Thesis (Ph. D.)--University of Wisconsin--Madison, 1957. / Typescript. Abstracted in Dissertation abstracts, v. 17 (1957) no. 3, p. 678. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 58-59).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains viii, 233 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 103-126).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 41-44).

Thesis (M.Soc.Sc.)--University of Hong Kong. / Also available in print.

Thesis (Ph. D.)--University of Wisconsin, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 132-139).

Thesis (MSportwet)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (Ph.D.)--University of Melbourne, School of Physiotherapy, 2009. / Typescript. Includes bibliographical references (leaves 454-459)

Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / Through the process of motor learning and control, new skills are then developed. There are various physical activities that enable the development of new motor skills, one being dance. Numerous studies have found that dance has improved sensorimotor control of body sway following just a single dance session. Furthermore, learning dance engages a variety of cognitive resources that improve postural control of children. Dancing therefore contributes to the development and refinement of the fundamental motor skills like gait and balance. The aim of this research was to determine the effect of dance training on gait and balance of Grade R and Grade 7 school children, and to investigate which age group would best demonstrate these effects. This study was conducted using an intervention and control group. The Grade R intervention group constituted a sample of thirty-four participants, the Grade R control consisted of twenty-seven participants, the Grade 7 intervention group and control group consisted of twenty-one participants each. Three different testing instruments were used; a 10-meter walk test for stride pattern analysis, a dynamic balance test known as the tandem gait and the static balance test known as the tandem stance balance test. Both the control and experimental group were required to perform these tests before and after the intervention period. The dance training lasted a period of six weeks and was conducted on a weekly basis. Following the intervention it was found that only Grade R stride pattern in terms of stride frequency was significantly changed and that no significant changes were seen at any time for Grade 7 children stride pattern and balance. The balance changes were seen for both Grade R intervention and control groups, showing that the children were improving with physical activity, which cannot be attributed to dance alone. This highlights that training should be started at the young age, and that physical activity programs like dance are good and diverse options to consider when designing such activities.

Utilization of an external focus of attention has been proved to be beneficial in the motor learning literature. When people focus on the effects of the movement (i.e., external focus of attention), the motor skill is enhanced compared to directing attention to the body movements (i.e., internal focus of attention). Previous studies that have examined the effect of focus of attention on learning a motor skill often used visible or imagined objects to elicit an external focus of attention. However, the effects of these different types of external focus instruction have not been investigated thoroughly. It was unclear prior to this thesis how the focus of attention effect is influenced by the use of imagery. The purpose of the present study was to investigate the difference between directing attention to a visible object and an imagined object when performing and learning the standing long jump. It was hypothesized the group of participants who practiced with an imagery instruction would perform similarly in the post-test with or without an object that was used to elicit an external focus of attention. It was also hypothesized the group of participants who practiced with a visible object would perform similarly during the post-test with the same visible object; but the performance would decline in the post-test with no object. The results indicated there was no difference in the effect of the two different types of instructions. That is, performance during the practice and post-test were similar for the participants who imagined an object during the practice phase compared to the participants who practiced with an object. The post-test with and without an object were also similar within the same group as well as between the two groups. The results of the study provided additional evidence vision does not influence the focus of attention effect. Participants that practiced the standing long jump with a visible cone did not change the performance on the transfer test when the cone was removed. Also, participants that were instructed to direct their attention toward an imaginary cone performed just as well as participants that focused their attention on a visible cone on both the retention and transfer test. Therefore, the primary finding of the present experiment is that the focus of attention effect can be induced through the use of imagery.