Source: Dissertation Abstracts International, Volume: 27-08, Section: A, page: 2379. / Thesis (Educat.D.)--The Florida State University, 1966.

Source: Dissertation Abstracts International, Volume: 27-10, Section: A, page: 3297. / Thesis (Ph.D.)--The Florida State University, 1966.

Source: Dissertation Abstracts International, Volume: 23-10, page: 3763. / Thesis (Ph.D.)--The Florida State University, 1962.

Source: Dissertation Abstracts International, Volume: 25-12, page: 7069. / Thesis (Educat.D.)--The Florida State University, 1964.

The purpose of the study was to compare the effects of massed versus distributed practice on gross and fine motor proficiency of male and female educable mentally handicapped adolescents. Twenty-six female and 26 male adolescents, aged 180-204 months, used a pursuit rotor to practice fine motor skills and a stabilometer for gross motor skills. Each subject, whether on a massed or distributed practice schedule, had 15 trials on the first day and 5 trials on the following day. Subjects who followed a distributed practice schedule had 30 second trials with 30 seconds rest between each; subjects who followed the massed practice schedule had 30 second trials with 5 seconds rest between each. The mean of the 20 trails was computed. / Six hypotheses were tested by ANOVA at the .05 level of significance. The results showed that males using distributed practice on a fine motor task performed better than females; and males using massed practice performed better on a fine motor task than females. Also, it was found that: (a) there were no significant differences between massed and distributed practice when learning gross and fine motor tasks; (b) there was no significant difference between the mean scores of the males and females using massed and distributed practice working on gross motor and there was no significant difference between the mean scores of males and females when learning gross motor tasks under massed conditions. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2614. / Thesis (Ph.D.)--The Florida State University, 1985.

Assuming that the reform of higher education of 1980 in Colombia and the changing climate caused by the process of development has influenced the attitudes toward work of physical education faculty members in higher educational institutions, the purpose of this study was to develop a Spanish-language version of the Faculty Job Satisfaction Scale (Wood, 1976), to examine and compare faculty job satisfaction on (1) achievement, (2) growth, (3) interpersonal relations, (4) policy and administration, (5) recognition, (6) responsibility, (7) salary, (8) supervision, (9) the work itself, and (10) working conditions between physical education faculty in Colombia and Costa Rican institutions of higher education and to compare the overall level of job satisfaction/dissatisfaction with selected demographic variables of the two groups. / One hundred per cent of Costa Rican professors and 87 per cent of Colombian professors in ten of the eleven existing universities responded accurately to the faculty job satisfaction scale. The steps taken in the development of the instrument for this study, the reliability coefficients obtained in the pilot and actual studies, suggested that the Spanish version of the instrument was appropriate. / The data analysis revealed the following findings: (1) Physical education faculty members in Colombia as a group reported less satisfaction than their counterparts in Costa Rica in nine of the ten factors with the exception of the salary factor. Important differences were found in policy and administration, recognition, supervision, and the work itself factors between the two groups. One important difference, with a higher level of satisfaction being expressed by Colombian faculty members, was in relation to the salary factor. (2) Upon comparing the overall satisfaction mean of Colombian and Costa Rican professors, no important differences were found. (3) When the overall level of job satisfaction was compared with selected demographic variables of the two groups, several important differences were found in various categories of the selected variables. / Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3648. / Thesis (Ph.D.)--The Florida State University, 1985.

An assessment instrument for use by non-physical educators in screening the performance of selected gross motor skills by kindergarten children was developed. Selected locomotor, manipulative, and stability skills were assessed from both a product and pattern perspective. / A sample of 655 kindergarten students were screened with the Central Florida Gross Motor Screening Inventory (CFGMSI). A subsample of 90 subjects were assessed and reassessed by the same personnel for the purpose of obtaining test-retest reliability data. A separate subsample of 90 subjects were assessed by two independent personnel teams simultaneously to obtain inter-rater reliability data. / The degree of skewness for the test scores indicated that the subjects performed better on the selected locomotor and stability tasks than expected. The subjects' performance was less skilled than expected for the manipulative tasks. The product and pattern aspects of performance for the selected locomotor, manipulative, and stability tasks were determined to be independent of each other. / The CFGMSI was found to possess statistically significant internal consistency under all testing conditions which is indicative of total test reliability. The proportion of agreement computations for the test-retest comparisons all reached sufficient levels to assure practical meaningfulness. However, the obtained coefficients of agreement and correlations from the test-retest comparisons failed to achieve statistical significance. The proportion of agreement computations for the inter-rater comparisons also assured practical meaningfulness. Additionally, the inter-rater data indicated statistically acceptable levels of test objectivity for all facets of the CFGMSI except the pattern aspects of both the locomotor subtest and the catch component of the manipulative subtest. Since the inter-rater comparisons were so robust it was postulated that the lack of statistical significance for the test-retest comparisons was a result of the naturally occurring developmental variability of kindergarten aged children. / The results of this study indicated that the CFGMSI is a valid and reliable instrument for use with kindergarten children which can be administered to large numbers of children by non-physical educators. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0118. / Thesis (Ph.D.)--The Florida State University, 1985.

This investigation was conducted primarily to compare the influence of an internal, controllable, unstable orientation with that of other orientations on self-concept of ability (SCOA), intrinsic motivation, performance, and expectations of performance during perceived failure. Male and female seventh, eighth, and ninth grade students (N = 332) responded to a SCOA questionnaire. Based on the response to this questionnaire, 42 low and 42 high SCOA subjects were selected to participate in this study. Separately, the low and high SCOA subjects each randomly assigned to one of three causal dimension orientation groups, with restrictions on gender and grade, were oriented to perceive their performance on a stabilometer balancing task as due to (1) internal, controllable, unstable factors (ICU); (2) internal, uncontrollable, stable factors (IUS); or (3) nothing in particular (NDO). Participants then received fictitious normative feedback over 15 trials, suggesting they had performed below average compared to other seventh, eighth, and ninth grade students. Dependent variables included (1) persistence (intrinsic motivation) with the experimental task, (2) expectancies, (3) performance scores, (4) responses to a Causal Dimension Scale, and (5) responses to a SCOA scale. The persistence, expectancies, and performance dependent measures were significant considering SCOA. Causal dimension orientations were also significant. More specifically, the High SCOA group persisted longer, had higher expectations, and performed significantly better than the Low SCOA group. Furthermore, the ICU group persisted for a longer amount of time, revealed higher expectations over trials, and performed significantly better over trials than the IUS and NDO groups. In addition, the results for the Causal Dimension scale revealed that the dimensional orientations appeared to influence the / internal and stable dimensions. The results of this investigation were discussed in terms of the benefits of internal, controllable, and unstable dimensions on cognitive and behavioral parameters for individuals either high or low in SCOA. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2620. / Thesis (Ph.D.)--The Florida State University, 1985.

The primary purpose of this study was to investigate differences in the perceived stress levels of university freshman athletes and non-athletes by sex, race, high-school size, hometown size, and basic stress knowledge. Subjects for the study included freshman students represented by athletes from The Florida State University (FSU-FA) (n = 65) and Florida A&M University (FAMU-FA) (n = 78); Summer Enrichment Program (SEP) freshmen (n = 52) from The Florida State University; and non-athletes from Florida A&M University (FAMU-RF) (n = 260), and The Florida State University (FSU-RF) (n = 375). Non-athletes served as the control group with whom athletes could be compared. / This study included the use of two instruments, a biographical information sheet and the stress levels inventory. The stress levels inventory instrument contained five sections. The first four sections included assessment scales and were as follows: (a) Patterns of Behavior, (b) Anxious-Reactive Personality, (c) Overload, and (d) Self-Perception. The complete stress levels inventory packets were administered to the three designated categories of students at The Florida State University and Florida A&M University. Participants were given as much time as they needed to complete the instrument. The packets were given to Dr. Beverly Yerg to administer to the freshman athletes at The Florida State University. The researcher administered the test to the other groups. / The hypotheses were tested using two-way analysis of variance (ANOVA). Data were analyzed by five independent variables (sex, race, high-school size, hometown size, and basic stress knowledge). The dependent variable was the stress score. There were four different stress scores. The data were reported in three parts: (a) demographical data (sex, race, high-school size, and hometown size), (b) basic stress knowledge, and (c) levels of stress for each group. Descriptive statistics were used to report the demographic data. The results of this investigation indicated that, in the area of Patterns of Behavior, SEP and FAMU-FA females had a high Type A-like behavior according to sex. All other areas for all groups were moderate. In the area of Anxious-Reactive Personality, SEP females had high stress according to sex. All other areas for all groups were moderate or low. In the area of overload, all the groups experienced moderate stress. However, in the area of Self-Perception; all the groups had an extremely low self-image of themselves. / Source: Dissertation Abstracts International, Volume: 48-07, Section: A, page: 1698. / Thesis (Ph.D.)--The Florida State University, 1987.

Pictorial and verbal instructions were compared relative to the learning of a novel motor skill. High school-aged subjects (n = 54, 16-18 year old males) were divided into six instructional treatment groups: (1) Verbal; (2) Pictorial; (3) Pictorial and Verbal; (4) Verbal and Imagery; (5) Pictorial and Imagery; and (6) Pictorial and Strategic coding. It was hypothesized that the four groups using pictures as an instructional aid would demonstrate superior performance versus the two verbal treatment groups. It was also predicted that the learning trends would be different for the pictorial groups as compared to the verbal groups. It was further hypothesized that imagery ability would be related to performance, and therefore, each subject's imagery ability score was to be used as a covariate. Results of a one-way ANOVA supported the primary hypothesis. That is, subjects in the pictorial treatment conditions performed significantly better than subjects in the verbal treatment conditions. No significant differences were observed between the four pictorial conditions. Similarly, no significant difference was discovered between the verbal treatment conditions. / A 6 x 10 ANOVA (6 methods x 10 repeated measures) was used to analyze subject's performance over trials. Significant results were discovered for between groups, between trials, and the interaction of trials by groups. Learning trends for subjects in the pictorial groups continued to display improvement through the fourth trial. However, for subjects in the verbal groups the learning trends leveled off after the initial performance trial. The hypothesis that imagery ability would be related to performance was not sustained. Therefore, the covariate score of imagery ability was not applied to the overall analysis. Implications of findings in this investigation indicate that learners will benefit from environments that include pictorial illustrations as a learning aid. / Source: Dissertation Abstracts International, Volume: 48-07, Section: A, page: 1700. / Thesis (Ph.D.)--The Florida State University, 1987.