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Excessive activity has been a prominent feature in the symptomatology of attention-deficit hyperactivity disorder (ADHD) for more than four decades. While overactivity has helped to identify persons with ADHD, the movement skill proficiency and physical activity experiences of children with ADHD have been overlooked (Harvey & Reid, 1997). This dissertation is a series of four original manuscripts that explore relationships between adapted physical activity (APA) and ADHD. The first manuscript, a review paper, discusses important issues related to ADHD. It suggests many children with ADHD experience poor levels of physical fitness and movement skill difficulties when compared to children without ADHD (Harvey & Reid, 2003). Numerous reference citations for seminal review articles on ADHD were provided. The second manuscript, another review paper, explored research methods used in movement performance studies about ADHD. Twenty new APA research questions about ADHD were posed (Harvey & Reid, 2005). Issues surrounding identification of ADHD, data collection procedures, and strategies to improve APA research about ADHD were also provided. The two review papers, when combined, are a substantial and original contribution to the ADHD literature. The third manuscript is a study about the effects of stimulant medication on the fundamental movement skill performance for 22 children with ADHD and a comparison of their movement skills to age- and gender-matched peers without ADHD. Multivariate statistical analyses revealed no significant effect of methylphenidate on the performance criteria of the TGMD-2 (Ulrich, 2000) for the children with ADHD. Significant differences between the children with and without ADHD were found on both locomotor skills and object control skills. A movement skill profile was developed for each group and they are unique contributions to the movement performance literature. The fourth manuscript is a study that explores the lived physical activity experiences of six boys with and without ADHD. Semi-structured interviews revealed some similarities among both groups about their physical activity experiences. However, qualitative differences were apparent on key aspects of skill proficiency. It is concluded that more in-depth APA research about people with ADHD is necessary to gain a clearer understanding of the children's unique physical activity needs.

Preoject (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Includes bibliographical references (leaves 199-200). Also available via the Internet.

Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Nancy BrooksSchmitz. Bibliography: leaves 267-273.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 162-167). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains viii, 233 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 103-126).

Thesis supervisor: Warren G. Darling. Includes bibliographical references (p. 103-113).

Magister Educationis - MEd / This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation. / South Africa

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The purpose of this study was to identify disparities in the delivery of standards based dance education in the K-12 learning environment in the state of Florida and to give specific attention to curricular choices and instructional design. A mixed-methods approach was used and included a survey of K-12 dance educators in Florida as well as interviews with leaders in dance and arts education in the state. This inquiry identified common areas where curriculum choice and instructional design meet the barriers of time, space, place, learner population, expected educational outcomes, and teacher preparation. Each of these areas suggested specific limitations singularly, but when considered together, the effectiveness of K-12 dance programs appeared compromised by disparity and difficult to assess. By centralizing the focus of this inquiry on the realities of the learning environment in K-12 dance education in the state of Florida, the results of this study identified disparities in one state that may inform future research in the broader field of dance education. A set of Core Dance Education Values has been recommended as a guideline to better unify dance teaching goals in light of the research and in support of developing best practices for sustainable K-12 dance programming. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection