Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (M.A.)--Lancaster Bible College, 2002. / Abstract. Includes bibliographical references (leaf 59).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1991. / Includes abstract and vita. Includes bibliographical references (leaves 194-201).

Thesis (M.A.)--Brock University, 2005. / Includes bibliographical references (leaves 74-83)

Thesis (M.S.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 86-92). Also available on the World Wide Web.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Includes bibliographical references (leaves 259-261).

The purpose of this inquiry was to provide an opportunity for the voices of the women teaching primary physical education to be heard by calling attention to how the lived experiences of these women primary teachers, within a culture in which the ideology of sport embodies patriarchal values and power relations, may have influenced what physical education means to them, and their actions in that context. Critical ethnography was selected as the method of inquiry and utilized data collected on-site during nonparticipant and participant fieldwork, formal and informal interviews with the participants, and relevant documents collected throughout the course of the inquiry. As part of the collaborative process the researcher taught the primary physical education classes of the women for several months. Reflective data was also collected during this period. Analysis of the data pointed to three emergent themes. First, that the teaching of primary physical education is practised in a way that provides a degree of comfort for women in physical activity that is consistent with their values. Second, that the amount of time in the gymnasium space for physical education represents both a valuable break from classroom routine and the lower status of primary teachers and primary physical education within the school. And lastly, that time issues surrounding primary physical education reflect its low priority for the women as influenced by the value administrators' and parents' assign to other subjects but it also is a time when the women have fun with the children in their class. In these contexts we explored how power relationships between the primary teachers and others permeate the culture and influence the women's practice of physical education. Having identified such relationships those interested can assist in resisting patriarchal values as perpetuated in sport and physical education and create change that is beneficial for the primary teachers, the children they teach and the subject of physical education. As a result of this inquiry and because of the large number of women teaching primary physical education, it is suggested that professionals in physical education critically reflect on the experiences of both the women and children in this context when designing curricula, implementing professional workshops and assigning value to particular teaching experiences within the discipline / Graduate

No description available.

The purpose of this study was to determine the effect of a circuit training programme on the physical fitness of grade 5 girls. Two classes of grade 5 girls at Kerrisdale Elementary School, Vancouver, British Columbia, participated in this experiment. All students within these two classes were given the AAHPER Youth Fitness Test -modified pull-up, sit-up, shuttle run, standing broad jump, 50-yard dash, softball throw for distance, 600-yard run-walk. One class was selected at random to be the Experimental Class, the second class to be the Control Class. The Experimental Class participated in a ten-minute circuit training programme at the beginning of each lesson for eight weeks. The remainder of the lesson was devoted to the regular physical education programme. The Control Class participated in the regular physical education programme for the eight weeks. At the end of the eight weeks both groups were re-tested on the AAHPER Youth Fitness Test. Improvements were measured statistically within each group and a comparison of the improvements was made between the groups both on separate test items and on a total physical fitness score. In addition, a coefficient of correlation was calculated between the gains of the Experimental Class and their physical education teacher's rating of student "co-operativeness". The Experimental Class showed a significant gain in performance in the modified pull-up, sit-up, shuttle run, standing broad jump, Softball throw for distance and 600-yard run-walk. The Control Class showed a significant gain in performance in the sit-up, shuttle run, standing broad jump, Softball throw for distance and 600-yard run-walk. The Control Class made significantly greater gains than the Experimental Class in the shuttle run. Both groups made statistically, significant gains in the total physical fitness scores. However, there was no statistically significant difference between these mean gains. There was some relationship, though low, between the gains made by the Experimental Class and the teacher rating of student "co-operativeness". The conclusion resulting from this study was that a physical education programme for grade 5 girls which includes a ten-minute circuit training programme, does improve their physical fitness, as measured by the AAHPER Youth Fitness Test. The data of this study also should, be interpreted to indicate that programmes other than circuit training may be equally effective in increasing physical fitness as measured by the AAHPER Youth Fitness Test. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.