<p> Childhood obesity is a worldwide problem that can lead to adverse health conditions. In several rural Pennsylvania communities, over one third of elementary students are characterized as overweight, having a body mass index above the 85^th percentile. The purpose of the study was to investigate educational stakeholders' perspectives about school-based obesity-prevention programs. The conceptual framework focused on cognitive theory, the theory of planned behavior, and the trans-theoretical model of health behavior change, which postulates that an individual's readiness to change is the most important factor of intervention programs. Qualitative interview data were gathered from 18 educational stakeholders. Inductive code-based analysis led to categories and themes. Key findings revealed a variety of barriers that limited and prevented effective student-wellness initiatives: students' physical activity; family dynamics, schedules, and socioeconomic factors; lack of transportation limiting children's participation in physical activities; parental engagement and input on obesity-prevention initiatives; and cafeteria environment and meal offerings. Findings informed the development of a policy recommendation for a research-based nutrition education program for schools and a strategy to communicate students' cafeteria habits to parents. Recommendations include a heightened awareness on factors contributing to obesity, as well as better educator-led planning to make improvements to school-based programs. Implications for positive social change may be the potential to increase awareness of healthy behaviors and improved student health through obesity-prevention methods, exercise patterns, and dietary habits of youth. These healthy habits may reduce adverse health effects in adulthood, which could hold the potential to improve the health of the next generation.</p>

The primary purpose of the study was to examine, analyze, and describe teacher behavior in physical education classes in selected schools in Northeast Arkansas with regard to teacher function, direction, mode, and substance. Another purpose of the study was to compare the subjects' perception of their classroom behavior with actual observed behavior with regard to teacher functions. A third purpose of the study was to comparethe findings of the total group. A final purpose of the study was to compare the findings of this study with the findings of similar studies in another geographic area.In order to examine the research questions above, a series of demographic descriptors was collected on each subject prior to observation. Three consecutive and two random visits were made to observe the classroom behavior of each teacher; all information was prepared for computer analysis; and all data were computer analyzed. Six null hypotheses were tested by using chi-square analysis. The 0.05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. In six instances, there was a significant difference in the teachers' perceptions of how time spent in the classroom and the actual observed classroom behavior with regard to the ten teacher functions.2. There was no significant difference at the 0.05 level between the results of the Northeast Arkansas, 1985, study and previous studies in another geographic area with regard to the teacher function dimension.3. Observed professional teacher direction dimension of this study population revealed some findings not consistent with findings in another geographic area.4. Observed professional teacher mode dimension of the study population of Northeast Arkansas revealed a lack of consistency with some findings of earlier studies in another geographic area.5. Multi-racial classes did not cause an alteration in professional teacher function dimension, direction dimension, mode dimension, or substance dimension.6. Teachers in the study population of Northeast Arkansas, 1985, developed unit plans and daily lesson plans, and varied teaching styles and substance.Conclusions1. A difference exists between teacher perceptions of their behavior in the classroom and their actual behavior in the classroom with regard to the teacher function dimension.2. It is not clear whether geographic location of the study group was a factor since the findings produced conflicting results with regard to teacher behaviors.3. Race of teacher revealed no significant difference in teacher behaviors with regard to teacher function dimension, direction dimension, mode dimension, and substance dimension.4. All teachers in the study population developed unit plans.5. Seventeen percent of the time, the teachers in the study population employed no daily lesson plans.6. Teachers participating in the Northeast Arkansas, 1985, study employed variety in teaching styles.

There is universal agreement that school physical education (PE) and school-community sports participation (SCSP) enhance adolescent health and well-being. However, virtually no study has objectively evaluated the effects for grade 11 and 12 high school students. The primary aim of this study was to assess the impact of a newly implemented PE curriculum on health-related fitness, psychological well-being and academic performance for grade 11 and 12 students (n=101). Secondary aim was to evaluate the influence of students involved in SCSP (n=44) with those not involved in SCSP (non-SCSP) (n=57). In-school PE (IN, n=22); out-of-school PE (OUT, n=65); and no-PE (CONTROL, n=14) were assessed with the following tests [20-meter shuttle run (20MSR), push-ups (PU), sit-ups (SU), and modified pull-ups (MPU), body fat percent (BF%), body mass index (BMI), waist circumference (WC), Physical Self-Description Questionnaire (PSDQ) and grade point average (GPA). Testing was conducted in September and again in December of 2008. Repeated measures ANOVA controlling for sex for IN revealed significant increases for 20MSR (p<0.001), PU (p=0.033), MPU (p=0.004), aggregate strength (AS) (p=0.017), and height (p<0.001); in addition to significant decreases for GPA (p=0.001) and BF% (p=0.003). OUT reported significant increases for 20MSR (p=0.002), PU (p<0.001), AS (p<0.001), height (p<0.001); and PSDQ variables of coordination (CO) (p=0.038), strength (ST) (p=0.043) and flexibility (FL) (p=0.013). CONTROL reported significant decreases in PA (p=0.006), WC (p=0.05), MPU (p=0.034) and GPA (p=0.028); and significant increases in PU (p=0.039) and height (0.039). The IN group scored significantly higher than both OUT (p=0.019) and CONTROL (p=0.019) groups with respect to the mean (95% CI) change in maxVO2. For testing in September, SCSP scored significantly higher (p<0.001) for the fitness variables of CVF, PU, SU, MPU and AS; and the PSDQ variables of CO, PA, BF, SP, GP, ST, EN and SE. PSDQ variable of appearance was also significantly higher (p=0.003) for SCSP. In addition, SCSP scored significantly lower for BF% (p<0.001) and WC (p=0.013). Follow up testing in December between SCSP and non-SCSP produced identical results except for WC becoming insignificant (p=0.058). Significant improvements in health-related fitness and psychological well-being warrant continued efforts to provide quality PE and SCSP programming for all high school students.

The study is an investigation of unplanned change initiated by teachers in the physical education department of Forest School, an Upper School and Community College in England. The events at Forest are conceptualised as a case of teacher-initiated innovation. The study draws on interviews with teachers, observations of lessons and analysis of curriculum documents in the collection of data. Three issuesýprovide foci for the study. First, the study investigates the temporal dimensions of innovating, and reveals that the innovative idea of health related fitness based physical education became formalised and objectified over time. This process of formalisation had important implications for the second area of focus, the teachers' involvements in the innovative process. While each of the physical education teachers played important roles in the implementation of the innovative idea, each participated in the innovation with varying degrees of involvement, and held disparate conceptions of the innovative idea and of its implication for practice. Third, the study locates and attempts to understand the process of innovating in the work context of teaching. The teachers at Forest saw innovating and teaching as synonymous activities, and the study documents the extent to which the innovative situation exacerbated teachers' everyday preoccupations with success, reward and students. The study provides information on the dynamics of unplanned educational change and the findings lend qualified support to the trend towards school-centred innovation.

The purpose of this exploratory research study was to examine the phenomenon of alienation in physical education from the perspectives of children. Of particular interest were children’s perspectives about the three constructs of alienation: powerlessness, meaninglessness and social isolation as defined by Carlson (1995a). A case study methodology was employed with a class of grade 6 children (ages 10 and 11) with a total of 14 participants forming the unit of analysis. Observations, field notes, semi-structured interviews and drawings were used to triangulate the data. The data were analyzed by employing a continuum of inductive and deductive analysis (Patton, 2002). Three themes were identified as representative of the children’s perspectives: degree of control, meaning, and social factors. The results are discussed in relation to their potential to contribute to the understanding of the phenomenon of alienation.

Thesis (Ed. D.)--Texas A&M University, 2006. / "Major Subject: Physical Education" Title from author supplied metadata (automated record created on Nov. 2, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on February 11, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Todd A. McLoda, Cheri A. Toledo, Nancy I. Latham. Includes bibliographical references (leaves 79-88) and abstract. Also available in print.

Thesis (Ed. D.)--Texas A&M University, 2007. / "Major Subject: Physical Education" Title from author supplied metadata (automated record created on Nov. 2, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0508. Adviser: Darla Castelli. Includes bibliographical references (leaves 99-120) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001. / Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.