Teacher attitudes and the emotionally-behaviourally disordered middle school student

Inclusionary practices prescribe that chl1dren, regardless of exceptional1ty shall benef1t from receiv1ng educational serv1ce 1n the context of the regular class sett1ng. The result1ng el1minat1on of separate spec1al classes could be v1ewed as an econom1c advantage. In point of fact, many school boards and d1str1cts 1n both Canada and the United States are mov1ng towards 1mplementat1on of inclusionary practice, possibly for the above stated reason. Regardless, 1nclusion as 1t relates to the emot1onally/behav1ourally disordered youth in our school systems may not be successful. Regular educat ion teachers may not be prepared profess1onally or personally to deal w1th this very special student population. Th1s study focused on teacher attitude 1n this regard. As well, poss1ble factors that may lead to successful 1nclusion of these students are examined. Of these, teacher exper1ence, educat10n spec1f1c to the d1sab1l1ty of emot1onal/behavioural d1sordered comb1ned w1th teacher self-perception of success appear to hold the greatest promise. In view of these findings, recommendat1ons are made for professional pract1ce and future research d1rect1ons.

The influence of physical activity behaviour on the relationship between motor proficiency and body composition in children

There is an emerging awareness that children with poor motor abilities are at particular risk for overweight. This cross-sectional study examined the influence of physical activity behaviour on the relationship between motor proficiency and body composition. Participants were 1287 (646 males, 641 females) Grade 6 students in the Physical Health Activity Study project. Height, weight, waist girth, and motor proficiency (Bruininks-Oseretsky Test of Motor Performance BOTMP-SF) were assessed. Physical activity behaviours were also evaluated with a multifaceted approach and reported for school-based, non-school based physical activity, free-time play, and sedentary activities (Participation Questionnaire), and leisure time exercise (Godin-Shephard Leisure Time Exercise Questionnaire GS). Overweight was defined by BMI scores: boys :::20.6-21.2 and <25.1-26.0; girls: ::: 20.7-21.7and <25.4-26.7 and obesity was defined as: boys:::: 25.1-26.0; girls: :::25.4-26.7. Children were classified as case group (CG,::; 10% on BOTMP-SF), borderline case group (BC, > 10% to ::; 20% on BOTMP-SF) or non-case group. Analyses of variance (ANOVAs) uncovered a significant difference in overweight and obesity between the case group and non-case group. Normal-weight children reported higher participation in organized school-sports (intra-mural and inter-school teams). The CG reported significantly lower participation in school sports teams and lower GS results, with a trend towards lower participation in all active pursuits. They also reported a significantly higher duration of television watching and book reading. There were no significant differences between motor proficiency groups by gender, age, nonschool sports, or free-time activity. Multivariate ordinal logistic regression analysis showed that the case group was 10.9 times more likely to be overweight/obese than their peers. No single aspect of physical activity was able to explain the difference in odds ratios for the motor proficiency groups. However, for the entire cohort, children who participated in more organized school sports were less likely to be overweight/obese. These findings confirm that children with low motor proficiency are at significant risk of developing overweight. It is evident that these children have generally attenuated activity levels and heightened levels of sedentary pursuits. School-based activities appear particularly limited, and are the one area where children have near autonomy in their decision to pursue active opportunities. The promotion of school-based programs, specifically intramural sports may be an important aspect in increasing children's overall activity levels. It is also essential to consider the needs of those children with low motor proficiency when designing activity promotion programs. Future research should further explore motor proficiency and overweight/obesity.

Experiences and meaning of the aquatic environment for individuals with physical disabilities

This study examines the experiences and meaning of physical activity in the aquatic environment to enhance social, cultural and political understanding of its impact in the lives of individuals with physical disabilities. Interviews, lived experience descriptions and artifacts present an explanation of the felt sense oftheir bodies as they engage in swimming or scuba diving. 11 Combining written, verbal and visual descriptions generated by informants provides a detailed account of the unique qualities of physical activity in the water for those with physical disabilities. Participants' descriptions highlight that context is an important aspect of physical activity among individuals with physical disabilities through discussion of motility and the role of the lived body. Aspects of the aquatic environment create a setting that facilitates forgetfulness of the lived body's presence. Instructors and participants alike will benefit from learning the difference between the object body and the lived body, listening to the body's voice as they participate in physical activity .

Lived experiences of children with disabilities in various movement programs

This research offered children with disabilities the opportunity to express their voices in the description of their movement experiences. Three children aged 10-13 shared their experiences in school physical education and adapted physical activity. Observations of participants using interactive media activities in an adapted physical activity program were used to supplement interviews. The aim of this research was to discover how future professionals are prepared to design and implement physical activity and physical education programs for children with disabilities. A document analysis of Ontario university course calendars in the fields of physical education and kinesiology, disability studies, and teacher education was utilized. Data from each data context underwent four levels of reduction: 1) content, 2) categorical, 3) thematic, and 4) indigenous typologies. Findings are presented at each level leading to the presentation of indigenous typologies. Typologies of Forbidden-ness and Dichotomous Thinking were identified in the research.

The Mirror Room Project: A Critical Ethnographic Program Evaluation of a Teaching Personal and Social Responsibility Based Youth Development Program

Amongst a host of other benefits, proper physical education has the possibility to create a safe place where responsibility can be transferred from the teacher/facilitator, to the student. This is especially true with an underserved population. This critical program evaluation of the program CHARM was done for the purpose of program improvement. This research was a place for participants to share their experiences of the program. The participants were 5 underserved youth, 5 undergraduate students, 3 teachers and 1 graduate student. Observations, interviews, and document analysis were used to gather data. Data was analyzed using a first level read-through, and two second-level analyses. Summaries were written, and cross-case analyses were completed. The main finding of the research was the development of a Handbook, which is a guide to running the program. Secondary findings include issues of program structure, goal setting, meaningful relationships, roles, SNAP, and an outlier in the data.

Daily Physical Activity as an Intervention Strategy for Anxious Elementary Students

The focus of this project was twofold: a comprehensive examination of provincially mandated, school-based physical activity programming beyond physical education, as well as an exploration of the potential relationship between school-based physical activity and student anxiety. The data were collected using a descriptive research methodology consisting of a qualitative document analysis of provincial government publications pertaining to school-based physical activity programming and the literature on the relationship between physical activity and student anxiety. The findings revealed inconsistencies between the Canadian provinces and territories in providing mandated school-based physical activity beyond physical education. It was also revealed that regular school-based physical activity has the potential to make a positive impact on students’ lives in many ways. Students are living more sedentary lives, and evidence shows that regular physical activity could prevent and treat student anxiety.

Finding and Implementing Relevant Resources in Adapted Physical Activity (APA): It's easier said than done...

The purpose of this research was to explore challenges to operationalizing and implementing relevant resources for Adapted Physical Activity (APA) and to develop a framework on how resources should be developed and implemented to foster appropriate APA. An unobtrusive methodology was used to examine existing resources and training/learning opportunities for practitioners teaching APA. Data were collected via unobtrusive methods: documents, records, literature and feedback forms. After the findings were summarized, expert consultations were completed using a modified Delphi- technique to confirm the findings. A constructivist approach and phenomenological orientation was used to analyze the data and develop the “ideal” resource. Results indicate there are limited APA resources and teaching/learning opportunities for practitioners and there is a need for practitioner facilitation through professional development on finding and implementing resources. Future research should develop and evaluate the “ideal” resource and strive to improve the connection and consistency of resources in APA.

Dr. Jane Evans

Professor of Physical Education.

Coaches

A seated Ed Davis points out to (form left to right) Dr. Gunther Doeker, Fencing Coach; Mr. Les Korchok, Basketball Coach; Prof. A. G. Lowenberger, Director of Physical Education and Recreation; Mr. Tony Biernacki, Rowing Coach; Dr. E. Mirynech, Faculty Advisor; and Dr. Cam Lewis, Curling Coach when Brock will open its 1967-68 Ontario Intercollegiate hockey season.

Early Groundwork

Early groundwork at the site of the Physical Education Building.

Phys. Ed. Construction

Construction of the Physical Education Building progresses.

Artist's Sketch

An artist's sketch of what the Physical Education Building was to look like.

The Cage

The equipment and store room of Brock's Physical Education Complex.

Lowenberger Residence 2004

The building accommodated 311 students in single and double rooms, and included a 300-seat dining hall, common lounges, and study rooms. The building is named after Arnie Lowenberger, a former faculty member who held many significant positions during Brock's early development. Lowenberger was the first Director of the School of Physical Athletics and Recreation, and became its first Dean when it was reconstituted into the Faculty of Physical Education. In these positions, he introduced varsity sports to Brock such as men's and women's basketball and men's hockey, implemented the first health and counseling services for students, planned the design of the original Physical Education building, and drafted the University's Physical Education degree program. He also was the first Director of Residences and the first Dean of Students.

Walker Complex (April 2002)

The complex was comprised of the new Student/Community Health and Fitness Centre and the state-of-the-art health club called The Zone, in addition to encompassing the existing physical education facilities. Among the new facilities was a 23 000-square-foot gymnasium, which boasted four basketball courts and a 200-meter, three-lane elevated track. The building was named after Walker Industries Holdings, a Thorold firm that was the key donor to the project.