A STUDY IN PHYSICAL EDUCATION OF
T.FUEE BiTì'IDPED
JND FIFTY-FOUR CASES IN THE SIXTH, SEVENTH,
AID EIGHTH GRADES OF TBE KESSLER
ELTARY
SCHOOL OF i
CITY OF LONGVIEVI
by
LEONARD RICHARDSON
A PAPER
Presented to the Department of Education
and the Graduate Division of Oregon State Co11ee
in partial fulfillment
of the reouirements for the degree of
Master of Education, Plan B
lune 1946
kPPHOVED:
Redacted for privacy
(dviseror
äi)
the
Redacted fdr privacy
(o
the COEnTãittee)
Redacted
i-ï'
for'p'rivacy
Redacted for privacy
-r_
¿--
I,
Redaed(privacy
PREFACE
There have been Leverent debates anong physical educa-
ti.on peoples about the factors that contribute to
athletic
success. Some coaches argue in favor of the tall, lean boy
being best adapted for sprinting, another group claim the
short, husky lad the rost efficient, and. other schools of
thought believe the medium or sliht-build best fitted for
the dashes. Argunents will arise from comparing body-sizes
such as; arm-length or reach, body-length, chest, and chestexpansions, and other factors such as; nationality, reliion, and even the color of the hair. In mentioning the
latter, "Red" Davison, former backfield coach at the University of Linnesota, and head coach at Tulane University, was
very partial to boys with auburn hair.
It is the opinion of the writer that the arguments, in
most of the cases, have little scientific evidence to support their thesis, and are created, as a rule, from illoical remises. The writer knows froî experience that bias
toward build and appearance is a menace to the selection of
athletes. When making.a pre-season survey of basketball
material at Peshastin High School, the nane of Ewalt Willging was mentioned to the writer as a possible candidate
11
for the team. After an interview with the boy the coach
was amused at the tip. The boy was of very slight build,
had a round-shouldered posture, vieihed 119 pounds, was but
5TGfl tall, had a pleasant but niarkedly unaggressive personality, pale coiiplexion, and frankly adnitted he was a habitual smoker and didn't believe lie had the "will power" to
quit. The writer was still auused until after the first
week of practico. It was fornid then the boy had exceptional
tiriing, relaxing faculties, abundant courage, and a resevoir
of energy. His infectious rin, although irritating to the
opposition at times, gained the favor of the fans, including
those rooting against Peshastin. VTillring could shoot with
either hand, could break up nore ola:rs than any other hoopster in tue league, was the greatest "ball stealer" in
those parts, and was one of the srroothest dribblers ever
produced in the North Central Conference. Wiliging went on
to vrin a berth on the All-Stato teai. In schools of abundant riaterial, Tilling may have been pushed
fifth or sixth teams or oven cut off in the
practice
down on
first
tIle
vieok of
to his impractical appearance. One object of
this paper, therefore, is an attempt to validate some of the
copular conceptions and to promote unprejudiced selection of
owing
athletes.
specific purpose of this phrsical education stud:r is
an attempt to discover relationships between various measurements including anatomical, mental ability, and athletic
One
111
measurements.
Another purpose of
this research is
an
at-
tempt to demonstrate a method of grouping boys for nass
nearly equal for coinpetition. This undertaking should also demonstrate standards
by which grading in physical education can be nade more
accurately and objective in nature. In addition, it should
provide anatomical norms for remedial physical education,
provide aids for the coaching of track, football, and basketball, and should provide a start for a greater Dhysical education program at Kessler.
Since Kessler uses one man as coach and instructor of
physical education and the number of boys desiring to turn
out for the various sports is large (about three hundred), a
method of screening vïould be most helpful. Out of a group
of this size, according to the law of averae, there should
be several boys with a high degree of athletic talent. The
coach realizes this fact and would like very much to guide
them into athletic careers. Owing to the post-war emphasis
on sports for entertainment , the boys would not on1y find
such a life-pursuit appealing, but profitable. A need for
guidance is apparent when considering tue youngster with a
profound desire for athletics, and with a native ability
which would give him less than average success. Conversely,
the lad with a large capacity for sports and whose interest
for such is loi, needs guidance also. It is hoped a method
participation
so they
will
be more
iv
of screening
will evo've fro. this study ror this rujdaflce
purpose.
to the recent emphasis on mass or wholesale physical education this investigation atternpts to bring out
factors of value for the entire group. Kessler uses every
student in the physical education program except the seventh-rade band-pupils and those excused by the niedical
authorities for reasons thie to his illness or come weakened
make-up. Therefore, the knowledge of general abilities
such as neans, edinrs and nons, is of importance.
Since the writer has been asked to plan a tn-county
track and field meet fon this spring, he believes the f mdinns ;rill be of considerable help. For exanpie, the method.
used tor the grouping the boys for competition 'ias the sum
of one-and-a-half times the ae in months plus f our-and-ahalf times the heighth in inches and three-times the weicht
in pounds. This classification did place the boys into
croups better than the straiht age method used. previously,
and the writer wishes to carry this further. It isn't
difficult to visualize the fat, tall and awkward boy vtho
would score high in this index, but Tould be out of his
class as far as most competition is concerned. The v'iter
thinks that an athletic arility factor which is based on
speed and strength needs to be combined. to the age, heigbth,
and vïeiCht for a method of grouping. Such a grouDing method
Owing
V
is attempted in this study.
Besides grouping, this research
will he or value for the selection of events, for the selecfor each Darticipant,
tian of the optimum of event
and for
the general organization of meet.
This research will attempt the beginning of a greater
physical education program at Kessler.
use the r;eneral pattern of the
As prototype it will
Siia Delta Psi honor soeiety
which program is used in certain colleges and universities.
Listed as events of the Signa Delta Psi honor society are
the 100 yard dash, the 220 yard low hurdle,
the mile run, the
high jump, the broad jump, the pole vault, the rope climb,
(the hand stand, front hand-spring or fence vault),
football punt, baseball throw, and swiínming.
shot put,
Jith the excep-
tian of the mile run and pole vault, the ten events above are
In order to belong to this
included in this undertaking.
honorary fraternitr one must equal or better the times and
distance required by the society.
Although the requirements
Cor each event are low for a specialist,
capable of passing all the terts.
few athletes are
Por instance, the Sigma
Delta Psi time ror the 100 yard swim is 120 seconds, while
the world's record just shades 50 seconds.
As another incentive for the boys, this study will
attempt to establish records in the various athletic events.
This will provide a chance for
the
sia
fame.
Delta Psi gave
tile
tile
specialist to shine where
generalist or all-around athlete
Seeing his name on a plaque as a "push-up" champion,
vi
the DOy would reel the glow of accomplishment and, of
course, would inspire others to similar feats,
Since the data on three hundred and fifty-four cases
consists of ace, weicht, heihth, eleven anatomical measureinents,
three mental scores, aid recordings of seventeen
athletic events it is hoped that
research.
\rill be
basis for future
Once the norms have been established for ana-
toiical measurement such as waist, chest, and
v.teight,
the
instructor could easily pick out the measurements which deviate çreatly from the average.
cises at this early
posture defect.
stae
By applying remedial exer-
he might correct or prevent a
Por instance a large waist line could be
trin'ed to normal v?ith a few minutes at exercise per day.
The procedure used in this problem was that of having
the boys practice seventeen athletic events which included
50 yard dash,
100 yard dash, 440 yard dash, cross-country
race, high jump,
standing and running broad jump, shot-put,
baseball throw for distance and accuracy, football throw,
push-ups, hand stand, rope climb, foul shooting, rapid
shooting and swiining.
the events
were recorded
After reasonable practice was given
for each individual along with his
measurements of mental aptitude, scholastic rating, and
athletic interest.
weight,
heirhth,
Age and. anatomical measurements of
neck, reach, chest and chest
waist, calf, visual acuity, length of body,
expansion,
and length of
vii
leg were also recorded.
Since the writer was unable to
find a standard test for athletic interest he devised one
of his own and believes it to be the only one of its kind.
Once these data vrere massed, the statistical approach
was used to attempt to bring out certain rolationshtps.
Many interesting findings were discovered as by-products of
the nain study such as; the records of identical twins, resuits of remedial group, the correlations, and proof that
the left eye is weaker than the right eye.
lleves that his study is the only
oo
The writer be-
of its kind on the
sixth, seventh, and eighth grade level with a large number
of cases.
It is thought that
since few athletic skills
have been acquired at this young age, the error due to
tice is small.
prac-
Owing to the number of cases involved, and
the wide variety of events used, this study is also thought
to be quite accurate from a statistical standpoint.
The writer wishes to extend thanks to Lr. Charles
Saylor, Psychologist for the Longview School Systen, for his
generous assistance in caking the compilations, and his general inspirational conversation on the subject.
TABI2 OF CONT'fl?S
Pare
PRACE
................................
Chapter
I.
INTRODUCTION
Other Studies
Method of Attack
II.
ThE NON STATISTICAL STtJDY.......
7
Grouping of Data
The Athletic Interest test
Scholastic Rating
The Athletic Events
Anatomical IeasuIeL1ents
Identical rj\jfl5
Physical Education Incentives
Data Comparison Chart of Identical Tvîins
Kessler Siia Delta Psi
The Kessler Grading Key
Guidanc e
III.
THE STATISTICAL STUDY ...........
The Docile Index
The Corputation of the Decile
Index
Classification Index
Comparison of Groupinc Formulae
Correlations
The Statistical Suiaries
Key to Suniaries and Appendix
Anatomical i.ieasurement Smimary
Athletic Loasurement uunaries
(Part One and Two)
Miscellaneous Leasurer!lents Sumnary
23
TA3LE OF CONTENTS
(Continued)
Page
Chapter
IV.
CONCLUSIONS AND RECOIMENDATIONS..
36
Physical Education Incentives
Need for Guidance
Grouping of Athletes
Correlations
Norms for Roedial Purposes
The Study of Identical r.L\..rins
Visual Acuity
Future Research
APPENDIX ................................
45
BLIOGPAPRY ............................
89
CHAPTEIR
O1
II\IThODUCTION
There have been several studies similar to this one con-
ducted on the hih-schoo1 level and above,
sixth,
seventh,
or eighth grade levels.
'out
Phases
rew at the
o
this re-
search have been covered by specific studies such as:
the
grading in physical education, the application or tests to
select those fitted for individual sports, and the grouping
of athletes for kQener coipetition.
There seems, however,
to have been no study that night bring out a "pre-determiner"
for athletic courageousness, and for athletic persistence
which have a bearing eaual to
tors on success in athletics.
t:Le
reasureable physical fac-
The number of the outstanding
men who have worked in this field are few, and are given
comment below.
Other Studies
G. H. McCloy of the State University of Iowa pioneered
with ways and means of discovering capacity or potentiality
for the various sports.'
Using expensive machines and
'George H. McCloy,
"An Athletic Ability Testing ProScholastic Coach, X (December 1940) pp. 20-23.
gramTT,
2
equipment together with numerous students, icCloy brought
out sorne apparently worthvîhile conclusions.
The
four rath-
er com1icated tests used. for his study viere: (1) a nenerai aotor capacity test; (2) a test Cor strength; (5) a
paper and pencil test for spatial imaer3r; and (4) an agility test. McCloy points out that the best single index
for athletic success is the general motor capacity score
and claims a valid correlation of .80 to .90. This test
consists of four itens for boys and girls, the Sargent 3urip,
the Iowa revision of the Brace test (a test for motor educability), the Buree test for agility, and the classification index. His formula for the classification index is
20A 6H W, where "A" is the age in years, "FI" the height
in inches, and ??IT the weight in pounds.
Another who lias done much to put athletics on a scientific basis is F. Ï. Cozens who has written several articles
and a book in this field.2 His dodge-and-run test is believed to be an excellent test for
agility
and nay be applied
to both football and basketball. Cozens, while working at
the Universit:r of Oregon, was responsible in part for the
Cozens and Neilson's forimila of 20A 4.?3H 1.6W, where
"A, H, and .1" are the sane as in the classification index
2Frederick VI. Co3ens, Achievement Scales in Physical
Education Activities For Col1ee Men, (New York: A. S.
Barnes and Company, 1937).
3
Using "loop-to-loop" and "boomerang" scores,
used above.
agility may be also tested by a method devised by D. D.
Gates and R. P. Sheffield.3
A grouping method similar to classification index has
been used by the Covïlitz County (washington) Grade School
lH
Track and Piold Meet, the formula of which is: 1*A
3W,
where "A" is age in months, and "H" and "W" are heirhth and
weicht respectively.
This formula was arrived at by the
Physical Education staff of the Robert A. Long High School
of Longview,
.7ashington.
After totaling the number of
points from the formula for each individual the competitors
were classified into three divisions as follows:
Class one ---- below '725 points
725-850 points
Class two ---Class three -- above 850 points
3_olin
ford,
R.
Newell, of the I-iartford Public Schools, Hart-
Connecticut has worked out a physical education mark-
ing chart which is porhaps of considerable value.4
Vieigh-
ing his final grade into the categories of athletic, social,
and mental abilities, he allocates them on a 60:20:20 ratio
3Daniel D. Gates, and Robert P. Sheffield, "Test of
Change Of Direction As LIeasurenients Of Different Kinds Of
Motion Ability In 7th, 8th, and 9th Grade Boys", Research
Quarterly, (October 1940) p.136.
R. Newell, "Physical Education
ing System",
Program
Aiid iark-
Scholastic Coach, Xl (April 1941) p.38.
4
respectively.
The athletic ability represents all school
sDorts; the social ability stands for leadership, cooperation,
enthusiasri,
cleanliness, self-control, effeciency,
and social-ability; and the mental ability for football
rules, basketball rules, first aid, and safety.
To do a thorough and extensive research with the in-
tended problems would entail a great deal of expense for
equipment, and would undoubtedly take considerable time.
An X-raying
o
the heart, making a pulse-rate study,5 tak-
ing spironenter readings of the breathing, purchasing ma-
chinery necessary for a general motor test at the cost of
no less than two-hundred and fifty dollars,6 and devoting
a good deal of energy to complicated bookkeeping would
perhaps establish some pin-point results.
But such fine
readings are neither envied or practical for the majority
of public schools.
in four results.
This undertaking is mainly interested
These are:
(1)
ways and means to chan-
nel some misfits out of an athletic career when they could
be guided into more fruitful endeavors elsewhere,
(2)
de-
5percy n:. Dawson, i. D., ttStudie And Measures Of
Physical Fitness", The rournal Of Heal bh And. Physical Education, Xlll (October l42), pp.446-44 7, pp.493-44
6Tohn E. Sterrett, "Prediction of Heer t Size By Anthropometric Líeasurements In Adult Îalcs", Supplement To The
Research
iarterly, (October 1935).
5
veloping mass athletics and to keep the eleient of competition keen for incentive reason,
gran that will be both simple
(3)
and.
framing a testing pro-
aDplicable to most schools
at a minimum of expense, and (4) providing a start for fut-
ure research along this line.
Method of attack
The nethod of attack used after investigating the re-
suits of other researchers was largely that of fact finding.
After permitting the boys three weeks practice dui'ing their
physical education classes, the individual scores were recorded in each event.
The best mark was taken from two or
more trials for the various runs,
jumps, and skills.
Care-
ful pains were employed so the best score was attainable.
Split-second timing (tenth of seconds) was used in the
fifty yard dash, hundred yard. dash, sixty-foot swim, rope
climb, hand stand, and with individual clocking for each
performer.
For the 440-yard and cross-country runs, groups
of ten competed in the same race and the nearest second was
recorded for each.
Owing to the distance of these events
the runners were so spread that fractions of seconds were
unnecessary and the ten were timed. satisfactorily.
The events used in this study were the running broad
jump,
the staiding broad jump, and the high jump, while
other skills used were the basketball foul-shooting (numbering ten shots from the foul line), basketball rapid shooting
with a tine limit (30 seconds),7 and throwing a baseball
at a specified target. In order to test arm strength and
a certain amount of skill, the eight-pound shot throw, the
baseball throw, and the football throw were capitalized
upon.
Certain anatomical measurenients were collected also,
including weight, heirht, neck, shoulder, reach, chest,
chest exansion, waist, body length, leg length, calf, and
are. In the mental column, the mental ability tests, scholastic rating, and athletic interect score were listed. In
addition, there vrere checks for various sport-participations so as to indicate the ones who have had practice to
increase their scores. A general athletic rating and grouping figure were also recorded for each individual, as well
as an athletic rating of the sport in vhich the boy par-
ticipated.
7llandbook ror Boys, (New York: Boy Scouts of Ataerica,
lO'IO), pD. 573-574.
CHAPTER
T
1O
NON-STATISTICAL STUDY
The study is divided into two chapters according to
content.
Chapter two, in the main, deals with non-statis-
tical material which includes explanations of the various
measurements, the athletic i.tteret test, and the comparison of measurements of two sets of identical twins.
As
explained in the introduction, recordings were made of the
anatomical measurements, mental measurements, and of the
accomplished marks of the
l'7
athletic events.
Grouping of Data
Once the data was assembled it was compiled in the
appendix in four main groupings of measurerents)
In col-
umns under the heading "Anatomical Ivleasurements" were the
following:
reach,
case nunbor,
chest,
weight, height, neck, shoulder,
chest expansion, waist, body length, leg
length, and calf. "Athletic Measure.ients" were divided into
two parts.
Part one included case-number,
100 yard dash, 440 yard. dash,
50 yard dash,
cross-country, high jump, run-
ning broad-jump, standing broad-jump, shot put, baseball
throw, and the target throw.
1
Infra,
While under part two came the
(Appendix), pp. 46-7ô.
case nwiber, football throw, pushups, foul shooting,
swim-
ming, hand stand, rope climb,2 decile index, and classifi-
cation index resoectively.
Case nurber, visual acuity,
mental ability, athletic interest,
scholastic rating,
check-columns for sports, and sport's index are under the
heading "Miscellaneous Ieasurement s".
To obtain the visual acuity, the Snellen Chart recordings for each eye were as follows:
vision (superior)
1 stands for L,o
2 stands for 20:20 vision (normal)
3 stands for 20:30 vision
4 stands for 20:40
5 stands for 20:50
6 stands for 20:60
7 stands for 20:70
8 stands for 20:80
9 stands for 20:90
In referring to appendix,
1-irin
vision
y i si on
vision
vision
vision
vision (and up)
the figures in the left col-
represent the left-eye vision,3 and similarily, those
in the right column represent the right-eye vision.
i.t
first the writer recorded the vision with and without
glasses, but finally discarded the "without" since
accomplished hi
tile
boy
tests with the use of glasses.
The mental-ability scores in this study were taken by
2Wi1b
P. Bowen and Elmer D. Mitchell, The Practice
A. S. Barnes and Company,
of Organized Play, (New York:
1929) pp.
6l-6'T
°Infra,
(Appendix), Column "AP", pp.
65-73
the school psychologist who used both group and individual
intelligence tests. For grouping purposes in the upper
grades, the Kuhiniann-Anderson forras were used, while the
Terrian4lerril and Herring Revision of the Stanford Binet
test was employed for the individual scores. For the majority of the cases, the psychologist adninistered the Pinter-Canningham exams in the lower-grade testing. Since the
school system uses a biannual testing of all the pupils the
average score was recorded in this research. It is felt,
therefore, that the readings to be fairly accurate for the
pupils gaining their education in Longview. After the
scores were recorded the writer studied rIental_abilit:.r interpretations before applying the intelligence factor to
his study.4
The
Athletic Interest Test
Since the writer knew from coaching experience that
athletic interest makes for athletic success he was anxious to learn of a test that might put interest on a measuring basis. After an exhaustive hunt through various catalegues and listings of interest tests, a checking with the
personnel of the Psychometric Laboratory of Portland, and
correspondence with the Science Research and Stanford Uni4Herbert Sorenson, Psycholor in Education,
McGraw-Hill Book Company,
1940), pp.112-133.
(New
York:
versity, the searcher was unable to discover a test that
would measure athletic interest.
The closest measuring de-
vice was the Strong Vocational Interest Blank which listed
among its vocations the physical education instructor.0
This,
of course, was useless for purposes of this research
since it was the love of athletics rather than the vocational interest that was sought.
This exam was a short, thirty-question test half of
which were irrelevant so as not to have the student prime
for a high score.
It
was purposely slanted for Kessler,
although it could be made to fit any school by rearrangement
since each question varies as to the degree of interest.
The questions were weighted as shown on the sample test in
the appendix.6
"77" was the highest score
.nd
few
ruade
this
top mark which represents extreme interest.
Scholastic Rating
Although by, in importance at Kessler since no
sckio-
lastic standards are necessary for athletic competition,
scholastic rating increases in significance on the
hii,h
5Edward K. Strong, Jr., Vocational Interest Blank for
Men (Revised), (Stanford University Press,1938).
6lnfra,
(appendix), pp. 85-88.
11
school and college levels.
Taking advantage of this con-
dition, the writer wanted to satisfy his curiousity as to
actual relationship of the two measures when the scholastic
pressure was lacking.
Therefore,
scholastic rating was
added to the recordings.
The
'boys viere
rated from
5
to i where "5" stands for
the conventional "A", "4" stands for "B",
"2" stands for "D", and "1"
"3" stands for
stands for "P" or "X". The
grade was determined by the "home-room" reacher who taught
the pupils English, Arithmetic, History,
and Spelling.
The Athletic Events
Most of the at1ietic events are self-explanatory owing to their conmion use in track meets.
They attempt to
measure strength, agility, endurance, speed, accuracy, and
skill.
A word should be said about the 'baseball throw for
accuracy which consisted of throwing the ball
specified target.7
5
times at a
The target was at a distance of fifty
feet with a bull's eye of radius six inches.
Two Concen-
trie rings circled the bull's eye with additional radii of
of six inches.
and
0,
The score from inside to out was 25, 10,
5,
wiich gave the individual his tally when totalled
after his five tries.
Let's say that
"J."
hits the bull's
7Leonora Anderson, An Athletic Prorain for Elementary
Schools, (New York: A. S. Barnes and Co., 1929) p.92
12
eye
'Tith
one throw, the inner circle with two,
circle with one, and
will his score be?
the outer
iisses the target with the other.
What
It will be the sum of l(25)+2(1O)-f-l(5)+
1(0) or 50.
The cross-country race wa
approxirnately a half mile by
the most direct route and consisted of a course around the
west end of Lake Sacajawea in Longview.
hand-stand the time was taken from
In measuring the
the moment the boys feet
left the floor and until they hit the floor once more.8
Since few could climb the rope in the hand-over-hand. method,
the boys were allowed the use of their feet for this eight-
teen foot boost.
As for the other events,
standard proced-
ures viere followed to the letter in this undertaking.
Anatomical Measurements
To give a clear understanding of
planations
viill
the items, ex-
be forwarded at this tinie as to the various
anatomical measurements.
in pounds,
sorne of
Age is given in years, weight is
height is in inches as are the other measure-
Chest expansion was measured as tue difference in
10
circuaerence of the normal chest and the chest expanded.
ments.9
8Bonnie and Donnie Cotteral, The Teaching of Stunts and
(New York: A. S. Barnes and Company, 1938) p.189
Tumblin,
9lnfra,
(Appendix) pp.46-73.
10Vlilbur P. Bovren,
p.61
0pCit.,
13
In measuring -blie shoulder the writer used the distance between the outside shoulder tips, while arm-reach was the distance fron the shoulder to the most distant point of the
longest finger. The circumference about the neck was used
for the neck xaoaurement, with the seventh cervical vertebrae
(large sharp bone of neck) as the upper point, the body
length was rieasurecl to the coccyx (tail bone), and from this
point to the heel gave the leg length. The calf was taken as
the largest circumference of the 1og below the knee.
Identical
Tvjins
hereditarians onposing the environmentalists,
it has always been a heated debate as to the degree of Slidlarity of identical tvJiflS.11 This study was fortunate in
having tv,o sets of identical twins (cases 179, 212, and 228,
279), whose records are given on a coiiìparison chart. Since
iessler has a policy of separating brothers and sisters into
other groups the tv:ins participated on different dars and u.nder varying weather conditions.
In comparing cases 179 1:11th case 212 (brothers) it will
be noted that in 7 out of 17 athletic events, their marks
were extremely close; (2) case 179 excelled case 212 in 13
events, tied case 212 in 3 events and was excelled by 212 in
only one event; and (3) case 179 scored higher in the decile
Vlith the
'1Herbert Sorenson,
Op.
Cit.,
pp. 218-225.
14
index, c1asification index, and the athletic inteest test.
However, in the anatomical measurements where traininn; and
desire have small effects,
the figures are very much the
Cases 228 and 274 bring out similar relationships, as
saine.
did 179 and 212, but have greater
an amazing difference of
9
anatical
points in the
I.
differences and
Q.
The events showing the greatest degree of similarity
for both sets of twins were; the cross-country run,
the high
the shot put, the hand-stand, and the rope climb,
jump,
In
these events the pairs either tied or viere fractionally
close.
Competing against time under varying weather condi-
tions in cross- country run, one should predict varying results.
However, such an assumption was demonstrated to be
invalid according to the results.
had.
The connuon events which
the greatest devirgence vTere the 100 yard dash, the 440
yard dash, the running broad jump, the baseball throw, foul
shooting and the standing broad-jump.
In both sets the one
with the highest athletic interest score also had the highest decile and classification index.
Physical Education Incentives
To capitalize on incentives, the iriter established an
athletic honorary fraternity for Kessler boys.
Patterned
after the National Athletic Fraternity, the Simia Delta
12Bowen,
op. cit., p.
75
Psi2
J-5
Data Comparison Chart or Identical
Case
12
....
12
....
12
....
12
.
79
.
.
79
.
. .
67
. .
84
.
56
..................
Î.ge
\eiht ...............
...........
Heighth
Neck.
.
.............
.
12
i
shoulde" ............ ...
Reach.
.
.
.
.......
.
Chost ............
. . . i
.
.
.
. .
.
Chest Expansion........
Vaist
. .
.
..........
.
Body Length
Leg Length.
......
.
.
.
.
.
.
.
shoe Size
.
.
.
.
.
.
.
.
.
VisualAcuity .....
Q.
12
.
.
.
.
23
.
¿8
.
I I
27-
1-
27-
.
.
.
.
....
l
.
32
.
12
lOOYaid Run ..........
.
.
.
.
440 Yard. Run ...... ...
Cross CountryRun......
nigh
Jurap .
.
.
.
. .
.
.
.
24
. . .
.
.
.
28
.
....
i
.
2G
2.5
18
.
....
.
32
.
....
12
....
.
.
.
.
.,2 .... 2,2
.
....
.
.
.
.
28
.
12
....
.
.
. .
.
.... 2,2 ....
101 .... 101 ....
91 ....
....
2 ....
7
....
56
.
8. 6
14 ....15.8 ....
17
u
.
.
.
.
83 ....
63
7
17
92
...
25
20 ....
4.
.-
.
.
.
12
24
.
....
.
.
i
. .
.
.
....
.
.
24
Athletic Interest......
.
12
15
....
.
.
....
Scholastic Ratine......
50 Yard Run.
.
1
18
..
.
.
14 ....
..
....
.
.
14.....
. .
. .
.......
1
. .
.
5'0 .... 5'8 .... 517
....
25
.
.
. .
.
...... ....
Calf
Is
.
274
228
212
179
o.
I
.Tifls
29
11
5
2,2
100
..
9 6
.
...18.2
98 ....
104
4'24 ....4'ES ....ol5 ....6'lS
39
. .
38
. .
36
.
.
36
16
Identical
Data Coriparison Chart of
179
Case No.
Running Broad
Jump..... 9'?
ShotPut(8#)
........
BaseballTbrovi
.
.....
. . . . .
Standing Broad. Jump.....
RopeClinb.
'73
,,
174
150
. . . . . . . . . . . . . . .
Hand-Stand.. .
'L5
..... .
15
'1
.
18
8
...
5
6
1.
20
. .
Swimraing.
120
15
.......... . .
FoulShooting ......... ,
Rapid Shooting ......... .
Pushups.
212
....
....
....
.
Baseball Throw at Target
Football Throw .....
.
.
13
.
i
78 ....
........... ..13.9
Classification Index. . . .26,3
l.0
(:/
ri
.
Decilelndex............?.4 ....
.
.
. .
....
....
.
.
...
....
....
...
G
.14.1
..
Twins
7.1
I
..,.
....
....
....
..
....
8'3
...
8'9
20
....
20
137 . . . . 129
40
98
6
...
.,.
65
58
.... li
-1
10
....
...
...
20.3 ...
11
1.5
1.3
50
69
3.9
12.6
....
....
20
2.9
12
1'7
the writer set the reuuirements given below, the marks of
which were chosen
the eihth-rrade decile points (the
froiii
upper 20%) and were modified by a table prepared by Dr.
John
:13:rovïn,
Jr.13
Brown's standards were classified by
weicht groups of bis Y. M.
bors.
C. A.
The average oi,hth-
grade weight was used in this study for the purpose of corn-
As in the college honorary society an athletic
parison.
letter may be substituted for one of the reauirernents.
These events below are open for
pupils from. the sixth
tIle
through the eighth grades and iay be checked off any time
ihen the boys equal or better the marks set down.
The
other requisite for membership is the completion of the
tests on or before three
before the
da:.rs
eneral awards xss-
embly.
KESSL
SIGMA DELTA PSI
Reouirements for 1e:ibership
6.8
...
50 Yard Dash ..........
13.9
100 Yard Dash .............
48 inches
3. Running Hih Jump.....
4. Running Broad Juini.......... 12' 6"
5
8 Pound Shot
2
feet
.
1.
2.
.
.
6.
'7 .
8
9
io
.
.
.
.
.
.
.
.
.
.
.
.
Throwing Baseoall...........
1'75 feet
4'36"
Cross-Country.
........
.....
3 seconds
Hand-Stand
10 1
Rope Climb ...........
12.5 seconds
GO Foot Sv1ìr ..........
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
A review of the decile-index column of the appendix
-Bowen, op. cit.,
p.
í39
18
will show only a few having above "8" which might be attributed to a wealriiess in one or more events.
practice and with anpie
However, with due
complete the events it would
tinte to
not be unreasonable to predict that 10% of the eighth-graders
could pass the necessary standards for the award.
This would
mean about ten to twenty would reach this coveted goal of
athletic generality, which is consistant with the number in
the college Signa Delta Psi.
Gracies are Drobably one of the most powerful incentives
in any phase of school work, and. as a result of this study
the writer has decided upon making use of this form of motivation.
THE KI3SLR GRAD ING KEY
Percentage
Distribution
of Cases
of
Events
DO-Yard
Grade
A.
. . . .
.. .
B ..... . .
C ...... .
.Upper
.
Text zob .
50-
. . . .
. . . . .
Final Grade
(Rank
Divisions)
Grading Standards
..
. .
.
8.21-9.46
7.78-8.21
5.02-7.78
3.11-5.02
I
2.5 -3.1
6 .1-5.8. . . . . . .
6 8 6 1 . . . . . .
-
.
V7
s
D........Next 2O' ........
F.. ......Lower 5%.....
Eighth Grade)
Run)
.6-6.8.
8 .5-.?.
r7
_L.
,) i
(\
.)
c
-ç)
t:.
. . . . .
. .
. . .
_1
To point out how the events in this study were graded
the writer makes reference to the third column of the grading key above which breaks up the 50-yard run into the var-
bus
17
grade-letters according to the ti:es indicated.
events were standardized in
this
manner
AU
so that they
19
could be posted for student use.
Knovring the grade levels,
rks
the pupil could apply the self-grading systera to his
and raight thereby strive for improvenient.
It is not in-
tended that this method of grading apply only to the seventeen events, but to other single physical-education events
as well.
The final grade is indicated by a coraprehensive index
which is a composition of the nany factors of physical education.
Besides such scores as indicated in the seventeen
events above this broad index includes an objective measure-
ment of posture, housekeeping of lockers, bathing habits,
appearance
(hair, shoes,
clothing), and citizenship
(sports-
manship, willing!less to cooperate, respect of ectuiprient).
Patterned after the decile index for general athletic ability the broad index was calculated in the sane manner.14 All
factors were scored from 1 to 10, and the mean average was
deter:ined to the second decimal for ranking purposes.
Grading the intagibles presented a problem in bookkeeping until a system took form as a result of many attenpts.
For example, when the grading of "housekeeping of lockers"
was planned an unannounced locker inspection was called and
the boys opened their storage chanbers while they received
their number fr
their lockers.
lnfra,
1 to 10
which indicated the condition of
Another day, "bathing habits, were observed
(Chapter two), p. 23
20
and likewise recorded, then "appearance", and "citizenship'1
followed at various intervals.
to grade all four factors on one
It was í'ound that to attempt
clay
was time-taking and
thereby impractical. The best solution, the writer found,
was to take one item per week while mental noting was to be
taken at any time and recorded when the opportunity presented itself.
Once the final grades were ranked fr
high to
low they viere divided as in the fourth column of the grading
key for their respective letter-grades.
entire grade
vías
In this manner one
given its letter marks for the semester.
The general ranking-list is not intended for posting
since the reaction of the sensitive boy might be detrimental
to his moral.
However, the rank of the individual who is
serious in his intentions would not be kept from him since
ranking in itself is thought to a powerful motivator.
To
know their standing among their fellows, some boys might be
spurred on to greater physical education feats.
Guidance
Another attempt of this study was an attempt to demonstrate a need for athletic guidance.
ber 31 for example,
Let's take case num-
and examine his records.
of average weight and heighth, and for illS age,
built.
Case 31 is
is
huskily
He has a large lung-capacity, normal vision, a pro-
1Infra, (Appendix), p.46.
21
portionally large chest, above average mental ability (for
the eighth grade)
and.
an average scholastic rating.
decile index for general athletic ability
v.Tas
His
surDrisingly
high and his classification index was in the upper quartile
while his athletic interest, as indicated by the test, was
In spite of his inexperience in sports he was rated
low.
above average in every event except swimming and standing
broad-jump.
His home-room teacher reported that he was
capable of doing much better work, and upon questioning
it was found he was not ìarticularily interested in any-
thing.
It may be assumed, therefore,
that the boy should be
guided into athletics, and such guidance is necessary to
create an outside interest.
It might be assumed further
that if an interest in sports were developed the boy
would
do quite well, and coasecuontly, would do much better in his
school work.
Case number 31 was encouraged to participate in basket-
ball and although much persuasion was necessary he agreed to
"stick it out" for two weeks.
By the end of that time the
boy's interest in tìe sport was significantly positive and
he began to command the respect of his fellow players.
The
end of the third week found him a definate asset to the
team with many compliments as to LrmroveLlent in school work
and general attitude.
On the other hand,
case 33 offers another story as to
22
guidance.'6
This boy
had.
as indicated by the test,
terview.
an abnormal interest in sports,
and.
as was determined £rom an in-
He devoted a good deal of his time to football
and has:etball, rarely missing a turnout.
get accuracy
all events.
iis
cept for tar-
records reveal that he is below average in
His general decile-index being 3.2 leaves little
hope of his even becoiig even a fair athlete among the present competition.
The writer capitalized on the boy's
in-
tense interest in sports and appointed him to a basketball
manager position before the end of the ball season, besides
using him as an official when the occasion demanded.
grew to like his
haDpy.
nevi
The boy
association with athletics and became
It is felt that the need for
uidanco was satisfied
in his case and that many other such cases could similarly
be handled.
16lnfra,
(Appendix), p.46.
CHAPTIR THREE
TEE STATISTICAL STUDY
This chapter on the statistical study, as the title
plies, deals with correlations of various kinds.
tion,
it
ini-
In addi-
contains explanations of the decile index for gene-
ral athletic ability, of the classification index for athletic grouping for competition, and
the statistical suxna-
ol'
ries.
The Decile Index
Since an objective measure of general athletic ability
or athletic worthiness was necessary,
conceived.
the docile index was
To determine the decile index of the eighth
grade the writer listed the scores in each of the events of
the
l2
shown
i.n
cases in colunins having the best mark at top, as
He rated the scores of the top 10»
the appendix.-
as 10, the next high 10% as 9 and so on
dvn
10% which was rated as
Since mental ability
1,
accordingly.
to the lowest
and athletic interest were regarded as positive factors in
making athletic success they were included in the index along
with the 17 athletic events.
was taken as "1" although
1-Infra,
niany
The lowest score for any event
.zere
(Appendix), pp. 76-88.
unable to climb the rope
23
In order to clarify the
calculation of the decile index a sample case is taken beor swim the length of the pool.
low.
(Case
33)2
COMPUTATION
of
1.
3
4.
5.
..........
.........
Cross country
I-ugh-jump .......
Broad-ju3np
50 yard
100 yard
440 yard
6.
t7 Shot-put
8. Baseball throw
9. Baseball target
10. Football throw
1 1. Push-ups. .
12. Foul Shooting
13. Rapid Shooting
.
i4.
l.
l'7.
15.
18.
19.
.
. .
.
.......
Hand-stand
Sv'i:rmning
33
8th Grade
Rope Climb
.
15.1
102
6'l5"
. .
9'8"
.
...
65
....
....
....
....
....
1'?
.
13'
3
3
.
....
....
36?T
35
......
I. Q.
Athletic Interest
. .
DedlleRatin
8.0 ....Under d-2
"
144
Stand. broad jump
. .
CASE
DEC ILE fl1D
Time or
Event
2
of
O
20
53
1r,
100
13
.
.
,,..
....
.
.
"
"
n
'
.
....
.
"
"
"
"
"
.
....
IT
"
it
.
.
. .
"
d-4
d-1
d-1
d-2
d-4
d-3
d-4
d-3
d-3
d-9
d-5,4
d-3
d-1
d-Y
cl-i
d-4
d-5
d-1
Score
of Docile
....
....
...
....
....
....
....
....
....
....
....
....
....
....
....
.
.
.
. .
.
.
.
.
.
. .
....
2
4
i
i
2
4
3
4
3
3
9
4.5
3
i
9
1
4
6
i
Total.. 65.5
average of the colunn above is 65.5 or 3.4,
19
which is the docile index of case 33, or a measurement of
The mean
his general athletic vrorthiness in 19 factors of athletic
signifigance. The index of 3.4 out of a possible 10 flight
be rerarded as low, but it must be remembered that this is
2Infra, (Appendix), pp.46, 54, 62,
24
a comprehensive measurement bf many tallies and that few
have rated above "8".
upper 2O
It must he noted that boy was in the
in both the "push-ups" and hand-stand.
Since
many good athletes were unable to swim their scores were
somewhat lowered.
Classification Index
As previously pointed out, this study was to attempt
to discover a method to croup athletes for keener corapetition.
It is believed that such was found althou-11 more
perfection is thought necessary.
After applying the Cozen-Neilson formula, the classi-
fication index of icClor, and the grouping method of the
Cowlitz County to several cases, the
iter was not satis-
fled with it's grouping and sought another formula which
would more nearly rank with the decile index.
There seemed
to be no combination of age, weight, and heighth which
would do this, so ho added speed (100 yard dash time),
strength (push-ups), and agility (time for rope climb),
factors to his formula.
After much trial and error in jug-
gling the factors in various combinations a fairly satisfactory formula finally evolved.
Below is a comparison of
grouping formulae including the one derived by the writer.
In the Richardson formula, named after the originator,
tTp"
stands for the number of push-ups, "h" for the time in
25
the 100 yard dash, "r" for the time of Tope climb and
T'A,
H,
W" for the comnion age, lieighth, and weight respectively.
When
"i'"=0,
(the boys inability to climb the rooe)
"r" was
then taIen as 30 (for eighth grade) which is two seconds
To compare the formulae the
tore than the lowest time.
writer used the first
cases in the appendit and applied
5
Case 30 was selected to demonstrate the
them accordingly.
hear
results of a slow
boy.
COMPARISON of GROUPING FORMULAE
+
(McC by)
1
2 O.k+ 6H -t- W
2.
204.75Hrl.6W
3.
l*A (age in nonths)f l-H3V1
4.
A-$-I-I+VH
(Cozen-Neilson)
10p-3
(Cowlitz County)
(Richardson)
(h*r)
lo
Case No.
(1)
i.
2 .....
7 05
.
I
3.....
4
ç:;
_,
.
s
.
s
.
i
i
.
t
.
. .
688
.
5
'7
9
.
.
.
.
24 2
.
.
.
.
753.... 741.25..671 .... 19.4 ...
??9.... '761.55..6?2 ... 15.6 ....
10 3
.
55 8
6 53
680
720.... ?85.1...616 .... 16.2 ....
.
.
Decile Index
(4)
.
.
.
.
.
.
. .
.
. .
85c3....893.5...942....14.3....
30
One o
6 O
4.?
4.3
3 6
4.5
2.5
the purposes of this classification index was
to have it apply to the grade school track and field meet
of late spring.
Since this meet will include boys from
sixth through eighth grades the classification indices
will be taken from the entire group and divided by four so
26
as to have four groups.
The meet having about 600 entrants
will place nearly 150 in each group.
It
may be predicted
that competition will be much keener from this grouping than
'rom the straight age,
straight grade, straight weight or
any cabination of such, since the Richardson Formula includes speed,
strength, and
aility factors.
Below are the
divi-
sion points of the various classes according to the Richardson formula.
ClassA ........ .....Above30
........ ..Above2lbelow3ø
ClassB
...... ...Abovel2belovï2l
ClassC
Clo.ssD ........... ..Belowl2
This division divides the 364 cases of this study approc-
imately into four even rroups, and it is cuite reasonable to
assume that it will likewise do the same for those entering
the meet.
Correlations
Since the correlation is
enera1icr regarded as the best
index of relationship of two measures the writer included
five in this research.
It is regretted that time for calcu-
lation did not permit more correlations as ample material
was on hand for many other valuable relationships.
Being curious as to the comparison of speed and iental
ability, the writer chose the time in 440-yard run to be
correlated with the intelligence scores.
Using,
Pearson's
2?
coefficient of correlation
(r
the
)
viter
corn-
3Y'
Duted the correlation to be .39 or almost .4, which is considered not too significant.3
To cut the practice effect
to a minirnum and thereby apDroach native ability the writer
used the sixth grade runners in this comparison.
Observing a surprising similarity betvïeen the diameter
of the calf and neck while taking the measurernents,
the
writer was curious and wished to discover the actual correlation.
Calculated on the Durost-\ialker chart it was found
to be .85 i.çhjh is thought to be high.4
To express this
relation differently, one might say in 3 or
9
out of 10
cases the neck and calf sizes are almost identical.
A
glance through the appendix will reveal this high degree of
Note the rare exceptions in :Thich these two
relationship.
r.aeasurenients
vary
rnoi'e
than one inch.
To satisfy his f md-
ings on a wide age-range, many sample readings of neck meas-
urenent of males from ages of 2 to 40 were taken.
Although
the measurements tended to vary more at the extreme ages no
person of normal pl1ySiaUe was found who had a difference of
tion,
1Iarold O. Rugg, Statistical iiethods Applied to Educa(New York: Houghton MiffLin Gompany, l917), pp.266-270
Durost and Helen II. Walker, Durost Walker
Correlationøhart, (New York: World Book Conpany, 1938)
4walter
IST.
two inches in his measurements.
It is a popular opinion that long arms
(reach) and
throwing for distance (baseball throw for distance) are
highly related.
To exPress the facts behind this notion the
writer decided to correlate arm reach and baseball throw for
distance.
"r" was computed to be .31 which might be inter-
preted as not too high in correlation.5
It is coEnnon talk that athletes are "dumb" and f ew are
scholarly and achieve high grades.
The viriter was interes-
ted in the validity of this common talk and ran a correla-
tion between scholastic success as rated by the "home-room"
teacher and athletic success as rated by the coach.
Kessler
i
Since
not bound by high-school rules which bar poten-
tial athletes from competition because of their inability to
maintain a certain scholastic avorae, this comparison
should have more reliability than one on a higher level.
To
satisfy this relation mental ability was compared to the
coaches rating of athletic success.
To :iake this correlation as objective as possible the
writer calculated an "athletic index", and compared it to
the scholastic rating.
If a boy participated in one or more
sports his most successful one was selected for comparison
and his athletic index was arriùed at in much the same manner
5Harold
O.
Rugg,
O.
Cit., pp. 266-270
r)
Factors making
(1) offensive power, (2) defensive pow-
as the decile index previously described.
up
the index were:
er, (3) moral power, (4) training habits, (5) attitude,
(6) loyalty, ('7) sportsmanship, (8) seasonal improvement,
(9) leadership, and (10) citizenship (respect of property,
respect of the rights of others, etc.). These ten factors
were graded from one to ten and the average of tue whole
was taken as composite success in that sport. The athletic
indices are listed in the appendix.° Using the short method of correlation7 "r" was deterr:ined to be .05 or practically O correlation.
The
The
Statistical
statistics
Suirriaries
this study are based on the
in Statistical Method by Irvin Gavet
used in
texts; A First Course
and. Statistical Methods Applied to Education by Harold O.
Rugg. In calculating the norms for tbis research, the writer used both the medium and mean-average. Vihere scores were
quite divergent as in the rope climb and hand-stand, the niedium was employed for the noriaial point, and in such events as
the rwis where the score were quite rerular in distribution
6lnfra, pp.65-68.
8G. Irvin Gavett,
(New
7Rugg, op.
cit.
pp. 274-276
A First Course in Statistical Iviethod
York; McGraw-Hill Book Comany, 1925)
30
the mean-average was used.
The norms were valuable for re-
medial physical education, grading purposes, and for couparison with other studies.
So that the various measurements can be seen at a
glance, each grade-division
lias
its surúmary which includes
the record, in case of an athletic event, and the hipthest
score, in case of another measurement, the norm (medium or
mean-average), and the lowest score or mark of the various
measurements.
In addition,
the lowest reouirement of the
Kessler Signa Delta Psi, and the all-school records are included in the surnmaries.
To include all of the many measurements groupinj was
necessary so they were sectioned into the four groups namely,
the anatomical measurement summary, the athletic measurem.ent,
summary part one, the athletic measurement summary part two,
and the miscellaneous measurement summary.
:ition of
To avoid the rep-
repeating the some 40 tabulations and to give a bett-
er cue for the column heads in the surmiaries and appendix, a
key has been devised as shown below.
Each of the four sec-
tions of measurements is blocked off by double spacing.
¿J-
Key to Suriinaries
and.
Appendix
CN* represents the case number
represents the weicht of the boy in pounds
"
height in inches
"
size of the neck in inches
"
size
of the shoulder in inches
"
"
arm reach in inches
normal chest size in inches
"
chest expansion in inches
"
"
waist size in inches
"
body length in inches
"
leg length in inches
"
calf size in inches
A
B
C
D
ti
G
H
I
K
represents the time in the 50-yard run
100-yard run
"
U
"
440-yard run
cross-country
"
high jump in inches
"
running broad-jump in feet and inches
"
standing broad-jump in inches
"
"
shot put in feet and inches
"
"
baseball throw in feet
"
the score in the tarrzet throw
"
L
'7
Li
N
1t
t?
?t
t
t?
t?
ti
O
t,
P
TT
?t
't
R
S
T
u
V
w
represents the football throw in feet
number of push-ups accomplished
"
number of foul shots out of 10 tries
"
number of baskets made in 30 seconds
"
"
time for the 60 foot swim
hand-stand
"
rope climb
"
"
decile index for general athletic ability
"
classification index for grouping
"
't
X
Y
I,
t,
z
t,
AA.
AB
AC
AD
it
't
t?
t,
t,
t,
't
ii
it
represents the age in years
(Snellen Chart)
visual acuity
"
mental ability scores
AG
"
athletic interest scores
AH
"
scholastic rating out of possible 5
AI
"
"
sports index as calculated by the coach
A3
AK* is a check for football experience
AL*
basketball experience
AM*
experience in other sports
*
these are not included in the summaries
represents feet or minutes in the columns
(t)
AE
'T
JOE1
t,
'T
t,
't
t?
??
tt
tT
t?
t?
t?
t?
32
ANkTOLIICÂL 1.EASITR]NT SDIVIMARY
Key
_A___-B----C----D----E---F---G---H----I----3---K
Eighth Grade
Large st
measure---216--72---16 --22 --33 -40 -4 --39 --28---40--17
Noria ------ 110--62---13
--15 --27 -36 -2--28 --21---35--13
Sma liest
measure--- 78--55---11 --113--22 -25--1 --22---15---24--1O
Seventh Grade
Large st
rneasure---193--70---15 --26 --32 -39 -3k--37 --29---43--16
Norm ------ 95--60---12---15 --26 -30 -2 --27 --19---33--13
Sma i 1 e st
measure--- 73--55---10 --11 --19 -25 -1 --21 --11---24--10
Sixth Grade
Larg e st
measure---133--67---14?--l7 --31 -3
-3 --34 --23---39--15
Norm ------ 83 --57---11---13 --24 -28 -2 --25 --18---31--11Smallest
measure--- '1-O--53---10 --10--20 -25 -1 --22 --13---26-- 9Special Group
Lar g e st
ineasure---150--66---15 --18 --29 -34 -2--3l --24---37--15
Norm ------ 100--60---13 --14---25j-31-2 --27 --19---33--13
Smallest
measure--- 77--56---11 --13 --24 -27 -1 --24 --18---29--li
33
ATHlETIC
Key
L
ASRflPT
SU1MARY PART ON
-L----M----N----O
-P-----R---S
All-School
Record ----- 5.8-l1.2-6l-4'3 --55--l7'5--96--36
-T----U--
--225--105
Si gma
Delta Psi--6.8--13.9-
-
4'36--48--12'6 ----- 25
--175---
Eighth Grade
8th-Grade
record ----- 5.8--12
-65 --4'8 --5.5--17'6--96--36
Nom ------- 7.5--15
-94 --5'6 --38-- 9?6__62__16?4__130__ 30
Low iaarlc---9.9--22
-130--7'3 --28--6
--49--12
--225--105
-- 92--
0
Seventh Grade
7th-Grade
record ----- 6
-53--18'6--89--36
--224-- 90
Norm ------- 7.2--14,9-91 --5'16 -40-- 9'7--66--18
--130-- 40
--11.2-61
__4t10
Low inark---9'6--19.4-149--8t34 -28--
6
--36-- 8
-- 69--
0
Sixth Grade
6th-Grade
record ------ 3.5--13,2-72 --4'SO _45_13l__73__24?6__l82__ 95
Norm ------- 7.5--15,4-97 --S'iS -38-- 9'6--59--15'6--116-- 45
Low mark---10 --22
-129--7'30 -24-- 6'9--40-- 9?3 --65--
0
ecia1 Gro
Record ----- 7.3--16
-35 --Stil -46--15
Norm ------- 8.2__16.7_108__5t55
37
--82--29
--130-- 70
8?1l60_17t6_l00_
Low inark---8.6--18.4-118--6'40 -30-- 5'Ô -50--12
-- 70--
¡i4
0
34
ATHLETIC LASU1Ei.NT SU1LRY PART
'17O
Key --------- V----'T----X----Y----Z-----AA----.AB ----- .kC----AD-
All-School
Record ------ l58--2---9----24---9.6 --21
--5.1
--
S iia
Delta Psi---
12.5
10.1
ihth Grade
8th-Grade
record ------158.--27---9----24---lO
--
7
---s.l
--8.9---38.?
Norm -------- 78-- 8---2---- 4---15.2-- i ---17
--5.7---21
Low mark---- 28-- 0---0---- l---25.1-- .2---50
--1.6--- 6.8
Seventh Grade
7th-Grade
record ------ 142--32---9----22---9.6
-- 21 ---8
--
Norm -------- 70--10 -------- 5---15.8-- 1.8---l6.2--Low nark---- 25-- l---0---- 0---42
--
.1---40
record ------ 112--23---8----12---1l.5--
5.2 --12
-- -
37
16.4
2.7
Sixth Grade
C)
t h -Gracie
-
23.9
-
11.5
.3 --60
-
1.4
Record ------ 92--20---6---- 4---48---- 1.4 --25
-
16.6
Norm-------- 42-- 4---2---- 3---48---- 1.1 --16
-
10.0
Low nark---- 24-- l---1---- 1---48----
-
3.4
Norm -------- 56--
7 --------
---a
Low mark---- 17-- 3---0---- 0---48
-- 1.3 --19.5
--
Special Group
.3 --11
35
LISCiLIAiNE OUS
Key
-
ITASURNT
SkRY
-AG-AH-----AI-----AT-
AE----AF
Eighth Grade
L
Hir.hest score
-------16----1
mark
or
R
Nom----------- 13.5--2.3
2.1- 99----53 ----- 3 ------ 6.8
Lowest score
or mark -------- 11----9
9
1
-125----'?? ----- 5 ------ 9.6
-
?9----18 ----- I ------ 1.6
Seventh Grade
Highest score
or mark -------- 16----1
1
-143----?? ----- 5
Nom ------------ 12.5--2,2
2
-101
Lowest score
or mark --------
9
-75----? ----- 1
Sixth Grade
Highest score
or mark --------
1
Norm ----------- 11.5--2,8
2.4-101----39 ----- 2.9
Lowest score
or mark -------- 10--.--9
9
-121----'70 ----- 5
-81----]1 ----- 1
Special C-roup
Highest score
or mark -------- 1Q----2
2
-95----0 ----- 2
Norm ----------- 13-----2
2
-'72----21 ----- 2
Lowest score
or mark -------- 11----3
:3
-60----13 ----- 3
CHi\.PTER
CONCLUSIONS
FOUR
AiID RECOI'fl':NDATIONS
As was pointed out in the introduction this study would
attempt to Í'oster a better physical education prografli at the
Kessler Elenientary School by:
(1)
providing incentives or
various kinds for student motivation,
more accurate grading,
io guidance,
education
(4)
and.
(5)
(3)
providing aids for better athlet-
providing statistics for remedial physical
creating a basis for future research.
This research also was to attempt to:
method of grouping boys for more
(2)
(3)
nents and,
(1)
demonstrate a
eual athletic competition,
demonstrate the relationships of
twins,
Droviding aids for
(2)
tvro
sets of identical
demonstrate the correlations of various measure(4)
demonstrate that there is some factor at Kess-
ler that contributes to the left e:e being weaker than the
right.
Physical Education Incentives
Since any program, to be successful, reauires motivation
the v.Titer devised two special forms of incentive
purpose in mind, namely; The
Sia
1.iith
that
Delta Psi for Kessler, and
the establishing of all-school and grade records with their
3?
accoin.Danying awards.
It
might be reasonable to assume from
the co11eiate success of these two forius of athletic stirnulation that similar popularity .iould be enjoyed on the
grade-school level. As a result of this study, records in
athletic events
were to be established to provide motiva-
tion for the individual ïho specializes. It is suggested
further, where a pin is iven for the Sigma Delta Psi, a
medal be given for the holder of an all-school record with
the particular championship engraved upon it. It is also
reconnended that holders of either of these two meritorious
awards have their names enscrolled uon a plaoue which is
to be displayed in a conspicuous spot in the school building.
s another
incentive for better
in physical eclucation classas it is reciiended that the various grade leveis forned by this research (Chapter Two) be posted or perhaps mimeographed for the convenience of the student. It
itmay be concluded than that this grade guide would serve as
a inotivator foi' better and more inspired work owing to the
factor of self-competition. It might also be concluded
that the ranking of the various students would also be incentive for more physical education industriousness due to
the element of competition. However, it is not the .rish of
the writer to have unwholesome competition where a "boomerang" effect might result in the case of the sensitive boy,
work
38
but rather to have a mild self-competition for individual
improvemont.
Therefore, the writer recoionds that the
ranking of individuals be kept for conferences purposes
v:here it could then be
tion activator.
employed as a safe physical educa-
It must be emphasized in these conferences
that the information is for private use only and must not
be topic of conversation.
It might be concluded that proposed grading system de-
scribed in chapter two is superior to the "hit and miss"
system formerly used at Kessler, on the grounds that it is
more objective, more comprehensive, and fosters more
provement.
ini-
It is recommended that Kessler use this plan of
grading viith an accent on improvement.
Need for Guidance
It may also be concluded that there is a need for ath-
letic guidance on the grounds that some boys waste much
time on intended athletic careers that they could never aclìieve,
\ihile potential athletes spend their lives
with no
career objective although they could gain farne and fortune.
This need for guidance was indicated in chapter two vrhere
the records of case 31 and case 33 were reviewed in detail,
and it also demonstrated the remedial effects on the boys
after this need was satisfied.
A review of the appendix as
to the athletic interest scores and athletic indices will
demonstrate that the two cases above are in no way isolated,
39
are not representative of the extremes, and are typical.
The wTiter recommends that in the screening process l'or
athletic material that any boy with a decilo index of less
than "IL" and corresponding classification index of less
than 10.0 should definately be discouraged from hopes of an
athletic career. The figures allowed l'or a possible inprovenant, unusual growth of the boy, intense interest in
the sport, and took into consideration the competition offered in the field. It nay be predicted from a survey of
this study that only the upper twenty percent would survive most scivacl slashings which are custoriary of many coaches in the business of winning.
However, it must not be construed from the above that
the writer recoinends that all boys who are poorly adapted
for sports be excluded fron that program. In fact lie contends the weaker boy is in need for this phase of physical
education and believes the school program should provide
such on an intramural basis, and that the weaker boys should
be guided into taking athletics for developmental purposes,
but should be discouraged from entertaining the idea of makIng a career of such.
It must not be construed either, that the writer would
recoiBmend guidance that would kill a boy's interest in sports.
What he does recommend would be the capitalizing of this intense interest and thereby providing hirn with a pursuit which
40
would be allied with his interest such as; a manager position, assistant of some nature,
a position as rereree or
other official capacity, a sports reporter, or public address announcer.
This form of guidance was demonstrated to
be satisfactory with case 31 and case 33.
Grouping of Athletes
Since it was demonstrated in chapter three that the
method devised by this study for grouping of athletes for
cor:petition followed the decile index more closely than
other grouping formulae, and since it uses additional fac-
tors of speed, strength, and arility, it may be concluded
that this method is better for grouping purposes than the
other three methods using the combination of weight, height,
and age alone.
The writer reconmiends that this classifica-
tion method be used for intramural athletic competition,
county track meets, and other athletic meets where large
numbers of boys or :irls are participating.
Correlations
To know the relationships of various measurenents which
might be contributing factors to athletic success is not of
value
onl:,
for arrumentive suport, hut for athletic selec-
tion as well.
Several conclusions can be made fron this
study in measureaent relationships among which are:
(1)
the
41
correlation of speed in the quarter mile arid iite11irence
as measured by mental-ability tests is positive but lovz,
(2) the correlation between inte1iiFence and athletic success as measured by the coach is siriular to that of seod
and intelligence, and might be interpreted as low and. positive, (3) the correlation betvieen athletic success and scholastic success as iieasured by the "home-roori teacher is about zero or negligible, (4) the correlation between ariareach and baseball throw for distance is significant but
low, and (5) the correlation between neck and calf measurements is highly positive.
It night be concluded further from this statistical
evidence that; (1) there is some support to the thesis that
the length of the arm does tend to increase the throw for
distarce but it is not too strong, (2) at Kessler, at least,
there are grounas to support the argument that successful
athletes do not fair so well in scholastic endeavor or standing, and that (3) there is no statistical support to the
argunent that athletes are "dumb", but there is some support to the contrary, since both speed and athletic success
relationships when compared to intelligence are positive.
It might also be argued since athletic success correlated
better with intelligence than it did viith scholastic success that there are grounds to believe that success in athletics does foster a lower scholastic rating. The writer
42
believes the lowering of scholastic achieverient among successful athletes may be due to;
(1)
competition
01'
the girl
students which tends to raise scholastic standards,
(2)
to
the time sacrificed by indulging in sports which Might
otherwise be used for studying,
(3)
the sacrificing of inter-
est in scholastic endeavors owing to the more intense interest in sports,
practices.
and tue (4)
difficulty of studying after hard
iphasis on the boys doing better
in their stud-
ies is recommended at Kessler so as to remedy this condition.
Norms for Remedial Purposes
It may be concluded that norms of the various measure-
monts would be
of'
value for remedial physical education and
the establishing of such as a result of this study will contribute to a greater physical education program at Kessler.
Deviation from the norm with respect to weight, height,
waist, chest, and stamina in certain athletic tests such as;
rope-climb, Dush-ups,
for diagnosis,
and,
and.
the runs would have significance
for corrective and preventative purposes.
The writer recommends that this material be available for
corrective physical education and be applied for
te
select-
ing of individuals for special attention.
The Study of Identical Tiins
From the study of the two sets of twins in this research certain conclusions have been arrived at and are
43
listed. here: (1) identical tviins do have unusual similarities as to some anatomical, mental, and. physical measuremonts, but deviate appreciably in a few recordings; (2) identical tvîins who have the highest athletic interest
scores do better in athletic events, have sonewhat lar'er
anatomical measurements, and score higher on both athletic
indices; and (3) identical twins have very close scores in
certain events, namely; the cross-country run, the shot-put,
the hand-stand, and the rope-climb. It might be concluded
that the twins having similar measurements is iot surprislug, but their having very close scores in similar events
where scores should be exDected. to diverge, is surprising.
11ihy the times should be so close in the cross-country run,
particularily when the brothers ran their trials different
days and under a possible difference of weather conditions
renains a mysterr. As tItis is meat for another paper, fur-
ther investi-ation is recorinended.
Visual Acuity
From
the
statistics gathered
visual acuity at Kessthat with the aid of rlasses
on
1er, it may be concluded: (1)
in so:e cases, about 9O of the boys have normal (20:20)
vision, (2) that there are more cases vrith less than 20:20
vision than there are with better than normal vision, (3)
and that as demonstrated by the mean-average of both eyes,
44
the left eye is slightly weaker than the right.
It night
be concluded from this study that since the viriter has
found no information that the left-eye d.efect is general,
that
so:ie
faulty vision facilities or
ractice at Kessler
might tend for the left eye to be weaker than the right.
I-b
is corion newspaper gossip that Kessler has poor light-
ing facilities, and it is knovrn to the writer that only few
rooms have the direct window lirhting such that it will fall
over the left shoulder.
It might be very
practical from a
vision standpoint to further this investigation and so future research is recmiended.
Future Research
The mass of information gat1ered for this paper greatly
exceeds that vrhich is necessary for a study of this nature
and much of the evidence can be used for future research.
This collection of data might be utilized in other correlat5ons such as;
foot-size against speed, visual acuity
against baseball throwing for accuracy, body length aainst
strength, leg length against jumping, lung capacity against
swimiing, chest size and distance running, and many other
combinations that might challenge the curiousity.
Since the
writer was unable, after an exhaustive search, to find a
standarized athletic interest test, it might be a fascinating.
study to attempt such for the market. This compilation will be
on hand for follow-up study, reference and guidance purposes,
and other needs for future research.
FI'J?iID49)i1
The appendix includes coluinns of ieasureents which are
grouped into four divisions, lists of seventeen athleticevents scores
in deciles
and two mental scores which are blocked off
(decile-index naterial), and a sample of the ath-
letic interest test.
As in sunmiaries, the various
easureients are compiled
in four Liain groups whose colu!ims are headed alphabetically
as explained in the key on page 31.
aro:
The grouDs in appendix
the anatoriical measurements, the athletic measurements
part one, the athletic measurements part
trio,
and the miscel-
laneous measurements.
Docile index (AC), sports index (As), checks for football experience (AK)
,
checks for basketball experience
and checks for experience in other sports (AM)
,
(AL)
,
are included
only in the eighth-grade division (case numbers 1 to 142)
since very few boys below this grade-level were able to make
the regular junior high school athletic teams.
All the
other recordings are given for each of the 354 cases.
46
ANATOMICAL
CN
i
2
3
4
5
6
r?
8
9
10
11
12
13
14
15
16
J_r?
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
3?
38
39
40
41
42
43
44
45
ItiASITREMBINTS
K
A
B
C
D
E
F
G
H
I
3
85
115
109
80
60
63
65
60
62
12
22
27
30
33
28
2
2
67-
12-
16f;
20
23
20
16
19
21
59'
63
62
64
63
69
59
11
14
14
26
29
28
26
25
2?
30
3O
25
29
25
29
24
28
29
29
30
29
27
28
28
27
33
28
27
24
29
25
24
34
284
11
12
15
15
14
14
14
9v?
120
85
111
106
116
93
134
80
108
125
134
100
138
114
94
112
114
149
100
124
81
125
88
84
200
111
'78
86
86
115
145
1.54
127
145
116
100
170
111
82
115
6'7
71
6'?
64
71
63
65
64
66
66
60
66
56
68
59
5'?
12;
12--
13
1113
12
1312
12
13'
13
13
15
1?
15
16
15
16
17
17?
1.5
13
18
12
11
13
15
15
12-
11
15
15
15
15
13
16
16
15
36
16
14
16
16
12
12
12
12
14
11
11
15::
2'4
25
25
29
24
26
29
28*
26
27
23
28
27
29
20
32
25
2?
24
27
26*
25
27*
24-s
29
29
24
25-
36
59
57
58
56
64
14
13
11
13--
15-
27
70
1314
14*
13
17
13
16
29*
68
64
6?
6264
577
CS
57
62
25
23
28
34
29
32
29
51
29
31
26
31
31
33
30
3330
26
26
29
35
29
32
28
33
29
2?
36
32
1
1
1
1
1
3
1
1
2
2
3
1
2
3
2
11
3-
2
3
2
2
2
2
2
1
1
5
39
17
19
18
22
21
23
19
25
2323
24
25
18
20
20
22
24
2].
24
20
22
2O
20
2O
22
18
36
38
36
24*
37
34
36
32
38
7;
37'
12
12
12
1O
11
12
12
13
12
13
11
13
36
35
39
26
32
40
11
36
29
29
35
36
28
13
12
14
13
14
12
13
11
13
12
11
17
13
11
3'?
36
36
35
38
34
30
38
11
13
13
12
13
27-
24
29
23
1
26
17-
27
12*
2
2
2
25
29
20
24
28
31
26
2?
27
29
50
35
37
32'
1-
35
30
22
28
38
38
11
13
14
14
14
14*
31j-
34
124v
16
2?
13
14
13
15
22
15
13
27*
33
29
40
3
2
2
3
2
1
2
11-
11
13
24-k
24
28
31
23
26
29?
29
30
24
3O
30
28
34
29
25
26
234k
23-i
34*
1
14
20"
22
21
18
37
31
36
31
33
32
18*
12c
33
26j
13
13
15
13
11-b
47
CN
A
B
C
D
E
F
G
H
I
J
46
47
115
99
136
64-?
15
12
13
12
14
18
15
16
14
16
13
18
15
25-?
30
29
36
28
31
3
28
28
32
24
27
25
31
29
24
25
25
34
28
28
29
28
26
29
25
23
22
19
21
20
20
22
34
38
13j-
32
36
36
33
14
12
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
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7.4
6.2
6.6
J_45
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
195
176
177
178
1'79
180
181
182
183
184
185
186
187
188
189
190
N
8
14.2
12.1
14
14
13.2
13.1
16.1
p7.1
M.2
6.8
7.9
6.6
6.3
14.9
13.8
13
14.1
16.2
16
13
13
15
16
15.2
16
16.4
17.2
15
14
12
8
17
7.5
7.5
7.3
7.2
15.5
15.8
15
'7
7.2
6.9
77
7.2
6
6.8
'7
7.2
8
7
9.5
7.9
7.3
6.8
'7
92
70
'73
75
70
69
98
'71
92
'77
90
93
79
82
'71
71
94
95
91
136
87
149
108
79
'78
110
102
95
100
15
16
90
93
7.4
6.2
7.2
7.5
8.1
7.2
6.8
14.8
13.9
84
7
15
7.3
8.2
1.9
'7.5
72
8
8
7.4
6.9
7.2
7.8
15
15.6
16.3
14
14.1
10
17.4
17.5
17
14.8
13.?
15
16
86
129
123
85
63
93
105
91
97
96
79
83
98
95
103
86
R
S
T
U
9'6
68
5'7
1O'4
23'6
23'l
22'l
150
140
150
50
917
24'?
13'6
18
16'9
20
29
188
116
O
P
C
5'40
4t49
5'13
4T19
5'5
4'39
40
A5
40
46
42
45
38
40
36
5t3'7
4'33
6'14
5'2
6'30
5?6
5'15
4'43
4'38
4'31
6'50
5'55
5'lO
8'll
7'?
6?16
5'39
5
4'24
5'20
5
4'ZO
5'39
5'34
5'29
5'40
5'3
5'lO
5
6'S
4'24
5t4
4'52
4'59
5'SO
5'49
6'4
S'i?
5'44
5t17
5'6
5'29
44
38
38
38
38
40
42
38
34
40
41
32
36
32
38
46
36
36
35
40
40
50
45
40
41
37
32
39
42
32
40
37
36
38
37
29
40
43
39
1O'l
1O'G
10'6
10'9
82
64
68
10
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61
9'8
67
59
10'2
9'4
9'2
9'3
9t5
71
70
64
9i
a
10'l
8'9
9'2
9'4
8'?
8'3
8'2
10'6
10
10'2
11
63
50
65
60
.69
65
66
50
53
60
65
77
76
19
13
21
16
21
25
16
19'2
15'S
14'6
13
28
21
16
24
70
72
75
16
10
8
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9'3
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19
23
9
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18'3
9'8
58
63
66
9
9
15'6
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29
18
18
15
9
69
18'2
9'7
7.8
9
63
58
60
65
67
60
65
60
57
60
60
15
15
13
18
10'4
9'2
9'6
8
9'?
8'll
10
9'7
9
9'?
10'i
8'lO
9'4
15t3
19
15
15
19
15'E
22
18'4
l'iM
169
150
160
142
124
75
69
115
100
1'75
150
153
125
75
78
193
112
119
163
172
133
120
121
130
115
190
119
105
115
100
150
107
100
98
154
131
133
130
131
106
130
90
80
50
65
30
15
50
35
75
15
60
5
35
75
20
30
30
5
60
25
65
15
30
20
45
35
0
25
50
45
35
95
60
25
25
80
45
70
60
25
45
85
45
10
55
55
35
55
58
CN
N
L
7.4
7.6
14
16.1
14.2
14.9
'7.5
15
'7.4
7
13.6
14.8
6.5
1.2
8
117.5
8.8
6.9
18
15
8
1'7'4
p7.1
'7.1
15.4
1-.1
7.8
8.2
14.9
16.2
207
'7.5
15
208
20g
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
7.5
14.6
13.9
19.4
191
192
193
194
195
196
J_9'?
198
199
200
201
202
203
204
205
206
225
226
227
228
229
230
231
232
233
234
255
236
237
'7
8
r/.1
9
7
7.5
7.5
7
8
9
7
8
7.3
7.5
8.6
7.5
7.i3
7.2
7.5
7.5
7.6
8.6
9
7
8
7
6.5
7
7
6.9
6.8
14
14.2
15.8
13.9
16
19
14
15.9
15.3
14.9
16.1
14.3
14.2
1.4
14.5
14.6
15
17
19
14.2
16.4
14.1
13
14.9
14'8
14
14.s
O
76 4'30
90 5'28
90 6
86 5'26
79 5'4
86 5'45
95 5'30
89 5'24
125 6'40
116 6'50
95 5'23
106 7'10
89 5'25
84 4'59
'74 4'23
95 7'?
98 5
83 4'35
92 6'55
104 8'23
86 5'S
84 '25
92 S'i
81 4?45
140 7'54
145 8'34
87 5'15
90 6'53
97 6'43
69 4'22
95 5'12
100 5'16
100 7'i
98 4'34
84 4149
123 7'S
87 4'50
98 6'15
124 7'll
90 4'33
121 6
91 4'lO
85 S'S
91 5'3
89 4'55
87 5'30
88 5'31
R
S
T
U
1O'6
73
36
38
44
48
9'4
9'S
59
60
63
23'2
15'8
18'3
9
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40
36
38
9'6
10'l
12?2
9?5
8'9
9?5
8'9
9'll
9'3
142
105
150
160
109
95
108
154
122
135
40
6'9
13'7
40
40
50
15
10
30
30
35
70
40
P
Q,
48
39
38
44
44
45
40
44
44
40
36
48
9
8'2
10
10
9
64
60
24'3
69
14?4
59
49
36
57
59
60
63
56
72
71
76
60
63
74
62
919
18'G
22'l
14'6
32
46
38
44
8'6
10
8'S
44
32
31
44
28
11
8'2
7'G
9?9
58
48
8'2
77
8
58
10
60
68
60
66
68
51
63
78
29
42
39
36
40
44
42
41
44
36
28
36
40
49
40
44
40
44
38
9
9
9'3
11t4
10'2
18'6
10
11
8'3
8'9
10
10'S
11'2
12'8
9'S
10
11'l
0
20
12
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53
13
15?6
15'9
16
15
2]i6
16
25'5
19'6
21'G
15
23
17
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3
17'G
10'8
18
24
17
14'2
16'S
32'8
18
20
15
20
67
9
60
70
73
10
89
71
15'6
24
20
20
68
71
63
17
23
16
109
120
125
113
122
107
150
199
155
148
55
65
50
50
40
25
55
35
45
65
120
158
145
111
40
77
35
70
139
81
155
11
127
96
105
155
110
144
103
137
98
130
100
225
110
139
127
138
130
0
70
5
5
30
5
40
45
35
40
40
45
0
40
'75
20
10
50
35
55
30
25
0
59
CN
L
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
774
7.4
7.4
6.8
7.9
7.8
257
258
259
260
261
2o2
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
I.
15
N
O
P
Q
R
S
T
U
100
116
110
6
34
34
40
7
48
64
63
13
20'S
16
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18
17
36
98
150
175
140
175
150
199
165
150
140
153
178
145
152
166
125
142
117
134
160
145
100
131
155
150
115
178
107
171
180
154
199
180
134
164
105
129
135
115
175
141
104
126
125
90
121
115
140
136
20
40
35
70
75
15
90
65
35
7
15.2
15.9
14.2
17.2
14.3
11.2
14
14.8
14
14.4
15.8
6.8
13
84
7
15.9
14.2
14
14
13.9
14.2
495
6
'7.5
7.7
7.2
6.8
6.9
7.1
6.9
7
7.4
6.8
'7.8
8
8.2
6.7
6.5
8
6.1
15
16.6
16.4
18
13
14.6
16
12.1
T7
15
8
6.9
6,5
8.4
9.6
16.2
13.2
14.8
13.2
13.9
14.1
17.2
18
19.2
7
16
7.1
7.2
10
16.1
6.4
7
7.2
8
8
7.9
7
8
9.2
7
7.8
15
19
13
14.9
15.5
14.9
17.5
17.4
14
16.2
93
125
107
61
94
109
97
87
92
93
94
85
92
90
83
106
98
90
84
78
120
94
108
90
86
80
77
109
78
80
102
104
100
120
83
121
99
92
100
92
101
104
'72
95
S'SO
6'9
4'39
5t3
6'bO
4'll
5'3
6'55
5'4
4'45
5
4'4
5'42
4'44
5
5'S
5'29
4'54
S'il
6'16
6'22
4'56
5'5
4'30
7'19
5'5
8'lO
5'4
4'37
6
4'28
7
5'40
5'15
4'SS
6'lS
5'42
6'4
5'38
S'lO
6'4
5'45
5'4
S'lO
6'4
4'56
4'S?
5'19
9'9
1O'2
317
40
31
51
40
9'lO
7'6
13?2
8'9
34
38
34
48
44
40
42
40
7
57
66
82
59
64
8'6
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9
78
10
11
11?9
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15
12
10
67
65
69
20'S
19'G
20
48
72
74
15
12
64
39
53
60
53
84
24
25'7
19
9
6
35
40
43
1O'6
10
40
34
35
38
10
40
40
34
42
42
48
44
40
53
40
46
40
43
36
36
33
41
36
36
36
42
32
34
34
41
42
9
6
6'g
9'G
1O'9
11'9
616
1l'8
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12
56
72
75
9
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1O'9
11
12'4
11
9'l
1O'2
78
12
8'9
9
10'4
1O'5
9'6
9
9'2
10
11
9'6
9
1O'9
1O'ß
80
81
64
65
69
72
69
76
60
63
69
59
42
61
60
57
63
64
60
15'?
15'6
17
15
20
25
21
17'S
25
15
15'?
21
23
30
27
16
18'6
16
20
18
13'5
15'4
19
1'?
14'2
21
20
14
13
21
16'?
40
40
50
50
40
55
25
25
15
50
35
30
20
25
10
10
25
75
35
60
40
45
50
35
50
70
80
65
45
60
90
30
35
20
50
45
70
15
1
75
60
CN
L
I.I
28?
288
289
290
291
292
293
294
295
296
7.3
1'?
9'?
8
16
7.3
14.1
16.2
91
99
105
122
29'?
298
299
300
301
302
303
304
305
306
307
308
300
310
311
312
313
314
315
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
8
10
r
8.4
779
'7
'7.1
'7.1
8.4
7.9
7.8
6.9
8
'7.9
7
7
7.5
8.2
7.3
'7.9
8
7.5
7.5
6.8
8.6
8.2
6.6
22
5
917
1'?
115
91
84
16.1
15.4
16
15.5
15.4
14.9
14.3
14.7
14.5
16
14
14.2
16.2
16.3
15.9
14.3
17.9
14.1
15
14.3
19
1'7.3
7.5
13.2
15.3
15.8
7.tj
16
7.9
7.9
16.4
15.2
19.9
7.6
9.'7
T75
7.7
7.6
7.1
7.2
7.1
8.2
7.8
7
7.1
7
5,9
18
1'7
14
14.1
14.3
17.4
17.3
14.3
15.8
15.3
P
O
LT
99
106
120
91
85
92
8?
93
105
86
105
10?
94
72
106
84
91
86
100
110
5'9
5'16
5?13
6'13
6'2
539
6
5'14
5'4
5'35
5'9
5'25
4'32
4'32
5'31
4'30
4t46
5t15
4'48
5'S'?
5'4
5'?
5'9
6'19
5'3
4153
S'itt
.1
S'bO
7'30
5'6
92
'2
97
5'29
4'45
103
99
102
129
92
95
94
90
92
85
106
101
88
106
104
6'S
5'5
S'li
S'i?
5'7
4'40
4'40
5'13
5'2
5'14
6'15
4'52
5'l
5'33
c
3'?
42
37
36
36
38
28
42
36
42
36
39
42
43
42
40
41
40
44
36
38
42
38
39
40
40
34
29
36
44
36
32
28
5
40
47
38
35
39
42
36
44
9
11
g?3
9'6
8t9
9'3
9
S
T
62
60
48
18
11
12
130
14'2
58
9'3
11'3
10'G
18
136
160
104
118
108
111
108
115
100
62
57
9'4
10'2
61
58
9'l
60
31
49
59
60
9
7'4
11'2
9?4
10'S
11'6
7'3
14
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10
9'S
12
13
9?6
9
10'2
10'3
8'9
10
10'3
10'l
6'9
10'2
9'6
12'l
7'6
9
8'ô
10t2
12t3
9'6
9'3
54
64
49
60
61
52
56
59
58
51
48
56
42
56
52
58
55
48
68
63
57
58
60
53
57
60
60
61
58
37
96
31
49
38
39
7'lO 59
9
9'2
9?4
U
R
60
63
61
18'2
13'6
16'6
14'9
18
19
15
24
10
15
1'7t2
1'7'3
15'3
16
14'ô
20
21'G
1'?
14'l
21'6
15
24'6
18
14'6
16
15'3
19'4
19
17
18
19
16
15'3
18'6
15
18
19
13
18
60
20
25
65
35
40
20
45
25
95
4.5
106
45
15
20
99
122
100
102
130
65
50
40
93
5
130
154
105
147
139
150
102
50
55
25
99
65
65
147
107
148
105
163
112
98
132
145
118
125
130
131
116
136
100
100
106
156
130
110
145
75
65
30
40
45
60
25
65
50
55
45
60
45
55
45
40
50
55
50
45
50
90
45
75
50
61
CN
L
M
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
7.8
7.1
7.5
7.1
7.3
7.2
7.2
7.8
8.7
14.9 93
14.3 85
16.2 107
83
15
16
100
14.2 92
14.2 100
16.2 99
14.6 85
86
14
14.4 82
14.1 92
16.3 99
16.2 85
16.2 107
16
112
16.6 116
18.4 118
8
16
'7.1
'7.6
7.4
7.1
7.3
9.8
7.3
7.9
'7.9
8.6
N
98
17.2 109
O
P
5'45
4139
6'29
5147
5'42
36
45
38
40
9
38
36
40
24
42
42
36
44
32
46
34
38
38
36
30
8
9'3
'7'20
5'32
7'3
5'40
5134
4?52
4'30
4133
5'39
5'25
5'59
S'il
6'40
6'6
5'20
37
R
11'?
59
73
8
.54
9'l
61
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AK
X
X
6.8
H
:ISCELLANEOUS
Siv.NTH
LkSR.IES
GRADES
As pointed out in the beginning- of the appendix statistics involving junior high-school athletics 'ere reserved
:or the eiehth grade only, therefore, the writer has not used
colU2flflS
(As)
which are not pertinent namely; (AC) decile index,
sport's index, (AX) football exoerience,
experience, and
(iUi)
basketball
(AL)
experience in other sports.
Part two of
the athletic measurements falls under the heads V through AD,
while the reduced miscellaneous falls under the heads AB
through AI.
CN
143
144
145
146
147
148
149
150
V
X
Vi
'74
6
103 lO
101 12
'72 12
122 4
87 12
'72 11
75 20
4
5
6
2
8
4
4
5
Y
Z
5
17.1 2.1
3
8
AB
AD
AB
19.1 26.6 12
1.8 14.5 20.8 12
1.9 12 22.3 12
2.1 13 22
11
.8 15 16
12
14.9 .2 12.2 21.4 13
14.8 1.2 16 18.3 12
20.5 2
19
24.7 12
8 15
4 15
5 16
13 13.5
7
AA
AP
AG
2,2
2,2
2,2
1,1
2,2
2,2
2,2
2,2
105
88
114
122
105
110
87
L,R
AH
AI
97 42
66
1
2
2
67
66
61
64
4
20
38
3
2
2
2
69
cil
w
y
x
z
iu.
AB
AG
AH
AI
96
102
101
101
96
89
41
64
1
2
42
43
52
33
1
L,R
151
152
153
154
155
156
15'?
158
159
160
161
162
165
164
165
166
16'7
168
169
170
1'71
1'72
173
174
175
176
17'?
1'78
179
180
181
182
183
184
185
186
187
186
189
190
191
192
193
194
195
196
197
198
12 3
76 10 6
65 10 5
60
6 6
9 3
25
'75 10 4
50
3
50
7 3
59 19 3
48 13 2
65 10 6
'75
4
4
7
3 4
'7
6
0
55
9 3
52 5 4
80 13 5
73 13 '7
120 6 5
45
2
40 11 5
33 10 5
'7
39
2 2
'75 20 8
60 8 2
75 13 7
60 10 4
58
'74
6
11 6
7
64 10 '7
'74 12 4
53 8 4
45 5 6
61
6 2
54 8 0
48 11
35 7 5
40 4 2
79 12 3
47 20 4
105 12 3
43 5 1
74 20 4
'7
0
1.8
1
0
2
27
1.2
1.8
2.2
21
30
2
20.8
1.2
21
12 11.2
8 2
60
4
90 5 2
80
6 4
72 10 5
'71
9
3
6
5
6
6
6
7
5
'7
42
41
113
6
6
22.1
0
18
16.2
0
19.5
0
0
3 11.1
3
0
7
0
1.2
17
19
4
1.4
6
20
2
13
21
0
2
0
0
0
1.4
3 13
4 15
1.9
.5
1
.3
9
18
4
0
2
2
3
5
5
15
2
20.5
4 13.8
6 13.2
12
0
5
0
15.8
16.4
12 11.8
.9
.4
1,8
1
1.5
7
.2
6
3.0
4
0
2
1
0
0
0
0
0
0
0
0
0
0
12.2
18
12
20
25
21.
0
13.9
0
0
20
16.1
20.0
0
.4
.9
10 20
8
4
0
0
1.9
1.4
1.2
3.1
7
9
14
1
1
13
8 12
9
21
16.5
0
19.1
16.9
16
8.8
15.5
16
16.2
19.9
26.4
17.2
12.1
10.1
13.0
16.7
12.8
13.7
15.0
15.0
9.8
11.1
12.5
23.5
10.2
1'7.9
15.0
15.2
12.1
18.7
26.3
11.'7
14.1
15.1
15.9
13.1
13.5
17.7
13.'?
1
24
9.8
3
2
5 12
5 ir,
3
0
1.2
1.8
2.9
22
18
6
15
1.8
4
0
3
9.6
4
0
0
11.3
14.8
22.8
13.0
7.9
29.0
26.4
22.0
10.7
27.5
6
i
5
3
3
1.8
2
10
17.6
28
16
18
19.3
14
0
14
13
12
11
13
13
13
13
13
12
13
11
14
15
13
12
13
12
13
12
14
13
13
15
12
13
II.
12
12
12
12
12
13
11
12
13
12
12
12
12
13
ii
13
13
12
14
13
12
5,2
2,2
2,2
2,2
2,2
9,9
3,2
2,2
2,2
2,2
3,2
4,3
2,2
7,3
2,2
1,1
3,2
2,2
2,2
3,2
2,2
2,2
2,2
4,2
3,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
9,9
3,2
1,2
2,2
9,2
9,5
2,2
2,2
7,4
5,2
2,2
2,2
2,2
4,3
1,1
2,2
95 30
82
113
102
107
13
34
48
29
60
42
90 34
75 42
93 27
115 40
95 43
101 25
9? 53
102 49
94 54
98 59
99 36
78 60
84 62
104 58
113 35
11'7 35
101 67
119 27
108 29
111 58
92 25
122 49
103 '74
83 43
98 46
111 43
101 31
97 50
100 73
118 66
87 26
95 39
130 73
80 56
96 48
93 56
2
1
2
1
1
3
2
3
4
2
1
4
5
3
3
3
3
3
4
3
3
3
3
3
3
3
3
2
2
2
4
4
1
3
3
4
3
2
2
2
3
3
2
2
4
70
CN
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
23G
237
238
239
240
241
242
243
244
245
X Y
W
V
7'7
¿
12
13
12
12
12
12
12
12
14
13
14
14
12
12
13
13
12
12
12
12
12
13
12
13
15
12
13
12
13
12
12
13
12
12
12
13
13
12
12
12
13
12
12
13
12
16
12
2,2
1,1
114
105
111
104
117
100
124
80
82
102
32
30
.6
15
35
6.1
4
'1:
3
2
4
3
4
1'7
4 42
10 10
0 21
4 18.9
14.1
5
6
3
3
5 15.9
2
0
3 20.
2
0
4
5
4
12 15
19.5
1
43 20 0
3
0
0 35
40 17
G
G
50
50
89
90
8
8
0
3 27.1
7 24
r
is
9
3
4
3
5
4
1
8
5
16
10 35.6
12 20.8
4 10
3
10
3 20.5
5
2
24 14.5
4
6
1
3
3
4
0
4 15.2
15
0
1
0
5 15.3
3 17
5 15
4 17
5 20
3 19
0
2
7 14
0 15.2
0
0
2
1.2
1.4
1.5
.9
.2
1.8
1.6
1.6
.6
21
15
21.5
27
17
18
12
0
14.2
14.2
17
13
.4
0
0
0
.5
1.8
1.5
.5
1.4
1.8
5.8
1.6
26
25
18.2
14
0
3
23.2
11,9
2.1
12
2
0
.8
1.5
.6
.9
0
0
3
G 4
50 7 3
70 10 7
90
6 5
25 45
112 20 0
84 10 4
65
AG
1.5
1.8
1.9
5
10
12
12
12
88 10
54 12
98
G
25 14
'75 10
49
5
142 22
75 10
91 12
80 17
86 1'7
8
50
60 8
AP
L,R
4 16
5 17
5 15.5
4 20.2
4 24
40 14 1
6'?
.AE
16.3
2.9
18.3
2 4
66 12
'74 18
57 15
74 13
64 3
58 3
63
1
AD
2
2
4 3
45 10 3
49
6 0
54 8 2
79 10 1
'70
AB
2 29.2
5 29.
5 14.9
10 1
73
54 9
55 ]0
59 10
8
90
94 13
iA
Z
1.7
1.1
1.3
1.5
1.6
1.9
2
2
14.2
20.3
18
0
14.1
14.7
0
15.9
20
30
0
.8
1.6
1.2
.8
.5
14
30.8
16.2
27
0
0
2
8
1.7
0
15.1
16.6
12.7
12.3
22.5
16.9
25.6
7.6
22.0
24.3
9.9
21.0
7.8
7.2
6.5
18.4
12.4
26.3
23.7
11.5
21.6
1'7.5
13.6
11.0
18.0
10.0
16.4
13.0
11.2
29.3
11.8
19.0
30.8
19.2
9.1
15.8
11.9
17.5
15.2
8.8
10.8
37.0
10.1
1,1
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
7,7
2,2
2,2
2,2
2,2
3,3
9,2
2,2
3,2
2,2
2,2
90
93
101
101
100
80
107
108
119
AI
3
4
4
54
43
3
3
2
50
24
18
46
64
23
68
65
11
63
75
5
2
2
3
2
1
2
3
3
2
3
3
77
37
23
54
4
95 64
90 42
94
100
108
106
118
110
102
3
3
2
2
3
49
44
43
38
4
68
5
3
2
3
2
2
1
2
46
77
97 46
91 56
92 22
100 70
10G 70
119 50
89 66
102
81
103
102
102
95
115
95
88
.
4
3
'75
5
55
1
2
3
3
3
54
43
58
55
18
76
41
4
4
1
9043
4
80 27
100 45
2
3
71.
CN
W X
V
Y
A
Z
AB
AD
AE
.
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
28
269
270
271
272
273
274
275
276
277
2'?S
279
280
281
282
283
284
285
286
287
288
289
290
291
292
85
5 3
6 1
':9
76 15 5
7 3
66
60 15 4
86
4 9
'79
5 5
5 5
5 3
75
55
73 2 3
52 12 5
98 r, 6
106 11 4
50 7 4
83
146
87
4
7
100 12 5
50
t7
100 12
45
98
80
65
110
113
'72
98
52
59
80
56
91
46
50
44
13
32
20
10
20
15
10
25
10
11
13
44
63
55
0
5 29
0
5
12 12
3
11.4
4 29
6
6
6
16
0
0
4 12
5
5
4
3
8
5
8
5
5
6
4
4
1
10
6
6
1
5
5 5
9 1
5 5
42
3 5
3 2
6
4
65 12 6
45 8 2
6 5
39
59 13
68 2 4
'7
59
3
'7
6
9
6
0
5
3 26
9 15
5 16.2
3 17
0
3
5
5
61 10 6
3 2
42
417
0
3
8 19
0
2
8 3
4
7
15.4
11.2
12.2
12.4
12.1
13.2
16.2
14
13.5
2 11
12 0
0
2
2 17
3.
2.1
1.5
1.8
.6
1.4
1.9
2.1
1.2
1.4
2.3
1.2
1.9
1.3
1.1
1
..9
1.
2
1
4
1.9
2
3.6
1.2
2.1
2
2.5
1.3
7.3
13.1 14.3
21.7
13
14.1
16
13
26.0
15.8 13.7
16.0
20
9.5
0
12.0
14
8.7
1'7
19.7
21
15.3
17
13.5
0
15
13.9
13.5 19.6
15.2
19
13
12
12
12
13
12
13
14
12
12
13
13
12
12
13
16.4
8.4
17.6
12
18.6
28
43.1
11
18.3 28.8
10.2 24.4
8
35.1
71.1
0
18.1
14
31.1
12
17.2
14
13
12
12
13
13
12
13
14
13
13
12
12
12
12
11
11
11
11
13
11
11
11
12
13
11
11
12
12
11
11
11
0
O
O
20
14.9
0
0
0
6
11.8
24
2
2
2
1
2
3
3
36
.5
.8
13.5
6.3
7.4
11.9
17
9.9
0
1.8
30
21
30
11.8
3
0
2
.9
1.3
32
15
18
2
24.4
11.5
4 19
3 16
1
35
4 16
5
3
2
0
0
.4
1.7
0
.5
1
1
1.2
1.9
7.
3.
4.8
14.9 16.6
19
10.4
16.8
14
13.
15
0
5.9
12.4
30
0
1.4
16
12.6
25
1.5
1.6
1.8
'7.3
14
AF
L,R
2,2
3,2
9,9
2,2
2,2
2,2
2,2
2,2
7,3
2,2
3,3
9,9
2,2
3,3
2,2
3,2
2,2
2,2
2,2
2,2
6,7
2,2
3,3
1,1
3,3
2,2
3,3
2,2
2,2
5,2
2,2
2,2
2,2
3,2
2,2
2,2
2,2
2,2
2,2
3,3
2,2
2,2
3,2
3,3
3,2
4,3
2,2
AG
AH
90 32
107 26
95 23
21
49
48
32
13
46
104
106
127
90
90
101
108
54
95 19
115 45
107 17
112 50
85 43
95 59
98 27
101 31
107 54
95 47
105
117
92
1
104
110
94
67
66
54
71
58
41
48
99 43
100 53
101 41
96 59
112 66
87 35
100 53
11043
91 38
110 43
96
107
95
94
87
91
89
95
90
118
29
51
71
62
31
AI
2
4
1
2
3
3
3
2
2
3
1
5
2
3
1
2
3
2
2
3
3
3
2
3
1
3
3
3
3
2
3
4
1
3
2
3
2
4
2
2
3
2
21
42
64
2
3
53
16
3
3
4
72
CN
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
W X Y
V
41 5 4
46 10 5
60 5 0
23
45
66
5 0
42 5 C)
7?
55
45 6 4.
43 23 2
17 16 4
24
16
4 15
6
5
3
0
0
.6
1.1
5.2
2.1
1.2
4
4
4'7
5
5 3
2 6
3 5
92
53 17 7
69 10 5
73 10 4
'79
6
4
49 4 6
74 5 4
7 4
49
63 4 2
39 14 3
105 5 3
110 4 3
21.6
0
0
0
21
1.
1
0
1
38
2 14.6
4 14.8
10
0
3.4
13.4
48
3.4
5
5
6
7
0
8 12.ù
0 11.4
9
5
0
7
0
21.2
14.3
0
22
1
1
1.3
1
20.2
14.9
1.6
22
.8
3
10 21.1
2 21
13 13
6 24
0
25
4 16
5 18
1.2
14.9
3 28.6
1.9
7
7
10 23
5 24.8
5 25.?
2
0
30
30
30
20
0
1
1
1.2
0
0
0
16
30
21
12
0
4
18.6
1.1
0
5
1.8
2
1
3
1.9
30
13.9
14.2
28
24.9
30
2
1
4
5
15
0
0
¿3
30 18 3
60 9 5
67 13 5
60 8 6
77 15 6
39 11 6
92 10 5
69 14 6
82 7 1
64 4 2
104 16 1
65 5 5
103 12 5
34 3 4
64 9 8
58 10 1
2 0
49
9
1
1
24 24
4
42
89
2.9
4
5
AB
0
1
0
0
0
48 10 4
76 15 5
7 '7
55
AA
Z
2
1.1
.3
1.2
2.1
5
1.2
1.9
2.1
2
2
1
1.5
1
0
30
17.8
23
28
16.9
0
0
30
30
0
0
30
14.3
19.5
13
13.7
15.1
30.2
AD
7.7
16.8
8.5
5.2
10.5
8
'7.6
13.2
27.5
21.2
13.3
20.1
14.2
16.1
6.2
16.9
26
18
15.9
11.7
7.4
23
93.9
22.6
4.0
7.5
11.8
2.9
19.2
11.1
12.7
11
3.1
8.3
17.8
14.6
12.5
6.8
5.2
10.3
10.0
10.1
20.7
15.1
4.5
A
11
11
12
11
12
12
12
12
12
13
10
11
11
11
11
12
12
12
13
11
11
11
11
12
11
11
11
11
11
11
11
13
11
11
12
11
11
11
11
11
11
11
11
12
11
AP
L,R
2,2
2,2
2,2
2,2
9,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
2,2
3,3
2,2
4,4
2,2
2,2
2,2
2,2
2,2
3,3
5,2
2,2
2,2
3,2
2,2
2,2
2,2
2,2
5,4
2,2
2,2
2,2
2,2
2,2
3,3
2,2
5,3
2,2
2,2
2,2
AG
Mi
107 30
101 39
81 43
35
2
2
3
1
3
2
3
2
60
4
8840
104 52
93 35
8143
90
105
91
119
103
96
115
106
92
93
108
101
99
102
103
101
87
104
101
94
100
96
121
89
95
108
104
99
51
1
44
4
50
3
3
1
3
2
2
3
3
4
4
3
2
3
9
54
40
60
48
11
69
'71
58
56
67
77
25
54
42
33..
51
74
39
41
39
38
44
92 75
110 62
104 55
90
111
109
112
97
93
110
AI
5
3
2
3
2
5
3
3
3
2
3
3
5
17
4
4
65
5
33
54
4
3
3
44
63
44
1
3
'73
CN
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
V
W
X
'72
8 4
47
6
79
36
36
45
69
65
99
46
55
25
50
92
55
42
24
4
12 3
16 5
6 5
6 5
5 3
6 5
12 6
6 2
20 6
4 2
42
5 2
1 4
4 3
1 1
Y
Z
PJ
AB
AE
AD
5 19
3
0
2
14
12.9
.9
0
6.9
4 27
1.2
15
18.5
16.4
13.3
12.9
9.3
10.9
23.9
7.3
16.6
13.1
7.9
'7
14.2
0
3 14
5 29
5
0
3
10 15.5
5 18
4 48
3
1
3
4
2
1
0
0
0
0
0
0
0
0
2
1
2
g
14
18
1
17
1.6
1.8
1.2
17.7
1
0
10.2
11
1.1
1.2
1.4
25
12
1
16
.3
0
0
9
5.5
9.2
3.4
12
U
11
12
12
12
11
12
12
12
16
11
11
14
14
13
12
¡'2
L,R
3,3
3,3
3,2
2,2
4,2
2,2
2,2
1,1
2,2
2,2
2,2
3,3
2,2
2,2
2,2
2.2
3,3
AG
AH
AI
87
109
105
09
48
51
76
3
5
69
3
4
99 43
105 28
101 75
1
2
3
8'7
27
3
85
89
64
90
5
3
1
41
21
40
7026
65 13
61 23
95 10
60 14
2
2
2
2
2
3
2
The Docile Divisions
As explained in detail in cilaDter two the dèche index for general athletic worthiness was a mean-averare of
17 athletic events and 2 mental scores.
lies makinc up the 19 colunns are from
The lists of tal-
the 142 eighth
grade cases and are blocked off into ten
each.
:roups of 10
These groups are called deciles and are labelled
from 10-1 with the 10 representing the high or best scores.
The athletic events used in the docile-index calcula-
thon are: the 50-yard run, the 100-yard run, the 440-yard
run, the cross-country run, the high jumps, the broad jumps,
the shot put, the baseball and football throws, the basket-
b1l
foul and rapid shooting, the swimming of 30 feet, the
hand stand, the 18 foot rope climb; while the mental scores
are: the mental ability scores,
letic interest test.
and the scores in the ath-
p.74-75 not
provided.
76
The 19 lists of tallies aie given their coi'responding
heauings.
Below the nain headings aTe three sub-headinrs,
naiiely; the "score"
(time measurements, distance
easure-
ments, totals on the target thri, and the number of pushups, etc.), the "No." which represents the number of cases
score,
making the sane
sions of the scores.
scores, it
vías
and
"decile" which
labels the divi-
Owing to the wide range of similar
in.possible to have 14 in each group (lO
of
142), but the average was maintained auite consistantl-.
50-Yard Run
Score
5.8
6.0
6.1
6.2
6.3
6.4
6.5
3.6
o.?
6.8
6.9
i2.
1
3
2
Docile
Score
10
7.8
5
'7.9
8.0
4
4
8.2
8.3
8.4
8.5
1
1
1
1
4
2
3
7
9
4
9.9
13.2
13.6
13.7
3
4
13.8
13.9
3
1.O
11
7
14.1
14.2
10
6
14.3
14.4
14.5
14.6
14.7
6
2
2
2
1
14.8
14.9
15.0
3
2
15.1
15.2
15.3
1
8
13.
2
1
7
100-Yard Run
7.0
18
7
7.1
12
6
7.2
16
5
7.3
7.4
7.5
2
4
4
3
7
7.6
6
'7.7
8
Score No. Decilo
9
2
8
7
9l,]_
3
6
ITo. Decile
3
11.9
12.0
12.1
12.2
12.3
12.5
12.7
12.8
1
2
13.0
13.1
3
3
10
6
5
2
3
2
3
2
9
4
5
10
6
5
4
3
77
100-Yard Run
Continued
Score
2
15.4
15.5
15.8
15.9
2
16.0
16.1
16.2
16.8
17.0
17.6
1
1
1
1
l'i.?
117.9
i
18.2
20.0
22.0
Decile
i
i
3
'3O
4
4'32
4?34
4'35
4'Zô
i
3
1
1
1
1
1
1
2
1
i
1
1
i
1
1
10
2
76
77
79
3
2
80
10
81
82
83
6
84
4
85
8
86
5
88
4
6
89
90
5
9
5
91
92
93
4
4
94
6
95
96
6
loo
io
10
105
107
110
ii6
119
i23
124
130
8
4
17
6
9
i
i
i
4377
6
5
4'40
4143
3
4
3
3
3
3
2
3
2
1
1
i
1
i
i
1
1
4'8
4'lO
4'1
4'15
4'iG
4'lS
4'19
4'24
i
3
i
i
3
2
2
2
10
'25
1
9
6
8
4?
4'45
4t46
i
4'47
4150
4'SS
4'56
4757
4t59
5
i
i
i
1
1
i
5
511
1
5'2
513
3
5
2
5'4
515
Cross-Country
3
5
87
97
98
99
3
175
Score No. Dedile
4'26
4'27
2
4
440-Yard Run
65
67
68
09
70
71
72
Score No. Docile
3
4
3
i
2
S'lO
S'i2
5'13
i
i
S'iS
5'17
5'EO
5'22
5'25
5'SO
5139
6
4
5'6
517
5'B
5,11
7
5
i
i
2
2
3
2
1
2
1
4
1AJ
Cross-C ountl':r
Cant inued
Score Ho. Docile
5t4Q
5'41
5'42
5?43
5'47
5'48
5t49
5'56
6'
3t5
6'S
6'9
G'14
6'15
6'16
6'17
6'22
5'23
6'24
6'29
6'36
6'39
6'42
6'45
6'49
6'SO
4
i
3
1
3
8
1
1
2
1
2
1
2
i
i
2
1
i
54
53
52
51
1
1
2
2
9
48
15
14
43
42
3
2
2
9
4
8
6
5
3
13
34
32
30
28
2
1
1
6
6
4
3
2
1
5
J_1,5
i
2
2
11'4
ii'3
ll'2
11'i
i0'8
iO'7
iO'6
10'S
i0'4
10'4
iO'2
l0'i
lo,
Juanp
10
9
12'
2
i
2
2
i
i
i
11'Y
4
12'9
12'8
i2'G
12'4
i2'2
i2'l
1l'6
10'O
i
3
i
3
i
2
2
2
13
Score No. Docile
II,
13
10
14'8
i4'3
13'9
13'8
i3'2
i3'i
10
7
12
37
36
17'G
4
50
49
45
44
1
Running-Broad
High Junp
55
15
39
38
1
2
1
1
1
i
1
1
1
i
7'3
47
46
41
40
i
i
7'
Score Ho. Decile
4
2
7
i
3
6
12
2
5
2
2
5
6
7
3
9'8
9??
915
914
913
2
4
3
4
2
i
6
S'li
8'9
3
i
3
3
3
'6
4
9,
7
2
9?9
9'2
9'i
8
8'
5
7'6
6'9
i
6'
i
3.
2
79
Standing Broad-rump
Score
s
pci1e
96
94
90
89
1
1
10
88
86
85
84
82
ai
80
79
78
1
1
2
2
3
2
4
'73
4
72
i2
3
3
9
8
7
5
69
4
ii
5
2
2
4
67
36
65
C)
77
4
64
63
62
61
60
59
58
57
56
55
53
52
3
3
2
51
3
2
1
1
3
6
50
49
20'?
20'4
20'3
20'l
20
19'S
19'S
19'4
19'2
2
2
4
1
5
29?6
29'i
28'4
28'3
28
71
70
68
52
35
34
32
31
30
8
76
75
74
Score No. Dedile
1
Shot-Put
1
2
5
2
Score No. DeC±1e
2
6
1
1
1
2
4
i
i
i
2'7'9
i
i
i
27'6
i
27
5
1
26'8
26
8
25'i
i
25
6
24'?
24'S
24
i
23'3
23'i
22'7
22'4
22'3
1
i
i
i
i
22
5
2i'9
21'8
i
i
1
1
21'?
2i'G
10
9
8
1
4
7
1
i
2
19
6
18'9
18'?
i8'6
18'4
18'3
i8'2
i
2
i
i
i
2
18
9
17'6
i7'3
17'2
17'i
2
i
i
i?
2
16'6
16'4
1
i
3
i
iC)
6
15'6
15'3
15?i
i
i
iS
9
14'2
i4
i3'9
i
2
i
2
2
L)
12
4
i
2
5
i
2
2
1
2i'5
2i'4
21
20'8
1
1
7
i
6
Basebali Throw
225
212
210
i
1
1
iO
Baseball Throi
Continued
Score No. Docile
204
201
200
198
194
188
186
185
183
181
1
1
1
1
1
1
2
2
1
1
10
J_80
1'79
1'78
(3
1'?'?
2
2
2
2
1'75
6
1'73
1'71
1'70
1
6
4
5
169
168
1
2
165
164
163
162
161
160
3
159
isa
157
155
154
153
151
4
150
149
148
8
3
i
5
145
144
3
2
4
'7
2
1
2
5
3
Score No. Decile
142
140
139
138
1
136
135
133
130
125
122
1
120
118
117
1J6
115
113
112
110
io
3
1
106
105
104
102
2
2
1
97
6
1
1
1
2
1
96
94
95
92
4
4
1
2
3
3
1
3
4
2
2
1
3
1
1
1
1
2
1
1
1
2
'75
7
70
4
55
14
18
40
13
5
55
19
4
30
9
3
25
16
2
20
15
8
2
5
o
2
2
156
151
142
131
128
126
125
120
1
'7
6
1
1
105
80
65
60
50
45
1
1
Target
6
Score No. Decile
9
10
9
117
116
115
113
112
110
109
108
105
103
2
2
1
2
2
2
2
1
9
100
3
2
1
8
98
97
7
11
1
8
10
2
1
1
1
1
2
3
1
1
90
87
1
3
3
Football
C
iirow
ont inueci
Score ll2 Decile
86
85
83
82
80
1
2
1
3
2?
25
6
5
4
P717
76
2
2
75
16
5
74
73
3
5
2
2
3
4
2
2
4
1
1
60
59
58
56
55
54
4
53
52
50
49
48
47
45
42
40
33
30
28
3
2
3
2
3
2
2
2
1
1
1
1
2
1
1
1
1
1
1
1
1
Score No. Docile
Basketball
Foul-shooting
-
6
69
68
65
64
63
62
61
Decile
Push-uts
76
'72
llP_'
7
'79
71
70
Score
1
22
21
20
19
18
1
2
2
1
3
lO
10
8
3
7
15
6
11
9
5
26
7,8
4
29
5,6
3
24
3,4
2
18
2
4
5
17
16
6
7
9
15
15
8
14
8
7
13
11
12
11
11
10
16
5
9
5
5
4
8
7
o
3
8
3
5
12
2
4
3
1
3
2
1
0
5
1
0
'7
9
6
8
Basketball
Raoid-shooting
2
1
2
2
1
2
3
10
19
18
15
14
13
12
11
10
7
5
9
9
7
8
8
'7
7
9
7
6
21
6
o
28
4,5
4
14
3
24
1
1
1
Basketball
Rapid-shooting
Continued
Score
3
2
1
Decile
11
6
2
1
12
Swinnning
lO
11
11.2
11.4
11.5
11.6
11.8
11.9
12.1
1
1
2
2
1
1
1
1
1
12.2
12.3
12.5
4
12.6
12.8
4
12.7
12.9
13
10
9
1
5
16.2
16.4
2
2
1
4
1
16.9
1
17
5
17.9
18
1
19
2
19.2
20
20.2
1
1
21
22
23
1.-
1
1.3
1.2
8
1.1
6
1
2
4
1
1
.9
.8
2
.6
.5
4
.4
.5
.2
2
6.1
6.8
6.9
7
4.3
8
3
1
6
14.7
14.4
14.5
5
5
4
'7
4
2.8
2.6
2.5
2.4
2.2
2.1
2
1
1
1
4
2
lO
1
2
1
3
3
3
3
2
1
1
9
1.6
1.5
4
11
7.8
7
1
7
Clir:ab
1
1
lO
1
2
1
g
4
9.2
1
1
i
i
r
o
9
E]
li
11.3
ii a
2
2
i
3
1
2
12
12.1
5
i
7
10.1
10.2
10.5
10.9
8
2
1
1
9.5
10
9
3,4
8.2
9.4
13
1.9
1.8
'7.1
5
4
Rope
1
6
5
26
1
1
Hand Stand
5
14
14.1
14.2
7
16
3
Score No. Decile
'7
15.2
13.5
13.8
13.9
1
1
8
1
1
2
2
15.1
15.4
15.5
25.3
5
2
1
1
1
14.6
14.8
Score No. Docile
7
7
83
Rope Climb
Continued.
Score
Flo.
Decile
12.3
12.5
12.8
2
2
1
7
13
15.1
4
6
13.2
13.5
13.6
1
1
1
:1
14
14.1
14.6
5
15
15.7
16
8
17
18
8
3
18.2
20
6
21
21.9
24
26
28
30
2
1
1
2
2
2
1
4
Scores
1
2
1
1
2
1
3
1
2
2
2
2
10
Score No. Docile
9
Athletic Interest
Scores
5
1
77
3
4
74
70
1
2
2
2
69
4
68
66
2
lO
65
64
63
61
3
2
2
6
8
60
5g
2
7
3
107
106
105
4
104
103
102
5
6
9
7
101
100
5
9
6
9
6
5
98
3
LIental Ability
125
124
123
122
121
120
119
116
115
113
112
110
109
108
8
2
4
1
5
2
2
114
5
1
1
19
Score No. Docile
4
73
71
9'?
6
96
95
5
57
3
2
2
56
55
2
4
54
53
5
2
52
2
51
3
50
49
94
93
92
91
4
58
4
4
90
89
6
88
86
84
1
1
46
4:5
2
2
3
2
1
2
1
2
1
1
44
4
43
42
41
40
3
83
82
80
78
73
9
3
2
r,'
10
6
2
39
38
4
2
2
2
2
5
4
Athletic Interest Scores
Continued
Score No. Decile
Score No. Docile
Score
c.
37
36
35
31
30
29
28
23
22
21
2
17
16
15
1
3
34
33
32
2
4
3
2
2
1
3
27
26
25
24
1
3
1
2
2
2
1
3
2
Decile
1
2
1
2
13
he Athletic Interest Test
Althoußh the athletic test has been discussed iuite
thoroughly in previous chapters an exlanation of the mechanics involved will serve vieil before presenting a sample
of the questions used.
Out of the 29 ouestions in the test
15 are relevant and arc
wêihted according
to the degree of
athletic interest to give the highest possible score of
77.
To avoid "priming" on the part of the student to
please the coach the test was designed for a "home-room"
project and included 14 irrelevant questions.
guage was slanted for the 6th,
'7th,
The lan-
and 8th grades and any
desires to make a high score were dampened.
Under the left-
hand column marked !'Wéight" the nimber in brackets "(3)"
represents the number of the multiple-choice question while
the plain numbers of the other colurm represent:
erical weight allowed for that answer.
the num-
85
The Athletic Interest Test
Smuple Q,uestions
Weight
(1)
5
1.
Would you rather: (1) make a touchdown for your
school in an important gaine, (2) be elected student-body pre3ident, (3) have a straight "it" report card, or (4) be a soloist in a concert.
2.
Our Student-body president is:
(2)
Harris Lainphear,
(3)
(1)
Bruce Holmes,
Arlen Kavanaugh,
(4)
Iim Forbes.
(1)
(2)
7
3
(5)
6
(4)
6
(1)
(2)
(3)
3.
7
Do you: (1) go "all-out" for football or basketball and like these sports vieil enough to skip a
meal to play a gane, (2) enjoy the game but can't
get real serious about it, (3) take it or leave
it as it comes, (4) have no special thrill for
the sports.
4.
The atomic bombs fell upon Japan in:
(2) July, (3) August, (4) September.
5.
.Ainong
8.
The only member of the original "Big Three" in
office today is: (1) Truman, (2) Atlee, (3) Churchhill, (4) Stalin.
7.
How many football gaines did you attend when Kessler
and the High School played: (1) every home game and
some away, (2) 5 games but less than 8, (3) less
than 5 genes and more than 1 game, (4) no games.
B.
In World War il there were a series of important
TDa.rst?
They occured in this order: (1) V-T, D,
V-E; (2) D, V-T, V-2; (3) D, V-E, V-J; (4) V-E, D,
4
2
(1)
June,
the activities of the school, vihich do you
prefer most: (1) clubs, (2) football, (3) band or
glee club, (4) basketball, (5) dancing and social
hours.
v-3-.
(1)
5
9.
In irour opinion whor. do you think nost popular
about school: (1) Kessler's leading football scorer,
(2) the smartest "kid" in school, (3) the yell
queen, (4) the "top" musician in the band.
Weight
(1)
6
10.
The highest ranking war hero to visit Longview in 1945 '«as: (1) General Eisenhower, (2)
Admiral Nimitz, (3) General Wainwrir-ht, (4)
General LcArthur.
11.
How do you spend most of your spare time out
of school: (1) practicin some athletic like
football or baseball, (2) going to shows, (5)
working on YOUT hobby, (4) reading, studying
or playing non-athletic games.
(1)
5
12.
On Navy Day there were docked at the Port of
Lonpview: (1) two Battleships, five submarines,
(2) one submarine and two destro:'ers, (3) three
aircraft carriers, (4) two aircraft carriers.
13.
When you
ttday_dreamll
do you as a rule, think of:
football, basketball or some school sport,
of the well-dressed and "up-to-date" girl
about school, (3) of your hobby or some nonathletic activity, (4) getting home and away
from school
eat.
(1)
(2)
14..
The housing situation in Longview is said to be:
(1) over stressed, (2) well satisfied, (3) cntical, (4) no worse than any other town of this
size.
(1)
(1)
(2)
6
5
15.
To wiiicì do you think ¡flore time should be given:
(1) athletics, and gym, (2) band and orchestra,
(3) assemblies, (4) recreational dancing and the
like.
16.
The highest mountain in the vicinity of Longview
is: (1) Mt. Hood, (2) ivit. Adams, (3) Mt. St.
Helens, (4) Mt. Ranier.
17.
While watching Kessler play in an athletic contest, at times do you ret: (1) extremely excited,
(2) excited, (3) not very excited, (4) not
excited.
18.
The chief industry of Longview is: (1) fishing,
(2) paper making, (3) lumbering, (4) making
aluminum.
3
Vie
ight
(1)
5
19.
O
your personal
be1onins
would you russ the most
if
such as toys, which
they were lost: (1)
baseball, basketball, football articles, (2)
fishing tackle, (3) your musical instrument,
(4) your "best dress" outfit.
20. Longvievi receives its water supply
(1)
Cowlitz River, (2) Spirit Lake, (3) Columbia
River, (4) Silver Lake.
21. After the "funnies" which page in the newspaper
do you give the most time: (1) front or "headline page", (2) the sheet advertising the shows,
(3) "ad" page, (4) sport page.
22. Longview was first established in: (1) 1901,
fr:
(4) 4
(2) 1923, (3) 1916, (4) 1930.
(3) 3
25, The Rose Bowl is a famous: (1) flower garden in
California, (2) an area in Portland's ark, (3)
football game on New Year's Day, (4) name of a
high-priced china piece.
24. The most prominent citizen of Longview was: (1)
Henry Bell, (2) George Weyerhauser, (3) R. A.
Long, (4) 1Jillian Reynolds.
25. During the war, ships of what nation visited our
Port Dock most freuent1y: (1) Britian, (2)
(2)
3
France, (3) Russia, (4) Argentina.
26. Which set is athletic terms: (1) blizzard, fog,
sleet, (2) block and tackle, hoop, (3) switch,
transformer, live wire, (4) foundation, cement,
foris.
27. The population of' Longview was listed in 1942 as:
(1) beti:ïeen 40 and 50 thousand, (2) close to 10
thousand, (3) not over 5 thousand, (4) around
15
(2) 3
thousand.
28. "Ein", "Buck","Ilutt", "Len", are nicknames of
coaches in Longview and Kelso. Mark the set which
has the right order: (1) Schroeder, Haaier, Piper,
Richardson, (2) Piper, Hamer, Schroeder, Richardson, (3) Haìmer, Schroeder, Richardson, Piper,
(4) Richardson, Hatnmer, Piper, Schroeder.
[1Ò
Weights
(3)
3
29.
Three noted athletic stars of Kessler in 194445 school year were (1) Henderson, Rar'ion, and
Dempsey, (2) Green, Glasser, and Goodner, (3)
Donahue, Talley, and Gilnett, (4)
ohnson,
Adams, Swensen.
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