Thesis (M.A.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains iv, 69 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 55-59).

The primary aim of this study was to develop age-related normative data for the WISC-R Digits Forward, Digits Backward, Digits Difference, Digit Supraspan, and Coding Incidental Recall (Immediate and 30' Delayed) tests for a non-clinical population of South African school children aged 6 and 7. The effects of sex, English versus Xhosa language, and white versus black race groups, were additional investigations. Subjects were randomly selected from three English speaking Grahamstown schools; level of education ranged from pre-school to Sub Standard B; English speaking subjects included predominantly white children, with a small proportion of coloured, Chinese and Indian children; Xhosa speaking children were all black. Interim normative data on all tests across two age groups (6 and 7) are presented, and are considered reliable and diagnostically useful in clinical neuropsychological assessment. There were no significant effects for age, sex, English versus Xhosa language or white versus black race groups, on any of the tests with the exception of Digits Backward which yielded marginally lower scores for black Subjects. Although the mean IQ estimate based on the Draw-A-Person test was equivalent across age, sex, English versus Xhosa language and white versus black race groups, an intelligence rating of subjects by teachers revealed that black subjects were evaluated significantly lower than white subjects. This suggests the presence of prejudicial racial attitudes amongst educators in these predominantly English speaking white schools.

The case study documented in this dissertation emerged in response to the United Nations Decade for Human Rights Education, and it promoted the participation rights accorded all children in the United Nations Convention on the Rights of the Child. A unifying theme of this research was listening to the children's voices during their participation in a Primary-level curriculum for children's rights education entitled The World Around Us. This research was conducted within one Grade 3 classroom of nineteen students over a three-month period, when qualitative data were systematically collected via interviews, narratives, and observations. The purpose of this qualitative research was to explore how curricular experiences influenced the child participants' emerging conceptions of their participation rights and responsibilities, with a view to benefiting future curriculum materials for children's rights education. This research led to identifying learning and teaching strategies, which promoted the children's emerging conceptions, in light of the research goal of informing educational practice. In addition, this research led to devising a framework of participatory indicators, which reflected the child participants' emerging conceptions of their participation rights and responsibilities, in light of the research goal of building educational theory. / Graduate

The purpose of this study was to compare the practice effects of "normal" students on the WISC-R Coding subtest to those of "learning disabled" students, to see if Coding can be used as a measure of "learning potential." In addition, data from the WISC-R Coding subtest were compared to subjects' scores from the four subtests of the British Columbia Quick Individual Educational Test (B.C.Q.U.I.E.T.). The WISC-R Coding subtest was administered to 38 students from two school districts, one urban and one rural; it was readministered approximately 24 hours later. Seventeen of the students were classified as "learning disabled" and came from regional learning centers in each district. Twenty one students selected from elementary schools in the two districts were classified as "normal." Analysis of the data showed that the students could be pooled into two groups, one labeled "normal" and one "learning disabled." Further analysis found significant differences between the pre-and posttest Coding scores for the normal group but not for the learning disabled group. There was also a significant difference between the two groups on both their pre-and posttest Coding scores. Significant correlations were found between all four of the B.C.Q.U.I.E.T. subtest and posttest Coding scores for normal subjects. The learning disabled group's scores correlated significantly with the Coding subtest. For the normal group no significant correlations were found between pre-and posttest Coding scores; however these scores were correlated significantly for the learning disabled group. A multivariate discriminant analysis found the two groups could be clearly separated by using a combination of all four B.C.Q.U.I.E.T. subtests and the pre-and posttest Coding scores. Results indicated that students classified as "normal" showed significantly greater practice effects on the WISC-R Coding subtest than students classified as "learning disabled". Furthermore these two groups could be identified clearly using a discriminant analysis with a combination of all four subtests of the B.C.Q.U.I.E.T. and pre-and posttest Coding scores. It would seem that there is merit in pursuing the use of the WISC-R Coding test-retest scores to screen for learning disabilities, especially in combination with B.C.Q.U.I.E.T. subtest scores. Implications were discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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A Thesis Submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master in Education / This study aimed to assess selected physiological, osmoregulatory and thermoregulatory responses to tennis play in children, Twenty-four young male tennis players (X age; 13.3+ 1.31 years) were stndied while playing for 90 min under warm environmental conditions (WBGT index= 13-19). Ad libitum consumption of pure water was permitted. Questionnaires were used in order to elicit information regarding the health status, degree of aeelimatizationnnd pre-match trait and state anxiety of the subjects. The physiological variables assessed. included pre- and post-match rectal temperature (T), heart rate (HR) and oxygen consumption (02) during the match. The biochemical observations included pre- and postmatch blood glucose, haematoerit (Ret), haemoglobin (lIb), plasma electrolyte (Na", Cl', K+, Mg++) and total plasma protein (TPP) concentrations. The findings )q~ed that the young tennis players investigated in this study experienced, ~de!'ate levels of pre-competitive trait and state amdety. The estimated nie.m exercise intensity of 50-55% of VOzmax for a duration of 90 min resulted. in a Tre increase of 0.73 •C. Mean percentage dehydration was 0.MO+O.25. Plasma volume (PV) changes were insignificant and were positively related to TPP changes. Mean plasma. Na" and CI- concentrations increased by 0.88 mmol.r" and 2.2 mmol.r:' respectively. The subjects' mean H... response (145 bpm) of a subset or the sample(n=13) and estimated VOz (21.38 ml.kg-l.min-~ represented a 55% of the age adjusted HRmax reserve and approximately a 50-55% of V02 max respectively. The time spent within the target heart rate range (60-85% HR. max reserve) comprised only 33% of the match duration. Mean energy expenditure was estimated to be 1772 KJ dUl'ing the 90 min period. Itwas calculated that in order to prevent harmful levels of dehydration under warm environmental conditions and at an exercise intensity of tennis play of approximately 55% of the age adjusted HR max reserve or 50-55% of V02 max, consumption of 4.44-6.81 mI.Kg-1.br-1 or 200-360 ml.hr" of water is recommended in young tennis players possessing a body mass of 45-53 Kg. The precise quantity was concluded to be a function of the mass and exercise intensity of the subjects and the environmental heat stress index during play. / Andrew Chakane 2018

This study focused on student athletes' perceptions of sport and education. The following research question was used to establish a framework for this thesis: Is there a significant difference in athletes' perceptions of sport and education between 4A varsity basketball players and midget AAA hockey players in Alberta? The independent variable was the sport category (hockey or basketball) and the dependent variable was the athletes'responses to the survey. A self-developed survey instrument entitled Sport and Education Survey (ESS) was utilized to gather information. The survey drew upon thirteen statements that were grouped according to their relevance to each hypothesis. Five additional statements were included for the purpose of categorization, description and discussion. The survey was administered to a sample of 158 males who played either hockey or basketball and were currently in grades 10, 11 or 12. An approximate equal representation was reached by surveying four hockey teams and eight basketball teams. Three hypotheses were examined and tested: H1) There is a significant difference in perceptions of education between 4A varsity basketball players and midget AAA hockey players in Alberta. H2) There is a significant difference in perceptions of sport between 4A varsity basketball players and midget AAA hockey players in Alberta. H3) There is a significant difference in perceptions of post-secondary education between 4A varsity basketball players and midget AAA hockey players in Alberta. Testing the hypotheses required the used of the Chi-square test in cross tabulations. H1 and H3 are rejected: the findings indicate that both groups are concerned about their performance in education and they plah to attend post-secondary education. H2 is supported: 76.3% of hockey players at the midget AAA level were planning to become professional athletes, while only 35.4% of 4A basketball players were planning to become professional athletes. Upon high school graduation most midget AAA hockey players' choose to apprentice in the junior hockey ranks in hopes of becoming a professional athlete or to receive an athletic scholarship. Whereas the priority most 4A basketball players is to immediately attend college or university on a failure basis with or without an athletic scholarship. / x, 85 leaves ; 29 cm.

This study investigated the Alberta Junior Hockey League (AJHL) coaches' perceptions of the existing process of referral and collaboration between themselves and psychologists, as well as ways to improve this process. Thirteen of the 15 head coaches were interviewed. The Coach Interview Questionnair provided the framework for the semi-structured interviews. Participants provided responses which included demographic information, information regarding the current referral process, their current level of collaboration, their satisfaction, attitudes and beliefs about referral and collaboration, as well as what player problems require referrals. The findings indicated that there is a substantial need for psychologists to be involved with junior "A" hockey players. A comprehensive guidance and counselling program is recommended to the AJHL in response to the expressed needs for psychological services. / x, 177 leaves ; 29 cm.