Thèses : « Physics Athletics »

1

Early, Jared W. Early. « Business Opportunity Analysis of Wearable and Wireless Electromyography Sensors in Athletics ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1470652934.

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Cregan, Kerry. « The knowledge of elite level coaches of swimmers with a physical disability / ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83174.

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The last decade has seen an increase in empirical research pertaining to coaching science and education. A great deal of research has focused on coaches of elite able-bodied athletes, while coaches of athletes with a disability have generally been overlooked. In a recent analysis of disability sport, only 5% of empirical publications pertained to coaching. Thus, the current study addressed the gap in the literature by examining the knowledge of disability sport coaches. Six elite level Canadian coaches of swimmers with a physical disability were interviewed using an unstructured, open-ended interview format. Four categories emerged from the analysis: coach background and characteristics, training, competition, and contextual factors. Results revealed who the coaches were, what they did, and similarities with elite able-bodied coaches, as well as differences that were specific to coaching swimmers with a physical disability. Specifically, it was essential for coaches to become knowledgeable of their athletes' disabilities, deal with issues of equality between able-bodied and swimmers with a physical disability, and accommodate a large array of individual needs. These findings augment knowledge in coaching psychology by including elite level coaches of athletes with physical disabilities.

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Alvmyren, Ingela. « ATHLETES’ PERCEIVED HEALTH, GOAL ORIENTATION, ATHLETIC IDENTITY, SELF-ESTEEM, PHYSICAL SELF PERCEPTION AND SPORT SATISFACTION ». Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1045.

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The purpose of this study was twofold: (a) to develop and to test the Perceived Health & Sport Participation Profile (PHSPP) Questionnaire; (b) to examine the relationship between athletes’ perceived health, goal orientation, self-esteem, physical self perception and sport satisfaction. The main theoretical framework used in this study is the Perceived Health & Sport Participation model (PH&SP) (Stambulova, Johnson, Lindwall & Hinic, 2005). A package of five questionnaires was completed by 139 competitive athletes representing different types and levels of sport. The data treatment involved descriptive statistics, correlation, factor, and regression analyses performed with the SPSS. A test-re-test was also performed on the PHSPP questionnaire with 30 subjects.

The study confirmed major parts of the PH&SP-model and its link to some established concepts and theories, e.g., athletic identity and goal orientation. Factor analyses of the PHSPP resulted in eight extracted factors explaining 61.46% of the total variance of the questionnaire with alpha values between 0.71 and 0.89 for all the factors. Test-re-test reliability appeared as satisfactory. Regression analyses showed that social influences on athletes contribute more to unhealthy than to healthy sport participation. Analyses also confirmed that healthy sport participation contributes to satisfaction with health and sport participation, and unhealthy sport participation contributes to dissatisfaction with health and sport participation. The results are discussed in relation to the corresponding literature and the PH&SP-model.

Key words: competitive athletes, perceived health, social influences, sport satisfaction.

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Hoover, Andrea Jane. « Keys to Athletic Success : A Study of Student-athletes’ and Coaches’ Views on Mental Toughness ». Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1147285443.

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Clement, Damien. « Psychological readiness is this assessment valuable to athletic trainers in understanding athletes' adherence and compliance / ». Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4339.

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Richardson, Russell J. « Defining and assessing academic advising for athletic training education programs ». Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/r-richardson-101608.pdf.

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Newsham, Katherine R. « Physical Disabilities in Athletic Training Education ». Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1153237037.

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Carmo, Clodoaldo Lopes do. « Alterações no desempenho fisico de corredores de elite do atletismo brasileiro apos quatro semanas de destrinamento/ ». [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274748.

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Orientador: Miguel de Arruda
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
Made available in DSpace on 2018-08-15T20:44:16Z (GMT). No. of bitstreams: 1 Carmo_ClodoaldoLopesdo_M.pdf: 1098578 bytes, checksum: 21436a63e7721f7accf78a0955f4dd1e (MD5) Previous issue date: 2010
Resumo: O destreinamento é a perda total ou parcial das adaptações induzidas pelo treinamento em resposta a diminuição ou interrupção dos estímulos de treinamento, caracterizando-se períodos iguais ou inferiores a quatro semanas (destreinamento de curta duração) e períodos superiores (destreinamento de longa duração). O destreinamento de curta duração é utilizado como forma de recuperação entre as temporadas de competições, com objetivo de restabelecer seus sistemas físico, fisiológico, psicológico dentre outros, podendo gerar perda das adaptações positivas do treinamento, sendo necessário estabelecer parâmetros que gerem informações sobre quais variáveis são mais afetadas nesse período e quão importantes elas são para o reinício dos treinamentos. Dessa maneira, esse estudo teve como objetivo avaliar as alterações no desempenho após quatro semanas de destreinamento em dez corredores de elite do atletismo brasileiro, divididos em dois grupos: velocistas (VEL) e fundistas (FUN). Foram realizados testes pré destreinamento (PréD) e pós destreinamento (PósD) para verificar o comportamento de parâmetros cardiorrespiratórios e neuromusculares. A análise intra grupo dos parâmetros cardiorrespiratórios demonstrou quedas significantes apenas para velocidade no momento do consumo máximo de oxigênio (vVO2max) no grupo VEL (-4,2%), e freqüência cardíaca no ponto de compensação respiratório (FCPCR) no grupo FUN (5,01%) no PósD. Para os parâmetros neuromusculares alterações significantes foram encontradas no squat jump (SJ) do grupo FUN (5,13%) e no semi-agachamento (-10,7%) do grupo VEL no PósD. Quando utilizada a análise de variância para os parâmetros cardiorrespiratórios, diferenças significantes foram encontradas apenas no consumo máximo de oxigênio (VO2max) nos momentos PréD e PósD do grupo FUN quando comparado ao PósD do grupo VEL (p < 0,05). Já para os parâmetros neuromusculares, os valores da velocidade média em 40 metros (Vmed), velocidade máxima em 40 metros (Vmax), tempo total de corrida em 40 metros (tempo), SJ, CMJ, semi-agachamento e leg-press 450 do grupo FUN foram inferiores aos encontrados no grupo VEL, apresentando diferenças significantes (p < 0,05) nos dois momentos, PréD e PósD. Os resultados desse estudo demonstram que o destreinamento afeta de maneira diferente velocistas e fundistas, portanto é possível afirmar através desse estudo que quatro semanas de destreinamento acarreta perdas mínimas para o desempenho atlético quando relacionadas às características de cada grupo, e, aos parâmetros mais importantes para cada um deles, ou seja, parâmetros cardiorrespiratórios [ponto de compensação respiratório (PCR), vVO2max e VO2max] para o grupo FUN, e, parâmetros neuromusculares (velocidade, força e altura de saltos) para o grupo VEL, permitindo afirmar que quatro semanas de destreinamento é um período interessante de ser considerado para utilização no período de transição de corredores de elite.
Abstract: Detraining is the total or partial loss of training-induced adaptations in response to reduction or interruption of training stimuli, characterized as long-term detraining for periods longer than four weeks and short-term detraining for periods that not exceeding four weeks. The short-term detraining is used as a means of recovery between seasons of competition, aiming to restore their physical, physiological, psychological performances and others. However, concerns about the loss adaptation of the mentioned performances, can generate parameters that establish information about which variables are most affected during this period of detraining and how important they are for the training restart. Thus, this study was to evaluate changes in performance after four weeks of detraining in ten elite Brazilian runners athletes, divided into two groups: sprinters (VEL) and long and middle distance runners (FUN). Tests were conducted pre detraining (PreD) and after detraining (PosD) to verify the behavior of neuromuscular and cardio respiratory parameters. The within-group analysis of cardio respiratory parameters showed significant declines only in speed of running on maximum oxygen consumption (vVO2max) in group VEL (-4.2%) and heart rate of the respiratory compensation point (FCPCR) in FUN group (5,01%) in PosD. For the neuromuscular parameters significant changes were found in the squat jump (SJ) to FUN group (5.13%) and semi-squat (-10.7%) to VEL group in PosD. When used analysis of variance for the cardio respiratory parameters, significant differences were found only in maximum oxygen uptake (VO2max) at times PreD and PosD for FUN group when compared to PosD of the VEL group (p <0.05). For the neuromuscular parameters, the values of verage speed at 40 meters (VMED), maximum speed at 40 meters (Vmax), total running time at 40 meters (time), SJ, CMJ, half-squat and leg press 450 of the FUN group were lower than those found in VEL group, showing significant differences (p <0.05) in both moments, PosD and PreD. The results of this study demonstrate that detraining affect differently sprinters and long and middle distance runners, so it is possible to say for these findings that four weeks of detraining leads to minimal losses for athletic performance when linked to the characteristics of each group, and the most important parameters for each of them, cardio respiratory parameters (respiratory compensation point, VO2max and vVO2max) for FUN group, and neuromuscular parameters (speed, strength and height of jumps) for VEL group, confirming that four weeks detraining is an interesting period to be considered for use as recovery in transition period for elite runners.
Mestrado
Ciencia do Desporto
Mestre em Educação Física

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9

Hull, Rebecca A. « A comparison of the perceptions of NCAA Division III athletic administrators, coaches, and athletes regarding compliance with Title IX ». Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861385.

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The purpose of this study was to compare NCAA Division III male and female athletic administrators, coaches of men's and women's basketball, coaches of men's and women's tennis, coaches of men's baseball and women's softball, and athletes in those same sport regarding perceptions of gender equity in athletics at their own institution. Data on individual perceptions of equity attainment were obtained through a mail-out survey sent to 1895 individuals at a random sampling of 100 NCAA Division III schools.The results of the survey indicated that at least 70% of the respondents perceived there to be gender equity in 13 of the 20 items tested, while over 50% of the respondents perceived there to be gender equity in 18 of 20 items. Five null hypothesis were posited for the independent variables of gender, group affiliation, sport coached, and sport played. Each of the null hypotheses failed to be accepted (alpha = .05) in a multivariate analysis of variance(MANOVA).Further, when a series of analyses of variances (ANOVAs) were performed, significant differences at the .05 level were found in 4 of the 5 dependent variables tested: program support, financial support, sports offerings, scheduling, and changes in the past 2-3 years. For the interaction of gender and group affiliation, a significant difference was found in program support only.Females perceived there to be less equity than males in all factors. Athletes perceived there to be less equity than athletic directors in program support, financial support and changes; and less equity than coaches in program support and scheduling.Coaches of women's softball and women's basketball perceived there to be less equity in program support than coaches of men's sports. Coaches of women's sports indicated less equity than coaches of men's sports in financial support. Women's team captains perceived less equity than men's team captains in financial support. Women's softball players perceived less equity than other team captains in program support, while women's tennis perceived less equity than men's team captains in program support.For changes in the past two years, each gender indicated the opposite was favored. For other dependent variables, when an advantage was registered, the advantagefavored the men.
Department of Educational Leadership

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10

Hayman, Amanda J. « Implementing a Nutrition Education Program for Collegiate Female Athletes to Increase their Knowledge on the Relationship between Nutrition and Athletic Performance ». Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281550523.

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Harrison, Todd M. « Internal stakeholder perceptions of intercollegiate athletic reform a focus group examination / ». Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085773185.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xix, 286 p. : ill. Advisor: Donna Pastore, College of Education. Includes bibliographical references (p. 257-264).

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Szabo, Kenneth A. « THE CURRENT STATE OF HIGH SCHOOL FOOTBALL STRENGTH AND CONDITIONING ACCORDING TO OHIO HIGH SCHOOL ATHLETIC DIRECTORS ». University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1501622891057784.

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Kilbourne, John R. « Building a bridge between athletics and academics ». The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240496158.

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Loftin, Megan. « FORMER TEAM SPORT ATHLETES’ EXPERIENCES OF THE PHYSICAL AND PSYCHOLOGICAL EFFECTS OF SPORT-RELATED CONCUSSION ». Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1501159909751888.

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Bugden, Gena. « Athletic therapy : a rewarding profession / ». Internet access available to MUN users only, 2002. http://collections.mun.ca/u?/theses,173913.

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Crandall, Emily Jane. « Why Children Play Sports : A Parent’s, Coach’s and Athlete’s Perspective ». Marietta College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1177444973.

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Hansen, Audrey Jo Crumpler Thomas P. « Going beyond accreditation what defines a quality athletic training education program ? / ». Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390312271&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202750911&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on February 11, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Todd A. McLoda, Cheri A. Toledo, Nancy I. Latham. Includes bibliographical references (leaves 79-88) and abstract. Also available in print.

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Andrews, Barry S. « Sprinting kinematics of athletes with selected physical disabilities ». Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86436.

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Thesis (PhD(Sport Sc))--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The purpose of this research was to gain insight into the sprinting of athletes with selected physical disabilities. The sprint performances of four Paralympic athletes (T43, T13, T37 and T38 classifications) were analysed in terms of variability in the biomechanics of their set position and in the kinematics of the initial acceleration phase and the maximal acceleration phase of their 100m sprints. The athletes also reported their perceptions about the potential of a rhythm training programme to influence their sprinting. A case study approach was used. Sprint kinematics were video-recorded four times over the training year. DartFish ProSuite software supported the digital tagging of anatomical landmarks and the calculation of the biomechanical features of the set position as well as the kinematics of each athlete. A subjective log was used to gather their perceptions about the rhythm training programme. There was variability in all aspects for all four Paralympic athletes. This should encourage coaches to help athletes find optimal kinematics in relation to their disability, rather than trying to coach them to a set template of an ideal form. Based on the kinematic data collected over all four test sessions, it appears that a coaching focus on stride length was the key to faster sprinting for this T43 (amputee) athlete. A coaching focus on stride frequency (once optimal stride length had been discovered) was the key for the T13 sprinter (visually impaired), and a coaching focus on stride frequency was the key to faster sprinting for both the T37 and T38 athletes (cerebral palsy). Although all of the athletes enjoyed the rhythm training programme, only the least experienced athlete (T38) reported that he would like to continue with this form of training.
AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om insig rakende die naellooptegnieke van atlete met geselekteerde fisiese gestremdhede te verky. Die naellooptegnieke van vier Paralimpiese atlete (T43, T13, T37 en T38 klassifikasies) is ontleed. Die ontleding is gedoen met betrekking tot die veranderlikheid in biomeganika tydens hul gereedheidsposisies in die wegspringblokke asook in die kinematika van die aanvanklike versnellingsfase en die maksimale versnellingsfase gedurende hul 100m naelloopitems. Die atlete het ook hul persepsies rakende ’n ritmiese oefenprogram wat potensieël hul naellope kon beïnvloed gerapporteer. ’n Gevallestudiebenadering is gebruik. Beeldmateriaal van naelloopkinematika is vier keer gedurende die oefenjaar vasgelê. “DartFish ProSuite” sagteware het die digitale kodering van anatomiese punte ondersteun asook die berekening van biomeganiese eienskappe gedurende die gereedheidsposisie en die kinematika van elke atlete gefasiliteer. Daar is op ’n subjektiewe basis boekgehou van die atlete se persepsies rakende die ritmiese oefenprogram. Daar was wisselvalligheid in alle aspekte met betrekking tot al vier Paralimpiese atlete. Dit behoort as aanmoeding vir afrigters te dien om atlete te help om optimale kinematika in verband met hul gestremdheid te vind, eerder as om die atlete volgens ’n vaste templaat of ideale vorm te probeer afrig. Volgens die kinematiese data wat oor die loop van al vier toetsingsessies ingesamel is blyk dit asof ’n afrigtingsfokus op treëlengte die sleutel tot vinniger naellope vir die T43- atleet (amputasie) was. ’n Afrigtingsfokus op treëfrekwensie (nadat optimale treëlengte bewerkstellig is) was die sleutel vir die T13-atleet (visueel gestremd) en ’n afrigtingsfokus op treëfrekwensie was die sleutel tot vinniger naellope vir beide die T37- en T38-atlete (serebrale gestremdheid). Alhoewel al die atlete die ritmiese oefenprogram geniet het, het slegs die mees onervare atleet (T38) aangedui dat hy met hierdie vorm van oefening sou wou aanhou.

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Comer, Bruce W. « Athletic administrative functions concerning the physical plant of the academic institution ». CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/780.

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Eliasson, Kerstin. « Urinary leakage and physical activity in young women / ». Stockholm : Karolinska institutet, 2005. http://diss.kib.ki.se/2005/91-7140-530-5/.

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Rocha, Claudio M. « Patterns of Bureaucracy in Intercollegiate Athletic Departments ». The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273713772.

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Uribe, Rolando. « Comparison of the three national coaching methods and their effectiveness to coaching competitive soccer ». CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2965.

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Three general coaching methods have been developed to help increase the effectiveness of soccer coaches through appropriate training sessions and game analysis. This project examines and compares the different coaching courses and strategies sponsored by the American Youth Soccer Organization, National Soccer Coaches Association of America, and United States Soccer Federation.

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Hayselden, Kirsten Jacqui-Anne. « Physical characteristics as performance indicators in surfing ». Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/662.

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The aim of this study was to identify indictors of performance in surfing. Therefore the objectives of the study were to determine the following: {u100085} Anthropometric measures such as: height, weight, body proportions; {u100085} Flexibility measures such as: back extension, hip flexion, ankle plantarflexion and dorsiflexion; {u100085} Core stability; {u100085} Dynamic balance; {u100085} Explosive leg power; {u100085} Which of the physical characteristics measured discriminate between elite and non-elite surfers. To achieve the aim and objectives of this study, the literature pertaining to excellence in surfing, and the theory surrounding talent identification and the many factors that can contribute to success in sport, were reviewed. Potential criteria important for performance in surfing were identified and appropriate tests to assess these criteria were selected. An ex post facto quasi experimental design was used to assess which of the identified criteria best discriminated between elite and non-elite surfboard riders. The test battery included a personal information questionnaire and the assessment of: anthropometric variables, flexibility, core stability, dynamic balance and explosive leg power. These abovementioned physical characteristics were identified from the literature as the factors most important to success in surfing. Fifty five (55) surfers were assessed of which 28 were elite surfers and 27 were non-elite surfers. The results obtained from the evaluation of the samples were compared in terms of their descriptive statistics and the differences tested for statistical and practical significance. The variables of height, age started surfing, core stability, dynamic balance, number of days surfed per week and number of hours surfed per day were found to most discriminate between the elite and non-elite participants. Finally, a stepwise discriminant analysis was used to determine classification functions that could be used for future prediction purposes. The variables included in the discriminant analyses included height, age started surfing, number of years surfing, core stability and dynamic balance. To verify the prediction model a jack-knife procedure was performed. The results from the jack-knife procedure indicated that 85.5 perecent of the entire sample was correctly classified while 92.9 percent of the elite sample and 77.8 percent of the non-elite sample were correctly classified. Thus, the discriminant functions obtained can be used for predictive purposes.

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Iveson, Jon L. « Motivations Behind Donations to Intercollegiate Athletics : A Case Study of a Mid-Western University ». The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392760140.

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Baxter-Jones, A. D. G. « Physical effects of training during puberty and adolescence ». Thesis, University of Aberdeen, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261591.

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Élite adult athletes are known to have physical and physiological characteristics specifically suited to their sport. However, it is not clear whether the observed adult differences arise because of training or whether the sport selects the individual with the appropriate characteristics.The purpose of this study was to compare and contrast the physical development of young athletes (8 - 19 yr) and in so doing provide an answer to this question. Development of anthropometric characteristics, sexual maturation, pulmonary function and aerobic power were assessed in a group of 232 boys and 222 girls. The athletes were a randomly selected group of young athletes who had demonstrated previous performance success or who were excepted to do so in the future. They came from 4 sports namely: soccer (all male); gymnastics (2:1 female to male ratio), swimming (1:1 sex ratio) and tennis (1:1 sex ratio). The subjects were assessed annually for three consecutive years. The adjusted mean (ANCOVA) height of male swimmers (161.6 ± 0.6 cm) was found to be significantly greater (P<0.01) than non-athletes (159.2 ± 0.4 cm), gymnasts (150.7 ± 0.8 cm) and soccer players (158.7 ± 0.6 cm) and adjusted body mass (51.3 ± 0.6 kg) significantly greater (P<0.01) than the other groups. These trends were also observed in females. When testicular volumes were compared, it was found that swimmers matured significantly earlier (P<0.05) than gymnasts, tennis players and a reference population of non athletes. Female gymnasts attained sexual maturation (indexed by menarche) on average (14.4 ± 0.2 yr) a year after the other sports and the general population. A positive correlation was found between menarcheal age in mothers and daughters (r=0.29 , P<0.05), suggesting a familial trait. The observed late sexual maturation of gymnast therefore suggests some form of sports specific selection. Swimmers had the highest initial lung volumes (P<0.001), a difference which did not change with time. However, as training began well before the subjects were tested it was not possible to determine whether these observed differences were present prior to training. When age, height and weight were controlled for VO₂ max in males significantly increased both pubertal development, although this pattern was not shown in females. Swimmers had the highest VO₂ max values at all ages.

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Hollinshead, Jack. « Exploring Sport Specialization and Its Effects on Youth Athletes ». Wittenberg University Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1623854995177177.

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Bartsch, Adam Jesse. « Biomechanical Engineering Analyses of Head and Spine Impact Injury Risk via Experimentation and Computational Simulation ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1291318455.

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Hägglund, Martin. « Epidemiology and prevention of football injuries / ». Linköping : Univ, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8500.

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Haywood, Tanya Gayle. « Graduate internship placement with the school of physical education and athletics co-operative education office ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23143.pdf.

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Seegmiller, Jeff G. Jerich Kenneth Frank. « Defining quality in athletic training post-certification graduate education ». Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087874.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 1, 2005. Dissertation Committee: Kenneth Jerich (chair), Todd McLoda, Adel Al-Bataineh, Joe Nwoye. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.

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Denhup, Steven Allen. « Behavioral analysis in the athletic training clinical learning environment ». Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2843.

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Thesis (M.S.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vi, 82 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

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Eldredge, Patricia A. « Gender-labeling of physical activities by elementary school children ». Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/562775.

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The purpose of this study was to determine the degree to which elementary school students label physical activities according to gender. Participants for this study were 202 students grades one through six from a Muncie Community School in Muncie, Indiana. Participants were divided by age and gender for the statistical analysis. The students were asked to respond to the Physical Activity Stereotyping Index (PASI), a Lickert-type instrument designed to assess the degree to which individuals label selected physical activities according to gender.Results of the study suggested that children's perceptions about the gender appropriateness of physical activities may be a function of age as evidenced by higher scores for the older children. It appeared also that boys gender-label physical activities to a greater extent than do girls. Those findings suggested that as children widen their experiences with social interactions, they adopt clearly-defined and gender-specific play patterns.
School of Physical Education

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Goodwin, Lorna. « The inclusion of children with physical disabilities in physical education : rhetoric or reality ? » Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685073.

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Melton, Teresa K. « Instruction/procedures manual for student athletic trainers ». Master's thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-01202010-020116/.

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Gagnon, Marie-Josée. « Physical self-efficacy and amateurs' performance on the golf course ». Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29503.

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This study examined the relationship of amateur golfers' perceptions of their perceived physical self-efficacy to their performances on the golf course. Ninety-one amateur golfers completed two questionnaires and a participant profile. The perception of their physical ability in general was measured by the Physical Self-Efficacy Scale, and the Perceived Golf Ability Questionnaire was developed to assess their perceptions of golfing self-efficacy. Respondents were asked to play 15 consecutive golf games and record their scores on an especially designed detailed scorecard. The participants' data were divided into five levels of performance based on their handicap indexes. It was hypothesized that players having greater skills (low handicap indexes) would have higher general perceived physical self-efficacy, than those having lesser skills (high handicap indexes). It was also hypothesized that the more golf-specific self-efficacy measure would be a better predictor of performance on the golf course. ANOVA and hierarchical regression analyses were employed to determine the predictive values of the two measures of perceived physical self-efficacy of actual golf performance. The general physical self-efficacy measure did not predict performance whereas the more golf-specific measure was a significant predictor of performance on the golf course. The ability of specific items of the golf self-efficacy measure to predict performance of various shots in golf was also examined.

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Adler, Jennifer Suzanne. « The Cognitive and Physical Effects of Concussion on Youth Athletes ». Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/578979.

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Concussion and sports are at the peak of attention recently, due to the thousands of athletes who suffer from the detrimental effects of the sports-related head injury. This study explores the short-term cognitive and physical effects that result from a sustained concussion in youth football athletes. The short-term cognitive and physical symptoms at pre-season and post-season are elucidated to determine the developmental risks and consequences of sustaining a concussion as a youth athlete. 213 football players aged 10- 12 completed the Child-SCAT3 Symptom Evaluation prior to full contact practice to establish a true baseline for each athlete and determine the normal range of baseline symptoms and symptom frequencies. A subgroup of 51 youth football players aged 10-12 underwent a more comprehensive assessment using the complete Child-SCAT3 at preseason and post-season, to pinpoint the cognitive impairments of sustained concussion. Background questionnaires were utilized to obtain a concussion history of individual athletes and length of time in which full recovery is obtained. A slight decline in cognitive functioning was found, although the effects were very small. A baseline symptom rating of 0 at pre-season is not typical.

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Fife, Deborah Lynne. « Reasons For Physical Activity and Exercise Participation in Senior Athletes ». Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2517.pdf.

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Harris, Kevin W. « Parental Expectations of High School Interscholastic Athletic Activities ». Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28526.

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High school coaching is recognized by many to be a very difficult occupation. Many of the pressures in coaching center around the interactions which occur between coaches and the parents of the athletes they coach. Very little is known about what parents expect from high school athletic programs. In order to determine what parental expectations are of high school sports, parents from three schools within the same school division who had children who participated in a team sport during the 1997-1998 school year were surveyed by mail. The survey attempted to determine parental positions on various issues which included the relationship between athletic participation and self-esteem, responsible decision making, educational aspirations, participation in games, parental support for their children, and expectations of coaches. A response rate of over 40 percent was observed. In addition responses were disaggregated to determine if differences existed between schools and gender. Responses to the survey indicate that parents are very supportive of athletic activities and believe that athletics have a positive influence on the lives of their children. Substantial differences between gender and schools were not observed. Results from this survey can provide coaches with an abundance of information that can be used in establishing athletic programs and maintaining positive relationships with parents of their athletes.
Ed. D.

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Van, Vught Nicholas. « Varying treatments of delayed onset muscle soreness in athletic training / ». Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1007.pdf.

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Sinelnikov, Oleg A. « Teaching and learning how to teach sport education an ecological analysis, motivational climate and professional development / ». Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/SINELNIKOV_OLEG_48.pdf.

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Henning, Jolene Miller. « An exploration of peer education in athletic training clinical education ». Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247889.

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The purpose of this study was to describe the prevalence of peer education in athletic training clinical education as well as assess entry-level athletic training students' (ATS) preferences and perceptions regarding peer education in the clinical education setting. The Athletic Training Peer Education Assessment Survey was developed and distributed at the Athletic Training Student Seminar at the National Athletic Trainers' Association's (NATA) 53rd Annual Meeting and Clinical Symposia in Dallas, Texas on June 15, 2002. This survey contained demographic questions to assess gender, academic status, athletic training program status, and NATA district. Four questions were designed to assess the prevalence of peer education in entry-level athletic training education programs (ATEP). Participants were asked to indicate the percentage range that was representative of their clinical experiences. Seventeen statements regarding the entrylevel ATS preferences and perceptions regarding peer education were presented in a stem statement followed by a five point Likert scale. A convenience sample of 170 male and female entry-level ATS was surveyed. Participants represented all ten NATA membership districts, various levels of academic status, as well as CAAHEP accredited, JRC-AT candidacy, and internship programs. Data analyses consisted of descriptive statistics, non-parametric Pearson chi-square, independent t-test, one-way analysis of variance (ANOVA), as well as post-hoc tests. The majority (n=101) of students practice over 50% of their clinical skills with other ATS. Approximately 30% (n=48) indicated that they seek the advice of other ATS greater than 50% of the time. Most (n=111) of the students seek the advice of their clinical instructors (CIs) greater than 50% of the time. The majority (n=101) of students reported feeling less anxious when performing clinical skills in front of other ATS compared to in front of their CIs. Over half (56.4%) of students feel anxious when demonstrating skills in front of their CI. The majority (84.6%) view other ATS as valuable resources for learning and practicing clinical skills. Most (83.5%) felt they gain a deeper understanding of clinical knowledge when they teach it to other ATS. Peer education should be integrated into ATEPs to enhance student learning, improve collaboration, decrease anxiety, and enhance overall clinical performance.
Department of Educational Studies

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Brooks, Toby James. « The interaction of teacher beliefs and classroom practice in athletic training education ». Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279880.

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Empirical work has demonstrated, at least to some degree, that alternatives to didacticism are useful in the classroom. However, other investigations have shown that didactic methods continue to dominate classroom instruction time. A genuine need exists for research aimed at identifying the source of the discrepancy between the methodologies lauded in current process-product educational literature and the observed teaching practice noted in classroom research. This investigation was conducted to determine how or if an instructor's belief system influences the manner in which that same instructor teaches. In order to adequately address that objective, three specific research questions were developed. First, this work examined the espoused beliefs of a small sample of practicing athletic training educators regarding the role of the teacher, the student, and the nature of instruction. This was accomplished through the use of qualitative research methods including semi-structured telephone interviews, written questionnaires, demographic data sheets, and stimulated recall sessions in which each participant viewed videotape of their own classroom instruction and discussed it with the principal investigator. Next, this investigation also analyzed classroom practice by observing those practicing athletic training educators as they taught in class. This was accomplished by videotaping each participant's classroom instruction during three hours of classroom instruction. Utilizing case studies assembled for each participant and a cross case analysis, this work also assessed the degree to which those espoused beliefs aligned with classroom practice. By utilizing these methods, this investigation indicates that beliefs do influence the manner in which individuals teach; however, other factors such as formal pedagogical training, experience, and job requirements may also influence the manifestation of demonstrated classroom practice, as well.

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Reed, Christian E. « The motives underlying senior athletes' participation in sports and physical actvitiy / ». free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060135.

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Sniffen, Katie, Anthony P. Breitbach, Erick Briggs et Leslie Hinyard. « Embedding Interprofessional Activities with Physical Therapy and Athletic Training Students in Shared Professional Course ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/ijhse/vol6/iss1/4.

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Introduction and Background: Interprofessional education (IPE) is outlined in many health professions education standards creating an increased demand for its inclusion in already crowded curricula with limited faculty and financial resources. The Interprofessional Education Collaborative (IPEC) developed “Core Competencies for Interprofessional Collaborative Practice” that outline a framework for meaningful IPE experiences. Case-based learning activities have been used to foster improvements in interprofessional role clarity, communication, and rapport among student groups. The authors describe one trial of incorporating interprofessional and team work activities in a shared professional course and report on student learning outcomes in the context of IPEC competencies. Course Design: In an existing shared professional course, athletic training (AT) and physical therapy (PT) students were exposed to an interprofessional teaching team and engaged in team work activities during lab sessions. Students were also assigned to interprofessional (IP) and uniprofessional (UP) teams to complete four case-based learning activities regarding the application of therapeutic modalities in various patient cases. Students then wrote critical reflections of their experiences working in teams. Instructors evaluated these reflections in the context of eight relevant IPEC sub-competencies. Outcomes: Both IP and UP groups of students were able to articulate the demonstration of each of the eight IPEC sub-competencies, suggesting that incorporating a variety of interprofessional and team work activities in a shared professional course may offer a valuable IPE experience that promotes development of students’ collaboration skills. Discussion and Conclusion: Embedding IPE in existing curricula could be a viable way to overcome many of the challenges faced by health professions programs, meet IPE accreditation standards, and prepare students for interprofessional collaborative practice.

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Miller, Tiffany J. « Opinion of the need for water rescue techniques in athletic training / ». Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1002.pdf.

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Baker, Robert Eugene. « Achieving balance in the governance of intercollegiate athletics : An examination of power and authority over time ». W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618392.

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The intent of this study was to explore constituent utilization of power and authority over time that led to systemic dysfunctions in the governance of intercollegiate athletics, and to examine the needs motivating the interested constituents, thus suggesting alternatives for reform. A comparison of the policies, practices, and circumstances of constituents in 1929 and the present was based upon an analysis of the Carnegie Foundation for the Advancement of Teaching Report (1929); the American Council on Education Report (1986); and the Knight Commission Report (1993), and other books, articles, and reports.;The constituents involved in the governance of intercollegiate athletics were consistent over time and included the governing board, the president, the faculty, the athletic director, the coach, conferences, the NCAA, boosters, business leaders, and the media. These constituents' use of power and authority was examined based upon Burbules' (1986) description of the legitimacy of authority and the reciprocal nature of power and upon Wolf's (1990) modes of power: interpersonal, tactical, and structural.;In both time periods, systemic dysfunction in the governance of intercollegiate athletics resulted from constituents who either neglected or exceeded their prescribed authority roles, thus generating breaches in authority. Other constituents subsequently exercised illegitimate power to fill these gaps in authority. Since constituent exercise of power and authority is based upon the inherent conflict of interest in power relations, an examination of the needs motivating constituents to use power and authority was essential. The examination of needs was based upon Maslow's (1970) deficiency needs that were the foundation of his Hierarchy of Needs. The basic constituent need that motivated constituents to exercise power and authority in both 1929 and the present was founded on self-preservation.;The Model of Balance in Athletic Governance explained the relationship between constituent resource needs and their integrity and was based on self-preservation. When an imbalance occurred, the Model explained why constituents exceeded or neglected their prescribed authority roles and why other constituents used power to fill the gaps in authority.;Reformers must ultimately understand the needs and roles of constituents and their use of power and authority over time in the governance of intercollegiate athletics in order to devise feasible reform alternatives. Only through understanding the participants and process of athletic governance can reformers have a genuine and lasting impact upon changes in the operation of intercollegiate athletics. Recommendations for reform were based upon the needs of constituents that motivate their exercise of power and authority. Reform recommendations at both the individual university and inter-institutional level included: (1) clarify the athletic mission; (2) presidential control; (3) decentralize the NCAA and increase conference influence; and (4) require full public disclosure of policies and practices.

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Yancik, Angela Marie. « Working the system : A study of the negotiation of eligibility in an intercollegiate athletics program ». Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/272112.

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This dissertation examines the processes and strategies by which individuals attempt to maintain status orders in the negotiated interactions of everyday life. My research, drawing upon eighteen months of ethnographic fieldwork, describes the general social process of status maintenance as a collective endeavor, using intercollegiate athletics as a case to examine this phenomenon. In particular, I focus on how athletes and their advocates are engaged in negotiating the status of athletic eligibility, a focal problem of many "big-time" athletic programs in colleges and universities. Existing approaches to the sociology of sport do not adequately account for the academic performances of student-athletes and the strategies employed by them and their support personnel to maintain their eligibility, glossing over variations among the different categories of actors involved, the ongoing interactions between them, and the role that interaction plays in determining the direction and character of student-athletes' academic experiences. The core of the dissertation is organized around the negotiations for eligibility by three different sets of actors: academic counselors, tutors, and the student athletes themselves. Counselors act as agents of the organizational system designed to support eligibility in the university, often acting as liaisons between the athletics department and the larger university community. Tutors, also agents of the organizational support system, negotiate daily with athletes over the amount of academic assistance to be given. Student athletes vary in their formal and informal statuses and develop sub-groups along social-interactional lines that serve as sources of personal identity and solidarity. The extent to which they distance themselves or embrace their role-based social identities as students in the university impacts the strategies they employ in negotiations of eligibility. My findings include typologies of the strategies of athletes and their advocates regarding eligibility as well as correlations of those strategies with athletes' attitudes towards school, educational goals, and socioeconomic and family backgrounds. Based on these findings, I present theoretical extensions for status processes, the negotiated order perspective, and the sociology of emotions.

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Turner, Bekki. « Preparation and Support for Female Head Athletic Trainers in Collegiate Sport ». Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732082.

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Title IX of the U.S. Education Amendments of 1972 has significantly improved women’s access to previously male-dominated areas of education in the United States, but few of these studies have focused on the experiences of women currently in the higher education field. This study explored female head athletic trainers’ perceptions of the role of U.S. higher education institutions in preparing and supporting their achievement of leadership positions in U.S. collegiate sports: it also explored their views on potential changes in current higher education curricula and certification processes. This phenomenological study used Ridgeway’s status construction theory as its theoretical lens for examining the role of higher education in participants’ career progressions. Data were collected from a purposeful sample of 9 female head athletic trainers from various intercollegiate schools in the United States. The trustworthiness of findings was increased through use of the constant comparison data analysis method and sharing transcripts and excerpts of findings with participants. The study findings showed that the participants perceived higher education program preparation and support as limited in both helping women achieve collegiate leadership positions and overcome barriers to professional advancement. Suggestions for improving athletic training educational programs included adding mentorship and role models, experiential learning and interactions with sport personnel, networking opportunities, leadership training, and courses in gender roles and biases. This study promotes positive social change by identifying underlying gender biases inhibiting women’s promotions into sport leadership roles and by providing policy and curricular suggestions for addressing these, thereby promoting greater social equality.

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Sailor, Scott Ray. « Defining non-cognitive behaviors perceived to interfere with success of athletic training students / ». For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2004.
Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)

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Dillaman, Laura R. « Perception of the certified athletic trainer's ability to perform in the industrial setting / ». Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1005.pdf.

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Thèses sur le sujet « Physics Athletics »

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