The problem in this study was to examine the relationship between health education and physical education as areas of specialization as perceived by selected health and physical educators in five southwestern states. Data for the study were obtained by use of a questionnaire. Surveyed educators consisted of college and university department chairmen, secondary curriculum directors, and secondary instructors. The data were presented in such a manner to indicate opinions of the total group of respondents as well as those of each of the three categories. The findings of the study indicate that health education and physical education are related historically and are substantially related at the current time, and that specialization in teacher preparation and instruction in each area is desirable.

Pang Chi-jing, Agatha. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 54-62). / Text in English; abstracts in English and Chinese. / Pang Chi-jing, Agatha. / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE FOR STUDYING EQUIPMENT MODIFICATION --- p.2 / Chapter 1.2 --- LIMITATIONS OF PREVIOUS STUDIES --- p.4 / Chapter 1.2.1 --- STUDY ON SINGLE DOMAIN --- p.4 / Chapter 1.2.2 --- FOCUS ON SPECIFIC GROUP AND GENDER --- p.4 / Chapter 1.2.3 --- LABORATORY RESEARCH --- p.5 / Chapter 1.3 --- FOCUS ON MULTIPLE VARIABLES --- p.6 / Chapter 1.4 --- PURPOSE OF STUDY --- p.7 / Chapter 1.5 --- OBJECTIVE OF THE STUDY --- p.7 / Chapter 1.6 --- DEFINITION OF TERMS --- p.8 / Chapter 1.7 --- SIGNIFICANCE OF THE STUDY --- p.8 / Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.9 / Chapter 2.1 --- STUDENT LEARNING IN PHYSICAL EDUCATION --- p.10 / Chapter 2.1.1 --- STUDENT LEARNING IS THE ULTIMATE GOAL IN PHYSICAL EDUCATION --- p.10 / Chapter 2.1.2 --- LEARNING PROCESS IN PHYSICAL EDUCATION --- p.11 / Chapter 2.1.3 --- MEASUREMENT OF STUDENT LEARNING IN PHYSICAL EDUCATION --- p.12 / Chapter 2.2 --- MODIFYING ACTIVITIES FOR DEVELOPMENTAL APPROPRIATENESS --- p.13 / Chapter 2.2.1 --- CONSIDERATIONS WHEN MODIFY ACTIVITIES FOR DEVELOPMENTAL APPROPRIATENESS --- p.13 / Chapter 2.2.2 --- PREVIOUS STUDIES ON MODIFICATIONS --- p.14 / Chapter 2.3 --- STUDENT ACHIEVEMENT --- p.15 / Chapter 2.3.1 --- EQUIPMENT MODIFICATION AND STUDENT ACHIEVEMENT --- p.15 / Chapter 2.4 --- STUDENTS'PERCEPTION OF OWN ABILITY IN PHYSICAL EDUCATION --- p.17 / Chapter 2.4.1 --- SELF-EFFICACY AS A MEASURE OF STUDENTS'PERCEPTION OF THEIR ABILITY --- p.17 / Chapter 2.4.2 --- SELF-EFFICACY AND STUDENTS' MOTOR PERFORMANCE --- p.18 / Chapter 2.4.3 --- SELF-EFFICACY AND EQUIPMENT MODIFICATIONS --- p.19 / Chapter CHAPTER THREE --- METHODOLOGY --- p.21 / Chapter 3.1 --- PARTICIPANTS --- p.21 / Chapter 3.2 --- EQUIPMENT --- p.21 / Chapter 3.3 --- RESEARCH DESIGN --- p.22 / Chapter 3.4 --- INSTRUMENTATION AND DATA COLLECTION --- p.22 / Chapter 3.4.1 --- VOLLEYBALL SKILLS TEST --- p.23 / Chapter 3.4.1.1 --- VOLLEYBALL SERVING TEST --- p.23 / Chapter 3.4.1.2 --- VOLLEYBALL PASSING TEST --- p.23 / Chapter 3.4.2 --- SKILL-RELATED SELF-EFFICACY --- p.24 / Chapter 3.4.3 --- KNOWLEDGE TEST --- p.25 / Chapter 3.4.4 --- STUDENTS' PREFERENCE OF EQUIPMENT --- p.25 / Chapter 3.5 --- PROCEDURES --- p.26 / Chapter 3.5.1 --- PRIOR TO VOLLEYBALL LESSONS --- p.26 / Chapter 3.5.2 --- PRETEST --- p.26 / Chapter 3.5.2.1 --- SELF-EFFICACY QUESTIONNAIRE AND VOLLEYBALL KNOWLEDGE TEST --- p.26 / Chapter 3.5.2.2 --- VOLLEYBALL SKILL TEST --- p.27 / Chapter 3.5.3 --- VOLLEYBALL LESSONS --- p.27 / Chapter 3.5.3.1 --- VERIFICATION OF TEACHING CONTENT --- p.27 / Chapter 3.5.4 --- POSTTEST --- p.28 / Chapter 3.5.4.1 --- "VOLLEYBALL SKILL TEST, SELF-EFFICACY QUESTIONNAIRE AND KNOWLEDGE TEST" --- p.28 / Chapter 3.5.4.2 --- PREFERENCE OF EQUIPMENT --- p.28 / Chapter 3.6 --- STATISTICAL ANALYSIS --- p.28 / Chapter CHAPTER FOUR --- RESULTS --- p.29 / Chapter 4.1 --- ACHIEVEMENT DATA --- p.29 / Chapter 4.1.1 --- VOLLEYBALL SERVING --- p.29 / Chapter 4.1.2 --- VOLLEYBALL PASSING --- p.29 / Chapter 4.2 --- SELF-EFFICACY --- p.39 / Chapter 4.3 --- KNOWLEDGE --- p.39 / Chapter 4.4 --- STUDENTS' PREFERENCE OF EQUIPMENT --- p.31 / Chapter CHAPTER FIVE --- DISCUSSION --- p.32 / Chapter 5.1 --- STUDENT ACHIEVEMENT --- p.32 / Chapter 5.2 --- SELF-EFFICACY --- p.36 / Chapter 5.3 --- KNOWLEDGE TEST --- p.38 / Chapter 5.4 --- STUDENTS' PREFERENCE OF EQUIPMENT --- p.39 / Chapter 5.5 --- GENDER DIFFERENCE --- p.42 / Chapter CHAPTER SIX --- CONCLUSION AND RECOMMENDATION --- p.44 / Chapter 6.1 --- CONCLUSION --- p.44 / Chapter 6.2 --- RECOMMENDATION --- p.45 / TABLES --- p.49 / REFERENCES --- p.54 / APPENDICES --- p.63 / APPENDIX A --- p.63 / APPENDIX B --- p.65 / APPENDIX C --- p.67 / APPENDIX D --- p.69 / APPENDIX E --- p.70 / APPENDIX F --- p.71 / APPENDIX G --- p.75 / APPENDIX H --- p.77 / APPENDIX I --- p.78 / APPENDIX J --- p.92 / APPENDIX K --- p.93

Cheung Ka-yee, Crystal = 道德教育計劃於香港小學體育教學之研究 / 張嘉儀. / Thesis submitted in: October 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 59-70). / Text in English; abstracts in English and Chinese. / Cheung Ka-yee, Crystal = Dao de jiao yu ji hua yu Xianggang xiao xue ti yu jiao xue zhi yan jiu / Zhang Jiayi. / Abstract --- p.i / Acknowledge --- p.iii / List of Tables --- p.vi / Chapter CHAPTER ONE --- Introduction --- p.1 / Background --- p.1 / Rationale for enhancing moral education in Hong Kong --- p.4 / Purpose of study --- p.5 / Objective of study --- p.6 / Definition of terms --- p.6 / Delimitations --- p.7 / Limitations --- p.8 / Significance of the study --- p.8 / Chapter CHAPTER TWO --- Review of Literature --- p.10 / Moral education --- p.10 / Moral education in sports and physical education --- p.13 / Sportsmanship and fair play --- p.15 / Olympic education --- p.18 / Olympism --- p.19 / Physical education curriculum in Hong Kong --- p.22 / Models of moral development --- p.26 / Chapter CHAPTER THREE --- Method --- p.31 / Participants --- p.31 / Research design --- p.31 / Instrumentation --- p.33 / Olympic questionnaire Horrocks' Prosocial Play Behavior Inventory - --- p.33 / Teacher's rating --- p.34 / Horrocks' Prosocial Play Behavior Inventory - Student self-assessment --- p.34 / Procedure --- p.35 / Statistical analysis --- p.36 / Olympic questionnaire --- p.36 / Horrocks' Prosocial Play Behavior Inventory --- p.37 / Chapter CHAPTER FOUR --- Results --- p.38 / Demographic characteristic of participants --- p.38 / Olympic questionnaire --- p.39 / Class-level analyses --- p.39 / Student-level analyses --- p.40 / Horrocks' Prosocial Play Behavior Inventory --- p.41 / Class-level analyses --- p.41 / Student-level analyses --- p.42 / Chapter CHAPTER FIVE --- Discussion --- p.44 / Olympic questionnaire --- p.44 / Horrocks' Prosocial Play Behavior Inventory --- p.47 / Kohlberg's model --- p.50 / Limitations and recommendations --- p.54 / Conclusion --- p.57 / References --- p.59 / Appendix A --- p.71 / Appendix B --- p.73 / Appendix C --- p.75 / Appendix D --- p.77 / Appendix E --- p.78 / Appendix F --- p.87 / Appendix G --- p.97 / Appendix H --- p.98 / Appendix I --- p.99 / Appendix J --- p.109

The purpose of this project is to examine how online physical education courses impact student learning and achievement of fitness and health standards now that budget cuts are leading to the curtailing or elimination of traditional physical education classes at the secondary level of K-12 education.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 118-126). Also available in print.

This qualitative exploratory study investigated the implementation of team-building activities into an elementary Physical Education Program. The participating teacher was from an affluent school district and her class consisted of twelve grade four students and seventeen fifth graders. It was proposed that a team-building (TB) initiative, with a teacher facilitator being supported and coached by a knowledgeable instructor, would help identify specific enablers and barriers that existed and provide insights into how to promote team building implementation by classroom teachers. It was also proposed that the study would enable the teacher to reflect on her actions and decisions made as a team-building facilitator to scaffold teacher awareness, growth, and future change. The “researcher,” also referred to as teacher coach, and participating teacher met initially to decide how they wanted the study to proceed and it was explained that the participating teacher had the liberty of guiding and directing the study in ways she deemed suitable and believed fit. Decisions were made that the teacher coach would visit on-site every second week to facilitate team-building activities with the fourth and fifth graders to aid in the facilitation of activities by the participating teacher. The on-site visits were digitally photographed and video-recorded to help build upon the study and work to uncover underlying data and themes. The teacher coach and participating teacher met pre-study, mid-study, and post-study to reflect at length upon the experience and to explore concepts and ideas that arose from the teacher’s reflective journal entries. Data was analyzed using NVivo and CMap, which formulated the following emergent themes: teacher and student development, fostering and enriching classroom and school community, “Ahah!” moments, the TB experience, and insights into a teacher-friendly TB manual. Recommendations for research and practice were considered and presented for researchers and educators.

The purpose of this study was to determine if a new teaching model, Teaching Games for Understanding (TGfU), can influence participants’ understanding of learning and change their practice. This practitioner action research took place over one semester and included four physical education (PE) teachers. Two participants taught using the TGfU model and two participants used their typical practice. Collaboration within a professional learning community encouraged a recursive process of learning of critical aspects of practice. The results of this study indicate that teacher change in PE is possible through the introduction of a new teaching model. The new model enabled a deep analysis of beliefs and led change in practices. For example, the teachers more fully realized the significance of modifying the game (TGfU core idea) to meet their students’ ability levels. In particular, how modifying games is most effective when the students decide how the game will be modified, select the criteria for success when playing the game, and are involved in their own formative assessment.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 58-68).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 58-68). Also available in print.

The purpose of this study was to examine motivational factors that would increase middle and high school students participation in physical education. This study is intended to better understand what factors students lack in order for participation in physical education activities and to stress the importance of physical education acitivity for a healthy lifestyle.