Thesis (Ed.D.)--University of West Florida, 2006. / Title from title page of source document. Document formatted into pages; contains 100 pages. Includes bibliographical references.

Thesis (Ph. D.)--Michigan State University, 2006. / Includes bibliographical references (leaves 390-395). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

M.Ed. (Didactics Training) / Limited data regarding the pedagogic didactic responsibilities of the sport mentor could be obtained. Consequently very few guidelines do exist in this regard. Research therefore indicates to a large extent what responsibilities regarding the coaching of sports are. The framework of this research includes the pedagogic (educational) and didactic perspectives as well as the guidelines concerning the task of the sport mentor. A prerequisite for effective communication between the sport mentor and the players (adult to be) is the creation of a suitable learning situation. The relevant components for the coaching of sports are: The young sportsman (adult-to-be) /child; an effective relationship; goals; content; sequence and The sport mentor. This research highlights the complexity of coaching and concludes that coaches (sport mentors) who are well versed in didactic pedagogic principles should be able to fulfil this responsibility successfully.

The problem of this study was to determine the professional preparation, playing experience, and involvement in professional organizations of secondary school coaches in Northeast Texas. This information was presented in such a manner that comparisons might be made with recommendations for certification of high school coaches by the American Association for Health, Physical Education and Recreation. The findings of the study seem to warrant several basic conclusions. Degree requirements, playing experience, and professional activities of the coaches appeared adequate. The coaches' professional preparation in physical education seemed inadequate according to the recommendations for certification.

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The decision of run versus pass is of major importance to a football coach. This study focused on four situations: second down and short medium yardage for a first down; second down and long medium yardage for a first down; third down and short medium yardage for a first down; and third down and long medium yardage for a first down. Plays were taken off of a computer printout from the 1985 Virginia Tech Football team's statistics. Percentages of success and failure were taken to determine if a pattern could be established as to whether run or pass was more successful. These percentages were tested against a null hypothesis which stated that there would not be any difference in the success rate of run versus pass. Strength of schedule was taken into consideration. A Spearman rho (rank) correlation coefficient was computed for opponents' pre-season and post-season ranking. The study established that there was a significant difference in the success rate by using the run in the second down and short medium situation. This was also found to be true in the third down and short medium situation. / Master of Science

There is great controversy regarding the methods in attenuating the epidemic of being overweight and obese among our population. For years, low-fat diets have been prescribed as the best approach to solving this problem, however, low-carbohydrate diets have become increasingly popular despite the widespread opinion that they result in large reductions in muscle tissue and function. The purpose of this study was to compare the effects of a Step-I and carbohydrate-restricted (ketogenic) diet on changes in body mass (BM), fat mass (FM), lean body mass (LBM), and resting metabolic rate (RMR). Eight overweight men (>25% body fat) consumed Step-I (<30% fat) and ketogenic (<10% carbohydrate) diets for 6 weeks in a randomized cross-over design. Body composition (dual energy X-ray absorptiometry) and RMR were examined before and after each diet. Energy intake was significantly reduced during the Step-I (1506 kcal/day) and ketogenic (1766 kcaL'day) diets compared to habitual dietary intake (2443 kcal/day). The following changes in body composition were observed during the Step-I and ketogenic diets, respectively: BM -4.1 and -5.9 kg, FM -3.5 and -4.4kg, LBM +0.1 and -1.7kg. The changes in RMR for the Step-I and ketogenic diets respectively were -155 and -26 kcal/day, relative RMR -0.68 and +0.81 kcal/kg BM. Although changes in BM, LBM, and FM tended to be greater during the ketogenic diet and changes in both absolute and relative RMR tended to be greater during the Step-I diet, no significant differences were noted between diets. These data indicate that hypoenergetic diets greatly differing in macronutrient distribution result in similar changes in body composition and that very low-carbohydrate diets do not result in significant losses in LBM and metabolic rate. / School of Physical Education

This study examined the relationship between coaching behaviors and traits and their impact on athlete motivation and affective learning in a collegiate coactive team setting. By conducting in-depth interviews with NCAA Division I men’s tennis players at a Midwestern, mid-sized University it was discovered that Coach Craig Keller’si credibility and caring behaviors had the most salient impact on athlete intrinsic motivation, his use of mild verbal aggression and his career record had the most salient impact on athlete extrinsic motivation, and his extreme verbal aggression and lack of feedback/praise significantly decreased their levels of intrinsic and extrinsic motivation. Moreover, the athletes noted that Coach’s credibility and caring behaviors increased their levels of affective learning, his will to win and desire to be professional increased affective learning through trait modeling, and his inability to follow through with claims decreased their affective learning. The most significant finding was that Coach’s dynamic leadership had the most positive impact on player intrinsic motivation while his mild verbal aggression had the most positive impact on player extrinsic motivation. However, it was discovered that this type of leadership ceased being motivational when the sentiment of the messages became negative and singled out individual players. / Department of Speech Communication

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 165-173).

The purpose of this study was to develop a profile of Christian College physical education faculty members regarding their academic preparation, professional experience, and selected duties, as well as to identify important components of graduate preparation at the doctoral level for future faculty at these institutions. A survey instrument was selected from a review of previous research and adapted for use in this study. The revised instrument was divided into three parts; academic preparation, classroom teaching experience, and coaching and administrative duties. Institutions chosen for the study were selected from the Coalition of Christian Colleges and Universities. Seventy schools with physical education programs were identified. Department heads at these institutions identified 370 faculty members who met the criteria for participation in the study. Two hundred nineteen surveys were returned for a response rate of 58%. The presentation of the findings are presented in the following areas: the profile of faculty members in relation to their academic preparation, teaching experience and coaching and administrative duties; the perceptions of faculty in relation to teaching competence and value of graduate coursework; the faculty member's perceived competence in and importance of certain administrative skills in their current position; and the demographics of institutions represented in this study. Data indicated that faculty who taught in areas outside their graduate preparation perceived themselves as less competent than those with specific graduate coursework in that area. Approximately 28% of courses taught by faculty in this study were taught by faculty without graduate coursework in that area. A large percentage of faculty in the study who coached did so at the secondary level prior to coaching at the collegiate level. They also served as an assistant prior to becoming a college head coach. A majority of faculty (67%) served in some type of administrative capacity during their career. Faculty perceived themselves as more competent in specific administrative skills when they received graduate preparation in those areas. / Graduation date: 2006