THE EFFECT OF A LIMITED EXERCISE
PROGRAM ON THE POST EXERCESE PULSE
RATE OF MALE COLLEGE FRESHMAN

Thus {for fine Degree of Ed. D.
EECHZSEN STATE UREVERSYTY
Waiter Smith Lowe-Ii

1961

This is to certify that the

thesis entitled

THE EFFECT OF A LIMITED EXERCISE PROGRAM ON
THE POST EXERCISE PULSE RATE OF MALE '
COLLEGE FRESHMEN

presented by

Walter S. Lowell

has been accepted towards fulfillment
of the requirements for

Doctoral degree in Education

WWWM

r Major professor

DateM/Dul?‘l

0-169

 

LIBRARY

Michigan State
University

 

i- x. iil_li

( « .llull’l 1

ABSTRACT

THE EFFECT OF A LIMITED EXERCISE PROGRAM ON
THE POST EXERCISE PULSE RATE OF MALE
COLLEGE FRESHMEN

by Walter S. Lowell

Statement of the problem. It was the purpose of the

 

study to investigate the effects of a limited exercise
program on the post exercise pulse rate of male college
freshmen before and after a limited exercise program. A
secondary purpose of the study was to investigate the effects
of a limited exercise program on the performance of selected
physical tests by individuals before and after they completed

a limited exercise program.

Methodology. The subjects in the experiment were male

 

freshmen who were enrolled in the physical education Founda-
tions course at Michigan State University during the winter
term 1961. There were fifty—three subjects in the experi-
mental group and thirty—five in the control group. The sub—
jects were placed in each group by random selection. All
subjects performed a three minute step test, sit-ups, push-
ups, trunk flexion, trunk extension, an agility run, and a
measurement of body weight. Then the experimental group
participated in five, one-half hour sessions of a limited
exercise program during a fifteen day period. Each exercise
period included twenty—one physical activities which consisted

of calesthenics, resistance type exercises, relay races,

Walter S. Lowell

2

and running. At the conclusion of the limited exercise pro-

gram all subjects were retested on the seven test items. The

difference between the pre and post exercise test scores were
analyzed with the student”t” statistics. The statistical

.05 level was considered significant.

Results.

1. The subjects who participated in the limited exer-
cise program had a significantly lower pulse rate on the
post test than they had experienced on the pre test.

2. The subjects in both experimental and control
groups performed significantly greater numbers of push-ups
on the post test than they did on the pre test.

3. The subjects who participated in the limited exer-
cise program experienced an increase in body weight which
was statistically significant.

4. The subjects who participated in the limited exer—
cise program significantly improved in their performance of
the trunk flexion exercise.

i 5. Other than the push-ups, the control group made no
significant changes in performance of the other six test
items from the time of pre_test to post test.

6. There were no significant differences in pre test
scores between the control group and the experimental group
on any of the seven tests.

7. There were significant differences in the post test

Walter S. Lowell

3
scores between the control and the experimental groups on
push-ups, flexion, and agility.

8. There were significant differences in the amount of
change from pre to post test between the experimental and the

control group on weight change, flexion, and agility.

Conclusions.

 

l. The effect of motivation-incentives upon the sub—
jects as they participated in the tests and limited exercise
program was the most important factor which the investigator
believed he could not control nor measure.

2. The post exercise pulse rate was the most reliable
of the tests given because the effects of motivation-
incentiVe did not enter into the pulse scores obtained.

3. The use of an electric metronome reduced the prob-
ability of inconsistant performances in the push-ups and sit-
ups. Performance of these two tests in a group setting
served as a motivating influence for students to perform
closely to their known physical limits.

4. An ideal testing situation would have been to
provide unbiased testers for each individual as he was
tested. This was not feasible under the conditions in which

the experiment was performed.

THE EFFECT OF A LIMITED EXERCISE PROGRAM

ON THE POST EXERCISE PULSE RATE

OF MALE COLLEGE FRESHMEN

by

Walter Smith Lowell

A THESIS

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

DOCTOR OF EDUCATION

Department of Health, Physical Education, and Recreation

1961

ACKNOWLEDGMENTS

The author wishes to express his appreciation to Dr.
R. W. Webster, chairman of his committee, for his sincere
guidance and assistance in the completion of this study.
His dedication to the profession has been an ever present
inspirational guide for the author.

The author also wishes to thank his wife, Margaret,
for her typing and helpful suggestions and particularly
for her avowed confidence in the accomplishment of the

study.

W.S.L.

TABLE OF CONTENTS

CHAPTER PAGE
I. STATEMENT OF THE PROBLEM. . . . . . . l
The Problem . . . . . . . . . . 1
Statement of the problem . . . . . 1
Importance of the study. . . . . . 2
Limitations of the Study 3
Definitions of Terms Used. 4
Organization of the Study. 6
II. REVIEW OF RELATED LITERATURE 7
Literature Related to Physical Fitness 8
Literature Related to Post Exercise
Pulse Rate . . . . . . . . . . 10
Literature Related to Selected Tests of
Physical Fitness . . . . . . . . 19
Literature Related to Motivation—
Incentive . . . . . . . . . . 21
Summary. . . . . . . . . . . . 23
III. METHODS OF PROCEDURE . . . . . . . . 25
Selections of the Groups . . . . . . 25
Test Procedure . . . . . . . . . 27
Post exercise pulse rate . . . . . 27
Sit-ups . . . . . . . . . . . 29

Push-ups. . . . . . . . . . . 3O

CHAPTER

Weight change
Trunk flexion
Trunk extension
Agility run.

Description of the Limited Exercise
Program

Summary.

IV. ANALYSIS OF THE DATA

Analysis of the Post Exercise Pulse Rate.

Analysis of Other Selected Tests
Sit-ups
Push—ups.
Weight change
Trunk flexion
Trunk extension
Agility run.
Analysis between groups.
Summary.
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary.
Conclusions
Recommendations for Further Study
BIBLIOGRAPHY .

APPENDIX

iv
PAGE
31
31
32
33

3A
36
37
37
A0
A0
A2
43
43
43
AA
AA
AA
A6
A6
A8
SO
52
56

TABLE

II.

III.

IV.

VII.

VIII.

IX.

LIST OF TABLES

Student "t" Test Analysis of the Post Exercise
Pulse Rate of the Experimental and Control
Group

Student "t" Results of the Pre-test and Post-
test Scores of the Experimental Group

Student "t" Results of the Pre—test and Post-
test Scores of the Control Group

Course Outline—~HPR lOS-Foundations-Winter 1961

Activities Administered in the Limited
Exercise Program

Summary of Test Results on the Experimental
Group

Summary of the Test Results on the Control Group

Student "t? Analysis Between Groups on the Pre
Test and Post Test Scores

Student "t" Analysis of the Mean Change Between
the Experimental and Control Group based on

Their Pre and Post Test Scores.

PAGE

39

Al

Al
55

56

57
59

63

6A

FIGURE

U1 4:00

LIST OF FIGURES

Bent Knee Sit-up
Push-ups

Trunk Flexion
Trunk Extension.

Agility Run

PAGE
29
3O
31
32
33

CHAPTER I

THE STATEMENT OF THE PROBLEM

There have been many studies made of the relationship
of specific physical tests to physical fitness, particularly
with selected groups of subjects. Little research has been
done on the effects of exercise programs as they relate to
the fitness of the general public and college student bodies
per se. It is assumed that an exercise program that lowers
the expected post exercise pulse rate is an indicator of one
measure of physical fitness.(13) This research has been a
study of the effects of a limited exercise program on the
post exercise pulse rate of the male college freshmen who
enrolled at Michigan State University during the winter term
1961.

I. THE PROBLEM

Statement of the problem. It was the purpose of this

 

study to investigate the effect of a limited exercise pro—
gram on the post exercise pulse rate of male college freshmen.
The post exercise pulse rate was measured before they
participated in a limited exercise program and after they
completed the program. In the process of this investigation,

datavmnxégathered on pre and post testing of selected physical

2
tests. A secondary purpose of this study was to investigate
the effect of a limited exercise program on the performance
of the selected physical tests by individuals before com—
mencing the limited exercise program and after completing

the program.

Importance of the study. Since the end of the Korean

 

War there has been much concern by the leaders of our country
over the lack of physical fitness by the youth of our nation.
This is evidenced by the White House Conferences on Youth
Fitness by both Presidents Eisenhower and Kennedy. Presently
there is in operation a National Youth Fitness Council which
is attempting to implement programs throughout the country
which will raise the physical fitness standards of our young
people.(19) —
Many people believe that the only way to obtain and
maintain physical fitness is by regular rigorous physical
work-outs. Many young people have not voluntarily subscribed
to such programs and rather than participate in moderate
exercise programs, have gravitated to a sedentary existence.
The importance of this study was to analyze the effects
of a limited exercise program as it is related to various
measures of physical fitness. The investigation was an
attempt to determine if a limited exercise program performed
by male college freshmen would improve their physical fitness

as measured by selected tests.

3

The author has found no scientific information on the
effects of a limited exercise program on the post exercise
pulse rate and other selected tests of physical fitness upon
the total population of college age youth. In the event
that participation by individuals in such a program shows
significantly better performances, it behooves physical edu-
cators to consider the consequences, and implement appropri-
ate programs. In the event that participation by individuals
in such a program does not produce significantly better
performances, it implies that a more rigorous type of exercise
program may be necessary in order to produce significantly

better results.

II. LIMITATIONS OF THE STUDY

Limitations. There have been several limitations that

 

the investigator recognized in preparing and administering
the experimental study to male college freshmen.

l. The subjects tested were male students in the re-
quired freshmen Foundations course in physical
education at Michigan State University during the
winter term 1961.

2. All subjects were students regularly instructed
by the investigator.

3. The population of the experiment was comprised
of all incoming freshmen during the winter term

and those that did not complete the course in

4

previous terms (five students). There was a total
of 53 subjects in the experimental group and 35
subjects in the control group.

A. The limited exercise program was confined to five,
one—half hour sessions of training during a
fifteen day period.

5. The effect of motivation—incentives upon the sub-
jects as they particpated in the tests and limited
exercise program could not be controlled or
measured.

6. No account was made for the participation in
physical activities by the subjects outside the

Foundations class.
III. DEFINITIONS OF TERMS USED

Limited exercise program. The experimental group was

 

subjected to five, one-half hour sessions of training during
a fifteen day period. The exercise period consisted of
calesthenics intended to improve individual strength,
endurance, flexibility, agility, and cardio-respiratory
fitness. Specific calesthenics were varied from session to
session, except that front curls, back curls, push—ups, and

wind sprints were administered at every training period.

Metronome. During the pre and post testing of the

 

step test, sit-ups and push-ups, an electrical sounding

device was used to set a uniform number of executions per
minute. The step test was executed at one hundred and twenty
beats per minute, the sit—ups at fifty beats per minute, and

the push-ups at sixty beats per minute.

Post exercise pulse rate. Prior to taking the step

 

test all subjects were required to sit quietly on the bleachers
for five minutes. They then recorded their pulse beat at
either the wrist or neck for a thirty second period. Immedi-
ately they stood up and commenced the step test for three
minutes. At the conclusion they sat down for one minute and
then recorded their post exercise pulse rate for the thirty
second period from one to one and one—half minutes after com-

pletion of the step test.

Recovery or fitness index. A tool for standardizing

 

the results of the pulse count recovery after the step test
was devised by Brouha.(l, p.33) It is the mathematical
equation:

Duration of exercise in seconds x 100
2 x sum of pulse counts in recovery

 

Step test. The original Harvard Step Test was devised

 

by Brouha at Harvard University.(l) The subject stepped up

on a twenty inch bench at the rate of 120 steps per minute

for five minutes. Then he sat down and rested one minute

and recorded his post exercise pulse rate from 1—1-1/2 minutes,

2-2-1/2 minutes, and 3—3—1/2 minutes. For the purposes of

6
this study, the step test was performed by the subjects on a
17-5/8 inch bleacher at a rate of 120 steps per minute for
three minutes, and the post exercise pulse rate was recorded

one time; from 1-1-1/2 minutes after completion of the test.
IV. ORGANIZATION OF THE STUDY

This study was organized in the following manner:
Chapter I, Statement of the Problem; Chapter II, Review of
Related Literature; Chapter III, Methods of Procedure;
Chapter IV, Analysis of the Data; and Chapter V, Summary,

Conclusions, and Recommendations.

CHAPTER II
REVIEW OF RELATED LITERATURE

There has been a great deal of material written on the
subjects of physical fitness, cardiovascular tests, and other
tests of physical fitness. The author has reviewed many
studies in the broad area of physical fitness and has included
in this chapter those studies he believed were applicable to
post exercise pulse rate and other selected tests of measuring
physical fitness. Most of the studies referred to were pub—
lished in scientific periodicals. It is interesting to note
that a considerable amount of investigation related to this
study was completed during the war years of the l9AO's. It
is presumed that at that time there was an overwhelming interest
by the people of our Nation in physical fitness and tests to
measure its constituent elements.

The present chapter has been organized into four
sections: (1) literature related to physical fitness, (2)
literature related to post exercise pulse rate, (3) literature
related to selected tests of physical fitness, (A) literature

related to motivation—incentive.

I. LITERATURE RELATED TO PHYSICAL FITNESS

There are many confusing and conflicting definitions
and concepts of what constitutes physical fitness. Medical
doctors, physical educators, nutritionists, and mental
hygienists do not agree on the concepts of the term.(6) In
a 19A5 report, Cureton (6, p.111) defined physical fitness
as,

the ability to handle the body well and the capacity
to work hard over a long period of time without
diminishing efficiency.

He further described physical fitness as one phase of
total fitness, which also includes emotional, mental, and
social fitness. He defined motor ability as the ability to
execute motor skill, and motor fitness as that limited phase
of motor ability which emphasizes endurance, power, strength,
agility, flexibility, and balance.(6)

McCloy (22) in his text on tests and measurements in
physical education, described physical fitness as the simul-
taneous development of all the components of physical
training. He implied that there is little that can be done
to remedy many hereditary shortcomings, and that persons can
be free from organic disabilities and yet be low in func-
tioning ability.

Henry (1A) believes there is no tangible measure of
physical fitness. He said it is a concept. He claimed that
when one produces a change in physical fitness, the procedure

is called athletic training.

Another authority, Hein, reported in a physical edu-
cation periodical that he considered the terms exercise and
physical activity as being synonomous. From his experiences,
he concluded:(l2, p.28A)

1. Regular exercise plays a significant role in the
prevention of obesity.

2. Regular exercise inhibits vascular degenerative
characteristics of coronary heart disease.

3. Regular exercise assists in preserving physical
characteristics of youth and delays the onset of

A. CEHSTtioning the body through exercise enables an
individual to meet emergencies more effectively.
VanHuss, at a1.,(35) claimed that a fitness level should
be maintained which allows one to realize the preventive
benefits of activity and recreation. One should maintain
flexibility of all joints, reasonable strength of the
musculature, and a reasonable level of muscular endurance.

The President of our country wrote a timely article for

Sports Illustrated Magazine on physical fitness.(l9) He

 

defined physical fitness as the basis of all activities of

our society. The magazine article came about because of his
concern over the growing softness and lack of physical fitness
of American youth. This condition had been dramatically
brought to his attention by the poor fitness demonstrated by
.American soldiers at the start of the Korean War, and also by
the poor results of the Krause Weber tests by thousands of
Ikmerican children when compared with the results of the same

‘tests administered to European children.

10
In December, 1960, the President Elect of the United
States presented a Four Point Program of Physical Fitness for
Americans.(l9, p.11)

1. Establish a White House Committee on Health and
Fitness to formulate and carry out a program to
improve the physical condition of the nation.

2. The physical fitness of our youth should be made
the direct responsibility of the Department of
Health, Education, and Welfare. All of its
existing facilities should be used to attack the
lack of youth fitness as a major health problem.

3. The governor of each state will be invited to
attend an annual National Youth Fitness Congress.

A. The President and all departments of government
must make it clearly understood that the promotion

of sports participation and physical fitness is a
basic and continuing policy of the United States.

II. LITERATURE RELATED TO POST EXERCISE PULSE RATE

There have been many tests devised to measure cardio-
vascular fitness. McCloy claimed that there are at least nine
factors to be considered in constructing a comprehensive
cardiovascular test. He stated,(22,p.288)

Few cardiovascular tests measure with accuracy one
specific type of physiological efficiency.

For the purposes of this study, the investigator has
limited his review of the literature on cardiovascular tests
to those directly related to measurements of post exercise
pulse rate.

One of the early cardiovascular tests was devised by
ESChneider (29) in 1920. The pulse and systolic blood pressure
twere taken from a supine and standing position. Then the

ESubject placed one foot on an 18 inch stool and stepped up and

11
down for a total of five steps with the other foot. After
the last step the subject stood at ease during the post
exercise pulse count. A rating table was devised which was
based on the pulse counts with a maximum score of 18. Any
score below nine indicated that one was not in good physical
condition. This test was used for many years by medical
doctors and also as one means of classifying men for active
duty in World War II. According to McCloy (22) this test is
better adapted for measuring the present status of health
than it is for measuring athletic condition.

In 1931 Tuttle (33) devised a pulse ratio test. This
technique was employed for rating physical efficiency. The
test consisted of the subject sitting in a chair and when
the pulse had stabilized, it was counted for 30 seconds and
doubled. This was considered the normal pulse. Then the
subject stood up on a 13 inch stool with his right foot and
then with his left foot. Then he brought his right foot down
and then his left foot down. The round trip was called one
step. The subjects exercised for one minute. Females took
15 steps per minute and males took 20 steps per minute. Five
seconds after exercise the post exercise pulse was taken for
two minutes. The total pulse for two minutes was divided by
the normal pulse for one minute. This was called the first
pulse—ratio. Again the subject took steps for one minute at
the rate of 35 to A0 steps per minute, and the two minute

130st exercise pulse count was divided by the normal pulse count

.12
for the second pulse ratio. The two pluse ratios were plotted
on a chart and then the subject repeated the exercise at a
stepping rate which represented a 2.5 pulse ratio on his chart.
Tuttle considered any resultant ratio which deviated by more
than .07 from the 2.5 ratio to represent a defective heart.

An investigation of the validity of the Tuttle Pulse
Ratio Test (33) was made by Henry and Kleeberger (15) in 1938.
The subjects for the experiment were 28 male college students.
They were given three exercises; sprints, stair climbing, and
hand grips on a dynamometer. Then they were subjected to the
pulse ratio test. Not one of the investigator‘s seven con-
clusions (15, p.A6) showed a high validity for the Tuttle test.
They did conclude that general muscular endurance was not a
determining factor in the pulse ratio test.

Faine and Mathews (9) used the Tuttle Pulse Ratio Test
(33) on 112 New Zealand school children in 1951. The mean age
of the subjects was 12.75 years. The test was given as a
measure of physical fitness. The authors concluded that
physical fitness is more than a matter of muscular size and
strength; it is an end product of general health.

The Harvard Step Test was devised by Brouha (1) at
Harvard University in 19A1. This step test has been the basis
of most pulse count investigations in the last two decades.
Brouha administered the test to over 2200 Harvard students

before he developed a set of norms for the test.

13

The step test consists in having the subject step up
51nd.down on a 20 inch bench for five minutes at a rate of 30
ssteps per minute unless he stops from exhaustion before then.
CDne step consists of stepping on the bench with the left foot,
aarrd then the right foot, and come to an upright position.

The pulse is counted from 1-1—1/2, 2—2-1/2, and 3-3-1/2
Iriinutes after the exercise. The score is obtained by dividing
1:]ne duration of the exercise by the sum of the pulses in

Jr’ecovery according to the formula:

Index = Duration of exercise in seconds x 100
2 x sum of pulse counts in recovery

The norms developed by Brouha (1,p.32) were as follows.
.FXn index score below 55 = poor physical condition; 55-6A =
]_ow average condition; 67—79 = high average condition; 80-89 =
Egood condition; above 90 = excellent condition.

The average scores of 2200 students was 75. Brouha
<31aimed that the test measures the general capacity of the
Ioody to adapt itself to-hard work and recover from what it
ljas done.

In defense of his test, Brouha stated: (1,p.30)

A satisfactory estimate of a man‘s fitness can be

obtained by exposing him to a standard exercise that
no one can perform in a steady state for more than a
few minutes and taking into account two factors: the

length of time he can sustain it and the deceleration
of his heart rate after exercise.

Brouha‘s (1) step test differed from Schneider's (29)
51nd TUttle's (33) in that he did not consider the pulse before

eBXercise to have any relationship with the measurements

(DIDtained in the test.

1A

In 19A2 Johnson, et al.,(l6) validated the Harvard Step
'Test. They conducted a study by using male college students;
15 untrained subjects, 12 trained runners, and one world
<3hampion runner. They performed the step test and also ran
can a treadmill. The investigators ran a pulse curve on all
Esubjects from zero minutes to ten minutes after exercise.
'Ihey concluded (16, p.500) that any exercise can be used

Iprovided:

1. It puts sufficient stress on the circulatory system

by involving large muscle groups.
2. Not more than two-thirds of the subjects can maintain

the exercise for five minutes.
3. It does not demand some unusual skill.

During the war years of the early forties, there was a
ggreat emphasis on physical fitness. After the results of
IBrouha‘s (1) step test were published,many other physical
educators in search of practical and valid fitness tests
imodified the Harvard Step Test to their specific needs.

Gallagher (10) in 19A3 modified the step tests for boys
between 12 and 18 years of age. Because of the wide range in
size, the boys were placed in two categories on the basis of

their surface area. If the boys had a surface area less than
1.85 square meters, the step test was administered on an 18
inch bench for four minutes. For those boys with a body sur—
face area greater than 1.85 square meters, the step test was
given on a 20 inch bench for four minutes. All other factors

of the Harvard Step Test (1) remained the same. The investi-

égations agreed with Brouha (l) in that the initial heart rate

15
(before exercise) of a healthy young man does not have a
Esignificant relationship to an individual's physical fitness.

Clarke modified the Harvard Step for college women (A).
{\t first she modified the exercise by having the girls bicycle
225 miles per hour against five pounds of resistance. This was
czonsidered unsatisfactory because it favored the girls with
sstrong muscular legs. Then Clarke modified the Harvard Step
'IFest (l) to an exercise period of four minutes on an 18 inch
1:>ench. In all other respects the Harvard Step Test was used
iLJi the original form.

The test was given to 296 college women. It was admin-
jLstered in the fall of 19A2, six weeks later and again in
‘Ddarch of 19A3. Results showed that the girls scored higher
(DU subsequent tests and also more of them completed the four
rninute step test (22%, 3A%, A8%). The girls had been exposed
‘to two periods of physical education per week. The author

(A) concluded that such a program was not ideal, but it was
inorthwhile in making some contribution toward raising the
Ilevel of physical fitness in college women.

Another modification of the Harvard Step Test for women

\Nas devised by Sloan (31). The investigation was conducted

(on 15 healthy female physical therapy students. They per-
;formed the Harvard Step Test on l6, 17, 18, and 20 inch
loenches. The control group consisted of A6 male medical stu-
cflents who performed the Harvard Step Test on a 20 inch bench.

TPhe results showed, by use of the "t" test, that there was no

16
significant difference between the fitness indexes on the 16,
17, and 18 inch benches. The closest agreement on scores
with the controls on the 20 inch bench came when the women
used the 17 inch bench. The author concluded that the Harvard
Step Test is a useful test of capacity for strenuous exertion
by women as well as men.

The Taylor Pack Test (32) was a war time test that
resembled the Harvard Step Test in that the subject stepped up
and down on an 18 inch bench. The post exercise heart rate
was a minor part of the test. The object of the test was to
step up and down at a rate of AO steps per minute with a ten
pound pack on one's back. An additional ten pounds was added
every two minutes. The basic criterion of measurement was
based on the length of time one could perform the test.

In 19A6, Elbel and Green (8) conducted an experiment to
study the pulse reaction when one performed step up exercises
on benches of different heights. Their subjects were healthy
air force students. Each subject was tested ten times on
each of five benches of 12, 1A, l6, l8, and 20 inches. The
tests were given in random order. Two periods of exercise
were given at each height of bench, one for 30 seconds and one
for 60 seconds. The subjects stepped at a rate of 2A steps
per minute. The pulse was taken at 0-1/2 and 1-1-1/2 minutes
after exercise. The investigators arrived at the following

conclusions.(8, p.526)

l7

1. The pulse rate for the period O—l/2 minute after
exercise depends upon the height of the bench and
the duration of the exercise. After 30 seconds
of exercise it increased an average of 3.7 beats
and after 60 seconds of exercise it increased 5.6
beats.

2. The height of the bench and the duration of the
exercise as used in this study do not significantly
alter the pulse rate if the pulse record is taken
one minute after exercise.

Brouha and Savage (2) conducted a study on 21 male
college athletes. The subjects were required to accomplish
a considerable amount of walking and running. Pulse rates
were taken before and after exercise. Their results showed
that the efficiency to perform muscular work improves by
adequate training. They also found that wide physiological
differences persist even in a group of highly selected
athletes trained under the same regime, for the same activity,
and for the same length of time.

Cogswell, gt 31.,(5) performed an investigation to
study the effects of training on the pulse rate. Their sub-
jects were seven young men who performed three tests three
times per week for 12 weeks. The three tests were the Harvard
Step Test, 10 per cent grade treadmill at six miles per hour
for two and four minute periods, and a 60 second bicycle
ergometer. The investigators found that in sub-maximal
exercise, the post exercise pulse rate showed a decrease with
training, whereas the maximal tests failed to produce a
similar response.

Montoye (25) conducted an experiment in which he showed

that counting the post exercise pulse rate from 1-1-1/2 minutes

18
on the Harvard Step Test was as valid as adding the pulse
counts from 1-1-1/2, 2—2-1/2, and 3-3-1/2 minutes after
exercise. He gave 50 college men a strenuous conditioning
program of three, 30 minute periods per week for three
months. He found that the first pulse count from 1-1-1/2
minutes after exercise correlated with the sum of the three
pulse counts at r = 0.95. He also found that there was no
significant difference between the fitness index (1) and
height, weight, or body surface area.

In another study on varsity athletes, Montoye (26)
found a correlation of the maximum pulse rate and recovery
index (1) before and after a 12 week training period to be
significant at the .02 level.

Micheal and Cureton (23) had three male college sub-
jects run five days per week for 12 weeks. They found that
the post exercise pulse rate decreased during the training
in all three subjects. The mean pulse rate reached its
lowest point after eight weeks of training. The average
decrease was eight beats per minute (12.7%).

In 1959, Micheal (2A) conducted another study on heart
rate. His subjects were 17 college varsity basketball players.
They performed a one minute step test at a rate of 36 steps
per minute on a 17 inch bench. The pulse count was taken for
15 seconds in every minute for five minutes. The subjects
were given the step test every three weeks for a 16 week

period. The investigators found a significant lowering of

19
pulse rate at the .05 level in three weeks and at the .01
level at six weeks. The results leveled off at the end of
six weeks. The step test was given again ten weeks after the
basketball season and the pulse rates had reversed signifi-
cantly. The authors concluded that step test scores are
indicative of the circulatory adjustments as a result of
training.

Keen and Sloan conducted two studies related to pulse
rates in 1958 and 1959. The first study (17) was made by
using as subjects, 51 medical students, and 2A college
physical education majors. Both groups were given the
Harvard Step Test.(l) The fitness index, as calculated from
the results of this test, was not significant when correlated
with stature, weight, length of leg, and bi-iliac diameter.
The physical education students had higher fitness indices
and significantly lower resting pulse rates. In the second
study (18) Keen and Sloan verified their earlier findings by
administering the Harvard Step Test (1) to three groups;
varsity oarsmen, rugby players, and medical students. They
concluded that a low resting pulse rate and a high fitness
index may be indicators of physical fitness.

III. LITERATURE RELATED TO SELECTED TESTS OF PHYSICAL

FITNESS

During World War II, Kistler (20) made a study on the

results of a physical fitness program at Louisiana State

University. A total of 1650 college men were exposed to a

20
training program which met for 30 minute periods, three times
a week for eight weeks. The training consisted of stretching
and bending type calesthenics, sit—ups, push-ups, deep knee
bends, all out chinning, obstacle course, personal combat,
and running. Kistler found that the subjects improved the
most in number of sit—ups. They started with a mean of 38.A
and ended with a mean of 51.1 for a 3A per cent improvement.
Push—ups was second in percentage of improvement. They
started with a mean of 18.1 push-ups and improved to a mean
of 21.3 for a 17.6 per cent improvement.

Hall (11) gave an endurance test to A-H club boys. He
gave them a time limit of two and one—half minutes to do sit—
ups. He found that with such a time limit it was easy enough
for everyone to score, but that the testees needed a consid-
erable amount of motivation in order to induce them to
continue up to their limit.

A special physical education program was set up by
Sills (30) at Iowa State University for those students in the
required physical education classes who could not meet minimum
standards. The young men were required to do sit-ups, pull—
ups, pick-a-back runs, and shuttle runs during their regular
physical education classes. They were retested at the end
of the semester. Sills concluded that there was a greater
gain in physical fitness levels of low-level students when
they were given the special program of conditioning exercises,
than there was in the high-level students in the regular pro-

gram.

21
In a study published in 1955, Landis (21) investigated
the influence of various physical education activities on the
physical fitness of the students. The subjects were 1031 male
freshmen. The subjects were enrolled in activity classes of
boxing, conditioning, swimming, tennis, tumbling, volleyball,
weight training, and wrestling. The influence of the various
activities on physical fitness was measured by the Larson
Test of Motor Ability.(22, p.281) Landis found equally high
post-test results from the conditioning and tumbling classes.
He found that the tumbling class was the only one that showed
a significant gain between the initial and post-tests on each

of the individual test items.
IV. LITERATURE RELATED TO MOTIVATION-INCENTIVE

In l9AO, Henry reported a study he had completed on phy-
siological and performance changes that take place in an
athlete as he gets in physical condition. His subjects were
1A college freshmen basketball players and nine trackmen.
Among his conclusions was the following quote:(1A,p.lll)

Individual performances in exhaustive exercises are
largely determined by psychological factors and
specific skills, rather than ultimate physiological
limits.

He believed that individual performance, in an all out
manner, was controlled more by motivation incentives than

physiological limits. He suggested that more accurate methods

measuring fundamental capacity be devised.

22

Ulrich and Burke (3A) performed an experiment in an
attempt to measure the effect of different motivations upon
physical performances. They had 18 subjects on a bicycle ego-
meter. All subjects received three trials. On the first
trial, subjects were asked to pedal at a maximal effort for
one minute. On the second and third trials they were asked
to match or even exceed their previous score. They were
instructed that a bell would ring periodically if their per—
formance improved and that a buzzer would sound if their
performance was below the previous standard. Unknown to the
subjects, it was determined prior to testing that each subject
would hear the bell during one trial and the buzzer during
the other regardless of performance. The results indicated
that there was no difference in total work output between the
two motivating conditions, although both of these conditions
were significantly better than the initial trial. /{}{

A similar study on the effects of different motive-

.- Safegua—

..= ,-:

incentive conditions on physical performance was reported by
Ryan.(28) The subjects were 80 male college student
volunteers. They were given three trials on a hand dynomo—
meter. Special emphasis was placed on performing with maximal
effort. The first test results were not shown to the per-
formers. Then the subjects were placed in four matched sub—
groups and seven days later were given the grip strength test
under one of four motive-incentive conditions; threat of

electric shock, knowledge of results, constant exhortation,

23
or were simply asked to do as well as possible. Ryan found
that there were no significant differences in the results of
the retest. Three of the retest group were equal and the

shock threat group was higher, but not significantly.

SUMMARY

The literature abounds with material in the areas of
physical fitness and step test studies. Physical fitness
means many things to many people. Most authorities agree
that obtaining and maintaining this state of being is a goal
that all should strive for.

There have been several physical tests devised in the
past AO years that make use of a bench of varying heights
for stepping. After the exercise bout, the pulse rate has
been analyzed in various ways. The Harvard Step Test has
been considered by many physical educators as the most prac-
tical and valid of the step tests. There have been many
modifications to this test for specific needs. It has also
been subjected to many critical investigations.

The authorities who have written on the effects of
various training programs all agree that regular adherence to
adequate exercise programs does raise ones physical fitness
level.

Motivational incentives on physical performances are
more closely related to psychology than to physiology. There

has been no one way of motivating a person to great athletic

2A
performance that has been proven to be superior to other
methods. Motivations and incentives do enter into the total
concept of physical performance but as yet there is no satis-
factory method of measuring its effect on resultant physical

performances.

CHAPTER III

METHODS OF PROCEDURE

This study was experimental in design. The subjects
were male freshmen at Michigan State University who were
enrolled in the required Foundation class in physical edu-
cation during the winter term 1961. The subjects were
divided into experimental and control groups. The experi-
mental group participated in a limited exercise program
which consisted of five one—half hour sessions during a
fifteen day period. The control group sat in the bleachers.
Both groups were given a set of seven physical tests before
the limited exercise program began and were retested at the
conclusion of the exercise program.(35, p. 9A)

The present chapter has been organized into three
sections: (1) selection of the groups, (2) test procedure,

and (3) description of the limited exercise program.

I. SELECTION OF THE GROUPS

All of the subjects in this study were male students
enrolled in the required Foundations classes in physical
education during the winter term 1961. The population of

the experiment consisted of eighty-eight subjects. They

26
were students in three separate classes regularly taught by
the investigator. In the prescribed course outline (Table I),
all students were expected to participate in four days of
physical tests as described in the class text.(35) Then the
students were required to take part in five periods of
training. At the conclusion of the training period, all
students were to be retested with the purpose of presenting
the students with a realistic self-image of their present
physical status.(35, p.22)

The head of the department of physical education auth-
orized the experiment, with the provision that any student
selected for the control group who desired to participate,
would be given the opportunity to exercise with the experi-
mental group.

All students in the three Foundation classes were
given the four days of pre—tests. They were not informed
that an experiment was to be conducted. At the first
meeting period for exercise an explanation of the experi-
ment was given to the classes. Prior to this session the
students had been randomly selected for control and experi-
mental groups. The random placement was done by assigning
every student a designated playing card.(7,p.33) A deck of
cards was shuffled and a card was drawn out. The person
who represented this value was assigned to the experimental
group. The playing card was replaced, the deck reshuffled,

and the process was repeated until five more than half of

27
the class were assigned to the experimental group. Since all
students were normally required to participate in the exercise
program, those persons selected for the experimental group had
no choice. Any student selected for the control group who
desired to participate, was excluded from the experiment, but
joined the experimental group in exercises. There were seven
boys in the control group that took this option.

At the first training session the purpose of the experi-
ment was clearly stated. The boys were also informed that
the placement in either group and their scores on the retest
would have no effect on their final grade in the course. The
motivating technique used was to exhort the experimental group
to keep from being shown up by the control group on the
retest. The control group was encouraged to do their best on
the retest to prove that the limited exercise program really

did not make any difference.
II. TEST PROCEDURE

Seven specific test items were measured and analyzed
in this study. They were: (1) post exercise pulse rate from
the step test, (2) sit-ups, (3) push-ups, (A) weight change,

(5) trunk flexion, (6) trunk extension, and (7) agility run.

Post exercise pulse rate. The step test was the first

 

test administered. When the students arrived at class, they

were instructed to sit on the bleachers. All subjects

28
remained seated for a minimum of five minutes. Then the
resting pulse was taken by individuals at either the wrist
or at the carotid artery. The investigator used a stop
watch to administer the thirty second pre—exercise pulse
measure. At every pulse reading session the investigator
moved about the group and randomly took the pulse of a sub-
ject. There was no instance of a variation of more than two
pulse counts in a thirty second count. The students
recorded the pulse count on a card. The subjects stood up,
faced the bleacher, and listened for the beat of the elec-
tric metronome which was set at one hundred twenty beats per
minute. A "step" consisted of a four movement cycle. The
subject stepped up on the bleacher with his left foot, and
then with his right foot and rose to an upright standing
position. Then he returned his left foot to the floor and
followed with his right foot to the floor. The bleacher
step was 17-5/8 inches high. On a voice signal from the".
investigator, the subjects performed the step test for three
minutes. A voice indication was given at the one and two
minute mark. On the voice signal to stop, subjects were
instructed to sit down immediately. Subjects were given a
preparatory signal to find their pulse thirty seconds after
exercise. The pulse was again recorded for thirty seconds
from the period 1-1-1/2 minutes after completion of the
step test. The students returned their recording card to

the investigator and went on to the next exercise.

29

Sit—ups. The sit-ups were performed by the subjects in
a group. Each subject had a partner who held his heels to
the floor and checked the number of successful sit-ups. The
sit-ups were performed in a bent knee position with the
fingers interlaced behind the head (Figure 1). On alternate
sit—ups the left elbow came to a position to touch the right
knee and the right elbow was brought to the left knee. A
sit-up consisted of two movements; from a supine position to
a sitting position, and from the sitting position a return to
the supine. The sit-ups were performed in cadence to the

beat of an electric metronome. The metronome was set at

 
 

»A

Figure l.

Bent Knee Sit—Up

fifty beats per minute which constituted twenty—five sit-ups
per minute. The subjects were asked to attempt to complete
a maximum of sixty sit-ups at the speed indicated by the
metronome. The metronome was started and after the subjects
recognized the timing of the beats, the instruction to start
was given by a voice signal. When a subject could no longer
continue performing sit—ups at the rate set by the metronome,

he was instructed to stop and record his score. At the

3O
completion of the test, partners exchanged positions and the

sit-up test was repeated.

Push-ups. The push—ups were performed by the group in
a manner similar to the sit—ups. In every instance of
testing, the push-up test was given immediately prior to the
sit—ups. The partner sat facing the subject and checked the
number of successful push—ups. The push-ups were performed
in a two count cycle. The push-up started with the subject
lying prone on the floor with the palms of his hands even
with his shoulders. The push-up was executed with the back
straight and the knees locked. The subject rose to a position
of elbow locking and then returned to touch his chin to the
floor. The feet could not be supported by any vertical

restraint (Figure 2). The metronome was set at sixty beats

 

 

Figure 2.

Push—Up

per minute. This constituted thirty push—ups per minute..
The subjects were asked to attempt to complete a maximum of

forty push-ups at the speed indicated by the metronome.

31
After the group was oriented to the beat of the metronome,they
commenced the exercise together on a voice signal. The sub-
jects were instructed to stop the push-ups when they could no
longer keep up with the pace set by the metronome. At the
completion of the test, partners exchanged places and the test

was repeated for the rest of the group.

Weight change. The subjects recorded their own weight

 

to the nearest pound. This was done at the subject's conven-
ience during the test periods. Weight was recorded on the
first pre-test session and on the first retest session.
'Weights were taken on a step—on spring type scale. The scale
checked out the same values before and after each testing

date.

Trunk flexion. The subject was instructed to perform

 

a few stretching exercises before performing this test. Then
he stepped on a bench which had a ruler attached to it. The
subject bent forward as far as he could while keeping his

knees straight(Figure 3). Another subject noted the distance

 

 

 

 

/ \

Figure 3.

Trunk Flexion

32
he could reach with his finger tips and hold them steady for
a two second count. Measurements obtained from a bobbing
movement were disallowed. Any score below the level of the
bench was a positive score and any score above the bench was
a negative store. Measurements were recorded to the nearest

half inch.

Trunk extension. The trunk extension was measured by

 

having the subject lie face down on the floor, with his
fingers interlaced behind his neck (Figure A). Then the
subject raised his head and shoulders as high as he could off
the floor. The measurement was taken with a cloth tape

measure from the floor to the lowest point of the chin.

Figure A.

Trunk Extension

Measurements were taken to the nearest inch. The investi-
gator measured every subject in the experiment on this test

item.

33

Agility run. The agility run was measured in tenths

 

of seconds with a stop watch. The subject was instructed to
lie face down behind a line. On the signal, "one, two, GO,"
he rose to his feet, ran the forty feet down the right side
of the four obstacles, and returned the same way. Then he
ran back a second time by weaving around the obstacles-
(Figure 5) and returned the same way. His third cycle was
to run down the left side of the obstacles and return on the
same side. As he crossed the original starting line, his
time was recorded. The obstacles were subjects sitting on
the floor with their arms around their knees. The testees

were instructed to avoid contact with the obstacles. The

 

Fnu

4-—S—H—- +———-‘- - - -<—~~'
,f"“—+—'—---’--—--'
"\ "\ ,'-\ I "‘
'V‘ U \1(/ D :< D ’\ D l
\\-4” \‘-’ ‘~ ’ ‘>—’
\-—-‘—-—-‘—----4---~‘

-> ““““ ‘V’ ————— +-—--’

START

Figure 5.

Agility Run

agility run measured ten feet from the starting line to the
first obstacle and ten feet between obstacles. The course

was forty feet long.

3A

III. DESCRIPTION OF THE LIMITED EXERCISE PROGRAM

The activities administered in the limited exercise
program are briefly outlined in Table II. At first glance,
one might perceive that twenty—one such activities could not
be performed in a thirty minute period. The exercises were
performed for short durations and in rapid succession. All
activities listed were completed at each session. At no
time did the session exceed the scheduled thirty minutes.

The maximum number performing the exercises in any one
class was twenty-five subjects. Therefore, the investigator
arranged the experimental group in an informal semi-circle
for calesthenics. The investigator described, demonstrated,
and called out the cadence for each exercise. The investi—
gator started every training session by leading and partici—
pating completely in the first ten activities (Table V, page
56). After the first session of going through ten push-ups,
ten front curls, and ten back curls, and (items ll, 12, 13 on
Table V) the subjects were encouraged to perform as many of
each in the allotted number of seconis on succeeding meetings.
The subjects who performed the greatest numbers in these
bouts were identified in the presence of the group.

Resistance type exercises (item 18 on Table V) were
modified from session to session. At the first training
session the subjects were requested to pair off with another
about their size. They performed a maximal six second arm

Indian wrestle from a lying position with each hand. Then

35

they repeated the Indian wrestling from a standing position
under the same conditions. At the second session the sub—
jects paired off and performed leg Indian wrestling in six
seconds bouts with left and right legs. At the third ses-
sion the subjects paired off and linked arms back to back.
They attempted to move their partner in the direction they
were facing in two six second bouts. At the fourth session
the subjects paired off and each attempted to perform ten
chin-ups from a supine position. The partner stood astraddle
the performer's shoulders. They looked fingers and the per-
former, with back straight, attempted to raise two feet from
the floor. At the fifth session the subjects paired off and
each tried to raise himself from a supine position on the
floor ten times while his partner held his neck.

The relay races (item 19 on Table V) were varied from
period to period with the intent of adding novelty to the
program. At the first session the subjects participated in
forward and backward crab races. At the second session they
were given a two man wheel barrow race and two man elephant
race. At the third session the subjects ran a piggy back
race. At the fourth session they were given a sixty second
"grass drill” from a crawling position. At the fifth ses—
sion the boys participated in a sixty second "grass drillw‘
starting from a running position.

At every training session the subjects performed four

ten yard wind sprints. They concluded each period by running

36
a few laps around the gym (Table V, page 56).

The control group sat in the gym bleachers in street
clothes and observed the five exercise periods. They were
required to draw and describe three of the activities given
at that session and present them to the investigator at the

end of each class period.

SUMMARY

This study was an experiment which included eighty-
eight male college freshmen. The experimental group, con—
sisting of fifty-three subjects, participated in an exercise
program. The control group consisting of thirty—five sub-
jects sat in the bleachers as observers during the exercise
sessions. The limited exercise program was composed of five
one—half hour periods of calesthenics, resistance exercises,
relay races, and running during a fifteen day period. Both
groups performed a series of seven physical tests before the
exercise program began, and were retested on the same tests

after the exercise program was completed.

CHAPTER IV

ANALYSIS OF THE DATA

The analysis of the data in this study was based upon
the results of test scores of subjects who participated in
a limited exercise program and subjects who did not partici-
pate (Table VI, page 57, and Table v11, page 59). All
individuals were tested on seven specific physical tests
before the limited exercise program commenced for the
experimental group. All subjects were retested on the seven
tests after the conclusion of the limited exercise program.
The statistical tool used to analyze the differences in the
pre and post test results was the student "t" test: (7,p.126)
t = Q_;_Q ' The investigator used significance at the .O5

s/flfN"
level as the basis of acceptance or rejection in the analysis
of each test item. In those instances where results were
significant at the .01 level, indications were made (Table II,

page Al).
I. ANALYSIS OF THE POST EXERCISE PULSE RATE

The primary thesis of this study was to investigate the
effects of a limited exercise program on the post exercise

pulse rate of male college freshmen. The device used to

38
obtain scores on the post exercise pulse rate was a modifi-
cation of the Harvard Step Test.(l) The Harvard Step Test
has been validated with significant results by several other
,investigators (2,5,10,16,18,26), and it has been subjected to
modifications (A,8,17,2A,25,31) which also produced signifi-
cant findings. In this study the Harvard Step Test was
modified from a 20 inch bench to a 17-5/8 inch bleacher.

Two studies (8,2A) have shown that there are no significant
changes in the post exercise pulse rate of college age males
when the height of the step is changed from 20 to 17 inches.
Another modification in the administration of the Harvard
Step Test was to count the pulse rate from 1—1—1/2 minutes
after exercise rather than count the pulse rate from l-l-1/2,
2-2-l/2, and 3-3-1/2 minutes and add the three pulse scores.
Montoye (25) compared the pulse count from l—l-l/2 minutes
with the sum of the three pulse counts and obtained a corre-
lation of r = 0.95. In this study, the investigator used the
same method of correlating the pulse counts when he adminis-
tered the first step test to all subjects. A correlation of
r = 0.93 was obtained.

In this study, the subjects who made up the population
of the experimental group had a mean post exercise pulse rate
of 51.83 at the pre test and a mean pulse rate of A9.ll at
the post test (Table I). There was a mean loss of 2.72 pulse
counts for the 30 second period from 1-1—1/2 minutes after

exercise. This was also represented as a 5.25 per cent change.

39
The student "t" test analysis of the pre and post tests of

the experimental group showed this change to be significant
at the .01 level (Table II, page A1). The results of two
studies by Michael (23,2A) support the results obtained on
the post exercise pulse rate of the experimental group. In
one study with seventeen basketball players, he found the
lowering of the post exercise pulse rate significant at the
.05 level in a period of three weeks. In the other study
he had three subjects run five days per week for twelve weeks.
At the end of eight weeks the average post exercise pulse
rate had lowered eight beats per minute.

In this experiment, which covered thirty-three days from
pre test to retest dates (Table IV, page 55) the average pulse
rate of the experimental group had been lowered 5.AA beats

per minute.

TABLE I

STUDENT "t" TEST ANALYSIS OF THE POST EXERCISE PULSE
RATE OF THE EXPERIMENTAL AND CONTROL GROUPS

 

 

Mean Mean Mean
Group N Before After Dif. "t"
Experimental 53 51.83 A9.ll -2.72 2.7259
Control 35 50.82 50.1A -0.68 0.6018

 

The control group had a mean post exercise pulse rate
of 50.82 at the pre test and a mean of 50.1A at the post test

(Table I). There was a mean reduction in pulse beats of 0.68

A0
beats for the 30 second period from 1—1—1/2 minutes after
exercise. This represented an average lowering of the pulse
rate by 1.3A per cent. The change in the post exercise pulse
rate of the control group from the pre test date to the post

test date was not statistically significant.

II. ANALYSIS OF THE OTHER SELECTED TESTS

The secondary thesis of this study was to investigate
the effects of a limited exercise program in the performance
of selected physical tests by individuals before commencing
the limited exercise program and after completing the program.
All subjects in the experiment were tested prior to the
limited exercise program and after the program was completed
on the following items:' sit-ups, push-ups, weight change,
trunk flexion, trunk extension, and an agility run. The
student "t" analysis of the results of the pre and post test

scores are given on Table II and Table III.

Sit~ups. The mean number of sit—ups for the experi—
mental group went from 35.86 to 37.10 which is a mean gain
of 1.2A sit—ups, or a mean positive change of 3.A6 per cent.
The mean number of sit-ups for the control group went from
31.A2 to 31.21 which is a mean loss of 0.21 sit—ups, or a
negative change of 0.67 per cent. Neither group changed
significantly in their performance ofsit-ups although the

experimental group gained and the control group went down

STUDENT

TABLE II

Al

1'13" RESULTS OF THE PRE TEST AND POST TEST
SCORES OF THE EXPERIMENTAL GROUP

 

 

 

 

 

Mean Mean Mean
Test N Before After Dif. "t"
Pulse 53 51.8 A9.11 —2.72 2.7259**
Sit-ups 51 35.8 37.10 1.2A c.9606
Push-ups 52 2A.39 28.76 A.37 6.0776**
Weight change A7 161.28 162.A7 1.19 2.2122*
Flexion 50 3.76 A.53 0.77 3.7912**
Extension 51 1A.98 15.82 0.8A 1.7171
Agility . 50 19.38A 19.380 -0.00A 0.0699
* Significant at the .05 level.
** Significant at the .01 level.
TABLE III

STUDENT "t" RESULTS OF THE PRE TEST AND POST TEST
SCORES OF THE CONTROL GROUP

 

 

 

 

Mean Mean Mean

Test N Before After Dif. "t"
Pulse 35 50.82 50.1A -0.68 O 6090
Sit-ups 33 31.A2 31.21 -0.21 0.2510
Push-ups 3A 22.50 2A.A1 1.91 2.0812*
Weight change 30 169.70 170.00 0.30 0.A356
,Flexion 33 3.03 3.05A 0.02A 0.10757
Extension 32 16.22 16.91 0.69 1.2051
Agility 35 19.52 19.67 0.15 0.8A20
*Significant at the .05 level.

A2
slightly on the post test. These results are not in agree—
ment with Kistler.(20) In 19AA, he set up a training program
for college males which met for 30 minute periods three times
per week. The mean sit-up performance changed from 38.A to
51.1 in an eight week period. This represented a mean gain
of 3A per cent. Perhaps the difference in results can be
attributed to the differences in intensity of the two pro-
grams. Kistler's training program included obstacle course
runs, personal combat, and all out chinning. The motiva-
tional incentives employed in the two investigations could

have varied considerably also.(28,3A).

Push—ups. The experimental group improved from a mean
of 2A.39 push—ups to a mean of 28.76 push—ups for a mean
gain of A.37 push-ups. This improvement in push—up perfor-
mance was significant at the .01 level. It represented a
mean positive change of 15.2 per cent. The results of the
experimental group on push—up performance were in close
agreement with the results of Kistler.(20) His investigation
revealed that his exercising group improved from a mean of
18.1 push—ups to 21.3 push—ups, which represented a 17.6 per
cent gain.

The control group changed from a mean of 22.50 push-ups
to 2A.A1 push—ups. This was a mean gain of 1.91 push-ups.
The change in push—up performance by the control group was

significant at the .05 level. It represented an 8.A9 per

A3
cent improvement. The push-up test was the only test item in
which the control group made significant changes in perfor—
mance. Both groups improved, but the experimental group

changed at a higher level of significance.

Weight change. The experimental group had a mean

 

weight change of 1.19 pounds. This change was significant

at the .05 level. The control group had a mean weight change
of 0.30 pounds. This maintenance of the body weight was
expected from the control group since they had not been
exposed to any physical activities other than their normal

way of life outside the Foundations class.

Trunk flexion. The experimental group improved in

 

trunk flexion from a mean of 3.76 inches to A.53 inches for

a mean improvement of 0.77 inches. The improvement of the
experimental group on performance of trunk flexion was sig-
nificant at the .01 level. It represented a mean change of
20.21 per cent. The control group also had a positive change
in performance of trunk flexion. The mean gain of 0.02A
inches was not significant. It represented a positive change

of 0.79 per cent.

Trunk extension. Neither group made significant

 

changes in the performance of trunk extension. Both groups
improved slightly. The experimental group attained a mean
gain of 0.8A inches from a pre test score of 1A.98 inches.

The control group improved 0.69 inches from a pre test of

AA

16.22 inches. The experimental group showed a 5.61 per cent
mean improvement which was slightly higher than the control

group mean improvement of A.25 per cent.

Agility run. On this test neither group made signifi-

 

cant changes. The experimental group lowered their scores
from 19.38A seconds to 19.380 seconds for a mean change of

a negative 0.00A seconds. The control group mean score in-
creased from 19.52 seconds to 19.97 seconds for a mean change

of 0.15 seconds longer time to perform the agility run.

Analysis between groups. The mean performance of the

 

control group was compared with the mean performance of the
experimental group on the pre tests and post tests by means
of the statistical tool t = i1 - E2

Sp (271:1) + (l/Ng)

There were no significant differences between the con-

 

 

trol and the experimental groups on any of the seven pre test
scores. There were significant differences between the con-
trol and experimental groups on three tests. Differences in
push—ups and flexion were significant at the i01 level and
agility was significant at the .05 level (Table VIII, p. 63).
The analysis of the mean difference between the experi-
mental grodp from pre to post test and the mean difference of
the control group from pre to post test was tested by the stu-

n" , _ "‘ ‘-
dent t test. t _ d1 - d2

 

 

 

AS
The mean differences between the groups was significant
for teSts of flexion, agility, and weight changes (Table IX,
p. 6A).

SUMMARY

The experimental group exceeded the control group in
mean performance on every test. The experimental group per—
formance, from pre test to post test, was significant at the
.01 level on the post exercise pulse rate, push-ups, and
trunk flexion, and significant at the .05 level in weight
change. The control group performance, from pre test to
post test, was significant for one test; the push-ups at the
.05 level.

There were no significant differences between the con-
trol group and the experimental group on any of the seven pre
test scores. There were significant differences on the post
test scores between the control and experimental groups on
three tests. The differences in push-ups and trunk flexion

were significant at the .01 level and the agility difference

was significant at the .05 level.

There was a significant difference in the amount of
change between the experimental and control groups on three
tests. The differences between groups from pre to post tests
of weight change, flexion, and agility were each significant

at the .01 level.

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary. This study was an investigation of the
effects of a limited exercise program on the post exercise
pulse rate of male college freshmen. The post exercise
pulse rate was measured before the subjects participated in
a limited exercise program and after they completed the
program. There were fifty-three subjects in the experimental
group and thirty—five subjects on the control group. The
experimental group was subjected to five, one-half hour
sessions of training during a fifteen day period. The
limited exercise program consisted of calesthenics, resist-
ance-type exercises, relay races, and running.

A secondary purpose of the study was to investigate
the effects of a limited exercise program on the performance
of selected physical tests by individuals before the com-
menced the limited exercise program and after they completed
the program. The selected physical tests included sit—ups,
push-ups, weight change, trunk flexion, trunk extension, and
an agility run.

The pre and post test scores of the control group and

the pre and post test scores of the experimental group were

A7

statistically analyzed with the student "t" test:
t _ II - O
S/./W"“

The pre test scores of the control and the experimental
groups and the post test scores of the control and experi-
mental groups were analyzed with the student "t" test:

361 - i2
sp/ (l/Nl) + (l/N2)

The mean changes between the control group and the

t:

 

 

experimental group were analyzed with the student "t" test:

’5: dl’dz

 

 

2 2
_S_1+§2_.

N1 N2

 

/Nl+ N2 — 2

The following is a summary of the results:

1. The subjects who participated in the limited exer-
cise program had a significantly lower post exercise pulse
rate on the post test than they had experiences on the pre test.

2. The subjects in both experimental and control groups
performed significantly greater numbers of push-ups on the post
test than they had performed on the pre test. The increased
performance of the experimental group was significant at the
.01 level whereas the increased performance of the control
group was significant at the .05 level.

3. The subjects who participated in the limited exer-
cise program experienced an additive weight change that was

statistically significant.

A8

A. The subjects who participated in the limited exer—
cise program significantly improved in their performance of
the trunk flexion exercise.

5. Other than the push-ups, the control group made no
significant changes in performance of the other six test
items from the time of pre test to post test.

6. There were no significant differences in pre test
scores between the control group and the experimental group
on any of the seven tests.

7. There were significant differences in the post test
scores between the control and the experimental groups on
push—ups, flexion, and agility.

8. There were significant differences in the amount of
change from pre to post test between the experimental and the

control group on weight change, flexion, and agility.

Conclusions. From a practical point of view, the inves-

 

tigator wanted to know if a limited exercise program, performed
by college age youth, would have any positive effect on one's
present status of physical fitness. It is the firm belief of
the investigator that most American youth, when given a choice,
would prefer the sedentary life and its consequences to the
level of physical fitness which one attains through vigorous
physical activity. Many young people rebel against rigorous
training programs. The study was an attempt to find out if
there was a measurable relationship between the limited exercise
program and physical fitness as identified by scores of various

physical tests.

A9

1. The effect of motivation-incentives upon the sub-
jects as they participated in the tests and the limited exer-
cise program was the most important factor which the investi—
gator believed he could not control or measure. It is a
factor which is intimately related to each individuals' per—
ception of himself. As such, it varies considerably from one
individual to another and from one behavioral experience to
another.

2. The post exercise pulse rate was felt to be the most
reliable of the tests given because the effect of motivation-
incentive did not enter into the pulse scores obtained. The
investigator is not aware of any study which shows that the
rate of the heart beat can be individually controlled in the
immediate minutes following strenuous exercise. The pulse
was very discernable immediately after the step test, there—
fore, it was felt there was very little error in the pulse
count for thirty seconds.

3. All students in the three classes performed the sit-
ups and push-ups as a group to the beat of an electric metro—
nome. It was felt that the metronome reduced the probability
of inconsistant performances, and the group situation served
as a motivating influence for students to perform more closely
to their physical limits than if they had performed the tests
in privacy.

A. The investigator felt that he had gained rapport

with the groups. He believed that the subjects were given no

50
reason to cheat or hedge on their scores. The subjects were
aware of the fact that honest scores on the pre and post tests
would present them with a realistic self-image of their present
physical status. An ideal testing situation would occur when
subjects would be tested individually by unbiased testers.

Such a situation was not feasible in the investigation completed.
5. The Department Head stipulated that any boy who
desired to participate in the complete program should not be
denied the privilege. Seven boys in the control group indi-
cated that they preferred to exercise. They joined in the
activities of the experimental group, but were excluded as
subjects in the experiment. The voluntary exclusion of seven
boys biased the random selection of subjects for the control

group.

Recommendations for further study.

 

1. It is recommended that all subjects of this experi—
ment be retested on the same test items one year later with
the intent of investigating the change of physical status as
measured by the results of the seven tests.

2. It is recommended that a similar study be conducted
with three groups: control group, limited group, and a
vigorous exercise group. The effect of different intensities
of physical exercise could be investigated and interpreted as

it relates to physical fitness.

51

3. It is recommended that a similar study be made with
a smaller number of physical activities, performed in shorter
exercise bouts, over a longer period of time. The subjects
could be retested every four weeks during a school year. An
analysis of variance administered at every retest period
could present a strong indication of the effects of the
limited exercise program on the physical status of college

students during a school year.

BI BLI OGRAPHY

10.

11.

12.

BIBLIOGRAPHY

Brouha, L. "The Step Test: A Simple Method of Measuring
Physical Fitness for Muscular Work in Young Men,"
Research Quarterly, 1A:31-36, March, 19A3.

 

Brouha, L. and Savage, B. M. "Variability of Physiolog-
ical Measurements in Normal Young Men at Rest and
During Muscular Work," Review Canadieene De Biologie,
A:l3l—1A3, March, 19A5. ‘““

 

 

Campbell, W. G. Form and Style in Thesis Writing.
Boston: Houghton Mifflin Company, 195A. 11A pp.

 

 

Clarke, H. L. "A Functional Physical Fitness Test for
College Women," Journal of Health and Physical Edu—
cation, 1A:358-359, September, 19A3.

 

Cogswell, R. C., Henderson, C. R., and Berryman, G. H.
"Effects of Training on Pulse Rate, Blood Pressure,
and Exercise in Humans Using the Step Test," American
Journal 9f Physiology, 1A6:A22-A30, February, 19A6.

 

Cureton, T. K. "What is Physical Fitness?" Journal 22
Health, Physical Education, and Recreation, 16:111-
112, March, 19A5.

 

 

 

 

Dixon, W. J. and Massey, F. J. Introduction :2 Statis-
tical Analysis. New York: McGraw-Hill Book Company,
Inc., 1957. A88 pp.

 

 

Elbel, E. R. and Green, E. L. "Pulse Reaction to Per—
forming Step- up Exercises on Benches of Different
Heights, " American Journal of Physiology, 1A5: 521-
527, October, 19A6.

 

 

Faine, S. and Mathews, D. T. “Physical Fitness Tests on
New Zealand School Children, " Research Quarterly, 22:
399— A08, December, 1951.

 

Gallagher, J. R. and Brouha, L. "A Simple Method of
Testing the Physical Fitness of Boys," Research
Quarterly, 1A:23-30, March, 1953.

 

Hall, D. M. "Endurance Tests for A-H Club Members,"
Research Quarterly, 22:37-A9, March, 1957.

 

Hein, F. V. and Ryan, A. J. "The Contributions of
Physical Activity to Physical Health," Research
Quarterly, 31:263-285, May, 1960.

 

13.

1A.

15.

16.

17.

18.

19.

20.

21.

22.

23.

2A.

25.

5A

Henry, F. M. "Influence of Athletic Training on the
Resting Cardiovascular System," Research Quarterly,
25:28-A1, March, 195A.

 

Henry, F. M. and Berg, W. E. "Physiological and Perform-
ance Changes in Athletic Conditioning," Journal of
Applied Physiology, 3:103—111, August, 1950.

Henry, F. M. and Kleeberger, F. L. "Validity of the
Pulse Ratio Test of Cardiac Efficiency," Research
Quarterly, 9:32—A6, March, 1938.

 

Johnson, R. E., Brouha, L., and Darling, R. G. "A Test
of Physical Fitness for Strenuous Exertion," Review
Canadienne De Biologie, 1:A91-503, March, 19A2.

 

Keen, E. N. and Sloan, A. W. "Observation on the
Harvard Step Test," Journal 2: Applied Physiology,
13:2A1—2A3, September, 1958.

 

"Physical Fitness of Oarsmen and Rugby
Players Before and After Training," Journal of Applied
Physiology, 1A:635—636, July, 1959.

 

 

Kennedy, J. F. "The Soft American," Sports Illustrated,
13:26, December 26, 1960.

 

Kistler, J. w. "A Study of the Results of Eight Weeks
of Participation in a University Physical Fitness
Program for Men," Research Quarterly, 15:23-28,
March, 19AA.

 

 

Landis, C. W. "The Influence of Physical Education
Activities on Motor Ability and Physical Fitness,"
Research Quarterly, 26:295—307, October, 1955.

 

McCloy, C. H. and Young, N. D. Tests and Measurements
in Health and Physical Education. New York: Appleton-
Century-Crofts, Inc., 195A. A97 pp.

 

 

Michael, E. D. and Cureton, T. K. "Effects of Physical
Training on Cardiac Output at Ground Level and at
15,000 Feet Simulated Altitude," Research Quarterly,
2A:AA6-A52, December, 1953.

 

 

Michael, E. D. and Gallon, A. "Periodic Changes in the
Circulation During Athletic Training as Reflected by
a Step Test," Research Quarterly, 30:303-311, October,

1959-

Montoye, H. "The Harvard Step Test and Work Capacity,"
Revue Canadienne De_Biologie, ll:A9l-A99, March, 1955.

 

 

26.

27.

28.

29.

30.

31.

32.

33.

3A.

35.

36.

55

Montoye, H. "Inter—relation of Maximum Pulse Rate During
Moderate Exercise, Recovery Pulse Rate, and Post
Exercise Blood Lactate," Research Quarterly, 2A:A53-
A58, December, 1953.

 

Royal Canadian Air Force. 5BX Plan for Physical Fitness.
RCAF Pamphlet 30/1. Ottawa, Canada: Herald-Woodward
Press, Inc., 1960. 33 pp.

 

Ryan, D. E. "Effect of Differential Motive—Incentive

H

 

Conditions on Physical Performance, Research
Quarterly, 32:83—87, March, 1961.
Schneider, E. C. "A Cardiovascular Rating as a Measure

ll

of Physical Fatigue and Efficiency, Journal of the
American Medical Association, 1507-1510, May 29, 1920.

 

 

Sills, F. "Special Conditioning Exercises for Students
With Low Scores on Physical Fitness Tests," Research
Quarterly, 25:333—337, October, 195A.

 

Sloan, A. W. "A Modified Harvard Step Test for Women,"
Journal pf Applied Physiology, 1A:985—986, November,

1959.

 

Taylor, C. "A Maximal Pack Test of Exercise Tolerance,"
Research Quarterly, 15:291—302, December, 19AA.

 

Tuttle, W. W. "The Use of the Pulse-Ratio Test for
Rating Physical Efficiency," Research Quarterly,

2:5—17, May, 1931.

Ulriéh, C. and Burke, R. K. ”Effect of Motivational
Stress Upon Physical Performance," Research Quarterly,
28:A03-A12, December, 1957.

 

 

VanHuss, W., at al. Physical Activity in Modern Living.
Englewood Cliffs, New Jersey: Prentice-Hall, Inc.,
1960. 122 pp.

 

 

Walker, H. M. and Lev, J. Statistical Inference. New
York: Henry Holt and Company, 1953. 510 pp.

 

APPENDIX

TABLE IV

COURSE OUTLINE

HPR 105 - FOUNDATIONS — WINTER 1961

57

 

 

 

Date

Day

Activity

Assignment

 

Jan.

Feb.

Mar.

11

13
16
18
20
23
25

27
30

CDO\UO}—J

10

13
l5
17

20
22
2A

1—11—4
OJOOOO‘xwl—J

KOCDNO‘xU'l-t‘ DUMP

|._l
O

11

12

13
1A

15
16

17
18

19

2O
21
22

23

2A
25
26
27
28
29

General 0rientation--Street Clothes

I.M. Lecture--Street Clothes

Specific 0rientation--Street Clothes

Testing-—Gym Clothes
Testing——Gym Clothes

Lecture—-Somat0typing--Weight Control

Testing--Swimming Pool
Testing—-Gym Clothes

Lecture——Principles of training and
relaxation--Street Clothes

Lab.--Techniques of training and

practice relaxation—-Gym Clothes

Training--Gym Clothes

Training--Gym Clothes

Chap.
Appx.

F'H
8°
tn

Chap. 2 & 5

Chap.

Appx.
Chap.

JEOUJ

Lecture—-Body Mechanics--Street Clothes Chap. 7

Training-—Gym Clothes
Training—-Gym Clothes

Lecture—~Cardio Respiratory Fitness—-

Street Clothes
Training—-Gym Clothes
Retesting-—Gym Clothes

Orientation to Sports--Dept. Movie and
Activity Movie,Street Clothes

Activity 0rientation--Gym
Activity Orientation--Gym
Activity 0rientation--Gym
Lecture——Guidance--Street

Personal Guidance--Street
Personal Guidance--Street
Activity Orientation--Gym
Activity Orientation--Gym
Activity Orientation--Gym

Lecture—-Preventive Aspects-—Street

Clothes
Clothes
Clothes
Clothes

Clothes
Clothes
Clothes
Clothes
Clothes

Clothes

Chap. 8 &
Appx. D

1/2 class
1/2 class

Chap. 6

 

 

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63

TABLE VIII

STUDENT "t" ANALYSIS BETWEEN GROUPS 0N
TEE PRE TEST AND POST TEST SCORES

 

 

Pre Test "t" Post Test "t"
Test Between Groups Between Groups
Pulse 1.46 0.49
Sit—ups 1.56 1.92
Push-ups 1.11 3.10**
Weight change 1.49 1.03
Flexion 1.07 3.0A**
Extension 1.12 0.98
Agility 0.89 2.47*

 

 

* Significant at the .05 level.
** Significant at the .01 level.

64

TABLE IX

STUDENT "t" ANALYSIS OF THE MEAN CHANGE BETWEEN
THE EXPERIMENTAL AND CONTROL GROUP BASED ON
THEIR PRE AND POST TEST SCORES

 

Experimental Group Control Group
Mean Difference of Mean Difference "t" of Mean

 

 

 

Test Pre and Post Test of Pre and Post Difference
Test Between Groups

Pulse —2.72 —0.68 -l.23
Sit-ups 1.24 -O.2l 1.42
Push—ups 4.37 'l.9l 1.95
Weight ‘

change 1.19 0.30 9.47**
Flexion ‘ 0.77 0.024 15.77**
Extension 0.84 0.69 1.79
Agility —0.004 0.15 5.73**

 

 

**Significant at the .01 level.

ROOM USE ONLY