a I I . ~«. — 7-, i V V _ _ t:.'wl::-" ..a...-.. uo°.<"l‘0’ \~«’ - a «4-00.. *'."*"* ‘.' -t-'-?“-'o .~. 0 r..vfo'°"'"“o...¢.o Ooqw”""‘. “"~""‘“" """ 3'7“"."‘7"'"YW""'7‘7"""' """" ‘ ' ‘ ' ‘ ‘ " ' ‘ ' ' ""V"‘ ' - a . . . \ ) ' ”9..“ ' ‘ . ! r m smsmmfl a! ma kit-AW”? -' mwm w smmm ' mmm m mam WWW' was. 50:111an of M A. met-item STATE Wm Wayne Franklin Tin”. I956 AN INVESTIGATION OF THE RELATIONSHIP BETWEEN GRIP STRENGTH AND ACHIEVEMENT IN PHYSICAL EDUCATION by wayne Franklin ginkle A THESIS Submitted to the College of Education of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for’the degree or HASTER.OF ARES Department or Health. Physical Education, and Recreation 1956 ACKNOWLEDGMENT I wish to thank Dr. Henry Montoya for his patience and guidance in the preparation or this thesis. I am also grateful to Dr. John W. Truitt and Mr. Earl Mahoney for their interest and suggestions, and to my wife, Betty, for her understanding throughout the preparation of this investigation. ..‘ AN INVESTIGATION OF THE RELATIONSHIP BETWEEN GRIP STRENGTH AND ACHIEVEMENT IN PHYSICAL EDUCATION by Wayne Franklin Tinkle AN ABSTRACT OF A THESIS Submitted to the College of Education of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Health. Physical Education, and Recreation 1956 Approved %+1Q’>ZWJMA 7 Go 0 HAINE FRANKLIN TINKLE ABSTRACT Many studies have indicated that grip strength is an important factor in physical fitness, athletic ability, general strength, and general organic vigor. It was the purb pose of this investigation to correlate grip strength with achievement in physical education among college men. The subjects for this experiment were six hundred and thirty- five college freshmen and sophomore men who were partici- pating in physical education activities. Their right and left grip strength.were measured, together with.age, height, and weight. Grip strength was then correlated with.the final letter grade received in physical education. Pertin— ent intercorrelations of these measurements were investigated. Conclusions After a statistical analysis was made, the following conclusions appear Justified: 1. Grip strength is important to achievement in physical education at Michigan State University. 2. Right grip strength is highly correlated with left grip strength. 3. A significantly larger preportion of left handed men have stronger right hands, as compared to right handed men with stronger~left hands. b. College students who are physically weak could benefit from a course to improve strength. \I p < e\ !r w o . f - .. A e. . I . e. . e . V . . c TABLE II. III. IV. VI. VII. VIII. IX. LIST OF TABLES Correlations and Predictive Indices: Athletic Index with.Physica1 Measures . . . . Intercorrelations of Physical Capacity Tests . . . . . . . . . . . . . . . . . . . . Correlation Coefficients Between Various Grip Strength Tests . . . . . . . . . . . . . Mean Grip Strength Scores for Various Letter Grads Groups. . . . . . . . . . . . . . . . . Critical Ratios for the Comparison of Mean Grip Strength Among Various Letter Grade Groups . . . . . . . . . . . . . . . . . . . Correlation Coefficients Between Grip Strength and Other variables. . . . . . . . . Partial Correlation Coefficient Between Variable Height and Weight and Grip Strength. Grip Strength Residuals for each Letter Grade . Critical Ratios for the Comparison of Residuals and the Various Letter Grade Groups. . . . . The Comparison of Grip Strength Scores and HandeanSB................. PAGE 22 2H 39 #1 #2 “3 ”5 CHAPTER.I INTRODUCTION The practical problems of everyday physical activ- ities are the concern of everyone. It is not only the athlete or the student of physical education who is affected by varying degrees of speed, endurance. strength, and skill during work or play. Every person is vitally affected by the capacity and limitations of his body. the most effective ways of relieving or delaying fatigue. and the possible techniques for improving physical fitness and efficiency. One of the most important elements in any muscular contraction or correlation is strength. Activities such as weight-lifting or wrestling demand more muscular effort during each contraction than does walking or Jumping out of the path.of a car. The reasons for their extra muscular effort is that large muscle groups are used vigorously. The strength of a muscle and the amount of work it can do depends upon its cross section construction,‘which can'be increased by exercise.1 As muscle fibers are unable to 1 Peter V. Karpovick. Physiology 2; Muscular ctivit (Philadelphia and London: W. B. Saunders Co., 1933;. p. 1% I g. -| 'v I s l . 'e n ' . .. . a ' v 1" e s | e- O, l . e l. t n s ' b .'. ' f I‘ n l. ’3 a e ~- 4 . .- ' e .. . . . y- L . e A. ~\ . ff-' " F f a ' e s o ‘- h .: - *~ \ . . r' ‘ I' . a . I a\ ' _l ‘ I . pt~' ,. e.. ’ .y' De s'r 9'- K. I . r t . ' I. . 1". . A v‘ ,‘u v“ r ~ .' '1 L e . U. ‘ 'I r v s | .1 L 5 . - h o ' I u r e g \ ' s" I. a o _ I . ea I ‘l: ,\ I L I .s I . l C u \‘ I ' A 1' 0 II... .- . .' ‘ ‘.J .H‘l' ,. " K e. . . . ,1 v .. ,. . e ‘ . a ,r a . . I -. . ‘. O . . e ". . . ‘ . . . . . . I . ' I e 1‘ . ‘r ' u 8 . "3 I '\ I. D ‘~ ." .. n I . o 'v ‘ .. 0. a: ,.‘ - .. ~I I .. . 4 I '3 a a . f' ‘ . g. r‘ . .. e . I I s . _- reproduce, any increase must be due to changes within the fibers present. such as thickening and toughening of the sarcolemna and increase in the amount of connective tissue within the muscle. In every muscle there are latent or un- used fibers and fibers that are tall from lack of use. These muscles will develOp in response to the increased demand made upon them.2 The actual gain in power of a muscle as a result of use. however. is out of all proportion to its gain in size; therefore. the quality of the contraction is improved. Such factors as the following account for this change: fuel is made more available and in greater amounts; oxygen is more abundant, owing to improved circulation of blood through the muscle; and better coordination of the action of the individual muscle fibers and more complete use of all fibers are realized. Functionally, the strength and effectiveness of the stimulus are an important factor in the actual real- ization of muscle power. Exercises involving strong mus- cular contractions, repeated until fatigue sets in. con- tribute to the development and coordination of these factors. 2 Ib" ides Pe 5'6. .m— 7 . ~ .‘ n f. I '3 -.‘ . ‘ ‘a ' . - ' .- - f. .' 0‘ ' ‘t g ' e ‘ ‘ ‘ “ ~ . .3" ..1 I ~ -” 4 ,. . .1.- !‘ . g _. 1 .. . e . e L ' v' ‘ ‘ ~’ 3" ' I .. "\ " l ' e ‘ s . ‘ f ‘ - - . _ a ' a. _ . e. . . _ ‘ - Q. .‘ '.' k " 1 l ' . ‘ A ‘ ' "" ' - .' . i ' . I ‘ ‘ ‘ - . J . . o. - . . l o- x‘ - e O I a I- ' t ' '. ‘ I. ' ' 'r s. . ' I... v C. ' f’ * a ) ' ‘ , . . ' v ‘ \ . ‘. \ . s 01 ' 0 A . . l' _ '. 2' , J . ‘ ' . a. ' .— ‘s , ,_ p , ‘ . . ‘ . . . . . ’ . . _ . , - s . . .. . . . . ‘ . ‘- ,. - - If - ‘ ‘. ' V . . '- " . ,— ' ‘ . ml ‘ ‘ A ‘ _. a l ' \ .. _ .+ ’ _' .. ,' C .. - . ~- .1 . - . g- . L _ . u- I ' s ‘ _ .- . . _ e , r r ". -‘ I. 1 f.‘ ‘1’ r . . _ "’.- ‘fr', -; f I \ ,~ ' . . .. ' ' - ' ' I ' o J . ‘ ' ' .4. . . . ’. K I. K . ’ . .' " .0 ‘ A . 0' . . A - . ss' ~ . - a . \. . e . a . 4 I 0. ' t . . 2‘ F' e | I .a _ . "‘-'-".\"'. ,".-’;. 'I" ‘ . f"( ' ‘t ( .‘r ' .. f ’ "2 ' .t . ~ ' a_. , e. _. - g, , _ . ‘ . . ‘ e . a e . I K . .m- ‘ . I I. , .,, H O .; ~§ ..," . ‘ s'.‘ : . ,. 3 1“ ' t a ,. ‘ > - .r f) ':.. 5' , F .' .~ '. . ‘ ‘ - 4 ~ . u‘ s. ' ‘ ‘ 7. - . ‘ ‘ ' ‘ ' " ' I x Q ‘ _ s i J . _ ,Is I ‘ ' . ' - e 'q‘ , . . ' r x , e. ‘ . ' O ‘ e . -.. 'a - ' .‘ .L ' ' a A ' ‘ ‘ s 9 . v .' ~ A .. _ o i , A -, W e ‘ « ‘ " ‘ . ‘I g , D . ‘ v‘ - .‘ , _ y, _ l 1"“. .I 1" . . ' .. _ .9. .e ‘, . s . ‘ , s . . - v ‘ . ’a J c . 5 ..- " ' ‘ , ‘ . ' .‘ '1 ' s ' " .' l I s r‘. . - V ‘v 0 . e « e. r _ . . .I I- c . V' a \ ‘ ...-5 O a a t ( , ;.. P ‘ a I, ‘ .' 0* e- . 2| ' .. . . ‘... _ ,9 ' O C . _ . ,_ 'K . § ‘ w . , . . , . , y- “ , ' .~ _. ‘- f,. ”n , ’ ma .. ' -— ' ' . e -' . . r ' J, O - . h K 0 l‘ ' s ... C e we . a a} t‘ I a . " e ‘ " I ' ‘ '3. g 0' v as ' ' . s' ' -' .' "’ ' ' ' e \ L. O L u.‘ " . ‘ I, _ 1- ) l . i .‘D. .J ’2 \., I e a .— m 0 . . LN" .- .~-‘u.‘ ‘ -\ .‘. ll . ." . . . ." ‘ r .,..- _ \‘ .e' I a. "s 1‘ r. , r! O‘. I" " '4'. . ‘1'. ,I 9 .... .sx '. . .. ' 1; 2 .1». ... . . ( ‘.1. .' .6 .. I "..|. w -. . . I . e ' ’rfe ’* 1 '.' f ' I. 3' ' . " . V ‘ ’ ‘ 'c ' 3-! ‘ r " ‘. s | .“ ‘ 1‘ u ’ '." ' ( . r . - \ - .1! ‘ . .1 ‘ 1 < ' . . . l . i . ‘ . . . . ' a a . .. . ’ _ f4 ,o, a e ° - ' e r ' a; e. ‘_ p r ‘- i. s e _. . a , ' .I I? -,.' '_ . I. I; v, -- s'. ( L '5' r' .‘ A »' . — o ,‘ -' 5 it . . |' I . ,'\ ' l ' .' '- ” .‘I' O . fl ' -ID“ - - - s*. and results in the increased strength of muscles and the ability to apply muscular power effectively.3 These are some of the reasons why body strength must always be a paramount concern to the physical educator, as upon it depends the individual's ability to learn physical skills, to maintain body vigor, and to resist fatigue. Moreover, endurance is based upon strength. No one can be expected to take an active role in physical education activities if he is physically weak and inefficient. In I'competitive'I activities, educational objectives and precepts of fair play Will be realized most completely only when the powers of opposing teams or individuals have been equalized.“ There are, of course, many viewpoints concerning equalization of competition. Rogerss lists the following as educational values of equality: 1. Present health is best protected and promoted when opponents are equal. Players enjoy the game more: Joy is a great immediate health tonic. It is even possible that the total effects on health and vitality of a.game of checkers played with intense enJoyment 3Harrison H. Clarke, Application 2;.Measurement 22 Health and Ph sical Education New York: Prentice-Hall, Inc., 1530), p. 33. “Frederick R. Rogers, undamental administrative Measures in Physical Education Newton, Mass.: The Pleiades 6'35; 19377? p. 1 o. 5;223.. p. 133. e d .“ ' I a. . ,- I .. I a 4 'e r . .. .. .I I! . O .. o" ' . . . ‘ l O ' , I . £ 4'! 4 ‘ e . s: l . O . E. .- . DI"! r A ' . a f ’ . >- . I r . A C v a ‘. s . . I: u e I r e a e I. ‘ . s s . ,a .- I a . ~ » D t'.‘ - - . . O a . . . . L ‘ ‘ e I t V O . . . . . ll ‘I.' .1‘ . e .. f v t» i . ~ I . O I U I ‘ l I s . ‘ .- " ~. 0' \ . D Fl - , ‘ . r" .. . . 7. I ’. , e " . ,. _, - u e , " l . ‘ '. ' - i . . . . a ‘ s- . .1 v- 'I '7' - D . Q .. ‘- .. . . -1. ‘ '. ,2, ‘ O . . .. . . - . .,,, a T ‘. .- F .l e .. . ... I . I , ‘ l , O D . . . . I .. .. . n. . .“l! ‘l . . .l . . .. z r .. ! ‘\ ‘- . ' [fee 0' a. Q I ‘0‘ . . . I, t .' . ‘ , ‘ \ I I p ‘ I. e ‘ b o . ‘ f. I fl~ ' . - . e 7‘ 7 4 o If a e. .s _ ‘ l’ 'm V I I ' . ‘ ., ' ‘, ~~ 3* .~.( . . .. , »-.- \ a O Q. " _ '. a5 ._ ' .. v «a ' - —‘ ' O O . e ' l . a s .. .- ‘. . 'n"- .' ' I. . I ., ..‘ s L . t ' f " h e ' ‘e ' '.e ..-' . " . . ‘. I I ,- ‘ ‘ - ~ ‘ I. . - . I’ P . ’ I" 0 . . . .. s . ,' ~.rr ' ' ' . _I \ _. . I . . L J. I I ‘ I . a ' P A Y' - f. .' -' ‘ e ‘ . . . ‘ 1| -" - .‘ .‘y ' ‘ .'. . , . '- '. . f ;... ’ - s a ' . ..a... an. e o ' e“ x., e '7. 3' . .., . v- e .' . . ... n M . ' .- ‘ o— e C .. Q ’I .. g l. >' ," ‘ , s ‘ . I f ’ I . 9 - . .. , . ' , . I\_ t‘ ‘ . ‘-' ' ' I ~.‘ . I‘ s ‘ I. ‘_a ' . ‘ . . l " . v ,s . " , s u ‘- . . . . ‘ e . )- e . ,- . .’ e ‘ ' u e . . v! -. " ‘op ‘c.’ . a . . v ' ‘ ' 1.. '. 'V ' I .‘ I‘ " » . . I . , . -e I - ,‘ -e (a ' -. e C ' a , a_. . ._" .‘ . . . _ ‘ s . . «e . ' I‘ vs. - . at , ' . “on-9' .a ‘ 0 ~ s»... a... ‘. I I . . ‘ I ' . -‘- . ‘ '. ‘ I I .- u ' . .-.. . .p. .— . .- . - will be more beneficial than a basketball battle 'played' under protest in a spirit of rebellion and hate. On the other hand, when opponents are badly matched, especially in physical strength, the weaker player will be harmed or will harm himself physically. It is a curious fact that scholastic players often forget that Joy and sat- isfaction are always keenest when opponents are equally matched. 2. Enjoyment also leads to habits of playing. Such habits serve to assure future health. If opponents are badly matched. especially in physical power, there will be less desire to renew the con- test or to repeat the experience with others. 3. Courage and perseverance may be acquired by meeting, without flinching. the many new and dangerous situations which team game events provide. But satisfaction must attend if courage or perseverb ance is to be strengthened. It is essential that the situation not be too difficult for the strength, physical or moral. of the student. #. Self-respect and self-confidence may be learned if satisfaction attends activities. If shame attends there will be learning. but it will be self- pity, an inferiority complex and perhaps worse qualities. 5. Fair play can only be inculcated by teaching students to refuse to give or receive advantages. A habit of bullying will result if students are taught to accept‘and take advantage of opponents' weaknesses. 6. Cooperation will be learned when players derive satisfaction through submerging their egos in group accomplishment. The team game situation is an ideal one in which to learn this equality. 7. Courtesy and sympathy may be learned by actually thinking of I'the other fellow.‘ When a team wins today and loses tomorrow (this is the rule only when opponents are nearly equal) generous sympathy for losers and proper respect forflwinners may be learned. It must be apparent that the foregoing values or objectives in some respect coincide with.most physical educators' philosophy toward this field. . v C ' u' s ’ ‘ . v ‘ . -. 1 A . 3, . . ’ ~. ‘ ‘ . ~ A . . .. .~ . . , . . s v . s ‘ ' .. n . . r. ‘ o I. . .. , 6 ‘ . ‘ Q ‘ t _; e '. .. A .. . ' - . o - -, ,v. - -. ‘ “l ' . -‘ l‘. ' :4( . "H ! ‘ ' H ~ u’ - '- -‘ ‘. H ‘s. ,.. *l« o I ~ . A. . . - , A o ' >4' ‘ O .. l‘ I a l‘ ‘ " . ‘ , ’. . ' . x' n ..- . . - x :- e .I - - -' -0. , '9 ,‘.-» 1 a .0 . a . ‘ y ' ' .. - 1', s _ . f . " . ~' a .'_ e l. ’ I: ‘. - ‘ ‘ v;'_ ‘ ' " e . ‘; . I a. I . . \ . . a . ’ a- .. .§ s ~. .. " f .1 P _ ,' -' ' 0" , . . 'A - ‘ . ‘c IZ'I . ' ' ‘ ' ' l .‘ ' ‘- .1 II‘ -- I ‘ O . a . .’ p I ~A ‘ ' ' A ' . \ n.» ' ’ .t I‘ . ' ' . _ . r‘ p . ' . .‘ . . . a. ‘. u. 2‘, . ‘ " 1. (\ ' I . ' ‘ _., .1 _, e .' . a . , ' " ' ‘ -‘ - - . .. \« ’ - _ '. ;_, ‘ r, . ‘ . . ‘ . I, o l r. . . f. f', . \ (I . .- . . s a . '- . 5 . . _" , . .v . . ‘. . '6 . - U . ‘.. » - r- s. - .n - ‘ ' ‘ ‘ ' . _'L ' . l .‘ "t" . u .0 g V g . ' V.” I -. ' ' ‘ ‘. ._ ' 1 Y, . . . ‘ -' . s ' ‘ l" ' - ' ‘ - ' ' ‘ f. '3)“; ‘5' ‘ ' ‘ ' ' ' ' I O .- . ' _ g e . , . v . G O ‘ . s '_ ' .\ ' ' . . .' , s ‘ .- ' .' . ., '.. - . - ¢ _ - ‘. ' 4L . I- ,a . ’ , .fl I Q . . ~ . s1 ‘ r‘ ' ‘ . n . , , .__I"(§ ' E a. , “ v . z .' l s | ._. ‘ ' _ . ' . - n . - 5 . ' . ' . . 3‘ ,. 1 _-,r. -- . . ' .- ,.. , , s ,‘ * :.-... LI 5 _ . A I ' ‘ ',' ’ . l - , - l- ' ' . H 7' r‘ . .... .. . . . . - ‘ _ '. .l...’ fl. . .. - J . . . . . -. . ( . . . f . .v ., - . tn . .. 0 -. - H ~ .__-:... ..l-A . _ A ‘ p ‘ ‘ . s 1 “. .. a ‘ - . ‘. n ' - -'- A- c 1- | ' ‘ ' .- C. , In ‘ O ‘ - . v . - , \“ Q. I ’ ' .‘5 0' (fr -- n 1' ‘ ‘-. .‘ ' ‘ ' ”A x ‘ s ‘ e ‘ ' .-.. , . ' ‘ ’ 7‘ '. ’ . ..‘. - l‘ I. -' k . -- .--r.-r.'- . : .4 -- ,. ’ o . v '1 " - . . ' ' \ I b ..- . J . ~ , e ‘ e -‘ , . s O \ s- ' . v: .. hf , , — ‘v. -,.' -..“ ‘ . .,'u_ I~ . ., I a. . ~ g u . . u ‘ . _ p . .\ . 0' ‘e s' . .. A I f I‘. ' -"r' -‘ ' . It.” . . r ‘ ‘ I a ‘ I‘. ' 0'71‘ ‘ "' ’ ' ' (,1 r‘ ‘ a .3‘ .' . .. - ‘. - ‘ ' ' - . ; . - .7 . ’ .‘7 , ’ O ' "':’ " a a, ‘ ' ‘ f-l‘ryt'v P’r : - o; r" . ' , .‘ .' ' ‘ n.{., .‘. .' - . }_'. I. 's ' O .J y P I. s‘ u _ . . ‘ . . .. ' ‘1' ‘ >- ' ‘ -" 1.I r ' .- I .0 ' ‘ ‘ ’ ‘ ’ A. .' “ sus— ‘ r ’ . ' e 1 . .' . a, _ . s .' - .a ' u . I " ' ~ a§ ‘ i . fl s ' - - _ J o s. _ o . . ,3..- . -....-* new; .' . o. . . '. -‘D ‘ 7' o 1' . . ‘ > x . ' .‘ 4‘. . . . . . n . . ‘ _ u . y y . . , ‘. ' , v .. .' v . - - - ~ "~ ' ‘ ‘> 1' “ o . s - .s 's 3 ' O O f I I 4 n . . - . ‘ _. - t . .. .- . . . (Q '2: s " ~. .‘ ' - { . v I. ~~ I - ‘ I" ‘ ‘ 's ‘5, . . l . ,, ,,_ . o ‘ _ . . m. . ~ . . n .s . "I g- f . 7' - n I . s ‘ v e ' ‘ . ' O y I- Is . v ‘ l' . f. ‘e F n; .~' I . .‘_ '- .x . ' ' ‘ .1. - . (1 '~- . ' ._- -~ ."' ~ . a \ “‘ . J " ' ' ' ." l' "' ,' s ‘ ' a ‘- ' I ro‘f 4;, fi_ .‘ .‘ -' ,a I; - s'L -' . ' r . ' ‘ ' ' ' ~ '. ' s a.hs - , _ ' ' ,4. t 'J 4 ~ _ Q ~ . ‘ e . «s e 9‘ v- ' C ’ . _ ‘ s. ‘0‘ ref ‘ - “ 'l ‘. e g e e 1. . . 9". f. “ 3" ; . ., ‘ : J a ‘ . ~ .. A . . 4... .~. '4 -. , * ; r c 4 i . ' \ . .ol .. "u U ‘ ' .$ ' - . I. - “I I‘ ‘. . r - ' ' . . v. - ‘I .L ‘ '. ' .. " h . \ . _; . .| _ ‘ v ‘w ‘\"' I ' ' ,-‘ O o r . s r m g. ' ' ‘. , . I .., .. , r " ‘ _ . , . s . ‘ 3 , -- . l- x 7 f 1 . 1 . - . '.- -. . 4 . u . , ' r . I . . , . v ‘ J} . _ ’ a. , . . '_ a I. a .. n- C 0 .. I O ‘ e _ p_ . ”l; u"' f: .. I If ‘\,' ' ' .' r ‘ . A“ "‘ . r’ r- " "k . ‘,\ I f q ’ " ~ .‘ | . | . ’ ’ . . ' ‘5‘. ' I ‘. . - ‘ ll l " . ' .- g , - ' l- , v ,.I r . . ‘ § _ . t . f, ' . . - .~ I " . .l' ' I ,~ .- ' i' . he. ‘ ' “ . ’ . . - '., .. .. . l d v . ,. ; . . '..-' .-.'.- ~r A .1 A“ -‘~v‘«'- -~ _ I. . " . ,J i . . .~.4 r - ' so -. I . 0' " r A - V " .‘ . -t n o ‘_ -, . . . ‘ s . L I, s - I , ,l ‘. ' ' _ v . . . . l , 4. . . . . ' 1 , ‘ . . . . \ . . 's. L . r , . ' ' c A _I - O . '.“ ?.e . « .- - . ‘ '0. ~ I as .I ', ;_‘ A s ‘ I f ," . {w . , f , .t . _ . g .I ~' . g g . I .. ‘ ' l - x. ‘ | ‘ , ,3 F .- - f, i. l 1‘ J l .. C“ . . u. .‘ . . _‘ .\- ' . . , . . . - » ’ ' - ~ 1 .. \ ‘.. i , a . . . , f r ‘ '- . x , .. , .. . ‘ \" ‘. ' 1' - ' . . t ' ' --- .. - -. -‘ " L' , ‘ .A . . ‘ .- - , . _ . - .- . . n.‘ . '- I. - . u “ " - .' . I‘ ’- ' . ." ‘ I‘ _ - . _ . . , ‘_. ... . s l’ ,5 . a ‘ . a, ' . ‘4 A ' . e ‘ - ~ -.- ‘, . .~ " - ' \ 'V M .e . '0‘ _ - . s ' \ ' . . . . ’. '9 ' ' ' ,(1 3 i ‘ .' . . _ ' . '.A '1'. » . -' . - ' . ‘ '. ' .. .’ _ e 9 a .I' ' f' . , . ; e s ‘ I". e. r a; I 1 v ' ’ f. "f a’ 4" , ‘c l. fly - ' n u. ' .- o ’ - . . I ‘ . ., 1 .- } ',- . __ ‘ . . . ‘ r ~_ . '2 r ._ Iv ‘ 3,, f' “q, ’.a . 4‘ o_ . . . J ._ - . u .‘ . - -. . . .l Ability grouping is an important pedogogical pro- cedure. There is doubt in the minds of experienced phyb sical educators that class instruction is more efficient when the abilities of groups are similar. Heterogeneous grouping presents a serious problem in class instruction, as class work is usually geared to the ability of the less able pupils. Instruction adapted to the ability of the average student becomes too difficult for the poor peru formers and too easy for the good ones. Equating. how- ever, brings together students of equal ability, all of whom are ready for instruction on the same level. It is stated in H. Harrison Clarke's text, Appli- cation 23 Measurement £2,3ealth.ggg_Phlsical Education6, that homogeneous grouping lay also be far more important in physical education than in scholastic phases of the educational program. The manner of an individual's parti- cipation in many physical activities is dependent to a large extent upon what he does and how he reacts to the actions of those with whom he is participating. For example, the greatest football player cannot catch a for- ward pass if the ball is thrown badly. Correlative and oppositive efforts of this sort are not required in English, mathematics, or other academic classes. 6Glarke, op. cit., p. 222. 6 s f It is the purpose of this study to ascertain the Stgdz E the correlation between a single test of strength and the achievement of a group of college men par- ticipating in a physical education activity program. If a high correlation is forthcoming, the strength test used may be of real value to physical education for use in classi- fying heterogenous groups. Instrument The Narragansett hand dynomcmeter apparatus mployed was selected for the testing instrument. Because of its economical and expedient value, the hand dyncmometer was believed by the writer to be one of the most practical measuring instruments obtainable by schools interested in conducting a program of classification within their physical education department. ggbjects The answer to the question prOpcsed by this E322, study was obtained through analysis of the data gathered on six hundred and thirty college freshmen and sophomores. These men were taking part in a required program of physical education activities at Hichigan State University. Limitations One limitation that might be significant is 9__ he Study the procedure used in testing the subJects. The tester was granted permission to be present when cer- tain physical education classes were in session. He then I O I - . .‘ e l " . , r ‘ -_" I . ‘ 'a ‘ 4 ‘ -' I . 1-. ‘I ‘- I .I I' I ..- - ~ * J I; ' u r' - 1‘ . ' - .5 . v k ' , a _ ‘2‘ -. .- . , ”5:. .-,_ O . ' ..‘ . I .‘ - I h I " :.! '. D0 " 'I ’ f D “I~ .. e. I I ' ' ' ‘ D t f ' I'_ f'.‘ " ; ' ’l l .r ’ I ~ ‘fi ‘ ' . a . . e 'I r . l. 1.. ' . -.7 r‘\. ' K I I. o '( n L . ) ‘ e . I Q _I I ' ['9’ ‘ ' ‘ ' I ~ .\ 1‘ .A . . .\_ 0 . '_- s .. . . , I ; s - ' ,. ‘ "o' I- I .A t ‘ ‘ ' ,\' s -‘ ' I . e 9 II I .~ . ." I Ilr ._ ‘1 I~I: ‘ to. a. fi. . F . V - ‘1‘ ,‘ . I 3., ~ 'I ' . ’_\ \ .I ‘ ',‘ ‘ \ l ' e V . ‘. .., It. .‘ I.‘ 1 - .. I. F- . .‘ . , ea o-~ ‘ a A ' “ .- ‘ ' ~l- ’ h o r . .c 5 4- . ' . '. ,.. . ..I . . .' ssh . I I . I ‘. ' ‘. ..' ," .t 'I ' - a 9 ' . .‘. , - I . A: . I; ( ., l r. \a ’ I _ . a - 0 "hr" '3 .,c~." -' x r V,— .-. -..- l"".‘ ‘ ' a. , tr ~.. .- I. 'J " C . . . r. I, . . . I, . , .- I . . _ I . II D .‘ A ' ‘ «A I . u I a r I ". ‘ . , I I . Ia _, ’ : ' l I l ‘ x ' ‘s I o. I e_ .- e ' I' I‘ .. ‘ l ' l ’.I ‘0 ‘ ' ’ ' D I .‘ 5 ‘o \ - r, v ‘ f . . .‘ " . . . . II ‘ " L.‘ .. ‘ _ 1‘ I _ ' _. .1 »' -0“ ‘ " I" I . " ‘I '1 'e‘ . , . - . , g e I. _ .- h I. . ' . 4’ - ' .. l . . . ‘ . . I . . ’ I '\ ' J _ .. ,. -" . '. ‘ I s . ' ,_ ' ‘ .1 f . . a ..' .1 .‘v- ,. 'M. e‘ 'l .-.|. . t (v. ”In . v~ . I . .- l ’.I , ‘ 6 ' t .X ‘ ‘ k . r -. .. | 4-.01' ',' I '5': . ‘. _. I ' .' . -|I .. . ( ‘ 211 s _ I e " ¢ -. .- ,. x ' I , . ’ I k '1 , _ ' ‘ , i! ' . .1 ' ~ . I a . . .. .. 5 -l , ,. -. ' 70 I I. F! If I ‘ '. H ' .. I, ,. _ e . ~07 \ ..‘ s.° ‘ . J .. . " b u. ' . , . I, . . . . . I . ‘ . . . _ I .' ' .z \I . '.k ‘ f. ' . ,. , w . e‘ . s I , ‘ . - . '.( .. I. ,. _ .. " .. fl. " ' .J > ‘ '_ n I “I .I‘-I, .~e a: r,». - I . ‘ ' S a V . r~ I. ‘ . ‘ -I' . 1“ - . : .1 -», r r. . . a .. 'I' 4' . O r, ‘ .. I.. , _- -. h ~ .. .'-’ i J A - n ' I. I' ' g ‘I I, I ’J O I ‘ -I'e. It“: I - ‘ 3 . ‘ ' I .-. O .0. .. ,1 9.. . I .I '.YI' . "‘fi I '..-4- t 1" I. l i O . .— ‘ ' I. I '-‘ ,l '. -|9 I§ I .‘l -_ g. ' ', I . ‘ ‘q~_ ' --. 4‘ N . J o - . .l' .. Q ‘ I I.» 'I I \ ‘ ‘ ‘ ‘ I . r . ‘ 1' A > - .o .. . ', ‘ L\ 0 Q . . . If I n .‘ ' ' O . w _ . -e p . "" " ..' ' II 0) . ' _ . I] . . ‘ _ , . g .u . I ' ‘ I'.“ , . . a \ { a r1.\ 1 . . I .~ -‘_, - '- ‘(.t . e - , I, I I’ . l. ‘ d. a- r‘ ' " . . -‘ . 1.\ 0' ' I . ‘ l ' .- u I - ‘. - .- ‘ l I _‘.e e-o .. a - e-c . - , .. - . A I n a ‘ K ‘ ‘ , . .‘ -e ‘ , ‘ " ‘. . . l I . a I - ~ .. p. -s ' - . < I . . . fl 0 - ‘ ' V ' .‘I , ”v .h or . 'Q {I i _ ,I -‘ , .-I ' s I A). _ - ~ ,, ) g i- ‘- .. .- " I 'f , \ . , e - -h - . so ‘5. 0‘ --- e- - - I. .— .. I i’ ."') u. I s - . e, r. (‘0 f, .' 'I '- ... . . ‘ I '- "‘- ‘ (1 .. ? ' t! a“ ‘ ‘ "‘ -.' ." ‘ . . - I,‘ I l I ‘ _ .-.V I I" ‘1‘ _ a". l_l ". 1" ' a -. , .' . m - Q . t ‘ \ ._ ‘ . _ - I‘ ' . VI? 0;: f I e g. - - . .. - as 4 u. I I: ' I‘- It.; 9—1 .rI”’-§ 7.5.. . \ , r w-w - w . \ . a ' a . 1‘ ‘ .h- - «an .- . ' O. . Q n It " " - ’ (I w _ . . . .I . .. . I “. went from squad to squad giving the grip strength test. Each group received a single explanation and was then tested for grip strength. In the event that a subject's hand or fingers slipped, he was retested at the end of that testing period. Only two tests were taken with.each.hand. It was, therefore. felt by the teeter that the students who were tested again nay'have had some advantage because of a practice attempt and were more highly motivated in that they wanted to score higher on the second test. It should, however. be aade clear that only very few received a second test. The only motivational factor was an individual's desire to surpass the score of the others in his squad. This may have been a limitation if some of the men felt they were weak and therefore did not exert aaxinun effort. It is also feasible that this single motivating factor could produce maximum effort on the part of all the men tested. Although this writer presents no evidence of the in- fluence of the tins of day on physological output, it may have been a factor in this study. Since these tests were given during the regular class periods. testing was in progress fro: eight o'clock in the morning until five o'clock in the afternoon. Another limitation which could affect this study is the week within the school term in which the men were tested. .-. . 0' ' O 7 ,a '0 . I .. ‘ . ,. .V 0 ¢ 5. ti" I \. ' r, . ' ' a) no -‘ In testing six hundred and thirty-five men during regular classes, it was impossible to cover all the classes in one day or even one week. Consequently, some men may have had an opportunity to improve their grip strength by partici- pating longer in physical activities than some of the others tested. The results of this study could also have been af- fected by the differences in the individuals grading the subjects for their test. Even though a similar grading scale was used [Bee Appendix.i]. individual instructors will grade differently. This one possible limitation could, however, be one of the most positive factors in this study. for if the grip strength scores correlate highly with the letter grade received, regardless of the grader, it would apparently be a good test of the relationship of grip strength to achievement measured by a letter grade in phyb sical education activity courses. The courses selected are defined in Appendix A. The apparatus used in this study may have been a limitation. The measuring scale of the Narrogansett Grip Strength.Measurdng Instrument was calibrated from O to 200 pounds. In calibration, no error greater than one pound was observable, yet one limitation of this instrument is that it cannot be adjusted to better fit the hand size of the different men being tested. This would make it possi- ble for the men whose hands fit the instrument to be meas- ured more accurately. . .n v a .1 A e . I . u e. . . . e . e .- . .. a: . s a. . . o . . L ' . ’n u . U u '1 . . . . n . t c ‘ . ‘ m. I . C . . or a ‘ . . .. f. t .. ‘vJ \ e, VI .0, IX " \e I. ’ v I! A x e O . ', I SI .. . N .I A-.. ,1... ’ . I I.‘ I e'.m ‘ I .fn . I . )4 p. . . 4.. . .r. n e , .. I Q . u . v.. n l .’ .9. 0.! I e .» e4 .. I ' u . fel-x ' .v'. (\‘r-e I 9 This study shows the relationship between mean grip strength scores and the letter grade achieved by the men tested. [For a definition of the activities and grading scale used, see Appendix A.) Organization 9__f_ The review of literature is in Chapter II. t e Remainder Em The method of collecting data is in Chapter III and Chapter IV contains the results of the sta- tistical techniques used in the study. The final chapter, Chapter V, includes the summary, conclusions, and recom- me ndati on. a— CHAPTER II REVIEW OF THE LITERATURE A great many physical educators indicate increasing interest in finding a test that will measure objectively the fitness of the body as a Whole; a test, according to Clarkel, that will be sensitive to the effects upon the organism of lack of exercise, of faulty health.habits, and of organic drains; a test that can be understood, inter- preted, and used by individuals trained in physical educa- tion. Not only is a test needed for evaluating the plwsical fitness benefits of the physical education program, but such a test is needed also to select these boys and girls who are deficient in this essential quality, so that their particular needs may be studied and improved. Strength tests, although they do not measure all aspects of fitness as physical educators view the problem, do deal with a basic element of the individual's general physical status. They have been used successfully in practical field situations, both as a means of selecting 1Harrison H. Clarke, lication.g£,Heasurement of, Health and h sisal Education New Ior : Prentice-Hall, Inc. ’ 1m) 9 p. 0 .v/ e» . u: . 'l e I - r . ‘v .9 . . e .0 3 Q . . e O. . a... \J o C . . PI. .. C .. W ' r.. t. . . a. . . . . t. . . vol § » I no- .‘ . . t k A I . h t .v e 1-... a . . e a . a. . v . . . s . em. I - . . a \ O; .. w .t O I .. .. i O 9 . .. . O o . a. .. n a. . s O I ' \ . e C ... .s . . ~ . . l a. . e; l ‘3 "~ 11 students for'remedial and developmental classes and for general classification in physical activities. If it were possible to isolate an individual muscle used in any skill, the measured strength test of that muscle would be the best general measure of particular skills, short of repetition of the skills themselves. The pianist has strong forearms; the archer strong extensor ~muscles in the left upper arm, strong flexor>muscles in the right forearm and upper arm, also strong back.muscles. The swimmer is well developed throughout his body. The runner has strong legs, etc. This, of course, says Rogersz, is due to the constant use of the muscles involved. Rogers3 also states that as a general measure of all- round skill, probably no measures have higher validity than those of strength. Dynamometers are reliable, objective, economical, and interesting measuring devices. Consequently, strength tests by means of dynamcneters are among the most useful for measuring general skill. Although strength is very important to general motor performance, it is not an end in itselfégyREEdmgh“, in her 2Frederick R. Rogers, The ngdamental Administrative M s res in Ehysical Education (Newton, Mass.: The Pleiades 00.. 19 77: p. 3 . 31bid.. p. 39. “Sarah R. Riedman, The P siolo of Work and B;§l (New'Iork: The Dryden Press, l9§05, p. I73. b s " s m m I b .i. v a a. |_ .- .- ‘— I s w I "; -0“ I O. a v u- 0 1 ‘ l . r . be ' ' . . - ‘°' I ‘ o I a ' Li . -' ~ ‘I 1 - p e .' , ., e ,. . m - I ' I . -~.," I.“ . ' - I. 0‘ ‘ | e ‘ "'. ‘ i f‘ P t\ ‘t .he ' 5 ’ . ‘.‘ a '-.‘s '-.\ m I ‘ ' e .' j.«!' t * v I . , x ‘1 u s. a. ' ’Il'f '. , . s I 1 '- ' , <‘ - ‘n' a ‘ VIL ' . ., i U . ' ‘ n I ’ 1 7 x s r .‘ , .I’ l I ‘ “A. '. - _ ' '1 ." a ‘ D I J ' ‘ l e - -- ' v ‘ fit .I ‘ l . , s v_ 3,7 A - - "' f ‘I . '3'. 'a ' s . '1..- I“.. . .. ‘~ F4. ., ' . 9 I‘ . l I . -. I... --.- o ..- w.- . I . . . e e t . . .e t I . . . l. - .... .. - & w ., .- Y ' ' I o e . " . a. ‘ f . '- ' \ . ‘. . a. a v ' ‘t . v ‘ > a .' .I . _' .' 1 4 .~' _ . , 7".“ o ‘_ ‘ i ’ ye.‘ . ’ l u .4 “ I", . . s e 1' I. a‘ '- ‘ » , v! ., , ,v ' '- . . J .1! a f 0" " m , e . . I‘ . A. l '4 .a‘ ' .I n g. D In . .‘,~,.,‘ I .3 y P {Her 11‘ a .. s. A. I . ' ' A, '. e I ‘ ‘ p. ' I ._ '0‘ f ' ' -«u -- 9*. 0-. v. \ ' ‘.‘ ' ‘c. 1 -.( 4 I . e . , I O .)_(‘ ‘ s .‘I . Q ' _ m I t. ' ' _ . . . . ‘ c‘. h ’ 4 v . ‘fls .'. . - I" ., - ' s ‘ . -. .. .. . . _ e , “F . .- n ‘ I ’ \7 . ‘- a ‘ e f ‘ a .. I. r. - . ' . - ‘ _’ ' - t I l . ' g. ' a . I f " ' 1‘ I ‘ m . ~ ' . ._ ’. -. . .3 a h f . ‘ ‘ n . .' u ' I— ’ E , r ,. .. Q . . v, .. ,' r " “ ' .' I ‘ u . v ' ' e' ' . , . O ' . ' ' ' - . - . ~ ‘ - . :-'. " . " t ‘- . . s ‘ . n . r - -. -~ v ,- _”s “ .,“ r;‘.r:y s _ | I e C \ 'l o ‘ I 3)- ». : ' - -. ’b ' - '.. _o | O. a ‘- .. - ,-~-.- , g 3. y. .', .... ‘J '. - - ‘ t - ~ ‘s - 'J' >’ o .. '." ‘. - a: t " .7 .-~ ea ‘ .' . 1 ' I . . .. - -- . r p. l -- -- v.1. . i ' V g ' . » ' ‘ ' ; .3 .. _. !, ‘. . _ ' . ' _ \ a a ... . ‘ . ‘ Y‘ I ‘.' ' .1 3V!" .1 ‘9 ,’\ t " " .' .l . . - e ,_ .I _ I. . . _. H. ’ ,- .- s > . e ' ~i ~ rI‘ . . " en , ' 1 Of I r .. '- . -. .Ia . -_ p, . > . v '0 - '- v ‘ .‘ . ." v. 0 I - -Hv -'--‘ I ll. 0" 9’ '.'- ‘V . . . . I ’ ‘ | ‘ . o , ‘ “ t ‘ . . . ~. , . r - a . r. r. . . . )_ - - ,.. . t I 'm M .;. n- .4 u- . "a ~-' g .s ‘- o a. ‘4 ' 'm p l " ‘ v . K: , e‘ - O q . -- Q s r. a - ' g. ., , .J o ‘ . - .. e a e - ‘1- 4 I _ V . v ,‘ ' . . -_ V . l, s ( I . a . ~ . " '. ' e ' . ‘ - - .. . t o n . ‘4' 12 book _1_'_h_o_ Physiology 9;: 1933 and M, illustrates in fact that development of strength for its own sake may have dis- tinctly harmful effects. As an objective, the more devel- opment of the size and power of the muscles has no meaning. Bulging muscles and weight-lifting power may have 'stunt' value, but do not necessarily add to the effectiveness of actor ability or endurance. Strength, however. is essential as a requisite for successful participation in physical activity, for learning new skill. and for maintaining the support of the trunk.and internal organs. The positive and very high correlation of muscular strength to general health, physical fitness, or capacity for activity can hardly be questioned. with no strength there can be no physical activity; moreover, when muscular strength is low, all other life functions are handicapped. Physical educators are coming increasingly to recognize, therefore, that the deve10pnent of muscular strength is of priae importance in any rational physical education program. although there are limits beyond which it is improper to go in the improvement of any particular individual's physical power.5 5!. R. Rogers, 'The Significance of Strength in Revealing Physical Strength Fitness,‘ 222,§gsearch Quarterly, 5316-146. October, 1935. _‘-o as .0 13 In the latter connection, the training curve ob- tained by Karpovick and Pestrecov6 on inmates of a county Jail and of college students is significant. The subjects worked on stationary'bioycles five days a week, pedaling as long as possible, until exhaustion supervened. The in- vestigators discovered that I'training curves“ were not the same for the different men. The reason given for this dis- similarity was the great difference in the relative strength of the men. The stronger men among both the Jail inmates and the students increased in endurance. and more rapidly than did the weak ones. When the experiment began in the Jail, cer- tain men had such poor physical strength that four weeks were spent in general body-building exercise. Strength was shown definitely to be of importance in developing endur- ance. The importance of muscular system in education is stated uncompromisingly by J. M. Tyler in 93.9132 and du- cation:7 scIGrKC, 91. 9—1-2. a De 59s 7John Hason Tyler, rowth and Question (How Iork: Houghton mrrnn 00.. 1907 , p. 39. J l -.v ’8 to e .. » . . J. o _ d u ' e . . a e .., . ‘. «‘— n A. - I. I "I ".0-« out? ya we 1h The Muscular System must be of far*greater im- portance and have far greater latent capacities than we usually supposed. It is the strategic center from and through which we can reach, exer- cise and strengthen all the organs essential to life which are beyond the direct control of the will. It is also the key to the development of the brain. The devc10pment and preper use of the muscular system is considered the keybnote to successful program of physical education; therefore, physical educators have spent much time, energy, and effort to develop tests that would in- dicate the degree of development or the potential of the muscular system. It is apparent that tests of qualities such as locomotion, manipulation, transportation, coordi- nation, and strength are valid measures of physical capacity. Specifically, any strains or drains of the physical struc- ture will be reflected in weaker*musculature and any defi- ciencies of structure or function will also be reflected. The best proof of the validity of strength tests as measures of physical capacity is yielded by obserVations available to anyone. When activity is restricted by disease, the patients lose their strength rapidly. The muscular weakness of invalids is proverbial. Their fitness for 'purposeful physical activity“ is admittedly low. It is interesting, by comparison, to observe the rapid improve- ment in the strength of convalescents. we observe their muscles gaining power by use. Again, health and strength are highly correlated. If one were to speak with a trainer . Q. . a y a. . u I . I. . a Q. . v o t O. . a a . , . . or! I ' s’ I ‘ ' o e” a a. . . . A . O. a . .. .3 .. M «1. I ‘ . v; . ‘ n I .. . I .u n I I u I l . ..... I at l . ' v a. . c . ..\ \I. Q. . o. O r n a 4 d A u .07 \- I. Qr — . . . . . . n . a. e., I .., q . . L . l 4 a, .. ... r. O is a . - \ ... a .1 a..\ all . ’. 7.. u e e. ._ a . . v v — . a‘ O.. a..- . I: . . C a . va .. 1 SJ ' I u 4 o. . p; . . . en . y .. P A r . 0 v . In I. .1 a . .l ‘l ‘ I . , 4. s . s . . e. . r: . ‘ ~\d I. ll. . e.— V w _ ‘V 15 of any athletic team, he could supplement the above obser- vations with many others. A common cold is reflected by weaker musculature; sprained Joints have great effect on performance. Even fatigue and undernourishment are re- flected in the disease of efficiency in body performance. It is possible to find a great many tests-dealing with strength in physical education literature. All of these tests are important to the physical educator in that they furnish him with the physiological factors that deter- mine the reactions of his students to the program. Phy- sical measures such as lung capacity, grip strength, back strength, leg strength,.arm strength or’combinations of all these are usual tests administered by physical educators. The tests mentioned do not measure all voluntary muscles, or even all the larger muscles generally consid- ered to be of paramount importance to physical activity. A large sample of these is measured, however, including practically all of the more important muscle groups. More- over, the relationship between the strength of various mus- cle or muscle groups must be fairly high, because it would be almost impossible to exercise one muscle or a group of muscles without involving other parts of the anatomy, as it would be to grade a part of a student's performance. The instructor who wishes to rank his pupils by obJective tests must be certain‘that the tests have a 16 coefficient of reliability of at least .8. Unless the tests have that degree of reliability, the instructor can~ not be sure that he is ranking his pupils accurately. In selecting tests, the choice should be made when possible from those which give proof of acceptable reliability. In reading the literature on physical education tests, the student will find that much of the early work was done with! out consideration of reliability, and that tests have been devised and used without a check for this essential element. The work which is based on such tests is as likely to be inaccurate as would be the measuring time with which a watch.if the watchmaker put his instrument together and placed it on the market without checking its accuracy.8 To determine the general and specific purposes which should underlie the physical education programs in our schools, many tests have been deve10ped and used. Some, of course, have been more useful to the field of physical education than others. One of the methods of measuring general skill or athletic ability is by sampling and testing specific representative skills. An excellent example of 86. M. Busch and G. D. Stoddard, Tests 52; Measurements in High School Instruction (Yonkers-on-Hudson, New York: World Book Company, 19275. p. 57. N r‘ ‘1 - . e -e C e u . ,. u ( u 4 ,. . e a. O .3 . . s l ‘ i - e . ' . . .'e n .~ ' J . . . I ‘ ”a r ' m 1' u I l V x t . . . ‘ ' v l- ‘5' L ‘ a .. L- .. e 0 ¢ . - e e ' . . ~- . 1 a .— -- .-...., - 0 .' .‘.I '. . e L.. s . I x _, \ . .. ,. . . . .., ..- .0 . I C. \ l 7| - . , 0 . . F . :! xv . m e' n .‘_ u ». a A“ -e . - 17 this type is the Cozens' ”Measure of General Athletic 9 It consists of seven tests, Ability for College Men." scored by multiplying the tests made, and by adding the resulting scores. The test is conducted as follows: the instructor counts the number of dips on parallel bars times 6, plus baseball throw per distance [12 inch ball] times 1.5, plus football punt for distance times 1.0, plus standing broad Jump times 1.0, plus quarter mile run times 1.2, plus long dives times 7, plus a dodging run times 1.0. Though the validity and reliability of this test is higher than that of the strength index, it is expensive in time and apparatus. As yet no norms have been developed for weight and age. A number of other tests of general athletic ability have been devised. These usually include tests of running and Jumping, and the handling of balls. In 1905 Meylanlo set up‘a general measure by combining strength tests with physicians' health ratings, an endurance test, and.four tests on gymnastic apparatus. Points were assigned on an arbitrary basis, but no reliable norms were established. 9F. W. Cozens, ”The Measurement of General Athletic Ability in College Men,‘ University of Oregon Press, p. 129.. 1°Rogers, Fundamental Administrative Measures _i_r_i_ {hysical Education,gp. cit.. p. 39. 18 Other tests followed. The 'Sargent Physical Test of Man“11 has some possibilities as a single measure of I‘general athletic ability“ and has been the subject of several experi- ments. But it also lacks reliability. Consequently, its validity is low as a measure of any function. In this test the subject Jumps vertically as high as possible. The Jump is measured by a variety of means devised by Sargent, Sch, wiger, Engelhardt, Bovard, and.¢osens and J. H. HoCurdy.12 Using shadows and great care in observations HcOurdy13 was able to secure fair reliability by having each.subJeet repeat the test several times on three different occasions and by using the best record. He norms are available for sex, weight, or age, and the test has not been used to deter- mine programs or to measure achievement. In a discussion of some of the tests for athletic ability, the Brace Testlh'of motor ability should be in- eluded. This test was the first of its kind, and.at the time it was published it was intended for use as a measure- ment of general motorability. It was composed of twenty 11Ibid.. p. 39. 12Ibis. . p. 39. 131hid.. p. so. 11+ David K. Brace, Measgring Motor>§bility (New rent: A. S. Barnes and Company, 1927 , p. 171. e' _ ' ‘ s! ‘ .‘g, [7. a.‘ "s'1 "‘ e “.1 . ' ‘. c- . ’0 ' 1" v '3 \--,‘ ‘. ‘l'le — ‘. e' I . ‘e [a r ._ .l _.. 'l' -‘ 1 ‘. .' J . us , r ‘ 0 v; '\ ~' _ n 9 '3“. . " 2'“ '~ .- “vl:) . 4‘ w “' ac. ‘ " e .‘,- O r- I .\ I‘I ‘ ., . ‘ . '-. J. . " t s e r e . 0' . _\. I» ' - v I I 5‘ .e ,: . . k. .‘. l 5 '9 11'- .‘ ' . e r ‘ I e I b .g . . O I 0‘ t. -‘ -' o ,, .. ‘| e " " . a, " i - . o. . . , «t . . I. - . . . l u ,"I . t!‘ g 11".. O I. ) ‘f‘\ 5" . ' .3 e'|~ . a .—e ("’ ’R. I . e . _ .5. . I! T ‘e I ‘1‘ e. . . «I V, . 1 '~ ’ . ' I 0n . .1 . . , .A‘ ;\ -- 5 e e, v - a ' . .. .' ‘ o I. . ‘.< \ D "~ . C v e“ ".5 " I l -3» ‘2 ' ‘ e. 4' - \ _ _ ~ \ OI. .. ’ v .r' .3! .- C s!- 1.9 .3 , . . .l , . s l N e ' - . s ’ ' v I! 7 " A - . ,. i. - \ ' f» . . . ‘ -. . .' M .- ,' .‘ ‘3 l , e s ‘ .. A : ‘ n e . . . J .- ~o _. ' " s a .1. . . .. . '.‘ . I f ‘ s . ..n _ . I .’ .- e - e 'V‘ - e . e w . u . 1‘ ‘ ‘ ‘.' 1 _ (I. ' ' b ‘n [I ' ‘5 - . I . q a V - r ' .: , i l- “ m l_. r .\ . . 1 e , . . ' A. "'fi ~ .. I ‘ fl... 9, 4" _ . 3 . r- s! -' ‘ S .. . .1: ‘ - ‘ '1 -I.1 , . l . e 1-: _ I a" e ' :." ' .mv-e O , . rd ' . I z. ' I ‘ e I - j A. i- Y ‘:I . s ' '1‘ - \ Q ’ ‘ ‘ | e I. s- ’ 7 f’r .5 . . 1 o C' I O ' ' ,: .- e __ , ‘ ' ‘ e .- f. ' e \ ,‘ u \ 3 ‘ U. . ' I I} I as I. . "e ‘ ' . .3 — - ‘ ‘. 7* 'v‘ t . I .' "._ L ,. \ e')' I. if 5“ J i. 4 . 3. ’4‘, . 1 fl 0 It .3 .‘n c 7r ‘ 4'.\i ' . ‘4 r . 'e ‘..o ' J . a ."_ '. ‘API .Ir .. . ,.e .1 .- \ _. p 1 , l. . .A . . i In . O 0“ .- ., ' t . I If -.. I 0_. _ .. .. ' .. 1" s .(\- "‘f 1\ e) e" v" '2‘ ' I 't . _ s, ‘ g '1‘ i ' ‘ . O 7 Q I ‘ . e v ,o - ~ ." .‘ e l «a 1‘ . . . i . \i A '| ‘ f I! ~ 1 ‘ . . . > r- ‘ ' V. 7" F1 ‘, F ' g . ‘5', '... v5 ‘ e M . on ‘. . ‘ . .-e I. ‘ -' a“, ‘V ‘5'” '. p: r ,, H . . , "N o .. ‘ . ‘._‘ .. 3-”; 1.... . v. ‘ n V -|.' ' . C I ‘ l.‘-. ."' " "Q T F '. _ . ' .. ‘.u ‘_ . ' ‘ .5 a' a Q‘ ~ e‘ g n \ ‘ '1' ‘. ' \‘t. e ' ‘ A- E . " ' . ."u ' . I e . I I . c ‘ i ’ . ’ " 'v , . .'“ 3) I .. 1 .‘.‘ . . ’ ‘ > \ C .I Q. . . \‘q f! ' ‘ 1 : 1v . .. ,. ‘ H x. .' .53 ‘ -- . - ,. . n 7 . r. n ,1 r.~-- , a. ‘ ~ 1 c v e‘ ‘, D PC 1.0la * A e e o e-' -e Q ~ ‘ ;‘ ‘4‘ ‘. . - - ~ ‘ - s . ~ " w .. ‘ t‘ g " ' - \ P ' \ -. - t. I r . . e . i O I ' ' ". —‘. Q ' \e ' ‘ ,‘ me. , ' 'e ' ' l " .\ .. ._| , V -| e ?‘ . ’ ‘ c . . u - ~. ‘0 0-. Cu- a — ‘ g n... c. 7.. - :- . e_ ~- .4 I 0 " ova—“u.- I‘ f ., ,. ‘1" . . e 0 ~ co. 0 “-0- " . 5 ' ‘ J . II.- Osman- l . f ‘ . - . ,a ' e . ' . -- - .’( e . ' .A 5‘ ' ' l9 stunts, each of which was scored in terms of success or failure. The number of successive stunts was interpreted in the form of a T score. This test is still regarded as good, but since it was intended to be a test of general motor ability, some stunts were included which were primap rily dependent upon strength, and other elements were in- cluded which were not particularly related to what is termed motor’ability. General athletic ability is more than skill. In fact, skill by itself is of minor importance in competitive athletic activities, especially where bodily contact, en- durance, and supreme efforts are necessary. The most skillful tennis player would be impotent even when opposed to a beginner if the expert were too weak to stand. In other words, muscular strength is the “ping m m“ for athletic performance. Indeed, it is the most important single quality contributing to successful performance in most of the athdetic activities of American school boys and 15 college students. The majority of the tests mentioned thus far have been concerned with general motor ability. .Another facet of physical education measurement is that of physical capacity. The individual measures adopted for the "Strength Index“ battery are generally called physical capacity tests. lsfiogers, Eggdamental dministrative Eeasures‘;g 2111:8169; Educatio . 22' C;tep pa 1 e t ,7. 20 They were selected as the most obJective,:reliab1e, and valid of a great many strength tests which might have been chosen. 16 The Physical Capacity test consists of measures of lung capacity, strength of right and left grip, back strength, leg strength, and arm strength. The last is measured by the number of dips and pull—ups scored by a formula which takes weight and height into consideration. The initial purposes of this test were (1) to find a method of classifying boys for athletic competition, and (2) to find a measure of physical fitness. The author found the test elements to be highly reliable with r's which range from .86 to .97. Only leg strength and back strength were below .9. These reliabil- ities are highP-much higher than the maJority of tests in use in physical education. To prove the validity of the measure as an indicator of athletic ability, the scores on the Bhysical Capacity tests were correlated with an Athletic Index. The Athletic Index consisted of the 100 yardidash, the running broad Jump, the running high Jump, and the bar vault. These were combined in a single score in which 16Ruth B. Glassow and Marian R. Broer, Measuring Achievement in ghzsical Education (Philadelphia and London: W. B. Saunders Company, 1953}, p. 272. e. e . s . .. , ‘ . la . i . e . l I s u . .- . . w l v. e . .e . w e 9 . . . . u . 0.. . . . A . . a o 'm n n ' t e . I . a. . p . e . . . .l . . . . . I D . . oA e w l s l I t .. s. . . . A . .A I . . . . n e m. . e . . . A . . . . v I O n I e n I . t be a . 0e . . . . ~ . . . . w A n a. e n . l e C . . 4 . e- 4 0 ~ . , . .. . b .\.N C . . . . .) s . 4 . I s . . .. . . 1 9| . . . . O 1,. . w l e u . . . . e . .A . A . .. . ' _ e I s I. O . e. . . .. . . . s ..A . v . I will . aA .Y . .. a ' . o t . n . .. e . , . l y . \ e e . . u . 9 . . I I p s \ A . u A ~ A C O 21 running was given a weight of 10; high Jump, 5; broad Jump, 1. -The bar vault was omitted from the test, and the shot-put and a measure called skill were added. Skill was “computed'by adding points in baseball and football throw [accuracy] tests to 5 times the number of basketball goals scored.'17 In this group, dash, high Jump, and shot-put ‘were weighted two and the other elements were weighted one. Rogers18 found for high school boys, a correlation of .81 between the Athletic Index and the Physical Capacity Test. Using the measures which are commonly used for class- ification, age, height, and weight, Rogers found a corre- lation coefficient of .62. He concludes that'the physical capacity score is a better basis for classification for athletes than is the best combinations of age, height, and weight. The correlation coefficients and Predictive Indices of the computed Athletic Index with physical measures are reported in the table on the following page. The product-moment correlation coefficient between the Strength Index and the criterion Index of Athletic 171big., p. 272. 18Rogers, {undamental administrative Measures‘;g Physical Educatiog, op. cit., p. 273. e i l l - ' ('-' ‘ A . “ .. t. . ' 2". -k . Q " ' . .7- .0, l ' v V . 0 . .a. . v» . ' . b} v, - ‘ . I . . 9 ', u- . . s | . . "e a a e' .V a v‘ e -‘ e e .I l I .. ‘ f'e ' m Irv " . . l' V t ' v 1 e .. ‘ . l ' I '- ._ v .- m e ..v A . n 'e .. . v r," .. ' .I .. ._. . e n - a u " e.|' r " .. c I r,- . 43 . ‘V l I T _| O 'a - o I. I -. '9 ' ‘ e‘ . u . . a ‘ u. ‘ . I ’I .‘ I I. , .. .- . O 9' . . . i . .- ‘ m ‘ . ' ‘ ‘ I ' I ' : O - - I . ' C e l v. ‘ I ‘ Q . , . .. ' I ‘ I ~ ~ ‘ - V I ‘ | ' o , v . ‘ C C m - . l . . ' - - 'w - ‘. ' '- -' | . ~ 4‘ . - ‘ ‘ | .l . .5 ‘ ‘ ‘ 1" ’ ‘ I . I I . t .3 . t I . I o . P Q. . . . \ - 1 ' . v A ‘ . . e « , e ' I ’ ' . . I . . .‘ . ' ' " I! t. . t _ . ' , _ 4 . ‘ ‘ h . ‘ ‘ . u ,. ’ _ s. I . - - .‘ " I . .‘ , . _ s v ' I A ' K \' r -. . . ‘ o . . . - ‘ V ‘ - A I A . ' . _ L ' . K " ‘ s - a . ‘I I ' _v . . . ‘ - f. . ’ . . . \ A O . . e . . ' ‘ . l ‘ ‘ w ( . o ' ' . I h . ' . ' g f. - . . I e O . . I ‘ < - e,‘ e- V . ' ' . ‘ . v s ' m . ' \ ' .o . > . . ' . Y \ l ' . . . r ‘ 7' \. n ' I. h . . . A ' .1 V ‘ a ’ . >‘ . | . - _ , ‘3 I ‘ ‘- 0' _ - > a J I . - ) . . I . . . . e I - ‘g L . 3 e --r- a, K t p ' " 1' ' ." . ': I 4. ~e v . . .- ~. - . - n u I "l l. . I) . .. _ . , ' ['1 4'. v . ~. .' , r . 4 . I ' . e A c I I - . I. h 3 “ ' O z ‘ . I. '. ' ' ‘ ' H s - . A. 3‘ ' ’ - . l . (I . - ", i, .I v ' ‘- ‘ ‘ ‘ ‘ . v - " ' l . l m‘. .. , .-¢-—, ‘ ‘ ‘ “‘ ‘ . ' Q m ' .‘e . I . ‘ s .. a o ‘ . ‘ ~ A .I V . - '1“ ‘ _ . a... -, J . ‘ . . v ' . I‘. . - ,..-. ODI- . - s 3 . 1 ' fl '. . ‘ ., _- A . ~, . l ' be ‘ . “- I ‘ ' n - Q ‘ ‘ ' ' ‘ I ‘ . . .". ~ .J- ‘C- h N I -.(~.. .. . ‘ . r , r‘ s‘ ‘ .~ ' ‘ . ‘ e '.‘ - ' - ‘ -4 a a. -fi' “ " ." .- e ,. . .J . . . l. g . . . ~ . V >-.‘ . . _ . Q I v . I fl ' -I g Q -.(¢. 9 , -. n I I'- a\ b . . . . ,I’ . '-_ “._ a“ . . . o .' ‘ . I- a ‘ . - m ‘ flog-e 22 Ability was .76. The correlation-ratio‘wae 181+. It should be noted here that these correlations are nearly three tune as high an the correlation between weight and athletic abil- ity. and nearly twice all high an the correlation between athletic ability and the beet theoretical combination of age, height, and weight. TABLE I CORRELATIONS AND PREDICTIVE INDICES: QIHLETIC Innmx WITH PHYSICAL MEASUREBI .-_._.-—‘—-.‘-—.—m--a-- -_..._-.--- w...“ *‘—o—— -- . -___—.-.-_—. _ -- .o.~—-- .- .—... —- .— —--.. Athletic Index With r P. I. Age . 50 .13“ Height .50 .133 Weight .51 .1ho Lung Capacity .59 .193 Right Grip . 68 . 267 Left Grip . 68 . 267 Back Lift . 66 . 26? Leg Lift . 61b . 232 Puahupe . 67 . 158 Pall-Up. e 59 e 193 W While studying Rogere'etrength none, (Suretonzo round that the actual computed Peareon r by the ecattergre- method wee fr 8 .321. The data appeared to be quite recti- linear. Age is neglected because age in not closely 19Ib1a., p. 137. 201'. K. Cureton, Musical [itneee Aggraieal §nd . maidance (New York: The c. v. Mosley Company. 19 7 : l" p. 7 . l' ‘. . ,o . ' . . . 4 ‘ ' i r I‘ . .--.A I . 4 \ - . .. 0 O a , I 0 e l 3 . . y . _ v ' 1 I ‘ e u . ' . ' a J . a C , _ — _ « . , , p . ., ‘ 1 .' . ’ v ‘ ‘ I ‘{ p i . v I § ' I ‘ " ‘ | . . I ' ‘ ' 0 I I 0 v n . o ‘ ‘ f . D 1“ K h r v ‘. _ . I. i ‘t I . . H L ' ‘ V - l“ I . 0' Q ' e . cl . . w . ‘ . {I .'I , . . ‘ ,l l ‘ . . I \ 0-. - c . - I - - i . - ‘ . . . . - e .— . \c .. .~ ‘ val.~ .- — a.-~- ~ .- .av . ~ ‘-.- .9 .-.e. , 4- e e d g .e: 0 an'.‘ . - .o ., ~ .. . o - -u 05“ e. - e . .a... .o . ee a. O 9'. , ~~d - 0' ~--- .. a- ,7... in. o'eo-o ¢-- 4 e > - e \ - V o m . a u-ve- uu - | . - Q - .e . . . .’ I ._- g . g . e I e ‘ t 1' I . ‘ ' I I I. ‘ . 1 e . e A ' 0 I ~ r I ' l . . O V .. . _ e . - . .- A e . I ‘ l ' ' . " l 0| T‘ . . u a . . ‘. ‘ A . f ~ ,I ' n- e. . . . I e v I fl \ . . -‘ 'x ,r ; . D - . I . . | j - f . ' a: - ' 23.5.1.00) 3'! v tine'wllaru.7‘l rat-a 9 fl «\r ‘. I‘D--4 tz: ” I '1 '-" '2 ‘1 "3".& Dah‘r-‘t'r'x‘fl an.“ 3 ~ u m . -' _ . ‘ s A -. - . -' .. -, I . c L' ‘ " . , _ - ~ 7 ' I v 1 . I . . .e . ‘ ‘ -. . ' ' , - , I . - \ ... 1 . . aw ‘ ‘ . ' e , .‘J t . ) -. 4 ‘ ' . . . - , .w,“ ”3.," ‘3 .f “r ' - ’ ‘ .. ° . e ‘ ‘ ‘ ‘ . ‘n-e' e .— . -. - an. ‘ ‘ .- Q o . g . ‘. ‘I e v ' '. 0 up p.-~nn-. 0 Q Q ' . P - n ' “ v t"‘ Y ' l‘ . ' ' 'I , .A I. Ir . . - . in - . - . . ., .- . .. .\ .i. V . 9 I . . . . \ 23 correlated with the Strength Index [r - .1347] in these data. Rogers assumed a perfect correlation with weight, whereas the best line of regression was only a correlation of .321. A multiple regression solution combining height and weight to predict the Strength Index correlated .321. Since age correlates .13# and height correlated .199, weight alone is indicated as the important base for norms within the age span of these college men. In all studied where strength is a variable, weight seems to be an important factor. In his study on arm strength and athletics, McCloy thought weight was so impor- tant that it should be subtracted from strength index formulas. In the use of strengthiests the individual's actual strength.is decided by the average strength for those of his age and weight}!1 In a person of good muscu- lar development, the muscles constitute approximately forty per cent of the body weight. Increase in weight due to training, would develop the particular muscle weight faster than the entire body weight. Therefore, strength would in- crease raster than lead; and increase in height would be accompanied by an increase in weight.22 Hence, from a 210. H. McCloy. 'rhe Apparent Importance of Arm Stringth in Athletics,“ The Research Quarterll, 2:11, March, 193 . ZZIbid. O o, 0 e -. 1 l . . . ‘1' I ~4- ‘ . C- _ v . - . . e. I ‘ ' . I A ' . e 1‘ ‘ u . , " I ' u ., I . . ‘ _ ‘ _ , c . a . ' . > . e . I V . A . . i , e 'r‘ w . ‘ . AA , l I . - .1 r I . .'. — .- . - l' 0" ‘ v " ~ J '- .1 l.’ . I I V Q ~ ' ‘ . -_ V \‘ v ' ' L , ' , a .. ~ e ‘ " -5 e u _. l 'U ‘ n . . . I t . . 0 ~ - ' V . . . , .. I .r . « ' ' i a ‘- ,. . . “ IxA.'.-- ‘ve " ' .‘ ‘ i‘.r ,. ‘ e ' ' . e U - ' l C . . , Q 0' . .. woo-b. .\ . O Q I _ u a e .' I I H _ I c , ' f' ‘ ' § ‘ o I' a 1 ‘I . s . n ,, e . 21+ purely theoretical, mechanical point of view, height alone would seem to have little influence on performance, aside from the accompanying increase in weight. 23 The correlation between a strength index determined from the test items explained, and a Strength Index derived from any other group of tests measuring other important mus- cle groups, must be very high-«probably above .90 to .90. Intercerrelations among individual tests used in the Strength Index battery are printed in Table II. TABLE II INTERCORBELATIONS OF PHYSICAL CAPAC In 'r‘ss'rs2b fl’mw—T flJ—v * g:- Strength Grip Back Leg r An Lung Grip Strength -- .81 e68 s66 e67 Back Strength e 81 .‘" e 76 e 60 e 69 L38 Strength .68 e76 -- e59 e58 Ar‘ Strength .66 e60 e59 -- one Lung Strength . 67 59 . 58 . 1+8 -- 236. H. Medley, Tests and Measurements in Health and Pgésical Education (New York: Appleton-Century-Grorts, Inc., 19 2 . p. . 21+ Ibid.9 p. 390 . ‘ ‘v .. "' ‘ r ' u s v. "‘ - -. ". . I r - I .t. 'O't H _{'- e > I ., h .' '-( .« ... . ' ' ‘.- . -. u v ....s ‘.. . . - 0" .. . "‘ ' "‘ ‘ .‘ i’ - ' ' .. -.— ' . '. )‘ ‘. . ' -\ . I ‘. . . s “' Q a’ - n ~" at ' J . n- . -.' , . . a. . ¢ . J . a». . ~ ‘ '. . . . ', ~ ' ‘ e . ~ . . , \. . e'e. I l “ I . s. . i ’ -'. * ' 3 . '. , k-i. ' - n . - e ' - s s . ‘ . I ‘.' u ‘ s _\ . ' . r. ' 1' . , ~ . --. .' . . ‘ .' , - .. . r , , . ‘ .. . ... H. 9 |- ~, _ . “ o s . - » , ,- .. , . . 1,; .. . . \s .‘,.W . , » Mr. '.-L 3. .a J»...- g . '.- .. ' a, I .k .J . . _ .- o - - . -s s s . \ ‘ I, o y. “ 0", I I U.- .' v. _-‘ '- r‘,. , ’— . -: ’ (‘1 .r( “1“.: ~ . r ‘ e o s‘ . .. V . rm" . t : - _.- : ' . ,; I ' ' ‘Y- ‘ , ' " " ‘ ’ ' . . |_ . g k . , , J , , . . . , s . , ' U L. I ' ‘ ~ 1 s ‘. ._ ’_ ‘ ’> ‘ Ia . I ’ 3‘ "' ’ ‘ Is ’ fl ‘ ‘ I. '. . "a..““ k - l ' - - .7 s , (p . l\.' ‘in . " s ‘.' , ’ , s ' ‘ ¢.. ...- -. , . ,, .. . s . . , , . - c _ ‘ ,'\ L; '- " " .' -' ,. I? ' .'. ' I}. f, .e' A ‘ ’; ' .r‘" (' n ' ‘ " . .~ - e r ‘ - ‘ s I " ' - ' I. '. v. I - ’0 e " J - - r a- .- - «I E a , , - .. I‘ -v ,. 3‘ 's" "v .‘ — — w ‘ o ’ - , - .- h - .. v.» ' . < -. .’ ' ‘ ”0 «~' 4 ‘ ' '. \ . . ' - I l. o - - .- -. - n a - a... . .. -. g - .n n. . e o -- - ¢ . -.-. n . .- ‘.o a.‘ .. .. -o e s Q '-~..-. -v- q q . .9. g .o .c . —n a - - o a. v o s 4. -— c -- u- .0. .- § .. 0- i n. -c -- -i .- 0 a - . .- e. 0 ~ - us I Q o s— 1 . I I , . I .u‘. , .’ o .‘c r' t”. - ? \-.__ .-\ i . t . . ‘ . . , -‘ at I. ---r ' ‘ ‘- a g: ' ‘Q ‘. L fl .. g . - — 0 . -.- e.- 4‘.-. .D a. --.. a osJ - Q - v~o 0 s NJ- — -.- ---'-o C e't‘o -. w —‘. .- -. an. s 6— h Q ~ a-” 4 a v . , . - v' \ '.a .s ' r \ . - ~ - s . ..- _ ‘. _ ' 0 . sq . Os ' e . I | . . r '4 . D ... . s on... ‘ ‘ .\1 I . . ‘u . .’ , - .... ) . .. I . ( f " —- . | . P .I'» f" ".-\ " r ‘ I‘ "., Q 0 Q . ' - Q ' . o . . ~ ~ - - ‘fl . s - ‘ ' _— I " k ' ‘5.- ‘ .' A‘ .7-‘_ "“, ' ' § . . . ' . . « J , . s - . .. u ‘ . . . l' x ' _ ' x _ ,4 . - l J , u q o I b ' ‘- '- ’ Or.. ‘1'! . . t . s . '. .-‘ . . . L . ' i s I \ 1 v ‘ t .7- \ " 9" -o~r~.'-“ “'n- . ' t , s -_ ‘ “ , u . - e I '4 -e { .-"e i . e ' “-4- . --'- ..'.-.... . _ . I 1 l c I I ' ‘ -- . 4 » u. _ v. u..- - ' a-.. e. g - -'.L' - - o - wovo- e. o ~a .0...- -. ---. u. — a. 9- v ‘0 - ‘U’... Q . sec—0'. » u v.4— .ns a a C 4'” o 5 ~0 a. w-~ A... O "‘0I'Owd 0. a t. A‘- 4. -- e s- ~01. a ”no W «logic.-. use 0.. ~ 9...! “no. I ,- ”0-“ “-0 -¢ -- .- » . w"- B .‘ 3 I l , _ 4. I c- I e . I . l‘ " '1 .‘ ' .. I I L" 'I .‘ ' i 0' ' b I ,' " ' ‘ .s‘ g ’5 . ' ' .L L ‘ ' A I _‘ .. . - c .. ‘ ~.' .-a . h o w.‘ w w- II..- we--- - ——I-—--. 0“- Q “a —-. s .so— ‘ . , ‘ - - s.- . I.» r-‘ {7‘ v‘. f I, _I. O . I‘ V' _ _' -' t ."v: r I, F' ‘ . . .L ‘, -.'l" a \ sit L ‘s ..'. | 9‘ l I ’> . | I‘ ' "' “ o... o no .--‘-....‘ -o- o '- .‘. ‘- I I. ‘ I “ I ’. I V . . 25 Strength tests were the earliest and are. perhaps. the most fundamental measures of physical health.and vit- ality available. Certainly they measure functions which are indispensable to normal human life; functions, however, whose improve-ent yields increased health and happiness to individuals. They are. perhaps, the most fundamental of all measures for physical educators. whose duty is to change behavior 'by means of or through large muscle activity.“ Another area that has received a great deal of attention has been the testing of physical fitness. Phy- sical fitness can be defined to mean the capacity for pur- poseful physical activity, not to be identified entirely with physical health. .General physical fitness depends predoainately on nusoular efficiency obtained through exer- cise. The beneficial effects of exercise are commonly attributed to the develOpnent of luscle alone; however. the most significant contribution of rational exercise to body fitness is the effect exercise has in.dsveloping the organs of the body. ‘In fact, exercise is the best known means by 25 which we may effect such develop-ent. Objective proof that strength tests measure general ‘ 7 physical fitness is illustrated by Smileygs An caperiaental .2. 25Peter V. Karpovick, £hysiolog:;g£_n sc lar activity (Philadelphia and London: W. B. Saunders 00.. 19 3 , p. . 25nii}?9ém1 By and c. w. Chamberlain. “Functional Health and the Physical Fitness Index," The Rgsearch garterly, March 1931, p. 193-198. , \ 'g o. a. 'i s -5: ".e .. . . v«’ ,. . . '7 _. . _ ._ e l ‘ . I 7. . O . 0 5 ‘ e . ~' 5 .‘ . I ‘ I. V, ‘ , ~ ‘ a ‘I .r . I I A . \ , . __ . . '? . t ’1 ‘ 3 ”a, ‘- ‘ ' f) . s a e f . . . ‘) . a , 5| 0 .' . , ' ‘ s. a - I . 7 v e V ‘- '1 1 . ,. . l ‘ Q ‘ . ', . l .| 5- . a ‘ e '5 ' . ‘ . . ‘ .‘J a ‘ 1 0. 0‘ . ~ - ' O r" ‘. 1. ’7 s I .. . e . ' ‘ s 1 ‘ «O -- O " .. ' . ‘ o a. - . e , .- . . G ‘ . e" «w Iv n e A . .0 O 0' 'u".’ 1‘ I , " . ’ ‘ ‘ l v a a - . w . ' -. I J- ’ .~.( . I ,‘ -' 4 .’ . ( /~’ . e, ' a e - ' 4 n . ti“ . ' a . w (t x. I. - - .—. Q .. i . —. v e, e 4 v. u ' u ‘ o C ' I I '.. u t . I ‘ a. . ’ t 9. . . ' I a . , _ . . _ ‘ - e ( ‘, _.. _r_, .\- :. t . .. .h . n | . ‘. ' \.'." . N _. ‘- 1'.’ "j a i-. ' e . r- 1 \ . r . I " ' . . . . 0 «An. e- \ o-m . . . O .. . ' a r s A u‘ e .a . 'l ) . x \ e I i 1 0 O t s . ‘- J , . J . x . ," e I. . \ . . .. . . ' - a'n ‘ . . I I ‘ . ‘ u I . n h ' ' . . . . , . s . ' ' ‘ V (,5 ' ,. l V . v , . . . ‘ In I ‘ _ l- I f ‘4 h. l_ - . F a s ‘ M . . - . ‘ . ‘ . e p ... . . _ a n I ' . . . a O a . a - e a . 1 ~ ‘ . l ' s — n s .. . - e ' . . , . ‘ I l' ‘ . s "I. a . . ° e - e ‘O I I A. I f I ‘ v— I. h .. . .. -° 3 _ u o v. " e .. . . '- - p g. ) \- u ' J. I V .. 5 '~ '. I A ' 4 ' ' C 4 v |' . ..' I ' \ ‘ v ’. 3 .. ' o I c is l \" " \ f, I 1 e .., I. . ‘ > 4 e .’ I ‘ ,.‘ ‘ " .. ‘I ' . . O . ,v ‘ I 0", .l“ ‘ ' - . ‘f '.. -'e .“. a p . ' '- I ,- . _ e -. . 0‘ ' J -- I ‘. .- _ ‘ . 7 d. . ,- ., fl. .. {v . e‘ a" ~. . . ‘. .. ' z.‘ ‘ . _ _ , . 00‘ ‘0‘ ‘O--W-.~o-a -‘ .- e- -e a. .- . . \ .~e- ..,'_. ~ ‘1 .. a :- . t . ‘K . ' z“ ~o . u r O s - - .°“ . '7 .. »:'...: . ‘. y ' g-e‘ - -' I ‘ .. 7 . I“ ' -- e .' ~ :' s ,' ‘- a. b . v . . ... e i “ . .' .,o. ‘ ._ o" u, ' l t ' t , . e . I. I. e p "l 4". 'e . - ".o . ’ ‘v . ’ ‘l 5 i '0 ‘ ‘ . , . . I ' l .I ' ‘ u ‘ I a I.‘ l . "- .' . ‘ e , -‘ . u e . .- °' ‘. o s . 0“ I 1 l .‘ ' , , ~\_ 0‘ .‘ I ..‘ . l . . \ _' a . .- , 1 ”‘e' Q ‘ ‘ O o 1, § '— e . O r l .‘ “ !_ , \ .. ' ‘ . 'o. ._ x ' _ . . r ‘ f‘ '--n ".a‘ I - ‘I - . _ . (‘4‘ 5" ‘5. .h’ r. ‘ . 1 l‘ “t. '~\ ‘0‘ ‘3. ‘ e ; f _\ h. ' e . I - - e _‘ Q 1 v. .\ O .7 . ; -‘ t g Y e .. ' .- 26 sixtybfive Cornell students was chosen at random, each stu- dent of Whom was given a complete physical examination by the University staff examining physicians, and was rated by Smiley into one of three categories in terms of functional health: If in the opinion of the physician the subject was handicapped in any way that would likely impair his normal efficiency he was rated '0'; those subjects who were in average functional health, and whose defects, if any, were present, were not of'a sufficient magnitude to impair their normal functions, were rated '3'; those who were markedly superior. who were free from defects, whose health habits were such that they would likely be in an efficient state day in and day out, were rated 'A.‘ The data used to deter- mine health ratings included thirty-seven items. Following the medical examinations Chamberlain gave strength tests and rated each student as A, B, or C according to the Physical Fitness Index. The two sets of ratings were then compared. The 2? results are summarized below: 1. The P.R.I. rating agreed with the medical rating in 36 out of #2 average subjects. 2. The P.F.I. rating agreed with.the medical rating in 3 out of 5 superior cases. 27 Ibid., p. 1930 II) \J l . \K O'ce n. O elh a; u, 1. c. .. ‘- I‘l- ‘3 u 7 . u. .. I: ‘0 w . . on . ‘ ., 9—“ 27 3. The P.F.I. rating agreed with the medical rating in 13 out of 19 handicapped cases. 4. In the entire group the two ratings agreed in 52 out of 65 cases--an average 80 per cent agreement. 5. The correlation coefficient was .60. Rogers28 illustrates the validity of strength tests as measures of general physical fitness by examples of strength tests revealing deficiencies which had not been dis- covered by medical examination until poor strength test in- dicated a strain. These examples by Smiley29 and Rogers30 appear to present obvious relationships between strength measures and general physical fitness. The relationships found are of fundamental importance to beth.the individuals and the phy- sical educator'because they correlate higher with personal success and the success of the physical-educator program. The results of physical examination for duty with the Armed Services in each of the World Wars has brought to the front a need for emphasis of the general physical fitness of American males. Physical educators with well-conducted pro- grams of physical education are in a position to carry part ;‘ ' zaaogers, fundamental Administrative Measures in. gig-[sical Education, 23. cit.,p.12 . ngniley. 225 214-109 PP. 193'198e ”Rogers, Fundamental Administrative Meaflres i3 zhysical Ed cation. 22. cit.. P. i26:f s r l . v,. . r . . . '. t . O" o - 0 ~ ~ 0 . . , . n. . ‘ I. . , . , 4 . , v , C . ‘ ' s . t . ' ‘ v 1 0'” . ,. . -. ., ' . _,2 . . o- ._ . . - . . —. . . . . : . i 0 . v . ' .u “ .. . » . a . . . . -_ . 0 , . . . . . ., ‘_ - .‘ s u , , e v . . - .«I 1 . I . I _ . r . I v s . . . . ‘_ ' | . . .- ‘ . ‘ . , . . I __ . _ - . I. _ I . . e ' ' .. . , . ".'O l 1 II I v _ ' . ~ _‘ vat ‘ . . . _ . OI A ‘ ‘ s ._ I s- . ‘ ' . ‘ a . r I I ‘ 3" I g . ,' . . y , . _ . . _ . I . e O ‘ ‘ - . . ’ ', ' -. " ' .- . . ~ .' ~ ‘ ‘ ' . _ 7 n . _ , ' - s O 1 - so a - . . . .. - x ' ’ ' (v 1 ' - . ‘ u’ ‘ ‘ . ' . 'I ' ' .u 1- ' - . . . . l g . . . .- . s . p s S I o 1 . \ - . . ' I ‘ f O ' " ‘ .- _ . ,. I ' . . v u _ - . s I. . . . A 5 -- " i . ' . . . A _ I... ,\ .V , . ‘o- . ,~ ,—- - . 9-! l. (," i f“ '. ‘ '* .. .. 1.1.. - . - . ' s . . . .- ‘ . .. \ . s- e - s - v .. .. . . . ;'.'. J - .— .. ‘. - - ‘rv ‘ I..- . . ,. ., ~ .\ . I . , . .o -_ . _ u. . , ‘ e . . u a C n _ g C ‘ L e . | .". a ‘ A I. . _. , . . .' . ‘ , 0 _I . fl ,' _; . > . . . L I . . \ ..‘.l . - s , ~ _ . . _ n . s - A - ' . ‘ . - .,. In.“ - .1“ ’ " val..’~.-. .“a " .- np .'- r I " I . _ '. _A - ..‘ . . l 'I - ‘ . . . ‘ s t . 'I - . I .' f . '3 . s - I' ' .' " " . v 1 D‘ - r 1 I. I I_‘ v-'- . '. \ F I , Il ‘-‘. . . ' ..’ . . . _ . 4 5‘ ,_ ‘ I .. . .-. a . .s - c O . s ' ' . ' . o .. .' " o i. . .s o . . I .. P u. A . ,I ; ‘_ 'H g)" ' ,. . ' 1. _ . . , ‘. ‘ ' .. . . ‘ a . , s . ' n , ~ . , ..’ g I - ,._.. I .‘ . , ." _ . ‘ st . e . a . ~ , . _. A . o ’ ‘ . . . . I‘ I ' j: ' I _ Y . . I . n, a. A ., . .I .' . _ N I . .. . 1 l ‘ . ' v . v v ‘ . - . - ... ' - ‘ »-' . -. .1 -- ~ ' -‘ -= .. ‘ . . ' . , r- v n _ , '- e _ . p ‘ s .. 1 \ . \ ‘. *1 I . . g .. 4 . , ,4 - - 4 I - _ . . I, , ,‘. ,_ --" ' ‘ ._ I . I I .0 ' I I . . g . . s , o g c _- '. o ..' . ‘ '.. . . VI , ' _ ‘fl- ‘ , - ,. ) F '. e. - ' . . a- "' \. -¢‘ ‘ ' ‘.. ' I ' 1‘ .' aa'l.‘ ' .’ ' s ' ' ‘ ' a s --,, .. . - — . s- o .9 . . 'v-e o o v I‘ ‘ ‘ . , v .4 s . . .,v§ . . .' . . . . ., f . .l' ‘. '-. - . _ .. . . . L . ‘ u . . > .» - u — . , . I J I I .I “ i \e ' ear- I Q ' " ' ’ ‘ l r ’. fl‘ ." ’- ‘ . ' 1 I\ ~ . ' .9.. ' . ‘ . . r. e ‘ I. . . ‘ ’v '1" v v' r‘ o ,' x .. '. . -. . . . r I. e s .- . v' ‘ - . . . ,‘ v r\ . ‘ r'v.‘ ' _ :7 :- ‘ A < - . ' C e. . s , ' IQ ,\ “ '. ‘ C‘“‘ ‘ ‘ . ' S h -. _'. e ' . "‘ . e, v ' ‘. ~ ' .— '. r ~v‘l .' " _ . ... l: I .- . :~. . .~ -‘v -: '.--- 5’ -‘ ‘ . - A ' e, ( . -- -. - ' ' . ‘ : ‘~ 3 l"... .' . 5 ‘ A" ' x ' ‘I ' ' . "‘ . r'e‘ _ 9. I - l n ' . . - . I 4. [,0 a a. I, . V t . . ' ” . . .0 ... . '- '- I y,‘ I :- e‘ s I! ~ ‘. - t s' . e . . ~.. . . e , i ' e u I ' 5‘ ~ ‘ . f t}. '. . I! ' .. ' , ' , I . s ' . ..' I u. I" "" A d‘;' '3 "\ ' 0". ’ Io ‘ v A ’ l ' .~ .I n .. . , . s ' . ~ g I - 9 .e v ’ ' ‘ h . h I“ ' ... l ' .- . - . . " . - ' C ‘ .1. ‘ " . 4 r'- . s I it 7 ' , . . \., QI ‘. ‘ . '. ‘ .. . I ‘ ., '_ Pr _ r, . 2 J . ‘, t. . . , . ~ .1. -. e v- “ ’ t . t f - ‘ . " “ . .'.\ ' 1. ..‘. ' - - ' ' ’ ’ ' " ...- - .— .- n- a- .- a ecc‘l ‘ ‘ ' ‘ ' . I . P. ". In . 'ea‘ .' ’ . .1 l ‘ . .. Q ' t I"‘- ”D..." I. .' . . .- . O ... , n : A \ .‘ I. ’ s ' )‘c ‘ ‘ ‘ \ .' .. . . . . J... ft ' '\.~ ’1' f ~ j ’~ It. “ l e . ‘ . , . . ' A ,-. . e‘ . . . ‘ I 7' ‘ ' ' s I) ~ . ‘ I 'e . r‘ f ‘ p v 2- a I .. ‘ Q ' n .' D 'r i f . . s.- 29 Wylie33 reports the grip history of a forty year old male subject. His nor-a1 grip strength, determined after repeated tests. was 125. For reasons unsuspected at the time, his grip steadily dropped six pounds in three weeks. Diagnosed as afflicted by intestinal parasitism, he was hospitalized and a seven foot tapeworm was removed. During the next eight weeks, the subject's grip rose to 1&5. Blakeman, Jackson. and Rogers3“ concluded from a study they conducted that grip tests are likely to prove invaluable to athletic coaches in selecting players and sub— stitutes for any game involving large muscle activity and in deciding when and whether or'not to return tired players to games. The following findings are of special significance to physical education: 1. As compared with 'dynamic' strsngth.[dash, broad Jump, Jump and reach, distance throw], static cynanonetric strength is more closely associated with biological growth, suggesting a dependence upon constitutional factors expressed in physical measurements and in physical education. ' 33Janes A. Wylie, “1938 Case Reports of Physical Ailments and Gri Strength Tests,I (Boston: Boston Univ- ersity, 1938). Mimeographed.) 3“Frederick Rand Rogers, "The PFI Analogue and Con- plsnent of the I.Q..' School and Society, Vol. 50, No. 1296, (October 28, 1939), p. 353. l‘. V. s -oi" .v .3 ,. . - . - t 0 ¢ 1" . . J,- ' a s . b .I t. s 0 ¢' ‘ I ' ... s I v .. , o' " .‘I ‘ -- ... . ‘ ll - f - “\ -"ol _ 1.: I ‘--’~‘ ‘ .. A .. a », s ‘. .1 f .-F, i I . s \ r: J ' - s- , ' ‘ 1" .‘ I . I.. . . . .1... , ‘1“. . (A. . A -‘ . s . I v. a! ‘- r- ‘ ' .‘ I. O I _ - , . V .’ . . «e , K' . ' ' ' " , . l ' r’ " | .- ‘ . I a ,< ‘2' "V ' 'xI' C ' '. J. ‘ . . ‘- , - ,‘ .,-~, ..' ' . w e ,s .-‘: ' ' I " ' . . , .. ,v . b ' t a I“ .-.. . l ‘ s ' ‘ o _ , .- . a ‘ s " ‘ ."Il' '\ 1’ ' . ‘ . I -‘ ‘n' - I- 0 t . _'V I I ’ .- d 'I- '* ’ ° I O .‘ - s. a - . Q ‘n\ . . .J . v‘. I . . ,, . .J. J .‘ . Q . 3.. ' .' n -_ e _ s n 4 ' .I‘ ._ .. - I. -. . ; " ‘eu . u. ., s ‘ .v N — . ,5»; . ..‘ ‘1 _ | W. . . . . - (u. x"’-‘--H "~." s . .- . ‘ . . u ' . I .: \' a e U- ‘ . . ‘u .- ' ': a ‘ a 5 l s u .. . . . . I ,-t , . .4 - 1 II '. . - . . , ‘r.‘ ' '. ‘v - I \- t ' ' ‘ ' a 'v . \ _ I’M“. .l ..' ’ ' . - ‘ - I.“ n I. . . ..‘ ..- .Ji‘ - ’ 0.. ’ .... a I n, q 1'] A ..’ I ' . '- v s o , . N . .- . , 'J I. .' ....-III . I ‘ 1 i ‘ ‘ o |-; 3. as ‘s a" . ) ' " h ‘a I a . .f' ~ ~s ‘ n s .. . ‘, . g .- , s e‘. ‘- ' .' . l ‘ . s q (s. .1 ' a .- -- . ' I r. t . .~. .7. I. . > p, v r\ I -.... . I \ G: ' h 4 IA "3 \ ,,\ I. .,| .1 .... t : ..‘}- r . .'\ 3 \ e. . I s 30 2. Among boys, a positive relationship of strength to ”prestige“ traits is apparent, which.is regarded as evi- dence of the role of physical prowess in the adolescent value system. This relationship is not so definite for girls. 3. Superior strength in boys is a part of a.conplex physical characteristics valued highly during the adolescent period. The absence of this trait is a.handicap whidhcan be overcome only by strongly compensating personal traits in other areas also highly valued. h. (a) Strong boys: A.tendenoy was evidenced fer strength.to be associated with.a good physique, physical fitness, early maturation. social prestige,and social stin- ulus value and an apparently satisfactory level of personal adjustment. (b) weak boys: These boys had a pronounced tend» ency toward an asthenio physique, later maturation, poor ‘health.record, social difficulties and lack.of status, feelings of inferiority and personal maladjustment in other areas. 5. (a) Strong boys: These'boys were also high in adjustment in most categories, except that of school adjust- ment. In general they showed an improve-ent with.age. (b) weak boys: These boys were poorly adjusted and in general their ratings were marked by'downward trends. " r ‘ " - ,. ' . '«‘ - I v ' a - ‘ .‘ ‘ L. . - e I ' O r - v ., ’ .... .y " _ .. . . . ' ’ .-. 7.L . e O ‘ ,- A ‘ p " " " ‘1‘ .. . .‘I . ‘ . vs. 0 ' - ' e ‘ - ‘ ..,. ‘ . e- l ' ' .V. . ..' 1‘ -v s' I .I Ll hi “ I_ t . n '."‘."’-|' ' -:' =-~‘:-"') - .L L . pus - s - J ’I .. ; . - "e ~‘..~.- vr‘fi ( 93'“? ." J . , ', .I r : ‘ " - ' ‘a - I . O .L e- v,.\ ._~ ' ‘p‘: g ‘t ,.'4.(. ‘ ‘:‘;v ‘a § . A . .7 , I ‘ .59. . . ' e .e f;("01 ‘ \' '-'./ rs v r. -, '. " ' , 4 ...- b \ ‘ ’ - O D . a e...-.--u~ ~:~‘~.v ' -.- - .. l - ' - ~ '."~ . I ‘ e.r . J“ ... "4.-‘ .A ~.... ' ~‘ . s~ .- . ' l r, ‘ I . ‘1 ' If! I I | . 1 's ‘. Ii e o 1 " . . .r ' ' '1 A. t l . r, - .w . .‘ X :- ’ I ‘ . -’ "a . I. I _ {I "I I. . f. '- (a \' t. ‘ - 'f - d ‘ ‘ . — .. .- ‘ - - . I a ‘. - .', -e . . I ~ ~ I. .I (‘ :-: ' ‘J In I a ( . .‘ ' I ' . a o r-' er . .. ' D ( a I 1' ‘ I n a Q ' ' '- " 7‘ ' .. V .' .‘ I” ‘ II 7 g 3 I . 7 vc -a r- f- h. ‘9’ 1" 31 Their social reactions tended to be stereotyped either in withdrawal or in extroversion attention-seeking. Despite the use of meager strength-testing procedures, the Berkley study clearly indicates the importance of phy- sical abilities, especially strength, in the social and psy- chological adjustment of adolescent boys. Therefore, it be- comes obligatory for the physical educator who wished to nest the individual social needs of his boys to consider the adequacy of their basic strength.and to take appropriate steps to improve the status of those who are physically weak. A study by Bockwalterss exemplifies the comparative closeness between increases in grip strength and increases in physical growth and development. illustrated by body weight. There were only three prominent irregularities in grip strength growth patterns pointed out. There was a deviation of this growth pattern and grip strength increase at lOO--120 pound interval and also a definite drop in grip strength growth or increase after the 200 pound weight interb val was reached. In the majority of the sampling there was little increase in grip strength beyond the physical growth of 200 pounds of body weight. The third.deviation in the 3f'Iaril. w. Bookwalter, I'Grip Strength.Norms for'Males,' 2.11.9. W W. 50:218. October. 1946. "\ a ‘9 .. . . a ... A ‘1 . I 4 ' . s a O I_ . e ) ' L a . .. ..‘ ' ‘1 I ' " - 4 . s ,. . . . .. n 1' “ .... .- C-«d» e f". ..‘-s 32 growth.pattern between body weight and grip strength is the difference in acceleration of increased strength of theiright and left hand. The left mean grip strength of males from nine to twentybfour years of age and up tends to increase with age. The rate of increase is slow from nine to fourteen; ithere is a speeding up in the rate of increase of grip strength growth between fourteen and seventeen years of age. The greatest increase in grip strength appears between six- teen and seventeen. A few small irregularities appeared in the mean grip strength scores between seventeen and twenty- four and up, where the rate of growth'begins to slow down. The right grip strength of males also increases be- tween nine and twenty-four years of age. The rate of increase is slow and regular between nine and fourteen years of age. The rate of increase is sore rapid between fourteen and seventeen with the greatest increase coming at sixteen years of age. Increase in grip strength is slower beyond sixteen, but regular through twenty-three, with a rise occurring at twentyafour years of age. However, a plateau appears at sixteen, which is less pronounced than that of the left hand. Right hand mean grip strength by age has shown less irreg- ularity than the left hand. According to Bookwalter's36 study on grip strength norms for males, it is illustrated that left grip strength 36Bookwalter,‘gp, cit., p. 2H9. t . D". . . . . 1‘ ' ,. . ‘ u . .. ... n I .. l‘ \- s‘.’ . . A e" . s‘ ,- I . I I O .- ‘. O y I A. O y .. l ,. a I . Y. I ‘l, . L '0 ..- (1‘. . .-:,r '4‘". e800. .‘ ’5 \ ‘- . 3.: I .~ An .1' x,‘ - . "i3.' ‘ e I”? I ssl“ ..'." s. f " |. ' I \.e '."' ,1 ..'- .. '- . O... -. 1 ‘ , a e —‘ .- s 1 'v'. ' ' 's ‘, 1‘ V I 's s I' ‘ . . \ ... e. c. )- - .. \u a J . I. , I ~ '- .4 a t o . , .- ,_v .- t . . “ s ' ‘ I rll‘ . .7. ~) I . . ‘ ..3 ', _‘ \' "a I ." s '. .' . i' ,, ‘ .- n ‘ -. , -. -‘ - '- ... ..’}. ' l , .-'. J- . ‘ a e '7- 0 'e ‘ I I . '. . a I '- ' e . . . . ~ . V‘\. I . s . c _ ‘ u - e ‘ 's' r A . ~ ~ 3. s r . . .. ‘~ , . . I .\_' ‘0. ' ‘ -, . . I ‘ ' a . h . I I ’7‘ ' , \ V . - . I; .. O I P. I t I ‘, I t CH ' s 9 '- 9‘ ‘ o .I ' ,_. . ‘4 ,. . K > ‘. s s (j r- s' - ‘- 4 e‘ v \-‘ I l . . } . v ., I ; . a ,r ’ C ‘v 'n . I ‘. I" V i . l‘ v. . ." s - ..’". .- - U z . .\.' 4 s I‘1.' . s .. , . o ‘C s _ s. - i ' ' s e I J‘ .. ‘r t .‘. . ‘ v ‘ a. ." ‘, ' l" 1e ‘ ( _.‘ 0‘ {...‘¢ C s‘ ' I) J ' .w- n. - ' O ' a , f - . . . - P e ' ' ' ' ' '- e- '. s . v c' - I' do: . ‘ '- ‘s l t . .' . J , I, - : .’ _' Is ‘ A .. e p-«- r ‘0‘ 1 ' f‘ v D r , \. . .. s. ' P. ' u . ‘ ‘0 ‘ a! C. e v. ' a ' ‘ " ‘- e . . - ‘ ' u ‘ ‘ " f - v - ‘ . ..' . . ... . .. . ' . ... . . .. .. .- _ ,1 H". A. 'I ‘ ‘ I .‘ J . ‘0‘ .. \ ,- . . . .. ' s . ... O” . ‘ . J ‘* 1. .'. O - ' a. _ . 's '.‘ ' .‘ .s ' -' )' ... .4 I " .. ‘1 5 _| ' .. , All. .o ,. . p‘q -- r. '. , ~ 0 ‘ " .‘l. ‘ ' ' . ' ‘I J ' A . e (w 9 f3" ' ‘ s t ' ‘In.' ' ... e...- ' I. r .V.‘ . s ' ‘a-au-p . v u i', . ' .fl . ' s ‘ I" . d ' . ' ' Jl . s ,. 4. .. l s . ‘ , . ’ "‘ J" -\ . ‘ , ‘t‘ ..' 'l' , :s A“ - . e “ . .. \ ‘ ‘x ' k . . I. ‘ e .“ . .' - ' . _a , »_ . .' . ’. r ..' 0 ,A - .. _..‘.. ‘. .. ‘ v . :7" “5 3 a..." . v. ' -‘ " P I . '0 . . '0 ..' ~ - ‘ v . . a ‘ I . ' I. .1 . .u . - , .. - 1.‘ ’ -- e- ' ‘ ' 5 1 . . .a . ‘ . A . . ‘ . O ' O ‘. H. In .“ ‘ " ' ‘ v .‘ '. ' , ' ' I ._ H , . . en ‘v . . -‘ ‘ . L. . . .. .- .- b ' . . ‘ ~ s r '. ' . -t. ' . ..’ .. (9 .- -«. . .’- ~ ' ‘ l. I . . ' t s' :‘ l“ - ‘ .' . . ‘ ~«‘ ' C . ..’ . . _.‘. _, r s ..' ,‘_ ___ . _ ' . , ‘ 7. - .w-O... . - .4- -«r - a q, o. use-“c ~ ,_ , l ' . 33 is consistently lower than the right grip strength, but is more regular in its growth progression. The right grip strength.shows more erratic growth progression in that it increases more rapidly at any given body weight intervals than does the left hand. The right grip strength can'be free three to thirteen pounds greater than the left grip strength. Another interesting feature in relation to handedness and growth is that in the American male beyond the age of fifteen, there is about 3 kg. difference in theearerage grip strength of the right and left hand. Whereas for the Australians the difference was less than 1.5 kg. This fact would indicate that American peeple who live in a mechanical age are not called upon to be anbidexterous. Likewise, the absence of a marked dextrality in Australians is perhaps the result of social habits and a notion of tool users having a tendency to become more unidexterous. What is known as ambidexterity37 is, to a large e19 tent, the result of a social conformity of the naturally left handed individuals. Smidley,38 in his studies on hand- edness, also reports the fact that there is a correlation between height and weight and physical measurements. Grip 37Ira S. Wite, Handedness: Right and Left (Boston: Lothrop. Lee and Shepard, 00.. 193%), p. 61. 381bid., p. 190. .D l . Pr. ' ~‘ .. I- J '1 e .'..L .' ' I. I .. 0 _. . e - l I y .3 so f 4-. ‘ I ). l U , ’. . . . —L'.. .‘ ‘ . . ‘ ‘ Q 7" ' . - e I. ‘ I . f. ‘ e " 1 ..‘ e ‘a 0.). ) .. . f O I. ’ 1 : (‘1': e I. I _ r ‘ . . _ . ,.‘ ,l‘, d _ . r, ‘J‘ . ' ~ .‘. ( ' ..f , _ a... ... I,- ~ g, -' . o ' - - '- ' s 1.. .. u . -- . 1' t- ' . e O O o \v ' r ' ' . e ," y‘ ‘ ‘ ' - '1 . ' . ~,- . . . 1 .l K L s - ‘ n I 0, O , . . '1 -, ,. . _ .. _ - I . -.. 1 . I a e Iv ' a. ‘. l ' \-— o ' '» ' u . _ .4 . I' I ‘ K ..‘ ..‘ ‘- (..’ \a ‘ Q ' 0 O ‘ -: ’, .'. If "n 0 t ‘f.. . ‘ I F 1‘ e" l'. (er :1 e- '1. ~Iu ,5. _ ,. .e - ..- . n . ‘. b .' t I I t O ‘ . I . o' I T - .10 r ' a . e. .. O ’ f ’l ' ‘ ' I . " .r u ' - ‘ ~ A- .. . a. ' 1 . " ., - < x . . e l , _ _- . H, x, , H...” '; r".r - . .. e , t1 e ,. ... .. -. »‘/‘u.to . - ’ ‘. . J - I I -- . n.- .21; ' «\- .... . .ele-l I.I) , 3. '. b . ? . I '. . ' .‘. . ' L ‘- .’ ‘. f. .. I. -\e : ' I . :; 1 ( I“ ‘ : " l; )f ‘s :- . - , .. .‘ .0» ‘ ' i'l’.‘ ‘ ,‘I ' l -'. |.,‘ (I ...” (A. 1- 3 " ’ \ e‘ 8 '~' "‘ » r‘ . u . a I. "u ’., .. '-l _. -‘ ‘ In . . . . .- .‘ .‘ L. . ‘. ‘ I .1 ‘ f‘ . . . e. . .- .’,-. ‘ ,e, - (-“e ¢_- 1 ,0? ..4 .> § 'l‘f. ..' V t t....(_ -e ' I_ v. . I" . __ , . . l _. _ ‘ I L. 4', t. . .. .9 5’ t ‘5 ..' "' , , ‘4 A ,. . . .— . K . u y I ... ' ‘ .‘ ' 2.: . ' ‘ ° I " ._ ' ' _" e '. I .‘,, v ‘ (" II ‘~ ; . - ' ‘ "I 3 - . e . —~ '1‘ ’ uh. - .5. 'r a .. ' “ . . ' ‘ ' . . p I ye . ‘ .~ . .. e I I . . ll. ... :vl, ' o. 4‘. . a ...‘n "gx. 0 . . “ '~ . . ‘ 3...... - ..- a I I ' ... a ‘cva- '- ‘ ’) 5' I I .u ' e ‘ ’ L ' l1.. _- e. g ' I' I _ O . I - a. I‘ .e f" ' ..’.r." ...r)“r 3‘. ' - L I r\ r‘ ' ' 3 "f ...). -0' 1' '-".‘ ~" -- ‘ 1 n.‘ .s I I -_ A. ‘ a. l, ‘ I. I I . . g I. 0 .. ; l . . . . ._ , . . - c I 9 ' . ' 'l ”V (" . 1 ~ ' ' _I t ”r ‘ 'i .1 ‘1". ~‘, ' '5‘ I ‘ ' . ‘4. .. C' . .‘L’ .'- ' .- ‘ . Pl J. \ ,‘I .. 1. ...‘ .- \ . 1:. '. , - ' e ° . I ~ . " , . I f _ 2. . 9"" I ‘ ‘ .‘__. -},"‘ ‘ . , ,r y ‘ FR"; ') I. .\ p J- C. .“ Q .‘ (..’. ‘,'.. .. J ' ‘e' I‘ .4- " .‘4‘.-— 2.. I.“ - 1- ' -’ .\ " ' '. 3 _‘ ... ' \'* a . I ' O ' f " fl 9. " ‘ A 5" ' P '0' "i - ' ' ' \ ‘|"\' 1" I ' 'e I‘ -e A '4 '\Q. ‘ ‘ V r I -<. ‘ ' H, ' I t'. : e r‘ . _ I t l \ ‘ h. s p“. ‘ J. O . " __ I . ‘ ‘. I ' '0.‘. ' "r‘ ;0-~‘0 . v- -I\ ". I'(\* - . . _‘ I . .k,‘ 1‘ .")‘._rr .I~" ‘_ , .O ‘1 (.2) \ _I ‘ (-I" y- ' I. I q. , .. . . , ' V. ‘ ‘ .e' . . . ‘Wb ‘ ’v. I } ‘ 7" 5e. ‘ . .51. . I: ' r . 1 ..‘ . ‘. .I . . _ . . . \. .u . . no ..- . . I, I I 0' O s V ' ‘ . .. H .‘ .- ' . ..‘. ,-".’. {a '1' - . “f ‘, r 4 I . ' ‘r $ I‘I' . ’, O. . ' .- ..e . n I. '\ . . x ,I' J .. .. ... I ‘ , _ - O I 0| e I. .. a . r ,1 .. .3, , r1 - .. -~ . 1.,“ - . +v=~ .- .‘ - l .'- - ;a-- ‘ . b ..‘... ‘ x p ’. | 5 I! . ' 0. I ‘. -L - “ ’ .. l. / “..' A)" ’ ‘ -' ‘efl ‘II '. 72. I" - ‘...' INA . Ojd'I, a . - . ‘ ch. ’ .... A , L \‘ L.‘ I . .. ‘ 0 ‘ _ . . , _ D ' _ g I e_ ' I . , “I ' o (‘1, .1 VIII» 6 , " -. 1 I ' " l _' ~F-.. ‘5 > .‘~ - .".f. ..l I ..' s .l . '.' .1} ‘ ‘. .1. I. ‘i ' . ‘ y ‘, . n ‘ ‘ “..‘-“ ..‘. V. 43- ..w ',,- I“ V \ ’ \ I’ .5 , e _ e , . . x - . ~ . '-' j . I . J: , I F e,‘g ' , g . e . - .~. '. __A o cn-e- o-no . n 0.. e - ..A... e. h-t-Q— ..- ~e \ .. o 4“. ..' I ~ . - r- c .. I . ' 'In -. , ' ' I . | | .. a. . ‘ I v, ' . ' ‘ _ I . _ . x -\ 1‘ 1‘ O 1 . .- ‘ I ' '. I' - ' ' . ... 4 t‘. . 3h strength is correlated between .2 and .3 with height and between .b and .5 with weight. Schwartz, Britten, and Thompson39 in 1928 used grip strength measurements in their investigation of the phy— sical deveIOpment and posture of school children and adults between the ages of three and sixty-five years. They found that grip strength increased rapidly up to approximately age twenty. but did not reach its maximum until about the age or thirty. After age thirty there was a gradual decline in strength. In a recent study conducted by Burke, Tattle, Thomp- #0 data relative to maximum grip son, Janney, and Weber, strength and grip strength endurance as related to age were collected from 311 male subjects ranging in age from twelve toreeventy-niner The data indicated the following: There is a rapid increase in both maximum grip strength and grip strength endurance from twelte to twentybrive years of age. After the twenty-fifth year there is a gradual decrease in both maximum grip strength and grip strength endurance up 39L. L. Schwartz, R. A. Britten. and L. R. Thompson, Public Health Bulletin fig. 122 (Washington: U. 3. Public Health Service, 19235, assin. “OW. E. Burke, W. W. Tuttle, C. W. Thompson, D. C. ,Janneyy~and R. J. Webery—FThe Relation of Grip Strength and Grip Strength Endurance to Age," Journal Applied Physiology, 5 3 6289 1953. 35 to the age of seventy-nine years. The maximum grip strength and the grip strength endurance of the seventy-five to seventy-nine year age group was approximately equal to that of the twelve to fifteen year old group. The study also suggests that the individuals with the greatest maximum grip strength.have a greater grip strength endurance index. These studies point out specific information that show a significant relationship between grip strength and phya siological growth and develOpment. CHAPTER III METHOD OF COLLECTING DAIA The data for this study were collected during regular sessions of Physical Education activity classes at Michigan State University. The testing began during the second week of the term and continued for the next eight weeks. In an effort to secure a.more complete indication of the relationship of grip strength to general physical achievement, the investigator selected students from various activity courses to be tested. These included appratus stunts, badminton. beginning swimming, beginning tumbling, fencing, trampoline,and wrestling. An eXplanation of these courses can be found in Appendix A. This variety of courses was also selected as insurance against a specific experience in physical education that might tend to increase or develop grip strength. It was not the plan of the writer to use gripstrength as a competitive tool between classmates, but rather as a measure to use in comparison with the letter grade received in that physical education activity course. For this reason the tests were given, while classes were in session, but in small groups whenever possible. 37 The test was administered in the following manner: 1. Magnesium carbonate was put on the hand to insure that the hand was dry. 2. The tester set the indicator on zero and placed the dynamometsr face down in the palm of the student's hand, with the larger concave pressing edge to heel of palm. This was done to prevent fingers from hindering the movement of the indicator'and to allow the instrument to best fit the student's hand. 3. To prevent the fingers from slipping over the edge, the convexedge of the dynamometer is placed against the fingers rather than the palm. h. The students were instructed to keep their hand away from the body when making the test. 5. Each student was given two tests with each hand, alternating right and left with a ten second interval be- tween each test. 6. The score was read to the nearest pound. The tests were all given at the same time to reduce the possi- bility of practice or improved grip strength. 7. Each student was checked to see if he had control of the apparatus. If a student's hand did slip the test was disregarded and repeated after the other1men in that group had been tested. For each student tested the writer was the recorder, reading and recording the grip strength score to the nearest T'» II) -b s‘. n .5 a! I a o . e c u e‘ .. . e 0 Q L. c f 1. II a . e u . L e I a I p.\ u a ’ e. o. s c I t! i ' x '. n . . . t ‘ . n ‘4 a p o v I . a. e . t . . . . o . . . . .. .. . w u ’v e- u: i . l C o\ .... t . . . I . I l . p I D _ .l . I t a ‘. I O. . . I O a r e. r x . ... I I. . ... u I w r ... a D s. L. .. . u m . u all u r 'l .I . ‘ II . . . f l .l C o, q . s. v .5. .. V “f s fa s. 0- ‘ s. ‘1 ’1 I an I . I t. n! t . .\ I P»! 0 v s t v l . . u. I I e I ‘ \,u. . 1,. . . \ . I . . .v ' e. .u a . ~ I C ‘ I. 1" ' {d e 'u I 38 pound. The following data were recorded on a prepared work sheet: student's name, class, birthday, present age [to the closest month], height to closest inch, weight to closest pound, handedness--right or left, and grip strength score. [See Appendix B for these data.) So the students would not have opportunity to prac- tice, all the testing was completed in.a single class period. The two scores or each hand were recorded, but the better score of each hand was selected to be used in this study. At the end of the term the investigator was permitted to use all the class records and recorded on the prepared work sheet the letter grades received by each student. .. . o. e... u \I n ,. .. o . .~ ' . 1 I o. k . ... . I .1 .. . u. . I o v i 9 . r . ‘ I I I. o ’ .H i. . ‘l a, .I . u. L . . . )i h .. - . ' . . " O o I \ I! .e I r y a r . . ..l e ... a A t n f . t I; . . tn . ‘3 .» s , .0 I . oi! I .- . . , ... v . is L. \ 1 . correlated. CHAPTER.IV RESULTS In an effort to analyze the grip strength test itself, the various trails were inter- The resulting coefficients appear on Table III. TABLE III CORRELATION COEFFICIENTS BETWEEN VARIOUS GRIP STRENGTH TESTS --r ‘7x6 Variable Variable N y x r** 1st test 2nd test 6&2 130.7 6128.3 o.eoz* Right Hand Right Hand . let test 2nd test 655 120.7 117.7 0.838* Left Hand Left Hand Best Grip Best Grip with with 648 129.2 133.3 0.581 Right Hand Eettfi land Best Grip Best Grip with with 6&6 133.2 121.5 0.810 Strong Hand weak Hand “Coefficient of reliability *‘All of these values are significant at a probability of less than 0.001. The correlation coefficients when computed illustrated that there was close interrelationship between all the var- iables compared. Although the correlation of the two tests .-. .- .4 u- k“ --- .c I ‘- . ‘ . . v s . .. ., e I s ‘ 0 it . ... ‘1 to a. . i O . .. o u a a ..s. s . ..o . h a k. a . . u. U 0 . .\ .... ..‘ .‘. .. - . Q . a e n w v . ‘- . 1 u . . —I I I . . a CI in x o. . .rL . . ‘ a A a v . . a . . . a u. 5.. on w . . . c . a 1!: - +5.3.-.r . ..-.I‘..,,. , .a ..- I w b a . u . . . r , ... _ g . t . . I . . . _ t n . i . . Q ”0 s . O a , . 1 . . . . . . . . o I . . o x. no . , ma . . . c: _ o e r | .u . s v V c l my .- s, I . ,, A . . on. .1 . .. ... ‘ ( l' I . . . . .1 n q a... . .- - 5.... .u ‘u- I. 1.. .. . is . _‘ e a .- .. < I! l . u 4 . ... ... . A .u . Clue. . A.. ail to |y| 4 ‘5 tl!‘ ‘4 .C II .all I -.J‘ll ' g. .r . n u . . . . ... '.. , .s . . . A . . . c , . o . . .o s a .- e 0 a. r I e. . . . . . u . .s c O'CQI. ..s ..'lct" y)‘1' ‘1‘: .I -Ilt‘ .l' . ..'l I II . _ o . . n. .r .. I. § . . a ... . .e o . . n a. C. n . ... . o O C O .c . . . s . . Is .A ‘ .t D -. b .P. 1 . . .. . .. A .tln a I. .' ‘ v n O o . . . u . a o . s O O O 0 .. . .s a .. s \ . a p I a u . . n a . ‘ — . ‘ r I. . - . u I II I - We“ - 4 -4 8'4 3.3% I - 3 #0 on the left hand was highest r I"0.838, it was felt by the investigator that this indicated.a small strength.decresent between these two tests. This would lead one to assume that the left hand reaches a point of maximal output. The test with the right hand shows, however. that the right hand can be eXpected to show a greater difference in sub- sequent tests. In this investigation where most of the subjects were right handed, the correlation coefficient was r a 0.802. The relatively low coefficient correlation of the best right hand grip strength test and best left hand grip strength indicated that it would be impractical to arbi- trarily select Just one hand in.measuring grip strength. It was necessary to select the measures that would give us the nest inclusive information on both the strong and the weak hand. The correlation selected to be compared with letter grade was the combination of the best score with the strong hand and the best score with the weak hand. This comparison was indicative of the similarity of grip strength of strong individuals. Although the mean scores illustrate a 12.? difference in pounds, the correlation coefficient was r - 0.810. This correlation coefficient shows that the strong individuals are strong with both hands when compared with the weaker subjects tested in this investigation. l O u ‘ t s v . 1 C ‘ r . . v: .. _ H. ... ’ I. D. U . . I I . . . . . 0 .cl \ 4 i. ”I . I . . . _ . . v f , u ‘a . e . y . o o . ‘ . .. . 41 Results.gf‘§hg The measure of achievement for the stu- Letter Gad-.3 ‘gggflgggp Strength. dents in this study is their final letter’grades, A. B, C, D, or F. The scale used in the classes for determining letter'grade are similar. [See Appendix A.) The individual_instructor was never informed of the grip strength and hence could not use the information in grading. Each.student received a grade that was deterb mined entirely by his work in the course activities. This writer only saw the final grade received by the students who had been his subjects in this study. Because there were so few F's received by the students tested, the letter grade categories of D and F were combined, giving four letter grade groups. The data obtained by com- paring mean grip strength and the various letter grade groups are illustrated in Table IV. These data indicate a marked difference of grip strength between the letter grade gmupse TABLE IV MEAN GRIP STRENGTH SCORES FOR VARIOUS LETTER GRADE GROUPS Sun of Best Right and if Letter Grade Groups Left Grip Strength Number A 264.27 1%“ B 260.39 250 6 250.59 196 D and F 2H4.73 #5 s I . s ‘ v e ‘ . I . s v . . e a - i o -a ..r A» . l . u .. v .o .. . v .a O l a I I . t r n‘v‘rtu- C b l . - o . . a . . . ‘ -.. ‘o-e . .- ve-I-o .. ' T" I . , ' . . ‘ . ' — I e ' Q a ‘ v |_- . . . , . s A . ' O . I. ' . , . . s . . o. 0 ~ \ ...._ ... .pa‘» - - a ., e ..- 9 . . _ ". I. 4.4 . .. - .. . . .. "' --- v . . - .1 v e ~ - . . .. 9 w _ . . 4. #2 Relationsh;p_Between Table IV illustrates that a signi- the Various Letter Grade Groups ficant difference occurred between all letter grade groups. A comparison of the mean grip strength score and the letter grade grouping clearly points out that the stronger students, as measured by grip strength, received the higher grades. In addition, critical ratios of the differences be- tween all letter grade groups were calculated. The results in Table V verify that differences in the mean grip strength of each letter grade group is more significant than could be attributed to chance alone. This indicates still further the relationship between grip strength and the achievement of the subjects in this investigation. TABLE V CRITICAL RATIOS FOR THE COMPARISON OF MEAN GRIP STRENGTH AMONG VARIOUS LETTER GRADE GROUPS Letter Grade Comparisons Critical Ratio Probability A vs B 0.1318 .000 A vs 0 3.2575 .002 A vs DF 2.7812 .006 B vs C 2.3266 .020 B vs BF 2.8377 .000 C vs DF 2.1820 .029 Variables Affecting, No marked relationship is readily dis- Grip Strength cernible between age, height and weight, and grip strength. However, there is an apparent a--. p - . , e . a . . o O a O . . 'a I . - e l‘ . . \ 4 . . . 5 oo- ‘ - s s- » . , A . . .a - - ' Q ~ - - . A - ~ . . o I ‘ e . A ‘- . . » ‘..~r I . e' k ' . . . . I‘ U ‘l t I ‘1 I . . .« I. . I . ' l " I O ._ . s~ ' \ . a ' . . 'I ‘.. 5 V . . ,. _ . . . - . ,_ ....-.‘A-.. ...... ...-.- 1. .. . . -- , I ..e. \ la 0‘. . .. ~ . . . ‘ I '. . _ .- .- . -c-- a-—~ «....— e c , .. '. . . . a . _ . ,. u _\ '. v I. .l. . . e _ _ ‘ (n ' -5 ‘ . r a . , . . -- - __. . , 1 . . >- - a w u 0— . —“. .. - n - - c —. C s} -.. ' 5 ' '0 '- a to ' .- . - . . . - . . - I ~ ' f . 1' \. . . .. ' _ . . . p . ' . , - O. . .0“ e , . ' - w ' u 's ' l ' ‘I 7' 0" I' '.. .. _ . n ' lv‘ ‘ .| - 4 ' ' e I' . .l o I <‘ O ' I u . ‘ . r ‘ " ‘ a ‘ . \' sy. 4 - ‘ A ... . ... s . ' -e . . . - .1 - ‘ . - . C‘ 0 w ' ‘ I n ,. . "I . ' J .1 . . e e, 'A e ' . I ,a ' ' '. -* ‘n ’ . .‘ a‘ I ,' I c A a “ ', . _ . ' I ‘ _ , ' ‘ I \l ' ' . ‘ .a . ' I‘ . .‘ -. . ,. t ‘0“ . . .- . .-'- (J - r u a I . . .l .. 1 . . e .- v' ‘ '1 ' a 5 , l I -. . I . . t . ‘\ ' t" ‘ ' g f: i ' , . . l ‘ , | ..I J . . . ,« ' a n v s ._ . b -- . , ‘ ‘ e g . 5‘. r. . ’ ‘ ". ' . _ e s'. , L -. .. . ' . s . - - . .. . —, \. ~ . s - . .. ~ .. ;_ , _ j I ' . I _ ' ' . e I I Q . . ’ . _ - ..’ ‘ . ,1 7 e. _- . . .... " . . - ' 1. ‘ . ' I .‘ e n A e o . . . , . | 1" ' ‘ V ‘0' ' _ . , -, . . l .. .. o, l . . I r ' ... . o u ‘ 1 ‘ O . pi e " ...u . . ' . . , H a - ‘ . - . - o e - - c c - .-- a< . . O a ~r '. -. .. .- .n n. - o ...—«p . n- — . . g a. u u — . -. -- .» . a . o - o u p u. , w n . e - . _ N . . . -¢' | r_-, I. - -~. g. . ' I . . . . '. - \. e . x ' -.- I ' ‘ . 'n u- o -- 'v . -a .4... '-.‘O ... v . . s .- a-o - *‘D o- . § a. o -e -r 1. ow. .- u ,' ‘ c \' ' ‘1' . ‘ _ . .s ‘ . 3 I 0- v C‘. . c. . .‘ g . . . . V '3. . e I' b . . d e-‘. . . . u. I . ' A . ‘ 9‘ C e. 0 if ' O . 0 a ' v. s I ‘ .’ ‘- . . flu I s n e - < .- . V.-.r .. . - t. ... - g .‘ 0-» . , .. a. ac _ ..v. . ..4.- ,g _ . .u -s . -. ~ . .... . . . _, ... -‘. ..-. ... -o - . - I a r . . _ _ s , l ‘ , I“. r" ' "' I i. . l" t ' ' ' I . 5 ' ' 40‘.--‘ —. O. 6" O-O- 44 I... . a A ' l r ..I . -1 ~ ‘ -... —*- o .- -' - . ‘ 3‘ ' .» . . . . ‘ M ‘ ‘. .. , .. - ‘- ' .c < H I f ' - -s( ’ ~ . . a ...-o e . | I . v 0 .. s , .. - . . _ . . . n ' V. L s . O '. - _ _ o oyv. . . v. . . 3 . . . - ., I - -—. s - s . o . -I O -. *— v'e , 43 relationship between one of these variables, weight and grip strength. In order to establish the influence of each of these three variables on mean grip strength, a correlation coefficient was computed. In this correlation the mean of these variables for all the subjects tested was compared with the mean grip strength scores, as was indicated from the raw data weight was the most significant r - h51,results are illustrated in Table VI. TABLE VI CORRELATION COEFFICIENTS BETWEEN GRIP STRENGTH AND OTHER VARIABLES Othriabiea Correlated with Mean Grip Strength. M r Number P Weight 159.7 .h5l 639 .000 Height 70.3 .326 6u1 .000 Age 19.06 .118 6&2 .003 *Mean grip strength for all ciaata in this investi- gation are in Appendix C. To supplement the data obtained from thezresults of the above correlation, a partial correlation was computed. It was possible with this statistical procedure to eliminate the effect any one variable had upon the other in respect of mean grip strength. Although there was a correlation of r a 0.637 between weight and height, weight was the most . N . . s . o . . . _ . a. I n so .4 o 4 ;. oat" , e c . .I . o . .. p .e h a I a s . . . 1. a ..v e. I .. n - $ _. v? ., -!\V."I . u . 1.0... .10 ‘1 ... o ‘. v. u .0. . . It; _ n . . . . . . .v 0. x I I 1: Ac. . . C I I! II": ‘I‘I‘Illl All ll ' . . . ‘ r u . . l t . o . l I I . t a e r u . n . ... O -..ql v: .1 ' ... ' |,I.I‘ ¢ .\ . .. . , . a . tv‘ I J . .r . . D I.-. 3.4? Do Iv. | -.‘ vi to t . 0 O O — a . 0.. e . a . . It a 44 prominent factor. The partial correlations are shown in Table VII. Because age-and-weight and age~and-height had such low correlation coefficients, r- 0.028 and h c 0.047 respectively, further analysis of age did not appear nec- essary. TABLE VII PARTIAL CORRELATION COEFFICIENT BETWEEN VARIABLE HEIGHT AND WEIGHT AND GRIP STRENGTH Variables Variable Partial Correlated Partialed Out N r Probability Mean Grip less Strength and Height 635 .3# than .01 Weight Mean Grip greater Strength and Weight 635 .05? than .05 Height 3E a; A It was assumed from the analyses of the data collected that weight could be an important factor in the predicting of mean grip strength scores. Consequently, residuals were computed using the following line of regression derived from data collected on weight and grip strength; I‘- .76x + .36. Where I - predicted grip strength in pounds; x a weight in pounds. Predicted grip strength and actual grip were compared, and if the sum of the two best grip strength scores was lower than the predicted grip strength, a minus residual was re- corded for that student; if the predicted grip strength .;. . A . . . .... . O O . . a . . _ I 7 4. o . . .. \ 9 . .l — O .n . e . A . . . ., . . . . 0 u . . . , a le . ..‘.l i . . ; ~ . . . . g. . . . . . .4 .' l o lulu A ‘.lv"|.. u. r M . . . . s a, . .- . x 3 . .. . . A . . 4 .e ‘z x v- . '11:. .‘Il‘e . . O . . I.- . . 1 1.! . .. ... 11. I) . . vs . “‘ll|.|?| . . . . . . .. I . o w . I . 45 score was below the actual sum of the two best grip strength scores, a plus residual was recorded. This tabulation was done for each student in all the classes tested. [See Appendix B for all data on residuals.) The final results were compared with the four letter grade groupings in TABLE VIII GRIP STRENGTH RESIDUALS FOR.EACH LETTER GRADE Letter Grade Mean Grip Achieved Groups Residuals Number A +6.06 lhh, B -10 72 250 0 ’Be “'5 196 D and I -11.59 45 In order to further define thezresiduals a critical ratio was computed. The critical ratios for A. B, and 0 letter grade groups were not significantly different from the residuals computed from the raw scores. However, when the critical ratios of the D and F groups were compared, the difference was more significant. This would indicate that as the men gained in weight, either by fleshiness or size beyond a certain point, their grip strength did not gain proportionately. Table IX present this information, which further verifies the relationship of weight to grip strength. TABLE IX CRITICAL RATIOS FOR THE COMPARISON OF RESIDUALS AND THE VARIOUS LETTER GRADE GROUPS W Letter Grade Comparisons Critical Ratio Probability A vs B 2.12 0.034 A vs C 3.07 0.002 A vs DF 6.66 0.000 B vs C 1.80 0.065 B vs BF 0.31 0.000 C vs BF 3.## _ 0.000 During the tabulation and recording of the results of this study, it was observed that some of the subjects who had stated that they were right handed had stronger left hands. Table X shows the number of subjects whose so-called opposite hands were stronger. TABLE I THE COMPARISON OF GRIP STRENGTH SCORES AND HANDEDNESS Strong Right Strong Left 2 Men Hand Hand X P Right Handed Men #52 51 Less 35.? Than Left Handed Men 21 26 0.001 1 :35“ 1;: The ratio of left-handed men with strong right hands was so great, as compared to right-handed men with strong left hands, that several assumptions were made. The influ- ence of a right handed society has so channeled the .- - y—L - o- . .. - a: ~|od¢ . e O " . .ae . . - b . . r - ‘0 . \ . ,\ .. . . . . '3‘ v A s . . v e u . v ., . h_ s - .— V n I e .-— s . e ' s e.. . l (e..- - «.- - - , . . o - . n - . . \ ~ . e. ll 1 . I . ' O . n e n .. _ es b .a ' C O -. ~ . . .. .. .. e ‘ -, . . I D s. ‘ .- ‘ l ' us... ‘ e \ '. ‘ . " f e‘ "' ‘ n n.‘ ‘ '1 . v. I . ‘ , U . . ' n‘.-.~.' - , u..-- I - v , _, ‘_ .§- OII‘ I , > . , . I ' I . . e ‘ , ' .- .. . , . a ' . . . t . . ) i ZT‘Z‘.'.'.‘- I 4 . ' ..'-...- I . e v \ I s u-w e—O-o..-.n e . 1 . ' . 1,. .' ' n ‘ . . . 'u, '. . w \- . ‘ t .. . .\ e '- . ‘a .. 5 \ ‘,'. _ '. :‘ ' I' . , 4 . 5" o v '«o e e - A - . s ‘. n — «-.-.. en g... . - »" ~. ._' l .k . l' . ., } us, I h-‘ - A I. -‘ «o . , ..' 1 - ‘ u ' ' 'u‘s - , .0 u . o . . ’ I e J e o - .9 .- . ~ - . e- . . .n« » a. I . s e . . . . s u l , .s .- s . --. u .o A” e e -. - - one. I . ... . ' ‘ e .. 'I I -l .v’ _ -- 0v..- a‘. 1»? muscular experiences of naturally left-handed people that there is very little difference between grip strength and handedness. This ratio also illustrates that continued use does develop muscular efficiency. CHAPTER V SUMMARY, CONCLUSIONS,.AND RECOMMENDATIONS Many studies have indicated that grip strength is an important factor in physical fitness, athletic ability, general strength and general organic vigor. It was the purb pose of this investigation to correlate grip strength with achievement in physical education among college men. The subjects for this experiment were six hundred and thirty- five college freshmen and sophomore men Who were partici- pating in physical education activities. Their right and left grip strength were measured, together with age, height, and weight. Grip strength was then correlated with the final letter grade received in physical education. Pertin- ent intercorrelations of these measurements were investigated. Conclgsiogs After a statistical analysis was made, the following conclusions appear Justified: 1. Grip strength is important to achievement in physical education at Michigan State University. 2. Right grip strength is highly correlated with left grip strength. 3. A significantly larger preportion of left handed men have stronger*right hands, as compared to right handed men with stronger left hands. , s .. I. .- , . u . I. e . e .e. e a we a . - e . ‘ . _ . . a ( . I I" I,‘ . . i .‘e- ‘ ‘ O . . . - - -. co '- - I mfi ‘— .. . . . - '_ - - . I. ,V ' I‘ ,. “ . ' 1' . .- 5 ‘ .- ‘ - t . _ v .. . ‘ - -. .4 ,l ., . . . - r. a o _ _ - - . . . .. b -- o - . . . . -.- e O s ' I I . . . \ ‘ A . e r s ‘ ' . ‘ 'u N we‘ " ~. ' . ". . . '- ‘ 'u. 0 ' , ' v . ... ~ 5 3 . 5c a -- . . u - o . . I ‘ -"e- . L~‘ , . . . 9 e »~- g e . . o . . . ‘ v. y. ‘ . e\ 5 .’ ' t I‘ 1 . s ’ ' If ' '! I. t '- “ . e '1 I ' U I . . l . . o . .. . ' ' or . 1 - ' - ' ‘ '. s t "- . - r - ' . a . - ‘ ' L l. a Q o . - g - ,. .. . .- I O . I ’ .' I s . . I t - . - - ' ~ I P - ~ w v ,. " . . I'J . . I . ' . . 0' s e 4 I r- I :. . _ . . i e - e o o-. o s- a pace. - .- A . -. . \ . .. . -. . o .- r- e ‘ «..~- I ,— ‘ . ' , . . -. - ‘ . ’ T" '\l . ‘.I' ~' I I ' . u L} . . ‘ ' .‘ ' . h ' ..‘ a . . . > . . . . ‘ A . ‘ 1 Q o " -v . . I ~ . . . O - ' ' - t . ' \‘ ., ,, ,.. .{. ‘. -- '. v. qf‘ynm'fi e - ‘ s e . V . e -. . . _ ‘ . - I ' .. A ~ . ,4. a .. . ..~ g .. .. r-a- a .. . .0 I C . One-onu- I . . . . - c . n . 0 ~' ‘ -' ‘ " | 6 f‘ ' . ""‘ ' ‘ ' s, C ‘. ' ‘ ' . 'm' I . . . ’ - _ e ‘. ‘ . ’ - . ‘ . . . -. g - a .. ., o .1. a . a I. . . .. '. . .. , ‘.‘ ~~ r a — . ..- -- _. - e a 'c-o. s . s ‘ '| . .1 v . . . v. ‘ ~_ . ' 4'. ‘ v .. '-' ' \J . s . L, . . \ 2 ‘ ' ‘ 'i _ ' D .’ - I ‘-0 ' ..‘ ,- r'. ..«a .-, -- .' ‘ .‘-‘ ~ e ' .' ‘0' v : I ‘ \ 1' . i ' . .~ . s . . _. . s. . -.. _ .. ., . h. . a . ~ 3- - . - u -. fi‘ 0 § ‘ - - a - _._ - ...-a - .4 _ .‘ ..,-.... . . . . _ , ' 0' N . ‘ ' t . Q . ' e - c e . . . . ' . . . _. . . .‘m ‘ ' ' e) _ ' ' I t' 'e . ... a ,' - . . fi.’ ~ .‘ '_ . v ‘ * _ I . . , . . . . I. . s e . . . A. . . .‘ . - -. . . - ‘_ - g . s . . _, . .. ‘ . e ' e _ ... ~; .a‘ . “ I ’ - o t - t - o ‘. ~ . q .. . _ . 4. . 5 --a- - '. tum- - I ~ . . . t; .1 \ ,_ n. ... . .- -.' b... , .r .' - n . ' . ‘ O ' ~ 9' . . g . - a -- e. ‘e _‘.- -' «I. i. .. - - a I. u . .. - p-n -' e. - - . ,6 ‘ ' ‘-' ...(“‘ I C I ‘ ‘ 45 "e_ e_ - ..‘ , t e - , - Q - ~- , . . .. . «r .- e ' - . . - . .. .. ...“,— I I s D . ' . . n .' ' _ . '- e. - ,. .’ ,~ . V ' ,-\ I ' . . ._ . . e ‘, . . ~ , r . . .r . _ q .. - S v a. a, - *q 9 - : +~ .-- a o u 4. -‘ua—e I ' / . ' . n ; e I . f e . Q . . , . . o v - f s .v » ’~ . ~'. . .. . 'I ‘ C . . . ‘ . n - i . l | e. . - ' ‘ .w v _. - o . . . .. ' . no - - - . e. .. - . nu. . A -- - .. - A ...-s--- . ‘ i 0 I ' i I - ’ . e. :'. . ' I i .f . . . o . e . . . e . A_ - ' I -s . . e. ‘ . v ‘ --<. . l J - . g s . . . .- ' . \' a 52 Rogers, Frederick Rand. IThe Significance of Strength Tests in Revealing Physical Condition ' Research Quarterlz Vol. V. No. 3. (October. 1934), £3. ' 5 Rogers, Frederick Band. “The PFI Analogue lid Complement of L// the I. Q. ' School and Societ Vol. 50 No. 1296 (October’28. 1939)'.‘3u3—_I' ' Rogers, Frederick Rand. IThe Significance of Strength in Revealing Physical Strength Fitness,“ The Research gggarterlz, 5: #3-“6. October. 1934. JRuch, G. M. and G. D. Stoddard. i'__e_____sts .92.. Measurements in Hi h School Instruction. New York: World B005 60.. i9 7. Schwartz. L. L.. R. A. Britton. and L. R. Thompson. bl c Health gglletin 122. Washington: U.S. Pu 110 Health Service,1°28. Smiley. D. F. and C. W. Chamberlain. "Functional Health and the Physical Fitness Index.‘I The Research 93 uterlz. larch, 1931. pp. 193-198. Tyler, John Mason. Growth and Education. New York: Houghton Hifrlin Company. 1907. Wits, Ira S. Handednees: Right and Left. Boston: Lothrop, Lee and Shepard aohpany. 1§3E. Wylie. James A. I1938 Case Reports of Physical Ailments and Grip Strength Tests.“ Boston: Boston University, 1938. (Mimeographed. ) I ‘ ‘ . l \ - ‘ z n . O . . v . a t I ' l O. . c I. . . - ... . _ o. . ee . O . C V. . ' Q Q . .0 ' . . a n o . _ . O APPENDIHB APPENDIX A Definition of Courses Selected for this Study from the Service Curriculum Syllabus of Courses in Physical Education for Men Michigan State University Education§;,PhilosoEEz This physical education curriculum is based upon the thesis that one of mankinds basic needs is the desire for ex- pression in physically wholesome and mentally stimulating act- ivities. To that end, we offer a program of instruction and guidance in a wide range of skills fundamental which can sat- iify basic needs and will contribute to socially efficient l ving. Curriculum Qrganization The service curriculum in physical education for'men consists of five general areas, namely: Aquatics, conbatives, games, stunts, and adapted sportsfbr the physically handicaped. There are a total of twenty-seven courses represented in all the 810:6. Physical Education Reguirements Physical education is required of all men students during the freshman and sophomore years, or until completion of six quarters of physical education unless excused by the Health Service. Veterans of the armed forces are exempt from physical education. Students who have reached their 30th birth, day are exempt from physical education. Exemption certificates must be secured by the student from the Registrar and presented at enrollment. If for any reason, a course is deferred, it must be made up. Grade Scale The grade scale for’all courses except those in the aquatic series is standard. The range is listed as'follows: 90 or more points, A; 80 to 89 points, B; 70 to 79 points, C; 60 to 69 points, D; 59 points or less, F. The grades on this scale are considerably lower than a standard scale used for academic courses at Michigan State, and this discrepancy should probably be explained. This scale was arrived at following considerable debate at a meeting of the Department committee chairmen. The general feeling ex- pressed indicated that because of the lack of good physical s I I O I - . .. a . . . I I. s . . . ,, . s l u' 5' .v u " ‘_‘. \ . . . . . ‘ ‘ 2' . .' “ ’ . ' v - e ‘ c g e P -— ‘ l La. .. .. - - . . .. u s ts s. ’1’ I - .. . I . ‘ ' ..’ o . . ‘ u I. ‘ . . ' 7‘ I _ I ~ V ‘ . . \ ' J- x . ‘ _ J ' - , t _ Q , .' n .' . s .Q .‘ n 0 - e - . . s. o 'i I ' . - .9 .. o. a e a 9 J a . I . .‘ . ..' '. .\ - ' . ... - , ' n .. . ' \ ... . I‘ ‘ _ 1.! l ‘b r ‘ . L . ‘ . ’C I ’ .t. , v ‘ ' . ,. . l '- 4‘, -' . “ ' ' '- - '_. I . ' . . m ' I. ‘ "', J \ ‘ " ‘ . '\ ‘ r ‘ a ’s ‘ '- ' . .-m- -.' ..- “-A-‘- m‘- a -s- s q - l‘ :x' a. ' \0' ,- " ‘ I e . .. . u .. .. . t . ‘,. e s.‘ . ' ‘.‘ h‘. ‘. 's § ' \. e‘ - ,- 1.. ‘ . . _ H , s .. . n C .\I ' k.- . .' '1 . , ' . . v ' | ‘ - ‘ u ..e I . .’ ,_ I. c o p . '1 . ' ‘; ._‘. ,. . 7 ‘ ‘ .. .. V‘. r I ‘ e . s . ‘ ‘- . . V - t 'c“ a . .- s -. r~ . .0 - ~ .v I. U. . l v _ " ,r. . p t :‘ . ' ' , r s" ' _?' ‘ ,. . an. ‘I . " - y . § _. , Q m . . .‘ . . . ‘ ‘ ‘ I. . . ' m I . . p . . . . I - . A ' r ‘. ' . e- » \ ‘J b s. ". , 'u [1“ . .. , _ . I - .. . . s . ‘ " b ‘ "~ ..- .' - I . -. _ . ' ' . . n. ' 1 55 education programs at the secondary level, boys have not had adequate activity eXperiences and are not advanced as much in a physical sense as they are academically. This point, of course. is open to debate and probably will not be settled until the extended use or this scale has supplied intorlation for further study. Tennis - PE lOOc 1. Objectives: A. The conduct objective of this course is: playing tennis according to social and hygiene standards. The standard of achievement is - reasonably well. The control or immediate course objectives are: 1. Service (simple alive) 2. Forehand (grip and stroke) 3. Backhand u. Net Play (volley - smash) 5. Court Tactics (doubles play) 6.. Rules 2. Examination and Grading Plan: Eoints A. Skill performance 60 B. Competition play 20 C. Written examination rules and techniqu 10 D. Healthnanship»and sportsmanship 10 105 Badminton PE 100. 1. Objectives: A. The conduct objective or this course is: playing badminton according to social and hygiene standards. The standard of achieve- ment is: ‘geasonably well. The control or immediate course objectives are: 1. Service (long-short) 2. Forehand (clear - drop - rally) 3. Backhand (clear - net - midcourt) #. Smach (deep - short) 5. Court tactics (doubles play) 6. Rules 2. Examination and Grading Plan: Points 1. Skill pe rfonnanoe 60 ... . e '3 I. O ‘7‘. v- 56 19.2222 B. Competition Play 20 C. Written examination on rules and techniques 10 D. Healthmanship and sportsmanship lO 100 Group Games PE 10°F 1. Objectives: 8.. b. The conduct objective of this course is: Playing Group Games according to social and hygienic standards. The standard of achievement is: Reasonably well. The control or immediate course objectives are: (1) To acquire knowledge of various group games and relays. (2) To acquire techniques. skills and abilities in leading group games. (3) To develop poise. self-confidence and leadership abilities. (4)To learn to play and enjoy a variety of grouprgames. to express yourself and to have fun. (5) To gain abilities and knOWledge which will prove valuable to you later on as a parent. in raising your children. and as a leader in your community. Examination and Grading Plan Individual Presentation . . . . . . . 30 points (1) Choice of activity within age group assigned. Preparation. Pedagogy and Technique employed. Voice. Explanation. Organization. Written description of game (to be typed and handed in) AAAAAA V O\Ul tU N vvvvvv Committee Presentation of Games and Relays for an entire ”fled s e O O O s s O o e s 25 P0111138 (1) Same criteria as above plus a lesson plan and description of games for entire period. Individual Participation in Games . . . . .25 points (1) Effort (2) Attitude t. .b . . C . . . " s .7 . v . ~- .‘ . . \I‘.‘ s . , . a ,.| 'u C '. ‘ I s -‘ ' C s ,\. I - . u o ls l' . s v o ' . ‘ 4 . , a . . .. . .‘. A k - Or . a s _ _. . ‘ I A A . f ‘ ’ ‘ I t . ' ‘ ‘ . _‘ ‘ . . . A! . ,,’ -- .. .. , . . .s a" V .~ I s. , . . -. . . _ A , ' . v 5 \ . ' i n .. - > _ s " ‘ . A . . I ‘ M . ‘- o . _ V . ‘ i 2. ‘. . ..' . ‘ . . - z ‘5‘ .. . . . ' i I O . O . _ . . . , . . . _ . ‘. ‘ ' - ' . ' ‘ j ' a . ‘ ~ . . - s . .. s c _. x . ‘ ‘ ‘ v u . . c s '. A . . s‘ . s l . . s . . . .; ‘, l . .‘ ‘ ..'_ ~' ‘ - ~ r . .s ‘ ' . '.' . '- ." . . . ’1 - .. ° . . I . "‘ O . . v . .. - . \ g ] eusv . . I .l . . . : .~ - s ,. I V. - . . ’. ~| u . I ‘ . ' ‘ ‘ A O - a . ’\ ~ . ~u ‘ ' l . v i . ' u I s ‘. . ‘ s '0, ’ .1 ' - . 0.. 'i '. A . . . , . _ , ‘ . . - ’.. Q C . - ' - ' a ‘ u. ' , 1 . ‘ .- ‘ : . ‘ . ,. ', ~ ’ . . ( .1 . . . r ' O a. r ts - v. , u a . i L . ‘l I ‘ I". i s s O O O o - i . - ‘ J ‘ .. 4 1 I. v. s 0. I i. . e . ' . - 4 I ' . I .u | 'l 0 g . 7 I. V - . \ e. e ' s - . .7 " . . . . - .' . ~ ;. ' ' . 1 ' - I . l e l '4‘ O‘- ... t a. ' .1 ‘ 4- ' . . . ’ i _e . ‘ .4 . ' I . i ’ s ‘ . ; .' . A. ' V I a . ‘¢ . . x~ . ' . ' _. V . x . ' . ' . u I O ,. o s e s o e o . . a - ... - . ' a 1 l - , n - " - ' v ' p l ' . v. ‘ ' ' a o l . . l - , 3 3' s . . a . v . .. - ‘ I ~ .1 -I\. O O s - ' ’ . l . ..‘ _ u a . ‘. n '. ‘l l .- .1 u n I .. I . '1 . . .‘ L g ,‘I 'v I .. . ‘. v. c (..' s . C. t L ,. I v D l I" I O _. I Q I . h . ., a: s » ..‘, 45.4 ‘ . u I. . O '. I. s '. a ' a I ,- ‘ s . I . i .. 0 . ‘l . ,\ ‘. s I" i .I l” C ’s I . . vk-’\ d. 57 (3) Sportsmanship (h) Healthmanship Written examination on relays. games and rules . . . . . . . . . . . 10 Points Healthmanship and Sportsmanship . . . . 10 Points Total 100 Points Handball PE 1001 1. Objectives 8.. b. The conduct objective of this course is: Playing handball according to social and hygienic standards. The standard of achievement is: Reasonable well. The control or immediate course objectives are: Be able to serve. Return serves and volley. Use placement shots Take a correct position on the court when playing “AAA pk!) N H vvvv 2. Examination and Grading Plan: a. b. c. d. Performance Test (Round Robin Scores). . 60 Points Demonstration Test (5 places.b points each). 20 Points Written examination on rules and techniques. 10 Points Healthmanship and sportsmanship . . . . _;9 Points 100 Points Bowling PE 100k 1. Objectives: The conduct objective of this course is: Bbflling according to social and hygienic standards. The standard of achievement is: Reasonable well. 2. Teaching Procedure Selecting a ball to fit your hand How to hold a bowling ball The stance Foot work Three. four or five step delivery How to bowl straight, curve, or hook ball. The pushaway The back swing How to slide Bending versus stooping How to make a strike How to make a spare How to score a game . e. .... ' I 1 . ‘ l " s . . s” . I u > 0 . s . . o ‘ a I t . - ‘ e l , h s ' s s , 4 ' I ' 1 l . O 9 O I ‘ . ' _ o ' I . . ‘ . . o u . . . , . . I O s e s . . s 4 O l s I , ' s . I1 . ., O c u . ' e . - P > . I a. i -I _ . >. \' . . s o n J A I . s l ‘ l \ ‘1 - . o . I ‘ '- C - , I . . . . . _ x . e s . ,- f I I A - . . n . I v . a e e . . . ~ ‘ I I . . . . . v . r s . V s v .1 ~ .\ . . “ | 58 3. Examination and Grading Plan a. Demonstration . . . . . . . . . . . . . . . 40 Points b. Accuracy . . . . . . . . . . . . . . . . 40 Points c. Written examination. . . . . . . . . 10 Points do HealthmanShj-Pe e o e o o e o I o o o o e o s 5 POintB 9. Sportsmanship. . . . . . . . . . . . . . . 5 Points Beginning Swimming 101A 1. Objectives: a. The conduct objective of this course is: Performing aquatic skills according to social and hygienic standards. b. The specific activities taught along with the standard of achievement for each.are listed below: c. Activities on Skill Sheet (1) Crawl Stroke - #2 feet Minimum 2 Re-check - 75 feet Maximum Elementary Back - he feet Re-check- 75 feet Breast Stroke - #2 feet Re-check - 75 feet Side Stroke - #2 feet Re-check - 75 feet Distance Swim - #2 feet Distance Swim - 24 yards Distance Swim - 50 yards Distance Swim - 100 yds. Sustained Swim 1 minute Sustained Swim 2 minutes Sustained Swim 3 minutes Sustained Swim # minutes Sustained Swim - 5 minutes Sculling and Floating Treading Jumping and Diving Underwater Plunge Dive NNNHHHHHHHHHHAAAAAAAA mwowmummtwmwowmflmm VVVWVVVVVVVVVVVVVVVV III: AAAAAAAAAAAAA Advanced Swimming lOlb 1. Objectives: a. The conduct objective of this course is: Performing aquatic skills according to socialeand hygienic standards. . . ~ _ II ‘I es . f M- I o u u . .. . . I: I s O 0 I I . . . . ~- "- I ’ . f I . . I . ‘. I ' O I I . ' u». . I 5. . I. I 'v _ I- a , I 5.. II: D 'I 59 b. The specific activities taught along with the standard of achievement for each are listed below: Activities gigging Seal! A B C D F Crawl Stroke 10 9 8 7 6 Breast Stroke ' fl ' ' ' Side Stroke ' ' ' ' ' El. Back Stroke ' ' ' ' ' Distance Swim Laps: (1 mile - 27 laps) 27 - 23 22 - 18 17 - lO 9 - 5 “—0 Points Maximum Tot. 10 8 7 6 5 Sustained SWin Time (Minutes) 30 29 - 25 2h - 20 19 - 15 14 — 10 Points 10 8 7 6 5 Maximum total 10 points Watermanship Skills Plunge Glide Distance 1 width 1st lane 2nd 3rd nth Points b 3 ,2 l 0 Maximum Total 4 points Tread Water Time 15 Dina :10 - 1n 9 - 7 6 - 3 3 - 0 Points # 3 2 1 0 Maximum Total 4 points Diving and Jumping # 3 2 l O (From Deck, low A point for performing each event. board,high board, surface) Maximum total h points Underwater Swim Distance 1 length. 20 yds. 15 yds. 10 yds. 5 yds. Points # 3 2 l 0 Maximum total of points for underwater swim of a points. Carries 1 length (Head, hair, cross it 3 2 l chest tired swimmers) Maximum total-~4 A point for each event Written Examination 10 9 8 7 6 (On Rules,Techniques and Water Safety) Maximum Total 10 points Healthmanship and Sportsmanship Maximum Total 10 points (.-. 60 Individual Tumbling PE 102a 1. Objective: The primary objectives of the course are: Performing tumbling stunts, according to social and hygienic standards. The specific activities taught in this phase of the course and the standards of achieve— ment set for each are given below: Individual Tumbling Stunts . Forward r011. . Backward roll. Squat stand. 10 seconds. Running dive. Roll and come to stand. Head stand. 10 seconds. Hand stand. 10 seconds. 7. Elbow head stand. 10 seconds. 8. Cartwheel. left, both hands and feet touching line. 9. Forearm stand. 10 seconds. 10. Round off - legs pass through vertical position and snap down. Land with feet pointing toward starting position. 11. Double elbow lever. Hold for 10 seconds. 12. Bridge over - execution. 13. Fish flop - (Forward or backward) in good form. In. Backward roll to hand stand. Hold 5 seconds. 15. Head stand push to hand stand. Hold 5 seconds. 16. Back roll to head stand - execution and hold 5 seconds.. 17. Snap-up - land and remain on feet without stepping back. 18. Neck spring - land and remain on feet without stepping back. 19. Running forward hand spring - land and remain on feet without stepping back. 20. Standing forWard head spring - land and remain on feet without stepping back. 21. Hand stand - snap down. 22. Running front somersault. Land and remain on feet without stepping back. 23. Back somersault. Land and remain on feet without stepping back. 2h. Back hand spring (standing or round-off). Lansing and remain on feet without stepping back. 25. Optional Stunts: The stunts and standards of achieve- ment for each must be approved by the instructor. a. lip up - no hands. b. Hand walk - 20 feet c. Chest rock to hand stand. 26. Routines: The routines may include stunts taught in class or other stunts, and must be approved by the instructor. .“ 0 . I .i . e- .I C II I I O C I. ‘l‘. I r I I. ,. ... I I" I s I I I .‘ I I- ‘. '. .I 4 V I . I f. I ' I. s ..I- . . s I i " II I I ‘ I I‘ ». .L- . O I l " s I O s.- - '.I‘ .I b I I l C \l a i I I I. I ‘II Q .‘I , . I a I O - O ' .II. .. I - O 1 ,,. II' — ‘ O. I — I - . 1 .‘-ll -... .. ‘ I: ' - fiI‘II 0‘ II ‘I a I II I a .."I I ._ . ‘. , I . fl . 1 ‘.' s -. I . .-‘ I-. I ‘ ‘0‘ '- {,4 .... ' . A, 1 I ..‘ I ..' . t- I I- .. . . - I J .” I - '.\ . - . I , x a’l . I" J. . 'f I V . a . I l D P I . I , I I .1 l . V I , I .,. l \ | no - I .- . I II ‘v’I-‘II I 2.. ‘. .- II I , I I a .. a . , . I , . s ‘ ‘ I s , ‘ r .. .-. T f o .r I I '_ I l 'a . I '.l. I _I .I I I I l . I O . I . O I 61 a. Cartwheel - round off - back roll - back roll to head stand - push to hand stand. b. Hand spring - round off - back roll - back ex- tension. 0. Hand spring - dive roll - neck spring - back roll to hand stand. d. Back roll - forward roll ~ neck spring. e. Dive roll - forward roll - hand spring - head stand. f. Round off - back roll to head stand — forward roll - neck spring. g. Squat stand - head stand — head stand push.to hand stand - snap down. (These are suggestions. Others routines may be devised if preferred.) 2.Examination and Grading plan: Performance test, 24 stunts. 3 points each . . . . . 72 points Performance test. 2 routines, h points each. . . . . 8 points Each.routine will be made up of five stunts which will not be repeated in the other routine. Per- formance tests will begin the fifth.veek and con- tinue through the end of the term. Each student will receive four trials at each stunt and routine. Written examination ...... . . . . . . . . . . . . . 10 points Healthmanship and SportsManship. . . . . . . . . . ._;Q points Total 100 points Any or all of the optional stunts may be substituted for the required stunts. Doubles Tumbling - lOZb 1. Objectives: Perfbrning doubles tumbling according to social and hygienic standards. The specific activities in this phase of the course, and the standard of achievement set for same, are given below: A. Like Egrt Stunts - Each man must alternate as a bottom nan and a top man. 1. Chain roll forward - each man travels in each position 20 feet. 2. Chain roll backward - each man travels in each position 20 feet. - 3. Backward roll over feet and hands - performer linds and remains on feet. I . I I“ h ‘ _ ‘ , '..~ I . ,4 o‘ . - ‘ — l I - I ‘ I , - I . , I. ‘ l . 'l r 'L .. ' . o l- I~ ' _ O I ' , . .. . ' I. I \' O- ‘ -- I ‘ I . | O ' a A I - . . ’ ._ _ I -I- ' r , 9-— ’o ' I » I . Is a ‘ n I l I . . - ‘ on . “ , ' e . - . . I .. I . .l . ... . .- ~ . C s I I ' ( . I I _ w 1 . -~ ,. . t. _ , ' ‘, - I. I I _ _ .(I .. . I I e - - ~ I .I . I5. I A . a II I I .9 I . .‘ I . I, I k , v . I Q . I I . ' _ U . I . > I I . ' . _ I < - e . r - - . ., , 0 ‘ I e ' ' ~ ' 'o . I . . _ . - . I, I. ‘ ' - I { ‘ " I - 1 ' I s I ' ’I "I . ' in. f I _ ' O o O D O " ' ‘ - Q - - - ‘ - I ' o I I ‘ ‘I II p . ‘ e- - -I , II , l , . 4 .. .‘ , \ I . . . . I -..I . I . I- I l u . ‘ I ..‘ . ’ s r . .4 g I . I n. ' . a) .I .. . I - ‘ - , , '0 . ..v - ' -. . .. .I . . ,. I . . A - . ' . ‘.‘ ~ .s ‘ ' a- r. I \ . . ' ‘ , ‘ .. 0 I, . ' . , | J I I 4 . . .2 I 1. , I h e o I o a e e I O s s e e s s - a . , 0. . -‘ 0 D e e O s a o o .I -. . . . . -‘v‘- C I . I r .' 'k I ‘ ‘I I I- I I 's ' e , - . r ‘ I I I I . ~ ‘ ‘. . ' . I. . - . t H,-' , . o I I » I. f c ‘ " ’ v' - -- " ' ‘ ~ ' v . . . l l .I _ 1 ~ . I ‘ 'b . I ' no ’ .I . _ ,‘I 1 I“ [I ‘ . . , . . .I ‘ I . . I ‘ II I ~ ‘ . f . ' ’ . s_I, _ ’1 u . . t It - ,v .. ' J z _ s v I ‘ .j _ . ‘ ‘ l I s ' O . - 'I _|_' l ‘ I '- I J I v» - IA _ I t. I , . 3 . . . ., "’ ’s .‘-4 . - . " 1 ' - I. I ‘ I ‘I s ‘\ ‘ ... s . .-- . ‘ ‘ . - . .. _ I ”l . I 'I' I s _ I I 3‘, I t‘ ‘ , I' ' -. ' ' ,. ' ' - a . ~' .' 1 JUL. L. ..'. ’ ‘ I.’ ‘ 1 II I o "I ' '~ 0 _ Y. ‘ . I- o ' I l' i. . -A v ‘ S ' . ,, . .LI ‘ . IA’ ‘ I u I no. I d . \ a 'e .\ ,. I ‘ l _. . . . I r ' f ‘ .‘ a ... e I- IV I I I a 'I ' _I ...... I I I. ’ I 'I I I a I I I -.a:. / a h CI: n '< U ' 3 IJ .‘ . r"‘ .s. i" l' ' | II. a -' , ,_ . I ‘ _- ' F I O < J ‘ I I ‘ l ‘1' - I Q ‘- . ,I I ' , I'I'. .' ' I- l .‘ ~ " I ~ Q I I: l’ p. 41, d ‘ . II I v‘ "A, n "O I I . f I ‘- U : >' ‘ . .. O . I In.‘ . C I I I I O .' 3‘ ‘ i 0.! IO ' .I' I .a ‘ ,. 0’ I'I , (I I o ...I , ‘ .‘ . e '. . I I I K I‘ I ‘ ‘ Q I..‘ . . . . ‘ . 6 ‘. s,’ e v I I I 'l I In I D . . a. . I I'I - I I II ,- O of "v.“ '5 ‘ ‘ II I s‘. I 0.. . B. 1+. 5. 6. 7. 8. 9. 10. 62 Neck lift and back somersault - two complete cycles. Neck lift and forward handspring - two complete cycles. Hand stand and pull - over - two complete cycles. Double roll, hand to foot - each.man travels in each position 20 feet. Back to back and over and half turn - two complete cycles. Back bends - double - two complete cycles. Combined forward and backward roll - two complete cycles. Unlike Part Stunts - Man has choice of either being a Bottom man or aEp man. 1. 2. 3. u. 5. 19: 20. Snap-out. Performer's back arched. land and remain on feet. Knee shoulder balance. Hold ten seconds. Shoulder'mount from bottom man's thigh - execution and hold position for ten seconds. Back eomersault by lift at side. Land and remain on feet. Shoulder mount Jumping from back of bottom man. Execution and hold position for ten seconds. Groin pitch. Land and remain on feet. Handspring from front lying support with leg lift. Jump to thrower's knees and pull up. Hold position ten seconds. High arm hand balance. Hold ten seconds. Knee shoulder spring. Performaer lands and remains on feet. Shoulder mount from in front of man. Squat vault between bottom man's arms. Land and remain on feet. Hand clasp and Jump in and out over bottom man's arms. Handspring over thrower's head. Land and remain on feet. Snap up to thorwer's waist in front to seat on shoulders. Low hand to hand from thrower's hips. Hold position ten seconds. Low arm balance. Hold ten seconds. Shoulder balance on feet only. Hold ten seconds; Toe pitch backward somersault. Land and remain on feet. Back and foot balance push top man into hand to hand handstand - hold five seconds. 63 Examination and Grading Plan: Performance test - 10 like part stunts, 2 points each . . . .20 points Performance test - 20 unlike part stunts, 3 points each . . . .60 points Written examination . . . . . . . . . .. . . .10 points Healthmanship.and Sportsmanship . . . . . . .. . . .10 points Total points 100 Apparatus Stunts PE 102 c 1. Objectives: Performing apparatus skills according to social and hygienic standards. The specific activities taught in this phase of the course. and the standards of achievement set for each,are given below: A. Harizontal Bar 1. Back hip pullover and underswing dismount. 2. Long underswing - dismount at end of backward swing. 3. Backward hip circle. 1+. Knee swing up - other leg over and dismount to s tand. 5. Single knee circle backward. 6. Single knee circle forWard. 7. Forward hip circle. 8. Glide kip. 9. Double knee circle backward. 10. Drop kip - underswing dismount. 11. Hock swing dismount. 12. Backward uprise. 13. Double knee circle forward. Optional Stunts 1. Back kip. 2. Monkey hang. B. Parallel Bars 1. Corkscrew mount. 2. Upper arm and roll forWard. 3. Back roll layout. h. Front vault dismount. 5. Rear vault dismount. 6. Back uprise. 7. Single leg cuts. 8. up from upper arm. 90 Handstand. I. ‘1 .IV I It I. I r r In a: I .4 ,n I I I: I I I I a III e P I O D. 10. 11. 12. 13. 6h Glide kip. Front‘uprise. From flexed support - fast forward roll. Double cut off and facing outward. Optional Stunts 1. Rear vault 1/2 twist. 2. SWing into handstand. Horse 1. a. Squat vault g b. Straddle vault c. Frank vault ] Perform a vaults d. Front vault 1 point 0. Rear vault J 2. Single leg circles or cuts in saddle - left leg over - left leg back - right leg over - right leg back. L-.-L- 3-3 3. Single leg circles in saddle - L - R - L - R h. Single and doubles circles in saddle L-R (LR) R-R 5. Right leg complete circle under left. 6. Feint and rear vault dismount. 7. Regular scissors. 8. Flank.nount and leg circles.(LR) L-R 9. Straddle mount and leg circles. L-R 10. Both legs astride right arm - double:rear vault dismount. ll. Reverse scissors. Optional Stunts 1. Single leg circles on croupe (L-L-Refi) 2. Triple rear vault dismount from astride right arm. Rings (Still and Swinging) Inverted hand into nest hand (Still and swinging). Tap on swing and swin in inverted flex hang. Front double out off (still). Front double out off at the end of back svirg. Back double cut off (sun). Back double cut off on end of forward swing. Muscle Up - Fall into flexed inverted hand (still). Dislocate (Still). I . .\. I u . ' - J o a 5. .a Q , v .. . s d u a .I b \S/ u 5 . O. . n 65 9. Dislocate at end of back swing. lo. Dislocate at end of front swing. ll. Uprise at end of back swing. 12. Kip (False grip - Still). 13. Kiptat end of back swing. Optional Stunts l. Uprise at end of front swing. 2. Drop uprise at end of back swing. Routines: Each student is asked to learn one routine on each piece of apparatus. Since routines are expected on both the still and the flying rings, the student will be asked to perform five routines. Control Objectives: 1. 2. 3. h. 5. 6 Skill in executing the movements involved in performing the stunts and routines listed above. Knowledge of the nomenclature commonly used in connection with apparatus stunts. Knowledge of the principles involved in performance of apparatus and tumbling stunts. Disposition to participate in a sportsmanlike manner. Disposition to participate in a.healthmanlike manner. Condition to perform apparatus and tumbling stunts for one half hour without undue fatigue. 2. Examination and Grading Scale Performance test, 40 stunts, 1 point each . . . #0 points Performance test. 5 routines, 5 points each . . 25 points Optional tests, 5 stunts, 3 points each.. . . . 15 points These optional stunts may be taken from the stunts taught in the course. or other stunts developed by the student. The standard of achievement must be approved by the instructor. Written Final Examination . . . . . . . . . . . 10 points Healthmanshipland Sportsmanship . . . . . . . ._;Q,points Total points 100 Tap Dancing lOZe 1. Objectives: a. The conduct objective of this course is: Performing tap dancing according to social and hygienic standards. The standard of achievement is reasonably well. 2. Ice 1. 66 b. The control or immediate course objectives are learning the steps of the following dances: l. The Broadway Special Ea) Sevens crossing front b) Sevens crossing rear (c) Peg leg left (d) Peg leg right (e) Chorus hop (f) Full circle 2. The Panama Fling (a) Strike hop (b) The Buffalo (0) The Rock Away (d) The Broken rhythm (e) Fidgety Feet Examination and Grading Plan A. Preliminary Examination in two dances, 13 p01nt3 93Ch a e e s e e e e e e e e e e 26 p01nt5 B. Final Examination in two dances, 27 points each . . . . . . . . . . . . . . 5# points C. Written Examination on knowledge of routines and.assigned reading . . . . . . . . . . . 10 points D. Healthnanship, Sportsmanship . . . . . . . 10 points Total Points 100 Skating PE 1021 Objectives: The primary objectives of‘this course are: 1. To learn the fundamental skills of ice skating; 2. to appreciate and enjoy ice skating as a social and healthful activity; 3. to provide practice time under supervision. The specific activities taught in this course are given below. The standard of achievement for'each of the tech- niques, unless otherwise specified is: reasonable well. 1. Beginning Skating a. Gain confidence in balance b. Bend the knees while skating c. Bring knees together for balanceels you shift from one leg to the other. (1. Learning to stop (1) Flex the knees, lean forward, toes in (2) Horizontal stop e. Changing direction (1) Swinging turn (2) Horizontal stop and change of direction f. Skating backward (length of rink) g. Couple skating O. I . .. . . I. I. .c. y . . .- es a . . I O. V! a . a .I It I4; 7 . . S O. 's a I . 70 , . O a o. ‘ . I " , l I . . . u . . n O \. a . . e o . . . t . . u 0 O. ... . . . ‘ O a . . a . . v, . . . . . a . . e c a.» o. v 0 . c . a . V . . p I o I\ .a ,v ..o. 1.. I I . .0 f n s e- s . . . p I .r . \ D I e ‘ . u I ‘ O A V ._ h n as. n . . II | o a .- ..e . . .y I ). . . . 9.4 a a . n .1 . Q. m . . l. . . I e C . O A . I L x: . n V e . . . er I Individual Athletics PE 102k 1. 2. Speed Skating 67 a. Skill in executing movements involved in epeed skating. b. Knowledge of the principles involved in epeed skating. c. Knowledge of the terms and phrases commonly used in connection with speed skating d. 3. Figure Skating Sportsman like etiquette a. Knowledge of the principles involved in figure skating. b. Knowledge of common figure skating terminology. Examination and Grading a. General skating . . b. Speed skating . . . c. Figure skating. . . d. Written Examination 9. Healthmanship . . . f. Sportsmanship a s 0 Objectives: Plan 0 O O 0 O O a. e as s 0 0‘s. 0 s #0 points 20 points 20 points 10 points 5 points . 5 points Total Points 1) 0 a. Participating in individual athletic events according to social and hygienic standards. b. lThe control or immediate course objectives are: For- forming the events listed below reasonable well. Mitities 220 (one 18p). 0 e 880 ( 1/2 mile). . 75 dash e e s e 0 Running Broad Jump Running High Jump. Wall Climb. e e e s e 0 Standing Hop, Step, and Standing Broad Jump Rope climb. China. . e Pushupa . . Situps . . 0 00 e s es s O O O O e ee 0 Standard gffléchievements 30 seconds 2:h5.0 9.5 seconds 17 feet Height of performer's nipples 9 sec. (10 yds. and return) b times performer's height 2 feet plus performer's height 9 seconds 12 times (regular graSp) 25 times #0 times . . . .1 a v . . e , O u c . . e I o F 1 I e, .0 or . a . . o a . n n . i . a. a . ‘O 68 2. Examination and Grading Plan a. Performance test (12 events allowed # offical trials at each event) AOtiVltieB NO. 1, 2, 39 6, 9e 10 eval- uated at 8 points each. . . . #8 points Activities No. h, 5, 7, 8,11, 12, evaluated at 7 points each. . . . . . . . . . . 42 points b. Healthmanship and Sportsmanship. . . . . . . 10 points Boxing PE 103a 1. Objectives: Total points 100 a. The conduct objective of this course is: Performing boxing skills reasonable well; acquaint students with the rules of boxing. b. The control or immediate course objectives are: l. Fundamental position a. The feet b. The trunk c. The left arm and hand d. The right arm and hand e. The head f. The unorthodox position (1) The left-handed boxer 2. Fundamental blows a. Blows (include variations) (1) The (a) (2) The (a) (3) The (a) left Jab e e 0 Nos 1 Execution-full extension-through.target straight right . . No. 2 Execution-shifting of weight-shoulder and hip follow thro h 19ft hOOk e e e noon? Execution - precision and coordination; proper holding of hand and arm; weight shifted with pivot. (h) Left uppercut . . , No. a \ (a) Execution - dropping left ghouldgr palm faced in; arm moves out and up; - follow through With pivot. (5) R1.ht Upper out o 0 NO. 5 (a 3. Fundamental a. Advance (1) The (2) The b. Retreat Execution- dropping right shoulder; same as left uppercut Footwork forward shuffle quick advance 0‘ O I ..', L 1‘. '-‘o .. 0'. A. ,‘ . - ..' - ‘I - ~‘ .‘ V - '\ a“ I I . a 1' ‘ . . . - e .L .. . . r '.\. 4‘ vV ‘ ‘ a ..' O n. -‘ F, . I '- ‘ v "‘ . .‘ " O i. ‘ . "v‘ - f, ‘ ‘ \ C l i ' fl 0 . . ‘ 5 - ". I . ..' I ' 0‘. ' O . .... Y . .' . i s a ‘ ‘A . a ' I O ." a . .1 , . . s . i ‘. In 5‘ ' 1 ... .1 ~ .. . r ~.. .. 'l c ' . e s.‘ I“ ‘ . . . . e . r. t O ‘i n ‘. I i s ...(‘ f. .‘ a. o'- o, \ I A ' _D r.. I . -. _ . , . a ‘1 O , e v . e. .- a .,. . C‘ 1". . I a .4. . .'. . e 4 . ..l .. l s . _ ...C . ,_ .’.- a. . . -,. a .. f . ‘n . , _' . v a. ".‘ , .‘ . I . e . . . ' a ' s . . ' I . ‘ r . . ., . . C a . . . . , Iv « . . 'A a a o ' . . 0 . . .. I .‘C t) u: ' ‘ .0 ..| 69 (l) The backward shuffle (2) The forced retreat c. Circling (l) Circling to the left (2) Circling to the right 4. Elements of Defense a. Blocking (l) The catch.- open glove (2) Forearm block (3) parrying (a) Outside parry (b) Inside parry (0) Cross parry b. Slipping - Movement of head to left or right 0. Ducking - Head and body forward d. Weaving - Movement of upper body down, to left and right 0. Rolling - sway of body or head with blow f. Sidestepping - to left step with left, to right step with right g. Clinching - GraSp arms: Keep body close and arms locked h. The rockaway - shifting weight to rear foot 5. Elements of Attack a. Leading - shuffling in while throwing blows; aggressor b. Feinting - Point and blow for camouflage of intended blow - eyes important 0. Drawing - Decoy an opponent into throwing punch you expect, then counter d. Infighting - stay inside opponents arms; get in by slipping, sidestep, etc., move in punching 6. The counter-attack for a left-hand lead. a. The outside parry and left jab b. The outside parry and left hook c. The inside parry and left jab d. The single parry and left hook The inside right to the chin 7. Bag Punching 8. Rope skipping 9. Knowledge of rules - See Boxing Guide, l9h9 Examination and Grade Plan A. B. C. D. Healthmanship . . . . . . . . . . . . . . . . 5 points Sportsmanship . . . . . 5 points Written examination on rules (10 question- 1 point each). . . . . . .10 points Demonstration (5 skills - 4 points each. . .20 points - i . a , k . .I ’8 . ; a .,. . . . . . ' \ . O .-.t‘ . I r a l, .. nu . O l . O ‘ x 4 .- .17. .. — ‘ . . . . .’ ‘ a. u ‘ h e I"K e v ‘. - .- . s . .. . ' . U . ' a- .' ~ . . 9 s a a l e _ . I .e .' l‘ V . v'I I a ‘x. . . o. I‘ . . .. . I - .‘ . ’. . p .L 4 e .‘ . . f .. - l " - l . ‘ ‘ I 4‘ \l u a . . ‘. v." .a a a .. I ' ~ . .. o. .— . w 3 90‘ . a-u .. 1 . - I .. . . , . r. ~ \ - ' , .- . a .. . . . "' Q I _ _ i I . . .-. u s ‘ f 'f s c.’ ' e .. . ’. r . . 0‘ O ' I U C C ~ , _\ u ,7 ‘0 . .,]~ \ I ! ‘ w i U s e e >' -4 4 4 . a a '.,. .‘s I. ‘ CA ..‘ , l . vs- ._.. ..I.I D .- ‘t s e ,. a ...;' 1- § \ ‘ s .. s ‘ Q '. , . 'Je. ‘ . o. ‘ d \ v C . e u | '. a '- J) I .x. . v, ' ... - . ' r . , .1 l o . g. . . .‘a ‘ I s s O ‘ A I . l. I a . u, -5 "e I f . v. . I. I, ..:i ,0 .' .‘L . .. u w e I I .4 ... . . r s a a . . . .- ev.. I 0' a n .a O b I . . * I l I I ‘ I ‘ e I A’ < ' I \ ~ ‘ I 0 . ', 0‘ ' I . ‘ I. . i . ‘ . a e l‘ e I) x . ‘t - o I. 1 u e - I O I' . .... sau- . . . ... 'I e, ‘ . I \ . ..' .w't. .a . . ...; ' .. C a a e . 1.. ,. . .....- . .o . ,. . l a -~ , a . . Var ‘YI‘0'- ,.‘| x . « a ’tv. . . t . . J. ‘,:I'. .2 -a I .‘ -,, O ,' I . O" 70 E. Bag Punching (20 contacts - 12 seconds). . . 10 points F. Rope Skipping (120 revolutions - 1 minute) . 10 points G. Performance Boxing-3 one minute rounds) . . #0 points Total Points 100 Wrestling PE 103b 1. Objectives: a. Conduct objectives (1) Perform amateur wrestling skills reasonable*well. (2) Increase the physical condition and muscular tone of the body. (3) Stimulate interest, understanding, and appreciation of amateur wrestling. b. Control objectives: (Outline of wrestling skills taught) (1) Wrestling holds from starting position on feet, to mat. (a) Take downs and go behinds 1. Starting position on feet 2. Slip under arm and behind from the dif- ferent starting positions. 3. Arm drag u. Leg drive 5. Log divs counters; and holds that deve10p when countering take downs. . (b) Take opponent to the mat from behind. (2) Hold downs and riding holds. (Pinning procedure is shown from each ride) (a) Bar arm rides l. Referee's starting position for offense and defense 2. Bar arm rides 3. Head on arm rides 4. Long waist lock rides - locked variation “Tulsa Ride' 5. Bar arm in reverse crook of elbow (chicken wing). (b) Leg break downs and rides 1. Push hips down and pull hips down. (0) Arms and legs riding combinations 1. Scissor rides 2. Blanket rides (3) Escape and reverse holds (a) Sit outs (b) Wings and side rolls (c) Switch and reverse variations from switch (d) Pull leg over head (scissor defense) (4) Pin holds (blocks and counters) O- a ~ ." .'. . s U s (a .y o ~ a .\ s '- v!,. Q .' "i l e u C 9 A .‘. 7'“ . u 5., . O . I . . 1 ,. . I . I __. . l . I « ..‘ s .I O o . ., 1 .- l . u. e v . I , a, a- . l a. v ‘ . ‘ I. 1 C x . 71 Bar arm and half Nelson Half Nelson and crotch hold Hammer lock and half Nelson Double grapevine and half Nelson Top scissor and half Nelson Cradle; Jack knife cradle with three quarter Nelson Reverse half Nelson Locked, reverse half Nelson with bar under back Bar arm in reverse crook of elbow and half Nelson (chicken wing) Locked long waist lock ride with pin (Tulsa ride Hook scissor and half Neslon Cross body stretcher (guillotine) AA A A AA AAAAAA H W ‘1- : rm *5 O Q- 0 0' ’ Outline Class Procedure: 3. Warm-up exercises: Each class is opened with.tivs minutes of warm-up exercises especially designed to develop. warm upland strength the muscles used most in wrestling. The first part of the wrestling period is devoted to reviewing or skills previously learned. The next part or the period is devoted to the learning of new skills. As new skills are added some or the old ones are dropped. . Each class ends with a short wrestling match of one to three minutes. Examination: Three one minute bouts are wrestled at mid-term and the last week. Each student is graded during the term on how well he learns the holds, blocks and counters as demonstrated in class. Written examination covering the rules and general wrestling knowledge may be given during the last week. Examination and Grading Plan a. b. c. d. Skill demonstrated in learning holds, blocks and counters . . . . . . . . . . . . . .. 40 points Performance: Final three minute. mid- term and regulate class period matches. 40 points Written examination on rules and techniques 0 O o O O O O O 0 O o O O O O O O O O 0 lo mint. Healthmanship, sportsmanship, attitude, and attendance. 0 e a o e o e o c o o o__].-__o_ p011“;a Total points 100 a n u. I . e n I I. ,. '_ ,’ g .— n ." . I ‘ .' ~. 9 d x a . ,. . ~. . t A, . ‘ _o . I \ V . . . ' . I ‘ D l .. ! ,-‘ c .7 ‘Aa ... ‘ .7 I 1‘ ’~ . '. ‘ u -‘. r \ Q. ~ '\ t. .‘ l’ 'a I .. ' I . . 5‘. '.. ‘ . r... '. I at: O .. V a ... . . . \ l . O . 'O o n . e I O .' . .. ' a . s - ‘ . . . DI ‘ I 'o . z, . . 3‘ v.- . e V t .,, . . - e' O — . u . . . . . '0! ' 'b . . ,_ . ~ ‘~: ?' , ’ . . . O . . ( > .2 . . . I 1 t g .. . _ ' ‘D O o o ' I . ' _. I fi '1 .q . _ o a 0 I" e o O . ,. . .., . . . . .7 ‘ . . ... , . I o C ' I . , - . .v' f ' i .‘.I . | u . . . .‘p .1. . z.-. . . _ . . 1).. 0‘ .' ,4 .. ¢ ' r v . . . . . c ,. ~ ' a ' . . . ~ 1 ~ . l. ‘ s 9 . u a . k .\ . . . I‘ - I . . . s ' ’- ' a . a a b n' A " I ' L .a l" " ' , s a. ..~ ‘ 1. ~’ r'l, ., O . a. _ . '\ ' I ~ . ... - . - ’. I ' v s . a . . -‘ v. , I n n ,- . a u e . I ' 0'. . . .. - . . . . ' ‘ a O O I O b - n I . . o 72 Beginning Foil Fencing 1036 1. Objectives: b. The conduct objective of this course is: Fencing foil according to social and hygienic standards. The standard of achievement is: Reasonably well. The control and immediate course objectives are: (1) To appreciate fencing as a sport and recreation. (2) To learn the necessary fundamental skills and their uses. (3) To gain proficiency through practice. (4) To read materials in the field. (5) To write a final quiz on rules and techniques. (6) To demonstrate proficiency in the various skills, viz., (a) 0n guard (b) Advance (c) Retreat (d) Lunee (e) AdVance and lungs (f-g) Disengage from #th and 6th to Opposite high line. (hvi) Simple parries of 4th.and 6th and ripostes. (J-k) 2 in nth and 6th (l—m) Counter parries of nth and 6th and ripostes (n-o) Simple parries of 7th and 8th and ripostes (p) Beat attach in 4th Examination and Grading Plan Demonstration examination in 16 skills (5 points each) . . . . . . . . . . . . . . 80 points Written final examination . . . . . . . . . 10 points Healthmanship and sportsmanship . . . . . 10 points Total points 100 n u u . U 1‘ . . u . . .I A. J I! .\ n 4 . D o u u 0 0 O \ 1 e . e 4 . . I s . n . . O . . \ n . fir . Q l . o a r. O. . a . I f . I I U . I U 1 l o q . l a . . o. 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