The investigator undertook an analytical study of articles published in selected issues of five popular weekly periodicals from January, 1947, to January, 1948, pertaining to the areas of health and physical education and recreation.

This study was undertaken to determine whether or not the secondary schools of Texas have recreational programs that measure up to accepted standard objectives. The activities within the recreation curriculum were measured to determine the value of each.

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

published_or_final_version / Education / Master / Master of Education

The first study (Chapter 3) examined the reliability and validity of the modified Children's Leisure Activities Study Survey (CLASS) questionnaire in assessing physical activity and sedentary behavior of the Hong Kong Chinese children. The modified Chinese questionnaire (CLASS-C) consisted of a checklist of 31 physical activities and 13 sedentary pursuits. The test-retest reliability of the questionnaire was examined in 84 boys and 136 girls aged 9 to 14 years by the comparison of data from the two survey administrations carried out one week apart. Intraclass correlation coefficients (ICCs) were analyzed to determine consistency in results. A sub-sample of 139 children completed the 7-day accelerometer protocol. The validity of the questionnaire was determined by comparing data from the second administration with the accelerometer estimates of moderate- and/or vigorous-intensity physical activity. Bland-Altman plots were performed to further examine the agreement of the two methods. Acceptable reliability was found in self-reported time in moderate-to-vigorous physical activity (MVPA) (ICC = 0.71, 95%CI: 0.61-0.77) and in the sedentary behaviors (ICC = 0.69, 95%CI: 0.59-0.77). Self-reported estimate in daily MVPA was moderately correlated with minutes assessed by the accelerometer (girls: r = 0.48, P<0.05; boys: r = 0.27, P>0.05). Bland-Altman plots showed that self-reports of vigorous physical activity were higher than those assessed by the accelerometer. / The second study (Chapter 4) developed an instrument based on the social ecological model to evaluate the socio-environmental correlates of the children's physical activity and sedentary behavior. The instrument consisted of segments that incorporated reports from both the children and their parents. Children were asked about intrapersonal factors and perceived environments at home and in the neighborhood. Corresponding parents reported demographic information (age, education, occupation, income, and weight status), their physical activity and sedentary behavior habits, the control on their child's sedentary behavior, and perception of physical environment in the neighborhood. The questionnaires were administrated in a group of 160 primary schoolchildren aged 10 to 14 years and their parents on two occasions with 8 to 10 days apart. The test-retest reliability of each individual item was determined using percent agreement and kappa statistics for the categorical variables and intraclass correlation coefficients (ICCs) for the continuous variables. The overall missing rates were 2.5% to 5.6% for children- and parent-reported items. The ICC values for continuous variables in children-reported individual and familial factors ranged from 0.66 to 0.79. For self-reported categorical variables, kappa values ranged from 0.27 to 0.76, and an percent agreement statistics were greater than 80%. Meanwhile, reliability statistics for parent-reported home and environment variables showed acceptable consistency with most of the ICC values greater than 0.70. / The third study (Chapter 5) aimed to investigate the physical activity and sedentary behavior patterns among a sample of 1013 primary 4-6 schoolchildren using the CLASS-C questionnaire. The individual, social and physical environmental correlates of the activity behaviors were investigated through a sub-sample of 303 children, whose habitual activity was objectively assessed by ActiGraph accelerometer, in addition to subjective measures by the CLASS-C questionnaire. The multiple correlates of activity behavior for the children in the sub-sample group were assessed using the environmental correlates questionnaire which was developed in Study II. Cluster analyses were used to group children with similar activity patterns. Hierarchical regression analyses were performed to assess the associations of the multiple variables with activity behaviors. Approximately half of the children did not reach the recommended physical activity level and one fifth of them engaged in excessive TV viewing of 2 hr every day. Cluster analysis identifies 5 clusters of children who shared similar patterns of physical activity and sedentary behaviors. Hierarchical regression analyses showed that participation in school sports team and having higher self-efficacy was positively associated with self-reports in MVPA in boys after controlling age, body mass index (BMI), and parental education. Girls who reported participation in school sports team and perceived the availability of more sports facilities at home self-reported more time spent in MVPA after controlling socio-demographic variables. Perception of parental support on physical activity was positively correlated with accelerometer-assessed MVPA among girls, while it was inversely associated with sedentary behaviors in boys. Residence density was positively associated with boys' sedentary behaviors, while girls whose parents reported more safety concerns on neighborhood environment were more likely to be sedentary. (Abstract shortened by UMI.) / Huang, Ya Jun. / Adviser: Stephen H. S. Wong. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1972. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 149-175). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Lee Kit-ha. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 56-64). / Text in English; abstracts in English and Chinese. / Lee Kit-ha. / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.viii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.1.1 --- Role of Recess --- p.3 / Chapter 1.1.1.1 --- Pro-recess Arguments --- p.3 / Chapter 1.1.1.2 --- Anti-recess Arguments --- p.4 / Chapter 1.1.2 --- Under Utilization of the Recess --- p.5 / Chapter 1.1.3 --- The Recess in Hong Kong and Other Settings --- p.6 / Chapter 1.2 --- Purpose of the Study --- p.8 / Chapter 1.3 --- Theoretical Framework --- p.8 / Chapter 1.4 --- Operational Definition --- p.9 / Chapter 1.5 --- Significance of the Study --- p.10 / Chapter Chapter 2 --- Review of Literatures --- p.11 / Chapter 2.1 --- Values of Participating in Physical Activity --- p.11 / Chapter 2.1.1 --- Health Benefits --- p.11 / Chapter 2.1.2 --- Psychological Aspects --- p.12 / Chapter 2.1.3 --- Social-Intellectual Development --- p.14 / Chapter 2.2 --- School Environmental Variables that may Influence Children's Physical Activity --- p.14 / Chapter 2.2.1 --- Physical Environmental Influences --- p.15 / Chapter 2.2.2 --- Social Environmental Influences --- p.16 / Chapter 2.2.3 --- Observed Behaviors during Recess --- p.17 / Chapter 2.3 --- Time and Place for Physical Activity in School --- p.17 / Chapter 2.4 --- Physical Activity of Children in School --- p.18 / Chapter 2.5 --- Summary --- p.21 / Chapter Chapter 3 --- Methodology --- p.22 / Chapter 3.1 --- Participants --- p.22 / Chapter 3.2 --- Instrumentation --- p.23 / Chapter 3.2.1 --- "Measures of Physical Activity, Eating Behavior, and Related Environmental Events" --- p.23 / Chapter 3.2.1.1 --- Behaviors of Eating and Activity for Children's Health Evaluation System (BEACHES) --- p.23 / Chapter 3.2.1.2 --- Reliability and Validity of BEACHES --- p.27 / Chapter 3.2.1.3 --- "Observer Reliability (observer training , interobserver and intraobserver agreement scores)" --- p.27 / Chapter 3.2.2 --- Measures of Physical Environmental Variables --- p.28 / Chapter 3.2.2.1 --- Environmental Inventory --- p.28 / Chapter 3.2.3 --- Measures of Social Environmental Variables --- p.29 / Chapter 3.2.3.1 --- Situational Interview --- p.29 / Chapter 3.3 --- Observation Procedure --- p.29 / Chapter 3.4 --- Analysis of Data --- p.30 / Chapter CHAPTER 4 --- Results --- p.31 / Chapter 4.1 --- Results of BEACHES Variables --- p.32 / Chapter 4.1.1 --- Physical Activity Levels --- p.32 / Chapter 4.1.2 --- School Types Comparison --- p.34 / Chapter 4.1.3 --- Gender Comparison --- p.35 / Chapter 4.2 --- Relationship Between Physical Activity and Other Variables --- p.36 / Chapter 4.2.1 --- Physical Location and Physical Activity --- p.36 / Chapter 4.2.2 --- Prompts and Physical Activity --- p.37 / Chapter 4.2.3 --- Recess Duration and Physical Activity --- p.38 / Chapter 4.3 --- Relationship Between Ingestion Behavior and Social Interactors --- p.38 / Chapter 4.4 --- Situational Interviews with Teachers --- p.39 / Chapter CHAPTER 5 --- Discussion --- p.41 / Chapter 5.1 --- Physical Activity and Ingestion Behaviors of Children --- p.42 / Chapter 5.1.1 --- Physical Activity Behaviors --- p.42 / Chapter 5.1.2 --- Physical Activity Levels and Recess duration --- p.43 / Chapter 5.1.3 --- Ingestion Behaviors - --- p.43 / Chapter 5.2 --- Variables that Influence Physical Activity of Children --- p.44 / Chapter 5.2.1 --- Social Environmental Variables --- p.44 / Chapter 5.2.2 --- Gender Differences in Physical Activity --- p.46 / Chapter 5.2.3 --- Physical Environmental Variables --- p.47 / Chapter CHAPTER 6 --- Conclusion and Recommendations --- p.52 / Chapter 6.1 --- Conclusion --- p.52 / Chapter 6.2 --- Recommendation --- p.53 / References --- p.56 / Appendices --- p.65

Wong Chi Wing = 比較不同教學經驗的教師對體育科課程改革之接受程度及關注問題 / 黃智穎. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 87-94). / Text in English; abstracts and appendices in English and Chinese. / Wong Chi Wing = Bi jiao bu tong jiao xue jing yan de jiao shi dui ti yu ke ke cheng gai ge zhi jie shou cheng du ji guan zhu wen ti / Huang Zhiying. / Abstract --- p.i / Acknowledgements --- p.iii / List of Figures --- p.viii / List of Tables --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Background of the Study --- p.1 / Purpose of the Study --- p.8 / Objectives of the Study --- p.9 / Definition of Terms --- p.9 / Delimitations --- p.10 / Limitations --- p.10 / Significance of the Study --- p.10 / Chapter CHAPTER TWO --- Review of Literature --- p.12 / Education Reform and Curriculum Change --- p.12 / The Situation in the World --- p.12 / The Situation in Hong Kong --- p.13 / Professionalization and De-professionalization --- p.16 / "The Concept of Profession, Professional and Professionalization" --- p.16 / The Concept of De-professionalization --- p.17 / Teachers' Attrition --- p.18 / Teachers' Frustration --- p.19 / Professionalization and De-professionalization Tension --- p.20 / The Concept of Professionalization and Deprofessionalization in Teaching --- p.22 / Receptivity to Education Reform --- p.23 / Teacher Professional Development --- p.24 / Occupational Socialization --- p.26 / Experienced VS Beginning Teachers --- p.27 / Beginning Teacher --- p.27 / Experienced Teacher --- p.30 / Comparing Beginning Teacher and Experienced Teacher --- p.31 / Comparing Beginning and Experienced Teacher in Physical Education --- p.33 / Summary --- p.36 / Chapter CHAPTER THREE --- Method --- p.37 / Participants --- p.37 / Research Design --- p.37 / Instrumentation --- p.38 / Teachers' Receptivity to Change --- p.38 / Interview --- p.39 / Procedures --- p.39 / Questionnaire Administration --- p.39 / Individual Interviews --- p.39 / Statistical Analysis --- p.40 / Questionnaire Data --- p.40 / Interview Data --- p.40 / Chapter CHAPTER FOUR --- Results --- p.41 / Questionnaire Analyses --- p.41 / Demographic characteristic of participants --- p.41 / Mean scores of all participants --- p.42 / Mean scores of beginning and experienced teachers --- p.43 / Interview Analyses --- p.45 / Teachers' receptivity to physical education curriculum change --- p.45 / Teachers' concerns with teaching condition --- p.49 / Chapter CHAPTER FIVE --- Discussion --- p.52 / Teachers' receptivity to change --- p.52 / Beginning and experienced teachers' receptivity to curriculum change --- p.53 / Attitude toward the guidelines --- p.53 / Perceived non-monetary cost-benefit --- p.54 / Perceived practicality of the guidelines --- p.56 / Perceived school support --- p.58 / Issues of concern --- p.60 / Perceived support from others --- p.61 / Behavioral intentions --- p.63 / Teachers' concerns with teaching conditions --- p.63 / Commitment --- p.64 / Cooperation with students --- p.65 / Cooperation with the staff and an ideal staffroom environment --- p.67 / Career support --- p.68 / Routinization and intensification --- p.69 / Tension in work and private life --- p.71 / Competence --- p.72 / Teachers' challenges --- p.73 / Image and effectiveness --- p.75 / Duties and career plan --- p.77 / Power --- p.78 / The status of physical education --- p.78 / Decision making and authority --- p.80 / Chapter CHAPTER SIX --- "Summary, Conclusions, and Recommendations" --- p.82 / Summary --- p.82 / Conclusions --- p.82 / Limitations --- p.84 / Recommendations --- p.85 / REFERENCES --- p.87 / APPENDIX A --- p.95 / APPENDIX B --- p.97 / APPENDIX C --- p.99 / APPENDIX D --- p.105 / APPENDIX E --- p.109 / APPENDIX F --- p.111 / APPENDIX G --- p.113 / APPENDIX H --- p.116

by Wai-Kei Yeung. / Questionnarie in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 117-124). / Acknowledgments / Abstract / List of Tables / List of Figures / Chapter I --- INTRODUCTION / Background of Study --- p.1 / Purpose of Study --- p.8 / Chapter II --- LITERATURE REVIEW --- p.10 / Physical Self-Concept --- p.11 / Models and Measurement of Physical Self-Concept --- p.14 / Physical Self-Concept and its Relation to External Criteria --- p.20 / Goal Orientations in Sport and Physical Education --- p.26 / Achievement Goals --- p.27 / Achievement Goals and Outcomes --- p.29 / Motivational Climate in Physical Education --- p.34 / Motivational Orientations in sport participation --- p.39 / Summary --- p.44 / Chapter III --- RESEARCH METHODOLOGY --- p.46 / Definition of Variables and Instrumentation --- p.47 / Physical Self-Concept --- p.47 / Achievement Goal and Classroom Climate --- p.49 / Sport Participating Motivation in Secondary Physical Education Class --- p.51 / Conceptual Framework --- p.53 / Research Hypotheses --- p.60 / Subjects --- p.62 / Procedure --- p.63 / Statistical Analyses --- p.64 / Chapter IV --- RESULTS --- p.68 / Chapter V --- DISCUSSION AND CONCLUSION --- p.100 / Limitations and Suggestions --- p.112 / Conclusion --- p.113 / REFERENCES --- p.117 / APPENDICES / Chapter A. --- Physical Self Description Questionnaire --- p.125 / Chapter B. --- Goal Orientations Inventory --- p.128 / Chapter C. --- Sport Participating Motivation Inventory --- p.129

This study investigates different factors related to master's degree graduates 1965-1976 in Physical Education at North Texas State University in order to gain information about the master's degree program's relevance to the subsequent career. The findings of the study support the following conclusions: 1. Approximately two-thirds of the graduates thought the program had satisfactorily prepared them for their current positions. 2. Seventy per cent of the graduates suggested there should be a core of courses required in the master's degree program in physical education. The courses most often included in the responses regarding core courses were Research Perspective in Physical Education, Thesis, Mechanical Analysis of Motor Skills, Professional Preparation in Physical Education, Administrative Problems in Physical Education, and Testing in Physical Education. 3. The greatest strengths of the master's degree program in physical education at North Texas State University as reported by the graduates were faculty, research work for students, teaching resources and courses available. 4. The greatest weakness of the master's degree program in physical education at North Texas State University as indicated by the graduates was availability of facilities. 5. The majority of the graduates suggested the following: candidates should be free to select a variety of courses, should have the opportunity to select a specialized track, candidates should be involved in the procedures for preparation of degree plan, should increase physical education facilities and equipment, and should supplement the library in the department in order to facilitate research of relevant periodicals and journals.

Leung, Fung Lin Elean. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 128-157). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.