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Silver prints o f "p h o to g rap h s" may be ordered a t additional charge by writing th e O rder D epartm ent, giving th e catalog num ber, title, au th o r and specific pages you wish reproduced. 5. PLEASE NOTE: Som e pages m ay have indistinct print. Filmed as received. Xerox University Microfilms 3 0 0 N o rth Z e e b R o a d A n n A rb o r, M ic h ig a n 4 8 1 0 6 76-5638 SEPASI, H o ssein , 1942AN ASSESSMENT OF ATTITUDES TOWARD PHYSICAL ACTIVITY OF MICHIGAN STATE UNIVERSITY UNDERGRADUATE STUDENTS. M ichigan S ta te U n iv e r s ity , P h .D ., 1975 Education, h igh er Xerox University Microfilms , Ann Arbor, Michigan 48106 AN ASSESSMENT OF ATTITUDES TOWARD PHYSICAL ACTIVITY OF MICHIGAN STATE UNIVERSITY UNDERGRADUATE STUDENTS By Hossein Sepasi A DISSERTATION Subm itted to Michigan S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t o f t h e r e q u ir e m e n ts f o r t h e degree o f DOCTOR OF PHILOSOPHY C o lleg e o f Ed ucat io n 1975 ABSTRACT AN ASSESSMENT OF ATTITUDES TOWARD PHYSICAL ACTIVITY OF MICHIGAN STATE UNIVERSITY UNDERGRADUATE STUDENTS By Hossein Sepasi Purpose The r e q u ire m e n t t o t a k e p h y s ic a l e d u c a t i o n c o u r s e s has been under p r e s s u r e dur in g t h e l a s t decade, p a r t i c u l a r l y a t i n s t i t u t i o n s o f higher le a rn in g . Studies in d ic a te t h a t s tu d e n ts ' a t t i t u d e s f a v o r i n g ph y s ic a l e d u c a tio n as a r e q u i r e d c o u r s e were d e c l i n i n g . In t h e e a r l y 1 9 7 0 ' s , Michigan S t a t e U n i v e r s i t y was one o f th e i n s t i t u t i o n s where p h y s ic a l e d u c a t i o n as a r e q u i r e d c o u r s e was e l i m i n a t e d and new p h ys ic a l a c t i v i t y c o u r s e s were e s t a b l i s h e d on an e l e c t i v e b a s i s f o r men and women. The major purpose o f t h i s s t u d y was t o de t e r m in e t h e unde r­ g r a d u a t e s t u d e n t s ' a t t i t u d e s toward p h y s ic a l a c t i v i t y in t h e i r university l i f e . Methods and P roce dur es For t h e purpose o f t h i s s t u d y , 240 u n d e r g r a d u a t e s t u d e n t s r e g i s t e r e d in t h e Fall term o f 1974 a t Michigan S t a t e U n i v e r s i t y were randomly s e l e c t e d . Kenyon's A t t i t u d e Toward P h y sical A c t i v i t y Hossein Sepasi I n v e n t o r y , ATPA, Form D, which i s o l a t e s s i x p e r c e iv e d v a lu e s h e ld toward p h y s ic a l a c t i v i t y was used as t h e i n s t r u m e n t t o a s s e s s t h e s t u d e n t s ' a t t i t u d e s toward t h e s i x subdomains. A t o t a l o f 233 s t u d e n t s completed and r e t u r n e d t h e q u e s t i o n n a i r e . With unequal numbers o f s u b j e c t s pe r c e l l , t h e design was non -o rth ogo nal and had several l i m i t a ti o n s . To o b t a i n equal numbers o f s u b j e c t s p er c e l l , o n l y 208 s t u d e n t s ' r e sp o n s e s were a n a ly z e d . The q u e s t i o n n a i r e c o n t a i n e d 59 items f o r males and 54 items f o r females. An av er ag e o f t h e r e s p o n s e s p e r item making up each sub - domain was used as t h e dependent measure f o r a n a l y s i s o f v a r i a n c e and t h e a n a l y s i s o f v a r i a n c e (ANOVA) f o r each subdomain was computed from s t u d e n t s ' r e s p o n s e s . Results Within t h e l i m i t a t i o n o f t h i s s t u d y , t h e f o ll o w i n g r e s u l t s were o b t a i n e d : 1. All u n d e r g ra d u a t e s t u d e n t s who p a r t i c i p a t e d in t h i s s tu d y p e r c e i v e d th e v a lu e o f p h y s ic a l a c t i v i t y s i m i l a r l y as measured by s i x subdomains. 2. Female s t u d e n t s s t r o n g l y endorse d t h e val ue o f p h y s ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e . 3. Male s u b j e c t s ranked t h e p u r s u i t o f v e r t i g o as having t h e most meaning f o r them. 4. Both males and females d i d n o t show very s t r o n g o p i n i o n s toward p h y s ic a l a c t i v i t y as an a s c e t i c experience. 5. No s i g n i f i c a n t i n t e r a c t i o n was found between t h e gra de l e v e l and sex o f t h e s t u d e n t r e s p o n d e n t s . DEDICATION For Nahid and Sepideh ACKNOWLEDGMENTS I wish to e x p r e s s my s i n c e r e a p p r e c i a t i o n and g r a t i t u d e to Dr. William E. S weetland, Committee Chairman, who has c o n t r i b u t e d to t h i s p r o j e c t by h i s encouragement, s u g g e s t i o n s , c r i t i c i s m , and guidance dur in g t h e term o f i t s pl a n n i n g and e x e c u t i o n . I am p a r t i c u l a r l y g r a t e f u l t o Dr. Louise Sause f o r he r i n t e r e s t , s u p p o r t , and s u g g e s t i o n s . I owe s p e c i a l tha nk s t o Dr. Gale Mikles and Dr. J a n e t A. Wessel whose s p e c i a l knowledge and u n d e r s t a n d i n g i n t h e a r e a o f ph y s ic a l e d u c a t i o n guid ed my e f f o r t s d u r i n g t h e i n i t i a l s t a g e s o f t h i s study. I am a l s o u n d e r s t a n d in g and i n d e b te d t o my w i f e , Nahid, f o r h e r p a t i e n t encouragement d u r in g t h e c o u r s e o f t h i s s t u d y . F i n a l l y , I am i n d e b t e d to my d a u g h t e r , S ep id eh , who was too small t o know what I was in volved i n . TABLE OF CONTENTS Page LIST OF TABLES..................................................................................................... vi LIST OF F I G U R E S ......................................................................................................v i i i Ch ap ter I. II. III. IV. INTRODUCTION ........................................................................................ 1 Purpose o f t h e S t u d y ................................................................... Hypotheses ....................................................................................... D e f i n i t i o n o f Terms ................................................................... O v e r v i e w .............................................................................................. 8 9 10 11 THEORETICAL BACKGROUND...................................................... ' . . 13 Major A t t i t u d e I n v e n t o r i e s i n t h e F i e l d o f P hys ical E d u c a t i o n ....................................................................................... Review o f L i t e r a t u r e ................................................................... S u m m a r y .............................................................................................. 14 21 37 METHOD OF PROCEDURES.................................................................... 39 Finding t h e I n s t r u m e n t..... ............................................................ The A t t i t u d e I n v e n to ry . Pro ce dure f o r O b ta in in g t h e S c a le .................................. The S e l e c t i o n o f t h e S a m p l e ............................................... The D i s t r i b u t i o n o f Q u e s t i o n n a i r e .................................. I n fo r m a tio n Concerning Respondents to th e Study . . S u m m a r y .............................................................................................. 39 41 42 42 44 45 47 ANALYSIS OF DATA................................................................................ 49 Hy pothes is I ................................................................................. Hypothes is I I ................................................................................. Hypothes is I I I ................................................................................. Hypothes is I V ................................................................................. Hypothes is V ................................................................................. Hypothes is V I ................................................................................. S u m m a r y .............................................................................................. 49 51 52 54 62 63 64 Chapter V. Page . 65 S u m m a r y .............................................................................................. D i s c u s s i o n ....................................................................................... Recommendations ................................................................................ C o n c l u s i o n ..................................................... 65 67 71 72 BIBLIOGRAPHY ........................................................................................................... 74 A P P E N D I C E S ........................................................................................................... 85 A. B. SUMMARY, DISCUSSION, CONCLUSION, AND RECOMMENDATIONS The L e t t e r s .......................................................................... ...... . The A t t i t u d e I n v e n t o r i e s ............................................................. v 86 89 LIST OF TABLES Table Page 1. S e l e c t i o n o f Samples from t h e Ove ral l P o p u la ti o n . . . 43 2. Sample Comparison t o That o f t h e Overall P o p u l a tio n on t h e Basis o f Sex and C l a s s .....................................................................44 3. Q u e s t i o n n a ir e s Returned by Undergraduate S tu d e n t s . . . 45 4. Q u e s t io n n a ir e s Returned by Under graduate Class A f t e r t h e M o d if i c a t io n ....................................................................................... 46 5. Number o f Items in Q u e s t i o n n a ir e f o r each Subdomain f o r Males and F e m a l e s .........................................................................................46 6. Means o f t h e Average Responses f o r Four Groups on Six S u b d o m a i n s ...................................................................................................... 50 7. Grade Comparison ....................................................................................... 8. Means o f t h e Average Responses f o r Four Groups on Six S u b d o m a i n s ...................................................................................................... 51 9. Sex D i f f e r e n c e s ................................ 50 52 10. Subdomain I ( S o c i a l ) ....................................................................................53 11. Subdomain I I ( F i t n e s s ) ....................................................................................53 12. Subdomain I I I ( P u r s u i t o f V e r t ig o ) ................................................. 13. Subdomain IV ( A e s t h e t i c ) ............................................................................. 53 14. Subdomain V ( C a t h a r s i s ) .............................................................................54 15. Subdomain VI ( A s c e t i c ) ....................................................................................54 16. Group I n t e r a c t i o n s 17. Subdomain I ( S o c i a l ) ....................................................................................56 18. Subdomain I I (H ealth and F i t n e s s ) ......................................................... 57 19. Subdomain I I I ( P u r s u i t o f V e r t ig o ) ................................................................................ vi ................................................. 53 54 58 Table Page 20. Subdomain IV ( A e s t h e t i c ) ........................................................................... 59 21. Subdomain V ( C a t h a r s i s ) ........................................................................... 60 22. Subdomain VI ( A s c e t i c ) .................................................................................. 61 23. Scor es o f Male S tu d e n t s Within t h e Subgroups . . . . 62 24. Scores o f Female S tu d e n t s Within t h e Subgroups . . . . 63 vii L IS T OF FIGURES F ig u r e Page 1. Mean Rank o f S c a le Items by Grade and S e x ....................................... 34 2. R e l a t i o n s h i p Between Grade Level and Sex viii .................................. 55 CHAPTER I INTRODUCTION The s tu d y o f p h y s ic a l e d u c a t i o n and i t s c o n t r i b u t i o n t o b i o ­ l o g i c a l , p s y c h o l o g i c a l , s o c i o l o g i c a l , and p h y s i o l o g i c a l needs o f t h e in d i v i d u a l have r e c e i v e d g r e a t a t t e n t i o n by a v a r i e t y o f d i s c i p l i n e s . For example, The American Medical A s s o c i a t i o n ' s Committee on E x e r c is e and F i t n e s s s t a t e s t h a t : A v a r i e d p h y s ic a l e d u c a t i o n program i s t h e key t o en c o u r ­ ag ing l i f e - l o n g i n t e r e s t in v ig o ro u s a c t i v i t i e s . Comprehen­ s i v e p h y s ic a l e d u c a t i o n programs t e a c h a l l s t u d e n t s t o engage t h e b e n e f i t s o f e x e r c i s e w h ile promoting t h e i r p h y s ic a l and p s y c h o lo g i c a l development. Regu lar r ig o r o u s a c t i v i t y a ppro­ p r i a t e t o a g e , s e x , and h e a l t h s t a t u s i s b e n e f i c i a l t o e v e r y ­ one b u t a m e d i c a l l y e x c e p t e d few. Continuing r e s e a r c h shows t h a t ad equate e x e r c i s e and s p o r t s a c t i v i t i e s c o n t r i b u t e s i g n i f i c a n t l y t o good h e a l t h . Regu lar e x e r c i s e can be bene­ f i c i a l to c o n tr o llin g o b e s ity , delaying degenerative d ise a se , r e h a b i l i t a t i n g t h e i l l o r i n j u r e d , and s h o r t e n i n g r e c u p e r a ­ t i v e periods. I t i s a l s o unique i n deve loping and m a i n t a i n ­ ing p h y s ic a l f i t n e s s and in improving c a r d i o v a s c u l a r and respiratory efficiency.! S c h o o l s , c o l l e g e s and u n i v e r s i t i e s a r e e s t a b l i s h e d in such a way as t o improve t h e achievement o f i n t e l l e c t u a l s k i l l , knowledge, u n d e r s t a n d i n g , and a p p r e c i a t i o n n e c e s s a r y t o making wise d e c i s i o n s , good judgments and l o g i c a l a n a l y s e s o f problems. are agents o f s o c i e t y 's progress. These i n s t i t u t i o n s They a r e d i r e c t l y o r i n d i r e c t l y G a ll a g h e r 0. Roswell and o t h e r s . "Need f o r Varied A c t i v i t i e s in P h y sical Education Program," J o u r n a l o f H e a l t h , P h y sic al Education and R e c r e a t i o n , 3 6 : 6 , J a n u a r y 1965. 1 2 in v o lv e d in p r o g r e s s , whe ther i t be knowledge, a r t s , te c h n o lo g y , o r social conditions. Since t h e s t u d e n t ' s p o t e n t i a l as an i n d i v i d u a l i s h o p e f u l l y e n l a r g e d and f u l f i l l e d by h i s p a r t i c i p a t i o n in s c h o o ls and c o l l e g e s , t h e s e i n s t i t u t i o n s should be concerned with t h e w e l l being o f t h e i n d i v i d u a l s t u d e n t in h i s p r e p a r a t i o n f o r a p r o d u c t i v e and happy l i f e . Physical e d u c a t i o n , as p a r t o f th e t o t a l e d u c a t i o n p r o c e s s , h e lp s in r e a l i z i n g t h e s e p u r p o se s . I t i s one l i n k in a c h ain o f many i n f l u e n c e s t h a t h e lp to r e a l i z e a n a t i o n ' s i d e a l s and c o n t r i b u t e s to t h e p r o p e r f u n c t i o n i n g o f ev ery s o c i e t y . By c o n t i n u a l l y s t r i v i n g f o r e x c e l l e n c e , ph y s ic a l e d u c a t i o n can become an i n c r e a s i n g l y dynamic f o r c e i n gener al e d u c a t i o n . B uche r' s ph il oso phy o f e d u c a t i o n (1965) i s based on t h e p r e ­ mise t h a t "e d u c a tio n i s d e s ig ne d t o help man a c h i e v e e x c e l l e n c e , and t h a t ph y s ic a l e d u c a t io n as a p a r t o f ge ner al e d u c a t i o n p la y s a v i t a l p a r t in t h i s r o l e . " In 1968, Spears and Swire s t a t e d t h a t " p h y s ic a l e d u c a t i o n a t th e c o l l e g e and u n i v e r s i t y l e v e l shou ld s t r e s s u n d e r s t a n d ­ ing t h e p l a c e o f ph y s ic a l a c t i v i t y in th e maintenance o f optimum w e l l ­ being o f t h e i n d i v i d u a l , a t t a i n i n g th e n e c e s s a r y c o m p e t e n c ie s , and meeting t h e p r e s e n t and f u t u r e needs o f t h e s t u d e n t s f o r a c t i v i t y 3 and s e l f - r e a l i z a t i o n . " 2Char les A. Bucher, " H e a lt h , P hysi cal Educ ation and Academic Achievement," NEA J o u r n a l , 5 4 :3 8 -4 0 , May 1965. 3 B e tty Spear s and Dale Sw ire, "From Philoso ph y t o P r a c t i c e , " J o u rn a l o f H e a l t h , P hysi cal Educ ation and R e c r e a t i o n , 3 9 :3 9 -4 1 , October 1968. 3 Rarich (1969) i n d i c a t e d t h a t i n c l u d i n g " physical e d u c a tio n in t h e i n t e l l e c t u a l program, as a r e q u i r e d s u b j e c t , i s j u s t i f i e d by t h e b e l i e f t h a t i t has a p o s i t i v e i n f l u e n c e on th e h e a l t h and phys­ ical well-being of stu d e n ts ." "In a d d i t i o n , t o s a t i s f y t h e c e r t a i n needs o f s t u d e n t s , ph y s ic a l e d u c a t i o n helps t o develop p r o f i c i e n c y in t h e motor s k i l l s c h a r a c t e r i s t i c s o f any c u l t u r e and t h i s produces the b a s is fo r a ph y sica lly a c tiv e a d u lt l i f e . " ^ Some e d u c a t o r s b e l i e v e t h a t p h y s ic a l a c t i v i t i e s o f f e r an r i d e a l medium f o r t h e s o c i a l and emotional development o f s t u d e n t s . r * P hysi cal e d u c a t io n has s erv ed d i f f e r e n t purposes in d i f f e r e n t eras. During t h e s i x t e e n t h and s e v e n t e e n th c e n t u r i e s , t h e German and Swedish systems had profound i n f l u e n c e s on t h e e a r l y development o f t h e f i e l d o f ph y s ic a l e d u c a t i o n in Europe.^ To t h e German s y stem , p h y s ic a l e d u c a ti o n was meant t o be th e p r e p a r a t i o n o f men f o r war through t h e development o f s t r e n g t h and endurance a c t i v i t i e s . In t h e Swedish system, however, emphasis was mainly given t o th e improvement 4 Lawrence G. R a r i c h , "Research on t h e Value o f P h y s ic a l Edu­ c a t i o n , " Theory I n to P r a c t i c e , 3:108-1 1, 1964. 5 Harry Edwards, So ciology o f S p o r t , I l l i n o i s : The Dorsey P r e s s , 1973. 6 Warren R. Johnson and Ch ar les N. C o fer, " P e r s o n a l i t y Dynam­ i c s , " i n Sci ence and Medicine o f E x e r c i s e and S p o r t , (2nd e d . ) , Warren R. Johnson and E. R. B u s k irk , e d s . , New York: Harper and Row, 1974. ^Deobold B. Van Dalen and Bruce L. B e n n e tt , A World H i s t o r y o f P h y sic a l E d u c a t io n , Englewood C l i f f s , New J e r s e y : P r e n t i c e H a l l , I n c . , 1971, Chapter 13. 4 o f p h y s ic a l organism s. And, i t was t h e Swedish system t h a t became O th e b a s i c purpose o f p h y s ic a l e d u c a tio n in e a r l y America. L a t e r , t h e Americans made major changes and adopted a new p h y s ic a l e d u c a t io n program. Except in t h e time o f war, t h e i n d i v i d ­ ual p h y s i c a l , s o c i a l and emotional needs were tak en i n t o c o n s i d e r a ­ t i o n by t h e means o f a program o f t r a i n i n g in games, s p o r t s , rhythms, s e l f - t e s t i n g , and c o n d i t i o n i n g . Following t h i s t i m e , we w i tn e s s e d an e r a in which t h e emphasis was d i r e c t e d t o p h y s ic a l f i t n e s s necessary fo r day-to-day liv in g . 9 "Terms such as movement e d u c a t i o n , movement e x p l o r a t i o n s , sen so r y -m o to r t r a i n i n g , and p e r c e p tu a l a c t i v i t i e s o f r e c e n t v i n t a g e , and b e a r w i t n e s s t o t h e change i n c u r r i c u l a r c o n t e n t o f p hys ic a l education p r o g ra m s ." ^ In f a c t , t h e s e ch an ge s, e s p e c i a l l y a t i n s t i t u t i o n s o f h ig h e r l e a r n i n g , can be t r a c e d t o t h e e f f o r t s and d e d i c a t i o n o f both f a c u l t y and s t u d e n t s . The United S t a t e s , with a s h o r t h i s t o r y o f e x i s t e n c e , a c t u a l l y owes much o f i t s p r o g r e s s and advancement t o t h e c o n t r i b u ­ t i o n o f c r i t i c a l t h i n k i n g o f s c h o l a r s and a c t i v e p a r t i c i p a t i o n by f a c u l t y and s t u d e n t s . Of c o u r s e , du r in g t h e s e p a s t y e a r s , p h ys ic a l e d u c a t i o n , as a p a r t o f t h e e d u c a t i o n a l p r o c e s s , has d e f i n i t e l y been c h a l l e n g e d on t h e b a s i s t h a t ph y s ic a l e d u c a t i o n co u r se s would not meet t h e i n t e l l e c t u a l needs o f s t u d e n t s . 8 I b i d . , p. 238. 9 I b i d . , p. 374. ^8Vern S e e f e l d t , "P e rc e p tu a l-M o to r S k i l l s " in An I n t r o d u c t i o n to Measurement in P h y sic al E d u c a t i o n , Henry 0. Montoye, e d . , In d ia n a : Phi E p s ilo n Kappa F r a t e r n i t y , 1970, Vol. 2, Chap ter 3. 5 The U n i v e r s i t y o f B r id g e p o r t conducted a survey t o a s c e r t a i n t h e a t t i t u d e s o f i t s s t u d e n t s toward a number o f q u e s t i o n s p e r t a i n i n g to t h e r e q u i r e d p hys ic a l e d u c a tio n c u r r i c u l a between 1959 and 1 9 6 9 . ^ R e s u l t s i n d i c a t e t h a t s eventy p e r c e n t o f s t u d e n t s fav o red t h e r e q u i r e ­ ment o f ph ysic a l e d u c a tio n in 1959, and t h i s was dropped t o twen tye i g h t p e r c e n t in 1969. S tu d ie s conducted in r e c e n t y e a r s compare th e p a s t and p r e ­ s e n t s t a t u s and p r a c t i c e s in gen er al i n s t r u c t i o n a l programs o f p h y s ic a l e d u c a tio n in f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s in th e United S t a t e s . Oxendine 12 9 13 r e p o r t e d two such s t u d i e s in 1968 and 1971 and he compared th e r e s u l t s t o o b t a i n f u r t h e r i n f o r m a t i o n r e g a r d ­ ing t h e a t t i t u d e changes, i f any, toward t h e s t a t u s o f r e q u i r e d phys­ i c a l e d u c a ti o n programs in h i g h e r l e a r n i n g i n s t i t u t i o n s . In h i s s tu d y (197 1), using a q u e s t i o n n a i r e t e c h n i q u e , Oxendine surveyed th e Chairmen o f Ph ysical Education Departments in 1,143 f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s . The r e s u l t s i n d i c a t e t h a t : c e n t o f f e r e d programs in p h y s ic a l e d u c a t i o n students; (2) (1) 95 p e r ­ on th e g e n e r a l c o l l e g e 74 p e r c e n t o f t h e i n s t i t u t i o n s surveyed had p h y s ic a l ^ D a v i d A. F i e l d , "A Comparison o f A t t i t u d e Toward Physi cal Education a t t h e U n i v e r s i t y o f B r i d g e p o r t , " P h y sic al E d u c a t o r s , 27:126-8 0, October 1970. 12 Joseph B. Oxendine, "The S t a t u s o f General I n s t r u c t i o n a l Programs o f Physical Educ ation in Four-Year C olleges and U n i v e r s i t i e s , " in Colle ge Physical Educ ation: General Program, Helen M. Heitmann, e d . , Washington, D.C.: American A s s o c i a t i o n f o r H e a l t h , Phy si cal E d u c atio n , and R e c r e a t i o n , 1972. ^ __________________ , "The 1968 S t a t u s o f Required P h y sical Edu­ c a t i o n Programs in Four-Year Colle ges and U n i v e r s i t i e s in t h e U . S . , Washington, D.C.: American A s s o c i a t i o n f o r H e a l t h , P h y si c a l E d u c a tio n , and R e c r e a t i o n , 1968. 6 e d u c a t i o n in t h e i r e d u c a t i o n a l program as a r e q u i r e d c o u r s e f o r a l l students; (3) a d e c l i n e o f 10 t o 15 p e r c e n t was found i n t h e num­ ber o f i n s t i t u t i o n s r e q u i r i n g p h y s ic a l e d u c a t i o n from 1968 t o 1971; (4) an i n c r e a s i n g tendency was found in f a v o r o f p h y s ic a l e d u c a tio n courses to r e c e i v e academic c r e d i t and t o count in t h e grade p o i n t a v e r a g e ; and (5) d e s p i t e e l i m i n a t i o n o f r e q u i r e d p h y s ic a l e d u c a ti o n programs, some i n s t i t u t i o n s r e p o r t e d t h a t s t u d e n t s were more w i l l i n g to p a r t i c i p a t e in e l e c t i v e p h y s ic a l e d u c a t i o n programs and t h e i r a t t i t u d e s toward t h e new program seemed s a t i s f a c t o r y . One can draw t h e same c o n c lu s io n from t h e stu d y r e p o r t e d by R u f f e r in 1970. 14 Dressel ( 196 1), on t h e o t h e r hand, b e l i e v e s t h a t h i g h e r l e a r n i n g i n s t i t u t i o n s should p r i m a r i l y be held r e s p o n s i b l e t o meet t h e i n t e l l e c t u a l needs o f s t u d e n t s . 15 He views p h y s ic a l e d u c a t io n as nonacademic s u b j e c t m a t t e r which has p ro v id e d some problems on c o l l e g e s and u n i v e r s i t i e s . In f a c t , Montebello (1959) co nducted an i n t e r v i e w stu d y t o examine t h e a d v i s a b i l i t y o f p h y s ic a l e d u c a t i o n r e q u ire m e n ts in t h e general e d u c a t i o n a l program. 1 fi The major p r o ­ blems and concerns o f t h o s e who i n t e r v i e w e d in t h i s r e g a r d were as follows: th e amount o f time s p e n t by s t u d e n t s i n c o u r s e s such as p h ys ic a l e d u c a t i o n ; p h y s ic a l e d u c a t i o n does n o t meet t h e c r i t e r i a 14 William A. R u f f e r . "A Study o f Required P h y s ic a l Education f o r Men in t h e U.S. C oll eges and U n i v e r s i t i e s . " P h y s ic a l E d u c a t i o n , 2 7 :79-8 1, May 1970. 15 Paul L. D r e s s e l , E v a lu a t i o n i n Higher E d u c a t i o n , Boston: Hou ghton-Mifflin Company, 1961. 1fi Robert A. M onte be ll o, "Should P h y sical E duc at ion be Required During t h e Under gradua te Program?" J o u rn a l o f H e a l t h , P h y s ic a l Edu­ c a t i o n and R e c r e a t i o n , 3 0 :3 5 , December 1959. o f academic programs; q u e s t i o n i n g th e medical b e n e f i t o f r e q u i r e d ph y s ic a l e d u c a t i o n . This s t u d y , however, was n o t broad enough to be g e n e r a l i z e d . Consequently, t h e s e problems led some i n s t i t u t i o n s to t h e c o n s i d e r a t i o n o f dropping p h y s ic a l e d u c a t i o n as a r e q u i r e d co urse and t o i g n o r i n g th e gr ades ea rn ed by s t u d e n t s in t h e s e c o u r s e s . One can draw t h e same c o n c lu s io n from th e work o f B i l e s (1973) in t h a t he says "we as a p r o f e s s i o n should be read y t o a c c e p t t h e f a c t t h a t ph y s ic a l e d u c a tio n c o u r s e s w i l l no l o n g e r be r e q u i r e d . " 17 In 1958, Michigan S t a t e U n i v e r s i t y was one o f t h e u n i v e r ­ s i t i e s where th e o ld co ncept o f p h y s ic a l e d u c a t i o n was c h a l l e n g e d , and an e f f o r t was made to change and a d a p t to a p h y s ic a l e d u c a tio n program with new emphasis t o meet th e needs o f s t u d e n t s . Based on th e b e l i e f t h a t a p h y s i c a l l y ed u cated per son i s one who has the h a b i t s , s k i l l s , knowledge, and a p p r e c i a t i o n o f movement t h a t a r e e s s e n t i a l f o r l i v i n g , working, and p l a y i n g a t optimum p h y s ic a l p o t e n t i a l th ro ughout h i s l i f e t i m e . U n i v e r s i t y ap proval was g r a n te d to r e q u i r e p hys ic a l e d u c a t i o n c o u r s e s f o r a l l f i r s t - t e r m freshmen (men and women) in th e Fall o f 1958. 18 Although t h e new ph y s ic a l e d u c a t i o n as a r e q u i r e d program a t t r a c t e d f a v o r a b l e r e a c t i o n by s t u d e n t s and f a c u l t y , in t h e e a r l y 19 70's p h y s ic a l e d u c a t i o n as a 17 Fay B i l e s . " L e t ' s Play: C a r r y -o v e r A c t i v i t i e s , " in Col­ lege P hysi cal E d u c atio n , Helen M. Heltmann, e d . , Washington, D.C.: American A s s o c i a t i o n f o r H e a l t h , Physi cal Ed ucation and R e c r e a t i o n , 1972, p. 43. 18 J a n e t A. W esse l, John A. F r i e d r i c h and Dorothy A. Kerth. "A New Approach in t h e C ollege Required Program." J o u r n a l o f H e a l t h , P hysi cal E duc atio n , and R e c r e a t i o n , 3 1 :1 7 , November 1960. 8 r e q u i r e d co u r se was e l i m i n a t e d and new p h y s ic a l a c t i v i t i e s course s on an e l e c t i v e b a s i s f o r men and women were e s t a b l i s h e d . Purpose o f t h e Study The major concern o f t h i s s tu d y was t o determine s t u d e n t a t t i t u d e s toward ph y s ic a l a c t i v i t i e s in t h e i r u n i v e r s i t y l i f e . To e l a b o r a t e , numerous s t u d i e s r e p o r t e d in p r o f e s s i o n a l l i t e r a t u r e p o i n t to th e r o l e t h a t a t t i t u d e play in l e a r n i n g . For example, Campbell (1968) says " a t t i t u d e s s e r v e as t h e m o t i v a t i n g media to c o n d i t i o n a s t u d e n t ' s o r i e n t a t i o n t o l e a r n i n g and t o i n f l u e n c e t h e use o f s k i l l and knowledge which have been l e a r n e d . " h i s work and t h e work o f o t h e r s , 20 * 21 19 Thus, from i t can be concluded t h a t a t t i t u d e s p lay an i m p o rta n t r o l e because t h e a t t i t u d e de termines an i n d i v i d u a l ' s w i l l i n g n e s s t o l e a r n . Conse que ntly, t h i s s tu d y w i l l a t t e m p t t o de te r m in e s t u d e n t s ' a t t i t u d e s toward th e val ue and p a r t i c i p a t i o n o f p h y s ic a l a c t i v i t y and, h o p e f u l l y , based on what w i l l be fo und, t h e w r i t e r w i l l have th e o p p o r t u n i t y t o f i n d o u t how t h e p h y s ic a l a c t i v i t y was p e r c e i v e d by t h e u n i v e r s i t y s t u d e n t s . F ur ther m ore, s i n c e t h i s w r i t e r i s from a f o r e i g n c o untry ( I r a n ) , i t w i l l be h i s i n t e n t i o n , upon h i s g r a d u a t i o n , t o r e t u r n t o h is c o u n t r y , and t o p a r t i c i p a t e in d e s i g n i n g and d e veloping a sound 19 Donald E. Campbell, " S tu d en t A t t i t u d e s Toward Physi ca l E d u c a t io n . " Research Q u a r t e r l y , 3 9 :4 5 6 -6 2 , Octob er 1968. 20 L. L. T h u r s t o n , " A t t i t u d e Can Be Measured," American J ourn al o f S o c i o l o g y , 33:529, 1928. 21 Daniel H. Katz, "The Fu n cti o n al Approach t o t h e Study o f A t t i t u d e , " P u b l i c Opinion Q u a r t e r l y , 24:163-2 04, 1960. 9 p h y s ic a l a c t i v i t y program f o r I r a n i a n h i g h e r e d u c a t io n i n s t i t u t i o n s . In fo r m a tio n which w i l l be o b t a i n e d from t h i s study w i l l s e r v e as a fundamental g u i d e l i n e i n accom pli sh ing t h a t purpose. F r e d e ric k s o n (1974) an a n t h r o p o l o g i s t , remarks t h a t , 22 An u n d e r s t a n d in g o f t h e c u r r e n t c u l t u r a l d e f i n i t i o n s o f work and play in American c u l t u r e would seem t o be a b a s i c r equire m ent f o r a l l t h o s e concerned with t h e a d m i n i s t r a t i o n o f s p o r t s and p h y s ic a l e d u c a t i o n , as a p r e r e q u i s i t e t o p o l i c y making, programming and a c t i o n . Hypotheses This s tu d y i n t e n d s t o o b t a i n th e a t t i t u d e o f Michigan S t a t e U n i v e r s i t y u n d e r g ra d u a t e s t u d e n t s toward ph y s ic a l a c t i v i t y in t h e i r university liv es. T h e r e f o r e , t h e f o ll o w i n g s i x hypothese s w i l l be t e s t e d in i n v e s t i g a t i n g a t t i t u d e s o f t h e s e s t u d e n t s toward th e phys­ i c a l a c t i v i t y as s i x subdomains. 1. There w i l l be no s i g n i f i c a n t d i f f e r e n c e s between t h e s c o r e s on a measure o f a t t i t u d e toward t h e v a l u e o f p h y s ic a l a c t i v i t y o f Michigan S t a t e U n i v e r s i t y Freshmen, Sophomore, J u n i o r , and S e n i o r u n d e r g ra d u a te s t u d e n t s . 2. There w i l l be no s i g n i f i c a n t d i f f e r e n c e s between t h e s c o r e s on a measure o f a t t i t u d e toward t h e v a l u e o f p h y s ic a l a c t i v i t y o f Michigan S t a t e U n i v e r s i t y u n d e r ­ g r a d u a t e male and female s t u d e n t s . 22 F lore nc e S. F r e d e r i c k s o n , "S p o rts and th e C u l t u r e s o f Man," in S c ie n ce and Medicine o f E x e r c i s e and S p o r t s , Warren R. J ohns on, e d . , New York: Harper & Row P u b l i s h e r s , 1974, p. 430. 10 3. There w i l l be no s i g n i f i c a n t i n t e r a c t i o n s between grade l e v e l , i . e . , Freshmen, Sophomores, J u n i o r s , and S e n io rs and s e x , i . e . , males and females on a t t i t u d e toward p h y s ic a l a c t i v i t y . 4. There w i l l be no s i g n i f i c a n t d i f f e r e n c e between th e s c o re s on a measure o f a t t i t u d e toward t h e v alu e o f ph y s ic a l a c t i v i t y o f male and female und e r g ra d u a te s t u ­ d e n ts w i t h i n each grade l e v e l . 5. There w i l l be no s i g n i f i c a n t d i f f e r e n c e s in s c o r e s on a measure o f a t t i t u d e o f male Freshmen, Sopho­ more, J u n i o r and S e n i o r s t u d e n t s toward t h e v alu e o f p h y s ic a l a c t i v i t y , sex subdomains. 6. There w i l l be no s i g n i f i c a n t d i f f e r e n c e s in s c o r e s on a measure o f a t t i t u d e s o f female Freshmen, Sophomore, J u n i o r , and S e n i o r s t u d e n t s toward th e valu e o f p h y s ic a l a c t i v i t y , sex subdomains. D e f i n i t i o n o f Terms In o r d e r t o av oid c o n f u s i o n , d e f i n i t i o n s o f c e r t a i n terms in t h i s pape r a r e g iv e n . P hy sica l E d u c a t i o n : " i s t h a t p a r t o f t h e e d u c a t i o n a l process which c o n t r i b u t e s t o t h e m e n t a l , p h y s i c a l , s o c i a l , and emotional growth and development o f each per so n through t h e medium o f ph y s ic a l activity. 23 Louis: Charles A. Bucher, "Foundation o f Physi cal E d u c a t io n , " S t . C. V. Mosly Co ., 1952, p. 30. 11 Ph ysical A c t i v i t y : "denotes o r g a n iz e d ( s t r u c t u r e d ) non­ u t i l i t a r i a n ( in an o c c u p a t i o n a l o r maintenance s e n s e ) , g r o s s human movement, u s u a l l y m a n i f e s t e d in a c t i v e games, s p o r t s , c a l i s t h e n i c s , and d an ce." 24 A ttitude: "an a t t i t u d e i s a mental and n e u t r a l s t a t e o f r e a d i n e s s , o r g a n i z e d through e x p e r i e n c e , e x e r t i n g a d i r e c t i v e o r dynamic i n f l u e n c e upon th e i n d i v i d u a l ' s respons e to a l l o b j e c t s and s i t u a t i o n s with which i t i s r e l a t e d . " 25 An a t t i t u d e i s a l a t e n t o r n o n - o b s e r v a b l e , complex, but r e l a t i v e l y s t a b l e b e h a v i o r a l d i s p o s i t i o n r e f l e c t i n g w ith d i r e c t i o n and i n t e n s i t y o f f e e l i n g toward a p a r t i c u l a r o b j e c t , whe ther i t be concrete or a b s tr a c t ." Opinion: " t h e co ncept ' o p i n i o n ' w i l l mean a verbal e x p r e s ­ s io n o f a t t i t u d e . Overview Chapter I began by looking a t how t h e co ncept o f t h i s stu d y developed. The purpose and need f o r t h i s s tu d y was examined. The s t a t i s t i c a l q u e s t i o n s p e r t a i n i n g to t h e s tu d y in th e form o f n u ll 24 Gerald S. Kenyon, "S po rt C u ltu r e and S o c i e t y , " New York: MacMillan P u b l i s h i n g Co ., 1969, p. 71. 25G. W. All p o r t , " A t t i t u d e " in a Handbook o f S o c ia l Psycho­ l o g y , C. Murchison ( e d . ) , W o r c e ste r , M a s s a c h u s e tts : Clark Univer­ s i t y P r e s s , 1935, p. 80. 26 Gerald S. Kenyon, "Six S c a le s f o r A s se s si n g A t t i t u d e Toward Phys ica l A c t i v i t y , " Research Q u a r t e r l y , 39 :566-7 5, 1960. 27 T h u r s to n e , op. c i t . , p. 526. 12 h y p o t h e s e s , a l l o f which w i l l be t e s t e d in t h e Chapter IV, were stated. Chapter II p r e s e n t s t h e t h e o r e t i c a l background o f t h e sub­ j e c t in q u e s t i o n , and examines major a t t i t u d e s c a l e s c o n s t r u c t e d i n th e f i e l d o f p h ys ic a l e d u c a t i o n . A review o f l i t e r a t u r e p e r t a i n i n g t o c o l l e g e s tu d e n t s a t t i t u d e s toward th e val ue o f p h y s ic a l e d u c a t i o n and ph y s ic a l a c t i v i t y w i l l be d i s c u s s e d . Chapter I I I w i l l deal wit h th e method and p r o c e d u re s i n t h i s s t u d y , a t t i t u d e s c a l e s used in t h i s s t u d y , sampling t e c h n i q u e , and a l s o in f o r m a t io n conc er ning r e sp o n d e n ts t o t h e s t u d y . Chapter IV w i l l be concerned with a n a l y s i s o f d a t a . A f i n a l p a r t o f t h i s s t u d y , Chapter V, w i l l be dev oted t o th e summary, with a d i s c u s s i o n o f f i n d i n g s , c o n c l u s io n s and recom­ mendations. CHAPTER I I THEORETICAL BACKGROUND S o c i o l o g i s t s , s o c i a l p s y c h o l o g i s t s , and e d u c a t o r s have always been i n t e r e s t e d in f i n d i n g a s c i e n t i f i c t e c h n i q u e t o measure th e t r a i t s , c h a r a c t e r , a t t i t u d e s , o p in io n s and d e s i r e s which r e f e r to a c q u i r e d and c o n d i t i o n e d a c t i o n - p a t t e r n s t h a t m o t i v a t e human s o c i a l b e h a v io r . Since one o f th e most w id ely a c c e p t e d co n c e p ts i s t h a t th e i n d i v i d u a l must be motivate d to l e a r n , and t h a t h i s a t t i t u d e dete rm in es h is w i l l i n g n e s s t o a c q u i r e knowledge, t h e importance o f th e s tu d y o f a t t i t u d e and m o t i v a t i o n and i n v e n t i n g i n s t r u m e n t t o measure t h e s e phenomena i s obvious t o a v a r i e t y o f d i s c i p l i n e s . What made i t d i f f i c u l t f o r s c h o l a r s , however, was l a c k o f a s c i e n ­ t i f i c t e c h n i q u e to measure t h e s e d i s p u t e d s o c i a l b e h a v i o r s . The work o f Thurstone , 2** A l l p o r t , 2^ B a i n , 2^ L i k e r t , 2* Katz'*2 and o t h e r s was s i g n i f i c a n t t o such an e x t e n t t h a t a t t i t u d e s can no lo n g e r be c o n s id e r e d t o be unmeasurable. 28 T h u r s to n e , op. c i t . , pp. 529-54. 29 G. W. All p o r t , The Study o f th e Undivided P e r s o n a l i t y , J . o f Abner, and Soc. P s y c h o l . , 19:132- 41 , 1924. 30 Read Bain, An A t t i t u d e on A t t i t u d e R e s e a r c h , American J o u rn al o f S o cio lo g y , 33:440-957, 1928. 31 Reusis A. L i k e r t , A Technique f o r t h e Measurement o f A t t i t u d e s , Archives o f Psycho logy, 2 2 : 5 - 4 3 , 1932. 32 Katz, op. c i t . , pp. 163-204. 13 14 I t has been o f g r e a t i n t e r e s t , e s p e c i a l l y t o p h y s ic a l edu­ c a t o r s , to ask t h e q u e s t i o n : a c t i v i t i e s and s p o r t s ? Why do people engage in ph y s ic a l Are t h e r e any motives o r needs which caus e people t o spend some o f t h e i r time engaging in d i f f e r e n t p h ys ic a l a c t i v i t i e s and s p o r t s ? Why does p hys ic a l a c t i v i t y mean d i f f e r e n t things to d i f f e r e n t c u ltu re s? In answering t h e s e q u e s t i o n s , t h e sourc e o f m o t i v a t i n g f o r involvement in p h y s ic a l a c t i v i t y and s p o r t s has r e c e i v e d e x t e n s i v e i n v e s t i g a t i o n . Since t h e study o f an i n d i ­ v i d u a l ' s a t t i t u d e s and op in io n s would l ead t o b e t t e r u n d e r s ta n d in g o f h i s s o c i a l b e h a v i o r , an a t t e m p t has been made by p h y s ic a l edu­ c a t o r s t o i n v e s t i g a t e and d e s c r i b e t h e purpose o f p a r t i c i p a t i n g in ph ys ic a l a c t i v i t y and t o desig n an i n s t r u m e n t by which t h e s e a t t i ­ tudes can be measured. An a t t e m p t has been made in t h i s c h a p t e r t o f i r s t review th e major a t t i t u d e i n v e n t o r i e s c o n s t r u c t e d in t h e f i e l d o f p h y s i ­ cal e d u c a t i o n , p h y s ic a l a c t i v i t y , h e a l t h , and r e c r e a t i o n , and se cond, to examine th e r e l e v a n t l i t e r a t u r e i n v e s t i g a t i n g s t u d e n t ' s a t t i ­ tudes toward t h e valu e o f p hys ic a l e d u c a t i o n and ph y s ic a l a c t i v i t y c o n t r i b u t i n g t o w e l l - b e i n g o f th e i n d i v i d u a l s . Major A t t i t u d e I n v e n t o r i e s in th e F i e l d o f Physi ca l Education There a r e ev id en ce s i n d i c a t i n g t h a t American c u l t u r e im pre s­ ses on young boys and g i r l s t h e d e s i r e to p a r t i c i p a t e in games and 33 Lawrence G. R a r i c k , "Com petitive S p o r ts in Childhood and Early A dolesce nc e," in Physic al A c t i v i t y : Human Growth and Develop­ ment, Lawrence G. R a r i c h , e d . , New York: Academic P r e s s , 1973, Chapter 14. 15 a t h l e t i c programs which a r e assumed to be a p p r o p r i a t e f o r each se x. 33 To some p a r e n t s , engagement o f t h e i r c h i l d r e n in v a r s i t y a t h l e t i c programs has been o f g r e a t co nc er n. The idea l e d McCue (1953) to develop a s c a l e f o r e v a l u a t i n g a t t i t u d e s toward i n c e n t i v e competit i o n in team games f o r high school boys and c o l l e g e men. 34 She used a combination o f t h e Thurston and L i k e r t methods o f s e l e c t i n g i t e m s , with t h e r e sp o n s e t o each item i n d i c a t e d by t h e degree o f approval or disapproval. F u r t h e r , she c l a s s i f i e d v a r s i t y a t h l e t i c programs by t h e deg re e o f t h e i r i n t e n s i t i e s and provided s t a t e m e n t s ap pr o­ p r i a t e t o each c a t e g o r y . She p r e s e n t e d t h e i n v e n t o r y t o a group o f e x p e r t s in t h e f i e l d o f p h y s ic a l e d u c a t i o n who marked t h e s c a l e in two d i f f e r e n t ways. One, t o i n d i c a t e t h e de gr ee o f f a v o r a b i l i t y o r u n f a v o r a b i l i t y e x p r e s s e d by t h e item s t a t e m e n t (on a f i v e - p o i n t s c a l e ) and second, t o e x p r e s s t h e d eg ree o f t h e i r own perso nal a c c e p ta n c e o r r e j e c t i o n o f o p i n i o n e x p r e s s e d by t h e item s ta t e m e n t (on a f i v e - p o i n t s c a l e ) . S t a b i l i t y o r i n t e r n a l c o n s i s t e n c y o f .70 was r e p o r t e d f o r t h i s s c a l e . McAfee ( 1 9 5 5 ) ^ and Johnson ( 1 9 6 9 ) ^ r e p o r t e d s c a l e s to a s s e s s t h e change in sp o rts m an s h ip a t t i t u d e s d u r in g th e maturing year. 34 B e tt y F. McCue, " C o n s t r u c t i n g an I n s t r u m e n t f o r Voluntary A t t i t u d e Toward I n t e n s i v e Competition in Team Games," Research Q u a r t e r l y , 24:205 , May 1953. 35 Robert A. McAfee, "Sportmanship A t t i t u d e o f S i x , Seventh, and Eighth Grade Boy," Research Q u a r t e r l y , 26:120, March 1955. OC Marion L. J ohnso n, " C o n s t r u c t i o n o f Sportmanship A t t i t u d e I n v e n t o r y , " Research Q u a r t e r l y , 40 :3 12, May 1964. 16 McAfee a d m i n i s t e r e d t h e Sportsmanship P r e f e r e n c e Record t o 857 s i x t h , seven th and e i g h t h grade boys. c o n s i s t e d o f twenty ch o ic e s i t u a t i o n s . The a t t i t u d e in v e n t o ry A correlation coefficien t o f .80 and an e m p ir ic a l v a l i d i t y c o e f f i c i e n t o f .53 was r e p o r t e d between t e s t s c o r e s and be h a v i o r r a t i n g . McAfee, in t h i s s t u d y , d id not mention h i s c o n s t r u c t i o n p r o c e d u r e s . Mayshark ( 1 9 5 6 ) ^ and Meyers ( 1 9 5 8 ) ^ des igned a s a f e t y a t t i t u d e s c a l e f o r th e se v en th g r a d e r s . Mayshark c o n s t r u c t e d a t o t a l o f 188 item s t a t e m e n t s and p r e ­ s e n te d them t o a group o f 22 g r a d u a t e s t u d e n t s with e x p e r i e n c e in t h e f i e l d o f p h y s ic a l e d u c a t i o n , h e a l t h , r e c r e a t i o n , and s a f e t y , p lus f i v e p r o f e s s o r s in t h e s e f i e l d s . Then, he a d m i n i s t e r e d th e f i n a l form t o a group o f se ven th g r a d e r s to i n d i c a t e t h e degree o f agreement o r d is agreem ent e x p r e s s e d by t h e item s ta t e m e n t s (on a four-point scale). A r e l i a b i l i t y c o e f f i c i e n t o f .897 was o b t a i n e d f o r t h e group sampled. No v a l i d i t y means were r e p o r t e d . There has been a growing tendency among t h e women t o chose p h y s ic a l e d u c a t i o n as t h e i r c a r e e r s . Thus, Drinkwater (1960) r e p o r t e d an a t t i t u d e in v e n t o r y f o r t h e purpose o f d eter m in in g th e a t t i t u d e o f high school g i r l s toward p h y s ic a l e d u c a t i o n as a c a r e e r f o r women. 39 37 Cyrus Mayshark, "A Health and S a f e t y A t t i t u d e S cale f o r t h e Seventh Grade," Research Q u a r t e r l y , 2 7 : 5 2 - 5 9 , March 1956. qo Frank H. Meyers, "A S a f e t y A t t i t u d e S c a le f o r t h e Seventh Gr ade," Research Q u a r t e r l y , 29:320, Oc to be r 1958. 39 Barbara C. D r in k w ater, "Development o f an A t t i t u d e I nventory t o Measure t h e A t t i t u d e o f High School Toward P hys ica l Education Edu­ c a t i o n as a Car ee r f o r Women," Research Q u a r t e r l y , 31:575, Dec. 1960. 17 He used L i k e r t ' s method in c o n s t r u c t i n g 88 item s t a t e m e n t s . This a t t i t u d e i n v e n to r y was p r e s e n t e d t o a group o f 208 high school g i r l s to o b t a i n t h e i r f a v o r a b i l i t y and u n f a v o r a b i l i t y a t t i t u d e s toward ph y s ic a l e d u c a ti o n as a c a r e e r f o r women. No v a l i d i t y and r e l i a b i l i t y o f th e a t t i t u d e in v e n t o r y was reported. In th e e a r l y 1960's emphasis was given to th e development o f p h y s ic a l f i t n e s s and e x e r c i s e which was thought to be e s s e n t i a l in improving i n d i v i d u a l p o t e n t i a l s . In f a c t , i t r e c e i v e d such pub­ l i c i t y t h a t i t was o f t e n used as an o b j e c t i v e school p h y s ic a l edu­ c a t i o n program. Hence, Richardson (1960), employing modifie d T hurstone t e c h n i q u e s , r e p o r t e d an a t t i t u d e i n v e n to r y f o r t h e pur­ pose o f a s s e s s i n g a t t i t u d e s o f c o l l e g e s t u d e n t s toward p h y s ic a l f i t n e s s and e x e r c i s e . ^ 0 He pr ep are d 72 p h y s ic a l f i t n e s s and e x e r c i s e o p i n i o n s t a t e ­ ments by t h e means o f s e n te n c e co mpletion using c o l l e g e freshmen as subjects. These o p in io n s t a t e m e n t s were judged by e x p e r t s in th e f i e l d o f ph y s ic a l e d u c a t i o n . Upon co mpleting t h e p r e l i m i n a r y s t e p s , th e r e v i s e d s c a l e was p r e s e n t e d t o 300 Southern I l l i n o i s U n i v e r s i t y s t u d e n t s who e x p r e s s e d t h e i r o p in io n s by marking each s t a t e m e n t on th e b a s i s o f a f i v e - p o i n t s c a l e . A high r e l i a b i l i t y c o e f f i c i e n t o f .83+ .06 between t h e t e s t and r e t e s t was a s u f f i c i e n t i n d i c a t o r of measuring t h e i n t e r n a l c o n s i s t e n c y . Richardson r e p o r t e d a u t h o r i t a ­ t i v e o p in i o n and e x p e r t judgment t o i n d i c a t e t h e t e s t v a l i d i t y . 40 Ch ar les E. R ichards on, "Thur stone S c ale f o r Measuring A t t i ­ tude o f C olleg e S tu d e n ts Toward Physi cal F i t n e s s and E x e r c i s e , " Research Q u a r t e r l y , 3:6 36, December, 1960. 18 McPherson (1968) developed an a t t i t u d e i n v e n t o r y f o r d e t e r ­ mining th e ps y c h o lo g i c a l e f f e c t o f e x e r c i s e on normal a d u l t men. His major o b j e c t i v e , however, was to determ in e th e i n t e n s i t y o f a t t i t u d e s toward e x e r c i s e and p h y s ic a l a c t i v i t y b e f o r e an e x e r c i s e program, and t o examine whether changes in a t t i t u d e s o c c u r r e d a f t e r a 24 week p r o gram o f g raduated e x e r c i s e . 41 He p r e s e n t e d t h e a t t i t u d e i n v e n t o r y t o a group o f high school t e a c h e r s t o t e s t t h e degree o f r e l i a b i l i t y and v a l i d i t y . a b i l i t y ranging from +.81 t o .95 was r e p o r t e d . A reli­ McPherson employed t - t e s t t o determine th e v a l i d i t y o f t h e a t t i t u d e i n v e n t o r y . A t ratio o f 6.67 was found (P was s i g n i f i c a n t a t .001). A f t e r a n a l y z i n g th e dimensions in v o lv e d in p h y s ic a l e d u c a t i o n , Wear (195 1), using t h e L i k e r t method, r e p o r t e d an a t t i t u d e i n v e n t o r y t o e v a l u a t e c o l l e g e s t u d e n t s ' a t t i t u d e s toward p h y s ic a l e d u c a t i o n as an a c t i v i t y co u r se . He a d m i n i s t e r e d t h i s i n v e n t o r y t o a group o f s t u d e n t s e n r o l l e d in r e q u i r e d p h y s ic a l e d u c a t i o n f o r men a t t h e Uni­ v e r s i t y o f Iowa. The men were asked t o mark each s t a t e m e n t based on a fiv e -p o in t scale. The r e l i a b i l i t y o f c o n s i s t e n c y o f . 9 6 , which i s s t a t i s t i c a l l y s a t i s f a c t o r y , was r e p o r t e d t o be so ught by implement­ ing comprehensive s t a t e m e n t s and s u b s t a n t i a l r e l a t i o n s h i p between t h e i terns. ^ 41 D. B. McPherson, "An I n v e n to ry o f A s s e s s in g Men's A t t i t u d e s Toward E x e r c is e and P hysica l A c t i v i t y , " Research Q u a r t e r l y , 39:218, March 1968. 42 Carlos L. Wear, " E v a l u a ti o n o f A t t i t u d e Toward Ph ysi cal Educ ation as an A c t i v i t y Cou rse," Research Q u a r t e r l y , 2 2 :1 1 4 -2 6 , 1951. 19 In h i s i n v e n t o r y Wear was i n t e r e s t e d in making an o b j e c t i v e as s e s s m e n t o f e x p r e s s e d a t t i t u d e as measured by s h o r t - t e r m o r lo n g ­ term e x p e r i e n c e s . By t h a t he meant an as s e s s m e n t o f a t t i t u d e s change and d eg r ee o f change as a r e s u l t o f r e a d i n g as s i g n m e n t , s e e in g a f i l m , l i s t e n i n g to a t a l k , watching some a c t i v i t y , o r p a r t i c i p a t ­ ing in some a c t i v i t y . One hundred and twenty o r i g i n a l s t a t e m e n t s were p r e p a re d and c l a s s i f i e d into four c a te g o rie s. The c a t e g o r i e s were " p h y s i o l o g i c a l - p h y s i c a l , " " m e n t a l - e m o t i o n a l ." " s o c i a l , " and " g e n e r a l . " Next, he c o n s t r u c t e d two forms, A and B, each c o n s i s t i n g o f 30 s t a t e m e n t s . He a d m i n i s t e r e d t h e two forms (A, B), t o 100 male u n i v e r s i t y f r e s h ­ men t o g e t h e r with a s h o r t q u e s t i o n n a i r e c o n s i s t i n g o f t h r e e q u e s t i o n s and a g r a p h i c s e l f - r a t i n g s c a l e on a t t i t u d e s toward p h y s ic a l educa­ tion. The av erage mean o f th e s c o r e s on Form A was r e p o r t e d t o be 114.59 w i th SD o f 17.74. The av er ag e mean o f t h e s c o r e s on Form B was 114.45 with SD o f 17.67. The r e l i a b i l i t y o f c o n s i s t e n c y o f Form A was .94 and r e l i a b i l i t y o f Form B was .9 6. The product-movement c o r r e l a t i o n between s c o r e s on t h e two forms was .9 6. 43 Because o f s t a t i s t i c a l l y s t a i s f a c t o r y r e l i a b i l i t y and v a l i d i t y r e p o r t e d f o r t h i s i n v e n t o r y , i t r e c e i v e d s p e c i a l a t t e n t i o n by p h y s ic a l e d u c a t o r s using t h e s o - c a l l e d Wear P h y sic al Education A t t i t u d e I n v e n t o r y (WPEAI) as t h e i r i n s t r u m e n t s a s s e s s i n g s t u d e n t s ' a t t i t u d e s f o r t h e i r p r o j e c t ' s own p u r p o se s . 43 Ca rlos L. Wear, " C o n s t r u c t i o n o f E q u i v a l e n t Forms o f an A t t i t u d e S c a l e , " Research Q u a r t e r l y , 2 6 :1 1 3 -1 9 , March 1955. 20 Because o f some inadequacy f e l t in i n v e n t o r y p r e v i o u s l y men tioned, Kenyon (1968) proposed a co nce ptual framework based on a l o g i c a l a n a l y s i s o f t h e f u n c t i o n a l l e g e d l y s e rv e d in contemporary s o c i e t y by p h y s ic a l a c t i v i t y . 44 His a t t e m p t was t o c o n s t r u c t an in v e n t o r y by which c o l l e g e s t u d e n t s ' a t t i t u d e s toward ph y s ic a l a c t i v i t y as a s o c io p s y c h o l o g i c a l phenomenon could be measured. He did not seem t o view p h y s ic a l a c t i v i t y merely as a g en er al term b u t i n s t e a d t a u g h t i t as a m u lt id im en s io n al domain. a c t i v i t y as s i x in depen dent domains: He d e f i n e d ph y s ic a l s o c i a l , h e a l t h and f i t n e s s , p u r s u i t o f v e r t i g o , c a t h a r s i s , a e s t h e t i c , and a s c e t i c e x p e r i e n c e . T h e r e f o r e , he g e n e r a t e d models f o r t h e purpose o f f a c i l i t a t i n g th e c h a r a c t e r i z a t i o n o f a t t i t u d e s toward p h y s ic a l a c t i v i t y and a t th e same t i m e , c o n s t r u c t e d a means by which th e r e l a t i o n s h i p s w i t h i n t h e c o n t e x t o f a given model can be deter mined. S e v e n t y - t h r e e L i k e r t - t y p e a t t i t u d e s t a t e m e n t s were e v a l u a t e d by j udges and upon t h e i r r e v i s i o n i n t o an i n v e n t o r y , i t was admin­ i s t e r e d a t 176 c o l l e g e men and women s t u d e n t s . The s o - c a l l e d Kenyon's A t t i t u d e Toward P hysi cal A c t i v i t y (ATPA) I n v e n t o r y Form D c o n s i s t s o f s i x dimensions o r s c a l e s , a t o t a l number o f 59 items f o r males and 54 items f o r f e m a l e s , f o r a s s e s s i n g a t t i t u d e s toward p h y s ic a l a c t i v i t y . "Hoyt r e l i a b i l i t i e s , r a n g i n g from .72 t o .89 were r e p o r t e d f o r t h i s a t t i t u d e i n v e n t o r y . " 44 45 "Comparative measures Gerald S. Kenyon, "A Conceptual Model f o r C h a r a c t e r i z i n g Physi cal A c t i v i t y , " Research Q u a r t e r l y , 39:96-1 05, March 1968. 45 Kenyon, op. c i t . , p . 566. 21 o f c e n t r a l tendency, v a r i a b i l i t y and r e l i a b i l i t y between two s i m i l a r populations in d ic a te instrument s t a b i l i t y . " ^ The work o f Wear ( 1955 ), and Kenyon (1968 ), in r e c e n t y e a r s , i s d i s t i n g u i s h e d from o t h e r s by measuring c o l l e g e i n d i v i d u a l s ' s a t t i ­ tudes toward th e value o f ph y s ic a l a c t i v i t y . t o r i e s a r e in Appendix B. T h e ir a t t i t u d e in v e n ­ More w i l l be hear d about t h e i r i n s t r u ­ ments in th e n e x t c h a p t e r . Review o f L i t e r a t u r e The remainder o f t h i s c h a p t e r w i l l be devoted t o a review o f t h e l i t e r a t u r e on a t t i t u d e s o f s t u d e n t s toward p hys ic a l e d u c a t io n a c t i v i t i e s r e l e v a n t to t h i s s t u d y . Smith (1933) conducted a stu d y in o r d e r to o b t a i n s t u d e n t s ' a t t i t u d e s toward t h e value o f r e c r e a t i o n a l a c t i v i t i e s d u r in g t h e i r co lleg e career or a f t e r leaving the u n iv e r s ity . For t h i s p u r p o se , 650 male s t u d e n t s were randomly s e l e c t e d from t h e U n i v e r s i t y o f Min­ n e s o ta and a r e s e a r c h surv ey was employed. Based on h i s r e s u l t s , 72 p e r c e n t gained advan tage from t h e program and 94 p e r c e n t o f th o s e surveyed had a f a v o r a b l e a t t i t u d e toward t h e val ue o f a p h y s ic a l educ a t i o n program. 47 46 Richard B. Alderman, "A S o c i o p s y c h o lo g ic a l Assessment o f A t t i t u d e Toward P hysica l A c t i v i t y i n Champion A t h l e t e s , Research Q u a r t e r l y , 4 : 1 - 9 , March 1970. 47 W. R. Smith, "A Q u e s t i o n n a i r e Study in Regard t o t h e A t t i ­ tu de o f Men S tu d en ts Toward th e Required P h y sical Educ ation Program," Research Q u a r t e r l y , 4 :2 4 9 -5 8 , March 1933. 22 Moore (1941) f e l t t h a t t h e r e was a l a c k o f p a r t i c i p a t i o n o f women s t u d e n t s in t h e pro vid ed ph y s ic a l a c t i v i t y program a t t h e Univ e r s i t y o f C a l i f o r n i a in Los Angeles. 48 This f a c t le d him in 1941 to conduct a s tu dy to e v a l u a t e th e a c t u a l a t t i t u d e o f c o l l e g e women and a l s o t o determine what th e y f e l t t o be t h e u n d e r l y in g cause s f o r t h i s lack o f p a r t i c i p a t i o n . Ten p e r c e n t (N = as h e r s u b j e c t s . 179) o f a l l j u n i o r and s e n i o r women s e r v e d An i n t e r v i e w t e c h n iq u e was used t o d ete r m in e s t u ­ d e n t s ' a t t i t u d e s toward p a r t i c i p a t i n g in p h y s ic a l a c t i v i t y . The r e s u l t o f t h i s study showed a h i g h l y f a v o r a b l e g en er al a t t i t u d e among c o l l e g e women toward p hys ic a l a c t i v i t y . However, t h e a v e r a g e amount o f time s p e n t in ph y s ic a l a c t i v i t y was low, w it h a p p r o x im a te ly 50 p e r c e n t o f t h e women spending l e s s than f o u r hours p e r week. The main re a so n s f o r n o t spending more time on p h y s ic a l a c t i v i t y were lack o f time owing to th e s t u d y , lac k o f companions, and o u t s i d e work. Bell and W alters (1953) using t h e q u e s t i o n n a i r e t e c h n i q u e , surveyed t h e a t t i t u d e s o f female freshmen and s e n i o r s in o r d e r to e v a l u a t e th e p h ys ic a l e d u c a t i o n program a t t h e U n i v e r s i t y o f Michi­ gan. Based on th e r e s u l t s o f t h e i r s t u d y , one can draw t h e f o l l o w ­ ing c o n c l u s i o n s : (1) a g r e a t e r p e r c e n t a g e o f t h e freshmen than s e n i o r s t h ought t h a t t h e r e q u i r e d p h y s ic a l e d u c a t i o n program was a cco m plishing i t s o b j e c t i v e s ; 48 (2) t h e freshmen who had p h y s ic a l Beverly Young Moore, "The A t t i t u d e o f C o lle g e Women Toward P hy sica l A c t i v i t y as a Means o f R e c r e a t i o n , " Research Q u a r t e r l y , 12:720-25, December 1941. 23 e d u c a t i o n in high school had a more f a v o r a b l e a t t i t u d e toward phys­ i c a l e d u c a ti o n as an a c t i v i t y co u r se than freshmen who had no phys­ i c a l e d u c a ti o n in high s c h o o l; (3) both g r o u p s , freshmen and s e n i o r s , f e l t t h a t p a r t i c i p a t i n g in p h y s ic a l a c t i v i t y c o u r s e s cont r i b u t e d to t h e i r s o c i a l , p h y s ic a l and emotional h e a l t h . 49 S c o t t (1953 ), using a r e v i s i o n o f t h e McCue A t t i t u d e S cale conducted a survey r e s e a r c h t o de term in e t h e a t t i t u d e s o f t h r e e populations: p a r e n t s , t e a c h e r s and a d m i n i s t r a t o r s , toward i n t e n ­ s i v e a t h l e t i c c o m p e ti tio n a t th e e l em enta ry school l e v e l . A total o f 1,099 s u b j e c t s from 7 s t a t e s w i t h i n t h e Cen tr al D i s t r i c t o f th e American A s s o c i a t i o n f o r H e a l t h , P hysi cal Educ ation and R e c r e a t i o n responded t o th e s c a l e . Of t h e s e 1,099 r e s p o n d e n t s , 387 were p a r e n t s , 508 clas sroo m t e a c h e r s and 234 a d m i n i s t r a t o r s , i n c l u d i n g s u p e r v i s o r s o f p h y s ic a l e d u c a t o r s . A f t e r a n a ly z i n g th e d a t a i t was concluded t h a t : (1) a m a j o r i t y o f a l l 3 p o p u l a t i o n s marking th e s c a l e tended t o be f a v o r ­ a b l e in a t t i t u d e toward i n t e n s i v e c o m p e tit io n a t t h e ele m e n ta r y school l e v e l ; (2) th e men o f t h i s stu d y i n d i c a t e d more f a v o r a b l e a t t i t u d e s toward i n t e n s i v e c o m p e tit io n th an did t h e women; (3) sta­ t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e s were found in th e a t t i t u d e o f p a r e n t s , t e a c h e r s , and a d m i n i s t r a t o r s . The p a r e n t s d id n o t f a v o r i n t e n s i v e co m p e ti tio n a t t h e e lem entary school l e v e l and t h e admini s t r a t o r s were t h e l e a s t f a v o r a b l e . 50 49 Margaret Bell and E t t a C. W a l t e r s , " A t t i t u d e o f Women a t t h e U n i v e r s i t y o f Michigan Toward P h y sical E d u c a t io n , " Research Q u a r t e r l y , 24:3 79 -91, 1953. 50 Phebe M. S c o t t , " A t t i t u d e s Toward A t h l e t i c C om pe tition in Elementary S c h o o l s , " Research Q u a r t e r l y , 24 :3 52-6 1, O ct ober 1953. 24 Broer and h i s co-workers ( 1 9 5 5 ), u s in g th e WPEAI, de sig ne d a q u e s t i o n n a i r e s tu d y t o measure a t t i t u d e s o f U n i v e r s i t y o f Washington freshmen and sophomore women s t u d e n t s toward p h y s ic a l e d u c a t i o n , in t h e s p r i n g o f 1953. The a t t i t u d e i n v e n t o r y was a d m i n i s t e r e d t o a group o f freshmen and sophomore women s t u d e n t s who were a t t h a t time e n r o l l e d in ph y s ic a l e d u c a t i o n a c t i v i t y c l a s s e s . 51 The f o llo w in g c o n c l u s io n s were r e p o r t e d : 1. The g r e a t m a j o r i t y o f th e freshmen and sopho­ more s t u d e n t s e x p r e s s e d very f a v o r a b l e a t t i t u d e s toward p hys ic a l e d u c a tio n as an a c t i v i t y c o u r s e . 2. S tu d e n t s p a r t i c i p a t i n g in i n d i v i d u a l s p o r t s such as swimming and t e n n i s had t h e most f a v o r a b l e a t t i t u d e s toward p h y s ic a l e d u c a t i o n a c t i v i t y . 3. A l a r g e p e r c e n t a g e o f t h e s e s t u d e n t s ag re ed t h a t ph y s ic a l e d u c a t i o n a c t i v i t y c l a s s e s c o n t r i b u t e to s o c i a l , m e n t a l , and p h y s ic a l development. In a n o t h e r stu d y Broer (1955) us in g t h e WPEAI, r e p o r t e d a q u e s t i o n n a i r e s tu d y f o r th e purpose o f d e te r m in in g whethe r s p e c i a l i n s t r u c t i o n in p h y s ic a l e d u c a t i o n programs w i l l h elp t h e low motor a b i l i t y o f c o l l e g e freshmen women t o improve t h e i r a t t i t u d e s toward t h e v a lu e s o f p h y s ic a l e d u c a t i o n a t t i t u d e s . 52 He a d m i n i s t e r e d t h e 51 Marion R. B r oer, K. S. Fox, and Eunice Way, " A t t i t u d e o f U n i v e r s i t y o f Washington S t u d e n t s Toward P h y s ic a l Education A c t i v i t y , " Research Q u a r t e r l y , 26:374-8 4, December 1955. 52 Marion R. B r oer, "An E v a lu a tio n o f A Basic S k i l l s C u r r ic u ­ lum f o r Women S tu d e n t s o f Low Motor A b i l i t y a t t h e U n i v e r s i t y o f Washington," Research Q u a r t e r l y , 2 6 :1 5 -2 6 , March 1955. 25 a t t i t u d e i n v e n t o r y t o t h e e n t e r i n g freshmen women s t u d e n t s o f low motor a b i l i t y a t th e U n i v e r s i t y o f Washington in 1955. The r e s u l t s i n d i c a t e d t h a t s u b j e c t s improved t h i s gen er al motor a b i l i t y as a r e s u l t o f p a r t i c i p a t i n g in t h e b a s i c ph y s ic a l e d u c a tio n c o u r s e . How­ e v e r , Broer r e p o r t e d t h a t improvement in a t t i t u d e s o f t h e s e s u b j e c t s toward t h e val ue o f ph y s ic a l e d u c a tio n a c t i v i t i e s was dependent on th e background o f b a s i c ph y s ic a l e d u c a tio n i n s t r u c t i o n and t h e p r e ­ l i m i n a r y p ro c e d u re s . Shaw and Cordts ( 1960 ), usin g th e p r i n c i p l e s and g u i d e l i n e s f o r p h y s ic a l e d u c a t i o n programs e s t a b l i s h e d by th e American A s s o c ia ­ t i o n f o r H e a l t h , P h y si c a l Education and R e c r e a t i o n , t h e College Physic al Education A s s o c i a t i o n , and t h e National A s s o c i a t i o n f o r P hysi cal Education o f College Women, surveyed 300 i n s t i t u t i o n s o f h i g h e r l e a r n i n g by t h e means o f q u e s t i o n n a i r e s . What t h e y found was t h a t p r ocedure s r e l a t e d t o ph il oso phy and o b j e c t i v e s , a d m i n i s t r a t i o n programs, and e v a l u a t i o n s were u s u a l l y s i m i l a r in a l l t h o s e i n s t i t u ­ t i o n s s u r v e y e d . 5^ There have been e f f o r t s t o f i n d o u t i f s t u d e n t s p e r c e i v e d th e v a lu e s o f p h y s ic a l e d u c a t i o n a c t i v i t i e s s i m i l a r l y , and i f men and women d i f f e r e d in t h i s r e g a r d . In h i s s t u d y , Keogh (1962) con­ cl udes t h a t no s i g n i f i c a n t d i f f e r e n c e o c c u r r e d in s t u d e n t a t t i t u d e s toward th e values o f ph y s ic a l e d u c a t i o n . However, both men and women s u p p o r t e d th e s o c i a l , ph y s ic a l and emotional v a lu e s o f p h y s ic a l CO John H. Shaw and John F. C o r d t s , " S t a t u s o f t h e P hy sica l Educ ation Required o r I n s t r u c t i o n a l Programs in Four-Year Co lleg es and U n i v e r s i t i e s , " Research Q u a r t e r l y , 31:409, October 1960. 26 education. One hundred and t h i r t y - s i x men and 136 women under ­ g r a d u a t e s a t th e U n i v e r s i t y o f C a l i f o r n i a in Los A ngeles , ser ved as h i s s u b j e c t s and th e WPEAI (Form D) was e m p l o y e d . ^ Having had o r i g i n a l d ata from h i s pr ev io u s s t u d y , one y e a r l a t e r Keogh an alyzed s t a t e d a t t i t u d e r e sp o n s e s and s e l e c t e d d e s ­ c r i p t i v e i n f o r m a tio n in r e l a t i o n t o two groups o f men and women who dem onst rat ed extreme a t t i t u d e s toward ph y s ic a l e d u c a t i o n . From t h e o r i g i n a l group o f 266 s u b j e c t s , 96 men and women were s e l e c t e d whose s c o r e s on t h e WPEAI were ex tr em ely high o r low. 55 His c o n c l u s i o n , based on t h i s s t u d y , was t h a t no s i g n i f i c a n t d i f f e r e n c e was found in males and females w i t h i n t h e extreme groups. The lower group o f f e r e d some minimum s u p p o r t f o r th e r e s u l t s o f p h y s ic a l e d u c a t i o n , but th ey r i g o r o u s l y q u e s ti o n e d t h e r e l a t i v e v a lu e o f p h y s ic a l e d u c a t io n as a school program. Wessell and Nelson (1964) us in g t h e WPEAI, were i n t e r e s t e d in i n v e s t i g a t i n g i f : (1) t h e r e was a r e l a t i o n s h i p between p h y s ic a l s t r e n g t h and a t t i t u d e toward ph y s ic a l e d u c a t i o n , and (2) i f there was a r e l a t i o n s h i p between p h y s ic a l s t r e n g t h o f women whose s t a t e d r e sp o n s e s toward p h y s ic a l a c t i v i t y were extremes o f high o r low. 56 54 Jack Keogh, "A nal ysi s o f General A t t i t u d e Toward P hy sica l E d u c a t io n , " Research Q u a r t e r l y , 33 :2 39-4 4, May 1962. __________________, "Extreme A t t i t u d e Toward P hy si ca l Edu­ cation," jtesearchj^uar^ 3 7 :27-3 3, March 1963. 56 J a n e t A. Wessell and Richard Nelson, " R e l a t i o n s h i p Between S t r e n g t h s and A t t i t u d e s Toward Phy si cal Education A c t i v i t y Among Colleg e Women," Research Q u a r t e r l y , 35:562-6 4, December 1964. 27 For t h i s purpose 200 Michigan S t a t e U n i v e r s i t y female u n d e r g r a d u a te s t u d e n t s serv ed as th e s u b j e c t s . They concluded t h a t t h e s u b j e c t s surveyed e x p r e s s e d a very f a v o r a b l e a t t i t u d e toward p h y s ic a l edu­ c a t i o n as an a c t i v i t y c o u r s e . They a l s o found t h a t s t r e n g t h may be a f a c t o r f o r s u c c e s s f u l performance o r achievement in p h y s ic a l edu­ c a t i o n among c o l l e g e women. Based on t h e i r s t u d y , th ey made t h e f o ll o w i n g recommenda­ tions: " i t may be a l s o p o s t u l a t e d t h a t l a c k o f s t r e n g t h may be a f a c t o r in n e g a t i v e perso nal f e e l i n g s r e s u l t i n g from r e p e a t e d f a i l ­ ures in any p h y s ic a l a c t i v i t y e n c o u n t e r e d . " " I f t h e primary goal in o u r school program i s t o develop s e l f - m o t i v a t e d and s e l f - d i r e c t e d i n d i v i d u a l s then we must know t h e c o n d i t i o n s o f l e a r n i n g t h a t con­ t r i b u t e d t o t h e development o f p o s i t i v e a t t i t u d e s toward c o n tin u e d s a t i s f a c t o r y , a c t i v e p a r t i c i p a t i o n f o r each i n d i v i d u a l . " 57 Brumbach and Cross (1965) des ig ne d an i n v e s t i g a t i o n t o mea­ s u r e t h e a t t i t u d e s toward p h y s ic a l e d u c a t i o n o f a l l m ale, lower d i v i s i o n s t u d e n t s e n t e r i n g t h e U n i v e r s i t y o f Oregon. 58 They used th e WPEAI S h o r t Form, as t h e i n s t r u m e n t in o b t a i n i n g s t u d e n t s ' a t t i ­ tudes. Some o f t h e c o n c l u s io n s were: 1. This group had a r a t h e r f a v o r a b l e a t t i t u d e toward p h y s ic a l e d u c a t i o n . 2. The more y e a r s o f ph y s ic a l e d u c a t i o n a s t u d e n t has had in high s c h o o l , t h e b e t t e r h i s a t t i t u d e i s l i k e l y t o be. 571 b i d . , p. 568. 58 Wayne B. Brumbach and John A. C r o s s , " A t t i t u d e Toward Phys­ i c a l Education o f Male S t u d e n t s E n t e r in g t h e U n i v e r s i t y o f Oregon," Research Q u a r t e r l y , 3 6 :1 0 -1 6 , March 1965. 28 3. S tu d e n t s who a t t e n d e d s m a l l e r high s c h o o ls ( e n r o l l m e n t under 300) had b e t t e r a t t i t u d e s than t h o s e from l a r g e r s c h o o l s . Mista (1964) 59 r e p o r t e d a q u e s t i o n n a i r e s tu d y f o r t h e p u r ­ pose o f d e te r m in in g what background f a c t o r s c o n t r i b u t e t o th e de v e lo p ­ ment o f t h e s t u d e n t s ' a t t i t u d e toward p h y s ic a l e d u c a t i o n . She a d m i n i s t e r e d a r e v i s e d form o f t h e P l a n n e r A t t i t u d e I n v e n t o r y and a background i n f o r m a t i o n q u e s t i o n n a i r e to 1,126 freshmen c o l l e g e women e n r o l l e d in t h e p r i v a t e f o u r - y e a r c o l l e g e in Iowa i n September o f 1964. She found no s i g n i f i c a n t d i f f e r e n c e s in a t t i t u d e s toward p h y s ic a l e d u c a t i o n between c o l l e g e freshmen women who had p h y s ic a l e d u c a t i o n in high school and t h o s e who had n o t had p h y s i c a l educa­ t i o n e x p e r i e n c e in high s c h o o l. F u rth erm ore, i t was concluded t h a t freshmen women who grew up on a farm had s i g n i f i c a n t l y b e t t e r a t t i ­ tu des toward p h y s ic a l e d u c a t i o n than t h o s e who d i d n o t grow up on a farm. Als o, t h e c o n c l u s io n o f t h i s s tu d y r e v e a l e d t h a t c o l l e g e women who planned t o become p h y s ic a l e d u c a t i o n t e a c h e r s showed b e t t e r a t t i t u d e s toward p h y s ic a l e d u c a t i o n th an t h o s e who d i d n o t have t h e d e s i r e t o do so. Schwartz (1966) fin a t t e m p t e d t o measure t h e a t t i t u d e s o f male s t u d e n t s toward t h e r e q u i r e d p h y s ic a l e d u c a t i o n program a t Chardron 59 Nancy D. M is ta , " A t t i t u d e s o f Col le ge Women Toward T h e ir High School P hy sica l Ed ucation Programs," Research Q u a r t e r l y , 39:166 -7 4, March 1968. fin James F r a n k l i n S ch w ar tz, "The A t t i t u d e s o f Male S tu d e n ts Toward t h e Required P h y s ic a l Educ ation Program a t Chardron S t a t e C o l l e g e , M a s t e r ' s T h e s i s , 1966. 29 S t a t e C o l l e g e , u s in g t h e q u e s t i o n n a i r e t e c h n i q u e , 270 s t u d e n t s e n r o l l e d in p h y s ic a l e d u c a t i o n c l a s s e s s e rv e d as s u b j e c t s . What was found was t h a t , l i k e some o t h e r s t u d i e s a l r e a d y men tioned , t h e m a j o r i t y e x p r e s s e d a f a v o r a b l e - t o - h i g h l y f a v o r a b l e a t t i t u d e toward p h y s ic a l e d u c a t i o n . More s p e c i f i c a l l y , th e y f e l t a need f o r p h y s ic a l e d u c a t i o n as a p a r t o f t h e i r e d u c a t i o n a l expe­ rience. In t h e meantime, t h e y s a i d th ey b e n e f i t e d p h y s i c a l l y and s o c i a l l y th rough p h y s ic a l e d u c a t i o n a c t i v i t i e s . F u r th e r m o r e , a m a j o r i t y o f th e s u b j e c t s s a i d th ey would have p a r t i c i p a t e d in phys­ i c a l e d u c a t i o n programs i f i t was o f f e r e d as a r e q u i r e d program. Sloan and Liba (1966) i n v e s t i g a t e d t h e e f f e c t o f v a ryin g d e g r e e s o f p a r t i c i p a t i o n in p h y s i c a l e d u c a t i o n based on a c h i e v e ­ ment in s e l e c t e d c h a r a c t e r i s t i c s by c o n d u c tin g a s tu d y u s in g 300 women s t u d e n t s from t h e U n i v e r s i t y o f W iscon sin, a s s i g n e d i n 4 d i f ­ f e r e n t gr o ups. One group p a r t i c i p a t e d in t h e r e q u i r e d program f o r one y e a r , a second group f o r two y e a r s , a t h i r d group was n o t e n r o l l e d i n p h y s ic a l e d u c a t i o n , and a f o u r t h group was given t h e o p t i o n o f e l e c t i n g o r n o t e l e c t i n g p h y s ic a l e d u c a t i o n . C haracteris­ t i c s s t u d i e d were knowledge, p o s t u r e , r e c r e a t i o n a l p r o f i c i e n c y and some a s p e c t s o f p h y s ic a l f i t n e s s . "At t h e end o f one y e a r , p a r t i c i p a t o r s d i f f e r e d s i g n i f i c a n t l y from n o n - p a r t i c i p a t o r s in p o s t u r e , knowledge, and th e number o f p u l l ups th e y co uld perform." "At t h e end o f two y e a r s , t h o s e r e q u i r e d t o 6 ^Muriel R. S l o a n , Marie R. L ib a , " E f f e c t o f P a r t i c i p a t i o n in P h y s i c a l Education and Achievement i n S e l e c t e d C h a r a c t e r i s t i c s , " Research Q u a r t e r l y , 37 :411, October 1966. 30 p a r t i c i p a t e d i f f e r e d s i g n i f i c a n t l y from a l l o t h e r s u b j e c t s in pos­ t u r e and knowledge." " P a r t i c i p a t o r s were ju dged to be g e n e r a l l y more p r o f i c i e n t in r e c r e a t i o n a l a c t i v i t i e s than n o n - p a r t i c i p a n t s who claimed p r o f i c i e n c y . " 62 Bell and Mayer ( 1 9 6 6 ), * ^ using t h e m odifi ed WPEAI, conducted an a t t i t u d e survey toward t h e r e q u i r e d ph y s ic a l e d u c a t i o n program with women s t u d e n t s a t Northern I l l i n o i s U n i v e r s i t y . Four hundred and f o r t y - f o u r freshmen and 382 j u n i o r s serv ed as s u b j e c t s and q u e s t i o n n a i r e s were employed. indicated: (1) The f i n d i n g s o f t h i s i n v e s t i g a t i o n most s t u d e n t s p r e f e r r e d i n d i v i d u a l s p o r t s ; (2) both female freshmen and j u n i o r s showed a h i g h l y f a v o r a b l e a t t i t u d e toward p h y s ic a l e d u c a t i o n ; and (3) both groups q u e s t i o n e d t h e s t a t e d o b j e c t i v e s in t e a c h i n g th e r e q u i r e d program and demanded f o r a r e e v a l u a t i o n o f methodology and i n t e r p r e t a t i o n o f t h e s t a t e d o b j e c t i v e s . Vincent (1967) was i n t e r e s t e d in d e te r m in i n g t h e a t t i t u d e o f c o l l e g e women toward p h y s ic a l e d u c a t i o n , and f i n d i n g t h e r e l a t i o n s h i p between t h e s e e x p r e s s e d a t t i t u d e s and s u c c e s s in a v a r i e t y o f phys­ ical education a c t i v i t i e s . The WPEAI was a d m i n i s t e r e d t o 188 c o l l e g e women i n a v a r i e t y o f p h y s ic a l e d u c a t i o n a c t i v i t i e s . * ^ 62I b i d . , p. 411. CO Marilyn F. V in c e n t , " A t t i t u d e s o f College Women Toward P h y sic a l Education and T h e ir R e l a t i o n s h i p to Success i n P hysi cal E d u c a tio n , " Research Q u a r t e r l y , 38 :126-3 1, March 1967. 64 Marilyn F. V in c e n t , " A t t i t u d e s o f C olleg e Women Toward P h y sic al Educ ation and T h e i r R e l a t i o n s h i p to Success in Phys ica l E d u c a t io n , " Research Q u a r t e r l y , 38 :126-3 1, March 1967. 31 On t h e b a s i s o f r e s u l t s o f th e f i n d i n g s o f t h i s s t u d y , i t was concluded t h a t a t t i t u d e s toward p h y s ic a l e d u c a t i o n f e l t t h a t the y were g e n e r a l l y f a v o r a b l e . However, t h e s e s u b j e c t s f e l t t h a t e d u c a t io n as t h e p h y s i o l o g i c a l - p h y s i c a l e x p e r i e n c e has c o n t r i b u t e d more t o t h e w e l l - b e i n g o f th e i n d i v i d u a l than t h e o t h e r v a lu e s in v o lv e d . Bell (1967) de signe d a q u e s t i o n n a i r e t e c h n iq u e and s e l e c t e d 35 freshmen males e n r o l l e d in The Foundation o f P hysi cal Education c o u r s e s a t Michigan S t a t e U n i v e r s i t y . The m a j o r i t y i n d i c a t e d a p o s i t i v e a t t i t u d e toward th e Foundation co u r se and t h e d a t a a l s o s u g g e s t e d t h a t th e a t t i t u d e o f most s t u d e n t s were unchanged as a r e s u l t o f t a k i n g The Foundation o f Physi cal Education c o u r s e . 65 cc Campbell (1968) a tt e m p te d t o a n a l y z e r e sp o n s e s t o s p e c i f i c s t a t e m e n t s and s e l e c t e d d e s c r i p t i v e i n f o r m a t i o n t o d eter m in e i f s t u ­ d e n ts d i f f e r in t h e i r a t t i t u d e s toward p h y s ic a l e d u c a t i o n as a r e s u l t o f t h e s i z e o f t h e high school th ey a t t e n d e d , t h e program o f p h y s ic a l e d u c a t i o n e x p e r i e n c e d , and t h e n a t u r e o f academic i n t e r e s t s . In o r d e r t o d ete r m in e t h e s t r u c t u r e o f a t t i t u d e s toward p h y s ic a l edu­ c a t i o n , c o n s i d e r a t i o n was given to s o c i a l , m e n t a l - e m o t i o n a l , p h y s io ­ l o g i c a l , and ge neral c a t e g o r i e s o f p h y s ic a l e d u c a t i o n a t t i t u d e . A group o f 199 c o l l e g e m ales, who were e n r o l l e d i n t h e r e q u i r e d p h y s ic a l e d u c a t i o n program a t t h e U n i v e r s i t y o f Texas 65 Edward D er ri ck B e l l , "The I n f l u e n c e o f t h e Foundations o f P hy si ca l Education Course a t Michigan S t a t e U n i v e r s i t y Upon t h e A t t i t u d e o f Freshmen Male S t u d e n t s , " M a s t e r ' s T h e s i s , 1967. ^ D o n a l d E. Campbell, " S tu dent A t t i t u d e Toward P h y sical E d u c a tio n , " Research Q u a r t e r l y , 39 :456-6 2, October 1968. 32 completed t h e WPEAI. Campbell conclud ed , c o n t r a r y t o what we found in p r e v i o u s s t u d i e s , t h a t no s i g n i f i c a n t v a r i a t i o n in a t t i t u d e s con­ c e r n i n g p h y s ic a l e d u c a t io n can be p r e d i c t e d by t h e s i z e o f t h e high school a t t e n d e d , t h e a r e a o f academic i n t e r e s t , o r performance o f p h y s ic a l a c t i v i t i e s . c7 P e t r i e (1969) des igne d an i n v e s t i g a t i o n t o develop a system o f c l a s s i f i c a t i o n o f p l a y , games, and s p o r t s and t o e v a l u a t e th e m o t i v a t i o n s f o r involvement in t h e s e a c t i v i t i e s . Using a q u e s ­ t i o n n a i r e t e c h n i q u e , he randomly s e l e c t e d 624 s t u d e n t s from th e un d e r g ra d u a te p o p u l a t i o n o f Michigan S t a t e U n i v e r s i t y t o complete the q u e stio n n a ire s. cluded t h a t : Based on th e r e s u l t s o f t h i s s t u d y , he con­ s u b j e c t s r a t e d t h o s e a c t i v i t i e s concerned w ith fun and e x c i t e m e n t , h e a l t h and f i t n e s s , c o m p e t i t i v e s k i l l and s o c i a l i n t e r a c t i o n as e s s e n t i a l so u rc e s o f m o t i v a t i o n f o r t h e i r p a r t i c i p a ­ t i o n in p h y s ic a l a c t i v i t y , Physi cal a c t i v i t i e s i n v o l v i n g r i s k and danger were ranked h i g h e r by male s u b j e c t s , whereas p h y s ic a l a c t i v i ­ t i e s concerned with fun and e x c i t e m e n t , and s o c i a l i n t e r a c t i o n had more meaning f o r female s u b j e c t s as t h e primary so u rc e s o f m otiva­ t i o n f o r t h e i r p a r t i c i p a t i o n in p h y s ic a l a c t i v i t y . F u r th er m o r e, men s u p p o rt e d p a r t i c i p a t i o n in p l a y , games, and s p o r t s f o r th e ex trin sic satisfactio n . The women, however, gave t h e i r s u p p o r t t o t h e i n t r i n s i c s a t i s f a c t i o n o f p l a y , games, and s p o r t s . C~J Brian Malcolm P e t r i e , "P hysi cal A c t i v i t y , Game, and S p o r t: A System o f C l a s s i f i c a t i o n and an I n v e s t i g a t i o n o f S o c ia l I n f l u e n c e s Among S t u d e n ts o f Michigan S t a t e U n i v e r s i t y , " Ph.D. T h e s i s , 1970. 33 Brumbach (1968) fift using th e WPEAI, conducted a q u e s t i o n n a i r e stu d y in an e f f o r t t o determine th e e f f e c t o f a s p e c i a l c o n d i t i o n i n g c l a s s upon s t u d e n t s ' a t t i t u d e s toward p hys ic a l e d u c a t i o n . Based on th e r e s u l t o f t h i s s t u d y , i t was found t h a t a s p e c i a l c o n d i t i o n i n g co u r se f o r male c o l l e g e s t u d e n t s l a c k in g in p hys ic a l f i t n e s s not only improved t h e i r s t r e n g t h s b u t a l s o t h e i r a t t i t u d e s toward phys­ ical education. He a l s o found t h a t i f s p e c i a l a c t i o n s t o improve th e t e a c h e r - s t u d e n t s u p p o r t may b r in g ab out a s i g n i f i c a n t improve­ ment in s t u d e n t s ' a t t i t u d e s toward p h y s ic a l e d u c a t i o n . Webb (196 9), assumed t h a t a t t i t u d e s toward games and play changes w it h age. F ur ther m or e, he d e f i n e d p la y and game as having t h r e e d i m e n s i o n s - - f a i r n e s s , s k i l l and s u c c e s s . t h e f a i r n e s s dimension o f p la y i s paramount. E a rly in l i f e , on ly Thus, t h e c h i l d i n volved in simple games with a few r u l e s needs no r e f e r e e s . As t h e c h i l d becomes m ature , t h e f a i r n e s s w i l l be undermined by s k i l l and f i n a l l y th e success dimension o f p la y i s dominated i n a d u l t 1i f e . Helping to develop new p h y s ic a l e d u c a t i o n programs in th e p u b l i c school c u r ric u l u m a t B a t t l e Creek, Michigan, gave Webb an o p p o r t u n i t y to s tu d y h i s as su m p tio n s. Thus, he conducted a survey r e s e a r c h t o sample th e a t t i t u d e s o f s t u d e n t s o f both p u b l i c and p r i v a t e schools (g ra des 3, 6, 8 , 10, and 12) toward t h e v a l u e o f p h y s ic a l e d u c a tio n a c t i v i t i e s . He a d m i n i s t e r e d th e q u e s t i o n n a i r e , developed f o r t h i s s t u d y , t o ev e r y s u b j e c t in th e Fall o f 1967. CO Wayne B. Brumbach, " E f f e c t o f a S p ecia l C o n d iti o n in g Class Upon S t u d e n t s ' A t t i t u d e s Toward Ph ysi cal E d u c a tio n , " Research Q u a r t e r l y , 39:21 1-1 3, March 1967. 34 3 .0 Low Beat White Male ^hi t e Female Play Fair High 1.0 3 8 6 12 10 Grade F ig u re 1 . —Mean Rank o f S c a l e Items by Grade and Sex. As can be seen from F ig u re 1, t h e g r e a t e s t degree o f d i f ­ f e r e n c e s o ccu r in t h e changing importance in ac co rd an ce with both "play" o r s k i l l and " f a i r " f a c t o r s from grad e t h r e e t o grad e tw elve. This f i n d i n g s u p p o r t s Webb's assumption mentioned e a r l i e r . Females always s c o re d " b eat" o r t h e s u c c e s s f a c t o r a t lower l e v e l s than did m ales . Although males s c o re d s u c c e s s h i g h e r th an f e m a l e s , ex c e p t f o r t h e grade s i x , a s i g n i f i c a n t d i f f e r e n c e was found a t t h e le v e l o f .01 between t h e s e x e s . F a i r c o n s i s t e n c y was ranked h i g h e r by th e females than males and t h i s may be due t o t h e f a c t t h a t as both sex es grow o l d e r , t h e r a nking becomes lower. I t was a l s o found t h a t females c o n s i s t e n t l y , e x c e p t f o r t h e grad e tw e l v e , ranked "play" o r s k i l l h i g h e r than males . Webb con clud es t h a t . . . " i n any c a s e , both sex es t e n d , as t h e y grow o l d e r , to g iv e d i m i n i s h i n g 35 importance t o f a i r n e s s and i n c r e a s i n g s t a t u r e t o s k i l l , t h e f i r s t b as in g i t s pr imary i n t h e e i g h t h grade t o t h e sec ond, t h e second a t t a i n i n g t h a t eminence c l e a r l y a t th e expense o f t h e component fairness." 69 Kidd (1971) conducted a stu d y t o d e te r m in e t h e e f f e c t i v e n e s s o f The Foundation o f P h y sic al A c t i v i t y c o u r s e a t t h e U n i v e r s i t y o f Oregon in th e a r e a o f : (2) (1) a t t i t u d e toward p h y s ic a l a c t i v i t y , and knowledge o f t h e p r i n c i p l e s and b e n e f i t s o f p h y s ic a l a c t i v i t y . He randomly s e l e c t e d 64 freshmen males as a c o n t r o l group. P re- and p o s t - q u e s t i o n n a i r e s , u s in g t h e Kenyon I n v e n to r y f o r Determining A t t i ­ tu d e Toward P h y sical A c t i v i t y Form DM, were a d m i n i s t e r e d . ^ The f i n d i n g s i n d i c a t e d t h a t p a r t i c i p a n t s in The Foundation o f P h y sical A c t i v i t y c o u r s e d id not improve a t t i t u d e s toward physical a c t i v i t y . in t h e i r s tu d ie s . This f i n d i n g s u p p o r te d what Sloan and Bell found On t h e o t h e r hand, p a r t i c i p a t i n g in t h e s e a c t i v i ­ t i e s was e f f e c t i v e in improving th e s t u d e n t s ' knowledge o f t h e co u r s e content. Datson and S t a n l e y ( 1972), u s in g t h e Kenyon's A t t i t u d e Toward P h y s i c a l A c t i v i t y I n v e n t o r y , r e p o r t e d an i n v e s t i g a t i o n f o r t h e p u r ­ pose o f a s s e s s m e n t o f v a r i a t i o n s in a t t i t u d e s o f male u n i v e r s i t y s t u d e n t s (N = 699) f o r t h e p u r p o s e , among o t h e r t h i n g s , o f compar­ ing r e c o r d s o f ac hiev em en ts in a t h l e t i c and n o n - a t h l e t i c a c t i v i t i e s . They concluded t h a t p h y s ic a l a c t i v i t y as p u r s u i t o f v e r t i g o and 69 Harry Webb, " P r o f e s s i o n a l i z a t i o n o f A t t i t u d e s Toward Play Among A d o l e s c e n t s , " in Socio lo g y o f S p o r t , Gerald S. Kenyon, e d . , Chicago: The A t h l e t i c I n s t i t u t e , 1969, C hap ter 8. ^Thomas R. Kidd, "An E v a lu a t i o n o f a Foundation o f P hysi cal A c t i v i t y C ou rse," Research Q u a r t e r l y , 4 : 3 5 - 4 1 , March 1971. 36 c a t h a r s i s were e x p r e s s e d e q u a l l y as i t s s t r o n g e s t p o s i t i v e l y p e r ­ c e i v e d v a l u e , whil e n e g a t i v e r e s p o n s e s were advanced f o r t h e low es t p e r c e i v e d v a l u e , d e f i n e d as an a e s t h e t i c e x p e r i e n c e . 7^ O b ta in i n g p u b l i c o p in io n r e g a r d i n g t h e s t a t u s o f p h y s ic a l e d u c a t i o n programs in h i g h e r e d u c a t i o n has been th e s u b j e c t o f s e v e r a l i n v e s t i g a t o r s in r e c e n t y e a r s . (1960) 72 For example, Shaw and Cordts used a q u e s t i o n n a i r e t e c h n i q u e t o survey 300 p h y s ic a l edu­ c a t o r ' s de partm ent chairmen. T h e ir c o n c l u s i o n i n d i c a t e d t h a t p r o ­ cedures r e l a t e d to philo so phy and o b j e c t i v e s , and e v a l u a t i o n were usually s im ila r. O'Bryan and O'Bryan (1969) i n v e s t i g a t e d t h e a t t i t u d e o f 300 males r e p r e s e n t i n g s i x subgroups o f a community in a u n i v e r s i t y c i t y toward t h e v a l u e s o f ph y s ic a l e d u c a t i o n and i t s p r a c t i t i o n e r s . It was found t h a t t h e p h y s ic a l e d u c a t i o n p r a c t i t i o n e r s were re gard ed as co m petent, a m b i t i o u s , u s e fu l and important. 73 L o c k art (1 970)7^ r e p o r t e d a s tu d y to o b j e c t i v e l y measure and a n a l y z e t h e p e r s o n a l i t y f a c t o r s o f u n i v e r s i t y women in r e l a t i o n t o 71 C harle s 0. Datson and W. J . S t a n l e y , "Value o f Phy sical A c t i v i t y by Male U n i v e r s i t y S t u d e n t s , " Research Q u a r t e r l y , 43:14856, May 1972. 72John H. Shaw and Harold H. C o r d t s , " S t a t u s o f t h e P hy sica l E ducat ion Required o r I n s t r u c t i o n a l Programs in Four-Year Colleg es and U n i v e r s i t i e s , " Research Q u a r t e r l y , 31 :409, October 1960. 73 Maureen H. O'Bryan and K. G. O'Bryan, " A t t i t u d e s o f Males Toward S e l e c t e d Aspects o f P h y sical E d u c a t io n , " Research Q u a r t e r l y , 40:3 5 7 , March 1969. 74 Barbara D. L o c k h a rt, " P e r s o n a l i t y F a c t o r s o f U n i v e r s i t y Women in R e l a t i o n to T h e i r A t t i t u d e s Toward Physi cal Education and P h y s i c a l A c t i v i t y , " Ph.D. D i s s e r t a t i o n , Brigham Young U n i v e r s i t y , 1971. 37 t h e i r a t t i t u d e s toward p h y s ic a l e d u c a t i o n and ph y s ic a l a c t i v i t y . Two hundred women, who e n r o l l e d in t h e summer se m e ste r o f 1970 a t Brigham Young U n i v e r s i t y , a c t e d as h e r s u b j e c t s . The c l u s t e r sampl­ ing was used as f o r sampling t e c h n i q u e in accordance t o t h e on and o f f campus l i v i n g u n i t s . A b a t t e r y o f t h r e e t e s t s , t h e WPEAI, S h o r t Form A, The Kenyon's ATPA S c a l e , Form DW, and Form A o f C a t t e l S i x t e e n s P e r s o n a l i t y F a c t o r Q u e s t i o n n a i r e , were given to each o f th e 200 s u b j e c t s . Upon a n a ly z in g t h e d a t a g a t h e r e d , i t concluded t h a t : 1. There i s a r e l a t i o n s h i p o f s i g n i f i c a n c e between p o s i t i v e a t t i t u d e s toward p h y s ic a l a c t i v i t y and healthy p e rso n a lity fa c to rs . 2. Women p o s s e s s i n g f a v o r a b l e p e r s o n a l i t y t r a i t s have a d e s i r e t o p a r t i c i p a t e in wholesome phys ­ i c a l a c t i v i t y o f some form. P h y sical a c t i v i t y i s so ug ht by t h e s e women as an i n t e g r a l p a r t o f a bala nced l i f e . 3. The per son who i s n o t engaged i n some form o f p h y s ic a l a c t i v i t y e x h i b i t s p e r s o n a l i t y t r a i t s which a r e l e s s f a v o r a b l e than t h o s e who do d e s i r e and engage in p h y s ic a l a c t i v i t i e s . 4. D es ir e t o p a r t i c i p a t e in p h y s ic a l a c t i v i t y , and an a b i l i t y t o do s o , allo w s a person t o be b e t t e r equipped e m o t i o n a l l y , and as a r e s u l t , t h i s person f u n c t i o n s more cap ab ly as a s o c i a l ­ l y a d j u s t e d a d u l t . This per son w i l l n o t only be more a c c e p t a b l e t o o t h e r s , b u t w i l l have more s e l f - r e s p e c t as w e l l . 5. Involvement in wholesome p h y s ic a l a c t i v i t i e s c o n t r i b u t e s t o t h e mental and emotional w e l l ­ being o f an i n d i v i d u a l . Summary The work o f many s c h o l a r s has le d t o t h e c o n c l u s io n t h a t a t t i ­ tu d e s can no lo n g e r be c o n s i d e r e d t o be unmeasurable. Thus, t h e major 38 a t t i t u d e i n v e n t o r i e s c o n s t r u c t e d f o r t h e purp ose o f measuring c o l l e g e s t u d e n t s ' a t t i t u d e s toward p h y s ic a l e d u c a t i o n , p h y s ic a l a c t i v i t y , h e a l t h , and r e c r e a t i o n were examined. Since t h e a t t i ­ tu des deter m ine t h e i n d i v i d u a l ' s w i l l i n g n e s s t o a c q u i r e knowledge as well as h i s d e s i r e s in p a r t i c i p a t i n g i n p h y s i c a l a c t i v i t y , t h e s t u d i e s a t t e m p t i n g t o o b t a i n c o l l e g e s t u d e n t s ' a t t i t u d e s toward ph y s ic a l e d u c a t i o n , ph y s ic a l a c t i v i t y , h e a l t h , and r e c r e a t i o n were reviewed. The r e s u l t s o f t h e s e s t u d i e s i n d i c a t e a f a v o r a b l e a t t i ­ tu de toward th e val ue o f ph y s ic a l e d u c a t i o n programs. Both male and female s t u d e n t s co nceived th e v a l u e o f p h y s ic a l a c t i v i t y s i m i ­ larly. Most o f t h o s e s t u d i e s reviewed used e i t h e r Wear P h y sic al Education A t t i t u d e I n v e n to r y (WPEAI) o r Kenyon's A t t i t u d e Toward P hy si ca l A c t i v i t y (ATPA) In v en to ry Form D as t h e i r i n s t r u m e n t s . The Foundation o f P hys ical Education c o u r s e s implemented by some i n s t i t u t i o n s did n o t change t h e s t u d e n t s ' a t t i t u d e s toward p h y s ic a l e d u c a t io n c o u r s e s . students. A f a v o r a b l e a t t i t u d e , however, was r e p o r t e d by The s o c i a l , p h y s i c a l , emotional v a lu e s o f p h y s ic a l a c t i v i t y were p o s i t i v e l y en doresed by t h e s u b j e c t s . CHAPTER I I I METHOD OF PROCEDURES In o r d e r t o conduct t h i s i n v e s t i g a t i o n , t h e s u rv ey r e s e a r c h te c h n i q u e was a p p l i e d and d a t a was g a t h e r e d from a sample o f t h e und e r g ra d u a te p o p u l a t i o n o f Michigan S t a t e U n i v e r s i t y in t h e F a ll o f 1974. Finding t h e I n str u m e n t There have been a number o f i n s t r u m e n t s used by i n v e s t i ­ g a t o r s t o measure t h e a t t i t u d e o f p e o p l e , e s p e c i a l l y c o l l e g e s t u ­ d e n t s , toward th e v alu e o f p h y s ic a l a c t i v i t y , among which two i n s t r u m e n t s have r e c e i v e d s p e c i a l a t t e n t i o n . F i r s t , t h e Wear Phys­ i c a l Educ ation A t t i t u d e I n v e n to r y (WPEAI) was c o n s t r u c t e d i n 1955 by Car los L. Wear. 73 His i n t e n t i o n was to develop an i n s t r u m e n t which would en a b l e one t o make a v a l u a b l e and v a l i d as s e s s m e n t o f t h e d i r e c t i o n and i n t e n s i t y o f i n d i v i d u a l and group a t t i t u d e toward p h y s ic a l e d u c a t i o n as an a c t i v i t y c o u r s e . In 1955, Marion R. Broer and h i s c o - w o r k e r s , J ac k Keogh ( 1 9 6 2 ) , ^ Wessel and Nelson ( 1 9 6 4 ) ^ and Brumbach ( 1 9 6 8 ) ^ were 73 74 75 7fi ■ Wear, op. c i t . , p. 117. Keogh, op. c i t . , p. 239. Wessel and Nels on, op. c i t . , p. 562. Brumbach, op. c i t . , p. 211. 39 40 among t h o s e who used WPEAI as th e i n s t r u m e n t f o r t h e i r i n v e s t i ­ gations. Broer and h i s co-workers u t i l i z e d i t t o d ete r m in e t h e a t t i ­ tu d e s o f U n i v e r s i t y o f Washington freshmen and sophomore women s t u ­ de n t s toward p h y s ic a l e d u c a t i o n a c t i v i t y and Keogh used i t f o r th e purpose o f d e c id in g i f s t u d e n t s d i f f e r in t h e i r a t t i t u d e s toward general b e n e f i t s o f p h y s ic a l e d u c a t i o n . Since t h i s a t t i t u d e i n v e n t o r y was c o n s t r u c t e d i n such a way t h a t only in f o r m a t i o n co ncerning t h e image o f p h y s ic a l e d u c a t i o n h e ld by s t u d e n t s e n r o l l e d in programs des ig ne d f o r g e n e r a l c o l l e g e s t u d e n t s , l i t t l e i n f o r m a t i o n i n v o l v i n g t h e v alu e o f p h y s ic a l a c t i v i ­ t i e s , b r o a d e r in scope than t h e l o c a l p u b l i c image o f p h y s ic a l edu­ c a t o r s was o b t a i n e d . Thus, t h e second i n v e n t o r y , c o n s t r u c t e d by Gerald S. Kenyon77 in 1968, was b r o a d e r in s en se and more meaning­ f u l as f a r as a n a l y z a t i o n and p s y c h o lo g ic a l s c a l i n g t e c h n i q u e s , and m u l t i d i m e n s i o n a l i t y o f t h e domains i n q u e s t i o n . Following i t s con­ s t r u c t i o n , t h e s o - c a l l e d Kenyon's A t t i t u d e Toward P h y s ic a l A c t i v i t y I n v e n t o r y , ATPA, Form D, has been used by a number o f r e s e a r c h e r s 70 such a s , in 1970, Barbara D. Lockha rt 79 and Richard B. Alderman, and in 1972, C harle s 0. Datson and W. 0. S t a n l e y , 77Kenyon, op. c i t . , p. 566 78 79 80 L o c k h a r t, op. c i t . , C hapter 3. Alderman, op. c i t . , p. 1. Datson and S t a n l e y , op. c i t . , p. 148. 80 t o name a few. 41 T h e r e f o r e , because i t i s b r o a d e r and more m e a n in g f u l, ATPA Form D by Kenyon i s more a p p r o p r i a t e f o r t h e purpose o f t h i s s tu d y . The A t t i t u d e I n v e n t o r y The a t t i t u d e i n v e n t o r y c o n s t r u c t e d by Kenyon c o n s i s t s o f s i x subdomains o r s c a l e s which a r e used in a s s e s s i n g a t t i t u d e toward p h y s ic a l a c t i v i t y . T e s t s t a t i s t i c s , f a c t o r s , and item a n a l y s i s p r o ­ c e d u r e s were used t o e v a l u a t e t h e i n v e n t o r y . Based on t h e r e s u l t s o f t h e f i n d i n g s o f t h i s s t u d y , Hoyt r e l i a b i l i t y r a nging from .72 to .89 f o r t h e s i x s c a l e s were o b t a i n e d . 81 "Comparative measures o f t h e c e n t r a l te n d e n c y , v a r i a b i l i t y and r e l i a b i l i t y between s i m i l a r populations in d ic a te instrum ent s t a b i l i t y . " 82 c r i p t i o n o f s i x s c a l e s in d e t a i l by Kenyon: Following i s th e des - 83 (1) P hysi cal a c t i v i t y as a s o c i a l e x p e r i e n c e . A c h a r a c t e r i z a t i o n o f t h o s e a c t i v i t i e s whose primary purpose i s t o p r o v id e a medium f o r s o c i a l i n t e r c o u r s e , i . e . , t o meet new peo ple and t o p e r p e t u a t e e x i s t i n g relationships. (2) P h y sic a l a c t i v i t y f o r h e a l t h and f i t n e s s . A c h a r a c t e r i z a t i o n o f t h o s e a c t i v i t i e s in which p a r t i ­ c i p a t i o n i s d e s ig ne d t o improve o n e ' s h e a l t h and p hys ic a l fitn ess. (3) P h y sic al a c t i v i t y as t h e p u r s u i t o f v e r t i g o . A c h a r a c te r iz a tio n of those a c t i v i t i e s or experiences p r o v i d i n g , a t some r i s k t o t h e p a r t i c i p a n t , an element o f t h r i l l and e x c i t e m e n t through th e medium o f s p e e d , a c c e l e r a t i o n , sudden change o f d i r e c t i o n , o r exposure t o dangerous s i t u a t i o n s , w it h th e p a r t i c i p a n t remain ­ ing in c o n t r o l . 81 C. Hoyt, T e s t R e l i a b i l i t y E s ti m ated by Analyses o f V a r ia n c e , P sy c h o m etr ik a, 6 : 1 5 3 - 6 , 1941. 82 83 Alderman, op. c i t . , p. 2. Kenyon, op. c i t . , p. 566. 42 (4) P hy si ca l a c t i v i t y as an a e s t h e t i c e x p e r i ­ en ce . A c h a r a c t e r i z a t i o n o f t h o s e a c t i v i t i e s which a r e t h o u g h t o f as p o s s e s s i n g be au ty o r c e r t a i n a r t i s t i c q u a l i t i e s such as b a l l e t , g y m n a s ti c s , o r f i g u r e s k a t i n g . (5) P hysi cal a c t i v i t y as c a t h a r s i s . A c h a r a c ­ t e r i z a t i o n o f th o s e a c t i v i t i e s which p r o v id e , through some v i c a r i o u s means, a r e l e a s e o f t e n s i o n p a r t i c i p a t e d by f r u s t r a t i o n . (6) P hys ical a c t i v i t y as a s c e t i c e x p e r i e n c e . A c h a r a c t e r i z a t i o n o f th o s e a c t i v i t i e s t h a t a r e con­ ce i v e d o f as r e q u i r i n g long s t r e n u o u s , and a f t e r p a i n ­ f u l t r a i n i n g and s t i f f c o m p e t i t i o n , and which demands a de fer m en t o f many o t h e r g r a t i f i c a t i o n s . Procedure f o r O b tain in g t h e S c ale In o r d e r t o o b t a i n a copy o f th e i n v e n t o r y , a l e t t e r was s e n t to t h e f o l l o w i n g a d d r e s s : ADI A u x i l i a r y P u b l i c a t i o n P r o j e c t P h o t o d u p l i c a t i o n S e r v ic e L i b r a r y o f Co ngre ss, Washington, D.C. 20540 USA Upon r e c e i v i n g t h e s c a l e , t h i s w r i t e r had some d i f f i c u l t y in d e t e r ­ mining how t h e v a r i o u s elemen ts o f th e i n v e n t o r y were t o be w eighted . A l e t t e r was s e n t t o Dr. Gerald S. Kenyon who i s now p r o f e s s o r o f K i nes io logy a t th e U n i v e r s i t y o f W aterloo, O n t a r i o , Canada, f o r two p u r p o se s : f i r s t , to s e c u r e h i s p e r m is s io n t o use th e a t t i t u d e s c a l e and sec ond, t o l e t t h i s w r i t e r know t h e s c o r i n g p r ocedure s f o r ATPA Form D. These l e t t e r s a r e shown in Appendix A. The S e l e c t i o n o f th e Sample For t h e purp ose o f t h i s s t u d y , 240 u n d e r g r a d u a t e s t u d e n t s r e g i s t e r e d in Fal l Term 1974, a t Michigan S t a t e U n i v e r s i t y were randomly s e l e c t e d . This was accomplish ed thr ou gh t h e Research and 43 E v a lu a ti o n and Data P r o c e s s i n g O f f i c e in th e A d m i n i s t r a t i o n B u ild ­ ing a t Michigan S t a t e U n i v e r s i t y . To make t h e d a t a more s p e c i f i c , th e f o ll o w i n g c r i t e r i a f o r s e l e c t i o n o f t h e sample were e s t a b l i s h e d : 1. All t h o s e s e l e c t e d were t o be American c i t i z e n s ( f o r e i g n s t u d e n t s were t o be b y - p a s s e d ) . 2. All members o f th e sample were t o be r e g i s t e r e d u n d e r g r a d u a t e s t u d e n t s o f Michigan S tate University. 3. All t h e s t u d e n t s o l d e r th an 23 y e a r s o f age were t o be e l i m i n a t e d from c o n s i d e r a t i o n as members o f t h e sample. The sampling p r o ced u res were t o : 1. S e l e c t e d ever y "Nth" r e c o r d from each c l a s s l e v e l t o o b t a i n 30 random s t u d e n t s . 2. Obtain r e c o r d s f o r each s t u d e n t r a n ­ domly s e l e c t e d . 3. Punch l o c a l a d d r e s s c a r d s . The f o l l o w i n g t a b l e g iv e s more i n f o r m a t i o n in terms o f t h e s e l e c t e d samples. See Table 1. Table 1 . - - S e l e c t i o n o f Samples From the O verall P o p u l a t i o n Sources Freshmen Sophomore Junior Senior Sex O ver all P o p u la ti o n Nth Record M F M F M F M F 4618 4568 3783 3785 4801 4035 4461 3577 154th 152th 126th 126th 160th 134th 148th 119th 44 The f o rm atio n o f t h e sample was compared t o t h a t o f th e o v e r a l l p o p u l a t i o n on th e b a s i s o f sex and c l a s s . Table 2 r e p r e ­ s e n t s t h i s co n c e p t. Table 2 . --Sample Comparison t o That o f t h e Overall P o p u l a t i o n on th e Basis o f Sex and Class Source Freshmen Sophomore Junior Senior Sex Overall P o p u la ti o n Nth Record M F M F M F M F 4616 4568 3783 3785 4801 4035 4461 3577 30 30 30 30 30 30 30 30 The D i s t r i b u t i o n o f Q u e s t i o n n a i r e All t h e q u e s t i o n n a i r e s were d i s t r i b u t e d t o s t u d e n t s thr ou gh th e East Lansing P o st O f f i c e . Each q u e s t i o n n a i r e i n c l u d e d b r i e f i n s t r u c t i o n s and s t u d e n t s were asked t o respond on t h e answer s h e e t s attached. Each q u e s t i o n n a i r e i n c l u d e d a stamped enve lope with th e return address. The r e sp o n d e n ts were r e q u e s t e d t o r e t u r n th e q u e s ­ t i o n n a i r e s through r e g u l a r m a i l. The in f o r m a t i o n f o r each s t u d e n t , pr ovid e d by t h e Data P ro­ c e s s i n g O f f i c e , in c lu d e d th e f u l l name, l o c a l a d d r e s s , c l a s s l e v e l , s t u d e n t number, and lo c a l te l e p h o n e number. Having t h e s t u d e n t s ' t e l e p h o n e numbers pro vide d t h e means t o c o n t a c t s t u d e n t s who had not returned t h e i r q u e s tio n n a ire s . T h e ir c o o p e r a t i o n was r e q u e s t e d and t h e y were asked to r e t u r n t h e i r r e s p o n s e s . 45 In fo rm at ion Concerning Respondents t o th e Study The q u e s t i o n n a i r e s were completed by 233 Michigan S t a t e Uni­ v e r s i t y und e r g ra d u a t e s t u d e n t s in th e Fal l o f 1974. The number o f s t u d e n t s resp on ding t o t h i s stu d y i s r e p r e s e n t e d in Table 3. Table 3 . - - Q u e s t i o n n a i r e s Returned by Undergraduate S tu d e n ts (N = 233) Source Freshmen Sophomore Junior S enior Totals Male 30 30 30 30 120 Female 30 27 30 26 113 Total 60 57 60 56 233 With unequal numbers o f s u b j e c t s p er c e l l , th e d es ig n i s nonorth o g o n a l and has s e v e r a l l i m i t a t i o n s . F i r s t , t h e as sumptions o f a n a l y s i s o f v a r i a n c e (ANOVA) a r e n o t r e b u s t i . e . , equal v a r i a n c e and n o r m a l i t y and sec ond , t h e sums o f t h e sq u are a s s o c i a t e d w it h t h e f a c t o r s in t h e de sig n a r e n o t indep en de nt and r e s t r i c i n g in hypo­ theses t e s t i n g . To o b t a i n an or thogonal des ig n equal numbers o f s u b j e c t s pe r c e l l a r e needed. The f o ll o w i n g pro ced u re was used in e q u a l i z i n g t h e number o f s u b j e c t s p e r c e l l . Sinc e t h e minimum num­ b e r o f s u b j e c t s r esp on ding t o t h e a t t i t u d e i n v e n t o r y was 26, a l l o t h e r groups were reduced t o 26 s u b j e c t s p e r c e l l . This was accom­ p l i s h e d by randomly drawing t h r e e c a r d s from male f re shm en , t h r e e ca rds from female freshmen, t h r e e c a r d s from male sophomores, one ca r d from a female sophomore, t h r e e cards from male j u n i o r s , t h r e e ca r d s from female j u n i o r s , and t h r e e c a r d s from male s e n i o r s . 46 Table 4 shows th e number o f s t u d e n t s respond ing t o th e i n v e n t o r y a f t e r t h e n e c e s s a r y m o d i f i c a t i o n s were made. Table 4 . - - Q u e s t i o n n a i r e s Returned by Undergraduate Class A f t e r th e M o d if ic a t io n (N = 208) Source Freshmen Sophomore Junior S e n io r Total Male 26 26 26 26 104 Female 26 26 26 26 104 Total 52 52 52 52 208 The q u e s t i o n n a i r e c o n t a i n e d 59 items f o r male and 54 items f o r fem ale. Average resp o n s es per item making up each subdomain were used as t h e dependent measure f o r a n a l y s i s o f v a r i a n c e , and t h e a n a l y s i s o f v a r i a n c e (ANOVA) f o r each subdomain was computed from s u b j e c t s ' r e s p o n s e s . Table 5 r e p r e s e n t s t h e number o f items in th e a t t i t u d e i n v e n t o r y f o r each subdomain f o r males and fe m ale s. Table 5 . --Number o f Items in Q u e s t i o n n a i r e f o r each Subdomain f o r Males and Females Source Male Female Social Health Ver tigo A esthetic Catharsis Ascetic 10 10 10 10 9 10 8 11 9 9 9 8 Total 59 54 47 Responses to t h e q u e s t i o n n a i r e s were an aly zed and punched on c a r d s , one c a r d f o r each s u b j e c t , a t t h e Computer Cen ter a t Michigan S t a t e U niversity. In o r d e r t o t e s t t h e hypotheses and s u b -h y p o th e s e s to d e t e r ­ mine whether th e y can be r e j e c t e d o r a c c e p t e d , t h e f o ll o w i n g d e s c r i p ­ t i v e s t a t i s t i c a l p r o ced u res were conducted: 1. A n a ly s is o f v a r i a n c e f o r a t w o - f a c t o r f a c t o r i a l d es ig n t o a n a ly z e t h e mean a t t i t u d e r e sp o n s e s among th e subdomain. 2. The c r i t i c a l r e g i o n o f r e j e c t i o n was s e t up a t th e l e v e l o f .05. 3. The av erage mean s c o r e s were computed between and w i t h i n grad es ( fr eshm en, sophomores, j u n i o r s , and s e n i o r s ) and s e x —males and fe m a le s. Summary In t h i s c h a p t e r t h e method o f pro ced u re was t h o ro u g h ly examined. The surv ey r e s e a r c h te c h n iq u e was employed and 233 Michigan S t a t e U n i v e r s i t y u n d e r g ra d u a te s t u d e n t s completed th e Kenyon A t t i t u d e Toward P h y sical A c t i v i t y I n v e n t o r y , ATPA, Form D in t h e F a ll o f 1974. All th e q u e s t i o n n a i r e s i n c l u d e d a stamped en velope with th e r e t u r n a d d r e s s and were d i s t r i b u t e d t o s t u d e n t s through r e g u l a r m ail. With unequal numbers o f s u b j e c t s p e r c e l l , t h e d e s ig n had some l i m i t a t i o n s in t e s t i n g t h e h y p o t h e s e s . Sinc e t h e minimum 48 number o f s u b j e c t s r esp on ding t o t h e a t t i t u d e in v e n t o r y was 26, a l l o t h e r groups were randomly reduced t o 26 s u b j e c t s p er c e l l . The d e s c r i p t i v e s t a t i s t i c p r o c e d u r e s , a n a l y s i s o f v a r i ­ ance (ANOVA), and used i n o r d e r t o t e s t th e hypothese s and sub­ hy p o th e s e s . For th e purpose o f t h i s s t u d y , th e c r i t i c a l r e g io n o f r e j e c t i o n was up a t t h e l e v e l o f .05. In Chapter IV t h e r e s u l t s o f th e s t a t i s t i c a l a n a l y s i s o f t h e d a t a w i l l be p r e s e n t e d . CHAPTER IV ANALYSIS OF DATA In t h i s c h a p t e r an a t t e m p t has been made t o p r e s e n t t h e d a t a c o l l e c t e d from t h e q u e s t i o n n a i r e s , and d a t a a n a l y s i s o f t h e s i x subdomains. Ta bles a r e i l l u s t r a t e d f o r a n a l y s i s o f v a r i a n c e f o r each subdomain in terms o f g r a d e , s e x , and i n t e r a c t i o n s between th e two. Hypothesis I There w i l l be no s i g n i f i c a n t d i f f e r e n c e s between t h e s c o r e s on a measure o f a t t i t u d e toward t h e valu e o f p h y s ic a l a c t i v i t y o f Michigan S t a t e U n i v e r s i t y freshmen, sophomore, j u n i o r , and s e n i o r u n d e r g ra d u a te s t u d e n t s . In o r d e r t o t e s t th e h y p o t h e s i s t o de term in e wh ether t h e r e a r e any s i g n i f i c a n t d i f f e r e n c e s between t h e s c o r e s on a measure o f a t t i t u d e toward t h e s i x subdomains o f f o u r groups o f male and female freshmen (N = 5 2 ) , male and female sophomores (N = female j u n i o r s (N = 5 2 ) , male and 5 2 ) , and male and female s e n i o r s (N = 5 2), t h e a n a l y s i s o f v a r i a n c e was conducted and t h e F r a t i o s were used t o de term in e t h e d i f f e r e n c e s between th e group means. Ta ble 6 i n d i c a t e s t h e means o f av er ag e r e s p o n s e s pe r items making up each subdomain f o r each group. 49 I 50 T a b l e 6 . - - M e a n s o f t h e A v e r a g e R e s p o n s e s f o r F o u r G r o u p s on S i x Subdomains Subdomains Freshmen Mean 1 2 3 4 5 6 (social) (fitness) (vertigo) (aesthetic) (catharsis) (ascetic) 4.111 4.209 4.403 4.130 4.280 3.802 Sophomore Rank 5 3 1 4 2 6 Mean 4.135 3.843 4.145 4.125 3.936 3.425 Rank 2 5 1 3 4 6 Junior Mean 3.936 3.964 4.131 4.151 3.972 3.640 S e n io r Rank 5 4 2 1 3 6 Mean Rank 4.062 3.961 3.913 3.960 4.098 3.553 2 3 5 4 1 6 !:• s; I I- (■: ?I■ . [ Table 7 p r e s e n t s t h e r e s u l t s o f t h e a n a l y s i s o f v a r i a n c e (ANOVA) which i n d i c a t e s t h a t th e t e s t s t a t i s t i c was n o t s i g n i f i c a n t , tr S'. t | f a t the level of .05. Co nseq u en tly , t h e n u ll h y p o t h e s i s was not r e j e c t e d and i t was concluded t h a t t h e r e was no s i g n i f i c a n t d i f - ■' f e r e n c e in Freshmen, Sophomore, J u n i o r and S e n i o r s t u d e n t s toward phys­ iIc . , i c a l a c t i v i t y as measured by t h e s i x subdomains. i Table 7 . --G ra de Comparison Subdomain 1 2 3 4 5 6 (social) (fitness) (vertigo) (aesthetic) (catharsis) (ascetic) d.f MS F P 3 3 3 3 3 3 .4065 1.0024 2.0863 .6138 1.2574 1.3011 .7011 1.9064 2.1283 .8457 1.7224 1.6625 .55 .12 .09 .47 .16 .17 P s i g n i f i c a n t a t .05 l e v e l 51 Hypothesis II There w i l l be no s i g n i f i c a n t d i f f e r e n c e s between t h e s c o r e s on a measure o f a t t i t u d e toward t h e val ue o f p h y s ic a l a c t i v i t y o f Michigan S t a t e U n i v e r s i t y u n dergra duate male and female s t u d e n t s . Table 8 shows th e av erage mean s c o r e s o f av erage r esp onses pe r item making up each subdomain f o r each group o f male and female students. Table 8 . --Mean and Rank Scores f o r Male and Female Subdomains Male (N = 104) Mean S oc ial Health V er tigo A esthetic Catharsis A s c e t ic Female (N = 104) Rank 4.081 3.856 4.215 3.862 4.035 3.571 2 5 1 4 3 6 Mean 4.041 4.157 4.080 4.365 4.108 3.639 Rank 5 2 4 1 3 6 As can be seen from Table 8 t h e means o f t h e a v er ag e r e s ­ ponses were h i g h e r f o r female s t u d e n t s with t h e e x c e p t i o n t h a t male s t u d e n t s sc ore d h i g h e r than females in s o c i a l and p u r s u i t o f v e r t i g o experience. Table 9 i l l u s t r a t e s t h a t t h e sex d i f f e r e n c e s in a t t i t u d e s toward t h e valu e o f ph y s ic a l a c t i v i t y did n o t e x i s t among a group o f un d er g rad u ate males as compared with t h e u n d e r g r a d u a te female s t u d e n t s in s c o r i n g p hys ic a l a c t i v i t y o r s o c i a l , p u r s u i t o f v e r t i g o c a t h a r s i s , and a s c e t i c e x p e r i e n c e . More s p e c i f i c a l l y , i t was found t h a t t h e r e was n o t a s i g n i f i c a n t d i f f e r e n c e between male and female s t u d e n t s in t h e i r r a t i n g o f p hys ic a l a c t i v i t y as s o c i a l e x p e r i e n c e 52 (P < . 7 0 ) , p u r s u i t o f v e r t i g o (P < . 3 2 ) , c a t h a r s i s (P < . 5 3 ) , and a s c e t i c e x p e r ie n c e (P < . 5 7 ) . The p r o b a b i l i t y l e v e l a s s o c i a t e d with each n u ll h y p o t h e s is was g r e a t e r than .05. However, s i g n i f i ­ c a n t d i f f e r e n c e s were found between t h e male (mean = 3.856 and female (mean = 4.157) s t u d e n t s in t h e i r r a t i n g o f p h y s ic a l a c t i v i t y as f i t n e s s (P < . 0 0 3 ) , and a e s t h e t i c e x p e r i e n c e s (P < . 0 0 0 1 ). See Table 9. Table 9 . --S ex D i f f e r e n c e s Subdomain 1 2 3 4 5 6 (social) (fitness) (vertigo) (aesthetic) (catharsis) (ascetic) d.f 1 1 1 1 1 1 MS .0820 4.7191 .9504 13.1454 .2843 .2430 F P .1414 8.9747 .9695 18.1121 .3894 .3105 .70 .0031 .32 .0001 .53 .57 P s i g n i f i c a n t a t .05 l e v e l Hy pothesis I I I There w i l l be no s i g n i f i c a n t i n t e r a c t i o n s between grade l e v e l , i . e . , freshmen, sophomores, j u n i o r s , and s e n i o r s and s e x - - m a l e s and females on a t t i t u d e s toward p h y s ic a l a c t i v i t y as measured by s i x subdomains. Tables 10 through 15 p r e s e n t t h e c e l l means o f a v e r a g e r e s ­ ponses in r e g a r d t o t h e s i x subdomains f o r each sex by grad e com­ bination. 53 T a b l e 1 0 . — S u b d o m a in I ( S o c i a l ) Source Freshmen Sophomore Junior S enior Male Female 3.95 4. 29 4. 12 4.14 3.98 3.89 4 .28 3.83 Table 11 . —Subdomain II ( F i t n e s s ) Source Freshmen Sophomore Junior S en io r Male Female 4 .03 4. 38 3.69 4.09 3.88 4.03 3.80 4.11 Table 12. —Subdomain I I I ( P u r s u i t o f V e r tig o ) Source Freshmen Sophomore Junior S e n io r Male Female 4.35 4.44 4 .35 3.9 3 4.29 3.96 3.85 3.96 Table 13. —Subdomain IV ( A e s t h e t i c ) Source Freshmen Sophomore Junior S e n io r Male Female 3.65 4. 60 3.86 4.56 4.05 4.25 3.88 4.0 3 54 T a b l e 1 4 . — S u b d o m a in V ( C a t h a r s i s ) Source Freshmen Sophomore Junior S en ior Male Female 4.2 7 4.28 3.82 4.04 3.93 4.00 4.0 9 4.0 9 Table 15. —Subdomain VI ( A s c e t i c ) Source Freshmen Sophomore Junior S enior Male Female 3.64 3.95 3.51 3.33 3.61 3.66 3.50 3.59 Table 16 i n d i c a t e s t h a t t h e r e were no s i g n i f i c a n t i n t e r ­ a c t i o n s between sex and grad e l e v e l in r e g a r d t o p h y s ic a l a c t i v i t y as s o c i a l , f i t n e s s and h e a l t h , p u r s u i t o f v e r t i g o , c a t h a r s i s and a s c e tic experiences. However, t h e r e was an i n t e r a c t i o n o b t a i n e d between th e two f a c t o r s on a e s t h e t i c e x p e r ie n c e (Subdomain IV). Table 1 6 . --Group I n t e r a c t i o n s Subdomain 1 2 3 4 5 6 (social) (fitness) (vertigo) (aesthetic) (catharsis) (ascetic) d.f MS F P 3 3 3 3 3 3 1.4318 .1466 .9767 1.9327 .1411 .4973 2.4693 .2788 .9964 2.6629 .1933 .6354 .06 .84 .39 .04 .90 .59 P s i g n i f i c a n t a t .05 le v e l 55 Figure 2 i n d i c a t e s t h e r e l a t i o n s h i p between grade l e v e l and sex. 5 4 3 2 Fr So Jr Sr F igure 2 . —The R e l a t i o n s h i p Between Grade Level and Sex. As can be seen from th e Graph, female freshmen and sopho­ more s t u d e n t s s c o re d h i g h e r on a measure o f a t t i t u d e toward t h e val ue o f p h y s ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e th an male students. However, w ith j u n i o r and s e n i o r l e v e l s u b j e c t s th e means o f a v er ag e r e sp o n s e s i n t e r a c t e d more, meaning t h a t both male and female j u n i o r and s e n i o r s u b j e c t s were s l i g h t l y d i f f e r e n t in t h e i r a t t i t u d e s toward t h e p h y s ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e . Hypothes is IV There w i l l be no s i g n i f i c a n t d i f f e r e n c e s between t h e s c o r e s on a measure o f a t t i t u d e toward t h e val ue o f p h y s ic a l a c t i v i t y o f male and female u n d e r g r a d u a te s t u d e n t s w i t h i n each grade l e v e l . This n u ll h y p o t h e s i s can be broken down i n t o s e v e r a l sub­ h y p o t h e s i s f o r each o f t h e subdomains as f o ll o w s : 56 1. Social e x p e r i e n c e : t h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s between male and female u n d e r g ra d u a te s t u ­ d e n ts in t h e i r r a t i n g o f ph y s ic a l a c t i v i t y as a s o c i a l experience. Table 17 shows t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e in a t t i t u d e o f male and female freshmen, sophomore, and j u n i o r s t u d e n t s in t h e i r r a t i n g ph y s ic a l a c t i v i t y as s o c i a l e x p e r i e n c e . However, a s i g n i f i c a n t d i f f e r e n c e (P < .03) was found between male and female s e n i o r s in t h e i r s c o r i n g o f p h y s ic a l a c t i v i t y as a s o c i a l e x p e r i e n c e . There was no s i g n i f i c a n t d i f f e r e n c e i n t h e a v e r a g e mean s c o r e s o b t a i n e d (P < . 0 3 ) . i s i l l u s t r a t e d in Table 10. The av er ag e mean s c o r e f o r each group The female freshmen and sophomores scored h i g h e r than male freshmen and sophomores (Means = 4 . 2 9 , 4.14). However, male j u n i o r s and s e n i o r s s c o re d h i g h e r th an females r e s p e c t i v e l y (Means = 3 .9 8 , 4 . 2 8 ) . Table 1 7 . --Subdomain I ( S o c i a l ) Source Male Male Male Male vs vs vs vs Female Female Female Female Freshmen Sophomore Junior S enior d .f MS 1 1 1 1 1.6884 .0031 .1026 2.5832 P sig n ifican t at .05 l e v e l F 2.9119 .0053 .1770 4.4551 P .08 .94 .64 .03 57 2. Health and f i t n e s s : t h e r e w i l l be no s i g n i f i ­ c a n t d i f f e r e n c e s between male and female s t u d e n t s w i t h i n t h e freshmen, sophomore, j u n i o r and s e n i o r c l a s s e s in t h e i r r a t i n g o f p h y s ic a l a c t i v i t y as a h e a l t h and f i t n e s s e x p e r i ­ ence. Table 18 i n d i c a t e s t h a t th e t e s t s t a t i s t i c f o r t h i s sub­ h y p o t h e s i s was n o t s i g n i f i c a n t , a t t h e l e v e l o f .0 5 , and t h e r e f o r e t h e n u ll h y p o t h e s i s was n o t r e j e c t e d . However, a s i g n i f i c a n t d i f ­ f e r e n c e was found w i t h i n t h e males and females a t t h e sophomore l e v e l (P < . 0 5 ) . level. Thus, t h e n u ll h y p o t h e s i s was r e j e c t e d a t t h e .05 The a v er ag e mean s c o r e s f o r female s t u d e n t s were h i g h e r than f o r male s t u d e n t s in t h e i r r a t i n g o f p h y s ic a l a c t i v i t y as a f i t n e s s experience. See Table 11. Table 1 8 . --Subdomain I I (Hea lth and F i t n e s s ) Source Male Male Male Male vs vs vs vs Female Female Female Female Freshmen Sophomore Junior S e n io r d .f MS 1 1 1 1 1.5164 2.0680 .2970 1.2774 F 2.8839 3.9329 .5649 2.4993 P .09 .04 .45 .12 P s i g n i f i c a n t a t .05 le v e l 3. Pursuit of V ertigo: t h e r e w i l l be no s i g n i f i ­ c a n t d i f f e r e n c e s between female and male s t u d e n t s w i t h i n t h e f re shm en , sophomore, j u n i o r s , and s e n i o r s c l a s s e s in 58 t h e i r r a t i n g o f ph y s ic a l a c t i v i t y as a p u r s u i t o f v e r t i g o experience. The n u ll h y p o t h e s i s was n o t r e j e c t e d f o r both males and females w i t h i n freshmen, sophomores, j u n i o r s and s e n i o r c l a s s e s . The c r i t i c a l r e g io n o f r e j e c t i o n was not s i g n i f i c a n t a t t h e .05 l e v e l and t h e r e f o r e , i t was concluded t h a t t h e r e was no s i g n i f i ­ c a n t d i f f e r e n c e in t h e i r s c o r i n g o f p h y s ic a l a c t i v i t y as a p u r s u i t o f v e rtig o experience. i l l u s t r a t e d in Table 12. See Table 19. The av erage mean s c o r e s a r e The females sco red h i g h e r a t freshmen (Mean = 4 . 4 4 ) and s e n i o r l e v e l s (Mean = 3 . 9 6 ) . However, t h e males s c o r e d h i g h e r a t j u n i o r (Mean = 4 . 2 9 ) and sophomore l e v e l s (Mean = . 4.35). The S ch ef fe P o st Hoc mean s c o r e s d i f f e r e n c e s . 84 formula was used to examine t h e s e I t was found t h a t t h e s e d i f f e r e n c e s were n o t s t a t i s t i c a l l y s i g n i f i c a n t a t t h e l e v e l o f .05. Table 1 9 . — Subdomain I I I ( P u r s u i t o f V e r t ig o ) Source Male Male Male Male vs vs vs vs Female Female Female Female Freshmen Sophomore Junior S enio r d.f MS F P 1 1 1 1 .1053 2.1935 1.4223 .1595 .1074 2.2376 1.4509 .1627 .74 .13 .22 .68 P s i g n i f i c a n t a t .05 l e v e l 84 Gene V. Glass and J u l i a n C. S t a n l e y , S t a t i s t i c a l Methods in Ed uc ation and Psy c holo gy, New J e r s e y : P r e n t i c e - H a l l , I n c . 1970. 59 4. A esthetic experience: t h e r e w i l l be no s i g n i f i ­ c a n t d i f f e r e n c e s between females and males w i t h i n t h e f r e s h ­ men, sophomore, j u n i o r , and s e n i o r c l a s s e s in t h e r a t i n g o f p h ys ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e . Table 20 r e p r e s e n t s t h e r e s u l t s o f a n a l y s i s o f v a r i a n c e which i n d i c a t e s t h a t t h e t e s t s t a t i s t i c was s i g n i f i c a n t , a t t h e l e v e l o f . 0 5 , f o r male and female freshmen and sophomores. Therefore, the n u ll h y p o t h e s i s f o r t h e s e two groups was r e j e c t e d , showing t h a t t h e r e a r e d i f f e r e n c e s w i t h i n male and female freshmen and sophomores in s c o r i n g ph y s ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e . But, on th e o t h e r hand, as can be seen from Table 20, t h e t e s t s t a t i s t i c was n o t s i g n i f i c a n t a t t h e l e v e l o f .05 f o r male and female j u n i o r s and seniors. Thus, t h e n u l l h y p o t h e s i s f o r t h e s e two groups was not r e j e c t e d , conclud in g t h a t t h e r e were no d i f f e r e n c e s w i t h i n male v e r su s females a t t h e j u n i o r l e v e l and w i t h i n males v e r s u s females a t t h e s e n i o r l e v e l in r a t i n g p h y s ic a l a c t i v i t y as an a e s t h e t i c experience. Table 2 0 . --Subdomain IV ( A e s t h e t i c ) Source Male Male Male Male vs vs vs vs d.f Female Female Female Female Freshmen Sophomore Junior S e n io r 1 1 1 1 MS 11.5999 6.4896 .5260 .3280 P s i g n i f i c a n t a t .05 le v e l F P 15.9826 8.4415 .7248 .4520 .0001 .0032 .3457 .5022 60 Table 13 i n d i c a t e s th e av erage mean s c o r e s between t h e d i f ­ f e r e n t gro up s. Females always s c o re d h i g h e r th an males i n t h i s sub- domain. 5. Catharsis experience: t h e r e w i l l be no s i g n i f i ­ c a n t d i f f e r e n c e s between male and female s t u d e n t s w i t h i n freshmen, sophomore, j u n i o r , and s e n i o r c l a s s e s in r a t i n g p h ys ic a l a c t i v i t y as a c a t h a r s i s e x p e r i e n c e . Table 21 i l l u s t r a t e s t h a t t h e n u l l h y p o t h e s i s was not r e j e c t e d f o r freshmen, sophomores, j u n i o r s and s e n i o r s c l a s s e s . Hence, i t can be concluded t h a t no s i g n i f i c a n t d i f f e r e n c e s were found between males and females i n t h e i r a t t i t u d e s toward p h y s ic a l a c t i v i t y as a c a t h a r s i s e x p e r i e n c e . Table 21 . —Subdomain V ( C a t h a r s i s ) Source Male Male Male Male vs vs vs vs Female Female Female Female Freshmen Sophomore Junior Senior d.f MS F P 1 1 1 1 .0001 .6402 .0672 .0000 .0002 .8770 .0921 .0000 .98 .35 .76 .44 P s i g n i f i c a n t a t .05 l e v e l Table 14 shows t h e av erage mean s c o r e s f o r each group. Female freshmen, sophomores, j u n i o r s s t u d e n t s s c o r e d h i g h e r than male freshmen, sophomores, and j u n i o r s , b u t n o t s t a t i s t i c a l l y s i g n i f i c a n t f o r female and male s e n i o r s . 61 6. Ascetic exp erien ce: t h e r e w i l l be no s i g n i f i ­ c a n t d i f f e r e n c e s between male and female s t u d e n t s w i t h i n t h e freshmen, sophomore, j u n i o r , and s e n i o r c l a s s e s in r a t i n g p h y s ic a l a c t i v i t y as an a s c e t i c e x p e r i e n c e . On t h e b a s i s o f t h e r e s u l t s o f a n a l y s i s o f v a r i a n c e and com­ p u t i n g t e s t s t a t i s t i c s , Table 22, no s i g n i f i c a n t d i f f e r e n c e was found i n a t t i t u d e s o f male and female s t u d e n t s w i t h i n t h e freshmen, sophomores, j u n i o r s , and s e n i o r s c l a s s e s in r a t i n g p h y s i c a l a c t i v i t y as an a s c e t i c e x p e r i e n c e . a t t h e .05 l e v e l . Thus, t h e n u ll h y p o t h e s i s was n o t r e j e c t e d , Table 22 i s th e i l l u s t r a t i o n f o r t h i s co n c e p t . Table 2 2 . —Subdomain VI ( A s c e t i c ) Source Male Male Male Male vs vs vs vs Female Female Female Female Freshmen Sophomore Junior S enior d.f MS 1 1 1 1 1.2043 .3860 .0325 .1071 F 1.5452 .4832 .0415 .1364 P .21 .48 .83 .71 P s i g n i f i c a n t a t .05 l e v e l Table 15 r e f e r s to th e av erage mean s c o r e s f o r each group. Frmale freshmen, j u n i o r s , and s e n i o r s sco red h i g h e r th an male f r e s h ­ men, j u n i o r s and s e n i o r s with t h e e x c e p t i o n t h a t s c o r e s were h i g h e r f o r male sophomores as compared w ith female sophomores f o r t h i s subdomain b u t t h e s e d i f f e r e n c e s were not s t a t i s t i c a l l y s i g n i f i c a n t . 62 Hypothes is V There w i l l be no s i g n i f i c a n t d i f f e r e n c e s in t h e s c o r e s on a measure o f a t t i t u d e o f male freshmen, sophomore, j u n i o r and s e n i o r s t u d e n t s toward th e v alu e o f p h y s ic a l a c t i v i t y and t h e s i x subdomains. Table 23 i l l u s t r a t e s t h i s r e l a t i o n s h i p . A n a ly s is o f v a r i ­ ance was c a r r i e d o u t between t h e freshmen, sophomore, j u n i o r and s e n i o r s t u d e n t s w i t h i n t h e male group in o r d e r t o d ete r m in e i f s i g n i f i c a n t d i f f e r e n c e s a c c r u e d in t h e i r r a t i n g o f p h y s ic a l a c t i v i t y as t h e s i x subdomains. The c r i t i c a l r e g i o n o f r e j e c t i o n was not s i g n i f i c a n t , a t t h e .05 l e v e l . T h e r e f o r e , th e n u l l h y p o t h e s i s was no t r e j e c t e d , l e a d i n g t o t h e c o n c l u s i o n t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e w i t h i n male freshm en , sophomore, j u n i o r and s e n i o r s t u ­ d e n ts in s c o r i n g p h y s ic a l a c t i v i t y as t h e s i x subdomains. Table 2 3 . - - S c o r e s o f Male S t u d e n t s Within t h e Subgroups Subdomain 1 2 3 4 5 6 (social) (fitness) (vertigo) (aesthetic) (catharsis) (ascetic) d.f MS 3 3 3 3 3 3 .6603 .5491 1.4979 .6711 1.0173 .1360 P sig n ifican t a t .05 le v e l F 1.1387 1.0443 1.5281 .9247 1.3435 .1738 P .33 .37 .20 .42 .24 .91 63 Hypothesis VI There w i l l be no s i g n i f i c a n t d i f f e r e n c e s in s c o r e s on a measure o f a t t i t u d e s o f female freshmen, sophomores, j u n i o r s , s e n i o r s toward p h y s ic a l and a c t i v i t y as s i x subdomains. Table 24 i s t h e r e f l e c t i o n o f t h i s co n c e p t. Based on th e a n a l y s i s o f v a r i a n c e and t e s t s t a t i s t i c , i t was found t h a t t h e r e were no s i g n i f i c a n t d i f f e r e n c e s w i t h i n female u n d e r g ra d u a te s t u ­ de n t s with t h e e x c e p t i o n a t s e n i o r l e v e l . T h e r e f o r e , t h e n u ll h y p o t h e s i s was n o t r e j e c t e d and i t was concluded t h a t no s i g n i f i ­ c a n t d i f f e r e n c e was o b t a i n e d w i t h i n female freshmen, sophomore arid j u n i o r s t u d e n t s in s c o r i n g p h y s ic a l a c t i v i t y as measured by t h e f i r s t f i v e subdomains. However, t h e n u l l h y p o t h e s i s was r e j e c t e d f o r s e n i o r s t u d e n t s , (P < .04) meaning t h a t t h e r e was s i g n i f i c a n t d i f f e r e n c e w i t h i n t h e s e s t u d e n t s a t t h e l e v e l o f .05 in r a t i n g p h y s ic a l a c t i v i t y as a s c e t i c e x p e r i e n c e . Table 2 4 . —Scor es o f Female S t u d e n t s Within t h e Subgroups Subdomain 1 2 3 4 5 6 (social) (fitness) (vertigo) (aesthetic) (catharsis) (ascetic) d .f MS F P 3 3 3 3 3 3 1.1781 .5999 1.5651 1.8754 .3812 1.6624 2.0317 1.1409 1.5966 2.5840 .5222 2.1241 .1107 .3337 .1915 .0545 .6676 .0484 P sig n ifican t a t .05 l e v e l 64 Summary In t h i s c h a p t e r s i x major hypo these s as well as s i x sub­ h ypothes es were s t a t i s t i c a l l y t e s t e d . The s u b j e c t s ' a t t i t u d e s r e s p o n s e s , measured by s i x subdomains, were s t a t i s t i c a l l y t e s t e d in terms o f grade e f f e c t s , sex e f f e c t s and th e i n t e r a c t i o n s between t h e sex and grade l e v e l . No s i g n i f i c a n t d i f f e r e n c e was found in a t t i t u d e s o f un d er g rad u ate s t u d e n t s toward t h e p h y s ic a l a c t i v i t y . In terms o f sex e f f e c t s , no s i g n i f i c a n t d i f f e r e n c e was found between male and female s t u ­ d e n ts in t h e i r r a t i n g o f p h y s ic a l a c t i v i t y as s o c i a l , p u r s u i t o f v e r t i g o , and a s c e t i c e x p e r i e n c e . However, s i g n i f i c a n t d i f f e r e n c e was found between males and females in t h e i r r a t i n g o f p hys ic a l a c t i v i t y as f i t n e s s and a e s t h e t i c e x p e r i e n c e . Tables o f means o f t h e av er ag e r e sp o n s e s in terms o f grade and sex on s i x subdomains were p r e s e n t e d . The s u b j e c t s ' e xpress ed r e sp o n s e s were ranked. F ur the rm ore , a t t i t u d e s r e sp o n s e s o f male and female sub­ j e c t s were s e p a r a t e l y s t a t i s t i c a l l y t e s t e d toward each subdomain. F i n a l l y , t h e hyp othes es s eek in g to t e s t i f t h e r e were s i g n i f i c a n t d i f f e r e n c e s in s t a t e d r e sp o n s e s w i t h i n t h e freshmen, sophomores, j u n i o r s and s e n i o r s f o r male and female were t e s t e d . Tables were pro vided f o r t h e i l l u s t r a t i o n o f th e above c o n c e p ts . Chapter V w i l l p r e s e n t t h e summary, d i s c u s s i o n and con­ c l u s i o n o f t h i s s tu d y . CHAPTER V SUMMARY, DISCUSSION, CONCLUSION, AND RECOMMENDATIONS In th e f i r s t f o u r c h a p t e r s o f t h i s s tu d y t h e i n t r o d u c t i o n , review o f l i t e r a t u r e , methods and p r o c e d u r e s , and th e a n a l y s i s o f d a t a were p r e s e n t e d . This c h a p t e r w i l l p r e s e n t a summary, f i n d ­ i n g s , c o n c lu s io n and recommendation. Summary The major o b j e c t i v e o f t h i s stu d y was t o a s s e s s a t t i t u d e s toward t h e v alu e o f p hys ic a l a c t i v i t y o f Michigan S t a t e U n i v e r s i t y u n d e r g ra d u a te s t u d e n t s . To accomplish t h i s o b j e c t i v e , a q u e s t i o n n a i r e te c h n iq u e was a p p l i e d . One hundred and f o u r male and one hundred and f o u r f e m a le , a t o t a l o f 208, u n d e r g r a d u a t e s t u d e n t s r e g i s t e r e d in t h e Fa ll o f 1974, completed t h e q u e s t i o n n a i r e s . Kenyon's A t t i t u d e Toward P h y sical A c t i v i t y I n v e n t o r y , ATPA, Form D, which i s o l a t e s s i x p e r c e i v e d v a l u e s h e ld toward p h y s ic a l a c t i v i t y was used as th e i n s t r u m e n t to a s s e s s th e s u b j e c t ' s a t t i t u d e toward t h e s i x subdomains. Each s u b j e c t was asked t o e x p r e s s h i s o r he r a t t i t u d e con­ c e r n i n g each subdomain. The s i x subdomains c o n t a i n e d in th e inven t o r y were p h y s ic a l a c t i v i t y as a s o c i a l e x p e r i e n c e , as h e a l t h and 65 66 f i t n e s s , as th e p u r s u i t o f v e r t i g o , as an a e s t h e t i c e x p e r i e n c e , as c a t h a r s i s , and as an a s c e t i c e x p e r i e n c e . More s p e c i f i c a l l y , t h e o b j e c t i v e s o f t h e p r e s e n t s tu d y were th e f o ll o w in g : 1. To measure a t t i t u d e s toward t h e v a l u e o f p h ys ic a l a c t i v i t y among a group o f male and female u n d er g rad u ate s t u d e n t s a t Michigan S t a t e U n i v e r s i t y . 2. To a s s e s s a t t i t u d e s o f u n d e r g r a d u a te male and female s t u d e n t s toward t h e v a l u e s o f p h y s ic a l a c t i v i t y as measured by s i x subdomains. 3. To f i n d i f t h e r e were any s i g n i f i c a n t i n t e r a c t i o n s between grade l e v e l , i . e . , freshmen , sophomore, j u n i o r and s e n i o r and s e x - - m a le s and fem al es . 4. To compare mean s c o r e s o b t a i n e d from s i x subdomains w i t h i n males and fe m a le s. 5. To o b t a i n t h e a v e r a g e mean s c o r e s on a measure o f a t t i t u d e o f male f re shm en , sophomores, j u n i o r s , and s e n i o r s toward t h e v a l u e s o f p h y s ic a l activity. 6. To e v a l u a t e t h e a v e r a g e mean s c o r e s on a measure o f a t t i t u d e o f female f re shm en , sophomores, j u n i o r s , and s e n i o r s toward t h e v a l u e s o f p h y s ic a l activity. 67 D is cu ss io n The r e s u l t s o f t h i s s t u d y i n d i c a t e d t h a t no s i g n i f i c a n t d i f f e r e n c e was found in th e a t t i t u d e s o f freshm en , sophomore, j u n i o r and s e n i o r s t u d e n t s toward p h y s ic a l a c t i v i t y as measured by t h e s i x subdomains. The means o f av er ag e r e sp o n s e s were ranked in acc ordan ce to t h e i r w eights f o r f o u r groups on t h e s i x subdomains. All t h e f r e s h ­ men s t u d e n t s r a t e d p h y s i c a l a c t i v i t y as p u r s u i t o f v e r t i g o as t h e i r to p c h o i c e . This was f ollo wed by s c o r i n g p h y s ic a l a c t i v i t y as c a t h a r s i s , and h e a l t h and f i t n e s s e x p e r i e n c e a s t h e i r second and t h i r d choices. All t h e sophomore s t u d e n t s r a t e d p h y s i c a l a c t i v i t y as p u r ­ s u i t o f v e r t i g o f i r s t , w h ile s o c i a l and a e s t h e t i c e x p e r i e n c e s were pla c e d second and t h i r d . P hysi cal a c t i v i t y as an a e s t h e t i c e x p e r i ­ ence was ranked f i r s t by a l l j u n i o r s t u d e n t s . T h e ir second and t h i r d c h o i c e s were p u r s u i t o f v e r t i g o and c a t h a r s i s e x p e r i e n c e s . At t h e s e n i o r l e v e l , s t u d e n t s f e l t t h a t p h y s ic a l a c t i v i t y a s a c a t h a r ­ s i s e x p e r i e n c e i s most i m p o r t a n t f o r them, w h i l e s o c i a l e x p e r i e n c e and h e a l t h and f i t n e s s were ranked i n t h e second and t h i r d p o s i t i o n . Sex E f f e c t : t h e comparison o f t h e means o f a v e r a g e r e s p o n s e s f o r males and females i n d i c a t e s t h a t a l l th e male s u b j e c t s ranked p h y s i c a l a c t i v i t y as p u r s u i t o f v e r t i g o as having th e most meaning f o r them, w i th p h y s ic a l a c t i v i t y as s o c i a l e x p e r i e n c e s second and as c a t h a r s i s e x p e r i e n c e s as t h i r d . However, a l l t h e female s u b j e c t s r a t e d p h y s ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e as having th e 68 most meaning f o r them, w h i l e h e a l t h ranked second and p u r s u i t o f v e r t i g o ranked t h i r d . S everal o t h e r s t u d i e s r e p o r t e d s i m i l a r r e s u l t s . In h i s o r s t u d y , Keogh (1962) found t h a t both men and women u n d e r g ra d u a t e s t u d e n t s a t t h e U n i v e r s i t y o f C a l i f o r n i a a t Los Angeles d i d not d i f f e r i n t h e i r s t a t e d a t t i t u d e toward p h y s ic a l e d u c a t i o n . His s u b j e c t s , however, s u p p o rte d t h e s o c i a l , h e a l t h , p h y s i c a l , and emotional v a lu e s o f p h y s ic a l e d u c a t i o n . Kenyon (1968) 86 reported s i m i l a r i t i e s and d i f f e r e n c e s in t h e a t t i t u d e s o f se co nd ary school s t u d e n t a t h l e t e s and n o n - a t h l e t e s in Canada, A u s t r a l i s , England and t h e United S t a t e s . As f a r as s i m i l a r i t y was c o n c e r n e d , a l l t h e females in both groups r a t e d p h y s ic a l a c t i v i t i e s as an a e s t h e t i c e x p e r i e n c e f i r s t , and p u r s u i t o f v e r t i g o and a s c e t i c were ranked s i m i l a r l y f i f t h and s i x t h by both male and female s t u d e n t s . In t h e work o f P e t r i e ( 1 9 7 0 ) ^ male s t u d e n t s a t Michigan S t a t e Uni­ v e r s i t y ranked p h y s ic a l a c t i v i t y as p u r s u i t o f v e r t i g o e x p e r i e n c e h i g h l y as a m o t i v a t o r o f t h e i r p a r t i c i p a t i o n in p h y s ic a l a c t i v i t y . Alderman (1970) 88 r e p o r t e d t h a t alt h o u g h males and female a t h l e t e s were s i m i l a r in t h e i r a t t i t u d e s toward p h y s i c a l a c t i v i t y , 85 Keogh, op. c i t . , p. 239. ^ G e r a l d S. Kenyon, "Values Held f o r P h y si c a l A c t i v i t y by S e l e c t e d Secondary School S t u d e n t s i n Canada, A u s t r a l i a , England and t h e United S t a t e s . U.S. O f f i c e o f E d u c a tio n , C o n t r a c t S-376, U n i v e r s i t y o f W isconsi n, F eb ruar y 1968. 87 88 P e t r i e , op. c i t . , p. 231. Alderman, op. c i t . , p. 8. 69 both groups i d e n t i c a l l y ranked p h y s ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e as t h e i r f i r s t c h o i c e . Datson and S t a n l e y (1972) 89 r e p o r t e d in t h e i r study t h a t p h y s ic a l a c t i v i t y as p u r s u i t o f v e r t i g o and c a t h a r s i s were ranked e q u a l l y by u n i v e r s i t y male s t u d e n t s as having t h e most meaning f o r them, w h ile t h e s e s u b j e c t s ranked phys­ i c a l a c t i v i t y as a e s t h e t i c e x p e r i e n c e as having th e lo wes t p e r c e i v e d va l u e . The r e s u l t s o f t h e s e s t u d i e s seem t o i n d i c a t e t h a t t h e r e a r e s i m i l a r i t i e s in r a n kin g p h y s ic a l a c t i v i t y by u n i v e r s i t y s t u d e n t s as well as a t h l e t e s . For example, a l l t h e male s u b j e c t s i n t h e work o f P e t r i e ( 1970 ), and Datson and S t a n e l y (1972) showed t h a t males ranked p h y s ic a l a c t i v i t y as p u r s u i t o f v e r t i g o f i r s t which in f a c t s u p p o r t s t h e f i n d i n g o f t h e p r e s e n t s tu d y . F ur ther m ore, t h e r e was found a s i m i l a r i t y between t h e s tu d y r e p o r t e d by Kenyon (1968) and th e p r e s e n t s tu d y a l s o . Both male s u b j e c t s in two s t u d i e s r a t e d p h y s ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e f o u r t h . Alderman, how­ e v e r , i n d i c a t e s t h a t h i s s u b j e c t s sco red p h y s ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e as having t h e low es t v alu e f o r them, wh il e Datson and S t a n l e y , f i n d t h a t t h e i r male s u b j e c t s ranked t h e domain (aesthetic) sixth. As in t h e cas e o f u n i v e r s i t y female s t u d e n t s and women a t h ­ l e t e s , p h y s ic a l a c t i v i t y as a e s t h e t i c e x p e r i e n c e did r e c e i v e s p e c i a l a t t e n t i o n and was ranked number one in s t u d i e s r e p o r t e d by Alderman, 89 Datson and S t a n l e y , op. c i t . , p. 148. 70 P e t r i e , and Kenyon. I t i s o f i n i t i a l i n t e r e s t th us t o i n d i c a t e t h a t t h e Michigan S t a t e U n i v e r s i t y female s u b j e c t s in t h i s p r e ­ s e n t study a l s o ranked p h ys ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e as t h e i r b e s t ch o ic e . Consequently, as most o f t h e r e s u l t s o f t h e s e s t u d i e s , i n c l u d i n g t h i s on e, i n d i c a t e t h a t p h y s ic a l a c t i v i t y as p u r s u i t o f v e r t i g o i s ranked f i r s t by t h e male s u b j e c t s su rv eyed. This would seem to i n d i c a t e t h a t th o s e a c t i v i t i e s i n v o l v i n g r i s k , t h r i l l , e x citem en t o r exposure to dangerous s i t u a t i o n s should be tak en to be p a r t o f t h e male p h y s ic a l e d u c a t i o n programs. By th e same t o k e n , a c t i v i t i e s which a r e though o f as p o s s e s s i n g b eau ty o r c e r t a i n a r t i s t i c q u a l i t i e s , such as b a l l e t , gy mnastics o r f i g u r e s k a t i n g should r e c e i v e s p e c i a l a t t e n t i o n in c o l l e g e female p h y s ic a l edu­ c a t i o n programs. I t was i n t e r e s t i n g to f i n d t h a t p h y s ic a l a c t i v i t y as an a s c e t i c e x p e r ie n c e was ranked th e low es t p o s s i b l e by both male and female s u b j e c t s as was a l s o confirmed by o t h e r i n v e s t i g a t o r s . Once a g a i n , th e f i n d i n g o f th e p r e s e n t s t u d y , s u p p o r t e d by t h e c o n c l u s i o n o f o t h e r s t u d i e s , may l e a d t o t h e c o n c l u s i o n t h a t a l t h o u g h s tr e n u o u s ph y s ic a l e x e r c i s e and heavy p h y s ic a l a c t i v i t y a r e n e c e s s a r y in con­ d i t i o n i n g a t h l e t e s in most s p o r t s , th ey were n o t s u p p o r te d by t h e c o l l e g e s t u d e n t s to be an i n t e g r a l p a r t o f t h e p h y s ic a l e d u c a t i o n . Interaction E ffe c t; no s i g n i f i c a n t i n t e r a c t i o n was found between male and female s u b j e c t s in a t t i t u d e s and s o c i a l , h e a l t h , p u r s u i t o f v e r t i g o , c a t h a r s i s and a s c e t i c e x p e r i e n c e s . However, 71 female freshmen and sophomores sco re d h i g h e r on p h y s ic a l a c t i v i t y as an a e s t h e t i c e x p e r i e n c e . Recommendations The p r e s e n t s tu d y l e d t h i s w r i t e r t o t h e f o ll o w i n g recom­ mendations: 1. Since th e u l t i m a t e goal o f e d u c a t i o n i s t o s e a r c h f o r th e t r u t h , p h y s ic a l e d u c a t i o n , as p a r t o f t h e whole e d u c a t i o n a l p r o c e s s , should f u l l y develop young men's and women's i n t e l l e c t u a l , p h y s i c a l , p s y c h o l o g i c a l , and s o c i a l p o t e n t i a l i t i e s . 2. To meet t h e s e aim s, e d u c a t i o n a l i n s t i t u t i o n s , e s p e c i a l l y h i g h e r l e a r n i n g i n s t i t u t i o n s , should pro v id e an equal e d u c a t i o n a l o p p o r t u n i t y f o r a l l i n d i v i d u a l s to p a r t i c i p a t e in a sound ph y s ic a l e d u c a ti o n program. 3. When p r o v id in g and ex te n d in g t h e o p p o r t u n i t y t o p a r t i c i ­ p a te in t h e s e programs, i n d i v i d u a l d i f f e r e n c e s should be r e c o g n i z e d , d i s c o v e r e d and p r o p e r l y guided. Where s t u d e n t s a r e u n c e r t a i n o f which programs t h e y want t o f o l l o w , t h e y sh o u ld be given ad equate in f o r m a t i o n to p er m it them t o make wise d e c i s i o n s . 4. Since t h e e d u c a t i o n a l p r o c e s s s t a r t s e a r l y in l i f e and c o n t i n u e s th ro u g h o u t l i f e , t h e r e sho uld be a c l o s e a r t i c u l a t i o n between p r im a r y , se co nd ary and h i g h e r l e a r n i n g s c h o o ls and in later life 5. by implementing a sound p h y s ic a l e d u c a t i o n program. A t t e n t i o n should not only be given t o th e to t h e t e a c h e r s and i n s t r u c t o r s as w e l l . s t u d e n t s bu t P r o v id i n g i n - s e r v i c e t r a i n ­ ing programs i s e s s e n t i a l f o r th o s e whose knowledge and u n d e r s t a n d i n g 72 i s o b s o l i t e and below t h e s t a n d a r d s r e q u i r e d f o r j o b s which th ey have been s e l e c t e d f o r . 6. Modern p h y s ic a l e d u c a t i o n c oncepts a r e new in I r a n . T h e r e f o r e , i t i s th e c o l l e g e s ' and u n i v e r s i t i e s ' r e s p o n s i b i l i t i e s to s t r i v e f o r t h e r e c o g n i t i o n and a c c e p ta n c e o f th e new c oncepts by s h a r i n g t h e i r p h y s ic a l e d u c a t i o n programs w ith t h e i r communities and t h e whole n a t i o n . The p u b l i c should be ed ucated in o r d e r t o e v a l u a t e th e v a l u e s o f p h y s ic a l a c t i v i t y because r e c r e a t i o n a l programs may make t h e i r liv e s happier. 7. Physi cal e d u c a t o r s and p h y s ic a l e d u c a t i o n s t u d e n t s sh ould be given s p e c i a l o p p o r t u n i t i e s f o r f r u i t f u l communications and exchanges o f i n t e r n a t i o n a l i d e a s . Ph ysi cal e d u c a t i o n d e p a r t ­ ments a t h i g h e r i n s t i t u t i o n s ought t o p r o v id e a d ia l o g u e t o reeducate a l l t h e i r p a r t i c i p a n t s . In f a c t , i f t h i s i s done pr o­ p e r l y , a changing s o c i e t y and i t s a t t i t u d e s toward t h e v a lu e o f p h y s ic a l e d u c a t i o n and p h y s ic a l a c t i v i t y w i l l r a p i d l y change. 8. R e p l i c a t i o n o f t h i s s tu d y w i l l be th e b a s i s o f a c r o s s - c u l t u r a l s tu d y in I r a n . The p r e s e n t s tu d y la y s t h e founda­ t i o n f o r f u t u r e co mpar ativ e s t u d i e s . Conclusion 1. All u n d e r g r a d u a te s t u d e n t s who p a r t i c i p a t e d in t h i s s tu d y p e r c e i v e d t h e v alu e o f p h y s ic a l a c t i v i t y s i m i l a r l y as mea­ su red by s i x subdomains. 73 2. ical Female s t u d e n t s s t r o n g l y endorsed t h e v alu e o f phys­ a c t i v i t y as an a e s t h e t i c e x p e r i e n c e . 3. Male th e most meaning 4. 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" R e l a t i o n s h i p Between S t r e n g t h s and A t t i t u d e s Toward P hysica l Education A c t i v i t y Among C o l le g e Women." Research Q u a r t e r l y , 35:562-564, December, 1964. Wessel, J a n e t A . ; F r i e d r i c k , John A.; and Ker th , Dorothy A. "A New Approach in t h e Coll ege Required P h y sical Education Program." J ourn al o f H e a l t h , P hysi cal Educ ation and R e c r e a t i o n , 3 : 1 7 , November, 1960. APPENDICES 85 APPENDIX A THE LETTERS 86 Feb ru ary 8 , 1975 Dr. Gerald S. Kenyon P r o f e s s o r and Dean Department o f Kinesiolo gy U n i v e r s i t y o f Waterloo Waterloo, O n t a r i o , Canada Dear Dr. Kenyon: As a g r a d u a t e s t u d e n t a t Michigan S t a t e U n i v e r s i t y , Iam using t h e ATPA SCALES, FORM D, f o r both men and women as an i n s t r u ­ ment f o r i n t e r p r e t i n g d a t a f o r my p r o j e c t . I have c o l l e c t e d my d a t a ing th e d a t a . and I am having d i f f i c u l t y in w e i g h t ­ Would you p l e a s e l e t me know t h e w ei g h ti n g proce dure you use f o r each item in s c o r i n g th e s i x s u b s c a l e s . Sincerely yours, Hossein Sepasi 87 University o f W aterloo W aterloo, O ntario, Canada N2L 3 G 1 Faculty o f Human Kinetics a nd Leisure Studies O ffice o f th e D ean 5 1 9 /8 8 5 - 1 2 1 1 February 21, 1975 Mr. Hoseln Sepasi, 814-C Cherry Lane, Michigan State University, East Lansing, Michigan 48823. Dear Mr. Sepasi: In response to your letter of February 8th, you will find enclosed a description of scoring procedures for ATPA Form D. scales. In addition, I am enclosing some other information on the scales: namely, the use of a semantic differential approach. I have no objection to you using the scales, but I would like to receive a report of the findings, and a copy of your data in machine readable form, together with code manual as a contribution to our data bank attitudes. Sincerel GSK:gm Gerald S. Kenyon Professor and Dean Enc. 88 APPENDIX B THE ATTITUDE INVENTORIES 89 ATPA SCALES: FORM D INTRODUCTION The f o ll o w i n g i s p a r t o f a r e s e a r c h p r o j e c t d es ig n e d t o a s c e r t a i n th e o p i n i o n s o f c o l l e g e s t u d e n t s ab out c e r t a i n a s p e c t s of our s o c ie ty . The s t a t e m e n t s on t h e pages t h a t f o llo w a r e con­ cerned with p h y s ic a l activity. you t h i n k o r f e e l ab out eac h. opinion. We a r e as k in g you t o e x p r e s s what The b e s t answer i s your per so nal Many d i f f e r e n t and opposing p o i n t s o f view a r e p r e s e n t e d ; you may f i n d y o u r s e l f a g r e e i n g s t r o n g l y w it h some o f th e s ta t e m e n t s and d i s a g r e e i n g j u s t as s t r o n g l y with o t h e r s . INSTRUCTIONS 1. Express your agreement o r d i sa g r e e m e n t by c i r c l i n g t h e a p p r o p r i ­ a t e symbols a t th e l e f t o f each s t a t e m e n t , a c c o r d in g t o th e f o ll o w i n g : VSA: SA: very s t r o n g l y a g r e e s tro n g ly agree A: a g r ee U: undecided D: disagree SD: VSD: strongly disagree ver y s t r o n g l y d i s a g r e e For example, i f you s t r o n g l y d i s a g r e e with a s t a t e m e n t you c i r c l e t h e symbol SD as f o l l o w s : VSA SA A U D (SD) 90 VSD a . The United Nations should be a b o l i s h e d . 91 2. You should r a r e l y need t o use U ( u n d e c i d e d ). 3. Work in d e p e n d e n tly o f o t h e r s . 4. Do n o t spend too much time on any one s t a t e m e n t ; try t o r e sp o n d , then go on t o th e n e x t . 5. Respond t o ALL s t a t e m e n t s . IMPORTANT 1. DO NOT OPEN BOOKLET UNTIL TOLD TO DOSO. 2. Respond t o th e s ta t e m e n t s IN THEORDER GIVEN. (Do n o t go on to Page 2 u n t i l you have f i n i s h e d Page 1, e t c . ) 3. The s i g n i f a n c e o f t h i s r e s e a r c h depends upon th e degree to which you e x p r e s s your own o p i n i o n . ITEMS AND SCALE DESIGNATION FORM DM (Men)3 1. I would g l a d l y put in th e n e c e s s a r y y e a r s o f d a i l y hard (6) t r a i n i n g f o r t h e chance t o t r y o u t f o r t h e U.S. Olympic Team. 2. I would p r e f e r q u i e t a c t i v i t i e s l i k e swimming o r t o s s - (3) ing a b a l l around r a t h e r than such a c t i v i t i e s as a u t o ­ mobile o r sp e e d b o a t r a c i n g . 3. Among t h e d e s i r a b l e forms o f p h y s ic a l a c t i v i t y a r e t h o s e t h a t show t h e bea uty and form o f human movement, such as modern dance and w a te r b a l l e t . (4) 92 4. I p r e f e r th o s e s p o r t s which r e q u i r e very hard t r a i n i n g (6) and in v o lv e i n t e n s e c o m p e titi o n such as i n t e r s c h o l a s t i c and i n t e r c o l l e g i a t e a t h l e t i c s . 5. A happy l i f e does not r e q u i r e r e g u l a r p a r t i c i p a t i o n in (5) ph y s ic a l a c t i v i t y . 6. The r i s k o f i n j u r y would be well worth i t when you con- (3) s i d e r t h e t h r i l l s t h a t come from engaging in such a c t ­ i v i t i e s as mountain clim bing and b o b s le d d i n g . 7. I t i s im p o rta n t t h a t everyone belong t o a t l e a s t one (1) group t h a t play s games t o g e t h e r . 8. Of a l l ph y s ic a l a c t i v i t i e s , t h o s e whose purpose i s (2) p r i m a r i l y t o develop p h y s ic a l f i t n e s s , would n o t be my f i r s t c h o i c e . 9. Among th e b e s t p h y s ic a l a c t i v i t i e s a r e t h o s e which (3) r e p r e s e n t a per so nal c h a l l e n g e , such as s k i i n g , moun­ t a i n c lim b in g , or heavy w e a th e r s a i l i n g . 10. I would g e t by f a r t h e most s a t i s f a c t i o n from games (6) r e q u i r i n g long and c a r e f u l p r e p a r a t i o n and i n v o l v i n g s t i f f c o m p e ti tio n a g a i n s t a s t r o n g o p p o s i t i o n . 11. The degr ee o f be auty and g r ace o f movement found i n (4) s p o r t s i s sometimes l e s s than c la im ed. 12. Almost th e on ly s a t i s f a c t o r y way t o r e l i e v e s e v e r e (5) emotional s t r a i n i s through some form o f p h y s ic a l activity. 13. I would u s u a l l y choose s tr e n u o u s p h y s ic a l a c t i v i t y over l i g h t ph y s ic a l a c t i v i t y , i f given t h e c h o i c e . (2) 93 14. Physical e d u c a t i o n programs should p l a c e a l i t t l e more (4) emphasis upon th e bea uty found in human motion. 15. There a r e b e t t e r ways o f r e l i e v i n g t h e p r e s s u r e s o f (5) t o d a y ' s l i v i n g than having t o engage in o r watch phys­ ical a c tiv ity . 16. Frequent p a r t i c i p a t i o n in dangerous s p o r t s and p h y s ic a l (3) a c t i v i t i e s a r e a l r i g h t f o r o t h e r people b u t o r d i n a r i l y th ey a r e n o t f o r me. 17. I l i k e t o engage in s o c i a l l y o r i e n t e d p h y s ic a l a c t i v i t i e s . (1) 18. A l a r g e p a r t o f o u r d a i l y l i v e s must be committed t o (2) vigorous e x e r c i s e . 19. I am not in t h e l e a s t i n t e r e s t e d in t h o s e p h y s ic a l a c t i v - (4) i t i e s whose s o l e purpose i s t o d e p i c t human motion as something b e a u t i f u l . 20. Co lleg es should spon so r many more p h y s ic a l a c t i v i t i e s o f (1) a social nature. 21. Being s t r o n g and h i g h l y f i t i s n o t t h e most im p o r ta n t (2) t h i n g in my l i f e . 22. The l e a s t d e s i r a b l e p h y s ic a l a c t i v i t i e s a r e th o s e p r o v i d - (3) ing a s en se o f danger and r i s k o f i n j u r y such as s k i i n g on s t e e p s l o p e s , mountain c l i m b i n g , o r p a r a c h u t e jumping. 23. For a h e a l t h y mind in a h e a l t h y body t h e on ly p l a c e t o (5) begin i s through p a r t i c i p a t i o n in s p o r t s and p h y s ic a l a c t i v i t i e s ev e r y day. 24. A s p o r t i s sometimes s p o i l e d i f all o w ed t o become to o h i g h l y o r g a n i z e d and kee nly c o m p e t i t i v e . (6) 94 25. The time s p e n t doing d a i l y c a l i s t h e n i c s could probab ly (2) be used more p r o f i t a b l y in o t h e r ways. 26. I enjoy s p o r t s m os tly because th ey gi v e me a chance t o (1) meet new peopl e. 27. P r a c t i c a l l y t h e on ly way t o r e l i e v e f r u s t r a t i o n s and (5) pen t-up emotions i s through some form o f ph y s ic a l activity. 28. Given a c h o i c e , I would p r e f e r motor b o a t r a c i n g o r (3) running r a p i d s in a canoe r a t h e r th an one o f th e q u i e t e r forms o f b o a t i n g . 29. S t r e n g t h and p h y s ic a l stamina a r e t h e most im p o r t a n t (2) p re re q u is ite s to a f u ll l i f e . 30. Of a l l t h e kinds o f p h y s ic a l a c t i v i t i e s , I d i s l i k e t h e (1) most th o s e r e q u i r i n g a l o t o f s o c i a l i z i n g . 31. The most e n j o y a b l e forms o f p h y s ic a l a c t i v i t y a r e games (6) and s p o r t s engaged in on t h e s p u r o f t h e moment, r a t h e r than t h o s e r e q u i r i n g long p e r i o d s o f t r a i n i n g . 32. One o f t h e t h i n g s I l i k e most in s p o r t s i s t h e g r e a t (4) v a r i e t y o f ways human movement can be shown to be b e a u t i ­ ful . 33. Most i n t e l l e c t u a l a c t i v i t i e s a r e o f t e n j u s t as r e f r e s h - (5) ing as ph y s ic a l a c t i v i t i e s . 34. Physi cal a c t i v i t i e s t h a t a r e p u r e l y f o r s o c i a l p u r p o s e s , (1) l i k e c o l l e g e d a n c e s , a r e sometimes a was te o f tim e. 35. I am given g r e a t p l e a s u r e when I see t h e form and b eau ty o f human motion. (4) 95 36. I b e l i e v e c a l i s t h e n i c s a r e among t h e l e s s d e s i r a b l e forms (2) o f p h ys ic a l a c t i v i t y . 37. The s e l f - d e n i a l and s a c r i f i c e needed f o r s u c c e s s in (6) t o d a y ' s i n t e r n a t i o n a l c o m p e ti tio n may soon become to o much t o ask o f a t h i r t e e n o r f o u r t e e n y e a r o l d . 38. People should spend twenty t o t h i r t y minute a day doing (2) vigorous c a l i s t h e n i c s . 39. Too much a t t e n t i o n i s paid t o t h o s e p h y s ic a l a c t i v i t i e s (4) t h a t t r y to p o r t r a y human movement as an a r t form. 40. S p o r ts a r e fun t o watch and t o engage i n , only i f th e y (6) a r e not tak en too s e r i o u s l y , nor demand too much tim e and energy. 41. Of a l l ph y s ic a l a c t i v i t i e s , my f i r s t c h o ic e would be (2) t h o s e whose purpose i s p r i m a r i l y t o develop and main­ t a i n p h y s ic a l f i t n e s s . 42. I f I had to choose between " s t i l l - w a t e r " canoeing and (3) " r a p i d s " can o e in g , " s t i l l - w a t e r " canoeing would be t h e better alternative. 43. Watching a t h l e t e s becoming c o m pletely absorb ed in t h e i r (5) s p o r t n e a r l y always pr o v id e s me w i th a welcome e s cap e from t h e many demands o f p r e s e n t - d a y l i f e . 44. P a r t i c i p a t i n g in games and s p o r t s can sometimes s p o i l (1) good f r i e n d s h i p s . 45. The idea t h a t ev ery human movement i s b e a u t i f u l i s a b s u rd . (4) 96 46. Physical a c t i v i t i e s having a s t r o n g el em ent o f d a r i n g (3) o r r e q u i r i n g one t o t a k e chances a r e h i g h l y d e s i r a b l e . 47. I could e a s i l y spend an hour watch in g t h e g r a c e f u l and (4) well c o o r d i n a t e d movements o f a f i g u r e s k a t e r o r modern dancer . 48. There a r e b e t t e r ways o f g e t t i n g t o know pe op le th a n (1) through games and s p o r t s . 49. The fun i s sometimes tak en o u t o f s p o r t s and games when (6) th e y become too h i g h l y o r g a n i z e d , o v e r l y c o m p e t i t i v e , and too demanding o f t h e p a r t i c i p a n t . 50. Among t h e b e s t forms o f p h y s ic a l a c t i v i t y a r e t h o s e (4) which use t h e body as an i n s t r u m e n t o f e x p r e s s i o n . 51. Since c o m p e tit io n i s fundamental t o American s o c i e t y , (6) s p o r t s and a t h l e t i c s need t o be much more demanding and c o m p e t i t i v e th an a t p r e s e n t . 52. The b e s t t h i n g about games and s p o r t s i s t h a t th ey g iv e (1) people more c o n f id e n c e in s o c i a l s i t u a t i o n s . 53. One o f t h e b e s t forms o f p h y s ic a l a c t i v i t y i s t h a t which (3) provid e s a t h r i l l i n g s en se o f dan ger such as s a i l i n g in heavy w e a th e r o r can oeing on r i v e r r a p i d s . 54. Regular p h y s ic a l a c t i v i t y i s t h e major p r e - r e q u i s i t e t o (5) a satisfying l if e . 55. Vigorous d a i l y e x e r c i s e s a r e a b s o l u t e l y n e c e s s a r y t o (2) m a i n t a i n o n e ' s ge neral h e a l t h . 56. One o f t h e most d e s i r a b l e forms o f p h y s i c a l a c t i v i t y i s s o c i a l dan cing . (1) 97 57. In t h i s c o u n tr y t h e r e i s sometimes to o much emphasis on (6) s t r i v i n g t o be s u c c e s s f u l in s p o r t s . 58. I would en joy engaging i n t h o s e games and s p o r t s r e q u i r - (3) i n g , t o a l a r g e e x t e n t , t h e d e f i a n c e o f dan ger . 59. Most people could l i v e happy l i v e s w i t h o u t depending (5) upon f r e q u e n t watching o r p a r t i c i p a t i n g in ph ysic a l games and e x e r c i s e . a numerals in p a r e n t h e s e s d e s i g n a t e s c a l e ; e . g . , (3) r e f e r s t o t h e s c a l e r e p r e s e n t i n g p h y s ic a l a c t i v i t y as t h e " p u r s u i t o f v e r t i g o . " ITEMS AND SCALE DESIGNATION FORM DW (Women) 1. I would p r e f e r q u i e t a c t i v i t i e s l i k e swimming o r g o l f , (3) r a t h e r than such a c t i v i t i e s as w a t e r s k i i n g o r s a i l boat racing. 2. I would g l a d l y p u t up with t h e n e c e s s a r y hard t r a i n i n g (6) f o r t h e chance t o t r y o u t f o r t h e U.S. Women's Olympic Team. 3. The most i m p o r t a n t v alu e o f p h y s ic a l a c t i v i t y i s t h e (4) beauty found i n s k i l l e d movement. 4. P h y sic al e d u c a t i o n programs should s t r e s s v igoro us e x e r c i s e s i n c e i t c o n t r i b u t e s most t o p h y s ic a l f i t n e s s . (2) 98 5. The y e a r s o f s tr e n u o u s d a i l y t r a i n i n g n e c e s s a r y t o p r e - (6) p ar e f o r t o d a y ' s i n t e r n a t i o n a l c o m p e t iti o n i s a s k in g a l o t o f t o d a y ' s young women. 6. The need f o r much h i g h e r l e v e l s o f p h y s ic a l f i t n e s s has (2) been e s t a b l i s h e d beyond a l l doub t. 7. Among t h e b e s t ph y s ic a l a c t i v i t i e s a r e th o s e which r e p - (3) r e s e n t a person al c h a l l e n g e , such as s k i i n g , mountain c l i m b i n g , o r heavy w eather s a i l i n g . 8. Among th e most d e s i r a b l e forms o f p h y s ic a l e d u c a t i o n a r e (4) th o s e which p r e s e n t th e bea uty o f human movement such as modern dance and w a t e r b a l l e t . 9. I would g e t by f a r t h e most s a t i s f a c t i o n from games (6) r e q u i r i n g long and c a r e f u l p r e p a r a t i o n and i n v o l v i n g s t i f f c o m p e t itio n a g a i n s t a s t r o n g o p p o s i t i o n . 10. A l a r g e p a r t o f our d a i l y l i v e s must be committed t o (2) vig oro us e x e r c i s e . 11. The b e s t way to become more s o c i a l l y d e s i r a b l e i s t o (1) p a r t i c i p a t e in group p h y s ic a l a c t i v i t i e s . 12. Almost t h e only s a t i s f a c t o r y way t o r e l i e v e s e v e r e (5) emotional s t r a i n i s through some form o f p h y s ic a l activity. 13. Fre quen t p a r t i c i p a t i o n in dangerous s p o r t s and phys - (3) i c a l a c t i v i t i e s a r e a l r i g h t f o r o t h e r people b u t o r d i n a r i l y th e y a r e not f o r me. 14. Physi cal e d u c a t io n programs should p l a c e much more emphasis upon th e beauty found in human motion. (4) 99 15. I f given a c h o i c e , I sometimes would choose s tr e n u o u s (2) r a t h e r than l i g h t p h y s ic a l a c t i v i t y . 16. There a r e b e t t e r ways f o r r e l i e v i n g t h e p r e s s u r e s o f (5) t o d a y ' s l i v i n g th an having t o engage i n o r watch phys­ ical a c tiv ity . 17. I l i k e to engage in s o c i a l l y - o r i e n t e d p h y s ic a l a c t i v i t y . (1) 18. A p a r t o f our d a i l y l i v e s must be committed t o v i g o r - (2) our e x e r c i s e . 19. I am not p a r t i c u l a r l y i n t e r e s t e d in t h o s e p h y s ic a l (4) a c t i v i t i e s whose s o l e purpose i s to d e p i c t human motion as something b e a u t i f u l . 20. Co lleg es should spo n so r many more p h y s ic a l a c t i v i t i e s o f (1) a social nature. 21. For a h e a l t h y mind in a h e a l t h y body t h e o n ly p l a c e t o (5) begin i s through p a r t i c i p a t i o n in s p o r t s and p h y s ic a l a c t i v i t i e s ev e r y day. 22. The l e a s t d e s i r a b l e p h y s ic a l a c t i v i t i e s a r e t h o s e p r o - (3) v id in g a sense o f danger and r i s k o f i n j u r y such as s k i i n g on s t e e p s l o p e s , mountain c l i m b i n g , o r p a r a c h u t e jumping. 23. Being p h y s i c a l l y f i t i s n o t t h e most i m p o r t a n t goal in (2) my l i f e . 24. A s p o r t i s sometimes s p o i l e d i f allow ed t o become t o o (6) h i g h l y o r g a n iz e d and ke en ly c o m p e t i t i v e . 25. I enjoy s p o r t s m ost ly becaus e th e y g iv e me a chance t o meet new people . (1) 100 26. P r a c t i c a l l y th e only way t o r e l i e v e f r u s t r a t i o n s and (5) pe n t - u p emotions i s through some form o f p h y s ic a l activity. 27. The time s p e n t doing d a i l y c a l i s t h e n i c s could pr obab ly (2) be used more p r o f i t a b l y in o t h e r ways. 28. Given a c h o i c e , I would p r e f e r motor b o a t r a c i n g o r (3) running r a p i d s in a canoe r a t h e r th an one o f th e q u i e t e r forms o f b o a t i n g . 29. Of a l l t h e kinds o f p h y s ic a l a c t i v i t i e s , I d o n ' t p a r - (1) t i c u l a r l y care fo r those re q u irin g a l o t of s o c ia liz in g . 30. One o f t h e t h i n g s I l i k e most in s p o r t s i s th e g r e a t (4) v a r i e t y o f ways human movement can be shown to be beautiful. 31. Most i n t e l l e c t u a l a c t i v i t i e s a r e o f t e n j u s t as r e f r e s h - (5) ing as p h y s ic a l a c t i v i t i e s . 32. S t r e n g t h and p h y s ic a l s tamina a r e t h e most im p o r t a n t (2) p r e - r e q u is ite s to a f u ll l i f e . 33. P h y sical a c t i v i t i e s t h a t a r e p u r e l y f o r s o c i a l p u r p o s e s , (1) l i k e c o l l e g e dan ce , a r e sometimes a was te o f time. 34. The s e l f - d e n i a l and s a c r i f i c e needed f o r s u c c e ss in (6) t o d a y ' s i n t e r n a t i o n a l c o m p e t i t i o n may soon become too much t o ask o f a t h i r t e e n o r f o u r t e e n y e a r o l d g i r l . 35. I am given u n l i m i t e d p l e a s u r e when I see t h e form and (4) bea uty o f human motion. 36. I b e l i e v e c a l i s t h e n i c s a r e among t h e l e a s t d e s i r a b l e forms o f p h y s ic a l a c t i v i t i e s . (2) 101 37. Watching a t h l e t e s becoming co m plete ly abs orbed i n t h e i r (5) s p o r t n e a r l y always pr o v id e s me with a welcome e s cap e from t h e many demands o f p r e s e n t - d a y l i f e . 38. I f I had t o choose between " s t i l l - w a t e r " canoeing and (3) " r a p i d s " c a n oeing, " s t i l l - w a t e r " canoeing would u s u a l l y be my c h o ic e . 39. There a r e b e t t e r ways o f g e t t i n g t o know people th a n (1) through games and s p o r t s . 40. People should spend twenty t o t h i r t y minutes a day (2) doing vig oro us c a l i s t h e n i c s . 41. There i s sometimes an ov er -empha sis upon th o s e phys- (4) i c a l a c t i v i t i e s t h a t a t t e m p t t o p o r t r a y human move­ ment as an a r t form. 42. P h y s ic a l a c t i v i t i e s having an element o f d a r i n g o r (3) r e q u i r i n g one t o t a k e chances a r e d e s i r a b l e . 43. Since co m p e t itio n i s a fundamental c h a r a c t e r i s t i c o f (6) American s o c i e t y , h i g h l y c o m p e t i t i v e a t h l e t i c s and games should be encouraged f o r a l l . 44. A happy l i f e does not r e q u i r e r e g u l a r p a r t i c i p a t i o n (5) in p h y s ic a l a c t i v i t y . 45. The b e s t form o f p h y s ic a l a c t i v i t y i s when t h e body i s (4) used as an i n s t r u m e n t o f e x p r e s s i o n . 46. S p o r ts a r e fun t o watch and t o engage i n , only i f th e y a r e n o t t ak en too s e r i o u s l y , nor demand too much time and en er gy. (6) 102 47. C a l i s t h e n i c s tak en r e g u l a r l y a r e among t h e b e s t form o f (2) exercise. 48. I could spend many hours watching t h e g r a c e f u l and well (4) c o o r d i n a t e d movements o f th e f i g u r e s k a t e r o r modern dan ce r. 49. The b e s t t h i n g about games and s p o r t s i s t h a t th e y g iv e (1) people more c o n f id e n c e in s o c i a l s i t u a t i o n s . 50. Among t h e b e s t forms o f ph y s ic a l a c t i v i t y a r e t h o s e p r o - (3) v id in g t h r i l l s such as s a i l i n g in heavy w e a th e r o r canoe­ ing on r i v e r r a p i d s . 51. Regular p h y s ic a l a c t i v i t i e s i s th e major p r e - r e q u i s i t e t o (5) a satisfying lif e . 52. In t h i s c o u n tr y t h e r e i s sometimes too much emphasis on (5) s t r i v i n g t o be s u c c e s s f u l in s p o r t s . 53. I would enjo y engaging in th o s e games and s p o r t s t h a t (3) r e q u i r e a d e f i a n c e o f da ng er . 54. Most people co uld l i v e happy l i v e s w i t h o u t depending upon f r e q u e n t watching o r p a r t i c i p a t i n g i n p h y s ic a l games and e x e r c i s e . (5) 103 WEAR PHYSICAL EDUCATION ATTITUDE SCALES, WPEAI FORM A 1. I f f o r any reaso n a few s u b j e c t s have t o be dropped from t h e school program, p h y s ic a l e d u c a tio n sho uld be one o f t h e sub­ j e c t s dropped. 2. P hys ical e d u c a ti o n a c t i v i t i e s pro v id e no o p p o r t u n i t i e s f o r l e a r n i n g to c o n t r o l t h e emotions. 3. P hysi cal e d u c a t io n i s one o f th e more i m p o r t a n t s u b j e c t s in h e l p in g t o e s t a b l i s h and m aintain d e s i r a b l e s o c i a l s t a n d a r d s . 4. Vigorous ph y s ic a l a c t i v i t y works o f f harmful emotional t e n ­ sions. 5. I would t a k e p h y s ic a l e d u c a t i o n only i f i t were r e q u i r e d . 6. P a r t i c i p a t i o n in p h y s ic a l e d u c a t io n makes no c o n t r i b u t i o n t o t h e development o f p o i s e . 7. Because p h y s ic a l s k i l l s loom l a r g e in im po rtance in y o u t h , i t i s e s s e n t i a l t h a t a per son be he lped t o a c q u i r e and improve such s k i l l s . 8. 9. C a l i s t h e n i c s taken r e g u l a r l y a r e good f o r o n e ' s g en er al h e a l t h . S k i l l in a c t i v e games o r s p o r t s i s n o t n e c e s s a r y f o r l e a d i n g t h e f u l l e s t kind o f l i f e . 10. P hy sica l e d u c a t i o n does more harm p h y s i c a l l y th a n i t does good. 11. A s s o c i a t i n g w ith o t h e r s in some p h y s ic a l e d u c a t i o n a c t i v i t y i s fun. 12. Physi cal e d u c a t i o n c l a s s e s pro v id e s i t u a t i o n s f o r t h e forma­ t i o n o f a t t i t u d e s which w i l l make one a b e t t e r c i t i z e n . 104 13. P hysi cal e d u c a tio n s i t u a t i o n s a r e among t h e p o o r e s t f o r making friends. 14. There i s not enough v alu e coming from p h y s ic a l e d u c a t i o n to j u s t i f y th e time consumed. 15. P hy sica l e d u c a ti o n s k i l l s make wor thw hile c o n t r i b u t i o n s t o t h e enrich men t o f l i v i n g . 16. People g e t a l l t h e p h y s ic a l e x e r c i s e th ey need in j u s t t a k i n g c a r e o f t h e i r d a i l y work. 17. All who a r e p h y s i c a l l y a b l e w i l l p r o f i t from an hour o f phys­ i c a l e d u c a tio n each day. 18. P hysi cal e d u c a ti o n makes a v a l u a b l e c o n t r i b u t i o n toward b u i l d ­ ing up an ad equate r e s e r v e o f s t r e n g t h and endurance f o r e v e r y ­ day l i v i n g . 19. P hysi cal e d u c a ti o n t e a r s down s o c i a b i l i t y by encou rag in g people t o a t t e m p t t o s u r p a s s each o t h e r in many o f th e a c t i v i t i e s . 20. P a r t i c i p a t i o n in p h y s ic a l e d u c a t i o n a c t i v i t i e s makes f o r a more wholesome o u t lo o k on l i f e . 21. P hysi cal e d u c a t i o n adds n o t h i n g t o th e improvement o f s o c i a l behavior. 22. P hysi cal e d u c a t i o n c l a s s a c t i v i t i e s w i l l he lp to r e l i e v e and r e l a x p h y s ic a l t e n s i o n s . 23. P a r t i c i p a t i o n in p h y s ic a l e d u c a t i o n a c t i v i t i e s h e lp s a person t o m a in ta i n a h e a l t h f u l emotional l i f e . 24. P hysi cal e d u c a t i o n i s one o f t h e more im p o r t a n t s u b j e c t s in t h e school program. 105 25. There i s l i t t l e val ue in p h y s ic a l e d u c a t i o n as f a r as ph y s ic a l w e l l - b e i n g i s concerned. 26. P h y sical e d u c a t i o n should be in clu d ed in th e program o f ever y school. 27. S k i l l s l e a r n e d in a p h y s ic a l e d u c a tio n c l a s s do n o t b e n e f i t a person. 28. P hysi cal e d u c a t i o n p r o v id e s s i t u a t i o n s f o r de veloping d e s i r a b l e character q u a litie s. 29. P h y sical e d u c a t i o n makes f o r more e n j o y a b l e l i v i n g . 30. P hysi cal e d u c a t i o n has no p l a c e in modern e d u c a t i o n . FORM B 1. A s s o c i a t i o n s in p h y s ic a l e d u c a t i o n a c t i v i t i e s give pe ople a b e t t e r u n d e r s ta n d in g o f each o t h e r . 2. Engaging in vigorous p h y s ic a l a c t i v i t y g e t s one i n t e r e s t e d in p r a c t i c i n g good h e a l t h h a b i t s . 3. The time s p e n t in g e t t i n g ready f o r and engaging in a p h y s ic a l e d u c a t i o n c l a s s could be more p r o f i t a b l y s p e n t in o t h e r ways. 4. A p e r s o n ' s body u s u a l l y has a l l th e s t r e n g t h i t needs w ith o u t p a r t i c i p a t i o n in p h y s ic a l e d u c a t io n a c t i v i t i e s . 5. P a r t i c i p a t i o n in p h y s ic a l e d u c a t i o n a c t i v i t i e s te n d s t o make one a more s o c i a l l y d e s i r a b l e p erson. 6. P h y sical e d u c a tio n in s c h o o ls does not r e c e i v e t h e emphasis t h a t i t s hou ld. 7. P hysi cal e d u c a ti o n c l a s s e s a r e poor in o p p o r t u n i t i e s f o r w orth­ w h il e s o c i a l e x p e r i e n c e s . 106 8. A person would be b e t t e r o f f e m o t i o n a l l y i f he d id n o t p a r t i c i ­ p a t e in p h y s ic a l e d u c a t i o n . 9. I t i s p o s s i b l e t o make p h y s ic a l e d u c a t i o n a v a l u a b l e s u b j e c t by p r oper s e l e c t i o n o f a c t i v i t i e s . 10. Developing a p h y s ic a l s k i l l b r in g s mental r e l a x a t i o n and r e l i e f . 11. Ph ysical e d u c a t i o n c l a s s e s provid e n o thing which w i l l be o f val ue o u t s i d e t h e c l a s s . 12. There should not be o v e r two orie-hour p e r i o d s p e r week devoted t o ph ysical e d u c a t i o n in s c h o o ls . 13. Belonging t o a gro up, f o r which o p p o r t u n i t y i s pro vid e d in team a c t i v i t i e s , i s a d e s i r a b l e e x p e r i e n c e f o r a per so n. 14. P hys ical e d u c a t i o n i s an i m p o rt a n t s u b j e c t in h e l p i n g a person gai n and m a in ta in a l l - r o u n d good h e a l t h . 15. No d e f i n i t e b e n e f i c i a l r e s u l t s come from p a r t i c i p a t i o n in phys­ i c a l e d u c a ti o n a c t i v i t i e s . 16. Engaging in group p h y s ic a l e d u c a tio n a c t i v i t i e s i s d e s i r a b l e f o r proper p e r s o n a l i t y development. 17. Physi cal e d u c a t i o n a c t i v i t i e s tend t o u p s e t a per son e m o t i o n a l l y . 18. For i t s c o n t r i b u t i o n s t o mental and emotional w e l l - b e i n g phys­ i c a l e d u c a t io n sho uld be i n c lu d e d in t h e program o f ever y s c h o o l. 19. I would a d v i s e anyone who i s p h y s i c a l l y a b l e t o t a k e p hy s ic a l education. 20. As f a r as improving p h y s ic a l h e a l t h i s concerned a p h y s ic a l edu­ c a t i o n c l a s s i s a was te o f time. 21. P a r t i c i p a t i o n in p h y s ic a l e d u c a t i o n c l a s s a c t i v i t i e s tends t o develo p a wholesome i n t e r e s t in t h e f u n c t i o n i n g o f o n e ' s body. 107 22. P hys ical e d u c a t i o n c l a s s e s give a person an o p p o r t u n i t y t o have a good time. 23. The f i n a l m a s t e r i n g o f a c e r t a i n movement o r s k i l l i n a phys­ i c a l e d u c a t i o n c l a s s b r i n g s a p l e a s u r a b l e f e e l i n g t h a t one seldom e x p e r i e n c e s el s e w h e re . 24. P hy sica l e d u c a t i o n c o n t r i b u t e s l i t t l e toward t h e improvement o f s o c i a l b e h a v io r . 25. P hys ical e d u c a t i o n c l a s s e s pro v id e v a lu e s which a r e u s e fu l i n other parts of daily liv in g . 26. Phys ica l e d u c a t i o n should be r e q u i r e d o f a l l who a r e p h y s i c a l l y able to p a r t ic ip a te . 27. The time devoted t o p h y s ic a l e d u c a ti o n in s c h o o ls could be more p r o f i t a b l y used in s tu d y . 28. The s k i l l s l e a r n e d in a p h y s ic a l e d u c a t i o n c l a s s do n o t add an y th in g o f v alu e t o a p e r s o n ' s l i f e . 29. P hys ical e d u c a t i o n does more harm s o c i a l l y than good.