AN EDUCATIONAL ACHIEVEMENT PROFILE OF
CHlLDREN GRADES L6: INTERRELATIONSHIPS OF
COGNWIV‘E, SGCEO-PERSONAL
AND PSYCHOMOTOR FACTORS

Thais for thc Dogma cf Ph. D.
MECHIGAN STATE UNIVERSITY
lean M. Young
1965

 

 

  

Michigan St???
Univemty

 

 

This is to certify that the

thesis entitled

AN EDUCATIONAL ACHIEVEMENT PROFILE
OF CHILDREN GRADES 1-6: INTERRELATIONSHIPS
OF COGNITIVE, SOCIO-PERSONAL
AND PSYCHOMOTOR FACTORS

presented by

Jean M. Young

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Education

 

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Date May 21, 1965

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ABSTRACT

AN EDUCATIONAL ACHIEVEMENT PROFILE OF CHILDREN
GRADES 1—6: INTERRELATIONSHIPS OF COGNITIVE,
SOCIO-PERSONAL AND PSYCHOMOTOR FACTORS

by Jean M, Young

This study was concerned with determining whether
there is evidence of interrelationships among cognitive,
socio—personal and psychomotor factors in elementary
school children, If so, there are implications for
curriculum planning and development, Approximately
1,500 subjects, boys and girls, grades 1-6 in the
Pontiac, Michigan, Public Schools were given a battery
of academic, social, anthropometric and motor performance
tests. Tests and analyses were conducted during a
period of eighteen months,

Normative data was established from the tests by age
groups and by sex for thirtyefive variables, and inter—
relationships were computed by correlational and clu3‘:fi
analysis. Results of the study showed that relationships
existed within specific areas <e.g., anthropometric) and
between areas (e.g., academic and anthropometric). Some
common interrelationships were noted in most age groups.
Academic achievement measures were most closely related to
other measures in the order of bone measurements, emotional

Stability and motor performance measures. Clusters were

JEAN M. YOUNG
identified within each area and also between eight combi-
nations of areas (e. g,, socio-motor) out of a possible
eleven combinations. From these results it was determined
that educational achievement profiles can be obtained on
children grades 1-6 and that significant interrelation—
ships exist among and between cognitive, socio-personal
and psychomotor factors in children, grades 1-6.

On the basis of data presented, the writer recommends
that:

——a research department within the Pontiac
Schools be established;

--designs for flexible scheduling for teacher
planning and consultations be determined;

——prescriptive teams for testing programs
be formed;

-—time for interdisciplinary planning be
provided;

-—new patterns for the role of specialists
be discerned;

——educational achievement interpretive devices
for pupils and parents be developed;

——in—service programs dealing with research
be designed,

--tests now given in light of current findings
on growth and develOpment be re-evaluated
and designed.

This study set forth evidence of existing inter-
relationships among cognitive, socio-personal and psycho—

motor factors, which have implications for curriculum

Planning and development°

AN EDUCATIONAL ACHIEVEMENT PROFILE OF CHILDREN
GRADES 1—6: INTERRELATIONSHIPS OF COGNITIVE,

SOCIO-PERSONAL AND PSYCHOMOTOR FACTORS

By

Jean M: Young

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education
Emphasis Field: Curriculum

1965

 

(/
3‘

-d

COPYRI GHT BY

JEAN M. YOUNG
1965

ACKNOWLEDGEMENTS

The author of this thesis is appreciative for the

guidance and help given by:

The Doctoral Committee, consisting of Dr. Troy L. Stearns,
Charles A. Blackman, Gilbert

and Julian w. Smith;

Chairman; Drs. w. Mouser,

Research Laboratory;

Administrative personnel of the Pontiac Public Schools,

particularly Mr. William J. Lacy, Assistant Superin—

tendent in Charge of instruction, and Dr. Lee w.

Haslinger, Director of Physical Education, Athletics

and Recreation;
Pontiac Public Schools principals, teachers, and

children who worked with the testing program.

ii

TABLE OF CONTENTS

ACKNOWLEDGMENTS
LIST OF TABLES
LIST OF ILLUSTRATIONS
Chapter
I. INTRODUCTION.

Statement of the Problem.
Definition of Terms . .
Limitations of the Study.
Sub—Problems. . . . .

II. RELATED LITERATURE.

Cognition. . . .
Socio~Personal Factors
Psychomotricity.

III. SOURCES AND METHODS

Sources of Data.
Methods of Procedure . .
Methods of Analyzing Data

IV. PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA .

Normative Data . . . .
Intercorrelations and Clusters.
Discussion on Intercorrelations

Discussion on Clusters
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Study
Conclusions from the Data
Recommendations for Testing and

Processing . . . . . .
Recommendations for Further Study.

Recommendations Relating to Curriculum
Improvement . . . . .

iii

Page
ii

vii

l—‘

\IU‘I EU.)

Page
APPENDICES . . . . . . . . . . . . . . 144
BIBLIOGRAPHY . . . . . . . . . . . . . 228

iv

Table

2.1

2.2

2.3

3.1

3.2

3.3

3.4

3.6

3.7

A.l

A.2

LIST OF TABLES

Page

Cognitive Area: Major Emphasis of Authors
and Investigators . . . . . . . . l3

Socio—Personal Factor Area: Major Emphasis
of Authors and Investigators . . . . l9

Psychomotor Area: Major Emphasis of
Authors and Investigators . . . . . 27

Iowa Basic Skills Test: Standard Deviations,
Standard Errors of Measurement, and
Reliability Coefficients for Grade 3. . 42

Iowa Basic Skills Test: Standard Deviations,
Standard Errors of Measurement, and
Reliability Coefficients for Grade A. . A2

Iowa Basic Skills Test: Standard Deviations,
Standard Errors of Measurement, and
Reliability Coefficients for Grade 5. . A3

Iowa Basic Skills Test: Standard Deviations,
Standard Errors of Measurement, and
Reliability Coefficients for Grade 6. . A3

Metropolitan Achievement Tests: rimary ll.
Reliability Coefficients and Standard
Errors of Measurements for Subtests .

A \_

L
U?

3,

Reliability Coefficients and Related Da

t
Metropolitan Readiness Tests, Grad l

1:
\fl

SA-S Senior and Junior Scales. Reliability
Coefficients Of Internal Consistency
(Split—half) and of Stability (test—
retest, six weeks) for Upper Elementary
and Junior High Students. . . . . . A7

Cluster Analysis-—Boys and Girls at All

Age Levels 78
Correlation Matrix for Boys, Age Group 2 , 79

Table
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
4.16
6.1

6.2
6.3
6.4

6.6

6.8

Correlation Matrix for Boys, Age Group 3 .
Correlation Matrix for Boys, Age Group 4 . .
Correlation Matrix for Boys, Age Group 5 . 88
Correlation Matrix for Boys, Age Group 6 91
Correlation Matrix for Boys, Age Group 7 . . 9
Correlation Matrix for Boys, Age Group 8 96
Correlation Matrix for Boys, Age Groups 2—8 . 99
Correlation Matrix for Girls, Age Group 2 102
Correlation Matrix for Girls, Age Group 3 . . 105
Correlation Matrix for Girls, Age Group 4 108
Correlation Matrix for Girls, Age Group 5 111
Correlation Matrix for Girls, Age Group 6 . . 114
Correlation Matrix for Girls, Age Group 7 . 117
Correlation Matrix for Girls, Age GrOups 2—7 . 119
Weight and Height Conversion for Boys and

Girls . . . . . . . . . T 164
Age Groups 176
Hand Dynamometer Conversion. 195
Conversion Of Occupation Ratings to DOT Scale, 199
Academic Achievement Tests: Number, Means

and Standard Deviations . . . . . . . 219

SA-S.Tests:

Anthropometric Measurements:
and Standard Deviations .

Motor Performance:

Page

Number, Means and Standard

Deviations . . . . . . . . 221
Number, Means
222
Number, Means and Standard
225

Deviations

vi

Illustration

3.1

3.2

3.3

3.4

4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12

4.13

LIST OF ILLUSTRATIONS

Page

SA—S Senior and Junior Scales Quadrant
Plotting . . . . . . . . . 47

Card No. 1 and 3 (test and re—test,
respectively), Grades 3-6. . . . ,9

Card No. 1 and 3 (test and re-test,
respectively), Grade 2 . . . . 60

Card No. l and 3 (test and re—test,
respectively , Grade 1 . . . . 61

)
Card NO. 2 and 4 (test and re—test,
respectively), Grades 1—6. . . . 62

Academic Achievement Tests: Iowa

Basic Skills Tests, Metropolitan

Reading and Readiness Tests . . . 65
SA—S Tests. . . . . . . . . . 68
Anthropometric Data. . . . . . . 70
Motor Performance . . . . . . . 73
Cluster Analysis on Boys, Age Group 2. 80
Cluster Analysis on Boys, Age Group 3. 83
Cluster Analysis on Boys, Age Group 4. 86
Cluster Analysis on Boys, Age roup 5. 89

Cluster Analysis on Boys, Age Group 6. 92

\O
“1;...

Cluster Analysis on Boys, Age Group 7.
Cluster Analysis on Boys, Age Group 8. 97

Cluster Analysis on Boys, Age Groups
2'8 0 o o o o o o o o a o 100

Cluster Analysis on Girls, Age
Group 2. . . . . . . . . . 103

vii

Page

Illustration

4.14 Cluster Analysis on Girls, Age

Group 3. . . . . . . . . . 106
4.15 Cluster Analysis on Girls, Age

Group 4. . . . . . . 109
4.16 Cluster Analysis on Girls, Age

Group 5. . . . . . . . . 112
4.17 Cluster Analysis on Girls, Age

Group 6. . . . . . . . . . 115
4.18 Cluster Analysis on Girls, Age

Group 7. . . . . . . . . . 118
4.19 Cluster Analysis on Girls, Age

Groups 2—7. . . . . 120

viii

LIST OF APPENDICES

a Test Questions . . .

b. Explanation Sheet . . . . . . .
c. Master Grading Answer Sheet.

d

e

Pre-test Information (Subjective Rating)
Pre-test Information (Rating Scale) . .

Iowa Norms.
a. Charts (Boys and Girls, Weight and
Height) . . . . . . . .
b. Conversion Tables (Boys and Girls,
Weight and Height—~Tab1e 6.1) .
c. Tables for Age Groups (Table 6.2).
Project ”E” Test Manual: Administrative
Instructions for Testing Program.
Physical Performance Tests

Hand Dynamometer Conversion Table
(Table 6.3) . . . .

SociO-Economic Directions.

a Warner Occupational Ratings. . .

b. Conversion of Occupational Ratings to
DOT Scale (Table 6.4). . . . .

0. Teacher Directions for Conferences

Project ”E” Test Data Sheet

Personnel Training and Testing

a. School Directives . . .
b. Manual for Anthropometric Tests

Progress Reports.

ix

Page
145
147
148
156
157
158
160
161

162

164
176

Item

10.

11.

Page

Number, Means, and Standard Deviations. 218
a. Academic (Table 6 5) . . . . . . . 219
b. SA S (Table 6.6).. . . . . . 221
c Anthropometric (Table 6. 7) . 222
d Motor Performance (Table 6.8) . . 225

227

Correlation Coefficients Significant Levels

CHAPTER I

INTRODUCTION

Many reputable educators accept as a truism that what-

"all over.” However, acknowledged

ever a child does he does
interrelationships between mind and body frequently fail to

be translated into teaching methods and into curriculum it—

This may be due partially tO the fact that research

self.
Current literature and the

is not sufficiently conclusive.
establishment of clinics and research laboratories in cen—

ters of higher learning, however, illustrate an increasing
interest by professional educators in research dealing with
interrelationships.

Public school personnel in Pontiac, Michigan became
interested in initiating some research, part of which was
predicated on the existence Of interrelationships among

COSHItive, socio-personal, and psychomotor factors in

children of elementary school age. The writer, in con-

sultation with staff members of the Human Energy Research

Laboratory at Michigan State University,was encouraged

to make a study of these factors.

An opportunity to develop a study which permitted

this type experimentation was presented in the fall of 1963,

when one elementary school in Pontiac had an unanticipated

enrollment increase. This additional enrollment forced a

change in the organizational pattern of the school to accom-

modate the larger number of students. The principal pro-

posed that the library and the multipurpose room be used as

teaching stations. Instead of increasing the classroom

teacher allotment to the school the physical education

teacher and the librarian would be employed on a full—time
basis. This meant more pupils per class, but additional
help could be expected from the specialists. This sit-

uation set the stage for a research study known as Pro-
ject'NEj'which was to determine comparative growth Of pupil
achievement in two organizational structures, namely, (1)
the proposed plan for full—time specialists and larger

classroom loads, and (2) the traditional pattern of item~
erant specialists and normal classroom loads. One of the

hypotheses of Project "E,” namely, that interrelationships

exist among cognitive, socio-personal and psychomotor

factors, constitutes the purpose of this study. Certain

aSpects of this study may be identified by the following

questions.

1. What were some of the interrelationships which were

presumed to exist among cognitive, socio-personal

and psychomotor factors?

What were some of the correlations which appeared

2.
significant in working with children in grades 1—6?

3. How can batteries of tests, such as those employed
in this study, be used as educational achievement
profiles?

4. Would changes in one area (cognitive, socio-personal
or psychomotor) affect readiness or growth in another
area?

5. What implications for curriculum improvement can be

drawn from the evidence of interrelationships that

was supported in this study?
Two schools, with like population but with traditional

class loads and itinerant Specialists, were selected as con—

trol schools. Batteries Of tests were given to pupils in
the three schools in the fall of 1963 and the spring Of
These tests included academic, social—emotional and

1964.

PhYSical growth and motor performance measurements.

Statement of the Problem
The primary purpose of this study was to determine if,

from the battery of tests there was any evidence to show that

interrelationships existed among cognitive, socio—personal
Ev—

and psychomotor factors in elementary school children.
idence of this nature is sorely needed to guide future action

in curriculum revision. It is possible that an extended ed-

ucational achievement profile could be established for grades

 

 

1-6 to make possible diagnostic and clinical use of the cog-
nitive, socio—personal and psychomotor measures in combina—
tion with the established academic achievement measures.
Such a procedure would make available considerably more ev-
idence upon which to base individual guidance and curricular
Offerings.

The following section explains terms used in the study.

Definition of TErms

 

Anthropometric measurements——data collected on bone

 

and fat quantity.

Cognition—-as referred to in this paper, ”the inter-

 

action and the summation of component organic and functioning
parts of the mind and brain.”

Control school—~a school matched according to school

 

population, school staff, and school community socio-economic

level.

Experimental school~~a school where certain variables

 

were introduced.

Grade equivalency—-an interpretation Of test scores,

 

where applicable, in terms of grade level. Grade level
scores were computed from raw scores according to publisher's

directions.

Intelligence data--measurements in cognitive areas,

 

including academic achievement and intelligence quotients.

U7

Motor performance data--measurements Of specific tests

for specific components of fitness.
Personality data-—measurements of social approachability

and emotional stability.
Project'TW—~the total study of the approximately fifteen

 

hundred original subjects plus projected study on subjects
and pro-

as they are admitted to the experimental school,
jected study on subjects as they are admitted to junior

high schools.
Psychomotor——the component parts of motor ability as

 

they relate to mental and environmental conditions under

which motor tasks are performed.
Retest-—the battery Of tests given the second time in

the spring of 1964 to the subjects who had taken the battery

of tests the first time in the fall of 1963.

Socio-economic occupation scale--the Warner, Meeker

and Ellis ”Scale for Rating Occupations” (39).
Tast——the first battery Of tests given in the fall of

1963 to total school populations in the experimental and

control schools.

Lgmitations of the Study

1. Different teachers have different skills in teaching and

in relating to children, which have an effect on learning

processes and performances of children.

There is variance in administering the tests due to the

difference in observers and recorders whose interests,

abilities, and conscientiousness which could affect

pupil performance.
There are variables related to size and arrangement of

temperatures in buildings and in the outdoors,

rooms,
and attitudes of testing

time Of administering tests,

personnel and pupils.

Limits exist in setting up indices for measurement,

achievement and performance. Some problems include:

Anthropometric measurements (there is no single

a.
anthropometric.index);

b. Composite scores on academic achievements (which in
this instance were limited to linear sums);

c. Physical performance measurements (there is no single

performance index in existence).

Problems existed relating to the analysis of data, in—

cluding methods of collection, test validity, data reli—

ability and the method of correlational analysis.

There are acknowledged shortcomings in testing tools

such as:

a. NO known valid measure exists of general physical
ability;

b. There are limits in specific physical ability measure—

ments;

7.

7

c. There was previous validation only in grades 4 through
6 of the social approachability and emotional sta-

bility test;
Socio—economic scales do not take into consideration

all existing jobs;
Achievement tests and intelligence quotients have

recognized limitations in measuring achievement

and innate intelligence.
Exact calibrations of testing apparatus are difficult

to obtain, particularly when different brands of

instruments are used.
The elapse of time between data collection and interpre-

tation was too long to sustain interest and use by

teachers who did the testing.

Sub—Problems

lo

2.

by Smith (118

Pre—testing for reliability and validity of the SA—S*
Test was necessary for grades one through three. This

test had been given previously only in grades four through

six at the elementary level in other sections of the

country.
The eight—inch step test was administered prior to the

major testing program on non—test groups of first,

*Social Approachability and Emotional Stability Test,

10.

11.

second and third graders to determine the level of
usefulness at those ages.

Preliminary tests for certain motor performance tasks
were necessarwrbecause ci‘the response and level Of
comprehension in different age groups.

Ages were recorded by birthdate, necessitating a table

for years and months to match against standard height

and weight charts.
Calibration in instruments, which were bought or borrowed

from various sources, was necessary.

Interpretation from pounds to kilograms was made into the

form of a table for easier reading becuase different hand

dynamometers were used.
Purchasing and constructing test equipment was required.

Pnaparation of testing personnel and school personnel

was a major assignment in this project.
Related problems were concerned with scheduling, trans-

POPting and budgeting.
A small class Of perceptually handicapped children was

tested along with the three schools, so arrangements

were made for including this class.

Preparation of the test manual necessitated preliminary

testing on children and teachers (in non-test schools) to

determine vocabulary.

12.

13.

14.

Plans for longitudinal studies were included in the
overall experimental design. Accompanying this design
was the need to train new investigators. Physical
education teachers, parents and student teachers were

selected as investigators.

Designs for interpretation were considered through-

out the project.
Arrangements were necessary for gathering, recording,
processing and interpreting data. These plans in-

cluded training secretarial personnel and developing

budgetary proposals.

\

 

 

(J

 

 

CHAPTER II

RELATED LITERATURE

The literature concerned with the human organism, its
growth, development, and learning processes, has dealt
quite broadly and in some depth with component inter—
relationships in certain areas——cognitive, sociO-personal,
and psychomotor. The major attention, however, seemed to
be given to the linkage Of two specific components in
two areas (such as height and academic achievement),
or with the relatedness of two or more components within
a single area (such as work study and academic composite).

There was much written on correlation of components
within defined areas, such as height and weight related
to strength (all in the psychomotor area), or reading
ability to mathematical ability (in the cognitive area),
or social adjustment (in the sociO—personal area). Two
of the larger areas were sometimes described in terms
of relationships (such as, sports participation and
personality), but there was limited eXploration in
all three areas. There was conflicting literature on
positive and negative significances of interrelation—

ships of the areas—-cognitive, socio—personal and

10

11

psychomotor—~and of their factors. There was also
conflicting literature on the insignificance of inter—
relationships. It was evident that whatever experiments
have been conducted, they were but a wedge into the complex
problem of interrelationships. Although considerable
amount of research on interrelationships has been completed
at the college and secondary school levels, there has
been comparatively little for elementary school children.

Literature indicated that approaches have been
made through one area to enhance the development of another
area. Intellectual learning may be accelerated because of
physical activity, or physical performance may be greater
because Of personality adjustment, or anxiety may be an
adverse influence on intellectual and physical performance.
Certain curriculum designs have been initiated on the basis
of appraisals of physical and mental and social growth
(such as, team teaching, self—contained classrooms,
ungraded primary, platoon systems, or core designs).
Recognizing the limitations of depth studies in each area
and of component interrelationships, the writer attempted
to gather more from exact research as it related to the
stated problem and less from philosophical writings.

The documents reviewed are presented in three
sections, depending on the emphasis of the author or

investigator. A table at the beginning of each section

 

raw

 

 
 

12

presents a graphic résumé on the literature reviewed which
dealt with interrelationships. Although included in Tables
2.1, 2.2 and 2.3, not all the works were summarized within
the section since they did not deal specifically with
elementary age children. Some works were reported only

to Show a particular emphasis, while others were reported

to show evidence of interrelationships. These two reports

are indicated by asterisks.

Cognition (see Table 2.1, p. 13)

 

"cognition" evolved from

The writer‘s concept of
several readings, but the greatest influence of the form—
ation of the definition in Chapter I (p. 4) came from

Frank H. George's Cognition (75). He wrote in terms of

 

the unfiication of topics of learning, perception and
thinking. Cognition is the interaction and the summation
of component organic and functioning parts of the mind and
brain.

Some cognition studies related primarily to generic
influence of intellective functioning or to predictive
indices. Others were concerned with effects of anthro-
pometry, personality or environmental design on cognitive
functioning and development. The literature studied seemed
to establish a general thesis that cognitive development
was related to anthropometry and to personality, but
exact relationships were limited in definition. There was,

for example, little data to support a hypothesis attempting

13

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14

to show a significant correlation between wiehgt at a given
age and intellectual achievement. There seemed to be greater
consensus that self—concept was influenced by body—build and
that self—concept tends to influence achievement.

French investigators worked with the philosophical
structuring processes of cognition, and provided a background
for hypotheses dealing with cognitive factors related to the
socio-personal and psychomotor factors. Piaget (34, 108)
made provocative statements regarding logic and ethic and
their development in the organism, even differentiating
between Western and European thought in the evolution and
development of moral judgments with regard to societal
aims. He made careful note of various philosophies, his—
torical and current, which supported or refuted his own
theories Of structuration. Piaget's thesis was that
sensory-motor intelligence activates or practices the opera—
tions of assimilation and construction (of cognitive develop-
ment), which is the functional equivalent of logic and
relationships. He further explained that logic was not
coexistent with intelligence, but rather consisted in an
ensemble of rules of control of which intelligence made
use for the purpose of eventual self-direction Of the
intellect. Piaget also said that sensory—motor intel—
ligence was outer-checked (Westerners might here say ”other-
directed”), and that this intelligence was a search for

coherence and organization, or the functional search for

 

 

 

IN.

15

organization. When the mind became aware of this search and
its accompanying laws, it then translated into structure.
This awareness was not a simple operation, but bound to an
ensemble of psychological conditions.

OlerOn (107) described this process of maturation as an
internal condition, or a readiness of the organism for an
activity. Development was characterized by the appearance
of new capacities, whose emergence was dependent on maturity
of the organism. He differentiated maturity from develop-
ment, the latter including the former. 01er6n likened
maturation to the lengthening of the embryonic life. Both
he and Debasse (63) hold that maturation was more than
simply a system of relations, but that there was a mye—
linization of the organism which protected it from too—early
and too—much environmental persuasion. Debasse explained
that maturation was the rising of a person with nourishment

at the right time; he added that it was not the simple

r)\

concern for adaptation ”so dear to American authors.” Oler
and Debasse supported their theories by studies which showed
regression from too—early training and which showed a
catching-up from early restrictions. L‘Abate‘s study (34)
supported Piaget's theory of developmental stages in
Cognitive functioning.

VanLennup (124) reported observations on cognitive
structuration and social structuration. He defined cognitive

structuration, however, as intelligence and believed that

l6

maturity could be prefigured early in the structuration.
Social structuration, loosely defined as "common sense,"

was developed, according to Van Lennup, through the person's
conquest of autonomy by his rejection or acceptance of his
environment, which is both formative and deformative.

His experiments introduced three factors: social interest,
sense of duty and imagination. Studies were made with five
groups: the multilaterally gifted, the retarded, persons who
showed giftedness early and reversed in later life, persons
who showed little giftedness early but became successful,
and persons with unparalleled giftedness (high intelligence ,
low emotional adjustment and the reverse). 0n the basis

of his findings, recommendations were made for counselling
(e.g., retarded persons were happier and more successful
when they were led into structured, defined tasks).

Adrian (1) made a scholarly presentation on the physical
background of perception, which included structure and
function of the mind and brain. Zimmerman (128) wrote on
the nature of spatial factors, an important aspect of
perception to perceptual psychologists. Brain (5) spoke
on the nature of experience, including the nervous system
and physico-chemical changes, the nature of perception,
fundamentals of movement and such aSpects of perception as
the visual after—image. He stated, "The perceptual world

. .is a construct of the percipient‘s brain" (p. 24).

 

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Current studies in this country manifest a concern for
depth understanding of the process of perception as a part
of cognition. Perceptual psychologists have been conducting
action research in areas of the structuring of function
and sequential motor-sensory experiences. Older theories
of psychology are being scrutinized and modified so that
internal processes, as well as input and output are more
clearly understood. Some of these studies have been made
by Delacato (1M), Kinsella (92), Cruickshank (12), Smith
(37), Kephart (25) and Anderson (M5). These studies in-
clude the background of perception and the searching out
of relationships between motor growth, motor response, motor
inhibition and cognitive performance and reading. From
their several points of View these investigators indicated
belief in cognitive structure and sequential development,
and in perceptual arrest as a result of the inhibition of
motor develOpment. All these studies were authored in the
1960's.

Other authors and investigators approached cognitive
development through anthropometry or through motricity.
These investigators will be discussed more completely in
the section, ”Psychomotricity,1 (pp. 26—39). Duffy (65)
and Bills (48) investigated muscular tension related to
Perceptive and cognitive processes. Brown (cited in Socio~
Personal Factors and Psychomotor.Areas and Mitchell considered

Predictive indices and the values of one component to

another.

V_.._._.

 

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18

There has been increased emphasis on the role of cog-
nition in the educative process. Perhaps the outstanding
disciple of this relationship is Bruner (8), who explained
the educative process in terms of generic learning. Tanner
(122) studied education and physical growth, and set forth
implications of the study of growth for educational theory
and practice. Heath (83) related curriculum cognition and
educational measurement. In his study he identified four
types of cognitive preferences (memory of Specific facts or
terms, practical application, critical questioning of inform—
ation and identification of fundamental principles) and
developed a tool for the measurement of cognition. He used
as experimental groups those in government—supported science
programs. Cognitive preferences appeared to relate to
Bruner's thesis of generic learning, which in turn appeared

to relate to Piaget’s theory of cognitive structuring.

figpio-Personal Factors (see Table 2.2, p» 19)

 

Frequently treated independently, these two areas,
Social and personality adjustment and development, are so
interwoven in most of the literature that they will be
considered as a combined area of literary research. A
primary assumption in this section is that self—concept
and the social environment are not only interrelated,
but have bearing on cognitive development. In turn,
anthropometric structure and motor performance have some

bearing on the development of self-concept.

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20

Some studies showing a relationship between anthro-
pometry, physical growth and socio—personal development
were made by Cabot (9) Murstein (105), Piers (111), Walker
(125) and Jones (89). Cabot's study was reviewed in the
section, "Psychomotricity." Murstein used four variables
in knowledge tests on 192 subjects to determine the most
accurate predictxn°of motorzability. He found that the
Wechsler-Bellevue Digit Symbol Subtest was the best
predictor of fine motor skills. Piers and Harns attempted
to develop a self—concept scale for a wide age range and
to determine correlates of self-concept. A pool of items
was taken from Jersild's collections of student observations
on themselves. Tests at various levels showed that third
and tenth graders were similar in mean total score, but
both were significantly different from sixth graders.
Variability showed a decrease with age. There was a
relationship between self-concept and l.Q. and achievement,
which was greatest at the sixth—grade level. Walker, at
the Gessel Institute of Child Development, tested lb?
nursery school children, He gave them physique ratings
and asked for parent and teacher ratings (independently)
on the behavior of the subjects. He found some relation~
ships of these parent—teacher ratings between physique and
behavior. Agreeable teacher—parent ratings indicated that
boy and girl mesomorphs tended to be aggressive, highly

energetic and cheerful, whereas boy and girl endomorphs

 

 

 

 

 

l".

 

 

21

and ectomorphs tended to be unagressive, low in energy and
not cheerful. There were some ratings which were contra~
dictory, and also ways other than listed above, of

physique grouping (such as mesomorph—endomorph and
mesomorph—ectomorph). Jones discovered a pile-up effect

of associated biological factors. For example, a child

low in physical strength showed a variety of accompanying
handicaps.

Body image and personality development studies were
reported by Fisher (67), COpple (133, cited in Psycho—
motricity area, p. 25), and Sanford (113). Fisher and
Cleveland employed the Rorschach Test to a wide application
of reported testing, analyzing results with reference to
body image. Partial correlations were found. A voluminous,
comprehensive study was made by Sanford and others on
relationships among physiques, personality, and scholar-
Ship. Anthropometric measurements were taken, clinical
physiological studies were made, age was recorded and
intelligence tests were given. Relationships were found,
such as conceptual thinking and large body build; memory
and general diet and other factors; comprehension, coor—
dination and parasympathetic reaponse; and mental age and
parasympathetic reSponse related to a short, wide build.

Case studies were presented which supported the findings.

 

 

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22

The bearing of motor ability on socio—personal matura-
tion was studied by Keough (91), Beck (131), Frabony (134),
Brown (51), France (135), Murphy (31), Reigart (137), and
Périé (109).

A significant contribution by Brown was the feasibility
of a developmental index which would be helpful to class—
room teachers in identifying developmental factors, and
in predicting academic achievement and social adjustment.
Personal data, grid plotting, motor performance tests,
social approachability and stability, intelligence tests and
achievement tests were administered. Variables were inter—
correlated separately for each sex.

France conducted a study using a random sample of 503
subjects from 3,600 to determine the effect of physical
education on personality traits. No significant correlation
was found.

Reigart's study, done at Western Reserve, Cleveland,
determined relationships between physical growth and
personality adjustment. She found that the poorly ad—
justed were below average in growth. Maladjustment was
significant when grouped according to physique and the
Roschach Test. She also found that obese persons were
more compulsive, less controlled, poorly adjusted, emotion—
ally unstable, immature, had less capacity for inner living

and tended to be constricted.

u...

 

 
 

23

Périé reported on a study sponsored by the French
Office of High Commission for Youth and Sports, whose study
objective was to determine psychosomatic unity. Investiga-
tors begannwith one variable,tfimaintroductioncd‘physical and
sports activity into school programs. The experimental
design sought, by clinical examination and other tests, the
incidences of variations of that factor on the general path
of development of subjects (in psychosomatic unity). One
hundred and thirty—eight observations were made on ex—
perimentalemuicontrol groups. Groups were divided by ages
thirteen to fifteen, and sixteen to eighteen. Results
showed that the experimental groups had shorter reaction
times and that their performances were more regular and
stable. Experimental groups were found to reach the charac-
teristics of maturity more rapidly, while control groups
retained the reactive anarchy of motor behavior. Psy—
chological examinations showed experimental groups to have
more effective dynamism and a greater wealth of interests,
coupled with a greater desire to learn. In summing up the
ledger, Périé reported that the experimental group had
better functional_return, better psychomotor performance,
better affective (emotional) and intellectual avail-
ability and that general maturation was accelerated through
Physical education and sports.

A research committee of the international council

of physical education and Sports reported studies dealing

 

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24

with physical activity and social matuartion, which showed
a correlation between the two areas. Dr. Périé's study
was among several studies reported.

Motor inhibition appeared to have adverse effects on
the development of personality and cognition. Studies de-
parting from this hypothesis include those by Anderson
(45), Kepart (25), and Sarason (114). Anderson
hypothesized that the capacity for motor inhibition was
correlated with a level of cognitive performance and that
such correlation could be explained, particularly in terms
of child-rearing practices and socio-economic status. This
hypothesis was supported when tests of motor inhibition,
cognition, socio-economic status, psychological control and
dogmatism were administered to a sample of eighth grade
students. Kephart's clinical work at Purdue tends to bear
out this hypothesis through case study work. Children who
were given additional motor work patterns tended to
develop keener perceptual qualities. His work was
primarily in the field of perceptually handicapped children.

Interrelatedness between behavior, perception and
the psyche-learning process was investigated by Eriksen
(16), Gordon (19), Borislow (50), Smith (37), Piaget
(previsouly cited pp. 14, 15), Gardner (73): Maddy (98):
Lichenstein (previously cited p. 1A), Fraisse (70),

Oleron (previously cited p- 15): and G319? (71)-

 

 

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25

Smith and Dechant, in Psychology in Teaching Reading,

 

 

(37), explored in depth the bio—physiological process of per—

ception, and drew some conclusions regarding concept
formation: (1) the greater the number of concepts the
reader has fixed through words, the better tends to be

his reading comprehension; (2) the more generic the
reader's reaction to printed words, the more effective
tends to be his communication; and (3) superior and poor
readers are differentiated in abstracting and categorizing
abilities. (This seemed to parallel Bruner's thesis on
generic learning.)

Gardner andothers found correlates with intelligence
components and a mutual interrelationship between intel-
lectual ability and cognitive controls. Maddy, in comparing
children's personality traits, attitudes and intelligence
with parental occupation found that intelligence increased
with a higher occupational level of their fathers. Person-
ality tests were given to children selected on the basis
of their fathers' occupations. There were reliable
differences in intelligence and personality traits with
differing occupational groups, and differences were found
between sixth grade boys and girls. She found that
children from professional families were 16.1 in I.Q. above
children of semi-skilled, and that the latter were a group

vdth more observable stress.

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26

Gaier in his study selected presonality variables to
relate to the learning process. He found that anxiety and
rigidity characterized individuals less capable of im—
provising a new problem situation. He also found that
personality variables appear to be involved as influences
in cognitive operations. There were implications for
measuring personality through cognitive—ability tasks.

Gaier's tests were made on eleven subjects at the university
level.

Literature indicated that environment or social
structure affected personality and behavior. Studies
showing this influence were made by Cohen (10), Lingdren
(97), Warner (39), Maddy (previously cited p. 25), and Mead
(27). Cohen's casebook on particular groups viewed in the
social structure illustrated extreme effects of environment
and particular social organization upon personality.
Lingren made one of many such studies relating to ethnic
or racial pocket groupings. Warner, Meeker and Ellis
developed a scale frequently used by investigators for

socio—economic classifications.

Psychomotricity' (see Table 2.3, p. 27)

According to many researchers in the field of
physical education, motor ability components include
strenght, agility, speed, flexibility and coordination.
As these components relate to mental and environmental
conditions under which they are performed, they become

known as "psychomotor.” Cratty (ll) reviewed components

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and matrices developed by McCloy, Jones, Fleishman, Guilford
and Hollingworth (pp. 42-48). Psychomotor components were
researched by Jenkins (23), Carpenter (54), Cunningham

(62), Brozek (52), Bachman (46), Cowen (58), Cumbee (61),
Espenschade (66), Frankard (69), Goodenough (78, 79),

Johnson (88), Latchaw (95), Scott (115), Start (119),

Strong (120), and Wegner (141).

Studies made on young children by Jenkins, who used
a battery of motor performance tests, showed closer
relationships on tests and retests on sex rather than I.Q.
factors. Carpenter measured general motor capacity and
general motor ability in the first three grades, using
the Brace, Burpee and Sargent tests. Findings indicated
that more intelligent children worked harder. Cunningham
found a relationship between motor tests and body build
in infants and very young children (up to nearly two years
of age).

Brazek and Taylor concluded that motor performance
was more susceptible to deterioration under stress than
were sensory and intellectual functions. Bachman tested
motor learning and performance in relation to age and
sex in measures of balance coordination. He found
results related to initial skill and to amount of learning,
Cowen and Pratt used the hurdle jump as a developmental
diagnostic test of motor coordination for children ages

three to twelve. They found that weight was not a factor

29

in determining the height of the jump, and that height

was negligible compared with age in determining the height
of the jump. Cumbee, Meyer and Peterson developed a
factorial analysis of motor coordination variables for
third and fourth grade girls.

Espenschade studied motor performance in adolescence.
the found interrelationships with motor performance as a
function of age and sex. Boys all correlated significantly
except for the target throw, but there was small correla—
tion for girls. She used motor performance as a function
ofgwwsical maturity, finding a relationship to anatomical
development with a positive significance for boys. Cor—
relation between motor performance of girls and all
measures of physical growth and maturity were low and
in most cases not statistically significant. Motor
performance for boys was positively and significantly
related to all measures of maturity.

Grouping could be based on organic and motor aptitude
fibetors, according to Frankard and Walckiers. They present-
mia case for individualized teaching in physical education.

Start, in attempting to measure mental practice on
eflflxecy of movement found no significant gain either
related to initial score or later transfer. Strong
I“eported on the part of motivation in motor performance
lxsts. Wegner made a factorial analysis on selected motor

mnlity test on 114 male college students. His analysis

 

 

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was made for the purpose of discovering primary components
and relationships, for developing a battery of tests,
and for determining validity.

A number of studies have taken into account the three
major areas (cognition, socio—personal factors, and psycho-
motricity) to illustrate interrelationships and inter-
dependences. Copple (133) tested over 100 fifth grade
boys to determine correlations between reading skills,
motor development and physical fitness, recognized
athletic ability and the individual's self—concept in
relation to physical development. He found a significant
correlation between the left hand grip and reading achieve—
ment, and partial correlations between reading achievement
and peer and teacher ratings of athletic achievement.

Peer and teacher ratings of athletic achievement were in
reverse of the predicted direction.

Pieron, Henri, Chocholle and Leplat (110), conducted
statistical and clinical studies and found sequential
stimulative sensory tendencies to be in accord with total
ensemble of psycho-physiological and neuro—physiological
facts. Brown (51) studied relationships between selected
intelligence, physical growth, physical performance and
Social—emotional variables for the purpose of develop—
ing an index to predict academic achievement for fourth
through sixth graders. Sloan (117) found close relation—

ships between intelligence, motor behavior and social

 

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31

maturity using the Lincoln-Oseretsky motor development scale.
Ismail and others (20) used motor aptitude tests to predict
academic achievement. The following conclusions were drawn
from extensive testing: (1) there was no sex difference
in pattern pertaining to predictions; (2) I. Q. scores were
predicted more accurately than were academic achievement
scores; (3) high or low motor achievers were more readily
predictive. Cratty (11, previously cited pp. 26-28) made
extensive reviews of movement behavior and motor patterns
with regard to other areas of behavior and achievement.

Millard (28) interrelated growth factors as an
approach to studying the child as a whole. He investigated
various aSpects of growth (physical, motor, intellectual
and personal—social). Each of the areas of growth, in
turn, was broken down more completely. The significance
of this book was in its usefulness to teachers in teaching
the child as an interrelated being.

Anthropometry was studied, along with growth and
development factors and with physiological factors as
bases for predicting or relating to intellect, academic
achievement, self—concept and personality—behavioral
projection. Thooris (Cavel, 56), the celebrated French
morphologist, determined a strong correspondence between
aptitude and body shape. There were differences of opinion

between morpholigists regarding morphological stability as

.u-

 

 

32

opposed to retractible and debiliatory morphology. There
seemed to be strong indication, however, that there was
some early predictive value which lasted throughout the
life Span of the organism, barring extreme effects upon
the organism (such as malnutrition).

Olson (32) is known for his growth and development
works, and especially for his tool to determine organismic
age. Tyler (according to Ismail, 21) did supportive work
on organismic age along with growth concepts.

Montagu's handbook of anthropometry (29) was useful
in conducting tests, as it detailed exact measurements,
stances and other pertinent information.

Harrison (82) reviewed neuromuscular bases for motor
learning. Seils (116) found relationships between skeletal
maturity and motor performance in testing primary grade
children. Riley (138) tested two hundred eighty-seven
girls in grades one through nine to discern relationships
between anthropometric measurements and physical performance.
She found the grip strength the only relative factor to
performance at every age. Other fairly consistent relation-
ships were jumping ability to ponderal index, endurance to
waist/neck index and speed to waist girth. Agility and
throwing were least related to anthropometric measure—
ments. The greatest variability in anthropometric measure—

ments was found among children nine and ten years of age.

 

 

 

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Sanford (113) and others tested according to several
variables-—intellectua1 ability, age, physiological and
physical measurements. Intellectual ability comprised
tests of mental age, comprehension, memory and conceptual
thinking. These were correlated separately to data on
body build. A close relationship was found to exist within
anthropometric measurements because of their interdependence.
Specific correlates were determined, as mental age and
parasympathetic response and short, wide build.

Studies were made to Show relationships between motor
ability and academic achievement. Investigators include
Bayley (47), Klausmeier (93), Ray (112), Stuart (121),
Bauer (130), Sprague (139), Thompson (140), Ismail (21)
and Mayer (100).

Klausmeier, Iehman and Beeman studied relationships
among physical, mental and academic achievement measures
in children of low, average and high intelligence. Their
hypothesis, that a low level of physical achievement
within a child accompanies low achievement in arithmetic
and reading, was upheld. This prediction and test results
proved to be true for boys but not for girls.

Bauer found in a study of sixth grade children that
the level of parental education was an important factor in
the child‘s mental and motor achievement, but that capa~

cities and achievements in each field were not signi-

ficantly correlated. Sprague, in testing eight—year-old

34

boys in motor skill measures concluded that generally, inter-
relationships were significant at the five percent level,

and that intelligence and socio—economic status had no
apparent relationship to performance of gross motor skills,
but were positively related to motor coordination.

Statistically significant positive relationships were
found by Thompson between specific motor ability tests and
specific mental achievement tests (as balance beam walking
and arithmetic achievement). She also found some negative
correlations between specific tests. Thompson found little
evidence of a general relationship between motor per-
formance and mental achievement. Some studies showed pos-
itive correlations while others showed negative or nc>sig—
nificant correlations with specific tests in each of the two
areas-—motor ability and academic achievement.

Ismail, Kephart and Cowell reported on predictive
ability of motor aptitude tests for academic achievement.
They also list studies by Gates and Thurstone. Gates
studied interrelationships of physical and mental ability
and maturity, while Thurstone’s study compared mentally
retarded children with normal children on eight items of
gross motor achievement to find some significant differ-
ences. Mayer found parallelisms 1J1 French students who

were both champion athletes and students of academic merit.

 

PK.

 

 

 

35

Relationships were found between physique and intellect.
Investigators in this area included Gleason (76), Tanner
(122) and Clarke (132). Gleason's and Klausmeier's hypoth-
esis presented the existence of a positive correlation
between physical growth and academic achievement and was
confirmed for third grade boys and girls and fifth grade
girls. Tanner showed implications of the study of growth
for educational theory and practice.

Clarke and Jarmon tested two hundred seventeen boys
on strength index at nine effective differentiations of
academic achievement. High and low strength groups were
paired or equaled by I.Q. Findings showed a consistent
and significant tendency for high strength groups to have
higher means on standard achievement tests EHd on grade
point average.

Whittle compared twelve-year—old boys skeletal
measurements, age, weight, height and personality develop-
ment. He found a significant difference between the means
Of boys in good or poor physical education programs (deter-
mined by a score card). Those in good physical education
programs had higher means in Rogers' strength and fitness
indices and in other tests of motor educability and phys-
ical fitness.

Motor ability and socio-personal correlates were
studied by such investigators as Hebart (84), Jones (89),

Keough (91), Beck (131), Frabony (134), France (135) and

36

Cowell (57). Jones, in sequential growth studies took
physical measurements to illustrate the effects of person—
ality in activity pursuit. He concluded that there was a
regularity in emergence of behavior and a general over-
lapping of functions at earlier stages. He found motor
ability to be dependent on maturation and the nature of a
skill.

Cowell and Ismail tested eighty-three boys ten to
twelve years of age on given motor fitness and athletic
aptitude tests, seeking relationships of athletic apti-
tude to leadership. All relationships were found to be
positive, moderate and significant at the one percent
level of confidence.

Reports from the international congress of physical
education and Sports, organized in Paris, included works
done by Perié and Chambart on physical activity and social
maturation in adolescence, and also those by Cahilley—
Bett, Encausse and Plas on physical activity on the
development of school children.

Physique and personality relationship studies
were made by Cabot (9), Van Lennup (124), Walker (125),
Reigart (137) and Fisher (67). Cabot found that height
was related to social leadership, attitudes toward war,

schizothymic* trends, influence on one's contemporaries,

h;

*A schizoid condition or temperament remaining within
the bounds of normality.

37

competitiveness, self-control and intelligence. However,
differences were not sufficiently significant to be regarded
as certain. The male adolescent who was definitely taller
that his peers tended to be more intelligent, competitive
and more of a social leader, exerting his influence over
others. The shorter male adolescent was found to be more
self-controlled and schizothymic.

Studies made by Van Lennup at the University of

Utrecht revealed relationships between maturation, person-
ality and professional or scholastic success. Although his
conclusions were cautious, the study contained recommenda-
tions for guidance and counseling in formative years.
Walkers, at the Gessel Institute of Child Development,
tested one hundred forty-seven nursery school children
on physique ratings (body shape) and parent ratings of
behavior. Results were reported under the section, "Socio-
personal Factors” (p.18). Reigart’s study was also re-
ported in this section (p. 22). Fisher and Cleveland
used the Rorschach Test to correlate results with body
image, .A wide application of testing was reported.
Other studies dealt with muscular tension as it related
tO physical or mental performance, and also with motor
inhibition and cognitive performance. Investigators
included Bills (48), Duffy (65) and Anderson (45).

Duffy investigated muscular tension relative to the

(mrceptive process, using various physical and physiological

38

factors. Correlations were suggested with aSpects of
behavior, including muscular performances, number words use,
and the degree of restlessness and inattention. Eigtheen
nursery School children were his subjects. He found some
relationship between tension and body build, between systolic
blood pressure and pulse rate, and between tension and
nmscular performance. Anderson's study was mentioned in

the section, "Cognition”, p. 17.

Other therapeutic-type studies dealt with motor
training for brain injured and for retarded children. Such
reports have been made by Cruickshank (l2), Kephart (25),
Delacato (l4), Godfrey (77) and Bucher (53). Cruickshank
and Delacato are particularly noted for their contributions
to the field of reading. Kepart's clinical work was
primarily with brain—injured children, who seemed to respond
to motor therapy in the form of motor pattern training. Much
of his work was done directly with the parents of children
attending the clinic. Godfrey reported on studies with
perceptually handicapped children and the effect of motor
training in developing perceptual take efficiency. Bucher's
article dealt with psychomotor re—education.

Picq and Vayer (as reported by Cavel, 56) showed an
iflmrovement in children even with I. Q.‘s below fifth when
gdven psychomotor education. In their eXperiment they
introduced variables of anxiety, lack of attention and

exercise. The latter category included equilibrium, Spatial

EV)

 

.—v

P..

..v

 
 

 

 

39

organization, time and rhythm, basic physical movements,
relaZation, sensory education and manual education. A study
of psycho-physiological theory was the basis of education
for retarded persons. They found relationships inspearable
between the motor and the psychic areas.

While some researchers found a significant correlation
between such factors as body build and conceptualization, it'
would appear that more investigators would claim such cor—
relations with additional factors considered, including
nutrition, environment and a host of others. It seemed to be
consensus that interplay between cognition (including motiva—
tion), socio—personal adjustment and psychomotricity is so
interwoven that it is extermely difficult to extract any
two factOrs and claim a significant interrelationship.

Tobias stated this idea, ”For any child to function in an
orderly and integrated manner, it is postulated that his

internal environment as well as his external environment
should be individually and collectively in a state of
balance” (123, p. 967). The concept of child ecology—~the
relationship of the human organism to his environment--seems
to be paramount in the consideration of studies of inter-
relationships.

The evidence, as reported, leads the reviewer to
believe that additional studies of greater magnitude and with
more accuracy in reporting are necessary before conclusions

Can be drawn regarding exact interrelationships in the areas

and/or components of cognition, socio—personal behavior and

psychomotricity.

CHAPTER III

SOURCES AND METHODS

The establishment of educational achievement profiles
is contingent upon the selection of a reliable battery of
tests designed to measure cognitive, socio—personal, and
psychomotor factors. A discussion of the tests used in
the study and the presentation of reliability data form
the basis of this chapter. Preliminary and initial plans
for the study, which were concerned with personnel training,
test organization and test administration are also included.
The section, ”Sources of Data," includes tests and reli—
ability tables. Manufacturers of test equipment and
publishers of test materials are listed in the Appendix
(Item 1) and in the Bibliography, respectively. The
section, ”Methods of Procedure," contains descriptions
of initial plans for the study, pre-tests used, the
training of test personnel and organization and admin-

istration of the testing program.

§pprces of Data
1. Academic achievement tests.
1. a. Iowa Basic Skills Tests were given to grades

three through six in the fall of 1963 and in

40

 

41

the spring of 1964. Classroom teachers admin—
istered these tests under the direction of the
Director of Pupil Testing for the City Schools
of Pontiac. Grade equivalency was recorded for
component scores and composite Scores: academic
vocabulary, reading comprehension, total language,
total work study, total arithmetic and academic
composite.

Tables 3.1 and 3.2 were taken from page 73,

and Tables 3.3 and 3.4 from page 74 in the Iowa

 

Basis Skills Test Manual (99). The tables on pages

 

42 and 43 are presented to show test reliability.
The Metropolitan Reading Test was given as test
and retest to second graders. A composite score
and its components (as listed) were recorded in
grade equivalency: word knowledge, word dis—
crimination, reading, spelling and arithmetic.
Tests were administered by classroom teachers
under the direction of the Director of Pupil
Testing for the City School of Pontiac. Table
3.5 was taken from Directions for Administering
Metropolitan Achievement Tests: Primary 1;

Battery for Grade 2, p. 24 (64) (see p. 85).

 

The Metropolitan Reading Readiness Test was given

as the test to first graders (Fall only). The

42

TABLE 3.1.—-Iowa Basic Skills 11st. Standard Deviations,

Standard Errors of Measurement, and Reliability Coefficients
for Grade 3.

 

 

 

 

Siandard Error of
Standard Davialion Maaauramanl
Tear Grade I Grada 8.11.5187?
Raw Sacra 1 Equivalanl Raw Score Equivalanf Coaflicranf
Units 1 Units Unira Unir:
Vocabulary 7.03 10.22 g 2.81 4.09 .84
Reading 10.10 1 9.81 3.03 2.94 .91
spemng 632 1 1141 221 199 .88
Capiralizarion 5.69 3 7.98 2.39 3.35 .82
' Punctuaiion 4.53 l 6.50 2.22 3.19 .76
Usage 6.26 l 10.42 2.63 4.38 .82
Language Tofal 4.86 7.00 1.26 1.82 .93
Map Reading 4.26 8.81 2.34 4.85 .70
Graphs and Tables 3.89 11.21 1.98 5.72 .74
References 6.36 7.44 2.54 2.98 .84
Work-Study T0161 4.28 7.07 1.37 2.26 .90
Arithmetic Concepts 5.99 8.93 2.34 3.48 .85
Problem Solving 4.70 6.66 2.16 3.06 .79
Arithmefic Total 5.00 7.14 1.65 2.36 .89
Composite 5.70 7.29 .97 1.24 .97

 

 

 

 

 

 

 

 

EhBLE 3.2—-Iowa Basic Skills Test. Standard Deviations,
standard Errors of Measurement, and Reliability Coefficients
for Grade 4.

 

 

 

 

 

 

 

Vocabulary 8.93 11.47 3.30 T 4.24 .86
Reading 14.14 13.76 2.83 2.75 .96
Spelling 8.17 12.69 2.61 4.06 .90
Capitalization 6.95 10.41 2.71 4.06 .85
Puncfuafion 5.70 12.56 ' 2.68 5.90 .78
Usage 6.70 14.81 2.68 5.92 .84
Language Total 5.75 10.74 1.27 2.36 .95
Map Reading 5.69 10.84 2.28 4.34 .84
Graphs and Tables 4.78 10.83 2.10 4.77 .81
References 7.56 9.10 2.72 3.28 .87
Work-Sfudy Total 5.30 9.05 1.38 2.35 .93
Arithmetic Concepts 6.94 9.22 2.71 3.60 .85
Problem Solving 4.97 7.74 2.19 3.41 .81
Arithmetic Total 5.37 7.93 1.72 . 2.54 .90
Composifa 7.20 9.61 1.01 1.35 .98

 

 

113

 

 

 

 

 

 

 

 

 

 

 

 

 

TABLE 3 . 5 ~ -I 13 111a 1313.: 1 i ;.: (31': Ll. .. l - 5.1-: at l L 'i
Standard Errors of 1.11:,7a..; 1.11%. 1111221170", an . 11‘ lia 1-1 . 0.
if r f: ;"a.,1‘1;: j. .
Standard Error of
Standard Deviation Measurement
Test Grade T Grade R°ll°blll1Y
Raw Score Equivalent Raw Score 1 Equivalent Coefiicmnt
Units Units Units L Units
Vocabulary 9.35 13.73 2.62 f 3.84 .92
Reading 1548 1436 3.72 1 3.45 .94
Spelling 9 28 13.37 2.60 l 3.74 .92
Capitalization 7.09 14 95 2.98 .9 6.23 .‘2
Punctuation 6.34 17.34 2.09 l 5,72 .89
Usage 6.34 19.34 2.54 1 7.74 ,84
Language Total 6.19 l 14 04 1.38 ' 3.09 .95
Map Reading 6.28 l 11.27 2 S1 1 4.51 .84
Graphs and Tables 4.07 > 11.17 220 1 6.03 .71
References 985 ,‘ 1026 296 l 3.08 .91
Work-Study 10181 5.97 l 9.46 1.43 2.27 .94
Arithmetic Concepts 6.68 8.58 2.81 3.60 .82
Problem Solving 4.9.6 8 75 2.33 4.20 .77
Arithmetic Total 5.40 1 7.59 l 78 260 .89
Composite 7.73 l 10.65 1.08 1.49 .98
TABLE 3.1—l——I1’31~5a Basie .1113. 1 i L 11' ‘5 . . L11 :2: 171- a
S tandard Errors 1;: f 11 a”. 111% ' ‘11 , an 1 FL 1.111.” 71 1 ‘ L.
If.) 1’ 1.11311" 1: .
LI
Vocabulary 10.32 15.94 2.89 4.46 .92
Reading 13.99 13.59 3.64 3.53 .93
Spelling 9.37 13 36 3.00 4.28 .90
Capitalization 7.05 16.09 2.82 6.44 .84
Punctuation 6.54 18.82 2.75 7.90 .82
Usage 6.11 20.41 2.44 8.16 84
Language Total 6.30 5 14.88 1.39 3.27 .95
Map Reading 5.11 12.04 2.25 5.30 .81
Graphs and Tables 3.93 11.26 1.93 5.52 .76
References 10.48 11.16 3.14 3.35 .91
Work-Study Total 5.69 9.92 1.37 2.38 .94
Arithmetic Concepts 7.51 8.84 3.00 3.54 .84
Problem Solving 5.77 9.89 2.42 4.15 .82
Arithmetic Total 6.07 8.59 1.94 2.75 .90
Composite 7.71 11.19 1.08 1.57 l .98

 

 

 

 

 

 

test. Table 3.6 was taken from Metro olitan Readiness
_____B______._________

ESLSN ME: page 30 (102) (see p. 115.)

The following tables show test reliability.
2. Intelligence test.

The Stanford~Binet Intelligence Test is
administered only periodically in Pontiac. When
intelligence quotients were not taken during the
first year’cn7Project ”E” test, previous I.Q. records
were taken from class folders. There was no retest.

3. Social approachability and emotional stability test.

The SA-S Junior Scale (Smith, 118) was used
for testing social approachability and emotional
stability in grades one through six. Brown (51)
used the test in grades four through six, but the
test was not tried in grades one through three.
Pre—testing on non—related experimental subjects

was done in Pontiac.

The test is comprised of eighty—four items

a 1 11 ll . ll 11 11 e S
which require marking 'x , yes, or no. It m

one through fbrty-six are geared to social approach-

ability; items forty—seven through eighty-four are

 

45

TABLE 3.5--Metropolitan Achievement Tests: Primary II.
Reliability Coefficients and Standard Errors of Measurement
for Subtests.

 

 

 

 

 

 

 

 

 

l' 11* 5.5. Mean?”
Test Range I Mdn. Range Mdn.
1. Word Knowledge .86-.96 l .93 1.5-2.6 2?
2. Word Discrimination .86-.92 .88 1.8-2.4 2.3
3: Reading ‘ .94-.95 .94 2.3-2.9 2.8
4. Spelling .92-.95 .93 1.8-2.3 1.9
5. Arithmetic:
Part A Concepts and
Problem Solving .80-.87 .86 2.1-2.5 2.4
Part 8 Computation .74-.88 .80 1.5-2.0 1.7
Total (Parts A 8. 8) .85-.92 .91 2.6-3.2 2.7

 

 

 

‘Values reported are ranges and medians of four independent esti-
mates of corrected split-half coefficients. Each estimate is based on
a random sample (N : 100) of grade 3.1 pupils from a single school
system, the four systems be'ing chosen to typify high, low and
average performance on the test.

"Standard error of measurement in terms of raw score.

lEBLE 3.6-—Reliability Coefficients and Related Data, Metro—

 

 

 
 
 
 
  
  
 
  
 

 

 

 

 

politan Readiness Tests, Grade 1. -
1 lsr Tasnxo I 2ND Tesrmc ISM". l
Tesr . Ru" . . ERROR
COEFF' MEAN $57: / 3115.121 I :2"; {3115.43,}
\_ “ fl :
Word Meaning .583 15.61 2.51 15.92 2.26 1.62
Sentences .535 10.52 2.39 10.86 2.27 1.63 1
Information .586 12.02 2.06 12.39 1.89 1.3 Q‘
Matching .773 13.19 4.23 14.19 3.75 2.02 .'
Numberg, .839 13.50 4.78 14.38 4.85 1.92
Copying .762 5.26 2.76 5.31 2.75 1.35
Tcsrs 1—4 .828 51.07 8.83 53.20 8.13 3.66 l
Tests 1—6 .890 69.71 13.92 72.96 13.12 4.62 l

  

 

46

geared to emotional stability. There are periodic
"lie" questions throughout the test. Quadrant scales
are used for scoring. Illustration 3.1 is taken from
p. 3 in the Manual for the §§L§ Senior_and Junior
Scales (118), to show quadrant plotting. Table 3.7
shows reliability coefficients (from p. l6 in the

Manual just cited) (see p. 47).
The ”SA” (social approachabaility) part of the

test is diagrammed on the horizontal plane of the
quadrant. On this plane, ”permeable” is defined as
sensitivity to social environment. ”Impermeable” is
defined as conservative, fixed, asocial and con-
scientious. The ”S" (emotional stability) part of
the test is diagrammed on the vertical plane. On

this plane, ”stable" is defined as freedom from

excessive anxiety, and ”anxiety” is defined as a
continuing state of tension, SA-S tests were

administered by classroom teachers under the

direction of the Project ”E” Director. The

Appendix contains SA—S Test Questions (Item 2a), SA-s
Explanation Sheet (Item 2b), Master Grading Answer

Sheet (Item 2c) and Pre-Test Information (Items 2d

and 2e).
Anthropometric measurements
Testing tools were purchased and borrowed for

anthropometric measurements. Investigators were

ZW

Illustration 3.l.—-SA-S Senior and Junior Scales Quadrant
PlOttingi

Il-——— ——— ———3+§P -——- ——- ——FI

3M 2M 18 16 10 0

SA Permeable

 

Impermeable SA

 

l 0
IV" ‘7
Anxious
S

 

 

 

l
l
l
l
l
l
l

TABLE 3.7.—-SA—S Senior and Junior Scales. Reliability

Coefficients of Internal Consistency* (Split-half) and

of Stability (test—retest, six weeks) for Upper Elemen—
tary and Junior High Students.

 

 

 

 

 

 

 

 

Type of a.
Grade Coefficient N OH 3
1’)
XX XX
Upper Elementary Split—half 221 72 .83
(Grades 4, 5, 6) Test—retest 7 61** ,77%*
* Guttman L—M.
*3

Trial forms.

48

trained by the Michigan State University Human Energy

Laboratory staff. Investigators included the training

staff, university students and Pontiac physical

education staff members. Recorders were university

students and parents of pupils being tested. Directions

for AnthrOpometric Testing are in the Appendix (Item 3).

a.

Circumference sites.

Measurements were taken three times on the
upper arm area (according to the relaxed arm
method by Montagu, 29) and axillary girth was
measured three times during normal inspiration
and expiration. An average of each was
recorded on data processing;sheets. Circum—
ference measurements were recorded to the
nearest centimeter. Steel tapes were used.
Diameter sites.

Measurements were taken three times each
from biacromial and bicristal sites. An
average of each was recorded on data processing
sheets. Diameter sites were recorded to the
nearest centimeter. Sliding;wooden calipers

were used.
Skinfold sites.
Measurements were taken three times each
on three sites: upper arm (triceps), sub-

scapular (below tip of right scapula) and

49

abdonem (one—third the distance from the right
of the umbillicum to the iliac crest). An
average of each was recorded on data processing
sheets. Skinfold measurements were recorded to
the nearest millimeter. Skinfold calipers were
used.

d. Height.

Height was recorded to the nearest half-
inch. The test subject was in stocking feet.
Standard school scales with height bars were
used.

e. Sitting height.

Measurements were recorded from the top of
the head to the floor with the subject sitting on
the floor with knees out and scapular and sacral
regions against the wall. Sitting height was
recorded to the nearest half inch. Yardsticks
were taped against the wall for measuring.

4. f. leg length.
Leg length was computed by finding the
difference between standing and sitting heights.
4- s. Weight.
Weight was recorded to the nearest pound.
The test subject was dressed in shorts and shirt
or comparable clothing. Standard school scales

were used.

\fl

50

h. Standard height and standard weight.

Norms were used from the Iowa Height-Weight
Scales (Appendix Item 3a), which is accepted
as norms or as standards at various age levels.

Relative height and relative weight.

Relative height was computed from the
equation lOO actual height.
standard height

Relative weight was computed from the

equation lOO actual weight.

standard weight

Standard heights and weights were obtained
from the Iowa Height—Weight Norms (Appendix
Items 4a, 4b), and from conversion tables
(Appendix Item 4c).

j. Ponderal index.

Ponderal index was computed from the

equation height

1

.2 s 1, L
Vicigllo

Motor performance tests.

A test manual for physical performance tests

(Appendix Item 4) was prepared by the Project ”E"

Director. This manual was used by investigators

and recorders for physical performance tests. In—

vestigators and recorders included Michigan State

University staff and students, Pontiac Public Schools

51

physical education staff and classroom teachers,
and parents of pupils being tested.

Motor performance tests were given and
recorded two times, with the best of two times
recorded on data processing sheets. The pulse
recovery rate test was the one exception. This
test was given only once.

40 yard dash.

The fitness component, ”speed," was
measured by the 40 yard dash on an outdoor
grassy area. Three—foot lanes were marked and

subjects simultaneously competed against a
stop watch (usually two subjects at a time, or
three or four subjects at a time depending on
the number of investigators at a site). Re-
straining lines and finish lines were marked on
the area. Measurements were taken to the
nearest tenth of a second. Stop watches with
tenth—second markings were used.
Standing broad jump.

The fitness components, ”explosive leg
power” and ”strength”, were measured by the
standing broad jump. Tuftehair mats, 8' x 4’

x 2” were used for the broad jump. Markings
were made by feet and inches (plastic tape and

magic marker, respectively). A jumping board

U?

\fl

52

the height of the mat butted against the mat.
The board was made of wood with striped rubber
matting on the top for traction. These were made
by the maintenance staff of the Pontiac Public Schools.
Jumps were recorded to the nearest inch. Recordings
were made indoors.
Softball throw for distance.

The softball throw for distance was used as
a general strength and coordination measurement.
Markings were made by yards with slash marks up
to two-hundred feet. Restraining lines were
marked. Recordings were taken to the nearest

foot. Regulation eight-inch circumference soft—
balls were used.

Grip strength.

Readings were taken on right and left hand
grip strength. Two different hand dynometers
were used, with one calibrated in pounds and

the other in kilograms, so a table was made

for converting pounds to kilograms. (Appendix

Item 5). Recording was done in kilograms

Sit-reach.

”Flexibility” was the fitness component

measured by the sit—reach test. Subjects sat

on the floor, placing stockinged feet against the

bench. Three reaches were permitted for each

recording, with the third reach (bounce) recorded.

O\O\O\O\C\O\

Plus or minus recordings were made to the nearest
eighthcfi‘an inch. Equipment was made by the main-
tenance staff of the Pontiac Public Schools.
Eight—inch step test.

"Recovery rate and endurance” were measured
by the eight-inch step cardio-vascular test. A
pulse count was taken following two minutes of
excerise and one minute of rest. Recordings were
made by actual pulse count in one—half minute.
The eight-inch platform was constructed by the
maintenance staff of the Pontiac Public Schools.
A metronome was used for timing and stop watches
were used for starting and stOpping subjects,

for time lapses and for recording pulse rates.

General information.

General information was taken from class

records or from parent—teacher conferences. This

information included the subject‘s

a.

b.

Name--first, middle and last

Age——month, day, year

Race--white or Negro

Sex

Grade

Socio-economic status. Socio-economic status was
recorded according to Warner‘s (39) job occupation
scale. (Appendix Item 6a). This scale was trans—

lated into a classification scale according to the

524

Dictionary of Occupational Titles (Appendix Item
6b). The first scale, along with recording direc—
tions for the teacher was distributed by the Pro—
ject "E" Director (Appendix Item 6c).

Code numbers were given by school to each subject and

recorded by the teacher or by the person in charge of the

master code sheets.

Methods of Procedure

 

It was considered advisable to conduct pre-tests in

some areas where tests had not been proven reliable or

valid:

1.

The eight-inch step test was in question regarding the
coordinative and timing ability of children at the
first two grade levels to make a satisfactory, testable
showing. Two unrelated (non—test) schools were
selected, with two unrelated (non-test school) physical
education teachers administering these tests under
conditions similar to those in the proposed testing
program. The judgment of teachers administering the
tests was that first, second, and third grade children
were capable of understanding and executing the test.
Various distances were tried for the dash in the same
non-test schools on samples from grades one through
six. The forty—yard dash was decided upon as the

most satisfactory to determine a certain amount of

endurance and to determine speed in subjects grades
one through six. Lesser distances seemed not to tax
the older children sufficiently and greater distances
were distracting to younger children. A similar
judgment was made by the Michigan State University
staff. Tests were made in different years and in
different geographical locations which seemed to

bear out these judgments.

An agility test was included in the original battery
of motor performance tests, but was eliminated because
it was not sufficiently understood by first and second
grade children. By the time the test was understood
the training element would have affected the per—
formance. The test used was the three-line, four-
foot apart taped distance. Each touched line counted
a point during a ten—second test (McCloy, 26, pp.85,
86).

The SA—S Test for social approachability and emotional
stability had not been validated or proven reliable
at the first through third grade levels. The two
physical education teachers of the control schools
were asked to give this test to three classroom
teachers, one in grade one, one in grade two and
one in grade three in schools where they taught
other than the control schools. Two other physical

education teachers were asked to give the same test

r1.»

 

56

to two other schools. The results of these pretests
were considered and then measured against results

of the experimental and control schools in final
data analysis.

Prior to the actual testing involved in the study,
plans were made to inform classroom teachers, school
engineers, school secretaries, cafeteria personnel,
physical education teachers and parents about the tests.
Teacher orientation took place with the Director of
Physical Education, Recreation, and Athletics (Project”E”
Director) who presented plans for testing and recording
at each school involved in the project (Appendix Items 2,
4,6,7,8). Meetings were held with parents who volunteered
to serve as recorders. The first contact with parents
was made through the principals of the three schools,
followed by meetings between the Director and the parents.

Michigan State University students were trained for
testing by staff members of the Human Energy Laboratory,
who worked with students from the Tests and Measurements
Classes. Students were instructed in measurement tech—
niques on anthropometric data, the cardio-vascular
test and the grip-strength test (Appendix Item 8b).
Students were given directions for motor ability testing
(Appendix Item 4). Twenty—five to fifty students

were involved each day in the testing, along with Pontiac

>...

,.
' r

o
\
)

1“

(Yr
I

 

 

physical education teachers, classroom teachers and
ten to twenty—five parents at each school.

Materials for instructions and actual testing were
formulated, compiled and duplicated through the Pontiac
Schools Physical Education Office: Project "E”-—A Test
Manual for Physical Performance Tests (Appendix Item 4);
"SA-S" tests with the directions, scoring sheets and
manuals (Appendix Items 2); directions for classifying
and recording socio—economic status (for classroom
teachers) (Appendix Items 6); data sheets for general
information, anthrOpometric measurements and motor
performance tests (Appendix Itenl7). These materialsvmnwe
given to each test school. Each school had ataa sheets of
a different color for easier discrimination in the com—
pilation of total data, and each school was given its
own code number.

Motor performance and anthropometric tests were
conducted on separate days in each of the schools. These
tests were scheduled during one week in the fall and
during one week in the Spring, with tests taking place
for one full school day at each of the three test schools.
Academic and social tests were given at the classroom
teacher's discretion within a given six-week limitation.

Plans were formulated and drawn up for the building

of equipment and the readying of facilities for the tests.

A_.

‘.

 

AF.

ens

PV-

1.

 

58

The maintenance staff of the Pontiac Public Schools con-
structed, according to specification, sit—reach benches,
jumping boards and step—test platforms. Other equipment
used in testing was either'platforms. Other equipment
used in testing was either purchased or borrowed.

Books used most frequently for test design and
test selection were authored McCloy (26), Montague (29),
Brown (51) and Espenschade (66).

Floor designs were made to facilitate traffic
flow and to recognize quickly testing station locations.
Engineers were informed about set—ups and take~downs, and
they worked along with investigating personnel and main—
tenance staff members to move equipment in a minimum of
time. School cafeteria personnel was consulted con—
cerning food arrangements for the investigating
personnel on the days that motor perofmrance and anthropo-
metric tests and measurements were scheduled at their
schools. Progress reports were made from time to time to

the superintendent's office and to schools (Appendix

Items 8).

nghods of Analyzing Data

The usual procedures of data transfer onto IBM cards
was followed. Data tabulation, key punching and a verifica—
tion process was completed in Pontiac, using school per-
sonnel. Computer programming and processing were done at

Michigan State University.

.—Yr.

Each student tested had four IBM cards. Cards were color-
keyed by number and by school for easier identification

and interpretation.
Card items were punched as shown by the following

four illustrations:

Illustration 3.2. Card No. l and 3 (test and re-test,
respectively), Grades 3—6.

 

 

 

Column Number Item

1, 2 Card number

3, 4 Test month

5, 6 Test year

7 School

8, 9, 10 Code number of subject
ll, 12 Birth month

l3, 14 Birth year

15, 16 Grade

17 Sex

18 Race

l9, 2O Socio—economic occupation
2l Socio—economic class
22, 23, 24 I.Q.

25, 26 Academic vocabulary
27, 28 Reading comprehension
29, 30 Total language

31, 32 Total work study

33, 34 Total arithmetic

35, 36 Composite

3?. 38 Social rating

39, 4O Emotional scale

41, 42, 43 Actual height

44, 45, 46 Actual weight

47, 48, 49 Sitting height

50, 5i, 52 Triceps skinfold

5 , 54, 55 Subscapular skinfold
56, 57, 58 Abdomen skinfold

59, 6Q, 61 Upper arm circumference
62, 63, 64 Chest inSpiration

65, 66, 67 Chest expiration

68, 69, 7O Biacromial diameter
71, 72, 73 Bicristal diameter

74 75, 76 Standard weight

77, 78, 79 Relative weight

Aav
vac

6O

Illustration 3.3. Card No. l and 3 (test and re—test,
respectively) Grade 2.

 

 

 

Column Number Item

1, 2 Card number

3, 4 Test month

5, 6 Test year

7 School

8, 9, 10 Code number of subject
ll, 12 Birth month

l3, 14 Birth year

15, 16 Grade

17 Sex

18 Race

19, 2O Socio-economic occupation
21 Socio—economic class
22, 23, 24 I.Q.

25, 26 Word knowledge

27, 28 Word discrimination
29, 30 Reading

31, 32 Spelling

33, 34 Total arithmetic

35, 36 Composite

37, 38 Social rating

39, 4O Emotional scale

41, 42, 43 Height (actual)

44, 45, 46 Weight (actual)

47, 48, 49 Sitting height

50, 51, 52 Triceps skinfold

53, 54, 55 Subscapular skinfold
56, 57, 58 Abdomen skinfold

59, 60, 61 Upper arm circumference
62, 63, 64 Chest inSpiration
65, 66, 67 Chest expiration

68, 69, 7O Biacromial diameter
71, 72, 73 Bicristal diameter

, 75, 76 Standard weight
77, 78, 79 Relative weight

 

61

Illustration 3.4. Card No. l and 3 (test and re—test,
respectively) Grade l.

Column Number Item
.________________________L_____

 

 

 

1’ 2 Card number

3’ 4 Test month

5’ 6 Test year

7 School

8’ 9’ 10 Code number of subject
11: 12 Birth month

13: 14 Birth year

15: 15 Grade

17 Sex

18 Race

19, 20 Socio—economic occupation
21 Socio—economic class
22: 23: 24 I,Q.

25, 26 _ _

27, 28 _ _

29, 30 _ _

31, 32 _ _

33, 34 - _ .

35, 36 Total readiness

37: 38 Social rating

39, 40 Emotional scale

41, 42, 43 Height

44, 45, 46 Weight

7, 48, 49 Sitting height

50, 51, 52 Triceps skinfold

53: 54, 55 Subscapular skinfold
56, 57, 58 Abdomen skinfold

59, 60, 61 Upper arm circumference
62, 63, 64 Chest ineplratlon
65, 66, 67 Chest expiratlon

68, 69, 7O Biacromial diameter
71, 72, 73 Bicristal diameter
74, 75, 76 Standard weight

77, 78, 79 Relative weight

 

«ii— Cy

62

Iglustration 3.5. Card No. 2 and 4 (test and re-test,
respectively), Grades 1-6.

 

 

 

—__Column Number Item
1, 2 Card number
3, 4 Test month
5, 6 Test year
7 School
8, 9, 10 Code number of subject
ll, l2, 13 40 yard dash
l4, 15 Standing broad jump
16, 17, 18 Softball throw
19, 20 Right hand grip strength
21, 22 Left hand grip strength
23, 23, 25, 26 Sit-reach
27, 28 Cardio—vascular pulse count
29: 30 ' ‘
311 32 - "'
33, 34 - -
35, 36, 37 Sum of fat measurements
38, 39, 4O Difference-~expiration
and inSpiration
41, 42 Standard height
43, 44, 45 Sum—~left and right grip
46, 47, 48 Leg length
49, 50, 51 Relative height
52, 53, 54 Ponderal index

 

Prior to developing the computer program, a trans—
formation program was written so that additional infor—
mation could be punched onto the cards. This program
included computing and punching the items: (1) relative
height, (2) relative weight, (3) ponderal index, (4)
sum of fat measurements, (5) difference between inspiration
and expiration, (6) leg length, (7) sum of right and left
grip strength and (8) socio—economic classification from

Socio~economic occupational level.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Data are analyzed in this chapter. Normative data,
intercorrelations and clusters are analyzed, then inter-

preted by means of charts, graphs and illustration.

Normative Data

 

Normative data was obtained from the Test Data
(first tests, given in October of 1963). Norms are cited
on the white population only. (It is generally accepted
by researchers in child growth and development that motor
performance reSponses differ between races. It could,
therefore, confuse facts and findings if the population
were treated as one.) Pertinent information obtained
included means and standard deviations.

Only those Subjects with complete data recorded
were used in final programming, and only those variables
were included from which analysis could be made. When
listing means and standard deviations, numbers were
Carried to the nearest decimal.

Norms were obtained by sex and age (according to the
Age Chart, Appendix Item 3c, Table 6.2 on:

1. Academic achievement

2. Social and emotional behavior

63

a4:

 

 

64

3. Anthropometric measurements
4. Motor performance

Age groups, rather than grade levels were used in
this normative plotting, so that age requirement for
entrance into the Pontiac Public Schools and age spread
found with grade levels was considered (see Age Chart
Appendix Item 3c Table~6.2).

The following charts and graphs are illustrative of
data interpretation. Number, Means and standard deviations
for each of the variables can be found in the Appendix
(Item 10, Tables 6. 56.8),

Due to an error in computer programming, the sit—

reach test was eliminated in the analysis of data.

Academic achievement was graphed as an example of
data interpretation. The graph method could be used for
eventual comparative purposes, since it shows achieve—
ment for each age group and anticipated growth between
age groups.

The following graphs in Illustration 4.1 show
academic achievement of boys and girls as labelled, plus
OP minus one standard deviation. Age groups are located
on the horizontal axis; grade equivalency is located on
the vertical axis.

In all areas of academic achievement, girls showed
an increase in achievement level with an increase in age.
BOYS showed an increase in achievement level with an
increase in age through age group Six. In age group

eight, boys showed a drop from age group seven in

grade equivalent

Illustration 4.l——Academic Achievement Tests:

65

Iowa Basic

Skills Tests, Metropolitan Reading and Readiness Tests.

 

BOYS

 

 

 

 

 

 

386 grou

P

 

 

 

 

mean, mean 3; 1 S.D.

GIRLS

 

 

 

 

 

hum

 

 
 
 

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66

vocabulary and total language; in age group seven there
was a drop from age group six in total work study and

composite score; and there was a maintained level of

achievement at age levels seven and eight in reading

comprehension.

SA—S Tests were explained in some detail in Chapter

III, pp.44-45. Another summary at this point, however,

will aid in understanding numerical recordings and
The horizontal line represents

"34"

graphic illustrations.
the ”SA” or social approachability of the test.
represents most permeability and ”0” represents most
impermeability. The vertical line represents the "S"
<n°emotional stability aspect of the test. ”3A"
represents most stability and ”0” represents most anxiety.

Quadrants, therefore, represent a combination of social

approachability and emotional character of the subjects.
SA—S terms were defined in Chapter III, p.46.

FUrther quadrant definitions are as follows:

Quadrant I--permeable, stables-sociable, talkative,

 

irresponsible and impulsive unless patterned, prefers

direction, lax conscience, fickle social relationships,

expressive, emotionally responsive, tendency to learn

less and less about more and more.

Quadrant II—-impermeable, stable~~serious, mature,

conscientious, reserved, individualistic, methodical,

relatively inflexible, over-achiever, self-confident,

fixed.

.44

.. AJ—

.. A

flu v
er .

67

Quadrant III--impermeable, anxious——overly conscientious,

 

reactionary, rigid, withdrawn, suSpicious of others,
follows strong leadership, hypothyroid, stolid, leth—

argic, cautious, difficulty in reading, overorganized,
must let loose of constricting patterns he owns.

Quadrant IV—-permeable, anxious-—clinging dependency,

 

gullible, disorganized under stress, anxiety heightens
emotions, cycloid, emotionally reSponsive, sensitive to
social disapproval, lacks self-confidence, not conscien-

tious, underachiever, needs patterned direction.
The two aSpects of personality, designated by the

horizontal and vertical axes, were considered to be important
factors to success in school and other achievement sit-
uations. Measures were derived from several studies of
personality differences. The four quadrants were obtained

by intercorrelating personality profiles and from a

cluster analysis of the matrix.

According to the graphs (Illustration 4.2) all boys
and girls in all age groups fall into Quadrant IV. This
means, by definition, that they are permeable—anxious.

The nearer the mid—line, the nearer they are to other
Quadrants, which indicates the degree of permeability
and anxiety and the degree of characteristics assumed

from another quadrant.

At this time, there is no known eXplanation for all

Of one subjects falling into one quadrant.

The following graphs, Illustration 4.2, show age
grouping patterns, with boys and girls of like age groupings

plotted on the same graph.

'9‘

E"!

F.’

Illustration H.2—-SA—S Tests.

no!- % . 12.5
Girls I a 12.7
I 3 3 II
As. Group 2
an
30" ”-1806
01:1. n - 25.5
30 o
I
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G |-- — - -
IV 4 III
BOY' i . 13.1
Girl: I n 11.0
I 3 h 11 ’
Ase Group 3
§A
Girl. I - 26.
3h
1
' Li
1
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IV C III
8
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Boys H 3 9
Girl. I - 9.1
I 3 a 11 ‘
Asa Group “
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I . 23.6
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Boy! 1.- 1n.2
I
Girl. I - 13.7
x 3 a II
n wax-ones
M- I-nu1
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i
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1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

68

Boys

Boys i . 1a.3
n

Girl. I n 12.2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Age Group 8
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IV III

 

 

 

 

 

59

Anthropometric data are graphed according to
components, sums, differences or indices (Illustration 4.3),
with increments shown on each graph in like calibrations.

In order, acccording to calibration, graphs show height
(in inches), weight (in pounds), sum of fat measurements
(in millimeters), upper arm circumference (in centimeters),
difference between chest inspiration and expiration (in

centimeters) and biacromial and bicristal diameters

(in centimeters). These measurements are shown on the

left hand side of each graph.

Actual measurement is shown by the solid line;

increment is shown by the dotted line. Increment is shown

by per cent, and is to be read according to the scale on

the right hand side of each graph. The increment line

shows the percentage of growth between age groups. Age
groups are located on the horizontal line.
The following graphs, Illustration 4.3, show
anthropometric measurements of boys and girls according
to age groupings, and they show increment in growth.
It will be noted that both boys and girls showed
an increase in heightxmith an increase in age, but that the
increment was greatest between age groups two and three
fbr boys, and between age groups four and five for girls.
Boys showed an increase in weight with an increase
in age except between age groups six and seven, where
Here was a decrease; the greatest increment was between

age groups seven and eight. Girls showed an increase in

7O

Illustration H.3——Anthr0pometric Data.

BOYS GIRLS

 

 

 

 

60
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71

weight except between age groups two and three (which
showed a slight decrease) and age groups five-and six;
the greatest increment was found between age groups

four and five.
The sum of fat measurements indicated an increase

with age for boys with two exceptions——there was a decrease

between age groups four and five and between age groups

six and seven; the greatest increment was between age

groups two and three. The sum of fat measurements for
girls showed an increase with age with two exceptions—-
there was a decrease between age groups two and three

and age groups five and six; the greatest increment was

between age groups four and five.
Upper arm circumference for boys increased with age

except between age groups four and five, where it was

maintained. Girls showed increases with two exceptions.

There were decreases between age groups two and three

and age groups five and six.
There was an increase in difference in chest inspira-

tion-expiration for boys between age groups three and four,

and groups six and seven; there was a

groups four and five,
decrease between age groups five and six and groups seven

and eight; the difference was maintained between age groups

two and three. Girls showed an increase in chest inspira—

tion-expiration difference between all age groups except

two where there was a decrease between age groups three and

four and between age groups six and seven.
Boys showed increasingly greater measurement in all

bicromial bone diameter with an increase in age groups.

72

Girls showed increasingly greater measurement with the

exception of age groups five and six, where there was a

lesser measurement in biacromial bone diameter. Boys

showed increasingly greater measurement in bicristal

bone diameter in age groups two and three, four and five,

five and six, seven and eight; there was a lesser measurement

between age groups four and five, and the measurement

was the same between age groups six and seven. Girls

showed increasingly greater measurement in bicristal

bone diameter with an increase in age groups with the

exception between age groups five and six, where there

was a lesser measurement in bicristal bone diameter.

(It will be noted here, however, that measurements

were not longitudinal, but were taken on different

subjects at different ages).
Motor performances were illustrated according to

each measurement in the following graphs, Illustration 4.4.
Each of the graphs can serve as a norm for eventual

comparative purposes (comparing one student or one age

group against a particular graph). In eventual

comparsions, it is probable that separate charts would

be used for boys and for girls. The percentage of

difference is shown between boys and girls. Each graph

also shows plus and minus one standard deviation from

each measurement.
In order, according to calibrations, graphs show

40—yard dash (in seconds and tenths), standing broad

Jump (in feet and inches), softball throw (in yards), sum

of right and left hand grip strength (in kilograms), and

 

73

Illustration “Jue-Motor Performance.

   
 
  

 

 

 

 

 

 

 

 

 

 

loo [
9° _ an: - Right and

Loft Hand Grip

chL—_.__
80 012-1- -------

: l S.D.
70
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S

 

Percentage Difference

Percentage d1 fferyce

 

 

 

 

 

 

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, 3' s Gordie-vascular pulse count
Girl-«m»- ' r 35 .. Ba ‘ _._
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Legend: Boys

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Girls -—--—
Percentage Difference— ———

LA-

 

(H)

74

pulse recovery rate (pulse count for one half minute taken
after a one—minute rest following the two minute step test).

Calibrations of measurements are shown on the left

hand side of the graphs. Percentage of difference between

boys and girls is shown on the right hand side of the
graph. Age groups are shown on the horizontal axis.
A difference in motor performance between boys and

girls was noted: boys scored higher at all age groups in

the 40—yard dash; the standing broad jump; the softball
throw; the right and left total grip with the exception

of age group two, where girls scored higher; and in the

pulse recovery rate.

Intercorrelations and Clusters

Interrcorrelations were obtained on all pre—test

variables by age and sex on:

1. Academic achievement (academic vocabulary, reading
comprehension, total language, total work study,
total arithmetic and academic composite);

2. SA—S results (social approachability and emo-
tional stability);

3. Anthropometric measurements (actual height, sitting
height, leg length, standard height, relative height,
actual weight, standard weight, relative weight,
ponderal index, triceps skinfold, subscapular

skinfold, abdominal skinfold, sum of fat measure-

ments, upper arm circumference, chest inspriation,

...1.
-
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.
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75

chest expiration, difference between chest inspira-

tion and expiration, biacromial diameter and

bicristal diameter);

4. Motor performance (40-yard dash, standing broad

jump, softball throw, sit—reach, right grip

strength, left grip strength, sum of right and left

grip strength and pulse recovery rate).

Pertinent information on intercorrelations included

number, means, standard deviations and correlation

coefficients. Number, means and standard deviations for

variables are found in the Appendix(Items 10, Table 6.5—

6.8).

Matrices on the following pages, Tables 4.2—4.16,

show correlations for all variables according to age and

Underlined correlations represent significance at

502).

sex.
the .05 level (according to Edwards, 15, p.
This level along with the number of subjects is shown

on each matrix.

Cluster diagrams were made from each matrix, based
on McQuitty's (lOl) pattern for elementary linkage analy-
sis. Some variables were ignored for the purpose of
obtaining clusters which could show interrelationships,
over and above obvious clusters within certain areas.

For example, variable six (academic composite) was

omitted because existing;relationships‘Do:its components

have been established in previous test analysis. For

 

 

 

76
this reason (established relationships), certain variables
were omitted in the cluster illustrations. These were
variable #6 (academic composite), #l7 (chest expiration,
because of its known relationships to chest inspiration

and to the difference between chest inspiration and

expiration), #20 (standard weight, becuase it was not a

t but was used for com—

direct measurement of the subject,
puting relative weight), #21 (relative weight, because it
has an acknowledged relationship to actual weight), #26
(left grip strength, because of its known relationship

to right grip strength and to the sum of right and left
grip strengths), #27 (sit—reach agility test, because of

an error in computer programming of+—and - measurements),
#29 (sum of fat measurements, because of the acknow—

ledged relationship to its components-—subscapular, triceps
and abdominal skinfold measurements), #30 (difference
between chest expiration and inspiration, because of its

acknowledged relationship to each of those components),

#31 (standard height because it was not a direct measure—

ment of the subject, but was used for computing relative

height), #32 (sum of left and right grip strength, because
Of its acknowledged relationship to each of those com—
POnents), #34 (relative height, because it has an acknow—
ledged relationship to actual height), and #35 (Ponderal
index, becuase it is a computation of heights and weights,

and thus has an acknowledged relationship to each).

77

Cluster diagrams illustrate maximized relationships

of factors (or the best combination) of factors (variables).

An analysis was made for each age group, but all clusters

were not to be commented upon because of some of the
obvious and known clusters (e.g., within the academic

area). Motor performance factors are illustrative of

general motor performance capacity, according to research
in the field of motor performance tests:
1. The right hand grip strength is reasonably
indicative of total physical strength.

The 40-yard dash reflects power, coordination and

2.

speed of muscular contraction.
3. The softball throw reflects power and coordination.
4. The standing broad jump measures explosive power

5. The pulse rate recovery measures cardio~vascular

adaptation to endurance activities.

6. The combination of dash and broad jump measures

muscular power and speed of muscular contraction,

Cluster diagrams (Illustrations 4.5-4.19) ape pre—
sented immediately following each matrix.

F ' r-\ v ’v/N‘ ,1

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The following table, Table 4.l, pr

View of cluster group’ngs for boys and girls at each ag

level. The four general test areas are listed as (1)

academic, (2) social, (3) anthropometric and (4) motor,

EHd they are listed with all their combinations.

78

 

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80

llustration 4L5 Cluster Analysis on Boys, Age Group 2.

First Cluster of Variables Number and Name of Variable

(9 A 2
.814 u;:?949 l
5
4.955 ;(1) 3
3

K .831

@
Second Cluster of Variables

_.R70 22 16

10

a) .861 18 M 35
@fig 33

.859 5%
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Third Cluster of Variables

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Fourth Cluster of Variables

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reading comprehension
academic vocabulary
arithmetic

work study

language

chest inspiration
weight

upper arm circumference
emotional stability
biacromial diameter
bicristal diameter

40 yard dash

standing broad jump

abdominal skinfold
height

triceps skinfold
social approachability
sitting height

leg length

subscapular skinfold
softball throw

right grip strength
pulse recovery rate

81

Observing correlation coefficients in Table d.2
(boys, age group two), the range in value was between
.989 and —.7ll. The highest positive correlation was
between variables #1 (academic vocabulary) and #6 (com—
posite academic achievement). The highest positive
positive correlation between an academic and a variable
in another area was .579, variables ## (work study) and
#19 (bicristal diameter). The highest negative cor—
relation was between variables #8 (emotional stability)
and #35 (ponderal index). Significance at the .05 level
was .576 for this age group.

The cluster analysis on boys, age group two (Illus-
tration &.5) showed area clustering of the variables:
academic,anthropometric-sociomotor, and motor. The first
cluster showed only academic variables. The second cluster
showed groupings of bone structure and weight (body size)
with standing broad jump, which is indicative of explosive
leg power and strength. Tn this cluster

r'elfitticm of the MO—yard dash to bone s

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Age Group 3,

and Name of Variable

Triceps SKinfold
Abdominal Skinfold
Subscapular Skinfold
Pulse Recovery Rate

Chest Inspiration
Weight

Upper Arm Circumference
Biacromial Diamete‘
E'cristal Diameter

Academic V cabulary
Reading Comprehension
Language

Right Grip Strength
Social Approachability

T,:’J‘ 7;! 0‘1“}?
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84

is indicative of total body coordination, grouped with
body size; and that social behavior again related to
body type. The fourth cluster showed a specificity

of motor performance--strength and high pulse count
(or low recovery rate).

Observing correlation coefficients in Table 4.3
(boys, age group three), the range in value was between
.994 and —.848. The highest positive correlation was
between variables #12 (triceps skinfold) and #29 (sum of
fat measurements). The highest positive correlation
between an academic and a variable in another area was
.810, variables #4 (work study) and #8 (emotional
stability). The highest negative correlation was between
variables #17 (chest expiration) and #30 (difference
between inspiration and expiration). Significance at the
.05 level was .532 for this age group.

The cluster analysis on boys, age gFOUp three (11193‘
tration A.6), showed a clustering of the variables: anthro—
pometric—motor, anthropometri‘

anthrcpometric-motor. As would be expectei

(T3

recovery rate clustered and body density ano structu:
Clustered. A different clustering was I-
group; namely, academic achievement with strergth and with
social behavior, The grouping of linear measurements

and coordination (softball throw) was again noted. In
the fifth cluster a negative correlation was noted

‘1 r2“ 1.“,
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First Cluster of Variables

@945

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Cluster Analysis on Boys, Age Group 4.

Number and Name of Variable

16
10

15
18

14

13
l2

l9

[DID
tUlUlWI—‘JEID

33

ll

22
23

28
25

Chest Inspiration
Weight

Upper Arm Circumference
Biacromial Diameter

Abdominal Skinfold
Subscapular Skinfold
Triceps Skinfold
Bicristal Diameter

Reading Comprehension
Work Study

Academic Vocabulary
Language

Arithmetic

Right Grip Strength
Softball Throw

Leg Length

Height

Sitting Height
Emotional Stability

AO—Yard Dash
Standing Broad Jump

Social Approachability
Pulse Recovery Rate
Right Grip Strength

11 ‘

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87

Observing correlation coefficients in Table 4.4

(boys, age group four), the range in value was between
.977 and 2867. The highest positive correlation was
between variables #14 (abdominal skinfold) and #29

(sum of fat measurements). The highest positive cor—
relation between an academic and variable in another

area was .825, variables #4 (work study) and #9 (actual
height). The highest negative correlation was between
variables #29 (sum of fat measurements) and #35 (ponderal
index). Significiance at the .05 level was .374 for

this age group.

The cluster analysis on boys, age group four (Illus-
tration 4.7), showed a clustering of the variables: anthro—
pometric,academic-motor, anthropometric—social,motor and
socio-motor. Clusters one and two showed body density
and body structure grouping together. In the third
cluster academic variables grouped with strength and
coordinative variables, while linearity and emotional
stability grouped together--the fourth cluster (there
are supporting statements in literature regarding self—
Concepts adjustment and body build). The fifth cluster
Showed, again, the relationship of strength to recovery

rate. There was also a relationship to social behavior.

Observing correlation coefficients in Table 4.5
(boys, age group five), the range in value was between .957

and -.8l9. The highest positive correlation was between

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89

Illustration fl.8.

 

First Cluster of Variables

16
10
15
18

9
33
25
19

7
11

8

 

Second Cluster of Variables

9
e .9090 .875

Third Cluster of Variables

.E .833 . i

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é, @

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{E} .Emwl e!’ 14

Fifth Cluster of Variables

\D—C'IU

23
22
24

 

Cluster Analysis on Boys, Age Group 5.

Number and Name of Variable

Chest Inspiration
Weight

Upper Arm Circumference
Biacromial Diameter
Height

leg Length

Right Grip Strength
Bicristal Diameter
Social Approachability
Sitting Height
Emotional

Reading Comprehension
Work Study
Arithmetic

Academic Vocabulary
Language

Triceps Skinfold
Subscapular Skinfold
Pulse Recovery Rate
Abdominal Skinfold

Standing Broad Jump

MO-Yard Dash
Softball Throw

90

variables #25 (right grip strength) and #32 (sum of grip
strength). The highest positive correlation between an

academic and a variable in another area was .M60, variables
#5 (arithmetic) and #24 (softball throw). The highest
negative correlation was between variables #15 (upper arm
circumference) and #35 (ponderal index). Significance at
the .05 level was .254 for this age group.

The cluster analysis on boys, age group five (Illus-
tration 4.8), showes a clustering of the variables:
anthropometric-motor-social, academic, anthropometric-

motor, and motor.

Cluster one showed a clustering of all areas of
variables except the academic—-body structure and density
clustered with strength and social—emotional behavior.

Academic clusters were easily viewed from the illustration.

Again there was a clustering of fat measurements and slow
recovery rate, which was documented in other experiments.

The fifth cluster showed specificity of motor performance

variables, eSpecially with negative correlations.
Observing correlation coefficients in Table 4.6

(boys, age group six), the range in value was between

.976 and —.705. The highest positive correlation was

between variables #4 (work studfl and#5 (academic composite),
The highest positive correlation between an academic and
an unrelated variable was .500, variables #5 (arithmetic)

and #33 (leg length). The highest negative correlation
was between variables #13 (SUbSCBPU13P skinfold) 80d #35
(ponderal index). Significance at the .05 level was

.280 for this age group.

 

 

    
  
  
   
 
  
     

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92

Illustration 4.9. Cluster Analysis on Boys, Age Group 6.

 

First Cluster of Variables

@

.879 .917

.939
.922

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.778
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@ .443®

 

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—.4
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Number and Name of Variable

2 Reading Comprehension
4 Work Study

1 Academic Vocabulary
5 Arithmetic

3 Language

9 Height

33 Leg Length
11 Sitting Height

12 Triceps Skinfold

15 Upper Arm Circumference
l3 Subscapular Skinfold
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10 Weight

19 Bicristal Diameter
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16 Chest Inspiration

24 Softball Throw

22 40-Yard Dash
23 Standing Broad Jump

Social Approachability
Emotional Stability

CON

 

 

 

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Illustration 4.10. Cluster Analysis on Boys, Age Group 7.

 

First Cluster of Variables Number and Name of Variable

.767

®+——O 33

    

 

 

9
~949 11
@ 9.599 25
8
19

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337 7

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@ Si

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Leg Length

Height

Sitting Height
Right Grip Strength
Emotional Stability
Bicristal Diameter
Biacromial Diameter

Work Study
Arithmetic
Social Approachability

Reading Comprehension
Language
Academic Vocabulary

Triceps Skinfold
Subscapular Skinfold
Abdominal Skinfold
Upper Arm Circumference
Pulse Recovery Rate

Weight
Chest Inspiration

Standing Broad Jump
Softball Throw
#0 Yard Dash

95

The cluster analysis on boys, age group six (Illus-
tration 4.9), showed a clustering of the variables;
academic, anthropometric, anthropometric-motor, motor and
social. Clusters one and two should anticipate clusterings-—
academic with academic and linear measurements among
themselves. The third cluster, however, showed a clustering
of body size (bone and density measurements) with strength,
slow recovery and coordination (the heavy youngster at this
age would be strong, coordinated and have a sLmNpulse recovery
rate fbdlowing exercise). This is the first indication
of clustering within the social—emotional behavior area.

Observing correlation coefficients in Table 4.7
(boys, age group seven), the range in value was between
-958 and —.663. The highest positive correlation was
between variables #3 (language) and #6 (academic com-
posite). The highest positive correlation between an
academic and a variable in another area was .512,
variables #4 (work study) and #28 (GardiO‘VaSCUlar
Palse count). The highest negative correlation was
between variables #29 (sum of fat measurements) and #35
(ponderal index). Significance at the .05 level was
o388 for this age group.

The cluster analysis on bOYS’ age EPOUP seven
(Illustration 4.10), showed a clustering of the variables=
anthrOpometric-motor—social, academic-social, academic,

anthrOpometric-motor, anthropometric and motor. In cluster

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First Cluster of Variables

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Cluster Analysis on Boys, Age Group 8.

Number and Name of Variables

Chest Inspiration
Weight

Upper Arm Circumference
Biacromial Diameter
Right Grip Strength
Triceps Skinfold
Abdominal Skinfold
Leg Length

Height

Standing Broad Jump
Emotional Stability
Sitting Height
Subscapular Skinfold
Bicristal Diameter

Arithmetic
Academic Vocabulary
Pulse Recovery Rate

Reading Comprehension
Work Study
Language

Softball Throw
AO-Yard Dash
Social Approachability

’J

98

one, measurements of linearity and bone structure clustered

with strength and emotional stability, which could indicate

a self-concept based on body build at this age level.

This was the first time in cluster analyses that boys

showed a grouping of an academic variable with social

behavior. Again, there was a grouping (fourth cluster)
of fat measures and slow pulse recovery rate.

Observing correlation coefficients in Table 4.8

(boys, age group eight), the range in value was between

.990 and -.9l6. The highest positive correlation was

between variables #l6 (chest inspiration)and #17 (chest

expiration). The highest positive correlation between an

academic and a variable in another area was .468,
variables #3 (language)and #25 (right grip strength).
The highest negative correlation was between variables

#7 (social approachability) and #30 (difference between

chest inspiration and expiration). Significance at the

.05 level was .533 for this age group.
The cluster analysis on boys, age group eight (Illus—

stration 4.11), showed a clustering of the variables:

anthropometric—motor-social, academic-motor, academic and

motor-social. Body structure clustered with motor

performance measurements (strength in broad jump) and

with emotional stability, which had been noted previously,

both in the clusters in this study and in literature. A

new clustering observed at this age level was that of

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First Cluster of Variables

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Academic Vocabulary
Reading Comprehension
Work Study
Arithmetic

Grade

Leg Length

Height

Sitting Height
Biacristal Diameter

Upper Arm Circumference
Weight

Chest Inspiration
Biscistal Diameter
Right Grip Strength

Triceps Skinfold
Subscapular Skinfold
Pulse Recovery Rate
Abdominal Skinfold

Softball Throw
AO-Yard Dash
Standing Broad Jump

Social Approachability
Emotional Stability

..
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101

academic and recovery pulse rate. On the basis of data
herein presented there is no logical interpretation for
this clustering.

Observing correlation coefficients in Table 4.9
(boys, age groups two through eight), the range in value
was between .972 and -.611. The highest positive cor-
relation was between variables #4 (work study) and #6
(academic composite). The highest positive correlation
between an academic and a variable in another area was
.635, variables #4 (work study) and #9 (actual height).
The highest negative correlation was between variables
#29 (sum of fat measurements)and #35 (POnderal index).

One additional variable was added to the total
clusters, which was grade level. This was added to

observe correlations between grade level and other varie

ables.

The cluster analysis on boys, age groups two through
eight (Illustration 4.12), showed a.c1ustering of the
variables: grade level, anthropometric, anthropometric-
motor, motor, and social.

The cluster analysis on boys, age groups 2-8 combined
showed an anticipated clustering of the academic variables
with the grade level. Linear measurements clustered
with hip width (cluster two) and body structure with

strength (cluster three). Cluster four showed a grouping

of fat measures with low recovery rate, as has been a

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First Cluster of Variables

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103

Cluster Analysis on Girls,

Age Group 2.

Number and Name of Variable

ll

9
33
22

10
16
18
25

12
15

14
13

19

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Sitting Height
Height

Leg Length

A0 Yard Dash

Weight

Chest Inspiration
Biacromial Diameter
Right Grip Strength

Triceps Skinfold
Upper Arm Circumference

Standing Broad Jump
Work Study

Social Approachability
Langua e

Pulse ecovery Rate
Softball Throw

Abdominal Skinfold
Subscapular Skinfold
Arithmetic

Bicristal Diameter
Emotional Stability

Academic Vocabulary
Reading Comprehension

104

pattern both in the clusters of this study and in other

studies. Uncommon to other groupings individually, the

fifth cluster shows relationships among the motor per—

formance variables representing coordination, speed and

explosive power.

Observing correlation coefficients in Table 4.10
(girls, age group two), the range in value was between
.984 and —.796. The highest positive correlation was

between variables #16 (chest inspiration) and #17

(chest expiration). The highest positive correlation

between an academic and a variable in another area was
.805, variables #4 (work study) and #23 (standing broad
Jump). The highest negative correlation was between

variables #30 (difference between chest inspiration and

Chest expiration) and #32 (sum of right and left grip).

Significance at the .05 level was .553 for this age

group.

The cluster analysis on girls, age group two
(Illustration 4.13), showed a clustering of the variables:
anthrOpometric—motor, anthropometric, motor—academic—

social, anthropometric—academic—social and academic.

Linear measurements clustered with physical spee , and

strength with body structure and density. The fourth
Cluster was interesting, showing a grouping of academic

variables with general physical condition and with social

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First Cluster of Variables

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Second Cluster of Variables

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Fourth Cluster of Variables

 

Fifth Cluster of Variables

 

Cluster Analysis on Girls, Age Group 3.

Number and Name of Variable

16 Chest Inspiration

10 Weight

8 Emotional Stability

7 Social Approachability

Language
Academic Vocabulary
Reading Comprehension
Work Study

Arithmetic

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l4 Abdominal Skinfold
23 Standing Broad Jump
l2 Triceps Skinfold

l8 :iacromial Diameter
13 Bisristal Diameter

33 leg Length
9 Height

15 Upper Arm Circumference
25 Right Grip Strength

11 Sitting Height

22 40 Yard Dash

28 Pulse Recovery Rate

24 Softball Throw

107

behavior. The fifth cluster grouped fat measurements,
body structure, and academic variable and emotional
stability.

Observing correlation coefficients in Table 4.11
(girls, age group three), the range in value was between
.972 and -.777. The highest positive correlation was
between variables #16 (chest inspiration) and #17 (chest
expiration). The highest positive correlation between
an academic and a variable in another area was .829,
variables #1 (vocabulary) and #33 (leg length). The
highest negative correlation was between variables #9
(actual height) and #22 (40-yard dash). Significance at
the .05 level was .444 for this age group.

The cluster analysis on girls, age group three
(Illustration 4.14), showed a clustering of the variables:
anthropometric-social, academic, anthrOpometric—motor,
and anthropometric.

The clusters grouped social—emotional behavior with
body density, and fat measurements with the standing broad
Jump. The fifth cluster showed relationships between linear
and body density measurements, strength, speed, coordination
and a slow recovery pulse rate, which is unusual according
to clusters in other age groups.

Observing correlation coefficients in Table 4.12
(girls age group four), the range in value was between

'949 and -.778. The highest positive correlation was

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109

Illustration 4.15;_ Cluster Analysis on Grils, Age Group 4.

First Cluster of Variables Number and Name of Variable
9 1 Academic Vocabulary
-786 5 Arithmetic
Q -873 2 Beading Comprehension
43-9 -.627 24 Softball Throw

Second Cluster of Variables

<::) 3 Language
.864 Air' -.465 4 Work Study
(::) 22 40 Yard Dash

Third Cluster of Variables

33 Leg Length

9 Height

11 Sitting Height

18 Biacromial Diameter
19 Bicristal Diameter
28 Pulse Recovery Rate

 

Fourth Cluster of Variables

.776(::> 16 Chest Inspiration
10 Weight

.817 15 Upper Arm Circumference
@é—e

Fifth Cluster of Variables

@ a 12 Triceps Skinfold
--362 13 Subscapular Skinfold
.808 14 Abdominal Skinfold
9 23 Standing Broad Jump

Sixth Cluster of Variables

.624 ‘a’ 2
.663 e

 

 

Right Grip Strength
Emotional Stability
Social Approachability

NICDU‘I

110

between variables #12 (triceps skinfold) and #29 (sum of
fat measurements). The highest positive correlation
between an academic and a variable in another area was
.579, variables #5 (arithmetic) and #9 (actual height).
The highest negative correlation was between variables
#15 (upper arm circumference and #35 (ponderal index).
Significance at the .05 level was .u56 for this age
group.

The cluster analysis on girls, age group four
(Illustration 4.15), showed a clustering of the variables:
academic—motor, anthropometric—motor, anthrOpometric, and
motor—social. Cluster one showed a grouping of high
academic achievement with low coordination, and high
academic achievement with speed. Linear measurements and
bone measurements clustered with pulse rate recovery. At
this age level, body density showed a negative clustering
with the standing broad Jump. Strength clustered with
social—emotional behavior.

Observing correlation coefficients in Table u.13
(girls, age group five), the range in value was between
.978 and —.877. The highest positive correlation was
between variables #16 (chest inspiration) and #17
(chest expiration). The highest positive correlation
between an academic and a variable in another area was
-634, variables #2 (reading comprehension) and #8

(emotional stability). The highest negative correlation

111

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112

illustration 'u.16 Cluster Analysis on Girls, Age Group 5.

 

First Cluster of Variables

.888: e .872
€lakt in, .527
e

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.378

 

-859

 

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@4'762 \(33)
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he '9

 

 

Number and Name of Variable

15 Upper Arm Circumference
10 Weight

16 Chest Inspiration

19 Bicristal Diameter

28 Pulse Recovery Rate

Arithmetic

Work Study

Language

Academic Vocabulary
Reading Comprehension
Emotional Stability
Social Approachability

“\Jmml—‘UUJZ'UW

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13 Subscapular Skinfold
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2 Right Grip Strength

11 Sitting Height
33 Leg Length

9 Height
18 Biacromial Diameter

22 uO-Yard Dash

23 Standing Broad Jump
24 Softball Throw

7.:

~

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113

was between variables #15 (Upper arm circumference) and
#35 (ponderal index). Significance at the .05 level was
.339 for this age group.

The cluster analysis on girls, age group five (Illus-
4.l3), showed a clustering of the variables: anthropo-
metric—motor, academic—social, anthropometric, and motor.
Again body density clustered with pulse rate recovery,
which has been shown in many tests (that the obese person
has a rapid pulse rate following exercise, or a slow
recovery rate to normal heart beat). This was the first
cluster, boys or girls to cluster all academic and all
social-emotional behavior variables--to one group. Body
linearity and strength clustered, and motor performance
variables clustered.

Observing correlation coefficients in Table 4.14
(girls, age group six), the range in value was between
~979 and —.828. The highest positive correlation was
between variables #16 (chest inspiration) and #17
(Chest expiration). The highest positive correlation
between an academic and a variable in another area was
.572, variables #5 (arithmetic) and #23 (standing broad
Jump). The highest negative correlation was between
variables #15 (upper arm circumference) and #35 (PONUGPal
V .381 for this

index), Significance at the .05 level was

age group.

114

 

 

 

 

 

 

 

 

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Illustration 4.17.

First Cluster of Variables

@ .873 a

Second Cluster of Variables

 

Third Cluster of Variables

.835
‘el’ .846 ‘EE’

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9.822

f‘ii! €332 ‘ia’

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@310 Q

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24 4 '539 (25
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1‘!“ .505 ‘‘i'

Cluster Analysis on Girls, Age Group 6.

Number and Name of Variable

33
9
ll

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lO

15
l6

13
14
12

18
19

23
22
24

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Leg Length
Height
Sitting Height

Arithmetic

Work Study

Language

Reading Comprehension
Academic Vocabulary
Pulse Recovery Rate

Weight
Upper Arm Circumference
Chest Inspiration

Subscapular Skinfold
Abdominal Skinfold
Triceps Skinfold

Biacromial Diameter
Bicristal Diameter

Standing Broad Jump
40 Yard Dash
Softball Throw
Right Grip Strength

Social Approachability
Emotional Stability

 

116

The cluster analysis on girls, age group six (Illus—

tration 4.17), showed a clustering of the variables:

anthropometric, academic-motor, motor and social, The

pattern for this age group was unique in that nearly all
clusters were within a single area: linear measurements,
body density, bone structure, motor performance and
social-emotional behavior. The one exceptional cluster
was that which negatively correlated pulse rate recovery
with academic variables.

Observing correlation coefficients in Table 4.15
(girls, age group 7), the range in value was between
.988 and —.935. The highest positive correlation was

between variables #16 (chest inspiration) and #17

(chest expiration). The highest positive correlation

between an academic and a variable in another area was
.583, variables #3 (language) and #23 (standing broad
jump). The highest negative correlation was between
variables #29 (sum of fat measurements) and #35

(ponderal index). Significance at the .05 level was

.468 for this age group.

The cluster analysis on girls, age group seven
(Illustration 4.18), showed a clustering of the variables:
anthropometric, academic, motor and academic—social. Body
density and structure clustered with strength, but
negatively with coordination (softball throw), which

deviates some from the general pattern. It was difficult

 

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Illustration 4.1g; Cluster Analysis on Girls, Age Group 7.

First Cluster of Variables Name and Number of Variable

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10 Actual Weight

19 Bicristal Diameter
15 Upper Arm Circumference
18 Biacromial Diameter
9 Actual Height

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Reading Comprehension
Work Study

Language

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33 Leg Length
28 Pulse Recovery Rate

 

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23 Standing Broad Jump

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Social Approachability
Emotional Stability

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afivnfiueq {1:10.}, m K2119: '
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no; uuuaJdmog fluzpBaa m H'

 

120

Illustration 4.19. Cluster Analysis on Girls, Age Group 2~7.

First Cluster of Variables Number and Name of Variable

Academic Vocabulary
Reading Comprehension
Language

Work Study

Arithmetic

40 Yard Dash

Standing Broad Jump
Age Level

DUNK)
mekfitme—n

15 Upper Arm Circumference
10 Weight

16 Chest InSpiration

19 Bicristal Diameter

 

 

 

Third Cluster of Variables

.817 e!) 13 Subscapular Skinfold
.260 14 Abdominal Skinfold
A; 844 12 Triceps Skinfold
l3 \ ' g>€2> 28 Pulse Recovery Rate

Fourth Cluster of Variables

Q Height

11 Sitting Height

18 Bricromial Diameter
25 Right Grip Strength
33 Leg Length

24 Softball Throw

 

 

Fifth Cluster of Variables

4_,425 7 Social Approachability
<:)\ >Q§> 8 Emotional Stability

 

 

0

rr;

121

to access the negative relationship between linear measure—
ments, unless there was error in original recording. It
was also difficult to access the negative relationship
between arithmetic and social-emotional behavior.

Observing correlation coefficients in Table 4.16
'(girls, age groups two throughseven), the range in value
was between .977 and —.796. The highest positive cor—
relation was between variables #A (work study) and #6
(academic composite). The highest positive correlation
between an academic and an unrelated variable was .704,
variables #5 (arithmetic) and #9 (actual height.) The
highest negative correlation was between variables #16
(chest inspiration) and #35 (ponderal index).

The cluster analysis on girls, age groups two through
seven (Illustration H.19), showed a clustering of the
variables: academic-motor-grade level, academic,
anthropometric, anthropometric-motor and social. The
first cluster showed groupings of all academic variables
With 40-yard dash, standing broad jump and grade level.
Body density clustered with bone measurement. For the
first time in girls fat measurements clustered positively
with pulse recovery rate, which was contradictory to
literature and to other findings in this study. Clustering

showed negative correlations among linear measurements

and positive clusters with strength and coordinative

122

measurements. Agsin, the negative correlations are
difficult to understand as they contradict previous

findings.

Qiscussion on lntercorrelations

Observing the highest positive correlation coef-
ficients, it was found that there were generally high
correlations among variables within the academic area.
The most frequent were work study, academic vocabulary
and language with composite academic achievement.

Observing highest positive correlation coefficients
between areas, it was found that there were correlations
between anthropometric measurements and academic com-
ponents, and between anthropometric measurements and
motor components. The most frequent were between work
study and height and bicristal diameter, and between
arithmetic and height. Other correlations were between
language and right grip strength, work study and cardio—
vascular pulse rate, and arithmetic and softball throw.

Observing highest negative correlation coef—
ficients, it was found that there were correlations
between ponderal index and emotiona stability, sum
and components of fat measurements and circumference
measurements. There were also negative COPPElatiONS
between chest expiration and the difference between
inspiration and expiration and between social approach-

ability and chest expiration. The latter two appear to

123

to be without reasonable explanation. However, the
ponderal index is computed with high indices for the linear
or slender body build and with low indices for the
ponderous or heavy body build, which accounts for the
negative correlation since fat and weight-bearing
measurements are taken directly from the subject (the

heavy child would have a high fat reading and a low

ponderal index).

Discussion on Clusters

Observing clusters at the various age levels, certain
patterns appeared:

Cluster analyses showed that there were more clusters
between social, anthrOpometric and motor than between
academic and social, anthropometric and motor.

The socio—anthrOpometrio-motor clustering appeared
frequently with boys, but not at all with girls. It is
accepted that sex differences appear in the elementary
school age levels, which may have a bearing on motor
Performance and in turn, on social acceptability.

1. Weight and chest inspiration clustered in all
boy‘s age levels including the boys' total. In addition
to weight and chest inspiration, upper arm circum—
ference and biacromial diameter clustered in boys age
groupsiwwathrough six and boys age group eight. Boys

age groups three, five, six and eight also added bicristal

 

(l'

124

diameter to this cluster. Boys age groups five and eight
added height measurements and grip strength. Boys age
groups six and eight added the three skinfold measurements
to the cluster.

2. Academic variables clustered together in some ways
in all boys age levels including the boys total. In boys
agegroups two, four, six and total all five variables
clustered (boys age group four also added right grip and
softball throw). Boys age groups three, five and seven
included separate clusterings of the academic variables
with from zero to three variables.

3. As was anticipated all three height measurements
(actual height, sitting height and leg length) clustered
at all levels in the boys age groups. In addition to this
cluster, boys age level two added the three skinfold
measurements (as did boys age level eight) and social
approachability. Boys age level four added emotional
stability (as did boys age levels five, seven and eight).
Boys age levels five and eight also added weights, chest
inspiration, upper arm circumference, the two diameter
measurements and grip strength.

4. Boys age groups three, four, five, six, seven and
total showed clusters of the three skinfold measurements

with pulse recovery rate.

5. Boys at all age levels, including the total showed

Clusters of the 40-yard dash and the standing broad jump.

125

Softball throw was added to this cluster at boys age

levels five, seven and total.

6. Chest inspiration and weights clustered together
in all girls age levels including the girls total. In
girls age groups four, five, six, seven and eight, upper
arm circumference was added to this cluster. In girls
age groups five, seven and total, bicristal diameter
was added to the chest inspiration—weights cluster.

7. Some academic variables clustered in all girls
age levels. In girls age levels three, five, six and
total, all five academic variables clustered together,
with from zero to two additional factors.

8. As was anticipated, leg length and sitting height
clustered in all girls age levels (height was also clustered
in all girls age levels except age level seven). Grip
strength and softball throw were added to this cluster
in girls age levels three and total.

9. As was anticipated, the three skinfold measure—
ments clustered in all girls age levels except age level
two. Standing broad jump was adced to this cluster
in girls age levels three and four. Grip strength was
added in girls age levels five and seven.

10. In all age levels, boys and girls chest inspiration
and weight apieared in a cluster. In all the boys age
levels and all except two of the girls age levels, upper

arm c'rcumference was added to this cluster.

126

11. In all age levels, boys and girls clusters showed
some grouping within the academic area. No pattern seemed
to emerge regarding additional clustering, as some age
levels, boys and girls, added up to three other variables
in the area of motor performance and social—emotional
behavior.

12. In all age levels for boyszmmigirls (except for
one age level) leg length, sitting height and height
clustered together, which was anticipated. Softball
throw was added to this age level three for boys and
girls.

13. Skinfold measurements clustered at all age levels
in boys and girls with the exception of girls age level
two. In all boys age groups except age group two, pulse
recovery rate was added to this cluster. The girls total
also added the pulse recovery rate.

14. The forty-yard dash and the softball throw
appeared as a cluster in all boys age levels, but this

did not appear consistently in the girls clusters.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The growth and function of components within a
child are interrelated to the extent that each affects
the other, and thus creates individual capacities for

achievement and performance.

Summary of the Study

 

The context of this study was extracted from one
of the hypotheses of Project ”E,” namely, that inter—
relationships exist among cognitive, socio—personal
and psychomotor factors. The study was made to search
out evidence of these interrelationships and to relate
implications of the findings to curriculum develOpment.
For example, correlations between academic achievement
and body structure would suggest that the classroom
teacher and the physical education specialist should
work together in analyzing records, planning cur—
riculum and evaluating pupil progress.

An existing school situation and a working
relationship between the physical ecuation departments
of Michigan State University and the Pontiac, Michigan,
Public Schools served as catalysts for conducting the

study. The study utilized three schools and nearly

127

128

1,500 children in a battery of tests and measurements
of thirty—five variables.

There were two steps to the study program itself:
(1) the establishment of normative data and (2) the
programming for determining interrelationships. Data
were gathered from test batteries and pupil records in

the areas of concern.

Conclusions from the Data

 

There was evidence in this study to support
hypotheses made by other investigators that inter-
relationships exist between cognitive, socio—personal
and psychomotor factors in children of elementary school
age. This was shown through interpretations of matrices
and clusters in Chapter IV (pp. 74-122). There was
supporting evidence that there were close relation-
ships between specific components within an area (e.g.,
work study and academic composite with the cognitive
area) and between two or more areas (e.g., height
and arithmetic, within the anthropometric and academic
areas).

An examination of data from the battery of tests
revealed that educational achievement profiles on
children grades 1—6 could be interpreted in several
ways: by graphs, comparisons between ages and between
sexes, percentage differences, increment and by class

or individual subjects.

129

Normative data, described in Chapter IV (p. 63),
could be used as a basis for comparison of growth and
performance in academic achievement, socio—emctional
behavior, physical growth and motor performance, acccrding
to age and sex. In analyzing the evidence of inter-
relationships among cognitive, socio-personal and psycho—

motor factors, it was found that the greatest positive
significances, as discussed in ”Intercorrelations,”
(Chapter IV, pp. 122—123) were within the anthropo-

metric area (e.g., chest inSpriation and chest expiration),
and also the greatest negative significances were found
within the anthropometric area (e.g., upper arm
circumference and ponderal index). Highest positive
significance between the academic and other areas were

found accordingly:

Vl (vocabulary) and bone measurement

V2 (reading) and emotional stability

V3 (language) and motor performance

v4 (work study) and bone measurement
and motor performance
and emotional stability

V5 (arithmetic) and bone measurement

and motor performance

In subjects studied by cluster analysis, Chapter IV (123—126),

130

relationships were found within the area of anthropometric
measurements, followed by relationships within the motor,
academic and social areas. According to the same method,
there were interrelationships between areas in the
following order: (1) anthropometric—motor, (2) academic-
motor, (3) socio-anthropometric—motor, (4) academic—
social, (5) socio—motor, (6) socio—anthropometric,

(7) academic-socio-motor and (8) academic—socio—
anthropometric. There were no clusters in the academic-
socio—anthrOpometric—motor area.

Normative data, intercorrelations and cluster
analyses observed together relealed that:

1. There were some common clusterings throughout
all age levels and with both sexes. For example,
there were clusterings within the academic
area and within the anthropometric area.

2. Clusters were noted which contained two or more
areas among all age levels, with the exceptions
of boys, age levels two and five, and girls,
age level three.

The two preceding statements indicate that, because
of certain interrelationships among all age groups and
at certain age levels, placement of some classroom
learning eXperiences and some physical education

activities could be made in advance.

U1

131

In boys, age groups two, six and eight, body size
and motor performance related more than they did
in other age groups. Relationships between body
size and motor performance were observed in
normative data, intercorrelation coefficients
and in cluster analyses.

In boys, age groups except two and eight, clusters
grouped the three skinfold measurements with
pulse recovery rate. This could be interpreted
as evidence of a relationship in boys between
fat measures, exercise and heart condition.
Boys, age groups four, five, seven and eight
added emotional stability to clusters on body
build. It appeared that taller and larger boys
were more sociable (clusters of boys, age groups
two, five, seven and eight); whereas with girls,
social acceptance tended to cluster more with
academic performance, eSpecially in girls, age
levels five and seven.

Emotional stability tended to relate to body
size and motor performance in boys, age groups
two, four, five seven and eight. In girls,
emotional stability appeared to relate more to

social approachability and to academic achieve—

ment.

132

With reference to preceding statements three, four,

five and six, relationships existed between body size,
motor performance and socio-emotional behavior. Social
acceptance seemed to be associated with body structure

in boys and with academic achievement in girls.

Emotional stability tended to be assoicated with body

size and motor performance in boys and to social be—
havior and academic achievement in girls. 'hese

”Do children‘s

observations might raise such questions as,
peer-acceptance standards change from developmental
level to developmental level?”

7. In all academic areas, achievement increased with
age level, with the exception of boys, age groups
seven and eight. Similarly, there was an increase
in height and weight measurements in both sexes
in all age groups except boys, seven, and girls,

six. This observation was noted in the normative
data, correlation coefficients and cluster
analyses.
This statement indicated a relationship between
Size, age and academic achievement, which supports the
practice of academic expectations at various age levels,

and the observation that physical growth tends to parallel

chronological age. This observation could lead to questions

83, HWhat kinds of relationships are there between physical

133

stamina and academic performance?” Or, ”What is the

relationship between weight decrease and academic

retrogression?” 0r, "Are I.Q. tests erroneous because

they fail to take into account the physical measures?”

8. In motor performance boys consistently scored
higher than girls.

In reference to this statement, higher motor
performance by boys as compared to girls, raises some
important issues concerning programming. For example,
"Are appropriate physical education activities provided

for both boys and girls, or does the greater emphasis

on sports and games for boys affect the program for

girls even at the elementary level?" ”Are differences

in motor performance by boys and girls physiological or

due to cultural patterns?"

Recommendations for Testing and Processing

For future testing and processing several recom—
mendations are set forth based on observations made
throughout the study. It is recommended that:

1. an in—service program be required for investigators
(classroom teachers, special teachers, health
services staff members and administrators who
would be involved with testing programs). The
purpose of this program would be to acquaint
persons involved with merits and limitations of

testing, methods and procedures of investigation,

and use of results.

134

additional personnel be provided for test admin-
istration and recording of data through clerical
services, by using high school students and parents,
and by making more use of trained investigators.

In a field program for college students, partic—
pation in a research study would be mutually

beneficial to students and to the school.

a research department with a director and staff

be established by the public schools. Adequate

professional and clerical personnel should be

employed who would serve as liasions between

computer centers, statistical departments,

research laboratories and public school relations

personnel. A research committee would aid in

determining and implementing research goals of

the public schools. Greater benefits would

accrue through established lines of communica—

tion and therefore place less strain on school

personnel who are not educated in research methods

and techniques.

more time be spent in the selection of tests and

instruments and test designs.

there be more involvement and additional services

from the school district and the county for testing

programs of this kind. For example, physicians

135

and nurses could have had a more active role in adminis—

tering tests and in providing health services to the

school (e.g., vision and hearing screening).

Recommendations for Further Study

On the basis of readings and findings from this study,

it is recommended that certain aspects be studied in more

depth.

1.

U1

Such studies would include investigations:

to review early growth patterns in light of

recent clinical research. For example, recent

studies indicate a need to develop eye, hand and
foot dominance in formative years, yet the physical
education curriculum has placed Sports (such as
archery), which would help this development,

much later in the curriculum. And, perhaps

detrimentally to total development, curriculum

activities have encouraged ambidertexity too soon.
to review enviromental factors which motivate
growth, achievement and performance.

to discover the relationship between physical
stamina and academic achievement.

to determine the physiological relationship
between obesity, exercise and heart condition

(in a longitudinal study design).

to discover and develop tests designed to measure

Specific capabilities of an individual at various

136

developmental levels, which can be administered

and diagnosed within a reasonable period of time.

Limited tests frequently mean limited program;

therefore, an extension of testing would be

designed with extended program in mind.
to redesign record profiles which would be more

inclusive of all areas of growth, develOpment and

performance of individual pupils.
to determine designs for in—service programs on
research, which would include test designs, the

use of testing tools, test evaluation and test

interpretation reflected in curriculum.

to explore community resources for team approaches
for testing, diagnosing and prescribing appro—
priate activities for pupils. For example, if

a test showed that the services of a neurologist
were required, there should be such an expert
available on the team. Other resources could
be listed for testing and clerical help (such

as, parents, high school students and college

students).

to discern new patterns for the role of specialists
a. as consultants to the classroom teacher
b. as team members with diagnostic and pre—

scriptive functions according to their

Specializations

137

14. to design, based on findings of environmental factors
(number two), curriculum which would go beyond

traditional classroom walls and traditional time

”in school."

Recommendations Relating to
Curriculum Improvement

There is considerable information in the study which

has implications for curriculum improvement. Some of

these recommendations could have immediate application,

while others may require further study. In view of the

testing and processes used and the evidence of inter-
relationships among cognitive, socio—personal and

psychomotor factors, it is recommended that:

l. cooperative planning time be set aside for class—
room teacher counseling with Specialists. Cur-
riculum planning would be based on test results
and observations of pupils relative to common
educational objectives.

2. interdisciplinary planning would be evaluated
periodically in measuring curriculum improvement.
This would enable Specialists to complement and
reinforce classroom activities.

3. provisions for counseling of children by class-

room teachers and specialists be reflected in a

guide for procedures and by time allotment in

the schedule.

—<.

-.-.'C

10.

ll.

12.

13.

138

c. as curriculum planners

to design Specific longitudinal comparative studies
(experimental—control school design), centered around
the hypothesis that carefully—selected full—time

specialists make a difference in the development,

motivation and achievement of pupils. Parallel

studies could be made to determine values of curricu—

lum integration.

to discover or design types of flexible Scheduling

which would permit

a. teacher planning time between classroom teachers

and Specialists

b. time for consultation between teachers, parents

and pupils.

use of specialists by classroom teachers as

curriculum consultants.

to consider, on the basis of findings of growth

patterns (number one), parallel activities by

classroom teachers and specialists. For example,

specific activities can be designed by the reading
Specialist and by the physical education teacher

to enhance the establishment of bilaterality at

the coritcal developmental level.

to give attention to the designing of curriculum for

the individual pupil, which would include pupil needs

and pupil objectives.

139

data from testing such as was done in the study

be interpreted to classroom teachers and Specialists

so that they may be used appropriately by each

group. For example, positive correlations between

fat measures and pulse recovery rate would indicate
that those responsible for health and physical
education and the school and/or family physician

should work closely with classroom teachers and

parents. In so doing, the need for balanced

diets and carefully planned programs for

exercise and physical activity could be inter-

preted.

tests currently given in classrooms and physical

education be re—evaluated in view of inter—

relationships found in the study. Consideration

Should be given to
a. academic tests and physical fitness tests

currently used, and their relationship to

each other
b. a continuous investigation of tests which
predict learning readiness from observation
of motor patterns
other areas of motor performance such as life-
time Skills (skiing, archery, angling and
others) in view of their potential for

educational achievement profiles. The

140

American Association for Health, Physical Educa—
tion and Recreation is currently developing sports
skills tests and norms which could be used in a
comprehensive study of this type.

modifications in the curriculum and in instruc—
tional methods be determined with reference to
motor Skills, body build and temperament based

on profiles established by this or Similar
studies. Some possible procedures leading to

modifications might include

a. analyzing the study for data that would have
implications for programmed and individual
learning. For example, certain children,
because of body size and structure, find more

success in certain types of activities. In

turn, success is an important factor in the

development of individual patterns of
behavior.

b. analyzing the study for implications
pertaining to grouping in classrooms and
Special classes. For example, Special and
remedial activities should be provided for
obese pupils to protect them from heart
damage and at the same time reducing weight
which would, in turn, help them acquire a

faster pulse recovery rate.

10.

141

the system of child records be reviewed in terms of
type, use and interpretation in light of information
concerning interrelationships.

ways be found to interpret to pupils and parents
test results such as those determined in the study.
For example, cumulative records could be kept on
each child. These could include graphs, percent—

iles, stanines or whichever method seemed most

appropriate. An overlay type of card could be
designed with plotting equated to fit a similar
pattern of growth or achievement. Mark—sen—
sitized cards could be duplicated by IBM with

one card remaining with School records and one

card given to parents. (Explanation of marks

could be printed on the back of the card).
in-service education programs be established

which would stress integrated learning and

which would sharpen observational powers of
classroom teachers and Specialists concerning
interrelationships among cognitive, socio-personal
and psychomotor factors.

in View of the experiences in Project "E” and in
this study, the use of Specialists, particulary in

physical education and library services, be reviewed

142

by school administrators in view of the quality
and quantity of such specialists needed within
the school system.

ll. the self-concept idea be explored further in
practice (based upon what is already known), and
in research as applied to physical education. For
example, ”What should a child understand about
his physical being and about physical activity,
and their effect on his performance?”

12. school systems design proposals for studies of
child growth and develOpment and their relation-
ship to curriculum. Simultaneously, investigation
Should be made to find foundations or governmental

agencies who would support such studies.

The realization that intellect, behavior and physique
are related and inseparable parts of the human organism
underlies newest thoughts about curriculum building and
teaching methods. There is obviously a serious lag in
many schools between what is known about the human
organism and the learning process, and current educational
practices. It is believed that this study contributed
additional evidence about certain relationships among
factors in children of elementary school age that are

Significant in developing a more effictive curriculum.

)

 

143

A research director in the public schools could hasten the
process of both interpretation of the findings of such studies
and encourage additional needed research. It is the hOpe
of the writer that the educational profile of children,
grades 1—6 herein presented and the accompanying recom—

mendations may accelerate the development of educational

programs consistent with the belief that whatever a child

does, he does ”all over."

APPENDICES

144

A. ...

ITEM 1

MANUFACTURER'S LIST OF TESTING TOOLS

145

Item l

146

Manufacturer's List of Testing Tools

Tool

 

Skinfold Caliper

Circumference Tape
(Metal 3/8” blade)

Bone Diameter
Wooden Caliper

Hand Grip
Dynamometer (kilograms)

Height—Weight
Rule and Scales

Minerva Stopwatch
(#l4O Masker l/lO sec.)

Softball
(Regulation)

Manufacturer

 

Cambridge Scientific
Industries, Inc.
Cambridge, Maryland

Lufkin Rule Co.
Saginaw, iichigan

Lufkin Rule Co.
Saginaw, Michigan

Narragansett Machine Co.
Providence, Rhode Island

Nissen—Medart
Cedar Rapids, Iowa

M. Ducommun Company
580 Fifth Avenue
New York 36, New York

Wilson Sporting Goods Co.
2233 West Street
River Grove, Illinois

ITEM 2

SA-S TEST

147

SA-S
JUNIOR SCALE

Patricia Carrigan and D. E. P. Smith
Bureau of Psychological Services
University of Michigan
1956

148

149
Item 2a

DIRECTIONS

Here are a lot of questions about your interests and your likes
and dislikes. When you are told to start, you should begin
with the first question. Read it carefully and answer it

as truthfully as you can. Do the same with all the other
questions. No one else will see your answers.

You do not have to write any words. Just read the questions
and mark your answers on the answer sheet. rkre are some
samples.

Y. Are you
a a boy, or
b a girl?

Find Y on the answer sheet. If you are a boy,
put an.§ in box_a. If you are a girl, put an
E in box_b.

Z. Do you sometimes enjoy doing dangerous things?

Find Z on the answer sheet. If ”Yes" tells how
you feel about this, put anig in the box beside
Yes. If not, put an §_beside No.

Sometimes it will be hard to make up your mind between the
two, but you can always find one answer that suits you a
little better than the other. So never leave a question
without marking one of the answers. As you see from these
samples, there are no right and wrong answers. Each person
is different and you only have to say what 18 true for you.

 

Do not Spend a long time making up your mind. 1Mark the
answer you think of first and go right on to the next.
question. When you have finished one page, just go light
on to the next.

If there is anything you want to ask about what you have to
do: ask now. If there is nothing now but later on you find
a word you cannot read, stop and ask then. Be sure to maik

2&3 answer for every question.

R)

10.

11.

12.

13.

l4.

15.

150

When you have time to play, would you rather
(a) find some friends to play with, or
(b) paint or play with a puzzle by yourself?

Do you make up your mind quickly?

Do you know lots of children who are mean and don't
play fair?

Which do you usually enjoy more?
(a‘ working with others, or
(b,‘working by yourself?

Harry, a boy in a s cry, knows his own ideas are good.
He sticks to them even if other people say he's wrong.
Are you like him?

Do you like everyone you know?

Is it more important to you
a to have people like you, or
b to get good marks?

When you have to make up your mind about something, would

you rather

a decide by yourself, or .
b find out what other people think before you deCide?

Do you sometimes try to stay away from people because
you just don't feel like talking?

When you grow up would you rather be
a a newspaper reporter, or
b a scientist?

Do you think the way you are used to doing things is
usually better than new ways that people want you to try?

Would you tell a lie if it would keep you out of trouble?

During a vacation, would you rather .
a have fun with one or two good friends, or .
b go to a playground where there are lots of children,

even if you didn't know many of them?
If your friends have different ideas from yours, do you
a find it interesting to hear about them, or G
b try to make them see that your ideas are better.

Do you think you have as many friends as most children?

16.

17.

18.
19.

20.

21.

22.

23.

24.

25.

27.

28.

151

When something is very hard to do, do you usually like to
(a; work it out by yourself, or
b have a grown—up help you?

Would you be angry if a good friend played with some-
thing of yours without asking you?

Would you rather win a game than lose it?

Would you rather

(a) listen to someone who likes to tell interesting
things, or

(b) study wild animals and birds?

If you were in a play with other children would you
rather play the part of

Ea; a school teacher, or

b a bold pirate?

When your friends want to do something different than
you want to do, do you usually

(a; do what you want to do, or

b do what they want to do?

Do you think it's a good idea to take a chance on some—
thing even if it might not work out?

Is it more fun to
(3) play by yourself, or
(b do things with other children?

If you could get into a movie without paying and without
anyone finding out, would you do it?

At a picnic would you rather
(a) climb trees by yourself, or
b help the others get the food ready?

Do you try to get your own way even if you have to fight
for it?

When something interesting happens to you, do you
(a) tell all your friends about it, or
b) just think about how much fun it was?

Is it true that most of the gorwn-ups you know are
very careful to be fair to children and to have no
favorites?

29.

30.

31.

32.

33.

34.

35-

36.

37.
38.

39.
40.

41.

On a rainy day at recess time would you rather
(a) Show visitors around the school, or
(b) paint quietly by yourself?

Do you like to know some important people because it
makes you feel important?

Would you say that you have
a many friends, or
b just a few friends?

When you are upset do you
a let other people know how you feel, or
b keep your feelings locked up inside yourself?

Which do you enjoy more?

(a) just working and playing along with other boys and
girls, or

(b) trying hard to Show you can beat everyone at some-
thing?

Do you think that people understand and like you?

Would you rather spend free time
(a) by yourself, with a book or stamp collection, or
b in a lively game with several people?

Would you be happier if peOple liked you better?
Do you think a lot and say very little?

When you are with a group of children, do you usually

(a) do what you think is best, even if the others don‘t
agree, or

(b) do what the other children want to do?

Have you ever helped to start a club, a team or a group?

When you visit a new city would you rather

(a) be shown around by someone who knows so that you
see the right things, or

(b) walk around by yourself, doing as you please?

In school would you rather
a) work on something all by yourself, or
b work in a.group with other children?

44.

153

d unkind things about people when

Have you ever sai
around?

they'werw:11ot

Do you think most people would be honest and obey the
rules even if there were no danger of being caught
cheating?

When your friends quarrel, do you think it is better to
(a) try to get them to talk it over, or
(b) leave them to work it out for themselves?

Do you often wish other peOple would leave you alone
and not bother you?

If you were having fun playing a game by yourself, would

you

(a) finish it, even if your friends wanted you to play
with themsor

(b) put it away and play with your friends?

If you found some money when no one was around, would
you like to keep it?

Do you sometimes feel very unhappy without knowing why?

Do you often feel quite tired when you get up in the
morning?

Are you often upset when something happens so that you
cannot do what you had planned to do?

Do you often find yourself thinking of other things
when your teacher is talking?

Do you often have bad dreams?

Have you ever wanted to get even with someone who
was mean to you?

Do you sometimes worry and get excited when you think
back over things that happened during the day?

Do your teachers, or people at home, sometimes scold
you when you've done nothing wrong?

When you have something very important to do, do you
sometimes et so upset that you can’t do it?

13o you think you have more troubles than most people?

(3\

(T\

58.

59-
60.

61.

62.

63.

64.

65.

66.

67.
68.

69.

70.

71.

72.
73.

74.

75.

154
When you are walking on a quiet street after dark, are
you sometimes afraid you are being followed?
Do you get angry sometimes?
If someone asks you to do a new and hard job, do you
usually
a feel glad to have a chance to try, or
b feel frightened and want to let someone else do it?
Do you think a lot about mistakes you have made?
Warren, a boy in a story, sometimes feels quite scared.
He even shakes a little or sweats without any reason

for being afraid. Do you sometimes feel like him?

Do you sometimes wish you did not worry so much about
your school work?

Do you sometimes wake up at night and begin worrying,
so that it is hard to go back to sleep?

Once in a while do you think of things too bad to talk
about?

Do you have times when you cannot help feeling sorry
for yourself?

Is it hard for you to make up your mind about things?

Do you feel cross and upset if someone does better
at something than you can do?

Is it hard for you to talk in front of a large group
of people?

Do you sometimes worry about little things even though
you know they are not important?

Do you sometimes feel so nervous that sudden noises
make you jump and a screechy door gives you the shivers?

Sometimes when you're not feeling well, are you cross?

Do you feel you are getting along well and that you
get over your troubles pretty easily?

Do your feelings change so quickly that you feel happy
for one hour and sad the next hour?

Is it hard for you to fall asleep at night?

76.

77.

78.

79.

80.

81.

82.

83.
84.

 

When little things go wrong, do you
a) just laugh, or

b get cross or upset?

Do people say that you day—dream?

Do you sometimes feel you are not much good becuase very
few things work out right for you?

Do you sometimes put off doing things that you ought
to do?

Do you get a bit soared in the dark or when you look
down from a high place?

Are you upset if you suddenly find everyone looking
at you?

Have you ever felt afraid all of a sudden without any
reason?

Do you always tell the truth?

Do you often feel that you cannot do things as well
as most people?

156

Item 2b
SArS EXPLANATION SHEET

Background

The SA-S Scales are questionnaires for determining two
aspects of personality important to success in school and
in other achievement situations. The first scale, SA
(social approach), appears to reflect sociability while
the second, S (stability) consists of items usually
associated with presence or absence of excessive fears,

worries and anxieties.

Explanation

The two dimensions sampled by the scales are ”permeability”
and ”anxiety”. Permeability (SA) includes sensitivity to
the external environment, especially in social relation-
ship, and the amount of communication among psychic systems,
greater communication implying imagination, capacity for
substitute behaviors when the goal is blocked, and perhaps

ideation fluency.
Anxiety (S) is defined as a continuous state of tension
sufficiently greater than normal so that behavior is
adversely affected.

Item 2c

Name ___Agg__ Grader ,_

b
39m91°°* 1" —-a — SA-S JUNIOR SCALE

1. _a _b 29. _._a ....b 57. _Yes _No
2. _Yes _No 30. _Yes _._NO 58 _Yes _No
3. _Yes _No 31. _a _._b 59. _Yes _No
4. _8 ”_b 32. _8 _._.b 60. __a ___b
5. .....Y93 .....N" 33. ....a .....b 61. _Yes ___No
6. __¥98 __N0 34. __¥83 __N° 62. __Yes __No
7. _8 _b 35. _._a _._b 63. ___Yes _No
8. _8 _b 35. _Yes _NO 64. ___Yes _No
9. _Yes _No 37. _Yes _No 55. _Yes _No
10. _a _b 38. _a _.b 66. _Yes _No
11. _Yes _No 39. _Y93 _._N0 67. _Yes _No
12. _Yes _No’ no. ____a _b 68. ____Yes _No
13. __a ___b 41/ ____a _b 69. _Yes _No
14. _a __b 42. _Yes _No 70. _Yes _No
15. _Yes _No 43. _Yes _No 71. _Yes _No
16. I _a _b 44. _8 _b 72. _Yes _No
17. __Yes __No 45. __Xes __No 73. __Yes __No
18. _Yes _No 46. __a ___b 74. ___Yes _No
19. ___a __b 47. “Yes _NO 75. __Yes __No
20. __y __b 48. __Yes __No 76. __F __p
21. _a ___b 49. ”_Yei ___NO 77 _Yes _No
82. ____Ye‘ _NO 50. ___Yes _NO 78 _Yes _No
23. _a ___b bl. ____Yes _No 79, _Yes _No
24. __Yes __No 52. __Yes __No 80. __Yes __No
2". _a ___b 53, _Yes ___No 81. ___Yes __No
26. _Yes ___No ‘4. ___Yes _No 82 _Yes _No
27. _a __'o 53, ___Yes ___No 83 _Yes _No

158

Item 2d

TEACHER SUBJECTIVE RATING
SA—S TEST

Background

The SA-S Scales are questionnaires for determining
two aspects of personality important to success in
School and in other achievement situations. The
first scale, SA (social approach), appears to re—
flect sociability while the second, S (stability)
consists of items usually associated with presence
or absence of excessive fears, worries, and anxieties.

Explanation

The two dimensions sampled by the scales are ”perme-
ability” and ”anxiety.” Permeability (SA) includes

sensitivity to the external environment, especially
in social relationship, and the amount of communi—
cation among psychic systems, greater communication
implying imagination, capacity for substitute be—
haviors when the goal is blocked, and perhaps

ideation fluency.

Anxiety (S) is defined as a continuous state of
tension sufficiently greater than normal so that

behavior is adversely affected.

Personality Rating Scales

SA

The teacher is to pull out from the class the code
numbers of the most permeable 20% and the most im—
permeable 20% and rate these 40% on the ”SA” scale

from 1—5 (or between if necessary).

4 3 2 l

5
Permeable % 4 { £ { Impermeable
(conservative, fixed
asocial, quite con-
scientious, reserved,
methodical, serious,
individualistic)

(flexible, social erratic,
tend to skim surface of
life, talkative)

The teacher is to pull out from the class the code
numbers of the most stable 20% and the most anxious
20% and rate these 40% on the ”S” scale from 1—5 or

(between if necessary).

159

4 3

I J

5
S Stable A l l

(mature, ability to
concentrate and mem-
orize, over-achiever,
self-confident, free
from excessive anxiety
emotionally responsive)

1

4 Anxious

(rigid, withdrawn,

follows a strong leader,
dislikes discussions,
over—organized, exam
panic, apt to regress
and behave immaturely)

160

Item 2e

School Teacher

Grade

 

Personality Rating Scale (Reliability Test)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

l. 20% Most Permeable 20% Most Impermeable
(Least Permeable)
Code Number Scale Rating Code Number Scale Rating
2. 20% Most Stable 20% Most Anxious

(Least Stable)

Code Number Scale Rating Code Number Scale Rating

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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164

Table 6.l.--Standard Weight Tables for Boys.

 

 

Age Standard Age Standard Age Standard
Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.) Yr. Mb. Wt. (Lb.)

 

5 0 n2 6 9 5o 8 6 60
5 l 42 6 10 5o 8 7 61
5 2 43 6 11 51 8 8 61
5 3 43 7 O 51 8 9 62
5 u as 7 1 52 8 10 62
5 5 up 7 2 52 8 ll 63
5 6 as 7 3 53 9 o 63
5 ’7 44 7 4 53 C 1 6“
5 8 45 7 ,. 54 9 2 6”
5 9 A5 7 6 54 9 3 65
5 10 45 7 7 55 9 4 65
5 ll 46 7 8 55 9 5 66
6 o 46 7 i 58 9 6 67
6 1 46 7 10 56 9 7 67
6 2 47 7 ll 57 9 8 68
6 3 117 8 0 57 9 9 68
6 4 48 8 l 58 9 10 69
6 5 as 8 8 58 9 11 7O
6 6 as 8 3 59 10 O 70
6 7 as s u 59 10 l 71
6 8 49 8 5 6O 10 2 71

Table 6.l.——Continued

 

 

 

Age Standard Age Standard Age Standard
Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.)

 

lo 3 72 12 o 83 13 9 102
10 4 72 12 l 84 13 10 103
10 5 73 12 2 85 13 ll_ 104
10 6 73 12 3 85 14 O 105
10 7 74 12 4 86 14 1 106
l0 8 74 12 5 87 14 2 108
10 9 75 12 6 88 l4 3 109
10 10 75 12 7 89 l4 4 110
10 11 76 12 8 89 14 5 118
11 o 76 12 9 9o 14 6 113
ll 1 77 12 10 91 l4 7 114
11 2 77 12 ll 92 14 8 115
ll 3 78 13 o 93 14 9 ll?
11 4 78 13 l 94 14 10 118
11 5 78 13 2 95 14 11 119
11 6 8o 13 3 96 15 O 120
11 7 8o 13 4 97 15 1 121
11 8 81 13 5 98 15 2 122
11 9 81 13 6 99 15 3 122
11 10 82 13 7 100 15 4 123
11 11 83 13 8 101 15 5 124

166

Table 6.1.-—Continued

 

 

 

 

 

 

 

Age Standard Age Standard Age Standard
Yr. Mb. Wt. (Lb.) Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.)

 

l5 6 125 16 o 130 16 6 134
15 7 126 16 1 131 16 7 135
15 8 126 16 2 131 16 8 135
15 9 127 16 3 132 16 O 136
15 10 128 16 4 133 16 10 137
15 11 129 16 5 133 16 11 137

17 O 138

167

Table 6.l.—-Standard Weight Table for Girls.

 

 

Age Standard Age Standard Age Standard
Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.)

 

5 o 42 6 10 49 8 8 59
5 1 42 6 11 5o 8 9 6O
5 2 42 7 0 5O 8 10 60
5 3 43 7 1 51 8 ll 61
5 4 43 7 2 51 9 O 61
5 5 43 7 3 52 9 2 92
5 6 44 7 4 52 9 3 93
5 7 44 7 5 52 9 4 63
5 8 44 7 6 53 9 5 6“
5 9 44 7 7 53 9 6 65
5 10 45 7 8 53 9 7 65
5 11 45 7 9 54 9 8 65
6 o 45 7 10 54 9 9 66
6 1 46 7 11 55 9 10 67
6 2 46 8 0 85 9 11 68
6 3 47 8 1 E6 10 O 68
6 4 47 8 2 55 10 1 69
6 5 47 8 3 57 10 2 69
6 6 48 8 4 57 10 3 7O
6 7 48 8 5 58 10 4 71
6 8 48 8 6 58 10 5 71
6 9 ”9 8 7 59 10 6 72

168

Table 6.l.--§9ntinued

 

 

 

 

 

 

Age Standard Age Standard A
ge Standard
Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.)

 

10 7 73 12 6 92 14 6 110
10 8 73 12 7 93 14 7 111
10 9 74 12 8 94 14 8 111
10 10 75 12 9 95 14 9 112
10 ll 75 12 10 96 14 10 112
11 O 76 12 11 97 14 11 113
11 1 77 13 0 98 15 0 113
ll 2 78 13 2 100 15 1 113
ll 3 79 13 3 100 15 2 113
11 4 80 13 4 101 15 3 114
ll 5 80 13 5 102 15 4 114
11 6 81 13 6 103 15 5 114
ll 7 82 13 7 103 15 6 115
11 8 83 13 8 104 15 7 115
11 9 84 13 o 105 15 8 115
11 10 85 13 10 106 15 9 115
11 11 86 13 11 106 15 10 116
18 0 87 14 0 107 15 11 116
12 1 88 14 1 108 16 0 116
12 2 89 14 2 108 16 1_ 116
12 3 90 14 3 109 16 2 116
12 4 91 14 4 109 16 3 116
12 5 91 14 5 114 16 4 117

Table 6.l.-—Continued

 

169

 

 

 

Age Standard Age Standard Age Standard
Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.) Yr. Mo. Wt. (Lb.)
16 5 117 16 8 117 16 11 118
16 6 117 16 9 118 17 0 118
16 7 117 16 10 118

170

Item 3b.

Table 6.l.——Standard Height Tables for Boys.

 

 

Standard
(In.)

Ht.

Age
Yr. Mo.

Standard
(In.)

Ht.

Age
Yr. Mo.

Age Standard
Mo. Ht. (In.)

Yr.

47.0

 

51.0

43.5

E2

E2

47.5

02

43.5

E2

47.5

10

44.0

E2

E2

E 2

48.0

11

44.0

E2

E2

E2

48.0

44.0

E2

48.0

44.0

E2

E2

48.5

44.5
44.

E2

E2

E2

11

48.5

E2

E2

E2

E2

48.5

44.5

E2

E2

E2

48.5

E2

E2

1O

E2

02

49.0

E2

E2

11

E2

02
4

E2

E2

E2

02

E2
02

1O

46.0

E2

E2

02

50.0

11

46.0

E2

C. 2

50.0

E2

KO
4

50.0

E2
KO

E2

1O

02

E2

46.

E2

11

02

E2

E2

47.0

171

Table 6.1.--Continued

 

 

 

 

A
YréeMo. Rtén?1:?) YfigeMo. Eténfiiié) YrégMo. Rtén?1:é)
10 0 54,5 11 10 57.5 13 8 62.0
10 1 54,5 11 11 58.0 13 9 62.5
10 2 55.0 12 0 58.0 13 10 62.5
10 3 55,0 12 1 58.0 13 11 63.0
10 4 55,0 12 2 58.5 14 0 63.0
10 5 55.0 12 3 58.5 14 1 63.0
10 6 55,5 12 4 59.0 14 2 63.5
10 7 55.5 12 5 59.0 14 3 63.5
10 8 55 5 l2 6 59.0 14 4 63.5
10 9 55,5 12 7 59.5 14 5 63.5
10 10 . 56.0 12 8 59.5 14 6 64.0
10 11 56.0 12 9 60.0 14 7 64.0
11 0 56.0 12 10 60.0 14 8 64.0
11 1 56,0 12 11 60.5 14 9 64.5
11 2 56.5 13 0 60.5 14 10 64.5
ll 3 56.5 13 1 60.5 14 ll 65.0
11 4 56.5 13 2 61.0 15 O 65.0
11 5 56.5 13 3 61.0 15 l 65.0
11 6 57,0 13 4 61.5 15 2 65.0
11 7 57.0 13 5 61.5 15 3 65.5
11 8 57.0 13 6 61.5 15 4 65.5
11 9 57.5 13 7 62.0 15 5 55.5

Table 6.l--Continued

 

 

 

 

Age Standard Age Standard Age Standard
Yr. Mo. Ht. (In.) Yr. Mo. Ht. (In.) Yr. Mo. Ht. (In.)
15 6 66.0 16 0 67.0 16 6 67.5
15 7 66.0 16 1 67.0 16 7 67.5
15 8 66.0 16 2 67.0 16 8 67.5
15 9 66.5 16 3 67.0 16 9 67.5
15 10 66.5 16 4 67.5 16 10 68.0
15 11 67.0 16 5 67.5 16 11 68.0

17 0 68.0

173

Table 6.l.--Standard Height Tables for Girls.

 

 

Age Standard Age Standard Age Standard
Yr. Mo. Ht. (In.) Yr. Mo. Ht. (In.) Yr. Mo. Ht. (In.)

 

5 0 43.0 6 9 47.0 8 6 50.5
5 1 43.0 6 10 47,0 8 7 51,0
5 2 43.5 6 11 47.5 8 8 51,0
5 3 43.5 7 0 47.5 8 9 51 5
5 4 44.0 7 1 47.5 8 10 51-5
5 5 44.0 7 2 48.0 8 11 52.0
5 6 44.0 7 3 48.0 9 0 52.0
5 7 44.5 7 4 48.0 3 1 52.0
5 8 44.5 7 5 48.0 9 2 52 5
5 9 45.0 7 6 48.5 9 3 52.5
5 10 45.0 7 7 48.5 9 4 52 5
5 11 45,5 7 8 48.5 9 5 5805
6 0 45 5 7 9 49.0 9 6 53.0
6 1 45 5 7 10 49.0 3 7 53.0
6 2 46.0 7 11 49.5 9 8 53.0
6 3 46.0 8 0 49.5 9 9 53 5
6 4 46 0 8 1 49.5 / 10 53 2
6 5 46.0 8 2 50.0 > 11 54.0
6 6 46.5 8. 3 50.0 10 0 54.0
6 7 46.5 8 4 50 5 10 1 54°C
6 8 46.5 8 5 50 5 10 2 54.5

174

Table 6.l.--Continued

 

 

 

Age Standard Age Standard Age Standard
Yr. Mo. Ht. (In.) Yr. Mo. Ht. (In.) Yr. Mo. Ht. (In.)

 

10 3 54.5 12 0 59.0 13 9 62.5
10 4 55.0 12 1 59.5 13 10 62.5
10 5 55.0 12 2 59.5 13 11 63.0
10 6 55.0 12 3 59.5 14 0 63.0
10 7 55.5 12 4 59.5 14 1 63.0
10 8 55 5 12 5 59.5 14 2 63.0
10 9 56.0 12 6 60.0 14 3 63.0
10 10 56.0 12 7 60 0 14 4 63.0
10 11 56.5 12 8 60.0 14 5 63.0
11 0 56.5 12 9 60.5 14 6 63.0
11 1 56,5 12 10 60.5 14 7 63.0
11 2 57.0 12 11 61.0 14 8 63.5
11 3 57.0 13 0 61 0 14 9 63.5
11 4 57.5 13 1 61.0 14 10 63.5
11 5 57.5 13 2 61.5 14 ll 63-5
11 6 57.5 13 3 61 5 15 0 63 5
11 7 58.0 13 4 61 5 15 1 63 5
11 a 58.0 13 5 61 5 15 2 53 5
11 9 58 5 13 6 62.0 15 3 63.5
11 10 59.0 13 7 62 0 15 4 63 5
11 11 59.0 13 8 62 0 15 5 63 5

175

Table 6.l.-—Continued

 

 

 

Age Standard Age Standard Age Standard
Yr. Mo. Ht. (In ) Yr. Mo. Ht. (In.) Yr. Mo. Ht. (In.)

 

15 6 63.5 16 0 63.5 16 6 63.5
15 7 63.5 16 1 63.5 16 7 63.5
15 8 63.5 16 2 63 5 16 8 63.5
15 9 63.5 16 3 63.5 16 9 63.5
15 10 63.5 16 4 63.5 16 10 63.5
15 11 63.5 16 5 63.5 16 11 63.5

U7

1? O 63.

 

 

176

Item 30.

Table 6.2—~Tables for Age Groups

 

 

 

 

 

 

Age
in years

Columns

11 12 13 14

Age
in years

11 12 13 14

 

5555444444144.
5 555 5 r3 5 5 r) r) 5 5
90121234 56 78

011100000000

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nynslnc1l2ajn4aibw(80
04111110m0n0050n0n00

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OJ 0/ O) 0/9 9 9 0/9 OJ 0/ 0/

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9012123fl. r36 78

m onpw mm<

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777766666666
FDR/RJFDRJR/BR/ECJE/EJ
90121234 r36 78
011100000000

m QSOLU 0mg

10
10
1O
10

1

1t
1t
10
10
16
10
10

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F; C), E), C.) K) E/ E J C}, F) _rm/ r3, C)
0/012 123.4 R/KO 78

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w @5060 mm<

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09011911m229423£0786
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177

Table 6.2.—-Cont1nued

 

 

 

 

 

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12
12
12
12
12

1111100000000

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11
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ITEM 4

PROJECT "E" TEST MANUAL: ADMINISTRATIVE
INSTRUCTIONS FOR TESTING PROGRAM, PHYSICAL
PERFORMANCE TESTS

178

179

Item 4

APMINISTRATIVE INSTRUCTIONS roe TESTiNG PROGRAM

.1.

CARDIOVASCULAR FITNESS
Two—Minute Step Test (Blue) — (Cafeteria Alcove)
Personnel Required
One tester and 24 testerrrecorders
Maximum Number of Participants - 24
Anticipated Time per Person — 6 minutes

Eguipment
(l) 1 stop watch; (2) l tape recorder and tape; (3)
2 step-test benches; (4) 1 table; (5) clipboards;
(6) 3 doz. blue pencils

Instructions to Tester

The pulse Ivaa may be taken at eiflflwar the brachial

artery or the carotid artery. The brachial is generally
more easily found in the resting state and the aarotid

after exercise.

Subjects will step for two minutes at 30 steps
per minute followed by one minute rest in the s1tt1rg

position. Pulse will be taken in the sittihg position
between 1 rihute to 1 minute, 36
stepping. Room temperature
781

The taped music will be set at 120 st

minute.

180

With first and second graders and ot.ers who need
it, the tester should accompany the subjects as they
perform the test. You may also call out; HUP, UP,

DOWN, ONE! UP, UP, DOWN, TWO!" to assist the subject's

timing.

Immediately upon completion of the two—minute
test period, make sure the subject sits down on the

bench. Using the stop watch, allow one-minute rest.

At the end of the one-minute rest, place your first two

fingers over the carotid artery and pick up the pulse

rate from one minute to one minute, 30 seconds after

the end of the stepping.
Read the following instructions through, then ask

for questions. Do not give any other words of in-

struction or words of encouragement.

 

Test Instructions

I will read the instructions once. Listen care-
fully. You may ask questions after this is read.
This is a test to find out how much you can do
without getting tired. You will stand in front of
the bench and listen to the beat of the music. When
I say ”GO” you will step up with either your right
or your left foot on the first beat of the music

P 3
then up with the other foot on the second beat so
you will be standing on the bench ’DRMONSTRATE
WHILE TALKING). Now you will step down with the
first foot on the third beat, then down with the
other foot on the fourth heat. When I say ”STOP”,
sit down on the bench and do not move until I
tell you. Then we will take your pulse (DEMON—
STRATE). Are there questions?. . .You may now

ractice. Stand in front of the bench. Ready,
'GOE”. . .Ready, ”STOP”. . .Are there questions?
. . ,Now we will begin the real test. Ready,
”Go”. . .Ready, "STOP”. "SIT DOWN”.

II.

181

Scoring

Recovery pulse rate in beats per minute. Record
this in blue pencil for the prertest results in October
1963 and red pencil for the post-test results in the

spring of 1964.

GRIP STRENGTH

Hand Dynamometer Test (White) - (Storage Room off Multi-

purpose Room)
Personnel Reguired - 6 tester-recorders
Maximum Number of Participants - 6

Anticipated Time per Person - 3 minutes

Equipment

 

(l) 6 rectangular—type grip dynamometer measured in
kilograms; (2) 6 dry towels; (3) if warm weather, cake
of magnesium carbonate; (4) 1 table; (5) l chair; (6)
9 blue pencils

_pstructions to Tester

The adjustment of the hand dynamometer to the

individual child is particularly important. Read
the following instructions to the child while you
e a

demonstrate the correct positionirg to enatl
correct adjustment to be made:

One edge of the grip dynamometer is curved
upward at the end. This edge should be
placed against the fingers and the more
rounded edge against the base of the hand.
The indicator should be tOward the palm,

as the fingers are apt to interfere with the
movement of the indicator. The outer edge

III.

182

of the dynamometer is placed between the first
and second joints of the fingers.

Place the dynamometer in the subject's hand and assure

correct adjustments are made. Once this has been com-

pleted, read the following test instructions through

once and then ask for any questions. 22 not give any

 

other words of instruction or words of encouragement.

 

Test Instructions

This dynamometer (HOLD ALOFT) is used to tell how
hard you can squeeze. You will have two tries for
each hand, and we will use the bigger score. You
must stand, and you hand, arm or fingers may not
touch your body or anything else (DEMONSTRATE).

Put the dynamometer in your right hand and on the
word, ”GO’, squeeze as hard as you are able with—
out jerking. Any questions?. . .Put the dynamo—
meter in your right hand (CHECK FOR RIGHT HAND)
.Ready, HGO”. . .Second try for your right

hand; Ready, "GO”. . . Now put the dynamometer in
your left hand. . .Ready, l'GO”. . .Second try. . .
Ready, ”G0”.

Scoring

Read each score aloud and record both scores
in kilograms for each hand. Record the pre-test
results in blue pencil in October 1963 and the post-

test results in red pencil in the spring of 1964.

SPEED
40-Yard Dash (Green) — (Playground)

 

Personnel Required
4 timer-recorders; 1 starter; l restrainer
Maximum Number of Participants — 4

Anticipated Time per Person - 4 minutes

183

(1) Four stop watches measuring tenths of a second;
(2) Four 45-yard straightaways with hashmark at 4O

yards (outdoor grassy area); (3) starting flag; (4)

6 blue pencils

Instructions to Tester
This is a test of speed. Subjects will have two

trials with the better time recorded. Allow a minimum

of five minutes between the first and second trial.

The end line of the straightaway will be 45 yards away

from the starting line. Hashmarks will be placed 40

yards from the starting line to locate the timer's

position. This is to encourage the subjects to run

as fast as they are able the full 40 yards without
slowing down as they approach the finish line. During
the instruction, place the timers at the 45—yard
finish line while you stand in front of the starting
line with the flag in your hand.

Read the instructions once only and then ask for
any questions. .29 not give any other words EE:12;.

struction or words of encouragement. Line up no

 

more than 6 subjects behind the starting line of

each line of each straightaway and instruct all at

one tine.

184

Test Instructions

You will be timed for your speed for the 40—yard dash.
You will begin at this while starting line (POINT) and
run as fast as you are able to the while finish line
at the end of the straightaway where the timers are
pointing (RAISE HANDS, THEN POINT). Do not slow
down until you have passed over that white line.

You will get two tries with your better time re—
corded. When you finish the first try, return to
the starting line (POINT) for your race and stand
behind the other children.

You may start in a crouched position but your hands
must not touch the ground. (TESTER DEMONSTRAPES

PERMISSIBLE STARTING POSITIONS.) I will raise

the starting flag in the air, saying: ”READY”,
and saying l'GO" as I drop the starting flag down—
ward as a signal to the timers. You will start on
the word, ”GO!” Your time will not be counted if

you start before the word ”G0”.

The first runners in each lane should take their
starting postions behind the starting line.

”READY”, ”GO!!!

Instructions to Timers

You will stand at the 45—yard finish line while the
instructions are read to the subject and remain there

until after the ”GO" signal. fhen you take your place

at the hashmarks at 4O yards. You must offer £9 words

of encouragement to the subjects.
Start your watch as the starting flag starts its

downward sweepn Stop the watch the moment the subject

crosses the finish line.
Scoring
The score shall be recorded. by the timers imiseconds

and tenths of seconds. Record the pre—test results

185

in blue pencil in October 1963 and the post—test

results in red pencil in the spring of 1964.

EXPLOSIVE LEG POWER

Broad Jump (Red) - (Multipurpose Room Between Exit Doors)

 

Personnel Required - 4 tester—recorders

 

Maximum Number of Participants _ 4

Anticipated Time per Person — 3 minutes

Equipment

 

(l) 8 tape-measured tumbling mats; (2) 4 take—off
boards; (3) clip boards; (4) l doz. blue pencils;
(5) 4 yardsticks; (6) 4 magic markers; (7) extra
tape.
Instructions to Tester

This is a test of explosive power. Line up no
more than six subjects and read the instructions to
all at the same time. Read the instructions once,

than ask for questions Do not give any other words

'23
I F’J
fr)
1
. 3
0
fig
CD
(T?
h
It.

< T‘

of instruction or word

T

(D
( 0

-t Instructions

 

 

This is a test to see how far you can jump iron
the standing position. You will stand with your
feet several inches apart (DEMONSTRATE) and ti:h
your toes just back of the edge of the board. Use
both feet to jump forward as far as you are able,
landing on both feet. You m“; “era yrur lnees
(DEMONSTRATE) and swing y ur arms to Heir give
you some lift (DEMONSTRATE) but your feet must not
leave the board until the jump is made You till
be given two trie win the be ter ium scored.

S C t 0 6
starting signal - jump
s

There will be no
ect

are in the corr

186

go. When you are finished with your first jump, go
back to the board for your second try. I will now
demonstrate. . .Now, the first person in each row
step forward onto the take—off board and jump when
you are ready.

Scoring

Two fair trials (noc including fouls) shall be
allowed. fhe subject's jumps should be recorded in

inches to the nearest inch.

AGILITY

Side Stepping (Yellow) - (Multipurpose Room - Center Area)

 

 

 

 

Personnel Required — l tester-timer; 12 tester-recorders
Maximum Number of Participants - l2

Anticipated fime per Person - 3 minutes

Equipment

 

(1) Taped floor (for 12 stations); (2) clip boards;
(3) l l/2 dz. blue pencils; (4) l stOp watch; (5)
extra tape

Instructions to fester (fimer)

This is a general test of agility and is sur-
prisingly good for predicting scores and skills
potentiality. Have the subiects stand outside the
middle at each station. Rea” the instructions once,
then ask for questions. Allow 30 seconds for practice
with the recorders at the stations assisting their
subjects. Only one trial will be given. 29 npt gigs

any other words of instruction or words of encourage—

—— “——

 

 

ment.

 

187

Test Instructions

 

This is a test to see how quickly you move. You
should stand straddling (DEMONSFRAI‘E) the middle
line with one foot on either side. At the signal
you V111 side—step to the right (POINT) until your
right foot touches the line to your right. You
then side step to the left until your left foot
touches the line to your left (DEMONSERATE). (fhe
object is to see how many times you can touch each
outside line (POINf) going from one side to the
other). In moving back and forth you may step on
the middle line but to score a point your foot must
touch the lines on your right and left. ihe words
to begin will be READY, GO! Look at me (DEMONSFRAPE).
Now, you may practice. READY, GOI. . .

The practice period is now over. Please straddle the
iiddle line and listen for the starting words. Re-
member, side-step as fast as you can. . .Ready! GO!

Scoring

One point is scored each time the subject touches
his right foot outside the right line, when he touches
his foot outside the left line, and when he comes over
the middle line on the way right and left. Begin count—
ing the first time his right or left foot touches the
line on the right or left, only when his foot touches
entirely outside the line. Record the pre—test re-
sults in blue pencil in October l963 and the post—test

results in red pencil in the spring of lfiofl.

. ,4
...

“‘1'
|.o——4
, .
’

THLOW FOR DISTANC

Softball fhrow (Brown) — (P13YEPOUNd)

 

Maximum Number of Participants — A

 

Anticipated Time per Person — 6 minutes

188

Equipment

 

(1) Field line to measure feet; (2) 5 different colored
beanbags; (3) 2 dz. 8-inch softballs; (A) A EO—ft.

tape measures; (5) clip boards; (6) 1/2 dz. blue
pencils; (7) footage cards and stakes

Instructions to Tester

 

This is basically a test for coordination. Subjects
will get two trials to throw the 8—inch softball
as far as they are able. Only their better throw
will be recorded. fhe field is measured at lO-
foot intervals beginning 30 feet from the re-
straining line and ending at EOO feet. Hashmarks
will be placed at E—foot intervals. lines will
be marked so they are parallel to the restraining
line.

As each ball is thrown a recorder will place
a bean bag at the stOp where the ball first lands.
fhe recorder will follow the same procedure unless
subsequent throws fall short of the preceuing throw.
The instructor will remain at the restraining lice
and will mark the score on the subiect s card. ine
ball will be thrown overhand from behind the re-
straining line and from between the restraining line
and from between the two lines drawn 6 feet apart

marking the throwing area.

189

Read the instructions to the group as they as-
semble at the test area. Allow the group to warm~up
by tossing a minimum of five bean bags from behind the
restraining line out into the test area.

Read the following instructions once then ask for

any questions. Allow several minutes for practice or

 

warm-up throws. 22 not give any other words BE in-

struction or words of encouragement.

 

 

Test Instructions

This is an overhand throw for distance with a
softball. You will have two tires to throw this
ball overhand as far as you are able. Your better
score will be counted.

You must make your throws from between these two
lines (COUNT OUT 6-FOOT PARALLEL LINES). You may
take one or more steps before you throw, but you
must not go over this line. Do not throw a ball
unitl I tell you. Remember, it must be an over—
hand throw. READY, THROW!

Scoring
Measurements shall be taken from the point where
the ball lands to the restraining line. Measurement
is taken at a right angle to the restraining line.
The score shall be recorded in feet and nearest
l/2 foot. Both throws shall be recorded. Use blue

pencil to record pre-test results in October 1963

and red pencil to record post-test results in

the spring of 1964.

VI.

190

SITTING REACH
Sit — Reach (Pink) - (Multipurpose Room Next to Stage)

Maximum Number of Participants — 20

 

Anticipated Time_per Person — 3 minutes

 

 

Equipment
(1) U benches with 20 rulers; (2) clip boards;

(3) l—l/2 dz. blue pencils.
Instructions to Tester

This is a test for flexibility. The subjects
will sit on the floor facing the board and place
their feet flat against the board with their legs
and heels flat on the floor. The ruler nearest the
subject measures (-) while the ruler away from the
subject measures (+). The subject sits in the cor—
rect position on the floor with the plane of the
ruler bisecting the body.

The subject bends forward at the waist, places

his outstretched arms and fingers together in front.
The subject's fingers must be placed on top of the
ruler to measure the degree of flexibility.

The subject will bounce forward twice and then
hold for the measurement on the third bounce. The
count will be a fairly rapid ”BOUNCE! BOUNCE! HOLD!”
Two trials will be allowed with both scores recorded.

You should demonstrate the correct position and go

through the actual test once.

191

Read the following instructions through once

then ask for any questions. Do not give any other

—— —————— “_._-_._. _._.“

 

words of instruction or words of encouragement.

 

Test Instruction

This is a test to see how far you can reach.
Sit on the floor with your legs and heels flat
on the floor. (PAUSE WHILE THEY ARE SITTING) The
bottom of your feet should be flat against the
board with the ruler between your feet. Stretch
your arms and fingers forward with your hands
touching. On the signal, ”READY, GO!” and the
count of ”BOUNCE! BOUNCE! HOLD!” you bend forward
as far as you can three times holding the position
forward on the third count so your score can be
measured. You may now practice. Listen to the
signal and count. ”READY, GO!” ”BOUNCE! BOUNCE!
HOLD!” (Have recorders correct positions.)
Please stand up now and I will demonstrate the
correct position and go through the test.
(DEMONSTRATE) You will get two trials with the
better recorded. Please sit on the floor in
the correct position and listen for the signal
to begin. READY GO! BOUNCE! BOUNCE! HOLD!
Second Trial READY, GO! BOUNCE! BOUNCE!

BOUNCE! HOLD!

Scoring

Record both trials in terms of either t—) or (+)

inches and eighths of inches. Record the pic

test results in blue pencil in October 1903 and
the post—test results in red pencil in the Siring

of l964.
VIII. ANTHROPOMETRIC MEASUREMENTS — (Orange) - (Stage)

Personnel — Nurse, A tester—recorders

Maximum Number of Participants - A

Anticipated Time per Person - 4 minutes

192

Equipment

 

(l) 4 chairs; (2) A calipers; (3) 7 curtains;

(A) 8 8—foot high jump standards; (5) wire;

(6) A clip boards; (7) 6 blue pencils.
MEASUREMENTS

Height — Weight and Sitting Height (Black) — (Classroom)

 

Personnel - Classroom teacher, recorder

 

Maximum Number of Participants - 2
Anticipated Time per Person — 1 minute

Equipment

 

(l) I set scales with height measurement;
(2) IO chairs (l with measurement for height);
(3) clip board; (A) 2 blue pencils.

GENERAL INFORMATION - Individual Classroom

Personnel — Classroom teacher

 

Equipment

 

IX.
X.
OTHER
1 1

1
1
2. 1
1
3. l

(l) 2 blue pencils; (2) CA's; (3) test scores.
FACILITIES, PERSONNEL AND EQUIPMENT:

table and chair between outside exit and cafeteria
alcove

adult

dozen extra blue pencils; 3 extra stop watches; extra
tape; 2 extra magic markers

table and chair between cafeteria alcove and stage
(near alcove)

adu1t

table and 2 chairs in hall near multipurpose room
doors

1 adult, 1 student runner

CD

and 3 chairs between stage and storage room
near stage)

Li“

A. l t‘tl
(

1 adult, 1 student runner
Note paper and pencils
1 dozen extra blue pencils

5. 1 table and 2 chairs outside storage room near outside
exit

1 adult, 1 student runner

ESTIMATED TIME SCHEDULE

 

45 minutes per grade level
Gljades .1 '- 3 .‘AnP/IO

Grades A ~ 6 P.M.

191.L

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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ITEM 5

HAND DYNAMOMETER CONVERSION TABLE

195

Item E

tiELE 6
l2 5
13 5
ll! 6
15 6
16 ,7
l7 7
18 8
19 8.
2o 9.
21 9
22 IO.
23 10.
24 lo.
25 11.
26 11,
27 12.
28 12.
29 13.
30 13
31 la.
32 11+
33 15.
3A 15.

mmwwmcncolt’

.t O 61

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5

LA.)

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bu

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U-)

\J—I \ I!
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196

15.9

16.4
16.8
17.3
17.7
18.2
18.6
19.0
19.5
.0
A
9
3
7
3
7
2
6

2O

20.
20.
21.

21.

H

\OJEOUW

.3.--Hand Dynamometer Conversion Table——
Pounds to Kilograms

58
59
6O
61
62
63
64
65
66
67
68
69
7O
71
72
73
7A
75
76
77
78
79
8O

mmxlwoow

EKG-DOW

I._J

I._l

SOCIO-E

198

44.. I «

CCK.C.M IE. '

 

 

 

 

 

 

 

 

 

 

 

 

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p nqavpnaon. caaawnuxnn. Bhopal uwuon anflsasnuu newslbpun on cannonpmw
r luvwnnan .50 nowwnnov. luau. Humane. cannanu. nun.
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“ canolnnwwun. cabbwopxaa «a wmc.ooo on «wanna nan upluwmu mann«.. «a. vounww owner. :owwu be on ucnmwunnaram moon neozwswnoo asuru Emmy.
. uuun.. vswnlnnpun uplpwmn ancpnu. unannoumnuu uuwnmunas w.w. vmann. uv<m<. mnwwm :pu down.
a .olfiuouuneu apnu «on. .aaonon Baum. van on nounmnuus. m.m. vac.
. . x501: «canalnanu Can“ "Man. mwuo.nn np<cn
«sauna. ~39 nocsonw cannowmuu.
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mocha «annulus. Hon“ wwsonwvm oncewmcw.
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aflouulflknfi. vulanwnuw uzpwpmn mundane nouxawmu cmwnen.
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Hana «a»: “mac. unocconpoa towxmeuu ammawwaloaeu am~u<anw ans“ mafia wmucwowuu acumpnnauus
swanso:na aha“ husueowu mwmomnnn»on uneoznca«n nunsmnu :30 stow: acne.
twanzauuu onox. (”pans on :mwndmmu. i
q i wpdonnw. Shana. supwzusa “chmunwn unn<u3ru can wow. wmznuuzn couxcnm. camupucu

 

 

 

 

 

 

.apmafinr (cures. moo.
Susan «01:3 Coapa.wvc3.v

 

n
-

ono.
moucnnu pncwnavxnum.

 

 

m wpusoa wan comm new :93"
.

Mac 60.

 

Column

 

#4

’I‘I

 

.__i#.A..... :-.—.—f-.-— +' ’
._-- ——-~7

F.
\ K.)

. _._... ..—

__ _....__ ..

200

Item 6c
School District of the City of Pontiac
DEPARTMENT OF PHYSICAL EDUCATION,
ATHLETICS AND RECREATION

October 18, 1963

Code no. of child

Parent-Teacher Conference
(Data for Project ”E”)

Instructions: You have a copy of the occupational class—
ifications and the sub—classifications under
each. Determine under which main heading the
father's occupation (or chief wage earner,
or both parents if each are working) should be
placed. Place the letter of this occupation
in the Space provided below. Under each
main heading, find the number of the sub-
classification under which the specific
occupation falls. Write this number in the
space provided. For example, if the father
is a high school teacher his main class~
ification would be ”A” (Professional), and
his sub classification would be “2” (high
school teacher). Only the letter and the
number need be recorded.

Teacher's Name

 

Child's Name

 

 

 

 

 

Grade Father's Name_fi AddFGSS
Main Occupational Classification__
Sub-C1assification_fi

Address

 

Mother‘s Name

 

 

(if different from
father's)

-

 

Main Occupational Classification

 

Sub-Classification

ITEM 7

PROJECT "E" TEST DATA SHEET

201

I. GENERAL INFORMATION

202

norm "5"
romuac PUBLIC scuooss

Code _._. .

 

Pre Test: October 1963
Post Test: -____-_._..____ _-_. 1964

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name Height_-___.._ Age--._____ . - -_ _._--- _._--.
last first initial inches month day year
Race: W N Sex: M F Grade; SocioEconomic Status
Pro-Tea! Post Test
law Score Standard Score Raw Score Standard Score
I. Q. ......................... . ........................... '
Academic Achievement Level ............... .. -
Motor Perforrhance .............................. _ -
Social Rating ........................................ _._ _ .—
Emotional Scale .................................... _
2. ANTHROPOMETRIC MEASUREMENTS
\Iariable Measurements
Age (chronological) .............................. Month-_. Day Year--.__ ---..
SS 55
Height (in.) .......................................... ...... ..--inches _._. -... _-_..-inches _._—
Weighl (lbs) ......................................... .. _---.-.-.inches —_ -.- ————-—in<=h95 ——
sming Height ................ : ................. ._ - _pounds _._... _. Pound‘ -—————
Skinfold Sites ..... ................ , ....... ._____ _inches --.... _._- -_____._inches _._—..
ss 55
Subscapular .. -11..-- mm mm -—“"-'~
Triceps .......................................... mm mm ”‘“ ...-
Biceps ........................................... mm mm
Supraillac ..................................... mm mm _"‘“'
Waist ........................................ .. _._- mm mm
Umbilicus ..................................... .. ------ mm mm ——‘““
Relative Body Weight ........................... __ % 3‘ _._...
Ponderal Index ( ht.
_ ( weight.
3. MOTOR PERFORMANCE SCORES
TRIALS
Pro-Test ”‘5“
“WY [,9 2nd T Score lsl 2nd T Score
40-Yard Dash (sec. - IOrh sec.) ....-.....-- - ~—— - ‘ _._... -7"—
sflnding Broad Jump (inches) _._ ——- -——--—- ”‘—‘—‘ _ _ ”—
Softball Throw (distance — ft. - ‘/2 it.) _———~ ——-—-—- “_— _ —_ _
Side Stepping (No. times in 10") —-——-——- _—’ W— —_ __
Strength (R-L) 77277 R L R L "a L R L 7 R L
Sit-Reach (inches - 10th inch) ~———-

8" Step Test (30 step count -—
30" Pulse Count
1‘ after exercise)

 

 

 

 

 

 

 

 

 

 

 

 

 

ITEM 8

PERSONNEL TRAINING AND TESTING

203

Item 8a.

School District of the City of Pontiac
DEPARTMENT OF PHYSICAL EDUCATION,
ATHLETICS AND RECREATION

October 15, 1963

TO: Principals Involved in Project ”E”
FROM: Lee W. Haslinger
RE: Testing Arrangements

Organizational Arrangements

Monday 21 .
On Tuesday, October 22, the team of testers from Michigan
Thursday 2A

State University and from Pontiac will be in your building.

Hopefully, the primary grades will be tested in the morning
and the upper grades will be tested in the afternoon.

As per discussion, the classroom teachers will be eXpected
to accompany their classes thru the battery of Ityslial
performance and anthropometric tests on this Wj’ for tir

purpose of facilitatlrg the time schetlule. 1Ou\1 W
the regular physical education programs will te 11aceliel

on this day). It Is also expetted that the tea -ér xi. 1
PPOCUPG, at another time, the soclo-ecuhonlc s dado lacll
per enclosed form), the birthdate of each I'IIU, ard will

tests {and Score fivem

administer the academic achievement
in grades one and two).

figcilities and Eguipment from the School

‘ ° '. - :.',.I ,1] h»
10 chairs and 7 tables are needed In the gymnasium for .He
performance tests.
up in a room designated

rn

Scales and yardstikcs will be set
by the principal.

A tape recorded in the gymnasium.

e .1 I) 1. , ‘7; .1 L» ", T A
(For arrangement of these items see accompanying thee )

205

We appreciate your extending and confirmirg these arrangehea"s
with your teachers and enginneers. We are appreciative of
your c00peration and trust that the results of this effort
will be beneficial to your teachers.

Thank you.

LWthw

206

Item 8a.

TO:

FROM:

School District of the City of Pontiac
DEPARTMENT OF PHYSICAL EDUCATION,
ATHLETICS AND RECREATION

February 5, 1964

Elementary School Principals, Classroom Teachers
and Physical Education Teachers Selected for
Project "E”

Lee W. Haslinger and Jean M. Young

SUBJECT: PROJECT ”E”

Please refer to a Project ”E” score sheet for recording.
Items checked below should be recorded by the teachers.

1. General Information

X

 

Code X

Pre—test: October 1963 (circled)

Name X

Height—TC

Age X (month and year)

Race (circled

Sex

Grade X

Socio—economic Status X (according to chart)
The next items should be recorded under ”Raw Score”
(Pre—test): I.Q. X (Grade l—-Pintner-Cu1ningham

this year; Grade 2——no record; Grades 3 & 5——
California Mental Maturity this year; Grade §“ ,
Californai Mental Maturity given last year; Grade 0—-
California Mental Maturity given two years ago)

Academic Achievement Level--Do not record——w111 be

taken from County Records. . h “
Motor Performance (leave blanK—-these will be computed

at the County Office.)

Social Rating X (SA score--total items l-Aé)
(S Score—-tota1 items AB-oa)

Emotional Scale_§___

207

2. Anthropometric Measurements

 

 

Height X inches
Weight X pounds (”inches is a misprint)
Sitting Height X inches (”pounds" is a misprint)

As soon as these items have been recorded, will you please
give us a call so we can collect the Project ”E” records

for tabulation.
Thank you.

Encl: l—Project "E” (one per principal)
2—SA—S Tests (one per student)
3-SA-S Test Scoring Sheets (one per teacher)

u—SA—S Explanation Sheet

208

Item 83
PROJECT "B"

Report to date: January 1963

Data collected and completed
Anthropometric Measurements
Thank—you's to appropriate sources

Data needed
Socio-economic Status (completed?)

Academic Achievement (completed?)
Motor Performance (completed)

Directives
1. Gales, Janic, Tom and Jim—-check forms with teachers

on data needed and hand into physical education
office by January 31.

 

2. Lee and Jean take completed forms to resource persons
(locally and MSU) for setting up IBM processing.

3. Processing of cards (either at county or MSU as
predetermined).

A. From processing, determine sampling to be used—-
determined with MSU staff.

5. Prepare for spring re-test
a. Forms distributed from physical education

office
b. Contacts made by Lee and Jean with MSU

c. Contacts made by physical education staff to

principals and teachers
d. Inventory of equipment by physical education

staff
e. W.O.-—distribution of equipment by Jean after

school dates are determined
f. Contacts for local help made by physical
education staff, Lee and principals

6. Checking of forms by physical education teachers
and handed into physical education office.

Processing of cards
8. W.O. on equipment return
9. Thank you's to appropriate sources

10. Compiled report--Lee and Jean

209
Item 8b

BODY MEASUREMENTS OF CHILDREN K-OTH GRADE

Informative Value of Measurements

Length measurements are concerned with: (1) total body
length and (2), when crownrump or sitting height are includ—
ed, the relative contribution of trunk and legs.

Weight indicates gross body size (bulk) and gives a
rough approximation of body volume.

Body circumferences and diameters indicate latera-
lity of build, and (in early infancy) developmental status.

Leg and arm circumferences, as well as the body cir—
cumferences, indicate extent of development of the soft
tissues, fat and muscle.

"Skin—folds” (i.e. folds of skin plus subcutaneous
tissue) indicate the thickness of the subcutaneous fat, and
help to differentiate fat from muscle.

Am Length and Weight (Minimum measures)

1. Age: record day, month, year.

2. Height (stature): Subject removes shoes; stands
with back against the calibration on the stadio—
meter; heels, hips, shoulders and head touching
the backboard. The head should be erect with the
chin tucked in slightly. The Frankfort plane
(line from the outer, lower corner of the eye
socket to the little prominence at the front of
the lower ear lobe) should be horizontal. Sub-
ject should stand as tall as possible.

The square is placed against the calibration
on the backboard above the head of the subject.
It is brought down until it fits firmly against
the top cfiliflva subject's head. The square must
fit both the backboard and the head must be
horizontal, not tilted. The reading is taken at
the lower edge of the square. It may be help—
ful to ask the subject to bend knees and step
away. Record to nearest 1/4 inch or centimeter.
Metric system preferred.

3- Weight: Subjects should always be weighed with—
out shoes, coats, sweaters, or other heavy garments.
It is preferable to weigh in the nude or only with
minimum underclothing, but children in school us—
ually cannot be weighed in that fashion. Uniform—
ity in amount of clothing from time to time for each
person is the next best goal.

2lO

Estimate the weight of the subject and place
the heavy weight on the balance arm of the scale in
the groove for the first unit below the estimated
weight. The subject stands in a steady position
on the center of the platform and the small weight
is moved until the balance arm is in a steady
position. Be careful to read the weight at the
proper edge of the weight or hairline designated
for the reading. Record to nearest half pound or
half kilogram. Kilograms preferred.

Sitting Height: A bench or box high enough to keep
feet resting levelly on floor and kness bent to
right angle. Subject is instructed to sit with his
scapular and sacral regions resting vertically a—
gainst the surface of the wall. From the highest
point in the sagittal plane of the head to the sur-
face upon which the subject is sitting. Head in
plane of the visual axis. Record to nearest 1/4
inch or centimeter. Metric system preferred.

B. Circumferences (should be added for survey work)

The tape is used for all measures of circumfereice or

girth.

It may be obtained in either linen or steel. The

linen is subject to shrinkage from perspiration picked up
during measurement, and if used over long periods of time
may eventually become worn and stretched. Either type of
change would destroy the accuracy of the measurement. The
steel tape avoids the problem of changing units but has the
disadvantage of feeling cold to the subject. This reaction
to the cold could easily affect chest measurement and might
even affect muscle girths. Care can be taken to see that
the tape is reasonably warm to touch and therefore the

steel tape would seem to be the better choice.
independent readings.

Take three

Record each to nearest centimeters.

 

 

Circumference Sites (cm):

1.

Upper arm: Should be taken with the arm hanging
freely, at a right angle to the long axis of arm
and at the same level as the arm skinfold measure—
ment. The tape should be applied lightly to the
skin, without deforming its contour. Where direct
anthropometric measurements must be used, the
muscular development can be estimated from the limb
circumferences, provided that the thickness of the
subcutanious layer is determined at the same time
and preferably, at the same level. Record to
nearest centimeter.

211

2. Calf girth (lower leg): Have the subject stand with
feet slightly apart and weight equally distributed
between the two feet. Place the tape around the
lower leg at its largest circumference (over the
bulge of the gastrocnemius) in a horizontal pos—
ition. Cross the tape to get the point for the
reading. The tape should be pulled just tight
enough to keep it from slipping, but not tight
enough that it makes an indentation in the contour
of the leg. Record to nearest centimeter.

3. Axillary chest girth: The tape applied well up in
the axillary fossae. Mean reading of measurements
during noraml inspiration and expiration. Record to

nearest centimeter.

C. Diameters (Desirable for survey work,
requires little equipment;
Sliding Caliper Techniques (subject standing):

 

The following measures are taken with the sliding caliper.
In order to avoid fatigue if doing measures on a number of
subjects and to facilitate measurement it is essential that
the caliper be balanced on the hands. The fixed arm of the
caliper should be taken in the nondominant hand. The hand
is underneath and the caliper arm rests between the thumb
and index finger as one would hold a pencil. The movable
arm is taken in the dominant hand in the same fashion,
like a pencil projecting between thumb and index finger
for writing. The grip is far enough back on the arms so
that the caliper balances on the hands without being

grasped.

The movable arm is carried back and forth by its pos-
ition in the V of the hand. The middle finger is im-
mediately below the caliper arm and is used to locate the
landmarks and then the caliper is slipped down to fit on-
to the landmark. This also avoids using the ends of the
caliper arms for the contact and permits a very relaxed
use of the hands during the measurement. Take three in—
dependent readings. Record to nearest centimeter.

Diameter Sites (grim

l. Bi—acrmmfijrl: The measurement is taken behind the
subject; the scapulae should be flat and mildly
adducted so that the arms hang easily at the sides.
The fixed arm of the caliper is placed against the
end of the acromion process of the left shoulder,
and the movable arm is brought in a corresponding
position firmly against the right acromion. The
end of the middle finger should be used to locate

212

the landmark and then the arm of the caliper is
moved down into position. (Placing the caliper
too high permits it to slip when pressure is
applied. Placing it too low increases the reading
by getting it over the tuberosity of the humerus
and the bulk of the deltoid muscle).

2. Bi-cristal: The measurement is taken facing the
subject. The fixed arm of the caliper is placed
against the crest of the ilium, with about a
quarter inch of the caliper extending down the side
of the ilium. The end of the caliper arm should
project backward beyond the area of contact. The
movable arm is brought in a similar position a—
gainst the left ilium. Pressure is applied.
(Placing the caliper too high permits it to slip
when pressure is applied. Placing it too low in—
creases the reading by getting it over the lateral
gluteals and the fat pad which frequently covers

these muscles).

D. Skinfold (Desirable, but requires equipment
less readily available)
Skinfold TechniquesI (Lange Skinfold Calipers - lO
gm/mm pressure)2

The skinfolds are grasped between the thumb and index
finger of left hand. The span of the grasp is dependent
on the thickness of the skinfold. The size of the fold
should be enough to include two thicknesses of skin and

subcutaneous fat but no muscle or fasica.
The application of the calipers is about l cm from the

fingers and at a depth approximately equal to the thick-
ness of the fold. Three successive measurements are taken
at each site. The right side of the body is preferred,

All folds are taken in the vertical plane except where
the lines of Linn result in torsion of the skinfold then
the skinfold is taken along these lines (diagonally),

Take three independent reading in first 3-5 seconds after
applying the instrument.

1Committee on Nutritional AnthrOpometry of the Food and
Nutrition Board, National Research Council. In
Body Measurements and Human Nutrition. J. Brozek,
ed. Detroit: Wayne University Press, l956.

2Montaqu, M. F. Ashley, 1960. A Handbook_o£ Anthro—
pometry, Charles C. Thomas.

213

Skinfold Sites (mm)

1.

kll

Upper arm skinfold (triceps): This site is readily
accessible in individuals of both sexes and should
be measured in all studies of leanness— atness. The
skinfold is located at the back of the right upper
arm (over the triceps), at the level midway between
the tip of the acromial process of the scapula and
the tip of the elbow. The level is located with the
forearm flexed at 90° In making the skinfold meas—
urement, the arm should hang down freely. The skin-
fold is lifted parallel to the long axis of the arm.

Subject standing.

Scapular skinfold: The skinfold measured below the
tip of the right scapula provides a good character-
ization of the individual's overall fitness. The
thickness of the subcutaneous adipose tissue is
fairly homogenous in this area and small differences
in locating the site are less important than in the
arm or abdominal region or chest. The skinfold
running downwards and outwards in the direction of
the ribs. Subject standing.

Lower ribs (chest): Taken on the lateral aspect of
thorax over the lower rib midway between the axilla
and iliac crest.

Waist: Waist on mid-axillary line, half—way between
the lower rib and the iliac crest. May have to lift
diagonally. Subject standing.

Supra—iliac: Taken on the mid—axillary line. The
folds run forward and slightly downward. Subject
standing.

Umbilicus atuoner Just to the right of the um~
bilicus (one third the distance from the l.lll.eus
to the iliac cr rest). The subject is pieleletlv

in the relaxed supin le position. Take this standing.

Chin: Under the mandible.

ITEM 9

PROGRESS REPORTS

214

 

215

Item 9
School District of the City of Pontiac
DEPARTMENT OF PHYSICAL EDUCATION,
ATHLETICS AND RECREATION
October 28, 1963

TO: All Persons Involved in Project ”E”
FROM: Lee W. Haslinger and Jean Young
SUBJECT: PROGRESS REPORT

The initial testing at the control and experimental
schools is now completed. We did not get finished,
so return trips to each school will be necessary.
The return trip will not be so disruptive to the
school schedule.

The testing began at Owen School on Monday, October 21.
We started 492 children through the nine tests at

Owen; #63 children on Tuesday at Mark Twain, and 535
children on Thursday at LeBaron. A majority of these
children completed the battery of eight motor perform~
ance tests. The anthropometric measurements take more
time and here we have much work to do.

At Owen, 247 children, or 50%, completed their anth—
ropometric measurements; 301, or 65%, at Mark Twain;
and 297, or 55%, at LeBaron. We have trained two
members of our elementary physical education staff
to take these measurements so we will make some
arrangements to return to the schools.

For the most part, the academic achievement test batteries
are at the schools and should be completely administered
in the very near future. Mark Twain has already

completed their testing and LeBaron has a good start.

Material is in the hands of all teachers at the three
schools so they may obtain the socio—economic status of
the youngsters. There is no urgency in obtaining this
information.

216

The test forms are in the hands of the teachers and they
should record the age, I.Q., achievement test score, sex,
race, and grade. It may be necessary for teachers to

get height, weight, and sitting height measurements in
stocking feet, since some schools had youngsters measured
with their shoes on. Also, we may ask teachers to

record the results of each achievement test battery

on a special form but more information will be given

on this in the near future.

The initial testing phase of Project ”E” has involved the
COOperation and assistance of many people including:

Mr. Abbott, Mr. VanKoughnett, and Mr. Stanley and their
teachers; engineers and custodians and cafeteria
personnel; Mr. Lacy, Mr. Fell, Mr. Embree, Mr. White,

Mr. Wilbur Johnson, Mr. Houts, Mr. Carr, Mr. Wright,

Mr. Neff; carpenters; bus and truck drivers; Jo Seeley

and her staff of nurses; elementary principals for
releasing our staff on Tuesday; Mr. Ted Carlson and

his printing classes at Central High School; our secretaries
and those at the schools; interested partent; P.T.A.
Health Charimen at Owen, Twain and LeBaron Schools;

the elementary physical education staff; other community
helpers, Dr. Wessel, Dr. VanHuss, Dr. Huesner, Dr.
Michaels, MSU students from the tests and measurements
class; Dr. Whitmer and the Pontiac elementary

school youngsters.

To all of these peOple we give our warmest thanks.

217

PROJECT ”E”

Report to date: January l96u

Data collected and completed
Anthropometric Measurements
Thank—you's to appropriate sources

Data needed
Socio-economic Status (completed?)

Academic Achievement
Motor Performance

completed?
completed)

Directives

l.

Gale, Janic, Tom and Jim-check forms with teachers
on data needed and hand into physical education

office by January 31.

Lee and Jean take completed forms to resource persons
(locally and MSU) for setting up IBM processing.

Processing of cards (either at county or MSU as
predetermined).

From processing, determine sampling to be used-~
determined with MSU staff.

Prepare for spring re-test
a. Forms distributed from physical education office

b. Contacts made by Lee and Jean with MSU

c. Contacts made by physical education staff to
principals and teachers

d. Inventory of equipment by physical education

staff
e. W. O.——distribution of equipment by Jean after

school dates are determined
f. Contacts for local help made by physical
education staff, Lee and principals

Checking of forms by physical education teachers
and handed into physical education office.

Processing of cards
W. O. on equipment return
Thank you's to appropriate sources

Compiled report—~Lee and Jean

ITEM 10

NUMBER, MEANS AND STANDARD DEVIATIONS

218

219

 

 

 

 

 

 

 

e.H m.e H.H o.H o.H e. H.H m.H m.H m.H e.H w. m. on mesem
m.w w.m :.m m.m H.m N.H m.m :.m w.m w.: 0.: ©.m m.a z xhoz
Hmpoe

ea mm mm ea me Ha Ha em mm mm em ma ea 2
s.H m.a e.a H.H a. a. m.H s.H m.H e.H m.a e.H e. am messaged

:.m m.m N.m m.: m.m o.m m.m w.m m.m H.m 0.: >.m m.a 2
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ADHIAN, E, En The ; .«4 - JNC of perCEpticn,

Oxford: Clarenfion Pre 94(
N ASBCICATIGN FER PEALTHn PHYSICAL EDUCATION 2
ND RJCREATION R ‘

A o esearch methods applied to ; fl
dealxh ana physi:%l eéucafion- Washington, -j y
D” C : fiwericar A33$ciation for Health, -
Ph.c 3*} E»J:&Tifin

 

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i
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