There is no abstract available for this thesis.

According to Locke and Latham (1990), goal-setting is a powerful motivationa! tool which captivates the individual's attention and sense of effort in pooling all available resources to accomplish a task with accrued determination. Goal-setting has been used successfully in sports and physical activities (Kyllo & Landers, 1995). Positive results have also been realized with low achievers in academic tasks (Bandura & Schunk, 1981). / The purpose of this investigation was to test the effects of goal-setting on basketball free throwing with normally achieving (NA) boys and girls, and with children having learning disabilities (LD), ages 9-13 years. This study also tested the relationship between Perceived Physical Self-Competence (Harter, 1978b) and performance. / Results indicated that the children with LD in the goal-setting group outperformed the control group. However, goal-setting failed to differentiate the performances of NA children. No correlation was established between Perceived Physical Self-competence and the performance of these children. Methodological key points are discussed and suggestions are given for future research with goal-setting and children. (Abstract shortened by UMI.)

The purpose was to develop a valid and reliable survey to determine if physical educators provide students with opportunities for self-determination. It was based on the self-determination model of Wehmeyer et al. (1998) and interviews with four university professors and five physical educators. The survey was sent to 153 physical educators from Montreal and Halifax; a 63.4% return rate resulted. The most frequent aspect of self-determination included in their teaching was the opportunity to "develop a sense of belonging in the class", while "choice-making" was provided least frequently. Class size and inadequate resource material were the most detrimental barriers to self-determination. The temporal stability of the survey was .49 for the elements of self-determination and .84 for barriers to self-determination. Finally four physical education teachers were observed in gymnasium settings, two had scored high on self-determination and two had a low score. Systematic observation techniques revealed that their teaching was consistent with their survey score. It was concluded that the survey had sufficient reliability and validity to warrant further development.

Thesis (MEd (Curriculum Leadership))--University of South Australia, 1997

Thesis (M.Sc.)--Edith Cowan University, 2007. / Submitted to the Faculty of Computing, Health and Science. Includes bibliographical references.

Thesis (Ph.D.)--University of Delaware, 2008. / Principal faculty advisor: Penny L. Deiner, Dept. of Human Development and Family Studies. Includes bibliographical references.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Mentally Handicapped). Includes bibliographical references (p. 87-93).

Thesis (Ph. D.)--Ohio State University, 1977. / Includes bibliographical references (leaves 210-219). Available online via OhioLINK's ETD Center.

Preoject (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Includes bibliographical references (leaves 199-200). Also available via the Internet.

Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Nancy BrooksSchmitz. Bibliography: leaves 267-273.