No description available.

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This study examined whether the critical power (CP) and anaerobic work capacity (AWC) estimates from the CP 3-min all-out (CP3min) test were affected by the percentage of body weight used to set the resistance on a Monark cycle ergometer. Twenty-one subjects (11 women and 10 men) were placed into one of three groups (n=7) based on activity level; recreationally trained (REC), aerobic and anaerobic sport (SPORT), and endurance trained (END). The CP3min test was conducted at 4.5% of body weight (CP4.5%) and at a resistance setting based on group activity level (CPACT; REC = 3%, SPORT = 4%, and END = 5% of body weight). There were no differences between the CP4.5% or CPACT estimates in any of the three training groups. The AWC3% estimates were significantly lower than the AWC4.5% for the REC group, but there were no differences in the AWC4.5% and AWCACT for the SPORT or END groups.The principal finding of this study was that a resistance of 4.5% of body weight for CP3-min test may be used to estimate CP and AWC, without regard to the training status of the subjects.

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<p>This capstone project lays the groundwork for launching a non-profit soccer club in East Los Angeles focused on using soccer as the motivation to develop student athletes academically and as leaders in their school, home, and community. There is a need for sport opportunities in underserved neighborhoods, many benefits that being a part of a sports team can have, and sports development programs currently operating that are doing it well. Elite youth soccer in the United States is available only to those with money and parental support. East Los Angeles is barren of any such opportunity with poor local fields, gang violence, single-family homes, less than ten percent of residents with a bachelors degree, and roughly one-third below the poverty line. This club will work to overcome these obstacles by providing opportunity for elite soccer, mentoring, and tutoring in a safe, fun, and respectful environment.

In the last thirty years childhood obesity and inactivity rates in the United States have increased at alarming rates (Ogden, Carroll, Kit, & Flegal, 2014). In response to this, physical education curriculum is shifting to focus more on health promotion rather than competitive team sports and game play. This focus is reflected in the recently revised K-12 physical education national content standards and learning outcomes and is impacting how colleges are preparing future teachers (SHAPE America (Organization), Couturier, Chepko, & Holt/Hale, 2014). Changing how physical education is taught can be challenging for teacher educators, in part due to the fact that students' deeply held beliefs about the purposes of physical education are often based on years of experience in traditional, PK-12, sports-based physical education programs (Placek et al., 1995). The purpose of this study was to explore how teacher candidates and recent graduates experience the process of occupational socialization into their profession as physical education teachers. Utilizing occupational socialization theory, this study examined factors that impacted participants' teaching perspectives and explored the beliefs they held about the goals and purposes of PK-12 physical education. The adoption of the national physical education standards by the Vermont Agency of Education, along with recent legislation (Act 77) that is changing the way schools prepare PK-12 students for college and careers, make the Vermont context a rich setting. This phenomenological case study was set within a small public university located in Vermont in the United States during the summer and fall of 2016. The units of analysis included five freshman year physical education candidates, five junior year physical education candidates, and five recent graduates, also from the same institution, who were employed as Vermont physical education teachers. Three secondary participants included a Vermont principal and two physical education teacher education faculty members. Data collection methods included eighteen semi-structured interviews and document review of course syllabi and student assessments. Findings suggested that participants: 1) enter the field with teaching orientations rather than coaching orientations, 2) believe that the purpose of physical education is lifelong health and wellness, 3) develop innovative teaching perspectives during teacher education that persist into teaching careers, and 4) identify as agents of change in the field of physical education. Understanding how students are socialized into careers as physical education teachers may inform the decision-making for physical education teacher education faculty and PK-12 physical education teachers.

This research enquiry builds on and contributes to studies in the field of physical education, focusing specifically on pupils’ experiences of Year 12 physical education in a private secondary phase school in Turkey. Although there is scholarly work that examines the performance of gender in the physical education curriculum, there is little work attempting to interrogate the relationships between young people’s bodies, physicality, and the social landscape of a school. There has been even less work in the cultural context of Turkey that maps the various social forces which guide and determine the participants’ own physical education subjectivities. The research enquiry utilises physical cultural studies sensibilities that are based at the borders of inter-locking paradigmatic approaches. I am critically self-reflexive throughout the research enquiry as I represent, articulate, and rework the young people’s experiences gleaned from participant observations and interviews. An important finding to emerge from these narratives is the desire to reclaim the fun and play elements in physical education. However, the yearn to have fun in physical education becomes problematic when juxtaposed against the disempowering body practices surrounding engagement in the subject. In fact the workings of the body are afforded only a few positive comments from participants. The engagement of the participants in physical education thus contrasts with the performative and health discourses currently shaping Western physical education policies and curriculum practices. This research enquiry produces value-relevant knowledge to inform scholars and practitioners, aiming at a greater understanding of pupils’ experiences of the self, and opens future avenues for discussion when revising physical education policies, curricula, and practices. Furthermore, the research enquiry adds new insights into how the participants negotiate their own physicality and subjectivities in a physical education setting where Eastern and Western cultures meet, intersect, and collide.

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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.

In the field of exercise science there exists no single best method, or tool, for the measurement of physical activity, in particular, activity in everyday free-living conditions. The pedometer, a tool for recording the number of steps taken by an individual, could potentially measure this important component of free-living physical activity. To establish the reliability and validity of the pedometer, 40 subjects wore two pedometers (same brand) in two consecutive I 0-minute trials during normal daily activity. Both trials were videotaped. Each videotape segment was replayed, the number of steps were counted and this count served as the criterion measure of steps. In order to evaluate the reliability of the criterion measure the researcher recounted ten of the forty trials a second time and performed an intraclass reliability estimate and follow-up ANOVA comparing the two separate counts. This yielded an intra-observer reliability estimate of R=0.99 (F=l .36, p=.27). Data analyses included trial-to-trial comparisons of pedometer recordings, left-toright comparisons of pedometer recordings, and comparisons of pedometer recordings to the established criterion scores. Results of trial-to-trial comparisons yielded intraclass reliability estimates of R=0.87 (F=l .51, p=.23) for the left side pedometer and R=0.90 (F=.97, p=.33) for the right side pedometer; no significant differences were found. Estimates of pedometer consistency (left versus right pedometer) yielded a correlation ofR=0.96, with follow-up ANOVA (F=6.46 and p=.02) indicating significant differences between left and right side pedometers. Comparisons of pedometers to the established criterion scores (validity) yielded correlations ofR=0.84 (F=l .85, p=.18) for the left pedometer and R=O. 79 (F=S. 71, p=.02) for the right pedometer. Follow-up ANOVA indicated a significant difference between pedometer and criterion scores for the right pedometer but not the left. Under the conditions of this study, the pedometer worn at the waist level directly above the left leg provided reliable and valid measures of walking steps taken during typical everyday activities. The pedometer worn on the right side of the body underestimated the number of steps taken. Further research on the influence of leg dominance, surface, shoe type, pedometer brand, and gait is needed.