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  • All fields: Physical
(776 results)



Display: 20

    • 1910, page 14

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    • 14 be taught in these meetings, the necessity of honesty, virtue, temperance and upright attitude in all walks of life is inculcated and emphasized as the fundamentals to success in life. Besides the ethical training received, the students have...
    • 1905, page 21

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    • 21 STATE NORMAL SCHOOL. Fifth Year. First Half. Second Half. Physical Education 1 and 2 2 2 Elective 3 3 History of Education 3 Pedagogy …………………………. 3 Special Methods 5 5 Training………………………….. 4 4 ...
    • Page 73

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    • 67 Unexpected Findings One finding was the fact that some of our participants were so small in stature and physical development the school had to purchase smaller weights for them to complete their assigned exercises. Students weighing just...
    • 1905, page 22

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    • 2$ SOUTHERN BRANCH. KINDERGARTEN-NORMAL COURSE. The first three years of this course are the same as the first three years of the Normal Course. Fourth Year. First Half. Second Half. Art……………………………….. 2 ...
    • Page 74

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    • 68 of these areas. Students were allowed to weigh themselves in the weight room as they wished. At the beginning of the quarter, girls would only weigh if they were alone and there was no possibility of anyone coming over seeing how much they...
    • Page 50

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    • 46 INCLUSION: IN SERVICE TRAINING References Ammer, J.J. (1984). The mechanics of mainstreaming: considering the regular educators’ perspective. Remedial and Special Education, 5(6), 15-­‐20. Blenk, K., & Fine, D.L. (1995). Making school inclusion wo...
    • Page 75

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    • 69 physical fitness was presented and enjoyed. The implications of this research showed that if physical educators utilized differentiated instruction strategies and adjust old age attitudes and grading styles students will respond positively....
    • Page 76

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    • 70 Chapter 6 Reflection I have taught special education for seventeen years. When I began to teach physical education, I found that some of my students did not share my love for fitness. When I was middle school age, I loved every day that I was...
    • Page 13

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 10 and “the ‘gap’ between performance requirements and an individuals’ maximal abilities” (Koutedakis et al., 1996, p. 106). While the elements of dance incorporate physical and athletic attributes,...
    • Page 77

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    • 71 stating that we have a society that has evolved into a sedentary one. And as educators, I feel it is our responsibility to adjust and teach students the importance of fitness, that it can be enjoyable, and that there are an infinite amount of...
    • Page 6

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    • Field Testing as Short Term Predictors of Performance (Jacoby, 2009, p. 39). In order find out if a participant has the right athletic abilities for a particular event, the coach may use field tests in place of the more technical event (Baechle &...
    • Page 41

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    • Girls and Relational Aggression 37 Overwhelmingly, the girls agreed that when a girl was mean and used forms of relational aggression against them they usually ignored them. Coping with relational aggression was reported as difficult for most...
    • Page 15

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 12 skills, improvements in sports performance, and increases in bone mineral densities (Baechle & Earle, 2008; Faigenbaum et al., 2009). Among dancers, strength training has been found to improve...
    • Page 79

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    • 73 and the bottom of the scale is equally important. All students are taken into consideration when decisions about activities are made and lessons developed. I did this research to become a better teacher. I believe the day a teacher stops...
    • Page 55

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    • 51 INCLUSION: IN SERVICE TRAINING identified child in my room… I alter the physical room arrangement to accommodate for different learning needs… I teach to the individual learning needs of a disabled student… I individualize instruction and/or...
    • Page 80

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    • 74 REFERENCES Bal'sevich, V. K. (2005). Physical education in the schools. Russian Educational and Society, 47(2), 82-91. Catelli, L. C. (n.d.). (2011). The bottom of the ninth: Girls, physical education, and literature. Informally published...
    • Page 43

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    • Girls and Relational Aggression 39 References Bremer, C., & Smith, J. (2004). Teaching social skills. Information Brief, 3(5). Crick, N., Casas, J., & Mosher, M. (1999). Relational and overt aggression in preschool. Developmental Psychology, 33(4),...
    • Page 81

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    • 75 incorporated into health and physical education classes. Journal of Nursing Research, 17(4), 233-239. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19955879. Li, W. L., Rukavins, P. B. R., Sutherland, S. S., Insook, K. I., & Shen, B. S....
    • Page 37

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    • THE WORD ANASAZI CHILDS - 37 The next section, on the Power of Language and Communication in Cultures showed evidence that the word Anasazi is considered racial, offensive, and it does show signs of prejudice. The word Anasazi which means...
    • Page 44

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    • Girls and Relational Aggression 40 Pediatrics, 126(2), 298-305 Kawabata, Y., & Crick, N. (2011). The antecedents of friendship in moderately diverse classrooms; social preference, social impact, and social behavior. International Journal of...

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