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The population of today's schools is an ever-diversifying group. We are dealing with the main-line "normal" students and the ever-increasing group of students with varying disabilities. Teaching professionals and the schools work in coordination with one another in educating and assisting the development of these students with disabilities. The approach in helping the student with emotional and/or behavioral disorders must be multi-faceted but also inter-linked. The purpose of this study was to establish the relationship between three types of physical education/recreation programs and the effect of each on students with emotional and/or behavioral disabilities. The research was limited to adolescents with the diagnosis of either Conduct Disorder, Adolescent Onset Type (DSM-IV: 312.8), or Depressive Disorder (DSM-IV: 113). Three types of treatment approaches from the Recreation/Physical Education Department were studied. Treatment Model 1 was based on a treatment approach of 100% involvement in physical activity and sport. Treatment Model 2 was based ona treatment approach of 75% physical activity/sport and 25% of life skills, social skills, leisure education/awareness, Junior Achievement, and self- awareness. Treatment Model 3 was based on a treatment approach of 50% physical activity/sport and 50% of independent living skills, community service, Junior Achievement, nutritional education and planning, and issues dealing with being an adolescent. The first portion of this thesis was dedicated to providing existing information about the studied disabilities and their definitions, treatment, and research dedicated to the effects of exercise/physical activity on the human mind. The purpose of this section is to provide background data and information relevant to this study. Data analysis of this thesis' study was divided into two areas. First, the effectiveness of each treatment model in decreasing anti-social/negative behaviors in the students was compared. Second, the effectiveness of each treatment model in increasing pro-social behavior was compared. Research findings disclosed that all three treatment models had a positive effect in decreasing negative behaviors with the students with emotional and/or behavioral disorders. Results also described to what degree each treatment model impacted the students in decreasing negative behaviors and increasing pro-social behaviors. Further analysis shows the variance of effectiveness of each model with each studied diagnosis. The comparison of results of the various treatment models in this study may assist in the development of practical and effective treatment approaches ·for the physical education/ recreation professional in treating students with emotional and/or behavioral disabilities.

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Thesis (M.S.P.H.)--University of Michigan, 1934.

Thesis (M.S.P.H.)--University of Michigan, 1934.

This study examined whether the critical power (CP) and anaerobic work capacity (AWC) estimates from the CP 3-min all-out (CP3min) test were affected by the percentage of body weight used to set the resistance on a Monark cycle ergometer. Twenty-one subjects (11 women and 10 men) were placed into one of three groups (n=7) based on activity level; recreationally trained (REC), aerobic and anaerobic sport (SPORT), and endurance trained (END). The CP3min test was conducted at 4.5% of body weight (CP4.5%) and at a resistance setting based on group activity level (CPACT; REC = 3%, SPORT = 4%, and END = 5% of body weight). There were no differences between the CP4.5% or CPACT estimates in any of the three training groups. The AWC3% estimates were significantly lower than the AWC4.5% for the REC group, but there were no differences in the AWC4.5% and AWCACT for the SPORT or END groups.The principal finding of this study was that a resistance of 4.5% of body weight for CP3-min test may be used to estimate CP and AWC, without regard to the training status of the subjects.

In the last thirty years childhood obesity and inactivity rates in the United States have increased at alarming rates (Ogden, Carroll, Kit, & Flegal, 2014). In response to this, physical education curriculum is shifting to focus more on health promotion rather than competitive team sports and game play. This focus is reflected in the recently revised K-12 physical education national content standards and learning outcomes and is impacting how colleges are preparing future teachers (SHAPE America (Organization), Couturier, Chepko, & Holt/Hale, 2014). Changing how physical education is taught can be challenging for teacher educators, in part due to the fact that students' deeply held beliefs about the purposes of physical education are often based on years of experience in traditional, PK-12, sports-based physical education programs (Placek et al., 1995). The purpose of this study was to explore how teacher candidates and recent graduates experience the process of occupational socialization into their profession as physical education teachers. Utilizing occupational socialization theory, this study examined factors that impacted participants' teaching perspectives and explored the beliefs they held about the goals and purposes of PK-12 physical education. The adoption of the national physical education standards by the Vermont Agency of Education, along with recent legislation (Act 77) that is changing the way schools prepare PK-12 students for college and careers, make the Vermont context a rich setting. This phenomenological case study was set within a small public university located in Vermont in the United States during the summer and fall of 2016. The units of analysis included five freshman year physical education candidates, five junior year physical education candidates, and five recent graduates, also from the same institution, who were employed as Vermont physical education teachers. Three secondary participants included a Vermont principal and two physical education teacher education faculty members. Data collection methods included eighteen semi-structured interviews and document review of course syllabi and student assessments. Findings suggested that participants: 1) enter the field with teaching orientations rather than coaching orientations, 2) believe that the purpose of physical education is lifelong health and wellness, 3) develop innovative teaching perspectives during teacher education that persist into teaching careers, and 4) identify as agents of change in the field of physical education. Understanding how students are socialized into careers as physical education teachers may inform the decision-making for physical education teacher education faculty and PK-12 physical education teachers.

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