The purpose of this study was to describe through a series of in-depth phenomenological interviews the nature and quality of physical education teacher educators' work experiences, and to understand the meaning they make of their professional lives. In one of the most important reviews on teacher education of this decade, Lanier and Little (1986) emphasized that we know very little about teacher educators. As pressures are generated by current reform proposals for teaching and teacher education, it seems appropriate to try to understand as much as we can about the people who educate teachers. Phenomenological interviewing was used to collect material about the experiences of 15 teacher educators in physical education. Eight women and seven men in early and late career stages, from both university and college settings (primarily in the northeastern states), were interviewed on three different occasions for 60 to 90 minutes each time. The audio taped interviews were transcribed verbatim, producing approximately 100 pages of material for each participant. Pseudonyms were used as an attempt to protect the identity of the participants and their institutions. From transcripts, eight to twelve page profiles were constructed using the participants' own words. The researcher also identified themes which connected the experiences among the participants. Thematic descriptions included how participants perceived their work tasks, how they associated with other faculty, how they related to school-based colleagues, and how they interacted with their students. Major themes from these interviews include participants' emphasis on teaching and interacting with students as the most rewarding aspect of their work; differences between junior and senior faculty members' views about research; perceptions about the low status of physical education; and clear gender differences in attitudes toward work roles and salary.

Data were obtained through the syllabi and the questionnaires returned by the head of physical education institutes in India. From a total of thirty-seven questionnaires sent, sixteen were returned representing fourteen different institutions. The programs in India showed some diversity among the institutions regarding the length of time required to complete the courses and minimum qualifications prescribed for admission to the program. The programs did not meet the recommendations of the conference either in length or content. The newer programs more nearly met the recommendations.

No description available.

The almost universal acceptance of physical education as an integral part of education has resulted in state legislation throughout the United States requiring the teaching of physical education in the public schools. Because of this legislation, it has become necessary to better prepare teachers to carry on a worthwile physical education program. Efficient teaching cannot be expected to result from lack of training and inadequate preparation; therefore, the college graduate who holds a degree with no specialized training is not adequately prepared to teach effectively and efficiently in our shcool systems of today. This study presents the "Teaching Combinations of the Men Physical Education Teachers in the Public High Schools of Utah for the School Year 1945-46." The main problem of this study is to determine the type of teaching combinations used in the high schools of the State of Utah and to ascertain by comparison if the type used is in accord with the opinions of the superintendents and principals of these schools and the drectors of physcial education teacher training in the colleges of Utah. It is also a problem of this paper to determine what minors would be best for a man majoring in physcial education by obtaining the opnions of the superintendents, the principals of the high schools, and the directors of teacher training in the colleges of Utah. Another major problem of this paper is to find out whether some of the men teaching physical education are prepared to teach physcial education.

The movement for intramural sports has developed and expanded greatly in the past two decades. Much of this growth has been attained by hard and patient work through many years. The pioneer work now accomplished, intramural directors must still assume the responsibility of keeping their progress abreast of the times.

Significant levels of body dissatisfaction exist among college women. Research has also shown levels of body dissatisfaction among college men. Numerous studies have been conducted to investigate the relationship between body dissatisfaction and self-esteem as well as the relationship between self-esteem and social support. Past research, however, has neglected to determine if a relationship exists between body dissatisfaction and social support. This study sought to determine if this relationship exists for college men and women. The present study was also developed to test the relationships that have been found between social support and self-esteem as well as between self-esteem and body dissatisfaction. Significant correlations were found for all relationships investigated in the present study for both men and women. Strong relationships were found between self-esteem and body dissatisfaction for both men and women. Significant relationships were found between self-esteem and social support in both men and women. Significant, yet smaller, relationships were also found between social support and body dissatisfaction for both men and women. These relationships shed light on the complex issue of body dissatisfaction. Health educators should be aware of the relationship that was found between social support and body dissatisfaction in college men and women, and use this information to increase the effectiveness of the intervention programs aimed at decreasing levels of body dissatisfaction.

During the past fifty years physical education has emphasized such objectives as strength, health, recreation and education. Emphasis in physical education has been influenced by educational, economic and political conditions. As a result of these influences, the physical education programs have gone through various stages of development and change. During certain periods we have had calisthenics, dance, sports, games, and various combinations of these activities. During the past few years, leaders in the field have endeavored to effect a program of study in physical education to be used as a guide for teachers in that profession.

In the vernacular of higher education, withdrawal from college before graduation is known as student mortality. Staying for the full course of study is called survival. "Students and their parents so often fix their attention on the business of gaining admission to college that they fall into the easy error of thinking that a degree will automatically follow from the allotted time spent there. The fact is that, on average, half of the class will have fallen by the wayside." This study is not an attempt to set down the reasosn for the student mortality at the Utah State Agricultural College. A survey of available data revealed that the variables encountered would reduce that segment of the study to a matter of speculation and therefore the reasons for withdrawal are not an aspect of this study. The only information availalbe concerning reasons for discontinuing college is a brief statement made by those students who actually completed formal withdrawal procedures. The writer found that a majority of students who discontinued college did so at the end of a quarter or at the end of the regular school year, and therefore did not file withdrawal statements. This study concerns a select group of students who were assembled for freshmand registration. What happened to the group between the beginning of the freshman year 1946 and commencement day 1950 is the problem projected. The period 1946 to 1950 is not necessarily typical of the history of higher education. Many students, veterans of World War II, had enrolled at the College under the privileges afforded them in Public Laws 16 and 346. It would be safe to say that a number of students in this study would not have enrolled in college had not the G. I. educational benefits been made available to them. As a matter of fact, a significant perentage of students indicated to the writer that the "G. I. Bill of Rights" was the foremost reason for enrollment. While 787 cases in the study are veterans, 510 cases are not veterans. The writer does believe that he has a representative sampling of College students of this particular period and therefore went forward with the problem.

Physical education is included as a part of the curriculum in most secondary schools throughout the United States. Since it is usually required for at least one year, and possibly more in some schools, it is important to design the program properly. A well-rounded physical education program is established to include three phases: the instructional phase, the intramural phase, and the extramural phase.

The purpose of the present study was to examine the relationship between energy expenditure (EE) and mechanical power (MP) at four speeds of treadmill running; 3.58 (S1), 3.97 (S2), 4.47 (S3), and 5.11 m$\cdot$s$\sp{-1}$ (S4). Twenty-two competitive male runners (age = 28.9 $\pm$ 5.4 yr, mass = 67.8 $\pm$ 6.5 kg) completed a total of four 10-minute steady-rate (SR) runs and one max VO$\sb2$ run on two days. Six subjects repeated the runs to provide estimates of reliability. Physiological measures included VO$\sb2$, HR, and blood lactate (BLa). Seven algorithms based on the work-energy theorem were used to calculate MP. A major difference between the algorithms was the constraints placed on energy transfer (ETr). High speed video (200 Hz) techniques were used to capture sagittal plane kinematics. Five gait cycles were digitized for each subject and processed using a Motion Analysis system. Mean power was expressed relative to the time required for one gait cycle. The mean maxVO$\sb2$ of 69.4 ml$\cdot$kg$\sp{-1}\cdot$min$\sp{-1}$ reflected the high fitness level of these runners. Mean VO$\sb2$ for the SR runs was 58.5, 65.9, 75.2, and 89.4% of max VO$\sb2$ for S1-S4, respectively. Mean HR ranged from 133.4 to 176.9 bpm across speeds. There were no differences in VO$\sb2$ or HR over days and reliability (intraclass R) ranged from R = 0.852 to 0.976. There was a significant increase in mean BLa from 4.4 to 6.8 mmol at S4. Therefore, an oxygen equivalent for BLa of 3 ml O$\sb2\cdot$kg$\sp{-1}$ per mmol BLa (di Prampero, 1981) was incorporated into all subsequent EE values for S4. Mean power increased directly with speed. Extreme values ranged from a high of 3262.4 W for the no transfer model at S4 to a low of 373.3 W for the total transfer model at S1. Reliability for TPos and TNeg ranged from R = 0.967 to 0.994. Differences among slope and intercept coefficients from the individual regressions were apparent for the majority of post hoc contrasts and indicated that the algorithms were unique and differentiated between the methods of ETr. As more power was attributed to energy transfer, the slope coefficients increased. In contrast, an inverse relationship was noted between intercepts and the amount of energy transfer. A major finding of the present investigation was the significant linear relationship between MP and EE independent of speed for six of the seven algorithms. The percentage of variance in EE explained by the limb transfer algorithm was $\sim$50% with SEE ranging from 0.185 to 0.395 l$\cdot$min$\sp{-1}$. This algorithm also remained the most consistent across speeds with ETr changing only 3.2%. Based on the percentage of variance in EE explained by MP, the limb transfer algorithm provides the best estimates of EE from the kinematic methods of energy analysis used in this study.