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Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.

It is our goal to create a curriculum where students have the opportunity to learn and promote competency in the area of health and fitness. Additionally, to be able to reason critically and integrate the information learned through healthy choices and understand the importance of physical fitness and exercise.

The purpose of this project was to review literature for appropriate elements that should make up an adolescent exercise video. Methods consisted of gathering research from twenty-three publications in books and professional journal articles. A review of the literature was examined to create chapters of information and a checklist pertaining to what makes up an appropriate adolescent exercise video.

Purpose: The present study of doctoral physical education teacher education (D-PETE) programs was part of a longitudinal study that provided an extensive description of demographics including: (a) doctoral program characteristics, (b) faculty, and (c) doctoral students/graduates. Method: This trend study incorporated 3 data sets (2005–2006, 2008–2009, and 2011–2012) that described the characteristics of D-PETE programs. Academic heads of D-PETE programs provided demographic information on their doctoral students, faculty, and institutional characteristics for the 2005–2006, 2008–2009, and 2011–2012 academic years and selected summary data from 1996–1997 through 2011–2012. Results/Conclusion: As a result of this longitudinal data collection, the following trends were revealed. First, there was a decrease in the number of D-PETE programs and an increase of nontenured and part-time pedagogy faculty. Second, initial teacher licensure programs remained in existence at the vast majority of D-PETE programs. Third, funding for doctoral students at D-PETE programs was decreasing. Fourth, racial composition of doctoral graduates and current doctoral students remained largely skewed toward Caucasians. Fifth, there was a slight decline in the percentage of doctoral graduates entering higher education, but employment rates were exceptionally high. Sixth, non-U.S. doctoral students and ABDs were marketable in the United States.

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.

The purpose of this dissertation is to shed light on the physical demands of women’s soccer at the NCAA division I college level. Though research does exists describing the physical demands of women’s soccer, the vast majority seeks to explain the physical demands association with the professional and international level. This dissertation sought to: 1) examine the physical demands of NCAA division I women’s soccer and 2) observe changes in physical demands of two NCAA division I women’s soccer players over a four-year career using a case study approach. Study 1 examined the physical demands of twenty-three athlete from a single NCAA division I team using Global Positioning System devices during four competitive seasons. Total distance, high-speed running distance and sprinting distances were analyzed for comparison against previously established physical demands associated with higher standards of play as well as for positional differences. Differences were found regarding total distance covered between standards of play. However, more pronounced differences were identified between high-speed running activities and standard of play, with higher standards requiring greater demands for high-intensity activities. Additionally, attacking players were demonstrated to cover greater total distance and high-intensity distance compared to the other position groups. Study 2 was a case study, observing seasonal variation in match physical demands of two high-level collegiate players during their 4-four college careers. Each player was tracked using GPS devices to record total distance, high-speed running distance and sprint distance. Seasonal variation in physical demands were found for each player, however, no consistent trends were found for both players. Interestingly, lower physical demands were identified during each player’s final season of play in comparison to all previous seasons, possibly demonstrating an increased tactical awareness resulting in improved playing efficiency. Nevertheless, future examination including additional data such as fitness testing results, tactical formations, and technical skill assessment are warranted. With little research available detailing the physical demands of women’s soccer at the division I collegiate level, our findings will provide further insight into the physical demands required for division I female players. By understanding the specific physical demands associated with competitive matches, as well as various positions, coaches and sports scientists can be equipped with objective data unique to women’s college soccer at the NCAA division I level. Our findings will empower practitioners with valuable information necessary to guide more informed decision making with regard to training structure and prescription, to enhance performance and minimize injury risks.

Purpose. The purpose of this study was to determine whether there were distinctive interpersonal characteristic values and personality needs which related to registered nurses as a group and, whether these characteristics differed within the categories of various work related factors. Procedures. A multistage cluster sampling procedure was used within a four county area in northern California. A random sample of staff-level nurses from five acute care hospitals provided data for this study. Dependent variables were derived from Gordon's Survey of Interpersonal Values, Edwards Personal Preference Schedule, and a questionnaire devised and pre-tested by the researcher measuring the nurses' level of job satisfaction and aspiration in nursing. Independent variables included demographic data which included work related factors. The t-test, Pearson product-moment correlation, one-way analysis of variance, Fisher's L.S.D. multiple comparisons approach, and multiple regression analysis procedures were used to answer the research questions in this study. Findings. The sample group demonstrated significant correlations between job satisfaction scores and the interpersonal characteristic values of Conformity and Independence with Independence being negatively correlated. Significant positive correlations were noted between the nurses' aspiration level in nursing and Leadership, Affiliation, Dominance, and Heterosexuality, whereas, negative correlations were noted with Independence, Deference, and Order. Diploma nurses scored higher than associate and baccalaureate degree nurses on Conformity and Order. Nurses employed within the categories of twelve years or more scored higher on Deference. Nurses who were employed less than twelve years scored higher on Heterosexuality. Results also indicated a significant relationship between the intensity level of the nurses' work assignment and Heterosexuality. Recommendations. Development of a research instrument which is more specific to the assessment of critical elements associated with the nurses' values and needs and employment factors is recommended. Although the variables measured by the instruments employed in this study were appropriate, it was a very time consuming process for the participants. Further research questions were generated from this study.

Prior research has found the female athlete triad in both female athletes and female non-athletes. This study consisted of 192 female participants attending Utah State University with 103 collegiate athletes and 89 non-athletes. The instruments used included the EAT-26, menstrual cycle history questionnaire, osteoporosis questionnaire, and time spent in exercise questionnaire. Results from the present study found a statistically significant difference between athletes and non-athletes being at risk for the triad with female athletes having a higher percentage (4.8%, 3.4%). No statistical significant correlation was found between the risk of the triad and excessive amounts of time spent in exercise in athletes (r=.113, p=.256) and non-athletes (r=-.041, p=.706). When athletes were divided into lean and non-lean athletes statistical significance was found with non-lean (17.4%) sport athletes (χ²(1,N=103)=83.971, p<.01) having a higher overall percentage of being at risk of the triad compared to the athletes involved in lean (5%) sports.

The purpose of the study discussed in this thesis was to compile adapted physical education assessment instrument information into a matrix which matches test categories with parameters appropriate to the selection of a specific assessment instrument. From this matrix, a data base software program was developed. Use of the data base software program and thesis will enable the adapted physical educator to select a proper assessment instrument.