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" M" '\ f", ‘vfiv‘o‘ c"... d? .‘ ‘ “lift.” 3. v . _'- n4.“ "§?“.'L W 3%.. 1‘ ' _ . ‘9' fiw‘vf?’ "5 ‘1 M 1' A .. ‘cvS‘l, - ..., I. 1.“ JJ u‘ . .\ .i ‘ l . vs . ,.. ‘. . 3. ‘ {‘15: 1?. ”>5 ’ “EL-”1" .'..‘, "MM, “V'tix‘fiS h . > “A ‘ ‘I' ~Ni§3 11:112.: _' ‘-.-.'-I > _ ; ‘ u nz‘ iii-“(”5" .K. *c _ 3: .-‘i 455 ' ..,u.'. .. {.m‘w‘. {'w?‘ 3am": "~ ‘- 1),: I‘m IIIIIIIIIIIIIIIIIIIIII I 1293 0 6604 “DIARY This is to certify that the dissertation entitled A COMPARATIVE STUDY OF THE PHYSICAL FITNESS OF SECONDARY SCHOOL STUDENTS IN KUWAIT AND AMERICA presented by Ahmad Abdulnour Jamal has been accepted towards fulfillment of the requirements for Ph.D. degreein Educational Administration // Major professor Date “81 5. I937 MSU is an Affirmative Action/Equal Oppanuniry Institution 042771 -«.-_- “(~‘ MSU RETURNING MATERIALS: Place in book drop to LJBRARJES remove this checkout from .‘nnnzsI-IL. your record. flfl§§_will be charged if book is returned after the date stamped below. .:g F 213:3‘ A CDLPARATIVE STUDY OF THE PHYSICAL FITNESS OF SECDNDARY SO'IOG. STUDENTS IN KIMAIT PND AERICA By Ahmad Abdul nour Janal A DISSERTATION Suhnitted to Michigan State University in partial fulfillment of the requiranents for the degree of WCTOR OF Fi-IILOSOH-IY Department of Educational Adninistration 1987 I Copyright by AHMAD ABDULNOUR JAMAL I987 ABSTRACT A COMPARATIVE STUDY or THE FHYSICAL FITNESS or SECONDARY $0100. STUDENTS IN kuwAIT AND AMERICA By Alinad Abdul nour Janal The three main purposes of this study were to (a) establish national physical fitness norms in terms of every fifth percentile by gender/age and gender/grade by adninistering the APHFER Youth Fitness Test to 6.502 or 8% of boys and 91 rl 5. ages 14 through 17. attending public (goverrment) secondary school 5. grades 9 through 12. in the State of Kuwait; (b) canpare the Kuwaiti data with those of high school boys and girls in the United States. as indicated by their per- fonnanoe on the MHPER Youth Fitness Test survey of 1975; and (c) com- pare the mean differences in physical fitness among three groups of boys and three groups of girls attending public secondary schools in Kuwait. The fitness tests included (a) pull-up for boys and flexed arm hang for girls. (b) flexed leg sit-up. (c) shuttle run. (d) stand- ing long Junp. (e) 50-yard dash. and (f) 600-yard run. A two-stage cluster sample was used to select the subjects in Kuwait. A t-test for independent samples was used for the comparisons of the Kuwaiti and Anerican surveys. The level of significance was set at .05. For comparing the groups in Kuwait. the NOVA method was Ahmad Abdul nour Jamal applied; whenever its F-test was found to be significant at the .05 level. the Scheffe procedure was followed to deduce where reliable differences existed. The statistical analysis reveal ed that: l. The physical fitness status of boys and girls attending public secondary schools in Kuwait was significantly lower than that of their counterparts in Anerica. 2. The physical fitness levels of three groups of boys and girls in Kuwait public secondary schools differed significantly in certain comparisons. Generally. Kuwaiti male and fenale students in the credit unit systen performed better than their Kuwaiti and non- Kuwaiti counterparts in the general system. In brief. boys and girls in Kuwait denonstrated low levels of physical fitness. Different programs and research to improve the fitness of youngsters in Kuwait are recanmended. DEDICATION To my eternal lave. Kuwait. and her faithful people. ACKNGILEthNTS Praise and thanks. first and always. be to»God. Lord of the heavens and the earth. who hath given me the physical and mental fitness. among other things. to successfully complete this disserta- tion with the help of many knowledgeable. supportive. inspiring. and thoughtful peOple. It would be impossible to list all of the thou- sands of individuals to whom I am deeply indebted. Yet I do want to express my appreciation to several outstanding contributors. Sincere gratitude must go to the doctoral guidance committee-- Dr. Philip Cusick. my chairperson and maJor advisor; Dr. Herbert Olson; Dr. Louis Romano; and Dr. Ruth Useem. professor emeritus--for their professional. hunan-relations approach in providing practical advice. valuable assistance. and constant encouragement. Special appreciation is extended to male and female menbers of the Ministry of Education in Kuwait: Drs. Yacob Al-Ghonaim and Hassan Al-Ibrahim. former Ministers; Abdul rahman Al-Khoderi. the Undersec- retary; Assistant Undersecretaries; departmental directors and person- nel; and physical education supervisors. Thanks is also expressed to the secondary school principals. teachers. and students for their valuable contribution to this study. Recognition should go to the inspiring. supportive sporting organizations. colleagues. and friends. among than Al-Arabi Sporting vi Club; Al-Kadesia Sporting Club and its former president. the president of the Asian Olympic Opuncil. Sheick Fahad Al-Ahmad Al-Sabah; Dr. Abdulhameed Mater; Dr. Mosaed Al-Haroun; Dr. Ali Asker; Dr. Samira Ibrahim; Dr. Jawad Asker Saud; Abdulkareem Abdulroda; Ahmad Al-Samaka; Abdulazeez Al-Rani; Abdul hameed Abdulla Al-Nadi; Fessal Al-Jeran; Soleman Al-Mottawa; Abdulhameed Al-Habashi; Abdulazeez Al-Imran; Khaleel Alosh; Farok Al-Torki; Essam Al-MoJi; Khaled Al-Fozan; Mohanmad Abdulmalek; Nasser Al-Hamad; the Al-Khadebis; and Al-Awadis. Appreciation is extended to Susan Cooley for typing the final dissertation manuscript. A heartfelt word of thanks is due to my late beloved mother. Fatima; my father; my brothers. Abdulla and Ali; my sisters. Asma'a. Rughaya. A'esha. and KahdeJah; and my relatives for their support and prayers. I am indebted. as always. to my wife. Aziza Al-Hindi. who provided encouragement and sustaining help. Finally. I wish to express my loving appreciation to Abrar. Mohammad. Yousef. Eisa. and Fatima. who were so patient while their father was pursuing his doctoral studies. vii TABLE OF mNTENTS LISTOFTBLESIOO0.0.0.0000... LISTOFFIGURES ............... Chapter I. INTRouJCTION O 0 O I O O O O O O O O 0 Statement of the Problem Purposes of the Study . Importance of the Study Research Questions . . . Research Hypotheses . . Limitations . . . . . . Assunptions . . . . . . Definitions of Important Terms Structure of the Text . . . . II. THE EIIJCATIONN. SYSTEM IN KUWAIT . . Introduction . . . . . Primary Education . . Intermediate Education Secondary Education . . Physical Education in Kuwait . . Objectives of Physical Education Contents of Physical Education . . Implementation of Physical Education III. REVIBI OF RELATED LITERATURE . . . . . Introduction . . . . . . . . . . . . . . . . . . Contributions of Ancient Nations to Physical Education 0 O O O I O O O O O O O O O O O O 0 History of Tests and Measurenents in Anerica and KwaTt O O O O O O O O O O O O O O O O O O O I Canponents of Physical and Motor Fitness . . . . Fran the Kraus-Weber to the AMPER Youth Fitness Test............... The Kraus-Neber Test . . . . . . . The AA-lPER Youth Fitness Test . . Nationality Comparisons . . . . . . viii xi xiii —l ammmuqomw .4—0 on NNNNd—l—a... h N-‘QNQW 3'3. 28 30 33 38 38 44 IV 0 momeEs O O O O O O O O O O O O O 0 Travel........ Population Description Procedure . . . . . . Pilot Study . . . . . Test Adninistration . Review of the Collected Data Statistical Analysis . . . . v. RESEMO'T FINDImS O O O I O I O O O O Canparison of Kuwaiti and Anerican Data Comparison Among Groups in Kuwait . smary O O O O O O O C 0 O O O O TeSt-SWCTfTC F1 "dings o o o a o a VI. SUWlPRY. COIQUSICNS. PND RECDMMENDATICNS Sunmary . . . . . . . . Purposes...... . Procedures . . . . . . Statistical Analysis . Findings...... . Conclusions . . . . . . Youths in Kuwait and Amer Youth Groups in Kuwait Recommendations . . . . Programs.. . . . . . Research....... APPENDICES A. OORRESPONDENCE............ B. LETTERS TO PHYSICAL EDUCATION TEAO-IERS C. ARI’BIC VERSION OF THE INSTRUCTIONS FOR D. LETTERS OF VERIFICATION FOR THE MPBIC VERSION OF THE THE 1975 AN-IFER YOJTH FITNESS TEST AND REmRDIM-i FORMS . . . . . . . . INSTRJCTIGIS OF THE 1975 AN-IPER YOJTH FITNESS TEST . . ix 107 107 107 108 109 110 110 110 110 113 113 114 117 124 127 136 E. ENGLISH VERSION OF THE INSTRUCTIONS OF THE 1975 APHPERYGJTHFITNESSTEST .............. F. KUWAIT FERGNTILE NORMS BY GENER/AGE MD GENER/GRAII G. SO-IOG.S MD PERSGINEL PPRTICIPATIIG IN 1985 KWAIT meY O O O O O O O O O O O O O C C O O O O O O O O O BIBL ImRAH'TY O O O O O O O O O O O O O O O O O O O O O O O O O 138 145 159 164 Table 2.1 2.2 2.3 3.1 3.2 4.1 4.2 4.4 5.1 5.2 5.3 LIST OF TABLES Population of Kuwait. by Region of Origin (l980) . . . POPUTatTOflOfKWGTtO 1985 00000000000... Nunber of Physical Education Periods Per Week in the KwaTtTPUbTTCSChOOTS00000000000000. Components of Physical and Motor Fitness as Reported by Different Autl‘ors O O O O O I O O O O O O O O O O O O Sunmary of Nunber of Canparisons in Fitness Between Anerican Youths and Those Fran a Canbination of Other Countries (callb‘ined AQS 14-17) 0 o o o o o o a Student Population and Sample of the Two Kuwaiti Public secondary SChOO] SYS‘CGIIS (1984-85) 0 o o o o o o o a Population and Sample of Kuwait Public Secondary School 5. Cl assroans. and Students by System. Location, 800 66006? (1984-85) 0 o o o o o o o a o a Population and Sample of Classroans and Students of Kuwait in Public Secondary Schools by Grade and Gender 0984-85) . Student Sample by Age. Nationality (l985) Gender. School System. and Canputed F- and t-Val ues for Canparisons of Samples in the United States (1975) and Kuwait (1985) (Boys) . . Canputed F- and t-Val ues for Canparisons of Samples in the United States (1975) and Kuwait (1985) (Girls) . Observed F-Val ues and Significance Levels of One-Nay ANOVA for Comparisons of Kuwait Groups in Physical Fitness Tests (Boys) xi 13 14 36 52 54 57 58 59 71 73 90 5.4 5.5 F.1 F.2 F.3 F.4A F.4B F.5 F.6 F.7 F.8 F.9 F.1OA F. 108 F.11 F.12 Observed F-Val ues and Significance Levels of One-Nay ANOVA for Canparisons of Kuwait Groups in Physical Fitness Tests (G1r1S) I O O O O O O O O O I O O O O O Scheffe Results for Pairwise Canparisons of Kuwait Groups on Physical Fitness Tests (Boys and Girls) . . Kuwait Norms by Age and by Grade for Pull-Up: Boys (in "mmr) O O O O O O O O O O O O O O O O O O O O 0 Kuwait Norms by Age and By Grade for Sit-Ups: Boys (NunberinGOSeconds) ............... Kuwait Norms by Age and by Grade for Shuttle Run: Boys (in secondS) O O O O O C O O O O O O O O O O O O O 0 Kuwait Norms by Age and by Grade for Standing Long Junp: Boys (in Feet and Inches) . . . . . . . . . . Kuwait Norms by Age and by Grade for Standing Long Junp: Boys (in Centimeters) . . . . . . . . . . . . Kuwait Norms by Age and by Grade for SO-Yard Dash: BoysiinSeconds).................. Kuwait Norms by Age and by Grade for 600-Yard Run: Boys (in Minutes and Seconds). . . . . . . . . . . . Kuwait Norms by Age and by Grade for Flexed Arm Hang: GTFTS (in seconds) 0 O O O I O O O O O O O O O O O 0 Kuwait Norms by Age and by Grade for Sit-Ups: Girls (Nm‘mr 1" 6o secondS) O O O O O O O O O O O O O O 0 Kuwait Norms by Age and by Grade for Shuttle Run: Gir15 (1n secondS) O O O O O O O O O O O O C O I O 0 Kuwait Norms by Age and by Grade for Standing Long Junp: Girls (in Feet and Inches). . . . . . . . . . Kuwait Norms by Age and by Grade for Standing Long Junp: Girls (in Centimeters) . . . . . . . . . . . . Kuwait Norms by Age and by Grade for SO-Yard Dash: Gir1s (in seCONdS) O O O O O O O O O O O O O O O O 0 Kuwait Norms by Age and by Grade for 600-Yard Dash: Girls (in Minutes and Seconds) . . . . . . . . . . . xii 93 96 l45 146 147 148 149 150 151 152 153 154 155 156 157 158 Figure 5.l 5.2 5.3 5.4 5.5A 5.58 5.6 5.7 5.8 5.9 5.10 5.11 Comparisons of LIST OF FIGURES Mean Pull-Up Scores for Boys in the U. S. and Kwa‘t O O I O O O O O O O O O O O O O O 0 Comparisons of Girls in the Comparisons of in the U.S. a Comparisons of and Girls in Comparisons of and Girls in Comparisons of and Girls in Comparisons of and Girls in Comparisons of and Girls in Mean Flexed Arm Hang Scores for U.S.andKuwait............ Mean Sit-Up Scores for Boys and Girls nd Kwa‘t O O O O O O O O O O O O O O 0 Mean Shuttle Run Scores for Boys and the U08. and Kwait O O O O O O O O O 0 Mean Standing Long Junp Scores for Boys theU.S.andKuwait. . . . . . . . . . Mean Standing Long Junp Scores for Boys theU.S.andKuwait... . . Mean SO-Yard Dash Scores for Boys theU.S.andKuwait. . . . . . . . . . Mean 600-Yard Run Scores for Boys the U. 80 and Kwait O O O O O O O O O 0 Comparison of Mean Pull-Up Scores for Boys in Kuwait Groups Comparison of Mean Flexed Arm Hang Scores for Girls in Kuwait Gro Ups 0 O O O O O C O O O O C O O O O O 0 Comparison of Mean Sit-Up Scores for Kuwait Groups . . Canparisons of Groups . . . Mean Shuttle Run Scores for Kuwait 5.12A Canparison of Mean Standing Long Junp Scores for Kuwait Groups 5.128 Canparison of Mean Standing Long Junp Scores for Kuwait Groups xiii 75 76 77 78 79 81 82 99 100 101 102 103 104 5.13 Comparison of Mean SO-Yard Dash Scores for Kuwait Groups 0 O O I O O O O O O O O O O O O O O O O O O O I 105 5.14 Comparison of Mean 600-Yard Run Scores for Kuwait Groups 0 C O O O O O O O O O I O O O O O O O O I O O O O 106 O-IAF’TER I INTRODJCT ION Physical fitness. as one aspect of total fitness and a significant objective of the overall physical education program in Kuwait. is a means to an end; the end is the good of the whole individual. Physical fitness refers primarily to the body's physical condition. both anatomically and physiologically. It implies the ability to resist fatigue. to perform with an acceptable degree of motor ability. and to be able to adapt to a certain measure of muscular stress. For different reasons. religions such as Islam and Christian- ity admire and endorse physical strength. For example. the Prophet of Isl am. Mohammad (God bless and peace be upon him) said. "The strong believer is better and dearer to Allah [God] than the weak. but each has a goodness." In the Christian religion. the King James version of the Bible states. "The glory of young men is their strength. and the beauty of old men is the grey head" (Proverbs 20:29). Islamic traditions went further and encouraged participation in sports or athletics. Mohammad's successor. Orner. the second khalifa. or ruler. of Moslems. told the people. "Teach your children swimming. throwing. and horse riding." Mohammad himself competed even with his wife. Khadijah. in running events. On one occasion she won the race. and on the other he did. This demonstrates not only the engagement of males and females of that time in physical activities. but also the high level of fitness that was acquired by women to allow them to challenge their men and sometimes win. Many countries have recognized the importance of physical fitness for their people. and these countries are striving in one way or another to enhance fitness. Recently. the us. President's Council on Physical Fitness and Sports (1985) recommended more emphasis to improve the level of youth physical fitness because its 1985 survey indicated a low level of physical fitness among millions of youths in Anerica. Physical fitness levels of students. like intelligence levels. are important to everyone related to the educational process: admin- istrators. teachers. students. and parents. Administrators. as responsible decision makers and leaders. must be aware of all that occurs in the school system. Teachers should discover the strengths and weaknesses. both mental and physical. of the students in their classrooms. As test interpreters. teachers must inform students and parents concerning the significance of the test results. Students want to learn about their physical fitness level and the meaning of their own achievement as compared to that of others in their age group. Parents also become immensely interested in the performance level and standing of their children in relation to other children of the same age. Furthermore. Cooper (1970). in his BTW. indicated that there are many occasions when physical fitness testing is extremely useful (p. 27). He gave some examples showing that not only do testees and physical educators benefit from fitness results. but also physicians and coaches. who need to know their clients' levels of fitness before assigning them any physical activities. The results of comparisons in physical fitness. whether between students of different nations or between different groups in the same country. may help bring into focus more attention of edu- cators. parents. and others concerning the present physical status of their children. which may lead to more support for fitness programs. The results may also assist educators in planning and developing better physical education programs. Furthermore. such results may motivate and challenge the abilities of students to reach higher levels of physical fitness. which will be important to themselves. their families. their country. and the world community. W The purpose of this study was to establish national physical fitness norms by gender/age and gender/grade on each test for male and female students in Kuwait public (government) secondary schools and to compare these data with the results of high school boys and girls in the United States. as indicated by their performance on the American Alliance for Health. Physical Education. and Recreation (AN-IPER) Youth Fitness Test survey of 1975. The test items include: (a) pull-up for boys and flexed-arm hang for girls. (b) flexed-leg sit-up. (c) shuttle run. (d) standing long jump. (e) 50-yard dash. and (f) 600-yard run. This researcher also examined the differences in physical fitness among three groups of male and three groups of female students attending public secondary schools in the State of Kuwait. Each gender was categorized into the following three groups according to their nationalities and/or their school system: (a) Kuwaitis in the general system (KGS). (b) non-Kuwaitis in the general system (NKGS). and (c) Kuwaitis in the credit unit system (KCUS). Kuwait has realized the importance of education in the physical. mental. moral. and social development of her children. Since the 19405. Kuwait has placed the highest priority on the coun- try's educational system. Qualified personnel have been recruited and hired. and adequate facilities and equipment have been provided in every school. A sound physical education program has been developed. but national physical fitness norms for every age and grade by gender in public secondary schools have not as yet been established. and no comparisons have been made between any groups. With the construction of these norms. students will be compared and classified. their fit- ness status will be determined. and progress measured. Barrow and McGee (1979) wrote. If a test is accompanied by norms. its usefulness is enhanced. Its characteristics of average and range are known. A raw score of 16 is quite meaningless. but if that 16 falls at the 78th percentile or is equivalent to a T-score of 58. it becomes capable of comparisons and interpretations. (p. 45) The norms established in this study. as well as the results of the comparisons. will provide excellent means for more accurate evalu- ation of students' fitness levels and school 5' physical fitness pro- grams. The usefulness of such norms and comparisons as part of the overall physical education curriculum is unquestionable. £u.cp.oses_o.f_tb.e_s:tu.dx It was expected that the construction of national physical fitness norms for boys and girls ages 14-17 in the Kuwaiti public secondary schools. grades 9-12. comparing them with the United States survey standard from the same tests. and examining three groups of students in Kuwait would be of particular benefit to educators and students of Kuwait. Thus. the basic objectives of this study were to: 1. Establish national physical fitness percentile norms in Kuwait for all public secondary school students ages l4-17 by gender/age and gender/grade. 2. Compare the physical fitness of those students in Kuwait with the results of public high school boys and girls (ages l4-l7) in America. as indicated by their performance on the AN-IPER Youth Fitness Test survey of 1975. 3. Compare the mean differences in physical fitness among the following three groups of male and three groups of female students ages 14-17 attending public secondary schools. grades 9-12. in the State of Kuwait: (a) Kuwaitis in the general system. (b) non-Kuwaitis in the general system. and (c) Kuwaitis in the credit unit system. W The importance of this study was five-fol d. First. no pre- vious study of this kind has been conducted in Kuwait.1 Second. this study will provide baseline data for future surveys in Kuwait. Third. such information will be important for school administrators. super- visors. teachers. students. and parents. Physical educators will be able to perform their functions more effectively once they have a better understanding of the physical fitness level of the students. Students will better understand their ability and. it is hoped. be motivated. Parents will become more aware of and interested in their children's performance and in physical education. Fourth. recommenda- tions have been made in Kuwait by the Ministry of Social Affairs and Labor (1982) and by the Department of Physical Education and Scout- ing. Ministry of Education (1979). to conduct such a study by using the APHPER Youth Fitness Test. The former encouraged comparisons between students in Kuwait and America and between Kuwaiti and non- Kuwaiti students (p. 104). whereas the latter supported the establish- ment of national norms for each grade level in Kuwait (p. 47). Finally. the results of this study will also contribute to the pro- fessional literature in the field of education in general and physical education in particular. 1This was confirmed by (a) a thorough search of the literature conducted by this researcher to find any studies related to this area of concern. None was found; and (b) an interview. conducted by the researcher in January 1985. with the General Supervisor of Physical Education in Kuwait's Ministry of Education. In summary. it is apparent that. based on the preceding reasons. such a study is needed and important to evaluate. plan. and improve physical fitness programs in Kuwait schools. We The writer was particularly interested in establishing fitness norms in Kuwait secondary schools and in answering the following ques- tions: 1. How does the physical fitness of male and female public secondary school students ages l4-17 in Kuwait (1985) compare with that of their American (1975) counterparts? 2. Are there significant differences in physical fitness among the following three groups of male and three groups of female students ages l4-l7 attending public secondary schools in the State of Kuwait: (a) Kuwaitis in the general system. (b) non-Kuwaitis in the general system. and (c) Kuwaitis in the credit unit system? Besaaccbflpotbeses Based on the information collected in the review of litera- ture. and within the limitations of this study. the following hypothe- ses seemed warranted: Hypothesis_1: The physical fitness level of secondary school boys and girls ages 14 through 17 in Kuwait (1985) will not differ significantly from that of their counterparts in the United States (l975). as measured by the AAHPER Youth Fitness Test-~1975. in terms of the following items: (a) pull-up for boys and flexed-arm hang for girls--for judging arm and shoulder-girdle strength/ endurance; (b) flexed-leg sit-up--for judging efficiency of abdom- inal and hip flexor muscles; (c) shuttle run-~for judging speed and change of direction (agility); (d) standing long jump--for judging explosive muscle power of leg extensors; (e) 50-yard dash--for judging speed; and (f) 600-yard run--for judging cardio- vascular efficiency (endurance). W: The physical fitness level. as measured by the AN-iPER Youth Fitness Test (1975). will not differ sigiificantly among the following three groups of males and three groups of females ages 14 through 17 attending public secondary schools (grades 9-12) in Kuwait: (a) Kuwaitis in the general system. (b) non-Kuwaitis in the general system. and (c) Kuwaitis in the credit unit system. Limitations This study was limited as follows: 1. One of the chief limitations was the discrepancy in time between the adninistration of the test in the United States and in Kuwait. Whereas the American data were collected in 1975. the Kuwaiti data were collected in 1985. 2. The lack of the degree of psychological motivation that was e>diibited by the students in Kuwait and America during the testing sessions. Assumptions It was assumed that the following two factors did not affect the study findings: (a) the discrepancy in testing dates (1975 in America and 1985 in Kuwait) and (b) the climate (temperature. humid- ity. and wind) in each country during the testing periods. WW For the purpose of the study. this section provides approp- riate working definitions of the terms used. W: A group of several tests that were developed by the American Association for Health. Physical Education. and Recreation in l957 and revised in 1965 and 1975. for the purpose of evaluating specific aspects of physical status which. taken together. give an overall picture of the young persons' general fit- ness. Its items comprise pull-ups for boys. flexed-arm hang for girls. sit-ups. shuttle run. standing long jump. SO-yard dash. and 600-yard run for both genders. Agflity: The ability to change the body or body parts rapidly (Bungartner 8. Jackson. 1982. p. 215). W: A type of secondary education that offers both required and elective courses in each grade. 9-12. Physical education is among the required courses. with a half unit (three hours a week) designated for each of the eigit semesters (two semesters a year). Any student who fails a required course must take it again. Endumnce: The result of a physiological capacity of the individual to sustain movement over a period of time. Endurance is of two kinds. One is associated with strength. whereas the other is associated with the circulatory-respiratory systems. The two types are related. however (Barrow 8. McGee. 1979. p. 113). Win: The range of movement in a joint or a sequence of joints (Safrit. 1973. p. 204). W: A type of secondary education that offers only required courses in each grade. Most of these courses demand at 10 least minimum passing points for progression. whereas a few do not. such as physical education. which is presented in two 4S-minute periods a week for grades 9 and 10 and one period a week for grades 11 and 12. W: Those youths who attend public schools in the State of Kuwait and are citizens (subjects) of Kuwait. W: The ability to rel ease maximum muscular force in the shortest possible time. as in executing a standing long jump (Bungartner 8. Jackson. 1982. p. 243). W: Those youths who attend public schools in the State of Kuwait but are citizens (subjects) of countries other than Kuwait or those who have not been formally declared by the Kuwaiti government as Kuwaiti citizens. Nam: A scale that permits conversion from a raw score to a score capable of comparisons and interpretation (Barrow & McGee. 1979. p. 45). mm: The point at which a certain percentage of subjects scored above and below. regardless of the distribution of scores (Mathews. 1978. p. 60). Winn: 'Physical education. an integral part of the total education process. is a field of endeavor that has as its aim the development of physically. mentally. emotionally. and socially fit citizens through the medium of physical activities that have been selected with a view to realizing these outcomes" (Bucher. 1975. p. 22). 11 Wags: Physical fitness has been defined in many ways. but the more general definition. which seems to be most commonly used. considers it as "the ability to carry out daily tasks with vigor and alertness. without undue fatigue. and with ample energy to enjoy leisure time pursuits and to meet unforeseen emergencies" (Clark. 1971. p. 1). For purposes of this study. the term "fitness" was used interchangeably with physical fitness. W: A period of schooling planned especially for young boys and girls approximately 14 to 17 years of age. and involving grades 9 through 12. Speed: The capacity of the individual to perform successive movements of the same pattern at a fast rate (Barrow 8. McGee. 1979. p. 112). Strength: The capacity of the individual to exert muscular force (Barrow & McGee. 1979. p. 112). W: Those youths who. regardless of their nationalities. attend public schools in the United States. WWI: Those youths who. regardless of their nationalities. attend public schools in the State of Kuwait. Youth: Individual or time of life between childhood and maturity (Thesaurus of ERIC Descriptors. 1987. p. 267). Stnuctummlext This dissertation is arranged in six chapters. including this introductory one. Chapter II deals with the Kuwaiti educational system and its physical education program. Chapter III represents the 12 review of the literature for this study. The procedures employed to obtain the research data are described in Chapter IV. Chapter V consists of the findings of this survey. Chapter VI contains the summary. conclusions. and recommendations based on the results of this investigation. CHAPTER II THE EDJCATIONI‘L SYSTEM IN KUWAIT .lntnnfinctinn With her generous and peaceful people. her attractive and strategic location. and her economic wealth and manpower shortage. Kuwait has drawn many different people from the Arab region and around the world (see Table 2.1). In 1985. the non-Kuwaiti members in Kuwait reached 60% of the total population of li7rnillion. More details concerning Kuwait's inhabitants are shown in Table 2.2. Table 2.1.--Popu1ation of Kuwait. by region of origin (1980). Region of Origin Number Percent Kuwait 565.613 41.7 Other Arab countries 574.495 42.3 Asia 204.104 15.0 Europe 9.984 0.8 America 1.997 0.1 Africa 1.601 0.1 Other 158 0.01 Total 1.357.952 100.0 Source: Central Statistical Office. Ministry of Planning. KUwait. MW. 19th ed. (Kuwait: Al-Watan Press. 1982. I3 14 Table 2.2.--Population of Kuwait. 1985. Male Female Total Nationality Nunber Percent Nunber Percent Nunber Percent Kuw ai ti 337 .243 20 342.358 20 679.601 40 Non-Kuwaiti 627.333 37 388.194 23 1.015.527 60 Total 964.576 57 730.552 43 1.695.128 100 As part of the country's services to her dwellers. public secondary education in Kuwait presents a unique example of embracing a large number of expatriates. In the beginning of the 1984-85 school year. about 55% of the students in public secondary schools were non- Kuwaitis. In addition. the Kuwaiti government also subsi dizes many private institutions. Education in Kuwait. under the auspices of the Ministry of Education. is mandatory at the primary and intermediate levels. Public education is free for all Kuwaiti citizens and even for a large number of non-Kuwaitis. The state also provides school supplies. textbooks. and transportation. among other things. free of charge to all students. Kuwait has made remarkable progress in edUCati on. This prog- ress is pointed up by the rapid growth in the number of students. teachers. and schools in the last 40 years. The total number of students in public schools increased from 3.655 in 1945-46 to 354.803 in 1984-85. During the same period. the number of teachers increased 15 from 142 to 25.336. and the number of schools grew from 17 to 555. The cost per student per year rose from 293 Kuwaiti dinars (K.D.) ($967) in 1973 to K.D. 730 (52.409) in 1985.1 The expenditure of the Ministry of Education has been one of the highest among all ministries during the 19705. including the Ministry of Defense and National Guards or even the combination of both the Ministry of Public Health and the Ministry of Social Affairs and Labor. Kuwait has recognized that the "wealth" of the country does not lie just in her mineral. industrial. and commercial assets. but in educating her young people. As His Highness Sheik Jaber Al-Ahmed Al-Sabah. Head of the State of Kuwait. declared. "The best kind of investment is the preparation of our youth for the future." This serious interest is manifested in the following two clauses of the Constitution of the State of Kuwait (1962). Article 13: Education is a fundamental requisite for the progress of society. assured and promoted by the State. (p. 7) Article 40: Education is a right for Kuwaitis. guaranteed by the State in accordance with law and within the limits of public policy and morals. Education in its preliminary stages shall be compulsory and free in accordance with law. Law shall lay down the necessary plan to eliminate illiteracy. The State shall devote particular care to the physical. moral and mental development of youth. (p. 11) 10ne Kuwaiti dinar equaled $3.30 in January 1985. 16 Furthermore. the Ministry of Education's General Objectives of Education in the State of Kuwait (1976) summarized the comprehensive aims of education in Kuwait as follows: Providing suitable opportunities to assist the individuals in having an integrated overall development spiritually. morally. intellectually. socially. and physically to the utmost of their capacities and potentials in regard to the nature of the Kuwaiti society. its philosophy and aspirations. and in consideration of the Islamic principles. Arab heritage. and modern culture. in such a way as to realize a balance between the individual 5' self- realization and preparing them to participate constructively in the progress of the Kuwaiti community in particular. and the Arabic and international community in general. (p. 21) In Kuwait. pre-university education consists of four years of primary school. four years of intermediate school. and four years of secondary school. All education (grades l-12) in Kuwait is segre- gated. with parallel institutions for boys and girls. There were 249 private schools in Kuwait in 1984-85. with a total K-12 enrollment of 9197480 The Department of Private Education in the Ministry of Education is growing rapidly due to the large number of expatriate students attending schools in Kuwait. A11 private Arab schools. foreign schools. embassy schools. cultural institutes. and cultural bureaus are under the supervision of the Department of Private Education. The Ministry of Education supports private education by paying one-half of tuition expenses; it maintains strict supervision and control over all financial affairs at these institutions (Schmida and Keenun. 1983. p. 45). l7 Won The primary cycle in Kuwait lasts four years and is intended for children ages six through nine. In 1984-85. 127.007 children were enrolled in a total of 181 public primary schools. mm The intermediate or preparatory stage is a four-year cycle for children ages 10 through 13. Practical studies have been introduced at this level to complement more standard theoretical studies and include such subjects as decoration. electronics. electricity. engineering. industrial drawing. and commercial subjects. The Oxford Method of Teaching English has been introduced in almost all intermediate schools. ~Total public intermediate enrollment in 1984-85 was 121.791 students at 163 institutions. Preparatory-level religious education is available at the Religious Institute. which accepts students from either the general or religious primary programs. In 1984-85. 890 students were enrolled at the four Religious Institutes (three for boysiand one for girls). Parallel to this formal preparatory system is a relatively new program in Kuwait. which accepts intermediate-level students who are not performing satisfactorily in the general intermediate program. This parallel education program is intended to enable students to enter the labor force with certain vocational and technical skills after four years of study. In 1984-85. 227 male students were enrolled in the parallel program. 18 WW Secondary education is a four-year cycle for children ages 14 through 17 and consists of two systems. or patterns: general and credit unit. Warn. All students in the general system follow a common curriculum for the first two years. including Islamic educa- tion. Arabic language. English language. mathematics. science. prac- tical and technical studies. physical education. art. and home economics. At the beginning of the third secondary year. students are streamed into the literary and scientific tracks; literary-track stu- dents emphasize English. Arabic. French. and social studies in addition to the above subjects. while scientific-track students concentrate on English. math. and science. In 1977-78. the Council of Ministers implemented a decision to make military education during the third secondary year a requirement for graduation from the secondary stage. For boys. this includes 107 hours of Military Training. Tech- nical Services. and Guidance and Information. Girls are required to take 100 hours of First Aid and Nursing. In addition to public secondary schools. there were 24 government-approved Arabic private schools. as well as 19 non-Arabic private secondary schools during 1984-85 for the children of Anglo- Nnerican. Indian. Pakistani. and other professionals working in Kuwait. The grading system in Kuwaiti general secondary schools is based on a numerical scale with a maximun and minimum number of 19 possible points for each subject. Examinations are given during the school year in all subjects. The closer the mark obtained to the maximum score. the higher the student's grade. A separate yearly record of each of the four secondary years is available for each student. The fourth year in this system is the most important one because a student has to pass a standardized final examination in each subject except physical education for both genders and home economics for girls. Marks from earlier years are not cumulative. Those who have failed up to three subjects must retake the exam three months later. Upon successful completion of the exam. the student is awarded the final secondary certificate. .Cned1t_unjt_systam. In the late 19705. a new credit unit (credit hour/unit) system was introduced in technical institutes and higher education. as well as at the secondary level. The academic year in the secondary credit unit system. according to the Department of Tests and Student Affairs. Ministry of Education. Kuwait (1980-81). is divided into two lS-week sessions and a seven-week summer session. Classes which meet five hours a week (10 hours weekly in the summer) receive one unit of credit. and those meeting three hours a week (6 hours weekly in the summer) receive one-half unit of credit. Success- ful completion of at least 40 units is required for graduation from secondary school. with the various units distributed. according to the student's program. between common curriculum. track requirements. sup- plementary requirements. and electives. 20 Evaluation of student performance is done on a continuous basis throughout each term. in addition to midterm and final exams. The grading system is as follows. Grading System Score (5) Grade Points Remark 90-100 A 4 Excellent 80- 89 B 3 Very Good 70- 79 C 2 Good 60- 69 D 1 Pass 0- 59 F 0 Fail Anyone who fails a required course must take the entire course as well as the exam over again. If an elective is failed. a student may retake the same class or a different one of his choosing. Grades are averaged by multiplying the number of units for each class times the points earned. adding these products. and dividing the sum by the total number of units. At the end of four years. a second- ary certificate is awarded if the student has maintained an averageof at least 1.5. The student's final grade point average and correspond- ing final grade and score are written on the certificate. Final scores and their equivalent grades and grade point averages are indi- cated on the following page. 21 Final Grade Point Averages Score (2) Grade Grade Average 80- 89 B 2.50-3.24 70- 79 C 1.75-2.49 66.67- 69 D 1.50-1.74 The school year for each student is determined by the numbers of credit units that were successfully passed. as shown below. IHIEUJLUnits__, eSchool YaaL_LGLadeI Less than 10 1 (9) 10-19 2 (10) 20-29 3 (11) 30 or more 4 (12) In 1984-85. a total of 81.620 students were enrolled in 100 public secondary schools. with 5.091 students (2.165 boys and 2.926 girls) in eight credit unit schools (three for males and five for females) and 76.529 students (41.213 boys and 35.316 girls) in 92 general schools (50 for males and 42 for females). EhJ51nal.£dunatinn_1n_fiu1ait Physical education is an important part of the educational process in Kuwait. It is not a "frill" or an "ornament" tacked on to the school program as a means of keeping children busy. It is. instead. a vital part of education. The term "physical education" refers to the process of education that concerns activities that develop and maintain the human body. Through a well-directed physical education program. children develop skills for the worthy use of 22 leisure time. engage in activities conducive to healthful living. develop socially. and contribute to their physical and mental health. In brief. physical education plays an important part in achieving the educational objectives. Whether living in America. Kuwait. or another country. children and adults are involved with movement--getting their bodies into action. Movement is the medium through which physical education achieves its objectives. Movement offers people an avenue for fun. recreation. physical fitness. sociability. emotional release. communi- cation. exploration. and healthful growth. Movement is a medium for educating people with regard to their physical. mental. emotional. and social development. Kuwait's serious commitment to take good care of her young- sters is obvious in two provisions of its constitution. Article 10 states: "The state cares for the young and protects them from exploi- tation and from moral. physical. and spiritual neglect." Article 40 emphasizes that the State shall devote particular care to the physi- cal. moral. and mental development of youths. W The physical education program in Kuwait is developed to guarantee maximum development of the child at each age level. This program. according to the 1975-76 Bulletin of the Kuwait Ministry of Education's Physical Education Department. has the following objectives: 23 Development of maximum physical fitness (strength. endurance. flexibility. speed. power. and agility). Improvement of motor movement or sport skills. Encouragement of creativity and awareness of body positions in relation to space with understanding of different body move- ments. Development of the social and emotional aspects. (p. 4) ContentLoLbesicaJflucation The recent physical education program in Kuwait contains some different physical activities at each school level. Each grade and gender has its own activities as follows: 1. Elementary level. grades 1-4 A. Boys' activities a. Movement education b. Team sports (mini-basketball and mini-soccer) c. Track and field events (running. throwing. long and high jump) d. Gymnastics 6. Table tennis B. Girls' activities a. Movement education b. Team sports (mini-basketball and mini-volleyball) c. Track and field events (running and long jump) d. Gymnastics 9. Physical or aerobic exercises with music Intermediate level. grades 5-8 A. Boys' activities a. Team sports (soccer. basketball. volleyball. and field handball) b. Track and field events (80- and loo-meter dash. relay races. shot put. and long and high jump) c. Gymnastics d. Racketball 24 B. Girls' activities b. c. d. Team sports (basketball. volleyball. and field handball) Track and field events (80- and lOO-meter dash. relay races. shot put. and long and high jump) Gymnastics Physical or aerobic exercises with music 3. Secondary level. grades 9-12 A. Boys' activities a. b. C. Team sports (soccer. basketball. volleyball. and field handball) Track and field events (short- and long-distance running. relay races. hurdling. shot put. and long. high. and triple jump) Gymnastics B. Girl 5' activities a. b. c. d. Team sports (basketball. volleyball. and field handball) Track and field events (short-distance running. relay races. hurdling. javelin and discus throw. shot put. and long and high jump) Gymnastics Physical or aerobic exercises with music Although physical education is required in all grades. K-12. it does not demand minimum passing points in any one except in grades 9-12 of the secondary credit unit system. Furthenmore. more time is devoted to physical education in each grade of those secondary credit unit schools compared to other schools. including the general second- ary level. ImplementatioLoLEhstcaLEducatim The Kuwaiti program of physical education in grades 1 through 12 is implemented basically through three means: 25 1. Class activities. which are considered the major part of the physical education program. Through the lessons. which are taught by certified physical education teachers. the main objectives can be fulfilled for all ability and age levels. At least one physical education period per week is offered in every grade. K-12 (see Table 2.3). 2. Intramurals. which are designed and supervised by physical education teachers to allow the pupils voluntarily to organize and participate in physical activities that satisfy their needs. These activities take place during the school day among pupils of the same grade level and other grades within the same school. 3. Interscholastics. which are organized by the physical education supervisors to let talented individuals at the same level compete after school in various individual and team sports. These meetings help youths improve their skills and fitness. enhance their understanding of and respect for rules and regulations. and get wider experience from their interaction with students fran other schools. 26 Table 2.3.--Number of physical education periods per week in the Kuwaiti public schools. Physical Education Physical Education School Level Grade Periods/Week Minutes/Period Kindergarten 40 K-1 1 K-2 1 Elementary 40 l 3 2 3 3 3 4 2 Intermediate 45 5 2 6 2 7 1 8 1 Secondary (General system) 45 9 2 10 2 11 l 12 1 (Credit unit system) 50 9 3 10 3 ll 3 12 3 CHAPTER III REVIEW OF RELATED LITERATURE Introduction Physical fitness is important to optimal health. Its contribution to positive physical and mental health is obvious. Physical fitness is considered the basis for dynamic and creative activity. Undoubtedly. every individual has a need for fitness for living. According to Getchell (1983). people need physical fitness programs for two fundamental reasons. "Fi rst. vigorous exercise results in muscular and cardi orespi ratory health. Second. and more generally. physical fitness enhances the capacity to enjoy life fully" (p. 12). He added that The fit person adjusts to increased physical demands and returns to a normal state more quickly than the unfit person. A physi- cally fit heart beats at a lower rate and pumps more blood per beat at rest. Keeping fit can help people to do a day's work with ease. meet most emergencies. and extend their recreational activi- ties. Being physically fit provides the robust health and the available excess energy needed to fully appreciate the joys of life. Simply put. it means doing more with quality. (pp. 13-14) Unfortunately. human beings have grown increasingly sedentary with the advancement of technology. Adoption of this new life style has resulted in a new category of disease. termed hypokinetic (dis- eases resulting from the lack of exercise). which is directly or 27 28 indirectly the result of physical inactivity and includes coronary heart disease. hypertension. obesity. anxiety and depression. and lower-back problems (Pollock et al.. 1978. p. 26). Medical. military. and educational research data have substantiated the evidence of a decline in fitness due to sedentary living (Dean. 1964). The five sections of this chapter deal with contributions of ancient nations to physical education. history of tests and measure- ments in America and Kuwait. components of physical and motor fitness. from the Kraus-Weber to the AA-IPER Youth Fitness Test. and nationality comparisons. ContmbuttnnLomentJatinns tLEDILsicaLEducation From the earliest times to the present. either directly or indirectly. physical activity has played a part in the lives of all people. Sometimes this activity has been motivated by the necessity for earning a livelihood. whereas in other instances it has resulted from a desire to live a fuller life. The objectives of physical education have changed over the course of history. so that at present they are directed at the better development of human beings. not only physically but also emotionally. socially. and intellectually. Bucher (1979) wrote. The civilizations of ancient Ewpt. Assyria. Babylonia. Syria. Palestine. and Persia mark a turning point in the history of physical education. Whereas the objectives in China and India had stressed religious and intellectual matters. these countries were not restricted by a static society and religious ritual. 0n the contrary. they believed in living a full life. Therefore. all types of physical activity contributed to this objective. It is 29 in these countries that physical education also received an impetus from the military. who saw in it an opportunity to build stronger and more powerful armies. (p. 95) Physical education experienced a "golden age" in ancient Greece. It was a vital part of the education of every boy in the country. Gymnastics and music were considered the two most important subjects. Music was for the spirit. and gymnastics was for the body. No country in history. Bucher (1979) stated. has held physical educa- tion in such high respect as did ancient Greece. The national festivals were events that were most important in the lives of the Greeks and were also important in laying the founda- ti on for the modern Olympic games. which are conducted every fourth year in various parts of the world. The latest Olympics were held in summer 1984 in Los Angeles. California. and the next. the Twenty- Fourth Olympiad. will be organized in Seoul. South Korea. in 1988. Such Olympic games were first introduced in 776 8.0. in Olympia. Greece. to honor the Greek god Zeus. The games continued every fourth year thereafter until abolished in 394 AD. by Theodosius. an early Christian emperor of Rome. However. they were revived in 1896 by Baron Pierre de Coubertin and were held in Athens. Greece. With respect to physical education in ancient Rome. many Romans believed that physical exercise was good only for health and military purposes. Their soldiers used to follow a rigid training schedule that consisted of such things as marching. running. jumping. swimming. and throwing the javelin and discus. The Roman Empire fell in 476 A.D.. and historians list many causes for its breakdown. The 30 most outstanding cause. according to Bucher (1979). was the physical and moral decay of the Roman people. He noted that the lesson was borne out in Rome. as it has been in many civilizations that have fallen along the way. that for a nation to remain strong and endure. it must be physically as well as morally fit. HistcmLotlestLanLMeasncements in.Amar:i.ca.and_Kunait A brief survey of the history of tests and measurements in the United States and Kuwait will aid in appreciating the efforts of the professional predecessors and afford a better understanding of this feature of the physical education profession. The measurement of man dates back to ancient civilization and is the oldest form of measurement. In Egypt. for example. the length of the middle finger was considered a common measure of all body proportions--for instance. five finger lengths to the knee. ten to the pubic arch. and eight to the length of the arm reach (Barrow & McGee. 1979. p. 18). The testing and measuring movements in physical education in America is a little over 100 years old. whereas it is less than ten years old in Kuwait. The testing movement in America began in 1860 with the work of Edward Hitchcock at Amherst in the science of anthropometrics. In the beginning. most of Hitchcock's measurements centered on such factors as height. weight. age. reach. girth. vital 31 capacity. and some strength items. These measurements were repeated on the students at Amherst so that progress and gain could be shown. To the work of Hitchcock was added the efforts of Dudley Allen Sargent. Starting in 1880. Sargent devised more than 40 dif- ferent measurements of the anthropometric type and used them with his students at Harvard. From these measurement results. he attempted to present a type of norm of the typical or the ideal man and woman. In addition. through the use of these measurements. he attempted to pre- scribe a program of exercise for each student. His efforts to promote wider interest incl uded the publication of a manual on meas- urement and testing. He also wrote articles for publication in jour- nals. His system was adopted for use in both the public schools and colleges. These measurements emphasized symmetry. and size and norms were established for each group with charts to show how each indi- vidual compared with the norm (Barrow & McGee. 1979. p. 19). Measurements have shifted from the emphasis on anthropometric to fitness tests. Barrow and McGee (1979. p. 187) divided the history of measurements into the following nine periods. running from 1860 to the present: 1. Anthropometric measurenents 1860-1890 2. Strength tests 1880-1910 3. Cardiovascular tests 1900-1925 4. Athletic ability tests 1900-1930 5. Social measurements and intangibles 1920- 6. Sport skill tests 1920- 7. Process evaluation 1930- 8. Knowledge tests 1940- 9. Fitness tests 1940- 32 In 1941. at the outbreak of World War II. a large number of physical fitness tests. which included pull-ups. push-ups. running. and sit-ups. were developed by every branch of the American armed forces (Mathews. 1979. p. 22). The Army. Air Force. Navy. Navy Avia- tion. Hacs. and Waves devised fitness tests with appropriate norms. A number of other such tests were developed for school and college groups (Barrow 8. McGee. 1979. p. 23). The AN-IPER test. according to Mathews (1978). is one of the most recent developments in the area of measurement (p. 22). The first national physical education measurement study in the Kuwaiti educational system was initiated in 1979 by the Department of Physical Education and Scouting. Ministry of Education. It was intended to determine the effect of the physical education curriculum on the physical fitness of male and female students. grades 10 and 11. in the Kuwaiti public secondary schools. The original APHPER Youth Fitness Test (1958) was used. Since then. only one other national physical fitness survey has been conducted in Kuwait. The survey was undertaken in 1982 by the Ministry of Social Affairs and Labor. which supervises and financially supports all Kuwaiti public sports organizations (youth centers and amateur clubs) as part of the Ministry's responsibility. The study dealt only with Kuwaiti students. ages 9. 11. 13. 15. and 17. The findings indicated that Kuwaiti boys possessed an acceptable level of physical fitness. but that level could not be determined exactly unless compared with the results of American surveys. The 33 strength. agility. and endurance of the Kuwaiti boys were considered low (p. 103). CmpcnentutibxsicaJJndJntnLEitness Physical fitness is only one component of total fitness of the individual. which includes mental fitness. spiritual fitness. emo- tional fitness. and social fitness. Total fitness is really a capac- ity for living. The terms "physical fitness" and "motor fitness." according to Baumgartner and Jackson (1983). are often used interchangeably. but motor fitness is actually the broader concept. including both physical fitness and motor-ability factors (p. 242). On the contrary. Barrow and McGee (1979) considered motor fitness a more limited phase of physical fitness. They stated that since motor fitness is limited in its scope. it becomes a less elusive quality and can be defined more easily than total fitness or physical fitness. They defined motor fitness as a readiness or preparedness for performance. with special regard for large-muscle activity without undue fatigue. Motor fitness concerns the capacity to move the body efficiently with force over a reasonable length of time (p. 119). Safrit (1973) wrote. In several physical education texts. physical fitness is differ- entiated from motor fitness in that motor fitness includes abili- ties that are not components of physical fitness (Johnson 8. Nelson. 1969; Mathews. 1969). According to these authors. physi- cal fitness reflects cardiorespiratory fitness. (pp. 203-204) 34 In Chapter 9 of her Wuhan. Safrit (1973) intended not to differentiate between motor fitness and physi- cal fitness. The same attempt was made by the present writer. In a survey of physical education literature. little agreement was found on definitions of such terms as "motor fitness." "general motor ability." "motor educability." and "physical fitness." All of these terms represent constructs. and the meaning of each depends on the factors that are included within the construct. A construct is a theoretical idea that explains and organizes some aspect of existing knowledge. The term "physical. fitness" is a construct in which the factors may include such items as cardiorespiratory efficiency. dynamic strength. balance. flexibility. and so forth. One basic problem is the inability to determine what factors of human perform- ance are critical in each construct (Verducci. 1980. p. 279). To aid the individual in developing a personal definition of physical fitness and to aid in developing a better understanding of the nature of physical fitness. Corbin et a1. (1981) divided the components of physical fitness into two groups: 1. Health-Related Fitness Terms. which include: a. Body Composition--The relative make-up of the body in muscle. fat. bone. and other vital parts. b. Cardiovascular Fitness--The ability of the circulatory systen to supply fuel (most importantly. oxygen) during sustained physical activity. c. Flexibility. d. Muscular Endurance. 9. Strength. 35 2. Skill-Related Fitness Terms. which include: a. Agility. b. Balance--The maintenance of equilibrium while stationary or moving. c. Coordination--The ability of use the senses. such as sight or hearing. together with the body parts in perform- ing motor tasks smoothly and accurately. d. Power 6. Reaction Time--The time elapsed between stimulation and the beginning of the reaction to it. f. Speed. (p. 7) It is possible. according to Corbin et a1. (1981) to possess any one of the previous physical fitness elements in varying degrees because physical fitness is a combination of several aspects rather than a single characteristic (p. 8). Barrow and McGee (1979) stated that some of the physical fitness factors are more dominant than others. Table 3.1 shows the components of both physical and motor fitness. as indicated by different writers. Most scholarly discussions of physical fitness. according to Safrit (1973). have broken down each component of fitness into subcomponents. which are discussed in the following paragraphs. .Stnength: Strength has been divided into at least three subcomponents: (a) static strength. which can be measured by the hand dynamometer; (b) dynamic strength. such as the military press in weight lifting; and (c) explosive strength. or power. as in the long or high jump. 36 s m c w ._ o a o ._ m o o .ouo» _ x o ac.305;p o _ x >uacaou¢ o _ x co_uaxo_oc 50.:un350cao: o N x x as.“ co_uuoo¢ Q ~ x x co_u_n -oosou roan _ x _ x oc.eeum u x x m x x x x x coco—on o a x x x x cots—9.000 co.:un:loc:oz . x o x x x x x x >Louec_nnoc T>coua_:uL_u a x x x x m x x x x x >u.._o< : x x x x a x x x x vooam : x x x x w x x x x x x Colo; : x x x x c x x x x x x x x >u__.a.xo.m : x x x x a x x x x x x x x cue-cancu m x x x a x x x x x x x x syntacum :3: SR: SR: 28: 2mm: 28: :8: 88: :3: :3: :3: 3mm: _e.oh Jan—u «rogue: onwwmm“ cunnuwmhsun .muo» ENMMWCM o_wwno“”ou u_cuom uzozue: “HMch __oguuou >oxcocm uca3>oz acocoa50u among—u Logo: mmocu.u .mu.m>zm .mcocuam “cocoum_v >0 voucoaoc no mnocu_& coupe pee _oo_m>zn co mucocanOU--._.m o_ao» 37 .Muscula£_EnduLance: Two types of muscular endurance have been identified: (a) static endurance. as in holding a heavy object; and (b) dynamic endurance. Van Huss and Huesner (1970) subdivided dynamic muscular endurance into the following three subclassifications: (a) short (short duration. high intensity). as in the 25-yard sprint; (b) medium (medium duration. moderate intensity). as in the 440- or 880- yard dash; and (c) long (long duration. low intensity). as in distance running. Elexibility: Fleishman (1964) referred to two types of flexibility: (a) extent flexibility refers to the ability to extend or stretch some part of the body as far as possible in various directions. and (b) dynamic flexibility involves the ability to make repeated flexing or stretching movements. This type of flexibility consists of three subdivisions: (a) speed of limb movement. (b) speed of change of directions. and (c) running speed. Sigerseth (1970) recommended determining flexibility by meas- uring the movement of body segnents in degrees. The flexorneter is an instrument that can be used in a school situation. Balance: Fleishman (1964) isolated three types of balance in his schema: (a) static balance. the ability to maintain body equi- librium in some fixed position; (b) dynamic balance. the ability of an individual to maintain balance while perfonning some task; and (c) balancing objects. balancing an object for a given period of time. 38 Safrit (1973) also stated that due to the large number of subcomponents of physical fitness. the measurement of total fitness is extremely difficult. Evaluation of fitness. she added. should be made with these subcomponents in mind (p. 208). The primary difficulty in constructing a test of physical fitness is that many components of fitness cannot be adequately measured by any single test. For example. Harris's (1969) study indicated that flexibility is not a single general characteristic of the entire human body. but rather is specific to single body segments (Safrit. 1973. p. 231). Numerous tests have been designed to measure fitness. Most of them are similar in design and measure similar factors. The AAHPER Fitness Test. according to Safrit (1973). has been the most widely used (p. 120). IflxmLi1uLlO3uut1EflEnLixLi1uLJMtfiiiliflnfliLifliuuufiLilnfl: W In the last 45 years or so. considerable attention has been given to physical fitness testing. As mentioned earlier. a number of tests were developed for the U.S. armed forces and college and school groups. accompanied with nonms. Comparisons between children of different nationalities in overall physical fitness have been of growing concern. particularly since 1953 when Kraus and Hirschland (1954) compared the minimum muscular fitness of 4.264 American public 39 school children between the ages of 6 and 16 years with their counterparts of the combined 678 Austrians. 1.036 Italians. and 1.156 Swiss. Six items composed of special movements were used to appraise the strength of trunk muscles and flexibility of trunk and hamstring muscles. The results were that 57.9% of the Americans failed the test. whereas only 8.7% of the Europeans failed. The researchers concluded that insufficient exercise may have caused this decrease in muscular fitness levels below the minimun necessary for daily living. Two years later. Noguchi (1956). who could not understand why American children should be inferior to European children. decided to find out what results Japanese children would show on the Kraus-Weber tests. He found that the percentage of failures on the flexibility test in Japan was only 3.3%. This meant that the Japanese children were more flexible than American and even European children. The author believed that the six tests were greatly affected positively or negatively by the index of leg length/height. "Therefore." he stated. "it is very difficult to compare the test results of the different races with their different body constitutions" (p. 20). In 1958. Kelliher (1960) conducted Kraus-Weber tests in East Pakistan with a total of 2.325 Pakistani male and female school chil- dren ranging in age from 5.5 to 16 years. The results were compared with reports of the original tests in the United States and Europe. The findings revealed that Pakistani children were less able than European children to pass the six test items but were somewhat better than Anerican children. 1.0 The validity and adequacy of the Kraus-Weber test was questioned. This led the American Association of Health. Physical Education. and Recreation to develop a test of their own. known as the AAHPER Fitness Test (Dean. 1965). WWW As a result of the Kraus-Weber studies of the physical fitness status of American and European children. a national conference was called in 1956 by United States President Dwight Eisenhower to consider the fitness of American youths. Following this meeting. the AAHPER held a conference to determine specific steps for physical fitness improvement of American youths. In 1957. a special committee of the AAHPER Research Council developed the original test battery of seven tests. including pull-ups. sit-ups. 40-yard shuttle run. 50-yard dash. standing long jump. 600-yard run-walk. and a softball threw for distance:| The following criteria were considered by the committee in selecting the seven (new six) items of the AAHPER Youth Fitness Test: tests that were reasonably familiar and required little or no equip- ment; could be administered to boys and girls (except for pull-ups); could be given to the entire age range of grades 5-12. measured different components of fitness. and would allow sel f-testing by the students. Ilhe softball throw was eliminated in the 1975 revision. 41 Baumgartner and Jackson (1982) stated. "The original seven- item battery. selected logically. was assumed to be a valid measure of strength. endurance. agility. and proficiency in running. jumping. and throwing. The test items proved on many occasions to be reliable" (pp. 243-44). The correlation among the six test items was low. If it were high. there would be no point in giving six tests--one or twoiwould suffice. This test was the first ever developed by the physical educa- tion profession for which national norms were determined. The result of the first national survey conducted in 1957-58 with 8.500 boys and girls in grades 5-12 showed that the young people in the United States were not as physically fit or vigorous as they should be. Two sets of percentile-rank norms were developed and published in 1958 in the AAHPER Youth Fitness Test Manual. One set of norms was based on age/gender and the second set on the Neilson-Cozen Classifi- cation Index. a means of grouping individuals according to age. gen- der. height. and weight. This classification was omitted from the revised 1976 manual as research indicated that age is a more valid criterion (AAHPER. 1976. p. 10). Writing on the establishment of norms. Barrow and McGee (1979) stated. "Age and sex [gender] are usually the two essential classifications" (p. 45). Comparisons between scores of youngsters in other countries and those of the United States children showed that the latter were not as physically fit as children of some other lands in the qualities 112 measured. These test results became an incentive to improve physical education programs throughout the United States. In 1965. a second fitness survey was conducted. The flexed arm hang*was substituted for the modified pull-up for girls because of the greater reliability in test administration. and new norms.were developed. The data of this survey showed. in almost all instances. better results than the 1958 scores. but the level of physical per- formance was not encouragingly high. In 1975. a third survey was conducted. In this survey. the softball throw was eliminated on the grounds that it involved skill to a large extent while the prime purpose of the battery of tests is to determine fitness. Bent-knee sit-up for one minute. which is a more accurate measure of the abdominal muscle. replaced the unlimited straight-leg sit-up. and two Optional runs were added--a one-mile or nine-minute run for children ages 10-12 years and a 1.5-mile or 12- minute run for those over 12 years of age. Thus. the latest test battery consists of the following six test items: 1. Pull-ups for boys; flexed arm hang for girls 2. Bent-knee sit-up for one minute 3. Shuttle run of 40 yards (TO-yard distance) 4. Standing long jump 5. SO-yard dash 6. 600-yard run or the alternative run: l-mile or 9-minute run for ages 10-12 or 1.5-mile or lZ-minute run for children ages 13 or 01 der ‘13 The 1975 norms for girls indicated a significant improvement in average scores in comparison with the 1965 data on the following tests: 13-year-olds--long jump and 600-yard run; l4-year-ol ds--flexed arm hang. long jump. and 600-yard run; lS-year-ol ds--600-yard run; l7-year-ol ds--600-yard run. The 600-yard run average time for lO-year- old girls was not as fast as the 1965 average. None of the other comparisons yielded a statistically sigiificant difference (5% level). The comparison of the boys' scores for 1975 did not yield a statistically significant improvement at any age level on any test. In one instance. the long jump for 14-year-ol ds. there was actually a decrease in performance. No statistical comparisons between the 1958 data and the 1975 test results were made because in almost all instances the 1965 data were better than the 1958 scores. Recently. the 1985 President's Council on Physical Fitness and Sport School Population Fitness Survey was compared with the results of the 1958. 1965. and 1975 AAHPER studies. Only four test items that remained identical in all four surveys were compared. These tests were the shuttle run. 50-yard dash. and long jump for both genders. plus pull-ups for boys and flexed arm hang for girls. The 1985 find- ings disclosed that no dramatic differences seemed to have occurred in any of these years--1965. 1975. or 1985--with the exception of sig- nificantly poorer scores in 1958. It was concluded that there is still a low level of performance on important components of physical fitness by millions of American youths. All The AAHPER Fitness Test is used as the basis for the Presiden- ti a1 Fitness Award Program. Children who score above the 85th percen- tile on all six items of the AAHPER Fitness Test. according to the most recent national norms. qualify for the award. Winners receive a certificate suitable for framing. a decal. and an emblem. The program was established in 1966 to honor boys and girls who demonstrate exceptional physical achievement. It was designed to (a) motivate boys and girls to develop and maintain a high level of physical fitness. (b) encourage good testing programs in schools and communities. (c) stimulate improvement of health and physical educa- tion programs. and (d) provide additional information on the physical condition of American youths (WW Eitnass._and_SD.or:ts. 1980. p. 432). It has been estimated that the AMER Fitness Test has been administered to millions of youngsters by physical education teachers and youth agencies (AAHPER. 1976. p. 10). The test has also been used in many foreign countries and the results sometimes compared with those of the American surveys. NationalitLCarnnanisnns Some comparisons have been made between the physical fitness scores of American children and youngsters of other countries by using the AAHPER Youth Fitness Test or some of its items as an evaluative instrument. Many comparative test results have confirmed that Americans indeed were lacking in physical fitness. In one of these studies. (ampbell and Pohndorf (1961) compared the physical fitness of 45 American and British children. They administered the AA-IPER test to over 10.000 British boys and girls. The researchers found British youngsters to be far superior to American boys on all fitness items except the softball threw for distance. British girls also outdid their American counterparts. Furthermore. the British girls showed superiority in performance over American boys at ages 10 through 13 years on their mean scores on five of the test items. It was also reported that Anerican girls tended to retrogress with age. Knuttgen (1961) tested 319 male and 134 female Danish school children using the original AAHPER test and compared their results with the American students. He found that more than 50% of Danish girl 5' and boys' scores exceeded the Nnerican averages in all events except the softball threw for boys. When the results were total ed within the percentile groups. irrespective of events. the total results showed that 86% of the 792 girl 5' scores and approximately 70% of the 21.162 scores of boys were in the upper 50%. Knuttgen assumed the difficulty of identifying the causes for the differences. but he reasoned the following three general differences between the life of the Dane and that of Anerican children: 1. There is. by necessity. more activity in the daily life of the Danish chil d. 2. There is a distinct difference in school physical educa- ti on programs. 3. There appears to be a much higher interest in sports participation in Dermark than in the United States. 46 Ikeda (1961) compared the physical fitness of children ages 9 to 12 years in Iowa and in Tokyo. Japan. by using the Iowa Test of Motor Fitness. The test battery included sit-ups. standing broad jump. shuttle run. forward bend. dash. and grasshoppper for both genders. as well as the bent arm hang for girls and pull-ups for boys. This study showed that the Japanese groups surpassed the Iowa groups on all but one item. sit-ups. On the bent arm hang and sit-ups for girls. the forward bend for boys. and the grasshoppper for both boys and girls. age seemed to have no effect on motor performance. In his review of literature. Ikeda (1961) wrote that Noguchi and Yoshida discovered in their 1959 study that the Japanese children surpassed American children in the original APHPER test except in sit- ups. but the two groups were equal in the 50-yard dash and the soft- ball throw. Bowers (1961) compared Burmese males and females (aged 15 to 17) with the American norms. The study showed that. on the average. American girls in each age group were superior to Burmese girls in the flexed-arm hang. sit-ups. softball throw. 50-yard dash. and shuttle-run events. In the standing broad (long) jump event. Burmese girls of each age group were superior. In only the 600-yard run were l6-year-old American girls significantly better. In the comparisons between boys. the test revealed a significant answer in favor of American boys in the sit-up and softball-throw events. In the pull-up event. the Burmese boys' data revealed significant results for each age group. This was also true in the standing broad jump for ages 15 ‘47 and 17. The 16-year-old American boys showed a significant figure in the shuttle-run event. In the 50-yard dash. the American l7-yeaPold boys revealed a significant figure. The test for the 600-yard run/ walk indicated that the American 16- and 17-year-old boys were ahead in this event. Carter's (1975) study indicated that Bidwell Junior High School boys (grades 7. 8. and 9) in California were superior to their counterparts at the Warragul Technical School in Australia in the following areas: (a) muscular endurance in the arms' shoulder girdles (measured by pull-ups). (b) muscular power of the leg extensors (tested by the standing long jump). (c) speed (judged by the 50-yard dash). and (d) cardiovascular endurance (determined by the 600-yard run). In 1977. Anyanwu compared the performance of American and Nigerian youths on a few of the activities used in the AAHPER test battery. The following selected test items were set out: shuttle run and 45-meter (SO-yard) dash for both genders. plus pull-ups for boys and flexed arm hang for girls. It was found that on the shuttle run the Nigerian boys. ages 11 and 12. and girls. ages ll-l4. did better than their U.S. counterparts. whereas the U.S. boys. ages 14-17. and girls. ages 15-17. scored better than their Nigerian counterparts. In the 45-meter dash. the Nigerian boys and girls scored lower than their American counterparts at all age levels. 11-17. The Nigerian boys on the pull-up and girls on the flexed arm hang outscored their American counterparts at every age level. 11-17. The differences of 48 the youths in both countries on pull-ups and the flexed arm hang. according to Anyanwu. could be attributed to the different hand grip on the bar. Americans used an overhand grasp. as described in the AAHPER Test Manual. whereas the Nigerians used an underhand grasp (palm facing the subject's face). Whel an (1977) compared the physical fitness of l6-year-old school boys in Dublin. Ireland. with that of their counterparts in the United States by using the AAHPER Youth Fitness Test Battery. The author concluded that: 1. The 16-year-old school boys in Dublin were significantly less physically fit than Americans of a similar age. 2. The physical fitness level of 16-year-old school boys in Dublin was approximately the same as that reported for l6-year-old boys in the first American fitness survey conducted in 1958. Testing the performance of the Morobe boys in Papua. New Guinea. while using the original seven items of the AAHPER Youth Fitness Test. Brandt (1981) found that the mean scores of the Morobe boys in the shuttle run. pull-ups. softball throw. and sit-ups at all three grade levels. four. five. and six. and also in the 50-yard dash at grade six. were significantly lower than the mean scores of Ameri- can boys of the same age. However. the mean scores of the Morobe boys in the standing long jump at the grade five and six levels and in the 600-yard run/walk at the grade four and five levels were significantly higier than the mean scores of American boys of the same ages. In the standing long jump at the grade four level. the 50-yard dash at the 49 grade four and five levels. and the 60-yard run/walk at the grade six level. there was not a significant difference between the mean scores of the Morobe boys and the mean scores of the Anerican boys. Another comparison was also made in this study by using the Morobe 50th percentile scores. The 50th percentile scores for the Morobe boys in the sit-up. shuttle run. and softball threw for all three grades. the 50-yard dash for the grade four and six boys. and the pull-ups for the grade four boys compared with a range of percentiles from the 15th to the 40th for the American boys on the same test items. However. the 50th percentile scores for the Morobe boys in the standing long jump and the 600-yard run/walk at all three grade levels. the pull-ups at grade five and six levels. and the 50- yard dash at grade five level compared with a range of percentiles from the 50th to the 60th for the American boys on the same test items. Shrida (1981) compared the level of physical fitness among school children in Basrah. Iraq. and norms on the AAHPER Youth Fitness Test. 1975. He found that the Iraqi children in Basrah had perform- ance means that in an absolute sense exceeded the American norms 15 times. The increment was statistically significant six times: boys' sit-ups (age 10). 91 rls' sit-ups (age 10). girl 5' shuttle run (ages 10 and 11). boys' 50-yard dash (age 10). and gi r1 5' 600-yard run/walk (age 10). In general. the American children performed better than the Iraqi children in most of the physical fitness exercises. In general. 50 boys outperformed girls and 01 der children outperformed younger children. However. these relationships were not all monotonic. nor did they apply in every instance. Lately. Barbanti (1982) established norms for Brazilian school children. ages 6 to 14 years. from scores achieved on selected physi- cal fitness tests and compared them with the American norms rel eased in 1980 for the AMPERD Health Related Physical Fitness Test. He found that American boys and girls. in general. had higier scores on the sit-and-reach test. modified sit-up test. 50-meter dash test. and standing long jump test. Brazilian children had higher scores on the nine-minute run test than did American children. In Hashem's (1982) study. comparisons of mean performance scores in physical fitness were made between the 15- and l6-year-ol ds of the same gender and nationality. and between American and Kuwaiti citizens from Santa Clara. California. and Kuwait City. Kuwait. schools. respectively. Twenty-five subjects were used in each cell. and only three fitness items were selected for each gender. These items were pull-up for boys and flexed arm hang for girls. and bent- knee sit-ups and standing long jump for both genders. No significant difference (p > .05) was found between the age groups of the same gender in each country. On the standing long jump. no significant difference was found between the Kuwaiti and American boys. but a significant difference was detected on the pull-ups and sit-ups. The girls of the two countries. Kuwait and U.S.. were significantly different on all three test items. It was concluded that the physical 51 performance level of 15- and l6-year-old Kuwaiti males and females was below the American levels except on the long jump for males. where the difference was not significant. Ten of the preceding studies included ages 14 through 17. To summarize the number of compari sons between the Americans on one hand and youths from other countries on the other. the four ages. 14 through 17. were combined as one group according to gender and test item. From the total of 220 comparisons. 113 (51%) times were in favor of the other countries combined. whereas 90 (41%) times were in favor of the American youths. and 17 (8%) times were equal. Other countries' youths exceeded in pull-ups for boys. flexed arm hang and 600-yard run for girls. and long jump and sit-ups for both genders. Americans of both genders outperformed on the 50-yard dash. and Ameri- can boys did better on the shuttle run. The two youth groups. Ameri- can and other countries. were even on the shuttle run for girls and the 600-yard run for boys. In other words. youths of other countries. ages 14 through 17 combined. generally possessed stronger arm muscles. abdominal muscles. and leg power. American children excelled in speed. The strength and weakness of each group can be inferred better when the results of the conparisons are surmarized. as in Table 3.2. Table 3.2.--Sunmary of nunber of conparisons in fitness between 52 American youths and those fron a combination of other countries (combined ages 14-17). Sig. Difference Test Item Gender Total For Other For No Sig. Countries American Diff. Pull-ups Boys 22 15 7 0 Flexed arm Girls 21 12 7 2 hang Sit-ups Boys 15 8 6 1 Girls 16 8 7 1 Shuttle run Boys 19 8 9 2 Girls 19 9 9 1 Standing Boys 17 10 5 2 longjunp Girls 18 ll 6 l 50-yard dash Boys 21 8 ll 2 Girls 20 8 11 l 600-yard run Boys 17 8 8 1 Girls 15 8 4 3 Total Boys 111 (100%) 57 (51%) 46 (41%) 8 (7%) Girls 109 (100%) 56 (51%) 44 (40%) 9 (8%) Grand total Both 220 (100%) 113 (51%) 9O (41%) 17 (8%) CHAPTER IV PROQDJRES The basic objectives of this study were to (a) establish national physical fitness norms for public secondary school students ages 14 through 17 in Kuwait. (b) compare these data with the results of a similar American survey reported by the AAHPER in 1975. and (c) compare the physical fitness of three groups of male and female stu- dents ages 14 through 17 attending Kuwaiti public secondary schools. The research methods and procedures employed in the study are explained in this chapter. They are presented in seven sections: travel. population description. procedure. pilot study. test adminis- tration. review of the collected data. and statistical analysis. Icaxel The researcher made one trip to Kuwait to organize and direct the test procedures for this study. EonuJatinLDescription The sample size for this study was 6.502 or 8%. of the total public secondary school students in Kuwait. The subjects included 3.374 males (1.959 Kuwaitis and 1.415 non-Kuwaitis) and 3.128 females (2.085 Kuwaitis and 1.043 non-Kuwaitis) in both general and credit unit systems (see Table 4.1). The general rule. according to Berg and 53 51) Table 4.l.--Student population and sample of the two Kuwaiti public secondary school systems (1984-85). Credit Unit General System Systen Total Population 41.213 (95%) 2.165 ( 5%) 43.378 (100%) (42%K/58%NK) (99%K/1%NK) (44%K/56%NK) Male Sample 2.593 (77%) 781 (23%) 3.374 (100%) (45%K/55%NK) (100%K/0%NK) (58%K/42%NK) Sanple % 6 36 8 Population 35.316 (92%) 2.926 ( 8%) 38.242 (100%) (42%K/58%NK) (98%/2%NK) (47%K/53%NK) Female Sample 1.974 (63%) 1.154 (37%) 3.128 (100%) (48%K/52%NK) (99%K/1%NK) (67%K/33%NK) Sanple % 6 39 8 Population 76.529 (94%) 5.091 ( 6%) 81.620 (100%) (42%K/58%NK) (98%K/2%NK) (45%K/55%NK) Total Sample 4.567 (70%) 1.935 (30%) 6.502 (100%) (46%K/54%NK) (100%K/0%NK) (62%K/38%NK) Sanple % 6 38 8 Key: K = Kuwaitis. NK = Non-Kuwaitis. 55 Gall (1979). is to use the largest sample possible (p. 194). This principle was taken into consideration in this study. The larger the sample. the more likely are its mean and standard deviation to be representative of the population mean and standard deviation. As a typical sequence. and also for time and financial sav- ings. two-stage cluster sampling*was used to select the subjects in Kuwait. The clusters or sampling units were the schools and then the classrooms (homerooms). whereas the elements were the students. Since the numbers. ages. and nationalities of students per classroom varied. the actual sample size and subgroups depended on the classrooms that happened to be selected. According to Kish (1965). cluster samples are generally selected with stratification because stratification has more advan- tages for cluster than for element sampling (p. 164). With this in mind. all of the 92 general public secondary schools in Kuwait were classified according to location (governorate)/gender. whereas the eight credit unit schools were grouped by gender only because of their limited numbers and locations. (One male and three female credit unit schools were located in the capital. whereas the two remaining such schools for each gender were located in the Hawali governorate.) Next. depending on the number of students and classrooms. at least one school was drawn randomly with replacement from each category. then classrooms were selected. and then all the students within those selected classrooms were tested except those with medical or other reasonable excuses. 56 Four-stage cluster probability sampling was used in America for the AAHPER Youth Fitness survey of 1975 (WM; catimu_Re.ccaati.on._and_Dance. 1977. p. 31). In Kuwait the sampling goal was two-fold: (a) to draw ran- domly about 7% of the classrooms (containing about 4.500 students) by grade from the male and female secondary schools of each governorate (educational area) to represent the general system. and (b) to draw randomly about 50% of the classrooms (including about 2.000 students) by grade from the male and female credit unit schools. The final grand sample from both systems yielded 11% of the classrooms and 8% of the student population in the Kuwaiti public secondary schools (see Table 4.2). In addition to grouping the selected students by grade and gender (Table 4.3). they were also categorized by age and nationality according to their school system and gender (Table 4.4) for the pur- poses of this study. The age categorization was based on each subject's chronological age at his/her last birthday. The few l3-year-old students were included with age 14. and those over 17 years old were combined with age 17. All statistics concerning the student population in Kuwait that were mentioned in this section were obtained from the Department of Planning. Ministry of Education. Kuwait. 1984-85. 57 .m_oo;um osu soc. voc_muno mm: ecum>m m_:u c. meoomem_u mo confine oghm m Nam.» 0N9..m .. mmN m.o.N .N .N cc. .aeo» .awo» m NN..N NsN.mN N. as. NNN.. .N o. N: o.osoa acute N sNN.N NNN.Ns .. ms. oNN.. .N .. mm u..: 3 mm mm... .83... ms 2. 3N mN m o .30» m w. an em... on.N N: .N Nm. 8 m m 220... .38 u m on .mN mm..N Nm as am co. N m o.~x 2.. o Nom.s mNm.eN N me. NNN.N e. m. Nm .meoh a st.. o.N.mm N MN Nmo.. N. N N: o.~eo. .muo» m mam.N m.N..s N am owN.. a. N om 0.»: e ems ems... N SN sen s. N s. .meoN o smN mme.s N 0. mm. N. . o o.msoa «Leas m can N.m.a N s. ..N N. . w «.mx 9 m 3N mmm. m. N N .N.. o. N 8 .33 m m Nmm mm... a N N. Na. .. . m 22...... .352 m o mNs ooN.N N m. mNN m . .. o.mz 1. o aNm.N mNm.N: N mm .mN.. m. m s: .maoe m SNo.. soo.oN N .s Nam m. N oN o.~sua ._az~: N oom.. Nms.NN m mm ems .N m :N «.mz m NNm mm..m N .N NmN .N m a. .meoh m msN .Nm.s a m ms. mN N N o.m2oa .m..aou N sNN SNo.s a N. Nm. s. . N u..: » o_aemm .02 w o-asmm .02 N o_aEmm .oz coocou cameo: Edum>m mucoeaum «soccmmm_u m_oo;om -co>oo .oo:um .Amm-:mm_v Loecum can .co_umuo_ .Eoumxm >a mucovaum cam .mEOOcmmm_u .m_oo;um >cmccouom u__n:a u_m3:x mo o_aemm vcm co_um_:a0a--.~.a 0.9mh Table 4.3.--Population and sample of classrooms and students of 58 Kuwait in public secondary schools by grade and gender (1984-85). Classroons Students Grade Gender Popu- Sample Popu- Sample lation Sample % lation Sample % Male 498 47 9 16.727 1.185 7 9 Female 429 .41 10 14.836 1.022 7 Total 927 88 9 31.563 2.207 7 Male 357 36 10 11.360 866 8 10 Female 305 30 10 9.569 689 7 Total 662 66 10 20.929 1.555 7 Male 285 36 13 8.490 799 9 11 Female 276 40 14 8.032 841 10 Total 561 76 14 16.522 1.540 9 Male 240 26 11 6.801 524 8 12 Female 229 33 14 5.805 576 10 Total 469 59 13 12.606 1.000 8 Grand Male 1.380 145 11 43.378 3.374 8 Total Female 1.239 144 12 38.242 3.128 8 Total 2.619 289 11 81,620 6.502 8 59 Table 4.4.--Student sample by age. gender. school system. and nationality (1985). Age (in Years) Total 14 15 l6 l7 .Malfi General system Kuwaiti 120 I95 258 605 1.178 Non-Kuwaiti 215 327 348 525 1.415 Subtotal 335 522 606 1.130 2.593 Credit unit system Kuwaiti 138 184 187 272 781 Non-Kuwaiti -- -- -- -- -- Subtotal 138 184 187 272 781 TOTAL 473 706 793 1.402 3.374 female General system Kuwaiti 126 208 201 405 940 Non-Kuwaiti 129 239 283 383 1.034 Subtotal 255 447 484 788 1.974 Credit unit system Kuwaiti 144 217 306 478 1.145 Non-Kuwaiti l 5 2 l 9 Subtotal 145 222 308 479 1.154 TOTAL 400 669 792 1.267 3.128 GRAND TOTAL 873 1.375 1.585 2.669 6.502 60 Erncannne To test the students and to get the assistance of educational personnel in Kuwait. it was necessary to request and to obtain the Ministry of Education's approval and support (see Appendix A) since all of the public schools are state managed and controlled. Upon receiving approval. the following steps were taken: 1. Obtaining appropriate information from the selected schools concerning the number of cl assroorns in each grade. the nunber of physical education teachers. equipment and supplies. facilities. and so forth. 2. Selecting and assigning 17 physical education supervisors. nine males for boys' schools and eight females for girls' schodls. almost one supervisor for each school. to supervise the test adminis- tration. 3. Assigning the female head supervisor of the girls' secondary level. acting general physical education supervisor for girls. to assist the investigator in following up and meeting the female physical education supervisors and teachers. while the researcher assumed that responsibility with the male supervisors and teachers. Even though this senior supervisor was experienced in the adninistration of such types of physical fitness tests. the researcher met her and explained in detail the test items with the required procedures and then supplied her samples of the recording forms and a copy of the instructions for administering the AAHPER Youth Fitness Test (1975) in Arabic (see Appendix C). translated by the researcher and verified by two college 61 educators with English. physical education. and test experience to be an excellent and accurate version (see Appendix D). The English copy of the AAHPER test instructions is presented in Appendix E. 4. Meeting with the male and female physical education super- visors and head teachers. and then with teachers from the selected schools (see Appendix B). to be informed by the investigator and his assistant of the project's aim. nature. and procedures for adninister- ing the different test items. The proper execution of each of the six test items was demonstrated. and a copy of the test administration. in Arabic. was supplied to everyone. In addition. all head teachers of the selected schools were handed envelopes that contained students' personal forms. class composite records (see Appendix C). and the selected classrooms to be tested in their schools. The figures of each of the six fitness tests. as shown in the test manual. were printed on 10" x 14" orange or yellow cards. These cards were also given to the head teachers to demonstrate them near the testing areas to serve as visual aids. 5. Notifying the designated departments to assure that at least four physical education teachers were available in every selected school. (All but a few of the selected schools had an appropriate number of teachers. Those few were found to have three teachers each; therefore. one extra physical education teacher from a neighboring school was assigned to each of those schools.) Tests were adminis- tered and results recorded by 155 physical education teachers (86 males and 69 females) as part of their duties. 62 6. Ensuring that each selected school had at least the fol- lowing equipment (if not. it was ordered from the Ministry of Education's stores and workshops): (a) chinning bar; (b) four stop watches; (c) a measuring tape with inches. feet. and yards; and (d) four wooden blocks measuring four inches in length by two inches in depth and two inches in width. The test administration procedures indicated the use of these apparatus. 7. Deciding on testing the students by the physical education teachers during the hours from 7:30 a.m. to 1:30 p.m. in regularly scheduled physical education class sessions between March 16 and March 31. 1985. 8. Administering the pilot study. .Ellnt_5tud¥ According to Borg and Call (1979). the pilot study not only serves all purposes of the usual tryout. but provides additional knowledge that leads to improved research (p. 70). In this study. the pilot study was carried out during the third week of February 1985 in one male and one female public secondary school that were not selected for the study. This choice left the selected schools to have equal testing opportunities. About 30 students. the average class size. from each school served as the subjects. Physical education teachers implemented the tests with the directions of a female supervisor for the girl's school and the investigator for the boy's school. The objectives of the pilot study were to: 63 1. Investigate the most suitable and efficient areas. and also the most efficient means ofrnarking and setting up the test apparatus. 2. Get feedback from the subjects. teachers. and supervisors. 3. Obtain ideas. approaches. and clues not foreseen before the pilot study. 4. Determine the time needed for conducting the tests. 5. Determine the appropriate number of personnel needed for this study. 6. Check the adequacy of test apparatus. .Iest_Adm1nist£at19n At the beginning of each test period. the classroom physical education teachers described and then demonstrated each item. explained the rules. and answered any relevant questions. All of the participating students were given a suitable warm-up before the testing. As mentioned earlier. the tests were not given to those students with medical and other reasonable excuses. At least four physical education teachers were assigned to each test period to administer the tests and record the results. Teachers used printed personal fitness record cards to record the students' personal and test data. After the tests were completed. the students' data were transferred to cl ass composite record sheets to facilitate subsequent shipment and data entry into the computer. Both records contained the student's school. grade. name. gender. birthday. age. nationality. and the raw scores on the six fitness test 64 items. Sample forms. which include Arabic and English versions for ease of use in Kuwait and America. are presented in Appendix C. The following four tests for each gender were performed in the gymnasium: (a) pull-up for boys and flexed ann hang for girls. (b) sit-up. (c) shuttle run. and (d) standing long jump. The other two tests. 50-yard dash and 600-yard run. were given out of doors. on the school athletic fields. The test instructions as described in the AAHPER Youth Fitness Test Manual (1975) and as translated into Arabic were followed. .Baxisn_n£_tha_flnllantan_0ata All collected personal data cards and class composite record sheets were reexamined. one by one. by the researcher. Upon finding any missing or inaccurate information. the researcher contacted the appropriate schools for completion of the data. Although the test- preparation and data-gathering procedures were exhausting. the experience was rewarding. and the educational personnel. administra- tors. and physical education teachers (see Appendix G) were entirely supportive and cooperative. StatisticalJnalysis The data were taken to the Computer Center at Michigan State University. where they were entered into the computer. The researcher then rechecked all of the computer printouts with the originals. and all necessary corrections were made. Employing the Statistical Package for the Social Sciences (SPSS Manual. 1975). means. standard 6S deviations. and cumulative frequencies. among other statistics. were generated. From the cumulative frequencies. norms in terms of every fifth percentile for male and female students ages 14 through 17 attending Kuwaiti public secondary schools (grades 9 through 12) were established for each fitness test item. Using the means and standard deviations. the physical fitness scores of the youngsters in Kuwait and America were compared. Dif- ferences between the means of the two countries were calculated by using a t-test for independent (or unrelated) samples. Forty-eight comparisons were applied. Each of the six tests for each age and gender was compared separately. The level of significance was set at .05. and the significance of each t-val ue was determined by referring to the table for critical values of 1 (Glass & Hopkins. 1984. Table C. p. 530). One-way analysis of variance (ANOVA) was used to test the equality of means in physical fitness among the following three groups of male and female students ages 14 through 17 attending public secondary schools in Kuwait: (a) Kuwaitis in the general system. (b) non-Kuwaitis in the general system. and (c) Kuwaitis in the credit unit system. With these three groups in each category. 48 ANOVA tests were requested for the six fitness tests in four age groups and two genders. The .05 significance level was used for each hypothesis test. assuming that all three comparable populations of scores were normally distributed and had the same variance. Whenever the F-test of the ANOVA was found to be significant. which means that at least 66 two group means were not equal. Scheffe as a post-hoc. or a posteri- ori. mul ti pl e—compari son procedure was used to detect where signifi- cant differences existed. The Scheffe method was used because it has advantages of simplicity. appl icability to groups of equal or unequal size. and suitability for any comparison. whether making all possible pairwise or several compound comparisons. It is also the most conser- vative test. That is. it is less likely than other tests to show differences as significant (Glass 8. Hopkins. 1984. p. 382; Hays. 1981. p. 433; Pedhazur. 1982. p. 296). From all of these analyses. the basic questions implied by the research hypotheses could be answered. The findings are presented and discussed in detail in Chapter V. G'IAPTER V RESEARO-l FINDINGS The findings of the data analyses are reported in this chap- ter. while the Kuwaiti national physical fitness norms in terms of every fifth percentile by gender/age and gender/grade on each test are presented in Appendix F. The findings are related to the research hypotheses proposed in Chapter I. In addition to the establishment of national norms. the writer's next concern was to compare the physical fitness levels of male and female public secondary school students ages 14 through 17 in Kuwait with the results of high school boys and girls in America. as indicated by their performance on the AAHPER Youth Fitness survey of 1975. The American scores. which included means and standard deviations by age and gender on each test item. were obtained from Dr. Guy Reiff. who worked with the late Paul Hunsicker. both of the University of Michigan. in conducting the 1975 American national fitness survey. The Kuwaiti data for this study were collected in 1985. Finally. comparisons in physical fitness were made between three groups ofrnale and three groups of female students ages 14 through 17 attending public secondary schools in Kuwait. 67 68 The American Alliance of Health. Physical Education and Rec- reation (AAHPER) Youth Fitness Test was used to measure the physical fitness of male and female students in both countries. Kuwait (1985) and America (1975). The test included six items: (a) pull-ups for boys and flexed arm hang for girls. (b) sit-ups. (c) shuttle run. (d) standing long jump. (e) SO-yard dash. and (f) 600-yard run. WW . The physical fitness level of secondary school boys and girls ages 14 through 17 in Kuwait (1985) will not differ significantly from that of their counterparts in the United States (1975). as measured by the AAHPER Youth Fitness Test--1975. in terms of the following items: (a) pull-up for boys and flexed-arm hang for girl s--for judging arm and shoul der-girdle strength/ endurance; (b) flexed-leg sit-up--for judging efficiency of abdom- inal and hip flexor muscles; (c) shuttle run--for judging speed and change of direction (agility); (d) standing long jump--for judging explosive muscle power of leg extensors; (e) SO-yard dash--for judging speed; and (f) 600-yard run--for judging cardio- vascular efficiency (endurance). Generally. to test the difference between the means of two independent samples by using the t-test requires that the populations have a normal distribution and that the variances in the population are equal. Fortunately. much research has revealed. according to Glass and Hopkins (1984). that the violation of the assumption of normality has almost no practical consequences in using the t-test (p. 237). Therefore. for this study. it was assumed that the population dealt with had a normal distribution. Whether the variances of the population were equal or not can either be assumed equal. especially when the two sample sizes are equal or approximately so. or calculated by means of an F-test. Although it was customary in the past. it is 69 no longer such a common practice. according to Weinberg and Goldberg (1979. p. 321) and Glass and Hopkins (1984. p. 364) to run a test on the equality of population variances before using a t-test on two populations. These authors agreed that the t-test is essentially unaffected by minor violations of its assumptions. especially when n] = "2. But Glass and Hopkins (1984) advised testing the equality of population variances before a t-test when there is good evidence that the populations are normally distributed and n] and n2 are quite unequal. Furthermore. in case of doubt. according to Snedecor and Cochran (1967). it is better to avoid the assumption that o] = 02 (p. 116). As the number of subjects in each pairwise comparison of this study differed and as certainty preferred. the equality of population variances for every two comparable means. in this part. was examined by F-test (F = ST/SQZ. where S2I is the hypothesized larger variance). using a significance level of alpha = .05. The F-values are shown later in this section with other descriptive data. Then. depending on the homogeneity or heterogeneity of each designated pair of sample variances. either a pooled or an alternative t-test was applied. A pool ed t-test (sometimes called a simple or true t-test) was used to compare those couples of sample means with equal variances. while an alternative t-test was employed for those with different variances. The formulas for those t-tests were: a. pooled t-test: — _ — (Anl-I)S2 + (n -I)s2 - le/ I 2 2 I I (n—I-‘I' —) nl+n2-2 n2 70 b. alternative t-test: t' = 7] - Yzl/ST/n] + g/n2 in which t or t' ratio of differences between means i' = mean of sample 52 = variance or squared standard deviation of sample n = nunber of subjects in sample The computed values of t or t' were compared with the crite- rion t-values in the statistical tables. in order to test the null hypothesis that the means of the samples were equal. All of the 48 comparisons. for two genders. four ages (14 through 17). and six tests. indicated that the public secondary school students of Kuwait scored significantly’(p < .05) lower than their counterparts in America. The results of both pooled and alternative t-tests. plus F-values. are tabulated and presented in Table 5:1 for boys and Table 5.2 for girls. These differences. as illustrated in Figures 5.1 through 5.7. were not only statistically significant. but also practically meaningful. in general. as they appeared to the researcher. Accordingly. the null hypothesis (Ho) of this part was rejected in favor of the alternative hypothesis (H1) at the alpha = .05 level of significance for all four age/gender cells in each test. The researcher concluded that there was a statistically significant difference between the mean scores of male and female public secondary 71 N00.0.- 0N.. N... 000.. 0N.. 00.0. 0N0 0.. 0.0 N. 00N.0- 0.0.. NN.. 00N .0.. 00.0. 0.0 0.. 0.0. 0. .00...- NN.. 0... N0N 0... 00.0. 000 0.0 0.0. 0. ..u... 0...N- 0N.. 0N.. 000 0N.. 00.0. N00 0.. N.0. 0. 00. 0.00000 0N0.N. 00.. N... 000.. N0.00. 00.N0 000 0.NN 0.00 N. 000.0. .N0.. NN.. 00N 0N.00 00.N0 0N0 0.00 0..0 0. 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Mandamus-Mai: : The physica‘l fitness 'leve]. as measured by the AN-IPER Youth Fitness Test (1975). wii'l not differ significant'ly among the foi'lowing three groups of ma'les and three groups of fema'l es ages 14 through 17 attending pub'lic secondary schools (grades 9-12) in Kuwait: (a) Kuwaitis in the general system. (b) non-Kuwaitis in the genera] system. and (c) Kuwaitis in the credit unit system. To test this hypothesis. one-way ANOVA was used for each of the three comparab‘le groups. Then whenever the null hypothesis was rejected. that is. not a'l'l of the three popu'lation means were equal. the Scheffe post-hoc (after the fact) mu] ti pie comparison method was fo‘liowed to investigate which groups had different popu'l ation means from which other groups. A totai of 48 ANOVA tests (two genders x four ages x six fitness tests). with three different groups in each PNOVA procedure. inc] uded 144 comparisons (72 for each gender). Of those 48 ana'lyses. 4] (85%) rejected the nu'l] hypothesis of equal popuiation means. To compi ete the ana‘lysis. the Scheffe test was performed on each of those significant ANOVA resu'lts. This post-hoc test yiei ded 76 statisticai'ly significant differences (30 for boys and 46 for 91 r'Is) out of 123 pairwise conparisons (54 for ma‘les and 69 for femaies). For each physica'l fitness item. the data were anaiyzed. Then. upon examining a‘li boys' and 91 r] 5' results. their MOVA and Scheffe tests were tabu'l ated. Finaiiy. comparisons of the averages among the 84 three groups in each gender and age were displayed pictorially according to fitness test. An overall summary precedes specific findings for each test item. imam .ans. In general. Kuwaiti boys in the Credit unit system performed better than the other two groups. Of 30 statistically significant differences. 16 were in favor of Kuwaitis in the credit unit system. 0f the remaining 14 differences. 8 were gained by Kuwaitis in the general system and 6 by non-Kuwaitis. In most age groups. Kuwaiti boys in the general system outperformed Kuwaitis in the credit unit system in pull—ups and the 600-yard run. The non-Kuwaitis in the general system also outran the Kuwaitis in the other system in the 600-yard run. and the Kuwaitis in the credit unit system outdid the other two groups in the general system in sit-ups. These differences mean that the arm strength and endurance of Kuwaitis in the general system and the endurance of non-Kuwaitis in the same general system were better than those of students in the other system. The Kuwaitis in the credit unit system had stronger abdominal muscles than the other two groups. 51:15. Kuwaiti girls in the credit unit system not only surpassed the other two female groups in the general system in most (32 or 70%) of the 46 comparisons. but also no other group signifi- cantly outperformed them. The non-Kuwaitis surpassed only the KUwaiti girls within the same general system in the remaining 14 comparisons. 85 whereas the Kuwaiti girls in the general system never evidenced superiority over any other group. Most of the statistically significant differences among groups in Kuwait did not seem practically important. especially among males. For example. the difference of one or two pull-ups between two groups was not factually meaningful. but the statistical analysis revealed that difference to be valuable. The overall test results with the specific findings for the three groups of males and females in each age. l4 through l7. and each fitness test item are presented next. W W In the pull-ups test for boys. the global ANOVA was significant three times (that is. for age groups l4. l6. and l7. but not 15); therefore. three Scheffe procedures followed up and showed five significant differences. Frequently. Kuwaiti boys in the general system dominated the pull-ups test. They outperformed the Kuwaitis in the credit unit system at ages l4. 16. and 17; they outdid the non-Kuwaitis in the general system at ages l6 and 17. W In the flexed arm hang for girls. the ANOVA was significant for ages M. 15. and H. but not for 16. The Scheffe test determined the following reliable differences: l. Age l4--Kuwaiti girls in the credit unit system exceeded the other two groups. 86 2. Ages l5 and l7--Non-Kuwaiti girls scored higher than Kuwaiti girls of the same general system. 5.11212:- 1. Boys: An overall ANOVA specified three significant differences for boys ages l5. l6. and 17. but not 14. The Scheffe test identified six differences. In each of these three age categories. Kuwaitis in the credit unit system accomplished more sit- ups than did the other two groups of boys in the general system. No differences were found between the Kuwaiti and non-Kuwaiti boys in the general system. 2. Girls: For each of the four age groups. the ANOVA showed significant differences. The Scheffe follow-up showed eight signifi- cant results. two in each age classification. This test reveal ed that Kuwaiti girls in the credit unit system were superior in sit-ups to both Kuwaitis and non-Kuwaitis in the general system at all ages. 14 through l7. No differences were found between the two groups in the general system at any age level. W- 1. Boys: Significant differences in the shuttle run for boys were found by the ANOVA test at each age level except l6. The post- hoc procedure indicated five reliable differences. At age 14. non- Kuwaiti boys in the general system scored better than Kuwaitis in both systems. The lS-year-old non-Kuwaitis were also faster than the Kuwaitis in the same general system. At age l7. Kuwaiti students in the credit unit system outran the other two groups in the general 87 system. The worst boys' scores in the shuttle-run test were demon- strated by Kuwaitis in the general system. 2. Girls: The ANOVA was significant four times. one for each age. 14 through 17. Four Scheffe tests highlighted ten differences. Eight of the ten significant results. two in each age group. were in favor of the Kuwaitis in the credit unit system as compared to the Kuwaitis and non-Kuwaitis in the general system. In addition. the non-Kuwaitis at ages 15 and 17 ran faster than the Kuwaitis in the same general system. finding—1.0119431119- l. Boys: In the standing long Jump for boys. the ANOVA results indicated two differences. one for age l6 and the other for age 17. Three significant differences were found by the Scheffe method. Kuwaiti boys in the credit unit system outJumped both the non-Kuwaitis at ages 16 and l7 and the Kuwaitis in the general system at age 17. In the standing long Jump. as in the sit-ups. the Kuwaiti and non-Kuwaiti boys in the general system did not differ. as the statistical tests indicated. 2. Girls: Each of the four ANOVA procedures. one for each age. revealed significant differences among the girl 5' groups in the standing long Jump. The follow-up tests indicated seven statistically significant differences. The non-Kuwaiti girls at each age. 14 through 17. Jumped farther than their Kuwaiti counterparts in the same general system. At ages l5. l6. and l7. the Kuwaiti girls in the credit unit system performed better than the Kuwaitis in the general 88 system. The Kuwaiti girls in the general system were behind the other groups at most age levels. W11. l. Boys. The group mean scores of males at all ages. except 17. were not equal in the SO-yard dash as tested by ANOVA. Applying the Scheffe after-the-fact procedure. four significant differences were noted. Kuwaitis in the credit unit system outran their Kuwaiti counterparts at ages l4. 15. and 17. as well as the non- Kuwaitis at age l4 in the general system. 2. Girls. Afll four ANOVAs were significant in the 50-yard dash for girls. Also. all pairwise comparisons were significant for each age group. as specified by the Scheffe test. In all instances. Kuwaiti females in the credit unit system ran faster than the other two groups at every age. 14 through 17. Furthermore. the non-Kuwaitis of all ages performed better than the Kuwaiti girls in the same gen- eral system. The Kuwaitis in the general system had the lowest per- formance. mm. 1. Boys. The ANONA.was significant four times in the 600- yard run for boys. Within the age groups. seven comparisons were statistically significant. as revealed by the Scheffe procedure. At each age. l4 through l7. the non-Kuwaiti boys outran the Kuwaitis in the credit unit system. The Kuwaitis ages l4. l5. and 16 in the general system exceeded the Kuwaitis in the other system. Stated 89 differently. the Kuwaitis in the credit unit system were the slowest among the boys in the 600-yard run. 2. Girls. The three group means within each age were not equal at ages T4. 15. and l6 according to the ANOVA tests in the 600- yard run for girls. More specific comparisons among the means were demonstrated by the Scheffe procedure. Five comparisons were signifi- cant. as the post-hoc test revealed. Kuwaiti females ages 14 and TS in the credit unit system outran their Kuwaiti counterparts in the general system. They also ran faster than the non-Kuwaitis in the other system at age M. The non-Kuwaitis at ages l5 and T6 performed better than the Kuwaitis in the same general system. Finally. the Kuwaiti girls in the general system were behind the other two groups in the 600-yard event. One unusual case appeared for girls age 17 in the 600-yard run. That is. even though the ANOVA test showed a sig- nificant difference between at least two groups. the Scheffe. as a conservative post-hoc method. could not discover where the differences occurred. All the observed F-values of the one-way ANOVA and other statistical outcomes for the Kuwait groups are shown in Table 5.3 for boys and in Table 5.4 for girls. The results of the Scheffe proce- dures for pairwise comparisons of each gender. ages l4 through 17. that followed the ANOVA tests are tabulated and shown in Table 5.5. Then. comparisons of the means are illustrated graphically in Figures 5.8 through 5.14. 90 Table 5.3.--Observed F-val ues and significance levels of one-way ANOVA for conparisons of Kuwait groups in physical fitness tests (boys). Test Obsewed Observed Item A99 Groupa Mean 5. D. N F-Val ue df Signif. Level 1 2.09 2.11 120 14 2 l.82 2.10 215 5.233 2.472 .0057 3 1.28 2.07 138 ’7 1 2.85 2.63 194 g 15 2 2.76 2.77 327 1.972 2.702 .1400* ., 3 2.33 2.77 184 Ul #3 1 4.00 2.93 256 :: l6 2 3.35 2.74 348 4.971 2.788 .0072 g 3 3.22 3.28 187 1 4.82 3.35 604 17 2 3.82 3.35 523 13.516 2,1396 .0000 3 3.99 3.61 272 1 29.89 10.27 120 14 2 31.43 10.25 211 1.645 2.466 .1941* ,7 3 32.10 9.31 138 C °§ 1 30.16 9.09 194 —- 15 2 30.76 9.42 325 4.952 2.700 .0073 ,s 3 33.05 10.16 184 g 1 31.15 8.57 253 ~’ 16 2 31.77 8.68 343 20.340 2.780 .0000 3 3 36.31 10.32 187 D 3'; 1 31.39 9.72 598 v1 17 2 31.76 10.32 519 22.062 2.1386 .0000 3 35.99 9.45 272 Table S.3.--Continued. 9i Test Observed Observed Item Age Groupa Mean 5.0. N F-Value df Signif. Level 1 10.93 1.01 120 14 2 10.44 1.17 211 9.130 2.466 .0001 3 10.82 1.06 138 g 1 10.87 1.07 193 :2 15 2 10.60 1.07 325 3.833 2.699 .0221 c 3 10.66 1.06 184 3 f, 1 10.57 0.98 257 '3 16 2 10.52 0.96 347 1.622 2,787 .l982* ; 3 10.40 1.11 186 '5 1 10.49 1.15 601 17 2 10.49 l.O6 522 9.059 2.1392 .0001 3 10.18 1.08 272 1 69.39 11.73 120 ,\ 14 2 69.65 10.87 209 .048 2.464 .9530* 5 3 69.54 11.85 l38 :; 1 72.02 11.07 194 g 15 2 72.27 10.72 325 1.044 2.700 .3525* -> 3 73.53 11.60 l84 0'1 .§ 1 76.53 10.73 257 a, 16 2 74.98 9.40 347 4.295 2.787 .0140 ,5 3 77.66 11.85 186 U E 1 78.66 12.73 60l 1» 17 2 76.96 11.61 523 21.122 2.1392 .0000 3 82.82 11.46 271 Table S.3.--Continued. 92 Test Observed Observed Item A9° GPOUPa Mean 3.0. N F-Value df Signif. Level 1 7.89 1.15 120 14 2 7.88 0.99 213 4.470 2.467 .0119 ,. 3 7.57 1.00 137 § 1 7.79 1.30 192 ~« 15 2 7.55 1.04 3.22 8.021 2.693 .0004 .5 3 7.34 0.97 (U j 1 7.28 0.86 254 5 16 2 7.14 0.95 347 2.521 2.782 .08l0* fi' 3 7.09 l.O6 184 O ”‘ 1 7.20 1.05 590 17 2 7.12 1.03 522 5.187 2.1378 .0057 3 6.96 0.88 269 1 133.54 27.96 120 14 2 132.13 28.00 208 5.946 2.462 .0028 ,. 3 143.26 35.71 137 § 1 133.51 30.74 187 ‘2 15 2 127.50 29.31 317 16.575 2.683 .0000 g 3 144.79 38.27 182 o: '2 1 126.36 24.24 252 .2 16 2 123.47 25.50 341 9.796 2.774 .0001 g, 3 134.85 37.08 184 0 ‘° 1 126.76 29.87 580 17 2 125.47 29.64 507 4.206 2.1351 .0151 3 131.83 28.83 267 i‘Not significant at the .05 level. aGroup 1 Group 2 Group 3 Kuwaitis in the general system. Non-Kuwaitis in the general system. Kuwaitis in the credit unit system. 93 Table S.4.--Observed F-val ues and significance levels of one-way ANOVA for conparisons of Kuwait groups in physical fitness tests (girls). Test Observed Observed Item Age Groupal Mean 5. D. N F-Val ue df Signif. Level 1 4.21 5.79 126 14 2 4.74 5.52 129 5.911 2.396 .0030 ,: 3 6.58 6.57 144 U £3 1 3.98 4.75 208 U, 15 2 5.48 6.92 238 3.821 2.660 .0224 g 3 4.75 5.17 217 I E 1 3.98 4.31 201 <5 16 2 5.19 7.68 283 2.556 2.787 .0782* '3 3 4.44 5.09 306 X 53 1 4.21 6.72 405 17 2 5.35 6.69 383 3.174 2.1263 .0422 3 4.68 5.82 478 1 14.34 7.49 126 14 2 15.60 8.l4 129 29.647 2.396 .0000 r: 3 21.17 7.84 144 C °§ 1 12.67 6.28 207 —- 15 2 13.04 7.15 239 54.959 2.660 .0000 ,5 3 18.95 7.54 217 Q 1 11.98 6.53 201 .. 16 2 13.39 7.36 283 61.225 2.787 .0000 g 3 18.32 6.85 306 D :2 1 11.54 6.25 403 v1 17 2 12.62 6.55 383 117.746 2.1261 .0000 3 18.03 7.35 478 Tab1e S .4.""C0fltlflued. 9h Test Observed Observed Item Age Groupa Mean S. D. N F-Val ue df Si gni f. Level 1 12.90 1.74 124 3 11.88 1.14 144 g 1 13.30 1.91 207 :3 15 2 12.91 1.30 238 40.771 2.659 .0000 c 3 12.05 1.11 217 3 f, 1 13 .07 1.56 200 -; 16 2 12.91 1.57 283 17.931 2.786 .0000 g 3 12.35 1.30 306 .C U’ 1 13.35 1.66 405 17 2 12.99 1.72 383 49.632 2.1263 .0000 3 12.27 1.59 478 1 56.89 10.48 121 ,g 14 2 61.47 8.42 128 7.604 2.390 .0006 5 3 59.68 9.03 144 j; 1 55.64 10.16 207 g 15 2 60.78 9.24 237 18.127 2.658 .0000 '3 3 60.20 9.67 217 05 .§ 1 54.94 10.73 199 a, 16 2 60.25 9.99 283 22.221 2.781 .0000 ,s 3 60.69 9.90 302 'U E 1 53.66 11.29 405 v: 17 2 60.55 10.34 382 77.221 2.1262 .0000 3 62.18 10.16 478 Table 5 .4 .--Continued. 95 Test Observed Observed Item Age Groupa Mean 3.0. N F-Value df Signif. Level 1 11.11 2.29 112 14 2 10.27 1.49 107 65.782 2.360 .0000 3 8.77 1.09 144 g 1 11.63 2.07 189 J3 15 2 10.94 1.77 191 144.194 2.594 .0000 .5 3 8.95 1.06 217 Ul 5" 1 11.73 2.22 181 '2 16 2 11.01 2.02 237 154.419 2.721 .0000 r; 3 8.98 1.31 306 I 3 1 11.82 2.27 366 17 2 11.21 2.20 287 252.902 2.1127 .0000 3 9.08 1.16 477 1 187.04 43.50 111 14 2 l82.86 26.78 105 11.945 2.356 .0000 ,\ 3 166.78 33.25 143 § 1 203.03 43.97 187 ., 15 2 184.52 33.46 178 25.640 2.578 .0000 g 3 177.66 30.74 216 o: '3 1 194.01 41.50 175 :2 16 2 184.79 34.26 225 3.857 2.703 .0216 g, 3 186.08 32.33 306 0 ‘° 1 201.31 45.03 363 17 2 194.54 38.67 284 3.150 2.1122 .0432 3 194.40 44.27 478 *Not significant at the .05 level. aGroup l Group 2 Group 3 Kuwaitis in the general system. Non-Kuwaitis in the general system. Kuwaitis in the credit unit system. 96 Table 5.5.--Scheffe results for pairwise comparisons of Kuwait groups on physical fitness tests (boys and girls). Test Item Boys Girls and Age Mean Group Mean Group Pull-Up (no.)--boys Flexed Arm Hang (sec.)-- girls KCUS NKGS K65 K65 NKGS KCUS l.28 KCUS fi.2| KGS 1!- 1.82 ms 4.7!- wxcs 2.09 KGS ‘* 6.58 KCUS * * KCUS NKGS K65 K85 KCUS NKGS 2.33 KCUS 3.98 KGS IS 2.76 NKGS “.75 KCUS 2.85 KGS 5.48 NKGS * KCUS NKGS K68 K85 KCUS NKGS 3.23 KCUS 3.98 KGS l6 3.35 NKGS 4.44 KCUS 4.00 KGS * * 5.19 NKGS NKGS KCUS K65 K65 KCUS NKGS 3.82 NKGS b.2l KGS l7 3.99 KCUS “.68 KCUS 4.82 KGS * * 5.35 NKGS * Sit’Up (no. in l min.) KGS NKGS KCUS KGS NKGS KCUS 29.89 KGS lh.34 KGS Il- 31.43 141165 15.60 NKGS 32.IO KCUS 2l.l7 KCUS * * KGS NKGS KCUS KGS NKGS KCUS 30.l6 KGS l2.67 KGS is 30.76 NKGS l3.04 NKGS 33.05 KCUS * * l8.95 KCUS * * KGS NKGS KCUS KGS NKGS KCUS 31.15 KGS 11.98 KGS l6 3l.77 NKGS 13.39 NKGS 36.3l KCUS * * l8.32 KCUS * * KGS NKGS KCUS KGS NKGS KCUS 3l.39 KGS ll.Sh KGS l7 3l.76 NKGS 12.62 NKGS 35.99 KCUS * * l8.03 KCUS * * Table 5.5.--Continued. 97’ Test Item Boys Girls and A99 Mean Group Mean Group Shuttle Run (sec.) K05 Kcus NKGS NKGS K05 KCUS 10.93 K05 13.06 NKGS 14 10.82 Kcus 12.90 K05 10.44 NKGS * * ll.88 Kcus * * K05 Kcus NKGS K05 NKGS Kcus 10.87 K05 13.30 K05 15 10.66 Kcus 12.91 NKGS * 10.60 NKGS 12.05 Kcus * * K05 NKGS Kcus K05 NKGS Kcus 10.57 KGS 13.07 K05 16 10.52 NKGS 12.91 NKGS 10.40 Kcus * 12.35 Kcus * * K05 NKGS Kcus K05 NKGS Kcus 10.49 KGS 13.35 K05 17 10.49 NKGS 12.99 NKGS * 10.18 KCUS * * 12.27 Kcus * * Standing Long Jump (in.) KGS Kcus NKGS K05 Kcus NKGS 69.39 K05 56.89 K05 14 69.54 KCUS 59.68 Kcus 69.65 NKGS 61.47 NKGS * ‘ K05 Kcus NKGS K05 Kcus NKGS 72.02 K05 55.64 KGS 15 72.27 Kcus 60.20 Kcus * 73.53 NKGS 60.78 NKGS * NKGS K05 Kcus K05 NKGS KCUS 74.98 NKGS 54.94 KGS 16 76.53 K05 60.25 NKGS * 77.66 Kcus * 60.69 Kcus * NKGS KGS Kcus K05 NKGS Kcus 76.96 NKGS 53.66 K05 17 78.66 K05 60.55 NKGS * 82.82 Kcus * * 62.l8 Kcus * 598 Table 5.5.--Continued. Test Item Boys Girls and Age Mean Group Mean Group SO-Yard Dash (sec.) KGS NKGS KCUS KGS NKGS KCUS 7.89 KGS 11.11 KGS 14 7.88 NKGS 10.27 NKGS * 7.57 KCUS * * 8.77 KCUS * * KGS NKGS KCUS KGS NKGS KCUS 7 79 KGS 11.63 KGS 15 7 55 NKGS 10.94 NKGS * 7 34 KCUS * 11.63 KCUS * * KGS NKGS KCUS KGS NKGS KCUS 7 28 KGS 11.73 KGS 16 7 l4 NKGS 11.01 NKGS * 7 09 KCUS 11.73 KCUS * * KGS NKGS KCUS KGS NKGS KCUS 7 20 KGS 11.82 KGS 17 7 12 NKGS 11.21 NKGS * 6 96 KCUS * 9.08 KCUS * * GOO-Yard Run (min./5ec.) 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Summam Eucmses The purposes of this study were to (a) estabiish nationai physicai fitness norms in Kuwait for pubiic secondary school students ages 14 through 17 by gender/age and gender/grade. (b) compare the physica'l fitness of students ages 14 through 17 in Kuwait with that of their counterparts in the United States. and (0) compare the mean differences in physicai fitness among three groups of ma'le and three groups of female students. ages 14 through 17. attending pub‘lic sec- ondary schoo‘l s. grades 9 through 12. in the State of Kuwait. 107 108 Emcedunes Whereas a four-stage cluster probability sampling technique was employed in America for the AAHPER Youth Fitness Survey of 1975. a two-stage cluster sampling procedure was used in Kuwait to select the subjects for this study. From each of the four governorates in Kuwait. the general secondary schools were selected randomly by gen- der. For the credit unit system. all three male schools were selected; of the eight female schools. three were drawn randomly. Next. from each selected school in both systems. classrooms were drawn. Then all of the students within those classrooms were tested except those with reasonable excuses. The sample size was 6.502 students or 8% of those in the Kuwait public secondary schools in 1985. Ministry of Education approval was obtained to get the necessary support and to conduct the physical fitness tests in Kuwait public secondary schools. All of the selected schools received the equipment and supplies needed to conduct the fitness tests. Approp- ri ate steps were taken to orient the physical education supervisors and teachers. The pilot study was administered in one male and one female school. The fitness tests were carried out during the second half of March 1985. The AAHPER Youth Fitness Test battery was administered to the selected boys and girls. and their scores were recorded by their physical education teachers. The American statistics. means. 109 and standard deviations were obtained from Guy Reiff. a co-conductor of the l975 national survey. StatisticalJnastis Employing the Statistical Package for the Social Sciences (SPSS Manual. 1975). means. standard deviations. and cumulative frequencies. among other statistics. were determined from the Kuwaiti data. National percentile norms were constructed by gender/age and gender/grade in each fitness test for students ages l4 through 17 attending Kuwait public schools. grades 9 through 12. Comparisons of physical fitness between scores of the youngsters in Kuwait and America were made by using the t-test for independent samples. An F-test preceded each t-test to ascertain whether the variances in each comparable group were equal. A pooled t-test was applied to those sets of means with equal variances. and an alternative t-test was used for those couples of means with unequal variances. The .05 alpha level was set to test each hypothesis of equal variances and equal means. One-way ANOVA was used to test the equality of means in physical fitness among three groups of male and three groups of female students ages 14 through 17 attending Kuwait public secondary schools. grades 9 through l2. The Scheffe test was followed whenever the F-test of the ANOVA was found to be significant at the .05 level. IIO findings The physical fitness status of boys and girls. ages 14 through 17. attending public secondary schools in America in 1975 was signifi- cantly-~statistically and practically-~better than that of their coun- terparts in Kuwait. The physical fitness levels of three groups of males and three groups of females. ages 14 through l7. in Kuwait public secondary schools were not equal in certain comparisons. In general. Kuwaiti male and female students in the credit unit system performed better than their Kuwaiti and non-Kuwaiti counterparts in the general system. 90001.11st The statistical analyses of the comparisons of youth physical fitness in this study led to the following conclusions. WW Male and female public secondary school students in Kuwait were significantly less physically fit than those in the United Stets at ages 14 through 17. loutLEmuszLKunait Ems. l. Pull-ups. Kuwaiti boys in the credit unit system had weaker arms and shoulder-girdle strength than Kuwaitis in the general system at ages 14. 16. and 17. Ill 2. Sit-ups. Kuwaiti and non-Kuwaiti boys at ages 15. 16. and 17 in the same general system lacked abdominal and hip-flexor muscle efficiency when compared to Kuwaitis in the credit unit system. 3. Shuttle run. Kuwaiti boys. ages 14 and 17. plus non- Kuwaitis. age 17. both in the general system. were slower in the shuttle run than their Kuwaiti counterparts in the credit unit system. Kuwaiti boys. ages 14 and 15. were also inferior to non-Kuwaitis in the same general system and age groups. 4. Standing long Jump. Kuwaiti boys at age 17 and non- Kuwaitis at ages 16 and 17. in the general system. jumped less well than their Kuwaiti counterparts in the credit unit system. 5. SO-yard dash. Kuwaiti boys at ages 14. 15. and 17 in the general system. pl us non-Kuwaitis at age 14. were slower on the 50- yard dash than their Kuwaiti counterparts in the credit unit system. 6. 600-yard dash. Kuwaiti boys in the credit unit system were slower on the 600-yard run than Kuwaitis in the general system at ages 14 through 16. and non-Kuwaitis at every age. 14 through 17. £1115. l. In general. Kuwaiti girls in the credit unit system were significantly more physically fit than both Kuwaitis and non-Kuwaitis in the general system at ages 14 through 17. 2. In general. non-Kuwaiti girls. ages 14 through 17. were significantly more physically fit than their Kuwaiti counterparts in the same general system. 112 W25. 1. As in America. boys in Kuwait performed better than girls on all five identical physical fitness tests. 2. Boys in Kuwait tended to show a general improvement in all test items as they grew older. 3. In Kuwait. girl 5' performance on each physical fitness test regressed as they grew older. One may assumerthat the present sedentary life style. accom- panied by lack of motivation to participate regularly in appropriate physical exercises. has led to these low levels of fitness among boys and girls in Kuwait. Regular exercise is necessary to develop and maintain an optimal level of health. performance. and appearance. Research has shown that regular physical exercise enhances the function of the joints. increases the sense of physical well-being and promotes a sense of "feeling good." increases physical working capacity by increasing cardiorespiratory fitness and muscle strength and endurance. and decreases the risk of serious diseases that could lead to early disability and death (Pollock et al.. 1978. p. 21). Sharkey (1984) indicated six factors that influence aerobic (with oxygen) fitness. They are: (a) heredity. (b) potential for fitness. (c) gender. (d) age. (0) body fat. and (f) level of activity (pp. 12-17). Factors b and f. which relate to body fat. are essential points for youths to concentrate on. especially in Kuwait. because the other elements are beyond their control. 113 The investigator is convinced that. as Heyward (1984) stated. each component of physical fitness can be improved by a systematic program of exercise. With the knowledge and guidance of the exercise specialist. the individual's health and physical fitness status can be improved safely and effectively. Becmmendations Based on the results of this first study of its kind in estab- lishing national physical fitness norms by gender/age and gender/grade for all public secondary school students in Kuwait; comparing the physical fitness of boys and girls. ages 14 through 17. in Kuwait and America; and comparing the physical fitness of three groups of males and females in Kuwait. the writer hopes that the following recommenda- tions for programs and research in Kuwait can be fulfilled in the future: Emmms l. A national incentive program should be developed. similar to that applied by AAHPER in the United States. in which individuals and groups taking part in fitness testing and/or demonstratinQIexcep- tional physical{achievement.would receive awards and emblems or medals indicating their performance level on the tests. 2. Established national physical fitness norms.should be used to assess current fitness levels. to prescribe exercise and activity programs. to monitor changes in fitness over time. and to test the success of various interventions. 114 3. All aspects. human and nonhuman. that relate to the physi- cal education curriculum in Kuwait must be reevaluated. improved. and implemented conscientiously as soon as possible. 4. Every public and private youth-related sector. such as schools. sporting clubs. media. and other agencies. institutions. and organizations must coordinate. create awareness. provide encourage- ment. and take the responsibility to improve youth physical fitness at all levels--superior. average. and below average. Parents. writers. and religious leaders must also play a role in promoting fitness. 5. Appropriate fitness facilities for both boys and girls. within and outside of school. must be provided in convenient locations throughout Kuwait. with promotion of the use of such facilities. 6. Minimum passing points should be assigned to physical education courses in the general system. and mcwe periods per week of such subjects should be offered. especially for girls in secondary schools. 7. Suitable ways and means must be sought to interest females in fitness exercises and other physical activities. 8. A national council on physical fitness and sports should be established to plan. improve. and evaluate different programs of physical activities. Resaancb 1. National fitness norms should be established for other age groups in public middle and elementary schools. as well as for youths of all ages and grades in private and higher education. Establishing 115 physical fitness norms for each subgroup in Kuwait. such as secondary general and credit unit systems. pl us Kuwaitis and non-Kuwaitis in those systems. according to gender/age and gender/grade. is also recommended. 2. The national physical fitness norms should be updated every five or ten years to compare and evaluate the means of different periods. 3. National heal th-rel ated physical fitness norms should be constructed. similar to the norms published by APHPERD (l980) in America. and the results of both publications compared. " 4. Fitness test items should be developed that are suitable for the physiques and activities of youths in Kuwait. 5. In-depth experimental research is needed to investigate the main reasons for the low fitness levels of boys and girls in Kuwait. 6. Comparisons of physical fitness should be carried out among students in the four Kuwaiti governorates (educational areas). 7. Comparative studies of physical fitness should be con- ducted periodically between youngsters in Kuwait and other Arab coun- tries. in particular. and non-Arabs. in general. Finally. the results of this study are to be accepted as a pioneer indication of an insufficient level of physical fitness among youths--males and females--in Kuwait. as well as a warning and chal- lenge to educational administrators. physical education teachers. and citizens in the State of Kuwait and in many neigwboring Arab countries 116 because the majority of Kuwait's present population is from that regi on. APPENDICES APPENDIX A CORRESPONDENCE 117 A.. Letter in English from the investigator's academic advisor/ dissertation committee chairman, to whom it may concern in the Kuwait Ministry of Education. 8. Letters in Arabic: 1. 3511. From the investigator to the Kuwait Vice-Minister of Educa- tion to approve the Ministry's support through its differ- ent departments. (Approved.) From the Director of Secondary Education, Kuwait, to school principals in the Capital and Hawaii educational areas, to facilitate the researcher's tasks and provide him the neces- sary support. From the Assistant Vice-Minister of Education, Kuwait, to the Directors of the educational areas in (a) Ahmadi and (b) Jahra, to facilitate the researcher's tasks and provide him the necessary support. From the author to the Kuwait Vice-Minister of Education, to approve the cooperation of the Department of Physical Edu- cation and Scouting, especially the physical education super- visors and teachers, with the researcher. (Approved.) l18 MICHIGAN STATE UNIVERSITY COILEGE OF EDUCATION EAST LANSING 0 MICHIGAN 0 48824-1034 DEPARTMENT OF EDUCATIONAL ADMINISTRATION ERICKSON HALL January 22, 1985 To Whom It May Concern: Ahmad Jamal is a doctoral student in our department and I have the pleasure of serving as his academic advisor. As a part of his doctoral dissertation, he is going to conduct a physical fitness test for male and female public secondary school students in Kuwait during this school year 1984-85. I sincerely hope that the Kuwait Ministry of Education will assist him in his research. hilip Cusick Professor PC/Ih MS U is an Affirmative Action /Equal Opportunity Institution ' ”9 3.9," wpImIH' nun/UH: 591:“ Hymn), J4, , ,;,.J| 0.1130. 04‘» “Juan... ",9? aiilrJIEJJ. : WI “Ha UL...) m a...” ...J. 6.3L- «..0 z...n.....n,,a.m 0,0 5,01! .10," “1.0,“: ...Lm “.911le ..0 u,...,.-.u., , a... Wan 4.,11 ..0..." «mt. 0,0 1.1,...”n cl. 0...... u, c.1__.,-._.nw 0,011, .0,” 01:01.10, 2.11.1 awbfihacgéwwl Manama, Lu. 2.1.1015... a... mu was, . algal, aWI'WL . «fir‘llowléh‘lflb ”—4. ,ngsk. .m 4.: cl. L‘J W050: «u: use. 010..., ‘ ..a———~ ...0, «..0! .20.- 01. 909' v... ‘..-‘-=" w. 0.." «mm 0‘): wL__s..Jl,...L.Ji..-:.l.a..'.ll ...usn, 0010,41. 9.0 H.011, 55-01051“ . 5.47:... 00075.75”... ..0. 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H.331», amobapapl ayfll 3,1..L. 9.0m a.m..“ C’,,L.s.,__..u=.-.. 0.1:. 515.2.wa ~ 051.25.110.13 mum 0,013.1... . .340, 0...: QmLUICS‘DSSaJIzJIJ‘JI L),L_....--.-.J weirxayfifi 1.3.10 . 3,0...ulwluualfinw ° .————-I“r__fifi’ no a oL—SSIYI3J—SJUI ”#3 Hi0” [I HIAf’Jé—aLn-‘I 2.0.0: 0,11. 2.3.7:... ...,.,. “Ha.” 3.49.) J—fl.’ 3J3,“ J15 00.2.”) APPENDIX B LETTERS TO PHYSICAL EDUCATION TEACHERS 121+ Two letters, in Arabic, from the Director of the Department of Physical Education and Scouting to school principals, to notify their physical education teachers to attend a meeting related to administering the test for this study. The first letter is to male teachers and the second to female teachers. W5 rvuncreJIJNefi. 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I . f 3 UL 4%" 1Female 6‘4! Male ’54 lMonthfileay (HIYear L2... Age (in years) (OWL, ) 0....“ Nationality | I . 2 ii4a4| . lNon-Kuwaiti @(fiikunaiti tea-'1): - . Date I | '1985 . tfl‘ . . . : P—f’ lMonth [Day (H [Year . , , .Pull-up (Boys) (03.3.) ”J“! A—U‘ No.4.» Flexed Arm Hang (Girls) .L-_, . 1- ‘ a. 31.11! sec. .fiI-‘E (U ' ) “‘JJJ ti Sit-up (one minute) (34,1, mJ) 4);)“ 0.0.9191 NO. .3 4.5 Shuttle Run] |#r S ‘ ‘ [Sec Lest: lTenths pwtru - ’S‘J 6R.) Standing Long Jump ] | - ‘I . le; | lFeet PL"; [Inches L,” ...LJ u“ J0.” ,J Date[ I U935 ° ta." ., CP‘U lMonth . lDay f, P IYear..*, SO-Yard Dash | Sec. 3 fit: I'I'enthasw‘ ‘: GOO-Yard Run | | lMin 5.5-3' Sec «.915 ,A—GOJJL o- ,H‘JJL‘Q o Head Teacher J, VI u") 4..“ Supervisor h...» vj .7iaHI—4 \ SE apnea.» 1.1.33. .733... \ "an gamma 135 0 3...: P .- 14. :1...) purl. 321...... 1 «1.335. )3 \ an...“ . .333. 914:3] an; in 2.5m 4%» E 2822 nomads 3%me .5: H 5. .8 fififidmm .5.wa 5:8\.umm .8m\.q.e_ Hz . 1...... E... .2 31$ :2 23: m 9% 4m fiwo magma .mg...£u€% . \lr . , . o o. “.35? :5... :11. 1... .3... .3. ._-:|.So.xm.._1€_1m .1331. .. 2:. _ a 2 z m . . . mg . . .mmeflw .888 £111.: . a 4115 . ... u. ..IJG $43 .34. :1. amonmm Hang in 815 APPENDIX D LETTERS OF VERIFICATION FOR THE ARPBIC VERSION OF THE INSTRUCTIONS OF THE 1975 APHPER YOUTH FITNESS TEST I36 Education & Psychoiogy Dept. Coiiege of Basic Education Eda‘l iah. Kuwait December 6. 1986 TO WHOM IT MAY CONCERN In reviewing the Arabic transiation of the AAHPER youth fitness tests. I assure you that Mr. Jama] did an exceiient.Job in main- taining the ciarity and preciseness of the originai text. I am positive that his present work as part of his Doctorai requirement wiii contribute positiveiy to the deveiopment of the physicai education area in the State of Kuwait. Piease do not hesitate to write to me in case of any further inquiry regarding this matter. Sincereiy yours: A11 G. Askar: Ph.D. 137 Education & Psychology Dept. CoiIege of Basic Education Eda‘l iah. Kuwait December 7. 1986 TO WHOM IT MAY CONCERN With regard to the Arabic transiation of the AAHPER youth fitness tests. it is clear that Mr. Jama] took into consideration a11 aspects of this kind of work. The Arabic version of the tests is very accurate. I hope that his effort in estabiishing test norms for the youth in the State of Kuwait wiii be a successfui one. Piease write for any further inquiry in this respect. Yours truly: (,7. . . H /jfi"’“ Hassan H. Jamea. Ph.D. APPENDI X E EMSLISH VERSION OF THE INSTRJCTIONS OF THE 1975 APHPER YOUTH FITNESS TEST BOYS FIGURE I Improvised equipment for puII-up— doorway gym bor in background, Iodder in foreground. ’i.‘. ;'- 6 FIGURE 2 Starting position for puII-up. I38 EQUIPMENT A metal or wooden bar approximately 1% inches in diameter is preferred. A doorway gym bar can be used. and, if no regular equipment is available, a piece of pipe or even the rungs of a ladder can also serve the purpose (FIGURE 1). DESCRIPTION The bar should be high enough so that the pupil can hang with his arms and legs fully extended and his feet free of the floor. He should use the overhand grasp (FIGURE 2). After assuming the hanging position, the pupil raises his body by his arms until his chin can be placed over the bar and then lowers his body to a full hang as in the starting position. The exercise is repeated as many times as possible. RULES 1. Allow one trial unless it is ob- vious that the pupil has not had a fair chance. 2. The body must not swing during the execution of the movement. The pull must in no way be a snap move- ment. If the pupil starts swinging. check this by holding your extended arm across the front of the thighs. 3. The knees must not be raised and kicking of the legs is not permitted. SCORING Record the number of completed pull- ups to the nearest whole number. EQUIPMENT A horizontal bar approximately l'/2 inches in diameter is preferred. A doorway gym bar can be used; if no regular equipment is available. a piece of pipe can serve the purpose. A stop watch is needed. DESCRIPTION The height of the bar should be adjusted so it is approximately equal to the pupil's standing height. The pupil should use an overhand grasp (FIGURE 3). With the assistance of two spotters. one in front and one in back of pupil, the pupil raises her body off the floor to a position where the chin is above the bar. the elbows are flexed. and the chest is close to the bar (FIGURE 4). The pupil holds this position as long as possible. RULES 1. The stop watch is started as soon as the subject takes the hanging position. 2. The watch is stopped when (a) pupil's chin touches the bar, (b) pupil's head tilts backwards to keep chin above the bar. (c) pupil's chin falls below the level of the bar. SCORING Record in seconds to the nearest sec- ond the length of time the subject holds the hanging position. I39 flexed-arm ‘ hang GIRLS ., ..fi ‘3 I l M A? it)“ . J) ,. . - Q. <4 FIGURE 3 Starting position for flexed-arm hang. — FIGURE 4 Flexed-arm hang. sit-up (flexed Iegl BOYS AND GIRLS ' /’/// ”/I’, ‘6; ’2 FIGURE 5 Starling position IOt flexed leg slI-Lp tho EQUIPMENT Clean floor. mat or dry turf and stop- watch. DESCRIPTION The pupil lies on his back with his knees bent. feet on the floor and heels not more than 12 inches from the buttocks. The angle at the knees should be less than 90 degrees. The pupil puts his hands on the back of his neck with fingers clasped and places his elbows squarely on the mat. floor or turf. His feet are held by his partner to keep them in touch with the surface. The pupil tightens his abdominal muscles and brings his head and elbows forward as he curls up. finally touching elbows to knees. This action constitutes one sit-up. The pupil returns to the starting posi- tion with his elbows on the surface be- fore he sits up again. The timer gives the signal "ready-go." and the sit~up per- formance is started on the word “go Performance is stopped on the word “stop." The number of correctly exe- cuted sit-ups performed in 60 seconds shall be the score. RULES 1. Only one trial shall be allowed un- less the teacher believes the pupil has not had a fair opportunity to perform. 2. No resting between sit-ups is per- mitted. 3. No sit-ups shall be counted in which the pupil does not (a) keep the fingers clasped behind the neck; (b) bring both elbows forward in starting to sit Up with- out pushing off the floor with an elbow; or (c) return to starting position. with elbows flat on the surface. before sit- ting up again. SCORING Record the number of correctly exe- cuted sit-ups the pupil is able to do in 60 seconds. A foul nullifies the count for that sit-up. The watch is started on the word “go" and stopped on the word “mp... EQUIPMENT Two blocks of wood, 2 inches x 2 inches x 4 inches, and stopwatch. Pupils should wear sneakers or run barefooted. DESCRIPTION Two parallel lines are marked on the floor 30 feet apart. The width of a regulation volleyball court serves as a suitable area. Place the blocks of wood behind one of the lines as indicated in FIGURE 7. The pupil starts from behind the other line. On the signal “Ready? Go!" the pupil runs to the blocks, picks one up, was back to the starting line, and places the block behind the line; he then runs back and picks up the second block, which he carries back across the starting line. If the scorer has two stopwatches or one with a split-second timer, it is preferable to have two pupils running at the same time. To eliminate the necessity of returning the blocks after each race, start the races alternately, first from behind one line and then from behind the other. RULES Allow two trials with some rest be- tween. SCORING Record the time of the better of the two trials to the nearest tenth of a second. lltl shuttle run BOYS AND GIRLS FIGURE 7 Starting the shuttle run. lI-IZ EQUIPMENT Mat. floor, or outdoor jumping pit, and tape measure. standing . broad lump BOYS AND GIRLS DESCRIPTION Pupil stands as indicated in FIGURE 8, with the feet several inches apart and the toes just behind the take-off line. Preparatory to jumping, the pupil swings the arms backward and bends the knees. The jump is ac- complished by simultaneously extend- ing the knees and swinging forward the arms. RULES 1. Allow three trials. 2. Measure from the take-off line to the heel or other part of the body that touches the floor nearest the take- offline (FIGURE 8). 3. When the test is given indoors, it is convenient to tape the tape measure to the floor at right angles to the take-oil line and have the pupils jump along the tape. The scorer stands to the side and observes the mark to the nearest inch. SCORING Record the best of the three trials in feet and inches to the nearest inch. FIGURE 8 Measuring the standing broad jump. M3 EQUIPMENT Two stopwatches or one with a split- second timer. SD-vard dash BOYS AND GIRLS DESCRIPTION It is preferable to administer this test to two pupils at a time. Have both take positions behind the starting line. The starter will use the commands “Are you ready?" and “Go!" The latter will be accompanied by a down- ward sweep of the starter's arm to give a visual signal to the timer, who stands at the finish line. RULES The score is the amount of time be- tween the starter's signal and the instant the pupil crosses the finish line. SCORING Record in seconds to the nearest tenth of a second. FIGURE 9 Starting the 50-yard dash. tut. EQUIPMENT Track or area marked according to FIGURES “-13, and stopwatch. GOD-yard run-walk BOYS AND GIRLS DESCRIPTION Pupil uses a standing start. At the signal "Ready? Go!" the pupil starts Options: running the 600-yard distance. The Ages 10-12, l-mlle or 9-minute run running may be interspersed with . walking. It is possible to have a dozen Ages 13 0' older. 1'/2°""Ie 0' 12' pupils run at one time by having minute '0" the pupils pair off before the start of the event. Then each pupil listens for and remembers his partner's time as the latter crosses the finish. The timer merely calls out the times as the pupils cross the finish. RULES Walking is permitted, but the object is to cover the distance in the shortest possible time. SCORING Record in minutes and seconds. FIGURE I2 Using any open area for 600-yard run-walk. FIGURE I I FIGURE I3 Using footbaII field for boo-yard run-walk. Using inside track for 600-yard run-walk. APPENDIX F KUWAIT PERCENTILE NORMS BY GENDER/PGE AND GENDER/GRADE 11.5 m o o o o o o o o m o. o o o o o o o o o. m. o o o o _ o o o 5 ON _ _ _ o _ _ o 0 ON mN _ _ _ o N _ o o N on N N _ _ N _ _ 0 on mm N N N _ N N _ 0 mm 3 m m N _ m N _ o S m: m m m _ ,m m N _ m: cm e m m N e m N _ om mm s a m N e m N _ mm co m m a m m a m N om mm m m e m m m m N mm 2 o m m e e m a N 0N mN o e e e o m e m mN om N m m m N m m m cm mm m N N e m N o a mm om m m N N m N N m cm mm __ o. m m __ m N m mm co. NM e. .N m. Nm m. .N o. co. N. : o. m N. 2 m. .: a.mucooeom o__ucooeum onmcu om< .Aeon53c c_v m>on "a:i__:a LON apnea >n tea omm >n mace: u_m3:xii._.u o_nmh M6 O . O N O O O O O O M O. N. O. M. M. O. O. M. M O. ON .N ON O. ON NN O. O. O. M. MN MN NN .N NN ON .N ON M. ON MN ON ON MN MN MN ON MN ON MN NN NN MN MN ON NN MN MN MN OM ON ON NN ON ON ON NN ON OM MM OM OM ON ON ON ON ON ON MM OO .M .M ON ON OM OM ON OM OO MO NM MM OM OM NM .M OM OM MO OM OM OM .M .M MM NM .M NM OM MM MM MM NM NM OM MM NM MM MM OO OM OM OM OM MM MM OM MM OO MO NM NM MM MM OM OM MM OM MO ON OM OM OM OM NM NM OM NM ON MN OM OM NM OM OM OM NM OM MN OO OO OO OM OM OO OO OM OO OO MO NO NO .O OO .O NO OO OO MO OO MO OO MO NO MO MO NO NO OO MO OO NO OO MO OO OO OO OO MO OO. .O MO OO NM OO OO OO NM OO. o..aeuueeO N. .. O. O +N. O. M. O. o..ueuueoO opmeu om< .Amocouom ow c. Logancv m>On “maaiumm co» oumem >3 new mom >3 wagon a.m33xni.~.u o_nmh boys (in seconds). Table F.3.-Kuwait norms by age and by grade for shuttle run Grade l0 Age Percentile l2 ll l5 l6 17+ lh Percentile l00 95 90 ON Noam OM mm O‘NLn comm [\OJI' Noam MON mm O—‘l' moses I00 85 80 75 7O MLfiN mmm me mmm ooooo O'\O'\O [\Oflo mmo LANG) O'\O'\O\ soooax mmm oomo mmo rxmc mmo 85 80 75 l0.0 l0.0 9.9 l0.0 l0.0 l0.0 l0.0 70 I0.2 l0.0 l0.2 lh7 60 10.0 l0.2 l0.l l0.3 60 55 l0.2 10.] 10.0 lO.h l0.3 l0.2 l0.l l0.h SS #5 ho 50 l0.3 l0.2 l0.l l0.5 l0.S I0.3 I0.2 l0.5 #5 l0.5 l0.3 l0.l l0.7 l0.6 l0.4 l0.2 l0.7 no 35 Nd'tn l0. l0.6 I0.h l0. l0. l0.9 l0.h l0.5 I0.8 10.8 C — Ln 10.8 ll.0 ll.0 l0.7 l0.5 l0.7 ll.0 ll.0 ll.0 35 30 O — IN l0.9 I0.9 25 20 IS l0.7 ll.0 ll.3 I0.9 ll.0 ll.2 ll.h ll.3 ll.5 ll.9 l0.9 ll.0 ll.2 ll.h ll.8 l2.2 ll.2 ll.“ ll.8 ll.2 ll.5 1'09 l2.2 25 20 l5 l0 ll.0 ll.2 ll.0 ll.3 ll.8 l2.h l0 l2.0 l2.5 l2.7 I5.2 lh.5 l5.0 l3.8 llt8 0 200.N 250.m 200.m 2M0.m 2m0.m 2:0.M 200.m 2:0.M 0 m 230.: 200.m 200.: 2m0.: 20—.: 200.: 200.: 2N0.: m 0— 2N0.m 2m0.m 2—0.m 200.: 2m0.m 2N0.m 2——.: 250.# 0— m— 250.m 250.m 2m0.m 200.m 250.m 2:0.m 200.m 20—.: m— 0N 200.0 20—.m 200.m 2N0.m 20—.m 250.m 2m0.m 200.m 0N mN 2—0.0 200.0 200.m 2:0.m 200.0 20—.m 2:0.m 2N0.m mN 0m 2m0.0 2N0.0 20—.m 200.0 2N0.0 200.0 200.m 2N0.m 0m mm 2m0.0 2m0.0 200.0 250.m 2M0.0 2—0.0 200.m 2#0.m mm 00 200.0 2:0.0 2—0.0 2mo.m 2m0.0 2M0.0 20—.m 200.m 0: 00 200.0 2m0.0 2N0.0 2——.m 200.0 2m0.0 200.0 250.m m: 0m 20—.0 200.0 2:0.0 200.0 200.0 2m0.0 2—0.0 200.m 0m mm 200.5 250.0 2m0.0 2N0.0 200.0 200.0 2N0.0 2——.m mm 00 200.5 200.0 250.0 2m0.0 20—.0 200.0 2M0.0 200.0 00 m0 2—0.5 20_.0 200.0 2m0.0 200.5 200.0 230.0 2—0.0 m0 05 2m0.5 200.5 200.0 200.0 200.5 20—.0 200.0 2m0.0 05 m5 2m0.5 2—0.5 2——.0 200.0 2N0.5 200.5 200.0 200.0 m5 00 200.5 2N0.5 200.5 20_.0 2:0.5 200.5 200.0 250.0 00 m0 200.5 2:0.5 2N0.5 200.5 200.5 2N0.5 200.5 200.0 m0 0m 200.0 200.5 240.5 2N0.5 200.5 2:0.5 2N0.5 200.5 00 mm 2m0.0 2—_.5 200.5 200.5 2-0.0 250.5 200.5 2N0.5 mm 00— 2N0.m 200.0 2:0.0 20—.0 200.0 2:0.0 200.0 2m0.0 00— 0—_ucouL0m N— —— 0— m +5— 0- m— :— v—muchLom apnea om< .Amococ_ new you» c_v m>03 "asam mac. mc_pcmum Lo» cameo >3 can can >3 maco: u.~3:¥uu.<:.m o.3mh lh9 O .O OO. O.. OO ON NO. NO. NO. O M NM. NM. NO. OM. NO. NO. NM. NN. M O. NM. MO. MM. MO. OO. NM. OM. OO. O. M. ON. ON. MO. NM. ON. MO. NM. NO. M. ON MO. ON. OO. NM. ON. ON. OO. NM. ON MN MO. MO. MN. MO. MO. ON. MO. NM. MN OM .O. OO. ON. OO. OO. MO. OO. NM. OM MM OO. .O. MO. ON. .O. MO. MN. MO. MM OO OO. MO. MO. MN. OO. .O. ON. OO. OO MO MON OO. OO. OO. OO. .O. MO. ON. MO OM OON OO. MO. MO. MON OO. MO. MN. OM MM M.N .ON OO. OO. MON OO. OO. OO. MM OO M.N MON .ON .O. OON MON .O. MO. OO MO O.N OON MON OO. M.N MON MO. MO. MO ON .NN M.N OON OO. M.N OON OO. .O. ON MN ONN O.N ..N Mom O.N M.N MoN mm. MN OO ONN O.N M.N OON MNN M.N OON .ON OO MO OMN ONN O.N M.N ONN O.N M.N OON MO OO OON ONN ONN O.N OMN ONN O.N M.N OO MO .MN .ON OMN ONN OON .MN ONN O.N MO OO. ONN NON OMN OON ONN OMN OMN .MN OO. o...eeu.om N. .. O. O +N. O. M. O. o..ueou.OO ounce om< .chouos_ucoo c_v m>03 ungam mco. mc.ncmum cam opmem >3 3cm omm >3 mEcoc a.m33x .m:.u 0.3mh boys (in seconds). Table F.5.-Kuwalt norms by age and by grade for SO-yard dash Grade l0 Age Percentile l2 ll l5 l6 l7+ lh Percentile l00 95 90 —m— mm0 Nmo mm0 \O—N m00 Lt‘t'fldP U'.\\O\O —m— LnLn0 MON L000 INF-M U\\O\D 0mm m00 l00 95 90 85 80 NMJ’ \D\DSD NM-fl' \D\D\O MLAQ \D\O\O 000m \O\O\O N-fl’df \O\O\O MJ'LA 000 Lan \O\O\O (DOC 0NN 85 80 75 75 ISO 70 65 60 LAN” \O\D\O ~7\ON \O\O\D (DONG \DQN Oo—N NNN LANG) @\D\D 0oooo \O\D\D O—N NNN NNM NNN 70 65 60 55 50 “5 ho GOO \ONN CDMO \O\ON O—N NNN mar-0 NNN moo \ONN CO— NNN NMJ’ NNN m00 NNN 55 50 #5 35 30 —NM NNN o—N NNN MJ’Lfi NNN oomo NNCD NNJ‘ NNN NM-fl' NNN 00m NNN O—N oooooo ho 35 30 25 20 IS {LAN NNN :0m NNN 0000 5500 N470 COG” m5m NNN 0000 5500 omm 000 4:00 000 25 20 IS 000 00m v—OO com-— :OM oom— 0J0 mm— Nooo me MOO oom— mar-co ”MN ON— mm— lSl o mo.m 00.: O..: O..: m..: N..: om": O..: o M mo.m mmuu mm.~ moum .oum mm.~ O_um m_.m M o. MM.N mmuu MONN mmuw m:.~ scum NM.~ OMNN o— M. OONN NN.N MMHN Nana Nm.~ «M.N 0:.N MONN m— om 0m.~ m_.N ouuu mmuu ONNN NN.N Omuu OMNN o~ MN MNNN O_.~ 0N.N mmuu m..~ 0..N m~.~ omum mu om ou.~ 0..N m_.~ m_.~ m_.~ __.~ o~.~ mwum om MM M_.N 00.N ~_.~ M.NN 0..N menu M.NN 0..N mm 03 0..N Oouu mo.~ 0..N 00.N menu ...N :_.N 0: MO Mouw .o.~ Mouu menu moum N0.N mo.~ ...N MO om moum mm". Noum Mouw 00.N oo.~ MOON mo.~ om MM OM". NM“. OM". NonN OM". OM“. MoN OO.N MM ow NM.— Om._ NM". 00.N MM._ 0M". 00.N mouu om M3 Om". .MN. mm". 0M". mm". OM“. Nm._ 00.N Mm oN .MN. om._ mm". OM". om“. .M._ OM.— mm._ 0N MN OM". NO". OM". NM". OO.. OO.. .M.. M". MN cm 30.— OO._ NO.— mO._ MO.— 0:.. ma.— Nm._ om Mm «O.. OO.. MO.— 0:.. NO". OO.. 0:". m4.— Mm om mm.— Nm._ 0:". OO.. mm”. OO.. OO.. MO". om Mm OM". MM". OM". OM". MM". OM“. NM”. 9... MO oo. ON". ON.— 3~._ m.._ ON“. MN". mu”. m... oo— o__u:ou.om N. __ o. m +N. 0. m. O_ o__ucooeom apnea om< .Nmtcooom pea mousc.e 3.0 m>o3 "c3. vcm>toow LON upmcm >3 new man >3 mace: u_m3:xii.0.m o_3mh l52 0 0 0 0 0 0 0 0 0 0 m o 0 o 0 0 0 0 0 m 0— 0 0 0 0 0 0 0 0 0— m— 0 0 o 0 0 0 0 0 m— 0N _ 0 0 0 0 0 0 — 0N mN — 0 — _ _ 0 _ — mN 0m _ — — — — _ _ — 0m MO _ _ N _ _ _ _ N MM 0: N N N N N N N N 0: m: N N m N N N N m m: 0M N m m m m m m m OM MM m m O O m m O O MM 00 m m M O O O O M 00 MO M O M M M M M M Mo 0N O M O O M M M O ON MN O O N O O O O N MN ow N N O O N N N O om MO O O O. O O. O O O. MO om N_ 0— N- N— N_ —_ —_ N— om mm 0_ m_ 0_ 0_ 0- m. 0— 0- mm 00— MM 5N Nm mN 0m Om mN 0m 00— m..aeeueoa N. .. O. O +N. O. M. O. e..ueeuee. unwew um< .NmucOUom c.v m.e_m "men; Eem umxo.» LON oumcm >3 new 0mm >3 mELOc u_m3:xii.N.m a_3mN '53 O O O O O . O O O O M N N . O . . . . M O. M M O O O O O N O. M. N O N O O N N O M. ON O O O O O O O .. ON MN O. O. O. O. O. O. O. N. MN OM .. .. .. .. .. .. .. M. Om MM N. N. N. N. N. N. N. O. MM OO O. M. M. m. N. M. M. M. OO MO m. O. O. O. m. O. O. O. MO OM O. M. M. M. O. M. M. N. OM MM M. O. M. M. M. O. M. N. MM OO O. N. O. O. M. N. O. O. OO MO N. O. N. N. N. O. O. ON MO ON m. O. O. O. O. O. O. ON ON MN ON ON ON ON m. ON ON NN MN OO .N NN ON ON ON .N ON ON OO MO MN MN NN NN NN MN MN MN MO om MN MN ON MN ON MN MN ON om MO NN NN NN ON NN NN ON .M MO OO. OM MM OM NM MM MM OM MO OO. a..ucooeom N. .. O. m +N. O. M. O. o..ucouLom mnmew om< oAWUr—oumm 00 cm LUDEDCV m—me .maaiu.m LOO oumem >3 new mom >3 mEcO: a.mz:xui.O.u 0.3MN lS’t O N.O. O.m. 0.0N 0.0N N.O. N.O. 0.0N 0.0N O M M.M. O.M. M.M. N.M. O.M. O.M. O.M. O.M. M O. M.O. N.O. M.O. M.O. 0.0. 0.0. M.O. ..O. O. M. ..O. 0.0. N.O. 0.0. N.O. 0.0. 0.0. 0.0. M. ON M.M. 0.0. 0.0. 0.0. 0.0. 0.0. 0.0. M.M. ON MN M.M. M.M. 0.0. M.M. 0.0. M.M. M.M. O.M. MN OM ..M. N.M. O.M. N.M. O.M. N.M. N.M. O.M. OM MM O.N. O.M. N.M. O.M. ..m. O.M. O.M. O.M. Mm OO M.N. O.M. O.M. O.M. O.M. O.M. O.M. M.N. OO MO O.N. O.N. O.M. O.N. O.M. O.M. O.M. O.N. MO OM O.N. M.N. O.N. M.N. O.N. O.N. M.N. ..N. OM MM N.N. M.N. M.N. M.N. O.N. O.N. M.N. O.N. MM OO ..N. ..N. M.N. ..N. N.N. N.N. N.N. O.N. OO MO m... O.N. O.N. O.N. O.N. O.N. O.N. O.N. MO ON m... O.N. O.N. O.N. O.N. O.N. O.N. N... ON MN O... O... O.N. O.N. O.N. m... O.N. M... MN OO O... N... N... M... M... O... N... N... OO MO O... O... m... N... N... N... m... O... MO OM m.O. N.O. O... O... O... O... O... O... OO Mm M.O. 0.0. O... 0.0. M.O. M.O. M.O. N.O. Mm OO. O.m M.O O.m 0.0 0.0 ..O M.O O.M OO. a..u:oueom N. .. O. m +N. O. M. O. a..ucooaum ovmao am< ..mucouom c.. m.e.m "ca. o.uu:3m LOO oOmLO >3 vcm omm >3 OELOc a.mzaxii.m.u 0.3mN l55 0 2m0.N 2m0.m 2:0.N 250.N 200.N 200.N 200.M 2m0.0 0 m 200.m 2:0.M 2:0.m 2m0.m 2:0.m 2:0.m 2m0.m 250.m m 0. 200.: 200.m 2...m 20..m 2mo.m 20..m 200.: 200.: 0. mm 200.: 200.: 200.: 200.: 200.: 200.: 200.: 2.0.: m. 0N 2N0.: 200.: 2m0.: 2.0.: 200.: 2N0.: 2N0.: 2:0.: 0N mN 2m0.: 2N0.: 200.: 2m0.: 2m0.: 2m0.: 2:0.: 200.: mN CM 200.: 2:0.: 200.: 2m0.: 200.: 2m0.: 200.: 250.: on mm 200.: 200.: 200.: 250.: 200.: 250.: 250.: 200.: mm 0: 2...: 200.: 200.: 200.: 200.: 200.: 20..: 200.m 0: m: 200.m 200.m 200.m 200.m 2...: 200.m 200.0 200.m m: cm 200.m 200.m 200.0 200.m 200.m 200.0 200.m 200.m 0m mm 2.0.m 200.m 200.m 200.0 200.m 200.m 200.m 200.m mm t0 2m0.m 2.0.0 200.m 200.m 2.0.m 2.0.m 200.0 200.m 00 m0 2m0.m 2m0.m 2N0.m 2.0.0 2m0.m 2N0.m 2.0.m 2N0.m m0 05 200.m 2:0.0 2:0.m 2m0.m 2m0.m 2:0.m 2m0.m 2:0.m 05 m5 200.m 200.m 200.m 2:0.m 200.0 200.m 2m0.m 2m0.m m5 00 20..m 200.m 200.m 200.m 200.m 200.m 250.m 250.m 00 m0 200.0 200.0 200.0 200.0 200.0 200.0 200.0 200.m m0 om 2N0.0 200.0 200.0 200.0 2.0.0 200.0 200.0 200.0 om mm 200.0 2m0.0 2:0.0 2.0.0 200.0 2N0.0 2N0.0 2N0.0 mm 00. 2m0.5 200.5 2m0.5 200.0 2m0.5 200.5 200.5 200.5 00— o..uchme N. .. 0. 0 +5. 0. m. :. v—.HCOULOO mvmeo mm< ..anoc. Ocm uoam O.. M.O.O “OEOO mco. mc.ucmum co» oumem >3 Ocm amm >3 OSLO: a.mzaxii.3 Ocm omm >3 OSLO: ”a.m33xui.OO..m a.3mh girls (in seconds). Table F.11.-Kuwait norms by age and by grade for 50-yard dash Grade Age Percentile 11 12 10 15 16 17+ 1h Percentile 100 95 90 0mm 0 O O \ONN 041:0 \ONG). oooo I O O 550 :00 O O O \DNG) mmo \ONGD J‘Lno ON” {GO \me —m0 0 a a NON” 100 95 90 v-N'T'Ln 000 —:N a a 000 N00 mam (“\OO ooodm M00 0 o a 00m NLnO odoSO Nmo a a a 00m 0mm 0 a o 000 85 80 75 157 mm— mwm CON O O O mmm ONON mmm -—t.n0 mmo OMN mmm 0—: o a a mom C—Lfl O O O mam N00 0 O O wmm 70 65 60 :00 o O 000 LAO mo 10.0 10.1 10. 10.0 10.0 10.1 10. 10.0 10.0 10.3 9.9 10.0 10.0 10.0 10.0 10.3 .2 5 0 55 50 #5 ho 10.0 10.2 11.0 11.0 11.2 11.0 11.0 11.3 11.0 11.0 11.3 10.h 11.0 11.0 11.2 10.0 10.3 10.5 11.0 11.0 10.1 35 30 10.9 11.0 10.5 11.2 11.0 12.0 12. 12.0 12.0 12.0 12.0 11.0 25 20 15 12.2 MD as —N 158 o NNN¢ o~um mmnm coum mono o_"m umum ooum o m mm": o_”: No": 0.": on”: mo": 0.”: co": m o_ N.N: Nmum co": co": mo": mmum co": scum o— m. co”: canm cmnm manm co": maum m:um mmum m. o~ «mum omum oaum mmum omum mmum mmum omum om mm aaum omum .mum munm caum omum oNum m_”m mu om wmnm owum MNHM ouum omum -um ouum moan om mm NNHM m_um m_"m N_"m muum e_um m_"m moum mm o: muum o_um m_"m moum m_um ~_um o_"m ooum o: m: m_um scum Noun aoum m_"m moum moan mmu~ m: cm :_um ooum oonm ooum moum _oum ooum :muu om mm moum wmuu mmuu mmuN coum ooum mmuN omHN mm om aoum _muN amum Nmuw ooum mmum mmnw wauu om mm .oum Baum mqnm manm omuw omnw manw aquu mm on mmuw mzum maum mcuw .muw maum maum mmuN on mm amuu _:u~ oauw oaum n:"~ NJHN oauu mmuu mm ow _m“~ mmuN mmum mmum mauw mmuw mmuw emum om mm m:uw Nmum .muu mmuw smuw Nmuw NMHN ONuN mm om nmnw mmuu owu~ ONHN omuw mNuN mNHN m_“N om mm mNHN m_HN n_"N o_"~ omuu m_“~ m_u~ mouw mm co. mm". om". um". om". mm“. mm"_ mm"_ NJ". oo— 32388 N. : o. m +2 2 m. .: 2:588 mvmcu om< .Amvcouom new muu:c_s c_v m_c_m "cmmv vcm>uoow co» mtmcm >9 tam «mm >5 mELOc u_m3:xnu.~_.u m_nmh APPENDIX 6 SCHOOLS AND PERSONNEL PARTICIPATING IN 1985 KUWAIT SURVEY 159 W So'ad Al-Refa'ei. Assistant Undersecretary for General Instruction Abdulmohsen Al-Sa'eed. Assistant Undersecretary for Students' and Sports' Affairs Abdulazeez Al-Hamdan. Di rector of Secondary Education (for the Capital and Hawali Areas) Abdulla Al-Luqman. Director of Ahmadi Educational Area Rasheed Al-Hamad. Director of J ahra Educational Area Jasem Al-Janaz. Di rector of Physical Education and Scouting WWW Yousef Kherabot. General Physical Education'Supervisor Abdul karean Abdul roda (Chairman of the Capital and Hawali Educational Areas) Bahjet Al-J amel Khaled Al-mo'athen Khaleel Alosh Mohammad Al-Zend Mohammad K. Hedar Dr. Morad Torfa Mostafa Azmi Roda Al-Ali (Chai man of Ahmadi Educational Area) Ta-Ha Abolila Abbas Al-Zaid (Chairman of Jahra Educational Area) Abdul'lateef A. A'l-Sa'edi W Dr. Samira Ibrahim (Acting General Physical Education Supervisor and Chainvanan of the Capital and Hawali Educational Areas) Botheana M. Al-Jaress Hanefa A. Abo Sa'da Mona A. Al-Hashash Sameha M. Anin Sohair A. Zaki Thana'a Al-liardani Rofia S. Khoder (Chainvanan of the Ahmadi Educational Area) Ibtesam Al-Shirbeni Umayma Hamed (Chainvanan of the Jahra Educational Area) Dr. Thana'a A. 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