Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xviii, 204 p. : ill. (some col.). Advisor: Packianathan Chelladurai, College of Education. Includes bibliographical references (p. 157-167).

Thesis (M.S.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--Brock University, 2005. / Includes bibliographical references (leaves 203-212). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis--Virginia Polytechnic Institute and State University. / Vita. Abstract. Includes bibliographical references (leaves 97-102). Also available via the Internet.

Thesis (M.A.)--Brock University, 2005. / Includes bibliographical references (leaves 203-212)

Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

The purpose of the study was fourfold. The first purpose was to determine the degree to which Indiana high school athletic directors consider work to be a central life interest. The second purpose of the study was to determine if there is a significant difference between the proportions of athletic directors of small and large high schools determined to be work oriented as measured by the Central Life Interest Inventory. The third purpose of the study was to determine if there is a significant difference in the leadership effectiveness of athletic directors who are highly interested in their work as compared to athletic directors who are least interested in their work as a central life interest. The fourth purpose of the study was to determine if there is a significant difference between the leadership effectiveness of athletic directors who are intensely interested in being athletic director in either small or large high schools.The Central Life Interest Inventory and the Leader Behavior Description Questionnaire – Form XII were utilized to gather data. Three null hypotheses were tested using the Multivariate Analysis of Variance. The .05 level of significance was established as the critical probability level for the non-acceptance of hypotheses.Conclusions1.Thirty-one, or 24%, of the one-hundred and thirty-one athletic directors participating in the study consider their work as a central life interest.2.A statistical analysis showed that there is no statistically significant difference in the central life interest between the proportions of work oriented athletic directors from the small and large high schools.3.A statistical analysis showed that there is no statistically significant difference between the average ratings of Group I (highly interested in work) and Group II (least interested in work) when rated by subordinate head coaches relative to the twelve factors of leadership.4.A statistical analysis showed that there is a statistically significant difference between the average ratings of small and large high school athletic directors by subordinate head coaches relative to the twelve factors of leadership. However, the difference was not interpretable using the Univariate Analysis of Variance statistics.

Physical Education (PE) and School Sport (SS) in South Africa demonstrate extremes and inequities. Contrast is visible in all aspects of South African life, but most significantly in education. White and urban schools are relatively problem free, whereas black and rural schools have been adversely affected by the past governments’ apartheid and separate development policies (Walter, 1994). Some schools have well developed facilities, while the majority have next to nothing. PE teachers are qualified in some cases and grossly unqualified in many others. PE programmes in white schools and urban cities offer a wide and balanced variety of activities while in others opportunities are limited to a few movement activities. As a school subject PE has been neglected, misunderstood, seen as being of little importance and regarded as inferior when compared to other subjects in the school curriculum (Walter, 1994). In order to find out the status of PE and school sport among school children aged 6- 15years, we administered the Sport in Education (SpinEd) project questionnaire (Bailey, 2005) to 897 school children in two provinces and contrasting geographical locations in South Africa. The questionnaire focused on five main themes/domains that refer to specific aspects of children’s development and understanding through PE and school sport, i.e. physical development, lifestyle development, affective development, social development and cognitive development. The results showed some disparity in the perception and understanding of PE and SS among the respondents’ age group and geographical location, specifically with regard to ‘feeling’ about PE and SS, ‘values’ (importance) of PE and SS, ‘comparison’ of PE and SS with other school subjects and ‘self-rating’ on PE and SS. Responses to each of the five themes/domains varied across age group, and geographical location, indicating the fact that children need to achieve the five most important developmental competencies – foundational (knowledge), practical skills (psychomotor), reflexive (affective), physical (growth) and social skills for holistic development and for PE and SS to adequately address the needs of post-independent South Africa.