There has been in the past, and likely will continue to be, an obvious lack of printed material dealing with the discipline of basketball. The wide spectrum of everything that is to be taught, as well as how it is to be introduced (in the writer’s opinion) has been neglected. Rather than focusing on one phase or a limited number of areas of interest, this work attempts to serve as a comprehensive basketball coaching manual for a beginning mentor. It should also serve well for one who wishes to reevaluate or revise his coaching philosophy. Careful thought has been given to the analysis of those fundamentals and techniques which are to be taught to ensure their compatibility. A brief history helps to introduce the work. Special attention has been given to the significant events which influenced change in the way the game is played. Rules changes, better athletes and wider fan appeal have contributed to altering coaching methods. An example might be that in the late 1930’s, when the jump ball was eliminated after each field goal, a brief resting period was also eliminated.

This thesis combines the disciplines of public policy analysis and anthropology to consider parental consent policies for sex education in California. After providing historical, political, and cultural context for sex education and the parental consent function, the thesis considers (1) the factors that inform parental perspectives on sex education, (2) if parents should be able to opt their children out of sex education, and (3) the discrepancy between the actual policies regarding parental consent and the way they are implemented. The thesis concludes with policy recommendations for improving the implementation of current California sex education policies.

The primary purpose of this study is to examine the present programs of physical education in Kentucky colleges; to determine the degree to which they meet the competitive sports needs of college women; and to explore the possibilities for enriching the program and to make recommendations for correcting inadequacies. In considering the inclusion of a program of intercollegiate sports competition for college women, three questions are basic. First, what criteria should be used for evaluating present programs and determining the developing of an intercollegiate program for women? Second, what is the status of Kentucky colleges with regard to these pertinent criteria? Third, what is the direction Kentucky colleges can take in intercollegiate sports competition for women?

This study was designed to determine the effects of a progressive aerobics training program on the physical working capacity of adults as measured on the bicycle ergometer. The following hypotheses were tested: A progressive aerobics training program does not increase physical working capacity (PWC). A progressive aerobics training program has no effect on resting, exercise or recovery heart rate. A progressive aerobics training program does not increase predicted maximum oxygen consumption (VO2).

Alcohol, tobacco, and other drugs are prevalent on American college and university campuses. The higher education literature is replete with research on prevalence rates (Presley, Meilman, and Cashin, 1998; Wechsler, Lee, Kuo, and Lee, 2000), substance abuse prevention theories (Gonzales, 1994), history of substance abuse prevention (O'Bryan and Daughtery, 1992), and descriptions of prevention programming (anderson and Milgram, 1996; Mills-Novoa, 1994). There is, however, little research on the substance abuse prevention professionals who are charged with developing and offering prevention programming in higher education.;This study is one of the first to examine the substance abuse prevention professional in higher education. It explored the relationships between substance abuse prevention professionals' conceptual level, moral development, substance abuse prevention education, and the delivery of comprehensive prevention programming. The theoretical framework for this study included: moral development as introduced by Lawrence Kohlberg (Kohlberg, 1969), conceptual development as introduced by David Hunt (Hunt, 1966), and comprehensiveness of programming from the Promising Practices: Campus Alcohol Strategies Task Force Planner (anderson and Milgram, 1998).;A national sample of 305 substance abuse prevention professionals was randomly drawn from member institutions of the Higher Education Center's Network for Colleges and Universities on the Elimination of Alcohol and Other Drug Problems. A total of 31% of the sample complete the Defining Issues Test, the Paragraph Completion Method, the Task Force Planner Survey and the Demographic Survey. The respondents were predominantly female, had a mean age of 41, an average of 3 years in the field and 6 years in higher education, and 90% held advanced degrees.;One hypothesis was supported; there was a significant relationship between substance abuse prevention workshops and conferences attended, professional certifications, and comprehensiveness of programming. No significant relationships were found between conceptual level, moral development, education of substance abuse prevention professionals and the comprehensiveness of substance abuse prevention programming by substance abuse prevention professionals.;The results support continued investigation into this profession. Continuing research on the substance abuse prevention professional may be the missing link for understanding prevention efficacy and comprehensiveness.

Objectives: To assess and compare interprofessional and interpersonal communication self-efficacy beliefs of medical, nursing and pharmacy students before and after participation in a communication skills course. Method: Using self-efficacy as a theoretical framework, a 37-item survey instrument was developed based on Interprofessional Education Collaborative (IPEC) Core Competencies and course learning objectives. Medical, nursing, and pharmacy students voluntarily completed the survey instrument before and after the required course. Nonparametric tests were employed to examine matched pre- and post-assessments within colleges and to explore differences in self-efficacy beliefs across college. Results: A response rate of 87% (168/193) was achieved. Overall, nursing students entered the course with higher self-efficacy beliefs as compared to medical and pharmacy students. Pharmacy students indicated particularly low self-efficacy beliefs regarding their ability to communicate with other health professionals (p=0.009) and contribute to healthcare teams (p=0.002). Matched pre/post analyses indicated statically significant increases in student self-efficacy beliefs across all colleges. After the course, pharmacy students continued to perceive a relative lack of confidence in their ability to develop positive relationships with other health care providers as compared to medical and nursing students (p=0.02). Implications: Our findings suggest that completion of an interprofessional communications course was associated with a positive effect on self-efficacy beliefs aligned with IPEC competencies across all colleges. Pharmacy students, in particular, noted significant improvements in self-efficacy beliefs across multiple domains. Research is being conducted to examine relationships between validated observational assessments and student self-perceptions.

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Children spend at least seven and a half hours or 46.9% of their waking hours in the school setting, which brings a unique responsibility to schools (Beighle, Erwin, Morgan, & Alderman, 2012). School systems are expected to educate children according to adopted state standards and encourage a healthy, active lifestyle. The concept then is to increase knowledge by putting focus on academic achievement as well as promoting good citizenship by developing children’s social, emotional, and physical development, which happens during recess. Yet, recess and free play opportunities are on the decline in school systems across our nation. This reduction or elimination is being attributed to the federal and state accountability measures being instituted on state assessments. The growing trend is for schools to increase the amount of academic time and reduce the amount of time children can experience recess or free play opportunities. Research is being conducted through qualitative methods to assess the purpose and value of recess in the elementary school setting in a rural school district in southern middle Tennessee. Findings from this study will be useful in establishing school and district recess policies and evaluating recess practices within the district.

The purpose of this study was to investigate the effects of self-care training on the self-concept, self-care behavior, and metabolic control of diabetic children. The author hoped to obtain information to help improve training programs for children with diabetes.;Forty-nine diabetic children, ages eight to 13, participated in the study as they received basic self-care training from their physicians. Twenty-seven of the children also attended a week long summer day camp where they received additional instruction in diabetes self-care.;The subjects completed the Self-Perception Profile for Children and the Self-Care Questionnaire two times at a four month interval to measure their self-concept and the self-care behaviors. Two routine blood sample tests were used to measure their glycated hemoglobin for metabolic control levels.;It was hypothesized that after training, and compared with the control group, the children who attended the camp would (1) have better self-concepts, (2) perform more self-care behaviors, and (3) show improved metabolic control. The author also hypothesized that children who began the study with better self-concepts would improve more. The data analyses failed, however, to support those hypotheses.;All the children initially registered positive self-concepts, performed many self-care behaviors, and showed fair to good metabolic control. The experimental group demonstrated no significant improvements when evaluated after training. It was concluded, therefore, that the additional self-care training did not affect the self-concept, self-care behavior, or metabolic control of the children, regardless of their initial self-concept level. Total number of children and family size, however, were predictors of metabolic control for all subjects.;Further research is needed with children from more diverse backgrounds who have varying levels of self-concept, self-care performance, and metabolic control. Research to identify the factors that do affect diabetic children's self-concept, self-care performance, and metabolic control also is necessary, as is investigation of different types of training programs.

No description available.