ohio /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871785174.
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Roeth, James E. "Implementing the four-day school week into the elementary and secondary public schools." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458065.
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The purpose of the study was to provide school administrators information about implementation of the four-day school week. Advantages and disadvantages were discussed in addition to reviewing specific areas of cost effectiveness, student achievement, and staff development.Questionnaires were mailed in April, 1984 to sixty-two public school officials throughout the United States representing eight states that operated the four-day school week. Fifty questionnaires were returned yielding an 80.6 percent return.A review of the literature revealed that the four-day school week was a relatively new concept in school scheduling, having been in existence since the early 1970s. The primary reasons for implementing the four-day school during the 1970s were due to overcrowdedness, conserving energy, and reducing overall operating costs.Some of the findings and conclusions based on the analysis of data obtained from the fifty questionnaires follow:Findings1. Colorado is the leading state in the United States which has school districts operating on the four-day school week being followed by New Mexico and Minnesota. Other states reporting experience with the four-day schedule include Maine, Massachusetts, New Hampshire, Oregon, and Utah.2. One-hundred percent of the responding schools implementing the four-day schedule were from rural communities with seventy-six percent of the districts having enrollments of less than 1000 students. The majority of school districts consisted of 200 square miles or more in size.3. The non-school day most frequently chosen was evenly divided between Monday and Friday. Schools more concerned about conserving energy chose Monday whereas schools concerned about co-curricular conflicts during the school day chose Fridays. The four school days were commonly extended sixty or ninety minutes to equal the same amount of instructional time as the five-day schedule.4. Although teacher salaries remained the same, cost savings from five to twenty percent in transportation, food service, custodial supplies, and heating costs were realized by implementing the four-day school week.5. Ninety-seven percent of the superintendents indicated that the four-day school week had improved or not affected student achievement during the first year of implementation.Conclusions1. The four-day school week is perceived as being successful in reducing operating costs, maintaining student achievement, reducing student and staff absenteeism, and improving morale of students and faculty.2. The disadvantages of the four-day school week may be the supervision of students in the community on the non-school day and the longer school day for small children.
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Gower, Matthew Lee. "Interpreting the Impact of the Four-Day School Week| An Examination of Performance Before and After Switching to the Four-Day School Week." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634696.
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<p> As four-day school weeks continue to gain popularity among school districts across the United States, determining the potential impact associated with the unconventional school week has become increasingly important (Johnson, 2013). The four-day school week has been credited with producing a number of potential benefits and consequences, but there is currently a limited amount of research available to determine the overall worth of the practice compared to the five-day school week. Some purported impacts of the four-day school week include shifts in teacher and student attendance, changes in achievement, financial adjustments, decreases in dropout rates, and improvement in morale (Plucker, Cierniak, & Chamberlin, 2012). This study involved investigating the system-wide impact of the four-day school week by examining attendance, ACT scores, and dropout rates before and after implementation in participating school districts across Missouri. Additionally, the school climate perceptions of Missouri administrators and teachers who work within the four-day school week were collected. Interview responses were then analyzed using coding methods to identify common phrases, key words, and themes, while the quantitative data were treated to examine pre- and post-implementation patterns. The findings of this study revealed the four-day school week produced a statistically positive significant impact on attendance, whereas ACT scores and dropout rates were not influenced. Furthermore, the perceptions of administrators and teachers indicated the four-day school week was beneficial to the school culture.</p><p>
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Handscombe, Jean Margaret. "A week of school : constructing a shared understanding of a diverse classroom." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337580.
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Suresh, Martin R. (Martin Ravindra). "Introduction to kinetic sculpture : a one-week course for middle school students." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105719.
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Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 49-50).<br>A one-week course in kinetic sculpture was designed to introduce middle school students to the marriage of art and engineering. Because art can appeal to different sensibilities than engineering alone, it can serve as a means to broaden perspectives of students with different motivations. In light of increasing emphasis on the development of programs in STEM (Science, Technology, Engineering, and Math) in U.S. education, this project fills a need for more opportunities in STEAM (Science, Technology, Engineering, Arts, and Math). Even though the availability and popularity of STEAM programs for children is growing, these opportunities for young children are still limited. Therefore, there is a market for a course that incorporates art and the engineering design process like this one. Daily activities in an introductory week-long kinetic sculpture course are defined. Each day's lessons are provided along with resources for further study. The structure of the course is based on sound pedagogical practice. The strength of the course is its ability to incorporate science and art in a fun way that will be appealing to students. Future work would consist of the expansion of the lessons with more detail for teachers and the addition of more alternate activities.<br>by Martin R. Suresh.<br>S.B.
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Wilson, Beth Cherish. "The Effectiveness of Promoting Alternative Thinking Strategies ( PATHS) When Used Once per Week in Therapeutic Day Treatment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2245.
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Promoting Alternative Thinking Strategies (PATHS) is an intervention program for children with behavioral and emotional deficits, designed for use, and shown to be effective when used in the classroom a minimum of 3 times per week. However, in some settings, as in the current study, PATHS is being used just once per week. The purpose of this quantitative study was to determine whether PATHS was beneficial in helping elementary school aged children improve their behavioral and emotional health when implemented once per week in a group therapy setting. PATHS was developed based on cognitive behavioral theory, which focuses on improving internalizing symptoms of mental health disorders (thoughts) as well as the externalizing symptoms (behaviors). A one-way, repeated measures ANOVA was utilized to analyze archival data of 193 scores, collected over a single school year. Results indicated that elementary school aged children who received PATHS once per week in a group setting showed a decrease in aggression and disruptive behaviors, and an increase in concentration and attention as well as social and emotional competence. Social change implications could involve the results of the study informing how we might promote overall emotional and behavioral well-being in children. At the organizational level, the expansion of the use of PATHS at reduced costs and time within other settings will extend these benefits to more children with behavioral and emotional deficits. Future studies are suggested to examine further the effectiveness of PATHS when implemented in other programs and alternative ways.
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Pepic, Hadis. "A Study of Effects of a Car Free Week for School Children in Nacka Municipality." Thesis, KTH, Samhällsplanering och miljö, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229902.
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The increase of private car usage as transport mode is a non-sustainable trend that also has affected the choice of transport mode that takes children to school. School children who use active travel as transport mode has decreased while children who are driven to school has increased. Such travel behaviour has negative outcomes on environment but also affects the physical activity of children and their social characteristics. This combination of a qualitative and quantitative study sought to explore what effects an implementation of a car free week at different schools in Nacka municipality had. The study aimed to understand the role of a Car free week at schools in the role of sustainable planning for Nacka municipality. It aimed to study how the car free week at the schools can contribute to children’s decreased car usage as transport for children to get to schools in Nacka municipality, and also to explore what factors have impact in the choice of transport mode. The results have shown that Nacka municipality aims to increase pedestrians’ and cyclists’ safety in traffic with the Car free week. Other outcomes such as positive effects on the environment are important, but the main focus lies on improving conditions for active travellers. Results have also shown that the Car free week has impacts on the long term choice of transport mode as the share with car usage has decreased. There are many impacts for young school children in their choice of transport mode, but the main impacts for school children shown in this study has been: parental influence; perceived picture of the urban environment of parents, and; school administrations and teachers educative approach with sustainability.
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Yuen, Wai-pui. "A comparison of the effects of 5-week traditional circuit training and 5-week plyometric circuit training on the physical fitness of secondary one male students in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305195.
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Soerens, Thomas Glenn. "Theological foundations for a contextualized approach to Christian day school education in Honduras, Central America, with practical implications for church and mission strategy." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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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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Fritz, Amanda. "Efficacy of Targeted Recruitment Strategies on Students' Knowledge of and Interest in School Psychology." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1403219422.
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Pike, Nicholas Keith. "'The theory doesn't work here' : an exploratory study of child care practice in a 52-week residential special school." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/45084/.
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This thesis reports an exploratory study of a residential unit in a special school for young people with complex learning disabilities and challenging behaviour. The study, which draws on ethnographic research methods, describes a relational approach to care based predominantly on ‘common sense’ explanations of behaviour rather than on a coherent knowledge base. Residential carers drew largely on informal models of care and the nature of the child care task was constructed predominantly from the prevailing staff culture of ‘how we do things here’. Staff made very little use of formal planning mechanisms, partly because documents were inaccessible to them, partly because documents were poorly completed and did not always match the observable skills of the young people. Such plans were often predicated on a much higher staff: student ratio than was actually available, and the way shifts were organised made their execution difficult to achieve. The construction of the child care task is illustrated in depth by a detailed examination of two micro-practices: providing meals and using bedrooms. In both cases, the research demonstrated that staff were working in a complex context of conflicting ideas, principles and instructions from a variety of competing sources. However committed to the principles of ordinary living, of choice and control, or to learning from everyday life, given the severity of impairment of some young people, the complexity of the context and the shortage of staff, residential workers had to improvise and often decide for themselves how tasks were to be undertaken, without reference to such plans and programmes as were available. The research suggests that the staff operate in this way because of the anomalous, even liminal, position of the residential special school in relation to mainstream child care practice and the challenges that this poses for staff, school managers and placing authorities.
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Yuen, Wai-pui, and 袁偉培. "A comparison of the effects of 5-week traditional circuit training and5-week plyometric circuit training on the physical fitness ofsecondary one male students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961447.
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Waxman, Justin Phillip. "The Effects of a 6-Week Neuromuscular Training Program on Knee Joint Motor Control During Sidecutting in High School Female Athletes." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1342690480.
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Bianchi, Jessica. "A Week in Your Shoes| The Impacts of a Visual Art Program Informed by Clinical Art Therapy With Adolescents in a School Setting." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3671778.
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<p> This study looked at the impact of a weeklong visual art program informed by clinical art therapy on empathy development with two groups of adolescents in their school setting. The study used a mixed-methods approach to uncover any quantitative change in empathy as well as identify emergent themes seen through qualitative data. Quantitative outcomes indicated no change in empathy development as seen through analysis of a survey measure. Qualitative analysis uncovered several key findings seen through observations, participant interviews, and visual art data; most specifically, participants illustrated beginning levels of empathy by way of increased self-awareness and several cognitive functions involved in empathy development.</p>
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Bianchi, Jessica. "A Week in Your Shoes: The Impacts of a Visual Art Program Informed by Clinical Art Therapy With Adolescents in a School Setting." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/195.
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This study looked at the impact of a weeklong visual art program informed by clinical art therapy on empathy development with two groups of adolescents in their school setting. The study used a mixed-methods approach to uncover any quantitative change in empathy as well as identify emergent themes seen through qualitative data. Quantitative outcomes indicated no change in empathy development as seen through analysis of a survey measure. Qualitative analysis uncovered several key findings seen through observations, participant interviews, and visual art data; most specifically, participants illustrated beginning levels of empathy by way of increased self-awareness and several cognitive functions involved in empathy development.
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Krishon, Diane M. "Influence of a three-week wildlife education curriculum on knowledge and attitudes of South Carolina's Marlboro County High School ninth and tenth-grade biology students." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3621.
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Thesis (M.S.)--West Virginia University, 2004.<br>Title from document title page. Document formatted into pages; contains vii, 68 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 40-42).
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Pilarz, Kathleen Marie. "Evaluation of The Efficacy of a Seven Week Public School Curriculum Based DIR/Floortime Parent Training Program for Parents of Children on The Autism Spectrum." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/16870.
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Educational Psychology<br>Ph.D.<br>The purpose of this study was to investigate the effectiveness of a seven week DIR/Floortime parent training on (1) the quality of the parent-child dyad and (2) the child's developmental level. The results of this study provide support for the notion that short term parent training significantly increases the quality of the parent/child interaction and also significantly increases the developmental level of the child with Autism Spectrum Disorder. These significant results were evidenced on the first two levels and the total scores on both the Functional Emotional Assessment Scale - Child (FEAS) and the Neuro-Developmental Disorders of Relating and Communication Functional Emotional Developmental Levels (NDRC-FEDL).<br>Temple University--Theses
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Plack, Leah. "Using the Task Analysis Process with Teachers to Uncover Language Demands within an Eight-Week NGSS Summer Course." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4014.
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The state of Oregon has adopted the Next Generation Science Standards as well as the English Language Proficiency standards, both of which affect elementary school teachers. These standards adoptions challenge teachers and professional developers to rethink how they approach science conceptual understanding and language acquisition. The Math Science Partnership K-6 Instructional Specialist Grant made the decision to incorporate a Task Analysis process, which asks the participant to analyze the demands of a content-based task in the domains of content knowledge, analytical skills and language, into six eight-week summer courses focused on the Next Generation Science Standards. A pre and post-assessment was created to determine if any growth in teacher understanding of the demands of a science task could be observed as a result of engaging in the Task Analysis process. A four point rubric was created to score participant responses. Two research questions were developed: 1. How well does the ELPA21 Task Analysis tool help participants understand the language demands of a science task when used as part of an NGSS summer professional development course? 2. How effective is a work sample and scoring rubric protocol for measuring the impact of the Task Analysis process? Participants showed statistically significant growth in their analysis of a science task from pre to post-assessment responses, with particularly strong growth demonstrated in the domains of content and language. Further coding of responses revealed that participants frequently discussed vocabulary as both a language and content knowledge demand of a science task.
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Clark, David Rodney. "A 12 week pre-season fitnes training programme for senior male high school rugby players : the effect of supervision on anthropometric, physiological and physical performance variables." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26975.
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The study comprises of two sections; i) a survey to determine the attitude towards fitness training for rugby and the current fitness training habits of elite high school rugby players in their penultimate year at school, ii) a training study on a sample of the same population group, to measure the effect of a 12 week fitness training programme, based on scientific principles, on anthropometric, physiological and performance variables. The training study also measured the efficacy of training supervision compared no supervision on these variables.
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Lindstedt, Maria. "En studie av två invänjnings-modeller i förskolan. : 3-dagars och två-veckors modellerna." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2960.
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<p>I have made a research about two different methods for introducing small children to Nursery School/Kindergarten. I choose to do this as I have found very little about this in the literature we have studied during my education to become a pre-school teacher.</p><p>This period in the life of very small children and their parents is a big change in their daily life. The more traditional way to start pre-school is to do it very gradually during two weeks, the two-week method. This means that the parents visit the pre-school together with their child for a very short time, about one hour the first day. After one week they leave their child with the staff for about an hour and at the end of that week they try to leave it full time (6-8 hours). Today there is a new model to do this introduction to pre-school. In this model the parent spend three whole days, the 3-days method, at the pre-school together with their child. This is a very big change in routines for all parties involved. I have made my research by interviewing 6 pre-school teachers in Södertälje and one from another municipality. I have also distributed an inquest to 40 parents whose children have recently begun attending pre-school.</p><p>Four of the teachers work with the new model and three with the traditional model. In my research I have stated the following questions:</p><ul><li>How affects parents and children regarding factors as feelings and security?</li><li>Which are the benefits and the disadvantages with the two models?</li><li>Which are the benefits and disadvantages as the staff experiences the different models?</li><li>Did the parents now anything about the different models offered?</li></ul><p>All previous research in this area agrees on the fact that a positive contact between teachers and parents are very essential. Small children relay on their parents and if the parent is comfortable and safe with the pre-school the child will be too.</p><p>The Swedish curriculum Lpfö98 states that every pre-school is obliged to take in consideration the needs and the level of development for each child. Every pre-school has to learn to understand every new child and create a positive relation with it.</p><p>All my interviews with the teachers made it clear that they all emphasized the aspect of security for the children. They all also try to create good relations with the parents. Some teachers and schools do it by meetings before the child start pre-school and others during the first days at the school. </p><p>Another positive affect the three days teachers brought up was the fact that the children during the three days got to know all the teachers at the school. The teachers working with the two week model stretched the fact that good relations between parents in their group are something that everybody benefits from.</p><p>My inquest to parents gave me only 15 answers which mean it is hard to draw any conclusions from it. From both groups I got benefits and disadvantages regarding the different models. Most of the parents were aware of which model their pre-school offered before they started. The majority of parents in booths groups are satisfied with the model used at their pre-school.</p>
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Jeffries, John Dee. "A program for developing and reinforcing values in preschool children in the weekday preschool of First Baptist Church, Chalmette, Louisiana." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Labo, Nora. "Competing constructions of nature in early photographs of vegetation : negotiation, dissonance, subversion." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/12807.
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While the role of photography in enforcing hegemonic ideologies has been amply studied, this thesis addresses the under-researched topic of how photography undermined dominant narratives in specific historical circumstances. I argue that, in the later part of the long nineteenth century, photographs were used to represent the natural world in contexts where their functions were uncertain and their capacities not clearly defined, and that these hesitations allowed for the expression of resistances to dominant social attitudes towards nature. I analyse how these divergences were articulated through three independent case studies, each addressing a corpus of photographs which has been marginalised in scholarly discourse. The case studies all concern photographs of vegetation. The first one discusses photographs produced around Fontainebleau during the Second French Empire, commonly understood as auxiliary materials for Barbizon painters, and argues that they were in fact autonomous representations, reflecting marginal modes of experiencing nature which resisted its prevailing construction as spectacle. The second case study examines a photographic series depicting Amazonian vegetation, published between 1900 and 1906, and shows how, in attempting to satisfy conflicting ideological demands, these photographs undermined the hierarchies enforced upon the natural world by colonial science. The third case study analyses photographs from an early twentieth-century environmentalist treatise, and demonstrates how, while the author's discourse seemingly complied with conventional attitudes towards nature, the photographs instituted an ethical stance opposed to early conservation's aesthetic focus and anthropocentrism. Throughout the case studies, I argue that the photographs were consubstantial to the emergence of these resistances; that dissenting representations stemmed from a tension between their producers' lived experience and the ideological frameworks which informed each context; and that this process engendered remarkable formal innovations, which are not usually associated to non-artistic images. I contend that radical renewals of visual expression occur in all representational contexts, as image producers adapt their tools or forge new ones according to circumstances, and that more attention must be paid to such visual innovations outside the field of artistic production.
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Chou, Yu-Liang, and 周于量. "Effects of 6 Weeks TABATA Intermittent Training on Physical Fitness of Junior High School Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/82u67b.
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碩士<br>國立彰化師範大學<br>運動學系運動與健康休閒碩士班<br>105<br>The aim of the study was to examine the effects of TABATA training on the physical fitness of junior high school students. The subjects were 84 students from a junior high school in Taichung County. They were grouped by class into the experimental and control groups. The experimental group was supplemented in the PE class with 4 minutes TABATA training consisted of 8 movements of squat, sprawl(Burpee), lunge of squat, one-legged squat with jump, sit-up, foot crossing of sit-up, kneel of push-up and raising legs of running. Two PE classes were held in each week and the duration was 6 weeks. PE classes of the control group remained as scheduled. Physical fitness evaluated by the standing long jump, sit and reach, sit-up and 3 minutes step test of all the subjects were tested before and after the experiment. Data were analyzed by using the mixed design two-way ANOVA and paired T test. The significant was set at 0.05. The results showed that interaction was significant between the two tests and the two groups in the four fitness tests. Differences of the pretests and posttests of the experimental group were significant, as the standing long jump progressed from 167±35 to 185 ±37 cm, sit and reach from 25.5±10.3 to 26.7±10.0 cm, sit-up from 32.4± 11.0 to 37.7±12.6, and the 3 minutes step test progressed from 53.3 ± 5.4 to 57.7±6.2. On the contrary, differences of the pretests and posttests of the control group were all not significant. Supplementing short time of TABATA training in PE lessons can effectively improve the fitness of junior students and hence was suggested to be incorporated in regular PE lessons.
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Yuan, Horng-Yow, and 袁鴻佑. "The Effects of 12 weeks Aero Boxing Training on Physical Fitness in Elementary School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/25901738964402773307.
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碩士<br>經國管理暨健康學院<br>健康產業管理研究所<br>102<br>The purpose of this study was to investigate the effects on physical fitness in elementary school students after 12 weeks aero boxing training. Students were two classes of the sixth grade students from Keelung, Taiwan. The experimental groups (EG) carry out 12 weeks aero boxing training. The training program consisted of 30 minutes one day for 3 days a week. The control group (CG) was not preceded this training program. The physical fitness of EG and CG was measured before and after the training. This study utilize the standard way of Education Ministry, Taiwan, R.O.C., including (1)body mass index(BMI), (2)sit and research,(3)standing boarding jump, (4)60-seconds sit-ups, and (5)800m run and to fill out the questionnaires of the Chinese version of Checklist Individual Strength (CIS). The collected data were analyzed with independent groups and paired-sample t test , Pearson correlation analysis and the results were as followed: 1.After 12 weeks aero boxing training, the experimental group compared with the control group post-test results show that in 800m run reached significant significance level (p <.05).2. In the experimental group measured before and after comparison shows that the BMI and 800m run reached to significant level (p <.05).3. Male students in the experimental group before and after the test results of the comparison showed that in sit and research and 800m run , reached significant level (p <.05).4. Female students in the experimental group before and after the test results of the comparison showed that BMI and 800m run reach significant level (p <.05).5. The Fatigue level of CG was negatively correlated to 800m run. Students with aero boxing training have better physical fitness.
Keywords: aero boxing, physical fitness, elementary school students
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Chen, Chiang-Chun, and 陳江圳. "Five Weeks Endurance Trainings’ Effects on the Elementary School Tennis Players’ Performance of Specific Capabilities." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/96246484257245777104.
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碩士<br>國立體育學院<br>教練研究所<br>93<br>The purpose of the study is to understand the endurance training’s effects on Elementary School tennis players’ performance of professional abilities. The result aims to provide coaches with some training perspectives. Tennis team players’ are 12 boys from the fifth and the sixth grade in elementary school. The average height is 147.11±7.8 cm, the weight is 42.56±9.9 kg, and the age is 11.8±9.4 years old. After endurance training in 5 weeks (three days a week, 20 minutes each time), what effects have they had on the players’ performance of professional abilities are the main concerns of the study. Each player must accept Cooper-Test (basic endurance testing), score and do his best to finish go-and-back running (three times) and attend tennis hit-ball testing (64 balls). According to mutual dependence sample t test, we can compare recoverable heart rates and tennis hit-missing percentage in players’ and also investigate the differences between pre-and post-training. The results of the prominent level α＝0.05 are as follows:
(1) Aerobic abilities:
After 5 weeks’ endurance training, competitors’ Cooper-Test Score have progressed to the prominent level (p<0.5).
(2) Professional endurance abilities:
After 5 weeks’ endurance training, competitors’ recoverable heart rates of 30 seconds ending from go-and-back running have decreased to the prominent level (p<0.5).
(3) Tennis hit-missing percentage:
After 5 weeks’ endurance training, competitors’ tennis hit-missing percentage have decreased to the prominent level (p<0.5).
From the result indicated above, we have learned that, there are prominent effects on Elementary School players’ aerobic capabilities, specific endurance capabilities and tennis hit-missing percentage after 5 weeks endurances training.
Key words: Elementary School-Children, Endurance Training, Tennis, Heart Rate.
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Lee, Fong-chu, and 李鳳珠. "The effects of forty-weeks jumping rope exercise intervention on physical fitness of elementary school students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82516449564493050013.
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碩士<br>國立屏東教育大學<br>體育學系<br>99<br>The purpose of study was to investigate the effect of jump rope exercise during class recess on physical fitness of intermediate grade school students by accumulation way. The study participants were two classes of third grade elementary school students of Ming He Elementary School in Pingtung. I divided them into male and female two groups 20 persons in each group. One for training group and another for controlling group, each group has ten male and female students. The training group did rope skipping movement for three recesses a day(5-8 minutes per ret), five days a week among forty-weeks. The participants were measured body composition by Inbody 720 test, explosive power, muscular endurance, flexibility and cardiorespiratory endurance before and after training. To anglicize by independent one-way analysis of covariance whether there were the remarkable effects before and after training between two groups. The significance is .05 (α=.05). The result is that the cardiorespiratory endurance(294.0 vs.338.0 sec，p＜.05 ), flexibility(29.5 vs. 27.1 cm，p＜.05) and explosive power（162.4 vs. 149.3 cm，p＜.05） of the training group were obviously different from the controlling one after forty-week training, but the other items were not, like height, weight, BMI and body composition. The conclusion of the study is: Forty-week Jumping Rope Exercise Intervention on Physical Fitness of intermediate grade school students by accumulation way had improvement effect. So it is worthy to popularize in elementary schools and we expect our next generation has better physical fitness.
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WENG, CHUNG-MING, and 翁崇銘. "The Influence of 12 Weeks of Tug of War Training on Elementary School Student Physical Fitness." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/qx42e9.
Full textAbstract:
碩士<br>國立臺東大學<br>進修部暑期體育碩士班<br>105<br>ABSTRACT
The research intended to discuss the influence of 12 weeks of tug of war training on elementary school student physical fitnes and evaluated the benefit of tug of war training. The research was aimed at the forth, fifth, and sixth grade students of Gao-liao primary School in Hualien County. The stuents were divided into two groups: one is experimental and the one control according of their willing. The experimental group,19 people received tug of war trainging, 40 minutes, 4 times a week during 12 weeks and the control group, 19 people received none traingin.Both groups received physical fitness test before the experiment and after the experiment.The content of physical fitness includes:1.Body Mass Index；2.Stand jumping；3.One-minute sit up；4.Sit and reach；5.800m jogging.After the experiment,the progress range was tested by interdependent sample t; between two groups was tested by independent sample t. The α-level was set at .05.The result indicated that the elementary school students who received 12 weeks of tug of war trainging had significant progress in flexibility, muscle endurance, power, and cardiovasculor except in body composition. Besides, significant difference existed in power and cardiovasculor between trained students and untrained students.
Keywords:tug of war training, physical fitness, elementary school students
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Hung, Hsiao-Li, and 洪小理. "The Influence of 12-weeks Slow-jogging on Health-Related Physical Fitness of Elementary School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/74596306284285816393.
Full textAbstract:
碩士<br>經國管理暨健康學院<br>健康產業管理研究所<br>102<br>Abstract
This study aims to explore the influence of implementing slow-jogging in elementary school on body composition (height, weight, body mass index, and body fat ratio), flexibility, muscular strength, muscular endurance, and cardiorespiratory endurance in order to evaluate whether slow-jogging implemented in elementary schools help develop health-related physical fitness of elementary school students. The subject consisted of 42 elementary school students in one fourth grade class divided evenly into trial and control groups. The former consisted of 21 pupils voluntarily taking part in the trial (40 minutes slow-jogging each time and 3 times per week for consecutive 12 weeks) and the latter consisted of 21 pupils (failing to participate in slow-jogging). The subject received the following measurements before and after each session of training. OMRON hbf-362 was used to measure body composition. Forward bending was used to measure flexibility. One-minute of sit-ups was used to measure muscular strength and muscular endurance. An 800-meter race was used to measure cardiorespiratory endurance. The trial group underwent an exercise intensity of RPE 2-4 pursuant to the children’s OMNI scale for rating of perceived exertion, the equivalent of light fatigue.
SPSS for Windows 17.0 was applied to the data for descriptive statistics. Microsoft Excel 2010 was used to compute the variation ratio, and the 2012 Taiwan elementary and junior high schools’ physical fitness norm-referenced form prescribed by the Ministry of Education was used to compare percentile rank. The concluding remarks are as follows:
1. the body mass index of the fourth grade pupils is still within the normal range with high proportion who are obese and overweight. In the past 2 years, more than 50% of fourth grade pupils passed in health and physical fitness, but with much room for improvement.
2. 12-weeks of slow-jogging improving the body mass index and body fat ratio of the fourth grade pupils proves that promoting slow-jogging in elementary schools helps resolve the problem of obesity in children.
3. 12-weeks of slow-jogging improving the flexibility and cardiorespiratory endurance of the fourth grade pupils proves that slow-jogging promoted in elementary schools helps advance children’s health and physical fitness.
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CHEN, CHIN-MEI, and 陳金梅. "The Effects of Suspension Training During Eight Weeks on Sport Ability of Junior High School Badminton Players." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3jycjq.
Full textAbstract:
碩士<br>國立臺南大學<br>體育學系碩士在職專班<br>107<br>Purpose: This research explored the impact of eight-week TRX suspension training on the sport abilities of junior high school male badminton players. Methods: There were 16 male badminton players participating in the experiment. Eight of them were in the experimental group and they did suspension trainings three times a week and each time lasted 30 minutes. Control group contained eight players without suspension training. All of the players had pre-tests and post-tests before and after the experiment. The test items include: one-minute sit-ups (core muscle strength, muscular endurance, back muscle strength, body strength), 20-second shuffle steps (agility), badminton distance throw (coordination), vertical jump (power), one-foot standing with eyes closed (balance). The data was collected and described from the tests of the participants for statistical analysis. The post-test scores from both the experimental group and the control group were compared to observe whether they were significantly different. The significant difference level of this research is set at α = .05. Results: After eight weeks of suspension training, although the difference in training results were improved, the core muscle strength, muscle endurance, whole body muscle strength, agility, coordination, power and balance of the experimental group did not reach a significant difference level (p >.05). Conclusion: The eight-week suspension training method has not significantly improved the sport abilities of junior high school male badminton players.
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jui-ling, Chang, and 張瑞玲. "The Effects of Ten Weeks Sports Literature Reading of Junior High School Students onSport Attitude and Motivatio." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/89923232306932026111.
Full textAbstract:
碩士<br>大葉大學<br>運動健康管理學系<br>103<br>Sports are becoming more and more popular nowadays and sports population is growing continuously. In the years of such fashion sports, there are many factors that affecting sports inclination of individuals. In this study, we tried to identify the effects on sport attitude and inner motivation of Junior High School Students after 10-weeks Baseball Literature. The study took students of 9th grade of a public junior high school in Taoyuan City. Experimental Group consisted of 29 persons and Control Group consisted of 28 persons. Control Group maintained normal curriculum and the Experimental Group was given with the lecture of 10 weeks Baseball Literature in Extra Curriculum Class. Both groups were tested before and after the experiment. In data analysis, we adopted a number of statistical methods, including Descriptive Statistics, Homogeneity of Regression, One-Way ANCOVA, Independent-Sample T-test, Johnson-Neyman Techniques to test the relationship between various variables. The outcomes of the Study are given below:
1. Before the experiment, boys of both Experimental and Control Groups are higher than girls in average in both Sport Attitude and Sport Motivation. It is obvious boys have higher interests in baseball than girls, generally.
2. After the experiment, sport attitudes of both Experimental and Control Group are not tested to be varied significantly; however, both groups are shown varied significantly in baseball sport motivation.
3. In the sports attitude progress of Experimental Group is not varied significantly in both boys and girls; on the other hand, in progress of sport motivation, both boys and girls varied significantly.
After discussion of the outcomes as stated above, introduction baseball sports literature into ordinary curriculum is not effective in both sport attitude and sport motivation of boys, but girls are showing significant effects in the part of sport motivation. It is therefore suggested that in the physical education related instructions, give higher emphasis in cross-field cooperation and adopt different instruction approach basis gender difference.
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CHIANG, KUN-CHENG, and 姜坤成. "The effect of 10 weeks’ inline skating training on skill-related fitness in the elementary school boy students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/71393166142515388864.
Full textAbstract:
碩士<br>國立臺北教育大學<br>體育學系碩士班<br>95<br>The objective of this paper is to study how physical strength of the elementary school boy students were built up after 10 weeks’ basic inline skating training.
The population of the test data were carried out by 6th grade boy students in Xing-long Elementary School, dividing into two groups –experimental group and controlled group. Each groups have12 boy students , a total of 24 boy students. The experimental group was undergoing for 40-minute basic inline skating training per week for a period of ten continuous weeks. The sport physical capabilities consist of a series of comparisons between pre-training and post-training data: full-vision balance beam strolling to measure one’s dynamic balance ability, close-eye standing on one foot to measure one’s static balance ability, Burpee test to measure one’s coordination, 10×4 Shuttle Run to measure one’s agility, Nelson Choice- Response -Movement Test to measure one’s responsiveness, 30 meter running to measure one’s speed, standing long jump to measure one’s power. We compared the afore data against the post-training data as well as contrasted the experimental group with the controlled group. The statistical result was derived from the computer software, SPSS for Windows Version 10.0. Before undergoing the experiment one-way ANCOVA was used to compare among the group members for their sports capabilities of the pre-training and post-training results. The alpha level was set at .05. The findings are as follows:
The dynamic , static balance , agility, responsiveness and speed had significant improved for the elementary school boy students, after ten weeks’ inline skating training, however, there were no significant effect on coordination and power.
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王譯慶. "The Effect of Throwing Performance on Six Weeks of Physical Education toward Elementary School Students with Mental Retardation." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/05291210074723482356.
Full textAbstract:
碩士<br>國立新竹教育大學<br>人資處體育碩士專班<br>98<br>Running, jumping, throwing, climbing…etc are man’s intrinsic actions. Among them, throwing is an important basic movement in ball games, correctness of the action and physical coordination are closely related. purpose: To investigate the mental retardation in a six-week physical during and after education intervention as to the change of throwing distance and change of circumstances on the subjects; and three weeks after the physical education of their throwing and throwing the situation before the implementation of retention tests. Methods: This research used Throwing Checklist and Teaching Diaries developed by Burton et al.(1992) to do the motion technical analysis of the 5 subjects. Results:1. 5 students with mental retardation involved in the physical education for six weeks during and after, in addition to student E, all other 4 subjects increased their throwing distance.2. 5 students with mental retardation in the physical education at the end of the throwing distance of their retention tests, in addition to student C and student D, the remaining students, improved in both performances.3. 5 students with mental retardation involved in the physical education for six weeks during and after it have scored higher in both throwing motions.4. 5 students with mental retardation in the physical education after the end of the retention tests, throwing scores of students in addition to B, the remaining students have attained raised scores. Conclusion: The use of technical analysis methods improve mentally retarded students’ performance of throwing after teaching involvement in a six-week in physical education. In the future, teachers can use motion analysis technology to understand the whole picture of mentally retarded students’ health action in order to assist them in amending and improving the correctness on action performances.
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CHEN, YU-TE, and 陳御德. "Effects of Eight Weeks of Interval Training Using Body Weight on Physical Fitness for Elementary school students –The Case of the Jhonglun Elementary School in." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4apb72.
Full textAbstract:
碩士<br>康寧大學<br>休閒管理研究所<br>106<br>The Kaohsiung City Bureau of Education statistics said that in 2014, the percentage of overweight boys and girls who were overweight and obese was 32.86 and 25.27 respectively, the Kaohsiung Jhonglun Elementary and Junior Health Center found that students in this school also had a high proportion of obesity. Therefore, in view of the problem of overweight and obesity in the school, the study of intermittent training is not suitable for this training as a promotion of small children's fitness. In this study, the effect of eight-week intermittent training on the fitness of school children was studied, with a total of 54 students in the 4-6 grade school, with intermittent training in their spare time. The data obtained by the experimental test are used to describe the difference between the measurement of the body suitability and the test by describing the statistical analysis and the dependent sample t tests. Results: Four items, such as bending (softness), standing long jump (instantaneous exerting force), sit-ups (muscle strength), and 800-meter running (cardiopulmonary endurance), showed significant training results.It is suggested that other interim trainings can be added in the future and integrated into the curriculum so as to improve the physical fitness of the students.
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HUANGCHIHYUNG and 黃志勇. "The Effect of Eight Weeks’ Soccer Teaching in The Balance Skill of Elementary School Children in The Lower Grades." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/17111412495117878655.
Full textAbstract:
碩士<br>國立臺北教育大學<br>體育學系碩士班<br>95<br>The Effect of Eight Weeks’ Soccer Teaching in The Balance Skill of Elementary School Children in The Lower Grades
Abstract
The research is intended to find out the effect in children’s balance skill using soccer game as a media. This study is to find out the differences in the balance skill of Taipei City’s elementary school children in the lower grades after receiving an eight weeks’ soccer teaching. The subjects are a group of fifty-six second year elementary school children of mixed gender. They are in turn evenly divided into two study groups. ‘The soccer group’ receives eight weeks of soccer teaching, while the other group, ‘the PE group’, receives eight weeks of the PE teaching. Both groups are tested on their balance skills before and after the eight weeks period. The test for static balance skills includes standing on one foot with eyes blindfold. And the test for dynamic balance skill includes walking on a balance bar.We test both static and dynamic balance skills of both groups using independent sample t-test. Then we investigate the differences in the before and after balance skills of both groups using correlated sample t-test. The statistical value of evident difference being α＝.05.Our findings indicate the following:1.The soccer group gained an evident improvement in their static balance and dynamic balance after receiving the eight weeks’ soccer teaching.（P＜.05）2.There is no evident difference in both balance skills for the PE group after receiving eight weeks of PE teaching.（P＜.05）Conclusion: Eight weeks of soccer teaching course can improve both static balance and for dynamic balance elementary school children in the lower grades.
Keywords: elementary school children in the lower grades, soccer teaching ,
PE teaching, static balance, dynamic balance.
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LEE, JUNG-SHANG, and 李榮尚. "The Influence of 8 Weeks of Core Muscle Training on High School Male Tennis Players' Serving Accuracy and Speed." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3q8ap6.
Full textAbstract:
碩士<br>國立屏東大學<br>體育學系碩士班<br>107<br>Purpose: The purpose of this study is to explore the influence of core muscle training on high school male tennis players' serving accuracy and speed.
Method: Sixteen high school male tennis players were hired as trial subjects (Age: 15.7±0.4 years old，height：170.7±8.4 cm，weight：57.8±8.3 kg) 16 trial subjects were divided into control (8 people) and experimental group (8 people) separately. The experimental group conducted regular training exercise, and the group of people were also asked to practice the 8 weeks of core muscle training that runs sixty minutes at one time and three times per week. The trail subjects were tested their serving accuracy and speed before and after the training course. The two-way mixed design ANOVA was implemented before and after the intervention to see if there was a huge difference.
Findings: For the serving speed, there was a significant improvement after the training in each group (F=5.60，p <.05). After comparison, the experimental group performed better than the control group, and the results showed that the serving speed progressed after the implementation of the core muscle training. As for the serving accuracy, the results did not show any obvious difference before and after the training（F=.24，p >.05）, that is to say, the training course did little to the serving accuracy.
Results: The core muscle training has a great impact on strengthening serving speed of high school male tennis players, but makes no positive contribution to the performance of serving accuracy.
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Wang, Te-Chia, and 汪德佳. "Effect of 8 Weeks Sport Stacking on the Attention and Reaction Time of the 2nd Grade Elementary School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/23510295760595865121.
Full textAbstract:
碩士<br>國立臺北護理健康大學<br>運動保健研究所<br>104<br>Research purpose: This study looked into the influence of attention and reaction time for second grade students in elementary school, using an eight-week sport stacking intervention course. Research subject: Fifty second grade students elementary school were divided into an experimental group (n=25) and a control group (n=25). The experimental group engaged in the intervention course of 8 weeks sport stacking, while the control group engaged in indoor static activities. All students engaged in the same activities after class. Research tool: Research tools were the multidimensional attention test (published by Psychological Publishing Corporation), reaction-time test software, and sport stacking. Research method: The pre-test measured attention and reaction time before the intervention course three days before the experiment started. The post-test measured attention and reaction time after the end of the 8 weeks sport stacking course. Each basic data item of participants set up using descriptive statistics. The statistic results detected a significant difference using a paired-samples t test from their attention grade on the pre-test and post-test, as well as the difference in reaction times of the experimental group and control group during the pre-test and post-test. On the other hand, the statistic results checked and compared the significant difference using a dependent-sample t test from the attention grade on the pre-test and post-test, reaction time of pre-test and post-test, and the difference of the rate of progress within the groups after the 8 weeks intervention of the sport stacking course. The statistical significance level was set at α=.05. Results: 1. The sustained attention (p=.004, p＜.01), total performance of attention (p=.002, p＜.01) and reaction-time (p= .001, p＜.01) showed significant difference in the experimental group. 2. The attention of pre-test and post-test (p=.75, p＞.05), the difference of rate of progress (p=.07, p＞.05) with both groups showed no significant difference. 3. the difference of rate of progress in terms of reaction time (p=.000, p＜.001) with both groups showed significant difference. Conclusion: 1. Experimental group with 8 weeks sport stacking can enhance the performance of attention, especially in sustained attention, where the performance difference showed a significant level, but the performance difference of selective attention and divided attention showed no influence. 2. Experimental group with 8 weeks sport stacking can enhance reaction time. 3. The participants’ reaction time of experimental group outperformed the reaction-time of the nonparticipants based on the 8 weeks sport stacking course for the second grade elementary school students. 4. The attention of the second grade elementary school students with 8 weeks sport stacking do not outperform the attention of the nonparticipants, but the attention of participants emerges the trend of progress. This study found that the subjects with 8 weeks sport stacking can enhance sustained attention and reaction time and the correlation is close between sustained attention and reaction time. In the case cannot be engaged in outdoor sports, sport stacking is a good alternative sport.
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Lee, Cheng-Chan, and 李政展. "Effects of Four Weeks of Sprint Interval Training with Exhale-hold on Swimming Performance in Junior High School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/02378628136816732683.
Full textAbstract:
碩士<br>國立體育大學<br>競技與教練科學研究所<br>104<br>Purpose: To evaluate the effect of sprint interval training with exhale-hold on performance of 50 m swimming with front crawl style, heart rate after exercise, and 15 m performance of swimming with pull only, kick only and front crawl style. Methods: Twenty-six junior high school students from swimming team were recruited. The performance of 50 m swimming with front crawl style, stoke rate, stroke length, and heart rate after exercise, as well as the performance of 15 m swimming with three different of styles as mentioned above were measured. Participates were divided into exhale-hold group and normal breathing group by the 50 m swimming performance, and underwent a four weeks sprint interval training program which consisted of eight bouts of 25 m swimming with three-minute interval three times per week. During the training, participates used the corresponding breathing techniques. Mixed-design two-way (group x time) analysis of variance was performed for all the variables. Results: The 15 m swimming performance with front crawl style and kick only, and heart rate after swimming were significantly improved in exhale-hold group (p <. 05). There was no significant difference in 50 m performance between groups after training. Conclusion: Four weeks of sprint interval training with exhale-hold benefits to the performance of 15 m swimming and recovery of heart rate after swimming. However there are no different with normal breathing in performance of 50 m swimming.
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Yang, Shi-Yi, and 楊信益. "10 weeks Wii-Sports combined exercise program on Physical Fitness and Participation rate of Obese Students in Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/23968562020922625802.
Full textAbstract:
碩士<br>國立臺北護理健康大學<br>運動保健研究所<br>100<br>Objective: This study investigated the effects of Wii-Sports combined exercise program on Physical Fitness and Participation rate of Obese Students in Elementary School. Methods: Sixty-two students were divided into two weight-control-program groups: wii-sport and sport group. Wii-Sport group took Wii-Sports combined exercise program; Sport group only took exercise program. Each group will last 10 weeks (3 times/week; 30minutes/time). All Subjects would test Physical Fitness and Participation rate before and after program. Data were analyzed by t-test and using SPSS 18.0. Result: 1. There were significant differences in wii-sport group at pre - post test of BMI (M=25.19±2.16; M=23.69±1.82), standing long jump (M=109.48± 13.20; M= 115.10±12.52), sit-ups (M=13.58±6.99; M=13.97±7.29), and 800m walk-run (M= 359.00±42.09; M=333.42 ±67.49). (p<.05). 2. There were significant differences in Sport group at pre - post test of BMI (M=25.30±1.29; M =24.80±1.36), standing long jump (M=107.87± 12.13; M= 110.16±11.71), and 800m walk-run (M=350.52±32.99; M=345.45±32.84). (p<.05). 3. There were significant differences between Wii-Sport and Sport group in the post test at BMI (M=23.69±1.82; M=24.80±1.36), Participation rate (M=29.52±0.63; M= 27.32± 2.21), and heart rate (M=132.03±6.02; M =110.26±4.27).(p<.05). 4. There were significant differences between Wii-Sport and Sport group in the level of progressive (posttest – pretest) at BMI (M=1.51±0.17; M=0.50±0.06), standing long jump (M=5.62±0.5; M=2.29 There were significant differences between Wii-Sport and Sport group in± 0.28), 800m walk-run (M=26.58±3.00; M=5.07±0.60). (p<.05). Conclusion: Wii-Sports combined exercise program was better than only exercise program on Physical Fitness and Participation rate of obese students in elementary school, due to the intervention of Wii-Sports game into program might results students’ attraction of new technology and the strength of self-motivated movement.
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Huang, Han-Yang, and 黃瀚揚. "A research of Fitness Effects on Secondary School Students after a 10 Weeks Sports Program--Taking Taipei county Guang Rong junior high school as an example." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/14266375871223917969.
Full textAbstract:
碩士<br>臺北巿立體育學院<br>運動科學研究所<br>95<br>Abstract
This study has been concerned with whether there were significant effects on students’ fitness by involving 10-week sports program into three categories. One was involvement into PE teaching and regular program for PE teaching. Another was involvement into PE teaching combined with after-class exercise habits and regular program for PE teaching. The other was involvement into PE teaching combined with after-class exercise habits and involvement into PE teaching alone.
The population of this study was the 8th grade students from Taipei County Guang Rong Junior High School. The subjects were classified into groups based on various classes: Experimental Group A, Experimental Group B and Control Group. The data is deal with by repeated measures t-test and one way of ANCOVA or of Independent-Samples to examine every hypothesis.
The major findings of the research are presented as follows：
(1) In the part of strength and muscular endurance,besides the Experi-mental Group C of girl students,the other Groups(both boy and girl students) were appear to be significant effect under repeated measures t-test.
(2) Under the one way of ANCOVA or of Independent-Samples,it showed that every Groups of boy and girl students were not involve by different courses intervention.
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Lin, Ming Chin, and 林明欽. "The Effects of Eight-weeks Total Body Resistance Training on Sports-specific Physical Ability in Junior High School Handball Team." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/dvqsd2.
Full textAbstract:
碩士<br>國立臺東大學<br>進修部暑期體育碩士班<br>104<br>The purpose of this study was to investigate the effects of 8 weeks TRX (Total Body Resistance Exercise, TRX) suspension training on specific ability of junior high school handball player. The participants of this research are twelve junior high school handball players in Taichung. Method:Twelve participants were randomized to either TRX group (n=6)and regular training group(n=6).Both group received TRX training and regular training eight weeks. The control group maintained regular training, while the experimental group receiver TRX training three times a week for eight weeks. Tested the subjects: handball throw for distance (muscle strength), vertical jump (explosiveforce), badminton throw for distance (coordination), one minute sit-ups (muscle endurance), and 20 seconds repeatedly side step (agility). Using independent sample t-test to analyze the variables of two group and if there is significant difference. Result: The results show there had obviously significant improvement and better than control group in handball throw for distance (muscle strength), badminton throw for distance (coordination), one minute sit-ups ( muscle endurance) but not in 20 seconds repeatedly side step (agility) nor vertical jump (explosive force).
Key words:TRX (Total Body Resistance Exercise), muscle strength, explosive force, coordination, muscle endurance, agility
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Chang, Hsin-Kuo, and 章新國. "The Effects of 15 Weeks Walking Exercise Intervention on Physical Fitness and Blood Biochemical Values amomg Obese Elementary School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/76667334541947909552.
Full textAbstract:
碩士<br>亞洲大學<br>休閒與遊憩管理學系碩士在職專班<br>100<br>The purpose of this study is to investigate the effects of walking exercise intervention on blood biochemical values among obese elementary school students. This study is based on the Puli, Nantou County Elementary School 34 obese students of high classes. Using random groupings, divided them into 17 experimental group and 17control group. Before this experiment, the experimental group and the control group all subjects health-related fitness test and forearm vein blood test.
The data for statistical analysis the paired samples t-test and independent sample t-test. The results obtained are as follows: (a) After 15 weeks walking exercise we can find the experimental group intervention on blood biochemical values and sit-ups in health physical fitness are changed. The blood biochemical values are reduced to the level of significance (p <.05); (b) This two independent samples t-test analysis results show us that the experimental group including-flexibility, muscular strength, muscular endurance, cardio-fitness and the other health physical fitness can reach the level of significance (p <.05). Otherwise their body weight, body mass index, cholesterol, triglycerides, blood glucose index are reduced to the level of significance (p <.05). Therefore, After 15 weeks walking exercise intervention will effect the fifth and sixth grade obese elementary school students on their health and fitness, promote healthy weight loss, and blood biochemical values.
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Chen, Hung-Ju, and 陳宏儒. "The Effects of Eight Weeks Badminton Training in Motor Coordination, Reaction Time, and Dynamic Visual Ability on Elementary School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/36277111642659645962.
Full textAbstract:
碩士<br>國立體育大學<br>運動科學研究所<br>102<br>The effects of eight weeks badminton training in motor coordination, reaction time, and dynamic visual ability on elementary school students
Abstract
Objective: eight weeks badminton-training in motor coordinating, response time and dynamic visual ability on elementary school students. Methods: The subjects are the high-grade elementary school children. There are 15 persons in experiment group accepting Badminton training. There are 15 persons in control group. Before training, two groups measure motor coordination test, reaction time, dynamic visual ability and static visual ability. It use one-way single factor variance of analysis to the numbers. Results and Discussion are as follows: hand-eye coordination on badminton training group is significant than control group. Foot-eye coordination on badminton training group is significant than control group. Motor coordination on badminton training group is significant than control group. Simple reactiont-ime on badminton training does not reach significant difference compared with control group, there are significant differences. Complex reaction time on badminton training group is not significant than control group. Dynamic visual ability on badminton training group is significant than control group. The results of this study show that the number of regular exercise can improve the ability on dynamic visual ability and motor coordination in the elementary school. Badminton training can enhance motor coordination ability.
Keywords: high-grade school children, motor coordination, hand-eye coordination, foot-eye coordination, dynamic visual ability.
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Lin, Han-Sheng, and 林漢森. "The Effect of 8 Weeks Training Applying High Lifting Leg Technique Mach Drills on Speed and Power of Junior High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/56413689457503271489.
Full textAbstract:
碩士<br>長榮大學<br>運動休閒管理學系(所)<br>99<br>The effect of 8 weeks training applying high
lifting leg technique Mach Drills on speed and
power of junior high school students
Abstract
In this study, the characteristics of high lifting leg technique of Mach
Drills were certified and grasped by the researching method of sports
biomechanics. Then, high lifting leg technique was applied in one 8
weeks training focused on junior high school students. Furthermore, the
effect of the training of high lifting leg technique on junior high school
students’ speed and power performance could be comprehended. In
experiment, 7 track and field athletes accepted training for many years
were served as subjects (3 males and 4 females) in the analyzing of lower
extremity parameters including joint angles and push off data. Afterward,
14 track and field athletes from Jincheng junior high school in Tainan
City (including 7 males and 7 females) were recruited to accept the
training of high lifting leg technique of Mach Drills for 8 weeks;
meanwhile, pre-test and post-test of speed and power were executed and
compared. The results showed: 1. Comparing with normal lifting leg
technique of Mach Drills, high lifting leg technique let lifting leg to rise
to the higher vertical height and to produce bigger pushing force. This
result meant high lifting leg technique was beneficial to develop the
lower extremity technique of running and fit with the requirement of
junior high school athletes’ training. 2. The maximum loading rate of foot
IV
in high lifting leg technique of Mach Drills was bigger than the rate in
normal lifting leg technique. It meant the amount of high lifting leg
technique training should be took care to avoid the sports injury. 3. The
training of high lifting leg technique of Mach Drills was helpful for the
power of lower extremity and the speed of sprint, especially for the speed
of sprint. 4. After the undergoing of high lifting leg technique training,
the progressive scopes of testing performance between male and female
athletes weren’t different significantly. So sex wouldn’t affect the
advance ranges of male and female subjects. 5. More sports biomechanics
and training studies aimed at high lifting leg technique of Mach Drills
could be carried out in the future to understand and apply more relating
this technique.
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江東軒. "Effects of New Style Gymnastics in Single Exercise and for Six Weeks on Memory for Intermediate and Higher Grade students in Elementary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40846179114948975323.
Full text
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Cheng, Yun, and 鄭芸. "Effects of 4 Weeks Medicine Ball Training on Upper Body Isometric Muscle Strength, Upper Body Power and Fitness on Junior High School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/40228542466176464871.
Full textAbstract:
碩士<br>國立彰化師範大學<br>運動健康研究所<br>98<br>Effects of 4 weeks Medicine Ball Training on Upper Body Isometric Muscle Strength, Upper Body Power and Fitness on Junior High School Students
Abstract
The purpose of this study was to examine the effects of 4 weeks medicine ball training on upper body isometric muscle strength, upper body power and physical fitness in adolescents. In addition, correlations of isometric muscle strength of upper body, and physical fitness with seated medicine ball throwing were also examined. 146 junior-high school students (14.0 ± 0.3 years, 80 males and 66 females) were recruited to join the study and divided into two groups. In the experimental group, 15 minutes of medicine ball training was added in physical education (PE) lessons of for 4 weeks. The control group took regular PE lessons during the same time. All the subjects took several measurements at the 0, 4th, 8th, 12th week. Isometric muscle strengths of upper body including lumbar extension, lumbar flexion, shoulder horizontal abduction and elbow flexion were measured with a hand-held dynamometer. Upper body power was assessed by throwing the medicine ball seated (S-MBT) with chest pass, left side pass, and right side pass. Physical fitness including sit and reach, standing long jump, abdominal curls in 30 and 60 seconds were also tested. The data were analyzed with two-way ANOVA and step-wise logistic regression methods. Statistical significance set as α = .05. The results showed that in boys of the experimental group, isometric strengths of lumbar flexion, right shoulder horizontal abduction, and left shoulder horizontal abduction were 25.8%, 14.5%, and 9.9% increased, respectively, after 4 weeks of medicine throwing. Seated medicine ball throwing of chest pass, left side pass, and right side pass were 11.7%, 21.0%, and 24.9% increased, and standing long jump, abdominal curls in 30 seconds and 60 seconds were 3.6%, 8.7% and 8.4% increased in comparison to the control group. Girls of the experimental group showed gains in all isometric strength measured the three S-MBT tests and abdominal curls in 60 seconds in comparison to the control group. Step-wise logistic regression analysis showed that in boys, S-MBT with chest pass, body weight and abdominal curls in 30s shared 55.3% of the variance (R2) in prediction of the upper body strength (sum of the isometric muscle strengths measured), and in girls, S-MBT with chest pass, body weight and standing long jump shared 45.5% of the variance in prediction of the upper body strength. In conclusion, 4 weeks of medicine ball training can enhance the strength and power of upper body in adolescents. It is suggested that medicine ball training could be added in PE lessons for increasing the strength and power of core muscle in adolescent. Moreover, S-MBT chest pass can be an alternative test for assessing explosive power of the upper body.
Key words: Adolescent, Medicine ball training, Plyometric Training, Core muscle
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Lai, Wen-Tang, and 賴文堂. "The Effects Of 18 Weeks Rope Skipping Exercise Intervention For Junior High School MentalRetardation Students On Health-related Physical Fitness And Biochemical Indiciators." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/24390734877129383800.
Full textAbstract:
碩士<br>亞洲大學<br>休閒與遊憩管理學系碩士在職專班<br>100<br>The purpose of this study is rope skipping exercise intervention to understand the health and fitness in junior high school students with mental retardation, the variations of the percentage of body fat and blood biochemical indicators. In this study, using random sampling, 16 aged 12-14 years with mild mental retardation students in Nantou County,. divided into experimental group and control group, and each group had eight junior high students.Before and after the experiment, the experimental group and control group would do the test of health fitness capacity, body fat rate, forearm venous blood detection.
The data obtained paired samples t test and independent sample t-test analysis and comparison of two groups of subjects in the health body fitness, percentage of body fat and blood biochemical indicators in magnitude whether statistically significant difference, significance level（p <.05）. The results were as follows:（a）the two groups through the paired sample t-test analysis of the two groups before and after the measured difference in the results, they showed that the lower back flexibility, abdominal muscle endurance, cardiorespiratory endurance, height, percentage of body fat and other health-related fitness to significantly improve cholesterol reach the level of significance;（b）independent sample t-test analysis and found that the experimental group, the lower back flexibility, abdominal muscle endurance, cardiorespiratory endurance, height, percentage of body fat and other health and fitness to achieve significantly improve cholesterol, blood glucose reached significantly lower. The conclusions of this study found that 18 weeks of rope skipping exercise programs can enhance health-related fitness of students with intellectual disabilities to promote height growth, reduce the percentage of body fat and improve blood biochemical indicators.