This research seeks to understand the actual perception of the proper role of athletics on the part of student-athletes, faculty, and presidents within the New England Small College Athletic Conference (NESCAC), an intercollegiate athletic league comprised of 11 highly selective National Collegiate Athletic Association Division III institutions. Data for this research was collected using a survey instrument to sample attitudes and perceptions from all three constituent groups so as to ascertain more fully conference-wide trends. The greatest perceptual differences overall in responses to these statements were registered between faculty and student athletes. Faculty were considerably more skeptical of the values to be gained from the time and effort expended on intercollegiate athletics, while student-athletes consider these same expenditures to be not only valuable, but on an equal plane with those made in the academic realm. Presidents and student-athletes demonstrated perceptual similarities on those statements that examined the perceptions of the relative importance of intercollegiate athletics in relation life on NESCAC campuses. Follow-up interviews with presidents were held to collect qualitative data to formulate a more complete picture of conference-wide attitudes and perceptions. Presidents were chosen to be interviewed because they have the most power and influence over the formation of intercollegiate athletic policy as outlined in the conference bylaws. Findings from these interviews indicate that perceptual “sub-groups” exist amongst the presidents. These perceptual sub-groups can be defined as “promoters,” “acceptors,” and “doubters.” Presidents in each sub-group maintain that NESCAC reflects their own personal notions of the classic and ideal role of intercollegiate athletics, believe that the above cited classic and ideal perceptions are under fire and are increasingly difficult to maintain, and declare that NESCAC has not been immune to the growing interest and emphasis in sport in American society. In addition, many presidents were surprised at the level of significance attributed to and required for the management of intercollegiate athletic policy and were therefore unprepared to deal with the increased managerial expectations and attention required to deal with athletic policy issues.

<p> The purpose of this study was to investigate validity and reliability evidence of Smart Start-Second Edition (Zittel, Kim, &amp; Wessel, 2014) (Smart Start-2) in preschoolers with and without a disability. Thirty-two preschoolers with a disability and 28 preschoolers without a disability participated in the study. The mean age of all participants, preschoolers with a disability, and preschoolers without a disability were 50.98 months (<i>SD</i> = 7.86, range 37 &ndash; 64), 53.28 months (<i>SD</i> = 7.28), and 48.35 months (<i>SD</i> = 7.78), respectively. Each participant was asked to perform 12 fundamental movement skills. The participants&rsquo; fundamental movement skills performances were filmed and examined with Smart Start-2 and Test of Gross Motor Development-Second Edition (Ulrich, 2000) (TGMD-2) by three trained raters. For validity evidence of Smart Start-2, correlations between data of Smart Start-2 and TGMD-2 were examined with Pearson product-moment correlation coefficients. Intra-rater reliability and inter-rater reliability were also examined using a proportion of agreement, modified kappa coefficient, and intraclass correlation coefficient. Large correlations between data of Smart Start-2 and TGMD-2 were found for total score (<i>r</i> = .89, <i>p</i> &lt; .01), for sum of scores on locomotor skills (<i>r</i> = .92, <i>p</i> &lt; .01), and sum of scores on object control skills (<i>r</i> = .92, <i>p</i> &lt; .01). Across three raters, the average proportions of agreements for intra-rater using Smart Start-2 on all participants, preschoolers with a disability, and preschoolers without a disability were .92, .91, and .91, respectively. Across three raters, the mean of modified kappa coefficients for intra-rater reliability using Smart Start-2 on all participants, preschoolers with a disability, and preschoolers without a disability were .83 (<i>SD</i> = .09, range .52 &ndash; 1.00), .83 (<i>SD</i> = .09, range .60 - .96), and .83 (<i>SD</i> = .10, range .52 &ndash; 1.00), respectively. The mean of intraclass correlation coefficients for intra-rater reliability using Smart Start-2 on all participants, preschoolers with a disability, and preschoolers without a disability were .96 (95% confidence interval: .94 - .97), .96 (95% confidence interval: .90 - .97), and .96 (95% confidence interval: .93 - .98), respectively. </p><p> The average proportion of agreements for inter-rater using Smart Smart-2 on all participants, preschoolers with a disability, and preschoolers without a disability were .86, .87, and .86, respectively. The mean of modified kappa coefficients, across three raters, for inter-rater on all participants, preschoolers without a disability, and preschoolers without a disability were .71 (<i> SD</i> = .11, range .42 - .89), .72 (<i>SD</i> = .10, range .42- .87), and .69 (<i>SD</i> = .10, range .45 - .89), respectively. The mean of Intraclass correlation coefficients for intra-rater reliability using Smart Start-2 on all participants, preschoolers with a disability, and preschoolers without a disability were .93 (95% confidence interval: .89 - .96), .95 (95% confidence interval: .89 -.97), and .89 (95% confidence interval: .72 - .95), respectively. However, a one-way repeated measures ANOVA showed significant differences of the total scores of Smart Start-2 between raters. <b></b>The major findings of this study support evidence of concurrent validity and intra-rater reliability and inter-rater reliability of the Smart Start-2 for assessing FMS for preschoolers with/without a disability using 3 trained raters.</p>

<p>Federal, state, and local school policies since the No Child Left Behind (NCLB) Act of 2001 have increased the focus on student achievement. Subjects such as physical education have become less of a priority. At the same time, childhood obesity is a serious public health problem. Virginia schools provide an opportunity for student to learn about the importance of being physical activity and knowledge to lead an active life through physical education class. The purpose of the study was to explore elementary physical education teachers' in the Bergling School Division (a pseudonym) in the Commonwealth of Virginia implementation of the physical education curriculum, and their knowledge of the state and local school division physical education policies. In addition, the study examined their perceptions of factors to implementing the curriculum. A survey was administered to a population of elementary physical education teachers in the Bergling School Division. Part one of the survey included factors to curriculum implementation. Part two of the survey included items related to the teachers' application of the curriculum and understanding of policies. The results were analyzed using quantitative methods to determine if relationships exist between factors to curriculum implementation and specified teacher demographics, setting, and perception of policy. Findings from the survey data show teachers are using the physical education curriculum to teach, but lack competence in the policies that guide how the subject is implemented. Furthermore, teachers sight lack of time with students, class size, and low priority for physical education as factors to curriculum implementation.

<p> Adolescents use literacies in order to build identities in a variety of figured worlds. Some identities become more powerful than others as adolescents attempt to understand and successfully utilize the valuations and literacies of the diverse figured worlds in which they participate. The goals of this study were to describe the figured worlds of football and the classroom of a highly recognized high school football program and school. My study involved four participants from the varsity football squad and the coaches and teachers who guided and shaped both figured worlds.</p><p> I used a qualitative case study design to explore each figured world and the literacies demanded from my participants. Data were gathered from observations in both the football and classroom figured worlds, interviews with my participants, their coaches, and teachers. I also studied various artifacts from both figured worlds in order to describe the valuations and literacies endemic to both. </p><p> Findings show that both figured worlds demanded key beliefs and valuations from my participants in order to gain power and positionality in each one. My study also shows that the football figured world expects players to comprehend key literacies in order to gain recognition and esteem. For some of my participants, connecting the valuations and literacies between the worlds allowed them to build strong identities in both. However, one participant was unable to take on the expected valuations and literacies in recognizable ways in the classroom figured world, and as a result, was unable to build a strong identity there. </p>

Thesis (Ph.D.) - James Cook University, 2006. / Typescript (photocopy) Bibliography: leaves 173-186.

Thèses (M.Sc.)--Université de Sherbrooke (Canada), 2007. / Titre de l'écran-titre (visionné le 1 février 2007). In ProQuest dissertations and theses. Publié aussi en version papier.

Thèses (M.Sc.)--Université de Sherbrooke (Canada), 2007. / Titre de l'écran-titre (visionné le 1 février 2007). In ProQuest dissertations and theses. Publié aussi en version papier.

Thesis (Ph. D.)--Columbia University, 1934. / Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1934. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1942. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.