Call number: LD2668 .T4 1950 H39 / Master of Science

Digitized by Kansas Correctional Industries

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2006.

The U.S. Department of Health and Human Services has made the promotion of regular physical activity a national health objective, and experts believe that physical education can play a significant role in the promotion of physical activity. Feasible measurement tools to assess physical activity behavior, by physical educators, are lacking. One validated instrument is the System for Observing Fitness Instruction Time (SOFIT; McKenzie, Sallis & Nader, 1991). SOFIT's physical activity data are collected using momentary time sampling (MTS) with a 20-second interval length and provide estimates of Moderate to Vigorous Physical Activity (MVPA). Whether variations in interval lengths would adversely affect the accuracy of the MVPA data has not been investigated. From a clinical perspective, if physical education teachers are to utilize MTS procedures for on-going assessment they will require longer time intervals to collect accurate MVPA data. Therefore, this project sought to determine the accuracy of MVPA levels collected through varying observation tactics (i.e., 20s, 60s, 90s, 120s, 180s, and random) relative to those collected through duration recording (DR). Video records of 30 randomly selected elementary school physical education classes were utilized for this study. Utilizing modified physical activity codes from SOFIT, the researchers collected MTS data regarding students' MVPA at varying interval lengths (i.e., 20s, 60, 90s, 120s, 180s, and random). Three statistical techniques, Pearson-product moment (PPM) correlation coefficients, Repeated Measures Analysis of Variance (RM ANOVA), and Average Error (AE), were utilized to demonstrate concurrent validity of the varying interval lengths. Results demonstrated moderate-low to high correlations between the 20s, 60s, 90s, and random interval lengths and the DR tactic during the total class. The RM ANOVA indicated similarity between all the varying interval lengths and the DR tactic for total class observation. The MTS procedure that created the least amount of AE across classes was the 20s variable followed by the 60s, random, and 90s variables. These findings build empirical evidence for the use of a 60s, random, and 90s MTS procedure for the purpose of MVPA assessment by physical educators. / Graduation date: 2004

This study investigated the relative effectiveness of three instructional strategies on the learning of an overarm throw among preadolescent females. Subjects were randomly assigned to one of the following instructional strategies: a correct model supplemented with verbal cues, a learning model supplemented with verbal cues, and verbal cues only. The performance outcome, the quality of the motor reproduction, and the accuracy of the cognitive representation of the skill were measured to elucidate the effectiveness of the instructional strategies. A pictorial-arrangement test and a cognitive recognition test of correct form were used to describe the quality of the cognitive representation. The performance of an overarm throw was evaluated using both a behavioral analysis and biomechanical techniques to provide information about form and outcome. All groups were tested on four occasions, prior to each day of a three day instructional strategy intervention and two days after instructional intervention. A 3 X 4 (Instructional Strategy X Test Session) repeated measures DM MANOVA incorporated the dependent variables: overarm throwing form score, pictorial-arrangement test score, and a dynamic cognitive recognition score. The results of the repeated measures DM MANOVA revealed a significant test session main effect only (Wilks Lambda=.226, F(9,25)=9.40, p<.001). Follow-up univariate F tests and trend analyses indicated that subjects in all groups showed significant improvement in overarm throwing form and in the accuracy of the cognitive representation of the motor skill. A 3 X 4 (Instructional Strategy X Test Session) repeated measures ANOVA's were employed to separately analyze four kinematic variables. The results obtained from the ANOVA's, based on an alpha value of .02, indicated statistically nonsignificant improvement in performance of the overarm throw. However, the kinematic variable pertaining to stride length revealed p=.029 for test session and observed trends indicated increased stride length and hip displacement for all subjects across the four test sessions. In conclusion, the results indicated that all three instructional strategies assisted the learner in the achievement of a more accurate cognitive representation and the ability to reproduce a more mature overarm throwing pattern. This study revealed the importance of verbal cues which describe the critical transitional positions of the body throughout the coordinated movement. In addition, observing a learning model who demonstrated movement errors was not detrimental to the viewer's learning of a skill. / Graduation date: 1994

The purpose of this study was to determine whether differences exist in the level of coverage of resistance exercise in select four-year college and university undergraduate physical education programs. The study also examined whether differences exist between content suggested for training resistance exercise specialists and the curriculum being offered. A final dimension of the study was to identify existing program options with an emphasis on resistance exercise. The objective was to identify information that might be applied by college and university-level curriculum specialists for the development of resistance exercise related courses. The survey instrument (a mailed questionnaire) was developed by integrating the NSCA role delineation study (1988) and a study of the literature related to resistance exercise. A panel of specialists was employed to expand, modify, and validate the instrument. Twelve categories and 91 content areas were identified. The study population was comprised of 76 National Strength and Conditioning Association (NSCA) members who were listed under undergraduate physical education programs in the Physical Education Gold Book. Of the 76 members contacted, 63 (83%) completed and returned the questionnaire. The findings of the study showed that differences do exist in the level of coverage of resistance exercise in the curriculum of four-year undergraduate physical education programs. The three categories with the most consistently high coverage were Muscle Physiology, Biomechanics, and Testing and Evaluation. The three categories with the most consistently low level of coverage were Administration/Organizational Concerns, Special Populations, and Methods Used to Develop Strength. The content areas with the most consistently high level of coverage were Dynamics of Contraction, Movement Terminology, Body Mechanics, Lactic Acid Metabolism, and Modes of Strength Training. The content areas receiving the most consistently low level of coverage were Legal Issues, and Functional Isometrics. / Graduation date: 1992

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2007. / Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0550. Adviser: Francis M. Kozub.

Thesis (M.S.)--Brigham Young University. Dept. of Exercise Sciences, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains x, 182 p. Vita. Includes abstract. Includes bibliographical references (p. 153-164).