vikas yadav thesis.pdf

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THESIS SUBMITTED TO THE UNIVERSITY OF LUCKNOW FOR THE DEGREE OF IN PHYSICAL EDUCATION DOCTOR OF PHILOSOPHY UNIVERSITY OF LUCKNOW LUCKNOW By Under the Supervision of : Dr.GOPAL KRISHNA Department of Physical Education Lucknow Christian College Lucknow Retd. Reader & Head

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Page 1: vikas yadav thesis.pdf

THESIS

SUBMITTED TO THE

UNIVERSITY OF LUCKNOW

FOR THE DEGREE OF

INPHYSICAL EDUCATION

DOCTOR OF PHILOSOPHY

UNIVERSITY OF LUCKNOW

LUCKNOW

By

Under the Supervision of :

Dr.GOPAL KRISHNA

Department of Physical EducationLucknow Christian College

Lucknow

Retd. Reader & Head

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Dedicated To

My Parents

Page 3: vikas yadav thesis.pdf

Dr. Gopal Krishna

(M.P.E., M.Phil., Ph.D.)

Retd. Reader and Head,

Dept. Of Physical Education,

Lucknow Christian Post Graduate College,

Lucknow

CERTIFICATE

This to certify that Mr. Vikas Yadav, Physical Instructor, Harcourt

Butler Technological Institute, affiliated to Uttar Pradesh Technical

University, Lucknow has worked under my supervision on

“ANALYSIS OF THE ATTITUDE OF ADMINISTRATORS,

PARENTS, STUDENTS AND TEACHERS TOWARDS

PHYSICAL EDUCATION AND SPORTS IN TECHNICAL

INSTITUTIONS OF UTTAR PRADESH” for his Ph.D. in

Physical Education. His work is marked by novelty of treatment and

originality of approach.

To the best of my information this thesis has not been submitted for

any degree to any other university.

Dated: (Dr. Gopal Krishna)

Supervisor

Page 4: vikas yadav thesis.pdf

DECLARATION

I declare that the thesis entitled “ANALYSIS OF THE

ATTITUDE OF ADMINISTRATORS, PARENTS, STUDENTS AND

TEACHERS TOWARDS PHYSICAL EDUCATION AND SPORTS IN

TECHNICAL INSTITUTIONS OF UTTAR PRADESH” is my own

work, conducted under the supervision of Dr. Gopal Krishna, Retd.

Reader & Head, Department of Physical Education, Lucknow Christian

Post Graduate College, Lucknow, and was approved by research degree

committee.

I further declare that to the best of my knowledge, the thesis does

not contain any part of work, which has been submitted for the award of

any degree either in this University or any other university/deemed

university without proper citation.

Dr. Gopal Krishna Vikas Yadav

Supervisor Research Scholar

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UNDER GRADUATE SCHOOL ATTENDED:

Kendriya Vidyalaya, O.E.F. No. 1, Cantt., Kanpur, U.P.

DEGREEAWARDED:

Bachelor of Arts, D.A.V. College, 1996, Chandigarh (Punjab University)

Bachelor of Physical Education (Christian College), 1999, Lucknow University, Lucknow,

U.P.

Master of Physical Education (Bhopal University), 2001, Bhopal, M.P.

Master of Philosophy (Physical Education), 2003, Kurukshetra University,

Kurukshetra , Haryana

ADDITIONAL QUALIFICATION:

Diploma in Sports Coaching from National Institute of Sports, Patiala (Sports Authority of

India Neta Ji Subhash National Institute of Sports), Specialization in Cricket.

Level-1 Cricket Coach, B.C.C.I.,

AREA OF SPECIAL INTREST:

Sports Psychology

Cricket Coaching

Organisation of Tournaments

SPORTS ACHIVEMENTS:

Participated in C.K. Naidu National School Cricket Championship held in Pune in the

year 1990-91.

Participated in Vinoo Manked Trophy National School Cricket Championship held in

Lucknow in the year 1992 and secured Runner’s up Position.

Participated in Cooch Behar Trophy (Under-19) in the 1994.

CURRICULUM-VITAE

Name of author Vikas Yadav

Father Name Shri. N. K. Yadav

Born on July, 10, 1975

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Participated in North Zone Inter University Cricket Tournament held in Meerut in the

year 1996-97. Participated in North Zone Inter University Cricket Tournament held in

Delhi in the year 1997-98.

PROFESSIONAL EXPERIENCE

Worked as a cricket coach in Green Park Sports Complex ( International Cricket

Stadium), Kanpur, (Uttar Pradesh Sports Directorate) from 1 Dec. 2002 to 31 Dec.

2004.

Worked as a Physical Instructor in P.P.N. Inter College, Kanpur, (U.P.Govt. Aided

College), from 28 Feb.2005 to 2 Feb. 2007.

Working as a Physical Instructor in Harcourt Butler Technological Institute, Kanpur,

from 3 Feb. 2007 to till today.

Working as a cricket coach with Uttar Pradesh Junior Cricket Team from 2003 to

2014

RESEARCH PUBLICATION

Use of Therapeutic Modalities in Cricket Research Submitted at Netaji Subhash

National Institute of Sports, Sports Authority of India,Patiala-2002

Comparision of Aggression, Anxiety and Achievement Motivation on Batsman and

Bowler in Junior State Level Players, Kurukshetra University, Kurukshetra.

Presented a paper on ‘Treating Stress Actively’ in National level seminar on Physical

Education, Yoga and Sports held at Anand, Gujarat.

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ACKNOWLEDGEMENTS

To reach at Surmount of a task, it is because of the hard work and

dedication than to the fact that one has been blessed by the Almighty, and

the destiny to be with the individuals who give us a power to complete

the work successfully.

I wish to extend my gratitude to research degree committee, Lucknow

University, Lucknow, for giving me an opportunity to undertake this

study.

I understand that words may not express my feelings, my deep and

everlasting sense of gratitude to Dr. Gopal Krishna Retd. Reader & Head,

Department of Physical Education, Lucknow Christian Post Graduate

College, Lucknow, under whose generous, competent and scholarly

guidance, I could complete the work successfully.

I extend my thanks to Mr. Joseph Singh Assistant Professor, Dr. K.M.

Valsraj Associate Professor, Lucknow Christian Post Graduate College,

Lucknow, Mr. Krishnakant Assistant Professor, H.N.B.G., University,

Srinagar, Uttrakhand for their constructive suggestions and providing

motivation to complete the study.

Thanks are extended to the Library Staff of Lucknow Christian P.G.

College, Lucknow and the Library staff of Laxmibai National Institute of

Physical Education, Gwalior for their assistance.

I wish to extend my thanks to Dr. Sohail Raza Assistant Professor P.P.N.

College Kanpur, Dr. K.M. Mohapatra Head of Humanities Department,

Professor V.K.Tyagi and Assistant Professor Dr. P.K.S.Yadav, Oil &

Paints Department, H.B.T.I., Kanpur for their valuable advice and co-

operation.

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My sincere thanks to Mr. Ramesh Yadav, Mr. Mandal Physical Instructor

B.I.E.T., Jhansi, Hira Singh Physical Instructor K.N.I.T., Sultanpur, Mr.

Ghanshyam Mall, S.N.D., H.B.T.I., Kanpur and Mr. Zeeshan Ali

computer operator, Alumni office H.B.T.I., Kanpur for their co-operation

in every way.

My heartist thanks and appreciation to all the Administrators, Parents,

Students and Techers in Technical Institute of Uttar Pradesh. Served as

the subject for the study and without whose helps this study could have

not been completed.

It is my proud privilege to express my sincere regards to my beloved

ones, my wife Sunita Yadav, my father Shri. N.K. Yadav, my mother

Smt. Sushma Yadav, who encourage me to do hard work and helped me

in every way for successful completion of this study, my kids, Shivansh

and Satvika whose presence made me cheerful, my brother Vishal Yadav

who supported me and continuously motivated me to complete the work.

(VIKAS YADAV)

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CONTENTS

Chapter TOPIC PAGE

NO.

I. INTRODUCTION 1-12

Statement of the problem 9

Delimitations 10

Limitation 10

Hypothesis 10

Definitions and explanation terms 10

Significance of the study 11

II. REVIEW OF RELATED LITERATURE 13-27

III. PROCEDURE 28-30

Selection of subjects 28

Criterion measure 29

Collection of data 29

Statistical procedure 30

IV. ANALYSIS OF DATA AND FINDING OF THE

STUDY

31-104

Finding of the study 31

Discussions on findings 96

Discussion on hypothesis 104

V. SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

105-109

Summary 105

Conclusions 107

Recommendations 108

APPENDIX 110-120

BIBLIOGRAPHY 121-128

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LIST OF TABLE

No. TOPIC PAGE

NO.

1. If for any reason a few subjects have to be dropped from

the school program, physical education should be one of

the subjects dropped.

32

2. Physical education activities provide no opportunities for

learning to control the emotions.

34

3 Physical education is one of the more important subjects

in helping to establish and maintain desirable social

standards.

36

4 Vigorous physical activity works off harmful emotional

tensions.

38

5 I would take physical education only if it were required 40

6 Participation in physical education makes no contribution

to the development of poise

42

7 Because physical skills loom large in importance in

youth, it is essential that a person be helped to acquire

and improve such skills.

44

8 Calisthenics taken regularly are good for one’s general

health.

46

9 Skill in active games or sports is not necessary for

leading the fullest kind of life

48

10 Physical education does more harm physically than it

does good.

50

11 Associating with others in some physical education

activity is fun.

52

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12 Physical education classes provide situations for the

formulation of attitudes, which make one a better citizen

54

13 Physical education situations are among the poorest for

making friends.

56

14 There is not enough value coming from physical

education to justify the time consumed.

58

15 Physical education skills make worthwhile contributions

to the enrichment of living.

60

16 People get all the physical exercise they need in just

taking care of their daily work

62

17 All who are physically able will profit from an hour of

physical education each day

64

18 Physical education makes a valuable contribution toward

building up an adequate reserve of strength and

endurance for everyday living

66

19 Physical education tears down sociability by encouraging

people to attempt to surpass each other in many of the

activities.

68

20 Participation in physical education activities makes for a

more wholesome outlook on life

70

21 Physical education adds nothing to the improvement of

social behavior

72

22 Physical education class activities will help to relieve and

relax physical tensions

74

23 Participation in physical education activities helps a

person to maintain a healthful emotional life.

76

24 Physical education is one of the more important subjects

in the school program

78

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25 There is little value in physical education as far as

physical wellbeing is concerned

80

26 Physical education should be included in the program of

every school.

82

27 Skills learned in physical education class do not benefit a

person

84

28 Physical education provides situations for developing

character qualities

86

29 Physical education makes for more enjoyable living 88

30 Physical education has no place in modern education 90

31 Descriptive Statistics of Administrators, Parents,

Students and Teachers on their attitude towards physical

education and sports

92

32 Analysis of variance of the means of Administrators,

Parents, Students and Teachers of their attitude towards

physical education and sports.

93

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LIST OF FIGURE

No. Topic Page No.

1-4. Response of Administrators, Parents, Students and Teachers

that physical education should be dropped from school

program.

33

5-8 Response of Administrators, Parents, Students and Teachers

that physical education activities provide no opportunities

for learning to control the emotion.

35

9-12 Response of Administrators, Parents, Students and Teachers

towards physical education which is one of the important

subjects in helping to establish and maintain disarable social

standard.

37

13-16 Response of Administrators, Parents, Students and Teachers

that vigorous physical activity work off harmful emotional

tentions

39

17-20 Response of Administrators, Parents, Students and Teachers

that he would take physical education only if it were

required.

41

21-24 Response of Administrators, Parents, Students and Teachers

that the participation in physical education makes no

contribution to the development of poise

43

25-28 Response of Administrators, Parents, Students and Teachers

that because physical skills loom large in importance in

youth, it is essential that a person be helped to acquire and

improve such skills

45

29-32 Response of Administrators, Parents, Students and Teachers

that Calisthenics taken regularly are good for one’s general

health.

47

33-36 Response of Administrators, Parents, Students and Teachers

that skill in active games or sports is not necessary for

leading the fullest kind of life

49

37-40 Response of Administrators, Parents, Students and Teachers

that physical education does more harm physically then it

does good.

51

41-44 Response of Administrators, Parents, Students and Teachers

that associating with other in some physical education

activity is fun.

53

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45-48 Response of Administrators, Parents, Students and Teachers

that physical education classes provide situations for the

formulation of attitudes. Which make one better citizen.

55

49-52 Response of Administrators, Parents, Students and Teachers

that physical education situations are among the poorest for

making friends.

57

53-56 Response of Administrators, Parents, Students and Teachers

that there is not enough value coming from physical

education to justify the time consumed

59

57-60 Response of Administrators, Parents, Students and Teachers

that Physical Education skills make worthwhile

contributions to the enrichment of living

61

61-64 Response of Administrators, Parents, Students and Teachers

that people get all the Physical exercise they need in just

taking care of their daily work

63

65-68 Response of Administrators, Parents, Students and Teachers

that all who are Physically able will profit from an hour of

physical education each day.

65

69-72 Response of Administrators, Parents, Students and Teachers

that physical education makes a valuable contribution

towards building up an adequate reserve of strength and

endurance for every day living.

67

73-76 Response of Administrators, Parents, Students and Teachers

that physical education tears down sociability by

encouraging people to attempt to surpass each other many

of the activities.

69

77-80 Response of Administrators, Parents, Students and Teachers

that participation in physical education activities makes for

a more wholesome outlook on life

71

81-84 Response of Administrators, Parents, Students and Teachers

that physical education adds nothing to the improvement of

social behaviour.

73

85-88 Response of Administrators, Parents, Students and Teachers

that physical education class activities will help to relieve

and relax physical tensions

75

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89-92 Response of Administrators, Parents, Students and Teachers

that participation in physical education activities help a

person to maintain a healthful emotional life

77

93-96 Response of Administrators, Parents, Students and Teachers

that physical education is one of the more important

subjects in the school program.

79

97-100 Response of Administrators, Parents, Students and Teachers

that there is little value in physical education as far as

physical well-being is concerned.

81

101-104 Response of Administrators, Parents, Students and Teachers

that physical education should be included in the program of

every school.

83

105-108 Response of Administrators, Parents, Students and Teachers

that skills learned in physical education class do not benefit

a person.

85

109-112 Response of Administrators, Parents, Students and Teachers

that physical education provides situations for developing

character qualities.

87

113-116 Response of Administrators, Parents, Students and Teachers

that physical education makes for more enjoyable living.

89

117-120 Response of Administrators, Parents, Students and Teachers

that physical education has no place in modern education.

91

121 Comparison of mean scores of Administrators, Parents,

Students and Teachers on their attitude toward physical

education and sports.

94

Page 16: vikas yadav thesis.pdf

Introduction

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1

Chapter – I

INTRODUCTION

Education is the process by which the individual is shaped to fit into the

society and which maintains and advances the social order. It is a

systematic process designed to make man more rational, mature and

knowledgeable. Education is the modification of behavior of an

individual for his own personal happiness, for his better adjustment in

society and for making him a successful citizen. Education should help

every individual to become all he is capable of becoming. Education must

be concerned with developing optimum growth, optimum organic health,

vitality, emotional stability, social consciousness, knowledge, wholesome

attitude, spiritual and moral qualities.1

Physical education has a vital role to play as an integral part of general

education which aims at enabling an individual to live an enriched and

abundant life in every changing world.2

The physical education is an integral part of the educational process

which uses physical activity as a primary means to promote psychomotor

cognitive and socio-affective growth in order to enhance the quality of

life.3

Thus physical education strives to achieve the aim of education

through or by means of large muscle activity.

1 Charles A Bucher: Foundation of Physical Education 7

th ed. (St. Louis: The C.V.

Mosby Company,) 1975, p.26.

2 Charles A Bucher and Evely m. Reade : Physical Education and Health in the

Elementary School (New York ; The MacMillan company) 1964, p.22.

3 Auke Van Hoist: “Planning Physical Education with Intent: A Personal Meaning

Approach” CAHPERD Journal 59(1993), p.15.

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2

Many steps have been taken both before and after independence to ensure

a systematic and scientific growth of physical education. The direction

seems to have been overpowered by an attempt to cure all ills, which do

not address themselves to the root cause of the problem. It is time now for

us to re-orient our attitude on sports and reform our direction and

attention. What we need now are trained personnel, who have strong

back-ground and positive attitude towards physical education and sports,

so that programme can be implemented effectively for the benefit of all.

It is generally acknowledged that physical education helps in the

development of physical, mental, emotional and social health. No one can

deny the significance of games and sports in the development of neuro-

muscular and social skills, which aid in the making of well adjusted and

useful citizen.

Systematic physical education enhances an understanding of the self. It

fosters intellectual, creative and expressive powers. It develops

behavioural patterns that aid in liverating man from burdens and forces of

modern day life.

Modern physical education is a dynamic subject which drives its strength

from its deep foundation in the science like psychology, anatomy, growth

and development, genetics.4

India has a tradition for physical education and sports. It was only after

independence we accepted that physical education and sports should be in

harmony with the total educational pattern and should be complementary

4 Eugebe W. Nixon and Fredric W. Cozens: An Introduction to Physical Education

2nd

ed. (Philadelphia and London : W.B. Saunders Company,) 1942, p.42-43.

Page 19: vikas yadav thesis.pdf

3

to the achievement of the goals of education. To give practical shape,

different committees, were appointed from time to time to suggest plans

for the development of physical education and sports for the student as

well as the non-student youth of the country. Many steps were taken and

many policies and plans comes into existence for the promotion of

physical education and sports.

These steps are indicative of the fact that we have accepted in principle

the importance of physical education and its contribution in the

development of youth of the country. However so far, we have not

succeeded in achieving even the institutional coverage in the

implementation of a programme of physical education.5

Change is necessary because our society is changing, our students are

changing, our resources are also changing. If we are to meet the demands

of helping young people learn to live effectively in today’s world and be

capable of change, then we need to recognize deterrents of those goals

that exists within our collective attitude.

The attitude of the students towards physical education has a significant

role to play in its development. Allport6 has defined attitude as a mental

and neutral state of readiness organized through experiences experting a

direction or dynamic influence upon the individual’s response to all

subject with which it is related.

5 Shib K. Mitra: Physical Education – A draft curriculum for classes I to X (New

Delhi N.C.E.R.T.) 1980, p.1.

6 G.W. Allport: Hand book of Social Psychology (Warcester, Mass: University

Press), 1935, p.810

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4

Attitude arises out of experiences and therefore the school which seeks to

develop specific attitude among its pupil must provide opportunities for

relevant experiences.7

Attitudes are contagious; children are great imitators of attitude which are

caught as they are taught. They learn many of their attitudes from their

parents, teachers and other older associates. Thus it can be seen that

attitudes are learnt and not innate. They influence and determine most of

our behaviour and have intensity duration and direction. They are

considered only in relation to some person, situation, norms or values and

more of less lasting.8

Attitude, however, can be changed by the influence of a particular

teacher, the peer group or even a single event, of course, not all changes

are desirable. But the key to progress may be had if it could be

determined how unfavourable attitude may be changed for the better. The

development of healthy favourable attitude is itself a phase of education,

for they facilitate learning and serve as a cause for further motivation.

Attitude are ideas of feelings that one may have about something as a

result of past experience or as a result of imaginative likes and dislikes.

When conditions or changes in the environment, occur, whether for better

or worse, we can usually expect to see a change in attitudes. In physical

education, we are concerned with the attitude of students towards the

physical education activity programme as well as towards individual

activities within the programme. It is important to measure attitude to see

7 Hans Raj Bhatia: A Text book of Educational Psychology (New Delhi: The

Mcmillan Company of India), 1977, p.347.

8 Laster D. Crow and Alice Crow: Educational Psychology (New Delhi: Eurasia

Publishing House pvt. Ltd.), 1969, p.244.

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5

what effect various types of programmes, administrative procedures and

methods of instruction have upon a student’s feelings. When such

measurement is objectively conducted, avenues of approach are opened

up so that desirable changes can be logically brought about. Measurement

of attitudes may be utilized for the following purposes:

1. To assist in determining whether the set objectives of a

programme are being realized.

2. As a means for collecting information in a survey for

administrative planning and programme development.

3. To evaluate the effectiveness of a programme, teaching method

etc.9

A number of studies have reported that students generally have

favourable attitudes towards physical education classes as an activity

course.10,11,12,13,14

It has been further reported that students who

participated in a high school athletic programme or who attended a small

school (enrolment under 300) were apt to have a wholesome attitude

9 Barry L. Johnson and Jack K. Nelson: Practical Measurements for Evaluation in

Physical Education 3rd

ed. (Delhi: Surjeet Publications), 1982, p.397.

10 Mary C. Baker: “Factors which may Influence the participation in physical

education of girls and women” Research Quarterly 11 (1940), 126-131.

11 Margaret Bell and C. Etta Walters: “Attitudes of Women at the University of

Michigan Toward Physical Education” Research Quarterly 24 (December1953): 379

12 Marion Broer and Others: “Attitudes of University of Washington Women Students

Toward Physical Education Activity” Research Quarterly 36(December 1955), 378-

384.

13 Wayne B. Brumbach and Cross J.A.: “Attitudes Toward Physical Education of

Male Students Entering the University of Oregon” Research Quarterly 36(march

1965), 10.

14 Enline E. Kapper: “Inventory to Determine Attitudes of College Women Toward

Physical Education and Student Services of the Physical Education Department”

Research Quarterly 24 (March 1953): 429-438.

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6

towards physical education. In some studies it has been found that the

university students with the most favourable attitudes towards physical

education were the ones who had more years of physical education in

high school.

Kistler15

concluded that varsity athletes had poorer attitudes about

sportsmanship than did those students who either had not participated at

the varsity level or had engaged with less publicized sports.

Richardson16

found that only a small number of students were aware of

the benefits concerning social and ethical values received from

participation in physical education classes.

keogh17

reported that men and women did not differ in their attitude to-

wards physical education.

Vincent18

found that college women expressed greatest appreciation for

the physiological-physical value of physical education.

Dotson and Stanley19

studied the values of physical activities perceived

by male students found that students of gymnastics express the highest

15

J.W. Kistler: “Attitude Expressed About Behaviour Demonstrated in Certain

Specific Situation Occurring in Sports” 60th

Annual Proceeding National College

Physical Education Association, 1957: 55-59 cited by Johnson and Nelson:

Practical Measurements for Evaluation in Physical Education p.404.

16 Deane E. Richardson: “Ethical Conduct in Sport Situation” 66

th Annual

Proceedings, National College Physical Education Association, 1962: 98-104.

Cited by Johnson and Nelson: Practical measurement for evaluation in physical

education P 404.

17 Jack Keogh: “Analysis of General Attitudes toward Physical Education” Research

Quarterly 33(1962); 239.

18 Marilyn F. Vincent: “Attitudes of College Women toward physical Education and

Their Relationship to Success in Physical Education” Research Quarterly 38(March

1967): 130.

19 Charles O. Dotson and Stanley W.J.: “Values of Physical Activity Perceived by

male University Students” Research Quarterly 43 (May 1972): 148-156.

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7

positive attitude, while students of Badminton, Archery and Bowling the

lowest. They also found that physical activity as pursuit of vertigo (thrills

and excitement) and catharsis (recreation and relaxation) were the

strongest perceived values, while aesthetic experience was the lowest

values studied.

Carr20

and Vincent found that attitudes held by girls do influence their

success in physical education. Wessel and Nelson21

further found that

strength among college women is significantly related to attitudes toward

physical activity.

Megee22

found that parents and coaches are significantly more in favour

of intensive athletic competition for high school girls than are

administrators. Leyhe23

reported that a majority of the women members

of AAHPER believed that girl participants in varsity sports are happier

and better adjusted than non-participants.

Attitude may be considered as a state of readiness to activity (a kind of

pre motivation stage) and also as a manifested social relation showing

itself in certain acts of behavior. It indicates an emotionally and

20

Martha G. Carr: “The Relationship Between Success in Physical Education and

Selected Attitudes expressed by High School Freshman Girls” Research Quarterly

16(October 1945): 176-191.

21 Janet Wessel and Richard Nelson: “Relationship Between Strength and Attitudes

Toward Physical Education Activities Among College Women” Research Quarterly

35 (December 1964): 562-568

22 Rosemary Megee: “Comparison of Attitude Toward Intensive Competition for High

School Girls” Micro carded Dissertation, (University of lowa, June 1954, pp.18,72)

cited by Johnson and Nelson, Practical Measurements for Evaluation in Physical

Education, p.404.

23 Naomi L. Leyhe: “Attitudes of the Women Members of the American Association

of Health, Physical Education and Recreation Toward Competition in Sports for Girls

and Women” Micro carded Dissertation, (University of lowa, June 1954, pp. 18,72)

cited by Johnson and Nelson, Practical Measurement for Evaluation in Physical

Education, p.404.

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8

cognitively structured relation towards things: being: activities and other

phenomena of reality.

Attitudes are the dynamics of human action. Unless people have

favorable attitude and interests towards what they set out to learn they

cannot drive full benefits out of what is beings taught. The development

of healthy, favourable attitudes is itself a phase of education. The

development of attitude is a cyclic process with considerable

modification especially during childhood. It is now universally agreed

that one’s childhood years, are important in determining attitude and

habits in latter life, including those related to physical activity. One is

concerned not only with the present all round development of children

but also their continued participation in sports, games and other physical

activities, the development of a positive attitude becomes an important

factor. Parents influence their children’s attitude in two ways. First they

use rewards and punishments. Children who voice the “right” attitudes

are likely to get praise and smiles, while children who expressed the

“wrong” attitudes are likely to be greeted with frowns and scolding.

Parents are especially powerful sources of influence for children because

they have almost total control over the reward and punishment in their

child world. Secondly parents are able to control the information that

reaches their children. Many parents decide which work/activity and book

their children will do and read. Children are most affected by their peers.

When they start school, they begin to spend more time with peers in the

classroom, on the playground, and in new information and present

different ways to look at issues. This is itself would influence the child’s

attitudes.

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9

Indian society is very complex with various groups, diversified with the

back ground of region, religion, languages, culture, social status etc. all

those have different impact on attitude towards physical education.

Moreover the measurement of attitudes and opinions has become a vital

part of the educational system. The use of opinion and attitude

measurement in education has become very widespread. It helps

concerned pupils, parents, classroom teachers, physical education teacher,

guidance personal and administrators within the school system.

Hence their impact is more forceful on action than upon knowledge. They

provide various shades of colours to the texture rather than the wisdom.

The need for measuring the attitudes can never be over emphasized and

the measurement of attitudes of students towards physical education has

becomes a dire necessity under the present circumstances. Study of

literature reveals that attitudes are formed due to the past experience

gained in his family, community and school. Attitude can also be changed

by the experiences gained during the present course of study. Many

studies have been conducted to find the attitude of different personnel i.e.

parents, coaches, administrators, student etc. But very less work has been

done on technical college’s students. Therefore, Researcher has taken up

the study.

STATEMENT OF THE PROBLEM

The main purpose of the study was to analyse the attitude of

Administrators, Parents, Students and Teachers, towards physical

education and sports in Technical Institutions of Uttar Pradesh.

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10

DELIMITATIONS

1. The study was de-limited to the Institutions of Uttar Pradesh which

comes under U.P.T.U.

2. The study was also de-limited to five college of U.P.T.U., from each of

the four zones of Uttar Pradesh.

3. The study was further de-limited to 3 Administrators, 4 Parents, 4

Students and 3 Teachers, of the selected Institution.

LIMITATION

The facts discussed in this study were based entirely on the responses to

the questionnaire therefore, ascertaining the genuineness of the responses

was identified as the limitation of the study.

HYPOTHESIS

On the basis of research findings, literature reviewed, expert opinion and

scholar’s own understanding of the problem, it was hypothesised that the

Administrators, Parents, Students and Teachers, would have favourable

attitude to-wards physical education and sports.

There will not be any significant difference in the attitude of above

mentioned respondents towards physical education and sports.

DEFINTTONS AND EXPLANATION TERMS

ATTITUDE

An attitude is normally understood as feelings, moods or opinion towards

something. It is a liking or disliking, love and hatred, beliefs or disbeliefs

of an idea of someone towards a subject or an individual or groups of

individuals. When we build feeling for one against something we are

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11

developing attitude. An attitude is an implied response or predisposition

to act forward or away from an individual social value.24

Nunn25

“Attitudes are internal states that create a readiness or

predisposition to respond with certain behaviours.”

PHYSICAL EDUCATION

D.Oberteuffer proclaimed physical education as “The sum of those

experiences which come to the individual through movements.”26

J.B.Nash defined “Physical Education is that phase of the whole field of

education that deals with big muscles activity and their related

responses.”27

SIGNIFICANCE OF THE STUDY

1. The study would present a picture of attitudes and values held by

administrators, parents, students and teachers towards physical

education and sports. It would provide essential information for

appraisal of programme of its kind.

2. The study would help the physical educators to reinforce attitudes

and rectify causes of unfavourable attitudes, thereby cultivating a

wholly positive approach towards this important branch of

education.

24

Charles C. Cowell: Research Method in Health, Physical Education and

Recreation : (Washington D.C. AAHPER,1959) p.115.

25 Narman L. Nunn, L. Didge Fernald Jr. & Peter s.: Fernald International to

Psychology 3rd

ed. (New Delhi Oxford and I.B.H. Publishing Company, 1976). P 606.

26 M.L. Kamlesh Principal and History of Physical Education Friends Publication

New Delhi page no. 3.

27 Ibid.

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12

3. The survey of attitude will help in formulating a consensus on the

need to formulate an effective physical education programme

which maintains and upholds standard.

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Review of Literature

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13

Chapter-II

REVIEW OF RELATED LITERATURE

Research Scholar has made a sincere effort to go through the professional

literature related to the study undertaken. Research studies on the attitude

of student towards Physical Education are not many. Some related studies

have been reviewed in this chapter.

Organ1 administered the Wear Attitude inventory to 206 students to

determine student‟s attitude toward required physical education in the

liberal art programme at Howard University. The Wear questionnaire had

a possible maximum score of 200 which would indicate a strongly

favourable attitude toward physical education.

He found the following: (1) There were no significant differences

between the students attitudes and their classification. (2) There were no

significant differences between the students and the activity area in which

they were currently enrolled. (3) There were no significant differences

between the student‟s age and their attitudes toward required physical

education. (4) There were no significant differences between the male

and female attitude toward required physical education.

He concluded that (1) The students at Howard University who

participated in this study had favourable attitude toward physical

education. (2) No significant differences in attitudes concerning physical

education can be predicted by the classification, sex and age or course

enrolment. (3) The majority of the students (58 percent) had favourable

attitude toward physical education.

1 Moses John Organ, “Students Attitude toward Required Physical Education in the

Liberal Art Programme at Howard University” Dissertation Abstracts International

37 (October 1976): 2059-A.

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14

Soltani2 conducted a study to determine the attitudes of college and

university students toward required physical education activity class

programmes. Wear Attitude Inventory (1955) was administered. The

results showed a significant, favourable attitude among students toward

physical education activity classes. Moreover, senior students attitudes

were significant more favourable (P<.02) than freshman attitudes and

social science students attitudes were significantly more favourable

(P<.01) than science student attitude.

Meyers3 has stated that parental attitude toward physical education were

not related to socio-economic status. Parents considered the activities and

the outcomes of physical education either desirable or essential to the

total development of their daughters.

Ademola4

conducted the study to examine the relationship among

attitude, physical activity behaviour and physical activity belief of

Nigerian male (N-217) and female (N-133). University Students in

U.S.A. Attitude were assessed through the use of the Attitude Toward

Physical Activity Inventory developed by Kenyon (1968), while physical

activity behaviour was assessed by the use of a scale developed by

Zaickkowsky (1979) data was collected on the physical activity belief of

students by a scale developed by the researcher. Data were analyzed

through the use of univariate and multi-variate statistical procedures. It

2 Jumhaydary Soltani: “Comparison of freshman and senior College Students

Attitudes Toward Required Physical Education Courses” Dissertation Abstracts

International 45 (December1984): 1986-A.

3 Barbara A. Meyers: “A study of Parental Attitudes Toward the Value of Physical

Education in the Total Educational Development of the Daughters” Completed

Research in Health, Physical Education and Recreation 39 (1964) : 86.

4 SigismoodAdemola Onifude: “Relationship among Attitude, Physical Activity

Belief of Nigerian Students towards Physical Activity” International Journal of

Sports Psychology 16(1985): 183.

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15

was depicted that there was no relationship among attitude, physical

activity behaviour and physical activity belief of subjects. Subjects also

choose individual physical activities over dual and team activities.

Basu5 Studied the parental attitudes toward physical education

programmes and found out their differences, if any. The investigator

prepared a questionnaire comprising 100 statements based on a very

simple pattern viz. yes/no. It covered 10 aspects of physical education.

The study revealed that a majority of the parents has a favourable attitude

toward all aspects of physical education, because it promoted physical

health and fitness, mental maturity and alertness, personality

development, sociability, efficient use of leisure. They also thought that

the political interference in sports was undesirable. They wanted physical

education programme for all.

Keogh6 investigated the attitude of student towards physical education in

the University of California. The subject were 130 females and 136 male

students of the above mentioned university in under graduate course. The

attitude inventory was used for analyzing the attitude. It was founds that

men and women did not differ in their attitude towards physical

education.

Paul7

studied the attitude of 300 college women students toward physical

education in the city of Madras in 1972-73. She used a five points attitude

5 Siddhartha sankar Basu: “A study of Parental Attitudes Toward Physical Education

Programmes” Unpublished Master’s Thesis, (Jiwaji university, 1980).

6 Jack Keogh: “Analysis of General Attitudes towards Physical Education” Research

Quarterly 33(1962): 239.

7 Danammal Paul: “A critical Appraisal of attitude of Girls in the city of Madras

towards Physical Education” Unpublished Master’s Thesis, (University of Madras,

1973).

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16

scale based on the model of Likert. She found that most subject were

undecided concerning many statement. Yet they appreciated the physical,

social and psychological values of physical education and showed a

favourable attitude towards yogic asana. They expressed the view that

proper importance is not given to physical education programme and they

wanted more to be spent on them.

Kapper8

conducted a study on 789 college women students of Dilohoma

University by administering an attitude inventory. He concluded that

college women had a favourable attitude towards physical education.

Chambell9

studied the attitude of 199 male students of Taxas Austin

University, Taxas, to judge the attitude of students towards physical

education questionnaire having 30 statements was administered on an

I.B.M. answer sheet. The result suggested that the subject had favourable

attitude towards physical education.

Ried10

evaluated the attitude towards physical education and studied the

personnel facilities and programmes in selected 10 junior schools in

South Carolina. He used the “Wear” Attitude Inventory and a modified

process score card to collect the data. His study revealed that though there

was a lack of facilities and equipment in these high schools, the personnel

showed a favourable attitude towards physical education.

8 Enline E. Kapper: “Inventory to determine attitude of college women towards

physical education and students service of physical education department” Research

Quarterly 24 (march 1953):319.

9 Donald E. Chambell: “Students Attitude Towards Physical Education”, Research

Quarterly 39 (June 1968): 456.

10 Heyward W. Ried: “An Evaluation of Attitudes Towards Physical Education and an

Appraisal of the personnel, facilities and programmes in selected junior schools in

South Carolina” Completed Research in Health, Physical Education and

Recreation 5 (1963);61.

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17

Bucher11

Conducted a survey covering 100 teachers, parents, general

superintendents, principals of school and director of physical education to

determine what they believed should be the role of physical education in

American schools and colleges. Overwhelming support for physical

education as a part of the education programme was indicated by 89% of

the person surveyed. 61% believed that physical education should be

scheduled once a day. Only two professional groups and parents indicated

that they might possibly be in favour of three times a week physical

education. Most of the persons surveyed thought that all types of

activities, including team sports, carry-over activities, individual activities

and recreational activities should be a part of physical education

programme. Principals and superintendents were of the opinion that a

physical education class should be larger than the size of classes for the

academic subjects.

A majority were of the opinion that physical education grades should be

reported separately from the other educational offerings. School

administrators and professors were the only group who believed that it

should correspond with the marking in other subjects.

Lashuk and Vickers12

state that, if any curricular offering is to become

maximally successful in having students achieve course objectives, it

would seem necessary that all parties in the process concur in large

measure about the objectives and their priority. This study has shown that

considerable confusion exists between teacher educators, teachers,

students and the parents of the students in terms of what students should

attain in secondary school physical education. This study confirms that

11

Charles A. Bucher: Foundations of Physical Education.

12 M. Lashuk and J. Vickers: “The Ranking of Physical Education Objectives by Four

Groups” International Journal of Physical Education 24:4 (1987) :25-26.

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18

the process of identifying the precise goals of the profession is not over.

In the first instance, there appears to be a reasonable amount of disparity

between the view of students and the views of adults on the most

important outcomes in the process. Secondly, the parents, teachers and

teacher educators were not isomorphic in their rankings. Again, the

confusion may be the result of insufficient communication between

groups or curriculum development that does not involve all constituent

groups. Finally, it is interesting to note that the process of going through

teacher education does not appear to be successful in altering the attitude

of under-graduate students as to the desirable outcome of Foundations of

physical education. Therefore, the lack of consensus may be attributed to

a disjointed curriculum development procedure, lack of communication

as well as changing times.

It is equally important that the resultant outcomes be clearly and precisely

communicated collectively and individually to all participants in the

process. Further the relative attainment of goals must be assessed

periodically to ensure that student growth and development in desired

direction is clearly occurring.

The credibility of the physical education profession can be enhanced by

better goal setting. Continued debate is necessary but also striving to

effect some closure not only discussion.

Mazumdar13

examined the attitude of the secondary school teachers,

parents and administrators of West Bengal toward physical education by

administering a self-constructed questionnaire on a five-point scale. He

13

Shyamal Mazumdar,: “Attitude of the Secondary School Teachers, Parents and

Administrators of West Bengal Towards Physical Education” Unpublished Master

of Philosophy Dissertation, (Lakhmibai National College of Physical Education,

Gwalior, June 1987).

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19

concluded that a major percentage of teachers, parents and administrators

held favourable attitude toward the physical education programme and

wanted physical education programme to be held for all students.

Dennis14

investigated the attitude of faculty members toward the role of

inter-collegiate athletics in selected institutions of higher education. The

perception of the faculty members were collected by means of a

questionnaire and a five-point Likert Scale was utilized. The colleges and

universities covered in the study were chosen on a random basis from

within the Big-ten Athlete Conference, the Mid American Athlete

Conference and the Michigan Inter-Collegiate Athletic Association. The

findings of the study indicated that inter-collegiate athletics appear to be

an integral part of total education programme at the college and

university level.

Subba Rao15

administered a questionnaire with 60 statements based on

the Likert technique for measuring the attitude of physical education

teachers towards their profession in West Godavari District, Andhra

Pradesh. The analysis of the data of the attitude scores of the 140

respondents (men and women) revealed that physical educators did have

a positive attitude toward their profession and toward compulsory

physical education in the schools. They expressed the view that the

physical education budget was very meager and that the low teacher-pupil

ratio was a drawback for the successful implementation of the

programme.

14

William Dennis: “faculty Attitudes toward the Role of Inter-collegiate Athletics in

selected Institutions of Higher Education” Dissertation Abstracts International 34

(1973): 3123.

15 Vegunta Subba Rao: “Attitudes of Physical Education Teacher of West Godavari

District, Andhra Pradesh Towards Their Profession” Unpublished Master’s Thesis,

(Madurai University, 1976).

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20

Omo-osagie16

investigated the attitude of faculty and students of the

University of Lagos, Nigeria, towards the inter-university games. A total

of 350 questionnaires were sent out to faculty and students for this

investigation. The mean scores, „t‟ value and standard deviation were

computed for various components within and between faculty and

students groups. The findings included the following: the students had

more favourable attitude towards inter-university games at the university

of Lagos than the faculty.

Aicinena17

acknowledges that a review of existing literature allows one

to conclude that teachers may be able to affect student attitude toward

physical education positively. The finding should encourage all members

of the profession. If indeed teachers can affect student‟s attitudes

positively, great things can occur in our profession. When the students

mature to assume the roles of voters, parents, school board members and

politicians, they will make important decisions concerning the future of

physical education in the public school. If they possess positive attitude

toward their physical education experiences, perhaps the profession will

be afforded the support necessary to expand and improve programme to

the benefit of all students and society as a whole.

Broer, Fox and Way18

surveyed the attitude of 1649 college freshman

women toward physical education as an activity. The study of total scores

16

Anthony Lzevbuwa Omo-Osagie: “An Analysis of the Attitudes of faculty and

students of the University of Lagos Towards the Inter-University Games at the

University of Lagos, Nigeria” Dissertation Abstracts International 39 (1978): 2817.

17 Steven Aicinena: “The teacher and Student Attitudes Toward Physical Education”

The physical Educator 48:1 (1991):31.

18 Marion R. Broer; Katherine S. Fox and Eunice Way: “Attitude of University of

Washington Women Students Toward Physical Education Activity” Research

Quarterly 36 (December 1955): 378-384.

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21

shows that they indicated a very favourable attitude. The students in

swimming and tennis seem to have a more favourable attitude than

average and those in archery a less favourable attitude. The high

percentages of those students who indicated that physical education

activity classes contribute to social development, mental health, agree

with results found at the University of Michigan.

Morre19

investigated the attitude of college women toward physical

activity as a means of recreation. Majority of these girls however, wish to

spend more time than they are spending in activity but find it impossible

for the following reasons: a) lack of finance, b) lack of time, c) lack of

play companions and outside work.

This study shows as have others that the interest and participation of

college women are definitely more strongly related to individual sports

activities and dancing than to team sports. Interest in competitive and

team sports was lessened.

Sapra20

describes the role of physical education in meeting certain needs

of college women. According to her the objectives of college physical

education programme should meet the needs and interests of the students.

One of the needs of the college woman student is that she should

experience social development which she may get mostly by participation

in group games.

19

Beverly Young Moore: “The Attitude of College Women toward Physical Activity

as a Means of Recreation” Research Quarterly 12 (December1941): 720.

20 Krishna Sapra, “The Role of Physical Education in Meeting Certain Needs of

College Women” Journal of Physical Education and Recreation VIII (April 1959):

28-31.

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22

Moyer21

used a modified Wear Attitude Inventory to determine the

attitude of Freshmen and Junior women towards the required physical

education programme at Northern Illinois University and to evaluate the

physical education offering in term of student needs. The findings

indicated a preference for individual sports, a highly favourable attitude

toward physical education on the part of both freshmen and juniors and a

need for re-evaluation of methodology and interpretation of objectives in

teaching the required programme.

Vincent22

administered the Wear Attitude Inventory to college women in

a variety of physical education activities. The final grade received for the

activity course was used as the success factor. Attitudes were analyzed

both as to values and as to activity groups and correlations were

computed between attitude and success. Attitude toward physical

education were generally favourable, with the contributions of physical

education to the physiological-physical values being higher than other

values examined. There was a significance relationship between attitude

and success at the .05 level. The higher significance accrued to those

students having more favourable attitudes.

Sawamikannu23

investigated the attitude of Madras city college men

students toward physical education and its introduction as an examination

21

Lou Jean Moyer: “Women‟s Attitudes toward Physical Education in the General

Education Programme at Northern Illinois University” Research Quarterly 37

(1966):15-19.

22 Marilyn F. Vincent: “Attitude of college Women toward Physical Education and

Their Relationship to success in Physical Education” Research Quarterly 38 (march

1967): 130.

23 S. Swamikannu: “The Attitudes of the Madras City College men Students towards

Physical Education and its Introduction as an Examination Subject.” Unpublished

master’s Thesis, (University of madras, 1974).

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23

subject in 1973-74, He chose 125 students at random from six city

college and employed the Likert Attitude Scale for analyzing the data. He

concluded that the men students had a favourable attitude toward physical

education especially for its social value and considered it a good medium

for socialization. They recognized the role of physical education for a

healthy and vigorous life and for keeping oneself physically fit and

mentally healthy. The need for more facilities and equipment for physical

education and more instruction in basic skills was expressed by the

students. They showed a favourable attitude toward the introduction of

physical education as an examination subject.

Chellamal24

conducted a study on the attitudes of 200 college women

students towards inter-collegiate competitions at Madras. She made no

attempt to record differences in the training and prior sports experience of

the respondents. These subjects had to evaluate each statement of the

questionnaire against a given 3 point rating scale. According to her, most

of the subject had a favourable attitude toward inter-collegiate

competitions for their social, psychological and physical values. They

agreed that these competitions helped to develop and display skills which

helped some students to become a member of the university team.

Burling25

conducted a comparative study of the attitude toward physical

education in two eastern colleges. For this, a comparison was made

between freshmen women in a co-educational college. Schools were

24

A. Chellamal: “Attitudes of the College Women in Madras City towards Inter-

Collegiate Competitions” Unpublished Master’s Thesis, (University of madras,

1970).

25 Judith Wilmot Burling: “A comparison of the attitude toward Physical Education in

Two Eastern College” Completed Research in Health, Physical Education and

Recreation 12 (1970): 202.

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24

chosen to minimize differences in socio-economic background, based on

relative school size and regionality. An adaptation of Moore‟s

background Questionnaire and the Wear Attitude inventory were used.

The majority of students indicated favourable attitude toward physical

education. There were no significant differences in general scores.

However, those from the co-educational college had a significantly higher

mean on social value than those from the women‟s college and also

significantly higher means on general and physical health values.

Cramer26

made a survey study to investigate the opinion of the parents

toward physical education. Opinion was solicited from 90 parents means

of a questionnaire to determine how the parents of pupils conceived the

place of physical education in the school curriculum. Physical education

was considered to be an important subject. The majority of respondents

believed that effort was the criterion most often used by instructors when

grading pupils in physical education. Ninety percent of the parents felt

calisthenics was the most important activity in the physical education

programme, while seventy-eight percent indicated that they knew the

differences between physical education and inter-scholastic athletics.

Parents generally were not satisfied with youth fitness and assigned the

basic responsibility for this to the physical education teachers.

George27

made the study to find the children‟s attitudes towards physical

activity. He used attitude inventory for adult Greek women participants in

physical fitness programme. The inventory consisted of 9 sub domains

and sample consisted of 185 females, 18 to 50 years of age.

26

Ronald L. Cramer: “Parental Opinoin of Physical Education” Completed Research

in Health, Physical Education and Recreation 12 (1970): 271.

27 George Dogonis and Yannis, Theodoakins: “Attitudes toward Physical Activity in

female physical fitness programme participants” International Journal of Sports

Psychology 23 (1992): p 262.

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25

The main group consisted of 120 females participants in physical fitness

programme. 35 female participants in modern and classical dance and 30

top athletes were also used as control groups. Discriminant analysis

among the three groups showed differences in a number of sub domains.

Based on these findings, the inventory was considered appropriate for

measuring attitudes of adult females.

Allerdice28

conducted a study on the relationship between the attitudes

towards physical education and physical fitness scores and sociometric

status. She administered the kneer adaptation of the Wear Attitude and

AAHPER youth fitness test to 202 girls. The entire group didn‟t

demonstrate any substantial relationship between attitudes towards

physical education and degree of physical fitness.

Houshang29

conducted the study to determine attitude changes of High

School students towards physical education courses in order to

understand whether or not the attitude changes will effect students

encouraging in physical activity in future leisure time.

Data were treated by methods in which attitude scores were analyzed

according to the contribution of physical education to four categories

physiological, physical, social and general values. The significance of the

differences of the means for each category was computed.

From the result following conclusions were drawn: (a) The wear physical

education attitude inventory is a reliable and valid. (b) The subjects

28

Mary Ellen Allerdice: “The Relationship Between Attitudes Towards Physical

Education and Physical Fitness Scores and Sociometric Status” Completed Research

in Health, Physical Education and Recreation 6 (1964): 59-60.

29 Houshang Shrazian: “A Study of the Attitude Changes of High School Students

Towards Physical Education Activity Courses” Dissertation Abstracts International

41 (September 1980): P 982-A.

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26

showed a very positive attitude towards physical education courses. (c)

Male students had more favourable attitudes than female subjects.

Wear30

conducted a study on the evaluation of attitude towards physical

education as an activity course and also develop an inventory for

measuring attitude toward physical education. He reduced the length of

inventory from 20-30 items and the correlation between the two forms

was 0.96.

Haywood31

has conducted a study to investigate the changes in self-

concept and attitude towards physical education of freshman students,

who are enrolled in a one semester physical education course in a private,

church related four year institution.

Subject was those students enrolled in the freshman physical education

classes at Stamford University Birmingham. 327 subject, 145 males and

182 females involved in the initial testing period. There were 302

subjects, 134 males and 168 females involved in the final testing period,

with 302 usable test result obtained.

The Study utilized the Tennessee self concept scale, pre test and post test

and the Wear Physical Education Attitude Inventory. The six AAHPER

youth fitness test items were used to see if there was a correlation

between attitudes and self-concept and performance and training. A

probability level of .05 was employed by the canonical correlation

technique for determining statistical significance.

The major finding of the study showed that

30

Charles L. Wear as Cited by Harris, Chester, W. Encyclopaedia of Educational

Research 3rd

ed. (New York: The Macmillan company, 1960): 989.

31 Haywood: “The Relationship of self concept and Attitudes towards Physical

Education of freshman students in a Private, Church related University” Dissertation

Abstracts International 41 (February 1981): P 3476-A.

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27

a) There was a significant change in the direction in the attitude

towards physical education for both men and women.

b) There was a slight change in self-concept for both sexes.

c) There was no significant relationship between the men‟s or

women‟s fitness performance and their attitude and self concepts.

Susan32

has conducted a study to examine the physical fitness scores of

college age students and their personnel attitude towards physical

activity. Sixty nine subjects were administered the AAPHER fitness test,

a revised attitude towards physical activity inventory and a personal data

questionnaire. Statistical analysis was done via Pearson Product moment

Formula and a two tailed t-test at the .05 level of significance. Students

with high fitness scores were found to have positive attitude towards

physical activity. Those who had exercised regularly for more than one

year had higher fitness score and positive attitude towards physical

activity than those students who had not exercised regularly.

32

Susan Elisebetv lisa: “The Relationship between Fitness Scores of College Age

Students and Their Attitude towards Physical Activity” Dissertation Abstracts

International (march 1992): P 3217-A.

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Procedure

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28

Chapter-III

PROCEDURE

This Chapter deals with the procedure adopted for selection of subjects,

criterion measures, collection of data and the statistical techniques

adopted for analysis of data.

SELECTION OF SUBJECTS

All the Technical Colleges which come under Uttar Pradesh Technical

University form the universe for this study. Entire Uttar Pradesh was

divided into four zones, i.e. – North Zone, East Zone, Central & West

Zone. Five colleges from each Zone were randomly selected for the

study, further 3 administrators, 3 teachers, 4 students & 4 parents from

each college were selected randomly to collect data. All together 60

administrators, 80 parents, 80 students & 60 teachers, making a total 280

subjects were selected to administer the questionnaire.

Administrators

This category consists of Principal/Director, Registrar, Dy. Registrar,

Account Officer, Librarian and Sports Officer/Physical Instructor

working in different Technical colleges of Uttar Pradesh Technical

University.

Parents

This category comprised of the Mother, Father or Guardian of the

students of selected Technical colleges.

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29

Students

Students who are studying in the selected Technical college of U.P.

Technical University were included in this category.

Teachers

Professors, Associate Professor & Assistant Professor, teaching in the

selected Technical colleges formed this category.

CRITERION MEASURE

Present study have been under taken for finding out the attitude of

subjects to-wards Physical Education, for this purpose standardized

attitude scale prepared by “wear” in the year 1955 have been used. This

attitude scale has been found to be most reliable and is used very often in

the field of Physical Education and sports throughout the world. In this

test there are 30 questions having positive and negative worded items. For

each questions there are five possible responses i.e. strongly agree, agree,

undecided, disagree and strongly disagree. Positive worded items are

scored 5-4-3-2-1 and negatively worded items are scored 1-2-3-4-5. The

total score is the sum of the thirty items; a high test score indicates a

positive attitude toward physical education and sports.

COLLECTION OF DATA

All the data in this study has been collected by the investigator himself or

by the sports officer of the respective institution, through direct contact

with the respondent.

Prior to administration of test permission was obtained from the

Director/Principal of the respective institution to collect the data. At the

beginning, the investigator explained the purpose of the study to the

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30

respondent. Necessary instructions were passed out to the subjects before

administration of the test. Confidentiality of the response was guaranteed,

so that they could give their fair response. All the respondents agreed to

extend their full Co-operation in the collection of data required for the

study.

The attitude scale was given to the respondent and was asked to fill the

same as quickly as possible. Finally a total of 280 questionnaires were

obtained duly filled from 60 administrators, 80 students, 80 parents and

60 teachers.

STATISTICAL PROCEDURE

To determine the attitude of selected category of respondent descriptive

statistics percentage was applied and to compare the attitude of

administrators, parents, students and teachers to-wards physical education

and sports, analysis of variance was applied and to further examine the

difference in the attitude among the above mentioned categories of

subjects post-hoc test (L.S.D.) was used. Level of significance was set at

0.05.

Page 49: vikas yadav thesis.pdf

Analysis of Data and

Finding of the Study

Page 50: vikas yadav thesis.pdf

31

Chapter –IV

ANALYSIS OF DATA AND FINDING OF THE STUDY

This chapter deals with the analysis and interpretation of data

collected through the administration of questionnaire and testing of the

stated hypothesis.

Collection of data

The questionnaire were administered on total of 280 subjects (60

Administrators, 80 Parents, 80 Students and 60 Teachers). All the

questionnaire duly filled were collected from the respondents as the

personal efforts were made to get the questionnaire filled in the presence

of the researcher himself or the responsible person deputed for the same.

Level of Significance

In order to determine the significance of difference among the means of

the attitude of Administrators, Parents, Students and Teachers, towards

physical education and sports, the level of Significance chosen was .05

Analysis of data

To determine the attitude of all the selected categories of respondents

descriptive statistic percentage was applied. The percentage of favourable

or unfavourable response was considered for deciding their direction of

attitude.

To determine the difference among the attitude of Administrators,

Parents, Students and Teachers to-wards physical education and sports.

The ANOVA (F ratio) was employed. Further, the post hoc test (L.S.D.)

was applied to find the difference among the paired means of the selected

respondents.

FINDING OF THE STUDY

Findings on the study based on analysis of data have been presented from

Table Number 1 to Table Number 33 along with the graphic

representation from Figure No 1 to Figure No 121

Page 51: vikas yadav thesis.pdf

32

Table - 1

If for any reason a few subjects have to be dropped from the

school program, physical education should be one of the

subjects dropped.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 0 0 1 2 0 0 28 46 31 52

Parents 4 5 6 7 0 0 27 34 43 54

Students 0 0 0 0 0 0 37 46 43 54

Teachers 3 5 7 11 0 0 28 47 22 37

Analysis of table 1 leads to the following findings

A. Number of Administrator Respondents = 60

Administrators Strongly Agree 0%

Administrators Agree 2%

Administrators Undecided 0%

Administrators Disagree 46%

Administrators Strongly Disagree 52%

B. Number of Parent Respondents = 80

Parents Strongly Agree 5%

Parents Agree 7%

Parents Undecided 0%

Parents Disagree 34%

Parents Strongly Disagree 54%

C. Number of Student Respondents = 80

Students Strongly Agree 0%

Students Agree 0%

Students Undecided 0%

Students Disagree 46%

Students Strongly Disagree 54%

D. Number of Teacher Respondents = 60

Teachers Strongly Agree 5%

Teachers Agree 11%

Teachers Undecided 0%

Teachers Disagree 47%

Teachers Strongly Disagree 37%

Graphical representation of these findings have

been presented in figure no. 1,2,3,4

Page 52: vikas yadav thesis.pdf

33

0% 2% 0%

46%52%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

5%

7%

0%

34%54%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0%

0%

0%

46%

54%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

5%11%

0%

47%

37%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. :1 Indicates the response of

Administrator that physical education

should be dropped from school program.

Fig. No. :2 Indicates the response of

Parents that physical education should be

dropped from school program.

Fig. No.: 3 Indicates the response of

Students that physical education should be

dropped from school program.

Fig. No. :4 Indicates the response of

Teachers that physical education should

be dropped from school program.

Page 53: vikas yadav thesis.pdf

34

Table - 2

Physical education activities provide no opportunities for learning to

control the emotions.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 3 5 2 3 0 0 27 45 28 47

Parents 0 0 3 4 1 1 44 55 32 40

Students 0 0 0 0 2 3 37 46 41 51

Teachers 1 2 6 10 0 0 32 53 21 35

Analysis of table 2 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 5%

(b) Administrators Agree 3%

(c) Administrators Undecided 0%

(d) Administrators Disagree 45%

(e) Administrators Strongly Disagree 47%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 0%

(b) Parents Agree 4%

(c) Parents Undecided 1%

(d) Parents Disagree 55%

(e) Parents Strongly Disagree 40%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 0%

(b) Students Agree 0%

(c) Students Undecided 3%

(d) Students Disagree 46%

(e) Students Strongly Disagree 51%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 2%

(b) Teachers Agree 10%

(c) Teachers Undecided 0%

(d) Teachers Disagree 53%

(e) Teachers Strongly Disagree 35%

Page 54: vikas yadav thesis.pdf

35

5% 3% 0%

45%

47%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 4% 1%

55%

40%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 0% 3%

46%51%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

2% 10%0%

53%

35%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 5 Indicates the response of

Administrator that physical education

activities provide no opportunities for

learning to control the emotion.

Fig. No. :6 Indicates the response of

Parents that physical education activities

provide no opportunities for learning to

control the emotion.

Fig. No. :7 Indicates the response of

Students that physical education activities

provide no opportunities for learning to

control the emotion.

Fig. No. :8 Indicates the response of

Teachers that physical education activities

provide no opportunities for learning to

control the emotion.

Page 55: vikas yadav thesis.pdf

36

Table - 3

Physical education is one of the more important subjects in helping to

establish and maintain desirable social standards.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 22 37 38 63 0 0 0 0 0 0

Parents 28 35 50 63 1 1 1 1 0 0

Students 30 38 46 58 1 1 2 2 1 1

Teachers 18 30 38 63 1 2 5 3 0 0

Analysis of table 3 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 37%

(b) Administrators Agree 63%

(c) Administrators Undecided 0%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 35%

(b) Parents Agree 63%

(c) Parents Undecided 1%

(d) Parents Disagree 1%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 38%

(b) Students Agree 58%

(c) Students Undecided 1%

(d) Students Disagree 2%

(e) Students Strongly Disagree 1%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 30%

(b) Teachers Agree 63%

(c) Teachers Undecided 2%

(d) Teachers Disagree 5%

(e) Teachers Strongly Disagree 0%

Page 56: vikas yadav thesis.pdf

37

37%

63%

0%0% 0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

35%

63%

1%

1%

0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

38%

58%

1% 2% 1%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

30%

63%

2% 5% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 9 Indicates the response of

Administrator towards physical education

which is one of the important subjects in

helping to establish and maintain

disarable social standard.

Fig. No. : 10 Indicates the response of

Parents towards physical education which

is one of the important subjects in helping

to establish and maintain disarable social

standard.

Fig. No. : 11 Indicates the response of

Students towards physical education

which is one of the important subjects in

helping to establish and maintain

disarable social standard.

Fig. No.: 12 Indicates the response of

Teachers towards physical education

which is one of the important subjects in

helping to establish and maintain

disarable social standard.

Page 57: vikas yadav thesis.pdf

38

Table - 4

Vigorous physical activity works off harmful emotional tensions.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 20 33 26 44 9 15 4 6 1 2

Parents 31 39 40 50 5 6 3 4 1 1

Students 32 40 35 44 7 8 4 5 2 3

Teachers 9 15 40 67 9 15 2 3 0 0

Analysis of table 4 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 33%

(b) Administrators Agree 44%

(c) Administrators Undecided 15%

(d) Administrators Disagree 6%

(e) Administrators Strongly Disagree 2%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 39%

(b) Parents Agree 50%

(c) Parents Undecided 6%

(d) Parents Disagree 4%

(e) Parents Strongly Disagree 1%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 40%

(b) Students Agree 44%

(c) Students Undecided 8%

(d) Students Disagree 5%

(e) Students Strongly Disagree 3%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 15%

(b) Teachers Agree 67%

(c) Teachers Undecided 15%

(d) Teachers Disagree 3%

(e) Teachers Strongly Disagree 0%

Page 58: vikas yadav thesis.pdf

39

33%

44%

15%

6% 2%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

39%

50%

6% 4% 1%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

40%

44%

8%5% 3%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

15%

67%

15%

3% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 13 Indicates the response of

Administrator that vigorous physical

activity work off harmful emotional

tentions.

Fig. No. : 14 Indicates the response of

Parents that vigorous physical activity

work off harmful emotional tentions.

Fig. No. : 15 Indicates the response of

Students that vigorous physical activity

work off harmful emotional tentions.

Fig. No.: 16 Indicates the response of

Teachers that vigorous physical activity

work off harmful emotional tentions.

Page 59: vikas yadav thesis.pdf

40

Table - 5

I would take physical education only if it were required.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 0 0 2 3 6 10 37 62 15 25

Parents 1 1 11 14 7 8 39 49 22 28

Students 0 0 4 5 2 2 46 58 28 35

Teachers 0 0 14 23 3 5 33 55 10 17

Analysis of table 5 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 0%

(b) Administrators Agree 3%

(c) Administrators Undecided 10%

(d) Administrators Disagree 62%

(e) Administrators Strongly Disagree 25%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 1%

(b) Parents Agree 14%

(c) Parents Undecided 8%

(d) Parents Disagree 49%

(e) Parents Strongly Disagree 28%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 0%

(b) Students Agree 5%

(c) Students Undecided 2%

(d) Students Disagree 58%

(e) Students Strongly Disagree 35%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 0%

(b) Teachers Agree 23%

(c) Teachers Undecided 5%

(d) Teachers Disagree 55%

(e) Teachers Strongly Disagree 17%

Page 60: vikas yadav thesis.pdf

41

0% 3% 10%

62%

25%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

1%

14%8%

49%

28%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 5% 2%

58%

35%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0%

23%

5%

55%

17%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No.: 17 Indicate the response of

Administrator that he would take physical

education only if it were required.

Fig. No.: 18 Indicate the response of

Parents that he would take physical

education only if it were required.

Fig. No.: 19 Indicate the response of

Students that he would take physical

education only if it were required.

Fig. No.: 20 Indicate the response of

Teacher that he would take physical

education only if it were required.

Page 61: vikas yadav thesis.pdf

42

Table - 6

Participation in physical education makes no contribution to the

development of poise.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 0 0 0 0 2 3 37 62 21 35

Parents 1 1 2 2 11 14 42 53 24 30

Students 0 0 2 3 5 6 37 46 36 45

Teachers 0 0 2 3 6 10 38 63 14 24

Analysis of table 6 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 0%

(b) Administrators Agree 0%

(c) Administrators Undecided 3%

(d) Administrators Disagree 62%

(e) Administrators Strongly Disagree 35%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 1%

(b) Parents Agree 2%

(c) Parents Undecided 14%

(d) Parents Disagree 53%

(e) Parents Strongly Disagree 30%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 0%

(b) Students Agree 3%

(c) Students Undecided 6%

(d) Students Disagree 46%

(e) Students Strongly Disagree 45%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 0%

(b) Teachers Agree 3%

(c) Teachers Undecided 10%

(d) Teachers Disagree 63%

(e) Teachers Strongly Disagree 24%

Page 62: vikas yadav thesis.pdf

43

0% 0% 3%

62%

35%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

1% 2%

14%

53%

30%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 3% 6%

46%

45%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 3% 10%

63%

24%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No.: 21 Indicate the response of

Administrator that the participation in

physical education makes no contribution

to the development of poise.

Fig. No. : 22 Indicate the response of

Parents that the participation in physical

education makes no contribution to the

development of poise.

.

Fig. No. : 23 Indicate the response of

Students that the participation in physical

education makes no contribution to the

development of poise.

Fig. No. : 24 Indicate the response of

Teachers that the participation in physical

education makes no contribution to the

development of poise.

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44

Table - 7

Because physical skills loom large in importance in youth, it is

essential that a person be helped to acquire and improve such skills.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 27 45 33 55 0 0 0 0 0 0

Parents 32 40 47 59 0 0 1 1 0 0

Students 37 46 43 54 0 0 0 0 0 0

Teachers 13 22 46 77 0 0 1 2 0 0

Analysis of table 7 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 45%

(b) Administrators Agree 55%

(c) Administrators Undecided 0%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 40%

(b) Parents Agree 59%

(c) Parents Undecided 0%

(d) Parents Disagree 1%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 46%

(b) Students Agree 54%

(c) Students Undecided 0%

(d) Students Disagree 0%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 22%

(b) Teachers Agree 76%

(c) Teachers Undecided 0%

(d) Teachers Disagree 2%

(e) Teachers Strongly Disagree 0%

Page 64: vikas yadav thesis.pdf

45

45%

55%

0%

0%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

40%

59%

0%

1%

0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

46%

54%

0%

0%

0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

22%

76%

0% 2% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 25 Indicate the response of

Administrator that because physical skills

loom large in importance in youth, it is

essential that a person be helped to

acquire and improve such skills.

Fig. No. : 26 Indicate the response of

Parents that because physical skills loom

large in importance in youth, it is essential

that a person be helped to acquire and

improve such skills.

Fig. No. : 27 Indicate the response of

Students that because physical skills loom

large in importance in youth, it is essential

that a person be helped to acquire and

improve such skills.

Fig. No. : 28 Indicate the response of

Teachers that because physical skills loom

large in importance in youth, it is essential

that a person be helped to acquire and

improve such skills.

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46

Table - 8

Calisthenics taken regularly are good for one’s general health.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 22 37 38 63 0 0 0 0 0 0

Parents 23 28 50 62 4 7 1 1 2 2

Students 37 46 34 43 7 9 2 2 0 0

Teachers 11 18 43 72 5 8 1 2 0 0

Analysis of table8 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 37%

(b) Administrators Agree 63%

(c) Administrators Undecided 0%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 28%

(b) Parents Agree 62%

(c) Parents Undecided 7%

(d) Parents Disagree 1%

(e) Parents Strongly Disagree 2%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 46%

(b) Students Agree 43%

(c) Students Undecided 9%

(d) Students Disagree 2%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 18%

(b) Teachers Agree 72%

(c) Teachers Undecided 8%

(d) Teachers Disagree 2%

(e) Teachers Strongly Disagree 0%

Page 66: vikas yadav thesis.pdf

47

37%

63%

0%

0%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

28%

62%

7% 1% 2%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

46%

43%

9% 2% 0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

18%

72%

8% 2% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 29 Indicate the response of

Administrator that Calisthenics taken

regularly are good for one’s general

health.

Fig. No. : 30 Indicate the response of

Parents that Calisthenics taken regularly

are good for one’s general health.

Fig. No. : 31 Indicate the response of

Students that Calisthenics taken regularly

are good for one’s general health.

Fig. No. : 32 Indicate the response of

Teachers that Calisthenics taken regularly

are good for one’s general health.

Page 67: vikas yadav thesis.pdf

48

Table - 9

Skill in active games or sports is not necessary for leading the fullest

kind of life.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 1 2 5 8 2 3 37 62 15 25

Parents 6 7 12 15 1 1 43 54 18 23

Students 3 4 5 6 5 6 41 51 26 33

Teachers 3 5 7 12 1 2 40 66 9 15

Analysis of table 9 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 2%

(b) Administrators Agree 8%

(c) Administrators Undecided 3%

(d) Administrators Disagree 62%

(e) Administrators Strongly Disagree 25%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 7%

(b) Parents Agree 15%

(c) Parents Undecided 1%

(d) Parents Disagree 54%

(e) Parents Strongly Disagree 23%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 4%

(b) Students Agree 6%

(c) Students Undecided 6%

(d) Students Disagree 51%

(e) Students Strongly Disagree 33%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 5%

(b) Teachers Agree 12%

(c) Teachers Undecided 2%

(d) Teachers Disagree 66%

(e) Teachers Strongly Disagree 15%

Page 68: vikas yadav thesis.pdf

49

2% 8% 3%

62%

25%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

7%

15%

1%

54%

23%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

4% 6%6%

51%

33%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

5% 12%

2%

66%

15%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 33 Indicate the response of

Administrator that skill in active games or

sports is not necessary for leading the

fullest kind of life.

Fig. No. : 34 Indicate the response of

Parents that skill in active games or sports

is not necessary for leading the fullest kind

of life.

Fig. No. : 35 Indicate the response of

Students that skill in active games or

sports is not necessary for leading the

fullest kind of life.

Fig. No. : 36 Indicate the response of

Teachers that skill in active games or

sports is not necessary for leading the

fullest kind of life.

Page 69: vikas yadav thesis.pdf

50

Table - 10

Physical education does more harm physically than it does good.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 1 2 1 2 4 6 33 55 21 35

Parents 7 9 12 15 3 4 38 47 20 25

Students 3 4 4 5 3 4 39 49 31 39

Teachers 0 0 9 15 4 7 28 46 19 32

Analysis of table 10 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 2%

(b) Administrators Agree 2%

(c) Administrators Undecided 6%

(d) Administrators Disagree 55%

(e) Administrators Strongly Disagree 35%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 9%

(b) Parents Agree 15%

(c) Parents Undecided 4%

(d) Parents Disagree 47%

(e) Parents Strongly Disagree 25%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 4%

(b) Students Agree 5%

(c) Students Undecided 4%

(d) Students Disagree 49%

(e) Students Strongly Disagree 39%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 0%

(b) Teachers Agree 15%

(c) Teachers Undecided 7%

(d) Teachers Disagree 46%

(e) Teachers Strongly Disagree 32%

Page 70: vikas yadav thesis.pdf

51

2% 2% 6%

55%

35%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

9%

15%

4%

47%

25%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

4% 5%4%

49%

39%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0%

15%7%

46%

32%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 37 Indicate the response of

Administrator that physical education

does more harm physically then it does

good.

Fig. No. : 38 Indicate the response of

Parents that physical education does more

harm physically then it does good.

Fig. No. : 39 Indicate the response of

Students that physical education does

more harm physically then it does good.

Fig. No. : 40 Indicate the response of

Teachers that physical education does

more harm physically then it does good.

Page 71: vikas yadav thesis.pdf

52

Table - 11

Associating with others in some physical education activity is fun.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 26 43 31 51 1 2 1 2 1 2

Parents 24 30 52 65 2 3 1 1 1 1

Students 42 52 36 45 2 3 0 0 0 0

Teachers 13 22 46 76 1 2 0 0 0 0

Analysis of table 11 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 43%

(b) Administrators Agree 51%

(c) Administrators Undecided 2%

(d) Administrators Disagree 2%

(e) Administrators Strongly Disagree 2%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 30%

(b) Parents Agree 65%

(c) Parents Undecided 3%

(d) Parents Disagree 1%

(e) Parents Strongly Disagree 1%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 52%

(b) Students Agree 45%

(c) Students Undecided 3%

(d) Students Disagree 0%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 22%

(b) Teachers Agree 76%

(c) Teachers Undecided 2%

(d) Teachers Disagree 0%

(e) Teachers Strongly Disagree 0%

Page 72: vikas yadav thesis.pdf

53

43%

51%

2%

2%

2%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

30%

65%

3%

1%

1%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

52%45%

3%0%

0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

22%

76%

2%

0%

0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 41 Indicate the response of

Administrator that associating with other

in some physical education activity is fun.

Fig. No. : 42 Indicate the response of

Parents that associating with other in some

physical education activity is fun.

Fig. No. : 43 Indicate the response of

Students that associating with other in

some physical education activity is fun.

Fig. No. : 44 Indicate the response of

Teachers that associating with other in

some physical education activity is fun.

Page 73: vikas yadav thesis.pdf

54

Table - 12

Physical education classes provide situations for the formulation of

attitudes, which make one a better citizen.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 23 38 37 62 0 0 0 0 0 0

Parents 28 35 50 63 0 0 2 2 0 0

Students 34 43 45 56 0 0 1 1 0 0

Teachers 16 27 39 65 3 5 2 3 0 0

Analysis of table 12 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 38%

(b) Administrators Agree 62%

(c) Administrators Undecided 0%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 35%

(b) Parents Agree 63%

(c) Parents Undecided 0%

(d) Parents Disagree 2%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 43%

(b) Students Agree 56%

(c) Students Undecided 0%

(d) Students Disagree 1%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 27%

(b) Teachers Agree 65%

(c) Teachers Undecided 5%

(d) Teachers Disagree 3%

(e) Teachers Strongly Disagree 0%

Page 74: vikas yadav thesis.pdf

55

38%

62%

0%

0%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

35%

63%

0% 2% 0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

43%

56%

0%

1%

0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

27%

65%

5% 3% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 45 Indicate the response of

Administrator that physical education

classes provide situations for the

formulation of attitudes. Which make one

better citizen.

Fig. No. : 46 Indicate the response of

Parents that physical education classes

provide situations for the formulation of

attitudes. Which make one better citizen.

Fig. No. : 47 Indicate the response of

Students that physical education classes

provide situations for the formulation of

attitudes. Which make one better citizen.

Fig. No. : 48 Indicate the response of

Teachers that physical education classes

provide situations for the formulation of

attitudes. Which make one better citizen.

Page 75: vikas yadav thesis.pdf

56

Table - 13

Physical education situations are among the poorest for making

friends.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 1 2 1 2 4 6 39 65 15 25

Parents 3 4 3 4 5 6 49 61 20 25

Students 1 1 1 1 2 3 43 54 33 41

Teachers 1 2 1 2 11 18 34 56 13 22

Analysis of table 13 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 2%

(b) Administrators Agree 2%

(c) Administrators Undecided 6%

(d) Administrators Disagree 65%

(e) Administrators Strongly Disagree 25%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 4%

(b) Parents Agree 4%

(c) Parents Undecided 6%

(d) Parents Disagree 61%

(e) Parents Strongly Disagree 25%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 1%

(b) Students Agree 1%

(c) Students Undecided 3%

(d) Students Disagree 54%

(e) Students Strongly Disagree 41%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 2%

(b) Teachers Agree 2%

(c) Teachers Undecided 18%

(d) Teachers Disagree 56%

(e) Teachers Strongly Disagree 22%

Page 76: vikas yadav thesis.pdf

57

2% 2% 6%

65%

25%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

4% 4% 6%

61%

25%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

1%

1% 3%

54%

41%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

2% 2%

18%

56%

22%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 49 Indicate the response of

Administrator that physical education

situations are among the poorest for

making friends.

Fig. No. : 50 Indicate the response of

Parents that physical education situations

are among the poorest for making friends.

Fig. No. : 51 Indicate the response of

Students that physical education situations

are among the poorest for making friends.

Fig. No. : 52 Indicate the response of

Teachers that physical education

situations are among the poorest for

making friends.

Page 77: vikas yadav thesis.pdf

58

Table - 14

There is not enough value coming from physical education to justify

the time consumed.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 0 0 0 0 1 2 37 62 22 36

Parents 1 1 3 4 5 6 50 63 21 26

Students 1 1 2 3 2 3 42 52 33 41

Teachers 0 0 4 6 10 17 33 55 13 22

Analysis of table 14 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 0%

(b) Administrators Agree 0%

(c) Administrators Undecided 2%

(d) Administrators Disagree 62%

(e) Administrators Strongly Disagree 36%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 1%

(b) Parents Agree 4%

(c) Parents Undecided 6%

(d) Parents Disagree 63%

(e) Parents Strongly Disagree 26%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 1%

(b) Students Agree 3%

(c) Students Undecided 3%

(d) Students Disagree 52%

(e) Students Strongly Disagree 41%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 0%

(b) Teachers Agree 6%

(c) Teachers Undecided 17%

(d) Teachers Disagree 55%

(e) Teachers Strongly Disagree 22%

Page 78: vikas yadav thesis.pdf

59

0% 0%2%

62%

36%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

1% 4% 6%

63%

26%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

1%3% 3%

52%

41%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 6%

17%

55%

22%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 53 Indicate the response of

Administrators that there is not enough

value coming from physical education to

justify the time consumed.

Fig. No. : 54 Indicate the response of

Parents that there is not enough value

coming from physical education to justify

the time consumed.

Fig. No. : 55 Indicate the response of

Students that there is not enough value

coming from physical education to justify

the time consumed.

Fig. No. : 56 Indicate the response of

Teachers that there is not enough value

coming from physical education to justify

the time consumed.

Page 79: vikas yadav thesis.pdf

60

Table - 15

Physical education skills make worthwhile contributions to the

enrichment of living.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 20 33 39 65 0 0 0 0 1 2

Parents 22 28 55 69 1 1 1 1 1 1

Students 30 37 47 59 2 3 1 1 0 0

Teachers 17 29 39 65 2 3 2 3 0 0

Analysis of table 15 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 33%

(b) Administrators Agree 65%

(c) Administrators Undecided 0%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 2%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 28%

(b) Parents Agree 69%

(c) Parents Undecided 1%

(d) Parents Disagree 1%

(e) Parents Strongly Disagree 1%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 37%

(b) Students Agree 59%

(c) Students Undecided 3%

(d) Students Disagree 1%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 29%

(b) Teachers Agree 65%

(c) Teachers Undecided 3%

(d) Teachers Disagree 3%

(e) Teachers Strongly Disagree 0%

Page 80: vikas yadav thesis.pdf

61

33%

65%

0% 0%2%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

28%

69%

1% 1%1%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

37%

59%

3% 1% 0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

29%

65%

3% 3% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 57 Indicate the response of

Administrators that Physical Education

skills make worthwhile contributions to

the enrichment of living.

Fig. No. : 58 Indicate the response of

Parents that Physical Education skills

make worthwhile contributions to the

enrichment of living.

Fig. No. : 59 Indicate the response of

Students that Physical Education skills

make worthwhile contributions to the

enrichment of living.

Fig. No. : 60 Indicate the response of

Teachers that Physical Education skills

make worthwhile contributions to the

enrichment of living.

Page 81: vikas yadav thesis.pdf

62

Table - 16

People get all the physical exercise they need in just taking care of

their daily work.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 5 8 9 15 3 5 36 60 7 12

Parents 7 9 16 20 3 4 36 45 18 22

Students 4 5 6 8 5 6 52 65 13 16

Teachers 2 3 10 17 4 7 39 65 5 8

Analysis of table 16 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 8%

(b) Administrators Agree 15%

(c) Administrators Undecided 5%

(d) Administrators Disagree 60%

(e) Administrators Strongly Disagree 12%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 9%

(b) Parents Agree 20%

(c) Parents Undecided 4%

(d) Parents Disagree 45%

(e) Parents Strongly Disagree 22%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 5%

(b) Students Agree 8%

(c) Students Undecided 6%

(d) Students Disagree 65%

(e) Students Strongly Disagree 16%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 3%

(b) Teachers Agree 17%

(c) Teachers Undecided 7%

(d) Teachers Disagree 65%

(e) Teachers Strongly Disagree 8%

Page 82: vikas yadav thesis.pdf

63

8%

15%

5%

60%

12%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

9%

20%

4%

45%

22%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

5% 8%6%

65%

16%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

3%

17%

7%

65%

8%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 61 Indicate the response of

Administrators that people get all the

Physical exercise they need in just taking

care of their daily work.

Fig. No. : 62 Indicate the response of

Parents that people get all the Physical

exercise they need in just taking care of

their daily work.

Fig. No. : 63 Indicate the response of

Students that people get all the Physical

exercise they need in just taking care of

their daily work.

Fig. No. : 64 Indicate the response of

Teachers that people get all the Physical

exercise they need in just taking care of

their daily work.

Page 83: vikas yadav thesis.pdf

64

Table - 17

All who are physically able will profit from an hour of physical

education each day.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 18 30 40 66 1 2 1 2 0 0

Parents 24 30 51 64 3 4 2 2 0 0

Students 33 41 42 53 4 5 1 1 0 0

Teachers 14 23 40 67 6 10 0 0 0 0

Analysis of table 17 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 30%

(b) Administrators Agree 66%

(c) Administrators Undecided 2%

(d) Administrators Disagree 2%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 30%

(b) Parents Agree 64%

(c) Parents Undecided 4%

(d) Parents Disagree 2%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 41%

(b) Students Agree 53%

(c) Students Undecided 5%

(d) Students Disagree 1%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 23%

(b) Teachers Agree 67%

(c) Teachers Undecided 10%

(d) Teachers Disagree 0%

(e) Teachers Strongly Disagree 0%

Page 84: vikas yadav thesis.pdf

65

30%

66%

2% 2% 0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

30%

64%

4% 2% 0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

41%

53%

5% 1% 0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

23%

67%

10%

0%

0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 65 Indicate the response of

Administrators that all who are Physically

able will profit from an hour of physical

education each day.

Fig. No. : 66 Indicate the response of

Parents that all who are Physically able

will profit from an hour of physical

education each day.

Fig. No. : 67 Indicate the response of

Students that all who are Physically able

will profit from an hour of physical

education each day.

Fig. No. : 68 Indicate the response of

Teachers that all who are Physically able

will profit from an hour of physical

education each day.

Page 85: vikas yadav thesis.pdf

66

Table - 18

Physical education makes a valuable contribution toward building up

an adequate reserve of strength and endurance for everyday living.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 20 33 39 65 1 2 0 0 0 0

Parents 32 40 40 50 5 6 3 4 0 0

Students 37 46 38 48 4 5 1 1 0 0

Teachers 9 15 49 82 2 3 0 0 0 0

Analysis of table 18 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 33%

(b) Administrators Agree 65%

(c) Administrators Undecided 2%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 40%

(b) Parents Agree 50%

(c) Parents Undecided 6%

(d) Parents Disagree 4%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 46%

(b) Students Agree 48%

(c) Students Undecided 5%

(d) Students Disagree 1%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 15%

(b) Teachers Agree 82%

(c) Teachers Undecided 3%

(d) Teachers Disagree 0%

(e) Teachers Strongly Disagree 0%

Page 86: vikas yadav thesis.pdf

67

33%

65%

2%

0%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

40%

50%

6% 4% 0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

46%

48%

5% 1% 0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

15%

82%

3%0%

0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 69 Indicate the response of

Administrators that physical education

makes a valuable contribution towards

building up an adequate reserve of

strength and endurance for every day

living.

Fig. No. : 70 Indicate the response of

Parents that physical education makes a

valuable contribution towards building up

an adequate reserve of strength and

endurance for every day living.

Fig. No. : 71 Indicate the response of

Students that physical education makes a

valuable contribution towards building up

an adequate reserve of strength and

endurance for every day living.

Fig. No. : 72 Indicate the response of

Teachers that physical education makes a

valuable contribution towards building up

an adequate reserve of strength and

endurance for every day living.

Page 87: vikas yadav thesis.pdf

68

Table - 19

Physical education tears down sociability by encouraging people to

attempt to surpass each other in many of the activities.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 1 2 13 22 4 6 30 50 12 20

Parents 5 6 18 23 11 14 39 49 7 8

Students 3 4 15 19 5 6 45 56 12 15

Teachers 1 2 13 22 11 18 29 48 6 10

Analysis of table 19 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 2%

(b) Administrators Agree 22%

(c) Administrators Undecided 6%

(d) Administrators Disagree 50%

(e) Administrators Strongly Disagree 20%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 6%

(b) Parents Agree 23%

(c) Parents Undecided 14%

(d) Parents Disagree 49%

(e) Parents Strongly Disagree 8%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 4%

(b) Students Agree 19%

(c) Students Undecided 6%

(d) Students Disagree 56%

(e) Students Strongly Disagree 15%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 2%

(b) Teachers Agree 22%

(c) Teachers Undecided 18%

(d) Teachers Disagree 48%

(e) Teachers Strongly Disagree 10%

Page 88: vikas yadav thesis.pdf

69

2%

22%

6%

50%

20%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

6%

23%

14%49%

8%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

4%

19%

6%

56%

15%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

2%

22%

18%48%

10%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 73 Indicate the response of

Administrators that physical education

tears down sociability by encouraging

people to attempt to surpass each other

many of the activities.

Fig. No. : 74 Indicate the response of

Parents that physical education tears

down sociability by encouraging people to

attempt to surpass each other many of the

activities.

Fig. No. : 75 Indicate the response of

Students that physical education tears

down sociability by encouraging people to

attempt to surpass each other many of the

activities.

Fig. No. : 76 Indicate the response of

Teachers that physical education tears

down sociability by encouraging people to

attempt to surpass each other many of the

activities.

Page 89: vikas yadav thesis.pdf

70

Table - 20

Participation in physical education activities makes for a more

wholesome outlook on life.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 22 37 38 63 0 0 0 0 0 0

Parents 22 28 55 69 1 1 1 1 1 1

Students 20 25 59 74 1 1 0 0 0 0

Teachers 8 13 46 77 3 5 3 5 0 0

Analysis of table 20 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 37%

(b) Administrators Agree 63%

(c) Administrators Undecided 0%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 28%

(b) Parents Agree 69%

(c) Parents Undecided 1%

(d) Parents Disagree 1%

(e) Parents Strongly Disagree 1%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 25%

(b) Students Agree 74%

(c) Students Undecided 1%

(d) Students Disagree 0%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 13%

(b) Teachers Agree 77%

(c) Teachers Undecided 5%

(d) Teachers Disagree 5%

(e) Teachers Strongly Disagree 0%

Page 90: vikas yadav thesis.pdf

71

37%

63%

0%

0%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

28%

69%

1% 1%1%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

25%

74%

1%

0%

0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

13%

77%

5% 5% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 77 Indicate the response of

Administrators that participation in

physical education activities makes for a

more wholesome outlook on life.

Fig. No. : 78 Indicate the response of

Parents that participation in physical

education activities makes for a more

wholesome outlook on life.

Fig. No. : 79 Indicate the response of

Students that participation in physical

education activities makes for a more

wholesome outlook on life.

Fig. No. : 80 Indicate the response of

Teachers that participation in physical

education activities makes for a more

wholesome outlook on life.

Page 91: vikas yadav thesis.pdf

72

Table - 21

Physical education adds nothing to the improvement of social

behavior.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 0 0 0 0 3 5 31 52 26 43

Parents 0 0 6 7 7 9 44 55 23 29

Students 1 1 2 2 3 4 43 54 31 39

Teachers 0 0 4 6 1 2 45 75 10 17

Analysis of table 21 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 0%

(b) Administrators Agree 0%

(c) Administrators Undecided 5%

(d) Administrators Disagree 52%

(e) Administrators Strongly Disagree 43%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 0%

(b) Parents Agree 7%

(c) Parents Undecided 9%

(d) Parents Disagree 55%

(e) Parents Strongly Disagree 29%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 1%

(b) Students Agree 2%

(c) Students Undecided 4%

(d) Students Disagree 54%

(e) Students Strongly Disagree 39%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 0%

(b) Teachers Agree 6%

(c) Teachers Undecided 2%

(d) Teachers Disagree 75%

(e) Teachers Strongly Disagree 17%

Page 92: vikas yadav thesis.pdf

73

0% 0% 5%

52%

43%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 7%9%

55%

29%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

1%2% 4%

54%

39%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 6% 2%

75%

17%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 81 Indicate the response of

Administrators that physical education

adds nothing to the improvement of social

behaviour.

Fig. No. : 82 Indicate the response of

Parents that physical education adds

nothing to the improvement of social

behaviour.

Fig. No. : 83 Indicate the response of

Students that physical education adds

nothing to the improvement of social

behaviour.

Fig. No. : 84 Indicate the response of

Teachers that physical education adds

nothing to the improvement of social

behaviour.

Page 93: vikas yadav thesis.pdf

74

Table - 22

Physical education class activities will help to relieve and relax

physical tensions.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 30 50 30 50 0 0 0 0 0 0

Parents 34 43 44 55 0 0 2 2 0 0

Students 40 50 39 49 1 1 0 0 0 0

Teachers 21 35 38 63 0 0 0 0 1 2

Analysis of table 22 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 50%

(b) Administrators Agree 50%

(c) Administrators Undecided 0%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 43%

(b) Parents Agree 55%

(c) Parents Undecided 0%

(d) Parents Disagree 2%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 50%

(b) Students Agree 49%

(c) Students Undecided 1%

(d) Students Disagree 0%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 35%

(b) Teachers Agree 63%

(c) Teachers Undecided 0%

(d) Teachers Disagree 0%

(e) Teachers Strongly Disagree 2%

Page 94: vikas yadav thesis.pdf

75

50%50%

0%

0%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

43%

55%

0% 2% 0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

50%49%

1%

0%

0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

35%

63%

0% 0%2%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 85 Indicate the response of

Administrators that physical education

class activities will help to relieve and

relax physical tensions.

Fig. No. : 86 Indicate the response of

Parents that physical education class

activities will help to relieve and relax

physical tensions.

Fig. No. : 87 Indicate the response of

Students that physical education class

activities will help to relieve and relax

physical tensions.

Fig. No. : 88 Indicate the response of

Teachers that physical education class

activities will help to relieve and relax

physical tensions.

Page 95: vikas yadav thesis.pdf

76

Table - 23

Participation in physical education activities helps a person to

maintain a healthful emotional life.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 30 50 30 50 0 0 0 0 0 0

Parents 30 38 50 62 0 0 0 0 0 0

Students 41 51 38 48 1 1 0 0 0 0

Teachers 16 27 40 67 2 3 2 3 0 0

Analysis of table 23 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 50%

(b) Administrators Agree 50%

(c) Administrators Undecided 0%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 38%

(b) Parents Agree 62%

(c) Parents Undecided 0%

(d) Parents Disagree 0%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 51%

(b) Students Agree 48%

(c) Students Undecided 1%

(d) Students Disagree 0%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 27%

(b) Teachers Agree 67%

(c) Teachers Undecided 3%

(d) Teachers Disagree 3%

(e) Teachers Strongly Disagree 0%

Page 96: vikas yadav thesis.pdf

77

50%50%

0%

0%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

38%

62%

0%

0%

0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

51%48%

1%

0%

0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

27%

67%

3% 3% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 89 Indicate the response of

Administrators that participation in

physical education activities help a person

to maintain a healthful emotional life.

Fig. No. : 90 Indicate the response of

Parents that participation in physical

education activities help a person to

maintain a healthful emotional life.

Fig. No. : 91 Indicate the response of

Students that participation in physical

education activities help a person to

maintain a healthful emotional life.

Fig. No. : 92 Indicate the response of

Teachers that participation in physical

education activities help a person to

maintain a healthful emotional life.

Page 97: vikas yadav thesis.pdf

78

Table - 24

Physical education is one of the more important subjects in the school

program

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 33 55 23 29 4 6 0 0 0 0

Parents 39 49 40 50 1 1 0 0 0 0

Students 48 60 31 39 1 1 0 0 0 0

Teachers 27 45 29 48 1 2 3 5 0 0

Analysis of table 24 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 55%

(b) Administrators Agree 29%

(c) Administrators Undecided 6%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 49%

(b) Parents Agree 50%

(c) Parents Undecided 1%

(d) Parents Disagree 0%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 60%

(b) Students Agree 39%

(c) Students Undecided 1%

(d) Students Disagree 0%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 45%

(b) Teachers Agree 48%

(c) Teachers Undecided 2%

(d) Teachers Disagree 5%

(e) Teachers Strongly Disagree 0%

Page 98: vikas yadav thesis.pdf

79

55%

29%

6%

0%0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

49%

50%

1%

0%

0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

60%

39%

1%

0%

0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

45%

48%

2% 5% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 93 Indicate the response of

Administrators that physical education is

one of the more important subjects in the

school program.

Fig. No. : 94 Indicate the response of

Parents that physical education is one of

the more important subjects in the school

program.

Fig. No. : 95 Indicate the response of

Students that physical education is one of

the more important subjects in the school

program.

Fig. No. : 96 Indicate the response of

Teachers that physical education is one of

the more important subjects in the school

program.

Page 99: vikas yadav thesis.pdf

80

Table - 25

There is little value in physical education as far as physical wellbeing

is concerned.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 1 2 12 20 2 3 33 55 12 20

Parents 5 6 11 13 4 7 50 62 10 12

Students 2 2 7 9 3 4 49 61 19 24

Teachers 1 2 11 18 4 6 37 62 7 12

Analysis of table 25 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 2%

(b) Administrators Agree 20%

(c) Administrators Undecided 3%

(d) Administrators Disagree 55%

(e) Administrators Strongly Disagree 20%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 6%

(b) Parents Agree 13%

(c) Parents Undecided 7%

(d) Parents Disagree 62%

(e) Parents Strongly Disagree 12%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 2%

(b) Students Agree 9%

(c) Students Undecided 4%

(d) Students Disagree 61%

(e) Students Strongly Disagree 24%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 2%

(b) Teachers Agree 18%

(c) Teachers Undecided 6%

(d) Teachers Disagree 62%

(e) Teachers Strongly Disagree 12%

Page 100: vikas yadav thesis.pdf

81

2%

20%

3%

55%

20%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

6%13%

7%

62%

12%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

2% 9%4%

61%

24%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

2%

18%

6%

62%

12%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 97 Indicate the response of

Administrators that there is little value in

physical education as far as physical well-

being is concerned.

Fig. No. : 98 Indicate the response of

Parents that there is little value in physical

education as far as physical well-being is

concerned.

Fig. No. : 99 Indicate the response of

Students that there is little value in

physical education as far as physical well-

being is concerned.

Fig. No. : 100 Indicate the response of

Teachers that there is little value in

physical education as far as physical well-

being is concerned.

Page 101: vikas yadav thesis.pdf

82

Table - 26

Physical education should be included in the program of every

school.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 32 53 27 45 0 0 1 2 0 0

Parents 37 46 41 52 1 1 1 1 0 0

Students 45 56 33 42 1 1 0 0 1 1

Teachers 22 37 33 55 2 3 3 5 0 0

Analysis of table 26 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 53%

(b) Administrators Agree 45%

(c) Administrators Undecided 0%

(d) Administrators Disagree 2%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 46%

(b) Parents Agree 52%

(c) Parents Undecided 1%

(d) Parents Disagree 1%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 56%

(b) Students Agree 42%

(c) Students Undecided 1%

(d) Students Disagree 0%

(e) Students Strongly Disagree 1%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 37%

(b) Teachers Agree 55%

(c) Teachers Undecided 3%

(d) Teachers Disagree 5%

(e) Teachers Strongly Disagree 0%

Page 102: vikas yadav thesis.pdf

83

53%45%

0% 2% 0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

46%

52%

1%1%

0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

56%

42%

1% 0%1%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

37%

55%

3% 5% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 101 Indicate the response of

Administrators that physical education

should be included in the program of

every school.

Fig. No. : 102 Indicate the response of

Parents that physical education should be

included in the program of every school.

Fig. No. : 103 Indicate the response of

Students that physical education should be

included in the program of every school.

Fig. No. : 104 Indicate the response of

Teachers that physical education should

be included in the program of every

school.

Page 103: vikas yadav thesis.pdf

84

Table - 27

Skills learned in physical education class do not benefit a person.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 1 2 4 7 0 0 34 57 20 34

Parents 0 0 2 3 1 1 48 60 29 36

Students 0 0 1 1 2 2 38 48 39 49

Teachers 1 2 2 3 2 3 37 62 18 30

Analysis of table 27 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 2%

(b) Administrators Agree 7%

(c) Administrators Undecided 0%

(d) Administrators Disagree 57%

(e) Administrators Strongly Disagree 34%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 0%

(b) Parents Agree 3%

(c) Parents Undecided 1%

(d) Parents Disagree 60%

(e) Parents Strongly Disagree 36%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 0%

(b) Students Agree 1%

(c) Students Undecided 2%

(d) Students Disagree 48%

(e) Students Strongly Disagree 49%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 2%

(b) Teachers Agree 3%

(c) Teachers Undecided 3%

(d) Teachers Disagree 62%

(e) Teachers Strongly Disagree 30%

Page 104: vikas yadav thesis.pdf

85

2%7%

0%

57%

34%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 3% 1%

60%

36%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0%

1%

2%

48%

49%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

2% 3% 3%

62%

30%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 105 Indicate the response of

Administrators that skills learned in

physical education class do not benefit a

person.

Fig. No. : 106 Indicate the response of

Parents that skills learned in physical

education class do not benefit a person.

Fig. No. : 107 Indicate the response of

Students that skills learned in physical

education class do not benefit a person.

Fig. No. : 108 Indicate the response of

Teachers that skills learned in physical

education class do not benefit a person

Page 105: vikas yadav thesis.pdf

86

Table - 28

Physical education provides situations for developing character

qualities.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 25 41 34 57 1 2 0 0 0 0

Parents 33 41 46 58 0 0 1 1 0 0

Students 39 49 40 50 0 0 1 1 0 0

Teachers 16 26 41 68 1 2 1 2 1 2

Analysis of table 28 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 41%

(b) Administrators Agree 57%

(c) Administrators Undecided 2%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 41%

(b) Parents Agree 58%

(c) Parents Undecided 0%

(d) Parents Disagree 1%

(e) Parents Strongly Disagree 0%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 49%

(b) Students Agree 50%

(c) Students Undecided 0%

(d) Students Disagree 1%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 26%

(b) Teachers Agree 68%

(c) Teachers Undecided 2%

(d) Teachers Disagree 2%

(e) Teachers Strongly Disagree 2%

Page 106: vikas yadav thesis.pdf

87

41%

57%

2%

0%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

41%

58%

0%

1%

0%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

49%

50%

0%

1%

0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

26%

68%

2%

2%

2%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 109 Indicate the response of

Administrators that physical education

provides situations for developing

character qualities.

Fig. No.: 110 Indicate the response of

Parents that physical education provides

situations for developing character

qualities.

Fig. No. : 111 Indicate the response of

Students that physical education provides

situations for developing character

qualities.

Fig. No. : 112 Indicate the response of

Teachers that physical education provides

situations for developing character

qualities.

Page 107: vikas yadav thesis.pdf

88

Table - 29

Physical education makes for more enjoyable living.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 22 37 38 63 0 0 0 0 0 0

Parents 28 35 49 61 0 0 2 3 1 1

Students 32 40 47 59 0 0 1 1 0 0

Teachers 14 23 44 73 1 2 1 2 0 0

Analysis of table 29 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 37%

(b) Administrators Agree 63%

(c) Administrators Undecided 0%

(d) Administrators Disagree 0%

(e) Administrators Strongly Disagree 0%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 35%

(b) Parents Agree 61%

(c) Parents Undecided 0%

(d) Parents Disagree 3%

(e) Parents Strongly Disagree 1%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 40%

(b) Students Agree 59%

(c) Students Undecided 0%

(d) Students Disagree 1%

(e) Students Strongly Disagree 0%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 23%

(b) Teachers Agree 73%

(c) Teachers Undecided 2%

(d) Teachers Disagree 2%

(e) Teachers Strongly Disagree 0%

Page 108: vikas yadav thesis.pdf

89

37%

63%

0%

0%

0%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

35%

61%

0% 3%1%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

40%

59%

0%

1%

0%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

23%

73%

2% 2% 0%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 113 Indicate the response of

Administrators that physical education

makes for more enjoyable living.

Fig. No. : 114 Indicate the response of

Parents that physical education makes for

more enjoyable living.

Fig. No. : 115 Indicate the response of

Students that physical education makes

for more enjoyable living.

Fig. No. : 116 Indicate the response of

Teachers that physical education makes

for more enjoyable living.

Page 109: vikas yadav thesis.pdf

90

Table - 30

Physical education has no place in modern education.

Respondents

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Number % Number % Number % Number % Number %

Administrators 0 0 0 0 1 2 26 43 33 55

Parents 0 0 2 2 5 6 38 48 35 44

Students 1 1 1 1 2 2 29 37 47 59

Teachers 0 0 1 2 0 0 36 60 23 38

Analysis of table 30 leads to the following findings

A. Number of Administrator Respondents = 60

(a) Administrators Strongly Agree 0%

(b) Administrators Agree 0%

(c) Administrators Undecided 2%

(d) Administrators Disagree 43%

(e) Administrators Strongly Disagree 55%

B. Number of Parent Respondents = 80

(a) Parents Strongly Agree 0%

(b) Parents Agree 2%

(c) Parents Undecided 6%

(d) Parents Disagree 48%

(e) Parents Strongly Disagree 44%

C. Number of Student Respondents = 80

(a) Students Strongly Agree 1%

(b) Students Agree 1%

(c) Students Undecided 2%

(d) Students Disagree 37%

(e) Students Strongly Disagree 59%

D. Number of Teacher Respondents = 60

(a) Teachers Strongly Agree 0%

(b) Teachers Agree 2%

(c) Teachers Undecided 0%

(d) Teachers Disagree 60%

(e) Teachers Strongly Disagree 38%

Page 110: vikas yadav thesis.pdf

91

0% 0%2%

43%

55%

Administrators

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0% 2% 6%

48%

44%

Parents

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

1%1%

2%

37%

59%

Students

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

0%

2%

0%

60%

38%

Teachers

STRONGLY AGREE

AGREE

UNDECIDED

DISAGREE

STRONGLY DISAGREE

Fig. No. : 117 Indicate the response of

Administrators that physical education

has no place in modern education.

Fig. No. : 118 Indicate the response of

Parents that physical education has no

place in modern education.

Fig. No. : 119 Indicate the response of

Students that physical education has no

place in modern education.

Fig. No. : 120 Indicate the response of

Teachers that physical education has no

place in modern education.

Page 111: vikas yadav thesis.pdf

92

Table - 31

Descriptive Statistics of Administrators, Parents, Students and

Teachers on their attitude towards physical education and sports.

Groups Number of

Subjects

Mean Std.

Deviation

Percentage

Administrators 60 127.51 10.6029 85.01%

Parents 80 123.47 10.2623 82.32%

Students 80 129.36 9.3473 86.24%

Teachers 60 121.95 12.0780 81.03%

Total 280 125.69 10.8712 -

Analysis of Table 31 leads to the following findings:

a) Mean score of administrators = 127.51 ± 10.6029

b) Mean score of parents = 123.47 ± 10.2623

c) Mean score of students = 129.36 ± 9.3473

d) Mean score of teachers = 121.95 ± 12.0780

e) 85.01% of administrators showed positive attitude towards physical

education.

f) 82.32% of parents showed positive attitude towards physical

education.

g) 86.24% of students showed positive attitude towards physical

education.

h) 81.03% of teachers showed positive attitude towards physical

education.

Page 112: vikas yadav thesis.pdf

93

Table - 32

Analysis of variance of the means of Administrators, Parents,

Students and Teachers of their attitude towards physical education

and sports.

Source of Variance df Sum of Squares Mean Square F

Between Groups 3 2510.926 836.975 7.583*

Within Groups 276 30462.271 110.371

Total 279 32973.196

*significant at .05 level of confidence

F .05 (3,276) = 2.64

It is evident from the above table that there were significant

difference among the four study group as the obtained value of 7.583 was

more than the required F value of 2.64.

As the F-ratio was found to be significant the post hoc test (L.S.D.)

was applied to determine the significant differences between the paired

means.

The analysis pertaining to post hoc test is given in table - 33

Page 113: vikas yadav thesis.pdf

94

Table – 33

Difference among paired means for the Administrators, Parents,

Students and Teachers in their attitude towards physical education

and sports.

Groups Difference

of the

mean

Sig. Administrators Parents Students Teachers

127.51 123.47 4.04* .025

127.51 129.36 -1.84 .304

127.51 121.95 5.56* .004

123.47 129.36 -5.88* .000

123.47 121.95 1.52 .396

129.36 121.95 7.41* .000

* (Indicates there is a significance difference)

It is evident from the above table that the difference between paired

means for the Administrators and Parents (4.04), Administrators and

Teachers (5.56), Parents and Students (5.88) and Students and Teachers

(7.41) was found to be significant. Whereas difference between paired

means for the Administrators and Students (-1.85) and Parents and

Teachers (1.51) was found to be Insignificant.

The comparison of mean difference pertaining to all the selected groups

is presented in figure no. 121

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95

Fig. No.: 121 Comparison of mean scores of Administrators,

Parents, Students and Teachers on their attitude toward

physical education and sports.

118

120

122

124

126

128

130

ADMINSTRATOR PARENTS STUDENTS TEACHERS

Graphical Representation Means

s

Page 115: vikas yadav thesis.pdf

96

DISCUSSIONS ON FINDINGS

It has been seen that 98% Administrators, 88% Parents, 100%

Students and 88% Teachers Disagree, For dropping the physical

education subject from the school programme. This may be due to

the fact that all the four category of respondents understand the

value of physical education.

In response to the question that physical education activities do not

provide opportunities for learning to control the emotions 93%

Administrators, 95% Parents, 97% Students and 88% Teachers

Disagree, probably because they know that during the competition

matches, players are required to control their emotions at the time

of winning or losing, unfair play by opponent, wrong decision by

the officials etc.

Table-3 indicate that 100% Administrators, 98% Parents, 96%

Students and 93% Teachers Agree that physical education helps in

maintaining desirable social standards, as they may be aware of the

fact that whenever any team is selected, their cast, religion,

economic status, area of residence is not taken into consideration

and they play as one team, which make them to maintain social

standards.

77% Administrators, 89% Parents, 84% Students and 82%

Teachers Agree that vigorous physical activity remove emotional

tensions, because they may be knowing that after a heavy work out

players get tired both physically and mentally and wish to relax,

this situation works off harmful emotion tension.

All the four category of respondents know that physical education

activities are beneficial for them, due to this awareness 87%

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97

Administrators, 77% Parents, 93% Students and 72% Teachers

Disagree on the question that they will opt physical education only

when they are required to take.

While participating in competitive games players come across

many situations, where they are required to control their emotions

and behave in appropriate manners, continuous process of this type

of situations, inculcate in the minds of the players to behave in

balanced manner during any situation, this may be the reason that

97% Administrators, 83% Parents, 91% Students and 87%

Teachers Disagree that physical education makes no contribution

to the development of poise.

Table-7 shows that 100% Administrators, 99% Parents, 100%

Students and 98% Teachers Agree that Physical skills are

important for youth, as physical education activities directly

improve the physical skills due to its nature of programme,

respondents have shown their favourable attitude.

100% Administrators, 90% Parents, 89% Students and 90%

Teachers Agree that Calisthenics exercise are good for improving

the general health of a person, because they may be aware of fact

that calisthenics exercises improve cardio-vascular efficiency ‘and

Neuro-Muscular co-ordination that is how it helps in improving the

general health.

In response to the question that skills of games and sports is not

necessary for leading fullest kind of life, 84% Administrators, 77%

Parents, 84% Students and 81% Teachers Disagree probably

because they know that sports skill leads to improve co-ordination

Page 117: vikas yadav thesis.pdf

98

and other basic skills like running, jumping, bending, lifting etc,

which are very essential for leading fullest kind life.

90% Administrators, 72% Parents, 87% Students and 78%

Teachers Disagree that physical education does more harm

physically, than it does good because respondents from above

mentioned category know that physical education activities make

direct contribution in physical development of a person.

Physical education activities are basically recreation oriented,

while participating in it people get enjoyment and fun, probably

this fact is known to all categories of respondents that is why 94%

Administrators, 95% Parents, 97% Students and 98% Teachers

Agree that participating with other physical activities is fun.

All the four categories of respondents might be knowing that

physical education activities provide practical experience for

physical, mental, emotional and social development of an

individual, which form the positive attitude to became better

citizen, therefore, 100% Administrators, 98% Parents, 99%

Students and 92% Teachers Agree to the question.

Table-13 shows that 90% Administrators, 86% Parents, 95%

Students and 78% Teachers are Disagree that physical education

situation are poorest for making friends, probably because

respondents know that physical education activities provide

opportunity to play with different people, mix with them during

coaching camps, traveling etc, these situation are conducive for

making friends.

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99

98% Administrators, 93% Parents, 93% Students and 77%

Teachers Disagree that time consumed for participating in physical

education activity is more comparing with the value it gives to the

participants, it may be due to the fact that respondents know very

well that physical education activities contribute tremendously to

the benefit of the participants, which cannot be compared with the

time factor.

Respondents probably know that for enrichment of living, one

must be able to perform basic movements/skills like-running,

bending, lifting, catching, tumbling etc, efficiently. Physical

education skills contribute by enhancing the efficiency of above

mentioned basic human movements/skills that may be the reasons

that is why 98% Administrators, 97% Parents, 96% Students and

94% Teachers Agree that physical education skills contribute to

the enrichment of life.

67% Administrators, 72% Parents, 73% Students and 81%

Teachers Disagree that regular daily work of an individual is

sufficient to takecare the need of exercise. It may be due to the fact

that respondents may know that regular daily work will not take

care of the fitness of entire body, as daily work may cover only a

few aspect of fitness.

Table-17 shows that 94% Administrators, 96% Parents, 90%

Students and 94% Teachers Agree that one hour of physical

education activities will be profitable for physically able

individuals. This is probably because all the category of

respondents knows that one hour of physical activity is enough for

developing physical fitness.

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100

While performing daily tasks, we require certain amount of

strength and endurance. It is known that regular participation in

physical education activities develops strength and endurance,

which in turn enhances the capacity of doing work. As we are

required to do normal work, the enhanced capacity serves as a

reserve. Knowing this fact, 98% Administrators, 90% Parents, 94%

Students and 97% Teachers Agree that physical education

activities helps a person to building up an adequate reserve of

strength and endurance for everyday living.

It is well known that physical education activities encourage

healthy competition, which motivates the individuals to perform

best in their respective fields. As the element of sportsmanship is

present in healthy competition, question of tearing down the

sociability does not arise. Therefore, 70% Administrators, 57%

Parents, 71% Students and 58% Teachers Disagree that physical

education activities tears down sociability.

While participating in physical education activities one come

across many people of different religion, nature, habits, etc., which

enable him to understand about them, which leads to the

modification of his behavior and due to this, his outlook on life

becomes more wholesome. This may be the reason, 100%

Administrators, 97% Parents, 99% Students and 90% Teachers

Agree to the fact that physical education activities inculcate in the

individual the wholesome outlook on life.

95% Administrators, 84% Parents, 93% Students and 92%

Teachers Disagree that physical education adds nothing to the

improvement of social behavior. This may be due to the fact that

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101

respondents may be aware that while participating in physical

education activities one gets the chance to mix with different kinds

of people, which make him to understand many aspects of society

and this improve the social behavior of the person.

Physical education activities like yoga, cool down exercises,

recreational activities help to relax physical tension. That is why

100% Administrators, 98% Parents, 99% Students and 98%

Teachers Agree that physical education activities are useful in

relieving physical tension.

While participating in physical education activities one is required

to control his emotions again & again in many situation, especially

during competitive matches. This makes him to learns to control

his emotions effectively, which makes him to lead healthful

emotional life that is why 100% Administrators, 100% Parents,

99% Students and 94% Teachers Agree that physical education

activities help a person to live healthful emotional life.

Respondents may be aware of the fact that the aim of education is

to develop the personality of an individual. Physical education is

an integral part of education and it also develops the personality

through physical activities. Therefore 100% Administrators, 99%

Parents, 99% Students and 93% Teachers are Agree that physical

education is an important subject in schools.

Physical education activities are directly related to physical well

being of the person. It is the physical activities which develops the

functional capacity of the body. Due to this fact 75%

Administrators, 74% Parents, 85% Students and 74% Teachers

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102

Disagree to the question that there is a little value in physical

education as far as physical well being is concern.

Respondents may be aware of the fact that through physical

education programme, physical, mental, emotional and social

development of an individual can take place. Therefore, 98%

Administrators, 98% Parents, 98% Students and 92% Teachers

Agree that physical education should be included in the

programme of every school.

Physical education activities enhance the efficiency and co-

ordination of human movement, which in term help the individual

to perform his daily task efficiently in a coordinated manner. That

may be the reason as to why 91% Administrators, 96% Parents,

97% Students and 92% Teachers Disagree to the question that skill

learned in physical education class do not benefit a person.

While performing physical education activities rules are to be

followed strictly, secondly participation in these activities takes

place during leisure hour. Due to these two reason at one hand

person learn to follow rules and on other hand he is prevented from

learning bad habits during leisure time both these things develops

the character qualities in the individuals. This may be the reason

that 99% Administrators, 98% Parents, 99% Students and 94%

Teachers Agree that physical education activities develop character

qualities.

Enjoyable living is directly proportional to the health of an

individual. Physical Education plays an important role in keeping

the person healthy. The may be the reason that 100%

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103

Administrators, 96% Parents, 99% Students and 96% Teachers

Agree that Physical education makes more enjoyable living.

Physical Education is playing a positive and significant role in

modern education system. Modern education is very competitive

and exhaustive in nature, which create mental fatigue in the

students. Physical education helps in overcoming mental fatigue by

way of its physical activities and refreshes the students to undergo

the mental exercise again. Due to this reason 98% Administrators,

92% Parents, 96% Students and 98% Teachers Disagree, with the

statement that physical education has no place in modern

education.

Table 31 revealed that all the four category of respondents have

positive attitude towards physical education as very high

percentage of Administrators, Parents, Students and Teachers

showed positive attitude towards physical education and sports.

While comparing the attitude of Administrators, Parents, Students

and Teachers to-wards Physical education and sports, it was

evident that although all of them showed the favourable attitude to-

wards Physical education and sports but the extent to which they

had favourable attitude to-wards physical education and sports

significantly differed among them. Students had most favourable

attitude to-wards physical education and sports followed by

Administrators, Parents and Teachers

Analysis of score further revealed that Administrators and Students

did not differ between them but both of them differed with

Teachers and Parents,on the other hand Teachers and Parents did

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104

not differ between them but both of them differed with

Administrators and Students.

It may be due to the fact that although all of them had favourable

attitude to-wards Physical education and sports, Parents and

Teachers may be little concern of the academic achievement of the

Students/ Ward as they may feel that excess participation of the

Students in physical education and sports activities may affect their

performance in examination.

DISCUSSION ON HYPOTHESIS

Based on the findings of the study, the formulated hypothesis that

administrators, parents, students and teachers will have positive attitude

towards physical education and sports is accepted.

The second hypothesis formulated that above mentioned respondents will

not have any significance difference towards physical education and

sports is rejected.

Page 124: vikas yadav thesis.pdf

Summary,

Conclusions and Recommendations

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105

Chapter - V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

The main purpose of the study was to analyse the attitude of

administrators, parents, students and teachers towards physical education

and sports in technical institutions of Uttar Pradesh. Attitudes are the idea

or feeling that one may have about something as a result of past

experience or as a result of imaginative likes and dislikes. When

conditions or changes in the environment occur, whether for better or

worse, we can usually expect to see a change in attitude. In this problem

we are concerned with the attitude of administrators, parents, students and

teachers towards physical education and sports activity programme in

technical institutions of Uttar Pradesh.

It is important to measure attitude to see what effects various types of

programmes, administrative procedures, and method of instructions will

have upon the student.

Systematic physical education enhances an understanding of the self. It

fosters intellectual, creative and expressive powers. It develops

behavioral patterns that aid in liberating man from burdens and forces of

modern day life.

The development of attitude is a cyclic process with considerable

modification especially during childhood. It is now universally agreed

that one’s childhood years, are important in determining attitude and

habits in latter life, including those related to physical activity. If one is

concerned not only with the present all round development of children

but also their continued participation in sports, games and other physical

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106

activities, the development of a positive attitude become an important

factor.

The primary purpose of this study was to analyse the attitude of

administrators, parents, students and teachers towards physical education

and sports in technical institutions of Uttar Pradesh and the secondary

purpose of the study was to examine the difference in the attitudes of the

above mentioned four categories of subjects.

The technical colleges were selected from a list of colleges published by

Uttar Pradesh Technical University, Lucknow. Entire Uttar Pradesh was

divided into four zones, i.e., North Zone, South Zone, West Zone and

Central Zone. Five colleges from each zone were randomly selected for

the study, further 3 Administrators, 4 Parents, 4 Students and 3 Teachers

from each college were selected randomly to collect data. All together

60 Administrators, 80 Parents, 80 Students and 60 Teachers, making a

total 280 subjects were selected for this study.

The attitude scale was given to the respondent and was asked to fill the

same as quickly as possible. Finally a total of 280 questionnaires were

obtained duly filled from 60 administrators, 80 students, 80 parents and

60 teachers.

To determine the attitude of selected category of respondent descriptive

statistics percentage was applied and Compare the attitude of

Administrators, Parents, Students and Teachers to-wards Physical

Education and sports. Analysis of variance was applied and to further

examine the difference in the attitude among the above mentioned

categories of subjects post-hoc test (L.S.D.) was used level of

significance was set at 0.05.

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107

CONCLUSIONS

On the basis of the findings within the limitations of this study, the

following conclusions have been drawn:

1. A vast majority of all categories of subjects felt that physical

education should not be dropped from college programme because

it provides opportunities for learning to control the emotions and

the physical activity works off the harmful emotional tensions.

2. Majority of the subjects favoured that physical education is one of

the most important subjects in helping to establish and maintain

desirable social standards, contribution to the development of poise

and physical skills.

3. The general opinion of all categories of subjects was that the

calisthenics taken regularly are good for general health and the skill

in active games and sports is necessary for leading the fullest kind

of life.

4. A large majority of the subjects in all the four categories were of

the view that associating with others in some physical education

activity is fun and it’s classes provide situations for the formulation

of attitudes, which make one a better citizen.

5. They further felt that physical education situations are among the

richest for making friends and there is much value coming from

physical education to justify the time consumed.

6. Majority of the subjects favoured that the provision of a minimum

of one hour daily participation in sports and games, will be

beneficial to those who are physically able.

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108

7. The general opinion of all categories of subjects was that physical

education makes valuable contribution towards building up an

adequate reserve of strength and endurance for everyday living.

8. They further opined that physical activities will help to relieve and

relax physical tensions, which also helps a person to maintain

healthful emotional life.

9. A majority of respondents strongly felt that physical education is a

more important subject in a college programme and as far as

physical well-being is concerned it has much value.

10. The majority of respondents also felt that physical education

should be included in the curriculum of every college.

11. A simple majority of all categories of subjects also felt that

physical education has a place in modern education as it provides

situations for developing character qualities and makes more

enjoyable living.

RECOMMENDATIONS

On the basis of the conclusions drawn, the following recommendations

are being made:

1. The physical Education and Sports should be implemented by all

the Technical Colleges sincerely as it helps in the overall

personality development of students.

2. Physical Education should be made compulsory subject for grading

and evaluation of the student and a minimum of one hour daily

participation should be provided in the time table.

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109

3. Introduction of Physical Education as an elective subject for

B.Tech. Course should be considered.

4. It should also include mass participation in fitness activities like

Aerobics, Yoga etc., along with coaching in sports and games.

5. Inter technical college level sports tournament should be organized

by the university.

6. University level camps should be organized in all sports

disciplines, in which Inter-University competitions are held on a

regular basis.

Along with the above recommendations, the research scholar is of the

view that the physical education and sports should be considered as a

compulsory subject in Technical Institutions and the general proficiency

marks should be awarded on this basis. Besides this, one hour regular

physical activities should be made compulsory in the curriculum of

Technical Institutions.

Page 130: vikas yadav thesis.pdf

Appendix

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110

APPENDIX

Appendix A

List of Colleges Selected for the Study From the Colleges

Affiliated to Uttar Pradesh Technical University

1. SHRI RAM MURTI SMARAK COLLEGE OF

ENGINEERING & TECHNOLOGY

BAREILLY

2. ANAND ENGINEERING COLLEGE, ARTONI AGRA

3. BUNDELKHAND INSTITUTE OF

ENGINEERING & TECHNOLOGY

JHANSI

4. MORADABAD INSTITUTE OF

TECHNOLOGY

MORADABAD

5. GLA INSTITUTE OF TECHNOLOGY &

MANAGEMENT

MATHURA

6. MEERUT INSTITUTE OF ENGINEERING &

TECHNOLOGY

MEERUT

7. RADHA GOVIND ENGINEERING COLLEGE MEERUT

8. IIMT MANAGEMENT COLLEGE MEERUT

9. KRISHNA INSTITUTE OF ENGINEERING &

TECHNOLOGY

GHAZIABAD

10. ABES ENGINEERING & TECHNOLOGY GHAZIABAD

11. INSTITUTE OF TECHNOLOGY &

MANAGEMENT

GORAKHPUR

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111

12. M.M.M. ENGINEERING COLLEGE GORAKHPUR

13. UNITED COLLEGE OF ENGINEERING &

RESEARCH

ALLAHABAD

14. KAMLA NEHRU INSTITUTE OF

TECHNOLOGY

SULTANPUR

15. KASHI INSTITUTE OF TECHNOLOGY VARANASI

16. SIR MADANLAL INSTITUTE OF

MANAGEMENT

ETAWAH

17. DR. BHIMRAO AMBEDKAR ENGINEERING

COLLEGE OF

INFORMATION & TECHNOLOGY BIJNOR

18. KANPUR INSTITUTE OF TECHNOLOGY KANPUR

19. SARASWATI INSTITUTE OF TECHNOLOGY

& MANAGEMENT

UNNAO

20. HARCOURT BUTLER TECHNOLOGY

INSTITUTE

KANPUR

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112

Appendix B FORM - A

Questionnaire

1. If for any reason a few subjects have to be dropped from the school

program, physical education should be one of the subjects dropped.

Strongly Agree Agree Undecided Disagree Strongly Disagree

2. Physical education activities provide no opportunities for learning

to control the emotions

Strongly Agree Agree Undecided Disagree Strongly Disagree

3. Physical education is one of the more important subjects in helping

to

Strongly Agree Agree Undecided Disagree Strongly Disagree

4. Vigorous physical activity works off harmful emotional tensions.

Strongly Agree Agree Undecided Disagree Strongly Disagree

5. I would take physical education only if it were required.

Strongly Agree Agree Undecided Disagree Strongly Disagree

6. Participation in physical education makes no contribution to the

development of poise.

Strongly Agree Agree Undecided Disagree Strongly Disagree

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

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113

7. Because physical skills loom large in importance in youth, it is

essential that a person be helped to acquire and improve such skills.

Strongly Agree Agree Undecided Disagree Strongly Disagree

8. Calisthenics taken regularly are good for one’s general health.

Strongly Agree Agree Undecided Disagree Strongly Disagree

9. Skill in active games or sports is not necessary for leading the

fullest kind of life.

Strongly Agree Agree Undecided Disagree Strongly Disagree

10. Physical education does more harm physically than it does good.

Strongly Agree Agree Undecided Disagree Strongly Disagree

11. Associating with others in some physical education activity is fun.

Strongly Agree Agree Undecided Disagree Strongly Disagree

12. Physical education classes provide situations for the formulation

of attitudes, which make one a better citizen.

Strongly Agree Agree Undecided Disagree Strongly Disagree

13. Physical education situations are among the poorest for making

friends.

Strongly Agree Agree Undecided Disagree Strongly Disagree

SD

SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

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114

14. There is not enough value coming from physical education to

justify the time consumed.

Strongly Agree Agree Undecided Disagree Strongly Disagree

15. Physical education skills make worthwhile contributions to the

enrichment of living.

Strongly Agree Agree Undecided Disagree Strongly Disagree

16. People get all the physical exercise they need in just taking care of

their daily work.

Strongly Agree Agree Undecided Disagree Strongly Disagree

17. All who are physically able will profit from an hour of physical

education each day.

Strongly Agree Agree Undecided Disagree Strongly Disagree

18. Physical education makes a valuable contribution toward

building up an adequate reserve of strength and endurance for

everyday living.

Strongly Agree Agree Undecided Disagree Strongly Disagree

19. Physical education tears down sociability by encouraging people

to attempt to surpass each other in many of the activities.

Strongly Agree Agree Undecided Disagree Strongly Disagree

SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

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115

20. Participation in physical education activities makes for a more

wholesome outlook on life.

Strongly Agree Agree Undecided Disagree Strongly Disagree

21. Physical education adds nothing to the improvement of social

behavior.

Strongly Agree Agree Undecided Disagree Strongly Disagree

22. Physical education class activities will help to relieve and relax

physical tensions.

Strongly Agree Agree Undecided Disagree Strongly Disagree

23. Participation in physical education activities helps a person to

maintain a healthful emotional life.

Strongly Agree Agree Undecided Disagree Strongly Disagree

24. Physical education is one of the more important subjects in the

school program

Strongly Agree Agree Undecided Disagree Strongly Disagree

25. There is little value in physical education as far as physical well-

being is concerned.

Strongly Agree Agree Undecided Disagree Strongly Disagree

SD

SD

SD

SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

Page 137: vikas yadav thesis.pdf

116

26. Physical education should be included in the program of every

school.

Strongly Agree Agree Undecided Disagree Strongly Disagree

27. Skills learned in physical education class do not benefit a person.

Strongly Agree Agree Undecided Disagree Strongly Disagree

28. Physical education provides situations for developing character

qualities.

Strongly Agree Agree Undecided Disagree Strongly Disagree

29. Physical education makes for more enjoyable living.

Strongly Agree Agree Undecided Disagree Strongly Disagree

30. Physical education has no place in modern education.

Strongly Agree Agree Undecided Disagree Strongly Disagree

Name …………………………………..

(with signature)

College Name…………………………………...

Designation/Group …………………………………...

Place …………………………………...

SD

SD

SD

SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

SD

SA

s

A U D SD

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117

Appendix c

WEAR ATTITUDE SCALE

(Wear 1955)

Test Objectives. To measure attitudes toward physical education.

Age Level. College-age.

Validity. Face validity.

Reliability. Coefficients of .94 and .96 were reported for Form A and

Form B , respectively.

Norms. No norms required.

Administration and Directions.

Two alternate forms of the scale, Form A and Form B, were

developed. Form A is shown in figure 19.5. The students are instructed to

respond to each statement as if physical education is an activity course

taught during a regular class period and to let their personal experiences

determine their answers. They should answer anonymously, or they

should be advised their responses will not affect their physical education

grades. The five possible responses are strongly agree, agree, undecided,

disagree and strongly disagree.

Scoring.

Positively worded items are scored 5-4-3-2-1, and negatively

worded items are scored 1-2-3-4-5. The total test score is the sum of the

thirty items; a high score indicates a positive attitude toward physical

education.

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118

RAW SCORE OF ADMINISTRATORS, PARENTS, STUDENTS

AND TEACHERS OF DIFFERENT TECHNICAL INSTITUTIONS

UNDER U.P.T.U.

Sr.no. Administrators Parents Students Teachers

1 138 118 142 126

2 118 114 143 117

3 136 122 134 125

4 122 106 138 119

5 113 124 119 141

6 130 118 127 116

7 150 110 129 120

8 115 96 110 116

9 130 116 133 118

10 112 124 129 126

11 125 120 125 120

12 120 127 123 120

13 147 114 124 114

14 133 130 110 149

15 136 123 101 125

16 122 129 104 138

17 128 104 138 111

18 147 102 138 103

19 134 91 129 128

20 130 129 131 85

21 131 125 128 135

22 136 125 136 116

23 119 123 138 115

24 115 118 119 122

25 122 118 124 118

26 149 134 122 123

27 124 127 136 117

28 114 127 131 136

29 118 126 129 136

30 124 122 142 135

31 123 126 132 109

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119

32 116 124 127 120

33 118 125 129 122

34 119 117 131 128

35 132 122 140 137

36 121 112 133 123

37 121 112 120 133

38 148 126 148 121

39 116 128 127 149

40 140 123 131 116

41 141 142 135 120

42 127 132 150 118

43 133 128 139 138

44 128 120 122 120

45 118 136 132 123

46 147 135 124 118

47 123 127 127 123

48 118 127 135 118

49 131 121 138 136

50 131 112 124 121

51 127 122 137 120

52 119 113 133 115

53 124 130 133 136

54 145 112 137 93

55 114 131 149 94

56 127 132 133 126

57 131 134 120 126

58 144 133 117 99

59 114 130 125 123

60 117 124 131 122

61

123 140

62

132 121

63

131 119

64

134 134

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Bibliography

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BIBLIOGRAPHY

BOOKS

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Bell Margaret and Walters C. Etta, “Attitudes of Women at

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Dissertation, (Lakhmibai National College of Physical

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Organ Moses John, “Students Attitude toward Required

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1973).

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