A STUDY OF THE EFFECTS OF A SELECTED PROGRESSIVE
EXERCISE PROGRAM ON THE MUSCULAR ENDURANCE
AND CERCUtfi-RESPIRA'FORY FITNESS 05 EIGHTH GRADE BOYS

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A STUDY OF THE EFFECTS OF A SELECTED PROGRESSIVE
EXERCISE PROGRAM ON THE MUSCULAR ENDURANCE
AND CIRCULO-RESPIRATORY FITNESS

op EIGHTH GRADE BOYS
By

Douglas Craig Wolf

AN ABSTRACT OF A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Health, Physical Education, and Recreation

 

 

ABSTRACT

A STUDY OF THE EFFECTS OF A SELECTED PROGRESSIVE
EXERCISE PROGRAM ON THE MUSCULAR ENDURANCE
AND CIRCULO-RESPIRATORY FITNESS

OF EIGHTH GRADE BOYS

by Douglas Craig Wolf

Statement of the Problem

It was the author's intent in this study to show the
effects of a selected progressive exercise program on the
muscular endurance and circulo-respiratory fitness of eighth
grade boys. The problem included three objectives:

1. To determine if a series of selected progressive
exercises would significantly increase the muscular endur-
ance of the arms, abdomen, and legs.

2. To determine if the circulo-respiratory fitness
would be significantly increased.

3. To determine if a progressive exercise program
consisting of six minutes of exercise, four days a week, fpr
a period of eight weeks would be sufficient to significantly
change the muscular endurance and circulo-respiratcry fitness

of the eighth grade boys tested.

Methodology

 

The subjects used in the research were members of
two physical education classes at East Lansing Junior High

School, East Lansing, Michigan. One class of thirty-five

Douglas Craig Wolf

members served as the eXperimental group while the other
class of thirty-five members served as the control group.
The experimental group participated in the progressive
exercise program for a period of eight weeks. The control
group received no regular exercise program in the physical
education classes.

A ten man testing team selected by the author admin-
istered a set of five physical tests to both groups before
the exercise program began and also at the end of the train-
ing program. The five test items used were: (1) post-
exercise pulse rate as found through a modified step test,
(2) pull-ups, (3) sit-ups, (4) push-ups, and (5) leg changes.
These tests were selected because they were easy to conduct
and, when prOperly administered, they suceeded in measuring
the endurance and circulo-reSpiratory fitness of the muscles

being gauged.

Results

The data accumulated from the pre and post tests
were analyzed using the student "t" test. Significance at
the .05 level served as a basis for acceptance or rejection
in the analysis of each test item. The following results
were derived from the analysis:

1. The eXperimental group showed a significant
increase in the push-up test over the control group. This
increase was shown to be significant at the .01 level.

2. The subjects who participated in the eXperimental

group showed a significant increase over the control group in

Douglas Craig Wolf

the pull-Up test. The mean change between the two grwups
was significant at the .01 level.

3. The analysis of the mean change between the
eXperimental and the control group in the leg change test
indicated that the eXperimental group's mean change was
significant at the .01 level.

4. The mean change between the experimental and
control group in the sit-up test did not prove significant
at the .05 level, although the experimental group did show
more of a change than did the control group.

5. The mean change between the eXperimental group
and the control group in the resting pulse rate showed that
the change was not statistically significant.

6. The mean change between both groups based upon
their pre and post test results of the post exercise pulse
rate taken from one to one and one-half minutes after the

step test showed no significance.

Conclusions

The following conclusions have been drawn as a
result of the analysis of data:

1. The eXperimental group showed significant mean
changes on the push-up, pull-up, and leg change tests.

2. The mean changes recorded by the eXperimental
group on the sit-up test and the resting and post exercise
pulse rates recorded on the step test did not prove to be
significant.

3. The selected progressive exercise program did

Douglas Craig Wolf

significantly increase the muscular endurance of the arms
and legs.

4. Although the eXperimental group did improve more
than the control group on the sit-up test, this improvement
was not significant at the .05 level.

5. The circulo-reSpiratory fitness of the subjects,

as measured by the step test, was not significantly increased.

A STUDY OF THE EFFECTS OF A SELECTED PROGRESSIVE
EXERCISE PROGRAM ON THE MUSCULAR ENDURANCE
AND CIRCULO-RESPIRATORY FITNESS

OF EIGHTH GRADE BOYS

By

Douglas Craig Wolf

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Health, Physical Education, and Recreation

1963

ACKNOWLEDGEMENTS

The author takes this Opportunity to thank several
peOple whose sincere interest and guidance have made this
paper a reality. For their perceptive editorial suggestions
that contributed greatly to the writing of this paper, I
wish to extend my gratitude to Mrs. Raymond Bures and Miss
Peggy Stauffer.

To Mr. James Oestriech and to my faculty advisor,
Dr. John A. Friedrich, I give Special thanks for their
unerring guidance that helped so much to make this research

study possible.

ii

DEDICATION

To my parents who made my education possible.

iii

TABLE OF CONTENTS

ACKNOWLEDGEMENTS . . . . . . . . . . . . . .
LIST OF TABLES
LIST OF FIGURES

Chapter
I. THE PROBLBI . . .

Introduction to the Problem . . .
Statement of the Problem

Sc0pe of the Problem . . .
Significance of the Study .
Limitations of the Study . . .
Definitions of Terms . . . . .

11. REVIEW OF RELATED LITERATURE . . . .

Literature Related to Physical Fitness
and Conditioning Programs . .

Literature Related to the Measurement .of
Muscular Endurance . .

Literature Related to Circulo- .Respiratory.

Tests . . . . . . . . . . .
Summary . . . . . .

III. METHODOLOGY . . . . . . . . .

Selection of the Groups

Testing Procedure . . . .
Post exercise pulse rate
Pull-ups . . . . . . .

Sit-ups . . . . . . . . . . .

Push-ups . . . . . . . . .

Leg changes . . . . . . . . .
Description of Exercise Program . . .

Experimental group . . .

Control group . . . . . .
Data Analysis Procedures . . . . . . .
Summary . . . . . . . . . . . . . . .

IV. ANALYSIS OF THE DATA .

iv

Page
ii
vi

vii

p...

\O \IO‘UIbe

14

17
21

24

Chapter

IV Analysis of the Five Selected Tests
Step test . . . . . . . . . . .
Pull-ups . . . . . . . . . . . .

Sit-ups . . . . . . . . .

Push-ups . . . . . . . . .

Leg changes . . . . . . .

Summary . . . . . . . . . . .

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary . . . . . . . . . . . . .
Conclusions . . . . . . . . . . .
Recommendations . . . . . . .

BIBLIOGRAPHY . . . . . . . .
APPENDIXES
APPENDIX A . . . . . . . . .

APPENDIX B . . . . . . . .

Table

II.

III.

IV.

Student

Between the EXperimental and Control Group

Based

Summary
GrOUp

Summary
Group

Summary

LIST OF TABLES

"t" Analysis of the Mean Difference
Upon Their Pre and Post Test Scores

of Step Test Results on EXperimental

. O O C O O O O O O O I O O O C O

of Step Test Results on Control

of Sit-up, Push-up, Pull-up, and Leg

Change Test Results on EXperimental Group .

Summary

of Sit-up, Push-up, Pull-up, and Leg

Change Test Results on Control Group

vi

Page

60

62

66

Figure

10.

11.

12.

LIST OF FIGURES

Step Test . . . . . .

Graph Indicating Pre and Post Test Recordings
of Group Means on Step Test

Pull-up . . . .

Sit-up . . . . .

Push-up . . . . . . . . . . . . . . . . . .

Leg Change . . . . . . . . . . . .

Graph Indicating Pre and Post Test
Recordings of Group Means on Resting Pulse
Rate Preceeding Step Test . . . .

Graph Indicating Pre and Post Test
Recordings of Group Means on Recovery

Pulse Rate Following Step Test .

Graph Indicating Pre and Post Test
Recordings of Group Means on Pull-up Test

Graph Indicating Pre and Post Test
Recordings of Group Means on Sit-up Test

Graph Indicating Pre and Post Test
Recordings of Group Means on Push-up Test

Graph Indicating Pre and Post Test

Recordings of Group Means on Leg Change
Test . . . . . . . . . . . . . . . . .

vii

Page
27

28
29
30
31
32

39

41

42

43

44

45

CHAPTER I
THE PROBLEM

Introduction to the Problem

The deve10pment of a strong, healthy body is one of
the basic objectives of a good physical education program.
This has been the primary goal of physical education since
it entered the school curriculum in the United States.

Fifty years ago nearly all the work done in industry
and at home was accomplished by hand; the intricate machin-
ery and modern appliances found in factories and homes today
had not yet been invented. Even the automobile was consid-
ered a luxury by most families. Farmers, without the benefit
of harvesters and combines, Spent longthours in the fields
harvesting cr0ps by hand. PeOple were able to build and
maintain the musculature of their bodies by the very nature
of their daily routine.

Automation has gradually reduced many of the manual
tasks in the home and in industry. As machinery has taken
over the jobs once done by hand, the working week has shrunk
from sixty to forty hours.

With an increase in leisure time, radio, television,
and motion pictures have more and more provided the American
public with entertainment. Vigorous activities to keep the

body strong and healthy have faded into the background.

Despite the increase in leisure time, the United States is
gradually becoming a nation of Spectators and passive ob-
servers instead of participants in vigorous recreational
pursuits.l Because of this sedentary living, the physical
fitness of Americans is beginning to suffer.

Physical educators are becoming aware of this ap-
parent decrease in the over-all physical fitness of the
nation. The alarming number of physically unfit men dis-
covered by the draft during World War II and the Korean
Conflict influenced physical educators to emphasize programs
involving physical conditioning. The results of the Kraus-
Weber Minimum Fitness Tests showed that the American youth
who took the tests did not compare favorably to similar
groups of EurOpean children.2 Although subsequent investi-
gations disproved many of these findings, the results of
these tests still caused concern among both public and pro-
fessional peOple alike.

President Kennedy and former President Eisenhower
were aware of the need for deveIOping the physical fitness
of our youth. During their terms in office they both en-
dorsed physical fitness programs aimed at the deve10pment

of the strength and endurance and over-all fitness of the

 

William Kvaraceus, The Community and the Delinquent
(New York: World Book Company, 1954), p. 32f.

2Hans Kraus and Ruth P. Hirschland, "Minimum Muscular
Fitness Tests in School Children," Research Quarterly, XXV
(May, 1954), p. 178.

 

nation's youth.3 These testing programs have usually been
administered to the school children twice during the school
term. By conducting the fitness tests at the beginning and
at the end of the school year, the physical education in-
structor is able to determine how well his program is con-
tributing to the physical development of his students.
Recently the Royal Canadian Air Force released an

exercise program for its personnel entitled SBX Plan for

 

Physical Fitness.4 The program prOposed the use of progres-
sive exercises as a means of achieving physical well-being
for optimum living. This plan consists of five exercises,
each done in the same order and within a total maximum time
limit of eleven minutes. After eXperimenting with several
hundred men over a two year period, the Royal Canadian Air
Force announced the SBX Plan was an effective plan for im-
proving levels of physical fitness.

In this study the author has attempted to adapt the
SBX Plan For Physical Fitness to meet the needs of eighth
grade boys from the East Lansing Junior High School in East
Lansing, Michigan. It is this writer's hOpe that the re-
sults of this study will aid in gaining insight into the
use of progressive exercises as a method for deveIOping the

muscular endurance and circulo-reSpiratory fitness of all

 

3President's Council on Youth Fitness, Youth Phys-
ical Fitness (Washington, D.C.: Government Printing Office,

u y, .

 

4Royal Canadian Air Force, SBX Plan For Physical
Fitness (Ottawa: Queen's Printer and Controller of'Station-
ary, I562).

male students from grade school through high school.

Statement of the Problem

An attempt has been made through this study to show
the effects of selected progressive exercises on the muscu-
lar endurance and the circulo-respiratory fitness of eighth
grade boys from East Lansing Junior High School. The prob-
lem consists of three objectives: (1) to determine if a
series of regular progressive exercises would significantly
increase the muscular endurance of the arms, abdomen, and
legs; (2) to determine if the circulo-reSpiratory fitness
would be significantly increased; and (3) to determine if a
progressive exercise program consisting of six minutes of
exercise four days a week for a period of eight weeks would
be sufficient to significantly change the muscular endurance
and circulo-reSpiratory fitness of the eighth grade boys

tested.

Scope of the Problem

All of the members used in this study were members
of the eighth grade in the East Lansing Junior High School,
East Lansing, Michigan. They were members of two physical
education classes that met four times weekly. One class
represented the eXperimental group, while the other class
represented the control group. The experimental group
received the battery of progressive exercises four times
weekly over the eight-week training period, whereas the

control group received no specific set of exercises. The

two groups were matched only by grade level. They were not
matched according to height, weight and age. (Further in-

formation concerning grouping can be found in Chapter III.)

Significance of the Study

The relationship found between muscular strength
and endurance and physical fitness has shown the need for
the deve10pment of strength and endurance in the youth of
our nation. Due to recent advances in medical and nutri-
tional technology, our youth appear to be healthier than at
any other time in history. But because of their failure to
engage in energetic physical activities, the youth of today
do not seem to be as physically fit as were generations of
American boys and girls before them.

Very little research has been concerned with the
deve10pment of muscular endurance and circulo-respiratory
fitness at the junior high, or even high school, level.
Many researchers have been loath to conduct such studies
because it is extremely difficult to impose controls on
human subjects during experimental studies. It is this
investigator's view that this type of study is needed if
physical education is to progress satisfactorily. The
author chose the eighth grade as the grade level in which
to conduct his study.

It is hOped that the results of this study will
demonstrate the benefits to be derived from progressive
exercises insofar as the deve10pment of muscular endurance

and circulo-respiratory fitness are concerned. If these

results prove to be significant, it is the author's hepe

that physical educators will employ a progressive exercise

program in their classes as a training program for improv-

ing physical fitness.

Limitations of the Study

The investigator has recognized several limitations

while preparing and conducting this study.

1.

The children in this study lived only in the
East Lansing, Michigan area. It cannot be said
with absolute certainty that the results of the
study would have been the same throughout all
the areas of the United States. It is assumed
that the results would have been somewhat sim-
ilar in any eighth grade unless no physical
education was provided in the seventh grade.
This study was concerned with eighth grade boys
only. It cannot be implied that the study would
have achieved the same results with seventh or
ninth grade boys or girls.

This research project was designed to study

only the muscular endurance and circulo-respir-
atory fitness of the subjects. No attempt was
made to study the mental and social growth and
deve10pment or any other physical measures of
these boys.

No account was made for the participation of the

subjects involved in physical activities outside

of the physical education class. Therefore, it cannot be
assumed that both groups were involved similarly and to

the same extent in outside activities.

Definitions of Terms

Progressive exercise.--As used in this study, a
progressive exercise consisted of a simple exercise made
increasingly more difficult either by increasing the number
of repetitions performed or by increasing the difficulty of
the performance of the exercise through the execution of more
complicated movements. This progression was performed within
a time limit which remained constant throughout the entire
training program.

Muscular endurance.--Muscular endurance, as defined
by Clarke, means the ability to continue muscular exertions
of sub-maximal magnitude.5 In this study the number of
repetitions in a designated time limit measured the endurance
of the muscles being tested. Muscular strength, a single
maximum contraction of the muscle being tested,6 is not con-
sidered in this study.

Circulo-reSpiratory fitness.--Moderate contractions
of large muscle groups over a relatively long period of time
require an adjustment of the circulo-respiratory system to

the activity. Circulo-reSpiratory fitness is determined by

 

5H. Harrison Clarke, Application of Measurement to

Health and Ph sical Education (Englewood"C1iffs, New Jersey:
Prenfice-HaII, Inc., 1535), p. 222.

61bid.

how quickly the heart rate returns to normal at the cessa-
tion of exercise or exercises. In this study the circulo-
reapiratory fitness is measured by the post-exercise recovery

pulse rate following a modified Harvard Step Test.7

 

7L. Brouha, "The Step Test: A Simple Method of Meas-
uring Physical Fitness for Muscular Work in Young Men,"
Research Quarterly, XIV (March, 1943), pp. 31-36.

CHAPTER II
REVIEW OF RELATED LITERATURE

"Mechanization has largely replaced human brawn and
automation is supplementing human brain. We are eXperienc-
ing a degree of leisure unknown to any human culture."

This statement by Morehouse sums up the life of the American
family today. The over-all physical fitness of our youth is
gradually declining. In their physical education classes
children should be participating in activities which, when
prOperly administered, are capable of improving their phys-
ical fitness.

This chapter has been organized into three sections:
(1) literature related to physical fitness and conditioning
programs, (2) literature related to the measurement of en-
durance, and (3) literature related to tests of circulo-
reSpiratory fitness.

Literature Related to Physical Fitness
and’Conditionihg'Progrgmg

"Exercise is one of the important factors contribut-

ing to total fitness. Its contribution to fitness includes

 

1Lawrence Morehouse, "A Threat to Fitness.” Journal
of Healthl Physical Education, and Recreation. XXVII
(september,11958). P. 20. 4*"

 

10

2
the deve10pment of strength, endurance, and agility." The
preceding statement, released jointly by the American Med-
ical Association and by the American Association for Health,
Physical Education, and Recreation, reflects the attitude
of both of these organizations toward the value of exercise.
When defining fitness, the American Association for Health,
Physical Education and Recreation states:
Fitness is that state which characterizes the
degree to which the person is able to function.
It implies the ability of each person to live most
effectively within his potentialities. Fitness is
a dynamic, constantly changing quality, the deve10p-
ment of which should be continuous and satisfying
from early infancy through maturity so that the
inherens potentialities of each person can be re-
alized.
The effects of training and non-training on the
physical efficiency of twenty-three college women were stud-
4
ied by Walters. She found that after eleven consecutive
days of short bouts (7-1/2 to 12-1/2 minutes) of strenuous
exercises, the physical efficiency as measured by the phys-

iological responses of the body was improved in all the

subjects. She also found that the subjects lost this

 

2A statement by a Joint Committee of the American Med-
ical Association and the American Association of Health, Phys-
ical Education, and Recreation, "Exercise and Fitness," Jour-
nal of Health, Physical Education, and Recreation, XXIX
(Aprii, 1953), pp. 40-43.

3Statement prepared and approved by the 100 delegates
to the Am. Assoc. of Health, Physical Education, and Recreation
Fitness Conference, September 12-15, 1956, Washington, D.C.
Journal of Health,_Physical Educationl and Recreation, XXVII
(December,_1958), pp._7-9.

4Etta Walters, "Effects of Prescribed Exercise on
Physical Efficiency of Women," Research Quarterly, XXIV
(March, 1953), p. 102.

11

efficiency after two weeks of nontraining.

Howell and Morford conducted an exercise program
in which the students moved to different exercise stations
which were set up in the gymnasium.5 The students were al-
lowed ten minutes to complete the circuit of exercises. The
time that they Spent at each exercise program remained con-
stant. They were allowed to progress at a work rate com-
patible to their individual capacities. The exercises used
in this program were squat-jumps, sit-ups, squat-thrusts,
step-ups, push-ups, straight arm pullovers. Also chinning
and wrist rolling exercises were used. When a student was
able to complete the circuit within the ten-minute period,
his training dose at each exercise station was increased.
The results of this program were not listed, although the
authors stated that the physical fitness levels of the stu-
dents were raised.

Kistler's study at Louisiana State University showed
the benefits to be derived from a physical fitness training
program.6 The 1,650 men in the study participated in a
training prsgram which was of eight days duration. During
this period the men met three times each week for a thirty-
minute workout. The training program consisted of bending

and stretching calisthenics, sit-ups, push-ups, deep-knee

 

sMaxwell L. Howell and W. R. Morford, "Circuit
Training," Journal of Health Ph sical Education and
Recreation, XXXII (NovemEer, I961), pp. 33-34.

6J. W. Kistler, "A Study of the Results of Eight
Weeks of Participation in a University Physical Fitness
Program for Men," Research Quarterly, XV (January, 1944),
pp. 23-28.

12

bends, and personal combat activities. It included all-out
chinning, long distance running, and obstacle course running
also. The results showed that the subjects improved the
most on the sit-up and push-up tests. The tester found also
that the cardio-reSpiratory fitness of the subjects was the
most difficult to improve even though his exercise program
contained an abundance of cardio-respiratory exercises.

Lowell conducted a fifteen-day exercise program at
Michigan State University.7 This study involved fifty-
three subjects in the eXperimental group and thirty-five in
the control group. Both groups performed various physical
tests at the beginning of the study. The eXperimental group
performed the training program for thirty minutes on five
days within the fifteen-day period. At the conclusion of
the exercise program, all of the subjects in the study were
retested. The test items used were a three-minute step
test, an agility run, and a measurement of body weight.
Sit-ups and push-ups were included, as was a testing of
trunk flexion and extension.

Lowell's results showed that the subjects who par-
ticipated in the limited exercise program had a significantly
lower pulse rate on the retest than they had eXperienced on

the pre-test. The subjects performed more push-ups on the

 

7Walter Smith Lowell, "The Effects of a Limited Ex-
ercise Program on the Post exercise Pulse Rate of Male Col-
lege Freshmen" (unpublished Ph.D. dissertation, Department
of Health, Physical Education, and Recreation, Michigan State
University, 1961).

13

retest than they did on the initial test, and their scores
on the trunk flexion and agility run were significantly in-
creased. It was interesting to note that the control group
which participated in no exercise program at all also im-
proved significantly on the push-up test.

Durnin, Brockway, and Whitcher conducted an eXper-
iment in which they attempted to measure whether or not
there was an improvement in physical fitness through varying
degrees of exercise which lasted only ten days.8 One group
acted as the control group and did only a minimum of exer-
cise. There were three experimental groups. Each day of
the training program the first eXperimental group walked ten
kilometers; the second group, twenty kilometers; and the
third, thirty kilometers. Their fitness was assessed by
measurements of pulmonary ventilation, oxygen extraction,
oxygen consumption, and recovery heart rate during a stand-
ardized physical test on the treadmill. The test was admin-
istered before, during, and at the conclusion of the train-
ing period. The results showed that the control group did
not improve on any of the tests. The three exercise groups
did improve on all the measurements taken, with the second

group showing the most improvement.

 

8J. U. G. A. Durnin, J. M. Brockway, and H. W.

Whitcher, "Effects of a Short Period of Training of Varying
Severity on Some Measurements of Physical Fitness," Journal
of Applied Physiology, XV (January, 1960), pp. 161-163.

 

14

Literature Related to the Measure-
ment of”Muscular Ehdurance

In order to determine the fitness status of Navy
personnel, a five item motor fitness test was develOped by
the Department of the Navy. The items contained in the test
battery were squat-thrusts, sit-ups, push-ups, squat-jumps,
and pull-ups.9

The Army constructed a test battery similar to the
test battery of the Navy to measure the basic elements of
strength, endurance, agility, and coordination.10 The five
item battery consisted of pull-ups, squat-jumps, push-ups,
sit-ups, and a BOO-yard run. If the test was administered
indoors, a one-minute squat thrust or a 250-yard shuttle run
was substituted for the BOO-yard run.

Bookwalter constructed a practical test of motor
fitness for men of high school and college age. Known as
the Inidana Motor Fitness Test, the battery included chin-
ups, straddle chinning, push-ups, and the vertical and stand-
ing broad jumps.11

Under the chairmanship of Paul A. Hunsicker, a com-

mittee of the American Association for Health, Physical

 

9Bureau of Naval Personnel, Training Division, Phys-
ical Section, Physical Fitness Manual for the United States
Navy (Washington, D.Ciz'Government Printing Office, 1943).

10Department of the Army, Department of the Army Field
Manual PM 21-20, Physical Training (waShington, D.C.: Govern-
ment—Pfinting Office, 1957).

 

11Karl W. Bookwalter, "Further Studies of Indiana
University Motor Fitness Index,” Bulletin of the School of
Education, Indiana University, XIX} Nb. 5 (September, 1943).

 

 

15

Education, and Recreation formed the American Association of
Health, Physical Education, and Recreation youth fitness
test battery.12 The test battery consists of pull-ups, sit-
ups, a 40-yard shuttle run, the standing broad jump, 50-yard
dash, softball throw for distance, and 600-yard run-walk.
This test battery is currently being used by many physical
educators to measure the success of their physical education
programs.

Mohr found that the push-up test was not an accurate
test of arm and shoulder girdle strength when administered
en masse.13 She said that the tests must be given individ-
ually if the data are to be valid. Miss Mohr also found the
sit-up test to be valid and highly reliable for the purpose
of measuring abdominal strength and endurance. In a similar
test using two hundred college women, Phillips noted that
abdominal strength and endurance were best measured by the
dynamic test represented by sit-ups as compared to the static

. 14
type represented by V-sits and half-Sit holds.

 

12American Association for Health, Physical Education,

and Recreation, American Association of Healthy Physical Ed-
ucation, and Recreation Youth Fitness Test Manual (1201 Six-
teenthCStreet N.WI, Washington 6, D.C., 1938)'

13Dorothy Mohr, "The Measurement of Certain Aspects
of the Physical Fitness of College Women," Research Quarterly,
XV (December, 1944), pp. 340-349.

 

l4Marjorie Phillips, "Study of a Series of Physical
Education Tests by Factor Analysis," Research Quarterly,
XX (March, 1949), pp. 60-71.

 

16

Wedmeyer attempted to analyze the two-minute and the
unlimited sit-ups as to their values as measures of strength
15
and endurance of the muscles used in the exercise. Forty-
seven senior high school boys were used as subjects. They
were tested to see how many sit-ups they could do in two
minutes. In addition they were tested to see how many Sit-
ups they could do in rhythm to a metronome with no time
limit. After a two-month training period the boys were
tested again. Wedmeyer concluded that after strength reached
a certain level, further improvement in the number of sit-ups
was accompanied by no significant increase in strength. The
endurance factor seemed to improve more than did the strength
factor. In this analysis of the sit-up test, Wedmeyer used
. . . 16
the Martin Breaking Strength Method to record Sit-up strength.
When Speaking of the sit-up test for abdominal
strength and endurance, Lowendahl said,
With hands on the head in a back-lying position
and with knees bent, the individual gets a maximal
pull on the rectus abdominals in coming to a sitting
position. This is a better exercise than the tradi-
tional hooking of the feet under the bars with legs
straight and the arms at the side. In this latter
position the weight of the arms eliminates some of
the pull of the abdominals in the initial phase of
sitting up, and the balance of the sit-up is accom-

plished mainly by the hip flexor muscles so that one
actually gets very little abdominal exercise.

 

15R. A. Wedmeyer, "A Differential Analysis of Sit-ups

for Strength and Muscular Endurance," Research Quarterly,
XVII (March, 1946), p. 40.

lbIbid., p. 42.

 

17Evelyn Lowendahl, "Muscle DeveIOpment in Athletic
Training," American Association for Healthy Physical Educa-
tion, and Recreation JournaIT‘XXI (June, 1950), pp. 331-332.

17

Literature Related to Circulo-
Respiratory TEsts

 

 

Researchers have Spent considerable time in devis-
ing a single test which would best measure physical fitness.
Many eXperiments have been conducted which show certain car-
diovascular factors to be related to good physical condition.
The author of this study has limited his review of literature
(nacirculo-respiratory tests to those directly related to
measurements of post exercise pulse rate. It has been found
that many significant physiological changes result from ath-
letic training and that simple tests of recovery pulse rates
are indicative of circulo-respiratory adjustments.

The Schneider Test was one of the earliest of the
cardiovascular tests.18 It was devised during World War I
to test whether or not aviators were functionally fit to
fly. After the pulse rate and systolic pressure were taken
in a standing and a reclining position, the subject stepped
up and down on a chair 18-1/2 inches high five times in
fifteen seconds. At the end of the fifteen-second exercise
period the subject continued to stand during the post exer-
cise pulse count. A rating table was devised. A perfect
record, the sum total of the values for all six tests, was
a score of eighteen while a score of nine or less indicated

that the subject was not physically fit to fly. When the

 

18
E. C. Schneider, "A Cardiovascular Rating as a

Measure of Physical Fitness and Efficiency," Journal of the
American Medical Association, LXXIV, No. 5 (May 29,T1920),
th‘TSOT.

 

 

18

test was given with extreme care, the reliability was found
to be as high as .89.

To measure physical efficiency, Tuttle devised a
pulse-ratio test in 1931.19 In Tuttle's test the subject's
pulse rate was counted for thirty seconds and doubled after
his resting pulse count remained constant. The result was
recorded as the normal pulse for one minute. Then the sub-
ject stepped on a thirteen-inch stool with his right foot
and then with his left foot. He participated in this exer-
cise for one minute at the rate of twenty steps (up with
both feet and down with both feet) a minute for boys and
fifteen steps per minute for the girls. Immediately after
the exercise, the subject's pulse rate was taken for a total
of two minutes. The result of the post exerciSe pulse count
was divided by the normal pulse rate for one minute. This
was the first pulse-ratio. Again the exercise was done for
one minute at the rate of thirty-five steps for girls and
forty steps for boysi As before, the pulse rate for two
minutes was recorded and a second pulse rate computed.
After the subject's two pulse-ratios had been plotted on a
chart, he repeated the one-minute exercise at a stepping
rate which represented the 2.5 pulse-ratio on his chart.

In order to determine whether or not the subject had a de-

fective heart, Tuttle computed his pulse-ratio in the usual

 

0

1'W. W. Tuttle, "The Use of the Pulse-Ratio Test for
Rating Physical Efficiency," Research Quarterly, II (May,
1931), p. 5.

19

manner. If this ratio was more than .07 above or below 2.5,
Tuttle suSpected a heart condition and referred the subject
to a physician.

Brouha devised perhaps the best known step test,
the Harvard Step Test.20 This test was originally constructed
for college men. Brouha formulated a set of norms after she
had tested eight thousand male college students. Using a
four-count step as was used by Tuttle, the subject stepped
up and down thirty times a minute on a bench twenty inches
high. Unless physical exhaustion occurred, he continued the
exercise for five minutes. Immediately after completing the
stepping exercise, the subject sat on a chair and took his
pulse rate, one to one and a half, two to two and a half,
three to three and a half minutes after the exercise. A
Physical Efficiency Index was computed using the following
formula:

P E I Duration of exercise in seconds x 100

 

2 x sum of pulse counts in recovery

On the basis of eight thousand tests carried out on
college students, the following norms based on the Physical
Efficiency Index were prepared:

Below 55
From 55 to 64
From 65 to 79
From 80 to 89
Over 90

Poor physical condition
Low average

High average

Good

Excellent

Concerning her Harvard Step Test, Brouha said,

 

20Brouha, op. cit., pp. 31-36.

20

What this test measures is the general capacity
of the body--the cardiovascular system in par-
ticular--to adapt itself to hag? work and to
recover from what it had done.

Cogswell, Henderson, and Berryman eXplored the ef-
fects of training on the pulse rate of seven young men.

They conducted a twelve-week training program. The subjects
performed the Harvard Step Test, ten per cent grade tread-
mill at six miles per hour for two and four minute periods,
and a Sixty-second bicycle ergometer test. Each subject
participated in the program three times per week. The in-
vestigators found that in sub-maximal exercises the post
exercise pulse rate showed a decrease with training whereas
the maximal tests failed to produce a similar reSponse.

To ascertain the effects of physical training on
young women, Sloan subjected female students to a modified
Harvard Step Test at the beginning of the academic year and
again four and nine months later.23 The group which Special-
ized in physical education had higher physical fitness in-
dexes than the others, and they improved with training.
Whereas two groups which engaged in limited physical activity

showed no significant increase in fitness index. The fourth

 

211bid., p. 31.

22R. C. Cogswell, C. R. Henderson, and G. H. Berryman,
"Effects of Training on Pulse Rate, Blood Pressure, and Exer-
cise in Humans Using the Step Test," American Journal of Phys-
iology, CXLVI (February, 1946), pp. 422-430.

23A. W. Sloan, "Effect of Training on Physical Fitness
of Women Students," Journal of Applied Physiology, XVI (Jan-
uary, 1961), pp. 167-169.

 

group which had no physical training diSplayed a tendency

to deteriorate rapidly. Changes in the resting pulse rate
were less consistent, and resting pulse rates showed little
correlation with fitness indexes. In a similar study in-
volving varsity athletes, Montoye found a correlation of the
maximum pulse rate and recovery index before and after a
twelve-week training period to be significant at the .02
level.

A one-minute step test at thirty-six steps per minute
on a seventeen-inch bench was administered to seventeen var-
sity basketball players every three weeks during Sixteen
weeks of training by Michael and Galleon.25 After taking a
resting pulse count, they took the step test. At the conclu-
sion of the test five post exercise pulse counts were taken
on all the subjects. The pulse counts, each fifteen seconds
in duration, were taken at one-minute intervals during a
five-minute recovery period. The results indicated that the
recovery pulse rate count decreased significantly during the

training for the basketball season.

Summary

The investigator was unable to find any studies

 

24H. Montoye, "Inter-Relation of Maximum Pulse Rate
During Moderate Exercise, Recovery Pulse Rate, and Post Ex-
ercise Blood Lactate," Research Quarterly, XXIV (December,
1953), pp. 453-458.

25Ernest D. Michael and Arthur Galleon, "Periodic
Changes in the Circulation During Athletic Training as Re-
flected by a Step Test," Research Quarterly, XXX (October,
1959), pp. 303-311.

 

22

related to training programs among junior high school stu-
dents. The scientific periodicals are filled with studies
concerned with physical fitness among college students and
adults. Invariably these studies have shown the positive
effects on physical fitness brought about by some type of
training program. Beneficial results attributed to training
were noted by Walters,26 Kistler,27 and Lowell,28 as well as
by other investigators.

Many different types of exercises have been used by
investigators to study muscular endurance. Mohr,29 Phillips,3O
Wedmeyer,31 and Lowendahl32 conducted studies which proved
the sit-up test to be a reliable test of abdominal strength
and endurance. Miss Mohr also studied the validity of the
push-up test as a test of arm and shoulder girdle strength
and endurance.33

The test most often used to measure circulo-respir-
atory fitness is Brouha's Harvard Step Test or modifications

34 . . . .
of this test. This test is most often used because it is

simple to administer. Modifications of the Harvard Step

 

6Walters, loc. cit. 27Kistler, loc. cit.
28Lowell, loc. cit. 29Mohr, loc. cit.
31

30 . . . .
Phillips, loc. cit. Wedmeyer, loc. Cit.
2Lowendahl, loc. cit.

33Mohr, loc. cit.

34Brouha, op. cit., pp. 31-36.

23
. . 35 36
Test were used in studies conducted by Tuttle, Sloan,
. 37
Michael and Galleon, and Cogswell, Henderson, and Berry-
38
man. Many researchers, if conducting laboratory tests

with humans, will use a treadmill run followed by a pulse

count to determine circulo-respiratory fitness.

 

35Tuttle, loc. cit.

36Sloan, loc. cit.
37Michae1 and Galleon, loc. cit.

Cogswell, Henderson, and Berryman, loc. cit.

CHAPTER III
METHODOLOGY

This study was experimental in design. The project
attempted to study the effects of a selected progressive
exercise program on the muscular endurance and circulo-
respiratory fitness of eighth grade boys. The subjects used
in the research were members of two eighth grade physical
education classes at East Lansing Junior High School, East
Lansing, Michigan. One class of thirty-five members served
as the eXperimental group while the other class of thirty-
five members served as the control group. The eXperimental
group participated in the progressive exercise program for
a period of eight weeks. The control group did not partic-
ipate in a progressive exercise program. Both groups were
given a set of five physical tests before the exercise pro-
gram began and were retested at the conclusion of the train-
ing program using the same set of physical tests.

Chapter III has been divided into four sections:

(1) selection of the groups, (2) testing procedure, (3)

exercise program, and (4) data analysis procedure.

Selection of the Groupp
All of the subjects in this study were male members
of two physical education classes at the East Lansing Junior

High School, East Lansing, Michigan. These classes met four

24

times a week. There were seventy subjects in the research
design, thirty-five members in each group.

After receiving permission from the school author-
ities at the East Lansing Junior High School to conduct a
research program with students from their school, the in-
vestigator was able to utilize the services of two classes.
Since the project was conducted during the school day, the
author selected one class as the experimental group and the
other class as the control group. The groups were not
matched according to height, weight or age.

The author visited both groups several times before
the pre-tests were administered. The purpose of this study
was eXplained to all of the subjects prior to their initial
tests and the subjects were assured that the results of the
tests would have no bearing on their grade in physical educa-
tion. To motivate the subjects to do their best on the pre-
test and on the retest, the author Spoke to both groups and
encouraged them to perform with maximum efficiency so that
one group's performance would not eclipse that of the other

group.

Testing Procedure

Five tests were administered to all of the subjects;
their results were measured and analyzed in this study. A
testing team, composed of ten college students familiar with
the tests, aided in conducting the pre-test and the retest.
The five test items used were: (1) post-exercise pulse rate

.as found through a modified step test, (2) pull-ups, (3) sit-

26

ups, (4) push-ups, and (5) leg changes. These tests were
selected because they were easy to conduct, and because,
when prOperly administered, they succeeded in measuring
the endurance and the circulo-respiratory fitness of the
muscles being gauged.

Post exercise pulse rate.--A two-minute step test

 

was used to measure the post-exercise pulse rate of the
subjects. The test was pre-recorded on tape. All of the
instructions were recorded on tape and a metronome was used
to set the cadence at 120 beats per minute. This cadence
was used by Brouha whenshe conducted her Harvard Step Test.l
When the students came to the testing station, they were
instructed to sit down on the benches and to rest for two
minutes. Then the resting pulse rate was taken either at
the wrist or at the carotid artery for a period of thirty
seconds. Because of the age of the students, the author
assigned a member of the testing team to each subject. The
tester took the pulse count and recorded it on the pupil's
recording sheet. The subjects stood up, faced the benches,
and awaited the command to start the test. A "step" con-
sisted of stepping up on the seventeen inch bench with the
left foot, stepping up with the right foot, and then step-
ping down with the left foot followed by the right foot.
The metronome established the cadence for all of the four

movements (see Figure l).

 

1Brouha, Op. cit., p. 31.

27

, 77?: if: :-\"“’-x
\-

\v‘"l\7
s. K, /

. “‘1' . I
_ -
a.“
f-

\
\ 4 /
A’ ' ~.-"
I ,-
’— ‘r‘ . ‘.
~ ‘ _ r

If" “I
l‘
cum-n.s

" f
”L/
I x‘...
:FT‘
«‘ -

 

- 1‘

- .

— .
’_.-—' --o

I
\
I
l
III"
E
l”

g -{’a
“‘t '+
l
_/
,.

Fig. l.--Step test.

At the completion of the two-minute step test the

subjects sat down and rested for one minute. A pulse count

was taken for thirty seconds and recorded on the testing

sheet of each individual. The thirty second pulse count was

found one, two, three, four, and five minutes after the com-
pletion of the step test. Only the first post exercise pulse
count was used in the analysis of the data; however, the
means for all five pulse counts were computed. These com-
putations are found in Figure 2, (page 28) showing the rate
of decrease in the recovery pulse count.

Pull-ups.--The pull-ups were performed on two over-
head ladders. Six boys simultaneously performed the test on
each ladder. The subjects were given one minute to do all

the pull-ups they were capable of completing. Credit was

Pulse rate per 30 second count

52-

51

50 f

49* .

48

 

47'
46
45
44
43
42
41
40 Jr,
39 °,

38

 

37

E
I
i
i

28

 

Pre-Test-EXperimental

------- Post Test-EXperimental
Pre-Test-Control

.......

--—--- Post Test-Control

 

Resting Post

Post lost Post Post

Pulse Lxerl Exer. rxer. Exer. Exer.
1-1-1/2 2-3-1/2 3-3-1/2 4-4-1/2 5-5-1/2

Fig. 2.--Granh indicating ire and yu-i

s of group mean

est record-

(0

s on step lest.

29

given for one complete pull-up each time the subject placed
his chin over the bar. The starting position for this test
consisted of graSping the bar with palms facing forward and
hanging with arms and legs fully extended (see Figure 3).
The feet were free of the floor. A partner stood to one
side of the pupil and counted each successful pull-up.

Knees were not permitted to be raised nor legs to be kicked,
and the body was not allowed to swing. If a subject started
to swing, one of the members of the testing team stOpped the

motion by holding an extended arm across the front of the

subject's thighs. The subject's score was recorded on his

testing sheet. //’T\

\\ ‘,
:£;:&E:féq;:fi:::if
, , .

’ .’
f

a .
w-
I

 

.r
1,;

Fig. 3.--Pull-up.

3O

Sit-ups.--The sit-ups were done in a group by the
subjects. Each subject had a partner who held his heels to
the floor and counted the number of successful sit-ups. The
sit-ups were performed in a bent-knee position with the fin-
gers interlaced behind the head. The knees were bent in
order to eliminate the hip flexors from the pull of the
abdominals.

A sit-up consisted of two movements: a movement
from a supine position to a sitting position and one from
a sitting position to a supine position. The subject was
to perform as many sit-ups as he could in a one-minute time
limit, touching both elbows to his knees each time he came
up to a sitting position (see Figure 4). This score was
recorded on the testing sheet of the subject. The partners

exchanged positions and the sit-up test was repeated.

/\/

 

Fig. 4.--Sit-up.

Push-ups.--The push-ups were performed in a group.
Each subject was assigned a partner who would count the

correct number of push-ups done in one minute. The push-ups

31

were performed in a two-count cycle. The subject started
from a prone position on the floor with the fingers of his
hands pointing forward. The push-up was executed with a
straight back and with the knees locked. The subject rose
to a position of elbow-locking and then returned to touch
his chin to the floor (see Figure 5). The testing team
ascertained that the subjects were looking straight ahead
and not tilting their chins downward. The students were
instructed to stOp the push-ups whenever any part of their
body, other than the chin, hands, and feet, touched the
floor. At the completion of the test, the scores were re-
corded on the testing sheets. The partners changed places

and the test was repeated. A,\l

Fig. 5.--Push-up.

Leg changgs.--This test was administered to the
subjects in a group. Each subject had a partner who counted
the number of leg changes the subject could do in one minute.
The student assumed a squatting position, hands on the floor,

fingers pointed forward, and left leg fully extended to the

32

rear. The subject was credited with one leg change every
time he reversed the pOSition of his feet by bringing the

left foot under his chest and extending his right leg back-
ward all in one motion. He would then reverse his feet and
return to the starting position (see Figure 6). To be cer-
tain that the subjects brought their knees under their

chests, the author instructed them to touch their knees to

the insides of their upper arms. When the test was concluded,
the subjects recorded their scores and changed positions with

their partners. The partners changed positions and the test

was repeated.

 

Fig. 6.--Leg changes.

Description of Exercise Progpam

Experimental group.--The eXperimental group was

 

given a battery of five exercises during the eight week con-
ditioning program. The program contained three different
levels of difficulty. Each level was composed of exercises

which were performed in the same order each time and in the

33

same maximum time limit; but as the subjects progressed from
level to level, there were slight changes in each basic
exercise with a gradual demand for more effort to be ex-
pended. The entire exercise program was allotted a maximum
time limit of six minutes. The six minute time limit was
established in order that the training program would not
impinge upon the time allotted for the class period.

Each class period the program began with a general
stretching and loosening exercise which limbered up the
large muscles of the body. Following this exercise the sub-
jects performed exercises which were chosen to develop the
muscular endurance of the abdominal region, the back, the
upper arm and shoulder girdle, and the legs as well as the
circulo-reSpiratory fitness of the entire body.

The five exercises are listed below in the Order in

which they were given each class period:

1. Toe touch
2. Sit-ups

3. Back-lifts
4. Push-ups

5

. Run-jump.

The time limit for each of the first four exercises was one
minute while the time limit imposed on the run-jump exercise
was two minutes. It was thought that an arbitrary time
limit of two minutes on this exercise would be sufficient
for the grade level involved in this study. A description

of the complete progressive exercise program can be found

34

in Appendix A, pages 56-58.

The subjects were instructed to begin each exercise
at a level which was comfortable to them and to work up pro-
gressively to the highest level they could attain. They were
instructed not to hurry their progression, to take their time
and to be certain they were doing the exercises correctly.

AS soon as a subject was able to perform the maximum number
of repetitions for any exercise at a particular level, he
proceeded to the next level of that exercise. Thus, a sub-
ject may have been working on the push-up exercise at the
first level while working on the other four exercises at the
second level. It is interesting to note that at the conclu-
sion of the training program almost all the subjects were
working on the third level of progression on all five exer-
cises.

Each subject maintained a daily chart which be filled
in every time the training program was conducted. On this
chart he would record the number of repetitions which he had
completed that day in each exercise. The scores for the
first level were recorded in black pencil; the second level
scores were recorded in blue pencil; and the scores of the
third level were recorded in red pencil (see Appendix A,
page 55.

Control group.--The control group was not given a
battery of progressive exercises. This group received no
selected exercise program at all. The exercises which they

received were merely bending and stretching routines. These

35

exercises were given at the beginning of the period to offer
a prOper warm-up. When the warm-up calisthenics were com-
pleted, the control group would participate in the physical

education unit which was scheduled at that time.

Data Analysis Procedures

The analysis of the data in this study was based
upon the results of the test scores of the subjects who
participated in the control group. The statistical tool
used to analyze the mean difference between the eXperimental
and control groups, based upon their pre-test and post test
scores, was the student "t" test.2 Because of the small num-
ber of subjects, the investigator accepted significance at
the .05 level as the basis for acceptance or rejection in
the analysis of each test item. The results of the analysis

can be found in Chapter IV.

Summary

This study was an experiment which included seventy
eighth grade students. The thirty-five members in the ex-
perimental group participated in an eight-week training pro-
gram. The control group, consisting of thirty-five students,
received no selected progressive exercise program. Instead
the subjects received only bending and stretching exercises.
The five selected progressive exercises performed by the

experimental group were the toe-touch, sit-ups, back-lifts,

 

2Paul G. Hoel, Introduction to Mathematical Statistics
(New York: John Wiley & Sons, Inc.,31954), pp. 227-228.

 

36

push-ups, and the run-jump. Both groups performed a five-
item test battery of physical tests before the training
program began and were retested on these same five tests

after the progressive exercise program was completed.

CHAPTER IV
ANALYSIS OF THE DATA

In this investigation the analysis of the data was
based upon the results of the test scores of the subjects
who participated in a selected progressive exercise program
and those subjects who participated in no exercise program
(see Appendix B, Tables 11, III, IV, and V). The seventy
subjects involved in the study were tested on five selected
physical tests before the progressive exercise program was
begun with the experimental group. After the conclusion of
the exercise program, all of the subjects involved in the
study were retested on the five tests.

The statistical tool used to analyze the mean dif-
ference between the eXperimental group and the control group

based upon their pre and post test results was the student

 

"t" test.1
t: M1 - M2
Wimp;

Significance at the .05 level was used by the in-
vestigator as a basis for acceptance or rejection in the

analysis of each test item.

 

1Hoel, loc cit.

37

38

Analysis of the Five Selected Tests

Step test.--In order to investigate the effects of
the selected progressive exercise program on the circulo-
reSpiratory fitness of the subjects involved in this study,
the author used a modification of the Harvard Step Test.2
The Harvard Step Test has been validated with significant
findings by several other investigators (Cogswell,3 Mon-
toye4), and it has been subjected to modifications which
also produced significant results (Sloan,5 Michael and
Galleon,6 Lowell7). In this study the Harvard Step Test
was modified from a twenty-inch bench to a seventeen-inch
bench. The age of the participants and the availability of
a seventeen-inch bench at the junior high school instigated
this modification. Another modification in the administra-
tion of the Harvard Step Test was to take five thirty-second
pulse counts in five minutes after the exercise.

In this study the mean resting pulse rate of the
subjects in the experimental group was found to be 40.82
at the pre-test and a mean pulse rate of 40.12 at the post
test. There was a mean loss of 0.70 pulse counts for the
resting pulse rate. This represented a 1.71 per cent change.
The mean resting pulse rate of the control group was 39.12

at the retest. There was a mean reduction of 0.94 pulse

 

2Brouha, op. cit, pp. 31-36 3Cogswell, loc cit.

4Montoye, loc. cit. 5

Sloan, loc. cit.
6Michael and Galleon, loc. cit.

7Lowell, loc. cit.

39

counts for the resting pulse count of thirty seconds prior
to the step test. This represented a decrease in the rest-
ing pulse rate of 2.40 per cent (see Figure 7). The student
"t" test of the mean difference between the experimental
group and the control group showed that this change was not

statistically significant (see Table 1, page 40).

 

 

 

42; T1 T2
41; rm,
40; i i i 7
Means 39' \\ 9 ' i Shaded - Control Mean
: . x : .q-l 1 Unshaded - Experimental Mean
38; ‘\\ 3 j\¢ ; T2 - Pre-test
' \\ t T f T - Post-test
377 , \ P i 5
s \ . n = i
'. . I z
36‘ }\\! b _L

 

 

Fig. 7.--Graph indicating pre and post test record-
ings of group means on resting pulse count preceeding step
test.

The investigator also conducted a student "t" test
on the mean change between both groups based upon their pre
and post test results of the post exercise pulse rate taken
from one to one and a half minutes after the step test. The
mean post exercise pulse rate of the experimental group at
the initial test was found to be 51.88 pulse counts for the
thirty second period. The results of the retest showed the
mean pulse rate taken from one to one and a half minutes
after the step test to be 48.33 pulse counts. A mean dif-

ference of -3.54 pulse counts was indicated. The mean

40

difference represented a 6.83 per cent change. The mean

post exercise pulse rate of the control group at the pre-
test was 48.94 pulse counts during the one to one and a

half minute recording period following the step-test. The
findings of the retest revealed a mean pulse rate of 45.76
pulse counts. There was a mean loss of 3.18 pulse counts

for the thirty second period from one to one and a half min-
utes after exercise.' This represented a 6.94 per cent change
(see Figure 8). The student "t" test analysis of the mean

change between groups showed no significance (see Table I).

TABLE I.--Student "t" analysis of the mean difference between
the eXperimental and control group based upon their pre and
post test scores

 

 

 

Exp. Group Control Group
Mean Difference Mean Difference "t" of Mean
of Pre and Post of Pre and Post Difference
Test Test Test Between Groups

Sit-up 3.87 1.94 1.83
Push-up 5.12 1.55 2.64**
Pull-up 0.48 -l.29 15.12**
Leg change 5.90 -0.76 3.05**
Step test
Rest. pulse -0.70 ,'O°94 -0.20
30 sec. pulse 4
count after
one min. rest -3.54 -3.18 -0.25

 

*...
Significance at the .05 level.

**Significance at the .01 level.

41

 

 

 

a T1 T2
52 i 1"
51 i z
‘. f s
50: - g
t E i
49 , F__, .
Means 48 (\W
47 z Shaded - Control Mean
r , I Unshaded - Experimental Mean
46 :\d E T - Pre-test
\i , \1 T3 - Post-test
45 3 ~
m ; \
44 l. p_; K\

 

 

 

 

 

Fig. 8.—-Graph indicating pre and post test record-
ings of group means on recovery pulse rate following step
test.

This result was in agreement with Lowell,8 who con-
ducted a training program with college men in 1961. He did
find though that the subjects who participated in the limited
exercise program had a significantly lower pulse rate on the
post test than they had eXperienced on the pre-test.

Pull-ups.--The mean number of pull-ups for the ex-
perimental group increased from 3.69 on the pre-test to 4.17
on the retest, a mean gain of 0.48 pull-ups. This mean gain
resulted in a mean positive change of 13.18 per cent. The
mean number of pull-ups for the control group decreased from
5.26 pull-ups on the pre-test to 3.97 pull-ups on the retest,
which is a mean loss of 1.29 pull-ups or a negative change
of 24.46 per cent (see Figure 9). The author could cite no

apparent reason for this decrease. The mean difference

 

8Lowell, loc. cit.

42

between the experimental and control group was significant

at the .01 level (see Table 1, page 40).

 

 

6 T1 T2 Significance at .01 level
5 177
r ! ._
4 \\_ , .—4
Means \\T~E K\\ Shaded - Control Mean
3 , f \\ Unshaded - Experimental Mean
\\g I T - Pre-test
2 \l }\ g T3 - Post-test
" l
l f\_ \\ j

 

 

 

 

Fig. 9.--Graph indicating pre and post test record-
ings of group means on pull-up test.

Sit-ups.--The mean number of sit-ups for the exper-
imental group increased from 39.88 sit-ups on the pre-test
to 43.75 sit-ups on the retest. This was a gain of 3.87
sit-ups or a mean positive change of 9.72 per cent. The
mean number of sit-ups for the control group went from 42.12
to 44.06, which is a mean gain of 1.94 sit-ups. This was a
mean positive change of 4.60 per cent (see Figure 10). The
mean difference between the experimental group and the con-
trol group did not prove significant at the .05 level (see
Table I, page 40). This investigator's results are not in
agreement with Kistler.9 In a training program he set up
over an eight week period, Kistler found a significant
change in the number of sit-ups performed at the close of
the training program. Perhaps the difference between the

investigator‘s findings and those of Kistler can be

 

9Kistler, loc. cit.

43

attributed to the difference in intensity of the two train-

ing programs.

 

 

 

 

 

 

 

45 T1 T2
44 :—~
\.
4 3 ‘\\
42 '<:' \\‘
. \ ' \\
Means 41 k\ \g\
40 ,D.__, ":1 Shaded - Control Mean
\\ 1 “~ Unshaded - Experimental Mean
39 -. \ ~ T - Pre-test
\< ‘ T2 - Post-test
38 \
L ) '\
37 \. ' ._

 

 

 

 

Fig. 10.--Graph indicating pre and post test record-
ings of group means on sit-up test.

Push-ups.--The eXperimental group improved from a
mean score of 17.00 push-ups on the initial test to 22.12
push-ups on the retest. This was a mean gain of 5.12 push-
ups, or a mean positive change of 30.12 per cent. The con-
trol group changed from a mean of 23.06 on the pre-test to
a mean of 24.60 push-ups on the retest. This was a mean
positive change of 6.70 per cent and a mean gain of 1.55
push-ups (see Figure 11). The mean difference between the
groups was shown to be significant at the .01 level (see

Table 1, page 40).

44

 

 

i T1 T2
25;
24; S
23 '. , ‘
: Pj:1 6\\ Significance at .01 level
22‘ x i f'm
; \4 i\. 1
21 a ' §\\ i
; ’ ! i 1
Means 202 k R\§ E
\V '. \' f
19 R\ {\f ;
18f f‘: >\g E Shaded - Control Mean
5 t. F\§ ‘ Unshaded - Experimental Mean
17; {‘\*—1 : T2 - Pre-test
3 §,_ ‘ '\\g g T - Post-test
16‘ h\; 5 ? i
lsi & 1 xi J

 

 

Fig. ll.--Graph indicating pre and post test record-
ings of group means on push-up test.

Leg changes.--The eXperimental group performed a
mean number of 43.87 leg changes on the pre-test and in-
creased the mean score to 49.77 leg changes on the retest.
This was a mean gain of 5.90 leg changes and a mean positive
change of 13.46 per cent. The mean score of the control
group on the initial test was 46.94 leg changes. 0n the
retest their mean score decreased from 46.94 to 46.18, a
loss of 0.76 leg changes. This represented a negative mean
change of 1.61 per cent (see Figure 12). The student "t"
analysis of the mean difference between the eXperimental and
control group showed this mean difference to be significant

at the .01 level (see Table 1, page 40).

45

 

 

1 2
T T
50 ___
49
I Significance at .01 level
48:
47 -17
\\\
Means 46 \N \§3
45 “‘3 \\ Shaded - Control Mean
\\ Unshaded - EXperimental Mean
44 \\ \\\ T - Pre-test
‘w \\\ T2 - Post-test
43 \
.2 \

 

 

 

 

 

 

 

 

Fig. 12.--Graph indicating pre and post test record-
ings of group means on leg change test.

Summary

The eXperimental group exceeded the control group
in mean change on every test except the resting and post ex-
ercise pulse rates recorded on the step test. Based on mean
change, the experimental group was significant at the .01
level on the pull-ups, push-ups, and leg changes. On the
sit-up test the eXperimental group showed a mean gain of
3.87 sit-ups, which was slightly higher than the control
group mean improvement of 1.94 sit-ups. This mean change
was not found to be significant at the .05 level of accept-

ance .

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

In this study it was the author's intent to show
the effects of a selected progressive exercise program on
the muscular endurance and circulo-respiratory fitness of
eighth grade boys from East Lansing Junior High School,

East Lansing, Michigan. The problem consisted of three
objectives: (1) to determine if a series of progressive
exercises would significantly increase the muscular endur-
ance of the arms, abdomen, and legs; (2) to determine if the
circulo-reSpiratory fitness would be Significantly increased;
and (3) to determine if a progressive exercise program con-
sisting of six minutes of exercise four days a week for a
period of eight weeks would be sufficient to significantly
change the muscular endurance and circulo-respiratory fit-
ness of the boys tested.

The eXperimental group of thirty-five boys received
the selected progressive exercise program. The control
group, also consisting of thirty-five boys, received no
exercise program. All the subjects were tested on five
items before and after the training program. These five
items were pull-ups, sit-ups, push-ups, leg changes and

step test. The results of these tests were analyzed using

46

47

the student "t" test to determine significance.l

Conclusions

As a result of the statistical analysis of data, the
investigator has drawn the following conclusions:

1. The eXperimental group showed a significant in-
crease over the control group on the pull-up test. The mean
change between the eXperimental and control group was sig-

' nificant at the .01 level.

2. The subjects who participated in the experimental
group Showed a significant increase on the push-up test over
the control group. This increase was shown to be significant
at the .01 level.

3. The analysis of the mean change between the
experimental and the control group on the leg change test
showed this mean change to be significant at the .01 level.

4. Although the eXperimental group had a mean posi-
tive change of 9.72 per cent as compared to the control
group's mean positive change of 4.60 per cent on the sit-up
test, this change did not prove significant at the .05 level.

5. The mean change between the eXperimental group
and the control group on the resting pulse rate showed that
the change was not statistically significant.

6. The student "t" test analysis on the mean dif-
ference between both groups based upon their pre and post

test results of the post exercise pulse rate taken from one

 

1Hoei, loc. cit.

48

to one and a half minutes after the step test showed no
significance.

7. The eXperimental group showed significant mean
differences on every test except the sit-ups and the rest-

ing and post exercise pulse rates recorded on the step test.

Recommendations

 

It is the author's Opinion that the results of this
study show the benefits which may be derived from this type
of program. Although significance was not shown in all of
the tests, it was indicated on three of the five tests em-
ployed. The following are recommendations which the author
feels merit some recognition and thought on the part of any-
one who may attempt a similar study.

1. The training period should extend to at least
ten weeks. A longer training period should Show significance
on the sit-up and step tests.

2. If possible, the outside activities of the sub-
jects should be controlled as much as possible. The author
had no feasible control over this variable in the present
study.

3. If possible, the two groups involved should be
matched and paired off. This should be done according to
previous test scores on similar exercises. If possible
they should also be matched according to age, height, and
weight.

4. In order to determine rate of progression and

49

deve10pment, additional testing periods should be estab-

lished at intervals during the training program.

BIBLIOGRAPHY

Books

American Association of Health, Physical Education, and
Recreation. American Association of Healthl_Physical
Education, and Recreation Youth Fitness TESt Manual.
1201 SiXteenthiStreet, NIWT,'WaShington 6, DTCC,—i958.

Bureau of Naval Personnel, Training Division, Physical
Section. Physical Fitness Manual for the United States
Navy. Washington, DI CI:FGOvernment Printing Office,

Clarke, H. Harrison. Application of Measurement to Health
and Physical Educainn. Englewood Cliffs, New Jersey:
Prentice-Hall, Inc., 1959, p. 222.

Department of the Army. Department Of the Army_Field
Manual PM 21-20, PhysiEal'Trainin . Washington, D.C.:
Government Printing Office, 19 .

Hoel, Paul G. Introduction to Mathematical Statistics.
New York: John Wiley ETSOns, Inc., 1954, pp. 227-228.

Kvaraceus, William. The Community and the Delinquent.
New York: World BoOk COmpany, 1954, p. 321.

President's Council on Youth Fitness. Youth Physical
Fitness. Washington, D.C.: Government Printing
Office, July, 1961.

 

Royal Canadian Air Force. SBX Plan for Physical Fitness.
Ottawa: Queen's Printer and Controller OfWStationary,
1962.

Periodicals

 

A Statement by a Joint Committee of the American Medical
Association and the American Association of Health,
Physical Education, and Recreation. "Exercise and
Fitness," Journal Of Health) Physical Educationy_and
Recreation,‘XXIX TApril, 1958), pp. 40-43.

Bookwalter, Karl W. "Further Studies of Indiana University
Motor Fitness Index," Bulletin of the School of Education,
Indiana University, XIX] NO. SCTSeptember, 1943).

 

50

51

Brouha, L. "The Step Test: A Simple Method of Measuring
Physical Fitness for Muscular Work in Young Men,"
Research Quarterly, XIV (March, 1943), pp. 31-36.

 

Cogswell, R. C., C. R. Henderson and G. H. Berryman.
"Effects Of Training on Pulse Rate, Blood Pressure,
and Exercise in Humans Using the Step Test," American
Journal Of Physiology, CXLVI (February, 1946), pp. 422-
430.

 

Durnin, J. U. G. A., J. M. Brockway and H. W. Whitcher.
"Effects of a Short Period of Training of Varying
Severity on Some Measurement of Physical Fitness,”
Journal of Applied Phypiology, XV (January, 1960),
pp. 161-165:

Howell, Maxwell L., and W. R. Morford. "Circuit Training,"
Journal of Health, Physical EducationL and Recreation,
XXII'(November, 196I71 pp. 33-34.

Kistler, J. W. "A Study of the Results of Eight Weeks of
Participation in a University Physical Fitness Program
for Men," Research Quarterly, XV (January, 1944), pp.
23-28.

Kraus, Hans, and Ruth P. Hirschland. "Minimum Muscular
Fitness Tests in School Children," Research Quarterly,
XXV (May, 1954), p. 178.

Lowendahl, Evelyn. "Muscle DeveIOpment in Athletic Training,“
American Association for Health, Physical Education, and
Recreation Journal} XXI (June, 1950), pp. 331-332.

Michael, Ernest D., and Arthur Galleon. "Periodic Changes
in the Circulation During Athletic Training as Reflected
by a Step Test," Research Quarterly, XXX (October, 1959),
pp. 303-311.

Morehouse, Laurence. "A Threat to Fitness," Journal Of
Health, Physical Education, and Recreation, XXVII
(September, 1958), p. 20.

Mohr, Dorothy. "The Measurement of Certain Aspects of the
Physical Fitness of College Women," Research Quarterly,
XV (December, 1944), pp. 340-349.

Montoye, H. "Inter-relation of Maximum Pulse Rate During
Moderate Exercise, Recovery Pulse Rate, and Post Exer-
cise Blood Lactate," Research Quarterly, XXIV (December,
1953), pp. 453-458.

Phillips, Marjorie. "Study of a Series of Physical Education
Tests by Factor Analysis," Research Quarterly, XX (March,

52

Schneider, E. C. "A Cardiovascular Rating as a Measure
of Physical Fitness and Efficiency," Journal of the
American Medical Association, LXXIV, NO. 5'(May—29,
1920), p. 1507. '

 

Sloan, A. W. "Effects of Training on Physical Fitness of
Women Students," Journal Of Applied Ppysiology, XVI
(January, 1961), pp. 167-169.

Statement prepared and approved by the 100 delegates to the
American Association of Health, Physical Education, and
Recreation Fitness Conference, September 12-15, 1956,
Washington, D.C., Journal of Health, Physical Education,
and Recreation, XXVII (November, 1958)} pp. 7-9.

Tuttle, W. W. "The Use of the Pulse-Ratio Test for Rating
Physical Efficiency," Research Quarterly, 11 (May, 1931),
p. 5.

Walters, Etta. "Effects of Prescribed Exercise on Physical
Efficiency of Women," Research Quarterly, XXIV (March,
1953), p. 102.

 

Wedmeyer, R. A. "A Differential Analysis Of Sit-Ups for
Strength and Muscular Endurance," Research Quarterly,
XVII (March, 1946), p. 40.

Unpublished Materials

 

Lowell, Walter Smith. "The Effects of a Limited Exercise
Program on the Post Exercise Pulse Rate of Male College
Freshmen." Unpublished Ph.D. dissertation, Department
of Health, Physical Education, and Recreation, Michigan
State University, 1961.

APPENDIXES

APPENDIX A

DAILY EXERCISE RECORD

Name

 

Your Directions: Each day the conditioning program is
administered—record in the right square the number of times
you did each of the five exercises. Record the first level
of exercises in pencil. When you have completed all these
exercises in the allotted time, change to next level.
Second level should be recorded in blue pencil, third level
in red pencil.

Exercises:

1. Toe Touch 2. Sit-Ups 3. Back Lifts 4. Push-Ups
5. Run

Wk. Of Wk. Of Wk. of Wk. of

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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S6

PROGRESSIVE EXERCISE PROGRAM

First Level of Difficulty

Number and Exercise Maximum Number
Performed

l. Toe Touch . . . . . . . . . . . . . . . . 20

Standing, feet apart, arms overhead.
Bend forward, touch floor. Stretch
upward and step back. Repeat the next
time with Opposite foot.

2. Sit-ups . . . . . . . . . . . . . . . . . 20

Lie on back, hands on thighs. Curl
head and shoulders and look at heels.
Return. Repeat.

3. Back Lifts . . . . . . . . . . . . . . . 25

Lie on face. Lift head and Opposite arm
and leg. Repeat next time with other arm
and leg.

4. Push-ups . . . . . . . . . . . . . . . . 15

Hand-knee rest. Keep body straight from
knees and touch chin to floor by bending
elbows. Push up to starting position.

5. Run-jump . . . . . . . . . . . . . . . . 150

Run in place. Lift feet four inches from
floor. Every fifty steps (count one step
each time left foot touches floor) do 10
scissor jumps. Repeat sequence until
number of steps is done.

57

PROGRESSIVE EXERCISE PROGRAM
Second Level of Difficulty

Number and Exercise Maximum Number
Performed

l. Toe Touch . . . . . . . . . . . . . . . . 20

Same position. Bend forward touch
floor outside left foot, between
feet, outside right foot. Stretch
upward and step back. Repeat the
next time with Opposite foot.

2. Sit-ups . . . . . . . . . . . . . . . . . 20

Lie on back, arms overhead, swing arms
forward and curl up and touch toes.
Return. Repeat, next time and touch
left foot. Next time touch right foot.
Then repeat sequence.

3. Back Lifts . . . . . . . . . . . . . . . 35

Lie on face, hands clasped near low
back. Lift head, shoulders and both
legs off floor. Thighs must clear floor.

4. Push-ups . . . . . . . . . . . . . . . . 20

f

Hand-foot rest. Keep body straight and
touch chin to floor. Push away from
floor, anyway you can. Try to keep
body straight.

5. Run-jump . . . . . . . . . . . . . . . . 175
Same as before. But every 50 steps do

10 astride jumps with arm swing to
shoulder level.

58

PROGRESSIVE EXERCISE PROGRAM

Third Level of Difficulty

Number and Exercise

1. Toe Touch . . . . . . . . . . . . . . .

Same as before. But stretch upward
and back. Then stretch to left and
press. Next time stretch to right
and press. Repeat whole exercise.

2. Sit-ups . . . . . . . . . . . .

Lie on back, arms overhead, legs
straight. Swing arms and body up and
same time bring knees up (feet and
knees together). Touch fingers to
floor on opposite side of knees.
Return slowly to position.

3. Back Lifts . . . . . . . . . . . . . .
Lie on face, arms claSped back of

neck. Lift arms shoulders, legs and

head off floor. Return and repeat.

4. Push-ups . . . . . . . . . . . . . . . .
Same as before but keep body straight

coming down and going up.

5. Run-jump . . . . . . . . . . . . . .

Same as before but every 50 steps do
10 half squats with jump Off floor.

Maximum Number
Performed

30

60

75

40

400

APPENDIX B

60

 

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64

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wmscHucouII.>H mqw<H

 

 

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MICHIGAQ 5:14;:- cus'lxagzm
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COLLEGE OF EDUCATION

 

Dictwolf. 1963.
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