The purpose of this study was to investigate the impact of a movement/rhythms program on mentally retarded individuals. Several authors purport that movement/rhythms is beneficial to the mentally retarded individual. However, there have been few data based inquiries into the actual effects of movement/rhythms programs. Furthermore, findings of those studies which have addressed this topic have lead to conflicting results. The problem addressed by this study was the previously unverified effect of movement/rhythms programs on mentally retarded individuals. A natural environment was used in the study to allow for a more in-depth investigation. The study was conducted at a middle school in Montgomery County with a group of 13 Educable Mentally Retarded adolescence for a period of 10 weeks. A case study approach was chosen to seek information and knowledge that would describe the effect of the program on EMR students' behaviors. The process of data collection utilized was a "type t" investigation and the primary instruments used were observational techniques, achievement measures and interviews. Triangulation of data from the administration of these instruments revealed that students benefited from the 10 week program in psycho-social and physical domains. A group analysis resulted in four distinct group types. Students who cooperated with others, initiated positive interaction with peers, and practiced the tasks to the point where they could peer teach successfully, were seen to benefit from the program in the psycho-social and physical domains. / Ed. D.

The Employment Training Program has been mandated by the Federal Government to train and find unsubsidized employment for economically disadvantaged individuals and others facing serious barriers to employment. Keyboarding skills are of paramount importance in the clerical program. This study was undertaken to determine the effect of educational kinesiology on typewriting speed and accuracy for students with and without functional visual efficiency. It involved 75 subjects from the Employment Training Center (JTPA Program) in Arlington, Virginia. Typewriting pretests were administered to determine subjects speed and error averages. Eye screening was administered utilizing the Titmus Vision Tester and the King-Devick Saccade Test. Although the battery of tests for the Titmus were administered, only the lateral and vertical phoria near test that measures muscle balance, the relationship of the image of each eye to that of its fellow, provided meaningful data for this study. The K-D Test measures tracking ability of the eyes as they perceive copy for typewriting. Subjects were considered as functionally visually efficient by passing both vision tests. The concepts of educational kinesiology (education through movement) were explained to the subjects as a way to increase typing speed, reduce errors, and control stress. Volunteers for the training numbered 31; 44 subjects remained in the control group. The same straight-copy timed writing was used for the pretest and posttest. Analyses of variance were used to examine differences in pretest and posttest scores for both speed and accuracy. Some of the major findings of the study were as follows: 1. Training in educational kinesiology had no effect on typewriting speed and accuracy. 2. Functional visual efficiency had no effect on typewriting speed and accuracy. 3. No interaction exists between the typewriting pretest-posttest speed and accuracy scores for students who did and did not receive educational kinesiology training and for students with and without functional visual efficiency. / Ed. D.

The purpose of this investigation was to evaluate the impact of an individualized motor activity program on the level of motor development, perceptual-motor development, physical fitness, self-concept, and academic achievement of learning disabled elementary school children. The participants for this investigation were learning disabled children (N=37), CAs 7 to 12 years, with a mean IQ of 98. They were all drawn from self-contained learning disabled classes in three elementary schools. A three factorial design, treatment (E/C) X age (younger/older) X test (pre/post), with repeated measures on the third factor was used to examine the effects of the intervening treatment on all dependent variables. A multivariate analysis of variance (MANOVA) statistical analysis technique was used to analyze the total effect of the program on the learning disabled children. The instruments used for pre and posttesting were: (1) Project ACTIVE Motor Ability Test, Level III; (2) Project ACTIVE Physical Fitness Test, Level III; (3) Piers-Harris Self-Concept Scale; (4) Thomas' Teacher Rating Scale; and (5) Shape-O Ball Test. The control group participated in a 30 minute traditional physical education program each day for 5 days per week during the 18 weeks of the study. For 5 days per week during the 18 weeks of the study, the experimental group received an individualized motor activity program based on the needs of each individual student. At the completion of the intervention program, the parents and teachers of the children involved in the experimental group were interviewed concerning their views of the impact of the program on the children. When all 12 variables were assessed simultaneously, the MANOVA indicated that there were significant multivariate main effects for age, treatment, and test (p< .05), as well as treatment X test and treatment X age interaction effects (p<.05). The post hoc procedures indicated significant (p <.05) treatment X test interaction which favored the experimental group on all the physical fitness, motor ability, and perceptual-motor variables. Significant treatment X age interaction effect (p <.05) was found on balance, eye-hand coordination, and sit-ups. The results of the teacher and parent interviews demonstrated that they felt that overall the individualized program was very beneficial to those children who participated. It was concluded: (1) the level of physical fitness, motor ability, and perceptual-motor development can be enhanced through participation in an individualized motor activity program; (2) it appears that the global self-concept and academic achievement of learning disabled children cannot be significantly improved through an individualized motor activity program; and (3) the learning disabled child's self confidence as it relates to physical activities as well as social-emotional growth can be enhanced through participation in an individualized motor activity program. / Ed. D.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The purpose of this study was to determine if participation in a movement programme (FITKIDZ) designed by the author produced statistically significant improvements in the physical fitness and locomotor co-ordination of four and five year old children. The study also examined the relationship between post-intervention levels of physical fitness and locomotor co-ordination. The subjects (N = 19), who all attended pre-primary school, were tested on physical fitness components and their execution of locomotor co-ordination using both quantitative and qualitative evaluation processes. The subjects were selected from a pre-primary school that volunteered to participate in the study. Due to the structure of the school and pressure from the parents, it was not possible to have a control group. The subjects underwent an eight-week movement programme (FITKIDZ), after which they were retested. Results showed a statistically significant improvement in abdominal strength, Body Mass Index (BMI) and flexibility (Sit-and-reach scores and trunk lifts). Qualitative results also showed a statistically significant improvement in the children's performance oflocomotor skills. Correlation matrices between the physical fitness components and locomotor skills indicated that the strongest straight-line relationship existed between strength and locomotor co-ordination. The other relationships between the physical fitness components and locomotor co-ordination were not significant. It was concluded that the performance of locomotor skills improved, as did numerous components of physical fitness of the subjects over the duration of the designed movement programme. However, it was noted that this improvement may be partially due to normal maturation of the subject group and that the results from this study would be better supported ifit were possible to include a control group. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om te bepaal of daar enige statistiese beduidende verskil was in die fisieke fiksheid en lokomotor-koordinasie van vier- en vyf-jaar oue kinders wat aan 'n bewegingsprogram (FITKIDZ) deelgeneem het, wat deur die outeur ontwerp was. Die studie het ook enige beduidende verhouding tussen pre-bemiddeling en post-bemiddeling uitslae van fisieke fiksheid en lokomotorkoërdinasie ondersoek. Die toetspersone (N = 19), almal kleuterskoolkinders, was in die fisieke fiksheidskomponente en uitvoering van lokomotor-koordinasie deur beide kwalitatiewe en kwantitatiewe waardebepalingstrategieë getoets. Die toetspersone was van 'n kleuterskool wat vrywillig aan die program deelgeneem het. Aangesien daar druk van die ouers was en die skool 'n sekere struktuur volg, was dit nie moontlik om 'n kontrole-groep te hê nie. Die toetspersone was op 'n agt-week bewegingsprogram (FITKIDZ) geplaas, waarna hulle weer getoets is. Uitslae het 'n statistiese beduidende verbetering in abdominale krag, Liggaamsgewigindeks en lenigheid (Sit-en-reik tellings en romp ekstensie) gewys. Korrelasies tussen die fisieke fiksheidskomponente en lokomotor vaardighede dui aan dat die skerkste reguitlyn verhouding tussen krag en lokomotor-koordinasie bestaan het. Die ander verhoudings tussen die fisieke fiksheidskomponente en lokomotorkoërdinasie was nie betekenisvol nie. Daar is tot die gevolgtrekking gekom dat die uitvoering van die lokomotor vaardighede verbeter het, so ook veelvuldige fiksheidskomponente van die toetspersone oor die durasie van die bewegingsprogram. Daar is egter waargeneem dat hierdie verbeteringe gedeeltelik te danke mag wees aan die normale maturasie van die toetsgroep en dat die uitslae van hierdie studie beter ondersteun sou word as daar 'n kontrole-groep was.

This thesis examines the influence the educational theories of John Dewey have had on the development of modern movement education in American schools. / It does this in three parts. Firstly through an examination of the educational writings of John Dewey within the general context of his philosophical writings and as they are directly related to pedagogical principles. Secondly through an examination of the development of movement education with particular reference to the theories of Rudolf Laban. Thirdly by tracing modern American Movement education historically and developmentally. / The third aspect examines the strong theoretical relationship between Laban and Dewey. It also illustrates the link between them as developed by the current theorists and practitioners of movement education.

abstract: This paper outlines the three research projects that I performed between 2009-present: Slow Movement Training (SMT) lab, Self-education Through Embodied Movement (STEM), and the Athletic Movement Program (AMP). It first evaluates the major issues that spawned each research project, and then provides a framework for understanding the shift in the student-centered physical and mental movement practices that I developed in response to the need for reform. The content will address the personal and professional paradigmatic shift that I experienced through the lens of a practitioner and educator. It will focus heavily on the transitions between each of the projects and finally the emergence of the Athletic Movement Program. The focal point becomes one of community needs, alternate resources and hybrid-online classroom support. The paper concludes with an overview and content comparison between the one-size-fits-all model used within public movement education and Athletic Movement Programs' strengths and challenges. / Dissertation/Thesis / M.F.A. Dance 2011

Orientador: Eliana Ayoub / Tese (doutorado) - Universidade Estadual de Campinas. Faculdade de Educação / Made available in DSpace on 2018-08-16T12:08:54Z (GMT). No. of bitstreams: 1 Lima_JoseAntoniodeOliveira_D.pdf: 4282194 bytes, checksum: 48d23b3ad338f6ea5ee3ad49831ff2ad (MD5) Previous issue date: 2010 / Abstract: This is a presentation and description of a corporal work technique which is entered in the universe of the somatic education in which the current conception is discussed, including that which concerns the rescue of the individual as a social being. The speech's development explores information in this universe, and manifest themselves in the dialogues between the look of health sciences, art and pedagogy that pervades the entire work. This discussion is based on the body's reality undergone an anatomical, physical, and historical process that determine their movement as an individual, based on what is possible to rescue from these wholes in construction of proposed actions that are in a body technique called: Dynamic Postural Reorganization. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

The purpose of this project is to review current literature on the mechanics and physiology of the vertical jump and to provide an understanding of the jump itself. The second purpose is to develop a step by step program to increase vertical jump from grade school through high school.

No description available.

This master's thesis is based on the specifics of physiological development in middle childhood and searches for the pupil's natural behaviour at this stage. It begs the question as to why movement is so important for the human being and what role locomotion plays in having good postural habits. It highlights the magnitude of movement for child development and shows that physical activity is an inseparable part of our lives. The third chapter is about dance which is perceived as one of the oldest forms of human art. I look for displays of dance in everyday life and describe the particularities of expression in dance in middle childhood. Finally, I highlight the benefits and its educational dimension, values, and use. The following chapter talks about dance and movement education as a supplementary education field and its implementation in the FEP. The practical part describes an application of five dance lessons. These lessons were taught by a pedagogue who had no previous experience with teaching dance and movement activities. The main reason for this decision was that, in the future, a pedagogue could teach the lessons regardless of their past practice with dance and movement education. The three key observed factors are described below. Firstly, from the pedagogical point of view, I reflect the...