No description available.

No description available.

No description available.

This study was undertaken to research and modify the Georgia Project hockey/golf Physical Education Experimental Teaching Unit (PEETU). The PEETU is a short instructional unit involving a pre-test, instructional period, and posttest. The object of the PEETU instructional skill is to hit a tennis ball into a hoop in the least amount of strokes (hits). The modification of the PEETU consisted of simply lengthening the distance between the starting line and the hoop from thirty yards to forty-five yards. It was hypothesized that the reverse chaining method of teaching would not cause greater significant learning than the lecture/demonstration method, and that Academic Learning Time-Physical Education(M) (Motor ALT) would not be a better student process indicator for achievement independently of instructional method or length of the PEETU. The results indicated there were no significant differences between teaching methods or instructional periods within the PEETU. The results also indicated that Motor ALT is an important student process indicator when the student received between two and seven minutes of Motor ALT during the instructional period of the PEETU. / Master of Science

The purpose in writing the handbook of instruction is two-fold: 1. To provide physical training instructors with essential and functional information concerning the aim, objectives, activities, and procedures for the administration and conduct of the selected physical training program of the 308th College Training Detachment at Texas Agricultural and Mechanical College. 2. To obtain uniformity in the conduct of the physical training program by various instructors.

This study considers the origins of physical education as a subject in State Schools in Scotland, and relates its growth to wider social issues. It suggests that between the Education Acts of 1872 and 1908, physical education developed as a response to particular problems in schools and society rather than as an intrinsic part of a Platonic view of education stressing the unity of body and mind. The body was regarded separately from the mind and the main function of physical education, defined in a variety of different ways, was to try to ensure that children were fit to profit from the academic instruction offered in Scottish schools. The acceptance of physical education rested on the convergence of a number of different steams of thought. Starting from different premises, with different objectives, and often with different views on the form of physical education which was desirable, all streams helped to some degree to move official and public opinion towards the acceptance of physical education in the schools. Three streams can be identified, though they overlap and do not exclude others: the advocacy of drill to improve discipline; of Swedish or German gymnastics to cure health disorders; of drill and gymnastics to improve military potential.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 131-138) Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 103-108). Also available in print.

The purpose of this study was to develop a profile of Christian College physical education faculty members regarding their academic preparation, professional experience, and selected duties, as well as to identify important components of graduate preparation at the doctoral level for future faculty at these institutions. A survey instrument was selected from a review of previous research and adapted for use in this study. The revised instrument was divided into three parts; academic preparation, classroom teaching experience, and coaching and administrative duties. Institutions chosen for the study were selected from the Coalition of Christian Colleges and Universities. Seventy schools with physical education programs were identified. Department heads at these institutions identified 370 faculty members who met the criteria for participation in the study. Two hundred nineteen surveys were returned for a response rate of 58%. The presentation of the findings are presented in the following areas: the profile of faculty members in relation to their academic preparation, teaching experience and coaching and administrative duties; the perceptions of faculty in relation to teaching competence and value of graduate coursework; the faculty member's perceived competence in and importance of certain administrative skills in their current position; and the demographics of institutions represented in this study. Data indicated that faculty who taught in areas outside their graduate preparation perceived themselves as less competent than those with specific graduate coursework in that area. Approximately 28% of courses taught by faculty in this study were taught by faculty without graduate coursework in that area. A large percentage of faculty in the study who coached did so at the secondary level prior to coaching at the collegiate level. They also served as an assistant prior to becoming a college head coach. A majority of faculty (67%) served in some type of administrative capacity during their career. Faculty perceived themselves as more competent in specific administrative skills when they received graduate preparation in those areas. / Graduation date: 2006

Source: Masters Abstracts International, Volume: 47-06, page: 3161. Adviser: Chin Hsing Chen. Includes bibliographical references.