This study was designed to determine the degree of homophobia, expressed lesbian sexual preference behavior, and attitudes toward lesbianism among the female team sport college athlete and the female team sport recreational player. It was hypothesized that the female team sport college athlete would be less homophobic, would express greater lesbian sexual preference behavior, and would possess more positive attitudes toward lesbianism than the female team sport recreational player. There were 32 female team sport college athletes representing four Utah university/college campuses and one Oregon university/college campus; 37 female team sport recreational players representing four Utah recreational team and two Oregon recreational teams. Data were collected during the months of March through June, 1983. All subjects participating were volunteers. The subjects' ages ranged from 18-35, the mean age being 23.5 years. The instruments used in this study were: 1) Index of Attitudes Toward Lesbians (Guthrie, 1982), 2) Demographic/Social Variable Data (Guthrie, 1982). The research administered the instruments individually to each volunteer, therefore there was a 100% return. Chi-Square Analyses were used and the major results indicated that there were no significant differences in the degree of homophobia, lesbian sexual preference behavior, and positive attitudes toward lesbianism between the two groups. Post hoc analyses of data were performed to determine whether age was a factor in degree of homophobia, the expression of lesbian sexual preference behavior, and the expression of positive attitudes toward lesbianism. These analyses revealed a large percentage of those individuals in the age group 20-24 years expressed non-homophobia, lesbian sexual preference behavior, and positive attitudes towards lesbianism. Since this age group (20-24 years) encompasses a great proportion of the college age women who participate in athletics, it is hypothesized that exposure, involvement, and attitudes concerning lesbianism are noticeably prevalent in the college athletic environment.

A grounded theory method was used to investigate the experiences of women who use naturopathic medicine, a system of alternative therapy, for health care during the menopausal transition. Transcripts of 16 in-depth interviews with women who received naturopathic health care during the menopausal transition were analyzed with respect to three research questions: (a) Why do women seek naturopathic health care during the menopausal transition? (b) Do women who use naturopathic treatment for menopausal health care share similar experiences of menopause? and ( c) Are women satisfied with the naturopathic treatment they receive for menopausal health care? Conditions leading to informants' use of naturopathy were represented by two categories: Practicing natural self-care, and Rejecting the conventional medical system Experiences of menopause were represented by three categories: It's not a singular event, Paying attention to changes in and around me, and Information helps. Informants' satisfaction with naturopathy for menopause-related health care was represented by four categories: Naturopathy is consistent with engaging in natural self-care practices, Naturopathy is effective in treating troubling menopausal signs, Naturopathy addresses individual and interrelated aspects of menopause, and Naturopathy provides moral and informational support. Continued analysis of the data revealed a core category, Exchanging infonnation, that provided a foundation for the theoretical model representing the experience of women who use naturopathic health care at menopause. The grounded theory developed in this study may be useful to health professionals by increasing understanding of the naturopathic health care option for menopausal women. Suggestions for further study include quantitative evaluation of components of the theory developed in this study, continued qualitative and quantitative investigation of aspects of information exchange between patients and their conventional and alternative practitioners, application of grounded theory methodology to studies of women's use of hormone replacement therapy, and application of grounded theory methodology to studies of patients' selection of alternative medicine for health matters other than menopause.

The state has ordered the establishment of schools for the education of all the children in the state. Each child is entitled to as thorough an education as the community can afford, and this education can be attained only when the teachers selected are the best possible to obtain with the money available.

The purpose of this study is to attempt to determine and evaluate the swimming abilities of the male freshman students of the Utah State Agricultural College. A method of classification will be used to determine and evaluate the swimming abilities of these students. It is assumed that a check list can be used to determine swimming abilities. The method of determining the swimming abilities will be of value as a quick way of classifying entering students. The classifications will be valuable as bases for swimming instruction.

This study will present a historical review of the men's physical education program at Utah State Agricultural College from 1888 through 1954. Specifically, it will give special attention to: (1) philosophy, (2) organization and administration, (3) leadership, (4) equipment and facilities, and (5) program.

Daily undulating periodization is a growing trend in the exercise science literature. Flexible daily undulating periodization allows for athletes to have some autonomy within a periodized training cycle and is a relatively new and unstudied concept. The comparison of a flexible and traditional daily undulating periodization program using trained males has not been examined in the literature. The purpose of this study was to compare the effects of Flexible and Traditional Daily Undulating Periodization models on powerlifting performance in trained males. 25 resistance-trained males (23±6 years; 79±22 kg) completed a 9-week resistance-training program and were randomly assigned to one of two groups: Flexible Daily Undulating Periodization (FDUP; N=14) or Daily Undulating Periodization (DUP; N=11). All subjects possessed a minimum of 6 months of resistance training experience & were required to squat 125% their bodyweight, bench press their bodyweight, and deadlift 150% their bodyweight. Dependent variables (DV) included bench press 1RM, squat 1RM, deadlift 1RM, Powerlifting total, and Wilk's Coefficient. Each DV was assessed at baseline and after the 9-week training program. The DUP group performed a hypertrophy workout on Monday, a power workout on Wednesday, and a strength workout on Friday. The FDUP group completed the exact same workouts in a given week, but were allowed to choose the order of the workouts. Data for each DV were analyzed via a 2x2 between-within factorial repeated measures ANOVA. The alpha criterion for significance was set at 0.05. There were no significant differences in total volume or intensity between groups. There was a main effect for time (p < 0.001) for 1RM Squat (FDUP pre = 132 ± 34 kg, FDUP Post = 148 ± 33 kg; DUP pre = 147 ± 31 kg, DUP post = 165 ± 25 kg), 1RM Bench Press (FDUP pre = 96 ± 20 kg, FDUP post = 102 ± 19 kg; DUP pre = 147 ± 31 kg, DUP post = 165 ± 25 kg), 1RM Deadlift (FDUP pre = 166 ± 41 kg, FDUP post: 181 ± 37 kg; DUP pre = 174 ± 25 kg, DUP post = 188 ± 29 kg), Powerlifting Total (FDUP pre = 394 ± 90 kg, FDUP post = 431 ± 84; DUP pre = 439 ± 71 kg, DUP post = 480 ± 69 kg), and Wilk's Coefficient (FDUP pre = 147 ± 25 kg, FDUP post = 304 ± 51; DUP pre = 299 ± 41, DUP post = 325 ± 38). There were no interaction effects between the FDUP and DUP for any of the variables assessed. 9 weeks of Flexible DUP leads to comparable gains in powerlifting performance when compared to a Traditional DUP program in trained males. This may be attributed to the fact that both groups performed similar volumes of work throughout the study. Specifically, FDUP improved squat 1RM by 12%, bench press 1RM by 7%, deadlift 1RM by 9%, powerlifting total by 9%, & Wilk's coefficient by 9%. Similarly, DUP improved squat 1RM by 12%, bench press 1RM by 8%, deadlift 1RM by 8%, powerlifting total by 9%, & Wilk's coefficient by 9%.

Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.

This study examines discourse on youth health embedded in the current Ontario Health and Physical Education curriculum in an attempt to unveil any discrepancies between students’ beliefs regarding physical activity and body image and the curriculum they receive in physical education classes. This study will explore how students who participate in this curriculum narrate and experience their bodies to explore any contradictory or complimentary relationships that exist between the curriculum and the students it serves. Recent academic work in the area of health and physical activity has placed undue emphasis on obesity and on an individuating view of the inactive, unhealthy individual to be remediated by a corrective physical education program. This is not only damaging to the self-esteem of youth, but unrealistic as a program aligned with middle-class access to resources associated with ‘active living’ in the ways advocated for by proponents of this version of health promotion.

This study examines discourse on youth health embedded in the current Ontario Health and Physical Education curriculum in an attempt to unveil any discrepancies between students’ beliefs regarding physical activity and body image and the curriculum they receive in physical education classes. This study will explore how students who participate in this curriculum narrate and experience their bodies to explore any contradictory or complimentary relationships that exist between the curriculum and the students it serves. Recent academic work in the area of health and physical activity has placed undue emphasis on obesity and on an individuating view of the inactive, unhealthy individual to be remediated by a corrective physical education program. This is not only damaging to the self-esteem of youth, but unrealistic as a program aligned with middle-class access to resources associated with ‘active living’ in the ways advocated for by proponents of this version of health promotion.

Thesis (Ph.D.)--Edith Cowan University, 2007. / Submitted to the Faculty of Education and Arts. Includes bibliographical references.