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dc.contributor.advisorMontague, Mary Ella
dc.creatorWilliams, Hilda Lee,1940-
dc.date.accessioned2022-05-17T16:34:08Z
dc.date.available2022-05-17T16:34:08Z
dc.date.issued1964
dc.date.submitted1964, May.
dc.identifier.urihttps://hdl.handle.net/20.500.11875/3429
dc.description.abstractPurpose: it was the purpose of this study to determine the quality of the students who have chosen to major in physical education by comparing physical education majors with students who were majoring in other academic areas. Attention was directed to three major areas: (1) academic ability as determined by scores on the American College Test; (2) motor ability as evidenced by scores on the Scott Motor Ability Tests; and (3) personality adjustment as indicated by scores on the California Psychological Inventory. Methods: The methods used to obtain data for this study were (1) examination of literature in the areas of academic ability, motor ability and personality adjustment, (2) establishment of criteria for the selection of tests of academic ability, motor ability and personality adjustment, (3) selection of standardize tests on basis of established criteria, (4) determination of population for the study through evaluation of similar studies, (5) administration of the standardized tests of motor ability and personality adjustment, (6) requesting permission to use the ACT raw scores of the population from the guidance office at Sam Houston State Teachers College. The data was then processed to determine the relationships existent between the academic ability, motor ability, and personality adjustment of women freshman and sophomore physical education majors and non-majors. Finding: From the evidence presented in this study the following suggestions appear to be in order: 1. Physical education majors seem to be slightly below non-majors in capacity for status, social presence, self-acceptance, responsibility, self-control, tolerance, and achievement via conformance, and markedly below non-majors in femininity. 2. Physical education majors seem to be slightly higher than non-majors in dominance, achievement via independence, psychological mindedness, and flexibility. 3. Physical education majors and non-majors seem to be the same in sociability, sense of well-being, socialization, good impression, communality and intellectual efficiency. 4. In general, the personality adjustment of non-majors appears to be higher than that of physical education majors as determined by the CPI. 5. Data on the ACT seems to indicate that the physical education majors are markedly below the non-majors in English, slightly below the majors in mathematics, social studies and on a composite score, and the same as non-majors in the natural sciences. 6. Data revealed by the SMA would make it appear that physical education majors are markedly above the non-majors in ability to run an obstacle race, slightly above the non-majors in performance of the standing broad jump and basketball throw distance, and somewhat higher than non-majors on a composite score of motor ability.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectPhysical education and training--Texas.
dc.subjectMotor ability--Testing.
dc.subjectPersonality tests.
dc.subjectPhysical education major vs. Academic majors
dc.titleA comparative study of the differences existent between the academic ability, motor ability, and personality adjustment of physical education majors and non-majors at Sam Houston State Teachers College, Huntsville, Texas
dc.typeThesis
thesis.degree.departmentPhysical Education
thesis.degree.grantorSam Houston State Teachers College
thesis.degree.levelMasters
thesis.degree.nameMaster of Art
dc.type.materialText


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