THE EFFECT OF CIRCUIT TRAINING

ON THE PHYSICAL FITNESS

OF GRADE 5 G I R L S

by

ANNIE MAY BROWN

.Sc. (Physical Education) M c G i l l University, 1

A THESIS SUBMITTED I N PARTIAL FULFILMENT OF

THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF PHYSICAL EDUCATION

i n the S c h o o l
of
PHYSICAL EDUCATION
and
RECREATION

We a c c e p t t h i s t h e s i s as conforming to the
required standard

THE UNIVERSITY OF B R I T I S H COLUMBIA

April, 1961
 In p r e s e n t i n g t h i s t h e s i s i n p a r t i a l f u l f i l m e n t of

the r e q u i r e m e n t s f o r an advanced degree a t the University

o f B r i t i s h C o l u m b i a , I agree t h a t the L i b r a r y s h a l l make

it f r e e l y a v a i l a b l e f o r r e f e r e n c e and study. I further

agree t h a t p e r m i s s i o n f o r e x t e n s i v e • c o p y i n g of t h i s thesis

f o r s c h o l a r l y purposes may be g r a n t e d by the Head o f my

Department o r by h i s r e p r e s e n t a t i v e s . I t i s understood

t h a t c o p y i n g or p u b l i c a t i o n o f t h i s t h e s i s f o r financial

g a i n s h a l l not be a l l o w e d w i t h o u t my w r i t t e n permission.

Department o f Physical Education

The U n i v e r s i t y o f B r i t i s h Columbia,
Vancouver 8, Canada.

Date April. 1961.

 ABSTRACT

The purpose of t h i s study was t o determine the

e f f e c t o f a c i r c u i t t r a i n i n g programme on the p h y s i c a l

f i t n e s s of grade 5> g i r l s .

Two c l a s s e s o f grade 5 g i r l s at K e r r i s d a l e

E l e m e n t a r y S c h o o l , Vancouver, B r i t i s h Columbia, p a r t i c -

i p a t e d i n t h i s experiment. A l l s t u d e n t s w i t h i n these

two c l a s s e s were g i v e n the AAHPER Y o u t h F i t n e s s T e s t -

modified p u l l - u p , s i t - u p , s h u t t l e run, standing broad

jump, 50-yard dash, s o f t b a l l throw f o r d i s t a n c e , 600-

y a r d run-walk. One c l a s s was s e l e c t e d at random t o be

the E x p e r i m e n t a l C l a s s , the second c l a s s t o be the

Control Class.

The E x p e r i m e n t a l C l a s s p a r t i c i p a t e d i n a ten-minute

c i r c u i t t r a i n i n g programme at the b e g i n n i n g of each

l e s s o n f o r e i g h t weeks. The remainder of the l e s s o n was

devoted t o the r e g u l a r p h y s i c a l e d u c a t i o n programme.

The C o n t r o l C l a s s p a r t i c i p a t e d i n the r e g u l a r p h y s i c a l

education programme f o r the e i g h t weeks. At the end

of the e i g h t weeks b o t h groups were r e - t e s t e d on the

AAHPER Y o u t h F i t n e s s Test.

Improvements were measured s t a t i s t i c a l l y w i t h i n

each group and a comparison of the improvements was

made between the groups b o t h on s e p a r a t e t e s t items and

on a t o t a l p h y s i c a l f i t n e s s s c o r e . In addition, a

c o e f f i c i e n t of c o r r e l a t i o n was c a l c u l a t e d between the

gains o f the Experimental C l a s s and t h e i 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 r a t i n g o f student "co-operativeness".

The Experimental C l a s s showed a s i g n i f i c a n t gain

i n performance i n the m o d i f i e d p u l l - u p , s i t - u p ,

s h u t t l e r u n , s t a n d i n g broad jump, S o f t b a l l throw f o r

d i s t a n c e and 6 0 0 - y a r d run-walk. The C o n t r o l C l a s s

showed a s i g n i f i c a n t g a i n i n performance i n the s i t - u p ,

s h u t t l e r u n , standing broad jump, S o f t b a l l throw f o r

d i s t a n c e and 600-yard run-walk. The C o n t r o l C l a s s

made s i g n i f i c a n t l y g r e a t e r gains than the Experimental

C l a s s i n the s h u t t l e r u n . Both groups made statistic-

a l l y , s i g n i f i c a n t gains i n the t o t a l p h y s i c a l f i t n e s s

scores. However, there was no s t a t i s t i c a l l y significant

d i f f e r e n c e between these mean g a i n s . There was some

r e l a t i o n s h i p , though low, between the gains made by

the Experimental C l a s s and the teacher r a t i n g o f

student "co-operativeness".

The c o n c l u s i o n r e s u l t i n g from t h i s study was t h a t

a p h y s i c a l e d u c a t i o n programme f o r grade 5 g i r l s which

i n c l u d e s a ten-minute c i r c u i t t r a i n i n g programme, does

improve t h e i r p h y s i c a l f i t n e s s , as measured by the

AAHPER Youth F i t n e s s T e s t . The data o f t h i s study a l s o

should, be i n t e r p r e t e d t o i n d i c a t e that programmes o t h e r

than c i r c u i t t r a i n i n g may be equally effective in

increasing physical f i t n e s s as measured by the AAHPER

Youth F i t n e s s T e s t .
 ACKNOWLEDGEMENT

I wish t o express my appreciation

to the p r i n c i p a l and s t a f f o f K e r r i s d a l e

Elementary School whose c o o p e r a t i o n made

this project possible and t o Dr. Maxwell

Howell f o r h i s a s s i s t a n c e and guidance

throughout t h i s u n d e r t a k i n g .
 TABLE OP CONTENTS

CHAPTER PAGE

I S T A T E M E N T OP T H E P R O B L E M 1

II J U S T I F I C A T I O N OF T H E P R O B L E M L,

III REVIEW OP T H E L I T E R A T U R E 8

IV METHODS AND PROCEDURE 22

V RESULTS 35

VI DISCUSSION LL7

VII SUMMARY AND CONCLUSIONS 53

BIBLIOGRAPHY 56

APPENDICES

A. S T A T I S T I C A L TREATMENT 62

B. TIME T A B L E FOR PROCEDURE AND LESSON

OUTLINES 69

C. P E R S O N A L F I T N E S S RECORD, AAHPER YOUTH

FITNESS TEST 75

D. CLASS RECORD, AAHPER F I T N E S S TEST 76

E. CIRCUIT TRAINING RECORD CARD 77

F. RAW S C O R E S FOR GROUP A, INITIAL TEST 79

G. RAW S C O R E S FOR GROUP A , F I N A L TEST 80

H. RAW S C O R E S F O R GROUP B, I N I T I A L TEST 81

I. RAW S C O R E S FOR GROUP B , F I N A L T E S T 82

J. T S C O R E S FOR GROUP A, INITIAL TEST 83

K. T S C O R E S FOR GROUP A , F I N A L TEST 8b,

L. T S C O R E S FOR GROUP B, I N I T I A L TEST 85

 PAGE
M. T SCORES FOR GROUP B, FINAL TEST 86
N. TEACHER RATING ON STUDENT "CO-OPERATIVENESS",
GROUP A 87

LIST OF TABLES
I Comparison of Results Between I n i t i a l
and F i n a l Means of M o d i f i e d Pull-Up 36
II Comparison of Results Between Group A
and Group B on Mean Improvement of
Modified Pull-Up 37
III Comparison of Results Between I n i t i a l
and" F i n a l Means of Sit-Up 38
IV Comparison of Results Between Group A
and Group'B on Mean Improvement
of Sit-Up 38
V Comparison of Results Between I n i t i a l
and F i n a l Means of S h u t t l e Run 39
VI Comparison of Results Between Group A
and Group B on Mean Improvement
of Shuttle Run 39
VII Comparison of Results Between I n i t i a l
and F i n a l Means of Standing Broad Jump... L\0
VIII Comparison of Results Between Group A
and Group B on Mean Improvement of
Standing Broad Jump ij.1
IX Comparison of Results Between I n i t i a l
and F i n a l Means of 50-Yard Dash I|_X
X Comparison of Results Between Group A
and Group B on Mean Improvement of
50-Yard Dash i|2
XI Comparison of Results Between I n i t i a l
and F i n a l Means of S o f t b a l l Throw
f o r Distance 1|_3
XII Comparison of Results Between Group A
and Group B on Mean Improvement of
S o f t b a l l Throw f o r Distance I4.3
XIII Comparison of Results Between I n i t i a l
and F i n a l Means of 600-Yard Run-Walk J+k
XIV Comparison of Results Between Group A
and Group B on Mean Improvement of
600-Yard Run-Walk i|4
XV Comparison of Results Between I n i t i a l
and F i n a l Means of T o t a l P h y s i c a l
F i t n e s s Index I4.6
XVI Comparison of Results Between Group A
and Group B on Mean Improvement of
T o t a l P h y s i c a l F i t n e s s Index lj.6
 CHAPTER I

STATEMENT OP THE PROBLEM

I n recent years school administrators, parents,

and t h e g e n e r a l p u b l i c have shown a g r e a t c o n c e r n about

the p h y s i c a l f i t n e s s o f the y o u t h o f our c o u n t r y . The

work o f Kraus and h i s a s s o c i a t e s (1) d i d much t o evoke

t h i s i n t e r e s t and b r i n g a t t e n t i o n t o the problem.

Several comprehensive s t u d i e s and surveys (2,3)

have been conducted r e c e n t l y t o determine the s t a t u s o f

p h y s i c a l e d u c a t i o n i n t h e e l e m e n t a r y s c h o o l grades ( 1 - 6 ) .

Generally, t h e s e s t u d i e s p o i n t up the f a c t t h a t many

e l e m e n t a r y s c h o o l s are l a c k i n g i n p h y s i c a l e d u c a t i o n

facilities and t h a t the programmes are t h e r e f o r e l i m i t e d .

One o f the main o b j e c t i v e s o f any s c h o o l physical

e d u c a t i o n programme i s t o develop a s a t i s f a c t o r y l e v e l

of p h y s i c a l f i t n e s s i n the s t u d e n t s (!].). Physical

f i t n e s s h a s been d e f i n e d as ( 5 ) , "The n a t u r e and degree

o f adjustment ( o r a d a p t a t i o n ) i n a c t i v i t i e s r e q u i r i n g

muscular e f f o r t " . L a r s o n and locum (6) f u r t h e r state

t h a t t h e components o f p h y s i c a l f i t n e s s are r e s i s t a n c e

to disease, muscular strength and m u s c u l a r endurance,

c a r d i o - r e s p i r a t o r y endurance, m u s c u l a r power, f l e x i b i l i t y ,

speed, a g i l i t y , c o o r d i n a t i o n , b a l a n c e and a c c u r a c y .
 2

Various methods have been suggested to increase

the physical fitness of school children. One of these

methods is "Circuit Training". Circuit training is

based on the principle that each student be permitted

to develop towards her maximum capacities at her own

rate. In this way each student i s competing against

herself and against time.

Circuit training aims to increase cardiovascular-

respiratory endurance, muscular strength and muscular

power (7), recognized components of physical fitness.

This study investigates whether the physical fitness

level of Grade 5 girls can be improved significantly

by a ten minute circuit training programme carried

on at the beginning of each physical education lesson,

over a p e r i o d o f e i g h t weeks.
 3

REFERENCES

1 Kraus, Hans, H i r s c h l a n d , Ruth P., "Minimum Muscular

F i t n e s s T e s t s i n School C h i l d r e n " , Research
Q u a r t e r l y , v o l . 2 5 , no.2 (May 195^)» pp.178-
WWl
2 C o n n e c t i c u t A s s o c i a t i o n f o r H e a l t h , P h y s i c a l Educat-
i o n and R e c r e a t i o n , F i t n e s s f o r Connecticut
Youth, Danbury State Teachers C o l l e g e , Danbury,
C o n n e c t i c u t , 1959, p.6.

3 Schneider, E l s a , P h y s i c a l E d u c a t i o n i n Urban Elem-

e n t a r y Schools, Washington 25, D.C, United
S t a t e s Government P r i n t i n g O f f i c e , 1959.

k Bucher, Charles A., Foundations of P h y s i c a l E d u c a t i o n ,

S t . L o u i s , C.V. Mosby Co., I960, p.26.

5 Larson, L.A., Yocum, R.D., Measurement and E v a l u a t i o n

i n P h y s i c a l , H e a l t h and R e c r e a t i o n Education,
S t . L o u i s , C.V. Mosby Co., 1951, p.156.

6 I b i d . , pp.158-162.

7 Adamson, G.T., " C i r c u i t T r a i n i n g " , The P h y s i c a l

Educator, v o l . 1 3 , no.2 (May 1956), pp.68-70.
 CHAPTER I I

JUSTIFICATION OF THE PROBLEM

Although the achievement of a s a t i s f a c t o r y level

of p h y s i c a l f i t n e s s has long been one of the accepted

o b j e c t i v e s of p h y s i c a l e d u c a t i o n , a great deal of concern

has been expressed r e g a r d i n g the attainment of t h i s

objective. Many teachers are of the o p i n i o n t h a t i n

the time a l l o t t e d to p h y s i c a l e d u c a t i o n ( g e n e r a l l y three

f o r t y - m i n u t e p e r i o d s per week) a great emphasis p l a c e d

on p h y s i c a l f i t n e s s leaves l i t t l e time f o r the l e a r n i n g

of skills, another accepted o b j e c t i v e .

In most p h y s i c a l e d u c a t i o n c l a s s e s a short "warm-

up" p e r i o d i s g i v e n at the b e g i n n i n g of each l e s s o n .

These a c t i v i t i e s are u s u a l l y performed i n u n i s o n by the

c l a s s and are not t h e r e f o r e adapted to the a b i l i t y of

each i n d i v i d u a l student. A c t i v i t i e s of t h i s nature u s u a l l y

l a c k a steady i n c r e a s e i n work r a t e f o r each student.

In some elementary schools i n the Province of

B r i t i s h Columbia there are no gymnasia and relatively

few indoor spaces to p r o v i d e f o r a comprehensive

p h y s i c a l e d u c a t i o n programme. Probably because of t h i s

l a c k of space, very l i t t l e equipment f o r p h y s i c a l

education i s provided. Except i n the l a r g e r c e n t r e s

of the p r o v i n c e , most of the elementary p h y s i c a l education

 5

programmes are conducted by classroom t e a c h e r s . The

p h y s i c a l e d u c a t i o n t r a i n i n g o f many o f the classroom

t e a c h e r s i s l i m i t e d to the b a s i c course i n c l u d e d i n

t h e i r teacher t r a i n i n g curriculum. There seems to be

a need f o r some r e l a t i v e l y simple p h y s i c a l e d u c a t i o n

a c t i v i t i e s which can be conducted by classroom t e a c h e r s ,

in a limited space, w i t h l i t t l e or no equipment.

The p h y s i c a l e d u c a t i o n programmes c a r r i e d on i n

schools must s t r i v e t o educate f o r the p h y s i c a l needs

of i n d i v i d u a l s . Some a c t i v i t i e s should be taught which

can be c a r r i e d on by the students during the many days

when they are not i n the a c t u a l s c h o o l environment.

The students should know and understand these programmes

and be able t o perform the a c t i v i t i e s p r o p e r l y without

adult s u p e r v i s i o n .

. The c i r c u i t t r a i n i n g programme s e l e c t e d f o r t h i s

experiment would seem to meet t h i s need. The programme

can be c a r r i e d on i n the f i r s t t e n minutes of each

l e s s o n , r e p l a c i n g the "warm-up" i n c u r r e n t use and

l e a v i n g the remainder of the l e s s o n f o r the t e a c h i n g

of s k i l l s and r e c r e a t i o n a l a c t i v i t i e s . The programme

can be adapted to the present a b i l i t y o f each student.

P r o g r e s s i o n i s achieved by i n c r e a s i n g the speed of the

repetitions and the number of r e p e t i t i o n s . The

programme can be c a r r i e d on i n a very l i m i t e d space.

The o n l y equipment used i s a bench, f o r which a c h a i r

 6

c o u l d be substituted. The e x e r c i s e s are simple to

perform and easy t o teach.

Adamson (1) s t a t e s t h a t c i r c u i t t r a i n i n g has the

following characteristics:

1. I t aims to measurably improve

the f o l l o w i n g components of
physical fitness:
a. Muscular s t r e n g t h .
b. Muscular endurance.
c. C i r c u l o - r e s p i r a t o r y endur-
ance .
d. Muscular power.
2. I t i s based on the work r a t e of
the i n d i v i d u a l and employs the
p r i n c i p l e of p r o g r e s s i v e l o a d i n g .
3. I t i s independent of t e a c h e r
"drive".

Such a programme, then, I f i t does i n c r e a s e the

p h y s i c a l f i t n e s s of young c h i l d r e n , c o u l d be of

c o n s i d e r a b l e value to the elementary school teacher.

The programme i s easy to teach and simple to l e a r n .

I t r e q u i r e s very l i t t l e time, equipment or space. It

would provide the teacher with a simple method, not

r e a d i l y obtainable at the moment, of developing p h y s i c a l

fitness. I t would give the c h i l d a working knowledge

of what h e r present performance i s and how t h i s may be

improved.
 7

REFERENCES

1 Adamson, G-.T., " C i r c u i t T r a i n i n g " , The P h y s i c a l

Educator, v o l . 1 3 , n o . 2 (May 1 9 5 6 ) , p p . 6 8 - 6 9 .
 CHAPTER III

REVIEW OP THE LITERATURE

Gallagher, eti.al (1), state that there are three

kinds of physical fitness: static or medical fitness,

which is "soundness" of the organs of the body; funct-

ional or dynamic f i t n e s s , which is the efficiency of

the body during strenuous work, and motor skills fitness,

which is related to muscle coordination and strength in

performing specific activities. These three aspects of

physical fitness are i n t e r r e l a t e d and a l l are the concern

of the physical educator.

Gallagher and associates (2), in further writings,

have stressed the importance of dynamic fitness. They

maintain that the aim of any programme of physical

education f o r youth should be first to b u i l d up an a l l -

round capacity to perform muscular work w i t h physio-

logical efficiency.

The place of physical fitness in any physical

education programme Is also stressed by Schrecker (3)

when he states:

Physical fitness, therefore, should

be a c k n o w l e d g e d as t h e p e r m a n e n t aim of
P h y s i c a l E d u c a t i o n - as s o m e t h i n g t h a t i s
not merely a s t e p p i n g s t o n e t o w a r d s more
or l e s s vaguely conceived s p i r i t u a l values,
but t h a t , w h i l s t f o r m i n g the b a s i s f o r
the consummation of t h e s e , i s v a l u a b l e
e n o u g h f o r i t s own sake.
 9

Larson i s o f the o p i n i o n that t h e degree t o

which one i s able t o progress and achieve p h y s i c a l

f i t n e s s i s determined p a r t l y by h e r e d i t y and p a r t l y by

training. He f u r t h e r s t a t e s t h a t i f an i n d i v i d u a l

d e s i r e s t o achieve maximum l i m i t s s e t by h e r e d i t y , i t

i s necessary t o b e g i n p h y s i c a l p a r t i c i p a t i o n at an e a r l y

age.

J o k l , e t a l (5>), conducted a very extensive study

on one component of p h y s i c a l f i t n e s s , namely power o f

endurance. They used a 600 y a r d r u n as a t e s t item

for c h i l d r e n 5 t o 20 years o f age. They found t h a t the

power o f endurance o f the g i r l s , b e f o r e puberty, was

about e q u i v a l e n t t o that o f the boys. T h i s power o f

endurance reached an absolute maximum at the age o f 13

years, a f t e r which i t d e c l i n e d . They s t a t e (6) "... o u r

i n v e s t i g a t i o n s have c o n c l u s i v e l y proved that working

endurance as a b a s i c p h y s i o l o g i c phenomena i s g r e a t e s t

i n young c h i l d r e n " .

W i l l g o o s e (?) i s o f the o p i n i o n t h a t the o b j e c t i v e

of p h y s i c a l f i t n e s s must take precedence.over other

objectives i n physical education. He s t a t e s :

When p h y s i c a l f i t n e s s i s c o n s i d e r e d
as a primary o b j e c t i v e , the school
c u r r i c u l u m i n many towns and c i t i e s
w i l l take on a new l o o k . Programs
w i l l sharpen t o develop and m a i n t a i n
muscular s t r e n g t h and muscular endur-
ance, and there w i l l be a correspond-
i n g i n c r e a s e i n i n d i v i d u a l organic
development.
 10

In a review of the literature concerning accepted

objectives of physical education, we find that Gowell

and Hazelton (8) state the main objectives of physical

education are:

1. O r g a n i c power, the a b i l i t y t o
maintain adaptive effort ...
2. Neuromuscular development ...
3. Personal-social attitudes and
adjustment ...
ij.. I n t e r p r e t a t i v e and intellectual
development ...
5. Emotional responsiveness ...

If the objectives of physical education are to be

realized, i t seems imperative that greater attention

be given to the desirable outcomes of the programme in

the elementary schools.

The need for physical fitness tests for children

of a l l ages has been stressed by leading authorities (9).

The report of the Subcommittee of the Baruch Committee

on Physical Medicine stated (10) that:

T e s t e x e r c i s e s to assess the capab-

i l i t i e s of the cardiovascular-
m u s c u l a r s y s t e m s h o u l d be severe
enough to p l a c e c o n s i d e r a b l e stress
on the s u b j e c t , and s h o u l d involve
a type of e x e r c i s e using large
g r o u p s o f m u s c l e s and r e q u i r i n g a
minimum o f s k i l l . It is generally
agreed that several test exercises
are p r e f e r a b l e to one.

In 1957 the AAHPER Y o u t h Fitness Test (11) was

d r a w n up by a committee of s e l e c t e d members of the

Research Council of the American Association for Health,

 11

Physical Education and Recreation. A survey was conducted

on 8500 boys and g i r l s i n grades 5 through 12 i n the

United States. Percentile tables were drawn up from

these scores.

Willgoose (12), i n stressing that physical f i t n e s s

must become our primary objective, states:

Measurement and evaluation techniques

w i l l be employed to chart i n d i v i d u a l
and group progress. The new AAHPER
Youth Fitness Test w i l l become a
highly valuable instrument.

The Connecticut Association f o r Health, Physical

Education and Recreation conducted a State Fitness

Study to assess the f i t n e s s of the youth of that state.

They selected the AAHPER Youth Fitness Test as a s u i t -

able measurement of physical f i t n e s s . In discussing

t h i s selection the report (13) states: "Another factor

influencing the committee i n deciding upon these tests

i s that an analysis of the movements Involved showed

a f a i r l y good demand upon the large muscle groups of

the body".

By June, 1959, a f i n e response resulted In the

completion of the AAHPER Fitness Tests on over 10,000

boys and g i r l s ages 10 to 17, from urban and r u r a l ,

public and private, boys' and g i r l s ' and co-educational

schools i n England, Scotland, Wales and Cyprus. Careful

d i s t r i b u t i o n of the tests presented a true cross section

 12

o f a l l types of B r i t i s h c h i l d r e n .

Morgan and Adamson (15) are of the o p i n i o n that

circuit t r a i n i n g has a great d e a l to c o n t r i b u t e t o a

p h y s i c a l e d u c a t i o n programme. They s t a t e :

C i r c u i t t r a i n i n g has c e r t a i n
w e l l d e f i n e d and l i m i t e d o b j e c t i v e s .
I t was not designed as a comprehen-
s i v e gymnastic system nor as a form
of r e c r e a t i v e a c t i v i t y , though exper-
ience has proved t h a t i t has c o n s i d e r -
able appeal to young men and boys,
many of whom show l i t t l e enthusiasm
f o r o r d i n a r y forms of p h y s i c a l t r a i n i n g .

C i r c u i t t r a i n i n g has three main

characteristics:
1. I t aims at the development of
muscular and c i r c u l o - r e s p i r a t o r y f i t -
ness.
2. I t a p p l i e s t o the p r i n c i p l e of
progressive loading.
3. I t enables l a r g e numbers to t r a i n
at one and the same time by employing
a c i r c u i t of c o n s e c u t i v e l y numbered
e x e r c i s e s round which each performer
p r o g r e s s e s , doing a p r e s c r i b e d a l l o c a t -
i o n of work at each e x e r c i s e , and check-
i n g h i s progress a g a i n s t the c l o c k .

Adamson (16) r e p o r t s on h i s work with u n i v e r s i t y

men using c i r c u i t training. He states:

The f o l l o w i n g r e s u l t s were
o b t a i n e d i n twenty students a t t e n d i n g
c i r c u i t t r a i n i n g once a week f o r two
months. They t r a i n e d at h a l f e f f o r t
f o r half-an-hour.

Increase of means (%)

Strength Grip 8.1

Push and Pull
Back 9.3
 13

Muscular- Chins
Endurance Dips 76.24-

Power Sargent Jump 12.3

General- Step Test 6.9
Endurance

Nunney (17) conducted a study to determine the

r e l a t i o n s h i p between c i r c u i t t r a i n i n g and the improve-
ment of endurance, speed, weight and strength of swimmers
during a six-week t r a i n i n g p e r i o d . The twenty-four
subjects f o r the study were members of an Intermediate
swimming c l a s s conducted f o r general c o l l e g e students.
On the b a s i s of a ljp-minute endurance swimming t e s t ,
the subjects were d i v i d e d i n t o two matched groups. In
the i n i t i a l t e s t i n g p e r i o d a l l subjects were t e s t e d i n
swimming speed, d i p s , c h i n s , v e r t i c a l jump and push-ups,
together w i t h the endurance swimming t e s t . The
experimental group f o l l o w e d a six-week t r a i n i n g programme
combining c i r c u i t t r a i n i n g and swimming, while the
c o n t r o l group had only swimming. At the end of the
t r a i n i n g programme a l l subjects were r e t e s t e d on a l l
the items. The r e s u l t s showed that the experimental
group made s i g n i f i c a n t gains i n swimming endurance and
speed, weight, c h i n s , and push-ups, while the c o n t r o l
group made s i g n i f i c a n t gains i n swimming endurance and
weight. However, the experimental c l a s s made s i g n i f i c a n t
l y greater gains than the c o n t r o l c l a s s i n weight and
 11+

c h i n s and an i n c r e a s e i n swimming speed by the

experimental c l a s s was s i g n i f i c a n t l y g r e a t e r than the

c o n t r o l c l a s s mean d i f f e r e n c e at the 5 . 2 6 percent level

of c o n f i d e n c e , which was s l i g h t l y lower than the

completely acceptable 5 percent l e v e l of c o n f i d e n c e .

The author s t a t e s that the evidence from h i s study

appears to j u s t i f y the g e n e r a l i z a t i o n t h a t i t i s p o s s i b l e

t o combine a c i r c u i t t r a i n i n g programme with a swimming

programme without d e t r i m e n t a l e f f e c t on swimming improve-

ment. A l s o , the gains i n swimming endurance and speed

made by the experimental group suggest that t h i s com-

bination i s beneficial.

Wat.t (18) compared two methods of p h y s i c a l fitness

t r a i n i n g i n low f i t n e s s males at the U n i v e r s i t y of

Oregon. One group ( A ) , p a r t i c i p a t e d i n standard develop-

mental e x e r c i s e s , running events, games of low o r g a n i z -

a t i o n and three weight t r a i n i n g e x e r c i s e s . The other

group (B), p a r t i c i p a t e d i n a c i r c u i t t r a i n i n g programme

and games of low o r g a n i z a t i o n . The composite physical

fitness test scores served as the p r i n c i p a l criteria

by which f i t n e s s improvement of the two groups was

compared. T h i s composite f i t n e s s t e s t b a t t e r y was

composed of the s i x t y - s e c o n d s i t - u p t e s t , the 300-yard

s h u t t l e run, and C a r t e r ' s r e v i s i o n of Rogers 1

Physical

F i t n e s s T e s t B a t t e r y , which c o n s i s t e d of p u l l - u p s ,
 15

push-ups and l e g l i f t tests. The Sargent Jump t e s t

was a l s o administered, but was not i n c l u d e d i n the

computation of the composite physical fitness score.

The f i n d i n g s showed t h a t both Group A and Group B

made s i g n i f i c a n t gains i n a l l t e s t items except the

pull-ups. A l s o , the d i f f e r e n c e between the i n i t i a l and

f i n a l t e s t means of the composite b a t t e r y was significant

at the .01 l e v e l of confidence i n both groups. How-

ever, there were no s i g n i f i c a n t d i f f e r e n c e s between

Group A and Group B on the f i n a l t e s t b a t t e r i e s or i n

any of the s i x t e s t items, a f t e r p a r t i c i p a t i o n i n the

two developmental courses f o r e l e v e n weeks.

Adamson and Morgan (19) r e p o r t the f o l l o w i n g

r e s u l t s i n t r i a l s with schoolboys:

... the f o l l o w i n g improvements

shown by a c l a s s of 15-year-olds, who
had performed only two minutes of
C i r c u i t T r a i n i n g p e r week f o r two
months, i n d i c a t e s t h a t i t i s of p o s i t
ive value (these boys were working at
half effort).

Exercise Increase i n Mean

(as a % of i n i t i a l l e v e l s )
Trunk C u r l s 38
Rope Swing 28
Chins 55
Press Ups 28
Steps (High Bench)
) 7
Squat Jumps 10

Howell and Morford (20) p o i n t out that the value

of circuit t r a i n i n g l i e s i n i t s complete adaptability

to any number of v a r y i n g school s i t u a t i o n s . They

 16

o u t l i n e a day by day procedure which c o u l d be f o l l o w e d

by any t e a c h e r w i s h i n g t o e s t a b l i s h such a programme.

Watt (21) i s of the o p i n i o n that s p e c i a l attention

should be g i v e n to i n d i v i d u a l s who are d e f i c i e n t i n

b a s i c f i t n e s s elements, i f p h y s i c a l e d u c a t i o n i s to

c o n t r i b u t e to the improvement of the p h y s i c a l fitness

of our youth. He l i s t s the f o l l o w i n g f e a t u r e s o f

circuit t r a i n i n g t h a t make i t adaptable t o developmental

programmes {22):

a. The student s t a r t s o f f e a s i l y
and i s able to experience some
degree of success e a r l y i n the
program.
b. The student i s one of a c l a s s ,
but i s not asked to do anything
beyond h i s own c a p a b i l i t i e s each
day.
c. The student, when ready,
p r o g r e s s e s t o an i n d i v i d u a l
c i r c u i t , based on h i s maximum
performance.
d. The student works i n c o n s p i c u o u s l y
among the o t h e r c l a s s members and
i s f r e e from continuous d i r e c t i o n
from the i n s t r u c t o r .
e. Large numbers of students can
work at the same time.
f. The c i r c u i t s e l e c t e d should have
a p o s i t i v e e f f e c t on muscular
power, endurance and s t r e n g t h ,
and c i r c u l o - r e s p i r a t o r y endurance.
g. The e x e r c i s e s are e a s i l y standard-
i z e d , so t h a t the student i s able
to perform the same way each day.
h. The student knows e x a c t l y how he
p r o g r e s s e s each day. He can set
a d a i l y g o a l and o b j e c t i v e l y see
how he i s p r o g r e s s i n g toward i t
and toward the t a r g e t time.
 17

1. C i r c u i t t r a i n i n g i s based on
the work r a t e of the i n d i v i d u a l
and employs the p r i n c i p l e o f
" p r o g r e s s i v e l o a d i n g " ( a term
used by Morgan and Adamson),
which i s the same as the "over-
load p r i n c i p l e " . Only i n c i r c u i t
t r a i n i n g you do not i n c r e a s e the
weight, but decrease the time i t
takes you t o perform the c i r c u i t ,
p l u s i n c r e a s i n g the number o f
r e p e t i t i o n s p e r e x e r c i s e at
s p e c i f i e d times.

Throughout the l i t e r a t u r e on c i r c u i t t r a i n i n g the

importance o f systematic progressive loading i s

emphasized. T h i s same p r i n c i p l e i s s t r e s s e d by S t e i n -

haus i n h i s summary o f r e s e a r c h on s t r e n g t h ( 2 3 ) :

... no matter how much a muscle

i s used, i t w i l l not grow l a r g e r o r
s t r o n g e r u n t i l i t i s overloaded.
T h i s means t h a t the i n t e n s i t y o f the
work r e q u i r e d of i t must be i n c r e a s e d
above t h a t t o which i t i s c u r r e n t l y
accustomed, i . e . , i t must be r e q u i r e d
t o exert more power ( f o o t pounds p e r
minute) o r work a g a i n s t g r e a t e r
r e s i s t a n c e than b e f o r e .

McCloy (21}.) i s o f the o p i n i o n t h a t s t r e n g t h i s

very c l o s e l y l i n k e d w i t h muscular endurance. He s t a t e s :

To develop s t r e n g t h i n such a
manner, the a p p l i c a t i o n i s made o f
the o v e r l o a d p r i n c i p l e . T h i s means
that the i n d i v i d u a l must c o n s i s t e n t -
l y do more work than he o r d i n a r i l y
does. I f he does not do more work
than he has been accustomed t o doing,
he w i l l g a i n n o t h i n g . He has t o
i n c r e a s e the l o a d c o n s i s t e n t l y ,
whether t h i s i s f o r s t r e n g t h o r
endurance, i f he i s t o improve.
 18

In d i s c u s s i n g elementary s c h o o l p h y s i c a l e d u c a t i o n ,

McCToy (25) s t r e s s e s the need f o r strenuous exercise.

He suggests a c t i v i t i e s s u i t a b l e f o r the v a r i o u s grade

l e v e l s and s t a t e s t h a t at the f i f t h grade, activities

of a c i r c u i t t r a i n i n g type can be u t i l i z e d .

Adamson (26) r e p o r t s a study conducted w i t h

secondary grammar s c h o o l boys aged l l j . - l 5 y e a r s . Two

equated groups of boys had t h r e e p h y s i c a l e d u c a t i o n

p e r i o d s p e r week. The t e s t group had an a d d i t i o n a l

o v e r l o a d programme amounting t o t h i r t y minutes per week

f o r one month. The f o l l o w i n g f i n d i n g s are g i v e n (27):

1. The s t r e n g t h t r a i n i n g as at
present admininstered i n a grammar
s c h o o l d i d not guarantee an Increase
i n a t h l e t i c s t r e n g t h index. This
s t r e n g t h t r a i n i n g appeared t o be
s i m i l a r t o that generally followed
i n boys' secondary s c h o o l s .
2. A r e l a t i v e l y small amount o f
intensive overload t r a i n i n g , using
the apparatus normally found i n
s c h o o l s , produced s i g n i f i c a n t
i n c r e a s e s In s t r e n g t h , e f f i c i e n c y
and f i t n e s s i n d i c e s .
 19

REFERENCES

1 G a l l a g h e r , J.R., Brouha, L., " P h y s i c a l F i t n e s s -

I t s E v a l u a t i o n and S i g n i f i c a n c e " , J o u r n a l of
the American M e d i c a l A s s o c i a t i o n , vol.125,
no. 12 ( J u l y 191+1+), pp.o3ij.-o3o.

2 G a l l a g h e r , J.R., Brouha, L., G a l l a g h e r , CD.,

"Dynamic P h y s i c a l F i t n e s s i n Adolescence",
Y a l e J o u r n a l of B i o l o g y and Medicine, v o l . l 5
(May 191+3), pp.657-658.
3 Schrecker, K.A., " P h y s i c a l F i t n e s s " , J o u r n a l of
P h y s i c a l E d u c a t i o n , v o l . I4.6, no. 138 ( J u l y 1951+),
P.55.

Ij. Larson, L.A., "Some F i n d i n g s R e s u l t i n g from the Army

A i r Force P h y s i c a l T r a i n i n g Program", Research
Q u a r t e r l y , v o l . 1 7 , no.2 (May 19^6), pp.ll+k-16k\.

5 J o k l , E., C l u v e r , E.H., "Physical F i t n e s s " , Journal

of the American M e d i c a l A s s o c i a t i o n , vol.116,
no.21 (May 191+1), p.2383^

6 I b i d . , p.2385.

7 W i l l g o o s e , C a r l E., " P h y s i c a l F i t n e s s - Our Primary

O b j e c t i v e " , J o u r n a l of H e a l t h , P h y s i c a l Educat-
i o n and R e c r e a t i o n , v o l . 3 0 , no.8 (Nov. 1959),
P.33.

8 Cowell, C.C., H a z e l t o n , H., C u r r i c u l u m Designs i n

Phy s i c a l Educ at i o n , New York, P r e n t i c e H a l l ,
Inc., 1955, p.65.

9 Kraus, Hans, H i r s c h l a n d , Ruth P., "Minimum Muscular

F i t n e s s T e s t s i n School C h i l d r e n " , Research
Q u a r t e r l y , v o l . 2 5 , no.2 (May 1951+), pp.17^-188.

10 D a r l i n g , Robert A., E i c h n a , Ludwig ¥., Heath, C l a r k W.,

W o l f f , H a r o l d G., " P h y s i c a l F i t n e s s - Report
of the Subcommittee of the Baruch Committee on
P h y s i c a l Medicine", J o u r n a l o f the American
M e d i c a l A s s o c i a t i o n , vol.136, no.11 (March 13.
191+8), p.766.

11 AAHPER - N.E.A., F i t n e s s Department, AAHPER Youth

F i t n e s s Test Manual, 1201 S i x t e e n t h St.,N.¥.,
Washington 6, D.C., 1958.
 20

12 Willgoose, loc. c i t .

13 C o n n e c t i c u t A s s o c i a t i o n f o r Health, P h y s i c a l
E d u c a t i o n and R e c r e a t i o n , F i t n e s s f o r Conn-
e c t i c u t Youth, Danbury State Teachers*
C o l l e g e , Danbury, C o n n e c t i c u t , 1959, p.6.

Ik Campbell, W i l l i a m R., Pohndorf, R i c h a r d H.,

" P h y s i c a l F i t n e s s o f B r i t i s h and U n i t e d
States C h i l d r e n " , Paper p r e s e n t e d t o the
Conference on H e a l t h and F i t n e s s I n the
Modern World, The I n s t i t u t e o f Normal Human
Anatomy, U n i v e r s i t y of Rome, Rome, I t a l y ,
August 29-Septeraber 9, I960, p.2. (mimeographed).

15 Morgan, R.E., Adamson, G.T., C i r c u i t T r a i n i n g ,

London, G. B e l l and Sons L t d . , 1957, p.31.

16 Adamson, G.T., " C i r c u i t T r a i n i n g " , J o u r n a l o f

P h y s i c a l E d u c a t i o n, vol.lj.6, no. 137 (March
195k.), p.6.

17 Nunney, Derek, N., " R e l a t i o n o f C i r c u i t T r a i n i n g

to Swimming", Research Q u a r t e r l y , vol.31,
no.2 (May i 9 6 0 ) , pp.188-198.

18 Watt, Norman S., "The Comparison o f Two Methods

of P h y s i c a l F i t n e s s T r a i n i n g i n Low F i t n e s s
Males at the U n i v e r s i t y o f Oregon", Unpublished
Master's T h e s i s , U n i v e r s i t y of Oregon, June
1961.

19 Adamson, G.T., Morgan, R.E., " C i r c u i t T r a i n i n g

f o r School Boys", J o u r n a l of P h y s i c a l E d u c a t i o n ,
vol.lj.6, no.139 (Nov. 195UJ, PP.8h-85.

20 Howell, M., Morford, R., " C i r c u i t T r a i n i n g f o r

Secondary Schools", J o u r n a l o f the Canadian
A s s o c i a t i o n f o r Health, Physical Education
and R e c r e a t i o n , vol.26, no.5 (June-July i 9 6 0 ) ,
pp.12-13,15.

21 Watt, Norman. S., " A p p l i c a t i o n o f C i r c u i t T r a i n i n g

to Developmental P h y s i c a l E d u c a t i o n " , P h y s i c a l
F i t n e s s Newsletter, U n i v e r s i t y o f Oregon,
s e r i e s V I , no.9 (May i 9 6 0 ) , pp.1-6 (mimeographed)

22 I b i d . , p.6.
 21
23 Steinhaus, Arthur H., "Strength from Morpurgo to
Muller - A Half Century of Research", Journal
of the Association f o r Physical and Mental
Rehabilitation, vol.9, no.5 (Sept.-Oct., 1955),
P. 347.
2k McCloy, C.H., "Fitness - A Way of L i f e " , Part 1,
Journal of the Canadian Association f o r Health,
Physical Education and Recreation, vol.25,
no.k (Feb.-Mar. 1959), p.17.
25 McCloy, C.H., "Fitness - A Way of L i f e " , Part I I ,
Journal of the Canadian Association f o r Health,
Physical Education and Recreation, vol.25, no.5
(April-May 1959), pp.38-11-2.

26 Adarason, G.T., "Effect of Systematic Overload on

the Strength, Physical Fitness and Physical
E f f i c i e n c y of Schoolboys", Journal of Physical
Education, vol.1^4, no. 133 (Nov. 1952), pp.
109-112.

27 Ibid., p.112
 CHAPTER IV

METHODS AND PROCEDURE

Two Grade 5 g i r l s ' p h y s i c a l e d u c a t i o n c l a s s e s at

K e r r i s d a l e Elementary School, Vancouver, B.C., were

used i n t h i s experiment.

All students w i t h i n these two c l a s s e s were g i v e n

a standardized t e s t o f p h y s i c a l f i t n e s s before the

experimental programme was s t a r t e d . One c l a s s was

s e l e c t e d at random to be the Experimental C l a s s , the

second c l a s s was the C o n t r o l C l a s s . The age range was

l i m i t e d t o those f a l l i n g between 12l± and llj.0 months,

thus r e d u c i n g the number o f s u b j e c t s u s e d t o twenty-

five i n the Experimental C l a s s and twenty-four i n the

Control Class.

The C o n t r o l C l a s s was i n s t r u c t e d i n i t s r e g u l a r

p h y s i c a l e d u c a t i o n programme f o r e i g h t weeks (see

Appendix B ) . The Experimental C l a s s was i n t r o d u c e d t o

a t e n minute c i r c u i t t r a i n i n g programme which made up

the f i r s t p o r t i o n of each o f twenty-one l e s s o n s (there

were two s c h o o l h o l i d a y s d u r i n g t h i s p e r i o d ) . The

remainder o f each l e s s o n was devoted to the r e g u l a r

p h y s i c a l education programme. T h i s p a r t of the programme

was the same as that of the C o n t r o l Class.

 23

No comment was made to either group concerning

the programme content o r the r e s u l t s o f the p h y s i c a l

fitness test. Both classes were given similar

motivation throughout the experiment and were taught

by t h e same teacher.

At the end o f e i g h t weeks b o t h classes were again

given t h e same physical fitness test.

The regular physical education teacher f o rt h e

Experimental Glass gave a subjective rating of

"co-operativeness" f o r each member of the class.

Test Selected. The p h y s i c a l fitness test selected

was t h e AAHPER Youth Fitness Test ( 1 ) .

Description o f t h e AAHPER Youth Fitness Test

Test Item 1 - Modified Pull-Up. T h e b a r was

approximately at nipple l e v e l . An o v e r h a n d grasp was

used. The p u p i l extended h e r legs under the b a r and

extended t h e arms fully. The arms f o r m e d an angle of

90 degrees with the body line, and t h e body line

formed an angle o f \\S d e g r e e s with the f l o o r . The

heels were braced t o prevent slipping. From this

position the pupil raised t h e body b y h e r arms until

the chest touched the bar, then lowered h e r body to a

full hang. T h e e x e r c i s e was repeated. No r e s t i n g was

permitted. The b o d y h a d t o be k e p t straight.

 2%

The number o f completed p u l l - u p s was recorded to

the nearest whole number, with a maximum number of I4.O.

Test Item 2 - Sit-Up. The p u p i l assumed a back

l y i n g p o s i t i o n on a mat with l e g s extended and f e e t about

two feet apart. Her hands were p l a c e d on the back of

the neck with the f i n g e r s interlaced. Elbows were

retracted. The t e s t e r h e l d the ankles down, the h e e l s

b e i n g i n contact with the mat at a l l times. The pupil

came to a s i t t i n g p o s i t i o n , t u r n e d the trunk to the

left and touched the r i g h t elbow to the l e f t knee,

r e t u r n e d to the s t a r t i n g p o s i t i o n , then again sat up,

t u r n e d the trunk to the r i g h t and touched the left

elbow to the r i g h t knee. The e x e r c i s e was repeated,

alternating sides.

One p o i n t was g i v e n f o r each complete movement of

t o u c h i n g the elbow to the knee, with a maximum number

of 50.

Test Item 3 - S h u t t l e Run. Two parallel lines

were marked on the f l o o r 30 f e e t a p a r t . Four small

b l o c k s 2 i n . x 2 In. x l\. i n . were p l a c e d behind one of

the l i n e s . The p u p i l s s t a r t e d from behind the other

line. Two p u p i l s r a n at the same time* On the signal,

"Ready? G o i " , the p u p i l s ran to the b l o c k s , p i c k e d one

up, r a n back to the s t a r t i n g l i n e and p l a c e d the block

 25

behind the l i n e ; they then r a n back and p i c k e d up their

second b l o c k which they c a r r i e d across the starting

line.

Two t r i a l s were allowed, with a short r e s t between.

The b e t t e r of two t r i a l s was recorded to the nearest

t e n t h of a second.

Test Item Ij. - Standing Broad Jump. A take-off

l i n e was marked on the f l o o r and a mat was placed i n

f r o n t of i t . A tape measure was p l a c e d along the mat

at r i g h t angles to the t a k e - o f f l i n e .

The p u p i l stood w i t h the f e e t s e v e r a l inches apart

and the toes j u s t behind the t a k e - o f f l i n e . Preparatory

to jumping, the p u p i l swung the arms backward and bent

the knees. The jump was accomplished by simultaneously

extending the knees and swinging the arms forward. The

jump was measured from the t a k e - o f f l i n e to the h e e l

or o t h e r p a r t of the body t h a t touched the f l o o r nearest

the t a k e - o f f l i n e .

Three t r i a l s were allowed. The best of the three

t r i a l s was r e c o r d e d i n f e e t and inches to the nearest

inch.

Test Item 5 - 50-Yard Dash. The starting line

and a 50-yard f i n i s h l i n e were marked o f f on a f i e l d .

Two p u p i l s r a n at the same time. The p u p i l s took their

 26

positions on the s t a r t i n g l i n e . The starter used the

commands, "Are you ready?" and "Go!". The l a t t e r was

accompanied by a downward sweep of a white f l a g . The

score was the amount of time between the starting

signal and the instant the pupil crossed the f i n i s h

line.

The score was recorded i n seconds to the nearest

tenth of a second.

Test Item 6 - S o f t b a l l Throw f o r Distance. Two

p a r a l l e l l i n e s s i x feet apart were marked on the f i e l d .

The pupil threw the b a l l while remaining within these

two p a r a l l e l l i n e s . Only an overhand throw was permitted.

The point of landing was marked with metal stakes. Three

throws were allowed. The distance recorded was the

distance from the point of landing to the nearest

point on the restraining l i n e .

The best of the three t r i a l s was recorded to the

nearest foot.

Test Item 7 - 600-Yard Run-Walk. Four flags

were placed on the ground, 50 yards apart, to form a

square.

More than one p u p i l ran at one time. The pupils

used a standing s t a r t . At the signal, "Ready? Go I",

 27

the p u p i l s s t a r t e d running the 600-yard d i s t a n c e . The

running c o u l d be i n t e r s p e r s e d with walking. The

o b j e c t was t o cover the d i s t a n c e i n the s h o r t e s t poss-

ible time.

The score was r e c o r d e d i n minutes and seconds.

Equipment and F a c i l i t i e s . The f o l l o w i n g equipment

and f a c i l i t i e s were used f o r the a d m i n i s t r a t i o n of the

test:

1. Gymnasium area and outdoor area

2. Metal b a r at v a r i o u s h e i g h t s

3. 2 gymnasium mats

k. k small b l o c k s 2 inches x 2 inches x k inches

5. 2 tape measures

6. 3 s p l i t - s e c o n d timer stop watches

7. white flag

8. 3 s m a l l metal stakes

9. 6 softballs

10. k ground f l a g s

11. Large cardboard numbers 1-7 inclusive.

T e s t i n g Team. A l l t e s t e r s were q u a l i f i e d p h y s i c a l

education instructors.

A l l t e s t e r s took p a r t i n a t r a i n i n g s e s s i o n before

the f i r s t t e s t was a d m i n i s t e r e d . At t h i s time specific

i n s t r u c t i o n s were g i v e n t o a l l t e s t e r s , procedures were

 28

demonstrated and a p r a c t i c e s e s s i o n was conducted. The

same t e s t e r s were used f o r both t e s t p e r i o d s and t e s t e d

the same item each time.

At each t e s t s t a t i o n there was an a s s i s t a n t . On

t e s t items 1, 2, 3, k-» ° ^ d 7 the a s s i s t a n t recorded

the scores on the student's c a r d and on the class

r e c o r d sheet. On t e s t item 5 the a s s i s t a n t a c t e d as

the starter.

Procedure. Each t e s t i n g s t a t i o n was c l e a r l y marked

w i t h a l a r g e number. A l l equipment was i n place and

a l l t e s t e r s and a s s i s t a n t s were at t h e i r s t a t i o n s before

the s t a r t of the t e s t p e r i o d .

Each p u p i l was g i v e n h e r AAHPER Youth F i t n e s s

Test Card and i n s t r u c t e d to proceed to the starting

s t a t i o n marked number 1 on h e r c a r d . The pupils

f o l l o w e d t h e i r p r e - e s t a b l i s h e d o r d e r of performance

until they had completed a l l seven t e s t items. Each

p u p i l performed the t e s t s i n the same order at both test

periods.

D e s c r i p t i o n of the C i r c u i t T r a i n i n g Items

E x e r c i s e No.l - Bench Stepping. The bench was

f o u r t e e n inches i n h e i g h t . The p u p i l stepped on t o the

bench w i t h the l e f t f o o t , then the r i g h t f o o t . After

 29

coming to an erect position the pupil stepped off the

bench with the left foot, then the right foot. Pupils

were allowed to lead with either foot in this exercise.

Exercise No.2 - Bench Push-ups. The bench was

eleven inches i n height. The pupil placed her hands

on the bench, shoulder width apart. She assumed a

front leaning-rest position, with the balls of the

feet on the floor. Her body and arms f o r m e d a right

angle. To perform the exercise the pupil lowered her

body so that the upper chest touched, the bench and then

she raised herself to a straight-arm position. The

pupil was required to hold the body straight throughout

the exercise.

Exercise No.3 - Squat Jumps. The pupil assumed

a squat position with one foot in front of the other,

finger tips touching the floor. To perform the exercise

the pupil jumped up to stretch the legs and returned

to a squat position with the alternate foot forward.

Exercise No.I(. - Trunk Curls. The pupil assumed

a back-lying position with her hands resting lightly on

her thighs. She bent her head forward and then curled

the upper part of the spine. At the same time she slid

her hands along the thighs until her finger tips touched

her toes. She then returned to a back-lying position.

 30

Exercise Mo.5 - Bench Jumps. The bench was

eleven inches i n height. The p u p i l stood astride the

bench with h e r arms at the sides. She t h e n jumped on

to the bench with both feet, t h e body being erect. She

then jumped o f f the bench t o the astride position.

Exercise No.6 - Squat Thrust. The p u p i l stood

in an e r e c t p o s i t i o n . To p e r f o r m t h e e x e r c i s e she

assumed the crouch position with hand support. She

then thrust h e r l e g s backward to a front support

position, brought h e r legs forward to a crouch position

and then resumed the e r e c t standing position.

Outline of the C i r c u i t Training Programme. The f o l l o w -

ing procedure was f o l l o w e d i n teaching the circuit

training programme:

Day 1. - The s i x e x e r c i s e s t o be u s e d i nthe

circuit training programme were taught to the Experimental

Class. Each e x e r c i s e was explained and demonstrated.

The class practised each e x e r c i s e a n d c o r r e c t i o n s were

made.

Day 2. - Six stations were m a r k e d around the

gymnasium, each bearing t h e name o f one o f t h e s i x

exercises. A list of one-sixth of the students was

posted at each station. At the beginning o f the l e s s o n

the students were instructed to stand at the station

 31

where t h e i r names appeared. T h i s h e r e a f t e r was their

"starting station".

The c l a s s a g a i n p r a c t i s e d the e x e r c i s e s , proceed-

i n g i n a clockwise order t o each s t a t i o n .

Day 3* - S i x s t a t i o n s were marked around the

gymnasium. The students went t o t h e i r " s t a r t i n g stat-

i o n " and were g i v e n t h e i r C i r c u i t T r a i n i n g Record Card

(see Appendices). An adequate supply of p e n c i l s was

on hand.

The students were t e s t e d t o determine the maximum

number of r e p e t i t i o n s that they c o u l d perform on each

item i n one minute. The students were p a i r e d f o r t h i s

testing. As o n e - h a l f o f the c l a s s performed the

a c t i v i t y the p a r t n e r s counted the number of r e p e t i t i o n s

and then r e c o r d e d i t on the student's c a r d . Each

student had a minimum o f one minute's r e s t between

each item t e s t e d .

Day k. - Students went t o t h e i r " s t a r t i n g stations"

and p i c k e d up t h e i r C i r c u i t T r a i n i n g Record Cards. In

the column next to the "Maximum" was a " T r a i n i n g Dose".

T h i s was a r r i v e d at by h a l v i n g the f i g u r e i n the

maximum r e p e t i t i o n column; each f i g u r e was taken t o the

nearest whole number.

When a l l students were at t h e i r s t a t i o n s and had an

 32

o p p o r t u n i t y t o l o o k at t h e i r cards the f o l l o w i n g

e x p l a n a t i o n was g i v e n :

The past few l e s s o n s we have been

working on s i x e x e r c i s e s . During
your l a s t p h y s i c a l e d u c a t i o n c l a s s
you had the o p p o r t u n i t y t o see how
many times you c o u l d perform each
of these e x e r c i s e s i n one minute.
You put t h i s on your c a r d . Prom
these numbers I have drawn up a
l i t t l e t r a i n i n g programme f o r each
member o f the c l a s s . T h i s i s on
your c a r d now too, under the column
marked " T r a i n i n g " . I have done t h i s
so t h a t each of you w i l l be able to
work at your own speed and t r y t o
improve your own performance. We
w i l l use t h i s programme f o r the f i r s t
ten minutes of each l e s s o n f o r the
next few weeks.

A f t e r the students had the o p p o r t u n i t y t o study

t h e i r cards they were i n s t r u c t e d t o s t a r t t h e i r exer-

cises. At the end o f t e n minutes the s i g n a l was g i v e n

to stop. The c l a s s was i n s t r u c t e d to e n t e r i n the

column marked Day 1 the number of times they performed

each e x e r c i s e .

Day 5 t o Day 22. - The f i r s t t e n minutes of each

l e s s o n was devoted t o the c i r c u i t t r a i n i n g programme.

When a student was able t o complete or l a p the c i r c u i t

three times w i t h i n the t e n minutes h e r t r a i n i n g dose

at each s t a t i o n was i n c r e a s e d . The new t r a i n i n g dose

(TD2) was e n t e r e d on the c a r d .

Both the Experimental G l a s s and the C o n t r o l C l a s s

 33

were taught by the author throughout the eight-week

period. Aside from the f i r s t t e n minutes o f each class

period the a c t i v i t i e s taught were t h e same i n both

classes.

The physical education teacher, who had taught the

Experimental Class prior to the experiment, gave a

subjective rating f o r each student i n the class on

student "co-operativeness". The r a t i n g was done on a

four point scale:

I4. - V e r y Co-operative

3 - Co-operative

2 - Fairly Co-operative

1 - Not Co-operative

In summary, then, two c l a s s e s o f Grade 5 girls

were given t h e AAHPER Youth Fitness Test. The c l a s s e s

were taught t h e same m a t e r i a l , e x c e p t one of the

classes was given a t e n minute circuit training prog-

ramme at the beginning o f each physical education

lesson. T h e AAHPER Youth Fitness Test was repeated f o r

each class f o l l o w i n g the eight-week period.

 3k

REFERENCES

1 AAHPER - N.E.A., F i t n e s s Department, AAHPER Youth

F i t n e s s Test Manual, 1 2 0 1 S i x t e e n t h S t . N.W.,
Washington 6 , D.C., 1 9 5 8 .

2 Morgan, R.E., Adamson, G.T., C i r c u i t T r a i n i n g ,

London, G-. B e l l and Sons L t d . , 1 9 5 7 .
 CHAPTER V

RESULTS

The data obtained from the Experimental Group and

the C o n t r o l Group are summarized i n the accompanying

tables. The E x p e r i m e n t a l Group (A) p a r t i c i p a t e d i n a

ten-minute circuit training programme at the beginning

of each physical education class f o r e i g h t weeks and

the remainder o f t h e l e s s o n was the regular physical

education programme. The C o n t r o l Group (B) h a d t h e

regular physical education programme f o r eight weeks.

The statistical treatment of the r e s u l t s deals

with the s i g n i f i c a n c e o f the d i f f e r e n c e between the

initial and f i n a l tests f o r both groups on each of the

seven physical fitness items o f t h e AAHPER Y o u t h Fitness

Test; the comparison o f t h e mean improvement scores of

both groups on e a c h o f the seven physical fitness items;

the comparison of the t o t a l improvement on a composite

physical fitness score f o r both groups; and, i n a d d i t i o n ,

a calculation of the c o e f f i c i e n t of correlation existing

between the improvement scores of the Experimental

Group and the teacher rating of student "co-operativeness".

Test 1. Modified Pull-Up: I n Group A twenty-two

subjects demonstrated improvement on this item, three

did not. The g r e a t e s t improvement was twenty p u l l - u p s ^

with the subject completing eleven pull-ups i n the initial

 36

test and t h i r t y - o n e p u l l - u p s i n the f i n a l t e s t . The

mean improvement f o r Group A was k . 5 6 p u l l - u p s which

r e s u l t e d i n a standard e r r o r o f 1.3k- a n
d a t r a t i o of

3 . k 0 , which was s t a t i s t i c a l l y significant at the . 0 1

l e v e l of confidence. I n Group B seventeen s u b j e c t s

made improvements on t h i s item, seven d i d not. The

g r e a t e s t improvement was n i n e t e e n p u l l - u p s , with the

s u b j e c t completing e l e v e n p u l l - u p s i n the i n i t i a l test

and t h i r t y p u l l - u p s i n the f i n a l t e s t . The mean

improvement f o r Group B was 1.63 p u l l - u p s , which r e s u l t -

ed i n a standard e r r o r o f l . k 3 and a t r a t i o of 1 . 1 3 ,

which was not s t a t i s t i c a l l y significant. These r e s u l t s

are shown i n Table I .

TABLE I

Comparison o f R e s u l t s Between I n i t i a l
and P i n a l Means o f M o d i f i e d Pull-Up

Group
% M 2 M]_-M 2
SE D t

A 10.6k 15.2 k.56 l.3k 3.l|-0*

B lk.58 16.21 1.63 l.k3 1.13

«• S i g n i f i c a n t at the 1 percent l e v e l of c o n f i d e n c e .

The d i f f e r e n c e between the mean improvement o f

Group A and Group B was 2 . 9 3 p u l l - u p s (see Table I I ) .

The standard e r r o r of the d i f f e r e n c e between the means

was 1.82. T h i s r e s u l t e d i n a t r a t i o o f 1.61 which

was not s t a t i s t i c a l l y significant.

 37

TABLE II

Comparison o f R e s u l t s Between Group A and Group B

on Mean Improvement o f M o d i f i e d Pull-Up

M x M 2 M -M
X 2 SE D t

I+.56 1.63 2.93 1.82 1.61

Test 2. Sit-Up: Table I I I shows t h e mean scores

of Group A and Group B on t h e i r initial and f i n a l tests

of sit-ups. Group A showed a mean score o f 21.00 s i t -

ups on the i n i t i a l test a n d a mean score o f 31.76 s i t -

ups on the f i n a l test f o r a mean improvement score of

10.76 sit-ups. The s t a n d a r d error of the difference

between t h e m e a n s w a s 1.3 with a t ratio o f 8.27, which

was statistically significant a t t h e .01 level of

confidence. Group B showed a mean score o f 28.71 s i t -

ups on the i n i t i a l test, a mean score of 35.88 sit-ups

on the f i n a l test and a mean improvement score of 7.17

sit-ups. The standard error of the difference between

the m e a n s was 1.59 and the t r a t i o was ij.,50. This gain,

therefore, was statistically significant at the .01

level of confidence.
 38

TABLE I I I

Comparison o f R e s u l t s Between Initial

and F i n a l Means o f S i t - U p

Group M SE t
M
l 2 M
l - M
2
D

A 21.00 31.76 10.76 1.3 8.27*

B 28.71 35.88 7.17 1.59 k.5o*

* Significant at the 1 percent level of confidence.

In c o m p a r i n g t h e mean improvement scores f o r

Group A and Group B t h e mean d i f f e r e n c e was 3.59 s i t -

ups i n favour o f Group A. The standard e r r o r of the

difference was 2.96 and the t r a t i o was 1.21* Therefore,

the d i f f e r e n c e i n improvement was not statistically

significant. This i s shown i n T a b l e IV.

TABLE IV

Comparison o f R e s u l t s Between Group A and Group B

on Mean Improvement o f S i t - U p

M]_ M 2 M -M
x 2 SE D t

10.76 7.17 3.59 2.96 1.21

Test 3. Shuttle Run: The mean improvement scores

for both Group A and Group B were h i g h l y significant

in Test 3, the S h u t t l e Run. Table V shows that the

mean t i m e f o r Group A was reduced f r o m 11.93 seconds

to 11.32 seconds f o l l o w i n g e i g h t weeks of this programme

for a mean improvement o f 0.61 seconds. Group B

reduced I t s mean score time f r o m 12.28 seconds on the

 39

initial test t o 11.21 seconds on the f i n a l test, for a

mean g a i n o f 1.07 seconds. These improvements were

statistically significant at the .01 level of confid-

ence (t ratios o f 7.62 and 9.72 f o r Group A and Group

B respectively).

TABLE V

Comparison o f R e s u l t s Between Initial

and F i n a l Means o f S h u t t l e Run

Group M-|_ M 2 M -M 1 2 SE D t

Seconds Seconds Seconds

A 11.93 11.32 0.61 0.08 7.62»

B 12.28 11.21 1. 07 0.11 9.72*

•» S i g n i f i c a n t at the 1 percent level of confidence.

The d i f f e r e n c e i n t h e mean improvement o f Group B

over Group A o f 0.14.6 s e c o n d s o n the Shuttle Run was

also statistically significant at the .01 level of

confidence as shown b y the t r a t i o o f 3.06 (see Table VI).

TABLE VI

Comparison o f R e s u l t s Between Group A and Group B

on Mean Improvement o f S h u t t l e Run

M x M 2 M -M x 2 SE D t

Seconds Seconds Seconds

0.61 1.07 0.1;6 0.15 3.06**

# Significant at the 1 percent level of confidence.

 ko

Test k. Standing Broad Jump: In Group A the

mean improvement in test k was 3.28 inches (see Table

VII). Twenty s u b j e c t s made gains i n their jumps, five

did not. The greatest g a i n by an individual was 12

inches. The t ratio of the d i f f e r e n c e between the

Initial and final score means was k.2 w h i c h was stat-

istically significant at the .01 level of confidence.

In Group B the mean i m p r o v e m e n t i n the standing broad

jump was 3.5 inches. In this group twenty subjects

also made gains, four d i d not. The greatest single

gain was fifteen inches. The t ratio of the difference

between the initial and final means for this group was

k.6, which again was statistically significant at the

.01 level of confidence.

TABLE VII

Comparison o f R e s u l t s Between I n i t i a l
a n d P i n a l M e a n s o f S t a n d i n g B r o a d Jump

Group
% M 2 MX-M2 SE D t

Inche s Inche s Inches

A 57.kk 60.72 3.28 0.78 k.2*
B 56.79 60.29 3.5 0.76 k.6*

«• S i g n i f i c a n t at the 1 percent level of confidence.

In comparing the improvement made b y the two groups

in the standing broad jump, Table VIII shows a difference

of 0.22 inches i n favour of Group B. This difference

was not statistically significant.

 TABLE VIII

Comparison o f R e s u l t s Between Group A a n d Group B

o n M e a n I m p r o v e m e n t o f S t a n d i n g B r o a d Jump

M]_ M 2 M_-M 2 SE D t

Inches Inches Inches

3.28 3.5 0.22 1.16 0.19

Test 5. 50-Yard Dash: I n t h e 50-yard dash

Group A showed no d i f f e r e n c e between i t s mean scores

ori the i n i t i a l and the f i n a l tests. Sixteen subjects

improved their time, nine took longer to run the d i s t -

ance. One subject showed a loss o f speed o f one second,

taking 9.6 seconds on the f i n a l test where she h a d t a k e n

8.6 seconds on the i n i t i a l test. I n Group B, t h e m e a n

score f o r the i n i t i a l test w a s 8.56 seconds and the

mean score f o r the f i n a l test was 8.38 seconds. The

difference I n t h e s e m e a n s was 0.18 seconds and the

standard error O.lij., which was n o t s t a t i s t i c a l l y sig-

nificant (t - 1.28). These results a r e summarized i n

Table IX.

TABLE IX

Comparison o f R e s u l t s Between I n i t i a l
and P i n a l Means o f 50-Yard Dash

Group M]_ M 2 M}-M 2 SE D t

Seconds Seconds Seconds

A 8.62 8.62 0

B 8.56 8.38 0.18 0.II4. 1.28

 k2

Table X shows that the difference i n t h e mean

Improvement o f Group B over Group A w a s 0.18 seconds,

since Group A showed no i m p r o v e m e n t i n time. The

standard error o f the difference was 0.1 and the t ratio

1.8, w h i c h was n o t s t a t i s t i c a l l y significant.

TABLE X

Comparison o f R e s u l t s Between Group A and Group B

o n Mean Improvement o f 50-Yard Dash

M x M 2 M -Mx 2 SE D t

Seconds Seconds Seconds

0 0.18 0.18 0.1 1.8

Test 6. Softball Throw f o r Distance: Table XI

shows that both Group A and Group B made statistically

significant improvements i n the Softball throw f o r

distance following eight weeks of activity. The mean

score f o r Group A on the i n i t i a l test was k7.88 feet,

while t h e mean score on t h e f i n a l test was 53.12 feet..

This mean difference o f 5.2k feet was statistically

significant at the .01 l e v e l o f c o n f i d e n c e (t - k.29).

Group B showed a mean gain o f 5.71 feet from the initial

to the f i n a l test. The s t a n d a r d error of this difference

was 1.6, the t r a t i o 3.56. Therefore, this gain was

also statistically significant a t t h e .01 level of

confidence.
 1+3

TABLE XI

Comparison of R e s u l t s Between I n i t i a l
and P i n a l Means o f S o f t b a l l Throw f o r Distance

Group
% M 2
M -MX 2 SE D
t

Feet Feet Feet

A 1+7.88 53.12 5.2b, 1.22 I*. 29*
B 52.75 58.1+6 5.71 1.6 3.56*

*• S i g n i f i c a n t a t the 1 percent l e v e l o f c o n f i d e n c e .

In comparing the gains made b y these two groups

on the S o f t b a l l throw f o r d i s t a n c e (see Table XII)

Group B had a g r e a t e r g a i n by 0.1+7 f e e t . However,

t h i s d i f f e r e n c e was not s t a t i s t i c a l l y significant

(t = 0.29).

TABLE X I I

Comparison o f R e s u l t s Between Group A and Group B

on Mean Improvement o f S o f t b a l l Throw f o r Distance

M 1 M 2 M -Mx 2 SE D t

Feet Feet Feet

5.2b, 5.71 O.bJ 1.6 0.29

Test 7. 600-Yard Run-Walk: The mean score f o r

Group A on the i n i t i a l t e s t f o r the 600-yard run-walk

was 161.92 seconds. On the f i n a l t e s t the mean score

was l56.8ij. seconds. The d i f f e r e n c e between these means

was 5.08 seconds, the standard e r r o r of the d i f f e r e n c e

was 2.15 and the t r a t i o 2.36. T h i s improvement was

statistically s i g n i f i c a n t a t the .05 l e v e l o f confidence

 V

kk

(see Table X I I I ) . On t h i s t e s t , Group B showed a

mean improvement o f 11.95 seconds since the mean score

was reduced from 16k.66 seconds to 1 5 2 . 7 1 seconds.

T h i s Improvement was statistically significant at the

. 0 1 l e v e l of confidence (t = 3 . 1 k ) .

TABLE X I I I

Comparison of R e s u l t s Between I n i t i a l
and P i n a l Means of 600-Yard Run-Walk

Group M x M 2
M
l~ 2
M S E
D *

Seconds Seconds Seconds

A 161.92 156.8k 5.08 2.15 2.36**

B 16k.66 152.71 11.95 3.81 3.1k*

* Significant at the 1 percent l e v e l of c o n f i d e n c e .

Significant at the 5 percent l e v e l of c o n f i d e n c e .

Table XIV shows the d i f f e r e n c e i n these mean

improvements t o be 6.87 seconds i n favour o f Group B.

The standard e r r o r of t h i s difference was 3.63 and the

t r a t i o 1.89, which was not s t a t i s t i c a l l y significant.

TABLE XIV

Comparison o f R e s u l t s Between Group A and Group B

on Mean Improvement o f 600-Yard Run-Walk

M x M 2 %-M2 SEJJ t

Seconds Seconds Seconds

5.08 11.95 6.87 3.63 1.89

Total P h y s i c a l F i t n e s s Index; By t o t a l l i n g the

score f o r each o f the seven p h y s i c a l fitness tests, i n

 1+5

the form of T scores, a total physical fitness index

•was o b t a i n e d f o r each subject. This was done f o r both

the initial and f i n a l tests f o rboth Group A and

Group B.

In Group A, t w e n t y - t h r e e o f the twenty-five subjects

showed an o v e r - a l l gain i n their total scores, two

showed a slight loss. A very large gain o f 93.5 points

was made by the subject who h a d s c o r e d the lowest on

the initial test. Other gains were distributed through-

out the group, f o l l o w i n g no s e t p a t t e r n . The mean score

on the i n i t i a l test, f o rthis group, was 361.5 points

while t h e mean score on the f i n a l test was 391.ij. p o i n t s

(see Table XV). The mean gain f o rthis group was

29.9 points and the standard error of the difference

between t h e m e a n s was I4..2 w h i c h resulted i n a t ratio

of 7.12, the l a t t e r being statistically significant at

the .01 level of confidence.

In Group B, t w e n t y - t h r e e o f the twenty-four

subjects showed gains i n their total physical fitness

scores. One subject showed a slight loss o f 0.3 points.

Table XV shows that t h e mean score on the i n i t i a l test

for Group B was 375.5 points and t h a t t h e mean score

on the f i n a l test was lj.05.9 points. The d i f f e r e n c e

between these mean scores was 30.14. p o i n t s , t h e standard

error o f t h e d i f f e r e n c e was 5.1+ f o r a t o f 5.63. This

was statistically significant a t t h e .01 level of confide

 TABLE XV

Comparison o f R e s u l t s Between I n i t i a l and P i n a l

Means o f T o t a l P h y s i c a l F i t n e s s Index

Group M M -Mx 2
SE D t
M
l
A 361.5 391. k 29.9 k.z 7.12*

B 375.5 k05.9 30.k 5.63*

# Significant at the 1 percent level of confidence.

In c o m p a r i n g t h e mean gains of these two g r o u p s ,

Group B surpassed Group A b y 0.5 points. Table XVI

shows the standard error of the difference of these

means t o b e 5.25. This resulted i n a t ratio of 0.09

which was not s t a t i s t i c a l l y significant.

TABLE XVI

Comparison o f R e s u l t s Between Group A and Group B

on Mean Improvement o f T o t a l P h y s i c a l F i t n e s s Index

M-L M 2 M]_-M2 SE D t

29.9 30.k 0.5 5.25 0.09

Coefficient of Correlation; The P e a r s o n product-

moment correlation c o e f f i c i e n t was calculated to study

the relationship between the improvement scores of

Group A and the teacher rating o f student "co-operative-

ness". This resulted i n an r o f 0.22.

 CHAPTER VI

DISCUSSION

Adamson and Morgan (1) report a study i n circuit

training conducted with fifteen year o l d schoolboys.

The subjects participated i n a t e n minute circuit

training programme once a week f o r two m o n t h s . There

was an i n c r e a s e i n t h e mean p e r f o r m a n c e o f 38 percent

in trunk curls, 28 percent i n rope swings, 55 percent

in chins, 28 percent i n press ups, 7 percent i n steps

with the high bench a n d 10 percent i n squat jumps. The

results of the present study showed t h a t Grade 5 girls

participating i n t e n minutes of modified circuit train-

ing three times a week f o r e i g h t weeks also made

significant gains i n performance. Statistically

significant gains were recorded i n six physical fitness

test items - modified pull-ups, sit-ups, shuttle run,

standing broad jump, softball throw f o r distance, and

600-yard run-walk.

Nunney (2) i n a study conducted with University

intermediate swimmers, found that the Experimental Class,

which participated i n a circuit training programme and

swimming, made statistically significant gains i n

swimming endurance and speed, weight, chins and push-

ups. The Control C l a s s , which p a r t i c i p a t e d only i n

swimming, made statistically significant gains i n

 Lu3

swimming, endurance and weight. However, the Experim-

e n t a l Glass made s i g n i f i c a n t l y g r e a t e r gains than the

C o n t r o l C l a s s i n weight and chins and the i n c r e a s e i n

swimming speed was s i g n i f i c a n t l y g r e a t e r at the 5.26

percent l e v e l of confidence. The present study follows

somewhat the same p a t t e r n of r e s u l t s , with the C i r c u i t

T r a i n i n g C l a s s showing s i g n i f i c a n t gains i n s i x t e s t

items and the C o n t r o l C l a s s showing statistically

s i g n i f i c a n t gains i n f i v e t e s t items. However, i n t h i s

study, the C o n t r o l C l a s s made s i g n i f i c a n t l y greater

mean gains than the C i r c u i t T r a i n i n g C l a s s i n the

shuttle run.

Watt (3) compared two methods o f p h y s i c a l f i t n e s s

t r a i n i n g f o r low f i t n e s s males. He worked with Univ-

e r s i t y students during the f a l l term, September to

December. The group that p a r t i c i p a t e d i n c i r c u i t train-

i n g and games of low o r g a n i z a t i o n made s i g n i f i c a n t mean

gains i n a l l items except the p u l l - u p . Similar findings

were recorded f o r the group t h a t p a r t i c i p a t e d i n stand-

a r d developmental e x e r c i s e s , running events, games and

itfeight t r a i n i n g . Watt i s of the o p i n i o n t h a t the most

d i f f i c u l t p o r t i o n o f the body i n which t o r e g i s t e r

improvement i n low f i t n e s s i n d i v i d u a l s appears to be

i n those muscles i n v o l v e d i n the p u l l - u p . Both groups

of grade 5 g i r l s p a r t i c i p a t i n g i n the present study

recorded low mean scores on the i n i t i a l t e s t of p u l l -

 k9

up. The C i r c u i t T r a i n i n g Group made significant gains

in this item by the end o f the eight-week period.

However, the Control Group made no s i g n i f i c a n t gain, a

finding similar to that reported by Watt.

Both the Experimental Group and the C o n t r o l Group

in the present study made statistically significant

gains i n their total physical fitness scores. This

would indicate that a circuit training programme, i n -

cluded i n a grade 5 physical education programme, f o ra

limited period o f time, does contribute t o an improve-

ment i n physical fitness. Since students i n the elem-

entary grades must be c h a l l e n g e d i n a v a r i e t y o f ways,

it would seem t h a t circuit training w o u l d be acceptable

as one method to use i n a c h i e v i n g one o b j e c t i v e of a

physical education programme, namely physical fitness.

Circuit training does make p r o v i s i o n f o r i n d i v i d u a l

differences within a group. In the present study the

results on t h e t o t a l physical fitness index show that

one student i n the Experimental Group, who was extremely

low on the i n i t i a l test, made the g r e a t e s t gain, as

indicated by t h e f i n a l score. Watt (k) has stressed

the importance of giving special attention to the

students who are d e f i c i e n t i n the b a s i c fitness elements.

It would appear that circuit training i s of value to

 5o

these students.

A relationship d i dexist between the gains made

by the Experimental Group and the teacher rating of

student "co-operativeness" i n this experiment, with

grade 5 children. In a circuit training programme

each student w o r k s b y h e r s e l f o n h e r own individual

schedule.. This necessitates the co-operation o f each

student i n order that the i n d i v i d u a l performs t o the

maximum and t h e r e f o r e receives t h e maximum benefit.

This differs from most r e g u l a r programmes which are

teacher instructed. In the latter type of class the

students u s u a l l y perform together, following the instruc

tion of the teacher.

Students a t the grade 5 level require variety In

their programme i ftheir Interest i s t o be maintained.

In this study physical fitness tests were given only

at the beginning and a t the end o f t h e eight-week

period. No test was given during the experiment. I t

was the observation o f the author that interest was

at a high level during the f i r s t four weeks of the

circuit training programme and the students therefore

appeared to put a great deal of effort Into the

activities. However, during the second four weeks

interest seemed t o s l a c k e n . Perhaps this could be

attributed t o the r e p e t i t i o n o f t h e same e x e r c i s e s over

this period of time. Further investigations i n this

 51

area might reveal whether optimum b e n e f i t might be

obtained from a circuit training programme conducted

over a shorter period of time, when u s e d at the grade

5 level.
 52

REFERENCES

A d a m s o n , G.T., M o r g a n , R . E . , " C i r c u i t T r a i n i n g f o r
S c h o o l b o y s " , J o u r n a l of. P h y s i c a l E d u c a t i o n ,
vol.ij.6, no.139 ( N o v e m b e r 195k), pp.83-91.

N u n n e y , D e r e k N., " R e l a t i o n o f C i r c u i t Training

t o Swimming", R e s e a r c h Q u a r t e r l y , vol.31,
no.2 (May i 9 6 0 ) , pp.loti-19o.

Watt, N o r m a n S., " T h e C o m p a r i s o n o f Two M e t h o d s o f

P h y s i c a l F i t n e s s i n Low F i t n e s s M a l e s a t t h e
U n i v e r s i t y o f Oregon", U n p u b l i s h e d Master«s
T h e s i s , U n i v e r s i t y o f Oregon, June I 9 6 I .

Watt, N o r m a n S., " A p p l i c a t i o n o f C i r c u i t Training

to Developmental P h y s i c a l Education", P h y s i c a l
F i t n e s s News L e t t e r , U n i v e r s i t y o f O r e g o n ,
s e r i e s V I , n o . 9 ( M a y I960), pp.1-6, ( M i m e o -
graphed) .
 CHAPTER VII

SUMMARY AND CONCLUSIONS

Two Grade $ girls physical education classes at

Kerrisdale Elementary School, Vancouver, British

Columbia, were used in t h i s experiment. All students

within these two classes were given the AAHPER Youth

Fitness Test - modified pull-up, sit-up, shuttle run,

standing broad jump, 50-yard dash, Softball throw for

distance, 600-yard run-walk. One c l a s s was selected

at random to be the Experimental Class, the second

class was the Control Class. The Experimental Class

participated in a ten-minute circuit training programme

at the beginning of each lesson for eight weeks. The

remainder of the lesson was devoted to the regular

physical e d u c a t i o n programme. The Control Class partic-

ipated i n the regular physical e d u c a t i o n programme for

the eight weeks. At the end of the eight weeks both

groups were re-tested on the AAHPER Y o u t h Fitness Test.

Improvement was measured statistically within each group

and a comparison of the improvements was made between

the groups both on separate test items and on a total

physical fitness score. In addition, a coefficient of

correlation was calculated between the gains of the

Experimental Class and their physical education teacher's

rating of student "co-operativeness".

 On t h e b a s i s of statistical treatment the

following results were evident:

1. The E x p e r i m e n t a l Glass made statistically signif-

icant mean g a i n s i n performance i n the modified pull-up,

sit-up, shuttle run, standing broad jump, Softball

throw f o r distance, and the 600-yard run-walk.

2. The C o n t r o l Class made statistically significant

mean g a i n s i n performance i n the sit-up, shuttle run,

standing broad jump, Softball throw f o r distance, and

600-yard run-walk.

3. The mean gain made by the C o n t r o l Class on t h e

shuttle r u n was statistically significant when compared

to the Experimental Class.

[(.. Both the Experimental Class and the C o n t r o l Class

made statistically significant mean gains i n the total

physical fitness scores.

5. There was n o s t a t i s t i c a l l y significant difference

between t h e mean gains made b y t h e two c l a s s e s on the

total physical fitness scores.

6. The c o r r e l a t i o n between the gains made by t h e

subjects i n the Experimental Class and t h e teacher

rating o f student "co-operativeness" showed an r o f

0.22.
 55
On the b a s i s o f these r e s u l t s , evidence i s

p r o v i d e d which i n d i c a t e s t h a t a physical education

programme f o r grade 5 g i r l s , which i n c l u d e s a ten-

minute c i r c u i t t r a i n i n g programme, does improve t h e i r

physical fitness. The data of t h i s study a l s o should

be i n t e r p r e t e d to i n d i c a t e that programmes other than

circuit t r a i n i n g may be e q u a l l y effective i n increasing

physical fitness. I t f u r t h e r appears that performance

on a s h u t t l e run i s improved t o a g r e a t e r extent by a

r e g u l a r p h y s i c a l e d u c a t i o n programme which i n c l u d e s more

running a c t i v i t i e s . A l s o , there i s a r e l a t i o n s h i p , though

low, between gains i n performance and student "co-oper-

ativeness" in a circuit t r a i n i n g programme.

 56

BIBLIOGRAPHY

BOOKS

AAHPER - N.E.A., Fitness Department, AAHPER Youth

Fitness Test Manual, 1201 Sixteenth St. N.W.,
Washington 6 , D.C., 1958.
Blommers, Paul, Lindquist, E.F., Elementary S t a t i s t i c a l
Methods i n Psychology and Education, Boston,
Houghton-Mifflin Company, I960.

Bovard, J.F., Cozens, F.W., Hagman, E.P., Tests and

Measurements i n Physical Education, 3 r d ed.,
Philadelphia, W.B. Saunders Company, 19i+9.

Bucher, Charles A., Foundations of Physical Education,

St. Louis, C.V. Mosby Company, I960.

Clarke, H.H., The Application of Measurement to Health

and Physical Education, 2nd ed., New York,
Prentice-Hall Inc., 1950.

Connecticut Association f o r Health, Physical Education

and Recreation, Fitness f o r Connecticut Youth,
Dahbury State Teachers College, Danbury,
1

Connecticut, 1959.
Cowell, C.C., Hazelton, H., Curriculum Designs i n
Physical Education, New York, Prentice-Hall
Inc., 1955.
Garrett, H.E., S t a t i s t i c s i n Psychology and Education,
New York, Longmans, Green and Company, 1958.

Karpovich, P.V., Physiology of Muscular A c t i v i t y ,

5 t h ed., Philadelphia, W.B. Saunders Company,
1959.
Morgan, R.E., Adamson, G.T., C i r c u i t Training, London,
G. B e l l and Sons Ltd., 1957.

Schneider, Elsa, Physical Education i n Urban Elementary

Schools, United States Government Printing
O f f i c e , Washington 2 5 , D.C, 1959.

Sehon, Elizabeth L., Anderson, Marion H., Hodgins,

Winifred W., Van Fossen, Gladys R., Physical
Education Methods f o r Elementary Schools,
Philadelphia, W.B. Saunders Company, 1953.
 57

PERIODICALS

Adamson, G.T., " C i r c u i t T r a i n i n g " , The Physical

E d u c a t o r , v o l . 1 3 , n o . 2 (May 1 9 5 6 ) , p p . 6 8 - 7 0 .

A d a m s o n , G.T., "Circuit Training", Journal of P h y s i c a l

E d u c a t i o n , v o l . k 6 , no.137 ( M a r c h 195k)»
pp.1-6,10.

Adamson, G.T., "Circuit Training", Ergonomics, vol.2,

no.2 (February 1959), p.183.

Adamson, G.T., " E f f e c t o f S y s t e m a t i c O v e r l o a d on the

Strength, P h y s i c a l F i t n e s s and Physical
E f f i c i e n c y of Schoolboys", Journal of P h y s i c a l
E d u c a t i o n , v o l . k k , no.133 ( N o v e m b e r 1 9 5 2 ) ,
pp.109-112.

Adamson, G.T., M o r g a n , R.E., "Circuit Training for

Schoolboys", Journal of P h y s i c a l Education,
v o l . L 6 , no.139 ( N o v e m b e r 1 9 5 k ) , p p . 8 3 - 9 1 .

American Association for Health, Physical Education

and R e c r e a t i o n , "Elementary School Physical
E d u c a t i o n - A Symposium", J o u r n a l o f Health,
P h y s i c a l E d u c a t i o n and R e c r e a t i o n , vol.31,
no.2 ( F e b r u a r y i 9 6 0 ) , pp.17-25,76.

B o o k w a l t e r , K a r l ¥., "Program Changes E s s e n t i a l t o

Fitness i n Public School Students", The
Physical Educator, vol.17, n o . l ( M a r c h I960),
pp.9-10.

Campbell, W i l l i a m R., P o h n d o r f , R i c h a r d H., Physical

F i t n e s s , o f B r i t i s h and U n i t e d S t a t e s Children,
P a p e r p r e s e n t e d t o t h e C o n f e r e n c e on H e a l t h
and F i t n e s s i n t h e M o d e r n W o r l d , The Institute
o f N o r m a l H u m a n A n a t o m y , U n i v e r s i t y o f Rome,
Rome, I t a l y , A u g u s t 2 9 - S e p t e m b e r 9 , I960,
(Mimeographed).

Campbell, W.R., "Youth F i t n e s s P r o j e c t " , Physical

Education, vol.50, n o . l 5 l ( N o v e m b e r 1958),
pp.75-80.

Darling, R o b e r t A., E i c h n a , L u d w i g , W., Heath, Clark W.,

W o l f f , H a r o l d G., "Physical F i t n e s s - Report
o f the Subcommittee o f the Baruch Committee
on P h y s i c a l M e d i c i n e " , J o u r n a l o f the American
M e d i c a l A s s o c i a t i o n , v o l . 1 3 6 , no.11 (March 13,
19k8), pp.76k-767.
 58

PERIODICALS (Cont'd)

Espenschade, Anna S., " C h i l d Development Research -

I m p l i c a t i o n s f o r P h y s i c a l E d u c a t i o n " , The
N a t i o n a l Elementary P r i n c i p a l , v o l . 3 9 , no.5
( A p r i l I960), pp.12-16.

G a l l a g h e r , J.R., Brouha, L., G a l l a g h e r , CD.,

"Dynamic P h y s i c a l F i t n e s s i n Adolescence",
Yale J o u r n a l of B i o l o g y and Medicine, v o l . l 5 ,
(May 194-3), pp.657-658. .
G a l l a g h e r , J.R., Brouha, L., " P h y s i c a l F i t n e s s - I t s
E v a l u a t i o n and S i g n i f i c a n c e " , J o u r n a l of the
American M e d i c a l A s s o c i a t i o n , v o l . 1 2 $ , no.12
(July 1944), pp.83h-83».

Glassow, Ruth B., Kruse, P a u l i n e , "Motor Performance

of G i r l s Age 6 to lb. Years", Research Q u a r t e r l y ,
v o l . 3 1 , no.3 (October I 9 6 0 ) , pp.14.26-433.
Hawcroft, E.G., "Games T r a i n i n g " , P h y s i c a l E d u c a t i o n
B u l l e t i n , Department of E d u c a t i o n , New South
Wales, no.9 ( 1 9 5 9 ) , pp.34-37.

Howell, M., Morford R., " C i r c u i t T r a i n i n g f o r Secondary

Schools", J o u r n a l of the Canadian A s s o c i a t i o n
f o r Health, P h y s i c a l E d u c a t i o n and R e c r e a t i o n ,
vol.26, no.5 (June-July I 9 6 0 ) , pp.12-13,151

Hunsicker, P a u l , " P h y s i c a l F i t n e s s T e s t s " , J o u r n a l of

H e a l t h , P h y s i c a l E d u c a t i o n and R e c r e a t i o n ,
vol.28, no.6 (September 1 9 5 7 ) , pp.21-22, 6 8 - 6 9 .

J o k l , E., C l u v e r , E.H., " P h y s i c a l F i t n e s s " , J o u r n a l of

the American M e d i c a l A s s o c i a t i o n , vol.116,
no.21 (May 1 9 4 D , pp.2383-2389.

Kane, Robert J . , M e r e d i t h , Howard V., " A b i l i t y i n the

Standing Broad Jump of Elementary School
C h i l d r e n 7, 9 and 11 Years of Age", Research
Q u a r t e r l y , vol.23, no.2 (May 1 9 5 2 ) , pp.198-208.

Kraus, H., H i r s c h l a n d , Ruth P.., "Minimum Muscular

F i t n e s s T e s t s i n School C h i l d r e n " , Research
Q u a r t e r l y , v o l . 2 5 , no.2 (May 1 9 5 4 ) , pp.178-188.

Larson, Leonard A., "Some F i n d i n g s R e s u l t i n g from the

Army A i r Forces P h y s i c a l T r a i n i n g Program",
Research Q u a r t e r l y , v o l . 1 7 , no..2 (May 1 9 4 6 ) ,
pp.144-I64.
 5 9

PERIODICALS (Cont'd)

McCloy, C.H., "Fitness f o r What?", P h y s i c a l E d u c a t i o n ,

vol.50, no.l5l ( N o v e m b e r 1958), p p . 7 3 - 7 4 , 8 0 .

McCloy, C.H., " F i t n e s s - A Way o f L i f e " , P a r t I ,

Journal o f the Canadian A s s o c i a t i o n f o r Health,
P h y s i c a l E d u c a t i o n and Recreation, vol.25, no.4
( F e b r u a r y - M a r c h 1959), p p . l 6 - l o .

McCloy, C.H., " F i t n e s s - A Way o f L i f e " , P a r t I I ,

Journal o f the Canadian A s s o c i a t i o n f o r Health,
P h y s i c a l Education and Recreation, v o l . 2 5 , no.5
(April-May 1959), p p . 3 8 - 4 2 .

McConnell, Janice,L., "The E f f e c t o f a T e n M i n u t e

P e r i o d o f Body C o n d i t i o n i n g E x e r c i s e s a n d
Apparatus I n s t r u c t i o n on C e r t a i n Elements o f
Physical Fitness of High School G i r l s " ,
Unpublished Master's Thesis, University o f
Washington, 1959.

McMaster, R., " C i r c u i t T r a i n i n g " , P h y s i c a l E d u c a t i o n

B u l l e t i n , D e p a r t m e n t o f E d u c a t i o n , New S o u t h
W a l e s , no.9 (1959), PP.-33-39.

Nunney, D e r e k N., " R e l a t i o n o f C i r c u i t T r a i n i n g to

Swimming", R e s e a r c h Q u a r t e r l y , v o l . 3 1 , no.2
(May I960), pp.188-198.

Schreker, K.A., " P h y s i c a l F i t n e s s " , J o u r n a l o f P h y s i c a l

E d u c a t i o n , v o l . 4 6 , n o . 1 3 8 ( J u l y 1954), P P »
45-52,55.

S t e i n h a u s , A r t h u r H., " S t r e n g t h f r o m M o r p u r g o t o M u l l e r
- A Half Century o f Research", Journal of the
A s s o c i a t i o n f o rP h y s i c a l and Mental R e h a b i l i t -
a t i o n " , v o l . 9 , no.5 ( S e p t e m b e r - O c t o b e r 1955),
P.147.

Wang, B e u l a h M.., " C o m p a r i s o n o f S e l e c t e d T e s t s o f

Fitness of Elementary School Children",
Unpublished Master's Thesis, State University
o f Iowa, 1958.

Watt, N o r m a n S., " A p p l i c a t i o n o f C i r c u i t T r a i n i n g t o

Developmental Physical Education", Physical
F i t n e s s News L e t t e r , U n i v e r s i t y o f O r e g o n ,
s e r i e s V I , n o . 9 ( M a y I960), pp.1-6.
 60

PERIODICALS (Cont'd)

Watt, N o r m a n S., " T h e C o m p a r i s o n o f Two M e t h o d s o f

P h y s i c a l F i t n e s s T r a i n i n g i n Low Fitness
Males at the U n i v e r s i t y of Oregon", U n p u b l i s h e d
M a s t e r ' s T h e s i s , U n i v e r s i t y o f Oregon, June I 9 6 I .

Willgoose, C a r l E . , " P h y s i c a l F i t n e s s - Our P r i m a r y

Objective", Journal of Health, Physical Educat-
i o n and R e c r e a t i o n , v o l . 3 0 , no.8 (November
1959), pp.32-33.
61
 APPENDIX A

STATISTICAL TREATMENT

Study Design

Two Groups A Experimental (N a 2$)

B Control (N = 2k)

One Test - AAHPER Y o u t h Fitness Test

administered at beginning and

again a t t h e e n d o f t h e 8 week

session.

Procedure (1) Administration o f AAHPER Y o u t h Fitness

Test to both Grade £ classes.

(2) Random s e l e c t i o n o f one c l a s s t o be

the Experimental class, other t o be

the Control class..

(3) Administration o f AAHPER Y o u t h Fitness

Test again t o both Grade 5 classes

eight weeks f o l l o w i n g initial test.

 63
General Statistical Outline

1. Significance o f the difference i n the performance

of Group A on the I n i t i a l and the f i n a l test on

all seven items.

2. Significance o f the difference i n the performance

of Group B on the i n i t i a l and the f i n a l test on

all seven items.

3. Significance of the difference i n mean Improvement

scores o f Group A and Group B on a l l seven test

items.

k. Significance of the difference i n the performance

of Group A on t h e i n i t i a l and the f i n a l test on

a total physical fitness index (latter calculated

in T scores).

5. Significance o f the d i f f e r e n c e i n the performance

of Group B on the i n i t i a l and t h e f i n a l test on a

total physical fitness Index (latter calculated

in T scores).

6. Significance of the difference i n mean improvement

of total physical fitness scores, (calculated i n

T scores).

7. Coefficient o f c o r r e l a t i o n between the improvement

scores o f Group A and the teacher rating on

student "co-operativeness".
 6 4

Procedure and Formulae

1. Significance o f the d i f f e r e n c e i n the performance

of Group A on the i n i t i a l and f i n a l test on a l l

seven items.

M]_ - mean of the i n i t i a l test

M 2 - mean of the f i n a l test

<5| - standard deviation of the i n i t i a l test

a_ - standard deviation o f the f i n a l test

rf - standard error o f t h e mean of the initial

test

(5^- standard error o f t h e mean of the f i n a l test

Correlation between the i n i t i a l and the f i n a l test.

Standard error of the difference o f t h e means.

Difference i n t h e m e a n s - M]_-M 2

t ratio- M
l- 2
M

SED

and will be acceptable a t t h e 5> p e r c e n t

level of confidence.
 65

These c a l c u l a t i o n s were made f o r the f o l l o w i n g

tests:

Initial Test Final Test

Modified Pull-Up

Sit-Up

Shuttle Run

Standing Broad Jump

50-Yard Dash

Softball Throw f o r Distance

6 0 0 - Y a r d Run-Walk

2. Similar statistical procedure was followed f o r

Group B f o r the f o l l o w i n g tests:

Initial Test Final Test

Modified Pull-Up

Sit-Up

Shuttle Run

Standing Broad Jump

50-Yard Dash

Softball Throw f o r Distance

6 0 0 - Y a r d Run-Walk

3. S i g n i f i c a n c e o f t h e d i f f e r e n c e i n mean improvement

scores o f Group A and Group B on a l l seven test

items.

M}_ - mean improvement score o f Group A

 66

M 2 - mean Improvement score o f Group B

cf~ - variance o f the improvement score o f Group A

cr~ - variance o f t h e improvement score o f Group B

Significance of the difference o f the v a r i a n c e of

Group A and Group B

F. «i
a'"
Variance o f t h e common population

Standard error of the difference o f t h e means

Difference o f t h e means Mi_-M 2

t ratio = M
l - M
2

and will be acceptable at the 5 percent

level of confidence.

These calculations were made f o r the following

sts:

Modified Pull-Up

Sit-Up

Shuttle Run

Standing Broad Jump

50-Yard Dash

Softball Throw f o r Distance

600-Yard Run-Walk
 67
k. Significance of the difference i n the performance

of Group A on the i n i t i a l and the f i n a l test on

the total physical fitness index, calculated i n

T scores. Similar statistical procedure was

followed f o r both Group A and Group B on the total

physical fitness index a s was used i n the seven

individual test items.

5. Significance of the difference i n mean improvement

of total physical fitness scores (calculated i n

T s c o r e s ) between Group A and Group B. Similar

statistical procedure was followed as i n outline

number 3»

6. Coefficient o f c o r r e l a t i o n between the improvement

scores o f Group A and t h e t e a c h e r r a t i n g on

"co-operativeness".

The Pearson product-moment correlation coefficient

was used:
 68

REFERENCES

AAHPER - N.E.A., F i t n e s s Department, AAHPER Youth

F i t n e s s Test Manual, 1201 S i x t e e n t h S t . N.W.,
Washington 6, D.C, 1958.

Blommers, P a u l , L i n d q u i s t , E.F., Elementary S t a t i s t -

i c a l Methods i n Psychology and E d u c a t i o n ,
Boston, H o u g h t o n - M i f f l i n Company, I960.

G a r r e t t , H.E., S t a t i s t i c s i n Psychology and

E d u c a t i o n , New York, Longmans, Green and
Company, 1958.
 APPENDIX B

T I M E T A B L E F O R P R O C E D U R E AND L E S S O N OUTLINES

EXPERIMENTAL CLASS CONTROL CLASS

Day 1. Initial test of the I n i t i a l t e s t of the

AAHPER Y o u t h Fitness AAHPER Y o u t h F i t n e s s
Test. Test.

Day 2. S i x e x e r c i s e s t o be Warm u p - 10 m i n u t e s .
used i n the c i r c u i t Jogging around f i e l d .
t r a i n i n g programme File formation, bending
taught to the c l a s s . and s t r e t c h i n g e x e r c i s e s ,
Softball skills Softball skills
- throwing and - throwing and
catching In pairs catching i n pairs
- s i x squads, base - s i x squads, base
throwing. throwing.

Day 3. Using the six.stat- Warm u p - 10 m i n u t e s .

ions f o r the c i r c u i t , Jogging around f i e l d .
the c l a s s p r a c t i s e d File formation, bending
the s i xe x e r c i s e s t o and s t r e t c h i n g e x e r c i s e s ,
be u s e d i n t h e c i r -
cuit training progr-
amme.
Softball skills Softball skills
- throwing and - throwing and
catching i n pairs catching i n pairs
- fielding i n pairs - fielding i n pairs
- game o f b a s e - game o f b a s e
running. running.

D a y b,. C l a s s t e s t e d f o r one Warm u p - 10 m i n u t e s .

m i n u t e maximum o n F i l e formation, running
each of the s i x c i r - on t h e s p o t , f r e e stand-
cuit t r a i n i n g exer- ing exercises.
cises.
Softball skills
- throwing and
catching i n pairs,
for distance
- fielding grounders,
in pairs.

Day 5. Circuit training Warm u p - 10 m i n u t e s .

programme f o r t h e File formation, running
f i r s t t e n minutes o f on t h e s p o t , f r e e stand-
the l e s s o n . ing exercises.
 70

Softball skills Softball skills

- throwing f o r - throwing f o r
accuracy, i n accuracy, i n
pairs pairs
- f i e l d i n g ground- - f i e l d i n g ground-
ers, i n pairs ers, i n pairs
- base running - base running
versus base throw- versus base throw-
ing. ing.

D a y 6. Circuit training Warm u p - 1 0 m i n u t e s .

programme f o r t h e Pile formation, funning
f i r s t t e n minutes o f on s p o t , f r e e standing
the l e s s o n . exercises.
Softball skills Softball skills
- f o u r s q u a d s , game - f o u r s q u a d s , game
of rounders u s i n g of rounders u s i n g
an o v e r h a n d throw an o v e r h a n d t h r o w
instead of batting. instead of batting.

Day 7. Circuit training Warm u p - 1 0 m i n u t e s .

programme f o r t h e
f i r s t t e nminutes o f
the l e s s o n .
Track a c t i v i t i e s i n
preparation f o r the
school s p o r t s day
- r e l a y race with
baton passing
- r u l e r and block
race
- three-legged race.
Running and jumping
a c t i v i t i e s with benches.
Track a c t i v i t i e s i n
p r e p a r a t i o n f o r the
s c h o o l s p o r t s day
- relay race with
baton passing
- r u l e r and block
race
- three-legged race.

D a y 8. Circuit training Warm.-.up ^..-10 m i n u t e s .

programme f o r t h e Running and jumping
f i r s t t e n minutes o f a c t i v i t i e s with benches.
the l e s s o n .
Track a c t i v i t i e s Track a c t i v i t i e s
- relay race - r e l a y race
- r u l e r and b l o c k - r u l e r and b l o c k
race race
Softball skills Softball skills
- base throwing - base throwing
- f i e l d i n g and base - f i e l d i n g and base
throwing. throwing.

Day 9. Circuit training Warm u p - 10 m i n u t e s .

programme f o r t h e Running and jumping
f i r s t t e nminutes o f a c t i v i t i e s with benches.
the l e s s o n .
 71

Track activities Track activities

- 50 y a r d d a s h - 50 y a r d d a s h
Softball skills Softball skills
- f o u r s q u a d s , game - f o u r s q u a d s , game
of rounders. of rounders.

Day 10. Circuit training Warm u p - 10 m i n u t e s .

programme f o r t h e Jogging around f i e l d
f i r s t t e nminutes of Combative activities,
the l e s s o n . in pairs.
Track activities Track activities
- skipping race - skipping race
- three legged race - three legged race
- block and r u l e r - block and r u l e r
race race
- 50 y a r d d a s h - 50 y a r d d a s h

Day 11. Circuit training Warm u p - 10 m i n u t e s .

programme f o r t h e Jogging on spot
f i r s t t e nminutes o f Combative activities,
the l e s s o n . in pairs.
Track activities Track activities
- baton passing - baton passing
- hoop and bean b a g - hoop and bean bag
relay relay
- three legged - three legged
running. running.

Day 12. Circuit training Warm u p - 10 m i n u t e s .

programme f o r t h e Pile formations, running
f i r s t t e nminutes o f on s p o t , f r e e standing
the l e s s o n . exercises.
Track activities Track activities
- baton passing relay - baton passing relay
Softball skills Softball skills
- bean bag throwing - bean b a g throwing
i n gymnasium i n gymnasium
- base running - base r u n n i n g
Short d i s c u s s i o n of Short d i s c u s s i o n of
softball rules. softball rules.

Day 13. Circuit training Warm u p - 10 m i n u t e s .

programme f o r t h e Pile formation, running
f i r s t t e nminutes o f on s p o t , f r e e s t a n d i n g
the l e s s o n . exercises.
Track activities Track activities
- 50 y a r d d a s h - 50 y a r d d a s h
- baton passing r e l a y - baton passing relay
- block and r u l e r - b l o c k and r u l e r
race race
 72

- s k i p p i n g race - s k i p p i n g race
- hoop and bean bag - hoop and bean bag
relay relay
- three l e g g e d r a c e . - three legged r a c e .

Day 11+. Circuit training Warm up - 10 minutes.

programme f o r the
f i r s t t e n minutes o f
the. l e s s o n .
Softball skills
- throwing and c a t c h -
ing i n p a i r s , f o r
accuracy
- p i t c h i n g and c a t c h -
ing i n pairs
- f o u r squads, f i e l d -
i n g and base running,
Pour squads - Dodge b a l l
A g i l i t y stunts.
Softball skills
- throwing and c a t c h -
ing i n pairs, f o r
accuracy
- p i t c h i n g and. c a t c h -
ing i n p a i r s
- f o u r squads, f i e l d -
i n g and base running.

Day 1 5 . Circuit training Warm up - 10 minutes.

programme f o r the
f i r s t t e n minutes of
the l e s s o n .
Softball s k i l l s
- p i t c h i n g and c a t c h -
ing i n pairs
- fundamentals o f
batting
- batting practice.
Jogging and s p r i n t i n g
around, f i e l d
A g i l i t y stunts.
Softball s k i l l s
- p i t c h i n g and c a t c h -
ing i n pairs
- fundamentals o f
batting
- batting practice.

Day 1 6 . Circuit training Warm up - 10 minutes.

programme f o r the Pour squads - Dodge b a l l
f i r s t ten minutes of A g i l i t y stunts.
the l e s s o n .
Softball skills Softball skills
- f o u r s:quads, - f o u r squads,
batting practice batting practice
- game - "3 up". - game - "3 up".

Day 1 7 . Circuit training Warm up - 10 minutes.

programme f o r the P i l e f o r m a t i o n , running
f i r s t t e n minutes o f on spot, f r e e standing
the l e s s o n . exercises.
Softball skills Softball skills
- bean bag throwing - bean bag throwing
i n gymnasium i n gymnasium
- fundamentals o f - fundamentals of
batting batting
Game. Game.
 73
Day 18. C i r c u i t t r a i n i n g
programme f o r the
f i r s t t e n minutes o f
the l e s s o n .
Softball skills
- f o u r squads,
f i e l d i n g and base
throwing
- batting practice
- base r u n n i n g .
Day 19. C i r c u i t t r a i n i n g
programme f o r the
f i r s t t e n minutes o f
the l e s s o n .
S o f t b a l l game
- f o u r squads, two
games o f s o f t b a l l
stressing rules.
Day 20. C i r c u i t t r a i n i n g
programme f o r t h e
f i r s t t e n minutes o f
the l e s s o n .
Softball skills
- t h r o w i n g and c a t c h -
ing, i n p a i r s
- p i t c h i n g and c a t c h -
ing, i n p a i r s
- f i e l d i n g grounders
and f l y b a l l s
- f o u r squads, each
p l a y i n g "rounders".
Day 21. C i r c u i t t r a i n i n g
programme f o r t h e
f i r s t t e n minutes of
the l e s s o n .
Softball skills
- base r u n n i n g
- f i e l d i n g and base
throwing
- batting
- f o u r squads, each
p l a y i n g "rounders".
Warm up - 10 m i n u t e s .
P i l e formation, running
on s p o t , f r e e s t a n d i n g
exercises.
Softball skills
- f o u r squads,
f i e l d i n g and base
throwing
- batting practice
- base r u n n i n g .
Warm up - 10 m i n u t e s .
P i l e formation, running
on s p o t , f r e e s t a n d i n g
exercises.
S o f t b a l l game
- f o u r squads, two
games o f s o f t b a l l
stressing rules.
Warm up - 10 m i n u t e s .
Skipping singly
P u s h i n g and p u l l i n g
combative a c t i v i t i e s .
Softball skills
- t h r o w i n g and c a t c h -
ing, i n pairs
- p i t c h i n g and c a t c h -
ing, i n p a i r s
- f i e l d i n g grounders
and f l y b a l l s
- f o u r squads, each
p l a y i n g "rounders".
Warm up - 10 m i n u t e s .
Skipping with variations
P u s h i n g and p u l l i n g
combative a c t i v i t i e s .
Softball skills
- base r u n n i n g
- f i e l d i n g and base
throwing
- batting
- f o u r squads, each
p l a y i n g "rounders".
 Ik

Day 22. Circuit training Warm u p - 10 m i n u t e s .

programme f o r t h e
f i r s t t e n minutes of
the lesson.
S o f t b a l l game
- f o u r s q u a d s , two
games o f s o f t b a l l ,
stressing rules.
Skipping with variations
Pushing and p u l l i n g
combative a c t i v i t i e s .
S o f t b a l l game
- f o u r s q u a d s , two
games o f s o f t b a l l ,
stressing rules.

Day 23. Pinal test of the F i n a l t e s t o f the'

AAHPER Y o u t h F i t n e s s AAHPER Y o u t h F i t n e s s
Test. Test.
 APPENDIX C

Personal Fitness Record

AAHPER Y o u t h Fitness Test

S t u d e n t ' s Name

School Division

Age ( i nmonths )

Order o f

Test Items Performance Test Retest

Modified Pull-Up;:

Sit-Up
Shuttle Run

Standing Broad Jump

50-Yard Dash

Softball Throw f o r D i s t a n c e

600-Yard Run-Walk
 76.

APPENDIX D

CLASS RECORD

AAHPER Y o u t h Fitness Test

Test Item k - Standing Broad Jump

Student Trial 1 Trial 2 Trial 3 Best of 3 Trials

1 5« k»l" V3" 5'

2 3'H" _5» 5.3.. 5«3"

3 3'V k'5"" k'6" k«6"

ll- 3'5" k'6" k'k" k'6"

$ 3'8" 3 9"!
3'11" 3'11"
 11

APPENDIX E

CIRCUIT TRAINING RECORD C A R D

Name Division

M/R TD-L D a y 1 D a y 2 D a y 3 D a y k TD 2

1. B e n c h Stepping

2. B e n c h Push-ups

3. S q u a t Jumps

4. Trunk Curls

5. Bench Jumps

6. S q u a t Thrust

MR Maximum Repetition

TD Training Dose
 73

K E Y TO APPENDICES P t o M

Item 1 - Modified Pull-Up.

2 - Sit-Up.

3 - Shuttle Run.

Ij. - Standing Broad Jump.

5 - 50-Yard Dash.

6 - Softball Throw f o r D i s t a n c e .

7 - 600-Yard Run-Walk.
 79

APPENDIX F

RAW SCORES FOR GROUP A

INITIAL TEST

Item Item Item Item Item Item Item

1 2 3 4 5 6 7
Subj. No. No. Sees. Ft.and Sees. Ft. Mlns.&
Ins. Sees.

1 7 20 12.5 5» 8.9 34 2'30"

2 13 20 11.5 5'3" 7.6 44 2'26"
3 20 20 11.8 4»6" 8.5 38 2'39"
4 16 16 11.5 4'6" 8.5 64 2'30"
5 8 15 12.8 3'11" 9.0 44 2'44"
6 18 20 11.8 4'9" 8.5 44 2«29"
7 10 15 12.0 4'ii" 8.8 33 2'48 n

8 k 16 12.8 4'4" 9.3 78 2'46"

9 2 17 11.5 5*2" 9.4 55 3'26"
10 0 3 13.5 3'io" 9.7 30 3*30"
11 18 50 li.l 5'1" 8.3 39 2'42"
12 11 22 n.9 4«io" 8.6 48 2'39"
13 12 30 11.8 4«ii" 8.9 32 2'27"
Ik Ik 2k 11. k 5'3" 8.3 68 2'52"
15 11 31 12.k 4'5" 9.5 57 2'29"
16 3 7 12.6 4' 9.0 40 3'24"
17 lk 21 11.5 5'3" 8.5 82 2'38"
18 20 20 n.5 5' 8.3 47 3'12"
19 9 18 11.6 4'6" 8.1 38 2'11"
20 25 35 H.4 5'6" 8.1 60 2'25"
21 8 35 12.7 4' 9.3 34 2'45"
22 9 20 11.6 5»3" 7.8 50 21 0"
2

23 5 22 n.5 5'2" 7.9 47 2'20"

2k 6 k 12.3 4'9" 8.3 56 2'57"
25 3 2k 11.2 5'7" 8.3 35 2'19"
 APPENDIX G

RAW S C O R E S F O R GROUP A

FINAL TEST

Item Item Item Item Item Item Item

1 2 3 4 5 6 7
Subj. No. No. Sees. Ft.and Sees. Ft. Mins.&
Ins. Sees.

1 12 25 11.2 k'7" 8.6 32 2'21"

2 22 25 10.3 5'9" 7.5 47 2'12"
3 18 9 11.6 k'10" 8.3 39 2'kO"
ll. 20 18 11.3 k'll" 8.7- 71 2'32"
5 9 13 11.8 k«4" 9.0 51 V 3k"
6 22 ko 10.7 5'i" 8.8 k9 2'29"
7 22 25 11.4 5'2" 8.9 kl 2'57"
8 k 16 11.8 k'll" 9 a 87 2«7"
9 12 17 11.0 5«3" 8.9 53 3'll"
10 9 kl 12.6 k'5" 9.4 3k 3»2"
11 21 5o 10.8 6'1» 8.1 51 2'28"
12 12 lk 11.6 5'3" 9.6 65 3'7"
13 19 50 11.5 5« 8.k 39 2«30"
14 19 k3 11.0 5'6" 8.2 75 2'k5"
15 31 5o 11.2 k'4 M 9.6 63 2'2k"
16 k ik 11.8 k« 9.0 39 2'56"
17 20 5o 11.8 5«i" 8.5 98 2i 23"
18 9 22 11.0 5«5" 7.9 k6 3'
19 20 50 11.0 . 5'2" 8.4 k7 2«7"
20 17 5o 11.3 5«3" 8.7 63 2'22"
21 9 5o 12.1 k'k" 9.9 38 2'k7"
22 11 27 11.0 5'i» 7.7 56 2'33"
23 12 kl 11.1 5'7" 8.2 53 2'16"
2k 9 12 11.3 5«i" 8.1 59 2'50"
25 17 k2 10.7 6«1" 7.9 32 2'13"
 Si

APPENDIX H

RAW S C O R E S F O R GROUP B

INITIAL TEST

Item Item Item Item Item Item Item

1 2 3 k 5 6 7
Subj. No. No. Sees, Ft.and Sees. Ft. Mins.&
Ins. Sees.

1 11 15 13.5 k'5" 8.8 59 2tk8"

2 15 50 10.8 5'6" 8.1 53 2«13"
3 21 30 10.9 7.9 65 2t36»
k 13 22 12.5 k« » 9 8.7 k6 2'30"
5 7 23 13.0 k'3" 9.6 56 3130"
6 3 5o 12.2 k'10" 8.2 k2 3»27"
7 5 29 12.8 k'10" 9.7 k9 2'55"
8 27 50 11.1 5'9" 8.5 69 2'12"
9 7 17 12.8 k'5" 8.k 61 2'k2"
10 11 22 12.k k'7" 8.2 51 2'38"
11 16 10 12.5 5'3" 8.2 63 2'25"
12 15 23 11.9 k'10" 8.5 62 2'55"
13 ll 8 13.k 3'3" 8.9 2«36"
lk 28 36 12.1 5'6" 7.9 56 2«k7"
15 12 50 12.2 k«6" 9.5 5o 3'2"
16 10 50 12.6 5'2" 8.2 66 2'23"
17 15 22 12.k k«7" 8.1 63 2'33"
18 12 20 12.6 k'3 n
9.1 25 2«k"9"
19 25 25 13.0 k«k» 8.7 k9 2'k5"
20 7 18 13.2 3 , tt
2 9.5 29 2«58"
21 kO 50 12.0 5'3" 7.8 k8 3'1"
22 13 22 10.9 k«7" 8.3 75 2'k5»
23 Ik 27 12.0 k«n" 8.k 35 2«k3"
2k 12 20 11.9 k»7" 8.3 k7 2'39"

0
 APPENDIX I

RAW SCORES FOR GROUP B

PINAL TEST

Item Item Item Item Item Item Item

1 2 3 4 5 6 7
Subj. No. No. Sees. Ft.and Sees. Ft. Mins.&
Ins. Sees.

1 30 21 11.0 5« 8.3 67 2'26"

2 25 50 10.0 5'10" 7.7 58 2 »5"
3 11 50 10.8 5«7" 7.8 73 2*24"
4 15 30 11.7 5'2" 8.3 57 2'30"
5 4 25 12.1 3i n
9 8.9 57 3'31"
6 3 5o 11.3 5» 8.5 48 3,3311
7 ll 32 11.8 5« 9.0 46 2'30"
8 25 5o 10.7 5'7" 8.3 77 2'9"
9 , 8 19 11.1 4'8" 8.9 63 2'48"
10 14 25 10.7 4« l l " 8.2 47 2«44"
11 n 22 10.8 5'7" 8.5 69 2'15"
12 17 25 11.1 5*4" 8.5 64 2«32"
13 17 12 11.6 4«ii" 9.0 49 2'36"
14 23 5o 10.5 5«4" 7.7 57 2'18"
15 16 5o 11.8 5'i" 9.3 62 2'55"
16 13 5o 10.8 5'3" 7.9 70 2'12"
17 15 26 11.2 4*8" 8.1 63 2'18"
18 15 5o 11.7 4'9" 8.5 28 2'47"
19 25 5o 12.0 4'9" 8.6 56 2'23"
20 7 20 11.8 3'10" 9.3 37 2'35"
21 37 5o 11.1 5'9" 7.5 59 2'7"
22 14 29 11.2 4«7 n
8.3 81 2t 32"
23 26 35 11.3 5'4" 7.8 42 21 30"
24 7 40 10.9 5« 8.3 73 2'25"
 83

APPENDIX J

T S C O R E S F O R GROUP A

INITIAL TEST

Subj. Item Item Item Item Item Item Item

1 2 3 4 5 6 7

1 39.7 50 50 58.5 5o 38.3 64.1

2 43.9 5o :, 6o..4
N
61.8 65.6 45.6 66.5
3 47.5 5o 57.4 51.3 53.9 41.6 60.4
4 45.4 46.2 60.4 51.3 53.9 56.2 64.1
5 40.5 44.8 48.3 43.3 47.5 45.6 58.5
6 46.2 5o 57.4 54.7 53.9 45.6 64.8
7 41.6 44.8 55.3 56.8 50.3 37.2 57.1
8 36.0 46.2 48.3 49.5 44.2 62.9 57.8
9 33.6 47.0 60.4 60.4 43.3 52.1 44.2
10 10.0 31.2 43.3 41.6 39.7 33.6 43.3
11 46.2 90 63.5 59.6 56.8 42.3 59.2
12 42.7 50.8 56.8 55.3 52.6 47.5 60.4
13 43.3 56.8 57.4 56.8 50 36.0 64.8
14 44.2 52.1 60.9 61.8 56.8 58.5 55.3
15 42.7 57.1 51.3 49.5 41.6 53.1 64.1
16 35.3 36.0 49.5 44.8 47.5 42.7 44.3
17 44.2 5o.6 60.4 61.8 53.9 64.0 60.9
18 47.5 5o 60.4 58.5 56.8 47.0 48.8
19 40.9 47.5 58.5 51.3 59.6 41.6 68.9
20 50.6 58.8 60.9 64.8 59.6 54.4 66.5
21 40.5 58.8 48.8 44.8 44.2 38.3 58.1
22 40.9 50 58.5 61.8 64.1 48.8 57.6
23 37.2 5o.8 60.4 60.4 63.5 47.0 67.6
2k 38.8 32.5 52.1 54.7 56.8 52.6 53.6
25 35.3 52.1 62.9 66.5 56.8 39.2 67.9
 APPENDIX K

T S C O R E S FOR GROUP A

FINAL TEST

Subj. Item Item Item Item Item Item Item

1 2 3 4 5 6 7

1 43.3 52.6 62.9 52.1 52.6 36.0 67.6

2 1+8.8 52.6 70.6 67.6 66.5 47.0 68.9
3 46.2 38.8 58.5 55.3 56.8 42.3 60.0
4 47.5 47.5 61.8 56.8 51.3 60.0 63.5
5 40.9 43.3 57.4 48.8 47.5 50.0 62.9
6 48.8 60.4 67.6 59.6 50.8 48.3 64.1
7 48.8 52.6 60.9 60.4 5o.O 43.3 53.9
8 36.0 46.2 57.4 56.8 46.2 66.5 60.9
9 43.3 47.0 65.7 61.8 50.0 50.8 49.0
10 40.9 60.9 50.5 49.5 43.3 38.3 52.8
11 48.3 90.0 67.6 68.9 59.6 50.0 65.6
12 43.3 44.2 58.5 61.8 40.9 56.8 50.8
13 47.0 90.0 60.4 58.5 55.3 42.3 63.5
^ 47.0 60.9 65.7 65.6 58.5 61.8 58.5
15 53.1 90.0 62.9 48.8 40.9 55.9 66.5
16 36.0 44.2 57.4 44.8 47.5 42.3 53.9
17 47.5 90.0 57.4 59.6 53.9 67.6 65.6
18 40.9 50.8 65.7 64.1 63.5 46.7 52.3
19 47.5 90.0 65.7 60.4 55.3 47.0 70.6
20 45.6 90.0 61.8 61.8 51.3 55.9 66.5
21 40.9 90.0 53.4 48.8 37.8 41.6 57.8
22 43.6 54.4 65.7 59.6 64.8 52.6 62.9
23 43.3 60.9 64.1 66.5 58.5 50.8 68.9
2k 40.9 42.7 61.8 59.6 59.6 53.9 56.5
25 45.9 60.9 67.6 68.9 63.5 36.0 68.9
 APPENDIX L

T SCORES FOR GROUP B

INITIAL TEST

Subj. Item Item Item Item Item Item Item

1 2 3 4 5 6 7

1 42.7 kk.8 42.8 49.5 5o.8 53.9 57.1

2 kk.8 90.0 66.5 64.8 59.6 51.1 70.6
3 48.0 56.8 66.5 66.5 63.5 56.8 61.3
k 43.6 50.8 50.0 £4.7 51.3 46.5 64.1
5 39.7 51.3 46.2 47.5 40.9 52.6 43.3
6 35.3 90.0 52.6 55.3 58.5 44.2 44.2
7 37.2 55.3 48.3 55.3 39.7 48.3 54.2
8 60.3 90.0 63.5 67.6 53.9 58.8 70.6
9 39.7 47.0 k8.3 49.5 55.3 54.7 59.2
10 42.7 5o.8 51.3 52.1 58.5 5o.o 60.4
11 45.4 39.7 5o.o 61.3 58.5 55.9 66.5
12 kk.8 51.3 56.8 55.3 53.9 55.3 54.2
13 42.7 37.2 k3.9 39.7 5o.o 47.0 61.3
14 60.8 59.6 53.k 64.8 63.5 52.6 57.4
15 43.3 90.0 52.6 51.3 41.6 48.8 52.3
16 kl.6 90.0 k9.5 60.4 58.5 57.4 66.5
17 kk.8 50.8 51.3 52.1 59.6 55.9 61.8
18 43.3 5o.o 49.5 47.5 46.2 31.3 56.8
19 50.6 52.6 46.2 48.8 51.3 48.3 58.8
20 39.7 47.5 44.8 33.6 41.6 33.6 53.4
21 90.0 90.0 55.3 61.3 64.1 47.5 52.6
22 43.6 5o.8 66.5 52.1 56.8 61.8 58.8
23 44.2 54.7 55.3 56.8 55.3 37.8 58.8
2k 43.3 5o.o 56.8 52.1 56.8 47.0 60.4
 APPENDIX M

T S C O R E S FOR GROUP B

FINAL TEST

Sub;). Item Item Item Item Item Item Item

1 2 3 4 5 6 7

1 52.6 50.6 65.6 56.6 56.8 57.8 66.5

2 50.6 90.0 73.3 66.5 64.8 53.4 73.3
3 42.7 90.0 66.5 66.5 64.1 60.9 66.5
4 44.8 56.8 57.8 60.4 56.8 53.1 64.1
5 36.0 52.6 54.7 40.9 5o.o 53.1 43.3
6 35.3 90.0 61.8 56.8 53.9 47.5 42.7
7 42.7 57.8 57.4 56.8 47.5 46.7 64.1
8 50.6 90.0 67.6 66.5 56.8 62.3 70.6
9 40.5 48.0 63.5 52.6 5o.o 55.9 57.1
10 45.4 52.6 67.6 56.8 58.5 47.0 58.5
11 42.7 48.9 66.5 66.5 53.9 58.8 68.9
12 45.6 52.6 63.5 62.9 53.9 56.2 62.3
13 45.9 42.7 58.5 56.8 47.5 48.3 61.3
14 49.5 90.0 68.9 62.9 64.8 53.1 67.6
15 45.4 90.0 57.4 56.1 . 4 4 . 2 55.3 54.2
16 43.9 90.0 66.5 61.8 63.5 59.6 70.6
17 44.8 53.9 62.9 55.9 67.6
90.0 57.8 52.6 59.6
18 44.8 54.7 53.9 32.5 57.4
19 50.6 90.0 55.3 52.6 66.5
54.7 52.6
20 39.7 43.8 57.4 41.6 44.2 40.9 61.8
21 54.7 90.0 63.5 66.5 66.5 53.if 70.6
22 44.2 55.3 62.9 52.1 56.8 63.5 62.9
23 5i.i 58.8 61.8 62.9 64.1 44.2 64.1
2k 39.7 60.4 66.5 56.6 56.8 60.9 66.5
 37 :

APPENDIX N

TEACHER RATING- ON STUDENT "CO-OPERATIVENESS"

FOR GROUP A

Subject Teacher Rating

1 2
2 3
3 1
k 3
5 3
6 3
7 2
8 3
9 2
10 2
11
12 3
13
lk
15 3
16 2
17
18 2
19
20 1
21 3
22 2
23 14-
2k 2
25 3

k - Very Co-operative
3 - Co-operative
2 - F a i r l y Co-operative
1 - Not C o - o p e r a t i v e