There is no abstract available for this thesis. / School of Physical Education

Master's thesis - - State University of New York College at Cortland, 2007 - - Department of Recreation and Leisure Studies . / Includes bibliographical references (p. 130-5).

No description available.

Master's thesis - - State University of New York College at Cortland, 2009 - - Department of Recreation, Parks and Leisure Studies. / Includes bibliographical references (p. 90-94).

The purpose of this study was to develop a mastery-based adapted aquatics program following an educational research and development model, and to ascertain the potential effectiveness of that program. Factors that were investigated in this study included student performance time, teacher feedback rate, and teacher perceptions of instructional effectiveness. The program was staffed by volunteers. The participants were mentally retarded individuals, and represented a moderate range of ability levels. Mastery sequences were developed for a wide majority of swim skills. Each sequence contained the skill to be learned, the tasks which combine to form the skill, and a criterion to be reached for mastery of each task. Instructors were provided with preliminary and on-going training in the utilization of the mastery sequence cards and the provision of feedback. Data were collected before and during inception of the mastery based program using a naturalistic observation system, and teacher surveys. The results showed a significant increase in the rate of teacher feedback provided, a significant decrease in the amount of off-task time, and an overall positive instructor attitude toward the mastery sequence cards. There was not a significant difference in the amount of performance time although a probable cause was determined to be a lack of sequence cards available. Possible modifications were discussed, as well as recommendations for future research. / M.S.

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 241-247).

This investigation dealt with the relationships between three main variables: (1) a camp director's prior experience with handicapped individuals and in the field of recreation; (2) a camp director's attitudes toward handicapped persons and their integration into regular camp settings; and (3) a camp director's perception of barriers to integration. The study was carried out via a mail-out questionnaire to 149 Texas camp directors. A return rate of 51% was achieved (66 returned surveys). Questionnaires were scored, and the data were punched on computer cards for analysis. The analysis indicated high reliability of the attitude and barrier scales. Results of the correlational analyses indicated a significant relationship (p = .0001) between a camp director's attitudes and his/her perception of barriers to integration.

Master's thesis - - State University of New York College at Cortland, 2008 - - Department of Recreation, Parks and Leisure Studies . / Includes bibliographical references (p. 133-5).

No description available.

This study reported responses regarding factors which influenced the initial involvement and retention in sport by athletes with visual impairments competing at national and international levels. Fifty-five (55) athletes with visual impairments (40 male and 15 female) in attendance at five of the 1992 United States Association for Blind Athletes (USABA) national championships were interviewed. The championships included: judo, track & field (divided into two separate competitions; sprinters and field events; and distance runners), swimming, and goal ball. Athletes who were selected for and did participate in the Paralympics in Barcelona numbered 24. Biographic and demographic information were gathered in addition to 43 descriptive and open-ended questions in hour-long interviews.In general, the athletes interviewed were successful in their early contacts with sport, did not think of themselves as handicapped, disabled, or physically challenged, preferred to be referred to as visually impaired, and came from very supportive families who did not hinder their progress in sport. The positive factors perceived to influence involvement in sport were quality of life issues. Factors mentioned included: fun, health and fitness, friendships, and competition. Other comments of interest not falling into the above categories included: "high level of success", "satisfaction", "challenge", "enjoyment", "increased self-esteem", "self-confidence", "puts life in perspective", "I have a better outlook", "it balances my life", and "keeps my life normal".For a person with a visual impairment, sport seems to have some unique contributing qualities. Participation in sport was an important part of the lives of these athletes and contributed greatly to improved confidence and self-esteem, and to their efforts to be accepted by society in general. Sport was the means to an end and not the end itself as evidenced in the relatively small number of responses (nine out of 55) relating 'winning' as reason for involvement. Failure did not mean losing as defined by the score at the end of a competition. At this time in the history of sport for athletes with visual impairments, it appears that involvement in sport is a great asset to personal life satisfaction. / Department of Educational Leadership