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.

The purpose of this study was to compare the effects of sex education instruction by a male, a female, and a male and female team on college students' sexual knowledge and sexual attitudes. The author also attempted to expand the literature in the area of team taught human sexuality course.;The population consisted of students enrolled in three human sexuality classes at Richard Bland College, a two-year liberal arts college. Each student selected a class section without prior knowledge of the male traditionally taught, female traditionally taught, or male/female team taught.;The same textbook, tests, guest speakers, movies, and class discussions were used for each class. Each student in all three classes was asked to give general information about themselves, however the information remained anonymous.;It was hypothesized that (1) after completion of a human sexuality course, students taught by a male/female team, compared to those taught by a single instructor of either gender, would demonstrate more sexual knowledge and (2) after completion of a human sexuality course, students taught by male/female teaching team, compared to those taught by a single instructor, would show more positive sexual attitudes.;After statistically testing the scores using an analysis of covariance, it was concluded that the male/female team taught class did not increase significantly in knowledge or in more positive sexual attitudes.;Further study is needed using other kinds of measures for sexual knowledge and attitudes, using various age groups and subject areas, and in other settings such as four year institutions since this study of junior college students cannot be generalized to other constitutions and students.

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This research investigates elementary student teachers’ experiences of learning to teach health and physical education (HPE) in a one-year pre-service teacher education program at Windermere University in Canada. The participants in the research are preparing to become elementary classroom teachers; a group who often recall negative prior experiences of HPE from their time as school pupils and report an overwhelming lack of preparation and confidence to teach HPE. Mixed-methods of data gathering were employed in the form of pre- and post-test surveys of 308 student teachers, and three interviews conducted with a purposive sample of ten student teachers. Four main findings emerged from the research. First, elementary student teachers’ embodied identity as healthy and physically active individuals profoundly shaped their prior experiences of HPE. Second, the 12-hour HPE course offered in Windermere’s pre-service program broadened student teachers’ views of HPE and provided them with some basic strategies for teaching elementary HPE. Third, the practice teaching experience provided some student teachers with opportunities to either observe or to try teaching HPE; few had opportunities to do both. Fourth, there was a positive and statistically significant change in student teachers’ identities as teachers of HPE from the beginning to the end of the pre-service teacher education program. Implications for school HPE, pre-service teacher education programs, policy regarding teachers of HPE, and future avenues for research are discussed in light of the findings.

This research investigates elementary student teachers’ experiences of learning to teach health and physical education (HPE) in a one-year pre-service teacher education program at Windermere University in Canada. The participants in the research are preparing to become elementary classroom teachers; a group who often recall negative prior experiences of HPE from their time as school pupils and report an overwhelming lack of preparation and confidence to teach HPE. Mixed-methods of data gathering were employed in the form of pre- and post-test surveys of 308 student teachers, and three interviews conducted with a purposive sample of ten student teachers. Four main findings emerged from the research. First, elementary student teachers’ embodied identity as healthy and physically active individuals profoundly shaped their prior experiences of HPE. Second, the 12-hour HPE course offered in Windermere’s pre-service program broadened student teachers’ views of HPE and provided them with some basic strategies for teaching elementary HPE. Third, the practice teaching experience provided some student teachers with opportunities to either observe or to try teaching HPE; few had opportunities to do both. Fourth, there was a positive and statistically significant change in student teachers’ identities as teachers of HPE from the beginning to the end of the pre-service teacher education program. Implications for school HPE, pre-service teacher education programs, policy regarding teachers of HPE, and future avenues for research are discussed in light of the findings.

Thesis (M.A.)--Ohio State University, 1965. / Includes bibliographical references (leaves 66-67). Available online via OhioLINK's ETD Center.

Thesis (ED. D.)--Temple University, 1929. / Published also without thesis note. Includes bibliographical references.

No description available.

The purpose of thls thesis is to determine the status of physical education in the Public Elementary and Secondary Schools in the Provinces of Canada. [...]

Problem. Largest attention in the scientific methodology literature on basketball topics is paid at training and improvement of techniques and tactics as well as at analysis of the best Lithuanian, European and world players during different competitions (Stonkus, 1985, 2002; Zelezniakas, 1984). However physical preparation problems of the players are left with little or without attention. Aim of the work: to analyse physical preparation peculiarities of Siauliai basketball club players and to relate them with preparation stage dynamics in the annual sports preparation cycle. Tasks of investigation: 1. To analyse physical preparation peculiarities of top mastership basketball teams (physical load volumes, intensity, allocation throughout the preparation cycle, percentage of different direction loads and their changing, physical preparation and readiness patterns). 2. To analyse annual physical preparation pattern of Siauliai basketball team and to assess it through analysis of physical readiness indices. 3. To follow and to base physical readiness index dynamics in the annual training macrocycle. 4. To analyse the link between the preparation measures used and physical readiness indices and efficiency of the competitions. In the investigation I applied literature analysis and generalization, document analysis, pedagogical observation and experiment, physical readiness index testing and statistic methods. Target group: Siauliai team players, who won the 3rd place in 20... [to full text]