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  • All fields: girls
(224 results)



Display: 20

    • Page 17

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    • 11 short-term improvement in their experimental group. After one year the experimental group continued to outperform the control group (Iseman, 2011). As beneficial as this strategy was for the experimental group, its efficacy is still only...
    • Page 22

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    • 16 these ages to show what negative effects may be in the future if changes are not made by eighth grade PE. At age seven, girls are outspoken and not afraid to debate. Girls at ten to eleven become a little less willing to reveal their opinions...
    • Page 8

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    • 2 ensures each level of student feels safe, happy and successful at their ability level. Differentiated instruction in a whole-group setting does not have to add to the burdens of a regular classroom. Rather, it can bring fun and excitement to...
    • Page 27

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    • 21 together is also a good tool. Those working on losing weight stay together or those that need smaller weights work together. Those more experienced in each category may work with a new student for a week until they feel comfortable on all...
    • Page 29

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    • 23 may be in a wheel chair and throw from a sitting position; others may not be able to kick and, therefore, use a modified stick to kick. This allows all students to participate in some way and enjoy fitness at their level. Team sports may not be...
    • Page 31

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    • 25 fitness plan for themselves and their families. This literature showed that when students enjoy an activity, no matter the activity, they developed a more active lifestyle. Differentiated instruction will help students individually increase...
    • Page 32

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    • 26 Chapter 3 Methodology The purpose of this research was to investigate a differentiated physical education, (PE) curriculum developed to build self-esteem and self-image in eighth grade girls. The curriculum was designed to ensure the success of...
    • Page 33

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    • 27 students also had PE classes; this meant girls had physical education twice in their regular schedule. This middle school had seven hundred and seventy-eight students at the end of the 2011-2012 school year; three hundred ninety-three of those...
    • Page 9

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    • 3 Chou W.L & Wen W.L, 2009). When students are compared to their peers in fitness activities it may make some students feel uncomfortable and therefore they may not have a positive experience. Any negative perceived experience may affect student...
    • Page 38

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    • 32 Step 6. Participants were taken into the weight room and trained on the weight machines. As the semester progressed all students were trained to use all machines and free weights in the weight room. This technique made it possible for students...
    • Page 41

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    • 35 appropriate workout. Using this method of timing, students are able to increase individual aerobic endurance while not worrying about other runners. This puts smiles on their faces and pride in their hearts to accomplish something they could not...
    • Page 42

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    • 36 become very familiar with the techniques used for measurement. This helped in keeping anxiety levels to a minimum. Students were given the sit-up and the push-up tests during one class period. In the next class period, participants were tested...
    • Page 44

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    • 37 structure and in thought. Writing was evaluated by the emergence of the sentence patterns more consistently used by student writers as seen in multiple essays; also, students’ feelings of confidence were taken into account by verbal feedback....
    • Page 10

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    • 4 develops well socially during these years, she is unlikely to experience low self-esteem, has reduced probability of engaging in health damaging behaviors, and is more likely to develop into a self-confident, self-affirming, healthy citizen...
    • Page 47

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    • 41 This left space where the instructor could make comments (see Appendix D). The instructor used the Excel worksheet to organize data in a graph that could be viewed more effectively. After pre and post-assessments scores were placed on the...
    • Page 48

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    • 42 Chapter 4 Results The purpose of this study was to examine the effects of differentiated instruction in two eighth grade girl’s physical education, (PE) classes. Using a quasi-experimental design, the researcher examined four areas of physical...
    • Page 49

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    • 43 Table 1 shows the total scores for all strength area assessments. Assessments were given ten weeks apart and completed at the same time of day and in the same order and procedure. All strength areas showed marked improvements with pull-ups being...
    • Page 11

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    • 5 participants the necessary tools through lessons and experience to be able to maintain a strong self-image and desire to be physically fit throughout their lives. Each student will focus on building or maintaining her own “self.” Lessons will be...

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