august, 1957 - tdl
TRANSCRIPT
A STUDY OP BEGINNING SliklMMING TH;ST
ITEMS FOR COLLEGE I/JIN
by
JAMES PABER MCNALLY, B. S. i n P. Ed.
A THESIS
IN
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::^/
AC
T3
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 .
ii
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
i l l
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
I T
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.
1
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.
k
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.
8
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.
10
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
swim.
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•
11
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.
1?
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 .
13
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).
15
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
17
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 .
13
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Red Cross^H- and T. K. Cure ton ' s Beginner's Pul l Length Test
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^•
23
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25
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
26
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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 .
28
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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
vey . Items numbered 25 to 5 l with the except ion of items l\.2
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
of t imes . No item was s e l e c t e d by more than t h i r t y - t h r e e
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
30
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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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s t r u c t o r s f e l t belonged in both beginning swimming and
surv iva l types of t e s t s . Only items 5 and 2? were checked
by more than half of the ins tructors answering the second
survey. Item 2? was checked by twenty-one of the ins truc tors
and item $ was checked by nineteen i n s t r u c t o r s . Al l s i x t y -
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item was 7*6.
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ning and surviva l t e s t i tems.
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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.
1+0
1+1
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
1+2
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.
i+3
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:
46
APPENDIX
A. Research Forms
Initial Survey Card
Initial Survey Questionnaire
Second Survey Questionnaire
B. Master List of Test Items
C. Experimental Test
1 .
4
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
48
INITIAL SURVEY CARD
(REPLY SIDE)
I am vrilling to respond to your questionnaire.
I am not willing to respond to your questionnaire
NAME:
INSTITUTION:
CITY:
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
50
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
'J-
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.
37.
38.
39.
52
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
No.
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?
NAME:
INSTITUTION:.
CITY:
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
-P>
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)
56
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)
57
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