published_or_final_version / Sports Science / Master / Master of Science in Sports Science

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

published_or_final_version / abstract / Human Performance / Master / Master of Philosophy

published_or_final_version / Education / Master / Master of Philosophy

The purpose of this study was to determine if deaf adolescents who scored as Reactive on the Test of Engagement Style would score significantly lower on the Stanford Achievement subtests of Reading, Math Concepts, Math Computations, Math Applications, and Language than would deaf adolescents who scored as Active on the same test. The Test of Engagement Style is a locus of control construct which utilizes a non-verbal, open-ended format. Subject responses are recorded as either Active or Reactive. The subjects of this study were 111 deaf adolescents who attended the Arizona School for the Deaf and Blind in Tucson. Cross-tabulation of data between sexes was utilized as was hypothesis testing procedures utilizing one-way analysis of variance with males and females combined in Active and Reactive dimensions for the following variables: IQ, onset of hearing loss, degree of hearing loss (in decibels), age, and the five Stanford Achievement subtests. Split-half procedures were utilized to test for significant correlation in item analysis of the Test of Engagement Style. The TES showed significant internal consistency with an alpha of .74 at the .05 level of significance. The following results were found: (1) There was no significant difference between males and females on TES scores. (2) There was significant difference on mean scores in the subtests of Reading, Math Computations, Math Applications, and Language between Active and Reactive students. (3) There was no significant difference between Active and Reactive subjects on onset of deafness, degree of hearing loss, age, and the Math Concepts subtest. (4) There was significant difference in IQ scores between Active and Reactive subjects. This study suggests that the Test of Engagement Style is useful for making comparisons between Stanford Achievement Test scores and locus of control perceptions.

The purpose of this study was to investigate the relationship between health-related fitness levels and academic achievement in elementary school children. A sample of 105 elementary students in grades four and five were tested. The study consisted of 64 males and 41 females in both grades. California Achievement Test scores of reading, language, and math were selected to reflect the academic achievement variables. The AAHPERD Physical Best Test was used to measure physical fitness. Test items included body composition (sum of the tricep and calf skinfolds), one-mile walk/run, sit-ups, and sit and reach. A SAS Canonical Correlation Analysis was used to examine the relationship between health-related physical fitness and academic achievement. Means and standard deviations were calculated for both genders, and females and males alone. Results indicated that there was no significant relationship (R > .05) between health-related physical fitness levels and academic achievement in fourth- and fifth-grade students. / School of Physical Education

This study investigated the effect of participation in team building activities on the self-conceptions of middle school physical education students. Participants consisted of 68 physical education students in Grades 6 -8. The classes were randomly assigned to one of two groups, either treatment or control. The treatment group participated in one Team Building Through Physical Challenge (TBPC) activity every other week, for 8 weeks, while the control group continued with their regular physical education curriculum without participation in the TBPC activities. Harter's (1 985b) Self-perception Profile for Children was administered to all participants prior to and following the intervention. Data were analyzed using a 2 (treatmentlcontrol) x 2 (pretest/posttest) x 2 (malelfemale) repeated measures analysis of all six self-conceptions (athletic competence, social acceptance, behavioural conduct, scholastic competence, physical appearance, and global self-worth). Results at posttest revealed males in the treatment group had significantly higher self-conceptions for athletic competence. Participant mean scores in the treatment group also increased across time for social acceptance, scholastic competence, athletic competence and global self-worth. The second purpose of this study was to capture the experiences of the participants. A variety of qualitative data collection techniques (focus group interviews, videotaping, and digital photographs) were used to achieve this purpose. Five relatively distinct themes emerged from the analyses. These themes included: (a) Optimal Challenge and Optimal Interest, (b) Risk and Trust - A Symbiotic Relationship, (c) Teamwork - . . .It's About The Process, (d) Communication - Having a Voice, and (e) Negotiating -The Decision-Making Process. The findings of the qualitative analysis helped illuminate the quantitative results. Recommendations for future research and practice are also presented.

No description available.

The primary problem of this study was to determine the relationship between BGT performance, as indexed by the Developmental Scoring System of Koppitz, and performance on the Wechsler Intelligence Scale for Children.

It was the purpose of this study to attempt to discover if the educational background and judgment ability of juvenile delinquents are markedly impaired, as indicated by the Information and Comprehension subtest scores of the Wechsler Intelligence Scale for Children.