Thesis (M.S.P.H.)--University of Michigan, 1934.

Thesis (M.S.P.H.)--University of Michigan, 1934.

The purpose of this study was to determine whether maximally accumulated oxygen deficit (OD) was a valid index of anaerobic capacity by distinguishing among groups of aerobically and anaerobically trained athletes. In addition, OD was correlated with commonly used anaerobic capacity/power measures. Subjects were four distance and five middle distance runners, three sprinters, and four controls. Subjects performed one 2-3 minute supra-maximal treadmill run in which blood lactates were recorded, a Wingate Bicycle Ergometer Test, and runs of 300, 400, and 600 meters. Data were analyzed by ANOVA and a Duncan's Multiple Range test. Significant differences in OD were found between: sprinters and middle distance runners vs. distance runners and controls suggesting a greater anaerobic capacity in the former two groups. Significant correlations also were found between OD and the other anaerobic tests. This study demonstrates that OD can distinguish among groups of track athletes whose events require varying levels of anaerobic metabolism. Correlations between OD and selected field tests suggest that the latter are measuring some common aspects of anaerobic ability.

This study examined the metaphors for teaching of a preservice physical education teacher characterized as a "difficult student." The purpose was to gain an understanding of the perspectives from which this teacher operated and why he was labeled a "difficult student." Metaphors were characterized as frames that reveal how teachers view their profession. No studies of metaphors in physical education were found. The social constructivist and symbolic interactionist perspectives formed the framework for this study. The subject was a 27 year old, white, male, delayed entry student, with experience as an athlete and a coach. Data was gathered during and after the subject's student teaching semester via formal and informal interviews, participant observation, and document analysis. The constant comparative method of data analysis was used. The subject's metaphors for teaching were the teacher as facilitator (including the scholar, presenter, and entertainer metaphors), coach, and friend. The investigation revealed that some of the subject's philosophical views and beliefs about the acquisition of professional knowledge conflicted with those supported by his program. Characteristics of the subject were often consistent with those of delayed entry students. These characteristics and philosophical differences appeared to account for much of the difficulty encountered. The researcher concluded that gaining an understanding of the subject's perspectives earlier in his program could have helped the teacher preparation professors and instructors deal with his differences in a mutually beneficial way. This might have led to a more constructive view of the subject as being "different" rather than "difficult." / Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3446. / Major Professor: Charles H. Imwold. / Thesis (Ph.D.)--The Florida State University, 1994.

The purpose of this study was to assess the declarative behavior management knowledge, pupil control ideology, and teacher efficacy of physical education teachers in north Florida middle schools. Additionally, the study explored relationships among the three measures. / A multiple choice declarative knowledge instrument, designed for the study, and two other instruments, the Pupil Control Ideology, and the Teacher Efficacy Scale were combined into one survey packet. Data were collected on site from 102 middle grade physical education teachers in north Florida counties. / Descriptive data indicated that teachers participating in the study were not knowledgeable about behavior management models frequently cited in professional literature. The mean score for subjects was 40.64%. Related teacher rankings indicated that "trial and error" experience ranked significantly (p $<$.01) higher as a source of behavior management knowledge than other potential knowledge sources (formal course work, independent study, or in-service training). / Pupil control ideology correlated with behavior management knowledge (r = $-$.1640; p $<$.05), and two factors of teacher efficacy, teaching efficacy (r = $-$.5033; p $<$.001), and personal efficacy (r = $-$.1862; p $<$.05). Teacher efficacy factors did not significantly correlate with declarative behavior management knowledge. / The results of this study indicated that behavior management knowledge and pupil control ideology may be linked. Further, teachers participating in the study did not score well on an eclectic behavior management knowledge test and relied on trial and error to acquire the knowledge that they did have. Therefore, it was concluded that both pre-service and in-service teacher training programs should be examined as to the adequacy of their behavior management components and their potential to affect pupil control ideology. / Source: Dissertation Abstracts International, Volume: 53-11, Section: A, page: 3840. / Major Professor: Robert A. Rider. / Thesis (Ph.D.)--The Florida State University, 1992.

This research consisted of three phases: a historical review involving the development of comparative negligence and its legal interpretation within law, the identification and legal boundaries of exculpatory agreements, and the analysis of litigation that addresses influences of comparative negligence and exculpatory agreements within collegiate athletics, concerning participation of athletes at medical risk. The judicial decisions examined covered the period of 1971-1991 and focused on two areas of case law, state and federal. State cases were separated into two domains. The first, comparative negligence, examined issues involving the influences and consequences of assumption of risk, voluntary participation, and foreseeable consequences. The second, exculpatory agreements examined issues involving the influences and consequences of public policy and minors. Federal cases were also examined which involved litigation associated with The Rehabilitation Act of 1973 and Workmen's Compensation. / Case law analysis substantiated the following key conclusions: (1) The comparative negligence doctrine has not had a profound influence on methods in which athletic departments and universities deal with medically at risk athletes. (2) The comparative negligence doctrines' most significant influence has come by way of the courts' attitude in dealing with at risk athletes who choose to participate in athletics. The courts have placed a greater emphasis on the athlete's duty of care upon him or herself. This theory has established that athletes will be held more accountable for their decisions concerning participation when there are questions as to the safety, or well being of said athlete. (3) Exculpatory agreements have demonstrated to be a popular method of allowing athletes to participate once medical advice has been given against participation. These agreements are designed to release liability from universities in return for allowing an athlete to participate in sports. However, the ethical issue involving the use of these agreements by universities is questionable. (4) The Rehabilitation Act has proven to be an effective instrument when used by athletes to force universities and colleges in allowing participation by at risk athletes. / Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0862. / Major Professor: Dewayne Johnson. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study is to describe the student teaching internship in context, with a special focus on the cooperating teacher. Three sentizing concepts were used to help provide a framework and focus for the study: documenting the student teaching internship in practice, focusing on the roles and relationships of the participants within the student teaching triad with special consideration given to the cooperating teacher's roles and relationships, and also developing a research design that explored other understandings and provided opportunities to gather information from unexpected, unplanned occurrences. / Three types of qualitative data collection were used throughout the study: non-participant observations, formal and informal interviews, and document collection (Jacobs, 1987). Data collection and data analysis were concurrent, identifying preliminary categories through analytic induction and constant comparison techniques (Goetz & LeCompte, 1984). After the preliminary data collection, a domain analysis was conducted to insure systematic treatment of the data in manageable units for final analysis (Spradley, 1980). / During data analysis, three major categories emerged organizing the roles and relationships of the cooperating teacher during the internship period: the professional role, the supervisory role, and the social role. Across these organizing domains, two recurring cultural themes were identified which defined the actual curricular practices of the setting: the modification of the formal physical education program and the conflicts, interactions, and negotiations of the major participants. / The findings of this study suggest that current teacher education programs are inconsistent with the context and culture of the real teaching world. Several recommendations for teacher education programs, student teaching, and college supervision were provided along with suggestions for future research in teacher education-physical education. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3472. / Thesis (Ph.D.)--The Florida State University, 1992.

The purpose of this study was two-fold: (1) To compare the effects of a teacher-directed method and an individualized learning packet in teaching a unit of beginning badminton skills to college students. (2) To determine the attitude of the students exposed to each teaching method. / Seventy students were selected from two activity courses in the Physical Education and Recreation Department at West Georgia College in Carrollton, Georgia, to serve as the population samples to be studied. These students were not physical education majors and ranged from age 18-22. The two groups were randomly assigned to the treatments. Subjects were required to complete a badminton screening form in order for the investigator to determine if they had previous formal instruction in a badminton class or not. Three badminton skills tests were administered to all subjects at the second and third class meeting to determine the initial performance levels of the subject. Groups received instruction in the beginning badminton unit for twenty lessons over a 10-week period. A paired t-test for significant differences at the.05 level of confidence was used to evaluate the pretest to posttest improvement. The results indicated that both groups improved significantly on the badminton skill tests. Both methods are effective for the teaching and learning of selected badminton skills. Posttest analysis indicated no significant difference in two of the three tests which supported that either method was effective. Consequently, physical education teachers can employ the individualized learning packet approach in selected learning environments. The resulting release time frees the teachers to be a facilitator who works individually with each student, allowing him or her to improve at their own rate without sacrificing quality personalized instruction in larger classes. / At the end of the formal instruction a questionnaire was administered by the investigator in order to determine the students' perceptions concerning the value of the badminton course. The t-test of significant difference indicated at the.05 level of confidence that subjects did not differ significantly in their perceptions and opinions of the individualized learning packet and the teacher-directed methods as successful approaches for the teaching and learning of selected beginning badminton skills. Both groups expressed strong positive perceptions that the course was valuable. (Abstract shortened with permission of author.) / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3091. / Major Professor: Beverly Yerg. / Thesis (Ph.D.)--The Florida State University, 1992.

This study was a field test of a theoretically developed individualized instructional program (ILP) designed to establish a reliable process for training in selected observational skills and to determine if physical educators as a result of completing the program: (1) can achieve a pre-determined level of mastery on specified observational skills; (2) are differentially affected by training because of experience and entry level behavior; and (3) can use a specified observational instrument to code actual classroom behaviors. Also, perceptions of physical education teachers toward the training method were explored. Twenty-seven volunteer teachers were placed into three groups according to the number of years in the teaching profession. Subjects completed cognitive and observational pre-and posttests, Master Tape Coding Exercises (MYCE) #1 and #2, a demographic data form, and a questionnaire. On the cognitive posttest 67% of the teachers achieved mastery and 22% on the observational posttest. A statistically significant difference was observed between pre-and posttest means but outcomes were not significantly affected by years of experience. On MTCE #2, 26% of the teachers were able to code actual classroom behaviors. Perceptions of the ILP were generally positive and constructive. There was some disagreement on the length and ability of the ILP to hold the subject's interest. The following conclusions were drawn: (1) physical educators can learn cognitive, observational, and application skills through a specially designed ILP; (2) the use of an ILP to develop competence of observers must be targeted to specific populations; (3) selected materials that serve as motivational factors to keep subjects on task are essential to the effectiveness of the ILP; (4) years of teaching experience do not differentially affect the success of subjects in developing / competence in selected observational skills; and (5) subjects differ in the perceptions of the ILP as a training method. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1647. / Thesis (Ph.D.)--The Florida State University, 1986.

The study investigates the relationships between college football players and their coaches by examining the effects of football coaching style and subordinate maturity on college player readiness. The study variables are defined by the parameters of Situational Leadership, a state of the art management model. The sample utilized 100 volunteer football players aged 18 to 24 from the Florida State University, which has a nationally prominent scholarship based football team. The study evaluates whether the matching of the leadership style of the coach with the congruent player maturity level generates a higher level of responsiveness in the athlete toward his coach. Instrumentation included adapted maturity scales established in Situational Leadership, scripted and validated leadership style videotapes, and player response questionnaires adapted from the counselor rating form. Players were rated for maturity and shown one of the four cast-scripted videotaped coaches portraying a specific leadership style. Player response data collected immediately after tape viewing was analyzed with a repeated measures ANOVA, and subsequently by t-tests. The results suggest that the Situational Leadership Model shows promise in defining optimal coaching behavior in college football, as well as for providing a model for the training and development of better coaches, resulting in improved athletic performances. The most preferred coaching style irrespective of maturity level was that possessing both high task and high relationship behaviors. Nonetheless, style was shown to be a relative condition, and the value of the relationship aspect in any given style as utilized by the coach was shown to be of high importance to the football players. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0345. / Thesis (Ph.D.)--The Florida State University, 1987.