xv. o.~o..ov.o. ,l .o .o... . . . . _ — .. . _ . . .. _ .vov . . .. q o. . I . . . . - . ' n o . . ’ D u . . ~ 4 q _ . . _ n . v V 1 . . — . .. I . ‘ ~ .. ~ - . .o . . . . v I V'W‘V‘ v-v—v— 'v —‘ wwwv .—.._V. -o«--- O...- -‘O'DOOOO- --.a-‘ o IMF-L...- ENcE Io; - ME THE A STUDY T0 DETERM O LAN-ms. v ACTORS UPON THE EAST. SELECTED F PATION HIGH SCHOOL GIRLS PARTICI m spams ACTIVITIES THESiS FOR THE DEGREE 0F M...A. STATE UNIVERSITY 'MlcmaAN NW A. MeNAM-ES NA €967 .,.....”.........T{ . n!...pf4. lur..-.r..'. . 400 ,I- . Pr. (3.. 2’ . . . .. 5 ‘ .... I" a. 31 1,“ .Jr 1.1. .‘n . .. 1.: .94.). I. . IL. - ...,.,.. (.-sr..,.. I... a . .\! o. v.".,uh.OWI‘ . . . I... . . I _ .3 D! T A! , . t... ..-;.€£...,..._ . o u. . A :h o .n l‘.’ «o. .. ...... If. .... . . A V‘I I... g. a... .o.. u . 1‘ . .“ f.'r’l, . . .30. a;...’; .l’ .y. u. 0...].u0. .. ‘I n I A‘. . o. .‘ . I! I. . . . ...nola . A I .l n. )0 - . .. .01.... .1 . . 7.! . . Iv . at); a. _ ‘ A . 1 . | . .Cp . . n . 2. . . tfo‘ .. o c .. a.. .I ‘U .1... . . .. . U '0... I ‘I o . § . . 0 . . u I .u: . .” t u. . .c . .‘JOGWm.v. .O.>- in!“ 1%.“! horn .. A u 4 .I.. I. n .I I: 3 .Fda... ax lfljl1l\1[lfljfl1flnllflufllllilfllll 1»qu \/ ; ~ .. , 3 5.21 3 j LIBRARY '- .2 .." Michigan State University A STUDY TO DETERMINE THE INFLUENCE OF SELECTED FACTORS UPON THE EAST LANSING HIGH SCHOOL GIRLS PARTICIPATION IN SPORTS ACTIVITIES BY Nancy AtflMc Names AN'ABSTRACT 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 Approved ABSTRACT A STUDY TO DETERMINE THE INFLUENCE OF SELECTED FACTORS UPON THE EAST LANSING HIGH SCHOOL GIRLS PARTICIPATION IN SPORTS ACTIVITIES by Nancy A. No Names Statement of the Problem This study has a twofold purpose; (1) to determine the relationship of high school girls participation in sports activities with specific background factors (self attitudes, parents' attitudes and activity level, siblings' activity level. peer attitudes, and family sports activity- level) and the family's socio-economic level: and (2) to determine the students sports activity interests. attitudes toward physical activity, and the reasons for or against participation at each grade level to be used as a guide- line in setting up a curriculum. Procedure The questionnaire technique was used in/this study to secure information from 552 high school girIs attending East Lansing High School. Four areas were chosen from which pertinent data would be obtained: (1) background factors, (2) socio-economic level, (3) attitudes. and (4) interests. Nancy A. Mc Names The two most important reasons for participating in physical activity were fun-enjoyment and exercise-figure improvement. The two reasons for not participating were lack of time particu- larly related to homework study time. Girls tend to rate their activity level high and in reality it is low when all their activities during the year are computed. A STUDY TO DETERMINE THE INFLUENCE OF SELECTED EACTOES UPON THE EAST LANSING HIGH SCHOOL / GIRLS/PARTICIPATION IN SPORTS ACTIVITIES I I BY \ Nancy ATPMC Names A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Haalth. Physical Education and Recreation 1967 ACKNOWLEDGMENTS The author is grateful for the Opportunity to complete this study under the guidance and direction of Dr. Janet Wessel. . Special appreciation is due: to the administration at East Lansing High School: to the girls at East Lansing High School for their participation in this study: and to Dr. Wm. Heusner and Dr. Wayns Van Russ for their technical assistance. NANCY A. MC NAMES ii TABLE OF CONTENTS Chapter Page I. INTRODUCTION . . . . . . . . . . . . . . . . 1 Statement of the Problem NEed for the Study Procedure Definition of Terms Background Factors Self Attitude SociOéeconomic Level Interests Attitudes Sports Activity Questionnaire Sports Activity Lists Limitations Basic Assumptions 11.. EEVIEWOFLITERATURp............ Theoretical Background .Interests 2Attitudes Other Factors Influencing Participation in Sports Summary l-‘ omq \l U‘b bbwwwww MNHH NH 00‘ III 0 “THODS O O O O O O O O O O O O O O O O O O O N N Methods of Investigation--Questionnaire Technique 22 Selection of Subjects 23 Administration of the Questionnaire 24 Statistical Methods Employed 25 Iv . ANALYS IS OF DATA 0 O O C O O C O O O O O O O 2 6 Relationship of Students Activity Level and Specific Background Factors 26 Relationship of the Girls Activity Level and Familys' Socio-economic Level 37 Student Sports Activity Interests 39 iii Chapter Sports Events Attended at.the High School Membership in Sports and Recreational Clubs Three Favorite Sports Students Attitudes Toward Physical Activity How Physically Active During the pay' Physical Education Providing vaiue ' for Everyday Living Physical Education Required of I All Physically Able ' Physical Education an Important Subject Sports As a Way to Meet Boys Should Girls Participate in Sports Sports Girls Should Participate In Team Sports Dual Competitive Dual Recreational Individual Competitive Individual Recreational Sports Girls Should Net Participate In Team Sports Dual Competitive Dual Recreational Individual Competitive Individual Recreational Students Reasons for and Against Participation in Sports Reasons for Participation in Sports Reasons Against Participation in Sports V. SUMMARY. CONCLUSIONS: AND RECOMMENDATIONS . . BIBLIOGRAPHY o o o o o o o o o o o o o o o o o o o o APPENDICES . Summary Conclusions Recommendations iv Page 39 39 41 41 41 45 45 4s 4s 51 51 51 51 54 54 55 55 55 55 57 57 58 58 58 60 62 62 62 65 66 69 LIBRAR y L Michigan State .. .3 University A W. LIST OF TABLES Table Page 1. Relationship of the girls activity level with her self attitUdes O O O O O O O O O O O C O 27 2. Relationship of the girls activity level with fathers' attitude toward girls participation in sports . . . . . . . . . .; 28 3. Relationship of the girls activity level with mothers' attitude toward girls participa- tion in sports . . . . . . . . . . . . . . . 29 4. Relationship of the girls activity level with her parents' attitude toward girls partici- pation in Sports . . . . . . . . . . . . . . 30 5. Relationship of the girls activity level with her girl friends attitude toward girls participation in Sports . . . . . . . . . . 31 6. Relationship of the girls activity level with her boy friends attitude toward girls participation in sports . . . . . . I . . . 32 7. Relationship of the girls activity level with fathers' activity level . . . . . . . . 33 8. Relationship of the girls activity level with mothers' activity level . . . . . . . . 34 9. Relationship of the girls activity level with siblings' activity level .>. . . . . . . . . 35 10. Relationship of the girls activity level with the familys' activity level . . . . . . . . 36 ll. Relationship of the girls activity level with familys' socio-economic level . . . . . . . 38 12. Frequency distribution of membership in sports and recreational clubs . . . . . . . . . . . 40 13. Frequency distribution of sports events attended at the high school . . . . . . . . 4O Table 14. 15. 16. .17. 18. Page Frequency distribution of girls favorite . Sports aCtiVities O O O O O O O O O O O O O 42 Frequency distribution of the sports activities girls should participate in . . 53 Frequency distribution of the sports activities girls should not participate in . . . . . . 56 Frequency distribution of reasons for partici-_ pating in Sports activities . . . . .~. .-. 59 Frequency distribution of reasons for not participating in sports activities . . . . . 61 vi Figure 1. 6. 7. LIST OF FIGURES Page The concept of the level of physical activity during the day as subjectively rated by 'tUdent’ O O O O O O O O O O O O O O O 43 The concept of the level of physical activity as objectively rated from activities parti- cipated in during the year by students . . 44 Attitude toward physical education providing values which are useful in parts of daily liVing . . . O O . O . . . . O 0 C . 46 Attitude toward physical education being required for all physically able . . . . . 47 Attitude toward physical education as one of the more important subjects in the . school program . . . . . . . . . . . . . 49 Attitude toward sports as a way to meet boys . 50 Attitude towards girls participating in physical and recreational sports activi- ties O O O O O O O O O O O O O O O O O O J". 52 vii Appendix A. B. LIST OF APPENDICES Questionnaire . . . . . . . Distribution of Chi Square viii CHAPTER I INTRODUCTION Statement of the Problem This study has a twofold purpose: (1) to determine the relationship of high school girls participatidh/in Sports activities with specific background factors (self attitudes, parents' attitudes and activity level, siblings' activity level. peer attitudes. and family sports activity level) and the family's socio-economic level: and (2)to determine the students Sports activity interests, attitudes toward physical activity, and the reasons for or against participation at each grade level to be used as a guide- line in setting up a curriculum. Need for the Study With the swiftly moving social and economic develop- ments of today the American public is constantly brought face to face with the problems of health. successfullgroup relationships, and the constructive use of leisure time. Our current educational philosophy is that the schooIs need to be concerned with education of the youth of America so that they can more intelligently meetiihese and other problems. ”One of our most important concerns in th school physical education program is that students develop 1 positive attitudes toward active participation in physical activity, which will lead them to seek further physical activity after leaving the organized school program.”1 Many leaders in our field believe that this purpose will be accomplished more successfully if the students needs and interests are met in a way that is both desirable and stimulating to them. This study will attempt to determine some of the main factors which influence high school girls' partici- pation in Sports activities, to study the interest patterns and attitudes toward physical activities at each grade level, and to help establish guidelines for a curriculum meeting their needs. Progedure During the Fall Term. 1966. a questionnaire was constructed to inveStigate four areas: badkground factors, socio-economic level, attitudes, and interests of the girls attending East Lansing High School. This questionnaire was first administered to a random sample of 30 girls at each grade level in order to determine the top ten sports or activities for various questions on the questionnaire. The questionnaire was reconstructed and then given to all the girls in the high school, including the pilot 1Jack Keogh, ”Analysis of general attitudes toward physical education." The Research Quarterly, 33:239-44. group, that were present on that day. Five hundred and fifty-two girls answered the questionnaire out of 600 / . girls. ,/ Definition of Terms Background Factors. In this study background factors refers to: the students self attitude, parents attitudes toward girls participation in Sports activities and the parents activity level, sibling activity level, peer atti- tudes toward girls participation in Sports activities, and the family sports activity level. Self Attitude. Throughout this Study self attitude refers to the students responses toward several aspects: (1) does physical education provide values for daily living, (2) the importance of physical education in the school program, and (3) Should physicai education be re— quired for all physically able. Socio-economic Level. In this study the socio- economic level refers to the fathers occupation level according to the Scale by Bergel.2 Interests. Throughout this study interests refers to the Students reSponses to: (1) their three favorite sports activities, (2) sports events they attend at the high school, and (3) membership in Sports and recreational 2Egon Ernest Bergel. Social Stratification. New York: McGraw-Hill Book Company, Inc., 1962, p. 271. clubs. Attitudes. Throughout this study attitudes refers to the subjects responses to: (1) self attitude, (2) if sports is a good way to meet boys, (3) if girls Should participate in Sports, and (4) the Sports activities girls should or Should not learn basic skills necessary for par- ticipation. Sports Activity Questionnaire. The questionnaire used in this study consists of four parts: (1) back- ground factors, (2) socio—economic level, (3) attitudes, and (4) interests. Sports Activity Lists. The page attached to the questionnaire which contains a Separate list of boys and girls Sports activities to aid in recall. f/// Limitations This study will be limited to the girls attending East Lansing High School. It will be delimited to the 552 girls present on the day the questionnaire wasnadminis- tered. This study can only be as accurate as possible when it relies upon the ability of the girls to remember the activities participated in during their high school years, their parents activities, their family activities, and their honest and accurate opinion to all questions. To alleviate part of the situation somewhat, an extensive list of sports and recreational activities for both ghrls and boys was provided to each subject as a reference to aid recall. All the girls in each grade answered the questionnaire at the same time and in the same room which further limits this study. Basic Assumptions The socio-economic level of the fathers occupation along with the activity patterns of the parent and the family all influence the girls sports activity level. Those of the higher socio-economical level will tend t3 be less active than those of the lower socio-economical level. The attitudes of girl friends and boy friends play a vital role in influencing the girls participation in sports activity. .Most girls feel that they should participate in Sports but they share the feeling that there are definite sports they should not participate in such as: judo, karate, wrestling, weight lifting, skeet shooting, tackle football, and track and field. The girls tend to decrease greatly in their partici- pation in Sports as they grow older. They will continue to participate in individual and dual Sports more than team Sports. The girls general attitudes toward the value of physical education tend to correspond to their level of participation in sports activities. The sports most frequently participated in are swimming, socialydancing, horseback riding, tennis, and snow skiing. The spectator Sports attended by most girls are basketball and football. CHAPTER II REVIEW OF THE LITERATURE Theoretical Background Social and economic developments are taking phace at such a rapid rate that there are many problems facing Americans today which must be met so that their life will be more enjoyable. Among these problems are health, group relationships, and the wise use of leisure time which the physical education program at the high School level Should help the students learn to overcome.. Both Broer1 and Keogh2 agree that these problems can be met if students objectives are satisfied and their needs and interests met in a way that is both pleasant and stimulating to the students. The first step they feel is understanding the nature of the students attitudes toward physical education which can obviously be determined by the needs and interests as the Students themselves See them. 1Marion Broer and Dolly Helland, "Physical education needs and interests of University of Washington/Women in service classes,” The Research Quarter y, 25:387-92, 1954. 2Jack Keogh, "Analysis of general attitudes toward physical education," he Research Quarterly, 33:239-44, 1962. ~ Interests Driftmier,3 working on this assumption that greater and more lasting benefit is derived from a physical educa- tion program if the interests of the individual are recog- nized and considered, administered a questionnaire/{o 250 high school girls to determine interests in Sports and compared the results with their physical traits (stature and motor ability), and 1.0. The following are some of; the conclusions obtained from this study: 1. There are marked individual differences in the interests of high school girls in physical edu- cation activities. 2. There is not unanimity of interest Shown in regard to any one activity. 3. All girls desire some freedom of choice of activities. 4. All girls are interested, for at least Short periods, in self-direction of their activities. 5. High school girls have a predominant interest in rhythmic activities. 6. Basketball and tennis with rhythms were the three most popular activities. Edgren4 used a check list questionnaire of 66 activi- ties divided into seven different Categories, which was administered to junior and senior boys and girls in dif- ferent area high schools and one group of junior college students, to find the interests and participation of boys 3Erna Driftmier, "Individual differences in interests and physical traits as related to high school girls in physical education," The Research Quarterly, 4:198r220, 1933. 4Harry D. Edgren, ”The interests and participation of boys and girls in out-of-school recreation activities,“ The Research Quarterly, 8:56-68, 1937. and girls in out-of-School recreation activities. .Some of the conclusions of this study were: 1. Activities most girls participated in are movies, reading books, conversation, radio, auto riding, social dancing, swimming, going to parties, writing letters, and going to visit friends. 2. The larger number of girls prefer a mixture of individual physical activity, social and passive activities. 3. The girls indicate a definite interest in the physical activities, but participate in the less strenuous ones. Zimmerman5 viewed the interests and experience of college women in physical education. The women indicated the activities they had liked or disliked and those which they wished to learn or to continue. It was found that team Sports dominated the high school years and that eXperience in rhythmic activities and individual Sports was meager or lacking. The interests of the women were in activi- ties such as tennis, swimming, bowling and golf. Blummenfeld and Remmers6 administered an'attitude questionnaire on Sports to 2,000 students which was repre- sentative of the national population of high school students in terms of sex, grade, rural-urban residence, and geographic region to determine the Sports in which high school students regularly participated. Some of the conclusions were: 5Helen M. Zimmerman, flPhysical activity experience and interests of college women,” The Research Quarterl , 25:109-18,-l954. 6warren S. Blumenfeld and H. H. Remmers, "Sports preferences of high school students defined by reported participation," he Research Quarterly, 36:205-6, 1965. 10 1. As defined by reported participation in and out of school, the most popular participation sport among high school students was swimming. 2. Other highly popular participation sports were basketball, baseball and bowling. 3. Beyond this point in the preference orden relative preference differences between the sexes were apparent. 4. Girls preferences were as follows in rank order: swimming, basketball, baseball, bowling, ice skating, roller skating, horseback riding, tennis, other or none, Skiing, football, hockey, golf, track, billiards, and wrestling. Attitudes Carr7 made a study involving the relationship between success and selected attitudes in high school physical edu- cation. The questionnaire technique that was used covered three main areas: social, personal, and activity. Some of the conClusions and suggestions were as follows: 1. The factors affecting success in physical education . were: motor abilities, attitudes and intelligence. 2. The author reasoned that since motor ability and intelligence are more or less inherent qualities teachers should be more aware of students' atti- tudes. 3. She suggests that if undesirable attitudes are obstacles to learning, they should be removed. Moore8 used the interview technique and surveyed 179 women at the university of California to determine the actual attitude of college women toward physical activity. 7Martha G. Carr, ”Relation between success in physi- cal education and selected attitudes expressed by high school freshmen girls," The Reseagch Quarterl , 16:176-91, 1945. 8Beverly Moore, ”The attitudes of college women toward physical activity as a means of recreation,” The Research Quarterly, 12:720-25, 1941. 11 Some of the results were as follows: 1. A highly favorable general attitude among these college women toward physical activity. 2. Approximately 50% of the girls participated less than 4 hours a week. ,/7 3. The majority of thes fiils wish to Spend more time than they are s ding in activity but find it impossible for the following reasons: a. lack of time, for the most part because of time needed for study, b. lack of play companions and outside work, c. commuting, lack of finances and health, d. damage done to appearance by activity, show- ering, and dressing. 4. The interest and participation of college women are definitely more strongly related to individual sports activities and dancing than to team sports. Wear9 made a study to attempt to develop an instrument which would enable one to make a reliable and a valid assess- ment of the direction and intensity of individual and group attitudes toward physical education as an activity course. A few years later he10 constructed two scales of attitudes toward physical education that were equivalent and also set up two forms for equating the scales. The purpose of the forms is for use in appraising attitude changes resulting from brief experiences such as listening to a talk on physi- cal education, watching a demonstration, viewing a film, or taking part in some activity. 9Carlos L. Wear, ”The evaluation of attitude toward physical education as an activity course,” The Research Quarterly, 22:114-26, 1951. 10Carlos L. Wear, "The construction of equivalent forms of an attitude scale,” he Research Quarterly, 26:113-19, 1955. / / 12/ 12 Bell and Waltersll made an attitude towar:/59Y8ical activity survey at the University of Michigan on, total of 857 women, who were surveyed by means of the question- naire technique. The purpose of this study was to evaluate the women's program in light of student attitudes._The' questionnaire was divided into three parts: (1) check list concerning information pertinent to the backgrounds of the students, (2) questions based on the objectives of physical education, and (3) Wear Attitude Scale, designed to measure attitudes toward physical education as an acti- vity course. Some of the conclusions based on the study were as follows: 1.. Freshmen who have had physical education in high School have a higher mean attitude toward physical education as an activity course than Freshmengwho have had no physical education in high school, and higher than Seniors who have had physical educa- tion in high school. 2. There seems to be a positive and significant re- lationship between the following: a. attitude and the importance of Sports and dance as part of their recreation program, b. attitude and the extent to which they enjoy ' their physical education classes. - Broer and Holland12 reported the principal objectives 1 which 1,155 freshmen and sophomore women at the university of Washington claimed for their physical education exper- iences are "to develop skills in various Sports," “to learn 11Margaret Bell and Etta C. Walters and staff, ”Atti- tudes of women at the University of Michigan toward physical education,“ The Research Quarterly, 24:379-91, 1953. 12Broer and Helland, op. cit., pp. 337-S2. 13 activities that can be continued outside of school," "to have fun," and ”to keep in good health and physical condi- tion." The chief reason advanced by the students for not liking a physical education class was lack of success. They found that spectator interest in football and basket- ball was sufficient to warrant consideration of adding lectures on these sports as an addition to the physical education program. Kappesl3 constructed an attitude inventory and by means of the inventory found a significant relationship between estimated Skill in Specific activities and general attitude toward physical education. This study also found a relationship between estimated skill in Specific activi- ties and estimated Skill in physical education activities in general. Keogh14 reSponseS of 136 men and 130 women to the ‘Wear Physical Education Attitude Inventory (Form A) were analyzed to determine if differences between men and women or size of agreement reSponse were related to items with a common meaning. The results were as follows: 1. Men and women were not different in their stated attitude toward physical education. 2. Subjects endorsed the social, physical, and emo- tional value of physical education, but they con- flicted in their opinions regarding the relative value of a physical education program in the School curriculum. l3Eveline E. Kappes, "Inventory to determine attitudes of college women toward physical education and student services of the physical education department,” The Research Quarterly, 25:429-38, 1954. 14xeogh, op. cit., pp. 239-44. 14 Keoghls did a follow up Study to analyze stated attitude responses and selected descriptive information in relation to the two groups of men and women who demonstrated in his earlier study extreme attitudes toward physical edu- cation. From the original group of 266 subjects, 69 men and women were selected whose scores on the Wear Physical Education Attitude Inventory were extremes of high and low. Additional data were obtained through a group interview questionnaire. Some of the conclusions were: 1. There was no male-female difference within the extreme groups. 2. The low groups offered some minimum support for the outcomes of physical education, but they vigorous1y_questioned the relative value of physical education as a school program. 3. There was no evidence to indicate the negative attitudes were related to non-participation. Nelson and Wessel16 realizing the importance of atti- tudes made a study among 200 college women at Michigan State University which had a two fold purpose to investigate: (l) the relationship between strength and attitudes toward phySical education, and (2) strength in relation to two groups of women whose stated responses toward physical/ activity were extremes of high or low. Some of_thS con- clusions were: 15Jack Keogh, "Extreme attitudes toward physical education,” The Research QuarterTy, 34: 27- 33, 1963. 16Richard Nelson and Janet A..Wesse1, ”Relationship between strength and attitude toward physical activity among college women,“ he Research Quarterly, 35:562-69, 1964. 15 1. The Women enrolled in physical education classes expressed favorable attitude toward physical education as an activity course as measured by the Wear Inventory. 2. Years of high school physical education was found to be Significantly related to the results of the three questions (high personal judgment of the value of physical activity and active participation as part of personal recreation). Brumbach and Crossl.7 administered the Short Form A of the Wear Attitude Inventory to all lower divisionimale Students entering the University of Oregon with the purpose to measure the attitude toward physical education. The results indicated that: 1. These students had a rather favorable attitude toward physical education. 2. In comparing various subgroups, the following conclusions were made: a. athletes have better attitudes than non-. athletes, A b. the more years of physical education a S udent has had in high school the better his attitude is likely to be, c. students who attended smaller high schools (enrollment under 300) have better attitudes than those from larger schools. Moyer, Mitchem, and Belllg did a study using a Mbdi- fied Wear Attitude Inventory to determine the attitudes of 444 freshmen and 382 junior women toward the required physical education program at Nbrthern Illinois University and to evaluate the physical education offerings in terms 17Wayne B. Brumbach and Jehn A. Cross, "Attitudes toward physical education of male students entering the University of Oregon," he Research Quarterly, 36:10-16, 1965. 18Jean Lou Moyer, Jehn C. Mitchem, and Mary M. Bell, "Women's attitudes toward physical education in the General Education program at Nbrthern Illinois university,” The Research Quarterly, 1966, 515-19. ! 16 of student needs. Some of the results were: 1. A majority of the subjects indicated a preference for individual Sports to team Sports in Spite of greater high school participation in team Sports. 2. There was a Similar, highly favorable attitude toward the physical education program Shown by both freshmen and juniors. Vincent19 administered the Wear Attitude Inventory to 188 college women enrolled in a variety of physical edu- cation activities to determine the attitudes of college women toward physical education and to find the relation- ship between these expressed attitudes and success in a variety of physical education activities. The final grade received for the activity course was used as the success factor. Some of the results were: 1. Attitude toward physical education were generally favorable, with the contributions of physical education to the physiological-physical values being higher than other values examined. 2. There was Significant relationship between atti- tude and success at the .05 level with the higher significance accrued to those students having more favorable attitudes. Other Factors IngTuencing Participation in Sports Bakerzo studied 1,150 girls and women between the ages of 15 and 25 using the questionnaire technique, based J _, 19Marilyn F. Vincent, ”Attitudes of college women vtoward physical education and their relationship to success in physical education," The Reseaggh Quarterly, March, 1967, 126-31. 20Mary C. Baker, ”Factors which may influence the participation of girls 15-25 years of age,“ The Research Quarterly, 11:126-31, 1940. 17 upon the Thurston method, to study the factors which influence the girls participation in Sports. Some of the conclusions were: 1. .Environmental influence was discernable in participatory habits. 2. Deviations in bodily weight had no apparent influence on participation in physical education. 3. Girls and women have specific habits of activity. These habits are modified as the girls mature. They tend to become less strenuous and more mechan- ized with the emphasis on the role of the Spectator. 4. Factors which seem to influence this are social and physical in origin. '/ 5. Attitudes concerning participation do not regulate participation so much as they reflect the influence of other causes which do. Gerland21 used the questionnaire technique in the study to secure information from 200 students randomly selected from the 1818 who were enrolled in the Foundation of Physical Education Course at Michigan State University. Five areas were chosen from which pertinent data wouhfl be obtained: (1) attitudes, (2) physical recreation activities, (3) physical self-concept, (4) environmental background, and (5) student evaantion of the Foundation of Physical Education Course. Some of the conclusions from this study were: A | l. The main reasons for participating in physical activities were: "enjoy sports,“ "better figure,” "better health,” and "friends participate.” 2. The main reasons for parents participating in l physical recreation were: ”relaxation” and "enjoy Sports." 21Lavaugh Rae Gerland, ”A Study to Determine the Influence of the Foundations of Physical Education Cours upon Concept of Physical Self and Attitudes toward Physi a1 .Activity among College WOmen,“ (unpublished Master's thesis, Michigan-State University, 1960). 18 3. The main reasons for parents not participating in physical recreation were: ”lack of time" and ”lack of interest.” Rohrs22 administered to 200 freshmen women randomly selected from the students enrolled in the fall term Founda- tions of Physical Education Course at Michigan State Uni- versity four performance tests to determine each subject's physical performance level, and an activity questionnaire to determine the physical activity background factors, and aL evaluation form to determine the subjects reaction to the Foundations Course. Some of the conclusions of the study were: 1. The majority reacted favorably to their high school physical education classes. 2. Less than one-half of the subjects participated in a sports club during any part of their high School years while 70% participated in an intra- mural program. 3. One-half of the subjects would like to have had a recreational sport included in their high school physical education curriculum. 4. The physical recreation activities in which the subjects participated most often were swimming, dancing, boating and/or canoeing, water skiing, and hiking during the warm months and dancing, . ice Skating, and bowling during the cool months. Ruffer23 studied the extreme physical activity groups of 50 highly active junior and senior high School boys as 22Jan Van Duzer Rohrs, ”The Relationship between Selected Physical Activity Background Factors and the _ Physical Performance and Evaluation Measured Used in the Foundations of Physical Education Course at Michigan State University” (unpublished Master's thesis, Michigan State University, 1962). 23William Ruffer, "A study of extreme physical activity groups of young men,” The Research anrterly, 36:183-96, 1965.: 19 compared to 50 physically inactive boys in the same schools and grade. A total of 101 variables were used and the data were collected through questionnaires concerning the sub- jects' physical activities, a motor performance test, fat measurements, a step test, a High School Personality Questionnaire, school repords, and a parental interview. Some of the conclusions were: 1. Statistically significant differences were found on 31 of the variables in which case the highly active group was either numerically higher or superior. 2. There does not seem to be any major difference between the income level of the activity groups. 24 Phillips administered a questionnaire and held a personal interview with 84 resident graduate women at Michigan State University in order to survey the past and present participation, and present attitudes toward sports and recreational activities. Some of the conclusions were: 1. Swimming was the most popular family Sport.. 2. Activities most predominant both in childhood participation and as favorite activities of the girls as graduate students were: badminton, bowling, hiking, ice skating, softball, swimming, and tennis. 3. Most popular Spectator Sports as viewed with the family were football, basketball, and baseball. 25 Sloan and Liba did a study on college women to determine the effect of varying degrees of participation 24Coralie Phillips, ”A Survey of the Physical Activity Backgrounds and Present Participation in and Attitudes toward 4 Sports and Recreational Activities of Resident Graduate Women Students of Michigan State University" (unpublished Master's thesis, Michigan State University, 1966). 25Muriel R. Sloan and Marie R. Liba, ”Effects of participation in physical education on achievement in select- ed characteristics,” The Research Quarterly, October, 1966, 411-23. in physical education on acnlevement in selected CHOLOCLEL- istics. One group was assigned to participate in the re— quired program for one year, a second group for two years; a third group was not enrolled in physical education: a fourth group was given the option of election or not election of physical education. The characteristics studied were knowledge, posture, recreational proficiency and some aspects of physical fitness. Some of the results were: 1. At the end of one year, participators differed significantly from non-participators in posture, knowledge, and pull-ups. ' 2. At the end of two years, those required to partici- pate differed significantly from all other subjects in posture and knowledge. 3. There was some evidence that the two-year group was superior in performance on some aspects of fitness. 4. Participators were judged to be generally more proficient in recreational activities than non- participators who claimed proficiency. Summary The changes in our society have produced machines which require just a push of the button making a persons job less and less strenuous. Along with this there has been an increase in leisure time and from the influencel of these factors a trend is developing in which people are participating more and mOre in physical and recreational activities. As a result of this trend it is important that the high school physical education program help the student develop positive attitudes and interests toward active participation in physical activity, which will lead them to seek physical activities in their leisure time. 21 The literature reveals that this can only be accom- plished when the physical educators realize how important it is to determine the direction and focus of attitudes and motivational factors which inhibit or facilitate actTve physical participation and learning by the individual or any group. In most of the studies reviewed several scales and questionnaires have been developed and used to determine the attitudes and interests of college women but very few have been done on high school students for a period of sev- eral years. The results Show that college women would like to have had more recreational activities included in their high school physical education program instead of all the emphasis on team sports and this fact should be considered when setting up the curriculum for high school physical education. The results of studies on high school girls differ greatly due to the changing of our society since it has been twenty years between these studies. The current study on high school girls just dealt with favorite sports activi- ties in which the girls participate, but the attitudes, badkground factors; and socio-economic level were not taken into consideration. Since it has been stated that one of the main problems facing the physical education programs is to evaluate all the factors which are important in deter- mining the girls level of participation in physical activity, the findings reveal a need for research in this area if physical education is to continue its role in educating the youth of America for a successful future. CHAPTER III METHODS This chapter has been divided into four parts. The first part eXplains the method of investigation--the question- naire technique. The second part deals with the selection of the subjects for the pilot and the final group. The third part deals with a discussion of the administration of the questionnaire for both the pilot and the final group. The final section contains the method of statistical analysis. Method of Investigation-- Questionnaige Technique The questionnaire was designed to investigate four areas: background factors, socio-economic level, attitudes, and interests which all seem to have some influence on the participation of high school girls in Sports activities. All the questions in each area were designed for only stu- dent responses for this particular study. The questionnaire was first administered to2a pilot group in order to determine: (1) the top ten Sports partici- pated in by parents, siblings, the family together, and the subjects, (2) a list of favorite sports of high school girls, (3) a list of Sports attended by high school girls, and (4) a list of sports a girl should and should not 22 23 participate in. These results were used to make the question- naire easier for the subjects in the final group to answer. They were able to place a check beside the activity or re-' sponse instead of having to write in their answer. The only answers they had to write in were when someone partici- pated in an activity that was not listed and a list of activities was provided at the end of the questionnaire.1 The eight questions dealing with attitudes were answered by the subjects circling their response to the question. The responses were: "strongly for,” "for, but not strongly," ”neutral,” “against, but not strongly,” and ”strongly against.” Selection of Subjects The pilot group of thirty subjects in each grade was randomly selected from the girls attending East Lansing High School. A list of homeroom teachers for each grade was obtained along with the number of the girls in each homeroom. To obtain the sample, three homerooms for each grade containing ten girls each were randomly pidked from among the list of homerooms. The final group consisted of all the girls (including the pilot group) in each grade present on the day the questionnaire was administered: 1See Appendix A for the complete questionnaire. 24 Administration of the QueStionnaire The questionnaire was first administered to the pilot group in February, 1967, in the East Lansing High School cafeteria with the freshmen and sophomore girls answering it first and then the junior and senior girls. /Each sub- ject was asked to place their name on the questionnaire for taking attendance and it was explained to them that the name would be torn off after the attendance was taken. At that time it was explained to the subjects the exact purpose of the questionnaire and that we were asking for their co-operation in answering the questions as honestly as possible. Along with the questionnaire a list of sports activities was provided for reference and for faCilitating recall. The group of girls were given 45 minutes to finish answering the questionnaire. The final group was administered the revised question- naire compiled from the results of the pilot group. fAll the girls (including the pilot group) in the East Lansing High School present on May 5, 1967, answered the question- naire. Each grade level answered the questionnaire in the cafeteria at separate times and they were given 45 minutes to finish. The purpose of the questionnaire was exp ained to each group and they were all encouraged to answerTall questions as honestly as possible. A sports activity list of both boys and girls sports activities was attached to the questionnaire to aid in recall. No attempt was made to identify the subjects. A number was placed in the 25 corner of the questionnaire as they were returned as a I reference for coding. Statistical Method Employed The major portion of the study was concerned with the relationship between certain factors. Since all of the answers in the questionnaire were only categorical informa- tion the Chi Square (X2) statistical technique was employed. The probability level of five per cent (P = .05) was selected as the level necessary for statistical significance. The statistical formula used to determine Chi Square is shown below:2 x2 = 2‘. (nue-i-Jelfl - The complete Chi Square (X2) may be found in Appendix B for the reader's inspection.3 The means of percentages were used for: self attitude, activities girls should and should not participate in, reasons for and against participation in sports, sports events attended at the high school, and girls favorite Sports / activities according to each grade and to the total group. 2E. Bright Wilson, Jr., An Introduction to Scientific Research (New York: McGraw-Hill Book Company, Inc., 1952), p. 197. 3See Appendix B. CHAPTER IV ANALYSIS OF DATA This study has a twofold purpose: (1) to determine the relationship of high school girls participation in sports activities with Specific backgrOund factors (self attitudes, parents' attitudes and activity level, siblings activity level, peer attitudes, and family sports activity level) and the family's socio-economic level: and (2) go determine the students sports activity interests, attitudes toward physical activity, and the reasons for or against participation at each grade level to be used as a guide- line in setting up a curriculum. Relationship of Students Activity Level and Specific Badkgrohhdgghctors SpecifiC‘Background Factors. Tables 1 through 10, pages 27-36 Show the relationship of Specific background factors to the girls activity level based on rating groups: i.e., strongly for: for, but not strongly: neutral: against, but not strongly: and strongly against for the attitudes: and very active, active, moderately active, mildly active, and inactive for the activity level. Due to the small number in the ”very active” and ”active” groups these two components have been combined for statistical purposes. The 26 27 Table 1. Relationship of the girls activity level with her self attitudes. Very Self Active Mederately Mildly Inactive Total Xi2 Attitudes and Active Active Active n n n n Strongly, for 13 35+ 63 40 151 7.14 For, but not strongly 19 45 86 61 211 6.37 Neutral 3 18 46 53 120 6.13 Against, but not strongly 0 2 14 29 45 18.44 Strongly against 0 3 5 16 24 10.21 Total 35 103 214 199 551 ij 11.15 8.67 3.22 25.25 48.29 0 2 D.F. - 16 X I 48.306 P I .005 28 Table 2. Relationship of the girls activity level with fathers attitude toward girls participation in Sports. Very r Fathers Active Moderately Mildly . ' .2 Attitude and Active Active Inactive Total X1 Active n n n n Strongly, ' 3 for 20 41 93 54 208 11.87 I For, but I not strong- ly 9 34 66 65 174 .58 Neutral 4 22 48 64 138 7.78 Against, but not strongly 0 l 4 4 9 1.09 Strongly f against 2 5 3 12 22 14.07 Total 35 103 214 199 551 x12 14.23 2.57 6.30 12.29 35.39 D.F. a 20° x - 35.413 p - .02 29 Table 3. Relationship of the girls activity level with mothers attitude toward girls participation .in Sports. Very Mothers Active Moderately Mildly . .2 Attitude and ; Active Active Inactive Total X1 Active / n f n n n Strongly, , for 16 ’ 46 79 50 191 10.06 For, but not strong- 2 1y ~ 14 31 79 71 195 1.49 Neutral 4 21 41 57 123 6.58 AgaiHSt’ but not strongly 0 2 . 6 8 16 2.20 Strongly against 1 3 9 13 26 11.61 Total 35 103 214 199 551 x12 6.82 5.98 25.18 13.96 31.94 0.2. . 206 x2 - 31.973 p . .05 30 Table 4. Relationship of the girls activity level with her parents attitude towards girls participation in Sports. Very Parents Active Moderately Mildly . .2 Attitude and Active Active InaCtlve T°tal X1 Active n n n n Strongly, for 15 35 67 41 158 8.50 For, but not strong- ly 14 42 87 69 212 1.47 Neutral 4 20 46 70 140 12.93 Against, but not strongly l 3 9 5 18 4.48 Strongly against 1 3 5 14 23 6.33 Total 35 103 214 199 551 ij 9.31 3.03 4.38 16.99 33.71 D.F. s 160 x2 - 33.737 p - .01 Table 5. Relationship of the girls activity level with 31 her girl friends attitude towards girls partici- pation in Sports. Very Girl Active Friends and Moderately Mildly . .2 2Attitude Active Active Active Inactive Total XI n n n n Strongly, for 16 29 58 46 149 5.72 For, let not strong- ly 13 48 92 69 222 3.13 Neutral 3 22 56 64 145 7.83 A93 iDSt' but not strongly l 0 3 9 13 7.55 Strongly against 2 4 5 ll 22 12.98 Total 35 103 214 199 551 x32 16.57 4.68 3.39 12.57 37.21 D.F. - 20° x2 - 37.217 p - .01 32 If ‘/ Table 6. Relationship of the girls activity level with her boy friends attitude toward girls participation in Sports. Very Boy Active Friends and Moderately Mildly . 5 .2 Attitude Active .Active Active Inactive Total X1 n n n n Strongly, for 13 30 39 33 _ 1151 10.41 For; but I not strong- ly »11 40 84 51 186 6.68 Neutral 11 26 73 92 202 9.29 Against, l but not strongly 0 l 9 4 14 4.44 Strongly against 0 6 9 19 :34 12.02 -Total 35 103 214 199 551 ij 7.99 12.57 6.87 15.41 42.84 c 2 D.F. = 20 X - 42.835 P a .005 33 LIBRA 1‘..L‘\ .. MiChigRIL Sta to University 4731i? Table 7. Relationship of the girls activity level with fathers activity level. Very Fathers Active Moderately Mildly . .2 Activity and Active Active Inactive Total X1 Level Active n n n n Very active and active 10 6 7 2 25 72.29 Moderate- ‘ 1y active 7 25 l6 14 62 24.02 Mildly . Active 10 y 28 61 40 139 3.29 / Inactive 8 f 44 130 143 325 18.17 / Total 35 f 103 214 199 551 ---......--_--_-_--_--."' ............................................ x12 74.89 20.73 5.75 16.40 117.77 D.F. . 16° x2 - 117.751 2 - .005 34 Table 8. Relationship of the girls activity level with motha's activity level. Very Mothers Active Activity and Moderately Mildly . .2 Level Active Active Active Inactive Total XJ' n n ' n n Very Active and Active 5 2 2 1 10 32 . 80 Moderately Active 5 17‘ 12 ll 45 15. 98 Mildly Active 14 28 50 35 127 7.73 Inactive 11 56 150 152 369 12 . 36 Total 35 103 214 199 551 x12 45.15 11.98 2.95 8.79 68.87 D.F. - 12° .x - 68.891 p - .005 35 Table 9. Relationship of the girls activity level with siblings activity level. Very Siblings Active .Activity and Moderately Mildly . .2 Level Active Active Active Inactive Total X1 n n n n Very Active and .Active 5 5 2 7 19 26.66 Mbderately / Active 8 14 19 6 47/18.98 /, fluidly ’ .Active 11 39 62 28 140 18.94 Inactive ll 45 131 .158 E345 20.36 Total 35 103 214 199 .551_ x12 33.54 17.27 5.49 28.64 ' . 84.94 13.8. =- 16° x - 84.931 p - .oos 36 'Table 10. Relationship of the girls activity level with the familys activity level. Very l Familys Active Activity and Moderately Mildly . .2 Level Active Active Active Inactive Total XL n n n n 1 Very [ active and. active 7 5 1 1 14 114.09 Moderately ActiveC’ 8 4 4 2 18 47.60 Mildly Active 13 31 38 21 103 21.04 Inactive 7 63 171 175 416 22.17 Total .: 35 103 214 .199 551 x12 .169.06 12.33 5.89 17.62 204.90 D.P. I 16° X I 204.901 P I .005 37 probability level of five per cent (P = .05), was selected _at the start of the study as the level necessary for statisti- cal significance. Date in Tables 1 through 10 indicates that there was a significant relationship between the girls aetivity level and the following background fattors: 1. Self Attitudes. 2. Fathers' attitude towards girls participation in sports. 3. Mothers' attitude toward girls participation in Sports. 4. Parents' attitude toward girls participation in sports. 5. Girl friends' attitude toward girls participation in sports. 6. Boy friends' attitude toward girls participation in sports. - 7. Fathers' activity level. 8. Mothers' activity level. . 9. Siblings' activity level. ////// 10. Familys' activity level. / 0n the basis of the data obtained on specific back- «ground factors in this study it was not surprising to fifid -the activities and attitudes of the girls‘ family and peers revealed a significant relationship. Relationship of the Girlszctivity Level and Familys' Socio-economic Level Pamilys' Socio-economic Level. Table 11. page 39 shows the relationship between the familys' socio-eoonomic level and the girls' activity level based on rating groups: i 38 / / Table 11. Relationship of the girls activity level with familys' socio-economic level. Familys' Very Socio- Active _ / economic and Moderately Mildly . -2 Level Active Active Active Inactive Total X1 n n n n Upper- Upper 16 46 124 114 300 3.80 Lower- Upper 9 26 34 36 105 6.58 Upper— Middle 0 2 ll 6 19 3.60 Lower- Middle 6 15 21 18 60 3.73 Upper- . Lower 1 5 9 13 28 1.65 Lower- Lower 1 3 9 4 17 5.79 Unknown (22) Total 33 .97 208 191 529 x12 11.81 .5.92 4.72 2.70 25.15 D.F. - 20° \xz - 25.124 p - 39 i.e., upper-upper,.lower-upper,‘upper-middle, lower-middle. upper-lower. lower-lower and unknown: the girls' activity} level rating wee previously explained. Data in Table 11 indicate that there was no signifi- cant relationship between the girls' activity level and the familys' socio-economic level. The data also reveal that the majority of the "mildly active” and ”inactive" girls re in the "upper-upper” and "lower-upper“ socio-economic groIp. which is not surprising for this is one of the basic assumptions of this study. Students Sports Activity Interests Sports EventspAttended at the High School. Table 12, page 40, shows the students responses to the events they attend at the high school. A percentage of 85.84 stated that they enjoy attending football games, 77.31 per cent stated that they enjoy attending basketball games, 43.19 per cent stated track and field events, 41.20 per cent stated swim- ming meets, and 20.73 stated wrestling. It is interesting to note that these results represent a growing interest in other sports than football and basketball. Membership in Sports and Recreational Clubs. Table 13, page 40, shows the students' membership in sports and recrea— "tional clubs. A percentage of 49.22 belong or did belong to Girl Scouts sometime during their high school years. 33.58 per cent belong or did belong to the Girls' Athletic Associa- tion sometime during their high school years. 13.61 per cent Table 12. 40 at the high school given in percentages. r W Frequency distribution of sports events attended 9th 10th 11th 12th Sp°rts Events n=145 n=160 n=l33 n=114 T°tal Football ,88.28 89.38 80.30 84.21 85.84 Basketball 75.17 80.63 76.52 76.32 77.31 Track & Field 44.14 41.88 46.21 40.35 43.19 Swimming 46.21 32.50 48.48 38.60 41.20 Wrestling 22.07 16.35 25.76 19.30 20.73 Gymnastics 22.76 15.63 20.45 10.53 17.60 Baseball 21.38 11.88 15.91 19.30 16.88 Tennis 16.55 15.63 14.39 10.53 14.52 Golf 4.14 0.63 2.27 1.75 2.18 Table 13. Frequency distribution of membership in sports and recreational clubs given in percentages. / I 9th. 10th 11th 12th Clubs 1n=145 n=l60 n=133 n=114 T°tal Girls Scouts 53.79. 55.62 48.87 38.59 49.22 G.A.A. _22.07 40.62 .31.06 41.23 33.58 Ice Skating .15.86 14.37 .11.36 12.38 .13.61 Aquettes ‘ 6.21 10.00 16.67 13.16 11.25 Ski Club -10.34 8.75 7.58 13.16 9.80 Cheerleading 8.38 4.37 9.85 8.73 7.62 Sea Sprits 7.59 9.37 4.55 5.26 6.90 ‘Y M C A 8.18 3.51 5.10 10.71 6.65 Tennis Club 6.90 1.87 6.06 2.63 4.36 Bowling Club 4.14 3.75 4.55 5.26 4.36 Roller Skating 0.00 .1.27 0.00 0.00 0.27 41 belong or did belong to an Ice Skating Club. and 11.25 per cent belong or did belong to Aquettes (the synchronized swim club at the high school). This indicates a lack of member- ship in sports and recreational clubs by the East Lansing High School girls. Three Favorite Sports. Table 14. page 42, shows the students' three favorite sports. A percentage of 69.51 stated swimming as one of their favorite sports, 34.58 per cent stated horseback riding as one of their favorite sports, 32.12 per cent stated tennis as a favorite sport. 38.68 per cent stated water skiing, 22.32 per cent stated gymnastics, and 21.05 per cent stated basketball. It is interesting to note the large gap between swimming and the other sports which indicates a wide range of individual interests and the interest is mainly in individual sports. Students Attitudes toward Physical Activity HOW Physically Active During the Day. Figure 1. page 43, shows how the girls rated their activity level during the day. A percentage of 13.79 of 9th graders indi- cated "very active” as compared to 10.63, 10.61. and 10.53 per cent of the 10th, 11th and 12th graders: 43.13 and 36.55 per cent of the 10th and 9th graders respectively indicated “active" as compared to 28.79 and 22.81 per cent of the 11th and 12th graders, respectively: 36.36 and 34.48 per cent of 11th and 9th graders respectively indicated ”moderately active“ as compared to 30.70 and 29.38 per cent of the Table 14. 42 Frequency distribution of girls favorite sports activities given in percentages. 9th 10th 11th 12th Total Fav°rite Sp°rt° n=145 n=l60 n=133 n=114 n=552 Swimming 77.93 70.00 59.09 70.18 ,’69.51 Horseback Riding 30.34 33.13 39.39 37.72/ 34.85 Tennis 30.34 37.50 31.06 28.07 32.12 Water Skiing 25.52 26.88 33.33 29.82 28.68 Gymnastics 22.07 25.00 23.48 17.54 22.32 Basketball 23.45 25.00 18.18 15.79 21.05 Snow Skiing 11.72 16.25 20.45 18.42 16.52 Touch Football 14.48 11.88 13.64 18.42 14.34 Ice Skating 13.79 11.88 14.39 18.42 ‘ 14.34 12th and 10th graders respectively; and 28.95 per cent of the 12th graders indicated ”mildly active" as compared to 17.42, 13.10. and 12.50 per cent of 11th, 9th. and 10th graders respectively. These results show how girls become less active as they grow older just in a four year span which shouldn't happen for they are too young. Figure 2. page 44. shows how active these girls are according to the activities and clubs they belong to during the year. the 12th. 10th. 9th and 11th graders respectively fell Percentages of 45.61. 37s 55' 33.12, and 29.57 of into the ”inactive" category when objectively rated: 45.17. 40.00,‘38.79. and 29.91 per cent of the 11th, 9th. 10th. and 12th graders respectively fell into the ”mildly active” category: 19.20. 18.70. 18.42. and 17.92 per cent of th J 11th, 10th. 12th. and 9th graders respectively fell in the “moderately active” category; 6.15. 5.52. 5.32. and 3.77 per cent of the 12th. 9th. 11th and 10th graders respectively fell into the “active category.” I. III: .muoonnsm >3 nouns >H0>Huoonnse as use on» weaken mafi>wuom Hmownwsm mo H0>TH on» no umoucoo 058 .H shaman VLF 43 o>wu0¢ o>fiuu¢ . o>fluo¢. m>wuomsH aapaflz hmaumuopoz o>wuo¢ . auo> . o. e, we... - . fio \ ..”.u_ e... .. .\ so.A ueeee I“ & ...... .0. .000 [OH \1 see w ee . .... ..... h...” l e a." . .3 ‘00”. e009 '0” .0. _ r. C d o. c '00.. n I. 13 o e o a ieeeee.‘ w. .om e - - .. .Pm 666.6 53 a .2. comes 5: D .3 666.6 53 E some sun N 44 .mwumnnsm an new» 0;» mcflusp cw pmummwowuumm nowuw>wuom Scum couch >Hm>wuumhno mm >uw>euum Havanhnm mo Hm>ma msu mo umoocoo 0:8 .N shaman e>quo¢ m>wuo< o>suu¢ 05306:“. .263: resonances: 03904 sums o e . . . \ H. . o o e . e o e o e e see. .90. A . u.” _ . oa . o o e o l e o e e e o...- xfi .0. 1 mH 0.... W x. ego _ ..... i “ ... .- ON . .Q. . .0. i h mm" d . . w . . 9 .c ... i M . .o. x oooe i I on m ..... l 1. ..... .\ . mm o o o 4 k . o. . .... . me 4 g n e / scene :03 E I. . on sense 5.: D x. mambo sued.“ 66.6 can m 45 The results of thesetwo figures indicate that girls over rate their physical activity during the day which is only normal. The results also confirm the trend of inactivity present as one grows older. Physicaleducation Providing value for Everyday Living. Figure 3, page 46 shows how the girls at each grade rated how they felt toward the question pertaining to physical education providing values which are useful in other parts of daily living. Percentages of 32.41, 33.75. 34.85, and 31.58 of 9th through 12th grade indicated "strongly for”, 33.79, 34.38, 22.73, and 28.95 per cent of the 9th through 12th grade indicated ”for. but not strongly". and 26.90, 25.63, 31.06, and 31.58 per cent of 9th through 12th grade indicated "neutral” toward this question. The results indicate most girls have a very positive attitude toward physical education which is exactly the way it should appear. Physical Education Required of A11 Physica11y_Able. Figure 4. page 47 shows how the girls at each grade rated how they felt toward the question pertaining to physical education being required for all physically able. Percentages of 47.59, 40.63, 36.36, and 31.58 of the 9th through 12th grade indicated ”strongly for”. 26.90, 35.00, 30.30, and 32.46 per cert of all the 9th through 12th grade indicated 'ztr. but not strongly.“ and 13.79. 11.88. 18.94, and 19.20 per cent of all the 9th through 12th grade indicated “neutral“ toward this question. The results indicate a very high attitude toward physical education as was evident in the other question. 2' / I I 1 46 .mcw>wa mawmp we wanna umcuo cw Hummus mum scans mosam> mcwnfi>oum cowumocpm Hmuwmmsm pum3ou ocsuwuu¢ {umxouomfih / uncamm¢ ..>Hmcouum scone £3 E scene 5: D scene 53 a moose sum . m mamcouum hamcouuw //// as: non no: How ..uncamm¢ Hrs :02 van .HOh .a mcouum .- .. ..OH .0--:'.o-o...: . ma. . ON - guessed _\\\X\\\\\\\\\\\\\\\\\\‘ Er . mN \\\\\\\\\\\\\\\\\\\ \\\\\\\\\‘ .\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ u on . mm .oanm maamoamacm Ham Mom pouwsvmu mason dawumUSpm Housmanm pum3ou mpsuwuua .v shaman 47 hamcouum. hamcouum. . uncwmmd uoc can can you aamcouum . mesmmm - Hmuusmz van .uom haucowum o e. .. V \ e... V o o. c I‘ II ..... “ ... “ .... \ I m .. \ .. ... \ :- \ .. \ . \ \ ..... \ .... \ I OH .... . \ ... “ T W ........ H W . a ...... \ ..H.. W . on ..... \ ....H. “ r m" m ... ... O W . .... . m . s. . \ . . . . mm“ . mv oomaoaumfl E M - - , .. om Teena 93.: D scene 53 a moose ram m 48 Physical Education an Important Subject. Figure 5. page 49 shows how the girls at each grade rated how they felt toward the question pertaining to physical education as one of the more important subjects in the school program. Percentages of 26.90, 29.38, 22.73. and 22.81 of all the 9th through 12th grade indicated ”strongly for," 28.28, 27.50, 24.24, and 27.19 of all the 9th through 12th grade indicated ”for, but not strongly," 22.76, 25.63, 27.27, and 26.32 per cent of all the girls indicated "neutral“ towards this question. The results indicate that physical education has 'made progress in the area of its value and importance in the school program. but much has to be done to raise our image still further. Sports as a Way to Meet Boys. Figure 6, page 50. shows how the girls at each grade level responded toward the question pertaining to sports as a way to meet boys. Percentages of 24.14 and 24.38 of the 9th and 10th graders respectively responded ”strongly for” while 15.15 and 14.91 per cent of 11th and 12th graders respectively stated the same response to the question. 22.07 and 22.81 per cent of the 9th and 12th graders respectively responded ”for, ibut not strongly? while 25.63 and 28.79 per cent of 10th "and llth graders respectively gave the same response: and 39.31. 38.75, and 37.88 per cent of 9th. 10th and 11th graders respectively responded ”natural" while 50.88 per cent of the 12th graders stated the same response. The :results indicate that the majority of the high school .Emumoum Hoocou we» as snowman» ucmuuomEM duos on» no oco mm coaumuspm Housmanm pum3ou upsuauu< .m muomah 49 hamcouum uncwmmm no: pun hamcouum .uucwmmfl moons £2 E comes 5: D 0930 £90..” . momsm sum wmm ..JJ‘1\ _ Hmuusmz hamcouum no: “on .Hnm hamcouum k\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ . . \\\\\\\\\\\\\\\\\\\\\\“\\\\\\‘ 0H queozea 2. on ma on s h , .l: . m on some one/an»; m an museum curios seamen”; .c Seaman: 50 a m /, - 3.1....J sen” as”... .H.rouum enmCHmmd Hmuusez you .Hom hammmwum .e c. - , m m . m e m “ _x rod m m \ _\ rd \ \ W .3 a “ rm.“ 3 m m “ L3. .4 u s k - . .ce 063m 52 E ...... 663m 53 U 4:. momum 59o." i It... menumnum Vs. 51 girls have a neutral or positive feeling toward meeting boys while participating in sports. Should Girls Participate in Sports. Figure 7. page 52, shows how the girls at each grade level responded toward the question pertaining to girls participating in sports. Percentages of 99.31. 98.13, 96.97, and 98.25 of 9th, 10th, 11th. and 12th graders respectively were in favor of girls participating in sports. This indicates »a real positive attitude which is exactly as it should be if we eXpect them to participate in sports after leaving the high schoo1. I Sports Gigls Should Participate In. Table 15, page 53, shows how the subjects responded to the list of l sports girls should learn skills necessary for participation. Team Sports. A percentage of 93.05 stated they felt volleyball skills should be learned, 82.38 per cent indica4ed basketball. 80.50 per cent indicated softball, 76.86 per cent indicated tough football, 74.12 per cent indicated soccer, 67.66 per cent indicated speedball. 62.21 per cent indicated baseball, 60.06 per cent indicated field hockey. and 52.53 per cent indicated football. These results indi- cate that girls still enjoy participating in team.sports cepecially volleyball. basketball and softball. It also indicates a growing interest in touch football. Dual Competitive. A percentage of 91.67 felt tennis skills should be learned, 91.44 per cent badminton. 75.00 .noauw>wuum masons Hmcowumouumu 0cm Hmowmxnm ca mcwummfiofiuumm nduwm mpwm3ou opsuwuud .h shaman 52 mocha momma wnmuw spasm SUNH £UHH . £HOH num .IIII .lillflfilllIlllfllllllll:llllllll (.1 1 In 6\ nusozsa ,- .oo .IIIL oz HM“ ooa 53 Table 15. Frequency distribution of the sports activities girls should participate in given in percentages. Activity 9th 10th 11th 12th Total n=l45 n=160 n=133 n=l44 n=552 TEAM SPORTS Volleyball 93.62 93.24 91.13 94.29 93.05 Basketball 82.98 84.77 81.60 79.05 82.38 Softball 80.85 80.95 75.00 85.85 80.50 Touch Football 70.00 78.62 79.34 80.77 76.86 Soccer 82.27 79.05 69.67 61.17 74.12 Speedball 70.71 71.33 65.00 61.39 67.66 Baseball 62.41 56.94 62.40 68.87 62.21 Field Hockey 63.31 59.06 68.60 47.12 60.04 Football 53.57 51.72 52.03 52.83 52.53 Ice Hookey 17.27 12.24 14.05 15.84 14.76 DUAL-COMPETITIVE Tennis 96.50 98.06 95.16 99.07 97.17 Badminton 93.33 88.00 92.56 92.59 91.44 Judo 72.34 76.82 76.61 74.04 75.00 Karate 63.57 59.18 58.20 50.50 58.43 Fencing .56.20 44.83 55.37 44.66 50.40 Handball 51.09 '40.71 30.58 34.62 39.84 Wrestling 14.79 8.78 16.26 14.02 13.27 DUAL RECREATIONAL Social Dancing 88.65 91.45 92.06 95.41 91.67 Table Tennis 82.39 86.39 87.10 .9l.59 86.54 Croquet 80.58 70.83 78.33 88.81 78.88 Tehterball 69.50 66.20 76.67 79.61 72.33 Shuffle Board 61.70 65.28 74.17 .77.67 68.90 Bumper Pool 53.03 58.27 61.67 .59.80 58.01 Billiards 52.21 56.95 62.10 61.76 57.89 Folk-Country— ' Square Dancing 55.00 47.92 58.82 66.67 56.18 INDIVIDUAL COMPETITIVE Swimming 99.30 98.05 93.60 100.00 97.74 Snow Skiing 95.07 93.20 91.80 92.31 93.20 Water Skiing 95.04 93.15 89.43 95.24 93.20 >Ice Skating 95.74 90.00 89.52 97.14 92.88 Bowling .88.57 91.45 93.60 99.08 92.78 Gymnastics 91.49 90.32 93.55 87.96 90.91 . Modern Dance 88.49 90.41 88.62 9L.26 89.63 Golf 83.10 89.19 88.80 88.79 87.36 Roller Skating 84.06 75.69 76.42 83.50 79.72 Archery 77.34 80.71 80.53 75.27 78.69 Track a Field 64.71 60.81 63.41 60.58 62.43 Weight Lifting 14.08 10.07 10.66 ‘11.11 11.52 Table 15. Continued. 54 Activity ' 9th 10th 11th 12th Total n=145 n=160 n=133 n=114 n=552 INDIVIDUAL RECREATIONAL . Horseback Riding 95.71 94.00 97.60 96.30 95.79 i'Sailing 98.59 93.38 493.44 96.12 95.37 Home Exercises 92.86 95.33 94.49 96.33 94.68 Bicycling. 94.33 88.74 96.06 94.55 93.19 Walking 92.20 89.12 93.60 97.20 92.69 Canoeing 95.07 85.71 92.68 93.46 91.53 Camping .83.10 79.86 89.34 89.42 84.96 Scuba Diving 79.86 75.86 80.33 78.43 78.54 Rowing 74.29 65.75 76.67 77.00 72.92 Power Boating 75.54 71.72 66.67 .69.31 71.06 Hiking Cross Country 66.91 58.62 70.00 970.00 65.87 Mountain Climb-' ing 55.40 48.32 54.92 43.00 50.78 Fishing 40.71 54.23 37.90 38.38 43.37 Ice Boating 44.20 36.69 33.33 37.62 38.15 Skeet Shooting 35.04 33.33 39.67 40.20 36.73 Hunting 20.71 24.32 22.76 28.71 23.83 Stock Car Racing 14.79 12.84 21.31 24.30 17.73 indicated judo: 58.43 per cent indicated karate, and 50.40 indicated fencing. The results indicate that girls who like to learn self-defense skills. Dual-Recreational. A percentage of 91.67 felt/social dancing skills should be taught, 86.54 per cent indicated table tennis, 78.88 per cent chose croquet, 72.33 per cent .chose tetherball. and 68.90 chose shuffle board. The results indicate the girls desire to learn recreational sports thht 'will be useful for recreation later in life. Individual Cogpetitive. A percentage of 97.79 felt swimming skills should be taught, 93.20 per cent chose 55 snow Skiing and water skiing. 92.88 per cent chose ice skating, 92.78 per cent chose bowling, 90.91 per cent chose gymnastics, 99.63 per cent chose modern dance, 87.36 per cent chose golf, 79.72 per cent chose roller skating, 78.69 per cent chose archery, and 62.43 per cent chose track and field. These results indicate that the girls very interested in individual competitive sports and desire to learn the Skills necessafiy to participate. I Individual Recreational. A percentage of 95.79 felt horseback riding skills should be taught, 95.37 per cent indicated sailing, 94.68 per cent indicated home exercises, 93.19 per cent indicated bicycling. 91.53 per cent indicated canoeing, 84.96 per cent indicated camping, 78.54 per cen indicated scuba diving. 72.92 per cent indicated rowing, Ind ‘71.06 per cent indicated power boating. These results indi- cate a desire to learn skills in sports that are not being taught but should be considered because of carry-over for ; later life. Spcr ts Girls Should Not Participatreyln. Table 16. page 56. shows the subjects' responses to the sports girls should not learn the skills which enable them to participate. Team Sports. A percentage of 85.24 felt Ice Hockey "skills should not be taught and this was expected. Dual-Compgtitive. A percentage of 86.73 felt wrestling skills should not be taught and 60.6 per cent felt handball skills should not be taught. These results were expected. I I 56 Table 16. Frequency distribution of the sports activities girls should not participate in given in percentages. Activity 9th 10th 11th 12th Total n=145 n=160 n=133 n=114 n=552 TEAM S PORTS Ice Hockey 82.73 87.76 85.95 84.16 85.24 Football 46.43 48.28 47.97 47.17 47.47 Field Hockey 36.69 40.94 31.40 52.88 39.96 Baseball 37.59 43.06 37.60 31.13 37.79 Speedball 29.69 28.67 . 35.00 38.61 32.34 Soccer 17.73 20.95 30.33 38.83 25.88 Touch Football .30.00 21.38 20.66 -19.23 23.14 Softball 19.15 19.05 25.00 14.15 19.50 Basketball 7’17.02 15.23 18.40 20.95 17.62 Volleyball / 6.38 6.76 8.87 5.71 6.95 / DUAL-COMPETITIVE/ Wrestling ' 85.21 91.22 83.74 85.98 86.73 Handball / 48.91 59.29 69.42 65.38 60.16 Fencing 43.80 55.17 44.63 55.34 49.60 Karate 36.43 40.82 41.80 49.50 41.57 Judo 27.66 23.18 23.39 25.96 ' 25.00 Badminton 6.67 12.00 7.44 7.41 8.56 Tennis 3.50 1.94 4.84 0.93 2.83 DUAL-RECREATIONAL Folk-Country- Square Dancing 45.00 52.08 41.18 33.33 43.82 Billiards 47.79 43.05 37.90 38.24 42.11 Bumper Pool 46.97 41.73 38.33 40.20 41.99 Shuffle Board 38.30 34.72 25.83 22.33 31.10 Tehterball 30.50 33.80 23.33 20.39 27.67 Croquet 19.42 29.17 21.67 _ll.ll 21.12 Table Tennis 17.61 . 13.61 12.90 8.41 13.46 Social Dancing 11.35 8.55 7.94 4.59 8.33 INDIVIDUAL COMPETITIVE Weight Lifting 85.92 89.93 89.34 88.89 88.48 Track & Field .35.29 39.19 36.59 39.42 37.57 Archery 22.66 19.29 19.47 24.73 21.31 Roller Skating 15.94 24.31 23.58 16.50 20.28 Golf ‘ 16.90 10.81 111.20 11.21 12.64 Modern Dance 311.51 9.59 11.38 8.74 10.37 Gymnastics 8.51 9.68 6.45 12.04 9.09 Bowling 11.43 8.55 6.40 0.92 7.22 Ice Skating 4.26 10.00 10.48 2.86 7.12 Snow Skiing 4.93 6.80 8.20 37.69 6.80 Water Skiing 4.96 6.85 10.57 4.76 6.80 Swimming .0.70 1.95 6.40 0.00 2.26 57 Table 16. Continued. 9th 10th 11th 12th Total ACtiVity n=l45 n=160 n-133 n=ll4 n=552 INDIVIDUAL RECREATIONAL Stock Car Racing 85.21 87.16 78.69 75.70 82.27 Hunting 79.29 75.68 77.24 71.29 76.77 Skeet Shooting 64.96 66.67 60.33 59.80 63.27 Ice Boating 55.80 63.31 66.67 62.38 61.85 Mountain Climb- ing 44.60 51.68 45.08 57.00 49.22 Fishing 40.71 54.23 37.90 38.38 43.37 Hiking .Cross Country 33.09 41.38 30.00 30.00 34.13 Power Boating 24.46 28.28 33.33 30.69 28.94 Rowing 25.71 34.25 23.33 23.00 27.08 Scuba Diving :20.14 24.14 19.67 21.57 21.46 Camping 16.90 20.144 10.66 10.58 15.04 Canoeing 4.93 14.29 7.32 6.54 8.48 Walking 7.80 10.88 - 6.40 2.80 7.31 Bicycling 5.67 11.26 ' 3.94 5.45 6.81 Home Exercises 7.14 4.67 5.51 3.67 5.32 Sailing 1.41 6.62 6.56 3.88 4.63 Horseback Riding 4.29 6.00 2.40 -3.70 4.21 Dual-Recreational. A percentage of 43.82 felt Folk- ‘Country-Square dancing skills should nbt be taught, 42.11 per cent indicated billiards, and 41.99 per cent indicated bumper / pool. These results were expected, especially the y genera- Country-Square dancing with the emphasis the younge tion places on social dancing. Individual Competitive. (A percentage of 88.48 felt weight-lifting skills should not be taught and this .... expected. 37.57 per cent felt track and field.skills should :not be taught and this was expected to be much higher because 'these girls do not enjoy masculine sports. 58 Ipdividua1_Recreational. A percentage of 82.27 felt stock car racing skills should not be taught. 76.}, per cent indicated hunting, 63.27 per cent indicated skeet shooting, 61.85 per cent indicated ice boating, 49.22 per cent indi- cated mountain climbing. and 43.37 per cent indicated fish- ing. These results were also expected due to their masculine emphasis. Student Reasons For and Against Participation In Sports Reasons for Participationn in Sports. Table 17, page 59. shows the students' reasons for participating in sports activities. A percentage of 44.10 chose "fun and enjoyment” as their first reason for participating in ’ sports, 28.68 per cent chose ”for exercise" as their first reason for participating in sports, and 10.89 per cent chose ”improve my figure" as their first reason for participating in Sports. A percentage of 23.77 chose "for exercise" as their second reason for participating in sports and 20.33 per cent chose ”improve my figure” as a second reason. .A percentage of 23.59 chose ”fun and enjoyment” as theii third reason for participating in sports, 14.52 per cent chose "improve my figure" for the third reason. and 12.52 per cent chose ”for exercise” for the third reason. These results indicate most girls participate in sports for fun and enjoyment but they realize the contribution physical activity and exercise has toward the maintenance of a good figure. Forced by parents Table 17. Frequency distribution of reasons for participating in sports activities given in percentages. 9th 10th 11th 12th Total R9350“ n=l45 n=160 n=133 n=114 n=552“ 2 lst Choice Fun & enjoyment 48.28 42.50 46.21 38.60 44.10 For exercise 24.83 27.50 30.30 33.33 28.68 Improve my figure 8.28 16.25 5.30 13.16 10.89 No reason 4.83 5.63 6.66 4.39 5.26 Improve my health 2.76 2.50 6,06 3.51 3.63 Meet others 5.52 .1.25 3.03 0.88 2.72 Improve my posture 2.07 3.13 3.03 1.75 2.54 Something to do during leisure 1.38 0.63 0.00 2.63 1.09 Other reasons 1.38 0.63 0.00 0.00 0.54 Forced by parents 0.00 0.00 0.00 0.88 0.18 Encouraged by my , parents 0.69 0.00 0.00 0.00 0.18 Develop new skills 0.00 0.00 0.00 0.88 0.18 2nd Choice For exercise 20.00 24.38 24.24 27.19 23.77 Improve my figure 24.83 17.50 21.97 16.67 20.33 Improve my health 8.28 10.63 (12.12 10.53 10.34 Fun and enjoyment 11.03 11.88 6.06 12.28 10.34 Develop new skills 11.03 9.38 9.85 8.77 9.80 No reason 7.59 9.38 8.33 7.89 8.35 Something to do in leisure time 8.97 6.25 12.12 6.14 8.35 Meet others 4.83 7.50 3.03 6.14 5.44 Encouraged by parents 3.45 0.63 0.76 2.63 1.81 Other reasons 0.00 1.88 0.00 0.88 0.73 Improve my posture 0.00 0.00 . 1.52 0.88 0.54 Forced by parents 0.00 -0 63 0.00 0.00 0.18 3rd Choice Fun and enjoyment 19.31 26.88 22.73 25.44 23.59 Improve my figure 12.41 14.38 11.36 21.05 14.52 For exercise 13.10 14.38 12.88 8.77 12.52 No reason 11.03 11.25 10.61 9.65 10.71 ‘ Develop new skills 12.41 13.75 7.58 4.39 9.98 Something to do in leisure 6.90 5.00 12.12 11.40 8.53 Improve my health 10.34 5.00 6.82 8.77 7.62 Meet others 4.83 5.63 9.85 7.02 6.72 Other reasons 7.59 2.50 3.03 1.75 3.81 Encouraged by parents 1.38 1.25 1.52 1.75 1.45 Improve my posture 0.69 0.00 1.52 0.00 0.54 0.00 0.00 0.00 0.00 0.00 60 Reasons Against Participating in Sports. Table 18. page 61, shows the students' reasons for not participating in Sports activities. A percentage of 66.97 chose "no reason” for their first and second reasons against participating, because they do participate: 9.98 per cent chose ”lack of ' time" for their first and second reason against participating in sports: 9.62 per cent chose ”study interfers” as their first reason against participating in sports, and 5.44 per cent chose ”lack of knowledge and skills” as their second reason for not participating. A percentage of 72.96 chose ”no reason" for their third reason against particip ing in sports, and 5.99 per cent chose "lack of interested companions" or "just too lazy” as their third reason against participating in sports. The results indicate that the majority of girls do participate in sports and that the main reason the girls do not participate is that their studies interfer which‘ indicates the great stress placed on the high school students for good grades, because of the socio-economic level of this community. Table 18. Frequency distribution of reasons for not partici- pating in sports activities given in percentages. Reason 9th 10th 11th 12th Total n=145 n=160 n=133 n=114 n=552 lst Choice No reason 82.76 80.63 53.79 42.98 66.97 Lack of time 3.45 5.00 13.64 21.05 9.98 Study interfers 5.52 3.13 15.91 16.67 9.62 Lack of interest 4.14 6.25 6.06 4.39 3.27 Just too lazy 0.69 2.50 4.55 7.02 3.45 Lack of knowledge and skill , 0.00 3.13 6.06 4.39 3.27 Lack of interested companions 2.07 1.88 3.03 3.51 2.58 Transportation problems 4.14 1.88 0.76 1.75 2.18 Health reasons 0.00 1.25 1.52 1.75 1.09 Other reasons 1.38 0.63 0.00 0.00 0.54 2nd Choice No reason 82.76 80.63 53.79 42.98 66.97 Lack of time 3.45 5.00 13.64 21.05 9.98 Lack of knowledge -. and skill 2.07 5.63 6.06 8.77 5.44 Lack of interested . companions 3.45 1.25 5.30 7.02 3.99 Study interfers 2.07 1.25 3.79 9.65 3.81 Ladk of interest 1.38 1.25 8.33 2.63 3.27 Transportation problems 3.45 2.50 3.79 1.75 .90 Just too lazy 0.69 1.25 5.30 5.26 .90 Health reasons 0.00 1.25 0.00 0.88 0.54 Other reasons 0.69 0.00 0.00 0.00 0.18 3rd Choice No reason 86.90 86.25 60.61 50.88 72.96 Lack of interested companions 1.38 2.50 9.09 13.16 5.99 Just too lazy 4.14 4.38 6.06 10.53 5.99 Lack of time 1.38 1.25 5.30 5.26 3.09 .Study interfers 0.69 0.00 4.55 7.89' 2.90 Lack of knowledge and skill , 0.69 2.50 2.27 2.02 2.90 {Transportation problems 1.38 0.63 6.06 0.88 2.18 Other reasons 1.38 0.63 5.30 _ , 1.75 2.18 Health reasons 0.00 1.25 0.00 0._8_8fi 0.54 CHAPTER V SUMMARY. CONCLUSIONS. AND RECOMMENDATIONS Summary This study was primarily concerned with the factors that influence high school girls participation in sports which should be considered when building a curriculum for high school girls which will meet their needs and interests. The purpose of this study was twofold: (1) to deter- mine the relationship of high school girls participation in sports activities with specific background factors (self ' attitudes. parents' attitudes and activity level. siblings' activity level. peer attitudes. and family sports activity level) and the familys' socio-economic level: and (2) to determine the students sports activity interests. attitudes toward physical activity. and the reasons for or against participation at each grade level to be used as a guide- line in setting up a curriculum. Conclusions: “Relapionship of Activity Level and Certain Factors: l. A significant positive relationship was found .between the girls' activity level and the specific background factors: i.e.. self attitudes. parents' 62 63 attitudes. parents' activity level. siblings' activity level. peer attitudes. and the family sports activity level. 2. No significant relationship was found between the girls' activity level and the familys' socio-economic level. Sports Activity Interests: 1. A large percentage of the students enjoy attending football and basketball games at the high school. A smaller percentage of the students enjoy attending swimming. track. and wrestling. / 2. A very small percentage of the high school girls belong to a sports or recreational club. Girl Scouts and G.A.A. were the only clubs with a fairly high percentage. 3. A large percentage of the girls indicated that swimming was one of their three favorite sports. A smaller percentage of the girls indicated horse-' back riding. tennis. water skiing. gymnastics. and: basketball as one of their three favorite Sports. Itttitudes - PhysicalgActivity and Physical Education: 1. A greater percentage of the students rated their i physical activity level active than mildly active.l A greater percentage of the students were rated in the inactive groupwhen theiractivity level was computed from the activities and clubs they participate in during the year. 10. 64 A greater percentage of the students rated physicaf education above average for providing values for emery- day living than those who rated it below average. A greater percentage of the students rated above average that physical education should be required of all physically able than those rating it below. A greater percentage of the students rated above average that physical education is one of the ‘more important subjects in the school program than those who rated it below average. A greater percentage of the students rated average or above average for sports as a way to meet boys. Almost all the students felt that girls Should parti- cipate in Sports. A large percentage of the students indicated that the following team Sports should be taught: volley- ball. basketball. softball. touch football. Speed- ball. baseball. and field hockey. A large percentage of the students indicated that the following dual competitive sports should be taught: tennis. badminton. judo. karate. and fencing. A large percentage of the students indicated that the following dual recreational Sports should be taught: social dancing. table tennis. croquet. tetherball. and shuffle board. A large percentage of the students indicated that the following individual competitive sports should be 11. 12. 13. 14. 65 taught: swimming. snow Skiing. water skiing. ice skating. bowling. gymnastics. modern dance. golf. roller skating. archery. and track and field. A large percentage of the students indicated that the following individual recreational Sports should be taught: horseback riding. sailing. canoeing. camping. scuba diving. and rowing. A small percentage of the students indicated that folk-country-square dancing Should not be taught -in the high school. A large percentage of the students indicated that they participate in Sports for fun and enjoyment or exercise for improvement of figure. A large percentage of the students who do not participate in Sports indicated lack of time particularly related to homework study time as their main reason. Recommendations ,All physical education departments should have some method of finding out the interests and needs of their students and then use these results as a guideline in setting up a cirriculum.with the students. It is recommended that the high school physical edu- cation programs include a wide variety of sports which include individual. dual. and team Sports and place particular emphasis on recreational activities. BIBLIOGRAPHY Books Bergel. Egon Ernest. Social Stratification. New York: McGraw-Hill Book Company. Inc.. 1962. 271 pp. Freund. John E. Modern Elementary Statistics. 3rd editibn. Englewood Cliffs. N.J.: Prentice-Hall. Inc../1967. Hodges. Harold M. Jr. Social Stratification Class in America. Massachusetts: Schenkman Publishing Company. Inc.. 1964. IKozman. Cassidy. and Jackson. Methods in Physical Education. Philadelphia: W. B. Saunders Company. 1958. ‘Wilson. E. Bright Jr. An lntroductlon to Scientific Research. New York: McGraw-Hill Book Company. Inc.. 1952. Periodicals Baker. Mary C. "Factors which May Influence the Participation of Girls 15- 25 Years of Age.” The Research Quarterl . 11: 126- 31. 1940. Bell. Margaret. Etta C. Walters. and staff. "Attitudes of - Women at the university of Michigan Toward Physical. Education." The Resegrgh Qparterl . 24:379-91. 1953J .Blumenfeld. Warrens and H. H. Remmers. "Sports Preferencesl of High School Students Defined by Reported Partici pation.” The Research Quarterly. 36:205-206. 1965. Broer. Marion and Dolly Holland. ”Physical Education needs and Interests of University of Washington Women in | Service Classes." The Research Quarterly. 25: 387-92n 1954. .Brunbach. Wayne B. and John A. Cross. ”Attitudes Toward Physical Education of Male Students Entering the University of Oregon. ” gpe Research Quarterly. 36:10-16. 1965. 66 . fl.._rq._-h_.. .. I - ...-HA ...a- -... ...— .. .h....fi - . — - ——-—-~ .-—- -—-~.¢—.—-—~ 67 Carr. Martha G. "Relation between Success in Physical ‘ Education and Selected Attitudes Expressed by High School Freshmen Girls.” The Research Quarterly. 162176-91. 1945. Physical Traits as Related to High School Girls 1 Physical Education.“ The Research_Quarterl . 4:19 1933. Drifmier. Erna. ”Individual Differences in Interests andd ‘220, Edgren. Harry D. "The Interests and Participation of Boys and Girls in Out-of-School Recreation Activities.” The Research Qparter y. 8:56-68. 1937. Kappes. Eveline E. "Inventory to Determine Attitudes of College Women Toward Physical Education and Student Services of the Physical Education Department." Th2, Researcthuarterly, 25:429-38. 1954. Keogh. Jack. ”Analysis of General Attitudes Toward Physical Education.” The Researcthuarterly, 33:239-44. 1962. . ”Extreme Attitudes Toward Physical Education.? The Research Quarterly. 34:27-33. 1963. .Moore. Beverly. "The Attitudes of College Women Toward Physical Activity as a Means of Recreation." The Research Quarterl . 12:720-25. 1941. Mbyer. Lou Jean. John C. Mitchem. and Mary M. Bell. "Womens Attitudes Toward Physical Education in the General Education Program at Northern Illinois University." The Research ngrterly. Dec.. 1966. 515-19. Nelson. Richard and Janet A. Wessel. ”Relationship between Strength and Attitude Toward Physical Activity among College Women.” The Research Quarterly. 35:562-69. 1964. ; Ruffer. William. "A Study of Extreme Physical Activity Groups of Young Men.” The Research Quarterly. 36: 183-96. 1965. Sloan. Muriel R. and Marie R. Liba. "Effects of Participation - in Physical Education on Achievement in Selected Characteristics.” The Research Quarterly. Oct.. 1966. Vincent. Marilyn F. "Attitudes of College women toward Physical Education and their Relationship to Success in Physical Education.“ The Reagarch.Quarterly. March. 1967. 126-31. 68 Wear. Carlos L. ”The Evaluation of Attitude Toward Physical Education as an Activity Course.” The Research Quarterly. 22:114-26. 1951. “The Construction of Equivalent Forms of an Attitude Scale.“ The Research Quarterl . 26:113-19. 1955. Zimmerman. Helen M. "Physical Activity.Experience and Interests of College Women.” The Research Quarterly. 253109-18. 1954. Unpublished Materials Gerland. Lavaugh Rae. ”A Study to Determine the Influence of the Foundations of Physical Education Course upon Concept of Physical Self and Attitudes toward Physical Activity among College Women." Unpublished Master's Thesis. Michigan State University. 1960. Phillips. Coralie. "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." Unpublished Master's Thesis. Muchigan State University. 1966. Rohrs, Jan Van Duzer. ”The Relationship between Selected Physical Activity Background Factors and the Physical Performance and Evaluation Measures used in the Foundations of Physical Education Course at Michigan State university.” Unpublished Master's Thesis. Michigan State university. 1962. APPENDICES LIBRARY Michigan State University --...- w_. .# ...-.... _. - APPENDIX a [Questionnaire / -._ --...-_- 4. -'-. V—~_-x-.‘—— V‘- -.- . e 71 SPORTS ACTIVITY QUESTIONNAIRE Grade Age (years 8: months) 1. Physical Education taken in: Freshmen Sophomore Junior Senior 2. If you attended another high school before coming to E.L.H.S. was physical education a required course? Yes No a. How many years of physical education did you take? years. 3.. a. Fathers occupation Approx. number of hours spent at work per week. b. Mothers occupation Job: part time full time c., How many brothers and sisters do you have? 1. Brothers 2. Sisters Ages Ages 4. What 8 orts activities have different members of your family partic pated in? Put an "X" in the approPriate column indicating what sport they participa e in and what part of the ear and how often. Add any Sport not lists and check he appropriate columns. . FALL WINTE‘R 12* _SPRI§G,._V.SU§MEQT..Q I i _ 9.’ . 34’ - .- . ‘ 2 SPORTS L e eg‘ sin 15:; Ens-:33 if??? 313%; .25 335:} §.e-‘-’§: vfi'vzi-EFE' 391n°a32l=5‘3Q£31 ax =:°§$i _ .é‘ydc ELSE: t 1“ Q1). 1‘9'1‘g‘ €13.ch 4;" It? I. a. Father: V , i i i i r . - i i l. Badminton i , j § ! A . 2. .DO\LLIDJ§ 1' I 4 L ' 5. Camping f g l : : ‘ 4. Fishing I g. IL ' - L 5. Golf' 7 I ‘v— i L . b. Home—Conditioning] j I' I T ? Exercises : . Q ; , 1 ' 7: hunting j] ' ; i L g 8. Recreational I ‘ ‘ ' § I Walkinp i * ~ 7 = i - I i a ’ ' . W 72 Continued: L. F— I SUMMER PRING LA“ ..- ill; \ _3_73 -- What sports activities do you watch as a family on T.V. or attend together? Put an "X" in the appropriate column indicating the ,sport watched toget er and what part of the year and how often. Add any sports not listed and check the appropriate columns. SPORTS (5. What sports activities do you and your family participate in together? But an "X" in the appropriate column indicating the sport participate in together and what part of the year and how often. Add any sports not listed and check the appropriate columns. SPORTS G ‘ l 7. Does your family gelong to a country club or a recreational club? Yes 0 . f yes, check which kind or list 5 what one ofi?"Tamily‘b§Ion s too. ; l. ansing Countr C ub 6. Others: - " 2. Lansing Skii C ub 3. Tennis Club _ 4. Walnut Hills Country Club ‘”" 5. Faculty Club at M.S.U. 74 -4- Check the sports club (5 recreational and athletic to which you belong 00 or did be one too outside or within school. CLUB o 3 Did Year 01 1.18 ea es 1" e n U 9. What activities do you participate in outside of your club activities? Put an "X" in the a propriate column indicating the sport artici ated n and what art of the year and how of en. A d any sport not 1 sted and check the appropriate columns. 10. V U . FALL j METER. Lamina: u Milli—3 . Y x SPORTS - Q tL~S 1. Bio clin o O W n X C 'Ridin ce a co a w mm e a an Do you feel a gril should particate in physica§ and o. recreational sports activi ies? Yes a. If yes, check your three favorite sports activities. 1. Basketball 8. 'Tennis g: §§E§23§23§ba11 “" 9. Volleyball . 10. Water Skiing 4. Horseback Ridin “"j . U ____ 5. Ice Skating 3 .____ 1- Others. 6. Snow Skiing L 7. Swimming T 75 —5.— l 11. Do you enjoy attendifig sports events at the high school? es 0 . If Yes, please check the ones you attend. 1. Baseball 7. Tennis 2. Basketball 8. Track and Field :9 3. Football 8. Wrestling 4. Golf 1 . Others: 5. Gymnastics "" 6. Swimming :12. Rank, by number, the 2 most important reasons for the following: a. Why do participate in sports activities: " a. for exercise g. forced by my parents b. improve my health . encouraged y my parents 0. improve my figure "" i. something to do during d. improve my posture my leisure time s. develo new skills fi' fun and enjoyment f. meet 0 hers " . other reasons b. Why I do not participate in Sports activities: a. study interfers f. lack of interested “" b. lack of interest com anions “”"“ c. lack of time fi' heal h reasons "“ d. lack of knowledge "'” . just too lazy and skill """ e. trans ortation 1. other reasons pro lem 13. Check the sports activities you feel a girl should acguire the skills 0 participate i and those you feel a air should not par icipate in. ?S. = should, SN: should not.) i S. SN. S. SN. '. 2 . Modern Dance oun we r . Archer a- m n ase £1 as e El C C P n OW 8. V ee anoe us I; 0C8 0 e O a uare Dane a e U CL e as an C e HHHH'HHHHHH (D e ‘-W n" we 76 -5- iPlace a circle around your response to the following questions. 14. 15. 16. 17. ' 18. 19. 20." 21. 22. How physically active are you each day? Include leisure time and during school hours. very active active moderately mildly inactive active active Physical education classes provide values which are useful in other parts of daily liV1ng. strongly for but not neutral against, but strongly for‘ strongly not strongly against Ph sical education should be required of all who are physicall abKe to participate. strongly for but not neutral against, but strongl for s rongly not strongly agains Physical education is one of the more important subjects in the school program. strongly for but not neutral against, but strongl for strongly not strongly agains Sports are a good way to meet boys. strongly for but not neutral against, but strongly for s rongly not strongly agains Fathers attitude towards girls participation in sports. strongly for but not neutral against, but strongl for s rongly not strongly agains Mothers attitude towards girls participation in sports. strongly for but not neutral against, but strongl for s rongly not strongly agains Girls friends attitude toward girls participation in sports. strongly for but not neutral against but strongl for s rongly not 3 rongly agains Boys friends attitude toward girls participation in Sports. strongly for 'but not neutral against but strongl for s rongly ‘ not strongly agains 111111]! 11 77 GIRLS SPORTS ACTIVITIES Archer (target or field) Badmin on Basketball Bicycling (other than to work) Bil iards or Pool Bowling Bumper Pool Camping Canoeing Croquet Fencing Field Hockey Fishing Folk-Country-Square Dancing Golf Gymnastics Hiking Cross Country Home onditioning Exercises Horseback Riding Hunting Ice Skating 27. 34. WWW-p ##b-b‘b->4>4>-P-\N\NWWW NI—‘OKO (DQ Chm-PWNHOKOQQONU'I Judo Modern Dance Mountain Climbing Power Boating Roller Skating Rowing Sailing Scuba iving Shuffle Board Snow Skiing Soccer Social Dancing Softball Speedball Swimming Table Tennis Tennis Tetherball Touch Football Track and Field' Volleyba 1 ,r/// Walking rec eational) Water k i g BOYS SPORTS ACTIVITIES Archer (target or field) Badmin on Baseball Basketball Bil iards or Pool Bowling Bumper Pool Camping Canoeing Croquet Fencing Fishing Folk-Country-Square Dancing Football golf t' as'ics Hgfigball Hiking Cross Country Home ondit oning Exercises Hockey (Ice Horse ack R Hunting Ice Boating Ice Skating 1...“! u nun ding Bicycling (other than to work) 43- unnvun¢¢»>¢4># \xnndcnoahqonnp Karate Modern Dance Mountain Climbing Power Boating Roller Skating Rowing Sailing Scuba iving Shuffle Board Skeet and/or Trap . Shooting Snow Skiing Soccer Social Dancing Softball S eedball S ock Car Racing Swimming ' Table Tennis Tennis 1 Tetherball Touch Football Track and Field Volleyba 1 Walking recreational) Water k in l Weight Lift ng APPENDIX B Distribution of Chi.8quare ___._ .-m— -r-r."-" APPENDIX B DISTRIBUTION OF CHI SQUARE (Degrees Used in This Study) Probability Degrees of freedom .05 .02 .01 .095 12 21.03 24.05 26.22 .2s.30 16 26.30 29.63 .32.00 _ 34.27 20 31.41 .35.02 37.57 40.00 E. Bright Wilson Jr. An Introduction to Scientific Research. new York: MbGraw-Hill Book Company. Inc.. 1952. p0 1990 ' . p 9 79 "I7'11?ll'llll'llllflill I