PHYSICAL PERFORMANCE AND ATTITUDE LEVELS
FOR COLLEGE WOMEN ON SELECTED TESTS OF

PHYSECAL FITNESS. MQTOR ABELITY, ATTITUDES AND
ANTHROPCMETRSC MEASURES

Thesis To» {Tm Dogma of M. A.
MECHEGAN STATE. UNEVERSTTY
Eva Lou Diiiin
1957

 

 

LIBRARY

Michigan State
University

 

 

 

,7 h... , ..__ _ ..

 

 

 

 

PHYSICAL PERFORMANCE AND ATTITUDE LEVELS
FOR COLLEGE WOMEN ON SELECTED TESTS OF
PHYSICAL FITNESS, MOTOR ABILITY, ATTITUDES
AND ANTHROPOMETRIC MEASURES

by
Eva Lou Dillin

A THESIS

Submitted to the College of Education of Michigan
State university of Agriculture and Applied Science
in partial fulfillment of the requirements

' for the degree of

MASTER OF ARTS

Department of Health, Physical Education, and Recreation
195?

App roved gWW’W/a’e‘

ACKNOWLEDGEMENTS

The author expresses sincere appreciation to
her adviser, Dr. Janet A. Ecssel, nhose continual en-
couragement, inspiration, and guidance, made this
thesis possible.

Thanks are also expressed to the faculty.
members in the Department of Physical Education for
their complete cooperation and assistance in the test-
ing program, and to the subjects and Physical Education

majors who so willingly donated their time.

TABLE OF CONTENTS

PAGE
ACKNOWLEDGEMENTS . . . . . . . . . . . ._. . . . . 11

LIST OF TABLES . . . . . . . . . . . . . . . . . iv

CHAPTER
I. INTRODUCTION . . 1
Statement of Problem . 3
Importance of Problem 3
Limitations . 5
II. REVIEW OF LITERATURE . . . 11

III. METHODS OF PROCEDURE . . . . . . . . . . . . 20
Selection of Tests . . . . . . . . . . . . 20
Gathering the Data . . . . . . . . . . . . 21
Administration of Tests . . . . . . . . . 21

IV. RESULTS OF THE STUDY . . . . . . . . . . . . 26
Definition of Terms. . . . . . . . . . . . 26
Analysis of Data . . . . . . . . . . . . . 26

V. SUMMARY, CONCLUSIONS, and RECOMMENDATIONS. . 37
Summary . . . . . . . . . . . . . . . . . 37
Conclusions & Recommendations . . . . . . 37

BIBLIOGRAPHY . . . . . . 39

APPENDIX . . . . . . . . . . . . . . . . . . . . . 42

LIST OF TABLES

iv
TABLE PAGE
I. T-Scales for Motor Kbility Tests
for College women . . . . . . . . . . 30
II. T-Scales for Physical Fitness Tests
for College Ibmen . . . . . . . . . . . . 38
III. Percentile Scales for Motor Ability Tests
for College Remen . . . . . . . . . . . . 34
IV. Percentile Scales for Physical Fitness
Tests for College Remen . . . . . . . . . 35
V. Percentiles for Attitude and AnthrOpometric
Measures for College lemon . . . . . . . 36

VI. Test Means and Standard Deviations. . . . . 42

CHAPTER I

INTRODUCTION

Many physical educators have been confronted
with the question 'Physically fit for what7'. What are
the objectives and accomplishments of physical educa»
tion, and how, if at all, do we benefit from them?

It must be admitted that too often inouiries
of this nature have gone unsatisfactorily answered by
physical educators because of the lack of established
criteria by which to evaluate results.

Physical education, nevertheless, has specific
aims and objectives. Host lists of objectives of a
physical education program include physical fitness or
health, body control, knowledgss, appreciations and
attitudes of physical activity, and recreational skills.
Although objectives and terminology may change with the
years in response to pepular attitude and varying needs,
there is one objective that has been accepted by most
physical educators throughout the years. The responsi-
bility of physical education to the individual lies in
contributing to the deveIOpment of a sound and efficient-

. 1y functioning organism, with skills and capacities to

‘participate in activities throughout life. The objectives
accepted quite universally by most physical educators to
achieve this responsibility are development of physical
stamina, organic tone and stimulation, muscular effici—
ency and skilled body or motor performance. While the
terms 'fitness' or “physical fitness” have become quite
prevalent only in recent years, the concept and meaning
of these terms to the physical educator is not new.

The extent to which the objectives of physical
education are achieved serves as a measure of the success
of the particular physical education program. Since this
is true, the objectives of physical education should pro-
‘vide direction for the establishment of a program that
will best accomplish the desired results. It also neces-
sitates some means to measure, quantitatively and quali-
tatively, the objectives, and thus evaluate the results
and outcomes of the program.

During these years of educational reorganization
and expansion, physical education programs everyshere
are being scrutinised and evaluated. There is, at present,
a papular interest in physical fitness as a source of
release from the stresses and tensions of modern living
through relaxation and recreation. Medical interest has
been aroused in the preventive aspects of physical activ-
ity for continual Optimum functioning throughout life.1

Governmental committees have been established which have

kindled additional interest and awareness in the value

2
of physical activity.

The intensity with which observation and interest
is deve10ping in physical education increases the respon-
sibility of physical educators everywhere to critically
evaluate their program in the light of their objectives.
It is essential that evidence of the results of the
programs of physical education is made available if pro-

gress is to be made.

Statement of the Proglg!

It was the purpose of this study (1) to estab-
lish performance levels for college women enrolled in the
physical education program at Michigan State University
on selected physical performance tests, motor ability
tests, and anthrOpometric measures, and (2) to establish
standards to determine favorable and unfavorable atti-
tudes of college women enrolled in the physical educap

tion program toward physical education.

Importance of the Problem

 

During the last ten years sorkers engaged in
research relating to fitness and physical fitness have
contributed much to our understanding of the real mean-
ing of these terms. lany useful and more adequate tests
of fitness have been develOped. Although fitness testing

in our schools varies widely with respect to specific

tests employed, there are certain common characteristics
that all testing possesses. These characteristics are
in relation to specific phases or areas of fitness
testing. The phases are commonly divided into categories
such as physical efficiency or fitness and motor per-
formance or fitness.

If fitness tests are to be utilised wisely to
their fullest extent, it is essential to have standards
by which to interpret the status and achievements of the
performers, as well as evaluation of the results of
physical education programs.

In order to obtain standards by which to inter-
pret results, it is essential that the sample used in
computing the standards be a representative one. In
other words, performance levels set up for housewives,
the sample being taken from a pOpulation of housewives,
would undoubtedly not be accurate standards for college
women or high school girls. Likewise, it seems quite
feasible that standards for college women in one section
of the country may not be completely reliable for college
women in another section of the country. The fact that
there are at present no nation-wide norms or standards
for women, based on a representative sample of the total
population, accentuates the need for standards in a
specific area if fitness tests are to be utilised wisely.

It is hmped that the development of standards

for college women enrolled in physical education instruc-
tional courses at Michigan State University may assist

in meeting a definite need in this field, and in doing
this, enhance and enrich the existing program.

It is true that frequently the use of tests has
been limited, to a great extent, to the determination of
the status of an individual in relation to the other
members of the group. It is not to be disputed that
this information may be quite valuable. It is believed,
however, that these tests and standards may be employed
for many purposes other than this one limited function,
and if they are used to their fullest extent, will pro-
vide direction, insight, and evaluation of program con-
tent at Michigan State University. The uses of these
tests in providing direction, program evaluation and
guidance for the women students at Michigan State may
be summarised as follows:

1. Each objective held as being valid requires
a means of evaluatim in terms of program
results. Though status may imply comparison
with a group, it is equally, if not more
important as a measure of progress for the
individual in comparison of present score
with previous scores. Measurement of one's
achievement in relation to his own capacities
and efforts may be of far more importance in
the accomplishment of objectives, than one's
status in the group.

2. Tests may be an important diagnostic tool in
making apparent the strengths and weaknesses
of the individual. In doing this they provide

the individual, as well as the teacher an
objective aid for guidance into future

physical activitiy in school and throughout
life.

3. The tests and standards may be used by the physi-
cal educator to equalize teams and instructional
groupings, as well as their use in providing a
degree of objectivity in the difficult task of
grading performance.

4. Perhaps of utmost importance, the wise use of
tests may serve to stimulate the physical educap
tion instructor to individualise her pro—
gram by planning for the development and needs
of each person rather than subject matter.

5. Finally, tests may assist to some extent in
providing a means of evaluating program results
for future program planning, development, and'
justification.

In summary, it seems to be a recognised fact
that there is a need for evaluating fitness. Many pop-
ular magazines and other current publications depict
'do it yourself fitness tests' which provide the reader
with a score indicative of her status in some measure.

Today the teaching Opportunity and promotive possibili-
ties for favorable attitudes and understanding for the
public and professional people inherent in the wise use
of physical fitness tests, as well as an evaluation of
the objectives of physical education and specific program

content, is tremendous.

Limitations of the SE29!

The limitations of the present study will be
presented under three headings: tests available; vari-
ables affecting test results; and, facilities and test

administrators.

1. Tests availaglg. Although literally thousands
of various fitness tests are to be found in the litera-
ture, difficulty is encountered ‘hen an attempt is made
to select a battery of tests to administer. This diffi-
culty is attributable to several factors. First, the
question of the validity of many tests is a real problan.
Hany tests do not seem to accurately measure the quality
or qualities they were devised to measure. The extreme
importance of selecting tests with the highest possibility
validity is obvious. A second consideration of almost
equal importance is that of reliability -- the degree
to which two or more measurements of the same function
yield similar results. A test with high validity and low
reliability is of little worth. Along with these two
primary requirements in the selection of tests, it was
also necessary to give consideration to other factors
such as the amount of time required to administer the
test, the space required, the facilities involved, and
the purpose for which the results were to be used.

The fact that it is extremely difficult to
separate the various aspects of physical fitness,further
limits test selection. It is acknowledged that in some
cases the test used in the present study may not be
the best measurement of a particular aspect that is
available. However, the tests selected were the ones

that appeared to be most apprOpriate for the purposes of

this study after consideration was given to all of the
factors involved. Nevertheless, any limitations of the
individual tests in any respect would also be a limita-
tion of the study. Although great progress has been made
in recent years in develcping satisfactory performance
and fitness tests, it is felt that there is still need

of improvement.

2. Variables affecting test results. The lapse of

a two week period between the first and second anthro-

 

pometric measures proved to be a limitation due to the
fact that many of the women lost considerable weight
between the initial measurement and the reliability
measurement.

It is possible that unknown factors such as
colds, menstruation, emotional problems, etc., had an
affect on the results. These, however, it was impossible
to control.

3. Facilities and test administrators. Due to a
lack of necessary facilities several tests mich were
desirable had to be omitted. The majority of tests
administered required little or no equipment. Although
the limited facilities did somewhat restrict the selection
of tests, it is not felt that this limitation was of
extreme consequence since other tests equally as valid
and reliable were available for most of the aspects.

Another hindrance of the limited facilities

may have occured during the make-up tests and some of
the reliability tests. This was a result of the fact
that during some of these tests there were other activi-
ties in the gymnasium. It was felt that some of the
women may have been hesitant to perform at their fullest
capacity when other people were present;

It was impossible to obtain the same testers
for all administrations of the tests. Undoubtedly great-
er variations in testing were encountered when it was

necessary to use different administrators.

10

W51.

1. Michigan State Medical Society, Geriatrics Committee,
IPreventive Geriatrics”, The Journal of the

Michigan State Medical Society, 19, Hay 1957,
ppe 8 -' 02s

8. Uhited State Office of Education, Physical Fitness
for Students in Colle es and Universities,
iiihington D.C., Superintendent of DEouments,

U. 8. Government Printing Office, 1943, p. 61.

 

CHAPTER II

REVIEW OF LITERATURE

It is the Opinion of many leaders in the
physical education field that the existing physical
education programs in most schools could be improved
upon. McCloy1 makes the observation that not only
physical education programs, but many teachers of physical
'education do not fully utilize their potentiality. Re
bases this observation on the following statements:

Most of the programs are ungraded; there is
far too much duplication of teaching material from
year to year; classes are badly sectioned or not
sectioned at all; there are few widely used standards
of achievement; and most existing standards are
not correlated with the individual differences in
the innate capacities of the pupils; there is
poor motivation of the program; there is almost
no diagnosis of the causes of individual deficien—
cies; the grading and promotion systems are large-
ly subjective and inadequate .........

A soundly structured program of physical
education according to Bovard, Cozens, and Hagmanz, will
have a set of clearly stated Objectives with established
means for evaluating the extent to which these objec-
tives are achieved. Standards or norms are indisputably
valuable for this purpose.

’ Several articles have appeared in the literature

13

which contain performance levels or achievement scales
for women, or which deal in some respect with the estab-
lishment of such scales.

Scott and Wilson3 in an investigation of physical
efficiency tests state that there are many variations in
the tests used in different batteries. They are of the
Opinion that these variations reflect the differences in
the philosOphy of the investigators, with each emphasiz-
ing the elements which to them seem most essential to
efficient performanca,and which best fit their parti-
cular purposes.

According to Scott,4 a survey of tests used in
the college women's program showed that the batteries
used were as varied as the schools surveyed. This,
however, does not necessarily indicate that the measur-
ing is worthless. There are a variety of tests to be
found that measure the same aspect of physical fitness.
Although one investigator may use the 4 second dash and
another the 30 yard dash as one of the measures of motor
ability, the element being measured in both tests is
identical. It is impossible to say that one method is
superior to the other. This could only be determined by
the particular testing situation, and the purposes for
which the tests are being used.

The aspects of physical fitness as listed in a

5

study done by uohr, are as follows: “endurance, strength,

13

flexibility, relaxation, body control, agility, freedom
from disease and defect, organic soundness, cardiovascu-
lar-respiratory efficiency, motor skills, nutritional
status, and morale.'

As pointed out by a governmental committee
organised to investigate physical fitnesss,
There is no absolute list of the essentials to
fitness, nor is it possible to think of the elements
of fitness except as interactive in character, each
closely related and interrelated with the others...

The committee classified tests recognizing the
fact that it is impossible to'devise situations where
one element of fitness is entirely separated from the
others. They list a series of tests which they attempt-
ed to arrange so that the specific element had the dom-
inant influence on the score. Although complete standards
, are not given for all scores, the mean and standard
deviation of the scores were listed with each indivi-
dual test.

, Gladys Scott,7 in a study done at the University
of Iowa, constructed an achievement scale for a'battery
of motor ability tests. The obstacle race was develcped
and reported on in this study with T—scores also in-
cluded. The tests were adninistered te varying numbers
of women students at the University of Iowa. This

battery of tests was found to be adequate for classifi-

cation purposes in sectioning the women entering college

14

into the various physical education courses.

In an attempt to obtain a broader concept of the
fitness of women in colleges and universities, the That
Committee of the lastern Society of Departments of
Physical Education for women in Colleges and universities
conducted an investigation.8 They solicited the aid of
physical education instructors in various schools in
collecting the data. The instructors were requested to
administer a series of tests to their students. The
results obtained were sent to the chairman of the
committee. Although the instructions for administration
of the tests were identical in all situations, it is
understandable that the conditions under which the tests
were administered may have been cpite varied. Norms
were established from the results received by the commit-
tee. Anna Espenchade, in reporting the results obtained,
states that relatively few scores were received by the
chairman from which to compute the norms. Consequently,
the results are not as accurate as they might have been.
The mean and sigma was given for 5 different tests.

Howland9 administered a series of physical fit-
ness tests to the women at Battle Creek College. The
tests were administered in two series by the same test-
ers. Although no nonms were given, the tests were feund

to be valuable in that they enabled the women to discover

15

their condition and thereby provided them with a start-
ing point for corrective procedures. The author stated
that the battery of tests was also valuable as a motivat-
ing device to the women.

The correlation between height and weight and a
series of six tests was discussed by Scott and Mordy.10
The tests involved were those included in the Iowa
physical fitness battery. The reliability of these tests
as established by Mohr was sit-ups .936, chair stepping
.946, pull .932, obstable race .910, and bounce .787.

The relationship indicated by the study between height
and weight and the six tests was not significant except
in the case of the pull test. There was also a possible
relationship with the obstacle race. In view of these

facts it would seem unnecessary to establish norms based
on height and weight. The possible exception to this
would, of course, be the pull test.

A second of the four-fold purposes of this
study was to determine whether this battery or some comp
bination of items in the battery, has a sufficiently
high relationship with work capacity so that a mass
testing procedure could be said to measure the fitness
of individuals. The criterion for work capacity was
riding the bicycle ergometer at maximum speed for 3

0 minutes. This criterion was previously established by a

16

preceding study.

The authors concluded that no single item in
the battery had a high enough relationship to work capa-
city so that it alone could be considered an adequate
measure. Hewever, all tests showed a significant rela-
tionship, thus might be surmised that each measures a
part of the total fitness picture. The battery as a
whole, or a combination of the tests, was considered
to be a satisfactory measure of work capacity and thus

physical fitness.

Cl ark e11

lists a number of factors by which norm
charts may be evaluated and states that in physical
education, quite frequently, samples are definitely
limited to rather small geographical areas. Since
satisfactory results from broader samples are extremely
difficult to obtain due to the nature of performance
tests, it seems advisable to construct norms for the
various sections of the country. Thereby represents!
tive samples of different areas could be obtained and
norms established for the specific areas. Comparisons
of the results could then be made.

The attitude inventory used in the present study
was the wear Attitude Inventory.12 This inventory was

established on data obtained from college men, but it is

thought to be equally suitable for use with women.

17

Broer13 used this inventory in a study with
women of low motor ability at the University of Washington.
The results she Obtained compared very favorably with
those obtained by wear with men. The reliability of
.96 established on 100 cases in Broer's study checked
exactly with that reported by Wear.

On a series of attitude tests given at the
University of Michigan, Bell and Walters14 concluded that
there seemed to be a positive and significant relation-
ship between attitude and the extent to which women an-
Joy physical education classes.

Broer, Fox, and Way15 gave an attitude test to
the women at the University of washington. Their find-
ings indicated a great majority of freshmen and seph-
omore women students enrolled in physical education
activity classes at the University of washington ex-
pressed a very favorable attitude toward physical

education as a course.

10.

18

BIBLIOGRAPHY
McCloy, Charles Harold, Tests and Measurements in
Health and Ph sical ucation, New York, F. . Crofts
& 50., 1946, p. 3.

Bovard, John F., Frederick H. Cozens, and E. Patricia
Hagman, Tests a Measurements in Physical Education,
Philadelphia, W. B. Saunders Company, 1949, p. 5.

Scott, M. Gladys, and Marjorie Wilson, ”Physical
Efficiency Tests for College Women , Research

Quarterly, 1g, 68 (1948).
Scott,'l. Gladys, and Esther French, Evaluation

in Physic§% Education, St. Louis, 5. V. losby
ompany, 1 , p. 1 7.

lohr, Dorothy, 'Heasured Effects of Physical Education
Activities on Certain Aspects of the Physical

Fitness of College lomen', Research Quarterly,
;§, December 1944, p. 340.

 

united States Office of Education, Physical Fitness
for Students in Colleges and Universities,
Washington D. C., Superintendent of Documents,
U. 8. Government Printing Office, 1943, p. 61.

Scott, I. Gladys, "Motor Ability Tests for College

lbmen', Research Quagterlz, 12, December 1943,
p. 408.

Ebpenchade, Anna, I'Flteport of the Test Committee of
the listern Society of Departments of Physical
Education for women in Colleges and Universities",
Research arter , 15, December 1943, p. 39?.

Rowland, Ivalclare Sprow, “The Application of Test-
ing to Determine the Physical Fitness of College

lemon“, Research Quarterly, Z» May 1936, p. 3.

Scott, I. Gladys, Margaret Mordy, and Harjorie
lilson, "validation of a Kass-Type Physical Fit-
ness Test with Tests of work Capacity', Research

Quarterly, ;§, Hay 1945, p. 188.

11.

13.

13.

14.

15.

19

Clarke, H. Harrison, uuulication of Heasurement to
Health and Physical ucution, New York, rentice—
H31 , Ines, 1 5 ’ ppe 8" 0

Near, Carlos, L., “The Evaluation of Attitude Towards
Physical Education as an Activity Course”,

Research Quurterly, as, larch, 1951, pp. 114-136.

Broer, Marion R., I'l:ve.luation of a Basic Skills
Curriculum for lemon Students of Low Motor
Ability at the University of Washington",

Reseugch marterly, 3_6_, larch, 1955, p. 15.

Bell, largaret, C. Etta Halters and Staff, “Attitudes
of women at the University of Michigan Toward

Physical Education“, Research Quarterly, as,
December, 1953, pp. 379-91.

Broer, Marion K., Katherine 6. Fox, and Eunice lay,
"Attitude of university of Washington lbmen
Students waard Physical Activity“, Research

Quartgrly, as, December, 1955, pp. 379-84.

CHAPTER III

METHODS OF PROCEDURE

Selection of Tests

The tests administered in the present study
were selected from those appearing in the existing
literature for women on the measurement of physical
fitness, motor ability, and attitudes. The advantages
and disadvantages of many tests were considered and
selection was made on the basis of validity, reliability,
ease of administration, and the purposes of the entire
testing program. It is realised that there are many
other tests for measuring the same aspects of fitness
that are equally as good as those used in this study.
However, the following tests seemed to best fulfill the

'purposes of this study and suit the facilities:

 

'§trength Flexibility Endurance

Grip (R i L) Standing flexion Chair stepping
Push—pull

Back lift Extension Agility a bodycontrgl
Sit-ups

Deep Knee bend Back extension Obstacle race

Motor Ability AEELEEQE

Basketball throw Wear Attitude
Standing broad Jump Inventory

Wall pass

20 yard dash

21

A description of each of these tests is given in

the appendix.

Gathering the Data.
The subjects participating in this project were

200 women students selected at random from approximate-
ly 3300 students enrolled in the various physical educa-
tion instructional courses at Michigan State University.
The women selected were contacted by means of
a letter which was sent to them from the department. A
copy of the letter may be found in the appendix. In
addition to the letter each woman was contacted per-
sonally by her teacher in the particular physical educa-
tion instructional course in which she was enrolled.
Every woman contacted was tested unless she was
excused for medical reasons. In these cases a medical
excuse was obtained from the Health Center and another

woman was selected.

Administration of Tests.

The administrators of the battery of tests were
instructors in the physical education department at
Michigan State. Most, if not all, of the testers had
had previous experience in the administration of physical
education tests. However, in order that every pre—
caution be taken to insure the best possible testing,

each administrator was given a card containing complete

22

instructions concerning how to administer the test, and
a laboratory period was set up to train each administra-
tor. Two dates were scheduled prior to the actual test-
ing period when the instructors had Opportunity to practice
the tests and clarify any questions or doubts they may
have had. As much as was possible, the same individual
gave the same test on both Tuesday nights -- and similar-
ly for the two Thursday nights. This however, was not
completely possible. Student assistants selected from
the physical education majors were assigned to each
instructor to aid her in recording scores, etc. Precau-
tions to help the tester goid common errors in adminis—
tration were also listed. The tester obtained her card
at the Registration desk for each testing period in case,
for any reason, reference needed to be made to them. A
sample of the card may be found in the appendix.

The tests were divided into two series. The tests
comprising Series I were standing flexion, spinal ex-
tension, obstacle race, broad jump, grip strength, push-
pull, back lifts, sit-ups, and deep-knee bends. These
tests were administered on two successive Tuesday
nights to 100 students each night.

The second series consisted of the basketball
throw, 20 yard dash, wall pass, and chair stepping.

These tests were given on two successive Thursday nights

to 100 students each night.

23

By using this system 100 women completed the entire
battery of tests by coming one week on Tuesday and Thurs-
day nights. The second 100 women completed the battery
in the same manner the following week. The testing was
done between the hours of 6:30 and 9:00 P.M. Make-up
times were scheduled for the subjects who missed any of
the tests on Tuesday and Thursday nights of the third
week.

Each subject was assigned a test number and had
a score card prepared for her prior to_the testing
period. A sample of the score card will be found.in the
appendix.

Upon entering the gymnasium each subject received
the attitude test which she immediately filled out. To
the knowledge of the subjects these were done anony-
mously.

After completing the attitude inventory the
subjects proceded to the various tests. Each test was
given a station number and the subjects progressed
individually from one station to the next.

The tests were arranged, as much as possible, so
different muscles were used in successive tests in an
attempt to eliminate fatigue.

It was felt that the greatest amount of
fatigue resulted from the chair stepping test. Con-

sequently, this test was administered last to all women.

24

The three tests given on the same night and preceding the
chair stepping test did not appear to tire the subjects

to the extent that the score of the latter would be affect-
ed. This observation is supported by the study of the
fatigue effects completed by Scott and Matthews1 which
indicated a.greater fatigue effect from chair stepping
given alene than from the entire battery of tests they

administered.

25

BIBLIOGRAPHY

.Scott, M. Gladys, and Helen Matthews, “A Study

of Fatigue Effects Induced by an Efficiency Test
for College women“, Resourch Quarterly, 39, May
1949, p. 134.

Scott, M. Gladys, and Esther French, Evaluution In

Physical Education, St. Louis, C. V. Mosby Co.,
1 50, pp. 1 6.

Clarke, R. Harrison, uuulication of Measurement to
Health and Physical ucation, New York, Prentice-
Hall, Inc., 1 3.

McCloy, Charles Harold, Tests and Meusurements in
Health uud Physical Education, New York, F. S.
Crofts & ompany, 1946.

Hunsicker, Paul A., and Henry J. Montoya, uuulied

Tests uud Measurements in Physical Educutiou, New
York, Prentice-Hall Incorporated, 1 5 .

CHAPTER IV

RESULTS OF THE STUDY

Definition of Terms.

Motor Ability — The measures of achievement and
aptitude in basic mptor skills such as running, throwing,
jumping and agility were included in this category.

Physical Fitness - The components of physical
fitness which were measured in this category inchided such

elements as strength, endurance, and flexibility.

Analysis of Data.

Conventional statistical techniques were used in
analyzing the data. The arithmetic mean and standard
deviation were computed for all of the performance tests
and are listed in the appendix.

Coefficients of objectivity were computed on all
of the tests and yielded the following results:

Right grip .81 Deep knee ‘ .56
Left grip .83 Back lift .57
Push .71 Standing flexion .80
Pull .74 Spinal extension .95
Sit-up .80 Chair stepping .41
Wall pass .76 Obstacle race .77
20 Yd. dash .81 Broad Jump .90

The preceding coefficients of objectivity compare

rather favorably with the reliability coefficients of

1

other studies. Scott obtained the following results on

27

a series of motor ability tests: obstacle race .91,
‘basketball throw .89, broad jump .79, wall pass .62, four
second dash .62.

Poleya found the reliability of spinal extension
and standing flexion to be .87 and .92 respectively.

Chair stepping and sit up reliability coefficients
were .95 and .94 respectively in an investigation con-
ducted by Mohr.4

The only severe discrepancy between the results
obtained in the present study and those of the other studies
listed is in the chair stepping test. A possible explana-
tion of this is the fact that many of the subjects ex-
perienced stiffness and sore leg muscles as a result of
the initial chair stepping test. Many comments to this
effect were made at the time of the second testing. It
is possible that to avoid the same discomfort after the
second testing, the women, either consciously or unconscious-
ly, did not put forth the effort they exerted in the initial
testing. This may have also been partly responsible for
the poor objectivity of the deep knee test.

The back strength test was also low in objectivity.
This was felt, to an extent, to be a weakness of the test.
There were cases when two consecutive administrations of
the test by the same tester varied as much as 80 to 100
pounds. With a difference of this size on two consecu-

tive administrations, it is not surprising that the

28

objectivity of the test is extremely low.
Coefficients of reliability were computed for the

attitude inventory and anthropometric measures which follow

Attitude inventory .82

Hip width .90
Chest width .77
Iliac width .80

The reliability of the same attitude inventory
as given in a study completed by Broer5 was .96

The validity of the attitude inventory was com-
puted in the same manner as Broer6 used. A comparison of
the present study and Broer's study follows:

Present Study Broer's Study
Total inventory score:

with self-rating scale .81 .71
with question 1 .63 .69
with question 2 .27 .32
with question 3 .53 .61

T-scales and percentile scales were computed for
each of the performance tests.

These data are presented in Tables I - V in the
following order: motor ability tests, physical fitness
tests, and attitude and anthropometric measures.

The range of the T—scores of some of the tests
would arouse a question as to whether the scores of all

the tests are normally distributed.

89

BIBLIOGRAPHY

Scott, Gladys M., “The Assessment of Motor Ability
of College lomen', Research Quarterly, 19, October
1939, p. 63.

Poley, Margaret, 'A Study of the Postural Character-
istics of College Women as Related to Build“,
Unpublished Ph.D., dissertation, University of
Iowa, 1948.

Wilson, Marjorie,.'A Study of Arm and Shoulder Girdle
Strength of College Women in Selected Tests”,

Research Quarterly, 15, October 1944, p. 258.

Mohr, Dorothy, I'Measurod Effects of Physical Education
Activities on Certain Aspects of the Physical Fit—

ness of College Women', Research Quarterly lg,

December 1944.

Broer, Marion R., ”Evaluation of a Basic Skills
Curriculum for Women Students of Low Motor
Ability at the University of Washington“, Research
Quarterly, fifi, March 1955, pp. 16-17.

Ibid.

T-SCALES FOR TOTOR ABILITY TESTS
FOR COLLEGE WOMEN

TABLE I

30

 

 

 

Basketball Wall Broad Obstacle 220 Yd.
T-Score Throw Pass Jump Race Dash T-Score
(in.) (15 sec.) (in.) (sec.) (sec.)
83 73 83
82 72 82
81 71 81
80 7O 14 8O
79 69 79
78 68 85 78
77 67 77
76 66 76
75 65 13 75
74 64 82 74
73 63 81 18.1 73
72 62 72
71 61 80 18.4 71
70 60 12 79 2.4 70
69 59 78 69
68 58 77 19.0 68
67 57 19.2 2.5 67
66 56 76 19.4 66
65 55 75 19.6 65
64 54 74 19.8 64
63 53 73 20.0 2.6 63
62 52 20.3 62
61 51 72 20.6 61
60 50 11 71 20.9 2.7 60
59 49 70 21.1 59
58 48 69 21.3 58
57 47 21.5 57
56 46 68 21.8 56
55 45 67 22.0 55
54 44 66 28.2 54
53 43 65 22.4 2.9 53
52 42 22.7 52
51 41 64 22.9 51
50 4O 10 63 23.2 3.0 50
49 39 62 23.4 49

 

   

TABLE I - Continued

 

31

 

Basketball ‘a Obstacle «O Yd.
T-Score Throw Pass Jump Race Dash T-Score
(in.) (15 sec.) (in.) (sec.) (sec.)
48 38 23.6 48
47 37 61 23.8 3.1 47
46 36 60 24.0 46
45 35 9 24.3 45
44 34 59 24.5 44
43 33 58 24.7 3.2 43
42 32 25.0 42
41 31 57 25.2 41
4O 3O 56 25.5 3.3 40
39 29 55 39
38 28 54 25.9 38
37 27 26.2 3.4 37
36 26 53 26.5 36
35 25 8 52 35
34 24 51 26.8 34
33 23 50 27.0 3.5 33
32 22 27.3 32
31 21 49 27.6 . 31
30 7 48 27.8 3.6 30
29 28.0 29
28 28.3 28
27 28.5 3.7 27
26 28.8 26
25 44 25
24 29.0 24
23 23
22 22
21 41 21
20 40 3.9 20
19 19
18 18
1" 17
16 16
15 l5
14 14
13 4.1 13

 

“

I - x—_4_e_-_gu- _____.

32

TABLE II

T-SCALES FOR PHYSICAL FITNESS TESTS
FOR COLLEGE WOMEN

 

 

 

 

Spinal fiend-
T- Back Rt. Left Sit Exten- Deep Chair ing
Score Strength Grip Grip Up sion Push Pull Knee Step Flexi on
(1b) (1b) (lb) (SOsec) (in.) (1b) (1b) (308ec) (1min) (in.)
83 85 10 . OO
82 21.00 75 84 9 . 25
81 74 83 8. 75
80 103 20. 50 73 82 8. 50
79 102 20. 25 72 81 8. 25
78 325 110 101 20 . 00 71 8O 8 . OO
77 320 108 100 19. 75 7O 79 7. 75
76 315 107 99 19. 5O 69 78 . 50
75 311 106 98 19.25 67 76 32 7. 25
74 306 105 96 19 . OO 66 75 7O 7 . OO
73 302 103 95 26 18 . 75 65 74 6. 75
72 298 102 94 18 . 50 64 73 31 6. 50
71 294 101 93 18. 25 63 72 67 6. 25
70 289 100 92 25 18 . OO 62 71 30 66 6 . 00
69 285 99 91 17. 75 61 70 65 5. 75
68 278 97 89 17. 50 60 69 64
67 275 96 88 24 17. 25 68 29 63 5. 50
66 270 95 87 17.00 57 67 62 5. 25
65 265 94 86 23 16. 75 56 66 28 61 5 . OO
64 260 93 85 16. 50 55 65 60 4. 75
63 255 92 83 22 16. 25 54 64 59 4. 50
62 253 90 82 16 . 00 53 63 27 58 4 . 2 5
61 247 89 81 15. 75 52 62 57 4. OO
60 242 88 80 21 15. 50 51 61 26 56 3 . 75
59 240 87 79 15. 25 50 60 55 3. 5O
58 234 85 78 15. 00 49 59 54 3. 25
57 230 84 77 20 14. 75 48 58 25 53 3. OO
56 225 83 76 14. 50 57 52 2. 75
55 220 82 74 19 14. 25 45 56 24 51 2 . 50
54 216 80 73 14. 00 44 55 50 2 . 25
53 211 79 72 18 13 . 75 43 54 49 2 . OO
53 205 78 71 13. 50 42 53 23 48 l. 75
51 201 76 70 13. 25 41 52 47 l . 50
50 195 75 69 17 13. 00 4O 51 22 46 1. 25
49 190 74 68 12. 75 39 5O 45 1. OO

 

33

TABLE II - Continued

 

 

Spinal Stand—

T- Back Rt. Left Sit Exten- Deep Chair ing
Score Stren th Grip Grip Up sion Push Pull Knee Step Flexion

(1b (1b) (1b) (308cc) (in.) (1b) (lb) (303cc) (1min) (in.)

 

48 187 73 67 12.50 38 49 44 .75
47 183 71 66 16 12.25 37 48 21 43
46 178 70 65 12.00 47 42 .50
45 171 69 63 15 11.75 35 ' 46 20 41 0
44 166 67 62 11.50 34 45 4O -.25
43 163 66 61 14 11.25 33 44 39
42 158 65 60 11.00 32 43 19 38 -.50
41 155 63 59 10.75 31 42 37 -.75
40 148 62 58 13 10.5 30 41 18 36 -l.00
39 145 61 57 10.25 29 4O 35 -l.25
38 140 60 55 28 39 34 -1.50
37 136 58 12 9.75 27 38 17 33 -l.75
36 130 57 53 9.50 26 37 32 -2.00
35 52 11 9.25 24 36 16 31 -2.25
34 121 55 51 9.00 23 35 30 -2.50
33 117 53 50 10 8.75 22 34 29 -2.75
32 109 52 48 8.50 15 28 -3.00
31 105 47 20 32 27 -3.25
30 101 50 46 9 8.00 A 31 14 26 -3.50
29 95 45 7.75 30 25 -3.75
28 90 44 7.50 29 13 24 -4.00
27 85 43 28 23 -4.25
26 42 26 22 -4.50
25 4O 7 25 12 21
24 24 20 -4.75
23 6 23 19 -5.25
22 22 18 -5.50
21 21 17 -5.75
20 5 10 -6.00
19 -6.25
18 4
17 - -6.50
16 - -6.75
15 3 8 —7.00

 

34

TABLE III

PERCENTILES FOR MOTOR ABILITY TESTS
FOR COLLEGE WOMEN

Basketball Will Broad 35stacle 25 T3.

 

Percantil e Throw Passes Jump Race Dash Perc en ti 1e
Rank (in.) (15 See.) (in.) (sec.) (sec.) Rank
100 73 14 87 18.1 2.4 100

95 59 13 78 20.0 2.7 95
90 53 12 75 20.6 2.8 90
85 50 73 21.0 2.9 85
80 47 71 21.2 80
75 46 69 21.5 75
7O 44 67 21.8 3.0 70
65 43 11 66 22.1 65
60 42 65 22.3 60
55 41 64 22.6 55
5O 4O 63 23.1 3.1 50
45 39 61 23.3 45
4O 38 10 60 23.6 3.2 40
35 37 59 24.0 35
3O 36 58 24.3 3.3 30
25 34 57 24.8 25
2O 32 9 56 25.2 3.4 20
15 3O 55 25.8 3.5 15
10 28 8 53 26.5 3.6 10
5 25 7 50 27.3 3.7 5
O 21 6 40 29.5 4.4 O

 

35

TABLE IV

PERCENTILES FOR PHYSICAL FITNESS TESTS
FOR COLLEGE HOMER

 

 

Spinal Deep Chair Standing

Back Right Left Sit
Extension Push Pull Knee Step Flexion

'centile Stren th Grip Grip Up
(1b.)(1b. (30 sec.)

 

tank (15. (in. ) (11:. )(1b. )(30sec) (1min){in.)
100 320 110 105 26 21 75 85 32 7o 11. o
95 25s 93 89 23 17 58 73 29 63 s. o
90 242 94 so 16 55 66 27 so 4. o
85 234 91 79 21 51 62 26 57 5. 2
so 225 as 77 20 15 4s 59 25 55 2.. 7
75 220 95 75 4s 56 53 2. 2
70 214 so 74 19 14 55 24 52 2. o
65 209 81 73 44 54 50
60 204 79 72 18 4s 52 23 49 1, 5
55 zoo 77 71 42 51 47
50 195 75 69 13 41 50 22 46 1. 5
45 190 73 68 17 4o 49 45
40 194 71 67 12 39 47 21 44 1.0
35 180 69 66 37 46 42 . 5
so 174 66 64 16 w 36 45 20 41 . 2
25 17c 66 62 15 11 55 44 39 o
20 162 64 so 14 33 45 19 37 -. 5
15 156 62 59 13 10 51 41 18 34 -1 . 7
LG 143 so 55 12 9 ’ 28 . 39 17 31 -2. 2
5 134 53 51 9 s 25 36 15 27 -3. 5
0 so 49 39 o s 20 21 6 14 -10.

.‘ v —".w‘--

36

TABLE V

PERCENTILES FOR ATTITUDE TEST AND ANTHROPOHETRIC MEASURES
FOR COLLEGE WOMEN

 

 

Chest Iliac Hip Ankle wrist
Percentile Attitude Width lidth Width Girth Girth Percentile

 

Rank (in. ) (in. ) (in. ) (in. ) (in. ) Rank
100 188 11.8 13.3 14.6 9.7 6.8 100
95 162 10.5 12.0 13.6 8.9 6.2 95
90 179 10.3 11.9 15.4 8.6 6.1 90
95 174 10.2 11.6 13.2 8.5 65
80 172 10.1 11.5 15.1 8.4 6.0 80
75 169 10.0 11.3 15.0 8.3 5.9 75
70 167 9.9 8.2 70
65 164 11.2 12.9 65
60 163 9.6 11.1 12.7 5.6 60
55 160 9.7 11.0 6.1 55
50 154 9.6 10.9 12.6 6.0 5.7 50
45 153 12.5 6.0 45
40 152 9.5 10.9 12.4 7.9 40
35 149 9.4 10.7 12.3 5.6 35
30 146 9.3 10.6 12.2 7.8 5.5 30
35 142 9.2 12.1 7.7 5.5 25
30 137 9.1 10.5 12.0 7.6 20
15 132 9.0 10.3 11. 7.5 5.4 15
10 126 6.7 10.2 11.7 7.4 10
5 116 8.6 10.0 11.5 7.2 5.5 5
0 97 7.7 6.9 10.7 5.6 4.9 o

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summuyy
The purpose Of this study was to establish stand-

ards on physical fitness, motor ability, attitude, and
anthrOpometric measures for the women enrolled in physical

education instructional courses at Michigan State Univer-

sity.
The data for these standards were collected from

a random sample of 200 women selected from the instruction-

al courses.
The tests were administered by the faculty members

in the Department of Physical Education at Michigan State

University. A total of 15 measurements were taken on the

subjects.
T—scales and percentile scales were computed for

each of the performance tests, and percentiles were only

calculated for attitude and anthrOpometric measures.

Conclusi ons and Recommendations.

The excellent cooperation given by the subjects,
and the many inquiries concerning the results would seem
to indicate a tremendous interest on the part of college

women in (1) their physical status, (2) their physical

38

potential, and (3) objective measures and evaluation.

It is felt that there is need for further investi-
gation in the develcpment of more valid and reliable mea-
sures of physical performance.

The tests in this study employing the best of
three measurements yielded the highest objectivity co-
efficients, and thus would seem to be the best method Of

test administration for future studies.

BI BLI OGRAPHY

 

39

BIBLIOGRAPHY
A. Books

Bovard, John F., Frederick W. Cozens, and E. Patricia
Hagman, Tests and Measurements in Ph sical Educa-
tion, Philadelphia, W. B. Saunders Company, 1949.

Clarke, R. Harrison, upplication of Measurement to

Health & Physical Educution, New York Prentice-
Hall, Inc., 1953.

Hunsicker, Paul A. and Henry J. Montoya, uuulied Tests

and Measurements in Physical Education, New York,
Prentice-Ha11,Inc., 1953.

McCloy, Charles Harold, Tests and Measurements in Health

and Physical Education, New York, F. S. Crofts &
ompany, 1946.

Scott, M. Gladys and Esther French, Evaluation in

Physical Education, St. Louis, C. V. Mosby CO.,
1950, pp. 1 4- s

B. Periodicals

Bell, Margaret, C. Etta Walters and Staff, ”Attitudes of
lbmen at the University of Michigan Toward Physical

Education", Research Quarterly, fig, December, 1953.

Broer, Marion R. , ”Evaluation of a Basic Skills Curricu-
lum for Women Students of Low Motor Ability at the

university of Hashington', Research Quarterly, 26
March, 1955.

Broer, Marion K. , Katherine S. Fox, and Eunice Way,
”Attitude of University of lashington Wbmen Students

Toward Physical Activity", Research Quarter1y, 2
Dec ember, 1955.

4O

ESpenchads, Anna, “Report of the Test Committee of the
Western Society of Departments of Physical Educap
tion for Wbmen in Colleges and universities',
Rusearch Quarterly, lg, December 1943.

Howland, Ivalclare Sprow, ”The Application of Testing to
Determine the Physical Fitness of College WOmen”

Research Quarterly,,z, May 1936.

Michigan State Medical Society, Geriatrics Committee,
“Preventive Geriatrics“, The Journal of the Mich-
igan State Medical Society, 19, May 1957.

Mohr, Dorothy, “Measured Effects Of Physical Education
Activities on Certain Aspects Of the Physical

Fitness of College Wbmen', Research Quarterly,
15, December 1944.

Poley, Margaret, “A Study of the Postural Characteristics
of College WOmen as Related to Build”, Unpublished
Ph.D. dissertation, University Of Iowa, 1948.

Scott, Gladys M., ”The Assessment of Motor Ability Of

College WOmen', Research Quarterly, yu, October
1939

Scott, M. Gladys, “Motor Ability Tests for College
WOmen', Research Quurterly, 13, December 1943.

Scott, M. Gladys, Margaret Mordy, and Marjorie Wilson,
"Validation of a Mass-Type Physical Fitness Test

with Tests of Wbrk Capacity", Research Quarterly,
1Q, May, 1945.

Scott, M. Gladys, and Marjorie Wilson, “Physical Efficiency

Tests for College WOmen', Research Quarterly, 12,
1948.

Scott, M. Gladys and Helen Matthews, ”A Study of Fatigue
Effects Induced by an Efficiency Test for College

Women", Research Quarterly, fig, May 1949.

‘Wear, Carlos 1., “The Evaluation of Attitude Towards
Physical Education as an Activity Course", Research

Quarterly, fifi, March 1951

‘Wilson, Marjorie, "A Study of Arm and Shoulder Girdle
Strength of College Women in Selected Tests“,

Research Quarterly, lg, October 1944.

41

C. Government Publications

U. 8. Office of Education, Physical Fitness for
Students in College es and universities, washington D. —C.,
Superintendent of Documents, U. S. Government Printing
Office, 1943, p. 61.

APPEN DI X

TABLE VI
TEST MEANS AND STANDARD DEVIATIONS

 

 

 

 

Standard

Test Magus; Deviation
Standing Flexion 12.39 2.4
Push 40.5 10.60
Pull 50. 10.25
Chair Stepping 45.5 10.05
Broad Jump 63.52 7.72
Sit-Ups 17.12 3.86
Deep Knee 22.4 4.18
Back Strength 195.2 47.0
Spinal Extension 13.0 2.54
Wall Pass 10. 1.37
20 Yard Dash 3.0 .28
Basketball Throw 39.8 9.90
Left Grip 68.8 11.40
Right Chip 75.3 12.60
Obstacle Race 23.2 2.34
Attitude 139.82 18.69
Wrist Girth 5.72
Ankle Girth 8.07
Hip Width 12.62
Iliac Width 10.97
Chest Width 9.64
Weight 126.56
Height 64.14

43

PHYSICAL EDUCATION INVENTORY

NAME
Student No.

College (Major)

 

P.E. ACTIVITIES TAKEN IN

Activity

 

 

 

 

 

 

SERIES I

Standing Flexion
Spinal Extension
Obstacle Race

 

Broad Jump

 

Grip Strength

 

Push-Pull

 

Back Strength
Sit~Ups
Deep Knee Bend
Menstruation at
Present

 

TEST NO.
BIRTHDATE

 

COLLEGE: AEEHROPOMETRIC MEASURES
22.9.42 Height
Weight__
Chest Width
I liac Width
Hip Width
Ankle Girth

wrist Girth

Posture Picture

 

 

 

 

 

 

 

 

gum:

Basketball Throw
20 Yard Dash
Wall Pass
Chair Stepping
Attitude Inventory
Activity Inventory
Menstruation at Present_u

 

44

OBST CLE R OE TEST

6. Subject starts in a back lying position on the floor
with the heels at line A in the diagram. On the
signal, “Ready, Go“, she gets up and starts running
toward J, stepping with both feet on each of the 3
spots on the floor, runs twice around J without touch-
ing the pole, turns toward D, crawls or rolls under
the cross bar, gets up on the other side, runs to
line C, back to B, and continues running between B
and C until she comes to C for the third time. Score
is the number of seconds required to run the course.

(5 ' 3""

 
   
 

I

    
 
    

J'

 
   
 

R In
grecuuti one:

1. Care must be taken that the subject steps with both
feet on the required squares, and runs twice around

J without touching the pole.

Assistant Duties:

Record scores on the subject's score cards.

Sumes ti ons for Instructor:

Next girl starts as soon as one ahead finishes circl-
ing J. Each successive runner should lie down as

soon as girl ahead is up.

3

b- Judging

1. Denonstrate what is meant by stepping with both
feet on each square. Do not call runner back if
the toe or heel extends outside the square.

2. Judge performance on whether stride is adjusted
to contact the square and whether there is trans-

fer of weight from one foot to the other while
in the square.

(Equipment: 2 StOp Watches)

45

CHAIR STEPPING TEST

6. Subject starts with one foot on the chair (bench) and
the right hand in partner's. Maintain hand position

throughout the test.

On signal, Ready 60!, rise to an erect position on the
chair. The supporting knee must be straight, the
other foot may be off the chair.

She then immediately steps down to the floor with the
Continue as

0.
same foot that started on the floor.
rapidly as possible until the final whistle (or signal).

(1. The score is the total number of correct movements
(up and down) performed in one minute. (Number of

times knees extended).

Precautions:
Be sure chair is stable (held by someone).

1.

2. .Be sure hand (right hand) is held for balance through-
out the test.

3. Be sure supporting leg is straight on chair.

4. Be sure subject knows how to alternate legs - other-
wise fatigue sets in too fast during the one minute.

Every 15 seconds the subject should shift legs. This

should be done while both feet are on the chair.

Assistant:

1. Counts the movements (up and down) and may support
subject.

2. Records the score . .

Subjects:

1. Use one to hold chair steady.

Suggestions :

Instructor gives signal to start and to stop.

The timing doesnot begin until 2 seconds after the subject
starts.. .Let the subject extend knee once and at this time

the instructor must give signal for assistant to start
Subject has 62 seconds. Two

counting the movements.

seconds to get going and then actual time begins. for count-

ing the movements. THREE SIGNALS: Ready go; subject
Signal: Start watch and count as soon as knee

begins;
extended; Signal: Stop.
Bench or Chair - Step Watch)

on test card.

(Equipment:

46

SIT—UP TEST

a. Subject assumes a back-lying position on a mat, with
knees bent just enough to allow the feet to be flat
on the mat.

b. Partner holds feet in position after they are Draper-
1y placed.

c. Subject's hands are placed on her shoulders with
elbows pointing upwards.

d. On signal “Ready, Go“ the subject curls trunk up un-
til her elbows touch her knees, then immediately un-
curls back to starting position -- but without lower-
ing head to pat. The hands must remain on shoulders
throughout the test.

s. The score is the number of correct sit-ups performed
in thirty seconds. (up and down) -- one sit—up
movement.

Precautions:

1. Hands must be kept on shoulders throughout the test.

2. subject's partner must hold the feet firmly.

3. Head never touches again during the test - just the
back.

Assistant Duties:

Count the number of correct sit-ups performed in the

alloted time.

Record the score on the subject's score card.

If a partner is not available, the assistant may hold
the subject's feet and count the movements.

(Equipment: Step Watch - Mat)

a.

47

STANDING HIP AND TRUNK FLEXION

Subject stands on the bench with feet touching both
sides of the stick and toes pointing straight ahead
and even with the edge of the bench to which the
yardstick is fastened.

subject bends forward slowly and evenly, and, with
hands together and fingers extended reaches down the
stick as far as possible without bouncing. (Three
warm-up bobs may be taken before the measurement is
recorded.) Record fourth bob.

The score is the lowest point at which the subject
can hold her position for 2-3 seconds. The score
may be positive (below) or negative (above), and is
recorded to the closest quarter-inch.

Precautions:

1.

2.

3.

Subject's knees must be kgpt straight throughout the
test.

Administrator must take care that subject does not
bounce down but rather holds her position.

Be sure your eyes are on level with the reach.

Assistant Duties:

Ready to give support if performer loses balance.
Record the subject's score on her score card.
Be sure and record plus or minus with each measurement.

(Equipment: Bench)

48

BASKETBALL THROW TEST

a. Subject starts anywhere she wishes behind the throw—
ing line. She must not step on or across the line
when throwing.

b. The throw may be made in any manner. Three attempts
are given.

cu. The score is the distance from the throwing line to
the spot where the ball touches the floor. The
‘best of the three trials recorded on the girls card,
is used.

Precautions:

1. Be sure to record all three trials.

2. Care must be taken that the subject throwing does
not step gn.or across the line.

3. It is essential that careful observance be given to
the exact spot where ball touches the floor if the
measurement is to be accurate.

4. Explain carefully - but do not demonstrate.

5. Answer questions - except those on throwing techp
nique.

6.

Instructor - stand down the floor after explaining
procedure.

Assistant Duties:

latch the subject to see that she does not step on the

throwing line or across it.

Record the score on the

subject's score card as it is given by the instructor.

8..

d.

49

BACK STRENGTH TEST

Subject stands on platform with legs straight and
feet straddling the dynamometer. Pointers are set
at zero.

Adjust the chain attachment in such a way that when
the subject is grasping the bar with her legs straight,
the angle at the hip joint is approximately 150 degrees.

Using a mixed grip, (one hand over, one hand under),
the subject pulls smoothly straight upward with as
much force as possible and without falling back-
wards.

Score is recorded to the closest point.

Precautions:

1.

Strict attention must be given to the angle at the
hip joint (150 degrees) since variability may re-
sult if the angle is not corrected.

Pointers must be set at zero before each trial.

Administrator must guard against jerky pulls by the
subject.

Assistant Duties:

Record score on subject's card as it is given by
administrator.

a.

50

TWENTY YARD DASH

Subject starts 5 yards behind the starting line and
runs at full speed across the 20 yard line.

A starter stands even with the starting line and

drops a white cloth as subject crosses the starting
line.

A timer stands even with the finish line, starts the
stop watch as the white cloth falls and stOps it as

the subject crosses the finish line.

The score is the number of seconds recorded to the
nearest tenth of a second.

W:

1.

Starter must drop cloth at the instgnt the girl
crosses the line and do each girl exactly the same
if the measurement is to be accurate.

Timer must start the step watch just at the instant
the cloth is drapped by the starter.

Assistant Duties:

Record score as it is given by timer.

51

STANDING BROAD JUMP

a. Subject stands on the beat board, toes curled over
the edge, and jumps forward on the mat as far as
possible. The take—off is with both feet simul-
taneously.

b. The distance jumped is measured from the beat board

to the heel- (or other part of body in case balance
is lost) nearest the beat board.

c. Score is the best jump of three trials, recorded
to the closest inch.

Erecgptions:
1. Subject must take off with both feet.

2. Mat must be tight against beat board before each
jump.

Assistant Duties:

Record score as given by instructor.

(Equipment: Beat Board - Hat)

52

SPINAL EXTENSION

a. Subject lies on mat in a prone position, legs together,
and hands interlaced behind head. Partner holds
thighs.

b. Subject then raises head and shoulders from the
floor by arching the upper back; legs and feet re-
main on the floor and lower corner of the ribs must
also be kept on the floor.

c. The score is the distance from the suprasternal
notch (top of the sternum) to the floor, recorded
to the closest quarter-inch.

Precautions:

1. Subject's thighs must be held firmly by partner.

2. Administrator must make measurement rapidly to obtain

best score.

Assistant Duties:

Record score as given by administrator.

(Equipment: String - yard stick)

53

DEEP KNEE BEND TEST

a. Subject stands erect with one foot slightly ahead of
the other. The heel of the forward foot is about
opposite the toes of the back foot. Arms are bent
with the elbows close to the sides (in thrust position).
Buttock touches heel.

b. On a signal ”Ready, Go“, subject squats down and,
simultaneously extends both arms forward at shoulder
height to help maintain balance.

0. Return to erect position and repeat as rapidly as
possible. Foot position may be reversed or alter-
nated at will. .

d. Score is the number of times knees are extended in
thirty seconds.

Precautions:

1. Administrator should be sure that the subject's
knees are fully bent when in squat position.

2. Knees fully extended.

Suggestions:
1. Arms may be kept on hips.

2. If subject loses balance but regains balance with-
out pause she may continue -- otherwise step the test.

3. No rest allowed.
Assistant Duties:

Counts the number of times knees extended in the alloted
‘time. Records the subject's score on her score card.

(Equipment: Step Watch — Mat)

54

"ALL PASS TEST

a. Subject stands facing the wall, behind the restrain-
ing line which is 9 feet from the wall, and throws
into area eight feet square.

b. On signal “Rhady, Go', the subject throws the ball F‘
against the wall, catches it, and repeats the act as a
rapidly as possible. This continues until the timer ,
steps the action. i"“

c. Any type of throw and catch may be used, but the per- L
former must stay behind the line at all times. .

d. The score is the number of hits on the wall by the ._.;
ball completed in 15 seconds. e

e. Give two trials. Run a group through and then re-
peat. Record both on test card.

Precgptions:

1. subject must remain behind restraining line at all
times.

Suggestions:

1. A.p1ayer who steps across the line slightly should
be called back. If the feet are in position for next
throw, error is not considered. If fouls are con-
tinuous, entire test must be repeated.

2. Allow each person time for 3 or 4 practice throws
before taking test.

03
e

If ball drape between the wall and the line, player
can cross the line to recover the ball. Next throw
must be made from behind the line.

Assistant Duties:

watch subject so that she stays behind the restraining
Iline. Record score on subject's score card as it is given
'by the instructor. Any interference, second trial should
given- If in doubt, repeat test.

(Equipment: stop watch - Basketball)

“£13.; .

 

55

GRIP STREBGTR TEST‘
Subject places dynamometer in the palm of hand with
the dial toward the palm and set at zero.
Subject grips as tightly as possible while standing
on both feet, with the entire arm away from the body
and without touching any object with either hand or
arm.
Score is recorded to the clesest pound.
Repeat with opposite hand.
Two times each hand.
Record both on card.
Label R—right and L—left.

Star dominant hand.

JPrecautiens in Administeringthe Tegl:

1.

 

Administrator must be certain the dial of the dynamo-
meter is turned toward the pg;g_so that the pointer
will not be stopped by the subject's hand. The point-
er must be set at serg before each trial.

Since the grip dynamometer must also be inserted

into the push and pull attachment, it might be wise
to administer the grip test to 3 or 4 girls and then
insert the dynamometer into the push and pull attach-
ment and give the push and pull test to the same
girls. This procedure would be faster than insert-
ing the dynamometer for each individual girl. The
best procedure to follow will be determined by the
speed at which the girls come through for the test.

56

PUSH AND PULL TEST

Subject stands erect holding apparatus in front of
the chest with elbows raised to shoulder height and
lower arms parallel to the floor.

Subject then pushes the two handles toward each other
as hard as possible, keeping dynamometer free from
the chest.

Score is recorded to the closest pound and dial is
returned to zero.

In the same manner the subject then pulls the two
handles apart as hard as possible.

 

e. Score is again recorded to the closest pound. The
two scores are added together to get the subject's
total score.

Precautions:

1. The subject must be watched so that she does not

2.

3.

pull or push with a jerky movement, thus raising
her score. The push and pull must be a smooth
constant motion.

Dynamemeter must be kept free from body so that no
leverage is possible.

Dial must be turned to zero before each trial.

Assistant Duties:

Record the scores on the subject's card as it is read
off by the administrator.

Push score first - then.pull score.

57

Physical Education Inventory of Activities
Date

 

Directions: Check activities you have engaged in before
coming to college. If there are activities you have engaged
which are not listed add them at bottom of the list. Place
a mark in the preper column to show where you learned
this activity. Check your ability on a scale: l-very good;
2-geod; 3-some; 4-a little; 5—very little.

This is not a test, but simply a survey to determine PT
the extent of activities engaged in by girls before coming 5 }
to college. to are not interested in connecting any person .
with any paper - so please answer each statement as you
actually feel about it. i

g r. em.
Schoo School School Camp Heme Others Ability

Y

 

58

Physical Education Activities

Directions - Please read carefully: Below you will find
some statements about physical education. We would like to
know how you feel about each statement. Read each statement
carefully. On the answer sheet place an 'X' in the square
which is under the word (or words) which best expresses your
feeling about the statement. After reading a statement you
will know at once, in most cases, whether you like or dis-
like the statement. If you like, then decide whether to
place an '1' under 'very much' or "quite a bit". If you
“disliked", then decide whether to place "X"under'h.litte'
or “not at all“.

Statements

1. How important do you consider physical education activity
at the present time as part of your personal recreation
program?

2. How much of your leisure time do you devote to swimming,
bowling, golf, tennis, and other similar sports activities?

3. Tb what extent do you like to participate in sport
activities?

4. If you took physical education in high school as an
activity subject during school hours did you like it?

5. If you did not tgke phzsical education in high school do
you think you would.have liked it?

6.. Ihile in high school did you actually take part in any
athletic game or contest for your school against another
school?

7. If your high school had an intramural sports program,
did you take part in any of the sports?

8. If you took physical education in hi h school, did you
like your instructor (or instruction)?

$9. How many years did you participate in physical education
in high school.

10. Have you or are you actually taking part in the intra-
mural sports program at Michigan State University?

59

ANSWER SHEET

not at al
-

some . little
--

quite 8 bit
-

iuuortant

Ver

1.

 

Ver much

2.

 

 

not at all

 

a little
-

BOMB
_

quite a bit
-

 

Ver much

3.

diff.

liked it a

Liked it

4.

disliked it disliked very

ver much

 

 

 

No

Yes

 

No

Yes

7.

 

No

Yes

8.

 

DOUG

2 rs

€E%Ef

3

 

4 Ye

9.

Yes

10.

 

60

Physical Education Attitude Inventory

Qireotions - Please read carefullz: Below you will find
some statements about physical education. We would like to
know how you feel about each statement. You are asked to
consider physical education only from the standpoint of its
place as an activity course taught during a regular class
period. No reference is intended in any statement to in-
terscholastic or intramural activities. People differ
widely in the way they feel about each statement. There
are no right or wrong answers.

You have been provided with a separate answer sheet

for recording your reaction to each statement. (a) Read
each statement carefully, (b) go to the answer sheet and
(c) Opposite the number of the statement place an 'x‘ in
the square which is under the word (or words) which best
expresses your feeling about the statement. After reading
a statement you will know at once, in most cases, whether
you agree or disggree with the statement. If you aggee,
then decide whether to place an 'x' under “agree“ or
"strongly agree“. If you disagree, then decide whether
to place the 'x' under "disagree or "strongly disagree“.
In case you are undecided (or neutral) concerning your
feeling about the statement, then place an 'x' under “un-
decided“. Try to avoid placing an “x” under "undecided“
in very many instances.

Whenever possible, let your own personal experience

determine your answer. Work rapidly, do not spend much

time on any statement. This is not a test, but is simply a
survey to determine how people feel about physical education.
Your answers will in no way affect your grade in any course.
In fact, we are not interested in connecting any person

with any paper - so please answer each statement as you

actually feel about it. Be sure to gnswgr everz statement.

Statements

Part I

1.

If for any reason a few subjects have to be drepped
from the school program, physical education should be
one of the subjects dropped.

Associations in physical education activities give
people a better understanding of each other.

Physical education activities provide no Opportunities
for learning to control the emotions.

Engaging in vigorous physical activity gets one interest-
ed in practicing good health habits.

Physical education is one of the more important subjects
in helping to establish and maintain desirable social
standards.

was: pen. 1....-. -..

11.

13.

13.

14.

15.

16.

17.

18.

19.

20.

21.

38.

61

The time spent in getting ready for an engaging in a
physical—education class could be more profitably spent
in other ways.

Vigorous physical activity works off harmful emotional
tensions.

A.person's body usually has all the strength it needs
without participation in physical education activities.

I would take physical education only if it were required.

Participation in physical education activities tends to
make one a more socially desirable person.

Participation in physical education makes no contribue
tion to the develcpment of poise.

Physical education in schools does not receive the em-
phasis that it should.

Because physical skills loom large in importance in
youth it is essential that a person be helped to ac-
quire and improve such skills.

Physical education classes are poor in Opportunities
for worthwhile social experiences.

Calisthenics taken regularly are good for one's general
health.

A person would be better off emotionally if he did not
participate in physical education.

Skill in active games or sports is not necessary for
leading the fullest kind of life.

It is possible to make physical education a valuable
subject by proper selection of activities.

Physical education does more hanm physicall than it
does good.

Developing a physical skill brings mental relaxation
and relief.

Associating with others in some physical education
activity is fun.

Physical education classes provide nothing which will
be of value outside of the class.

DD; '12.

I‘

33.

24.
25.

26.

2%.
28.
39.
30.
31.
33.

33.

\54.
\35.

36.

37.

\e.

62

Physical education classes provide situations for the
formation of attitudes which will make one a better
citizen.

There should not be over two one-hour periods per week
devoted to physical education in schools.

Physical education situations are among the poorest
for making friends.

Belonging to a group, for which Opportunity is provided
in team activities, is a desirable experience for a
person.

There is not enough value coming from physical education
to justify the time consumed.

Physical education is an important subject in helping
a person gain and maintain all-round good health.

Physical education skills make worthwhile contributions
to the enrichment of living.

Re definite beneficial results come from participation
in physical education activities.

People get all the physical exercise they need in just
taking care of their daily work.

Engaging in group physical education activities is
desirable for preper personality develcpment.

All who are physicalh' able will profit from an hour of
physical education each day.

Physical education activities tend to upset a person
emotionally.

Physical education makes a valuable contribution toward
building up an adequate reserve of strength and endur-
ance for everyday living.

For its contributions to mental and emotional well-
being physical education should be included in the pro-
gram of every school.

Physical education tears down sociability by encourag-
ing people to attempt to surpass each other in many of
the activities.

I would advise anyone who is physically able to take
physical education.

39.

40.

Part
1.

11.

63

Participation in physical education activities makes
for a more wholesome out-look on life.

As far as improving physical health is concerned a
physical education class is a waste of time.

II

College physical education programs ought to provide

as many class situations as possible for co-recreation-
a1 sports.

College intrapmural programs ought to provide activities
for co-recreational competition.

College physical education classes for teaching camping
skills and other out-door living skills ought to be in—
cluded in the curriculum.

Every college girl ought to be able to engage in at
least two or three physical education sport activities
with sufficient confidence to enjoy doing them with
men.

Every college girl ought to be able to swim with suf-
ficient confidence to enjoy swimming and to save a
life.

Every college girl ought to be able to dance with suf-
ficient confidence to enjoy dancing with men.

. Every college girl ought to have sufficient knowledge

to be an appreciative and intelligent spectator of
sports (varsity and professional).

Every college girl ought to have sufficient knowledge
to understand the need of continual activity throughout
her life and how to exercise to maintain her figure

and health.

Colleges which do not provide varsity competition de-
prive highly skilled girls of the Opportunity of making
use of their skills.

Intramural programs and occasional intramural tourna—
ments with other colleges meet the needs of college
girls interested in competition.

Under sound leadership and high standards a schedule
of varsity games should be included in the program for
college girls.

JV-.-

._el

64

April 5, 1957

Dear Mary:

YOU have been selected as one of 200 students to
assist the women's Physical Education Department in develcp-
ing a set of standards for a series of physical perfor-
mance tests. Some 200 girls have been chosen as represen-
tatives from the various P. E. courses offered, and you
are one of the girls selected to participate.

The tests will be administered by faculty members
and standards will be established from the results obtained.
These standards will be used as a basis for determing
physical performance of girls in P. E. courses in the
future, so it is essential that‘g;;_of you who are contact-
ed participate in the testing program if the results are
to be meaningful.

You will need gym shoes, and any shorts and shirt
you may wish to wear.

Your appointment has been scheduled for April
at _J on the second floor in the women's gmm.

If you have any questions concerning this matter, or
if for any reason it will be impossible for you to be there
at the time scheduled, please contact Dr. Weasel at her
office in the women's gym. You may see her personally or
phone her at 2956. If she isn't in leave your number with
the office secretary and she will contact you.

Your P. E. instructor this Spring term will notify
you of your selection.

We are pleased you have been chosen to take part in
this testing experiment. Thank you in advance for your co-
Operation and participation.

Cordially yours,

Dorothy Kerth, Chairman
Instructional Program for
WOmen

65

Dear lary:

Sincere thanks for participating in the Research Project
sponsored by the faculty.

It may not be possible to obtain the results until the
middle of June or the beginning of fall term, 1957. When
they are completed we shall announce them.

If you wish to see how you did on the physical perfor-
mance tests, we shall be most happy to discuss the results
with you.

Your OOOperation in this entire project was greatly
appreciated.

Cordially yours,

Dorothy Kerth

Chairman, Instructional
Program for women
Dx:et

May 6, 1957

 

Date Due

 

Demco-293

.

 

 

 

 

a.

Ll

 

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312