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The purpose of this study was to investigate the psychometric properties of swimming rubrics. The 10-level rubrics were designed to assess the front crawl. Participants were children, aged 8 to 13 years, with and without a physical disability (n=19) from a "reverse integration" school in Montreal. Participants swam 20 meters with each deciding if a floatation device was necessary. They evaluated themselves as well as peers using the rubric format. The physical education teacher and two teaching assistants participated as teacher assessors. Teacher, peer, and self assessments produced similar scores. In peer assessment, students with disability produced lower scores than students without disability. Boys did not differ from girls. In self assessment, students with and without a disability showed similar competence in comparison to teachers. Also, boys and girls produced similar competence in comparison to their teacher as well. Finally, video assessment was significantly correlated with assessment done immediately after performance.

Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references (leaves 284-296). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references (leaves 284-296).

The aim of the research was to determine the influence of adapted sport on the identity formation of adolescents with a mobility impairment. An empirical investigation was carried out to investigate the relationship between certain variables, such as social relationships and affective constructs, and the identity formation of adolescents with a mobility impairment as information emerged from the literature study. A sample of 140 adolescents with a mobility impairment was drawn using purposive sampling. An instrument to measure the identity formation of adolescents with a mobility impairment was compiled. The data, which were obtained from the implementation of the instrument, were analysed using qualitative content analysis techniques. The major findings of the study revealed that there was no significant difference in the identity of adolescents with a mobility impairment who participated in sport, compared with the identity of adolescents with a mobility impairment who did not participate in sport. There was however, a significant positive correlation between social relationships with friends and parents, and the identity formation of adolescents with a mobility impairment. There was also a positive correlation between affective variables and the identity formation of adolescents with a mobility impairment. The two positive affective constructs with the highest correlation were trustfulness and gregariousness. The negative construct with the highest correlation was depression. Based on the findings, conclusions were drawn and recommendations were made. The relationship of adolescents with their friends and parents, together with the health of adolescents, explained the largest proportion of the variance in the identity formation of adolescents with a mobility impairment, namely 42%. The remaining 58% of the variance in the identity formation has not been significantly explained as yet. The implications for parents and educators are clearly explained. / Psychology of Education / D. Ed.