No description available.

No description available.

No description available.

The cultural design of the United States of America has caught up its left-handed individuals in a righthander's world. Daily the left-hander or sinistral is forced to cope with problems which present themselves only to sinistrals, posing no difficulty to right-handers or dextrals. It was the intention of this investigation to determine whether, as a result of this emphasis on dextrality training, sinistrals could more quickly learn motor tasks with the non -dominant hand than could dextrals. The hypothesis upon which the investigation was founded was stated in null form: no significant difference exists between motor learning displayed by sinistrals as compared to dextrals in performing a novel motor task with the non-dominant hand. The experimental design of the investigation was that of two group, multiple experimental sessions. The subjects were volunteers from the spring semester 1977 physical education classes at Western Kentucky University. The twelve subjects participating in the experiment were female, non-physical education majors between the ages of eighteen and twenty-one. Six of the subjects made up the right-hand dominant sample, the remaining six subjects made up the left-hand dominant sample. Subjects were required to complete twelve experimental sessions within a four week period. At each session each subject performed the experimental task of juggling two tennis balls in the non-dominant hand for two periods of three minutes. These performances were scored using the dichotomous factors of catches and trials. The data collected from the experiment were analyzed by using an analysis of covariance test to ascertain levels of significance reached by each sample group for the factors of catches and trials. An analysis of covariance test was also used to ascertain the levels of significance reached by the twelve sample subjects taken as one group, for the factors of catches and trials. Finally, an analysis of covariance test was used to ascertain whether either sample group learned significantly more than the other group for the factors of catches and trials. It was found that both sample groups reached significant levels of learning for the factor of catches; however, only the right-hand dominant sample reached significance for the factor of trials. The twelve sample subjects, taken as one group, reached significant levels of learning for the factor of catches, but not trials. Finally, neither sample group learned significantly more than the other group for the factors of catches and trials. The analyses of data of this investigation resulted in a failure to reject the hypothesis. Three possible explanations for this failure to reject the hypothesis were advanced: 1) Conditioning of sinistrals to negative self-images, resulting in psychological attitude negatively effecting motor performance. 2) The sample sinistrals, eighteen to twenty-one years of age, did not suffer the process of conversion to dextrality training that sinistrals of previous decades suffered. 3) The theories of the generality of transfer versus the specificity of transfer of motor skills.

No description available.

No description available.

No description available.

A considerable number of leaders in education are seriously considering a limited extention of the educational program in the summer. The various churches conduct what are sometimes called vacation schools, some of which are conducted in mountain retreats, where they combine recreation and bible study classes. There is now a law in Utah which permits school districts to levy taxes to pay for organized pbulic recreation programs. An extention of any one or all of these prgrams into a community should be preceded by a knowledge of the amount of leisure time that is available and the attitude of the partnest toward such programs. The increase in the number of labor saving devices and the restrictions by the labor unions, together witch child labor laws, complicate the problem of students getting jobs in business and industry with the reslt that the problem of leisure is becoming increasingly more important. Again, if the country should go into a mild depression resulting in fewer jobs being available, the extention of organized recreation programs would assume a role of even greater importance. Therefore, the purpose of the study is to determine the amount of time high shcool students spend working, either for pay or for no pay, and the amount of time they spend participating in recreational activities during the summer months.

The first organized program in physical education appeared in American colleges at the University of Virginia between the years 1850 and 1860. the first public school program appeared somewhat later. Since these beginnings, school and college programs have advanced steadily, keeping pace with our advancement in the philosophy of education and biological science. At the present time, almost all schools include physical education as an element in the curriculum. The primitive man undertook to teach physical education as a necessity of self-preservation. In more recent times, the Greeks, Romans, Swedes, and English are a few of the people who have played an important role in the development of physical education. These people and their influence have led to the establishment of organized physical education in our American schools. They have determined the theory and practices which are distributed throughout the human race. Today physcial education should undertake to teach skills in a variety of sports which promote wholesome self-expression and desirable social training in a democracy. The high school graudate, upon reaching the college level should have previously experienced a full, well-rounded program in physical education. It is the opinion of this writer that male sutdents entering the Utah State Agricultural College as freshmen have not been taught a variety of skills in a variety of sports. Therefore, it is the purpose of the present study to determine: (1) the physical education background of freshmen boys matriculating at the Utah State Agricultural College in the fall quarter of 1950, and (2) the current interests of each of these students in physcial education activities.

The 1st Annual Utah State Agricultural College Coaching School was held in 1927. The originator and director of the school is E. L. Romney, professor of physical education, director of athletics, and head football coah, Utah State Agricultural College. He has directed this school from its beginning and has consistently obtained leading coaches in the United States as instructors. The school was begun by Coach Romney because he felt that high school and college coaches needed to learn, through specialized intruction by outstanding authorities, the latest developments in coaching principal sports. The purpose of the present study is to determine (1) the areas from which coaches come to attend the Utah State Agricultural College Coaching School, (2) whether or not the people attending the 22nd Annual Coaching School at the Utah State Agricultural College attend regularly, (3) to what extent information and material available at the school are used in the coach's own coaching program, (4) if the school is answering the needs of the coaches attending, and (5) whether or not there is any social value in attending the school, (6) a comparison of all Utah State coaching schools, (7) what, if any, instructional methods need to be used more in the instructor's presentation of material. This information should prove valuable (1) as a guide to Directors of Coaching Schools in building their programs for their particular coaching school, (2) to coaches in determining the value of the coaching school.