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<p> Childhood obesity is a worldwide problem that can lead to adverse health conditions. In several rural Pennsylvania communities, over one third of elementary students are characterized as overweight, having a body mass index above the 85^th percentile. The purpose of the study was to investigate educational stakeholders' perspectives about school-based obesity-prevention programs. The conceptual framework focused on cognitive theory, the theory of planned behavior, and the trans-theoretical model of health behavior change, which postulates that an individual's readiness to change is the most important factor of intervention programs. Qualitative interview data were gathered from 18 educational stakeholders. Inductive code-based analysis led to categories and themes. Key findings revealed a variety of barriers that limited and prevented effective student-wellness initiatives: students' physical activity; family dynamics, schedules, and socioeconomic factors; lack of transportation limiting children's participation in physical activities; parental engagement and input on obesity-prevention initiatives; and cafeteria environment and meal offerings. Findings informed the development of a policy recommendation for a research-based nutrition education program for schools and a strategy to communicate students' cafeteria habits to parents. Recommendations include a heightened awareness on factors contributing to obesity, as well as better educator-led planning to make improvements to school-based programs. Implications for positive social change may be the potential to increase awareness of healthy behaviors and improved student health through obesity-prevention methods, exercise patterns, and dietary habits of youth. These healthy habits may reduce adverse health effects in adulthood, which could hold the potential to improve the health of the next generation.</p>

The study is an investigation of unplanned change initiated by teachers in the physical education department of Forest School, an Upper School and Community College in England. The events at Forest are conceptualised as a case of teacher-initiated innovation. The study draws on interviews with teachers, observations of lessons and analysis of curriculum documents in the collection of data. Three issuesýprovide foci for the study. First, the study investigates the temporal dimensions of innovating, and reveals that the innovative idea of health related fitness based physical education became formalised and objectified over time. This process of formalisation had important implications for the second area of focus, the teachers' involvements in the innovative process. While each of the physical education teachers played important roles in the implementation of the innovative idea, each participated in the innovation with varying degrees of involvement, and held disparate conceptions of the innovative idea and of its implication for practice. Third, the study locates and attempts to understand the process of innovating in the work context of teaching. The teachers at Forest saw innovating and teaching as synonymous activities, and the study documents the extent to which the innovative situation exacerbated teachers' everyday preoccupations with success, reward and students. The study provides information on the dynamics of unplanned educational change and the findings lend qualified support to the trend towards school-centred innovation.

The purpose of this exploratory research study was to examine the phenomenon of alienation in physical education from the perspectives of children. Of particular interest were children’s perspectives about the three constructs of alienation: powerlessness, meaninglessness and social isolation as defined by Carlson (1995a). A case study methodology was employed with a class of grade 6 children (ages 10 and 11) with a total of 14 participants forming the unit of analysis. Observations, field notes, semi-structured interviews and drawings were used to triangulate the data. The data were analyzed by employing a continuum of inductive and deductive analysis (Patton, 2002). Three themes were identified as representative of the children’s perspectives: degree of control, meaning, and social factors. The results are discussed in relation to their potential to contribute to the understanding of the phenomenon of alienation.

Thesis (Ed. D.)--Texas A&M University, 2006. / "Major Subject: Physical Education" Title from author supplied metadata (automated record created on Nov. 2, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ed. D.)--Texas A&M University, 2007. / "Major Subject: Physical Education" Title from author supplied metadata (automated record created on Nov. 2, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0508. Adviser: Darla Castelli. Includes bibliographical references (leaves 99-120) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ed. D.)--Texas A & M University, 2003. / "Major Subject: Physical Education." Title from author supplied metadata (automated record created on Feb. 17, 2005.). Vita. Abstract. Includes bibliographical references.

Thesis (Ed. D.)--Texas A&M University, 2003 / "Major Subject: Physical Education" Title from author supplied metadata (automated record created on Feb. 17, 2005.) Vita. Abstract. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1984. / Title from title page screen, viewed June 1, 2005. Dissertation Committee: Michael Lorber (chair), William Frinsko, Robert Koehler, John Crotts, Ronald Halinksi. Includes bibliographical references (leaves 53-55) and abstract. Also available in print.