Student Attitudes toward Physical Education

Abstract

A group of 199 college males completed the Wear physical education attitude inventory. The responding subjects were subsequently classified according to the size of the high school attended, the college of matriculation, and the physical education class in which they were currently enrolled. No significant variations in attitude scores toward physical education were found within the subgroups of each of the three classifications. However, a significant difference in attitude scores was found between the responses to the four categories of items of the inventory. A significant variation in response was obtained between the subset formed by the physiological and the social items and the subset created by the mental-emotional and general items of the Wear attitude inventory.     

Classified,Annotated List of Available Films on Riding,Horses, and Subjects Pertaining to Horses

Abstract

This is a study of the result of some 4,000 inventories being administered to students in eight junior colleges and 13 senior colleges and universities. There was a sampling of 2,000 men and 2,000 women. The inventory included 60 items which were prepared by the author after several years of review, experimentation, and then modified by several authorities in this field.

The purpose of this study was to determine the interests in the various areas for marriage education. The results of the study indicate the differences in interests of both sexes for lower and upper division students. The results can be used as a guide to deter-to determine course content.     

The Relationship Between Measures of Physical Growth and Gross Motor Performance of Primary-Grade School Children

Abstract

The purpose of this study was twofold: (1) to investigate the relationship between strength and achievement in physical education among 200 college women by comparing grip strength with grades in the instructional physical education courses and (2) to compare the results obtained on college women with those of college men in the study by Tinkle and Montoye reported in this issue of the Research Quarterly. A table of random numbers was used to secure the sample. The results indicated that grip strength among college women was significantly related to achievement in physical education instructional courses as measured by grades. Also, grip strength was found to be directly related to and probably dependent upon body weight and only indirectly related to height in college women. The relationship between grades in physical education and grip strength among college women substantiates the results of the college men's study.     

Qualities Related to Success in Women's Physical Education Professional Preparation Program

Abstract

Sixty-nine physical education majors were used as subjects in an attempt to identify those personal and physical qualities of women physical education students which would most effectively predict success in the professional preparation program of physical education. The criteria of success included the cumulative academic index, a rating by the faculty, and a rating by the student's peer group. Predictive variables consisting of measures of physical fitness, general motor ability, temperament traits, mental ability, interests, and values were evaluated.

The single predictive variable yielding the highest positive relationship with success in the professional preparation program was physical fitness; the value and interest variables showed practically no relationship. The best combination of variables for predicting success was the physical fitness index, the active temperament trait score, and the mental ability score.     

Wear Attitude Inventory Applied to Junior High School Boys

Abstract

Form A of the Wear Attitude Inventory was administered to one randomly selected physical education class of seventh grade boys, one class of eighth grade boys, and one class of ninth grade boys in each of five junior high schools. The mean Inventory score for each grade was found to be equal to or superior to the mean reported in Wear's validation study. A significant X₂ value was found for the distribution of Inventory scores of the three junior high school grades. A biserial coefficient of correlation item analysis which was computed for each of the three grades established that the 30 items correlated significantly with the total score and that the item score also had a significant correlation with the Inventory category score. On the basis of these results, the conclusion was advanced that the Wear Attitude Inventory was an appropriate instrument to measure attitudes of junior high school boys toward physical education.     

Possible Pythagorean Influences on Plato's Views of Physical Education in the Republic

Abstract

This study examined the relationship between the Pythagoreans and Plato in order to further illuminate the derivations of Plato's views of physical education. Concepts from Pythagorean and Platonic writings were examined. A search for historical connections between Plato and the Pythagoreans was made. Possible Pythagorean influences on specific Platonic concepts of physical education were suggested. General concepts in The Republic which appear to be influenced by Pythagoreanism were the theories of soul, forms, harmony, justice, and simplicity. Related to these concepts, but more inherent to physical education specifically, the following concepts were thought to be of Pythagorean origin: that the pre-eminent objective of physical education was character training, that the body was inferior to the soul and needed physical education primarily to prepare it for service to the soul, that simplicity of diet and regimen was to be maintained for an adequate physical education program, and that participation in physical education was not reserved for men but also included women.     

Anthropometry of Young Women

Abstract

Based upon a multidimensional model for characterizing physical activity, the development of two forms (college men, college women) of an attitude inventory is described. Items held to be representative of the six dimensions of the model were evaluated on the basis of factor and item analyses using data generated by the use of preliminary forms. Hoyt reliabilities ranged from .72 to .89 for the six scales. Scales were able to differentiate between appropriate high and low preference groups for a particular type of activity in all cases except physical activity perceived as “catharsis.” The stability of the instrument is shown by comparing measures of central tendency, variability, and reliability of the basic sample with those drawn from a second, but similar population. Normative data, instructions, and a list of items, are provided.     

Attitudes of College Women toward High School Physical Education Programs

Abstract

A revision of the Plummer attitude inventory and a background information questionnaire were administered to 1,126 freshman college women enrolled in the private four-year colleges in Iowa in September 1964. Attitude scores were determined and comparisons were made on the basis of background information. Significant differences in attitude toward physical education were found between those earning interscholastic athletic letters and those not earning letters, those participating in organized physical activity programs outside of school and those not participating in such programs, those from farms and those from cities, those from small high school graduating classes and those from large high school graduating classes, those who chose teaching careers and those who chose other careers, those who ratedselves above average in physical skills and those who ratedselves below average in physical skills, and those who enjoyedr high school physical education programs and those who did not. Significant differences did not exist between those who had physical education in high school and those who did not, those who had a woman teachingr high school physical education classes and those who had a man, those who took physical fitness tests and those who did not, those who attended parochial high schools and those who did not, those from small towns and those from cities, those who had physical education two hours or less a week and those who had physical education four hours or more a week, and those from Iowa and those from other states.     

Inventories and Norms for Children's Attitudes Toward Physical Activity

Abstract

This paper summarizes the development of an inventory for the assessment of children's attitudes toward physical activity (CATPA), including an overview of its psychometric properties. Through a series of studies, an original and frequently used attitude inventory was restructured, resulting in a revised inventory which is both shorter and psychometrically superior to the original. This instrument, which assesses attitudinal dispositions toward each of seven physical activity subdomains, is shown to possess high internal consistency and strong factor validity. In addition, a new CATPA inventory suitable for grade 3 children is introduced. The two inventories are presented, along with instructions for their administration and scoring. Norms, based on samples of approximately 500 children of each grade and sex, are provided for boys and girls in grades 3, 7, and 11. Throughout the paper consideration is given to research applications, as well as cautions relative to the use and interpretation of the two CATPA inventories.     

Statistical Procedures Used in Multiple-group Experiments

Abstract

The purpose of this study was to determine if differences in mental imagery exist among groups of university women varying in experience, interests, and abilities in motor skills. Subjects for this study were 77 women, all of whom were associated with the Pennsylvania State University. Included were 14 physical education faculty members, 18 senior physical education majors, 19 freshman physical education majors, and 26 freshman nonmajors. Mental imagery was measured with three imagery tests developed specifically for this study. Test data were analyzed and treated statistically using analysis of variance and Duncan's new multiple-range test. The four groups did not differ significantly in their ability to recognize previously presented geometric forms or previously presented motor acts. The three major groups were significantly superior in remembering details of motor demonstrations when compared to the least experienced.     

Modifications to the Bassin Anticipation Timer

Abstract

The purpose of this study was to ascertain and to analyze the attitudes of men and women undergraduate students at the University of California, Santa Barbara, concerning the desirability of intensive athletic competition for girls and women. In January 1966, a questionnaire and an attitude inventory were administered to a random stratified sample of 300 undergraduate students. The attitude inventory consisted of 38 statements which were divided into four categories— social-cultural, mental-emotional, physical, and personality. Two hundred and eighty-four questionnaires and attitude inventories (94.7 percent) were completed and were submitted to statistical analysis.

Although the population was found to be favorable in attitude, the range of scores indicated that considerable differences of opinion existed concerning the desirability of athletic competition for girls and women.     

Frequency Distributions and Standards of Anthropometric and Physical Performance Measures for College Women

Abstract

Frequency distributions of the records of a random selection of 200 college women in a nonmajor required program on anthropometric and physical performance measures commonly employed in physical education were compared with best-fitting normal curves for the same data. A table of random numbers was used to secure the sample. A percentile table for the various measurements was constructed. It was concluded that various measurements commonly employed by physical educators give a non-normal distribution. Hence, the obtained distribution as found on various measurements in this study does not warrant treating these data as normal.     

One Teacher’s Experience of Teaching Physical Education and Another School Subject: An Inter-Role Conflict?

Purpose: This study was situated within a longitudinal study of 5 teachers examining the realities of teaching physical education by determining the impact of individual dispositions and contextual factors on the career trajectories of postprimary physical education teachers in Ireland (Iannucci & MacPhail, 2017). One of these participants, Jane, was examined in this study to gain a greater understanding of the realities and tensions experienced by a postprimary teacher enacting 2 distinct sets of role expectations when teaching physical education and another school subject concurrently. Method: Data reported in this article were collected through a semistructured interview and living graph. An interpretative framework was used for analysis, assessing Jane’s perceived meanings of the identified critical incidents in relation to role theory. Results: Teachers timetabled with physical education and another subject concurrently may be expected to navigate and negotiate 2 distinctly different roles within the school community causing difficulty in assuming both roles simultaneously. Short narratives were used to convey 2 themes: (a) role prioritization and (b) role performance. Conclusion: The study results suggest that the already complex and multifaceted role of a school teacher (Richards, Templin, Levesque-Bristol, & Blankenship, 2014) seems to be further complicated when teachers are tasked with simultaneously teaching physical education and another school subject. With the presence of a role conflict management strategy such as role prioritization (Stryker, 1968), one can presume that teachers who are tasked with teaching physical education and another school subject may experience some level of role conflict.     

Productivity and Collaborative Patterns of Physical Educators

Abstract

The purpose of this study was to examine the extent to which gender ratio and patterns of collegiality intersect among physical educators in higher education. An indirect measure of patterns of collegiality was obtained from an examination of the gender of authors and of author teams. Specifically, the investigator focused on publication rates, gender of primary authors of mixed teams and dyads, and size and gender composition of author teams. The data base consisted of articles published by physical educators in 14 research-based physical education journals 1980–1984. In addition, a measure of change was obtained through a comparison of selected data of 1980 and 1984. The results showed that although on the average, women and men had published the same number of articles, type and degree of collaboration differed significantly. Women tended to publish alone while men tended to publish in groups. The data also indicated that men were accorded senior authorship of mixed sex teams significantly more often than were women. In addition, the longitudinal data indicated a decrease in the number of women who were senior authors. The results were explained in terms of the numerical and institutional domination of men physical educators in higher education.     

A Ranking of the Objectives of Physical Education

Abstract

One hundred college physical educators completed a paired-comparison opinionnaire in which they ranked the objectives of the discipline. Findings of the study denoted that the unique objectives Organic Vigor and Neuromuscular Skills were valued significantly higher than all others. Sex differences appeared in the ranking. The lack of agreement between the men and women upon the primary objective of physical education suggested an inconsistent direction for the profession.     

Puberty and Physical Self-Perceptions of Competitive Female Figure Skaters II

Abstract

This study was to determine the effect of varying degrees of participation in physical education on achievement in selected characteristics. Subjects for the study were college women. One group was assigned to participate in the required program for one year, a second group for two years; a third group was not enrolled in physical education; a fourth group was given the option of electing or not electing physical education. Characteristics studied were knowledge, posture, recreational proficiency, and some aspects of physical fitness. At the end of one year, participators differed significantly from non-participators in posture, knowledge, and pull-ups. At the end of two years, those required to participate differed significantly from all other subjects in posture and knowledge. There was some evidence that the two-year group was superior in performance on some aspects of fitness. Participators were judged to be generally more proficient in recreational activities than nonparticipators who claimed proficiency.     

Student performance in high-stakes examinations based on content area in senior secondary (VCE) physical education

Background: Senior secondary physical education courses for certification continue to evolve with curricula reform occurring to ensure content is contemporary, student learning outcomes are maximised and assessment practices are valid for determining certification of students. The content of examinable senior secondary physical education courses privilege theoretical concepts over student physical performance of motor skills and this is reflected in the use of written assessment of cognitive outcomes in many courses internationally.

Purpose: Student examination data were analysed from the year 12 (exit year) written examination of Victorian Certificate of Education (VCE) Physical Education to determine if student performance varied by Area of Study (content). Additionally, it investigated whether there was a relationship between student performance in each of the four Areas of Study examined and overall examination performance and considered the alignment of curriculum, assessment and pedagogy and the implications the findings may have on the teaching of VCE Physical Education in the future.

Methods: A secondary data analysis of student results from the 2011 (n?=?9323; M?=?5212, F?=?4111) and 2012 (n?=?8781; M?=?5011, F?=?3770) VCE Physical Education (Victoria, Australia) examinations were conducted. Examination questions were categorised by content, and means and standard deviations (SD) for discrete and continuous data were calculated, and categorical variables were presented as percentages. Regression analysis was also performed to establish the relationship between student cohort size and examination scores. An independent sample t-test was used to explore the examination scores and each Area of Study scores across 2011 and 2012. A one-way ANOVA were performed to investigate the differences of each Area of Study scores between examination grades from UG to A+.

Results: The results showed a positive correlation between VCE Physical Education student cohort size in a school and examination score in 2011 and 2012. Student performance differed across both years (2011 and 2012) and across Areas of Study within each of the years analysed. Students performed significantly lower on questions relating to the ‘planning, implementing and evaluating a training program’ Area of Study in 8 of the 11 possible grades (2011) and 10 of the possible 11 grades (2012) than in each of the other Areas of Study.

Discussion and conclusions: This study reveals that student performance on the external VCE Physical Education examination is not consistent across all content areas (Areas of Study). This may suggest that student difficulties in answering questions based on content in ‘planning, implementing and evaluating a training program’ result from topic or content difficulty rather than process or question difficulty. From these findings, implications for teaching examinable physical education effectively include the use of experiential learning and practical experiences to provide students with experiences from which they can draw knowledge when completing written assessment tasks. Additionally, the importance of having the required content knowledge to teach examinable physical education confidently for pre-service and in-service teachers is discussed.