—J L _. § § ~ —_ § —_ ‘ § ~ § * § ‘ _ § 44 A STUDY OF THE PHYSICAL AND RECREATIONAL ACTIVI'HES 0F MICHEGAN STATE UNIVERSH’Y GRADUATES OF THE DEPARTMENT OF E£ECTRICAL ENGINEERlNG 3°“ mwco Thesis for H1. Mm of M. A MECHiGAN STATE UNNERSWY Ronald A. Murray 2962 ABSTRACT A STUDY OF THE PHYSICAL AND RECREATIONAL ACTIVITIES OF MICHIGAN STATE UNIVERSITY GRADUATES OF THE DEPARTMENT OF ELECTRICAL ENGINEERING by Ronald A. Murray Statement of This survey was completed for the purpose of studying the Problem the physical and recreational activities that electrical engineering trainees should be able to participate in and have some knowledge about in order to better fit into their intended professions. The subjects surveyed were electrical engineering graduates of Michi- gan State University within the years l9h8 through l96l. Methods and The subjects' names and addresses were located in the Procedures records of the College of Engineering and the Alumni Office, Michigan State University. A 2%% random sample equalling I00 was used. A letter and questionnaire were sent to each subject. To ac- celerate the number of returns, three follow-up letters were sent at intervals of two weeks, two weeks, and four weeks. There were eighty completed questionnaires returned by the electrical engineers. The in- formation from the questionnaires was then tabulated and analyzed for the results. Literature 93 Physical Very little has been done to determine the and Recreational Interest physical and recreational interests of the various professions. In I952, Dr. Elmer D. MitchellI completed a twenty-five year study of students entering the University of Michigan. Ronald A. Murray His study indicates that there is a reciprocal relationship between the interests of students and the vocations they selected in later life. According to Dr. Mitchell, the engineering student likes in- dividalized and informal games rather than team games. L. Carroll Adams2 in I948 investigated the active recreational interests of Columbia College alumni and found that there existed a marked semblance between various vocations or professions and the choice of sports and games of the members. The study also revealed that only about one-fourth of the activities presently practiced were learned in college. Conclusions After tabulating and analyzing the results, several con- clusions were made. The most often participated activity of electri- cal engineering graduates of Michigan State University (I948-l96l) is swimming and diving. Bowling, social dance, golf and leisure walking are also very important to the above. The subjects were very inter- ested in activities that involve water (swimming, diving, boating, sailing, fishing, water skiing, and skin or scuba diving). Forty-six of the eighty subjects who completed and returned the questionnaires indicated that none of the presently practiced activities were learned in college. 0f the surveyed electrical engineers, many indicated a de- sire to learn skiing (23%), golf (20%), and skin or scuba diving (l8%). Thirty per cent of the subjects indicated a desire to learn golf when they were undergraduates. Soccer, wrestling, hockey, and gymnastics are among those activities which have little or no present participant value to the subjects. This study lends further evidence to Dr. Ronald A. Murray Mitchell's study, which indicated that engineering students like in- dividualized and informal games rather than team games. References l. Mitchell, Elmer D. '“The Relationships Between Students and Vocational Choices,“ University of Michigan, I954 2. Adams, L. Carroll, I'Active Recreational Interests of Columbia College Alumni,“ Research Quarterly, I9: 43, March I948 A STUDY OF THE PHYSICAL AND RECREATIONAL ACTIVITIES OF MICHIGAN STATE UNIVERSITY GRADUATES OF THE DEPARTMENT OF ELECTRICAL ENGINEERING By Ronald A. Murray 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 I962 ACKNOWLEDGMENTS In acknowledgment of the guidance and assistance so generously given me in this research project by Dr. Roy Neimeyer, | wish to express my indebtedness and appreciation. I am also grateful for the cOOperation and support given by Dr. Wayne Van Huss. TABLE OF CONTENTS Chapter Page I. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . 1 Statement of Problem . . . . . . . . . . . . . . . . . 2 Sc0pe of Study . . . . . . . . . . . . . . . . . . . . . 3 Significance of Study , 3 Limitations . . . . . . . . . . . . . . . . . . . . . . 4 Definition of Terms . A II. REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . 6 Summary . . . . . . . . . . . . . . . . . . . . . . . . 9 III. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . l0 Selection of Subjects , . , , , , , , . , , , , . . . . IO Devising the Questionnaire . . . . . . . . . . . . . . ll Techniques of Mailing . . . . . . . . . . . . . . . . . ll Percentage of Returns , , , . , . , . , , , , , . . , , l2 Tabulation of Results , , , , , , . , , , , . , . , , . l2 Analysis of Data . . . . . . . . . . . . . . . . . . . 12 IV. RESULTS, INTERPRETATION AND ANALYSIS OF DATA . . . . . . . 13 Summary of Findings . . . . . . . . . . . . . . . . . . 29 v. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . 3O BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . 34 APPENDIX .. . . . . . . . . . . . . . . . . . . . . . . . 35 Table LIST OF TABLES The Recreational Activities of Electrical Engineers Which Were Participated in During the Last Twelve Months . The Frequency of Participation in Recreational Activities During the Last Twelve Months . Physical Activities Recommended to College Trainees in Electrical Engineering By Electrical Engineers . Activities Now Engaged in By Electrical Engi- neers Which Were Learned in College Activities Which Electrical Engineers Desire to Learn . Activities Which the Electrical Engineers Would Have Liked to Learn While in College . Activities Most Selected or Desired by the Elec- trical Engineers According to Various Criteria . Page 20 22 24 26 28 CHAPTER I Introduction While guiding college freshmen into various activities, the physical education department should try to direct each individual to— ward the activities that will be of greatest value when that partic- ular person has graduated and left the campus. A big problem facing the physical education advisor is, how to determine what activities, if any, will a certain individual be most likely to participate in in later life. Certainly the activity that is best suited for one student might not be for another. Most colleges probably use an activity selection method based on each student's particular interests. In other words, the students se- lect the activities in which they are most interested. Generally, people like most what they do best. Therefore, it is assumed that most college freshmen select activities in which they are already talented or activities that best fit into their schedule. These methods deal only with the student's interests and totally ignore the student's needs. It would be of tremendous value to the physical education advis- or, while guiding freshmen into various activities, to have available an index representing the value of certain physical and recreational activities to the various professions. This index, along with other guides, would help the advisor and the student decide what activities would meet not only present needs and interests, but also future ones. I 2 Dr. Elmer D. MitchellI in I952 completed a twenty-five year study of students entering the University of Michigan. The study indicated that there was a reciprocal relationship between the interests of stu- dents and the vocations they selected in later life. A study made by L. Carroll Adams2 revealed a marked similarity among various vocational and professional trainees as to their choices of sports and games. Just what the similarities were and to what de- gree were not reported. The fact that such a small percentage of the sample responded (ZIZ) sheds doubt as to the effectiveness of the study However, the indication was that similarities existed. Evidence from various studies indicate that the skills of approx- imately three-fourths of the activities most often participated in were learned in areas other than the college physical education programs. This fact indicates that there is a need for revision within many col- lege physical education prOgrams. This study will provide additional evidence to substantiate or refute the above statement. Statement of the Problem It is the profound desire of the researcher that the results of this study reveal the physical and recreational activities that elec- trical engineering trainees should be able to participate in and have some knowledge about in order to better fit into their intended pro- fessions. lMitchell, E. B. I'Twenty-'five Year Study on Recreational In- terests,” I425 Crambridge Road, Ann Arbor, Michigan 2Adams, L. Carroll. “Active Recreational Interests of Columbia College Alumni,‘' Research Quarterly, 19: 43, March I948 3 The specific objectives are as follows: (I) What activities, if any, do electrical engineers participate in, and how often? (2) What activities would they like to learn if time and facilities were avail- able? (3) How many of the activities participated in were learned at college? (4) What activities would they recommend for college trainees entering their professions? maimem Included in the study are graduates from the College of Engineer- ing, Department of Electrical Engineering, classes of I948 through l96l, Michigan State University. The residences of these engineers encompass the entire country. The results of this study are applicable only to trainees and graduates of the College of Engineering, Department of Electrical Engineering, Michigan State University. Significance g: the Study The information obtained will be of great value to the Michigan State University Physical Education Department. The advisor can point to specific evidence and state that these are the activities students might possibly enroll in if they plan on becoming electrical engineers. In addition to these activities, the student can fill in the remainder of his schedule with other activities of particular interest. In this manner, both needs and interests may be satisfied. The information obtained in this study can be a valuable asset to the electrical engineering trainee. If used correctly, the student can prepare himself for the physical as well as mental activities necessary for good professional relationships. Aroused interest in this and similar studies is also a desired I. objective. The scOpe could be extended to include all professions. Administrators could arrange the program so as to include activities which meet the needs and interests of all the professions. In this manner, the value attained from physical education would be greatly in- creased. Limitations The limitations of this study are as follows: I. The study includes only graduates of Michigan State University, College of Engineering, De- partment of Electrical Engineering, class of I948 through l96l. 2. The shortness of the questionnaire to enhance the response limits the number of generalizations which could otherwise be made. 3. In the process of mailing questionnaires and follow- up letters there may have been a few letters that were not forwarded to subjects who had moved to new locations, thus limiting the number of responses. 4. The results of this thesis, as in most questionnaire studies, contains a certain number of biased answers. Definition 9£.IE£EE Activities - skills and physical activities in which one can actively participate. Recreation - in this study refers to voluntary leisure time participation in activities. 5 Leisure - that time which is available for freely decided upon pursuits. Interests - connotes physical and recreational in- terests. Physjcal Education Advisor - refers to the physical educator, in his advisory capacity, planning future schedules with college freshmen. CHAPTER II Review of Literature There have been studies completed in which the recreational in- terests of college students have been investigated. Other studies were concerned with alumni and faculty interests. However, little has been done to determine the physical and recreational interests of any or all of the particular professions. In I952, Dr. Elmer D. Mitchell] completed a twenty-five year study of students entering the University of Michigan. His study in- dicates that there is a reciprocal relationship between the interests of students and the vocations they select in later life. According to Dr. Mitchell, the engineering student likes individualized and informal games rather than team games. He is also strongly interested in experi- mental hobbies. Sports interests in order of preference include: Swim- ming, skating, boating, golf, camping and tennis. L. Carroll Adams2 in I948 investigated the active recreational interests of Columbia College alumni and found that there existed a marked semblance between various vocations or professions and the choice of sports and games of the members. The study also revealed that only about one-fourth of the activities presently practiced were learned in college. Since only a twenty-one per cent return was received in the lMitchell, Elmer, D. l'The Relationships Between Students and Vocational Choices,“ University of Michigan, I954 2Adams, L. Carroll. “Active Recreational Interests of Columbia College Alumni,“ Research Quarterly, I9: 43, March I948 6 7 survey any definite conclusions could be questioned, however, the im— plications are still present. Ruth Toogood's3 I939 survey of recreational interests and pur- suits of college women also revealed some worthwhile facts. Surpris— ing similarity was noted in recreational interest in students of four types of institutions. The greatest participation was in inactive and indoor forms of recreation. The study also revealed that in gen- eral, activities which have been taught in physical education classes have been in the form of organized team games, but that individual activities are more desirable. A survey of the leisure-time activities of business and pro- fessional men in Iowa was conducted by Fred C. Cameronh. The author concluded that many of the more pOpular types of recreational pur- suits were not included in most physical education programs. However, only thirty-three per cent returns were received in the survey and it -was taken in the year l935. The study would have been more helpful had the results been analyzed according to professions. An analytical survey of leisure-time activities of Langston Uni- versity faculty members was completed in I953 by Constance Davis Welchi 3Toogood, Ruth. “A Survey of Recreational Interests and Pursuits of College Women,” Research Quarterly, IO: 90, October I939 “Cameron, Fred E. “LeisureaTime Activities of Business and Pro- fessional Men in Iowa,‘' Research Quarterly, 6: 96, October I935 (Sup.) SWelch, Constance Davis. “Leisure-Time Activities of Langston University Faculty Members,” Research Quarterly, October I953, p. 368 8 Her study revealed that sixty per cent of the faculty engaged in prac- tically no physically active pursuits. It also pointed out the fact that the inactive recreational pursuits were a great deal more common than the active pursuits. Once again there is much to be questioned as to the validity of the conclusions. Other studies exposing certain facts are worth mentioning briefly, although in most cases they are not directly related to the subject. According to Cooke and Hyder6, who surveyed high school teachers and coaches in Tennessee, the activities most often engaged in included hiking, swimming, tennis, dancing, hunting, golf and fishing. Elsie J. Stuhr7 in her study of interests and abilities as a basis for program planning suggested that few sections of team sports be offered, except as intramurals. Individual sports are the ones of most interest. It was concluded in I953 by James A. Wylie8, in a survey of fam- ily participation in recreation, that the less the preparation and or- ganization of an activity (immediately before participation) the great- er the pOpuIarity of that activity. Earle r. Zeigler9 published in I959 a study of recreational 6Cooke, Dennis H. and Nat E. Hyder. “A Comparison of the Health and Physical Recreation Activities of High School Teachers and Coaches}' Research Quarterly, 8: 94, May I937 7Stuhr, Elsie J. “Interests and Abilities as a Basic for Program Planning,” Research Quarterly, 7: 92, May I936 8Wylie, James A. “A Survey of Family Participation in Recreationf' Research Quarterly, p. 229, May I953 9Zeigler, Earle F. ”Recreational Interests of Undergraduate Men Physical Education Majors,” Research Quarterly, 30: 486-49], December I959 9 interests of undergraduate men physical education majors. Men physical education majors at the University of Michigan showed high interest and ability in physical recreational pursuits, fair interest and ability in social and communicative recreational interests; and relatively low in- terest in aesthetic, creative and learning activities. Dr. Zeigler recommended that an effort be made to inculcate a sound phIIOSOphy of recreation. Summary After reviewing the related literature, several conclusions may be formulated. First, there seems to be a similarity between choice of activity and profession. Second, in general, the recreational activi- ties engaged in (after graduation) were learned in places other than college physical education programs. A third conclusion that could be drawn is that inactivity is common in the professions. CHAPTER III Methodology It would be of considerable value to college physical educators, while in the process of directing or guiding college freshmen into various activities, to have on hand factual information revealing the nature of the physical and recreational activities most often partici- pated in by peOple in various professions. The individual would then know What activities he should be competent in in order to enhance his chances of establishing good relationships with his peers. These ac- tivities could be given priority for learning. After this portion of his schedule has been completed, the remaining portion could then be filled with activities of particular interest. In this manner, the physical educator would more nearly be meeting both the needs and in- terests of each individual. In this chapter the method of compiling data for the study will be discussed. Included is selection of subjects, devising and mailing of the questionnaires, the tabulation of the data and the statistical methods used in the computation of the data. Selection 9: the Subjects The subjects selected were graduates of Michigan State University. They were electrical engineering majors and graduated within the years covering I948 through l96l. A 2%% random sample (equalling IOO) was selected from the alumni files of the College of Engineering. The res- idence of the subjects was restricted to the United States. IO Devising_the Questionnaire In order to survey the electrical engineers, a check list type of questionnaire (Appendix A) was devised. The subjects were asked to check the leisure-time activities in which they participated dur- ing the last year and how often. Also five fill-in questions concern- ing further interests and recommendations were to be answered. The quesionnaire was condensed to enhance the chances of a high per cent response. In doing this, however, much desired information was not obtained. Before the mailing of the quesionnaire, a pilot study and a few minor changes were completed. Technjgues gt Mailing The method of random sampling is briefly described below. The names of all electrical engineering graduates (l948-l96l) were secured from the files contained within the College of Engineering. They were then separated according to year of graduation and each given a number. All numbers were written on small pieces of paper and placed into a box. After the box had been shaken and the numbers mixed, one hundred were withdrawn. Forty additional numbers were then withdrawn from the box to be used as replacements for those subjects whose addresses were un- known and for those subjects who were deceased. After the names of all the subjects for the study were selected, the addresses were obtained from either the files of the College of Engineering or the Alumni Office. Each subject received an enveIOpe containing a questionnaire (Appendix A), a letter of introduction ex- plaining the study (Appendix B), and a letter from Dr. Lawrence W. l2 Von Tersch, Head, Department of Electrical Engineering, requesting their co-Operation (Appendix C). A self-addressed stamped envelope was also enclosed in this enveIOpe. The questionnaires were sent out on February 28, I962. A follow- up letter (Appendix D) was sent out March l6, I962 to those failing to reSpond. Another follow-up letter (Appendix D) was sent out March 30, I962 to those still not returned. A third and final follow-up letter (Appendix E) was mailed April 30, I962 to those subjects (26%) yet to complete and return the questionnaire. Percentage 9: Returns The total number of Subjects included in the survey was one hun- dred. Eighty subjects returned questionnaires which were correctly completed GN18O% return). Tabulation g: the Results When the three follow-up letters failed to impel additional re- sponses and a sufficient per cent return had been obtained, the infor- mation from each questionnaire was tabulated. Analysis 9f Data The information received on the questionnaires was analyzed to de- termine; (I) what activities were most often checked; (2) what activi- ties were most often participated in; (3) what physical activities were most often recommended for college trainees to take; (4) how many of the chosen activities were learned in college; (5) what activities electrical engineers would like to learn; and (6) what activities they would like to have learned while in college. Percentages were then computed and the information was arranged into tables. CHAPTER IV Results, Interpretations and Analysis of the Data This study was undertaken to determine those activities most often participated in by, and those of greatest interest to, electrical engineers. The survey included a random sampling of graduates of the College of Engineering, Department of Electrical Engineering, Michigan State University. The subjects graduated within the years l948-l96l. The subjects numbered IOO and 80 completed and returned the question- naire. The data were analyzed to determine: (I) what activities were most often checked; (2) what activities were most often participated in; (3) what physical activities were most often recommended for col- lege trainees;(4) how many of the chosen activities were learned in college; (5) what activities electrical engineers would like to learn; and (6) what activities they would have liked to learn while in college. The following tables are products of the tabulated information received from the questionnaires. They were analyzed and the results and interpretations are presented in this chapter. In Table I the frequency of selection of activities participated in during the past twelve months is shown. As can be seen, swimming and diving head the list followed by bowling, dance, golf, water skiing, walking, fishing, badminton, table tennis, boating and sailing, etc. One must be careful interpreting the results in this table since they do not tell how often these activities were performed, but merely show 13 TABLE I THE RECREATIONAL ACTIVITIES OF ELECTRICAL ENGINEERS WHICH WERE PARTICIPATED IN DURING THE LAST TWELVE MONTHS (Total Number of ReSpondents = 80) b/ Rank Order of Participation -'/" Activity No. of Subjects That Participated One or More Times \DmeUWDWN— Swimming 8 Diving Bowling Dance (Folk-Social-Sq.) Golf Water Skiing Walking Fishing Badminton Table Tennis Boating S Sailing Softball Camping Ice Skating Hunting Croquet Horseshoes Tennis Basketball Hiking Baseball Canoeing Shuffleboard Volleyball Skiing Horseback Riding Archery Handball Touch Football Skin Diving - Skuba Paddleball Gymnastics Track Weight Lifting Fencing Hockey Lawn Bowling Roller Skating Squash Sledding 8 Tobogganing Cycling Calisthenics Flying I4 66 59 SI 42 36 35 35 34 33 32 29 27 26 26 2l 20 20 20 I8 '7 l7 l3 I3 l2 ——-—-—-——-—NNNNNWJTO\\ICDCD IS that sometime within the past year more of the subjects participated in swimming and diving than any other activity. The majority of the activities most often selected are of an individual rather than team type. The information presented in Table II is an indication of the frequency of participation in each activity by the engineers. Once again the list is headed by swimming and diving. It is followed by bowling, leisure walking, dance, golf, softball, boating, sailing, fishing, badminton, table tennis, etc. The sequence of activities presented in Table II is quite similar to the sequence of Table I. The aforementioned tables indicated that swimming and diving, bowling, dancing and golfing were perhaps the activities of most value to elec- trical engineering graduates of Michigan State University. Perhaps a brief explanation of the procedure of Table II is in order at this point. Each column indicating the frequency of partici- pation was given a numerical value which was arbitrarily selected. The more often the participation the greater the value received (I through 5). The number of choices was then multiplied by the numer- ical value and each column added to obtain a total value score. 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