The purpose of this study was to describe and interpret cooperative learning in a secondary school physical education program. A multiple-method case study design was used to investigate the physical education environment. One eighth grade girls handball class in its first year of cooperative learning was compared to an eleventh grade girls handball class in its fourth year of cooperative learning. The qualitative inquiry included interviewing the students and the physical education teacher, taking field notes, and analysing relevant documents. A modified version of the task structure observational system (Siedentop, 1994) was used as a quantitative measure of the instructional ecology of the two physical education classes. Data revealed that both classes had low management, transition, and wait times. The grade eleven class spent less time in instruction and more time in engagement than the grade eight class. Both classes showed a similar amount of opportunities to respond during activity, but the eleventh grade class exhibited higher successful student responses. The cognitive engagement was integral to the functioning of both units. This included time used by the students, instead of direct instruction by the teacher, for learning a skill, reviewing material learned, planning a strategy at the beginning of a game, implementing change in activity during the game, and reflecting on activity after the game. The study revealed that both teacher and students understood and could visibly see the benefits that cooperative learning offered to the physical education program. This example of cooperative learning in physical education incorporated the basic elements of positive interdependence, individual accountability, face-to-face interaction, social and interpersonal skills, and group processing, which are germane to effective cooperative learning.

The weekly time course of adaptation of Heart rate variability (HRV) and respiratory sinus arrhythmia (RSA) characteristics were examined over 4-weeks of intensive endurance training in 17 sedentary subjects (35.8 +/- 10.0 yrs). Five-minute ECG and breathing recordings were obtained at rest at spontaneous breathing (SP) and at paced breathing rates of SP+4 (M4) and SP-4 (P4) breaths/minute. Spectral power components of HRV were computed from the RR interval sequences; amplitude and phase of RSA were computed from the sinusoid fitted to the instantaneous heart rate within each breath. RSA sensitivity was obtained from the slope of the RSA amplitude versus breathing frequency relationship. Four weeks of training caused significantly increased in VO2max (37.3 +/- 4.4 versus 40.0 +/- 5.4 ml/kg/min; (p < 0.01); a significant decrease in DBP (p < 0.001); a slight decrease in SBP (p < 0.08), and max HR slightly decreased (P < 0.06). None of these variables were changed significantly in control subjects. No change in resting HR was found after training (74 +/- 14 versus 74 +/- 7 bpm). Pre versus post-training results in total and high frequency spectral powers (ms2) of HRV taken at SP were as was RSA amplitude. A significant reverse correlation was found between RSA-amplitude and breathing frequency (r = 0.40). Results suggest a trend towards an increased gain in the amplitude of RSA for varying breathing frequencies after training. In conclusion, four weeks of intensive endurance training may significantly increase maximal aerobic power and provide some health related benefit such as a decrease in diastolic pressure, without concurrent changes in resting heart rate or its modulation by cardiac vagal activity.

Excessive activity has been a prominent feature in the symptomatology of attention-deficit hyperactivity disorder (ADHD) for more than four decades. While overactivity has helped to identify persons with ADHD, the movement skill proficiency and physical activity experiences of children with ADHD have been overlooked (Harvey & Reid, 1997). This dissertation is a series of four original manuscripts that explore relationships between adapted physical activity (APA) and ADHD. The first manuscript, a review paper, discusses important issues related to ADHD. It suggests many children with ADHD experience poor levels of physical fitness and movement skill difficulties when compared to children without ADHD (Harvey & Reid, 2003). Numerous reference citations for seminal review articles on ADHD were provided. The second manuscript, another review paper, explored research methods used in movement performance studies about ADHD. Twenty new APA research questions about ADHD were posed (Harvey & Reid, 2005). Issues surrounding identification of ADHD, data collection procedures, and strategies to improve APA research about ADHD were also provided. The two review papers, when combined, are a substantial and original contribution to the ADHD literature. The third manuscript is a study about the effects of stimulant medication on the fundamental movement skill performance for 22 children with ADHD and a comparison of their movement skills to age- and gender-matched peers without ADHD. Multivariate statistical analyses revealed no significant effect of methylphenidate on the performance criteria of the TGMD-2 (Ulrich, 2000) for the children with ADHD. Significant differences between the children with and without ADHD were found on both locomotor skills and object control skills. A movement skill profile was developed for each group and they are unique contributions to the movement performance literature. The fourth manuscript is a study that explores the lived physical activity experiences of six boys with and without ADHD. Semi-structured interviews revealed some similarities among both groups about their physical activity experiences. However, qualitative differences were apparent on key aspects of skill proficiency. It is concluded that more in-depth APA research about people with ADHD is necessary to gain a clearer understanding of the children's unique physical activity needs.

Thesis (Ph. D.)--University of Chicago Divinity School, December 1997. / Includes bibliographical references. Also available on the Internet.

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

Thesis (M.A.(Biokinetics, Sport and Leisure Sciences))--University of Pretoria, 2007. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (M.Ed.)--Murdoch University, 2006. / Thesis submitted to the Division of Arts. Bibliography: leaves 169-183.

Diss. (sammanfattning) Linköping : Linköpings universitet, 2007. / Härtill 5 uppsatser.

Thesis (M.Sp.L.S.)--University of Waikato, 2008. / Title from PDF cover (viewed February 24, 2009) Includes bibliographical references (p. 81-97, 104-106)

Thesis (Ph. D.)--Washington State University, December 2008. / Title from PDF title page (viewed on Dec. 31, 2008). "College of Education." Includes bibliographical references (p. 84-92).