This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation.

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

This study investigated the effect of participation in team building activities on the self-conceptions of middle school physical education students. Participants consisted of 68 physical education students in Grades 6 -8. The classes were randomly assigned to one of two groups, either treatment or control. The treatment group participated in one Team Building Through Physical Challenge (TBPC) activity every other week, for 8 weeks, while the control group continued with their regular physical education curriculum without participation in the TBPC activities. Harter's (1 985b) Self-perception Profile for Children was administered to all participants prior to and following the intervention. Data were analyzed using a 2 (treatmentlcontrol) x 2 (pretest/posttest) x 2 (malelfemale) repeated measures analysis of all six self-conceptions (athletic competence, social acceptance, behavioural conduct, scholastic competence, physical appearance, and global self-worth). Results at posttest revealed males in the treatment group had significantly higher self-conceptions for athletic competence. Participant mean scores in the treatment group also increased across time for social acceptance, scholastic competence, athletic competence and global self-worth. The second purpose of this study was to capture the experiences of the participants. A variety of qualitative data collection techniques (focus group interviews, videotaping, and digital photographs) were used to achieve this purpose. Five relatively distinct themes emerged from the analyses. These themes included: (a) Optimal Challenge and Optimal Interest, (b) Risk and Trust - A Symbiotic Relationship, (c) Teamwork - . . .It's About The Process, (d) Communication - Having a Voice, and (e) Negotiating -The Decision-Making Process. The findings of the qualitative analysis helped illuminate the quantitative results. Recommendations for future research and practice are also presented.

A problem which confronts education today, and which causes many children to be unsuccessful in academic achievement, is retarded reading.

Yu, Jie. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendixes includes Chinese.

No description available.

Psychometric properties of two systematic observation tools, the System for Observing Fitness Instruction Time (SOFIT) and the Children's Activity Rating Scale (CARS), were examined for use with individuals with mental retardation (MR). Eleven children with MR were videotaped while participating in gym-based physical activity. Accelerometer data were collected and synchronized with the observational data. Three raters coded each videotape twice each with SOFIT and CARS. Generalizability theory analysis indicated that SOFIT had low error variance due to rater, trial, and interaction terms. This provides evidence that SORT has good reliability (��=0.98). Concurrent validity evidence for SORT indicated that SORT may not be an appropriate tool for use with individuals with MR. Validity coefficients (r) between accelerometer data and SOFIT scores ranged from -0.44 to +0.39, indicating less than 20% shared variability. G-theory analysis for CARS also indicated that CARS demonstrates sufficient reliability for use with individuals with MR (��=0.76). There was a higher level of error variance associated with rater for the CARS instrument which indicates that more training on this tool may be necessary. Validity evidence for CARS was somewhat stronger than SOFIT with correlations between accelerometer data and CARS interval scores ranging from -0.52 to +0.79 (r��=0.62). Systematic observation tools may not differentiate between the low physical activity levels of individuals with mental retardation with may have caused the low validity levels. These findings indicate that systematic observations tools provide strong reliability evidence and weak validity evidence for use with individuals with mental retardation, and should not be used for this group. / Graduation date: 2003

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 20, 2007). Includes bibliographical references.

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

Thesis (M.A.(Ed.))--University of Hong Kong, 1969. / Typewritten.