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Students benefit from positive sport experiences in physical education. If designed well, sport provides a social avenue for physical activity and strengthens student achievement in psychomotor (e.g., motor skill), cognitive (e.g., decision-making), and affective (e.g., personal and social responsibility) learning domains. Unfortunately, not all students receive quality sport instruction and many students fail to have positive sport experiences in physical education. The Tactical Games Model (TGM, Griffin, Mitchell, & Oslin, 1997) is an instructional model focused on improving student sport experiences. As a constructivist approach to teaching and learning sport, TGM reshapes sport lessons to allow students to experience small-sided games (Game 1), think critically about games playing (Q & A), practice aspects of playing (Situated Practice), and show improvement in games playing (Game 2). TGM literature includes practitioner reports about involvement (Berkowitz, 1996) and findings that show measures of game performance (e.g., skill execution, decision-making) during a TGM sport unit (Allison & Thorpe, 1997; Turner & Martinek, 1999). Limited data is available to explain how the constructivist nature of TGM influences motivation (Griffin & Patton, 2005; Rink, 2001). The purpose of this qualitative study was to examine motivation using situational interest theory (Chen, Darst, & Pangrazi, 1999; Mitchell, 1993) to interpret participant – learning situation (Game 1, Q & A, Practice, and Game 2) experiences during an eight-day TGM Ultimate Frisbee unit. The researcher acted as teacher-researcher and participants were 15 fifth graders (assigned to heterogeneous teams) and Mia, the regular physical education teacher and participant-observer. Data were collected using surveys, learning situation questionnaires, interviews, and systematic observations using the Game Performance Assessment Instrument (GPAI, Oslin, Mitchell, & Griffin, 1998). Data analysis incorporated open and axial coding (Strauss & Corbin, 1998), theoretical comparisons (Strauss & Corbin, 1998), and concept mapping (Rossman & Rallis, 2003). Findings show that participants‟: (a) participated in daily lessons regardless of gender, goal orientation, skill/effort level, and personal interest in Ultimate, (b) were excited to play games (Game 1, Game 2) because they wanted to move, liked Ultimate, and/or wanted to assess skills/playing, (c) required challenging conditions, positive competition, and/or individual/team success in order to have a positive participant-games playing experience, (d) entered Q & A and Practice expecting to learn something new, (e) stayed interested in Q & A if they received answers, learned facts/rules, and/or felt the discussion helped team, (f) remained involved in Practice if team worked well, task was fun, and/or they learned skill/strategy, and (g) perceived improvements in games playing (e.g., throwing). Mia concluded that participants: (a) were motivated to play, (b) were involved in the different learning situations, and (c) improved games playing during the unit. GPAI scores confirmed that participants‟ improved at least one area of game performance (e.g., skill execution-passing) between Day 3 (week 1) and Day 7 (week 2).

The purpose of this study was to explore: (a)how and to what extent teachers experience and express trust in relation to individual students and groups of students (b)how and to what extent teachers value and focus on specific attributes of trust over others and (c) how and to what extent the levels of teacher trust in students and the various attributes of trust impact the teachers’ behaviors and choices in the classroom. Data were collected from teacher interviews, teacher questionnaires, classroom and school artifacts, and descriptive field notes from observations. Data were analyzed using content analysis and open, axial, and selective coding (Strauss & Corbin, 1998). Results indicated that participants valued specific attributes of trust over other attributes of trust. Participants were aware that individual students expressed different levels of one or more attributes of trust and made specific behavioral and pedagogical decisions for students who demonstrated very low levels or very high levels of specific attributes of trust. Results also indicated that participants valued particular attributes of trust because those attributes facilitated and reinforced other attributes of trust. One attribute of trust could be facilitated and reinforced by several other attributes of trust. Participants used pedagogical and behavioral means to attempt to increase students’ expression of particular attributes of trust. Results suggested that teachers who adjust the classroom environment and use several alternative teaching strategies may be making choices that increase students’ abilities to demonstrate attributes of trust. Teachers who use fewer teaching strategies and who do not adjust the environment adequately may be less able to increase the students’ abilities to demonstrate attributes of trust. A clear understanding of teacher-student trust may help teachers to chart the degree to which particular teaching methods and behavioral practices work or do not work to increase attributes of trust.

Background: Aboriginal peoples face disproportionate health inequalities in comparison to non-Aboriginal Canadians, especially in regards to cardiovascular disease risk factors. Evidence illustrates that the propensity to develop these chronic diseases happens during the perinatal period. Related to this are maternal health behaviours—which are influenced by grandmothers’ advice. Very few studies have explored Aboriginal grandmothers’ beliefs around perinatal health or how they translate into maternal health behaviours. Objectives: The objectives of this thesis were to: 1) Qualitatively explore the beliefs and cultural perceptions around prenatal and postnatal health behaviours from the accounts of Grandmothers from the Six Nations reserve; 2) Incorporate the emergent themes to develop a theoretical framework; 3) Design and apply culturally-respectful avenues for knowledge translation. Methods: Qualitative, semi-structured individual interviews and focus groups were conducted with grandmothers from the Six Nations reserve. Sampling of participants used non-probabilistic methods. Recruitment was achieved through the leadership of community members and continued until saturation. All interviews were audio-recorded, transcribed verbatim, and underwent thematic analysis. A Six Nations community member was involved with the coding process and additional interviews were conducted to ensure member-checking. Results: Six Nations grandmothers identified three primary perinatal beliefs: 1) Pregnancy is a natural phase of the life course that is not an illness nor a “comfort zone”; 2) Pregnancy is a sacred period where balance is key; 3) Optimal perinatal health is achieved through immunity, security, comfort, social development, and parental responsibility. This knowledge is shared via storytelling and observational teaching. In addition, the grandmothers identified local community responsibilities required to uphold optimal health. Consultation with the community resulted in an integrated knowledge translation component (short film) for key stakeholders. Conclusion: Building resilience and strength through culturally-generated interventions will guide the future of community-based programs and policies that aim to reduce cardiometabolic risk factors in this Aboriginal community. / Thesis / Master of Science (MSc)

Canadian undergraduate nursing programs have incorporated global health concepts and experiences in their curricula as these are elements of Registered Nurses’ entry-level practice competencies. With their knowledge of global health concepts, nursing students are aware of local, national, and international populations’ health needs. While there are multiple ways of promoting such knowledge, many nursing programs include optional clinical experiences abroad. This dissertation explored nursing students’ reentry process following immersive global health clinical experiences in resource-limited international settings. Charmaz’s Constructivist Grounded Theory approach was used and led to the development of a substantive theory named Reentry Process Theory. Data was gathered through face-to-face in-depth interviews with 20 participants recruited for the study, including Level 4 nursing students, nursing alumni, and faculty from a School of Nursing in Ontario. Data analysis identified 4 conceptual categories that explain processes embedded in participants’ reentry experiences: adjusting to being back, seeking understanding, making meaningful connections, and discovering a new self. Findings revealed the importance of understanding experiences and factors that impact the lives of nursing students who have lived and studied in resource-limited international settings not only in their role as students but also as individuals and soon to become professional nurses. Recommendations are made for education, research, policy and for future undergraduate students pursuing a global health clinical experience. / Dissertation / Doctor of Philosophy (PhD) / Many Canadian undergraduate nursing programs include optional clinical experiences abroad as a way of fostering nursing students’ knowledge of global health concepts as well as local, national, and international populations’ health needs. This dissertation investigated factors that impact nursing students’ reentry process following immersive clinical experiences in resource-limited international settings. The study adopted Kathy Charmaz’s constructivist approach to Grounded Theory and constructed a Reentry Process Theory that addresses nursing students’ personal and professional development. Data was gathered through face-to-face in-depth interviews with 20 participants, including Level 4 nursing students, nursing alumni, and faculty from a School of Nursing in Ontario. Data analysis identified 4 conceptual categories that underpin participants’ reentry experiences: adjusting to being back, seeking understanding, making meaningful connections, and discovering a new self. Recommendations are made for education, research, policy and for future undergraduate nursing students involved in immersive clinical experiences abroad.

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The literature indicates that engaging parents in child/youth mental health services is crucial for achieving positive outcomes. Yet, little research exists on how providers and organizations might hinder or facilitate parental engagement. This study aims to address this gap in literature by answering three research questions: (1) how do service providers working in child and youth mental health services define parental engagement? (2) Why does engaging parents in treatment remain a challenge for service providers? (3) What organizational- and provider-level factors contribute to this challenge? To facilitate this aim, semi-structured interviews were conducted with four service providers, including those working in community-based or outpatient child and youth mental health services. Participants were recruited using a snowball sampling recruitment method. Interviews were audio-recorded, transcribed and analyzed following principles of Constructivist Grounded Theory. Study results highlighted system- (e.g., access), organizational- (e.g., expectations and constraints), provider- (e.g., stance) and parental-level (e.g., shame) factors impacting parental engagement in services. These findings coincide with the documented impacts of neoliberalism and New Public Management on shaping mental health services. This study thus challenges traditional conceptualizations of engagement and underscores the interplay of complex factors that occur between service-levels. An expanded definition of parental engagement is therefore warranted if providers and organizations intend on holistically engaging parents in their child/youth’s care. / Thesis / Master of Social Work (MSW)