A SOIVEPARESON ’35: TEE F‘HYSSCAL FlTNfiSS AND SF‘QRTS 3&ng 0F c . gm”? E’E-‘EE’SECAL EQUCfiz‘E‘tQM MMGRS AND GE'HER MALE CGL‘LEGE STUDENTS “mm éo: film Segme- M M. A. 3.1.!C‘HACEAN S‘E‘A‘fi‘E UNEVERSSTY‘ Edwin M4: Lucas 195% *— {HRSIS ‘1'. ' ‘ I w .L A lib TR ' A COMPARISON OF THE PJYSICAL FITNESS-AND SPORTS SKILLS OF COILQGE PHYSICAL EDUCATION MAJORC AND C‘T’L’BR .‘x’Li‘lLE COLLEGE STUDENT L by Edwin McLucas Statement of the Problem The purpose of this stuiy is to determine the diff- erences in the physical fitness and sports skills of college physical education majors and other male college One bonfirei and feurteen students at Michigan State University served as subjects. Fifty-five freshman and sopnomore physical education majors were compared with a group of fifty-nine non—physical education majors. Physical fitness and Sports skills tests were administered to all of the subjects. The physical fitness .test was composed of five items selected from the emerican docation, and Recreation Youtn Fitness Test. These items were tne pull-UP. sit—up, . .5 LL .4 ”3 .Q U) 1 O {n pl; I shuttle—ran, too yard run/walk, and the sta. jump. The sports skills battery included the McDonald Soccer Test, Dyer Tennis Test, Borleske football throw, Brady Volleyball Test, and Johnson Basketball Test. w N 1 "I 'J) p . L) \Q The first resqlts were statistically anal t TEN Of the twelve test items used in the study were statistically sicnificant. Only the pull-up and soccer tests results were not sigaificant. 22:- iii? . w l. ”dye cal Cljcaiion majors po’ses; a slc'_ficantl “i “>r avel or lu\sica‘ fitness tnan other coll;gc StoIC‘fS. 2. Upper arm aefi saoulfler strengtn of the physical eiwcation major is slightly greater than that of otner college students but tnis difference is not si nificant. n") 3. Proficiency in sports activities are notably greater among pnysical eiucation majors than amono otner college stuflents. A Soccer is no activity in which the oiysical Alv If “'9' a 5541):?) eiccation major does not possess of skill. .".. .1... A CCMPARISON OF THE PHYSICAL FITNESS AND SPORTS SKILLS CF COILEWE PFWSICLTJ EDUCATION MAJC)RS ICED OTLIER MAKE COLLEGE STUDENTS Edwin McLucas Submittei to Michigan State University in partial fulfullment of the requirements for the degree of MASTER OF EDUCATION Department of Health, Physical Education, and Recreation 1962 fly/cl ‘ 4“ «ea-4pm; . .' I -:' “fit“... 12" AC ‘(NOE‘JTJE DQME NT The writer wishes to express his appreciation to members of the Physical Education Department whose efforts greatly aided the conduction of this study. Appreciation is also extended to the participants, witnout whom this experiment could rot be realized. {H P515 ix.- TA El] E3 pHc :. 3 CV. I. XTRODjCTION. . Sta Lenmzwt of t: 'J‘ojcctive of t: score of tile S Sic?) ific ar 0. Timita tio s of El U 1TB") 'Ii..’..’~"“ III. ."nELI‘Ii {ODOLOCY . . ,Dtlb]CCtS . . Tests Tsec? . Validity anfi Fe Testing Procelu Treatment of Da IL". .”'."I.i-.'.r"'SIS 21.533”) IRE.) YV. . 5 [ii Vt: kI“’ , R :J‘lt’): :ZE:\‘- 3’3: F3“ 102:1;r’ryzzy . . . . APPENDICES . O O r 0 CONTENTS Problem I int. :11 “1.4 K I 'r__.l Fl rt t A r..-) 01 \nTT‘~TIO Q CF COI‘TC LT." IC "5 Page ii *7 ‘ L0 L0 4‘) I.) 10 l2 l3 l4 .'\) \_Il '_"* .—.{ {7 ’ J O '13 1 ”‘1 :1» \23 {TJ Ox 1".IS[..“~'.I'S, STANDI’XRD DEX/'IZKTICW‘JS, t-VATL'ES, [1939 x110 T3831 LITIES . . O O O 0 O O U 0 H l l V -_ ~ Ar Figure ‘ v V4 I CC) "I 10. 11. LIST OF FIGURES Shuttle—run test times in seconds 553 yard ran/walk times in minutes Staneing broad—jgmp test scor-s in Volleyball test scores . . . . Tennis test scores . . . . . Soccer test scores . . . . . Football throw test scores in feet Basketball goal test scores . . Basketball aCCJracy test scores . Basketball dribble test scores . ‘L nches. . o o o O o O D . O O O O 16 16 16 16 l7 l7 17 i7 17 17 ‘ its... I/P. Appe nviix LIST OF REEF." NDICES A. DESCRIPTION OF TESTS . . . . . . . . r“. J U) PIEET . . . . . . . . . . . CC'RES OF PI‘IYSICZAL EDUCATION MAJORS . CORES CF LTOT‘J- ‘I—i‘i’SICAL EDUCATION MINORS JV .. enzyme. I l we; USCTIQN Many people in our present-day seeiety have an interest in physical fitness. In part, this interest was aroused by the deluge of newspaper and magazine articles which have been decrying the lack of fitness in our adult and youth population. Television and radio programs also have been devoted to various aspects of fitness. Thus, many people have come to realize the importance of physical actiVity in maintaining and promoting optimum health. Efforts in the field of fitness have waxed and weaned with the times. In general, there was a peak iriterest during war years and the usual drop-off following time cessation of hostilities. Present-day interest, however, is strikinglv high, especially in regard for youth fitness. Thies is epitomized by President Kennedy's convictions concxarning the fitness of our youth, and his establishing l F.) the . esi eat s Cc ncil on YOJtfi Fitness. Since most youths acoaire their knowledge of, and appre— ciation for fitness in the physical education classes of the scncels, it is here that physical education personnel can make the most essential and unique contriaution. Physical fitness is one of the major objectives for physical education. ’ _f A seCOnd major objective of physical education is recreation- al competency—skills for the worthy use of leisure time. //// It is because of these facts, that this study was conducted. If the instructors of physical education are to give ade— quate assistance to the stujents in the accomplishment of the objectives mentioned, it is important that they command a DJ (~64 m :1 (p i...‘ FJ (D < sport" skills. For in essence, these are the people tl.at vu ll guide the youths of the country in the fields of ph3sical cadacation and athletics. These are also the people that liave chosen physical education as their field of endeavor. Innong ocner deSirable characteristics, physical educators “John F. Kennedy's State nt on Health and Physical Fitnaess,“ Journal of Health P.3s1cal Education, and Recnceation, XXXII (Janiary, l9tl), p. 4. 2 Carl E. Willgcose, Evaluation in Health Education EH5 Phys cal Education W ew Yorx: Mcfiraw-Hill Co. Inc. 1 ’ 1 ) y p a I“? u 3' Tlii‘g el of fitness, and possess some proficiency in the 4' hi as i 5 .5 -i.l‘h b. ’a _,___.. Flfi should be physically fit, and proficient in sports skills. Thompson, at the State University of Iowa, in a study conducted to determine the factors which cause andergraduate men majoring in physical education to succeed or fail in their work, used several criteria including motor educability tests.4 However, there were '— insuffiCient date available for valid comparison.3 Statement of the Problem The problem is a comparison of the physical fitness and Sports skills of male college physical education majors, with other male college students. Objective of the Study I It is the author's conviction that the physical eedzcation major should be phySically fit, and possess gnome proficiency in the sports skills, because such (yialities are important in his profession. The writer aljso presaaes that the physical education major has a John C. Thompson, ”An Analysis of the Factors Affencting the Achievement of Undergraduate Men Majoring in 19hysical Education at the State University of Iowa," m1A ;;e £2esearch Quarterly, XXIII (December, 1352), pp. 417— h. w— 447. a P... S t P. C L S a ,.. .i C W i S e a. “h S .... .3 a” i. r .n A: i. A a.” Au 0 H... .. m. f C .4 w. l. I a. 5 .J l O 3 1. I m .. 3 I t 3 2.. t S 3 _: C C H S Y C r :7. _ . _ O 8 i E .2 as l E w C _ U C .... c. t .u C . . r. ‘o. «a L_ \oA N.“ no re. . i at .q. .i S 3 .a bi. .. C a . a. C .3 i t S 3 .2 i . e S a. . .. .. . t S S .2 L ._ .2 .. . t l e e . h. ‘2 i a t ..... e . c. t . . c. .p. ac go rt .pu w.. E S : . L Cr C t . S E ”a S i 1. l i . ... “a. no. ._. v.. be .i an cs .. _. is E S a” .. i r ... .H a“ s . Ci t .r\. e .4 e. no I. e v. no i v 1. I O T. e a O c. i .x; f E C e .1 .3. t _ .i .1” 3 f .L C .1 I. .a .: .f r; 1 "m "J a C F. 5v we. \L my «U If .HL. YL Cw .; ... 1.. .a C .3 . I h... E .. T g. 5 an as t C .C e C r C 3 a a n. .2 1i 3 G . . .,. t 1. 2. d C a Y .2 f a a. . J C m“ w. 44 l. W c. 2 i S i 1 h w 5 c. O f l. r .L a u. D. e C . . . E .. 2 t S a. a. l .T. S T. 3 0 la 5 .e ,u C. k t a i r. h a C T. l S O 9 l. a a. .t .l .c i E .r... .3 k. C . 2 S .3 L i 5 co n S .. . c. t 2 A: b C a ~ . S .. . w . a 51. r .2. S r O t . a O O P. a L C i we .. c. s as V. mi t 3 c. a. S f p. i .3 Q .a an a. a. C .A A“ C. A C .5 .. A... 1.3 .J 3 a. T Q. i t- a” .. -a a. . C C .u u S t a m S X C E C t LE) OfS ‘ A J C a. i c ma tests oata t q yn e t u . . ‘x. 'on .L ? . L “'3 ‘5‘.- M‘, .- i .1838 C L :cat ‘ 4 -. O ‘ ties. made - , ‘ ysical e il 1‘: s ab g $ A I" e was ever 1‘. r A ".1621 \y u )6 1785;. new For t. e red I: J L I no use “:‘ziHLSL 10 A »"ation. all incomi? as ‘Wus dict" late? I“ is noted that the findi“es stoig can on of valde to tne ”hVSical Ed-cation undergraduate physical education major program, to eliminate any shortcomings that may be eviden 4 Of t 11. Depart in the in 0rd t. .LH U) the oetter phySical educator should possess a combination of fitness, knowledme, and skills. .— Limitations of the Studv 1. To test the phySical fitness and sports 1 \ N o; the individuais tne investigator nai to assnme f the batteries used were valid criteria. 2- Individial achievement on the batteries affected by individual motivation. Personal pride test, while others did not attem¢t to exceed a 1. limit. ,A ( {1! normal .rompted many subjects to give a maXimum effort on each [rind] RELATED LITERATURE This study was conductei to determine if there are Significant differences between the physical fitness and sports skills of male college physical education majors an: other male college stedents. Surprisingly erOIgn, \er; few stilies have been condncted along these lines. r,-O- The balk of the research has been con: rned with :he I'D \ e es and othey Fa (“l p differEJCCS between college varSity atn " v —_ v ' l v N v ‘ .- V 1 ' students that were non—atnietes. ihe Lurpose of heekley's study was to show the similarities and difgirencss between Anderorafitate men r. enrolled in the School of Pnysical Edicaiion and Ltnletics I with those in tne Collece of Arts and Soi=nces an,'1 the ’ —cv‘§ H *3 )3-‘ College of Engineering and Mechanic Arts. factors uoasared were: (i; socic-economic states, {2) recreation— ‘nterests, (3) health status, and (4) scores on the ~— r -. 3w .. 1‘ . , .- _- .,- -__ . .. - . .,- darold J weeniey, 'n ComparatLXe btudy of once — ' ’ ' _l ‘ .- ‘.. . A " ',\ ‘1 “- -‘ ‘ '\ rV ‘> Y‘.‘ v 'Q " h ‘ ‘ I'I ' - I " _ rx-ute hen LdJCl and h0fl‘MdJ0r: in :nysical Edicaticn with Respect to Certain Characteristics,” The Research ¥~;_;£'\ 11 (March, l,4 L L&- 72-73 h 6164511: L‘E‘l )H‘IWV. rro ran for Men.2 heexley concieded from the resu ii) the physical education major at West Virginia r -economic 1 eve l L, F). Jnivsrsity asoally comes from a lower soc .*=nts, (7) he chooses a more strenuous ) he is much heavier, ’“N Ln) tyre of recreational activity, and ’4) he ranks sliqhtly higher in phySical fitness.3 It was recommended by Weekley that a Similar study be conflicted within tne next five years to see if the V same conditions would prevail.4 However, as far as the \ author can ascertain, there have been no pertinent studies which have inclddel an evalnation of the physical fitness of physical eddcation majors. Slater-Hammel, at Indiana University, collected evidence on the extent to which the “eynolds Balance Test roups of varsity athletes, LC woild discriminate amone selected ghysioal edtcation majors, and liberal arts majors.J he concluded that: (l) varsity athletes performed 2 . Tb‘ ’1 3 :~ . 7 I.bL 0) t). /.)o 4 ,.. «Ii-11,30, * 0 7y. 5 If. m k“ ‘ T- 'Y‘\' 1 ”P '\ v “ r J: . ‘ ' —‘ ' \ .... siater—nammei, Jerformanee oi Se.ected bro-ps "c- r\7‘ ’V 1 ‘ x - '. r ‘ 1 ' ‘ "‘ . 'l oi le -oiltde stiaents on tne aeynOIG s Balanze lest, .L l_’.’ l\\ ‘>‘>‘I . .--- A__".' 71‘, 77‘ -_‘ _ ’f-r ‘ «4": ’HL- .__‘__- _':‘-__1( .AL i—l__,_‘.l(il'_t‘t"il Li" PXJuc VII (OL‘OVJQI , 1‘,)Lj) 145/- .3‘1‘!"JJ1. 94-h 1 significantly setter on the balance test than physical education majors, and liberal arts majors, and {2) phys- ical edacation majors perfo ormed Significantly better than liberal arts majors. Another study by Slater-Hammel was conducted to Q. (r. rmine the reaction time to a visual stimulus and to arm movement for selected greets of varSity athletes, physical education majors, music majors, and liberal arts majors-’ From the results of the investic gation, he concluded that the varsity athlete group had a significant- ly shorter reaction time in both tests, than either of J the other groups. Other Creep differences were not 7 . , . , ,, . . . A.1. blater—hammel, Comparison of Reaction-Time Measnres to a Visual Stinulus and Arm Movement,” ire Research aiarter ly, XXVI (December, luSd), pp. 47 O— 47 U Ibii., p. 475. 151d. M 'I'MW’ This stujy was condacted to determine the differences‘ in the physical fitnesa and sports skills of college physical education majors, and other male college students at Michigan State University. Physical fitness and sports skills tests scores for the two groups were comparefl. A combined total of fifty—five freshman and sophomore physical education majors were used in the stafly. The investigator attempted to secure data for all members of tnis group, however, seven majors were unable to participate in th stufly. Tne group of stadents that were not physical educa- tion majors consisted of sophomores that were enrolled in the instructional physical education classes. These students were randomly selected from the phySical educa- tion classes enrollment sheets Two hundred seventy- 919fl* Of tnese male sophomores were enrolled in the '1 7. . . mud, n ‘l:’. uni every fourth H“. rt- P U) \Q '3 O > *( nysical e.icatien classes . O stident was personally contacted in regarfl to participa— tion in the stuiy. Fifty—nine of these SOphomores bartiCipated in the study. A reView of the literature revealed numerous tests of physical fitness, including cardiovascular tests, ) measures of m scalar strength and endurance, as well as i. (D A a vari :y of motor performance tests. The literature also ccntainefl many valid and reliable tests of sports r—l ' r ..J m skills. tests selected for this study were chosen because they are, in the opinion of the writer, the best measures for the intenjefl pirpose. The thySical fitness test battery was composej of five selected items: standing broad Jump, pall—up. Sit-mp, shuttle-ran, anfi (to yarn run/walk. Each item is identical to the ones usefl in the American Association for health, PhySical Education, and Recreation Youth Fitness Test, and these tests were administered exactly in .. l accorflance to the manaal.* American Association for Health, Physical Education, and Recreation, Yauth Fitnes* Manual (Washing— ton, l 38}. _.__‘...¢.. To e a1 ate the sports sPills of the subjects the U) ator sale ted tests that measure tho a skills 0 e frequently used in physical edacation activities. L (‘1' fl) ’1 It has the investigator‘s intention to employ a well— emphasis on one area, or one actiVity. Co“ risin" the sports skills test battery was the McDonall Socc;r Test, ayer Tennis Test,3 Borleske football forward pass for distance, Brady Volleyball Test,3 and the Johnson Easketball Ability Test.” For the soccer test the 9 foot distance was used for the evaluating criterion of q soccer ability.” 2 Lloyd C. NcDonald, ”The Construction of a RiCKing Skill Tes: as an Index of General Soccer Ability” (unpublish— ed mast~r's thesis, Springfield College, lle). Joanna T. Dyer, ”Revision of Backboard Test of Tennis Ability,” The Researc Quarterly, IX (March, 1&38), pp. 25-25. 'l 7" Stanley E. Borleske, A Study of the Achieve— ent of College Men in Touch Football” (unpublished laste s thesis, UniverSity of California, 33;). D‘ 1 Cecrge F. Brady, “Preliminary Investigation of \Maileyba;l Playing Ability,” The Research Quarterly, XVI (March, 1945), pp. 14-15. t .. n. - ~ , ' . . L. William Johnson, Objective Test in Bassetoall for High School BoyS“ (unsubllshed MaSter'S th€SlS' StatE UniverSLty of Iowa, 1934)- \J McDonali, oo. cit., p. 25. __‘___-..._. {Pi ital Eacn stort skill was administered as quoted in tne literature. Tne only known deviation was in the condition of the equigment used 1. this stady. It was impossible for the investigator to secure all new equigment. How- ever, all equiomont used in the stady was of good condition Ralidity and Yeliability of the Tests Used NcDonald, using Varsity, Junior Varsity, and Fresh— men YarSity soccer players, obtained a correlation coefficient of .53 between the subjeCt's score at the nine foot distance with his ranking in the same combined group.d Dyer obtained a correlation of .92 between teSt scores and status in robin—robin tennis tournament “~fil \, fiay.“ The forward pass for distance was n -- ' ~ v< ‘ ‘r ‘, ‘I - ~ - - v“: V - ‘ 1vw-q r -. ‘.~~ A - L ed? i...i tnree iixna test M1dfifll,lflCLtAK}1 tne Ludlt for r ' -vi.-., fi,‘ ,n .y . -Cl_\- .-. 1 fl, ~ 1"" p 1 (.1, s .isiaict, ml» LL} -i : “Eflrm syrint. J soriesie s .1 batter' correlated .33 with the criterion.11 Brady report— N _) ‘. . L.C.l.l., p. 32. ’1 '1 ‘u - \ F‘ r ' N dyer, (M-. -it., i3- ‘ . 1".) Borleske, OH- cit; ,_.J 4 than: ix. t4 L.) - .. -‘, .- .... .. _. ,. .a1;.'3 . el a lLlLQJiliLy coo ficieat of .23, an} a \uLlwit} coefficient of .80 for his volleyball test.14 Employing biserial correlation for his basketball test, Johnson obtained a validity coefficient of .38: reliability '3, figured to be .83.1 Te 2% t l M Proced .1 re s )wing to tne variety of eqaipment and faCilities we 5 neciel to test t; ijJCtS on twelve different test . 4 . g . . it€m€,1 trained testers were ased to administer the tests Tach tester was individually trained. Tne investigator supervised tne testing sessions Individual test items were administered at a designated test area. The pull-up, sit—up, shuttle-run, standing broadjimg, volleyball, basketball goal, basketball accuracy, and basketball dribble test were administered on the floor of the gymnasium. Tennis and soccer tests were conducted in handball courts whicn were located in the basement of the gymnasium. For the €00 yard ran/walk ans the football throw the siajects were tested on a field adjacent to the gymrasium. (T *0 p—o \1 Brady, crz. ci DJ Jtfivuson, cma._cit., is. 21. 14 A brief description of the test items appear in the Apyendix L Etfcre being testc“, fach Subject checked in at tre ( information table locatefl on the gymnasidm floor. Here the subgeet was given a data sheet on whicn nis stuflent number was glaced, anfi it was also recordej whether or not he was a thysical concation major. The data sheet 3 Cd {*3 P 0 contained all of the necessary infer n involving the r; . - . - tests.1J Eacn SijGCt took his own data sheet to the testing stations. hith two exceptions, the testers and the testing stations were the same for both testing sessions. For ‘ ‘ V 'I f "V 4 '\ Via V 5 '° {3 — ‘ . ne WHnC-JL testing session union was coniactee in the evening, the 900 yard run/walk, and the football throw were conductei in the fieldnouse. The initial testing session was conducted on a Saturday morning. -reatnermzcéf Data To comrare the two groups the ”t“ test was comoutefl. A. L I - the .33 level was selectefi as the criterion of significance. lj . . . bee appendix. CJAPTEQ IV ANAIISIS AND IRS‘EWTATION OF DATA This investigation was condacted to determine the differen 0 es in the physical fitness and sports skills of thysical education majors anl other male college students. Fitness and skills tests were administered to a group of fifty—five freshman and sophomore physical edacation majors, anfi to a group of fifty—nine sophomores that were not {WQTLMNEI eiacatitxirnajors. A total of twelve test items comprised the physical COIES U‘. fitness and sports skills test batteries. Kean for the test items appear in Figures 1-12. Table I, on page l5, utilizes the accumulated data in showing the means and standard deviations for the test items, t value, and the probability that a difference this large or larger can be due to chance. The ficnras in Table I show that there are signifi— and sports skills (I) (Tant differences in the onySical fitnes V I '3 C Fa {NJ L r... {'3 Aducation majors an& other male college +J u In 1-5 Clear area==Hean of the thysical education major's scores Shaded area==fiean of tne non-physical education major's ll 13 C) / f (N, / .) tJ \\ \ ‘i\ \\1 ‘2 X- v Lu \ ‘ \ V \ \ “Kt N \l \‘b‘ \H \ \\ r. six 1 -X- H N‘ O C) i x \\ \\fi \\\ b—d f\ _\ K A t‘ \‘i \ ?;g_ i f 11—;f test scores Fig. 2 Sitélg test scores 13 120 "I ”-1 I / 4’ « r .I’ r :1 x 4 l 00 1:,» .« -7 '_ I ,—~ ’ _.‘ I L 'JU 4 Fix, ' _ O A 1, 4 DJ 1 r4 p—o ’- J C K...z__ H 33 1-4 G“ ' O p 1 ~ . 1 7O “ . /: '0’ z ‘1 (2L) . ' L; o e \ \L \l // J b -— (~\ .‘7 a . DJ I "/UM~HZUUG 1’3 csu1maiueja Hasfleoxmac -Uflwoxmmt n11 a.monflwvvfiwt: Hammiooe LEONDM.“ «J . - .. _ i. a . . . _ Iv .( ~ ; . ft a 9: .......Q4 T: mlcmoufl seaside? . r r . _ Q P . d 4.... ._'.LIulitions. [U 4 If posSible, testing of the physical education majors should include a wider variety of phySical fitness and sports skills tests. A comprehensive battery of tests should include swimming and tests of muscular strength. The Physical Education Department at Michigan tate University should continue its testing of the majors in the department. In the author's Opinion. it suild be adVisanle that completion of such tests be a requirement for all students entering the field of physical education, in order to appraise the abilities of the students and to shape tne undergraduate program to meet their needs. BI ELI OGRAPHY l I w o R' In American Association for Health, Physical Education, and LI Recreation. Yo *h Fitness Test Manual. Washington: The Association, 1958. Killgoose, Carl E. Evaliation in Rea l+h Ecl: cat ion and Brady, "quin -J Physical Education. ‘Jew York: MSrc( —Hill Book Co., Inc.. 1361. George F. Preliminary Investigations of Volleyball Play'ng Ability,” The Research Quarterly, XVI (March, 1 45), pp. 14-18. Joanna T. “ReviSion of Backboard Test of T eniis ty ” The Research Quarterly, IX (March, 1938), F' Kennedy 5 Statem nt on Health and Physical Fit— ness, {Qurnal Of ”:31thi thsica Education and T) .A - - '- _ ~rxr‘/~- - h ,_ _ .1 secret- wjfi, Anni Llahuaiyu l,ol), 13 e. (‘u i _ “ ‘ H " - __‘ n .. > ‘ \ c Y ' . 1‘ .' .._,1 u - ‘ ‘5 “ - ‘ estater—darmel fall i:xmng;r1s01s er deac,i01-Lime measuias - f —\ w-‘ A j I. ". 'I ‘ ~- 't m1 V 1-"1" to a Vis.at 5:1.1u and Arm Movement, inc RCSGJILH r ,. 1 . ‘-/"Y’ '2"" my. "‘--“x I“, guarter y, h;»I (De fiber, 1%33), Efi 4/o- I». ater—Hammel, A.T. “Performance of Selected Mro ps of ‘0 male College Students on the Reynold‘s Balance Test,” The Research Q:ar-erly, XXVII (Octoher. lJSG). q - pi. 341—331 “An Analysis of the F ctors Affecting ment of anergraduate Men Majoring in ucation at the State Iniversity of Iowa,” h aarterl“ XXIII (December, 1232), Tlioni scri, \Joiui I. ‘ f‘ \JOLLfD heckle3g {harold J. ”glCLmlzaratlflL‘ Study of’lhuharrraduate U3 Men Majors and Hon—Kajors 'n Physical Edication ” -cteristics,” The c i with Respect to Certain tha r Research swarterly, XI (M3 1340), 393 op. 72-73. L. Borlesf::, Stanley E. ”A Study of the Achievement of College Men in Touch Football,” Unpublished Master'C thesis, University of California, li30. Johnson, V. -i111am.”0bjective Test in Basketball for Hi"1 School Boys.‘ Vnpublished Master's thesis, State University or? Iowa, 1934. r'cD nail-i, Lloyd C. "The Construction of a Kicking Skill Test as an Index of General Soccer Ability,” isnei Master's thesis, Springfield COilege, 1931. Pt I. xii”. APPENDICES LPE’E‘IDIX asses ILTION OF TESTS ERIE—3L: After ass ming the hanging positiOh the subject raises his body by his arms until the chin can be placed over the bar. The bodv is then lowered to a full hang as in the st a:_in1 position. This is repeated as many times as l 'Ihere must not be any swinging or snapping VOsiijii’J e ‘ ,. .. .. _‘. ., l moxomc— ts daring tn3 test. ,IT-UP: The subject lies flat on a mat With the legs —— —-————.-— straight and the feet about 2 feet apart. The hands are placed on the back of the neck with fingertips caching or fingers c asped. Elbows are flat on tte mat. A part— ner holds the ankles, keeping the heels in contact With the mat at all times. when ready, the subject sits up teaching the left elbow to the right knee . This is repeatea, alternating sijes. 'atli complete si t—up counts one pOint. Tne maXimum limit is 100. :Q feet apart. Two blocks of wood are place behind one of the lines. The subjects starts from behind the other .ine. On the signal, the s bject rins to the blocks, picks one up, ran back to the starting line and places the block behind tne IJIMD; he then runs kxnfl< and picks ug>tflv3 second block \vnich he carries across the starting line. Time is record— esd to the he {zrest te1 h of a second. §H”TT'E—PUN: Two parallel lines are marked on the floor J lug; tho RCXJWALK: From the startin point and on the Si’gnal the subject starts running the COO yard distance. -lie running may be interspersec with perioas of walking, It the object is to cover the distance in the shortest EwOS’siole ti“ . Time is reco rled to the nearest second. 28 'l‘I-f‘u‘ o‘,1— 7‘ "‘1‘ lonj-xw 7a v‘yfv- ' - _ _ . 1:1 ...‘ _!' -. r: _ 5.; L:).‘1‘.) ’ ..'I J .'.-‘."\"..‘J.‘¢A_/""L 1 :-1L): THC Sblbject Stankis h’Lt-I'l ta1ig Leet SQ‘JC 1’51 incnes apart ana with the toes just back of the es on the floor. The tak e— —off is made from to“? feet and the subject jamps forward as far as possible, landin: on both feet. Measurement of the jump is made rest imprint iade by the jumper in lanjing to int. The iista nce is recorce ed to the nearest inch. V0173 'ELflL: On a wall ll% feet above the floor a S-foot— long he riz ntal line is drawn. At each end of the line vertical lines are extenfied to the ceiling. This is the target area The 51b :ct ma stand any place he chooses and throw the ball atainst the wall. Having done this, he ~olleys conti nially fo one minute, scoring only those hits that lani within the target area. All volleys mt 'bc legal. A pOint is scorefl for each area airing the one minute period. 1 hit in the target 3 [1' :FVTTS: On *he wall a line 3 incnes in width, to repr res the net i' Cr wn so that the top is 3 feet from the £1009 1 ) feet from the base of the wall and parallel arting line is drawn. The subject stands behind *1 to it a si the restraining line with two balls in the hand. On th Signal a ball is drOppei to hit the floor once and then pit in play against tne wall. The object is to hit the ball as many times as possible in 30 seconds. Each ball to score must strite t1 e wall on or above the net line. It may be volleyed directly, or it may take several bosnces. Any stroke may be employefi as long as the subject stays behind the restraining line. The final test score is the sum of the scores on three trials. SOCCER: For the soccer test a wall or backboard is used. th must be 3a feet wide and 11% feet high. Nine feet in ffront of it a restraining line is drawn. The object is ikar the subject to kick the ball against the wall as often a;; possible in a 30 second ;.er iod. Any variety of kick ifs permitted as long as the sapporting lee remains behind tiie restraining line. One point is given for each time the al hits the wall. 03 the sub; cc: to throw a -E£¥¥T”‘17 THROW: After a short warming L pe S '7 1 is measure} 1p r ”he object is for the St :je st nc (Uni-‘- (r 1. L. :1; "‘- F“ ~ V - V T < r! ‘V ‘ 1 I l' 1 ‘ \ <>~Marl mass as iar as LOalelC. The di acn tnrow starts by the catch of r.- C D J I) 1-: rx 5) 0‘ fl R‘ (U 1 01 'Y COAL° The subject takes any pOSition he chooses ‘nier tne basket. On signal he does as many lay-up shots as possible for a period of thrity second. He scores a Joint for each basket made. 1 L. ‘- Tl-~.5”-"i-1?737\'T- ."-..-’.‘C','~'?:‘-.-".‘.‘{: The s.:‘:>ject stands behind a restrain- ing line 4; feet back from a wall target. The target, markc: on flat wall, contains three rectangles. me inside the other as follows: t0 by 43 inches; 40 by 25 inches; ani 20 by 10 incnes. The bottom of the largest rectancle is J a J JflSl l4 inches frnm tne floor. Osing a basketball-type sass or hook hold the snsjec: throws the ball at the target. r i ' ‘ P‘l‘ i. . . - '- 1 -—~ lnC total score resulting f on ten throws s the score for this less. reints are score( as follows: 3 for the inner rectangle: 2 for tne middle; 1 for the outer. chairs or hardles are placed in a art, with a distance of 12 feet the first hurdle. From the starting line, which is t feet long, the subject dribbles tne basketball throerh the prescribed route as quickly as pQSSihle for thirty seconds. The score is the number of hurdles passed in 'ne geriod of thirty seconds. Tunufiu.mHH©:Q m0 MULLER HOOHm EWU OH?£HHQ HHmfiHwymmm mmth mBOHHH OH HOH Hmwoe HOOHm E>O LA UH :out HHMQ wxmmm mmINm HQSEzr mHOSB umeqm? 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