Thesis (Ed. D.)--University of California, Davis, 2004. / Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2006. / Includes bibliographical references.

Thesis (M.S.)--Ball State University, 2004. / Includes bibliographical references (leaves 35-37).

Thesis (D.Ed.) in Educational Leadership--University of Maine, 2006. / Includes vita. Includes bibliographical references (leaves 205-218).

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2006. / "Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2094. Adviser: Francis M. Kozub.

British sport history has become a serious branch of historical enquiry over the past three decades. Yet, many questions as regards regions, chronology, space, gender and power remain unexplored, especially in Scotland before 1800. This study examines sport and physical education in the northern mainland burghs of Scotland c. 1600-1800. It is divided into two parts. Part One investigates the national and international contexts for, and influences on, sport and physical education in northern Scotland. It covers the wider intellectual discourse, how the north was influenced by, and contributed to, the development of national and international sporting practise and culture. It then assesses how physical education was taught at educational institutions in northern Scotland and the characteristics of elite sport. Part Two explores sport as played, experienced and regulated by ordinary people in the northern burghs. Popular sport was less influenced by an international context and was far more regionally and locally focused. Popular and festive sport were pursued for enjoyment, were organised, gendered and were a vital release for society. The authorities also attempted to control popular sport in urban communities but this study finds social control was not universal and the lower ranks had agency, resisting the authorities' decrees as regards sport. This study concludes that sport and physical education were a significant, although previously unexamined, component of social and cultural life in the northern mainland burghs, before 1800. In Part One sport and physical education changed considerably, both influencing, and adapting to, national and international discourses of, 'civility' at the beginning of the period, and towards the end, 'politeness'. Moreover, the introduction of sports clubs from 1750 signalled a change towards a higher degree of organisation. By contrast, Part Two demonstrates popular sport practices remained relatively consistent. Thus, the thesis emphasises the need for regional studies of Scottish and British sport and physical education, examining their features across the social spectrum and the elements of both change and continuity that, together, characterised sport and physical education across the British Isles in the pre-industrial period.

Thesis (Ed.D.)--Boston University.

M. Ed. / This study investigated the experiences of intermediate phase educators who teach Life Orientation to learners with special educational needs in a special school in Gauteng. The study attempted to identify what these educators believe are the best teaching practices for teaching Life Orientation to learners with special educational needs in the intermediate phase. The researcher made use of an interpretivist, qualitative, case study design to explore the educators' experiences. The data collection methods used included: a literature review, incomplete sentence questionnaires, semi-structured individual interviews, a focus group interview as well as observations. Themes established were verified by the participating educators at the end of the data collection process. The data was analysed using thematic content analysis. Six main themes emerged for the best teaching practices for teaching LO to LSEN. Under each theme there were a number of sub-themes. The main themes were “learner focused”, “attributes of the teachers”, “Life Orientation curriculum”, “teaching methods and strategies”, “resources” and “stakeholder involvement”. These themes and the sub-themes were discussed in detail. Recommendations were made regarding what the best practices for teaching LO to LSEN in the intermediate phase should be. It also included what educators require in order to effectively teach this learning area to learners with special educational needs. The limitations and strengths of the research were explained and the research concluded with recommendations for possible future research that can be done within this domain.

The aim of this study was to determine the influence of distance from the target during dominant and non-dominant jab punches, on total response time, repeated jab punch force and anaerobic fatigue of amateur boxers. Data was gathered of the following variables: Biographical data, anthropometric data, total response time, change in total response time, number of punches, peak punch force and peak punch force fatigue resistance index. An exploratory and descriptive research design was used. Twelve male amateur boxers participated in this study. The participants were all either provincially or nationally ranked, between the ages 16 and 22 and in the competitive phase of their training. The data was compared to find statistical significance and it was found from the Wilcoxon ranked sign test that distance does not affect total response time, change in total response time, number of punches and peak punch force fatigue resistance index. However, it was found that distance affects peak punch force. Additionally,it was found using a Spearman rank correlation test that older boxers proved to have statistically significant faster total response times, the boxers that had slower total reponse times proved to have statistically significant less powerful peak punch force, the boxers that had slower total response times proved to have statistically significant larger fatigue resistance index, boxers with larger change in total response time proved to have statistically significant more powerful peak punch force and the boxers with larger peak punch force proved to have statistically significant smaller fatigue resistance index. The data presented provides an introduction of the exploration of how distance from a target relates to a boxer’s performance.