A STUDY T0 INVESTIGATE THE EFFECTWENEgs OF GUED‘ANCE PROCEEURES USED IN THE FOUNDATIONS QF F‘HYfiKAL EDUCATION COUR$E AT MiCl—HGAN STATE UNIVERSITY Thesis for H19 Degree 0? M. A. MICHEGAN STATE UNIVERSITY M. Pauline Ellis 1961 llglmug(MIMQHHILHIMMIA (will!!! i W W e, 9 t L I B R A R Y Michigan State University A STUDY TO INVESTIGATE THE EFFECTIVENESS OF GUIDANCE PROCEDURES USED IN THE FOUNDATIONS OF PHYSICAL EDUCATION COURSE AT MICHIGAN STATE UNIVERSITY by M. Pauline Ellis 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 Approved gflflmwfl/g ABSTRACT A STUDY TO INVESTIGATE THE EFFECTIVENESS OF GUIDANCE PROCEDURES USED IN THE FOUNDATIONS OF PHYSICAL EDUCATION COURSE AT MICHIGAN STATE UNIVERSITY by M. Pauline Ellis Statement of the Problem This study was concerned primarily with evaluating and improving the guidance procedures used in the Foundations of Physical Education program required of all freshmen women at Michigan State University. The objectives of this study were twofold: 1. To analyze course selections by determining the types of activities selected most often within the two year requirement, reasons for selections, reasons for substitutions of courses, skill level before and after taking the courses, factors influ- encing course selection, and the recommendations for improvement of existing guidance procedures and new activity offerings within the department, courses selected most often to be taken in junior and senior years and skills that college women should have upon graduation from college. To analyze leisure time activities by determining those that college women participated in most 2 Abstract M. Pauline Ellis frequently during their freshman and sophomore years, reasons for participation and with whom most often done, where done, and activities in which students desire more skill. The Source of Data A random sample of one hundred college women from the non—major required program at Michigan State University who were enrolled in the last term of their sophomore year were the subjects used. Each individual had been enrolled in the Foundations of Physical Education course as first term freshmen. Conclusions l. The ten courses in rank order that college women selected most often within the physical education two year requirement were: swimming, bowling, ice skating, tennis, social dance, Swedish gymnastics, golf, fencing, canoeing, and badminton. 2. In reference to the number of courses taken as originally planned: 20 per cent of the students took none they had planned, 30 per cent took one, 23 per cent took three, 12 per cent took four, and none took five. 3. The three reasons given most often for substitution of courses were registration difficulties, personal interest, and beneficial to the individual. 3 Abstract M. Pauline Ellis 4. The need for physical activity in academic life and the time of day were the two factors which affected the greatest per cent of students in selecting courses. Shower requirements and future place of residence were the two factors which least influenced the greateSt per cent of stu— dents in selecting courses. 5. The need to improve course enrollment procedures was the most common recommendation that the students gave for the improvement of existing guidance procedures. 6. The ten new course offerings which students sug- gested most often for inclusion into the two year physical education program with the reasons most often given were: horseback riding, sailing, water and snow skiing for social- emotional and recreational needs; gymnastics for acquiring greater skill; advanced dancing to improve the present course conditions; advanced Swedish gymnastics, modeling class, ballet, more theory,and personal weight reduction to meet personal physical needs. 7. Students recommended that college women upon grad- uation should have a practical level of skill in swimming, tennis, bowling, dancing, Swedish gymnastics, golf, badminton, ice skating, and foundations of physical education. The three reasons most often given for possession of such skills were for future use, social—emotional and recreational needs, and physical needs. 4 Abstract M. Pauline Ellis 8. The three common leisure time activities which stu— dents participated in most frequently during both their fresh- man and sophomore years of college were swimming, ice skating, and bowling. The remaining activities in order in which freshmen participated in the most were dancing, tennis, bicycling, softball, hiking and walking, horseback riding, and conditioning exercises. In order those in which sopho- mores participated in most often were dancing, snow activities, tennis, bicycling, hiking and walking, conditioning exercises horseback riding, and softball. 9. The total number of leisure time activities which college women participated in during their freshman and sophomore years of college were most frequently done in or on Michigan State University facilities and residences. lO. Over—all results of the study indicate that the guidance procedures could be improved by: a. devising some system of pre-enrollment for courses. b. planning of courses from term to term and not all at once for two years. c. planning areas for all course offerings for students to select their activities from, rather than five specific courses. C: / Abstract M. Pauline Ellis d. offering new and advanced courses by consid— ering the leisure time interests of college women. e. re-evaluating the factors we have devised for activity selection along with those the students consider most important. A STUDY TO INVESTIGATE THE EFFECTIVENESS OF GUIDANCE PROCEDURES USED IN THE FOUNDATIONS OF PHYSICAL EDUCATION COURSE AT MICHIGAN STATE UNIVERSITY by M. Pauline Ellis 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 1961 'i - \ ‘0‘ v v t R . 4 :‘ ’ ,u / 9/ I ' 1-4 5 ' /// Dedicated To My Mother ACKNOWLEDGMENTS The author is very grateful to her advisor, Dr. Janet Wessel, whose continuous patience and guidance made this study possible. Special thanks are also extended to the freshmen and sophomore women students who participated in this study, and to my roommates, Sharon Kruger and Carole Markhoff, for their faithful assistance in data tabulations. M.P.E. TABLE OF CONTENTS CHAPTER I. INTRODUCTION. Statement of the Problem. Need for this Study Source of Data . . . . . . Limitations of the Study. Definition of Terms Guidance . . Group guidance Foundations of physical education course Guidance card II. REVIEW OF THE LITERATURE. . . . . . . Literature on Guidance and Orientation Programs Literature on Guidance and Physical Education. . . . . . . . . . . Literature on Attitudes towards Physical Education and Activity Preferences Literature on Participation in Physical Activities and Recreational Interests III. DESIGN AND METHODOLOGY OF THE STUDY . The Method of Investigation-—Questionnaire Technique. . . PAGE U1 4‘: 4‘: 41‘ JE'UU U) ID U] 11 13 16 16 CHAPTER PAGE Selection of Subjects. . . . . . . . 17 Administration of the Questionnaire . . . 18 Tabulation Methods Employed. . . . . . 19 IV. ANALYSIS OF DATA . . . . . . . . . . 20 Personal Data on Subjects . .' . . . . 20 Age. . . . . . . . . . . . . 20 Residence. . . . . . . . . . . 20 Types of careers . . . . . . . . 21 Weight changes . . . . . . . . . 22 Objectives of the Study . . . . . . . 22 Activity Courses in the Physical Education Curriculum . . . . . . . . . . 24 Courses selected most often within the physical education two year require- ment with reasons for selections . . 25 Courses taken as planned by students for the two year requirement . . . . . 25 Skill level before and after taking courses. . . . . . . . . . . 28 Activities in which more skill is desired m0st often and reasons most often given 31 Factors influencing course selections . 31 Factors influencing course selections personally. . . . . . . . . . 35 Recommendations for improvement of existingguidance procedures . . . . 36 vi CHAPTER PAGE Recommendations for new activity offer— ings within the physical education curriculum with reasons. . . . . . 36 Courses selected most often to be taken in junior and senior years with reasons 39 Activities one should have a practical level of skill in upon graduation with reasons . . . . . . . . . . . 39 Analysis of Leisure Time Activities of Freshmen and Sophomore College Women . . Al Leisure time activities of freshmen women in college . . . . . . . . . . A1 Leisure time activities of sophomore women in college . . . . . . . . AA Leisure time activities in which college women most often desire more skill in . A6 With whom all leisure time activities are participated most often. . . . . . A6 Where all leisure time activities are participated in most often. . . . . A8 Reasons for participating in all recrea— tional activities most often . . . . A8 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . 50 Summary. . . . . . . . . . . . . 50 Conclusions . . . . . . . . . . . 51 Recommendations for Further Study . . . . 55 vii CHAPTER PAGE BIBLIOGRAPHY. . . . . . . . . . . . . 56 APPENDICES . . . . . . . . . . . . . 60 APPENDIX A-—LETTERS. . . . . . . . . 61 APPENDIX B--QUESTIONNAIRE. . . . . . . 65 APPENDIX C——TABLE CODE FOR RESPONSES . . . 67 LIST OF TABLES TABLE PAGE I. Residence of College Women (home and university) in the First Two Years of College. . . . . 21 II. Per Cent of College Women Planning Different Careers in the First TWO Years of College . . 23 III. Weight Changes Among College Women in the First Two Years of College . . . . . . . . . 2A IV. Ten Courses Most Often Selected with Reasons for Selection Among College Women Within the Physical Education Two Year Requirement. . . 26 V. Rank Order of Five Suggestions Most Often Given Among College Women for the Improvement of Guidance Procedures in the Two Year Physical Education Required Program . . . . . . . 37 VI. Ten Course Offerings Most Often Indicated Among College Women to be Included New into the Two Year Physical Education Program . . . . . 38 Till. Rank Order of Reasons Most Often Given Among College Women for the Inclusion of the Ten New Course Offerings into the Two Year Physical Education Program . . . . . . . . . . 38 VIII- Eight Courses Selected Most Often Among College Women to be Taken During Their Junior and Senior Years. . . . . . . . . . . . AO ix TABLE PAGE IX. Rank Order of Reasons Among College Women for Taking Courses During their Junior and Senior Years. . . . . . . . . . . . . . AO X. Ten Leisure Time Activities Participated in by College Women 1-2 Hours Per Week During the Freshman Year With Reasons for Partitipation and With Whom . . . . . . . . . . . A3 XI. Ten Leisure Time Activities Participated in by College Women 1-2 Hours Per Week During the Sophomore Year With Reasons for Participation and With Whom . . . . . . . . . . . A5 XII. Ten Leisure Time Activities Participated in by College Women in Which They Indicated a Desire Most Often to Possess More Skill In . A7 XIII. Rank Order of Person or Persons With Whom College Women Most Often Participated With In All Recreational Activities During the Freshman and Sophomore Years . . . . . . A7 XIV. Rank Order of Place or Places Where College Women Most Often Participated In All Recrea- tional Activities During the Freshman and Sophomore Years . . . . . . . . . . A9 XV. Rank Order of Reasons Given Among College Women for Participating in Recreational Activities During the Freshman and Sophomore Years . . A9 LIST OF FIGURES FIGURE PAGE 1. Percentage of Courses Taken as Planned by Students for the Two Year Requirement. . . . 27 2. Rank Order of Reasons Given by Students for Substituting Courses for Those Originally Planned. . . . . . . . . . . . . . 27 3. Per Cent of Skill Before and After Taking a Course as Subjectively Rated by Students. . . 29 A. Per Cent of Students Who Indicated that They Desire More Skill in the Ten Courses Selected Most Often. . . . . . . . . . . . . 32 5. Reasons Most Often Given by Students for Desiring More Skill in the Ten Courses Selected Most Often. . . . . . . . . . 32 6. Subjective Rating of Knowledge of Factors that Influenced Course Selections. . . . . . . 33 7. Ten Activities Indicated Most Often by Students in Which College Women Should Have a Practical Level of Skill in Upon Graduation . . . . . A2 8. Reasons Most Often Given by Students for College Women to Have a Practical Level of Skill in Ten Activities Upon Graduation . . . . . . . A2 CHAPTER I INTRODUCTION Physical education is a vital part of American education and should contribute materially to the life of every person. All education is concerned with giving people an opportunity to develop their abilities. It is evident that the students, being educated today along with the rest of our population, are provided with the comforts of modern living and inventions which lead to more physical inactivity in our push—button culture. It is necessary, therefore, that each individual should select appropriate recreational activities which will allow them to maintain a recommended level of physical condi- tion or fitness. In consideration of the value that may be derived from a program of physical activity, it is desirable to indicate the role of skill learning. Development of various skills appear as essential components to the well-rounded personality. Ability should be developed in physical activities which most adequately meets each individual's personal needs. Through careful self-evaluation, one should determine a suitable activity pattern for participation according to their own physical, emotional, and social needs. 2 Guidance in physical education should help each pupil to derive the greatest possible benefits from his total school and life experiences. In any physical education program that exists within an educational system there is a certain amount of guidance involved also. Physical educators are constantly utilizing both individual and group guidance procedures in an effort to aid their students in understanding themselves both physically and mentally so that they may solve their problems and develop their potentialities. Statement of the Problem This study was concerned primarily with evaluating and improving the guidance procedures used in the Foundations of Physical Education program required of all freshmen women at tate University. U) .gan LJ. Mich The objectives of this study were twofold: 1. To analyze course selections by determning the types of activities selected most often within the two year require— ment reasons,for selections, reasons for substitutions of courses, skill level before and after taking the courses, factors influencing course selection, and the recommendations for improvement of existing guidance procedures and new activity offerings within the department, courses selected most often to be taken in junior and senior years, and skills that college women should have upon graduation from college. 2. To analyze leisure time activities by detenmining those that college women participated in most frequently during their freshman and sophomore years, reasons for participation and with whom most often done, where done, and activities in which students desire more skill. The Need for This Study Within the past few years there have been many interesting references made concerning the actual guidance responsibilities of physical education teachers. Favorable outcomes which relate to problem solving and adjustments have been reported as direct results of guidance provided by physical educators to their students. The ultimate value of guidance techniques employed in physical education and their effectiveness have never been thoroughly evaluated and studied. It is the author's attempt, therefore, to evaluate the guidance procedures used in relation to the guiding of college women in the selection of appropriate physical edu— cation courses. From the results of this study it is hoped that there will be significant indications as to the value of the guidance methods employed by the Foundations of Physical Education staff at Michigan State University. The Source of Data A random sample of one hundred college women from the non-major required program at Michigan State University who were enrolled in the last term of their sophomore year were the subjects used. Each individual had been enrolled in the Foundations of Physical Education course as first term fresh- men. Limitations of the Study The limitations of the present study were two: (1) self-rating methods were utilized by all subjects to provide the data requested, and (2) in some cases the guidance cards that recorded the selection of activities were not reviewed periodically and kept up to date. Also, some were completed incorrectly by the students initially. Definitions of Terms Used Guidance. The process of helping students to assess their abilities and liabilities and to use that effectively in relation to selection of proper activities. The process of instructional techniques employed to aid the individual in securing the knowledges and skills needed in making adequate choices, plans, and interpretations essential to satisfactory adjustment in a variety of physical . . . l acthltles. Group guidance. Procedures involving group activities within each class related to the ongoing development of the individual, leading to self-knowledge and self-direction in making realistic and intelligent activity choices, plans for leisure, and body adjustments.2 lGlenn E. Smith, Principles and Practices of the Guidance Program (New York: The Macmillan Company, 1951),p.5. 2Margaret E. Bennett, Guidance in Groups (New York: McGraw—Hill Book Company, Inc., 1955), p. 2. Foundations of physical education course. A course designed to acquaint the student with the fundamentals of movement and the basic concepts of physical education. Guidance card. A card that maintains a record of the student's progress in physical education course selections and participation in recreational activities. CHAPTER II REVIEW OF LITERATURE Literature on guidance and Orientation Programs The student who is provided with a basic orientation course upon entrance into a new level of educational learning may be guided in many ways. It was stated in the early history of guidance in 1926 that we as teachers should have a primary aim. This should be to help the student live better, to strengthen her individual physical and mental activities which are strong forces in development, as well as to give her, as an individual, the necessary equipment for co—partnership with others.1 Orientation courses for new college students have been designed similar to the course involved in this study. An evaluation of an orientation course in 1937 at a four-year junior college was conducted by using control groups with no orientation to compare with experimental orientation groups.2 lMabelle B. Blake, Guidance for College Women (New York: D. Appleton and Company, 19267, p. 6A. 2Margaret E. Bennett, "An Evaluation of an Orientation or Group Guidance Program in a Four-Year Junior College" (un- published Doctoral dissertation, School of Education, Stanford University, Stanford, California, 1937). Comparison of orientation and non-orientation groups with respect to participation in student and recreational activi- ties, leadership, and social and physical adjustment, as measured by ratings over a two-year period, consistently favored the orientation group. Freshman Week programs did not show as large gains concerning various aspects during the student's college life as did those orientation programs dealing with problems studied more systematically with text and reference materials under guidance of instructors or counselors. In l9A2, Nelson reported the results of his evaluation of the effectivenesS of orientation at fourteen colleges.3 Students who were enrolled in well-organized orientation programs scored better on tests given which in some part measured attitudes and personality and health. The importance of guidance for appropriate activity selections was indicated in 19A3. At this time the Council of Guidance and Personnel Associations recommended that orientation courses be provided in high schools and colleges with one of the objectives being to provide an awareness of L; the importance of physical fitness and social hygiene. 3Erland Nelson, "The Effectiveness of Freshman Orienta- tion at Fourteen Colleges," School and Society, 55:138-139, January 31, 19A2. 21LBennett, op. cit., p. 30. Bookman in 19A8 noted in tracing the history of the orientation movement that orientation courses as indicated by a survey in the late forties including 1AA institutions, had not changed much as to the content during the past thirty years. A major topic included in more than 50 per cent of the college orientation courses in this survey was proper selections of recreational and extracurricular activities. Favorable methods of instructional techniques were suggested by Arbuckle in 19A9.5 An investigation was con- ducted to compare directive and nondirective techniques in a course in personal adjustment at the School of Education, Boston University. Checks on adjustment before and after the course by two adjustment inventories yielded superior gains for the students in the nondirective group. Literature on Guidance and Physical Education Members of the physical education staff at the Uni— versity of Illinois in l9AO, headed by Stafford, devised procedures for guiding students in selection of physical education activities in the required program and for later life.6 Students were classified on the basis of their func- tional strength by administration of the Larson "Chinning, 5Dugald S. Arbuckle, "College Experiment in Orientation,’ Occupations, The Vocational Guidance Journal, 28:112-117, November, 19A9. 0George T. Stafford, "Guidance in Required Physical Education," The Researchgguarterly, 12 (May, 19Al), pp. 278— 292. 9 Dipping, and Vertical Jump" test. The total results obtained for each individual were used in an effort to guide each in activity selection which would improve any weaknesses. Individual conferences were held with those scoring in the lower 25 per cent. Students who had participated in less vigorous activities were not lacking in functional strength as compared to the average student, but those engaged in vigorous activity courses possessed a higher degree of func- tional strength than for the average. It is indicated that functional strength is only but one of many factors which must be considered in guiding the total personality in physical education. Other factors to be included are: (1) academic status, (2) health examination record, (3) health habits, (A) social integration, (5) per— sonality traits, and (6) vocational choice. The student’s interest for participation in a certain activity should also be given due consideration. The author emphasized not the development of muscles, but instead, the contributions physical activities should make to the prepared- ness of the total personality. In 1956, Jaeger and Slocum, through the use of a ques- tionnaire, determined the number and kinds of student problems encountered by secondary physical education teachers in 7 Minnesota. The detailed findings of the survey suggested 7Eloise M. Jaeger and Helen M. Slocum, "Physical Edu— cation Teachers‘ Contributions to Guidance in Minnesota Secondary Schools,” The Research Quarterly, 27 (March, 1956), pp. 23-31. 10 that: (1) students do come to their physical education teacher with a great variety of personal problem , (2) prob- lems involving health and physical development, personal, ocial, and emotional development, and social and recreational (1.: life constitute the more important areas; (3) a large percen- chers participate in various 9) tage of physical eiu :.ation te forms of formal guidance activities which include that of being members of indiviuio- case :onferences, special com- mittees, carrying of advisory functions, and partial respon— sibility for the psychological testing program. It is recommended that teachers of physical education understand their L.r tion in aiT ng students with their prob- lems, be able to recognize when the service of the school 3).. guidance specialist is nee ed, and when and how to direct pupils in need of expert O Imamgm muzoua£H binned EH» 3 an. 2&5 3 238 Eggs QB». £59m. 3.5.39.5 323E . 323a. 2» 59% 5 as» $3? .32 BB. Anomnnaoo no dogwooaon you «Hump a uoanducro .hw .3 .am .9 .mm .HN .ON .0H .5H ‘un. 1GENERALSECTION 1. ‘What other activity courses do you.think should be in the physical education curriculum? Please list and indicate the reasons you believe they should be included in the University program. Activities Reason for Inclusion 2. Do:you plan to elect and enroll in any physical education courses during your Junior and senior year>here at Michigan State University? If so. please list and indicate your reasons. Act. in Jr. year Reason for taking Act. in Sr. tear Reason for taking 3. 'What influenced you the most in selecting your physical education activities? List three of the most influential factors that applies to you personally. uh. I ._.. -3- a. What would you recommend to improve the techniques or guidance used in aiding you personally in selecting activity courses! 5. What specific physical activities do you think girls should have a practical level of skill in when they graduate from this University? mama w you believe they should have these. APPENDIX C-—TABLE CODE FOR RESPONSES TABLE CODE FOR QUESTIONNAIRE RESPONSES Place of Residence Dorm' Sorority Home Room or Apartment JE'WIDi-J Home Residence Michigan Ohio Illinois Washington, D. C. Indiana W. Africa New York Pennsylvania Quebec Connecticut OKOCDNQWL’WIUH Indicate Years ligight Gain-—indicate no. Loss——indicate no. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 4o. 41. 42. 43. 44. 45. KOCDNmUl-ITUOTDH 69 ACTIVITY CODE Adapted Physical Education Archery (Field) Archery Target) Badminton Basketball Bowling Canoeing Dance-- contemporary folk social square tap Developmental Activities Fencing Field Hockey Fly and Bait Casting Foundations of Physical Education Golf Gymnastics Horseback Riding Hunter Safety Ice Skating (advanced) Leisure Time Activities (ping pong) Poise, grace, posture (good) Sailing Skiing—-water and snow Softball Spectatorship--knowledge of major sports Swedish Gymnastics-—figure control and improvement; exercises for general physical fitness; sound conditioned body, physical conditioning exercises. Swimming--beginning intermediate advanced life saving diving synchronized water safety instructor Team Sports--spring; lacrosse Tennis Volleyball Not necessary to have skill; none specifically Depends upon individual; only activity they enjoy All activities; various; well-rounded One sport Camp counseling Soccer Physical Fitness 70 Reasons (for originally taking course) 1. NS -- new skill 2. IS —— improve skill 3. PC -- physical condition REASONS FOR SUBSTITUTIONS 1. Registration closed sections registered late convenient time schedule conflict; changed mind course not offered in particular term; not scheduled planned but taken in different order-~already took planned course 2. Course Requirements a) course content and outside work expensive lack of equipment season and wet hair facility location too far (DCLOU' 3. Beneficial to Individual a; for major or job; certification b physical condition (figure) health reasons 0) more beneficial than course originally planned extra credit raise academic average had to repeat A. Acquisition of Skill and Personal Interest new course new skill new interest desire to improve skill previously enjoyed before enrollment enjoyed previous course in same area 5. Influence of Contemporaries friends taking it parental force unfavorable reports of course and instnictor favorable reports of course and instructor SKILL LEVEL 1 ........... S highly skilled or competent to play in organized competition 2 ........... P practical level of skill 3 ........... N novice level A ........... B beginner's level 5 ........... 0 no skill l ........... Yes 2 ........... Maybe No FACTORS INFLUENCING COURSE SELECTIONS 1. Very much 2. Much 3. Somewhat 4. Little 5. None 71 l. 2. 3. A. 5. 72 REASONS--—YES BELIEVE THEY HAVE ENOUGH SKILL IN ACTIVITY Social——Emotional and Recreational Needs social reasons; adequate for entertainment interest; meets it; enjoyment serves purpose feel confident playing; acquired it enough for own needs; participation Skill Level can perform adequately; sufficient skill and knowledge reached skill level capacity competition participant easy activity skill not necessary only knowledge made great improvement experience and achievement in activity constant practice good instruction Physical Needs use for exercising participate frequently; maintain activity don‘t participate frequently lack of facilities Negative Attitude Toward Activity no interest; didn't like it wasted course dislike of instructor Future Use adequate to teach no future use l. 2. 3. At. 5. 73 REASONS—-—MAYBE, NO BELIEVE THEY DON'T HAVE ENOUGH SKILL Social-Emotionaland Recreational Needs to compete with friends enjoyable; fun; pleasure personal satisfaction; not enough no interest challenge acquired confidence uneasy feeling; lack of confidence relaxation social reason and recreational popularity environmental more fun when skilled more for safety, enjoyed class Skill Level desire to perform well; lack of skill and knowledge acquire more; practical level of skill desire to improve; room for need practice; more time no possible application of skill learn variation no previous experience Physical Needs physical fitness; condition; maintenance; flexibility endurance exercise health factor Course Failings not enough individual help-~instructional methods not enough time to develop skill; not enough accomplished no class instruction; no improvement unqualified to teach too large a class Future Use question future use aid to career and job desire to use for future to teach O\U‘|J:‘UUI\)H 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 74 LEISURE TIME ACTIVITIES PARTICIPATED IN Acrobatic club; trampoline; tumbling Archery Badminton Basketball Bicycling Boating: canoeing sailing rowing Conditioning exercises Dancing (ballet) Fencing Fishing—-ice Gardening: fruit picking hauled rock hoeing Golf; miniature Hiking; walking; running Horseback Riding Hunting; shooting (skeet and trap) Ice Skating Leisure Time Activities: card playing games kite flying ping pong playing piano reading singing spectator cracking bullwhip Roller Skating Snow Activities (winter activities) skiing; sleding; sliding; snow frolicing, tobogganing Social Functions Softball; baseball Swimming: diving life saving skin diving synchronized Tennis Touch Football Water Skiing Bowling Volleyball 1. ACTIVITIES DONE WITH WHOM MOST OFTEN Friends friend anyone girl friend camp staff campers roommate members of dorm Sorority Team Date coed group boy friend fiance Club Group church ski sailing dancing class-—ballet Family Members parents brother sister father relative nephews Self 75 76 ACTIVITIES DONE WHERE THE MOST OFTEN 1. Place of Residence (off campus) home bed camp cottage friend‘s 2. M. S. U. Campus Facilities and Residences dorm; i.e., room and outside demon. hall golf course ice rink Jenison Landon field classes sorority house Men's I.M. pool tennis courts Union Building (alleys) Women‘s I.M. (gymnasium) 3. Off Campus Facilities (commercial) ranch resort country club ski resort areas dance studio 4. Off Campus in Community and Groups church city, i.e., Lansing, Chicago sports club social functions (i.e., parties, frat.) to town to work neighborhood dance--social, square 5. Outdoor Environment Off Campus lake; river; creek; ocean; beach off boat woods; hills; mountains parks courtrj] 77 REASON FOR OR WHY DID YOU PARTICIPATE MOST OFTEN IN THESE ACTIVITIES Social—Emotional and Recreational Reasons interest of friends; companionship date; meet new people study break; class preparation; to think recreation fun; pleasure; enjoyment; excitement tan Skill Level acquire skill improve skill practice equipment available Physical Needs exercise; physical fitness and condition; endurance figure; weight control activity necessary to get somewhere (i.e., outdoors, home) transportation Competition intramurals fun and support dorm or sorority team league Future Occupational Benefits money instructor camp counselor job DO YOU DESIRE MORE SKILL OR DO YOU HAVE ENOUGH IN THIS ACTIVITY? l. More 2. Enough 78 COURSES THAT SHOULD BE BUT NOW ARE NOT INCLUDED IN THE PHYSICAL EDUCATION PROGRAM AT MICHIGAN STATE UNIVERSITY KOCDNQU‘I-tWIDH None; adequate; well—rounded program Advanced Swedish Gymnastics Advanced Dancing Advanced Bowling Bicycle Riding Bridge and Knitting Camping Elementary Ice Skaing Dance; ballet Dance; modern jazz Horse Back Riding Modeling; class-—poise More of popular classes More Gymnastics and Apparatus; tumbling and acrobatics; trampoline More theory——cont. of Foundations of Physical Education More Lacrosse and Soccer Personal Weight Reduction; figure trimmer Roller skating Sailing Skiing—-water and snow Touch Football Track and Field Wrestling 79 REASONS TO INCLUDE ACTIVITIES THAT ARE NOT NOW IN THE PHYSICAL EDUCATION PROGRAM AT MICHIGAN STATE UNIVERSITY Social—Emotional and Recreational Needs relaxation activity interest of many on campus; popularity challenge fun; pleasure; enjoyment appreciation of environment Skill Level improve and perfect skill learn skill knowledge; understanding Physical Needs physical condition; fitness; agility; movement poise and polish Improve Present Course Conditions present course not adequate; too fast in place of adapted physical education courses not scheduled in right terms and not enough of each only for majors available facilities Future Use carry—over value job preparation SO REASONS FOR TAKING COURSES AFTER COMPLETION OF TWO—YEAR REQUIREMENT AT MICHIGAN STATE UNIVERSITY Social-Emotional and Recreational Needs relaxation interest; enjoyment to hunt Skill Level to learn new skill to improve skill Physical Needs physical condition; fitness; activity; endurance exercise weight loss Registration need the credit unable to take before the Junior year Future Use certification job knowledge for future use 81 INFLUENTIAL FACTORS AFFECTING THE SELECTION OF COURSES WITHIN THE TWO—YEAR REQUIREMENT l. Social—Emotional and Recreational Needs social pressure to make new friends coed sections relaxation release of tension interest; like of activity enjoyment; fun; satisfaction derived 2. Skill Level to learn skill to improve skill to acquire more knowledge of activity; derive benefits previous individual skill possessed previous experience; familiarity; ability 3. Physical Needs physical fitness; condition; exercise; endurance active activity improve posture and general appearance to lose weight; figure correction; diet control A. Course Benefits and Requirements time and place offered; season changing clothes; costume required possible grade; acquisition of friend's recommendations friends taking it liked instructor; and class type possession of necessary equipment 5. Future Use carry-over values aid to minor job consideration of minor 6. Registration difficulties; schedule that fit in required HFJ MFJ 13. 19. 20. F" OKOCIDNQ W EWMH 82 RECOMMENDATIONS FOR IMPROVEMENT OF GUIDANCE TECHNIQUES No suggestions. Adequate guidance obtained. No guidance ever given by instructor. No guidance is necessary; people know what they want; leave it up to individual. Offer more sections of popular courses and eliminate some others. Offer popular courses over greater time range at registration. Improve registration; makes guidance efforts futile. Devise pre—enrollment plan. Substitute winter swim classes with others. Make for Freshmen--general orientation booklet or outline with course descriptions. Better explanation of course contents. More personal student-instructor relationshipl individual interest in student and treat as just a number. Spend more time and guide more as individuals and in activities to meet individual problems and interests. Individual conference to ais in selection or small group conferences. Better guidance in use of activities to meet particular interests, i.e., career, future location, later life. How to select beneficial exercises for later life; use films and group discussions. Indicate values derived from well-rounded program of activities—-give encouragement and indicate the pleasure and benefits to be acquired. More assistance in determining own skill level in various activities. Opportunity to try various skills before selection. Spend longer time on guidance in Foundations and visit various classes to have ideas of what is included in the various courses. Distribute guidance cards at the end of every term. Change grading procedure. 0) (J0 PHYSICAL ACTIVITIES ONE SHOULD HAVE A PRACTICAL LEVEL OF SKILL IN UPON GRADUATION Refer to original activity code. REASONS WHY ONE SHOULD HAVE A PRACTICAL LEVEL OF SKILL IN ACTIVITIES Social—Emotional and Recreational Needs relaxation sound mental state enjoyment; for role as spectator need all—around education; be well—rounded to meet interests and abilities (now and for future) popular recreational; leisure time activity; with friends Skill Level knowledge Physical Needs keep physically fit; trim; good health; physical condition; control-—improvement figure knowledge of self and ability to correct and maintain exercise poise, confidence, appearance None Stated Future Use carry-over value; value at any age; recreational benefits for lifetime good family activity; participate with children to teach own children safety of self and others competition 1.3;: emf é}: 5A. 90 4444444