A survey of the physical education programs for high school girls near Denton, Texas to determine the extent of compliance with state law for physical education, the facilities for the program, training of the teachers, type of physical education program, and teaching load of physical education teachers.

Therefore, the purpose of this study was to determine the attitudes held by physical education teachers towards the implementation of Title IX with particular emphasis on coeducational physical education. In addition to the original issue, the following sub-problems were established: (1) To determine if a significant difference in attitudes towards the implementation of coeducational physical education existed between junior high (or middle school) and senior high school physical education teachers.; (2) To determine if a significant difference in attitudes towards the implementation of coeducational physical education existed between male and female physical education teachers.; (3) To determine if a significant difference in attitudes towards the implementation of coeducational physical education can be attributed to teachers with varying years of experience.

No description available.

The purpose of this study was to make a comparative investigation of certain phases of the physical-education status of eighth-grade boys in the Travis Junior High School, Harlingen, Texas, for the 1948-1949 school session.

The investigator made a study of the literature pertaining to the areas of health education, physical education and recreation that is available to students and to faculty members in the class B, A, and AA senior high school libraries of Texas during the school year 1949-1950.

The purpose of this study is to make an evaluation of the physical education program and facilities in the secondary schools of District 10AA of the Texas Interscholastic League, comprising six counties in North-central Texas. The general scope of the problem is to determine how effectively the high schools of this district are conforming to certain standards for physical education as formulated by recognized authorities in the field and as outlined in courses of study issued by the Texas State Department of Education.

The purpose of this study is to develop plans for a program in health education, physical education and intramural sports for boys in the West Columbia High School, West Columbia, Texas.

During the past few decades, the sport industry has experienced immense pressure to commercialise its operations and conform to traditional business practices (Chadwick 2009:191). With this evolution from a pure leisure activity to a multimillion dollar industry, it has become evident that the unique characteristics and deeply rooted historical culture of sport pose significant challenges for the sport manager during the process of commercialisation and the application of strategic management. The aim of this study was to analyse the current business environment of Cycling South Africa (CyclingSA) in such a way that the factors in the micro-environment, market environment and macro-environment that impact on the organisation‟s strategic decisions could be identified. The results should allow sport organisations to engage more effectively in strategic management by focusing on factors that influence the sport organisation‟s business environment in particular. A survey of CyclingSA members‟ perceptions of the organisation‟s current effectiveness in the business environment revealed a strong focus on financial and marketing elements. The study also found that factors such as loyalty programmes, talent identification and sport science support, safety in the physical environment, antidoping regulations, transformation and black economic empowerment and environmental friendly practices play a key role in CyclingSA‟s business environment. It is evident from the study that sport organisations, with specific reference to CyclingSA, should engage in strategic management by adapting traditional business principles to suit each organisation‟s unique needs. / Business Management / M. Comm.(Business Management)

Die bestuursverantwoordelikhede van die skoolhoo ten opsigte van skoolsport is vanuit 'n juridies-opvoedkundige perspektief ondersoek. Sport is eerstens in 'n opvoed­ kundige perspektief geplaas en daar is onder andere gewys op die plek van sport binne die onderwysstelsel en die waarde van sport vir die kind as opvoedeling. Daarna is vanuit 'n bestuursperspektiebesin oar aangeleenthede wat verband hou met skoolsport, met besondere verwysing na die bestuurstake van die skoolhoof. Die navorsing behels oak 'n bespreking van relevante juridiese aspekte en die implikasies daarvan vir skoolbestuur. In die lig van die navorsing is riglyne neergelen aanbevelings gemaak wat grater doeltreffendheid vir die bestuur van skoolsport tot gevolg sal h . / The managerial responsibilities of the headmaster with regard to sport in schools have been examined from a juridical educational point-of-view. Firstly sport is viewed from an inter alia, its educational perspective in order to show, place and value to the child within the educational system. Secondly sport is considered from a managerial perspective in order to consider managerial responsibilities regarding school sports with special reference to the headmaster as manager of the shcool. Thirdly this research contains a discourse of relevant juridical aspects, and their implications regarding school management vis-a-vis the headmaster. In consequence, this research has led to guidelines and recommendations which should enable a headmaster to effect a more efficient system of management with regard to school sports. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The tendency to use adventure-based training as an intervention medium for the improvement of the self-concept has grown rapidly over the past few years. However, research results on the effect of adventure-based training on participants' self-concepts are very contradictory. Some studies revealed significant positive improvements, while others revealed no significant differences in pre- and post-measures. The effect of adventure training on the self-concept in the military context has so far not yet been investigated in South Africa. A sound self-concept is of critical importance to young career officers, as it enables them to function with self-confidence in both their work environment and their community roles. They enter the military environment as late adolescents, which implies that the successful mastering of specific developmental tasks such as the formation of identity or self-concept, is a prerequisite for their dynamic functioning in the world of work. The aim of this study was to determine whether adventure training can indeed be utilised to enhance the self-concepts and self-efficacy of young career officers in the South African National Defence Force. A quasi-experimental design with a pre-test, post-test and post-post-test was used to determine the effect of a Ropes Course Development Programme on the self-concepts of young career officers. Subjects for the experimental group were selected from the young career officer population at the Military Academy (n=33) and subjects for the control group were selected from the young career officer population at the SA Army Gymnasium (n=32). Two measuring instruments were administered, during three time intervals, namely the Self-description Questionnaire III and the General Self-efficacy Scale. From the results it can be concluded that the control group did not change much during the eight-week-period of the study. Only three significant withingroup changes occurred, namely in the scores of the mathematical skills selfconcept sub-scale, in the scores of the total academic self-concept and the GSE scale. All three measurements showed a significant increase for the pretest to post-post-test time interval. The experimental group showed a number of changes between pre-test and post-test, as well as pre- and post-test to post-post-test time intervals. The SOOIII sub-scales with declining scores were the participants' self-concept regarding their verbal skills (post- to post-post-test) and academic ability (preand post-test to post-post-test). The total academic self-concept score was also significantly lower from post-test to post-post-test measurement. Scores that were positively affected over time were their self-concepts regarding their relations with parents (for pre-test to post-test), religion (for pre-test to posttest and maintained to post-post- test), the total non-academic self-concept (pre- to post-test) and the total general self-concept score (from pre- to posttest). The experimental group did not change with regard to their GSE scores. The most evident between-group differences were observed during the postpost- test on the verbal skills, academic ability, and total academic selfconcept scores (control group> experimental group), and relations with same sex self-concept scores (experimental group> control group). A significant relationship between the total SOOIII score and the GSE scale over the three time periods was observed. Highly significant r-values were obtained for both groups on all but one measurement. The final conclusion is that the Ropes Course Development Programme was not an effective intervention medium to enhance the self-concepts and selfefficacy of young career officers. There is still a need for scientific research to motivate adventure-based programmes as training intervention in the South African military context. / AFRIKAANSE OPSOMMING: Die neiging om avontuurgerigte opleiding as ingreep vir die ontwikkeling van die selfkonsep te gebruik, het die afgelope paar jaar ingrypend toegeneem. Navorsingsresultate rakende die invloed van avontuurgerigte opleiding op deelnemers se selfkonsepte is egter teenstrydig. Sekere studies het beduidende positiewe verbeteringe aangedui, terwyl ander weer geen beduidende verskille in voor- en na-toetse getoon het nie. Die uitwerking van avontuuropleiding op die selfkonsep, is tot dusver nie binne militêre konteks in Suid-Afrika ondersoek nie. 'n Positiewe selfkonsep is van kritiese belang vir jong beroepsoffisiere, aangesien dit hulle bemagtig om met selfvertroue in sowel hul werksomgewing as hul gemeenskapsrolle te funksioneer. Hulle betree die militêre omgewing tydens adolessensie, wat impliseer dat die suksesvolle bemeestering van bepaalde ontwikkelingstake soos identiteitsvorming of die vorming van 'n selfkonsep 'n voorvereiste is om effektief in die werksomgewing te funksioneer. Die doel van hierdie studie was om te bepaal of avontuurgerigte opleiding wel gebruik kan word om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere in die Suid-Afrikaanse Nasionale Weermag te bevorder. 'n Kwasi-eksperimentele ontwerp met 'n voortoets, na-toets en na-na-toets is gebruik om die invloed van 'n Toubaan Ontwikkelingsprogram op die selfkonsep en selfdoeltreffendheid van die jong beroepsoffisiere te bepaal. Proefpersone vir die eksperimentele groep is geselekteer vanuit die groep jong beroepsoffisiere by die Militêre Akademie (n=33) en proefpersone vir die kontrolegroep is vanuit die jong beroepsoffisierpopulasie by die SA Leërgimnasium geselekteer (n=32). Twee meetinstrumente is tydens drie geleenthede geadministreer, naamlik die "Self-description Questionnaire III" (SDQIII) en die General Self-efficacy Scale (GSE). Van die resultate kan afgelei word dat die kontrolegroep nie veel verander het tydens die agt weke periode van die studie nie. Slegs drie beduidende binne- groep veranderinge het plaasgevind, naamlik in die wiskundige vaardigheid selfkonsep subskaal, in die totale akademiese selfkonsep en die Algemene Selfdoeltreffendheidtelling. AI drie tellings dui op 'n beduidende toename vir die voor-toets tot na-na-toets tydsinterval. Die eksperimentele groep het 'n beduidende aantal veranderinge getoon tussen voor- en na-toets, sowel as voor- en na-na-toets. Die SDQIII subskale wat 'n afname in tellings getoon het, was die deelnemers se selfkonsepte aangaande hulle verbale vaardighede (na-toets tot na-na-toets) en akademiese vaardigheid (voor en na-toets tot na-na-toets). Die totale akademiese selfkonseptelling was ook beduidend laer tussen die na-toets en na-na-toets meting. Tellings wat positief oor tyd beïnvloed was, was hulle selfkonsepte ten opsigte van verhoudings met ouers (vir voor-toets tot natoets, godsdiens (vir voortoets tot na-toets en in stand gehou tot na-na-toets), die totale nie-akademiese selfkonsep (voor- tot na-toets) en die totale algemene selfkonseptelling (van voor- tot na-toets). Die eksperimentele groep het nie ten opsigte van hulle GSE tellings verskil nie. Die mees klaarblyklike tussen-groep verskille in tellings is waargeneem tydens die na-na-toets met betrekking tot verbale vaardighede, akademiese vermoë, en totale akademiese selfkonseptellings (kontrole groep > eksperimentele groep) en selfkonsep betreffende verhoudinge met dieselfde geslag (eksperimentele groep> kontrole groep). 'n Betekenisvolle verband tussen die SDQIII en die GSE skale is oor die drie tydperke heen waargeneem. Hoogs beduidende r-waardes is vir albei groepe op alle metings waargeneem, met die uitsondering van een meting. Die finale bevinding dui daarop dat die Toubaan Ontwikkelingsprogram nie 'n effektiewe ingreep was om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere te verbeter nie. Daar bly dus steeds 'n behoefte aan wetenskaplik gefundeerde navorsing om die waarde van avontuurgerigte opleidingsprogramme in die Suid-Afrikaanse militêre konteks te motiveer.