AWg

 

 

ABSTRACT

A COMPARATIVE STUDY OF SPORTS PREFERENCES
IN SPECTATING AND PARTICIPATING IN THO
GRAND RAPIDS AREA HIGH SCHOOLS

by Joyce E. Buckley

This study presents a comparative picture of personal
sport preferences in spectating and participating patterns
of two groups of high school girls: one group represents
the population of an inner-city school; the other a sub-
urban area. The author believes that this is an initial
attempt to investigate the family and educational variables
which may influence the respondents in respect to sport
activities.

A questionnaire was constructed to obtain information
concerning the subjects' spectating and participating
patterns in sports along with those of the parents. Infor-
mation was also obtained on family background. The ques-
tionnaire was administered November 18, 1966.

The data was subjected to statistical analysis
including frequency and percentage tables for selected
variables. Certain variables were tested via Chi-Square:
The level of significance obtained may be found at the

bottom of selected tables.

Joyce E. Buckley
Chi-Square analysis revealed no significant relation-
ships between participating and spectating variables.
There are however. definite patterns in sport spectating

and participating within these two groups of students.

 

A COMPARATIVE STUDY OF SPORTS PREFERENCES
IN SPECTATING AND PARTICIPATING IN TWO
GRAND RAPIDS AREA HIGH SCHOOLS

By

Joyce E. Buckley

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

1967

AChNOWLEDGMENTS

The author wishes to express her most sincere
gratitude and appreciation to Dr. Harry Webb for his
most valuable assistance throughout this study.

Grateful acknowledgment is made to Mr. John Morris
of the Computer Institute for his assistance in computer
programming.

The writer also wishes to express her thanks to the
subjects for their time and cooperation. And lastly. to

her friends for their encouragement during this study.

11

TABLE OF CONTENTS
Chapter
I. THE PROBLEM . . . . . . . . . . . . .
Statement of the Problem
Need for the Study . . .

Procedures . . . . . . .
Limitations of th Study

II 0 biETHODS O O O O O O O I O O O O O O 0

Sample . . . . . . . .
Administration . . . .
Coding . . . . . . . .
Statistical Techniques

0 O O C
O O O O
O O O C

III. PRESENTATION AND ANALYSIS OF DATA . .

Background Information . . . . .
Family . . . . . . . . . . .
Sports . . . . . . . . . . .
Required Physical Education .

IV. ANALYSIS OF SELECTED VARIABLES . . . .

Family Information .
Spending Money . . .
Club Membership . . .
Future Occupations .

V. SPORT PREFERENCE PATTERNS . . . . . .

Spectating Preferences . . . . . .
Participating Preferences . . . . .

VI. ANALYSIS OF PHYSICAL EDUCATION CLASS
ACTIVITIES AND FUTURE SPORTS . . .

Physical Education Class Activities
Future Activity Plans . . . . . . .

VII 0 S LIN-MARY O O O O O O O O O O O O O O O

BIBLI OGMPHY O O O O O O O O O O C O O O O O O

O O C O O O O O O O O O

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19.
20.
21.
22.

LIST OF TABLES

Age of Subjects .
Number of Brothers .

Number of Sisters .

Total Number of Brothers

Fathers' Education .
Mothers' Education .
Fathers' Occupation

Spending Money . . .

and

Recreational Spending Money

Spectator Sport Preferences

Sport Participation

New Sport Preference .

Sports Learned from Family
Sports Played with Family
Fathers' Sport Preferences
Mothers' Sport Preferences
Sports Learned in Physical
Sports Would Like to Have Learned

Education

Participation After Graduation .

Membership in School Club

Membership in Outside of School Clubs

Future Occupations .

iv

Page

10
11
11
12
13
13
15
16
17

19
20
21
23
21L
25
26
27

Table
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.

33.
34.

36.

LIST OF TABLES - Cont ued

Number of Brothers by Race

Number of Sisters by Race . . . . . . .
Fathers' Education by Race . . . . . . .
Fathers' Occupation by Race . . . . . .
Mothers' Education by Race . . . . . . .
Mothers' Occupation by Race . . . . . .
Spending Money by Race . . . . . . . .

Recreational Spending by Race . . . . .
School Clubs by Race . . . . . . . . . .
Outside School Club Membership by Race .
Future Occupations by Race . . . . . . .
Spectating Sport Preferences by Race . .
Participant Sport by Race . . . . . . .
Comparison of Sports Learned in Physical

Education Classes and Future Sports
Part101pat10n o o o o o o o o o o o o

Page
30
3o
31
31
33
33
35
36
36
37

39
#2

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LIST OF APPENDICES

Appendix page
A. Questionnaire . . .
B. Coding Forms . .

C. Sports Recall List . . . . . . . . . . . . . 67

vi

CHAPTER I
THE PROBLEM

Statement of the Pgoblem. This study presents a

comparative picture of the personal sports preferences

in spectating and participating patterns of two groups

of high school girls: one group represents the population

of an inner-city school; the other, a suburban school. The
author believes that this is an initial attempt to inves-
tigate the family and educational variables which may

influence the respondents in respect to sport activities.

Head for thg Study. American life is marked with a
high degree of competitiveness in everyday living. ‘Whether
this competition lies in grades, occupation, or mate-seeking
is of little consequence. since all of these situations are
conducive to producing a varied amount of tension. Thus.
leisure time provides essential "safety valve" releases for
our society.

The majority of our society welcome quitting time
each day and the freedom of weekends to relax and release
these resultant tensions. The methods employed to achieve
the desired ends however. are frequently as elusive as the
totally satisfying occupation. In one of his articles Tumin

states the problem in these words:

2

In the interim. as a result of the impact of the
average work situation. the worker tends to spend his
most energetic hours at a Job which does not draw his
talents out of him: does not exercise his creative
potential; does not afford him a sense of power and
domination over the product and the machine but rather
makes him feel subordinate to both; and provides him
with no sense of significant contribution to and
membership in the society. To the extent that these
conditions prevail. it is my hypothesis that the
average worker comes to his home-life and community-
life with a net deficit of psychic satisfactions. He
therefore. brings to these extra occupational life
spheres a high demand upon them by way of the kinds of
gratifications he seeks and the degrees of intensity

with which he seeks them. (7, 270)

In a child centered society such as the United States,
the home and school. namely parents and educators are
responsible for presenting the basic foundation necessary
to the student to enable her to live a satisfying and
meaningful life. One essential aspect of this framework
is the development of skills to be used in leisure time.

It is the author's intention to examine these
skills through a survey of sport preferences in spectating
and participating, to determine the need for reorganization
of physical education curricular content in each school.
Through this investigation the author hopes to help prepare
the student to use her leisure time in sport activities
that would allow for personal satisfaction or gratificiation,
maintain a standard of physical fitness advantageous to
her particular position or occupation. provide a basic
knowledge and skill in a variety of sport activities
available in the respective communities, and to have fun

in her leisure time.

.47).;

 

IE:—

 

3

Procedures. During the fall term, 1966. a
questionnaire was constructed to investigate the sport
preferences in spectating and participating patterns of
high school girls in two Grand Rapids area schools.

The questionnaire was administered by the author
in the respective schools on November 18, 1966, using a
stratified random sample. The population consisted of
fifty sophomore and fifty senior girls from each of the

two schools.

Limitations of the Stydy. One-half of the

respondents had not been involved in regular physical
education classes for two years. therefore the respondents
were dependent upon an accurate memory. To aid recall,

an extensive list of sports1 was added to the questionnaire.
The conclusions of the study will apply only to the two
schools from which the samples were drawn. And lastly.

the lack of similar studies will make it impossible to

compare results and validate the interpretation of data.

—____

ISee Appendix C.

CHAPTER II
METHODS

After receiving permission from the principals of
the schools involved. the author sent ten copies of the
questionnaire to one of the schools as a trial test for
clarity of the questions. After minor revisions, the
questionnaire1 was mimeographed and each copy prenumbered.
The schedule consisted of four pages with forty questions
and an extensive sports recall listZ. It was distributed
in the respective schools on November 18, 1966 by the
author.

The sample size consisted of two hundred subjects.
fifty sophomores and fifty seniors from each school. The
subjects were chosen at random from the female tenth and
twelfth grade population having a study hall in the morning
at one school and in the afternoon at the other.

The students met in an empty room and were seated on
only one side of the tables in the room to avoid unnecessary
conversation and comparison of answers. The questionnaires

were then distributed along with verbal instructions for

responding.

 

lsee Appendix A for entire questionnaire.

2See Appendix C for sports recall list.
a

5

The students were directed to sign their names on a
prenumbered sheet of paper beside the number of their
questionnaire. The author accompanied this sheet around
the room. It was possible to obtain the Differential
Apptitude Test Batteryl scores and the race of each student
from the cumulative records in this manner. The above
method of obtaining the information was used to free the
student to answer the questions with complete anonymity.

A coding sheet2 was constructed recording by hand
all responses directly from the observations. While
authorities on questionnaire construction state it is best
to construct the code sheet before the questionnaire is
given it was impossible to do this because of the varied
response received on most questions.

After construction of the coding sheet the data was
transferred to coding forms using numerical characters to
represent responses. The data was then key punched onto
IBM cards with each observation requiring two cards.

The processes described above are very time consuming
unless the individual has previous knowledge and skills in
key punching. For a moderate fee the Computer Institute
will key punch and verify cards. If pressed for time it is
a very wise idea to hire this job out to professionals

saving the individual a week or two or work at odd moments.

 

1This information was not used due to lack of uniformity.

ZSee Appendix B for coding sheets.

6

The card sort was used to obtain percentages on
questions without rankings. The computer was employed to
obtain percentage tables for sixty-three selected variables,
to subject certain of the variables to the Kolmogorov-
Smirnov Two sample test of difference between means, and the
Chi—Square Two sample Test of Independence.

Garrett describes this test as useful when we wish to
investigate the relationship between traits or attributes
which can be classified into two or more categories. (3,262)
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. (3, 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 (3,
264). Chi-Square and Kolmogorov-Smirnov may be found in
CISSR Technical Report no. h1.01 (8). This prOgram is
functional at this time for the majority of the tests
described in Siegel (6) and thus is designed for non-
parametric analysis of primarily nominally or ordinally
measured data.

Any person planning on using the computer for

problems of this type should allow approximately three

7

weeks to get the prOgram set up correctly and in getting
the printed output. Several other technical bulletins
give the basic information necessary to set up a program
and are available in the Computer Library or in room 506
Computer Center.

The following references were consulted during
construction of the questionnaire: Deming (2, 1-23)
Jahoda, Duetsch and Cook (a, 32h-Q62) and Lazarsfeld and

Rosenberg (5. 83-93).

PRESENTATION AND ANALYSIS OF DATA

This study constituted an investigation of the family
background. sport preferences in spectating and participating
and expressed plans for future participation in leisure
time sport activities. The data was obtained through a
questionnaire administered to one hundred ninety-seven
tenth and twelfth grade girls in two Grand Rapids area
high schools on November 18, 1966.

This chapter will include a breakdown by percentage
and frequency tables of data obtained from selected

questions in the survey.
Background Information

Family. The ages of the subjects as of November 18,
1966 are indicated in Table 1 on page 9. A large number,
one hundred fifty-eight, (81%) of the total were either
fifteen or seventeen years old.

One-half of the subjects were in grade ten and
ninety-nine (50%) were in grade twelve.

Tables 2 and 3 on page 9 indicate the number of
brothers and sisters within each family respectively while
Table 4 on page 10 gives the total number of children.

8

0
/
TABLE 1

AGE OF SUBJECTS

W

 

 

Age in Years Number Percentage
11+ 3 1.5
15 76 38.5
16 19 9.5
17 81 U1.5
18 15 7.5
19 3 1 5.
TABLE 2

NUFEER OF BROTHERS

 

 

Number of Brothers Number Percentage
0 55 28.0
1 57 29.0
2 51 25.5
3 16 8.0
u 9 “-5
5 5 2.5
6 2 1.0
7 2 1.0
TABLE 3

NUMBER OF SISTERS

 

Number of Sisters Number Percentage
0 63 32.0
1 71 35.5
2 24 12.0
3 21 10.5
L; 6 3.0
5 6 3.0
6 5 2.5
7 1 ,5

 

10
TABLE 4

TOTAL NUMBER OF BROTEERS AND SISTERS

 
 

 
 
 

 

 

Number Frequency Percentage
0 20 10.2
1 45 22.5
2 40 20.0
3 31 15-5
a 22 11.0
5 12 6.0
6 12 6.0
7 7 3.5
8 3 1.5
9 1 .5

10 1 .5
11 1 .5
12 2 1.0

 

One hundred sixty-three (82.5%) of the respondents have two
brothers or less and one hundred fifty-eight (80%) have two
or less sisters. Less than (20%) thirty-nine respondents
reported over four children in the family while twenty
(10%) were only children.

Thirty-four (17.3%) reported their father did not live
at home, while only nine (u.6%) reported their mother not
present in the home.

A higher number, one hundred thirteen (57.5%)
reported their mother had a high school education or more
than the father with eighty-nine. (45.2%). Tables 5 and 6

on page 11 gives the entire breakdown.

TABLE 5

FATHERS‘ EDUCATION

11

 

 

 

 

Grades Completed Number Percentage
ist - 6th 3 1.5
7th - 9th 31 15.8
10th 24 12.2
11th 17 8.6
12th 56 28.5
Some College 17 8.6
College Graduate 14 7.0
Business School 2 1.0
TABLE 6
NOTRERS' EDUCATION
Grades Completed Number Percentage
1st - 6th 1 .5
7th - 9th 29 14.8
10th 21 10.5
11th 25 12.7
12th 86 43.5
Some College 20 10.5
College Graduate 5 2.5
Business School 2 1.0

 

The occupational information is divided into groups

derived from the United States Census Report.

The majority

of fathers. one hundred twenty-four (64%) are blue collar

workers while forty—seven, (23.8%) are white collar.

Twenty-four. (12.2%) did not report their fathers'

occupation. Table 7 on page 12 depicts this information.

12
TABLE 7

FATHERS' OCCUPATION

 

J
_

 

 

 

Occupation Number Percentage
1 13 6.6
2 13 6.6
3 15 7.6
4 6 3.0
5 42 21.5
6 76 38.5
7 .. ..
8 8 4.0
9 .. ..
0 24 12.0
{ey: Level 1 = Professional, Technical and Kindred Workers
Level 2 = Managerial Offices and Proprietors
Level 3 = Clerical and Kindred Workers
Level 4 = Sales workers
Level 5 = Craftsmen. Foremen and Kindred Workers
Level 6 = Operatives and Kindred Workers
Level 7 = Private and Household Workers
Level 8 = Service Workers (excluding private household)
Level 9 = Laborers, except miners
Level 0 = Occupation not reported

The spending money of the respondents is illustrated
in Table 8 on page 13. One hundred six (51.5%) had between
$2.00 - 5.00 to spend each week; 11% had less than 32.00
and 17% had $10.00 or more. One hundred nine (55%) obtained
their spending money by earning it. fifty-five (28%)
acquired it through allowances, and twenty-four (12.2%)
received their money partially through an allowance and

earning it. Only ten (5%) were simply given the money.

13

TABLE 8

S PEI‘TDING MON '5. Y

 

 

Amount Frequency Percentage
3 1.99 and less 22 11.0
2.00 - 2.99 32 16.0
3.00 - 3.99 23 11.5
4.00 - 4.99 11 5.5
5.00 - 5.99 40 20.0
6.00 - 9099 9 “'05
10.00 -14.99 18 9.0
15.00 -19.99 4 2.0
20.00 -24.99 4 2.0
25.99 -29.99 6 3.0
30.00 -39.99 3 1.5
40.00 -49.99 2 1.0
50.00 and above 1 .5

 

TABLE 9

RECREATIONAL SPENDING

============================================================

 

Amount Frequency Percentage
A 1.99 and less 75 38.0
2.00 - 2.99 34 17.0
3.00 - 3.99 27 13.5
”.00 - ”099 7 3.5
5.00 - 5.99 8 4.0
6.00 - 6.99 1 .5
7.00 - 7.99 0 ..
8.00 - 8.99 2 1.0
9.00 - 9.99 O ..
10.00 and more 3 1.5

 

Table 9 above represents the money spent on recrea-
tional activities by the respondents each week. One hundred
seventy-three (88%) spend three dollars or less each week

on recreational activities. This is the money the respon-

14

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available to women in a community are also mentioned.

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dents spend being admitted to sport activities or paying
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billiards. This figure may include the money spent on food

consumed at such activities also.

Sports

The respondents were asked to list their favorite
spectator sports in order of preference. Table 10 on
page 15 gives the preferences by rank. The following sports
listed alphabetically received the highest rankings; base-
ball, basketball, bowling. dancing, football, swimming, and
wrestling. Cf the seven cited above five are major compe-
titive sports in the two schools. The respondents have also
been exposed to these sports repeatedly through the mass
media, including television, radio, newspapers and magazines.
In a study on graduate students at hichigan State University
by Phillips the same listing received similar mention (9,21)

Table 11 on page 16 presents the sports participation
patterns for the population. Basketball, bowling, dancing,
roller skating. swimming, tennis, volleyball, and water
skiing received the highest rankings in the overall picture.
A similar pattern is noted in Phillips (9, 20). Note that
the sports cited. with the exception of two, are coed
individual sports suitable for dating. recreational and
leisure time activities. The team sports that may be

available to women in a community are also mentioned.

15
TABLE 1 o

SPECTATOR SPORT PREFEREFCCS

 

 

lst 2nd 3rd 4th
, Sport choice choice choice choice

 

Backyard Games .. .. 22
Badminton 2
Baseball a
Basketball 60
Billiards ..
Boating

Bowling

Boxing

Canoeing

Dancing

Living

Drag Racing

Fencing

Field Hockey
Football

Golf

Gymnastics
Horsemanship

Ice Hockey

Ice Skating

Judo

Mountain Climbing
Polo

Roller Skating
Sailing

Sliding

Snow Skiing

Soccer

Softball

Surfing

Swimming
Synchronized Swimming
Tennis

Touch Football

Trach and Field
Trampoline

Tumbling

Volleyball

Water Skiing
Wrestling

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SPORT PARTICIPATICN

 

 

ist 2nd 3rd nth
Sport choice choice choice choice

 

H

Archery

Backyard Games
Badminton

Baseball
Basketball
Bicycling
Billiards

Boating

Bowling

Campcraft

Chinese Soccer
Dancing

Drag Racing

Field Hockey
Fishing

Football

Golf

Gymnastics

Hiking
Horsemanship
Hunting

Ice Hockey

Ice Skating

Judo

Kickball

Roller Skating
Sailing

Skin & Scuba Diving
Snow Skiing

Soccer

Softball

Speedball

Surfing

Swimming

Table Games

Tennis

Tobogganing

Touch Football
Track and Field .
Trampoline 2
Tumbling .. ..
Volleyball 13 11
Water Skiing 15 11

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Sport

17
TABLE 12
NEW SPORT

Frequency

Percentage

 

Archery
Basketball
Billiards
Bowling
Dancing

Diving

Fencing
Fishing
Football

Golf
Horsemanship
Ice Skating
Judo

Mountain Climbing
Polo

Roller Skating
Sailing

Skin & Scuba Diving
Sky Diving
Snow Skiing
Softball
Surfing
Swimming
Tennis
Trampoline
Tumbling
Volleyball
Water Skiing
Wrestling

H

H
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When asked which new sport each respondent would

like to learn if given the opportunity, basketball judo,

snow skiing, swimming,
frequently mentioned.
interested in team sports,

activities that may be useful in the future.

tennis and water skiing were most
Women students do not appear to be
rather they tend to prefer

The reader

is referred to Table 12 above for the complete table.

18

TABLE. 1 3

SPORTS LEARNED FROM FAMILY

 

 

 

 

3.1—”
Sport Frequency Percentage
Archery 3 1.5
Backyard Games 18 9.0
Badminton 12 6.0
Baseball 16 8.0
Basketball 16 8.0
Bicycling 7 3.5
Boating 10 5.0
Bowling 41 20.5
Boxing 1 .5
Campcraft 3 1.5
Canoeing 4 2.0
Dancing 4 2.0
Fencing 2 1.0
Fishing 18 9.0
Flying 1 .5
Football 12 6.0
Golf 9 4.5
Gymnastics 1 .5
Hiking 1 .5
Horsemanship 3 1.5
Ice Skating 10 5.0
Judo 1 .5
Kickball 3 1.5
Sailing 2 1.0
Shooting 1 .5
Skin & Scuba Diving 1 .5
Snow Skiing 4 2.0
Soccer 1 .5
Softball 11 5.5
Swimming 45 22.5
Table Games 28 14.0
Tennis 17 8.5
Tobogganing 1 .5
Touch Football 3 1.5
Track and Field 1 .5
Volleyball 3 1.5
Water Skiing 20 10.0
Wrestling 1 .5

18
TABLd 13

SPORTS LEARNED FROR FAMILY

 

 

A—i—»
J

 

 

 

Sport Frequency Percentage
Archery 3 1.5
Backyard Games 18 9.0
Badminton 12 6.0
Baseball 16 8.0
Basketball 16 8.0
Bicycling 7 3.5
Boating 10 5.0
Bowling 41 20.5
Boxing 1 .5
Campcraft 3 1.5
Canoeing 4 2.0
Dancing 4 2.0
Fencing 2 1.0
Fishing 18 9.0
Flying 1 .5
Football 12 6.0
Golf 9 4.5
Gymnastics 1 .5
Hiking 1 .5
Horsemanship 3 1.5
Ice Skating 10 5.0
Judo 1 .5
Kickball 3 1.5
Sailing 2 1.0
Shooting 1 .5
Skin & Scuba Diving 1 .5
Snow Skiing 4 2.0
Soccer 1 .5
Softball 11 5.5
Swimming 45 22.5
Table Games 28 14.0
Tennis 17 8.5
TobOgganing 1 .5
Touch Football 3 1.5
Track and Field 1 .5
Volleyball 3 1.5
Water Skiing 20 10.0
Wrestling 1 .5

19
mmmaui

SPORTS PLAYSD JITH FAMILY

W
W

Sport Frequency Percentage

 

Archery
Backyard Games
Badminton
Baseball
Basektball
Billiards
Boating
Bowling
Campcraft
Dancing

Drag Racing
Fencing
Fishing 1
Flying
Football

Golf
Gymnastics
Hiking
Horsemanship
Hunting

Ice Skating
Roller Skating
Sailing
Sliding

Snow Skiing
Softball
Swimming
Table Games
Tennis
TobOgganing
Touch Football
Volleyball
Water Skiing
Weight Lifting
Wrestling

|-*

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Eamily Influence. One hundred thirty-four (66%)
reported to have learned a sport or sports from the family
with backyard games, bowling. fishing, swimming. table

games and water skiing mentioned most frequently. This

20
TABLE 15

FATEBRS' SPORT PHEFLBEKCES

 

 

 

 

 

 

 

lst 2nd 3rd 4th
Sport choice choice choice choice
Backyard Games .. 6 3 1
Badminton 3 2 2 1
Baseball 15 1 7 2
Basketball 7 4 5 1
Billiards 5 5 7 4
Boating 2 6 3 5
Bowling 33 11 7 6
Campcraft 1 1 .. 1
Canoeing .. 1 .. 1
Dancing 3 2 3 1
Diving .. 1 .. ..
Drag Racing .. 1 .. ..
Fencing .. 1 .. ..
Fishing 21 12 7 4
Flying 1 .. .. ..
Football 2 10 2 1
Golf 19 7 2 1
Gymnastics .. .. 1 ..
Horsemanship .. .. 1 ..
Hunting 11 21 8 1
Roller Skating .. 1 .. 1
Sailing .. 1 .. ..
Skin & Scuba Diving .. .. 2
Sliding .. .. .. 1
Snow Skiing .. 1 .. 2
Softball 4 4 3 ..
Swimming 6 5 10 ..
Table Games 6 9 6 14
Tennis 4 2 3 1
Tobogganing .. 1 .. ..
Volleyball 2 2 1 2
Water Skiing 3 3 1 .
Wrestling .. .. 1 1

 

information is contained in Table 13 on page 18. As will
be seen later the family is an important reference group

in regard to sport exposure.

21

 

 

 

TABLE 16
MOTHERS' SPORT PREFERENCES
lst 2nd 3rd 4th
Sport choice choice choice choice
Backyard Games 4 4 2 2
Badminton 3 3 3 ..
Baseball 3 1 .. ..
Bicycling 1 .. 1 ..
Billiards 2 1 .. ..
Boating 4 4 1 1
Bowling 34 4 2 1
Campcraft .. 5 .. 2
Dancing 6 4 .. 3
Fishing 14 4 1 1
Golf 3 3 2 1
Hiking .. 1 .. 1
Hunting 2 .. 1 ..
Ice Skating 1 .. .. ..
Roller Skating 2 .. .. ..
Sailing .. .. 1 ..
Sliding .. .. 1 ..
Snow Skiing 3 1 1 2
Softball 3 1 1 ..
Swimming 14 8 7 1
Table Games 25 13 7 1
Tennis 1 4 .. ..
TObOgganing .. 1 .. ..
Volleyball 5 3 1 2
Water Skiing 4 2 .. ..

 

Table 14 on page

the family by choice.

games, backyard games,

frequently mentioned.

19 relates the sports played with
Bowling. fishing. swimming. table
tennis and water skiing are most

One hundred thirty-seven (68%)

reported they played games with members of the family.

Tables 15 on page 20 and 16 above. present fathers'

and mothers' sport participation patterns. The most

frequently mentioned sports for fathers were baseball,

22
bowling. fishing, golf and hunting. while bowling, fishing

swimming and table games led with mothers.

Reguiged Physical fidugation Pgoggam

All of the respondents have had or are now completing
their four years of required physical education. Table 17
of page 23 indicates the sport skills presented in the
physical education classes. One hundred forty-one (71.5%)
have learned volleyball with other high concentration areas
being in basketball. dancing. field hockey. soccer. softball,
swimming and tennis. All of thevabove sports. with the
exception of tennis and swimming, are conducive to large
class participation and are relatively easy to handle in
terms of teacher preparation and student participation.
The facilities and equipment needed are usually readily
available and finally the values derived from team sports
in terms of cooperation and individual differences make
them an essential part of a program.

When asked which sports the respondents would like
to have learned. we find archery. dancing. judo. swimming.
and tennis leading with over 20% expressing desires for
these. Table 18 on page 24 presents the entire listing.
While team sports are valued by the instructor as good for
the student. the student expressed desires in individual
activities that would serve as after school recreational

activities.

23
TABLE 1?

SPORTS LIQUTNED IN PHYSICAL EDUCATION

 

 

 

Sport Number Percentage

 

 

Archery 29 14.5
Backyard Games 3 1.5
Badminton 12 6.0
Baseball 31 15.5
Basketball 97 48.5
Bowling 20 10.0
Chinese Soccer 5 2.5
Dancing 44 22.0
Diving 1 .5
Exercise 2 1.0
Field Hockey 41 20.5
Fliccer Ball 9 4,5
Football 7 3-5
Free Exercise 1 .5
Golf 1 .5
Gymnastics 34 17.0
Judo 1 .5
Kickball 19 9.5
Soccer 94 47.0
Softball 56 28.0
Speedball 6 3.0
Surfing 1 .5
Swimming 44 22.0
Table Games 30 15.0
Tennis 56 28.0
Track and Field 25 12.5
Trampoline 13 6.5
Tumbling 26 13.0
Volleyball 141 70.5

 

Talbe 19 on page 25 indicates the sports in which

the respondents plan to participate after leaving school.

Bowling. swimming. tennis and water skiing are mentioned

most frequently while volleyball appears on the lower end

of the scale.

These sports are similar to those mentioned

by the parents as recreational activities in which they

still engage.

24
TABLB 18

SPORTS WOULD LIhE TO HAVE LEARKED IN P.E.

 

 

 

Sport Frequency Percentage
Archery 47 23.5
Backyard Games 5 2.5
Badminton 4 2.0
Baseball 2 1.0
Basketball 7 3.5
Billiards 37 18.5
Boating 8 4.0
Bowling 37 18.5
Canoeing 14 7.0
Dancing 57 28.5
Diving 14 7.0
Fencing 19 9-5
Field Hockey 5 2.5
Football 21 10. 5
Gymnastics 16 8.0
Golf 22 11.0
Hiking 2 1.0
Horsemanship 17 8.5
Hunting 2 1.0
Ice Skating 6 3.0
Judo 58 29.0
Mountain Climbing 2 1.0
Roller Skating 11 5.5
Sailing 6 3.0
Shooting 4 2.0
Skin & Scuba Diving 12 6.0
Snow Skiing 27 13.5
Soccer 9 4.5
Softball 5 2.5
Speedball 2 1.0
Surfing 4 2.0
Swimming 50 25.0
Table Games 3 1.5
Tennis 44 22.0
Touch Football 4 2.0
Track and Field 2 1.0
Trampoline 28 14.0
Tumbling 8 4.0
Volleyball 6 3.0
Water Skiing 20 10.0
Wrestling 3 1.5

 

PARTICIPATION AF’ER GRADUATION

25

TABLE 19

 

‘_——~

 

 

Sport Frequency Percentage
Archery 6 3.0
Backyard Games 4 2.0
Badminton 6 3.0
Baseball 7 3.5
Basketball 20 10.0
Bicycling 6 3.0
Billiards 20 10.0
Boating 23 11.5
Bowling 91 45.5
Campcraft 3 1.5
Canoeing 5 2.5
Dancing 29 14.5
Drag Racing 2 1.0
Fencing 2 1.0
Fishing 12 6.0
Flying 1 .5
Football 3 1.5
Golf 16 8.0
Gymnastics 6 3.0
Hiking 4 2.0
Horsemanship 32 16.0
Hunting 4 2.0
Ice Skating 9 4.5
Judo 6 3.0
Kickball 2 1.0
Mountain Climbing 3 1.5
P010 1 .5
Roller Skating 37 18.5
Sailing 11 5.5
Skin & Scuba Diving 3 1.5
Snow Skiing 30 15.0
Soccer 1 .5
Softball 14 7.0
Surfing 2 1.0
Swimming 94 47.0
Table Games 25 12.5
Tennis 39 19.5
Tobboganing 6 3.0
Touch Football 2 1.0
Track and Field 3 1.5
Trampoline 4 2.0
Tumbling 1 .5
Volleyball 17 8.5
Water Skiing 44 22.0

 

25
TABLE 20

MEMBERSHIP IN SCHOOL CLUB

I

Club Name r‘Frequency Percentage

 

Art 1
Band

Choir

Chorus

Commerical

Co-op

Dramatics
Forensics

French

Future Homemakers
Future Teachers
G-Teens

G.A.A.

Glee Club

Honor Society
Journalism

Latin

Magazine
Newspaper

Pep Club 4
Red Cross
School Play
Ski Club
Spanish
Volleyball
Yearbook

H

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Table 20 above. and Table 21 on page 27 represent the
respondents club affiliations in and out of school. One
hundred thirteen. (57%) are members of school groups with
pep clubs and G.A.A.'s most frequently cited. Ninety-nine
(50.5%) of the population belong to clubs outside of school
with church affiliated groups receiving the strongest member-

ship.

27
TABLE 21

MEMBERSHIP IN CLUB OUTSIDE OF SCHOOL

Club Name Frequency Percentage

 

Art

Bowling

Catechism

Central Volunteers

Church Choir

Dance

Elks

Escrow

Fan Club

Four - H

Girls League

Horizon Club

Job's Daughters

Junior Achievement
Juniorletts

Kaydettes

Luther League

Methodist Youth Fellowship
N.A.A.C.P. 3

Pioneer Girls

Reformed Youth Fellowship
Roller skating

Sewing Club

Ski Club

Softball

Teenagers Only

TOPS

U.S. Baton Twirling Assoc.
Young Peoples

Young Republicans

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The last Table in this chapter presents the future
occupations of the respondents with the following occupa-
tions most freqleutly mentioned: Cosmetology. office secre-
tary. registered nurse and teacher. Some 203 of the popula-

tion were undecided in their choice of careers at this time.

28
TABLE 22

FUTURE OCCUPATIONS

 

 

Occupation Frequency Percentage

 

Accountant

Airline Stewardess
Artist
Cosmetologist
Doctor

Experimental Psychologist
Fashion Illustrator
IBM Operator
Interior Decorator
Lab Technician
Legal Secretary
Medical Secretary
Modeling
Occupational Therapist
Office Secretary
Photography
Politics

Practical Nurse
Registered Hurse
Seamstress

Social Worker
Teacher

WAC

Writer

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CHAPTER IV
ANALYSIS OF SELECTED VARIABLES

This chapter will examine reported differences in the
population by race for selected variables. It should be
noted at the outset that one hundred forty-five (73.6%)
of the population are white and fifty-two (26.4%) are Negro
making the ratio 4:1. All of the Negro population attended
an inner-city school which was one of the two schools
selected for this study.

Tables 23 and 24 on page 30 present the breakdown
of children in each family by sex. In the white population
83.4% had two or less brothers and a similar group is
evidenced in the Negro population with this total being
77.2%. There is a slight increase noted in the Negro popul-
ation with 71.3% having two or less sisters and 82% of
the whites reporting the same.

In tabulating the upper end of the scale 1.4% of the
whites and 13.2% of the Negroes have five or more brothers
and similar figures were reported in the number of sisters
with 3.5% of the whites and 13.5% of the Negro population in
this division. It is apparent from the data that there is
no difference in the sub populations having two or less
brothers and sisters. However. at the other end of the
continuum of five or more brothers and sisters, the Negro

29

30
TABLE 23

RUBBER OF BROTHERS BY RACE

 

 

 

 

 

 

 

Number of

Brothers White Percent Negro Percent
0 43 29.5 11 21.2
1 43 29.5 13 25.0
2 35 24.3 15 31.0
3 14 9.7 2 3.7
4 6 4.1 3 5.8
5 2 1.4 3 5.8
6 O .. 2 3.7
7 O . 2 3.7

TABLE 24
N NBER OF SISTSRS BY RACE

Number of

Sisters White Percent Negro Percent
O 53 36.5 8 15.4
1 50 34.5 21 40.5
2 16 11.0 8 15.4
3 16 11.0 5 9.6
4 3 2.1 3 5.8
5 3 2.1 3 5.8
6 2 1.4 3 5.8
7 O .. 1 1.9

 

population outweighs the whites 4:1.
Table 25 on page 31 depicts educational achievements
of the male parent by race. While 38% of the Negro popul-

ation did not know their fathers' educational status only

 

Chi-Square for Table 23 at 14 degrees of freedom .15

.13

Chi-Square for Table 24 at 14 degrees of freedom

 

 

1».

31

 

 

 

 

 

 

 

 

 

 

TABLE 25
FATHERS' EDUCATION BY RACE
Grades
Completed White Percent Negro Percent
lst - 6th 1 .7 2 3.7
7th - 9th 24 17.2 5 9.7
10th 20 13.8 4 7.7
11th 13 9.0 3 5.8
12th 44 30.5 12 23.0
Some College 13 9.0 4 7.7
College Grad. 12 8.3 2 3.7
Bus. School 2 1.4 0 ..
Don't Know 13 9.0 20 38.0
TABLE 26
FATHERS' OCCUPATION BY RACE
* Occupation White Percent Negro Percent
1 11 7.6 2 3.8
2 12 8.3 1 1.9
3 15 10.4 0 ..
4 6 4.1 0 ..
5 34 24.5 8 15.4
6 54 37.5 20 38.5
7 O O. O .0
8 5 3.4 3 5.8
9 O O. O .0
0 6 4.2 18 35.0

 

 

Chi-Square for Table 25 at 16 degrees of freedom = .003

hUL level 0*

siwnificance=.16 for Table 25.

L;L level of significance=.003 for Table 26

* Refer to Table 7 on page 12 for division of occupations.

 

 

ll‘uiiiltli‘lll‘l.‘

32
9% of the whites reported likewise. Of those reporting.
26.8% of the Negroes and 40.7% of the white fathers did not
complete high school.

Fathers' occupation has also been subdivided in Table
26 on the previous page by race. Of the whites. 26.5%
held white collar Jobs while 5.7% of the Negro population
held similar positions. 53.9% of the Negroes and 62% of
the whites fell in the craftsmen and operatives category
of the occupational index. If the assumption is made that
a white collar Job requires some kind of training in a
training program . business school or college it is evident
that the white population with this educational requirement
is less than the number reportedly holding these Jobs.

In comparison more Negroes would have the educational
qualifications than are holding white collar Jobs.

It was difficult to make comparisons because of the
relatively low proportion of whites not knowing their
fathers' occupation. 4.6% in relation to the high percentage
35% of Negroes not knowing this information.

Mothers' education is presented in Table 27 on
page 33. Of the white female parents 29.7% and 54% of
the Negroes did not complete high school. Since all but
two of the respondents in the survey indicated that they
planned to complete high school the attempts of both family
and school to keep the child in school until graduation is

evidently successful for the female student.

 

l‘ill,‘

33
TABLE 27

MOTHEiS' EDUCATION BY RACE

m

 

 

 

 

 

Grades
Completed White Percent Negro Percent
ISt "’ 6th 1 07 0 co
7th - 9th 18 12.5 9 17.4
10th 10 6.9 10 19.2
11th 14 9.6 9 17.4
12th 68 47.0 13 25.0
Some College 15 10.4 3 5.8
College Grad. 14 9.6 1 1.9
Bus. School 1 .7 1 1.9
Don't Know 4 2.7 6 11.6
TABLE 28
MOTHERS' OCCUPATION BY RACE
*Occupation White Percent Negro Percent
1 7 4.8 1 1.9
2 O .0 O .0
3 12 8.3 2 3.8
4 9 6.2 1 1.9
5 O .. O ..
6 19 13.1 6 11.6
7 3 2.1 6 11.6
8 10 6.9 13 25.0
9 2 1.4 2 3.8
O 83 57.5 21 40.5

 

O = housewife on mothers' occupation only.

 

* Refer to Table 7 on page 12 for Occupational Index.

34

Table 28 on the previous page depicts the occupation
of the mothers. Of the Negroes 40.5% did not work and 57.5%
of the white mothers reported the same. Of the Negro
population working outside of the home. 25% are employed
in service occupations. while 6.9% of the white population
hold similar Jobs. Once again there is evidence that the
home is an important influence on the student in reference
to Job opportunities available according to educational
achievement.

In Table 29 on page 35 the spending money of the
population is subdivided. The Negro population has more
money to spend on the average than the white group. The
higher amount of money may be accounted for in several
different ways. In checking the number of respondents that
work after school during the school year. 56% of the negro
and 44% of the white population responded in a positive
manner. This money may be for school lunches since a
higher proportion of the Negro than white mothers work.
The student may buy her lunch rather than carrying a sack
lunch. It may also be that the student has extra money
to stop at a snack shop with friends after school to
socialize because there may not be a spot at home such as
a recreation room to bring her friends without either
parent or sibling interference. Lastly. the value placed
on saving money is different in the two groups. Gavan

states this idea in the following manner:

 

Amount

35

Supplying immediate phsycial needs is a positive
value. Lower-class individuals are frequently haunted
by fears of hunger and cold; money is spent as it is
acquired. When there is extra money. there is a ten-
dency to overeat. or to buy unnecessary clothing or
even luxuries. Lower-class groups have their own ideas
of what constitutes a decent standard of living and
they try to meet this standard. Extra money may be
spent on showy articles, a fine automobile or an
expensive television set. Permanent economic security
through savings and investments is not a lower-class
value. (1.79)

TABLE 29

SPENDING MONEY BY RACE

 

——_—_1

White Percent thegro Percent

 

2.00
3.00
4.00
5.00
10.00
15. 00
20.00
30.00
40.00
50.00

3 1.99 and below 21 14
1
1

- 2.99 25
' 3-99 19
- 4.99
- 9-99 3
-14.99
‘19-99
‘29-99
'39.99
-49. 99

- above

H OUVWQWO

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23.
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o m.

 

Table 30 represents the amount of money spent on

recreational activities by race. The number not reporting

this information is almost equal. therefore we can go ahead

and look at the rest of the information. As a group. the

Negro spends more money on recreation than the white

population. The reasons being similar to those cited above.

The majority of Negroes must go outside of the home for

 

FCL level of significance=.14 for Table 29.

36

TABLE 30

RECREATIONAL SPENDING BY RACE

 

 

 

 

 

 

 

Amount White Percent Negro Percent
8 1.99 and less 59 41.0 15 29.0
2.00 - 2.99 26 18.0 8 15.4
3.00 - 3.99 14 9.7 13 25.0
4.00 - 4.99 7 4.8 O ..
5.00 - 5.99 6 4.1 2 3.9
6.00 - 6.99 O .. O ..
7.00 - 7.99 O .. O ..
8.00 - 8.99 2 1.4 O ..
9000 - 9.99 O o. O 00
10.00 and more 1 .7 2 3.8
TABLE 31
SCHOOL CLUBS BY RACE
Club White Percent Negro Percent
Art 10 6.9 1 1.9
Band 6 4.1 O ..
Choir 5 3.4 2 3.8
Chorus 2 1.4 O ..
Commercial 2 1.4 3 5.8
Co-op 4 2.7 2 3.8
Dramatics 8 5.5 2 3.8
Forensics 2 1.4 3 5.8
French 4 2.7 5 9.6
Future Homemakers 15 10.5 0 ..
Future Teachers 2 1.4 5 9.6
G-Teens 15 10.5 0 ..
G.A.A. 22 15.2 4 7.7
Glee Club 7 4.8 2 3.8
Honor Society 2 1.4 O ..
Journalism 2 1.4 1 1.9
Latin 6 4.1 0 ..
Magazine 1 .7 O ..
Newspaper 1 .7 O ..
Pep Club 34 23.5 15 29.0
Red Cross 1 .7 4 7.7
School Play 1 .7 O ..
Ski Club 7 4.8 O ..
Spanish 1 .7 3 5.8
Volleyball 1 .7 O ..
Yearbook 3 2.1 O ..

 

37
TABLE 32

OUTSIDE SCHOOL CLUBS BY RACE

 

 

Club White Percent Negro Percent

 

Art 1
Bowling 0
Catechism 5
Central Volunteer 0
Church Choir 11
Dance 1
Elks O
Escrow 0
Fan Club 1
Four- H 1
Girls League 5
3
3
O
2
5
O
8
1
1

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Horizon Club

Job's Daughters
Junior Achievement
Juniorletts
Kaydettes

Luther League

Meth. Youth Fellow.
N.A.A.C.P.

Pioneer Girls
R.C.Y.F. 1
Sewing Club

Ski Club

Softball 4
Roller Skating
Teenagers Only

TOPS

U.S.Twirling Assoc. 1
Upward Bound 1
Young Peoples 27
Young Republicans

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recreation other than television. where the white child
in this study. from the suburban school may have ping-pong,
billiards and space for dancing and listening to music

within the home and away from the rest of the family.

 

hCL level of significance=.05 for Table 30

38

Table 31 on page 36 indicates the school club member-
ship of the two sub populations. The Negro population had
largest membership in pep club. french, and future teachers;
the whites in pep club. G.A.A. and G-teens. It appears that
the Negro respondent. when a member of a school club is more
oriented toward an academic club than the white population.

Table 32 on page 37 depicts outside of school club
membership for the two groups. The white membership centered
in church groups such as Young Peoples, and Reformed Chris—
tian Youth Fellowship and the Negroes in church choir. Elks.
and Upward Bound. Church affiliation is evidently very
strong for the suburban white population. whereas the Negro
population has some affiliation in the churches but shows
heavier emphasis in social organizations and those that
give them a better chance at upward mobility such as
Upward Bound.

In the white population 38.5% were members of school
clubs and 61.5% were not. In the Negro population exactly
50% reported membership in some club and 50% did not.

Outside of school membership in clubs found the
Negro leading with 61.5% reporting membership and 38.5%
not belonging. 0f the whites 47.8% belong to outside clubs
and 52.2% do not.

The last comparison to be made in this section will
be race and future occupation. Table 33 on page 39
presents this information. 0f the whites 22% were undecided

in their choice of occupations while only 7.7% of the Negroes

39
TABLE 33

OCCUPATION BY RACE

Occupation White Percent Negro Percent

 

Accountant 1
Airline Stewardess 10
Artist

Cosmetology
Doctor
Experimental Psy.
Fashion Illus.

IBM Operator
Interior Decorator
Lab Technician
Legal Secretary
Medical Secretary
Modeling
Occupational Ther.
Office Secretary
PhotOgraphy
Politics

Practical Nurse
Registered Nurse
Seamstress

Social Worker
Teacher

WAC

Writer

N H
HNwHomNHHtHNOOHwNHOHmH

H

N

<3 cm
satwqmrq

H

NH

OOQmewOONOOHHHHHHHokomo

(I).

H \D b)
\j.

HHHHH

H N
e e e e e o e

' ‘ MCDOO‘HCI)’ ° 0‘ ° \O\O\O\O\D\I\O'

H

 

shared the same response.

The occupations chosen most frequently by the white
subgroup were Airline Stewardess, Cosmetology. Office
Secretary. Registered Nurse and Teacher. The Negro sub-
group chose the same fields with the addition of Practical
Nursing.

The higher percentage of white respondents indicat-
ing no preference in occupation leads the author to the

assumption that the white student does not feel as great

40
a need to choose an occupation at the high school level.
This could be a result of several factors, some of them the
following: The student feels more dependent on the home and
the security within the family. a predominantly middle-class
value; it could be the parents are also in a good enough
financial condition that implements the student's indecision.
ic.. she will be taken care of until she decides Just what
she wants to do; and finally. the student may also feel that
it will not be difficult to get a Job with a high school

diploma and there is no worry of financial discrimination in

-u— -nohu... --_-.__..- 7.?!

l'"

the picture.

The Negro student on the other hand, may want to earn
a living in order to become a contributing member of the
family. She may also want to be independent of the family
and feels the best way to do this is through a definite
occupational plan or training.

The female population appears quite realistic in its
choice of occupations for the future and is aware of the
qualifications needed to fill the Job. While all of the
Jobs cited require the completion of high school, only one
requires a college degree at this time. Those respondents
choosing office secretary in many instances are quite capable
education wise to take the Job after completion of high
school because of the courses offered to the student.
Perhaps it could be stated that the female population of
our society is better qualified'tO'earn‘a living with her

high school education than the male.

CHAPTER V
SPORT PREFERENCE PATTERNS

Chapter five takes up the sport preference patterns
of the two subpopulations in spectating and participating.

Table 34 on page 42 presents first and second choices
in spectating for the two groups. Once again we see
basketball and football leading all other sports for both
groups. Over one-fourth of the white population (25.5%)
chose basketball and 38% chose football first, accounting
for over two-thirds of the total in the sub-group. The
Negro population reversed their selection with basketball
getting 44.5% and football 21% of the first choice vote.

In second choice selections the whites again chose
basketball 31% and football 29%. The Negroes chose basket-
ball 25% and football 27% on second preference. Bowling
began to take on greater importance for the Negroes second
choice with 11.6% designating preference in this sport.

In first choice selections basketball receives twice
as much attention as football for the Negro sub-population.
In recent years this particular school has had very good
winning basketball teams and the star players are predom-
inantly Negro. Thus since members of their own racial group
are in the spotlight the Negro student can gain satisfaction
and recognition through supporting the winning basketball team.

41

42
TABLE 34

SPECTATING SPORT PREFE.TNCES BY RACE

 

 

 

 

W. lst w. 2nd N. lst N. 2nd
Sport Choice Choice Choice Choice
Badminton 1.4 .. .. ..
Baseball 2.1 .7 1.9 1.9
Basketball 25.5 31.0 44.5 25.0
Boating 1.4 .7 1.9 1.9
Bowling 2.8 3.4 7.7 11.7
Boxing .. .. .. 3.8
Dancing 2.1 2.7 3.9 3.9
Diving .. .. .. 1.9
Drag Racing .7 1.4 .. ..
Fencing .. .7 .. 1.9
Football 38.0 29.0 21.0 27.0
Golf .. .7 .. 1.9
Gymnastics .7 .7 .. ..
Horsemanship 2.8 1.4 .. ..
Ice Hockey .. .7 .. ..
Ice Skating .7 4.1 1.9 1.9
Polo .7 .. .. ..
Roller Skating 2.1 2.1 5.8 3.9
Snow Skiing 1.4 1.4 .. ..
Softball .. 1.4 .. ..
Surfing 2.1 2.1 1.9 ..
Swimming 4.1 2.7 5.8 3.8
Tennis 3.5 1.4 .. 5.7
Track & Field .. .. 1.9 ..
Touch Football .. .. .. 1.9
Trampoline .7 .. .. ..
Volleyball 1.4 .7 .. ..
Water Skiing 2.8 2.8 .. ..
Wrestling 2.1 3.4 .. ..

 

Football, on the other hand is not as popular at this
school because the team usually does not win. nor are as
many Negro boys stars in football. The student does not
satisfy her need to feel recOgnition by supporting a

losing team.

43

It is relatively easy for the Negro boy to acquire
skill in basketball because of the equipment and facilities
needed to practice the skills. The playgrounds in the
area have basketball hoops and the boys own basketballs and
spend a great deal of their summer vacation shooting
baskets and organizing teams in the neighborhoods.

Football requires more space. players and equipment.
In this particular area of the city there is very little
open space at the students disposal. The student therefore
does not play football in his free time as much as basketball.

---—__ --__._ _,
. .

The white population from the suburban area has had
several winning football teams in recent years and the
student population supports these teams very heavily.
Football games are also usually scheduled on weekends when
the student can get parents. friends, or the family car
to attend games.

Basketball games are not as easy to attend for the
suburban population because over half are held on a school
night and the distance from school is much greater. requiring
transportation of some type that is not readily available,
especially in the middle of Michigan winters.

Table 35 on page 44 presents sports participation
patterns of the population. The white sup—group chose the
following sports as first choice: Basketball 13.9%,
bowling 10.4%, swimming 10.4%. volleyball 8.3%, and water

skiing 8.3%. In second choices the whites chose basketball

1.4

TABLE 35

PARTICIPANT SPORT BY RACE

 

 

 

W. 1st W. 2nd N. lst N. 2nd
Sport Choice Choice Choice Choice
Archery .7 .7 . ..
Badminton .. 2.1 . 1.9
Baseball 1.4 3.5 . 1.9
Basketball 13.9 11.0 25.0 9.5
Bicycling .. 1.4 .. ..
Billiards .. 2.1 .. 1.9
Boating .. .7 . ..
Bowling 10.5 5.5 13.4 15.4
Canoeing .7 .7 .. ..
Dancing 7.6 4.8 7.7 7.7
Drag Racing .. .7 .. ..
Field Hockey .. .7 .. ..
Fishing .. .. .. 3.8
Football 4.2 8.3 3.8 1.9
Golf 1.4 1.4 .. ..
Gymnastics 1.4 1.4 .. ..
Horsemanship 6.2 1.4 1.9 ..
Ice Hockey .. .. .. 1.9
Ice Skating 1.4 .7 7.7 5.8
Judo .7 .. .. ..
Kickball .. .. .. 1.9
Roller Skating 2.7 3.4 15.4 13.4
Sailing 1.4 1.4 .. ..
Skin & Scuba .. .7 .. ..
Snow Skiing 4.1 2.1 .. ..
Soccer 1.4 .. .. 1.9
Softball 4.2 2.8 .. ..
Swimming 10.4 13.5 5.8 1.9
Table Games .. .8 .. ..
Tennis 5.5 2.8 1.9 5.8
Tobogganing .. 1.4 .. ..
Track & Field .. .. .. 3.8
Trampoline .7 .7 1.9 ..
Volleyball 8.3 6.2 3.8 3.8
Water Skiing 8.3 6.8 1.9 1.9
Wrestling .7 .. .. ..

 

as
11% and swimming 15.5% most frequently with the others
dropping further down the scale. The range of sport
participation is much greater also in the white sub-group
than in the Negro.

The Negro population placed heavy emphasis on
basketball 25%, bowling 13.4%. roller skating 15.4% and
softball 9.5% for their first choices in playing. Second
choices were basketball 9.5%, bowling 15.4%, roller skating
13.4% and softball 11.6%.

The total population was responding to which sports
they liked to play the most. not necessarily those they
did play the most.

Since the majority of respondents did not learn to
play basketball, volleyball or softball from or with the
family as is evidenced in Tables 13 and 14 on pages 17 and
18 respectively. the respondents have learned these three
sports outside the home from the peer group. recreation
leaders or the school.

In examining the sports whites most like to play other
than those mentioned above we find that bowling. swimming,
and water skiing are popular sports within the family. The
respondents therefore do gain something in recreational
activities from the family too. The latter two have a
particular social reward attached to them that is often
desirable for the white female: that is attracting males.

All of the white students live within ten miles of lakes

46
and the suburban group has an indoor pool for year-round
use within the school. One of the best places to go boy
hunting in the summer is the public beach and the boys
share a similar opinion about girl hunting. A girl can
accomplish many feats on a beach that she cannot do as
easily elsewhere in our society. such as displaying her
physical attributes to an audience and competing with other
girls for male attention. She can work on a tan that is a
status symbol in her peer group and she can also compete
with the male on an acceptable medium such as being able
to swim and water ski. Just so she does not outdo her male
companions.

Bowling is also a good coed activity with no special
equipment needed and is easily accessible to both sub-
populations. Since families bowl together they visibly
approve of this activity for the child as a wholesome form
of recreation.

The Negro respondents were particularly interested
in roller skating. It is a good place to go and meet with
the peer group and participate in an acceptable recreational
activity by parental standards. It is relatively close to
the home of the respondents. The roller rink can be rented
for group parties a little more cheaply than a hall for
dancing and there is little need for chaperones at skating
parties by adult thinking.

Since this sport tends to be considered "lower-

class" it is not looked upon with a great deal of disfavor

47
by the white sub-group. Parents in the group frown upon it
because of the unstructured setting in which it takes
place. Since mother did not meet father at the roller
rink in the white group it is out of bounds for the child,
unless the child would like mother to go along and case the

place for possibilities.

CHAPTER VI

ANALYSIS OF PHYSICAL EDUCATION CLASS ACTIVITIES AND
FUTURE SPORTS PARTICIPATION

This chapter will include a discussion of the fhfi
reported physical education class activities and the E
future sports in which the respondents plan to participate. 4

Table 36 on page 49 is a compilation of Tables
17 and 19 in chapter three. The following sports received L.l

a moderate to heavy response in both columns: bowling,
dancing, swimming. table games, and tennis. While twenty
students learned to bowl in class. ninety-one plan to

bowl after high school. Another similarity exists in

 

swimming with forty-four learning in school and ninety-
four planning to swim later. Dancing. table games and
tennis also received favorable responses. the frequency
for table games being thirty to twenty-five. tennis
fifty-six to thirty-nine and dancing forty-four to twenty-
nine.

With the exception of dance. the above mentioned
sports also were most frequently played with members of the
family. It is evident once again that the family has a
strong influence on shaping participating patterns of the

sibling. 48

 

49
TABLE 36
COMPARISON OF SPORTS LEARNED IN PHYSICAL EDUCATION CLASSES
AND FUTURE SPORTS PARTICIPATION

 

 

Learned in P.E. Future use

 

 

Sports Number Percent number Percent
Archery 29 14.5 6 3.0
Backyard Games 3 1.5 4 2.0
Badminton 12 6.0 6 3.0
Baseball 31 15.5 7 3.5
Basketball 97 48.5 20 10.0
Bowling 20 10.0 91 45.5
Chinese Soccer 5 2.5 .. ..
Dancing 44 22.0 29 14.5
Diving 1 .5 .. ..
Exercise 2 1.0 .. ..
Field Hockey 41 20.5 .. ..
Fliccer Ball 9 4.5 .. ..
Football 7 3.5 3 1.5
Free Exercise 1 .5 .. ..
Golf 1 .5 16 8.0
Gymnastics 34 17.0 6 3.0
JUdO 1 .5 6 3.0
Kickball 19 9.5 2 1.0
Soccer 94 47.0 1 .5
Softball 56 28.0 14 7.0
Speedball 6 3.0 .. ..
Surfing 1 .5 2 1.0
Swimming 44 22.0 94 47.0
Table Games 30 15.0 25 12.5
Tennis 56 28.0 39 19.5
Track and Field 25 12.5 3 1.5
Trampoline 13 6.5 4 2.0
Tumbling 26 13.0 1 .5
Volleyball 141 70.5 17 8.5

 

The type of dancing in which teenagers participate

today is largely the product of television, records, and

teenage idols.

credit for the basic steps upon which the variations stem.

Steps such as the waltz.

fox-trot.

The organized prOgram perhaps can take

and tango are screened

.‘.'o sh‘vA P.-.e\-
E

, _.-

 

50
out of the teenagers repertoire for fifteen years or so.
only to be revived in middle-age or at sophisticated
social functions.
In examining Table 36 it is apparent that team sports

are heavily emphasized in physical education classes but
the respondents do not plan to participate in them to any

great extent after high school. We know the value of r“;

team sports for Junior and senior high school students I

however we are not sure of the quantity needed to derive

 

the quality product .

Several sports are not mentioned in Table 17 that
are in Table 19. They are bicycling, billiards, boating.
campcraft. canoeing. drag racing. fencing. fishing. flying.
hiking, horsemanship. hunting, ice skating, mountain

climbing. polo, roller skating. skin and scuba diving, snow
skiing. tobogganing. touch football and water skiing. Of
this list three were emphasized heavily in after school
participation; roller skating. snow and water skiing.
As was mentioned in chapter five. roller skating is
a very popular sport with the Negro respondents for the
reasons previously stated. It is evidently learned from
the peer group and becomes a necessary skill if the indiv-
idual wants to establish contact or run with the group of

students who hang out at the roller rink.

 

51

Water skiing is at least partially learned from the
family. although it is not participated with the family as
frequently as it is learned. Snow skiing is not picked
up in the school or family and still manages to have many
followers. Snow and water skiing are suspected of being
status sports in the white population much the same as
roller skating is in the Negro.

Evidently the adolescent picks up sports from his
peer group. In order to stay a member in good standing in
this group it is proposed that the individual must posess
a certain degree of finess and sophistication is status
selected sport skills. Since snow and water skiing are
currently the latest sports adaptable to our weather and
easily accessible to both male and female they fit all of
the qualifications necessary to establish a select group.

The remainder of the sports in which the respondents
planned to participate after finishing school are primarily
sports that need little formalized instruction in order to
participate in them and to derive some degree of satisfac-
tion.

If a group of students becomes particularly interested
in a sport however. not offered in the program and are will-
ing to learn the proper procedures or skill progression
necessary for enjoying the sport without having the physical
equipment involved then the sport should be a part of the
program until it is replaced by something more current.

An example of this may be drawn for the reader to examine.

52

If you have two hundred and fifty students two times per
week and fifty start expressing a desire to learn water
skiing then it is up to the instructor to find out how
badly the students want to learn the sport. The fundamentals
of water skiing can be taught on dry land or in a pool with
a rope and a pair of skiis. lost likely a student might
have this equipment at home or a local sporting goods
dealer would in most cases be happy to supply the needed
articles for awhile. If the students really want to learn
that sport they will probably do so without a lake or a
motor boat. If on the other hand they were not that
interested in the sport it would not take long to find out.

Many of the above mentioned list of sports not
taught in formal classes could be taught with relative
ease even where the instructor deos not know a great deal
about the particular sport. Now that we have loop films,
overhead projectors, and movies we have lost many of our
' previously held reasons for not teaching sports that are
geared to coed dating. recreation and leisure time activit-

ies.

E

'4“ van: .u‘. a.-. nu. - tn”... *1

 

CHAPTER,VII
SUMMARY

This study presents a comparative picture of personal
sport preferences in spectating and participating patterns 1
of two groups of high school girls: one group represents
the population of an inner-city school: the other a suburban
area. The author believes that this is an initial attempt
to investigate the family and educational variables which "a
may influence the respondents in respect to sport activities.

A questionnaire was constructed to obtain information
concerning the subjects' spectating and participating
patterns in sports along with those of the parents. Infor-
mation was also obtained on family background. The question-
naire was administered November 18, 1966

The data was subjected to statistical analysis inclu-
ding frequency and percentage tables for selected variables.
Certain variables were tested via Chi-Square. The level
of significance obtained may be found at the bottom of
selected tables.

Chi-Square analysis revealed no significant relation-
ship between participating and spectating variables. There
are however. definite patterns in sport spectating and
participating within these two groups of students.

53

BIBLIOGRAPHY

Books

Cavan, Ruth Shonle. Juyenile Delinquency. Philadelphia
and New York: J.B. Lippincott Company, 1962. 362pp.

Deming. W.E. "The Planning of Surveys." Some Theogy ,
of Sampling. New York: John Riley and Sons. 1950 ¢
,02pp. E

Garrett. Henry E.. and woodworth. R.S. Stat stics in j
PsyghOIOgy an% Edufiation. New York: David McKay k
Co.. Inc.. 19 . 78 pp. 3

Kornhauser, Arthur. "Constructing Questionnaires and L_

Interview Schedules." Research Methods in Sogial
RelationsI Part 2: Selegted nghnigues. ed.

Marie Jahoda, Morton Deutsh, and Stuart W. Cook.
New York: Dryden Press. 1951. 759 pp.

Lazarsfeld. Paul F. “Principles of Questionnaire

Construction.” The Language of Social Reseaggh,
ed. Paul F. Lazarsfeld and Morris Rosenberg.

Glencoe. Ill.. The Free Press. 1955. 590 pp.
Siegel, Sidney. Nonparameppig Sgapistics for the

a o S n e . New York: NcGraw Hill Book
Company Inc., 195 . 312 pp.

Articles and Periodicals

Tumin, Nelvin. "Obstacles to Creativity". ETC.:

A Review of General Semantics. No. 4 (1954), 261-271

Reports

Morris. John. Nonparametric Statistics. Technical
Report No. 41.01: Prepared for the Computer

Institute for Social Science Research at Michigan
State University. East Lansing, Michigan: 1967.

54

55
Unpublished Material

9. Phillips, Coralie. "A Survey of the Physical Activity
Backgrounds and Present Participation in and Attit-
udes Toward Sports and Recreational Activities of
Resident Graduate Women Students at Michigan State
University." Unpublished Master's thesis, Michigan
State University, East Lansing; 1966.

““t‘r; E

 

APPENDIX A
QUESTIONNAIRE

 

 

'7‘
v—1
0 o o O

oowoxmtmmr-r

10.
11.
12.

13.
1h.
15.
16.

17.

18.
19.
20.
21.

57
QUJSTIONNAIRE

 

What
How
How
How
Does
Does
With

What
your

What
your

What
What

What
for

Who

How

How
hous

grade are you in?

old are you?
many of your brothers live at home?
many of your sisters live at home?
your father live at home?

your mother live at home?

whom do you live?

was the highest grade completed by
father?

was the highest grade completed by
mother?

does your father do for a living?
does your mother do for a living?

does the person who supports you do
a living?

supports you?
much money do you have to spend each week?
do you get your spending money?

many rooms in your house or apartment
counting the bathrooms?

many bathrooms do you have in your
e or apartment?

Do you have cold running water?

Do you have hot running water?

How

How
acti

many pair of shoes do you own?

much money do you spend on recreational
vities each week?

yes 1’10

22.

23.

24.

25.

26.

27.

27.

58
What four sports do you like to watch the

 

 

 

 

 

 

 

 

 

 

 

 

 

most. List them in order of preference. 1
2
1 f
L;
What four sports do you like to play the
most. List them in order of Preference. 1
g__,
3 _
g
If you could learn any sport you wanted.
which one would you choose.
Have you learned any sports from or with Yes No
your family? If yes, please name them 1_
§_
3__
1.
Do you participate in any sports with your _X§s, No

family. If yes. please list them in order
of frequency.

Please list any sports in which your
father or the man of the household
participates in order of frequency.

Please list any sports in which your
mother or woman of the household
participates in order of frequency

H

 

 

{-‘VQN

 

Il-"

 

thaw

 

H

a __-‘m _—4._ _—-__+_-* ‘\
..

 

29.

30.

31.

32.

33.

59

 

How many years of physical education have
you taken since entering junior high?

What sports did you learn in physical
education classes. ' 1

 

_;—

3_1
U

What sports would you like to have learned 1
in physical education classes. Please
list them in order of preference 27

3
4

51
What sports do you plan to participate in
when you get out of school for fun or rec-
reation. List them in order of preference

 

 

 

kn c- p: to we

 

Are you a member of any club in school?
If yes. please list the clubs or organizations.

S

no

 

 

wwwfim

 

34.

35-

36.
37-

38.

39.

#0.

60

Are you a member of any club or organization

 

 

 

 

 

 

 

 

 

 

 

 

 

 

outside of school? If so, please list. yes no
;_
g
3
u
51
Do you hold an office in any club or organization
listed in no.'s 33 and 3M. If so, please list
the office and the club in which it is held.
1,
2,
3.
4
Do you plan to graduate from high school yes no
Do you work after school during the school yes no
year? If yes please name your Job.
Do you plan to go to college or to a school
of some kind after high school? yes no

If the answer to no. 38 was yes. what Job
will you be preparing for?

 

If the answer to no 38 was no. what Job
do you expect to obtain after leaving or
graduating from high school?

 

APPENDIX B
CODING FORM

 

62

CODING FORE

IBM CARD
QOLLW W 9.9.12.4;
1 - 3 Questionnaire
ident. no. 001 - 200
4 - 5 D.A.T. Score 01 - 99
6 Race 1= white 2=Negro
7 - 8 1 10 12
9 -1O 2 14 - 20
11 3 O - 9
12 4 0 — 9 fmag
13 5 1= yes 2= no {
14 6 1= yes 2= no i
15 7 1= parents :
2= father 5
3= mother :
4= sister g
5= brother 5
6= aunt or uncle 3
7= grandparents -
8= foster family or guardian
9= self
16 8 1= 1--6th grade
2 =7--9th grade
3= 10th grade
4= 11th grade
5= 12th grade
6= some college
7= college graduate
8= business school
9= don't know
17 9 same as above
18 10 0= do not know

1= prof. and technical and
kindred workers
managerial offices and
proprietors (includes
farmers)
clerical and kindred
sales workers
craftsmen, foremen and
kindred workers
operatives and kindred
private and household
service workers (excluding
private household)

9= laborers. except miners
19 11 same as above except for

0= do not work

2

CD’QO‘s Ux-F'K»)

 

63

 

 

n“ ZWJL g“. szglxnma-mr'

__,_ _
.’ t.

13m CARD
COLUMFS QEESTICN NC. CODE
20 12 0 — 9 same as in no. 10
21 13 l = father
2 = mother
3 = parents
4 = sister
5 = brother
6 = grandparents
7 = relative
8 = foster parent
9 = A.D.C.
O = self
22 - 25 14 numerical from $00.00 ~99.00
26 15 0 8 none
1 = allowance
2 = earn it
3 = given
4 = combination
27 16 0 = more than 9 rooms
1 - 9 exact number
8 17 0 - 9 exact number
29 18 1 = yes 2 = no
30 19 1 = yes 2 = no
31-32 20 01 - 20
33 - 36 21 numerical from yC0.00 ~99.0C
37 - 44 22 check sports pref. list
45 - 52 23 check sports pref. list
53 - 54 24 check_sports pref. list
55 25 1 = yes 2 = no
56 - 63 25 check sports pref. list
64 26 1 = yes 2 = no
65 - 72 26 check sports pref. list
73 - 76 27 check sports pref. list
77 - 80 Questionnaire
ident. no.
1 - 3 ident. no.
(card 2)
4 - 7 27 check sports pref. list
8-- 15 28 check sports pref. list
16 29 1 - 4
17 - 26 30 check sports pref. list
27 - 36 3 check sports pref. list
37 - 46 32 check sports pref. list
47 33 1 = yes 2 = no
48 - 55 33 check club listing
56 34 1 = yes 2 = no
57 - 64 34 check outside of school clubs
65 - 69 35 65 = president
66 = vice-president
67 = secretary

COLUMNS
70
71
73 ‘ 73
7a
75 - 76
77

79-90

 

36
37
37
38
39
40
series numbering

COD;

68 = treasurer
69 = chairman

1 = yes 2 = no
1 = yes 2 = no
check after school job list
1 = yes 2 = no

check job list

check Job list

 

.. JJ

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65

SPORTS LIST

Archery Ice Hockey

Backyard Games Ice Skating

Badminton Judo

Baseball Kickball

Basketball Mountain Climbing

Bicycling Polo

Billiards Roller Skating

Boating Sailing

Bowling Shooting

Boxing Sliding

Campcraft Skin & Scuba Diving

Canoeing Sky Diving

Chinese Soccer Snow Skiing

Dancing Soccer

Diving Softball

Drag Racing Speedball

Exercise Surfing

Fencing Swimming

Field Hockey Synchronized Swimming

Fishing Table Games

Fliccer Ball Tennis

Flying Tobogganing

Football Touch Football

Free Exercise Track & Field

Golf Trampoline

Gymnastics Tumbling

Hiking Volleyball

Horsemanship Water Skiing

Hunting Weight Lifting
Wrestling

QUESTION 33

01 Art 15 Glee Club
02 Band 16 Honor Society
03 Basketball 17 Journalism
04 Choir 18 Latin

05 Chorus 19 Magazine

06 Commercial 20 Newspaper
07 Co-op 21 Pep Club

08 Dramatics 22 Red Cross
09 Forensics 23 School Play
10 French 24 Ski Club

11 Future Homemakers 25 Spanish

12 Future Teachers 26 Ushers Club
13 G-Teens 27 Volleyball

14 G.A.A. 28 Yearbook

01
02
OB
o4
05
06
O7
08
O9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

n
A.

28
29
3O
31

33

01
02
03
04
05
06
07
08
O9
10
11
12
13
14

15

QUESTION 34

Art Club

Bowling

Catechism

Central Volunteers
Church Choir
Dance

Elks

Escrow

Fan Club

Four-H

Girls League
Horizon Club

Job's Daughters
Junior Achievement
Juniorletts
Kaydettes

Luther League

Methodist Youth Fellowship

N.A.A.C.P.
Pioneer Girls
Rainbow Girls

Reformed Christian Youth

Roller Skating
Sewing Club
Ski Club
Softball
Teenagers Only
T.O.P.S.

U.S. Twirling Assoc.

Upward Bound
Young Democrats

Young Peoples Church Group

Young Republicans
QUESTION 37

Babysitter

Bus Girl
Cashier

Clerk

Cook

Dancer

Dish washer
Elevator Operator
Hospital Aid
House Cleaning
Receptionist
Secretary
Singer

Teacher Aid
Waitress

Cl
02
C'3
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29

01
02
03
04
05
06
O7
08
O9

QUESTICN 39

Accountant

Airline Stewardess
Artist
Cosmetologist
Doctor

Experimental Psychologist
Fashion Buyer
Fashion Illustrator
IBN Operator
Interior Decorator
Key Punch Operator
Lab Technician
Legal Secretary
Medical Secretary
Modeling
Occupational Therapist
Office Secretary
Photography
Politicians
Practical Nurse
Registered Nurse
Seamstress

Social Worker
Teacher

Theater

WAC

WAVE

Writer

Undecided

QUESTION 40

Armed Forces
Bookkeeper
Dog Trimmer
House wife
Office Worker
Sales Clerk
Secretary
Typist
Nurse's Aid

 

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APPENDIX C
SPORTS RECALL LIST

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