m h ,E x a. N a h x x N ‘- E h x x E E a _\ E TH . {in $17.33”? C}? 'E‘i‘fE' GRC‘WTfi PAT'E’ERN QF FEFTEEN $4.575 {RD BOYS mama AND AFTER .u. PEMGD {BF ETRENUQUS ACFEWTY ‘E'hasia for 2434 99m» of M. A. fiéCHfflM‘é HATE UNWERSJ‘FY grank 5... Suéac '36:? LIBRARY ‘ Michigan State University A STUDY OF THE GROWTH PATTERN 0F FIFTEEN YEAR OLD BOYS DURING AND AFTER A PERIOD OF STRENUOUS ACTIVITY by Frank L. Sudac AN ABS TRACT Submitted to the College of Education of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requiremente for the degree of MASTER OF ARTS Department of Health, Physical Education and Recreation 1960 // /// Approved 612%ééé2zc [’1 /" )x/ 5‘53} 1‘ c’ F 1) ABSTRACT TITLE A Study of the Growth Pattern of Fifteen Year Old Boys During and after a Period of Strenuous Activity. METHODOLOGY Twenty pairs of boys were carefully matched on height --and as closely as was possible--weight, and body type. The pairs were then randomly divided into two groups: ex- perimental and control. The subjects in the experimental group were placed on a schedule of training for distance running. The control group received no activity other than the usual school chores. The experimental period lasted fourteen (14} weeks; the follow-up period extended another twenty-seven {27) weeks. During the experimental and follow—up periods, the subjects were permitted no rigorous activity--other than that prescribed by the study. Fourteen (14) weeks were used in the experimental period because that is the natural break in the school year and about the length of the usual competitive sports season. The experiment was conducted at Eastern High School (Lansing, Michigan). The data were statistically analyzed using the anal- ysis of variance and ”t” techniques. CONCLUSIONS The differences found in the growth of the eXperi- mental and control groups were statistically insignificant. ACKNOWLEDGEMENTS The writer is most grateful to Dr. Wayne D. VanHues whose guidance and cooperation made this study possible. To the boys who unselfishly gave their time and 'effort to this study, the author wishes to express his gratitude. The writer also wishes to thank his wife, Adeleen, for her patience and understanding, which were so necessary to the completion of this study. TABLE OF CONTENTS ABSTMC T . C O O O O O C O O O O C O O O O O 0 AC KNOWLE DGEMEN Ts 7. 0 O O C C O O O O O O O O O 0 LIST OF CHARTS O O O O O I O O O C O C O C C . LIST OF TABLES O O O O O O O O I O O O O O O I CHAPTER I. II. III. IV. V. INTRODUCTION TO THE PROBLEM . . . . . . . Statement of the Problem . . . . . . . . Justification of the Problem . . . . . . Limitations of the Problem . . . . . . . Definition of Terms . . . . . . . . . . . REVIEW OF LITERATURE . . . . . . . . . . . METHODOLOGY . . . . . . . . . . . . . . . Selection of Subjects . . . . . . . . . . EXperimental Design . . . . . . . .l. . . Measures Used . . . . . . . . . . . . . . Techniques of Analysis . . . . . . . . . ANWLYSIS OF DATA . . . . . . . . . . . . . SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Conclusions . . . . . . . . . . . . . . . Recommendation! 0 e e e e e e e e e e e e B I BLI OGMPHY O O O O O O C O O O O O O O O O O 0 APPENDIX . . . . . . . . . . . . . . . . . . . . PAGE ii iv vii viii <0 <0 (D h- on (A to to nu 10 12 13 23 23 24 26 LIST OF CHARTS CHART PAGE I. Analysis of Experimental Period . . . . . . . . . 16 II. Analysis of Post-Experimental~Period . . . . . . 17 III. Analysis of Height Measures ........,_,.. , . . , 18 CHAPTER I INTRODUCTION TO THE PROBLEM Most persons would agree that exercise for growing children is essential. There are, however, many persons who are concerned with the amount of exercise a growing child should have, and also, the kind of activity to which these children should be exposed. Parents, physicians, and educators, have, for many years, been arguing the question as to the value of strenu- ous activity for boys during their growing years. Some of these peOple argue for--others against--this type of activ- ity. Scientific evidence on the subject is quite inade- quate. Some criticize strenuous activity as being harmful to the normal growth of the child. Studies by Fait23 and Rowe2O have indicated that there may be some slowing down of growth in the height of a boy. Others criticize strenu- ous activity because of possible damage to certain organs of the body, such as the heart or the liver. Animal studies indicate, on the other hand, that as a result of activity during the growth period, the vital organs are stronger and heavier.12'2 But, regardless of the position taken, more evidence is needed to substantiate such claims. Too many assumptions are based on personal biases, general observa- tions, or experiences which have little scientific basis. This study will approach two parts of this problem. In the first part, we will determine whether a fif- teen year old boy“s growth will be slowed down as a result of strenuous exercise. The second part will attempt to discover those chan- ges, if any, which occur in the growth pattern of the boys after the strenuous exercise period has been terminated. STATEMENT OF THE PROBLEM To determine the effect of endurance running on the growth of fifteen year old boys and to determine what effects this running had on the growth of the boys after the running period was ended. JUSTIFICATION OF THE STUDY Studies show that a boy"s growth is slowed down dur- ing a period of stressful activity.23"20 No evidence seems to be available as to whether this slow-down is permanent or will be corrected after a period of rest. This study has been made to determine whetherb-after a reasonable length of time--a boy’s growth will accelerate enough to correct the influence of the inhibitor. LIMITATIONS OF THE PROBLEM This study is limited because of two factors: the small sample used; and, the limited control of the group (we had control of the group only at school; we had to trust them to carry out the plan of the study while they were away). DEFINITION OF TERMS Selye7 defines stress as a: ”. . .state manifested by a specific syndrome which consists of all the nonspecifically induced changes within a biologic system. Thus, stress has its own characteristic form and composition but no particular cause. The elements of its form are visible changes due to stress whatever its cause. They are additive indicators which can express the sum of all the different adjustments that are going on in the body at any time. When in eXperimental animals or humans, organs are induced to function intensely (for instance, if a large part of the musculature is forced to work) there is positive evidence of an increased secretion of ACTH, the adrenal-stimulating pituitary hormone.” CHAPTER II REVIEW OF LITERATURE Much of the literature dealing with the effects of strenuous activities for the young is concerned with matters of psychology or body organs. In many instances, this lit- erature consists merely of observations on the part of the author, rather than true scientific evidence. There are a few studies which have been made in reference to the growth of height in young boys. To commence this review, mention of some authors, in regards to their observations and arguments against strenuous activities for growing boys, will be made. Kirkpatric and Huettner5 infer that the heart of a growing boy may suffer injury because the mass of the body increases faster than the circulatory system, thus causing a greater burden on the heart. Besides injury to the heart, Berg10 says that stren- uous activities can cause emotional distress, maladjustment, physical exhaustion, and injury to bones which have not yet ossified. In another study, Keen16 states that the kidney may be overworked because of the increase of end products of fatigue. In a statement by Nixon and Cozenss, strenuous activity is considered dangerous because of the rapid growth of bone and muscle. Steinhauszz and Lowmanlv both indicate the possibil- ity of injury to the joints of a growing boy. Such injuries could be caused by too much pounding, such as that associ- ated with the more strenuous sports. Two authors, Barr9 and Macxinzisle, claim that, be- fore the heart could be in danger of overtaxation, the other effects of fatigue on the body would create enough discomfort in the individual so as to induce a cessation or reduction of the activity. Running--distance running in particular-~is frowned on as an activity for the young growing boy. The State of Michigan19 has a policy which limits the age at which a boy may run any distance over one hundred-ten (110) yards. In a study on the effects of distance running, Jokl14 says that the reaction of the body, to stressful exercise which causes discomfort and possibly blacking-out, is harmless and lasts only a short period. In a study on the duration of the three pubescence periods: pro-puberty, puberty, and post-puberty, Dimockl found that the ages of the boys in all three stages varied greatly. He also found that growth was most rapid between the periods of puberty and post-puberty. In studies with animals, Hatailz, and Donaldsonz, found that organs in rate increased in growth as a result of exercise. . In reference to the kidney, Steinhauszz recorded no evidence of harm, due to exercise, in the function of that organ. A child is considered still growing through the age of sixteen (16) and, in many cases, until the age of seven- teen (17) years. His bones are not completely ossified and his muscles are still developing. The effects of strenuous exercise on height are dis- cussed by Steindler8 from a study by Mark Jansen.13 In his theory, Jansen indicates that pressure or stress will slow down the growth of new cells in the bone. In another study, Jores15 has stated that this stress is also a stimulating agent; once the stress is released, the growth of the bone is increased so that no harm to growth occurs. Courtes11 states that, if growth is retarded by disease or other physical stress, once the cause of the re- tardation of growth has been eliminated, the growth is accelerated and will soon be at that point where it should have been--had the rate of growth not been affected. A fine study by Rowezl using junior high school boys, found that participants in interscholastic athletic competition did not grow as rapidly as non-participants. This difference was also compared in the weight of the two groups; the results were the same; the participating group 7 did not gain as much weight as did those enrolled in physi— cal education classes. Rowe21 also compared the boys enrolled in the physi~ cal education classes with those excused from physical edu- cation. He found a greater gain in height for the boy in the physical education class, which would either imply that the stress of physical education is beneficial to growth or that those excused were essentially a different population with other stresses that might be impairing growth. Fait,23 also in a study on junior high school boys, discovered essentially the same factors as Rowe: the height of the boy engaged in the more strenuous type of activity grew less in a period of six months than did that of the boys not participating in such activities. He also recorded the measurements of the chest, hips, and shoulders; here, the results favor the group that had participated in inter- scholastic athletics. From this study, Fait infers that growth in height was affected by the long bones in the body since the flat, irregular-shaped bones, which are more associated with the girth of the chest, hips, and shoulders, grew more on the participating group. He also indicated that a follow—up should be made to test the theories of Jok114 and Courtes,11 (That retardation of growth resulting from stressful activities will be later erased, if suffici- ent time for rest were to be allowed). CHAPTER III METHODOLOGY This study has been prepared to determine the effects of stressful activity on the growth of fifteen year old boys; and, to determine the pattern of growth following a period of stressful activity. Most persons would agree that exercise for growing children is essential. There are, however, many persons who are concerned with the amount of exercise a growing child should have, and also, the type of activity to which these children should be exposed. Parents, physicians, and educators, have, for many years, been arguing the question as to the value of stress- ful activity for boys during their growing years. Some of these people argue for--others against--this type of activ— ity. Some criticize strenuous activity as being harmful to the normal growth of the child; others, often with little supporting evidence, criticize such activity because of possible damage to certain organs of the body. But, regard- less of the position taken, more evidence than is now avail- able is required before any such claims may be substanti- ated. Too many assumptions are based on general observa- t10ns—-or personal biases or eXperiences which have little scientific basis. This study will approach two parts of this problem. In the first part, we will determine whether a fifteen year old boy's growth will be slowed down as a result of stren- uous exercise. The second section will attempt to discover those changes, if any, which occur in the growth pattern of the boys after the strenuous exercise has been concluded. SELECTION OF SUBJECTS The subjects used in the study were all fifteen year old sophomore boys in physical education classes. None were participating in competitive athletics in either junior or senior high school; neither were any planning future ath- letic participation. All subjects in the study were select- ed and paired from a group of four hundred (400) boys enrolled in physical education classes. The pairs were carefully matched in height; a further attempt was made to match weight and body type as closely as possible. The pairs were then randomly divided into two groups: experi- mental and control. EXPERIMENTAL DESIGN To determine the effects of stressful activity on the growth of fifteen year old boys; and, to determine the pattern of growth following a period of strenuous activity; IO twenty pairs of boys were carefully matched on height, and, as nearly as possible, on weight and body type. The pairs were then randomly divided into two groups: experimental and control. The subjects in the experimental group were placed on a schedule of training for distance running. The control group received no activity other than the usual school chores. The experimental period lasted fourteen (14) weeks; the follow—up period extended another twenty-seven (27) weeks. No rigorous activity, other than than prescrib- ed, was permitted during the entire range of the study. Fourteen (14) weeks were used in the experimental period because that is the natural break in the school year -—as well as being the length of the usual competitive sports season. The eXperiment was conducted at Eastern High School, Lansing, Michigan. MEASURES USED The height measures were taken using a meter scale taped to a pillar without a baseboard. A small steel square was used to get the measure as accurate as possible when measuring from the top of the boy's head to the scale on the pillar. Each boy would stand barefooted with his heels against the pillar, holding himself as erect as possible after taking a deep breath. The height was recorded on the basis of a single measure. All measures were taken by the 11 same individual. The weight measures were taken on a scale which had passed the inspection of an official from the Lansing Bureau of Weights and Measures. Again, all_of these measures were taken by one person. The mile times were recorded by stap- watch to the nearest second; one individual recording all times. The training program, which the boys in the experi- mental group followed, consisted of interval training tech- niques. The boys ran repeat 220’s, 440's, and 880's with occasional overdistance running. Each period consisted of fifty-five (55) minutes. The program of training used was formulated by a former cross-country coach. A typical training period consisted of the following activities: 0 0 . O U C O C O . C . . . . 1 “116 ggk. : e e e e e e e e e e e e e e e e e 440 Yards Sprint 0 e e e e e e e e e e o e e e e' e 220 Yards Walk a e e e e e e e e e e e e e e e e e 220 Yards Sprint . . . . . . . . . . . . . . . . . 220 Yards Walk . . . . . . . . . . . . . . . . . . 220 Yards J08 e e o e e e e e e e e e s e e o e e s 880 Yards Run 0 e e e e e e e e e e e e e o e e e e 440 Yarda Rest . . . . . . . . . . . . . . . . Five Minutes 0 e e e e e e o e e e e 440 Yards ggifnt . : I : : : e e e e e e e e e e e e 220 Yards Walk . . . . . . . . . . . . . . . . . . 220 Yards Sprint . . . . . . . . . . . . . . . . . 220 Yards walk . . . C C . O O C O . . . C . ‘ . . 44o Yargs J08 e e e e e e e e e e o e e e e . o e e 880 Yar‘la In order to prevent monotony and to maintain or pro- mote interest, one day per week was used for competitive 12 races. Various races, such as the 880, the mile, or a cross-country run of two miles, were used for these pur- poses. Thursdays or Fridays of the training.week.were usually set aside for these competitive days. If weather prevented outdoor activity, the boys were exposed to competitive swimming, basketball, or wrestling. These served the same purposes as the competitive days mentioned above. TECHNIQUES OF ANALYSIS The data for the mile times and weight measures were statistically analyzed using the ”t” test.3 Height measures were interpreted by means of the analysis of variance tech— nique.4 CHAPTER IV ANALYSIS OF DATA The data for the mile times were analyzed using the “t“ test. The analysis was done in two parts. First, the experiment's data were analyzed from the initial time through seven (7) weeks of the experimental periodp-to test the severity of the training program (see Chapter I). The improvement of 1:58 minutes--from 8:48 minutes to 6:50 minutes--was significant at the .001 level (t e 11.77). These data are graphically illustrated in Chart I. The initial mile times were slow. All of the sub- jects were forced to walk part of the distance; however, at the end of the seven (T) week period, all had improved to such an extent that they had no troubles in running the full distance. The second analysis of the mile times was made by comparing the initial figures with those obtained nine (9} weeks after the conclusion of the eXperimental period. Both the experimental and control groups are included in this material; the control group was not measured at the seven- week mark as it was believed that this would disturb their schedule of inactivity. (See Chart II.) The improvement, of 118 seconds in the mile times of the experimental group during the period between the first and twenty-third weeks, 14 was not significant when comparatively analyzed with the improvement of 63 seconds in the mile times of the control group during the same period (t - 1.2). The charts show an improvement in mile times for both groups. The initial mile time was not a good test of a mile run as not one of the subjects could run a full mile; all stopped at one or more points to walk and catch their breath. In the final mile run, all but three (3) subjects in the control group were able to run the entire mile. At the completion of the fourteen (14) week experi- mental period, both groups were returned to normal school activities (including physical education classes; this could be the reason the control group showed a slight improve-A ment). The final mile time was recorded at twenty-three (23) weeks after the initial time because this was the first opportunity the subjects had to run out-of—doors after the winter indoor season. It is possible that the eXperimental group had a better mile time at the end of the fourteen (14) week experimental period. This does not show on the graph because they were not tested at this time. It does not, however, seem credible that they could have retained the same stamina or endurance to run the mile in as near the same time as was their ability during the midpoint of the experimental period. we could, therefore, assume that their times would have continued to improve through the 15 fourteenth week, and thereafter declined to the point of the final measure at the twenty-third week. At the same time, we could say that the control group might have been consistent at the time (9:08) through the first fourteen (14) weeks, and then have improvedp—as a result of the exercise received in physical education classes during the time between the end of the experimental period and the twenty-third week, when measurements were taken. The height measures were analyzed using the analysis of variance techniques. This analysis was done in two parts. First, the differences found in the fourteen (14) week I training period were compared. Second, the post-training data for the control and experimental subjects were com— pared (The data are presented in Chart III and Table I). None of the ”F” values were significant. Although the graph shows the growth of the experimental group to be less during the training program, it is evident from the ”F” values that these differences are attributable to chance factors. The second analysis, made on the measures taken after the conclusion of the training period, is shown in Table II. The "F's” for the test period and individuals were both significant at the .001 level. This was eXpected since the individuals were different and growth did take place during this period of analysis. No significance was found 16 V E 7:00 .. :3 6300 r- 6:50 _ x ‘4 h \ Initial Seven Weeks In Training 'CHAET’ I. ANALYSIS OF EXPEHINENTAL PERIOD. y.- 9:00 0 .5 8:00 e« 0 H «H :3 g 7300 t. s 0 E b— 6:00 CHART II. {El 1 2 17 6:50 6:52 \‘ ---------- -‘-------‘--‘ Control _l EXperimental -..-- -_ --. 1 Li I 1; 4L J l L cl 1 3 4 5 6 7 8 9 10 11 12 Number of Weeks ANALYSIS OF POST-EXPERIMENTAL PERIOD. Mean height in centimeters 173 172 171 170 169 168 167 166 l J 4 8 CHART III. Control Experimental ........ n I ll J 1 16 0 24 28 32 36 4O 44 Number of Weeks ANALYSIS OF HEIGHT MEASURES. 18 19 TABLE I ANALYSIS OF EXPERIMENTAL PERIOD :I. v—fi'Sum of . Sguares df ‘é ems F Total 1418.51 59 Group .87 l .87 .0696 Test Period 68.27 1 68.27 5.4616 Individuals 998.57 28 25.66 2.0528 Group X Test Period .91 l .91 .0728 Error 349.89 28 12.50 TABLE I I ANALYSIS OF POST‘EXPERIMENTAL PERIOD :‘ Sum of -— L‘ V _‘_ Squares df ems 'F *¢ Total 2276.25 89 Group 6.77 1 6.770 3.5820 Test Period 161.37 2 80.685 42.6904 Individuals 2002.05 28 71.500 37.8306 Group X Test Period .07 2 .035 .0185 106.00 56 1.890 Error TABLE III ANALYSIS OF WEIGHT MEASURES Differb Initial Final ence A Experimental Group 1810.50 1861.00 50.50 Control Group 1800.00 1877.25 77.25 .69 in the groups or ”groups x test period" interaction, indi— cating that there were no significant differences in the groups following training. The final analysis was made on the weight of the sub- Jects using the ‘t‘ test. The data were collected on the initial measure at the beginning of the experiment and the final measure was taken at the conclusion of the eXperi- mental period. Although the control group gained one (1) pound more than the experimental group, the difference was not significant (Table III). This could be explained by the short period of the experiment, or by the possibility that the training program was not of sufficient intensity to produce weight changes. Weight alone does not tell the entire story. It is possible that the experimental group lest in fat, but that this was compensated for by an in- crease in muscle bulk. Only a careful tissue analysis could provide this answer. 21 CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This study was designed to determine the effects of stressful activity on the growth of fifteen year old boys; and, to determine the pattern of growth following a period of strenuous activity. For the eXperiment, twenty pairs matched on height--and as closely of boys were carefully The pairs were then as was possiblec-weight, and body type. randomly divided into two groups: experimental and control. cts in the eXperimental group were placed on a The subje schedule of training for distance running. The control group received no activity other than the usual school chores. The experimental period lasted fourteen (14) weeks the followbup period extended another twenty-seven (27) During both the experimental and falls rigorous activitieso-other and w—up periods, weeks. the subjects were permitted no than those prescribed by the study. The height of the boys in both groups were recorded The initial height was recorded imental period; the second measure four (4) times. at the beginning of the exper at the end of the fourteen (14) week experimental period. The third and fourth measures were made at the end of and forty-one (41) weeks respectively. twenty—eight (28) ken The mile time for the experimental group was ta 23 at the beginning of the experimental period and again after seven (7) weeks of the training period had elapsed. Both groups were recorded in their mile times at the beginning of the experiment and, also, nine (9) weeks after the exper- imental period ended. The weight was recorded at the beginning and at the conclusion of the experimental period. CONCLUSIONS The data comparing the two groups were analyzed using the ”t” and analysis of variance techniques. The results indicate no significant differences in the growth in height of the two groups. RECOMMENDATIONS If the study were to be conducted again, it is recommended that more subjects should be included in the study; and, a longer experimental period should be used. BIBLIOGRAPHY BIBLIOGRAPHY A. BOOKS 1 Hedley S. Dimock, Rediscoverin the Adolescent, (New York: Association Press, , pp.'205-77. 2 Henry H. Donaldson, The 525' Second Edition, Com- piled and edited by H. H. DonEIdson, (Privately published, Philadelphia: 1924), pp. 181—299. 3 A. L. Edwards, Statistical Anal sis (New York: Rinehart & Company, Inc., 1954) p. 195. ’ 4 c z yril H. Goulden, Methods of Statistical Anal sis (New York: John Wiley & Sons, Inc.77 pp. 63, I03. ’ 5 T. B. Kirkpatric and A. F. Huettner, Fundamentals 9: Health, (New York: Ginn & Company, 1931), pp. 277-78. 6 E. W. Nixon and F. W. Cozens, Introduction.£g Physical Educatigg. (Philadelphia: Second EdItIon, W. S. Saunders Cbmpany, 1942), p. 108. 7 Hana Selye, Stress 2; Life, (New York: McGraw Hill, 1956), p. 54. 8 Arthur Steindler, Mechanics of Normal and Patholo - ical Locomotion ig'Man, (SprIngerId,'IlIInoIs: Char es . Thomas, 1935), p. 49. B. PERIODICAL LITERATURE 9 D. P. Barr, “Exercise in Relation to Heart Disease ' Agchives of Ph sical Therapy, (Volume 12, Number 5, May,’1931), pp. 237-25% 10 June Berg, “Are We Fair to Our Children?” Recreation, Volume 4 (February, 1948), pp. 530-31. 11 Stewart A. Courtes, "measurement of the Relation Section Between Physical and Mental Growth,“ American Physical Education Review, Volume XXII, Numbe . 12 Shinkishi Hatai, "On the Influence on the Growth Of Organs in the Albino Rats.” Anatomical Rgcord, Volume 9, Number 8 (August, 1915), pp. CIT—665. 25 13 Hark Jansen, 'Verlezbarkeit Schnell Wachsender Zellen,’ Verhendlung l3 Orth Konggess, (Stuttgart: F Enke, 1915 . 1‘ s. Jckl, "en the Indispositicn After Running (Ath- letic Sickness and Vascmeter Collapse),' Research.gparterly, Volume 12, No. 1, (larch,1941) PP. 3-10. 15 L. Jores, 'Experium Untersuchungen uber die Ein— wirkung Hechanichen Drucken auf Knocken,” BeitraglO zur Patholo ischen Anatomic und zer All emeinen a 66:453, 1919 (As quoted yArtEur SIsInEIer, see WP note 9 . 15 C. H. Keen, ”Sports and Games in the School Schedule,” Hygeia, Volume 20, (July, 1942), pp. 557—58. 17 C. L. Lewman, ”The Vulnerable Age,“ Journal of Health and Ph sical Education, Volume 18, Number 9, (November, ISIV) pp. 635, 636, a 693. 18 James NacKinzie, ”Chronic Disease of the Heart, ' Oxford Medicine, (Volume II, Part II, 1942), p. 399. 19 State of Michigan, Department of Public Instruc- tion, ”Handbook of the hMichigan High School Athletic Assoc— iation Hichi an Hi School Athletic Association (1959—60), SectIon IUETW ’ 2° Floyd A. Rowe, "Growth Comparison of Athletes and Non-Athletes,“ Research uarterl , Volume 4, Number 3, (October, 1933), pp.‘108-IIB. 21 Floyd A. Rowe, “What is The Much Exercise?“ Scholastic Coach, (February, 1935), pp. 16-17, 22-23. 22 A. H. Steinhaue, "Chronic Effects of Exercise," Physiological Review, Volume 5, Number 5, (January, 1953), PP- - . C. UNPUBLISHED MATERIAL N' 23 Hollis F. Fait, “An Analytical Study of the Effect of Competitive Athletics Upon Junior High School Boys,‘I Microcarded PhD. Thesis, State University of Iowa, 1951, pp. 43-44. APPENDIX .uouscae :H was .eumsod :H xx .mhcpoaapcco mm H xxx can... 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