Doctor of Philosophy / Curriculum and Instruction Programs / Michael F. Perl / BeEtta L. Stoney / America is in the midst of an obesity epidemic (Wechsler, McKenna, Lee, & Dietz, 2004). According to Wechsler et al., physical inactivity is a major contributor to this issue. Burnette (1999), reports certain behaviors and instructional strategies help teachers to build stronger teaching/learning relationships with students, and that some specific behaviors may be the most influential. Teacher feedback and teacher proximity are two specific behaviors that are important in a physical education setting. Hastie (1998) and Lund (1990), report that when physical education teachers provide feedback and maintain proximity to students, learning may be enhanced. This study examined the frequency of teacher feedback and teacher proximity in relation to student body mass index (BMI) and student gender. Fifteen Kansas middle school physical education teachers were observed delivering skill based lessons to two classes of students. Event recording, a form of systematic observation, was used in data collection. A multivariate analysis of variance was conducted with independent samples T-tests conducted for specific demographic data. Results indicated no significant differences in the frequency of teacher feedback and teacher proximity in relation to student body mass index (BMI) or student gender. Results of the analysis of various pieces of demographic information showed teachers who use some of the Physical Focus Curriculum activities had a higher rate per minute of teacher feedback than teachers who use none of the curriculum. Analysis also showed that teachers using more individualized skill based activities provided significantly higher rates of feedback and proximity than those conducting large group activities. Further analysis of demographic data revealed those teachers currently coaching a sport provided less feedback and proximity to students in class than those not currently coaching. Membership in the state professional organization did not have any effect upon rates of teacher feedback or proximity. The effects of teacher gender on rates of feedback and proximity showed female teachers are more proximal to all students than male teachers. Recommendations to be considered when conducting further research include increasing the sample size, development of more specific instrumentation to measure rates of feedback and proximity in an activity setting, implementing more control of the type of activity and instruction provided, and including more diversity in the study.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Stephen L. Benton / This study explored the relationship between a variety of health behaviors and life satisfaction in college students. University students (N=794) enrolled in a midwestern university during the Fall, 2006 and Spring, 2007 semester, completed an online Health Behavior Assessment designed to measure body mass index (BMI), frequency of physical activity behavior, fruit and vegetable consumption, sleep behavior, alcohol use, frequency of use of stress-management skills, stage of change for physical activity, stage of change for fruit and vegetable consumption, stage of change for frequency of stress-management skills, and life satisfaction. As predicted, significant correlations were found between life satisfaction and BMI, frequency of physical activity, fruit and vegetable consumption, and frequency of use of stress- management skills. Students who regularly received 6-8 hours of sleep showed higher levels of life satisfaction. Students in the maintenance stage of change for physical activity behavior and stress-management skill use were found to have higher levels of life satisfaction compared to individuals in earlier stages of change. Results indicated that increased life satisfaction is related to a variety of health behaviors in college students.