Neuroplasticity research yields mixed results for the differential contribution of perilesional and contralesional brain areas to language recovery in aphasia. This paper will outline variables that mediate the presence and degree of right hemisphere activity and may account for some of the inconsistent research findings. Factors include the site and size of left hemisphere lesions, the phase of recovery, and the language task type and complexity. The performance accuracy of tasks also will be explored to further qualify the nature of homologous activity. Results found right hemisphere activation to be modulated by the damage and preservation of specific brain areas as well as by the presence of large left hemisphere lesions. Right hemisphere activity also was more consistently evident in the acute phase of recovery and returned to the left hemisphere in the chronic stage. Additionally, homologous areas tended to be more active during comprehension-based language tasks and during tasks of greater difficulty. In qualifying the nature of contralesional mechanisms, the activity appears to be more linguistic-oriented in less-recovered individuals with aphasia and more related to cognitive effort in well-recovered individuals. The nature of homologous activation depends on the brain’s ability to reactivate left hemisphere language networks. / text

As a tool for public health, sport and physical activity programs are challenged with sustainability after the initial resources and impetus that created them have subsided. Financial stability is important, but social and political support and consistent effort toward an agreed vision will also factor into whether a program will be sustainable. Program sustainability can be better understood when it is integrated with the phases of the program process, including formulation, implementation, and evaluation. Starting in 2008, the Texas Governor’s Advisory Council on Physical Fitness (GACPF) offered grants to local mayor’s fitness councils to tailor their own physical activity programs as a tool to combat obesity. In this work, I examine three community programs in Texas to illustrate what elements of sustainability were realized, and what achievements and challenges were experienced in the program process. This case study also serves as an opportunity to understand how sport and other physical activities are perceived in public health settings. Using a critical framework to draw out the assumptions and taken-for-granted knowledge of these public health programs, I employ a mixture of qualitative methods to determine what issues stood out in each community and what were common across all cases. I made site visits to each community and interviewed 42 people for this study, including members of the GACPF, members of the local mayor’s fitness councils, and residents in each community. The results reveal a significant drop-off in stakeholder involvement beyond program formulation. This drop-off largely explains why these programs were constrained in what could be implemented, went unevaluated, and had limited prospects for sustainability. The data also indicate that new approaches are needed for promoting greater levels of participation in sport and physical activity. Instead of emphasizing benefits of physical health or appearance, program leaders in public health should focus on the hedonic feeling and sense of community that can lead to more holistic health. The results reveal that it is unrealistic to contend that the challenges of sustaining a public health program can be completely eliminated. Nonetheless, an appreciation for those difficulties increases the possibility that they can be mitigated, and the public health program can be carried out as intended and sustained. / text

This report addresses three important issues around active living and how planning, health and governmental agencies are addressing active living in their spheres of influence. Initially the report uses a literature review to determine if research shows that characteristics of the physical environment influence active lifestyle choices and behaviors. This review also includes whether state and local governments and non-profit agencies are incorporating active lifestyle goals in important planning and policy decisions affecting the local physical and natural environment. The literature review supports links between the physical environment and active living but does not establish a causal link. Regarding the question of whether state and local governments and non-profit agencies are incorporating active lifestyle goals in important planning and policy decisions, the research reveals that there is a low level of inclusion of health goals within planning efforts. The body of work in this report is focused on understanding the level of knowledge and the degree of cooperation among local actors around active living issues in Texas. The report explores this question through a survey targeted at public and non-profit organizations that have the potential to influence conditions supporting active lifestyles in Texas communities. While this survey and results focus on Texas communities, given the breadth of the responses, the results are likely applicable outside Texas. The research found collaboration around active living in Texas was widespread among the departments and organizations represented by the survey. Many communities have implemented active living programs or projects, however, most communities have not completed active living assessments to prioritize active living needs. Funding was the most important factor in addressing barriers to active living. Other important factors in addressing these barriers included education, sample policies and programs, best practices and case studies, and access to local experts and community groups. Strong community support and local government leadership were the most important factors in creating an environment that supports active learning. / text

The Comprehensive School Physical Activity Program (CSPAP) model is one way to organize physical activity (PA) opportunities around specific target populations and points of intervention. It is recommended that physical education teachers serve as Directors of Physical Activity (DPA), given their expertise and experiences in the school setting. PURPOSE: This study examined the current role of physical education teachers in providing PA opportunities for students by implementing the CSPAP. The effects of professional development (PD) on teacher efficacy (TE) toward the implementation of the CSPAP were also investigated. METHODS: Using a collective case study approach, 30 physical teachers (Male=9; Experience 17.47) completed a survey on PA opportunities and self-efficacy. Twelve of the physical education teachers then participated in the DPA certification process, which consisted of a one-day workshop with 12-months of online support and follow-up to track their implementation of the CSPAP. Participants who engaged in the DPA certification participated in a series of in-depth interviews, as well as observations and site visits. Over twelve months the researcher inductively reflected on the data with the intent of forming concepts, hypotheses, and theories through organizing themes and teacher vignettes. Descriptive statistics and a MANCOVA were calculated to determine group differences while a series of RM-MANCOVA's were used to determine pre/post differences. Regression analyses were employed to determine the predictors of change in PA. RESULTS: Qualitative results revealed six themes and three teacher vignettes. RM MANCOVA's revealed no significant difference between pre/post experience, however, regression analyses revealed significant predictors of offering PA opportunities. It was identified that group, TE and PD were both significant predictors when providing PA opportunities: (a) before and after school (F(8, 21) = 2.65, p < .05, R² adj. = .31), (b) with family and community members (F(8, 21) = 2.62, p < .05, R² adj. = .31), and (c) for staff wellness (F(8, 21) = 3.80, p<.01, R² adj = .44). CONCLUSION: Physical education teachers are capable and willing to provide PA opportunities, beyond those offered during physical education, by assuming the role of a DPA. The frequency of these opportunities is influenced by TE and PD.

published_or_final_version / History / Doctoral / Doctor of Philosophy

The purpose of this study is to examine the components that are essential to successful and sustainable after-school sport and physical activity programs. The study examines not only what components must be present, but what barriers as well must be overcome to ensure implementation, success, and sustainability. While some programs have been successful in attracting and providing alternative programs for those that do not currently participate in interscholastic sport, the elements that make such programs successful and sustainable have yet to be thoroughly identified in the field. This study will examine best practices of existing successful programs, in order to make recommendations for expanding these programs to other schools. This study employed a qualitative descriptive design aimed at garnering an in-depth understanding of the experiences and perceptions of participants and program administrators in public schools who currently offer such programs. The study utilized questionnaires, interviews (individual and group), and observations to examine the best practices toward implementing attractive and sustainable after-school physical activity programs. The study included a comprehensive description of the programs, participants, and procedures of seven (7) separate Texas high school after-school programs. The programs fall into three (3) distinctive program designs. In addition, the essential components that make these programs successful and sustainable were reviewed. These five components were Supportive Administrators and Decision Makers Quality Facilitators, Inclusive and Enjoyable Opportunities, Practical and Flexible Logistics, and Parental and Community Involvement. Each of these elements is discussed in-depth in relation to motivational and adolescent development theories. This study demonstrates the viability of promoting and implementing theoretically sound programs that address appropriate developmental capabilities and student motivations. Through focus on local interests, inclusive programs, engaged facilitators, community involvement, and creative facility usage, a broad range of public schools could embrace the value and benefit of physical activity and sport programs for academic enhancement and positive youth development. / text

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M. Tech. Business Information Systems. Tshwane University of Technology 2011 / This research was carried out in the context of the government’s current efforts to integrate Information and Communication Technologies (ICTs) in teaching and learning, in secondary schools which appears to be a major challenge. The study was exploratory and descriptive in nature where the problem that has not been clearly defined or understood was addressed. Activity theory underpinned the study because of its dynamic perspective. The essence of activity theory stems from a view of learning where individuals actively construct their understanding of the environment while engaging in goal-oriented activities. The findings show that while the South African government has made the commitment and efforts to integrate ICTs in schools, there is no logical and detailed strategy to support the usage of these ICTs in teaching and learning activities. For example, some schools do have the right technologies and infrastructure, but teachers and learners do not know how to use and adopt them appropriately. Lack of (and inadequate) teacher training and development also adds to the challenges regarding the ICT integration in suburban secondary schools.

The purpose of this intense case study was to explore the factors that affect implementation of quality physical activity (PA) and healthy snacks that are provided to school-aged children (kindergarten to grade 8) attending after-school child care in British Columbia. Using an orientational approach that was guided by the implementation literature, 16 staff (n = 9 managers; n = 7 frontline staff) completed surveys and participated in semi-structured interviews. The majority of the data contributed to the emergence of the primary theme “Being confined” which contains three sub-themes: “It’s a moving target”; “We have to make do”; and “Centre rules and routines dictate practice”. This theme contextualizes two related but distinct primary themes: “Working together to pull it off” and “It takes skill”. The study contributes to our understanding of what facilitates or impedes implementation, according to staff working in typical after-school child care programs. This information can contribute to the refinement of guidelines and development of resources to help meet staff needs. Further, it will ensure that future research efforts are directed appropriately. / Graduate / 0573 / 0680 / kmmacfar@uvic.ca