Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.S.)--Springfield College, 1996. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1969. / Title from title page screen, viewed Aug. 23, 2004. Dissertation Committee: Clayton Thomas (chair), Robert Singer, Scott Blankenship. Includes bibliographical references (leaves 194-201). Also available in print.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Annie Clement, Florida State University, College of Education, Dept. of Sport Management, Recreation Management and Physical Education. Title and description from dissertation home page (viewed Sept. 23, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (leaves 246-260). Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (leaves 246-260). Also available online.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 83-89) and appendices.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 81-88).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 81-88). Also available in print.

Até há pouco tempo, a Ginástica Artística (GA) era uma modalidade esportiva conhecida e praticada por uma minoria no Brasil, situação que vem sendo ligeiramente alterada devido a popularidade das conquistas internacionais de nossos ginastas. Este fato parece estar aumentando o interesse das crianças pela GA gradativamente. A motivação é tema de destaque nos estudos da área do Esporte. Assim, o conhecimento e a compreensão de aspectos que motivam a prática de GA formativa podem auxiliar os profissionais a desenvolver um trabalho cada vez mais atraente e estimulador, bem como tornar a experiência mais significativa e prazerosa aos praticantes, minimizar problemas de desistências e incentivar a massificação da modalidade. A partir de entrevistas com meninas praticantes entre 11 e 17 anos de idade e seus respectivos professores, investigamos a motivação dessas jovens para a prática da GA nas escolas e as estratégias dos professores para estimular e manter esse interesse. Verificamos que há um conjunto de motivos que incentivam o ingresso e a permanência na modalidade, o qual tem origem intrínseca ou extrínseca. As estratégias motivacionais dos professores se mostraram relativamente eficientes. Entretanto, sugerimos que fatores motivacionais intrínsecos e extrínsecos sejam considerados e que a comunicação entre alunas e professores seja intensificada a fim de atender às necessidades e expectativas das praticantes / Up to now, Artistic Gymnastics (AG) was a sport only known and practiced by only a small minority of Brazilians, this situation has been changing by the popularity of our athletes in international Olympics. In fact, the interests of many children in AG have been increasing steadily. Motivation is a highlighted issue within Sports related studies. Knowledge and understanding of motivation in AG may help professionals to develop a better and more stimulating program and make this experience even more meaningful and joyful to the learners, minimize dropouts and increase the popularity of this activity. We interviewed coaches and their female students ageing from 11 to 17 years and we analyzed the girls motivation to practice AG in the schools and the strategy used by coaches to stimulate and to maintain their interest. We verified that there are many reasons that work for the starting and remaining in this particular sport, which may have an intrinsic or extrinsic origins. Motivational strategies used by coaches were relatively effective. However, we suggest that the intrinsic and extrinsic motivational factors would be considered and the coach-practitioner communication be intensified in order to meet the needs and expectations of the learners