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. THE RELATIONSHIPS BETWEEN SELF-CONCEPT,
t “ , MOTOR ABILITY .AND PEER EVALUATION 508 M ‘ ‘ "
' " JUNIOR HIGH SCHOOLGIRLS -

THESIS FOR THE DEGREE OF M A. ’ ,
MlOHlGAN STATE UNIVERSITY . +

1 F . .
i g; . DOROTHY BERLIN'MKRAJSEK -
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TIE RELATIONSHIPS BETWEEN SEL--CONCEPT,
MOTOR ABILITY AND PEER EVALUATION '

FOR JUNIOR HIGH SCHOOL GIRLS
By

Dorothy Berlin Zakrajsek

A THESIS

Submitted to
Michigan State University
fulfi lment of the requirements
for the degree of

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MASTER OF ARTS

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De,9rtment of Healtn, quSIcaI Eewcat;on and hecnea.qu

 

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HE RELATIONS} IIPS EETWEEM SELF- -CC NCEPT,
MOTOR ABILITY AND PEER EVALUATION
FOR JUNIOR HIGH SCHOOL GIRLS

by Dorothy Berlin Zakrajsek

:atement of the Problem

 

It was the purpose of this study to investigate the
relationship between self-concept and motor ability, and
peer evaluation of motor ability as it relates to self-

COI" CGOE .

A

Drocedure

 

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One hundred and eighty-four (184) junior

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girls partic13ated in this study. This figure repr es
aII o: the seventh and eighth graders. Self-concept ar 0
motor ability tests were administered to each girl. Th
Pearson Product-Moment Correlation Coefficient was used to
determine the relationship between the variables of self—
concept and motor ability. This correlation was then com-
puted for each grade level. A peer evaluation of motor
ability resulted in calculations of the means between mo:or
ability and self- concept scores for highly and poorly skilled

students. The F-test and the aopr iate t- -test were used

.

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towdetermine the difference between means. The Fishes:

5.50..

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lowest motor ability scores were matched with their

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”IIIOdnCC LELWCCH means. lfie CLSHCSC EEO lOWGSt SUIL‘

concept scores were matched with their respective motor
ability scores and calculated for significance between

means.

"1

oohclusions

 

From the statistical analysis of data, the fol.owing

conclusions were drawn:

1. There is a significant relationship between self—

concept and motor ability at the .01 level of

confidence.

r).

2. Students with high self-concepts score higher
motor performance.

3. Students with low self—concept score lower in
motor performance.

A. Students who score high in motor performance

have higher positive attitudes toward themselves.

5. tudents who score low in motor performance have

lower and more negative attitudes toward them-
selves.

tudents who are rated high for physical skills

0\

by their peers have higher self-concepts and have

higher motor abilities.

low for poor physical

C);

7. Students who are rate
skills by their peers have lower self-concepts

and lower motor abilities.

g II-30hcept scores and the latter was calculated for Si:-

 

 

Dorothy Berlin dejsek

There was a difference between seventh aneighth
grade correlations of motor ability and sef—con—
cept. Significance for the seventh grade us at
the .01 level of confidence and the eighth rade

was .05, however, both were significant.

Recommendations

 

T1-
.L.»

gation.

1
.Lo

2.

is felt that there is a need for further invesu.
Some suggestions would be:

a larger sample.

a comparison study between an inferior physical
education program and superior one.

a comparison study between junior high boys and
girls.

a comparison study between girls enrolled in
physical education classes and girls playing

interscholastically.

 

DEDICATION

Dedicated to my aunt and uncle,
Dr. and Mrs. A. A. Speir, for their

faith, understanding and encouragement.

ACKNOWLEDGEMENTS

I extend my sincerest thanks to Dr. Thelma Bishop
whose guiding philosophy and continual direction, stimu-
lation and assistance made this thesis possible.

Gratitude is also expressed to Mary Kurek, physical

education instructor and the girls of Chesaning Jr. High

School who gave their time.

 

TABLE OF CONTENTS

CHAPTER PAGE

}._J

I. INTRODUCTION . . . . . . . . . . . . . . . . . .

LU

Statement of the Problem . . . . . . . . . .

Importance of the Problem . . . . . . . . . .

O\l=‘

Limitations of the Study . . . . . . . . . .

!

II. REVIEW OF LITERATURE . . . . . . . . . . . .

\O

'4
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Influence in the Development of Self-Concept.

H
F]

.Self-Concept, Body-Image and Movement . . . .

U)

Reactions of the Determinants of Self-Concept l

-.

Rating the Self—Concept . . . . . . . . . . . 14
Self-Concept and Achievement . . . . . . . . 15
Implications for Self—Concept to Learning . . 19
Associations With Peer Groups ._. . . . . . . lS
Fiotor Ability . . . . . . . . . . . . . . . . 2?

R)
R)

Movement . . . . . . . . . . . . . . . . . .

Belated Goals of Physical Education . . . . . 25
Summary of the Literature . . . . . . . . . . 2?

III C :'I:ET}:ODOLOGY O C O O O C O O . O O O O O C O O O 2:?

’1

rr' “’3
‘ ..

on of erms . . . . . . . . . . . . .

t.)-

efinit

Selection of Tests . . . . . . . . . . . . . 7‘
Selection of Subjects . . . . . . . . . 3‘
mresting; Procedu"cs . . . . . . . . . . . . . 3i
Analysis of Tests . . . . . . . . . . . . . . 3?
Junior High Curriculum . . . . . . . . . . . ?3

Correlation of Self-Concept and Motor Ability 3A
t Test of Significance Between Means . . . . . 35
Ten Highest and Lowest Self—Concept Scores

Matched With Motor Ability Scores . . . . . 36

Fifteen Highest and Lowest Motor Ability Scores

Matched With Self-Concept Scores . . . . . . 35
t Test of Significance Between Means 37
t Test of Significance Between Means (Peer

Selections). . . . . . . . . . . . . . . . . 37

Self—Concept and Motor Ability Scores for Peer
Evaluations of the Highly and Poorly Skilled 38
Raw Data From Self-Concept and Motor Ability
Tests . . . . . . . . . . . . . . . . . . . A?
T Scale for Motor Ability Tests for Junior High

Girls 9 o o o o 0 0 O 0 0 0 0 ‘ 0 ' ° ‘ ‘ ‘ [l9

IV. RESULTS OF THE STUDY
Analysis of Data
V. UMMARY, CONCLUSIONS, RECOMMENDATIONS
Summary . .
Conclusions
Recommendations
BIBLIOGRAPLY

EELPPENDIX O O O C O O O C O O O O O I O O

 

 

CHAPTER I

INTRODUCTION

Physical educators understand that their program
is one phase of the total educational process, but too

oft—n programs are allowed to develop and expand vis-

(

ualizi-g physical education as an organized recess.

:5

exercise class, or play time. Too often programs for-
get the "total" individual.
Since physical education overlaps with many other

disciplines and education is the total self, we cannot

separate the mind from the body in determining desired
goals or outcomes. It is imperative that every good

physical education program should be formulated for the

total organism to gain maximum achievement through phys-

cal education.

w-

Clarke (3) historically summerizes organismi to-

M

tal ty.

Milestones in the growth of this concept were:
the Greek education of the fif century B. C
which recognized the need for balance in ment
social and physical education of the indivic u
the expressions of Locke, Rousseau, and other
EIropean philos ophers that in a sane body lies
sane mind, a thought voiced later by horace
Mann, henry Ba arnard, and Herbert Spencer.

KL)

Although we have spoken freely and loosely about t‘3
" H - ~ I- s — -
wholeness of man concept In education, the respcrslbi-_'

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and interpretihg

the role of physical education in the education of our
children lies with physical educators.

This study is directed toward the total being in his
physical and emotional make—up. It is concerned with the
contributions that physical education can make in educating
th individual. What is the role of physical education
and its influence in developing the total self? Can a poor
physical education department in a school result in not
Only a loss of physical skills but also deprive the student
of one area for enhancing the self-image?

These questions prompted this study in a school which

I

has need for an improved physical education curriculum.
(The present curriculum is outlined in Chapter III.) The
girls in this community do not have the opportunity to
develop skills in physical activities. Activities which
enhance physical attractiveness are important to the ado-

lescent girl. Bucher, Koenig, and Barnhard (l, p. 30)

remind us that:

Younger girls love to play all kinds of games,
but wits physical development comes an increased
desire for attractiveness, grace, poise, and
balance, rather than extreme physical prowess.
Jhis aspect of their interests can and should

no 3 rved in the teaching programs, with dance

I
and fitness activities stressing these goals.

In the community used in this study the responsibile

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mItn -ne scnooI. There Is no organized recreatIonaI pro-
f‘ t. v” .7 .9 J- ' .1 I v .-

gram Ior the gIrls I. tnIs area other than summer szm—

ming. Even if the community provided many opportunities

,9

LO

most of the girls would be denied participation because of
travel distance; so it becomes imperative that this school
emerge as the instructional force in physical education Ior

.!

This study is seen as one possible approach In callin

UQ

attention to the needs of the students involved in sub-stan-
dard phySical education classes and implementing this aware-
.ess into some positive action.

As research continues to enlighten physical educators
in the psychological aspects of growth patterns, it leaves
tremendous implications for program building, program defin-

ing, and program evaluating according to individual needs.

Statement of the Problem

 

It was the purpose of this study to (1) determine the

relationship between self-concept and motor abilitv, and

(2) to ascertain the relationship between peer group suo-
iective evaluation of highly and lowly s tilled students

ir own self—concept.

l. Do individuals with high pos1‘tive attitude

toward themselves also score high In gen~
eral motor ability tests?

2. Does low concept of self correlate signigicantly
with general motor ability?

3. Do individuals wi
rate cneIsclves h

0.;

th high motor ability scores
igh in self~concept?

A. Do students with low motor ability scouts rate
themselves low in SGlf-tOHCQDt?

5. Is there a significant difference in motor ability
scores between the highly and lowly skille stu—
dents as selected by their peers?

6. Is there a significant difference in self—concept

scores between the highly and lowly skilled stu—
dents as selected by their peers?

Importance of the Problem

 

This study is concerned with the psychological and
emotional contributions physical education can make to the
in ivudual. If positive and significant relationships

D

xist between self-concept and motor ability, the role oI

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I

physical education in the total program becomes more def
nitive and this information would be helpful in determining
physical education curriculum and might lead to a more "in-
dividualized” program.

In the science oriented culture of today, we in phys—
ical education need some facts and figures to refute doub-
ful skeptics who might point an accusing finger in our di-
rection. In a time when financial demands of various edu-
cational programs are vying for creation, existence, and
expansion; some facts founded on research data defining who
we are, why we are here, and where we are going become ex-
tremely necessary. Cracty (5) says, ”school administrators
want to know what_the physical educators are doing and gig

H

and how they propose to do it.

 

Thus a need exists in the program for good testinfi.
cores received in testing are not only indicative of

+— _..‘—‘ ‘ 4- 4 .- . .°‘ °-
strethns and weaknesses of the student, useful guidelines

'4
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have value in interpret'

program to the administration and lay groups. It was
especially with this latter thought in mind that this study
was undertaken.

With the prevalence of psychological literature, the
impact for the "why" of physical education becomes even
more apparent. Constant reference is found in the litera—

ture pointing to the importance of body— image and self-
concept in the formation of a healthy personality structure.

Ulrich (28) recently stated:

. . . research has provided us with some interesting
psychological data which can enhance our teaching.
Some of the most Hnteres ing work lately has beer

done with regard to the self-image, movement im age
and body concepts of the individual.

._)

Since one of the problems confronting society today
is the growing number of distorted personalities, the media
of education becomes directly involved. If one of the aIms
of education is to develop a well adjusted individual, then.
it is necessary that the individual conceive a wholesome

and positive attitude toward herself. It is generally con—

on contributes to this general

H-

ceoed that physical e‘ucat
aim by presenting situations in different activities where
the individual can achieve success. Success is one basic

facto 'n self-concept development. trang (15) substan-

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as this:

One way of buildin3 an acoir°(en1 s sol

and ‘r‘I-ronf dence is by pi mifwtifikn in s

‘ ’n which he can succeed. ilablinq hIm ;o
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Staton (lfl) agrees:

. . .successes in the field of physical endeavor can
be immensely valuable in building the oonfidences of

the adolescent and helping him develop a favorable
concept of himself and his potentialities.

Schneiders (ll) reaffirms this position.

. . .the teenager craves achievement, and the kind of
experience that will give more meaning and zest to
his life. Achievement, of course, contributes to a
sense of importance and worthwhileness, and often
leads to greater acceptance by members of the peer
group, by teachers, and by parents.

The core of this study is reflected in psychological
advancements. If personality is shaped and molded through
body images and its achievements, than physical education
should be committed to this objective and reinforced in
this area of general education. Only by focusing attention
on the whole person and remembering the whole person reacts

to all situations can the objectives of education become

a reality.

imi ations of the Study

L”

 

The limitations of this study are recognized as:

of
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sample, school, sts selected, facil ties, and variables

affecting test results.

Sample. The girls participating in this study have
had verv little contact with a physical education program.

The number of girls limits the sc0pe. The author recognizes
that one hundred and eighty-four girls is a small group for

'ne study was also limited t girls.

0 1." m“ ‘7 .1, ’. ‘ 'II". 1 ‘- ' - L‘ 1': "' r v\
uCuOOl. Ine s-udy Is limited to girls attenclnv 3.0

 

investigation are not necessarily indicative of the reac-

tions of junior high school girls (grades seven and eight)

4—.

Tests available. The selection of the motor ability

 

test was determined in large part by such aspects as:
facilities and equipment needed to meet test administration
and the time and ease of administering such a test. There
were few tests available which met this testing re uire-
ment.

The self-concept test was used on the recommendation
of the testing department of educational psychology at
Michigan State University.

These tests were selected because they appropriately

met the testing needs for this study. However, any limita-

tions in these tests would also result in limitations to

Q

:nc study.

r

(

Facilities. Make-up tests could have been a hin-

 

drance to the study. Because of limited gymnasium space,
make-up tests were administered before or after the reg-

1"

ular class and those students not involved watched _rom
bleacher seats. Some of the girls may not have performed
to their fullest capacity.

D

variables affecting tests. Some oI the variables

 

ffecting motor ability performance could have been a

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t of colds, psychological, and other physical prob-

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The greatest single factor involved in the self-
concept test is obtaining completely true judgments.
Brandt (20) found:
It is probably not possible to remove the psychological
threat completely when submitting people to self rating
procedures. . . .Some distortion of ”real" self judg—
ments among expressed ratings is to be expected.
Krech and Crutchfield (10) would add the limitation
of different standards for measuring self-concept. "One

person may rate himself objectively but another might

have a different set of standards governing the same judg-

Another limitation regarding the data of the self-
concept test was the poor reading skills and comprehen-
sion level of some of the students. Because of this some

'7".
la.

isrepresentation of valid responses may have occurred.
Even though careful explanations guarding peer selec-
tions were observed by the author, the possibility of posi-

tive or negative feelings might have influenced judgments.

 

CHAPTER II
REVIEW OF LITERATURE

"Know Thyself!” was Inscribed on the entrance to the
famous temple of Apollo at Delphi in old Greece.

Everyday we talk about the ”self.” The use of the
pronouns is common vocabulary employed in making reference
to the self.

Self-concept is an idea of self. This concept is
determined by everything that has happened to the self
until now. It is the idea, states Schneiders (12), that
a person has of himself—-his meaning and worth, his par-
ticular identity, his feeling, attitudes, values, beliefs,
experiences, failures, hopes goals, and aspirations.

The self-concept is not always a clearly defined
entity; in any single person it may be quite neb-
ulous and shifting; but it is always in the cen-
ter of the adolescent's striving for identity and
for adequate adjustment.

A general agreement of definition for the term self-

concept centers around the key words ”individual's appraIsal
of himself." The individual subjectively and objectively

judges or rates himself at a particular time using people

and culture that he perceive

(I)

as norms.
A child is not born with a concept of self, hence,
self—concept is determined through environmental factors.

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This forna-lon begins In tne tender stages ol In-altv.

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Combs and Snygg (4) report that early self-concept is
stabilized in preschool years but major changes are likely
all through life. Adolescence is a most crucial stage for
development of the self-concept because during this period
the physical self is undergoing drastic changes. Strang
says, ”during early adolescence acceptance of bodily changes
contributes to the self-concept” (l5, p. 81).
Strang (15, p. 225) continues:
In various ways glandular changes and the resulting
physical development that occurs during this period
affect adolescents' self—concepts and their social
relations.
Cratty (5) states that ”failure to accept and adjust

to bodily changes occurring during adolescence may have a

marked psychological effect upon behavior."

Influences in the Development of Self-Concept

Influences in the deveIOpment of self-concept of a

child reported by Bledsoe (18) are the results of what the
child is told to do and how he feels he is treated by
others. Combs and Snygg (4) agree.

We have already suggested that the self is the

product of the individual's experience. Each

of us discovers who he is and what he is from

events that have occurred in his lifetime, but

most particularly from the ways he has been

treated by those close to him in the course of

groY-H’irig ‘J‘ .

Bledsoe (18) also pointed out that maturation influ-

ences one’s concept of self. Videbeck (29) found ir his

_. _ ---._os-

 

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on.”

socio-economic background. Significant others are the
people who matter the most to the individual. They are
usuallv parents, teachers, and leaders of organizations
in which the student belongs. chnelders (12) points

to a person's clothes, his home, family car, and o ther
possessions as a part of the economic framework

4.

forming self—concept.

)-

Objective characteristics are generally seen as an

. -I

influence of self-concept. These are measurable ju cg

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nts

that we are in contact with just by being with people

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This is the feedback infoimation we see, hear, and feel

Irom the outside world.

H

I

Strang (15) notes that having the mental abilitv to

meet the demands of the environment also enhances the sel
concept."

Comparison of self reflects changes of self-concept.
We are constantly both consciously and unconsciously com-

V

the self to a group. As members of a group the

self-image grows from this group. Schneiders (l2) believes

\
I

What the individual conceives himself to be is to

an Important extent a reflection of the opinions

and attitudes of the group to which he belongs,
partIcularly the peer group. This is to be eizpected
dur_.g a‘olescence since social values, under the
’anvence of social needs, begins to tal :e a more

Qody— Image and Nevemont

 

 

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ncc~nt literature LaI s a ten Ion to the bodl—Imag>

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2, CI ' Ilean‘ v rola’od to Inn CW

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turn reflects tie bod no

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only as a stationary anatomical

the movin being as well.

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Schneiders (ll) reports th at he self— -concept em-

braces an image of the body and what it should and should
not do.” He further supports this:
In the gradual emergence of the body-image, the
continuous change in function, size, and appearance
of the bodily apparatus during adolescence has deep
seated psychological implications. . . .At no one
point can the adolescent be sure of his physical
status, and this uncertainly is disturbing because
of the effect on the self—concept, and also because
of the social implications physical status is thought
to have.

Strang (l5) observes that "the rapid changes that
take place during adolescence in height, weight, body
build, facial appearance, and voice necessitate a change
in the adolescent's body image."

Schneiders (ll) links body image, movement, and self-

cr

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together.

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implications of adolescent physical development
ther extended by reason of the role which
il y mechanism plays in expressive movement.
ressive movement is the mode par excellence by
ch the self is ext er nalized, and for that reason
plays a leading role in the development of the
f- -concept.

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The literature agrees that the adolescent’s self—
concept is related to body—image and concurs that this is

reflected during these particular years. Biological “ac ors

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rmine movements which affect the self-concept anc this

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-concept aifeccs tne expressive movement of the indivi-

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Cratty (5) states.

As adolescence is reached three interrelated forces
combine to alter movement attributes. (l) A growth
spurt occurs, wh ich, accompanied by harmonal fluctu-
ations, serves to change body shape and size and to
alter performance potential. (2) These body-build
changes tend to affect the individual's feelings

as out himself, which, in turn, affect performance.
{3) Changing cultui al demands are felt concerning
the kind of acceptable movement tasks to engage in.

Schneiders (ll) verifies this.

At no time do we like to admit clumsiness or lack

of graceful physical expression. And certainly this
pron“e is greatest during the adolescent period
"hen expressive movements are at a diStinctively low

"in ‘5 ‘59. o
e3; oi eiiiCiency.

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_n concept :oiuatlo., in perceptual devel opmeit. in crc

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a-i.-t;, _n sci i'at on o- proclem solving are comlnr moze

Cne of the most important preventatives of the neg-
ative identity is a sense of self-direction and pos-
itive control built up in connection with the core
of the self-concept, the body image.

“eact one of the Det eranants of Self-Concept

 

Self-concept can lead to conclusions. These can be

negative or positive. If a low self-concept is Vl’SU811’0<,

then an individ'al can withdraw feeling that whatever he

' “ ‘ ' o ‘. —' I V 1 "\“ 1“
might say 01" d0 Will be wrong. b'_11:1(.~lders (1’3) (munnnqg
that f:”l“fl”8 and att itu based on negative self-concept

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1 of frustration. BlGObOG (in)

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can lead to a great de

states that a healthy self-concept develops out of a social
ng that is desirable and wholesome. He Hurt er con-
['0

eludes that "the manner in which one perceives himsel l is

regarded as one indicator of the degree of mental health

he possesses." Following this same thought, Schneiders (12)
says
As the self emeges more clearly during adolescence,
there is continued growth of the self-concept, an
element of personality formation that has come to
be recognized as one of the most important deter mi-
nants of adequate adjustment and mental health.

Strang (15) concurs that ”a positive attitude toward
the self in all aspects of life is a most important determi-
nant of successful life adjustment.

The 01 er we become the easier it is to predict one’s

elf or another. We fall into patterns of behavior accord-

’0

ing to the outside perceptions we receive. These ercep—

tions tend to become habitually selective according to

Combs and Snygg (4) suggest that all behavior of the
ndividual.is related to his perception of self. They sta
that the self-concept not only influences behavior but is

itself al ered and restructured by behavior and unsatisfied

Brandt (20) found that Americans generally overrate

irls over-

JQ

. “3? ‘ 4‘
themselves. Many studies snowed that boys and

4.: . 4. 4.1, . *3 74. A c. 1 I 4. '1 .—‘ .. t.',.‘ ‘1
es. "ace tnjmselves. prance rwuorteo that altnoign, so

L4
\J‘l

sex groups tended to overrate more than to underrate them-
selves, th’e tendency was significantly greater among the
boysH (20, p. 82).

Strang (15) states that:

For several reasons it is often difficult to obtain
an accurate picture of an individual's self—concept.
Some adolescents depreciate themselves because they
are afraid of appearing conceited. His evaluation
of himself may be unrealistic because it is based
on distorted values or because he is holding the
lid on certain aspects of his self that he does not
want to recognize.

Despite the existing limitations for self ratings

s still

H-

viewed in the preceding chapter, self appraisal
the best means for measuring the individual concurred

Krech and Crutchfield (lO).

Self-Concept and Achievement
White (32) concluded that academic achievement is in
general harmony with concept of self. She further asserted

that Hlack of confidence in self seems to take away one's

S“pportive evidence was obtained from many studies.

3.

H
:5
D)
U)

tudy by Videbeck, he states that ”self~concept of

' is significantly related to school achievement. . .

/

There is some evidence to suggesc that a student's per~
lormance in task oriented situations is influenced directly
his concept of self” (29).

Bledsoe reported also that ”there is subst nti l

evidence which indicates a relationship between self~

' l . ‘ . ,1 > (‘I
concept and scnool acnievement (in),

0\

F4

vhiller (31) cited evidence indicating that self—
esteem and self—regard were related to achievement.

Dyson said that Hthose who earn higher grades report
significantly more positive self—concepts while those who
earn poor grades report significantly less positive self-
concepts" (30).

It was found by Brookover (21) that previous studies
shared the common idea that one's self—concept can affect
his performance and behavi r. There was also evidence in

the literature that changes in levels of performance or
behavior do relate to changes in self—concept.

Cratty (22) declares that the psycho-analytic litera—
ture makes constant references to the importance of body—
image and self—concept in the formation of a healthy per-
sonality structure. It is common ooservation th at the
f-concept of growing boys is largely based upon the man—

”er in which they perform physical activities approved by

J

re. This is also true of the cultural demands of

1'!

‘1
«L a

('1‘
LT
(D
O
I J

;

soci

(D

f

ty pertaining to girls.
Cratty (5) explains this.
During adolescence the boys are encouraged, threat

ened, and offered every cultural sanction .0 part ici-
nate in and, above all to excel? in athletic skills.

.L

C 1113 (X1 th(3 oth(w" hm:wl, 231‘ OfltWi ditu 0H1 ’:Lfed 1"0m
n.ac:ng too mulch emphasis upon athletic mirticipa ion.
"~;t du7u.u£ adolesccmwflv,'both the “win? and lknmwri

ahe lit?0k31':fd more precidflly to what the Amvrl an
culture (curs7d~“u to he e*hrvprlate adult Few7r7rm

and IU'JJUlLJH: UNI.LHJiur lIHLLUdlfufi 1fm‘ l_:11(:r”:ity (Hui
t,pe of athletic skills in which they may part1 c rnte,

[—1
wfl

Clarke (3) says that ”body poise and grace are recog-

nized as immediate desirable traits for girls. Strang (15)

H)

eels "improved personal appearance for girls and increased
trength for boys are among the strongest motivations for
.

"Junior high school girls are interested in sports,
but their interest lags behind that of boys as they grow
older," contends Strang (l5).

Cratty (5) reports that Coleman’s study, "The Adoles-
cent Society," found that one half of the boys wanted to
be remembered after high school as athletes rather than as
leaders in activities, brilliant scholars, or most popular.
Adolescent girls could succeed socially by being attractive,
dressing well, and by coming from a family with above aver-
age cultural advantages. Cheerleading was viewed as an
activity enhancing the self.

Clarke (3) concluded that:

In ysical education meager as the experience
hasp been re ing scales. social distance tests
d soc-on-.iic ouesti onnaires hav been more
effective in identifying bo oys and girls with
personali ity difficulties and social problems
+

‘- .‘ '1 ' ‘4-
.na. have inventory-type tects

e (3) reported that "the results show signigicant

V“!

relationsnips of physical and motor fitness measures to

peer status, leadership qualitiesennjpersonal and social

34
(D

Implications for Self-Concept to Learnin

.a.
n

C732

‘—

It was stated by Combs and Snygg (N) that if the in-

H'

div dual perceives learning a task as contributing to the

hancement of self, it 18 entered willingly and happily.

f the individual sees the reverse as a threat to self,

F1

t.is results in avoiding the task. It is further made known

tnat:
Lhile the burden of these ideas have center ed about
the effect of the self- concept upon learning it is
apparent also that the learning experience reboun
upon the self—concept (4).

Landsman (26) noted that "learning is internalized
more rapidly as it is perceived by the learner as bein
rel at ed (apositive aspects of his self."

A study by Schmuck (27) supported the theory that
an individual's academic performance is conditioned to

some extent by the emotional and cognitive contents as-

sociated with his self-concepts as peer and pupil. Fur-
thermore that these self-cone epts are formed, at least in
part, by one's social relations in the classroom peer group.
"The individual differences in self—concept are
critical, significant, and over-powering in the determi ne-
tion of non—learning vs learning,” states Landsman (26).

o 4—... vro +1 Tj n
O'T'r‘ 0 E Y" ‘ ‘ ; - - Y, -37 ““0
I; n, 4‘ J ._ a .1 ..... 0'. L S (1 .L e n ._ C e .- _’ .. O v‘. H-’ L)

The DSYcholOfQZlcal literature conta ns much of interest <
to the physicrl educator. Cratty (22) points out tbn‘ -he

7 7' ‘ " " ”7—“ 7* " ' , “‘~_ 1
nork of tne social psychologis- helps to clarify tne role

} J

of the peer group and of the family in forming the child‘s
attitudes toward physical activity.

In a study by Foshay, et al., (6), it was his premise

that a strong positive relationship existed between tne
things that children would identify as making them feel im-
portant and the things which they recognized in others as
symbols of high group acceptance. This study was tested

in grades three through six. Sixty-seven percent of all

responses fell in three categories. Twenty-three percent,

(1‘

he second highest category, valued the ability to play
games well as important to them. Two open-ended questions
were asked. These were: What I like about myself and what
I don't like. It was interesting to note that play skills
only appeared in the negative question. This study con-
cluded that what is used in self evaluation is also used
evaluating others. Another conclusion was that judg-

D

ments about others is made partly on the basis oi play

- _L‘ f‘ v 7' ’ ‘ “Q I“ .— ‘—‘ -.
_- as ocserxed by Lanes an (:3 that those _ear. ‘;
a. ‘11QVI~ f ‘. ‘ ~
tasas -n the scnool curriculun perceived as oc-nt ‘3 a 0‘
1 w ‘1. ‘
to the self will be more quickly grasped. ne adolesceg.

who thinks of his peer group as significant to his self

will react to the learning situations according to the

' .

\

recognized that the perception of tne self

g.- V‘. ‘-‘

can alter with the groun A woman in a room with

KL)

\c

miss America candidates might perceive herself quite dif-

ferently than in a room with P. T. A. members.

Combs and Snygg (A) state that ”individuals tend to
seek self esteem through winning the approval of groups or
indivi uals they believe to be important, but they tend
also to withdraw from groups which no longer contribute to
their feelings of importance.H .

Eurlock (8) reports that there is a marked relation-
ship between acceptance of self and acceptance by others,
just as there is a marked relationship between rejection
' self and rejection by others. Hurlock (8) reasons
that the adolescent who can do things with others and who

nas enough self—confidence to be willing to use his skills,

set that contributes to his acceptance.

, 5‘
m
m
m

1’18

U)

Strang (15) emphasizes:

Adolescence should be viewed as an opportunity for
achieving a realistic, stable, socially acceptable
and personally satisfying self-concept. Adoles-
cents need experiences that help them to 'move
toward others with friendliness.” They need to
understand their development and take pride in

, in wisdom, stature, human relations,
and specific skills.

‘~ ‘/ r‘ . Y) (rYIO'A'+
4.}. I.-A'. (4A. UVU

Motor Ability

 

e (16) states, "human per-

U)

n H .-
:v and large, Willgoo

1 body effort, and motor ability scores

m

fornance is a tot
frecuently reflect many physical and psychological capaci—
Notor ability was defined as the development level

‘ ' n J" -. v r‘ , '. ‘7'" “ I - l“ v ‘, ’ ' ."’I ‘-
of CNN? s na.bmwa C89d£l.¢/ to 11%uY1fUUCQH‘EixllLS.

 

[\7‘
I‘

measurement of motor ability takes into consideration many
factors. Physical, mental, emotional and social aspects
make up efficient motor performance.

According to Clarke (3) this is the Gestalt theory of
psychology with the whole personality dynamically organized
which results in excellent performance. Physically, motor
ability is composed of strength, endurance, spee , and the
coordination of control of these elements for accuracy.
”illgoose (l6) would add eye-foot coordination, power, pe-
pheral vision, and rhythm. Scott and French (13) include
balance and weight control.

Scott and French (13) have interpreted motor ability
to parallel with achievement in basic motor skills or as a
more general term combining the concepts of motor educabil-
ity and achievement.. Therefore, they are conside ered dual
and interdependent aspects of general motor ability.

Jewett and Clapp (9) evaluate motor skills or ability

in the social s t-

(7.)
< 1*
f4.
:3
0*?

Motor skills play an important role as a vehicle
for social development, for much social interac—
tion centers around physical Hkil . Motor ability
is highly related to the emo - ional Sfeatures of a
chi ld’s behavior. Participation in play and games
gives youth many opportunities for experiencing

the thrills, risks, failures or successes that

make for morale and emotional equilibrium.

Willgoose (16) states that°
General motor ability is a f scinating topic for
sooner or later in the study of it one is bound
to cross trai.s wi th most educational disciplines
and numerous chara<te”7"tics of humnin beha vior.
This is bet caus e the. evwar’“m acts as a whole
and its level of ab l ity is manifest in a variet,

[\3
R)

Originally motor ability was tested to arouse an
.terest in all-round physical proficiency. Testing now

8 primarily for classification of homogenous grouping and

Ho

athletic competition. The degree to which persons possess
general motor ability and motor intelligence is the concern
of physical education personnel.
Willgoose (16) notes "that there is a powerful human

due elityclose ly tied in with general motor ability and that
is will." He also claims that:

. . .the primary elements of motor performance tend

to be related to certain character traits of leader-

ship and popularity. Here we have physical fitness

and motor ability, especially during the adolescent

period, providing among other things a 'capacity' to

understand others. This capacity enhances prestige
and leads to greater social acceptance.

Movement

The theme of "movement” is gaining pepularity and
momentum not only in physical education but in all fields
of learning. This certainly is not a new approach in phys-
ical education but has taken a back seat to more popular
ideas in recent years.

Jewett and Cl app (16) review the movement principle

It is the ori gin nal and be sic approach recognized as
an ntricate part of the edu‘at ional 33s em of the
ancient Greeks, ?oma ns, Egyptians and Chinese. This
tenet :as basic in most nroerems of nny Sl cal educa-
tion until the earl‘ tWa-n iietn cent'w1y in the :”lt d
States, when a series of rdxretiondl circumstanves

a

swung the rudder so abruptly that the movement
"FifiCiDlG oi pnySicai education was neglected and eer-
sonality and socialization were em\uref ed Sar ‘“

Roberts, Eetheringten, Wood, Hanna, hitcheock,

ID
(.0

McCurdy, Ling, Jahn, and hundreds of other leaders in

iv'sical education set their sights boldly on the prin-
iples of human pnysi ological movement as the basis of
man' s exi Stence.

Cratty (5) summarizes some of the reasons for this

renewed interest in movement.

1

During the past twenty years, in particular, there nas
been renewed interest in the performance of humans ”1
various movement tasks. Impetus has been given to the
study of skill by several conditions: The performance
requirements of pilots during World War II, the need

to understand the functioning of complex machine sys-
tems in industry and in the military, and the envolve—
ment of theoretical statements which purport to account
for the complexity and variability of perceptual—motor
behavior of humans.

Jewett and Clapp (9) say that "movement is life."
They define the principles of movement in some of the fol-

lo win tenets. As long as man is alive he must move physio-

OQ

logically in some way. The constant throb of the heart beat
and the expansion and contraction of the lungs are examples

of biological movement. Communication and interpretation,

0‘

‘oth verbal and nonverbal, re uWir movement. Nonverbal

(D

.xpressions require greater degrees of movement. Many people

can do better than they can articulate. Gross body move-

v
I

ments are found in reflection of emotional situations, e
pressions of personality and depicting a way of life.

1 " ‘I H '. - . V‘ » — Y v w . n 3‘ -‘
Ca“r5Ldy stated In Minimum ms entials far Rhysital LG-

0 .9 \I" 9' O - ‘ D . ‘ _ ’ _ " ‘ ‘
ucation in l9/5, written for chctt and Clapp (9, p. gll)

Hovement is central to learning. to experiencing

&”Q expressing, to the “Mr; acr evemcn; of self-

;dentity and self—security .e should be provid-
ing, from infanc; or. a W de Lange f s-ccessful

Lovezen: e oericnr;s, aidi“g t»: lea'ner to

understand better his body potentials, his self-
potential. The cont cnt and method should be directed
toward self- -assessment , self-acceptance, self—assur—
ance, self-striving for a more effective instrument.

Jewett an d Clapp (9) stress the movement principle
in education.

Physical education must concern itself with the
basic ingredients of movement and must stand firmly
for the study of movement in the total educational
pattern of the individual.

Jev:ett and Clapp (9) say that ”the common den .omina-

H

tor of physical skills is activity or movemen They

recognize that all movement is not skilled but only be—

comes skilled when it is consciously controlled and ef-

.D

iiciently executed. The degree of skill is in direct
prOportion to the amount of control and the success of
execution

Scnneiders (ll) feels that participation in play
activities or organized play reaches its peak during adoles-

cence. He believes that ol ay activities are important for

complete development and serve as a temporary escape from

the restrictions impose in the home, school, and socie v

V

and thus serve to reduce tension.

Play activities assume an important role in the
lives of both children and adolescents. It is

a purposive form of activity, promoting gratifica-
tion of basic needs, and insuring freedom from
restraint, obligation, and social pressures.

’lay i3 pleasan , it enhances the feeling of well-
being. . .

}

'1

Jacob (9%) sees building a sense of co onfidence threw“b
cnysical educ a;ion activities which Should not be too ‘om~

r ~. 0 ‘ M- 1" ~ '- L ' Y ‘ I *
.uv dorm/w, cleAW1.ary gnfiuies. fxgr'ooer

W O O

appreciation by the indiv1dual of his or her own body

should have reinforcement through the proper use and prOper
"what I can do."
Schneiders (ll) finalizes the importance of physical

4—: L‘
activities.

W
E_-}(/)QJOI*J

"i in

._
p.

and amusements, and participation in sports,
ribute to the development of basic values,

, and attitudes. This iniluence obviously

t distributed equally, but it is hard to
ne any leisure activity that does not have
effect on the maturing personality. All
e relationships have been studied by many
estigators, and the results show conclusively
eisure- -time activities are among the most
nt determiner s of personality growth during

G

v .

 

(DJQ)

m (009 D m (Ha

 

F*O m

H'HS‘YO
d m

V‘(

}.J

m

Q) l—’- (1' [.J. (1- U) P‘ |.I. 1.4. O

0.5

1
075m

llO(.
U

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Related goals oi Physical Education

 

Clarke (6) defines the function of the physical edu—

cator as one who understands each shild’s needs in order
to give him adequate guidance and to adapt programs to
meet his needs. If these functions are to be accomplished
ciently, measurementvis indispensable, for orderly orc-
gress cannot be achieved without the guidance that intel—
gent use of measurement provides.

This leaves many implications for physical education.

'l

not only must we educate or democracy, but we have an ob-

fin

13 war 3 ‘- c ‘ u‘ r :w. ilvv
--ga ion .0 gr ac dJate yOJng men and women wno are organic i-¢

' ’2“ v 4". '7 4" o «—
fio, eflOthnally stable, and SOCL9L‘"

... V
Li

{J
(I)
(‘f‘
m
D;

Through understanding the above goals of physical edu—

V" v.' (v - - ~ r “ '-' C‘ r] a. I. -.I '- . . , .- . "1 -
on he see the. these a?c in (ompletc agreemcn, 'no har—

I ‘ Q r. , ,
n ' .V‘?‘>'x 4 L ..-. A. 4 - ,
mom] h - . tne a 3 .713 oi germ/W31. or; was .iOF‘. .

R)
\‘1‘

This study is primarily interested in the two objec-
tives of emotional stability and social adjustment as
they interact with physical education.

Cratty (22) emphasizes that the two main goals of
physical education are social efficiency and skill develop—
ment. Clarke (3) believes that learning physical skills is
an important element in social adjustment. He also claims
that learning these skills ”constitutes the difference be—
tween the development of social, well-integrated individuals
H

and unsocial, retiring types.

nteresting to note that one sees these as the

H-

It is

tw areas for concern while the other looks at these as

cf

one dependen upon the other. It Can be concluded that
upon this interrelationship rests the core to successful
physical education programs.

Consideration in testing, therefore, should be given

to social traits functioning in physical education whether

in or out—of—school situation. Those physical educators

( 1.

who measure in this light will more ably meet the broa

I

s of the stud nts.

r1 vs
(2.. 1.99

O.
(D

soc
Too often physical educators become saturated with the
idea that physical education classes are a panecea for all
social problems existing in schools. It is taken for
granted that social development will automatically happen

'0 . 1 ' ' 4 . '1 ‘ ‘ _0 ~ 'I O L . ‘_ _O o " '1
in physical edlcation classes without planning ‘eSiraoie

‘— ‘ .. ‘ 1 E .3 .3 -. .f e .7 .' .-
'1“ “Vlfim rrwo 'Q trnorn Wnc‘v *r‘ [’nm n n. We c: '
:J‘ Orin- C'-0LS #0 a J-va‘Jv -l-\/ IJV '- (. U44- '40 Q -1.v£|.a.L.._L.se\ ‘- a_-lL\—‘ \ -_C ._ -

I\ )
.\]

won't always result in positive and desirable social
outcomes.
Clarke (3) sees character development as continually

taking plac in all of life’s activities and that this con-

(D

stitutes an obligation and challenge to physical educators

0

see that social develOpment is kept in mind through care—
fullv‘plann ned programs.

Social acceptance is an important requisite for

satisfactory social adjustment. Lack of social

status frequently results in discontent and
nhappiness; attainment of status once lacking

y produce marked changes in an individual’s
sonality and feeling of well being. Ob-

ning and maintaining social acceptability

particularly important during adolescence. . .

V1
7
.~

.'0 (‘1 )0 E3;
Q) (D i

l
(13

Significant relationships between physical and motor
fitness to peer status, leadership qualities, and personal
and social traits have been found verifies Clarke (3).

Since social efficiency involves human relationships,
Willgoose (l6) feels that ”physical education, perhaps more
than any other special subject in the curr‘culum, is pur-

q

poselv organized to oeal with the elements of social be-

parallelling this statement Clarke (3) says:

There is little doubt among educators today that
physical education may contribute to social effi~
ciency of school children. Physical education
actiVLties are real to the child——they have meaning;
the'r result in action.

Eourne (19) places the value

U)

in a broadel sense.

Ct“r" I'. 1 1‘ ‘3, ' r.‘ 1 n‘. b . ‘- v ‘V‘fl' ' ‘
-hyslcai education prOVioes periods oi invoixe eat
in integrated activity wh'ch can lead to the lar‘~
R." U - ~ - ‘- \. ~u . - ‘ b A .t A - >b
fleetion Cf self~imaie. tne cnmanccment of so T3

Q) i-" (3

. «.L- - " > \ ~ ‘ 'I' ‘ ‘\. k" 4‘ ‘
esteem, the develoumew o. sell—centre), egg

\'.

 

‘4

increased sense of security. In physical education
we help our youngsters to obtain a self-image.

From a social point of view there is general agreement
among educators that physical education when carried on in
a favorable environment can offer significant opportunities

for character and social development.

Summary of the Literature

 

Recapitulation of the related literature directs at-
tention to the importance of positive formation of self-
concepts as they relate and are related to by all behavior.

If self-concepts are formulated by and large through
the individual‘s perception of how peers and significant
others react to the self, then situations of all learning

carry a responsibility to guard against rigid, uniform

’(3

rograms and should strive to individualize learning tasks.
Somewhere a balance between perception of values attached

to a learning situation and innate ability to achieve these
values must be furthered. Through good testing we can lo-

4. 4—7
ceue the

.-

(’D

" Y1 .
x'-em

(D

S.

<

Physical education is viewed as a dynamic workshop
'th explosive potential to contribute to positive
concept of self. Authorities in all fields of ecucaticn
lize the contribution physical education can make to
social adjustment and acceptance. It is s; gestcd here

: ’ . L

4—‘ (.J— l! - 1 -. ‘- 1 — s . v .1" I
tha. social a‘ ustment ano acceptance reflect positive eel

EPIER III

BETHCDOLOGY

T‘r‘fi

3 study was made to determine the relationship
between self—concept and motor ability, and at the same

ti.e to measure peer evaluation of motor ability since

it relates to self-concept determination.

34-: m
iniclon of ierms

 

lf-concept. This is the individual's appraisal of

 

his worth as he judges himself now.

Rotor ability. This is the level to which one has

 

developed his innate capacity to learn motor skills (2).

 

ihe choice of an appropriate instrument to adequately

1 .

(L

measure the motor ability for junior high girls resu

in Scott's Test of Motor Ability (l 3). The criter‘i a used
for Selecting this test were time nd ease of administering

and a r’gn degree of reliability and validity.

rv‘~ ‘— -w_
-nis test net tne general req 1 emen s -or a coco
fiL. A. 1 .0 .94.. . 4.1 Y_.'."11 . - F . $.- ‘
teop of motor aoility. Both wiilgoose(16) and Scot. and
1... r , ~ v J 1" D. ‘ 1 ¢_.. J
:rencn 3) cm :asize tne elem_ntc Oi. ignitiiity, sate-

4. .. .' +, , . .9 J- .2 .‘ f‘ 1],! *1 | 1 , -
tem .arle.y, and combination cl skills as moze or less

‘ O 0 ‘- O
r f“ '. w ' - . ('3
a \J. V .L. I .1. Lo -1- C.) V .

'7

(H

LU
k)

Fitts Tennessee Self Concept Scale (2U) was highly
recommended as one of the outstan ing tests for determining
self-concept. Fitts (2U) says that "a need has continued

for a scale which is simple for the subject, widely applic-

able, well standardized, and multi-dimensional in its des~

cription of the self-concept.” The Jo rnal of Counseling

 

'U
m
a
.3‘
O

logy (23) reports:

To a considerable extent Fitts's Scale fulfills
this need. It consists of lOO self descriptive
statements. . .Has a L-iker t— —type five point en—
dorsement scale, which runs from completely
false to completely true. . .The responses are
scored in five aspects of self (physical, moral

ethical, personal, family, and social) and dy—
namics of what a person is, how he accepts him-
self, and how he acts.

The peer selection test was decided in consultation

>3

iJo
(1‘
13"

the advisor of this study.

The tests used were: (1) motor ability test bat-

te ry including: (a) standing broad jump, (b) basketball
throw for distance, (c) wall passes, and (d) h-second dash;
(2) self-concept scale; and (3) peer selection 3
ability.

..
I: ma
8 VV

0)

ption for each of these tests is presentec in

the Appendix.

 

Selection of Subjects
“ O _' V o o ‘
fi,l girls (lob) in tne phySical edu cat:ion class e at

V

hogan he Junior high School were tested for this Stud .

AA *A-(-

l ’ ‘ O 0 '\
1 r' v H P: ' f“ r . ~ «I " ‘r w ., - ... : ..
17.; weir? OJCPI tn arm, ei;_1ch_gh_ader%3 :arn.in5 f: \m

A

‘ .2

.. '1. 4. ‘.'. . . . .,.. W
twelhfli to fifteen yrmmn; oi a<e,

 

Testing Procedures

 

The administrator for the battery of motor ability
tests was the physical education instructor. In conducting
this complete study the author worked very closely wit the
physical education instructor to insure the highest degree
of understanding for administering the tests.

MM In administering the self-concept test, it was neces—
sary to spend some time establishing a good report with

the students so that they would reveal truthful information
about themselves. Time was spent explaining that the an-
swers given by them would be seen only by the author. It
was further emphasized that there were no incorrect answers
but rather answering honestly made it correct for that one
individual. It was established that an answer given by

one could be completely different from another student's
answer, but both would be correct if given honestly.

The privacy of the student was thought essential for
honest reactions. Therefore, students were purposely spaced
to insure maximum security.

In the explanation preceding the peer group selection,

careful emphasis was made that the selections be made on

skills and not on the basis of friendships or hostilities.
All tests were given during the physical education

class periods. The self—concept test and peer group selec-

1

four items of the motor ability battery were given on five

v ‘— V ‘1 r 'i e. 4" " ‘ 'N‘ '. - \
consecutive class meetings. fse written tests were give;

prior to the motor ability tests. These tests spanned a

time of five weeks.

nalysis of Tests

 

The results of the motor ability test and the self—
concept test were sealed in T-scores and were computed
according to conventional statistical techniques.*

The peer evaluation of motor ability was computed
statistically using the mean values of both the motor abil

ty scores and the self-concepts scores of the highly and

poorly skilled students.

Junior Hie h Curriculum

 

No particular philosophy has dictated the role of

Q

physical education nor have guidelines been es aelished for

a planned physical education program. Lack of continuity
in leadership is evidenced by six different teachers during
the seven years of the school's existence. The curriculum
certainly has been influenced by lack of equipment and gen-
eral apathy by school administrators. Below is listed the
current year's program.

Kickball _ \

Volleyball

Conditioning exercises

Softball

Track-—dashes only ‘
Low organizational games

 

v
*The raw score to T-score conversion chart 18 in the
flppendit. The self concept conversion chart and scoring
tiCW”—QUOS can be Obtained from the Bib lioeranh (34).

LU
LA)

CHAPTER 1*
.RESULTS or THE TUDY

The primar' pur ose of this study was two fold:
(l) to investigate the relationship between self-concept
and motor ability, and (2) to study the interrelationship
of peer evaluation of motor ability on self-concept deter-

mination.

Analysis of Data

 

Conventional statistical techniques were used in an-
alyzing the data.

The Pearson Product—Movement Coefficient of Correla-
tion was used to determine the correlation between self-
concept and motor ability. These correlations are shown in
Table I.

A statistically significant correlation at the .01
level of confidence required a correlation of .208 for the
total number involved in the study.

In separating the seventh and eighth grade, the

-th grade required a correlation of .254 at the .01

(1“
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’3
0.)
CL
(D

level of confidence to be significant. The eigh
correlation was not statistically significant at the .01

' l p i .. . 4 40' «€- .
_evei o- confidence‘batwas signiiicant at the .C5 lexel

A t—test of the hypothesis that the coefficient of

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TABLE I

CORREHATION OF SELF—CONCEPT
AND MOTOR ABILITY

I;

 

 

 

Grade Level N r

Seventh and Eighth ' 184 .335;
Seventh 106 .uO*
Eighth 78 .21**

 

 

*Significant at .01 level of confidence.
**Significant at .05 level of confidence.

a bivariate population is not greater than a specified
value was used to determine the significance for this
part of the study.

The F-test of the hypothesis that the variances of
two normal independent populations are equal was calculated
using motor ability scores taken from the ten highest and
ten lowest self—concept scores. A .10 level of confidence
was accepted. The test proved no significance, and the

null hypothesis was accepted that the variances are equal.

('f‘

Therefore a t—test of the hypothesis that he di

p .
l GIGHC

«D

s between the means of two normal independent pop-
ulation is not greater than some specified value when the

variances are not known but may be assumed to be equal was

L’Oo
V-_-V

calculated. A .01 level of confidence was accepted and

results are given in Table II.

\jJ

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TABLE II

t-TEST OF SIGN FICANCE BETWEEN MEAN

(& scents)

 

 

 

Parameter Mean 8. D. t df t
Rotor Ability 48.5 7.53 2.88 18 “.”4
43.5 4.95

 

*Significant at the .01 level of confidence.
Note: top line are highest self-concepts.
bottom line are lowest self-concepts.

The F—test and the t—test (just explained and with
the same levels of confidence) were tested on fifteen
self-concept scores taken from the fifteen highest and low-
est motor ability scores. The results are given in Table V.

The subjective peer selections of motor ability for

1

those students who were considered highly or poorly ski:

led
were subiected to the same F-test and t-test. These

f significance between means of self-concept

were ves

( f‘
0’)
O

and motor ability. The results are shown in Table VI.

igures represent the twenty students considered the

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4’lled and the twenty students picked as having

(1‘
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the noorest Skills-

TABLE III

TEN WISHEST AXD LCKEST SELF-CONCEPT SCORES
NATCHLD WITH MOTOR ABILITY SCORES

(T scones)

 

 

 

high Self- Motor Low Self- Moto-
Concept Ability Concept Abi_'

7o 51 25

68 51 25

68 A6 26

67 A3 29

66 A5 29

66 35 29

66 56 29

65 u) 30

64 62 31

6a ,2 . 3i

 

 

TABLE IV

TFTEEN HIGHEST AND LOWE ST MOTOR ABILITY SCORES
MATCHED WITH SE -CONCEPT SCORES

 

 

 

(T SCOR ES)
High Iotor Self— Low Motor Self
Ability Concept Ability Concept
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TABLE V

t-TEST 0F SIGNIFICANCE BETEEEN MEANS
(T SCCEEs)

 

 

Parameter Mean 8. D. t df t
Self-Concept 50.2 10.8 2.76 28

M3.5 12.0 5.8*

 

*Significant at .01 level of confidence.
Note: tOp line taken from highest motor ability scores.
bottom line taken from lowest motor ability scores.

TABLE VI

t-TEST 0F SIGNIFICANCE BETWEEN MEANS
(BASED ON PEER SELECTIONS)
(T SCORES)

 

 

 

 

Parameter Mean S. D. t df t
Self—Concept U8.3 10.86 2.71 38 7.C*
40.8 9.18
otor Ability 51.8 6.18 2 71 38 15 6'
110.1 5.25

 

 

 

!
*Significant at .01 level of confidence.
te: top line denotes highly skilled.

bottom line denotes poorly skilled.

TABLE VII

SELF-CONCEPT AND MOTOB ABILITY SCORES FOR PEER
EVALUATIONS OF THE HIGHLY AND POORLY SKILLED
(T SCOBEs)

£0

‘3

 

 

 

High Skilled Motor Low Skilled Motor
Self—Concept Ability Self—Concept Ability
A7 51 34 38
62 5A 32 37
A8 A8 33 AA
A: A7 33 33
51 AB 39 37
65 56 35 to
58 55 A2 A8
39 54 3 43
63 51 66 35
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AC 65 50 AC
64 62 36 Al
£4 56 3 A6
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39 51 A9 35
A9 41 51 - LC
33 41 40 29

 

 

 

CHAPTER V

SUMMARY, CONCLUSIONS, RECOMMENDATIONS

he purpose of this study was to investigate:

l) the relationship between self-concept and motor
ability, and

2) peer evaluation of motor ability it relates to
self—concept.

ne hundred and eighty-four (18A) junior high school
girls participated in this study. These represented all of
the seventh and eighth grade girls in this particular junior
high school.

All tests were administered by the junior high phys-
ical education teacher and the author.

Self-concept and motor ability raw scores were con—
verted into T-scores. The means were calculated from both
test Scores on peer selections of motor ability.

The Pearson Product-Moment Correlation Coefficient
was used to determine the relationship between the variables

of self-concept and motor ability. This correlation was

The F-test and the appropriate t-test were used to
determine the diffences between means.
The peer selections were arbitrarily set at twenty

by the author. The self-concept and motor abi

’._J
H
(‘f‘
“<1
(’1
0
w
(j
'9

A0

*5

or the twenty girls who received the most votes by their

peers as having the highest and poorest skills were calcu-
lated.

The fifteen highest and lowest motor ability scores
were matched with their self-concept scores and the latter
was calculated for significance between means. The ten

highest and lowest self-concept scores were matched with

h ir res

ective motor ability scores and calculated for

r f
(D
'U

.1.

D
'T .L

0‘

(D

between means.

I‘-
o
m

s‘.

0‘?

EC

Conclusions

 

The following conclusions were drawn from the statis-
tical analysis of data.

1. There is a Significant relationship between self-
concept and motor ability at the .01 level of confidence.

2. tudents with high self-concepts score higher in
motor performance.

3. Students with low self—concepts score lower in
motor performance.

4. Students who score high in motor performance
have higher positive attitudes toward themselves.

5. Students who score low in motor performance
have lower and more negative attitudes toward themselves.

6. Students who are rated high for physical

1

Skills by their peers have higher selfeconcepts and have

higher motor a

.'

Oilities.

0“! 4- r' j v I 1
7. Students who are rated low for poor phgslcai

skills by their peers have lower self-concepts and lower
motor abilities.

.0 1L‘
v

8. There was a difference between seventh and eigh n

..

grade correlations of motor ability and self—concept. Sig-
nificance for the seventh grade was at the .01 level of con-
fidence and the eighth grade was at the .05 level; however,
both were significant.

9. Therefore it is the feeling of this author that
the effects of a good physical education program go deeper

than the learning of skills. Physical activities when well

individual needs can and do contribute to

'(3

(D
(D
<+

ianned to m

the enhancement of the self. Good physical education pro-

rams offer one Opportunity for students to meet success,

0’?

build their own self—confidence, stabilize emotional and
mental health, and formulate positive attitudes toward

themselves. It is readily agreed that the assessment of
the individual by her pee. group does influence her own

ud ment of herself.

 

It is felt that there is a need for further investi—

2. a c mparison study between an inferior physical
e tion program and superior one.

3. a comparison study betweer junior high boys and

rison study between 91
C i

~a-ion classes and g'

BIBLIOGRAPHY

BIBLIOGRAPHY

1..
00A.

m

U)

I. Bucher, Charles A., Koenig, Constance, and Barnhard,
Blilton. Methods and Materials for Secondary
School thsical Education. t. Louis: The C. V.
Mosoy Company, 1961.

 

 

2. Bovard, John F., Cozens, Frederick W., and Hagman
Patricia E. Tests and Measurements in Physical
Education. Philadelphia: w. B. Saunders CO.,
I9A9.

 

 

3. Clarke, Harrison H. Application of Measurement to
Health and Physical Education. Englewood Cliffs,
KeA Jersey: Prentice—Hall, lnc., 1959.

 

 

A. Combs, Arthur W. and Snygg, Donald. Individual Ee-
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5. Crattv, Bryant J. Movement Behavior and Motor Learn-
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6. Foshay, Arthur W. and Wann, Kennet‘ D. and Associates.
Social Values. New York: American Book Stratfcrd
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7. Garrett,.Henry E. St isti cs in Pswvcholo y and Edu-
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8. Hurlock, Elizabeth B. Adolescent Development. New
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9. Jewett, Ann E. and Kn nap p, Clyde. The Growing Years
Adolescence. Washington, D. C.: AAh-EH, 1932.

 

 

10. Krech, David and Crutchfie ld, Richard S. Theory and
Problems of Social Psychology New York: lcgraw
Hill Book CO. inc., 1948.

 

 

 

ll. Schneiders, Alexander A. Adolescents and the C.a
lenge of Maturity. Milwaukec° ruce PuJTiSnTng
(‘Jllzdn‘j 19-55?

12. SC hne Iders, Alexander A. Personality Development in

 

L
ACOIOCCD CO. Milwaukee: Bruce fuellsnihfi £09365?

 

l I
.1- [A’S‘J o

5...:
\f]

O\

I..J

IT]

 

 

AU

 

 

 

 

Company Inc., 1961.

wiodicals

 

'AJ
\1

18.

Bledsoe,

Bourne, M rgaret.

Abernathy, Ruth.

tent Themes in Physical Education,

Health,

Physical Education,

H

 

 

E648, March 1965.

to Their Academic Achievement
ests, and Manifest Anxiety,‘

Project No.
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School Level,"

Joseph and Garrison, Karl
cepts of Elementary School Children
Intelligence,
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(‘1

V0

"The Self
in Relations
Inter-

”The Search for Significant Persis-
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and Recreation, 36-

Con-

Scott, Gladys M. and French, Esther. Evaluat*or in
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Company, 195C.

Staton, Thomas E. Dynamics of Adolescent Adjustment.
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Strang, Ruth. The Adolescent Views Himself. Vew York:
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Millgoose, Carl. Evaluation in Health Education and
Physical Education. New York: McGraw-' 11 Book

 

 

AAHPER, 1963.

 

 

1008., Athens, Georgia:

univerSity

Values in Sports, Washington,

D

"Values in Sports at the Secondary

(~- 0
1&1’00

 

 

 

 

 

 

 

 

. H _- .. ,
Brandt, Richard M. The Accuracy of Self Estima;e. A
.,. H .
Measure of Self—Concept Reality, Genetic Ps cho
’1 ‘4. n ‘|,,‘V i '.
logy Monographys, 5h, Provi ncetown mass. ive
'r‘wnhr'i 1170;: - 7, 051;)
'4Jv\~.$d.~ 1.-.,38, ..._-//Jo
“rookover, Wilbur 3., Patterson, Ann and Thowas Shailer
T' 1 h_‘ ‘ g .. .'
The Re elationsnip of Self Images to Achiexe ent _n
. . H a .
Juni r High School Subjects, Cooperative 58898?"2
Progect yo. 6A5., E83; IanSing, Micn.: Riczigai
State Universit*, 1962.
H .
Cratty, Bryant J. Psychological Bases of Physical
o o f! '1 5
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an‘ Recreation, 3627142, Septemoer 1965.
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E..-s, Will.am H. :fnneifiL: 3:1 _ngLept Scale. -as ~
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[\J
\)1

h)

h)
(D

29.

Jacob, Joseph S. ”Psychiatry, The Body Image
..I H 'r 4. v \-
tity, Values in Spor-s, wasnington, D. C.. A
1953.

 

Landsman, Ted. "The Roll of the SGlf—COHCGPL in L
a o o 1' w. 79
in? Situations, The High School Journal, 45:
April 19b2.

 

Schmuck, Richard. "Some Relationships of Peer Li&ing
Patterns in the Classroom to Pupil Attitudes and
Achievement,” The School Review, 71:337-59,
Autumn 1963.

Ulrich, Celeste. "The Tomorrow Mind," Journal of
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35:l7~l8, October 196U.

 

 

Videbeck, Richard. "Self Conception and Reactions of
Others,H Sociometry, 33:351-9, December 1960.

 

Unpublished Materials

L0

32.

Dyson, Ernest. ”A Study of the Relationships Be-
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and Two Types of Grouping Procedures Used With
Seventh Grade Pupils,” Dissertation Abstr., 1965,
26, 1475.

Miller, Clifford Dean. "An Exploratory Investigation
of Self Concepts of High Achieving, Average—Achiev-
ing, and Low Achieving Groups of Junior High Pupils
as Perceived by the Pupils and Their Teachers,”
Dissertation Abstr., 1965,'2o, 1A83.

White, Audrey A. "Insights Into the Relationship
Between Children's Self—Concepts and Their
Academic Achievement," Dissertation Abstr.,
19 3, 2A, 5227.

- APPENDIX

I
;

\LE VIII

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scorr's TEST or MOTOR ABILITY (13)

BASKETBALL THROW FOR DISTANCE

U
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0
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tion

1. The subject starts anywhere behind the starting
line.

2. The subject may throw any way she wishes.
3. Three consecutive throws are given.

A The score is the distance from the throwing line
to the spot where the ball touches the floor.

5. Only the longest throw counts.

6. Do not step on or across the line when throwing.

Suggestions

 

7 Explain carefully but do not demonstrate.

a. .nswer uestions about the test except on
’ a.
bLAa'. O‘Ayiroo Liechb~iqlle0

 

3. The throw may be of any type providing the feet
are behind the line.
Ecuinmer
l. Basket ball.

2. Measuring device.

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mu .- ‘ —..-“——__~..——-

STANDING BROAD JUMP

I".

The subject stands on take—off board with toes
curled over the edge of the board.

The take-off is from both feet simultaneously.
The jump is as far forward as possible.

The score is the distance from the edge of the
take—off board to the nearest heel (or to the

nearest part of the body if the balance is lost).

The best of three trials will be counted.

 

[‘11
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Preliminary swinging of arms and flexing of knees
are permissible providing the feet are kept in
place on the board until the actual take-off.

Be sure the subject understands what is to be done.
f a take-off board is not feasible, jumping may
(3

done from the mat if the mat is heavy enough s
o it will not slip.*

Measuring device.

 

*For this Study a mat was used.

\D
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DASH (U seconds)

 

Sescription
l. The subject may start in any position wished will

4.1

V’W
toes behind a starting line. On the signal "Ready,
Go,“ the subject runs as fast as possible and keeps
going until the whistle blows.

2. The score is the distance you have run between the
starting signal and the whistle .
!

1. One trial is sufficient. (If there is outside
interference then a second trial would be per-
mitted.

2. It is best to use two persons, a timer and a

judge to determine the distance achieved at the
time of the whistle.

i. Time watch.

'\ )1

RU

WALL PASS

 

De criction

l. The subject stands behind a restraining line,
facin ng a wall, and throws a ball into an area
eight feet square.

2. The line is nine feet from the wall and parallel
t it.

3. On a signal ”Ready, Go," the subject throws the
ca all against the wall, catches the rebound, and

A.

5.
6.

7.

repeats this action again as quickly as possible.
This continues until she is stOpped by the timer.

The subject must remain behind the line when per-
forming.

The throw may be of any type.

The score is the number of hits during a 15 second
time.

One trial

H
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If the ball drops between the wall and the line.
.4 o

it may b necessary for the player to cross the

line to recover the ball. This is permissible.

but the suoject mtst then cross behind the line

for the next ‘hrow.

A second trial may be given if the call gets 0‘:
of control and time 18 lost recovering it.

.avc three or four practice thno s

tr)

(.1)

F!

l4

F1

am

e4

am

hi

am

F4

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am

14

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my friends

am

8.71

an honest

8

a

a

a

have
kind of

a

not interested in what other people do

an“

FITTS NNESSEE

F
[I

have a healthy body . . . . . .
am an attractive person . . . .
consider myself a sloppy person

am a decent sort of person . .

person . . . . . .
bad person . . . . . . . .
cheerful person . . . . .
calm and easy going person

nobody . . . . . . . . . .

a family that w uld always
trouble . . . . . . . . .

i am a member of a happy family .

friendly person . . . . .

popular with boys . . . . .

not always tell the truth .

have no confidence in me . . .

angry sometimes . . . . . . . . .
Completely Mostly Partly false M
false false and
partly true
1 2 3

SELF-CONCEPT SCALE

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have a

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like to look nice and neat

a sick person . .
a religious person

a moral failure .

a morally weak person

lot
a hateful person .

losing my mind . .

an important person to
. I am not loved by my family

feel that my family doesn't

popular with girls
mad at the
hard to be

in a while

~ometimes, when I am not

Mostl
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l 2

I think of things

all the time

am full of aches and pains . . . . . .

of self-control . . . . . .

trust me .

whole world . . . . . . .

friendly with . . . . . .

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am neither too fat nor too thin . . . . . .

l4

like my looks just the way they are . . . .

_ would like to change some parts of my body

:4

am satisfied with my moral behavior . . . .

I am satisfied with my relationship to God .

I ought to go to church more . . . . . . . .
I am satisfied to be just what I am . . . . .
I am just as nice as I should be . . . . . .
I despise myself . . . . . . . . . . . . . .

I am satisfied with my family relationships .

I understand my family as well as I should .
I should trust my family more . . . . . . . .

i

i am as sociable as I want to be . . . . . .
I try to please others, but I don't overdo it
i am no good at all from a social standpoint

I do not like everyone I know . . . . . . . .

Once in a while, I laugh at a dirty jOke . .

onscs--Completely Mostly Partly false Mostly
ialse fals: and true
partly true

1 2 l 3 L:

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I am neither too tall nor too short . . . . .

I don't feel as well as I should . . . . . . . . .
I should have more sex appeal . . . . . . . . . . .
I am as religious as I want to be . . . . . . . . .
I wish I could be more trustworthy . . . . . . . .
I shouldn't tell so many lies . . . . . . . . . . .
I am as smart as I want to be . . . . . . . . . . .
I am not the person I would like to be . . . . . .
I wish I didn't give up as easily as I do . . . . .
I treat my parents as well as I should (Use past

tense if parents are not living), . . . . . . . . .
I am too sensitive to things my family say . . . .
I should love my family more . . . . . . . . . . .
I am satisfied with the way I treat other people .
I should be more polite to others . . . . . . . . .
I ought to get along better with other people . . .
I gossip a little at times . . . . . . . . . . .

r 4‘ o (1 f I .
At times I leel like swearing . . . . . . . .

ponse--Completely Mostly Partly false Mostly
false false and true
partly true

I 2 3 1:

Completely

kn.

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take good care of myself physically . . . . . . . 13

+4

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try to be careful about my appearance

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often act like I am ”all thumbs" . . .

F4

I am true to my religion in my everyday life . . . 31

I try to change when I know I'm doing things that .
are wrong . . . . . . . . . . . . . . . . . . . . . 33
I sometimes do very bad things . . . . . . . . . . 35

I can always take care of myself in any situation . 59
I take the blame for things without getting mad . . El
I do things without thinking about them first . . . 53

I try to play fair with my friends and family . . . 57

I take a real interest in my family . . . . . . . . 69

I give in to my parents (Use past tense if parents

are hot 11V1ng) O O O O O O O O O O O O O 0 O O O O 71

I try to understand the other fellow's point of

‘Jiex‘: O 0 O o o o o o o o o o o o o o o o I o o o o "15

I get along well with other people . . . . . . . . E-

I do not forgive others easily . . . . . . . . . 3?

I would rathel win than lose in a game . . . . . . U9

.,onses--Completely Mostly Partly false Mostly Completely
false false and true true

partly true
I 2 3 A 5

 

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am a poor sleeper . . . . . . . . . . . . . .
do what is right most of the time .'. . . . .
sometimes use unfair means to get ahead . . .
have trouble doing the things that are right
solve my problems quite easily . . . . . . .
change my mind a lot . . . . . . . . . . . .
try to run away from my problems . . . . . .
do my share of work at home . . . . . . . . .
quarrel with my family . . . . . . . . . . .
do not act like my family thinks I should . .
see good points in all the peOple I meet . .
do not feel at ease with other peOple . . . .
find it hard to talk with strangers . . . . .

a while I put off until tomorrow what I

0

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partly true .

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PEER SELECTION TEST FOR

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HIGHLY SKILLED . _. -

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If you and five other members fromhyour class could
make up a team and compete for a wonderfgl’prize, whom
would you select to be on your team. If you really wanted
to win, who in your class could help you the most?

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ELECTION TEST FOR

POORLY SKIL ED

If you and five other members from your class could
make up a team and compete for a wonderful prize, whom would

:east want on your team? These members would help

 

 

 

 

 

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