A SURVEY 0? THE PHY 51W ACFWIW‘
BACKGQOUNDS AND PRESENT
PARTiCEP‘ATIQN EN AND ATTETUDES TOWARD
SPORE AND EECRfiATKQNAL ACTWETIES
OF RESIDENT GRADUATE. WOMEN 5TUDENIS-
AT MtCH’EfiAN STATE QMVERS-ETY

Thesis {tom Hm Dam. of M. A.
HICHLGAN STATE UKWERSWY
Corafie P‘hiiiips
1966

u gum; lilzllfljlflllll Llll 111 «2| M 111mm“! "1; || !

L13. 3 A R Y
Midtig’an State

 

I Um'vcrsity

 

 

 

 

 

 

ABSTRACT

A SURVEY OF THE PHYSICAL ACTIVITY BACKGROUNDS AND PRESENT PARTICIPATION
IN AND ATTITUDES TOWARD SPORTS AND RECREATIONAL ACTIVITIES OF
RESIDENT GRADUATE WOMEN STUDENTS AT MICHIGAN STATE UNIVERSITY

by Coralie Phillips

The major role played by sports and recreational activities in
the lives of undergraduate college women has been substantiated in
studies conducted by a number of physical educators. The present study
constituted an effort to partially answer the need for a survey of
graduate women students' needs and desires for physical activity.

The author carried out an investigation of the family and school
sports' backgrounds, as well as the present patterns of participation
and attitudes toward sports for women (HS eighty-four resident graduate
women at Michigan State University.

A questionnaire constructed to obtain information concerning the
subjects' childhood, high school, undergraduate and graduate college
sports practices and preferences was administered to each of the eighty-
four Owen Hall graduate women students chosen for the study. A personal
interview was held between the author and subject during which the
latter's responses were recorded immediately on the interview schedule.

Statistical analysis of the data included frequency and per-
centage tables derived for each item on the questionnaire. Rank
orderings of activity choices, reasons for and against participating

in sports, and similar particulars were tabulated.

Coralie Phillips

In addition, selected variables were subjected to the Chi Square
Test of Independence to determine whether or not activities chosen for
participation and spectating had relationship to certain information
concerning the subjects. Chi Square analysis revealed that no rela-
tionship existed at the .10 level of significance between the selected
sets of variables.

Despite the graduate women's widely varying family and school
backgrounds, common patterns were evidenced among the girls' present
choices of participation and spectator sports, their reasons for and

against participating, and their attitudes toward sports for women.

A SURVEY OF THE PHYSICAL ACTIVITY BACKGROUNDS AND PRESENT PARTICIPATION
IN AND ATTITUDES TOWARD SPORTS AND RECREATIONAL ACTIVITIES OF

RESIDENT GRADUATE WOMEN STUDENTS AT MICHIGAN STATE UNIVERSITY

BY

Coralie Phillips

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

1966

ACKNOWLEDGMENTS

The author is indebted to Dr. Harry Webb for his advice and
assistance, and to the subjects for their cooperation, without which

this study could not have been undertaken.

ii

TABLE OF CONTENTS

Chapter Page
I. THE PROBLEM . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . 1

Need for the Study . . . . . . 1
Procedures . . . . . . 2
Definition of Terms . . . . . . . 2
Limitations of the Study . . . . 3

Basic Assumption 3

II. RELATED LITERATURE . . . . . . . . . . . . . . . . . . . 5
College Women's Sport . . . . . . . . . . . . . . . . 5
Attitudes . . . . . . . . . . . . . . . . . . . . . . 7
Research Methods . . . . . . . . . . . . . . . . . . 11

III. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . 12
Sample . . . . . . . . . . . . . . . . . . . . . . . 12
Interviewing Procedures . . . . . . . . . . . . . . . 13
Statistical Techniques . . . . . . . . . . . . . . . 14

IV. PRESENTATION AND ANALYSIS OF DATA . . . . . . . . . . . 16

Background Information . . . . . . . . . . . . . . . 16
Family . . . . . . . . . . . . . . . . . . . . . 16
High School . . . . . . . . . . . . . . . . . . . 22
Undergraduate College . . . . . . . . . . . . . . 25

Present Patterns . . . . . . . . . . . . . . . . . . 30
Graduate College . . . . . . . . . . . . . . . . 30

Chi Square Analysis . . . . . . . . . . . . . . . . . 38

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . . . . . 42

Summary . . . . . . . . . . . . . . . . . . . . . . . 42
Conclusions . . . . . . . . . . . . . . . . . . . . . 43
Recommendations . . . . . . . . . . . . . . . . . . . 47

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . 48

iii

LIST OF TABLES

Table Page
1. Age of Subjects . . . . . . . . . . . . . . . . . . . . 17
2. Location of Hometown . . . . . . . . . . . . . . . . . . l8
3. Population of Hometown . . . . . . . . . . . . . . . . . 18
4. Number of Brothers . . . . . . . . . . . . . . . . . . . l9
5. Number of Sisters . . . . . . . . . . . . . . . . . . . l9
6. Total Number of Brothers and Sisters . . . . . . . . . . l9

7. Sports Participated in With Family and Friends
and Frequency of Participation . . . . . . . . . . . . 20

8. Sports Spectated With the Family and Frequency
of Spectating . . . . . . . . . . . . . . . . . . . . 21

9. Size of High School . . . . . . . . . . . . . . . . . . 22
10. Years of Required Physical Education in High School . . 23
11. Favorite High School Physical Education Activities . . . 24

12. Number of Participants in High School Intramural

and Interschool Sports . . . . . . . . . . . . . . . . 24
13. Size of Undergraduate College . . . . . . . . . . . . . 25
14. Years of Required Physical Education in College . . . . 26
15. Undergraduate Physical Education Class Activities . . . 26
16. Undergraduate Recreational Activities . . . . . . . . . 28
17. Undergraduate Spectator Sports . . . . . . . . . . . . . 29
18. Undergraduate Extracurricular Activities . . . . . . . . 29
19. Areas of Graduate Study . . . . . . . . . . . . . . . . 31
20. Probable Future Careers . . . . . . . . . . . . . . . . 32

iv

LIST OF TABLES--Continued

Table Page
21. Participation Sports During Past Year . . . . . . . . . 33
22. Spectator Sports During Past Year . . . . . . . . . . . 34
23. Reasons For Not Participating in Sports . . . . . . . . 35
24. Reasons For Participating in Sports . . . . . . . . . . 35

25. Sports Considered Most Appropriate for Female
Participation . . . . . . . . . . . . . . . . . . . . 36

26. Sports Considered Least Appropriate for Female

Participation . . . . . . . . . . . . . . . . . . . . 37
27. Favorite Participation Sports . . . . . . . . . . . . . 39
28. Where Favorite Participation Sports Were Learned . . . . 40
29. Favorite Spectator Sports . . . . . . . . . . . . . . . 4O

LIST OF APPENDICES

Appendix Page
A. Introductory Letter to Subjects . . . . . . . . . . 51
B. Sports Activity Questionnaire . . . . . . . . . . . 53

C. Participation Sports, Recreational Activities,
and Spectator Sports . . . . . . . . . . . . . . 61

vi

CHAPTER I

THE PROBLEM

Statement of the Problem. This study constituted a survey of

 

past and present participation in, and present attitudes toward sports
and recreational activities among resident graduate women at Michigan
State University. To the author's knowledge, the study represented an
initial attempt to investigate the family and educational variables
which may influence the attitudes and practices of graduate women with

respect to Sports and recreational activities.

Need for the Study. In an effort to determine the college

 

woman's needs and desires for physical activity, research has been con-
ducted by educators and administrators in higher education concerned
with the development of the student women's physical education program.

Thus far, however, consideration has been given to the study of
undergraduate women only, while graduate women have been largely ignored.
Although their new role may necessitate a slightly modified pattern of
living, nevertheless, physical activity generally remains a meaningful
and desirable segment of graduate women's lives.

It was the author's intent, first of all, to show that graduate
women have a desire for physical activity, and, by virtue of extensive

and varied Sports and recreational backgrounds, possess the skill and

t.
'5.

1Reference is made to these studies in Chapter II.

1

2
knowledge to participate in a diversity of these activities.

In addition, the study was proposed to discover which physical
activities graduate women choose for present and future enjoyment. As
the current social-recreational chairman of Owen Graduate Hall, the
author plans to submit the information derived from the study to be
used as a guide in setting up a recreational program to satisfy the
needs of the majority of the resident graduate women at Michigan State

University.

Procedures. During Fall Term, 1965, a questionnaire was con-
structed to investigate the past and present physical activity patterns
of the resident graduate women at Michigan State University.

The questionnaire was administered by means of personal inter-
views with each of a chosen sample of the graduate women residents in
Owen Hall. The sample was limited to women graduate students living
in Owen Hall (255 of the total 1518 attending Michigan State University)
and further, to only those in Owen Hall of North American Caucasian
racial origin, unmarried, and between the ages of twenty—one and thirty

years.

Definition of Terms. The following terms are defined for pur-

 

poses of the study:

Attitude.-—The selective psychological readiness with which an
individual reacts toward a particular stimulus; the particular stimulus,
in this study, will be the statements pertaining to women's participa-
tion in sports and recreational activities.

Resident Graduate Woman.--A woman enrolled in a graduate program

of studies (Master's or Ph.D.) at Michigan State University; living in

3
Owen Hall at least during Fall Term, 1965 and Winter Term, 1966; of
North American Caucasian racial origin, unmarried, and between twenty—

one and thirty years old.

Limitations of the Study. The validity of the study was limited

 

by the small size of the sample used, only eighty-four of the graduate
women in Owen Hall, all of whom were unmarried, between the ages of
twenty—one and thirty years, and of North American Caucasian racial
origin. This delimitation excluded the many graduate women from foreign
countries living in the same residence.

It was felt by the author that inclusion of the foreign students
in the study would introduce too many diverse cultural and social fac-
tors as their family and educational backgrounds differ widely from
our's.

In addition to the above limitation, the information collected
from the subjects during their personal interviews was, for the most
part, based upon memory of past experiences, without much time avail-
able to recall childhood, high school, and undergraduate college activ-
ities. To alleviate this situation somewhat, an extensive list of
Sports and recreational activities1 was provided each subject as a
reference to aid recall.

The lack of similar studies conducted on graduate women with
which to compare data made it difficult to formulate an hypothesis to

be tested.

Basic Assumption. Since the present study constituted a survey

of a relatively unexplored subject, the development of an hypothesis

 

1See Appendix C.

4

to be tested was primarily a subjective matter. The author's personal
observations and experiences during two years of residence in Owen
Hall, as well as those of other persons questioned, and a search of the
related literature available, provided the basis for the following
assumption.

In general, the author believed that certain common patterns
could be found in the sports practices and attitudes toward physical
activity of graduate women students, despite their widely varying
family and School backgrounds. The data obtained from the question-
naire1 administered to the subjects would support or contradict this

basic underlying assumption.

 

1See Appendix B.

CHAPTER II

RELATED LITERATURE

A review of the literature related to the present study was con-
ducted to provide a basis for the development of the hypothesis to be
tested, and to aid in the choice of the best research methods to be

used.

College Women's Sport. Studies on college women's Sport were
reviewed to determine the current status of the problem. Of the several
available sources on this subject, two authors provided particularly
pertinent information.

Laura J. Huelster's analysis of six independent studies (20,

30, 23, 33, 36, 29) reported from 1951-57 indicates that there are cer-
tain forms of Sports and dance which tend to be generally more popular
among college women. The common activities listed in all of these
studies among the top five included, alphabetically: bowling, golf,
social dance, swimming, and tennis. Additional activities listed among
the top five in at least one of these studies included: badminton,
canoeing, conditioning activities, ice skating, lifesaving, riding,
softball, table tennis, and volleyball.

The composite results of these studies are not surprising when
viewed within the framework of the educational values which coeduca-
tional college women tend to hold most important. (25, 48)

Dr. Huelster summarizes the results of the studies cited above:

5

6

Women in coeducational institutions tend to conform in their
behavior to accepted patterns of femininity. These accepted patterns
in Sports apparently sanction certain individual and dual activities,
such as, bowling, golf, swimming, tennis, and social dance. These
are activities having coeducational, social dating, and leisure time
possibilities. They do not depend upon all-out effort or muscle
strength or endurance for the performer's personal satisfaction, at
least at the social level. (25, 52-53)

The key words in the above quotation are "conform" and "accepted
patterns of femininity." There is no doubt that college students are
generally inclined to conform to accepted patterns of activity, accord-
ing to the norms established within and by their own peer groups; to
do otherwise is often to risk possible ridicule and ostracism by one's
former friends.

Concerning the college undergraduate women's Spectating behavior,
Dr. Huelster asserts that "A broader understanding of Spectator sports
events helps women to enlarge upon their identity of themselves as per-
sons in contrast to the 'cultural image' as female spectators." (25, 51)
In his study of American football, Reuel Denney states that a higher
percentage of women attend football games in this country than in any
other, and that their presence increases the impact of everything sexual
in and around the event from the gear, such as the shoulder pads, to
the star system. He points out further that although women are not ex-
pected to attend baseball games, when they do attend they are expected
to understand them and to acquire at least something approaching com-
panionship on a basis of equality with their male escorts. (13, 256)

In her comprehensive study of the middle-class married woman's
participation in sports, L. E. Kratz presents several significant find-
ings. (34) Evidence suggests that modern American women participate

in Sports in their identity and status as women; that men both encourage

and discourage women in Sports participation, affecting their

7

participation considerably; and that women's Sports participation is
related to Sports' acceptance by society as appropriate activity for
women. Rank ordering of participation in sports found women prefer,
first of all, the Sports considered most feminine; secondly, those con-
sidered most appropriate for participation; thirdly, those they believed
men would think most appropriate for them; and lastly, those they think
most appropriate for their daughters.

The author concluded that, on the basis of her results, women's
preferences are strongly linked with the values of femininity and that
the cultural concept of women's sports participation is evidenced,
though not necessarily carried out in practice.

Further research conducted in this area, including studies done
by Baker, (16) Ivison, (33) Swenson and Rhulman,(27) and Toogood, (28)

provided no significant additional information.

Attitudes. A review of the psychological literature revealed
several definitions for the word, attitude. Although these definitions
were presented by various writers, the fundamental concept of what con-
stitutes an attitude was quite similar.

Munn defines attitude as "acquired tendencies to respond posi-
tively or negatively to objects, situations, persons or ideas." (12,
100) Guilford would agree with Munn, however, he elaborates on this
definition by stating that an attitude is the "mental inclination an
individual has to approve or disapprove of an object or action within
our social Structure." (5, 223) In his description of social objects,
Guilford included institutions, customs, and social groups of various
kinds. (5, 223) He further states that "psychologically, an attitude

involves beliefs as well as feelings, a characteristic that

8
distinguishes attitudes from interests." (5, 223)
Allport feels that an attitude exerts an influential force upon
an individual. He defines an attitude as a "mental and neural state of
readiness, exerting a directive or dynamic influence upon the individg

ual's response to all objects and situations with which it is related.”
(1, 798)

According to Cantril, an attitude is ". . . a more or less per-
manently enduring state or readiness of mental organization which pre~
disposes an individual to react in a characteristic way to any object
or situation with which it is related." (21, 13)

Hilgard believes that an attitude implies more than Simply a
positive or negative decision toward something. He states that "Simple
preferences become organized into patterns of emotionalized preferences
called attitudes . . ." (6, 128)

Ellis indicates that attitudes are quite changeable. He states
that ”attitudes, like meanings are extremely variable . . . belief is
essentially an attitude, and . . . we recognize there are all kinds and
degrees of belief . . ." (3, 68)

The previous definitions have implied that an attitude is formed
through our past experiences. Smith, Bruner and White directly affirm
this when they suggest that we ". . . consider an attitude to be a pre-
diSposition to experience, to be motivated with respect to and to
respond to a class of objects in a certain way." (15, 7)

Doob feels an attitude involves: "(a) an implicit response,

(b) which is both anticipatory and mediating in reference to patterns
of overt responses, (c) which is worked by a variety of stimulus pat-

terns as a result of previous learning or gradients of generalization,

9
(d) which is itself both cue and drive producing, and (e) which is con-
sidered significant in the individual's society." (22, 136)
Several fundamental principles are to be found in the previous
attitude definitions. They are:
l. A person's attitude ". . . whatever else it may be, denotes
a functional State of readiness which determines the organism to react

in a characteristic way to certain stimuli or stimulus situations."

(26, 300)
2. A person's attitude ". . . generally depends upon the number
and kinds of influences experienced by the individual . . . and his own
. reaction following social stimulation." (18)

". . an enduring organization of

3. A person's attitude is
motivational, emotional, perceptual, and cognitive processes with respect
to some aspect of the individual's world." (9, 152)

Another characteristic of attitudes that needs to be considered
is common and individual attitudes.

Allport feels that ". . . one of the most significant distinc-
tions that can be made in the entire province of attitudes . . . lies
in the differences between the common attitudes and the individual
attitudes." (1, 826)

Common attitudes are defined by Allport as being ". . . those
attitudes which are essentially uniform owing to the operation of
Similar environmental and cultural conditions upon Similarly constituted
human beings." (l, 826) Allport also states that "Physical environment,
culture, and instinct cooperate in the production of common attitudes."
(1, 826-827)

Allport makes an important point in relationship to the measurement

10
of attitudes when he says:

If all attitudes were common attitudes, it would be possible to
construct acceptable social laws, for in such a case all attitudes
would be the same for all people, and human nature would thus be-
come a constant. Since, however, common attitudes are not the only
type, social laws are merely the statement of tendencies based upon
the resemblance between some of the attitudes of some of the in-
dividuals within any group .

. . . It is only the common attitudes that can be measured, for
measurement requires a scale, and there is no scale which does not
depend upon the central tendencies and dispersions of opinions ex-
pressed by many people. To measure an attitude requires the assump-

tion that a large population of men share the attitudes in question.
(1, 827)

Krech and Crutchfield find this last point made by Allport

questionnable. They argue that:

Many important aspects of an attitude . . . such as direction,
intensity, and importance, seem capable of being characterized in
an absolute manner for an individual and not dependent upon their
relation to norms established by the attitudes . . . of other
people . . . (9, 209)

The following studies provided insight into the question of

college women's attitudes toward physical activity: Bell, Walters,

 

and staff; (17) Broer, Fox, and Way; (19) Geehan; (31) Hazelton and

 

Piper; (24) Hickman; (32) Plummer; (35) and Young, (37)

The author concluded that, on the basis of information derived
from the above sources, the sports preferences and attitudes of college
women are largely reflected in current cultural norms, as represented
by their peer groups, who prescribe and maintain patterns of conformity.
As well, parental and educational influences in most cases help to
Shape the girls' attitudes toward, and subsequently their participation
in Sports.

However, evidence supporting the above conclusions has been ob-

tained entirely from studies of undergraduate college women and can be

11
applied only partially to graduate women. New and different academic
and social pressures confront the graduate student, frequently neces-
sitating a modified pattern of living. Arising out of this situation
may be an altered set of attitudes concerning the relative importance
of certain activities in which the college woman plans to participate

as a graduate student.

Research Methods. Several references provided material on re-

search methods. Among these were: Deming; (2, 1-23) Jahoda, Deutsch,

 

and Cook; (8, 423-462) Lazarsfeld and Rosenberg, (10, 83-93) all of

 

which deal with questionnaire construction.

Interviewing techniques are discussed in H. H. Hyman et al., (7)

 

and in Merton, Fiske, and Kendall. (11)
The Statistical techniques employed were derived from two major

sources, including Siegel, (14) and Garrett. (4)

CHAPTER III
METHODOLOGY

Sample. Upon receiving permission from the head resident ad-
visor of Owen Hall, the author studied the files containing personal
information on the 255 graduate women living in the residence during
Fall Term, 1965. Only 104 of the total number qualified as subjects
for the study by virtue of their being of North American Caucasian
racial origin, unmarried, and between the ages of twenty-one and
thirty years.

The original plan was to draw a random sample of 105 subjects,
with the first five interviewees constituting a pretest of the question-
naire. However, Since only 104 of the resident graduate women met the
criteria as cited above, all of them were contacted for the study.

Early in January, 1966, an introductory letter1 was placed in
the mail box of each woman chosen as a subject. The letter explained
the nature and importance of the study, and requested the recipient's
cooperation in serving as a subject. When a positive response was re-
ceived the subject was contacted by telephone and an interview was
arranged. Those not returning an answer by the requested date in the
letter were called on the telephone. This latter procedure, although
time-consuming, proved more effective than sending a second letter to

those failing to respond to the initial one.

 

1See Appendix A.

12

13
Of the original total of 104 subjects contacted, eighty-four
(81 percent) agreed to participate in the study. Among the reasons
for declining were pressure of studies, disinterested, and moving out
of the dormitory Shortly. Those who acted as subjects proved to be
very interested in the study, the completion of which depended largely

upon their cooperation.

Interviewing Procedures. Due to the convenience of having all

 

of the subjects and the interviewer in residence at Owen Hall, a
personal interview was arranged at the convenience of the interviewee
within a two-week period between February 15 and February 28, 1966.
The first five interviews provided a pretest of the questionnaire,
after which ambiguous questions, none of which were found, were to have
been deleted from it.

The interview was held in the privacy of the subject's room.
The questionnaire1 was constructed so that information was obtained
on impersonal, general topics as well as personal, specific ones. The
questionnaire was administered in the form of an interview schedule.
The information to be collected was categorized under two main headings:
Sports Background, including family and school participation, and
Present Patterns, including attitudes toward physical activity. Most
of the questions were posed by the interviewer who immediately recorded
the subject's responses on the interview schedule. A reference list
of participation sports and recreational activities and a Similar list

2 . . .
of Spectator sports were prov1ded for each subject to aid her memory

 

1See Appendix B.

2See Appendix C.

14
of past experiences. Only one of the questions required the subject to
record her answer directly onto the questionnaire. The complete inter-

view lasted approximately thirty minutes.

Statistical Techniques. Data obtained for each subject was

 

coded on IBM cards for purposes of analysis.

Percentage tables were constructed for each item on the question-
naire. Rank orderings of activity choices, reasons for and against par—
ticipating in sports, and similar items were tabulated.

Certain parts of the data were subjected to analysis by the Chi
Square Test of Independence. Garrett describes this test as a useful
application of Chi Square when we wish to investigate the relationship
between traits or attributes which can be classified into two or more
categories. (4, 262) Tabulations are made in a contingency table, that
is, a double entry or two—way table in which the possession by a group
of varying degrees of two characteristics is represented. (4, 263)
Garrett explains further that when the expected or independence values
have been computed, the difference between the observed and expected
values for each cell is found. This difference is then squared and
divided in each instance by the independence value. The sum of the
quotients by a certain formula gives Chi Square. (4, 264)

This testing method was applied to determine whether or not
activities chosen for participation and spectating had relationship to
certain information concerning the respondents. The hypothesis tested
stated that no relationship exists between activities chosen by the
respondents and certain family and educational variables. The fore-
going hypothesis was the null hypothesis, namely, that the variables

concerned were essentially unrelated or independent, and any

15
relationship found between them must have occurred purely by chance.
The hypothesis would be accepted as tenable at the .10 level of
significance. Since the study constituted a preliminary survey con-
cerning this topic, and because no serious consequences would result
if the hypothesis was rejected, a relatively low level of Significance

was chosen.

CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA

This Study constituted an investigation of the family and edu-
cational variables which may influence the attitudes and preferences
of resident graduate women at Michigan State University in regards to
sports and recreational activities. The questionnaire administered to
each of the eighty-four subjects in a personal interview included in-
formation on the family, high School, and undergraduate college back—
ground of each girl, as wEll as her present attitudes toward and par-
ticipation in sports as a graduate student.

Following is an analysis of the data obtained from the question-
naire given to the subjects. First of all, frequency and percentage
tables were developed for the total sample on each item of the ques-
tionnaire. These included rank ordering of activity choices, reasons
for and against participating in sports, and similar items. In addi-
tion, Chi Square distributions of certain selected variables are

presented.
Background Information

Family. The ages of the subjects, as of January lst, 1966, are
indicated in Table l on page 17. A largepercentage, 60.8 percent of
the total, were either twenty-two or twenty-three years old.

The hometowns of over one-half of the girls were in the Great

l6

l7
Lakes region, which includes the state of Michigan. Tables 2 and 3 on
page 18 Show the distribution of the location and population of home-
towns. In regards to the latter, there is fairly equal representation

for each category with the greatest number coming from cities between

100,000 and 500,000 population.

TABLE 1

AGE OF SUBJECTS

 

 

 

Age in Years Number Percentage
21 10 11.9
22 36 42.9
23 15 17.9
24 9 10.7
25 8 9.5
26 3 3.6
27 2 2.4
28 l 1.2

 

Size of family, as indicated in Tables 4, 5, and 6 on page 19,
was, for the most part, relatively small. Almost one-half (45.2 per
cent) of the girls had no brothers; the same number had no sisters.
Only twelve subjects were from families with more than two other
children besides themselves.

Table 7 on page 20 is a breakdown of the Sports activities in
which the girls participated with their families and friends during
their childhood, including elementary school activities. In regards
to total frequency of participation, swimming was the most popular
sport, with bicycling, bowling, ice skating, roller skating, table
tennis, badminton, social dance, backyard games, and tennis following
in that order. Closer analysis will Show that bowling and ice skating

rated highest under "occasional" participation; that backyard games

18

TABLE 2

LOCATION OF HOMETOWN

 

 

 

Location by Areaa Number Percentage
New England 5 6.0
Mideast 16 19.0
Southeast 5 6.0
Great Lakes 47 56.0
Plains 3 3.6
Southwest 2 2.4
Rocky Mt. .. ..
Far West 3 3.6
Canada 3 3.6

 

aNew England - Conn., Maine, Mass., N. H., R. I., Vt.; Mideast -
De1., Md., N. J., N. Y., Penn., D. of C.; Southeast - Ala., Ark., Fla.,
Ga., Kent., Louisa., MiSS., N. C., S. C., Tenn., Virg., W. Virg.;
Great Lakes - 111., Ind., Mich., Ohio, Wisc.; Plains - Iowa, Kansas,
Minn., Mo., Neb., N. D., S. D.; Southwest - Ariz., N. Mex., Okla.,
Texas; Rocky Mt. - Colo., Idaho, Mont., Utah, Wyoming; Far West -
Alaska, Calif., Haw., Nevada, Oreg., Wash.; Canada.

TABLE 3

POPULATION OF HOMETOWN

 

 

 

Population Number Percentage
over 1 million 13 15.5
500,000 - 999,999 4 4.8
100,000 - 499,999 22 26.2
50,000 - 99,999 12 14.3
25,000 - 49,999 8 9.5
5,000 - 24,999 18 21.4
under 5,000 7 8.3

 

19

TABLE 4

NUMBER OF BROTHERS

 

 

 

 

Number of Brothers Number Percentage
0 38 45.2
1 32 38.1
2 11 13.1
3 3 3.6
TABLE 5

NUMBER OF SISTERS

 

 

 

 

Number of Sisters Number Percentage
0 38 45.2
1 27 32.1
2 17 20.2
3 1 1.2
4 1 1.2
TABLE 6

TOTAL NUMBER OF BROTHERS AND SISTERS

 

 

 

Total Number Number Percentage
0 13 15.5
1 33 39.3
2 26 31.0
3 6 ' 7.1
4 4 4.8
5 1 1.2
6 .. ..
7 1 1.2

 

20

TABLE 7

SPORTS PARTICIPATED IN WITH FAMILY AND FRIENDS

AND FREQUENCY OF PARTICIPATION

 

 

 

Occas.a Mod. Freq.

Activity (few) (4-20) (over 20) Instruct.b Total
Swimming 7 8 39 22 76
Bicycling 10 9 42 .. 62
Bowling 34 7 15 4 60
Ice Skating 31 7 l7 4 59
Roller Skating 24 ll 20 2 57
Table Tennis 21 ll 21 .. 53
Badminton 22 6 22 2 52
Social Dance 6 9 29 7 51
Backyard Games 20 l6 l3 .. 49
Tennis 22 9 12 5 48
Softball 18 12 15 2 47
Boating 18 ll 14 43
Hiking 13 9 19 .. 41
Square/Folk Dance 17 ll 6 4 38
Volleyball 16 8 12 l 37
Horsemanship 24 4 2 7 37
Fishing 17 8 11 36
Billiards 22 5 6 .. 33
Canoeing 15 3 12 1 31
Basketball 8 6 11 4 29
Archery l4 2 6 7 29
Golf 13 5 5 5 28
Exercises 6 8 9 3 26
Water Skiing 15 4 6 l 26
Campcraft 4 6 14 l 25
Diving 5 6 8 5 24
Ballet 3 2 5 13 23
Skiing 12 2 2 7 23
Sailing 6 1 8 2 17
Tumbling 9 3 2 3 17
Touch Football 6 3 5 l4
Hunting 8 2 .. 10
Mountain Climbing 5 l .. l 7
Field Hockey 1 2 3
Ice Hockey .. l l 2
Fencing 1 l . 2
Soccer 1 1 .. 2
Baseball .. l 1
Riflery 1 1
Skin/SCUBA Diving .. . l l
Lacrosse l 1

 

a . . . .
Number of times partiCipated in per year.

b . . . . .
Formal instruction, including that from a family member.

21
(croquet, Shuffleboard, horseshoes, and similar activities) and soft-
ball had the most "moderate" participation; that bicycling, swimming,
and social dance were done most "frequently"; and finally, that in-
struction was received by a relatively small number of girls, in
swimming and ballet predominantly.
The viewing of Spectator sports with the family, including tele-

vision watching, is outlined in Table 8 below.

TABLE 8

SPORTS SPECTATED WITH THE FAMILY
AND FREQUENCY OF SPECTATING

 

 

 

Occas.a Mod. Freq.

Sport (few) (4-10) (over 10) Total
Football 13 16 40 69
Baseball 27 14 23 64
Basketball 17 21 18 56
Swimming 20 10 5 35
Skiing 22 5 2 29
Ice Hockey 13 5 7 25
Auto Racing 19 5 .. 24
Tennis 19 2 2 23
Bowling 16 6 l 23
Horse Racing 11 7 3 21
Figure Skating 15 3 3 21
Golf 9 6 5 20
Rodeos 12 4 3 l9
Wrestling 10 3 5 18
Gymnastics 13 4 .. 17
Roller Derby 7 3 2 12
Sailboat Racing 7 l l 9
Water Skiing 4 l 5
Boxing 3 1 4
Track & Field 1 2 3
Soccer 3 3
Crew 2 . 2
Polo 2 .. 2
Folk Dance .. 1 1
Cricket 1 l
Rugger l 1

 

aNumber of times watched per year.

22

Cumulative frequency ratings Show football, baseball, and basketball
well above the others in popularity. Football was watched the most
"frequently," basketball the most "moderately," and baseball the most
"occasionally.” Following the above three sports were swimming, Skiing,
ice hockey, auto racing, tennis, bowling, figure skating, and golf.

A small percentage of the subjects' families belonged to a rec-
reational or athletic club. Only Sixteen indicated membership in a
country club, six in a Sports activity club such as bowling or social

dance, three in a YMCA, one in a 4-H club, and one in a recreational

center .

High School. On the whole, the high school physical education
programs were found to be very limited. Nine of the girls had no phys-
ical education classes at all. Almost half of them (47.6 percent) had
a four-year requirement. Most of the subjects expressed negative
attitudes toward their high school physical education classes, refer-
ring particularly to poor instruction, inadequate facilities and
equipment, and lack of varied and stimulating class sessions.

Table 9 below, and Table 10 on page 23 show the sizes of high

schools attended and the number of years of required physical education.

TABLE 9

SIZE OF HIGH SCHOOL

 

 

 

Number of Students Frequency Percentage
Over 1500 28 33.3
900-1499 19 22.6
375-899 29 34.5
175-374 6 7.1
Under 175 2 2.4

 

23
TABLE 10

YEARS OF REQUIRED PHYSICAL EDUCATION
IN HIGH SCHOOL

#—

 

 

Number of Years Frequency Percentage
none 9 10.7
one 7 8.3
two 16 19.0
three 12 14.3
four 40 47.6

 

When asked to name their first, second, and third favorite high
school physical education class activities, the girls indicated a
strong preference for basketball and volleyball. Softball, badminton,
swimming, tumbling, and tennis followed in popularity. Note, in Table
11 on page 24, that emphasis was on team sports in high school as com-
pared with the dominance of individual and dual Sports later on in
college.

As indicated in Table 12 on page 24, exactly one—half of the
eighty-four subjects participated in high school intramural sports,
among which basketball, softball, touch football, volleyball, and
badminton were named most often. Only twenty-three girls took part in
high school interschool Sports. These included primarily basketball,
field hockey, softball, and volleyball.

Thirty-seven of the girls joined sports clubs in high school,
with twenty in Girls' Athletic Association, fifteen in the YWCA, and
two in Scouting.

Concerning high school spectator sports, almost 90 percent of
the girls watched both football and basketball. Of the remaining 10
percent, many attended girls' schools and were therefore not exposed

to team spectator sports. Approximately one-quarter of the subjects

24

TABLE 11

FAVORITE HIGH SCHOOL PHYSICAL
EDUCATION CLASS ACTIVITIES

 

 

 

 

Activity lst Choice 2nd Choice 3rd Choice Total
Basketball 20 15 6 41
Volleyball 19 10 11 40
Softball 5 3 4 12
Badminton 4 5 3 12
Swimming 6 4 1 11
Tumbling 5 l 3 9
Tennis 2 .. 7 9
Field Hockey 3 2 2 7
Baseball 2 3 2 7
Archery 1 4 1 6
Exercises 1 3 2 6
Tramp. Tumbling 3 2 . 5
Gymnastics 1 3 1 5
Bowling 1 1 2 4
Modern Dance .. l 3 4
Games 2 l 3
Square/Folk Dance 2 1 3
Fencing 1 1 2
Dance 2 . 2
Track & Field .. 1 1 2
Golf .. .. 2 2
Soccer 1 l
Synchr. Swimming .. 1 .. 1
Curling .. .. 1 1

TABLE 12

NUMBER OF PARTICIPANTS IN HIGH SCHOOL
INTRAMURAL AND INTERSCHOOL SPORTS

 

 

 

Intramural Sports Interschool Sports
Total Number Frequency Total Number Frequency

none 42 none 61
one 11 one 12
two 16 two 4
three 5 three 4
four 3 four 1
five 4 five 2
over five 3 over five

 

25
viewed both track and field and baseball. Other Spectator sports men-
tioned occasionally included swimming, tennis, wrestling, gymnastics,

field hockey, lacrosse, softball, and volleyball.

Undergraduate College. With improved physical education instruc-

 

tion, facilities, and equipment, and a greater opportunity for partici-
pation in sports, physical activity patterns of the subjects, for the
most part, showed marked changes in college. A fairly equal distribu-

tion among different school sizes is seen in Table 13 below.

TABLE 13

SIZE OF UNDERGRADUATE COLLEGE

 

 

 

Number of Students Frequency Percentage
Over 20,000 13 15.5
10,000-20,000 9 10.7
5,000-9,999 17 20.2
1,000-4,999 29 34.5
Under 1,000 16 19.0

 

Table 14 indicates that over one-half of the girls were re-
quired to take physical education for two years in college, and ten
had no requirement. Five of the latter girls were physical education
majors.

Table 15 on page 26 represents a distribution of the girls'
undergraduate college physical education class activities. The total
frequency counts Show that tennis, swimming, modern dance, volleyball,
bowling, archery, and golf represent those sports taken by twenty or
more girls. It should be pointed out that even though volleyball and
basketball were among the top ten activities, they proved to be the

two activities most often taken against the girls' wishes; also, both

26
TABLE 14

YEARS OF REQUIRED PHYSICAL EDUCATION

 

 

 

IN COLLEGE
Number of Years Frequency Percentage
none 10a 11.9
one 21 25.0
two 48 57.1
three 3 3.6
four 2 2.4

 

a . . . . .
Five of this number were PhySical Education majors.

TABLE 15

UNDERGRADUATE PHYSICAL EDUCATION CLASS ACTIVITIES

 

 

 

Wanted Didn't Want

Activity Required To Take To Take Total
Tennis 2 23 3 28
Swimming 2 20 2 27
Modern Dance 6 15 4 25
Volleyball 7 12 6 25
Bowling 3 21 .. 24
Basketball 7 9 6 22
Archery 4 15 2 21
Golf 2 17 1 20
Badminton 5 10 4 19
Body Mechanics 9 6 3 18
Square/Folk Dance 1 12 3 16
Field Hockey 3 5 3 11
Gymnastics 2 6 2 10
Softball 3 4 2 9
Foundations of P.E. 8 .. 8
Social Dance .. 5 2 7
Tumbling 2 2 3 7
Fencing .. 5 .. 5
Ice Skating .. 2 1 3
Canoeing .. l .. 1
Others 3 11(3 4b 1 8

 

aIncludes: Billiards, Games, Fly & Bait Casting, Riding,
Riflery, Rhythms, Sailing, Skiing, Table Tennis.

bIncludes: Lacrosse, Soccer, Track & Field.

27
of these Sports ranked third as required activities. Perhaps even more
significant than the cumulative totals was how many girls chose the
activity indicated because they actually wanted to take it. The highest
ratings in this category were given to tennis, bowling, and swimming
respectively. Body mechanics and foundations of physical education
were required most often. Other activities not included in the table
which were mentioned infrequently as desirable choices were billiards,
games, fly and bait casting, riding, riflery, rhythms, sailing, skiing,
and table tennis. Three sports taken, but not elected, were lacrosse,
soccer, and track and field.

College intramural sports were participated in by thirty-two of
the subjects. Of this number, only five girls named more than three
Sports, with the majority partaking in one activity. The most popular
intramural sports were basketball, softball, and volleyball; archery,
bowling, field hockey, swimming, fencing, tennis, table tennis, and
touch football were mentioned by a few. Basketball, field hockey,
softball, and volleyball constituted the interschool sports in which
five girls, primarily physical education majors, participated.

Seven of the subjects belonged to Girls' Athletic Association
and fourteen claimed membership in various sports activity clubs, such
as Skiing, outing, and sailing.

Table 16 on page 28 represents the recreational Sports activities
of the subjects as undergraduates. Swimming, bowling, tennis, and ice
Skating were ranked substantially higher than the remaining wide variety
of activities. It should be noted that the most popular Sports were
those with coeducational, social dating, and leisure time possibilities.

Team sports and activities not as a rule commonly available at many

28

Schools, such as sailing, billiards, and riding, ranked lower on the

list for recreational purposes.

TABLE 16

UNDERGRADUATE RECREATIONAL ACTIVITIES

 

 

 

Activity Number Percentage
Swimming 48 57.1
Bowling 47 56.0
Tennis 32 38.1
Ice Skating 28 33.3
Bicycling 14 16.7
Hiking 13 15.5
Volleyball 12 14.3
Skiing 12 14.3
Canoeing 8 9.5
Golf 8 9.5
Badminton 7 8.3
Social Dance 7 8.3
Basketball 5 6.0
Softball 5 6.0
Boating 5 6.0
Riding 5 6.0
Billiards 4 4.8
Sailing 3 3.6
Table Tennis 3 3.6
Archery 2 2.4
Fencing 2 2.4
Field Hockey 1 1.2
Touch Football 1 1.2

 

As was the case in high school, football and basketball proved

to be the favorite spectator Sports.

Table 17 on page 29 shows that

well behind these two followed baseball, swimming, gymnastics, and

track and field.

Primarily in regards to football, a considerable

_ number of the girls admitted that they did not really enjoy and/or

understand the complicated gridiron tactics, but nevertheless felt it

a social obligation to attend the games.

29

TABLE 17

UNDERGRADUATE SPECTATOR SPORTS

 

 

 

Sport Number Percentage
Football 67 79.8
Basketball 62 73.8
Baseball 18 21.4
Swimming 15 17.9
Gymnastics 11 13.1
Track & Field 10 11.9
Ice Hockey 9 10.7
Wrestling 5 6.0
Tennis 2 2.4
Lacrosse 2 2.4
Fencing 1 1.2
Volleyball 1 1.2
Rugger 1 1.2
Soccer 1 1.2

 

Undergraduate extracurricular activities engaged in are presented
below in Table 18. The highest total was found among clubs, associa-
tions, and societies. On the whole, the eighty-four future graduate

'students involved in the study were fairly active in campus affairs as

 

 

 

undergraduates.
TABLE 18
UNDERGRADUATE EXTRACURRICULAR ACTIVITIES
Activity Number Percentage

Clubs 53 63.1
Other8 45 53.6
Honoraries 35 41.7
Student Government 28 33.3
Sorority 28 33.3
Dormitory officer

or counsellor 18 21.4

 

aIncludes: choir, student paper, band.

30

Present Patterns

Graduate College. Table 19 on page 31 shows that the eighty-

 

four girls represented a total of thirty-five areas of graduate work,
under six major fields of study. Seventy-seven of the girls were cur-
rently pursuing a Master's degree while the remaining seven were working
toward a Ph.D. Just over one-half of the group, forty-seven girls, had
graduate assistantships involving an average of fifteen hours of work
per week. As a result, these girls usually carried between Six and
nine credits per term, while most of those without assistantships
carried twelve credits. 10f the forty-seven girls with graduate assist-
antships, thirty-five were in teaching, five in research, four in voca-
tional rehabilitation (Speech and Hearing Science), and one each in
research and teaching combined, library, and Speech therapy.

Table 20 on page 32 indicates the future careers chosen by the
girls upon completion of their graduate studies. The three levels of
teaching combined attracted fifty-nine, or approximately seventy per
cent, of the subjects; college teaching ranked considerably above all
other professions.

Only fourteen of the girls engaged in any extracurricular activ-
ities at graduate school. Among those mentioned were church choir,
sorority, and student government. An even smaller number, eight of
the girls, held outside jobs, such as secretarial, editorial, and semi-
professional Singing. These low figures were not unexpected considering
the heavy academic load being carried by most of the girls, and the

many hours committed to assistantship work for some of them.

31

TABLE 19

AREAS OF GRADUATE STUDY

 

 

 

Area of Study Number Percentage
Arts and Letters 21 25.0
Eng. Lit. 8 9.5
French 3 3.6
Music 3 3.6
Art Practice 2 2.4
History 2 2.4
Art History 1 1.2
Eng. Writing 1 1.2
Spanish 1 1.2
Natural Sciences 18 21.4
Math 8 9.5
Chemistry 5 6.0
Biochemistry 1 1.2
Biophysics 1 1.2
Botany 1 1.2
Microbiology 1 1.2
General Science 1 1.2
Education 13 15.5
Physical 4 4.8
Secondary 3 3.6
Elementary 1 1.2
Health 1 1.2
International 1 1.2
Psychology 1 1.2
Reading 1 1.2
Special 1 1.2
Home Economics 13 15.5
Textiles & Clothing 5 6.0
Home Mgt. & Child Dev't. 4 4.8
Foods & Nutrition 2 2.4
Education 1 1.2
Institution Admin. 1 1.2
Social Sciences 10 11.9
Social Work 4 4.8
Political Science 3 3.6
Anthropology 2 2.4
Sociology 1 1.2
Communication Arts 9 10.7
Speech & Hearing Science 7 8.3
Television & Radio 1 1.2
Theatre 1 1.2

 

32

TABLE 20

PROBABLE FUTURE CAREERS

 

 

 

Career Number Percentage
College Teaching 34 40.5
High School Teaching 18 21.4
Research/Business 10 11.9
Elem. School Teaching 7 8.3
HOSpital Therapy 4 4.8
Social Work 4 4.8
Communication Arts 3 3.6
Peace Corps 2 2.4
Housewife 2 2.4

 

The subjects' sports activities and their participation fre-
quencies during the past year are presented in Table 21 on page 33.
In descending order of popularity were swimming, social dance, bowling,
table tennis, hiking, exercising, bicycling, billiards, boating, ice
Skating, tennis, badminton, and so on down the list. With reference
to the frequency columns, a large majority of the activities were en-

gaged in with boys and girls together. Exercises were done most often

"occasionally alone, moderately/frequently alone,‘ and ”moderately/
frequently with girls." Social dance far outnumbered the rest of the
activities under "occasionally with boys," and "moderately/frequently
with boys." Swimming ranked highest for "occasionally with girls,"
and ”moderately/frequently in mixed company." Bowling, table tennis
and square/folk dance were the favorites done "occasionally with both
boys and girls."

The sports activities Spectated, and with whom and how often
they were watched during the past year, are indicated in Table 22 on

page 34. Once again football ranked highest, with only four of the

girls not naming it. According to the usual pattern, basketball and

33

TABLE 21

PARTICIPATION SPORTS DURING PAST YEAR

 

 

Occs* Occs Occs Occs M/F* M/F M/F M/F

 

 

 

Sport A B G BG A B G BG Total
Swimming 1 .. 10 3 2 2 5 39 72
Social Dance .. 24 .. .. .. 47 l 72
Bowling .. ll 7 23 3 .. 13 57
Table Tennis .. 4 6 21 .. 3 2 14 50
Hiking .. 3 4 10 9 5 1 14 46
Exercises 8 7 1 17 12 .. 45
Bicycling 3 .. 7 5 l7 .. 4 8 44
Billiards .. 13 3 16 .. 4 .. 3 39
Boating 1 3 .. l7 1 2 1 9 34
Ice Skating 5 8 12 2 l 6 34
Tennis 3 8 13 .. 4 4 32
Badminton l 6 14 1 2 5 29
Backyard Games 3 2 16 .. 1 6 28
Golf 5 5 6 1 l 4 4 26
Canoeing 1 4 2 10 3 1 4 25
Square/Folk Dance .. 1 19 1 4 25
Skiing 2 2 l4 .. 2 20
Fishing 4 .. 7 l 3 l 3 19
Riding 2 3 6 2 .. 3 18
Volleyball 1 5 4 2 6 18
Sailing 3 2 6 1 1 .. 4 l7
Softball .. l 8 2 5 16
Water Skiing .. .. 4 7 .. 5 l6
Archery l 2 2 3 4 12
Basketball .. 2 3 2 4 11
Touch Football .. 1 3 1 5
Fencing .. .. .. .. .. l l 2
Skin/SCUBA Diving .. .. .. . l .. 1 2

Totals 14 95 98 245 51 80 51 168
Key: Occs. A. - Occasionally Alone; Occs. B. - Occasionally with Boys;
Occs. G. - Occasionally with Girls; Occs. BG. - Occasionally with

Boys and Girls; M/F. A. - Moderately/Frequently Alone; M/F. B. -
Moderately/Frequently with Boys; M/F. G. - Moderately/Frequently
with Girls; M/F. BG. - Moderately/Frequently with Boys and Girls.

*Occasionally - a few times.
Moderately/Frequently - more than six times.

34
baseball followed football in popularity. Nearly all of the Sports
were Spectated in mixed groups. The sports viewed most often with
boys only were football, basketball, and ice hockey; with girls only,

football and ice hockey.

TABLE 22

SPECTATOR SPORTS DURING PAST YEAR

 

 

Occs Occs Occs Occs M/F M/F M/F M/F

 

Sport A B G BG A B G BG Total
Football 3 .. 5 1 16 7 48 80
Basketball 5 2 l4 .. 12 2 21 56
Baseball 3 l 11 .. 4 1 24 44
Ice Hockey .. 8 4 6 l 6 l 4 30
Swimming 2 4 3 10 3 2 4 28
Golf 2 1 1 2 .. 3 2 9 20
Gymnastics 2 5 1 3 1 3 2 l7
Wrestling 2 5 1 5 .. . 4 17
Soccer 3 1 1 2 1 l l 10

 

Totals 11

on
U1
H
¢~

58 6 42 19 117

 

Key: See Table 21.

Although changes occurred in the subjects' sports activity pat-
terns when they became graduate students, the modifications were con-
cerned not so much with choices of activities, but more with amount or
degree of participation in these activities. With respect to the latter,
sixty-four of the subjects stated that they participated much less in
Sports as graduate students. Table 23 shows the reasons for this de-
cline in activity. Lack of time and study interference were found to
be the two major reasons. Only three of the girls participated more
in sports now than before, and seventeen indulged in the same amount

of activity as compared with their undergraduate years.

35

TABLE 23

REASONS FOR NOT PARTICIPATING IN SPORTS

 

 

 

Reason lst Choice 2nd Choice 3rd Choice Total
Lack of time 40 22 8 72
Study interference 21 28 10 59
Lack of interest 7 7 10 24
Lack of interested
companions 2 7 14 23
Lack of knowledge
&/or skill 1 10 9 20
Transportation problem 3 3 7 13
Lack of information
&/or opportunity 3 2 3 8
Laziness 3 2 1 6
Health 3 .. 3

 

The girls' reasons for participating in Sports, when they had
the opportunity, are indicated in Table 24 below. The purpose of re-
laxation, fun, and enjoyment, followed by that of exercise and health

were supported by a large number of the subjects.

TAB LE 24

REASONS FOR PARTICIPATING IN SPORTS

 

 

Reason lst Choice 2nd Choice 3rd Choice Total

 

Relaxation, fun,

enjoyment 63 10 9 82
Exercise and health 13 35 21 69
Improve figure and

posture 6 6 10 22
Occupy leisure time .. 9 12 21
Meet people .. 6 13 19
Develop new skills .. 7 10 17
My friends do 1 8 3 12
Encouragement from

parents .. 1 .. l

 

When asked if sports participation was appropriate for graduate

women, only one girl replied negatively, and even She favored

36
participation during the summer months. According to the findings in
Table 25 below, the sports considered by the subjects to be the most
appropriate for female participation were swimming, dance, ice Skating,

and tennis.

TABLE 25

SPORTS CONSIDERED MOST APPROPRIATE
FOR FEMALE PARTICIPATION

 

 

 

Sport Number Percentage
Swimming 34 40.5
Dance 20 23.8
Ice Skating 20 23.8
Tennis 16 19.0
Badminton 10 11.9
Gymnastics 10 11.9
Golf 9 10.7
Skiing 9 10.7
Archery 6 7.1
Riding 6 7.1
Volleyball 6 7.1
Bowling 5 6.0
Diving 5 6.0
Exercises 2 2.4
Fencing 2 2.4
Synchr. Swimming 2 2.4
Table Tennis 2 2.4
Water Skiing 2 2.4
Bicycling l 1.2
Billiards 1 1.2

 

Named most often, in Table 26 on page 37, as least appropriate
for female participation were track and field, basketball, and field
hockey. Occasionally girls admitted that they considered certain
sports which they enjoyed doing to be inappropriate for women. For
example, ten girls chose basketball as one of their three favorite
participation sports, and yet, several of these girls mentioned it as

an unsuitable activity for women.

37
TABLE 26

SPORTS CONSIDERED LEAST APPROPRIATE
FOR FEMALE PARTICIPATION

 

 

 

Sport Number Percentage
Track & Field 21 25.0
Basketball 16 19.0
Field Hockey 11 13.1
Soccer 10 11.9
Softball & Baseball 10 11.9
Judo 9 10.7
Lacrosse 6 7.1
Wrestling 6 7.1
Touch Football 5 6.0
Billiards 3 3.6
Sky Diving 3 3.6
Volleyball 3 3.6
Weight Training 3 3.6
Mountain Climbing 2 2.4
Roller Derby 2 2.4
Gymnastics 1 1.2

 

Sixty-eight percent of the girls felt sports were a good way to
meet men. Ninety-four percent believed sports would be beneficial after
marriage. Nearly one-half of the group cited swimming as an ideal
activity for the above purposes. Other sports mentioned were, in de-
scending order, bowling, golf, Skiing, tennis, backyard games, boating,
bicycling, hiking, camping, ice skating, badminton, softball, riding,
social and square dance, table tennis, and billiards; in other words,
the numerous individual and dual recreational activities common to our
modern sports-minded society.

Only two girls indicated that neither their male nor female
friends favored sports participation for women, and five girls had girl
friends opposed to female participation. Both parents of two of the
subjects' and four of the mothers considered sports to be undesirable

for their daughters.

38

The girls were asked to rank their first three favorite par-
ticipation Sports. The complete results appear in Table 27 on page 39.
According to the total number of choices made, swimming collected over
twice as many votes as the next activity, bowling. Following these two
were tennis, ice skating, hiking, sailing, basketball, Skiing, softball,
golf, badminton, and so on. Swimming was the most frequently named
activity under all three of the favorite choices, first, second, and
third.

The favorite participation sports indicated on page 39 were most
frequently learned within the family and with friends. Table 28, page
40, represents a complete breakdown of where favorite activities were
learned.

Similar rankings of favorite spectator sports appear in Table 29
on page 40. Football was well ahead of the others as first choice,
with basketball the favorite second choice, and baseball the most fre-
quent third choice. The cumulative totals Show football and basketball
rated considerably higher than the rest, with baseball, swimming, ice

hockey, gymnastics, tennis, and golf following in that order.

Chi Square Analysis

The second part of the data analysis presented in this chapter
involves the Chi Square Test of Independence. This method of statis-
tical analysis was carried out on certain selected variables concerning
the subjects' family and school backgrounds and their present choices
of Sports activities. The analysis was proposed to test the hypothesis
of the study which stated that: no relationship exists between sports

activities chosen by the respondents and certain family and educational

FAVORITE PARTICIPATION SPORTS

39

TABLE 27

 

 

Sport

lst Choice

2nd Choice

3rd Choice

Total

 

Swimming
Bowling

Tennis

Ice Skating
Hiking

Sailing
Basketball
Skiing

Softball

Golf

Badminton
Riding

Water Skiing
Volleyball
Bicycling

Social Dance
Table Tennis
Canoeing

Modern Dance
Folk Dance

Dance in general
Fencing

Fishing
Billiards
Archery

Field Hockey
Touch Football
Camping
Skin/SCUBA Diving
Ballet

Boating
Mountain Climbing
Roller Skating
Hunting

Square Dance
Sports Car Racing

2

WHWWDHWDNMWWUOOUTW

HNNN'

l

NWWWJ—‘F—‘I—‘LDUICDWOU'I

N o

w o

unha-

O
v—H—Ir—Ir—I-

DNva—‘wbmbxlxo

H

v—‘t—Ip—Ir—Ir—IND
OI—‘NLAJUJI-‘O

p-I
Hr—u-ap—u—ap—‘HHHNNNwwwwwDDmo‘uuuummmo

 

WHERE FAVORITE PARTICIPATION SPORTS WERE LEARNED

40

TABLE 28

 

 

 

 

 

 

 

Source of Instruction lst Choice 2nd Choice 3rd Choice Total
Family 19 24 24 67
Friends ll l6 16 43
Lessons 13 ll 7 31
High School 11 8 10 29
College 6 8 9 23
Camp 9 4 2 15
Club 6 7 1 14
On own 5 2 5 12
Elementary School 4 2 l 7

TABLE 29
FAVORITE SPECTATOR SPORTS
Sport lst Choice 2nd Choice 3rd Choice Total

Football 44 20 5 69

Basketball 18 28 7 53

Baseball 9 4 12 25

Swimming 1 5 11 17

Ice Hockey 2 5 8 15

Gymnastics 3 4 2 9

Tennis 1 2 4 7

Golf .. l 6 7

Ice Skating 2 3 l 6

Skiing 1 4 5

Track & Field .. 3 3

Horse Racing 2 .. 2

Auto Racing 1 1 2

Bowling .. 1 1 2

Crew 1 1

Soccer 1 1

Wrestling 1 .. 1

Water Skiing 1 .. l

Regattas l l

 

variables.

41

The hypothesis would be accepted as tenable at the .10

level of Significance.

Chi Square analysis was conducted on the following sets of

variables:

1.

pating in

9.

favorite

favorite

favorite

favorite

Sports.

favorite

favorite

favorite

favorite

favorite

All nine of

participation sport
participation sport
participation Sport

participation Sport

participation sport
spectator Sport and
spectator sport and
spectator Sport and

Spectator sport and

and population of hometown.
and number of brothers.
and number of sisters.

and first reason for partici-

and area of graduate study.
population of hometown.
number of brothers.

number of sisters.

area of graduate study.

the above comparisons showed no significance at the

.10 level when subjected to Chi Square analysis. The closest relation-

ship occurred between favorite spectator sport and number of brothers.

The least related of the sets of variables was favorite participation

sport and number of sisters.

The hypothesis which predicted no rela-

tionship between any of the above sets of variables was accepted as

tenable at the .10 level of Significance.

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary

The major role played by sports and recreational activities in
the lives of undergraduate college women has been substantiated in
studies conducted by a number of physical educators.1 The present
Study constituted an effort to partially answer the need for a survey
of graduate women students' needs and desires for physical activity.

The author carried out an investigation of the family and school
sports' backgrounds, as well as the present patterns of participation
and attitudes towards sports for women of eighty-four resident graduate
women at Michigan State University.

A questionnaire constructed to obtain information concerning
the subjects' childhood, high School, undergraduate and graduate college
sports practices and preferences was administered to each of the
eighty-four Owen Hall graduate women students chosen for the study. A
personal interview was held between the author and subject during which
the latter's responses were recorded immediately on the interview
Schedule.

Statistical analysis of the data included frequency and percentage

tables derived for each item on the questionnaire. Rank orderings of

 

1See Chapter II for a review of these studies.

42

43

activity choices, reasons for and against participating in sports, and
similar particulars were tabulated.

In addition, selected variables were subjected to the Chi Square
Test of Independence to determine whether or not activities chosen for
participation and spectating had relationship to certain information
concerning the subjects. Chi Square analysis revealed that no relation-
ship existed at the .10 level of significance between the selected sets
of variables. Despite the graduate women's widely varying family and
school backgrounds, common patterns were evidenced among the girls'
present choices of participation and spectator sports, their reasons
for and against participating, and their attitudes towards Sports for

women .

Conclusions

Analysis of the results of this study has led to the following
conclusions:

1. Resident Graduate women Students, for the most part, indi-
cated extensive and varied sports backgrounds.

2. Swimming was the most popular family Sport, and the activity
in which the greatest number of the subjects received instruction during
their childhood years.

3. The following activities were among the most predominant,
both in childhood participation and as the favorite activities of the
girls as graduate students: badminton, bowling, hiking, ice skating,
softball, swimming, and tennis.

4. The most popular spectator sports as viewed with the family,

in high school, and in undergraduate and graduate college were football,

44
basketball, and baseball, all three of which are nation-wide favorites.

5. Football, basketball, and baseball likewise dominated the
girls' choices of favorite Spectator sports. Football, in particular,
was ranked very highly by the subjects.

6. The girls' high school physical education programs were
generally quite inadequate. Class activities, as well as intramural
and interschool sports were limited mainly to the team sports of basket-
ball and volleyball. Hence, the majority of the girls chose these two
activities as their favorites in high school.

7. Very little carry-over was found between high School physical
education activities and present sports activities. There was a de-
emphasis on team sports as the girls reached college.

8. Undergraduate college physical education programs were much
improved over high school programs, with a greater variety of activities
offered and more opportunity for participation. Individual and dual
activities showed dominance over team Sports, which were popular in
high school. Most frequently taken class activities were tennis,
swimming, modern dance, volleyball, bowling, basketball, archery, golf,
badminton, and body mechanics. Although basketball and volleyball
accumulated high over-all frequencies, they were the two activities
most often taken against the girls' wishes, and were ranked third as
required activities.

9. Undergraduate recreational activities included swimming,
bowling, tennis, ice skating, bicycling, hiking, volleyball, skiing,
canoeing, golf, badminton, and social dance. All of these activities
provided coeducational, social dating, and leisure time possibilities.

In addition, the same activities were chosen by the girls as their

45
favorite participation sports, as the most appropriate sports activities
for women, and as the best sports for purposes of meeting men and bene-
fiting marriage.

10. Extent of participation in sports was greatly limited for
most of the girls upon becoming graduate students. This was due mainly
to Study interference; and lack of time, interest, and interested com-
panions. Concentration upon academic endeavours was generally felt to
be essential at this stage in their lives.

11. However, when the opportunity arose, and especially during
the summer months, the girls still participated considerably in those
Sports which were popular in undergraduate college-~swimming, social
dance, bowling, hiking, and table tennis. Participation was usually
with boys and girls together in the above sports, or when alone, pri-
marily in exercising, hiking, and bicycling.

12. Major reasons given by the graduate women for participating
in Sports included relaxation, fun, and enjoyment; exercise and health;
and figure and posture improvement. The first reason is evidenced in
their choices of the coeducational, social dating, and leisure time
activities. The latter two reasons substantiate the popularity of such
activities as exercising, hiking, and bicycling, which were often done
alone.

13. A large majority of the girls indicated a preference for
participating in sports rather than spectating. A concern with their
own personal health and appearance, and a belief in the contributions
of physical activity to these essentials were evidenced in their
attitudes.

14. Even though many of the girls were unable to participate

46
in Sports to the extent that they desired, nevertheless, all of them
approved of Sports participation for women, in varying amounts.

15. With the single exception of basketball, the subjects'
favorite participation activities did not contradict their choices of
activities most appropriate for women.

16. Likewise, the activities considered to be least appropriate
for female participation were those with little or no participation nor
favorite choices. The only exception to this was basketball, which
ranked second as the least appropriate Sport for women, and seventh
as the favorite activity.

17. Favorite participation sports were most frequently learned
within the family and with friends. This indicated the strong carry-
over influence of the girls' childhood sports experiences.

18. The eighty-four girls interviewed in the study were found
to be generally broad-minded, intellectually mature and alert, out-
going, pleasant, physically attractive, and ambitious to pursue a future
career in the professions. These attributes, which characterized most
of the girls, contradict a common stereotype of the predominantly
academically-minded,reserved graduate woman student.

19. Despite the widely varying family and school backgrounds
of the subjects, there were no significant differences between them in
their choices of sports activities and reasons for participating in
sports. Certain activities were found to be generally more desirable
than others for both participation and spectating.

20. The resident graduate women students involved in this Study
indicated the need and desire for physical activity as an integral part

of their present and future lives.

47

Recommendations

Findings related to this study have prompted the following recom-
mendations:

1. Inclusion of the foreign resident graduate women students
as well as those of North American Caucasian origin, in a study of
current physical activity interests and attitudes.

2. A more extensive study of graduate women's physical activity
interests and needs, including both resident and non-resident (off-
campus) students.

3. A comparison study between graduate women students and
undergraduate women students attending the same school to determine if
differences and changes occur in Sports practices and attitudes.

4. A companion study on graduate men students, especially con-
cerning their attitudes toward sports for women and sports after
marriage.

5. Construction of an inventory to be used by graduate resi-
dences in setting up physical activity programs for their graduate
women students.

6. Development of an actual sports and recreational program

for graduate women students, both resident and off-campus.

10.

ll.

12.

BIBLIOGRAPHY

Books

Allport, Gordon W. "Attitudes," Handbook of Social Psychology,
ed. Carl A. Murchison. Worchester, Mass.: Clark University
Press, 1935. 1195 pp.

 

Deming, W. E. "The Planning of Surveys," Some Theory of Sampling.
New York: John Wiley and Sons, 1950. 602 pp.

 

Ellis, Robert S. The Psychology of Individual Differences. New
York: D. Appelton and Co., 1928. 533 pp.

 

Garrett, Henry E., and Woodworth, R. S. Statistics in Psychology
and Education. New York: David McKay Co., Inc., 1964. 478 pp.

 

Guilford, Jay P. Personality. New York: McGraw Hill Book Co.,
Inc., 1959. 562 pp.

 

Hilgard, Ernest R. Introduction to Psychology. New York:
Harcourt, Brace and Co., 1953. 659 pp.

 

Hyman, H. H., 35 31. Interviewing in Social Research. Chicago:
University of Chicago Press, 1954. 415 pp.

 

Kornhauser, Arthur. "Constructing Questionnaires and Interview
Schedules," Research Methods in Social Relations, Part 2:
Selected Techniques, ed. Marie Jahoda, Morton Deutsh, and
Stuart W. Cook. New York: Dryden Press, 1951. 759 pp.

 

Krech, David, and Crutchfield, Robert S. Theory and Problems of
Social Psychology. New York: McGraw Hill Book Co., Inc., 1948.
639 pp.

 

Lazarsfeld, Paul F. "Principles of Questionnaire Construction,"
The Lagguage of Social Research, ed. Paul F. Lazarsfeld and
Morris Rosenberg. Glencoe, 111.: The Free Press, 1955.

590 pp.

Merton, Robert K., Fiske, Marjorie, and Kendall, Patricia L. The

 

Focused Interview. Glencoe, Ill.: The Free Press, 1956.
186 pp.
Munn, Norman L. Psychology. Cambridge, Mass.: Riverside Press,

1946. 497 pp.

48

l3.

14.

15.

l6.

l7.

l8.

19.

20.

21.

22.

23.

24.

25.

49

Riesman, David. "Football in America: A Study in Culture Dif-
fusion," Individualism Reconsidered, ed. David Riesman and Reuel
Denney. Glencoe, I11.: The Free Press, 1954. 529 pp.

 

Siegel, Sidney. Nogparametric Statistics for the Behavioral Sciences.
New York: McGraw Hill Book Co., Inc., 1956. 312 pp.

Smith, Mortimer B., Bruner, Jerome S., and White, Robert W.
Opinions and Personaligy. New York: John Wiley and Sons, Inc.,
1956. 294 pp.

Articles and Periodicals

Baker, Mary C. "Factors Which May Influence Participation in
Physical Education of Girls and Women 13-25 Years of Age,"
Research Quarterly, 11, No. 2 (May, 1940), 126-131.

 

Bell, Margaret, Walters, C. Etta, and staff. "Attitudes of Women
at the University of Michigan toward Physical Education,”
Research Quarterly, 24, No. 4 (December, 1953), 379-391.

Breslaw, Bernard J. "The Development of a Socio-Economic Attitude,"
Archives of Psychology, 32, No. 226 (May, 1938), 1-91.

Broer, Marion R., Fox, Katherine 8., and Way, Eunice. ”Attitudes
of the University of Washington Students toward Physical Educa-
tion Activities," Research Quarterly, 26, No. 4 (December, 1955),
379-384.

 

Broer, Marion R., and Holland, Dolly A. J. "Physical Education
Interests and Needs of the University of Washington Women in

Service Classes," Research Quarterly, 25, No. 4 (December,
1954), 387-397.

 

Cantril, Hadley. "General and Specific Attitudes," Understanding
the Child, 4, No. 1 (January, 1934), 13-15.

 

Doob, Leonard W. "The Behavior of Attitudes," Psychological
Review, 54 (May, 1947), 135-156.

 

Fox, Margaret G. "Activities They Wished They'd Had in College,"
JOHPER, 28 (January, 1957), 14-15, 59.

Hazelton, H. W., and Piper, J. "A Study of the Social Values of a
Team Game and Two Individual Sports as Judged by the Attitudes
of Freshman College Women," Research Quarterly, 11, No. 2
(May, 1940), 54-59.

 

Huelster, Laura J. "Physical Education for Women in Coed Institu-
tions," American Academy of Physical Education - Professional
Contributions, No. 6 (1957—58), 45-55.

 

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

50

Sherif, Muzafer, and Cantril, Hadley. ”The Psychology of Attitudes,"
Psychological Review, 52, No. 6 (November, 1945), 295-319.

 

Swenson, Jean, and Rhulman, Jessie. "Leisure Activities of a
University Sophomore Class," Educational and Psychological
Measurement, 12 (autumn, 1952), 452-466.

 

 

Toogood, Ruth E. "A Survey of the Recreational Interests and Pur-
suits of the College Woman," Research Quarterly, 10, No. 3
(October, 1939), 90-100.

 

Zimmerman, Helen M. "Physical Education Experiences and Interests
of College Women," Research Quarterly, 25, No. 1 (March, 1954),
109-118.

 

Unpublished Material

College of Physical Education, University of Illinois. ”Student
Opinion Regarding Physical Education Requirements: University
of Illinois Men and Women." Unpublished study, College of
Physical Education, University of Illinois, Urbana, 1956.

Geehan, Clarine. "A Study of Unfavorable Attitudes towards Physical
Education Among College Women at Michigan State College." Un-
published Master's thesis, Department of Education, Michigan
State College, East Lansing, 1950.

Hickman. "Social Class, Attitudes toward Physical Activity, and
Physical Activities of College Students.” Unpublished Master's
thesis, University of Wisconsin, Madison, 1963.

Ivison, Jean H. "A Survey of Leisure Time Sports and Dance Partici-
pation of Upperclass Women at University of Illinois." Unpub-
lished Master's thesis, College of Physical Education, Univer-
sity of Illinois, Urbana, 1956.

Kratz, L. E. "A Study of Sports and Implications of Women's Par-
ticipation in Them in Modern Society." Unpublished Ph.D. dis-
sertation, Ohio State University, Columbus, 1958.

Plummer, T. C. "Factors Influencing the Attitudes and Interests
of College Women in Physical Education." Unpublished Ph.D.
dissertation, State University of Iowa, Iowa City, 1952.

Villa, Cynthia. "A Survey of the High School Physical Education
Activities of Freshmen Women at the University of Illinois with
Implications for Physical Education Service Program." Unpub-
lished Master's thesis, University of Illinois, Urbana, 1951.

Young. "Worthwhile and Non-worthwhile Experiences in Physical Edu-
cation Classes." Unpublished study, University of Illinois,
Urbana, 1954.

APPENDIX A

INTRODUCTORY LETTER TO SUBJECTS

52

Harry Webb

Dept. of Sociology and Physical Education,
Coralie Phillips

Dept. of Physical Education

February 9, 1966.

Dear

Your name has been drawn in a random sample of
the Owen Hall graduate women students for a study
being conducted in the Department of Physical Education
for Women.

The study will involve a personal interview of
one-half hour in length, to be held within the next
few weeks at a time and place convenient to you.

The purpose of the research is to determine and
evaluate the graduate woman's physical activity interests
and needs. As Social-Recreational Chairman of Owen
Hall, I am investigating the past and present patterns
of participation in sports and related activities of
the women residents. The information received will
then be applied to the development of a future recre-
ational program.

Could you please complete the form below, and
return it to my box by February 16th.

Your cooperation will be greatly appreciated.

Sincerely,

Coralie Phillips, Graduate Assistant,
Dept. of Physical Education for Women

 

Name Room No. Phone No.

Are you willing to serve as a subject for the study?
Yes No

If so, I will contact you shortly to arrange an interview.

Return to: Coralie Phillips, W705 Owen Hall

APPENDIX B

SPORTS ACTIVITY QUESTIONNAIRE

54
SPORTS ACTIVITY QUESTIONNAIRE

NAME STUDENT NO.

 

OWEN ROOM NO. PHONE NO. DATE OF BIRTH

 

 

I. Sports Background (Past)
A. Family Life

1. Name your home town

2. What is its population?

3. What is your father's occupation?

4. How many brothers and sisters do you have?
Brothers Sisters

5. In what sports or recreational activities have you participated
with your family? List these and put an "X" in the appropriate
column indicating how often. Mark ”I" beside the activity if
instruction was received.

 

 

 

Sport Occasionally Moderately Frequently
(few times a (4-20 times (more than 20
year) a year) times a year)

 

6. What sport activities have you watched with your family? List
these and put an "X" in the appropriate column indicating how
often. (Include television viewing).

Sport Occasionally Moderately Frequently

 

55

7. List any country clubs, winter clubs, or other recreational
clubs in which your family has, or did have membership. In-
dicate the activities in which you participate(d) and if
instruction was received.

Club Activity(ies) Instruction

 

 

 

 

B. School Life

High School:

1. Where did you attend high school?
2. What was the size of the high school from which you graduated?
1500 and over 900-1500 375-900

175-375 under 175

 

3. How many years of required physical education did you have in
high school? 0, 1, 2, 3, 4.
4. Which high school physical education class activities did you
prefer? List according to preference.
(1)
(2)
(3)
5. Name the intramural sports in which you participated at the
high school level (homeroom, noon hour, or after school).
(1) (2) (3)
(4) (5)
6. Name the inter-school Sports in which you participated and the
number of years in each.
Sport Number of years

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7. What sports activities did you watch during high school?
(1) (2) (3)
(4) (5)

 

 

 

8. Name the sports clubs, recreational and athletic, to which you
belonged either within or outside the school, and the activities
involved (e.g. YWCA).

Club Activities

 

 

56

College:
Undergraduate Level: Approx. Years Major Degree Date
Name of School(s) Location Size

 

 

 

 

Graduate Level:
Name of School(s)

 

 

 

 

 

 

 

 

 

1. How many years of required physical education did you have in
college? 0, l, 2, 3, 4.

2. What activities did you take? Check those courses that you
really wanted to take.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_(1) (6)
___(2) (7)
___(3) (8)
_(4) (9)
_(5) _(10)

 

 

3. Name the intramural Sports in which you participated and the
number of years in each. (dorm, sorority leagues, etc.)
Sport Number of years

 

 

 

 

 

 

 

 

 

 

 

 

4. Name the varsity Sports in which you participated and the number
of years in each.
Sport Number of years

 

 

 

 

 

 

5. Name the Sports clubs, within and outside the college, to which
you belonged, the number of years, and the activities involved
(e.g. Ski Club).

Club No. of years Activities

 

 

 

 

 

 

6.

7.

8.

57

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name the recreational sports in which you participated at
college. (1) (2)
(3) (4)
(5) (6)
Name the Sports activities which you watched as an under-
graduate. (1) (2)
(3) (4) (5)
(6)

Name the extracurricular activities in which you participated
as an undergraduate. (l) (2)

(3) (4)
(5) (6)

 

 

II. Present Patterns
A. General Information

B.

1.

2.
3.

. Do you have an assistantship. Yes No Type

In what department in the university are you enrolled?

 

What is your major area of study?

 

What degree do you seek, and when do you expect to obtain it?
Degree Date
How many credits are you carrying this term?

 

 

 

 

. What is your probable future career?

 

. What extracurricular activities do you have, and approximately

how many hours do you Spend in each per week?
Club or Activity Hours per week

 

 

 

 

 

 

What outside jobs do you hold? How many hours per week?
Job Hours per week

 

 

 

 

 

 

Choices of Sports Activities during the past 12 months.

Participation:

l.

2.

Place an "X" beside those activities in which you have par-
ticipated during the past 12 months.
Under the column indicating how often you participated in the
activity place the appropriate letter to Show with whom you
participated the majority of the time:

"A" if participated alone

"G" if participated with girls(s)

"B" if participated with boy(s)

"BG" if participated with both sexes together

58

Activities ("X") Occasionally Moderately/Frequently
(few times) (more than 6 times)

 

Individual Sports:
Archery

Billiards

Bowling

Conditioning Exercises
Golf

Gymnastics
Horsemanship

Ice Skating

Judo

Roller Skating
Skiing-Snow

Skin and Scuba Diving
Swimming

Water Skiing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dual Sports:
Badminton

Fencing

Table Tennis

Tennis
ance:

Folk

Modern (Creative)
Social
Square
eam Sports:

Basketball
Field Hockey
Football-Touch
Softball
Volleyball
ecreational Activities:

Backyard Games - Horseshoes, etc.
Bicycling
Boating - Motor, Rowing
Canoeing
Fishing
Hiking
Sailing

 

 

 

 

U

 

 

 

 

1-1

 

 

 

 

 

w

 

 

 

 

 

 

 

 

 

 

3. Rank your 3 favorite sports activities according to the chart,
and where you learned them.
Sport Where Learned
(1)

(2)
(3)

 

 

 

 

 

 

Spectating:

59

1. Place an "X" beside those activities which you have watched

during the past 12 months.

 

(This includes television viewing.)

2. Under the column indicating how often you watched the activity
place the appropriate letter to Show with whom you watched the
majority of the time:

"A" if watched alone

"G" if watched with girl(s)
"B" if watched with boy(s)
"BG" if watched with both sexes together

Activity watched (X)

Occasionally
(few times)

Moderately/Frequently
(over Six times)

 

Fall:
Cross Country

 

Football

 

Rugby

 

Soccer

 

 

 

Winter:
Basketball

 

Gymnastics

 

Fencing

 

Ice Hockey

 

Indoor Track

 

Swimming

 

Wrestling

 

 

 

U)
"U
H
H.
D
00

Baseball

 

Golf

 

Lacrosse

 

Tennis

 

Track and Field

 

 

 

 

 

3. Rank your 3 favorite spectator sports according to the above

chart. (1)
(3)

 

 

C. Attitudes toward Sport:
1. Do you participate now, as a graduate student, more than/
less than/ or the same amount as you did as an undergraduate?

more

less

S ame

(2)

 

60

, by number, the 3 most important reasons for the following:

S i?
~< :1
,r

H

d2 participate in sports:
exercise and health

improve figure and posture

. relaxation - fun and enjoyment
. develop new skills

. meet people

. my friends do

pressure from parents

. occupy leisure time

. encouragement from parents

IJiLImLLLL

5
9:

do not participate in sports:
study interference

lack of interest

lack of time

lack of information

lack of knowledge and skill
transportation problem

lack of interested companions
health

laziness

l,_|,|mlmlm|,lo|,lm

. Do you consider sports participation an appropriate activity

for graduate women? Yes No

. Which sports do you think are most appropriate for female

 

 

 

 

 

participation? (1) (2)
(3)
. Which sports do you think are least appropriate for female
participation? (1) (2)
(3)

 

Do you think Sports are, or would be: a. a good way to meet
men? Yes No Examples
b. beneficial after marriage? Yes No Egs.

 

 

 

. Do your friends and parents favour sports for women (in

general)?
Female friends - Yes No Male friends - Yes No
Parents: Father - Yes No Mother - Yes No

APPENDIX C

PARTICIPATION SPORTS, RECREATIONAL ACTIVITIES,
AND SPECTATOR SPORTS

62

PARTICIPATION SPORTS AND RECREATIONAL ACTIVITIES

I. Individual Sports

 

Archery

Billiards (or Pool)
Bowling

Conditioning Exercises
Diving

Golf (course, driving range, pitch and putt)
Gymnastics — Apparatus and Free Exercise
Horsemanship (Riding)

Ice Skating - Figure

Ice Skating - Speed

Judo

Roller Skating

Skin and Scuba Diving

Sky Diving

Snow Skiing

Swimming

Synchronized Swimming

Track and Field

Tumbling

Trampoline Tumbling

Water Skiing

Weight Training

II. Dual Sports

 

Badminton
Fencing
Table Tennis
Tennis

III. Dance

Ballet

Creative - Modern
Jazz

Social

Square
Folk

IV. Team Sports

 

Basketball
Curling
Field Hockey

63

Team Sports--Continued

 

Football - Touch
Lacrosse

Soccer

Softball
Volleyball

Recreational Activities

 

Backyard Games - Croquet, Horseshoes, Shuffleboard, etc.
Bicycling

Boating - Motor, Rowing
Campcraft

Canoeing

Fishing

Hiking

Hunting

Mountain Climbing
Sailing

Skeet Shooting

SPECTATOR SPORTS

Auto Racing
Baseball
Basketball
Bowling

Boxing

Cricket
Football

Golf

Gymnastics
Horse Racing
Ice Hockey

Judo

Lacrosse

Polo

Rodeos

Roller Derby
Rugby

Sailboat Racing
Skiing

Soccer

Swimming (including Diving)
Synchronized Swimming
Tennis

Water Skiing
Wrestling
Figure Skating
Crew

"I1111111111111111“