The study was undertaken for the following purposes: 1. To make a study of the past and present Pakistan culture significant to physical education for college women in the Punjab. 2. To make a study of the present physical education program for women in colleges in the Punjab. 3. To evaluate the present women's physical education program for the college level in the Punjab of West Pakistan. 4. To make recommendations for future development of the physical education program for college women in the Punjab area of West Pakistan.

The problem of this study was to investigate the effects of massed and distributed practice upon the learning and retention of a novel gross motor task. The motor task was a soccer dribble around three evenly-spaced standards.

"There is no well-developed manual available which could be helpful to communities that are interested in developing a YMCA. Communities do not have access to well-developed information which may be helpful to them by setting forth the experience of other communities. The purpose of this study is to prepare the ground for such a manual by describing how the Tallahassee YMCA has been developed"--Introduction. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Joseph Golden, Professor Directing Paper. / Includes bibliographical references (leaves 51-52).

Given the findings, The implication of this study include: first, government should provide professional development on the PE curriculum innovation to pre-service teachers and TGfU training program to shool PE teachers; second, the major content and instructional strategies of the TGfU professional development program should be adjusted in universities, and third, the school environment context should be developed. / The first study (Chapter 3) examined pre-service teachers' perception of TGfU and factors influencing their perception of TGfU. Piaget's (1970) cognitive constructivism and Vygotsky's (1978) social constructivism provided a theoretical framework to steer the research purposes and design. By adopting a qualitative approach, 20 pre-service PE teachers (F=8, M=12) were recruited for individual semi-structured interviews. Data were analyzed using content analysis (Patton, 2002). Findings indicated TGfU is beneficial for students due to its propensity to make students feel fun, stimulate their thinking, and to be wholly inclusive. However, difficulties in understanding the nature of TGfU and implementing TGfU were encountered. Most of the pre-service teachers reported they would use TGfU in the future while some of them preferred to implement the skill-based approach during the teaching practicum due to the limited perceived support from cooperative teachers towards TGfU and short time of teaching practicum. Finally, individual factors including game knowledge, teacher beliefs, prior teaching and learning experience and social factors such as government policy, school context, and support from peers, teacher educators, and cooperative teachers were identified to influence pre-service teacher perception of TGfU. / The second study (Chapter 4) investigated pre-service PE teachers' teaching behavior towards TGfU and the factors determining their teaching behavior towards TGfU. Theory of Planned Behavior by Ajzen (1991) was applied to guide the formulation of research purpose and design. The case study design (Merriam, 1998) was conducted with six pre-service teachers. Data collection consisted of documentation, systematic observation and semi-structured interviews. Data were analyzed using descriptive statistics and content analysis. Findings from the case studies indicate that pre-service teachers cannot implement the TGfU model effectively. Three groups of factors including attitude (pre-service teachers' attitude towards TGfU), subjective norm (the support from cooperating teachers, university supervisors, other school PE teachers, and students), and perceived behavior control (space, class time, equipments, game knowledge, TGfU conceptual understanding, students skill level, and classroom discipline) were identified to determine intention of pre-service teachers to adopt TGfU and subsequent TGfU teaching behavior. Among these factors, perceived behavior control was important because most of the pre-service teachers could not implement TGfU effectively mainly due to the constraints of resources and TGfU conceptual understanding. / The third study (Chapter 5) focuses on three groups of teachers including pre-service teachers, cooperating teachers and university supervisors. The purpose of this study is to examine the awareness, attitude, and understanding of the three groups of teachers regarding TGfU, as well as to investigate the mutual interactions among them during mentoring in TGfU teaching. The theoretical framework of this study was based on situated learning theory (Wenger, 1998). Ten pre-service teachers, nine cooperating teachers, and three university supervisors were invited as participants. The written artifacts and semi-structured interviews (Patton, 2002) were conducted for data collection. Qualitative data were analyzed using data analysis (Patton, 2002). Findings indicate that there is a mutual interaction between pre-service teachers and their mentors. Mentoring provided by university supervisors has positive impact on the understanding and implementation of TGfU by pre-service teachers. Meanwhile, cooperating teachers and university supervisors also obtained benefits from mentoring in the TGfU teaching. However, the impact of mentoring provided by cooperating teachers on the implementation of pre-service teachers of TGfU is limited. The mutual interaction may be attributed to the following differences of the three groups in terms of awareness, attitude, and understanding towards TGfU including: first, pre-service teachers and university supervisors are more aware of TGfU compared with cooperating teachers due to relevant pedagogical courses and practical teaching experience; second, although the three groups of teachers all have positive attitudes towards TGfU, the reasons associated with such attitudes differ; and third, the three groups of teachers all hold constructivist views on TGfU but cooperating teachers seemed to be confused with the concept of TGfU. / This work has three objectives: to examine the perceptions of pre-service Physical Education (PE) teachers on Teaching Games for Understanding (TGfU), including the factors influencing their perceptions; to investigate the teaching behaviors of pre-service teachers towards TGfU, including the determinants predicting such behaviors; and to explore the mutual interactions among pre-service teachers, cooperating teachers, and university supervisors during mentoring in TGfU teaching. / Wang, Lijuan. / Adviser: Sau Ching Amy Ha. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 230-261). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendixes B, E, H, and J in Chinese.

by Li Yuk-keung, Daniel. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 110-116. / Chapter CHAPTER 1. --- INTRODUCTION --- p.1 / Chapter 1.1) --- AIMS OF THE STUDY --- p.5 / Chapter 1.2) --- REVIEW OF LITERATURE --- p.5 / On Comparative Approach and Methodology in Education and Physical Education --- p.5 / "On Curriculum, Teacher Education Curriculum, and PETE (PE Teacher Education) Curriculum" --- p.9 / On PETE Curriculum in a Comparative Perspective --- p.16 / Chapter 1.3) --- DEFINITIONS --- p.24 / Curriculum --- p.24 / Physical Education --- p.25 / Chapter 1.4) --- JUSTIFICATIONS ON THE COMPARABILITY OF HONG KONG AND SINGAPORE --- p.27 / Chapter 1.5) --- SCOPE OF THE STUDY --- p.29 / Chapter 1.6) --- METHOD OF STUDY --- p.30 / Framework of the Study --- p.30 / Framework for Analysis and Interpretation --- p.32 / Elaboration on Curriculum Purpose --- p.35 / Elaboration on Curriculum Content --- p.37 / Elaboration on Curriculum Organization --- p.38 / Elaboration on Curriculum Evaluation --- p.40 / Procedure --- p.44 / Chapter CHAPTER 2. --- HONG KONG AND SINGAPORE PETE CURRICULA: A DESCRIPTION --- p.45 / Chapter 2.1) --- HONG KONG PETE SYSTEM AND THE RESPECTIVE PETE CURRICULA --- p.45 / Purpose --- p.49 / Content and Organization --- p.51 / Evaluation --- p.54 / Chapter 2.2) --- SINGAPORE PETE SYSTEM AND THE RESPECTIVE PETE CURRICULA --- p.54 / Purpose --- p.55 / Content and Organization --- p.56 / Evaluation --- p.58 / Chapter CHAPTER 3. --- HONG KONG AND SINGAPORE PETE CURRICULA: AN INTERPRETATION --- p.61 / Chapter 3.1) --- AN INTERPRETATION OF THE HONG KONG PETE CURRICULA --- p.61 / Purpose --- p.61 / Content --- p.67 / Organization --- p.71 / Evaluation --- p.74 / Chapter 3.2) --- AN INTERPRETATION OF THE SINGAPORE PETE CURRICULA --- p.76 / Purpose --- p.76 / Content --- p.80 / Organization --- p.81 / Evaluation --- p.83 / Chapter CHAPTER 4. --- HONG KONG AND SINGAPORE PETE CURRICULA: A JUXTAPOSITION --- p.87 / Purpose --- p.88 / Content --- p.89 / Organization --- p.90 / Evaluation --- p.91 / Chapter CHAPTER 5. --- HONG KONG AND SINGAPORE PETE CURRICULA: A COMPARISON --- p.92 / Chapter 5.1) --- A COMPARISON OF THE PURPOSES OF CURRICULA --- p.92 / Chapter 5.2) --- A COMPARISON OF THE CONTENTS OF CURRICULA --- p.93 / Substantive Contents --- p.96 / Chapter 5.3) --- A COMPARISON OF THE ORGANIZATION OF CURRICULA --- p.98 / Scope --- p.98 / Sequence --- p.100 / Chapter 5.4) --- A COMPARISON OF THE EVALUATION OF CURRICULA --- p.101 / Chapter 5.5) --- A COMPARISON OF THE STRENGTH AND WEAKNESSES OF CURRICULA --- p.103 / Chapter CHAPTER 6. --- RECOMMENDATIONS AND CONCLUDING REMARKS --- p.106 / Purpose --- p.106 / Content --- p.107 / Organization --- p.107 / Evaluation --- p.108 / Concluding Remarks --- p.108 / REFERENCES AND BIBLIOGRAPHY --- p.110 / APPENDIX (Assessment of Students for Internal Promotion and Requirements Leading to the Awards of a Teacher's Certificate in Hong Kong) --- p.117

This research enquiry builds on and contributes to studies in the field of physical education, focusing specifically on pupils’ experiences of Year 12 physical education in a private secondary phase school in Turkey. Although there is scholarly work that examines the performance of gender in the physical education curriculum, there is little work attempting to interrogate the relationships between young people’s bodies, physicality, and the social landscape of a school. There has been even less work in the cultural context of Turkey that maps the various social forces which guide and determine the participants’ own physical education subjectivities. The research enquiry utilises physical cultural studies sensibilities that are based at the borders of inter-locking paradigmatic approaches. I am critically self-reflexive throughout the research enquiry as I represent, articulate, and rework the young people’s experiences gleaned from participant observations and interviews. An important finding to emerge from these narratives is the desire to reclaim the fun and play elements in physical education. However, the yearn to have fun in physical education becomes problematic when juxtaposed against the disempowering body practices surrounding engagement in the subject. In fact the workings of the body are afforded only a few positive comments from participants. The engagement of the participants in physical education thus contrasts with the performative and health discourses currently shaping Western physical education policies and curriculum practices. This research enquiry produces value-relevant knowledge to inform scholars and practitioners, aiming at a greater understanding of pupils’ experiences of the self, and opens future avenues for discussion when revising physical education policies, curricula, and practices. Furthermore, the research enquiry adds new insights into how the participants negotiate their own physicality and subjectivities in a physical education setting where Eastern and Western cultures meet, intersect, and collide.

Thesis (Ed.D.)--Boston University

No description available.

The intent of this study was to explore constituent utilization of power and authority over time that led to systemic dysfunctions in the governance of intercollegiate athletics, and to examine the needs motivating the interested constituents, thus suggesting alternatives for reform. A comparison of the policies, practices, and circumstances of constituents in 1929 and the present was based upon an analysis of the Carnegie Foundation for the Advancement of Teaching Report (1929); the American Council on Education Report (1986); and the Knight Commission Report (1993), and other books, articles, and reports.;The constituents involved in the governance of intercollegiate athletics were consistent over time and included the governing board, the president, the faculty, the athletic director, the coach, conferences, the NCAA, boosters, business leaders, and the media. These constituents' use of power and authority was examined based upon Burbules' (1986) description of the legitimacy of authority and the reciprocal nature of power and upon Wolf's (1990) modes of power: interpersonal, tactical, and structural.;In both time periods, systemic dysfunction in the governance of intercollegiate athletics resulted from constituents who either neglected or exceeded their prescribed authority roles, thus generating breaches in authority. Other constituents subsequently exercised illegitimate power to fill these gaps in authority. Since constituent exercise of power and authority is based upon the inherent conflict of interest in power relations, an examination of the needs motivating constituents to use power and authority was essential. The examination of needs was based upon Maslow's (1970) deficiency needs that were the foundation of his Hierarchy of Needs. The basic constituent need that motivated constituents to exercise power and authority in both 1929 and the present was founded on self-preservation.;The Model of Balance in Athletic Governance explained the relationship between constituent resource needs and their integrity and was based on self-preservation. When an imbalance occurred, the Model explained why constituents exceeded or neglected their prescribed authority roles and why other constituents used power to fill the gaps in authority.;Reformers must ultimately understand the needs and roles of constituents and their use of power and authority over time in the governance of intercollegiate athletics in order to devise feasible reform alternatives. Only through understanding the participants and process of athletic governance can reformers have a genuine and lasting impact upon changes in the operation of intercollegiate athletics. Recommendations for reform were based upon the needs of constituents that motivate their exercise of power and authority. Reform recommendations at both the individual university and inter-institutional level included: (1) clarify the athletic mission; (2) presidential control; (3) decentralize the NCAA and increase conference influence; and (4) require full public disclosure of policies and practices.

In the field of exercise science there exists no single best method, or tool, for the measurement of physical activity, in particular, activity in everyday free-living conditions. The pedometer, a tool for recording the number of steps taken by an individual, could potentially measure this important component of free-living physical activity. To establish the reliability and validity of the pedometer, 40 subjects wore two pedometers (same brand) in two consecutive I 0-minute trials during normal daily activity. Both trials were videotaped. Each videotape segment was replayed, the number of steps were counted and this count served as the criterion measure of steps. In order to evaluate the reliability of the criterion measure the researcher recounted ten of the forty trials a second time and performed an intraclass reliability estimate and follow-up ANOVA comparing the two separate counts. This yielded an intra-observer reliability estimate of R=0.99 (F=l .36, p=.27). Data analyses included trial-to-trial comparisons of pedometer recordings, left-toright comparisons of pedometer recordings, and comparisons of pedometer recordings to the established criterion scores. Results of trial-to-trial comparisons yielded intraclass reliability estimates of R=0.87 (F=l .51, p=.23) for the left side pedometer and R=0.90 (F=.97, p=.33) for the right side pedometer; no significant differences were found. Estimates of pedometer consistency (left versus right pedometer) yielded a correlation ofR=0.96, with follow-up ANOVA (F=6.46 and p=.02) indicating significant differences between left and right side pedometers. Comparisons of pedometers to the established criterion scores (validity) yielded correlations ofR=0.84 (F=l .85, p=.18) for the left pedometer and R=O. 79 (F=S. 71, p=.02) for the right pedometer. Follow-up ANOVA indicated a significant difference between pedometer and criterion scores for the right pedometer but not the left. Under the conditions of this study, the pedometer worn at the waist level directly above the left leg provided reliable and valid measures of walking steps taken during typical everyday activities. The pedometer worn on the right side of the body underestimated the number of steps taken. Further research on the influence of leg dominance, surface, shoe type, pedometer brand, and gait is needed.