Jack F. Keogh

Analysis of General Attitudes toward Physical Education

Abstract The purpose of this study was to determine if students differed in their attitudes toward general benefits or values of physical education and if men and women differed in this respect. The responses of 136 men and 130 women to the Wear Physical Education Attitude Inventory (Form A) were analyzed to determine if differences between men and women or size of agreement response were related to items with a common meaning. Men and women were not different in their stated attitude toward physical education. Subjects endorsed the social, physical, and emotional values of physical education, but they conflicted in their opinions regarding the relative value of a physical education program in the school curriculum.

Relationship of Motor Ability and Athletic Participation in Certain Standardized Personality Measures

Abstract In an attempt to differentiate more adequately between the terms motor ability and athletic participation in their relationship to some measurable aspects of personality, a group of 167 Pomona College junior and senior male students were classified both as to level of motor ability and participation in athletics and were administered the CPI. Utilizing a total test response derived from the sum of ranks of median scores, low and middle motor ability groups ranked higher in the main effects and within the nonathlete and intramural participation groups, but athletic participation did not appear to have any effect upon the measures studied. The pattern of results suggested an expectation hypothesis wherein higher ratings in the personality inventory might be achieved by groups of subjects who participated at a level which would be “expected” in relation to their motor ability.

Observer Perceptions of Movement Confidence

Abstract This study was conducted to determine if movement confidence is perceived by observers in a consistent manner, and to determine what are the behavioral manifestations upon which perceptions of movement confidence are based. Adults and children observed various combinations of films of four-year-old children doing three movement tasks involving a minimum degree of skill while presenting a possible physical danger. Adults and children had high levels of inter- and intra-rater agreement within and across tasks when rating the movement confidence of the children in the films. Adult observers were asked to identify the cues or signs in the films which indicated to them different levels of movement confidence. Movements, tempo and attention were identified as three groupings of behavioral manifestations of movement confidence. Observer descriptors were reordered as performance and nonperformance behavioral manifestations to suggest a relationship between level of confidence and changes in movement perf...

Movement Outcomes as Conceptual Guidelines in the Perceptual—Motor Maze

Three types of outcomes are proposed as guidelines for understanding movement in relation to learning problem theories and programs. Movement control (skill) and movement behavior are proposed as direct outcomes. Movement experiences are proposed as an environment or a means for achieving nonmovement or indirect outcomes. Interpretations and applications of skills, behaviors, and experiences are illustrated in relation to clumsiness, hyperactivity, and perceptual-motor problems. Skills and behaviors are presented with some general elements of movement-for-self, movement-with-others, movement effort, and movement-participation confidence to encourage a fresh look at the subject.

Extreme Attitudes toward Physical Education

Abstract The purpose of this study was to analyze stated attitude responses and selected descriptive information in relation to two groups of men and women who demonstrated extreme attitudes toward physical education. From an original group of 266 subjects, 69 men and women were selected whose scores on the Wear Physical Education Attitude Inventory were extremes of high or low. Additional data were obtained through a group interview questionnaire. There were no male-female differences within the extreme groups. The low groups offered some minimum support for the outcomes of physical education, but they vigorously questioned the relative value of physical education as a school program. There was no evidence to indicate that negative attitudes were related to non-participation.