This study investigated the attitudes towards Physical Education in KwaZulu and the determinants of those attitudes. The focus was on the teaching of the subject in schools and colleges of education in the KwaZulu Department of Education and Culture. The purpose of the study was to establish whether Physical Education was being limited by a lack of resources and/or the perceived low status of Physical Education. Questionnaires were developed for four different groups, namely, teachers, principals, college lecturers and the pupils and students themselves. The analysis of the responses indicated that all four groups held strong beliefs about the benefits of the subject. The benefits which the pupils regarded as the most positive were in the areas of physical fitness and social development. In contrast to their western counterparts, pupils and students did not view Physical Education as a "light relief' subject nor did they regard enjoyment as a requisite. Negative determinants of attitude were found to be related primarily to the lack of facilities and the consequent lack of diversity in the Physical Education curriculum. Respondents from the teachers' and principals' groups revealed that the teaching of Physical Education in KwaZulu was important but severely inhibited by a combination of factors. Allocation of resources in the form of physical facilities and equipment was found to be deficient. There was an absence of qualified staff, which resulted in the subject either being omitted from the curriculum or being taught by teachers with no knowledge of its objectives nor of the correct teaching methods. In some cases the subject was confused with sport and coaching school teams and in most cases the subject played a subservient role to that of examination subjects. The promotion prospects of the Physical Education teachers were not perceived to be limited compared to their academic counterparts because all of them were teaching academic subjects. Those with specialised training in Physical Education were not in evidence because they were not teaching Physical Education. College lecturers were specialist trained and indicated a much greater degree of success in the implementation of Physical Education programmes. Colleges had superior facilities and equipment although insufficient use of funds was apparent. College lecturers did not feel that they successfully achieved the educational objectives of the subject. In agreement with their western counterparts, they perceived their promotion prospects to be limited. The failure to implement successful programmes of Physical Education in the schools led to the recommendation that preservice specialised training was vitally important but not sufficient and that in-service courses in the form of practical workshops for staff and principals were essential in order to support the preservice initiatives. / Thesis (M.A.)-University of Durban-Westville, 1996.

No description available.

A four second eccentric squat test (EST) specific to the sport of alpine skiing was developed and standardized. Eighteen men aged 21-30 with one year resistance training experience participated in this study. The reliability of the EST and various jump tests was calculated and the relationship between EST and SSC performance was examined through the correlation of jump test variables and EST performance. The EST was observed to be highly reliable (ICC 0.99). The kinematic characteristics of the EST were closely related to those of alpine skiing. The reliability of the jump test performance variables ranged from low to high (ICC 0. 10-0.90). Investigators should be aware that the reliability of force and power measures can be confounded by changes in jump strategy between jump test trials. The relationship between slow eccentric strength and SSC performance was dependent on whether the jump was performed for maximal height or minimum contact time. / School of Physical Education

The purpose of this study was to describe the prevalence of peer education in athletic training clinical education as well as assess entry-level athletic training students' (ATS) preferences and perceptions regarding peer education in the clinical education setting. The Athletic Training Peer Education Assessment Survey was developed and distributed at the Athletic Training Student Seminar at the National Athletic Trainers' Association's (NATA) 53rd Annual Meeting and Clinical Symposia in Dallas, Texas on June 15, 2002. This survey contained demographic questions to assess gender, academic status, athletic training program status, and NATA district. Four questions were designed to assess the prevalence of peer education in entry-level athletic training education programs (ATEP). Participants were asked to indicate the percentage range that was representative of their clinical experiences. Seventeen statements regarding the entrylevel ATS preferences and perceptions regarding peer education were presented in a stem statement followed by a five point Likert scale. A convenience sample of 170 male and female entry-level ATS was surveyed. Participants represented all ten NATA membership districts, various levels of academic status, as well as CAAHEP accredited, JRC-AT candidacy, and internship programs. Data analyses consisted of descriptive statistics, non-parametric Pearson chi-square, independent t-test, one-way analysis of variance (ANOVA), as well as post-hoc tests. The majority (n=101) of students practice over 50% of their clinical skills with other ATS. Approximately 30% (n=48) indicated that they seek the advice of other ATS greater than 50% of the time. Most (n=111) of the students seek the advice of their clinical instructors (CIs) greater than 50% of the time. The majority (n=101) of students reported feeling less anxious when performing clinical skills in front of other ATS compared to in front of their CIs. Over half (56.4%) of students feel anxious when demonstrating skills in front of their CI. The majority (84.6%) view other ATS as valuable resources for learning and practicing clinical skills. Most (83.5%) felt they gain a deeper understanding of clinical knowledge when they teach it to other ATS. Peer education should be integrated into ATEPs to enhance student learning, improve collaboration, decrease anxiety, and enhance overall clinical performance. / Department of Educational Studies

The effects of heat tolerance on exercise performance has been observed by various investigators. The purpose of this study was to compare the degree of heat acclimatization of normally active men and trained competitive swimmers and runners, and to assess the influence of the training on one's ability to tolerate heat. Three groups of men were tested to determine the effects of environmental training on heat tolerance. The men were tested once before training and again after training; a control group was also tested to note any seasonal change. The men were tested on a Monarck bicycle ergometer in a hot (60°C.) dry (6%) environment. The variables measured were heart rates, rectal temperatures, three skin temperatures, and weight loss. It was found in this study that with training, the runners increased significantly their tolerance to heat while the swimmers did not improve significantly. It can be interpreted that running does more for heat acclimatization than does swimming.

Thesis (Ph. D.)--Oregon State University, 1989. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis (MSpor)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 51-62)

Thesis (Ph.D.)--Indiana University, Dept. of Kinesiology, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3781. Adviser: Donetta Cothran. Title from dissertation home page (viewed Apr. 24, 2008).

Thesis (M.A.)--Humboldt State University, 2007. / Includes bibliographical references (leaves 63-64). Also available via Humboldt Digital Scholar.