Over the last 40 years, there has been an expansion, what some have termed an “explosion” (Green, 2001) in the provision of Physical Education (PE) related qualifications, both academic and vocational, in English Secondary schools. In the context of the emergence and rapid growth of the 14-19 PE curriculum, a number of issues have emerged for both PE teachers and their pupils (Green, 2008). It is important to consider these issues and the implications for PE teachers and their pupils. This research study explored the perspectives of secondary school PE teachers towards the subject of PE within the 14-19 curriculum. Specifically, the research focused on PE teachers’ perceptions relating to (i) the broader social processes which have influenced the development of 14-19 PE, and (ii) the impact of the development of 14-19 PE for the subject of PE, PE teachers themselves, and their pupils in English secondary schools. 52 semi-structured interviews were completed over a 14 month period. The research participants, from 22 different secondary schools, consisted of both male and female PE teachers who held varying positions in schools, from PE teachers through Heads of PE to Assistant Headteachers and Headteachers. The research participants were aged between 23 to 59 years of age. The level of teaching experience ranged from between 3 months to 38 years, with 616 years of teaching experience between them. The primary data collected from the interviews were analysed both inductively and deductively. That is to say, first, using a ground theory methodology, emerging themes were identified that were ‘grounded’ within the data itself. Second, the sensitizing concepts offered by a figurational sociology perspective were used to interpret and ‘make sense’ of the themes emerging from the data. The key findings from this study have been broken down into two main themes. With regard to the first theme – PE teachers’ perspectives on the development of the 14-19 PE curriculum (in general, and in their schools in particular) – it was evident that there had been an expansion, over the last decade, of the accreditation opportunities available to more pupils, across more schools, through 14-19 PE, with the ‘drivers’ of such change being located within both ‘local’ and ‘national’ contexts. In terms of the second theme – PE teachers’ perspectives of the impact (both intended and unintended outcomes) of the development of PE within the 14-19 curriculum – it was evident that PE teachers’ views centred initially on the benefits of 14-19 PE for their pupils, and their departments and schools. However, it was evident that there were benefits to be had from 14-19 PE for PE teachers themselves, which meant a change in their ‘working climate’, although there were unplanned consequences also. For PE teachers this meant a change in their ‘work demands’. Sociologically speaking, it is suggested that 14-19 PE may be seen to have developed within a context of complex developmental processes, more specifically through networks of interdependency, characterised by power balances/ratios, and which have led to outcomes both intended and unintended. Specifically, it was suggested that the nature and purposes of PE and the role of PE teachers has markedly changed, indeed transformed. From the findings of this study, recommendations are proposed that focus upon policy implications and future developments, particularly in relation to the unintended outcomes of the development of 14-19 PE.

<p> The Expert Committee (EC) set recommendations on physical activity and sedentary behaviors for obesity prevention and treatment. The objective of this cross sectional, retrospective study was to determine associations between the youth's demographic, physical activity, and sedentary behaviors with weight status using the Child Nutrition and Physical Activity (CNPA) screener. The CNPA was given to patients at Rush University Pediatric Primary Care Center between 2012-2015 (n=2,230). Chi square analysis and Forward Wald logistic regression were conducted. Meeting EC recommendations for physical activity (0.60 OR (95% CI 0.45-0.81)) (p=.001), media time (0.76 OR (95% CI 0.57-0.996) (p=.047), no TV in bedroom (0.67 OR (95% CI 0.510.87)) (p=.002), and parent accurate weight perception (0.02 OR (95% CI 0.01-0.03)) (p&lt;.001) decreased the odds of being overweight or obese. In conclusion, meeting the EC recommendations for physical activity and sedentary behaviors entered in to the model decreased the odds of being overweight or obese.</p><p>

<p> Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students&rsquo; motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students&rsquo; intrinsic motivation to participate in physical education class and physical education teachers&rsquo; use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6^th&ndash;8^th grade students (<i>n</i> = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (<i>M</i> = 5.6) and autonomy support to be the least (<i>M</i> = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.</p><p>

The purpose of this study was to determine the effects of a circuit training and a calisthenics programme on the cardio-vascular and muscular strength of business men. Sixty-three business men from the Vancouver Central YMCA and the British Columbia Electric Company were used as subjects. Forty-two subjects from the YMCA were equated into two experimental groups, while twenty-one British Columbia Electric employees acted as a control group. Following the initial tests, Experimental Group I underwent a programme of calisthenics while Experimental Group II took part in a programme of circuit training and the Control Group was restricted from physical activity. At the end of the eight week period, the three groups were retested in the same manner. Both Experimental Group I and Experimental Group II averaged gains in performance that were statistically significant for the cardio-vascular and muscular strength tests. No statistically significant gains were obtained for the Control Group. The improvement of Experimental Group I significantly exceeded the improvement of the Control Group, but did not significantly exceed the improvement of Experimental Group II in the muscular strength test. The improvement of Experimental Group II significantly exceeded the improvement of the Control Group but did not significantly exceed the improvement of Experimental Group I in the muscular strength test. There was no statistically significant improvement between the experimental groups in the cardio-vascular test. It was concluded that both the calisthenics and the circuit training programme, as used in this study, are effective methods of improving the cardio-vascular and muscular status of business men. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Much controversy exists regarding the most efficient means of applying methods of progressive resistance work in training routines. The contrasting principles of isometric and isotonic exercise have added further confusion to the area, This study combines different forms of endurance and dynamic strength training in an easily administered form which can be used in a school physical education programme. It compares this method, called here. Interval Circuit Training, with three other types of training to determine which of these methods could be used best in a school. Four groups of fourteen to sixteen year old boys were matched initially on the basis of their scores on three indices; The Harvard Step Test Index, Larson's Strength Index, McCloys Classification Index. The first two of these indices namely endurance and strength were combined to give a Total Fitness Factor. The initial scores of the boys on each of these same tests also gave measures of what have been called The Endurance Factor and The Dynamic Strength Factor respectively. The boys took park in four different training programmes. One group did Interval Circuit Training emphasising endurance and strength training, one group conventional Circuit Training combined with endurance running, another group conventional Circuit Training followed by games activity and the final group had a total Activity programme. They took part in the different training methods once every eight days for a period of two months by which time eight training sessions had been completed. During the rest of their weekly programme all the groups followed a similar programme of athletics and gymnastics and there was no specific weight training or endurance running performed by any of the groups during this time. After two months the groups were re-tested and the respective fitness indices calculated. The differences of mean gains occurring between the groups from test to re-test were compared. The Interval Circuit Training Group showed gains in total fitness over the Circuit Training Activity group and the Games Activity group at the level of significance chosen (0.1). Also no significant gains were made by any of the other groups over each other in any of the factors tested at the 10 per cent level of confidence. Gains in the scores were made from test to re-test by all the groups on all the factors. The largest gains were made by the Interval Circuit Training group and these gains were particularly evident in the strength factor. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The hypothesis of this study was that the content of the curriculum affects the opinion of grade eight and grade eleven girls toward physical education. A successful curriculum should be built on the needs and interests of the students. It seems reasonable to suggest that if a person is more interested, she is likely to become more involved, and therefore is more likely to achieve the objectives of the program. Structured interviews were held with ten teachers in seven different randomly selected schools. One class of grade eights and one class of grade elevens at each of the seven schools were given the statement "I Like the activities we do in physical education" and asked to place an "X" under the word or words, that best expressed the way they felt. The choices offered were "always, almost always, sometimes, hardly ever, or never". The students' response had a value ranging from five (always) to one (never). The points for each class were added and then divided by the number of students in that class to give a class average. A class with an average of greater than three was considered to have a favorable opinion of physical education; those with an average of less than three, an unfavorable opinion. Because so many variables were involved and because of the possible unreliability of student opinion, it was almost impossible to state conclusions with any certainty. However, it did appear that the secondary school students in Vancouver have a favorable opinion of physical education. It also seemed that the students' opinion was unaffected by either the teacher’s years of training or by her years of experience. A further indication was that the more opportunity the students had to state their preferences for or to choose activities, the better was their opinion of the program. All teachers expressed dissatisfaction with the present report card as an indication for parents regarding the progress of their daughter in physical education. It appeared that grade eleven teachers especially were breaking away from the traditional curriculum that was comprised mainly of team sports, and were trying to meet the needs and interests of their students. One of the most interesting observations was that the smaller classes had a more favorable opinion of physical education than did the larger classes. This study has just scratched the surface of some of the problems in curriculum evaluation, especially as it relates to student interests. If physical educators are ever going to satisfy their students' needs and interests on more than a trial and error basis, more research is needed. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of the study was to evaluate the effects of a programme of physical education for Grade One blind and partially-sighted children at Jericho Hill School, the British Columbia Provincial Residential School for the Deaf and Blind. The programme instituted was devised by the author in a problem-solving, child-centered manner where the activities were performed at the level of interest and ability of the individual child. The programme included the following activities: 1. Orientation 2. Physical Education Activities: (a) Body awareness (b) Stretching, pulling, twisting (c) Small equipment (d) Large apparatus (e) Creative movements to music (f) Trampolining (g) Water activities (h) Outdoor running, walking (i) Visit to Santa Claus (j) Activities with a sighted class. The programme extended from September, 1965 to March, 1966 with two or three sessions per week lasting from one-half hour to three-quarters of an hour each. Three evaluative measures were used to assess the programme: 1. Objective scores from the pre- and post-programme tests were given where a numerical value could be assigned to these tests. 2. Film loops¹ of the objective test items were used to show pre-and post-programme performances. These were subjectively evaluated by eleven experts in the field of physical education. 3. The classroom teacher reported on her personal record of the effect of the programme on individual children and on the group as a whole. The improved objective test scores, the film loop evaluation by the physical education experts, and the subjective evaluation of the classroom teacher and the Vice-Principal of the Blind Department showed that the programme was successful in producing improvement in the children, especially in the areas of confidence and basic physical skill development. A film² was produced in conjunction with the programme but not as an actual part of the study, showing various activities performed by the children throughout the year. This 23 minute black and white 16 mm film was produced and titled by the author. ¹Stored in the Library of the School of Physical Education and Recreation, The University of British Columbia. ²"Learn to See", available from the Extension Department, The University of British Columbia. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Basically all methods of stretching can be termed ACTIVE or PASSIVE in terms of the type of the range of motion acquired. Active stretching methods require that the range of movement be made voluntarily, while passive stretching methods refer to movement through a range due to external force such as gravity or manual assistance. It was the purpose of this study to investigate the effects of six methods of stretch on the active range of right hip flexion. The sample consisted of 119 volunteer college women in physical education at the University of British Columbia. Approximately twenty subjects were randomly assigned to each of seven treatment groups by pairs. In addition to the Control group, six exercise groups were taught various stretching regimens to be practiced ten minutes with a partner three times a week for three weeks. All subjects were measured before and after the study as well as before and after exercise on the first day of each week. The active range of right hip flexion was measured by the Leighton Flexometer and the strength of hip flexion at the 45 degree angle was measured by a cable tensiometer. All groups increased in active range of hip flexion as indicated by the mean gains, including the Control group. The following hypotheses were tested for significance at the .05 level and were rejected. 1. Active stretching methods give a greater improvement in active range of hip flexion than do passive methods of stretching. 2. The method, Active Proprioceptive Neuromuscular Facilitation, gives a greater improvement in active range of right hip flexion than does the method, Ballistic and Hold. Active stretching methods did not contribute significantly better to active range over passive methods, nor did the Active PNF method and Ballistic and Hold method show significant differences in their contribution to active range. Since passive methods of stretching contributed as well as active methods to active range of hip flexion, it is apparent that theoretically for active range of motion, it may be as important to reduce the resistance of the muscle being stretched as to increase the strength of the active opposing muscle. The results of this study indicate that both active and passive methods of stretching are effective in increasing active range of motion. The Relaxation method contributed significantly better than other passive methods to active range of hip flexion apparently due to a more effective reduced resistance from the contractile component of the muscle. The strength of hip flexion as measured at the 45 degree angle was not differentially improved by the various exercise treatments for the probable reason that the angle at which the strength was measured was well below the range at which specific strength gains might have taken place. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study is to determine whether or not the arm and shoulder strength of eleventh-grade girls would significantly increase during participation in a gymnastic and selected tumbling unit. The unit included activities on the parallel bars, side horse, balance beam, and specific tumbling activities.

In springboard diving the effect of the fulcrum setting on height generated by the backward press has not been determined. The purpose of this study was to model the springboard and diver as an oscillating spring system as well as to determine a prediction equation in order to predict the fulcrum setting at which the diver generates the most amount of height. 11 male and 9 female collegiate divers participated in the study. Video data were sampled at 60 Hz with a shutter speed of 1/250 sec. Data were digitized using a Motion Analysis VP-110 processor interfaced to a Sun minicomputer. Reflective markers were placed on the diver and on the springboard. Divers were filmed oscillating in laboratory and pool sessions. Divers were also filmed oscillating at fulcrum settings of 1, 3, 5, 7, 9 on the springboard and their preferred fulcrum setting as well as on the ground. The results from the study indicated that it was possible to model the springboard and diver as an oscillating spring system with the weight and spring located at the tip of the board. It was also possible to predict the fulcrum setting at which divers generated the most height by performing a bootstrap stepwise regression analysis including the variables obtained in the study. The results indicated that preferred fulcrum setting, diver mass and oscillation rate on the ground were good predictors of fulcrum setting explaining 82% of the variance in the equation. The final prediction equation for optimal fulcrum setting is: $$\rm Y = 10.458 + 1.242(B1) - 4.501(B2) + -.026(B3)$$where(UNFORMATTED TABLE OR EQUATION FOLLOWS)$$\vbox{\halign{#\hfil&&\enspace#\hfil\cr &\rm Y&= \rm predicted\ fulcrum setting\cr\cr&\rm B1&= \rm preferred fulcrum setting\cr\cr&\rm B2&= \rm post pool Hz (frequency of oscillation on the ground)\cr\cr&\rm B3&= \rm weight of the diver (in pounds)\cr}}$$(TABLE/EQUATION ENDS) The correlation between actual and predicted values for each individual was r = 0.90 and the mean difference between predicted and actual values was $-$0.005. The equation seems to be good at predicting fulcrum setting for this particular group of subjects; however, the equation still needs to be tested on other groups of divers. The equation may also differ for different springboards with different stiffnesses.