This study provides the first comparison of weight selection attempt strategies used by powerlifters competing at the international level. We observed attempts selected by elite male and female classic powerlifters and compared weight selection attempts between sexes. Male (n = 66) and female (n = 43) powerlifters who completed all lifts successfully at an International Powerlifting Federation Classic World Championship between 2012-2019 were included in the analysis. We calculated the percentage weight increase from first attempts (A1) to second attempts (A2) and from A2 to third attempts (A3). For purposes of comparison, A1 values were expressed as a percentage of A3 values. We calculated non-parametric statistics with effect sizes for between and within-group comparisons. Relative to A3, males selected greater A1s compared to females for bench press (η2 = 0.16; p = 0.004) and deadlift (η2 = 0.06; p = 0.036) for each lift. Alternatively, females selected greater A1 to A2 and A2 to A3 progressions for bench press (η2 = 0.06; p = 0.026; η2 = 0.21; p = 0.005, respectively), and A2 to A3 for deadlift (η2 = 0.04; p = 0.035) compared to males. Within-group comparisons showed that males selected greater A1s on bench press compared to deadlift (η2 = 0.06; p = 0.046), whereas females selected greater A1s on squat compared to deadlift (η2 = 0.13; p = 0.038) relative to A3. Males also selected greater A2 to A3 progressions on deadlift compared to bench press (η2 = 0.10; p = 0.044), whereas females selected greater A2 to A3 progressions for bench press (η2 = 0.15; p = 0.039) and deadlift compared to squat (η2 = 0.10; p = 0.041). In conclusion, selecting an opener of ∼91% of the expected A3 weight, followed by ∼5% increase from A1 to A2, and ∼3% increase from A2 to A3 represent the typical weight selection attempts used across lifts by elite classic powerlifters competing in the World Championships. The results of this study provide novel insight into the weight selection attempts of elite classic powerlifters.

In a territorial population of pronghorn from Antelope Island, UT, interaction between male dominance and territory defense was examined. High-ranking males were more likely to defend territories. Closely ranked animals engaged in more dominance interactions than distantly ranked individuals, and middle-ranked animals were involved in disproportionately more interactions than either high- or low-ranking animals. Large males possessed large horns and prongs as well as small cheek patches. Results from a factor analysis suggested that large males defended territories with a high density of sage. However, in this study, we did not observe pronghorn feed on sage during the territorial season. Though male pronghorn practiced resource defense polygyny, large, dominant males did not defend territories with a high density of green vegetation or green forbs. Large males appeared to defend territories with low visibility. In 1996, intruders entered areas that contained females throughout the territorial season. During the next year, highly visible, small territories received the most intrusions. Together, these observations suggest defense of tactical locations. Defending a tactical location may help females avoid harassment and males hide the presence of females. Different populations of pronghorn practice different mating systems. To understand this variation, we examined the behavior patterns/rates of individual territorial and bachelor males. The highest rates of activity and behavior patterns occurred in March/April and in September. Territorial males cheek rubbed at a higher rate than bachelors. Territorial males were more active and SPUD (sniff, paw, urinate, and defecate) marked at a higher rate than bachelor males in 1996. After the formation of a bachelor herd in 1997, bachelor males showed higher rates of male-male interactions than territorial males. Territorial males maintained the same activity and behavioral rates in the presence and absence of females. Dispersion pattern of scent marks was more clumped in the presence of females. These findings suggest cheek rubs function more as a space-claiming behavior while SPUD marking is more strongly associated with male-male interactions. Comparison to male behavior in nonterritorial populations indicates that the behavioral mechanisms are present in all populations to accommodate shifts in social systems.

Placemaking is a collaborative approach to redesigning spaces into places that improve their community value. Placemaking practices claim to be quick and easy to implement which is true in comparison to government level plans and policies but do not appear quick at an individual level. Tactical urbanism tackles the problem of slow change with a bottom up process that allows for fast changes to urban environments that can be conducted at an individual level. The spaces addressed by tactical urbanism are spaces that do not work to their intended use; they are underused, empty, or unmaintained. These spaces can vary in size and type. They can exist within a timeframe that is shorter than a change can occur from a quick placemaking practice hence why tactical urbanism becomes the appropriate response. Many of these places require responsive and swift action if they are sought to be improved. The spaces and designs that are tandem often have lasting positive effects in their communities. Concepts from cosmopolitics will be tied with placemaking principles to see if they are able to enhance and bring another element to tactical urbanism. The combination of these elements will aim to create care in relationships between humans and place. This report will explore how placemaking principles, cosmopolitics and tactical urbanismcan be used to create meaning and sustainabilityin spaces making them great places. Experimental interventions are used to put these concepts into practice. The interventions are focused at several locations around Linnaeus University campus.

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Public space, where ordinary situations and everyday life takes place, is a concept that has gone from being ignored to becoming the core of urban development. As the interest of public space is increasing, so does the critique. A critique that in Kista criticizes public space for being neglected, segregated and scary. Nevertheless, Kista is standing before several urban renewal projects aiming to be a place of mixed functions and vibrancy. However, these projects are both time-consuming and complex and will not be able to address the issues within the nearest future. By introducing temporary use of public space, ideals such as placemaking and temporary urbanism may deal with the amount of time being consumed during the planning processes of formulation, approval, adaption and implementation. It is done so by activating space through meanwhile usage. By studying places, functions and actors in Kista, the aim is to develop a method to initiate and implement the concept of temporary use of space, in accordance to the Swedish planning system. Through a literature review, a city’s function is being analyzed, definitions of public space identified and urbans ideals/ theories explored. Furthermore, two urban renewal projects are being studied, where strategic structures of how to develop temporary initiatives is analyzed. From the literature review follows a case study where interviews and observations are being conducted to gain local knowledge and professional expertise. There are both general drivers and specific features found in Kista arguing for temporary use of space, which results in a strategy and a process. The strategy is of a comprehensive approach aiming to initiate the concept of temporary use while the process is about how to implement temporary activities. To initiate and implement temporary use of space several strategic structures are suggested. The study suggests an early implementation within a larger urban renewal project, developed together with a vision and municipal plan and program. The method should be of a top-down structure, led by Kista Science City and developed by the City of Stockholm and real estate developers in Kista. The community should act as co-creators during the development and implementation of temporary activities. Space chosen for temporary used should be done so with care, in relation to knowledge of what attracts people and preconditions in Kista. The structure of the process needs to be dynamic, giving room for changes and improvements.

The main subject matter of this thesis is to design a renewal strategy and revitalization of the Jewish quarter in Třebíč. Even though it has recently been filed on a prestigeous list of UNESCO heritage sites and the town has seen significant effort in the direction of its renewal, this quarter still has some drawbacks. One of the problems observed is the inadequate technical condition of considerable number of buildings, while other is the insufficient usage of public areas. One can still notice the stigma of a socially excluded and a dangerous district. These traits are most evident in the immediate vicinity of the Subak’s factory. Main goal of this work is to coin an identity change of this site and transform it into an attractive and safe place, unique for its history and atmosphere – a quarter suitable for long-term residence as well as short-term visit. In achieving these goals, methods of tactical urbanism have been employed in the form of public space intervention and then a long-term visions are proposed in the form of the design of new functions at the site and a reconstruction of the formerly torn down historical buildings. A very important aspect of the proposed solution is the preservation of the historical urbanistic structure of the quarter and a respect for contemporary requirements laid on modern functions of a residential area at the same time.

There is a growing interest of flexibility in urban plans, both within the planning profession but also by private investors. The collective idea, both among planners and literature, is that the urban is under a constant transformation. Further, flexibility in planning could be found as key of keeping updated to this constant development. Through the theories of temporary and tactical urbanism the positive and negative aspects of flexibility will be discussed and explored. The combination of literature analysis and interviews has formed the basis for creating an understanding how the practical field and literature interprets flexibility in a transforming era in Sweden. According to literature and interviews, this study has shown that flexibility within the regulations of the detailed development plan is key for cities to adapt to new circumstances.

The history of association soccer dates back to the 1800's, and all indications are that prospects for the female athlete was scarce in all sports. The researcher has arranged an environment where young females can train with males in a soccer setting that has all the necessary elements for the athletes to learn, improve and compete with their own gender as well as opposite gender. The female group has been noticeable underachievers in this sport and is not aware of their potential. The research methodology is ethnographic in nature and study could easily be related to a traditional way to learn and develop in this sport. The method stresses the importance of reproducing procedures that were taught to the researcher. The employment of this method was to provide motivation and additional teaching resources to assist and enhance development of the research participant's potential. This was an ethnographic endeavor that accumulated several sources of data on 13 elite male and female athletes. Based on the data collected interpretations were made regarding their perceptions of the opposite gender. Ethnography was combined with descriptive statistics and employed to elicit and compile the data in the soccer specific testing components and the interviews. Merging techniques of observation (participant observation), field notes, video analysis, individual and group interviews were the sources of rich information for the researcher. This was a practical approach to bring out or discover any overt or covert trends, and to determine what possible barriers to learning would limit and reduce participation in the sport of soccer. The theoretical nature of the research, formal sociology is very much related to observational methods, choosing to gather data in a controlled and organized approach. The researcher's decision to tape the interview process and his preference to videotape events would thereby collect a complete and accurate account of the training progression subject matter. The results in the soccer specific testing indicated that the males were generally faster on sprint runs and had more endurance on the distance runs. However, a few of the females did better some of the males' scores in the aerobic and anaerobic events. The technical and tactical data indicated a slight improvement for the females when comparing pre and posttest results. Once more, the males were more advanced than the females. The psychological data showed the females progressed on the posttest scores. However, there was no overall male domination on the 20 categories. There are different areas on the inventory where females scored higher and other areas where the males would top the females. The interviews provided some enlightening information that confirmed aspects of male domination exist in sport and the feminist's role in sport as bringing attention to many gender issues, the positive and negative aspects of education and sport, the goals and motivation to participate in sport. Finally, the contrasting viewpoints between the American adolescent in this study and the English adolescent in Flintoff's (1993) dissertation and Flintoff and Scraton's (2001) study on physical education and gender issues. The most important finding was that learning had occurred in the training milieu. Learning was accomplished through the males' ability to facilitate the dynamics of attention and discipline required throughout the training sessions that were offered. The soccer specific test results indicated a much more motivated female group and the females' spring season was very successful; the team went undefeated in all competitions. The males in the study began to shed the superior attitude to one of more respect and tolerance of their female counterparts. The female differs emotionally from the male as the interview data illustrated and the co-education environment was both positive and productive, but there are limits to the inclusion of the female gender in the male training sessions. More planning would be necessary to assure that both groups develop. The study not only provided training and testing, but also made the participants more aware of many gender issues and how the research attempted to bridge the gap in sport between the sexes. If adopted, the psychological data could mean major benefits for the player who wants to know exactly what their strengths and weaknesses are; and when actions of strength are required and the capacity to work on weaknesses.

Students benefit from positive sport experiences in physical education. If designed well, sport provides a social avenue for physical activity and strengthens student achievement in psychomotor (e.g., motor skill), cognitive (e.g., decision-making), and affective (e.g., personal and social responsibility) learning domains. Unfortunately, not all students receive quality sport instruction and many students fail to have positive sport experiences in physical education. The Tactical Games Model (TGM, Griffin, Mitchell, & Oslin, 1997) is an instructional model focused on improving student sport experiences. As a constructivist approach to teaching and learning sport, TGM reshapes sport lessons to allow students to experience small-sided games (Game 1), think critically about games playing (Q & A), practice aspects of playing (Situated Practice), and show improvement in games playing (Game 2). TGM literature includes practitioner reports about involvement (Berkowitz, 1996) and findings that show measures of game performance (e.g., skill execution, decision-making) during a TGM sport unit (Allison & Thorpe, 1997; Turner & Martinek, 1999). Limited data is available to explain how the constructivist nature of TGM influences motivation (Griffin & Patton, 2005; Rink, 2001). The purpose of this qualitative study was to examine motivation using situational interest theory (Chen, Darst, & Pangrazi, 1999; Mitchell, 1993) to interpret participant – learning situation (Game 1, Q & A, Practice, and Game 2) experiences during an eight-day TGM Ultimate Frisbee unit. The researcher acted as teacher-researcher and participants were 15 fifth graders (assigned to heterogeneous teams) and Mia, the regular physical education teacher and participant-observer. Data were collected using surveys, learning situation questionnaires, interviews, and systematic observations using the Game Performance Assessment Instrument (GPAI, Oslin, Mitchell, & Griffin, 1998). Data analysis incorporated open and axial coding (Strauss & Corbin, 1998), theoretical comparisons (Strauss & Corbin, 1998), and concept mapping (Rossman & Rallis, 2003). Findings show that participants‟: (a) participated in daily lessons regardless of gender, goal orientation, skill/effort level, and personal interest in Ultimate, (b) were excited to play games (Game 1, Game 2) because they wanted to move, liked Ultimate, and/or wanted to assess skills/playing, (c) required challenging conditions, positive competition, and/or individual/team success in order to have a positive participant-games playing experience, (d) entered Q & A and Practice expecting to learn something new, (e) stayed interested in Q & A if they received answers, learned facts/rules, and/or felt the discussion helped team, (f) remained involved in Practice if team worked well, task was fun, and/or they learned skill/strategy, and (g) perceived improvements in games playing (e.g., throwing). Mia concluded that participants: (a) were motivated to play, (b) were involved in the different learning situations, and (c) improved games playing during the unit. GPAI scores confirmed that participants‟ improved at least one area of game performance (e.g., skill execution-passing) between Day 3 (week 1) and Day 7 (week 2).

The Tactical Games Model (TGM) is an instructional model in which the primary assumption is to facilitate students' tactical understanding of games (i.e., response-selection and execution processes). Additionally, there is speculation that tactical understanding of one game transfers to other tactically similar games (Mitchell, Oslin & Griffin, 2006, p. 20). Limited research has been conducted regarding student response selection processes, problem representations, knowledge base development, or transfer of learning in this model. Griffin and Patton (2005) called for examination of TGM through an information processing lens. Examining action, condition, and goal responses of novice physical education students could provide significant insight to students' improved game performance. Also, examining students' engagement in particular tactical problems across diverse activities in a single game category could provide insight into how and which knowledge structures transfer. The purpose of this study was to examine fifth-grade students' tactical understanding and decision-making in a net/wall unit. A second purpose was to analyze the transfer of knowledge structures across the unit. Participants included an elementary school physical educator and purposively selected students (n=16; M=8, F=8) from a fifth-grade physical education class (N=50) at a suburban elementary school in the northeastern United States. Appropriate permission was obtained from the university's Institutional Review Board. The unit consisted of 20 lessons (50 minute classes). Select students remained in a cohort, participating with and against each other throughout the unit. Data was collected using multiple sources: (a) game performance (pre-post-unit), (b) situational knowledge quiz (pre-post-unit), (c) formal, semi-structured teacher interviews/written response to structured questions (pre-post-unit), (d) descriptive field notes, (e) video-taped and audio-taped teacher/student performances, (f) student think-aloud reports during the second game of each lesson (McPherson & Thomas, 1989), and (g) student focus group interviews (post-unit). Interviews were transcribed, open, axial, and selectively coded, then triangulated to develop categories. Situational quizzes, verbal recall data, and focus group interviews were micro-analyzed using a protocol analysis developed by McPherson and Thomas (1989) to examine action, condition, and goal orientations of students. Video taped game performances were analyzed using the Game Performance Assessment Instrument (Griffin, Mitchell, & Oslin, 1997). Results contribute to the empirical support for TGM, as well as contribute to what is known about knowledge structure development and transfer of learning for 5th grade novice games players.