Exercise training represents a potent stimulus to the parameters of aerobic and anaerobic fitness in adults; whether the same is true in young girls is unclear. For some parameters, such as peak oxygen uptake, the influence of training status remains controversial whilst for other parameters, such as oxygen uptake kinetics, the influence of training status remains simply uninvestigated in young girls. Despite this lack of empirical evidence, it has been suggested for some time now that children may lack trainability and that this may be related to the presence of a maturational threshold below which significant adaptations to training cannot occur. This suggestion requires investigation, not least because the findings of some studies which appear to support this contention may in reality be a reflection of the use of an inappropriate test modality for the investigation of training status influences. The purpose of this thesis was therefore to determine the physiological trainability of girls at different stages of maturation and to investigate the interaction between training status, maturity and exercise modality. To achieve this purpose a series of 5 studies was completed, in which trained and untrained girls completed ramp incremental exercise, constant-work-rate exercise and Wingate exercise on two exercise modalities, one upper (arm crank) and one lower body (cycle). During these tests, cardiovascular, respiratory, metabolic and mechanical power parameters were assessed. In response to ramp incremental exercise, trained girls were shown to have a higher peak O2, SV and at all stages of maturity, along with an altered SV and fractional muscle oxygen extraction pattern, irrespective of exercise modality. The importance of exercise modality was evident during heavy intensity constant-work-rate exercise in pre-pubertal girls, where training status was only associated with significant influences on O2 kinetics (faster phase II time constant in trained girls) during upper body ergometry. In contrast, pubertal trained girls had faster O2 kinetics during both exercise modalities, an influence which may suggest both central and peripheral adaptations to the delivery and utilisation of oxygen. Exercise modality was also revealed to be an important factor in the demonstration of training status influences during a 30 s Wingate test, with trained girls at all stages of maturity exhibiting higher mechanical power indices during upper body ergometry only. An influence of training status was also evident in the lower fatigue index found in the trained girls at all stages of maturity during both modalities, but no influence was found in the oxidative contribution to the Wingate test. None of these studies revealed an influence of maturity status in determining the magnitude of training status effects. Overall, the 5 studies encompassed within this thesis demonstrate that children are trainable and that this is not moderated by maturity.

Thesis (M.A.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 50-52). / v, 52 leaves, bound 29 cm

This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the competencies. Participants included educators who had completed university-based coursework on emotional and behavioral disorders. Competencies from the Qualification and Preparation of Teachers of Exceptional Children study were correlated with CEC's content standards and knowledge skill sets for special education teachers of individuals with emotional and behavioral disorders. Participants ranked 88 competencies on importance and proficiency. Results revealed that educators' proficiency in competencies, their years of experience, and level of education contribute a significant percentage of variance in their ratings of the importance of competencies. Implications for further research are provided.

Bakgrund: Tidigare studier har visat att barn har sämre styrka i överkropp och bål samt är mindre fysiskt aktiva nu än tidigare, detta skulle kunna medför en ökad hälsorisk framförallt på längre sikt. Syfte: Att undersöka om ett pass med 4 min Tabata intervaller med stabiliserade övningar, varje skoldag under en 6 veckors period gav någon skillnad på de fysiska testerna och gav en ökad stabilitet och styrka hos barn i åldern 7-9 år. Design: Studien genomfördes som en interventionsstudie med en kvantitativ ansats. Metod: 42 barn varav 23 flickor och 19 pojkar i åldern 7-9 år deltog i studien som genomfördes på skoltid i klassrummen. Utöver studiegruppen användes 13 barn som kontrollgrupp de genomförde enbart de fysiska testerna före och efter studien. Resultat: En signifikant ökning av antalet push-up (P<0.05) och push-up (knä)(P<0.05) kunde påvisas efter studien. Konklusion: De fysiska tester som visade signifikanta förbättringar hade liknande övningar inkluderade i Tabatastudien. / Background: Earlier studies have shown that children of today has an decreased strength in the upper body and trunk. They are also less physical active than children have been before, which causes an increased risk for the health in the future. Purpose: To examine if a 4 min Tabata interval session, with stabilizing exercises, every schoolday during a 6 weeks period, made any difference in the physical tests and may cause an increased strength and stability in 7-9 year old children. Design: The study was conducted as an intervention study with a quantitative approach. Method: 42 children aged 7-9 years old, devided into 23 girls and 19 boys participated in the complete study. The study was conducted during classhour and was performed in the classroom. In addition to the study group 13 children where used as a referensgroup and was only tested in the physical tests before and after the study. Result: A significant increase number of the push-ups and push-up (knee) was shown after the study. Conclusion: All of the physical tests that showed a significant increase had a similar exercise included in the Tabata study.

This study attempts to explore the perceived value of Problem-Based Learning (PBL) in training teachers of students with behavioral disorders (E/BD) in Hong Kong. It represents an effort to improve the predominately lecture focussed approach adopted in many preparation programs. Data on the training needs of Hong Kong teachers were also acquired and 31 knowledge/skills areas related to teaching students with E/BD were identified. Subjects viewed the PBL approach as dynamic, interesting and incentive driven. It develops skills involved in group learning, self-directed learning, use of information resources and problem-solving. Most important, teachers felt they were supported to explore the practical problems they personally encountered in the classroom and actions they could take to resolve them. Difficulties in using PBL included a lack of resources and the tendencies of most Chinese students to accept rather than challenge others' ideas.

Historical documentation of the impact of PL 88-164 on the field of emotional and behavioral disorders (E/BD) and the development and implementation of teacher-training programs for children and youth identified as E/BD is limited. This study was designed to document the historical significance and professional contributions of Dr. Richard J. Whelan, Professor Emeritus, University of Kansas and his work in the development of teacher preparation training programs in the field of E/BD in institutions of higher education (IHE). The second purpose of this study was to document the legislative and program initiatives that have impacted the services, education, teaching, and research initiatives in the field of E/BD as interpreted by Dr. Whelan. The final purpose of this study was to examine the views of Dr. Whelan regarding the need for future developments in the field of E/BD. Legislative and policy efforts continue to change the climate in which children are educated. The field of special education relies on the efficacy of the training programs in IHE to provide appropriate teaching and research efforts in a manner that is consistent with the current needs of students with E/BD, their families, and the schools in which they seek to be educated. As this study revealed, understanding the history of the field, the foundational framework from which research and evidence-based practices have emerged, is paramount to forward movement in the field and necessary to the measurement of effective interventions and strategies in support of the students, their families, and those who choose this field as their lifework. It is the foundation from which educational theory is developed, researched, revised, and reflected.