vikas yadav thesis.pdf
TRANSCRIPT
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
Dedicated To
My Parents
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
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
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
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.
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.
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)
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
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
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
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
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
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
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
Introduction
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.
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.
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
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.
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.
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.
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.
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.
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.
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
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.
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.
Review of Literature
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.
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.
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).
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.
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.
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).
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).
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.
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.
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).
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.
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.
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.
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.
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.
Procedure
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.
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
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.
Analysis of Data and
Finding of the Study
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
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
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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.
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%
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
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%
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.
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%
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.
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%
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.
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.
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
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
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
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%
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
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.
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.
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
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
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%
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
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.
Summary,
Conclusions and Recommendations
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
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.
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.
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.
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.
Appendix
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
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
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
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
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
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
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
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.
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
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
65
137 133
66
131 146
67
135 127
120
68
121 120
69
143 124
70
119 126
71
116 131
72
114 125
73
137 122
74
132 138
75
102 117
76
126 120
77
124 131
78
143 135
79
118 125
80
142 124
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121
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