THE INFLUENCE OF THE FOUNDATIONS OF PHYSICAL EDUCATION GOURSE AT MICHIGAN STATE UNIVERSITY UPON THE ATTITUDES 0F FRESHMAN MALE STUDENTS Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSITY EDWARD DERRICK BELL .1967 LIBRARY THE INFLUENCE OF THE FOUNDATIONS OF PHYSICAL EDUCATION COURSE AT MICHIGAN STATE UNIVERSITY UPON THE ATTITUDES OF FRESHMAN MALE STUDENTS By Edward Derrick Bell AN ABSTRACT Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Health, Physical Education, and Recreation 1967 Approved fly M W ABSTRACT THE INFLUENCE OF THE FOUNDATIONS OF PHYSICAL EDUCATION COURSE AT MICHIGAN STATE UNIVERSITY UPON THE ATTITUDE OF FRESHMAN MALE STUDENTS by Edward Derrick Bell Statement of the Problem.——This study was undertaken as a preliminary attempt to evaluate the Foundations of Physical Education course, a requirement of all male students at Michigan State University, in terms of the stated objectives of this course, Methodology,——Thirty—five freshman, male students, who were enrolled in the Foundations of Physical Education course at Michigan State University, Spring Term, l966, were surveyed in an attempt to determine if their attitude toward physical activity had been affected as a result of taking the course. The questionnaire technique of attitude measurement was employed. The questionnaire was developed by the investigator using the Likert technique. It consisted of eighty-two items, sixty stated positively and twenty stated nagatively. From this questionnaire, twenty-five items that demonstrated a high power of discrimination between subjects were extracted and placed on a short form questionnaire. The two forms of the questionnaires were administered twice to the Foundations classes, with approximately one half of the subjects receiving Edward Derrick Bell the long and one half receiving the short form. The initial testing was undertaken the first class meeting and the post testing was accomplished on the last class meeting; a span of ten weeks. The subjects receiving the long—form question— naire for the pre—test also received the long form for the post-test, with the same procedure holding true for the short-form subjects. Each item of both questionnaires was responded to by the subjects indicating the degrees of agreement ranging from "strongly disagree" to "strong agree." The responses were weighted from 1 to 5 respectively with the scale being reversed at the time of scoring for negatively stated items. The shift in attitudes was statistically analyzed utilizing the Chi Square technique. A comparison of the two forms of the questionnaire, as to their relative power of measurement, was undertaken using tests for the differences between means. Conclusions l. A great majority of students come into the Foundations course with a positive attitude toward physical activity as measured by the instrument developed. 2. The data suggest that the attitudes of most students are unchanged as a result of taking the Foundations of Physical Education Course. 3. The reliability of the instrument proved to the quite low, even when the period of time between two administrations of the questionnaire was relatively short. The validity of the instrument, when tested for consistency, proved to be somewhat better than the reliability. It seems that the instrument should be refined further before a true assessment of its worth can be made. Edward Derrick Bell A. When comparing the data obtained using the long and short form questionnaires, it seems apparent that the two forms are relatively equal in their ability to evaluate attitudes toward physical activity. THE INFLUENCE OF THE FOUNDATIONS OF PHYSICAL EDUCATION COURSE AT MICHIGAN STATE UNIVERSITY UPON THE ATTITUDES OF FRESHMAN MALE STUDENTS By Edward Derrick Bell to _. Q A I .r- I“( A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Health, Physical Education and Recreation 1967 A. 'f L I/ ~__f/ .IP/ ,r' / DEDICATION This thesis is dedicated to my parents Carl and Ann Bell who through their insight and sacrifice made it possible for me to receive my education. 11 ACKNOWLEDGMENTS The author is grateful for the opportunity to complete this study under the guidance and direction of Dr. William Heusner. Special appreciation is due: to Dr. Wayne Van Huss, Dr. Gale Mikles, Dr. Janet Wesset, Mr. Herbert Olson and Miss Jean McIntyre for their part in the construction of the measurement instrument; and to Mr. Santo Pasqualucci and Mr. Donald Clements for their technical assistance. ——Edward D. Bell 111 TABLE OF DEDICATION . . . . . . ACKNOWLEDGMENTS . . . . LIST OF TABLES . . . . Chapter I. INTRODUCTION . . II. III. IV. Statement of the Pr Need for the Study Definition of Terms CONTENTS oblem Limitations of the Study REVIEW OF LITERATURE . . . Introduction . . Theoretical Background . . Some Measuring Specifics . Pertinent Attitude Studies in Education . . . Summary . . . . 9 I 0 DESIGN AND METHODOLOGY OF THE Objectives . . The Instrument of Evaluation Compiling of the Questionnaire Physical 0 STUDY Pre-Experimental Administration of Questionnaires . Post—Experimental Administration Questionnaires . I Q C Validity of Instrument . . Reliability of Instrument . ANALYSIS OF DATA . Rating of the Statements . Validity . . . Reliability of Instrument . . ability Testing Consistency of Reli Comparison of Long and Short Form Questionnaires . Attitude Assessment Test Item Analysis 0 O O . 0 iv Page ii iii vi I—" CNN N UTLURJRJ '._J l2 l7 17 18 2O 21 21 22 23 23 2A 27 29 3O 33 Chapter V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . Summary . . . . . . Conclusions . . . . . Recommendations . . . BIBLIOGRAPHY . . . . . . . APPENDICES . . . . . . . Page 36 36 36 37 38 U2 LIST OF TABLES Table Page 1. Ranked statements having a standard division of 1.50 or less on the judges' ratings . . . . . . . . . . . . . 25 2. Ranked statements having astandard deviation of 1.50 or less on the judges‘ ratings with statistical data recorded . . . . . . . 26 3. Statements contained on the long form questionnaire with a coefficient of consistency large enough to be considered valid . . . 27 A. Questionnaire statements with a reliability coefficient of correlation of 0.300 and above 9 I O O O O I I I I O O O 28 5. Correlations between questionnaire statement scores with a reliability coefficient of correlation of 0.300 and above and the pre— and post—tests grand total scores . . . . 30 6. Difference between means per subject comparison of long and short form questionnaires . . . 31 7. Non—significant data for the difference between an assumed neutral opinion mean and the actual pre—test mean for short form subjects . . . 32 9. Non—significant data for the difference between an assumed neutral opinion mean and the actual pre—test mean for long form subjects . . . 32 9. Significant chi square computation of scores on the long form questionnaire . . . . . . 3U 10. Significant chi square computation of scores on the short form questionnaire . . . . . . 3” ll. Statements contained on long form questionnaire which meet the minimum requirements of a good test-item as set up in tables 1 through 5 I I O O O O O O O O O O I 0 G 35 vi CHAPTER I INTRODUCTION The Foundations of Physical Education course, which is a requirement of all male students who attend Michigan State University, has been in existence since 1960. It constituted a new concept for the presentation of an introductory course in physical education at the university level. Although the program is still in its infancy, other universities have sought to adOpt the Foundations approach in its entirety or with only minor changes. This is somewhat disturbing because for~any program to succeed it must be revised and supplemented, so that it is current with present needs. It must also be adapted to meet the needs of the population upon which it is supposed to have influence. To accomplish the goals of physical education, especially in the realm of an introductory course, emphasis must be placed on attitude. Since the future behavior of individuals depends largely upon attitude internilization, it seems proper that the efforts of the physical educator be directed at those attitudes which will hopefully guide the student toward desired goals. It is the intent of the Foundations course to accomplish the aforemention attitude change by presenting a program designed to give the students rudimentary knowledge of physical l education including its physiological, sociological and psychological concepts. Statement of the Problem This study was undertaken as a preliminary attempt to evaluate the Foundations of Physical Education course a requirement of all male students at Michigan State University, in terms of the stated objectives of this course. In particular, the purposes of this study are: (I) To determine if the attitudes of the students toward physical activity are changed as a result of completing the Foundations course. (2) To construct a tool which can be used by future investigators to assess the progress of Foundations of Physical Education. Need for the Study In order to meet the criterion of a useful program, which the writer defines as a program that contributes some- thing of value to the students, it must be sound in its approach. Attempts have been made to evaluate the men's Foundations course in terms of its acceptability as a course to freshman students (22) and in terms of the academic and physical correlates present in enrolled students (10). Anna Robinson Ganung evaluated the effectiveness of television and non- television instructional procedures in the Foundations course (13). It has not, however, been evaluated as a total program. The question of whether or not the Foundations course is accomplishing it objectives must be answered. With evaluation, prOper revisions can be made based on concrete facts or at least well founded beliefs. The writer believes that this study is a necessity at this time because of the critical inspection the programs of the various colleges are receiving currently. He sees the physical education requirements as a necessity and hopes that the Foundations course can be defended to any administrator. Definition of Terms ACtiVitY——-For the purpose of this study, "Activity" refers to those physical functions in which an individual engages that involve effective and efficient movement of the body. Bio-physiological aSpects.-—The term "bio-physiological aspects" refers to those aspects of man which are concerned with his continued health and the maintenance of his bodily functions. Sociological aspects.——The term "sociological aspects" of activity refers to those aSpects of man which are concerned with his ability to integrate effectively with others through work and leisure—time activities. Eachological aSpects.-—The"physchological aspectS'dealt with in this study concern themselves with those factors dealing with personality integration, self—image, self- motivation, neuro-physiological function (tension) and enhancement of self. History.-—As "history" is used in this study, it refers to other events that happened to the test group during the elasped time between the pre-test and post-test that might have contributed to the results along with the experimental factor (7). Muturation.--As "maturation" is used in this study, it refers to those effects in relation to the test group which are systematic with the passage of time but are not a function of the Specified experimental factor (7). Statistical regression.--"Statistical regression," as used in relation to the test group, refers to shifts toward the mean which are due to random imperfections of the measurement instrument or random instability within the population, as reflected in the test-retest reliability measurement (7). Testing procedure.—-The "testing procedure," as related to the internal validity of the investigation, refers to the following phenomenon (7): often person taking a test the second time systematically mark scores differently than the first time. This is due in part to the effect of "reactive measurements," a term which refers to anything that makes a subject aware or conscious of the experiment. Any condition not part of the normal environment will yield reactive measurements. Attitude.--Krech (20) defines attitudes as an enduring organization of motivational, emotional, perceptual, and cognitive processes with respect to some aSpect of the individual's world. Krech's definition of attitude will be used in this study. Attitudes may be inferred from the choices implicit in overt behavior. When such choices are observed under stable environmental conditions, predictions of future reSponses under similar conditions may be accurately made (13). LimitatiOns of the Study 1. Limitations related to the sample.--In conjunction with the stated purpose of this study, it was limited to male, freshman, students at Michigan State University enrolled in Foundations of Physical Education. The sample was taken during the Spring Term, 1966. The total enrollment was used as the sample. Because by the Spring term the majority of freshman students have completed the Foundations course, the total sample was considerably smaller than desired. 2. _Limitations related to the experimental design.-- The investigator utilized the Pre-test Post-test design in this study. There is one basic limitation in this design that precipitates other limitations in regard to the internal and external validity of the experiment. This limitation was the necessary elimination of an equivalent control group. The control group was eliminated because the investigator could not satisfy himself that a group equivalent to the test group existed. Inherent in this investigation were variables that were not controlled, thus the results are less interpretable than they might be. These extraneous variables affecting the outcome of the study were history, maturation, statistical regression and the testing procedures (See definition of terms). Admittedly the Pre-test, Post-test, Control Group Design would have controlled for these variables or at least made known their effects upon the results of the investigation. CHAPTER II REVIEW OF LITERATURE Introduction A major concern of educators today is the develOpment of instructional materials which will promote desired attitudes in other students. This is an absolute necessity to achieve maximum success in their endeavors. It is the writer's purpose in this review of literature to provide a general background for the theory of attitude measurement and then to delve into some of the pertinent attitude studies that have been conducted by physical educators. The technique of attitude scale construction will not be a part of this review. Theoretical Background "Attitudes can no longer be considered to be unmeasurable. The work of Thurstone, Watson, Chave and others have indicated that it is feasible to measure attitudes reliably in cases where subjects are sufficiently cooperative to answer truth— fully various questions that are put to them." This statement by Olson (28) sets the proper foundation for the study of attitude. Dunlap (10) relates that there is general agreement among writers that attitudes are true indicators of behavior. A given attitude, in general will be followed by a specific "type of activity." He further states that there is some 7 discrepancy between attitude and behavior; but, he is convinced that the discrepancy is a constant one. Krech (20) feels that attitudes may be reflected in the behavior of the individual or his immediate experience. Under this assumption both behavioral analysis and intrOSpective analysis can be utilized for measurement. On the introspective level the individual himself, in terms of his immediate experiences, may be able to provide data for the measurement of his attitudes. Lickert (22) says that a series of verbal propositions dealing with the same general social issue are assumed to be more less equivalent, or at least to be so closely related as to permit prediction from knowledge of a subject's attitude on one issue to the same subject‘s attitude on other aspects of the same issue. Lundberg (23) states that the attitudinal behaviors that are of primary concern are those which serve as stimulus—reSponse mechanisms between people and those which significantly affect their social interaction and their adjustment to their environment (language is the most important consideration in this category). "The principle aSpect of attitude which concerns us in measuring therefore is that aspect which takes the form of opinions expressed in language.“ Ferguson (12) adds that it is impossible to get any closer to the underlying physical order of an attitude than its expression. Thurstone (32) feels that attitudes taken by a person indicate the values discovered in his personal and social experience. Kerch (20) adds that the manner in which beliefs and attitudes reflect themselves in behavior and experience is governed, in part, by the nature of the situation. It is the concensus of opinion of most social psychologist that attitudes can be measured only indirectly on the basis of inferences drawn from the individual's behavior and immediate experience. Bain (1) reflects that the best sources for attitude assessment are indirect overt behavior. Likert (22) says that verbal declarations of Opinion and attitude can be regarded as "an indirect method of measuring dispositions" which are most easily signified and expressed in verbal form. Katz (19) supports the principle of indirect measurement by stating "that the very nature of some attitudes does not permit direct questioning." One of the more practical advantages of indirect measurement is that it enables the experimenter to measure without tending to produce an effect on the attitude itself. A second advantages lies in the possibility of concealing from the individual the extent of the measurement; thus, it may make for more valid determination (20). 10 Some Measuring Specifics The true allocation of an individual to a position on an attitude scale is an abstraction, just as the true length of a chalk line, temperature of a room. . . . To do this we may use various indicies, such as th opinions that he endorses, his overt acts, his past history and it is expected that discrepancies will appear as the true attitude of the individual is estimated by different indicies (33). To measure attitude is to devise a method whereby the distribution of an attitude in a group of people on a specified issue may be represented in the form of a frequency distribution (32). Thurstone continues, saying the baseline represents ideally the whole range of attitudes from those who are most strongly in favor of the issue to those who are most strongly against it. Wang (3A) feels that the crucial task which first confronts one in constructing an attitude scale for a given issue, is the collection of attitude statements. This is not a technical part of the construction method, but the success or failure of the scale depends much upon how well the initial list of statements is compiled and edited. Bain (2) relates that most attempts to study attitudes have been by way of getting verbal responses through questionnaires, rating verbal symbols in graduations of liking or disliking and asking people for preferences, desires or interests. Symond (31) agrees that prolific use of the questionnaire has been made to explore and to tap attitudes on various social issues. ll Thurstone (33) says regarding the use of attitude scales, We shall assume that the attitude scale is used only in those situations in which one may reasonably expect people to tell the truth about their convictions or opinions. Also that the scale be used only in those situation that offer a minimum pressure on the attitude to be measured. Symonds (31) feels that attitude questionnaires as a measure of Opinion are valid only to the extent that they agree with other indications of a person‘s choice or tendency to act. Bain (l) emphasized that the final test of attitude is, "How do persons behave." Statistical treatment of recorded uniformities is urged as the only valid method of scientific generalization. Lundburg (23) relates that the only scientific approach to the study of attitude through questionnaire is to validate the subject's answer by a selection of some or all of his overt, symbolic responses and by giving a description of them under given conditions. Krech (20) believes that the validity of measurement of beliefs and attitudes can be determined only indirectly, in terms of prediction of behavior based on such measurements. There are some limitations involved in the measurement of attitudes: Sherman (30) feels the basic limitation is in the assumption that the replies of the subjects indicate their true tendency to act in a given way. He further states that 12 the opinion of an individual often has relatively little relationship to his true attitude. Thurstone (32) states that one can measure such attributes as can be represented on a linear continuum i.e. volume, price, length, etc. . . in attitudes we are limited to the "more or less" type judgment. Bain (1) gives a desenting Opinion. A critical examination of the concept 'attitude' reveals its scientific shortcomings from (a) emphasis is upon its normative rather than upon its descriptive aSpects (b) too much emphasis on subjective factors and too little on objective overt behavior and (c) the inaccuracy undefinite- ness and anarchistic confusion of sociological terms. Thurstone (32) agrees that the phenomena that we call social are exceedingly difficult to describe in objective terms and quantative measurement. But he implicitly believes that all we can do with an attitude scale is to measure the attitude actually expressed with the full realization that the subject may be consciously hiding his true attitude or that the social pressure of the situation may make him really believe what he expresses. Pertinent Attitude Studies In PhysicalTEducation An early study concerning attitude measurement was reported by Wear (38). With the purpose of trying to develop an instrument which would enable one to make a reliable and valid assessment of the direction and intensity of individual and group attitudes toward physical education as an activity course, Wear constructed an attitude inventory based on the Likert technique. 13 Some of the conclusions reached as a result of the use of this inventory were: 1. Through responses to a relatively small number of statements related to the outcomes sought by means of physical education activities; it is possible to secure a reliable and valid evaluation of attitudes toward physical education. 2. It is believed that either the total inventory or the AO-item Short Form will serve a useful purpose when used as an evaluative instrument for securing an objective assessment of changes in attitude toward physical education. Nemson (27) studied Specific annoyances in relation to student attitude in physical education using a rating scale based on the Thurstone technique. He concluded that: Possible ways of reducing individual resentment against the compulsory features of a required program "might" include increasing the appeal of the program to the poor- attitude group by discovering and including, activities that interest them and reducing to a practical minimum the specific factors that are objectionable. Nelson (25) using an eceltic-type questionnaire studied the personality and attitude differences associated with the elective substitution of R.O.T.C. for the physical education requirement in high school. He concluded: The boys who took military training instead of physical education had less favorable attitudes toward competion, games and athletics. In 1953 Bell and Walters (A) made a survey of the attitudes toward physical activity at the University of Michigan, on a total of eight hundred and fifty-seven women, by means of the questionnaire technique. The purpose of this study was to evaluate the women‘s program in terms of student 1A attitudes. The questionnaire was divided into three parts: (a) check list pertinent to the backgrounds of the students, (b) questions based on the objectives of physical education, and (c) the Wear Attitude Scale. Some of the conclusions were as follows: 1. Freshmen who had physical education in high school had a higher mean attitude toward physical education as an activity course than freshmen who had had no physical education in high school and higher than senior‘s who had had physical education in high school. 2. There seems to be a positive and Significant relationship between the following: (a) Attitude and the importance of dance as part of their recreation program. (b) Attitude and the extent to which they enjoy their physical education classes. Moore (2A) conducted a study similar to that conducted by Bell and Walters. Using Form A of the Bues—Remmers‘ scale she surveyed one hundred and seventy—nine women at the University of California at Los Angeles. She found a high favorable general attitude among college women toward physical activity. Bullock (6) using the questionnaire technique, surveyed the attitudes of freshman women toward required physical education at the University of Oregon. She concluded that in the case of required physical education, all factors causing poor attitudes or distastes are of a nature that can be lessened, or in most cases entirely eliminated, by improved methods and organizations in high schools and colleges. Broer (5) using the Wear Physical Education Attitude Inventory conducted an attitude toward physical education study among women students at the University of Washington. 15 She concluded: 1. The great majority of the students enrolled in physical education classes expressed a very favorable attitude toward physical education. 2. A high percentage of the students agreed that physical education activity classes contribute to social development and mental and physical health. Kappes (18) made the following recommendation after concluding her study on the attitudes of college women toward physical education: The significant degree of a relationship between estimated skill and desire for instruction may indicate that estimated skill is less a determining factor than general attitude toward physical education with regard to instruction. Carr (8) also made a study involving the relationship between success and selected attitudes in high school physical education. Using a questionnaire technique, Carr covered three main areas: social, personal and activity. She reasoned that since motor ability and intelligence were more or less inherent qualities,teachers should be more aware of student's attitudes. She suggests that if undesirable attitudes are obstacles to learning, they should be removed. Haselton (16) conducted a study involving the social aspects of team games and individual games. She used a questionnaire to determine if there were any differences in attitudes in respect to selected social traits in participants in the three specific sports that she chose. Her one major finding was that freshman students taking a team game as 16 part of their physical education requirement felt more strongly about certain social traits than do students taking individual sports. Summary There is much controversey regarding the measurement of attitudes. It seems evident that thetechniquesinvolved are becoming more and more refined as the interest in this function of social psychology grows. One could not justifiably take a stand and say that the complex social phenomenon of attitude still remains unmeasurable. Although there are inherent limitations in the methods of attitude measurement, they are not so great a barrier that they invalidate the results of a well—designed and well—conducted study. Physical educators have joined in the search for the best methods of assessing attitudes.. In the field today we see stress being placed on developing positive attitudes towards activity. The study of attitude is having its effect the various program of physical education around the nation; and, judging from the trends in the literature, there is more change in store. CHAPTER III DESIGN AND METHODOLOGY OF THE STUDY Objectives The Foundations of Physical Education course at Michigan State University has several stated basic objectives (See Appendix). These objectives were derived from the combined philosophies of the program‘s originators* and express what could be termed a modern approach to an introductory course in physical education. The objectives are student oriented and are practical for individual application throughout life. For the sake of dealing with these objectives as a whole, the writer has reclassified them into four major classes of objectives. These are as follows: Movement Bio—Psychological Sociological Physchological Iherent in these classes of objectives is the total realm of experiences that an individual will be confronted with in life. They entail the whole—man concept which is now relevent in today‘s educational teachings. Education through the physical is the apparent doctrine. *The Michigan State University Staff: Dr. W. Van Huss, Dr. J. Friedrich, Dr. R. Niemeyer, Mr. H. Olson, Dr. J. Wessel and Dr. R. Mayberry. 17 18 The Instrument of Evaluation The instrument used for evaluation is a questionnaire containing an attitude scale that was developed using the Likert (22) technique. The scale includes items designed to measure attitudes about each of the four major classes of objectives of physical education. The questionnaire consists of eighty—six items, sixty—four stated positively and twenty—two state negatively. At the time of scoring the scales for the negative questions are reversed. The student indicates his degree of agreement or disagreement with an item by filling in a blank beneath the phrase which best expresses his feeling about the time. The answers are arranged in the following manner: "strongly disagree," "disagree," "no opinion," "agree," and "strongly agree." The choices are then weighted l, 2, 3, A, and 5 respectively. The student is asked to consider physical activity in relation to his own beliefs and feelings. The directions state that this is not a test, but simply a survey to determine how freshman students feel about physical activity. The questionnaire also relates that there will be no attempt to connect any person with any paper. Cempilingxthe Questionnaire To obtain the statements used in the questionnaire a standardized procedure was followed. The investigator and 19 co-investigator* asked the following questions of the Foundations classes during the Winter, term 1965: What do you think are the long range objectives of this course? What do you think are the objective of physical education? What do you want to get out of this course? The students were instructed to react to these questions according to their personal feelings. They were asked to make as many short, concise statements as they could for each of the questions. The students‘ statements were collected from all classes and then processed by the investigators. During the processing the badly worded, too lenghty, and unrelated statements were discarded. The investigators also discarded nearly duplicate statements concerning the same objective. Some revision of student statements was done for clarity. After this screening process, a questionnaire containing the remaining 104 statements was constructed. This questionnaire was administered to four randomly selected freshman students. This pilot study served the dual purposes f determining the statements which had discrimination ability and it also gave an indication of the average time it took to respond to the questionnaire in this form. The preliminary questionnaire was then revised and was ultimately reduced to the final long form which contained \ *Miss Judith Phillips, a graduate student undertaking a similar evaluation on the Foundations of Physical Education Course for women at Michigan State University. 2O 86 statements. The steps in this process, due to circumstances beyond the control of the investigators, did not necessarily follow in logical order. a. The statements on the preliminary questionnaire were re-evaluated and eighteen were eliminated because they did not meet the investigators‘ standards for a good question. The 10A statements on the preliminary questionnaire were submitted to four judges who were presumed by the investigators to be experts. This presumption was based on the knowledge and experience demonstrated by these persons. The judges, working independently, placed the statements in eleven piles ranging from least important (one) to most important for student comprehension (eleven). The judges' ratings were compared by means of standard deviation. A standard deviation of greater than 1.5 was basis for considering the statement of little value as an item of measurement. The information gained from this comparison had no bearing on the selection of statements for the final questionnaire; however, this data was used in later evaluation of the questionnaire. Twenty-Six of the statements on the preliminary questionnaire, as subjectively determined by the investigators, were noted as having discriminating power. These statements were extracted and placed on a short form questionnaire. The statements making up the short form questionnaire are included on the final long form questionnaire. Of the twenty— six statements on the short form questionnaire, six are negatively stated. Pra—Experimental Administration of Questionnaires The questionnaires were administered to the Spring, 1966 Foundations classes. Each class was divided in half, with one half receiving the long form questionnaire (86 statements) and the remaining half receiving the short form questionnaire (26 questions). For the purpose of eliminating as much bias as possible, the subjects were told that they were part of an 21 activity study being conducted by the Michigan State University Sociology department. The investigator was the administrator, but not the teacher of the class. The subjects were ignorant of the investigator’s identity. Post-Experimental Administration of Questionnaires On the last day of class, ten weeks after the initial testing, both forms of the questionnaire were re—administered to the Foundations classes. The long—form group received long—form questionniares identical with those of the first administration. The persons who received short forms initially again received Short-form questionnaires identical with those of the first administration. Students adding the class after the initial testing were not permitted to take part in the final testing. The pre— and post—experimental test scores were paired for both groups, according to a previously arranged code. The Chi Square statistical method of evaluation was used to determine whether or not there was a Significant shift in attitude during the experimental period. Validity of Instrument The concurrent validity of the questionnaire was determined by computing the Pearson product_mgigm23: coefficient of correlation (r) between the subjects’ scores on each item of the questionnaire with their total scores for the questionnaire. This method gave an objective measurement of the instrument’s internal consistency and also an 22 indication of which items had a high discrimination power. Re liabi lity of Instrument To determine the reliability of the instrument, the long form of the questionnaire was administered to a naive group of students that were enrolled in tennis classes during the time of the investigation. These subjects were told identically the same information as the experimental group. Following the initial administration to the reliability group, the long form questionnaire was re—radomized. This new form containing the same questions, only in a different order, was administered a second time to the same group fourteen days later. The answer sheets were paired and scored. Pearson product moment coefficients of correlation (r) were computed for each question on the prevversus the post- test ratings. A high coefficient of correlation was taken to signify a high degree of reliability. CHAPTER IV ANALYSIS OF DATA The purpose of this investigation was: 1. To determine if the attitudes of students toward physical activity are changed as a result of completing the Foundations of Physical Education course at Michigan State University. 2. To construct a tool which can be used by future investigators to asses the progress of Foundations of Physical Education. Rating of the Statements The statements that were collected for the construction of the attitude scale were rated by four judges from one (least important) to eleven (most important) as described in the previous chapter. After these statements were returned by the judges, a number of them were re—worded for clarity before use on the questionnaire. AS a result of this re- wording, it was felt by the copinvestigators that the original connotations of some of these statements may have been altered, making the ratings these statements received invalid. These statements were not included in the computation of the judges' agreement. Standard deviations were computed on the ratings given the remaining seventy statements and a maximum standard deviation of 1.5 points was set as the cut-off level for minimum acceptable agreement among judges. Operating under the assumption that the four were experts, it was felt that if 23 2A the ratings given a particular statement produced a standard deviation greater than 1.5 points, the item was in fact bad. These items are not found on the continuum. The thirty- three statements fulfilling this requirement are shown in Table 1. They are ranked according to their mean ratings in descending order of importance. Table 2 gives the means and standard deviations of the judges ratings for these thirty— three statements. After the final testing, four statements (numbers 62, 65, 66, and 82) were discarded as uninterpretable. This action reduced the total number of statements on the long form questionnaire to eighty—two and on the short form questionnaire to twenty—five. Further calculations were based on these figures. Validity Concurrent validity was measured in this study since there was noIqumwuexternal criterion against which to measure validity. It was felt that if the individual items of the instrument could be shown to yield consistent response among subjects, then the instrument as a whole could be considered to be valid. Each subject's total score for the questionnaire (pre-test orginal—long form) was tabulated. A simple correla— tion was run between this total score and the subjects' responses on each individual statement of the questionnaire. This necessitated a total of eightyptwo correlations. A 25 Table 1.——Ranked statements having a standard deviation of 1.50 or less on the judges ratings. ‘r— ‘ V :— v V 1 v v—r Y——'—— r Rank Number 1. (5) Exercises do not do that much good 2. (12) Physical education is a big waste 3. (A2) Tough exams tire me so I do not need any physical activity after taking one A. (53) There is no need to be able to plan a per- sonal physical fitness program 5. (66) Physical education is ignored by most . students 6. (68) I see almost no value in physical education 7. (73) There is no reason for an overweight person to change his present condition since he - has been this way all of his life 8. (79) I do not take part in a sport activity unless persuaded by a friend 9. (3) All that physical education does is show your weaknesses 10. (20) Our medical technology is so advanced that we do not have to be physically fit 11. (51) Physical education classes gave me all the physical activity that I will ever need 12. (58) I don‘t think that physical education should be compulsory “— 13. (86) Physical fitness is good, but man can survive without it 1A. (13) One has to be an athlete to be physically fit 15. (A6) Television commercials are good sources of methods for staying fit 16. (76) Being able to play any games well is of little importance to me 17. (77) It is difficult to secure information concerning body health 18. (A1) The only valuable outcome of an activity class is from the exercises done 19. (2) A good physical workout on the weekwend is adequate exercise for the week 20. (82) Present information on health scares you into becoming fit 21. (38) The main purpose of physical education is to ‘ ' tell the person his or her capabilities in athletic events 22. (7) A physical education course will make you aware of conditions that can be improved on in your social life 23. (8A) Competion is good for everyone 2A. (23) I have found physical activities which I can enjoy in the coming years 25. (39) One should enjoy the physical aspects of line 26. (49) Regardless of how smart you are, your life is limited by how fit you are 27. (36) There is value in exercise and activity 28. (57) Physical education forms sensible ideas about fitness 29. (15) There is sheer pleasure in physical exertion 30. (22) Physical movement is a need and a joy 31. (60) The main outcome of physical education is fulfillment of the individual‘s physical potential 32. (55) Physical activity should become an integral part of the person‘s life 33. (81) Daily exercise should be carried on through life ‘. Y Parenthetical numbers refer to original statement number as it appears on the long form questionnaire. 26 Table 2.—-Ranked statements having a standard deviation of 1.50 or less on judges‘ ratings. \ \ “m Standard Standard Rank No. Mean Deviation Rank No. Mean Deviation 1. (5) 1.00 0.00 17. (77) 1.50 0.57 2. (12) 1.00 0.00 18. (A1) 1.75 0.50 3. (A2) 1.00 0.00 19. (2) 2.00 0.81 A. (53) 1.00 0.00 20. (82) 2.25 0.50 5. (66) 1.00 0.00 21. (38) 2.75 0.50 6. (68) 1.00 0.00 22. (7) 4.60 1.2a 7. (73) 1.00 0.00 23. (8“) 4.75 0.935 8. (79) 1.00 0.00 2A. (23) 7.33 0.98 9. (3) 1.25 0.u80 25. (39) 8.50 1.00 10. (20) 1.25 0.295 26. (A9) 8.75 1.50 11. (51) 1.25 0.760 27. (36) 9.00 1.15 12. (58) 1.30 0.96 28. (57) 9.50 1.29 13. (86) 1.30 0.489 29. (15) 9.75 1.25 1A. (13) 1.50 0.57 30. (22) 10.25 0.90 15. (A6) 1.50 1.00 31. (60) 10.25 0.76 16. (76) 1.50 1.00 32. (32) 10.50 0.57M 33. (81) 11.00 0.963 Parenthetical numbers refer to original statement number as it appears on the long form questionnaire. minimum correlation of r = .500 was established as an acceptable level of consistency. Those statements with correlations below this level were considered to have little consistency of discrimination between negative and positive attitudes toward physical activity. At the stated level, fortyvfive per cent of the statements proved to be acceptable. See Table 3. This percentage seems large enough to tentatively conclude that the instrument, as administered, possesses a minimal standard of validity. 27 Table 3.—-Statements contained on the long form question- naire with a coefficient of consistency large enough to be considered valid (r = .550). \ \ \ m No. r No. r No. r 2 .666 33 .659 57 .680 3 .707 3A .517 59 .577 A .867 35 .535 61 .730 6 .682 A2 .9A6 68 .756 7 .980 A5 .673 69 .850 8 .57A A7 .500 72 .730 11 .797 A8 .637 73 .666 12 .689 51 .551 78 .81A 1A .839 52 .675 79 .69A 16 .821 53 .609 80 .633 26 .612 5A .658 81 .723 29 .700 55 .833 85 .800 30 .985 Reliability of Instrument Correlations were computed between the scores obtained on each item of the pre-test and the scores obtained on the corresponding item on the post-test. The over—all correla- tion between the grand totals of pre-and post—test was r = 0.357. This was relatively low considering that only fourteen days elasped between the two administrations. Setting the arbitrary correlation of r = .300 as a cut-off for minimum reliability, 36.6 per cent of the statements fall in this range. See Table A. The results are disturbing at best. Lack of interest on the part of the subjects during the post administration of the questionnaire might have had some 28 Table A.——Questionnaire statements with a reliability coefficient of correlation (r) of 0.300 and above. \ \ \ m Number Pre—test to Post-test Correlation 2 0.AA5 5 0.388 7 0.301 8 0.3AA 10 0.392 11 0.669 12 0.308 13 0.333 16 0.AA1 18 0.360 19 0.351 20 0.358 23 0.58A 28 0.5A5 38 0.A30 A1 0.515 A2 0.A27 A6 0.321 51 0.571 52 0.515 53 0.328 58 0.A07 60 0.382 68 0.523 73 0.A07 76 0.570 77 0.AA2 79 0.A23 80 0.A23 86 0.350 bearing on the outcome. The subjects were anxious to. participate in a tennis competition immediately following the completion of the test session. 29 Consistencyof Reliability Testing Correlations were also computed between the scores obtained on each item having a reliability correlation of 3.00 and the pre— and post-test grand total scores. See Table 5. Over—all these correlations were higher than the ones computed for reliability. This is interpreted as a relatively high level of consistency of reSponses. Comparison of Long and Short Form I Questionnaires To determine the strength of the long and short form questionnaires in relations to each other the following steps were undertaken: a. The twenty—five statements which made up the original short (O-S) form were extracted from the original long form (O—L) pre-test and were re-scored as if they were the short form. A simple correlation was computed between the re—scored twenty—five (R—S) statement scores and the original long form pre—test8scores. This correlation was found to be r= 0.95. b. Means per question per subject were obtained from both the original long and the re—scored forms. The difference between the means was calculated for every subject. See Table 6. c. To give an idea of the split consistency of the short form a t—test for the difference between means for independent populations was computed for the re- scored short form and the original short form. The result of this test was t = 0.A26 which was not significant at the 95 per cent confidence interval. Because of the high correlation (r = 0.958) and the non— significance found in any of the t-test for the difference between means, it seems conclusive that the two instruments are of nearly equal power as used in this study. Also that Table 5.--Correlations between questionnaire statement scores 30 with a reliability coefficient of correlation (r) of 0.300 and above and the pre- and post-test grand total scores. — *1— _ Item vs. Pre-test Item vs. Post-test Number Total Score Total Score 2. —0.7Al -0.512 5. 0.712 0.320 7. —0.027 —0.0A7 8. 0.089 0.097 10. —0.051 -0.A61 11. 0.803 0.555 12. 0.787 0.5A5 13. 0.608 0.39A 16. 0.690 0.111 18. 0.715 0.078 19. 0.3A0 —0.l58 20. 0.801 0.A58 23. 0.766 0.AA2 28. 0.901 0.538 38. 0.562 0.5A3 A1. 0.726 0.608 A2. 0.658 0.A72 A6. 0.678 0.A82 51. 0.783 0.A19 52. 0.698 0.A7l 53. 0.73A 0.A85 58. 0.311 0.172 60. -0.003 -0.207 68. 0.716 0.50A 3 0.659 0.150 76 0.772 0.AA7 77. .281 0.2U8 79. 0.679 0.231 80. 0.A05 0.3A9 86 —0.l71 —0.A62 31 Table 6.-—Difference between means per-subject comparison of long and short form questionnaires (alpha = .05). fi Subject Mean O—L Mean R-S t 1 3.5A 3.A8 -0.0107 2 A.02 3.76 0.0179 3 A.0A 3.76 -0.0502 A 3.27 3.28 0.0017 5 3.9A A.2A 0.0538 6 A.6l A.72 0.0197 7 3.91 A.0A 0.0233 8 3.61 3.AA -0.0305 9 A.01 A.l2 0.0197 10 2.67 2.6A 0.0053 11 3.85 3.70 —0.0269 12 A.01 A.00 —0.0017 13 3.93 3.68 —0.0AA8 1A A.06 3.96 —0.0179 15 A.23 A.08 -0.0269 16 3.17 3.12 -0.0089 17 A.09 A.16 0.0215 18 3.A6 3.AA -0.0035 19 A.39 A.A0 0.0117 20 3.89 3076 “00233 the short form gives consistent results between two groups which can be assumed to be equal in attitude to start with. Attitude Assessment A;¥ Prevailing Attitudes An attempt was made to assess the initial attitudes of the test group by computing a difference between the means of the total scores of the subjects on the long and short form Lnstruments and as assumed mean of 3.00 (netural opinion). UUEE results are seen in Tables 7, and 8. To enable easy reference only non-significant results are tabled. 1‘1 Ul. lIIIIIIII‘ {I 1 1| 1| In IIII .1"qu 4.7 1U: U ll. II 32 Table 7.--Non-significant data for the difference between an assumed neutral opinion mean and the actual pre-test mean for short form subjects. Statement Neutral Mean Actual Mean t 3 3.00 3.60 1.7181 6 3.AO 1.2A7l 7 3.A0 1.7018 9 3.A7 1.9A55 10 3.A7 1.7998 16 3.06 0.1900 20 3.20 0.8981 22 3.00 3.67 1.A23A Alpha = .01 Table 8.—-Non—significant data for the difference between an assumed neutral Opinion mean and the actual pre—test mean for long form subjects. ._ _ l . Ti fiL Statement Neutral Mean Actual Mean t 7 3.00 3.A0 1.9015 26 ,\ 3.A0 1.7975 A0 3.35 1.9256 A9 3.A5 1.8307 50 3.30 0.12A0 52 3.A5 1.8AAO 58 3.A0 1.A553 60 3.A0 1.7093 63 \/ 3.20 0.9368 69 3.55 2.0663 80 3.00 3.70 0.2898 33 Based on the relatively small percentages of non- significant factors in both groups (long - 1A.6% and short - 36%) it would seem safe to say that the students came to Foundations with a generally positive attitude toward physical activity. B. Attitude Shift The Chi Square technique was used to determine if there was an attitude shift as a result of the experimental factor, the Foundations course. The results of the Chi Square computation are shown on Table 9 and 10. Chi Square was computed using the 90 per cent confidence interval as significant. There is significance in 28.0A per cent of the state— ments on the long form and in 16 per cent of the statements on the short form. The change as shown by this data covers mainly the class objectives of activity and bio—physical. There is some Shift in attitude in the psychological class, but relatively little in the sociological class. Of course these data only show tendencies and cannot be quoted as steadfast conclusion due to the foremention limitations. Test Item Analysis After an analysis of the statements contained on the long form questionnaire according to the criteria as set up in Tables 1 through 5, nine statements were found which met all of the minimum requirements for a good test item. It is 3A Table 9.-—Significant chi square computation of scores on the long form questionnaire. \ W Statement Chi Square Statement Chi Square 9 10.A33 A6 11.976 10 9.69A 50 11.200 15 28.583 52 9.517 17 19.558 57 17.600 19 9.371 60 12.083 20 8.036 61 10.125 2A 18.AAA 65 13.69A 38 16.563 68 9.7A0 A1 15.071 70 1A.283 A3 8.667 77 21.333 AA 8.258 83 12.050 A5 11.976 Alpha = .05 \\ \ \ Table 10.--Significant chi square computation of scores on the short form questionnaire. Statement Chi Square 3 (10) 10.500 1A (“8) 12.000 22 (73) 9.810 26 (85) 9.986 Alpha = .05 Parenthetical numbers refer to statement number on long form questionnaire. noted that these nine statements would be included in any future revision of the questionnaire. 35 Table ll.—-Statements contained on long form questionnaire which meet the minimum requirements of a good test-item as set up in tables 1 through 5. W. #m No. Statement 2. A good physical workout on the weekend is adequate exercise for the week. 7. Physical education courses are nearly worthless. 12. Physical education is a big waste. A2. Tough exams tire me so I do not need any physical activity after taking one. 51. Physical education classes give me all the physical activity that I will ever need. 53. There is no need to be able to plan a personal physi- cal fitness program. 68. I see almost no value in physical education. 73. There is no reason for an overweight person to change his present condition since he has been this way all of his life. 79. I do not take part in a sport activity unless per— suaded by a friend. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary The chief objective of this study was to evaluate the effect the Foundations of Physical Education Course at Michigan State University had on the freshman, male students‘ attitudes toward physical activity. This was accomplished using a questionnaire survey. The questionnaire was developed and scored using the Likert technique. Thirty-five peOple were studied: twenty subjects received a long-form questionnaire (82 items) and fifteen subjects received a short-form questionnaire (25 items). The test—retest experimental design was employed, with a ten— week span of time between the two test periods. The Chi Square method of evaluation was used to determine whether or not an attitude shift had taken place among students. Conclusions 1. A great majority of students come into the Founda— tions course with a positive attitude toward physical activity as measured by the instrument developed. 2. The data suggest that the attitudes of most students are unchanged as a result of taking the Foundations of Physical Education Course. 36 37 3. The reliability of the instrument proved to the quite low, even when the period of time between two administrations of the questionnaire was relatively short. The validity of the instrument, when tested for consistency, proved to be somewhat better than the reliability. It seems that the instrument should be refined further before a true assessment of its worth can be made. A. When comparing the data obtained using the long and short form questionnaires, it seems apparent that the two forms are relatively equal in their ability to evaluate attitudes toward physical activity. Recommendations On the basis of the results of this study, the following recommendations seem justifiable: 1. The study should be repeated using a larger number of subjects. 2. An attempt should be made to locate a group of students, comparable to the freshmen students taking Foundations at Michigan State University, so that they might be used as a control group. 3. A longitudinal study should be conducted on those who have taken Foundations of Physical Education to deter- mine if the long range objective of the course are being realized. A. The instrument which was developed for this investigation should be refined and re—evaluated before further use. BIBLIOGRAPHY 38 ll. 12. BIBLIOGRAPHY Bain, R., "An Attitude on Attitude Research." American Journal of Sociology, 33:9A0—957, 1927. Bain, R., "Theory and Measurement of Attitudes and Opinions." Psychological Bulletin, 22:3570379,1930. Baker, Mary 0., "Factors Which May Incluence the Participation in Physical Education of Girls and Women 15-25 years of Age." Research Quarterly, 11:126-131, 19A0. Bell, Margaret and C. E. Walters, "Attitudes of Women at the University of Michigan Toward Physical Education." Research Quarterly, 2Az379-391, 1953. Bvoer, Marian R., Fox, K. S. and Way, E., "Attitude of University of Washington Women Students Toward Physical Education Activity." Research Quarterly, 26:379-38A, 1955. Bullock, Marguerite and Alden, F. D., "Some of the Factors Determining the Attitude of Freshman Women at the University of Oregon Toward Required Physical Education." Research Quarterly, A(A):60-70, 1933. Campbell, Donald T., "Factors Relevent to the Validity of Experiments in Social Settings." Psychological Bulletin, A:279—3l2, 1957. Carr, Martha 0., ”The Relationship Between Success in Physical Education and Selected Attitudes Expressed by High School Freshman Girls." Research Quarterly, 16: 176-191, 19A5. Dunlap, J. W. and Knoll, A., "Observations on the Methodology in Attitude Scales." The Journal of Social Psychology, AzAAA-A63, November, 1933. Dundas, Chris James., Academic and Physical Correlates of Male Freshman at Michigan State University, M.A., 1963. 7" ' ‘ Edwards, Allen L. and Kenney, Kathryn 0., "A Comparison of the Thurstone and Psychology, 30:72-83, l9A6. Ferguson, L., "The Requirements of an Adequate Attitude Scale." Psychological Bulletin 36:665-673, October, 1939. 39 13. 1A. 15. l6. l7. 19. 20. 25. A0 Ganung, Anna Robinson., AxStudy to Investigate the Relative Effectiveness of TelevisiOn and Non-Television Instruc— tiOn Procedures in the Foundations of Phsycial Education CoUrse. MiChigan State University. MIA., 1963. Harris, C. W. (Ed.) "Attitudes." Enclopedia—of Educational Research, New York: The Maximillan Company, p. 102, 1960. Hartshorme, Hugh and Mark, A., "First Steps Toward a Scale for Measuring Attitudes." Jeurnal of Education Psychology, 17:1A5—162, March, 1926] Hazelton, Helen W. and Piper, J., "A Study of the Social Values of a Team Game and of Two Individual Sports as Judged by the Attitudes of Freshman College Women." Research Quarterly, 11:5A-59, 19A0. Hughes, Byron 0., "Test Results of the University of Michigan Physical Conditioning Program June 15- September 26, 19A2. Research Quarterly, 13:A98-511, 19A2. Kappes, Eveline E., "Inventory to Determine Attitudes of College Women Toward Physical Education and Student Services of the Physical Education Department." Research Quarterly, 25:A29—A38, 195A. Katz, D. and Allport, F. H., Student's Attitudes, Syracuse, New York: The Craftsman Press, Inc., 1938} Kresch, David and Crutchfield, R. 8., Theory and Problems of Social Psychology. Ch. 7:205-272,719A82 Labaw, Nye., A Study of the Exceptance and Rejection of the Foundations of Physical Course by Freshman Men at Michigan State University. Ed. D., 1960. Likert, Rensis, "A Technique for the Measurement of Attitudes. Archives of Psychology, 22:5—A3, 1932. Lundberg, G. A., Social Research, New York, London, Toronto: Longmans, Green and Co., 1929. Moore, Beverly Y., "The Attitude of College Women Toward Physical Activity as a Means of Recreation." Research Quarterly, 12:720-725, 19A1. Nelson, Gaylord A., "Personality and Attitude Differences Associated with the Elective Substitution of R.O.T.C. for the Physical Education Requirement in High School." Research\Quarterly, 19:2-17, 19A8. 26. 27. 28. 29. 30. 31. 32. 33. 3A. K. K) WI 0 A1 Neilson, N. P. and Cozens, F. W., Achievement Scales in Physical Education Activities for Boys and Girls in Eléfientary and JUfiior High Schools, New’York 18: A} S. Bafhes and 00.7'193A, pp. 16-37. Nemson, Edward, "Specific Annoyances in Relation to Student Attitude in Physical Education." Research Quarterly, 20:336—3A7, 19A9. Olson, Dorothy, M., and Jones, V., "An Objective Measure of Emotionally Toned Attitudes." The Journal of Genetic Psychology, 39:17A, 1931. - Richardson, Charles E., "Thurstone Scale for Measuring Attitudes of College Students Toward Physical Fitness and Exercise." Research Quarterly, 31:638—6A3, 1960. Sherman, M., "Theories and Measurement of Attitudes." Child_Development, 3:15-28, 1932. Symonds, Percival M., Diagnosing Personality and Conduct, New York and London: ’The Century 00., 1931. Thurstone, L. L., "Attitudes can be Measured." American Jeurnal of Sociology, 33:529—55A, 1938. Thurstone, L. L., CEQTS, E} J., The Measurement of Attitude, Chicago: University of Chicago Press, 1929. Wang, Charles K. A., "Suggested Criteria for Writing Attitude Statements." Journal of Social Psychology, 32367-373, 1932. ‘ 7' Watson, G. B., "The Measurement of Less Tangible Qualities." Vocational Guidance, A:28l-289, 1926. Watson, Goodwin B., The Measurement of Fair-Mindedness, New York: Teachers College, Columbia UniverSity, 1925. Warner, Robert A., "Attitude Test and Methods." Journal of Higher Education, 19:315—316, June, 19A8. Wear, Carlos L., "The Evaluation of Attitude Toward Physical Education as an Activity Course." Research Quarterly, 22:11A-126, 1951. AP PENDI CES A2 APPENDIX A A3 APPENDIX A List of Objectives The subject is cognizant of the fact that effective, efficient movement is desirable for all activities encountered. The situation advocates a regular activity program suited to the subject‘s individual needs. Subject considers self a growing organism capable of learning and improving self through consistent searching and evaluation. The subject has a realistic concept of self in relation to physical status in comparison with peers. The subject enjoys and participates regularly in some form of physical activity voluntarily. The subject has insight into activities that he can extend himself in vigorously relative to his condition and age. The subject desires to maintain a level of condition suited to life. The subject recognizes physical activity as a form of relaxation and as a means of releasing tension. The subject develops ways to integrate activity pattern into his normal schedule of daily tasks. a he subject is conscious of the concept of weight control nd its' importance to physical maintenance. {1" AA APPENDIX B A5 A6 .cofipmmsv m>Hpmwoz* -1 I II IIII II II .mm om mm .3: ms om .mm II II IIII II II .mo mm ms .m: ss ms .Hm s: a: .mw* ms ms .30 mm s: .m:* mm om .om* ms mm .mm so as .mw Hm s: .H:* . cm :s .mfi as mm .mm II II .mm Hm mm .o:* ms es .mH os ss .mw ms os .Ho Hm om .mm ss ms .sH II II .mm as we .ow a: m: .wm* . mm em .ofi ms mm .H@ as ss .mm om mm .sm so ms .mH Hm as .ow mm mm .mm* mm mm .mm :s ms .:H mm m: .mse mm ms .sm mm om ..mm* _ sm em .ma* mm mm .ms am am .mm ms mm .:m cm em. .mH* w: m: .sse ow Hm .mm mm mm .mm ss Hm .HH :m 0: .ms* ms as .:m as ms .mm we as .OH ms ms .ms mm m: .mm* mm ms .Hm ss am .9 ss as .:s mm mm .mm ms ms .om ms ms .m sm mm .mN* mm mm .Hm* on Hm .mm .os mm .s ms Hm .ms .:m we .om mm em .mm sm mm .o* om ms .Hs ms me .me mm mm .sm em mm .m* ms ms .os ss ms .w: as mm .mm em mm .s o: m: .mos ss ss .s: es ms .mm sm mm .m* mm sm .me* am as .m:* em as .:m mm sm .m* as ms .so ms . ms .m: ms ms .mm ow mm .H uwom mum . pmom mum . pmom mum mesoom.3mm mmsoom 3mm pmmelpmom Ezm pmmelosm Esm ”ON A 2v WQHpmmmz* A8 II II IIII IIII om w: some .om mm mm Ammv .OH II II IIII IIII sm 3 $3 .3 _ mm mm Aomv .m II II IIII IIII me we Asmv .mfi mm so Ammv .m II II IIII IIII mm as Ammo .ss em am home .s e: om Isms .mm m: 8: meme .ms .00 am Isms .0 II II Amwv .mm mm sm floss .mH mm 6H some .m* we we “Awe .sm mm mm Amsv .:H as as Assv .3 am om Aesv .mm* me me some .mH an em AOHV .m om mm Amsv .mm* me we Heme .mH mm Hm Ame .m* cm Hm Amos .Hm* sm sm Ammv .HH* am . am Ame .H* S mmsoom 3mm mmsoom 3mm pmom msm , Imom msm pmmelpmom Esm pmmelmpm Esm “ma n 2V mA