Thesis (M.S.)--University of Wisconsin -- La Crosse, 2009. / Includes bibliographical references.

The integration of students with an intellectual disability has been a long standing issue and goal in special education. It is usually assumed that such educational integration will terminate following completion of high school. There are examples however, where persons with an intellectual liability have participated in higher education. One example of an integrated program has been implemented at a junior college in Ste. Anne de Bellevue, Quebec. This is a work-study type of program in which students 18-21 years of age follow a specific curriculum in the closed classroom and also participate in certain regular college classes, including physical education. / The purpose of the present study was to investigate this unique program with particular emphasis on physical education. More specifically, it was the intent to measure the perceptions of persons directly involved with the program on such variables as social acceptance, social interaction, self-concept, motor performance, peer performance, attitude, expectations, and perceptions. A questionnaire was distributed to subjects in four groups: students, peers, physical educators, and parents. Mean response scores from each group were reported for each variable. Results indicated a general positive perception regarding the integrated program from all groups.

Thesis (M.S.)--University of Wisconsin--La Crosse, 2009. / Includes bibliographical references.

No description available.

In this thesis, an examination of physical education programs at independently affiliated schools in and around Junction, Texas revealed needed areas of improvement after comparison with State of Texas standards.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 169-180). / Also available by subscription via World Wide Web / xiii, 180 leaves, bound 29 cm

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .

The purpose of this study was to make an analysis of the physical activity interests of the junior high school boys of Amarillo, Texas, in order better to determine the content of the physical education program based on the physical activities in which boys indicated they were interested.

Thesis (Ph. D.)--University of Wisconsin, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

A large body of evidence suggests physical activity is inversely associated with several cardio-metabolic risk factors among children and adolescents. Despite these health benefits, a majority of youth are not meeting the physical activity guidelines set forth by the USDHHS. Schools have been identified as an ideal vehicle for interventions; however, research evidence indicates school-based interventions are not effective at increasing outside of school physical activity. Goal setting may be a potential effective strategy for increasing physical activity among youth; however no previous studies have examined the effects of goal setting on cardiorespiratory fitness and physical activity in middle school students. Therefore, the purpose of this study is to evaluate the effects of a S.M.A.R.T. goal setting and self-monitoring intervention on fitness and physical activity in middle school students. Two middle schools in Tallahassee, FL participated in this study. One school served as the intervention and the other served as a delayed intervention measurement only control. The students in the intervention school completed a one-time S.M.A.R.T. goal setting lesson. During the lesson, students were taught the definition of a goal, the importance of goal setting, and how to set S.M.A.R.T. goals. As part of the lesson, students completed a S.M.A.R.T. goal setting worksheet. The objectives of the worksheet activity were to teach students the concepts of S.M.A.R.T. goal setting and to apply this knowledge by creating personal fitness goals. Student fitness goals were entered into an interactive website that acted as a self-monitoring tool. Before and after the intervention, participating students completed a survey assessing student demographics, physical activity, and physical activity self-efficacy. Cardiorespiratory fitness levels, assessed by the PACER test, were also measured pre and post. Betweengroup differences in post-test scores, adjusted for baseline levels, were assessed for statistical significance using ANCOVA. Additional covariates included gender, race/ethnicity, grade level and weight status. After adjustment for baseline levels, students in the intervention school exhibited significantly higher PACER laps in comparison to the control school ((F[subscript (1,257)] = 58.0) p<0.0001)). The PACER scores in intervention school increased from 40.6 laps to 45.9 laps while the PACER scores in the comparison school decreased. There were no significant between-group differences for physical activity or self-efficacy Although these results require replication in larger studies using a group randomized study design and objective measures of physical activity, the results suggest that teaching students about S.M.A.R.T. goal setting may be a potentially effective strategy for increasing fitness in middle school students and worthy of further investigation / Graduation date: 2013