Thesis (Ed.D.)--Boston University

by Shiu Wing Yi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 64-77). / Text in English; abstracts and appendices in English and Chinese. / by Shiu Wing Yi. / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.ix / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE FOR FOCUSING ON TEACHING BEHAVIOR --- p.1 / Chapter 1.2 --- STUDY OF MULTIPLE VARIABLES --- p.2 / Chapter 1.2.1 --- PLANNING --- p.2 / Chapter 1.2.2 --- INSTRUCTIONALBEHAVIOR --- p.3 / Chapter 1.3 --- LIMITATIONS OF PREVIOUS STUDIES --- p.3 / Chapter 1.3.1 --- LABORATORY SETTING --- p.3 / Chapter 1.3.2 --- FOCUS ON PRESERVICE TEACHERS --- p.4 / Chapter 1.3.3 --- STUDY OF STUDENT LEARNING --- p.6 / Chapter 1.4 --- PURPOSE OF STUDY --- p.7 / Chapter 1.5 --- DEFINITION OF TERMS --- p.7 / Chapter 1.6 --- SIGNIFICANCE OF THE STUDY --- p.8 / Chapter CHAPTER TWO --- REVIEW OF LITERATURES --- p.9 / Chapter 2.1 --- ELEMENTS OF EFFECTIVE TEACHING --- p.9 / Chapter 2.1.1 --- GENERAL GHARACTERISTICS OF EFFETIVE TEACHING --- p.9 / Chapter 2.1.2 --- TEACHERS' VIEWS OF EFFECTIVE TEACHING --- p.10 / Chapter 2.1.3 --- EFFECTIVE TEACHERS IN PHYSICAL EDUCATION --- p.11 / Chapter 2.2 --- PLANNING --- p.12 / Chapter 2.2.1 --- TEACHER THOUGHT PROCESS --- p.12 / Chapter 2.2.2 --- MODEL OF TEACHER PLANNING --- p.13 / Chapter 2.2.3 --- TEACHERS' INSTRUCTIONAL PLANNING IN PHYSICAL EDUCATION --- p.14 / Chapter 2.2.4 --- EFFECT OF PLANNING ON INSTRUCTIONAL BEHAVIOR --- p.16 / Chapter 2.3 --- INSTRUCTIONAL BEHAVIOR OF PHYSICAL EDUCATION TEACHERS --- p.18 / Chapter 2.3.1 --- TEACHER FUNCTIONS IN TEACHING-LEARNING PROCESS --- p.18 / Chapter 2.3.2 --- SYSTEMATIC OBSERVATION OF INSTRUCTIONAL BEHAVIORS --- p.19 / Chapter 2.3.3 --- INSTRUCTIONAL BEHAVIORS --- p.20 / Chapter 2.3.4 --- QUALITATIVE INSTRUCTIONAL BEHAVIORS --- p.21 / Chapter 2.4 --- STUDENT LEARNING IN PHYSICAL EDUCATION --- p.23 / Chapter 2.4.1 --- STUDENT LEARNING IS THE GOAL OF PHYSICAL EDUCATION --- p.23 / Chapter 2.4.2 --- LEARNING PROCESS IN PHYSICAL EDUCATION --- p.25 / Chapter 2.4.3 --- MEASURE OF STUDENT LEARNING IN PHYSICAL EDUCATION --- p.26 / Chapter 2.5 --- EXPERIENCED VS NOVICE PHYSICAL EDUCATION TEACHERS --- p.27 / Chapter 2.5.1 --- COMPARING EXPERIENCED AND NOVICE TEACHERS --- p.27 / Chapter 2.5.2 --- TEACHING STRATEGIES --- p.28 / Chapter CHAPTER THREE --- METHODOLOGY --- p.30 / Chapter 3.1 --- PARTICIPANTS --- p.30 / Chapter 3.2 --- EQUIPMENT --- p.30 / Chapter 3.3 --- RESEARCH DESIGN --- p.30 / Chapter 3.3.1 --- BASKETBALL SKILLS TEST --- p.31 / Chapter 3.3.1.1 --- OBSTACLE DRIBBLING TEST --- p.31 / Chapter 3.3.1.2 --- SPOT SHOOTING TEST --- p.32 / Chapter 3.3.2 --- COLLECTION OF PLANNING DECISION AND INSTRUCTIONAL BEHAVIOR --- p.32 / Chapter 3.3.2.1 --- PRIOR TO PLANNING --- p.32 / Chapter 3.3.2.2 --- PLANNING DECISIONS --- p.33 / Chapter 3.3.2.3 --- TEACHERS' QUALITATIVE INSTRUCTIONAL BEHAVIORS --- p.34 / Chapter 3.3 --- INSTRUMENTATION AND DATA COLLECTION --- p.35 / Chapter 3.3.1 --- TEACHER PLANNING DECISION CODING SYSTEM --- p.35 / Chapter 3.3.2 --- QUALITATIVE MEASURES OF TEACHING PERFORMANCE AND STUDENT ACHIEVEMENT --- p.36 / Chapter 3.3.3 --- PRETEST AND POSTTEST ON BASKETBALL SKILLS --- p.37 / Chapter 3.4 --- STATISTICAL ANALYSIS --- p.37 / Chapter CHAPTER FOUR --- RESULTS --- p.38 / Chapter 4.1 --- PLANNING --- p.38 / Chapter 4.1.1 --- TASK/ACTIVITY DECISIONS --- p.38 / Chapter 4.1.2 --- INSTRUCTIONAL STRATEGY DECISIONS --- p.38 / Chapter 4.2 --- QUALITATIVE MEASURES OF TEACHING PERFORMANCE SCALE --- p.39 / Chapter 4.3 --- ACHIEVEMENT DATA --- p.40 / Chapter CHAPTER FIVE --- DISCUSSION --- p.42 / Chapter CHAPTER SIX --- CONCLUSION AND RECOMMENDATION --- p.53 / TABLES --- p.58 / REFERENCES --- p.64 / APPENDICES --- p.78

This study has five chapters, organized in the following manner: (1) Chapter I contains the introduction, statement of the problem, purposes of the study, hypotheses, and significance of the study; (2) Chapter II is a review of the literature; (3) Chapter III is a description of subjects and tests and the procedures for treating the data; (4) Chapter IV contains the statistical technique of the analysis and the findings related to the hypotheses; and, (5) Chapter V consists of the summary, conclusions, and recommendations. The purpose of this study was to determine performance levels in the areas of (1) agility, (2) endurance, (3) reaction time, and (4) strength at high (ninety degrees Fahrenheit) and ideal (sixty-eight degrees Fahrenheit) environmental temperatures. On the basis of the findings it was concluded that (1) high temperature (ninety degrees Fahrenheit) causes human motor performance to deteriorate, and ideal temperature (sixty-eight degrees Fahrenheit) causes human motor performance to be improved; (2) the three components which showed a significant difference required more muscular action than did the component (reaction time) which showed no significant difference; (3) the majority of previous findings agree with the present research in respect to agility and reaction time; and (4) results were evenly divided as to the effects of heat on endurance and strength, with present research adding credence to improved performance in ideal temperature.

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 2-4) Also available in print.

The purpose of this study was to identify competencies which are perceived as important by Thai adapted physical educators, to determine the differences that exist in the way physical education professors and adapted physical educators judge the level of each competency, and to recommend a set of competencies for adapted physical educators in Thailand. The questionnaire, Competencies for an Adapted Physical Educator in Thailand containing 59 competencies based on 6- point Likert type scales, was used in this study. The fifty-nine competencies were translated from the Competencies for an Adapted Physical Education Specialist, modified by Dempsey (1986) from the 1981 AAHPERD Guidelines for Adapted Physical Education. The meaning equivalence of the competencies was validated by using the Delphi method along with the back translation technique. The computed reliability coefficients of the questionnaire, using the Hoyt-Stunkard's technique was .9577. The study's population consisted of 31 College and university professors who have taught adapted physical education courses to college/university students and 40 adapted physical educators who have conducted physical activities for people with disabilities in schools and institutions for the disabled in Thailand. Data collection was completed in an eight-week period. Means, standard deviations, a t-test and the Bonferroni Method of Multiple Comparisons were used to treat these data. The results showed that 1) the competencies were perceived as extremely important by professors and adapted physical educators in Thailand, 2) the perceptions of professors and physical educators on the competency statements individually and overall were similar since the null hypotheses were not rejected, and 3) the relationship of both groups on the importance of each competency and competency category was high with a Spearman rank correlation of .7842, and .8857 respectively. Based upon the findings of this study, it was recommended that this set of competencies should be used as guidelines for the preparation of adapted physical educators in Thailand. / Graduation date: 1992

Undergraduate physical education major programs in the United States and Japan were compared in terms of reform during the period 1972-74 to 1988-90. Two kinds of reform were studied: (1) change from single-track professional preparation to multiple-track preparation and (2) change from a nonacademic discipline-based program to an entirely academic discipline-based program. Data on 52 major programs in the United States were gathered from college catalogs. Data on 53 programs in Japan were gained from college catalogs and documents published by the Ministry of Education. Four programs in the United States sample had multiple tracks during the 1972-74 period, and 34 had multiple tracks during the 1988-90 period. Reform to multiple tracks had occurred in 30 (62.5%) of the 48 programs that were single-track in 1972-74. Two programs in the Japanese sample had multiple tracks during the early period, and 14 had multiple tracks during the later period. Reform to multiple tracks had occurred in 12 (23.5%) of the 51 programs that were single-track in 1972-74. No reform from a nonacademic discipline-based program to an entirely discipline-based program had occurred in either sample. One institution in the United States sample was in the process of changing to an entirely discipline-based program. A chi-square analysis tested the hypothesis that there was no difference between the samples in the proportion of programs that had undergone reform during the 15-year period. The analysis showed a significant difference between the samples at the .001 level, and the hypothesis was rejected. The most common major preparation emphasis for both samples during both periods was teacher education. Other tracks found in the U.S. sample in the later period included fitness specialization, sports management, sports communication, and athletic training. Other tracks found in the Japanese sample in the later period included social physical education, lifelong sports, and sports specialization. The current state of physical education programs in each country was discussed. It was concluded that currently, the main issue for U.S. programs overall is finding a balance between discipline-based academic education and professional career preparation. In Japan, the main issues were considered to be the creation of nonteaching professional tracks and the development of jobs for physical education graduates. / Graduation date: 1991

Thesis (M.S.) in Kinesiology and Phyiscal Education--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 12-14).

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

This thesis is a physical education curriculum designed specifically to meet the needs of the children in the Marion, Indiana, Community Schools.Consideration is given to administrative problems, daily scheduling for each school, and the perceptual-motor, motor ability, and physical fitness level of the students in each school.The major part of the study is a list of activities set up for each grade level. The major activity headings are stunts, tumbling and apparatus; rhythms; movement education; games of low organizations; and sports skills and team games.Finally a program evaluation and a self-evaluation for the teacher is given.

Thesis (Ph. D.)-- Springfield College, 2006. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.