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

Thesis (M.A.)--Brock University, 2005. / Includes bibliographical references (leaves 74-83)

Thesis (M.A.)--Ohio State University, 1980. / Includes bibliographical references (leaves 61-63). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--Dept. of Parks, Recreation, and Tourism, University of Utah, 2005. / Includes bibliographical references (leaves [122]-133).

Thesis (B.A.(Hons.)) - University of Queensland, 2006. / Includes bibliography.

Thesis (Ph. D.)--University of Utah, 2005. / Includes bibliographical references (leaves [122]-133). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--University of Delaware, 2009. / Principal faculty advisor: David A. Barlow, Dept. of Health, Nutrition, & Exercise Sciences. Includes bibliographical references.

The purpose of this inquiry was to provide an opportunity for the voices of the women teaching primary physical education to be heard by calling attention to how the lived experiences of these women primary teachers, within a culture in which the ideology of sport embodies patriarchal values and power relations, may have influenced what physical education means to them, and their actions in that context. Critical ethnography was selected as the method of inquiry and utilized data collected on-site during nonparticipant and participant fieldwork, formal and informal interviews with the participants, and relevant documents collected throughout the course of the inquiry. As part of the collaborative process the researcher taught the primary physical education classes of the women for several months. Reflective data was also collected during this period. Analysis of the data pointed to three emergent themes. First, that the teaching of primary physical education is practised in a way that provides a degree of comfort for women in physical activity that is consistent with their values. Second, that the amount of time in the gymnasium space for physical education represents both a valuable break from classroom routine and the lower status of primary teachers and primary physical education within the school. And lastly, that time issues surrounding primary physical education reflect its low priority for the women as influenced by the value administrators' and parents' assign to other subjects but it also is a time when the women have fun with the children in their class. In these contexts we explored how power relationships between the primary teachers and others permeate the culture and influence the women's practice of physical education. Having identified such relationships those interested can assist in resisting patriarchal values as perpetuated in sport and physical education and create change that is beneficial for the primary teachers, the children they teach and the subject of physical education. As a result of this inquiry and because of the large number of women teaching primary physical education, it is suggested that professionals in physical education critically reflect on the experiences of both the women and children in this context when designing curricula, implementing professional workshops and assigning value to particular teaching experiences within the discipline / Graduate

M.A. / This qualitative study will research five children's experience of long-term play therapy, from the perspective of the child. In exploring and describing the children's experience, the study will be a tentative delving into the 'inner workings' of one approach to play therapy, developed by this researcher in her private clinical practice. The research will aim to begin to make explicit the 'sub-text' of play therapy; that is, to give a voice to the child patient's usually unarticulated experience of the helping process. By directly researching the child's experience of play therapy from the perspective of the child, the study will represent a departure from the emphasis clinicians and researchers have historically placed on their theories and professional roles in therapeutic practice and discourse: Gardner, (1993) for example, in his account of the development of play therapy techniques in the twentieth century, reviews a broad range of classical and contemporary texts, all of which promote the central role of practitioners and their theories. Further, as noted by Spinelli (1994:77), "somewhat amazingly, given the large amount of studies dealing with therapy and therapists, there exist very few exhaustive studies that focus exclusively on the client's experience of therapy.'

Many young boys in South Africa are often recommended to take part in karate as a means of “anger management”, as well as to boost self-confidence, muscle tone, co-ordination and for various other purposes. As a karate instructor, the researcher has seen how karateka (people who take part in karate) have grown and developed whilst doing karate and has wondered how karate may have contributed to this. The researcher has also, over the last few years realised an increase in the number of girls partaking in karate and also growing through this experience. Various researchers have undertaken to try and ascertain the influence of karate on children with varying results. Adler (2003), Reynes and Lorant (2002 & 2004) conducted studies focusing on the ability of martial arts to reduce aggressive tendencies, primarily in young boys. However, little has been documented about the experiences of young girls who take part in karate. By focusing on young girls, the researcher hopes to, not only clarify karate’s influences, but also its role in a girl’s life. This research was conducted in a qualitative research paradigm. Three girls and a karate instructor were interviewed and the researcher wrote a reflective journal. From this research the child’s experiences, as well as specific guidelines, were made available for professions working with children such as teachers, occupational therapists and educational psychologists. As an educational psychologist, it will become clearer as to the contribution karate plays in the growth and development experienced by karateka and the use of karate as a referral for various needs. / Mrs. J.V. Fourie