Thesis (M.S. in Education)--Shenandoah University, 2003. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 49-57).

No description available.

This study implemented a fitness program for children and evaluated the benefits of a ten-week musculoskeletal and cardiorespiratory program. Participants in the study were selected from an after-school program entitled "All for Fun and Fun for All." Participants in the study included three boys who were pre and post-tested in each of the following areas of fitness: cardiorespiratory fitness (assessed with a treadmill protocol), muscular strength (assessed using the Physical Best chin-up protocol), muscular endurance (assessed using the Physical Best sit-ups protocol), body composition (assessed using a two-site caliper measurement), and a flexibility test (using the Physical Best sit-and-reach protocol). A psychological component was also analyzed using the Student Self Concept Scale (SSCS) for the pre and posttest measurement of self-esteem.Participants of the study attended the after-school training program three days each week for ten weeks. A control group was used in the study. Due to the low participation of the experimental and control group participants (n=2), the data collected was analyzed qualitatively for both groups.Changes were seen in posttesting in both groups. The SSCS composite scores for both control group and the experimental group showed positive changes. The experimental group composite score for self-esteem demonstrated a 5% increase and 30% increase for the control group. The composite score for outcome confidence demonstrated a 25% increase for the experimental participants and a 7% increase in the control group.Two of the three experimental group participants demonstrated improvements in muscular endurance, flexibility, muscular strength, while all three had lower resting heart rates recorded in posttests as compared to pretests. Both of the control group participants had slightly higher resting heart rates in posttesting. Both control group participants demonstrated no change in muscular strength, slight reductions in flexibility, and variable changes in muscular endurance.Due to the fact that all of the children in the training program wanted to continue being involved in the after-school program after the study was completed, and the benefits seen through the testing data, this type of program may be a positive intervention to reverse the trend of declining levels of children's physical fitness. The potential psychological benefits may also be a reason for offering a program of this type to children. More studies should be performed on larger sample groups to support this research. / School of Physical Education

There is no abstract available for this thesis.

The Poulin Pictorial Motivational Scale (PPMS) attempted to measure separately four different types of motivation; intrinsic motivation, extrinsic motivation/self-determined, extrinsic motivation/non self-determined, and amotivation. / Sixty-two high school students were tested with the PPMS. These individuals with a mild intellectual disability were grouped according to age level (12-13, 14-15, 16-18) and academic ability (low, average, high). They answered two questionnaires; the PPMS and Harter's scale (to test students' self-competency). Other scales, made for teachers, were used to assess the validity of the PPMS, a Physical Educator's rating scale and a Teachers' questionnaire. / The reliability estimates of internal consistency (Cronbach's alpha) and temporal stability were sufficiently high to conclude that the PPMS was a reliable instrument. The results also revealed that the PPMS is valid and it correlates in the expected directions with the other scales which followed the self-determination theory of Deci and Ryan (1985a). Therefore, it was concluded that the PPMS is a valid and reliable instrument. (Abstract shortened by UMI.)

Despite the important benefits of physical activity, many people with autism spectrum disorder (ASD) have difficulty participating long enough to reap the rewards. Poor motor skills, difficulty planning movements, problems functioning in open environments, and low motivation combine to make sustained participation a challenge. This dissertation is a series of three studies designed to develop and assess intervention, based on self-determination theory, which promotes sustained physical activity for adolescents and young adults with ASD functioning at the low end of the spectrum. The studies were carried out at a high school for students with intellectual disabilities over three consecutive years. The results of studies and 2 were used to adapt the intervention to meet the needs of this population. Recent research has shown that when people act in a self-determined manner they become more engaged in what they are doing. The intervention for study I included one self-determination skill, self-monitoring. Goal-setting was added during study 2, this resulted in participants setting goals and self-monitoring as they walked and jogged. The intervention for the third study included 3 self-determination skills: goal-setting, self-monitoring, and self-reinforcement. The self-determination attitude of self-efficacy was measured during study 3 to better understand the relationship between self-efficacy and physical activity for individuals with ASD. Distance walked, jogged, or cycled, increased during studies 1 and 3. Visual methodologies were used during studies 2 and 3 to provide these participants with severe communication problems the opportunity to share their experiences during the physical activity with the researchers. Participants and teachers interpreted the facial expressions, which were captured with photographs, in terms of affect but their interpretations did not always match. The participants indicated that enjoyment of the activity increased over the duration of the physical activity program but this was not always obvious to the teachers. It was concluded that interventions which include self-determination skills increase engagement and enjoyment during physical activity for adolescents and young adults with ASD.

Thesis (M.Ed) -- Australian Catholic University, 2006. / Submitted in partial fulfilment of the requirements for the degree of Master of Education. Bibliography: p. 176-184. Also available in an electronic version via the internet.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 118-131). Also available via the Internet.

Thesis (M.S.) in Food Science and Human Nutrition--University of Maine, 2008. / Includes vita. Includes bibliographical references (leaves 44-46).