The purpose of this study was to determine whether the Cooper 12 Minute Run test and Bruce Multistage Treadmill test measure the same type of cardiovascular-endurance performance when testing adult women. A second purpose was to determine whether divergent levels of habitual activity by women are reflected in the scores on each test. Four groups of habitual activity were defined and labeled as follows: non-exercisers, minimal exercisers, adequate exercisers, and more than adequate exercisers. Ten healthy women were selected as subjects in each group. Subjects ranged in age from 22 to 35 years and were within the normal weight range according to standard tables. Each subject was tested in accordance with the appropriate protocol on the Bruce test and on the 12 Minute Run test. When individual scores for the two tests were correlated the data seemed to indicate that they were comparable measures of cardiovascular endurance performance. (r = 0.9097) An analysis of variance among group scores was performed for each test and highly significant F ratios were obtained. (F = 24.07 Bruce; F = 20.77 12 Minute Run) The most likely reason for the differences was seen as the divergent levels of habitual activity in each group. Contrasting tests were performed among groups and various combinations of groups. All test comparisons reached significance except for the one contrasting the 12 Minute Run scores of the two groups with the lowest activity levels. It was concluded that for the population of women at various levels of habitual activity who are represented by the selected sample in this study: the Bruce Multistage Treadmill test and the Cooper 12 Minute Run test measure largely the same type of cardiovascular endurance performance and that each test appears to adequately discriminate among women of divergent levels of habitual activity except at the lowest levels.

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An experimental group of nine dancers between the ages of 18 and 23 who were participating in dance technique classes were compared to a group of nine dancers who were participating in an eight week weight training program and technique class and a control group of sedentary females of the same age. Each group was tested for isokinetic strength, power, and muscular endurance on the Cybex 11+ before and after the eight week training program of ballet and weight training. Each subject in the two experimental groups attended at least three ballet technique classes a week. The nine members of the weight training group lifted weights three times a week and performed exercises on the leg press, leg curls, and leg extension. Initial and final 1-RM's for the leg press, leg curl, and leg extension were also measured for the weight training group. Data were analyzed by a nonparametric Kruskal-Wallis test to determine initial and final differences between the three groups in all isokinetic strength measurements. A Wilcoxon Analysis of Variance test was also used to determine differences between pretest and posttest isotonic strength scores. No statistical difference was found between the three groups on post test isokentic strength, power, or muscular endurance of the quadriceps or hamstrings after training. However, significant isotonic strength gains were found in the weight lifting group on leg press, leg curls, and leg extension exercises after the training sessions. / Master of Science

For thousands of students this year alone, taking the physical fitness tests will be as much a part of the annual school routine as is the first day of school, lunch, and standardized tests in the classroom. Given this, it becomes relevant to gain some insights into what students think, feel, and know about these tests. For example, do students know why they take the test items? How to improve their performance on the test items? What do they think about taking the tests? Do students who perform well on the tests think differently than those who don't? To answer questions like the above, 54 students in the fourth and fifth grades from two different schools were interviewed two-at-a-time using a semi-structured interview format. Interviews with physical education and other school staff were also conducted to provide for multiple sources of data (triangulation). Audiotaped interviews were transcribed, numbered line-by-line, and analyzed according to qualitative methods. Assertions were developed which were supported by the data. Results indicate that most students have an incomplete, concrete understanding of the purposes and concepts pertaining to the physical fitness tests. Teacher's urging or encouraging behaviors during test administration have a large effect on students feelings about taking the tests, and many times students, especially those who tend to score poorly on the tests, receive negative feedback from their peers in the form of ridicule and embarrassment. / Master of Science

Thesis (MScSportSc)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The purpose of this study was to determine the validity of a series of physical fitness tests for athletes with disabilities competing in sitting throwing events in athletics. All athletes competing in sitting throwing events during the South African National Championships April, 2001, were asked to take part in the research study. A total of 74 athletes in the classes F33, F34, F52, F53, F54, F55, F56, F57 and F58 took part in the research study. All the athletes completed the tests selected for their specific class. Their tests results and their performance in the events at the South African National Championships were correlated to determine the validity of the physical fitness tests. Results of the study revealed the following: ol' Certain physical fitness components are more important than others for achieving good results in the sitting throwing events. ol' Upper body power is the best predictor of performance in all the events and classes. ol' Technique is as important a factor in good performance as is fitness. ol' South African athletes' technique needs improvement. It can be concluded from this study that physical fitness, in particular upper body strength and power, plays a major role in performance of athletes with disabilities competing in sitting throwing events. Many of the athletes are currently top performers rely more on their physical fitness than on good technique to achieve success. If these athletes can combine physical fitness with good technique, much better performances will achieved and the world will need to take even more note of South Africa's athletes with disabilities. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die geldigheid, van spesifieke fiksheidstoetse vir atlete met gestremdhede wat deelneem aan sittende velditems in atletiek, te bepaal. Al die atlete wat deelgeneem het aan sittende velditems tydens die Suid-Afrikaanse Atletiek Kampioenskappe vir persone met gestremdhede, is uitgenooi om deel te neem aan die navorsingsstudie. Altesaam 74 atlete van die klasse F33, F34, F52, F53, F54, F55, F56, F57 en F58 het deelgeneem aan die spesifieke fiksheidtoetsprotokol wat vir elke klas opgestel was. 'n Pearson korrelasie is getref tussen die toetsresultate en die prestasie van elke atleet in die verskillende items tydens die Suid- Afrikaanse kampioenskappe, om sodoende die geldigheid van elke fiksheidstoets te bepaal. Die volgende bevindinge is gemaak: ./ Seker fiksheidskomponente (in sittende velditems) is meer belangrik as ander vir deelnemers met gestremdhede . ./ Prestasie in sittende velditems van al die klassifikasie groepe kan die beste bepaal word deur plofkrag in die boonste ledemate . ./ Korrekte tegniek is net so belangrik vir prestasie as fisieke vermoë . ./ Suid-Afrikaanse atlete se tegniek kan beslis verbeter. 'n Gevolgtrekking kan gemaak word dat krag en plofkrag van die boonste ledemate, van atlete met gestremdhede wat deelneem aan sittende velditems, 'n belangrike fisieke komponent is vir prestasie. Baie atlete wat tans toppresteerders is, presteer nie noodwendig omdat hulle die beste tegniek het nie, maar weens hulle fisieke vermoëns. Indien daaarin geslaag word om die tegniek en fisieke vermoëns van sittende veldatlete te verbeter, sal nog meer Suid-Afrikaanse atlete internasionaal presteer.

The purpose of this study is to measure the physical fitness levels of Navajo girls fourteen to sixteen years of age using the AAHPER Youth Fitness Test and to establish norms based upon scores determined from test results from seven schools. These norms are also compared to national norms found in the manual accompanying the AAHPER Youth Fitness Test. The results of this study give an indication of the overall fitness level of fourteen-, fifteen-, and sixteenyear-old Navajo girls. Of the seven test items, the Navajo norms were below the national norm on five items and above on the softball throw and 600 yard run-walk