Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4334. Adviser: William R. McKinney. Includes bibliographical references (leaves 217-229) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2006. / "Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 3160. Adviser: Doug Knapp.

Thesis (M.L.A.)--University of Hong Kong, 1997. / Includes special study report entitled: Sewage treatment and its utilization in irrigation. Includes bibliographical references.

Thesis (M.L.A.)--University of Hong Kong, 1997. / Includes special study report entitled : Sewage treatment and its utilization in irrigation. Includes bibliographical references. Also available in print.

The purpose of this investigation was to determine the effects of two speeds of isokinetic training on muscular strength, power and endurance on college females. The study involved thirty college females. Twenty of the subjects who served in the experimental groups were randomly assigned to one of two groups: fast speed or slow speed group. This was done after matching based on the pretest strength measure. Ten subjects who served as the control group were from a bowling class This investigation was conducted for seven weeks with a training frequency of three days per week. The experimental treatment was isokinetic training for right and left knee extensions. There were three sets of repetitions; each set lasted twenty seconds with a thirty second rest period between each set. The dependent variables measured were strength, Power I, Power II and muscular endurance for the right and left knee extension. Analysis of variance was used to determine differences between the groups on pretest measures. A comparison of the pretest and posttest means was made to determine differences resulting from training. Analysis of covariance was used for the posttest measures with pretest measures as covariates for the eight dependent variables. Results of statistical analysis indicated that no significant differences existed on the pretest treasures between the three groups in the eight variables with the exception of Power I for the right knee and endurance measure for the left knee extension. Posttest analysis revealed significant differences in all the eight dependent variables between the experimental groups and the control group. Also, significant differences existed between the fast speed and the slow speed groups for six of the eight variables. There were no significant differences on the strength measures between the experimental groups. The isokinetic training method was found to be effective in developing strength, power and muscular endurance. Also, the isokinetic fast speed was found to be a more effective way of bringing about power and muscular endurance development.

No description available.

This research addresses the construction of gender identities within the context of Initial Teacher Training in Physical Education within England. The life story narratives of ten female student teachers of physical education arc documented and analysed, drawing upon a feminist theoretical framework informed by tenets of poststructuralist thinking. These approaches assisted in accommodating and explaining the contradictory social positions that the women engaged in, within a variety of discourses, as they constructed multiple, diverse and often contradictory gender identities. The participants consist of ten determined and highly successful women (strong minds) who have much to say about their agency (strong words) yet simultaneously find themselves complicit to a number of traditional gender discourses, particularly in terms of the body - an awareness of which increases during the process of training to become a Physical Education Teacher (trained bodies). Such complexity precludes any finite conclusions being drawn. Rather the thesis engages in, and extends, the discussions surrounding the thcorising of gender, resistance, and agency within teacher training in Physical Education. The stories capture some fundamental shifts in the place of feminisms in post-modemity or high modernity, with a simultaneous use of both, to borrow Giddens (1991) terms, 'emancipatory' and 'life politics' styles of feminism; with gender inequality defined as a collective problem, but with an individual solution. Moreover, a number of gendered inequalities at both the structural and micro-political level are highlighted. In particular, a liberal discourse of equal opportunities appeared to mask the institutionalisation of 'otherness' these women experienced in teaching practice, and supported the cssentialisation of male and female identities. Whilst there aren't tales of radical changes in their teaching of Physical Education, the narratives alluded to their embodied vision, and in acts of naming, the agency they had for telling, constructing and shaping their lives is revealed. As such, the thesis concludes by suggesting that teacher education and educational research need to embrace more explicitly and centrally a framework which considers further, the role of gender in the formation of a variety of teachers identities. Moreover, in developing more critical reflexive forms of teacher education, a number of strategies of intervention which draw upon critical post-structuralist perspectives are outlined.

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009. / Title from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 4047. Adviser: Bryan McCormick.

The problem of this study was to determine the effects of four dynamic exercise programs on physical fitness as measured by selected items from the American Association for Health, Physical Education, and Recreation Youth Fitness Test.

<p> Physical activity during the school day is becoming more important as the health of our children stays below optimal levels. Yoga has been shown to increase physical activity levels and decrease stress. This study, guided by the Social Cognitive Theory's idea of reciprocal determinism, sought to determine the effects of a Yoga Calm^&reg; certified classroom teacher incorporating yoga poses, breathing and relaxation techniques and games into every school day. Quantitative data were analyzed using a series of paired and independent t-tests, and self-reports revealed students receiving yoga decreased scores in stress and fighting, but increased scores in anger. Qualitative data were coded for themes and revealed the student's behavior improved, in particular an increase in focus and attention, and students were less fidgety. Yoga participation and use of breathing techniques increased at home and school, particularly when nervous, afraid, to prevent fighting, decrease anger, and to calm students down.</p>