ma nmmusmp mwasm ssmsmu PHYSICAL ACTIVITY BACKGROUND .mcroas AND THE mmcm pmsoamum‘ AND EVALUATION MEASURES USED IN THE Fo'uummus. or pHYsmL EDUCATION cows: At «Mam STATE wrwmm Thai: for $07) float“ cf M. A. mmw "STAT-E umvmm Jan Van Bum Ruhr: 196.2 was LIBRARY Michigan Stat! University ABSTRACT THE RELATIONSHIP BETflEEN SELECTED BHYSICAL ACTIVITY BACKGROUND FACTORS AND THE PHYSICAL PERFORMANCE AND EVALUATION MEASURES USED IN THE FOUNDATIONS OF PHYSICAL EDUCATION COURSE AT MICHIGAN STATE UNIVERSITY by Jan VanDuzer Rohrs The purposes of this study were (1) to determine the physical activity background factors of the freshmen women enrolled in the required introductory course, Foun- dations of Physical Education, at Michigan State University; (2) to determine if selected background factors were inter- related; and (5) to determine the relationship between selected physical activity background factors and the phys- ical performance and evaluation measures used in the Foun- dations of Physical Education Course. Two hundred freshmen women were randomly selected from the 1818 students enrolled in the Fall term, 1959, Foundations of Physical Education Course at Michigan State University. Scores from four performance tests (sit-ups, deep knee bend, standing broad jump, and chair step) were used in determining each subject's Physical Performance Jan VanDuzer Rohrs Level. An Activity Questionnaire was designed to determine the physical activity background factors and an Evaluation Form was used to determine the subjectsf reaction to the Foundations Course. Major findings included: 1. Over one-half of the subjects were without regular physical education classes during the two years previous to this investigation. Fifty-seven per cent had two or less years of high school physical education. 2. The majority reacted favorably to their high school physical education classes. 3. Less than one-half of the subjects (41%) partici- pated in a sports club during any part of their high school years while 69.8% participated in an intramural program. 4. Skill level was highest in team sports, esPecially volleyball, basketball, and softball. 5. One-half of the subjects would like to have had a recreational sport included in their high school physical education curriculum. 6. During the year previous to this investigation, the subjects participated most often in leisure time activities which were social in nature and required little activity. 7. The physical recreation activities in which the subjects participated most often were swimming, dancing, boating and/or canoeing, water skiing and hiking during Jan VanDuzer Rohrs the warm months and dancing, ice skating, and bowling during the cool months. Significant relationships exist between: 1. Total Skill Level Rating and a) number of years of high school physical education, b) participation in intra- murals, c) participation in a sports club, and d) the total amount (frequency and vigorousness) of activity in leisure time activities (Leisure Time Activity Rating). 2. Non-carry-over skill level (skill in activities not participated in during adult life) and the number of years of high school physical education. 3. Leisure Time Activity Rating and a) participation in intramurals, and b) participation in a sports club. 4. Number of years of high school physical education and a) participation in intramurals, and b) participation in a Sports club. 5. Physical Performance Level and the Leisure Time Activity Rating. 6. Overall reaction (course rating) to the Foundations Course and a) Physical Performance Level, and b) inclusion of a similar course or unit in the high school curriculum. 7. Evaluation of the amount of activity in the Foun- dations Course and a) Total Skill Level Rating, and b) the Leisure Time Activity Rating. \ 9. / APPPOVGd: jg; "*“'- ” Date: ./ Thesis Advisor THE RELATIONSHIP BETWEEN SELECTED PHYSICAL ACTIVITY BACKGROUND FACTORS AND THE PHYSICAL PERFORMANCE AND EVALUATION MEASURES USED IN THE FOUNDATIONS OF PHYSICAL EDUCATION COURSE AT MICHIGAN STATE UNIVERSITY by Jan VanDuzer Rohrs A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Health, Physical Education, and Recreation 1962 ACKNOWLEDGEMENTS The author is particularly grateful to Dr. Janet A. Wessel, Thesis Advisor, for the many helpful ideas in the planning and execution of this investigation. The co-Operation shown by the staff members of the Women's Physical Education Department at Michigan State University in contacting the subjects is also greatly appreciated. Jan V. Rohrs ii TABLE OF CONTENTS Chapter I INTRODUCTION................................... Need for the Study Definition of Terms Purposes of the Study II THEORETICAL BACKGROUND.. ....................... Recreation Skill Physical Performance Evaluation of the Foundations Course Summary and Predictions III METHODOLOGY.......... ...................... .... Subjects Measures Methods of Analyzing Data Statistical Methods IV RESULTS............ ........... .......... ..... .. Physical Activity Background Factors Relationships Among Various Physical Activity Factors Physical Performance and Evaluation Measures V SUMMARY AND RECOMMENDATIONS. ....... . ......... .. Summary iii Page \O\OO\\)~|l-‘l-‘ ll 17 22 24 26 26 27 50 56 57 37 52 56 62 62 Chapter Page Recommendations 64 VI REFERENCES ............... . ................... .. 66 VII APPENDICES.. ............................. ...... 69 Letter to Subjects 69 Activity Questionnaire ‘ 70 Activity Questionnaire Results 75 Individual Physical Activity Background Factors 82 iv )- n. \u; a. 3.. ‘lit LIST OF TABLES Table Page 1 Percentile table for Physical Performance Tests 51 2 Numerical values assigned to activity rating and amount of participation 55 3 Reaction to high school physical education classes 40 4 Per cent of subjects with average skill or above, type and classification of the listed activities 44 5 Number and percentage of subjects in skill level rating categories 46 6 Single activity enjoyed and activity would like to have had included in high school physical education classes 47 7 Leisure time activities most often performed during the warm and the cool months 49 8 Relationships among various physical activity background factors 54 9 Frequency distribution of physical performance percentile scores 57 10 Frequency distribution of Physical Performance Levels 58 11 Relationship between selected physical activity background factors and the physical V Table performance and evaluation measures 12 Frequency distribution of responses to the Evaluation Questions vi 6O LIST OF FIGURES Figure Page 1 Grade level of participation and number of years of high school physical education 39 2 Average percentage of 'Often' participation in leisure time activities during the warm and the cool months 51 vii .llli -«n l d a . a». . . ~ AJ PL. .M flu w. n ‘1‘ .HL m . 9; . . ~: I. «» ... . . . N“ r“ a . I a V g I _ “a . .u \l/ ”44 :\ a; fink r n .. . 1,. nu .‘y g“. ‘ v I[\ . V R\M “I“ p .1 and 4,. n. .7. ~. 5* ‘1‘ II! F...” ‘5 -V a. 2. r wvu w .3 6 . J & o . .u. - ,O u Ad u. . AIW «.m- A . n u - - a .3 2” E. 3.. n. ... . L .\ ‘ ,. V savior .«uu i In!“ :14 G» a... 2.. ‘n « HIV :6 Q .S. V Q.» “I: t; a . K PM unu AL AM a» TO :A .. .v ; . ..u b «lg n“ . .. CHAPTER I INTRODUCTION This was a preliminary study designed (l) to determine the physical activity background factors of the freshmen women enrolled in the required introductory course, Foundations of Physical Education, at Michigan State Univer- sity; (2) to determine if selected physical activity back- ground factors were interrelated; and (3) to determine the relationship between selected physical activity background factors and the physical performance and evaluation measures used in the Foundations of Physical Education Course. Need for the Study "Physical education as an integral part of organ— iZed education is the social process of change in the behavior of the human organism induced by participating in biqgmuscle play and related activities. The direction in vVhich physical education endeavors to change pe0ple is its 01Niectives. Once we decide on what direction we want to Chauige peOple, the curriculum then becomes the medium for c0Ilssciously controlling or purposefully directing the process ”D :— designed to produce the desired changes in behavior."1 "The need for emphasis on curriculum planning in physical 2 education is becoming increasingly more important." Cur- riculum planning has been defined as the orderly study and improvement of the instructional program in the light of 3 criteria provided by objectives. Curriculum planning is a continuous process. The curriculum is never completed.# It becomes a continued study of the needs and interests of the individuals and the selection of activities to meet these needs and interests. Information about the previous physical education program assists the teacher in appraising needs. Previous experi- ences also affect plannings"6’7 as interests may be dependent 1Charles C. Cowell, Seminar Guide in Physical Edu- cation (Lafayette, Indiana: Purdue University, 1956), p.I9. 2Leslie W. Irwin and James H. Humphrey, Principles Q2d.Techniques of Supervision in Physical Education (St. Louis: The C. V. Mosby Company, 1954), p. 159. 3Edward A. Krug, Curriculum Planning (New York: ‘Harper and Brothers, 1957), p. 255. 4Jay B. Nash, The Administration of Physical Edu- cation (New York: A. S. Barnes and Company, 1931), p. 506. SClyde Knapp and E. Patricia Hagman, Teachin Mgthods for Physical Education (New York: McGraw-HiIl Book Company, Inc., 1955), p. 88. oClyde Knapp and Ann E. Jewett, Physical Education: Student and Be innin Teachin (New York: ‘McGraw-Hill Book Company, Inc., 1 57 , p. 252. 7Jay B. Nash, o . cit., p. 506. 3 upon past experiences.8 In curriculum planning, study should be made of the characteristics of the particular 9 pupils involved. From the above quotations and ideas it can be seen that educators stress the importance of determining the needs and interests of the students before planning the curriculum. Due to this fact, it was felt that knowledge of the previous physical education programs and past experi— ences of the freshmen women involved in the Foundations Course would prove useful in planning and evaluating the present physical education curriculum. It was also felt that students with certain physical activity background factors might be inclined to react differently to the Foun- dations of Physical Education Course because of the nature of the course content and the teaching methods used. Definition of Terms Foundations of Physical Education Course (Founda- tSions Course) is the introductory physical education course reguixed of all freshmen women students at Michigan State University. Both the structure and material in-the course emphasize the develOpment of the student's self-awareness 8Leslie Irwin and James Humphrey, Op. cit., p. 168. 9Clyde Knapp and E. Hagman, o . cit., p. 87. and self-evaluation. Freshmen women.- First term women students at MiChigan State University during the Fall term, 1959. Physical activity background factors will refer to: (l) the number of years of high school physical educa- tion; (2) reaction to high school physical education classes; (3) degree of activity in the high school physical education classes; (4) the desire for either more or less vigorous activity during the high school physical education classes; (5) the inclusion of a course or unit similar to the Foun- dations of Physical Education Course in the high school curriculum; (6) participation in a sports club or intra- murals during the high school years; (7) Total Skill Level Rating; (8) skill level in both carry-over activities (ac- ‘tivities which are useful in adult life and for which equip- lnent and facilities are generally accessible) and non-carry— Crver activities (activities which are not participated in by finest peOple during their adult life); and (9) Leisure Time Aetivity Rating . Total Skill Level Rating refers to an evaluation Of‘ the subject's total skill in physical activities based utflan.a.combination of the self-ratings of her skill in thirty—five physical activities. 5 Leisure Time Activity Rating is a rating of the relative amount of activity in the leisure time activities of the subject during the year previous to this investigation. The rating is based upon the energy cost of and participation in various leisure time activities. High school years will refer, throughout this study, to the years between enrollment in the ninth grade and matriculation at Michigan State University. Physical performance measures refers to four physical performance tests administered during the first two weeks of the Foundations Course. These were the standing broad jump, sit—ups (for 50 seconds), deep knee bends (for 50 seconds), and two minute chair step with pulse count one to one and one—half minutes after cessation of exercise. Evaluation measures refers to two items of a five item.questionnaire calling for responses on a five point scale. One of these items was concerned with the overall reaction to the Foundations of Physical Education Course, andthe other item indicated students' reSponses to the amount of activity in the course. 6 Purposes of the Study The purposes of this study are: 1) To determine the physical activity background factors of the freshmen women enrolled in the Foundations of Physical Education Course. 2) To determine if there are significant relationships among various physical activity background factors. The factors to be tested are: Total Skill Level Rating compared with: a) Number of years of high school physical education. b) Participation in intramurals. c) Participation in a sports club. d) Leisure Time Activity Rating. Leisure Time Activity Rating compared with: a) Number of years of high school physical education. b) Participation in intramurals. c) Participation in a sports club. Number of years of high school physical education compared with: a) Reaction to high school physical education. b) Enjoyment of high school physical education. c) Degree of activity in the high school physical education classes. 7 d) Desire for either more or less vigorous activ- ity during the high school physical education classes. e) Participation in a sports club. f) Participation in intramurals. 5) To determine if there are significant relationships between the physical performance and evaluation measures used in the Foundations of Physical Education Course and selected background factors. The factors to be tested are: Physical Performance Level compared with: a) Total Skill Level Rating. b) Leisure Time Activity Rating. c) Number of years of high school physical education. Overall reaction to the Foundations Course compared with: a) Reaction to the high school physical education classes. ‘ b) Inclusion of a course or unit similar to the Foundations Course in the high school curriculum. c) Participation in a sports club. d) Participation in intramurals. e) Total Skill Level Rating. f) Leisure Time Activity Rating. g) Physical Performance Level. h) Number of years of high school physical education. I! 8 Evaluation of the amount of activity in the Foundations Course compared with: a) b) e) d) e) Degree of activity in the high school physical education classes. Desire for either more or less vigorous activ- ity during the high school physical education classes. Total Skill Level Rating. Physical Performance Level. Leisure Time Activity Rating. Number of years of high school physical education. CHAPTER II THEORETICAL BACKGROUND This chapter has been divided into four parts: discussions of a) recreation, b) skill, c) physical per- formance, and d) evaluation of the Foundations of Physical Education Course. The emphasis in the discussions of rec- reation, skill, and physical performance will be upon their pertinence to the present investigation. Recreation Machines are now performing a great portion of iflie work that was once an integral part of the everyday linving patterns of the American peOple. Emphasis is being Plsiced upon the need for finding alternative forms of exxsrcise. Thomas Woody remarked, "...when all labor is dcule by machine, as it may someday be, man will still need healthy muscles and vital organs, as a condition of healthy ljdfe. Such a sturdy system, if not deve10ped by the normal lal>or of the day, must be gained through various substitute f0I‘ms of exercise."1 Former Vice President Richard M. Nixon \ 1State of Illinois, Report of the Governor's 9 10 also noted that the nation needs to be aware of the trend toward less exercise in our everday living patterns. He remarked, "We are not a nation of softies but we could become one, if prOper attention is not given to the trend of our time, which is toward the invention of all sorts of gadgetry to make life easy and in so doing to reduce the Opportunity for normal physical health-giving exercise."2 Thurman B. Rice and Fred V. Hein offer the fol- lowing suggestion: Automobiles, elevators, escalators, washing machines, vacuum cleaners, and a host of other products of the machine age, have eliminated from modern life much of the physical activity that was once a part of daily living. They offer both advantages and disadvantages. They can make us a lazy, sedentary peOple, or they can free us to replace irksome physical labor with enjoyable physical recreation... Nash, Moench and Saurborn said, "This (recreation) becomes Imxre and more essential as work, routinized and mechanized Cemases to give satisfaction to the individual."4 Recreation refers to various non-vocational lEXisure time activities which offer an outlet for creativity. Sknlference on Youth Fitness held at Robert allerton State Paras, Monticello, Illinois, May 5-7, 1957, p. 54. 2Ibid., p. 50. 5Ibid., p. 64. 4Jay E. Nash, Francis J. Moench, Jeannette B. Eémtrborn, Physical Education: Organization and Administra- .léfla (New York: A. S. Barnes and Company, 1951}, p, 67. ll "hecreation comes in many forms to different pe0ple and in different forms to the same peOple at different times."5 The individual's choice of recreation is conditioned by numerous factors, in combination or singly. These include acquired attitudes, early home environment, talent, skill, education for leisure, exposure, availability of partici- 6 "Rec— pation Opportunities, and professional leadership. reation varies not only with the personality characteristics, needs, and environment of the participant but also with his exposure to recreational resources, his skill, and with "'7 his motivation. Changes in our society have produced more "push- button" living requiring less and less physical activity. This, coupled with the increase in leisure time, makes it seem desirable for students to develop adequate recreational skills in physical activities. Skill is taken into account when selecting recreational physical activities. Skill Skill can be defined as the ability to use one's kIlOW'ledge effectively; technical proficiency; a deve10ped \ . 5National Recreation WorkshOp, Recreation for Com- My Living (Chicago: Athletic Institute, 1952), p. 28. 6Ibid., p. 28. 7Nash, Moench and Saurborn, Op. cit., p. 67. 12 or acquired ability. Nash, Moench and Saurborn say that skill is "a habit done with a high degree of perfection. (A golfer might acquire a bad habit of slicing, but it would not be a skill)."8 The physical education program, besides meeting the immediate needs of students for physical activity, should help them develop recreational skills which will be useful in their leisure time both now and in their later life. In selecting specific physical skills for recreation, the following factors should be met: Enjoyment, companion- ship, number of participants, vigor, skill, competition, and availability of facilities. Most activities taught in physical education programs have some recreational value. When this quality is to be specifically deve10ped, however, activities like tennis, swimming, or golf which are high in recreational content, should be taught, rather than say, Calisthenics or marching, the recreational possibilities Of which are low. Authorities seem to disagree as to the exact ages fOI'learning skills. Nash, Moench and Saurborn say, "Skill lealming years refers to the decade running from 4 to 14, during which the child participates in play activities over 11315 periods of time, thus acquiring skills in the various \ aNash, Moench and Saurborn, o . cit., p. 67. 13 areas in which he practices."9 According to a fact noted in the Report of the Governor's Conference on Youth Fitness, ”During 'seven to seventeen' more than 80% of all physical skills essential for sports participation are learned. "10 Richard H. Those are the power building years also. ibhndorf, in a speech entitled "Some Guidelines to Fitness" said, "In this age group (6 - 25), everyone should learn sufficient skills and appreciations in individual and dual activities which are beneficial at the time and which can 11 Although a difference of be continued throughout life." Opinion does exist, it may be safe to assume that the high school years would be included in the "skill learning years". If the physical education program is the place to develOp these skills and the high school years are included in the "skill learning years", it might prove interesting to note the Opportunities presented by high schools for learning or develOping recreational skills. A Recreational Skills Inventory designed to 1nbine and average the scores of the four tests for each 51 Table 1.--Percentile table for Physical Performance Tests - Dee Knee Sit-Ups Two Minute Standing Pemenfih Bengs 50" 50" Chair Step Broad Jump Rank Number Number 30" count Inches 100 32 26 41 87 95 29 25 47 78 9O 27 54 75 85 26 21 55 75 80 25 2O 57 71 75 69 7O 24 19 60 67 65 66 60 23 18 62 65 55 ' 64 50 22 63 65 45 17 64 61 40 21 65 6O 55 59 30 20 16 68 58 25 15 69 57 20 19 14 70 56 15 18 15 72 55 10 17 12 80 53 5 l5 9 88 50 0 6 0 less than 2' 40 Slfbject. This average percentile score was used to deter- lnilie the Physical Performance Level of the subject. An average percentile score between seventy and one hundred ‘Ncnild place the subject in the high Physical Performance Le'Vel. A score between sixty and sixty-nine in the above aVerage level, between thirty-six and fifty-nine in the E“'eI-age level, between twenty-six and thirty-five in the b61143w average level. An average percentile score below tweKaty-five would give the subject a low Physical Perform— anc e rating. 52 Total Skill Level Rating The activity questionnaire included a list of thirty—five physical activities in which girls of high school age participate. This list included twenty activities that could be considered carry-over activities (activities which are useful in adult life and for which equipment and facilities are generally accessible) and twelve activities classified as non-carry-over activities (activities which are not participated in by most peOple during their adult life). The carry-over activities were: Archery Golf Social Dance Badminton Horseback Riding Square Dance Bowling Ice Skating Swimming Camping Life Saving Table Tennis Canoeing Roller Skating Tennis Diving Sailing . Water Skiing Folk Dance Skiing The non-carry-over activities were: Basketball Softball Fencing Speedball Field Hockey Stunts and Tumbling Lacrosse Tap Dance Modern (Creative) Dance Track and Field Soccer Volleyball The instructions read: "Circle your skill level (how; good you are) in each activity listed." Skill level 53 was assessed on a good, average, little, or none basis for each activity. This investigator is aware that the self rating Of skill can lack objectivity. Some tend to overrate and some to underrate their skill in any particular activity. However, this may be a more satisfactory method Of com- paring skill and the selected background factors because the subject would tend to rate her skill on the basis Of enjoyment and what she has seen in others, rather than com- pare her skill with that of experts. Beise4 believes that self rating may be a more satisfactory means Of comparing skill and interest than having a student rated objectively by a given test. If a 'Student received satisfaction from an activity because Of 1N3? skill, it would be a satisfaction based on a relative degree of skill, not on her skill when compared with the t°E> ranking players or even with average ranking players. A study5 recently completed at Ohio State Univer- sitfif compared student's self ratings Of their level Of skill witfll instructor ratings. The relationship afforded a \ 4Dorothy Beise, Op. cit., p. 127. 5Mary Jane Haskins, Op. cit., p. l. 54 correlation of r = .72 and a contingency coefficient Of C = .74 which indicates a high level of agreement between the two ratings. TO determine the Total Skill Level Rating, the subject's self rating for each activity was assigned a point value (Good — 5 points, Average - 2 points, Little - 1 point, and None - no points). The point values were totaled and these totals were ranked from high to low. Approximately twenty per cent of the total scores were placed in each Of five categories - High, Above Average, Average, Below Average, and Low. The category in which a subject's total point value fell determined her Total Skill Level Rating. This same procedure was followed to assign carry-over and zu:n-carry-over skill level ratings. Eisure Time Activity Rating In order to determine the relative amount of afirtivity in the leisure time activities Of the subjects, thus following procedures were used. First, the subjects W81?e asked to indicate the amount Of their participation on an~0ften, Some, Little, None basis in thirty-seven activities. Thfiese activities had previously been rated as Active, Mod- ereitely Active, or Light with regard tO the energy cost fOI‘ that activity. The investigator then devised the fol- ]‘nvidig scheme for use in assigning a numerical value to the 55 indications Of participation to allow for ranking Of the subjects in order Of amount of activity. See Table 2 below. Table 2.--Numerical values assigned to activity rating and amount Of participation Activity Rating Often Some Little Active 9 6 5 Moderate 6 4 2 Light 5 2 1 If a subject rated her participation as Often in an activity considered active, she received a numerical Value of nine for that activity. If her amount Of partic— ipation was some in a moderately active activity, she re— ceived a value of four. A value Of one was given for little Ifllrticipation in an activity rated as light, and so on, as Shown in Table 2, above. TO determine the Leisure Time Activity Rating, tkka numerical values for each subject were totaled and the SdlhjeCts were ranked from high to low on the basis Of these Valdies. Approximately one-third of the subjects will be Euddced,in each of three groups, Active, Moderately Active, Enhi Light Activity on the basis of position in the ranked list. 56 Statistical Methods The major portion of this investigation involved relationships between certain factors. As the various measures provided only categorized (nominal scale) infor— mation, the chi square (X2) test for two or more classes for each variable was employed to test the existence of relation. questionnaire and physical performance test results were reported in percentages. CHAPTER IV RESULTS For reading ease and continuity, this chapter has been divided into three sections, each section corres- ponding to one of the three major purposes of this study. Results specific to the purpose under discussion and tan- gential results where relevant will be reported in the apprOpriate section. Additional results may be found in the appendices. Physical activity Background Factors It will be remembered that the first stated pur- PCMSB of this investigation was to determine the physical airtivity background factors of the freshmen women enrolled in 'the Foundations of Physical Education Course. These facrtors were: (1) number of years of high school physical edtucation; (2) reaction to high school physical education classes; (3) degree of activity in the high school physical filuxzation classes; (4) the desire for either more or less vi-é$0:rous activity during the high school physical education classes; (5) the inclusion of a course or unit similar to the Foundations of Physical Education Course in the high 37 58 school curriculum; (6) participation in a sports club or intramurals during the high school years; (7) Total Skill level Rating; (8) skill level in both carry-over and non- carry-over activities; and (9) Leisure Time Activity Rating. The Activity Questionnaire, designed to determine the physical activity background factors of the subjects, furnished the results that follow. Unless otherwise stated, N = 189. (1) Number of_years of high schoolgphysical education Of the 189 subjects, 92.6% (175) indicated that girls physical education classes were offered in their high school curriculum. Figure 1, page 59, shows first, the per- centage of subjects who participated in the physical edu- <3ation classes at each grade level and second, the number Of'years of high school physical education the subjects received. The majority of the subjects who had physical edlication courses during their high school years, had them OIlilyduring the first two high school years. This indicates tkuat many of the subjects of this investigation were without regular physical education classes during the two years Eukavious to this study. Also of note is that 57.1% (108) hail two years or less of high school physical education. (if these, 15.3%»(29) had no formal instruction in physical 59 education during their high school years. Although 92.6% of the subjects indicated that their high school offered girls physical education classes, only 84.7% (160) of the subjects participated in physical education classes at some time during their high school years. Figure 1.--Grade level of participation and number of years of high school physical education. 9th 10th 11th Grade Level of 12th Participation None per cen 4 yrs. 5 yrs. 2 yrs. Number 1 yr. of Years None per cen 4O (2) Reaction to high school physical education classes Two of the questions on the Activity Questionnaire were intended to give some indication of the subjects' attitude toward their high school physical education classes. First: Do you feel that your high school physical education classes were excellent, very good, good, fair, or poor? and second: Did you enjoy your high school physical edu- cation classes? Table 5 indicates the results obtained on these two questions. Table 5.--Reaction to high school physical education classes Do you feel that your high Did you enjoy your high schOol physical education school physical education classes were: classes? Excellent 6.3% 12 Very Much 21.2% 40 Very Good 25.5% 44 Much 29.6% 56 Good 54.4% 65 Some 26.5% 50 Fair 18 .0623 34 , Little 5 . 5% 10 Poor 10.1% 19 None 9.0% 17 No Answer 7.9% 15 No Answer 8.5% 16 Very good or excellent reSponses were given by 29-45% (56) of the subjects as their feeling toward their high school physical education classes, while 28.1% (55) Saddi that their physical education classes were fair or chDr. The majority, 50.8% (96) indicated that they 41 enjoyed the physical education classes offered by their high school. Only 14.3% (27) indicated that they reCeived little or no enjoyment. (3) Degree of activity in the high schoolgphysical education classes The question: Did you have vigorous physical activities in your high school physical education classes? produced the following reSponses. 0f the subjects, 47.1% (89) answered vigorous or very vigorous, 52.8% (62) an- swered moderate, and 10.6% (20) said that they had had somewhat vigorous or very little vigorous activity in their high school physical education classes. In answer to the question: Would you like to Imave had more vigorous physical activity during your high scflnool years? a majority of the subjects, 60.5% (114) axiswered yes, while 54.9% (66) said no. (‘+) Course or unit similar to the Foundations Course Two questions: Did you have a course or unit in pcnsture and/or body mechanics? and Did you have a course or Uutit in body conditioning and/or exercises? were asked of the subjects. or the 189 subjects, 19.6% (37) signified tkhat they had had a course or unit in posture and/or body meuzhanics and 40.7% (77) a course or unit in body conditioning 42 and/or exercise. Thirty-one of these subjects indicated that they had had both types of units. A yes answer to either of the two questions was taken to indicate that the subject had had a course or unit in someway similar to the Foundations of Physical Education Course. Thus, 45.9% (85) of the subjects indicated that F77fis r they had had a course or unit similar to the Foundations Course. (5) Participation in a sports club or intramurals LMJJ Over one—half (59.5%) of the subjects indicated that they had not participated in any type of a sports club (luring their high school years. This meant that only 40.7% (77) of the subjects had taken part in some type of a sports (Hannected club such as GAA, Leaders Club, Pep Club, Cheer- leaxding, Dance, Swimming, Bowling, Ski Club, etc. during aury part of their high school years. Of the 69.8% (152) that implied that they had Patrticipated in some form of organized intramurals, 124 or 9495 indicated that their participation had been in a team SIHIrt intramural activity, while 55.5% (70) had participated in- an individual or dual sport activity. The fact that mCHDe of the subjects had participated in team sport activ- itfiies is also reflected in the fact that skill level is hisgher in this area, as will be shown later. Also, the 45 nature of a team Sport more readily lends itself to an intramural program and participation by a greater number of peOple. (6) Skill Level As previously noted, the Activity Questionnaire included a list of thirty-five physical activities in which girls of high school age participate. Of these, twenty are considered to be carry-over activities and twelve are non- carry—over activities. A ranked list of the activities, based upon the percentage of subjects who signified that they had average or better skill in the listed activities, appears in Table 4, ange 44. Also shown in Table 4 are the number and per cent caf girls with average or better skill in the activity, the lxype (Team Sport, Recreational Sport, Dancing, or Aquatic) aqua the classification (carry-over or non-carry-over) of tile listed activities. In only seven of the thirty-two activities did 5C96 of the subjects rate their skill as average or above. Ttuase seven activities are volleyball (77.8%), basketball (7K2.5%), softball (67.2%), social dance (57.7%), badminton (56.1%), swimming (54.060), and table tennis (50.5%). Noteworthy is the fact that the three activities which aFUPear at the tOp of the list are team sports and are 44 Table 4.~-Per cent of subjects with average skill or above, type and classification of the listed activities . . Classifi- Rank Act1v1ty Per Cent Type cation* 1 Volleyball 77.8 (147) Team NCO 2 Basketball 72.5 (157 Team NCO 5 Softball 67.2 (127) Team NCO 4 Social Dance 57.7 (109) Dance 00 5 Badminton 56.1 (106) Rec. CO 6 Swimming 54.0 (102) Aquatic CO 7 Table Tennis 50.5 ( 95) Rec. CO 8 Square Dance 47.6 ( 90) Dance 00 9 Tennis 55.9 ( 64) Rec. CO 10 Bowling 51.7 ( 60) Rec. CO 11 Folk Dance 50.7 ( 58) Dance 00 12.5 Soccer 29.1 ( 55) Team NCO 12.5 Stunts and Tumbling 29.1 ( 55) Other NCO 14 Field Hockey 27. ( 52) Team NCO 15 Roller Skating 27.0 ( 51) Rec. CO 16 Ice Skating 24.9 ( 47) Rec. CO 17.5 Archery 22.8 ( 45) Rec. CO 17.5 Camping 22.8 ( 45) Rec. CO 19 Horseback Riding 21.7 ( 41) Rec. CO 20 Modern Dance 19.6 ( 57) Dance N00 21. Life Saving 19.0 ( 56) Aquatic CO 222 Track and Field 18.5 ( 55) Other NCO 233 Diving 16.9 ( 52) Aquatic CO 224. Water Skiing 14.5 ( 27) Aquatic CO 235 Canoeing 15.8 ( 26) Aquatic CO 226.5 Golf 8.5 ( l6) Rec. CO 26.5 Speedball 8.5 ( 16) Team NCO 328.5 Skiing 7.4 ( l4) Rec. CO 238.5 Tap Dance 7.4 ( 14; Dance NCO 5C) Sailing 6.5 ( l2 Aquatic CO 31 Fencing 5.8 ( 11) Other NCO 523 Lacrosse 1.6 ( 5) Team NCO * CO = Carry-over activity . NCO = Non-carry—over activity 45 usually considered non—carry-over activities. It will be remembered that these three activities, volleyball, basket— ball and softball are the same ones that Zimmermanl, Broer and Hollanda, and Beise5 reported as the most commonly taught activities in the high school physical education programs. The four other activities are carry-over activ- ities, i.e. activities which are useful in adult life and for which equipment and facilities are generally accessible. By combining all activities of a given type, and averaging the number of subjects who rated their skill as average or above in these activities, Team Sports with 147.1% (89) again have the highest percentage. This is followed by Dancing, 52.8% (62); Recreational Sports, 228.0% (55); and Aquatics, 20.6% (39). (7) Total Skill Level Rating After determining the total point value for the SLiject's self rating of skill as described on page 54, the" EKDint values were ranked and skill level ratings were asnsigned. Appearing in Table 5, page 46 are the number of SLfbjects in each of the five rating categories for total Skiill, carry-over skill, and non-carry-over skill. Approx- iHEItely 20% of the subjects were placed in each category. \ 1Helen M. Zimmerman, op. cit. 2Marion Broer and Dolly Holland, Op. cit. 3Dorothy Beise, Op. cit. 46 Table 5.-—Number and percentage of subjects in skill level rating categories Category Total Skill Carry-Over Non-Carry-Over High 58 (20.1%) 39 (20.6%) 36 (19.0%) Above Average 56 (19.0%) 40 (21.2%) 59 (20.6%) Average 58 (20.1%) 52 (16.9%) 42 (22.2%) Below Average 57 (19.6%) 58 (20.1%) 40 (21.2%) Low 40 (21.2%) 40 (21.2%) 52 (16.9%) It is apprOpriate, at this point, to discuss the results of two other questions from the Activity Question- naire. These questions were: What single activity did you enjoy participating in during your physical education classes? and, List three physical activities not offered in.your high school physical education classes that you Ivould like to have had included. Table 6, page 47 presents the percentage of responses to these questions in each of Sinx categories. (A complete list of the responses appears 111 Appendix B). The activities offered in the high school physical education programs would tend to influence the responses to these questions. However, it is interesting to note that °f7 the 174 reSponses to the first question, 52.5% (91) designated some type of a team sport. This may indicate Cure of two things, first, the subjects actually preferred 47 team sports to other types of activities or second, the majority of the activities presented in the high school programs were team sports, and so a greater prOportion of 'team sport enjoyed most' responses would be expected. Upon examining the proportion of 'team sport' responses to the second question, 4.6% (21) of the 455 responses, the second of the above mentioned prOpositions appears to be the most fit‘ logical. ‘I’f’dwu O-..‘ #1....- H‘s-v- 491—]. Table 6.--Single activity enjoyed and activity would like 3 to have had included in high school physical “‘“ education classes Activity Like to Type of Activity Enjoyed Have Had 174 Responses 455 Responses Team Sports 52.5% 4.6% .Aquatic Activities 14.9% 17.4% Recreational Sports 15.2% 50. 1% (Gymnastics, Exercises, etc. 10.9% 15.2% IDancing 5.7% 12.5% C>ther Activities 2.9% 2.4% k (53) Ieisure Time Activities Incorporated in the Activity Questionnaire was a liést of thirty seven leisure-time activities. These activ- itnies had previously been rated as active, moderate, or lieght activity on the basis of the calorie cost of the 48 activity. The subjects were asked to denote the amount of their leisure time, often, some, little, none, they had spent performing the various activities in the warm months and the cool months during the previous year. The fifteen activities most often performed by the subjects during the warm and the cool months are shown in Table 7, page 49. These two lists diSplay the following four trends. First, is the appearance of the so-called seasonal activities, activities which are most commonly executed during certain seasons of the year. For example, leisure time activities which appear only on the often participation list for the warm months are swimming, boating and/hr canoeing, water skiing, and hiking. These activities, éilthough sometimes performed during the cooler months, are Commonly thought of as activities for the warm months (late Sxxring, summer, and early fall). The same holds true for ice: skating, bowling, team sports, and playing cards, activ- itties appearing on the often participation list for the COCXler months (late fall, winter, and early spring). Secondly, is the rise in the percentage of often Palrticipation as a spectator at sport events, from.46.6% in the warm months to 67.035 in the cool months. This could be attributed to the fact that two of the more p0pular Spec- tatflar sports (football and basketball) are performed during the cool months . 49 Table 7.—-Leisure time activities most often performed during the warm and the cool months Warm Months \ . Amount Rank Activ1ty Per Cent Activity_ Type 1 Swimming 64.0 Active Aquatic 2 Listening to radio, records 60.8 Light Social 5.5 Dancing 52.9 Active Social 5.5 Going to movies, concerts 52.9 Light Social 5 Spectator, sports events 46.6 Light Social 6 Telephoning friends 41.8 Light Social 7 Reading 40.5 Light Hobby 8 Cooking 28.6 Light Hobby 9 Boating and/or Canoeing 28.0 Moderate Aquatic 10.5 Playing musical instrument 25.4 Light Hobby 10.5 Water Skiing 25.4 Active Aquatic 12 Watching TV 24.9 Light Social 15 Sewing 25.8 Light Hobby l4 Raising animals 22.2 Light Hobby l5 Hiking 21.2 Active Recreation 0001 Months 1 Spectator, Sports events 67.0 Light Social 2 Listening to radio, records 65.1 Light Social 5 Going to movies, concerts 60.8 Light Social 4' Dancing 55.4 Active Social 5 Reading 47.6 Light Hobby é5 Telephoning friends 40.5 Light Social 7 Ice Skating 50.2 Active Recreation 8 Playing musical instrument 29.6 Light Hobby 9 Watching TV 26.4 Light Social 10 Cooking 25.5 Light Hobby 11 Sewing 21.2 Light Hobby %2 Raising animals 20.6 Light Hobby 12 Team sports 20.0 Active Team 15 Playing cards 18.0‘ Light Social Bowling 17.5 Moderate Recreation 50 Ten of the activities from the participation list for the warm months and eleven of the cool month activities are leisure time activities that are considered to be light in activity. Of these activities, several involve only sit- ting (listening to the radio, records; watching TV; sewing; playing cards; going to movies, concerts; spectator sports events; telephoning friends; and reading). Only four of the fifteen activities on the warm month list and three of the cool month leisure time activities are rated as active activities. This might be a reflection of a trend toward a sedentary way of life, feared by the peOple concerned with the health and well-being of our nation. Predominate in the two lists are leisure time activities which are social in nature. This high percentage of often participation in social activities is not out of line with what might be expected from the high school age group. This high percentage of participation in social actxivities and the drOp in participation in aquatic activ- iti4ss during the cool months is quite evident in the graphic Premaentation of the average percentage of often participation in leisure time activities, Figure 2, page 51- (9) Leisure Time Activity Rating In order to determine the relative amount of 51 Figure 2.—-Average percentage of ‘Often' participation in leisure time activities during the warm and the cool months Social Aquatics Hobbies Team Sports Warm Months Recreational Sports Social Aquatics Hobbies Team Sports Cool Recreational 6 Mbnths Sports per cent actxivity in the leisure time activities (Leisure Time Activ— itJVIRating) during the year previous to this investigation, the numerical values for the amount of activity and extent of Iflarticipation in the leisure time activities as described on liages 34 and 55, were assigned. The total values were ranlied.from high to low and approximately one-third of the Sutkjects were placed in each of three groups, active, 52 moderately active, or light activity on the basis of position in the ranked list. Fifty-nine subjects or 31.2% were given Active and Light Activity ratings while 57.6% (71) were rated as Moderately Active. Relationships Among Various Physical Activity Factors The second major purpose of this investigation was to determine if there are significant relationships The among various physical activity background factors. factors tested will be discussed in the following order: Total Skill Level Rating compared with (l) the number of years of high school physical education, (2) participation in a sports club, (3) Participation in intramurals, and (4) Leisure Time Activity Rating. Leisure Time Activity Rating compared with (1) number of years of high school physical education, (2) participation in intramurals, and (5) Participation in a sports club. Number of years of high school physical education (Knnpared with (1) reaction to high school physical education Classes, (2) amount of activity in high school physical ed-ucation, (3) desire for either more or less physical acifiivity in physical education classes, (4) participation in-ILntramurals, and (5) participation in a sports club. Chi squares (X2) were computed and the .05 level of Significance was chosen to indicate the existence of 55 significant or non-significant relationships between the variables listed above. Shown in Table 8, page 54, are the computed chi squares, the degrees of freedom, and the probability of the above mentioned comparisons. As can be noted in Table 8, page 54, significant relationships exist between the number of years of high school physical education and the Total Skill Level Rating and non-carry-over skill level. However, no significant relationship was found to exist between the number of years of high school physical education and carry-over skill level. In both of the significant relationships, the greater the number of years of high school physical education ‘the higher the skill level. This is not out of line with what was predicted as a result of the background reading. ids was pointed out inChapter II, the high school years are iJicluded in the skill learning years. Therefore, it is expected that persons with greater Opportunity to develop Efliills in physical activities during this period would hears a higher total skill level. The fact was also noted tkuit nmny high school physical education programs offer mainly non-carry-over activities and thus skill is expected to be higher in these activities. Previous studies were reported in which skill in a‘iFfllysical activity led to participation in that activity. 54 Table 8.—-Relationships among various physical activity background factors Relationship Tested X df p Total Skill Level Rating and: Number of years of high school physical education 21.59 8 .01* Participation in intramurals 24.49 4 .001* r_p o " W “’31s Participation in a sports club 17.82 4 .005* ,9 i ll . Leisure Time Activity Rating 41.55 8 .001* F $1 Leisure Time Activity Rating and: Number of years of high school 2 {4 physical education 11.45 8 .20 g 7} Participation in intramurals 8.51 2 .O2* _—é Participation in a sports club 6.79 2 .05' Number of years of high school physical education and: Reaction to high school physical education classes Enjoyment of high school physical education classes Degree of activity in high school physical education classes Desire for either more or less vig- orous activity during high school physical education classes LParticipation in a sports club lParticipation in intramurals Non-carry-over skill level Carry-over skill level 42.11 50.08 42.40 29.26 20.65 55.46 52.02 11.11 oom4>4>4> .001* .001‘ .001* .001* .001* .001* .001* .20 * Significant relationship 55 On the basis of this, it was predicted that there would be significant relationships between the Total Skill Level Rating and three variables dealing with participation (participation in intramurals, participation in a sports club, and Leisure Time Activity Rating). As predicted, these three tested relationships were significant. In the case of participation in intramurals and participation in a sports club, the higher the Total Skill Level Rating, the greater the participation in the activity. It was also found that the higher the skill level rating, the more active the Leisure Time Activity Rating. Although a significant relationship was predicted, no significant relationship exists between the Leisure Time Activity Rating and the number of years of high school physical education. As predicted, significant relationships exist between the Leisure Time Activity Rating and partic- ipation in intramurals and participation in‘a sports club. Tine more active the Leisure Time Activity Rating, the SIweater the participation in intramurals and in a sports Club. As shown in Table 8, page 54, all of the rela- tiOnships tested between the number of years of high school ph3'sical education and the various background factors were statistically significant. The relationships tested included 1HNC> concerned with reaction to the high school physical 56 education classes, namely evaluation of the physical edu- cation classes and enjoyment of the high school physical education classes. Significant relationships existed between the number of years of high school physical education and the degree of activity in these classes and the desire for either more or less vigorous activity. The greater the number of years of high school physical education, the more vigorous the activity and the less the desire for more vigorous activity. The relationships between the number of years of high school physical education and participation in intra- murals and participation in a Sports club are both signif- icant at the .001 level. This could very well be due to 5 the fact that high schools that offer more physical education Ifiould also offer a greater number of Opportunities to par- ‘bicipate in extra-class sport's activities. Physical Performance and Evaluation Measures The third major purpose of this investigation was tC’ determine if there are significant relationships between Selected physical activity background factors and the phys— 10611 performance and evaluation measures used in the Foun— diitZions of Physical Education Course. Following first is 57 a discussion of the Physical Performance Level and its relationship to various activity background factors and then a discussion of the relationships between the evaluation measures and selected physical activity background factors. Physical Performance As described in Chapter III, pages 50 and 51, the raw scores from the four physical performance tests were converted to percentile scores. The frequency distribution of the physical performance percentile scores is presented in Table 9. Table 9.--Frequency distribution of physical performance percentile scores .Percentile Deep Knee Sit-ups Two Minute Standing Rank Bends Chair Step Broad Jump 9O - lOO 24 6 19 24 80 - 89 56 l4 15 25 7O - 79 l9 12 22 25 60 - 69 21 16 14 19 .5O - 59 15 1 7 25 4O - 49 19 12 5O 18 30 - 59 l6 19 16 12 20 - 29 15 55 24 10 10 - 19 21 49 57 17 <3 — 9 5 25 5 16 \ 58 After combining and averaging the percentile scores for each subject, the Physical Performance Level for the subject was assigned. The frequency distribution of the Physical Performance Levels appears in Table 10. Table 10.--Frequency distribution of Physical Performance Levels Physical Performance Frequency Per cent Percentile Level 70 - 100 High 22 11.6% 60 - 69 Above Average 26 15.8% 56 - 59 Average 79 41.8% 26 - 55 Below Average 54 18.0% o - 25 Low 28 ‘ 14.8% It has been pointed out that systematic physical exercise leads to an increase in performance level. There- :fore, significant relationships are expected between the I”hysical Performance Level and (1) the number of years of high school physical education, (2) Leisure Time Activity Rating, and (5) Total Skill Level Rating. As can be seen 111 {Fable 11, page 59, no significant relationship existed between the Physical Performance Level and the number of ye"211‘s of high school physical education or with the Total skill Level Rating. A relationship significant at the .02 ile‘rel.existed between the Physical Performance Level and 59 Table ll.—-Re1ationship between selected physical activity background factors and the physical performance and evaluation measures Relationship Tested X2 df p Physical Performance Level and: Total Skill Level Rating 12.65 8 .20 ' Number of years of high school physical education 9.57 8 .50 swank Leisure Time Activity Rating 11.87 4 .02‘ E Overall reaction to the Foundations Course and: Evaluation of high school physical education classes 4.29 Enjoyment of high school physical education classes 2.77 Participation in intramurals .72 Participation in a sports club 1.71 Inclusion of a course or unit simi- lar to Foundations Course in the high school curriculum 9.05 Total Skill Level Rating 5.55 Leisure Time Activity Rating 5.05 Number of years of high school physical education 20.09 Physical Performance Level 12.66 ¥ IEvaluation of the amount of activity in the Course and: Degree of activity in high school physical education classes 2.89 Desire for either more or less vig- orous activity during high school physical education classes 1.48 {Total Skill Level Rating 14.50 leisure Time Activity Rating 17.71 INumber of years of high school physical education 18.77 lPhysical Performance Level 5.71 \ ‘Significant Relationship 6 .70 ‘ ,3 i i 6 .90 L" 5 .90 5 .70 5 .05" 6 .50 6 .60 12 .10 6 .05* Foundations 6 .90 5 .70 6 .025* 6 .01* 12 .10 6 .50 60 the Leisure Time Activity Rating. The higher the Physical Performance Level, the more active the subject in her leisure time. Evaluation of the Foundations Course The frequency of responses to the two questions from the Evaluation Form used in this investigation are rmttg . If v shown in Table 12. 1 a? Table 12.--Frequency distribution of responses to the E ,j 1 Evaluation Form “ Rate your general overall reaction to the Foundations Course you had last term. Very Favorable 41 21.7% Favorable 114 60.5% Indifferent 16 8.5% Unfavorable 15 7.9% Very Unfavorable 5 1.6% Evaluate the amount of physical activity in the course. Very Favorable 25 12.2% Favorable 116 61.4% Indifferent 27 14.5% Unfavorable 21 11.1% Very Unfavorable 2 1.1% As shown in Table 11, page 59, only two signifi- ‘Jallt relationships existed between general overall reaction 61 to the Foundations Course and the various factors. These two were with the Physical Performance Level and with the inclusion of a course or unit similar to the Foundations Course in the high school curriculum. 0f the six relationships tested with the evaluation of the amount of activity in the Foundations Course, two were significant. These two were with the Total Skill Level Rating and with the Leisure Time Activity Rating. CHAPTER V SUMMARY AND RECOMMENDATIONS The purposes of this study were (1) to determdne the physical activity background factors of the freshmen women enrolled in the required introductory course, Foun- dations of Physical Education, at Michigan State University; (2) to determine if selected background factors were inter- related; and (5) to determine the relationship between selected physical activity background factors and the phys— ical performance and evaluation measures used in the Foun— dations of Physical Education Course. Two hundred freshmen women were_randomly selected :from the 1818 students enrolled in the Fall term, 1959, IFoundations of Physical Education Course at Michigan State Ikliversity. Scores from four performance tests (sit-up, deep knee bend, standing broad jump, and chair step) were used in determining each subject's Physical Performance Le‘Vel. An Activity Questionnaire was designed to determine thug physical activity background factors and an Evaluation Form was used to determine the subjects' reaction to the Foundations Course . 62 65 Major findings included: 1. Over one-half of the subjects were without regular physical education classes during the two years previous to this investigation. Fifty-seven per cent had two or less years of high school physical education. 2. The majority reacted favorably to their high school physical education classes. 5. Less than one-half of the subjects (41%) partici- pated in a Sports club during any part of their high school years while 69.8% participated in an intramural program. 4. Skill level was highest in team sports, eSpecially volleyball, basketball, and softball. 5. One-half of the subjects would like to have had a recreational sport included in their high school physical education curriculum. 6. During the year previous to this investigation, the subjects participated most often in leisure time activities which were social in nature and required little activity. 7. The physical recreation activities in which the $1lbjects participated most often were swimming, dancing, bCNiting and/or canoeing, water skiing and hiking during the WEEDm.months and dancing, ice skating and bowling during the CO 01 months . Significant relationships exist between: 1. Total Skill Level Rating and a) number of years of 64 high school physical education, b) participation in intra— murals, c) participation in a sports club, and d) the total amount (frequency and vigorousness) of activity in leisure time activities (Leisure Time Activity Rating). 2. Non-carry-over skill level (skill in activities not participated in during adult life) and the number of years of high school physical education. 5. Leisure Time Activity Rating and a) participation in intramurals, and b) participation in a sports club. 4. Number of years of high school physical education and a) participation in intramurals, and b) participation in a sports club. 5. Physical Performance Level and the Leisure Time Activity Rating. 6. Overall reaction (course rating) to the Foundations Course and a) Physical Performance Level, and b) inclusion of a sinilar course or unit in the high school curriculum. 7. Evaluation of the amount of activity in the Foun- dations Course and a) Total Skill Level Rating, and b) the lLeisure Time Activity Ratinr. Recommendations It is recommended, as a result of this investi- égértion, that in planning the college physical education curriculum, more attention should be given to the recrea— t3ina1 activities. The skill level of the sample was low 65 in this area and the subjects expressed the desire for instruction in various recreational activities. Less emphasis could be placed upon the three team sport activ- ities, volleyball, basketball, and softball, in which the majority of the subjects rated their skill as average or better. It is further recommeded that in another investi- gation of this type certain changes in method be made. First, a greater variety of performance tests should be used in determining the Physical Performance Level. Second, the terms used in the Activity Questionnaire for rating the par- ticipation in leisure time activities should be defined in terms of number of times participated during a certain length of time. Thirdly, it is suggested that the Evaluation Form be revised and should include more response categories to (provide greater dispersion of the responses. A suggested project for future research is a longi- ‘budinal study to determine the relationship of skill and illterests to the leisure time activity patterns of female SLl'bjects. A study of the changes in the activity patterns ark: interests of the subjects after completion of the Foun- dations Course, at the end of the physical education re- gujcrement, the year following graduation from college, and 3fillally at the time when a home and family have been estab- li Shed, is suggested. REFERENCES Books Clarke, H. Harrison. Application of Measurement to Health and Physical Education. Englewood Cliffs, N. J.: PrentiCe—Hall Inc., 1959. Cowell, Charles C. Seminar Guide in Physical Education. Lafayette, Ind.: Purdue University, 1956. Cureton, Thomas K. (ed.). Effects of Physical Education and Athletics Upon College Men. Urbana, 111.: 1955. Frawley, Lester M., Johnson, Warren R., and Massey, Benjamin H. Physical Education and Healthfgl Living. Englewood Cliffs, N. J.: Prentice-Hall Inc., 1954. Graybeal, Elizabeth. The Measurement of Outcomes of Physical Education for College Women. Minneapolis: University of Minnesota Press, 1957. Irwin, Leslie W. and Humphrey, James H. Principles and Techniques of Supervision in Physical Education. St. Louis: The C.V. Mosby Company, 1954. Knapp, Clyde and Hagman, E. Patricia. Teaching Methods for Physical Education. New York: McGraw-Hill Book Company, Inc., 1955. Ifinapp, Clyde and Jewett, Ann E. Physical Education: Student and Beginning Teaching. New YOrk: McGraw-Hill Book Company, Inc., 1957. KHTUg, Edward A. Curriculum Planning. New York: Harper and Brothers, 1957. Na43h, Jay B. The Administration of Physical Education. New York: A.S. Barnes and Company, 1951. Nash, Jay 8., Moench, Francis J., and Saurborn, Jeannette B. Physical Education: Organization and Administration. New YOrk: A.S. Barnes and Company, 1951. 66 67 National Recreation Workshop. Recreation for Community Living. Chicago: The Athletic Institute, 1952. Wessel, Janet A. Movement Fundamentals: Figure, Form, Fun. Englewood Cliffs, N. J.: Prentice-Hall Inc., 1959. Articles Baker, Mary. "Factors Which May Influence the Participation in Physical Education of Girls and Women," The Research Quarterly, 11:126-151, 1940. Beise, Dorothy. "A Comparative Analysis of the Physical Education Background, Interests and Desires of College Students as an Evaluation Procedure," The Research Quarterly, 11:120-128, 1940. Broer, Marion R. and Holland, Dolly A.J. "Physical Edu- cation Interests and Needs of University of Washington Women in Services Classes," The Research Quarterly, 25:587-597. 1954- .Kappes, Eveline E. "Inventory to Determine Attitudes of College Women Toward Physical Education and Student Services of the Physical Education Department," The Research Quarterly, 25:429-458, 1954. Zinmerman, Helen M. "Physical Activity EXperience and Interests of College Women," The Research Quarterly, 25:109-118, 1954. Reports Stérte of Illinois. Report of the Governor's Conference on Youth Fitness, held at Robert Allerton Park, Monticello, Illinois,May 5,6,7, 1957. Unpublished Material Ge]?1£and, Lavaughn Rae. "A Study to Determine the Influence of the Foundations of Physical Education Course Upon 68 Concept of Physical Self and Attitudes Toward Physical Activity Among College Women." Unpublished Master's thesis, Michigan State University, 1960. Haskins, Mary Jane. "Recreational Skills Inventory of Women Students in the Required Physical Education Program." Paper presented at the Midwest Association for Physical Education of College Women, George Williams College Camp, Williams Bay, Wisconsin, May 15, 1960. "Physical Performance Tests and Measures of Motor Ability: General Directions." Department of Health, Physical Education and Recreation, Michigan State university, 1959. (mimeographed). Whittle, H. Douglas. "Effects of Elementary School Physical Education upon Some Aspects of Physical, Motor and Personality Development of Boys Twelve Years of Age." Microcarded Ph.D. dissertation, University of Oregon, 1956. 69 November 1959 Dear Fresrmsn, You have been selected to represent the 1800 girls enrolled in the Foundations of Physical Education class. We ask your cooperation in filling out the following questionnaire to the best of your knowledge. It should take only a few minutes of your time. Through your answers. we hope to determine the physical education background of a typical Freshman girl. Also. we expect to find out what activities a Freshman girl enjoys doing. her recreational habits. her skill level and her attitudes toward physical activity. This is a survey to aid us in evaluating and improving our physical education instructional program. Please return the questionnaire to your physical education instructor during your next class period. Thank you for your cooperation. Cordially yours , 9 «2.03% )<€»~JA Dorothy A. Ker , Chairmen Instructional Services 2. 3. 5. 6. 7. 8. 10. 11. 12. 13. 14. 7o ACTIVITY QUESTIOITIMIRE CIRCLE the answer that best discribes your feelings. Did you have physical education for girls in your high school? YES NO Circle each year you had physical education. 9 . 10 ll 12 None Do you feel that your high school physical education classes were Excellent Very good Good Fair Poor Did you enjoy your high school physical education classes? Very much Much Some Little None ‘T-Ihat was your reaction toward your physical education classes? Worthwhile Acceptable Not No Program Did not Acceptable Participate Did you have vigorous physical activities in your high school physical education classes? Very Vigorous Moderate Somewhat Very little Vigorous Vigorous Vigorous Aotivi t3 Would you like to have had more vigorous physical activity during your 111% gchool years? NO Did you {Eggs 9. course or unit in posture and/ormbody mechanics? Did you have a course or unit in body conditioning and/or exercise? YES NO Would you like to have had in your high school physical education class a course or unit similiar to the course you are now taking Foundatiggg of Physical Education? NO If so, at what grade level or levels would it be best to offer such a course or unit? 9 10 11 12 None What single activity did you particularly enjoy participating in during your physical education classes? Give the month and year of your graduation from high school. Month Year List three physical activities not offered in'your high school physical education classes that you would like to have had included. fl, I 1 . o 15. Did you partioi High School? (8 71 ate in any of the followin heck year or years of cart 0 activit as during lpatlon e v 9 10 11 12 Intramurals: team.sports (softball, basketball, volleyball! etc.) Intramurals: individual and dual sports (tennis._badminton, etc.)TL Sports Club (GAAlgyeaders Club} Cheerleadinglggep Club, Twirling Dance Club Swimming Club 'Varsity_§ports Playggys Others (list) 16. Did you participate in: What activities ¥' ber of mes per Month e Community Recteafion Program Girl Scouts 4&3 Country Club Other (list) e - ouc< - '72 IListed below is a list of activities that may be included in a girls high school physical education program. Will you check the grade level or levels the activities were offered for girls in your high school physical education classes. If the activity was not offered leave the space blank. Circle your skill level (how good you are) in each activity listed. GEKEE'LEVEL ACTIVITIES SKILL LEVEL 9 10 11 1. Basketball Good Average Little None g. Field Hockey Good Average Little None . Lacrosse Good Average Little None u. Softball Good Average Little None 5. Soccer Good Average Little None 6. §peedball Good Averege little None 1. Volleyball Good Average Little None 8..Archegy Good Average» Little None 2; Badminton Good Average Little None 10 Bowling Good Average Little None _ ll Fencing Good Averege Little None 13.9215 Good Average Little None 12_§§112E:: Good Average_ Little None in Stunts and Tumbling Good Avergg Little None 15 Tennis Good Average_ Little None 16 Track and Field Good Average Little None 12 Aquatics - Swimming Good Average Little None 18 Life Savigg__g Good Average Little None 19 Diving Good Average Little None 20 water Skii Good Average Little None Zle Canoeing Good Average Little None 22 #4 Sailing Good Average Little None '4.- 73 ACTIVITIES GRADE LEVEL SKILL LEVEL ”TT'IT‘T W Good Average L1_t_t_13 None wakes. ..__ Good Average Little None W 0009 AveraLgMe £19m Good Average gttle None 22. Roller Skatigg Good Average Little None 28. Social Dance Good. ‘Average Little None M033 2.3939 Good Average Mtge None fl. Tap Dance Good Avgggge Little None 31. Square Dance Good Average Little None 2. Modern Creative) Good Average Little None Posture or Mec cs Good Average Little~__lj_c_>_ne E Exercises Good Average Little None 35. Adapted Physical Education Good Averagg Little None Others: List by name Good Average Little None Good Average Little None Good Average Little None L_.- __,H._L_ A... . .. _ i “...... a ...: m1 ..i i. mg .....I._\ ..é LI“ ..... .13.. VHV ..4. agave A o .e aaaaacaassa ma db - \. .~1\. la. n l ..I. \ \ ‘ ... a. .s 74 A check list of your recreational habits. What you do in your leisure time. Use the first colunm for all activities you did in the warm months (late spring. sunmer, earIy fall) and the 539295; column for all activities you did in the cool months (late fall. winter. early spring). Check the amount of time you spent doing the activity. In the third column check the activities you particularly enjoyed dome ‘ Activities ACTIVITY COOL MONTHS Enjoyed APPENDIX B Activity Questionnaire Results Did you have physical education for girls in your high school? Yes 92.6% (175) No 7.4% (14) Circle each year you had physical education. 9th 77.8% (147) 12th 51.7% (60) 10th 68.3% (129) None 15.5% (29) 11th 45.0% ( 85) Number of years of high school physical education. None 15.5% (29) 5 yrs 17.5% (53) 1 yr 15.8% (26) 4 yrs 25.4% (48) 2 yrs 28.0% '(55) Do you feel that your high school physical education classes were: Excellent 6.5% (12) Fair 18.0% (54) Very Good 25.5% (44) Poor 10.1% (19) Good 54.4% (65) No Answer 7.9% (15) Did you enjoy your high school physical education classes? Very Much 21.2% (40) Little 5.3% (10) Much 29.6% (56) None 9.0% (17) Some 26.5% (50) No Answer 8.5% (16) What was your reaction toward your physical education classes? Worthwhile 59.7% (75) No Program 6.5% (12) Acceptable 59.7% (75) Did not Participate 4.2% ( 8) No Answer 5.7% ( 7) Not Acceptable 6.5% (12) 75 7. 10. 1]_. 135. 76 Did you have vigorous physical activities in your high school physical education classes? Very Vigorous 12.7% (24) Very Little Vigorous 54°48 (65) X:%§:§:§ 3.2% ( 6) Moderate 52.8% (62) No Answer 9.5% (18) Somewhat 7.4% (14) Would you like to have had more vigorous physical activ- ities during your high school years? Yes 60.5% (114) No 54.9% (66) No Answer 4.8% (9) Did you have a course or unit in posture and/or body mechanics? Yes 19.6% (57) No 77.8% (147) No Answer 2.6% (5) Did you have a course or unit in body conditioning and/ or exercise? Yes 40.7% (77) No 55.6% (105) NO Answer 5.7% (7) Would you like to have had in your high school physical education class, a course or unit similar to the course you are now taking, Foundations of Physical Education? Yes 80.4% (152) No 16.9% (52) No Answer 2.6% (5) If so, at what grade level or levels would it be best to offer such a course or unit? 9th 58.1% (72) 12th 16.4% (51) 10th 54.9% (66) None 15.8% (26) 11th 25.4% (48) Give the month and year of your graduation from high school. June 1959 85.2% (161) Other 6.9% (15) May 1959 7-9% ( 15) 123- 77 What single activity did you particularly enjoy partici— paatxing in during your physical education classes? N a 174 Basketball Volleyball Swimming Softball Tennis Badminton Tumbling Exercises Field Hockey Modern Dance Trampoline Dancing 14%. 22.4% 18.4% 14.9% 5.2% 5.2% 4.6% 4.0% 2.9% 2.9% 2.9% 2.9% 2.5% (59) (32) (26) ( 9) 9) 8) 7) 5) 5) 5) 5) ( 4) A/\f‘\/\f\f\f\ Recreation 1 Soccer 1 Apparatus Archery Bowling Cheerleading Fencing Golf Group Games Square Dance Stunts Other 2 . 1% . 1% . 6% . 6% . 6% . 6% . 6% . 6% .6% . 6% . 6% .5% (2) (2) (1) (l) (l) (1) (l) (1) (l) (l) (l) (4) List three physical activities not offered in your high E“311001 thsical education classes that you would like to N=455 have had included . Swimming Tennis Bowling Social Dance Golf Archery Skating (Ice) Fencing Exercises Modern Dance Posture Gymnastics Tumbling Field Hockey Diving Basketball Foundations Lacrosse Badminton 14.5% 11.6% 9.770 8.1% 7.9% 6.4% 6.4% 5.9% 4.2% 2.9% 2.9% 2.6% 2.4% 1.5% 1.5% 1.1% (66) (55) (44) (37) (56) (29) (29) (27) (19) (13) (13) (12) (11) ( 7) 6) 5) 4) 4) AAA/\A 5) Life Saving Square Dance Volleyball Folk Dance Horseback Riding Sailing Skiing Track Canoeing Football (Girls) Handball Ping Pong Recreation Games Soccer Tap Dance Trampoline Water Skiing Others (5) (3) (3) (2) (2) (2) (2) (2) (1) (l) (l) (l) (1) (1) (1) (1) (1) (9) 78 Itiél you participate in any of the following activities during Hi 55h School? Activity 1 yr. 2 yrs. 5 yrs. 4 yrs. Jhitramurals: team sports 52 55 21 58 Initramurals: individual and dual sports 19 28 14 9 ESports Club: GAA, Leaders Club 21 22 l7 l9 (Sheerleading, Pep Club, or Twirling 15 25 12 26 IDance Club 10 2 2 1 Swimming Club 18 \ 9 8 5 \farsity Sports 7 10 8 l2 1?laydays 25 12 5 8 ()ther: Bowling Club — - 1 1 Hiking Club - 1 - - Lifesaving Club - l - - Marching Band - l 5 ll Rifle Club 1 - - - Skating Club — 1 - - Ski Club 1 5 - - Sports Night 1 - - - Ekarticipation in community activities. Community Recreation Program 59 Girl Scouts 64 4-H 54 Country Club 24 Other 29 Skill Level Ratings 79 Good Average Little None “”51“” # 92 # as # % # 92 Basketball 47 24.9 90 47.6 55 17.5 19 10.1 Field Hockey 19 10.1 55 17.5 21 11.1 116 61.4 Lacrosse - -— 5 1.6 5 2.6 181 95.8 Softball 52 27.5 75 59.7 40 21.2 22 11.6 Soccer 15 6.9 42 22.2 24 12.7 110 58.2 Speedball 2 1.1 14 7.4 16 8.5 157 85.1 Volleyball 61 52.5 86 45.5 21 11.1 21 11.1 Archery 12 6.5 51 16.4 24 12.7 122 64.5 Badminton 55 29.1 51 27.0 26 15.8 57 50.2 Bowling 20 10.6 40 21.2 41 21.7 88 46.6 Fencing 2 1.1 9 4.8 9 4.8 169 89.4 Golf 5 1.6 15 6.9 26 15.8 147 77.8 Skiing 6 5.2 8 4.2 15 7.9 160 84.7 Stunts & Tumbling 20 10.6 55 18.5 45 22.8 91 48.2 Tennis 10 5.5 54 28.6 44 25.5 81 42.9 Track and Field 8 4.2 27 14.5 28 14.8 126 66.7 Swimming 45 22.8 59 51.2 18 9.5 69 56.5 Life Saving 15 6.9 25 12.2 19 10.1 154 71.0 Diving 6 5.2 26 15.8 57 19.6 120 65.5. Water Skiing 15 6.9 14 7.4 25 12.2 159 75.5 Canoeing 10 5.5 16 8.5 24 12.7 159 75.5 Sailing 5 1.6 9 4.8 8 4.2 169 89.4 Camping 24 12.7 19 10.1 17 9.0 129 68.5 Ping Pong 58 20.1 57 50.2 16 8.5 78 41.4 Horseback Riding 15 6.9 28 14.8 24 12.7 124 65.6 Ice Skating 15 7.9 52 16.9 25 15.2 117 61.9 Roller Skating 12 6.5 59 20.6 17 9.0 121 64.0 Social Dance 45 25.8 64 55.9 10 5.5 70 57.0 Folk Dance 19 10.1 59 20.6 28 14.8 105 55.6 Tap Dance 10 5.5 4 2.1 22 11.6 155 81.0 Square Dance 58 20.1 52 27.5 27 14.5 72 58.1 Modern Dance 16 8.5 21 11.1 17 9.0 155 71.4 Posture, Body Mech. 16 8.5 45 22.8 17 9.0 115 59.8 Exercises 47 24.9 75 58.6 17 9.0 52 27.5 Adapted Phys. Ed. 8 4.2 19 10.1 6 5.2 156 82.6 80 Participation in Leisure Time Activities During the Warm and Cool Months Warm Months Cool Months Activity . Often Some Often Some # % # % # # '75 Tennis 27 14.5 68 56.0 1 .5 7 5.7 Badminton 54 18.0 62 52.8 5 2.6 19 10.1 Golf 9 4.8 21 11.1 — -- 2 1.1 Bicycling 51 16.4 66 54.9 7 5.7 14 7.4 Camping 25 12.2 54 18.0 5 1.6 4 2.1 Hiking 40 21.2 44 25.5 12 6.5 20 10.6 Boating, Canoeing 55 28.0 42 22.2 2 1.1 2 1.1 Water Skiing 48 25.4 29 15.5 1 .5 4 2.1 Swimming 121 64.0 52 16.9 12 6.5 28 14.8 Dancing 100 52.9 45 25.8 101 55.4 54 18.0 Roller Skating 7 5.7 58 20.1 8 4.2 45 22.8 Skiing 4 2.1 5 1.6 21 11.1 10 5.5 Ice Skating 6 5.2 9 4.8 57 50.2 46 24.5 Team Sports 22 11.6 51 16.4 58 20.1 45 22.8 Gardening 27 14.5 54 18.0 1 .5 2 1.1 Horseback Riding 25 12.2 28 14.8 7 5.7 17 9.0 Ping Pong 15 6.9 47 24.9 25 15.2 62 52.8 Croquet 16 8.5 40 21.2 2 1.1 5 1&6 Archery 1 .5 25 15.2 - -- 8 4.2 Bowling 1? 9.0 48 25.4 55 17.5 61 52.5 Acting, in plays 9 4.8 17 9.0 20 10.6 55 17.5 Spectator sports events 88 46.6 40 21.2 127 67.2 54 18.0 Going to movies, concerts 100 52.9 44 25.5 115 60.8 41 21.7 Listening to radio, records 115 60.8 55 18.5 125 65.1 54 18.0 Watching TV 47 24.9 44 25.5 50 26.5 51 27.0 Telephoning friends 79 41.8 55 28.0 76 40.2 60 51.7 Playing cards 25 15.2 58 50.7 54 18.0 49 25.9 Raising animals 42 22.2 54 18.0 59 20.6 52 16.9 Reading 76 40.2 57 50.2 90 47.6 46 24.5 Photography 18 9.5 28 14.8 11 5.8 28 14.8 Meeting friends 59 20. 58 20.1 50 15. 59 51.2 Cooking 54 28.6 47 24.9 44 25.5 50 26.5 81 Leisure Time Activities (cont'd) .Activity Warm Months, Cool Months Often Some Often Some .41 % # % # % # % Sevving 45 25.8 52 16.9 40 21.2 56 19.0 Collecting things 15 6.9 27 14.5 16 8.5 22 11.6 Playing musical instrument 48 25.4 51 16.4 56 29.6 25 12.2 Making things 25 12.2 55 17.5 27 14.5 51 16.4 Writing stories, poems 11 5.8 20 10.6 15 7.9 22 11.6 G>5J O\\fi 11 12 13 14+ 15 APPENDIX C Individual Physical Activity Background Factors Key to Abbreviations of the Table Subject Number of Years of High School Physical Education Evaluation of High School Physical Education Classes Ex Excellent G Good P Poor VG Very Good F Fair - No Answer Enjoyment of High School Physical Education Classes VM Very Much S Some N None M Much L Little — No Answer Amount of Activity in High School PE Classes VV Very Vigorous SV Somewhat Vigorous Vig Vigorous VLV Very Little Vigorous Mod Moderate Activity Desired More Vigorous Activity in High School PE Classes Similar Course or Unit in High School PE Classes Participation in Intramurals Participation in a Sports Club Y Yes N No Amount of Activity in Leisure Time Activities A Active M Moderate L Light Total Skill Level Rating Non-Carry-Over Skill Level Rating Carry-Over Skill Level Rating Physical Performance Level H High BAv Below Average AAv Above Average L Low Av Average General Overall Reaction to Foundations Course Evaluation of Amount of Activity in Foundations Course VF Very Favorable U Unfavorable F Favorable VU Very Unfavorable I Indifferent 82 Individual Physical Activity Background Factors* 85 s 1 2 5 4 5 6 7 8 9 1o 11 12 15 14 15 1 4 VG s Vig N Y Y N L Av Av Av Av F F 2 4 VG VM W Y Y Y Y A H Av H Av F U 52ExVMVVYYYYMAAvAAvAAvAvVFF 4 1 G VM Vig Y N N Y M L L L L VF VF 5 5 Ex VM W N Y Y N L Av Av Av BAv F VF 6 4 VG M Mod N Y Y Y A Av AAv AAv Av F F 7 o P N VLV Y N Y Y M L L HAv AAv F F s o - — - Y N N N L L L L L F F 9 o - N - Y N Y Y A AAv H BAv L F F 10 2 G M Vig N Y N N M H H H AAv VF I 11 5 G VM Mod Y N N Y M BAv BAv Av Av VF F 12 2 G M Mod Y Y Y N A H H H AAv F F 15 2 F 3 Mod Y N N N A H H AAv BAv F VF 14 1 VG 3 Mod Y N Y N M H AAv H Av F F :15 1 G VM Mod Y' N Y N L BAv BAv BAv BAv F F 16 17 2 G M Vig Y N N N A AAv AAv AAv Av VF F 18 2 G N Mod N Y Y Y A AAv AAv HAv L F F 19 4 VG s Vig N Y Y Y M Av Av AAv HAv F F 2C) 5 G M Vig Y N Y N M AAv AAv AAv Av F VF 21 4 F VM W Y Y N N M BAv BAv Av AAv VF F 22 1 VG M Vig N N Y Y L H H AAv BAv F VF 25 5 G M Mod Y Y Y Y A H H H Av I U 24 2 G 1: Mod Y Y Y N L BAv Av Av Av F F 25 4 Ex VM W Y Y Y Y M AAv AAv H H F F 26 4 VG M W N N Y Y L AAv Av H BAv F F g; 2 G 3 Mod Y Y Y N L BAv Av L L F F 29 1 G VM W Y N N N M L BAv L L F F 50 2 Ex M Vig Y Y N N M H H H L F U 31 5 G M VV N N Y Y L AAv Av AAv Av VF U 52 5 VG M Vig N N Y N A H H Av L F F 53 2 VG M Vig Y Y Y N A H AAv H AAv VF F 34 2 F s Vig Y N N Y A H H H Av VU F 35 4 VG M Mod Y Y Y Y L AAv Av AAv Av F F i6 2 VG M Vig Y Y Y Y M H H AAv 'BAv VF F 3'? 4 VG VM Vig - Y Y Y A Av L H H F U 38 2 G L Mod Y Y Y Y A H AAv AAv H F F 49 1 P 8 Mod Y N Y N L Av Av Av Av VF F 0 5 VG VM W N N Y Y A H H H H F F * See page 82 for key to abbreviations of the Table. CI) p s 1 2 5 4 5 6 7 8 9 10 11 12 15 14 15 41 4 F L Mod N Y Y N M AAv AAv Av H U I 42 1 F L Mod Y N Y N L L L L L VF VF 45 2 G M sv Y Y Y N M 44v AAv AAv AAv VF F 44 5 G 3 Mod Y N N Y L L BAv L Av F VF 4+5 4 F M SV Y Y Y N L BAv BAv AAv Av F F 46 2 VG VM W Y N Y N M BAv HAv Av H VF F £47 4 VG S Vig N Y Y N L Av BAv AAv Av F F 148 4 F s sv Y N Y N M BAv HAv BAv L VU I 4+9 4 VG VM Mod Y Y Y Y L Av BAv H Av F U 50 2 G M Vig N N Y Y M BAv BAv BAv BAv F F 51 2 F 8 Mod N N Y Y M BAv L AAv Av I F 52 o F - VLV Y N N N L BAv BAv L L VF VF 55 1 P s SV Y N N N L L L L L F F 54 2 VG M VV Y Y Y Y A H H H Av F F 555 5 F S Mod Y Y Y N A AAv H Av H F I 56 4 VG M Vig Y N Y N M Av Av Av Av U U 557 4- VG VM Vig Y Y Y N M Av AAv BAv BAv F I 563 5 G M Mod N N Y Y L Av Av AAv Av I U 59 4 F S SV Y Y Y N A AAv AAv Av BAv F F 60 2 G s Vig N N N N L L L BAv Av F F 61 4 VG M ...- N N N Y L AAv AAv AAv BAv F I 62 2 G M Mod Y N N N A AAv H Av H I F 65 4 G 8 Mod Y N Y Y A AAv AAv Av Av F I 64 o F 8 Mod Y N Y N A AAv AAv Av Av I F 65 o VG — VV Y Y Y N A AAv AAv BAv AAv VF F 66 5 G M Mod Y Y Y N M H AAv H H VF U 6'7 2 G 8 Mod N N Y Y L Av Av Av H F U 68 o — - -- - - N Y L L L L L VF F 69 5 - VM Vig Y Y Y N M BAv BAv AAv Av VF F '70 1 G M Vig Y N Y Y A L L Av BAv F U 71 o F — -- - - N N L L L L BAv F F '72 '73 2 G VM Mod Y N Y N M L L HAv AAv F I '74 5 G s Vig N Y Y N M AAv AAv H Av VF F '75 2 G M Mod Y N Y N L L L BAv L F F '76 OF M W YYYNMAAv AAv AAv AAvF F '7'? o G M Mod Y N Y Y M H AAv H AAv VF I '78 4 Ex VM Vig N N Y Y M Av AAv Av Av I U £9 4 G s Vig Y N Y Y A BAv BAv AAv AAv VF F O 4 G VM Mod Y N Y N M L L L Av F F * See page 82 for key to abbreviations of the Table. r—‘N-POW wruwoo \Np—JmJ—‘w (\J NO rvO-Pmk-o run; on) HHH-Pp mob-440 .- (D \D S 1 2 5 4 5 6 7 8 9 10 11 12 15 14 15 81 5 Ex VM VV N Y‘ Y N M BAv BAv BAv L VF F 82 4 G M Vig Y Y Y Y A BAv L Av Av F F 85 2 G M Vig N N N Y L Av Av AAv Av VF VF 84 1 P S SV Y Y Y N M L L L AAv F F 85 5 VG S -- N Y N Y L Av BAv H Av VF VF 86 0 - - —- Y’ N N N L BAv Av L Av I I 87 0 G N Mod Y N N N L .Av Av BAv Av F VF 88 5 G S Vig N Y Y Y A AAv Av H AAv VF F 89 2 F S Mod Y N Y N M L L BAv BAv U F 90 5 Ex VM Vig N N Y Y A Av AAv Av L F F 91 5 VG VM Vig N Y Y Y M AAv AAv AAv BAv F I 92 0 P N -- - N N N A L L L Av VF F 95 4 G M Mod Y N Y Y A Av BAv Av .AAv F F 94 2 G S Mbd Y Y N N M. Av BAv H Av VF VF 95 l P N VLV Y N N N L L BAv L BAv F F 96 0 P N VLV Y N N N L BAv Av L Av F F 97 2 P N Vig Y N N N L BAv BAv BAv BAv F F 98 99 100 2 F S Mod Y N Y N L .Av AAv BAv AAv F F 101 1 P L Mbd Y N N N M H H BAv Av VF I 102 2 VG VM Med Y N Y Y M AAv AAv AAv H F F 105 4 Ex VM Vig N Y N Y M H H H L F F 104 0 P ‘N -- Y N N N L .Av AAv Av BAv I F 105 2 G M Vig Y N Y Y L BAv BAv Av BAv F VF 106 4 G S Vig N Y Y Y A H H H Av U VU 107 4 VG VM VV Y N Y N M H H H H I F 108 1 VG M Vig Y N Y Y L BAv BAv Av Av VF VF 109 l G M VV N N Y N M L L BAv L F F 110 l G VM Mod Y N Y Y L AAv AAv Av Av F U 111 2 F S Vig N N N N L L L L Av F F 112 O P N -- Y N N N L L BAv L BAv F F 115 114 2 G M Mod Y N Y N M BAv L Av H F I 115 2 Ex S Vig N Y N Y M Av AAv Av Av VF F 116 0 — - —- Y — N N M L L L .Av VF F 117 4 VG M Mod N Y Y Y M AAv Av AAv BAv F F 118 1 F L SV Y N N N L L L L Av F F 119 0 - - -- Y N N N A Av AAv BAv AAv U U 120 2 P N Mod Y N Y N M H H Av AAv F F * See page 82 for key to abbreviations of the Table. 86 A: See page 82 for key to abbreviations of the Table. S 1 2 5 4 5 6 7 8 9 10 11 l2 15 14 15 121 5 VG M Mod N Y N Y M Av Av AAv Av I F 122 4 F S Vig N Y Y Y M AAv AAv AAv H F F 125 2 VG VM Vig Y Y Y Y A Av Av AAv H VF F 124 4 VG M VV N Y N Y A H H H H VF F 125 1 P L VLV Y Y Y Y L L BAv BAv Av F F 126 4 VG VM Mod Y N Y Y A AAv H Av Av F F 127 5 VG VM Vig N Y Y N A BAv BAv Av H F VF 128 4 VG M Mod N Y Y Y A Av BAv AAv Av F F 129 5 F N VV N N Y N A H H H Av F F 150 4 VG M VV N Y Y Y M H H H Av F F 151 0 P - SV Y Y N N M AAv H BAv Av F F 152 5 G VM VV Y Y Y Y M Av BAv AAv Av F I 155 154 5 VG M Vig N Y Y N L BAv L AAv BAv F I 155 4 F L Vig N Y N N M .Av Av AAv Av VU I 156 0 - - -- Y N N N L Av AAv L BAv F VF 157 4 G S Mod N Y Y N M Av BAv AAv Av U F 158 2 P L Mod Y N Y Y A BAv L Av Av F F 159 2 G S Mod N N Y N A Av Av Av L I I 140 O P VM SV Y N N N A L L BAv Av U I 141 4 G VM Vig Y N Y Y M Av BAv AAv H F F 142 5 G M Vig Y N Y N A H H H H F F 145 4 G VM Mod N Y Y Y A H H Av AAv U U 144 2 F S Mod Y Y N N M BAv Av BAv BAv F F 145 4 Ex M Vig N Y Y Y L H H H Av F VF 146 5 G S Vig - Y Y N M AAv AAv AAv BAv F F 147 1 F S Vig Y Y Y Y A H AAv AAv Av F F 148 2 - VM Vig Y N N Y M BAv BAv Av BAv I I 149 1 F S Mod Y N N N A Av AAv BAv BAv F F 150 5 F S Vig N N N N A H H H Av F F 151 2 VG S Vig N Y Y N A Av Av Av L VF U 152 4 VG VM Vig Y Y Y Y L .AAv AAv AAv Av VF U 155 l G M Mod N N Y N M AAv H BAv Av F F 154 2 G M Vig N N Y N A H H Av BAv F U 155 4 G M Vig N Y Y Y L AAv Av H Av U F 156 O - - -- Y N N N A L L L Av F F 157 2 G M Vig Y Y Y N M BAv Av BAv L F F 158 1 P N SV Y N N N L L L L Av F U 159 l VG M Vig N Y Y Y A H AAv H Av F F .160 1 P N SV Y Y Y Y L L BAv L AAv U U 03 fl S 1 2 5 4 5 6 7 8 9 10 11 12 15 14 15 161 4 VG S Vig N Y Y Y A H H H H U I 162 O F N SV N N N N M L L L BAv F F 165 164 5 F S SV Y Y Y N L L BAv BAv L F F 165 2 VG M Mod Y N Y Y L L L L Av I I 166 2 G S Mod Y N N N L L L BAv L F F 167 O - — -- - - Y N L L L L L U I 168 0 - - —- - - N N L L L L BAv F F 169 0 - - -- - N N N M H H H AAv F F 170 4 G M Mod N N Y Y A H H H L U F 171 1 G M Vig N N Y Y A H H H BAv VF F 172 2 VG VM VV N Y Y Y A H H Av Av U I 175 4 VG VM VV N N Y Y M AAv H AAv Av F F 174 O - - -- Y N N N L L L L Av F F 175 176 5 P S Vig N Y Y N L .Av Av BAv Av VF F 177 4 G S Mod N N Y N L AAv H BAv L F I 178 2 G S SV Y N Y Y A AAv H Av H VF F 179 1 G S Mod Y Y Y N A H H H Av F VU 180 5 G M Vig Y Y N Y L L L L AAv U VF 181 4 F N Mod N N Y N M BAv Av BAv Av I F 182 4 Ex VM VV Y Y Y N L BAv BAv BAv AAv F F 185 2 G S Mod - N Y N M BAv L AAv AAv F U 184 185 2 G M Mod N Y Y N M L L BAv Av VF I 186 187 2 G S Mod Y Y Y N M BAv BAv Av Av F F 188 4 VG M Vig N Y Y Y A AAv AAv AAv H F F 189 2 G M Mod Y N Y N A BAv Av BAv BAv F F 190 5 G M Vig Y N Y N M BAv BAv BAv L F VF 191 5 F L Mod Y N Y N A BAv BAv Av Av I F 192 0 F S VLV Y N Y N M L L L BAv F VF 195 5 VG VM VV N N Y N M Av Av BAv AAv F F 194 2 F M Vig Y N Y N M Av AAv BAv Av I I 19 2 - VM Vig Y N Y N M BAv BAv BAv Av VF F 196 5 F N Vig N Y N N A BAv BAv Av L F F 197 4 G S Mod Y Y Y N M BAv Av BAv AAv F I 198 1 F S Mod Y Y N N M L L BAv BAv F VF 199 2 Ex VM Vig N Y Y N A Av Av ‘Av Av F F 200 O G - Vig Y N N N L L L L Av F F ‘I See page 82 for key to abbreviations of the Table. ROOM USE ONLY L) /