University of Southern California Dissertations and Theses

A method for evaluating a university physical education program

(USC Thesis Other)

A method for evaluating a university physical education program

PDF

Download

Open document

Flip pages

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content / A M ETH O D FOR EVALUATING- A UNIVERSITY PHYSICAL EDUCATION PROGRAM A D i s s e r t a t io n P re s e n te d to th e F a c u lty o f th e School o f E d u c a tio n The U n iv e r s ity o f S o u th e rn C a lif o r n i a I n P a r t i a l F u lf illm e n t o f th e R eq u irem en ts f o r th e D egree D octor o f P h ilo so p h y W arren E d g ar R eeves June 1951 o / - i \ y ^ « T . ✓ * * U - ' ^ U M I Number: DP24001 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Dissertatior Publ &h»nj UMI DP24001 Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 fk. O. BA 'si R l i i . This dissertation, written by # $ r r . g n . I S ^ ^ . . j t e g y . § s . ................................ under the guidance of h.%3..r Faculty Committee on Studies, and approved by all its members, has been presented to and accepted by the Council on Graduate Study and Research, in partial ful fillment of requirements for the degree of D O C T O R OF P H IL O S O P H Y Dean Date sIUa& ...195l................. Committee on Studies y l A w lies / 7 i c o ^ TABLE GP CONTENTS CHAPTER PAGE I . THE PROBLEM. . . ................................................................... 1 S ig n if ic a n c e and s ta te m e n t o f th e p ro b lem . . 2 P u rp o se o f th e s t u d y .................................................... 3 M ethods o f p r o c e d u r e ................................................... 6 Scope o f th e i n v e s t i g a t i o n ...................................... 8 D e f i n it i o n o f t e r m s .................................................... 9 P h y s ic a l e d u c a tio n .................................................... 10 O b j e c t i v e s ............................................................. 10 C o n t r i b u t i o n s .................* .......................................... 10 O u tc o m e s ............................................................................ 10 O rg a n iz a tio n o f th e s tu d y ........................................... l 6 I I . RELATED LITERATURE.............................................................. 18 P h y s ic a l e d u c a tio n i n g e n e ra l e d u c a tio n . . . 18 S tu d e n t p h y s ic a l e d u c a tio n w a n t s ........................ 23 R e se a rc h s tu d i e s .............................................................. 26 O v e r -a ll program e v a lu a t io n ................................. 26 O rg an ic v i g o r ....................... 27 S o c ia l r e l a t i o n s h i p s ................................................ 33 C h a r a c te r ............................................................................ 34 S k i l l . ........................................................................... 39 K now ledge............................................................................ lj-1 CHAPTER PAGE A c t i v i t i e s l i k e d ............................ Ip. A c t i v i t i e s d i s l i k e d ..................................................... ip E njoym ent o f p h y s ic a l a c t i v i t y * ............ if7 Type o f program p r e f e r r e d .......................... If 7 R easons f o r ta k in g p h y s ic a l e d u c a tio n * . * If 8 G en e ra l r e s u l t s ............................................................. if8 R e q u ire d p h y s ic a l e d u c a tio n . .. .. ... $0 Aims and o u tc o m e s ............................................. $2 O rg a n iz a tio n and a d m in is tr a tio n . . . . . . 5 > if C o e d u c a tio n a l p h y s ic a l e d u c a tio n ............ 57 I n t e r e s t s and o p in io n s o f n o n -sc h o o l g ro u p s 60 R e la te d m a t e r i a l s .............................................................. 63 Summary o f th e c h a p te r ..........................................• • • 7if I I I . M ETHODS OP INVESTIGATION................................. 75 A s c e rta in in g th e t h e o r e t i c a l c o n t r ib u t io n s o f p h y s ic a l e d u c a tio n ........................ 75 A s c e r ta in in g th e e d u c a tio n a l o b je c tiv e s o f a u n i v e r s i t y and i t s c o lle g e o f l e t t e r s , a r t s and s c ie n c e s ........................................................... 76 The U n iv e r s ity o f S o u th e rn C a lif o r n i a • • • 7& The C o lle g e o f L e t t e r s , A r ts , and S c ie n c e s . 76 A s c e r ta in in g th e i n s t r u c t i o n a l o b je c ti v e s o f th e p h y s ic a l e d u c a tio n p ro g ram ................ 77 I iv I 'CHAPTER PAGE I A s c e r ta in in g th e o p in io n s o f u n i v e r s i t y ad - f m i n i s t r a t o r s on c o lle g e p h y s ic a l e d u c a tio n . . 77 A s c e r ta in in g th e o p in io n s o f s tu d e n ts on th e , p h y s ic a l e d u c a tio n program . ......................... 78 A s c e rta in in g th e p h y s ic a l e d u c a tio n know ledge o f s t u d e n t s ................................................................. 80 Summary o f th e c h a p te r .................................................. 81 IV. THE THEORETICAL CONTRIBUTIONS OP PHYSICAL EDUCA TION............................................................................................. 82 S e le c te d a u t h o r i t i e s ....................................................... 82 T h e o r e tic a l c o n tr ib u tio n s l i s t e d by a u t h o r i t i e s SJ4 . The t h e o r e t i c a l c o n tr ib u tio n s o f p h y s ic a l edu c a tio n . ............................................................................ 92 Summary o f th e c h a p te r . ................................................ 93 V. EDUCATIONAL OBJECTIVES OP A UNIVERSITY................. 95 The U n iv e r s ity o f S o u th e rn C a lif o r n i a • • • • • 95 U n iv e r s ity e d u c a tio n a l o b je c tiv e s • ................... 97 i The C o lleg e o f L e t t e r s , A r ts , and S c ie n c e s . . . 98 O b je c tiv e s o f th e C o lle g e o f L e t t e r s , A r ts , and S c ie n c e s ................................................................... 100 Summary o f th e c h a p te r ..................................................... 101 V CHAPTER PAGE V I. INSTRUCTIONAL OBJECTIVES OF A UNIVERSITY PHYSICAL EDUCATION PROGRAM ....................................... 103 I n s t r u c t o r s 1 o b je c tiv e s . . .................................. 103 C ourses o f s tu d y o b je c tiv e s .................................. 107 The i n s t r u c t i o n a l o b je c tiv e s o f th e phy s i c a l e d u c a tio n p r o g r a m ....................................... 112 E x te n t o f agreem ent betw een o b je c tiv e s o f th e u n i v e r s i t y and th o se o f th e p h y s i c a l e d u c a tio n p r o g r a m ........................................... lllj. E x te n t o f agreem ent betw een o b je c tiv e s o f th e C o lle g e o f L e t t e r s , A r ts , and S cie n ce s and th e o b je c tiv e s o f th e p h y s ic a l e d u c a tio n p r o g r a m ..................................................... 115 Summary o f th e c h a p te r ................................................ 115 V II. THE OPINIONS OF UNIVERSITY ADMINISTRATORS REGARDING COLLEGE PHYSICAL EDUCATION. . . 119 The o p in io n s o f th e a d m in is t r a to r s . • • • 119 Summary o f th e c h a p te r ................................................ 12^. V II I . PLAN FOR TREATMENT OF THE STUDENT QUESTION NAIRE DATA. .......................................................... 127 D e r iv a tio n o f in d ic e s ................................................ 127 I n t e r p r e t a t i o n o f i n d i c e s ...................................... 128 Vi PAGE 129 129 132 133 133 139 II4.6 II4.8 llj.8 159 [ 160 160 170 I 171 171 P ro c ed u re f o r w r i t e - i n q u e s tio n s . . . . P ro c ed u re f o r c o m p ilin g o f t a b l e s ♦ . . Summary o f th e c h a p te r ........................ . . . THE OPINIONS OP PHYSICAL EDUCATION STU DENTS O N QUESTIONS RELATING TO POSSIBLE PSYCHOLOGICAL OUTCOMES....................... . . . . P la n f o r r e p o r tin g o f s tu d e n t re s p o n s e s A n a ly s is o f s tu d e n t re s p o n s e s ................... Summary o f th e c h a p t e r . ................................. THE OPINIONS OF PHYSICAL EDUCATION STU DENTS O N QUESTIONS RELATING TO POSSIBLE SOCIAL OUTCOM ES . . . . . . ........................ A n a ly s is o f s tu d e n t re s p o n s e s .................... Summary o f th e c h a p te r ...................................... THE OPINIONS OP PHYSICAL EDUCATION STU DENTS O N QUESTIONS RELATING TO POSSIBLE RECREATIONAL OUTCOM ES ........................ A n a ly s is o f s tu d e n t re s p o n s e s • • • • • Summary o f th e c h a p te r ...................................... THE OPINIONS OP PHYSICAL EDUCATION STU DENTS O N THE QUESTIONS RELATING TO POS SIBLE SKILL OUTCOMES. . . ............................. A n a ly s is o f s tu d e n t re s p o n s e s . . . . . CHAPTER X I I I . XIV. XV. XVI. v i i PAGE Summary o f th e c h a p te r ............................ 180 THE OPINIONS OP PHYSICAL EDUCATION STU DENTS O N QUESTIONS RELATING TO POSSIBLE PHYSICAL HEALTH OUTCOMES.................................. l 8 l A n a ly s is o f s tu d e n t re s p o n s e s . . . . . l 8 l Summary o f th e c h a p te r ...................................... 189 THE OPINIONS OP PHYSICAL EDUCATION STU DENTS O N QUESTIONS RELATING TO POSSIBLE PHYSICAL FITNESS OUTCOM ES ............................. 190 A n a ly s is o f s tu d e n t re s p o n s e s • • • • • 190 Summary o f th e c h a p te r ...................................... 199 THE OPINIONS OP PHYSICAL EDUCATION STU DENTS O N THE QUESTIONS RELATING TO THE SATISFACTION OP THEIR PERSONAL PHYSICAL EDUCATION WANTS.................................................... 200 A n a ly s is o f s tu d e n t re s p o n s e s .................... 200 Summary o f th e c h a p te r ....................................... 232 POSSIBLE KNOW LEDGE OUTCOM ES AS DETERMINED BY PHYSICAL EDUCATION STUDENT OPINION A N D AN ANALYSIS OP PINAL EXAMINATIONS . . . 23lj. A n a ly s is o f s tu d e n t re s p o n s e s . . . . . 23lj. P in a l e x a m in a tio n a n a ly s is . . . . . . . 2lf2 v i i i CHAPTER PAGE T ech n iq u es o f p e rfo rm in g s k i l l s . • • • 2I 4 I1 H e a lth f u l p r o c e d u r e s ...................................... 2l|If R u les o f p la y ......................................................... 2l\.$ P h y s ic a l c o n d itio n in g ...................................... 2I 4 .5 L anguage o f th e a c t i v i t y ............................. 2lj.6 S a f e ty te c h n iq u e s ................................................ 2 i|.£ > S tr a te g y o f p la y . . . . ............................. 2I 4 .6 H is to r y o f th e a c t i v i t y .................................. 2I 4 .7 E tiq u e tte o f p i ay ................................................ 2i|7 Knowledge o f e q u ip m e n t.................................. 2L j _ 7 S c i e n t i f i c k n o w le d g e ...................................... 2I 4 .8 C om parison o f a c t i v i t y t y p e s ................... 2i|.8 Summary o f th e c h a p t e r ...................................... 25>0 X V II. THE INDICATED OUTCOM ES OP A UNIVERSITY PHYSICAL EDUCATION PROGRAM '............................. 2 £ l The in d ic a t e d o u tc o m e s ...................................... 2f>l P s y c h o lo g ic a l......................................................... 25>1 S o c i a l ....................................................................... 252 R e c re a tio n a l ....................... 2jj2 S k i l l s ............................................... 252 P h y s ic a l h e a l t h . ................................ 25>3 P h y s ic a l f i t n e s s . . . . • • • . • • • 2^3 K now ledge. • . 1 ................................................ 2^3 CHAPTER PAGE F u lf illm e n t o f p e r s o n a l w a n ts....................... 2 $ k The o b se rv e d outcom es o f th e program i n th e o p in io n o f u n i v e r s i t y a d m in is tr a t o r s ............................................................................ I n d ic a tio n s o f outcom es from s tu d e n ts * answ ers to th e q u e s t i o n n a i r e ................... 256 E v a lu a tio n f a c t o r s ........................................... 256 A ll- s tu d e n t g ro u p ....................... 257 S p e c if ic s tu d e n t g ro u p s.................................. 2 6 l D iffe re n c e s among s tu d e n t c l a s s i f i c a t i o n s ....................................................................... 262 C o n trib u tio n s o f a c t i v i t i e s ....................... 265 Outcomes a c c o rd in g to an a n a ly s is o f f i n a l e x a m i n a t i o n s ........................ . . . . 273 Summary o f th e c h a p te r .................................. 275 X V III. EVALUATION OP THE INDICATED OUTCOM ES OP A UNIVERSITY PHYSICAL EDUCATION PROGRAM. . 277 P la n o f e v a l u a t i o n ................................................ 277 C om parison o f th e p rogram 1s I n d ic a te d outcom es w ith th e t h e o r e t i c a l c o n t r i b u tio n s o f p h y s ic a l e d u c a tio n .................... 278 CHAPTER PAGE C om parison o f th e p ro g ram ’ s in d ic a t e d outcom es w ith th e s t a t e d e d u c a tio n a l o b je c tiv e s o f th e u n i v e r s i t y . • . • 279 C om parison o f th e p ro g ra m ’ s in d ic a te d outcom es w ith th e s t a t e d o b je c tiv e s o f th e C o lle g e o f L e t t e r s , A r ts , and S c ie n c e s .............................................................. 262 C om parison o f th e p ro g ram ’ s in d ic a t e d outcom es w ith th e d e s ir a b le p h y s i c a l e d u c a tio n outcom es su g g e ste d by u n i v e r s i t y a d m i n i s t r a t o r s .................... 285 C om parison o f th e p ro g ram ’ s in d ic a te d outcom es w ith th e i n s t r u c t i o n a l ob j e c t i v e s o f th e p r o g r a m ........................ 290 T o ta l e v a lu a t io n o f th e p ro g ram ’ s i n d ic a te d outcom es. .................... 29I4 . Summary o f th e c h a p te r ...................................... 29 APPENDIX BIBLIOGRAPHY, XIX. SU M M A R Y A N D CONCLUSIONS Recom m endations . C o n clu sio n s Summary 295 295 299 302 30I4 . 328 LIST OP TABLES TABLE PAGE I . THE PHYSICAL ACTIVITIES LIKED BY STUDENTS. . ij.2 I I . OBJECTIVES OP PHYSICAL EDUCATION STATED IN THE GENERAL LITERATURE........................................... 61* I I I . OBJECTIVES OP PHYSICAL EDUCATION AS STATED IN THE GENERAL LITERATURE........................................... 73 IV. LIST OP THE OUTSTANDING PROFESSIONAL QUALIFI CATIONS....................... 85 V. THEORETICAL CONTRIBUTIONS OP PHYSICAL EDUCA TION ACCORDING TO TEN SELECTED AUTHORITIES 87 V I. THE THEORETICAL CONTRIBUTIONS OP PHYSICAL EDUCATION AS STATED BY TEN SELECTED AUTHORI TIES ....................... 91 V II. THE OBJECTIVES OP PHYSICAL ACTIVITIES AS STATED BY INSTRUCTIONS ................... 10$ V I I I . OBJECTIVES OP PHYSICAL EDUCATION COURSES AS POUND IN THE COURSE OP STUDY OUTLINES. . . 108 IX. THE OBJECTIVES LISTED IN PHYSICAL ACTIVITY COURSE OP STUDY OUTLINES....................................... 110 X. COMPARISON OP THE INSTRUCTIONAL OBJECTIVES OP THE PHYSICAL EDUCATION PRO GRA M WITH THE STATED OBJECTIVES OP THE UNIVERSITY. . . . I l 6 : TABLE i ; X I. k I I i X II. X I I I . XIV. XV. XVI. X V II. X V III. XIX. COMPARISON OF THE INSTRUCTIONAL OBJECTIVES OF THE PHYSICAL EDUCATION PROGRAM WITH THE STATED OBJECTIVES OF THE COLLEGE OF LETTERS, ARTS, A N D SCIENCES......................................................... THE OPINIONS OF UNIVERSITY ADMINISTRATORS RE GARDING THE DESIRED OUTCOM ES OF COLLEGE PHYSICAL EDUCATION A N D THE OBSERVED OUTCOM ES OF THE UNIVERSITY PHYSICAL E DUCATION PROGRAM CONVERTED SCORES OF DESIRABLE PSYCHOLOGICAL OUTCOM ES CLAIMED BY STUDENTS. . .. .. . . CONVERTED SCORES OF SOCIAL OUTCOM ES CLAIMED BY STUDENTS ........................................................................ CONVERTED SCORES OF RECREATIONAL OUTCOM ES CLAIMED BY STUDENTS ..................................................... CONVERTED SCORES OF SKILL OUTCOM ES CLAIMED BY STUDENTS. . . . . . . ................................................ CONVERTED SCORES OF PHYSICAL HEALTH OUTCOM ES CLAIMED BY STUDENTS..................................................... CONVERTED SCORES OF PHYSICAL FITNESS OUTCOM ES CLAIMED BY STUDENTS ..................................................... CONVERTED SCORES INDICATING FULFILLMENT OF STUDENTS* PHYSICAL EDUCATION WANTS.................... x i i : PAGE 117 121 X 3U - l t t f 1 161 172 , I 182 i 191 - 201 ! i TABLE i XX. XXI. I : XXII. X X III. XXIV. XXV. XXVI. XXVII. XXVIII. XXIX. ADDITIONAL PHYSICAL EDUCATION COURSES, AS SUGGESTED BY GIRL STUDENTS. . .................... ADDITIONAL PHYSICAL EDUCATION COURSES, AS SUGGESTED BY BOY STUDENTS .................................. PERCENTAGES OF STUDENTS GIVING SPECIFIC REASONS FOR ENROLLING IN PHYSICAL EDUCATION COURSES ................................. ...................................... ADDITIONAL REASONS GIVEN BY STUDENTS FOR ENROLLING IN PHYSICAL EDUCATION CLASSES . PERCENTAGES OF STUDENTS INDICATING SATIS FACTION WITH THE PHYSICAL EDUCATION PROGRAM PHYSICAL EDUCATION PROGRAM CRITICISMS BY W O M E N STUDENTS, . .. .. ... .................... PHYSICAL EDUCATION PRO G RA M CRITICISMS BY M E N STUDENTS. . . . . ........................................... CONVERTED SCORES OF KNOW LEDGE OUTCOM ES CLAIMED BY STUDENTS ................................................ PERCENTAGES OF CORRETLY ANSW ERED PHYSICAL EDUCATION FINAL EXAMINATION QUESTIONS . . COMPARISON OF THE INDICATED OUTCOM ES OF THE PHYSICAL EDUCATION PROGRAM WITH THE THEO RETICAL CONTRIBUTIONS OF PHYSICAL EDUCATION x i i i PAGE 211 212 215 226 228 ■ 230 I 2 3 1 ! 238 i i 21+3 280 : TABLE XXX. XXXI. XXXII. x iv PAGE * COMPARISON OP THE INDICATED OUTCOM ES OF THE PHYSICAL EDUCATION PROGRAM WITH THE STATED EDUCATIONAL OBJECTIVES OP THE UNIVERSITY. . 283 COMPARISON OP THE INDICATED OUTCOM ES OP THE PHYSICAL EDUCATION PROGRAM WITH THE STATED OBJECTIVES OP THE COLLEGE OF LETTERS, ARTS, A N D SCIENCES........................................................................ 286 COMPARISON OP THE INDICATED OUTCOM ES OP THE PHYSICAL EDUCATION PROGRAM WITH THE DESIRED OUTCOM ES OP COLLEGE PHYSICAL EDUCATION. . . 288 CHAPTER X I I I THE PROBLEM i | I n r e c e n t y e a r s , c o u rs e s w hich co m p rise th e c u r r i c u lu m o f g e n e ra l e d u c a tio n i n A m erican c o lle g e s and u n iv e r - i s i t i e s have come u n d er th e s c r u t i n y o f f a c u l t y , t r u s t e e s , s tu d e n ts and l a y p e rso n n e l* T h is a c tio n h as b e e n prom pted i n p a r t by a d e s i r e to t u r n o u t a l e s s s p e c ia liz e d p ro d u c t o f A m erican h ig h e r e d u c a tio n * I t a ls o h as b e e n prom pted by a b e l i e f h e ld by many p e rs o n s t h a t b e in g a s u c c e s s f u l p a r e n t and c i t i z e n i s as im p o rta n t as s u c c e s s i n one1 s v o c a tio n . T here a re some i n d i c a t i o n s t h a t many p e rs o n s b e lie v e t h a t h a p p in e s s i s n o t n e c e s s a r i l y found i n th e a c cu m u latio n o f m a te r ia l w e a lth , t h a t l i f e may become an e n jo y a b le ex p e r ie n c e th ro u g h a p u r s u i t o f th e b ro a d and v a r ie d i n t e r e s t s i d ev e lo p ed i n g e n e ra l e d u c a tio n . O th er p e rs o n s p r o f e s s t h a t v o c a tio n a l s u c c e s s depends on f a c t o r s o th e r th a n know ledge o f o n e ’ s l i f e work* T hen, th e r e a re th o s e who ad v o cate a r e t u r n to t r a i n i n g o f th e m ind, b e lie v in g t h a t h ig h e r edu c a t i o n sh o u ld be d e v o te d to e d u c a tin g th e s tu d e n ts how to th in k , w ith v o c a tio n a l and p r o f e s s io n a l t r a i n i n g b e in g tu rn e d o v e r to a p p r o p r ia te i n s t i t u t i o n s . As a p a r t o f g e n e ra l e d u c a tio n , c o lle g e p h y s ic a l i e d u c a tio n h a s b een a p p r a is e d as to i t s c o n tr ib u tio n to th e j I b ro a d p r e - p r o f e s s i o n a l and p r e - v o c a tio n a l b ack g ro u n d s o f s tu d e n ts * I s p h y s ic a l e d u c a tio n im p o rta n t enough to be r e q u ire d f o r g ra d u a tio n ? Does p h y s ic a l e d u c a tio n a id i n th e accom plishm ent o f th e p u rp o s e s o f h ig h e r e d u c a tio n ? T hese 1 a re some o f th e q u e s tio n s a b o u t c o lle g e p h y s ic a l e d u c a tio n 1 ask ed by th o s e who a re v i t a l l y co n cern ed w ith th e q u a l i t y and q u a n t ity o f g e n e ra l e d u c a tio n . As th e sy stem o f g e n e ra l e d u c a tio n i s b e in g r e v i s e d and chan g ed i n v a r io u s c o lle g e s and u n i v e r s i t i e s th ro u g h o u t th e c o u n try , p h y s ic a l e d u c a tio n n ee d s to j u s t i f y i t s p r e - j s e n t h a r d - e a r n e d p la c e i n th e c u rric u lu m . P h y s ic a l e d u e a - ! t o r s sh o u ld in q u ir e as to w h eth e r s tu d e n ts a re d e r iv in g cla im e d b e n e f i t s from th e a c t i v i t y c o u rs e s o f f e r e d i n c o l le g e . I f th e answ er to su ch in q u ir y p ro v e s f a v o r a b le , th e n p h y s ic a l e d u c a tio n can show re a s o n f o r m a in ta in in g i t s p o s i t i o n i n c o lle g e c u r r i c u l a , th u s c o n tin u in g t o c o n t r i b u te t o th e a ll- a r o u n d dev elo p m en t and e d u c a tio n o f c o lle g e s t u d e n t s . I . SIGNIFICANCE AND STATEMENT OF THE PROBLEM I f th e i n c lu s i o n o f p h y s ic a l e d u c a tio n i n th e c o l le g e g e n e ra l e d u c a tio n c u rric u lu m i s to b e j u s t i f i e d , v a l i d i ways m ust b© found to d e te rm in e th e c o n tr ib u tio n s th e p ro - j i gram s make to th e g e n e r a l e d u c a tio n o f th e s tu d e n t* What i do s tu d e n ts g e t from p h y s ic a l e d u c a tio n ? I n w hat ways and to w hat e x te n t i s p h y s ic a l e d u c a tio n e f f e c t i v e a t th e c o l- i le g e l e v e l ? ' T hrough co m p reh en siv e d i r e c t and i n d i r e c t m ethods o f i I e v a lu a tio n , th e c o n t r ib u t io n s o f c o lle g e p h y s ic a l e d u c a tio n ' i may be assayed* P h y s ic a l e d u c a tio n l i k e a l l e d u c a tio n a l d i s c i p l i n e s i s com plex and may have b o th ta n g ib le and i n - i | ta n g ib le c o n t r ib u tio n s to make to th e e d u c a tio n o f th e ' s tu d e n ts * T h is does n o t p re c lu d e an a tte m p t to e v a lu a te i th o s e c o n tr ib u tio n s * | T h is stu d y en d e av o red t o e x p lo re a m ethod f o r d e - I j I j te rm in in g and e v a lu a tin g th e p ro b a b le c o n tr ib u tio n s o f a u n i v e r s i t y p h y s ic a l e d u c a tio n program to th e t o t a l ed u ca t i o n o f c o lle g e s tu d e n ts * The v a lu e s and l i m i t a t i o n s o f th e m ethod w ere d e te rm in e d by a p p ly in g I t to th e p h y s ic a l i j e d u c a tio n program a t a s p e c i f i c u n iv e r s ity * The e f f e c t i v e - j n e s s o f th e m ethod was ju d g ed i n t erm s o f th e k in d s o f i n - I fo rm a tio n i t e l i c i t e d and a c c o rd in g to th e e a s e w ith w hich i t was a d m in iste re d * II* PURPOSE OP THE STUDY The p u rp o se o f th e s tu d y was to d e v is e and em ploy a ! k m ethod f o r d e te rm in in g and e v a lu a tin g th e c o n t r ib u t io n s o f p h y s ic a l e d u c a tio n t o th e t o t a l e d u c a tio n o f th e c o lle g e s tu d e n t# More s p e c i f i c a l l y , th e p u rp o se o f t h i s s tu d y was to answ er th e fo llo w in g q u e s tio n s : 1# What a re th e t h e o r e t i c a l c o n tr ib u t io n s o f p h y s i c a l e d u c a tio n ? 2# What a re th e e d u c a tio n a l o b je c ti v e s o f th e s p e c i f i c u n i v e r s i t y s tu d ie d and o f i t s c o lle g e o f l e t t e r s , a r t s , and s c ie n c e s ? 3# What a r e th e I n s t r u c t i o n a l o b je c ti v e s o f th e s p e c i f i c u n i v e r s i t y p h y s ic a l e d u c a tio n program as s t a t e d by p h y s ic a l e d u c a tio n c l a s s i n s t r u c t o r s and i n c o u rse o f s tu d y o u tlin e s ? If# How do th e s t a t e d i n s t r u c t i o n a l o b je c ti v e s o f th e p h y s ic a l e d u c a tio n program com pare w ith th e s t a t e d o b je c ti v e s o f th e u n i v e r s i t y and o f i t s c o lle g e o f l e t t e r s , a r t s , and s c ie n c e s ? 5# I n th e o p in io n o f th e u n i v e r s i t y a d m in is tr a to r s , what a re th e o b se rv e d outcom es o f th e p h y s ic a l e d u c a tio n program ? 6# I n th e o p in io n o f th e s tu d e n ts e n r o lle d i n th e a c t i v i t y c l a s s e s , w hat do th e y d e r iv e from th e p h y s ic a l e d u c a ti o n program ? s i ! ^ 7* To w hat e x te n t does th e u n i v e r s i t y p h y s ic a l edu-j i i c a tio n program m eet th e p e r s o n a l p h y s ic a l ©duea-1 t i o n w ants o f th e s tu d e n ts ? ! >/ 8* What a r e th e outcom es o f th e program as e v id e n c ed by th e amount and k in d s o f know ledge p o s s e s s ed by th e p h y s ic a l e d u c a tio n s tu d e n ts ? 9* To w hat e x te n t do th e d i r e c t l y and i n d i r e c t l y d e te rm in e d c o n t r ib u t io n s made by a s p e c i f i c p h y s ic a l e d u c a tio n program t o th e t o t a l e d u c a t i o n o f c o lle g e s tu d e n ts com pare f a v o r a b ly w ith th e t h e o r e t i c a l c o n t r ib u t io n s s t a t e d by g e n e r a l- j l y a c c e p te d le a d e r s i n p h y s ic a l e d u c a tio n ? 10* To w hat e x te n t do th e program c o n t r ib u t io n s f u l - | f i l l th e o b je c ti v e s o f g e n e r a l e d u c a tio n as s e t f o r t h b y th e u n i v e r s i t y and i t s c o lle g e o f l e t t e r s , a r t s and s c ie n c e s ? 1 1 . T0 w hat e x t e n t do th e p ro g ram c o n tr ib u tio n s com p a re fa v o ra b ly w ith th e o p in io n s o f u n i v e r s i t y ¥ a d m in is tr a to r s on th e d e s i r a b l e outcom es o f c o l - le g e p h y s ic a l e d u c a tio n ; 12* T© w hat e x te n t do th e p rogram c o n t r ib u tio n s f u l f i l l th e i n s t r u c t i o n a l o b je c ti v e s o f th e u n i v e r - ! s i t y p h y s ic a l e d u c a tio n program ? | I I I . M ETHOD OP PROCEDURE The fo llo w in g s te p s w ere ta k e n i n c o n d u c tin g th e I i i 1 . S ta te m e n ts o f t h e o r e t i c a l c o n tr ib u tio n s o f phy s i c a l e d u c a tio n w ere d e riv e d from s e le c t e d s o u r ce s i n th e l i t e r a t u r e o f p h y s ic a l e d u c a tio n . 2 . The s t a t e d e d u c a tio n a l o b je c tiv e s o f The U n iv e r s i t y o f S o u th e rn C a lif o r n i a w ere p ro c u re d . 3 . The s t a t e d e d u c a tio n a l o b je c tiv e s o f th e C o lleg e o f L e t t e r s , A r ts , and S c ie n c e s o f The U n iv e r s ity o f S o u th e rn C a li f o r n i a w ere p ro c u re d . (The p h y s ic a l e d u c a tio n pro g ram comes tin d er th e j u r i s - i d i c t i o n o f th e C o lle g e .) I I 4* The s t a t e d i n s t r u c t i o n a l o b je c tiv e s o f th e phy- l s i c a l e d u c a tio n program w ere p ro c u re d from th e in d iv i d u a l p h y s ic a l e d u c a tio n i n s t r u c t o r s and th e d e p a rtm e n ta l c o u rs e o f s tu d y o u t l i n e s . 5 . The o p in io n s o f th e s e le c te d U n iv e r s ity ad m in is t r a t o r s c o n c e rn in g th e d e s ir a b l e outcom es o f phy s i c a l e d u c a tio n and th e o b se rv e d outcom es o f th e U n iv e r s ity p h y s ic a l e d u c a tio n p ro g ram w ere a s c e r t a in e d . The o p in io n s w ere o b ta in e d by p e r s o n a l in te r v i e w s . A q u e s tio n n a ir e was s u b m itte d to p h y s ic a l edu c a tio n s tu d e n ts i n May, 195©* Q u e stio n s w ere ask ed r e l a t i n g to s tu d e n ts * e x p e rie n c e s i n phy s i c a l e d u c a tio n c l a s s e s c o n c e rn in g s k i l l , b e h a v io r , a t t i t u d e s , know ledge, p h y s ic a l w e ll b e in g , and s a t i s f a c t i o n s * The f i n a l e x a m in a tio n s f o r th e s p r in g s e m e s te r, 1 950 f w ere a n a ly z e d to d e term in e th e k in d s and am ounts o f know ledge p o s s e s s e d by p h y s ic a l edu c a tio n s tu d e n ts * The i n s t r u c t i o n a l o b j e c t i v e s o f th e U n iv e r s ity p h y s ic a l e d u c a tio n program w ere a n a ly z e d i n te rm s o f t h e i r agreem ent w ith th e s t a t e d edu c a t i o n a l o b je c ti v e s o f The U n iv e r s ity o f S o u th e rn C a l i f o r n i a and i t s C o lle g e o f L e t t e r s , A r ts , and S cie n ces* The s ta te m e n ts made by th e a d m in is tr a to r s con cerning t h e i r o b s e r v a tio n s a s to th e outcom es o f th e p h y s ic a l e d u c a tio n p ro g ram , th e f in d in g s j i from th e s tu d e n t q u e s tio n n a i r e , and th e r e s u l t s 1 o f th e a n a ly s is o f th e f i n a l e x a m in a tio n s w ere c o n s id e re d to b e in d ic a t io n s o f outcom es o f th e program o f p h y s ic a l e d u c a tio n * These w ere e v a lu a te d b y com paring them w ith : 8 a* The t h e o r e t i c a l c o n t r ib u t io n s o f p h y s ic a l e d u c a tio n as s t a t e d i n th e l i t e r a t u r e . i I b . The s t a t e d e d u c a tio n a l o b je c ti v e s o f The U n iv e r s ity o f S o u th e rn C a l i f o r n i a and i t s C o lle g e o f L e t t e r s , A r ts , and S c ie n c e s . c . The o p in io n s o f th e a d m in is t r a to r s con c e rn in g d e s i r a b l e outcom es o f c o lle g e p h y s ic a l e d u c a tio n . d . The s t a t e d i n s t r u c t i o n a l o b je c ti v e s o f th e U n iv e r s ity p h y s ic a l e d u c a tio n program . 1 0 . The v a lu e s and l i m i t a t i o n s o f t h i s m ethod o f I e v a lu a tin g th e c o n t r ib u t io n s o f p h y s ic a l e d u c a tio n \ o f th e c o lle g e s tu d e n ts w ere d e te rm in e d by s tu d y in g th e in f o rm a tio n o b ta in e d ab o u t th e s p e c i f i c program to w h ich th e m ethod was a p p lie d . IV . SCOPE OP THE INVESTIGATION The s tu d y was l i m i t e d i n th e fo llo w in g a s p e c ts : 1 . The s ta te m e n ts o f t h e o r e t i c a l c o n t r ib u t io n s o f p h y s ic a l e d u c a tio n w ere d e r iv e d from te n s e l e c te d a u t h o r i t i e s i n th e f i e l d o f p h y s ic a l e d u c a t i o n . 2 . The e v a lu a t iv e m ethod w as a p p lie d to o n ly t h e 9 ■ I p h y s ic a l e d u c a tio n program a t The U n iv e r s ity o f S o u th e rn C a l i f o r n i a . T h is program i s o f f e r e d ( j on th e lo w er d iv i s i o n l e v e l , g iv in g c o u rs e s w hich m eet th e g r a d u a tio n re q u ire m e n t o f f o u r j u n i t s o f p h y s ic a l e d u c a tio n . ! 3 . R esp o n d en ts o f th e s t u d e n t q u e s tio n n a ir e i n - j e lu d e d 1 ,3 9 0 o f th e s tu d e n ts e n r o lle d i n th e c o u rs e s i n p h y s ic a l e d u c a tio n i n May, 1950. 4 . The i n s t r u c t o r s l i s t i n g t h e i r o b je c tiv e s f o r p h y s ic a l e d u c a tio n w ere o n ly th e i n s t r u c t o r s a c t u a l l y te a c h in g c l a s s e s i n th e s p r in g sem es- 1 , t e r o f th e 19^ 9*1950 s c h o o l y ear* j 5* The U n iv e r s ity o f S o u th e rn C a lif o r n i a a d m in is- j t r a t o r s g iv in g o p in io n s on th e program w ere s e le c t e d d ean s o f s c h o o ls and ch airm en o f d e - ■ p a rtm e n ts , whose s tu d e n ts w ere r e g u l a r l y e n r o l l ed i n p h y s ic a l e d u c a tio n c l a s s e s . V. DEFINITION OF TERMS ! B ecause th e r e i s a d iv e rg e n c e o f te rm in o lo g y i n p h y s ic a l e d u c a tio n , as i n a l l f i e l d s o f l e a r n i n g , t h e m eanings o f c e r t a i n te rm s a s u se d i n t h i s i n v e s t i g a t i o n a re d e f in e d as f o llo w s : P h y s ic a l e d u c a tio n * P h y s ic a l e d u c a tio n i s con s id e r e d as m eaning th o s e g e n e ra l e d u c a tio n c l a s s e s in phy s i c a l e d u c a tio n w h ich may h e co u n te d to w ard a d e g re e i n th e C o lle g e o f L e t t e r s , A r ts , and S c ie n c e s* P r o f e s s io n a l c l a s s e s d e sig n e d to t r a i n te a c h e r s i n th e f i e l d o f p h y s i c a l e d u c a tio n a re n o t in c lu d e d i n t h i s d e f in itio n * O b je c tiv e s . O b je c tiv e s a re th e g o a ls i n s t u d e n t s 1 b e h a v io r , know ledge, and a t t i t u d e s w hich th e U n iv e r s ity s e e k s to a c h ie v e th ro u g h i t s c o l l e g e s , s c h o o ls and i n s t r u c t i o n a l program s* G o n tr ib u tio n s ♦ C o n trib u tio n s are d e fin e d as b e in g th o s e d e s i r a b l e c h a r a c t e r i s t i c s o f b e h a v io r , a t t i t u d e , and know ledge b ro u g h t ab o u t by p a r t i c i p a t i o n i n p h y s ic a l a c t i v i t i e s * O utcom es* Outcomes a re c o n s id e re d as m eaning ob s e r v a b le r e s u l t s as r e p r e s e n te d by changes b ro u g h t a b o u t i n th e b e h a v io r , a t t i t u d e s , and know ledge o f s tu d e n ts * Words and p h r a s e s u se d i n v a r io u s p la c e s i n th e r e p o r t to d e s c r ib e th e s e v e r a l o b je c ti v e s a n d /o r d e s ir a b le outcom es a re d e f in e d as f o llo w s : 1* A b i l i t y to R e lax : E m o tio n al r e l e a s e , r e l e a s e from te n s io n s , f o r g e t t i n g o f s t r e s s and w o r r ie s i th ro u g h p h y s ic a l a c t i v i t y . C o n d itio n in g S k i l l s : A b i l i t y to p e rfo rm c e r t a i n j s k i l l s n e c e s s a r y to c o n d itio n o n e s e lf to p a r t i c i p a t e e f f e c t i v e l y i n a p h y s ic a l a c t i v i t y . C o r r e c tio n o f P h y s ic a l D e fe c ts : C o r r e c tio n o f s t r u c t u r a l and f u n c tio n a l body d e f e c t s , rem edy in g o f d e f e c t s , c o r r e c t i o n o f o b e s ity , n e rv o u s te n s io n and th e o r g a n ic a lly w ea k , im provem ent o f p o s t u r a l m echanics# C u ltu re* O u tle t f o r c r e a t i v e e x p r e s s io n , g r a c e , c a r r i a g e , p o is e , c o u r te s y , m an n ers, a p p r e c ia t io n o f e x c e ll e n t p erfo rm a n ce i n p h y s ic a l a c t i v i t i e s , , i n t e r p r e t a t i o n o f in n e r f e e l i n g s th ro u g h p h y s i c a l a c t i v i t y . 1 i D evelopm ent o f P e r s o n a li ty : L e a d e rs h ip , se n se o f hum or, s e l f c o n fid e n c e , d e s i r e f o r new and r i c h e x p e r ie n c e s , f o llo w e r s h ip , i n i t i a t i v e , s p i r i t o f comps t i t i o n . E f f ic ie n c y o f Movement: A p p lic a tio n o f sound body m e c h a n ic s, e a s e o f m o tio n , m o to r perform ance a c c o rd in g to b a s ic p h y s ic a l p r i n c i p l e s . E njoym ent as P a r tic ip a n t* P un, a c t i v i t y f o r i t s own s a k e , s a t i s f a c t i o n s , jo y o f l i v i n g , a way o f liv in g ;, f e e l i n g o f w e ll- b e in g . 1 2 8* E njoym ent as S p e c ta to r : F un, s a t i s f a c t i o n , and i n t e r e s t th ro u g h w a tc h in g s k i l l e d p e rfo rm e rs p a r t i c i p a t e i n o rg a n iz e d a c t i v i t y . 9* E t h i c a l C h a ra c te r: S p o rtsm a n sh ip , s e r v ic e , c o n s id e r a tio n f o r o th e r s , h o n e s ty , to l e r a n c e , j r e s p o n s i b i l i t y , w o rth y i d e a l s , v a lu e s , l o y a l t y , , f a i r n e s s . 1 i 1 0 . F undam ental S k i l l s : P o s tu r e , n a t u r a l r a c i a l a c t i v i t i e s o f ru n n in g , jum ping, th ro w in g , w alk in g , d o d g in g , l i f t i n g , body m echanics* 1 1 . Growth and D evelopm ent o f Y outh: O rg an ic d e- i v elo p m en t o f y o u th , e m o tio n a l m a tu rin g , b a la n c e d i p h y s ic a l d ev elo p m en t o f c h i l d r e n , p ro p e r develops m ent o f th e o rg a n ic sy stem o f th e body, p sy ch o l o g i c a l developm ent* 1 2 . H a b it o f P a r t i c i p a t i o n : C o n tin u ed i n t e r e s t i n p h y s ic a l a c t i v i t y , a c tiv e i n t e r e s t i n s p o r t s , c o n tin u e d u se o f r e c r e a t i o n a l s k i l l s a f t e r le a v in g s c h o o l, a c t i v i t y h a b i t s o f l i f e - l o n g i n t e r e s t * 1 3 . I n t e l l e c t u a l A b i l i t y : A b i l i t y t o i n t e r p r e t and a n a ly z e f a c t s , to make c o r r e c t judgm ents and d e c is io n s , i n s i g h t , i n t e l l e c t u a l e f f i c i e n c y , a b i l i t y to s o lv e own p ro b le m s, m e n ta l a l e r t n e s s . ll* • 15. 16. 1 7 . 1 8 * 1 9 . 20. 21. 13: K in e s th e tic P e r c e p tio n : A b i l i t y t o s e n s e b o d y i p o s i t i o n and m ovem ents. 1 Knowledge: R u les and s t r a t e g y , te c h n iq u e s , equip m ent, f a c i l i t i e s , h i s t o r y o f an a c t i v i t y , know le d g e o f h e a l t h v a lu e s o f p h y s ic a l p a r t i c i p a t i o n , and s p o r t e t i q u e t t e . M ental H e a lth : E m o tio n al c o n t r o l , wholesome m e n tal a t t i t u d e s , and ach iev em en t o f s u c c e s s th ro u g h p h y s ic a l com petency. N eu ro m u scu lar C o o rd in a tio n : P in e , a c c e s s o ry m uscle m ovem ents, ey e -h an d c o o r d in a tio n s , and m o to r e f f i c i e n c y . i P h y s ic a l F i t n e s s : E n d u ran ce, r e s i s t a n c e to fa ti-j g u e, developm ent o f p h y s ic a l c a p a c ity , s ta m in a , c o n d itio n e d body, and v ig o ro u s p h y s ic a l b e in g . P h y s ic a l H e a lth : Normal m e ta b o lism , freedom from d is e a s e , norm al p h y s io lo g ic a l a c t i v i t y o f th e b o d y , norm al w e ig h t, p ro p e r f u n c tio n in g o f s k e le to n and o rg a n s . P h y s ic a l Power: E x p lo s iv e s tr e n g t h , q u ic k n e s s , a g i l i t y , e n e rg y , o rg a n ic pow er. P h y siq u e: D evelopm ent o f m u sc u lar s i z e , a w e ll p r o p o rtio n e d b o dy. 2 2 . 23. 2tj.. 25. 2 6. 27. 28. I I I R e c r e a tio n a l S k i l l s : S k i l l s t h a t may be u se d ' i d u rin g l e i s u r e tim e , a b i l i t y to p e rfo rm i n th o s e a c t i v i t i e s w hich a re o f a c a r r y - o v e r n a tu r e ( g o l f , t e n n i s , v o l l e y b a l l , a rc h e ry , r i d i n g , e t c * ) , p r o f i c i e n c y i n c o e d u c a tio n a l a c t i v i t i e s * R e ta r d a tio n o f S e n e sc e n c e : A r r e s tin g and r e t a r d i n g th e a g in g p r o c e s s . R hythm ie S k i l l s : A b i l i t y to perfom n th e rh y th m ic ty p e o f a c t i v i t i e s su ch as s o c i a l d a n c in g and s q u a re d an cin g * S a f e ty S k i l l s : Swimming, l i f e s a v i n g , a b i l i t y ' to move a c c u r a te ly and e f f i c i e n t l y i n c a s e o f | i a c c id e n t* ! S o c i a b i l i t y : A d ju stm en t to g ro u p m o res, co - , r e c r e a t i o n a l r e l a t i o n s h i p s , c o o p e ra tio n , s o c i a l c o u ra g e , s o c ia l i n t e l l i g e n c e , s o c i a l e f f ic ie n c y , team w ork, a b i l i t y to g e t a lo n g w ith p e o p le , g e n i a l i t y . S tr e n g th : Arm, ab d o m in al, m uscu lar* Team S k i l l s : A b i l i t y t o p e rfo rm i n th e p o p u la r i team a c t i v i t i e s o f b a s k e t b a l l , f o o t b a l l , sp e e d - b a l l , s o c c e r , h o ck ey , b a s e b a l l , etc* i s i I I 29* T ypes o f S p e c i f ic K now ledges: | i . C o n d itio n in g : Knowledge o f how to a c h ie v e th e p h y s ic a l f i t n e s s n e c e s s a ry f o r e f f e c t i v e p a r t i c i p a t i o n i n an a c t i v ity * C o m p e titio n : Knowledge o f how to o f f i c i a t e an o rg a n iz e d c o n t e s t , o f how o rg a n iz e d c o m p e titio n i s c a r r i e d on n a t i o n a l l y and w o rld w id e , e tc * E quipm ent: Knowledge o f t h e f a c i l i t i e s , in s tr u m e n ts , and equipm ent n e c e s s a ry to a d e q u a te ly c a r r y on o rg a n iz e d a c t i v i t y j i i n a game o r c o n te s t* E t i q u e t t e : Knowledge o f th e c o u r te s ie s and m anners t h a t a re t r a d i t i o n a l l y a p a r t o f a p h y s ic a l a c t i v i t y i n o rg a n iz e d p lay * H is to r y : Knowledge o f th e o r g a n iz a tio n , developm ent and s t a t u s o f an a c t i v i t y * i An u n d e rs ta n d in g o f th e v a lu e o f an I a c t i v i t y to an in d iv i d u a l and s o c ie ty * B u ie s : U n d e rsta n d in g o f th e r e g u la tio n s I i w hich g o v ern th e p la y o f an a c t i v i t y i n \ an o rg a n iz e d c o n te s t* j 1 6 i S tr a te g y : The know ledge and u n d e rs ta n d in g ; i o f how to p la y to ta k e ad v an tag e o f o n e f S own s tr o n g p o in ts and an o p p o n en ts w eak- ' n e s s e s . T echniques* U n d e rsta n d in g o f w hat i s th e b e s t form and th e m ost e f f i c i e n t m ethod i n e x e c u tin g th e b a s ic s k i l l s o f a phy s i c a l a c tiv i ty * T erm inology* Language p e c u l i a r to an ac t i v i t y , t r a d i t i o n a l s a y i ng s * V I. ORGANIZATION OP THE STUUf The stu d y c o n s i s t s o f n in e te e n c h a p te rs * The p r e s e n t c h a p te r in c lu d e s a s ta te m e n t o f th e p ro b lem , th e scope i o f th e i n v e s t i g a t i o n , th e p la n o f p ro c e d u re , and d e f i n i t i o n o f term s* The r e l a t e d l i t e r a t u r e i s sum m arized i n C h a p ter II* C h a p te r I I I e x p la in s th e co n d u c t o f th e in v e s tig a tio n * The t h e o r e t i c a l c o n t r ib u t io n s o f p h y s ic a l e d u c a tio n a re g iv e n i n C h a p ter IV , and th e s t a t e d e d u c a tio n a l o b je c ti v e s I o f The U n iv e r s ity o f S o u th e rn C a l i f o r n i a and i t s C o lle g e I o f L e t t e r s , A r t s , and S c ie n c e s a re s t a t e d i n C h a p te r V * C h a p ter VI p r e s e n ts th e o p in io n s o f th e U n iv e r s ity ad m in is t r a t o r s r e g a r d in g c o lle g e p h y s ic a l e d u c a tio n and th e ob s e rv e d outcom es o f J;h e JU ni v e r s t t y - p h y s i c a l e d u c a tio n .! | program * The i n s t r u c t i o n a l o b je c ti v e s o f th e U n iv e r s ity | ! I p h y s ic a l e d u c a tio n p ro g ram , as s t a t e d by c la s s i n s t r u c t o r s and th e c o u rs e o f s tu d y o u t l i n e s , a re p r e s e n te d i n C h a p te r ! V II* The tr e a tm e n t o f th e s tu d e n t q u e s tio n n a ir e d a t a i s e x p la in e d i n C h a p te r V III* C h a p te rs IX th ro u g h XVI d is c u s s th e f in d in g s o f th e s tu d e n t q u e s tio n n a ir e * C h a p te r XVI ! | a ls o d e s c r ib e s th e ty p e s and d e g re e s o f know ledge p o s s e s s e d I ' 1 by th e s tu d e n ts , as e v id e n c e d i n th e s e m e s te r f i n a l ex ami- i n a tio n s * C h a p ter XVII c o n ta in s a d is c u s s io n and p r e s e n ta t i o n o f th e program c o n tr ib u tio n s * The o v e r - a l l e v a lu a t io n ■ o f th e c o n t r ib u t io n s o f th e p h y s ic a l e d u c a tio n p ro g ram i s 1 p r e s e n te d i n C h a p te r XVIII* The l a s t c h a p te r i s d e v o te d t o 1 i sum m arizing th e s tu d y and d raw in g c o n c lu s io n s as t o th e j m ethod o f e v a lu a t io n and th e c o n tr ib u tio n s o f th e program * 1 CHAPTER I I j RELATED LITERATURE The p la c e t h a t p h y s ic a l e d u c a tio n o c c u p ie s I n I g e n e r a l e d u c a tio n , as r e v e a le d by th e l i t e r a t tare, i s d i s c u s s e d i n t h i s c h a p te r* V ario u s w ays o f m e e tin g s tu d e n t ; w an ts th ro u g h p h y s ic a l e d u c a tio n a re a ls o p r e s e n te d ,; Re s e a r c h s t u d i e s w hich have i n v e s t i g a te d th e outcom es o f c o l - ; le g e p h y s ic a l e d u c a tio n a re rev iew ed * Views o f many a u th o rs r e g a r d in g th e o b je c ti v e s o f p h y s ic a l e d u c a tio n are j ' summ arized* i I . PHYSICAL EDUCATION IN GENERAL EDUCATION T h ere h a s b een an in c r e a s in g te n d e n c y to j u s t i f y p h y s ic a l e d u c a tio n i n te rm s o f i t s c o n t r i b u t i o n to un- I s p e c i a l i z e d , n o n te c h n ic a l e d u c a tio n * I t i s assum ed t h a t j e v e ry f u tu r e c i t i z e n o f a dem ocracy sh o u ld p a r t i c i p a t e I n ! a b ro a d , g e n e r a liz e d e d u c a tio n a l program w hich w ould le a d him to a c q u ire b a s ic s k i l l s and a p p r e c ia tio n s n e c e s s a ry to be a u s e f u l member o f a m odern d e m o c ra tic s o c i e t y . I t i s j becom ing in c r e a s in g l y a p p a re n t to e d u c a to rs a s s o c ia te d d i - i r e c t l y o r I n d i r e c t l y w ith p h y s ic a l e d u c a tio n t h a t some o f th o s e n e c e s s a r y b a s ic s k i l l s can be a t t a i n e d th ro u g h p a r t i c i p a t i o n i n a p h y s ic a l e d u c a tio n program * 1 E l l i o t w ent on r e c o r d r e g a r d in g p h y s ic a l ed u ca tio n * s p la c e i n g e n e r a l e d u c a tio n i n 1930* She c la im e d th a t p h y s ic a l e d u c a tio n i s a p h a se o f g e n e ra l e d u c a tio n and t h a t j i t s o b je c t sh o u ld b e i n t e r p r e t e d i n te rm s o f th e o b je c tiv e s ! 2 ; o f e d u c a tio n as a w hole* Law ton a ls o was c o n v in c ed o f th e v a lu e o f p h y s ic a l e d u c a tio n f o r a l l p a r t i c i p a n t s * He w ro te t h a t p h y s ic a l e d u c a tio n d e a ls w ith th e a tta in m e n t o f jo y , I f o r i t i s l i f e e d u c a tio n . I t d o es n o t d e a l w ith th e p h y - I s i c a l a lo n e , b u t w ith th e e n t i r e o rg an ism . A n o th er, e x - 3 p r e s s in g h im s e lf i n th e same v e in , was McNeely i n 1933, who s t a t e d t h a t M p h y s ic a l e d u c a tio n i s a p h ase o f g e n e r a l 1 e d u c a tio n an d , as su c h , i t s o b je c ti v e s m ust b e i n t e r p r e t e d j i n te rm s o f th e o b j e c t i v e s o f e d u c a tio n as a w hole McNeely a ls o b e lie v e d t h a t w h ile th e o b je c ti v e s o f p h y s i c a l e d u c a tio n c o in c id e w ith th o s e o f g e n e ra l e d u c a tio n , i t s ! t o o l s and m ethods a r e d i f f e r e n t . ! ! 1 R uth E l l i o t , "M odern T ren d s i n P h y s ic a l E duca- i t i o n , " R e se a rc h Q u a r te r ly . 1:71^-85, May, 1930. ! , ......................................................................................................... i 2 S h a ile r XJ. L aw ton, " R e s p o n s ib ility o f t h e C o lle g e : D ir e c t o r f o r th e P h y s ic a l E x a m in a tio n ," R e se a rc h Q u a r te r ly . ! 1 :1 - 9 , May, 1930. 3 Jo h n G. M cNeely, "An A d m in is tra tiv e P h ilo s o p h y o f P h y s ic a l E d u c a tio n ," J o u r n a l o f H e a lth and P h y s ic a l E duca t i o n . Ij.:l£-17* M>, J a n u a ry , 1933* S to d d a rd s t a t e d t h a t p h y s ic a l e d u c a tio n c o u ld be j u s t i f i e d o n ly as i t i s i n t e g r a t e d w ith th e p u rp o s e s o f e d u c a tio n i n g e n e ra l# He l i s t e d i n i t i a t i v e , ju d g m en t, i m o d esty , s e l f c o n t r o l , and w illin g n e s s to s a c r i f i c e as some; o f th e outcom es t h a t p h y s ic a l e d u c a tio n h e lp s g e n e r a l edu c a t i o n to a c h ie v e . I n one o f th e f i r s t bo o k s w r i t t e n on £ th e a d m in is t r a tio n o f c o lle g e p h y s ic a l e d u c a tio n , Hughes d e c la r e d , ttThe u lti m a te j u s t i f i c a t i o n f o r any e d u c a tio n a l ! program i s i t s c o n t r i b u t i o n to th e l i f e aim s and o b je c - ! 7 8 t i v e s o f th e in d iv i d u a ls who p a r t i c i p a t e i n it#** Mac Lean a ls o s t a t e d t h a t p h y s ic a l e d u c a tio n h e lp s g e n e r a l e d u c a tio n to a t t a i n i t s p u rp o s e s th ro u g h th e a p p r e c ia tio n and know le d g e o f s p o r ts t h a t make p e o p le w e ll t r a i n e d s p e c t a t o r s a t s p o r ts a c t i v i t i e s . A n o th er a s p e c t o f g e n e r a l e d u c a tio n th ro u g h p h y s ic a l e d u c a tio n i s an a c q u a in ta n c e w ith and an t i n t e r e s t i n p a r t i c i p a t i n g i n r e c r e a t i o n a l c a r r y - o v e r s p o r ts ' t a d a p ta b le to a d u l t l i v i n g . 1 5 A. J . S to d d a rd , ,fThe I n t e g r a t i o n o f P h y s ic a l Edu c a t i o n w ith th e G e n e ra l P u rp o se s o f th e S c h o o ls , 1 1 J o u rn a l i o f H e a lth and P h y s ic a l E d u c a tio n . 5 * 3 -6 , 39# S e p te m b e r,1 9 3 ^ i 6 W illia m L . H ughes, Admini s t r a t i on o f H e a lth and P h y s ic a l Educ a t l o n i n C o lle g e s (New Y ork: A. 3 . B arn es and Company, 1935)# P* 7 . 7 h o c , c i t . , 8 M alcolm S. MacLean, f,The P la c e o f P h y s ic a l E duea- , t i o n i n th e G e n e ra l C o lle g e P rogram , 1 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tlo n , 7*535-536, 568# November# 1 9 3 6 * j 21 P h y s ic a l e d u c a tio n can a id an i n d iv i d u a l t o become c u l tu r e d , c la im e d L lo y d .^ P h y s ic a l e d u c a tio n a id s i n a c - i ! ;q u irin g p e r s p e c tiv e , s e l f r e a l i z a t i o n , c o n s tr u c tiv e im a g i n a t io n , a b a la n c e d p e r s o n a l i t y , and jo y and s a t i s f a c t i o n 10 ;in p la y in g games f o r t h e i r own s a k e . W eir m a in ta in e d I jth a t " th e p erm anent p la c e o f p h y s ic a l e d u c a tio n i n h ig h e r (e d u c a tio n i s d e te rm in e d by i t s i n t r i n s i c w o rth as an edu- ' 11 jc a tio n a l in s tr u m e n t.” ^ 12 i The E d u c a tio n P o l i c i e s Com mision, i n Educ a t io n f o r A ll A m erican Y o u th , p u b lis h e d d u rin g W orld War I I , d e c la r e d t h a t p h y s ic a l e d u c a tio n sh o u ld h e lp a c h ie v e th e 1 “ } ; jaims o f g e n e ra l e d u c a tio n . N ot o n ly d id th e Com m ission j i s t a te t h a t p h y s ic a l e d u c a tio n c a n p ro v id e th e i n t e r e s t s and , i j I j s k i l l s o f p h y s ic a l r e c r e a t i o n , b u t t h a t a d d itio n a l v a lu e s jare d e r iv e d from p a r t i c i p a t i o n i n p h y s ic a l a c t i v i t i e s . j 9 F ra n k S. L lo y d , “ L ib e r a l C u ltu r a l V a lu e s o f P h y s i- 'c a l E d u c a tio n ,” J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n . ]9:69- 7 1 , 1 2 6 -1 2 7 , F e b ru a ry ,“ 19357 | 10 LeRoy M. W eir, “P h y s ic a l E d u c a tio n Does E d u c a te ,” 'The A m erican A sso c i a t io n o f C o lle g e R e g i s t r a r s 1 J o u r n a l. ’ 2 0 t8 7 9 O c to b e r, 19W* H koc. cit. 12 E d u c a tio n P o l i c i e s C om m ission, Educ a t i on- f o r A ll A m erican Y outh (W ash in g to n , D. C .: N a tio n a l E d u c a tio n A s- ,s o c ia tio n , 19^ 1 }.), p . 1 0 2 . 13 I b i d . . p . 278. These v a lu e s may ta k e th e form o f s o c i a l i z in g e x p e r ie n c e s , p lu s the d e s ir a b le a t t it u d e s o f team work, sp ortsm ansh ip , and r e s p e c t fo r oth ers* lk W hile th e Harvard Report d id n o t d w ell at g r e a t le n g th on th e p la c e o f p h y s ic a l e d u c a tio n i n g e n e r a l edu c a t io n , i t d id m ention th a t p h y s ic a l e d u c a tio n co u ld con t r ib u t e to th e p h y s ic a l and m en tal h e a lth o f the p u p ils* That q u a l i t i e s o f d e c is iv e n e s s , i n i t i a t i v e , and c o o p e r a tiv e n e ss are d evelop ed through team p la y was a ls o claim ed in lf> th e R ep ort. Cowley touched on one a rea o f a broad, a l l i n c lu s iv e e d u c a tio n by s t a t in g th a t w ith th e g re a t oppor- i t u n i t i e s f o r le is u r e tim e during th e n ex t f i f t y y e a r s , i t j f i i s th e r e s p o n s i b il it y o f c o lle g e p h y s ic a l ed u ca tio n t o ! h elp s o lv e the problem o f le i s u r e . A p a r t ia l s o lu t io n t o i t h i s problem i s th e tea ch in g o f p a r t ic ip a t io n i n r e c r e a t io n a l ty p e games and th e a b i l i t y t o o b serv e games as an i n t e l l i g e n t sp ec ta to r* 16 H alsey c it e d th r e e u n i v e r s i t i e s , M innesota, Co lum bia, and Iowa, as exam ples o f o u tsta n d in g e d u c a tio n a l j I 1I 4 . Harvard Committee R ep ort, G eneral E d u cation In a Free S o c ie ty (Cambridge: Harvard U n iv e r s ity P r in tin g O f f ic e , 1 9 ^ 5 ), P* 1 6 8 * 15 W . H. Cowley, "C hallenge to P h y s ic a l E d u cation , 1 1 ' Journal o f H igher E d u ca tio n * 1 6 :1 7 5 -1 7 7» A p r il, 19^5* * i 16 E liz a b e th H a lsey , "How S h a ll W e Grow, n Jou rn al o f H ea lth and P h y s ic a l E d u ca tio n * 1 9 :1 8 2 , 2 2 2 -2 2 5 , March, T^q.8 * _ .. r- ______________________ , i ! 23 i n s t i t u t i o n s t h a t c o n s id e r p h y s ic a l e d u c a tio n a s an i n t e g r a l p a r t o f t h e i r g e n e r a l e d u c a tio n c u rricu lu m * Iow a h a s p h y s ic a l e d u c a tio n as one o f th r e e b a s ic s k i l l s o f g e n e ra l e d u c a tio n * The s k i l l s r e q u ir e d a re b a se d on com petence | r a t h e r th a n on c r e d i t h o u rs* To m eet th e p h y s ic a l e d u c a - j ; ti o n r e q u ire m e n t, each s tu d e n t m ust d e m o n s tra te a minimum i p r o f ic ie n c y i n a l l o f th e f o llo w in g a r e a s : ( 1 ) in d i v i d u a l a c t i v i t i e s , ( 2 ) g ro u p a c t i v i t i e s , f 3 ) body m e c h a n ic s, (Ij.) s a f e t y , (5 ) p h y s ic a l e f f ic ie n c y * H a ls e y , c o n s id e r in g s k i l l as t h e end p o in t o f p h y s ic a l e d u c a tio n , s t a t e d t h a t i t w i l l le a d to in c r e a s e d p a r t i c i p a t i o n and th u s b r in g ab o u t s o c i a l e x p e rie n c e s and th e im provem ent o f human r e l a t i o n s h i p s . I I . STUDENT PHYSICAL EDUCATION WANTS ■ i i I f a p h y s ic a l e d u c a tio n program i s t o be w o rth w h ile , 1 9 i t m u st be c o g n iz a n t o f and a c t i v e l y p la n to m eet t h e n eed s and w ants o f i t s s t u d e n t s . T h ere i s c o m p a ra tiv e ly l i t t l e l i t e r a t u r e d e a lin g s p e c i f i c a l l y w ith c o lle g e s t u d e n t s 1 i n - ! i 1 t a d e q u a c ie s and w an ts w hich may b e m et th ro u g h th e medium | 17 o f p h y s ic a l e d u c a tio n . K le e b e r g e r , 1 i n 1932, b ro u g h t f o r t h , 17 F ra n k K le e b e rg e r, ftP h y s ic a l E f f ic ie n c y a s Mea s u re d a t The U n iv e r s ity ©f C a l i f o r n i a , * R e se a rc h Q u a r te r ly . 3 :1 5 1 -1 7 2 , May, 1 9 3 2 . . 2l* th e p r o p o s itio n t h a t ev ery o n e i s s e a rc h in g f o r a d v e n tu re and h a p p in e s s • He c la im e d t h a t th e s e o b j e c t i v e s c o u ld v e ry a b ly be a t t a i n e d th ro u g h th e developm ent o f p h y s ic a l s k i l l s and h a b i t s o f p a r t i c i p a t i o n , w h ich in s u r e th e h appy p a r t i - 1 c i p s n t th e n e c e s s a r y i n t e r e s t and a b i l i t y to c a r r y on usfoole- isome p h y s ic a l a c t i v i t y th ro u g h o u t l i f e * 1 18 McCormick s tu d ie d s tu d e n t n eed s w ith r e f e r e n c e to p h y s ic a l e d u c a tio n * F i r s t , n e e d s w ere d e te rm in e d th ro u g h h e a l t h ex am in atio n ^ r e c o r d s o f p a s t e x p e r ie n c e s , p e r s o n a l in te r v ie w s , com m unity s u rv e y s , o b s e rv a tio n s o f c o n d u c t, and Iknowledge t e s t s * Then a program was s e t up w hich was d e- 1 9 s ig n e d t o f u l f i l l t h e s t u d e n t s 1 w ants* McCormick b e l i e v e d su ch a program sh o u ld c o n ta in o r i e n t a t i o n and an i n - ; tr o d u c ti o n and a p p r e c ia tio n co u rse* B ach a c t i v i t y c o u rse sh o u ld in c lu d e h i s t o r y , p r i n c i p a l r u l e s , s e l e c t i o n , and ( ^purchase o f eq u ip m en t, e t i q u e t t e , and p r o p e r te c h n iq u e s o f Jperform ing s k i l l s * O th er a s p e c ts o f a s tu d e n t c e n te r e d i [p h y s ic a l e d u c a tio n program s h o u ld b e r e p e a te d a tte m p ts on l I ! 18 H u b ert J* McCormick* E n ric h in g th e P h y s ic a l Edu c a tio n S e rv ic e P rogram i n C o lle g e s and U n i v e r s i t i e s fffew T o rk : B u reau o f P u b lic a tio n s , T e a c h e rs 1 C o lle g e , C olum bia ' .U n iv e r s ity , 19i*2), p* 10* 19 I b i d . , p* £1*. r I I ! 25 I i [the p a r t o f th e i n s t r u c t o r s to a c q u a in t th e s tu d e n ts w ith I ;th e aims o f c o lle g e p h y s ic a l e d u c a tio n , to e n c o u ra g e e a c h I s tu d e n t t o f o rm u la te a p h ilo s o p h y o f h e a l t h and p h y s ic a l e d u c a tio n , and to r e a c h th e s tu d e n ts th ro u g h g u id a n c e r e g a r d in g th e p la c e p h y s ic a l e d u c a tio n can p la y i n m e e tin g i 20 j t h e i r l i f e needs# 21 W eir c i t e d two e d u c a tio n a l p r i n c i p l e s t h a t m ust be re c o g n iz e d i f p h y s ic a l e d u c a tio n i s to a id s tu d e n ts w ith t h e i r p ro b lem s: 1# A c t i v i t i e s m ust b e s e le c te d and ta u g h t i n te rm s o f th e a b i l i t i e s , n e e d s , and i n t e r e s t s o f e a c h s tu d e n t* 2# A c t i v i t i e s m u st b e m e a n in g fu l and so re c o g n iz e d by th e s tu d e n t# 22 W eir p o in te d o u t two in a d e q u a c ie s i n c o lle g e p h y s ic a l e d u - i I c a t i o n p ro g ra m s: f i r s t , t h a t s tu d e n ts la c k a p p r e c ia tio n o f ' t i th e v a lu e s o f p h y s ic a l e d u c a tio n i n a w e ll ro u n d ed l i f e ; •and, se c o n d , t h a t p rogram s a r e n o t s u f f i c i e n t l y a d a p te d to ' i th e in d iv i d u a l s tu d e n t# 20 I b i d # * p# jJIj.. 21 I b i d . , p . k- 22 I b i d # * p# 9 2 . 2 6 I I I . RESEARCH STUDIES T h e re have b ee n a num ber o f a tte m p ts to d e te rm in e more o b j e c t i v e l y th e r e s u l t s s tu d e n ts d e riv e from p a r t i c i p a t i o n i n p h y s ic a l e d u c a tio n . The s t u d i e s w ere g ro u p ed land re v ie w e d i n c a te g o r ie s a c c o rd in g to th e ty p e s o f r e s u l t s i n v e s t i g a t e d . O v e r - a ll program e v a l u a t i o n . I n a s tu d y by R en d er- 23 g a s t a t L o u is ia n a S t a t e U n iv e r s ity , f i v e h u n d red women p h y s ic a l e d u c a tio n s tu d e n ts l i s t e d th e f o llo w in g pro b lem s t h a t p h y s ic a l e d u c a tio n h ad a id e d i n s o lv in g ; 1 . K eeping f i t . 2 . C o r r e c tin g p o s tu r e . 3 . G a in in g c o o r d in a tio n . Ij.* D ev e lo p in g b e t t e r s p o rts m a n s h ip . 5 . M aking f r i e n d s . 6 . G a in in g g ra c e and poise. 7* I n c r e a s in g s p o r t s a b i l i t y . 8 . L e a rn in g to r e l a x . A s tu d y o f th e e f f e c t i v e n e s s o f th e womenf s p h y s ic a l e d u c a tio n program a t The U n iv e r s ity o f M in n e so ta w as 23 H elen A. P e n d e r g a s t, An A p p re c ia tio n o f P h y s ic a l E d u c a tio n (New Y ork: P r e n t i c e - H a l l , I n c . , 19ip.77 p . 1 0 . 27 ; 24 conducted by Baker, B o ck stru ck , L arson, and Robb* The program c o n s is te d o f f i v e a rea s: a q u a tic s , body b u ild in g , dance, in d iv id u a l s p o r ts , and team s p o r t s . In ch o o sin g an a c t i v i t y , the fo llo w in g were th e re a so n s g iv e n ( i n p ercen ta g e s ) by p a r t ic ip a t in g stu d e n ts: j 1# E n jo y a c t i v i t y .......................................................... 80 2* W ish to im prove p r e s e n t s k i l l * * . • 62 3* S o c ia l a sse t* * • • • • • • ................... 6o 4* Wanted to le a r n new s k i l l . . . . . . 45 5* C o n d itio n in g . ........................ . * 3 7 1 6 . P e e lin g o f w e ll-b e in g . . . . . * . . 2 4 B e n e fits d eriv ed from th e program o f p h y s ic a l a c t i v i t i e s were l i s t e d as fo llo w s : , 1 . I n c r e a s e d know ledge o f a c t i v i t y . . . 62 2 . Good w orkout* • * * » * * . * • * 3. I n c r e a s e d s k i l l ........................ * * * . . 52 1 *. A c q u ire d new s k i l l . . . . .. * . . • 52 5* Im proved p o s t u r e . • • * .................... . . 37 Organic v ig o r * i n 1935 MacKenzie in v e s t ig a t e d th e ! 24 G ertrude B aker, and o th e r s , 1 1 The P h y s ic a l Educa t io n Program f o r C o lle g e Women," Journal o f H ea lth and Phy s i c a l E d u ca tio n . 18:377-379* June, 1947* 25 Donald H * MacKenzie, " E ffe c ts o f V ariou s A c t iv i t i e s on th e P h y s ic a l F it n e s s o f U n iv e r s ity Men," R esearch ■ Q u a r te r ly * Supplem ent, 6 :125-143* March, 1935* j e f f e c t o f a c o lle g e p h y s ic a l a c t i v i t y p rogram on th e p h y s i- i i le a l f i t n e s s o f young men by em ploying th e P h y s ic a l F i t n e s s In d e x as th e s ta n d a r d o f m easurem ent* The In d e x i s d e - i te im in e d by m e a su rin g th e com bined s t r e n g t h o f v a r io u s m u sc le g ro u p s , p lu s a s c o re f o r th e num ber o f p u ll- u p s and jp u sh -u p s t h a t c a n b e perform ed* The t o t a l s c o r e i s d iv id e d by th e norm o f an i n d i v i d u a l ^ w e ig h t and a g e , m u l t i p l i e d by one hundred* As th e In d e x c o r r e l a t e d *60 w ith h e a l t h i e x a m in a tio n s , an im provem ent o r d e c lin e i n th e P h y s ic a l F itn e s s In d ex was i n t e r p r e t e d as a change i n h e a l t h s t a t u s . The a v e ra g e P h y s ic a l F i tn e s s In d e x f o r a l l e n t e r in g f r e s h - i m en was 1 0 6 .2 i n S ep tem b er. By J a n u a ry , th e av e rag e P h y s i- ' c a l F i t n e s s In d e x had r i s e n to 117*1 f o r a l l fresh m en p a r t i c i p a t i n g i n p h y s ic a l e d u c a tio n a c t i v i t i e s * F o o tb a ll i showed th e lo w e s t g a in , w ith w r e s t l i n g n e x t. A s p e c i a l j p h y s ic a l f i t n e s s c l a s s f o r th o s e s tu d e n ts s c o r in g low on 'th e i n i t i a l P h y s ic a l F i t n e s s In d e x had th e l a r g e s t g a i n , | c r o s s - c o u n tr y was se c o n d , and h o ck ey t h i r d . The f i n a l Phy- ! 1 . ' s i c a l F itn e s s In d e x f o r fre sh m e n a c t i v i t y s tu d e n ts a t th e ■ end o f th e s p r in g s e m e s te r was 125*8* The o b v io u s r e a s o n ;fo r th e s l i g h t g a in by f o o t b a l l p la y e r s and w r e s t l e r s was t h a t th e y w ere i n b e t t e r p h y s ic a l c o n d itio n i n S eptem ber th a n th o s e s tu d e n ts i n th e s p e c i a l p h y s ic a l f i t n e s s c l a s s o r th e c r o s s - c o u n t r y r u n n e r s . A s tu d y o f th e p o s s i b le c h ro n ic e f f e c t o f p h y s ic a l J e d u c a tio n p a r t i c i p a t i o n upon th e p h y s ic a l c o n d itio n o f c o l-: 26 | le g e women was co n d u c ted by K in g ly . The 28 p e r c e n t mak- 1 in g th e h ig h e s t and th e 28 p e r c e n t m aking th e lo w e s t s c o re s on p h y s ic a l e x a m in a tio n s g iv e n fresh m en on r e g i s t r a t i o n at R u s s e ll Sage C o lle g e i n New Y ork w ere com pared a s to p r e v io u s p h y s ic a l e d u c a tio n b a c k g ro u n d s. More o f th e to p p e r c e n ta g e group h ad r e c e iv e d i n s t r u c t i o n on p o s tu r e i n b o th j e le m e n ta ry and h ig h s c h o o l th a n had th e low p e rc e n ta g e g ro u p . A much l a r g e r p e rc e n ta g e o f th e to p g ro u p had a t te n d e d s c h o o ls w ith p h y s ic a l e d u c a tio n f a c i l i t i e s and t r a i n e d te a c h e r s th a n had th e low s c o r in g g ro u p . On a m o to r a b i l i t y t e s t , th e mean o f th e to p g ro u p was 15 p e r 1 c e n t above th e mean o f th e c l a s s , w h ile th e low group s c o re d 10 p e r c e n t below th e c l a s s m ean. K in g ly c o n c lu d ed j t h a t p h y s ic a l e d u c a tio n outcom es o f p h y s ic a l e f f i c i e n c y j te n d to b e b ro u g h t ab o u t by good i n s t r u c t i o n an d good f a c i - j l i t i e s . ! 27 S ta f f o r d e n d e a v o re d to d e te rm in e w h ich a c t i v i t i e s i n c o lle g e p h y s ic a l e d u c a tio n b ro u g h t ab o u t th e g r e a t e s t 1 26 H azel K in g ly , ‘ "The P h y s ic a l C o n d itio n o f C o lle g e F re sh m e n ," J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n . 1 2 :8 0 - 8 2 , F e b ru a ry , 19^1* 27 G eorge T* S t a f f o r d , "G uidance i n R e q u ire d P h y s ic a l, E d u c a tio n ," R e s e a rc h Q u a r te r ly . 1 2 :2 7 8 -2 9 2 , May, 19l}2» j o rg a n ic v ig o r . A f te r g iv in g th e L a rso n F u n c tio n a l S tr e n g th T e s t t o 262 s t u d e n ts , he fo u n d t h a t th e fo llo w in g p e rc e n ta g e s o f s tu d e n ts s c o re d e x c e l l e n t on th e t e s t i n th e c l a s s e s I n d ic a te d : L if e s a v in g 21*6 A p p a ra tu s and s t u n t s 21*5 I n d iv id u a l a t h l e t i c s 1 9 .6 T um bling 1 3 4 W r e s tlin g 1 1 .8 B oxing li.i) . L ess t h a n 5 p e r c e n t o f th e s tu d e n ts i n ea c h o f th e c l a s s e s i n a r c h e ry , c lo g d a n c in g , g o l f , b o w lin g s and s o c i a l dance s c o re d e x c e l l e n t on th e L a rso n T est* 28 . An a tte m p t was made by W ilb u r i n 1943 to com pare 1 th e p h y s ic a l f i t n e s s outcom es o f two ty p e s o f c o lle g e p h y - : j s i c a l a c t i v i t y program s* He d iv id e d 316 m ale fre sh m en i n to two groups* The a c t i v i t y program f o r one g ro u p c o n s is te d s o l e l y o f th e u se o f a p p a ra tu s and tu m b lin g , w h ile \ t h a t o f th e o th e r group in c lu d e d p a r t i c i p a t i o n i n a s p o r t s j program o f b o x in g , w r e s t l i n g , t r a c k and f i e l d , s o c c e r , and swimming. B o th g ro u p s w ere t e s t e d t h r e e tim e s d u rin g th e 28 E* A* W ilb u r, W A C o m p arativ e S tu d y o f P h y s ic a l F it4 n e s s I n d ic e s as M easured by Two P rogram s o f P h y s ic a l E duca-i t i o n : The S p o rts M ethod and th e A p p a ra tu s M ethod, 1 1 R e- I s e a rc h Q u a r te r ly , 11^:326-332, O c to b e r, 19^3* I 31 experim ent by means o f a t e s t b a tte r y to m easure th e v a r io u s [components o f p h y s ic a l f it n e s s * At th e b eg in n in g o f th e exp erim en t, t e s t s showed th e groups t o be alm ost equal* On i the second t e s t , th e d iffe r e n c e in fa v o r o f th e sp o rts group! i was n o t s ig n if ic a n t * However, on th e f i n a l t e s t , th e sp o r ts i group was c le a r ly su p e r io r in p h y s ic a l c o n d itio n in g * The 1 group p a r t ic ip a t in g in th e sp o r ts program was s i g n i f i c a n t l y su p e rio r in arm -shoulder g ir d le s tr e n g th and body coord in a tio n * The groups were ap proxim ately eq u a l in l e g sp eed , l e g power, arm -shou ld er, c o o r d in a tio n , and endurance* The d u ra tio n o f th e exp erim en t or th e p e r io d betw een th e t e s t s ! was n o t m entioned* 29 1 B u rley 7 conducted a s e r ie s o f p h y s ic a l t e s t s o f ; t s tr e n g th , sp eed , c o o r d in a tio n , en durance, and a g i l i t y on , t r a in e e s in th e Armed F orces in 19^-3* Be gave th e t e s t s b e - jfore and a fte r a r ig o r o u s c o n d itio n in g program* The group i jof t r a in e e s was s i g n i f i c a n t l y improved in a l l a sp e c ts o f |c o n d itio n in g a f t e r a s e m e s te r ^ t r a in in g . ! A nother experim ent on th e c o n d itio n o f Aimed Forces* I 29 L loyd R* B u rley , ”An Emergency Program in P h y si c a l E d u c a tio n ,M Journal o f H ealth and P h y s ic a l E d u ca tio n * 1 ^ :2 5 7 -2 5 9 . May, 1943. " i 32 I 30 p e rs o n n e l was p e rfo rm e d i n 19Mf by K i s t l e r , who w orked w ith l 650 men o v e r an e i g h t week p e r io d , d u r in g w h ich tim e th e y p a r t i c i p a t e d i n a program o f c a l i s t h e n i c s , o b s ta c le c o u rs e ru n n in g , com bat a c t i v i t i e s and c r o s s - c o u n tr y ru n n in g [fo r th r e e p e r io d s o f t h i r t y m in u te s ea c h day* S tr e n g th and je n d u ra n ce, as m easu red by d o in g s i t - u p s and c h in s , and ;a g i l i t y w ere s i g n i f i c a n t l y im proved a t th e c o n c lu s io n o f th e t r a i n i n g p e rio d * C a r d i o - r e s p i r a to r y im provem ent, w hich ; 1 was d e te rm in e d by th e d is ta n c e ru n d u rin g a f iv e m in u te p e r io d , was n o t c o n s i s t e n t : 36 p e r c e n t im p ro v ed , J |7 p e r c e n t r e v e a le d no ch an g e, and 1? p e r c e n t d e c lin e d * The f a c t o r o f m o tiv a tio n may have b e e n r e l a t e d to th e la c k o f im provem ent* j ! An i n t e r e s t i n g f a c t on th e e f f e c t i v e n e s s o f w a r-tim e j t r a i n i n g was b ro u g h t to l i g h t i n 191^ th ro u g h an e x te n s iv e : 31 ;i n v e s t i g a t i o n made by B ro u h a, P ra d d , and Savage a t H ar- ! i v a rd U n iv e rs ity * They gave th e H a rv ard S te p T e s t to o v e r j 1 2000 s t u d e n t s , e x c lu d in g v a r s i t y a t h l e t e s and s p e c i a l ] 1 ! 30 J* W * K i s t l e r , ftA S tu d y o f th e R e s u lts o f E ig h t Weeks o f P a r t i c i p a t i o n in* a U n iv e r s ity P h y s ic a l F i tn e s s P ro gram f o r Men,* R e s e a rc h Q u a r te r ly * 1 5 :2 3 -2 8 , M arch, 19i|4* 31 L u c ie n B ro u h a, Norman W * P ra d d , and B e a tr ic e S av ag e, " S tu d ie s i n P h y s ic a l E f f ic ie n c y o f C o lle g e S tu d e n ts ," Re s e a r c h . . Q u a r te r ly * 1$: 211-22lj., O c to b e r, 19i|ij.* 33 I !e x e r c is e groups (lo w p h y s ic a l e f f ic ie n c y ) over a c o n d itio n in g p e r io d . The r e s u l t s showed th a t th e w ar-tim e typ e o f c o n d itio n in g program im proved th e p h y s ic a l e f f i c i e n c y o f th o se stu d e n ts who sc o re d s e v e n t y - f iv e or under (average) I on th e S tep T est* Those sc o r in g good or e x c e lle n t on th e j t e s t d e te r io r a te d i n t h e ir p h y s ic a l c o n d itio n in g * The s tu d en ts who were i n 1 1 good” c o n d itio n m a in ta in ed t h e i r f i t n e s s \ ~ j to a h ig h e r d egree by b e in g allow ed to p ic k t h e ir own a c t i - 1 v i t i e s , w hich were u s u a lly o f a sp o r ts n a tu r e . 32 S o c ia l r e la t io n s h ip s * In 194°» H azel to n and P ip er j icompared th e s o c ia l outcom es d eriv ed from team a c t i v i t i e s ,w ith th o se d eriv ed from in d iv id u a l and dual a c t i v i t i e s * j ( The in v e s t ig a t o r s u sed a q u e stio n n a ir e to sam ple th e o p i- j n io n s o f g i r l s who w ere p a r t ic ip a t in g in s p e e d b a ll, a rch ery , and te n n is* S p e e d b a ll, as a team a c t i v i t y , was s i g n i f ic a n t - ily h ig h e r in such outcom es as: enjoym ent in p la y in g w ith o th e r g i r l s , th e f e e l i n g th a t one b e lo n g s to a group, and :b ein g more c o n sid e r a te o f o th e r people* The g i r l s in arch- ; ; 1 ery and te n n is were more aware o f im proving t h e ir own s k i l l | 'to a s i g n i f i c a n t d eg ree than in sp eed b a ll* S tu d e n ts in ! 32 H elen Hazel ton and Junerose P ip e r , ,fA Study o f th e , S o c ia l V alu es o f a Team Game and o f Two I n d iv id u a l S p o rts As Judges by the A ttitu d e s o f Freshman C o lle g e Women,1 1 R esearch Q u a r te r ly * 11:54-59# May, 194^* 3 1 * sp e e d b a ll showed an a p p r e c ia b le , alth ou gh n ot s ig n if ic a n t * d iff e r e n c e in r a tin g th e o th e r g i r l s "good s p o r ts ," making new f r i e n d s , and le a r n in g ab o u t o th e r p e o p le . 33 ; I n a s tu d y by S k u b ie on th e d eg ree o f s o c i a b i l i t y brought about through p h y s ic a l a c t i v i t y c l a s s e s , i t was found th a t a cq u a in ta n cesh ip in c r e a se d alm ost 100 per c e n t i n a s i x weeks* p erio d among th r e e hundred tw e n ty -s ix c o l le g e g i r l s ta k in g v o l l e y b a l l, swimming, and d an ce. Other i i r e s u l t s r e v e a le d th a t th e g i r l s p a r t ic ip a t in g in v o l le y b a l l ■had th e m ost fr ie n d s and th a t th e r e was o n ly a sm a ll p o s i t i v e r e la t io n s h ip betw een a cq u a in ta n cesh ip and degree to w h ich g i r l s w ere ch osen as f r ie n d s . No r e la t io n s h ip was j i found betw een a cq u a in ta n cesh ip and c h o ic e as a team -m ate b e- i i c a u se o f s k i l l . O ver th e s i x weeks* p e r io d , t h e num ber o f ! i " i s o l a t e s 1 1 d e c re a s e d and th e l i k a b l e f r i e n d s in c r e a s e d . C h a r a c te r . One o f th e f i r s t a tte m p ts to d e te rm in e " t" ■ i f p a r t ic ip a t io n in p h y s ic a l e d u c a tio n r e s u lt e d in d e s ir - ; 3k a b le c h a r a c te r t r a i t s was made by G le v e tt i n 1932* He j 33 E lv e r a S k u b ic , ftA S tu d y i n A c q u a in ta n c e s h ip and ! .S o c ia l S ta tu s i n P h y s ic a l.E d u c a tio n G la s s e s ," R e s e a rc h Q u a r te r ly , 2 0 :8 0 -8 7 , M arch, 19^9• -■■■■■ ! 3ij. M elv in A. C l e v e t t , "An E x p erim en t i n P h y s ic a l Edu c a t i o n A c t i v i t i e s R e la te d t o th e T ea ch in g o f H o n esty and i M otor S k i l l s , " R e se a rc h Q u a r te r ly , 3 5 1 2 1 -1 2 7 , M arch, 1932. 35 d iv id e d members o f a Y* M * C. A* a c t i v i t y c l a s s in to two g ro u p s e q u a te d on th e b a s i s o f I* Q ., c h r o n o lo g ic a l ag e, and so c io -e c o n o m ic s ta tu s * The H a rts h o rn e and May H onesty T e s t was a d m in is te r e d to th e two g ro u p s b e f o r e and a f t e r a j th r e e m o n th s1 a c t i v i t y p e r io d i n w hich h o n e s ty w as ta u g h t to th e e x p e rim e n ta l g ro u p th ro u g h b e h a v io r s it u a ti o n s * Re s u l t s r e v e a le d t h a t th e e x p e rim e n ta l g ro u p g a in e d i n h o n es t y by 200 p e r c e n t o v e r th e c o n t r o l g ro u p , i n w h ich h o n esty was g a in e d as j u s t a b y -p ro d u c t o f th e a c t i v i t y * G r a y b e a l^ co n d u c te d an e x te n s iv e i n v e s t i g a t i o n a t The U n iv e r s it y o f M in n e so ta , f o r w hich sh e em ployed two h u n d red s i x t y - n i n e women s tu d e n ts i n an e x p e rim e n ta l gro u p 1 * ta k in g r e q u ir e d p h y s ic a l e d u c a tio n and two h u n d red s i x t y - se v en women s tu d e n ts i n a c o n t r o l g ro u p p a r t i c i p a t i n g i n u n d ir e c te d p h y s ic a l a c t i v i t y * They w ere g iv e n a p h y s ic a l j e d u c a tio n a t t i t u d e t e s t upon e n t e r in g th e U n iv e r s ity as 1 fre sh m e n , and th e t e s t was r e p e a te d a t th e end o f t h e i r fre sh m an and sophom ore y e a rs* A f te r one y e a r , th e e x p e r t - | m e n ta l g ro u p showed a s l i g h t g a in o f p lu s 1 .0 7 pen c e n t i n t h e i r a t t i t u d e to w a rd p h y s ic a l e d u c a tio n , w h ile th e c o n tr o l group d e v e lo p e d a s l i g h t l y u n fa v o ra b le a t t i t u d e , w ith a 35 E liz a b e th G raybeal, ’’Measurement i n P h y s ic a l Edu c a tio n fo r Women,1 1 R esearch Q u a rter ly * 7*60- 6 3 , December, 1936. d e c re a s e o f m inus *9I 4 . p e r c e n t . T h is d if f e r e n c e b etw e en th e two g ro u p s was in c r e a s e d by th e en d o f th e n e x t y e a r , when th e c o n t r o l gro u p s c o re d p lu s 1*17 p e r c e n t and th e i e x p e rim e n ta l g ro u p m inus 2 .9 p e r c e n t, a d i f f e r e n c e o f 3*9 p e r ce n t* T hese s c o r e s r e v e a l a s l i g h t te n d e n c y on th e p a r t : o f s t u d e n t s who d id n o t ta k e p h y s ic a l e d u c a tio n c o u r s e s to a c q u ire an i n c r e a s i n g l y u n fa v o ra b le a t t i t u d e to w a rd p h y s i c a l e d u c a tio n d u rin g th e f i r s t two y e a rs a t a u n i v e r s i t y . I niL I n 1 9 lfl Moore q u e s tio n e d 10 p e r c e n t o f th e g i r l s i n ea c h m a jo r d e p a rtm e n t a t The U n iv e r s it y o f C a l i f o r n i a a t Los A n g ele s r e g a r d in g t h e i r a t t i t u d e to w ard p h y s ic a l a c t i v i t y . The r e s u l t s r e v e a le d a m edian s c o re o f 8 .8 9 o u t 1 o f a p o s s i b le 11 p o i n t s . The g i r l s * m edian s c o re on w h eth e r i i th e y l i k e d to p a r t i c i p a t e i n p h y s ic a l a c t i v i t y was 3*91 on ! a ra n g e o f 1 to 5* The fo llo w in g re a s o n s w ere l i s t e d i n r a n k o r d e r by th e g i r l s f o r n o t sp e n d in g a s much tim e as th e y w ould l i k e i n p h y s ic a l a c t i v i t y : f l ) la c k o f tim e , n e e d to s tu d y , (2 ) la c k o f p la y co m p an io n s, ( 3 ) com m uting, and (If) la c k o f s k i l l . ! 1 1 36 B e v e rly Young M oore, 1 1 The A t t it u d e o f C o lle g e Women to w ard P h y s ic a l A c t i v i t y As a Means o f R e c r e a tio n ,tt R e s e a rc h Q u a r te r ly * 1 2 :7 2 0 -7 2 3 , D ecem ber, i 9l4 .lt 37 37 A ld en i n v e s t i g a t e d th o s e a s p e c ts o f r e q u ir e d phy s i c a l e d u c a tio n m ost u n d e s ir a b le to c o lle g e women* T hrough a q u e s tio n n a ir e to th r e e h u n d red c o lle g e women i n th e th r e e s t a t e s o f W ash in g to n , M is s o u ri and New J e r s e y , th e fo llo w in g u n d e s ir a b le a s p e c ts o f p h y s ic a l e d u c a tio n , ra n k e d i n th e o r d e r o f th e s t u d e n t s ' d i s l i k e s , w ere d e te rm in e d : 1 . In c o n v e n ie n c e i n d r e s s and u n d ress* 2 .* N ot enough tim e f o r d re s s in g * 3* F a i l u r e o f se c o n d a ry s c h o o ls to d e v e lo p b a s ic p h y s ic a l e d u c a tio n s k i l l s beyond th e n o v ic e sta g e * If* Time a llo ttm e n t to o s h o r t . 5* R e q u ire d to p a r t i c i p a t e i n u n i n t e r e s t i n g a e t i - j i v i t i e s * I 6 * D i f f e r e n t d e g re e s o f s k i l l i n one c la s s * 7* A n ta g o n is tic f e e l i n g to w ard th e r e q u ir e d p h y s i c a l e d u c a tio n program t h a t h ad c a r r i e d o v e r from h ig h s c h o o l. 6 * C la s s to o la rg e * A n o th e r i n v e s t i g a t i o n i n t o th e a t t i t u d e s o f c o lle g e ' 37 M abel A. A ld en , "The F a c to r s i n th e R e q u ire d P ro - | gram T h a t A re L e a s t A t t r a c t i v e t o th e C o lle g e G i r l , ” Re s e a r c h Q u a r te r ly * 3*97-107* D ecem ber, 1932* i J women to w ard p h y s ic a l e d u c a tio n was c o n d u c te d by B u llo c k ! and A ld e n ^ a t The U n iv e r s ity o f O regon i n 1933* From a q u e s tio n n a ir e g iv e n to one h u n d re d n in e ty -tw o fre sh m e n women, t h e i r a t t i t u d e s to w ard p h y s ic a l e d u c a tio n , b o th i n | h ig h s c h o o l and c o l l e g e , w ere d e te rm in e d . .When i n h ig h |s c h o o l, one h u n d red tw e n ty -tw o l i k e d p h y s ic a l e d u c a tio n and | s e v e n ty d i s l i k e d i t . When i n c o l le g e , one h u n d re d s e v e n ty - ,one l i k e d p h y s ic a l e d u c a tio n and o n ly tw e n ty -o n e d i s l i k e d i t . Of th e f o r ty - s e v e n ^who ch an g ed t h e i r a t t i t u d e to w ard ! p h y s ic a l e d u c a tio n a f t e r com ing t o th e U n iv e r s ity , o n ly two |w ere u n f a v o r a b le . Of th o s e who d i s l i k e d p h y s ic a l e d u c a tio n i . i n h ig h s c h o o l, 6l.lj. p e r c e n t h a d an u n tr a in e d t e a c h e r , | w h ile 61|. p e r c e n t had ta k e n o n ly th r e e o r l e s s d i f f e r e n t \ p h y s ic a l e d u c a tio n c o u r s e s . The o u ts ta n d in g r e a s o n f o r th e ; group* s d i s l i k e f o r p h y s ic a l a c t i v i t y a t th e U n iv e r s ity was ; t h a t th e c l a s s e s w ere s c h e d u le d l a t e i n th e a f te r n o o n . ! 39 Nemson^ 7 en d e a v o re d to d e te rm in e w h ich f a c t o r s i n ip h y s ic a l e d u c a tio n w ere an n o y in g to h ig h s c h o o l b o y s . The | ; 38 M a rg a re t B u llo c k and F lo re n c e D. A ld en , 1 1 Some o f th e F a c to r s D e te rm in in g th e A t t it u d e o f F reshm en Women a t ; th e U n iv e r s ity o f O regon to w ard R e q u ire d P h y s ic a l E d u c a tio n ,” R e s e a rc h Q u a r te r ly . l|s 6 o - 6 8 , D ecem ber, 1933* - 39 Edward Nemson, ” S p e c if ic A nnoyances i n R e la tio n to S tu d e n t A t t i t u d e i n P h y s ic a l E d u c a tio n C l a s s e s ,” Re s e a r c h Q u a r te r ly . 20:336-3^7> O c to b e r, 191+9* o p in io n s o f th r e e h u n d red tw e n ty - th r e e ju n i o r and s e n io r h ig h s c h o o l boys w ere a s c e r ta in e d by q u e s tio n n a i r e . T h ere w ere no annoyances w h ich ra n k e d ahead o f any o th e rs * They ra n g e d from sw e a rin g by f e llo w s tu d e n ts and t a r d i n e s s to d i s l i k e f o r a u t h o r i t y , a lth o u g h th o s e m ost commonly l i s t e d in v o lv e d th e p e r s o n a l i t y o r b e h a v io r o f o th e r s tu d e n ts o r th e i n s t r u c t o r * S k i l l * C o z e n s ^ a tte m p te d to m easu re th e am ount o f im provem ent made b y s tu d e n ts i n a tr a c k and f i e l d c la s s * At th e b e g in n in g o f th e s e m e s te r, th e s tu d e n ts * m arks w ere re c o rd e d i n th e fo llo w in g e v e n ts : 100 y a rd d a s h , 120 y a rd low h u r d l e s , 880 y a rd r u n , ru n n in g b ro a d jump, tw e lv e pound s h o t, and th e d is c u s th ro w . A t th e end o f th e se m e ste r* th e s tu d e n ts w ere t e s t e d and t h e i r mar&s com pared w ith th e ones p r e v io u s ly a t t a i n e d . I t was n o te d t h a t th e c l a s s im pro v ed b etw een 3 .5 and 9*6 p e r c e n t i n a l l e v e n ts e x c e p t t h e d i s c u s , w h ich was 22*3 p e r c e n t . T h is im p ro v em en t, a lth o u g h j n o t a l t o g e t h e r th e r e s u l t o f in c r e a s e d s k i l l , was a t t r i b u t e d p r im a r il y to i t by th e i n v e s t i g a t o r . j i As a n o th e r p h a se o f h i s Y. M. G. A. s tu d y on two k l e q u a te d g ro u p s , C le v e tt s tu d ie d th e e f f e c t o f p la n n e d i _ _ _ _ _ _ _ _ * ij.0 F r e d e r ic k W. C ozens, tfM easuring t h e R e s u lts o f P r a c t i c e and I n s t r u c t i o n ,*1 R e se a rc h Q u a r te r ly , 2:199"200,1933* ij.1 C l e v e t t , l o c . c l t . I n s t r u c t i o n , as c o n t r a s te d w ith f r e e p la y , on th e a c q u ir - 1 i I n g o f a t h le t ic - g y m n a s tic and a q u a tic a b i l i t i e s , M e fo u n d 'an in c r e a s e o f 100 p e r c e n t i n a th le tic - g y m n a s tic a b i l i t y and 200 p e r c e n t i n a q u a tic a b i l i t y by th e group u n d e rg o in g p la n n e d i n s t r u c t i o n o v e r th e g ro u p e n g a g in g i n f r e e p la y i i a f t e r a th r e e m o n th s’ a c t i v i t y p e r io d . I n an e x te n s io n o f h e r s tu d y , G r a y b e a l^ a ls o i n v e s t i g a t e d th e i n c r e a s e i n i m o to r a b i l i t y among fre sh m e n and sophom ore women e n r o lle d t 1 i n p h y s ic a l e d u c a tio n a c t i v i t y c o u r s e s . B o th th e e x p e r t- m e n ta l and c o n t r o l g ro u p s g a in e d i n m o to r a b i l i t y a f t e r one - y e a r o f p h y s ic a l e d u c a tio n , w ith th e g a i n f a v o r in g th e e x p e r im e n ta l g ro u p by to 7*7 p e r c e n t . T here was v e ry j i i l i t t l e change fro m th e p r e v io u s s c o r e s by th e en d o f th e j seco n d y e a r . 1 i 1 x 3 i S tu h r* en d e a v o re d to d e te rm in e th e s k i l l s o f e n t e r - ; i \ I n g c o lle g e fre sh m en by m eans o f a q u e s tio n n a ir e to f o u r h u n d red t h i r t y - s i x women s t u d e n ts . The p e rc e n ta g e o f s t u - i |d e n ts who r a t e d th e m se lv e s as s k i l l f u l I n th e fo llo w in g I ; . , j a e t i v i t i e s i s g iv e n b elo w : I 1 . Swimming 5>8*lj- 2 . B a s k e tb a ll I|.6 .i|. i lj.2 G ra y b e a l, l o c . o i t . | lj.3 E l s i e J . S tu h r , 1 1 I n t e r e s t s and A b i l i t i e s as a B a s is f o r P rogram P la n n in g , 1 1 R e se a rc h Q u a r te r ly , 7 ^ 9 2 -9 8 , May, 1 9 3 6 . ___ ■ ________ __________ ; h i 1 . i i 3* B a s e b a ll 43*0 t li* T en n is 3&*5 r i 5 . V o lle y b a ll 3J+.5 % K now ledge, As a n o th e r p h ase o f h e r s tu d y , G ray b eal d e te rm in e d th e in c r e a s e o f know ledge o f p h y s ic a l e d u c a tio n I among th e two g ro u p s o f c o lle g e women u n d e rg o in g th e two ty p e s o f p ro g ram s, p la n n e d and u n d ir e c te d a c t i v i t y # The ; i" p la n n e d o r e x p e rim e n ta l group in c r e a s e d t h e i r know ledge 68#5 p e r c e n t th e f i r s t y e a r , w h ile th e f r e e p la y o r c o n t r o l ! i g ro u p g a in e d b u t 9*4 P©r c e n t , a d i f f e r e n c e o f 59^1 P© ** cen t# i ■ B o th g ro u p s in c r e a s e d p r o p o r ti o n a te ly th e seco n d y e a r , w ith a d if f e r e n c e o f $8 p e r c e n t i n f a v o r o f th e e x p e rim e n ta l j i g ro u p a t th e end o f th e s p r in g se m e ster# t i i 1 A c t i v i t i e s l i k e d # S e v e r a l s t u d i e s h av e b ee n made i i i n an a tte m p t to d e te rm in e th o s e p h y s ic a l a c t i v i t i e s i n I w hich s tu d e n ts l i k e to p a r t i c i p a t e # To p e r c e iv e th e o v e r- J a l l p i c t u r e o f s tu d e n ts * a c t i v i t y l i k e s , th e r e f e r e n c e s w ere l i s t e d i n c h r o n o lo g ic a l o r d e r and th e r e s u l t s o f th e s e i n v e s t i g a t i o n s ta b u la t e d i n T ab le I# I A c t i v i t i e s d i s l i k e d # A few s t u d i e s a ls o ask ed th e s tu d e n ts w hich a c t i v i t y c l a s s e s th e y fo u n d u n i n t e r e s t i n g . I i I ijij. G ra y b e a l, l o c # c l t . j T A B L E I T H E PHYSICA L ACTIVITIES LIKED B Y ST U D E N T S A c t iv it y R eferen ces T o ta l A rchery 9 1 Badminton 9 1 B a se b a ll li, £, 6 3 B a sk e tb a ll 1, 2, 3 , li, 5 , 6 , 7, 13 8 B ow ling 11, 13 2 Boxing li, £, 6 3 F o o tb a ll li, £, 6 3 G olf 2 , 5, 7, 8, 9, 11, 13 7 H andball 3, li, 5 3 H ik ing 1, 12 2 Modern Dance 10 1 R id in g 7, 8, 9, 10, 12 5 S k a tin g 11, 12 2 S o c ia l Dance 10, 12 2 S o f t b a ll 1, 2, 11 3 Squash 3 1 Swimming 1, 2, £ , 6 , 7, 8, 9, 10, 12, 13 10 Tap Dance 10 1 Tennis 1, 2, li, 5, 6 , 7, 8 , 9, 10, 11, 12 11 Touch F o o tb a ll 3, 5 2 V o lle y b a ll 1, 3, S, 6 li W r estlin g li, 5, 6 3 NOTE: This t a b le should be read a s fo llo w s : The numbers in Column 2 corresp ond t o th e fo o tn o te s on th e fo llo w in g p a g e, the numbers in Column 3 d en ote t o t a l r e fe r e n c e s in d ic a tin g th a t th e s p e c i f i c a c t i v i t y was lik e d by s tu d e n ts. TABLE I (CONTINUED) THE PHYSICAL ACTIVITIES LIKED BY STUDENTS P a u l D, G u ern sey , flA P rogram o f C o lle g e P h y s ic a l Edu c a t i o n . ” J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n # l\.i 1 1 -llj., 6 0 , J a n u a ry , 1933* | E lm er D, M itc h e ll, ”The I n t e r e s t s o f H igh S ch o o l S tu d e n ts , ” J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n , Ij.,60- 6 7 , M arch, 1933* 1 .. 1 W, R, S m ith , "A Q u e s tio n n a ir e S tu d y i n R eg ard t o th e A t ti t u d e s o f Men S tu d e n ts to w ard th e R e q u ire d P h y s ic a l E d u c a tio n P ro g ra m ,” R e s e a rc h Q u a r te r ly , l|.s 246- 2 4 8 , M arch, 1 9 3 3 . Elwood C ra ig D a v is , "A S tu d y o f th e I n t e r e s t s o f th e P e n n s y lv a n ia S t a t e C o lle g e Freshm en i n C e r ta in F orm al and N a tu r a l P h y s ic a l A c t i v i t i e s * ” R e se a rc h Q u a r te r ly , ij.:Ij.9-59» D ecem ber, 1933* j Howard B, B e c k n e r, ”The C om parative I n t e r e s t A p p eal o f P r e v a i l i n g P h y s ic a l E d u c a tio n A c t i v i t i e s , ” ; ( u n p u b lis h e d M a s te r1s T h e s is , The U n iv e r s it y o f , S o u th e rn C a l i f o r n i a , Los A n g e le s , 193^) * 110 p p , ; M elv in A* C l e v e t t , ”The I n t e r e s t s and P a r t i c i p a t i o n o f | Boys i n V o lu n ta ry P h y s ic a l E d u c a tio n A c t i v i t i e s , ” j R e se a rc h Q u a r te r ly , 5 > s 27-if2 , O c to b e r, 193^* D o ro th y B e is e , ”P h y s ic a l E d u c a tio n B ackground o f C o lle g e S tu d e n ts As a F a c to r i n D e te rm in in g th e C o n te n t o f th e R e q u ire d P h y s ic a l E d u c a tio n P ro g ram ,” R e se a rc h Q u a r te r ly , 6 t 3 9 -5 2 , May, 1935* M iriam W aggoner, ”I n d iv id u a l D if f e r e n c e s i n I n t e r e s t s and E f f o r t s o f C o lle g e Women a s R e la te d t o a P ro gram o f P h y s ic a l E d u c a tio n , ” R e s e a rc h Q u a r te r ly , 6 :8 6 - 9 5 , O c to b e r, 1935. E l s i e Ja c o b se n S t u h r , ” l n t e r e s t s and A b i l i t i e s As a B a s is f o r P rogram P la n n in g ,” R e s e a rc h Q u a r t e r l y , 7 :9 2 -9 8 * May, 1 9 3 6 , TABLE I ( CONTINUED) THE PHYSICAL ACTIVITIES LIKED BY STUDENTS 10* In g e von L ew in sk l Wiedmann and Eugene C. Howe, ,fU n d er- g ra d u a te A t t i t u d e s and I n t e r e s t s w ith R egard to P h y s ic a l E d u c a tio n A c t i v i t i e s a t W e lle s le y C ollegdJ R e se a rc h (Q u a rte rly . 8 :l5 -3 1 » M arch, 1937* 11 . H. W. C ra ig , 1 1 S p o rts I n t e r e s t s and A t ti t u d e s o f S tu d e n ts E n r o lle d i n th e S e r v ic e C u rric u lu m i n P h y s i- 1 c a l E d u c a tio n a t The U n iv e r s ity o f I l l i n o i s , 1 1 R e s e a rc h Q u a r te r l y . 10: 1I4.3-II4.9* May, 1939* 1 2 . D o ro th y B e is e , ttA C o m p arativ e A n a ly s is o f th e P h y s ic a l, E d u c a tio n B ackground, I n t e r e s t s , and D e s ir e s o f C o lle g e S tu d e n ts As an E v a lu a tio n P ro c e d u re , 1 1 R e s e a rc h Q u a r te r ly . ll:1 2 0 -1 3 i|.* D ecem ber, 19l|.0* 1 13* Jam es G -. M ason, ’’P o stw a r I n t e r e s t s i n P h y s ic a l E d u ca- i t i o n , M R e se a rc h Q u a r t e r l y . 1 9 ?2 1 5 -2 2 1 , O c to b e r, | 19lj.8. 1 kS I , I O ut o f a g ro u p o f s i x h u n d red and f i f t y men e n r o l l e d i n 1 l3 [c o lle g e p h y s ic a l e d u c a tio n , Sm ithT l i s t e d th e f o llo w in g j p e r c e n ta g e s to i n d i c a t e d i s l i k e f o r c e r t a i n s p o r ts : V o lle y b a ll 15 H a n d b a ll 6 S quash 5 B a s k e tb a ll k T o u c h b a ll 3 T hese p e r c e n ta g e s may b e m is le a d in g , f o r th e a u th o r d o es n o t s t a t e w h e th e r o r n o t a l l th e s tu d e n ts to o k a l l o f th e i above c o u rse s# A m ore a c c u r a te f i g u r e w ould b e th e p e r - . c e n ta g e s o f th o s e s tu d e n ts e n r o l l e d i n th e v a r io u s c o u rs e s l t 6 i who d id n o t l i k e th e a c t i v i t i e s # I n 1933* Davis^* d i s - 1 ] c o v e re d t h a t a f t e r two s e m e s te rs o f p h y s ic a l a c t i v i t i e s , one l [each o f a fo rm a l and in f o rm a l ty p e o f p ro g ram , 2lj.00 f r e s h men boys d i s l i k e d h ea v y a p p a r a tu s , c a l i s t h e n i c s , and m arch - jin g , i n t h a t o rd e r# T hose a c t i v i t i e s w ere a ls o th e o n es 1 ] i n w h ich th e y d e s ir e d no f u r t h e r i n s t r u c t i o n . ; i ■ . 45 W. R. S m ith , 1 1 A Q u e s tio n n a ir e S tu d y i n R eg ard to | ^ th e A tt i t u d e s o f Men S tu d e n ts to w a rd th e .R e q u ir e d P h y s ic a l | E d u c a tio n P ro g ra m ,tf R e s e a rc h Q u a r te r ly # I4 .s2I 4.6— 2I4.8, M arch, 1933* (7 I4 .6 Elwood C. D a v is, ,fA S tudy o f th e I n t e r e s t s o f th e P e n n s y lv a n ia S t a t e C o lle g e F reshm en i n C e r ta in F orm al and N a tu r a l P h y s ic a l A c t i v i t i e s , ” R e s e a rc h Q u a r t e r l y # 1 j .:1|.9-59* D ecem ber, 1933* ; A7 B eck n er'1 " co m p iled th e a c t i v i t y d i s l i k e s o f th r e e i j g ro u p s o f men: h ig h s c h o o l s e n i o r s , c o lle g e s tu d e n ts , and i i a d u lts * The r a n k o r d e r o f t h e i r u n p o p u la r c h o ic e s w ere a s ' f o llo w s : H * 3* S e n io r s C o lle g e S tu d e n ts M arching P o lk d a n c in g Clog d a n c in g F re e e x e r c is e P o lk d a n c in g M arching C log d an c in g F re e e x e r c is e A d u lts M arching P o lk d an c in g Heavy a p p a ra tu s C log d a n c in g I n d e te rm in in g th o s e c o u rs e s t h a t th e men a t The U n iv e r s ity o f I l l i n o i s l i k e d to p a r t i c i p a t e i n th e m o st, C r a i g ^ fo u n d t h a t th e l e a s t p o p u la r w ere ta p d a n c in g and h eav y a p p a ra tu s* A t Ohio S t a t e U n iv e r s it y , i n I 9I 48, M a so n ^ ask ed IOI4.01 ! p h y s ic a l e d u c a tio n men s tu d e n ts to name a c t i v i t i e s th e y d i s l i k e d m ost* M arch in g , ta p d a n c in g and c a l i s t h e n i c s p ro v ed t o b e th e m ost u n p o p u la r o f a l l c l a s s e s i n th e c u rric u lu m * 1|7 Howard B. B e c k n e r, "The C o m p arativ e I n t e r e s t A ppeal o f P r e v a il i n g P h y s ic a l E d u c a tio n A c t i v i t i e s , " (u n p u b lis h e d M a s te r ’ s T h e s is , The U n iv e r s ity o f S o u th e rn C a l i f o r n i a , Los A n g e le s , 1 9 3 lf)» PP* 38-ij.5* 48 H* W * C ra ig , " S p o rts I n t e r e s t s and A t t i t u d e s o f S tu d e n ts E n r o lle d i n th e S e rv ic e C u rric u lu m i n P h y s ic a l Edu c a t io n a t The U n iv e r s it y o f I l l i n o i s , M R e s e a rc h Q u a r te r ly * 1 0 sllj.3 -l4 9 # May, 1 9 39. ^ lj .9 Jam es G* M ason, "P o stw a r I n t e r e s t s i n P h y s ic a l Edu c a t i o n , ” Re se a rc h Q u a r te r ly * 1 9 :2 1 5 -2 2 1 , O c to b e r, 1914.8 * 1 E njoym ent o f p h y s ic a l a c t i v i t y . Of th e 6$0 men i n — - - ■ • • - i Smith's-'* stu d y , 6 l5 (o r 94 P®r c e n t) en joyed p a r t ic ip a - j 51 ' t in g in p h y s ic a l e d u c a tio n . C raig found th a t 72 p er c e n t | o f a l l men stu d e n ts en jo y ed ta k in g s e r v ic e c o u r s e s , l6 p er c e n t were in d i f f e r e n t and o n ly 5 p er ce n t d is lik e d them. 53 Type o f program p r e fe r r e d . D avis q u e rried th e 2^00 freshm en c o lle g e men on w hich typ e o f program th e y p r e fe r r e d a f te r e x p e r ie n c in g a sem ester each o f form al and n a tu r a l ty p e s o f program s. A la r g e m a jo r ity (91 p er c e n t) responded in fa v o r o f th e n a tu r a l or in fo rm a l program; 3 p er c e n t d e sir e d th e form al program, w h ile th e rem ainder ' d e sir e d b o th . At W e lle s le y C o lle g e , i n 1937* Wiedamann i 53 and Howe, by means o f a q u e s tio n n a ir e , found th a t in a i group o f 823 c o lle g e g i r l s who had ta k en p h y s ic a l educa- j 1 t io n , 94 Per c e n t p r e fe r r e d th e sp o r ts program, w h ile 76 p er c e n t a ls o lik e d th e gym nastic program* At Ohio S t a t e , 54 / Mason fo u n d t h a t 7 2 .6 p e r c e n t o f th e men p r e f e r r e d a 50 S m ith , l o c . c i t . 51 C raig, l o c . c i t . 52 D a v is, l o c . c i t . 53 Ing© von L ew inski Wiedamann and Eugene C# Howe, ”U ndergraduate A ttitu d e s and I n t e r e s t s w ith Regard to Phy s i c a l E d u cation A c t i v i t i e s a t W e lle s le y C o lle g e ,” R esearch Q u a rter ly , 8:15-31* March, 1937• 54 Mason, l o c . c i t . i 1 + 8 I games and sp o r ts program, 2 5 .9 per c e n t a com b in ation , and ! j l.5 per c e n t a gym nastic c e n te r e d program. f R easons f o r ta k in g p h y s ic a l e d u c a tio n # W e lle s le y g i r l s , accord in g to Wiedamann and Howef s study^* gave the ! ifo llo w in g re a so n s in rank ord er fo r ta k in g a c t i v i t y c o u r se s: 1 1 . Enjoyment j 2 . G ain s k i l l 3 . i D e sir e to le a r n i+. S o c ia l v a lu e 5 . L e isu re tim e v a lu e 6 . P o stu re and c a r r ia g e C raig*s^* q u e s tio n n a ir e s r e v e a le d th a t c u r io s it y co n cern in g an a c t i v i t y and d e s ir e to im prove a s k i l l a l read y p o s s e s s e d were th e m ain re a so n s fo r s tu d e n ts e n r o l- j l i n g in c o u r s e s . G eneral r e s u l t s . By sam pling stu d e n t o p in io n on Ivarious a s p e c ts o f s e r v ic e p h y s ic a l e d u c a tio n , s e v e r a l stu d i e s were made to determ ine th e r e s u lt s d eriv ed from p a r t i - ! Cn Ic ip a tio n in an a c t i v i t y program. Sm ith found th a t 91 -per c e n t o f th e 650 men i n h is in v e s t ig a t io n b e lie v e d th e y i 55 Wiedamann and Howe, l o c . c i t . 56 C ra ig , l o c . c i t . 57 Smithy l o c . c i t . had b e n e f i t t e d by ta k in g p h y s ic a l e d u c a tio n a lth o u g h th e ; e x a c t ty p e o f b e n e f i t was n o t m entioned* In a n o th e r p h a s e ! dQ o f h i s i n v e s t i g a t i o n , C ra ig fo u n d t h a t 80 p e r c e n t o f th e s tu d e n ts e x p e c te d to make u se o f th e a c t i v i t i e s i n w h ich I th e y h ad p a r t ic i p a t e d * They d id n o t i n d i c a t e i n w h ich way th e a c t i v i t i e s m ig h t b e used* N in e ty - f o u r p e r c e n t b e - i li e v e d t h a t t h e i r p h y s ic a l e d u c a tio n c o u rs e s h ad b ro a d e n e d t h e i r v iew and a p p r e c ia t io n o f s p o r ts * O th e r outcom es p ro m in e n tly m e n tio n e d i n t h i s s tu d y w ere e x e r c i s e , e n jo y m ent o f p a r t i c i p a t i o n , and m u sc u la r d e v e lo p m e n t. I n a s tu d y o f e ig h ty - s e v e n g i r l s who had v o l u n t a r i l y ta k e n p h y s ic a l e d u c a tio n f o u r o r m ore tim e s , Kane and Hodg s o n ^ l i s t e d th e f o llo w in g b e n e f i t s t h a t lj.0 p e r c e n t o f th e s tu d e n ts who e l e c t e d p h y s ic a l e d u c a tio n b e lie v e d th e y r e c e iv e d : 1 * P u re en jo y m en t and fu n 2 . B ig body movement 3 . R e la x a tio n from s tu d y k- F r ie n d s h ip 5 . S o c i a b i l i t y 6 . H e a lth 58 C ra ig , l o c * c i t * 59 I s a b e l B* Kane and P a u lin e H odgson, ”A S tu d y o f F a c to r s I n f lu e n c in g P a r t i c i p a t i o n o f C o lle g e Women i n an E l e c t i v e Program o f P h y s ic a l E d u c a tio n ,” R e se a rc h Q u a r te r ly * 1 0 :5 7 -6 6 , M arch, 1939* 50 i ■ R e q u ire d p h y s ic a l e d u c a tio n . S e v e ra l o f th e s tu d e n t j i n v e s t i g a t i o n s p ro b e d th e s tu d e n ts as to w h e th e r th e y p r e f e r r e d to be r e q u i r e d to ta k e p h y s ic a l e d u c a tio n i n c o lle g e ! . f o r g r a d u a tio n o r to e l e c t so many u n i t s to c o u n t to w ard 60 g r a d u a tio n . S i x t y - f i v e p e r c e n t o f S m ith 1 s 650 s u b je c ts 1 ■ s ta te d th e y w ould n o t h av e ta k e n p h y s ic a l e d u c a tio n i f i t r - h ad n o t b ee n r e q u i r e d , # i i l e 56 p e r c e n t s a id th e y w ould 'n o t h av e le a r n e d th e a c t i v i t y - i f i t h ad n o t b e e n o f f e r e d i n 6l ' a c l a s s . I n an e x te n s iv e su rv e y i n 1 9 3 2 , M a rs h a ll r e c e iv e d 8025 r e p l i e s from q u e s tio n n a i r e s s e n t to s tu d e n ts i a t tw e n ty -s e v e n M idw est c o lle g e s and u n i v e r s i t i e s . T here ! ’w ere 6 ,3 2 9 (7 8 .9 p e r c e n t) i n f a v o r o f r e q u ir e d p h y s ic a l 1 |e d u c a tio n f o r g r a d u a tio n , 1 ,5 2 3 (19 p e r c e n t) a g a in s t th e I r e q u ir e m e n t, and se v e n ty -tw o (1 .8 7 p e r c e n t) d o u b tf u l. As !a p a r t o f th e same s tu d y , 1 ,5 5 0 r e p l i e s w ere r e c e iv e d from 1 a q u e s tio n n a i r e g iv e n t o th e p h y s ic a l e d u c a tio n s tu d e n ts i n I 933 a t The U n iv e r s it y o f C a l i f o r n i a a t B e rk e le y . F i f t y - th r e e p e r c e n t w ere i n f a v o r o f r e q u i r i n g p h y s ic a l e d u c a tio n f o r g r a d u a tio n and J 4 .I p e r c e n t a g a in s t i t . S i x t y - f i v e p e r !c e n t d e c la r e d t h a t th e y w ould ta k e p h y s ic a l e d u c a tio n as an S m ith , l o c , c i t . 6 l V io le t B* M a rs h a ll, 1 1 A D is c u s s io n o f th e R e q u ire m ent I n P h y s ic a l E d u c a tio n f o r Women i n C o lle g e s and U n iv e r s i t i e s , M R e s e a rc h Q u a r t e r ly . 5*3-17* D ecem ber, 193^.. 51 e l e c t i v e i f i t c o u n te d to w ard g r a d u a tio n . I n an e x te n s io n o f t h e i r s tu d y o f W e lle s le y G o lle g e 62 p h y s ic a l e d u c a tio n s t u d e n t s , Wiedamann and Howe fo u n d overw helm ing e v id e n c e t h a t s tu d e n ts b e lie v e d i n r e q u ir e d p h y s ic a l e d u c a tio n . T a b u la te d i n p e r c e n ta g e s a c c o rd in g to c l a s s e s , th e r e s u l t s r e v e a le d : P re shmen 79 Sophom ores 8lj. J u n io r s 88 S e n io r s 92 I t i s o f i n t e r e s t to n o te th e in c r e a s e d b e l i e f i n r e q u ir e d p h y s ic a l e d u c a tio n on th e c o lle g e l e v e l i n p r o p o r ti o n to th e num ber o f p h y s ic a l a c t i v i t y c l a s s e s i n w h ich th e g i r l s had e n ro lle d * T h ree r e a s o n s s to o d o u t above a l l o th e r s i n le a d in g th e s tu d e n ts to t h e i r c h o ic e o f n o n - e l e c t i v e * p h y s ic a l e d u c a tio n : ( 1 ) s tu d e n ts w ould n o t ta k e e x e r c i s e o th e r w is e , ( 2 ) g e n e r a l h e a l t h and f i t n e s s , and ( 3 ) r e c r e a t i o n a f t e r academ ic w o rk . I n a q u e s tio n n a i r e r e tu r n e d 6 3 by 630 New E n g lan d c o lle g e a lu m n i, D eG roat D fo u n d t h a t 62 W iedamann and Howe, l o c . c i t . ^ 63 H. S . D eG ro at, ,f Re c r e a t i o n a l I n t e r e s t s o f C o lle g e Alumni and T h e ir E v a lu a tio n o f P h y s ic a l E d u c a tio n ,w F o r tv - , S econd A nnual P ro c e e d in g s o f th e Co lle g e P h y s ic a l E duca t i o n A s s o c ia tio n , 193H7 52 >91 p e r c e n t b e lie v e d t h a t p h y s ic a l e d u c a tio n s h o u ld b e r e q u i r e d i n c o lle g e * I ! I n Kane and H odgson’ s s tu d y o f 365 women a t The U n iv e r s it y o f C a l i f o r n i a who h ad ta k e n n o th in g b u t e l e c t i v e [p h y s ic a l e d u c a tio n th ro u g h o u t t h e i r f o u r y e a r s o f c o l le g e , >75 p e r c e n t f a v o re d th e e l e c t i v e p ro g ra m . a c to r s su c h as i io u ts id e em ploym ent, com m uting, and campus a c t i v i t i e s w ere i l i s t e d a s u n im p o rta n t i n r e l a t i o n to w h e th e r o r n o t p h y s i- 65 c a l e d u c a tio n was e le c te d * C ra ig ^ fo u n d t h a t 71 p e r c e n t o f h i s s u b je c ts b e lie v e d t h a t p h y s ic a l e d u c a tio n sh o u ld be r e q u ir e d i n i n s t i t u t i o n s o f h ig h e r l e a r n i n g , I i I Aims and o u tc o m es* An i n v e s t i g a t i o n i n t o th e aims I land outcom es o f c o lle g e p h y s ic a l e d u c a tio n as s e t up by j d i r e c t o r s o f a c t i v i t y p ro g ram s h a s f o r a e d th e b a s i s f o r 66 s e v e r a l s tu d ie s * Jo h n so n g a th e r e d th e o p in io n s o f te n e x p e r ts i n f i f t e e n u n i v e r s i t i e s and c o l l e g e s as to w hat sh o u ld be th e aim o f p h y s ic a l e d u c a tio n f o r g i r l s * The Kane and H odgson, l o c * c i t * 65 C r a ig , l o c * c i t * 1 66 G e o rg ia B# Jo h n so n , O rg a n iz a tio n o f th e R e q u ire d P h y s ic a l E d u c a tio n f o r Women i n S t a t e U n i v e r s i t i e s (Hew ! Y ork: B u reau o f P u b l i c a t i o n s , T eachers* C o lle g e , C olum bia 1 U n iv e r s ity , 1927)* p* 13* ! c o m p ila tio n r e v e a le d t h a t p h y s ic a l developm ent and a t h l e t i e 1 i . s k i l l s , p lu s th e c r e a t i o n o f a d e s i r e i n th e s tu d e n t f o r i p h y s ic a l a c t i v i t y , sh o u ld be th e o v e r - a l l aim . 67 C am pbell asked f o r t y d i r e c t o r s o f p h y s ic a l ed u c a t io n i n ju n io r and f o u r y e a r c o l le g e s and u n i v e r s i t i e s i n 1 ^ C a lifo rn ia and n e ig h b o rin g s t a t e s w hat th e outcom es o f phy s i c a l e d u c a tio n i n s c h o o ls above th e t w e l f t h g ra d e s h o u ld |b e. The ra n k o r d e r o f t h e i r c h o ic e s i s g iv e n below : [ 1 . B e s ir e f o r r e c r e a t i o n . 2 . D evelopm ent o f m e n ta l, m o ral and s o c i a l v a l u e s . 3 . D e s ire f o r a c t i v i t y . 4 . C a rry -o v e r s k i l l s . 5>. N eu ro m u scu lar c o n t r o l . 6 . Knowledge o f h e a l t h fu n d a m e n ta ls • : ! 7* Im provem ent o f h e a l t h i n s c h o o l. I 8 . C o r r e c tio n o f a b n o r m a litie s . j | I n a su rv e y o f t h i r t y - t h r e e c o lle g e s and u n i v e r s i - 5 I 68 1 j t i e s o f t h i r t e e n S o u th e rn s t a t e s , S hea d is c o v e re d f o u r •aims m ost f r e q u e n t l y l i s t e d by th e s c h o o l d i r e c t o r s o f p h y - I s i c a l e d u c a tio n : 1 . B i o l o g i c a l — d ev elo p m en t o f o r g a n ic p o w er. 2 . A c t i v i t y s k i l l s — i n s t r u c t i o n and p a r t i c i p a t i o n i n g e n e r a l s p o r t s . I v /6 7 H a rry W. C am p b ell, "The O rg a n iz a tio n and C o n ten t o f R e q u ire d C o u rses i n P h y s ic a l E d u c a tio n f o r Men i n J u n io r C o lle g e s ," (u n p u b lis h e d M a s te r’ s T h e s is , The U n iv e r s it y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , 1931) $ P* 26* V 68 Edw ard J . S h ea, "The N a tu re o f th e R e q u ire d Phy s i c a l E d u c a tio n Program in .S o u th e r n C o lle g e s and U n iv e r s i t i e s , " F i f t y - F i r s t Annual P ro c e e d in g s o f th e C o lle g e P h y s i c a l E d u c a tio n A s s o c ia tio n . £ l: 3 0 -3 6 . 19lf8 . 5k I 3* D evelopm ent o f d e s ir a b le a t t i t u d e s and u n d e r s ta n d - | in g s * i lj.* A c q u is itio n o f f u n c t i o n a l know ledge* | | O rg a n iz a tio n and a d m i n i s t r a t i o n * Some s t u d i e s i n th e f i e l d o f s e r v ic e p h y s ic a l e d u c a tio n have i n v e s t i g a t e d th e ‘ o r g a n i z a t i o n a l and a d m i n i s t r a t i v e p r a c t i c e s i n c o lle g e phy s i c a l e d u c a tio n * I n 1933* th e N o rth C e n tr a l A s s o c ia tio n , j 69 a Com m ittee on P h y s ic a l E d u c a tio n and A t h l e t i c s , was o rg a n iz e d to d e te rm in e th e o r g a n iz a tio n a l s t a t u s o f member sc h o o ls* By m eans o f q u e s tio n n a i r e s and i n te r v i e w s , th e Com m ittee fo u n d t h a t two ty p e s o f d e p a rtm e n ta l o r g a n iz a tio n p re d o m in a te d : ( 1 ) a common d e p a rtm e n t in c lu d in g p h y s ic a l | e d u c a tio n , a t h l e t i c s , and p r o f e s s i o n a l t r a i n i n g , and ( 2 ) | | 1 s e p a r a te d e p a rtm e n ts w ith a t h l e t i c s i n o n e , and w ith p h y s i c a l e d u c a tio n and t e a c h e r t r a i n i n g com bined i n th e o th e r* | I n t h e o p in io n o f th e uo m m itte e, men* s and w o m en s d e p a r t m en ts on b o th th e s e r v i c e and p r o f e s s i o n a l l e v e l s sh o u ld be i one u n it* | j I n a s u rv e y o f p h y s ic a l e d u c a tio n i n c o lle g e s f o r I 70 women i n The U n ite d S t a t e s , B a rr d is c o v e r e d t h a t e i g h ty - i 59 CommTttee on P h y s ic a l E d u c a tio n and A t h l e t i c s , N o rth C e n tr a l A s s o c ia tio n Q u a r te r ly * 8 :2 6 -2 9 * J u n e , 1933* i . i 70 M a rg a re t C. B a r r , ^Resume o f th e P h y s ic a l E d u c a tio n A c t i v i ty P rogram i n C o lle g e s - f o r Women*” R e s e a rc h Q u a rte rly * I l:1 0 3 -1 0 l|., O c to b e r, 1930* | 55 jseven d i f f e r e n t a c t i v i t i e s w ere o f f e r e d . The m a j o r i t y o f s c h o o ls p la c e d em p h asis on th e in d i v i d u a l c a r r y - o v e r s p o r t s , W ith g y m n a s tic s , rh y th m s, swimm ing, f i e l d b a l l , t e n n i s , and g o l f , i n t h a t o r d e r , th e m ost f r e q u e n t l y o f f e r e d a c t i v i t i e s . ; i A ll c o lle g e s r e q u ir e d a t l e a s t th r e e y e a r s o f p h y s ic a l edu- ; 'c a tio n f o r g r a d u a tio n , and some i n s i s t e d upon f o u r y e a r s o f ( i [ a c t i v i t i e s . A ll p rogram s com bined r e q u ir e d a c t i v i t i e s w ith : i 1 'th o se t h a t may be e l e c t e d to f u l f i l l th e t o t a l u n i t s ©f p h y - I 71 s i c a l e d u c a tio n r e q u i r e d . M c C ris ta l and M ille r made an 1 1 e x te n s iv e su rv e y o f th e p h y s ic a l e d u c a tio n r e q u ire m e n t f o r 1 g r a d u a tio n among th e n a t i o n ’ s l a r g e r i n s t i t u t i o n s o f h ig h e r , l e a r n i n g . Of s ix ty - tw o s c h o o ls o f o v e r 2 ,5 0 0 e n r o llm e n t, I 1 | p 9 p e r c e n t r e q u ir e d p h y s ic a l e d u c a tio n f o r g r a d u a tio n . Thei jtren d was to w a rd a two y e a r p ro g ram and o u r c o u rs e s f o r g r a d u a tio n , w ith c l a s s e s m e e tin g th r e e tim e s a w eek. 1 I n an i n v e s t i g a t i o n c o n c e rn in g th e s t a t u s o f c o lle g e 72 p h y s ic a l e d u c a tio n d u rin g W orld War I I , G reene q u e s tio n e d Lne h u n d re d and se v en d i f f e r e n t p r i v a t e and s t a t e s c h o o ls . ' 71 K. J . M c C ris ta l and E m il A. M il le r , "A B r ie f S u r- ! vey o f th e P r e s e n t S ta tu s o f th e H e a lth and P h y s ic a l E duca t i o n R e q u irem en t f o r Men S tu d e n ts i n C o lle g e s and U n iv e r s i t i e s , w R e s e a rc h Q u a r te r ly . 1 0 s 7 0 - 8 0 . D ecem ber, 1939* 1 72 M a rg a re t D uncan G reen e, tfS u rv ey o f th e R eq u irem en t and C r e d it i n P h y s ic a l E d u c a tio n i n C o lle g e s and U n iv e r s i t i e s As o f P a l l Term, 19i|i|->tf R e s e a rc h Q u a r te r ly . 1 6 : 1 2 0 - 1 2 7 , May, 1945* - “ ~ ~ i [She fo u n d t h a t p h y s ic a l e d u c a tio n was r e q u ir e d i n 96 p e r c e n t o f th e s c h o o ls . More s c h o o ls h ad c l a s s e s t h a t m et t h r e e tim e s a w eek th a n tw o , f i v e , and f o u r i n t h a t o r d e r . One u n i t c r e d i t f o r p h y s ic a l e d u c a tio n p e r s e m e s te r was g iv e n by 75 p e r c e n t o f th e s c h o o ls i n th e s u r v e y . Two y e a r s o f p h y s ic a l e d u c a tio n was r e q u ir e d f o r g r a d u a tio n i n 50 p e r c e n t o f th e s c h o o ls , and f o u r y e a rs i n 33 p e r c e n t o f th e i n s t i t u t i o n s . 73 K ip h u th , B le s h , and K ip h u th c o n d u c te d a p o s t- w a r s u rv e y o f one h u n d re d tw e n ty - e ig h t u n i v e r s i t i e s th ro u g h o u t The tJ n ite d S t a t e s r e g a r d in g t h e i r r e q u ir e d p h y s ic a l ed u ca t i o n p ro g ra m s. The r e s u l t s o f th e q u e s tio n n a ir e r e v e a le d 1 t h a t one h u n d re d and tw e n ty (93 p e r c e n t) r e q u i r e d p h y s i c a l e d u c a tio n f o r g r a d u a tio n . A m a jo r ity o f th e s c h o o ls [ r e q u ir e d two y e a rs o f a c t i v i t y c l a s s e s t h a t m et th r e e p e r i - a B a c h e lo r 1s D eg ree . A cadem ic c r e d i t f o r a c t i v i t y c l a s s ;p a r t i c i p a t i o n was g iv e n b y e i g h t y - f i v e (66 p e r c e n t) o f th e one h u n d re d and tw e n ty - e ig h t i n s t i t u t i o n s . Shaw and ^ods a week f o r f i f t y m in u te s a d a y . O ver 20 p e r c e n t d e m anded m ore th a n two y e a r s o f p h y s ic a l e d u c a tio n t o a t t a i n 1 7 73 R o b e rt J . K ip h u th , T . E rw in B le s h , and O scar W. K ip h u th , 1 1 P o stw a r T re n d s i n P h y s ic a l E d u c a tio n P ro g ram s, w J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n . 1 6 : 1 4 .9I # 53i+-535# N ovem ber, 1 9 4 5* R o g e rs , H i n a n a tio n w id e p o s t- w a r s u rv e y on th e s t a t u s o f r e q u ir e d p h y s ic a l e d u c a tio n i n two h u n d re d and f o r t y - s i x c o l le g e s and u n i v e r s i t i e s , fou n d t h a t 60 p e r c e n t r e q u ir e d a t l e a s t two y e a r s o f p h y s ic a l a c t i v i t y c l a s s e s f o r g ra d u a - t i o n . P h y s ic a l e d u c a tio n g ra d e s w ere c o u n te d to w ard sc h o l a s t i c h o n o rs i n 50 p e r c e n t o f th e sc h o o ls* C o e d u c a tio n a l p h y s ic a l e d u c a tio n . S e v e r a l i n v e s t i g a tio n s w ere c o n c e rn e d p r i m a r i l y w ith th e c o n t r o v e r s i a l a r e a o f c o e d u c a tio n a l p h y s ic a l e d u c a tio n * I n a M a s te r’ s t h e s i s 75 w r i t t e n i n 1935# C a in es s tu d ie d th e a t t i t u d e s o f h ig h school i n s t r u c t o r s and s t u d e n ts r e g a r d in g c o e d u c a tio n a l p h y s ic a l e d u c a tio n c l a s s e s . A ll i n s t r u c t o r s answ ered t h a t co ed u ca t i o n a l p h y s ic a l e d u c a tio n s h o u ld be o f f e r e d i n th e s e n io r h ig h s c h o o l. Of one h u n d re d and tw e n ty - f o u r s tu d e n ts , o n ly th r e e g i r l s and n in e boys d id n o t v o te f o r c o e d u ca t i o n a l p h y s ic a l e d u c a tio n * S e v e n ty -o n e s tu d e n ts e n jo y e d p a r t i c i p a t i n g i n m ixed c l a s s e s , t h i r t y - s e v e n w ere i n d i f f e r e n t , and o n ly s e v e n d e f i n i t e l y p r e f e r r e d s e g re g a te d J 74 Jo h n H* Shaw and M illa r d R. R o g e rs, tfThe S t a t u s o f R e q u ire d P h y s ic a l E d u c a tio n i n C o lle g e s a n d ~ U n iv e r s itie s o f The U n ite d S t a t e s , ” R e s e a rc h Q u a r te r ly , 1 7 s2-9# M arch, 1946. , ~ ~ ~ 75 Mel C. C a in e s , ”An E x p e rim e n ta l S tu d y o f Co e d u c a tio n a l P h y s ic a l E d u c a tio n , 1 1 (u n p u b lis h e d M a s te r’ s T h e s is , The U n iv e r s it y o f S o u th e rn C a l i f o r n i a , Los A n g e le s ,: 1 9 3 5 ), p p . 4 0 -5 7 . i 58 i 'c la s s e s * A ll i n s t r u c t o r s and o v e r 90 p e r c e n t o f th e s t u - |d e n ts b e lie v e d t h a t c o e d u c a tio n a l p h y s ic a l e d u c a tio n te n d e d to e a s e s o c i a l a d ju s tm e n t w ith th e o p p o s ite s e x , a id i n a d u l t r e c r e a t i o n i n a h e te r o s e x u a l g ro u p , and im prove th e j p e r s o n a l i t y o f th e s o c i a l l y back w ard s tu d e n t. ' 76 | Cobb co n d u c te d a s u rv e y o f o p in io n s r e g a r d in g co e d u c a tio n a l p h y s ic a l e d u c a tio n among c o l le g e s tu d e n ts and d i r e c t o r s o f p h y s ic a l e d u c a tio n a t tw e n ty -s e v e n u n i v e r s i t i e s and c o l l e g e s . Hie d i r e c t o r s b e l ie v e d t h a t men le a r n e d s k i l l f a s t e r th a n women i n m ixed c l a s s e s , b u t n o t a s f a s t as l i f th e y had b ee n i n s e g re g a te d c l a s s e s . However, women ! p ic k e d up s k i l l te c h n iq u e s f a s t e r and m ore e a s i l y i n a n o n - ! ! s e g re g a te d s i t u a t i o n . Ho se x d i f f e r e n c e w as fo u n d i n p h y s i c a l e d u c a tio n know ledge t e s t s . The d i r e c t o r s l i s t e d th e ■ f o llo w in g v a lu e s i n c o e d u c a tio n a l c l a s s e s i n p h y s ic a l ed u - j c a tio n * ! 1 . Make f r i e n d s w ith th e o p p o s ite s e x . 2 . G ain c o n fid e n c e i n s o c i a b i l i t y w ith th e o p p o s ite sex. 3 . More o p p o r t u n i t i e s f o r c a r r y - o v e r s p o r ts w ith th e o p p o s ite s e x . The d i r e c t o r s c la im e d t h a t th e s e outcom es w ere d e f i n i t e l y a t t a i n e d , and t h a t th e c l a s s e s sh o u ld b e o f f e r e d f o r th e s e 76 L o u ise S . Cobb, "The C o e d u c a tio n a l P h y s ic a l Edu c a t i o n C la s s P rogram a t th e C o lle g e L e v e l," R e s e a rc h Q u a r te r l y . 1 0 :2 0 -3 2 , D ecem ber, 1939* 59 r e a s o n s i f f o r no o th e r* S tu d e n ts e x p re s s e d a l i k i n g f o r p a r t i c i p a t i o n i n a m ixed p h y s ic a l a c t i v i t y c l a s s o v e r a s e g r e g a te d o n e . They b e lie v e d t h a t th e y le a r n e d a s much i n c o e d u c a tio n a l c l a s s e s as i n th e s e x u a lly i s o l a t e d g ro u p s L arg e num bers o f s tu d e n ts made f r i e n d s w ith th e o p p o s ite se x and g a in e d c o n fid e n c e i n s o c i a l i z i n g w ith them . How e v e r , th e m a jo r i ty d id n o t f i n d more o p p o r tu n ity f o r p a r t i c i p a t i o n i n c a r r y - o v e r s p o r t s o r d a n c in g w ith th o s e o f th e o p p o s ite g e n d e r. V I n a r e p o r t b e f o r e th e C o lle g e P h y s ic a l E d u c a tio n 77 A s s o c ia tio n i n 1 9 ^ 0 , B o o k w a lte r gave a s u rv e y o f l i t e r a t u r e p e r t a i n i n g to c o e d u c a tio n a l p h y s ic a l e d u c a tio n . The su rv e y s t a t e d th e outcom es o f p a r t i c i p a t i o n i n m ixed a c t i v i t y sh o u ld b e : 1 . Im proved p o is e and a d ju s tm e n t i n m ixed g ro u p s . 2 . Im proved a p p e a ra n c e , c o u r te s y , and m a n n e rs. 3 . R e c r e a tio n w ith th e o p p o s ite s e x . 4 . I n c r e a s e d i n t e r e s t and p le a s u r e i n a c t i v i t i e s . 5« F u r th e r e d m u tu a l u n d e r s ta n d in g b e tw e en th e s e x e s . 78 M ason1 s l,0i$Q Ohio S t a t e men s tu d e n ts v o te d 85 p e r c e n t to 1$ p e r c e n t i n f a v o r o f c o e d u c a tio n a l c l a s s e s 77 K a rl W. B o o k w a lte r, M The C o e d u c a tio n a l and Co- r e c r e a t i o n a l Use o f P h y s ic a l E d u c a tio n A c t i v i t i e s , M F o r ty - F o u rth A nnual P ro c e e d in g s o f th e C o lle g e P h y s ic a l % d u catio n A s s o c ia ti o n , lilt: 6 2 -6 6 . 19k0. 78 Mason, l o c . c i t . i 60 I ^in a c t i v i t i e s w hich l e n t th e m s e lv e s to m ixed g ro u p in g * 1 | I n t e r e s t s and o p in io n s o f non- s c h o o l g ro u p s * A num b e r o f q u e s ts f o r p h y s ic a l e d u c a tio n know ledge c e n te r e d 1 1 1 jab o u t th e b e l i e f s o f a lu m n i, p a r e n ts , and g r a d u a te s r e g a r d in g c a r r y - o v e r v a lu e s o f th e s k i l l s , i n t e r e s t s and o u t- 1 comes d e v e lo p e d i n p h y s ic a l a c t i v i t y c l a s s e s . A s tu d y o f th e a c t i v i t y i n t e r e s t s o f S te p h e n s C o lle g e g r a d u a te s was 79 c o n d u c te d by H aynes i n 1931* Q u e s tio n n a ir e s w ere s e n t t o f o r t y s tu d e n ts i n e a c h c l a s s o f th e p a s t t e n y e a r s . A t o t a l o f n in e ty q u e s tio n n a i r e s was r e t u r n e d . T hose s p o r ts p a r t i c i p a t e d i n m o st a f t e r c o lle g e w ere com pared a s t o d e g re e o f p a r t i c i p a t i o n d u rin g th e women*s c o lle g e d a y s . P e rc e n ta g e o f Group P a r t i c i p a t i n g A c c o rd in g to S p o rt 1 S p o rt G ra d u a te T Jn d er-g ra d u a te Swimming 2 2 .6 2 5 .2 W alking 1^*5 OO.lj. G o lf 13*3 OO.k H ik in g 1 1 .0 © 9 .8 T e n n is 1 0 . L 1 2 .L D ancing 5*o 6 .8 79 W ilma D. H aynes, nA f te r C o lle g e W hat? 1 1 R e s e a rc h Q u a rte rly * 2:211^-216, M arch, 1931* i 6 1 . O a I Lee in te r v ie w e d f o r t y - s e v e n s e t s o f p a r e n t s i n * i f i f t e e n M id w estern s t a t e s r e g a r d in g t h e i r b e l i e f s as to th e i outcom es t h e i r c h i l d r e n r e c e iv e d from p a r t i c i p a t i n g i n p h y - ! s i c a l e d u c a tio n c l a s s e s i n th e p u b lic sc h o o ls# The answ ers i 1 a r e g iv e n below i n r a n k o r d e r : t | 1# H e a lth a t t i t u d e s and h a b its # 2# P ro p e r p h y s ic a l g ro w th and developm ent# 3# C o r r e c t s o c i a l a t t i t u d e s # 4* P e r s o n a l i t y and c h a r a c t e r t r a i t s o f l e a d e r s h i p , a b i l i t y , s e l f c o n fid e n c e , and p o ise # 5* A b i l i t y to e n jo y p h y s ic a l a c t i v i t y f o r i t s own sake# 6 # A c q u is itio n o f p h y s ic a l s k i l l s , a g i l i t y , and co o r d in a tio n # 7# M en tal h e a lth # 8 # Love o f o u td o o rs and o u td o o r games# 9* F i r s t - a i d know ledge# 81 A s i m i l a r s tu d y was made by Lowman, who in te r v ie w e d one h u n d re d and tw e n ty - th r e e f a t h e r s on w hat p h y s ic a l edu c a t i o n s h o u ld do f o r b o y s who p a r t i c i p a t e d i n p h y s ic a l a c t i v i t i e s # The c o n se n su s o f th e t a b u l a t i o n s r e v e a le d h e a l t h a s th e s i n g l e m ost im p o r ta n t p ro d u c t# T h is was fo llo w e d by th e b e l i e f t h a t p h y s ic a l a c t i v i t y i s n e c e s s a r y f o r n o r m al g ro w th and a happy l i f e # C a rry -o v e r l e i s u r e tim e i n t e r e s t s and s k i l l s , m o ral c h a r a c te r , and c i t i z e n s h i p w ere \ 80 M abel L ee, 1 1 Views o f P a r e n ts on th e P h y s ic a l Edu-, c a t i o n P ro g ram f o r T h e ir D a u g h te rs , 1 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n # 4 :1 2 - 1 5 , A p r i l , 1933* 81 G. S# Lowman, ,fThe K ind o f P h y s ic a l E d u c a tio n P rogram I sh o u ld . L ik e f o r M y Boy, 1 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n # 4 J l6 - 2 0 , 53* A p r i l , 1933* o t h e r p h y s ic a l e d u c a tio n outcom es as e x p r e s s e d by th e | f a th e r s * 82 D eG roat c o n d u c te d an e x te n s iv e i n v e s t i g a t i o n among ! 1,11*5 alum ni o f New E n g lan d c o l l e g e s . Prom a 55 p en c e n t ! r e p ly to h i s q u e s tio n n a i r e s , he n o te d some i n t e r e s t i n g r e - i s u i t s . Swimming, t e n n i s , g o l f , h ik in g , s k a t i n g , f i s h i n g , and s q u a s h w ere th e a c t i v i t i e s i n w h ic h th e alum ni p a r t i c i p a te d t h e m o st, a c c o rd in g to r a n k o r d e r . The r e a s o n s g iv e n f o r n o t p a r t i c i p a t i n g m ore w e re , i n o r d e r : la c k o f tim e , la c k o f f a c i l i t i e s , and la c k o f p r o f i c i e n c y . The alum ni w ould h av e l i k e d m ore i n s t r u c t i o n i n g o l f , t e n n i s , s q u a sh , s k i i n g , swimm ing, and h a n d b a ll, i n th e o r d e r o f l i s t i n g . A g r e a t m a j o r i t y , 8l p e r c e n t, b e l ie v e d t h a t m ore em phasis s h o u ld be g iv e n to c a r r y - o v e r a c t i v i t i e s . A s tu d y o f C olum bia U n iv e r s ity g r a d u a te s o v e r th e 63 p a s t f o r t y y e a r s was made by Adams. Of th e 3>39q g ra d u a t e s t o whom q u e s tio n n a i r e s w ere s e n t, s i x h u n d re d and n in e ty - s e v e n r e p l i e d ; o f t h e s e , I4 .3 P©r c e n t e x e r c is e d 1 r e g u l a r l y f o r a t l e a s t f i v e h o u rs w e e k ly . A p e r c e n ta g e o f | 1* 1 t r a c e d t h e i r r e c r e a t i o n a l i n t e r e s t s b a c k t o p h y s ic a l 1 ’ 82 H. S . D eG ro at, " R e c r e a tio n a l I n t e r e s t s o f C o lleg e- A lum ni and T h e ir E v a lu a tio n o f P h y s ic a l E d u c a tio n ,tt F o r ty - Second A nnual P ro c e e d in g s o f th e C o lle g e P h y s ic a l E d u c a tio n A s s o c ia ti o n , 1*2:58-66, 193^7 83 C. L . Adams, " A c tiv e R e c r e a tio n a l I n t e r e s t s o f Co^ lu m b ia C o lle g e A lu m n i." -R e s e a rc h Q u a r t e r l y . 1 9 2l*3-l*7* 19M** e d u c a tio n a t C olum bia. However, o f th e a c t u a l game s k i l l s I u se d by th e g r a d u a te s i n r e c r e a t i o n , o n ly 23 p e r c e n t l e a r n - J ed t h e i r s a t c o lle g e # A l a r g e m a jo r i ty o f th e g r a d u a t e s , ^82 p e r c e n t , b e l i e v e d t h a t a c tiv e r e c r e a t i o n a l ty p e gam es jwere n e c e s s a r y f o r h e a lth # The id e a t h a t r e c r e a t i o n a l I s k i l l s w ere o f v a lu e f o r w o rth y u se o f l e i s u r e tim e was e x p r e s s e d by 93- P© ** c e n t . Swimming, te n n i s , and g o l f , i n t h a t o r d e r , w ere th e m o st p o p u la r games and a c t i v i t i e s # IV . RELATED MATERIALS Much o f th e l i t e r a t u r e i n th e f i e l d o f p h y s ic a l e d u - 1 c a t i o n was c o n c e rn e d w ith th e o p in io n s o f i n d i v i d u a l s as to ; th e o b j e c t i v e s o f p h y s ic a l e d u c a tio n # I n an a t t e n p t to g iv e a c o n s e n su s o f th e o b j e c t i v e s , a t a b u l a t i o n o f th e a u t h o r s 1 o p in io n s i s p r e s e n te d I n T a b le II# The r a n k o r d e r o f th e v a r io u s o b j e c t i v e s i n f r e - j quency o f m e n tio n b y s i x t y - f i v e r e f e r e n c e s as f o o tn o te d a f t e r T ab le I I are g iv e n i n T a b le I I I # An a n a ly s is o f T a b le I I I I n d ic a te d th r e e o b j e c t i v e s w h ich s ta n d o u t above a l l o t h e r s . I n th e o p in io n s o f th o s e a u th o rs w r i t i n g on th e s u b j e c t , r e c r e a t i o n a l s k i l l s , s o c i a b i l i t y , and e t h i c a l c h a r a c t e r seem ed to b e th e m a jo r o b j e c t i v e s o f p h y s ic a l e d u c a tio n # TABIE I I OBJECTIVES O F PH YSICAL E D U C A T IO N S T A T E D | IN T H E G E N E R A L L IT E R A T U R E ! O b jec tiv e R eferen ces T o ta l (A b ili t y t o r e la x 2 , 11;, 21;, 32, b9, $2, $8 7 , C o r re ctio n o f ph y- 2 2 , 1;1, 57 3 s i c a l d e f e c t s C u ltu re 1 0 , 1 3 , UU» 2 2 , 2 8 , 3 2 , 3 3 , 3ii, 5 8 , 39, b l , 1*2, b3 , b5 , 1*8, b9, 50, 53, 56, 63 20 Developm ent o f 6 , 1 0 , 1 2 , 2 2 , 2 5 , 3 1 , b b , 1*5, 5 0 , 5 1 , 5 2 , 1 p e r s o n a lit y 5 5 , 5 9 , 6 0 , 6 3 , 65 16; Enjoym ent o f p a r - 7 , 8 , 9 , 2 9 , 3 9 , 61; 6 t i c i p a t i o n E t h ic a l c h a r a c te r 5 , 6 , 7 , 8 , 9 , 1 1 , 1 2 , l b , 1 6 , 2 3 , 21;, 2 5 , 1 ! 2 7 , 2 8 , 3 0 , 3 1 , 3b , 3 5 , 3 6 , 3 7 , 3 8 , 3 9 , b l , ' b2, b3 , b5 , b8, b9, 5o, 5b, 55, 56, 58, 59, I ; 60, 63, 6b, 65 38 ! Fundam ental s k i l l s 1 , 3 , b , 5 , 7 , 9 , 1 1 , 1 2 , 1 5 , 3 6 , 3 8, b 2 , b3, I b 5 , b 6 , h i , b 8 , b 9 , 3 3 , 5 2 , 5 3 , 5 b , 5 6 , 5 9 , I 6b 25 1 j Growth and d e v e lo p - 1 8 , 1 9 , 2 8 , b l , 5 1 , 5 b , 5 6 , 6 3 , 6b 9 j ment o f you th 1 H abit o f p a r t ic ip a - b , 7 , 1 1 , 1 2 , l b , 1 8 , 1 9 , 2 b , 2 5 , 2 7 , 2 8 , ! tio n 3 7 , 3 9 , bo, b 3 , bb, b5 , b 7 , 5 0 , 51, 5b , 62 22 i ; I n t e l l e c t u a l a b i l i t y 1 5 , 2 3 , 2 8 , 3 1 , 3 5 , b 5 , b 7 , b 9 , 5 b , 5 6 , 5 8 , 59., 60 13 K in e s th e tic p e r c e p - 1 5 , 26 2 ; t io n 1 Knowledge 7 , 1 0 , 1 1 , 1L, 2 2 , 2 8 , 3 3 , 31*. 3 6 , 3 9 , LI, L2, L5 , L7, L9, 50, 53, 5L, 56 19 T A B L E II (CONTINUED) O B J E C T I V E S O F P H Y S I C A L E D U C A T I O N S T A T E D I N T H E G E N E R A L L I T E R A T U R E O b jectiv e R eferen ces T otal . N e u r o m u s c u la r c o - 1 ordination l ! Physical fitness Physical health Physical p o w e r R ecreation al skills Mental health 3» 13* 15* 16, 21, 21*, 2%, 27, 28, 3 3 , 3U, 3 5 , 3 7 , 38, U3, W , 5 0 , 5 1 , 51;, 5 5 , 5 6 , 5 7, 5 8 , 6 2 , 63 27 1 3 , U*» 1 5 , 2 6 , 2 8 , 3k, 1*1, 1*9, 5 2 , 5 3 , 5 8 , 61 • 12 5 , 7 , 1 0 , 12, lit , 1 5 , 1 7 , 2 2 , 21*. 2 6 , 2 7 , 3 6, 3 8, 1 * 0 , 1 * 6 , 5 2 , 5 3 , 5 7 , 6 1 . 6 2 , k9, 21 3 , 5 , 9 , 10, 1 5 , 2 5 , 2 7 , 2 8 , 3 2 , 3 3 , 31*. 3 5 , 38 , 3 9 , 1 * 0 , 1 * 8 , .5 0, 5 2 , 53 , 51*. 5 5 , 60 22 2 , 1*. 12, 1 7 , 1 8, 1 9, 20, 2 3 , 2 6, 3 3 , 3 6, 3 7 , 1*1, 1*7, 1*9, 5 8 , 6 0 , 6 1 , 6 3 , 61* 20 1, 1 *, 5, 7, 9 , 1 0, 1 1, 1 2, 1 5, 1 6, 1 9, 2 0, 2 2 , 2 3 , 21*, 2 7 , 2 8 , 3 1 , 3 3 , 31*. 3 6 , 3 7 , 3 8 , 1*1, 1*3, 1*5, 1*6, 1*7, 1*8, 1*9, 5 0 , 5 1 , 5 3 , 51*, 55 , 56 , 58 , 5 9 , 6 1, 6 2, 61* 1 * 1 1 , I*. 1 1 , 1 2 , 1 $ , 3 3 , 36, 3 8 , 1*3, 1*5, 1*6, 1*8 , 53 , 51*, 56 , 5 9 , 63 17 1 , !*, 1 1 , 1 2 , 1 5 , 3 3 , 3 6 , 3 8 , 1*3, 1*5, 1*6, 1*7, 1*8, 1*9 , 5 1 , 53 , 51*, 56 , 59 19 2, 6, 8, 9, 10, 1 1*. 15, 16, 18, 20, 23, 2 1* . 2 5 , 2 7 , 2 8 , 3 3 , 31*. 3 6 , 3 7 , 3 8 , 3 9 , 1*1, 1*3, 1*1 * , 1*5, 1*8, 1*9 , 5 0 , 5 1 , 52 , 53 , 51*. 5 8 . 6 0 , 6 2 , 6 3 , 61*, 65 39 1 , 1 5 , 23 , 2 9 , 1*1, 52 , 53 , 6 1 , 63 9 1 , 1*, 1 1 , 1 2 , 1 5 , 3 3 , 3 6 , 3 8 , 1*3, 1*5, 1*6, 1*7, 1*8, 5 3 , 51*. J 6 , 5 9 , 63 . 1 8 HOTEs This tab le should be read as follows* Column 1 _ o b jectiv es. Column 2 _ references corresponding to footnotes on follow ing page. Column 3 ~ to ta l number of references re la tin g to each of the sta te d objectives. R h y t h m ic skills Safety skills Sociability > S tren g th , T e a m skills j 6 6 TABLE I I (CONTINUED) OBJECTIVES OP PHYSICAL EDUCATION STATED IN THE GENERAL LITERATURE 1 . R u th G lasso w , flB a s ic C o n s id e r a tio n s i n P la n n in g th e C o lle g e P rogram f o r Women,*1 R e s e a rc h Q u a r t e r l y * 1: 1 1 1 -1 1 2 , May, 1930* 2* E s th e r L* R ic h a r d s , “M e n tal H ygiene A s p e c ts o f P h y s ic a l E d u c a tio n , 1 1 J o u r n a l o f H e a lth and P h y s ic a l E duca t i o n , 1 :7 , 5l-5>2, S ep tem b er, 1930* 3* R u th A tw e ll, ’’The P la c e o f P o s tu r e i n th e C o lle g e P ro gram o f P h y s ic a l E d u c a tio n , 1 1 R e s e a rc h Q u a r t e r l y * 1 :1 0 3 , O c to b e r, 1930# P ra n k K le e b e rg e r, ‘‘P h y s ic a l E d u c a tio n o f U n iv e r s it y Men, 1 1 S ch o o l and S o c ie t y * 32:65>3-65J^> N ovem ber, 1930 ^5* Jam es E . R o g e rs, “The S ev en C a rd in a l P r i n c i p l e s and P h y s ic a l E d u c a tio n ,” J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n * 2:19* J a n u a ry , 1931* ^ 6 . C h a rle s C. C o w ell, “M en tal A t t i t u d e s i n P h y s ic a l E d u ca t i o n , ” J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 2 :1 5 -1 6 , M arch, 1 9 31. 7• Sew ard C* S t a l e y , “The P o u r Y ear C u rric u lu m i n P h y s ic a l ( S p o r ts ) E d u c a tio n ,” R e s e a rc h Q u a r t e r l y , 2 :8 3 , 1931* V 8 . Goodwin B* W atson, “The P h ilo s o p h y o f P h y s ic a l Educa t i o n , ” J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 2:3* 5 , i|7* S e p te m b e r, 1931* ■ J 9* E . M. S a n d e rs , “B u ild e r s o f C h a ra c te r o r T e a c h e rs o f A c t i v i t i e s , “ ^ J o u r n a l o f H e a lth and P h y s ic a l E duca t i o n , 2 :2 i^ -2 5 * N ovem ber, 1931* \j 10* F r e d e r ic k Rand R o g e rs , “F u n d am en tal P o l i c i e s and Mea s u r e s i n R e q u ire d P h y s ic a l E d u c a tio n ,” T h i r t y - S ix th A nnual P ro c e e d in g s o f th e C o lle g e P h y s ic a l E duca t i o n A s s o c ia ti o n , 3 F T l2 i-1 2 2 , 1932* I 67 f I TABLE I I (CONTINUED) OBJECTIVES OP PHYSICAL EDUCATION STATED IN THE GENERAL LITERATURE 11* I r v i n T . S im ley , " P h y s ic a l E d u c a tio n Viewed by a S u p e r- 1 i n t e n d e n t ," J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 3 :1 2 , 5 9 , M arch, 19317 J : 12# P ra n k K le e b e r g e r , " P h y s ic a l E f f i c ie n c y As M easured a t th e U n iv e r s ity o f C a l i f o r n i a , " R e s e a rc h Q u a r t e r l y , 3*151-151*., May, 1 9 32. 1 3 . C h a rle s S c o tt B e rr y , "A B ro a d e r C oncept o f P h y s ic a l E d u c a tio n ," JournaL o f H e a lth and P h y s ic a l E duca t i o n , 3 1 3-1*., S e p te m b e r, 1 9 3 2 . ^ ll}.. C. E . R a g s d a le , "The P h y s ic a l A sp e c t o f a C o lle g e E d u c a tio n ," J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 3 s 3 - 5 , 6 2 , O c to b e r, 1 9 3 2 . ^ 1 5 . D av id K. B ra c e , "Why P h y s ic a l E d u c a tio n I s a Way o f E d u c a tio n ," J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 3*20, 51*-, D ecem ber, 1 9 3 2 . l 6 . Jo h n G. M cNeely, "An A d m in is tr a to r 1 s P h ilo s o p h y o f P h y s ic a l E d u c a tio n ." J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , l*.:l6 » * $ o , J a n u a ry , 1933* ! / 1 7 . F r e d e r ic k Rand R o g e rs , "The F u tu re o f P h y s ic a l E duca t i o n , " J o u r n a l o f He a l t h and P h y s ic a l E d u c a tio n . 1 * .: 2 3 , J a n u a ry , 1933# 1 8 . C h a rle s C, C o w ell, " P h y s ic a l E d u c a tio n and I t s R e la t io n s h ip i n th e H ig h .S c h o o ls ," J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , I* .: 3 3 -3 4 , M arch, 1933* y 1 9 . N a tio n a l Com m ittee on P h y s ic a l E d u c a tio n , " P h y s ic a l E d u c a tio n T o d ay ," J o u r n a l o f H e a lth a n d . P h y s ic a l E d u c a tio n , 4 : 4> M arch, 1933# J 2 0 . D. O b e r te u f f e r , "The C o n te n t o f a Modern P ro g ram o f P h y s ic a l and H e a lth E d u e a tIo n ," J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , M arch, 1 9 3 3 . I 6 8 I I TABLE I I (CONTINUED) i J i OBJECTIVES OP PHYSICAL EDUCATION STATED IN THE GENERAL LITERATURE '21# H a r r i e t O 'S h e a , tfThe M en tal H ygiene S ig n if ic a n c e o f P h y s ic a l E d u c a tio n ," J o u r n a l o f H e a lth and P h y s i- c a l E d u c a tio n , 4s 3-4* 7 8 , M arch, 1933* i ^ 2 2 , F r e d e r ic k Rand R o g e rs , 1 1 F u n d am en tal P o l i c i e s and M easures i n R e q u ire d P h y s ic a l E d u c a tio n ," R e se a rc h Q u a r t e r l y , 4 :1 2 1 , M arch, 1933* 2 3 . N* P . N e ils o n , "The V alu e o f P h y s ic a l E d u c a tio n and H e a lth I n th e S c h o o l P ro g ra m ,” J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , E.:21, - A p r i l , 1933* J 2i|.* Lee V in c e n t, " P h y sic a l E d u c a tio n 's C o n trib u tio n to th e M ental H ea lth o f S tu d e n ts," Jou rn al o f H ea lth and P h y s ic a l E d u ca tio n , 4 s 3 7 , A p r il, 1933* 2$0 John A* Kinneman, "An E v a lu a tio n o f P h y s ic a l Educa t io n ," Jou rn al o f H ea lth and P h y s ic a l E d u cation , 4 * 6 -7 , 5>6, Decem ber, 1933* '26* Hugo B ezd ek , " S p e c u la tiv e A dventures i n P h y s ic a l Edu c a t io n and A t h le t ic s ," T h ir ty -E ig h th Annual P ro c e e d in g s o f th e C o lle g e P h y s ic a l E d u ca tio n A s s o c i- i t i f H ; 34r397T o', i9 3 in " — — — 2 7 , George L* R id e r , "Why Have a P h y s ic a l E d u ca tio n Re quirem ent?" T h ir ty -E ig h th Annual P ro ceed in g s o f th e C o lle g e P h y s ic a l E d u cation A s s o c ia t io n , 38* 125*, 1 2 7 , 1934* * / — f ^28. K arl W * B ook w alter, "The O b je c tiv e s o f P h y s ic a l Edu- j c a tio n ," Journal o f H ea lth and P h y s ic a l E d u ca tio n , ■ 5 * 2 6 -2 7 , 5 5 , F e b ru a ry , 1934♦ ^ 2 9 * A rth u r H. S te in h a u s , "Why E x e r c is e ? " J o u r n a l o f He a l t h and P h y s ic a l E d u c a tio n , 5 * 5 -7 , 42*53# May, 1934* ^30# Frank L, O ktavec, " P h y sic a l E d u ca tio n As a C haracter B u ild e r ," J o u rn a l o f H ea lth and P h y s ic a l E d u ca tio n 5 :1 2 , 1 5, June, 1934# 69 TABLE I I (CONTINUED) i i OBJECTIVES OP PHYSICAL EDUCATION STATED 1 IN THE GENERAL LITERATURE 31* A* J* S to d d ard * "The I n t e g r a t i o n o f P h y s ic a l E d u ca- | t i o n w ith th e G e n e ra l P u rp o s e s o f th e S c h o o ls , 1 1 ! J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , S ep te m b er, 19 34• : 32* E l iz a b e t h I* Adamson, " P o s s i b i l i t i e s o f P e r s o n a l i t y D evelopm ent th ro u g h P h y s ic a l E d u c a tio n ," J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 5 * 8 , D ecem ber, rnm m tm tmmrnmmmmmmmmmmm « m m m i M a a M M n v M W H W m p n n m m m m m h m m w X 9 3 ^ 33* V io le t B* M a rs h a ll, "A D is c u s s io n o f th e R e q u ire m e n t i n P h y s ic a l E d u c a tio n f o r Women i n C o lle g e s and U n i v e r s i t i e s , ” R e s e a rc h Q u a r te r ly . 5 * 6 , D ecem ber, 1934 • / 34* G r a n v ille B* Jo h n so n , The New P h y s ic a l E d u c a tio n (M in n e a p o lis , M in n e so ta : B u rg e ss P u b lis h in g Company, 1935)# PP. 43# 4 ^ -4 8 . ,<35• G eorge R* T h ro o p , "S ound M ind i n Sound B o d y ," J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 7 : 4 l 7 - 4 l 8 , 461* S ep tem b er, 1936* ^ 3 6 * G lerni W, Howard, " P o s s i b i l i t y o f E n ric h in g I n s t r u c t i o n I n th e S e r v ic e C o u r s e s ,” F o r ty - F i r s t A nnual P ro c e e d in g s o f th e C o lle g e P h y s ic a l E ducatT oii A s s o c ia ti o n ,T !l7 5 9 -7 0 # 1937* 37• J a c k s o n R. Sharm an, M odern P r i n c i p l e s o f P h y s ic a l E d u c a tio n (New Y ork: A * S* B a rn e s and Company, I n c * , 1937)# P P. 147# l 4 9 • s /3 8 , C h a rle s D. G iau q u e , "New O b je c tiv e s t o M eet M odem T re n d s ," J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n * 8 :7 1 -7 3 , 125, F e b ru a ry , 1 9 3 7 . i/39* Sew ard C. S ta le y and G eorge T , S t a f f o r d , A S p o rts C u rric u lu m (C ham paign, I l l i n o i s : S tip e s P u b lis h in g Company, 1 9 3 8 ), p* 6 . J 70 j TABLE I I (COHTIHTJED) I ! OBJECTIVES OP PHYSICAL EDUCATION STATED j ■ IN THE GENERAL LITERATURE i ij.0. B lan ch e M. T r i l l i n g , "The S ig n if ic a n c e o f P h y s ic a l E d u c a tio n i n M odern L i f e , ” J o u r n a l o f H e a lth and i P h y s ic a l E d u c a tio n , 9*3> J a n u a ry , 1 9 36. i . . . . . . . . jij.1, E l i z a b e t h P o w e ll and Eugene C* Howe, E d i t o r s , " W e lle s - i l e y C o lle g e S tu d ie s i n P h y s ic a l E d u c a tio n ," ! R e s e a rc h Q u a r te r ly (S u p p le m e n t), 9 :6 -7 * M arch, 1 9 3 ^ 2 . W. R. M o rris o n , "Can P h y s ic a l E d u c a tio n C o n trib u te to th e C u ltu ra l. E d u c a tio n o f C o lle g e Men?" F o r ty - T h ird A nnual P ro c e e d in g s o f th e C o lle g e P h y s ic a l S d u c a tio n A s s o c ia ti o n , Ii3 s1 2 0 -1 2 1 , 1939* R. J . F r a n c is , "Tow ard a P h ilo s o p h y o f P h y s ic a l Edu c a t i o n , ” J o u r n a l o f H e a lth an d P h y s ic a l E d u c a tio n , j 1 0 :2 1 6 -2 1 7 , 2 5 6 -2 ^ 9 , A p r i l , 1 9 39. J , ^ 4 4 , K a rl W, B o o k w a lte r, "The C o e d u c a tio n a l and C o re c re a - t i o n a l Use o f P h y s ic a l E d u c a tio n A c t i v i t i e s , ” F o r t y - F o u rth A nnual P ro c e e d in g s o f th e C o lle g e P h y s ic a l E d u c a tio n A s s o c ia ti o n , Iflf: 6ij., 1 9 ^0 . 4 5 . Anne S c h le y D uggan, "Who I s L i b e r a l l y E d u c a te d ? ” 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 11: | I|.6l-I}.6 3 , “T l ^ , O c to b e r, 1 9 4 0 . ^Ij.6* G lenn W. H oward, "The P a r t T h at P h y s ic a l F itn e s s P la y s i n th e N a tu r a l P rogram o f P h y s ic a l E d u c a tio n ,” F o r ty - F i f t h A nnual P ro c e e d in g s o f th e C o lle g e P h y s ic a l Educ a t io n A s s o c ia ti o n , ~TT£: SO, 19E.I V ‘ I 4 .7 . C a rl L* N o rd ly , " R e la tin g t h e P h y s ic a l E d u c a tio n P ro - 1 gram t o th e O b je c tiv e o f F i t n e s s , ” F o r ty - F i f t h A nnual P ro c e e d in g s o f th e C o lle g e P h y s ic a l Educ a- ! t i o n A s s o c ia ti o n , 45: 0 3 - 0 4 , 1 9 41. / i | 8 # Jo h n F* B o v ard , "R e c o g n iz in g S o c ia l and C u ltu r a l V a lu e s ," J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 1 2 :1 3 2 -1 3 3 * M arch, 19IpU TABLE I I (CONTINUED) OBJECTIVES OP PHYSICAL EDUCATION STATED , IN THE GENERAL LITERATURE H u b ert J# M cCormick, E n ric h in g th e P h y s ic a l E d u c a tio n S e r v ic e P rogram i n C o lle g e s and U n i v e r s i t i e s (New Yorks B u reau o f P u b l i c a t i o n s , T eachers* C ol l e g e , C olum bia U n iv e r s it y , 19lj-2), p p . 7*8, 3 4 *39, 4 3 -4 4 . 4 7 , 4 9 , 5 1 . 5 3 . L o u is e S ta p l e s Cobb, A S tu d y o f th e F u n c tio n s o f P h y s i c a l E d u c a tio n i n H ig h e r E d u c a tio n (New Y ork: B u reau o f P u b l i c a t i o n s , T e a c h e rs 1 C o lle g e , Colum b i a U n iv e r s it y , 1 9 4 3 ), PP* 6 3 - 6 4 , 8 5 -8 6 , 1 50. E liz a b e t h G. R o d g e rs, tfWhy P h y s ic a l E d u c a tio n ? 0 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 14? 202- 203, A p r i l , 1 9 4 3 . A rth u r H. S te in h a u s , 0F i t n e s s and How We May O b ta in J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n , 142 4 2 7 , O c to b e r, 1943•" H ele n M. P e tr o s k e y , ftThe Long View I n P h y s ic a l E duca t i o n f o r G ir ls and Women,” J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , l4 * 4 7 9 , Novem ber, 1943• L e s l i e W. I r w in , The C u rric u lu m i n H e a lth and P h y s ic a l E d u c a tio n ( S t , L o u is : The C. V. Mosby Company, P P. J+3-i|.8, 5 0 -5 1 , 51<.. Le Roy M * W e ir, ffP h y s ic a l E d u c a tio n D oes E d u c a te ,0 A m erican A s s o c ia tio n o f C o lle g e R e g i s t r a r s * J o u r n a l , 2 0 :9 4 -9 5 » O c to b e r, 1944* W illia m C. B e a v e r, ° 0 r g a n ic V a lu e s t o Be Found i n a P rogram o f P h y s ic a l E d u c a tio n f o r C o lle g e S tu d e n ts ” F o r ty - E ig h th A nnual P ro c e e d in g s o f th e C o lle g e P h y s ic a l E d u c a tio n A s s o c ia ti o n , IjU :S, 1 9 4 4 -4 5 7 M illa r d L. R o g e rs , ,fTh© Case S tu d y M e th o d ,” J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n , 1 6 :1 1 9 -1 2 1 , M arch, 194*57“ 72 TABLE I I (CONTINUED) OBJECTIVES OP PHYSICAL EDUCATION STATED IN THE GENERAL LITERATURE 5 8 . D o ro th y L a S a l l e , G uid an ce o f C h ild re n th ro u g h P h y s i c a l E d u c a tio n (New Y ork: A. S . B a rn e s and Com- p a n y , 19^ 6) , p. 1 8 . (/59♦ S id n e y R ic e , " A t t i t u d e s and P h y s ic a l E d u c a tio n , 1 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n . 1 7 :2 2 k , 2 ^ 6 , A p r i l , I 9I+ 6 . t/6 0 . Jo h n S . H e rro n , 1 1 Human R e l a t i o n s , D em ocracy, and Phy s i c a l E d u c a tio n , 1 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n , 17 * 5 1 1 , N ovem ber, 19l|.6V ^ 6 1 . C a rl P . S c h o tt, w The P o s t War R e q u ire d Problem s,** F i f t i e t h A nnual P ro c e e d in g s o f th e C o lle g e P h y s i- c a l E d u c a tio n A s s o c ia tio n . *>5726-27, 19^7♦ ^ 6 2 . R. D. M i l l e r , ,fThe E l e c t i v e P rogram o f P h y s ic a l Edu c a t i o n a t th e U n iv e r s it y o f C a l i f o r n i a a t B e rk e le y ? F i f t y - F i r s t A nnual P ro c e e d in g s o f th e C o lle g e Phy s i c a l E d u c a tio n A s s o c i a t i o n , 51 • 3 8. i 9i4 .fi • 6 3 . P a t t r i c R ^l:th O’ K e e fe , E d u c a tio n th r o u g h Phy s i c a l A c t i v i t i e s ( S t . L o u is : C. V. Mosby Company, 191-1-9), p p . 2 8- 2 9 . 1 . ^ 6I 4.0 W. K. S t r e i t and Simon A. M cNeely, 1 1 A P la tf o r m f o r P h y s ic a l E d u c a tio n , 1 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n . 2 1 :1 3 6 , 1 86, M arch, 1956V " / Mb5* R o s a lin d C a s s id y , " C o n tr ib u tio n s o f P h y s ic a l E d u c a tio n to D em o c ra tic C i t i z e n s h i p , 1 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n . 2 1 :2 o o , A p r i l , 19f?0. 1 1 73 T A B IE I I I O B J E C T I V E S O F P H Y S I C A L E D U C A T I O N A S S T A T E D B Y A U T H O R S I N T H E G E N E R A L L I T E R A T U R E R a n k O b jective F r e q u e n c y 1 .0 R ecreational skills kl 2 .0 Sociability 39 3 .0 Ethical ch aracter 38 U.o M e n ta l health 27 5 .0 F u n d a m e n t a l skills 25 6 .5 H a b it of participation 22 6 .5 Physical health 22 8 .0 Physical fitness 21 9 .5 C u ltu r e 20 9 .5 Physical p o w e r 20 11.5 K n o w le d g e 19 11.5 Safety skills 19 13.0 T e a m skills 18 lil.O R h y t h m ic skills 17 i5 .o D e v e lo p m e n t of personality 16 16.0 Intellectual ability 13 17.0 N e u r o m u s c u la r coordination ^ 1 2 18.5 G r o w t h a n d d e v e lo p m e n t of y o u th 9 18.5 S tren g th 9 20.0 Ability to relax 7 21.0 E n j o y m e n t of participation 6 22.0 C o rrectio n of physical defects 3 2 3.0 K inesthetic perception 2 a V . SUM M ARY OP THE CHAPTER i 1 | P h y s i c a l e d u c a t i o n i s a n i n t e g r a l p a r t o f g e n e r a l e d u c a t i o n t h r o u g h h e l p i n g t o b r i n g a b o u t b a l a n c e d d e v e l o p - i m e n t o f t h e s t u d e n t * T h e l i t e r a t u r e i s so m e w h a t i n a d e q u a t e o n h ow t o m e e t s t u d e n t s ’ n e e d s a n d w a n t s t h r o u g h t h e m ed iu m o f p h y s i c a l e d u c a t i o n . R e s e a r c h s t u d i e s o n t h e v a r i o u s r e s u l t s o f c o l l e g e ! ' p h y s i c a l e d u c a t i o n p r o g r a m s w e r e b r i e f l y o u t l i n e d * S t u d e n t s b e l i e v e d t h a t p h y s i c a l e d u c a t i o n w a s o f d e c i d e d a l l - a r o u n d b e n e f i t t o th e m . O r g a n ic v i g o r w a s i n c r e a s e d , and te a m s p o r t s a i d e d s o c i a b i l i t y * P h y s i c a l s k i l l w a s i n c r e a s e d a s a r e s u l t o f g o o d i n s t r u c t i o n i n p h y s i c a l e d u c a t i o n * iT e n n is a n d sw im m in g w e r e f o u n d t o b e t h e m o s t p o p u l a r a c t i v i t i e s am ong c o l l e g e s t u d e n t s * A m a j o r i t y o f s t u d e n t s p r e f e r r e d t h e i n f o r m a l , n a t u r a l t y p e o f p r o g r a n , a n d b e l i e v e d t h a t p h y s i c a l e d u c a t i o n s h o u l d b e r e q u i r e d a t l e a s t tw o y e a r s f o r g r a d u a t i o n fr o m c o l l e g e * C o e d u c a t i o n a l p h y s i c a l e d u c a t i o n w a s p r e f e r r e d b y b o t h s t u d e n t s a n d f a c u l t y * R e c r e a t i o n a l s k i l l s , s o c i a b i l i t y , a n d e t h i c a l c h a r a c t e r w e r e t h e m o s t f r e q u e n t l y m en t i o n e d o b j e c t i v e s b y s i x t y - f i v e a u t h o r s . CHAPTER I I I METHODS OP INVESTIGATION T h is c h a p te r d e s c r ib e s th e v a r io u s m ethods em ployed I n c o n d u c tin g th e i n v e s t i g a t i o n . I . ASCERTAINING THE THEORETICAL CONTRIBUTIONS OP PHYSICAL EDUCATION To a s c e r t a i n what th e a u t h o r i t i e s b e lie v e d th e o r e t i c a l c o n t r i b u t i o n s o f p h y s ic a l e d u c a tio n w ere, th e l i t e r a t u r e was s t u d i e d . Ten p e r s o n s who had a c h ie v e d a t l e a s t th e f o llo w in g k in d s o f p r o f e s s i o n a l r e c o g n i t i o n were s e l e c t e d as a u t h o r i t i e s : 1* Many y e a r s o f e x p e rie n c e i n p o s i t i o n s o f r e s p o n s i b i l i t y i n c o lle g e o r u n i v e r s i t y p h y s ic a l e d u c a tio n . 2 . A c tiv e i n th e f i e l d o f c o lle g e p h y s ic a l educa t i o n i n th e decade 1 9lj.O-1 9^ 9 * 3* S u b s t a n t i a l c o n t r ib u t io n s to th e l i t e r a t u r e o f c o l le g e p h y s ic a l e d u c a tio n . I+. N a tio n a l r e c o g n i t i o n i n a t l e a s t one o f th e f o l low ing n a t i o n a l o r g a n iz a tio n s : C o lle g e P h y s ic a l E d u c a tio n A s s o c ia tio n , A m erican A s s o c ia tio n o f 76 H e a lth , P h y s ic a l E d u c a tio n and R e c r e a tio n , The A m erican Academy o f P h y s ic a l E d u c a tio n , N a tio n a l A s s o c ia tio n f o r P h y s ic a l E d u c a tio n o f C o lle g e Women* Those w r i t i n g s o f th e s e l e c t e d a u t h o r i t i e s p e r t a i n in g t o th e c o n t r ib u t io n s o f p h y s ic a l e d u c a tio n to th e e d u c a tio n o f s tu d e n ts were review ed* The s ta te m e n ts of t h e o r e t i c a l c o n t r i b u t i o n s w ere f i r s t l i s t e d by a u th o rs and th e n s y n th e s iz e d i n t o one m a s te r l i s t . I I . ASCERTAINING- THE EDUCATIONAL OBJECTIVES OP A UNIVERSITY AND ITS COLLEGE OP LETTERS, ARTS, AND SCIENCES The U n iv e r s it y o f S o u th e rn C a l i f o r n i a * The educa t i o n a l o b j e c t i v e s o f The U n iv e r s ity o f S o u th e rn C a l i f o r n i a j were a s c e r ta in e d from l i t e r a t u r e p u b lis h e d by th e U ni v e r s i t y . These w ere co n firm ed I n an in te r v i e w w ith th e E d u c a tio n a l V ic e - P r e s id e n t o f th e U n i v e r s i t y . ; t i The C o lle g e o f L e t t e r s . A r t s , and S c ie n c e s . The j o b j e c t i v e s o f th e C o lle g e w ere a s c e r ta in e d th ro u g h an i n - ! te r v ie w w ith th e Dean o f th e C o lle g e and from h i s ad d r e s s e s and w r i t i n g s . I l l * ASCERTAINING THE INSTRUCTIONAL OBJECTIVES OP THE PHYSICAL EDUCATION PROGRAM I n a s c e r t a i n i n g th e i n s t r u c t i o n a l o b j e c t i v e s o f th e p h y s ic a l e d u c a tio n program a t The U n iv e r s it y o f S o u th e rn C a l i f o r n i a , two s e p a r a te ap p ro ach es were u se d . B ecause th e I n s t r u c t o r s p u t th e program i n to a c t i o n , t h e i r b e l i e f s r e g a r d in g i t s o b j e c t i v e s w ere c o n s id e r e d to be im p o r ta n t. To f in d o u t what th e y b e l ie v e d th e program sh o u ld accom p l i s h , th e i n s t r u c t o r s w ere g iv e n a b la n k s h e e t o f p a p e r and ask ed to w r i t e down t h e i r o b j e c t i v e s f o r th e program . S e v e n te e n i n s t r u c t o r s com plied w ith th e r e q u e s t . A com p i l a t i o n o f t h i s group o f o b j e c t i v e s form ed one s e t o f ob j e c t i v e s o f th e program . To l e a r n th e s p e c i f i c o b j e c t i v e s o f ea ch c o u rs e , w r i t t e n co u rse o u t l i n e s were s tu d i e d . Prom th e o u t l i n e s , a l i s t o f th e s t a t e d o b j e c t i v e s f o r each c o u rse was ta k e n . T h is l i s t and th e i n s t r u c t o r 1s l i s t o f o b j e c t i v e s w ere com p i l e d and c o n s id e re d to b e th e i n s t r u c t i o n a l o b j e c t i v e s o f th e p h y s ic a l e d u c a tio n program . IV. ASCERTAINING THE OPINIONS OP UNIVERSITY ADMINISTRATORS ON COLLEGE PHYSICAL EDUCATION U n iv e r s ity a d m i n i s t r a t o r s , th e d ean s o f s c h o o ls , and ch airm en o f d e p a rtm e n ts whose s tu d e n ts , r e g u l a r l y e n r o l l i n c o u rs e s o f th e p h y s ic a l e d u c a tio n program and o th e r i n d i v id u a ls who had a p e r t i n e n t i n t e r e s t i n th e w e lf a r e o f s t u - f d e n ts o r th e c u r ric u lu m o f th e U n iv e r s it y w ere in te r v ie w e d . t The in te r v ie w p ro c e d u re was s ta n d a r d iz e d as much 'as p o s s i b l e 'by a s k in g th e same se v en q u e s tio n s o f each p erso n * The i [answers w ere th e n g e n e r a liz e d to form one l i s t o f s ta te m e n ts I I r e p r e s e n t i n g th e v iew s h e ld about c o l l e g e p h y s ic a l educa- ! t i o n by tw e n ty a d m in is tr a to r s a t The U n iv e r s ity o f S o u th e rn ^ C a lifo rn ia . A l i s t o f th o se in te rv ie w e d and th e q u e s tio n s i asked may b e found i n th e A ppendix. | V* ASCERTAINING THE OPINIONS OP j STUDENTS ON THE PHYSICAL EDUCATION PROGRAM A f o u r page q u e s tio n n a ir e was d e v is e d t o l e a r n th e o p in io n s o f s t u d e n t s c o n c e rn in g p o s s i b le outcom es w hich th e y b e l ie v e d th e y had d e r iv e d from p a r t i c i p a t i n g i n th e p h y s ic a l e d u c a tio n program a t The. U n iv e r s ity o f S o u th e rn C a l i f o r n i a . The q u e s tio n n a ir e was d e s ig n e d to c o v e r th e f o llo w in g g e n e r a l a r e a s : p s y c h o lo g ic a l b e h a v io r, s o c i a - I i b i l i t y , r e c r e a t i o n a l c a r r y - o v e r , s k i l l , h e a l t h , p h y s i c a l e d u c a tio n know ledge. A t e n t a t i v e form o f th e q u e s t i o n n a i r e was a d m in is te re d t o tw e n ty - f iv e s t u d e n t s . A f te r ta k in g i n t o ac co u n t t h e i r c r i t i c i s m s and comments, th e q u e s tio n n a i r e was p u t i n t o f i n a l form and approved by th e 79 D epartm ent o f P h y s ic a l E ducation* The f i r s t page o f th e q u e s tio n n a i r e e l i c i t e d p e r t i n e n t d e s c r i p t i v e in f o rm a tio n about th e stu d e n t* The r e m ain in g t h r e e pages c o n ta in e d q u e s tio n s w hich r e l a t e d d i r e c t l y o r i n d i r e c t l y to p o s s i b l e outcom es o f p a r t i c i p a t i o n i n p h y s ic a l e d u c a tio n * The q u e s tio n s were answ ered by u n d e r lin in g one o f th r e e p o s s i b le answ ers: " g r e a t , " "som e,,f and "none*" I n o th e r w o rd s, th e answ ers d e s c r ib e d to what d eg ree th e s tu d e n t b e l ie v e d he h e l d a c e r t a i n a t t i t u d e , had a c q u ire d c e r t a i n s k i l l o r know ledge, o r had : s i e x h i b ite d a c e r t a i n ty p e o f b e h a v io r* The f i n a l f o u r q u e s tio n s gave th e s tu d e n t an o p p o r tu n ity to w r i te h i s r e a c t i o n s to th e program i n term s o f w h eth er o r n o t he f e l t i t met h i s p e r s o n a l p h y s ic a l e d u c a tio n wants* The q u e s t i o n n a i r e s were f i l l e d i n by 1,3 9 0 s tu d e n ts e n r o l l e d i n th e p h y s ic a l e d u c a tio n c l a s s e s d u rin g th e s p r in g s e m e s te r, 195>0* Each c l a s s i n s t r u c t o r r e p e a te d v e r b a l l y th e i n s t r u c t i o n s at th e to p o f th e f i r s t page o f th e q u e s t i o n n a i r e . The s tu d e n ts w ere t o l d n o t to s ig n t h e i r names* They were asked to g iv e a s in c e r e and f ra n k answ er t o th e q u e s tio n s i n o rd e r to aid i n a stu d y o f th e p h y s ic a l e d u c a tio n program * About tw enty m in u te s was r e q u ir e d f o r f i l l i n g o u t th e q u e s tio n n a i r e . . A copy o f th e q u e s tio n n a i r e may b e found i n th e Appendix* ! 80 V I. ASCERTAINING THE PHYSICAL EDUCATION ! KNOWLEDGE OP STUDENTS , To d e te rm in e th e amount and ty p e o f know ledge p o s s e s s e d by th e s t u d e n t s , th e f i n a l e x a m in a tio n s o f May, 1950# |were analyzed* The q u e s tio n s asked i n each o f th e f i n a l I e x a m in a tio n s w ere p la c e d i n t o one o f th e fo llo w in g c a t e g o r ie s o f p h y s ic a l e d u c a tio n know ledge: 1 * T echniques o f p e rfo rm in g s k i l l s 2 * H e a lth f u l p ro c e d u re s* 3. R u le s o f p la y . P h y s ic a l c o n d itio n in g f o r p la y . 5 . Language o f th e a c t i v i t y . 6 . S a f e ty te c h n iq u e s . 7 . S tr a t e g y o f play* 8 . H is to r y o f th e a c t i v i t y . 9 . E t i q u e t t e o f p la y . H O * E quipm ent. • H H S c i e n t i f i c know ledge. The number o f c o r r e c t answ ers g iv e n f o r each c a t e gory o f knowledge on th e f i n a l e x a m in a tio n f o r e a c h a c t i v i t y was d iv id e d by th e t o t a l number o f s tu d e n ts who to o k th e ex a m in a tio n * A p e rc e n ta g e f i g u r e th u s was a r r iv e d a t , 81 g iv in g an i n d i c a t i o n o f th© outcom es w ith r e f e r e n c e to each ty p e o f knowledge* * VII* SUM M ARY OP THE CHAPTER The means o f d e r iv in g d a t a from v a r io u s so u rc e s / employed i n th e i n v e s t i g a t i o n were ex p la in e d * ( The th e o r e t i c a l c o n t r i b u t i o n s o f p h y s ic a l e d u c a tio n w ere d e r iv e d from th e l i t e r a t u r e o f t e n a u t h o r i t i e s s e l e c t e d b e c a u se o f th e p r o f e s s i o n a l r e c o g n i t i o n th e y had r e c e iv e d * The edu c a t i o n a l o b j e c t i v e s o f th e U n iv e r s it y and i t s C o lle g e o f L e t t e r s , A r t s , and S c ie n c e s w ere a s c e r ta in e d from i n t e r v ie w s, l i t e r a t u r e and a d d r e s s e s . The p h y s ic a l e d u c a tio n i n s t r u c t o r s and w r i t t e n c o u rse o f s tu d y o u t l i n e s were th e j o i n t s o u rc e s f o r th e i n s t r u c t i o n a l o b j e c t i v e s o f th e p h y s ic a l e d u c a tio n program* The o p in io n s o f th e U n iv e r s it y a d m i n i s t r a t o r s on c o l le g e p h y s i c a l e d u c a tio n w ere fo u n d th ro u g h in te r v ie w s , w h ile s tu d e n t o p in io n o f th e program was le a r n e d th ro u g h a f o u r page q u e s tio n n a ire * F i n a l l y , ty p e s and amounts o f know ledge p o s s e s s e d by th e s tu d e n ts w ere d e te rm in e d th ro u g h an a n a l y s i s o f f i n a l ex a m in a tio n s* t CHAPTER IV THE THEORETICAL CONTRIBUTIONS OP PHYSICAL EDUCATION The t h e o r e t i c a l c o n t r i b u t i o n s o f p h y s ic a l e d u c a tio n to th e t o t a l e d u c a tio n of th e s t u d e n t , as d e te rm in e d from th e w r i t i n g s o f t e n o u ts ta n d in g i n d i v i d u a l s i n th e f i e l d o f p h y s ic a l e d u c a tio n i n i n s t i t u t i o n s o f h ig h e r l e a r n i n g , a re p r e s e n te d i n t h i s c h a p te r* A l i s t o f th e s e p e r s o n s , t h e i r q u a l i f i c a t i o n s f o r s e l e c t i o n as a u t h o r i t i e s , and t h e i r p r o f e s s i o n a l ach iev em en ts i s given* I* SELECTED AUTHORITIES l The k in d s o f p r o f e s s i o n a l r e c o g n i t i o n u se d t o s e rv e ! as a g u id e i n th e s e l e c t i o n o f th o s e i n d i v i d u a l s i n th e f i e l d o f c o l le g e p h y s ic a l e d u c a tio n who c o u ld q u a l i f y as a u t h o r i t i e s were g iv e n i n C h a p ter I I I * The f o llo w in g phy- : s i e a l e d u c a to rs w ere s e l e c t e d : 1 . C l i f f o r d L* B ro w n ell, P r o f e s s o r o f P h y s ic a l E d u c a tio n and Chairm an o f th e D epartm ent o f H e a lth E d u c a tio n and P h y s ic a l E d u c a tio n , Tea c h e r s 1 C o lle g e , Colum bia U n iv e rs ity * 2 . F r e d e r ic k W * C ozens, P r o f e s s o r o f P h y s ic a l Edu- i c a t i o n and D ir e c t o r o f P h y s ic a l E d u c a tio n , The U n iv e r s it y o f C a lif o rn ia # A rth u r A# E s s l i n g e r , P r o f e s s o r o f P h y s ic a l Edu c a tio n , and Chairm an o f th e D epartm ent o f P h y s i c a l E d u c a tio n , S p r i n g f i e l d C o lle g e , M a ssa c h u se tts. W illia m L. H ughes, P r o f e s s o r o f H e a lth and Phy s i c a l E d u c a tio n , and D i r e c t o r o f H e a lth and P h y s ic a l E d u c a tio n , Temple U n iv e rs ity * W illiam R a lp h La P o r te , P r o f e s s o r o f P h y s ic a l E d u c a tio n , and D ir e c t o r o f th e D ep artm en t o f P h y s ic a l E d u c a tio n , U n iv e r s it y o f S o u th e rn C a li fo rn ia # Mabel L ee, P r o f e s s o r o f P h y s ic a l E d u c a tio n , and D i r e c t o r o f P h y s ic a l E d u c a tio n f o r Women, U ni v e r s i t y o f N eb rask a. C h a rle s H, McCloy, R e se a rc h P r o f e s s o r o f P h y s ic a l E d u c a tio n , U n iv e r s it y of Iowa* Jay B. N ash, P r o f e s s o r o f P h y s ic a l E d u c a tio n and H e a lth , and Chairm an o f th e D epartm ent o f P h y s i c a l E d u c a tio n and H e a lth , New York U n iv e r s it y . Agnes Wayman, Form er P r o f e s s o r o f P h y s ic a l Edu- 1 c a t i o n , and Chairm an o f P h y s ic a l E d u c a tio n f o r Women, B a rn a rd C o lle g e , Colum bia U n iv e r s it y . 81* 10* Jess© F e i r i n g W illia m s , Form er P r o f e s s o r o f P h y s ic a l E d u c a tio n , and Chairm an o f th e D e p a rt ment o f H e a lth E d u c a tio n and P h y s ic a l Educa t i o n , T e a c h e r s 1 C o lle g e , Colum bia U n iv e rs ity * T ab le IV l i s t s some of th e acco m p lish m en ts, r e c o g n i t i o n s , and h o n o rs t h a t th e above i n d i v i d u a l s have a t ta in e d * I I . THEORETICAL CONTRIBUTIONS LISTED BY AUTHORITIES A f te r th e s e l e a d e r s i n th e f i e l d o f c o lle g e p h y s ic a l e d u c a tio n had b e e n s e l e c t e d as a u t h o r i t i e s , t h e i r l i t e r a tu r e p e r t i n e n t to th e i n v e s t i g a t i o n , in c lu d in g b o o k s, a r t i c l e s , and sp e e c h e s g iv e n a t p r o f e s s i o n a l c o n v e n tio n s , was read* From th e s e s o u r c e s , a l i s t was co m p iled , g iv in g th e t h e o r e t i c a l c o n t r i b u t i o n s of p h y s ic a l e d u c a tio n to the e d u c a tio n o f th e s tu d e n t* These a re shown i n T ab le V* A t o t a l o f tw e n ty - f iv e c o n t r i b u t i o n s was m entioned a t l e a s t once by th e t e n s e l e c t e d a u t h o r i t i e s I n t h e i r w r itin g s * McCloy, a p r o l i f i c w r i t e r , l i s t e d more (tw e n ty - fo u r) th a n any o th e r le a d e r* The ra n k o r d e r , and fre q u e n c y o f m e n tio n o f th e t h e o r e t i c a l c o n t r i b u t i o n s are shown i n T able VX* Two con t r i b u t i o n s , s o c i a b i l i t y and e t h i c a l c h a r a c t e r , were men tio n e d by a l l th e le a d e rs * Nine o f them l i s t e d p h y s ic a l T A B L E IV T H E O U T S T A N D I N G P R O F E S S I O N A L Q U A L I F I C A T I O N S O F T E N S E I S C T E D A U T H O R I T I E S I N C O L I E G E P H Y S I C A L E D U C A T I O N i Qualifi cations H rH H < D £ S 2 C o z e n s 3 Esslinger ! 1* H u g h e s 1A 0 -P ' U Q O -t c d vO 0 3 c - & H O o S3 8 N a s h ON § 1 < d 1 0 W illia m s i C h m ,o f D e p 1 1 1 1 y r s 8 y r s 1 0 y r s $ y r s 3 7 y rs 2 6 y r s 2 0 y r s 1 7 y r s 2 2 y r s 2 0 y r s N o * B o o k s ' W r itte n UN C M 6 2 1 1 1 0 2 8 9 2 1 9 R e c o g n itio n H o n o r H o n o r A m e r . H o n o r H o n o r H o n o r H o n o r A A H P E R A A H P E R A A H P E R in N a tio n a l A w a r d A w a r d A c a d . A w a r d A w a r d A w a r d A w a r d P r e x y P r e s. P r e x y O r g a n iz a tio n A A H P E R P . E . A A H P E R A A H P E R A A H P E R A A H P E R : A m e r , A A H P E R A A H P E R A m e r , A A H P E R A A H P E R A m e r . A m e r . A m e r . A c a d . P r e s . P r e s. A c a d , P r e s. P r e s, A c a d , A c a d . A c a d . P . E . P. E . P. E. P. E, P. E. A m e r . C .P .E . A . A m e r . A m e r , G u lic k A c a d . P r e s . A c a d . A c a d , A w a r d P . E , p . V P . E . C.P.E.A . G u lic k G u lic k G u lic k P r e s. A w a r d A w a r d A w a r d A c tiv e D u r in g D e c a d e E n d in g Y e s Y e s Y e s Y e s Y e s Y e s Y e s Y e s Y e s Y e s 1 9 1 * 9 C O . VAI 86 I I TABLE IV (CONTINUED) I I | L IS T o p t h e o u t s t a n d in g p r o f e s s i o n a l I QUALIFICATIONS OF TEN SELECTED AUTHORITIES 1 IN COLLEGE PHYSICAL EDUCATION i i ! 1 Ja q u es C a t t r e l l and E. E. R oss, E d i t o r s , L ea d ers i n E d u c a tio n ( L a n c a s te r , P e n n sy lv a n ia : S c ie n c e P r e s s , X9if«)» P. 138. 2 I b i d . , p . 2 3 2 # 3 E le a n o r M etheny, P e rs o n a l I n te r v ie w , The U n iv e r s i t y o f S o u th e rn C a l i f o r n i a , J a n u a ry , 195>1* If C a t t e l l and R o ss, oj>. c i t . , p . 5^9* 5 I b i d . , p . 62if* 6 I b i d , » p . 6 3 6 . 7 I b i d , , p . 679- 8 I b i d . , p. 782. 9 M etheny, oj>. c i t . , 10 Who’ s Who i n A m erica (C hicago: The A. N. M arquis Company, 1 9 5 0 ), p . 2 9 6 6. T A BL E V 87 TH EO R ETIC A L CO NTRIBUTIO NS O F PHYSICAL E D U C A T IO N A C C O R D IN G T O T E N SELEC TED AUTHORITIES Outcomes Brownell | Cozens t E sslin g er Hughes L a Porte C D 3 & « — 1 0 0 a X! C O 0 0 J 2 5 G c t f W illiam s T O T A L A b ili t y to r e la x 3 10 13 20 •it C o r r e c tio n o f p h y s ic a l d e f e c t s 7 1 C u ltu re 2 5 8 1It 19 21 6 Developm ent o f p e r s o n a lit y 3 8 lit 17 18 2it 6 E f f ic ie n c y o f movement 3 12 17 3 Enjoym ent o f p a r t ic ip a t io n r 2 3 1* ip 1? 16 18 2lt 9 E t h ic a l c h a r a c te r 1 2 3 It 8 10 11 16 18 2lt 10 Fundam ental s k i l l s 1 2 3 6 9 10 11 19 2it 9 Growth and developm ent o f youth 2 3 9 13 16 20 6 H abit o f p a r t ic ip a t io n i 2. 3 7 10 11 17 19 22 9 I n t e l l e c t u a l a b i l i t y 5 8 10 15 17 19 22 7 Knowledge 3 6 7 10 15 19 6 M ental h e a lth 3 it 8 10 11 17 18 7 Neurom uscular c o o r d in a tio n 1 3 it 8 10 lit 16 19 1 9 P h y s ic a l f i t n e s s 2 3 it 7 10 12 17 19 8 P h y s ic a l h e a lth 3 it 9 10 11 17 18 7 P h y s ic a l power 1 2 5 8 10 12 16 19 1 9 Physique 2 l i t 2 R e c r e a tio n a l s k i l l s 1 2 3 it 8 11 17 19 21 9 R e ta rd a tio n o f sen esc en ce 13 1 : Rhythmic s k i l l s 2 6 9 Ht 17 19 2lt 7 ; S a f e t y s k i l l s 2 6 8 10 lit 19 2lt 7 ! S o c i a b i l i t y 1 2 3 it 7 10 15 17 19 2lt 10 , S tre n g th 2 3 13 19 It Team s k i l l s 2 9 10 11 20 2lt 6 NOTE: T h is ta b le sh o u ld be read a s fo llo w s : The numbers underneath th ei names corresp on d to th e enum erated l i s t o f r e fe r e n c e s as fo o tn o te d . The t o t a l number o f a u t h o r it ie s m en tion in g each c o n tr ib u tio n i s n oted under th e column h ead in g ” t o t a l . ” 1 TABLE V THEORETICAL CONTRIBUTIONS OP PHYSICAL EDUCATION ACCORDING TO TEN SELECTED AUTHORITIES Jess© F e i r i n g W illia m s and C l i f f o r d L. B ro w n e ll, The A d m in ia tr a tio n o f H e a lth and Phy s i o a l E d u c a tio n (p h i la d e l p h i a: W » B. S au n d ers Comp any, 19M5) # pp. 2l|., 25# 27# 2Qk* Eugene W * N ixon, and F r e d e r ic k W. C ozens, An I n tr o d u c t i o n to P h y s ic a l E d u c a tio n (P hi lad© l p h i as W. B. S au n d ers Compsny, 19^4-7!> # PP* 6 , 1 6, 17# 6 7 , 70, 71 # 8 1 , 1 2 8, 1 2 9, 1 5 1# Edward F . V o ltm er, and A rth u r A. E s s l i n g e r , The O rg a n i z a t i o n and Admi n i s t r a t io n o f P h y s ic a l Educ a t i o n (New York: A p p le to n -C e n tu ry -C ro fts , I n c . , I 9C9 ) » p p . Ik, 38, £ 1 , k2> ^3- W illia m L eonard Hughes, A d m in is tr a tio n o f H e a lth and P h y s ic a l E d u c a tio n i n C o lle g e s (New York: A. S. B arn es and Company, 1935)# pp* 6 # 10. W illia m L. Hughes, 0C h a ra c te r B u ild in g and H e a l t h ,” j J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n . 7*9» 57# J a n u a ry , 1 9 3 8.' W illia m L. Hughes, ” E n ric h in g th e R e q u ire d S e r v ic e P ro gram, 1 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n . 10:205-207# A p r i l , 1939. ’ W illia m R. La P o r te , ,#The Changing C o n c e p tio n o f College P h y s ic a l E d u c a tio n , 1 1 R e se a rc h Q u a r t e r l y . 2 :5 - 6 , M arch, 1931. W illia m R a lp h La P o r te , 1 1 P h y s ic a l E d u c a tio n C o n trib u te s to th e Seven C a rd in a l P r i n c i p l e s . ” J o u r n a l o f H ealth and P h y s ic a l Educ a t i o n . Ip 71# M arch, 1933. W illia m R alp h La P o r t e , The P h y s ic a l E d u c a tio n C u r r i culum (Los A n g eles: The U n iv e r s ity o f S o u th e rn C a l i f o r n i a P r e s s , 19l|7)# p p . 8 , 37# 36, 6 3 . TABLE V (CONTINUED) THEORETICAL CONTRIBUTIONS OP PHYSICAL EDUCATION ACCORDING TO TEN SELECTED AUTHORITIES Mabel Lee, The Conduct o f P h y s ic a l E d u c a tio n (New York: A. S. B a rn e s and Company, 1937)# PP* 2, 7# 21, 119*! I i C. H. McCloy, "The Case f o r P h y s ic a l E d u c a tio n ," J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n , 4 : 6 , A p r i l , 1933* C. H* McCloy, "How About Some M uscle?" J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n , 7*303# May, 193&. 1 C, H. McCloy, " F o r g o tte n O b je c tiv e s o f P h y s ic a l Educa t i o n , ” J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n , 8:1*59-460, O c to b e r, 1937. C, H. McCloy, "?i/hat P r ic e P r o g r e s s ," J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n , 9 :2 7 5 -2 7 6 , May, 1938* ■ 1 C. H. McCloy, P hi 1 o a ophi c a l B ases f o r P h y si c a l Educ a- t i o n (New York: P. S. C r o f ts and Company, 19401# pp. 5, 6, 7 , 1 0, 1 6, 2 8 , 2 9, 3 0, 31, 3 2, 3 3. ! ! Jay B, N ash, "The R ole o f P h y s ic a l E d u c a tio n i n Charac-j t e r E d u c a tio n ,” J o u rn a l o f H e a lth and P h y s ic a l E d u c a tio n , 5*29, M arch, 1933* Ja y B. Nash, P h y s ic a l E d u c a tio n : I n t e r p r e t a t i o n s and O b je c tiv e s (New York: A* S* B arnes and Company, 1 9 4 8 ). PP. 5 2 , 57, 58, 213, 214, 225, 232, 233, 2 4 6 , 2)4.7. Agnes R .' Wayman, "T rends and T en d en cies i n P h y s ic a l E d u c a tio n ," J o u rn a l o f H e a lth and P h y s ic a l E duca t i o n , I*21 7- 1 8 , F e b ru a ry , 1933* Agnes R. Wayman, E d u c a tio n th ro u g h P h y s ic a l E d u c a tio n ( P h il a d e l p h ia : Lea and P eb ig e r^ 1934)# PP* 30, 31, 33, 35, 85, 8 6 . 90 TABLE V ( CONTINUED) THEORETICAL CONTRIBUTIONS OP PHYSICAL EDUCATION ACCORDING TO TEN. SELECTED AUTHORITIES 20. Agnes R* Wayman, A Modern P h ilo so p h y o f P h y s ic a l Edu c a t i o n ( P h ila d e lp h ia : W * B. S au n d ers Company, 1936)'. P. 83. 21. J e s s e F e ir in g W illia m s , w A Fundam ental P o in t o f View i n P h y s ic a l E d u c a tio n ,fl J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n # 1 :1 0 -1 1 , 60, J a n u a ry , 1930# 22* J e s s e P e i r i n g W illia m s, “E d u c a tio n th ro u g h th e P h y s i c a l , " J o u r n a l o f H ig h er E d u c a tio n , 1 :2 7 9 -2 8 0 , May, 1930# 23* J e s s e P e i r i n g W i l l i sans, " C u ltu r a l A sp e e ts o f P h y s ic a l E d u c a tio n , 1 1 J o u r n a l o f H e a lth and P h y s ic a l E d u c a tio n * 3*21, November, 1932# 2ij.* J e s s e P e i r i n g W illia m s , The P r i n c i p l e s o f P h y s ic a l E d u c a tio n ( P h il a d e l p h ia : W * B* S aunders Company, 1 9 4 9 ). PP. 2^2, 2l|.3, 2 hh, 254. TABLE VI T H E T H E O R E T I C A L C O N T R I B U T I O N S O F P H Y S I C A L E D U C A T I O N A S S T A T E D B Y T E N S E L E C T E D A U T H O R I T I E S R a n k O u t c o m e F r e q u e n c y 1 .5 Sociability 10 1 .5 Ethical ch aracter 10 5 .5 E n j o y m e n t of participation 9 5 .5 H a b it of participation 9 5 .5 N e u r o m u s c u la r coordination 9 5 .5 Physical p o w e r 9 5 .5 F u n d a m e n ta l skills 9 5 .5 R ecreational skills 9 9 .0 Physical fitness 8 12.0 M e n ta l health 7 12.0 Physical health 7 12.0 Intellectual ability 7 12.0 R h y t h m ic skills 7 12.0 Safety skills 7 1 7 .5 C u ltu r e 6 1 7 .5 D e v e lo p m e n t of personality 6 1 7 .5 G r o w t h a n d d e v e lo p m e n t of y o u th 6 17*5 K n o w le d g e 6 17*5 T e a m skills 6 2 0 ,5 Ability to relax k 2 0 .5 S tren g th k 22,0 Efficiency of m o v e m e n t 3 23.0 P h y s iq u e 2 2L .5 R eta rd a tio n of sen escen ce 1 2U .5 C orrectio n of physical defects 1 92 p o w e r , e n j o y m e n t o f p a r t i c i p a t i o n , a n d n e u r o m u s c u la r c o o r d i n a t i o n a s c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n . A l l b u t s i x o f t h e t w e n t y - f i v e c o n t r i b u t i o n s w e r e f o u n d i n t h e l i t e r a t u r e o f m o r e t h a n f i f t y p e r c e n t o f t h e s e a u t h o r i t i e s . I I I . THE THEORETICAL CONTRIBUTIONS OP PHYSICAL EDUCATION F o r p u r p o s e s o f t h i s i n v e s t i g a t i o n , a l l t h e o r e t i c a l c o n t r i b u t i o n s f o u n d i n t h e l i t e r a t u r e o f t h e t e n s e l e c t e d a u t h o r i t i e s , r e g a r d l e s s o f f r e q u e n c y o f m e n t i o n , w e r e i n t e r p r e t e d a s b e i n g t h e t h e o r e t i c a l c o n t r i b u t i o n s o f p h y s i c a l e d u e a t i o n t o g e n e r a l e d u c a t i o n . T h e s e c o n t r i b u t i o n s a r e l i s t e d b e lo w : 1 . A b i l i t y t o r e l a x . 2 . C u l t u r e . 3 . C o r r e c t i o n o f p h y s i c a l d e f e c t s . k* D e v e lo p m e n t o f p e r s o n a l i t y . 5 . E f f i c i e n c y o f m o v e m e n t. 6 . E n jo y m e n t o f p a r t i c i p a t i o n . 7 . E t h i c a l c h a r a c t e r . 8 . F u n d a m e n ta l s k i l l s . 9 . G r o w th an d d e v e lo p m e n t o f y o u t h 1 0 . H a b i t o f p a r t i c i p a t i o n . 93 1 1 . I n t e l l e c t u a l a b i l i t y . 1 2 . K n o w le d g e . 13 . M e n t a l h e a l t h . I l f . n e u r o m u s c u la r c o o r d i n a t i o n 15. P h y s i c a l f i t n e s s . 1 6 . P h y s i c a l h e a l t h . 17 . P h y s i c a l p o w e r . 1 8 . P h y s i q u e . 19. R e c r e a t i o n a l s k i l l s . 2 0 . R e t a r d a t i o n o f s e n e s c e n c e . 2 1 . R h y th m i c s k i l l s . 2 2 . S a f e t y s k i l l s . • C \J S o c i a b i l i t y . 2 ^ . S t r e n g t h . 25. T eam s k i l l s . I V . SUMMARY OP THE CHAPTER T e n l e a d e r s i n t h e f i e l d o f e o l l e g e p h y s i c a l e d u c a t i o n , w ho h a d a t t a i n e d t y p e s o f p r o f e s s i o n a l r e c o g n i t i o n a s m e n t i o n e d i n C h a p t e r I I I , w e r e s e l e c t e d a s a u t h o r i t i e s . T h e l i t e r a t u r e w r i t t e n b y t h e s e l e a d e r s p e r t a i n i n g t o t h e o r e t i c a l c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n i n g e n e r a l e d u c a t i o n w a s r e v i e w e d . I n t h i s l i t e r a t u r e , t w e n t y - f i v e c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n w e r e m e n t i o n e d b y 1 one o r more o f th e t e n s e l e c t e d a u t h o r i t i e s * CHAPTER V EDUCATIONAL OBJECTIVES OP A UNIVERSITY The s t a t e d e d u c a tio n a l o b j e c t i v e s o f The U n iv e r s ity j o f S o u th e rn C a l i f o r n i a and o f i t s C o lle g e o f L e t t e r s , A r ts , and S c ie n c e s a re p r e s e n te d I n t h i s ch a p te r* I I . THE UNIVERSITY OP SOUTHERN CALIFORNIA j i ! One o f th e b a s i c assu m p tio n s o f t h e i n v e s t i g a t i o n ! i s t h a t e v e ry d e p a rtm e n t and sc h o o l o f a u n i v e r s i t y sh o u ld c o n t r i b u t e to w ard s th e a tta in m e n t o f o b j e c t i v e s o f th e I n s t i t u t i o n * T h e r e f o re , i n th e e v a l u a t i o n o f th e p h y s ic a l e d u c a tio n program , i t becomes n e c e s s a r y to d e te rm in e to w hat d eg ree th e i n d i c a t e d outcom es o f th e program have a id e d th e U n iv e r s it y to r e a c h i t s o v e r - a l l e d u c a tio n a l ob je c ti v e s * I n th e P r e s i d e n t s R e p o rt o f 19l^8-1949> Ur* P re d D. 1 Pagg> Jr* s t a t e d t h a t th e U n iv e r s it y s t r i v e s to d ev elo p s tu d e n ts i n p e r s o n a l i t y , s k i l l s , a b i l i t y to make c o r r e c t 2 d e c i s i o n s , i n i t i a t i v e , c o o p e r a tio n , and d e p e n d a b ility * 1 P r e s i d e n t 1s R e p o rt, Academic Y ear 1948-19^9» U ni v e r s i t y o f S o u th e rn C a l i f o r n i a (Los A n g eles: U n iv e r s it y o f S o u th e rn C a l i f o r n i a P r e s s , 1 9 ^ 9 )* P* 1 2 I b i d . , p . 2 96 The s tu d e n t s h o u ld g r a d u a te w ith a g r e a t e r a c c u m u la tio n o f knowledge* One s ta te m e n t was p a r t i c u l a r l y s i g n i f i c a n t f o r th e w o rth w h ile u se o f l e i s u r e tim e: The U n iv e r s it y s h o u ld en d e av o r to d ev elo p th o s e q u a l i t i e s o f m ind and s p i r i t w hich c o n t r i b u t e n o t m e re ly to im m ediate M em ploy a b i l i t y ” b u t to th e r i c h n e s s and f u l n e s s o f life* -* A gain, a b u l l e t i n f o r p r o s p e c tiv e s tu d e n ts em phasized t h a t e d u c a tio n i s f o r l e a r n i n g how to l i v e as w e ll as v o c a tio n a l and p r o f e s s i o n a l p r e p a r a tio n * ^ O th e r U n iv e r s ity o b je c t i v e s a re : u s e f u l in f o r m a tio n , u n d e r s ta n d in g , a b i l i t y to 5 fo rm u la te and s o lv e p ro b le m s, and r e s p o n s i b i l i t y * One o f I th e m ost e s s e n t i a l l e a r n i n g s d u rin g a s tu d e n t* s c o l le g e ■ c a r e e r i s th e a b i l i t y and know ledge to ta k e c a r e o f h i s 6 own h e a lth * 7 A r e p o r t to th e U n iv e r s it y Alumni b ro u g h t f o r t h a d d i t i o n a l i d e a l s t h a t are a v i t a l p a r t o f a u n i v e r s i t y > e d u c a tio n . The id e a o f th e suprem e w o rth o f th e i n d i v i d u a l 3 I b i d * * p* 3* k I n t r o d u c t i o n t o th e U n i v e r s i t y * U n iv e r s it y o f j S o u th e rn C a l i f o r n i a B u l l e t i n , ijif.:3, May, 191+9* 5 Jkoc. c it* 6 I b i d . , p* 10* 7 The P r e s i d e n t 1s R e p o rt to th e Alumni * B u l l e t i n o f The U n iv e r s it y o f S o u th e rn C a l i f o r n i a , V ol.' Ij4» No* 1$, Los A ngeles: U n iv e r s ity o f S o u th e rn C a lif o r n ia # 191+9* P* : 2 * m ust b© c o n s t a n t l y i n c u l c a t e d i n a l l s tu d e n ts # O th er de s i r a b l e s tu d e n t a t t r i b u t e s a re i n i a t i v e , c o u ra g e , and i n t e l l i g e n c e # 8 Dr# A# S# R aubenheim er, E d u c a tio n a l V ic e - P r e s id e n t o f th e U n iv e r s it y , s t a t e d s e v e r a l im p o rta n t s tu d e n t a t t r i b u t e s t h a t s e rv e d as g o a ls f o r th e i n s t i t u t i o n a l e d u c a - (t i o n a l program# The V ic e - P r e s id e n t b e l ie v e d t h a t a l l s tu - i d e n ts sh o u ld a c q u ire good and sound h e a l t h h a b i t s at th e U n iv e rs ity # I n t e r e s t s sh o u ld b e d e v e lo p e d i n th e w o rth w h ile u se o f l e i s u r e tim e , w h ile t h e r e m ust be u n c e a s in g e f f o r t on th e p a r t o f a l l u n i v e r s i t y em ployees to h e lp ! mold d e s i r a b l e s tu d e n t c h a r a c t e r t r a i t s o f s p o rts m a n s h ip , i n i t i a t i v e , and l e a d e r s h i p . i ( 1 U n iv e r s ity e d u c a tio n a l o b j e c t i v e s # The f o llo w in g 1 l i s t o f s t a t e d e d u c a tio n a l o b j e c t i v e s o f th e U n iv e r s ity o f S o u th e rn C a l i f o r n i a was made up from th e s o u rc e s men tio n e d e a r l i e r i n t h i s c h a p te r : 1# A b i l i t y t o t h i n k . 3 j 2# B e l i e f i n human d i g n i t y . ! 3# C o n s id e r a tio n o f o th e rs# If# Courage# I 8 A lb e r t S* R aubenheim er, P e rs o n a l I n te r v ie w , U ni- I v e r s i t y o f S o u th e rn C a l i f o r n i a , Summer, 195>0# 9 8 S. C ooperation* 6 . C u l tu r a l l i v i n g . 7. D e p e n d a b ility , 8 . D evelopm ent o f p e r s o n a l i t y . 9 . H e a lth , 1 0 * I n i t i a t i v e , 1 1 . L ea d ersh ip * 1 2 * L o y a lty , 13. Knowledge. llj.* S k ills * 1$. S portsm anship* l 6 . W orthy u se o f l e i s u r e tim e . 17. V o c a tio n a l t e c h n iq u e s . I I . THE COLLEGE OP LETTERS, ARTS, AND SCIENCES The p h y s ic a l e d u c a ti o n program i s p a r t o f th e t o t a l program o f th e C o lle g e o f L e t t e r s , A r t s , and S cie n ces* I n an a d d re s s b e fo re an a l l - u n i v e r s i t y assem bly i n 19l|-8, Dr* T ra cy S tr e v e y , Dean o f th e C o lleg e o f L e t t e r s , A r t s , and S c ie n c e s rem arked: A g e n e r a l e d u c a tio n program sh o u ld a id i n th e a c q u i s i t i o n o f v a lu e s and a t t i t u d e s , and know ledge, and s k i l l s e n a b lin g a l l o f us t o l i v e i n a f r e e s o c ie ty * ? 9 T racy S tre v e y , U n iv e r s it y o f S o u th e rn C a l i f o r n i a , A d d ress to A ll - U n i v e r s i t y A ssem bly, S eptem ber, 19^8. 99 A r e p o r t to th e alum ni o f th e C o lle g e o f L e t t e r s , A r t s , and S c ie n c e s 10 c o n ta in e d many o f th e o b j e c t i v e s o f th e C o lle g e . Young c o lle g e men and women sh o u ld be ta u g h t how to a c t i n t e l l i g e n t l y and re s p o n s ib ly * A m a jo r p u rp o se ; i i n c o lle g e e d u c a tio n i s to d e v e lo p s t u d e n t s ’ a p p r e c ia t io n s j and i n t e r e s t s i n a v a r i e t y o f a c t i v i t i e s * O th er o b je c t i v e s f o r s tu d e n ts in c lu d e d th e a b i l i t y to g e t a lo n g w ith p e o p le , to make c o r r e c t d e c i s i o n s , and to dev elo p h a b i t s o f d e p e n d a b il ity and s t e a d f a s t n e s s o f purpose* S tu d e n ts sh o u ld a c q u ire know ledge c o n c e rn in g human s o c i e t y and u n d e r s ta n d t h e i r own n eed s as i n d i v i d u a l s and as s o c i a l b ein g s* The C o lle g e c o n s ta n tl y a tte m p ts t o f o s t e r t h e s p i r i t o f in q u i r y and th e d e s i r e t o le a rn * 1 1 I n a n o th e r r e p o r t made by th e Dean o f th e C o lle g e , a d d i tio n a l o b j e c t i v e s w ere d is c lo s e d * S o c ia l com petence, i ; c u l t u r a l a p p r e c i a t i o n , and p e r s o n a l i n t e g r i t y a r e a t t r i b u te s t h a t th e C o lle g e t r i e s to i n s t i l l I n i t s s tu d e n ts * I n t e l l e c t u a l s c h o la r s h ip sh o u ld be en co u rag ed a t a l l tim e s , , and th e s tu d e n ts m ust be eq u ip p ed w ith f u n c t i o n a l i n t e l l i - I gence t h a t i s d e v o te d to s e r v in g th e w e lfa r e o f h u m a n ity . """ 10 T ra cy S tre v e y , R e p o rt to th e A lum ni, U n iv e r s it y o f S o u th e rn C a l i f o r n i a , 1948-19^9♦ 11 T racy S tr e v e y , R e p o rt o f th e Dean o f t h e C o lleg e i o f L e t t e r s , A r ts , an d S c ie n c e s , U n iv e r s it y o f S o u th e rn ; C a l i f o r n i a , 19^8-1949• 100 12 I n a l a t e r r e p o r t to th e alum ni o f th e C o lle g e , Dean S tre v e y r e i t e r a t e d th e o v e r - a l l g o a l o f e d u c a tin g the s tu d e n ts to p e rfo rm r e s p o n s i b le and i n t e l l i g e n t a c tio n s i n a f r e e d e m o c ra tic s o c i e t y . The C o lleg e e n d e av o rs to f a id s tu d e n ts to m a s te r th e m s e lv e s , to d ev elo p w id e r and j d e e p e r i n t e r e s t s and to know t h e i r w o rld . They a ls o m ust > Come t o u n d e rs ta n d th e n a tu r e o f human s o c i e t y and how to i j f u l f i l l t h e i r own i n d i v i d u a l n e e d s, j 13 I n a U n i v e r s i t y b u l l e t i n , f u t u r e women s tu d e n ts were a s s u re d t h a t th e C o lle g e o f L e t t e r s , A r t s , and Sciences w ould g iv e them I n c r e a s e d i n t e r e s t i n w o rth w h ile p u r s u i t s , ‘ an u n d e r s ta n d in g o f th e c o m p o sitio n o f l i f e , and a b r e a d th o f a t t i t u d e . F u r t h e r , an e a r n e s t a tte m p t w ould be made to b r in g about a l e r t and in fo rm ed c i t i z e n s e a g e r t o u n d e r ta k e c i v i c r e s p o n s i b i l i t i e s . O b je c tiv e s o f th e C o lleg e o f L e t t e r s . A r t s , and S c ie n c e s . A l i s t o f th e s t a t e d o b j e c t i v e s o f th e C o lle g e o f L e t t e r s , A r t s , and S c ie n c e s o f The U n iv e r s it y o f S o u th e rn C a l i f o r n i a i s g iv e n b elo w . The l i s t was made up from v a r io u s s o u rc e s p r e s e n te d p r e v io u s l y i n th e c h a p te r* 12 T racy E. S tre v e y , The D ean’ s R e p o rt to th e Alum n i , C o lle g e o f L e t t e r s , A r t s , and S c ie n c e s , U n iv e r s it y o f S o u th e rn C a l i f o r n i a , 19lj.0. p . 2 -3 . 13 A Program f o r Women, op c i t . , p . 3* 1 0 1 1* A b i l i t y t o t h i n k . 2 . B re a d th o f a t t i t u d e . 3 . S o c ia l know ledge and r e s p o n s i b i l i t y , ij.. C oncern f o r human w e lf a r e . 5 . C u l tu r a l a p p r e c i a t i o n . 6 . D e p e n d a b ility . 7* H e a lth . 8 . I n d i v i d u a l n ee d s f u l f i l l e d . 9 . I n t e l l i g e n t a c tio n s . 10. I n t e g r i t y . 1 1 . I n t e r e s t s i n v a r io u s a c t i v i t i e s , i 12. Know!e d g e. : 13 . S c h o la r s h ip , j llj.. S e l f m a s te ry . ‘ 15. S k i l l s 1 6 . S o c i a b i l i t y . 17* P u rp o s e fu l a c t i v i t y . I I I . SUM M ARY OP THE CHAPTER ; \ | P r e s i d e n t i a l r e p o r t s , U n iv e r s it y b u l l e t i n s , and an i n te r v i e w w ith th e E d u c a tio n a l V ic e - P r e s id e n t y ie ld e d a l i s t o f s e v e n te e n o b j e c t i v e s w hich s e rv e d as th e ed u ca- I t i o n a l o b j e c t i v e s o f The U n iv e r s ity o f S o u th e rn C a l i f o r n i a ■ f o r t h i s i n v e s t i g a t i o n . A s i m i l a r l i s t _ o f ..s e v e n te e n _______ 102 o b j e c t i v e s was s y n th e s iz e d from r e p o r t s and a d d re s s e s o f th e Dean o f th e C o lle g e o f L e t t e r s , A r ts , and S cie n ces# CHAPTER V I INSTRUCTIONAL OBJECTIVES OP A UNIVERSITY PHYSICAL EDUCATION PROGRAM j T h e s t a t e d I n s t r u c t i o n a l o b j e c t i v e s o f t h e a c t i v i t y j i p r o g r a m o f t h e D e p a r t m e n t o f P h y s i c a l E d u c a t i o n o f T h e U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a a r e g i v e n i n t h i s c h a p t e r . T h e o b j e c t i v e s w e r e d e t e r m i n e d b y c o m b in in g t h o s e ' o b j e c t i v e s l i s t e d b y t h e d e p a r t m e n t ’ s a c t i v i t y i n s t r u c t o r s w i t h t h e o b j e c t i v e s f o r a l l t h e a c t i v i t y c o u r s e s a s f o u n d i n t h e c o u r s e o f s t u d y o u t l i n e s . T h e l a t t e r p a r t o f t h e |c h a p t e r i s d e v o t e d t o c o m p a r in g t h e i n s t r u c t i o n a l o b j e c - i i t i v e s o f t h e p r o g r a m w i t h t h e s t a t e d e d u c a t i o n a l o b j e c t i v e s j o f t h e U n i v e r s i t y a n d i t s C o l l e g e o f L e t t e r s , A r t s , a n d S c i e n c e s f o r e x t e n t o f a g r e e m e n t * I I . INSTRUCTORS* OBJECTIVES P r o b a b l y t h e i n d i v i d u a l w ho m o s t i n f l u e n c e s t h e r e - I s u i t s d e r i v e d b y t h e s t u d e n t s f r o m p a r t i c i p a t i o n i n a | p h y s i c a l a c t i v i t y c l a s s i s t h e i n s t r u c t o r o f t h e c l a s s * i I The i n s t r u c t o r ’ s o b j e c t i v e s t e n d t o c o l o r a l l o f t h e p e r t i n e n t e x p e r i e n c e s o f e a c h s t u d e n t . T h e r e f o r e , k n o w le d g e I o f t h e o b j e c t i v e s o f a p r o g r a m ’ s i n s t r u c t o r s b e c o m e s e s s e n t i a l t o a n e v a l u a t i o n o f t h a t p r o g r a m * 101). Each i n s t r u c t o r i n th e program was g iv e n a l e t t e r a s k in g f o r a l i s t o f th o s e g e n e r a l o b j e c t i v e s he b e l i e v e d th e p h y s ic a l e d u c a tio n program sh o u ld a tte m p t to a t t a i n * I n a d d i tio n , each i n s t r u c t o r was ask ed f o r th o s e s p e c i f i c o b j e c t i v e s he was aim ing f o r i n e a c h c o u rs e he ta u g h t d u r in g th e s p r i n g s e m e s te r o f 195>0* S e v e n te e n i n s t r u c t o r s r e - j p l i e d to th e l e t t e r * The l i s t s w ere t a b u l a t e d and g rouped u n d e r th e same g e n e r a l h e a d in g s f i r s t e s t a b l i s h e d i n Chap t e r I* The i n s t r u c t o r s * o b j e c t i v e s are g iv e n i n r a n k o r d e r o f fre q u e n c y i n T ab le VII* A lm ost a l l s t a f f members i n d i c a t e d th e y b e l ie v e d t h a t p h y s i c a l a c t i v i t i e s sh o u ld em phasize c a r r y - o v e r s k i l l s and ways o f a id in g th e s tu d e n ts to s o c ia li z e * P h y s ic a l I j f i t n e s s ra n k e d t h i r d , w ith f o u r t e e n o f s e v e n te e n te a c h e r s l i s t i n g i t * T h is was n o t I n t e r p r e t e d as p h y s ic a l f i t n e s s |f o r i t s own sake* A ll te a c h e r s l i s t i n g o rg a n ic v ig o r i :c l a r i f i e d th e te rm by s a y in g t h a t e a c h s tu d e n t s h o u ld a t - [t a i n th e p h y s ic a l c o n d i tio n n e c e s s a r y to p la y o r engage e f f e c t i v e l y i n a c e r t a i n a c t i v i t y * I t i s o n ly th ro u g h e f - ! ! f e c t i v e p a r t i c i p a t i o n t h a t s a t i s f a c t i o n and en joym ent a re a tta in e d * Enjoym ent o f p a r t i c i p a t i o n was ra n k e d f o u r t h i n th e j i n s t r u c t o r s * l i s t s o f o b je c tiv e s * U n less a s tu d e n t f i n d s i o 5 TABLE VII THE OBJECTIVES OF PHYSICAL ACTIVITIES AS. STATED BY INSTRUCTORS Rank O b je c tiv e s F re q u e n c y 1 .5 R e c r e a tio n a l s k i l l s 15 1 .5 S o c i a b i l i t y 15 3 .0 P h y s ic a l f i t n e s s 14 4 .0 Enjoym ent o f p a r t i c i p a t i o n 13 5 .5 F u n d am en tal s k i l l s 12 5 .5 Knowledge o f g e n e r a l p h y s ic a l e d u c a tio n 12 7 .0 H a b it o f p a r t i c i p a t i o n 11 8 .0 Knowledge o f r u l e s 10 1 0 .0 M en ta l h e a l t h 9 1 0 .0 R hythm ic s k i l l s 9 1 0 .0 S a f e ty s k i l l s 9 1 2 .5 K now ledge o f te c h n iq u e 8 1 2 .5 Team s k i l l s 8 1 4 .0 E t h i c a l c h a r a c t e r 7 1 5 .5 C u ltu re 5 1 5 .5 Know ledge o f eq u ip m en t 5 1 8 .5 D evelopm ent o f p e r s o n a l i t y 4 1 8 .5 P h y s i c a l h e a l t h 4 1 8 .5 Knowledge o f h i s t o r y 4 1 8 .5 Knowledge o f s t r a t e g y 4 2 3 .0 E njoym ent a s s p e c t a t o r 3 2 3 .0 E f f i c i e n c y o f movement 3 2 3 .0 Knowledge o f c o m p e titio n 3 2 3 .0 Know ledge o f e t i q u e t t e 3 2 3 .0 N eu ro m u scu lar c o o r d in a tio n 3 2 7 .0 A b i l i t y t o r e l a x 2 2 7 .0 C o r r e c tio n o f p h y s ic a l d e f e c ts 2 2 7 .0 S tr e n g th 2 3 0 .5 Grow th and d ev elo p m en t o f y o u th 1 3 0 .5 I n t e l l e c t u a l a b i l i t y 1 3 0 .5 K now ledge o f te rm in o lo g y 1 3 0 .5 P h y s ic a l power 1 1 0 6 p l e a s u r e and s a t i s f a c t i o n w h i l e e n g a g i n g I n an a c t i v i t y , h e i s n o t l i a b l e t o c o n t i n u e p a r t i c i p a t i o n a f t e r t h e c o u r s e i s c o m p l e t e d a t t h e e n d o f t h e s e m e s t e r * T h i s t h o u g h t w a s e x p r e s s e d b y s e v e r a l s t a f f m e m b e r s. M e n t io n e d e l e v e n t i m e s an d r a n k e d s e v e n t h w a s h a b i t o f p a r t i c i p a t i o n . T h i s o b j e c t i v e i s r e l a t e d t o t h e e m p h a s i s o n c a r r y - o v e r a s p e c t s o f | p h y s i c a l e d u c a t i o n e x p r e s s e d b y t h e i n s t r u c t o r s t h r o u g h o u t i t h e i r l i s t s o f o b j e c t i v e s . T w e lv e m em b ers l i s t e d k n o w le d g e a s an o b j e c t i v e . i jAs t o s p e c i a l t y p e s o f k n o w l e d g e , r u l e s an d u n d e r s t a n d i n g I o f b a s i c p e r f o r m a n c e t e c h n i q u e s w e r e g i v e n t h e p r e f e r e n c e l o v e r o t h e r t y p e s . The m a j o r i t y o f t h e i n s t r u c t o r s i n d i c a t e d t h a t f u n d a m e n t a l s k i l l s s h o u l d b e t a u g h t a s b a s i c f o u n d a t i o n s f o r m o re a d v a n c e d s k i l l s , i | O n ly o n e o f s e v e n t e e n i n s t r u c t o r s m e n t i o n e d p h y s i c a l i (p ow er a s an o b j e c t i v e , t o r a n k i t l a s t . T h i s i s i n c o n t r a s t w i t h t h e r a n k g i v e n p o w e r ( 5 * 5 ) b y t h e s e l e c t e d a u t h o r i t i e s , w i t h n i n e o u t o f t e n l i s t i n g i t i n t h e i r w r i t i n g s . ! ! T he women i n s t r u c t o r s a l m o s t u n a n i m o u s l y l i s t e d b o d y m e c h a n i c s , b o t h a s t o k n o w le d g e a n d u s e i n d a i l y l i f e a c t i v i t i e s . The m a le t e a c h e r s d i d n o t m e n t i o n b o d y m e c h a n i c s t o a n y e x t e n t . Many o f t h e m en t e a c h e r s s t a t e d t h e 107 im p o r t a n c e o f a c h i e v i n g f e e l i n g s o f s u c c e s s an d a d e q u a c y t h r o u g h s k i l l s , t h u s c o n t r i b u t i n g t o s t u d e n t s 1 m e n t a l h e a l t h * I I . COURSES OP STUDY OBJECTIVES i T he o u t l i n e s o f a l l c o u r s e s f o r m i n g t h e c u r r i c u l u m i I o f t h e a c t i v i t y p r o g r a m a r e o n f i l e i n t h e d e p a r t m e n t a l o f - i i i f i c e * T he o u t l i n e s h a v e b e e n c o m p i l e d t h r o u g h t h e c o o p e r a t i v e e n d e a v o r s o f t h e t e a c h e r s who i n s t r u c t i n e a c h c o u r s e . To k e e p m e t h o d s a n d c o n t e n t c u r r e n t , t h e o u t l i n e s a r e r e - ! j v i s e d p e r i o d i c a l l y * Two f a c u l t y m e m b er s, w ho a c t as c o - c h a ir m e n o f t h e a c t i v i t y p r o g r a m u n d e r t h e j u r i s d i c t i o n o f t h e C h a irm a n o f t h e D e p a r t m e n t o f P h y s i c a l E d u c a t i o n , c h e c k i j e v e r y o u t l i n e f o r fo r m a n d c o n t e n t b e f o r e i t i s a p p r o v e d a s an o f f i c i a l c o u r s e o f s t u d y * E v e r y o u t l i n e m u s t i n c l u d e i t h e o b j e c t i v e s o f t h e c o u r s e i n i t s m a k e - u p . The r e s u l t s o f t a b u l a t i n g t h e v a r i o u s c o u r s e o b j e c t i v e s a r e g i v e n i n .T a b le V I I I . T h e r a n k o r d e r o f t h e o b j e c t i v e s i s p r e s e n t e d . i n T a b le I X . j T h e r e w a s c o n s i d e r a b l e v a r i a n c e i n t h e m a n n er i n w h i c h t h e o b j e c t i v e s w e r e s e t dow n i n t h e c o u r s e s y l l a b i * Some w e r e s p e c i f i c , som e w e r e g e n e r a l a n d m any w e r e i n b e t w e e n * Som e c o u r s e s h a d m any o b j e c t i v e s ; w r e s t l i n g l i s t e d . T A B L E VIII O B J E C T I V E S O F P H Y S I C A L E D U C A T I O N C O U R S E S A S F O U N D I N T H E C O U R S E O F S T U D Y O U T L I N E S P r o g r a m O b je c tiv e s G o • p g • H u c d a) pq rG o • U H < m rH H 0 } % H 0 > 1 -P a ) * & C O TJ • -P (5 O H C ! W PQW H b D g • H 3 g PQ 3 3 H £ ^ S o p q p q b o a •r t O g b f l < D C O G * ♦H • TJ X • if S O H C J3 p q P S h b o b o GO CO ( x j M te H €0 Ability to relax x 1 C o n d itio n in g skills X x x 3 C o r r e c tio n o f p h ysical defects x x x x i j . C u lt u r e xx x xxxx x8 D e v e lo p m e n t o f p erson ality x 1 E fficiency o f m o v e m e n t x x x x i j . E n j o y m e n t o f participation xxxx x xx xxxxxx 13 E n j o y m e n t a s sp ecta to r x 1 E th ical c h a r a c te r x x x x x x 6 F u n d a m e n t a l skills x x 2 G r o w t h a n d d e v e lo p m e n t o f y o u th 0 H a b it o f participation x xx xxxx7 Intellectual ability x x x 3 K in esth etic p e r c e p tio n x 1 K n o w l e d g e o f c o m p e titio n xxxxxx xx x xx xl2 K n o w l e d g e o f co n d itio n in g x x 2 K n o w l e d g e of e q u ip m e n t xx xx x x x xx x lO K n o w l e d g e o f etiquette xxxxx xx x xxlO 108 T A B L E VIII (C O NTINUED) O B J E C T I V E S O F P H Y S I C A L E D U C A T I O N C O U R S E S A S F O U N D I N T H E C O U R S E O F S T U D Y O U T L I N E S P r o g r a m O b je c tiv e s G © G & < D O b o * « bQ G M w G *H H H •H O r l H O G H G 0 M X H b p © Jx, CO W O p C f • • C l l 5 •H • T 3 x ? • £ S 3 • O H G P P H ^ g t K p g C Q W H C Q p e l H P ^ I ^ M H i p ? G M H CQ CQ CQ CQ K l H < M H ^ b O b j Q H £ g s CO CO K n o w l e d g e (g en er a l) K n o w l e d g e o f history o f activity K n o w l e d g e o f ru les K n o w l e d g e o f strategy K n o w l e d g e o f te c h n iq u e s K n o w l e d g e o f te r m in o lo g y M e n t a l h e a lth N e u r o m u s c u la r c o o r d in a tio n P h y sica l fitness P h y sica l h ea lth P h y sica l p o w e r P h y s iq u e R e c r e a tio n a l skills R h y t h m i c skills S a fety skills Sociability S tr e n g th T e a m skills X X X X X X X X X X X X X X X X X X X X X X X 2 3 X X X X X X X X X X X X X X X X X 1 7 X x X X X X X X X X X X 1 2 X X X X X X X X X X X 1 1 X X X X X X X X X X X X X X X X X X 1 8 X X X X X X 6 X 1 X X 2 X X X X X X X X X 9 X X X X X 5 X X X X k X 1 X x X X X X X X X X X X X X X X X X X X X 2 1 x x x x x x x i* x 6 3 x 2 A n t TABLE IX THE OBJECTIVES LISTED IN PHYSICAL ACTIVITY COURSE OF STUDY OUTLINES Rank O b je c tiv e s F re q u e n c y 1 .0 K now ledge, g e n e r a l 23 2 .0 R e c r e a tio n a l s k i l l s 21 3 .0 Know ledge o f te c h n iq u e s 18 4 .0 K nowledge o f h i s t o r y an d v a lu e o f a c t i v i t y 17 5 .0 E njoym ent o f p a r t i c i p a t i o n 13 6 .5 Know ledge o f c o m p e titio n 12 6 .5 Knowledge o f r u l e s 12 8 .0 Knowledge o f s t r a t e g y 11 9 .0 K now ledge o f e t i q u e t t e 10 1 0 .0 Know ledge o f eq u ip m en t 10 1 1 .0 P h y s ic a l f i t n e s s 9 1 2 .0 C u ltu re 8 1 3 .0 H a b it o f p a r t i c i p a t i o n ij 1 5 .0 S a f e ty s k i l l s 6 1 5 .0 K now ledge o f te r m in o lo g y 6 1 5 .0 E t h i c a l c h a r a c te r 6 1 7 .0 P h y s ic a l h e a l t h 5 1 9 .5 E f f i c i e n c y o f movement 4 1 9 .5 P h y s ic a l power 4 1 9 .5 C o r r e c tio n o f p h y s ic a l d e f e c ts 4 1 9 .5 R hythm ic s k i l l s 4 2 3 .0 I n t e l l e c t u a l a b i l i t y 3 2 3 .0 S o c i a b i l i t y 3 2 3 .0 C o n d itio n in g s k i l l s 3 2 7 .0 K now ledge o f c o n d itio n in g 2 2 7 .0 N eu ro m u scu lar c o o r d in a tio n 2 2 7 .0 F u n d am en tal s k i l l s 2 2 7 .0 Team s k i l l s 2 2 7 .0 S tr e n g th 2 3 2 .5 A b i l i t y t o r e l a x 1 3 2 .5 D evelopm ent o f p e r s o n a l i t y 1 3 2 .5 M en tal h e a l t h 1 3 2 .5 K i n e s th e tic p e r c e p tio n 1 3 2 .5 P h y siq u e 1 3 2 .5 E njoym ent a s s p e c t a t o r 1 I l l e ig h te e n d i f f e r e n t and d e f i n i t e ty p e s o f r e a s o n s f o r t e a c h in g th e co u rse* O b je c tiv e s o f th e c o u rs e s i n body b u i l d i n g and fu n d a m e n ta l s k i l l s f o r men w ere b r i e f and r a t h e r g e n e r- | a l . The o b j e c t i v e s o f th e dance c o u r s e s te n d e d to be i n - j ♦ d e f i n i t e . There was l i t t l e v a r i a t i o n betw een e le m e n ta ry \ and i n te r m e d ia te s e c tio n s o f c o u r s e s as to k in d s o f o b je c tiv e s * A few in te r m e d ia te s e c tio n s s t a t e d th e same o b je c t i v e s as th e e le m e n ta ry s e c t i o n s , b u t to a more advanced j degree* j | The a c q u i s i t i o n o f v a r io u s k in d s o f know ledge seemed |t o have b e e n th e b ro a d o v e r - a l l p u rp o se o f th e s e p h y s ic a l \ a c t i v i t y c la s s e s * E ig h t o f th e f i r s t t e n o b j e c t i v e s l i s t e d i n th e o u t l i n e s h ad to do w ith a r e a s o f know ledge w ith - I ; i n p h y s ic a l e d u c a tio n * R e c r e a tio n a l s k i l l s ra n k e d se co n d , i as l i s t e d by tw e n ty -o n e s y l l a b i , and enjoym ent o f p a r t i dr i p a t i o n ra n k e d f i f t h * Unique c o n t r i b u t i o n s o f p h y s ic a l e d u c a tio n su c h as p h y s i c a l f i t n e s s , p h y s ic a l h e a l t h , e f f i c i e n c y o f movement, n e u ro m u sc u la r c o o r d in a tio n , and fu n d am en tal s k i l l s t h a t h av e ra n k e d h ig h i n p r e v io u s c o m p ila t i o n s i n t h i s i n v e s t i g a t i o n w ere l i s t e d by l e s s th a n o n e - t h i r d o f th e c o u r s e s o f s tu d y o f the program* An i n c o n s is te n c y was n o te d b etw een th e i n s t r u c t o r s * o b j e c t i v e s and th e o b j e c t i v e s o f th e c o u rse s y l l a b i . B o th 112 o f t h e s e s e t s o f o b j e c t i v e s w e r e s e t down b y i n s t r u c t o r s o f a c t i v i t y c l a s s e s , a l t h o u g h n o t n e c e s s a r i l y t h e sam e i n s t r u c t o r s * The o b j e c t i v e , s o c i a b i l i t y , w h i c h r a n k e d f i r s t am ong t h e a c t i v i t y s t a f f f s l i s t o f o b j e c t i v e s , m e n t i o n e d b y f i f t e e n o u t o f s e v e n t e e n p e r s o n s , w a s t h i r t y - t h i r d o n t h e l i s t o f c o u r s e o u t l i n e o b j e c t i v e s * O n ly t h r e e o f t w e n t y - e i g h t c o u r s e o u t l i n e s i n c l u d e d s o c i a b i l i t y a s a n i o b j e c t i v e . M e n t a l h e a l t h , w h i c h w a s r a n k e d t e n t h b y t h e s t a f f , r e c e i v e d m e n t i o n b y o n l y o n e c o u r s e o u t l i n e , r a n k i n g l a s t . F u n d a m e n ta l s k i l l s , d e e m e d a n e c e s s a r y o b j e c t i v e b y t w e l v e ! o f s e v e n t e e n i n s t r u c t o r s , w a s l i s t e d b u t t w i c e i n c o u r s e t o u t l i n e s . I I I . THE INSTRUCTIONAL OBJECTIVES OF THE PHYSICAL EDUCATION PROGRAM I ( To f i n d t h e i n s t r u c t i o n a l o b j e c t i v e s o f t h e p h y s i c a l e d u c a t i o n p r o g r a m o f T h e U n i v e r s i t y o f S o u t h e r n C a l i - s f o r n i a , i t w a s d e c i d e d t o e m p lo y a l l o b j e c t i v e s s t a t e d i n • t h e c o u r s e o u t l i n e s an d b y t h e a c t i v i t y i n s t r u c t o r s . The a s s u m p t i o n w a s t h a t t h e i n s t r u c t o r s * p e r s o n a l p h i l o s o p h i e s o f p h y s i c a l e d u c a t i o n , p l u s t h e o f f i c i a l w r i t t e n c o u r s e o u t l i n e s w h ic h s e r v e a s g u i d e s f o r t h e c o n d u c t o f t h e i | c l a s s e s , w o u ld fo r m o n e m e a n s o f d e t e r m i n i n g t h e 113 i n s t r u c t i o n a l o b j e c t i v e s f o r t h e p h y s i c a l e d u c a t i o n p r o g r a m . A t o t a l o f t h i r t y - f i v e o b j e c t i v e s w as l i s t e d a t l e a s t o n c e b y e i t h e r t h e s t a f f o r i n t h e c o u r s e s o f s t u d y . The f o l l o w i n g a r e t h e s t a t e d i n s t r u c t i o n a l o b j e c t i v e s f o r t h e U n i v e r s i t y p h y s i c a l e d u c a t i o n p r o g r a m , a s d e t e r m i n e d f o r p u r p o s e s o f t h i s i n v e s t i g a t i o n : 1 . A b i l i t y t o r e l a x . 2 . C o n d i t i o n i n g s k i l l s . 3* C o r r e c t i o n o f p h y s i c a l d e f e c t s C u l t u r e . 5. D e v e lo p m e n t o f p e r s o n a l i t y . 6 . 1 E f f i c i e n c y o f m o v e m e n t. 7. E n jo y m e n t o f p a r t i c i p a t i o n . 8 . E n jo y m e n t a s s p e c t a t o r . 9 * E t h i c a l c h a r a c t e r . 1 0 . 1 F u n d a m e n ta l s k i l l s . n . H a b i t o f p a r t i c i p a t i o n . 1 2 . I n t e l l e c t u a l a b i l i t y . 13. K i n e s t h e t i c p e r c e p t i o n . ii*. K now l e d g e ( g e n e r a l ) . 15. K n o w le d g e o f c o m p e t i t i o n . 1 6 . K n o w le d g e o f c o n d i t i o n i n g . 1 7 - K n o w le d g e o f e q u ip m e n t . 1 8 . K n o w le d g e o f e t i q u e t t e . 1 1 4 1 9 . K n o w le d g e o f h i s t o r y o f a c t i v i t y 20. K n o w le d g e o f r u l e s . 21. K n o w le d g e o f s t r a t e g y . 2 2 . K n o w le d g e o f t e c h n i q u e . 23. K n o w le d g e o f t e r m i n o l o g y . 2k* N e u r o m u s c u la r c o o r d i n a t i o n . 25. M e n t a l h e a l t h . 2 6 . P h y s i c a l f i t n e s s . 27. P h y s i c a l h e a l t h . 28. P h y s i c a l p o w e r . 29. P h y s iq u e * 30. R e c r e a t i o n a l s k i l l s . 31. R h y th m ic s k i l l s . 32. S a f e t y s k i l l s . 33. S o c i a b i l i t y . 3I4 .. S t r e n g t h . 35. Team s k i l l s . I V . EXTENT OP AGREEMENT BETWEEN OBJECTIVES OP THE UNIVERSITY AND THOSE OP THE: PHYSICAL EDUCATION PROGRAM I n d e t e r m i n i n g t h e e x t e n t t o w h i c h t h e i n s t r u c t i o n a l o b j e c t i v e s o f t h e p r o g r a m w e r e s i m i l a r t o t h e e d u c a t i o n a l t o b j e c t i v e s o f t h e U n i v e r s i t y , t h e tw o l i s t s w e r e p l a c e d 115 s i d e b y s i d e an d co m p a red * T h i s c o m p a r i s o n i s sh o w n o n T a b l e X* The s t a t e d i n s t r u c t i o n a l o b j e c t i v e s f o r p h y s i c a l e d u c a t i o n w e r e v e r y s i m i l a r t o t h o s e o f t h e U n i v e r s i t y * S p e c i f i c a l l y , o n e o r m o re o f t h e s t a t e d i n s t r u c t ! o n a l o b - | j e c t i v e s o f t h e p h y s i c a l e d u c a t i o n p r o g r a m w e r e r e l a t e d t o | e a c h o f t h e U n i v e r s i t y o b j e c t i v e s w i t h t h e e x c e p t i o n o f | i v o c a t i o n a l t e c h n i q u e s * i V . EXTENT OP AGREEMENT BETWEEN I OBJECTIVES OP THE COLLEGE OP LETTERS, ARTS, AND SCIENCES, | AND, THE OBJECTIVES OP THE PHYSICAL EDUCATION BOGRAM i I S i m i l a r l y , t h e s t a t e d i n s t r u c t i o n a l o b j e c t i v e s f o r 1 t h e p h y s i c a l e d u c a t i o n p r o g r a m w e r e c o m p a r e d w i t h t h o s e o f t h e C o l l e g e o f L e t t e r s , A r t s , an d S c i e n c e s * T a b l e X I * 1 sh o w s t h i s c o m p a r is o n * The p h y s i c a l e d u e a t i o n o b j e c t i v e s i ! w e r e r e l a t e d i n som e way t o e a c h o f t h e o b j e c t i v e s o f t h e j C o l l e g e * V I* SUMMARY OP THE CHAPTER T he s t a t e d i n s t r u c t i o n a l o b j e c t i v e s o f t h e p h y s i c a l e d u c a t i o n p r o g r a m w e r e d e t e r m i n e d b y c o m b in in g t h e o b j e c t i v e s o f t h e i n s t r u c t o r s w i t h t h o s e g i v e n i n t h e c o u r s e s o f s t u d y o u t l i n e s . A t o t a l o f t h i r t y - f i v e o b - j e c t i v e s m ade up t h e l i s t , w i t h r e c r e a t i o n a l s k i l l s and TABLE X COMPARISON OF THE INSTRUCTIONAL OBJECTIVES OF THE PHYSICAL EDUCATION PROGRAM WITH THE STATED EDUCATIONAL OBJECTIVES OF THE UNIVERSITY U n iv e r s ity O b je c tiv e s P h y s ic a l E d u c a tio n O b je c tiv e s A b i l i t y t o th in k I n t e l l e c t u a l a b i l i t y B e l i e f i n human d i g n i t y E t h i c a l c h a r a c t e r C o n s id e r a tio n o f o th e r s E t h i c a l c h a r a c t e r C ourage E t h i c a l c h a r a c t e r C o o p e ra tio n S o c i a b i l i t y C u l t u r a l l i v i n g C u ltu re D e p e n d a b ility E t h i c a l c h a r a c t e r D evelopm ent o f p e r s o n a l i t y S o c i a b i l i t y , d e v elo p m en t o f p e r s o n a l i t y H e a lth M en ta l h e a l t h , p h y s i c a l h e a l t h , p h y s i c a l f i t n e s s I n i a t i v e D evelopm ent o f p e r s o n a l i t y L e a d e rs h ip D evelopm ent o f p e r s o n a l i t y L o y a lty E t h i c a l c h a r a c t e r Knowledge K now ledge, know ledge o f c o m p e titio n , c o n d itio n in g , e t i q u e t t e , h i s t o r y , eq u ip m e n t, r u l e s , s t r a t e g y , te c h n iq u e s : and te rm in o lo g y S k i l l s F u n d a m e n ta l, r e c r e a t i o n a l , te a m , rh y th m ic and s a f e t y s k i l l s S p o rtsm a n sh ip E t h i c a l c h a r a c t e r W orthy u se o f l e i s u r e tim e E njoym ent o f p a r t i c i p a t i o n , h a b i t o f p a r t i c i p a t i o n , r e c r e a t i o n a l s k i l l s V o c a tio n a l te c h n iq u e s None TABLE XI COMPARISON OF THE INSTRUCTIONAL OBJECTIVES OF THE PHYSICAL EDUCATION PROGRAM WITH THE STATED OBJECTIVES OF THE COLLEGE OF IETTERS, ARTS, AND SCIENCES C o lle g e O b je c tiv e s P h y s ic a l E d u c a tio n O b je c tiv e s A b i l i t y to th in k B re a d th o f a t t i t u d e C o n cern f o r human w e lf a r e C u l t u r a l a p p r e c ia tio n D e p e n d a b ility H e a lth I n d i v i d u a l n e ed s f u l f i l l e d I n t e g r i t y I n t e l l i g e n t a c ti o n s I n t e r e s t s i n v a r io u s a c t i v i t i e s Knowledge P u r p o s e f u l a c t i v i t y S c h o la r s h ip S e l f m a s te ry S k i l l s S o c i a b i l i t y S o c ia l know ledge and r e s p o n s i b i l i t y I n t e l l e c t u a l a b i l i t y E t h i c a l c h a r a c t e r , s o c i a b i l i t y E t h i c a l c h a r a c t e r C u ltu re E t h i c a l c h a r a c t e r P h y s ic a l and m e n ta l h e a l t h , p h y s i c a l f i t n e s s M e n ta l h e a l t h E t h i c a l c h a r a c t e r P h y s ic a l h e a l t h , r e c r e a t i o n a l s k i l l s , s o c i a b i l i t y E n jo y m en t o f p a r t i c i p a t i o n , h a b i t o f p a r t i c i p a t i o n , c u l t u r e K now ledge, know ledge o f c o m p e ti t i o n , e t i q u e t t e , h i s t o r y , e q u ip m e n t, r u l e s , s t r a t e g y and te c h n iq u e s E n jo y m en t o f p a r t i c i p a t i o n , r e c r e a t i o n a l , rh y th m ic and s a f e t y s k i l l s I n t e l l e c t u a l a b i l i t y M e n ta l h e a l t h , e t h i c a l c h a r a c t e r R e c r e a t i o n a l , fu n d a m e n ta l, r h y th m ic , te a m , s a f e t y and con d i t i o n i n g s k i l l s S o c i a b i l i t y E t h i c a l c h a r a c t e r k n o w le d g e m e n t i o n e d m o r e f r e q u e n t l y t h a n s t a t e d o b j e c t i v e s f o r p h y s i c a l e d u c a t i o n i n e s s e n t i a l a g r e e m e n t w i t h t h o s e o f t h e C o l l e g e o f L e t t e r s , A r t s , a n d S c i e n c e s . 118 an y o t h e r s . The w e r e f o u n d t o b e U n i v e r s i t y and CHAPTER V I I THE OPINIONS OP UNIVERSITY ADMINISTRATORS REGARDING COLLEGE PHYSICAL EDUCATION The view s o f tw en ty a d m i n i s t r a t o r s o f The U n iv e r s it y j o f S o u th e rn C a l i f o r n i a on v a r io u s a s p e c ts o f c o lle g e ph y - I s i c a l e d u c a tio n , w ith p a r t i c u l a r r e f e r e n c e t o th e U n iv e r s i t y p h y s ic a l e d u c a tio n program , a re p r e s e n te d i n t h i s i c h a p te r . The m ethod em ployed I n o b ta in in g th e a d m in is tr a t o r s f o p in io n s was d e s c r ib e d i n C h a p te r I I I * A l i s t o f th e a d m i n i s t r a t o r s who gave o p in io n s may be fo u n d i n th e 1 A ppendix. I . THE OPINIONS OP THE ADMINISTRATORS Q u e s tio n X M Should p h y s ic a l e d u c a tio n be a p a r t o f g e n e r a l e d u c a tio n a t The U n iv e r s it y o f S o u th e rn C a l i f o r n i a ? ’* i * : A ll a d m i n i s t r a t o r s re s p o n d e d , 1 1 Ye s .*1 None made any i comment to add to th e a f f i r m a t i v e answ er. ; Q u e s tio n 2 **The p r e s e n t p h y s ic a l e d u c a tio n r e q u i r e - j -ment f o r g r a d u a t io n a t The U n iv e r s it y ! o f S o u th e rn C a l i f o r n i a i s f o u r u n i t s o r th e p a s s i n g o f b a s i c la n d , w a te r , and r e c r e a t i o n a l s k i l l t e s t s . I s t h i s d e f e n s ib le ? A ll o f th e a d m in is t r a to r s r e p l i e d i n f a v o r o f r e - i !q u i r i n g f o u r u n i t s o f p h y s ic a l e d u c a tio n f o r g r a d u a t io n . 120 Two m a i n t a i n e d t h a t t h e w a i v e r e x a m i n a t i o n s h o u l d toe d i s c o n t i n u e d s o t h a t n o o p p o r t u n i t y w o u ld toe p r o v i d e d f o r t h e s t u d e n t t o d e c l i n e t o t a k e p h y s i c a l e d u c a t i o n i n c o l l e g e . A n o t h e r a d m i n i s t r a t o r t o e l i e v e d t h a t v e t e r a n s s h o u l d b e r e q u i r e d t o t a k e p h y s i c a l a c t i v i t y c l a s s e s . j Q u e s t i o n JJ y o u r o p i n i o n , w h a t s h o u l d toe t h e | o u t c o m e s o f p h y s i c a l e d u c a t i o n a t t h e ! c o l l e g e l e v e l ? ” A t a b u l a t i o n o f o p i n i o n s i s g i v e n i n T a b l e X I I . R e c r e a t i o n s k i l l s w a s m e n t i o n e d m o s t f r e q u e n t l y , n a m e ly | t h i r t e e n t i m e s . S e c o n d w a s p h y s i c a l f i t n e s s , w i t h t e n r e - ^ p l i e s . P h y s i c a l f i t n e s s w a s m e n t i o n e d , f o r t h e m o s t p a r t , a s a p r o d u c t o f c a r r y - o v e r a c t i v i t i e s w h e n t h e s t u d e n t w a s j an a d u l t and a s a p a r t o f t h e w e l l b a l a n c e d p e r s o n a l i t y . j P h y s i c a l h e a l t h r a n k e d t h i r d , b e i n g l i s t e d e i g h t t i m e s . S e v e n r e p l i e d t h a t s o c i a b i l i t y i n t h e fo r m o f c o o p e r a t i o n i 1 a n d c o n s i d e r a t i o n o f o t h e r s s h o u l d toe a n o u t c o m e . A n u m b er o f t h e d e a n s d w e l t a t l e n g t h o n p o s t u r e * T h e y f e l t i t s h o u l d b e t h e f i r s t and m o s t i m p o r t a n t r e s u l t | o f p h y s i c a l a c t i v i t y . A f e w o f t h e a d m i n i s t r a t o r s s u g - I g e s t e d d e s i r e d o u t c o m e s t h a t w e r e p r i m a r i l y c o n c e r n e d w i t h t h e p h y s i c a l e d u c a t i o n s t u d e n t * s u n d e r s t a n d i n g and a p p r e c i a t i n g t h e q u a l i t i e s g a i n e d t h r o u g h p a r t i c i p a t i o n i n p h y s i c a l ; a c t i v i t i e s . One a d m i n i s t r a t o r g a v e a n u m b er o f a t t r i b u t e s TABLE XII 121 TH E OPINIONS O F UNIVERSITY A D M IN ISTRA TO RS REG A R D IN G TH E DESIRED O U T C O M E S OF C O LLEG E PHYSICAL ED U CA TIO N A N D TH E O B SER V ED O U T C O M E S OF TH E UNIVERSITY PHYSICAL ED U CA TIO N PR O G R A M Outcomes College Program Rank Frees uencv Rank Frequency Recreational s k ills 1*0 13 1 .0 8 Physical fitn e ss 2 .0 10 U.5 h Physical health 3.0 8 2 .5 5 S ociability h.o 7 2 .5 5 Habit of p articip atio n 5 .5 6 6 .0 3 Knowledge 5 .5 6 11.0 1 Mental health 7*5 5 7 .5 2 Fundamental s k ills 7 .5 5 11.0 1 Posture 9*5 h 0 Safety s k ills 9 .5 h 11.0 1 Development of personality 12.0 3 7 .5 2 Enjoyment of particip atio n 12.0 3 Iu5 k E thical character 12.0 3 11.0 1 Culture 12u5 2 0 Neuromuscular coordination 114.5 2 0 1 2 2 o f p h y s i c a l h e a l t h a s t h e o n l y d e s i r e d o u t c o m e s o f p h y s i c a l e d u c a t i o n * E n j o y n e n t o f p a r t i c i p a t i o n , n e u r o m u s c u l a r s k i l l s , an d p h y s i c a l p o w e r , w h i c h r a n k e d h i g h o n t h e p h y s i c a l e d u c a t i o n a u t h o r i t i e s ’ l i s t i n T a b le XI w e r e m e n t i o n e d no m o re t h a n t h r e e t i m e s b y t h e a d m i n i s t r a t o r s * T he f a c t o r o f s o c i a b i l i t y w a s m e n t i o n e d b y s e v e n o f t h e a d m i n i s t r a t o r s • E t h i c a l c h a r a c t e r w as r a n k e d h i g h b y t h e p h y s i c a l e d u c a t i o n l e a d e r s , b u t w a s n o t m e n t i o n e d b y t h e a d m i n i s t r a t o r s * i Q u e s t i o n Ij. "From y o u r o b s e r v a t i o n , w h a t a r e t h e o u t c o m e s o f t h e p h y s i c a l e d u c a t i o n i p r o g r a m a t The U n i v e r s i t y o f S o u t h e r n j C a l i f o r n i a ? " i T h e o p i n i o n s o f t h e t w e n t y U n i v e r s i t y a d m i n i s t r a - i t o r s a s t o t h e o b s e r v e d o u t c o m e s o f t h e p h y s i c a l e d u c a t i o n p r o g r a m a t The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a a r e sh ow n ! i n T a b le XIX* O v er o n e - t h i r d o f t h e a d m i n i s t r a t o r s a d - ( j m i t t e d t h a t t h e y h a d i n s u f f i c i e n t k n o w le d g e t o v e n t u r e an t ( | o p i n i o n a s t o t h e p r o g r a m ’ s o u t c o m e s * I n a d d i t i o n t o t h e o n e - t h i r d t h a t d i d n o t k n ow , t h r e e d e a n s h a d n o t o b s e r v e d s p e c i f i c o u t c o m e s , b u t b e l i e v e d t h a t , i n g e n e r a l , t h e p h y s i c a l e d u c a t i o n p r o g r a m w a s g o o d * A s t u d e n t c o u n s e l o r 1 2 3 rem ark ed t h a t he r e c e iv e d few er c o m p la in ts about th e phy s i c a l e d u c a tio n d e p a rtm e n t th a n ab o u t th e m a j o r i t y o f o th e r d e p a rtm e n ts . F i f t y p e r c e n t o f th e l e a d e r s s t a t e d th e y had o b se rv e d outcomes* F iv e m en tio n ed p h y s ic a l h e a l t h and s o c i a b i l i t y * O th e r r e s u l t s m en tio n ed th r e e o r more tim e s w ere: p h y s ic a l f i t n e s s , enjoym ent o f p a r t i c i p a t i o n , and h a b i t o f p a r t i c i p a t i o n , i i Q u e s tio n £ wDo you th in k e x p a n sio n o f f a c i l i t i e s F a r t 1 f o r p h y s ic a l e d u c a tio n i s d e s i r a b l e ? 1 * F i f t e e n answ ered, f,Yes*,f One s a i d , f,N o,,f and th e re m a in in g f o u r d id n o t know* The i n d i v i d u a l who r e p l i e d i ! n e g a t i v e l y q u a l i f i e d h i s rem ark by s a y in g t h a t o t h e r f a c i l i t i e s sh o u ld im prove f i r s t b e f o r e any e x p a n s io n o f phy- | I s i c a l e d u c a tio n f a c i l i t i e s was u n d erta k en * i Q u e s tio n ”I f th e fu n d s were a v a i l a b l e , i n w hat i P a r t 2 d i r e c t i o n o r alo n g w hat l i n e s sh o u ld ■ t h i s e x p a n s io n ta k e p la c e ? 1 1 * T en n is c o u r ts w ere m e n tio n e d by e i g h t , and r e c r e a - , t i o n a l and o u td o o r f a c i l i t i e s i n g e n e r a l w ere l i s t e d se v e n and f i v e tim e s , r e s p e c tiv e ly * Q u e s tio n 6 ,fDo you have any s u g g e s tio n s f o r th e . im provem ent o f th e U n iv e r s it y p h y s i c a l e d u c a tio n p rogram ?” N ine i n d i v i d u a l s had no s u g g e s tio n s * F o u r s t a t e d ! t h a t more f a c i l i t i e s would be an im provem ent, w h ile two 1 2 k m e n tio n e d o p en in g more s e c t i o n s o f th e r e c r e a t i o n a l ty p e c la s s e s * O th er s u g g e s tio n s l i s t e d by o n ly One a d m in is t r a t o r in c lu d e d : 1* D epartm ent sh o u ld t r y t o p u b l i c i z e i t s e l f m ore. ; 2 . S t r i c t e r p o lic y on s tu d e n t a b s e n te e is m . j 3* Im proving th e p o s tu r e o f g i r l s . i|. D evelop more l e a d e r s h i p and i n i t i a t i v e i n th e s t u d e n t s . ] 5* C o r r e c tio n o f p h y s ic a l d e f e c t s . J i 6 . A c t i v i t y c l a s s e s sh o u ld be more s tu d e n t- c e n te re d i i and l e s s i n s t r u c t o r - c e n t e r e d . 7* More c o u n s e llin g o f e a c h s tu d e n t how to w is e ly choose r e c r e a t i o n a l a c t i v i t i e s . I I . SUM M ARY OP THE CHAPTER Twenty s e l e c t e d a d m in is t r a to r s a t The U n iv e r s it y o f S o u th e rn C a l i f o r n i a w ere in te r v ie w e d r e g a r d in g th e p h y s i c a l e d u c a tio n program at th e U n i v e r s i t y . A ll a d m in is tr a t o r s a g re e d t h a t p h y s ic a l e d u c a tio n sh o u ld be a p a r t o f g e n e ra l e d u c a tio n and t h a t th e p r e s e n t g r a d u a tio n r e q u ir e m ent o f f o u r u n i t s o f p h y s ic a l e d u c a tio n w a s - d e f e n s ib le . The a d m i n i s t r a t o r s m e n tio n e d tw e n ty -o n e d i f f e r e n t d e s i r a b l e 1 2 $ outcom es o f c o l le g e p h y s ic a l e d u c a tio n , w ith r e c r e a t i o n a l s k i l l s , p h y s ic a l f i t n e s s and p h y s ic a l h e a l t h b e in g th e m ost f r e q u e n t l y given* E ig h t l i s t e d r e c r e a t i o n a l s k i l l s i as an o b se rv e d outcom e, w h ile f i v e m e n tio n e d p h y s ic a l h e a l t h and s o c i a b i l i t y * F i f t e e n o f th e tw e n ty b e l ie v e d t h a t p h y s ic a l edu c a t i o n f a c i l i t i e s o f th e U n iv e r s it y sh o u ld be expanded i f th e fu n d s w ere a v a i l a b l e . CHAPTER V I I I PLAN FOR TREATMENT OF THE STUDENT QUESTIONNAIRE DATA T h is c h a p te r c o n ta in s an e x p la n a t io n o f how th e d a t a o b ta in e d by means o f th e s tu d e n t q u e s tio n n a i r e w ere a n a ly zed , co m p ile d , c o n v e rte d , and t a b u l a t e d . I I . DERIVATION OF INDICES The p r e p a r a t i o n , c o n te n t, and m ech an ics o f f i l l i n g i n th e q u e s tio n n a i r e w ere d e s c r ib e d i n C h a p te r I I I * A f t e r !the 1390 q u e s t i o n n a i r e s h ad b ee n c o l l e c t e d , th e y were t a l l i e d a c c o rd in g to v a r io u s c l a s s i f i c a t i o n s o f s tu d e n ts and a c t i v i t i e s c la s s e s * 1 1 To c o n v e rt th e answ ers to th e v a r io u s q u e s tio n s i n - ■to a w o rk ab le form , I t was d e c id e d to compute an in d e x number f o r th e r e s p o n s e s to each q u e s tio n * Q u e s tio n s 5 'th r o u g h 1 )£ gave o p p o r tu n ity f o r a c h o ic e among th r e e r e s p o n s e s to ea c h q u e s tio n * To compute th e in d e x number, iw eig h ts tw o, one, and z e ro w ere a s s ig n e d r e s p e c t i v e l y to i th e t h r e e p o s s i b l e answ ers i n o r d e r o f t h e o r e t i c a l d e s i r a b i l i t y . 127 An exam ple o f th e w e ig h tin g p ro c e d u re and in d e x c o m p u ta tio n f o r th e answ ers to a q u e s t i o n fo llo w s : P o s s ib le answ ers N u m erical w e ig h t Answers to q u e s tio n s by s tu d e n t group C om putation .2k : 23 G re a t Some None 2 1 0 3k X 6 X 1 = 23 28 X 6 x 0 = 3k 1 .5 X 10 = 1$ (In d e x ) The in d e x r e p r e s e n te d n u m e r ic a lly th e answ ers o f th e s tu d e n ts t o any q u e s tio n on a s c a l e o f z e ro t o tw e n ty , th e h ig h e r in d e x b e in g i n t e r p r e t e d as an i n d i c a t i o n o f more d e s i r a b l e r e s u l t s h a v in g b e e n a c h ie v e d . The in d e x a ls o s e rv e d as th e b a s is f o r co m p ariso n betw een re s p o n s e s o f two o r more g ro u p s . The w e ig h tin g p ro c e d u re was r e v e r s e d f o r Q u e s tio n s 1 0, 3 8, and 4 5 * Iel th e s e c a s e s , th e q u e s tio n s w ere so worded t h a t "none" r e p r e s e n te d th e m ost d e s i r a b l e answer and was g iv e n th e w e ig h t o f tw o; a w e ig h t o f z e ro was g iv e n to " g r e a t" o r " o f t e n , 1 1 w hich was c o n s id e re d to b e th e l e a s t d e s i r a b l e answer* The m id d le answer o f "some" r e t a i n e d i t s w e ig h t o f one. I n Q u e s tio n s 19* 32, and 33 th e w e ig h tin g p ro c e d u re was m o d ifie d . The w e ig h t o f one was ^Lven to th e t h i r d p o s s i b l e answer o f " d o n ’ t know" o r " n o t c e r t a i n . " The m id d le answer o f "no" was a s s ig n e d a w e ig h t o f z e r o , w h ile 128 f,y e s ,f w a s w e i g h t e d w i t h tw o* I I * INTERPRETATION OF INDICES I t w a s p o s s i b l e t o h a v e a n i n d e x n u m ber b e t w e e n z e r o a n d t w e n t y f o r a n y q u e s t i o n * I n o t h e r w o r d s , t h e I n d i c e s w e r e o n a t w e n t y - o n e p o i n t s c a l e , r a n g i n g fr o m n o i n d i c a t i o n o f t h e d e s i r e d o u t c o m e s t o a s t r o n g I n d i c a t i o n o f t h e d e s i r e d o u tc o m e * F o r t h e p u r p o s e o f a n a l y s i s and e v a l u a t i o n , i n d i c e s o f z e r o t o t h r e e w e r e c o n s i d e r e d a s i n d i c a t i o n t h a t n o n e o f t h e d e s i r e d o u t c o m e w a s b e i n g a c h i e v e d ; f o u r t o s e v e n w e r e c o n s i d e r e d a s a s m a l l i n d i c a t i o n , e i g h t t o e l e v e n a s f a i r i n d i c a t i o n , t w e l v e t o f i f t e e n a s g o o d i n d i c a t i o n , and i I j s i x t e e n t o t w e n t y a s e x c e l l e n t i n d i c a t i o n t h a t t h e d e s i r e d ! o u t c o m e w a s b e i n g a c h i e v e d * F o r c o m p a r i s o n o f i n d i c e s o f c l a s s i f i e d g r o u p s , s u c h a s v e t e r a n s a n d m n - v e t e r a n s , o n l y d i f f e r e n c e s o f tw o p o i n t s o r m o r e w e r e c o n s i d e r e d * F o r c o n v e n i e n c e o f d e s c r i p t i o n , a d i f f e r e n c e o f tw o w a s c a l l e d an o b s e r v e d d i f - i f e r e n c e , o n e o f t h r e e a m a r k e d d i f f e r e n c e , and f o u r o r m o r e , a n o u t s t a n d i n g d i f f e r e n c e * 12 9 I I I , PROCEDURE FOR WRITE-IN QUESTIONS Q u e s tio n s ij.6 , b9> and th e f i l l - i n p a r t o f ij.7 were t a l l i e d by g ro u p in g a l l s i m i l a r answ ers to g e th e r* A s a l l o f th e s e were w r i t t e n - i n an sw ers, no n u m e ric a l r e p r e s e n t a t i o n o f r e s u l t s was computed* The answ ers to Q u e stio n I4 .8 and t h e second p a r t o f 1 ^7 were t a l l i e d and f i g u r e d on th e 1 b a s i s o f p e r c e n ta g e s o f re s p o n d e n ts * The p e r c e n ta g e was d e te rm in e d by d i v i d i n g th e number o f s tu d e n ts i n a group i j Who had answ ered e a c h p a r t o f th e q u e s tio n s by th e t o t a l j. j number o f s tu d e n ts i n th e g ro u p . The same p ro c e d u re was fo llo w e d i n Q u e s tio n lj.8 , i n w hich t h e r e w ere o n ly two p o s s i b l e answers* ' IV. PROCEDURE FOR COMPILING OF TABLES | Q u e stio n s were g ro u p ed u n d e r th e f o llo w in g h e a d in g s: 1 . P s y c h o lo g ic a l (Q u e stio n s 5 - 13) 2 . S o c ia l (Q u e stio n s ll|. - 20) 3« R e c r e a tio n a l (Q u e stio n s 21 - 25) k - S k i l l s (Q u e s tio n s 26 - 30) 5 . P h y s ic a l h e a l t h (Q u e stio n s 31 - 33) 6 . P h y s ic a l f i t n e s s (Q u e stio n s 3b ~ 37) 7. P e r s o n a l w ants (Q u e stio n s 38, 42 - 8 . Knowledge (Q u e s tio n s 39 - ip.) 1 3 0 The te rm s w ere u se d as b e in g g e n e r a l l y d e s c r i p t i v e o f th e k in d o f p o s s i b l e outcome to w hich e a c h q u e s tio n was p r i m a r i l y r e l a t e d . The i n d i c e s i n e a c h group w ere av e ra g e d to g iv e a g e n e r a l o v e r - a l l i n d i c a t i o n o f th e c o n t r i b u t i o n b e in g made i n e a c h o f th e s e areas* V a rio u s d e s c r i p t i v e c l a s s i f i c a t i o n s w ere made o f |th e s t u d e n t s to a id i n i n t e r p r e t i n g th e fin d in g s * These l in c lu d e d : I 1• Sex j 2 * Age I 3* V e te ra n s t a t u s 4* E l e c t i v e o r r e q u ir e d s t a t u s 5* T r a n s f e r s tu d e n t s t a t u s j 6 . L o c a tio n o f p r e - c o l l e g e e d u c a tio n i | 7* S o c ia l o r g a n i z a t i o n s t a t u s i 8 . S chool y e a r r e s i d e n t i a l l o c a t i o n 9 . Number o f p h y s ic a l e d u c a tio n c o u rs e s co m p leted I 10, U n iv e r s it y c l a s s s ta n d in g . j The s t u d e n t s a l s o were g ro u p ed a c c o rd in g to th o s e i p h y s ic a l e d u c a tio n c l a s s e s i n w h ich th e y w ere e n r o l l e d a t th e tim e th e q u e s tio n n a i r e was answ ered: 1 . A q u a tic s ty p e a c t i v i t i e s E le m e n t a r y sw im m in g I n t e r m e d i a t e sw im m in g A d v a n c e d sw im m in g C o m b a tiv e t y p e a c t i v i t i e s B o d y b u i l d i n g B o x in g E le m e n t a r y f e n c i n g I n t e r m e d i a t e f e n c i n g W r e s t l i n g D a n c e t y p e a c t i v i t i e s E l e m e n t a r y m o d e r n d a n c e I n t e r m e d i a t e m o d e r n d a n c e S o c i a l d a n c e S q u a r e and c o u n t r y d a n c e F u n d a m e n ta l s k i l l t y p e a c t i v i t i e s F u n d a m e n ta l s k i l l s (m en ) F u n d a m e n ta l s k i l l s (w om en) R e c r e a t i o n a l t y p e a c t i v i t i e s E l e m e n t a r y a r c h e r y E le m e n t a r y b a d m in t o n E l e m e n t a r y b o w l i n g I n t e r m e d i a t e b o w l i n g E l e m e n t a r y g o l f 1 3 2 I n t e r m e d i a t e g o l f H a n d b a ll H o r s e b a c k r i d i n g E l e m e n t a r y t e n n i s I n t e r m e d i a t e t e n n i s 6* Team s p o r t t y p e a c t i v i t i e s B a s k e t b a l l - v o l l e y b a l l S o c c e r S o f t b a l l V . SUMMARY OF THE CHAPTER The p r o c e d u r e f o r t h e c o m p u t a t i o n o f n u m e r ic a l i n - | d i c e s t o i n d i c a t e t h e s t u d e n t s 1 r e s p o n s e s t o t h e q u e s t i o n - i n a i r e w a s d e s c r i b e d * M e th o d s o f c o m p a r in g t h e i n d i c e s w e r e e x p l a i n e d , a s w e l l a s t h e p r o c e d u r e u s e d i n c o m p i l i n g i th e m t o e x p e d i t e a p p r a i s a l a n d e v a l u a t i o n * CHAPTER IX THE OPINIONS OP PHYSICAL EDUCATION STUDENTS ON QUESTIONS RELATING TO POSSIBLE PSYCHOLOGICAL OUTCOMES T h i s c h a p t e r p r e s e n t s t h e d a t a o n how e a c h s t u d e n t g r o u p r e s p o n d e d t o q u e s t i o n s r e l a t i n g t o d e s i r e d p o s s i b l e p s y c h o l o g i c a l o u t c o m e s o f t h e p h y s i c a l e d u c a t i o n p r o g r a m * T he i n d i c e s t h a t r e p r e s e n t t h e s t u d e n t o p i n i o n s a r e p r e s e n t e d i n T a b l e X I I I . I . PLAN FOR REPORTING OP STUDENT RESPONSES I n a n a l y z i n g t h e s t u d e n t r e a c t i o n s t o e a c h q u e s t i o n o f t h e q u e s t i o n n a i r e , a d e f i n i t e p a t t e r n i s f o l l o w e d * The ' q u e s t i o n i s q u o t e d fr o m t h e q u e s t i o n n a i r e * T he a l l - s t u d e n t ! i n d e x i s s t a t e d and t h e d e s c r i p t i v e r a t i n g p h r a s e i s g i v e n * j I f d e e m e d n e c e s s a r y , a n i n t e r p r e t a t i o n o f t h e q u e s t i o n i s . p r e s e n t e d * D i f f e r e n c e s among l o g i c a l l y c o m p a r a b le d e s c r i p - | t i v e s t u d e n t c l a s s i f i c a t i o n s a r e n o t e d * T h e n , t h e o u t - ; s t a n d i n g l y h i g h an d l o w I n d i c e s o f t h e a c t i v i t y t y p e g r o u p s ! a r e m e n t i o n e d , f o l l o w e d b y t h e n o t e w o r t h y h i g h a n d l o w i n d i c e s o f t h e i n d i v i d u a l a c t i v i t y c l a s s e s o f e a c h g r o u p . T A B L E XIII C O N V E R T E D S C O R E S O F D E S I R A B L E P S Y C H O L O G I C A L O U T C O M E S C L A I M E D B Y S T U D E N T S S E X A G E V E T E R A N S T A T U S E L E C T I V E A N D R E Q U I R E D T R A N S F E R S T A T U S u e s tio n s 1 1 S tu d en ts i ( 0 0 3 H » r l 0 a n d Under c l 8 H xn O J f r4 6 a n d Over 8 u o > -p 0 on -V eteran © > •P O $ T J 2 • H 0 U * 0 o y E le c tiv e o y R equired ir l E le c tiv e ir l Requirecj * o • * " 3 ■ P ua Q ) 0 n s O-P •p C -P W • o * > a < O 04 cvi 04 t> * 2 5 « P E $ cq C Q C D o feco C O 5 22 13 9 12 13 12 12 13 12 11 13 13 10 9 13 12 6 9 9 8 9 9 9 10 9 10 9 9 9 10 8 9 9 7 11 12 10 11 12 11 12 12 12 11 12 12 11 11 12 11 8 15 15 lit 15 1 6 16 1 6 15 16 15 16 15 lit ■ lit 15 15 9 18 18 19 18 18 19 18 18 18 18 18 18 18 19 18 18 10 15 15 17 16 15 16 1 6 15 16 16 15 15 16 17 16 1 6 11 11 12 11 11 11 13 11 11 12 11 11 11 13 12 11 11 12 lit 13 15 lit lit 15 lit 13 lit 13 lit 13 16 15 15 lit 13 17 17 16 17 17 17 17 17 17 17 17 17 15 16 17 17 * G M lit lit lit 13 lit lit lit Ut lit 13 Hi lit lit 13 lit lit * G M = G r o u p Means vli ro M o ■ '• O C X > -< J o n v a H H H H H H H H H V a > SIW H V A CDVAH'O W M J-* H H H H M -> )V A M v n o o V A M v o h H H H H H H H H H Vn O O Vn. M V O U ) H H H H H H H H H •Pr ~«j vn ro vn oo vn rv> vo iv> H H H H H H H H _ Vo On' J I H S ' O P ' O C»vo I_| > - j H H H1 H H ^ Vo ~vj vn K > vn oo .pr H oo C O H h h h h h h h H ■p- - o i r - h v a oo h vo n > H H H H H H H H H VO O sU > H V n C O V A H VO w H H H H H H H H H H 4=- — J i r ” i— t Vn Qo Vn fO O Vo H H H H H H H H ~ v j vo H»vnco\jir\>'ou) |r T r - f c L J I | . vo -<1 Vn !N > — 4 vo +=^ O oo s o I — I I — I U ~ l I — I 1_J 1 — 1 } — » j— » V O On vn. H 1 O O O VA O — J N O fci M M M i-J M i-J M H £ r K) CNOOVa H V5 H i — « I — 1 I — » I — ' I — » H -* H -<i £r- j— 1 vn. co vn. h no vo ->j fr * r o Vr\ o o O n fV > O Vo H H H H H H H H H -pr* - J Vo H V n Co V n K> no Vo H H H H H H H H , ____ VO ONVn H On N O pr- H CO O O H H H H H H H H H VO ~>J Vn H -O NO ■ b ' O OO O Q u e s tio n s C a l i f o r n i a O u ts id e C a l i f , B oy, C a l i f o r n i a B oy, O u ts id e C a l. G i r l , C a l i f o r n i a G ir l,O u ts id e C al, O rg a n iz ed In d e p e n d e n t B oy, O rg a n iz ed B oy, In d e p e n d e n t G i r l , O rg a n iz e d G i r l , In d e p e n d e n t N ear Campus O ff Campus B oy, N ear Campus B oy, O ff Campus G i r l , N ear Campus G i r l , O ff Campus > H _ ° g B ! s s > ■ * ■ 3 s » — i a o m S 3 I o o tr» § co o o ts C O *"* Q & > a •-3 P < = 5 C O £3 I — I ISI > i-3 H O aa co o 5 5 o o t-* H W 8 £ > * » - 3 S i— i ra o co 3! S 3 *-3 a 3 a « o H o o O Q O § 5 * * S * * 8 o w O CO o o g o CO g o £ 3 s tr? txi K co ► a te S t-3 C O w tfl X H M H O O 5 3 H 3 H S 3 Sex 1 12 P 1 1 3 k 18 16 1 1 l k 17 m F . — 8 1 1 lk 18 16 1 1 13 16 13 136 TABLE X III (CONTINUED) CONVERTED SCORES OF DESIRABLE PSYCHOLOGICAL OUTCOMES CLAIMED BY STUDENTS NUM BER OF PHYSICAL EDUCATION COURSES COMPLETED o 0 I Boys G i r l s 1 2 3 k 1 2 3 k 12 13 13 12 13 lk lk P 8 10 10 8 9 10 9 9 10 10 10 7 7 10 11 12 12 12 12 12 13 10 10 11 10 15 16 16 lk 15 16 16 16 lk I S ' 15 18 IP 18 18 18 IP 18 IP 18 lp ip 16 15 15 16 I S I S lk 17 17 16 16 11 12 11 11 11 12 11 12 10 13 12 Ik lk lk lk 13 13 lk i s I S I S 15 16 17 17 17 16 17 17 i s 1 6 17 17 13 lk lk lk lk lk lk lk 13 lk lk TABLE X I I I (CONTINUED) CONVERTED SCORES OF DESIRABLE PSYCHOLOGICAL OUTCOMES CLAIMED BY STUDENTS UNIV ERSITY C L A S S E S S . J r . Sr. Boys___________________ F t J r . {?rt s , . Jr. 13 12 13 13 13 12 13 8 11 10 p P P P P 10 P 10 7 P 8 p 12 11 12 12 12 11 12 10 10 P 12 15 15 16 lk 15 15 16 lk lk 15 lk 18 18 18 18 18 18 18 IP * 1 P IP 18 16 16 16 15 15 15 16 16 17 18 16 11 11 12 11 11 11 11 12 12 12 13 lk lk lk 12 13 lk 13 16 15 15 16 17 17 17 16 17 17 17 17 17 17 16 13 lk lk 13 lk lk lk 13 lk lk lit T A B L E XIII (C O NTINUED) C O N V E R T E D S C O R E S O F D E S I R A B L E F S Y C H O I 0 G I C A L O U T C O M E S C L A I M E D B Y S T U D E N T S RECREATIONAL A C T I V I T I E S T E A M ACTIVITIES Q u e s tio n s & 0 ) X1 o u < B adm inton c 1 t O C Q • H & q - p c 'li (0 O Q • -P g H B ow ling a ♦ rl rH g O m e m In t. B ow ling G o lf o f c ? < 0 -p G § a ) H m I n te r m e d ia te H a n d b a ll •H f * S M o (0 fO 0 ) c o u o sc T e n n is Blem. T e n n is In t. T e n n is B a s k e tb a ll V o lle y b a l l S o c c e r S o f t b a l l 5 9 15 Hi 15 13 13 12 11 11 10 16 7 13 13 13 15 18 16 6 3 11 12 n 11 11 11 9 9 12 11 8 12 12 12 9 9 9 7 10 12 12 l i 12 12 12 12 12 1 6 11 12 11 11 12 13 11 13 8 u* 18 17 18 15 Hi 15 16 16 17 17 12 17 17 18 15 18 15 9 lii 19 19 19 19 19 19 19 18 20 19 20 19 19 19 19 17 19 10 16 17 17 17 1 6 16 1 6 15 15 13 15 Hi 16 16 15 12 15 15 11 8 13 Hi 12 13 13 12 12 11 17 Hi 13 12 12 13 13 16 Hi 12 19 13 13 H i 15 lii 17 17 16 18 16 16 Hi 15 Hi 10' 13 Hi 13 18 17 16 18 18 18 19 19 18 20 Hi 16 16 17 19 16 19 18 G M 12 15 15 15 15 Hi 15 lU H i 16 15 13 15 15 15 13 15 15 137 I TABIE XIII (C O N TIN U ED ) C O N V E R T E D S C O R E S O F D E S IR A B L E P S Y C H O L O G I C A L O U T C O M E S C L A I M E D B Y S T U D E N T S C O M B A T I V E D A N C E A Q U A T IC S T Y P E S O F ACTIVITIES & } G •H 3 H P ♦ H c q p > > - d o < y p q t x O a •H 8 o q 6 0 g •H § 0 6 0 fx , G •H § 0 ) 0 H 60 a ♦ H O g (£ d 0 H g «3 0 O 6 0 Ppi P^R G G G •H 0 i © t H gn gio P 0 H 0 H W TJH X )H _ 0 C*H G*H TJ W M p 5 fo C A fotO © o 0 o G H 0 0 P G o G G 0 g 0 ♦ o ( 1 ) p o TO 3 O G G • m © e • T l 0 p O H G ■s m H 0 G 0 O * H O G g § “ 85 I 2 " b * H 0 H 0 G p • •rl 0 G 0 O p P 0 O 0 * 0 H c n too m 60 G • H * P G H 60 G •H ♦H to ( 0 o • H P 0 & I 0 § o o 0 o G 0 P 0 H H I ♦ r l M C O rH 0 0 H G P 0 O G P - H 0 T O P 0 ♦rl 0 0 >0 T l H G & G 'GO 0 P G © 0 k E-t 5 8 9 13 lii 10 13 15 5 k 3 10 6 10 7 11 13 10 11 7 13 12 16 6 7 7 8 7 Hi 13 9 3 8 ii 18 13 11 6 6 11 7 10 11 8 10 9 7 11 10 12 12 8 9 12 11 8 8 8 12 12 10 11 12 11 10 10 12 12 12 8 13 13 17 16 18 19 13 13 12 11 13 12 13 12 Hi 15 lii 16 12 13 16 16 9 18 16 19 19 20 20 18 18 19 18 20 17 19 18 18 18 18 19 18 18 19 18 10 16 16 15 15 17 16 lii 17 19 20 16 13 15 18 16 16 17 16 16 16 15 lii 11 7 5 8 7 8 9 12 7 15 lii 18 15 18 9 9 13 10 7 16 10 12 Hi 12 15 15 16 16 18 17 11 16 16 17 13 16 19 15 13 lii lii 16 16 12 15 12 13 17 16 17 17 15 17 16 16 15 lii 18 15 18 16 15 16 16 16 16 16 18 18 gm 12 12 Hi lb- lii 15 13 12 13 12 15 13 15 12 13 lii 13 13 lii 13 lii lii H U ) CO I I • ANALYSIS OF STUDENT RESPONSES The answ ers to Q u e s tio n s 5 th ro u g h 13 w ere c o n s id e re d as i n d i c a t i v e o f c e r t a i n p o s s i b l e p s y c h o lo g ic a l outcomes* The mean in d e x f o r th e answ ers o f a l l s tu d e n ts on th e s e q u e s tio n s was f o u r te e n , w ith a r a t i n g o f f,g o o d .M ] | No n o te w o rth y d i f f e r e n c e s w ere o b se rv e d among th e j s e v e r a l s tu d e n t c l a s s i f i c a t i o n s . Among th e a c t i v i t y g ro u p s I th e h i g h e s t i n d i c e s w ere fo u n d f o r th e r e c r e a t i o n a l and teaa ty p e s p o r t s . The c l a s s i n d i c e s f o r a r c h e ry and h o rs e b a c k j r i d i n g w ere e x c e p tio n s , b e i n g below th e a l l - s t u d e n t index* ; I n th e a q u a tic s g ro u p , th e in d e x f o r advanced s tu d e n ts was h ig h e r th a n t h a t f o r th e e le m e n ta ry and in te r m e d ia te | c l a s s e s . I n th e com bative g ro u p , w r e s t l i n g showed th e |h i g h e s t in d e x . Q u e s tio n £ nHow o f t e n have you b e e n on th e w inning s id e i n m atch es o r games p la y e d i n t h i s a c t i v i t y c l a s s ? 1 1 In d e x 12, R atin g -g o o d . The q u e s t i o n was ask ed to d e te rm in e t o w hat e x t e n t ■ th e s tu d e n t s r e c e iv e d th e s a t i s f a c t i o n o f a c h ie v in g s t a t u s 1 and r e c o g n i t i o n th r o u g h b e in g a w in n er i n a c o n t e s t p la y e d i n a p h y s ic a l e d u c a tio n c l a s s . The boys* in d e x was c o n s i s t e n t l y h ig h e r th a n th e | g i r l s 1 i n a l l s tu d e n t c l a s s i f i c a t i o n s b ro k e n down as to lil.1 by th e g i r l s on th e two q u e s t i o n s . No d i f f e r e n c e was ob- i s e rv e d betw een a l l boys and a l l g i r l s * The g i r l s e l e c t i n g p h y s ic a l e d u c a tio n had a h ig h e r in d e x th a n d id th e g i r l s ta k in g p h y s ic a l e d u c a tio n a s a g r a d u a tio n re q u ir e m e n t. B oth on-cam pus and f r a t e r n i t y b o y s ! had h ig h e r i n d i c e s th a n d id on-cam pus and s o r o r i t y g i r l s . | Those s t u d e n t s who had co m p leted th e m ost p h y s ic a l e d u c a t i o n c o u rs e s had h ig h e r i n d i c e s th a n d id th o s e who had co m p leted few er c o u r s e s . I n te r m e d ia te m odern dance had th e h i g h e s t in d e x among th© a c t i v i t y c l a s s e s . A rc h ery s tu d e n t s had a v e r y low in d e x o f t h r e e among th e m o d e ra te ly h ig h r e c r e a t i o n a l i n d i c e s . H orseback r i d i n g was n e x t lo w e s t. I n te r m e d ia te I ! f e n c in g and w r e s t l i n g s tu d e n ts had th e h i g h e s t i n d i c e s i among th e co m bative a c t i v i t i e s . The advanced swimming I ! ■ s tu d e n ts had th e h i g h e s t in d e x among th e swimming s e c t i o n s . Q u e s tio n J. 1 1 How many o f th e o t h e r s tu d e n ts i n th e c l a s s are l e s s s k i l l f u l th a n y o u ? 1 1 In d e x -1 1 , R a tin g - f & I r . j T h is q u e s tio n a tte m p te d to d e te rm in e th e e x t e n t o f - th e c o n fid e n c e t h a t ea ch s tu d e n t had i n h i s own a b i l i t y to p e rfo rm th e m otor s k i l l s ta u g h t i n 'th e p h y s ic a l e duca- t i o n c l a s s e s a t th e U n i v e r s i t y . 1 \ \ 2 Between th e two s e x e s , th e b o y s had th e h i g h e s t index* T h is d i f f e r e n c e was c o n s i s t e n t b etw een a l l s tu d e n t c l a s s i f i c a t i o n s w hich w ere c a te g o r iz e d a c c o rd in g t o sex* No o t h e r d i f f e r e n c e s w ere n o te d among s tu d e n t c l a s s i f i c a tio n s * T here w ere no n o te w o rth y d i f f e r e n c e s o b se rv e d among j th e s e v e r a l a c t i v i t y groups* Among r e c r e a t i o n a l ty p e c l a s s e s , in te r m e d ia te g o l f s tu d e n ts were th e h i g h e s t , w ith an in d e x o f s ix te e n * I n th e dance g ro u p , th e i n d i c e s f o r s o c i a l and s q u a re dance s tu d e n ts w ere h i g h e r th a n f o r th e o th e r dance a c t i v i t i e s . Q u e s tio n 8> f,How o f t e n do you a c c e p t y o u r opponent *s word on any r u l i n g he makes i n th e ab- j sen ce o f an o f f i c i a l ?*1 ! I n d e x - 15 , R a tin g -g o o d . 1 I T h is q u e s tio n en d e av o red to d e te rm in e how t r u s t i n g th e p h y s ic a l e d u c a ti o n s t u d e n t s w ere o f t h e i r f e llo w s t u - , d en ts* Boys e l e c t i n g p h y s ic a l e d u c a tio n had a h ig h e r I n dex th a n g i r l s i n th e same c a te g o ry * On-campus boys r a t e d , h ig h e r th a n on-cam pus g i r l s . i ' Those s tu d e n ts who had co m p leted t h r e e and f o u r p h y s i c a l e d u c a tio n c o u rs e s had I n d ic e s t h a t w ere h ig h e r th a n th o se o f th e s tu d e n ts who had co m p leted one and two i c o u rse s* S i m i l a r l y , t h e in d e x f o r s e n io r s was h ig h e r th a n 1 i th e i n d i c e s o f s t u d e n t s i n the_low er_ c l a s s e s ._______ _________ 3.^3 I n th e a c t i v i t y g r o u p in g s , c o m b a tiv e , r e c r e a t i o n a l , and team ty p e s a l l had a h ig h in d e x o f s i x t e e n . H o rse b ack r i d i n g was low among th e g e n e r a l l y h ig h r e c r e a t i o n a l ty p e in d ic e s * I n team ty p e a c t i v i t i e s s o c c e r was h i g h e s t , and i n co m b ativ e, b o th f e n c in g s e c t i o n s and w r e s t l i n g had th e h i g h e s t in d ic e s * Body b u i l d i n g and b o x in g in d i c e s w ere a t l e a s t t h r e e p o i n t s l e s s th a n th o s e o f any o f th e o th e r com b ativ e c la s s e s * Q u e s tio n 9 ”How o f t e n do you a c c e p t an o f f i c i a l f s i -.d e c is io n w ith o u t argum ent?” In d e x -1 8 , R a t i n g - e x c e l l e n t . The p u rp o se o f th e q u e s tio n was to a s c e r t a i n to w hat e x t e n t p h y s ic a l e d u c a tio n s t u d e n t s r e s p e c te d p ro p e r a u t h o r i t y . Ho d i f f e r e n c e s w ere n o te d among th e s tu d e n t c l a s s i f i c a t i o n s o r a c t i v i t y groups* Among r e c r e a t i o n a l ty p e c l a s s e s , th e in d e x f o r a rc h e ry s t u d e n t s was a t l e a s t f o u r p o i n t s l e s s th a n a l l o th e r in d ic e s * Boxing was lo w er th a n th e o t h e r com b ativ e a c t i v i t i e s * Q u e s tio n 10 ffHow o f t e n have you f e l t a n t a g o n i s t i c to w ard a n o th e r s t u d e n t i n t h i s a c t i v i t y c l a s s b e c a u s e o f h i s p o o r s p o r t s m anship? 1 1 Ind ex -lf> , R a tin g -g o o d . T h is q u e s tio n was an a tte m p t to d e te rm in e how s t u d e n ts t o l e r a t e d a n t i - s o c i a l b e h a v io r among o t h e r s . Th© ilA- g i r l s * in d e x was c o n s i s t e n t l y h ig h e r th a n th e boys* among a l l c l a s s i f i c a t i o n s a c c o rd in g to sex* No o th e r d i f f e r e n c e s w ere n o te d among th e s tu d e n t c l a s s i f i c a t i o n s * Team s p o r t s h ad th e lo w e s t s c o r e among th e a c t i v i t y i groups* E le m e n ta ry m odern d a n c e , w ith an in d e x o f tw e n ty , ! had th e h i g h e s t s c o r e o f any a c t i v i t y c la s s * Among r e c r e a t i o n a l ty p e c l a s s e s , in te r m e d ia te g o l f and h o rs e b a c k r i d i n g were th e lo w est* The same was t r u e f o r b a s k e t b a l l - v o l l e y b a l l i n th e team s p o r t group* Women* s fu n d a m e n ta l j s k i l l s had a h ig h e r in d e x th a n men’ s fu n d a m e n ta l s k i l l s * ! Q u e s tio n 11 f,To what d e g re e h as t h i s a c t i v i t y - c l a s s made you r e a l i z e th e v a lu e o f w orking t o g e t h e r as a team t o ac h iev e a common g o a l ? 1 1 I n d e x - 11, R a t i n g - f a i r . i The o ld e r s t u d e n t s had a h ig h e r in d e x th a n d id th e » younger s tu d e n ts * G i r l s who had e l e c t e d p h y s ic a l e d u c a tio n ■ showed a g r e a t e r s c o re th a n boys i n th e same c a te g o r y . I n i th e a c t i v i t y g ro u p in g s , dance and team ty p e s w ere h ig h , 1 w ith i n d i c e s o f s i x t e e n and f o u r t e e n , r e s p e c t i v e l y . Com- I b a t i v e ty p e was c o n s p ic u o u s ly low . A rc h ery was th e lo w e s t i by t h r e e p o i n t s among th e r e c r e a t i o n a l ty p e c l a s s e s , w h ile in te r m e d ia te g o l f was th r e e p o i n t s h ig h e r th a n o th e r r e c r e a t i o n a l c la s s e s * 145 Among team s p o r t s , s o c c e r with, an in d e x o f s i x t e e n , was th e h ig h e s t* Boxing had th e lo w e s t in d e x o f any o f th e co m b ativ e ty p e c la s s e s * Boys* fu n d a m e n ta l s k i l l s was h ig h e r th a n th e g i r l s ! * The e le m e n ta ry and in te r m e d ia te swimming s e c t i o n s d id n o t s c o re as h ig h as th e advanced s e c tio n * Q .uestion 12 ”How o f t e n do you c o n g r a t u l a t e y o u r o p p o n en ts when you a re d e f e a te d ? ” In d e x -li|., R a tin g -g o o d . The p u rp o se o f th e q u e s t i o n was to d e te rm in e how th e s tu d e n ts r a t e d th e m se lv e s on sp o rtsm a n sh ip * j The g irl^ * in d e x was c o n s i s t e n t l y h ig h e r th a n th e boys* i n a l l g ro u p s c l a s s i f i e d a c c o rd in g t o s e x . Those j s tu d e n ts who r e c e i v e d t h e i r p r e - c o l l e g e e d u c a tio n o u ts id e | o f C a l i f o r n i a showed a h ig h e r in d e x th a n th e p r e - c o l l e g e ; C a lif o r n ia n s * Among a c t i v i t y g ro u p s , dance and co m bative had th e h i g h e s t in d e x , s i x t e e n . F undam ental s k i l l s and team s p o r t s w ere low , w ith f o u r p o i n t s l e s s . I n te r m e d ia te g o l f was ! h ig h and e le m e n ta r y b ad m in to n was low among th e r e c r e a t i o n a l ty p e c l a s s e s . B a s k e t b a l l - v o l l e y b a l l was th r e e p o i n t s l e s s th a n th e o t h e r team a c t i v i t i e s . I n te r m e d ia te m odern dance Was r a t h e r low among th e h ig h s c o r in g dance c l a s s e s . li+,6 Q uestion. 13 "How o f t e n do you com plim ent someone \ i n th e c l a s s when he makes a s k i l l - j f u l p la y ? 1 * ; In d e x -1 7 , R a tin g - e x c e lle n t# T h is q u e s tio n was i n t e r p r e t e d as i n d i c a t i n g con s i d e r a t i o n o f o th e rs# Among th e s tu d e n ts e l e c t i n g p h y s ic a l e d u c a tio n , th e boys had a h ig h e r in d e x th a n th e g i r l s # Those g i r l s who had c o m p le te d th e m ost p h y s ic a l e d u c a tio n c o u rs e s had h ig h e r s c o re s th a n th e g i r l s c o m p le tin g a l e s s e r number o f co u rse s# I n th e a c t i v i t y g ro u p s , r e c r e a t i o n a l and team ty p e s were h i g h e s t , s l i g h t l y above th e a l l - s t u d e n t index# I n t e r m e d ia te g o l f had th e h ig h e s t p o s s i b le in d e x , tw enty# Hand-i b a l l was low emong th e o th e rw is e h ig h r e c r e a t i o n a l ty p e in d ic e s # I n te r m e d ia te m odern dance and sq u a re dance had I th e h i g h e s t in d i c e s o f th e dance a c t i v i t i e s # j I I I # SUM M ARY OP THE CHAPTER T h is c h a p te r h a s p r e s e n te d th e answ ers o f th e s t u d e n ts to q u e s tio n s r e l a t i n g t o d e s i r a b l e p s y c h o l o g i c a l i b e h a v io r i n p h y s ic a l a c t i v i t y c l a s s e s . T r u s tw o r th in e s s , r e s p e c t f o r a u t h o r i t y , t o l e r a n c e , and c o n s i d e r a t i o n o f o t h e r s were q u a l i t i e s s t r o n g l y i n d i c a t e d by th e s t u d e n t s ’ answers# llt f A t t i t u d e s o f g r o u p c o o p e r a t i o n an d s e l f c o n f i d e n c e , I j s t a t u s a n d r e c o g n i t i o n t h r o u g h w i n n i n g i n c o m p e t i t i o n I n an d o u t s i d e c l a s s e s w e r e I n d i c a t e d t o a l e s s e r e x t e n t * Pew d i f f e r e n c e s e x i s t e d am ong s t u d e n t c l a s s i f i c a t i o n s and a c t i - 1 v i t y g r o u p s . CHAPTER X THE OPINIONS OP PHYSICAL EDUCATION STUDENTS ON QUESTIONS RELATING TO POSSIBLE SOCIAL OUTCOMES \ i T h is c h a p te r p r e s e n t s th e d a t a on how e a c h s tu d e n t group re sp o n d e d to q u e s tio n s r e l a t i n g to d e s i r e d p o s s i b le i i | s o c i a l outcom es o f th e p h y s ic a l e d u c a tio n program * The j i n d i c e s t h a t r e p r e s e n t th e s tu d e n t o p in io n s a r e p r e s e n te d 1 i n T a b le XIV* i I . ANALYSIS OP STUDENT RESPONSES I I i i The answ ers to Q u e s tio n s 1I 4 . th ro u g h 20 were consider*! i ed as i n d i c a t i v e o f c e r t a i n p o s s i b l e s o c i a l outcom es. The i I mean in d e x f o r a l l s tu d e n t s on t h i s group o f q u e s tio n s was j e le v e n , w i t h a r a t i n g o f wf A i r . ff The o n ly d i f f e r e n c e n o te d among th e s tu d e n t c l a s s i f i c a t i o n s was t h a t s tu d e n ts b e lo n g in g to a f r a t e r n i t y o r s o r o r i t y had h ig h e r i n d i c e s th a n o th e r s t u d e n t s , i The h i g h e s t in d e x among th e a c t i v i t y g ro u p s was ' found i n th e dance g ro u p . A rc h ery s t u d e n t s had th e low - i i e s t In d e x ; i n te r m e d ia te b ow ling and h o rs e b a c k r i d i n g had th e h i g h e s t i n d i c e s i n th e r e c r e a t i o n a l ty p e a c t i v i t i e s . l i t Group Means * 1 1 * P v n £ a > P P C £ H H H H H P » v n v n o o h f'o v n v n M M. H H H H p» Vn-ET’ 05 p i Vn Vo ir* M P» H H H H h-* 4 P " v n s i w i \ ) v o - p ' I i [ i | 11 i [ 11 i M v n v n r o r o rv> v n p i I— i l_J i_J l— J I — I p * \j\ir O&h MV*)|r p i p i U U U U j— 1 -pr* V n ~>a r o rv> v n p -" M H _ H* H P* H. p# \ A - P ' O 0 H W V i l l r u p i p p p u pi £ r vn -'J no r v > vn fcr P w ^ o o P P C ^ H - * _ M M M M H r-> O V n ~>J Va> r o V n .fcr p p u p u pj O t= r \o H ^ ^ w p i p p p p p i - f r 'v n - o p> ro vn v n p i p i p» p i p i p i p» v n v n ->3 no rv > vn -pr Questions All Students Boys Girls 20 and Under 21-25 In cl# 26 and Over Veterans Non-Veterans Elective Required Boy Elective Boy Required G irl Elective G irl Required Former J, C. Student S. C * Student cn c n H i 8 o »-3 P i CO H j H 3 > " ■ 5 HI 23 C 3 co po C O 8 £ J r < o o o Q m O G J p CO H O K Q trJ K O eg co •-3 § C O P I <s ro (_ I H H H H H O 'o oo- j o s v n ir- tj fc J t-* _ M t — ' M M H * t — ' 4r- vn -o r» 1 0 c * > fc r P u x P v o B B B K I — I l_J |_J |_J |_J |_J r o 0 - P “ v o r o u > <** v jt, S * r - £ < * B S S £ B j_ j h - 1 h - * H * M O £ r VO \_o \jJ U> VA |_i M M H * - * H o frvnoxnM M f" B o v n oo p iP Jr-in. o vn. P oo p ro lo (n » - * H H H H H j— 1 Vjt, J2“ C o r o r o V*> \ j \ H * H » H H H H M V nV A O oK ) MUVT, p * r-P -o P P tJ £ - M H » HHHH h j v n l r - v o r o r o v*> £ r M M M M M \A U a> H U lU > \A Questions California Outside California Boy, C alifornia Boy, Outside Gal. G irl, California G irl, Outside Cal. Organized Independent Boy, Organized Boy, Independent G irl, Organized G irl, Independent Near Campus Off Campus Boy Near Campus Boy Off Campus G irl Near Campus G irl Off Campus p> H 3 M _ O tej E g a o o ^ t» t - B to M ro O to aa i o o 05 O 0 p > s * -3 p < = 3 E 05 SS n 1 ► * * * 3 M O aa 05 o ffl o 8 f c H > _ » - 3 ro f — i p d O 05 a s i H I P f c - * 05 O O P o o 3 ° o <3 Q to 05 O 03 O Q 03 to o Hd to 03 ► a a t-3 0 2 !-3 i 5 i TABIB XIV (CONTINUED) CONVERTED SCORES OF SOCIAL OUTCOMES CLAIMED BY STUDENTS Question NUM BER OF PHYSICAL EDUCATION COURSES COMPLETED 1 2 3 k Boys G i r l s l 2 ? if 1 2 ? if 2k 1U 2k 1$ 15 i t lii 15 15 lii Hi 15 16 15 13 12 13 13 13 12 13 13 1U 12 13 lii 16 12 12 12 13 12 12 12 13 12 13 11 13 17 11 11 12 12 11 11 13 12 12 11 11 12 18 7 8 7 8 7 y 7 8 8 9 7 8 19 15 13 1h I t 15 i t lii lii lii 12 15 Hi 20 5 k 5 5 5 t ii 5 ii 5 7 6 G M 11 11 11 11 11 i i 11 11 11 11 11 12 TABLE XIV (CONTINUED) CONVERTED SCORES OF SOCIAL OUTCOMES CLAIMED B Y STUDENTS o U N I V E R S I T Y C L A S S E S *rl + ■ * C O F . s. Jr* S r . Boys G i r l s § cy F . S . J r . S r. F. s. J r . S r . lii 13 Hi i t Hi Hi lii lii Hi 10 15 15 15 15 13 13 13 12 13 13 13 12 13 Hi 12 13 16 13 13 12 12 12 13 12 11 13 12 11 12 17 11 11 12 12 11 11 12 12 11 11 12 12 18 8 8 8 6 8 8 7 6 9 9 9 6 19 1U lii 15 15 I t I t 16 17 I t I t 15 I t 20 5 6 ii ii ii 5 ii 3 6 6 t 7 G M n 11 11 11 11 11 11 11 11 12 11 11 O v o CD— j O v V n .t" l— i |— i i— i i— i vo r M ) { > 0 H w r M Vr\ H OO H M Vjr\ M CD fc> M ir ~ 'K . M M H H H H j - j jt- vjt o v ro ro Ir 'V n I — » f — i |— t } — i |_j i— i r o v n O N - o u u ) r o o i — i j_i i j— i j— i i-j v/v-fr- o w n ro -s3 h-> M H H H H v n vn. v o o o f r - on vn, v n l— i j— i i— i p i— 1 ) — 1 ro £r- vo C D 4=r vn ir- .p- M H * M M H H * ro fsr vo vo -fr- vn Jb- vn i- i r o y—i j— i |— i |— • r o h O t “ On w v n . On |— i j— i i — i i |— i |— i Vn 0 — 0 CO £ r - V o CN ON M M M M M t± ro v n - o - o v n Vn Vn ir - K o£3-a fcSfcStSfe 1 ro O J-I M _ M M h-1 H f — » U J t r O W V n U ) I T i— j i— t i— i i— i j— i i_j v n t r t ' C D O N p ' O N O ) Q u e s tio n s A rc h ery B adm inton Elem . B adm inton I n t . B adm inton Bov;ling Elem . B ow ling I n t . B ow ling G o lf E le m e n ta ry G o lf I n te r m e d ia te ^ o l f H a n d b a ll H o rseb a c k H id in g T e n n is Elem . T e n n is I n t . T e n n is B a s k e tb a ll V o lle y b a ll S o c c e r KS o S 3 W ! * > » -3 M O S 3 t» > 5 * > O ► 3 l — l <3 M M 0 3 t» o » - 3 l-l M •-3 S 0 3 0 3 tr* o o a I o 2 Q M 0 3 ro o tr< 0 3 5> o H O O 0 3 bo o 0 3 h 3 H 3 0 3 6 n X M O o as •-3 8 M H H H H H H o o oo-o o w n p - Q u e s tio n s l-» O l_i H * M M H p “ j — < O O V O lO fO p" Body B u ild in g J — 1 O |_1 |_l p p u p-vo Vn ro o ro p * B oxing l-» O M H H H H V A V o -3 O O V O p“ F e n c in g g L _ | |_ _ | |_l vnuj - j \o vo vo vo Elem . F e n c in g e M H H * M l-» V O — J — 3 — 3 — 3 V O — 3 I n t . F e n c in g M ro M — 3 -£r Ir* ’ V R W r e s tlin g B vnvo vo lo P ir ~ |r ' F u n d am en tal S k i l l s , Men 6 1 — ’ H I — * I r — 1 Owo O — 3 ro » -• p - F u n d am en tal S k i l l s , Women K H H * M H * H > pr* ir" vo V o V O V o vn M odern Dance P o v g v o g c e ^ Elem . M odern Dance e ro o co -g ift t r i g I n t . M odern Dance e J — 1 J-J f_ i U J 1 — I U i O oo oovo p -v n p - S o c i a l Dance B _ M H M M M OsONSlir H W -3 S q u a re and C o u n try D ance B L _l J_J J_J LJ J_J p - Dv— 3 (-J V O P ~ — 3 Elem . Swimming o £r* in. — 3 co < E > P B I n t . Swimming M H * p - is- c x > ro ro G l> Adv. Swimming M 1 — > H * H H H H p rv n — 3 o r v > vo vn A q u a tic s H * H » H * H H H H Vo VO — 3 fOWVoir* C om bative M V O Ov-P O oJ“ ~«P J~ ~ fev Dance p o v P v o S ^ B £ i F u n d a m e n ta l S k i l l s g H H H H H O v O v — 3 V O V O V O P~ I n d i v i d u a l R e c r e a tio n a l g p - Jr- — 3 Ir- p P . 'vn Team o o 5*> s - 3 C O s * i M ^ ^ 0 tr* I £ § isj 8 < o C3 { j> •-3 H O C O H 3 o * 4 t* > O H 3 I — I < 3 M * - 3 C O C O £1 tr« o Q o o m w O 0 M O K Q C d CO HI g * ~ 3 C O g R H H H < 3 O o S g j *-3 § j I Th© s o c c e r c l a s s In d e x was h ig h e s t among th e team c la s s e s * j I n t h e com bative g ro u p , in te r m e d ia te f e n c in g showed th e i i h i g h e s t index* The men had a h ig h e r in d e x i n t h e i r fu n d a m e n ta l s k i l l s c l a s s th a n d id th e women* i i I Q u e s tio n lit f,To w hat e x t e n t do you f e e l more a t e a s e i n t h i s c l a s s th a n a t th e b e g in n in g o f th e s e m e s te r? ” | I I n d e x - ll|, R atin g -g o o d * , I i The p r e - c o l l e g e o u t s i d e - C a l i f o r n i a g i r l s h ad a ' h ig h e r in d e x th a n th e C a l i f o r n i a g i r l s * I t a ls o was n o te d ' ! t h a t th e more c o u rs e s th e g i r l s had co m p leted , th e h ig h e r i was th e index* The in d e x o f th© fre sh m e n g i r l s was f o u r | p o i n t s lo w e r th a n th o s e o f th e u p p e r c l a s s e s * j Dance had th e h i g h e s t in d e x among th e a c t i v i t y groups w ith i n t e r m e d i a t e m odern and sq u a re dance h a v in g th e h ig h e s t dance c l a s s in d ic e s * E le m e n ta ry b o w lin g , h o rs e b a c k r i d i n g , and i n te r m e d ia te g o l f were h ig h among th e r e c r e a t i o n a l a c t i v i t i e s * I n a q u a t i c s , th e elem e n tary and advanced c l a s s e s w ere f o u r p o i n t s h ig h e r th a n th e in te r m e d ia te c la s s * I n t h e co m b ativ e g roup i n d i c e s , in te r m e d ia te f e n c - ' in g was high* Q u e s tio n l g ”How many new a c q u a in ta n c e s have you made th ro u g h t h i s a c t i v i t y c l a s s ? ” In d e x -1 3 , R a tin g -g o o d . 155 ; I , The s o r o r i t y g i r l s h ad a h ig h e r in d e x th a n d id th e j i ! in d e p e n d e n t g i r l s * No o th e r d i f f e r e n c e s were n o te d among I th e s tu d e n t c l a s s i f i c a t i o n s * I n th e a c t i v i t y g ro u p in g s , team s p o r t s and dance ; w ere found to have th e h ig h e s t in d ic e s * H orseback r i d i n g was h ig h and e le m e n ta ry b o w lin g low among r e c r e a t i o n a l ty p e c la s s e s * B a s k e t b a l l - v o l l e y b a l l and in te r m e d ia te swimming i w ere lo w e s t i n team and a q u a tic s t y p e s , r e s p e c t i v e l y . S u e s ti o n l 6 M How many p e r s o n s i n t h i s a c t i v i t y do you know by name?** In d e x -1 2 , R atin g -g o o d * i T h is q u e s tio n was d i f f e r e n t from th e p re c e d in g one. : F i r s t , t o know a p e r s o n by h i s name im p lie s more th a n ac- 1 • ! I j q u a i n ts n c e s h ip . Second, Q u e s tio n l 6 asked f o r a l l p e o p le j I i n c l a s s a s tu d e n t knew by name, n o t j u s t a d d i t i o n a l o n es ! I a c q u ir e d th ro u g h b e in g i n th e p h y s ic a l e d u c a tio n c la s s * The q u e s tio n w as, t h e r e f o r e , an a tte m p t t o m easure t h e ex- ; t e n t o f f r i e n d s h i p s c a r r i e d on i n p h y s i c a l e d u c a tio n c l a s ses* No d i f f e r e n c e s w ere n o te d among th e v a r io u s s tu d e n t i c l a s s i f i c a t i o n s and a c t i v i t y groups* I n te r m e d ia te b o w lin g was h ig h among th e r e c r e a t i o n a l ty p e in d ic e s * w ith a r c h e r y and e le m e n ta ry b ad m in to n th e lo w est* The s m a ll w r e s t l i n g and in te r m e d ia te f e n c in g c l a s s e s , had th e h i g h e s t in d i c e s i n th e co m b ativ e group* 156 J r < I n dance and a q u a t i c s , s q u a re dance and in te r m e d ia te swim- j ming were th e lo w e s t, r e s p e c t i v e l y . | Q u e s tio n 17 M To what e x t e n t h a s t h i s a c t i v i t y c l a s s b een more conducive to th e m aking o f f r i e n d s h i p s th a n U n iv e r s it y c l a s s e s t h a t m eet i n c la ssro o m s o r l a b o r a t o r i e s ? 1 1 In d e x -1 2 , R a tin g -g o o d . G i r l s e n r o l l e d i n e l e c t i v e c o u rs e s showed a h ig h e r in d e x th a n g i r l s ta k in g r e q u i r e d c o u r s e s . The same d i f f e r e n c e h e ld t r u e f o r f r a t e r n i t y 1 boys o v e r in d e p e n d e n t b o y s . The more c o u r s e s t h a t th e boys had co m p le te d , t h e ' h ig h e r was t h e i r in d e x . i i i A ll a c t i v i t y g ro u p s had r e a s o n a b ly h ig h i n d i c e s , ! t : e x c e p t a q u a tic s and fu n d a m e n ta l s k i l l s . A rc h e ry and i n - | ! i ! te r m e d ia te g o l f had th e lo w e s t and h i g h e s t i n d i c e s , r e - i t s p e c t i v e l y , among r e c r e a t i o n a l ty p e c l a s s e s . W r e s tlin g i f i I and i n te r m e d ia te f e n c in g showed h ig h e r in d i c e s th a n o th e r com b ativ e ty p e c l a s s e s . The g i r l s t a k i n g fu n d am e n tal j s k i l l s s c o re d h ig h e r th a n d id th e b o y s . I n th e a q u a tic s J I group th e i n d ic e s f o r e le m e n ta ry and advanced s tu d e n ts i ! w ere h ig h e r th a n th e in d e x f o r in te r m e d ia te stu ad en ts. Q u e s tio n 18 !*How many s o c i a l c o n t a c t s do you have w ith c l a s s members o u ts i d e o f t h i s a c t i v i t y c l a s s ? ft I n d e x - 8 , R a t i n g - f a i r . 157 ! I i T h e y o u n g e r s t u d e n t s h a d h i g h e r i n d i c e s t h a n t h e j o v e r t w e n t y - s i x a g e g r o u p . G i r l s who w e r e t a k i n g p h y s i c a l | e d u c a t i o n a s a r e q u i r e m e n t s c o r e d h i g h e r t h a n d i d t h o s e g i r l s e l e c t i n g p h y s i c a l e d u c a t i o n . The f r a t e r n i t y b o y s ’ i n d e x w a s g r e a t e r t h a n t h a t o f t h e i n d e p e n d e n t b o y s . Ho ’ c o m p a r a b le d i f f e r e n c e w a s n o t e d b e t w e e n s o r o r i t y s i s t e r s a n d n o n - a f f i l i a t e d g i r l s . S e n i o r s w e r e f o u n d t o h a v e h i g h e r s c o r e s t h a n t h o s e o f t h e o t h e r c l a s s e s . ' Among t h e a c t i v i t y g r o u p s , f u n d a m e n t a l s k i l l s w a s ! h i g h , w i t h a n i n d e x o f n i n e . I n t e r m e d i a t e g o l f h a d an i n d e x o f f o u r , w h i c h w a s p a r t i c u l a r l y l o w i n t h e g e n e r a l l y ■ l o w r e c r e a t i o n a l t y p e i n d i c e s . B a s k e t b a l l - v o l l e y b a l l and I b o x i n g w e r e l o w a n o n g t h e te a m and c o m b a t i v e t y p e a c t i v i - j t i e s , r e s p e c t i v e l y . . Q u e s tio n 19 nDo you b e l i e v e t h a t becom ing s a t i s f a c t o r i l y s k i l l e d i n t h i s a c t i v i t y w i l l g iv e o p p o r t u n i t i e s to make and c o n tin u e f r i e n d s h i p s a f t e r you le a v e s c h o o l ? 1 1 I n d e x - l l j ., R a t i n g - g o o d . The o l d e r s t u d e n t s h a d a h i g h e r i n d e x t h a n y o u n g e r a g e g r o u p s . The sam e w as t r u e o f t h e v e t e r a n s o v e r t h e n o n - v e t e r a n s . I t w a s n o t e d t h a t t h e i n d i c e s o f t h o s e g i r l s who h a d r e c e i v e d t h e i r p r e - c o l l e g e e d u c a t i o n i n C a l i f o r n i a w a s t h r e e p o i n t s h i g h e r t h a n t h a t o f n o n - C a l i f o r n i a g i r l s . S o r o r i t y g i r l s 1 i n d e x w a s h i g h e r t h a n _ t h a t _ o f n o n - a f f i l i a ted 158 ' ■ g i r l s * The boy s e n i o r s had th e h i g h e s t in d e x o f any s t u - j j ! d e n t group on t h i s q u e s tio n * ] i H igh i n d i c e s f o r th e a c t i v i t y g r o u p in g s w ere found f o r dance and r e c r e a t i o n a l ty p e s , b u t fu n d a m e n ta l s k i l l s | was c o n s p ic u o u s ly low* A rc h e ry and b adm inton w ere low i ' among th e r e c r e a t i o n a l ty p e c l a s s e s . G o lf and in te r m e d ia te ! b o w lin g w ere o u t s t a n d i n g l y h ig h . • Among com b ativ e c l a s s e s , i n te r m e d ia te f e n c in g and body b u i l d i n g w ere h ig h and low , r e s p e c t i v e l y . S o c ia l dance 1 and i n te r m e d ia te m odern dance s c o r e d h ig h in d i c e s o f e ig h - i t e e n and tw e n ty , i n t h a t o r d e r , i n th e dance g ro u p . M ens 1 . fu n d a m e n ta l s k i l l s was f i v e p o i n t s h ig h e r th a n th e women’ s [ I ; ! c l a s s . ; i * Q u e s tio n 20 ffHow o f t e n h as y o u r m aking th e ac q u a in ta n c e w ith a member o f th e o p p o s ite se x i n a c o e d u c a tio n a l c l a s s r e s u l t e d i n ftd a t e s 1 1 w ith t h a t p e r s o n ? 1 1 In d e x -5 , R a tin g -s m a ll* The younger th e s t u d e n t , th e g r e a t e r th e in d e x ! s c o re d on t h i s q u e s tio n . The g i r l s e l e c t i n g p h y s ic a l edu c a t i o n had a h ig h e r in d e x th a n th e boy3 e l e c t i n g p h y s ic a l , e d u c a tio n . Those s tu d e n ts who b e lo n g e d to f r a t e r n i t i e s and s o r o r i t i e s a l s o o u ts c o re d th e n o n -o rg a n iz e d s t u d e n t s . The more p h y s ic a l e d u c a tio n c o u r s e s a g i r l had c o m p le te d , j | t h e g r e a t e r w e r e t h e i n d i c e s , b u t t h e u p p e r c l a s s b o y s I » I h a d l o w e r i n d i c e s t h a n t h e f r e s h m a n a n d s o p h o m o r e b o y s . i T h r e e a c t i v i t y t y p e s , d a n e e , f u n d a m e n t a l s k i l l s , a n d r e c r e a t i o n , a l l h a d t h e h i g h e s t i n d e x o f s i x . Among t h e j i n d i v i d u a l a c t i v i t y c l a s s e s , i n t e r m e d i a t e g o l f w a s l o w e s t , j ; w i t h an i n d e x o f o n e . A l l a c t i v i t y c l a s s e s e x c e p t s o c i a l i ‘ d a n c e h a d i n d i c e s o f s i x o r b e l o w . \ I I . SUMMARY OP THE CHAPTER T h i s c h a p t e r h a s p r e s e n t e d t h e a n s w e r s o f t h e s t u d e n t s t o q u e s t i o n s r e l a t i n g t o d e s i r e d p o s s i b l e s o c i a l o u t c o m e s . F o r t h e m o s t p a r t , i n d i c a t i o n s o f t h e s o c i a l b e n e f i t s d e r i v e d b y t h e s t u d e n t s w e r e f a i r . S t u d e n t s ap p e a r e d t o f e e l a t home i n t h e c l a s s e s an d p r o f e s s e d a b e l i e f i n t h e s o e i a l v a l u e o f c a r r y - o v e r s k i l l s t o a c o n s i d e r a b l e e x t e n t . O u t s i d e s o c i a l c o n t a c t s w i t h s t u d e n t s m e t i n t h e p r o g r a m w e r e a p p a r e n t l y f e w , b u t t h e r e w e r e i n - i | d i c a t i o n s t h a t som e f r i e n d s h i p s w e r e m ade i n p h y s i c a l e d u - 1 c a t i o n c l a s s e s . CHAPTER XI THE OPINIONS OP PHYSICAL EDUCATION STUDENTS ON QUESTIONS RELATING TO POSSIBLE RECREATIONAL OUTCOMES Th.is c h a p te r p r e s e n t s th e d a t a on how e a c h s tu d e n t g roup re sp o n d e d t o th e q u e s tio n s r e l a t i n g to d e s i r e d p o s s i b l e r e c r e a t i o n a l o u tco m es. The I n d ic e s t h a t r e p r e s e n t th e s tu d e n t o p in io n s a re p r e s e n te d i n T able XV. I . ANALYSIS OF STUDENT RESPONSES The answ ers to Q u e s tio n s 21 th r o u g h 2$ w ere c o n s i d e r e d a s i n d i c a t i v e o f c e r t a i n p o s s i b l e r e c r e a t i o n a l o u tco m es. The mean in d e x f o r a l l s tu d e n ts was n in e , w ith a r a t i n g o f M f a i r . M Most s tu d e n t c l a s s i f i c a t i o n s v a r ie d l i t t l e from t h e in d e x f o r a l l s t u d e n t s . G i r l s who had e l e c t e d p h y s i c a l e d u c a tio n had a h ig h e r in d e x th a n any o th e r s tu d e n t g ro u p . The f r a t e r n i t y b o y s 1 in d e x was g r e a t e r th a n t h a t o f th e In d e p e n d e n t b o y s. Among th e a c t i v i t y g ro u p s , th e h i g h e s t I n d ic e s w ere found f o r th e a q u a tic s and r e c r e a t i o n a l ty p e s , b u t a r c h e r y was p a r t i c u l a r l y low among th e g e n e r a l l y h ig h r e c r e a t i o n a l I n d i c e s . The b o y s ’ fu n d am e n tal s k i l l s in d e x I II f? o C D B C O jj{ o ro iv> rv> ro ro e ; vn.-P'V jo ro p* I i | i VO - > J U ) H C O |r - V O £ C X > OvV jJ ro 004=“ I j [- I so vo r v > o -o vn v o c o vjt. fc> — o | r " p p c o O v u > m o o j r * I - i |. - i o o v n u ) o v o j r OD K J X K j J H V ) f - I - 1 P-* V O OvV a > iv> O O V JI H v o O v w M v o 4=" VO -»3 J=r p j -sj 4=r _ H * M VO O v W H ' O V A ^ H H o o O v u > r o - j £ r P P vo VOU i o r o v e | r v o - J U H OOVJT Q u e s tio n s A l l S tu d e n ts Boys G i r l s 20 and U nder 2 1 -2 5 In c l* 26 and O ver V e te ra n s N o n -V e teran s E l e c t i v e R e q u ire d Boy E l e c t i v e Boy R e q u ire d G i r l E l e c t i v e G i r l R e q u ire d usassfcJ- c- S # C. S tu d e n t co g q w *-3 h3 cj P » C O fig t?3 » - 3 M ! * » Co 5*> < — j c3 ► e p^ o o o § I o o P m K j 0 0 » - 3 3 t? 3 a c o 1 9 1 T A B L E X V O ro ro po rv > rv S ^ \j\Jpr\Ai i\> i — » I t O O Vo p - 1 — J p " I i |_j O O O v V O j-J O O p* | 1 p j O0 O W o I—* CO P" VO 0 vVo fO v o P " v o v o r o I — 1 I — 1 v o O V J V O - s J j r v o v o v o rv> c o v n j _i j _i 0 0 Qs ro t — • — J V jl> |_ J p j o v o V o V o v o O v 0 0 v n ro h - o u ) H H VO v o Vo H -O V A OO GO Ho v o - O p " i—1 H vo — j vo j— J 0 0 v n I I p OO Ov V o K -J O O P * vo O v vj £ 0 go vn v o Ov v o r v o o p H H vo vo vo o own OO 0 0 fV p j -VI P " Questions C alifornia Outside C alifornia Boy, California Boy, Outside Cal, G irl, California G irl, Outside Gal, Organized Independent Boy, Organized Boy, Independent G irl, Organized G irl, Independent Near Campus Off Campus Boy, Near Campus Boy, Off Campus G irl, Near Campus G irl, Off Campus s o h 3 W O as c ? O O } e » »-3 * X 3 M S O o m s 1 o o CD O o e CO H 3 O > td »-3 O r~* Sc» CD £S l-J g *-3 1 - 4 o as C D O E C o o O 7 x 3 > - t-3 W M W O CD 5 3 B h ! £ HI I — I 8 IS ^ 8 O ! 2 5 t? l O £ d O O £ g g CD o Q ’ ’s i W K j CD H i C 3 i5 CD td K H " c J § 1 6 3 i i TABUS XV (CONTINUED) CONVERTED SCORES OF RECREATIONAL OUTCOMES CLAIMED BX STUDENTS Q u estio n NUM BER OF PHYSICAL EDUCATION COURSES COMPLETED 1 2 3 u Boys G i r l s 1 2 3 1 2 3 h 21 3 k 5 6 3 u 5 6 U 1 * h 6 22 7 7 8 9 7 8 9 10 6 6 7 9 23 12 11 11 11 12 12 11 11 12 10 10 11 2k 13 12 13 12 13 13 13 13 13 12 13 12 25 6 7 6 8 6 6 5 6 10 8 7 10 C M 8 8 9 9 8 9 9 9 9 8 8 10 § 3 0 0 © TABUS X V (CONTINUED ) CONVERTED SCORES OF RECREATIONAL OUTCOMES CLAIMED BT STUDENTS U N I V E R S I T X C L A S S E S F .• S. J r . S r. Boys G ir ls n? _ F. S. J r . S r. F. S. J r . S r . 21 i * 5 s I 4 u u 1 * k h 6 5 3 22 7 8 8 9 7 8 8 9 7 7 10 9 23 12 11 10 12 12 11 10 11 12 11 10 11 2k 13 12 13 1 1 * 13 12 12 13 Hi 13 13 13 2f > 7 7 6 6 5 6 6 6 1 0 9 8 10 G M 8 8 8 9 8 8 8 9 9 9 9 10 O ro ro ro ro ro jg; vnfr-vo ro h* jr* ro c d - pr-vjn.Vx> o o c n n > ' o o o j r .£ CO O n r o V© CO -pr t_j [ ., j o o O n M O O n O n Hi H * H1 H * O M v n .H r oo p r H H H _ O l — 1 £ " Vo -O £r- tt H 1 M M 1 — 1 ro ro On*> i h V a H H* H H* O Vn-O p r o V * > H* H* M H* O V f\-0 U ) O V J g C o H N ^ 'O O ' M H H H H * no vn. ro ro -o i_ j i _ii_) h* O v o i r K) O V A H H M H J , H* OOpr* M Q V A H» M M H M H* h * v n f c r H* ■tr" VO VAHJ J o v o fr~ -o o n o 03 h vn oo vn ro no no -o Q u e s tio n s A rc h e ry B adm inton Elem . B adm inton I n t . B adm inton B ow ling E lem , B ow ling I n t . B ow ling G o lf E le m e n ta ry G o lf I n te r m e d ia te G o lf H a n d b a ll H o rseb ack R id in g T en n is Elem . T e n n is I n t . T e n n is B a s k e tb a ll V o lle y b a l l S o c c e r S o f t b a l l ?o t?j o ta ► - 3 M O S S J n > tr * o i-3 H < M h 3 M fe s co o v * - 3 < a C w C O i-3 g s t r 1 O ^ Q o ss c z j ► * 3 m o w O »-3 C O O O to K C O »-3 W sas 1-3 C O C O O o o f i ro ro ro ro ro vnp-vo ro M Q u e s tio n s - J f-* M ro O H vavjj Body B u ild in g — J i_j [ i ro oo o ro oj B oxing co M M O 03 CD-p- F e n c in g OO 1 _i j_i ro o co cqkjj Elem . F e n c in g vo b-> M cow O-vi vn I n t . F e n c in g V O l 11 j O V O H vn. V O W r e s tlin g OO H * ^ 1 — * VAH H * ow n F u n d am en tal S k i l l s , Men vn vn vo -o h v j F u n d am en tal S k i l l s , Women vn O ~o co ao.fr* M odern Dance *=- O Vn O v own E lem . M odern D ance VO I n t . M odem D ance ro H 1 — * * H vn-sj ow n ov S o c i a l Dance vo O V n vo vn C o u n try and S q u a re Dance VO oojr-vn Cop“ E le m e n ta ry Swimming o j__i j — i j — i 1 — i v n i r s i vn I n t . Swimming M ro H H H H , h vj CM-j vn Adv. Swimming M o M H fc* O v n P " v o P * A q u a tic s oo | « r o o v c v a C om bative vo Ov lo in -> 3 vn Dance CN VT\ o v o F u n d am en tal S k i l l s vo •>] t ' f O o P I n d iv i d u a l R e c r e a tio n a l oo vn h o o vn Team o o * -3 pHtJ co tr1 • g S B S S o fe s i-3 M O CO ► - 3 S t? 3 CO o >• o K 3 I — I « = ! M •-3 tsl CO M O £ t - 8 O a; c3 E 3 CO o o o s CO H I H C o £ to o o as H 1 6 6 I was t h r e e p o i n t s h ig h e r th a n th e g i r l s ' in d e x . S o c ia l I j dance was h ig h e r th a n any o t h e r dance co u rse * E le m e n ta ry ! i 1 m odern dance was th e lo w e s t. A dvanced swimmers showed a 1 h ig h e r in d e x th a n th e s t u d e n t s i n th e o th e r swimming | c l a s s e s . i I QUe3t i o n 21 "To w hat e x t e n t have you u se d s k i l l s j le a r n e d i n t h i s o r o th e r p h y s ic a l a c t i v i t y c o u rs e s a t U. S. C. to p a r - | t i c i p a t e i n th e U n iv e r s it y R e c r e a tio n Program ? n i In d e x -lf, - R a tin g - s m a ll. 1 A ll campus s o c i a l o r g a n i z a t i o n g ro u p s had g r e a t e r i n d i c e s th a n g ro u p s who w ere n o n - a f f i l i a t e d . G i r l s e l e c - i t i n g p h y s i c a l e d u c a tio n s c o re d h ig h e r th a n g i r l s ta k in g j i p h y s ic a l e d u c a tio n a s a r e q u ir e m e n t. The " e l e c t i v e 1 * g i r l s ■ a ls o o u ts c o re d t h e " e l e c t i v e 1 1 boys* The more c o u rs e s s t u d e n ts h ad co m p leted i n p h y s ic a l e d u c a tio n , th e g r e a t e r w ere th e i n d i c e s . No d i f f e r e n c e s w ere n o te d among th e a c t i v i t y g ro u p s . i Among th e r e c r e a t i o n a l a c t i v i t i e s , h o rs e b a c k r i d i n g had th e h i g h e s t in d e x . The in d e x f o r in te r m e d ia te g o l f was o n ly two* S o f t b a l l was h ig h e s t o f th e team s p o r t s , and i n t h e dance g ro u p , in te r m e d ia te m odern dance h ad th e h i g h e s t index* Q u e s tio n 22 "To what e x t e n t h a s p a r t i c i p a t i o n i n t h i s a c t i v i t y c o u rs e c r e a t e d enough ' - i 6 - 7 i n t e r e s t f o r you to a t te n d c o n te n ts • i n t h i s a c t i v i t y as a s p e c t a t o r ?*1 | In d e x - 8 , R a t i n g - f a i r * ! i ; ] Among age g ro u p s , th e o l d e r s tu d e n ts had t h e h ig h e s t ! I index* S tu d e n ts e l e c t i n g p h y s ic a l e d u c a tio n w ere fo u n d to h ave a h ig h e r in d e x th a n s tu d e n ts t a k i n g p h y s ic a l e d u c a t i o n as a re q u ire m e n t* G i r l s e l e c t i n g p h y s i c a l e d u c a t i o n i had th e h i g h e s t in d e x , tw e lv e , o f any s tu d e n t group answ er in g Q u e s tio n 22* T h e ir in d e x was f o u r p o i n t s h ig h e r th a n t h a t o f th e g i r l e n r o l l e d to m eet th e g r a d u a tio n r e q u i r e ment * The f r a t e r n i t y boys* sc o re was above t h a t o f th e n o n - a f f i l i a t e d boys* I t was n o te d t h a t th e more c o u r s e s ! I | | s tu d e n ts had co m p leted and th e h ig h e r th e c l a s s s ta n d in g , I I | [ I th e g r e a t e r were th e in d ic e s * < I I Among a c t i v i t y g ro u p s , th e in d e x f o r team s p o r ts was i ! h ig h and t h a t f o r fu n d a m e n ta l s k i l l s was low* T e n n is , g o l f J t I and h o rs e b a c k r i d i n g w ere h ig h among r e c r e a t i o n a l type i | co u rse s* Boxing and w r e s t l i n g w ere h ig h emong th e comba- | t i v e ty p e a c t i v i t i e s * I n te r m e d ia te m odern dance had a r | h ig h e r in d e x th a n any o t h e r dance c l a s s . The advanced | swim m ers 1 in d e x was above th e i n d i c e s f o r e le m e n ta ry and in te r m e d ia te s tu d e n ts * Q u e s tio n 23 **How o f t e n do you p a r t i c i p a t e i n t h i s - a c t i v i t y on y o u r own tim e o u ts i d e o f class?** I i In d e x -1 1 , R a t i n g - f a i r . 1 6 8 i T ills q u e s t i o n en d e av o red to d e te rm in e th e amount o f i ! im m ediate c a r r y - o v e r em ploying th e s p e c i f i c s k i l l w hich j th e s t u d e n t s w ere l e a r n i n g . T h is q u e s tio n i s c o n t r a s t e d ! w ith Q u e s tio n 21, w hich r e f e r r e d t o a l l a c t i v i t y s k i l l s le a r n e d a t th e U n iv e r s it y as Im m e d ia te ly c a r r i e d o v e r f o r u se i n a s p e c i f i c program* i j The boys* in d e x was h ig h e r th a n t h a t f o r g i r l s . The same was t r u e f o r y o u n g er s t u d e n t s , as com pared to o ld e r s t u d e n t s . The boys and g i r l s who b e lo n g e d to campus s o c i a l o r g a n i z a t i o n s s c o re d above th e n o n - o r g a n iz a tio n a l s tu d e n ts * The p r e - c o l l e g e C a l i f o r n i a g i r l s were h ig h e r th a n t h e g i r l s who had p r e v io u s l y r e s i d e d o u ts i d e th e S t a t e . ■ A q u a tic s was fo u n d to have th e h i g h e s t in d e x among i th e a c t i v i t y g ro u p s . I t was th r e e p o i n t s above t h e a l l - j ! s tu d e n t in d e x . A rc h e ry was th e lo w e s t o f any o f th e r e - | c r e a t i o n a l a c t i v i t y c l a s s e s , w h ile in te r m e d ia te b o w lin g was h ig h . B a s k e t b a l l - v o l l e y b a l l was h ig h among team s p o rts * Mens* fu n d a m e n ta l s k i l l s s c o re d h ig h e r th a n th e g i r l s * i c l a s s . S o c ia l dance s tu d e n ts * In d e x was g r e a t e r th a n th e | 'o t h e r dance i n d i c e s . The advanced swimming c l a s s sc o re d above th e e le m e n ta ry and I n te r m e d ia te c l a s s e s . Q u e s tio n 2 k f,To w hat e x t e n t do you in t e n d to p a r t i - - c ip a te I n t h i s a c t i v i t y a f t e r th e course I s c o m p le te d ? 1 1 j In d e x -1 3 , B a tin g -g o o d . 1 6 9 i j The y o u n g er age group o f s tu d e n ts , th o s e tw e n ty and j : i ! u n d e r, showed a h ig h e r in d e x th a n th e o ld e r age g ro u p s. ] ! i jThe s o r o r i t y g i r l s s c o r e d above t h e in d e p e n d e n t g i r l s . No ! ' o th e r d i f f e r e n c e s w ere n o te d among th e s tu d e n t c l a s s i f i c a - : t i o n s . i j Among th e a c t i v i t y g ro u p s , th e i n d i c e s o f f i f t e e n | and f o u r t e e n f o r a q u a tic s and r e c r e a t i o n a l ty p e s , r e s p e c - , i > t i v e l y , w ere th e h i g h e s t . G o lf s tu d e n ts h ad th e h ig h e s t i 1 ; s c o re o f th e r e c r e a t i o n a l c l a s s e s and a rc h e ry th e lo w e s t. i [ 1 B oth th e b a s k e t b a l l - v o l l e y b a l l and s o f t b a l l a c t i v i t i e s ' w ere ■ , h ig h f o r th e team g ro u p . I n te r m e d ia te f e n c in g was h ig h a- i i mong th e com bative a c t i v i t i e s . S o c ia l dance and advanced j i swimming w ere o u ts t a n d in g l y h ig h i n t h e i r r e s p e c t i v e g ro u p s ; E le m e n ta ry m odern d an c e, w ith an in d e x o f f i v e , was low f o r a l l i n d i v i d u a l a c t i v i t y c l a s s e s . i Q u e s tio n 25 "How o f t e n have you p a r t i c i p a t e d i n t h i s a c t i v i t y on a d a te w ith a member o f th e o p p o s ite sex ?" In d e x - 7 » H a ti n g - s m a ll. I The p u rp o se o f t h e q u e s tio n was to a s c e r t a i n t o ! j w hat e x t e n t p h y s ic a l e d u c a tio n a c t i v i t i e s ta u g h t at th e ! U n iv e r s it y w ere u se d as a medium f o r s o c i a l i z i n g betw een boys and g i r l s . The b o y s 1 in d e x was c o n s i s t e n t l y h ig h e r th a n g i r l s 1 f o r a l l g ro u p s c l a s s i f i e d a c c o rd in g t o se x . No o th e r d i f - ' f e r e n e e s w ere n o te d among th e s e v e r a l c l a s s i f i c a t i o n s . 170 | i A q u a t i c s , w i t h an i n d e x o f t e n , w a s h i g h am ong t h e j a c t i v i t y g r o u p s . Team s p o r t s , w i t h a n i n d e x o f t h r e e , w a s j v e r y l o w . B o w l i n g , h o r s e b a c k r i d i n g , and t e n n i s w e r e h i g h am ong r e c r e a t i o n a l t y p e a c t i v i t i e s ^ F e n c i n g w a s h i g h i n t h e c o m b a t i v e g r o u p . S o c i a l d a n c e h a d t h e h i g h e s t i n d e x o f a n y o f t h e a c t i v i t y c l a s s e s . T he tw o u p p e r s e c t i o n s o f sw im m in g s c o r e d a b o v e e l e m e n t a r y s w im m in g . I I . SUMMARY OF THE CHAPTER T h i s c h a p t e r h a s p r e s e n t e d t h e a n s w e r s o f s t u d e n t s t o q u e s t i o n s r e l a t i n g t o d e s i r a b l e p o s s i b l e r e c r e a t i o n a l | o u t c o m e s . I n g e n e r a l , t h e s t u d e n t s 1 a n s w e r s i n d i c a t e d t h a t : t h e p r o g r a m s * r e c r e a t i o n a l o u t c o m e s w e r e f a i r . Some im - ; i m e d i a t e c a r r y - o v e r w a s i n d i c a t e d , w h i l e c o n s i d e r a b l e i n t e n t i o n s o f f u t u r e c a r r y - o v e r i n t h e r e s p e c t i v e a c t i v i t i e s w e r e s t a t e d . S o c i a l u s e o f s k i l l s a s a 1 1 d a t i n g ” m ed iu m w a s i n f r e q u e n t an d s p e c t a t o r i n t e r e s t i n t h e a c t i v i t i e s o f t h e p r o g r a m w as l o w . V i r t u a l l y n o t r a n s f e r o f p r o g r a m l e a r n e d s k i l l s t o t h e u n i v e r s i t y - s p o n s o r e d r e c r e a t i o n a l p r o g r a m w a s I n d i c a t e d . ! I CHAPTER X II THE OPINIONS OP PHYSICAL EDUCATION STUDENTS ON THE ' QUESTIONS RELATING TO POSSIBLE SKILL OUTCOMES T h i s c h a p t e r p r e s e n t s t h e d a t a o n how e a c h s t u d e n t g r o u p r e s p o n d e d t o t h e q u e s t i o n s r e l a t i n g t o d e s i r e d p o s s i b l e s k i l l o u t c o m e s ♦ The i n d i c e s t h a t r e p r e s e n t s t u d e n t o p i n i o n a r e sh o w n i n T a b le X V I, I . ANALYSIS OP STUDENT RESPONSES The answ ers to Q u e s tio n s 26 th r o u g h 30 w ere con- j s id e r e d as i n d i c a t i v e o f c e r t a i n p o s s i b l e s k i l l outcom es, 1 A mean in d e x o f t e n w ith a r a t i n g o f w f a i r M was o b ta in e d f o r th e answ ers to th e s e q u e s tio n s . No n o te w o rth y d i f f e r e n c e s w ere o b se rv e d among th e s e v e r a l s tu d e n t c l a s s i f i c a t i o n s and a c t i v i t y groups* ^ S o c c e r w a s h i g h am ong te a m s p o r t s , a s w a s i n t e r m e d i a t e m o d e r n d a n c e i n t h e d a n c e g r o u p . The a d v a n c e d sw im m e r f s I n d e x w a s h i g h e r t h a n t h e i n d i c e s o f t h e tw o l o w e r c l a s s i f i c a t i o n s o f s w im m e r s , i 1 Q u e s tio n 26 1 1 How much b e t t e r a re you a b le to p e r form t h i s a c t i v i t y now th a n a t th e b e g in n in g o f th e s e m e s te r ? 1 1 In d e x -l5 > R ating-good* s _ ro ro ro i\> m O vO GO— 4 On I I § *0 ro G O M O — 4 v o O D O - 4 V ) C O M V l | - » » — ,jl o 0 0 o O O U J E" M M M O G O v o 0 0 r o VA l_j j-J } — 1 O - o v o 0 0 r o v n 1 1 |_ ji v o O v v o - v l H ^ n O - 4 v o -O r o v n \— i M M O -J vo vo ro vn, o ~ o v o 0 0 r o v n O - J vo O O O I — J o vo co ro vn. M M v o v o r o \ n | a a ) O c o v o - o vo i ? to*"' o — 4 vo - o t o v n I I | -y l | ■ o — 4 vo 0 0 ro vn Q u estion s A l l S tu d en ts Boys G ir ls 20 and Under 21-2^ I n c lu s iv e 26 and over Veterans Non-Veterans E le c t iv e Required Boy E le c t iv e Boy Required G irl E le c t iv e G ir l Required Former J# C# Student S. C# S tudent u > m * ~ 3 Hi » * * W 1-3 SO a > CO S g a 0 3 ro i-3 > > J 2J H3 CO c4 fg CO r f o Q 83 O s§ C O w M o 8 CO o £ H i CO » -3 1-3 C O K SI ZLX O vo r v > ro ro ro O vo oo-o ov O -v i v o o o £ o t n H H H O - 0 v o c d r o v n O - o v o c d r o v n l_ _ t p p o - j vo \o ro vn. H I — * H M CD O CD VO M M MM o - o o c d iv> v n o - 0 vo cd r v > vn M M M M M -o o vo ro vn I > MM O -v i v o o o m v n p p p j O GO v o — 0 V o - b - M M M M O v o O CO V o - p - M M M M M c d o o o r o v n p p p O - o v o c d r o v n M M M O - o v o v o r o v n O - 0 vo co ro v n M M M M M oo o C D vu vn M M M M p i o o o CD v o Q u e s tio n s C a l i f o r n i a O u ts id e C a l. Boy, C a l i f o r n i a B oy, O u ts id e C a l. G i r l , C a l i f o r n i a G i r l , O u ts id e Cal, O rg a n iz ed In d e p e n d e n t B oy, O rg a n iz ed B oy, In d e p e n d e n t G i r l , O rg a n iz ed G i r l , In d e p e n d e n t N ear Campus O ff Campus Boy, N ear Campus Boy, O ff Campus G i r l , N ear Campus G i r l , O ff Campus ► - 9 H _ O 25 c=| O p \ x > t-3 m a o m las I o o C O m C O 8 £ f* C O *-3 O { B > S O 1 - 3 P cd S f c * C O 5 2 5 M *-3 I — 1 O s a s 0 3 O s o o tr» o P a m a M K l O C O is; »-3 o Q a 0 0 3 o o § M P o Q O P C d H C O t-3 B C O T A B 1 E X V T ' ( C O N T I N U E D ) TABLE XVI (CONTINUED) C O N V ER TED SCORES O F SKILL O U T C O M E S CLA IM ED BY STUDENTS C N U M B E R O F C O U R S E S I N P H Y S I C A L E D U C A T I O N C O M P L E T E D O - ■ -- . . - - --- - - - - - ______ . . - '__ . — . < D 3 c . 4 1 2 3 t 1 2 3 t 26 15 15 15 16 15 15 15 16 13 I t 13 16 27 11 12 12 12 11 12 12 12 1 2 13 13 1 2 28 7 8 9 9 7 8 9 10 6 7 8 9 29 10 9 9 10 9 9 9 10 10 9 10 10 30 7 7 7 8 7 7 6 7 8 8 8 9 G M 11 10 10 11 10 10 10 11 10 10 10 11 T A B U S X V T ( C O N T I N U E D ) C O N V E R T E D S C O R E S O F S K I L L O U T C O M E S C L A I M E D B X S T U D E N T S Question U N I V E R S I T Y C L A S S E S F# S. Jr. Sr _ Boys Girls F. S. Jr. Sr. F. S. Jr. Sr, 26 15 15 I t 15 15 15 I t 15 13 I t I t 15 27 1 2 1 2 12 12 12 12 1 2 1 2 13 13 12 13 28 7 9 9 7 8 9 9 7 6 8 7 8 29 10 9 8 9 10 9 9 9 10 9 7 10 30 8 7 7 7 7 7 7 6 9 8 6 8 G M 10 10 10 10 10 10 10 10 11 10 9 11 1 o 1 3 ! u ro m ro ro O V O 03-si O \o O I-1 H O s S O O O U ) O n M O O s O O O O to -tj J -1 I H H h - * oo o oo Jr-vn M O O s G O O s U J N J I M O M M O s-< j O sV j O O s i M M 03 S O O O J ~ r -|r - 1 1 g pj pi V n C O — J K j J O s 1 1 g pi | * vn oo -j u > \n M O p Pi O s S O O s V o — j f _ j M M H H -J P so V a > -J pj M P so -J i M O pj pi O s so 03 to O s i 'p j O pj pj Q s 03 03 to O s M O v n so so ^ ^ n VO O s C O oo o M i j M to |m J |h m J |m I I m J O S pj j — * ' o O — J i so ( - * - s ) 03 so so to Q u e s tio n s A rc h e ry B adm inton E lem . B adm inton I n t . B adm inton B ow ling E lem , B ow ling I n t . B ow ling G o lf E lem . G o lf I n t . G o lf H a n d b a ll H o rseb ack R id in g T e n n is Elem . T e n n is I n t . T en n is B a s k e tb a ll V o lle y b a ll S o c c e r S o f t b a l l P d m o p a H 3 W O J * = * t r * i » o »-3 M < J M M f c s j C O o O C O O O C O § C O i — i tf* e« o o o C O o p to c o H I * - 9 C O o * - 3 M < J M T A B I E X Y I ( C O N T I N U E D ) r i U) im ro ro ro OV3© ^ O n Q u e s tio n s M M M M MM O O so M Jr- Body B u ild in g K H H H H ro V jo N o t - B oxing o P S ooso F e n c in g H 3 M H * -O so Os-l=''“* * J E lem . F e n c in g S s M M M _ M ro -o ro oo I n t . F e n c in g K M j — • j-j Os |-J sO C r- so W r e s tlin g 9 11 O s co M so £ u > M M H H I — > M S O M V jO F u n d am en tal Q iC X JL IS i ^,0 X I F u n d a m e n ta l S k i l l s , Women 03 p * * M £ |g K *»>. tof»i K MM M M M V O so ro V o M odern D ance M M MM MM O M so M V a J Elem* M odern Dance £ M M M M M -< J U * V j O V a > I n t . M odern D ance 1 O M MM so M 4^"U > vn S o c i a l Dance o m M M -> 1 O -^ M a S q u a re and C o u n try D ance I-1 M o o g c o ^ K E lem . Swimming <© r l j O M M O s s o O s r o v n I n t . Swimming {s> H3 M O m M ro o l o - j t 'v n Adv. Swimming M J— * M M M CD M - J V o O s A q u a tic s a g M M s o P s o t > -E r C om bative M j— j |_ i m M M O r o o o r o v n D ance o M O M M M SO S O O o v o F u n d am en tal S k i l l s » * » o > — 3 3 M t-3 3 0 3 s M 1 1 — o s o *~o v o v n I n d i v i d u a l R e c r e a tio n a l s M M O S s o S O M v o Team O o co o o o > o CO t* 5 M P O O Q O P ta CO 0 3 1 3 1 T A 3 1 E X V I ( C O N T I N U E D ) ------------ 177 I f No n o te w o rth y d i f f e r e n c e s w ere o b se rv e d among th e i i i j s e v e r a l s t u d e n t c l a s s i f i c a t i o n s and a c t i v i t y groups* i A rch ery s tu d e n ts im proved to a l e s s e r d eg ree th a n d id th o s e o f any o th e r r e c r e a t i o n a l ty p e c la s s * E le m e n ta ry ; bad m in to n , in te r m e d ia te g o l f , and h a n d b a ll were h ig h . i ! S o c c e r s t u d e n t s w ere o u ts t a n d in g l y h ig h e r th a n th e s t u - i I d e n ts o f th e o th e r team a c t i v i t i e s * W r e s tlin g and e l e - k I ! m e n ta ry f e n c i n g had th e h ig h e s t in d e x among com bative ■ c la s s e s * I n te r m e d i a te f e n c e r s d id n o t s c o r e as h ig h as th e ! b e g in n in g f e n c e r s , and w ere lo w e r th a n t h e s tu d e n ts i n th e o t h e r com bative a c t i v i t i e s . S tu d e n ts i n in te r m e d ia te , . 1 ' m odern dance had a h ig h e r in d e x th a n th o s e o f any o t h e r | dance c la s s * E le m e n ta ry swimming had an in d e x s u p e r io r to ! t h a t o f I n te r m e d ia te and advanced swimming* i Q u e s tio n 27 "What d e g re e o f s k i l l d id you e x p e c t to a t t a i n i n t h i s a c t i v i t y when you f i r s t e n r o l l e d i n i t ? ” | In d e x -1 2 , R atin g -g o o d * i | The in d e x f o r th e e n t i r e s tu d e n t g ro u p was th r e e I p o i n t s l e s s th a n th e in d e x f o r Q u e s tio n 26. T h is i n d i c a t e d i i t h a t th e s k i l l Im provem ent d u r in g th e s e m e s te r exceed ed e x p e c ta tio n s by a "m arked" d i f f e r e n c e . No d i f f e r e n c e s ! w ere o b se rv e d among th e v a r io u s s tu d e n t c l a s s i f i c a t i o n s . ! i I __ i 1 7 8 I i 1 Among a c t i v i t y g ro u p s, fu n d a m e n ta l s k i l l s was low - j ■ i ! e s t w ith an in d e x o f ten* I n e v e ry r e c r e a t i o n a l ty p e c l a s s ! i e x c e p t a r c h e ry and in te r m e d ia te b o w lin g , th e s tu d e n ts s c o re d h ig h e r on t h i s q u e s tio n th a n on th e p r e v io u s q u es tio n * I n th e two c l a s s e s m e n tio n e d , th e a tta in m e n t m a tc h e d 1 . th e e x p e c ta tio n s * S o c c e r and advanced swimming had h ig h e r i n d i c e s th a n th e o th e r c l a s s e s i n team s p o r t s and a q u a tic s , r e s p e c tiv e ly * Q u e s tio n 28 ”How much b e t t e r c a n you p e rfo rm th e fu n d a m e n ta l s k i l l s o f r u n n in g , jump in g , th ro w in g , and s t r i k i n g as a r e s u l t o f a l l c o u rs e s you have ta k e n i n p h y s ic a l e d u c a tio n a t U* S. C .? tt i I n d e x - 8 , R a t i n g - f a i r * j i ] N o n -v e te ra n s had a h ig h e r in d e x th a n t h a t o f the j j v e te ra n s * Boys who b elo n g ed t o f r a t e r n i t i e s had a h ig h e r j ' In d e x th a n s o r o r i t y g i r l s . The same was t r u e f o r * fre q u ire d !r j boys and f,r e q u i r e d ,f g i r l s . The more c o u r s e s th e s tu d e n t | had co m p leted a t th e U n i v e r s i t y , t h e h ig h e r was th e in d e x . ! The in d e x f o r fu n d a m e n ta l s k i l l s was s l i g h t l y h ig h e r i j th a n th o s e o f th e o t h e r a c t i v i t y groups* I n a l l r e c r e a - ! ! i 1 t i o n a l ty p e c l a s s e s , th e i n d i c e s were low , w ith a rc h e ry i ■ h a v in g th e s m a l l e s t in d e x . Boxing was h ig h i n th e com b a t i v e group* The b o y s 1 fu n d a m e n ta l s k i l l s in d e x was , h ig h e r th a n t h a t f o r th e g i r l s * c o u r s e , I n dance c l a s s e s , 179 i n te r m e d ia te m odern dance was h ig h . S o c ia l dance was con s p ic u o u s ly low , w ith an in d e x o f f o u r . Q u e s tio n 29 ” To what e x t e n t h a s t h i s a c t i v i t y im p ro v ed y o u r g e n e r a l body g r a c e f u l n e s s and c o o r d in a tio n o f movement?” I n d e x - 9 s R a t i n g - f a i r . Ro n o te w o rth y d i f f e r e n c e s among t h e s tu d e n t c l a s s i f i c a t i o n s w ere o b s e rv e d . F undam ental s k i l l s , r e c r e a t i o n a l , and team s p o r ts w ere a l l e q u a lly low among th e a c t i v i t y g ro u p s . H an d b all and s o c c e r w ere h ig h among r e c r e a t i o n a l and team ty p e s , r e s p e c t i v e l y . I n te r m e d ia te m odern dance s t u d e n t s were f o u r p o i n t s h ig h e r th a n any o th e r dance c l a s s . Elemen t a r y f e n c in g was lo w e s t o f th e co m b ativ e g ro u p . I n aqua t i c s , th e in d e x f o r advanced s tu d e n ts was h i g h e s t . Q u e s tio n 30 ”To what e x t e n t h as y o u r p o s tu r e and c a r r i a g e b e e n im proved th ro u g h t h i s a c t i v i t y ? ” In d ex -7 » R a tin g - s m a ll. The g i r l s 1 i n d i c e s w ere c o n s i s t e n t l y h ig h e r th a n th e b o y s 1 i n d i c e s , w ith freshm an g i r l s h a v in g a h ig h e r in d e x th a n th e g i r l s o f th e o th e r c l a s s e s . Among th e a c t i v i t y g ro u p s , te a m s p o r t s and r e c r e a t i o n a l a c t i v i t i e s had th e lo w e s t i n d i c e s . H orseback r i d in g had th e h i g h e s t in d e x sanong r e c r e a t i o n a l a c t i v i t i e s , 1 8 0 | an d e l e m e n t a r y g o l f t h e l o w e s t . I n t h e c o m b a t i v e g r o u p , i n t e r m e d i a t e f e n c i n g w as h i g h * G i r l s 1 f u n d a m e n t a l s c o u r s e i i n d e x w a s f i v e p o i n t s h i g h e r t h a n t h e b o y s 1 * I n t e r m e d i a t e m o d e r n d a n c e h a d t h e h i g h e s t s t u d e n t r a t i n g o n i m p r o v e m e n t i n p o s t u r e an d c a r r i a g e am ong t h e d a n c e c o u r s e s . I I . SUMMARY OF THE CHAPTER T h i s c h a p t e r h a s p r e s e n t e d t h e a n s w e r s o f t h e s t u - d e n t s t o q u e s t i o n s r e l a t i n g t o d e s i r e d p o s s i b l e s k i l l o u t c o m e s . S t u d e n t s c l a i m e d a g r e a t d e a l o f im p r o v e m e n t d u r i n g t h e s e m e s t e r i n t h e a b i l i t y t o p e r f o r m t h e a c t i v i t i e s i n i w h i c h t h e y e n r o l l e d . I n f a c t , t h e y b e l i e v e d t h e y a t t a i n e d j a h i g h e r d e g r e e o f s k i l l t h a n t h e y h a d a n t i c i p a t e d w h en ! i t h e y e n r o l l e d i n t h e i r r e s p e c t i v e a c t i v i t y c o u r s e s . F u n d a -I | m e n t a l s k i l l s , b o d y g r a c e f u l n e s s , a n d p o s t u r e w e r e im p r o v e d t o som e e x t e n t . CHAPTER X I I I I THE OPINIONS OP PHYSICAL EDUCATION , STUDENTS ON QUESTIONS RELATING TO POSSIBLE PHYSICAL HEALTH OUTCOMES T h is c h a p te r p r e s e n t s th e d a t a on how each s tu d e n t g roup re sp o n d e d to th e q u e s tio n s r e l a t i n g to d e s ir e d p o s s i b l e p h y s ic a l h e a l t h outcom es. The s t u d e n t s ’ o p in io n s i n th e form o f i n d i c e s can be found i n T ab le XVII. I . ANALYSIS OP STUDENT RESPONSES The answ ers to Q u e s tio n s 31 th ro u g h 33 were con s id e r e d as i n d i c a t i v e o f c e r t a i n p o s s i b l e p h y s ic a l h e a l t h ou tco m es. A mean in d e x o f f o u r te e n , w ith a r a t i n g o f f,g o o d ,w was fo u n d f o r th e above q u e s tio n s . G i r l s e l e c t i n g p h y s i c a l e d u c a tio n had a h ig h e r i n dex th a n g i r l s who w ere t a k i n g p h y s ic a l e d u c a tio n as a r e q u ire m e n t. Upper c l a s s g i r l s s c o re d h ig h e r th a n t h e low er d i v i s i o n g i r l s . No o th e r d i f f e r e n c e s w ere o b se rv e d among th e s tu d e n t c l a s s i f i c a t i o n s . Among th e a c t i v i t y g r o u p s , th e h i g h e s t in d e x was found f o r a q u a t i c s . A rc h e ry was low among th e r e c r e a t i o n a l U) V J V J U > K ) H » Q uestions £ £ £ C D A ll S tu d en ts £ Q n so co Boys £ H H O s so O s G irls ,20 and Under £ fesvo O O 21-25 Incl* £GvO 26 and Over K H H * C T sv o S O V eterans H H O s so O o N on-V eterans M M -O S O C D E le c tiv e £ * -i h» V n . so --a R equired vn O S S O S O Boy E le c tiv e £ \n oo c d Boy R equired H vn H } — ■ * so C O G ir l E le c tiv e w M i — 1 vn so os G ir l R equired M ^r* l_ J J -J O S S O oo Former J # C, S tu d e n t p 1 — » O S so — 3 S* C. S tu d en t c d J t S * C D »-3 *-3 <=3 CD t* | » - 3 H < = 3 s i t* » s a s f-3 CO C S ^ co m * n $ CD O ! * > ir< o o 3 3 O 8 o 0 t l CD CD O ^ Q o £d C d CD »-3 § s a CD g Cj Cj U) W M H Q u e s tio n s £ 03 C a l i f o r n i a & S o 3 O u ts id e C a l i f o r n i a £ 03 B oy, C a l i f o r n i a £ t? H OCOVO B oy, O u ts id e C a l. £ M ro O n O O G i r l , C a l i f o r n i a c H » H * vrv oo*cy G i r l , O u ts id e C al. H » H * O N N O oo O rg a n iz ed £~ 8 18 16 In d e p e n d e n t e & & a> B oy, O rg a n iz e d e S C o B oy, In d e p e n d e n t e K S on G i r l , O rg a n iz e d Jr- M H » O n O O — O G i r l , In d e p e n d e n t i= ~ H H O n o o O O Wear Campus H H * O n N O O O O ff Campus H * H * O n O O O O B oy, Wear Campus £ M H * On O O O O Boy, O ff Campus c h - » H * O n O O O n G i r l , W ear Campus fe- M M On 00-0 G i r l , O ff Campus 5s> •~3 M O t?J tSS a _ c j O p »-3 3 HH S 3 O M ^ Jk O o t-» o t* 3 CO 8 £ co^ g g g g CO 5ES V H £ >-3 M O CO o s o o r* s o > •-3 o co S S e t* f s 6 2 tr* h d H CO M O ft* I t* t-f O S 3 S EC S ► * £ § o w o o M CO CO o S o Sd o 2* C O * - 3 00 <1 H i l-l O s tj S 2 J 181). TABLE XVII (CONTINUED) C O N V E R T E D SCORES O F PHYSICAL H EA LTH O U T C O M E S C LA IM ED BY STU D EN TS Question N U M B E R O F PHYSICAL ED U CA TIO N C O U RSES C O M PL E T E D 1 2 3 Boys Girls £ 4 -~ -- _JL 2 3 1 * 1 2 3 h 31 8 7 7 8 8 9 7 9 7 6 7 7 32 18 19 19 18 18 19 18 19 17 19 20 18 33 16 16 16 17 16 16 16 16 16 15 16 17 G M 11* H* 11 * H * 1h 15 H * 15 13 13 H * 1 1 * TA BLE XVII (CONTINUED) C O N V ER TED SCO RES OF PHYSICAL H EA LTH O U T C O M E S CLA IM ED B Y STU D EN TS a o U N I V B R S I T Y G L A S S E S •p M § F. a? S. Jr. Boys Girls Sr. ----------------------------------------------- ------* -------- F. S. J r. Sr. F. S. Jr. Sr. 31 7 7 8 8 8 8 8 8 5 6 7 8 32 19 18 19 19 18 18 18 19 19 19 20 17 33 16 15 16 16 16 16 16 17 16 15 18 16 G M 1 1 * 13 lit 1$ 14 U * 1U 15 13 13 1$ Dj r~ i s V o V o V a> u j r o h-i QUESTIONS M P S c - A rc h e ry £ f e \ v o - g B adm inton £ Elem , B adm inton e- 10 IB 15 I n t . B adm inton PH E * 3 M VO £ io o B ow ling O PH l?vl H > V * > £ S v n Elem . B ow ling > H i £ H r o vn o oo I n t . B ow ling M O s * t n . M M n o VO - 0 G o lf t » fc“ * M vn l_l l-J NO NO —3 E le m e n ta ry G o lf o & H r o NO O CO I n te r m e d ia te G o lf H i 1 — i H * vn H H H S I V 3 O H a n d b a ll M H i l_j vn H H M 0 3 CO O H o rseb ack R id in g M 1# vn H M GO NO ~<J T e n n is 03 vn 1 — 1 H* 0 3 VO OO Elem . T e n n is t t I — 1 H» ON NO -*3 I n t . T en n is H ■pn M M O n v o OO B a s k e tb a ll V o lle y b a l l 1 G M H O n vo VO S o c c e r > O H i M <s{ H Hi K 03 t t h-» fV 3 O n O v o S o f t b a l l a a 0 3 M o !> lr* o H i Q o w o S o u m os 03 O O O PH P § a 0 3 H i I H i 0 3 59T T A B L E X V I I ( C O N T I N U E D ) 8 U ) U J U U M H Q u e s tio n s £ h h h V A 0 3 0 Body B u ild in g M \A M H -sJ\O C » B oxing f J VJ £ £ - a F e n c in g £ £ £ < * E lem . F e n c in g £ .10 12 20 I n t . F e n c in g £ H 1 ro K * > OVO W r e s tlin g £ £ £ c * F u n d a m e n ta l S k i l l s . Men £ £ £ o F u n d a m e n ta l S k i l l s , women £ M ro vnoco M odern Dance H M - VjJ O * “ -J E le m e n ta ry M odern Dance M i\) ro H O o o I n te r m e d ia te M odem Dance £ H H V j JVOU S o c i a l Dance M J -» S S vn S q u a re and C o u n try Dance £ & & V O Elem . Swimming firv M M -O V O N O I n t . Swimming £ H M H O O O H Adv. Swimming ON u u p O O V O O A q u a tic s £ M M Ov— 0 V O C om bative £ |— i P O t - O O s D ance £ £ £ o F u n d a m e n ta l S k i l l s £ £ £ ® I n d i v i d u a l R e c r e a tio n a l £ £ 6 oa Team o Q > « -3 C O g § 2 W H _ M S5 SEi H l> > co ir * » tJ o > £> ! * > h 3 M O CO Hi H § > o t-3 M <! M •-3 * 1 0 8 CO IH O { * > tr» t* o * - 3 O w S 2 H 3 £ 3 O W g Q § CO CO o s o p o e § C d h4 CO t-3 § »-3 CO s tid 1 3 3 'ey § »~3 H sg 187 i I n d ic e s * H igh and low dance a c t i v i t i e s w ere in te r m e d ia te j m odern and s q u a re d an c e, r e s p e c tiv e ly * j i I Q u e s tio n 31 w To w hat e x t e n t h as t h i s a c t i v i t y c l a s s im proved y o u r g e n e r a l p h y s ic a l h e a l t h ? 1 1 In d e x - 8 , R a t i n g - f a i r * The boys* in d e x was c o n s i s t e n t l y h ig h e r th a n the g i r l s * i n a l l g ro u p s c l a s s i f i e d a c c o rd in g to sex* Those g i r l s e l e c t i n g p h y s ic a l e d u c a tio n had h ig h e r s c o r e s th a n d id th o s e r e q u i r e d to e n r o l l i n p h y s ic a l e d u c a tio n * The more advanced th e c l a s s s ta n d in g , th e h ig h e r th e in d i c e s among g i r l s * Among a c t i v i t y g ro u p s , a q u a tic s and c o m b ativ es were J fo u n d t o have th e h i g h e s t i n d i c e s . I n th e o p in io n o f th e s t u d e n t s , a sem ester* s p a r t i c i p a t i o n i n r e c r e a t i o n a l a c t i - j v i t i e s r e s u l t e d i n l i t t l e im provem ent I n h e a l t h . I n t e r m e d ia te b ad m in to n , h a n d b a ll, and h o rs e b a c k r i d i n g w ere h i g h e s t i n th e r e c r e a t i o n a l a c t i v i t y g ro u p . A rchery and e le m e n ta ry b o w lin g w ere lo w e s t w ith i n d i c e s o f f o u r and f i v e , r e s p e c t i v e l y . E le m e n ta ry fe n c in g was lo w e s t i n th e i co m b ativ e g ro u p . I n te r m e d ia te m odern d ance was two p o i n t s h ig h e r th a n o th e r dance c l a s s e s . S o c ia l d an ce had a lo w e r in d e x , th r e e ,' th a n any o th e r a c t i v i t y c l a s s . Advanced swimming s tu d e n ts * in d e x was g r e a t e r th a n t h e I n d ic e s o f j th e s tu d e n ts I n o th e r s e c tio n s * 1 8 8 ! Q u e s tio n 32 ,fDo you b e l i e v e t h a t r e g u l a r p h y s ic a l j . a c t i v i t y i s n e c e s s a r y to m a in ta in a - minimum o f p h y s ic a l h e a l t h ? 1 1 ! In d e x -1 9 , R a tin g - e x c e lle n t* The in d e x o f n in e te e n on t h i s q u e s tio n was the h i g h e s t s c o re d on th e e n t i r e q u e s tio n n a ir e * The p r e - i | c o lle g e C a l i f o r n i a g i r l s had a h i g h e s t p o s s i b l e in d e x o f ! tw enty* A ll s tu d e n t c l a s s i f i c a t i o n s had in d i c e s o f se v e n - j ; i te e n o r h i g h e r . C om batives, w ith an in d e x o f s e v e n te e n , was two i p o i n t s lo w e r th a n o t h e r a c t i v i t y groups* A ll a c t i v i t y c l a s s e s e x c e p t f e n c in g h ad i n d i c e s o f s e v e n te e n o r h ig h e r* : Q u e s tio n 33 " I f so , do you I n te n d to use a p h y s i- i c a l a c t i v i t y l e a r n e d a t U. S. C* to j m a in ta in y o u r p h y s ic a l h e a l t h ? ” , I n d e x - l 6 , R a t i n g - e x c e l l e n t . S tu d e n ts e l e c t i n g p h y s ic a l e d u c a ti o n had a h ig h e r in d e x th a n d id th o s e s t u d e n t s who e n r o l l e d to f u l f i l l th e j re q u ire m e n t f o r g r a d u a tio n . The same d i f f e r e n c e was found I to b e t r u e f o r " e l e c t i v e ” g i r l s o v e r " r e q u i r e d ” g i r l s . No i i o t h e r d i f f e r e n c e s w ere o b se rv e d among s tu d e n t c l a s s i f i c a t i o n s . Among a c t i v i t y ty p e s , a q u a tic s was h ig h , w ith an in d e x o f e i g h te e n . Dance and fu n d a m e n ta l s k i l l s w ere low , w ith f o u r p o i n t s l e s s . I n th e r e c r e a t i o n a l g ro u p , a rc h e ry had an in d e x t h r e e p o i n t s l e s s th a n any o th e r c l a s s , w h ile t ; | g o l f , h o rs e b a c k r i d i n g , and e le m e n ta ry t e n n is had th e ' i 189 J I h i g h e s t i n d i c e s . T he i n t e r m e d i a t e s e c t i o n s o f f e n c i n g a n d j I m o d e r n d a n c e s h o w e d h i g h e s t p o s s i b l e i n d i c e s o f t w e n t y . 1 i I I . SUMMARY OP THE CHAPTER T h i s c h a p t e r p r e s e n t e d t h e v i e w p o i n t s o f s t u d e n t s o n p h y s i c a l h e a l t h . I m p r o v e m e n t i n g e n e r a l p h y s i c a l h e a l t h ; a s a r e s u l t o f p a r t i c i p a t i o n i n a c t i v i t y c l a s s e s w a s r a t e d ! l e s s t h a n " f a i r . 1 1 S t u d e n t s w e r e a l m o s t u n a n im o u s i n t h e i r b e l i e f t h a t p h y s i c a l a c t i v i t y w as n e c e s s a r y t o m a i n t a i n p h y s i c a l h e a l t h . Many o f t h e s t u d e n t s i n t e n d e d t o u s e a s k i l l l e a r n e d i n t h e U n i v e r s i t y p r o g r a m t o m a i n t a i n t h e i r p h y s i - ] c a l h e a l t h . CHAPTER XIV I ; THE OPINIONS OP PHYSICAL EDUCATION STUDENTS ON QUESTIONS RELATING TO POSSIBLE PHYSICAL FITNESS OUTCOMES ; T h is c h a p te r p r e s e n t s th e d a ta on how e a c h s tu d e n t I group re sp o n d e d to th e q u e s tio n s r e l a t i n g to d e s ir e d p o s - i s i b l e p h y s ic a l f i t n e s s outcom es. The i n d i c e s t h a t r e p r e - ' s e n t th e s tu d e n t o p in io n a re g iv e n i n T ab le X V III. I . ANALYSIS OP STUDENT RESPONSES l The answ ers to Q u e s tio n s th ro u g h 37 w ere con s i d e r e d as i n d i c a t i v e o f c e r t a i n p o s s i b l e p h y s i c a l f i t n e s s o utcom es. A mean in d e x o f t e n w ith a r a t i n g o f 1 1 f a i r ” was s c o re d on a l l q u e s tio n s p e r t a i n i n g to o r g a n ic v i g o r . i No n o te w o rth y d i f f e r e n c e s were o b se rv e d among th e s e v e r a l | s tu d e n t c l a s s i f i c a t i o n s . The a q u a t i c s in d e x o f t h i r t e e n was th e h i g h e s t among th e i n d i c e s o f th e a c t i v i t y g ro u p s , w ith com bative i ; and r e c r e a t i o n a l i n d i c e s o n ly one p o i n t lo w e r. H an d b a ll and a rc h e ry were h i g h e s t and lo w e s t o f th e r e c r e a t i o n a l g roup a c t i v i t i e s . I n te r m e d ia te f e n c in g was h ig h among th e com b ativ e i n d i c e s , and in te r m e d ia te modern d an ce was h ig h II o o *5 < D C O U> \jJ -> j Osvmr- H H H H O — « J O O H * H h - » M M o CDHHH M H * V O O O vo O M M M M O -4 O O W P H H O -> l H H H M H * H 1 H * O — J H - * » — • * — » f c * M H - * M O — J ! — ' O f — 1 M O I — ' I — 1 I — 1 vo -O O O O O -J H * I - 1 vo -J H H H o o o M H H H o coro h o h-1 H vo O 0 O vo O M H H H O OSHHH H H H V O -> 3 O O O Q u e s tio n s A l l S tu d e n ts Boys G i r l s 20 an d U nder 2 1 -2 5 I n c lu s iv e 26 and O ver V e te ra n s N o n -V eteran s E l e c t i v e R e q u ire d Boy E l e c t i v e Boy R e q u ire d G i r l E l e c t i v e G i r l R e q u ire d l O l S t J * c* S* C. S tu d e n t c o co n t-3 *-3 S * » j* j * - 3 fd < = J te co ss o •-3 tJ w ra <o crj j _ - j Cog » - 3 C Q C o C 6 w o C O o co s e j o § cd ?d ► ■ 3 £3 o w O C ? C O O o I p i I s *n s a C o C O M 3 2 * - 9 C O t6t I I I A X S C I G T X e V aI W ' j J W -O OvVA-fT' Q u e stio n s V O M M M ->3 O O H» C a l i f o r n i a s H H H -si H O H O u ts id e C a l i f o r n i a s H -» H* M ~>J O H» M Boy, C a l i f o r n i a M O M M M ■ ^ H H H Boy, O u ts id e Cal* VO CXJOVO H G i r l , C a l i f o r n i a o ^ H H H O H O M G i r l , O u ts id e G al. V O M H» M — 3 O O H* O rg an ized H -* O W W H* — 0 ( — * O H In d e p e n d e n t I-* o H -» M M -"J O W H -* B oy, O rg a n iz e d s H H H -V! H H H Boy, In d e p e n d e n t vo M M M - J O O O G i r l , O rg a n iz ed vo ' j O V ) H G i r l , In d e p e n d e n t vo M H» H — J o o o N ear Campus 6 , M M M -O H o H O ff Campus 6 1 _ » j-1 M -*j O O H -1 B oy, N ear Campus S H H H S I H H H B oy, O ff Campus vo H H H — J o o o G i r l , N ear Campus VO H -» H» CO o vo O G i r l , O ff Campus > h - 3 O g sat S S p ^ *-3 a f — l S d O K » O tr^ 63 id cn o o £ 0 3 ^ » - 3 O tp- pd * - 9 p p P » CO J S i— ! i-3 M O St CO o o o tr* £ 0 o S * - 3 Pd M C * 3 O C O X A t-3 1 — I IT * W ► 3 S O C O O co a o @ l l g “ S C O C O o O S O g § * - d S 3 CO CO M »-3 O S P «-3 CO ► 3 £ 63 X <t M M M 0 1 1 1 1 1 0 1 1 7 10 F . 1 0 1 0 10 8 1 0 TABLE XVIII (CONTINUED) CONVERTED SCORES OF PHYSICAL FITNESS OUTCOMES CLAIMED BY STUDENTS NUM BER OF PHYSICAL EDUCATION COURSES COMPLETED Boys G ir ls 1 2 3 k 1 2 3 11 10 11 11 11 10 11 10 10 11 10 10 11 11 10 10 11 9 9 11 10 10 11 11 10 10 11 9 10 11 7 6 8 8 7 6 8 7 7 8 10 9 10 10 10 9 11 9 9 10 TABLE X V III (CONTINUED) CONVERTED SCORES OF PHYSICAL FITNESS OUTCOMES CLAIMED BY STUDENTS UN IVERSI TY G L A S S E S Boys G i r l s F. S . J r . S r . F . S . J r , 11 11 10 11 11 11 10 10 10 10 10 10 11 11 10 10 11 9 9 10 11 11 11 11 11 11 11 10 11 11 8 7 7 8 8 7 7 8 8 7 10 10 10 10 10 10 10 9 10 10 V*> Va> K jJ V*j O 'v n .fr- - 4 On— j O co H * _ H H H O On M O O vo On M O O l_i H H H H» — J V a> r\> M O O -~ v j C O N O N O C O On c o N O N O M VO - O o o v o O VO On NO O NO _ M NO On vo O NO VO On VO I n 3 O j - j |_i ro *4 vo V o w H H H H O V O H O O I — * V O On vo O NO I— i pj vo On O O NO G O “> J C O N O C D i_ j u u u O On O O O _ M M M c d u j rv> o I i | i | i O N O M O N O Q u e s tio n s A rche r y B adm inton Elem , B adm inton I n t # B adm inton B aw ling E lem , B ow ling I n t . B ow ling G o lf E le m e n ta ry G o lf I n te r m e d ia te G o lf H a n d b a ll H o rseb ack R id in g T e n n is Elem . T e n n is I n t . T e n n is B a s k e tb a ll V o lle y b a ll S o c c e r S o f t b a l l v o w o v o w *-3 M O as tr* o »-3 M <3 I — I h 3 I — I t* S C O !» O * - 3 M < C O hr} M y m o co o co s a s o o H c o CO o Q O M c H i « CO CO M h-3 O a s CO » - 3 X a M O O M e vo vo Vo Vo -^ 3 o v n -tr Q u e s tio n s S3 H H H H f— i ro ho vo Body B u ild in g tJ vo ir-v o ir~ B oxing S 3 v o r o H ^ - F e n c in g S 3 H H H VO fc- O Vo E lem . F e n c in g £ H H H a> vo vn co I n t . F e n c in g M H H H H H O H H VO W r e s tin g l in P |— i |— j -o co o -o F u n d a m e n ta l S k i l l s , Men VO O O V O vo vo F u n d a m e n ta l S k i l l s , Women H ro H H H H H U fo ro M odern Dance H H H H H VO K) H ro E le m e n ta ry M odern D ance i \ H H H H V n -j vr\vo I n te r m e d ia te M odern D ance O N V O Ov Ov-«4 S o c i a l Dance oo H vn o vo -o S q u a re and C o u n try D ance H V O H H H H O Vo Vo tr" E lem , Shimming M ro H H H VO H * H vn. I n t . Swimming H Vo H H H H O -P~ ro vn. Adv. Swimming H vo H H H H O p - ro vn. A q u a tic s S3 H H H vo Vo ro fcr C om bative S H H H CD |-J O O Dance S H — 3 vo vo W F u n d a m e n ta l S k i l l s H ro - o S S 3 S I n d i v i d u a l R e c r e a tio n a l S - o S 3 P S Team o O K 3 w L Hg! e H 3 M O C O CD o {*> O H HI < 3 8 B CO M k -3 O O C O O o tg o B co o o § £ g o g * * i S 3 CO CO I — I »-3 O s > C ? f 4 CO s K ! M M O O ► - 3 5 6 l i n th e dance g ro u p . S o c ia l and s q u a re dance w ere con- i s p ic u o u s ly low among t h e dance in d ic e s * Q u e s tio n 3ii ,fTo what e x te n t a r e you l e s s f a t i g u e d .w h ile p e rfo rm in g t h i s a c t i v i t y d u rin g c l a s s th a n you were u n d e r th e same c irc u m s ta n c e s a t th e b e g in n in g o f th e s e m e s te r ? 1 1 In d e x -1 1 , .H a ti n g - f a ir * No n o te w o rth y d i f f e r e n c e s w ere o b se rv e d among th e . s e v e r a l s tu d e n t c l a s s i f i c a t i o n s * A q u a tic s and co m b ativ e showed h i g h e s t i n d i c e s o f f i f t e e n and f o u r t e e n , r e s p e c t i v e l y , among th e a c t i v i t y groups* F undam ental s k i l l s * in d e x o f e i g h t was two p o i n t s i lo w e r th a n any o th e r group index* H an d b a ll s tu d e n ts h a d | th e h i g h e s t in d e x o f any r e c r e a t i o n a l ty p e a c t i v i t y . i A rch ery s c o re d low i n co m p ariso n w ith o th e r r e c r e a t i o n a l | ; c l a s s e s . I n co m b ativ e c l a s s e s , in te r m e d ia te f e n c in g h ad th e h i g h e s t in d e x by a f o u r p o in t m argin* The in d e x o f th e boys e n r o l l e d i n fu n d a m e n ta l s k i l l s was se v en p o i n t s h ig h e r th a n t h e g i r l s * index* S o c ia l and s q u a re dance h ad th e lo w e s t i n d i c e s among a l l th e a c t i v i t y c l a s s e s . I Q u e s tio n 35 * fTo w hat e x t e n t has t h i s a c t i v i t y e n a b le d you to im prove y o u r f e e l i n g i o f p h y s ic a l w e ll - b e in g ? ” In d e x -1 0 , R a t i n g - f a i r . . ‘ 197 1 | I A ll- b o y s had a h ig h e r in d e x th a n d id th e a l l - g i r l ! i i ■ group# Those g i r l s who e l e c t e d p h y s ic a l e d u c a tio n s c o r e d j h ig h e r th a n th o s e g i r l s who e n r o l l e d i n p h y s ic a l e d u c a tio n as a r e q u ir e m e n t. No o th e r d i f f e r e n c e s w ere o b se rv e d among j th e s tu d e n t c l a s s i f i c a t i o n s # Among th e a c t i v i t y g ro u p s , no m arked d i f f e r e n c e s w ere observed# A rc h e ry , w ith an in d e x o f s i x , was p a r t i c u l a r l y low among th e r e c r e a t i o n a l i n d i c e s and h a n d b a ll was , th e h ig h e s t# The in te r m e d ia te s e c tio n s o f f e n c in g and ; m odern dan ce w ere h ig h i n th e co m b ativ e and dance g ro u p s, r e s p e c tiv e ly # S o c ia l dance had th e lo w e s t in d e x i n th e j i dance g ro u p . ! I i \ : I Q u e s tio n 36 !fTo w hat e x t e n t do you now re c o v e r ! from th e e f f e c t s o f f a t i g u e i n t h i s j p h y s i c a l a c t i v i t y more q u ic k ly th a n a t th e b e g in n in g o f th e s e m e s te r ? 1 1 j In d e x -1 0 , R a t i n g - f a i r . 1 T h is q u e s tio n was an a tte m p t to a s c e r t a i n s tu d e n t | o p in io n on im provem ent i n r e c o v e r y tim e from th e e f f e c t s | o f f a tig u e # The " e l e c t i v e " g i r l s a c h ie v e d a h ig h e r in d e x ! th a n th e ’• re q u ir e d " g i r l s # The more c o u rs e s g i r l s had l f i n i s h e d a t th e U n iv e r s it y , th e h ig h e r were t h e i r in d ic e s # 1 1 No o th e r d i f f e r e n c e s w ere n o te d among th e s tu d e n t c l a s s i - 1 f i c a t i o n s # 198 I I I A q u a tic s and com bative w ere h ig h e s t among th e a c t i - ! i i v i t y groups* F undam ental s k i l l s was th e lo w e s t. I n th e i r e c r e a t i o n a l ty p e a c t i v i t i e s , h a n d b a ll and in te r m e d ia te 1 bad m in to n w ere th e h i g h e s t . A rch ery was low, w ith an in d e x | o f se v e n . S o cce r was h ig h among team s p o r t s , as w ere box- : j in g and e le m e n ta ry f e n c in g i n th e co m bative g ro u p . The i , c l a s s i n d i c e s f o r in te r m e d ia te m odern dance and s o c i a l ! dance w ere h ig h and low , r e s p e c t i v e l y , i n th e dance g ro u p . I l Q u e s tio n 37 ^To w hat e x t e n t have you im proved ; y o u r m u sc u la r s t r e n g t h as a r e s u l t o f p a r t i c i p a t i o n i n t h i s a c t i v i t y ? ,f In d e x - ? » R a tin g - s m a ll. i I Those g i r l s who had r e c e i v e d t h e i r p r e - c o l l e g e e d u - | I c a t i o n i n C a l i f o r n i a showed a g r e a t e r in d e x th a n d id th e ! g i r l s who had p r e v io u s l y r e s i d e d o u ts i d e C a l i f o r n i a . No | o th e r d i f f e r e n c e s were n o te d among th e s tu d e n t c l a s s i f i c a t i o n s . Among th e a c t i v i t y g ro u p s , th e lo w e s t in d i c e s w ere fo u n d to be fu n d am e n tal s k i l l s , r e c r e a t i o n a l a c t i v i t i e s , ! and team s p o r t s . The a q u a t i c s 1 in d e x was th r e e p o i n t s grea- ; t e r and h i g h e s t o f th e g ro u p s . H o rseb ack r i d i n g and s o f t b a l l were th e h ig h e s t i n d i c e s i n th e r e c r e a t i o n a l and team g ro u p s , r e s p e c t i v e l y . The s o c i a l dance In d e x was th re ^ w hich was low f o r a l l a c t i v i t y c l a s s e s . S quare dance was 199 ; o n l y tw o p o i n t s h i g h e r . I n t e r m e d i a t e m o d er n d a n c e , w i t h a n i i i n d e x o f f i f t e e n , w a s h i g h among a l l c l a s s e s , j i I I . SUMMARY OP THE CHAPTER T h i s c h a p t e r h a s p r e s e n t e d t h e o p i n i o n s o f s t u d e n t s o n t h e e x t e n t o f im p r o v e m e n t i n p h y s i c a l f i t n e s s d u r i n g o n e s e m e s t e r o f p a r t i c i p a t i o n i n t h e p h y s i c a l e d u c a t i o n p ro g ra m * S t a m in a , p h y s i c a l w e l l - b e i n g , an d f a t i g u e r e c o v e r y t im e w e r e im p r o v e d so m ew h a t* S t r e n g t h w a s i n c r e a s e d t o a l e s s e r e x t e n t * CHAPTER XV THE OPINIONS OF PHYSICAL EDUCATION STUDENTS ON THE QUESTIONS RELATING TO THE SATISFACTION OF THEIR PERSONAL PHYSICAL EDUCATION WANTS T h is c h a p te r p r e s e n t s th e d a t a on how ea c h s tu d e n t group re sp o n d e d t o th e q u e s tio n s r e l a t i n g to how w e ll th e U n iv e r s it y p h y s ic a l e d u c a ti o n program s a t i s f i e d th e p e r s o n a l w ants o f th e s tu d e n ts * Q u e s tio n s 38 and if 2 th ro u g h if5 > w ere th e s ta n d a r d t h r e e answer ty p e , w ith i n d i c e s to r e p r e s e n t th e o p in io n s o f th e s tu d e n ts * The i n d i c e s r e v e a l in g th e s t u d e n t s 1 o p in io n s o f th e program a re g iv e n i n T ab le XIX* The re m a in d e r o f th e q u e s tio n s on s tu d e n t w ants v a rie d * Q u e stio n s if6 , If 9 and p a r t o f if7 w ere answ ered by f i l l i n g i n b la n k s* The m ain p a r t o f Q u e s tio n if7 c o n s is te d o f u n d e r lin i n g any o f se v e n answ ers* Q u e s tio n If8 was a n s w ered by u n d e r lin i n g e i t h e r 1 1 Y es” o r "No. 1 1 I* ANALYSIS OF STUDENT RESPONSES The in d e x f o r th e e n t i r e g ro u p o f s tu d e n ts e n r o l l e d i n p h y s ic a l e d u c a tio n was f i f t e e n . T h is was a "good" r a tin g * G i r l s who had e l e c t e d p h y s ic a l e d u c a tio n had a II Q * 1 Q a > g 09 |srte'|s-|£-Vja v n J s - W ro oo 61 £ GGfclfclfcl 61 61£&6161 61 G £ 616161 £ ££616161 M H H H H H \j\ rO C o & v *0 *0 H H H H H MW VAOS-O e - KG616161 e- £ G 6i s 6i £■ G C 616161 l_l u u u u u ir- m w vn -o -o e- £ C 616161 • - l » * B- » I - j i-- * B — M C z c i d w c e r r O '* p ’f r DnooO' ta 1 _ I m M M M M V A f O W O O N O N M M M M M M ir* ro WVA OnO n Questions A ll Students Boys Girls 20 and Under 21-25 Incl* 26 and Over Veterans Non-Veterans Elective Required Boy E lective Boy Required G irl Elective G irl Required Former J. C * Student S« C « Student c n * - a *-3 c3 • w * - a c r ? 0 3 t d g i P I 0 3 fcd e3 6 3 M t ~ > S 5 H 3 O o o 2J 0 3 § h 3 £ d W t3 a H i 03 03 O - O T J s 03 03 M I — I 2 ! O 0 > M W »-3 0 f - H C3 6S o o ► - 3 hH O 6 2 S 2 1 > - 3 0 3 102 T A B L E X I X T A B L E XIX (C O N TIN U ED ) C O N V E R T E D S C O R E S I N D I C A T I N G F U L F I L L M E N T O F S T U D E N T S * P H Y S I C A L E D U C A T I O N W A N T S L O C A T I O N O F P R E -C O L IE G E E D U C A T I O N S O C IA L O R G A N I Z A T I O N S T A T U S Y E A R R E SID E N T IA L L O C A T I O N • H -p I Q S cy I © u c TJ o •H ®H W ) © 0)0 f" ! © j S o ©H b O © 0 ) 0 H H © H © 0* H 0 * 0 O C>H 1C T w © H h O © © O rl H C 0*H 7 a S O *H © « bM ©© H O H o© TS ©» © o « * o < t 2 0 © p >*© } > * * G G •rl U& 0*0 0*0 •H'O fo-p fa o c a c a o a s a o ia © • © UH ttO • © © ©H H O H© H H Q O S J 2 O UV) P l ,*H P*P 4 ^ P J o * © H O rH k * P « > d * © © © © • O N N 6 *H P *rl © G T J © © © * b O S 1 IS 1 £ © O H p, « © •* % rl 2? 1 & & A O H C Q C Q O § fi © ■ H © S ' H H H • H O O © © z © G 8 * O * • 1 o § & o u © © z o, C Q O o & A . o © © z * H fe • H O O < H s « * 73 o 38 16 16 16 16 15 16 1 * 2 16 16 16 1 6 ' 15 1 6 ' 1 * 3 15 16 15 16 15 16 1 * 1 * 13 12 12 12 1 1 * 1 2 1 * 5 1 2 11 11 11 15 15 16 16 16 16 16 16 16 17 16 15 16 15 16 15 15 13 13 12 12 H * 12 12 10 11 15 15 1 6 15 16 16 16 15 13 1 1 * 12 1 6 ' 16 15 13 12 16 16' 1 6 1 2 10 16 16 15 12 1 1 16 15 15 15 16 15 H * lit 1 1 * 15 a i 1 1 * 1 1 * 1 1 * 1 1 * 15 15 15 1 1 * H * 1 1 * 15 15 15 1 1 * 1 1 * 1 1 * 15 15 202 2 0 3 TABUS XIX (CONTINUED) C O N V E R T E D S C O R E S I N D I C A T I N G F U L F I L L M E N T O F S T U D E N T S ' P H Y S I C A L E D U C A T I O N W A N T S N U M B E R O F P H Y S I C A L E D U C A T I O N C O U R S E S C O M P L E T E D ra . „ , , Boy3 G irls | 1 2 3 k _______________________________________ of________________________1 2 3 1 t l 2 3 b 38 16 16 15 16 16 16 16 16 15 16 lii 16 U 2 16 15 16 16 16 16 16 1? 16 15 16 15 1 * 3 16 16 16 16 16 16 16 16 15 15 15 lit W i 13 13 12 12 13 12 12 11 13 15 13 13 2 » 5 12 12 11 11 11 11 11 9 lit 15 13 -U * G « i 5 i l ) i l ( i l ) i l i i l i i l i U t i 5 i 5 U i i l t T A B L E X I X ( C O N T I N U E D ) C O N V E R T E D S C O R E S I N D I C A T I N G F U L F I L L M E N T O F S T U D E N T S ' P H Y S I C A L E D U C A T I O N W A N T S £ o •H T J N I 7 EES I TY GL As s E S C O § F. s . J r . S r . B o y s G irls O’ F, S . J r. Sic, Ft J r. S r . 38 15 15 15 17 15 16 15 17 16 16 16 1 * 2 15 16 15 17 16 16 16 17 15 16 Hi 17 1 * 3 16 15 15 16 16 16 16 16 15 15 13 17 bh 1k 13 12 13 H * 13 11 13 1k 13 13 Hi 1 * 5 13 11 11 13 11 10 10 11 15 1 1 * 16 15 m 15 1 1 * 1 1 * 15 1U 1k 1 1 * 15 15 1 1 * lii 16 a jr'.E r.E r* .p rv * > U l.p -'V -O IS> CO Q u e s t i o n s £ A r c h e r y K B a d m i n t o n te l O s P p p p p H* v n - 4 - 4 < » E l e m * B a d m i n t o n t o H v n H H H H H t e “ U> v n v n o s I n t * B a d m i n t o n w o M O s H H H H H fO O s - 4 - 4 - 0 B o w l i n g t o t o if* M v n H H H H H l\> V n - 4 O S - 4 E l e m * B o w l i n g H i M M - 4 u p p p H j r - O o sO s o — 4 I n t . B o w l i n g o SZi .H v n H H H H H ro H —J —4 —4 G o l f tr* M v n M M H 1 H* M r o rv> - o - o — 4 E l e m * G o l f > o t~ 3 - 4 M H H H W s o O s s o a o I n t * G o l f M <3 & H H H M H H H > ^ 0 0 9 H a n d b a l l M H i M v n ' H J J H H H M v n O S — J - 4 H o r s e b a c k H i d i n g t o 03 V a> M H H H M V n O s - 4 - 4 T e n n i s M U> M _ 1-* M M M O s v n O s - 4 E l e m * T e n n i s ■pr M _ M M M r o J 2 T -4 o o GO I n t * T e n n i s £ £ M M M M s o fSD V n - 4 O s B a s k e t b a l l V o l l e y b a l l S o c c e r i»» o H i M « • o K K & S S o f t b a l l M t-3 K c o h e j I — I H i o o o C O 3 H i £d to o a s H i CO ca o - © * " c | |o CO n i — i s o o > l-i t“ » o M 1 - 5 c z j § p o p > H i h -t o S ! H i C O o T A B L E X D C ( C O N T I N U E D ) s £r-.fc-.fcr'£r'U) v n ^ -w ro oo Q u e s tio n s « Body B u ild in g c B oxing V J T . B t t K b i i J F e n c in g in E lem . F e n c in g H H H M H po o vn o co I n t , F e n c in g W r e s tlin g M V j O o ro ^ t r \ |r - F u n d a m e n ta l S k i l l s , Men e F u n d a m e n ta l S k i l l s , Women M M M M M K jj vnu> on— o M odern D ance m Vn t-J |_l |_ J 1 — 1 vnvnw vn o E le m e n ta ry M odern D ance M vn U U U |_ _ l O O OVjJ o o o o I n te r m e d ia te M odern D ance M vn £ £ £ £ £ S o c i a l Dance M — j S q u a re and G o u n try D ance vn p u u H H vnvn o o u > E lem , Swimming « U U U )J u Kjj vn o> ow n In t# Swimming s _ M M M M VO-O-O’ O O N Adv, Swimming M vn H H M H H ro o \ on-o vn A q u a tic s e M M M M M o V jo vn->t o C om bative vn M M M M M V j O 0 \vn O n O n Dance e u p u M M ro ro ,fcr V *> £r* F u n d a m e n ta l S k i l l s M vn u u u u u ro ro O n— o — o I n d iv i d u a l R e c r e a tio n a l £ c o S f e i t j t ; Team o o { * » • ► 3 » a 3 j C O SS H sa B p g g C O tr* I tJ § & g 1-3 M O C O § ► 3 < H 3 T ? co > tx l X H o § •-3 20 6 I h ig h e r in d e x th a n th e we l e e t i v e w b o y s. The s e n io r g i r l s 1 1 in d e x was h ig h e r th a n t h a t o f th e g i r l s i n th e o th e r j e l a s s e s . No n o te w o rth y d i f f e r e n c e s w ere o b se rv e d among th e a c t i v i t y g ro u p s . I n te r m e d ia te g o l f was h ig h among th e r e c r e a t i o n ty p e a c t i v i t i e s , as was s q u a re and c o u n tr y dance i n th e dance g ro u p . Q u e s tio n 38 ”To what e x t e n t i s f e a r and c o n c e rn ab o u t p e r s o n a l i n j u r y and o v e r f a t i g u e an o b s ta c le to enjoym ent o f p h y s ic a l a c t i v i t i e s ? " I n d e x - l 6 , R a t i n g - e x c e l l e n t . The p u rp o se o f the- q u e s tio n was t o d e te rm in e i f th e s tu d e n t s b e l ie v e d th e y sh o u ld r e s t r a i n th e m s e lv e s i n t h e i r j j p a r t i c i p a t i o n i n p h y s i c a l a c t i v i t i e s b e c a u se o f f e a r o f in-< S ju r y o r f a t i g u e . T h is would have a te n d e n c y to d e c re a s e j i th e s a t i s f a c t i o n i n en g ag in g i n p h y s ic a l a c t i v i t i e s . The in d e x o f th e boys e l e c t i n g p h y s ic a l e d u c a t i o n was g r e a t e r th a n t h a t o f th e boys t a k i n g p h y s ic a l e d u c a tio n a s a r e q u ire m e n t f o r g r a d u a t io n . S e n io r s tu d e n ts had an J in d e x o f s e v e n te e n , w hich w as h ig h e r th a n any o f th e o th e r j c l a s s e s . The v e t e r a n s ’ In d ex was found to be h ig h e r th a n ■ th e in d e x o f th o s e s tu d e n ts w ith o u t p r e v io u s m i l i t a r y e x - j 1 p e r i e n c e . R e c r e a tio n a l and team s p o r t s w ere h ig h e s t among a c t i v i t y group i n d i c e s . F undam ental s k i l l s was lo w e s t. 207 I B a s k e t b a l l - v o l l e y b a l l was fo u n d to have th e h i g h e s t team ] \ index* I n th e com bative g ro u p , f e n c in g s c o re d h ig h e s t* j i The same was t r u e f o r th e m odern dance i n th e dance group* Among th e swimming c l a s s e s , th e h ig h e r i n d i c e s were i n th e advanced s e c tio n s * The e le m e n ta ry swimming s tu d e n ts had j th e lo w e s t in d e x o f any c l a s s a c t i v i t y . Q u e s tio n lt2 f,To w hat e x t e n t i s p a r t i c i p a t i o n i n .p h y s ic a l e d u c a tio n c l a s s e s a t U. 3 . C* p e r s o n a l l y e n jo y a b le ? 1 1 I n d e x - l 6 , R a t i n g - e x c e l l e n t . S tu d e n ts i n th e e l e c t i v e c a te g o r y h ad a h ig h e r i n dex th a n t h a t o f th e ^ r e q u i r e d ” s t u d e n t s . F r a t e r n i t y boys 1 s c o re d h ig h e r th a n th e s o r o r i t y g i r l s . The s e n i o r s ' in d e x j 1 was s u p e r i o r to t h a t o f th e o t h e r U n iv e r s it y c l a s s e s . ] The i n d i c e s o f th e a c t i v i t y g ro u p s w ere u n ifo rm ly h ig h e x c e p t f o r fu n d a m e n ta l s k i l l s . H an d b all and th e i n te r m e d ia te s e c tio n s o f b o w lin g and g o l f had th e h i g h e s t i n d i c e s among th e r e c r e a t i o n a l a c t i v i t i e s . The a r c h e ry in d e x was th e lo w e s t o f th e g ro u p . S o cce r was h ig h among th e team s p o r t s and in te r m e d i a t e f e n c in g and w r e s t l i n g w ere h ig h i n th e co m b ativ e g ro u p . Body b u i l d i n g was lo w e r, w ith an in d e x o f f o u r t e e n . The boys ta k in g fu n d a m e n ta l s k i l l s s c o re d h ig h e r th a n th e g i r l s i n t h a t c l a s s i f i c a t i o n * I n th e a q u a tic s g ro u p , th e i in d e x f o r advanced swimming was th r e e p o i n t s h ig h e r th a n i | t h a t f o r th e two lo w e r swimming s e c tio n s # j i I Q u e s tio n lq.3 1 1 To w hat e x t e n t do you l i k e p a r t i c i p a t i n g i n a c o e d u c a tio n a l a c t i v i t y c l a s s ? 1 1 I n d e x - l 6 , R a t i n g - e x c e l l e n t T here was no d i f f e r e n c e i n th e m anner th e boys and , g i r l s answ ered t h i s q u e s tio n # B oth s e x e s had i d e n t i c a l I I i n d i c e s o f s i x t e e n , w hich gave them s i m i l a r r a t i n g s o f 1 1 1 e x c e l l e n t . 1 1 S e n io r g i r l s had a h ig h e r in d e x th a n th e I i g i r l s o f th e o th e r U n iv e r s it y c la s s e s # Uo n o te w o rth y d i f f e r e n c e s w ere o b se rv e d among th e j i a c t i v i t y groups# The c l a s s in d i c e s f o r in te r m e d ia te bow l- I i in g and h a n d b a ll w ere h ig h and low, r e s p e c t i v e l y , i n th e \ r e c r e a t i o n a l group# S o c ia l and sq u a re dance i n d i c e s were j h i g h e s t o f th e dance i n d i c e s by a f o u r p o i n t m a rg in . i Q u e s tio n Iiii f,How good are th e f a c i l i t i e s t h a t th e U n iv e r s ity p ro v id e s f o r t h i s a c t i - ! v i t y ? 1 1 | In d e x -1 3 , R atin g -g o o d # | The g i r l s * in d e x was c o n s i s t e n t l y h ig h e r th a n th e boys i n a l l g ro u p s c l a s s i f i e d a c c o rd in g to s e x . The in d e x o f g i r l s who had r e c e i v e d a l l t h e i r p r e - c o l l e g e e d u c a tio n i n C a l i f o r n i a was s u p e r i o r to th e in d e x o f g i r l s who had t h e i r p r e v io u s fo rm a l e d u c a tio n o u ts i d e C a l i f o r n i a . 2 0 9 : I I n th e a c t i v i t y g ro u p in g s , th e i n d ic e s f o r b o th ] a q u a tic s and dance ty p e s were s i x t e e n . The i n d ic e s o f ; g o l f and t e n n i s c l a s s e s w ere low among r e c r e a t i o n a l a c t i v i t i e s , w h ile b o w lin g and b ad m in to n had th e h i g h e s t i n d i c e s . W r e s tlin g and e le m e n ta ry f e n c i n g w ere h ig h i n th e comba t i v e g ro u p , Q u e s tio n ”To w hat e x t e n t w ould you l i k e to have more s tre n u o u s a c t i v i t i e s o f f e r e d i n th e pro g ram ?tf In d e x -1 2 , R a tin g -g o o d , The b o y s ’ in d e x was c o n s i s t e n t l y h ig h e r th a n th e g i r l s * i n a l l c l a s s i f i c a t i o n s b ro k e n down as to sex* No i o th e r d i f f e r e n c e s w ere n o te d among th e s tu d e n t c l a s s i f i c a t i o n s , Among th e a c t i v i t y g ro u p in g s , team and co m b ativ e . ty p e s had th e lo w e s t i n d i c e s . A rc h e ry , in te r m e d ia te b a d - | m in to n , and b o w lin g w ere h ig h among th e r e c r e a t i o n a l ty p e a c t i v i t i e s . S o cce r was two p o i n t s lo w er th a n th e o th e r team s p o r t s . I n th e co m b ativ e g ro u p , b o x in g and w r e s t l i n g w ere a t l e a s t two p o i n t s below o t h e r i n d i c e s . The women ta k in g fu n d a m e n ta l s k i l l s had an In d e x t h a t was f o u r p o i n t s g r e a t e r t h a n t h a t o f th e b o y s. Among th e dance c l a s s e s , in te r m e d ia te m odern dance was lo w e s t by a f i v e p o i n t m a rg in . I n th e a q u a tic s g ro u p , advanced s tu d e n ts * in d e x was lo w er th a n th e o th e r two s e c t i o n s by an o u ts ta n d in g d if f e r e n c e * ________ ____ _________ __________ 210 i I j ; j Q u e s t i o n Ij.6 f,L i s t b e l o w a n y p h y s i c a l a c t i v i t y ; . c o u r s e s w h i c h a r e n o t now o f f e r e d i a t U . S . C. t h a t y o u f e e l s h o u l d | b e o f f e r e d , _____________ , . T h i s q u e s t i o n g a v e e v e r y s t u d e n t an o p p o r t u n i t y t o e x p r e s s f r e e l y h i s w i s h e s r e g a r d i n g c o u r s e s h e f e l t s h o u l d ! b e a d d e d t o t h e c u r r i c u l u m o f t h e U n i v e r s i t y p h y s i c a l e d u - 1 c a t i o n p ro g ra m # A t a b u l a t i o n o f s u g g e s t e d a d d i t i o n a l ■ c o u r s e s i s p r e s e n t e d i n T a b l e s XX and X X I. The g i r l s s u g g e s t e d a t o t a l o f n i n e t e e n d i f f e r e n t a d d i t i o n a l c o u r s e s # The b o y s i n d i c a t e d t h e y d e s i r e d f o r t y - ! tw o new c l a s s e s * B y c o m b in in g t h e s u g g e s t i o n s o f b o t h b o y s an d g i r l s , I t w as f o u n d t h a t a t o t a l o f f i f t y d i f f e r e n t a d -; i ! d i t i o n a l c o u r s e s w e r e d e s i r e d b y p h y s i c a l e d u c a t i o n s t u d e n t s . j ! I O f t h e a d d i t i o n a l c l a s s e s s u g g e s t e d b y t h e g i r l s , i 1 f i v e w e r e o f f e r e d b y t h e U n i v e r s i t y i n a l e s s a d v a n c e d | fo r m o r a s p a r t o f t h e c o n t e n t o f a c l a s s # T h u s , i t c o u l d j b e s t a t e d t h a t t h e g i r l s a c t u a l l y w a n t e d f o u r t e e n c o m p l e t e - j l y d i f f e r e n t c o u r s e s . I n a n a l y z i n g t h e b o y s * a d d i t i o n a l I c l a s s n e e d s , e i g h t e e n w e r e f o u n d t o h a v e b e e n p a r t o f t h e | r e g u l a r U n i v e r s i t y p h y s i c a l e d u c a t i o n e u r r i c u l u m a s e l e m e n t a r y c o u r s e s o r a s p a r t s o f r e g u l a r l y s c h e d u l e d c l a s s e s # T h i s l e f t a t o t a l o f t w e n t y - f o u r c o u r s e s n o t o f f e r e d a t t h e U n i v e r s i t y # O f t h e f i f t y n ew c l a s s e s r e q u e s t e d b y i t ! b o t h g i r l s an d b o y s c o m b in e d , a c a r e f u l c h e c k d i s c l o s e d I i 2 1 1 TABLE XX ADDITIONAL PHYSICAL EDUCATION COURSES, AS SUGGESTED BY GIRL STUDENTS Rank S u g g e ste d C o u rses F re q u e n c y 1 .0 P in g pong 11 2 .0 S k iin g -9 ^ 3 .5 V o lle y b a ll 6 3 .5 H o rse b a c k r i d i n g , ad v an ced 6 I % ■ 5 .5 B a l l e t d a n c in g 5 5 .5 I c e s k a ti n g 5 vt 8 .0 B a s k e tb a ll 4 8 .0 R o lle r s k a tin g 4 8 .0 T e n n is , ad v an ced 4 1 1 .0 Tap d a n c in g 3 1 1 .0 F i e l d h o c k ey 3 & 0 1 1 .0 S a i l i n g 3 14*5 D iv in g 2. 1 4 .5 P o s tu r e 2 1 4 .5 R i f i e r y 2 1 4 .5 G irls* s o f t b a l l 2 h 1 8 .0 Aqua p la n in g 1 1 8 .0 F is h in g 1 1 8 .0 G o lf, ad v an ced 1 V I J TABLE XXI 212 ADDITIONAL PHYSICAL EDUCATION COURSES, AS SUGGESTED BY BOY STUDENTS Rank S u g g e ste d C o u rses F req u e n c y 1*0 S k iin g 10 2*0 F o o tb a ll 9 i q 3*0 T ra c k 8 i 1 5 .0 B a s k e tb a ll ( f u l l s e m e s te r ) 7 > V 5 .0 Touch f o o t b a l l 7 5 .0 P in g pong 7 9 .5 B a s e b a ll 6 r y 9 .5 F l y - c a s t i n g 6 && 9 .5 H o rseb ack r i d i n g , ad v an ced 6 64 9 .5 R i f l e r y 6 1 * 9 .5 W eight l i f t i n g 6 ? £ 9 .5 W r e s tlin g , ad v an c e d 6 fV 'v 1 5 .0 G y m n astics 5 1 5 .0 S e l f d e fe n s e 5 9 y 1 5 .0 S o c c e r, ad v an ced 5 h 1 5 .0 V o lle y b a ll ( f u l l s e m e s te r ) 5 1 5 .0 W ater p o lo 5 ‘ ‘V 1 9 .0 D iv in g 4 t ( % 1 9 .0 S a i l i n g 4 1 9 .0 I c e s k a tin g 4 2 4 .5 B i l l i a r d s 3 / 29 2 4 .5 Body b u i l d i n g , ad v an ced 3 24*5 B o x in g , ad v an c e d 3 2 4 .5 Crew 3 2 4 .5 D a n c in g , ad v an ced 3 2 4 .5 H a n d b a ll, ad v an ced 3 2 4 .5 T e n n is , a d v an c e d 3 2 4 .5 W ater s k i i n g 3 /iff 3 1 .5 F e n c in g , ad v an ced 2 3 1 .5 G o lf, ad v an ced 2 3 1 .5 H ik in g 2 3 1 .5 La C ro sse 2 3 1 .5 P i s t o l s h o o tin g 2 t f r 3 1 .5 S o f t b a l l , ad v an ced 2 3 8 .5 B a l l e t 1 3 8 .5 C a l i s t h e n i c s 1 3 8 .5 I c e h o ck ey 1 3 8 .5 Rugby 1 3 8 .5 S e a so n a l s p o r ts ( g e n e r a l c l a s s ) 1 3 8 .5 R o l l e r s k a ti n g 1 3 8 .5 S p e e d b a ll 1 3 8 .5 S quash 1 2 1 3 i t h a t n i n e t e e n w e r e o f f e r e d i n som e fo r m b y t h e D e p a r t m e n t : ! o f P h y s i c a l E d u c a t i o n , l e a v i n g t h i r t y - o n e t o b e s o u g h t e l s e ^ i { w h e r e * Many o f t h e c o u r s e s d e s i r e d w h i c h w e r e n o t o f f e r e d w e r e r e q u e s t e d b y - l e s s t h a n f i v e s t u d e n t s . j T he g i r l s ’ p r e f e r e n c e f o r n ew c l a s s e s c e n t e r e d m o s t - » * l y a r o u n d tw o a c t i v i t i e s : p i n g p o n g an d s k i i n g , w h ic h r a n k - i | e d f i r s t a n d s e c o n d , r e s p e c t i v e l y * G i r l s , a p p a r e n t l y , w e r e I I n o t i n t e r e s t e d i n f u r t h e r i n g t h e i r s k i l l , f o r o n l y tw o o f ' t h e c o u r s e s m e n t i o n e d m o r e t h a n o n c e w e r e o f t h e a d v a n c e d ; v a r i e t y . i T h e r e w e r e n o c l e a r - c u t c h o i c e s am ong t h e b o y s . | S k i i n g t o p p e d t h e l o n g l i s t o f f o r t y - t w o , f o l l o w e d b y f o o t - i b a l l a n d t r a c k . The i n t e r e s t d i s p l a y e d b y b o y s i n m a j o r v a r s i t y s p o r t s w a s e v i d e n c e d b y t h e f a c t t h a t f i v e o f t h e \ f i r s t s e v e n c h o i c e s c o n c e r n e d a t h l e t i c s o r som e m o d i f i c a t i o n o f a n a t h l e t i c g a m e . The d r i v e t h a t b o y s h a v e t o im p r o v e t h e i r s k i l l s w a s r e v e a l e d b y t h e f r e q u e n c y o f m e n t i o n j ( t h i r t e e n t i m e s ) o f a d v a n c e d p h a s e s o f c o u r s e s a l r e a d y o f - ! f e r e d b y t h e U n i v e r s i t y * C o u r s e s t h a t a r e e a s i l y a d a p t e d t o c o e d u c a t i o n a l : c l a s s e s t o p p e d t h e l i s t o f a l l s t u d e n t s 1 s u g g e s t e d a d d i - i t i o n s t o t h e p h y s i c a l e d u c a t i o n c u r r i c u l u m . T h e s e w e r e ; s k i i n g , p i n g p o n g , a n d a d v a n c e d h o r s e b a c k r i d i n g , w h ic h 2 li|. I | r a n k e d f i r s t , s e c o n d , a n d t h i r d , r e s p e c t i v e l y . I Q u e s t i o n h i 1 1 C h e c k b e l o w a l l o f t h e r e a s o n s w h y i . y o u e n r o l l e d i n t h i s a c t i v i t y c o u r s e . ' One u n i t e l e c t i v e c r e d i t . F u n o f p a r t i c i p a t i o n . S o c l a b i l i t y . ; O n ly t i m e c l a s s f i t i n t o my s c h e d u l e . P h y s i c a l e d u c a t i o n r e q u i r e m e n t . , 6 F r i e n d t a k i n g c o u r s e L e a r n new s k i l l . : O t h e r r e a s o n s , s p e c i f y . __________ . A p e r c e n t a g e b a s i s w a s e m p lo y e d i n a n a l y z i n g t h e r e a s o n s c h e c k e d b y t h e s t u d e n t s f o r e n r o l l i n g i n t h e i r a c t i v i t y c l a s s . T he p e r c e n t a g e w a s f i g u r e d o n t h e b a s i s o f ! t h e n u m b er o f s t u d e n t s s i g n i f y i n g o n e o f t h e r e a s o n s f o r | i j t a k i n g a c e r t a i n c l a s s d i v i d e d b y t h e t o t a l n u m ber o f s t u - j \ £ I , ! d e n t s i n a c l a s s i f i c a t i o n . ■ T he r e s u l t i n g f i g u r e w as t h e I p e r c e n t a g e o f s t u d e n t s i n a c l a s s i f i c a t i o n t a k i n g a n a c t - i i v i t y c o u r s e f o r o n e o f s e v e n r e a s o n s . The p e r c e n t a g e s o f r e a s o n s , a s b r o k e n dow n i n t o t h e v a r i o u s s t u d e n t g r o u p s , w e r e c o m p i l e d i n T a b le X X I I . T he m o s t I m p o r t a n t r e a s o n f o r s t u d e n t s e n r o l l i n g i n i ! an a c t i v i t y c o u r s e a t t h e U n i v e r s i t y w a s t h e f u n o f p a r t i - j ! c i p a t l o n . T he s e c o n d m o s t i m p o r t a n t r e a s o n w as t o l e a r n a new s k i l l . T he p e r c e n t a g e s w e r e 63 a n d 55* r e s p e c t i v e l y . To f u l f i l l t h e g r a d u a t i o n r e q u i r e m e n t o r t o g a i n o n e u n i t o f e l e c t i v e c r e d i t p r o v e d e q u a l l y a p p e a l i n g t o t h e s t u d e n t s j TABLE XXII 2 1 ? PERCENTAGES O F STUDENTS GIVING SPECIFIC REASONS FOR ENROLLING IN PHYSICAL EDUCATION CO URSES a > > -_j i •H #\ < 0 ~0 < 0 C D O S Xi rH O o to g o i •rt - p •ri •p mj g ,r n > W a > G C * ~ t < H G £ ig - k O G •ri G r o u p n w - p •n r-1 •rt JO o & -P •H G Eh M •§ § « 2 *u E h 'd < D 0) S3 •H f-• o o cO • j - 4 C O rrt-P r* .— I • *H G co a> g •rt G C - Grrt f . . . . . t •n C-P 3 ca .. . *n o o C O 0 >> o ’ M Q ) M rH c d •rt . . . so... m *n ..O fe_ H U .. .f a o C D X M O T A L L S T U D E N T S .10 .63 .28 .07 . U .08 .55 SEX Boys .13 *66 .29 .06 .33 .07 .56 Girls .35 .53 . 2? .08 .61 .11 .51 20 and Under mkO .63 ,26 .10 .70 .11 .56 A G E 21-2? Inclusive .11 .66 .30 .05 .19 .07 .67 26 and Over . 13 .72 .38 .01 .01 .03 .51 V ETER A N Veterans .36 .18 .29 .11 .02 .01 .50 STA TU S Non-veterans .10 .61 .25 .09 .59 .07 .53 ELECTIVE Elective .36 .51 .28 .12 . ol .05 .53 Required .02 .58 . 2? . 10 .82 .09 .51 A N D Boy Elective .39 .52 .27 .13 .03 .05 .51 REQ U IRED Boy Required .03 .61 .26 .10 .78 .08 .51 G irl Elective *17 .72 .37 .03 .07 .12 .56 G irl Required . 0? .51 . 2? .10 .88 .12 .50 TRA N SFER F o rm er J.C.Student .12 ,66 .31 .06 .27 .07 .59 STA TU S S. C. Student .12 .61 .28 .08 .51 .09 .56 LO CA TIO N In C alifornia *H .61 .28 .06 .15 .08 .51 Outside California .39 .59 .30 .09 .31 .10 .60 OF PRE-COL. Boy in California Boy outside Calif. .13 .i a .68 .63 .29 .32 .06 .09 .35 .27 .07 .09 .55 .60 ED U CA TIO N G irl in California .35 .51 • 2? .08 .67 .10 .52| G irl outside Calif. .29 .15 ,21 .09 .15 .11 .60 SOCIAL Organized . ho .62 .31 .07 .19 .11 .56 Independent .10 .63 .26 .07 .31 . 06 .55 O R G A N IZA TIO N Boy Organized .11 .66 .33 .05 .39 .08 .58 Boy Independent .13 . 66 .27 .07 .28 .07 .51 STA TU S G irl Organized .39 .56 .27 .10 .69 .16 .50. G irl Independent .28 .50 .22 .05 .56 .03 .62 TABLE XXII (CONTINUED) 2 1 6 PERCENTAGES OF STUDENTS GIVING SPECIFIC REASONS FOR ENROLLING IN PHYSICAL EDUCATION COURSES G r 0 u p 1 - p 0 < D 1 —! W - P • r - 4 s § r - H 1 • H O •H a c d P - . V iC O O *H g -p p c d Sociability O n l y T i m e C la s s I F it s in to S c h e d J g 0 • p cd -P 0 g g a ) T \ & m a ) <a*H » g xi C D _ O.CCJ F r ie n d T a k in g I C o u r s e | s * < D £ 5 C rH g r H cd*H < D * « S a P ( Z > O n C a m p u s .38 .58 .28 .07 .1 * 5 .08 .57 S C H O O L O ff C a m p u s .1 * 2 .65 .28 .07 .39 .08 .5 1 * Y E A R B o y o n C a m p u s .1 * 2 .6 1 * .31 .06 .36 .06 .59 R E S I D E N T I A L B o y off C a m p u s .1 * 3 .68 .29 • .07 .31 .08 .55 L O C A T I O N G irl o n C a m p u s .32 .1 * 9 .23 .08 .60 .12 .55 G irl off C a m p u s .37 .55 .26 .08 .66 .10 .52 O n e .1 * 6 .65 .31 .06 .30 .10 .52 N U M B E R T w o .39 .56 .22 .08 .1 * 9 .07 .53 T h r e e .1 * 0 .62 .28 .10 .1 * 5 .09 .57 O F F o u r .36 .71 .36 .05 .1 * 3 .09 .6 1 * B o y - O n e .1 * 7 .65 .31 .05 .25 .10 .53 P H Y S I C A L B o y - T w o .38 .63 .23 .07 .38 . 0 6 .55 B o y - T h r e e .1 * 1 .66 .31 .08 .39 .07 .53 E D U C A T I O N B o y - F o u r . 1 * 2 .75 .37 .05 .33 .06 .66 G irl - O n e .37 .59 .32 .08 .56 .08 . 1 * 6 C O U R S E S G irl - T w o .39 .1 * 5 .19 .08 .69 .08 .1 * 9 G irl - T h r e e .37 .50 .19 .13 .62 .15 .69 C O M P L E T E D G irl - F o u r .23 .65 .33 .06 .61 .13 .61, F r e sh m a n .23 .59 .27 .09 .69 .10 .1 * 8; U N I V E R S I T Y S o p h o m o r e .39 .59 .23 .08 . 6 1 * .07 .53 Ju nior .31 .65 .26 .06 .27 .06 .56 Senior .39 .1 * 9 .30 .16 .10 .06 .51 B o y - F r e sh m a n .37 .57 .25 .09 .58 .07 .1 * 7 ' B o y - S o p h o m o r e . 1 * 1 * .63 .23 .09 .61 .07 .53 B o y - Jun ior .1 * 0 .67 .27 .05 .19 .0 1 * .55 B o y - Senior .1 * 0 .1 * 7 .30 .17 .05 .05 .52 G irl - F r e sh m a n 0 .62 .30 .10 .86 .15 .50 G irl - S o p h o m o r e .29 .59 .21 .08 .71 .06 .51 C L A S S E S G irl - Jun ior 0 .58 .26 .07 .58 .1 1 * .63, G irl - Senior .33 .60 .35 .08 .1 * 5 .15 .1 * 7 \ T A B U S XXII (C O N TIN U ED ) P E R C E N T A G E S O F ST U D E N T S GIVING SPECIFIC R E A SO N S F O R E N R O L L IN G IN PH YSICAL E D U C A T IO N C O U R SE S A c tiv itie s a 0 o 0 •H 0 & < D 4> H O » > d P •H O •H P. 0T 3 P o P •H 0 0 d O O ( 8 £ o ti9 0 *rt H O pj C i — 1 P OCQ T f P •H m fi P d 0 O 0 d p Pk H ip H g ♦H •H fl d 0 'd fl E-tH o £> O d !>»0 £ *rl 0 P 0 0 d O «H P •rl a p o ,0 0 o W k O f e r — ! i — I •H M C O I 33 < d < 1 ) H 6 t f l d O o U •H P -j r ? ^ X P P n * h ^ P *H O <4 a 33 O M E h < 5 o m & A rchery •U8 .1*7 .19 .20 .5o .05 .56 .81* Badminton .1*5 .76 .36 .10 .1*9 .09 .55 .87 E lem entary badm inton .1*7 .75 .39 • 12 .52 .10 .58 .87 In te rm e d ia te badm inton .35 .80 .23 0 .35 .01* .38 .79 Bowling .16 .77 .51 .02 .1*0 .11 .51 .89 E lem entary bow ling .1 * 1 * .77 * U6 0 .38 .05 .59 .85 In te rm e d ia te bow ling .50 .79 .6U .07 .1*3 .29 .29 1.00 G olf .1*2 .80 .1*6 ,0k .11 .07 .75 .77 E lem entary g o lf .M3 .81* »1+ 8 .05 .10 .08 .80 .78 In te rm e d ia te g o lf .Hi .61* .36 0 .11* 0 .50 .70 H andball .66 .87 .26 .08 .26 .11 .66 .78 H orseback r id in g .36 .82 .39 .Oil .39 .25 .57 .75 Tennis .39 .75 .36 .03 .37 .09 .68 .75 E lem entary te n n is .37 .70 .32 .03 .37 .08 .76 .77 In te rm e d ia te te n n is • Mi .8$ .1*2 .oU .36 .11 .51 .69 f V > T A B L E XXII (C O NTINUED) P E R C E N T A G E S O F ST U D E N T S GIVING SPECIFIC R E A SO N S F O R E N R O L L IN G IN PHYSICAL E D U C A T IO N C O U R SE S ...... B 1 " o •H 0 -P H » * ► C O G •H 0 1 T f « P •H (0 0 C O n i« G 0 •H H O H f> b O C O m G p c f l ♦ H 0 O - p b H i-p •H •ri •H G .£ > e -» h o (0 g •H b® 0 O H-P G P 0 G -H O b C O O b A c tiv itie s a o •H - p § b g O ) rj S O U •H -H 03 G 0 W P . G O o tio G •H E-t f! 0 •H £ r-( H •ri t» » 2 5 G G c O 3 , U H b f l C 3 O O G •H fG to b b tG * P PG-H > <D*H ^-P ■ H O H < J IH H O C Q » B asketball-volleyball .1 * 8 .81 .15 .09 .37 .05 .37 .75 S o ccer .1 * 1 .76 .2 1 * .1 2 .18 .1 2 .53 .75 Softball .65 .8 2 .59 .1 2 .18 .1 2 . .18 .8 2 B o d y B u ild in g .1 * 2 .1 * 3 .15 .0 8 .28 .07 .71 .79 B o x in g .$9 .70 .0 1 * .07 .26 .0 7 1.00 .65 F e n c in g .. 1 * 1 * .5 7 .16 .1 2 .19 .0 2 .8 1 * .80 E le m e n ta r y fen cin g . 1 * 1 * .1 * 7 .1 1 * .1 1 * .2 2 .03 .86 .76 In term ed ia te fen cin g .1 * 3 .71 .29 0 0 0 .71 1.00 W restlin g .36 .73 .36 .09 0 .1 8 .8 2 1 * 0 0 F u n d a m e n ta l skills, m e n .31 .36 .11 .10 .8 2 .03 .26 .67 F u n d a m e n ta l skills, w o m e n .31 .11 .0 8 .12 .91 .1 2 .28 .7 1 * 9-IS- T A B L E XXII (CO NTINUED) P E R C E N T A G E S O F ST U D E N T S GIVING SPECIFIC R E A SO N S F O R E N R O L L IN G IN PHYSICAL E D U C A T IO N C O U R SE S £ 13 0 ■ P 0 3 C k 0 ) 3 C O 'S C O < D r t x i H O oco 0 O S -P •H S 3 C j L J £ J O •H •P 06 O 0 C O 8 0 0 H r-f •H J* C O 1 T ' O •n O tU ) H | 1 Like P h y s ic a l ; A c tiv ity P ro g i A c tiv itie s H es •n -P (4 { X » 0 & -P •H rH P h y sical Edi R eq u irem en t H * H .M n J U G 0 •H c , £ 0 a T * • r i rj ♦ r l 0 0 .i-l c - « n w rj"P fi-rl Opt* e 10 < D a £ i i- i •n O r\ O V ca M ( * < Modern dance .56 .67 .28 .06 •-1 J * .06 .67 .82 g E lem entary modern dance .1*2 .58 .08 .08 .50 .08 .83 .83 § In te rm e d ia te modern dance .83 .83 .66 0 .33 0 .33 .80 0 S o c ia l dance .1 * 1 * .71 .69 .02 .1*6 .13 .56 .69 Square and co u n try dance .32 .65 .1*8 ,06 .32 .10 .52 .85 C O 0 E lem entary swimming .31 .51 .19 0 .59 .08 .76 .81* U In te rm e d ia te swimming .35 .61 .22 .07 .1*6 .08 .1*6 .83 g Advanced swimming <4 A q u atics .1*1 .82 .26 .08 .Itl .05 .1*1 .77 .36 .65 .23 .05 .1*6 .07 .55 .80 Combative tn Dance .U5 .60 .19 .08 .16 ,06 .82 .83 .51 .70 .1 * 1 * .01* .1*1 .07 .58 .70 > Fundam ental s k i l l s .31 .21* .08 .11 .87 .08 .27 .71 jg g R e c re a tio n a l s k i l l s Team -1*3 .77 .39 .05 .31* .10 .58 .81 .52 .76 .33 .11 .21* .10 .36 .77 219 220 i w ith alm o st i d e n t i c a l p e r c e n ta g e s o f lj.1 and 1 | 0 , r e s p e c t i v e - 1 , ly* S o c i a b i l i t y p ro v id e d a m o tiv e f o r 28 p e r c e n t o f th e i 1 s tu d e n ts t o ta k e p h y s ic a l e d u c a tio n * To be w ith a f r i e n d and co n v e n ien c e o f s c h e d u lin g d id n o t g a in much su p p o rt* I Men b e l ie v e d i n th e f u n o f p a r t i c i p a t i o n t o a g r e a - 1 i t e r e x t e n t th a n th e women did. T here was a s l i g h t l y g r e a - , ! t e r p e r c e n ta g e o f boys who w ere e l e c t i n g p h y s ic a l e d u c a tio n ; as a means to g e t a u n i t o f c r e d i t * A lm ost tw ic e as g r e a t i I a p e r c e n ta g e o f g i r l s were e n r o l l e d i n p h y s ic a l e d u c a tio n 1 b e c a u se i t was r e q u ir e d f o r g r a d u a tio n . T here was l i t t l e ; d i f f e r e n c e b etw een th e se x e s i n th e o th e r r e a s o n s e x c e p t ! t h a t a low b u t s l i g h t l y l a r g e r p e r c e n ta g e o f women en - ■ r o l l e d i n p h y s i c a l e d u c a tio n c l a s s to be w ith a f r i e n d . ; I i i T h is te n d e n c y was c o n s i s t e n t th ro u g h o u t a l l g ro u p s s e g r e - ! ! g a te d a c c o rd in g t o s e x . Among th o s e s tu d e n ts who w ere tw e n ty - s ix y e a rs o f age and o v e r, t h e r e was a g r e a t e r p e rc e n ta g e e n r o l l e d b e c a u se o f fu n o f p a r t i c i p a t i o n and s o c i a b i l i t y th a n i n th e o th e r two age g ro u p s . The m id d le g ro u p , tw e n ty -o n e th ro u g h t w e n ty - f iv e y e a r s o f ag e , in c lu d e d a l a r g e r p e r c e n ta g e who , w anted to l e a r n a new s k i l l . The n o n - v e te ra n s h ad a l a r g e r p e rc e n ta g e o f s t u - | d e n ts who s ig n e d up i n a p h y s ic a l a c t i v i t y c l a s s f o r th e i ______________________ j I 221 1 < s a k e o f fu n * A s c o u l d b© e x p e c t e d w i t h v e t e r a n s e x e m p t e d j i fr o m t h e p h y s i c a l e d u c a t i o n r e q u i r e m e n t , t h e p e r c e n t a g e j ! o f n o n - v e t e r a n s g r e a t l y e x c e e d e d t h e p e r c e n t a g e o f f o r m e r m i l i t a r y m en e n r o l l i n g t o m e e t t h e r e q u i r e m e n t f o r g r a d u a t i o n * l G i r l s who h a d e l e c t e d t o t a k e p h y s i c a l e d u c a t i o n h a d a h i g h e r p e r c e n t a g e who c l a i m e d t o h a v e e n r o l l e d i n p h y s i - 1 1 c a l e d u c a t i o n f o r f u n t h a n d i d t h e g i r l s who w e r e t a k i n g i ! p h y s i c a l e d u c a t i o n t o s a t i s f y t h e g r a d u a t i o n r e q u ir e m e n t * T he r e v e r s e w a s t r u e o f t h e b o y s * The " r e q u i r e d " b o y s h a d • a s l i g h t l y h i g h e r p e r c e n t a g e t h a n t h e 1 1 e l e c t i v e ” b o y s . , T w e n ty p e r c e n t m o re o f t h e " e l e c t i v e 1 1 g i r l s p r o f e s s e d f u n ! ■ i j a s a r e a s o n f o r t a k i n g p h y s i c a l e d u c a t i o n , a s c o m p a r e d t o t h e " e l e c t i v e " b o y s * | 1 A g r e a t e r p e r c e n t a g e o f a l l s t u d e n t g r o u p s who h a d t a k e n t h e i r p r e - c o l l e g e e d u c a t i o n i n C a l i f o r n i a p u t down f u n o f p a r t i c i p a t i o n and p h y s i c a l e d u c a t i o n r e q u i r e m e n t j a s e n r o l l m e n t r e a s o n s t h a n d i d t h o s e s t u d e n t g r o u p s w ho h a d , p r e v i o u s l y l i v e d o u t s i d e t h e S t a t e . The o u t - o f - s t a t e s t u d e n t s , h o w e v e r , r e v e a l e d a g r e a t e r d e s i r e t o l e a r n a new s k i l l . ‘ A l l o r g a n i z e d s t u d e n t s , p a r t i c u l a r l y s o r o r i t y g i r l s , . h a d a m u ch g r e a t e r t e n d e n c y t o f o l l o w f r i e n d s i n t o p h y s i - i f c a l e d u c a t i o n c o u r s e s t h a n d i d t h e i n d e p e n d e n t b o y s a n d 2 2 2 1 g i r l s . Those s tu d e n ts who had ta k e n f o u r o r more a c t i v i t i e s had l a r g e r p e r c e n ta g e s o f e n r o l l e e s b e c a u se o f th e a t t r a c t i o n o f fu n , s o c i a b i l i t y , and th e o p p o r tu n ity to l e a r n a new s k i l l th a n d id th e o t h e r c o u r s e s co m p leted groups# The s e n i o r s o f a l l groups th o u g h t more h ig h ly o f s o c i a b i l i t y as a r e a s o n th a n d id any o f th e o th e r c l a s s s tu d e n ts # The two u p p e r c l a s s g ro u p s o f g i r l s had a much h ig h e r p e r c e n ta g e o f s tu d e n ts who were s t i l l e n r o l l i n g i n p h y s i c a l e d u c a tio n b e c a u se i t was a re q u ire m e n t th a n d id th e j u n i o r and s e n io r boys# A lm ost o n e - f i f t h o f th e s e n io r boys to o k a p a r t i c u l a r a c t i v i t y b e c a u se i t o c c u rre d a t th e o n ly tim e th e c l a s s w ould f i t t h e i r sc h e d u le s# One t h i r d o f th e r e c r e a t i o n - t y p e a c t i v i t y s tu d e n ts were i n t h e i r r e s p e c t i v e c l a s s e s to f u l f i l l th e U n i v e r s i t y ’s p h y s ic a l e d u c a tio n r e q u ir e m e n t. T h is number was about j a v e ra g e f o r a l l c l a s s e s e x c e p t g o l f . O nly 11 p e r c e n t o f th e g o l f s tu d e n ts p u t down th e re q u ire m e n t as t h e i r m o tiv e = f o r e n r o l l i n g . I n two c o u r s e s , in te r m e d ia te b o w lin g and \ h o rs e b a c k r i d i n g , o n e - f o u r th o r more o f th e s t u d e n t s w ere t h e r e b e c a u se o f f r i e n d s . The p e r c e n ta g e s i n th e o th e r i c l a s s e s w ere n e g l i g i b l e . C o n s id e ra b ly more th a n o n e - h a l f o f th e s tu d e n ts i n th e r e c r e a t i o n a l - t y p e c o u r s e s w ere t h e r e a ls o to l e a r n 223 new s k i l l s * S tu d e n ts p r o f e s s e d w a n tin g to l e a r n how to p la y g o l f and t e n n i s to a g r e a t e r e x t e n t th a n any o f th e o t h e r a c t i v i t i e s . The m ost im p o rta n t s in g l e r e a s o n f o r th e team p l a y e r s s e l e c t i n g a p a r t i c u l a r a c t i v i t y as t h e i r p h y s ic a l e d u c a tio n c o u rs e was fu n o f p a r t i c i p a t i o n . Over f o u r - f i f t h s o f th e s t u d e n t s i n b a s k e t b a l l - v o l l e y b a l l and s o f t b a l l f e l t t h a t way. S o c i a b i l i t y had l i t t l e a p p e a l f o r th e b a s k e t b a l l - v o l l e y b a l l s tu d e n t s , w ith o n ly 15 p e r c e n t g iv in g t h a t as t h e i r r e a s o n f o r r e g i s t r a t i o n . T h is was i n c o n t r a s t to s o f t b a l l , w hich had 59 P©r c e n t s ig n up f o r s o c i a l r e a s o n s . More s t u d e n t s , o v e r 50 p e r c e n t , to o k s o c c e r to l e a r n a new s k i l l th a n u se d t h a t r e a s o n as a m o tiv e f o r e n r o l l i n g i n th e o t h e r two team s p o r t s . The overw helm ing r e a s o n g iv e n by th e s tu d e n ts i n com bative c l a s s e s was to l e a r n a new s k i l l . T his was f 22 p e r c e n ta g e p o i n t s ahead o f th e n e x t m ost p o p u la r r e a s o n , ! fu n o f p a r t i c i p a t i o n . F o r t y - f i v e p e r c e n t o f a l l s tu d e n ts e n r o l l e d i n com bative a c t i v i t i e s were th e r e to e a r n a u n i t o f e l e c t i v e c r e d i t * S o c i a b i l i t y d id n o t p la y a v e ry im - i p o r t a n t p a r t i n g e t t i n g th e s tu d e n ts to s ig n u p . L ess th a n o n e - f i f t h o f th e s tu d e n ts r e g i s t e r e d f o r t h a t r e a s o n i n com bative ty p e a c t i v i t i e s . 221). As m ig h t have b e e n e x p e c te d , th e s i n g l e m ost im p o r t a n t r e a s o n f o r th e s tu d e n ts i n fu n d a m e n ta l s k i l l s en r o l l i n g i n t h e i r r e s p e c t i v e c l a s s e s was t o f u l f i l l th e p h y s ic a l e d u c a tio n re q u ire m e n t f o r g r a d u a tio n . The boys a p p a r e n tly th o u g h t t h e i r c o u rs e was g o in g t o be fu n t o a g r e a t e r d e g re e th a n th e g i r l 3 . I n fa c t, o n ly one g i r l i n t e n sig n e d up f o r t h i s r e a s o n . W hile th e f i g u r e was n o t l a r g e , 12 p e r c e n t o f th e g i r l s to o k t h e i r c o u rse b ec au se a f r i e n d was a l s o ta k in g i t . Only 3 p e r c e n t o f th e boys c la im e d t h i s . Pun o f p a r t i c i p a t i o n was th e o u ts ta n d in g r e a s o n f o r s tu d e n ts ta k in g a dance c l a s s . Next m ost p o p u la r m o tiv e was to l e a r n a new s k i l l . O ther r e a s o n s i n th e o r d e r o f t h e i r fre q u e n c y o f m e n tio n w ere: one u n i t o f e l e c t i v e c r e d i t , s o c i a b i l i t y , and to m eet th e p h y s ic a l e d u c a tio n r e q u ire m e n t. More s tu d e n ts to o k in te r m e d ia te m odern dance f o r th e f u n o f p a r t i c i p a t i o n and f o r one u n i t e l e c t i v e c r e d i t th a n was t r u e f o r any o t h e r dance c o u r s e , W hile s o c i a b i l i t y (o v e r 5 > 0 p e r c e n t) was a f a i r l y s tr o n g r e a s o n f o r s tu d e n ts to e n r o l l I n s o c i a l , s q u a re , and in te r m e d ia te m odern d an c e, o n ly 8 p e r c e n t th o u g h t o f e le m e n ta ry m odern dance i n t h a t r e s p e c t when r e g i s t e r i n g . To l e a r n a new 225 s k i l l , was g iv e n by 83 p e r c e n t o f th e e le m e n ta ry m odern dance s tu d e n ts f o r ta k in g th e course* Fun o f p a r t i c i p a t i o n was th e l a r g e s t s in g l e r e a s o n th e s tu d e n ts had f o r ta k in g swimming. Of th e i n d iv i d u a l s e c t i o n s , more (8 2 p e r c e n t) to o k advanced swimming w ith t h i s i n mind th a n any o f th e o th e r s e c t i o n s . E le m e n ta ry swimming had 75 pe** c e n t o f i t s s tu d e n ts as a r e s u l t o f a d e s i r e to l e a r n a new s k i l l . T h is p e rc e n ta g e was c o n s id e r a b ly l a r g e r th a n f o r o t h e r s e c t i o n s . O nly a l i t t l e more th a n o n e - f i f t h o f th e s tu d e n ts e n r o l l e d f o r s o c i a l re a s o n s To h e lp f u l f i l l th e p h y s ic a l e d u c a tio n re q u ire m e n t and to g e t one u n i t o f e l e c t i v e c r e d i t w ere r e a s o n s a t t r a c t i n g I4 .6 p e r c e n t and 36 p e r c e n t , r e s p e c t i v e l y , o f th e swim ming e n r o l l e e s . To p ro v id e f o r s t u d e n t s who had a d d i t i o n a l re a so n s f o r e n r o l l i n g i n p h y s i c a l e d u c a tio n b e s id e s th e ones l i s t e d i n Q u e s tio n i|.7, an o p p o r tu n ity was g iv e n to w r i t e i n o th e r m o tiv e s . The a d d i t i o n a l r e a s o n s a re l i s t e d i n ra n k o r d e r i n T ab le X X III. The g i r l s c la im e d n in e a d d i t i o n a l r e a s o n s f o r t a k in g p h y s ic a l e d u c a tio n . To im prove a s k i l l th e y a lr e a d y had was th e m ost f r e q u e n t l y m e n tio n e d r e a s o n , fo llo w e d by p h y s ic a l f i t n e s s . The boys c la im e d a t o t a l o f t h i r t e e n BOYS GIRLS 226 TABLE XXIII ADDITIONAL R EA SO N S G IV EN B Y STU D EN TS FO R ENROLLING IN PHYSICAL ED U CA TIO N CUSSES Rank Reason fo r Enrolling Frequency 1.0 Improve s k il l 10 2,0 Physical fitn e ss 6 3.0 In terest in a c tiv ity k 1 U.o Glass aided profession 3 1 5.0 Improve grace 2 : 7.5 Increase knowledge 1 1 7.5 Relaxation 1 1 7.5 Snap course 1 7.5 Substitute fo r other a c tiv ity 1 1.0 Physical fitn ess 87 2.0 Improve s k ill 2k 3.0 In te re st in a c tiv ity Ik iuO Business 6 6.0 Class aided profession 2 , 6 .0 Improve grace 2 1 6.0 Improvement of defect 2 ,10.5 Enrolled by mistake 1 ,10.5 Financial 1 10.5 Increase knowledge 1 10.5 Like in stru cto r 1 10.5 No clothes change 1 10.5 Self protection 1 227 o th e r m o tiv e s . P h y s ic a l f i t n e s s was by f a r th e o u ts t a n d in g r e a s o n , b e in g l i s t e d a t o t a l o f e ig h ty - s e v e n tim e s , o r more th a n th r e e tim e s as much as th e n e x t m ost f r e q u e n t r e a s o n , to im prove s k i l l * I n t e r e s t i n an a c t i v i t y was men tio n e d f o u r te e n tim e s , to ra n k t h i r d on th e b o y s 1 l i s t * Hone o f th e re m a in in g tw elv e e n ro llm e n t r e a s o n s was l i s t e d more th a n s i x tim e s . Q u e s tio n U8 f,Have you g a in e d a l l t h a t you e x p e c te d from th e e n t i r e p h y s ic a l e d u c a tio n program a t TJ. 35. C. i n w hich you have engaged so f a r ? M The answ ers to t h i s q u e s tio n were com puted i n p e r c e n ta g e s . The p e r c e n ta g e o f each g roup t h a t r e p l i e d a ffirm a t i v e l y to th e q u e s tio n i s shown i n T able XXIV. Of th e e n t i r e g ro u p , 79 P© ** c e n t o f th e s tu d e n ts f e l t t h a t th e y had g a in e d a l l th e y had e x p e c te d from th e U n iv e r s it y p h y s ic a l e d u c a tio n program* Thus, a p p a r e n tly J a lm o st f o u r - f i f t h s o f th e s t u d e n t s who had a c t u a l l y u n d e r gone i n s t r u c t i o n i n th e program f e l t t h a t i t was w o rth j w h ile . T here was no d i f f e r e n c e i n th e o p in io n s o f b o y s and g i r l s . V e te ra h s p r o f e s s e d s l i g h t l y more s a t i s f a c t i o n i n th e program th a n n o n - v e te r a n s . Those s tu d e n ts who had co m p leted o n ly one c o u rs e had a s l i g h t l y h ig h e r o p in io n o f th e program th a n d id th o s e who had f i n i s h e d more th a n two ! c o u r s e s i n p h y s ic a l e d u c a tio n * 228 TABLE XXIV PERCENTAGES OF STUDENTS INDICATING SATISFACTION W ITH T H E PHYSICAL EDUCATION P R O G R A M G r o u p % G r o u p All S tu d en ts m B o y s c q G irls .79 .79 .79 2 0 a n d U n d e r . 7 8 8 2 1 -2 ^ Inclusive .80 ^ 2 6 a n d O v e r .81 V e te r a n s .82 N o n -v e te r a n s .77 ^ E 3 .ectiv e . 7 8 q R e q u ir e d . 7 9 B o y Elective .7 8 S c a B o y R e q u ir e d . 7 9 SS G irl Elective .77 G irl R e q u ir e d .78 j § e 4 F o r m e r J.C .S tu d en t .80 ggS. C . S tu d e n t .78 E H C O I n California . 7 8 g j g " O u tsid e California .81 J 2 , . B o y in California . 7 9 So S o y outside Calif. .81 G irl in California .78 R p | G irl outside Calif. .79 3 P m O r g a n iz e d . 7 9 g I n d e p e n d e n t . 7 9 °g B o y O r g a n iz e d . 7 8 B o y I n d e p e n d e n t .80 G irl O r g a n iz e d .79 g G irl In d e p e n d e n t . 7 6 g O n C a m p u s . 7 8 p O ff C a m p u s . 8 0 ^ g B o y o n C a m p u s . 76 g m B o y off C a m p u s . 8 1 g ^ G irl o n C a m p u s . 8 0 g g G irl off C a m p u s . 7 7 j -3 O n e . 8I 4 . g T w o .79 T h r e e . 7h g g F o u r .7h g g B o y - O n e . 8I 4 ^g B o y - T w o .78 g g B o y - T h r e e . 7 3 w o B o y - F o u r . 7k j g g G irl - O n e . 8 5 ^ j g G irl - T w o . 8 0 g g G irl - T h r e e . 76 » o G irl - F o u r . 7 3 F r e s h m a n .79 S o p h o m o r e . 7 9 g J u n io r . 7 3 g S en ior . 8 0 ^ 5 B o y F r e s h m a n . 8 0 0 B o y S o p h o m o r e .79 I g B o y J u n io r .73 1 g B o y Senior . 8 0 ' g G irl F r e s h m a n .78 ! p j G irl S o p h o m o r e .79 [ g G irl Ju n ior .75 1 G irl S en ior . 7 7 Over f o u r - f i f t h s o f a l l s tu d e n ts i n r e c r e a t i o n a l ty p e c l a s s e s e x p r e s s e d th e o p in io n t h a t th e y had g a in e d a l l th e y e x p e c te d from th e p h y s ic a l e d u c a tio n program o f th e U n i v e r s i t y . A ll w r e s t l i n g and in te r m e d ia te b o w lin g and f e n c in g s tu d e n ts i n d i c a t e d a p p ro v a l o f th e program . I n a l l team and swimming a c t i v i t i e s , a t l e a s t t h r e e - f o u r t h s o f th e s tu d e n ts i n d i c a t e d s a t i s f a c t i o n i n th e program . The program was approved by 80 p e r c e n t o f th e s tu d e n ts i n a l l o f th e dance c o u rs e s e x c e p t s o c i a l dance. Q u e s tio n lj.9 rtI f you have n o t g a in e d a l l t h a t you .e x p e c t from th e e n t i r e p h y s ic a l a c t i v i t y program a t U. S. C. i n w hich you have engaged so f a r , l i s t i n what ways i t h a s b e e n l a c k i n g . ” * 9 • T h is q u e s tio n p ro v id e d th o s e s tu d e n ts who th o u g h t th e program was in a d e q u a te w ith th e o p p o r tu n ity to l i s t i t h e i r s p e c i f i c c r i t i c i s m s . L i s t s o f th e c r i t i c i s m s a c c o rd - j i in g to t h e i r fre q u e n c y o f m e n tio n a re g iv e n i n T ab le s XXV ' i and XXVI. j The program was fo u n d la c k in g i n a t o t a l o f tw e n ty - two d i f f e r e n t ways i n th e o p in io n o f th e g i r l s t u d e n t s . The g i r l s * m ost f r e q u e n t l y m e n tio n e d c r i t i c i s m s w ere: l a c k o f a c t i v i t y i n c l a s s e s , n o t enough a t t e n t i o n from th e i n s t r u c t o r , and in a d e q u a te f a c i l i t i e s . 230 TABLE X X V PHYSICAL ED U CA TIO N PR O G R A M CRITICISMS B Y W O M E N STU D EN TS Rank Program Criticism Frequency 1.0 Too much ta lk , not enough play* 11 2.0 Lack of personal atten tio n from in stru cto r 10 3.0 Inadequate f a c i liti e s 8 i*.o Classes too large 6 5.5 Too few class periods per week 5 5.5 Inadequate offering of courses 5 7.5 Bathing su its inadequate k 7.5 Poor in stru cto r h 10.0 Fundamental s k ills class waste of time 2 10.0 No tournament play 2 10.0 Diving not offered 2 17.0 Course offered a t wrong time 1 17.0 Dislike grades given 1 17.0 Compelled to take uninteresting courses 1 17.0 Incomplete course 1 17.0 Course too elementary 1 17.0 A ctivity not strenuous enough 1 17.0 Unable to take more than one a c tiv ity course per semester 1 17.0 Lack of p articip atio n by in stru cto r 1 17.0 No remedial classes 1 17.0 Not enough elementary courses 1 17.0 Too much work fo r one unit 1 ' i 2 3 1 TABLE XXVI P H Y S I C A L E D U C A T I O N P R O G R A M C R I T I C I S M S B Y M E NS T U D E N T S H a n k P r o g r a m C riticism F r e q u e n c y 1.0 C lass periods too short 29 2.0 In a d e q u a te facilities 28 3*0 L a c k of personal attention fr o m instructor 23 U.o In a d e q u a te offering of cou rses 20 5 .0 T o o m u c h talk a n d n ot e n o u g h play 19 6.0 P o o r instructor 15 7.0 C lasses too large 10 9 .0 Activity n ot stren u o u s e n o u g h 9 9.5 T o o m u c h e m p h a s is o n fu n d a m e n ta ls 6 9.5 N o n -sep a ra tio n of skilled a n d non-skilled 6 11.0 C o u r s e too elem en ta ry 5 12.5 T o o fe w class p eriods p er w e e k k 12.5 T o o m u c h w o r k for o n e unit k lluO C o m p e lle d to ta k e uninteresting cou rses 3 17.0 In c o m p le te cou rse 2 - 17.0 N o t e n o u g h e le m e n ta lly cou rses 2 , 17.0 C o u r s e too stren u o u s 2 j 17.0 Facilities n ot sufficiently available for recreational play 2 j 17.0 Skill stressed too m u c h 2 22.5 Dislike g ra d es given 1 22.5 D iv in g n o t offered 1 22.5 N o to u r n a m e n t play 1 22.5 N o t e n o u g h c o v e r e d d u rin g the sem ester 1 22.5 N o op p ortu n ity to u se initiative 1 22.5 O v e r la p p in g of instruction b e tw e e n elem en ta ry a n d a d v a n c e d 1 232 The boys* c h i e f c o m p la in ts were co n c ern ed w ith th e c l a s s p e r io d s b e in g to o s h o r t and in a d e q u a te f a c i l i t i e s . The g i r l s d id n o t m e n tio n t h a t th e c l a s s e s w ere to o b r i e f , a lth o u g h t h i s c o n d itio n was l i s t e d more f r e q u e n tly th a n any o th e r by th e b o y s . O th er u n d e s ir a b le a s p e c ts o f th e p h y s i c a l a c t i v i t y program i n th e o p in io n s o f th e boys w ere: l a c k o f p e r s o n a l a t t e n t i o n from th e i n s t r u c t o r , in a d e q u a te o f f e r i n g o f c o u r s e s , and l a c k o f a c t i v i t y i n th e c l a s s e s . A t o t a l o f tw e n ty -fo u r d i f f e r e n t c o m p la in ts w ere r e g i s t e r e d by th e young men. Only f i v e o f th e c r i t i c i s m s were l i s t e d more th a n f i v e tim e s . I I . SUM M ARY OP THE CHAPTER T h is c h a p te r h as p r e s e n te d th e o p in io n s o f th e s t u - i d e n ts on th e e x t e n t to w hieh c e r t a i n p e r s o n a l w ants had been ! f u l f i l l e d th ro u g h p a r t i c i p a t i o n i n th e p h y s ic a l e d u c a tio n I ! program . I n g e n e r a l, th e s tu d e n t s claim ed t h a t t h e i r w ants w ere s a t i s f i e d to a g r e a t e x t e n t . P e a r o f i n j u r y and o v e r- j f a t i g u e p la y e d o n ly a sm a ll p a r t i n p r e c lu d in g enjoym ent of p a r t i c i p a t i o n . The program p ro v e d p e r s o n a l l y e n jo y a b le t o j i m ost s t u d e n t s , w h ile 80 p e r c e n t o f th e p a r t i c i p a n t s g a in - ! ed a l l th e y e x p e c te d from i t . C o e d u c a tio n a l p h y s ic a l e d u c a tio n c l a s s e s p ro v e d p o p u la r . The f a c i l i t i e s w ere 1 233 1 judged to be f,good f 1 alo n g w ith the q u a n t i t y o f s tre n u o u s c o u rs e s o ffe re d * A lm ost tw o - th ir d s o f th e s tu d e n ts e n r o l l ed i n p h y s ic a l e d u c a tio n f o r th e fu n o f p a r t i c i p a t i o n . Over o n e - h a l f w anted to l e a r n a new s k i l l * S u g g e ste d ad d i t i o n a l c o u rse s and program c r i t i c i s m s were n e g l i g i b l e 1 as to number and c o n s is te n c y * i CHAPTER XVI POSSIBLE KNOWLEDGE OUTCOMES AS DETERMINED BY PHYSICAL EDUCATION STUDENT OPINION AND AN ANALYSIS OF FINAL EXAMINATIONS T h is c h a p te r p r e s e n t s th e d a ta on how ea ch s tu d e n t group re sp o n d e d to th e q u e s tio n s r e l a t i n g to d e s ir e d p o s s i b l e p h y s i c a l e d u c a tio n know ledge outcom es. I n a d d i t i o n , th e e x t e n t and ty p e s o f p h y s ic a l e d u c a tio n knowledge p o s s e s s e d by th e s tu d e n ts a r e s tu d i e d th ro u g h an a n a ly s is o f th e f i n a l e x a m in a tio n s g iv e n i n th e c la s s e s * I* ANALYSIS OF STUDENT RESPONSES The answ ers t o Q u e s tio n s 39 th ro u g h I 4 .I were con s id e r e d a s i n d i c a t i v e o f c e r t a i n p o s s i b l e know ledge o u t comes. The answ ers i n th e form o f i n d i c e s a r e found i n T able XXVII. The o v e r - a l l in d e x f o r th e knowledge q u e s tio n s was f o u r te e n , w ith a r a t i n g o f ng o o d .ff No n o te w o rth y d i f f e r e n c e s were o b se rv e d among th e s e v e r a l s tu d e n t c l a s s i f i c a t i o n s and a c t i v i t y g ro u p s . I n te r m e d ia te m odern dance had th e h i g h e s t in d e x among th e i n d i v i d u a l a c t i v i t y c l a s s e s . T h is was i n c o n t r a s t to th e e le m e n ta ry m odern dance c l a s s , w hich had th e lo w e s t in d e x . I n th e com bative g ro u p , w r e s t l in g and b o x in g were h ig h and low , r e s p e c t i v e l y . 1 1 I 1 CrfcrVjO H O V ) £ £ ONVjO J t i £ m 1 6 G H -> £ £ £ £ H i 1 6 £ £ £ £ £ £ £ £ £ ro 1 3 1 6 £ K £ £ £ H H H PO ON V a> £ H H H r o V \J = - £ PO £ £ £ H H H po \j\£r" M UJ M H -» 1 3 1 6 e M M M M O V a> £ H H H PO ON-fr* £ H* M fed rv> O s-cr Questions All Students Boys Girls 20 and Under 21- 2S Incl. 26 and Over Veterans Non-Veterans Elective Required Boy Elective Boy Required Girl Elective Girl Required Transfer Student S. C. Student fi |r-4=r'U> M O V O Questions £- H H H IV ) OWa > California £ r" Outside California £ K G f e i Boy, California e Boy, Outside Cal. c 13 1 6 11 G irl, C alifornia e KKfc! G irl, Outside Cal. e Organized e i — i t_i |— i IO V T IV a J Independent is* * K Kfe- Boy, Organized e Boy, Independent e |-i p u ho — a V a > G irl, Organized i— * U) H H H HVAH G irl, Independent e { — ‘MM ro O V *) Near Campus e Hi 16 12 Off Campus e Boy, Hear Campus e 1k 16 12 Boy, Off Campus £ H H * M ro — j uj G irl, Near Campus G 1 — * M M M O vfO G irl, Off Campus w o o > t-3 M § S S h 3 M S S 3 5 I o o It1 c /> o o H 5 * > ir* C o > § 3 g CO S j M e 1 - 3 M O a CO o ffi o o f r * s g o £d { * > »-3 W M & 3 O CO a h - i C 3 W a 3 tr« o § sa N CO o o o b rj a a o C 3 *-3 O o o e © H CO •-3 8 m a •-3 CO »~3 £ £ H "o O a H3 2 3 7 TABLE XXVII (CONTINUED) CONVERTED SCORES OF K N O W LEDGE OUTCOMES CLAIMED BY STUDENTS © NUM BER OF PHYSICAL EDUCATION COURSES COMPLETED 1 1 1 ,l0 ir1 " 1 1 . . w , ~ , Boys G i r l s o > 1 2 3 1 * ----------- ;-------- —-- 3 i 2 3 u i 2 : 39 lit 13 13 1 1 1 H 13 lit U 12 13 U 13 1 * 0 13 16 16 16 15 15 16 16 15 16 16 17 U l 12 12 11 12 12 12 12 13 12 12 10 10 G M 1 1 * 1 1 * 13 1U n* 13 Hi 15 13 1U 12 13 TABIE XXVII (CONTINUED) CONVERTED SCORES OF KNCW- LEDGE OUTCOMES CLAIMED BY STUDENTS £ m § U N I V E R S I T Y C L A S S E S F. S. Jr. Sr. Boys G i r l s S. J r . S r . F . S . J r . S r. 39 hO h i Ik IS 12 13 IS 12 1U 16 1 1 13 1 6 12 IS IS 12 13 IS 12 1h 16 11 1h 16 12 13 16 1 1 13 IS 1 1 lk 16 10 12 IS 1 1 G M iu 13 1U lk nil 13 1h m 13 13 13 13 B £r-£r-Vv> H OVO Q u e s tio n s M M M fO On O A rc h e ry £ H H H ro OnV jo B adm inton £ H H H rO On VO Elem . B adm inton so £ H* M H vo ~sj ro I n t . B adm inton m o te On M M } — * V O N O — J B ow ling so t? 3 5 * 9 . M O p 1 _ _ _ 1 1 _ _ _ 1 Vo N O — d Elem , B ow ling M t ? O H ro H M O V A I n t . B ow ling O S s t > M VA M M M H CD-sl G o lf Jr* M v n L -l » _ _ » 1 i 1 — r~ p— M CD -O E le m e n ta ry G o lf > o i-3 i — * v n m i— » h V r\-J £r I n te r m e d ia te G o lf M <} jr* O M M M U> On CO H a n d b a ll M M K 1 1 Hi 1 1 H o rseb ack R id in g W C D £ H H H j- j On jfcr" T e n n is H Vo s u e Elem . T e n n is £ s s u I n t . T e n n is M V O M U > M Vn M H* M iv) v n v o H H H ro £r-vo H H H o o h v a B a s k e tb a l l V o lle y b a ll S o c c e r S o f t b a l l T E A M ACTIVITIES o O CO O O § o o o c n o £ F 5 c o *-3 S 3 h 3 C O w < 3 M • — I O s »-3 f - H S S 9^2 B {=-£TKj4 H O V O Q u estion s £■ U h I |m ) \x> VA-pr Body B u ild in g K K £ P Boxing P & £ 5 Fencing £ P M H h-» o o Elem, Fencing & I n t. Fencing & t n fevfev W restlin g J = “ J-' fcdfci V gj.p-.p- Fundamental S k i l l s , Men M UJ Fundamental S k i l l s , Women M U> Modern Dance B H VO V * J V O Elem entary Modern Dance £ H» H* * V > W 03 0 In term ed iate Modem Dance B t — 1 H* V * > - J - 0 S o c ia l Dance 1 — 1 V * > H H H M - o ro Square and Country Dance to H H H o v n to Elem. Swimming H H H ro v n v n I n t. Swimming & M M M -fc --0 - o Adv. Swimming £ H H H ro v n v n A qu atics J-J L -J t~t to o w n Combative £ t — J f — ^ H H to Ov to Dance •E " lii 15 12 Fundamental S k i l l s b o w l v n H H» H* ro - o vn. In d iv id u a l R e cr ea tio n a l e - Team o Q te > * - 3 0 2 W P 5 G M S H f *- 3 Q t-« > { * > w r< > g 8 fe; <o S 9 = » m 3 O CO H 3 CO O ► x j i* * O r - 3 I — I h 3 s co o Q co o o CO § CO o p M l CO » -3 I § t~3 CO h 9 M M O O 5 2 5 H 3 L .^IL 2 1 * 0 Q u e s tio n 39 ”To what e x t e n t do you know th e s a f e t y m e asu res n e c e s s a r y to s a fe g u a rd y o u r s e l f and o th e r s w h ile en g ag in g i n t h i s a c t i v i t y ? 1 1 In d e x -1 3 , R atin g -g o o d * The boys* in d e x was c o n s i s t e n t l y h ig h e r th a n th e g i r l s 1 I n a l l g ro u p s c l a s s i f i e d a c c o rd in g to sex* N o eth er d i f f e r e n c e s w ere n o te d among th e s tu d e n t c l a s s i f i c a t i o n s . Among th e a c t i v i t y g ro u p s, th e h i g h e s t i n d i c e s were fo u n d f o r a q u a t i c s , c o m b ativ e, and r e c r e a t i o n a l ty p e s . The dance group in d e x was lo w e s t. Among r e c r e a t i o n a l ty p e a c t i v i t i e s , r i d i n g had th e lo w e s t in d e x , TBfoile h a n d b a ll was h ig h . The in te r m e d ia te m odern dance in d e x was tw e n ty , w hich was e i g h t p o i n t s more th a n th e n e x t h i g h e s t dance c l a s s index* The e le m e n ta ry swimming in d e x was lo w er th a n t h e , i n d i c e s o f th e more ad vanced swimming s e c t i o n s . Q u e s tio n liO **To w hat e x te n t do you p r a c t i c e th e ! b a s i c e t i q u e t t e n e c e s s a r y to p r o - I p e r l y g u id e your co n d u ct w h ile p a r - I t i c i p a t i n g i n t h i s a c t i v i t y ? M j I n d e x - l 6 , R a t i n g - e x c e l l e n t . | I S o r o r i t y g i r l s * in d e x was s u p e r io r to t h a t o f th e 1 f n o n - a f f i l i a t e d g i r l s * , as was th e on-cam pus g i r l s * c l a s s i - I f i c a t i o n o v e r n o n - r e s i d e n t g i r l s * g ro u p . The more c o u rs e s t h a t g i r l s had f i n i s h e d i n p h y s i c a l e d u c a tio n , th e h ig h e r was th e in d e x number made on t h i s q u e s tio n . 2 Ip. ; R e c r e a tio n a l and team ty p e s were h ig h and low , r e s p e c t i v e l y , among th e a c t i v i t y groups* H orseback r i d i n g was th e lo w e s t, w h ile b o w lin g was th e h i g h e s t among th e r e c r e a t i o n a l ty p e in d ic e s * The g i r l s i n fu n d am en tal s k i l l s had a h ig h e r in d e x th a n th e b o y s . B oth b a s k e t b a l l - v o l l e y - b a l l and s o c c e r i n d i c e s were g r e a t e r th a n th e s o f t b a l l i n d ex . In th e dance g ro u p , in te r m e d ia te m odern d an c e, s o c i a l dance, and s q u a re dance were h ig h . Q u e s tio n lj.1 l!To what e x t e n t c o u ld you t e l l some one e l s e how to p e rfo rm t h i s a c t i v i t y ? 1 1 In d e x -1 2 , R a tin g -g o o d . The in d e x o f th e b o y s who had f i n i s h e d f o u r p h y s i- 1 c a l e d u c a tio n c o u rs e s Was th r e e p o i n t s h ig h e r th a n t h a t o f th e g i r l s i n th e same c a te g o r y . N o eth e r d i f f e r e n c e s were o b se rv e d among th e s e v e r a l s tu d e n t c l a s s i f i c a t i o n s . 1 i A ll a c t i v i t y g ro u p s had an in d e x o f tw e lv e e x c e p t j team s p o r t s , w hich was two p o i n t s h i g h e r . Among th e r e - ! c r e a t i o n a l a c t i v i t i e s , in te r m e d ia te g o l f had th e h i g h e s t 1 i in d e x . E le m e n ta ry t e n n i s was lo w e s t. The in d e x f o r s o c c e r 1 was t h r e e p o i n t s o r more h ig h e r th a n th e in d e x o f any o th e r ' a c t i v i t y c l a s s . I n th e com bative a c t i v i t i e s , th e w r e s t l i n g I group had th e h i g h e s t in d e x . B oys 1 fu n d am e n tal s k i l l s in d e x was g r e a t e r th a n g i r l s * . E le m e n ta ry modern dance had! th e lo w e s t In d e x o f a l l th e a c t i v i t i e s * The swimming s e c t i o n s v a r ie d from an in d e x o f te n f o r e le m e n ta ry to f o u r te e n f o r advanced. I I . PINAL EXAMINATION ANALYSIS The p r i n c i p a l m ethod em ployed i n d e te rm in in g th e ty p e s and e x t e n t o f know ledge p o s s e s s e d by th e p h y s ic a l e d u c a tio n s tu d e n ts was an a n a ly s is of th e f i n a l exam ina t i o n s , g iv e n i n th e s p r in g s e m e s te r, 1950* An e x p la n a tio n o f th e a n a l y s i s was g iv e n i n C h ap ter I I I . A f t e r th e q u es tio n s o f ea ch e x a m in a tio n had b een p u t i n t o one o f th e t e n c a t e g o r i e s o f p h y s ic a l e d u c a tio n know ledge g iv e n i n C h ap ter I I I , th e n e x t s t e p was to t a b u l a t e th e answ ers and p u t th e r e s u l t s i n t o m e a n in g fu l fo rm s. A ll o f th e c o r r e c t answ ers f o r e a c h c a te g o r y o f know ledge on th e e x a m in a tio n f o r ea ch j a c t i v i t y w ere t a l l i e d and th e t o t a l d iv id e d b y th e p ro d u c t o f th e number o f s tu d e n ts who to o k th e e x a m in a tio n , m u l t i - j p l i e d by th e number o f q u e s tio n s i n th e c a teg o ry * A p e r c e n ta g e f i g u r e was a r r i v e d a t , w hich gave an i n d i c a t i o n o f | th e e x t e n t to w hich th e s tu d e n ts knew c e r t a i n ty p e s o f 1 in f o r m a tio n . The f i n d i n g s , i n th e form o f p e r c e n ta g e s , may be fo u n d i n T ab le XXVIII* TABLE XXVIII 2lj. 3 PERCENTAGES O F C O R R EC T LY A N SW E R E D PHYSICAL EDUCATION FINAL EXAMINATION QUESTIONS ACTIVITY Techniques o f H Performing S kills jj Healthful Procedures Rules o f Play Physical Conditioning Language of the Activity Safety Techniques [Strategy of Play History of the Activity £ gn *H £ 3 0 K now ledge of Equipment Scientific Knowledge Archery .8 6 .82 .80 .96 .82 El, Badminton .77 .79 .8 1 .71* .73 . 1 * 2 In t, Badminton .69 •55 .82 .73 . 1 * 8 .52 Basketball .81 .78 .66 .81* .52 Body Building .8 0 .81* .82 El* Bowling .79 1,00 .81* .81* .68 .95 .79 .87 In t, Bowling .58 .75 .51 .86 .59 .65 Boxing ,80 .75 .90 .97 .97 .83 .83 El, Fencing .71 .93 .80 , 66 .90 In t, Fencing .80 .71 .61 .75 .88 Fund, S k ills ,Men .8 0 .13 .78 .99 .79 .85 .71 .93 .76 " * * W omen .76 .80 .77 .56 .71 .66 E l, Golf .85 .78 .85 .97 .71 .93 In t, Golf .87 .78 .88 .71 .91* Horseback Riding .6k .90 .53 .66 .59 .81 .63 .55 • * > 3 Soccer .81 Social Dance .97 .99 1.00 Square Dance .87 .87 .90 3 .0 0 El, Swimming .7k .91 .73 .62 In t, Swimming .67 .17 .93 .63 .76 Adv. Swimming . 6k .14* . 1 0* .71 .73 El* Tennis .51* .79 .91 .70 .97 .89 Int. Tennis .69 .91 .81 .81* .89 Wrestling .69 .78 .95 .70 .58 S oftball .76 .72 • 81 Handball .71 .89 .81* .81* .85 .89 .98 .85 Aquatics .68 .17 .75 .93 .63 .71 .73 Combative .78 .8k .76 .82 .79 .97 .72 .90 .83 Dance .91 .99 .87 .90 1. 0D 3.00 Fund, S k ills .78 .79 .78 .80 .72 .79 .71 .93 .76 .66 Recreational . 7k .91 .82 .78 .75 .78 .81 .91 .79 1 Team A ctivity .79 .77 .66 .83 2M + I n a l l * t w e n t y - s i x f i n a l e x a m i n a t i o n s w e r e a n a l y z e d . E s s a y t y p e f i n a l e x a m i n a t i o n s w e r e g i v e n i n e l e m e n t a r y and i n t e r m e d i a t e m o d e r n d a n c e * T h e s e w e r e n o t i n c l u d e d i n t h e a n a l y s i s . T e c h n i q u e s o f p e r f o r m i n g s k i l l s . A l l c o u r s e s e x c e p t s o c c e r i n c l u d e d q u e s t i o n s o n how t o p e r f o r m t h e v a r i o u s s k i l l s o f t h e r e s p e c t i v e a c t i v i t i e s . The s o c i a l d a n c e s t u d e n t s a n s w e r e d 9 7 p e r c e n t o f t h e q u e s t i o n s c o r r e c t l y , * w h ic h w a s h i g h f o r a l l a c t i v i t i e s * E le m e n t a r y t e n n i s s t u d e n t s , w i t h 5 4 p e r c e n t , an d i n t e r m e d i a t e b o w l i n g , w i t h 5 8 p e r c e n t , w e r e t h e l o w e s t . The s t u d e n t s i n a c t i v i t i e s s u c h a s a r c h e r y , b a s k e t - b a l l - v o l l e y b a l l , e l e m e n t a r y and i n t e r m e d i a t e g o l f , an d s q u a r e d a n c i n g a n s w e r e d o v e r 8 0 p e r c e n t o f t h e q u e s t i o n s c o r r e c t l y . I n sw im m in g , b o w l i n g , and b a d m in t o n , h i g h e r s c o r e s I w e r e made i n t h e e l e m e n t a r y t h a n i n t h e i n t e r m e d i a t e and 1 | a d v a n c e d s e c t i o n s . The r e v e r s e w as t r u e i n f e n c i n g a n d ! t e n n i s . ! H e a l t h f u l p r o c e d u r e s . I n o n l y e i g h t o f t h e t w e n t y - s i x c o u r s e s w e r e q u e s t i o n s a s k e d c o n c e r n i n g p r o p e r h e a l t h f u l p r o c e d u r e s a s s o c i a t e d w i t h t h e r e s p e c t i v e a c t i v i t i e s . I t I n e l e m e n t a r y b o w l i n g , a l l s t u d e n t s a n s w e r e d e v e r y q u e s t i o n | i i on h e a l t h c o r r e c t ly * I n s o c i a l d an c e, 99 Pe r c e n t were answ ered c o r r e c t ly * Pour o f th e re m a in in g s i x a c t i v i t i e s had s c o re s o f 80 p e r c e n t o r h ig h e r . I n c o n t r a s t to th e above e v id e n c e o f a d e q u a te h e a l t h know ledge, th e s tu d e n ts i n men1 s fu n d am e n tal s k i l l s and i n in te r m e d ia te swimming answ ered c o r r e c t l y o n ly 13 and 17 p e r c e n t , r e s p e c t i v e l y , o f th e h e a l t h q u e s tio n s * R u le s o f p l a y . I n e le m e n ta ry f e n c in g , e le m e n ta ry swimming, and in te r m e d ia te t e n n i s , more th a n 90 P® ** c e n t o f th e r u l e s q u e s tio n s were answ ered c o r r e c t l y . Advanced swim ming s tu d e n ts d id th e p o o r e s t , g e t t i n g o n ly llj. p e r c e n t c o r r e c t . I n h o rs e b a c k r i d i n g , in te r m e d ia te b ad m in to n and advanced swimming, th e s c o r e s were low: lif, 53, and 55 P® ** c e n t, r e s p e c tiv e ly * P h y s ic a l c o n d i t i o n i n g * I n s i x c o u r s e s , th e f i n a l e x a m in a tio n in c lu d e d q u e s tio n s on th e know ledge o f p ro p e r c o n d itio n in g f o r e f f e c t i v e p a r t i c i p a t i o n i n th e a c t i v i t y . I n m en 13 fu n d a m e n ta l s k i l l s , th e av erag e was 99 p e r c e n t, w h ile I n w r e s t l i n g 95 P® ** c e n t w ere answ ered c o r r e c t ly * S e v e n ty -s e v e n p e r c e n t o f th e q u e s tio n s w ere found t o b e c o r r e c t i n women*s fu n d a m e n ta l s k i l l s * 2I4.6: Language o f th e a c t i v i t y # I n tw en ty -tw o c o u r s e s , q u e s tio n s w ere asked on te rm s p e c u l i a r to th e a c t i v i t y * B oxing s tu d e n ts answ ered 97 p e r c e n t o f th e s e q u e s tio n s c o r r e c t ly * E le m e n ta ry t e n n i s s tu d e n ts and sq u a re d a n c e rs answ ered 91 a^d 90 P®r c e n t c o r r e c t l y , r e s p e c tiv e ly * O ther a c t i v i t i e s s c o r in g h ig h were b o th s e c t i o n s o f g o l f and e le m e n ta ry bow ling* I n advanced swimming, women’ s fu n d am e n tal s k i l l s , and in te r m e d ia te b o w lin g , th e a v e ra g e s were 56 p e r c e n t o r le s s * S a f e ty te c h n iq u e s , Q u e stio n s on s a f e t y te c h n iq u e s were asked on e i g h t co u rse s* Boxing and e le m e n ta ry g o l f s tu d e n ts answ ered 97 p e r c e n t o f th e s e q u e s tio n s c o r r e c t ly * Men’ s fu n d am en tal s k i l l s was n e x t h i g h e s t , w ith 85 p e r c e n t* I n a l l o th e r a c t i v i t i e s , th e a v e ra g e s w ere below 77 p e r cen t* | S t r a t e g y o f p l a y * E ig h te e n o f th e f i n a l e x a m in a tio n s c o n ta in e d q u e s tio n s on s tr a te g y * I n te r m e d ia te b o w lin g , in te r m e d ia te b ad m in to n , b o x in g , in te r m e d ia te t e n n i s , and , h a n d b a ll s tu d e n ts s c o re d a p p ro x im a te ly 85 p e r c e n t on j 1 th e s e q u e s tio n s * Low among a l l th e c l a s s e s and th e o n ly | 1 ones to drop below JO p e r c e n t w ere e le m e n ta ry b o w lin g , j e le m e n ta ry f e n c in g , and w r e s tlin g * 1 21^7 H is to r y o f th e a c t i v i t y . S tu d e n ts w ere q u e s tio n e d ab o u t th e b ackground and o r i g i n o f t h e i r r e s p e c t i v e a c t i v i t i e s i n e i g h t o f th e e x a m in a tio n s . The sq u a re d a n c e rs answ ered a l l q u e s tio n s o f t h i s ty p e c o r r e c t l y . I n a rc h e ry and e le m e n ta ry b o w lin g , 96 and 95 c e n t, r e s p e c t i v e l y , were answ ered c o r r e c t l y . I n te r m e d ia te b o w lin g and h o r s e b ack r i d i n g were c o n s id e r a b ly lo w e r, w ith 59 a *!d &3 P® ** c e n t, r e s p e c t i v e l y , o f th e q u e s tio n s answ ered c o r r e c t l y . E t i q u e t t e o f p l a y . S tu d e n ts o f e le v e n c o u rs e s were ask ed i f th e y knew how to co n d u ct th e m se lv e s p r o p e r ly d u rin g o rg a n iz e d p la y i n t h e i r r e s p e c t i v e a c t i v i t i e s . So c i a l dance s tu d e n ts answ ered a l l such q u e s tio n s c o r r e c t l y , and h a n d b a ll and e le m e n ta ry te n n is s tu d e n ts had 98 and 97 p e r c e n t c o r r e c t , i n t h a t o r d e r . B oth g o l f s e c t i o n s and men’ s fu n d am en tal s k i l l s a ls o s c o re d h ig h on know ledge o f p ro p e r c o n d u c t. Only i n h o rs e b a c k r i d i n g w ere l e s s th a n | 79 P ® * * c e n t o f th e q u e s tio n s answ ered c o r r e c t l y . ; Knowledge o f eq u ip m en t. I n te n c o u r s e s , q u e s tio n s were asked c o n c e rn in g equipm ent and f a c i l i t i e s u se d i n th e , p a r t i c u l a r a c t i v i t i e s . I n e le m e n ta ry t e n n i s , b o w lin g , a r c h e r y , and h a n d b a ll th e av erag e s c o re s w ere above 80 I p e r c e n t . I n badm inton, th e s c o r e s f e l l below 50 p e r c e n t. 21*8 S c i e n t i f i c know ledge. Only i n fu n d am e n tal s k i l l s for* women were q u e s tio n s ask ed a b o u t background o f s c i e n t i f i c know ledge• The g i r l s answ ered 60 p e r c e n t o f t h i s ty p e o f q u e s tio n s c o r r e c t l y . Com parison o f a c t i v i t y t y p e s . To d e te rm in e t o w hat e x t e n t th e s t u d e n t s , as g rouped a c c o rd in g to th e s ix ty p e s o f a c t i v i t i e s , had a c q u ire d th e d i f f e r e n t k in d s o f know le d g e , th e p e r c e n ta g e s o f c o r r e c t answ ers f o r each ty p e o f a c t i v i t y were com puted. These p e r c e n ta g e s may be found i n T able XXVIII. Dance s tu d e n ts were c l e a r l y s u p e r io r i n know ledge o f th e te c h n iq u e s o f p e rfo rm in g s k i l l s and h e a l t h f u l p ro c e d u re s . A q u a tic s s tu d e n ts w ere low i n b o th ty p e s o f know le d g e . I n a l l ty p e s o f a c t i v i t i e s , s tu d e n ts knew a t l e a s t 75 p e r c e n t o f t h e i r r u l e s o f p la y q u e s tio n s . Dance s t u d e n ts had th e h ig h f i g u r e o f 87 p e r c e n t. ! The e x a m in a tio n s o f o n ly t h r e e ty p e s o f a c t i v i t i e s , 1 a q u a t i c s , c o m b ativ e, and fu n d a m e n ta l s k i l l s , in c lu d e d phy s i c a l c o n d itio n in g q u e s t i o n s . I n t h i s , a l l th e p e r c e n ta g e s o f c o r r e c t answ ers w ere 80 o r m ore. A q u a tic s was h ig h , w ith 93 p e r c e n t o f th e q u e s tio n s answ ered c o r r e c t l y . 2 1 * 9 Dane© s tu d e n ts knew more about th e la n g u a g e o f t h e i r p a r t i c u l a r ty p e o f a c t i v i t y th a n d id s tu d e n ts i n any o f th e o th e r a c t i v i t y g ro u p s . The dance s tu d e n t s answ ered 9® Pe r c e n t o f th e s e q u e s tio n s c o r r e c tly * Swim ming s tu d e n ts knew th e l e a s t about th e la n g u ag e o f th e a c t i v i t y , as e v id e n c e d by 63 p e r c e n t c o r r e c t r e s p o n s e s ; team a c t i v i t i e s s tu d e n ts w ere o n ly a l i t t l e b e t t e r , w ith 66 p e r c e n t . Com bative s t u d e n t s answ ered 97 p e r c e n t o f th e s a f e ty te c h n iq u e s q u e s tio n s c o r r e c t l y , w h ile th e swimming s t u d e n ts knew l e s s about s a f e t y th a n any o th e r g ro u p . On s t r a t e g y o f p l a y , th e p e r c e n t o f c o r r e c t r e sp o n se s was ab o u t 80 e x c e p t i n fu n d a m e n ta l s k i l l s . Team a c t i v i t y s tu d e n ts made 83 p e r c e n t o f th e re s p o n s e s c o r r e c t l y . On h i s t o r y o f th e a c t i v i t y , dance s tu d e n ts had a p e r f e c t s c o r e , w h ile r e c r e a t i o n s tu d e n ts answ ered o v er f o u r - f i f t h s o f th e q u e s tio n s c o r r e c t l y . N in e ty p e r c e n t o f a l l q u e s tio n s on e t i q u e t t e were answ ered c o r r e c t l y . Dance s t u d e n t s had a p e r f e c t s c o r e . I n co m b ativ e, fu n d am e n tal s k i l l s , and r e c r e a t i o n a l c o u r s e s , a p p ro x im a te ly 80 p e r c e n t o f q u e s tio n s ab o u t e q u ip ment were answ ered c o r r e c tly * 2 5 0 I I I . SUMMARY OP THE CHAPTER T h is c h a p te r h a s d is c u s s e d p o s s i b l e know ledge o u t comes o f th e p h y s ic a l e d u c a tio n program , as d e te rm in e d by s tu d e n t o p in io n and by an a n a ly s is o f th e f i n a l exam ina t i o n g iv e n i n May, 19^0. W ith r e f e r e n c e to th e f i r s t , th e s t u d e n t s ap p eared to know more ab o u t e t i q u e t t e o f c o n d u ct i n t h e i r r e s p e c t i v e a c t i v i t i e s th a n th e y d id about s a f e t y m e a su re s and p erfo rm a n ce s k i l l s . W ith r e f e r e n c e to th e se co n d , s i x ty p e s o f know ledge q u e s tio n s were i n c lu d e d i n th e f i n a l e x a m in a tio n s . T here was n o t one ty p e o f p h y s ic a l e d u c a tio n know le d g e f o r w hich a l l a c t i v i t i e s t e s t e d . A ll ty p e s o f p h y s i c a l e d u c a tio n know ledge e x c e p t s t r a t e g y and eq u ip m en t had a t l e a s t two a c t i v i t i e s whose s tu d e n ts answ ered o v er 90 p e r c e n t o f th e q u e s tio n s c o r r e c t l y . The p e r c e n ta g e s o f c o r r e c t l y answ ered know ledge ty p e q u e s tio n s ra n g e d from i 50 to 100 among th e a c t i v i t y ty p e s and i n d i v i d u a l c l a s s e s . ! The s tu d e n t s o f a g r e a t m a j o r i t y o f th e c l a s s e s , how ever, i answ ered more th a n 75 p e r c e n t o f th e q u e s tio n s c o r r e c t l y . CHAPTER X V II THE INDICATED OUTCOMES OP A UNIVERSITY PHYSICAL EDUCATION PROGRAM T h is c h a p te r c o n ta in s a d i s c u s s i o n and an i n t e r p r e t a t i o n o f th e f a c t o r s co n cern ed w ith t h e a p p l i c a t i o n o f th e e v a l u a t i o n m ethod to a U n i v e r s i t y p h y s ic a l e d u c a tio n p ro gram# The f in d in g s i n th e form o f i n d i c a t e d outcom es a r e p r e s e n te d and d is c u s s e d i n te rm s o f t h e i r s i g n i f i c a n c e and m e a n in g s f o r c o l le g e p h y s i c a l ed u c atio n # I . THE INDICATED OUTCOMES Prom an i n t e r p r e t a t i o n o f a l l th e f i n d i n g s , th e phy s i c a l e d u c a tio n program ap p e a re d t o have made c o n t r i b u t i o n s to th e b e h a v io r , know ledge, and a t t i t u d e s o f th e s tu d e n ts i n th e fo llo w in g a re a s : 1* P s y c h o lo g ic a l S t a t u s th ro u g h w in n in g S e l f c o n fid e n c e i n s k i l l T ru s tw o r th in e s s i n c o m p e titio n R e sp e c t f o r a u t h o r i t y i n c o m p e titio n T o le ra n c e i n c o m p e titio n B e l i e f i n g ro u p c o o p e ra tio n S p o r t s m a n s h ip i n c o m p e t i t i o n C o n s i d e r a t i o n o f o t h e r s i n c o m p e t i t i o n S o c i a l P e e l i n g o f b e l o n g i n g i n c l a s s g r o u p I n c r e a s e i n a c q u a i n t a n c e s h i p F r i e n d s h i p i n c l a s s S o c i a l i z i n g w i t h c l a s s m a t e s o u t s i d e c l a s s B e l i e f I n c a r r y - o v e r s k i l l s as s o c i a l m ed iu m D a t i n g a s a r e s u l t o f c o e d u 6 t i o n a l c l a s s e s R e c r e a t i o n a l P a r t i c i p a t i o n I n U n i v e r s i t y R e c r e a t i o n a l P ro g ra m S p e c t a t o r i n t e r e s t C a r r y - o v e r p a r t i c i p a t i o n B e l i e f I n f u t u r e c a r r y - o v e r p a r t i c i p a t i o n P a r t i c i p a t i o n i n a c t i v i t y a s " d a t i n g 1 1 m ed iu m S k i l l s Im p r o v e m e n t i n r e c r e a t i o n a l s k i l l s Im p r o v e m e n t i n f u n d a m e n t a l s k i l l s Im p r o v e m e n t I n r h y t h m i c s k i l l s Im p r o v e m e n t i n s a f e t y s k i l l s I m p r o v e m e n t I n te a m s k i l l s Im p r o v e m e n t i n g e n e r a l b o d y g r a c e f u l n e s s I m p r o v e m e n t i n c o o r d i n a t i o n Im p r o v e m e n t i n p o s t u r e and b o d y c a r r i a g e P h y s i c a l h e a l t h I m p r o v e m e n t i n p h y s i c a l h e a l t h B e l i e f i n r e l a t i o n s h i p o f r e g u l a r a c t i v i t y t o h e a l t h B e l i e f i n f u t x ir e a c t i v i t y p a r t i c i p a t i o n f o r h e a lt h P h y s i c a l f i t n e s s Im p r o v e m e n t I n s t a m i n a Im p r o v e m e n t I n f e e l i n g o f p h y s i c a l w e l l - b e i n g Im p r o v e m e n t i n r e c o v e r y tim e I m p r o v e m e n t i n m u s c u l a r s t r e n g t h K n o w le d g e K n o w le d g e o f t e c h n i q u e s o f s k i l l s t o a i d o t h e r s t o l e a r n K n o w le d g e o f t e c h n i q u e s o f p e r f o r m i n g s k i l l s K n o w le d g e o f h e a l t h f u l p r o c e d u r e s K n o w le d g e o f r u l e s o f p l a y K n o w le d g e o f p h y s i c a l c o n d i t i o n i n g i i K n o w le d g e o f l a n g u a g e o f t h e a c t i v i t y | K n o w le d g e o f s a f e t y t e c h n i q u e s : K n o w le d g e o f s t r a t e g y o f p l a y K n o w le d g e o f h i s t o r y o f t h e a c t i v i t y K n o w le d g e o f e t i q u e t t e o f p l a y K n o w le d g e o f e q u ip m e n t 8 . F u l f i l l m e n t o f p e r s o n a l w a n t s S t u d e n t s p e r s o n a l l y e n j o y e d p a r t i c i p a t i o n i n p r o g r a m S t u d e n t s l i k e d p a r t i c i p a t i n g i n c o e d u c a t i o n a l a c t i v i t y c l a s s e s F a c i l i t i e s a d e q u a t e S t r e n u o u s a c t i v i t y o f f e r i n g s a d e q u a t e S t u d e n t s l i k e d e n t i r e p r o g r a m I I . THE OBSERVED OUTCOMES OF THE PROGRAM IN THE OPINION OF UNIVERSITY ADMINISTRATORS T he v a l i d i t y an d s i g n i f i c a n c e o f t h e i n d i c a t e d o u t co m es l i s t e d a b o v e d e p e n d p r i m a r i l y u p o n t h e s o u r c e s o f t h e i n f o r m a t i o n r e g a r d i n g o u t c o m e s an d how w e l l t h e e v a l u a t i v e m e th o d e l i c i t e d t h e i n f o r m a t i o n * I n d e t e r m i n i n g s t u d e n t o u t c o m e s by a s c e r t a i n i n g t h e o p i n i o n s o f U n i v e r s i t y a d m i n i s t r a t o r s , t h e s o u r c e o f i n f o r m a t i o n d o e s n o t a p p e a r t o b e e n t i r e l y a d e q u a t e . O v er o n e - h a l f o f t h e a d m i n i s t r a t o r s i n d i c a t e d t h a t t h e y d i d n o t f e e l q u a l i f i e d t o j u d g e w h a t t h e o u t c o m e s w e r e . Of t h o s e a d m i n i s t r a t o r s who v e n t u r e d o p i n i o n s , i t i s d o u b t f u l i f t h e y h a d t h e o p p o r t u n i t y t o o b s e r v e d i r e c t l y w h e t h e r p a r t i c i p a t i o n i n t h e p h y s i c a l e d u c a t i o n p r o g r a m b r o u g h t a b o u t 2 5 ? a change i n th e b e h a v io r and a t t i t u d e s o f the s tu d e n ts . The a d m i n i s t r a t o r s , f o r th e most p a r t , p ro b a b ly o f fe re d o p in io n s of im p re s sio n s about th e p h y s ic a l e d u c a tio n p r o gram. The method o f g a th e r in g th e o p in io n s from th e adminis t r a t o r s was la c k in g i n at l e a s t one r e s p e c t . The observed outcomes were n o t r a t e d q u a n t i t a t i v e l y . I n s e v e r a l c a s e s , th e a d m in is t r a to r s p r o fe s s e d to have had v e ry l i t t l e con t a c t w ith p h y s ic a l e d u c a tio n s t u d e n t s . T his would n o t e n a b le the a d m in is t r a to r s to g a i n in fo rm a tio n as to th e stu d e n ts* p h y s ic a l e d u c a tio n e x p e r ie n c e s . While a l l ad m i n i s t r a t o r s were a g re e ab le d u rin g the in te r v i e w s , s e v e r a l i n d i c a t e d no p a r t i c u l a r i n t e r e s t i n th e p a r t t h a t p h y s ic a l e d u c a tio n m ight p la y i n c o n t r ib u t in g to th e g e n e r a l educa t i o n of c o lle g e s t u d e n t s . T h e re fo re , i t would seem t h a t U n iv e r s ity ad m in is- i t r a t o r s do n o t appear to be a good source f o r d eterm in in g i s tu d e n t outcom es. W hile t h i s may be t r u e f o r th e a s c e r t a i n in g o f outcomes, the r e p u t a t i o n t h a t a program has i n th e o p in io n s o f prom inent U n iv e r s ity a d m in is t r a to r s may be im p o r t a n t and w orth knowing. The a d m in is tra to rs * views i n d i c a te d t h a t th e y b e l ie v e d th e p r i n c i p a l outcomes of th e U n iv e r s ity p h y s ic a l e d u c a tio n program t o be: 2 5 6 1. R e c r e a tio n a l s k i l l s 2. P h y s ic a l h e a l t h 3. S o c i a b i l i t y I I I . INDICATIONS OP OUTCOMES PROM STUDENTS* ANSWERS TO ..THE. QUESTIONNAIRE E v a lu a tio n f a c t o r s . S e v e ra l f a c t o r s appeared to have a p o s s i b l e e f f e c t on th e v a l i d i t y and s ig n i f ic a n c e o f th e f i n d i n g s . The q u e s tio n n a ir e method employed i n de r i v i n g in f o rm a tio n from th e s tu d e n t s r e g a r d in g t h e i r o p i n io n s o f th e p h y s ic a l e d u c a tio n program ten d ed t o e l i c i t in f o rm a tio n o n ly about c e r t a i n d e s i r e d outcom es. The stu d e n ts* answers were p ro b a b ly c o lo re d by t h e i r p h y s ic a l e d u c a tio n e x p e rie n c e s i n th e program . The answers were m ost in f lu e n c e d by th e c l a s s i n w hich th e s tu d e n ts were en r o l l e d a t th e tim e th e q u e s tio n n a ir e was answered. S tu - l den t r e a c t i o n was n o t b ased upon a knowledge o f th e e n t i r e , i program . Many of th e re s p o n d e n ts had com pleted l e s s th a n t h r e e c o u r s e s , and th u s answered th e q u e s tio n s from a l im ite d ac q u ain tan ce w ith th e whole program. i The c o u rse s of the program are n o t d esig n ed to con- ! t r i b u t e e q u a lly to a l l o f th e outcomes a sk e d i n the q ues- i t i o n n a i r e . Those s tu d e n ts e n r o lle d i n c o u rse s n o t conducive to th e development o f c e r t a i n outcomes would tend to i n d i 257 c a te t h i s i n t h e i r r e s p o n s e s . A lso, th e in d i c e s co u ld he m is le a d in g a s to the degree a p a r t i c u l a r ty p e of o u t come was d e riv e d i n the whole program# One inadequacy, such as poor f a c i l i t i e s , co u ld low er th e mean in d e x on s a t i s f a c t i o n o f s tu d e n t wants# A nother p a r t of th e method o f g a in in g s tu d e n t o p i n io n s ten d ed to cause th e in d i c e s to he m islead in g # The answers "g r e a t , 1 * "many," " y e s ," " o f t e n , ,f and "much" were a l l assig n e d a w eight o f two. These a d j e c t i v e s a re ap p roxim ate and n o t a l l e q u a l i n q u a n t i t a t i v e r a t i n g . I t i s a ls o d o u b tfu l i f th e llj.00 re sp o n d e n ts had s i m i l a r concep t i o n s of th e above a d j e c t iv e s when answ ering th e v a rio u s q u estio n s# A f te r c o n s id e rin g th e above f a c t o r s , i t would seem t h a t th e re s p o n s e s of th e s tu d e n ts as ex p ressed i n th e form o f in d ic e s were g e n e r a l l y o n ly i n d i c a t i o n s of program o u t- - i c ome s # ; A ll- s tu d e n t g ro u p # The re s p o n s e s to th e q u e s tio n s on p s y c h o lo g ic a l b e h a v io r tended to show t h a t th e s tu d e n ts had e x h i b i t e d d e s ir a b le b e h a v io r d u rin g the se m e ster. Be cause o f th e manner i n which th e q u e s tio n s were worded, i t was n o t p o s s ib le to d eterm in e w hether or n o t th e p u rp o rte d b e h a v io r was a r e s u l t of p a r t i c i p a t i o n i n th e p h y s ic a l e d u c a tio n program . The s o c i a l b e n e f i t s d e r iv e d from th e program were " f a i r " i n th e o p in io n of th e s tu d e n ts . Q u estio n s 17 and 20 in f lu e n c e d th e r e s u l t s n e g a t i v e l y . Q u estio n 1? asked i f th e s tu d e n ts b e lie v e d a c t i v i t y c l a s s e s were more f r i e n d l y th a n c l a s s e s m eetin g i n th e c la ssro o m s. This had n o th ing to do w ith th e s o c i a l i z i n g b e n e f i t s o f th e program 1s c l a s s e s . The answers to Q u estio n 20, which in q u ir e d as to the e x t e n t o f “ dating*1 r e s u l t i n g from c o e d u c a tio n a l c l a s s f r i e n d s h i p s , were u n fa v o ra b ly in f lu e n c e d by th e re s p o n s e s o f th e many m a rrie d v e t e r a n s t u d e n t s . In a d d i t i o n , th o s e s tu d e n ts who had ta k e n o n ly s e g re g a te d c l a s s e s found t h a t t h e i r chances of m eeting members o f t h e o p p o s ite se x were le s s e n e d . The in d ic e s to b o th o f th e s e q u e s tio n s were a t l e a s t fo u r p o in ts low er th a n th e group in d i c e s of th e o th e r s o c i a l type q u e s tio n s . T his te n d ed to low er th e mean in d e x c o n s id e ra b ly . The average in d ex i n d i c a t i n g th e r e s p o n s e s t o th e r e c r e a t i o n a l type q u e s tio n s was l e s s th a n “ f a i r . ” T his r e l a t i v e l y poor showing was p r i n c i p a l l y due t o th e ty p e of q u e s tio n s asked. The e x t e n t of p a r t i c i p a t i o n i n th e Uni v e r s i t y r e c r e a t i o n program was n o t a good in d e x as to r e c r e a t i o n a l ty p e outcom es. As many s tu d e n ts l i v e o ff-cam pus, 259 the evening sc h ed u le d r e c r e a t i o n a l program i s n o t con v en ien t f o r them* S tu d e n ts i n elem en tary c o u rse s do n o t have th e s k i l l t h a t would en a b le them to p a r t i c i p a t e s a t i s f a c t o r i l y * The answers to th e s p e c ta to rs * i n t e r e s t q u e s tio n were n o t a v a l i d measure of r e c r e a t i o n a l outcomes as the program emphasized c a rr y - o v e r a c t i v i t i e s which a re n o t p r im a r il y o f th e s p e c ta to r type* Q u estio n 25# co n cern in g c a rr y - o v e r p a r t i c i p a t i o n i n s p e c i f i c a c t i v i t i e s on ^ d a te s ” w ith th e o p p o s ite sex, p r e s e n ts a s i m ila r d i f f i c u l t y as th e one m entioned p r e v io u s ly in c o n n e c tio n w ith Q u estio n 20* Mar r i e d v e te r a n s and s tu d e n ts i n se g re g a te d ty p e c l a s s e s could n o t respond fa v o r a b ly t o i t . I n th e o p in io n o f th e s tu d e n ts , th e program was s u c c e s s f u l i n th e te a c h in g of a c t i v i t y s k i l l s d u rin g th e c u r r e n t semester* A g r e a t e r degree of s k i l l was a t t a i n e d th a n th e s tu d e n ts had e x p e c te d when th e y f i r s t e n r o lle d i n th e v a rio u s a c t i v i t i e s . ! I n re sp o n se s to p h y s ic a l h e a l t h q u e s tio n s , th e s tu - ; d e n ts i n d i c a t e d o u ts ta n d in g a f f ir m a tiv e a t t i t u d e s , b u t l e s s th a n ftf a i r M outcomes r e g a r d in g a c tu a l h e a l t h improvement d u rin g the c u r r e n t sem ester* This l a t t e r index c o u ld have been m is le a d in g . The q u e s tio n was so worded t h a t i f the s t a t e of th e stu d e n ts* h e a l t h l e f t l i t t l e room f o r im prove m ent, th e in d e x would be low. 260 P a ir i n d i c a t i o n of outcomes was found i n th e s t u d e n t s 1 answ ers to p h y s ic a l f i t n e s s type q u e s tio n s . How e v e r, s t r e n g t h was improved b u t s l i g h t l y . This was p r o b ab ly due to th e em phasis i n th e program o f f e r i n g s on r e c r e a t i o n a l s k i l l s . There were few a c t i v i t i e s a v a ila b le t h a t p ro v id ed in c r e a s e i n s tr e n g t h . Most o f the s t u d e n t s 1 wants t h a t could be s a t i s f i e d th ro u g h th e medium o f p h y s ic a l a c t i v i t y were f u l f i l l e d . The s tu d e n ts found th e program p e r s o n a lly e n jo y a b le and l i k e d c o e d u c a tio n a l a c t i v i t y c la s s e s to a g r e a t d e g re e . An overwhelming m a jo rity of th e s tu d e n ts agreed t h a t th e p h y s ic a l e d u c a tio n program was a l l th e y ex p e cte d . On th e o th e r hand, th e f a c i l i t i e s were r a t e d l i t t l e b e t t e r th a n 1 1 f a i r 1 1 as in a d e q u a te f a c i l i t i e s also headed th e l i s t o f program c r i t i c i s m s . Of a d d itio n a l co u rses su g g e sted by s tu d e n ts , th e h ig h e s t fre q u en cy of m ention of any one co u rse was n in e te e n . This was n o t v e ry im p re s s iv e o u t of a t o t a l o f alm ost llj.00 q u e s tio n n a ir e s answered. The re sp o n se s of s tu d e n ts to knowledge q u e s tio n s i n d i c a t e d s m a lle r outcomes on knowledge of s a f e t y p ro ced u res and a b i l i t y to t e l l o th e rs how to p erfo rm th a n f o r e t i q u e t t e . While s a f e t y i s e s s e n ti a l and m ight w e ll be em phasized more, th e a b i l i t y to te a c h o th e r s i s o f secondary im portance among s tu d e n ts of an a c t i v i t y program. 2 6 l S p e c i f ic s tu d e n t g ro u p s. To give more s p e c i f i c in f o rm a tio n r e g a rd in g th e c o n t r i b u t i o n s of th e program, th e s tu d e n t re s p o n d e n ts were c l a s s i f i e d i n t o tY*o m ajor d i v isio n s* The f in d in g s of one d i v i s i o n composed of s t u d e n ts grouped according to comparable d e s c r i p t i v e c l a s s i f i c a t i o n s such as sex and age proved u se fu l* I f a group o r groups o f s tu d e n ts were d e f i c i e n t i n c e r t a i n a r e a s of in d i c a t e d outcom es, th e program emphasis could be changed to meet th e need* C ounseling of s tu d e n ts would be aid ed by knowledge o f t h i s s o r t w h ile i n s t r u c t o r s could vary methods and c o n te n t o f c o u rse s to h e lp c o r r e c t such de- f ic ie n c e s * The o th e r d i v i s i o n , a c t i v i t y groups and c la s s e s , made i t p o s s ib le to determ ine t o what e x t e n t an a c t i v i t y group o r a c l a s s c o n tr ib u te d to the e d u c a tio n of th e s t u dents* This c o u ld aid th e d e p a rtm e n ta l a d m in is t r a tio n i n d e c id in g upon th e value o f c e r t a i n co u rse s and i n d e t e r m ining w hether th e y should be c o n tin u e d , d is c o n tin u e d , o r , p erh ap s r e v i s e d a s to method and co n ten t* The f a c t t h a t I c e r t a i n c l a s s e s and groups were s tro n g i n p a r t i c u l a r i n d ic a te d outcome a re a s co u ld prove u s e f u l to i n s t r u c t o r s i n a d v is in g s tu d e n ts as t o th e c o u rse s th e y should ta k e . There were few d i f f e r e n c e s among s tu d e n t d e s c r i p t i v e c l a s s i f i c a t i o n s i n th e manner th e y responded t o th e 2 6 2 q u estio n s* A p p aren tly , th e s tu d e n ts were more s i m ila r th a n d i s s i m i l a r i n the manner and e x te n t to which th e y de r iv e d i n d i c a t e d outcomes. On th e o th e r hand, numerous d i s t i n c t d i f f e r e n c e s appeared among th e re sp o n se s when the s tu d e n ts were c l a s s i f i e d by a c t i v i t y groups and c l a s s e s . C e rta in a c t i v i t y groups and c l a s s e s c o n tr ib u te d more t o the s tu d e n ts e d u c a tio n a l e x p e rie n c e s th a n d i d o t h e r s . The f a c t t h a t th e r e were many more d i f f e r e n c e s found i n the a c t i v i t y d i v i s i o n th a n i n th e d i v i s i o n of d e s c r i p t i v e c l a s s i f i c a t i o n s seemed t o p o in t to th e f a c t t h a t th e ex p e r ie n c e s o f th e s tu d e n ts i n t h e i r c u r r e n t p h y s ic a l edu- . c a tio n c l a s s e s were more i n f l u e n t i a l i n d e te rm in in g th e i n d iv i d u a l outcomes th a n such f a c t o r s as age, c l a s s s ta n d in g s , and l o c a t i o n of p r e - c o lle g e e d u c a tio n . C l a s s i f i c a t i o n s which had no notew orthy e f f e c t s on s tu d e n t re sp o n se s were v e t e r a n s 1 s t a t u s , age, t r a n s f e r s t a t u s , l o c a t i o n of p r e - c o l l e g e e d u c a tio n sc h o o l y e a r r e s i d e n t i a l l o c a t i o n , and u n i v e r s i t y c l a s s s ta n d in g . D if fe re n c e s among s tu d e n t c l a s s i f i c a t i o n s . D if fe re n c e s were n o te d r a t h e r c o n s i s t e n t l y betw een th e answers of boy and g i r l s t u d e n t s . Boys te n d ed t o dominate th e games and tournam ents o f c o e d u c a tio n a l p h y s ic a l edu c a t i o n c l a s s e s . G ir ls a l s o took co u rse s such as swimming, 263 dance, and fundam ental s k i l l s t h a t do not r e a d i l y le n d th em selv es to c o m p e titio n . This c o u ld account f o r boys w inning more o f t e n i n c l a s s th a n g i r l s . The re sp o n se s of th e boys on q u e s tio n s p e r t a i n i n g to sportsm anship and to le r a n c e o f poor sp o rtsm an sh ip i n d ic a t e d a g r e a t e r z e a l to win th a n th e g i r l s had. T his p ro b ab ly r e f l e c t s th e c o m p e titiv e urge to e x c e l l i n s p o rts and p h y s ic a l a c t i v i t i e s t h a t has been developed to a g r e a t e r e x t e n t i n boys th a n i n g i r ls # Boys te n d to improve and m a in ta in t h e i r p h y s ic a l c o n d itio n as w e ll as p la y f o r r e c r e a t i o n to a g r e a t e r e x t e n t th a n g i r l s . T his b ro u g h t about a g r e a t e r degree of immediate c a rr y - o v e r among boys th a n among g i r l s . How e v e r, th e s o c i a l l y minded g i r l s p a r t i c i p a t e d more i n phy s i c a l e d u c a tio n a c t i v i t i e s on " d a t e s ” th a n th e men d id . This a lso p ro b a b ly r e f l e c t e d th e f a c t t h a t many of t h e men s tu d e n ts were m a rrie d . The b o y s 1 re sp o n se s I n d ic a te d more improvement I n p h y s ic a l h e a l t h and p h y s ic a l f i t n e s s . Boys ta k e more s tre n u o u s c o u rs e s , such as b o x in g , w r e s t l i n g and b a s k e t b a l l . Boys u s u a l l y p a r t i c i p a t e more v ig o ro u s ly i n co e d u c a tio n a l c l a s s e s . 261i. The wants o f th e g i r l s were more e a s i l y s a t i s f i e d , w ith p a r t i c u l a r r e f e r e n c e to f a c i l i t i e s and stre n u o u s c o u rs e s . Boys u s u a l l y demand more o f p h y s ic a l e d u c a tio n th a n do g i r l s . I t means more to them f o r i t i s e s s e n t i a l to s a t i s f y th e urge f o r c o m p e titio n , to m a in ta in p h y s i c a l c o n d itio n , and f o r r e c r e a t i o n . The re sp o n se s i n d i c a t e d t h a t ffe l e c t i v e 1 1 s tu d e n ts tend to g a in g r e a t e r b e n e f i t s from p h y s ic a l e d u c a tio n p a r t i c i p a t i o n th a n do th e “r e q u ir e d ” s tu d e n ts . T his m ight be th e r e s u l t o f s tu d e n ts who l i k e p h y s ic a l a c t i v i t i e s p a r t i c i p a t i n g more v ig o r o u s ly and co m p le te ly , th u s d e r iv in g more from t h e i r c l a s s e s . L ik in g p h y s ic a l e d u c a tio n could b r in g about more e n t h u s i a s t i c su p p o rt of i t when answ ering th e q u e s t i o n n a i r e . The “ e l e c t i v e ” g i r l s , p a r t i c u l a r l y , in d i c a t e d more fa v o ra b le outcomes th a n d id th e “r e q u i r e d ” g i r l s . P ro b ab ly a l a r g e r p e rc e n ta g e o f the " r e q u ir e d ” boys than g i r l s , a s c l a s s i f i e d by th e q u e s tio n n a i r e , would e l e c t p h y s ic a l e d u c a tio n anyway. Many of th e g i r l s i n th e r e q u ir e d c a te g o ry would n o t ta k e p h y s ic a l e d u c a tio n i f i t was n o t r e q u ir e d f o r g r a d u a tio n . S tu d e n ts b e lo n g in g to campus s o c ia l o r g a n iz a tio n s gave re sp o n se s to q u e s tio n s , e s p e c i a l l y i n th e s o c i a l and r e c r e a t i o n a l a re a s , t h a t i n d i c a t e d more fa v o ra b le outcomes 2 6 5 th a n d id n o n - a f f i l i a t e d groups* S o r o r i t y and f r a t e r n i t y members come from f a m il ie s o f means, are younger, and have few er r e s p o n s i b i l i t i e s , and so have more o p p o r t u n i t i e s to employ p h y s ic a l a c t i v i t i e s as r e c r e a t i o n a l and s o c i a l p a s t time s* The s tu d e n ts who had com pleted f o u r or more p h y s ic a l e d u c a tio n c o u rse s i n d i c a t e d hav in g d e riv e d g r e a t e r outcomes th a n the s tu d e n t s who had com pleted few er c o u rs e s . Many of th e " e l e c t i v e 1 1 s tu d e n ts were in c lu d e d i n t h i s group. This g ro u p 's o p in io n s were a ls o more v a l i d th a n th o se o f most o th e r groups because th e y had e x p e rie n ce d more of th e program . There i s th e p o s s i b i l i t y t h a t th e cum ulative e f f e c t of in c r e a s e d s k i l l s , s o c i a l i z a t i o n s , o rg a n ic v ig o r , h e a l t h , and knowledge accrued from s e v e r a l c o u rse s was also p a r t l y r e s p o n s i b le . C o n trib u tio n s o f a c t i v i t i e s . The resp o n se o f th e a c t i v i t y groups and c l a s s e s v a r ie d c o n s id e r a b ly from ques t i o n to q u e s tio n . Some of t h i s v a r i a t i o n arose from th e f a c t t h a t a l l q u e s tio n s did n o t f i t a l l a c t i v i t i e s . Many a c t i v i t i e s were n o t s u i t e d to produce th e outcome, the q u es t i o n asked about. O bviously a q u e s tio n r e f e r r i n g to win n in g i n c l a s s c o m p e titio n h a r d ly a p p lie d t o dance and o nly 266 to some e x te n t to a q u a tic s . This p o in ts up th e f a c t t h a t no a c t i v i t y group or c l a s s can c o n t r ib u t e to a l l outcomes t h a t th e program as a whole may claim . I n th e a r e a o f d e s ir a b le p s y c h o lo g ic a l b e h a v io r, team, dance, and r e c r e a t i o n a l a c t i v i t y groups c o n tr ib u te d more i n th e way of i n d i c a t e d outcomes th a n d id o th e r a c t i v i t y g ro u p s. The o p p o r tu n ity f o r c o m p e titio n i n team s p o r ts aided th e s tu d e n ts to win more o f te n i n c l a s s com p e t i t i o n * The d i s t i n c t advantage i n team s p o r t s i s t h a t th e poor p erfo rm e r can r e c e iv e th e s a t i s f a c t i o n of b ein g on a w inning team where s k i l l e d p e rfo rm e rs can compensate f o r h i s w eak n esses. In d u a l and in d iv i d u a l a c t i v i t i e s , he w i l l w in l e s s f r e q u e n t l y . The s tu d e n ts o f com bative, r e c r e a t i o n a l , and team groups r e f l e c t e d th e c o m p e titiv e n a tu re of t h e i r a c t i v i t i e s i n resp o n d in g fa v o ra b ly i n t r u s t i n g opponents i n the absence o f an o f f i c i a l . Dance and team ty p e s demand co- 1 o p e r a tio n o f p a r t i c i p a n t s f o r s u c c e s s fu l conduct of th e a c t i v i t i e s . The s tu d e n ts of th e s e c l a s s e s were th e h ig h e s t i n resp o n d in g t h a t th e a c t i v i t i e s a id ed them i n r e a l i z in g th e v alu e o f group c o o p e ra tio n . Team and fundam ental s k i l l s s tu d e n ts c o n g r a tu la te d t h e i r opponents to a l e s s e r e x te n t when d e fe a te d . Since th e team and men fundam ental 267 s k i l l s p la y e r s compete i n team c o n t e s t s , i t i s l e s s of a p e r s o n a l i s s u e when l o s i n g than among th e o th e r a c t i v i t y types* Combative and fundam ental s k i l l s s tu d e n ts i n d ic a t e d t h a t th e s k i l l s le a r n e d i n t h e i r a c t i v i t i e s would n o t p ro vide many s o c ia l o p p o r tu n iti e s a f t e r g rad u atio n * As could be e x p ecte d from th e n a tu re o f th e a c t i v i t i e s , fundam ental s k i l l s and dance were the l e a s t p o p u lar among the a c t i v i t y ty p e s in a ro u sin g s p e c t a t o r i n t e r e s t * A q u atics s tu d e n ts responded to a g r e a t e r e x t e n t i n th e a t tain m e n t of r e c r e a t i o n a l c a r r y - o v e r , p h y s ic a l h e a lth , and p h y s ic a l f i t n e s s outcomes* This s u p e r i o r i t y p ro b a b ly r e f l e c t e d the ample o p p o r tu n iti e s f o r p a r t i c i p a t i o n i n w a te r s p o r ts th ro u g h o u t th e l o c a l area* A quatics s tu d e n ts a lso f e l t t h a t th e y had a c q u ire d a g r e a t e r d egree of s k i l l th a n i th e s tu d e n ts o f cbher groups* This group re sp o n se was i n - f lu e n c e d by th e e le m e n ta ry swimming s tu d e n t s who u s u a l l y f e e l th a t le a r n i n g how t o m a in ta in th em selv es i n deep w a te r ' i s a g r e a t accom plishm ent. Dance s tu d e n ts f e l t t h e i r a c t i v i t y had aid ed t h e i r body g ra c e and p o s tu r e t o a g r e a t e r e x te n t than d id th e s tu d e n ts of o th e r g ro u p s. In te rm e d ia te modern dance s t u d e n ts in f lu e n c e d t h i s index a g r e a t d e a l w ith t h e i r r e p l i e s . 2 6 8 Endurance was n o t in c r e a s e d to as g r e a t an e x te n t i n such a c t i v i t y ty p e s as dance, r e c r e a t i o n a l , and team s p o r t s . S u r p r i s i n g l y , a q u a tic s appeared to develop more m uscular s t r e n g t h th a n o th e r ty p e s . Dance, which has few s a f e t y m easures to em phasize, had few er o f i t s s tu d e n ts r e s p o n ding t h a t they knew t h e i r s a f e t y p ro c e d u re s . Team s t u d e n ts were lo w e st on knowledge o f e t i q u e t t e . E t i q u e t t e and p r o to c o l do n o t p la y as e s s e n t i a l a r o l e i n team s p o r t s as th e y do i n in d iv i d u a l and dual a c t i v i t i e s . In th e s a t i s f a c t i o n o f stu d e n ts* p e rs o n a l w ants, fundam ental s k i l l s ran k ed lo w e s t. E v id e n tly , th e d r i l l on c e r t a i n p h y s ic a l e d u c a tio n e s s e n t i a l s and fundam entals such as p o s tu r e , body m echanics, ru n n in g , jumping, and throw ing, was n o t po p u lar w ith th e s tu d e n ts . A q u atics s tu d e n ts ad m itted t h a t f e a r o f the w ater te n d ed to be an o b s ta c le to enjoym ent o f th e a c t i v i t y . Combative and team s tu d e n ts r e p l i e d i n fa v o r of more s tre n u o u s a c t i v i t i e s * i The k in d o f s tu d e n ts who ta k e th o s e co u rse s u s u a lly l i k e j vig o ro u s a c t i v i t y to a g r e a t e r d egree th a n o th e r s t u d e n t s . [ r k As i n d i c a t e d by th e students* re s p o n s e s , a l l i n d i v id u a l co u rse s made some d i s t i n c t i v e c o n t r i b u t i o n to th e ■ e d u c a tio n of th e s tu d e n ts . Swimming s tu d e n ts , p a r t i c u l a r l y , k e x h i b ite d t r u s t w o r t h i n e s s , r e s p e c t f o r a u t h o r i t y , t o le r a n c e 2 6 9 o f poor sp o rtsm an sh ip and c o n s id e r a ti o n o f o th e rs i n c la s s * Swimming a lso f o s t e r e d a f e e l i n g o f b e lo n g in g i n c l a s s , as w e ll as co n v in cin g i t s s tu d e n ts t h a t a q u a tic s k i l l s o f f e r e d an e x c e l l e n t s o c i a l medium. The s tu d e n ts i n d ic a t e d t h a t th e y re c o g n iz e d th e f i n e r e c r e a t i o n a l c a r r y - o v e r a s p e c ts of swimming and th e v i t a l p a r t p h y s ic a l a c t i v i t y p la y s i n p h y s ic a l h e a l t h . Swimming c o n tr ib u te d to endurance and to th e f u l f i l l m e n t o f most o f th e p e rs o n a l wants o f i t s s t u d e n t s . The body b u ild i n g co u rse i s m o stly i n d i v i d u a l i s t i c and n o n -c o m p e titiv e . I t s s tu d e n ts responded w ith answers t h a t i n d i c a t e d p o s i t i v e c o n t r ib u t io n s i n r e s p e c t f o r a u th o r i t y , to le r a n c e tow ard po o r sp o rtsm an sh ip , and c o n s id e r a ti o n o f o t h e r s . The co u rse f o s t e r e d a f e e l i n g of b elo n g in g among i t s s tu d e n ts and b rought about a d ec id ed in c r e a s e i n s k i l l d u rin g th e s e m e s te r. The body b u ild in g stu d e n ts p r o fe s s e d a stro n g b e l i e f i n m a in ta in in g h e a l t h th ro u g h r e g u l a r p a r - t i c i p a t i o n i n p h y s ic a l a c t i v i t y and an i n t e n t i o n to employ i a p h y s ic a l s k i l l le a rn e d a t th e U n iv e r s ity to keep h e a lth y . The p h y s ic a l h e a l t h of th e body b u ild in g s tu d e n ts was i n c re a s e d more d u rin g the se m ester than was th e h e a l t h o f s tu d e n ts i n m ost o th e r c l a s s e s . i Boxing made i t s g r e a t e s t c o n t r ib u t io n s I n the a re a s of p h y s ic a l h e a l t h , p h y s ic a l f i t n e s s , and improvement i n 270 ! : s k i l l s , a c co rd in g to th e stu d e n ts* re s p o n s e s . I t also | se rv e d to c r e a te c o n s id e r a b le s p e c ta to r i n t e r e s t among i t s s tu d e n ts . Fencing s tu d e n ts resp o n d ed most fa v o ra b ly i n th e a re a s o f d e s ir a b le p s y c h o lo g ic a l b e h a v io r , knowledge, and j s a t i s f a c t i o n of p e rs o n a l w an ts. F encing was p a r t i c u l a r l y 1 o u ts ta n d in g i n knowledge o f s a f e t y m easures, r e s p e c t f o r a u t h o r i t y , and winning i n c l a s s c o m p e titio n , ac co rd in g to th e stu d e n ts* o p in io n s . W re s tlin g s tu d e n ts i n d i c a t e d t h a t th e y had e x h i b ite d e x c e l l e n t p s y c h o lo g ic a l b e h a v io r i n t h e i r c l a s s e s , e s p e c i - , i a l l y w ith r e f e r e n c e to t r u s t w o r t h i n e s s , r e s p e c t f o r author-! i t y , sp o rtsm an sh ip , and c o n s id e r a ti o n o f o t h e r s . W restling! ten d ed to c r e a te a g r e a t d ea l of s p e c t a t o r i n t e r e s t among i 1 i i t s s t u d e n t s . T h eir s k i l l improved to a g r e a t degree du r i n g th e se m ester, more th a n w ith any o th e r a c t i v i t y . The w r e s tli n g s tu d e n ts responded v ery f a v o r a b ly on a l l know led g e q u e s tio n s . The men’ s and women’ s fundam ental s k i l l s co u rse s i j v a r ie d as t o th e a re a s i n which th ey made t h e i r b e s t con- i | t r i b u t i o n s . The men’s co u rse aid ed i t s s tu d e n ts i n psycho l o g i c a l b e h a v io r, s o c i a b i l i t y , , development o f endurance, 1 and a p o s i t i v e a t t i t u d e tow ard r e l a t i o n s h i p o f p h y s ic a l 271 ! i ! h e a l t h and p h y s ic a l a c t i v i t y . The women* s co u rse aided its ! i s tu d e n ts p r i m a r i l y i n th e a c q u i s i t i o n of s k i l l , r e s p e c t f o r a u t h o r it y , to le r a n c e toward poor sp o rtsm an sh ip , and s a t i s f a c t i o n of p e r s o n a l w ants. ; I n te rm e d ia te modern dance s tu d e n ts , a h ig h ly sp e cia l- I | iz e d and i n t e r e s t e d group, c o n s i s t e n t l y i n d i c a t e d th e y had . ■ l ! r e c e iv e d more fa v o ra b le outcomes th a n d id th e s tu d e n ts o f ; ■ any o th e r c o u rs e . The s tu d e n ts were e s p e c i a l l y o u ts ta n d - ! in g i n d e s ir a b le p s y c h o lo g ic a l b e h a v io r, s o c i a b i l i t y , s k i l l improvement, p h y s ic a l h e a l t h , and o rg a n ic v ig o r . The modern dance elem en tary s e c t i o n c o n tr ib u te d p r i n c i p a l l y i 1 I l i n th e same a re a s , b u t to a l e s s e r e x t e n t. * i S o c ia l dance s tu d e n ts i n d ic a t e d th e y b e lie v e d t h e i r ! c o u rse s had h elp ed them s o c i a l l y i n f o s t e r i n g r e c r e a t i o n a l i l c a r r y - o v e r and f u l f i l l i n g t h e i r p e r s o n a l w an ts. > j Square and c o u n try dance c o n trib u te d h e a v ily i n th e i j a re a s o f d e s i r a b l e p s y c h o lo g ic a l b e h a v io r, sp o rtsm anship, ! f e e l i n g of b e lo n g in g , and the s a t i s f a c t i o n of p e rs o n a l | w an ts. | ! i • A rchery, a c c o rd in g to the s tu d e n ts , d id n o t con- i : t r i b u t e as most o f th e o th e r a c t i v i t i e s d id . However, i t s J l ■ s tu d e n ts i n d ic a t e d having r e c e iv e d s a t i s f a c t o r y outcomes ] » j ; i n c o n s id e r a ti o n of o th e r s , f e e l i n g of b elo n g in g , and im- t ; provement i n s k i l l . A p o s i t i v e a t t i t u d e toward relationship] 272 i of p h y s ic a l f i t n e s s , p h y s ic a l a c t i v i t y , e x c e l l e n t know- i le d g e of s a f e t y m easures, and e t i q u e t t e was a ls o c h a ra c - j I i - t e r i s t i c of a rc h e ry s tu d e n ts . Badminton s tu d e n ts responded fa v o ra b ly i n most a re a s of outcom es. P sy c h o lo g ic a l b e h a v io r, improved s k i l l , phy- - s i c a l h e a l t h , and s a t i s f a c t i o n of w ants were e s p e c i a l l y | o u ts ta n d in g . I Bowling s tu d e n ts were o f the o p in io n t h a t t h e i r i I c o u rse had a id e d them c o n s id e ra b ly s o c i a l l y , p s y c h o lo g i c a l l y , i n r e c r e a t i o n a l c a rr y - o v e r , improvement of s k i l l , , p o s s e s s io n o f knowledge, and s a t i s f a c t i o n of w ants. ; ! i G olf was found to be a s o c ia b le game w ith a con- j ! ■ j s id e r a b le amount o f r e c r e a t i o n a l c a r r y - o v e r and p o s i t i v e j i i p h y s ic a l h e a l t h a t t i t u d e s . G olf also s a t i s f i e d th e p e r so n a l w ants of th e s tu d e n ts . H andball aid ed g r e a t l y i n the p r a c t i c e o f d e s i r a b l e | p s y c h o lo g ic a l q u a l i t i e s , improved th e s k i l l o f i t s stu d en tS j i j and was e s p e c i a l l y conducive i n im proving p h y s ic a l f i t n e s s j ! and th e a c q u i s i t i o n o f knowledge. ' Horseback r i d i n g s t u d e n t s 1 re sp o n se s in d ic a te d j I s o c i a b i l i t y , r e c r e a t i o n a l c a r r y - o v e r , improved s k i l l , and p h y s ic a l h e a l t h were stro n g c o n tr ib u tio n s made by t h e i r a c t i v i t y . I 273 j ■ T e n n i s w a s p a r t i c u l a r l y e f f e c t i v e I n a i d i n g I n s u c h i ( j a r e a s a s p s y c h o l o g i c a l b e h a v i o r , p h y s i c a l h e a l t h , r e s p e c t | ‘ f o r a u t h o r i t y , a n d s a t i s f a c t i o n o f w a n t s * ^ T h e t e a m s p o r t s , b a s k e t b a l l - v o l l e y b a l l , s o c c e r a n d i s o f t b a l l a l l c o n t r i b u t e d t o t h e i n d i c a t e d o u t c o m e s d e - I r i v e d b y t h e s t u d e n t s . S o c c e r a n d s o f t b a l l c o n t r i b u t e d ; | h e a v i l y t o w a r d g o o d p s y c h o l o g i c a l b e h a v i o r a n d r e c r e a t i o n a l ! [ c a r r y - o v e r . S o c c e r s * s o c i a b i l i t y , s k i l l , a n d p h y s i c a l f i t - I n e s s r e s p o n s e s w e r e h i g h , a s w a s s o f t b a l l s t u d e n t s * a c q u i s i t i o n o f k n o w l e d g e . i ; I I I V . OUTCOMES ACCORDING TO AN ANALYSIS OP PIN A L EXAMINATIONS | I n a s s a y i n g t h e a m o u n t a n d k i n d s o f p h y s i c a l e d u - j c a t i o n k n o w le d g e p o s s e s s e d b y t h e s t u d e n t s o f t h e v a r i o u s i | p h y s i c a l e d u c a t i o n c l a s s e s , s e v e r a l f a c t o r s m u s t b e c o n - j s i d e r e d . T h e t e s t s w e r e n o t o f e q u a l d i f f i c u l t y . Som e i n t e r m e d i a t e a n d a d v a n c e d s e c t i o n s t o o k t h e s a m e e x a m i n a t i o n s i a s t h e e l e m e n t a r y s e c t i o n s o f t h e c o u r s e . A d v a n c e d s e c t i o n s o f o t h e r c o u r s e s t o o k m o re d i f f i c u l t t e s t s , e s p e c i a l l y i p r e p a r e d f o r t h e m . A l l c o u r s e e x a m i n a t i o n s d i d n o t c o v e r l t h e sa m e a r e a s o f k n o w l e d g e . ^ h i s w a s t o b e e x p e c t e d a s t h e n a t u r e o f t h e d i f f e r e n t c o u r s e s m a k e s f o r v a r i a t i o n s ! i n t h e k i n d s o f k n o w l e d g e t a u g h t . ; T he e x a m i n a t i o n s h a d o t h e r l i m i t a t i o n s * Many o f i i | the se m i-s ta n d a rd iz e d o b je c tiv e type t e s t s were p re p a re d ! ~ by i n s t r u c t o r s o th e r th a n th o se g iv in g th e t e s t s . Conse q u e n tly , some exam inations p ro b a b ly did not t e s t ty p e s of | knowledge em phasized by th e i n s t r u c t o r d u rin g the se m e ste r. i ; This could b rin g about a lo w erin g o f the number cf c o r r e c t i ! answ ers. j I n g e n e ra l, th e s tu d e n ts knew th e v a rio u s kinds of t p h y s ic a l e d u c a tio n knowledge r a t h e r w e ll. Over th r e e - f o u rth s of th e q u e s tio n s on te c h n iq u e s o f perform ing s k i l l s ; were answered c o r r e c t l y by th e s tu d e n ts of th e d i f f e r e n t i a c t i v i t y ty p e s . Dance s tu d e n ts were p a r t i c u l a r l y o u t s ta n d in g i n t h i s a re a . The s tu d e n ts knew most of the p la y in g r u l e s o f t h e i r ! a c t i v i t i e s . A ll a c t i v i t y groups answered a t l e a s t 75 p e r | cen t o f t h i s type of q u e s tio n c o r r e c t l y . j The a c t i v i t y group knew th e answers to a m a jo r ity of th e q u e s tio n s r e f e r r i n g to term inology o f the various a c t i v i t i e s . At l e a s t 70 p er c e n t o f the q u e s tio n s concerned I w ith s a f e ty te c h n iq u e s , s t r a t e g y of p la y , and h e a l t h f u l l j p ro c ed u re s were answered c o r r e c t l y by th e s tu d e n ts . The s tu d e n ts knew e t i q u e t t e of p la y q u e s tio n s ex- ; trem e ly w e ll and d id alm ost as w e ll on q u e s tio n s concerned 275 w i t h p h y s i c a l c o n d i t i o n i n g an d h i s t o r y o f t h e a c t i v i t y * j The s t u d e n t s h a d a " f a i r 1 * k n o w le d g e o f e q u ip m e n t , w h i l e t h e s t u d e n t s o f women* s f u n d a m e n t a l s k i l l s knew t h e a n s w e r s > t o a m a j o r i t y o f t h e q u e s t i o n s r e l a t i n g t o s c i e n t i f i c k n o w - j l e d g e . 1 | : ! V . SUMMARY OP THE CHAPTER i 1 T h i s c h a p t e r h a s p r e s e n t e d a d i s c u s s i o n an d i n t e r - i p r e t a t i o n o f t h e f a c t o r s c o n c e r n e d w i t h and t h e f i n d i n g s r e s u l t i n g fr o m an a p p l i c a t i o n o f t h e e v a l u a t i o n m e t h o d . From t h e f i n d i n g s , t h e p r o g r a m a p p e a r e d t o h a v e m ade c o n t r i b u t i o n s i n a t l e a s t e i g h t g e n e r a l and f i f t y s p e c i f i c i 1 I w a y s t o t h e e d u c a t i o n o f t h e s t u d e n t s . S e v e r a l f a c t o r s j w e r e p o i n t e d o u t t h a t p o s s i b l y i n f l u e n c e d t h e v a l i d i t y and s i g n i f i c a n c e o f t h e f i n d i n g s . U n i v e r s i t y a d m i n i s t r a t o r s dici | n o t see m t o b e a g o o d s o u r c e f o r t h e j u d g i n g o f p h y s i c a l j e d u c a t i o n p r o g r a m o u t c o m e s . The a n s w e r s o f s t u d e n t s t o i ! t h e q u e s t i o n n a i r e w e r e i n f l u e n c e d m o re b y t h e i r e x p e r i e n c e s | i n c l a s s e s t h a n b y s u c h q u a l i f i c a t i o n s a s a g e , p r e v i o u s I s c h o o l i n g , an d f o r m e r m i l i t a r y s t a t u s . The w a y i n w h i c h 1 s t u d e n t s r e s p o n d e d w a s a f f e c t e d b y s u c h f a c t o r s a s s e x , ; r,e l e c t i v e tf o r “r e q u i r e d * 1 s t a t u s , and t h e nu m ber o f p h y s i c a l j i ( e d u c a t i o n c o u r s e s c o m p l e t e d . The p h y s i c a l e d u c a t i o n c o u r s e s v a r ie d i n th e type and e x te n t o f t h e i r c o n t r ib u t io n s to j the e d u c a tio n of th e stu d e n ts* Although th e f i n a l exami n a tio n s were n o t analyzed as to degree o f d i f f i c u l t y , i t was p o s s ib le to determ ine from an a n a ly s is of th e students* i answers t h a t a l l p h ases o f p h y s ic a l e d u c a tio n knowledge 1 t e s t e d f o r were known r a t h e r w e ll by the stu d e n ts* I CHAPTER X V III EVALUATION OP THE INDICATED OUTCOMES OP A UNIVERSITY PHYSICAL EDUCATION PROGRAM To d e t e r m i n e t h e a d e q u a c y o f t h e i n d i c a t e d o u t c o m e s ‘ o f t h e U n i v e r s i t y p h y s i c a l e d u c a t i o n p r o g r a m , t h e y w e r e e v a l u a t e d i n te r m s- o f a c c e p t e d s t a n d a r d s * T h i s c h a p t e r p r e s e n t s f i v e e v a l u a t i o n s o f t h e i n d i c a t e d o u t c o m e s . I* PLAN OP EVALUATION \ F i r s t , t h e i n d i c a t e d o u t c o m e s w e r e co m p a red w i t h i t h e t h e o r e t i c a l c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n a s i f o u n d i n t h e l i t e r a t u r e o f t h e t e n s e l e c t e d a u t h o r i t i e s . | t The r e l a t i o n s h i p o f t h e i n d i c a t e d o u t c o m e s t o t h e s t a t e d e d u c a t i o n a l o b j e c t i v e s o f t h e U n i v e r s i t y and i t s C o l l e g e o f L e t t e r s , A r t s , a n d S c i e n c e s i s s h o w n . The i n d i c a t e d o u t c o m e s a r e a l s o c o n s i d e r e d i n te r m s o f how w e l l t h e y m et. t h e s t a t e d i n s t r u c t i o n a l o b j e c t i v e s o f t h e p h y s i c a l e d u c a t i o n p r o g r a m . The l a s t e v a l u a t i o n w a s a c o m p a r i s o n b e t w e e n t h e p r o g r a m 1 s i n d i c a t e d o u t c o m e s and t h e d e s i r e d o u t c o m e s o f t h e c o l l e g e p h y s i c a l e d u c a t i o n a s s u g g e s t e d b y t h e U n i v e r s i t y a d m i n i s t r a t o r s . 278 I n e a c h c a s e , t h e e v a l u a t i o n p r o c e d u r e f o l l o w e d t h e , sam e p a t t e r n . T he o b j e c t i v e s , c o n t r i b u t i o n s , and d e s i r e d ; ! o u t c o m e s b y w h ic h t h e p r o g r a m ' s i n d i c a t e d o u t c o m e s w e r e e v a l u a t e d w e r e c o n s i d e r e d t o b e a b s o l u t e . To w h a t e x t e n t j t h e i n d i c a t e d o u t c o m e s a p p r o a c h e d p e r f e c t i o n w as d e t e r - j : m in e d b y how w e l l t h e y w e r e a c h i e v e d b y t h e p h y s i c a l e d u - i i | c a t i o n s t u d e n t s i n t h e o p i n i o n o f t h e U n i v e r s i t y a d m i n i s - i ! t r a t o r s , t h e s t u d e n t s t h e m s e l v e s , and as r e v e a l e d b y t h e i ! f i n a l e x a m i n a t i o n a n a l y s i s . A l t h o u g h t h e w o r d in g and p h r a s - i 1 i n g o f t h e e v a l u a t i v e l i s t s t>f o b j e c t i v e s , c o n t r i b u t i o n s , an d d e s i r e d o u t c o m e s d i f f e r e d i n s e v e r a l I n s t a n c e s fr o m r * - : t h e p r o g r a m 's i n d i c a t e d o u t c o m e s , a s d e te r m in e d * b y t h e i n - I ! v e s t i g a t i o n , t h e d i f f e r e n c e s w e r e r e s o l v e d o n a common j i b a s i s t h r o u g h u s e o f t h e d e f i n i t i o n s o f o b j e c t i v e s a n d / o r o u t c o m e s g i v e n I n C h a p t e r I . I I . COMPARISON OP THE PROGRAM'S INDICATED OUTCOMES WITH THE THEORETICAL CONTRIBUTIONS OF PHYSICAL EDUCATION One o f t h e b a s i c a s s u m p t i o n s o f t h i s i n v e s t i g a t i o n w a s t h a t t h e m e r i t s o f a U n i v e r s i t y p h y s i c a l e d u c a t i o n p r o g r a m s h o u l d b e j u d g e d I n t e r m s o f how w ell-- t h e p r o g r a m 's i n d i c a t e d o u t c o m e s c o m p a r e d w i t h t h e t h e o r e t i c a l c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n . The c o m p a r is o n b e t w e e n t h e 27 9 i n d i c a t e d o u t c o m e s o f t h e p r o g r a m and t h e l i s t o f t h e o r e t i - i i i i i ! c a l c o n t r i b u t i o n s i s f o u n d i n T a b l e XXIX* How f a v o r a b l y e a c h o f t h e p r o g r a m 1 s i n d i c a t e d o u t c o m e s c o m p a r e d w i t h t h e t h e o r e t i c a l c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n i s i n d i c a t e d ; a t t h e r i g h t h a n d s i d e o f t h e T a b l e . j j T he U n i v e r s i t y p h y s i c a l e d u c a t i o n p r o g r a m w a s i n t e r - ' i 1 i p r e t e d a s h a v i n g a t l e a s t o n e i n d i c a t e d o u tc o m e t h a t w a s J | i n so m e w a y c o m p a r a b le t o e a c h o f t h e t w e n t y - f i v e t h e o r e t i - , ; c a l c o n t r i b u t i o n s . T he i n d i c a t e d o u t c o m e s d r o p p e d b e l o w nf a i r !t j u s t t w i c e i n t h e c o m p a r is o n r a t i n g s . S p e c i f i c a l l y , i d. f i v e i n d i c a t e d o u t c o m e s w e r e 1 1 e x c e l l e n t , 1 1 e l e v e n w e r e ,fg o o d , ” s e v e n w e r e ^ f a i r , * 1 and tw o w e r e ^ sm a ll* 1 i n t h e m an-] n e r t h e y c o m p a r e d w i t h t h e s e l e c t e d a u t h o r i t i e s * l i s t o f I ' ! I c o n t r i b u t i o n s . T h i s w o u ld se e m t o i n d i c a t e t h a t t h e U n i - * i I | v e r s i t y p h y s i c a l e d u c a t i o n p r o g r a m w a s a g o o d p r o g r a m a s e v a l u a t e d i n t e r m s o f t h e t h e o r e t i c a l c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n . I I I . COMPARISON OP THE PROGRAM* S INDICATED OUTCOMES WITH THE STATED EDUCATIONAL OBJECTIVES OP THE UNIVERSITY B e f o r e a p h y s i c a l e d u c a t i o n p r o g r a m c a n j u s t i f y i t s e x i s t e n c e a s p a r t o f a u n i v e r s i t y , t h e o u t c o m e s o f t h a t p r o g ra m s h o u l d b e e v a l u a t e d i n t e r m s o f t h e e x t e n t t o w h i c h T A B L E XXIX C O M P A R IS O N O F T H E IN D IC A TED O U T C O M E S O F T H E PHYSICAL E D U C A T IO N P R O G R A M W IT H T H E T H E O R E T IC A L C O N TR IBU T IO N S O F PH YSICAL E D U C A T IO N T h e o re tic a l C o n trib u tio n s Program Outcomes Comparison R atin g A b ility to r e la x C o rre c tio n o f p h y s ic a l d e fe c ts C u ltu re Development o f p e r s o n a lity E f fic ie n c y o f movement Enjoym ent o f p a r tic ip a tio n E th ic a l c h a ra c te r Fundam ental s k i l l s Growth and developm ent o f youth H a b it o f p a r t i c i p a t i o n I n t e l l e c t u a l a b i l i t y Knowledge C arry -o v er p a r tic ip a tio n P o s tu re , g e n e ra l p h y s ic a l f i t n e s s G race, c a r r ia g e , e tiq u e tte S e lf c o n fid e n ce , tru s tw o rth in e s s , re s p e c t f o r p ro p e r a u th o r ity C o o rd in a tio n , c a r r ia g e , grace S tudents* enjoym ent in program p a r tic ip a tio n ; stu d en ts* lik in g c o e d u c a tio n a l c la s s e s S portsm anship, c o n s id e ra tio n o f o th e r s , to le ra n c e b e l i e f in group c o o p e ra tio n Improvement in fundam ental s k i l l s T olerance and sp o rtsm an sh ip , c o n s id e ra tio n of o th e rs in co m p etitio n B e lie f in f u tu r e c a rry -o v e r p a r tic ip a tio n A b ility to employ knowledge o f te ch n iq u es o f s k i l l to a id o th e rs to le a r n P h y s ic a l ed u ca tio n knowledge F a ir F a ir Good Good F a ir E x c e lle n t Good F a ir Good Good Good Good r\) a> o T A B L E XXIX (CO NTINUED) C O M P A R IS O N O F T H E IN D IC A TED O U T C O M E S O F T H E PH YSICAL E D U C A T IO N P R O G R A M W IT H T H E T H E O R E T IC A L C O N TR IBU TIO N S O F PHYSICAL E D U C A T IO N T h e o re tic a l C o n trib u tio n s Program Outcomes Comparison R atin g M ental h e a lth S ta tu s , s e l f c o n fid e n c e , to le r a n c e , f e e lin g o f Good N eurom uscular c o o rd in a tio n b e lo n g in g , sportsm anship Improvement in c o o rd in a tio n F a ir P h y s ic a l f i t n e s s G eneral p h y s ic a l f i t n e s s F a ir P h y s ic a l h e a lth G eneral p h y s ic a l h e a lth E x c e lle n t P h y s ic a l power Improvement in f e e lin g o f p h y s ic a l w e ll-b e in g F a ir Physique Improvement in s tre n g th Sm all R e c re a tio n a l s k i l l s Improvement in r e c r e a tio n a l s k i l l s E x c e lle n t R e ta rd a tio n o f senescence Rhythmic s k i l l s F u tu re c a rry -o v e r p a r t i c i p a t i o n , r e c r e a tio n a l s k i l l s , f u tu r e a c t i v i t y p a r t i c i p a t i o n f o r h e a lth Improvement in rhythm ic s k i l l s E x c e lle n t Good S a fe ty s k i l l s Improvement in s a f e ty s k i l l s E x c e lle n t S o c ia b ility G eneral s o c ia l outcomes Good S tre n g th Improvement in s tre n g th Sm all Team s k i l l s Improvement in team s k i l l s Good 281 282 1 i they h e lp to f u l f i l l th e e d u c a tio n a l o b je c ti v e s o f th e u n i-; ; I ; v e r s i t y . The r e l a t i o n s h i p o f th e p h y s ic a l e d u c a tio n p ro - J gram’ s in d ic a t e d outcomes to the s t a t e d e d u c a tio n a l o b je c - : ; t iv e s of the U n iv e r s ity of S outhern C a lif o r n ia i s shown j i n Table XXX. ! Of th e U n i v e r s i t y ’ s se v e n te e n o b j e c t i v e s , th e i n d ic a te d outcomes were c o n s tru e d as a id in g i n th e accom plish ment of a l l b u t t h r e e . Among th e outcomes determ ined, none' seemed to ap p ly to d e p e n d a b ility , i n i a t i v e , and v o c a tio n a l te c h n iq u e s . The r e l a t i o n s h i p of th e p h y s ic a l e d u c a tio n ; i n d i c a t e d outcomes to th e f o u r te e n o th e r o b je c ti v e s was r e v e a le d by th e r a t i n g s . The l a r g e s t m a jo r ity , te n , were ] i | deemed 1 1 g o o d ,” th re e were " f a i r , ” and one was " e x c e l l e n t . ” j . . . .. i ■ An o v e r - a l l e v a lu a tio n would seem t o i n d i c a t e t h a t th e \ i | p h y s ic a l e d u c a tio n program c o n tr ib u te d w e ll to f o u r te e n ! | of th e se v e n te e n e d u c a tio n a l o b je c ti v e s of th e U n iv e r s ity . IV. COMPARISON OP THE PROGRAM’S INDICATED OUTCOMES WITH THE STATED OBJECTIVES OP THE COLLEGE OP LETTERS, ARTS, AND SCIENCES As th e p h y s ic a l e d u c a tio n program p ro v id e s p a r t of i , th e c u r r i c u l a r o f f e r 3hgs and comes under th e j u r i s d i c t i o n j , o f th e C ollege of L e t t e r s , A rts , and S c ie n c e s , th e outcomes I of a w o rth w h ile program sh o u ld aid the C ollege i n m eeting I T A B L E X X X C O M P A R I S O N O F T H E I N D I C A T E D O U T C O M E S O F T H E P H Y S I C A L E D U C A T I O N P R O G R A M W I T H T H E S T A T E D E D U C A T I O N A L O B J E C T I V E S O F T H E U N I V E R S I T Y U n iv ersity O b je c tiv e s P r o g r a m O u t c o m e s C o m p a r i s o n R a tin g A bility to th in k Belief in h u m a n dignity C o n s id e r a tio n o f o th e r s C o o p e r a tio n i C o u r a g e C u ltu r a l living D e p e n d a b ility D e v e lo p m e n t o f p erson ality H e a lth Iniative L e a d e r s h ip Ability to e m p l o y k n o w le d g e o f te c h n iq u e s o f skills to a id o th e r s to le a r n T o le r a n c e , s p o r t s m a n s h ip C o n s id e r a tio n o f o th e r s Belief in g r o u p c o o p e r a tio n S p o r t s m a n s h ip a n d to ler a n c e in c o m p e titio n I m p r o v e m e n t in g r a c e , carriage, etiquette a n d r e c r e a tional skills N o o u t c o m e m e a s u r e d Self c o n fid e n c e , tru stw o rth in ess, r esp ec t for p r o p e r a u th o rity P h y sica l health, m e n t a l health, p h ysical fitness N o o u t c o m e m e a s u r e d Self c o n fid e n c e , tr u stw o r th in e ss G o o d G o o d E xcellen t F a ir G o o d G o o d G o o d G o o d F a ir n o 0 3 u> T A B L E X X X (C O N TIN U ED ) C O M P A R I S O N O F T H E I N D I C A T E D O U T C O M E S O F T H E P H Y S I C A L E D U C A T I O N P R O G R A M W I T H T H E S T A T E D E D U C A T I O N A L O B J E C T I V E S O F T H E U N I V E R S I T Y i U n iv ersity O b je c tiv e s P r o g r a m O u t c o m e s C o m p a r i s o n R a tin g L o y a lty Belief in g r o u p c o o p e r a tio n F a ir K n o w l e d g e G e n e r a l p h ysical e d u c a tio n k n o w le d g e G o o d Skills G e n e r a l p h ysical e d u c a tio n skills G o o d S p o r t s m a n s h ip S p o r t s m a n s h ip in c o m p e titio n G o o d V o c a tio n a l te c h n iq u e s N o o u t c o m e m e a s u r e d W o r t h y u s e of leisure t im e G e n e r a l recrea tio n o u t c o m e s a n d i m p r o v e m e n t in r e c r e a tional skills G o o d r o C D ; i t s o b j e c t i v e s . The r e l a t i o n s h i p o f t h e i n d i c a t e d o u t c o m e s 1 , o f t h e p r o g r a m t o t h e s t a t e d o b j e c t i v e s o f i t s C o l l e g e i s r e v e a l e d i n T a b l e XXXI. F o u r t e e n o f t h e s e v e n t e e n C o l l e g e o b j e c t i v e s w e r e i n t e r p r e t e d a s b e i n g a i d e d b y m e a n s o f t h e i n d i c a t e d o u t - 1 1 1 co m es o f t h e p h y s i c a l e d u c a t i o n p r o g r a m . None o f t h e i n d i c a t e d o u t c o m e s a p p e a r e d t o b e a p p l i c a b l e t o d e p e n d a b i l i t y , I i n t e l l i g e n t a c t i o n s , a n d i n t e g r i t y . O f t h e f o u r t e e n o b j e c t i v e s t o w h i c h t h e i n d i c a t e d ( o u t c o m e s w e r e r e l a t e d , a l l w e r e j u d g e d " g o o d 1 1 o r " e x c e l l e n t " ■ a s t o t h e e x t e n t t h e y c o m p a r e d w i t h e a c h o t h e r . T h i s w o u ld I ' | seem t o i n d i c a t e t h a t t h e p h y s i c a l e d u c a t i o n p r o g r a m a i d e d t h e C o l l e g e o f L e t t e r s , A r t s , a n d S c i e n c e s c o n s i d e r a b l y 1 i n m e e t i n g f o u r t e e n o f i t s o b j e c t i v e s . l 1 i V. COMPARISON OF THE PROGRAM'S INDICATED OUTCOMES WITH THE DESIRABLE PHYSICAL EDUCATION OUTCOMES SUGGESTED BY UNIVERSITY ADMINISTRATORS T w e n ty s e l e c t e d U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a | a d m i n i s t r a t o r s s t a t e d w h a t t h e y t h o u g h t t h e o u t c o m e s o f I c o l l e g e p h y s i c a l e d u c a t i o n s h o u l d b e . T a b l e XXXII r e v e a l s | how t h e i n d i c a t e d o u t c o m e s o f t h e p r o g r a m c o m p a r e d w i t h t h e d e s i r a b l e o n e s s t a t e d b y t h e U n i v e r s i t y a d m i n i s t r a t o r s . TA BI£ XXXI C O M P A R IS O N O F T H E INDICATED O U T C O M E S O F T H E PHYSICAL E D U C A T IO N P R O G R A M W IT H T H E ST A T E D OBJECTIVES O F T H E C O L L E G E O F LETTERS, ARTS, A N D SCIENCES C o lle g e O b je c tiv e s P r o g r a m O u t c o m e s C o m p a r i s o n R a tin g Ability to th in k B r e a d t h o f attitude C o n c e r n for h u m a n w e lfa r e C u ltu r a l a p p r e c ia tio n D e p e n d a b ility H e a lth In d iv id u a l w a n t s fulfilled Integrity Intelligent a ctio n s Interests in v a r io u s activities K n o w l e d g e A bility to e m p lo y k n o w le d g e o f te c h n iq u e s o f skill a n d to a id o th e r s to le a r n Belief in g r o u p c o o p e r a tio n , fu tu r e c a r r y -o v e r participation, c a r r y -o v e r skills a s a social m e d iu m , relation sh ip b e t w e e n activity a n d h e a lth C o n s id e r a tio n o f o th e r s in c o m p e titio n S p e c ta to r interest, etiquette N o o u t c o m e m e a s u r e d P h y sica l health, m e n ta l h ealth , p h ysical fit n e s s F u lfillm en t o f s tu d e n ts * p h ysical e d u c a tio n w a n t s N o o u t c o m e m e a s u r e d N o o u t c o m e m e a s u r e d S p e c ta to r interest, belief in fu tu r e c a r r y -o v e r participation, belief in activity a s a n a id to h ea lth G e n e r a l p h y sica l e d u c a tio n k n o w le d g e G o o d G o o d E xcellen t G o o d G o o d E x cellen t G o o d G o o d ro C D o T A B L E XXXI (C O N TIN U ED ) C O M P A R I S O N O F T H E I N D I C A T E D O U T C O M E S O F T H E P H Y S I C A L E D U C A T I O N P R O G R A M W I T H T H E S T A T E D O B J E C T I V E S O F T H E C O L L E G E O F L E T T E R S , A R T S , A N D S C I E N C E S C o lle g e O b je c tiv e s P r o g r a m O u t c o m e s C o m p a r i s o n R a tin g | i P u r p o s e fu l activity S c h o la r sh ip C a r r y - o v e r participation, recreational, safety a n d r h y t h m ic skills G e n e r a l p h ysical e d u c a tio n k n o w le d g e i G o o d G o o d , Self m a s t e r y T o le r a n c e in c o m p e titio n G o o d Skills G e n e r a l p h ysical e d u c a tio n skills G o o d Sociability G e n e r a l social o u t c o m e s G o o d Social k n o w le d g e a n d resp o n si- ■ bility T o le r a n c e a n d resp ect for a u th o rity in c o m p e tition G o o d n o C D T A B L E XXXII C O M P A R I S O N O F T H E I N D I C A T E D O U T C O M E S O F T H E P H Y S I C A L E D U C A T I O N P R O G R A M W I T H T H E D E S I R E D O U T C O M E S O F C O L L E G E P H Y S I C A L E D U C A T I O N D e s ir e d O u t c o m e s P r o g r a m O u t c o m e s C o m p a r i s o n R a tin g C u ltu r e D e v e lo p m e n t of p erson ality E n j o y m e n t o f participation E thical c h a r a c te r F u n d a m e n t a l skills H a b it o f participation K n o w l e d g e M e n t a l h ea lth N e u r o m u s c u la r c o o r d in a tio n P h y sica l fitness P h y sica l h ea lth G r a c e , carriage, etiquette Self co n fid e n c e , tru stw o rth in ess, resp ect for p r o p e r a u th o r ity S tu d e n ts1 e n j o y m e n t in p r o g r a m p a rticip a tio n * s tu d e n ts * liking c o e d u c a tio n a l cla $ s participation S p o r t s m a n s h ip , c o n sid era tio n o f oth ers, toleran ce, belief in g r o u p c o o p e r a tio n I m p r o v e m e n t in f u n d a m e n t a l skills Belief in fu tu r e c a r r y -o v e r p articipation G e n e r a l p h y sica l e d u c a tio n k n o w le d g e Status, self c o n fid e n c e , toleran ce, feeling of b e lo n g in g , s p o r t s m a n s h ip I m p r o v e m e n t in c o o r d in a tio n G e n e r a l p h ysical fitness G e n e r a l p h ysical h ea lth G o o d G o o d E xcellen t G o o d F a ir G o o d G o o d G o o d F a ir F a ir E x cellen t 288 T A B L E XXXII (C O NTINUED) C O M P A R I S O N O F T H E I N D I C A T E D O U T C O M E S O F T H E P H Y S I C A L E D U C A T I O N P R O G R A M W I T H T H E D E S I R E D O U T C O M E S O F C O L L E G E P H Y S I C A L E D U C A T I O N D e s ir e d O u t c o m e s P r o g r a m O u t c o m e s C o m p a r i s o n R a tin g P o s tu r e I m p r o v e m e n t in p o s tu r e S m a ll R e c r e a tio n a l skills I m p r o v e m e n t in recreation al skills E xcellen t S afety skills I m p r o v e m e n t in safety skills E xcellen t Sociability G e n e r a l social o u t c o m e s G o o d . 290 1 I I T he i n d i c a t e d o u t c o m e s o f t h e p r o g r a m w e r e c o n s t r u e d j | a s b e i n g c o m p a r a b l e t o a l l f i f t e e n o f t h e a d m i n i s t r a t o r s * ! d e s i r a b l e c o l l e g e o u t c o m e s . The c o m p a r i s o n r a t i n g s w e r e s o m e w h a t v a r i e d . P o u r o f t h e i n d i c a t e d o u t c o m e s c o m p a r e d | e x c e l l e n t l y a n d s e v e n w e r e c o m p a r a b l e t o a “ g o o d ” d e g r e e . . O f t h e r e m a i n d e r , t h r e e w e r e r a t e d " f a i r " a n d o n e " s m a l l . " I I T h e s e a v e r a g e d t o a c o m p o s i t e r a t i n g o f " g o o d . " T h e r e f o r e , i ' i t c o u l d b e s t a t e d t h a t t h e i n d i c a t e d p r o g r a m o u t c o m e s c o m p a r e d r a t h e r f a v o r a b l y w i t h t h e d e s i r a b l e o u t c o m e s s u g g e s t e d b y t h e U n i v e r s i t y a d m i n i s t r a t o r s . i ! V I . COMPARISON OP THE PROGRAM*S INDICATED | OUTCOMES WITH THE INSTRUCTIONAL OBJECTIVES.OP THE PROGRAM | i One o f t h e e s s e n t i a l a n d m o s t c o m m o n ly a c c e p t e d i ! m e t h o d s o f e v a l u a t i n g a p r o g r a m i s i n t e r m s o f i t s own o b - \ ! j e c t i v e s . How w e l l t h e p r o g r a m i n v e s t i g a t e d m e t i t s o b - i j j e c t i v e s i n sh o w n i n T a b l e X X X I I I . T he I n d i c a t e d o u t c o m e s w e r e i n t e r p r e t e d a s m e e t i n g i | a l l t h i r t y - f i v e o f t h e p ro g ra m * s o b j e c t i v e s . T h e e x t e n t ; t h a t t h e y w e r e f u l f i l l e d w as 1 1 g o o d * 1 f o r t h e m o s t p a r t . j ; O n ly two r a t i n g s w e r e b e l o w " f a i r . " The r e m a i n i n g t h i r t y - t h r e e w e r e d i v i d e d i n t o n i n e 1 1 e x c e l l e n t , 1 1 f o u r t e e n flg o o d , ,f a n d t e n " f a i r . ” T h i s i n d i c a t e d t h a t t h e p r o g r a m ’ s i n d i c a t e d , o u t c o m e s f u l f i l l e d t h e i n s t r u c t i o n a l o b j e c t i v e s r a t h e r w e l l ! T A B L E XXXIII C O M P A R IS O N O F T H E IN D ICATED O U T C O M E S O F T H E PHYSICAL E D U C A T IO N P R O G R A M W IT H T H E IN STR U C TIO N A L O BJECTIVES O F T H E PH YSICAL E D U C A T IO N P R O G R A M P r o g r a m O b je c tiv e s P r o g r a m O u t c o m e s C o m p a r i s o n R a tin g A bility to rela x , C o n d itio n in g skills 1 C o r r e c tio n o f p h y sica l defects : C u ltu r e p D e v e lo p m e n t o f p erson ality E fficiency o f m o v e m e n t E n j o y m e n t o f participation E n j o y m e n t a s sp ecta to r E th ical c h a r a c te r F u n d a m e n t a l skills H a b it o f participation Intellectual ability C a r r y - o v e r p articipation F a ir I m p r o v e m e n t in f u n d a m e n t a l skills F a ir P o stu r e , g e n e r a l p h ysical fitness F a ir G r a c e , carriage, etiquette, stu d en ts1 e n j o y m e n t in p r o g r a m participation G o o d Self co n fid e n c e , tru stw o rth in ess, resp ect for a u th o rity G o o d C o o r d in a tio n , ca rria g e, g r a c e F a ir S tu d e n ts1 e n j o y m e n t in p r o g r a m p articip ation ; stu d en ts’ liking c o e d u c a tio n a l class participation S p e c ta to r interest S p o r t s m a n s h ip , co n sid era tio n o f o th ers, to le r a n c e belief in g r o u p c o o p e r a tio n I m p r o v e m e n t in f u n d a m e n t a l skills E xcellen t F a ir G o o d F a ir Belief in fu tu r e c a r r y -o v e r participation G o o d A bility to e m p lo y k n o w le d g e o f te c h n iq u e o f skill to a id o th e r s to lea rn G o o d r o T A B L E XXXIII (CO NTINUED) C O M P A R IS O N O F T H E IN D ICATED O U T C O M E S O F T H E PH Y SIC A L E D U C A T IO N P R O G R A M W IT H T H E IN STR U C TIO N A L O BJECTIVES O F T H E PHYSICAL E D U C A T IO N P R O G R A M P r o g r a m O b je c tiv e s P r o g r a m O u t c o m e s C o m p a r i s o n R a tin g K in esth etic p e r c e p tio n I m p r o v e m e n t in c o o r d in a tio n a n d g ra c e fu ln e ss F a ir K n o w l e d g e of c o m p e titio n K n o w l e d g e o f h istory o f th e activity E xcellen t K n o w l e d g e of c o n d itio n in g K n o w l e d g e o f p h ysical co n d itio n in g E xcellen t K n o w l e d g e o f e q u ip m e n t K n o w l e d g e o f e q u ip m e n t E xcellen t K n o w l e d g e o f etiquette K n o w l e d g e o f etiquette o f p la y E x cellen t K n o w l e d g e (g en er a l) G e n e r a l p h ysical e d u c a tio n k n o w le d g e G o o d K n o w l e d g e o f history o f activity K n o w l e d g e o f history o f activity E x cellen t K n o w l e d g e o f ru les K n o w l e d g e o f ru les o f p la y G o o d K n o w l e d g e o f strategy K n o w l e d g e o f stra teg y o f p la y G o o d K n o w l e d g e of te c h n iq u e s K n o w l e d g e o f te c h n iq u e s o f p e r f o r m in g skills G o o d K n o w l e d g e of te r m in o lo g y K n o w l e d g e o f la n g u a g e o f th e activity G o o d M e n t a l h ea lth N e u r o m u s c u la r c o o r d in a tio n Status, self c o n fid e n c e , tolerance, feeling o f b e lo n g in g , s p o r t s m a n s h ip G o o d ^ I m p r o v e m e n t in c o o r d in a tio n F a ir ^ T A B L E XXXIII (C O NTINUED) C O M P A R ISO N O F T H E IN D IC A TED O U T C O M E S O F T H E PHYSICAL E D U C A T IO N P R O G R A M W IT H T H E IN STR U C TIO N A L O BJECTIVES O F T H E PH YSICAL E D U C A T IO N P R O G R A M P r o g r a m O b je c tiv e s P r o g r a m O u t c o m e s C o m p a r i s o n R a tin g , P h y sica l fitness G e n e r a l p h ysical fitness F a ir P h y sica l h e a lth G e n e r a l p h ysical h e a lth E xcellen t P h y sica l p o w e r I m p r o v e m e n t in feeling o f p h ysical w ell-b ein g F a ir P h y s iq u e I m p r o v e m e n t in str e n g th S m a ll R e c r e a tio n a l skills I m p r o v e m e n t in recreation al skills E xcellen t R h y t h m i c skills I m p r o v e m e n t in r h y t h m ic skills G o o d S a fety skills I m p r o v e m e n t in safety skills E x cellen t Sociability G e n e r a l social o u t c o m e s G o o d S tr e n g th I m p r o v e m e n t in str e n g th S m a ll T e a m skills I m p r o v e m e n t in t e a m skills G o o d ru vD VjJ < I V I I . TOTAL EVALUATION | OP THE PROGRAM’ S INDICATED OUTCOMES ; The p r o g r a m 1 s i n d i c a t e d o u t c o m e s w e r e e v a l u a t e d a c c o r d i n g t o f i v e s t a n d a r d s . ^n e v e r y i n s t a n c e t h e t o t a l , i n d i c a t e d o u t c o m e s e a r n e d a g e n e r a l r a t i n g o f f,g o o d n i n ; ! c o m p a r is o n w i t h t h e o r e t i c a l c o n t r i b u t i o n s , d e s i r a b l e o u t - ( | c o m e s , o r i n t h e m e e t i n g o f o b j e c t i v e s . T h i s see m e d t o l j j u s t i f y t h e s t a t e m e n t t h a t t h e p h y s i c a l e d u c a t i o n p r o g r a m a t The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a w as a g o o d p r o - 1 g ra m . i i I V I I I . SUMMARY OP THE CHAPTER I i T h i s c h a p t e r h a s c o n t a i n e d a n e v a l u a t i o n o f t h e i n d i c a t e d o u t c o m e s o f t h e U n i v e r s i t y p h y s i c a l e d u c a t i o n p r o g r a m i n te r m s o f t h e t h e o r e t i c a l c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n , t h e o b j e c t i v e s o f The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , i t s C o l l e g e o f L e t t e r s , A r t s , and S c i e n c e s , and t h e p h y s i c a l e d u c a t i o n p r o g r a m , and i n t e r m s j o f t h e d e s i r e d o u t c o m e s o f c o l l e g e p h y s i c a l e d u c a t i o n a s i s u g g e s t e d b y U n i v e r s i t y a d m i n i s t r a t o r s . I n e a c h e v a l u a t i o n - t h e o v e r - a l l r a t i n g w a s 1fg o o d . n T h i s l e a d t o t h e c o n c l u - i s i o n t h a t i f a p r o g r a m c o u l d b e e v a l u a t e d I n t e r m s o f i t s ; i n d i c a t e d o u t c o m e s , t h e n t h e p r o g r a m i n v e s t i g a t e d w as a j t ' g o o d p r o g r a m . ------------------------------------- - CHAPTER XIX SUMMARY AND CONCLUSIONS T h i s c h a p t e r c o n t a i n s a sum m ary o f t h e m ore im p o r - j t a n t f i n d i n g s o f t h e i n v e s t i g a t i o n a n d p r e s e n t s c e r t a i n co n - i e l u s i o n s c o n c e r n i n g t h e m e th o d o f e v a l u a t i o n an d t h e c o n - l 1 t r i b u t i o n s o f t h e p h y s i c a l e d u c a t i o n p r o g r a m . I . SUMMARY A m e th o d f o r e v a l u a t i n g a u n i v e r s i t y p h y s i c a l e d u c a t i o n p r o g r a m w a s d e v i s e d * The v a l u e s and l i m i t a t i o n s o f j ! t h e m e th o d w e r e d e t e r m i n e d b y e m p lo y i n g I t i n an e v a l u a - j i ! ] t i o n o f t h e c o n t r i b u t i o n s o f t h e a c t i v i t y p r o g r a m o f t h e i i I | D e p a r t m e n t o f P h y s i c a l E d u c a t i o n a t The U n i v e r s i t y o f j S o u t h e r n C a l i f o r n i a t o t h e t o t a l e d u c a t i o n o f c o l l e g e s t u - I d e n t s * T he e f f e c t i v e n e s s o f t h e m e th o d w a s j u d g e d i n i |t e r m s o f t h e k i n d s o f i n f o r m a t i o n i t e l i c i t e d a n d a c c o r d i n g , t o t h e e a s e w i t h w h i c h i t w a s a d m i n i s t e r e d * i 1 To e v a l u a t e t h e p r o g r a m c o n t r i b u t i o n s , t h e s t u d y a t t e m p t e d t o a s c e r t a i n t h e t h e o r e t i c a l c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n , t h e e d u c a t i o n a l o b j e c t i v e s o f t h e U n i v e r s i t y and i t s C o l l e g e o f L e t t e r s , A r t s , a n d S c i e n c e s , and t h e i n s t r u c t i o n a l o b j e c t i v e s o f t h e p h y s i c a l e d u c a t i o n j 296 program. The o p in io n s o f U n iv e r s ity a d m in is tr a to r s r e - ■ g ard in g c o lle g e p h y s ic a l e d u c a tio n , th e o p in io n s of the 1 s tu d e n ts as to th e p o s s ib le outcomes of the program , and th e kinds of p h y s ic a l e d u c a tio n knowledge p o sse sse d by th e i s tu d e n ts were a ls o s tu d ie d to a id i n th e e v a lu a t io n . I The c o n t r ib u t io n s of th e program were determ ined from th r e e s o u rc e s . These so u rce s were: the opinions o f U n iv e r s ity a d m in is t r a to r s , the o p in io n s of th e p h y s ic a l e d u c a tio n s tu d e n ts , and an a n a ly s is of the a c t i v i t y c la s s f i n a l e x a m in a tio n s. F iv e s e t s o f s ta n d a rd s were employed to judge the program c o n t r i b u t i o n s . The in d i c a t e d o u t- ! comes of th e program were compared w i t h th e t h e o r e t i c a l , c o n tr ib u tio n s of p h y s ic a l e d u c a tio n as determ ined from th e w r i tin g s of t e n s e l e c t e d au th o rs in the f i e l d . The p ro - j ' gram c o n t r ib u t io n s were a ls o compared w ith th e s t a t e d edu- ; c a t i o n a l o b je c ti v e s of th e U n iv e r s ity , o f the c o lle g e o f j i L e t t e r s , A rts , and S c ie n c e s , and of the p h y s ic a l e d u c a tio n | program. The f i n a l com parison was between th e program j | c o n tr ib u tio n s and th e U n iv e r s ity a d m in is t r a to r s ' d e s ir e d j outcomes f o r c o lle g e p h y s ic a l e d u c a tio n . j The study was l i m i t e d to the p h y s ic a l e d u c a tio n J program of th e U n iv e r s ity d u rin g the s p rin g sem ester, 193?0. The a d m in is t r a to r s in te rv ie w e d were s e le c te d deans of 297 I i sc h o o ls and chairm en of departm ents whose s tu d e n ts re g u - j i l a r l y e n r o l l i n p h y s ic a l e d u c a tio n . \ The m ajor f in d in g s of th e e v a lu a tio n method were 1 l i s t e d as fo llo w s: 1 . The observed s tu d e n t outcomes in th e o p in io n of the U n iv e r s ity a d m in is tr a to r s were r e c r e a t i o n a l s k i l l s , p h y s ic a l h e a l t h , and s o c i a b i l i t y . 2. According to s tu d e n t o p in io n , the s tu d e n ts de r iv e d v ery good i n d i c a t e d outcomes i n the a rea s of psycho l o g i c a l b e h a v io r, p h y s ic a l e d u c a tio n knowledge, p h y s ic a l h e a l t h , and s a t i s f a c t i o n of p e rs o n a l p h y s ic a l e d u c a tio n w an ts. ffF a i r ff in d ic a t e d outcomes were d e riv e d i n s k i l l s , s o c i a b i l i t y , p h y s ic a l f i t n e s s , and r e c r e a t i o n a l c a rry -o v e r* 3* The c h ie f re a s o n the s tu d e n ts gave f o r e n r o l l i n g i n p h y s ic a l e d u c a tio n was fun of p a r t i c i p a t i o n . i if* When asked i n the q u e s tio n n a ir e , i f they had | gained a l l th e y had e x p e cted from th e e n t i r e p h y s ic a l edu- j 1 c a tio n program, f o u r - f i f t h s of th e s tu d e n ts r e p l i e d , M Yes.*fj J 5* Men s tu d e n ts e x c e lle d i n a c h ie v in g b e t t e r phy- j i s i c a l h e a l t h , p h y s ic a l f i t n e s s , and c a r r y - o v e r p a r t i c i p a - ! i t i o n . Women s tu d e n ts were more t o l e r a n t toward poor sp o rtsm an sh ip , made more use of p h y s ic a l e d u c a tio n a c t i v i t i e s on r,d a t e s , lf and found the program more e n jo y a b le . 298 6 . S tu d en ts ta k in g p h y s ic a l e d u c a tio n as an e l e c - | t i v e tended to c la im g r e a t e r b e n e f i t s from p h y s ic a l edu- ! | c a tio n p a r t i c i p a t i o n th an d id th o se s tu d e n ts e n r o lle d to ! f u l f i l l th e g ra d u a tio n re q u ire m e n t. 7* Those s tu d e n ts a f f i l i a t e d w ith campus s o c ia l : o rg a n iz a tio n s te n d ed to claim more fa v o ra b le in d ic a te d outcomes th an d id the n o n - a f f i l i a t e d s tu d e n ts . 8. C l a s s i f i c a t i o n s which had no notew orthy e f f e c t s , on s tu d e n t re sp o n se s were: v e t e r a n s t a t u s , age, t r a n s f e r s t a t u s , u n i v e r s i t y c l a s s s ta n d in g , and l o c a t i o n of p r e c o lle g e e d u c a tio n and school y e a r r e s id e n c e . 9* Ho one type of a c t i v i t y c l a s s was c o n s i s t e n t l y \ i ! I more o u ts ta n d in g th an th e o th e rs i n th e manner s tu d e n ts | claim ed i n d ic a t e d outcomes. Among in d iv i d u a l c l a s s e s , how-j | i | e v e r, in te rm e d ia te modern dance was c o n s i s t e n t l y h ig h e r i n 1 i f a v o ra b le s tu d e n t re s p o n s e s . 10. In g e n e r a l, th e f i n a l exam in atio n a n a ly s is i n d i c a te d t h a t the s tu d e n ts knew r a t h e r w e ll a l l ty p e s of i ! p h y s ic a l e d u c a tio n knowledge f o r which th e ex am in atio n s | 1 t e s t e d . t 11. The i n d ic a t e d outcomes o f the p h y s ic a l educa- ' t i o n program were c l a s s i f i e d in to e ig h t g e n e ra l and f i f t y in d iv i d u a l c a te g o r ie s . The e ig h t g e n e ra l in d ic a t e d o u t- . comes were: p s y c h o lo g ic a l, s o c i a l , r e c r e a t i o n a l , s k i l l s , 299 | p h y s ic a l h e a l t h , p h y s ic a l f i t n e s s , knowledge, and f u l f i l l ment of stu d e n t p h y s ic a l e d u c a tio n w ants. i i 12. The in d ic a t e d outcomes o f th e p h y s ic a l educa- ! t i o n program were e v a lu a te d i n term s of f i v e s e t s of s ta n d a rd s. In a l l e v a lu a tio n s , th e i n d i c a t e d outcomes, i n g e n e ra l, were r a t e d good. I I . CONCLUSIONS i A fte r c o n s id e r a ti o n o f th e a p p l ic a tio n of th e methodi and th e s ig n i f ic a n c e o f th e f in d in g s , c e r t a i n co n c lu sio n s r e l a t e d to v a rio u s phases of the i n v e s t i g a t i o n seemed ju s - t i f i e d . ! The method employed I n e v a lu a tin g the U n iv e r s ity | p h y s ic a l e d u c a tio n program was found to have th e fo llo w in g j v a lu e s and l i m i t a t i o n s : j 1. The method was u s e fu l I n e l i c i t i n g in fo rm a tio n about p o s s ib le outcomes o f th e program of p h y s ic a l educa t i o n . The d if f e r e n c e s found I n i n d ic a t e d outcomes f o r the s e v e r a l c l a s s i f i c a t i o n s of s tu d e n ts and c l a s s e s were l o g i - c al and me ani n g f u l . 2. S ev eral f a c t o r s appeared to have in f lu e n c e upon th e kind o f in fo rm a tio n e l i c i t e d by th e e v a lu a tiv e method. The U n iv e r s ity a d m in is tr a to r s seemed to g iv e im p ressio n s 1 300 o f th e e f f e c t i v e n e s s of the program r a t h e r than d e f i n i t e 1 in fo rm a tio n as to i t s c o n t r ib u t io n s to the t o t a l e d u c a tio n j ! of c o lle g e stu d e n ts* S tu d en t o p in io n s were a t b e s t i n d ic a t io n s of program c o n t r i b u t i o n s . S tu d en t r e a c t i o n was n o t based upon know- led g e of the e n t i r e program. They were more in f lu e n c e d by , th e e x p e rie n c e s th e y had undergone i n th e c la s s i n which th e y were c u r r e n t l y e n r o lle d th a n any o th e r f a c t o r . The answers a lso appeared to r e f l e c t the number and v a r i e t y o f the p h y s ic a l e d u c a tio n c o u rse s ta k e n . Thus, the more co u rse s a s tu d e n t had com pleted, th e more v a l i d would be h is o p in io n s . The q u e s tio n s i n th e q u e s tio n n a ir e ten d ed to r e s t r i c t in fo rm a tio n re g a rd in g o th e r program c o n t r i b u t i o n s . Y/hether th e s tu d e n t f e l t t h a t th e program made c o n t r ib u ti o n s o th e r th a n the ones to which the q u e s tio n s were r e l a t e d was not determined* In fo rm a tio n as to the e x te n t of the k in d s o f p h y s i c a l e d u c a tio n knowledge p o sse sse d by th e stu d e n ts was d i f f i c u l t to d e f i n i t e l y a s c e r t a i n . A v a l i d a n a ly s is of th e answers to th e f i n a l exam in atio n was lim ite d by the i n a b i l i t y to determ ine th e degree of d i f f i c u l t y of each exam inati on. 3 0 1 I 3. Much of the in fo rm a tio n e l i c i t e d by the e v a lu a - i t i v e method was p e r t i n e n t . The r e p u t a t i o n t h a t a program ! j h o ld s i n th e o p in io n s o f prom inent a d m in is tr a to r s of the U n iv e r s ity i s im p o rta n t and worth knowing. S tu d en t o p in io n i s one of th e e s s e n t i a l so u rce s of in fo rm a tio n i n e v a lu a - I t i n g a program t h a t i s designed to c o n t r ib u t e to s tu d e n t b e h a v io r, a t t i t u d e s , and knowledge. This appears to be p a r t i c u l a r l y j u s t i f i a b l e on th e c o lle g e l e v e l because of th e g r e a t e r m a tu r ity o f the s tu d e n ts . An a n a ly s is o f the answers of f i n a l ex am in atio n i s an e x c e ll e n t i n d i c a t i o n o f s t u d e n t s 1 knowledge as the exam inations u s u a lly cover a l l phases of knowledge s tr e s s e d by the i n s t r u c t o r d u rin g i th e s e m e s te r. I Ij.. The n a tu re of the method seemed to make fo r ease; and e f f i c i e n c y of a d m in is tr a tio n i n th e g a th e r in g of i n fo rm a tio n from a d m in is tr a to r s , s tu d e n ts , and f i n a l exam ina t i o n a n a ly s is . The t a b u l a t i o n o f the s tu d e n t q u e s tio n n a i r e re s p o n s e s , however, was long and t e d io u s . A ll p h y s ic a l e d u c a tio n co u rses made some c o n t r i - i b u tio n s to th e s t u d e n t s 1 e d u c a tio n . The amount and k in d j of c o n t r ib u t io n s appeared to be d eterm in ed p r i n c i p a l l y by I i th e type of a c t i v i t y com prising th e c o u r s e . The program appeared to have made i t s b e s t c o n tr ib u tio n s i n th e a re a s o f d e s i r a b l e p s y c h o lo g ic a l b e h a v io r, improvement o f s k i l l s , ] 302 | i p h y s ic a l h e a lth , p h y s ic a l e d u c a tio n knowledge, and s a t i s - i i f a c t i o n o f stu d e n ts* p h y s ic a l e d u c a tio n wants* I I I . RECOMMENDATIONS T his stu d y has seemed to w a rra n t th e fo llo w in g 1 re commend a t i onst 1. F u rth e r i n v e s t i g a t i o n s employing th e e v a lu a tiv e method m ight w ell l i m i t th e d e s c r i p t i v e c l a s s i f i c a t i o n s of s tu d e n ts to sex , " re q u ire d " or " e le c tiv e * 1 s t a t u s , s o c i a l o r g a n iz a tio n s t a t u s , and number o f p h y s ic a l e d u c a tio n c o u rse s completed* The s tu d e n ts re s p o n s e s should be s t u - j i died by a c t i v i t y c l a s s e s and types of a c t i v i t i e s f o r t h i s | in fo rm a tio n i s , a p p a re n tly , i n f l u e n t i a l i n c o lo rin g s t u dents* re a c tio n s * i 2* F u rth e r i n v e s t i g a t i o n s m ight r e s t r i c t t h e i r | stu d y to " re q u ire d " p h y s ic a l e d u c a tio n stu d e n ts* " E le c tiv e " s tu d e n ts pro b ab ly choose p h y s ic a l e d u c a tio n b ecause th e y l i k e I t , and th u s r e a c t f a v o r a b ly r a t h e r th a n c r i t i c a l l y i n answ ering q u e s tio n s . i 3* I t would p ro b a b ly not be p r o f i t a b l e to in c lu d e j u n i v e r s i t y a d m in is t r a to r s In f u r t h e r i n v e s t i g a t i o n s o f th e | c o n t r ib u t io n s o f c o lle g e p h y s ic a l e d u c a tio n . The in fo rm a- j t i o n d eriv e d from the a d m in is t r a to r s appeared to b e b ased | on such i n d i r e c t o b s e rv a tio n as to be of l i t t l e value* J 303 | i I F u rth e r i n v e s t i g a t i o n s in to th e r e s u l t s of j s t u d e n t s 1 p a r t i c i p a t i o n i n a u n i v e r s i t y p h y s ic a l e d u c a tio n program might attem p t to a p p ra ise a c tu a l outcomes in s t e a d 1 o f in d ic a te d ones* B I B L I O G R A P H Y i BIBLIOGRAPHY A. BOOKS C a t t e l l , J a q u e s a n d E . E . R o s s , E d i t o r s , L e a d e r s i n E d u c a t i o n . L a n c a s t e r , P e n n s y l v a n i a : Science P r e s s , • 1 2 0 8 p p . B i o g r a p h i c a l d a t a o n o u t s t a n d i n g f i g u r e s i n t h e f i e l d o f e d u c a t i o n . H u g h e s , W i l l i a m L e o n a r d , A d m i n i s t r a t i o n o f H e a l t h and P h y s i c a l E d u c a t i o n I n C o l l e g e s . New Y o rk : A. S . B a r n e s a n d C om pany, 1 9 3 5 " 3 6 8 p p • A c o m p i l a t i o n o f s t a n d a r d s a n d p o l i c i e s i n t h e a d m i n i s t r a t i o n o f c o l l e g e p h y s i c a l e d u c a t i o n . I r w i n , L e s l i e W ., The C u r r i c u l u m i n H e a l t h a n d P h y s i c a l E d u c a t i o n . S t . L o u i s : The C. V. M osby C om pany, "l9Mj-* 3 91 PP* A c o n s i d e r a t i o n o f w h a t t h e p h y s i c a l e d u c a t i o n c u r r i c u l a a t a l l s c h o o l l e v e l s s h o u l d b e . J o h n s o n , G. B . , The New P h y s i c a l E d u c a t i o n . M i n n e a p o l i s : B u r g e s s P u b l i s h i n g C om pany, 193 5 * 79 PP* An e x p l a n a t i o n o f t h e e d u c a t i o n r o l e o f p h y s i c a l e d u c a t i o n . La P o r t e , W i l l i a m R a l p h , The P h y s i c a l E d u c a t i o n C u r r i c u l u m . L o s A n g e l e s : The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a P r e s s , 19^7* 9 2 p p . A p r o p o s e d n a t i o n a l p r o g r a m o f p h y s i c a l e d u c a t i o n b a s e d 1 o n n i n e t e e n y e a r s o f c u r r i c u l u m r e s e a r c h * La S a l l e , D o r o t h y , G u i d a n c e o f C h i l d r e n T h r o u g h P h y s i c a l E d u c a t i o n . New Y o r k : A . S . B a r n e s an d Company^ I 9 J 4.I 4 , 2 9 2 pp L e e , M a b e l, The C o n d u c t o f P h y s i c a l E d u c a t i o n . New Y o r k : A. S. B a r n e s a n d C om pany, 1 9 3 7 . 5> 6 l p p . A t e x t b o o k t h a t c a r e f u l l y c o n s i d e r s a l l p h a s e s o f p h y s i c a l e d u c a t i o n f o r g i r l s a n d w om en. 305 M eC lo y , C h a r l e s H a r o l d , P h i l o s o p h i c a l B a s e s f o r P h y s i c a l E d u c a t i o n . New Y o r k : P . S . C r o f t s a n d C om pany, I 9I+0 . 311 PP. A c o m p i l a t i o n o f r e p o r t s e x p r e s s i n g t h e a u t h o r ' s p h i l o s o p h y o f p h y s i c a l e d u c a t i o n . N a s h , J a y B . , P h y s i c a l E d u c a t i o n : I n t e r p r e t a t i o n s a n d Ob j e c t i v e s . New Y o r k : A. S . B a r n e s a n d Com pany, I 9 I1 -BT 28 6 p p . An e x c e l l e n t e x p o s i t i o n o n t h e s p e c i f i c c o n t r i b u t i o n s o f p h y s i c a l e d u c a t i o n a l o b j e c t i v e s . N ix o n , E u g e n e ¥ . , a n d F r e d e r i c k W. C o z e n s , An I n t r o d u c t i o n t o P h y s i c a l E d u c a t i o n . P h i l a d e l p h i a : W. B. S a u n d e r s C om pany, 1947". 2 ^ 1 . p p . A b a s i c t e x t b o o k f o r p h y s i c a l e d u c a t i o n t h e o r y c l a s s e s . O 'K e e f e , P a t t r i c H u t h an d H e l e n P a b e y , E d u c a t i o n t h r o u g h P h y s i c a l A c t i v i t i e s . S t . L o u i s : T h e C. V. M osby Com p a n y , I 9 I4.9 . 3 0 9 p p . P e n d e r g a s t , H e l e n A nn, An A p p r e c i a t i o n o f P h y s i c a l E d u c a t i o n . New Y o rk : P r e n t i c e - H a l l , I n c . , 191-f-l* 1 6 5 p p . A m a n u a l f o r c o l l e g e f r e s h m e n i n o r i e n t a t i o n c o u r s e s i n p h y s i c a l e d u c a t i o n . S h a r m a n , J a c k s o n R . , M o d ern P r i n c i p l e s o f P h y s i c a l E d u c a - t i o n . New Y o rk : A. S . B a r n e s a n d C om pany, 1937* 2 0 8 p p . S t a l e y , S e w a r d C. a n d G e o r g e T. S t a f f o r d , A S p o r t s C u r r i c u - * l u m . C h a m p a ig n , I l l i n o i s : S t i p e s P u b l i s h i n g C om pany, ! 1 9 3 8 . 1 1 6 p p . ' * Y o l t i n e r , E d w a rd P . a n d A r t h u r A. E s s l i n g e r , The O r g a n i z a t i o n a n d A d m in i s t r a t i o n o f P h y s i c a l E d u c a t i o n . New Y o r k : A p p l e t o n - C e n t u r y - C r o f t s , I n c . , 1 9 I4.9 . I4.19 p p . A c o m p r e h e n s i v e t e x t b o o k f o r p h y s i c a l e d u c a t i o n a n d a d m i n i s t r a t i o n . 3 0 6 Wayman, A g n e s R. , A M o d e r n P h i l o s o p h y o f P l i y s i c a l E d u c a t i o n * ( P h i l a d e l p h i a : W. B. S a u n d e r s Company^ 193By™ 231 p p . An e x p r e s s i o n o f a p o i n t o f v i e w a b o u t t h e p u r p o s e o f p h y s i c a l e d u c a t i o n f o r c o l l e g e women. E d u c a t i o n t h r o u g h P h y s i c a l E d u c a t i o n . P h i l a d e l p h i a : L e a a n d F e b i g e r ^ 19 3 q . 37 8 p p . A v a l u a b l e b o o k c o n c e r n e d w i t h t h e g e n e r a l a d m i n i s t r a t i o n o f g i r l s * a n d w om en1s p h y s i c a l e d u c a t i o n . Who1 s Who i n A m e r i c a , V o l . 2 6 . C h i c a g o : The A. N. M a r q u i s Com pany, 195>0-5>1 • 3 > 3^8 PP* A c o m p i l a t i o n o f d a t a o n o u t s t a n d i n g p e o p l e i n A m e r ic a . W i l l i a m s , J e s s e P e i r i n g , The P r i n c i p l e s o f P h y s i c a l E d u c a t i o n . P h i l a d e l p h i a : W. B. S a u n d e r s Com pany, I 9 J 4.9 • 37 7 PP* An e x c e l l e n t e x p l a n a t i o n o f t h e f u n d a m e n t a l b e l i e f s a n d c o n c e p t s o f p h y s i c a l e d u c a t i o n i n a m o d e r n d e m o c r a c y . W i l l i a m s , J e s s e P e i r i n g a n d C l i f f o r d L e e B r o w n e l l , T he Ad m i n i s t r a t i o n o f H e a l t h a n d P h y s i c a l E d u c a t i o n . P h i l a d e l p h i a : W. B. S a u n d e r s Com pany, I 9 I4KI 1|83 PP* A c o m p i l a t i o n o f t h e b e s t p r a c t i c e s i n t h e a d m i n i s t e r i n g o f h e a l t h a n d p h y s i c a l e d u c a t i o n p r o g r a m s . B . PERIODICAL ARTICLES A dam s, L. C a r r o l l , " A c t i v e R e c r e a t i o n a l I n t e r e s t o f C o lu m - | b i a C o l l e g e A l u m n i , " R e s e a r c h Q u a r t e r l y , 19:l|-3-if7> ’ M a rc h , I 9 I4-8 . A s u r v e y o f t h e r e c r e a t i o n a l h a b i t s o f C o lu m b ia a l u m n i o v e r a f o r t y y e a r p e r i o d . A d a m so n , E l i z a b e t h I . , " P o s s i b i l i t i e s o f P e r s o n a l i t y D e v e l o p m e n t t h r o u g h P h y s i c a l E d u c a t i o n , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 9 : 8 - 1 0 , D e c e m b e r , 19 3lx. r” “ 1 r"~""rT " I P h y s i c a l e d u c a t i o n h a s a u n i q u e c o n t r i b u t i o n t o w a r d s d e v e l o p m e n t o f p e r s o n a l i t y t h r o u g h p h y s i c a l a c t i v i t i e s i n 307 a s o c i a l s e t t i n g # A l d e n , M a b e l H o i s , " T h e F a c t o r s i n t h e R e q u i r e d P h y s i c a l P r o g r a m T h a t A re L e a s t A t t r a c t i v e t o t h e C o l l e g e G d r l , " R e s e a r c h Q u a r t e r l y , 3 * 9 7 - 1 0 7 , D e c e m b e r , 1 9 3 2 . An i n v e s t i g a t i o n i n t o t h o s e a s p e c t s o f r e q u i r e d p h y s i c a l e d u c a t i o n t h a t h a v e p r o v e d m o s t u n d e s i r a b l e t o women a t t h r e e t e a c h e r s 1 c o l l e g e s . A t w e l l , R u t h , "The P l a c e o f P o s t u r e i n t h e C o l l e g e P r o g r a m o f P h y s i c a l E d u c a t i o n , ” R e s e a r c h Q u a r t e r l y , l:1 0 3 - 1 0 l{ ., O c t o b e r , 1 9 3 0 . A d i s c u s s i o n a s t o how g o o d p o s t u r e c a n b e n e f i t t h e c o l l e g e s t u d e n t . B a k e r , G - e r t r u d e , a n d o t h e r s , "T h e P h y s i c a l E d u c a t i o n P ro g ra m f o r C o l l e g e W om en,” J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n . 1 8 : 3 7 7 - 3 7 9 , lj.20, J u n e , 1 9 i|7 . A s t u d y o f t h e e f f e c t i v e n e s s o f t h e w om en 1 s p r o g r a m a t The U n i v e r s i t y o f M i n n e s o t a . B a r r , M a r g a r e t C . , "R esu m e o f t h e P h y s i c a l E d u c a t i o n A c t i v i t y P r o g r a m i n C o l l e g e s f o r W o m en ,” R e s e a r c h Q u a r t e r l y , Ij.: 1 1 7 - 1 3 1 , O c t o b e r , 1933* A s t u d y t o d e t e r m i n e t h e s p e c i f i c a c t i v i t i e s o f f e r e d i n t h e p h y s i c a l e d u c a t i o n a c t i v i t y p r o g r a m i n c o l l e g e s f o r women# B e i s e , D o r o t h y , nA C o m p a r a t i v e A n a l y s i s o f t h e P h y s i c a l 1 E d u c a t i o n B a c k g r o u n d , I n t e r e s t s , a n d D e s i r e s o f C o l - ; l e g e S t u d e n t s as a n E v a l u a t i o n P r o c e d u r e , ” R e s e a r c h Q u a r t e r l y , 1 1 : 120-13lj-, D e c e m b e r, 1 9 ^ 4-0 . j i An a n a l y s i s o f t h e o p i n i o n s o f c o l l e g e women a b o u t I p h y s i c a l e d u c a t i o n . ( __________, " P h y s i c a l E d u c a t i o n B a c k g r o u n d o f C o l l e g e S t u d e n t s As a F a c t o r i n D e t e r m i n i n g t h e C o n t e n t o f t h e R e q u i r e d | P h y s i c a l E d u c a t i o n P r o g r a m , " R e s e a r c h Q u a r t e r l y , 6 : 3 9 - 5 2 , May, 1 9 3 5 - ; An a n a l y s i s o f a c t u a l p h y s i c a l e d u c a t i o n , s e c o n d a r y s c h o o l p h y s i c a l e d u c a t i o n , e x p e r i e n c e , i n t e r e s t s a n d s k i l l s o f u n i v e r s i t y f r e s h m e n women. 3 0 8 B e r r y , C h a r l e s S c o t t , ,fA B r o a d e r C o n c e p t o f P h y s i c a l E d u c a t i o n ^ J o u r n a l o f H e a l t h a n d P h y s i c a l E duc a t i o n , 3 * 3 “4> S e p t e m b e r , 1932* A d i f f e r e n t a p p r o a c h t o p r o p o s e d o u t c o m e s o f p h y s i c a l e d u c a t i o n . B i c r l e y , L l o y d R . , ” An E m e r g e n c y P r o g r a m i n P h y s i c a l E d u c a t i o n , tf J o u r n a l o f H e a l t h a n d P h y s i c a l Educ a t i o n , 1 I4.S 2 5 7 - 2 5 9 , 2 9 2 , May, 1 9 4 3 - An a n a l y s i s o f t h e r e s u l t s o f a w a r t i m e c o n d i t i o n i n g p r o g r a m . B o o k w a l t e r , K a r l W ., f,The O b j e c t i v e s o f P h y s i c a l E d u c a t i o n , ’1 J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 5 * 2 6 -2 7 , 5 5 , F e b r u a r y , 1934* T he o b j e c t i v e s o f p h y s i c a l e d u c a t i o n a r e g r a d e d o n t h r e e t e m p o r a l l e v e l s . B o v a r d , J o h n F . , ’’R e c o g n i z i n g S o c i a l a n d C u l t u r a l V a l u e s , 1 1 J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 1 2 :1 2 1 - 1 3 3 , M a r c h , -19171 P h y s i c a l e d u c a t i o n c a n j u s t i f y i t s p l a c e i n t h e c u r r i c u lu m t h r o u g h i t s s o c i a l and c u l t u r a l v a l u e s . B r a c e , D a v i d K . , ’’W hy P h y s i c a l E d u c a t i o n I s a Way o f E d u c a r ; t i o n , ” J o u r n a l o f He a l t h a n d P h y s i c a l E d u c a t i o n , 1 1 3* « 2 0 , 5 4 , D e c e m b e r, 1 9 3 2 . P h y s i c a l e d u c a t i o n s h o u l d b e c o n d u c t e d a l o n g b r o a d , j e d u c a t i o n a l l i n e s . I 1 B r o u h a , L u c i e n , N orm an W. F r a d d , a n d B e a t r i c e M. S a v a g e , I 1 1 S t u d i e s i n P h y s i c a l E f f i c i e n c y o f C o l l e g e S t u d e n t s , ” ‘ R e s e a r c h Q u a r t e r l y , 1 5 * 2 1 1 - 2 2 4 , O c t o b e r , 1944* ■ 1 A s t u d y o f t h e p h y s i c a l f i t n e s s o f c o l l e g e men b y u s i n g 1 t h e H a r v a r d S t e p T e s t . 309 B u l l o c k , M a r g a r e t a n d F l o r e n c e D. A l d e n , ,fSome o f t h e F a c t o r s D e t e r m i n i n g t h e A t t i t u d e o f F r e s h m e n Women a t t h e U n i v e r s i t y o f O r e g o n T o w a rd R e q u i r e d P h y s i c a l E d u c a t i o n ? R e s e a r c h Q u a r t e r l y , Ij.:6 o - 6 8 , D e c e m b e r, 1933* An i n v e s t i g a t i o n i n t o t h e a t t i t u d e s o f c o l l e g e f r e s h m e n women t o w a r d r e q u i r e d p h y s i c a l e d u c a t i o n a n d t h e c o n d i t i o n s t h a t c a u s e d s u c h a t t i t u d e s . C a s s i d y , R o s a l i n d , 1 1 C o n t r i b u t i o n s o f P h y s i c a l E d u c a t i o n t o D e m o c r a t i c C i t i z e n s h i p , ” J o u r n a l c»f H e a l t h a n d P h y s i c a l E d u c a t i o n , 2 1 : 2 1 8 - 2 1 9 , 2 6 4 - 2 6 7 , A p r i l , 1 9 5 0 . An o p i n i o n o n t h e v a l u e s o f p h y s i c a l e d u c a t i o n f o r l i v i n g i n a d e m o c r a c y . C l e v e t t , M e l v i n A . , 1 1 An E x p e r i m e n t i n P h y s i c a l E d u c a t i o n A c t i v i t i e s R e l a t e d t o t h e T e a c h i n g o f H o n e s t y a n d M o to r S k i l l s , ” R e s e a r c h Q u a r t e r l y , 3 : 1 2 1 - 1 2 7 * M a r c h , 1 9 3 2 . An i n v e s t i g a t i o n i n t o t h e t e a c h i n g o f c h a r a c t e r t h r o u g h p h y s i c a l e d u c a t i o n a c t i v i t i e s * ” The I n t e r e s t s a n d P a r t i c i p a t i o n o f B o y s i n V o l u n t a r y P h y s i c a l E d u c a t i o n A c t i v i t i e s , ” R e s e a r c h Q u a r t e r l y , 5 s 2 7 - 4 2 , O c t o b e r , 1934* An i n v e s t i g a t i o n i n t o t h e a m o u n t o f I n t e r e s t a n d p a r t i c i p a t i o n o f b o y s i n Y .M .C .A . v o l u n t a r y p h y s i c a l a c t i v i t i e s . C obb, L o u i s e S . , ” The C o e d u c a t i o n a l P h y s i c a l E d u c a t i o n C la ss P r o g r a m a t t h e C o l l e g e L e v e l , ” R e s e a r c h Q u a r t e r l y , 1 0 : 2 0 - 3 2 , D e c e m b e r , 1939* I An i n v e s t i g a t i o n a s t o t h e s t a t u s o f c o e d u c a t i o n a l p h y - ; s i c a l e d u c a t i o n a c t i v i t y c l a s s e s a t t h e c o l l e g e l e v e l . C o w e l l , C h a r l e s C ., ” M e n t a l A t t i t u d e s i n P h y s i c a l E d u c a t i o n ? J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 2 : l L - l 6 . L.5. . M a r c h , 1 9 3 1 . A s o u n d a r g u m e n t f o r j u s t i f y i n g p h y s i c a l e d u c a t i o n t h r o u g h c o n c o m i t a n t l e a r n i n g . 3 1 0 C o w e l l , C h a r l e s C . , " P h y s i c a l E d u c a t i o n a n d I t s R e l a t i o n s h i p s i n t h e H i g h S c h o o l s , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , If.: 3 3 — 3^>, 6 8 , M a r c h , 1 9 3 3 - P h y s i c a l e d u c a t i o n i s a n i n t e g r a l p a r t o f t h e h i g h s c h o o l c u r r i c u l u m . C o w le y , W. H . , " C h a l l e n g e t o P h y s i c a l E d u c a t i o n , " J o u r n a l o f H i g h e r E d u c a t i o n , l 6 : 1 7 5 - 1 7 7 * A p r i l , 19^-5* Two b r o a d e d u c a t i o n a l p r o b l e m s f a c e d p h y s i c a l e d u c a t o r s a f t e r W o r l d War I I . C o z e n s , F r e d e r i c k W ., " M e a s u r i n g t h e R e s u l t s o f P r a c t i c e a n d I n s t r u c t i o n , " R e s e a r c h Qu a r t e r l y , 2 r 1 9 9 - 2 0 0 , M a r c h , 1 9 3 1 . A s t u d y o f t h e im p r o v e m e n t made i n a c o l l e g e t r a c k a n d f i e l d c l a s s , C r a i g , H. W ., " S p o r t s I n t e r e s t s a n d A t t i t u d e s o f S t u d e n t s E n r o l l e d i n t h e S e r v i c e C u r r i c u l u m i n P h y s i c a l E d u c a t i o n a t The U n i v e r s i t y o f I l l i n o i s , " R e s e a r c h Q u a r t e r l y , 1 0 : 1 ^ 3 - 1 4 9 , May, 1 9 3 9 . An i n q u i r y i n t o t h e a t t i t u d e s o f c o l l e g e s t u d e n t s t o w a r d s t h e s p o r t - t y p e o f p h y s i c a l e d u c a t i o n a c t i v i t y , D a v i s , E lw o o d C r a i g , "A S t u d y o f t h e I n t e r e s t s o f The P e n n s y l v a n i a S t a t e C o l l e g e F r e s h m e n i n C e r t a i n F o r m a l a n d N a t u r a l P h y s i c a l A c t i v i t i e s , " R e s e a r c h Q u a r t e r l y , i].:[j.9-59* D e c e m b e r , 1 9 3 3 - A s t u d y o f t h e p h y s i c a l a c t i v i t y i n t e r e s t s o f c o l l e g e 1 f r e s h m e n . ' I D u g g a n , Anne S c h l e y , "Who I s L i b e r a l l y E d u c a t e d , " J o u r n a l j o f H e a l t h a n d P h y s i c a l E d u c a t i o n , l l : l j _ 6 l - 6 3 , 5T5* O c t o b e r , I 9 I4.O• j i 1 P h y s i c a l e d u c a t i o n c a n do i t s p a r t t o w a r d l i b e r a l e d u - : c a t i o n . I E l l i o t t , R u t h , " M o d e rn T r e n d s i n P h y s i c a l E d u c a t i o n , " R e s e a r c h Q u a r t e r l y , 1 : 7 4 “ ®5* May, 1 9 3 0 . 311 An o b s e r v a t i o n a s t o t h e c h a n g e s i n t h e p h i l o s o p h y , s t a f f q u a l i f i c a t i o n , p r o g r a m o f c o l l e g e p h y s i c a l e d u c a t i o n i n t h e l a s t t h i r t y y e a r s . F r a n c i s , R. J . , tfT o w a rd a P h i l o s o p h y o f P h y s i c a l E d u c a t i o n , ” J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 1 0 : 2 1 6 - 2 1 7 ; 2 5 8 - 2 5 9 . A p r i l , 1939* P h y s i c a l e d u c a t i o n i s m e e t i n g a s e r i e s o f n e e d s p r e s e n t i n o u r d e m o c r a t i c s o c i e t y . G i a u q u e , C h a r l e s D . , ’’New O b j e c t i v e s t o M eet M o d e r n T r e n d s , ” J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 8 :71-73* 125* F e b r u a r y , 1 9 3 7 . P h y s i c a l e d u c a t i o n n e e d s new o b j e c t i v e s t o m e e t new p r o b l e m s . G l a s s o w , R u t h , ’’B a s i c C o n s i d e r a t i o n s i n P l a n n i n g t h e C o l l e g e P r o g r a m f o r W om en,” R e s e a r c h Q u a r t e r l y , 1 : 1 1 1 - 1 1 7 # May, 1 9 3 0 . A s t a t e m e n t a s t o t h e a b i l i t i e s t h a t c o l l e g e women s h o u l d p o s s e s s a f t e r t a k i n g p h y s i c a l e d u c a t i o n . G r a y b e a l , E l i z a b e t h , ’’M e a s u r e m e n t i n P h y s i c a l E d u c a t i o n f o r W om en,” Re s e a r c h Q u a r t e r l y , 7 *6 0 - 6 3 , D e c e m b e r , 1 9 3 6 . A s t u d y t o a s c e r t a i n t h e d i f f e r e n c e s b e t w e e n tw o g r o u p s o f c o l l e g e p h y s i c a l e d u c a t i o n s t u d e n t s i n a t t i t u d e s , ; k n o w l e d g e , m o t o r a b i l i t y a n d p o s t u r e . G r e e n e , M a r g a r e t D u n c a n , ’’S u r v e y o f t h e R e q u i r e m e n t a n d C r e d i t i n P h y s i c a l E d u c a t i o n i n C o l l e g e s a n d U n i v e r s i t i e s a s o f F a l l T erm , 1 9 U u ” R e s e a r c h Q u a r t e r l y , l 6 : 1 2 0 - 1 2 7 , May, 191+5. A s u r v e y o f t h e r e q u i r e m e n t s a n d c r e d i t s o f c o l l e g e p h y s i c a l e d u c a t i o n d u r i n g w a r t i m e . H a l s e y , E l i z a b e t h , ’’How S h a l l We G r o w ,” J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 1 9 : 1 8 2 , 2 2 2 - 2 2 5 , M a rc h , 1 9 I4.8 . An e x p r e s s i o n o f t h e b e l i e f t h a t g e n e r a l e d u c a t i o n i s 1 n o t c o m p l e t e w i t h o u t p h y s i c a l e d u c a t i o n . | 3 1 2 H a y n e s , W ilm a D . , ’’A f t e r C o l l e g e W h a t ? ” R e s e a r c h Q u a r t e r l y , 2 : 2 l l | - 2 l 6 , M a r c h , 1931. A s t u d y o f t h e p h y s i c a l r e c r e a t i o n a l a c t i v i t i e s o f some S t e p h e n s C o l l e g e g r a d u a t e s , H a z e l t o n , H e l e n W ., a n d J u n e r o s e P i p e r , ”A S t u d y o f t h e S o c i a l V a l u e s o f a Team Game a n d o f Two I n d i v i d u a l S p o r t s a s J u d g e d by t h e A t t i t u d e s o f F r e s h m e n C o l l e g e W om en,tf R e s e a r c h Q u a r t e r l y , ll:5 l4 --5 9 > May, 1 9 ^ 0 . A c o m p a r i s o n o f t h e s o c i a l o u tc o m e s d e r i v e d f r o m t e a m a c t i v i t i e s a s c o n t r a s t e d t o i n d i v i d u a l a n d d u a l a c t i v i t i e s . H e r r o n , J o h n S . , ’’Human R e l a t i o n s , D e m o c r a c y a n d P h y s i c a l E d u c a t i o n , ” J o u r n a l o f H e a l t h a n d P h y s i c a l E duc a t i o n , 1 7 : 5 1 0 - 5 1 1 , 5 7 W N o v e m b e r, 1 9 ^ 5 7 “ P h y s i c a l e d u c a t i o n c a n h e l p i n t h e i m p r o v e m e n t o f hum an r e l a t i o n s . H u g h e s , W i l l i a m I* ., ’’C h a r a c t e r B u i l d i n g a n d H e a l t h , ” J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 7*9* 5 6 - 5 7 , J a n u a r y , 1 9 3 5 . P h y s i c a l e d u c a t i o n c a n c o n t r i b u t e t o t h e b u i l d i n g o f d e s i r a b l e c h a r a c t e r t r a i t s . __________, ’’E n r i c h i n g t h e R e q u i r e d S e r v i c e P r o g r a m , ” J o u r n a l , H e a l t h a n d P h y s i c a l E d u c a t i o n , 1 0 : 2 0 5 - 2 0 7 , 2 ^ : A p r i l , 1 9 3 9 . 1 S u g g e s t i o n s f o r i m p r o v i n g c o l l e g e p h y s i c a l e d u c a t i o n . | K a n e , I s a b e l B . , a n d P a u l i n e H o d g so n , ” A S t u d y o f F a c t o r s I n f l u e n c i n g P a r t i c i p a t i o n o f C o l l e g e Women i n a n E l e c - 1 t i v e P r o g r a m o f P h y s i c a l E d u c a t i o n , ” R e s e a r c h Q u a r t e r l y , 1 0 : 5 7 - 6 6 , M a rc h , 1939* An a n a l y s i s o f t h e r e c o r d s o f t h e wom en s t u d e n t s who h a d p a r t i c i p a t e d i n a n e l e c t i v e p h y s i c a l e d u c a t i o n p r o g r a m . K i n g l y , H a z e l , ’’T h e P h y s i c a l C o n d i t i o n o f C o l l e g e F r e s h - m e n , ft J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 12: 8 0 -8 2 , F e b r u a r y , I 9 I 4I . 313 A s t u d y o f t h e i n f l u e n c e o f p r e v i o u s p h y s i c a l e d u c a t i o n o n t h e p h y s i c a l c o n d i t i o n o f c o l l e g e f r e s h m e n . K in n e m a n , J o h n A . , f,An E v a l u a t i o n o f P h y s i c a l E d u c a t i o n , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , lj.:6 - 7 , 5 6 , D e c e m b e r , 1933* An o p i n i o n o f a t e a c h e r - t r a i n e r a s t o t h e o u tc o m e s o f p h y s i c a l e d u c a t i o n . K i p h u t h , R o b e r t J . H . , T . E r w i n B l e s h a n d O s c a r W. K i p h u t h , " P o s t w a r T r e n d s i n P h y s i c a l E d u c a t i o n P r o g r a m s , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , " l6*L|_91, 5 3 4 “ ^35> N o v e m b e r, 1914-5* A s t u d y o f c o l l e g e p h y s i c a l e d u c a t i o n p r o g r a m s im m e d ia te l y a f t e r W o r ld War I I . K i s t l e r , J . W ., "A S t u d y o f t h e R e s u l t s o f E i g h t Weeks o f P a r t i c i p a t i o n i n a U n i v e r s i t y P h y s i c a l F i t n e s s P r o g r a m f o r M e n ," R e s e a r c h Q u a r t e r l y , 1 5 * 2 3 - 2 8 , M a rc h , i 9 l4.il* An a n a l y s i s o f t h e e f f e c t i v e n e s s o f a u n i v e r s i t y p h y s i c a l f i t n e s s p r o g r a m d u r i n g W o r ld W ar I I . K l e e b e r g e r , F r a n k , " P h y s i c a l E d u c a t i o n o f U n i v e r s i t y M en ," S c h o o l a n d S o c i e t y , 3 2 * 6 5 3 r 6 6 2 , N o v em b er 1 5 , 1 9 3 0 . An e x p l a n a t i o n o f t h e r o l e t h a t p h y s i c a l e d u c a t i o n p l a y s i n t h e e d u c a t i o n o f u n i v e r s i t y m en. __________, " P h y s i c a l E f f i c i e n c y As M e a s u r e d a t The U n i v e r s i t y o f C a l i f o r n i a , " R e s e a r c h Q u a r t e r l y , 3 * 1 5 1 - 1 7 2 , May, 1932; A r e p o r t o n t h e m e t h o d o f c l a s s i f y i n g c o l l e g e f r e s h m e n 1 a c c o r d i n g t o t h e i r n e e d s i n p h y s i c a l e d u c a t i o n . La P o r t e , W i l l i a m R a l p h , " P h y s i c a l E d u c a t i o n C o n t r i b u t e s t o ; t h e S e v e n C a r d i n a l P r i n c i p l e s , " J o u r n a l o f He a l t h and P h ? f s i c a l E d u c a t i o n , ij.: 1 0 - 1 3 , 7 1 , M a r c h , 1 9 3 3 . ! P h y s i c a l e d u c a t i o n s h o u l d c o n t r i b u t e t o a l l p h a s e s o f g e n e r a l e d u c a t i o n . __________, "T h e C h a n g i n g C o n c e p t i o n o f C o l l e g e P h y s i c a l E d u c a t i o n , " R e s e a r c h Q u a r t e r l y , 2 : 1 - 8 , M a r c h , 1 9 3 1 * A p l e a t o make c o l l e g e p h y s i c a l e d u c a t i o n m ore e d u c a t i o n a l . L a w to n , S h a i l e r U p to n , " R e s p o n s i b i l i t y o f t h e C o l l e g e D i r e c t o r f o r t h e P h y s i c a l E x a m i n a t i o n , ” R e s e a r c h Q u a r t e r ly;, 1 : 1 - 9 , May, 1 9 3 0 . An e n l a r g e m e n t on one o f t h e s p e c i f i c d u t i e s o f t h e c o l l e g e d i r e c t o r o f p h y s i c a l e d u c a t i o n . L e e , M a b e l, "V iew s o f P a r e n t s on t h e P h y s i c a l E d u c a t i o n P ro g ra m f o r T h e i r D a u g h t e r s , 1 1 J o u r n a l o f H e a l t h and P h y s i c a l E d u c a t i o n , I4.: 1 2 - 1 5 , A p r i l , 1933* A s t u d y o f w h a t p a r e n t s d e s i r e i n t h e way o f a p h y s i c a l e d u c a t i o n p r o g ra m i n t h e p u b l i c s c h o o l s . L lo y d , P r a n k J . , " L i b e r a l C u l t u r a l V a lu e s o f P h y s i c a l E d u c a t i o n , 1 1 J o u r n a l o f H e a l t h a n d P h y s i c a l Educ a t i o n , 1 1 9 : 6 9 - 7 1 , 1 2 6 - 1 2 7 , F e b r u a r y , 1 9 3 8 T An e x p o s i t i o n on t h e w ays t h a t p h y s i c a l e d u c a t i o n c a n c o n t r i b u t e t o a c u l t u r a l e d u c a t i o n . Lowman, G. S . , "The K in d o f P h y s i c a l E d u c a t i o n P ro g ra m I S h o u ld L i k e f o r My Boy , 1 1 J o u r n a l o f H e a l t h and P h y s i c a l E d u c a t i o n , 1 1 ij.: 1 6 - 2 0 , 5 3 , A p r i l , 1933* A s u r v e y o f th e o p i n i o n s o f f a t h e r s r e g a r d i n g p h y s i c a l e d u c a t i o n f o r t h e i r b o y s . M cCloy, C. H . , " F o r g o t t e n O b j e c t i v e s o f P h y s i c a l E d u c a t i o n , J o u r n a l o f H e a l t h and P h y s i c a l E d u c a t i o n , 8 :l4 .5 8 -lj.6 l , 5 l 2 , O c t o b e r , 1937* A p l e a f o r a r e t u r n t o t h e m ore b i o l o g i c a l o b j e c t i v e s o f p h y s i c a l e d u c a t i o n . _________ , "How A b o u t Some M u s c l e , ” J o u r n a l o f H e a l t h an d P h y s i c a l E d u c a t i o n , 7 : 3 0 2 - 3 0 3 , 3 5 5 , May, 1 9 3 6 . A p l e a t o i n c o r p o r a t e m ore p h y s i c a l l y v i g o r o u s a c t i v i t i e s i n t h e p h y s i c a l e d u c a t i o n p r o g r a m . _________ 9 "The Case f o r P h y s i c a l E d u c a t i o n , " J o u r n a l o f H e a l t h an d P h y s i c a l E d u c a t i o n , ij.: 3 - 6 , 6 2 , A p r i l , 1 9 3 3 . 3 1 5 A p l e a t o k e e p p h y s i c a l e d u c a t i o n i n t h e s c h o o l s b e c a u s e o f i t s d e s i r a b l e o u tc o m e s * \ M cC loy, C. H . , "W hat P r i c e P r o g r e s s , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 9 : 2 7 ? -2 7 7 * 327> May, 1933* The new p u r p o s e s o f p h y s i c a l e d u c a t i o n a r e n o t n e c e s s a r i l y t h e v a l i d o n e s . M c C r i s t a l , K. J . , and E m il A . M i l l e r , "A B r i e f S u r v e y o f t h e P r e s e n t S t a t u s o f t h e H e a l t h a n d P h y s i c a l E d u c a t i o n R e q u i r e m e n t f o r Men S t u d e n t s i n C o l l e g e s a n d U n i v e r s i t i e s , " R e s e a r c h Q u a r t e r l y , 1 0 : 7 0 - 8 0 , D e c e m b e r, 1939* An a n a l y s i s o f t h e a d m i n i s t r a t i v e t r e n d s i n t h e h a n d l i n g o f t h e c o l l e g e p h y s i c a l e d u c a t i o n r e q u i r e m e n t d u r i n g a f i f t e e n y e a r p e r i o d . M a c R e n z ie , D o n a ld H . , " E f f e c t s o f V a r i o u s A c t i v i t i e s o n t h e P h y s i c a l F i t n e s s o f U n i v e r s i t y M en ," R e s e a r c h Q u a r t e r l y , ( S u p p l e m e n t ) , 6 : 1 2 ? - l i ^ 3 , M arch^ 1 9 3 5 • An i n v e s t i g a t i o n i n t o t h e e f f e c t s o f c o l l e g e p h y s i c a l a c t i v i t y p r o g r a m s u p o n t h e p h y s i c a l f i t n e s s i n d e x o f y o u n g m e n . M ac L e a n , M a lc o lm S . , "T h e P l a c e o f P h y s i c a l E d u c a t i o n i n t h e G e n e r a l C o l l e g e P r o g r a m , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , J: 5 3 5 - 5 3 8 , 5 8 8 , N o v e m b e r, 1 9 3 ^ • A d e s c r i p t i o n o f an a c t u a l o p e r a t i n g p r o g r a m o f p h y s i - 1 c a l e d u c a t i o n a t t h e c o l l e g e l e v e l . | M c N e e ly , J o h n G . , "An A d m i n i s t r a t o r * s P h i l o s o p h y o f P h y s i - 1 c a l E d u c a t i o n , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n Ij.: 1 5 - 1 7y 5 ^ , J a n u a r y , 1933* P h y s i c a l e d u c a t i o n s h o u l d c o n t r i b u t e t o t h e o b j e c t i v e s o f g e n e r a l e d u c a t i o n . M a r s h a l l , V i o l e t B . , "A D i s c u s s i o n o f t h e R e q u i r e m e n t i n P h y s i c a l E d u c a t i o n f o r Women i n C o l l e g e s a n d U n i v e r s i t i e s , " R e s e a r c h Q u a r t e r l y , 5 ^ 3 - 1 7 * D e c e m b e r, 1 9 3 lu , — — , , -r j \ A p l e a i n f a v o r o f r e q u i r e d p h y s i c a l e d u c a t i o n f o r ! women a t t h e u n i v e r s i t y a n d c o l l e g e l e v e l . ! 3 1 6 M aso n , Jam e s G . , " P o s t w a r I n t e r e s t s i n P h y s i c a l E d u c a t i o n , " R e s e a r c h Q u a r t e r l y , 1 9 : 2 1 $ - 2 2 1 , O c t o b e r , 19l|-8. A s u r v e y o f p o s t w a r p h y s i c a l e d u c a t i o n a c t i v i t y i n t e r e s t s o f u n i v e r s i t y m en. M i t c h e l l , E l m e r D. , "T he I n t e r e s t s o f H ig h S c h o o l S t u d e n t s , 1 1 J o u r n a l o f H e a l t h a n d P h y s i c a l Educ a t i o n , 4 ; 6 0 - 6 7 , M a rc h , 1 9 3 3 • An a n a l y s i s o f t h o s e p h a s e s o f p h y s i c a l e d u c a t i o n i n t e r e s t i n g t o h i g h s c h o o l s t u d e n t s t h a t h a v e b e e n c l a s s i f i e d a c c o r d i n g t o a c a d e m i c p r e f e r e n c e s . M o o re , B e v e r l y Y o u n g ," T h e A t t i t u d e o f C o l l e g e Women T o w a rd P h y s i c a l A c t i v i t y a s a M eans o f R e c r e a t i o n , 1 1 R e s e a r c h Q u a r t e r l y , 12s 7 2 0 - 7 2 3 , D e c e m b e r, 19i+l* A s u r v e y o f c o l l e g e women t o d e t e r m i n e t h e i r a t t i t u d e s t o w a r d p h y s i c a l r e c r e a t i o n . N a s h , J a y B . , "T h e Role., o f P h y s i c a l E d u c a t i o n I n C h a r a c t e r E d u c a t i o n , " J o u r n a l ' o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 4 1 2 8 - 2 9 , 6 9 , M a r c h , 1 9 3 3 . P h y s i c a l e d u c a t i o n o f f e r s t h e o p p o r t u n i t y t o b r i n g a b o u t d e s i r a b l e c h a r a c t e r t r a i t s . N e i l s o n , N. P . , "T h e V a l u e o f P h y s i c a l E d u c a t i o n a n d H e a l t h i n t h e S c h o o l P r o g r a m , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , " l\.: 21 , A p r i l , 1933* H e a l t h I s t h e p r i m a r y o b j e c t i v e o f p h y s i c a l e d u c a t i o n . ; » ♦ I N em son, E d w a r d , " S p e c i f i c A n n o y a n c e s i n R e l a t i o n t o S t u d e n t A t t i t u d e i n P h y s i c a l E d u c a t i o n C l a s s e s , " R e s e a r c h Q u a r t e r l y , 2 0 : 3 3 6 - 3 k-7> O c t o b e r , 1949* 1 An a n a l y s i s o f t h e f a c t o r s i n p h y s i c a l e d u c a t i o n t h a t a r e a n n o y i n g t o t h e h i g h s c h o o l s t u d e n t . O b e r t e u f f e r , D . , "T h e C o n t e n t o f a M o d e r n P r o g r a m o f P h y s i - , c a l a n d H e a l t h E d u c a t i o n , " J o u r n a l o f H e a l t h an d P h y s i c a l E d u c a t i o n , 4 : 4 6 -4 9 > 7 2 , M a r c h , 1 9 3 3 . An o u t l i n e f o r a r e c o m m e n d e d p r o g r a m o f h e a l t h a n d p h y s i c a l e d u c a t i o n i n e l e m e n t a r y a n d s e c o n d a r y s c h o o l s . 317 O k t a v e c , F r a n k L . , " P h y s i c a l E d u c a t i o n As a C h a r a c t e r B u i l d e r , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 5 : 1 2 - 1 5 , J u n e , 1 9 3 5 7 D e s i r a b l e c h a r a c t e r t r a i t s a r e b u i l t t h r o u g h s p e c i f i c s i t u a t i o n s • 0 TS h e a , H a r r i e t , "T h e M e n t a l H y g ie n e S i g n i f i c a n c e o f P h y s i c a l E d u c a t i o n , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 5 : 114.- 1 6 , 7 3 , M a rc h , 1 9 3 3 . P h y s i c a l e d u c a t i o n p l a y s an i m p o r t a n t r o l e i n t h e f o r m a t i o n o f d e s i r a b l e p e r s o n a l i t y t r a i t s . P e t r o s k e y , H e l e n M ., "T he Ikrng V iew i n P h y s i c a l E d u c a t i o n f o r G i r l s a n d W om en," J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , l 5 : 5 7 3 - 5 7 9 , 5>09, N o v e m b er, 1953** A b a s i s i s o f f e r e d f o r i n c o r p o r a t i n g p h y s i c a l d e v e l o p m e n t w i t h k n o w le d g e a s a im s i n p h y s i c a l e d u c a t i o n . " P h y s i c a l E d u c a t i o n T o d a y , " N a t i o n a l C o m m itte e o n P h y s i c a l E d u c a t i o n , J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 5 : 5 , M a r c h , 1 9 3 3 . A p l e a t o r e t a i n p h y s i c a l e d u c a t i o n a s a n e c e s s a r y p a r t o f t h e s c h o o l c u r r i c u l u m . P o w e l l , E l i z a b e t h , a n d E u g e n e C. Howe, E d i t o r s o f W e l l e s l e y C o l l e g e S t u d i e s i n P h y s i c a l E d u c a t i o n , S u p p l e m e n t t o R e s e a r c h Q u a r t e r l y , 9 : 5 - 9 , M a r c h , 1 9 3 $ • A d i s c u s s i o n o f t h e n e e d s t h a t p h y s i c a l e d u c a t i o n c a n m e e t f o r c o l l e g e w om en. R a g s d a l e , C. E . , stThe P h y s i c a l A s p e c t o f a C o l l e g e E d u c a t i o n , " J o u r n a l o f H e a l t h and P h y s i c a l E d u c a t i o n , " 3 :3 - 5 , 6 2 , O c to b e r, 1932. A s t a t e m e n t a s t o t h e p l a c e o f p h y s i c a l e d u c a t i o n i n h i g h e r e d u c a t i o n . R i c e , S i d n e y , " A t t i t u d e s a n d P h y s i c a l E d u c a t i o n , " J o u r n a l 2 l H e a l t h a n d P h y s i c a l E d u c a t i o n , 1 7 : 2 2 5 , 2 5 6 - 2 ^ 7 ^ A p r i l , 19571 318 R i c h a r d s , E s t h e r L . , “ M e n t a l H y g ie n e A s p e c t s o f P h y s i c a l E d u c a t i o n , “ J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 1 : 7 - 1 1 * 5 1 - 5 2 , S e p te m b e r ^ 1 9 5 0 . P h y s i c a l e d u c a t i o n c o n t r i b u t e s t o w a r d t h e s o c i a l a n d m e n t a l h e a l t h o f i n d i v i d u a l s . R o d g e r s , E l i z a b e t h , G . , “Why P h y s i c a l E d u c a t i o n ? 1 1 J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , lip : 2 0 1 - 2 0 3 , 2 3 0 , Ap r i l , 1 9 4 3 . A l i s t o f r e a s o n s f o r i n c l u d i n g p h y s i c a l e d u c a t i o n i n ,■ t h e s c h o o l c u r r i c u l u m . R o g e r s , F r e d e r i c k R a n d , “ F u n d a m e n t a l P o l i c i e s a n d M e a s u r e s i n R e q u i r e d P h y s i c a l ,E d u c a t i o n , “ R e s e a r c h Q u a r t e r l y , ] + : l l 8 ~ 1 2 5 , M a r c h , 1 9 3 3 . An a r g u m e n t f o r a m o re l i b e r a l p o l i c y i n t h e a d m i n i s t r a t i o n o f r e q u i r e d c o l l e g e p h y s i c a l e d u c a t i o n . R o g e r s , F r e d e r i c k R a n d , “ The F u t u r e o f P h y s i c a l E d u c a t i o n , ” J o u r n a l o f H e a l t h an d P h y s i c a l E d u c a t i o n , I4.: 2 3 , J a n u a r y 1 9 3 3 . A p l e a f o r m a k i n g p h y s i c a l f i t n e s s a s t h e p r i m e o b j e c t i v e o f p h y s i c a l e d u c a t i o n . R o g e r s , Jam e s E . , “ T he S e v e n C a r d i n a l P r i n c i p l e s a n d P h y s i c a l E d u c a t i o n , ” J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 2 :1 9 * 53 > J a n u a r y , 1 9 3 1 • R o g e r s , M i l l a r d L . , “ T h e C a se S t u d y M e t h o d , ” J o u r n a l o f He a l t h a n d P h y s i c a l E d u c a t i o n , 1 6 : 1 1 9 - 1 2 1 7 1 9 5 2 , M a r c h , 1 9 0 7 “ E x a m p le s o f a b n o r m a l c a s e s t h a t h a v e b e e n a i d e d t h r o u g h p h y s i c a l e d u c a t i o n a r e c i t e d . ; S a n d e r s , E . M ., “ B u i l d e r s o f C h a r a c t e r o r T e a c h e r s o f A c t i - t i v i t i e s , ” J o u r n a l o f H e a l t h and P h y s i c a l E d u c a t i o n , 2 : 2 l | - 2 5 , 5 8 , N o v e m b e r, 1 9 3 1 An a r g u m e n t f o r p h y s i c a l e d u c a t i o n a s a s o u r c e o f d e - ! v e l o p i n g d e s i r a b l e c h a r a c t e r t r a i t s . 319 S haw , J o h n H . , and M i l l a r d R . R o g e r s , f1The S t a t u s o f R e q u i r e d P h y s i c a l E d u c a t i o n i n C o l l e g e s and U n i v e r s i t i e s o f T he U n i t e d S t a t e s , ” R e s e a r c h Q u a r t e r l y , l 6 ; 2 - 9 , M a rc h , 1 9 ^ 6 . A n a t i o n w i d e s u r v e y o f t h e s t a t u s o f c o l l e g e p h y s i c a l e d u c a t i o n a t t h e c l o s e o f W o r ld W ar I I . S i m l e y , I r v i n T . , " P h y s i c a l E d u c a t i o n V ie w e d b y a S u p e r i n t e n d e n t , ” J o u r n a l u f H e a l t h a n d P h y s i c a l E d u c a t i o n , 3 : 1 0 - 1 2 , 5 9 , M a r c h , 1 9 3 2 . A h i g h s c h o o l s u p e r i n t e n d e n t g i v e s h i s o p i n i o n o n t h e o u tc o m e o f p h y s i c a l e d u c a t i o n . S k u b i c , E l v e r a , "A S t u d y i n A c q u a i n t a n c e s h i p a n d S o c i a l S t a t u s i n P h y s i c a l E d u c a t i o n C l a s s e s , " R e s e a r c h Q u a r t e r - l y , 2 0 : 8 0 - 8 7 , M a r c h , 1 9 4 9 - A s t u d y o f t h e d e g r e e o f s o c i a b i l i t y among c o l l e g e wo m en b r o u g h t a b o u t t h r o u g h p h y s i c a l a c t i v i t y c l a s s e s . v S m i t h , W. R . , "A Q u e s t i o n n a i r e S t u d y i n R e g a r d t o t h e A t t i t u d e s o f Men S t u d e n t s T o w a rd t h e R e q u i r e d P h y s i c a l E d u c a t i o n P r ® g r a m ," R e s e a r c h Q u a r t e r l y , I4.: 2l|6-2[j.8, M a r c h , 1 9 3 3 . An i n v e s t i g a t i o n i n t o t h e l i k e s a n d d i s l i k e s o f c o l l e g e m en f o r t h e r e q u i r e d p h y s i c a l e d u c a t i o n p r o g r a m . S t a f f o r d , G e o r g e T . , " G u i d a n c e i n R e q u i r e d P h y s i c a l E d u c a t i o n , " R e s e a r c h Q u a r t e r l y , 1 2 : 2 7 8 - 2 9 2 , May, I9l}-1. i An i n v e s t i g a t i o n i n t o t h e o u tc o m e s o f o r g a n i c v i g o r o f t h e v a r i o u s a c t i v i t i e s t h a t m ake u p t h e c o l l e g e p h y s i c a l e d u c a t i o n p r o g r a m . I S t a l e y , S e w a rd C . , "T h e P o u r Y e a r C u r r i c u l u m i n P h y s i c a l ( S p o r t s ) E d u c a t i o n , " R e s e a r c h Q u a r t e r l v . 2 : 7 6 - 9 0 . M a rc h . 1 9 3 1 . An a r g u m e n t t o I n c r e a s e t h e p h y s i c a l e d u c a t i o n r e q u i r e m e n t t o f o u r y e a r s o f p a r t i c i p a t i o n i n s p o r t s a c t i v i t i e s . S t e i n h a u s , A r t h u r H . , " F i t n e s s a n d How We May O b t a i n I t , " J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 1 I4. s l|27-lj.28, q 5 6 , O c t o b e r , I 9 I1 .3 • 320 An e x p r e s s i o n o f t h e b e l i e f t h a t m o d e r n m an n e e d s t o b e m o re p h y s i c a l l y f i t , __________» "Why E x e r c i s e , " J o u r n a l Q£JBeaJJfek a g i . P h y s i c a l E d u c a t i o n , 1 1 5 : 5 - 7 , b2~k3> May» 193 4 * A l i s t o f t h e r e s u l t s o f r e g u l a r e x e r c i s e , S t o d d a r d , A. J , , " T h e I n t e g r a t i o n o f P h y s i c a l E d u c a t i o n w i t h t h e G e n e r a l P u r p o s e s o f t h e S c h o o l s , 1 1 J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , " 5 * 3 ” 8> 3 9> S e n t e m b e r , 1934- A s t a t e m e n t o f t h e c o n t r i b u t i o n s t h a t p h y s i c a l e d u c a t i o n m a k e s t o g e n e r a l e d u c a t i o n , S t r e i t , W, K . , a n d S im o n A. M cN e ely , "A P l a t f o r m f o r P h y s i c a l E d u c a t i o n , 1 1 J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a - t i o n . 2 1 : 1 3 6 - 1 3 7 , 1 8 6 . A g e n e r a l s t a t e m e n t o f t h e m e a n i n g and p u r p o s e s o f p h y s i c a l e d u c a t i o n , S t u h r , E l s i e J a c o b s e n , " I n t e r e s t s a n d A b i l i t i e s As a B a s i s f o r P r o g r a m P l a n n i n g , 1 1 R e s e a r c h Q u a r t e r l y , 7 : 9 2 - 9 8 , Me® 1 9 3 6 . A q u e s t i o n n a i r e i n q u i r y i n t o w h i c h p h y s i c a l e d u c a t i o n a c t i v i t i e s p a r t i c u l a r l y a p p e a l t o c o l l e g e women. T h r o o p , G e o r g e R . , " S o u n d M ind i n S o u n d B o d y ," J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 7 : 14I 7 -1^18, lj.61, S e p te m b e r 1 9 3 6 . ; P h y s i c a l e d u c a t i o n i n a d e m o c r a c y m u s t b e d e m o c r a t i c . i n i t s c o n d u c t a n d a c t i o n . T r i l l i n g , B l a n c h e M ., "T h e S i g n i f i c a n c e o f P h y s i c a l E d u c a - ; t i o n i n M o d e r n L i f e , 1 1 J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 9 2 3 -5 * Si 9 J a n u a r y , 1 9 3 8 • Womenf s p h y s i c a l e d u c a t i o n s h o u l d m e e t t h e n e e d s o f m o d e r n women, V i n c e n t , L e e , " P h y s i c a l E d u c a t i o n * s C o n t r i b u t i o n t o t h e M e n t a l H e a l t h o f S t u d e n t s , " J o u r n a l o f H e a l t h an d P h y s i c a l E d u c a t i o n , " I|_r37> A p r i l , 1933* 321 A p s y c h o l o g i s t g i v e s h i s e v a l u a t i o n o f p h y s i c a l e d u c a t i o n a s an a i d t o m e n t a l h y g i e n e . W a tso n , G oodw in B . , "The P h i l o s o p h y o f P h y s i c a l E d u c a t i o n , " J o u r n a l o f H e a l t h a n d P h y s i c a l B d u c a t i o n , " 2 :3 -5 * S e p te m b e r , 1931* A p h i l o s o p h y o f p h y s i c a l e d u c a t i o n a r r i v e d a t f r o m o b s e r v i n g and e x p e r i e n c i n g p h y s i c a l e d u c a t i o n . W aggoner, M iria m , " I n d i v i d u a l D i f f e r e n c e s i n I n t e r e s t s a n d E f f o r t s o f C o l l e g e Women as R e l a t e d t o a P ro g ra m o f P h y s i c a l E d u c a t i o n , " R e s e a r c h Q u a r t e r l y , 6 :8 o -9 5 > O cto b e r , 1 9 3 5 . An i n v e s t i g a t i o n i n t o t h e l i k e s and d i s l i k e s o f c o l l e g e women to w a r d p h y s i c a l a c t i v i t i e s a s a b a s i s i n p l a n n i n g an a d e q u a t e p h y s i c a l e d u c a t i o n p r o g ra m . Wayman, A gnes R . , " P h y s i c a l E d u c a t i o n f o r t h e F u t u r e , " J o u r n a l o f He&th an d P h y s i c a l E d u c a t i o n . 6 : 3 - 6 * 50* J a n u a r y , 1 9 3 5 * A p l e a t o make p h y s i c a l e d u c a t i o n p r o g r a m s a d h e r e to so u n d e d u c a t i o n a l p r i n c i p l e s . _______ , " T r e n d s and T e n d e n c i e s i n P h y s i c a l E d u c a t i o n , " J o u r n a l o f H e a l t h an d P h y s i c a l E d u c a t i o n , I4 .: 16 — 1 8 , 6 2 , F e b r u a r y , 1933* P h y s i c a l e d u c a t i o n i s m o v in g away f r o m o v e r - e m p h a s i s on t h e s k i l l e d p e r f o r m a n c e t o a c o n s i d e r a t i o n o f t h e p a r t i c u l a r n e e d s o f t h e p a r t i c u l a r n e e d s o f a l l s t u d e n t s . W e ir, LeRoy M ., " P h y s i c a l E d u c a t i o n D o es E d u c a t e , " A m erican : A s s o c i a t i o n o f C o l l e g e R e g i s t r a r s J o u r n a l , 2 0 :8 5 -9 5 * O c t o b e r , A d i s c u s s i o n o f how p h y s i c a l e d u c a t i o n c o n t r i b u t e s t o a so u n d p r o g ra m o f h i g h e r e d u c a t i o n . W iedam ann, I n g e v o n L e w in s k i an d E ugene C. Howe, " U n d e r - | g r a d u a t e A t t i t u d e s a n d I n t e r e s t s w i t h R e g a rd t o P h y s ic a l- E d u c a t i o n A c t i v i t i e s a t W e l l e s l e y C o l l e g e , " R e s e a r c h q u a r t e r l y , 8 : 1 5 - 3 1 , M arch, 1 9 3 7 . 3 2 2 A s t u d y o f t h e o u tc o m e s g a i n e d f r o m p h y s i c a l e d u c a t i o n a c t i v i t y c l a s s e s b y c o l l e g e women s t u d e n t s * W i l b u r * E r n e s t A . , "A C o m p a r a t i v e S t u d y o f P h y s i c a l F i t n e s s I n d i c e s a s M e a s u r e d b y Two P r o g r a m s o f P h y s i c a l E d u c a t i o n : The S p o r t s M e th o d a n d t h e A p p a r a t u s M e t h o d , ’1 R e s e a r c h Q u a r t e r l y , l i ^ : 3 2 6 - 3 3 2 , O c t o b e r , 19^5* A s t u d y o f w h i c h o f tw o t y p e s o f p h y s i c a l e d u c a t i o n p r o g r a m s p r o d u c e s t h e b e s t p h y s i c a l f i t n e s s i n c o l l e g e m e n . W i l l i a m s , J e s s e F e i r i n g , "A F u n d a m e n t a l P o i n t o f V iew i n P h y s i c a l E d u c a t i o n , 11 J o u r n a l o f He a l t h a n d P h y s i c a l E duc a t i o n , 1 : 1 0 - 1 1 , 6 0 , J a n u a r y , 1 9 3 0 - P h y s i c a l e d u c a t i o n c o n t r i b u t e s a g r e a t d e a l t o l i v i n g i n a d e m o c r a c y . __________, " C u l t u r a l A s p e c t s o f P h y s i c a l E d u c a t i o n , 1 1 J o u r n a l o f H e a l t h a n d P h y s i c a l E d u c a t i o n , 3 s 2 0 - 2 3 j N o v e m b e r, 1 9 - 3 2 . A j u s t i f i c a t i o n o f p h y s i c a l e d u c a t i o n u p o n c u l t u r a l b a s e s . __________, “ E d u c a t i o n T h r o u g h The P h y s i c a l , ” J o u r n a l o f H i g h e r E d u c a t i o n , 1 : 2 7 9 - 2 8 2 , May, 1 9 3 0 . A v i e w o f p h y s i c a l e d u c a t i o n b a s e d u p o n t h e b i o l o g i c u n i t y o f m in d a n d b o d y . C. PUBLICATIONS OF LEARNED ORGANIZATIONS B e a v e r , W i l l i a m C . , “ O r g a n i c V a l u e s t o Be F o u n d i n a P r o g ra m o f P h y s i c a l E d u c a t i o n f o r C o l l e g e S t u d e n t s , " F o r t y - E i g h t h A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A s s o c i a t i o n . V o l . ij.o. i g l ^ - l W ^ , PP^* 6 - 1 2 . A s t a t e m e n t o f t h e v a l u e s t h a t p h y s i c a l e d u c a t i o n c o n t r i b u t e s t o g e n e r a l e d u c a t i o n . 3 2 3 B e z d e k , H ugo, " S p e c u l a t i v e A d v e n t u r e s i n P h y s i c a l E d u c a t i o n a n d A t h l e t i c s , ” T h i r t y - E i g h t h A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A s s o c i a t i o n ^ V o l • 5 5 5 " 1935? p p . 3 5 - 5 3 * A s t a t e m e n t a s t o w h a t t h e o u tc o m e s o f r e q u i r e d c o l l e g e p h y s i c a l e d u c a t i o n s h o u l d be* B o o k w a l t e r , K a r l W. , "T h e C o e d u c a t i o n a l and C o r e c r e a t i o n a l U se o f P h y s i c a l E d u c a t i o n A c t i v i t i e s , ” F o r t y - F o u r t h A n n u a l P r o c e e d i n g s o f t h e C o l l e g e F h y s i c a l E d u c a t i o n A s s o c i a t i o n , V ol* 555* 1 9 5 ^ 5 p p . o 2 - 6 o , A s u r v e y o f l i t e r a t u r e r e l a t i n g t o c o e d u c a t i o n a c t i v i t i e s i n p h y s i c a l e d u c a t i o n . C obb, L o u i s e S t a p l e s , A S t u d y o f t h e F u n c t i o n s o f P h y s i c a l E d u c a t i o n i n H i g h e r E d u c a t i o n (New Y o r k : B u r e a u o f P u b l i c a t i o n s , T e a c h e r s C o l l e g e , C o lu m b ia U n i v e r s i t y , 1914.3), 1 7 6 p p . A s t u d y t o d e t e r m i n e t h e f u n c t i o n s o f p h y s i c a l e d u c a t i o n i n h i g h e r e d u c a t i o n . D eC -roat, H. S . , " R e c r e a t i o n a l I n t e r e s t s o f C o l l e g e A lu m n i a n d T h e i r E v a l u a t i o n o f P h y s i c a l E d u c a t i o n , ” F o r t y - S e c o n d A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a - t i o n A s s o c i a t i o n , V o l . U2, 1 9 3 5 7 p p . 5 S - 6 6 . A s u r v e y o f t h e a c t i v i t y p a r t i c i p a t i o n o f c o l l e g e a lu m n i. E d u c a t i o n P o l i c i e s C o m m is s io n , E d u c a t i o n f o r A l l A m e r i c a n Y o u t h ( W a s h i n g t o n , D. C . , : N a t i o n a l E d u c a t i o n A s s o c i a - 1 t i o n , 1955)? 5 2 1 PP* 1 A p r o j e c t i o n o f f i v e y e a r s I n t o t h e f u t u r e a f t e r W o rld W ar I I a s t o w h a t I d e a l s e c o n d a r y s c h o o l s s h o u l d b e . " R e p o r t o f H a r v a r d C o m m i t t e e , " G e n e r a l E d u c a t i o n i n a F r e e S o c i e t y ( C a m b r i d g e : H a r v a r d U n i v e r s i t y P r i n t i n g O f f i c e , 19557267 pp. A r e p o r t b y a s e l e c t e d g r o u p o f H a r v a r d f a c u l t y on t h e i m p o r t a n c e o f g e n e r a l e d u c a t i o n i n a d e m o c r a t i c c u l t u r e . 3 2 k H ow ard, G le n n W#, " P o s s i b i l i t y o f E n r i c h i n g I n s t r u c t i o n i n The S e r v i c e C o u r s e s , ” F o r t y - F i r s t A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A s s o c i a t i o n , Vol# lj.1, 1 9 3 7 , p p T ^ F - 7 2 . P o s s i b i l i t i e s a r e o f f e r e d a s t o how t h e s e r v i c e p r o gram c o u l d b e made m ore w o r th w h ile # _________ , ” The P a r t T h a t P h y s i c a l F i t n e s s P l a y s i n t h e N a t u r a l P ro g ra m o f P h y s i c a l E d u c a t i o n , ” F o r t y - F i f t h A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A ss o c i a t i o n , V o l. 1+5> 19I+1 , p p . 5 9 - 0 1 • A s t a t e m e n t t o t h e e f f e c t t h a t p h y s i c a l f i t n e s s h a s a l w ays b e e n t h e u n i q u e c o n t r i b u t i o n o f p h y s i c a l e d u c a t i o n . J o h n s o n , G -eorgia B o rg , O r g a n i z a t i o n o f t h e R e q u i r e d P h y s i c a l E d u c a t i o n f o r Women i n S t a t e U n i v e r s i t i e s (New Y o rk : B u r e a u o f P l u b l i c a t i o n s , T e a c h e r s C o l l e g e , C o lu m b ia U n i v e r s i t y , 1 9 2 7 ) , 171 pp* An i n v e s t i g a t i o n i n t o t h e s t a t u s o f u n i v e r s i t y p h y s i c a l e d u c a t i o n f o r women* I n t r o d u c t i o n t o t h e U n i v e r s i t y , B u l l e t i n o f The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a (L o s A n g e l e s : U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , 1 9 4 9 ) , V o l. 4 4 , 60 p p . T h is b u l l e t i n c o n t a i n s i n f o r m a t i o n a b o u t The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a t h a t i s m o st o f t e n r e q u e s t e d b y : p r o s p e c t i v e s t u d e n t s # \J M cC orm ick, H u b e r t J . , E n r i c h i n g t h e P h y s i c a l E d u c a t i o n S e r v i c e P ro g ra m i n C o l l e g e s a n d U n i v e r s i t i e s (New Y ork:, B u r e a u o f P u b l i c a t i o n s , T e a c h e r s C o l l e g e , C o lu m b ia U n i v e r s i t y , 1 9 4 2 ) , I 3I4 . p p . A s t a t e m e n t o f how t h e p h y s i c a l e d u c a t i o n s e r v i c e p r o - . gram c a n m e e t t h e n e e d s o f t h e s t u d e n t s . M c D o n a ll, R a l p h W. an d Jam e s L. M c C a s k i l l , E d i t o r s , C u r r e n t: T r e n d s i n H ig h e r E d u c a t i o n , T h i r d A n n u a l C o n f e r e n c e o n H i g h e r E d u c a t i o n ( W a s h in g to n , D#C.: N a tio n a l. E d u c a- t i o n A s s o c i a t i o n , 1 9 4 3 ) , 199 PP* A c o m p i l a t i o n o f t h e p r o c e e d i n g s a t t h e T h i r d A n n u a l C o n f e r e n c e on H ig h e r E d u c a t i o n . 325 M i l l e r , R . D . , ” The E l e c t i v e . P rogram o f P h y s i c a l E d u c a t i o n a t The U n i v e r s i t y o f C a l i f o r n i a a t B e r k e l e y , ” F i f t y - F i r s t A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A s s o c i a t i o n , V o l . 51» 1 9 > PP* 37-If2* A d e s c r i p t i o n o f t h e p h y s i c a l e d u c a t i o n p r o g r a m a t t h e B e r k e l e y Campus o f The U n i v e r s i t y o f C a l i f o r n i a . M o r r is o n , W. R . , "Can P h y s i c a l E d u c a t i o n C o n t r i b u t e t o th e C u l t u r a l E d u c a t i o n o f C o l l e g e M en ,” F o r t y - T h ir d A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A s s o c i a t i o n , V o l . ip3# 1 9 3 9 * p p . 1 2 0 - 1 2 2 . An o p i n i o n a s t o t h e c u l t u r a l p o s s i b i l i t i e s o f c o l l e g e p h y s i c a l e d u c a t i o n . N o r d ly , C a r l L . , " R e l a t i n g t h e P h y s i c a l E d u c a t i o n P ro g ra m To The O b j e c t i v e o f F i t n e s s , ” F o r t y - F i f t h A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A s s o c i a t i o n , V o l . l±5, 1 9 ^ 1 * pp." 6a-61(.. O r g a n ic p o w e r c a n b e d e v e l o p e d t h r o u g h s p o r t s p a r t i c i p a t i o n . " R e p o r t o f t h e C o m m itte e o n P h y s i c a l E d u c a t i o n and A t h l e t i c , ”’ N o r t h C e n t r a l A s s o c i a t i o n Q u a r t e r l y , V o l 8 , J u n e , 1 9 3 3 , . p p . 2 6- 2 9 . R e p o r t o f t h e s t a t u s o f p h y s i c a l e d u c a t i o n and a t h l e t i c s i n s c h o o l s i n t h e N o r t h C e n t r a l A s s o c i a t i o n . R i d e r , G e o r g e 1L., ”Why H ave a P h y s i c a l E d u c a t i o n R e q u i r e m e n t , ” T h i r t y - E i g h t h A n n u a l P r o c e e d i n g s o f t h e C o l l e g e ; P h y s i c a l E d u c a t i o n A s s o c i a t i o n , Vo 1 . 3o', 193117 n o . 1 2 5 - 1 1 3 3 . ■ : ~ 1 A rgum ents f o r and a g a i n s t r e q u i r i n g c o l l e g e p h y s i c a l e d u ca t i o n a r e p r e s e n t e d . R o g e r s , F r e d e r i c k R an d , " F u n d a m e n ta l P o l i c i e s and M e a s u r e s i n R e q u ir e d P h y s i c a l E d u c a t i o n , ” T h i r t y - S i x t h A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A s s o c i a - t i o n . V o l . 3"57 1 9 3 2 , p p . 1 1 8 - 1 2 5 . A s t a t e m e n t o f b a s i c p o l i c i e s u s e f u l f o r c o l l e g e p h y s i - c a l e d u c a t i o n . 326 S c h o t t , C a r l P . , "The P o s t War H e q u i r e d P r o b l e m , " F i f t i e t h A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A s s o c i a t i o n , V o l . 5>o7 1 9 5 ?> PP* 2 6 - 2 9 * A s t a t e m e n t on c h a n g e s i n e m p h a s is i n c o l l e g e p h y s i c a l e d u c a t i o n b r o u g h t a b o u t b y t h e w a r . i S h e a , E dw ard J . , !fThe N a t u r e o f t h e R e q u i r e d P h y s i c a l E d u c a t i o n P ro g ra m i n S o u t h e r n C o l l e g e s an d U n i v e r s i t i e s , ” F i f t y - F i r s t A n n u a l P r o c e e d i n g s o f t h e C o l l e g e P h y s i c a l E d u c a t i o n A s s o c i a t i on V o l . 31* 1 9 5 ^ 7 PP* 30 -3 o * A s u r v e y o f t h e s t a t u s o f c o l l e g e p h y s i c a l e d u c a t i o n i n s o u t h e r n c o l l e g e s a n d u n i v e r s i t i e s . S t r e v e y , T r a c y , A d d r e s s t o A l l - U n i v e r s i t y A s se m b ly , C o l l e g e o f L e t t e r s , A r t s , a n d S c i e n c e s , S e p te m b e r , 195&* _________ , R e p o r t o f t h e D ean o f t h e C o l l e g e o f L e t t e r s , A rts, an d S c i e n c e s , 191^.8-19^9• _________ , D e a n 's R e p o r t t o t h e A lu m n i, C o l l e g e o f L e t t e r s , A r t s , a n d S c i e n c e s , 19J|8. ”The P r e s i d e n t ' s R e p o r t t o t h e A l u m n i , ” B u l l e t i n o f The_ U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , V o l. 5 5 , Ro. 13? November 1 1 9 5 9 (L os A n g e l e s : U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a ) , 2q p p . A summary o f t h e m ore r e c e n t a c c o m p lis h m e n ts and n e e d s o f t h e U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a up t o t h e d a t e o f p u b l i c a t i o n . P r e s i d e n t * s R e p o r t , A cadem ic Y e a r 1 9 5 8 - 5 9 , The U n i v e r s i t y o f S o u t h e r n Ca l i f o r n i a ( Los A n g e l e s : U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a P r e s s , 1 9 5 9 ) , 18 3 p p . | D. UNPUBLISHED MATERIAL B e c k n e r , Howard B . , "The C o m p a r a tiv e I n t e r e s t A p p e a l o f P r e v a i l i n g P h y s i c a l E d u c a t i o n A c t i v i t i e s , ” ( u n p u b l i s h e d M a s t e r * s t h e s i s , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , Los A n g e l e s , 1 9 3 5)» H O PP* 327 An i n v e s t i g a t i o n t o d e t e r m i n e w h ic h a c t i v i t i e s a r e m ost i n t e r e s t i n g i n b o y s ’ p h y s i c a l e d u c a t i o n . C a i n e s , C. M e l., nAn E x p e r i m e n t a l S tu d y o f C o e d u c a t i o n a l P h y s i c a l E d u c a t i o n , 1 1 ( u n p u b l i s h e d M a s t e r 1 s t h e s i s , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , L o s A n g e l e s , 193 5 )# 155 p p . An i n v e s t i g a t i o n i n t o t h e a t t i t u d e s o f h i g h s c h o o l i n s t r u c t o r s a n d s t u d e n t s r e g a r d i n g c o e d u c a t i o n a l p h y s i c a l e d u c a t i o n . J ^ C a m p b e ll, H a r r y W ., ffThe O r g a n i z a t i o n and C o n te n t o f R e q u i r e d C o u r s e s i n P h y s i c a l E d u c a t i o n f o r Men i n J u n i o r C o l l e g e s , 1 1 ( u n p u b l i s h e d M a s t e r ’ s t h e s i s , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , Los A n g e l e s , 1 9 3 1 )> 126 p p . An i n v e s t i g a t i o n i n t o t h e c o n t e n t and a d m i n i s t r a t i v e o r g a n i z a t i o n o f j u n i o r c o l l e g e p h y s i c a l e d u c a t i o n * I A P P E N D I X UNIVERSITY OP SOUTHERN CALIFORNIA D ep artm en t o f P h y s ic a l E d u c a tio n STUDENT QUESTIONNAIRE T h is q u e s tio n n a i r e i s p a r t o f a s tu d y b e in g co n - 1 d u c te d b y th e D ep artm en t o f P h y s ic a l E d u c a tio n to d e t e r m ine th e e f f e c t i v e n e s s o f i t s p h y s ic a l e due a t io n a c t i v i t y I program * The D ep artm en t w a n ts you t o t e l l w hat you t h i n k y o u 'v e g a in e d from ta k in g p h y s ic a l e d u c a tio n , by a n sw e rin g th e f o llo w in g q u e s tio n s f r a n k l y and c a r e f u lly * YOU ARE NOT TO SIGN YOUR N A M E O N THE QUESTIONNAIRE* U n d e rlin e th e te rm w h ich i s y o u r b e s t an sw er t o th e q u e s tio n and f i l l i n j b la n k s w ith a p p r o p r ia te w ords* | 1 SIX _____ AGE VETERAN BRANCH OP SERVICE_1 CLASS Fr* S oph. Jr* S r . G rad. S p e c i a l . (U n d e rlin e y o u r c l a s s ) . I n w hat c i t y and s t a t e d id you r e c e iv e m ost o f y o u r p r e - c o lle g e e d u c a tio n ? _______________ F a t h e r 's O c c u p a tio n A re you a member o f a s o c i a l f r a t e r n i t y o r s o r o r i t y ? Ye s No Do you l i v e w it h i n w alk in g d is t a n c e o f th e campus? Yes No * * * • U n d e rlin e a l l o f th e a c t i v i t y c o u r s e s l i s t e d b elo w , j ta k e n a t USC and d o u b le u n d e r lin e th o s e ta k e n a s e l e c t i v e s i a f t e r th e p h y s ic a l e d u c a tio n A rc h e ry , E le m e n ta ry B adm inton, E le m e n ta ry B adm inton, A dvanced B a s k e tb a ll - V o lle y b a ll Body B u ild in g B o w lin g , E le m e n ta ry B ow ling, I n te r m e d ia te B o x in g F e n c in g , E le m e n ta ry F e n c in g , I n te r m e d ia te F u n d am en tal S k i l l s (men) re q u ire m e n t was m e t. \ H o rseb ack R id in g M odern D ance, E le m e n ta ry 1 M odern D ance, I n te r m e d ia te M o d ifie d A c t i v it y S o c c e r S o c ia l Dance S o f t b a l l S q u are and C o u n try D ancing j Swimming, E le m e n ta ry Swimming, I n te r m e d ia te Swimming, A dvanced F u n d am en tal S k i l l s (women) G o lf, E le m e n ta ry G o lf, I n te r m e d ia te H a n d b a ll 329 T e n n is , E le m e n ta ry T e n n is , I n te r m e d ia te T um bling and A p p a ra tu s W r e s tlin g 2. (a ) I f you a tte n d e d ju n i o r c o l l e g e , l i s t th o s e p h y s ic a l e d u c a tio n a c t i v i t y c o u r s e s c o m p leted a t t h a t s c h o o l. I f you a tte n d e d a f o u r y e a r c o lle g e o r u n i v e r s i t y b e f o r e e n r o l l i n g a t USC, l i s t th o s e p h y s ic a l ed u ca t i o n a c t i v i t y c o u r s e s co m p le ted a t t h a t s c h o o l. - - , * » » - - • — ________________________ 3 . I n w hat a c t i v i t y c o u rs e a r e you e n r o l l e d t h i s se m e ste r? ij.. Are y o u ta k in g t h i s c o u rs e to m eet th e p h y s ic a l e d u c a - t i o n re q u ire m e n ts ? Yes No 5# How o f t e n h av e you b e e n on th e w in n in g s id e i n m a tc h e s o r gam es p la y e d i n t h i s a c t i v i t y c l a s s ? O fte n 6 . To w hat e x te n t h a s th e s k i l l a c q u ir e d i n t h i s a c t i v i t y e n a b le d y o u to w in i n m a tc h e s o r gam es o u ts id e th e c la s s ? Some None 7 . How many o f th e o th e r s tu d e n ts i n th e c l a s s a r e l e s s s k i l l f u l th a n 8 . How o f t e n do you a c c e p t y o u r op p o n e n t T a w ord on any r u l i n g he m akes i n th e a b se n c e o f an o f f i c i a l ? 9 . How o f t e n do y o u a c c e p t a n o f f i c i a l 1 s d e c is io n w ith o u t argum ent? 10* How o f t e n h av e you f e l t a n ta g o n i s t i c to w ard a n o th e r s tu d e n t i n t h i s a c t i v i t y c l a s s b e c a u se o f h is p o o r s p o rts m a n s h ip ? 1 1 . To w hat d e g re e h a s t h i s a c t i v i t y c l a s s made y o u r e a l i z e th e v a lu e o f w o rk in g to g e th e r as a team to a c h ie v e a common g o a l? G re a t Some Many Some Some- O fte n tim e s Some - O fte n tim e s Some- Of t e n tim e s None None None None None G re a t Some None 12* How o f t e n do you c o n g r a t u la te y o u r o p p o n e n ts when you a r e de f e a te d ? 13* How o f te n do you com plim ent some one i n th e c l a s s when he m akes a s k i l l f u l p la y ? Ilf* To w hat e x t e n t do you f e e l m ore a t e a se i n t h i s c l a s s th a n a t th e b e g in n in g o f th e s e m e s te r? 15* How many new a c q u a in ta n c e s h av e you made th ro u g h t h i s a c t i v i t y c l a s s ? 16* How many p e rs o n s i n t h i s a c t i v i t y c l a s s do you know b y t h e i r names? 1 7 . To w hat e x t e n t h a s t h i s a c t i v i t y c l a s s b ee n m ore c o n d u c iv e to th e m aking o f f r i e n d s h i p s th e n u n i v e r s i t y c l a s s e s t h a t m eet i n c l a s s room s o r l a b o r a t o r i e s ? 18• How many s o c i a l c o n ta c ts do you h av e w ith classm em b ers o u ts id e o f t h i s a c t i v i t y c l a s s ? 1 9* Bo you b e l ie v e t h a t becom ing s a t i s f a c t o r i l y s k i l l e d i n t h i s a c t i v i t y w i l l g iv e o p p o r t u n i t i e s to make and c o n tin u e f r i e n d s h i p s a f t e r you le a v e sc h o o l? 20* How o f t e n h a s y o u r m aking th e a c q u a in ta n c e w ith a member o f th e o p p o s ite se x i n a c o e d u c a tio n a l c l a s s r e s u l t e d i n 1 1 d a t e s ” w ith t h a t p e rso n ? 21* To w hat e x t e n t h av e you u se d s k i l l s le a r n e d i n t h i s o r o th e r p h y s ic a l a c t i v i t y c o u r s e s a t USC to p a r t i c i p a t e i n th e u n i v e r s i t y r e c r e a t i o n program ? O fte n O fte n G re at Many Many Some tim e s Some tim e s Some S e v e ra l Some G re a t Some Many Some Yes No O fte n Some tim e s G re a t Some 3 3 0 ' None None 1 None None 1 None 1 j None j l i None ( 1 Don’ t Know N everj 1 None To w hat e x t e n t h a s p a r t i c i p a t i o n i n t h i s a c t i v i t y c o u rs e c r e a te d enough i n t e r e s t f o r you to a t t e n d c o n t e s ts i n t h i s a c t i v i t y a s a s p e c ta to r ? G re a t 2 3 . How o f te n do you p a r t i c i p a t e i n t h i s a c t i v i t y on y o u r own tim e o u t s id e o f c l a s s ? O fte n Some Some tim e s To w hat e x t e n t do you in te n d to p a r t i c i p a t e i n t h i s a c t i v i t y a f t e r th e c o u rs e i s co m p leted ? 25>. How o f t e n h av e you p a r t i c i p a t e d i n t h i s a c t i v i t y on a d a te w ith a mem b e r o f th e o p p o s ite sex? 2 6 . How much b e t t e r a r e you a b le to p e rfo rm t h i s a c t i v i t y now th a n a t th e b e g in n in g o f th e se m e ste r? 27 ♦ W hat d e g re e o f s k i l l d id you e x p e c t to a t t a i n i n t h i s a c t i v i t y when you f i r s t e n r o l l e d i n i t ? 2 8 . How much b e t t e r c a n you p e rfo rm th e fu n d a m e n ta l s k i l l s o f r u n n in g , ju m p in g , th ro w in g , and s t r i k i n g as a r e s u l t o f a l l c o u r s e s you h av e ta k e n i n p h y s ic a l e d u c a ti o n a t USC? 29* To w hat e x t e n t h a s t h i s a c t i v i t y im proved y o u r g e n e r a l b o d y g r a c e f u ln e s s and c o o r d in a tio n o f movement? G re a t Some O fte n Some tim e s Much Some G re a t Some Much Some G re a t Some 30• To w hat e x t e n t h a s y o u r p o s tu r e ,and c a r r i a g e b e e n im proved th ro u g h t h i s a c t i v i t y ? 3 1 . To w hat e x t e n t h a s t h i s a c t i v i t y c l a s s im proved y o u r g e n e r a l p h y s ic a l h e a lth ? Gre a t Some Gre a t Some 3 3 1 Hone 1 N ever N ever Never! 1 1 I None None ! None 1 I 1 1 None ! None None 32* Do you b e l ie v e t h a t r e g u l a r phy s i c a l a c t i v i t y i s n e c e s s a r y t o m a in - Don’ t t a i n a minimum o f p h y s ic a l h e a lth ? Yes No Know 33• I f s o , do you in te n d t o u se a i p h y s ic a l a c t i v i t y le a r n e d a t USC to m a in ta in y o u r p h y s ic a l h e a lth ? Y es No Don* t Know 3ij.* To w hat e x t e n t a re you l e s s f a tig u e d w h ile p e rfo rm in g t h i s a c t i v i t y d u rin g e l a s s th a n you w ere u n d e r th e same c irc u m s ta n c e s a t t h e b e g in n in g o f th e s e m e s te r? i [ 3 5 * Vo w hat e x t e n t h a s t h i s a c t i - : v l t y e n a b le d you to im prove y o u r * f e e l i n g o f p h y s ic a l w e ll-b e in g * Gre a t Some G re a t Some 3 6 0 To w hat e x t e n t do you now r e c o v e r from th e e f f e c t s o f f a t i g u e i n t h i s p h y s ic a l a c t i v i t y m ore q u ic k ly th a n a t th e b e g in n in g o f th e s e m e s te r? G re a t Some 37* To w hat e x t e n t h av e you im p ro v e d y o u r m u s c u la r s t r e n g t h as a r e s u l t o f p a r t i c i p a t i o n i n t h i s a c t i v ity ? 3 8 . To w hat e x t e n t i s f e a r and con c e r n ab o u t p e r s o n a l i n j u r y and o v e r f a t i g u e an o b s ta c le t o en jo y m en t o f p h y s ic a l a c t i v i t i e s ? 3 9* w hat e x t e n t do you know th e s a f e t y m e a su re s n e c e s s a r y t o s a f e g u a rd y o u r s e l f and o th e r s w h ile en g a g in g I n t h i s a c t i v i t y ? I4 .O• To w hat e x t e n t do you p r a c t i c e th e b a s i c e t i q u e t t e n e c e s s a r y to p r o p e r ly g u id e y o u r c o n d u c t w h ile p a r t i c i p a t i n g i n t h i s a c t i v i t y ? i|JL* To w hat e x te n t c o u ld you t e l l someone e l s e how to p e rfo rm t h i s a c t i v i t y ? 1)2• To w hat e x t e n t i s p a r t i c i p a t i o n i n p h y s ic a l e d u c a tio n c l a s s e s a t USC p e r s o n a lly e n jo y a b le ? G re a t Some Gre a t Some G re a t Some G re a t Some Gre a t Some G re a t Some None None 1 t None I None None None l None ■ None None 3 3 3 43* To w hat e x t e n t do you l i k e p a r t i c i p a t i n g i n a c o e d u c a tio n a l a c t i v i t y c l a s s ? G re a t Some None 44* How good a r e th e f a c i l i t i e s t h a t j th e U n iv e r s it y p r o v id e s f o r t h i s a e - A de- Inade-f t i v i t y ? Good quat© quat© 45* To w hat e x t e n t w ould you l i k e to have m ore s tre n u o u s a c t i v i t i e s o f f e r e d i n th e program ? G re a t Some None 46* L i s t helow any p h y s ic a l a c t i v i t y c o u rs e s w hich a re n o t now o f f e r e d a t USC t h a t y o u f e e l s h o u ld b e o f f e r e d . 47* Cheek below a l l o f th e re a s o n s why you e n r o l l e d i n t h i s a c t i v i t y c o u r s e . One u n i t e l e c t i v e c r e d i t Pun o f p a r t i c i p a t i o n S o c i a b i l i t y O nly tim e c l a s s f i t i n t o my s c h e d u le P h y s ic a l e d u c a tio n re q u ire m e n t F r ie n d ta k in g c o u rs e L e a rn new s k i l l O th e r r e a s o n s , s p e c if y . . ,____ _____ 4 8 . Have you g a in e d a l l t h a t you e x p e c t fro m th e e n t i r e p h y s ic a l a c t i v i t y pro g ram a t U3C i n w h ich you h av e engaged so f a r ? Yes No 49* I f n o t , l i s t i n w hat ways i t h a s b e e n la c k in g . ADMINISTRATORS1 INTERVIEW QUESTIONS ON THE UNIVERSITY.OP SOUTHERN CALIFORNIA i PHYSICAL EDUCATION PROGRAM S h o u ld p h y s i c a l e d u c a t i o n b e a p a r t o f g e n e r a l e d u c a - t i o n a t The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a ? The p r e s e n t p h y s i c a l e d u c a t i o n r e q u i r e m e n t f o r g r a d u a t i o n i s f o u r u n i t s o r t h e p a s s i n g o f b a s i c l a n d , w a t e r , an d r e c r e a t i o n a l s k i l l s t e s t s * I s t h i s r e q u i r e m e n t d e f e n s i b l e ? I n y o u r o p i n i o n , w h a t s h o u l d b e t h e o u t c o m e s o f p h y s i c a l e d u c a t i o n a t t h e c o l l e g e l e v e l ? i Prom y o u r o b s e r v a t i o n , w h a t a r e t h e o u t c o m e s o f t h e 1 p h y s i c a l e d u c a t i o n p r o g r a m a t The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a ? Do y o u t h i n k e x p a n s i o n o f f a c i l i t i e s f o r p h y s i c a l e d u c a t i o n i s d e s i r a b l e ? I f t h e f u n d s w e r e a v a i l a b l e , i n w h a t d i r e c t i o n o r a l o n g w h a t l i n e s s h o u l d t h i s e x p a n s i o n t a k e p l a c e ? Do y o u h a v e any s u g g e s t i o n s f o r t h e im p r o v e m e n t o f t h e U n i v e r s i t y p h y s i c a l e d u c a t i o n p ro g ra m ? LIST OP THE POSITIONS OF UNIVERSITY. ADMINISTRATORS INTERVIEWED 1* D ean o f th e S chool o f E n g in e e rin g . 2* Dean o f th e Summer S e s s io n . , 3* D ean o f th e S ch o o l o f P u b lic A d m in is tr a tio n . Ij.. D ean o f th e S ch o o l o f M usic. 5* Dean o f th e S ch o o l o f P harm acy. 6 . C h ie f A d v is o r to F o re ig n S tu d e n ts . 7 . D ir e c t o r o f th e U n iv e r s it y H e a lth S e r v ic e . 8* Dean o f th e S ch o o l o f E d u c a tio n . 9 . C h ie f A cadem ic A d v iso r i n th e C o lle g e o f L e t t e r s , A r ts , and S c ie n c e s . 1 0 . R e g i s t r a r o f th e U n iv e r s it y . 1 1. Dean o f th e S ch o o l o f Commerce. 1 2 . Dean o f th e C o lle g e o f L e t t e r s , A r ts , and S c ie n c e s . i 1 3 . Dean o f th e I n s t i t u t e o f th e A r t s . l l |. Dean o f th e S ch o o l o f A r c h ite c tu r e . 15♦ C h a p la in o f th e U n iv e r s ity . 1 6 . Counselor o f Women. 1 7 . Dean o f S tu d e n ts . 18 . C o u n se lo r o f Men. 19* V ic e - P r e s id e n t o f E d u c a tio n . 2 0 . D ir e c t o r o f A d m issio n s. U ialv ersity o f S o u th s® C alifofM *

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

The development of an aptitude testing battery for an apprenticeship training program

PDF

An evaluation of a professional physical education curriculum

PDF

A critical analysis of a California community college physical education program with guidelines and recommendations for modification based on student interests and needs

PDF

The effect of Kohlberg's theory of moral development in the parochial secondary classroom on levels of moral judgment and dogmatism

PDF

An evaluation of a high school preventive dropout program

PDF

A comparative study of a book-centered course versus a machine-centered course in adult reading improvement

PDF

An evaluation of a university business program using select criteria established by faculty and students

PDF

A critical evaluation of the student council in the high schools of California

PDF

A summative evaluation of a teaching program in prosocial behavior and social cognition for primary school children assigned to regular, special education, or Title I classrooms

PDF

An evaluation of a semi-objective method for appraising selected educational outcomes of school camping.

PDF

Teacher efficacy: A construct validation study

PDF

Multicultural education programs in California unified school districts: A descriptive survey

PDF

A cross-cultural study of considerations involved in the establishment of a special education program for mentally retarded as a possible model for Iran

PDF

Physician preferred method of learning cost-containment through continuing education approaches

PDF

The Minnesota Multiphasic Personality Inventory as a factor in the selection and guidance of physical education major students

PDF

The relationship between the distribution of campus newspaper content and the college environment

PDF

Analysis of a university speed reading program taught by four method/format instructional approaches

PDF

A proposed plan of team teaching girls' physical education at Melrose High School, Memphis, Tennessee

PDF

The social education of natural scientists: An evaluation of current measures and a resultant approach toward improved practice

PDF

Evaluation of an alternative school program: Affective change and cognitive achievements of eleventh and twelfth grade students

Asset Metadata

Creator Reeves, Warren Edgar (author)

Core Title A method for evaluating a university physical education program

Degree Doctor of Philosophy

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education, Evaluation,Education, Physical,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c26-415410

Unique identifier UC11244764

Identifier usctheses-c26-415410 (legacy record id)

Legacy Identifier DP24001.pdf

Dmrecord 415410

Document Type Dissertation

Rights Reeves, Warren Edgar

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA