august, 1957 - tdl

A STUDY OP BEGINNING SliklMMING TH;ST

ITEMS FOR COLLEGE I/JIN

JAMES PABER MCNALLY, B. S. i n P. Ed.

A THESIS

PHYSICAL EDUCATION

Submitted to the Graduate F a c u l t y of Texas Technolog ica l Co l l ege

i n P a r t i a l F u l f i l l m e n t of the Requirements f o r

the Degree of

ftlASTER OP EDUCATION

August, 1957

^^' M-qr::^/

ho. 17 Cop> 2.

I wish to express my aopreciat ion to Professor Ramon W. K i r e i l i s , P.Ed.D*, for h is d i rec t ion of this t h e s i s and to the other members of my committee. Professors James E. Kuntz, Ph.D., and William M. Jennings, B .S . , for the ir helpful c r i t i c i s m .

TABLE OP CONTENTS

LIST OF TABLES iv

I. THE PROBLEM, SCOPE OF THE STUDY AND METHOD OF

ATTACKING THE PROBLEM 1

The Problem 1

Scope of the Study 2

Specific Research Objective and Plan . . . . 2

II. HISTORY OP SWIMMING AND DIVING TESTS l^

III. SUMMARY OP COLLEGE BEGINNING SWIMMING SURVEY

DATA 13

The Survey Method 13

I n i t i a l Survey Questionnaire Results and

Discuss ion l 6

A Second Survey 27

IV. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF THE

STUDY 14.0

The Summary 1 0

The Conclusions I4.O

The Recommendations 1|.2

BIBLIOGRAPHY i ^

APPENDIX 1 .6

A. RESEARCH FORMS l^f

B. MASTER LIST OF TEST ITEMS 57

C. EXPERIMENTAL TEST 63

LIST OP TABLES

TABLE PAGE

I . Items Ranked i n Order of Number of Surveyed

I n s t r u c t o r s Who Use Each Item l 8

I I . Addit ional Item* Lis ted in Order of the Number

of College In«tructor8 Who Use Each Item. . . 20

I I I . Per Cent of In«truetors Who Grade Beginning

Swimming Test Items by Form, Distance or

Time 23

IV. Summary of Surveyed Instructors' Answers to the

Validity, Reliability and Difficulty

Questiona . • . • • 26

V. Types of Final Tests Used by College Instructors. 28

VI. Rank of Items Checked as Belonging Only in a

Beginning Swimming Test 30

VII. Rank of Items Checked as Belonging Only in a

Survival Swimming Test 3I4.

VIII, Rank of Items Checked as Belonging in Both

Beginning and Survival Swimming Tests . . . . 37

CHAPTER I

THE PROBLEM, SCOPE OF THE STUDY AND

METHOD OF ATTACKING rHE PROBLEM

For many years a d i f ference of opinion has e x i s t e d

regarding the e f f e c t i v e n e s s of c o l l e g e beginning swimming

programs and t e s t i n g procedures. The majority of the c o l l e g e

swimming ins t ruc tors have c o l l e c t e d what each has considered

the most useful t e s t items from a v a r i e t y of sources . Few,

i f any, of the t e s t s constructed in th i s manner are s tand

ardized . Sound s t a t i s t i c a l evidence has never been presented

to support the v a l i d i t y , r e l i a b i l i t y and d i f f i c u l t y ind ices

of these t e s t s .

I , THE PROBLEM

It was the purpose of this study: (1) to make a

systemized library search for standardized swlmrning tests

which could be used to test beginning swimmers on the college

level; (2) to discover test items used by college beginning

swimming instructors; (3) to develop from a survey of college

swimming instructors a list of test items which most instruc

tors feel are the best suited for use in college beginning

swimming tests; {i\.) to determine the standard of accomplish

ment required by the instructors for each item; and (5) to

place these suggested items in a beginning swimming experi

mental test for college men.

II. SCOPE OF THE STUDY

The scope of this study was limited to the beginning

swimming test items and the data collected in the process of

surveying instructors of college beginning swimming classes

for men.

The sources tabulated by the author were:

1. Textbook and article tabulation limited to begin

ning swimming history and tests now in use to

ascertain if a standardized beginning swimming

test for college men is in existence at the

present time.

2. A questionnaire survey of one hundred and fifty-

six college instructors and swimming coaches to

obtain beginning swimming test items.

3» A second survey to Justify the placement of items

in beginning swimming or survival swimming tests.

III. SPECIFIC RESEARCH OBJECTIVE AW PLAN

The specific research objective of this study was to

construct a beginning swimming experimental test for college

men. To accomplish this objective the following plan of

research was formulated:

1. Acquisition of a list of college sv;imming

ins true tors.

2. Dispatching to each instructor an initial survey

card to determine i f the instructor was Interested

in taking part in the study.

3 . Construction of a questionnaire which, when

answered by col lege swimming instructors , would

indicate the t e s t items each instructor uses in

his beginning swimming c l a s s e s .

l\.m Analysis of the questionnaire to determine the

most important teat items*

5* Inclusion of the t e s t itema l i s t e d most often by

the instructors in an experimental t e s t .

CHAPTER II

HISTORY OF SWIMMING

km DIVING TESTS

Before I9OO, beginning swimming instruction was pri

marily on a person-to-person basis. When an individual was

able to remain on the water surface and swim to shore, he

was considered a swimmer. No emphasis was placed on testing

a beginner* Since I909, when the Y. M. C. A. initiated a

campaign to teach swimming through mass instruction methods,

there have been many attempts to construct beginning swim

ming tests. Outstanding leaders in this early development

of beginning swimming tests and programs were George H.

Corsan, Dr. B. Dean Brink, Robert C. Cubbon, H. P. Kallenberg

and L. de B. Handley. These tests and programs were thor

oughly discussed by Cureton.^

Corsan*s test^ consisted of seven skills. These items

were: (1) Crawl arm stroke, (2) Breathing, (3) Leg kick,

(l\,) Sculling, (5) Back crawl, (6) Front crawl, and (7) Side

s troke•

The Brink System3, named after its creator Dr. B. Dean

^Thomas K. Cure ton, Jr.. How To Teach Swimming and Diving (New York, 1931*.), PP. 108-I2U.

2lbld., p. 136.

3jbid., p. 132.

5 Brink, included e i g h t s k i l l s : (1) The Hungry Duck, (2)

Motorboat breathing, (3) J e l l y f i s h f l o a t , (If) Turtle f l o a t ,

(5) S l e i g h r i d e , (6) Steamboat, (7) Windmill, and (8) Com

bination—combining arm and l e g kick.

The g i v i n g of a s p e c i a l t i t l e to each s k i l l was the

f i r s t attempt to provide an a s s o c i a t i o n between everyday

example and the s k i l l .

Robert C. Cubbon?^ developed a t e s t c o n s i s t i n g of s i x

i t ems . These items were a l s o designed to develop in each

student confidence in the water. These items were: (1)

Submerging and exhal ing , (2) Gliding on the f r o n t , (3) F l u t

t e r kick on the f ront , (I4.) Arm paddle, (5) Combination of

kick and paddle movements, and (6) Breathing movements.

Kallenberg^ l i s t e d twelve items in h i s t e s t . These

were: (1) Submerging, (2) Picking up objects from bottom,

(3) Buoyancy f l o a t , (1|) Gliding for s i x f e e t on f r o n t , (5)

Water e x e r c i s e s , (6) Recovery to f e e t , (7) Crawl arm s t roke ,

(8) Breathing, (9) Back g l i d e , (10) Breast s troke , (11)

Breast stroke on back, and (12) Dive.

L. de B. Handley's° t e s t program cons i s t ed of f i v e

general i t ems . These were: (1) Gliding on f r o n t , (2) F l u t t e r

4Thoma8 K. Cureton, J r . , How To Teach Swimming and Diving (New York, 193i|.), PP. 135-T5H.

5 l b i d . , p . 136.

^Ibid . , p. 136.

kick on front, (3) Gliding and kick, {l\.) Elementary crawl

stroke, and (5) Breathing from side to side.

These five tests were used primarily as steps in mass

instruction and therefore, the students were probably tested

in a rather informal manner. All five testing programs were

designed to get the student into the water as soon as oossible

and to enable him to swim with perhaps only one lesson.

The work of these leaders was adopted by organizations

interested in teaching people to swim.

Cubbon's test was adopted in 1917 by the United States

Army and used in training camps. The American Red Cross

adopted the Brink System in 192p. The Y. M. C. A., under

the leadership of Kallenberg and Corsan, developed a life

saving and swimming program in 1929*

Since 193i|- many outstanding contributions have been

made to the testing of beginning swimmers. The most notable

is that of Thomas Kirk Cureton, Jr.. Mr. Cureton, working

under the auspices of the Y. M. C, A., developed a battery

of three tests' for use in testing beginning swimmers.

The minimum length progressive test battery consisted

of seven items. The short course length progressive test

battery included the seven items of the minimum battery plus

seven additional items. The full length battery included the

^Thomas K. Cureton, Jr., Standards For Beginning Swimmers (New York, 1938), pp. 175-1 tJ5« Hereafter cited as Cureton, Standards.

fourteen items of the short course t e s t plus seven add i t iona l

i t ems . The t o t a l l ength of the f u l l l ength t e s t was twenty-

one i terns.

These t e s t s were important for the fo l lowing reasons:

1 . Items were divided in to seven s e l e c t e d groups.

2 . Each t e s t included an item from each of the seven

groups.

3« Along with each item was l i s t e d the s p e c i f i c s tand

ard of performance for that item and the r e l a t i v e

d i f f i c u l t y of that i tem.

I4.. Each t e s t item had v a l i d i t y and r e l i a b i l i t y

i n d i c e s .

5» Each t e s t had a t o t a l v a l i d i t y and r e l i a b i l i t y

i n d i c e s .

6 . The t e s t v a l i d i t y , r e l i a b i l i t y and d i f f i c u l t y

ind ices were obtained a f t e r the bat tery was used

for junior and senior high school boys* and g i r l s '

swindling programs, community swimming programs

and c o l l e g e swimming c l a s s e s for women.

7* Test items were graded on a "pass" or " f a i l " b a s i s .

Cure ton's bat tery of t e s t s was adopted by the Y. M. C. A . ,

as the standards of swimming for beginners .

In 1940, M. Gladys Scot t^ published an objec t ive

^M. Gladys S c o t t , "Achievement Examinations For Elementary and Intermediate Swimming C l a s s e s , " The Research Quarterly, XI (19lfO), pp. 100-111.

examination on swimming which would be useful to c o l l e g e

elementary and intermediate swimming i n s t r u c t o r s . The

ind iv idua l t e s t items were baaed on material commonly taught

i n elementary and intermediate c l a s s e s for c o l l e g e women.

The elementary t e s t cons i s t ed of f o r t y - t h r e e mult iple

choice and f o r t y - f i v e true or f a l s e i tems. The intermediate

t e s t c o n s i s t e d of t h i r t y - s e v e n multiple choice and f o r t y -

e i g h t true or f a l s e i tems.

R e l i a b i l i t y was computed by c o r r e l a t i n g odd-numbered

items aga ins t even-numbered items and correct ing the l eng th

by the Spearman-Brown formula. Each t e s t item had an index

of d i scr iminat ion and a d i f f i c u l t y r a t i n g .

La Verne M. Bennett9 devised the f i r s t standardized

t e s t for beginning d i v i n g . This d iv ing t e s t was simple

enough for beginners who had learned only a l i t t l e , yet

d i f f i c u l t enough for those who learn e a s i l y . The t e s t con

s i s t e d of some f i f t y items and had v a l i d i t y , r e l i a b i l i t y and

o b j e c t i v i t y i n d i c e s . I t was standardized in an elementary

d i v i n g c l a s s for women a t the Univers i ty of C a l i f o r n i a .

Students were graded on a point b a s i s . Prom one to ten

po:^.nts were awarded per d i v e .

A t e s t of a shorter l ength than Cure ton's minimum

length t e s t i n g bat tery was constructed in 19^3 by Jack E.

^La Verne M. Bennett , "A Test For Diving In 3ep;in-ning C l a s s e s , " The Research Quarterly, XIII (19t(.2), pp. 109-115.

Hewitt-*"^ for the purpose of t e s t i n g whether or not c o l l e g e

men were prepared for wartime water emergencies. This t e s t

included the fo l lowing s k i l l s : (1) Twenty and twenty-f ive

yards underwater swim, (2) F i f t e e n minute swim for endurance,

(3) Elementary back s t r o k e — f i f t y yards, (l\,) Side s troke—

f i f t y yards, and (5) Breast s t r o k e — f i f t y yards.

Mr. Hewitt scored the underwater swimming on the bas i s

of the time in seconds that a student needed to swim twenty

and twenty-f ive yards underwater. The f i f t e e n minute swim

was scored according to the number of yards the student swam

in f i f t e e n minutes . The strokes were scored by counting the

number of l e g kicks used in swimming each stroke f i f t y yards.

The t o t a l score given each student was based on h i s score on

each t e s t item corrected on Hewitt 's achievement t e s t s c a l e s

for wartime swimming.

Although the achievement s c a l e s are e x c e l l e n t , the

t e s t i t s e l f has no r e l i a b i l i t y , v a l i d i t y or item d i f f i c u l t y

i n d i c e s . I t has very good standardized d i r e c t i o n s f o r

g i v i n g each item of the t e s t and the achievement s c a l e s

developed by Hewitt are of value to the i n s t r u c t o r .

Mr. Hewitt in 19lf8 developed swimming achievement

^^Jack E. Hewitt , "Swimming Scale Scored For Wartime Swimming," The Research Quarterly* XIV (I9I4.3), pp. 378-390.

s c a l e scores f o r c o l l e g e men.^^ The t e s t upon which the

s c a l e was based cons i s t ed of f i v e t e s t i tems. The items and

scor ing method are l i s t e d below:

1* Time in tenths of seconds required for an under

water swim of twenty and twenty-f ive yards.

2 . Number of yards covered during a f i f t e e n minute

3 . Time i n tenths of seconds to cover twenty-f ive

yards using the crawl, breast and back crawl

s t y l e s of swlmnlng.

ii-. Time in tenths of seconds to swim f i f t y yards

using the crawl, breast and back crawl s t y l e s of

swimming*

5* The number of s trokes used in swimming f i f t y yards

with the elementary back, s ide and breast s t r o k e s .

R e l i a b i l i t y of t h i s t e s t was determined by the t e s t -

r e t e s t method, using 200 c o l l e g e men* Correlat ions between

each t e s t item and t o t a l score were obtained by summation of

the scores of the indiv idual t e s t s and t h i s t o t a l taken as

the c r i t e r i o n for c o l l e g e swimming a b i l i t y . Ths ind iv idual

t e s t items wers corre la ted with t o t a l score c r i t e r i o n .

Corre lat ions varied from •5I4. to . 9 3 .

Hewit t ' s achievement s c a l e s for high school boys were

^^Jack E. Hewitt , "Swimming Achievement Scale Scores For Col lege Men," The Research Quarterly. XIX (191^8), pp. 282-289•

constructed in 19l4.9» The s c a l e s were based on a t e s t con

s i s t i n g of the fo l lowing items:

1 . Time in tenths of seconds for twenty-f ive yards

f l u t t e r kick while holding a rerrulation water polo

b a l l .

2 . Time in tenths of seconds for f i f t y yards crawl.

3* Minimum number of strokes required for twenty-f ive

yards breast s t roke .

ij.. Minimum number of s trokes required for twenty-f ive

yards s ide s t roke .

5 . Minimum number of s trokes required for twenty-f ive

yards elementary back s t roke .

V a l i d i t y and r e l i a b i l i t y indices were obtained for

t h i s t e s t .

A review of the swimming t e s t s constructed from 1909

to the present shows that only Cureton and Hewitt have con

s truc ted and oublished t e s t s which have r e l i a b i l i t y and

v a l i d i t y i n d i c e s . Cureton's bat tery a l s o had an item d i f f i

c u l t y r a t i n g for each t e s t item. Cureton-^^ used junior high

school boys and g i r l s , senior high school boys and g i r l s ,

c o l l e g e women and persons taking part in a community l e a r n -

to-swim program.

•'•^Jack E. Hewitt, "Achievement Scales Scored For High School Swimming," The Research Quarterly, XX (1914.8), pp. 170-179.

^3cureton, Standards, p . 7.

Hewitt ' s t e s t s for c o l l e g e men and wartime swimming

t e s t s were of value only in the t e s t i n g of advanced swimmers.

CHAPTER II I

SUMMARY OF COLLEGE BEGINNING

SWIMMING SURVEY DATA

In order to obtain a view of the kinds of beginning

swimming programs used in c o l l e g e s and u n i v e r s i t i e s in the

United S t a t e s i t was decided to survey the f i e l d of c o l l e g e

beginning swimming i n s t r u c t o r s . The in t en t ion of th i s survey

was to d i scover the t e s t i tems, type of f i n a l t e s t , f i n a l

t e s t item v a l i d i t y , r e l i a b i l i t y and d i f f i c u l t y ind ices of the

f i n a l t e s t used by the beginning swimming i n s t r u c t o r s .

I . THE SURVEY I.STH0D

The names and addresses of a l l c o l l e g e swimming

i n s t r u c t o r s and coaches were secured through two sources:

1 . A l i s t of c o l l e g e s : the i r swimming coaches and

t h e i r dual meet records.'^

2 . A l i s t of swimming coaches and ins truc tors who

are members of the College Swimming Coaches p

A s s o c i a t i o n . ^

Prom these l i s t s one hundred and f i f t y - s i x c o l l e g e

^Charles McCaffree, Jr . ( e d . ) , N. C. A. A* Swimrainp; Guide for 19^6 (New York, 1955) , p . 73*

2 l b l d . , p . 79 .

swimming instructors were sent initial survey cards.^ Each

instructor was asked if he would be interested in responding

to the survey questionnaire about his school's beginning

swimming program. One hundred and four cards returned were

answered in the affirmative. Four cards were answered in the

negative and forty-eight survey cards were not returned.

The survey questionnaire consisted of two parts.M-

Part I was concerned with the individual test items used by

instructors testing beginning swimmers. Thirty-six items

were listed. These items were selected from eight prominent

lists of items In use at the present time in teaching begin

ners to swim. The items were selected on the basis of the

number of times they appeared in each list. To this basic

list were added items which were considered as "lead up"

items to the more important items. These items were placed

in the approximate order in which they might be taught to a

beginning swimming class and listed in that order on the

questionnaire.

Items 3, kp 9, 10, 11, 12, 17, 18, 20, 21, 22, 23, 2I4.

and 27 were selected from the American National Red Cross

Beginning Swimmer Skill Sheet.5 Items 5, 6 and 19 were

3cf. Appendix A, pp. 1^7'^9'

^Cf. Appendix A. pp. 1 .9-53.

^American National Red Cross, "Beginning Swimmer Skill Sheet", Form 1382, (Rev. 5/53).

selected from the National Aquatic Program of the Y. M. C. A.

Items 8, 13, li4., 15» l6, 26, 29, 30 and 35 were selected from

the Beginning Swiraming Manual*' Items 2, 28, 31 and 36 were

selected from th^ Life Saving and Water Safety textbook of

the American National Red Cross*^ Item 7 was selected because

of its importance as a swimming skill in survival swimming*^

Items 1, 32 and ^l^ were selected from the Swimming and Diving

textbook of the American National Red Cross. Item 25 was

selected from the Boys' Club of America Standard of Accom

plishment Program.^^ Item 33 was selected from the American

12 National Red Cross Intermediate Swimming Skill Sheet.

Part I also requested that the instructors list any

item they used which was not included in the thirty-six test

^Thomas K. Cureton, Jr. (ed.). Beginning and Intermediate National Y. M* C. A. Progressive Aquatic Tests, Vol. II, (New York, 194-7), PP. 33-37.

" R. W. Kireilis, and J. P. McNally, Beginning Swimming Manual (Lubbock, Texas, 1955)# PP. 27-i .l. Hereafter cited as Kireilis and McNally, Beginning Swimming Manual.

^American National Red Cross, Life Saving and Water Safety, (Philadelphia, 1937), PP. H , l057 105, 22.

°Fred R. Lanoue, "Drownproof Yourself" (Atlanta, Georgia, 1955)# PP. 1-2. (Mimeographed.)

^^American National Red Cross, Swimming and Diving. (Philadelphia, 1938)» PP. 16, 159, 152*

Boys' Club of America, Standards of Accomplishment Program for Aquatics, (New York, 1951)* P."^.

American National Red Cross, "Intermediate Swimming Skill Sheet*', Form I383, (Rev* 6/53).

items*

Part I I asked for s p e c i a l information regarding the

f i n a l t e s t used by each i n s t r u c t o r .

The mimeographed quest ionnaire was mailed to each of

the one hundred and four c o l l e g e swimming ins tructors and

coaches who responded favorably to the i n i t i a l survey cards .

The returns are summarized as fo l l ows :

1 . Total number of quest ionnaires IOI4.

2 . Number of returns 77

3* Number of returns unanswered L\.

ij.. Percentage of returns used in study 73.'

5 . Number of s t a t e s represented 27 (Including the D i s t r i c t of Columbia)

6 . Number of c i t i e s represented 69

I I . INITIAL SURVEY QUESTIONNAIRE

RESULTS AITO DISCUSSION

The ins truc tors responding to Part I of the ques t ion

naire were requested to place a check (X) in Column I a f t e r

any of the t h i r t y - s i x items he used in t e s t i n g c o l l e g e men

beginning swimmers. Each ins tructor then placed a check (X)

in Column II i f he graded the items checked in Column I on

the b a s i s of form. The ins truc tors who graded the item on

the b a s i s of d i s tance recorded the dis tance used in Column

I I I . Ins tructors who graded the item on the bas i s of time

or number of r e p e t i t i o n s l i s t e d the length of time or number

or number of r e p e t i t i o n s in Column IV. -^

Table I l i s t s the t e s t items and ranks them in order

of the number of ins truc tors who checked each item. Table I

a l s o i n d i c a t e s the per cent of the Instructors who checked

each i tem. Thirty-two of the items numbered one through

t h i r t y - s i x were used by f i f t y per cent of the i n s t r u c t o r s .

The rank of each item in th i s part of the survey seems to

ind ica te the items the ins tructors f e e l are most important

in the ac tua l teaching process .

Each ins truc tor was a l s o asked to l i s t any addi t iona l

items he used that were not l i s t e d in Part I of the ques t ion

n a i r e . These addi t iona l items are l i s t e d in Table I I , A

comparison of the h ighest ranked addi t ional item i n Table II

with the lowest ranked t e s t item in Table I ind ica te s that

no add i t i ona l item was as important as any of the t h i r t y - s i x

t e s t i t ems .

The average number of items used by ins tructors

answering the survey was 29 . The average number of the

o r i g i n a l t h i r t y - s i x items checked (X) was 27*5 i tems. The

average number of addi t ional items l i s t e d by the t h i r t y - t h r e e

i n s t r u c t o r s who l i s t e d addi t iona l items was 1.5* The average

number of items used by the Instructors using the survey i s

greater than the number of items used by the American National

• ^Cf. Appendix A, pp. 50 -53 .

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ing Battery.•'•^ Only K i r e i l i s and McNally in t h e i r Bep:inning

Swiimninf; Manual^" c l o s e l y approximate the number used by i n

s t r u c t o r s taking part in the survey.

The method the surveyed Instructors use in grading a

s tudent on each of the t h i r t y - s i x items i s shown in Table

I I I . I t can r e a d i l y be observed that a greater per cent of

the i n s t r u c t o r s grade a student on the bas i s of form than on

d i s t a n c e , time or r e p e t i t i o n .

Part I I of the questionnaire asked each ins truc tor to

check the answer "Yes" or "No" to the fo l lowing ques t ions :

1 . Do your t e s t items have r e l i a b i l i t y indices?

2 . Do your t e s t items have v a l i d i t y indices?

3 . Do your t e s t items have d i f f i c u l t y indices?

Each ins truc tor who checked "Yes" for quest ions one

and two of Part I I of the quest ionnaire was a l s o asked to

l i s t the method used to obtain the v a l i d i t y and r e l i a b i l i t y

ind i ce s of the ir t e s t i tems. The e leven ins tructors who

checked "Yes" to quest ion one l i s t e d the t e s t - r e t e s t method

as the technique used to obtain r e l i a b i l i t y i n d i c e s .

S ix in s t ruc tors checked "Yes" in answer to the ques t ion

•^^American National Red Cross, "Beginning Swimmer S k i l l Sheet", Form 1382, (Rev. 5 / 5 3 ) -

^^Cureton, Standards, pp. 182-185.

^ K i r e i l i s and McNally, BepiinninK Swimming Manual, pp• 27-4^•

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pertaining to v a l i d i t y . Five of the s ix instructors did not

l i s t the technique used to obtain v a l i d i t y indices and one

instructor indicated that completion of the s k i l l indicated

v a l i d i t y . Table IV summarizes the instructors* answers per

taining to r e l i a b i l i t y , v a l i d i t y and d i f f i c u l t y indices .

The following important points should also be noted:

1 . Only one instructor checked "Yes" on the v a l i d i t y ,

r e l i a b i l i t y and d i f f i c u l t y indices questions for

his t e s t items.

2 . Only two instructors checked "Yes" to v a l i d i t y

and r e l i a b i l i t y questions indicating their items

had both v a l i d i t y and r e l i a b i l i t y indices .

Part II a lso asked for information in regard to the

f ina l t e s t used by each instructor. The instructor was asked

whether his t e s t was a s ingle item tes t or a combined item

t e s t . A s ingle item tes t consis ts of only one s k i l l , such

as the f i f t y yard crawl or treading water. A combined item

t e s t cons i s t s of two or more s ingle items, a l l the items

being performed in sequence without res t between each s ingle

item. An example of this type of t e s t would be one in which

the student enters the water f ee t f i r s t , swims twenty-five

yards crawl, changes direct ion, treads water for one minute

and returns to the s tart ing point swimming the crawl stroke.

Table V l i s t s three di f ferent types of t e s t s , the number of

instructors who used thp t e s t , the per cent of instructors

who used the t e s t and the total number of each type of t e s t

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used . I t i s i n t e r e s t i n g to note that a to ta l of 33.14-X of the

i n s t r u c t o r s used s i n g l e item t e s t s c o n s i s t i n g of one or more

s i n g l e i t ems . Combined item t e s t s containing one or more

combined itema were used by 37 .0^ of the i n s t r u c t o r s .

F i f t e e n Ins tructors or 20.5>^ of the ins tructors surveyed used

a combination of s i n g l e items and combined items in the r a t i o

of one combined t e s t item to four s ing le t e s t i tems. Four

i n s t r u c t o r s did not l i s t a f i n a l t e s t .

I I I . A SECOND SURVEY

Many of the addi t iona l beginning swimming items l i s t e d

by c o l l e g e ins t ruc tors answering the o r i g i n a l survey seem to

be of a surv iva l nature. A second quest ionnaire was con

s truc ted to explore th i s p o s s i b i l i t y . The second ques t ion

naire^' cons i s t ed of the t h i r t y - s i x items of the i n i t i a l

survey plus the t h i r t y addi t iona l items suggested by i n

s t r u c t o r s answering the i n i t i a l quest ionnaire . Each of the

items could be checked three ways:

1 . A check (X) was placed in Column I i f the item

belonged only in a beginning swimming t e s t .

2 . A check (X) was olaced in Column II i f the item

belonged only i n a surv iva l swimming t e s t .

3 . A check (X) was placed in both columns i f the item

belonged in both types of t e s t s .

^7cf. Appendix A, pp. 53-57 .

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This quest ionnaire was mimeographed and mailed to the

seventy- three Ins tructors who answered the f i r s t survey.

The c h a r a c t e r i s t i c s of the returns are as fo l lows:

1 . Total number of quest ionnaires mailed 73

2 . Number of returns 37

3 . Per cent of returns used in study 50*7%

The rank of each item i s based on the number of i n

s t r u c t o r s who checked the item in answering the second

ques t ionna ire .

Table VI ranks the items that belong only in a c o l l e g e

beginning swimming t e s t . Thirty-one of the s i x t y - s i x items

were s e l e c t e d by f i f t y per cent of the i n s t r u c t o r s . I t i s

of i n t e r e s t to note that the beginning swimming items ranked

high in the second survey are a l so ranked high in the i n i t i a l

survey. Items 1, 9# iO> i 3 and llf which rank 3 . 0 in Table

VI are l i s t e d in the top e i g h t items in Table I . Four of

the s i x t y - s i x items were not checked by any ins truc tor

answering the second survey as beginning swimming t e s t i t ems .

These items were 55» ^0, 6 l and 62 .

Table VII ranks the s i x t y - s i x items that belong only

in a surv iva l swimming t e s t . Table VII i s based on the num

ber of in s t ruc tors who checked Column II of the second sur

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and l|.7 were s e l e c t e d by the ins t ruc tors the g r e a t e s t niamber

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i n s t r u c t o r s or by l e s s than four i n s t r u c t o r s . The surv iva l

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items that were checked most c o n s i s t e n t l y were 32, 3l^ and

36 . These three items were checked by th ir ty - three of the

t h i r t y - s e v e n i n s t r u c t o r s .

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CHAPTER IV

SUMI IARY, CONCLUSIONS AMD RECOMIOLNDATIONS

OP THE STUDY

It was the ourpose of this study to develop a list of

test itema which college instructors feel are best suited

for use in college beginning swimming classes. This list

was developed from a questionnaire sent to college swimming

instructors. In the process of making an analysis of the

data it was discovered that many of the additional items

listed by the instructors were of a survival nature. To

explore this possibility a second survey questionnaire was

constructed and sent to the college instructors. Analysis

of the data collected from both surveys indicates that there

are some test items which are better than others for testing

college men beginning swimmers. There is also a oossibility

that many items are of a survival nature.

II. THE CONCLUSIONS

The conclusions of this study were obtained from an

analysis of the questionnaire returns from two surveys of

college men beginning swimming instructors. Most of these

instructors are now actively teaching or have previously

taught beginning swimming for many years to college men.

The conclus ions of the study are somnarized as f o l l o w s :

1 . There i s no published standardized beginning

swimming t o s t a t the present which can be used i n

the t e s t i n g of men beginning swimmers on the

c o l l e g e l e v e l .

2 . The arbi trary number of items to include in an

experimental t e s t designed for c o l l e g e men i s

t h i r t y - f i v e i tems.

3* A beginning swimming experimental t e s t should

include a l l of the or ig ina l survey quest ionnaire

t e s t items except d i srobing .

i .. None of the addi t ional items l i s t e d in Table II

are as important as the or ig ina l t h i r t y - s i x

beginning swimming t e s t i tems.

5« Instructors in beginning swimming for c o l l e g e men

grade the ir students on the bas i s of form,

d i s t a n c e , time and r e p e t i t i o n s . The method of

grading preferred i s grading the student according

to the form used in completing the technique over

a c e r t a i n d i s t a n c e , for a given number of seconds

or during a c e r t a i n number of r e p e t i t i o n s .

6 . A t e s t c o n s i s t i n g of s i n g l e items i s preferred by

the c o l l e g e swimming i n s t r u c t o r s .

7. There are a to ta l of t h i r t y - f i v e items that

c o l l e g e ins truc tors indicate are b e s t su i ted for

use in c o l l e g e beginning swimming c l a s s e s . These

items are included in the experimental tost.-^

8 . There i s a p o s s i b i l i t y that some of the t e s t items

are of value in both a beginning swimming t o s t

and a survival type of t e s t .

I I I . THE RECOMMENDATIONS

The recommendations for further study r e s u l t from

the a n a l y s i s of the data from the two survey quest ionnaires

and from recommendations made by ins tructors answering these

q u e s t i o n n a i r e s . The recommendations are:

1 . Further study should be attempted to determine

the t e s t items which would be the bes t to t e s t

surviva l swimming.

2 . Further study should be made to d i s t i n g u i s h be

tween items which t e s t s e l f - s u r v i v a l and items

which t e s t a b i l i t y to help others surv ive .

3 . The methods used to obtain v a l i d i t y and r e l i a b i l i t y

ind ices should be further studied in an attempt

to gain more per fec t measurement of these f a c t o r s

in the s tandardizat ion of a beginning swimming

t e s t for c o l l e g e men.

1 . Item v a l i d i t y , r e l i a b i l i t y and d i f f i c u l t y ind ices

should be obtained as wel l as t o t a l t e s t item

v a l i d i t y and r e l i a b i l i t y i n d i c e s . Such orocedure

^Cf. Appendix C, pp. 63-77.

would eliminate the poor items and definitely

establish the best items for use in a beginning

swimming test for college men.

BIBLIOGRAPHY

American National Red Cross. "Beginning Swimmer Skill Sheet," Form 1382. Rev. 5/53.

American National Red Cross. "Intermediate Swimming Skill Sheet," Form 1383. Rev. 6/53.

American National Red Cross. Life Saving and V/ater Safety. Philadelphia, 1937.

American National Red Cross. Swimminp; and Diving. Philadelphia, 1938.

Bennett, La Verne M. "A Test For Diving In Beginning Classes," The Research Quarterly. XIII (March, 1914.2). Pp. 109-115 ^

Boys* Club of America. Standards of Accomplishment Program for Aquatics. New York, 1951. P. 9.

Cureton, Thomias K. (ed.). Beginning and Intermediate National Y. M. C. A. Prop;ressive Aquatic Tests. Vol. II. New York, 194.7. l^p. 35-37*

Cureton, Thomas K. How To Teach Swimming and Diving. New York, 19314.. Pp. 105-114.2.

Cureton, Thomas K. Standards For Beginning Swimmers. New York, 1938.

Hewitt, Jack E. "Achievement Scales Scored for High School Swimming," The Research Quarterly, XX (May, 1949). Pp. 170-179.

Hewitt, Jack E. "Swimming Achievement Scale Scores for College Men," The Research Quarterly. XIX (December, 19k.Q). Pp. 282-259.

Hewitt, Jack E. "Swimming Scale Scored for Wartime Swimming," The Research Quarterly. XIV (December, 1914-3). Pp. 378 :390" ^

Kireilis, R. W. and J. F. McNally. Beginning Swinmilng Manual. Lubbock, Texas, 195§. Pp. 27-li-l.

Lanoue, Fred R. "Drownproof Yourself." Atlanta, Georgia, 19>5. (Mimeographed). Pp. 1-2.

45 McCaffree, Charles , Jr . ( e d . ) . N. C. A. A. Swimming Guide

f o r 1955. New York, 1954. ^. 79.

McCaffree, Charles , Jr. ( e d . ) . N. C. A. A. Swimming Guide f o r 1956. New York, 1955. P. 73 .

S c o t t , M. Gladys. "Achievement Examinations for i:ieraentary and Intermediate Swimming Classes ," The Research Quarterly. XI (May, 1940) . Pp. lOO-TTi:

APPENDIX

A. Research Forms

Initial Survey Card

Initial Survey Questionnaire

Second Survey Questionnaire

B. Master List of Test Items

C. Experimental Test

A. RESEARCH FORMS

INITIAL SUHVZJY CARD

(FROIJT iSlDZ)

During the past three years the Physical Education Department of Texas Technological College has experimented with d i f f e r e n t types of beginning swim programs for c o l l e g e men and as yet have not been s a t i s f i e d with any part i cu lar beginning swimming program, t e s t item or f i n a l examination.

In an attempt to standardize a beginning swimming t e s t , would you be w i l l i n g to respond to a quest ionnaire which can be completed in approximately f i f t e e n minutes?

Mr. James F. McNally Department of Physical Education Texas Technological College Lubbock, Texas

INITIAL SURVEY CARD

(REPLY SIDE)

I am vrilling to respond to your questionnaire.

I am not willing to respond to your questionnaire

INSTITUTION:

STATE:

NAP^ OF INSTRUCTOR NAME OF INSTITUTION CITY, STATE

49 INITIAL SURVEY QUIiSTIOIillAIR::

April 24, 1956

Dear Colleague;

I appreciate the professional interest you have shown

by indicating your willingness to participate in this attempt

to standardize a beginning swimming tost for college men.

This questionnaire la being sent to the college swim

ming coaches in the United States in order to survey the

beginning swimming programs now In use in colleges and

universities.

Part I of this questionnaire is concerned with the

individual test items which you use in your beginning swim

ming program. Part II p.sks for information regarding test

characteristics and final test items.

The collection and treatment of these data will be a

step toward standardization of a beginning swimming test.

Sincerely,

James F . I.IcNally

Approved by:

Ramon W. Kireilia Professor and Head of the Department of Health, Phyaical Education and Recreation Texas rochnologioal College Lubbock, Texaa

TEXAS TECUNOLOOICAL COLLEGE UbKAlilf LllBBOCK. TEXAS

Part I Beginning Swimming Test Items

Directions: In the following list of beginning swimming items place a check (X) in the first column after each item which you use in your beginning s-vimming program.

Place a check (X) in the second column if you grade the item on the basis of quality of performance (form) of the student.

If you grade the item on the basis of distance, write in the distance required in column three.

If you grade the item on the basis of time, write the time required in column four.

Test Item Col. 1 Col. 2 Col. 3 Col. k (Use) (Form) (Distance) (Time)

1. Entering the water

2. Water adjustment

3. Breath holding

4« Rhythmic breathing

5. Opening eyes underwater

6. Jelly fish float

7. Jelly fish bob

8. Tuck float

9. Prone float

10. Prone glide

11. Back float

12. Back glide

13. Prone kick glide

14. Back kick glide

l5« Recovery on front

16. Recovery on back

Test Itom Col . 1 Col . 2 Col . 3 Co l . li

(Use) (Form) (Dis tance) (Time)

17 . Beginner arm s t r o k e

1 8 . F i n n i n g 19. Crawl arm stroke

20. Combining stroke on front_

21. Combining stroke on back

22. Changing direction

23. Turning over

24. Levelling off

25. Jump into shallow water

26. Deep water bob

27. Jump into deep water

28. Safety jump

29. Dive into deep water

30. Back float in deep water

31. Swimming in place

32. Swimming underwater

33. Sculling

3 4 . Surface d i v i n g

3 5 . Treading water

3 6 . D i s r o b i n g

L i s t below any i tem you use which i s no t l i s t e d above.

Part II Special Information

Directions: Most of the following yes or no questiona can be answered by placing a check (X) in front of your answer to each question.

RELIABILITY: 1. Do your test items have reliability indices? Yea No< 2. If your answer was yes, please state what technique

was used, e.g. test and re test method.

VALIDITY: 1 . Do your t e s t i tems have v a l i d i t y I n d i c e s ? Yes No. 2 . I f your answer was y e s , p l e a s e s t a t e what technique

was used , e . g . i n t e r n a l c o n s i s t e n c y .

DIFFICULTY: 1 . Do your t e s t i tems have a d i f f i c u l t y i n d i c e s ? Yes

FINAL TEST: 1 . Do you use a combined-item f i n a l t e s t ? Yes No. 2 . I f you have a combined-item f i n a l t e s t would you l i s t

the t e s t i tems? a . e .

b . f .

c . g .

d . h.

3 . If you use a s i n g l e - i t e m f i n a l t e s t would you l i s t t h a t item?

INSTITUTION:.

STATE:

Thank you for your time and cooperation in completing this questionnaire. If you wish a copy of the results of this study please check here.

53 SECOI'ID SURVEY QUE3TI0NITAIRE

November 30, 1956

Dear Colleague:

Aa a re su l t of the f i r s t beginning swimming survey

which you received in April, many instructors seem to f e e l

that the t e s t items l i s t e d in that survey belong in two

separate categories: i . e . , preliminary t e s t to a more

advanced course of instruction (e#g», American Red Cross

Beginning Swimmer Test) and a survival type of t e s t which

would be used to acquaint col lege men with the minimum

s k i l l s necessary for survival in common c i v i l i a n water

emergencies. The purpose of the second questionnaire i s to

invest igate this p o s s i b i l i t y .

The second questionnaire has been constructed using

data co l l ec ted from the f i r s t survey. The f i r s t th i r ty - s ix

items are l i s t e d in the same order as they were in the f i r s t

study. The number of instructors who selected the Item i s

l i s t e d after each item. Items numbered thirty-seven through

s lx ty^s ix are items instructors added to the f i r s t survey

which they used in their beginning swimming t e s t s . The

number of instructors who l i s t e d the item i s noted after

each item.

If you think the item belongs in the beginning

54 Page 2

swimming test place a check (X) in Column I. If you think

the item belongs in the survival test place a check (X) in

Column II. If you think the item belongs in both tests

place a check (X) in both columns.

Sincerely,

Jamea F. McNally

Approved by:

Ramon W. K i r e i l i s William M. Jennings James E. Kuntz

Thesis Study Committee

Column I Column II BEGIN'^^H SURVIVAL

ITKIA Sv/IM S.VIM NO. KArAi:. OF ITLM ITi^ii I l^W

1. Enter ing the water(63) 2 . Water adjustment(62) 3 . Breath holding(67) 4 . Rhythmic breathing(71) 5 . Opening eyes underwater(66) 6. J e l l y f i s h f loa t (55) 7 . J e l l y f i s h bob(21) 8. Tuck f loa t (46) 9 . Prone f loa t (68)

10. Prone gl ide(68) 1 1 . Back f loa t (56 ) 12. Back s l ide (63) 13 . Prone kick - l ide (71) 14. Back kick gl ide(67) 15 . Recovery on front(66) 16. Recovery on back(57) 17. Beginner arm stroke(65) 18. Finning(55) , 19. Crawl arm stroke(65) 20. Combininp, stroke on front(68) 21. Combining stroke on back(63) 22. Changing direction(48) 23. Turning over(62) 24. Levelling off(5l) , 25. Jump into deep water(62) 26. Deep water bob(42) 27. Jump into deep water(62) 28. Safety jump(31) .^^ 29. Dive in to deep water(D5) 30. Back f l o a t in deep water(50) 3 1 . Swimming in place(37) 32. Swimming underwater(4©) 33 . Scu l l i ng (4 l ) ,^^, 34. Surface diving(35) 35 . Treading water(50) 36 . Disrobing(9) 37. Side s t roke(8) 38 . 3 reas t s t roke(5) 39 . Elementary back s t roke ([4.) 40 . F i f t y yards crawl(4 4 1 . A r t i f i c i a l r e s o i r a t i o n ( 2 ) ii2. Twenty-five yards crawl(2) 1.3. F i f t y yards back crawl(2) Uh, Dive from board (one meter)(2) 4 5 . Side s t roke arm s t roke(1)

ITE NO.

'Mr iVi

NA?;iE OF ITUM

Column J. Column I I BEGINNER SURVIVAL

SV/II.: SWIM ITSI. ITEM

4 6 . Sid© stroke l e g k l c k ( l ) 4 7 . Bracket k i c k i n g ( l ) 4 8 . Swimming with w e i g h t ( l ) 4 9 . Survival swim on f ront (1 ) 5 0 . Survival swim on back( l ) 5 1 . F ive minute swlm(l) 5 2 . Twelve yards crav / ld ) 53* Elementary back s troke ,

twelve yards(1) 54* Breast s troke , twelve yards(1) 5 5 . Dolphin b u t t e r f l y , f i f t y yards(1) 56. Three meter jump(l) 57. Treading water without hands(1) 58. Collar tow(l) 59. Wrist tow(l) 60. Fancy diving(l) 61. Forward somersault from pool edge(l) 62. Backward somersault from pool edge(l) 63. Delayed arm action in the crawl,

twenty-five yards(1) 64. Shallow water dlve(l) 65* Kneeling dive(l) 60. Land drills on test items(1)

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welcome to the cia web site - mon nopost1 karl...date of...

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acknowledgements - tdl

: approved - tdl

rosicrucian digest, august 1957

2 the .. skint pi-tdl. wheheiswifitebs offers sites. the...

august 23, 1958 a'rr.acbmebt no. 2 - tdl

1965' - tdl

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saturn illustrated chronology, april 1957 - august 1963

august 31, 1957 president magsaysay mourning

195708 desert magazine 1957 august

introduction - tdl

· e~ - tdl

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