ACTWE RECREATIONAL INTERESTS OF GRADUATES FROM THE COLLEGE OF BUSINSSS AND PUBLIC SERVICE Thai: for “I. D09?" 0* M. A. MICHIGAN STATE UNIVERSITY Donald R. Kerr 1962 IIIIIIIIIIIIIIIIIIII IIIIIIIIIIIII IIIII IIIIIIIIIIIII 3 1293 015 9126 ACTIVE RECREATIONAL INTERESTS OF GRADUATES FROM THE COLLEGE OF BUSINESS AND PUBLIC SERVICE by DONALD R. KERR AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS College of Education 1962 Approved 4/ [IE/51L A ( 2QL ’V’lfip/Jib \. 1" DONALD R. KERR ABSTRACT Purpose 9; the Study The purpose of this survey was to gather information on what activities are engaged in during the cold-cool Iand/or warm-hot months by men already in the field cover- ed by the College of Business and Public Service. Upon knowing this, the student in this field may gain compe- tency in these activities while in college thus making the transition into his field smoother. Methodology A random sample of all graduates in the College of Business and Public Service, except for Business Educa- tion, from 1948 thru 1961 was taken. One hundred received a two page questionnaire concerning their recreational activities. The first page of the questionnaire was analyzed by a Jury of three persons who subjectively considered the type of activities participated in and the frequency of participation by each subject and then rated the subject's activity level as active, moderately active or inactive during the cold-cool and warm-hot months. Each question asked on the second page of the question- naire was tabulated with the activities mentioned most frequently listed first and proceeding to the least mentioned. Conclusions 1. Over half of the College of Business and Public Service graduates were not currently participating in the activities they learned while in college. 2. The activity business men recommended most highly for the warm-hot months was golf. 5. The activity business men recommended most highly for the cold-cool months was bowling. 4. It is highly recommended that students in the School of Business and Public Service learn golf and bowling with the choice of other activities coming from: badminton, boating and sailing, dance, fishing, handball, snow skiing, swimming, tennis, and water skiing. 5. Business men are more active in the warm-hot months than the cold-cool months. 6. Emphasis should first be placed on individual activities for business men due to the high rate of participation in those activities with dual activities second and team activities third in the order of significance. ACTIVE RECREATIONAL INTERESTS OF GRADUATES FROM THE COLLEGE OF BUSINESS AND PUBLIC SERVICE by kthv' 0' DONALD R. KERR A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS College of Education 1962 ACKNOWLEDGMENT I wish to express my sincere gratitude to Dr. Roy Niemeyer for his help and guidance in the prepara— tion of this thesis. I am also indebted to Dr. Wayne VanHuss for his suggestions and help in rating the returned question- naire for classifying the subjects; to Dr. John .Friedrich who also helped rate the returned question- naire and to my wife, Patricia, for her patience and support throughout the preparation of this study. D. R. K. 11 TABLE OF CONTENTS ACKNOWLEDGMENTS . . . . . . . . . . . LIST OF TABLES . . . . . . . . . . . CHAPTER I. II. III. IV. INTRODUCTION . . . . . . . . Statement of the problem . Importance of the study . . Limitations of the study . Definitions . . . . . . . . REVIEW OF THE LITERATURE . . METHODS . . . . . . . . . . . Purpose of study . . . . . Selection of subjects . . . Methods used in mailing question? naires and follow-up letters . Methods of analyzing the data RESULTS . . . . . . . . . . . Analyzing Tables I - II . . Analyzing Table III . . . . Comparison of Tables I - III Analyzing Tables IV - VI . Comparison of Tables IV - VI Analyzing Tables VII - IX . Analyzing Table X . . . . . PAGE 11 \o \o \o a- v: n) P4 +4 pa 10 ll 15 15 17 17 17 18 22 23 PAGE v. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . . . . . . . . . 29 Summary..............29 Conclusions ......... 50 Recommendation . . . . . . . . . . . 31 BIBLIOGRAPHI.................34 APPENDIXES..................36 TABLE I. II. III. IV. VI. VII. VIII. IX. LIST OF TABLES Results of frequency of participation by inactive business men in the cold- cool months . . . . . . . . . . . . . Results of frequency of participation moderately active business men in the cold-cool months . . . . . . . . . . Results of frequency of participation by active business men in the cold- cool months . . . . . . . . . . . . . Results of frequency of participation by inactive business men in the warm- hot months . . . . . . . . . . . . . Results of frequency of participation by moderately active business men in the warm-hot months . . . . . . . . . Results of frequency of participation by active business men in the warm- ho t months 0 O O O O O O O O O O O 0 Recreational activities business men participated in that were learned while in college . . . . . . . . . . Recreational activities business men would have liked to learn while in COllegeeeoeeeeooeeeeoo Recreational activities business men would desire to learn if time, facilities, and finances were available.............. Recreational activities business men recommended college students learn who are entering the field of business PAGE 15 16 19 2O 21 24 25 26 2'7 CHAPTER I INTRODUCTION For some time it has been the desire of college physical educators to be able to tell freshmen in their classes what activities they should participate in for their chosen field. Recently, very little has been investigated on this subject. Thus, it is the hope of this study to be able to make positive statements as to the activities that men in the School of Business and Public Service should engage in. Statement 3; the Problem The purpose of this survey was to give freshmen male students who are enrolled in the College of Business and Public Service guidance in selecting activities that will be beneficial after graduation. If the student knows what activities men already in the field engage in during the cold—cool and/or warm- hot months, he may gain competency in these activities while in college thus making the transition into his field smoother. Importance g; the Study Upon graduation from college many people encounter difficulties in adjusting to their new work, getting acquainted with new personnel, finding time and a way to relax, and trying to have a well adjusted life. Are there answers to these problems? Can the college or university help the person to adjust? Physical education can play a major role in helping the person answer these questions. But, what activities are best suited for the future business man? If the student knows what seasonal activities business graduates are participating in specific guidance may be given. Hence, the student will then have activities from which he may select and which will give him the most satis- faction. Then he can concentrate on developing his abilities in these areas. This form of guidance would profit the field of physical education. For, a person who has received sound and useful advice in his college physical educa- tion courses, will probably endorse and support the physical education program in his local community. Limitations 93 the §§ggy (1) Due to the remote distance from the campus of Michigan State University that some of the individuals lived, a questionnaire had to be used to gather the data. When questionnaire studies are done, there is a chance for biased answers in some cases. (2) The questionnaire itself may have been in- adequate in that some of the questions could be vague and ambiguous. (3) In the process of mailing the questionnaires and follow-up letter, it was possible to mail letters with incorrect addresses. It was also possible that letters were not forwarded to new addresses by the postal department or by other individuals thinking that the letters were unimportant. (4) In choosing the random sample from the alumni of Michigan State University, the results may only be indicative of men from Michigan State University and not of the entire profession. Definitions Random sampling: giving every male who graduated from the College of Business and Public Service between the years 1948 - 1961 an equal chance to be chosen. An individual Sport: an activity in its entirity that a person may participate in by himself. Examples are: archery, bowling and golf. A dual Sport: an activity if played in its entirity requires at least two persons, one on each side, called singles. Two persons on each side constitutes doubles. Examples are: badminton, handball and tennis. A team sport: an activity as generally played that requires three or more persons on each side. Examples are: baseball, basketball and volleyball. CHAPTER II REVIEW OF THE LITERATURE Recent related literature on the subject of recreational interests of college graduates is limited. Many studies were accomplished in the thirties and these are cited here for purposes of comparison. Gloss's study is the only one of the eight reviewed that was not a questionnaire study but he correlated materials from other questionnaire studies. Therefore, it may be concluded that the questionnaire ig\the most used instrument in obtaining the necessary data. 1 studied the recreational interests of Colum- Adams bia College alumni. Her findings revealed that individ- uals in various vocations and professions had marked similarity as to their choices of sports and games: that individual recreational games and sports requiring a small number of participants predominate among the most frequently mentioned activities; that many alumni cease all exercise when they begin to earn a living; and that participation by most alumni is seasonal. 1Adams, L. Carroll, "Active Recreation Interests of Columbia College Alumni" Research Quarterly Vol. 19 No. 1, March, 1948, p. 45-57“. ' ' Stuksa indicated in her questionnaire study of interests and abilities of college women, that the in— terest of college women in team games seems to go down. She pointed out a downward trend in basketball, baseball, and volleyball;a decidedly upward trend in golf, riding, archery, natural dancing, canoeing, badminton, fencing, and diving; a uniformly high trend in swimming and tennis; and a uniformly low trend in folk dancing. Toogood5 reports in her questionnaire study of recreational interests and pursuits of college women that activities desired by the highest percentage of students are individual activities and are all adopted to use in mixed recreation. subjects expressed a desire for active, out-door sports. Wayne Neely,4 in a questionnaire study of exercise habits of former Michigan State University athletes and non-athletes, used a questionnaire similar to the type used in this project. The two activities participated in most during the summer were golf and swimming. 2Stuks, Elsie Jacobsen, "Interests and Abilities as a Basis for Program Planning," Research Quarterly, Vol. VII, No. 2, May, 1936, p. - 3Toogood, Ruth, "A Survey of Recreation Interests of and Pursuits of College Women" Research Quarterly Vol. X, No. 3. October, 1939, p. — ’ 4Neely, Wayne Bruce, "A Follow-up Study of Exercise Habits and Related Characteristics of Former Michigan State University Athletes and Non-Athletes", Unpublished Master's Thesis, Michigan State University, East Lansing, Michigan, 1960 Other sport areas receiving high mention were fishing, baseball, softball, hunting, hiking, bowling and tennis. During the winter months the activities engaged in both by the athlete and the non-athlete were bowling, hunting, fishing and golfing. The statistical analysis showed there was no significant difference in summer or winter sports activity between the athletes and the non-athletes. In 1931, Haynes,S made a questionnaire study of Stephens College graduates to find what activities should be taught in physical education. The four most fre- quently mentioned activities which the subjects thought would have helped them while they were in school, were golf, tennis, walking, and swimming. As a result of the study, golf was added to the curriculum and more of an emphasis was placed on regular physical education work. Gloss,6 made a survey of seventeen studies of what people did in their leisure time and correlated them. From the seventeen studies, data on actual participation was found. But, only five studies gave any data on what activities were desired. The following table summarizes the findings. 5Haynes, Wilma, "After College What?" Research Quarterly, Vol. II, No. 1, March, 1931, p. 214-216* 6Gloss, G. M., "What People Do in Their Spare Time," Research Quarterly, Vol. IX, No. 2, May, 1938, p. 138- Rank Order of Activities Activities Participated Activities Desired for In Active Pursuit 1. Swimming 1. Swimming 2. Hiking 2. Tennis 3. Tennis 3. Horseback Riding 4. Social Dancing 4. Skating 5. Golf 5. Golf 6. Horseshoes 6. Camping 7. Bowling 7. Bowling 8. Fishing 8. Rowing and Boating 9. Skating 9. Walking and Hiking 10. Camping 10. Social Dancing Baley7 conducted a questionnaire study of recreation- al interests of different income groups and grouped the men according to ages. His conclusions are significant to this study as they pertain to men and their activity patterns. He concluded the following: (1) As men grow older, they like fewer recreation activities, feel indifferent towards an increasing number and dislike an increasing number. (2) The three types of activities which Show the greatest decline in liking are: (a) those which require quick reaction times; (b) those which require physical stamina and endurance; (c) those which satisfy the romantic and erotic impulses. (3) Men of all income groups participated very little in sports during their leisure time. (4) Men of all ages and income groups do not satisfy their desire to participate in recreation activities of an active or sports nature as often as they do those of a mildly active or sedentary nature. 7Baley, James A., "Recreation and the Aging Process,“ Research Quarterly, Vol. 26, No. 1, March, 1955, p. 1-7 In 1935 Cameron,8 conducted a questionnaire study of leisure-time activities of business men for the pur- pose of planning the high school and college curriculum. In tabulating the returns, four columns were set up, "Now Doing", "Enjoy", "Dislike" and "Recreational Value" with the five highest activities listed in each column. Below are the results of the 20 - 29 Age Group and the 30 - 39 Age Group in three of the four columns. 20 - 29 Age Group Now Doing %.Enjoy % Recreation Value 65 Golf 69 Swimming 82 Swimming 56 Basketball 66 Golf 65 Social Dancing 56 Bag Punching 59 Fishing 63 Volleyball 54 Swimming 57 Volleyball 56 Life Saving 50 Baseball 57 Boating _ 30 - 39 Age Group 54 Golf 62 Volleyball 81 Swimming 50 Fishing 60 Swimming 68 Tennis 45 Swimming 57 Tennis 62 Golf 42 Gardening 5? Baseball 61 Volleyball 57 Walking 54 Boating 57 Indoor Baseball 57 Handball In conclusion Cameron said that golf, tennis, fly and bait casting, roller skating, boating, canoeing and bowling are examples of activities which probably desire a place in the program. 8Cameron, Fred E. "Leisure-Time Activities of Business and Professional Men in Iowa," Research Quarterly, October, 1935, p. 96-98 CHAPTER III METHODS Purpose 3; the Study The purpose of this survey was to gather infor- mation on what activities are engaged in most during the cold-cool and/or warm-hot months by men already in the field covered by the College of Business and Public Service. Upon knowing this, the student in this field may gain competency in these activities while in college thus making the transition into his field smoother. Selection 9; Subjects A random sample of all graduates in the College of Business and Public Service, except for Business Education graduates, from 1948 thru 1961 was taken. A total of one hundred and thirty names were selected with only the first hundred receiving questionnaires and the remaining thirty were used as substitutes. A substitute letter was sent out under the following conditions: (1) if the person had died, (2) if the person was completely restricted from physical activity during the past twelve months or (3) if a letter was returned without a forwarding address. Two paper bags were utilized in selecting subjects. The first bag contained slips of paper with the number of a year on each slip, starting at 1948 and going thru 10 1961. The second bag contained slips of paper with one number on each slip, the numbers began at one and went through to two hundred. A year slip would be drawn from the first bag and then a number slip from the second bag. An example: year 1956, number 37, under the year 1956 the 37th name from the front would be selected. Methods Used in Mailing Questionnaires and Follow-Up Letters The names and addresses of all the subjects were typed on envelopes which contained a covering letter, the questionnaire, and a stamped self-addressed return envelope. The letter explained the purpose of the study and its importance to students enrolled in the College of Business and Public Service. Each subject in the study was given a number, the number was placed in the upper right hand corner of the return envelope. This number was also placed on a 3 x 5 card along with the subject's address. When the questionnaires were returned, they were placed in a filing box, the address cards (3 x 5) taken from their file, were placed in a new location and marked returned. Three weeks after the first questionnaire was mailed, a follow-up letter was sent out to remind those subjects who had failed to return their questionnaire that it had not been received and it was anxiously being awaited. Two weeks after the first follow-up letter was sent, a 11 second follow-up letter was mailed and after another two weeks a third follow-up letter was sent to those still not answering. From the one hundraiquestionnaires sent out seventy- seven were received for a percentage of 77. The follow- ing is the breakdown of returns which succeeded the letters: covering letter 39 returns; first follow-up 13 returns; second follow-up 16 returns; third follow-up 9 returns. Methods gf Analyzing the 2223 When the questionnaires stopped returning, a jury of three experienced physical educators subjectively rated the subject's activity as active, moderately active or inactive during the cold-cool and warm-hot months. Thus each subject had two ratings. In rating, the judges considered the type of activities and the frequency of participation in these activities by the subject. All the inactives under cold-cool were tabu- lated together, likewise the moderately active and active. The same procedure was used for the warm-hot months. The first page of the questionnaire contained a list of activities. Adjacent to these activities were five columns for the cold-cool months and five for the warm-hot months. Heading each column was a title denoting frequency of participation. Thus there were five 12 frequencies for each season. These titles were assigned- values for purposes of ranking the activities. Follow- ing are the titles, values assigned to each title and why that value was selected: "once per month or less" was worth only one point due to its being of little im- portance; "2-3 times a month" was worth three points as it was three times better than once a month; "once per week" was worth five points this being a basic figure with all the other values revolving around it; "2-3 times a week" was worth ten points being twice as good as "once per week"; and "4 or more times per week" was worth fifteen points as this was superior to twice a week. The number of peOple engaging in an activity under a certain frequency was multiplied by the value assigned to that frequency. The activities were then ranked with the one receiving the most total points listed first and proceeding to the lowest ranking activity. Each question asked on the second page of the questionnaire was tabulated with the activities mention- ed most frequently listed first and proceeding to the least mentioned. CHAPTER IV RESULTS The social value received from engaging in activities with other people can mean much to the enterprising business man. What activities do business men engage in and to what extent? What activities should a young business man have competency in? Answers to these and other questions were attempted in this study. A student in the College of Business and Public Service may now be more certain of what physical activities he needs skill in to prepare for his transition into the business field. Reviewing the seventeen activities listed, in Table I, eleven are individual activities with three dual and three team activities. Walking ranked number one due to the total points it received. This activity, at the adult level, requires no training, instruction or con- scious effort. Therefore the author considers bowling as the skill activity engaged in most frequently by inactive business men during the cold-cool months. Dance rates third due to the fact that more people partici- pated in it once a month or less than any other activity and table tennis is a distant forth. In Table II, individual activities are listed nine times, dual sports three times and team sports two times TABLE IV Results of frequency of participation by inactive business men in warm-hot months.‘ V31ue“ l *3 '5 ‘lOI IS Total Once 2-3 Once 2-3 4 or Ttl. par- per times per times more pts. tici- month per week per times pants or month week per less week Activity 1. Golf 10 S 5 2O 2. Fishing 8' 4 4 l6 3. Boating and Sailing 6 3 3 12 4. Swimming 6 3 3 12 5. Walking 4 l 3 10 6. Bowling 4 2 2 8 7. Water Skiing 1 l S 8. Dance 4 4 4 9. Archery 1 l 5 10. Badminton 3 3 3 11. Croquet 3 3 3 12. Table tennis 3 3 5 ‘ Twenty-four per cent of the subjects were rated inactive. Their ages ranged from twenty-five to forty with the mean age of thirty-one. “Value times frequency equals total points. TABLE V Results of frequency of participation by moderately active business men in the warm-hot months.‘ Value ‘ ‘ I 7 5' 16 I3 Total Once 2-3 Once 2-3 4 or Ttl. par- par times per times more pts. tici- month per week per times pants or month week per less week Activity 1. Swimming 28 9 10 5 3 1 109 2. Walking 14 l 3 4 4 2 100 3. Golf 26 5 10 10 1 9S 4. Badminton 11 4 3 l 3 48 5. Fishing 17 7 8 l l 46 6. Boating and Sailing l4 3 10 l 38 7. Softball 13 8 3 2 27 8. Water Skiing 8 5 2 1 21 9. Dance 16 14 2 2O 10. Shuffleboard 4 3 l 18 11. Tennis 6 4 l 1 17 12. Weight Lifting 2 1 1 l3 13. Table tennis 8 6 2 12 14. Horseshoes 6 4 2 10 15. Baseball 5 3 2 9 l6. Croquet 6 5 1 8 17. Basketball 2 2 6 18. Camping 4 3 1 6 19. Handball 2 1 1 6 ‘ Forty-seven per cent of the subjects were rated inactive. Their ages ranged from twenty-four to forty with the mean age of thirty-five. "Value times frequency equals total points. TABLE VI Results of frequency of participation by active business men in the warm-hot months.’ Value“ I3 ‘3 5' 10' I5 Total Once 2-3 Once 2-3 4 or Ttl. par- per times per times more pts. tici- month per week per times pants or month week per less week Activity 1. Walking 15 1 3 3 2 6 135 2. Swimming 19 1 7 2 9 122 3. Golf 18 2 4 7 4 l 104 4. Boating and Sailing l3 1 2 3 7 92 5. Fishing 14 5 5 3 l 45 6. Softball 9 4 4 1 34 7. Tennis 7 3 3 l 33 8. Water Skiing 11 4 5 2 29 9. Table tennis 6 2 3 1 27 10. Badminton 8 5 2 1 26 11. Dance 13 8 4 l 25 12. Baseball 8 5 3 2O 13. Bowling 7 5 1 1 2O 14. Basketball 3 1 1 1 18 15. Hunting 2 1 1 13 16. Camping 4 2 1 1 10 17. Horseshoes 6 4 2 10 18. Canoeing 5 3 2 9 ‘ Twenty-nine per cent of the subjects were rated active. Their ages ranged from twenty-five to forty with a mean age of twenty-nine. “Va1ue times frequency equals total points. TABLE III Results of frequency of participation by active business men in the cold-cool months.‘ VEIuen I I3 5 510 '15 Total Once 2-3 Once 2-3 4 or Ttl. par- per times per times more pts. tici- month per week per times pants or month week per less week Activity 1. Basketball 2 2 2O 2. Bowling 4 2 1 1 17 3. Walking 4 2 2 15 4. Dance 3 3 9 5. Ice Skating 2 2 6 6. Skiing 2 l 1 6 7. Touch football 2 1 1 6 8. Golf 1 1 3 9. Handball 1 l 3 10. Hunting 1 l 3 11. Track 1 1 3 ' Five per cent of the subjects were rated active. Their ages ranged from twenty-five to thirty-three with the mean age of twenty-nine. ‘*Va1ue times frequency equals total points. 17 as the activities engaged in most frequently by moder- ately active business men. Bowling leads the list in skilled activities and more men participated in bowling than any other activity listed. Frequency of partici- pation and the number of men under a frequency is well distributed in this group. According to TableIII business men who were active engaged in eight individual, two dual and two team activities. Basketball rates first with bowling a close second due to its even distribution of frequency. Little emphasis can be placed on the results of the active business men because of the small sample. In Table IV inactive business men listed nine individual activities and three dual activities that they participated in during the warm—hot months. Golf was outstanding with fishing, boating and sailing, swimming, walking and bowling repeatedly mentioned. The subjects in this group, except one, did not participate in any activity more than three times a month. Business men who were moderately active during the warm-hot months participated in ten individual activities, six dual activities and three team activities, according to the results in Table V. Swimming, due to the greatest number of participants and good distribution of these participants under each frequency ranked first in total points. Walking scored heavily with the most subjects 18 under "2-3 times per week" and "4 or more times per week". Golf placed third due to having twice as many subjects under "once per week" as the next highest activity under that frequency. According to Table VI, active business men engaged in eleven individual activities, four dual activities and three team activities. Walking received high honors due to the number of men who walk "4 or more times per week". Swimming was engaged in most often "2-3 times per week" and golf most often "once per week". The total number of participants in golf is more than in swimming in the 5, 10 and 15 value columns, twelve to eleven. Boating and sailing scored highly as a result of the number of people participating "once per week" and "2-3 times per week". Subjects in this group engaged in many activities frequently. In comparing Tables IV - V1 for the warm-hot months swimming is the number one activity of business men with golf a close second. Activities participated in less frequently but yet rating high were: badminton, boating and sailing, fishing and water skiing. In comparing the percentages of subjects for the cold-cool and warm-hot months a definite upswing to activity is shown during the warm-hot months. 22 Listed below is the comparison of percentages for the three groups. Groups %Iof participation % of participation in the cold-cool in the warm-hot months months Inactive 6M% 24% Moderately Active 34% 47% Active 5% 29% In comparing Cameron's results, page 8, during Ithirties with those in this study it was discovered that popular activities of business men were similar. These activities were: dancing, fishing, golf, swimming and tennis. In Table VII it may be seen that handball and golf were the two foremost activities that business men participated in. Business men were not engaging in f the activities they learned while in college, as fifty- seven per cent said the activities they were currently participating in were learned outside of college thus illustrating the need for specific guidance into carry-over activities for business men. From the six- teen activities mentioned, eight are individual activities, five are dual activities and three are team activities. This clearly indicates that individual and dual activities are more adapt to the business graduate. Table VIII reflects the viewpoint of business men as they look back to college and their physical educa- tion experiences. More business men according to this 23 study, would have liked to learn golf over any other activity while in college. Listed next was snow skiing a sport gaining in pOpularity recently. Among the activities that these graduates wished they had learned were nineteen individual activities, six dual and two team. Table IX is a list of activities that business men would like to learn now if they were able to. Of the first four activities listed, three of them namely, boating and sailing, skin diving and snow skiing are activities which recently have gained rapidly in popu- larity. Golf and handball also continue to be of im- portance to the business man. Fifteen individual activities were listed, four dual activities and two team activities. It is interesting to reiterate that the activities business men would like to have learned in college and those they would currently like to learn are predominantly of the individual carry-over nature. Reported in Table X are the recommendations by business men as to what recreation activities students in the College of Business and Public Service should learn. Golf is the outstanding sport as seventy-one per cent of the reapondents recommended students gain competency in this activity. This finding is quite significant since sixty-eight per cent of the respon- dents also play golf themselves. It would behoove the TABLE VII Recreational activities business men participated in that were learned while in college. Number of Activity Responses 1. Handball 2. Golf 3. Bowling 4. Dance 5. Swimming 6. Tennis 7. Snow Skiing 8. Badminton 9. Skating 10. Volleyball 11. Canoeing 12. Hockey 13. Skin Diving 14. Softball 15. Table tennis 16. Walking H O raid hard F'FJID va\w k v1\n\m leo TABLE VIII Recreation activities business men would have liked to learn while in college. Actmw 323132332: 1. Golf 27 2. Snow Skiing l6 3 . Dance 4. Bowling 5. Handball 6. Skin Diving 7. Tennis 8. Water Skiing 9. Horseback Riding 10. Archery 11. Sailing l2. Calisthenics l3. Flying 14. Gymnastics 15. Ice Skating l6. Squash 17. Art and Music 18. Badminton 19. Basketball 20. Bridge 21. Camping 22. Canoeing 23. Fishing 24. Hunting 25. Paddleball 26. Volleyball 27. Weight Lifting rd P‘OJ hard F‘r‘ P‘FJ hard Alto RJTV R)\N vo-k uwch O\