Philosophical, sociological and physiological factors were identified that influenced and guided the development of the women's athletic program. A chronological and topical account of actual events that transpired was compiled which resulted in the establishment of three time periods of devel / Source: Dissertation Abstracts International, Volume: 41-05, Section: A, page: 2010. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of the investigation was to study, by the use of a questionnaire designed by the investigator, the involvement of Blacks in women's athletics in member institutions of the Association of Intercollegiate Athletics for Women (AIAW). Two hundred and five of the 1978-79 member institutions participated in the study. Nine specific problems were analyzed descriptively; nine hypotheses were analyzed statistically by the Chi Square test for two independent samples and the Yates Correction Chi Square. / Of the 205 participating schools, 111 (54%) were classified as private institutions and 94 (46%) were classified as state institutions. Ninety-seven (47%) were classified as colleges and 108 (53%) were classified as universities. Eleven (5%) institutions were classified as predominantly Black and 194 (95%) were classified as predominantly Nonblack. Sixty-one schools (30%) were categorized Division I institutions, 78 (38%) were Division II, and 66 (32%) were Division III. All nine AIAW regions were represented in the study. / Results indicated that black female athletes represent 8% of the 13,398 collegiate female athletes, and are represented by a greater number on basketball teams and a greater percentage on track and field teams than on 12 other selected sports. Forty-eight percent of the 8% receive some type of athletic scholarship; this represents 11% of the total number of athletic scholarships awarded to females. Black female basketball players received the greatest number; 62% were recipients. Track and field squads had 44% of the black females on athletic scholarship. / Five percent of the head coaches and 8% of the assistant coaches were black; this 1978-79 figure represents an increase of 35% from the 1973-74 total. In other administrative positions, blacks occupied 7% of the 1978-79 total. / Eleven sports were offered by more colleges in 1978-79 than in 1973-74. The status of two sports remained the same while one, badminton, experienced a decrease in popularity. The greatest growth was evidenced in slow pitch softball but more schools maintained a basketball team than any other team. / The percentage (8%) of black female athletes within these institutions was significantly lower than the percentage of black female undergraduate students enrolled in higher education. There appeared to be a significant difference in the number of black and nonblack female athletes who occupied the battery, infield, and outfield positions in softball. There was also a significant difference in the number of black and nonblack female athletes who occupied the sprint/hurdle, distance, middle distance, jumping, and throwing positions in track and field. A significant difference was found in the number of black and nonblack female athletes who played the setter, spiker, and defensive specialist positions in volleyball. There was a significant difference in the number of black and nonblack female athletes who were categorized in the frontline, backs, and goalie positions in field hockey. Results indicate there was no significant difference in the number of blacks and nonblacks who occupied the backcourt, playmaker, and frontline positions in basketball. As a result of this study, it is recommended further research be conducted to determine the status and involvement of Blacks in women's athletics in the next few years. / Source: Dissertation Abstracts International, Volume: 41-07, Section: A, page: 2997. / Thesis (Ph.D.)--The Florida State University, 1980.

Source: Dissertation Abstracts International, Volume: 40-11, Section: A, page: 5778. / Thesis (Ph.D.)--The Florida State University, 1979.

The purpose of this study was to determine the effect of game results on the assault, irritability, verbal hostility, and resentment sub-variables of the Buss-Durkee Hostility-Guilt Inventory for collegiate males participating in three types of intramural softball games. / A test instrument containing the four subscales was administered to 508 subjects participating in regular season games, 94 testees playing in post-season play-off games, and 72 players participating in championship play-off games. The difference in population figures reflect the ineligibility of many teams to participate in post-season play-off games and the fact that even fewer teams could qualify to participate in championship play-off games. The subjects were tested on the playing fields immediately before and after the games. The test instrument was a forced choice paper-and-pencil test and the testee was to circle the number of the test item if he felt that the item accurately described him at that particular moment. If the testee did not agree with the test item he was to leave it blank. Scores for the individual subscales were obtained by subtracting the number of incorrect answers from the number of test items in each subscale. Assault contained 10 items, irritability had 11, verbal hostility had 13, and resentment contained 8 items. The test instruments were hand-scored and the data was analyzed with a one-way analysis of variance utilizing a pooled source of variance estimated with a confidence level of .05. / The regular season post-game scores in assault and irritability were significantly higher than the pre-game scores. They also tended to increase following post-season play-off competition but these increases were not significant. All of the variables tended to decrease following post-season and championship play-off competition but the changes were not statistically significant. / Winning had a greater impact on the post-game scores of the subjects than competition. The assault post-game scores for the members of teams winning post-season play-off games were significantly lower than the scores of losing team members. Irritability was significantly lower for regular season game winners and verbal hostility scores were significantly lower for winners after post-season play-off and championship play-off games. Regular season post-game resentment scores for winners were significantly lower than the scores for losers. All of the variables tended to be lower for winners in the winning game categories but none of the differences were significant. / Within the geographical and physical limitations of this study it was concluded that: (A) the cathartic theory of competitive sports participation did receive consistent support; however, post-season play-off and championship play-off have a slightly more cathartic effect on participants than regular season participation; (B) winning had a positive effect on the form sub-variable of hostility; (C) assault and irritability were more subject to change during competition; (D) higher levels of the sub-variables of hostility utilized in this study were associated with the first game of the season; and (E) participation in competitive sports serves as an effective control factor for the expression of the variable tested in this study. Although certain levels of hostility sub-variables increased during competition no physical violence erupted during any of the games tested or in other games of the respective program. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2555. / Thesis (Ph.D.)--The Florida State University, 1981.

The general purpose of this study was to investigate the potential generalizability of learning strategies to future related learning task situations. More specifically, to be determined was the effectiveness of a global strategy, containing five mini-strategies, on the skill level attained in a primary task and two related tasks. / Eighty subjects were randomly assigned to five groups equal in number as to sex and number: a content-dependent strategy group, a content-dependent strategy plus reminders group, a content-independent strategy group, a content-independent strategy plus reminders group, and a control group. Subjects performed underhanded dart throwing as the primary task, jart throwing as the first related task, and modified basketball foul shooting as the second related task. In addition, strategy rating scales were used as a supplementary means to evaluate strategies used during performance of the related tasks. / Analyses of variance with repeated measures were conducted on performance and intraindividual variability. The results indicated that all of the strategy learning conditions were significantly more effective than the control condition in the primary task, the first related task, and the second related task. Furthermore, the content-independent strategy learning situation was significantly more effective than the content-dependent strategy learning situation. Also, the evaluation from strategy usage rating scales was generally congruent with the actual performance in the related tasks. / The five-step strategy effectively facilitates learning and can be potentially generalizable to subsequent related tasks classified as closed motor skills. Finally, the content-independent strategy learning condition is more preferential to the content-dependent condition when strategy generalizability to future related situations is a goal of the learning. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0925. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of the study was to investigate relationships between selected management behaviors and student cognitive engagement, motor engagement and units of Academic Learning Time-Physical Education (ALT-PE). In order to establish a film bank for subsequent analysis, thirteen physical education teachers with an average of 11.9 years experience were audio and video taped on two separate days. Five men and eight women with a mean age of 35 participated in the study. / After the film bank was established, two trained observers simultaneously coded each lesson. More specifically, the teachers' managerial behaviors were coded by one observer using the Florida Performance Measurement System observation instrument (FPMS) while teacher and learner inclass behaviors were coded by the second observer using Birdwell's Academic Learning Time-Physical Education-Teacher Behavior Observation Instrument (ALT-PE-TB). Frequencies of selected management behaviors were compared with the frequencies of learner inclass behaviors by using the Pearson-product moment correlation statistic. / The results indicated that significant relationships did exist between particular management behaviors and learner inclass behaviors. The concept Efficient Use of Time was negatively correlated with the cognitive engagement while it was positively correlated with ALT-PE. The inappropriate use of Movement Smoothness and Momentum management behaviors was negatively correlated with ALT-PE. The inappropriate use of Movement Slow-Down Avoidance management behaviors was positively associated with learner cognitive engagement, while negatively associated with learner motor engagement and ALT-PE. Management of Individuals and Small Group management behaviors was negatively associated with motor engagement and ALT-PE. Finally, Withitness/Desist management behaviors were positively correlated with ALT-PE. Therefore, the data seemed to suggest that certain management behaviors are related to learner inclass behaviors which previous research suggests are associated with learner achievement. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0923. / Thesis (Ph.D.)--The Florida State University, 1985.

The purposes of this study were (a) to determine the effects of learning aids on the physical fitness and knowledge levels of fourth grade students, and (b) to determine the effects of games and a fitness trail on the physical fitness and knowledge levels of fourth grade students. / Subjects included six intact fourth grade classes at two elementary schools for 18 sessions. Four experimental groups were involved in a six week fitness unit involving active games and a fitness trail. Two of these received additional fitness instruction with visual and action-oriented learning aids. Two control groups received no fitness instruction but participated in a soccer unit. / It was hypothesized that learning aids would positively influence the physical fitness posttest scores and the fitness knowledge attainment of learning aid groups A(,1) and A(,2); also that active game and fitness trail participation would positively influence the physical fitness posttest scores and fitness knowledge attainment for all experimental groups A(,1), A(,2), B(,1), and B(,2). / Data were collected during four days of pretesting and four days of posttesting. The Sander/Burton Fitness Knowledge Test (1984) and the AAHPERD Youth Fitness Test (1976) were administered. / The following results were obtained from the analysis of variance. Relative to the learning aid intervention, a significant main effect was found for experimental group A(,2) on the knowledge posttest. No significant main effects were found due to this intervention for experimental groups A(,1) or A(,2) on any physical fitness posttest items. The active games and fitness trail treatment evidenced a significant main effect for experimental groups A(,2) and B(,2) in the 600 yard run. Although not significantly different on other fitness posttest items, all experimental groups receiving this treatment improved more than their respective control groups across tests. Lastly, the four experiment groups in the fitness unit demonstrated a significant main effect on the knowledge posttest. / It was concluded that learning aid intervention did result in significantly higher knowledge attainment for one treatment group. Further, the active game and fitness trail intervention did significantly affect higher endurance levels for two treatment groups. Also this latter intervention did significantly affect higher knowledge attainment for all experimental groups. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0924. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this study was to investigate the effects of three types of curricular variations of Health Analysis and Improvement courses on selected physical fitness components and exercise habits. Subjects for the study were 176 male and female students enrolled in nine classes at Miami-Dade Community College. Morning classes, 75 minutes in length, were scheduled twice weekly. Three curricular variations were used for class exercise participation during an eight-week aerobic training period: (a) jog only, (b) choice of one activity, and (c) exposure to a variety of activities. / Pretests and posttests for resting heart rate, submaximal oxygen uptake, 1.5 mile run, body fat, and total body weight were given at the beginning and the end of the semester. Ten hypotheses regarding fitness scores for men and women were tested by ANCOVA. The only significant differences were: (a) males 24 and under from the variety group lost significantly more body fat than the other groups, and (b) all males from the choice and variety groups performed significantly better on the 1.5 mile run than did males from the jogging group. / The Health Analysis and Improvement Activity and Exercise Habit Survey was also administered at the end of the semester, and provided answers to nine research questions. As a result of taking the class, students indicated that they: (a) increased frequency and number of different modes of exercise, (b) enrolled in the course in order to fulfill their physical education requirement, (c) exerted more than minimum effort during class exercise, (d) exhibited low frequencies of illness and injury, (e) preferred a variety of activities during class, (f) planned continued participation in aerobic exercise after completion of the course, and (g) had undergone major lifestyle changes. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0925. / Thesis (Ph.D.)--The Florida State University, 1985.

Investigated was the effectiveness and transferability of Readying, Imaging, Focusing, and Five-Step learning strategies on achievement in discrete, serial, and continuous self-paced motor tasks. Eighty undergraduate university students were randomly stratified according to gender into five treatment groups: (a) a Readying Strategy group (RS), (b) an Imaging Strategy group (IS), (c) a Focusing Strategy group (FS), (d) a Five-Step Strategy group (FSS), and (e) a Control group. A seated-underhand dart-throwing task served as the discrete task, while a speed-accuracy apparatus that required learners to perform a number of sequential movements served as the serial task in this investigation. A pursuit rotor task represented the continuous task situation. In addition, a modified table-tennis serving task served as the transfer task in this experiment. Following presentation of their respective strategies, all groups performed each of the four tasks. The order of task performance was randomized among subjects except for the transfer task which was always performed last. ANOVAs indicated that there were no significant differences between the groups in the discrete or continuous task situations. However, significant differences between groups were observed for the serial and transfer task situations. Results determined that the Five-Step and Imagery Strategies were significantly better in facilitating achievement than the Readying or Focusing Strategies in the serial and transfer task situations. Furthermore, the results suggested that when learners were not reminded to use their respective strategies, the pattern of skill acquisition became more variable between the groups. It was concluded that motor learning strategies are effective in facilitating motor achievement and transfer in self-paced activities. However, these results suggested that to determine which / motor learning strategies are appropriate for various learning situations, the situational demands of the task, the classification of the motor task, and the cognitive demands of the task must be considered. / Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3655. / Major Professor: Lynda E. Randall. / Thesis (Ph.D.)--The Florida State University, 1988.

To examine the effects of a six week plyometric training program on selected physiological and physical fitness parameters, twenty four basketball players (14-18 yrs.) were utilized to perform anaerobic power and anaerobic capacity tests. In addition, subjects performed a vertical jump, standing long jump, 40 yard dash and one repetition maximum (1RM) squat. The subjects were randomly placed in an experimental group or control group, and the groups were randomly designated as experimental or control group. Before the treatment was given, a pre-test was conducted for both groups. Following the six week treatment, the subjects were tested once more on the previously mentioned tests. Following treatment the vertical jump (cm) and standing long jump of the plyometric training group increased (p $<$.05). Also, after treatment the vertical jump in kilograms meter/seconds was higher for the plyometric group when compared to the control group (130.3 vs 120.0 kgm/s). A significant change was seen in the 1RM squat for both groups (p $<$.05), with the experimental group increasing from 75.3 to 96.3 kg, while the control group increased from 81.1 to 96.0 kg. No significant effect of plyometric training on 1RM squat was seen. The experimental group decreased in the 40 yard dash time from 5.3 to 5.1 seconds and the control group decreased from 5.3 to 5.2 seconds. However, these changes were not statistically significant. Post-treatment anaerobic power (watts) for both groups was significantly different (p $<$.01). The experimental group increased from 559.3 to 619 watts and the control group increased from 516.9 to 579.7 watts. Also, a significant change was seen in the mean anaerobic power (watts/kg) for both groups after treatment (p $<$.01) with the experimental group increasing from 7.65 to 8.37 w/kg, while the control group increased from 6.97 to 7.79 w/kg. No / significant effects of plyometrics on anaerobic power was observed. Post-treatment anaerobic capacity (w/kg) for both groups was significantly different (p $<$.01). After treatment, post anaerobic capacity (watts) increased in the experimental group from 466.6 to 501.5 watts and for the control group from 414.3 to 456.2 watts. Also, following treatment there was a significant change in the mean anaerobic capacity (w/kg) for both groups (p $<$.05) with the experimental group increasing from 6.4 to 6.8 w/kg, while the control group increased from 5.6 to 6.2 w/kg. No significant plyometrics effect on anaerobic capacity was demonstrated. The results reveal that the plyometric training administered in this investigation can significantly improve the vertical jump and standing long jump abilities. Furthermore, the findings of this study suggest that plyometric training does not elicit alterations either improving leg muscle strength or in improving power output as measured by the WnAT compared to the control group. / Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0446. / Major Professor: Robert Rider. / Thesis (Ph.D.)--The Florida State University, 1990.