volleyball skill tests for men players

Isometrics

Thesis (M.S.)--University of Wisconsin--Madison, 1944. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [41]-44).

The Tactical Games Model (TGM) is an instructional model in which the primary assumption is to facilitate students’ tactical understanding of games (i.e., response-selection and execution processes). Additionally, there is speculation that tactical understanding of one game transfers to other tactically similar games (Mitchell, Oslin & Griffin, 2006, p. 20). Limited research has been conducted regarding student response selection processes, problem representations, knowledge base development, or transfer of learning in this model. Griffin and Patton (2005) called for examination of TGM through an information processing lens. Examining action, condition, and goal responses of novice physical education students could provide significant insight to students’ improved game performance. Also, examining students’ engagement in particular tactical problems across diverse activities in a single game category could provide insight into how and which knowledge structures transfer. The purpose of this study was to examine fifth-grade students’ tactical understanding and decision-making in a net/wall unit. A second purpose was to analyze the transfer of knowledge structures across the unit. Participants included an elementary school physical educator and purposively selected students (n=16; M=8, F=8) from a fifth-grade physical education class (N=50) at a suburban elementary school in the northeastern United States. Appropriate permission was obtained from the university’s Institutional Review Board. The unit consisted of 20 lessons (50 minute classes). Select students remained in a cohort, participating with and against each other throughout the unit. Data was collected using multiple sources: (a) game performance (pre-post-unit), (b) situational knowledge quiz (pre-post-unit), (c) formal, semi-structured teacher interviews/written response to structured questions (pre-post-unit), (d) descriptive field notes, (e) video-taped and audio-taped teacher/student performances, (f) student think-aloud reports during the second game of each lesson (McPherson & Thomas, 1989), and (g) student focus group interviews (post-unit). Interviews were transcribed, open, axial, and selectively coded, then triangulated to develop categories. Situational quizzes, verbal recall data, and focus group interviews were micro-analyzed using a protocol analysis developed by McPherson and Thomas (1989) to examine action, condition, and goal orientations of students. Video taped game performances were analyzed using the Game Performance Assessment Instrument (Griffin, Mitchell, & Oslin, 1997). Results contribute to the empirical support for TGM, as well as contribute to what is known about knowledge structure development and transfer of learning for 5th grade novice games players.

Abstract not available

Abstract not available

Two integrated studies were carried out in order to examine the subculture and public image of climbers. Study I employed interviews and participant observation in order to gather data on the meanings and ways and social organization of the subculture of climbers. In addition to describing the types of climbing and the manner in which climbs are conducted, data were presented on socialization into and disocialization from the subculture, types of climbers and interactions among climbers, and the concerns and cultural characteristics of climbers. The manner in which climbing is governed by a set of socially constructed and widely accepted ethics was also described. Previous research and theoretical work on subcultures was examined critically, and suggestions were made regarding the distinction between ascribed and achieved subcultures, the reification of subcultures for the purposes of research, and the types of attributes and behaviors that are likely to lead to subculture formation. These suggestions were incorporated with the data gathered on the subculture of climbers. Study II employed questionnaire data, participant observation and unobtrusive measures in order to determine the public image of climbers, and the climbers interviewed for Study I provided their assessment of the public image of climbers. The data appeared to indicate that climbing was perceived to be a semi-deviant activity, although among the younger respondents to the questionnaire there was a tendency to label the sport as individualistic rather than semi-deviant. In addition, a lack of understanding and a curiosity about climbing were apparent. The data were discussed in terms of the labelling approach to the study of deviance, the tendency to attach stereotypes to attributes and behaviors, and the concept of semi-deviance. The two studies were integrated with respect to subcultures and labelling, and an interface between the two theoretical areas was proposed with the processes of identification and identity formation. It was concluded that a link exists between the formation of subcultures and the process of labelling, and that subcultures affect their public image, and are in turn affected by their public image.

In December of 1891 at the International Training School for the Young Men's Christian Association (YMCA) in Springfield, Massachusetts, James Naismith, under the direction of Luther Halsey Gulick, developed the game of basketball. Between 1891 and 1957 the game of basketball underwent significant changes. Naismith and Gulick intended to develop a truly amateur activity designed to attract young men back to Christ and the YMCA while developing Christian principles. By 1957 the game of basketball included a national professional league where the motive was producing a profit. This growth and development was basically a three step chronological process. First, the youth base was established outside the schools and colleges through various groups. Second, the schools and colleges established their network of competition that included league, conference, state, regional, and national championships. Third, a national professional league was established. The game of basketball grew and developed in this manner as a result of a "stimulation to product demand" achieved by individuals and groups of individuals with four characteristics in common: (1) available time; (2) access to or the necessary resources to carry out the game; (3) knowledge of the specific characteristics of the game to use it effectively; and (4) a missionary zeal for their endeavor. It did not matter whether individuals or groups were involved, basketball, due to its adaptable nature, was used as a means to bring about a desired end. In all three stages of development and at all levels of play the picture was the same--individuals or groups promoting basketball play to serve their own altruistic or self-serving goals.

The basic premise is that the dualistic, reductionist, mechanistic rational model of the universe developed by individuals such as Descartes and Newton has led to an experienced split between the body and the mind which is at the heart of the growing cultural crisis in the west. This dissertation describes an emerging holistic paradigm which posits a body/mind continuum. This new challenge to the rational model finds support in a number of diverse sources: modern physics, the world views of a number of classical cultures, several body-based psychological therapies indigenous to the west, and recent work in brain research and holographic studies. From an exploration of these sources, we will identify a perspective from which the body/mind split is resolved into a continuum. A corollary to the basic premise is that a culture's view of and attitude toward the physical body structures a number of its key sciences and disciplines in a primary way. The theory and practice in such diverse fields as psychology, medicine, education and physical education are all radically affected by the prevailing view of the body. The process of developing this new paradigm will help us explore the role of the body in education generally, in health education and in physical education. This exploration leads to an expanded model of psycho-physical cultivation which is called "kinetic education." Answering John Dewey is call for psycho-physical education, lest our education become mis-education, the kinetic education model can become a valuable tool in alleviating problems as seemingly diverse as stress in the corporate world, inadequate health care in the cities or in poorer nations, difficulties in learning and behavior in our school systems, and inadequacies in our medical education. Through the psycho-physical cultivation of kinetic education, we can experience directly the reality of the body/mind continuum and the holistic paradigm. From this experiential base, we can both learn and experience within ourselves the interconnected realities of the new physics, the classical cultures of China and India, and the electronic webs of computers and telecommunications systems. We can also develop that internal discipline so clearly lacking in our present system, and so necessary as a foundation for the lifetime evolution of true education, health and fitness.

The arrival of the COVID-19 pandemic in March of 2020 upended various sectors of society across the globe. The educational sector was included in this. Schools and universities scrambled to adopt methods for teaching students remotely. Many with the necessary means and infrastructure turned to online teaching. This transition was particularly challenging in the physical education and physical education teacher education (PETE) fields, subjects that rely on experiential education and interpersonal socialization (Graham et al., 2020). Surprising to some, the concept of teaching physical education online was not created in reaction to the pandemic’s arrival; it is a practice that has existed for more than 20 years (Daum & Buschner, 2018). As of 2016, 31 states allowed students to earn physical education credit through online courses (SHAPE America, 2016). Correspondingly, online physical education teacher preparation has witnessed similar growth over that time period (Mahar et al., 2014). While these practices have seen steady expansion over the past two decades, empirical research has lagged behind. This dissertation is founded on the idea that the experiences of physical educators and physical education teacher preparation programs during the COVID-19 pandemic can help inform these two fields in the future. This dissertation adopts the three-article dissertation format. Chapters 1–2 provide background information on the COVID-19 pandemic, online physical education and their intersection. Chapter 3 discusses the overall approach taken in this dissertation. Chapter 4 is the first empirical study. This study examines one university’s PETE program’s transition to online instruction at the onset of the pandemic. The perceptions of university faculty, university students and cooperating teachers are investigated. Chapter 5 is a second empirical study. It builds off the findings of Foye and Grenier (2021), which examined the experiences of fifteen K–12 physical educators teaching online in the spring of 2020. This follow-up study provides a longitudinal glimpse at these participants’ experiences teaching online during the 2020–2021 school year, and compares and contrasts their perceptions of the two years. Chapter 6 is a manuscript that has been authored for a practitioner’s journal. For this article, a wide range of articles related to online physical education during the COVID-19 pandemic were examined. The manuscript reveals trends related to the experiences of the participants in these studies and offers suggestions for online physical educators to implement in the future. The dissertation concludes with Chapter 7 which offers a reflection on this work.