. San Fernando Valley State College
!
I!
I
I
SURVEY
OF ATTITUDES HELD BY JUNIOR HIGH SCHOOL AND
1\·
HIGH SCHOOL MALE PHYSICAL EDUCATION TEACHERS IN
THE LOS ANGELES CITY UNIFIED SCHOOL DISTRICT
I
A thesis submitted in partial satisfaction of the
requirements for the degree of Master of Arts in
Physical Education
by
-
Arnold Paul Abitabilo
I
Ii
i
. Il
I
I'i
I
January, 1972
I
i
L. -·-· ·---------------------------- -··-··· ------·-------· ------- ·------·-··------·--·-·····-·---·-·-·-··--· -----·-·--·· ... ---- -· ·--··-·---------- -------· -- ·····
The thesis of Arnold Paul Abitabilo is approved:
San Fernando Valley State College
January, 1972
ii
r·---.----·-· ....
······-·--·-·------·-·------·-··-·-~--·---···-·- --····~···-·-····-··-·······-
.. -·---··-------·-·----·..··· -·---'· ..... ·- ................................. .
I
/
!.
DEDICATION
I!
To my children, Jill and Mark, and my wonderful wife,
!Roslyn, whose patience, understanding, and encouragement made
this work possible.
!
I
I
I
i.
'
iii
TABLE OF CONTENTS
LIST OF TABLES
vi
•
o.
ABSTRACT
viii
•
CHAPTER
I.
INTRODUCTION
1
•
Statement of the Problem
Statement of the Purpose
Design of the Study
Scope and Limitations
· Assumptions
Definition of Terms
Importance of the Study
Organization of the Chapters
II.
REVIEW OF RELATED
LITERATURE~
•
7
The Need for Investigation
in the Physical Education Programs
Attitudinal Concepts
Studies Concerned with Attitudes toward
Physical Education and other Related Studies
Summary
III.
PR-JCEDURES
IV.
PRESENTATION AND DISCUSSION OF DATA
•
o
Response to Questionnaire
Section I - General Information
Section II - Selected Practices
Section III - Program of Activities
Summary
iv
19
26
V.
~
SUMMARY, CONCLUSIONS
AND RECOMMENDATIONS
0
86
Summary
Conclusions
Recommendations
98
! BIBLIOGRAPHY
i
I
i APPENDICES •
I
I
I
I
Appendix
Appendix
Appendix
Appendix
Appendix
!"03
•
A.
B.
C.
D.
E.
v
LIST OF TABLES
vi
r-· ....... --.. . . ·---- ------------------.--------------------------------------------------··------------------------- ------ . ----------------.. --- --------- .
I
I
Ii
.
XIII.
XIV.
I
I
XV.
I
I XVI.
II XVII.
I
Average Number of Weeks Each
Activity is Presently Being Taught
in the Junior High Schools
•
•
•
49
Average Number of Weeks Each Activity is
Presently Being Taught in the
-Senior High Schools •
54
Attitudes of Junior High School
Teachers Toward the Activity Program
60
Attitudes of Senior High School
Teachers Toward the Activity Program
66
Average Weeks Activities are Being
Taught in the Junior High Schools
Compared to Teachers 1 Recommendation
as to Amount of Time They Should
. be Taught •
•
o
II XVIII.
I
Average Weeks Activities are Being
Taught in the Senior High Schools
Compared to Teachers 1 Recommendation
as to Amount of Time They Should
be Taught •
•
j
L
vii
•
73
79
---~·-------~---,----~-·-···~
..... ---1
!
ABSTRACT
SURVEY OF ATTITUDES HELD BY JUNIOR HIGH SCHOOL AND
HIGH SCHOOL MALE PHYSICAL EDUCATION TEACHERS IN
THE LOS ANGELES CITY UNIFIED SCHOOL DISTRICT
by
Arnold Paul Abitabilo
Master of Arts in Physical Education ,
January, 1972
This study was undertaken to determine the nature and scope
of the physical education program in the Los Angeles City Unified
School District and the attitudes of the male physical education
;'
!
teachers toward their programs.
I
i
I
A packet which included an explanatory letter, questionnaire,
and a post-paid self-addressed return envelope was mailed to each
of the 701 male physical education teachers, presently teaching one
or more classes in physical education in the Los Angeles City
Unified School District.
The questions and statements used in the questionnaire were
the result of a review of related literature, personal conferences
viii
with physical educators, a pilot study and areas of personal professional interest to the investigator.
There were 367 teachers that returned the questionnaire.
'This figure represents a 52.4 per cent return.
The information
received for each respondent was placed on computer key-punch
cards which were then subjected to various computer programs.
Examination of the data suggested that the majority of the
i respondents held a favorable attitude toward the activity programs.
Based on the findings of this study, it may be concluded that
a majority of the responding male physical
education~teachers
in the
Los Angeles City Unified School District felt that some definite
curriculum revision would be desirable.
,.
ix
CHAPTER I
INTRODUCTION
Through years of teaching, the physical education teachers in
'the Los Angeles City Unified School District have gained considerable
t
, insight regarding the physical education activity program.
It is the
; belief of the investigator that this insight, if brought together, could
•serve a useful purpose in making constructive revision in the
j physical
education programs throughout the district.
•Statement of the Problem
The problem under investigation is to identify, in terms of
:the activity program, the discrepancies between the physical educa-
i tion
program presently offered in the Los Angeles City Unified
1
:School District and the program that the physical education teachers
:feel should be offered.
•Statement of the Purpose
It was the purpose of this study to determine the nature and
:scope of the physical education programs in the Los Angeles City
·Unified School District and the attitudes of the male physical education teachers toward these programs.
1
2
["''
I
------
,
.. ........
,
.. ___ __ ... ..
,,
._,
,
,
-,,·----------------~---~---·----
__,._ .
._,
...................,._
--·· ......,...........
- .............. ······-- ....... .
More specifically, this study will provide a means for
: determining:
1.
The specific activities and the number of weeks each
activity is presently being taught in the physical education programs
of the Los Angeles City Unified School District.
2.
Certain policies and practices as they relate to the pro-
gram of activities.
3.
If revision of the curriculum is felt to be desirable, the
specific areas where such revision is needed.
4.
The specific areas where modification in the program
would be considered desirable by the respondents.
Design of the Study
A questionnaire (Appendix A) was designed and distributed to
all of the 714 male physical education teachers in the 75 junior high
schools and 47 senior high schools in the Los Angeles City Unified
School District.
From the data an identification was made of the
types of physical education activities taught in this school district,
as well as the attitudes of the instructors toward these programs.
Scope and Limitations of the Study
A packet which included an explanatory letter (Appendix B),
a questionnaire, and a post-paid self-addressed return envelope was
mailed to all of the 372 junior high and all of the 342 high school male
3
r··--
'
phys,ical education teachers in the Los Angeles City Unified School
District.
The questions included in the questionnaire were selected as a
result of reviewing previous attitude studies, personal conferences
with physical education teachers, a pilot study, and areas ofpersonal
professional interest to the investigator.
All questions were sub-
mitted to a jury for critical evaluation.
The limitations of this study were:
(1) the validity of the
"questionnaire type" survey used as a research instrument;
(2) the
human factor of interpretation of the responses by the investigator;
(3) the limited number of questions asked in order to facilitate a
greater response; (4) the partial response received from the total
population which were sent questionnaires; (5) the investigator's
limited experience in research.
Assumptions
The assumptions of this study were: (1) that all respondents
to the survey answered each question c-:refully and honestly;
(2)
that the questions used provided enough information to properly
evaluate attitudes;
(3) that the data from the responding population
would provide insight into the attitudes held by the majority of the
,male physical education teachers in the junior high and high schools
in the Los Angeles City Unified School District.
4
r . ...
....... - ....
! Definition of Terms
~
·····~·-····-
I
I!avoid.
i
i
t
I
--·-------·--·------·-·---~---··-----
·-·-------------------------------------..·---. ---·----------- .......
Attitude - Refers to the teacher's tendency to approach or
to behave or react either positively or negatively with inten-
sity of feeling towards the several aspects of physical education as
I
'!
i investigated by
I
I
I
this study.
.
High School - Refers to a school which is administered as a
I
iseparate unit from the
elementary school and from the junior high
!
J
school and comprised of students from the tenth, eleventh, and
I
I
1
twelfth grades.
I
Junior High School - Refers to a school '(Vhich is administered
Ias a separate unit from the elementary school and from the high
lIschool.and comprised of students from the seventh, eighth. and
Ininth grades.
I
Los Angeles City Unified School District - All elementary
Ischools, junior high schools, high schools and special schools
Iwithin the Los Angeles City area which are subject to the rulings of
I the
I
Los Angeles City Unified School District's Board of Education.
Physical Education Teacher - An individual presently
I employed by the Los Angeles City Unified School District as a
i
I:. teacher and teaching a
l' education
'
minimum of one class ·per day of physical
in the junior high school or high school.
Secondary School - Schools made up of junior high schools
I and
high schools and comprised of students from the seventh
t. --~-- .-·--·--···---- ··- ·----·~--~- ~---- -------- ···-·---~---~----. -------~- -·------- -~---· ---------~- ·-·-·- ---- --~-- --------~-.-. ---------- ------ ~
5
thr~ugh
the twelfth grades,
Importi:Lrwe of the
Stud~
Today; perhaps more than ever before, the educational
institutions are undergoing a critical period of self examination.
The physical educators at the college level are advocating changes
in the physical education programs of the secondary schools.
Before
changes can or ought to occur, the writer feels we must know for a
:fact what is presently taking place in the physical education pro'grams.
i
This would allow for more meaningful changes to be
instituted •.
Another important consideration of this study is that it could
i
~provide
some of the basic facts as to what is taking place in the area
of physical education in the second largest school distriCt in the
United States.
This study could also provide a means of communica-
tion between the teachers in the secondary schools in the area of
physical education and the teacher training institutions, thus providing an important element of feedback •
. The physical education teachers in the junior and senior high
; schools have a wealth of knowledge and experience which has been
i
acquired through the years.
The writer believes that this knowledge
l
: and experience are vitally important and could provide a solid founda'
tion for constructive revision in the physical education activity pro-
'grams in the Los Angeles City Unified School District.
.J
'•
.-
6
r····- ··--·-· --···· -- -- -·-- ·-- -- -·- ----------------------· -------·---------------------------------------------------------------- ------ ------- ....... ---- -------------------- -- ...
!Organization
I
I
.
A review of the related literature will be presented in
IChapter II.
1
of the Chapters
Chapter III describes the procedure used in gathering_
!
i
! the data for the study.
I
The results are discussed and interpreted in
I Chapter IV. Chapter V provides a summary. conclusions. and
I
I recommendations
for further study.
CHAPTER II
Review of Related Literature
The purpose of this study was to investigate the attitudes
!
held by the junior and senior high school male physical education
teachers toward
phys~cal
education in general and toward their pro-
grams at the secondary school level.
In order to avoid some of the
difficulties encountered in previous studies of thj.s type, literature
related to this general area of inquiry was reviewed before conducting this study.
The review of literature will be divided into three categories.
The first will deal with the need for investigation of the physical
education programs, the second deals with attitudinal concepts in
general, and the third will investigate attitudinal studies as they
relate to physical education •.
The Need For Investigation In The
Physical Education Programs
Bucher, Koenig and Barnhard state:
Education is changing rapidly in a changing society. Physical
education should also be changing if it is to keep abreast of the
times. It should not change for change itself but because we are
living in a different world where the student, the teacher, the
., J
7
8
learning process, and the materials for teaching are also
changing. (2:v)
Bucher in explaining a ten-point program for the further
study of physical education claims:
• • • as a profession we need to study our present programs and
practices and determine if we are meeting our students' needs
and keeping up with the times. (18:26)
Cowell and Hazelton state:
Education takes place in a society which is always changing.
Obviously, the basic elements in the design of a curriculum
must therefore be consideration of the social forces operating
within the American social structure. (4: 3}
Cowell and Hazelton also indicate that rapid social change and the
increase in leisure time suggest a need for placing
a
high priority
in the selection of physical education activities, and the possible
r:evision of school curriculum.
Cowell and Hazelton ask the question,
"How can we improve the educational program in physical education?" Their answer is that opinions from our colleagues in all
fields of education and people concerned directly with physical
education should be sought in the solution of curriculum problems.
Vannier and Fait point out:
1
There is abundant evidence that numerous drastic changes are
needed in many schools if our educational system is to meet the
needs of all youth. (15: 7)
Irwin and Humphrey in a discussion of curriculum revision
state:
. In order to meet needs and changing conditions the physical
education curriculum should be under continual revision . .
~ ,:}
11
1',jt/
teacher participation in curriculum revision is practically indispensable since the teacher is the key figure in the learning
situation • • • • Physical education teachers can determine to a
large extent what the reactions of pupils are to certain activities
and how the activities are related to needs and interests of
pupilso However, the important factor is that such data be
accumulated and put into use through curriculum revision.
{7:173}
It was further suggested that a physical education activity survey
might be used for an analysis of the activities in the curriculum.
Each activity could be analyzed in order to determine its future
usefulness in the program.
Attitudinal Concepts
According to Allport, "Attitudes determine for each individual what he will think and what he will do.
11
{16:806)
Briggs summed up the importance of attitudes when he
stated:
They (attitudes) condition the acquiring and retention of knowledge; they influence its interpretation; they stimulate to the
seeking of more knowledge of the same kind or effectually turn
from it; they stimu~ate to action; they largely determine what
shall be done with knowledge, organized or in isolated units,
even when it is acquired. (1 :245)
Murphy stated:
Attitudes are present dispositions which have developed
through a long and complex process. Like all behavior they are
motivated, and they are adjustments to present situations. On
all three counts they remind us directly of values; indeed the
more closely they are regarded, the more difficult it is to find
any essential difference between attitudes and values. (1 0:285}
'10
Speaking of the adolescent worid, Cowell mentioned:
The pathway to a mature value system is determined by a
number of factors. We value objects, conditions, or experiences only as long as these yield satisfaction to us and no
longer. (3:239)
The importance of being aware of positive and negative
attitudes was expressed by Prescott:
If att:j.tudes are influential in directing and motivating behavior·,
then procuring of the same behavior throughout a population is
dependent upon the possession of the same attitudes by all
mernl:>ers of that population. This is of extreme importance
~ocially and describes one of the .most important functions of
educat:i.on--that of integrating society. (11 :42)
ln cttfferentiating between attitudes, opinion, and beliefs
Schwart?> noted, an opinion was:
,
,
what you think about a controversial subject. The key
1
word is controversial; for opinion to exist there must be disagreement. (12: 14)
Attitudes were defined as, ''the way in which we look at things."
H2·"'
":-.-·-~-
(12:36)
Schwartz (12) also mentioned that attitudes help shape
opinions and that these attitudes can be emotional or realistic.
Hearn noted:
Each individual develops a unique 'self' through interaction with
his environment. Out of his experiences and responses to them
he d~velops attitudes which lead him to respond in certain ways
in sul:>sequent experiences. (6:26)
Lee defined attitudes as:
A state of accustomed mental readiness, patterned largely after
societal conventions and group folkways, which offer a formula
or channel for drive, motivation, or reaction by a person to
. classes of objects. (8:103)
Writing on attitude formation, Lipset stated:
Various studies have indicated that attitude formation is
related to basic predispositions of individuals. That is, attitudes on any given issue are rarely H ever independent of the
general cluster of attitudes that people bring to any situation
in which they participate. (9:585)
Studies Concerned With Attitudes ·
Toward Physical Education And
Other Related Studies
It has been pointed out by O'Bryan and O'Bryan (24:343) that
many attitude measurement studies have investigated such areas as
enjoyment of classes and activities, reactions tq required programs,
'
'-''
. : ~fj;-
or effects of prior physical education experiences on present attitudes toward college programs.
[··
There have been· numerous studies
concerned with the students' attitudes toward-some aspect of physical •
education.
They have also pointed out that no recent study has
attempted to measure attitudes toward basic factors of professional
physical education.
In studies that deal with problems closely related to this
study, there are a number of methods that have been used to determine attitudes.
The Likert (22:41) method· presented a statement of attitude
to the respondent and then provided him five choices of response.
The Wear Attitude Scale requests that the subject also choose
one of five possible responses to each inventory item.
These choices
·- ........ J
l
-:.
12
are; H)
~trongly agree~
(5) (ilt:rongly dil'!agree.
(2) agree, (3) undecided, {4) disagree, and
Statements which are negative toward physical
education would then be scored 1, 2, 3, 4, 5, and statements which
are positive toward physical education would be scored 5, 4, 3, 2, 1.
According to this method of scoring, a high score would indicate a
,favorable attitude toward physical education.
Statements in the Wear
1
Physical Education Attitude Inventory were worded half negatively
and half positively.
The purpose of this was, according to Wear, to
counteract any suggestive effect which an all-positive list might have
on the subjects responding to the items (26:117, 126).
Thurstone (13:61) asked an individual to check only the statement which he was willing to endorse or accept.
Wang (25: 368-7 3} suggested sixteen (16) practical rules for
the writing of attitude statements.
The aim of the investigation by Barr (17: 117) was to identify
the specific activities offered in the physical education activity program in colleges for women.
Only those activities taught in the
classes which satisfy the college physical education requirement for
graduation were considered.
Five general groups or headings were
used: aquatios, gymnastics, individual sports, rhythmics, and team
sports.
Under each heading a list of activities were to be checked .
.The results of the study indicated that (1) the range of activities
taught was wide, (2) the most important activities in the various pro-
13
grams were, in order: individual gymnastics, dancing, swimming,
diving, field ball, tennis, golf, Danish gymnastics, folk dancing, and
apparatus, and (3) the organization of the program was definitely
toward a combined form.
This form prescribed one or more
activities and allowed the student to elect the remainder.
¥lith a response of 90. 6 per cent, in an inventory which was
sent to boy's and girl's department heads from the State of Illinois,
Knapp and Drom (21:345} were concerned with the existing and
desired physical education activities.
The questions asked included:
(1} What activities are now included in your program?
(2} What
activities would you like to add if time, personnel, and facilities
permitted?
time?
(3) To which activities would you like to allot more
(4} To which activities would you like to allot less time?
Knapp and Drom (12:349} reported that the nine most popular
activities for both boys and girls were:
{1) basketball, {2) volleyball,
{3} conditioning activities such as calesthenics or workouts, (4) softball, (5) games and relays, {6) tumbling, stunts and pyramids, and
(7) soccer.
Irwin and Reavis (19:93) conducted a study to appraise,
direct, and improve the program of health and physical education.
Questionnaires were sent to teachers and administrators of
seventy-seven schools.
In one phase of the questionnaire· there were
questions regarding the program of physical education.
Three of the
14
I
six questions given in this phase were:
Do you think physical education
should be required?
Where conditions permit, do you
think it desirable to require
physical education daily in all
grades?
Are students required to take
showers, baths following
physical education periods?
Yes
No
90%
10%
68%
32%
79%
21%
According to Irwin and Reavis (19: 97) the team sports of basketball,
softball and volleyball rank highest among activities in the total
program.
Dale (28) collected data in the Wisconsin Public Schools by
the use of a questionnaire in five public high schools selected by
random sampling.
The questionnaire covered five areas: personal
and professional information, organization and administration, programs, facilities, and equipment, and evaluation.
elusion was given:
thirty:..five;
The following con-.
(1) mean age of physical education teachers was
(2) mean years of teaching was eleven;
(3) membership
held by instructors in the national and s :ate physical education as sociations was low;
(4) seventy-eight per cent of the physical education
teachers had a major in physical education; and, (5) grades in
physical education were three-fourths determined on skill, physical
:&itness and knowledge tests.
He did not state what the other
one-fourth of the grade was.
···-····-·-·-····-····-~···-·-········--
---·----- ·--··--·-··-······- -·--···------···---··"'··--·- ··- ... ······· . ···- ......... ·•·······
····••·
.. .
15
Jack (20:24) was concerned with the relationship between
certain factors of the physical education program and conditions such
as:
(1) size o_f enrollment, (2) wealth of school district, {3) percent-
\:age of public transported, and (4) training of teachers.
He pointed
out in one of the conclusions that as training of teachers increased,
•the physical education programs became superior insofar as the six
• factors of the study measured.
The six factors were:
(1) range of
~activities in the physical education program, (2) intramural program,
. (3) suitable dress for physical education class, (4) required showers,
(5) tests and (6) permanent record forms (20:31}.
In a survey of the status of physical education records with
the Los Angeles City Secondary Schools, Haky (29) used a
twelve-item questionnaire to collect data,
Haky stated that student
evaluations were reported by letter grades with no explanatory
remarks, and that physical educators based evaluation on current
demonstration of achievement and class standards, rather than upon
improvement over previous achievement records.
An attitude-interest survey was conducted by Woods (27}.
The questionnaire was sent to 649 male physical education teachers
in the Minnesota Public Schools. ·The questionnaire was developed
and used in an attempt to determine the experienced teachers 1 pro: fessional attitude and interests.
Wood states:
A review of pertinent literature reveals that we know very little
about the experienced teacher's likes, dislikes, interest, and
16
general attitudes towards teaching physical education and
(27:80)
~health.
WQQd states 15 selected findings, from the responding 405 teachers
retur·ning the questionnaire.
One of the most significant of these
findings was as follows: more than half of the educators expressed
the opinion that if they were to select the most important goal or
main purpose of physicaJ education in the public schools it would be
thQ development of desirable habits, attitudes, and appreciation.
The development of physical fitness ranked second, while the developrnent of motor skills, knowledge and understanding, and social skills
ranked third, fourth and fifth, respectively.
Pollie (30}, in seeking to measure the status of physical
~ducation
as pertaining to guidance counselors found that the image
of physical education was generally favorable.
Most of the negative
connotations found by her were aimed toward the physical educator.
She found that physical education was not valued academically.
of the results of her study were as follows:
Some
(1) seventy-four per cent ·
of the cour.selors indicated a need for more explanatory material
about physical education;
(2) · twenty-seven per cent felt any teacher
could teach physical education;
(3) eleven
pe~
cent felt physical
education was below other academic areas in respect to its importance in the school curriculum; (4) thirteen per cent thought the
main emphasis of physical education was to teach games; and (5}
I
17
twenty-six per cent felt physical educators conducted a program
without a basic philosophy.
Young (31) examined the attitudes held by freshman students
at San Fernando Valley State College toward the physical education
activities program.
The general conclusions were:
{1) there ap-
peared to be a direct relationship between the student's attitude and
whether or not he enrolls or plans to enroll in a physical education
class.
(2) That a poor high school physical education program may
cause some students to reject physical education at the college level.
(3) That as long as the attitudes of incoming freshman students
remain at the level of todays freshmen, the Department of Physical
Education at San Fernando Valley State College may expect approximately forty-three per cent of the freshmen to include a physical
education activities class as part of their first semester study load,
and an approximate seventy-one per cent to include an activities class·
at some point during their college education.
{4) Due to the high
ranking of classes not presently offered at San Fernando Valley
State College, such as skiing, water skiing, horseback riding, sailing, ice skating and weight reducing, it may be concluded that wider
participation in the physical education activities program would
result with the inclusion of such offerings.
Moyer~
Mitchem, and Bell {2 3) studied attitudes toward
physical education in the general education program at Northern
18
illinois University.
The modified Wear Attitude Inventory was used.
The conclusions of the study were: (1) a majority of the subjects
indicated a preference for individual sports to team sports in spite
. of greater high school participation in team sports. (2) there was a
similar, highly favorable attitude toward the physical education program shown by both freshman and juniors. and (3) there is a need
1
I
for re-evaluation of methodology and interpretation of objectives
i
i involved in teaching non-major physical education classes.
(23:519)
I
I
I
Summar)'
This chapter has reviewed some of the literature and
Iresearch completed in the area closely related to this study.
Ii review of the literature was
I
I examining the
The
divided in broad categories. one
-
need for investigation in the physical education pro-
j
gram. the other dealt with attitudinal concepts in general. and the
1
!last was limited to attitudinal studies as related to physical education.
II
I
I
I
I
6
I
I
I
l
L -----·- --------- ----------·- ------------------------------ ...... -------------------- ·----·--------· ---- ------------ ------------ ............ .
CHAPTER III
PROCEDURES
The purpose of this investigation was to determine the nature
and scope of the physical education programs in the Los Angeles
City Unified School District and the attitudes of the male physical
education teachers toward these programs.
This chapter will pre-
sent the procedures utilized in designing the questionnaire and the
processes involved in conducting the study.
are:
The areas of emphasis
(1) the initial investigation, (2) the design and validation of the
instrument, {3) the presentation of the questionnaire, and (4) the·
survey procedures.
Initial Investigation
The selection of attitudes to be examined by the instrument
and the statements to explore these attitudes were synthesized from.
(1) review of the related studies previously conducted;
(2) personal
interviews with physical education teachers; {3) pilot study; and
(4) areas of personal and professional concern to the author.
19
20
Design and Validation of the Instrument
Refinement of the Questionnaire
After the initial attitude statements and questions to be used
. in the questionnaire were formulated, they were sent to a jury of
·experts for critical evaluation.
groups of physical educators.
The jury was composed of two
One group (Appendix C) was made up
of eight professors from the Department of Physical Education at
San Fernando Valley State College.
These people were chosen due
to their background in questionnaire design, or for their familiarity
with studies similar to the intent of this investigation.
The second
group (Appendix D) of jurors was composed of two junior high school
and two senior high male physical education teachers in the Los
Angeles City Unified School District.
These individuals each had a
minimum of five years of teaching experience at their respective
grade levels, and each held a master's degree in physical education.
The questionnaire was presented on March 24, 1971, to a
group of professors, graduate, and
unc~~rgraduate
colloquium at San Fernando Valley State College.
students in a
The comments
resulting from the colloquium were also utilized in the refinement
of the instrument.
The revised questionnaire was then presented as a pilot
study to three junior high and four senior high school male physical
education teachers in the Burbank School District.
After these two
21
groups of teachers had completed the questionnaire, it was then discussed with them for further clarification.
After final revision, a packet which included a cover letter
(Appendix B), a questionnaire (Appendix A), and a post-paid self-addressed return envelope was mailed on April 25, 1971, to each of
the 372 junior high and 342 high school male physical education
teachers in the Los Angeles City Unified School District.
Formation of the Questionnaire
The questionnaire was divided into three parts.
Part I dealt
with personal background and professional preparation in general.
Part II was designed so as to determine the respondents attitudes
toward selected practices in the physical education program.
Part III was designed to obtain information regarding the physical
education activities being taught at the particular school, as well as
any desired changes.
Part I - General Information. The information in this section
was gathered through a combination of r.1.ultiple choice and write-in
responses.
Part II - Selected Practices.
following three areas;
,of activities.
This section investigated the
(1) class size, (2) grading, and (3) selection
The respondent was also given the opportunity to
express any personal opinions or attitudes held in relation to the
suggested program of activities in the Los Angeles City Unified
·.
0
~--··
-.
--·····~~
.. - . _ ·-- .. --. --- ·-··-----
--- ·-
-~---- ··••,-••··------~-----~'"
-~--
-~--.
-----·
------~---- ·--~-
___,_ ..... -- .. --- ... --·-·····-·· ------·-··--
j School District or toward physical education in general.
I
j
--
-·.
The method
of responding was the same as used in Part I.
I
Part III - Program of Activities.
1
This section was designed,
i
Iwith some modifications,
from the Knapp and Drom (17) inventory.
i
jA
i
listing of physical education activities with space for additions by
! the
respondent was provided.
The respondents were asked to indi-
Icate their attitudes toward each of the activities by responding to the
Ifollowing questions:
1
I
(1) Indicate the grade level and the number of weeks each
I
I
activity is taught in your school.
(2) Activities you feel should receive less time.
(3) Activities you feel should receive more time.
I
(4) Activities you would like to see excluded from the program.
(5)
Given all the necessary funds, what activities would you
like to see added to the program.
The number and percentage of response were calculated for each
I
activity.
l
Survey Distribution
I
I
I
I Selection
I
i
of Subjects
The name and school locations of the subjects to be included
I
!
fl
in the survey were obtained from a listing of physical education
I teachers in the junior and senior high schools in the Los Angeles
I
L-------·--------· ------------------------------------------·-------·-------------- --------------------------------- --- ---- -·-- --- ------- - - -· --------·---- -·- - -·----.
~
23
City Unified School District.
Divi$ion of
Pl~u1ning
This list of names was published by the
and Research, Physical Education Section of the
/
Los Angeles City Unified School District,
The subjects used were
all the males presently employed by the Los Angeles City Unified
School District as teachers and currently teaching a minimum of one
class per day of physical education in the junior or senior high
schools.
Subje'?t Registration
Each questionnaire was printed with a number which corresponded to a name on the master list.
This method w:as utilized in
order to determine accurately which of the subjects had not responded to the questionnaire so as to allow the investigator an
opportunity for follow- up.
The Packet
In addition to the
purpose of the
study~
questionnaire~
a cover letter describing the
and a self-addressed post-paid envelope were
included in the packet. -These items were included so that the
teachers would have a better understanding of the importance of the
study and to facilitate the return of the questionnaire.
Distribution
On April
25~
1971, a total of 714 packets were mailed, 372
to junior high and 342 to senior high school male physical education
l
, - - - '--------~---------~-- ""'"" --" .-------------- --~--- . . ,. - - ·- ...,. -------------- ---~---- - -" .___,_ _ _ _ '"""" - - - - - - '""" '" '"" """"""'" . ,.. . . . ',. . 'j
24
f----- ....... •· --- ··-:-·--------·····- --------···-·········-···· .................... -···
·····---·~------·-······--···-·--
............ -------····.----·--- ........ ···- ..... --- ..............
iI teachers. . The recipients were asked in the introductory letter to
~
I
return the completed questionnaire by May 10, 1971.
j
I
l Population Correction
i
i
I
A total of 13 packets were returned with a note indicating
;
.!
j
.
that the intended respondent was no longer with the district, or was
i
I not teaching physical edu~ation at the
time.
This brought the total
!I
I population of
!!
the survey to 701, 365 junior high and 336 senior high
r school teachers.
I
J
Follow- Up Procedures
I
As of May 10, 1971, 129 junior high sch9ol teachers and
87 senior high school teachers, for a total of 216, (excluding the
13 non-usable responses) had responded to the questionnaire.
I·
I
In an attempt to increase the number of responses, 485
follow-up letters were mailed on May 10, 1971.
The follow-up
I packet contained a second questionnaire, a cover letter (Appendix E)
I emphasizing the importance of the return, and a self-addressed,
I
post-paid return envelope.
I of
I!
This procedure resulted in the return
154 additional questionnaires, 81 from junior high teachers and
73 from senior high school teachers.
lI Treatment of the Data
The information· received from each respondent was placed
on computer key-punch cards which were then subjected to various
computer programs.
Depending on the nature of the question, one
.,._~ __, .. --~-·-··-"····---- ··-~-·-·
I
--------- J
··-···I
or more of the following programs was used to tabulate and repor:t
the findings:
·I
1.
Frequenoy of response
2,
Computation for the mean
3.
Percentages of response
Computations of the data were
pla~ed
in three categories:
(1) responses from junior high school teachers; (2} responses
from senior high school teachers; and (3) the combined responses
of junior and senior high school teachers.
Summar;¥
. I
This chapter has presented the design used to gather the
·.1
information required to conduct the study. In addition, it presented
an overview of the procedures utilized in the construction and
refinement of the questionnaire.
The selection of the subjects to be
· surveyed and the distribution and collection of the questionnaires
were explained.
Finally~
those procedures utilized in evaluating
the data were noted.
, I
,I
CHAPTER IV
PRESENTATION AND DISCUSSION OF DATA
The purpose of this study was to identify the attitude held by
the junior high school and high school male physical education
teachers in the Los Angeles City Unified School District toward
their physical education activity programs.
This chapter reports
and discusses ·the findings of the study.
Response to Questionnaire
On June 8, 1971, the collection of data was terminated.
Of
the 365 junior high school teachers that were sent questionnaires,
209 (57. 3%) responded.
Three hundred and thirty six senior high
school physical education teachers sent questionnaires and 158
(47. Oo/o) were returned.
This brought the combined total to 701
questionnaires sent out, 367 returned fur a 52. 4 per cent return.
Because some of the respondents failed to complete all of the
questions, the percentages used were based on the number of
respondents answering each question.
The presentation of the data
is generally broken down into three sections:
(1) Responses from junior high school teachers
26
27
J2) Responses from senior high school teachers
(3) Combined responses from junior and senior high school
teachers
SECTION I -
QUESTION 1.
GENERAL INFORMATION
The first question was designed to determine
the age of the respondent.
Table 1 shows that of the 359 junior high
respondents, 205 or 57. 1o/o had a mean age of 34 years.
The mean
age of the 154 (42. 8o/o) senior high teachers who responded was
39. 1 years.
The mean age for both junior and
~enior
high school
teachers responding was 36. 5 years.
QUESTION 2.
The purpose of this questio·n was to deter-
mine the number of periods per day each respondent was teaching
physical education.
The question read as follows:
How many periods of physical education are you teaching
per day?
1,
2,
3,
4,
5,
6.
The results shown in Table 2 indicate that the majority
(55. 2o/o) of male physical education teachers responding to this
study were teaching 5 classes of physical education per day.
The
next most frequently selected response (22. 9o/o) was 4 periods per
day.
A small percentage selected periods 1, 2 and 6 which tends
to indicate that most of the teachers were teaching physical education on a full time basis.
TABLE 1
AGE OF PHYSICAL EDUCATION TEACHERS
Age
Jr. High (N
No.
i.
= 205)
%
Sr. High (N
No.
= 154)
%
Combined (N = 359)
No.
%
24 & under
15
7. 3
1
•6
25-29
60
29. 3
16
10.4
76
21.2
30-34
44
21. 5
24
15.6
68
18. 9
35-39
39
19. 0
43
27. 9
82
22.8
40-44
15
7. 3
34
22.1
49
13. 6
45-49
12
5. 9
20
13. 0
32
8.9
50-54
11
5.4
8
5. 2
19
5. 3
9
4.4
8
5.2
17
4.7
55 & over
,.
-~------~-----------·-----·-~---------
-·-·
··-.
16
4.5
----- ··--------------
N
co
29
~--·-------··-
I
----------~:..~~~-;
----
--- -- .. -------- ---
-·
NUMBER OF PHYSICAL EDUCATION
PERIODS TAUGHT PER DAY
I
I
!===============================================================
I
.l
Periods Taught
Il
Jr. High
(N = 206)
No.
o/o
Sr. High
(N = 156)
No.
. o/o
Combined
(N = 362)
No.
%·
~----------------------~---------------------------------------
1
i
I.
1
6
2. 9
12
7.7
18
5.0
2
4
1.9
10
6. 4
14
3. 9
3
22
10. 7
18
11.5
40
11. 0
4
44
21.4
39
25.0
83
22.9
5
125
60.7
75
48.1
200
55.2
2.4
2
1.3
7
1.9
6
5·
0
i
'I
College major was physical education.
Collef, 3 minor was physical education.
Yes or no
Yes or no
There were 354 (96. 4o/o) responses to this question.
Table 3
shows that of the 203 junior high school teachers responding to this
question 195 (95. 6o/o) majored in physical education in college.
Of
the 151 senior high school teachers responding, 139 (92. 1 o/o) had
majored in physical education.
Of the combined total of 354,
30
r --, ·---- ---·--·-······
-------···---·--~
..---------····-----·---·--.. --------·-··-·--····--------·-·----·--·······--···---· ......... ---- ..... --- ...-..
I
.
1334 (94, 1 o/o) of the teachers responding to this question indicated that
1 they majored in physical education in college.
I
l
TABLE
I!
3
TEACHERS WITH MAJOR OR MINOR
IN PHYSICAL EDUCATION
I
!==============================================
I!
Junior High
(N = 203)
I No.
No.
Minor
No,
Major
(o/o)
(o/o)
(o/o)
(o/o)
195
(95. 6)
8
(3. 6)
139
( 92. 1)
12
(9. 8)
)
j
i
Senior High
(N = 151)
Major
QUESTION 4.
No.
Minor
Combined
(N = 354)
No.
Major
No.
Minor
(o/o)
(o/o)
334
(94. 1)
20
(5. 3)
Question 4 read as follows:
Years of teaching experience in physical education
-----
Table 4 shows that of the 202 (96. 7o/o) junior high school
I teachers
I
responding to this question, the mean was 8. 6 years of
teaching experience.
The mean years -)f teaching experience for the
I 153 (97. 5o/o) senior high teachers responding was 14, 2 years. ComI bining the junior and senior high school male physical education
.I
I teachers responding to this question, the mean years of teaching
'
i
! .experience was 11. 0 years.
!
31
. I
I
TABLE 4
YEARS OF TEACHING EXPERIENCE
Junior High
(N = 202)
No.
Years
(%)
Less than 5
92
5 - 9
40
10 - 14
36
15 - 19
14
20 - 24
9
11
25 or more
{45. 5)
{19. 8)
{17. 8)
( 6. 9)
.
( 4. 5)
( 5. 4)
Combined
(N = 355)
No.
Senior High
(N = 153)
No.
(%)
16
20
57
27
20
13
(%)
108
(1 o. 5}
60
(13. 1)
93
(37. 3)
41
(1 7. 6)
29
·(13.1)
(30. 4)
.
(16. 9)
(26. 2)
.I
(11. 2)
( 8. 2)'
24 ( 6. 8)
( 8. 5)
SECTION II- SELECTED PRACTICES
The second major section of the questionnaire used in this
study was designed to extract from the respondent his attitude
toward the following three areas in physical education : (1) class
size, (2) grading, and (3) selection of activities.
This section also
provided the respondent with the opportunity to express any personal
opinion, attitude or comments toward the physical education pro-
.gram offered by the Los Angeles City Unified School District or
toward physical education in general.
Question 1.
The first question in this section was designed
. I
:I
to determine the average number of students in a physical education
class and read as follows:
Average size of physical education classes you teach
----
Table 5 shows that for the 208 or 99. 5o/o junior high school
teachers responding the mean number of students in a physical
TABLE 5
PHYSICAL EDUCATION
CLASS SIZE
Class Size
Junior High
(N = 208)
No.
(o/o)
25 & under
2
30 - 34
4
35 - 39
5
40 - 44
45 - 49
( 1. 0)
( 1. 9)
{o/o)
Combined
(N = 364)
No.
{o/o)
3 ( 1. 9)
5 ( 1. 4)
4
8
Senior High
{N = 156)
No~
4
( 2. 4)
19 ( 9.1)
22
57
32
(27 4)
0
50 - 54
84
55 -59
30
60 & over
33
(14. 4)
.,;
( 3. 4}
education class was 48. 6 students.
size was slightly higher.
( 2. 6)
(14. 1)
(20. 5)
~~ {24. 4)
{40. 4)
7
( 2. 6)
20
(21. 2)
{12. 8)
9
( 2. 2)
( 2. 5)
41 (11. 3)
89
{24. 5)
122 (33. 5)
63
(17. 3)
27 ( 7. 4)
The senior high school class
For the 156 or 98. 7o/o senior high school
. I
33
f"""
••••
/male physical education teachers responding to this question the
!
Imean number of students
1
in a class was 49. 5 students.
The mean
number of students in both the junior high and senior high school
physical education class was 49. 0 students.
Question 2.
This question was designed to determine what
the respondent believed to be the ideal physical education class
. size.
The question read as follows:
For the best teaching-learning situation, what do
you feel the class size should be
?
. Table 6 shows that the desired class size for the 205 {98. 1 o/o)
·junior high school teachers responding had a mean of 35. 9 students.
The mean for the 155 {98. 1 o/o) senior high school teachers was
37. 6 students.
The mean for the combined junior and senior high
teachers was 36. 7 students.
It should be pointed out, that the majority of respondents felt
that the class size in physical education as it exists at the present
time; is too large for the best teaching-learning situation.
Question 3.
This question prer:ented the physical education
teachers with the opportunity to express their personal philosophy
of grading.
The question read as follows:
In reference to your personal philosophy on grading, indicate
the percentage you place on the criteria below:
80-100o/o
a.
b.
c.
Attendance
Attitude
Dressing
60-80o/o
40-60o/o 20-40%
0-20%
34
80-100o/o 60-80o/o 40-60o/o 20-40o/o 0-20o/o
d.
e.
f.
g.
h.
Improvement
Participation
Physical Fitness - - Shower
Skill test
l. Written knowledge (test)
j. Other (explain)
TABLE 6
BEST CLASS SIZE IN
PHYSICAL EDUCATION
Class Size ·
j
l
Junior High
(N = 205)
No.
(o/o)
15 & under
2
20 - 24
9
I
( 1. 0)
( 4. 4)
I
i 25 - 29
14 ( 6. 8)
!
I
I 30 - 34
!
42
39
54
140 - 44
58
I
I 35 -
l 45 - 49
(26. 3)
(28. 3)
20 ( 9. 8 )
5 ( 2. 4)
I
!;
(20. 5)
50 -54
55 & over
1 (
• 5)
Senior High
(N = 155)
No·.
(o/o)
1
6
9
20
37
59
(
• 6)
( 3. 9)
( 5. 8)
(12. 9)
(23. 9)
Combined
(N = 360)
No.
(o/o)
3 (
15
• 8)
( 4. 2)
23 ( 6. 4)
62
91
(17. 2)
(25. 3)
(38. 1)
117 (32. 5)
( 7. 7)
32 ( 8. 9)
7 ( 4. 5)
12 ( 3. 3)
12
4
( 2. 6)
5
( 1. 4)
The results listed in Table 7 indicate that the responding
male physical education teachers would place emphasis on grading
35
as follows:
Partie ipa tion
Dressing
Attitude
Attendance
Improvement
Physical Fitness
Shower
Skill test
Written knowledge
Table 7 also shows the three areas that most respondents felt
should not be included in their grading:
Shower
Written knowledge
Attendance
Question 4.
Question 4 was designed to explore the teachers
attitude toward a grading system in physical education and read as
follows:
Subject grades in physical education classes should be based on:
a. A/ pass I fail sys tern
b. Pass I fail system
c. Conventional A, B, C, D, F, system
d. Others (explain)
Table 8 shows that of the 118 (56. 5o/o) junior high school
teachers responding, the response, A/pass/fail system, received
the greatest number of responses, 36 (30. 5o/o).
The Conventional
A" B, C" D, F system received the lowest number of responses, 24
(20. 3o/o).
tions.
Of the 27 (22. 9o/o) checking Others, four wrote explana-
They were as follows:
- 2 respondents indicated a point system on number grade·
- written evaluation
TABLE 7
RESPONSES REGARDING PERSONAL
PHILOSOPHY OF GRADING
Criteria for
Grading
80-1000/o
No.
o/o
60-800/o
No.
o/o
40-600/o
No.
o/o
20-400/o
No.
o/o
Attendance
77
22.5
56
16. 3
50
14.6
56
16. 3
103
30. 1
86
25.8
54
16.2
46
13. 8
63
18. 9
84
25.8
104
30.9
52
15.4
37
11. 0
61
18. 1
82
24.4
75
23. 5
55
17.2
.57
17. 9
50
15.7
81
25.4
134
39.4
51
15.0
. 45
13. 2
54
15.8
56
16.4
41
13. 2
55
17.7
65
20.9
77
24.5
72
23. 2
38
12.7
30
10'. 0
36
12.0
29
9.7
165
55.3
(N
0-20o/o
No.
o/o
= 342)
Attitude
(N = 333)
Dressing
(N = 336)
Improvement
(N = 318)
Participation
(N = 340)
Physical Fitness
(N = 310)
Shower
(N = 31 0)
w
C':l
TABLE 7--Continued
Criteria for
Grading
SO -1 OOo/o
No.
%
No.
Skill Test
33
9.8
68
20.2
80
23.8
71
21. 1
74
22.0
7
2.8
29
11. 6
30
12.0
38
15.2
145
58.2
5
9.4
6
11. 3
5
9.4
4
7.5
33
62.2
(N
= 336)
Written
Knowledge
N
60~80o/o
%
40-60%
No.
%
20-40o/o
No.
o/o
0-20%
No.
%
= 249)
Other
w
-J
38
r····-·
~---------
·
.-·· · ·
~---~-
····-----------····-··-. ·-....
- conventional
----~-------·--···
------ ..... ---------------- ·-----·-· ------------........ ···- -·· · · --· -..
A~ B~ C~ D~
F system with plus or minus
Table 8 also shows that of the 121 (76. 6o/o) senior high school
! teachers
responding, the response A/pass/fail system received the
TABLE 8
RESPONSES REGARDING TYPES OF
GRADING SYSTEM USED
Types of
Grading
System
A.
B.
c.
D.
Junior High
(N = 118}
No.
{o/o)
A/ pass I fail
system
36
Pass/fail
system
31
Conventional
A.B,C.D,F
system
24
Others
27
{30. 5}
(26 •. 3)
(20. 3)
(22. 9}
Senior High
(N = 121)
No.
(o/o)
41
25
26
29
Combined
(N = 239)
No.
(o/o)
77
(33. 9)
56
(20. 7}
50
(21. 5)
56
(24. 0)
greatest number of responses , 41 (33. 9o/o}.
(24. Oo/o) checking Other, only 5 wrote explanations.
follows:
i
I
I
L~
(23. 4)
(20. 9)
(23. 4)
The Pass/ fail system
received the lowest number of responses, 25 {20. 7o/o).
-
(32. 2)
Excellent, Average, Fail
Statement of over all physical education
A, B, Pass, Fail
Special classes .graded - pass /fail
Of the 29
They were as
39
- conventional classes A, B, C, D, F.
- Substitute for fail words like:
not passing or no credit
Question 5.
Question 5 was designed to explore the degree
of student involvement in the selection of activities and read as
follows:
Please check the degree of student involvement in the selection
of activities in which he participates:
a. Select all activities
b. Select some activities
c. Select none
d. Others (explain)
Table 9 shows that of the 140 (67. Oo/o) junior high school
teachers. responding, the response, Select all activities, received
the largest number of responses, 53 (37. 9o/o).
The response,
Select none, received the lowest number of responses, 24 (17. 1 o/o).
Of the 34 who selected Others, only one explanation was offered:
Selection of activities within those offered by teachers.
There were 109 (69. Oo/o) senior high school teachers
responding to question 5.
The response, Select all activities,
received the largest number· of responses, 33 (30. 3o/o).
The
response, Select none, received the lowest number of responses,
22 (20. 2o/o).
Of the 29 (26. 6o/o) respondents selecting Other, only
2 wrote explanations.
They were as follows:
- Select the per cent of time
- Track is voluntary
spen~
on each activity
40
·TABLE 9
· RESPONSES REGARDING THE DEGREE OF STUDENT
INVOLVEMENT IN THE SELECTION
OF ACTIVITIES
Criteria for
Selection
· Junior High
(N = 140)
Noo ·
Senior High
(N = 109)
No.
(o/o)
Combined
(N = 249)
No.
(o/o)
(o/o)
Select all
activities
53 (37 9)
33 (30 3}
86 (34. 5)
Select some
activities
29
25
54
Select none
24
Other
34
0
Question 6.
(20 7)
0
0
(17. 1)
(24. 3)
22
29
(22o 9}
0
(20. 2)
(26. 6)
46
63
(21. 7)
(18. 5)
(25. 3)
The respondents were asked to indicate the
/
importance placed on certain criteria in the selection of the activity
program.
The question read as follows:
In reference to the selection of the activity program at your
school~ indicate the degree of importance placed on the
crLeria below:
Very
Of Little
Important Important Importance None
a. Student needs
b. Students interest
c. Community needs
d. Equipment and
facility restriction
e. Tradition
f. Season
g. Other (explain)
.... .i
41
Table 10 iridicates that the selection of the activity program
•is based on the following criteria:
Equipment and facility restrictions
Student needs
Student interest
Season
As Table 10 indicates, the two areas that most respondents felt
should receive no emphasis in the selection of the activity program
were tradition and
Question 7.
communit~
needs.
The last question in this section of the question-
naire asked the respondents to indicate their greatest concern or
i suggestion
regarding the physical education
program~~
The comments from the junior high school teachers were
; placed into forty-one {41) different categories.
!~long with
These categories
the frequency of mention are presented in Table 11.
The
! responses of the senior high school teachers were placed into
:thirty-eight (38) different categories.
These categories along with
the frequency of mention are presented in Table 12.
It can be seen in· Tables 11 and 12 that the greatest concern
:or suggestion on the part of the physical education teachers
responding to this question was the lack of adequate facilities to
'run the type of physical education program they feel is best.
While
'
:the category "Smaller class size" ranked second with the junior
; high school respondents, the category ''Physical education must
·meet students' needs and interests" ranked second with the senior
·-----'-·---------~-·-·-------------------···-----·-
TABLE 10
DEGREE OF IMPORTANCE PLACED ON CRITERIA FOR
SELECTION OF THE ACTIVITY PROGRAM
Very
Important
No.
Criteria
\
Important
No.
(%)
(%)
Student Needs
(N = 336)
183
Student Interest
(N = 335)
128
125
(54. 4)
219
Tradition
(N=313)
23
Season
(N = 331)
85
90
(27. 2)
~···..
.
...
·-··-····· -·····-
. - "•-
...... -·-
......
_ ...,.....- ........
·-····-···· ---·-······ .. ··-······ ..
( 1. 4)
(15.6)
6
( 1. 8)
(1 7. 8)
.
( 1. 4)
49
59
3
(36. 3)
5
( 6. 8)
(48.5)
(54. 6)
. 8)
( 7. 7)
152
181
4
Other
23
(26. 7)
(
24
(28. 2)
(28.4)
(25. 6)
5
88
89
( 7. 3)
3
( 7. 4)
( 8. 9)
(50. 1)
(64. 9)
(%)
30
156
(13. 8)
Equipment & Facility
Restrictions
(N = 337) -
25
(37. 2)
(51. 3)
43
NoneNo.
(%)
172
(38. 2)
Community Needs
(N = 311)
Of Little
Importance
No.
3
1
(27. 2)
( 9. 0)
.........
'
...... ,. .......... -·····
-· ..
~·
.... . .. .
'·
,.p..
t'.:l
43
TABLE. 11
I
I
i
JUNIOR HIGH SCHOOL PHYSICAL EDUCATION
TEACHERS' GREATEST CONCERN OR
SUGGESTION REGARDING THE
PHYSICAL EDUCATION
PROGRAM
!============================================================
I General Comments
Category
.l
Frequency of·
Mention
~-----------------------------------------(N--=_1_4_7_)____
[
I Lack of adequate facilities
36
31
IS
.
1
maller class s1ze
I Physical education must meet students
!
25
needs and interest
I Lack of adequate
23
equipment
i Physical education teachers are
I
I
doing a poor job of teaching
More emphasis on life time or
individual and dual sports
I Work on means to improve
phusical education program
I More community interest in our program
21
14
12
12
I, Tendency to teach only major sports
10
I
10
I
I! Fear of eliminating physical
education from school curriculum
j
i Improve method of evaluation
8
I Motivation
7
I
of students
!
1
!
Physical education should place more
emphasis on physical fitness
6
There are too many administrators who
are anti-physical education
6
i- There are too many programs based on tradition
6
i
Improve methods of grouping of students
There should be a progression in teaching
(not the same year after year)
5
Coaches are not teaching their physical education classes
4
5
i
.......J
44
r,,
TABLE 11- -Continued
I
I
!============~~~====================~==========~============
General Comments Category
Frequency of
Mention
(N = 147)
Discipline problems
4
Physical education should be an elective subject
Physical education should be a required subject
There should be a better physical education
program in the elementary schools
4
4
3
Physical education should be treated as
an integral part of the total curriculum
3
Change the image of the physical education teacher
3
Too many class interruptions
3
Lack of money for the program
3
Longer teaching blocks
2
Students show less respect
for teachers today than in the past
There should be inter-school competition
on the junior high school level
Too much emphasis on dressing and showers
There should be more skills and
written test in physical education classes
A better teacher training
program for physical education majors
We should use community facilities
Friction within department
Teacher should teach what he
is best at (team teaching)
2
2
2
2
2
1
1
1
Physical education teachers should be
an example of fitness
Teach students to participate in
. activities for the enjoyment in it
1
Students should be involved in the selection of activities
1
1
45
TABLE 11--Continued
General Comments Category
Teach value of physical education
1
Teachers should get
recognition from administration
"1
AI Bl cl D, F grading system is best
!
I
I
I
I
Ii
I
.I
!
!
I
I
I
II '
!
I
l
Frequency of
Mention
{N = 147}
1
46
TABLE 12
SENIOR HIGH SCHOOL PHYSICAL EDUCATION
TEACHERS' GREATEST CONCERN OR
SUGGESTION REGARDING THE
PHYSICAL EDUCATION
PROGRAM
General Comments Category
Frequency of
Mention
(N = 103)
Lack of adequate facilities
21
Physical education must meet
students needs ·and interests
15
More emphasis on life time
sports or individual and dual sports
13
Smaller class size
12
Physical educatio_n teachers
are doing a poor job of teaching
10
Fear of eliminating physical
education from the school curriculum
10
Lack of adequate equipment
7
Make physical education an elective subject
6
Physical education should be more vigorous
5
Better physical fitness program
4
Students should be required to pass
physical education instead of just tak~, it
3
Students lack motivation
3
Lack of money
2
There should be no substitute
for a physical education class
2
Colleges do a poor job of teacher preparation
2
,More coeducational activities
2
Physical education should be an academic subject
2
Poor job done by coaches
2
__
"
___ -··-··-··-.
47
TABLE 12--Continued
General Comments Category
Frequency of
Mention
(N = 103)
Physical education should
be on a flexible schedule
2
Poor communications with
Girls Physical Education Department
1
; Teacher should teach what he is best at
1
. There is a high priority given to team sports
1
• More old timers ·out, 55 and older
1
Counselors do a poor job coordinating program
• Lack of maturity on the part of
students to select a variety of activities
1
Less emphasis on testing, more on participation
:Less stress on athletic program
i
1
1
1
1
.
i
Teachers s ho.uld teach activities
when the student is ready for this physically
:Teachers should be willing to
teach activities that are unfamiliar to them
1
1
Administrators do not care
1
Make better use of facilities in the community
1
• Stop special sports classes
1
:More written tests in physical education
1
! There should be activities three days
a week and two days a week discussion
1
i
·
Physical education program should
be sold to the community
1
. Teachers should set good example
1
.
1
• Better equipment security
48
• .... ,, .. --·- -·-- •"' ·-· -·-"'-"" -·- •·
'high~
-·•·---••·•-•-••-·~'
·•·---··•·--••
SECTJON HJ
=
.
·-r-·-··-··-~~-----·-----•~----·~~···•·-~-~·- --~··• ----··---·----~-~"~•- ---~---
school teacher!') relilpo:n.ding,
.
•-•· ---·-·.,
PROGRAM OF ACTIVITIES
The last ~ection of the questionnaire was included in order
to allow the ,-, :;pondent to express his attitude toward the physical
•education ac: ··ities program.
Forty=one activities were listed under six major categories .
. The
respondent~
were provided a choice of five responses which
•would indicate their attitude toward each activity listed.
The
responses to the following points were:
(1} Indicate the grade level and the number of weeks each
activity is taught in your school.
(2) Activities you feel should receive less time.
(3) Activities yoJ feel should receive more time.
(4) Activities you would like to see excluded from the program.
(5) Given all the necessary funds, what activities would you
like to see added to the program?
·
The activities listed in the questionnaire were divided into
six (6) major categories: Coeducational, Aquatics, Combatives,
; Individual Sports, Physical Fitness, and Team Sports.
!
The pre-
sentation c-f the data is broken down into:
(1) Responses from the junior high school teacher, and
(2} Responses from the senior high
scho~l
teacher.
'The average number of weeks each activity was being taught at the
·junior high school level is presented in Table 13.
In the Coeducational section, Volleyball received the
:highest number of responses (223).
The respondents indicated that
TABLE 13
AVERAGE NUMBER OF WEEKS EACH ACTIVITY IS PRESENTLY
BEING TAUGHT IN THE JUNIOR HIGH SCHOOLS
Activities
7th Grade
. No. of Avg. Wks.
Responses Taught
8th Grade
No. of
Avg. Wks •
Responses
Taught
9th Grade
No. of
Avg. Wks.
Responses
Taught
COEDUCATIONAL
Bowling (N=16)
Folk Dancing (N=23}
Social Dancing (N=27)
Golf (N=18)
Swimming (N=18)
Tennis (N=22)
Volleyball (N=22 3)
4
6
9
9
10
4
6
6
75
3. 6
2.8
4.0
4.0
3.2
3. 7
3. 7
5
7
72
8
4
3
4
2
3. 9
3. 3
3.0
3.0
4.0
7
3
2
3
1
5
5
.
2.8
2. 3
3. 3
2.6
2.4
2. 9
3. 7
7
8
8
9
7
9
76
3. 1
2. 5
3. 6
3. 4
3. 6
3. 1
3. 6
3.4
2. 3
8
4
3
3
2
4.0
3. 3
3. 3
1.7
1. 5
AQUATICS
Swimming (N=2 3)
Diving (N= 11)
Life Saving (N=8}
Skill· Diving (N=lO)
Scuba Diving (N=5)
1.5
1. 7
1.0
'-·
r+::-
co
_ .. _.
•-•••••·~ ··~·•
-v··-
• 1,.
•-•-·••.-oM.,...,v•·~-····-·--~··•--·-
TABLE. 13--Continued
1
I
7th Grade
No. of
Avg. Wks.
Responses Taught
Activities
'
8th Grade
No. of
Avg. Wks.
Taught
Responses
£lUll Gr:a,cft.e
No.. of
Aw.g.. Wks.
Res poas·e:s
'lra:Ut:g:blt
COMBATIVES
Boxing (N=7)
Judo (N=4}
Karate (N=4}
Wrestling (N=141)
.
3
2
2
39
3.0
4.0
4.0
2.5
2
1
1
39
1.0
1.0
1. 0
2. 6
2
1
1
63
3
7
4
2
6
121
3
39
4
3
21
,10
3. 3
2.7
4. 3
4.0
4.0
3.7
4.3
3. 1
2.8
3. 3
3 •. 0
3.5
2
7
2
1
1. 5
1.9
2.0
2.0
3.5
3. 8
3.0
2.8
2. 0
3. 0
2.8
3. 2
5
9
7
2
10
102
4
38
2
3
18
13
1.0
1. 0
1. 0
2. 6
INDIVIDUAL SPORTS
Archery (N=lO)
Badminton (N=23)
Bowling (N=13)
Fencing (N=5)
Golf (N=22)
Handball (N=323)
Ice Skating (N= 10)
Paddle Tennis (N=113)
Roller Skating (N=8)
Skiing (N=8)
Table Tennis (N=57}
Tennis (N=36)
6·
100
3
36
2
2
18
13
..
3. 4
2. 9
4. 1
2.5
3. 8
3.8
3. 5
2.8
2.5
2. 7
2. 9
3. 2
TABLE 13--Continued
7th Grade
No. of
Avg. Wks.
Responses
Taught
Activities
Track & Field (N=489)
Gymnastics (N=448)
Tumbling (N= 340)
8th Grade
No. of
Avg. Wks.
Responses
Taught
9th Grade
No. of
Ayg. Wks.
Responses
Taught
181
161
131
4. 3
3.6
3. 3
152
144
105
4. 3
3. 9
3. 4
156
. 143
104
4. 3
3. 9
3. 4
121
100
115
4.8
5.6
3. 5
97
81
103
4.7
5.7
3. 3
102
83
109
4.7
5.8
3. 4
62
196
191
152
189
69
179
4. 0
4. 7
4.3
3.4
4.1
2. 9 '
3. 7
56
164
160
126
156
50
154
4.0
4. 7
4. 3
3.4
4. 1
3. 1
3.8
55
172
164
128
160
54
157
4.
4.
4.
3.
4.
3.
3.
i
:
\
PHYSICAL FITNESS
Body Conditioning
(N=319)
Calisthenics (N=269)
Weight Training (N=327)
TEAM SPORTS
\
Baseball (N=17 3)
Basketball (N=532)
• Football (N=515)
Soccer (N=406)
• Softball (N=505)
:Speedball (N=173)
Volleyball (N=490)
··-~--~···--·~·····~·-·~··--·----
··-··
··"·'--··-····
----------------·--·---····------
.............
·····-------··-··
·-········· ··'·
0
7
3 .
4
1
2
8
-----·····.-·---- ...
c.n
1-'
52
Volleyball was being taught on a coeducational basis an average of
3. 7 weeks in the 7th grade, 3. 7 weeks in the 8th grade and 3. 6
weeks in the 9 th grade.
Bowling, which received the lowest
number of responses (16) in the Coeducational section was being
1
taught an average of 3. 6 weeks in the 7th grade, 2. 8 weeks in the
·8th grade and 3. 1 weeks in the 9th grade.
In the Aquatic section, Swimming received the most number
of responses (23).
The responding junior high school teachers
: indicated that Swimmmg was being taught an average ot 3. 9 weeks
in the 7th grade, 3. 4 weeks in the 8th grade and 4. 0 weeks in the
9th grade.
In the Combative section, Wrestling rece1ved the most
pumber ot responses (141).
The responding jumor high school
teachers indicated that Wrestling was being taught an average ot
2. 5 weeks in the 7th grade, 2. 6 weeks in the 8th grade and 9th
grade.
In the Individual Sports section of Table L:S, Track and
Field received the highest number of responses (489).
The
respondents indlCated that this activlty was being taught an average
of 4. 3 weeks in the 7th, 8th and 9th grades. Gymnastics received
the next highest number of responses {448).
The respond1ng
teachers indicated that this activity wa:s being taught an average of
3. 6 weeks in the 7tn grade, 3. !:1 weeks in the 8th and !:lth grades.
Fencing received the lowest number of responses {5).
The
respondents indicated that Fencing was being taught an average of
4. 0 weeks in the 7th grade, 2. 0 weeks in the 8th grade and 2. 5 weeks
in the 9th grade.
In the Physical Fitness sectwn, We1ght Training rece1ved
the most number of responses {327).
The responding junior lngh
· school teachers indicated that Weight Training was being taught an
average of 3. 5 weeks in the 7th grade, 3. 3 weeks m the 8th gradeand 3. 4 weeks in the 8th grade.
In the Team Sport section, Basketball received the h1ghest
number of responses (532).
The respondents indicated that
Basketball was bemg taught an average of 4. 7 weeks in the 7th, 8th,
~nd
8th grades.
responses (515).
Football received the next highest number of
The respondmg teachers ind1eated that this
act1v1ty was being taught an average of 4. 3 weeks in the 7th, 8th, ·
and 8th grades.
Baseball and Speedball received the lowest
number ot responses, 173 each.
The respondents mdlcated that
Baseball was being taught an average of 4. 0 weeks in the 7th, 8th
and 8th grades, while Speedball was being taught an average of 2. 8
weeks in the 7th grade, 3. 1 weeks in the 8th grade and 3. 2 weeks
in the 8th grade.
The high school physical education teachers' responses to
the activities are presented in Table 14.
In the Coeducational
1.·
I
TABLE 14
AVERAGE NUMBER OF WEEKS EACH ACTIVITY IS PRESENT.LY
BEING TAUGHT IN THE SENIOR HIGH SCHOOLS
Activities
lOth Grade
No. of
Avg. Wks.
Responses Taught
11th Grade
No. of
Avg. Wks.
Responses Taught
12th Grade
No. of
Avg. Wks.
Responses Taught
COEDUCATIONAL
! Bowling (N=52)
Folk Dancing )N= S2)
Social Dancing (N=43)
Golf (N=69)
Swimming (N=75)
Tennis (N=96)
Volleyball (N=200)
18
11
13
23
27
32
69
5. 3
4.2
3. 8
4.2
4. 5
4.7
4.7
16
10
14
23
24
30
64
5. 7
3. 8
3. 5
4. 3
4.5
4.0
4.8
18
11
16
23
24
34
67
6. 1
3. 8
3. 8
4. 3
4.6
5.0
4.8
41
18
13
5
4
4.7
3. 9
3. 5
3. 8
5.0
39
16
14
5
3
4. 7
4. 3
3. 8
4.2
6. 3
39
17
13
5
2
4. 7
4. 1
3. 8
4. 2
7.0
AQUATICS
Swimming (N= 119)
Diving (N=51)
Life Saving (N=40)
Skin Diving (N=15)
Scuba Diving (N= 9)
-·-·····-·-
c.n
*""
,.·
i
~-----·-----~~-c
••·----- -·-·--------------
TABLE 14--Continued
Activities
lOth Grade
Avg. Wks.
No. of
Responses Taught
11th Grade
No. of · Avg. Wks.
Responses Taught
12th Grade
No. of
, Avg. Wks.
Responses
Taught
COMBATIVES
Boxing (N=7)
Judo (N=7)
Karate (N= 7)
Wrestling (N=252)
3
3
3
84
5.0
5.0
5. 0
4. 3
2
2
2
82
7.0
7 0
7. 0
4.4
2
2
2
86
7.0
7. 0
7.0
4.4
29
61
17
12
59
72
3
25
2
9
11
65
4.1
4.8
4. 9
6.5
4.5
5.0
4.0
4. 0
4.0
3. 0
3. 5
5.2
30
58
16
12
54
69
5
26
4
10
13
58
4.2
4.8
4. 9
5. 9
4.5
5. 0
4.2
4. 1
4.0
3. 1
4.8
5. 3
30
65
16
9
56
66
4
24
3
9
12
62
4.2
4.8
5. 1
6. 9
4. 7
5.0
5. 3
4. 3
5. 0
3. 3
5. 3
5.5
0
INDIVIDUAL SPORTS
i Archery (N=89)
, Badminton (N=l84)
Bowling (N=49)
Fencing (N=33)
Golf (N=l69)
Handball (N=207)
Ice Skating (N=l2)
Paddle Tennis (N=75)
Roller Skating (N= 9)
Skiing (N=28)
Table Tennis (N= 36)
Tennis (N=185)
0
. ---·-·-·- . ·--·--·-
·-··---·---~----·---·--·-
-·-·
--~-.--
------ -·----- -----
.
i
'
--- --------- -·
(]'!
(]'!
TABLE 14•-Con.tmued
en
m
57
section, Volleyball received the highest number of responses (200).
The respondents indicated that Volleyball was being taught on a
coeducational _basis an average of 4. 7 weeks in the lOth grade, 4. 8
weeks in the 11th grade and 4. 8 weeks in the 12th grade.
Folk
Dancing, which received the lowest number of responses (32) in the
Coeducational section, was being taught an average of 3. 8 weeks in
the lOth grade, 3. 5 weeks in the 11th grade and 3. 8 weeks in the
12th grade.
Volleyball, according to Tables 13 and 14, appears to
be the most popular coeducational activity in the junior and senior
high schools.
Due to the lack of response in the' category of
coeducational activities, the writer believes that the coeducational
activities are not very popular in the secondary school; however,
they are more popular in the senior high schools than the junior
high schools.
In the Aquatics section, Swimming received the most
number of responses (119).
The responding senior high school
teachers indicated that Swimming was being taught an average of
4. 7 weeks in the lOth, 11th and 12th grades.
Aquatics received a very poor response.
The whole area of
The investigator believes
that this is due to the lack of adequate facilities (swimming pools).
In the Combative section, Wrestling received the most
number of responses (252).
The responding senior high school
teachers indicated that Wrestling was being taught an average of
........
.. . -
',·
........
58
.
4. 3 weel<s in the 1Oth grade, 4. 4 weeks in the 11th and 12th
grades.
In the Individual Sports section of Table 13, Track and Field
received the highest number of responses (301).
The respondents
indicated that this activity was being taught an average of 4. 5
weeks in the 1Oth and 11th grades, 4. 4 weeks in the 12th grade.
Gymnastics received the next highest number of responses {263).
The responding teachers indicated that this activity was being
taught an average of 4. 3 weeks in the lOth grade, 4. 5 weeks
11th and 12th grades.
responses (9).
~n
the
Roller Skating received the 10\yest number of
The respondents indicated that Roller Skating was
being taught an average of 4. 0 weeks in the lOth and 11th grades,
5. 0 weeks in the 12th grade.
In the Physical Fitness section, Weight Training received
the most number of responses {291).
The responding senior high
school teachers indicated that Weight Training was being taught an
average of 5. 2 weeks in· the lOth grade, 5. 4 weeks in the 11th and
12th grades.
In the Team Sport section, Basketball received the highest
number of responses (372).
The respondents indicated that Basket-
ball was being taught an average of 5. 0 weeks in the 1Oth grade,
5. 1 weeks in the 11th grade and 5. 2 weeks in the 12th grade.
Football received the next highest number of responses (352).
; .
59
The ~respo;1ding teachers indicated that this activity was being taught
an average of 4. 9 weeks in the lOth grade, 5. 1 weeks in the 11th
and 12th grades.
•(1 08}.
Speedball received the lowest number of responses
The respondents indicated that Speedball was being taught an
average of 4. 7 weeks in the lOth grade, 5. 0 weeks in the 11th grade
. and 4. 9 weeks in the 12t_h grade.
The attitude of the junior high school teachers toward the
activity program are presented in Table 15.
These attitudes· were
. based on the following four (4) statements provided in the questionI
•
a1re:
0
(1)
Activities you feel should receive less time.
(2) Activities you feel should receive more time.
(3) Activities you would like to see excluded from the program.
(4) Given all the necessary funds, what activities would you
like to see added to the program?
In the Coeducational section,· Swimming received the highest
number of responses {84).
Of these, 25 or 29. 8 per cent of the
teachers responding indicated that this activity should receive
more time in the program, 53 or 6 3. 1 per cent of the respondents
indicated that this activity should be added to the program, 2 or
2. 4 per cent indicated that Coeducational Swimming should receive
less time in the program and 4 or· 4. 8 per cent indicated that this
activity should be excluded from the program.
Volleyball, received
the lowest number of responses (25) in the Coeducational section.
Of the 25 teachers responding to Coeducational Volleyball, 4 or
~------~--···~·---·-···------------------------·-··-··---
··----·-·----·-·-------------------;---
--------·----------:-----·-·----·-~~---·--------~
TABLE 15
l
ATTITUDES OF JUNIOR HIGH SCHOOL TEACHERS
TOWARD THE ACTIVITY PROGRAM
! Activities
i
More Time
No.
o/o
Added
No.
%
Less Time
No.
%
13
10
13
16
25
17
4
20.6
22.7
28. 3
23. 9
29. 8
21. 8
16. 0
43
14
16
43
53
53
17
68. 3
31.8
34.8
64.2
63. 1
67.9
68.0
-3
8
7
4
2
4
2
4.8
18.2
15.2
6. 0
2.4
5. 1
8. 0
30
18
17
10
9
25.4
23. 7
20.2
17. 9
45.0
88
57
65
43
8
74. 6
75.0
77.4
76.8
40.0
1
2
1
1
1.3
2.4
1.8
5.0
Excluded
No.
%
COEDUCATIONAL
Bowling (N=63)
Folk Dancing (N=.44)
Social Dancing {N=46)
Golf {N=67)
Swimming {N=84)
Tennis {N=78)
Volleyball (N=25)
4
12
10
4
4
4
2
6. 3
27. 3
21. 7
6. 0
4. 8
5. 1
8.0
.
AQUATICS
Swimming (N=118)
Diving (N=76}
•, Life Saving (N=84)
·Skin Diving {N=56}
Scuba Diving {N=20)
...........~------·--··· """·----·-···
2
2
3. 6
10.0
····--··-···----····~·-·····----·"---~---·-
-····--····· ·----···-·-
""
0
I
I
TABLE' liS--Continued
, .I
Activities
More Time
No.
o/o
Added
No.
o/o
10
7
5
14
21. 3
19.4
16. 7
18.7
23
21
14
59
48.9
58. 3
46.7
14
27
11
7
13
21
3
7
2
6
12
17
12
21.2
29.0
17. 7
20.0
18.8
43.8 .
9. 4
30.4
10.0
15.8
32.4
21.8
60.0
43
65
47
19
54.
24
18
13
12
26
19
60
7
65.2
69. 9
75.8
54. 3
78.3
50.0
56. 3
56.5
60.0
68.4
51.4
76. 9
35.0
Less Time
No.
o/o
Excluded
;No.
o/o
COMBATIVES
Boxing (N=47}
Judo {N=36)
Karate (N= 30)
Wrestling (N=75)
3
6~'4
1
2. 8
10. 0
2. 7
3
2
78.7
11
7
8
23.4
19.4
26. 7
3
4. 5
2
7
3. 2
20.0
8
2
4
3
3
1
25.0
8. 7
20. 0
7 9
8. 1
1.3
i
'INDIVIDUAL SPORTS
Archery (N=66)
Badminton (N=93)
Bowling (N=62)
Fencing (N=35)
. Golf (N=69)
• Handball (N=48)
·Ice Skating (N= 32)
Paddle Tennis (N=2 3)
Roller Skating (N=20)
Skiing (N=38)
Table Tennis {N= 37)
Tennis (N=78)
. Track & Field (N=20)
0
6
1
2
2
2
3
3
1
2
3
3
1
9.
1.
3.
5.
2.
6.
9.
4.
1
1
2
7
9
3
4
3
1o~·o
7. 9
8. 1
0
5.0
···---~----~-- --·~-·-···
··--- ·----··
en
......
I
I'
TABLE.15--Continued
Activities
Gymnastics (N=29)
. Tumbling (N=21)
More Time
No.
o/o
Added
No.
%
Less Time
No.
%
16
12
55,. 2
57. 1
12
9
41.4
42.9
1
3. 4
20
15
38
69. 0
71.4
62.3
7
24.1
1
5
3. 4
23.8
23
37.7
4
9
10
15
10
10
10
17.4
34.6
40.0
53. 6
47.6
43.5
38.5
12
3
2
9
2
6
4
52. 2
11.5
.8.0
32.··1
9.5
26.1
15.4
Excluded
No.
o/o
PHYSICAL FITNESS
Body Conditioning
(N=29)
Calisthenics (N=21)
Weight ':fraining (N=61)
1
1
3. 4
4.8
2
8.7
1
3. 6
2
1
8. 7
3.8
TEAM SPORTS
Baseball (N=23)
Basketball (N=26)
Football (Touch) (N=25)
Soccer (N=28)
Softball (N=21)
Speedball (N=2 3)
Volleyball (N=26)
5
14
13
3
9
5
11
21. 7
53.8
52.0
10.7
42.9
21.7
42.3
C)
!:'-'
63
16. 0 per cent indicated that this activity should receive more tim-e
in the program, 17 or 68. 0 per cent indicated that this activity
should be added to the program, 2 or 8. 0 per cent indicated that
·Coeducational Volleyball receive less time and be excluded from the
'program.
In the Aquatic section, Swimming received the highest
•number of responses (118) from the junior high school teachers
!
! responding.
Of these, 30 or 25. 4 per cent of the teachers indicated
:that this activity should receive more time in the program, 88 or
74. 6 per cent of the respondents indicated that this a9tivity should
be added to the program, and none of the teachers indicated that
Swim;ming should receive less time or be excluded from the program.
In the Combative section, Wrestling received the most
number of responses (75) from the junior high school teachers.
Of
these, 14 or 18. 7 per cent of the teachers indicated that this
activity should receive more time in the program, 59 or 7 8. 7 per
i
cent indicated that this activity should be added to the program, 2
or 2. 7 per cent indicated that it should receive less time in the
'i
program, and none of the teachers indicated that this activity
i
:should be excluded from the program.
In the Individual Sports section of Table 15, Badminton
• received the highest number of responses (93).. Of these, 27 or
. 29."0 per cent of the teachers indicated that this activity should
I
l
64
receive more time in the
respondent~
program~
65 or· 69. 9 per cent of the
indicated that this activity should be added to the pro-
gram 1 and 1 or l, 1 per cent of the responding teachers indicated
! that Badminton should receive less time in the program.
None of
the teachers indicated that this activity should be excluded from the
\ program.
Roller
Skatmg~
received the lowest number of responses
·: (20) in the Individual Sports section.
Of the 20 teachers responding
to Roller Skating, 2 or 10. 0 per cent mdicated that this activity
i should receive more time in the program, 12 or 60. 0 per cent
indicated that this activity should be added to the program, 2 or 10. 0
per cent indicated that Roller Skating should receive less time in
the
program~
and 4 or 20. 0 per cent indicated that this activity
should be excluded from the program.
In the Physical Fitness
section~
Weight Training received
the most number of responses (61) from the junior high school
teachers.
Of these, 38 or 62, 3 per cent of the teachers indicated
that this activity should .receive more time in the program, and
23 or 37. 7 per cent of the respondents indicated that this activity
l
·i
should
b~
added to the program.
None of the junior high school
teachers indicated that Weight Training should receive less time or
be excluded from the program,
In the Team Sports section of Table 15, Soccer received
the .highest number of responses (28) from the junior high school
65
teachers.
Of these, 15 or 53. 6 per cent of the teachers indicate?
that this activity should receive more time in the program, 9 or
32. 1 per cent of the respondents indicated that this activity should
be added to the program, 3 or 10. 7 per cent of the responding
teachers indicated that Soccer should receive less time in the program, and 1 or 3. 6 per cent of the respondents indicated that this
activity should be excluded from the program.
Softball received
the lowest number of responses (21) in the Team Sports section.
Of the 21 teachers responding to Softball, 10 or 47. 6 per cent
indicated that this activity should receive more time in the program,
2 or 9. 5 per cent indicated that this activity should be added to the
program, and 9 or 42. 9 per cent indicated that Softball receive less
time in the program.
None of the teachers indicated that this
activity be excluded from the program.
The senior high school teachers' responses indicating their
attitudes toward the activity program are presented in Table 16.
In the Coeducational sec.tion, Golf received the highest number of
responses (60}.
Of these, 32 or 53. 3 per cent of the teachers
. ;;
indicated that this activity should receive more time in the program,
26 or 43. 3 per cent of the respondents indicated that this activity
should be added to the program, and 1 or 1. 7 per cent of the
responding teachers indicated that Coeducational Golf should
receive less time and be excluded from the program.
Social .
.!
TABLE 16
ATTITUDES OF SENIOR HIGH SCHOOL TEACHERS
TOWARD THE ACTIVITY PROGRAM
Activities
More Time
No.
o/o
Added
No.
o/o
Less Time
No.
o/o
24
10
16
32
31
29
29
40. 7
23.8
40.0
53. 3
52.5
56. 9
65. 9
29
16.
11
26
26
21
13
49.2
38.1
27.5
43. 3
4.4. 1
41.2
29. 5
3
8
3
1
1
5. 1
19. 0
7. 5
1.7
1.7
1
33
18
27
19
19
45.8
41. 9
45.0
35.2
34.5
37.
22
33
31
32
51.4
51. 2
55.0
57.4
58.2
Excluded
No.
o/o
COEDUCATIONAL
Bowling (N=59)
Folk Dancing (N=42)
Social Dancing (N=40)
Golf (N=60)
Swimming (N=59)
Tennis (N=51)
Volleyball (N=44)
2. 3
3
8
10
1
1
1
1
5. 1
19. 0
25.0
1.7
1.7
2.0
2. 3
2
2
2.8
4. 7
1
2. 3
1
1
1.9
1.8
3
3
5. 6
5.5
' ~
AQUATICS.
Swimming (N=72)
Diving (N=43)
Life Saving (N=60)
Skin Diving (N=54)
. Scuba Diving (N=55)
~
,
..
··--.------------ ----· ·----------·-····-·-· --- ·-----------···.
--------·····
...... -----------·--------------------- ..
-- ..
.
---------------~----
·-----~----··
------ ...... ,_..__ ·-
0)
0)
.
TABLE 16--Continued
Activities
Added
Less Time
No.
'o/~
Exc[IUI.tdled
More Time
No.
o/o
No.
11
9
6
30
21.6
21.4
17. 1
58.8
21
19
13
19
41.2
45.2
37. 1
37. 3
4
4
4
7. 8
9.5
11.4
15
10
12
2
29.4
30
38
24
9
23
26
7
13
4
10
9
22
9
54.5
60.3
49.0
32.1
53.5
54.2
35.0
40.6
20.0
34.5
36.0
57. 9
52,9
23
25
21
12
20
22
8
19
10
16 '
10
14
4
41.8
39.7
42.9
42.9
46.5
45.8
40.0
59.4
50.0
55.2
40.0
36.8
23.5
1
1. 8
1
1. 8
%
Nco.
'o/o
! CO MBA TIVES
Boxing {N=51)
Judo (N=42)
Karate {N=35)
Wrestling {N=51)
23.8
34.3
3. 9
INDIVIDUAL SPOR.TS
Archery (N=55)
Badminton (N =6 3)
Bowling (N=49)
• Fencing (N=28}
. Golf (M=43)
' Handball (N=48)
' Ice Skating (N=20)
. Paddle Tennis (N=32)
• Roller SI{ating (N=20)
· Skiing (N=29)
Table Tennis (N=25)
Tennis (N=38)
· Track & Field (N=17)
i
- j
1
1
2. 0
3. 6
1
5.0
2
8. 0
3
17.6
3
6
6. 1
21.4
5
25.0
5
3
4
2
1
25.0
10. 3
16. 0
5~ 3
5. 9
·-------..~---·
c:
)--~------.~----
----------···---------------------
·-------------------- --------·-·-----·----···--·-----------•-'"' -·-·---·- ------------..
TABLE 16--Continued
Activities
More Time
No.
o/o
Added
No.
---
Gymnastics {N=18)
Tumbling (N=1 7)
13
o/o
---------------~
11
72.2
64.7
4
5
22.2
29.4
21
12
21
87.5
66. 7
72.4
2
2
6
~.3
Less Time
No.
o/o
----------~
Excluded
No.
o/o
---------
---------
1
1
5. 6
5. 9
2
11. 1
PHYSICAL FITNESS
Body Conditioning
{N=24)
Calisthenics {N=18)
! Weight Training {N=29)
11. 1
20.7
1
2
2
4.2
11. 1
6. 9
'
i TEAM SPORTS
i
i Baseball
{N=24)
; Basketball (N=21)
• Football (N=20)
'Soccer (N=22)
:Softball (N=20)
:Speedball (N= 11)
·Volleyball (N=22}
I
6
4
5
12
6
6
15
25.0
19. 0
25.0
54. '5
30.0
54.5
68.2
3
1
1
5
5
2
4
12.5
4. 8
5. 0
22.7
25.0
18.2
18.2
11
13
13
5
8
2
3
45.8
65.0
65.0
22.7
40.0
18.2
13. 6
4
3
1
1
1
16.7
14. 3
5. 0
'~
.
5.0
9. 1
0')
co
69
,-~-~···-·
··•--·-••-·-·•·-•'<····~~·--·~·••-•»->•h•~···~·-~·--·••~-~-·-·-•-·-•··-----·-·-•·•-•··•---·
!' Dancing
--'"~•·--·~~·-·•··--•••'•·-·~··-·-n•o·•·
.. ~·~--· •
--~--~
·•
··•--•-••••·---·•-<--·--·~
••• •--•
received the lowest number of re'sponses (40) in the Coedu-
I! cational section.
.
Of the 40 teachers responding to Coeducational
!
!
i! Social
I
Dancing, 16 or 40. 0 per cent indicated that this activity
should receive more time in the program, 11 or 27. 5 per cent
indicated that this activity should be added to the program, 3 or
7. 5 per cent indicated that Social Dancing should receive less time,
and 10 or 25.0 per cent indicated that this activity should be
excluded from the program.
In the Aquatics section, Swimming received the highest
number of responses (72) from the senior high school teachers
responding.
Of these 33 or 45. 8 per cent of the teachers indicated
that this activity should receive more time in the program, 37 or
51.4 per cent of the respondents indicated that this activity should
be added to the program, and 2 or 2. 8 per cent of the responding
teachers indicated that Swimming should receive less time in the·
program.
None of the teachers indicated that this activity should
be excluded from the program.
In the Combatives section, Boxing and Wrestling received
the most. number of responses, 51 each.
Of the 51 teachers
responding to Boxing, 11 or 21. 6 per cent indicated that it should
receive more time in the program, 21 or 41. 2 per cent indicated
that it should be added to the program, 4 or 7. 8 per cent indicated
j that it should receive less timein the program, and 15 or 29.2
t'"_ -~· -~-- ------~----- ----- ·-. ---~--~
----·--·---· ---- ____________ .. _____ --------------~-------- ------·--------·-- ----·-------~----- ------- --~- ---· ------ --· ---~ ----'--·--. ~----- ----·- -·
70
per cent indicated that it should be excluded from the program.
9f
the 51 senior high school teachers responding to Wrestling, 30 or
58. 8 per cent indicated that it should receive more time in the program, and 19 or 37. 3 per cent indicated that it should be added to
the program.
None of the teachers indicated that Wrestling should
receive less time in the program, and 2
~r
3. 9 per cent indicated
that it should be excluded from the program.
In the Individual Sports section of Table 16, Badminton
received the highest number of responses (6 3).
Of these, 38 or
60. 3 per cent of the teachers indicated that this
activ~ty
should
receive more time in the program, and 25 or 39. 7 per cent of the
respondents indicated that it should be added to the program.
None
of the teachers indicated that Badminton should receive less time or
be excluded from the program.
Track and Field and Tumbling
received the lowest number of responses, 17 each.
Of the 17
teachers responding to Track and Field, 9 or 52. 9 per cent
indicated that it should receive more time in the program, 4 or
23. 5 per cent indicated that it should be added to the program, 3
or 17. 6 per cent indicated that Track and Field should receive less
time in the program, and 1 or 5. 9 per cent indicated that this
activity should be excluded from the program.
i
Of the 17 senior
high school teachers responding to Tumbling, 11 or 64. 7 per cent
l indicated that it should receive more time in the program, and 5 or
;
'
L.,,. ----~-._-~.
-~---··------~-.~----
.-
--------------- --------- -~--------~----- -----.---~---~-- --- ----------------------~---------------- -·--- ----- ---- ·- ----~----· -- ----------------- -· ------ .. ---- _ l
.-
71
29. 4 per cent indicated that it should be added to the program.
None
of the teachers indicated that Tumbling should receive less time in
the program, and 1 or 5. 9 per cent indicated that it should be
excluded from the program.
In the Physical Fitness section, Weight Training received
the most number of responses (29) from the senior high school
teachers.
Of these, 21 or 72.4 per cent of the teachers indicated
that it should receive more time in the program, 6 or 20. 7 per cent
of the respondents indicated that it should be added to the program,
and 2 or 6. 9 per cent of the responding teachers indicated that
Weight Training should receive less time· in the program.
None of
the teachers indicated that it should be excluded from the program.
In the Team Sports section of Table 16, Baseball received
the highest number of responses (24) from the senior high school
teachers.
Of these, 6 or 25. 0 per cent of the teachers indicated
that this activity should receive more time in the program, 3 or
12. 5 per cent of the respondents indicated that it should be added to
the program, 11 or 45. 8 per cent of the responding teachers
indicated that Baseball should receive less time in the program,
and 4 or 16. 7 per cent of the respondents indicated that it should be
excluded from the program.
Speedball received the lowest number
of responses {11) in the Team Sports section.
Of the 11 teachers
responding to Speedball, 6 or 54. 5 per cent indicated that this
72
activity should receive more time in the program, 2 or 18. 2 per
cent indicated that it should be added to the program, 2 or 18. 2 per
cent indicated that Speedball should receive less time in the program, and 1 or 9. 1 per cent indicated that it should be excluded
from the program.
In order to determine the respondents 1 attitude toward an
:activity in this study the following responses were grouped together:
- Activities you feel should receive less time.
- Activities you would like to see excluded from the program.
'These two responses indicated a negative or unfavorable attitude on
the part of the responding teachers toward an activity.
A positive or
favorable attitude towards a particular activity was determined by
combining the responses:
- Activities you feel should receive more time.
- Given all the necessary funds, what activities would you
like to see added to the program?
The results of these findings are presented in Tables 17 and 18
along with the teachers 1 responses indicating the average number of
weeks each activity is presently being t.aught in the secondary
schools of the Los Angeles City Unified School District.
This was
'done so a comparison could be made between what was being
:taught and what the respondent felt should be taught.
'
i
'•
The junior high school teachers 1 responses indicating the
average number of weeks each activity was being taught and their
!attitudes toward these activities are presented in Table 17.
In the
j.
-·---•
-·---------·----~-----·· --v--•-•··-~-.---·-··~-~---·-·-------~------·-------··---·-------·--·-
___ ._ __ ••• ··-·---------
·---··-·---·-·------···-·--•-.v•~•·••••~••••••---------~--------··-"1
TABLE 17
AVERAGE WEEKS ACTIVITIES ARE BEING TAUGHT IN THE JUNIOR
HIGH SCHOOLS COMPARED TO TEACHERS' RECOMMENDATIONS
AS TO AMOUNT OF TIME THEY SHOULD BE TAUGHT
1
Activities
Junior High
No. of Avg. Wks.
Responses
Taught
Less Time and
Excluded from
Program
No.
%
More Time and
Added to
Program
No.
%
N=
''
'
i COEDUCATIONAL
i
! Bowling
•. Folk Dancing
:Social Dancing
:Golf
.Swimming
Tennis
Volleyball
16
23
27
18
18
22
223
3.2
2.5
3. 7
3. 3
3. 0
3. 2
3. 7
23
3.8
2. 9
2.6
2. 1
2. 2
7
20
17
8
6
8
4
11. 1
45.5
37.0
11. 9
7. 1
10.3
16. 0
56
24
29
59
78
70
21
88.9
54.5
63.0
88. 1
92. 9
89. 7
84.0
63
44
46
67
84
78
25
1.3
2.4
5.4
15.0
118
75
82
53
17
100.0
. 98. 7
97.6
94.6
85.0
118
76
84
56
20
AQUATICS
Swimming
Diving
Life Saving
Skin Diving
Scuba Diving
11
8
10
5
1
2
3
3
->J
w
''---·----·------------·------,_,,__
,
__
,
____ __________ __________ ____ ______ ____ _____
,
_:
,_,_,
,
,
,
TABLE 17--Continued
;Activities
Junior High
No. of Avg. Wks.
Taught
Responses
Less Time and
Excluded from
Program
No.
o/o
More Time and
Added to
Program
No.
o/o
N=
'
i CO MBA TIVES
!
Boxing
;Judo
1
Karate
Wrestling
7
4
4
141
1.7
2.0
2.0
2.6
14
8
11
2
29.8
22.2
36.7
2.7
33
28
19
73
70.
77.
6 3.
97.
2
8
3
3
47
36
30
75
10
23
13
5
22
323
10
113
8
8
57
2.7
2.5
3. 5
2.8
3. 8
3. 8
3. 6
2.9
2.4
3.0
2. 9
9
1
4
9
2
3
11
3
6
13.6
1.1
6.5
25. 7
2. 9
6. 3'
34.4
13. 0
30.0
15.8
16. 2
57
92
58
26
67
45
21
20
14
32
31
86.4
98. 9
93.5
74.3
97. 1
93. 8
65.6
87.0
70.0
84.2
83.8
66
93
62
35
69
48
32
23
20
38
37
'INDIVIDUAL SPORTS
I
i
:
\
:Archery
'
·Badminton
;Bowling
•Fencing
Golf
. Handball
Ice Skating
Paddle Tennis
Roller Skating
Skiing
Table Tennis
6
6
'
!
-.J
,.;:...
TABLE 17--Continued
-l
01
76
Coeducational section, Tennis received 22 responses.
The 22
responses from the junior high school teachers indicated that Coeducational Tennis is presently being taught an average of 3. 2 weeks in
1
the junior high school.
There were 78 responses to Coeducational
Tennis in the attitude section of the questionnaire.
Of these 70 or
, 89. 7 per cent had a favorable attitude towards this activity and 8 o!'
i
' 10. 3 per cent had an unfavorable attitude towards this activity.
Table 17 shows that Volleyball (223 responses) as a Coeducational
activity was being taught an average of 3. 7 weeks in the junior high
school.
Of the 25 teachers responding to the attitude ~section of
Coeducational Volleyball, 21 (84. O%) had a positive attitude toward
this activity, and 4 {16. 0%) had a negative attitude toward it.
In the Aquatics section, the 23 responses from the junior
high school teachers indicated that Swimming was being taught an
average of 3. 8 weeks in the junior high schools.
Of the 118 teachers
responding to the attitude section related to Swimming, all 118 had a
favorable attitude towards this activity.
In the Combatives section, Wrestling received 141 responses
from the junior high school teachers indicating that Wrestling was
being taught an average of 2. 6 weeks in the junior high school.
Of
the 75 responses to Wrestling in the attitude section of the questionnaire, 7 3 or 97. 3 per cent had a favorable attitude toward this
activity and 2 (2. 7%) an unfavorable attitude towards it.
77
In the Individual Sports section, Track and Field received
489 responses from the junior high school teachers indicating that
Track and Field was being taught an average of 4. 3 weeks in the
: junior high school.
There were only 20 responses to Track and
Field in the attitude section of the questionnaire.
I
Of these, 19 or
95. 0 per cent had a favorable attitude towards this activity and 1
had an unfavorable attitude towards it.
Table 17 shows that Bad-
minton received 23 responses from the junior high school teachers
indicating that Badminton was being taught an average of 2. 5 weeks
in the junior high school.
Of the 95 teachers responding to the
attitude section of Badminton, 92 (98. 9%) had a positive attitude
toward this activity and 1 had a negative attitude.
In the Physical Fitness section, Weight Training received
327 responses from the junior high school teachers indicating that
Weight Training was being taught an average of 3. 4 weeks in the
.I
junior high school.
There were 61 responses to Weight Training in
the attitude section of the questionnaire.
Of these, all 61 or 100
per cent had a favorable attitude toward this activity.
fu the Team Sports section, Basketball received 532
responses from the junior high school teachers indicating that
Basketball was being taught an average of 4. 7 weeks in the junior
·high school.
Of the 26 responses to Basketball in the attitude
section, 12 (46. 2%) had a favorable attitude toward this activity
i
........
-·
·-··
. _)
78
and 14 or 53.8 per cent had an unfavorabie attitude toward it.
Table 17 shows that Soccer received 406 responses from the
junior high school teachers indicating that Soccer was being taught
an average of 4. 1 weeks in the junior high schools.
Of the 28
teachers responding to the attitude section of Soccer, 24 (85. 7o/o)
held a positive attitude toward this activity and 4 or 14. 3 per cent
had a negative attitude toward it.
The junior high school teachers
responding to the Team Sports section of the questionnaire indicated
that the Team Sports were very popular in the junior high school
1
I programs.
There was, however, a slightly negative attitude on the
part of the junior high school teachers responding to the activities·
of Basketball and Football.
The respondents indicated that they
would like to see less time given to these Team Sports and more
time spent on other activities, or new activities added to the program in their place.
The senior high school teachers' responses indicating the
1
average number of weeks each activity was being taught and their
i attitudes toward these activities are presented in Table 18. In the
I
Coeducational section, Volleyball received 200 responses from the
I
.Ii senior high school teachers indicating that Coeducational Volleyball
was being taught an average of 4. 8 weeks in the senior high schools.
i •
There were 44 responses to Coeducational Volleyball in the attitude
i section; of these, 42 or 95. 5 per cent had a favorable attitude
I
I
I.~, ·~---
---····--
-----~--------,·-·-·--··------·-~-
-···- ··-----------
··---~-------·-
·----··
----------~--·--·-··---
.••. - ·• ···-···---- ..
TABLE 18
AVERAGE WEEKS ACTIVITIES ARE BEING TAUGHT IN THE SENIOR
HIGH SCHOOLS COMPARED TO TEACHERS' RECOMMENDATIONS
AS TO AMOUNT OF TIME THEY SHOULD BE TAUGHT
Activities
Senior High
Avg. Wks.
No. of
Taught
Responses
Less Time and
Excluded from
Program
No.
%
More Time and
Added to
Prog·ram
No.
%
N=
COEDUCATIONAL
Bowling
Folk Dancing
Social Dancing
Golf
• Swimming
• Tennis
:Volleyball
52
32
43
69
75
96
200
5. 7
3.9
3. 7
4. 3
4.5
4.6
4.8
6
16
13
2
2
1
2
10.2
38. 1
32.5
3. 3
3.4
2.0
4.5
119
51
40
15
9
4.7
4. 1
3.7
4. 1
6. 1
2
3
2.8
7.0
4
4
7.4
7. 3
0
53
26
27
58
57
50
42
89. 8
61. 9
67. 5
96.7
96. 6
98.0
95.5
59
42
40
60
59
51
44
70
40
60
50
51
97. 2
'93. 0
100.0
92.6
92.7
72
43
60
54
55
. AQUATICS
:Swimming
·Diving
· Life Saving
, Skin Diving
·Scuba Diving
-.J
co
--~--------------~-------~-------~------··------·-·----·------~--------~-----~-·-···-
TABLE 18--Continued
i Activities
Less Time and
Excluded from
Program
%'
No.
Senior High
No. of
Avg. Wks.
Responses Taught
More Time and
Added to
Program
No.
%
N=
I
CO MBA TIVES .
Boxing
Judo
Karate
Wrestling
7
7
7
252
6. 3
6. 3
6. 3
4.4
19
14
16
2
37. 3
33. 3
45.7
3. 9
32
28
19
49
62.7
66. 7
54. 3
96. 1
51
42
35
51
89
184
49
33
169
207
12
: 75
9
28
36
185
4.2
4.8
5.0
6.4
4. 6
5.0
4.5
4. 1
4. 3
3. 1
4.5
5.4
2
3. 6
4
7
8.2
25.0
5
25.0
6
3
6
2
30.0
10. 3
24.0
5. 3
53
63
45
21
43
48
15
32
14
26
19
36
96.4
100.0
91. 8
75.0
100.0
100.0
75.0
100.0
70. 0
89. 7
76. 0
94. 7
55
63
49
28
43
48
20
32
20
29
25
38
INDIVIDUAL SPORTS
Archery
Badminton
Bowling
Fencing
Golf
Handball
, Ice Skating
, Paddle Tennis
: Roller Skating
: Skiing
; Table Tennis
Tennis
..
~--~---·-
.
.
cc
0
..
f-~---- ·--·--~··-~·-·- ·-------·-------~-------·-----·--·---------··-·---------------·--·----------------------------·--·----···~--
TABLE 18--Continued
! Activities
i
Track & Field
Gymnastics
i Tumbling
Senior High
Avg. Wks.
No. of
Taught
Responses
301
263
140
Less Time and
Excluded from
Program
No.
o/o
More Time and ·
Addled to
Program
,-e
No.
N:
23.5
5. 6
5.9
13
17
16
1
4
2
4.2
22.2
.6. 9
23
14
27
95.8
77.8
93. 1
24
18
29
15
16
14
5
9
3
3
62.5
76.2
70.0
22.7
45.0
27. 3
13. 6
9
5
6
17
11
8
19
37.5
23.8
30.0
77. 3
55.0
72. 7
86.4
24
21
20
22
20
4.5
4.4
4. 3
4
1
1
220
189
291
5.0
5. 9
5. 3.
173
372
352
247
340
108
350
5. 2
5. 1
5.0
4.8
4. 9
4.5
4.8
76.5
94.4
94.1
u.'i7
18
17
1l .
PHYSICAL FITNESS
Body Conditioning
Calisthenics
Weight Training
l
'
; TEAM SPORTS
Baseball
· Basketball
Football
•Soccer
:
Softball
Speedball
·Volleyball
11
22
co
1-'-
82
r
~·- ·~
·-···--·--
!
l toward this activity and 2 or 4. 5 per cent had an unfavorable atti-
I
I tude toward it.
I
Table 18 shows that Coeducational Golf received 69 responses
I
I
i from
the senior high school teachers indicating that Golf as a
I Coeducational activity was taught an average
!
I senior high school. There were 60 teachers
of 4. 3 weeks in the
responding to the
!
I
/ attitude section of Coeducational Golf.
I
I had a
J
i
Of these, 58 or 96. 7 per cent
positive attitude toward this activity and 2 or 3. 3 per cent had
a negative attitude toward it.
.
I
In the Aquatics section, Swimming received 119 responses
I from the senior high school teachers indicating that it was being
taught an average. of 4. 7 weeks in the senior high school.
There
were 72 responses to Swimming in the attitude section of the questionnaire.
Of these, 70 or 97. 2 per cent had a favorable attitude
toward this activity and 2 or 2. 8 per cent had an unfavorable
attitude toward it.
In the Combatives section, Wrestling received 252 responses
from the senior high school teachers indicating that Wrestling was
being taught an average of 4. 4 weeks in the senior high school.
There were 51 responses to Wrestling in the attitude section of the
questionnaire.
Of these, 49 or 96. 1 per cent had a favorable
attitude toward this activity and 2 or 3. 9 per cent had an unfavorable
attitude towards it.
83
r· --.- ···---------·-·-------------------·--------··-- -·-
-~------·-··
------ --·--·- ----·--------··-
-------~---------------·
---------.. . -. . . . . . . . . . . . . .... .. . .
1
In the Individual Sports section, Track and Field received
I
1301 responses from the senior high school teachers indicating that
I
i
l Track
and Field was being taught an average of 4. 5 weeks in the
I
I senior high school.
Of the 17 responses to Track and Field in the
i
iI attitude section of the questionnaire, 13 or 76.5 per . cent had a
I
! favorable
attitude toward this activity and 4 or 2 3. 5 per cent had an
i
I unfavorable attitude toward it.
I
Table 18 shows that Badminton received 184 responses from
I
1
;
the senior high school teachers indicating that Badminton was being
There
I Of these,
I
i
all 63 or 100 per cent had a positive attitude toward this
ac t'1v1'ty.
In the Physical Fitness section, Weight Training received
I 291 responses from the senior high school teachers indicating that
I Weight Training was being taught an average of 5. 3 weeks in the
I senior high school.
Of the 29 responses to Weight Training in the
i
' attitude section of the questionnaire, 27 or 93. 1 per cent had a
favorable attitude toward it, and 4 or 22. 2 per cent had an unfavorable attitude.
In the Team Sports section, Basketball received 372
responses from the senior high school teachers indicating that
Basketball was being taught an average of 5. 1 weeks in the senior
'j
.......
high school.
There were 21 responses to Basketball in the attitude
section of the questionnaire.
Of these, 5 or 23. 8 per cent had a
favorable attitude toward this activity and 16 or 76. 1 per cent had
an unfavorable attitude toward it.
The data in Table 18 shows that
Baseball received 173 responses from the senior high school
teachers indicating that Baseball was taught an average of 5. 2 weeks
in the senior high school.
Of the 24 teachers responding to the
attitude section of Baseball, 9 (37. 5%) had a positive attitude toward
this activity and 15 or 62. 5 per cent had a negative attitude toward
it.
The senior high school teachers responding to the Team Sports
section of the questionnaire indicated a negative attitude toward
Baseball, Basketball and Football. Although this unfavorable attitude
toward these three Team Sports was slight, it does indicate that a
majority of the teachers responding to these activities would li'
see less time devoted to them.
The Team Sports section of ~ .· ·
questionnaire was the only section where a negative or unfr
attitude toward a particular sport appeared in Part liT
questionnaire.
85
-summary
This chapter has presented in detail the data received from
367 male phys_ical education teachers regarding their attitudes
toward the physical education programs in the Los Angeles City
Unified School District.
The data was presented to the reader
in the same order as it was solicited in the questionnaire.
0
I
i
I
!''
I
I
!
I·
I
I
I
II
I
li
i
I
I
I
li
II
!!
I
I
l
•!
I
i
i
i
I
I
J
I
l
1
'I
l
f
'
j
I.
.I
i
I
L .. ····-··· --- .... ··--------·--------·---------·····------~--------- ........ ----------- .......................................................
CHAPTER V
SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
Summary
This study was undertaken to determine the nature and scope
of the physical education program in the Los Angeles City Unified
School District and the attitudes of the male physical education
teachers toward their programs.
In order for a physical education teacher to qualify as a subject in the
study~
he had to be presently employed by the Los
Angeles City Unified School District and currently teaching a minimum of one class per day of physical education in the junior or
senior high schools.
A total of 701 physical education teachers
were mailed a three part questionnaire early in May 1971.
The questions and statements used in the questionnaire were
the result of a review of related literature and personal interviews
with physical education teachers.
The questionnaire was refined by
submitting it to a jury of experts for critical comments and suggestions.
Final revision was made following the administration of a
pilot study.
The first section of the questionnaire was designed to gain
86
87
infor:mation concerning the respondent's personal background and
professional preparation in physical education.
The second section
investigated s~lected practices in the following three areas:
class size, (2) grading, and (3) selection of activities.
(1)
This section
also allowed the respondent to make any personal comments toward
the physical education program offered at their respective schools or
toward physical education in general.
The third and final section of
the questionnaire examined the difference between the existing and
the desired physical education programs.
Each prospective respondent was mailedoa packet of information which included a letter describing the purpose of the study, a
questionnaire, and a self-addressed post-paid envelope for returning
the questionnaire.
Follow-up procedures included a second mailing
to 485 teachers who failed to respond to the original survey letter.
These methods resulted in 367 returns, or a 52. 4 per cent response.
The information received on the returned questionnaires was
placed on computer key-punch cards and the data was processed by a
computer.
The data was compiled in such a manner as to allow
reporting in terms of:
{1) frequency of response, (2) means of
responses, and (3) percentages of the responding population.
Based on the responses received and within the limitations of
the study, a summary of the major findings within each area covered
by the questionnaire follows:
Section I.
General Information
(1) The mean age of the junior high school teachers responding was 34. 6 years.
(2} The mean age of the senior high school teachers respond· ing was 39. 1 years.
(3) The majority of the responding teachers were teaching
five (5) periods of physical education per day.
(4) A very high percentage (94. 1 o/o) of the teachers respond; ing had majored in physical education in college.
(5) The average years of teaching exper.ience of the junior
l high school teachers responding was 8. 6 years.
l
i
'
(6) The average years of teaching experience of the senior
i high school teachers responding was 14. 2 years.
!I
:Section II.
Selected Practices
(1) Based on this survey, the average class size in physical
education in the secondary schools of the Los Angeles City Unified
School District was 49. 0 students.
i.
(2) The responses regarding the desired class size in
physical education averaged 36. 7 students.
(3) The majority of those ·teachers responding would place
i their emphasis when gr~ding on "Participation" and "Dressing".
!
: "Showering,
11
11
Written knowledge" and "Attendance" would be of
; least consideration in their grading.
;
I
-
89
(4) The data revealed that 7 9. 0 per cent of the respondents
would like to implement a grading system other than the conventional
A, B, C, D, F system.
(5) The majority of those responding to the questionnaire
felt that the students should be involved in the selection of activities
in which they participate.
(6) A strong majority of those responding felt that the equipment and facility restrictions were "very important" in the selection
of the activity program at their respective schools.
(7) Based on this survey the greatest concern~or suggestion
regarding the physical education program was the lack of adequate
facilities.
Section III.
Program of Activities
Coeducational
(1)
The results of the study s bowed that of all the coeduca-
tional activities presented in the questionnaire, Volleyball was
taught the most.
(2) The data revealed that coeducational activities were
taught in a very limited number of secondary schools; however,
:they were taught more in the senior high schools than in the junior
! high
schools.
(3) The majority of the responding teachers held a favorable
; attitude toward the Coeducational activities.
tiV
.
(4} There was a high degree of agreement by the respondents
to indicate that the Coeducational activities listed below in rank
order as to frequency of mention, should either be added to the
physical education program or receive more time:
Swimming
Tennis
Golf.
Bowling
Volleyball
Social Dancing
Folk Dancing
Aquatics
(1)
The results of the study showed of all the ~quatic Activi-
ties presented in the questionnaire, Swimming was taught the most.
(2) The data indicated that aquatic activities are taught in a
very limited number of junior high schools in the Los Angeles City
Unified School District.
(3) A strong majority of respondents indicated a favorable
attitude toward the aquatic activities.
(4) The data showed that a strong majority of the responding
physical education teachers felt that the aquatic activities listed
.!
below in .rank order as to frequency of mention, should either be
added to the physical education program or receive more time:
Swimming
Life Saving
Diving
Skin Diving
Scuba Diving
•,·
.-
91
Combatives
(1) The teachers responding to the survey indicated that very
little emphasis is placed on the Combative activities with the exception of Wrestling.
(2)
The results found that a majority of the respondents indi-
cated that Wrestling should be added to the junior high school program and more time should be given to this activity in the senior
high school.
(3) The data revealed that the majority of the responding
teachers had a favorable attitude toward the following Combative
activities listed in rank order as to frequency of mention:
Wrestling
Judo
Boxing
Karate
Individual Sports
(1)
The seven Individual Sports activities taught most are
listed below in rank order as to frequency of mention:
Junior High School
Track & Field
Gymnastics
Tumbling
Handball
Paddle Tennis
Table Tennis
Tennis
Ser~or
High School
Track & Field
Gymnastics
·Handball
Tennis
Badminton
Golf
Tumbling
(2) A majority of the junior high school teachers responding
;L_ indicated that all of the Individual Sports activities listed, with the
92
exception of Track & Field, Gymnastics and Tumbling should be
added to the program.
(3) The teachers responding to, the survey held a very
·favorable attitude toward the Individual Sports as presented in this
·study.
•Physical Fitness
(1) Physical Fitness activities as indicated by the responses
ito the questionnaire were taught extensively in both the junior and
'
'
1 senior high schools.
I
(2) The majority of the secondary school teachers respond. ing indicated that the activities listed below in rank order as to
i
1
frequency of mention should receive more time in the physical
i education
program:
Weight Training
Body Conditioning
Calisthenics
. I
(3) It was found that the majority of respondents held a
:favorable attitude toward the Physical Fitness activities listed in
;
; this survey.
' Team Sports
(1) The data revealed that Basketball and Touch Football
. were the Team Sports taught most in the secondary schools of the
Los Angeles City Unified School District.
-I
93
(2} Team Sports were given more-time in the senior high
schools than in the junior high schools.
(3) The majority of secondary school teachers responding
to the survey indicated that less time should be given to Basketball
and Football (touch).
(4) It was found that the majority of respondents held a
favorable attitude toward the Team Sports listed below in rank order
as to frequency of mention:
Soccer
Speedball
Volleyball
Softball
Baseball
The respondents indicated that these activities should either be
added to the physical education program or receive more time.
Conclusion
In light of the findings of this study, it may be concluded that
a majority of the responding male physical education teachers in the
Los AngelRs City Unified School District felt that some definite
curriculum revisions would be desirable.
Recommendations
The recommendations resulting from this investigation are
presented in three sections.
The first section considers recommen-
dations related to the physical education activity program of the Los
'·
.-
94
I----· ---- -·-- ---------------1
--~-----
--- ---
---~
-------·---- :· -------
AngGJes City Unified School District.
-
--
-- ----
The second section considers
i
'recommendations related to the survey research method, and the
third section considers recommendations related to future research
in the area of teacher attitudes.
The Physical Education Activities Program
(1) It is recommended that the average size of the physical
education classes in the Los Angeles City Unified School District be
reduced to 36 students.
(2) Based on the evidence that the majority of teachers
would place the emphasis when grading on "Part.;icipation" and
II
lI
.
"nress1ng
· " rat h er
! "Attendance,
11
than
"s howermg,
· "
11
W r1tten
·
knowledge,
II
an d
the physical education teachers in the Los Angeles
i
I.
'City Unified School District individually re-examine the criteria
, they have established for awarding grades in their physical education
Iclasses,
Ibasis,
That the Departments of Physical Education, on a trial
consider using an A/ Pass /Fail,
I
i evaluation
I
(3)
I
II students,
Pass /Fail, or other such
systems.
In order to better meet the needs and interests of the
the students should be involved in the selection of activi-
1
! ties
I
in the physical education program.
(4) That the Los Angeles City Unified School District place
i on high priority the improvement of the physical education facilities.
··--·;
95
(5) That more of the Coeducationa'I Activities listed in rank
order of importance be added to the junior high school and senior
high school programs:
Swimming
Tennis
Golf
Volleyball
Bowling
Social Dancing
Folk Dancing
(6)
That more of the Aquatic Activities listed in rank order
of importance be added to the junior and senior high school programs:
0
Swimming
Life Saving
Diving
Skin Diving
Scuba Diving
(7) That more of the two Combative activities listed below
in rank order of importance be added to the junior and senior high
school programs:
Wrestling
Judo
· (8) That more of the following Individual Sports listed in
rank order of importance be added to the junior and senior high
school programs:
Badminton
Golf
Tennis
Paddle Tennis
,---------··;:~~:~-~--- -------------------------------······----------------~-----·-----·--······
I
l
I
I
I
Ii
~Archery
--····
·
Skiing
Table Tennis
Fencing
Roller Skating
Ice Skating
I
I Survey
Research Method
!i
Problem areas which
were encountered
during the process of
-.
I
lconducting this survey provide the basis for the following recom1
Imendations:
i
_
.
(1) That a space be provided in Section III of the questionnaire
I
-
) for the respondents to indicate whether or not they are satisfied
Iwith the present time allotment of an activity.
(2) That the respondents in Section III write in the number of
I weeks each activity is presently being taught -instead of using a
) check (if) type system.
I
(3) Eliminate activities in the questionnaire that overlap
each other.
j Recommendations for Future Research
!
I
(1) That a study similar in design and content be conducted
-
Iwith the women physical education teachers in the Los Angeles City
! Unified School District.
i
I
1 could
A comparison of responses to this study
be made as well as the examination of a possible change in
!
•. .
-
97
-
---~·--··· ··~~
.
.
.. --··
~-
-- ...
~·--
- ....... ..., ..
~-~ ~-----~---~ -----~-·--~-·
-·-.
-~···-
... ---~-- .. --~--~---------~--·
---·
--~-·
..........
.
.
-~
...
~--
......
-~~--~
·----
--~
·-.
-·- ... -----
-
;
(2) That a study of this type be conducted with male high .
school and junior high school students in the Los Angeles City
Unified School District in order to examine their attitudes toward
the physical education activity program.
(3) That a similar study be conducted in a school district
other than the Los Angeles City Unified School District.
,.
Il
I
I
I
I
I
I
j
l
•j
.-
,.-. ----·
._
-- --. -----· ------··---------------·---- ------------------ -------- ----------------------- ----·---------.... -· .. --- ·- ---- --------·
I
I
II
I
I
I
-I
i
BIBLIOGRAPHY
. 98
BIBLIOGRAPHY
BOOKS
1.
2.
Briggs, Thomas H. Secondary Education.
MacMillan Company, 1933.
New York:
· Bucher, Charles A.; Koenig, Constance R.; and Barnhard,
Milton. Methods and Materials for Secondary School
Physical Education. 3rd ed. Saint Louis: The C. V.
Mosby Company, 1970.
3.
Cowell, Charles C. "The Adolescent's World." Developing_
Democratic Human Relations. Washington, D. C.: American Association of Health, Physical Education and
Recreations, 1951.
4.
Cowell, Charles C., and Hazelton, W. Helen. Curriculum
Design in Physical Education. Englewood Cliffs, New
Jersey: Prentice-Hall, Inc., 1955.
5.
Good, Carter V., and Seates, E. Douglas. Method of
Research. New York: Appleton-Century-Crofts, Inc.,
1954.
6.
Hearn, Gordon. "Democratic Behavior." Developing Democratic Human Relations. Washington, D. C.: American
Association of Health, Physical Education, and
Recreation, 1951.
7.
Irwin, Leslie W., and Humphrey, H. James. Principles and
Techniques of Supervision in Physical Education.
Dubuque, Iowa: Wm. C. Brown Company, 1969.
8.
Lee, Alfred. "Social Determinants of Public Opinion. "
Public Opinion and Propaganda. New York: Holt,
Rinehart and Winston, 1964.
' 9.
Lipset, Seymour M. "Opinion Formation In A Crisis
Situation." Opinion and Propaganda. New York:
Holt, Rinehart and Winstol!, 1964.
99
100
10.
Murphy, Gardner. "Personality." A Biosocial Approach to
Origins and Structure. New York: Harper Brothers, 1947.
11.
Prescott, Daniel. Chairman, Emotions and the Education
Process. ·· Washington, D. C. : American Council on
Education, 1938.
12.
Schwartz, Alvin. What Do You Think. New York:
E. P. Dalton and Company, 1966.
13.
Thurstone, L. L., and Chave, E. J. The Measurement of
Attitude. Illinois: The University of Chicago Press, 1929.
14.
Travers, Robert M. W.
Research. 3rd ed.
1969.
'15.
An Introduction to Educational
London: The MacMillan Company,
Vannier, Maryhelen, and Fait, Hollis F. Teaching Physical
Education in Secondary School. 2nd ed. ~hiladelphia and
London: W. B. Saunders Company, 1964.
: PERIODICALS
; 16.
Allport, Gordon W. "Attitudes." Handbook of Social
Psychology. Edited by Carl Murchinson. Worcester,
Massachusetts: Clark University Press, 1935.
17.
Barr, Margaret C. "Resume of the Physical Education
Activity Program in Colleges for Women," Research
Quarterly, 4 (1933), 117-31.
; 18.
Bucher, Charles A. "A Ten-Point Program for the Future
of Physical Education, " Journal of Health Physical
Education Recreation, 38 (January, 1967), 26-29.
19.
Irwin, Leslie W., and Reavis, William C. "Practices Pertaining to Health and Physical Education in Secondary
Schools," Research Quarterly, 11 (1940), 93-109.
20.
Jack, Harold K. 11 An Analysis of the Physical Education Programs of the Minnesota Secondary Schools, 11 Research
Quarterly, 17 (1946), 24-32 .
i
...
.
--
101
21.
Knapp, Clyde, and Drom, Beulah. "Existing and Desired
Physical Education Activities in 126 Illinois Secondary
Schools, 11 R~search Quarterly, 22 (1951), 345-55.
Likert, Rensis. "A Technique for the Measurement of
Attitudes," Archives of Psychology, 22 (1932), 5-43.
23.
Moyer, Jean L.; Mitchem, John E.; and Bell, Mary M.
"Women's Attitudes Toward Physical Education in the
General Education Program at Northern Illinois University, 11 Research Quarterly, 37 (December, 1966), 515.
24.
O'Bryan, Maureen H., and 0'Bryan, K. G. "Attitudes of
Males Toward Selected Aspects of Physical Education,
Research Quarterly, 40 (1969), 343-52.
25.
11
Wang, Charles K. "Suggested Criteria For Writing Attitude
Statements," The Journal of Social Psychology, 3 (1932),
367-73.
Wear, Carlos L. "The Evaluation of Attitude Toward Physical
Education as an Activity Course," Research Quarterly, 22
(1951), 114-26.
i
i
27.
Woods, John B. "Professional Interest and Attitude in Minnesota, " Journal of Health Physical Education Recreation,
36 (1965}, 80.
' UNPUBLISHED MANUSCRIPTS
. 28.
DiCruse, Coy D. "An Analysis of the Status of Physical Education Programs For Boys in "':Visconsin Public Schools."
Unpublished Master's thesis; University of Southern
Mississippi, 1966.
'29.
Haky, Brenda B. "A Survey of the Status Of Physical
Education Records In The Los Angeles City Secondary
Schools." Unpublished Master's thesis, California
State College, Long Beach, 1971.
. 30.
Pollie, Linda M. "An Investigation of Status of Physical
Education Relevant to the High School Guidance Counselor. "
Unpublished Master's thesis, State University of Iowa,
1961.
102
31.
Young, David L. "Freshman Attitudes Towards Physical
Education and the General Physical Education Activity
Program at San Fernando Valley State College."
Unpublished Master 1 s thesis, San Fernando Valley
State College, 1970.
i
.-""-
r----~- -~---·
...~--- ~ --~~- ···-··---- ----~----~---------~--~-------. ~~---.----~~-----···----"·--~-~--~- -------~- .. -·.-~--- . '"--~~--- ··-
I
I
APPENDICES
I
I
I
I
II
1. ...
103
----~~~----~----
-. -------v·-··-· .. -.- ·-- '.
r··
I
I
l
APPENDIX A
QUESTIONNAIRE
lI
l
.!
'
I
l
(I
L. _____
-~··-·-··
--·· ··•········ ... ·-·····---········---·······-····· --·--·-- -··-·······-···· -------- ---····
104
---------~·-················-
...... -······--··· ..
105
r~'"
I'
:
I
I,.
ATI'ITUDES HELD BY THE .J111'1 IOR & SEPIOR HIGH SCHOOL
HALE PlfYSICAL EDUCATION TEACHERS
TOVlARDS THE PHYSICAL EDUCATION PROGRM:S IN THE
LOS ANGELES UNIFIED SCEOOL DISTRICT
I
I
Average AnsNering Time: 20 Hinutes
DIRECTIONS
Please reply carefully to all questions and
All replies \'Till remain confidential
a11d Nill be reported only as group data,
~tatements,
'
If you desire a copy of the results of this study, please check
I
!
I •
GENERAL INFORViATION
I
I
1.
Age
2.
How many periods of physical education are you teachlng per day?
I
J.
College major Nas physical education.
College minor Nas physical education,
4.
Years of teaching experience in physical educatlon
-I
1( )1
2( )1
3( ) I
4( ) 1
5( ),
6( )•
Yes
Yes
; No
; No
-·
II. · SELECTED PRACTICES
1.
Average size of the physichl education classes you teach
2.
For the best tcaching-lear·.5ng situation, >'lhat do you feel the
class size should be -----~·
J,
Jn reference to ;y..?E.£ pc:·srmuJ. philosophy on grading, indicate
the percentage you place on the criteria below&
60-80~
a.
b,
c.
d.
e.
f.
g.
h.
1.
Ii
j.
40-60%
20-40%
Attendance
Attitude
Dressing
Imp:t:'ovement
Participation
Physical fitness
ShoNer
Skill test
Written knowledge
(test)
Other (explain)
I
I
. I
I.
!
'
I
L
I I
-----------~----------------"---~-- ···----~--····--------------~------.
III,
PROGRAM OF ACTIVITIES
DIRECTIONS1
•
Please cheek (~ the ~ppropr1ate eolumris provided (excluding the corrective
physical education program), For activities wh1ch are not taught f1ve (5.)
d~ys per week please convert to weeks.
~ct1v1t1es
Activities
you feel
you feel
should
should
!receive
receive
12th GRADE less tlme. ~time.
Indicate the grade level and the
number of weeks each act1v1ty
1s taught in your school.
ACTIVITIES
.!.Q!h GRADE
weeks
1 21 31 L•-f S 6
COE!:JUCATIONAL
Bo·.-:·li:ll',
Folk Danci:1>":
.::r-~l.A.l Dilnclng
-~~O~T
6\·:imminp:
~\ .'_.. ~- : '{ : '- . '
S
~1ee
1 2 3[ L1.
i I
.,
s
weeks
5 6 g_ 1 2 3 4 5 6
1-<
prop;r~m.
~
f.<
8
!I
COED
COED
COED
n:--o,TrPm.
CO!::D
I
I
!L
I
-
··~
~~(~}"S t
1 2 3
1.}
5 6
1
2 3 4 5 6
s~:i~:.:-::J.nr:
--r-:-·· ---- -·; I\. I·n~t;;
CCWBA TJVES
BoxinP:
ju0o
11
AQUATICS
I
? 3 4
5 6
1
2 3
LJ.
5 6
1 2 J 4 5 6
I
I
SPORTS 11 2 3 4 5 6
CO!·ffiATIVES Coto'lBATIVES COMBATIVES
I
t.'rc:,tlinr:
Others:
Ii~:::liVIDUAL
AqUATICS
I
I
Archer.v
Badminton
AQUATic's
AQUATICS
·- r-+
:i
........ ;·d:'rs z
i\n:8t.e
213 4 5 6
1
I
Dl·nr:r.
Li t'e Saving
Skln !J~;:\~''·'
-
.
~
l
f,Qt!l\TICS
.i
~
.
Given e·n· the
necessary
fu!"dS, wh~t
act1v1t1cs
would ycu
11ke to see
M1ded to the
I
Volli;;Lnc.L:;:·
(Jt
'
~
.11th
~
Act1v1t1es
you would
like to sec
excluded
from the
1 2
I
3 4 5 6
II
COi•mA TIVES
I
I
1 2 J 4 5 6
I
I
I
INDIVIDUAl IPDIVIDUAL HlDIVIDUAL
HTDIVIDUAL
'.
!-'<
0
0')
-----~
II I
· Bo·..r11np;
I
I
~='e~c1~g-
I
I
I
I
'
~:...,_~d::,nll
Ice SkFl. tln.a;
~n"'.dl~ Ter.nls
Rollr:::- S~:~tt1np;
Sk1lnp;
Tnble Tc>nrtiS
'!'ennis
Tr:J.ck ~- Field
Gvrr.nnstics
Tumblin.a;
Others:
I·
-·---·--------------~----------~
_l
·-
I
Golf
---·-·---.....-. .•.
I
I
I
PFYSICAL FITi'lESS
_1:.'2,-b:__ConrH ti.onine;
c.:--~~
': ·- ' .,. ~" ~ 11 c s
5 6
1 2
3 4 5 6
1 2
I
3 415 6
3 4 5 6
112
3 4 5 6
1 2
3 4 5 6
1 2
.3 4 5 6
3
1 2
ji
h
I
PHY. FIT.
PHY. FIT.
.PRY, FIT.
PHY. FIT.
WelP:h, · Jl;alninp;
ct h12_r~~-:
1 2
TEMi SPORTS
B:. :: c ~ ~~ !. 1.
TEAM SPORT TEAM SPORT TEAM SPORT
TEAM SPORT
BA.sketl',,~-.Il
.1'."2.?1: t-.'\ 11
(Touch)
::>occ"Jr
SoftbRll
Sneedbnll
Volleybnll
Others:
'
!
I
c~r1er
activities
which do not
fit into the
above groupings
3 4 5 6
1 2
1 2
3 4 516
I
0
I
I
I
I I
l
I
J
I
I
I
i
I
-·-· jl
II
0
-4-~-- --
- - ---1
'
I
'
I I
I
:'
I
I
I
'
I-'
0
-J
lOS
r-~-------------
.. ----
----------------:·--------~------------------
---------------------------·------------------------------ -------- ---------------------------;
I
I
4.
e..
b.
c.
d.
I
I
II
I
Subject grades in physical education classes should be based on:
s.
=:
Please check the degree of student involvement in the selection
of activities in 'l'rhich he participates:
e.,
b.
c.
d,
I
A/pass/fail system
---- Pass/fail system
Conventional A,B,C,D,F system
Other (explain)
Select all activities
Select some activities
Select none
Other (explain)
I-
I
I
I
6.
Very
Important
e..
b,
o.
d.
I
e.
f.
I
I
I
In reference to the selection of the activity program at your
school, indicate the degree of importance placed on the criteria
-belowr
g.
?.
ImPortant
Of Little
Importance
Students needs
Students interest
Col!ll7lunity needs
Equipment & facility
restriction
Tradition
Season
Other (explain)
Please indlcate your greatest concern or suggestion regarding
the physical education program:
~-
!I
.I_.
!
ii
.. /
i
I
I
i
I
I
~;:.-
.
.
.
.
-·
.
------------- I
l
-~----·- ----~-:. --- --- -· - - ----- ---~-----~------- ---~-..:..... ,y.:..___________ ~ ~-------'---~------------ :__________:...J
~--
. I
,
I
Il
APPENDIX B
EXPLANATORY LETTER
109
110
r-, --- - --- - --- - ------------ - - - - - -------- -------- ----- - ----~
I
April 26, 1971
Ii
I
I
I
I
!i Dear· Colleague:
i
i
! As a graduate student at San Fernando Valley State College, I am
l concerned
with the identification of the current attitudes and pracj tices related to the boys 1 physical education activity program in the
Los Angeles Unified School District.
I
I
!It
is my contention that the combined insight of the physical educa/ tion teachers throughout the Los Angeles Unified School District
J could serve as a basis for making constructive revisions in our
i programs.
I
IYour
response is most critical to the outcome of this study. Please
the few mmutes to fill out the enclosed questionnaire, and
return it by May 10, 1971. A self addressed, post-paid envelope is
also enclosed for your convenience.
I take
!
I
1
All information received will be confidential and will be reported
only as group data.
I
l Thank you for your cooperation and professional interest in this
1
study.
J
I
I Sincerely,
I! Arnold P.
Abitabilo
Physical Education Department
i Robert A. Millikan Junior High School
! Los Angeles Unified School District
i
l Boy's
I
l
(t
i
1
I
L -- ---- -- --------------·- ------- ---- ---------- -- ----- ------·----· --- ---------··---- ---··· -···---------- -------- --·· -----.. ---·- --- ------- ------... ---
'.
•
----·---·-·
-·-·----~--~·------~---~-------
---·-
o•Oo••-•••·HO-'••--
A<>-•oo~•o•<~<
_ _ _ _ , , , , __ _
~---·--·
·o
00
0
oO
oOO
,_.
<J><oOoO ' '
--·
.---·----·---'·"'''
APPENDIX C
JURY FROM SAN FERNANDO VALLEY STATE
COLLEGE, DEPARTMENT OF
PHYSICAL EDUCATION
.I
!
I
I
I
L. . . · · · · · - - - - - ·- -· · · - - - -· · - ·-· ·-·- - ·- ·- ·-· -·-· ·-·- ·- · · - - - - - · - · - ·- - - -·-· · · . . . -· · -· · -·- . . · · · · -· · · ·-·
111
.00
••
112
,.•.......•.....•............ _. _________________________.........-------····-··
---·-···-···· -····--···-·----········•···--··· ....................................... _... ..
Jury Members From San Fernando Valley State
College 1 Department of Physical
Education
i'
I
I
I
I
I
I
I
II
I
I
I
I
·l
I
I
I
!
I
Dr. Adams
Dr. Ball
Dr. Bet he
Dr. Hardy
Dr, Walsh
Dr. Winningham
Dr. Young
David Young
APPENDIX D
JURY FROM LOS ANGELES CITY UNIFIED SCHOOL
DISTRICT, SECONDARY SCHOOL MALE
PHYSICAL EDUCATION TEACHERS
I
I
I
I
113
114
f•'-''"''~ •·~---- ··~-~·• <-•·••··-•-•·•~,.---~-·-~·---~---··-·••·-~-~··•---·•
I
II
-
·•------ •·-•" -~-·•••·~~---------~---··•-•--••--·-·•··· ~•••••--· • ·-· • • ••
-
~-·•••
•--•• •-••
•
Jury Members From Los Angeles City
'
Unified School District
I
!l
!
I
i
i
I
I
Junior High School Physical Education Teachers
Jeffrey Halpern
Lowell Morgen
Senior High School Physical Education Teachers
I
Milton N emir off
Pat Pinkston
••·~ ---·~
r•
-•· •
•••••
,---------·-··-·- ---·
-----------·---------------------~
------------------------ -- ---------------- -----~--------:-- ------------
' ' ' -,
________ , _______________ -
I
I
I
I
-I
I
APPEND~
E
I
-I
FOLLOW-UP LETTER OF EXPLANATION
I -
115
116
r~'"·
·-· · ·- ·-· ·-· · - - . . . --· -.. . . . . . . ._- - - - - -----------------------·----· . . . . . . . . . . . . . . . . . . . . . . . . ______ . . . . . . . - - - . . . . . . . . . .. . . . . .
~
!
11ay 11~ 1971
I
II
!
Il
j
Dear Colleague:
I'
I
Approximately two weeks ago you received a questionnaire
r concerned with identifying the current attitudes and practices
! related to the boys 1 physical education activity program in the Los
I Angeles Unified School District. As you may recall~ I am conduct!l ing the survey as part of my master's program at San Fernando
1 Valley State College.
.
I
.
I
I
J
j
I am currently in the process of tabulating the results of the
survey and have noted that your questionnaire has not been returned.
Please take the few minutes to fill out the enclosed questionnaire,
and return it by May 25, 1971. A self-addressed, post-paid
envelope is also enclosed for your convenience.
I would like to emphasize that your opinion is of great
importance to the outcome of my study.
Thank you for your cooperation and professional interest
in this study.
Sincerely,
Arnold P·. Abitabilo
Boys 1 Physical Education Department
Robert A. Millikan Junior High School
Los Angeles Unified School District