Source: Dissertation Abstracts International, Volume: 27-10, Section: A, page: 3297. / Thesis (Ph.D.)--The Florida State University, 1966.

Source: Dissertation Abstracts International, Volume: 28-05, Section: B, page: 1873. / Thesis (Ph.D.)--The Florida State University, 1967.

Source: Dissertation Abstracts International, Volume: 20-06, page: 2037. / Thesis (Ph.D.)--The Florida State University, 1959.

Source: Dissertation Abstracts International, Volume: 23-05, page: 1534. / Thesis (Ph.D.)--The Florida State University, 1962.

Source: Dissertation Abstracts International, Volume: 23-10, page: 3763. / Thesis (Ph.D.)--The Florida State University, 1962.

Source: Dissertation Abstracts International, Volume: 25-12, page: 6987. / Thesis (Ph.D.)--The Florida State University, 1964.

Source: Dissertation Abstracts International, Volume: 25-12, page: 7069. / Thesis (Educat.D.)--The Florida State University, 1964.

Source: Dissertation Abstracts International, Volume: 26-12, page: 7067. / Thesis (Ph.D.)--The Florida State University, 1966.

The purpose of the study was to compare the effects of massed versus distributed practice on gross and fine motor proficiency of male and female educable mentally handicapped adolescents. Twenty-six female and 26 male adolescents, aged 180-204 months, used a pursuit rotor to practice fine motor skills and a stabilometer for gross motor skills. Each subject, whether on a massed or distributed practice schedule, had 15 trials on the first day and 5 trials on the following day. Subjects who followed a distributed practice schedule had 30 second trials with 30 seconds rest between each; subjects who followed the massed practice schedule had 30 second trials with 5 seconds rest between each. The mean of the 20 trails was computed. / Six hypotheses were tested by ANOVA at the .05 level of significance. The results showed that males using distributed practice on a fine motor task performed better than females; and males using massed practice performed better on a fine motor task than females. Also, it was found that: (a) there were no significant differences between massed and distributed practice when learning gross and fine motor tasks; (b) there was no significant difference between the mean scores of the males and females using massed and distributed practice working on gross motor and there was no significant difference between the mean scores of males and females when learning gross motor tasks under massed conditions. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2614. / Thesis (Ph.D.)--The Florida State University, 1985.

Assuming that the reform of higher education of 1980 in Colombia and the changing climate caused by the process of development has influenced the attitudes toward work of physical education faculty members in higher educational institutions, the purpose of this study was to develop a Spanish-language version of the Faculty Job Satisfaction Scale (Wood, 1976), to examine and compare faculty job satisfaction on (1) achievement, (2) growth, (3) interpersonal relations, (4) policy and administration, (5) recognition, (6) responsibility, (7) salary, (8) supervision, (9) the work itself, and (10) working conditions between physical education faculty in Colombia and Costa Rican institutions of higher education and to compare the overall level of job satisfaction/dissatisfaction with selected demographic variables of the two groups. / One hundred per cent of Costa Rican professors and 87 per cent of Colombian professors in ten of the eleven existing universities responded accurately to the faculty job satisfaction scale. The steps taken in the development of the instrument for this study, the reliability coefficients obtained in the pilot and actual studies, suggested that the Spanish version of the instrument was appropriate. / The data analysis revealed the following findings: (1) Physical education faculty members in Colombia as a group reported less satisfaction than their counterparts in Costa Rica in nine of the ten factors with the exception of the salary factor. Important differences were found in policy and administration, recognition, supervision, and the work itself factors between the two groups. One important difference, with a higher level of satisfaction being expressed by Colombian faculty members, was in relation to the salary factor. (2) Upon comparing the overall satisfaction mean of Colombian and Costa Rican professors, no important differences were found. (3) When the overall level of job satisfaction was compared with selected demographic variables of the two groups, several important differences were found in various categories of the selected variables. / Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3648. / Thesis (Ph.D.)--The Florida State University, 1985.