An analysis of career choices of selected physical education majors at Montana State University
by Peter Edward Hockett
A thesis submitted in partial fulfillment of the requirements for the degree MASTER OF SCIENCE in
Physical Education
Montana State University
© Copyright by Peter Edward Hockett (1981)
Abstract:
The purpose of this study was to conduct a survey to analyze the career choices of selected physical
education majors at Montana State University. Specifically this study attempted to determine: (1) when
the career choice was made; (2) the reason for selection of the career choice; (3) what area of physical
education was selected for specialization; (4) current opinions regarding satisfaction of the career
choice.
The study was delimited to 241 undergraduate physical education majors at Montana State University.
It was also delimited to 34 alumni members of the 1979-1980 physical education class. Questionnaires
were distributed to each subject, a total of 275. The questionnaire was completed and returned by 239
of the 275 subjects thereby giving an 87% total return.
The questionnaire was developed by the author and O'Niel to determine influences on career decisions.
The findings of the study support the following conclusions: (1) there is one significant factor that
influences a career choice in physical education. The most significant influence was individual factors;
(2) there is no significant difference between factors that influence males and females; (3) there is no
significant difference with regards to year in school and factors that influence career choice; (4) most
students make their career decision during their sophomore year in college; (5) the most popular area of
physical education to specialize in is the teaching area; (6) the majority of respondents were either very
satisfied or fairly satisfied with their career choice; (7) the major reason given for transferring into an
area of physical education was an increase of interest in this area. STATEMENT OF PERMISSION TO COPY
In p r e s e n tin g t h i s t h e s i s in p a r t i a l f u l f i l l m e n t
o f t h e r e q u i r e m e n t s f o r an a d v a n c e d d e g r e e a t Montana
S t a t e U n i v e r s i t y , I a g r e e t h a t t h e l i b r a r y s h a l l make
it
fre e ly av aila b le fo r in sp ectio n .
I f u r t h e r agree
t h a t p e rm is s io n f o r e x te n s iv e copying o f t h i s t h e s i s
f o r s c h o l a r l y p u r p o s e s may be g r a n t e d by my m a j o r
p ro fe s s o r, o r, in h is
L ib raries.
a b s e n c e by t h e D i r e c t o r o f
I t i s u n d e r s t o o d t h a t any c o p y in g o f t h i s
t h e s i s f o r f i n a n c i a l g a i n s h a l l n o t be a l l o w e d w i t h o u t
my w r i t t e n p e r m i s s i o n .
S ig n atu re
D a te
fji , I i /
^
I
IQRI _____________
AN ANALYSIS OF CAREER CHOICES OF SELECTED PHYSICAL
EDUCATION MAJORS AT MONTANA STATE UNIVERSITY
by
PETER EDWARD HOCKETT
A t h e s i s subm itted in p a r t i a l f u l f i l l m e n t
of th e req u ire m e n ts f o r th e degree
MASTER OF SCIENCE
in
P h y s ic a l E ducation
Approved:
C h a i r p e r s o n , G r a d u a t e C om m itte e
G r a d u a t e -'Dean
MONTANA STATE UNIVERSITY
Bozeman, Montana
A u g u s t , 1981
ill
ACKNOWLEDGMENTS
A p p re c ia tio n i s extended to a l l
s t u d e n t s , both
u n d e r g r a d u a t e s an d t h o s e who h a v e g r a d u a t e d who gave
o f t h e i r tim e to respond to t h i s su rv e y .
S i n c e r e a p p r e c i a t i o n i s g i v e n t o Dr. Gary E v a n s ;
c o m m i t t e e c h a i r m a n ; Dr. A l b e r t S u v a k , D i r e c t o r o f
T e s t i n g an d C o u n s e l i n g ; Dr. Jim P h i l l i p s an d Mrs. Nancy
C olton,
c o m m i t t e e m em bers, f o r t h e i r p a t i e n c e ,
guidance
a n d a d v i c e , a nd t o t h e e n t i r e p h y s i c a l e d u c a t i o n , h e a l t h ,
r e c r e a t i o n and dance s t a f f f o r t h e i r h e lp i n d i s t r i b u t i n g
q u estio n n aires.
A s p e c i a l t h a n k s t o my s p e c i a l r e s e a r c h a s s i s a n t ,
my w i f e , J e a n n e , w i t h o u t whose h e l p t h i s s t u d y would
p r o b a b l y n e v e r have been c o m p le te d .
iv
TABLE OF.CONTENTS
VITA...........- ........................................................................
ii
ACKNOWLEDGMENTS..................- ...........................................
ill
TABLE OF CONTENTS.................... - ..............
.............
iv
LIST OF TABLES.................................. .................. ............
vi
ABSTRACT........ ........................- .......................... - ................
v ii
C hapter
1.
INTRODUCTION---------- :---------- ......... ...................
Page
I
S t a t e m e n t o f t h e P r o b l e m ----------------------D e f i n i t i o n o f T e r m s-------------------------------D e l i m i t a t i o n s --------------------- ---------------------L i m i t a t i o n s ---------------------------- ------------------J u s t i f i c a t i o n -------------------------- --------------R e s e a r c h M e t h o d s -------------------------------------P o p u l a t i o n -----------------------------------------------Tool f o r C o l l e c t i o n ---------- --------------------P i l o t S t u d y ------------- -------------------------------S c h e d u l e - ----------- ------ -------------------------------D a t a C o l l e c t i o n ------ -------------------------------D a t a R e s u l t s - - ------ ---------------------------------H y p o t h e s i s - - ----------------------------------------------
2
2
3
3
3
5
6
6
8
8
8
10
11
REVIEW OF RELATED RESEARCH............................
13
F a c t o r s D e a l i n g w i t h E d u c a t i o n - ---------F a c to rs Dealing w ith P h y s ic a l
E d u c a t i o n ------------------- -----------------------------
13
' 18
3.
ANALYSIS OF DATA-- — - .....................................
22
4.
SUMMARY, CONCLUSIONS AND RECOMMENDA­
TIONS................— ........................................ .........
41
CONCLUSIONS................................... - ..........................
46
RECOMMENDATIONS.......... - - - ....................................
47
2.
V
Table o f C o n ten ts Continued
APPENDICES..........................
50
A p p e n d ix A------------------A p p e n d ix B - ---- ------------------------------------------A p p e n d i x C-------------------------------
51
56
60
BIBLIOGRAPHY------........ ........................................
63
vi
LIST OF TABLES
1.
Response to
Q u e s t i o n I by
m a l e s and f e m a l e s ------ 25
2.
Response to
Q u e s t i o n 2 . by
m a l e s and f e m a l e s ------ 28
3.
Response to
Q u e s t i o n 3 by
m a l e s and f e m a l e s ---- -31
4.
Response to
Q u e s t i o n 4 by
m a l e s and f e m a l e s ------ 33
5.
A n a l y s i s o f V a r i a n c e b e t w e e n male and f e m a l e
s u b j e c t s a nd t h e s i x f a c t o r s ----------------------------------35
6.
D u n c a n 1s A n a l y s i s f o r Sex F a c t o r s male an d
f e m a l e ------------------------------------ — --------------------------------36
7.
A n a l y s i s o f V a r i a n c e b e tw e e n c l a s s an d t h e s i x
f a c t o r s -------------------------------------------------- ---------------------- 38
8.
D u n c a n ’ s A n a l y s i s f o r c l a s s f a c t o r s - - --------------- 39
9.
D u n c a n ’ s A n a l y s i s f o r e a c h f a c t o r - - ---------------------4 0
• v ii
ABSTRACTThe p u r p o s e o f t h i s s t u d y was t o c o n d u c t a s u r v e y
to an aly ze th e c a re e r choices o f s e le c te d p h y sic a l
e d u c a t i o n m a j o r s a t Montana S t a t e U n i v e r s i t y .
S p ecifi­
c a l ly t h i s study attem pted to d e te rm in e :
( I ) when t h e
c a r e e r c h o i c e was m ad e ; ( 2 ) t h e r e a s o n f o r s e l e c t i o n
o f t h e c a r e e r c h o i c e ; ( 3 ) w h at a r e a o f p h y s i c a l e d u c a ­
t i o n was s e l e c t e d f o r s p e c i a l i z a t i o n ; ( 4 ; c u r r e n t
o p in io n s re g a rd in g s a t i s f a c t i o n o f the c a r e e r choice.
The s t u d y was d e l i m i t e d t o 241 u n d e r g r a d u a t e p h y s i c a l
e d u c a t i o n m a j o r s a t Montana S t a t e U n i v e r s i t y .
I t was
a l s o d e l i m i t e d t o 34 a l u m n i members o f t h e 1 9 7 9 - 1 9 8 0
p h y sic a l ed ucation c la s s .
Q u e s t i o n n a i r e s w e re d i s t r i b u t e d
to each s u b j e c t , a t o t a l o f 275.
The q u e s t i o n n a i r e
was c o m p l e t e d a n d r e t u r n e d by 239 o f t h e 275 s u b j e c t s
t h e r e b y g i v i n g an 87% t o t a l r e t u r n .
The q u e s t i o n n a i r e was d e v e l o p e d by t h e a u t h o r a n d
O1N i e l t o d e t e r m i n e i n f l u e n c e s on c a r e e r d e c i s i o n s .
The f i n d i n g s o f t h e s t u d y s u p p o r t t h e f o l l o w i n g c o n ­
c lu sio n s:
(I)
t h e r e i s one s i g n i f i c a n t f a c t o r t h a t
in f lu e n c e s a c a r e e r choice in p h y s ic a l e d u c a tio n .
The
most s i g n i f i c a n t i n f l u e n c e was i n d i v i d u a l f a c t o r s ;
( 2 ) t h e r e i s no s i g n i f i c a n t d i f f e r e n c e b e t w e e n f a c t o r s
t h a t i n f l u e n c e m a l e s a nd f e m a l e s ; ( 3 ) t h e r e i s no
s i g n i f i c a n t d i f f e r e n c e w ith re g a rd s to y e a r in school
and f a c t o r s t h a t i n f l u e n c e c a r e e r c h o i c e ; ( 4 ) most
s t u d e n t s make t h e i r c a r e e r d e c i s i o n d u r i n g t h e i r sophom ore
y e a r i n c o l l e g e ; ( 5 ) t h e most p o p u l a r a r e a o f p h y s i c a l
e d u catio n to s p e c i a li z e in i s the te a c h in g a r e a ; ( 6 )
t h e m a j o r i t y o f r e s p o n d e n t s were e i t h e r v e ry s a t i s f i e d
o r f a i r l y s a t i s f i e d w ith t h e i r c a r e e r ch o ic e; ( 7 ) the
m a j o r r e a s o n g i v e n f o r t r a n s f e r r i n g i n t o an a r e a o f
p h y s i c a l e d u c a t i o n was an i n c r e a s e o f i n t e r e s t i n t h i s
area.
C hapter I
INTRODUCTION
The s e l e c t i o n o f a . c o l l e g e m a j o r a n d a c a r e e r
c h o i c e i s one o f t h e m o st i m p o r t a n t d e c i s i o n s t h a t f a c e
you ng h i g h s c h o o l g r a d u a t e s .
of lif e
I n f l u e n c e s from many a r e a s
i n c l u d i n g f a m i l y , p e e r s , p e r s o n a l i t i e s and
personal in te r e s ts
s h o u l d be c o n s i d e r e d b e f o r e u n d e r ­
ta k in g a d e c is io n o f t h i s m agnitude.
f a c t o r s such a s m onetary s t a t u s ,
O ften tim es o t h e r
j o b a v a i l a b i l i t y an d
i n t e l l i g e n c e a r e a l s o o f p r i m e i m p o r t a n c e when s e l e c t i n g
a career.
Many s t u d e n t s a r e n o t a w a r e o f t h e s e c o n s i d e r
a t i o n s , w h i l e o t h e r s a r e a w a r e o f o n l y a few.
S e v e ra l su rv ey s have been conducted to d e te rm in e
i n f l u e n c e s on c a r e e r c h o i c e , b u t v e r y l i t t l e
inform ation
i s a v a i l a b l e on why s t u d e n t s s e l e c t an a r e a o f p h y s i c a l
education, h e a lth , r e c r e a tio n ,
choice.
o r dance as a c a r e e r
Because o f ,t h is p ro b lem ,
th is researcher f e lt
t h e r e was a n e e d t o s u r v e y Montana S t a t e U n i v e r s i t y
h e a lth , physical
education,
r e c r e a t i o n and dance m ajo rs
t o d e t e r m i n e w h a t f a c t o r s s e r v e d a s i n f l u e n c e s on t h e i r
d e c i s i o n t o m a j o r i n , an d s e l e c t a c a r e e r from an a r e a
o f h e a lth , p h y s ic a l e d u c a tio n , r e c r e a t io n o r dance.
-2-
S t a t e m e n t o f t h e Problem
The g e n e r a l p r o b l e m o f t h i s s t u d y was t o a n a l y z e
th e c a r e e r ch o ic es o f s e l e c t e d p h y s ic a l e d u c a tio n m ajors
a t Montana S t a t e U n i v e r s i t y .
S p e c if i c a l ly t h i s study
attem pted to d ete rm in e :
1.
when t h e c a r e e r c h o i c e was made;
2.
the reasons fo r th e s e le c tio n o f th e c a re e r choice;
3.
w h at a r e a o f p h y s i c a l e d u c a t i o n was s e l e c t e d ;
4*
c u rre n t opinions reg ard in g s a t i s f a c t i o n of
the c a re e r choice.
D e f i n i t i o n o f Terms
The f o l l o w i n g t e r m s u s e d i n t h i s
s t u d y w ere d e f i n e d
by t h e i n v e s t i g a t o r f o r t h e p u r p o s e o f t h i s
S elected p h y sic al education m ajo rs.
p h y s ic a l e ducation m ajors,
study.
S elected
r e f e r to stu d e n ts e n ro lle d
in h e a lth , p h y sic al ed ucation,
r e c r e a t i o n and dance
a t Montana S t a t e U n i v e r s i t y d u r i n g t h e f a l l an d w i n t e r
q u a r t e r s o f t h e 198 0-1981 s c h o o l y e a r .
I t a lso includes
Montana S t a t e U n i v e r s i t y p h y s i c a l e d u c a t i o n g r a d u a t e s
from t h e s p r i n g o f t h e 1 9 7 9 - 1 980 s c h o o l y e a r .
Career c h o ic e .
C areer choice i s th e s e l e c t i o n
o f a m ajor in p h y s i c a l e d u c a tio n .
recreatio n ,
I t includes h e a lth ,
d a n c e and p h y s i c a l e d u c a t i o n .
-3-
D ellm itations
T h i s s t u d y was d e l i m i t e d t o 241 u n d e r g r a d u a t e
p h y s i c a l e d u c a t i o n m a j o r s a t Montana S t a t e U n i v e r s i t y
a n d 34 a l u m n i members o f t h e 1 9 7 9 - 1 9 8 0 p h y s i c a l
education c la s s .
I t was f u r t h e r d e l i m i t e d t o t h e
r e s p o n d e n t ' s u n d e r s t a n d i n g o f , and a n s w e r s t o t h e q u e s t i o n s
on t h e q u e s t i o n n a i r e ,
and a n a l y s i s
of d iffe re n c e s in
the responses given.
L im itatio n s
T h i s s t u d y was l i m i t e d by t h e r e s p o n d e n t s ' i n t e r ­
p r e t a t i o n a nd u n d e r s t a n d i n g o f t h e q u e s t i o n s .
Ju stificatio n
T h e r e i s a n a b u n d a n c e o f r e s e a r c h a v a i l a b l e on
r e a s o n s b e h i n d c a r e e r c h o i c e s and m a j o r c h o i c e s o f
c o lleg e s tu d e n ts , but very l i t t l e
i s a v a i l a b l e on w h at
prom pts a s t u d e n t to e n t e r th e s p e c i f i c a r e a o f p h y s i c a l
education.
Research s u g g e s ts ;
Young a d u l t s a l l o v e r t h e c o u n t r y e x p e r i e n c e
an e x t e n d e d p e r i o d o f f l o u n d e r i n g a f t e r l e a v i n g
h i g h s c h o o l an d f r e q u e n t l y s e l e c t e d u c a t i o n
program s w ith o u t u s in g a l l a v a i l a b l e in f o r m a tio n .
Burkhardt
(1977:1)
P erhaps t h i s i s t r u e w ith p h y s i c a l e d u c a tio n m ajors
a t Montana S t a t e U n i v e r s i t y .
What a r e some o f t h e
m ajor rea so n s f o r s e l e c t i n g p h y s ic a l e d u c a tio n as a •
-4-
m a j o r and c a r e e r a r e a ?
When do most p h y s i c a l e d u c a t i o n
s t u d e n t s make t h e i r c o l l e g e m a j o r o r c a r e e r d e c i s i o n ?
What i s t h e b i g g e s t i n f l u e n c e on t h e i r d e c i s i o n t o
m ajor in p h y s i c a l e d u c a tio n ?
This s tu d y w i l l lo o k a t th e s e
a n d o t h e r q u e s t i o n s i n an a t t e m p t t o a n a l y z e t h e c a r e e r
c h o i c e s o f p h y s i c a l e d u c a t i o n m a j o r s a t Montana S t a t e
U niversity.
P e r h a p s t h e r e w i l l be one o v e r w h e l m i n g r e a s o n f o r
s e l e c t i n g t h i s a r e a , a s Wiedman f o u n d ;
The s i n g l e most i m p o r t a n t p r e d i c t i o n o f c a r e e r
c h o i c e s was t h e p r e s t i g e o f t h e c a r e e r t o
which t h e y a s p i r e d a t c o l l e g e e n t r a n c e .
Wiedman
(1 979:2)
How ever, t h e r e may be a v a r i e t y o f r e a s o n s w h i c h w e i g h
e q u a l l y upon t h e s t u d e n t s ' d e c i s i o n t o m a j o r i n p h y s i c a l
education.
At a n y r a t e ,
"asking peo p le,
/p a r tic u la r ly physical
e d u c a tio n m ajors in t h i s i n s t a n c e / ab o u t o c c u p a tio n a l
c h o i c e s i n an o r g a n i z e d . an d s i m p l e man ner i s a u s e f u l
way t o g e t e f f i c i e n t p r e d i c t i v e i n f o r m a t i o n " .
(1 975:3)
G ottfredson
T his i s what t h e q u e s t i o n n a i r e u sed i n t h i s
s tu d y a tte m p te d to do.
T h i s s t u d y s h o u l d be o f v a l u e t o s e v e r a l g r o u p s
o f peo p le.
F irst,
i t w i l l give c o lle g e in s tr u c to r s ,
and a d v i s o r s i d e a s a s t o why s t u d e n t s s e l e c t an a r e a
-5-
o f p h y s ic a l e d u c a tio n as a m ajor.
I t w ill a ls o provide
in fo rm a tio n f o r a d v is o rs to use i f a s tu d e n t i s not sure
he o r sh e h a s made t h e p r o p e r m a j o r c h o i c e o r w a n t s
t o t r a n s f e r i n t o p h y s i c a l . e d u c a t i o n from a n o t h e r
d iscip lin e area.
I t w i l l a l s o have i m p l i c a t i o n s in
t h e , guidance and c o u n s e lin g p r o f e s s i o n , p a r t i c u l a r l y
w ith reg ard s to the c a re e r educatio n a r e a .
I t may
help p u b lic school p e rs o n n e l to b e t t e r d i r e c t high school
g r a d u a t e s who show i n t e r e s t i n an a r e a o f p h y s i c a l e d u ­
catio n .
L astly,
t h i s s t u d y s h o u l d be h e l p f u l t o s t u d e n t s
who a r e c o n s i d e r i n g m a j o r i n g i n p h y s i c a l e d u c a t i o n an d
who a r e c o n s i d e r i n g t r a n s f e r r i n g i n t o p h y s i c a l e d u c a t i o n
from a n o t h e r d i s c i p l i n e .
By h a v i n g an o p p o r t u n i t y t o
s e e w h a t f a c t o r s h a v e i n f l u e n c e d o t h e r s and w h a t o t h e r s
who a r e a c t i v e i n t h e f i e l d h a v e t o s a y a b o u t t h e i r
ex p erien ces r e l a te d to the f i e l d ,
newcomers w i l l be
b e t t e r p re p a re d to determ ine i f p h y s ic a l e d u ca tio n i s
t h e r i g h t c a r e e r c h o i c e f o r th e m .
This s tu d y w i l l
a l s o be o f i n t e r e s t t o g e n e r a l s t u d i e s s t u d e n t s who
have n o t y e t . s e l e c t e d a m ajor f i e l d o f s tu d y .
R e s e a r c h Methods
The p r o b l e m o f t h i s s t u d y was t o a n a l y z e t h e c a r e e r
c h o i c e s o f s e l e c t e d p h y s i c a l e d u c a t i o n m a j o r s a t Montana
-6-
S ta te U n iversity.
P o p u latio n ■
The p o p u l a t i o n f o r t h i s s t u d y was 241 u n d e r g r a d u a t e
H e a l t h , P h y s i c a l E d u c a t i o n , R e c r e a t i o n and Dance m a j o r s
e n r o l l e d f a l l , w i n t e r , and s p r in g q u a r t e r s o f th e
1 980-19 81 s c h o o l y e a r a t Montana S t a t e U n i v e r s i t y .
The p o p u l a t i o n a l s o i n c l u d e d 34 H e a l t h , P h y s i c a l Edu­
c a t i o n , R e c r e a t i o n a n d Dance m a j o r s who g r a d u a t e d d u r i n g
t h e 19 7 9 - 1 9 8 0 a c a d e m i c y e a r from Montana S t a t e U n i v e r s i t y .
The names o f t h e u n d e r g r a d u a t e s t u d e n t s u s e d w ere
■=
:
s u p p l i e d from P h y s i c a l E d u c a t i o n m a j o r s c l a s s l i s t s
w h i c h were on f i l e
in th e P h y s ic a l E ducation o f f i c e
a t Mon tana S t a t e U n i v e r s i t y .
The a l u m n i names were
o b t a i n e d fro m 19 7 9 - 1 9 8 0 commencement p r o g r a m s .
A ddresses
f o r b o t h g r o u p s were s u p p l i e d by t h e P h y s i c a l E d u c a t i o n
an d Alumni o f f i c e s .
A t o t a l o f 275 s u b j e c t s r e c e i v e d
c o d ed q u e s t i o n n a i r e s .
up p u r p o s e s o n l y .
The c o d i n g was u s e d f o r f o l l o w ­
Names were n o t r e q u i r e d on t h e com­
p le te d q u e s tio n n a ire to a ssu re respondent an o nim ity.
Tool f o r C o l l e c t i o n
The t o o l u s e d t o c o l l e c t t h e d a t a f o r t h i s s t u d y
was a q u e s t i o n n a i r e d e s i g n e d an d d e v e l o p e d by t h e
i n v e s t i g a t o r an d O1N i e l .
( s e e a p p e n d i x A)
The q u e s t i o n ­
-7-
n a i r e u t i l i z e d t h e 28 q u e s t i o n C a r e e r F a c t o r C h e c k l i s t
d e v e l o p e d by O1N i e l .
I t a lso included fiv e q u estio n s
d e s i g n e d by t h e i n v e s t i g a t o r .
The f i v e q u e s t i o n s
d e s i g n e d by t h e i n v e s t i g a t o r w ere u s e d t o g a i n s p e c i f i c
i n f o r m a t i o n n o t c o v e r e d by t h e C a r e e r F a c t o r C h e c k l i s t .
The C a r e e r F a c t o r C h e c k l i s t a s k e d r e s p o n d e n t s t o
i n d i c a t e on a f i v e p o i n t L i k e r t s c a l e
at a ll),
how t h e f o l l o w i n g s i x f a c t o r s a f f e c t e d t h e i r
c a re e r choice:
I)
fam ilial fa c to rs,
3)
individual fa c to rs ,
5)
situ atio n al facto rs,
facto rs.
( v e r y much t o n o t
4)
6)
2)
so cietal facto rs,
socio-econom ic f a c t o r s ,
p s c h o - s o c ia l em otional
The C a r e e r F a c t o r C h e c k l i s t u t i l i z e s 28
q u e s tio n s w ith in the s ix g e n e ra l a re a s p re v io u s ly d e s c rib e d .
R e l i a b i l i t y an d v a l i d i t y o f t h e C a r e e r F a c t o r C h e ck ­
l i s t h as been e s t a b l i s h e d th r o u g h r e s e a r c h u s i n g i t as
a to o l.
O1N i e l , Meeker a n d B o r g e r f o u n d i n 1 9 7 8 ;
The c a r e e r f a c t o r c h e c k l i s t m e a s u r e s t h e
d e g r e e of. e f f e c t o f s i x g e n e r a l f a c t o r s a nd
22 s u b - f a c t o r s on t h e c a r e e r d e c i s i o n making
process.
A s t u d y o f 1436 s t u d e n t s who u s e d t h e c a r e e r f a c t o r
c h e c k l i s t dem onstrated c o n s tr u c t v a l i d i t y f o r th e s ix
fa c to rs of the career f a c to r c h e c k lis t.
"Factors
c o r r e s p o n d i n g t o e a c h o f t h e s i x g e n e r a l a r e a s were
•8 -
i d e n t i f i e d i n s a m p l e s o f b o t h m ale a nd f e m a l e s t u d e n t s . ”
O1M e l ,
Ohlde,
re lia b ility
et al.
(1975:5)
Hoyt's work e s t a b l i s h e d
c o e ffic ie n ts fo r the six general fa c to rs of
t h e c a r e e r f a c t o r c h e c k l i s t , w h i c h r a n g e d from . 6 5 t o
.81
( 1941: 6 ).
I n c l u d e d w i t h t h e c a r e e r f a c t o r c h e c k l i s t were
f i v e a d d i t i o n a l q u e s t i o n s d e s i g n e d an d d e v e l o p e d by t h e
researcher.
T h es e f i v e q u e s t i o n s a l o n g w i t h t h e c a r e e r
f a c t o r c h e c k l i s t w ere p i l o t t e s t e d t o f a m i l i a r i z e t h e
r e s e a r c h e r w ith t h e t o o l and to d e te rm in e any a m b ig u ity
o r i n t e r p r e t a t i o n problem s.
P i l o t Study
The q u e s t i o n n a i r e was p i l o t t e s t e d i n December o f
19 8 0 .
T h i r t e e n members o f t h e g r a d u a t e r e s e a r c h c l a s s
i n h e a l t h , p h y s i c a l e d u c a ti o n and r e c r e a t i o n s e rv e d as
th e p i l o t group.
Upon c o m p l e t i o n o f t h e p i l o t t e s t ,
r e v i s i o n s w ere made.
T h es e r e v i s i o n s i n c l u d e d ,
rew ording
t h r e e o f t h e r e s e a r c h e r d e s i g n e d q u e s t i o n s t o im p r o v e
c l a r i t y and u n d e r s t a n d i n g ,
and p l a c i n g t h e r e s e a r c h e r
designed q u e s tio n s a t th e beginning o f the q u e s tio n n a ir e
so s u f f i c i e n t t i m e would be d e v o t e d t o a n s w e r i n g th em .
S c h e d u l e - D a ta C o l l e c t i o n
Follow ing th e p i l o t s tu d y , th e approved q u e s t i o n n a i r e
-9-
was d i s t r i b u t e d t o t h e s u b j e c t s u s i n g t h e f o l l o w i n g
schedule.
With t h e a s s i s t a n c e o f t h e p h y s i c a l e d u c a t i o n
s t a f f a t Montana S t a t e U n i v e r s i t y t h e q u e s t i o n n a i r e
was h an d d e l i v e r e d p e r s o n a l l y t o t h e u n d e r g r a d u a t e
p h y s i c a l e d u c a t i o n m a j o r s who w e re e n r o l l e d i n w i n t e r
q u a rte r h e a lth , p h y sical education,
dance c l a s s e s .
r e c r e a t i o n and
This d i s t r i b u t i o n o c c u r r e d d u r in g th e
week o f J a n u a r y 1 9 t h - 2 3 r d ,
19 8 1 .
Those p h y s i c a l e d u ­
c a t i o n m a j o r s who w e re n o t e n r o l l e d i n c l a s s e s i n t h e
p h y s i c a l e d u c a t i o n d e p a r t m e n t o r who w e re s t u d e n t t e a c h i n g ,
were m a i l e d a p a c k e t c o n t a i n i n g t h e q u e s t i o n n a i r e ,
l e t t e r of explanation,
st a m p e d e n v e l o p e .
i n s t r u c t i o n s and a s e l f a d d r e s s e d
The g r a d u a t e d s u b j e c t s a l s o r e c e i v e d
t h e same p a c k e t by m a i l .
The f i r s t m a i l i n g was s e n t J a n u a r y 19 t h ,
1981.
S t u d e n t s w ere i n s t r u c t e d t o r e t u r n c o m p l e t e d q u e s t i o n ­
n a i r e s t o a box i n room 202 Romney Gym o r t o a box i n
t h e P h y s i c a l E d u c a t i o n Complex O f f i c e .
O f f campus
s u b j e c t s w e re s u p p l i e d a d d r e s s e d p r e - s t a m p e d r e t u r n
envelopes.
The f i r s t d i s t r i b u t i o n ,
b o t h a m a i l i n g a nd han d d e l i v e r y ,
140 f o r 51 % o f t h e t o t a l .
w h ic h i n c l u d e d
obtained a re tu rn of
-10-
A f i r s t f o l l o w - u p was c o n d u c t e d by m a i l , w i t h
p a c k e t s b e i n g s e n t o u t F e b r u a r y 10 t h ,
1981.
The f i r s t
f o l l o w - u p i n c r e a s e d t h e t o t a l r e t u r n t o 217 w h i c h was
79/6 o f t h e t o t a l .
A f i n a l f o l l o w - u p was c o n d u c t e d by t e l e p h o n e on
March 9 t h a nd 1 0 t h , 1 9 8 1 .
The f i n a l f o l l o w - u p b r o u g h t
t h e t o t a l num ber o f r e s p o n d e n t s t o 239 f o r a f i n a l
s u r v e y r e s p o n s e o f 87/6..
Data R e s u l t s
The r e s u l t s o f t h e r e t u r n e d q u e s t i o n n a i r e were
g r o u p e d by y e a r i n s c h o o l a n d s e x .
Following th e
g ro u p in g th e r e s e a r c h e r and h i s a s s i s t a n t t a b u l a t e d
and r e c o r d e d th e r e s p o n s e s to each q u e s t i o n .
The r e ­
s p o n s e s were t r a n s f e r r e d t o a c o d i n g form o b t a i n e d from
Dr. Su v ak , who i s t h e h e a d o f t h e t e s t i n g s e r v i c e a t
Montana S t a t e U n i v e r s i t y . ' As a s a f e g u a r d ,
the responses
w e r e k e y p u n c h e d an d r e - t a b u l a t e d a t t h e Com puter
C enter
on t h e Montana S t a t e U n i v e r s i t y campus.
W ith S u v a k 1s h e l p ,
s c o r e s fro m t h e 28 s p e c i f i c
q u e s t i o n s on t h e c a r e e r f a c t o r c h e c k l i s t w ere s t a n d a r d ­
ized.
T h i s p r o c e s s was n e c e s s a r y b e c a u s e some o f t h e
s ix g e n e ra l a re a s o f th e c a r e e r f a c t o r c h e c k l i s t con­
t a i n e d more s t a t e m e n t s t h a n o t h e r a r e a s .
By s t a n d a r d -
-11-
izin g ,
each o f the. s i x g e n e r a l a r e a s o f th e c a r e e r
f a c t o r c h e c k li s t c a r r ie d equal w eight.
The d a t a was t h e n p r e s e n t e d i n t a b l e s u n d e r s e v e n
categ o ries.
The s e v e n c a t e g o r i e s w e r e ; 1.
2.
fem ale,
3.
freshm an,
6.
s e n i o r , and 7.
4»
‘sophomore,
5.
male,
ju n io r,
graduated.
The d a t a was a l s o p r e s e n t e d i n t a b l e s w i t h r e s p e c t
t o t h e i n d i v i d u a l q u e s t i o n s n o t i n c l u d e d on t h e c a r e e r
fa c to r c h eck list.
T h es e q u e s t i o n s d e a l t w i t h :
tim e
of c a re e r d e c isio n , area o f p h y sic a l education s e le c te d ,
s a t i s f a c t i o n w ith c a r e e r o r m ajo r c h o ic e , and rea so n
fo r tr a n s f e r r in g in to p h y sic a l education.
B a se d on
d a t a o b t a i n e d fro m t h e q u e s t i o n n a i r e s and i n f o r m a t i o n
d e r i v e d from t h e r e v i e w o f l i t e r a t u r e ,
a summary was
drawn up w i t h c o n c l u s i o n s . a n d r e c o m m e n d a t i o n s e s t a b l i s h e d .
C hapter fo u r p r e s e n t s th e s e f i n d in g s .
H ypothesis T ested
T his s tu d y a tte m p te d to t e s t th e f o llo w in g hypo­
th esis.
I.
.
T h e r e w i l l be no s i g n i f i c a n t d o m i n a n t f a c t o r
in flu e n c in g the s e le c tio n o f h e a lth , p h y sic a l education
and r e c r e a t i o n a s a c a r e e r c h o ic e .
-12-
2.
T h e r e w i l l be no s i g n i f i c a n t d i f f e r e n c e r e ­
g a r d i n g sex o f th e i n d i v i d u a l and t h e r e a s o n s f o r
c a r e e r choice.
3.
T h e r e w i l l be no s i g n i f i c a n t d i f f e r e n c e r e ­
g a r d i n g a s t u d e n t ’s y e a r i n s c h o o l and t i m e o f c a r e e r
choice.
T his s tu d y a l s o a t t e m p t e d t o answ er th e fo llo w in g
q u estio n s.
1.
At w h a t t i m e s t u d e n t s made t h e i r c a r e e r o r
m ajor d e c is io n s ?
2.
What a r e a o f p h y s i c a l e d u c a t i o n was s e l e c t e d
a s an a r e a o f e m p h a s i s ?
3.
What i s t h e s u b j e c t ' s d e g r e e o f s a t i s f a c t i o n
w ith t h e i r c a r e e r o r m ajor choice?
4*
What i s t h e p r i m a r y r e a s o n f o r t r a n s f e r r i n g
i n t o an a r e a o f p h y s i c a l e d u c a t i o n from a n o t h e r
d iscip lin e?
C hapter 2
REVIEW OF RELATED RESEARCH
I t h a s b e en p r e v i o u s l y n o t e d t h a t t h e r e i s an
a b u n d a n c e o f r e s e a r c h a v a i l a b l e on m o t i v a t i o n s f o r
s e le c tin g c a re e rs in ed u catio n .
This rev iew o f r e s e a r c h
w i l l be d i v i d e d i n t o two p a r t s .
P a r t one w i l l d e a l
w ith s tu d ie s r e l a te d to the g e n eral area o f education
a s a c a r e e r c h o i c e , a n d p a r t two w i l l a p p l y d i r e c t l y
to re s e a rc h t h a t p e r t a in s to s e le c tio n o f p h y sic a l
ed u ca tio n as a c a re e r choice.
F a c to r s D ealing w ith E ducation
Of t h e n u m ero u s s t u d i e s d e a l i n g w i t h c a r e e r c h o i c e
and t h e f a c t o r s t h a t i n f l u e n c e c a r e e r c h o ic e ,
several
s t u d i e s have d e a l t w ith th e c a r e e r a r e a o f e d u c a ti o n .
S t u d i e s i n d i c a t e t h a t - t r e n d s h a v e c h a n g e d a s t h e demand
f o r t e a c h e r s a n d j o b a v a i l a b i l i t y h a s i n c r e a s e d an d
decreased.
H a r t f o r d . (1 9 4 8 :7 ) found t h a t j o b a v a i l a b i l i t y
a n d o p p o r t u n i t y f o r em ploym ent r a n k e d t h e h i g h e s t among
t h e many f a c t o r s he s u r v e y e d .
The c o n c e r n s o f t h a t
t i m e d e a l t more w i t h s e l f - g o a l r e a l i z a t i o n .
The o p p o r ­
t u n i t y t o work upon c o m p l e t i o n o f s c h o o l i n g was i m p o r t ­
an t.
F ielstra
(1955:8) confirm ed t h a t jo b a v a i l a b i l i t y
.was i m p o r t a n t a s an i n f l u e n c i n g f a c t o r .
He a l s o f o u n d
' “14”
t h a t f o r m e r t e a c h e r s h ad a g r e a t i n f l u e n c e on s t u d e n t s
who c h o s e e d u c a t i o n c a r e e r s , an d t h a t f r i e n d s an d r e l a ­
t i v e s w ere a l s o i m p o r t a n t i n f l u e n c e s .
Job a v a i l a b i l i t y
c o n t i n u e d t o be a m a j o r i n f l u e n c e
r i g h t up t h r o u g h t h e d e c a d e o f . t h e I 9 6 0 1s .
H aubrich’ s
s t u d y o f 195 t e a c h e r s i n I 9 6 0 i n d i c a t e d t h r e e m a j o r
reaso n s f o r s e l e c ti n g education c a re e rs .
F i r s t a n d m o st i m p o r t a n t was j o b s e c u r i t y ,
s e c o n d . was t h e p r o f e s s i o n a l s t a n d i n g o f t h e
t e a c h i n g p o s i t i o n , an d l a s t l y was a l i k i n g
of ch ild ren .
(1960:9)
T h ese s t u d i e s i n d i c a t e a t r e n d t h a t was common
through the l a t e
1 9 4 0 1s ,
1950's ,
and m iddle 1 9 6 0 ' s .
D u r i n g t h i s p e r i o d o f t i m e t h e r e was a premium demand
f o r t e a c h e r s and a s u r p l u s o f a v a i l a b l e t e a c h i n g p o s i ­
tio n s.
J o b a v a i l a b i l i t y a n d em ploym ent o p p o r t u n i t i e s
w e re r e a l i s t i c a n d i m p o r t a n t f a c t o r s i n f l u e n c i n g p e o p l e
tow ard c a r e e r s in e d u c a tio n .
I n 1 969 Sax f o u n d d a t a t o s u p p o r t t h e v ie w t h a t a
c h a n g e was o c c u r r i n g i n t h e r e a s o n s f o r s e l e c t i n g e d u ­
c a tio n as a c a re e r.
He f o u n d t h a t t h e m a j o r r e a s o n s
w e r e more o f an i d e a l i s t i c n a t u r e .
cite
S t u d e n ts began to
re a s o n s such a s p o s s i b l e g a i n s a v a i l a b l e th ro u g h
e d u c a tio n a l c a r e e r s as m ajor i n f l u e n c e s .
The s e c o n d
-15-
.
b i g g e s t r e a s o n was t h a t t e a c h i n g was a r e s p e c t e d and
go od j o b a n d t h e t h i r d b i g c o n t r i b u t i n g f a c t o r was t h e
p e r s u a s i o n o f f r i e n d s a nd r e l a t i v e s .
( 1969: 10 )
As t h e d e c a d e o f t h e s e v e n t i e s a p p r o a c h e d t h e r e was
a change seen in th e p r im a ry r e a s o n s f o r s e l e c t i n g
e d u c a t i o n a s a c a r e e r , j o b a v a i l a b i l i t y was no l o n g e r
i n a b u n d a n c e a n d employment o p p o r t u n i t i e s w e r e d r a s t i ­
c a l l y r e d u c e d . . R e a l i z i n g t h e j o b o p p o r t u n i t i e s were
not read ily a v aila b le,
the reasons fo r se le c tin g areas
o f e d u c a t i o n a s a c a r e e r began to change.
S tudents
w e r e no l o n g e r p r o v i d e d w i t h i m m e d i a t e employ ment o p p o r ­
t u n i t i e s which had f a c e d e d u c a ti o n g r a d u a t e s o f e a r l i e r
decades.
S t u d e n t m o t i v a t i o n s f o r e n t e r i n g e d u c a t i o n b e g an
t o c h a n g e d u r i n g t h e s e v e n t i e s a nd came more from w i t h i n .
Most r e a s o n s f o r e n t e r i n g a r e a s i n e d u c a t i o n became
more i n t r i n s i c a n d a l t r u i s t i c .
a s employ ment o p p o r t u n i t i e s ,
The e x t r i n s i c c a u s e s s u c h
j o b s e c u r i t y and p r o f e s s i o n a l
s t a n d i n g w ere r e l e g a t e d t o s e c o n d a r y i n f l u e n c e s an d
g a v e way t o i n t r i n s i c r e a s o n s , w i t h p e r s o n a l e x p e r i e n c e s
heading the l i s t .
Wood ( 1 9 7 7 : 1 1 ) f o u n d r e a s o n s s u c h a s :
...E n jo y m en t o f p e rs o n a l ex p erien c es w ith
c h ild re n , love o f c h ild re n , d i s l i k e o f c u rre n t
s c h o o l s y s t e m s , n e e d t o h e l p y o u n g s t e r s grow
an d e x p a n d an d f o s t e r i n g v a l u e s i n young c h i l d r e n .
-
16 -
T h e s e w e re some o f t h e i n t r i n s i c r e a s o n s t h a t b e g a n t o
be p r i m a r y f a c t o r s f o r s e l e c t i n g c a r e e r s i n e d u c a t i o n .
G r o s s ( I 9 7 4 . i 1 2 ) f o u n d t h a t how a p e r s o n p e r c e i v e d h i m ­
s e l f was an i m p o r t a n t f a c t o r p e r t a i n i n g t o c a r e e r c h o i c e .
Again t h i s em phasizes th e t u r n t o i n t r i n s i c r e a s o n s a s
m a j o r i n f l u e n c e s on c a r e e r c h o i c e .
As we move i n t o t h e l a t e
1.9 7 0 ’ s t h e t r e n d s i n
c a r e e r choices a gain begin to change.
The c h a n g e was
i n i t i a t e d a s a r e s u l t o f t h e c a r e e r e d u c a t i o n movement.
The i d e a t h a t i t was i m p o r t a n t t o u s e a s many v a r i a b l e s
a n d r e s o u r c e s a s p o s s i b l e when making c a r e e r d e c i s i o n s
h a d become p o p u l a r .
V ocational i n t e r e s t in v e n to r ie s ,
g e n e r a l and s p e c i f i c i n t e r e s t i n v e n t o r i e s ,
social fac to rs
s u c h a s f a m i l y an d p e e r s a nd p e r s o n a l i t y a n a l y s i s become
i m p o r t a n t f a c t o r s t o be c o n s i d e r e d b e f o r e m aking a
career decision.
of careers.
H olland (1973:13) developed a th e o ry
He e x p l o r e d t h e r e l a t i o n s h i p o f p e r s o n a l i t y
t o o c c u p a t i o n a l c h o ic e and fo u n d :
V o c a t i o n a l s a t i s f a c t i o n , s t a b i l i t y , and
a c h i e v e m e n t d e p en d on t h e c o n g r u e n c e b e t w e e n
o n e s p e r s o n a l i t y an d e n v i r o n m e n t i n w h i c h one
works.
(I 973:1 3).
Of g r e a t i m p o r t a n c e i n making c a r e e r s e l e c t i o n
was t h e i d e a o f i n v o l v i n g o t h e r s .
are peers,
relativ es,
p arents,
Among t h e s e o t h e r s
t e a c h e r s and c o u n s e l o r s .
-17-
Major r e s e a r c h c o n c e rn in g t h e r o l e o f s i g n i f i c a n t
o t h e r s i n c a r e e r p l a n n i n g can be s u m m arize d a s f o l l o w s :
B u r k h a r d t (1 9 7 7 :1 )
C h i l d r e n o f p a r e n t s o f h i g h o c c u p a t i o n a l and
e d u c a t i o n a l a c h i e v e m e n t t e n d t o g e t more e d u c a t i o n
a n d b e t t e r j o b s t h a n do c h i l d r e n o f p a r e n t s o f
low a c h i e v e m e n t .
P a r e n t s e d u c a t i o n a l a nd o c c u p a t i o n a l s t a t u s o p e r a t e
m ost s t r o n g l y t o i n f l u e n c e t h e l e v e l o f e d u c a t i o n
a c h i e v e d by t h e i r c h i l d r e n .
C h i l d r e n from h i g h a c h i e v e m e n t homes t e n d t o . b e
exposed to n o n - p a r e n t a l s i g n i f i c a n t o t h e r s such
a s b r o t h e r s , s i s t e r s , u n c l e s , a u n ts and p e e r s
who e x p e c t r e l a t i v e l y h i g h a c h i e v e m e n t from th em .
P a r e n t s w i t h h i g h o c c u p a t i o n a l and e d u c a t i o n a l
a c h i e v e m e n t t e n d t o e x p e c t more from t h e i r c h i l d r e n .
C h i l d r e n a p p e a r t o a d j u s t t h e i r o c c u p a t i o n a l an d
e d u c a t i o n a l p l a n s t o m atch t h e e x p e c t a t i o n s o f
t h e i r p a r e n t s , r e l a t i v e s and f r i e n d s .
The o c c u p a - .
t i o n a l an d e d u c a t i o n a l p l a n s o f y o u t h a r e more
c l o s e l y a s s o c i a t e d w i t h p a r e n t s o c c u p a t i o n a l a nd
e d u c a tio n a l e x p e c ta tio n s f o r th e youth than w ith
an y known f a c t o r .
Even f o r p e r s o n s w i t h t h e same l e v e l o f e d u c a t i o n ,
p a r e n t s ' s t a t u s c o n t i n u e t o e x e r c i s e some i n f l u e n c e
on how good a j o b t h e i r c h i l d r e n o b t a i n .
This e v id e n c e i n d i c a t e s t h a t s i g n i f i c a n t o t h e r s a r e
i m p o r t a n t b e c a u s e o f t h e d i r e c t i n f l u e n c e t h e y e x e r t on
s t u d e n t s c a r e e r p l a n s and b e c a u s e o f t h e i n d i r e c t i n ­
f l u e n c e t h e y e x e r c i s e by p a s s i n g p a r e n t a l a c h i e v e m e n t
l e v e l s on t o t h e c h i l d r e n .
B urkhardt (1 9 7 7 :1 j
“ I S —F a c to rs D ealing w ith P h y s ic a l E ducation
T his s e c t i o n o f
literatu re
review w i l l d e a l w ith
s p e c i f i c f a c t o r s t h a t in flu e n c e c a re e r choices in p h y s ic a l
education.
I t i s i m p o r t a n t . t o n o t e t h a t many o f t h e
fa c to rs th a t influence se le c tio n of careers in phy sical
e d u c a t i o n p a r a l l e l t h e same r e a s o n s f o r s e l e c t i n g
g e n e ra l education c a r e e r s .
Many o f t h e f a c t o r s l i s t e d
in th e p rev io u s s e c tio n a ls o apply to p h y s ic a l e d u ca tio n .
A p e rs o n e n t e r i n g any p r o f e s s i o n a l f i e l d u s u a l l y
has s p e c if ic reasons fo r s e le c tin g th a t a re a .
Some o f
th e r e a s o n s found f o r e n t e r i n g p h y s i c a l e d u c a ti o n i n c l u d e :
love o f a t h l e t i c a c t i v i t y ,
success in p rev io u s a t h l e t i c
e n d e a v o r s , d e s i r e t o t e a c h , a n d work w i t h c h i l d r e n ,
oppor­
t u n i t y t o c o a c h and work i n p h y s i c a l a c t i v i t y a n d e n c o u r a g e
ment from f o r m e r p h y s i c a l e d u c a t i o n t e a c h e r s .
(1971:14)
C ratty
T h e s e a r e j u s t a few o f many r e a s o n s .
C ratty
(1 9 7 1 :1 4 ) found p h y s i c a l e d u c a ti o n m ajo rs a t t h e u n i v e r ­
s i t y l e v e l mention t h r e e p rim ary re a so n s f o r e n t e r i n g
the p h y sic a l education f i e l d .
I.
• 2.
They h a v e f o u n d s a t i s f a c t i o n i n p a r t i c i p a t i n g
iri p h y s i c a l a c t i v i t i e s a n d w i s h t o s h a r e
, g r a t i f i c a t i o n w ith o th e r s .
They w i s h t o s e r v e c h i l d r e n a n d / o r y o u t h t h r o u g h
t h e m ed ia o f v a r i o u s p h y s i c a l a c t i v i t i e s .
-19-
3.
They h a v e r e c e i v e d p e r s o n a l r e w a r d s i n h i g h
s c h o o l s p o r t s a nd w i s h t o r e m a i n i n a f i e l d
i n w h i c h t h e y a c h i e v e d , m a t u r e d , a n d w ere
reinforced.
S tu d ie s i n d i c a t e t h a t i n t r i n s i c f a c t o r s ran k second
o n l y t o j o b s e c u r i t y a s p o s i t i v e f a c t o r s on e m p lo y ee
a t t i t u d e in p h y sic al edu catio n ,
It is
common k n o w le d g e t h a t ;
c a to rs included,
needs".
A ustin
(1980:15)
"All p e o p le , p h y s i c a l edu­
a r e m o t i v a t e d p r i m a r i l y by t h e i r own
G r a t i f i c a t i o n o f th e s e needs p ro v id e s a
h e a l t h y f e e l i n g a b o u t o n e ’ s s e l f and h e l p s i n d i s p l a y i n g
a p o s i t i v e a t t i t u d e tow ard o t h e r s .
A ustin (1980:15)
I t i s obvious t h a t th e tr e n d s o f th e l a t e 1970’ s
and e a r l y 1980’ s a re a p p a r e n t in th e f i e l d o f p h y s i c a l
education.
In trin sic
c a u s e s a p p e a r t o be a m a j o r f a c t o r
in flu e n c in g stu d en ts in to the a re a of p h y sic a l education.
Job a v a i l a b i l i t y has very l i t t l e
e d u c a tio n m ajor in th e 1980’ s .
i n f l u e n c e on t h e p h y s i c a l
Lambert (1 9 8 0 :1 6 ) p o i n t s
out:
I f you a r e m a l e , t h e 1975 f i g u r e s show t h a t
c o l l e g e s a n d u n i v e r s i t i e s w e r e g r a d u a t i n g 428
p e r c e n t more p h y s i c a l e d u c a t i o n s t u d e n t s t h a n
t h e r e w e re s e c o n d a r y j o b s . . . T h e r e w e re 310
p e r c e n t more women g r a d u a t e d t h a n t h e r e were
h i g h s c h o o l p h y s i c a l e d u c a t i o n and h e a l t h p o s i t i o n s .
C ratty su g g ests,
many p h y s i c a l e d u c a t i o n m a j o r s ,
p a r t i c u l a r l y m a l e s m u st d e t e r m i n e i f t h e y a r e e n t e r i n g
—
20 -
th e p h y s ic a l e d u catio n f i e l d to continue to gain p e r ­
s o n a l g r a t i f i c a t i o n t h e y knew a s h i g h s c h o o l o r c o l l e g e
a t h l e t e s o r w hether they r e a l l y see them selves in a
s e r v i c e r o l e a f t e r g r a d u a t i n g fro m c o l l e g e .
Although
m o st i n d i v i d u a l s f u n c t i o n u n d e r t h e i n f l u e n c e o f b o t h
s e l f i s h and a l t r u i s t i c m o tiv e s ,
the p h y sic a l ed u cato r
s h o u l d be moved t o p e r f o r m w e l l n o t j u s t f o r p e r s o n a l
g ratificatio n ,
b u t f o r t h e s a t i s f a c t i o n he may o b t a i n
w h i l e h a v i n g some p a r t i n i m p r o v e m e n t o f t h e y o u t h he
serves.
He g o e s on t o l i s t
four o th er considerations
t h a t s h o u l d be a d d r e s s e d p r i o r t o s e l e c t i n g an a r e a i n
p h y sic a l educatio n as a c a re e r choice.
considerations a r e :
Among t h e s e
Why t h e s t u d e n t h a s s e l e c t e d
p h y s i c a l e d u c a tio n as opposed to o t h e r c o ll e g e m ajo rs.
Another concept to c o n s id e r i s th e f a c t t h a t th e s tu d e n t
may be c a p a b l e o f p e r f o r m i n g w e l l i n a n um ber o f d i f f e r ­
ent careers.
To t h i s end t h e s t u d e n t s h o u l d s e e k some
g u id a n c e , i n an a t t e m p t t o match h i s c a r e e r c h o ic e t o
h is p e rso n a lity t r a i t s ,
n e e d s , and c o m p e te n c ie s .
A
t h i r d c o n s i d e r a t i o n i s t h a t w ith in each c a r e e r f i e l d . . .
t h e r e a r e i n n u m e r a b l e d i f f e r e n t f u n c t i o n s an i n d i v i d u a l
m ight p e rfo rm .
The s t u d e n t m i g h t b e g i n t o c o n s i d e r
what f a c e t o f p h y s i c a l e d u c a tio n f i e l d h o ld s p o t e n t i a l
-21-
i n t e r e s t f o r him.
The l a s t c o n s i d e r a t i o n o f f e r e d by
C r a t t y d e a l s w i t h how t h e s t u d e n t s e e s h i m s e l f i n t h e
fu tu re.
/
This i s o f t e n t h e t o u g h e s t c o n s i d e r a t i o n ,
but
h o n e s t e v a l u a t i o n i n t h i s r e a l m can be i n v a l u a b l e t o
the p ro s p e c tiv e s tu d e n t.
I f a t a l l p o s s ib le the stu d e n t
c o n te m p la tin g a m ajor i n p h y s i c a l e d u c a tio n sh o u ld a t t e m p t
to see h im s e lf f i v e ,
ten,
o r e v e n 20 y e a r s o u t o f c o l l e g e .
He s h o u l d a s k h i m s e l f i f he w i l l s t i l l be m o t i v a t e d t o
perform w ell as a te a c h e r , u sin g p h y s ic a l a c t i v i t y as a
t o o l , when he i s 4.0 an d 50 y e a r s o l d , l o n g a f t e r t h e
a p p r o v a l o f t h e crowd he may h a v e h e a r d a s a h i g h s c h o o l
a t h l e t e has faded in to th e d i s t a n c e .
C ratty
(1971:14)
C hapter 3
ANALYSIS OF DATA
D a t a i n t h i s c h a p t e r was c o l l e c t e d from 239 o f
275» h e a l t h ,
p h y sical education,
m ajors surveyed.
r e c r e a t i o n and dance
Of t h e 275 s u b j e c t s s u r v e y e d ,
875?
responded.
The d a t a fro m t h e q u e s t i o n n a i r e was a n a l y z e d u s i n g
two m e t h o d s .
A nalysis o f the c a re e r f a c t o r c h e c k lis t
was a c c o m p l i s h e d by u s i n g a n a l y s i s o f v a r i a n c e b e t w e e n
m ale a nd f e m a l e r e s p o n s e s a n d t h e r a t i n g s o f t h e s i x
f a c t o r s on t h e c a r e e r f a c t o r c h e c k l i s t .
U s i n g a two
way a n a l y s i s o f v a r i a n c e F s c o r e s w ere d e r i v e d f o r t h e
th re e h y pothesis te s te d in t h i s in v e s tig a tio n .
T hes e
t e s t s analyzed the fo llo w in g d i f f e r e n c e s ;
a . . d i f f e r e n c e s among s e x ( m a le a n d f e m a l e )
b.
d i f f e r e n c e s among y e a r i n s c h o o l
. senior,
c.
ju n io r,
(graduated,
sophom ore and f r e s h m a n )
d i f f e r e n c e s among t h e s i x f a c t o r s
so cietal,
in d iv id u al,
(fam ilial,
socioeconom ic,
situ a­
t i o n a l and p s y c h o s o c i a l - e m o t i o n a l )
When an a p p r o p r i a t e l e v e l o f s i g n i f i c a n c e was d e r i v e d ,
D uncans t e s t o f m u l t i p l e c o m p a r i s o n s was u t i l i z e d t o
a n a l y z e t h e d a t a an d f u r t h e r e x p l a i n t h e r e s u l t s .
-23-
A s e c o n d method o f p r e s e n t a t i o n was u s e d f o r t h e
f o u r q u e s t i o n s n o t i n c l u d e d on t h e c a r e e r f a c t o r c h e c k ­
list.
The m ethod u s e d f o r t h e s e q u e s t i o n s was f r e q u e n c y
o f r e s p o n s e an d p e r c e n t a g e o f t o t a l n um ber.
T h i s d a t a was p r e s e n t e d i n t a b l e fo rm u n d e r f o u r
categ o ries.
The f o u r c a t e g o r i e s a r e r e p r e s e n t e d by
q u e s t i o n s , which i n c l u d e ;
1.
when t h e c a r e e r c h o i c e was made
2.
w h at a r e a o f p h y s i c a l e d u c a t i o n was c h o s e n
3.
degree o f s a t i s f a c t i o n w ith c a r e e r choice
4.
r e a s o n f o r t r a n s f e r r i n g i n t o an a r e a o f
p h y s ic a l education
The t a b l e s f o r e a c h c a t e g o r y i n c l u d e m ale a n d f e m a l e
re sp o n se s f o r each grade l e v e l
ju n io r,
(freshm an,
sophomore,
s e n i o r , an d g r a d u a t e ) , a s w e l l a s t o t a l s f o r
b o t h m a l e s an d f e m a l e s an d an o v e r a l l c om bined t o t a l .
From t h e d a t a o b t a i n e d i n t h e q u e s t i o n n a i r e s a nd
p r e s e n t e d in th e t a b l e s a w r i t t e n e x p l a n a t i o n has been
developed.
This w r i t t e n e x p la n a tio n p re c e d e s each t a b l e
presented.
U s in g t h e i n f o r m a t i o n from t h e q u e s t i o n n a i r e s
p resen te d in the ta b l e s ,
a summary was drawn u p .
I n a d d i t i o n t o t h e summary,
c o n c l u s i o n s a n d recommend-
—S t ­
a t i o n s w ere e s t a b l i s h e d a nd a r e p r e s e n t e d i n c h a p t e r
four.
Q u e stio n 1.
P l e a s e i n d i c a t e th e a p p ro x im a te tim e
when you made y o u r c a r e e r d e c i s i o n ?
The r e a c t i o n t o q u e s t i o n one a s s e e n i n T a b l e 1,
a s r e s p o n d e d t o by ( f r e s h m a n ,
so p h o m o r e , j u n i o r ,
s e n i o r and g r a d u a t e d ) m a l e s an d f e m a l e s ,
shows t h a t f o r
m ale s u b j e c t s m o st o f t h e c a r e e r d e c i s i o n s w e r e made
d u r i n g t h e sophom ore {32%) an d f r e s h m a n ( 3 0 $ ) y e a r s i n
college.
Only 19$ o f t h e m a l e s s u r v e y e d made t h e i r
c a r e e r choice w hile a tt e n d i n g high sc h o o l.
The f e m a l e
r e s p o n s e t o q u e s t i o n one shows t h a t m ost f e m a l e s u b j e c t s
c a r e e r d e c i s i o n s were made d u r i n g h i g h s c h o o l y e a r s
or
th eir
sophom ore y e a r i n c o l l e g e
(32$).
( 3 5 $)
When male
a n d f e m a l e r e s p o n s e s w e re c o m bined t h e r e a c t i o n t o
q u e s t i o n one i n d i c a t e d t h a t m o st c a r e e r d e c i s i o n s were
made d u r i n g t h e s u b j e c t s so phom ore y e a r i n c o l l e g e .
The s e c o n d m o st f a v o r a b l e t i m e f o r m ak in g c a r e e r d e c i s i o n s
was w h i l e i n h i g h s c h o o l f o l l o w e d c l o s e l y by t h e f r e s h m a n
year in c o lleg e.
Only 9$ o f t h e s u b j e c t s s u r v e y e d made
c a r e e r o r c o l l e g e m a j o r c h o i c e s d u r i n g t h e i r j u n i o r an d
se n io r year in c o lleg e,
w i t h o n l y o n e p e r c e n t making
the d e c isio n during t h e i r s e n io r y e ar in c o lle g e .
/
-25-
T h e r e w e r e l a r g e d i f f e r e n c e s "between when f e m a l e
s e n i o r s an d m ale s e n i o r s made t h e i r c a r e e r d e c i s i o n s .
F o r t y - o n e p e r c e n t o f t h e f e m a l e s made t h e i r d e c i s i o n s
w hile in high sc h o o l, w hile only te n p e rc e n t o f th e
m a l e s made t h e i r c h o i c e w h i l e i n h i g h s c h o o l .
Q u estio n 1.
P le a s e i n d i c a t e th e a p p ro x im a te tim e
when you made y o u r c a r e e r d e c i s i o n ?
Table I
R e s p o n s e t o q u e s t i o n I by m a l e s an d f e m a l e s .
F r e sh m a n Sophomore J u n i o r
S e n io r H i-School O ther
»
%
if
%
a
%
§ %
A
2
40
12.5
3
4
30
25
I
3
10
1.9
0
2
7
4
22.5
12
11
14
35 . 7
41 2
22.5
6
21
I4
12
18
63
43
I
5
5 28
11 31
3
11
17
31
0
0 .
Il
% H
%
0
0
12. 5 4
0 2
25 I
20
6
0
0
0
0
3
14
10 3
41 0
10
0
10.5
12
0
0
0
0
0
9
0 I
21 4 .
5
10
0
0
0
0
0
0
10
11
50 I
31 2
5
7
C lass
G raduates
M ales
Females
Seniors
Males
Females
-
Juniors
Males
Females
4
6
Soph om ores
Males
Females
•
-2 6 -
Table I Continued
§
%
§
*
I
%.
I
%
#
%
7
8
58
36
0
0
0
0
0
0
0
0
0
0
0
0
5
14
42 0
64 0
0
0
If
%
Fresh m an
M ales.
Females
T otal
Males
Females
27 30
31 21
29
47
32
32
10
10
11
7
0
2
0
I
17
52
19 7
35 7
8
4
Combined
CO
tn
76
32
20
8
2
I
69
29 14
6
24
^P ercentages read h o r i z o n t a l l y
Q u e stio n 2.
What a r e a o f p h y s i c a l e d u c a t i o n
h a v e you c h o s e n t o s p e c i a l i z e i n ?
(teaching,
dance,
rec rea tio n , h ealth , other)
The r e s p o n s e t o q u e s t i o n t w o , a s shown i n T a b l e I I ,
a s r e s p o n d e d t o by ( f r e s h m a n ,
so p h o m o r e , j u n i o r ,
and g r a d u a t e d m ales and f e m a le s ,
senior,
shows t h a t m o st f r e ­
q u e n t l y m a l e s c h o s e t e a c h i n g a s an a r e a o f s p e c i a l i z a ­
tio n
(51 /6).
The n e x t m o st p o p u l a r a r e a o f s p e c i a l i z a ­
t i o n c h o s e n by m a l e s was r e c r e a t i o n
(25%)•
T h e r e w ere
no m ale s u b j e c t s who s p e c i a l i z e d i n t h e a r e a o f d a n c e
( 0%) .
Female r e s p o n s e t o q u e s t i o n two shows t h a t 41 %
o f th e fem ale s u b j e c t s surveyed s e l e c t e d t e a c h i n g as
t h e i r area of sp e c ia liz a tio n '.
T h i s was f o l l o w e d by
-27-
r e c r e a t i o n w i t h 2k% o f t h e r e s p o n d i n g f e m a l e s s e l e c t i n g
th is area.
Only one p e r c e n t o f t h e f e m a l e s s e l e c t e d
th e a r e a o f dance to s p e c i a l i z e i n .
in d ic a te th a t teaching
Combined r e s p o n s e s
( 4 5 ^ ) was t h e o v e r a l l most p o p ­
u l a r a r e a o f s p e c i a l i z a t i o n f o r t h e w h o le g r o u p .
two o f 239 r e s p o n d e n t s s p e c i a l i z e d i n d a n c e .
the
Only
Among
( o t h e r ) c a t e g o r y o r r e s p o n s e s w h i c h was l i s t e d by
16$ o f t h e t o t a l r e s p o n d e n t s , c o a c h i n g was t h e most
common ( o t h e r ) r e s p o n s e , l i s t e d by 21 o f 39 s u b j e c t s .
The a r e a o f h e a l t h vas l i s t e d a s t h e a r e a o f s p e c i a l i ­
z a t i o n by 17% o f t h e j u n i o r c l a s s f e m a l e s , w h i l e z e r o
p e r c e n t o f t h e j u n i o r m ales l i s t e d h e a l t h .
Graduate
males o v erw h elm in g ly s e l e c t e d t h e t e a c h i n g a r e a f o r
sp ecializatio n
(80%), w h i l e o n l y 50% o f t h e g r a d u a t e
f e m a l e s s e l e c t e d t h a t same a r e a .
Q u e s tio n 2.
What a r e a o f p h y s i c a l e d u c a t i o n h a v e
you c h o s e n t o s p e c i a l i z e i n ?
— 28Table II
R e s p o n s e t o q u e s t i o n 2 by m a l e s a n d f e m a l e s
Teaching
if
%
Dance R e c r e a t i o n H e a l t h
O ther
a
%
a
%
■a
%
a
%
C lass
■■
Graduates
8
Males
Females 8
80
50
0 .
0
0
0
0
2
0
12
1
3
10
19
1
3
10
19
0
0
0
0
10
9
32
26
4
3
13
9
6
6
19
18
0
I
0
2
7
12
37
29
0
7
0
17
2
5
10
12
0
I
0
3
3
8
16.3
23
.3
9
16.3 3
26
6
16.3
17
67
41
0
0
0
0
2
4
16.5
18
2
2
16.5 0
7
9
0
32
Males
46 51
F e m a l e s 61 41
0
2
0
I
22
35
25
24
10 11
24. 16
Seniors
11 36
Males
F e m a l e s 16 47
Juniors
Males
10 53
F e m a l e s 17 40
Soph om ores
Males
9 50
F e m a l e s 11 31
Fre sh m a n
8
M ales
Females 9
T o tals
Combined
2
.8
107 45
57 24
^ P e rc e n ta g e s run h o r i z o n t a l l y
12
27
13
18
34 1 4 . 2 39
16
-29-
Q u e s t i o n 3.
if
still
u ated?
fied ,
Are you s a t i s f i e d w i t h y o u r m a j o r
i n s c h o o l a n d c a r e e r c h o i c e i f you h a v e g r a d ­
(very s a t i s f i e d ,
fa irly sa tisfie d ,
not s a tis ­
unsure).
The r e a c t i o n t o q u e s t i o n t h r e e , a s shown i n T a b l e
III,
a s r e s p o n d e d t o by ( f r e s h m a n ,
senior,
sophomore, j u n i o r ,
and g r a d u a t e ) m a l e s and f e m a l e s shows t h a t f o r
m ale s u b j e c t s t h e m a j o r i t y o f r e s p o n d e n t s
( 8 1 $ ) showed
some d e g r e e o f s a t i s f a c t i o n w i t h t h e i r c a r e e r c h o i c e .
F o r t y - t h r e e p e r c e n t w ere v e r y s a t i s f i e d a n d 38$ w ere
fa irly satisfied .
Sophomore m a l e s ( 7 2 $ ) w e r e v e r y
s a t i s f i e d w ith t h e i r m ajor c h o ic e .
In te re s tin g ly grad­
u a t e d m ales (30$) were ( n o t s a t i s f i e d ) w ith t h e i r c a r e e r
choice.
Fe m ale r e s p o n s e t o q u e s t i o n t h r e e i n d i c a t e d
t h a t 81$ o f t h e f e m a l e s u b j e c t s e x p r e s s e d a d e g r e e o f
s a t i s f a c t i o n w ith t h e i r c a re e r choice,
38$ w e r e v e r y
s a t i s f i e d a n d 43$ w e r e f a i r l y s a t i s f i e d .
Combined
r e s p o n s e s show t h a t 40$ o f a l l s u b j e c t s w e re v e r y s a t i s ­
fied ,
41$ w e re f a i r l y s a t i s f i e d ,
w h ile seven p e r c e n t
w e re n o t s a t i s f i e d w i t h t h e i r c o l l e g e m a j o r o r c a r e e r
choice.
The l a r g e s t i n t e r c l a s s d i f f e r e n c e s o c c u r r e d a t
the graduate l e v e l.
Ten p e r c e n t o f t h e g r a d u a t e m a l e s
-30-
.
w ere v e r y s a t i s f i e d a s o p p o s e d t o
fem ales.
G ra d u ate males
of the graduate
(30j6) w ere n o t s a t i s f i e d w h i l e
0% o f t h e g r a d u a t e f e m a l e s w ere u n s a t i s f i e d w i t h t h e i r
m ajor.
The o t h e r l a r g e d i s c r e p a n c y was b e t w e e n so p h o m o re
m ales and f e m a l e s .
were v e ry s a t i s f i e d ,
being
still
uated?
w h i l e 34% o f t h e f e m a l e s r e p o r t e d
v e r y s a t i s f i e d w ith , t h e i r m a j o r .
Q u e s tio n 3.
if
S e v e n ty -tw o p e r c e n t o f t h e males
Are you s a t i s f i e d w i t h y o u r m a j o r
i n s c h o o l a nd c a r e e r c h o i c e i f you h a v e g r a d ­
-31Table III
R e s p o n s e t o q u e s t i o n 3 by m a l e s an d f e m a l e s
Ve ry S a t i s f i e d F a i r l y S a t i s f i e d Not S a t i s f i e d U n s u re
§ %
if
%
if
%
§
%
Class
G raduates
Males I 10
Fe m ale 7 Al
3
6
30 .
38
3
0
30
0
3
3
30
18
13
20
42
59
2
2
6
6
6
2
20
6
9
19
47
45
0
3
0
7.5
0
I
0
2.5
4
13
22
37
0
3
0
9
I
7
6
20
5
6
42
27
I
2
8
9
1
5
8
23
34
64
38 ;
43 :
• 6
10
7
7
11
18
12
12
16
7
29
12
Seniors
M a les 10 32
Fe m ale I 0 29
Juniors
M ales 1 0 5 3
Female 19 45
Soph om ores
M a les 13 72.
Fe m ale 12 34
Fre sh m a n
M a les
5 42
Fe m ale 9 41
T o tals
M a les 39 43
Fe m ale 57 38
Combined
96 40
98 41
^ P e r c e n ta g e s run h o r i z o n t a l l y
■ -32Q u e s t i o n 4»
I f you t r a n s f e r r e d i n t o an a r e a o f
p h y s i c a l e d u c a t i o n from a n o t h e r d i s c i p l i n e p l e a s e i n d i ­
c a te th e m ajor reason?
The r e s p o n s e t o q u e s t i o n f o u r a s s e e n i n T a b l e
IV, a s r e s p o n d e d t o by ( f r e s h m a n ,
sophomore, j u n i o r ,
s e n i o r , a nd g r a d u a t e ) m a l e s an d f e m a l e s shows t h a t f o r
m ale s u b j e c t s 57% t r a n s f e r r e d i n t o a n a r e a o f p h y s i c a l
e d u c a t i o n b e c a u s e o f an i n c r e a s e d i n t e r e s t i n t h i s a r e a .
The s e c o n d b i g g e s t r e a s o n m a l e s l i s t e d
f i c u l t y in p re v io u s c o lle g e m ajor.
(13%) was d i f ­
The f e m a l e r e s p o n s e
t o q u e s t i o n f o u r i n d i c a t e d s i m i l a r r e s u l t s t o t h e m ale
responses.
S ix ty -tw o p e r c e n t o f t h e fem ale r e s p o n d e n ts
t r a n s f e r r e d b e c a u s e o f an i n c r e a s e d i n t e r e s t i n p h y s i c a l
e d u c a t i o n , w h i l e 11% o f t h e f e m a l e s c i t e d d i f f i c u l t y
in th e p r e v io u s c o lle g e major as th e p rim a ry rea so n f o r
tran sferrin g .
The co m b in ed t o t a l o f m ale a n d f e m a l e
r e s p o n d e n t s shows t h a t t h e p r e d o m i n a n t r e a s o n f o r
t r a n s f e r r i n g was an i n c r e a s e d i n t e r e s t i n p h y s i c a l
e d u c a t i o n w i t h 60% o f a l l
option.
category.
respondents s e le c tin g t h is
T w en ty -tw o p e r c e n t r e s p o n d e d t o t h e
(other)
The most common ( o t h e r ) r e s p o n s e s t a t e d by
15 o f 27 r e l a t e d t o a c h i e v i n g p r e v i o u s s u c c e s s i n an
area of p hy sical a c t i v i t i e s .
-33-
I n t e r - c l a s s c o m p a r i s o n s show l a r g e d i f f e r e n c e s
betw een r e s p o n s e s f o r s e v e r a l c l a s s e s .
25% o f t h e s e n i o r r e s p o n d e n t s l i s t e d
F o r exam ple,
( d i f f i c u l t y in
p r e v io u s m ajor) as th e p rim a ry re a s o n f o r t r a n s f e r r i n g ,
w hile zero p e rc e n t o f th e g rad u a ted s u b je c ts l i s t e d t h i s
same r e a s o n .
Q uestion
I f you t r a n s f e r r e d i n t o a n a r e a
o f p h y s i c a l e d u c a t i o n from a n o t h e r d i s c i p l i n e p l e a s e
i n d i c a t e th e m ajor rea so n ?
T a b l e IV
R e s p o n s e t o q u e s t i o n 4 by m a l e s a n d f e m a l e s
D ifficu lty
Increased
in previous
i n t e r e s t in
. m ajor
P .E .
§
■
%
K
.
%
C l a s s _____ '_______________ •_____________
A v a i l a b i l i t y P e e r Other
o f employInfluence
ment
H
%
If
% §
%
G raduates
Males
Females
4
9
80
82
0
I
0
9
0
I
0
9
1
0
20
0
. 20
25
7
5
40
42
0
0
0
0
0
I
0
8
7
3
40
25
0
9
10
U
62.5
64
1
2
12.5 0
0
9
0
0
0
4
0
18
0
0
0
0
4
3
0
2
"
Seniors
Males
Females
Juniors
M ales
Females
'
- 34Table _ I V Continned
I
%
#
%
I
%
2
2
25
11
5
12
62 . 5
63
I
I
12.5 0
0
5
I
I
. 20
U
4
4
80
•57
0
0
0
0
7
8
13
11
31
44
57
62
2
4
12
60
75
1?
^ P e r c e n ta g e s run h o r i z o n t a l l y
6
If
If
%
0
0
0
4
0
21
0
0
0
0
0
2
0
29
4
6
0
2
0
3
14 26
13 18
5
2
I
27 22
Soph om ores
Males
Females
Fresh m an
Males
Females
T o tals
M ales
Females
.
Combined
The d i f f e r e n c e s b e t w e e n m ale a n d f e m a l e r e s p o n s e s
on t h e s i x f a c t o r s o f t h e c a r e e r f a c t o r c h e c k l i s t
(I.
fam ilial,
2.
so cietal,
3.
socioeconom ic,
5.
situ atio n al,
in d iv id u al,
6.
4.
psychosocial-
e m o t i o n a l ) a r e p r e s e n t e d i n T a b l e V.
The r e a c t i o n t o t h e s i x f a c t o r s a s shown i n T a b l e V
f o r m a l e s a n d f e m a l e s i n d i c a t e s t h a t t h e r e was no s i g n i f i ­
c a n t d i f f e r e n c e f o r s e x a n d e a c h f a c t o r when c o m p a r i s o n s
w e re made i n d i v i d u a l l y by e a c h f a c t o r .
The b i g g e s t
d i f f e r e n c e s b e tw e e n m ale a n d f e m a l e r e s p o n s e s o c c u r r e d
i n f a c t o r one ( f a m i l i a l ) a n d f a c t o r f o u r ( s o c i o - e c o n o m i c )
-35-
b u t n e i t h e r o f t h e s e d i f f e r e n c e s w ere s t a t i s t i c a l l y
sig n ific an t.
The t o t a l r a n k i n g s o f t h e e n t i r e c a r e e r f a c t o r
c h e c k l i s t showed t h a t f e m a l e s r a n k e d , a l l f a c t o r s com­
bined,
s i g n i f i c a n t l y h i g h e r a t t h e .0 5 l e v e l th a n m ales
did.
The o v e r a l l r a n k i n g f o r f e m a l e s was 2 6 .8 1 w h i l e
f o r m a l e s t h e r a n k i n g was 25.4-7.
Duncan’ s a n a l y s i s f u r t h e r e x p l a i n s th e i n f o r m a t i o n
an d s i g n i f i c a n c e l e v e l s p o r t r a y e d i n T a b l e V.
Table V
A n a l y s i s o f v a r i a n c e b e tw e e n male an d
f e m a l e s u b j e c t s and t h e s i x f a c t o r s .
I.
fam ilial
2.
s o c i e t a l , 3.
i n d i v i d u a l , 4.
socio-econom ic,
5.
s i t u a t i o n a l , 6.
psych o so cial-em o tio n al
F actors:
Male
Fe m ale
T otal
Source
I
26.98
29.29
28.09
2
26.91
27.78
27.39
3
.42 .9 6
44.20
43.58
D e g r e e s o f Freedom
4
5
6
17.95
20.45
19.20
20.15
20.63
20.39
17.88
18.63
18.26
Mean S q u a r e
I
Sex
604.39
20320.88
Factors
5
.
Sex X F a c t o r
38.40
5
R e m a in d e r
1422
15.50
^ S ig n if ic a n t a t the . 0 5 'le v e l
Sex
25.47
2 6 .8 1
F
C ritical
V a lu e
11.73*
3.84
3 9 4 . 5 0 * 2 .2 1
. 7 4 6 2.2 1
D u n c a n ’ s m u l t i p l e c o m p a r i s o n s f o r se x d i f f e r e n c e s
i n d i c a t e s t h a t f a c t o r 3 i n d i v i d u a l f a c t o r s was r a t e d
s i g n i f i c a n t l y h ig h e r than a l l o th e rs r e g a r d le s s o f sex.
-36-
I t a l s o showed f a c t o r s I a n d 2 w e r e s i g n i f i c a n t l y h i g h e r
t h a n f a c t o r s 4,
5 a nd 6 f o r a l l s e x e s .
F a c t o r s 4 a nd
5 w e r e r a t e d s i g n i f i c a n t l y h i g h e r t h a n f a c t o r 6 w h ic h
was r a t e d t h e l o w e s t by b o t h s e x e s .
for a ll
The t o t a l r a t i n g s
s i x f a c t o r s combined i n d i c a t e d t h a t f e m a l e s t o t a l
ratin g of a ll
i t e m s on t h e c a r e e r f a c t o r c h e c k l i s t was
s i g n i f i c a n t l y h ig h e r th an m ales.
T h e r e w e r e no s i g n i f i c a n t
d i f f e r e n c e s b e t w e e n m a l e s a n d f e m a l e s on a n y o n e i n d i v i ­
dual fa c to r.
T a b l e VI
D u n c a n ' s a n a l y s i s f o r s e x f a c t o r s m ale a n d f e m a l e
F actor 3
43.58
In d iv id u a l F actors
F actor I
28.09 *
F am ilial F actors
F actor 2
27.34 *
S o c ie ta l F actors
F a c to r 5 • 20.39
*
S itu a tio n a l F actors
F actor 4
19.20
* *
Socioeconom ic F a c to r s
*
F actor 6
18.26
P sy ch o social-em otional F acto rs
N o n - s i g n i f i c a n t v a l u e s a r e d e n o t e d by *
p r e s e n t then a l l v a lu e s a re s i g n i f i c a n t
The d i f f e r e n c e s b e t w e e n g r a d e l e v e l
senior,
j u n i o r , , sophomore,
I f no * i s
(graduated,
freshm an) and r e s p o n s e s
to the s ix f a c to r s o f the c a re e r f a c t o r c h e c k lis t
-37-
(1.
f a m i l i a l , 2.
econom ic,
5.
so cietal,
3.
s i t u a t i o n a l , 6.
in d iv id u al,
4.
socio­
p sychosocial-em otional)
a r e p r e s e n t e d i n T a b l e V I.
The r e a c t i o n t o t h e s i x f a c t o r s a s shown i n T a b l e
VII f o r th e f i v e d i f f e r i n g
grade
l e v e l s shows t h a t t h e r e
was no s i g n i f i c a n t d i f f e r e n c e b e t w e e n e a c h f a c t o r an d
c l a s s l e v e l when t h e f a c t o r s w e r e com pared s e p a r a t e l y .
I n o t h e r w o r d s , t h e r e was no s i g n i f i c a n t d i f f e r e n c e
betw een t h e v a lu e each c l a s s r a t e d f a c t o r on e,
two and so o n .
facto r
T h e r e was a s i g n i f i c a n t d i f f e r e n c e
a t t h e . 0 5 l e v e l when t h e o v e r a l l
s c o r e s on t h e c a r e e r
f a c t o r c h e c k l i s t were co m p a red f o r c l a s s d i f f e r e n c e s ,
w h i c h i s e x p l a i n e d by t h e D u n c a n ' s a n a l y s i s f o l l o w i n g
Table V II.
The most s i g n i f i c a n t a r e a s e l e c t e d by b o t h m a l e s
a n d f e m a l e s a s i s shown i n T a b l e V II was f a c t o r
three
( i n d i v i d u a l f a c t o r s ) w h ic h was r a t e d s i g n i f i c a n t l y
h i g h e r a t th e .05 l e v e l .
The s i g n i f i c a n c e o f t h e o t h e r
f i v e f a c t o r s i s p r e s e n t e d i n T a b l e V I I I i n t h e Duncan
explanation.
T
-
38-
T a b l e V lI
A n a l y s i s o f v a r i a n c e betw een c l a s s ( g r a d u a t e d ,
s e n i o r , j u n i o r , s o p h o m o r e , f r e s h m a n ) an d
the six f a c to r s , I .
f a m i l i a l , 2.
so cietal,
3.
i n d i v i d u a l , 4» s o c i o - e c o n o m i c ,
5.
s i t u a t i o n a l , 6.
psychosocial-em otional
F acto rs:
G raduate
S enior
Junior
Sophomore
Freshm an
T otal
I
2
29.35
27.94
28.10
28.67
27.96
28.39
28.33
25.58
28.50
27.04
28.80
27.63
3
44.55
43.84
43.98
43.33
42.84
43.71
20.79
20.60
20.22
18.07
17.53
19.44
D e g r e e s o f Freedom.
Source
Sex
F actor
C lass X F a c to r
R e m a in d e r
4
5
2C)
1404
■
6
.5
4
22.44
20.22
20.72
19.63
19.73
20.55
20.20
1 8 .4 1
20.19
16.43
16.30
18.31
Mean S q u a r e s
207.02
19121.72
44.03
51.51
C lass
27.59
26.10
26.94
25.53
25.53
F
C ritic al
Value
4 .0 1 * 2 . 3 7
3 7 1 . 1 5 * 2 .2 1
.855 1 .5 7
■^Denotes s i g n i f i c a n c e a t t h e , 0 5 l e v e l
The D u n c a n ’ s a n a l y s i s f o r c l a s s d i f f e r e n c e s
man, s o p h o m o r e , j u n i o r ,
(fresh­
s e n i o r and g r a d u a t e ) a s d i s p l a y e d
i n T a b l e V I I I shows t h a t t h e r e was no s i g n i f i c a n t d i f f e r ­
e n c e b e tw e e n t h e i n d i v i d u a l f a c t o r s an d c l a s s l e v e l
responses.
I t also in d ic a te s th a t the o v e ra ll ra tin g s
f o r t h e com plete c a r e e r f a c t o r c h e c k l i s t were s i g n i f i c a n t l y
h i g h e r f o r g r a d u a t e s and j u n i o r s t h a n t h e y w e r e f o r
seniors,
sophom ores, and fre s h m a n .
J u n i o r s and s e n i o r s
r a t e d t h e s i x f a c t o r s h i g h e r t h a n so p h o m o r e s a n d f r e s h -
-39-
man, s o p h o m o r e s a n d f r e s h m a n r a t e d t h e s i x f a c t o r s on
the c are e r f a c to r c h e c k lis t the lo w est.
Table V III
Duncan’ s a n a l y s i s f o r c l a s s f a c t o r s
(fres h m a n , sophomores, j u n i o r s , s e n i o r s and g r a d u a t e s )
G raduate
Juniors
S eniors
Sophom ores
Fre sh m a n
27.59
26.94
26.10
25.53
25.53
*
*
*
*
*
*
*
N o n - s i g n i f i c a n t v a l u e s a r e d e n o t e d by *.
p r e s e n t then a l l v a lu e s a re s i g n i f i c a n t .
I f no * i s
The D u n c a n ' s a n a l y s i s f o r d i f f e r e n c e s i n r a t i n g
s c o r e s on e a c h o f t h e f a c t o r s on t h e c a r e e r f a c t o r
ch eck list (fa m ilia l, so c ie ta l,
in d iv id u al,
socio-econom ic,
s i t u a t i o n a l a nd p s y c h o s o c i a l - e m o t i o n a l ) a s p r e s e n t e d i n
T a b l e IX i n d i c a t e s t h a t f a c t o r t h r e e
(in d iv id u al fa c to rs)
was r a t e d s i g n i f i c a n t l y h i g h e r t h a n a l l o f t h e o t h e r
f a c t o r s a s an i n f l u e n c e on c a r e e r d e c i s i o n s i n an a r e a o f
p h y sic a l ed ucation.
F a c t o r s one and two ( f a m i l i a l and
s o c i e t a l ) w ere r a t e d s i g n i f i c a n t l y h i g h e r a s i n f l u e n c e s
than f a c to r s fo u r,
f i v e and s i x .
F a c t o r s f o u r and s i x
( s o c i o - e c o n o m i c an d p s y c h o s o c i a l - e m o t i o n a l ) w e re r a t e d a s
having the l e a s t in f lu e n c e o f a l l
t h e s i x f a c t o r s on c a r e e r
-40-
ch o ice o r c o lle g e m ajor.
T a b l e IX
D uncan's a n a l y s i s f o r th e s i x f a c t o r s o f th e c a r e e r
fa c to r c h ec k list (fa m ilia l, s o c ie ta l, in d iv id u al,
socio-econom ic, s i t u a t i o n a l , p sy c h o so c ial-em o tio n a l
F acto r 3
4 3 .7 1
in d iv id u al fa c to rs
F actor 1
28.39 *
fam ilial fac to rs
F acto r 2
27.63 *
so c ietal facto rs
F actor 5
20.55
*
situ a tio n a l factors
F actor 4
19.44
* *
socioeconom ic f a c t o r s
F actor 6
1 8 .3 1
*
psychosocial-em otional fa c to rs
N o n - s i g n i f i c a n t v a l u e s a r e d e n o t e d by *.
p r e s e n t then a l l v a lu e s a re s i g n i f i c a n t .
I f no * i s
C hapter 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The p u r p o s e o f t h i s s t u d y was t o c o n d u c t a s u r v e y
to analyze th e c a re e r choices o f s e le c te d p h y sic a l
e d u c a t i o n m a j o r s a t Montana S t a t e U n i v e r s i t y .
S p ecifi­
c a l l y t h i s study attem p ted to dete rm in e :
when t h e
c a r e e r c h o i c e was made;
(2 )
o f t h e c a r e e r c h o i c e ; (3)
(I)
the reason f o r th e s e le c tio n
what a r e a o f p h y s i c a l ed u ­
c a t i o n was s e l e c t e d f o r s p e c i a l i z a t i o n ;
(4)
current
o p in io n s re g a rd in g s a t i s f a c t i o n o f the c a re e r ch oice.
T h i s . s t u d y was d e l i m i t e d t o 241 u n d e r g r a d u a t e
p h y s i c a l e d u c a t i o n m a j o r s a t Montana S t a t e U n i v e r s i t y .
I t was a l s o d e l i m i t e d t o '34 a l u m n i members o f t h e
1979-1980 p h y s i c a l e d u c a t i o n c l a s s .
A q u e s t i o n n a i r e was d e s i g n e d by t h e i n v e s t i g a t o r
a nd O1N i e l t o o b t a i n t h e d e s i r e d i n f o r m a t i o n .
A fter
r e c e i v i n g 239 o f a p o s s i b l e 275 q u e s t i o n n a i r e s f o r 87%
p a r t i c i p a t i o n and r e t u r n ,
t h e d a t a was t a b u l a t e d ,
t o t a l l e d and p e r c e n t a g e s c o m p u t e d .
The d a t a was t h e n
a n a l y z e d u s i n g a n a l y s i s o f v a r i a n c e a nd D u n c a n ' s
.
m u l t i p l e com parisons a n a l y s i s f o r p r e s e n t a t i o n in t a b l e
form.
- 42-
The f o u n d a t i o n f o r d r a w i n g c o n c l u s i o n s a n d making
recom m endations as to what f a c t o r s i n f l u e n c e a c a r e e r
c h o i c e i n p h y s i c a l e d u c a t i o n was s u p p l i e d by t h e q u e s t i o n ­
n a ire response.
A summary o f t h e f i n d i n g s f o l l o w s :
M ales (32%) made t h e i r c a r e e r c h o i c e d u r i n g t h e i r
c o l l e g e sophom ore y e a r . i n s c h o o l ,
choice as c o lle g e freshm en.
30/6 made t h e i r c a r e e r
Only 19/6 o f t h e male s u b j e c t s
made t h e i r c a r e e r t i h o i q e w h i l e a t t e n d i n g h i g h s c h o o l .
F e m a l e s (35%) made t h e i r c a r e e r . c h o i c e i n h i g h s c h o o l
w h i l e 32>6 made t h e i r c a r e e r c h o i c e d u r i n g , t h e i r s o p h o ­
more y e a r i n c o l l e g e .
The so phom ore y e a r i n c o l l e g e
was t h e t i m e when most s t u d e n t s made t h e i r c a r e e r c h o i c e
when b o t h m a l e s an d f e m a l e s were c o m b i n e d .
F i f t y - o n e p e r c e n t o f t h e male s u b j e c t s s e l e c t e d
the a re a o f teach in g f o r s p e c i a l i z a t i o n .
The s e c o n d
most p o p u l a r a r e a o f s p e c i a l i z a t i o n f o r m ale s u b j e c t s
was r e c r e a t i o n w i t h 25% s e l e c t i n g t h i s a r e a .
r e s p o n s e s p a r a l l e l e d m ale r e s p o n s e s .
Female
Forty-one p e rc e n t
o f th e fem ales s p e c i a l i z e d in th e te a c h in g a r e a , w hile
24% s e l e c t e d
the a rea of r e c r e a tio n fo r s p e c i a l i z a t i o n .
Combined r e s p o n s e s Of m a l e s and f e m a l e s i n d i c a t e t h a t
45% o f a l l
s u b j e c t s chose to s p e c i a l i z e in t e a c h i n g .
_
43
“
a nd 24$ c h o s e t o s p e c i a l i z e i n r e c r e a t i o n .
When a s k e d a b o u t c u r r e n t l e v e l s o f s a t i s f a c t i o n
w ith t h e i r c o l l e g e m ajor o r c a r e e r c h o ic e ,
81 % o f t h e
m ale s u b j e c t s r e s p o n d e d w i t h some d e g r e e o f s a t i s f a c t i o n .
F o r t y - t h r e e p e r c e n t o f t h e m a l e s w e re v e r y s a t i s f i e d a n d
38$ were f a i r l y
satisfied .
T hirty p e rc e n t o f the gradu­
a t e d m a l e s were n o t s a t i s f i e d w i t h t h e i r c a r e e r c h o i c e .
The f e m a l e r e s p o n s e i n d i c a t e t h a t 81$ o f t h e f e m a l e
s u b j e c t s w ere s a t i s f i e d t o some d e g r e e w i t h t h e i r c o l l e g e
m ajor o r c a r e e r c h o ic e .
T h ir ty - e ig h t p e rc e n t o f the
f e m a l e r e s p o n d e n t s were v e r y s a t i s f i e d a n d 43$ w ere f a i r l y
satisfied .
fied .
Only 7$ o f t h e f e m a l e s u b j e c t s w e re n o t s a t i s ­
0$ o f t h e f e m a l e s u b j e c t s w e re n o t s a t i s f i e d w i t h '
t h e i r c a re e r choice.
When s t u d e n t s who t r a n s f e r r e d i n t o p h y s i c a l e d u c a t i o n
from a n o t h e r d i s c i p l i n e w ere a s k e d t h e r e a s o n f o r t h e
tran sfer,
f i f t y - s e v e n p e r c e n t o f t h e male s u b j e c t s t r a n s ­
f e r r e d in to the area o f p h y sic a l educatio n because they
h ad more i n t e r e s t i n t h i s a r e a .
T hirteen p e rc e n t of
t h e m ales su rv e y ed s a i d th e y t r a n s f e r r e d i n t o p h y s i c a l
e d u c a t i o n due t o d i f f i c u l t y
m ajor.
in c u r r e d in t h e i r p re v io u s
The f e m a l e r e s p o n s e s w e r e s i m i l a r t o t h e male
responses.
S ix ty -tw o p e r c e n t o f th e fem ale s u b j e c t s
- 44“
t r a n s f e r r e d i n t o an a r e a o f p h y s i c a l e d u c a t i o n b e c a u s e
o f i n c r e a s e d i n t e r e s t i n t h i s a r e a a n d 11$ c i t e d d i f f i ­
c u l t y in t h e i r p r e v i o u s major as t h e p rim a ry re a s o n f o r
tran sferrin g .
I t was f o u n d t h a t t h e s e x o f t h e r e s p o n d e n t made
no s i g n i f i c a n t d i f f e r e n c e i n t h e r a t i n g o f t h e f a c t o r s
in f lu e n c in g t h e i r c a re e r choice.
M a les an d f e m a l e s
t e n d e d t o r a t e a l l o f t h e s i x f a c t o r s on t h e c a r e e r
f a c to r c h e c k list equally.
The g r a d e l e v e l o f t h e s u b j e c t s was f o u n d t o h a v e
no s i g n i f i c a n t i n f l u e n c e on t h e i r r a t i n g o f t h e c a r e e r
facto r ch eck list.
T h e r e was no s i g n i f i c a n t d i f f e r e n c e
betw een each f a c t o r and th e g ra d e l e v e l
m o re, j u n i o r ,
senior,
( freshm an,
sopho­
g r a d u a t e d ) when e a c h f a c t o r was
c o m pared s e p a r a t e l y .
T h e r e was one g e n e r a l f a c t o r on t h e c a r e e r f a c t o r
c h e c k l i s t t h a t was r a t e d s i g n i f i c a n t l y h i g h e r a t t h e
. 0 5 l e v e l t h a n a l l o f t h e o t h e r f a c t o r s by a l l
in terv iew ed .
F actor th re e
subjects
( i n d i v i d u a l f a c t o r s ) was
r a t e d s i g n i f i c a n t l y h i g h e r a t th e .05 l e v e l th an a l l th e
o th e r fa c to rs surveyed.
The f o l l o w i n g c o n c l u s i o n s a r e b a s e d upon i n f o r m a t i o n
s u p p l i e d by q u e s t i o n n a i r e s u r v e y .
The f o l l o w i n g
--15-
h y p o t h e s i s s t a t e d i n t h e n u l l , were t e s t e d i n t h i s
research.
1.
T h e r e w i l l be no s i g n i f i c a n t d o m i n a n t f a c t o r
in flu e n c in g the s e l e c ti o n of h e a lth ,
p h y sic a l edu catio n
an d r e c r e a t i o n a s a c a r e e r c h o i c e .
2.
T h e r e w i l l be no s i g n i f i c a n t d i f f e r e n c e r e g a r d i n g
s e x o f t h e i n d i v i d u a l and t h e r e a s o n s f o r t h e c a r e e r
choice.
3.
T h e r e w i l l be no s i g n i f i c a n t d i f f e r e n c e r e g a r d i n g
a s t u d e n t s y e a r i n s c h o o l and t h e r e a s o n s f o r c a r e e r
choice.
The f o l l o w i n g q u e s t i o n s w e r e a l s o a n s w e r e d i n t h i s
research.
1.
P le a s e i n d i c a t e th e ap p ro x im ate tim e your c a r e e r
d e c i s i o n was made?
2.
What a r e a o f p h y s i c a l e d u c a t i o n h a v e you c h o s e n
to s p e c ia liz e
3.
still
in?
Are you s a t i s f i e d w i t h y o u r m a j o r c h o i c e i f
i n s c h o o l and c a r e e r c h o i c e i f you h a v e g r a d u a t e d ?
4.
I f you t r a n s f e r r e d
i n t o an a r e a o f p h y s i c a l
e d u c a t i o n from a n o t h e r d i s c i p l i n e ,
m ajor rea so n ?
p le a se in d ic a te the
-
46
-
CONCLUSIONS •
1.
T h e r e i s d e f i n i t e l y one s i g n i f i c a n t f a c t o r
which i n f l u e n c e s c a r e e r d e c i s i o n in p h y s i c a l e d u c a t i o n .
T h i s i s t h e i n d i v i d u a l f a c t o r w h i c h i n c l u d e s t h e s u b j e c t ’s
own s e l f - e x p e c t a n c i e s ,
and need to a c h i e v e .
a b ilitie s,
in te rests,
attitu d es
T h i s d i s p r o v e s h y p o t h e s i s n u m ber
o ne w h ic h s t a t e s , t h e r e w i l l be no s i g n i f i c a n t d o m i n a n t
f a c t o r in flu e n c in g the s e le c tio n o f h e a lth , p h y sic a l
e d u c a t i o n and r e c r e a t i o n a s a c a r e e r c h o i c e .
2.
T h e r e was no s i g n i f i c a n t d i f f e r e n c e b e t w e e n
th e r a t i n g s o f each f a c t o r ,
when t h e s e x o f t h e r e s p o n d e n t
was t a k e n i n t o c o n s i d e r a t i o n .
T his s u p p o r ts h y p o t h e s i s
n u m ber t w o . .
3.
T h e r e was no s i g n i f i c a n t d i f f e r e n c e w i t h r e g a r d s
t o t h e s u b j e c t s y e a r i n s c h o o l a nd t h e r a t i n g s g i v e n
to each f a c t o r .
4.
T h i s s u p p o r t s h y p o t h e s i s n u m b er t h r e e .
Women s u b j e c t s r a t e d e a c h o f t h e f a c t o r s h i g h e r
t h a n d i d male s u b j e c t s .
5.
T h i r t y - t w o p e r c e n t o f t h e s u b j e c t s made t h e i r
c a r e e r d e c i s i o n s d u r i n g t h e i r so phom ore y e a r i n c o l l e g e .
6.
The m o st p o p u l a r a r e a o f p h y s i c a l e d u c a t i o n t o
s p e c i a l i z e i n was t h e t e a c h i n g a r e a .
F orty-five
- 47-
p e r c e n t o f t h e r e s p o n d e n t s s e l e c t e d t e a c h i n g a s an a r e a
of sp ecializatio n .
7.
E i g h t y - o n e p e r c e n t o f t h e r e s p o n d e n t s showed
some d e g r e e o f s a t i s f a c t i o n w i t h t h e i r m a j o r c h o i c e .
F o r t y p e r c e n t w ere v e r y s a t i s f i e d w h i l e 41 $ w e r e f a i r l y
sa tisfie d .
8.
.
The l a r g e s t d i s s a t i s f a c t i o n w i t h m a j o r c h o i c e
was among g r a d u a t e d m ale s u b j e c t s .
9.
(30/6 h o t s a t i s f i e d )
S i x t y p e r c e n t o f t h e r e s p o n d e n t s who t r a n s f e r r e d
i n t o p h y s i c a l e d u c a t i o n l i s t e d an i n c r e a s e d i n t e r e s t i n
an a r e a o f p h y s i c a l e d u c a ti o n a s th e m ajor r e a s o n .
RECOMMENDATIONS
1.
F u r t h e r s t u d y s h o u l d be c o n d u c t e d t o d e t e r m i n e
why more o f t h e g r a d u a t e s u b j e c t s a r e d i s s a t i s f i e d
w ith t h e i r c a r e e r choice than a re u n d e rg ra d u a te s u b j e c t s .
2.
A f o l l o w - u p s t u d y s h o u l d be c o n d u c t e d when a l l
o f t h e s e s u b j e c t s h ave g r a d u a t e d t o d e t e r m i n e i f t h e y
a r e s t i l l as s a t i s f i e d a s th e y were a s u n d e r g r a d u a t e
stu d en ts.
3.
F u r t h e r r e s e a r c h on why s t u d e n t s t r a n s f e r i n t o
p h y s i c a l e d u c a t i o n s h o u l d be d o n e .
4.
F u r t h e r r e s e a r c h s h o u l d b e done on why women
- 48-
s p e c i f i c a l l y m ajor in p h y s ic a l e d u c a tio n .
5.
A ll p r o s p e c t i v e p h y s i c a l e d u c a ti o n m ajors
should look a t ,
a n d c o n s i d e r many i n f l u e n c e s b e f o r e
m aking a c a r e e r d e c i s i o n .
6.
High s c h o o l c o u n s e l o r s s h o u l d be p r o v i d e d w i t h
more c u r r e n t i n f o r m a t i o n so a s t o b e t t e r a d v i s e h i g h
school stu d e n ts.
7.
High s c h o o l s t u d e n t s s h o u l d make b e t t e r u s e
o f g u i d a n c e c o u n s e l o r s an d t h e i r e x p e r t i s e .
•8.
C o l l e g e f a c u l t y members m u st b e more h e l p f u l
i n h e l p i n g s t u d e n t s make c a r e e r d e c i s i o n s ,
when i n an a d v i s o r y p o s i t i o n .
esp ecially
T h i s s u r v e y s h o u l d be
h e lp f u l in t h i s r e s p e c t.
9.
T h i s s u r v e y s h o u l d be u s e d by s t u d e n t s who a r e
n o t p r e s e n t l y e n r o l l e d i n p h y s i c a l e d u c a t i o n b u t who may
w a n t t o t r a n s f e r i n t o p h y s i c a l e d u c a t i o n so t h e y c a n g e t
some b a c k g r o u n d a s t o why o t h e r s h a v e c h o s e n t o m a j o r
in t h i s area.
10.
More i n f o r m a t i o n s h o u l d be made a v a i l a b l e p e r ­
t a i n i n g to o p p o r t u n i t i e s in p h y s i c a l e d u c a tio n in a r e a s
o t h e r than te a c h in g .
11.
S t u d e n t s s h o u l d be a l l o w e d t o e x p e r i e n c e t h e
t e a c h i n g p h a s e e a r l y i n t h e c o l l e g e e x p e r i e n c e so t h e y
- 49-
m ight b e t t e r j u s t i f y
th e ir career decision.
APPENDICES
APPENDIX A
Q uestionnaire
-52-
P l e a s e c h e c k t h e ' i n f o r m a t i o n b e lo w a b o u t y o u r s e l f
Sex:
Male
_____ _
Grade L e v e l :
F e m a le ________
F r e sh m a n ______ _ Sophomore_______ J u n i o r
S e n i o r _____'
G r a d u a t e d __________
Part I
P le a s e i n d i c a t e your answers to th e fo llo w in g q u e s tio n s
by p l a c i n g t h e number i n t h e s p a c e p r o v i d e d
________ I .
P l e a s e i n d i c a t e t h e a p p r o x i m a t e t i m e when you
made y o u r c a r e e r d e c i s i o n .
________ 2 .
2.
C o l l e g e Sophomore
4.
C ollege S e n io r
3.
5.
C o l l e g e F r e sh m a n
C ollege J u n i o r
High S c h o o l
6.
Other
What a r e a o f P h y s i c a l E d u c a t i o n h a v e you
chosen to s p e c i a l i z e in ?
3.
________ 3.
I.
R ecreation
4.
I.
H ealth
Teaching
5.
2.
Dance
Other
Are you s a t i s f i e d w i t h y o u r m a j o r i f s t i l l
in
s c h o o l an d c a r e e r c h o i c e i f you h a v e g r a d u a t e d ?
________ 4.
1.
Ve ry s a t i s f i e d
3.
Not s a t i s f i e d
2.
4."
F airly s a tis f ie d
Unsure
I f you t r a n s f e r r e d i n t o p h y s i c a l e d u c a t i o n
from a n o t h e r d i s c i p l i n e p l e a s e i n d i c a t e t h e
major reaso n
I.
D i f f i c u l t y in p r e v io u s m ajor
2.
In creased i n t e r e s t in p h y sic a l education
3.
A v a i l a b i l i t y o f employm ent
4.
Peer group
-53influence
5.
O t h e r ( e x p l a i n #5)
Part II
Below a r e a number o f f a c t o r s t h a t may a f f e c t y o u r
career decisions.
I n d i c a t e t h e d e g r e e t h a t you t h i n k
e a c h o f t h e f a c t o r s a f f e c t s YOUR OWN CAREER DECISION
MAKING u s i n g t h e f o l l o w i n g s c a l e .
Mark t h e u n s u r e
c a t e g o r y ( 0 ) o n l y i f you a r e c o m p l e t e l y u n a w a r e o r
h a v e n e v e r t h o u g h t o f how t h e f a c t o r s h a v e a f f e c t e d
y o u r c a r e e r d e c i s i o n m ak in g .
D e g r e e o f E f f e c t on Your C a r e e r D e c i s i o n Making
Very
Much
5
Much L i t t l e
4
3
Very L i t t l e
2
Not a t A l l
Unsure
1
0
____ I .
F a m i l i a l F a c t o r s . Your f a m i l y ' s v a l u e s , a t t i t u d e s
and b e h a v i o r s r e g a r d i n g a p p r o p r i a t e c a r e e r c h o i c e s .
____ 2.
C h i l d h o o d E x p e r i e n c e . Your e a r l y c h i l d h o o d
experiences regarding c a re e r choices.
____ 3.
M o t h e r ' s Role M o d e l. Your m o t h e r ' s r o l e s and
a t t i t u d e s r e l a t e d t o f a m i l y , c a r e e r an d w o rk .
____ 4*
F a t h e r ' s R o l e M o d e l. Your f a t h e r ' s r o l e s and
a t t i t u d e s r e l a t e d t o f a m i l y , c a r e e r a nd w o r k .
_____5.
S o c ie ta l F a c to rs . S o c ie ty 's v alu es, a t t i t u d e s
and p r a c t i c e s r e l a t e d t o a p p r o p r i a t e c a r e e r c h o i c e s
___ _ 6 .
E d ucational E x p e rie n c e s. E d ucational i n s t i t u t i o n ' s
v a l u e s , a t t i t u d e s and p r a c t i c e s r e l a t e d to
-54-
a p p ro p ria te c a re e r choices.
7.
P e e r Group I n f l u e n c e s . V a l u e s , a t t i t u d e s and
behaviors of your peers regarding a p p ro p ria te
c a r e e r choice.
8.
Mass M e d i a . V a l u e s , a t t i t u d e s and b e h a v i o r s
d e p i c t e d on r a d i o a nd TV an d i n m o v i e s , b o o k s
an d m a g a z i n e s r e g a r d i n g a p p r o p r i a t e c a r e e r
choices.
.9.
I n d i v i d u a l F a c t o r s . Your a b i l i t i e s , i n t e r e s t s ,
s e l f - e x p e c t a n c i e s , a t t i t u d e s , and n e e d t o a c h i e v e .
.10.
S e l f - E x p e c t a n c i e s . What you e x p e c t o f y o u r s e l f
r e l a t e d t o p o s s i b l e c a r e e r s now a n d i n t h e
future.
.11.
A b ilities.
.12.
I n t e r e s t s . S p e c i f i c a c t i v i t i e s and a r e a s
t h a t arouse your c u r i o s it y o r a t t e n t i o n .
.13.
Need t o A c h i e v e . Your d e s i r e t o a c c o m p l i s h
c e r ta in go als in l i f e .
.14»
A t t i t u d e s . Your p e r c e p t i o n s and f e e l i n g s a b o u t
y o u r s e l f and y o u r r o l e r e l a t e d t o c a r e e r s .
.1 5 .
Socio-econom ic f a c t o r s .
Your s o c i a l , r a c i a l ,
and e t h n i c g r o u p and s o c i e t y ' s e c o n o m ic c o n d i t i o n .
.1 6 .
S o c i a l C l a s s . The s o c i a l a n d e c o n o m ic l e v e l
o f you a n d y o u r f a m i l y .
.1 7 .
Race.
.18.
Sex D i s c r i m i n a t i o n . Your e x p e r i e n c e o f p e r s o n a l
a nd s o c i e t a l d i s c r i m i n a t i o n on t h e b a s i s o f s e x .
_19.
S u p p l y and Demand o f J o b s . . A v a i l a b i l i t y o f j o b s .
.20.
S itu atio n al F acto r.
a nd e v e n t s .
A l l s k i l l s you h a v e o r can d e v e l o p .
Your r a c e .
U nforeseen circu m stan ces
-55-
21.
Chance.
22.
Course o f L e a s t R e s i s t a n c e . A v a i l a b l e o p t i o n s
o f f e r i n g t h e l e a s t r e s i s t a n c e , h a r d work o r
d ifficu lty .
23 .
P s y c h o s o c i a l -E motl o n a l B a r r i e r s . E m o t i o n a l ,
s o c i a l , o r p e r s o n a l p r o b l e m s t h a t you h a v e i n
your l i f e .
24.
Fear o f F a i l u r e . F ear o f b e in g seen o r judged
as inadequate o r u n su c c e ss fu l.
25.
Fear o f S u c c e s s . ; Avoiding s u c c e ss because o f
p o s s ib le n e g a tiv e consequences.
26 .
Lack o f A s s e r t i v e n e s s . Lack o f i n i t i a t i v e t o
e x p r e s s y o u r s e l f a n d t o a c t i n y o u r own b e s t
in te rest.
27.
Lack o f C o n f i d e n c e . Lack o f t r u s t i n y o u r
a b i l i t i e s a nd p o t e n t i a l t o be a s u c c e s s .
_28.
29.
Unplanned o r u n p r e d i c t a b l e e v e n t s .
Role C o n f l i c t .
F eelings of f r u s t r a t i o n over
b e i n g p u l l e d i n o p p o s i t e d i r e c t i o n s by y o u r
r o l e s (such as c a r e e r v s. fam ily , c a r e e r v s.
p a re n ts ap p ro v al-d isap p ro v al, c a re e r vs. ro le
a s a f a t h e r , m other, w ife o r h u s b a n d .)
P l e a s e i n d i c a t e i f t h e r e a r e any o t h e r f a c t o r s
t h a t i n f lu e n c e d your c h o ic e o f c o ll e g e major
or career.
(Not p r e v i o u s l y l i s t e d )
APPENDIX B
L e tte rs o f T ran sm ittal
-57-
J a n u a r y 19, 1981
Dear Fellow S tu d e n t:
The D e p a r t m e n t o f H e a l t h , P h y s i c a l E d u c a t i o n an d
R e c r e a t i o n i s i n need o f y o u r a s s i s t a n c e .
May we
i m p o s e on a few m i n u t e s o f y o u r t i m e ?
Your c o o p e r a t i o n i n t h i s s t u d y w i l l h e l p b e n e f i t
b o t h you an d f u t u r e Montana S t a t e U n i v e r s i t y p h y s i c a l
e d u c a tio n m ajors as w ell as th e p h y s ic a l e d u c a tio n
m ajors o v e r a l l .
What we would l i k e i s y o u r h o n e s t
a n s w e r s on a q u e s t i o n n a i r e d e s i g n e d t o d e t e r m i n e w h a t
f a c t o r s i n f l u e n c e d y o u r d e c i s i o n t o m a j o r i n an a r e a o f
p h y s i c a l e d u c a t i o n a t Montana S t a t e U n i v e r s i t y .
The
q u e s t i o n n a i r e w i l l t a k e an a v e r a g e o f 15 m i n u t e s o f y o u r
tim e.
I n c l u d e d w i t h t h i s l e t t e r you w i l l f i n d a b r i e f
e x p l a n a t i o n a n d i n s t r u c t i o n s on w h e re t o r e t u r n t h e
enclosed q u e s tio n n a ire .
Your h e l p w i l l be g r e a t l y
ap p reciated .
Thank you f o r y o u r a s s i s t a n c e .
Very s i n c e r e l y y o u r s .
P e t e r E. H o c k e t t
G raduate Teaching A s s i s t a n t
Gary F. E v a n s , E d . D.
C o o r d in a to r o f G raduate Study
-58-
F e b r u a r y 22 , 1 981
Dear F e llo w S t u d e n t,
R e a l i z i n g t h a t we a r e a l l e x t r e m e l y b u s y , i t i s
e a s y t o s e e how you may h a v e o v e r l o o k e d o r m i s p l a c e d
t h e c a r e e r q u e s t i o n n a i r e we hope you r e c e i v e d a b o u t
two weeks a g o .
I n a n y c a s e , we h a v e n o t r e c e i v e d a ny
rep ly .
P e r h a p s i t was l o s t i n t h e m a i l o r s e n t t o t h e
wrong a d d r e s s .
I n an y e v e n t , we a r e e n c l o s i n g a n o t h e r co p y o f t h e
q u estio n n aire.
P l e a s e t r y t o f i n d 15 m i n u t e s t o f i l l
i t o u t a nd r e t u r n i t i n t h e e n v e l o p e p r o v i d e d .
Most
o f t h e q u e s t i o n n a i r e s h a v e b e e n r e t u r n e d , an d we w o u ld
l i k e t o g e t them a l l .
W i l l you h e l p ?
Thank y o u .
Your k i n d n e s s i s a p p r e c i a t e d .
V e ry s i n c e r e l y y o u r s .
P e t e r E. H o c k e t t
G raduate A s s i s t a n t
Dr. Gary F. Evans
C o o rd in a to r Graduate S tu d ie s
-59P r o c e d u r e Used f o r T e l e p h o n e F o l l o w - u p
The f o l l o w i n g p r o c e d u r e was u s e d a s a t h i r d f o l l o w - u p
to in c re a s e the percen tag e o f re tu r n of th e q u e stio n n a ire
survey used in t h i s study.
F irst,
a l i s t w i t h a l l names a n d ph o n e n u m b e r s o f
o u t s t a n d i n g q u e s t i o n n a i r e s was d e v e l o p e d .
Second,
a c a l l was made t o e a c h num ber a l l o w i n g f o r s e v e n r i n g s .
I f t h e r e was no a n s w e r , t h e num ber was c a l l e d a g a i n a t
th e c o m p letio n o f th e f i r s t round o f c a l l s .
I f there
was an a n s w e r t h e f o l l o w i n g d i a l o g u e e n s u e d .
My name i s P e t e r H o c k e t t an d I am a g r a d u a t e s t u d e n t
i n th e D epartm ent o f P h y s i c a l E d u c a tio n .
T h r e e weeks
ag o a q u e s t i o n n a i r e was s e n t t o y o u r a d d r e s s p e r . t a i n i n g to f a c t o r s in flu e n c in g your c a re e r d e c is io n .
As o f y e t I h a v e n o t r e c e i v e d y o u r r e t u r n q u e s t i o n n a i r e .
I f you h a v e n o t s e n t i t p l e a s e do so a s soon a s
p o s s i b l e so I may b e g i n a n a l y z i n g my d a t a .
I f you
d i d n o t g e t one I w i l l be h a p p y t o s e n d one t o y o u .
Thank you f o r y o u r t i m e a nd y o u r h e l p , i t w i l l be
g re a tly ap p reciated .
■
I f a f t e r two a t t e m p t s I was u n a b l e t o g e t an a n s w e r ,
t h e name was marked down on t h e l i s t a s an u n r e a c h a b l e
p a r t y a nd no r e s p o n s e was o b t a i n e d f o r t h a t i n d i v i d u a l .
S i x l o n g d i s t a n c e c a l l s w ere made a n d 43 l o c a l , c a l l s w e r e
made w i t h 39 s u b j e c t s r e s p o n d i n g by r e t u r n i n g t h e i r
q u estio n n aires.
up m e th o d .
I t seemed t o be a v e r y e f f e c t i v e f o l l o w ­
. ■APPENDIX O
Response to q u e s t i o n 2 9 j Other f a c t o r s t h a t i n f l u e n c e d
c a r e e r c h o i c e t h a t w ere n o t i n c l u d e d on t h e
Career F a c to r C h e ck list
- f>1 -
I n f l u e n c e s on c a r e e r c h o i c e n o t
l i s t e d on t h e c a r e e r f a c t o r c h e c k l i s t .
1.
I w a n t e d a c a r e e r wh e re I c o u l d h e l p o t h e r s .
2.
I t w o rk s o u t w e l l a s a b a ck u p c a r e e r t o my t o p
p r i o r i t y which i s a p r o f e s s i o n a l s o f t b a l l p i t c h e r .
3.
I m a t u r e d a n d r e a l i z e d I h ad good p o t e n t i a l i n P . E .
an d knew I c o u l d a c h i e v e a d e g r e e i n t h i s a r e a .
4..
I was a s t u d e n t t r a i n e r i n h i g h s c h o o l a n d t h i s was
my b i g g e s t i n f l u e n c e .
5.
P . E . was t h e c l o s e s t t h i n g t h e y o f f e r e d t o ’’O u t d o o r
E nvironm ental E d u c a tio n ” .
6.
Wanted t o work w i t h p e o p l e and f e e l I c a n be a p o s i t i v e
i n f l u e n c e on o t h e r l i v e s .
7.
An e n t h u s i a s t i c a d v i s o r who was v e r y s u p p o r t i v e .
8.
An o p p o r t u n i t y t o h a v e a j o b w h e r e I c o u l d be o u t s i d e
a n d n o t c o u p e d up i n an o f f i c e a l l d a y .
9.
My l o v e o f s p o r t s a n d t h e o p p o r t u n i t y t o work w i t h
k i d s a n d h e l p them r e a c h t h e i r f u l l p o t e n t i a l b o t h
m e n t a l l y an d p h y s i c a l l y .
1 0 . I l o v e d my f o r m e r j o b a t t h e Y.M.C.A. an d f i g u r e d
a s l o n g a s I h ad t o work f o r t h e r e s t o f my l i f e I
m i g h t a s w e l l do s o m e t h i n g I e n j o y .
1 1 . I h a d many t e a c h e r s who w e re v e r y p o o r so I w a n t e d
t o p r o v e t h e r e was a b e t t e r way t o t e a c h .
1 2 . Where I w a n t e d t o l o c a t e an d my p r e f e r e n c e f o r
r e s i d e n c y were b i g f a c t o r s i n f l u e n c i n g my d e c i s i o n .
1 3 . T e a c h e r s a s r o l e m o d els and p o s i t i v e e x p e r i e n c e s i n
the f i e l d .
14-. R e c r e a t i o n p r o v i d e d t h e o p p o r t u n i t y t o i n i t i a t e
c r e a t i v i t y a nd e x p r e s s i o n i n t o P . E .
-62-
15.
I was p u s h e d i n t o t h e s e a r e a s b e c a u s e I was good
a t th e s e th in g s in high s c h o o l.
16 .
I went i n t o t h i s a r e a b e ca u se o f p e r s o n a l i n t e r e s t
a n d maybe t o r e b e l a g a i n s t t h e t y p i c a l 9 - 5 o f f i c e
t y p e j o b and r o u t i n e ,
17.
I was s u c c e s s f u l i n a t h l e t i c s i n h i g h s c h o o l and
I h a v e a n u n c l e who i s an a t h l e t i c d i r e c t o r .
18.
I w orked a t a Y.M.C.A. f o r y e a r s a n d a l s o a t c i t y
p o o l s and e n jo y e d i t .
19.
I have alw ay s l i k e d s p o r t s and I l i k e to t e a c h o t h e r s
to l ik e i t a lso .
20.
I chose t h i s m ajor f o r t h e c h a l l e n g e .
21.
Personal experiences.
22.
I e n jo y th e p e o p le in v o lv e d in P .E . and th e
atm osphere t h a t su rro u n d s a h e a l th y en vironm ent.
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