The primary purpose of this study was to determine the effects of an interdependent group-oriented contingency on the MVPA levels of middle school students during the fitness portion of physical education lessons. Participants were randomly selected target students from three intact eighth grade classes. A combination of a delayed multiple baseline and changing criterion design was implemented to determine the effects of the intervention on students' MVPA levels (dependent variable). MVPA levels were measured using momentary time sampling with definitions from the System for Observing Fitness Instruction Time. The independent variable consisted of an interdependent group-oriented contingency program. When target students reached a physical activity level criterion, for a specified number of days, the whole group was rewarded with a choice of activities. Inter-observer agreement, using the scored-interval method (during 20% of the lessons), for students' MVPA levels was 95% (range 91-100%) and 86% (range 74-94%) for the teacher's instructional behaviors. Visual analysis of graphic data was used to demonstrate the functional relationship between the intervention and MVPA levels. The overlap of data points, mean level changes, trends, variability within and between conditions, and number of days that the criteria were attained by the target students were used to establish the experimental effects. A higher level of student MVPA was demonstrated in all classes, during all three units when the initial criterion level of the intervention was implemented. During the second level of intervention, higher MVPA levels were demonstrated in one of three units. Across all three units, when the intervention was in effect, target students attained the MVPA criteria 21 of the 27 days (78%). Post-checks, conducted three weeks after the withdrawal of the contingency program, revealed that MVPA levels decreased slightly while remaining above the level observed during baseline. / Graduation date: 1998

Thesis (Ph.D.)--McMaster University, 2005. / Supervisor: Oded Bar-Or. Includes bibliographical references. Also available online.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references.

Thesis (M.S.)--East Carolina University, 2009. / Presented to the faculty of the Department of Recreation and Leisure Studies. Advisor: Thomas K. Skalko. Title from PDF t.p. (viewed June 9, 2010). Includes bibliographical references.

Thesis (M.A.)--California State University, Chico. / Includes abstract. "Located in the chico Digital Repository." Includes bibliographical references (p. 117-119).

Thesis (M.S. in Education)--Shenandoah University, 2003. / Includes bibliographical references.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1975. / Abstract. Includes bibliographical references (leaves 73-78).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves 55-56).

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

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 49-57).