The problem under consideration was an assessment of the effect of teaching physical education, through a health concepts approach, to first-semester male and female college freshmen in a metropolitan junior college. In order to further clarify the problem, the primary purposes were to determine the change in health knowledges, health habits, physical fitness, and attitude toward physical education. from the beginning to the ending of the course. A further purpose was to determine the relationships between the scores on the four instruments used in this study.

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Previous research on the transition from junior to senior has identified factors that affects athletes in their transition. The purpose of this study was to examine tennis players experiences in their junior-to-senior transition. This study aimed to answer the following question: What demands, resources, barriers and coping-strategies does a tennis player experience in the different phases outlined in the model by Stambulova, Pehrson & Olsson (2017)? Semi-structured interviews were conducted on eight juniors and seniors from two different tennis clubs in Southern Sweden. Analysis identified 516 meaning units and 50 sub-themes distributed into four phases of the transition. An adjusted model was presented, that better explains tennis players experiences in their junior- to-senior transition. The adjusted model depicts a tennis players individuality, social needs and responsibility. The functions of a transition are the same no matter the sport. Although structural and cultural differences between sports cause players to experience and move through the transition differently. This result should, in light of prior research, implicate more research on tennis players experiences in their transition from junior to senior.

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This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose of this study was to determine the impact of extracurricular activity participation and school identification upon one another and their combined and individual contributions to the goal of student achievement.;The study was conducted using archival data from the 2009-2010 school year along with data from a survey that target extracurricular activity participation and school identification. Data were analyzed for a sample of 314 students out of a population of over 900 in Grades 6, 7, and 8 from two different middle schools. Students were given a survey at the start of the 2010-2011 school year, after being promoted to Grades 7, 8, and 9. The survey results provided the researcher with a school identification and extracurricular activity participation score for each student. These scores were compared to achievement data comprising the end-of-year grade point average and the mathematics and reading Virginia Standards of Learning scaled scores.;The results of the study indicated that there was a mild relationship between students' participation in extracurricular activities and their identification with their school. The findings revealed no significant relationships between students' participation in extracurricular activities and any of the achievement measures, or between student school identification and academic achievement.

Businesses that can retain junior executives as part of a succession plan are likely to outperform companies that struggle to fill senior executive positions. The purpose of this correlational study was to create a focus for organizations facing competition for candidates to fill critical vacancies as a generation of senior executives retire. The study population consisted of junior executives working in the United States energy industry. This study was grounded in Burns' transformational leadership theory, which holds that leaders can increase the motivation, morale, and performance of followers to enhance their leadership to work toward organizational goals. The study research question examined the relationship between junior executives' perceptions of senior executives' transformational leadership styles, junior executives' job satisfaction, and junior executives' turnover intentions. Data were collected using an online survey (N = 492) and analyzed using correlational analysis. Multiple linear regression results showed a statistically significant negative correlation between junior executives' perceptions of senior executives' transformational leadership styles, junior executives' job satisfaction, and junior executives' turnover intentions. Business leaders might benefit from considering the concepts identified to implement strategies designed to retain skilled and experienced junior executives to maintain continuity and momentum of strategic efforts. Application of the findings of this study may lead to increased stability for employees and reduced turnover costs for businesses resulting in positive social change for individuals, organizations, and communities.

Educators have long been aware of the varied needs, abilities and interests of children. They have tried to provide proper curriculum, materials, and methods to meet the wide range of abilities that exists in every classroom Despite the attempt of the schools to provide for the particular needs of the individuals, the gifted students continue as a neglected segment in our schools. Because of other pres sing educational problems, the awareness of their needs has been somewhat pushed into the background, and only through the present demand for greater leadership in our country and for the optimum use of our manpower, has this neglect been realized.

Data for this study was gathered by questionnaires completed by thirteen drill team directors, thirty-eight women physical education department heads at schools not having a drill team, fifty-six girls who were members of the precision drill team at their school and 416 girls who were not members of a precision drill team. Drill team directors indicated strong feelings of success as to the organization and administration of their groups and also were positive as to the merits of precision drill teams in the junior high schools. The majority of the physical education department heads did not desire that a precision drill team be organized at their school although many indicated that they realized some of the merits of such groups. Administrative philosophy appeared to be the biggest reason why these schools did not include a drill team in the school curriculum. Drill team members believed strongly in the benefits of a junior high school drill team, indicating their feelings of success and personal satisfaction as a result of their participation. The majority of non-drill team members indicated that they would like to be a drill team member and showed strong support for the drill team at their school. Findings indicated that all of the respondents were in harmony as to the merits of a drill team and nearly any school desiring a drill team would be able to with the only possible restriction being lack of facilities.

The junior college athletic program at College of Southern Utah commenced in 1923. The facilities were barely satisfactory, and the construction of better facilities began in 1926. A new gymnasium was constructed and was rated as one of the better facilities in the state. The football stadium was relocated in 1928 and constructed almost entirely by donated labor , materials and equipment from community residents. A new and larger gymnasium was constructed in 1949. Football was inaugrated in 1928 on a full-time basis and has maintained this status, except during World War II The College of Southern Utah won the league championship only once and never did go through a season undefeated. Basketball was always the big s port, having its beginning in 1923. The basketball teams won the league title for many years and went on to higher honors by winning the intermountain championship and participating in the Western States Tournaments. On one occasion, a basketball team entered the National Junior College Tournament and placed sixth. Wrestling was tried on several occasions, but it failed to take hold and was not permanent until 1959. This team won the league championship. Baseball was sporadic because of the unpredictable spring weather, and did not become a strong program until 1950. The team of 1963 finished in third place in the National Junior College Tournament. Track and field had little success until 1946. The teams from 1946 to 1951 did not lose a dual meet and won the conference championship each year, a league record. Tennis was a hit and miss sport and never did obtain a full schedule. Eleven men have served as head coach at College of Southern Utah with the first six serving alone and handling all the coaching duties. The coaching duties were split and two coaches were hired in 1946, one for football and one for basketball. This policy has remained constant since then.

Thesis (M.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Statement of the problem. The purpose of this study was (1) to determine the present practices of selected junior high school band programs in Massachusetts' cities between 5,000 and 25,000 population; (2) to identify corresponding practices advocated in the literature of music education; and (3) to evaluate findings by comparing with the recommendations of the music education profession. Sources of data. The sources of data used in this investigation include: (1) publications in music education, (2) unpublished theses and dissertations in music education, and (3) a questionnaire. Conclusions. The following conclusions were formulated from the findings of the inquiry: 1. Tests and consultations with homeroom teachers were helpful, but not necessary as a prerequisite in the selection of band members. 2. Demonstrations were a desirable means of stimulating student interest in music. 3. The three-month trial plan appeared to be the most popular rental plan offered to beginning pupils. 4. Parents were notified of the student's progress by special reports from the music department. Telephone conversations were a popular means of communication with parents. 5. The seventh grade level appeared to be best for the beginning of study on an instrument. 6. Students were usually allowed to select the instrument of their choice, although band directors made suggestions for balanced instrumentation. 7. Instruction books were not provided by the school. 8. Expensive and unusual instruments were provided by the school to selected youngsters, such as: oboes, alto and bass clarinets, tenor and baritone saxophones, bassoons, French horns, baritones, basses, and percussion equipment. 9. Uniforms were rarely found in the junior high schools. 10. Liost communi ties had a seven period day, with the average length of the period from forty-five to forty-eight minutes. 11. Most junior high school bands marched in parades and performed concerts in their own schools. Few school bands traveled to other communities. 12. The rotating schedule was seldom employed. 13. Private lessons after school hours was used often and highly recommended by the music supervisors. 14. Class lessons were seldom offered during the school day. 15. Dance bands most often rehearsed after school hours. / 2031-01-01