This study implemented a fitness program for children and evaluated the benefits of a ten-week musculoskeletal and cardiorespiratory program. Participants in the study were selected from an after-school program entitled "All for Fun and Fun for All." Participants in the study included three boys who were pre and post-tested in each of the following areas of fitness: cardiorespiratory fitness (assessed with a treadmill protocol), muscular strength (assessed using the Physical Best chin-up protocol), muscular endurance (assessed using the Physical Best sit-ups protocol), body composition (assessed using a two-site caliper measurement), and a flexibility test (using the Physical Best sit-and-reach protocol). A psychological component was also analyzed using the Student Self Concept Scale (SSCS) for the pre and posttest measurement of self-esteem.Participants of the study attended the after-school training program three days each week for ten weeks. A control group was used in the study. Due to the low participation of the experimental and control group participants (n=2), the data collected was analyzed qualitatively for both groups.Changes were seen in posttesting in both groups. The SSCS composite scores for both control group and the experimental group showed positive changes. The experimental group composite score for self-esteem demonstrated a 5% increase and 30% increase for the control group. The composite score for outcome confidence demonstrated a 25% increase for the experimental participants and a 7% increase in the control group.Two of the three experimental group participants demonstrated improvements in muscular endurance, flexibility, muscular strength, while all three had lower resting heart rates recorded in posttests as compared to pretests. Both of the control group participants had slightly higher resting heart rates in posttesting. Both control group participants demonstrated no change in muscular strength, slight reductions in flexibility, and variable changes in muscular endurance.Due to the fact that all of the children in the training program wanted to continue being involved in the after-school program after the study was completed, and the benefits seen through the testing data, this type of program may be a positive intervention to reverse the trend of declining levels of children's physical fitness. The potential psychological benefits may also be a reason for offering a program of this type to children. More studies should be performed on larger sample groups to support this research. / School of Physical Education

The assessment of ventilatory threshold (Tvent) and maximal oxygen consumption (VO2max) are routine laboratory procedures, yet there are few studies that have directly compared these measurements during different modes of exercise in children. Therefore, the purpose of this study was to compare the physiological and perceptual responses at Tvent and V02max during treadmill and cycle ergometry in prepubertal male children. Ten subjects (M ± SD, 10.2 + 1.3 yrs.) performed a graded exercise test to maximal effort on a treadmill and a cycle ergometer. The order of testing was counterbalanced. The treadmill protocol began at 3.0 mph and 2% grade and progressed in one minute stages. Similarly, the cycle protocol began at 30 watts (W) and progressed 10 W•min-1. For both protocols, each stage was designed to elicit an approximately 3.5 ml-kg-I- min-1 change in V02. In addition, finger stick blood samples were taken at 2, 3, and 5 minutes post exercise in order to assess maximal blood lactate (La) level. Mean V02max on the treadmill (58.2 ± 6.9 ml•kg-l.min-1) was greater (P < 0.05) as compared to the cycle (51.7 ± 7.7ml.kg-'•min-1), with the average difference and the cycle ergometer, V02max is a function of the testing modality. LiKewise, the V02 at Tvent is dependent on the mode of exercise, while Tvent expressed as a percentage of VO2max is independent of mode of exercise. The perceptual responses at Tvent appear to be linked to a percentage of V02max, rather than an absolute V02. / School of Physical Education

Thesis (PhD) -- AUT University, 2007. / Includes bibliographical references. Also held in print (xvi, 205 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 613.7042 DUN)

Thesis (PhD) -- AUT University, 2008. / Includes bibliographical references. Also held in print (xvi, 217 leaves ; 30 cm.) in the Archive at the City Campus (T 613.7042 OLI)

Thesis (MHSc--Health Science) -- AUT University, 2008. / Includes bibliographical references. Also held in print (138 leaves : col. ill. ; 30 cm.) in the Archive at the City Campus (T 796.334083 TEG)

Thesis supervisor: Kathleen F. Janz. Includes bibliographic references (p. 45-54).

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2004. / Includes bibliographical references (leaves 37-40). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [180]-184).

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2004. / Includes bibliographical references (leaves 37-40).

Thesis (M.S.)--University of British Columbia, 2002. / Includes bibliographical references (leaves 138-150).