A FACTORAL COMPARISON OF THE IOWA-BRACE MOTOR

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A FACTORAL COMPARISON OF THE IOWA-BRACE MOTOR EDUCABILITY TEST AND A TEST OF GENERAL MENTAL ABILITY by ELIZABETH JANE CUSHING B.Sc,

D a l h o u s i e U n i v e r s i t y , 1966

A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF Master o f P h y s i c a l

Education

i n the School of P h y s i c a l E d u c a t i o n and R e c r e a t i o n

We accept t h i s t h e s i s as conforming

t o the r e q u i r e d

standard

THE UNIVERSITY OF BRITISH COLUMBIA J u l y , 1968

In p r e s e n t i n g t h i s

thesis

an advanced degree at the L i b r a r y s h a l l I

f u r t h e r agree

in p a r t i a l ' f u 1 f i l m e n t , o f the requirements

the U n i v e r s i t y of

make i t

British

freely available

that permission

for

Columbia,

I agree

r e f e r e n c e and

f o r e x t e n s i v e copying o f

this

of

this

written

representatives. thesis

It

for financial

i s understood that gain s h a l l

permission.

Department The U n i v e r s i t y o f B r i t i s h Vancouver 8, Canada

Columbia

copying or

that

study. thesis

f o r s c h o l a r l y purposes may be g r a n t e d by the Head of my Department by h i s

for

or

publication

not be allowed without my

ABSTRACT The

C a l i f o r n i a Test of Mental M a t u r i t y

L e v e l 2 and

- Long Form

the Iowa-Brace T e s t of Motor E d u c a b i l i t y were

administered

t o 112

randomly s e l e c t e d

girls

from grade f i v e c l a s s e s

c i t y schools of Vancouver,

i n seven

British

Columbia. The higher

scores obtained

than those

on b o t h t e s t s were s l i g h t l y

expected i n the normal p o p u l a t i o n .

A small p o s i t i v e r e l a t i o n s h i p between t o t a l Iowa-Brace scores and

(0.30) was

t o t a l IQ.

found

The

correla-

t i o n o f the Non-Language S e c t i o n IQ of the C a l i f o r n i a T e s t o f Mental M a t u r i t y with Iowa-Brace t o t a l score was cantly

(0.02) h i g h e r

s e c t i o n IQ was

than t h a t o b t a i n e d

correlated

f i v e f a c t o r s accounting

variance.

Only one

when the Language

with t o t a l Iowa-Brace.

P r i n c i p a l component a n a l y s i s isolated

signifi-

o f these

of the Iowa-Brace T e s t

f o r 6.7 per

factors

cent of the

showed any

test

relationship

t o the f i v e f a c t o r s of the C a l i f o r n i a T e s t o f Mental Maturity.

F a c t o r V showed low p o s i t i v e c o r r e l a t i o n s

the L o g i c a l Reasoning and

Spatial Relations

with

factors.

No p r a c t i c a l l y u s e f u l r e l a t i o n s h i p seems t o e x i s t between the Iowa-Brace Motor E d u c a b i l i t y T e s t and the f o r n i a T e s t o f Mental M a t u r i t y .

Cali-

TABLE OF CONTENTS CHAPTER I.

PAGE

THE PROBLEM AND DEFINITION

OF TERMS USED . . .

1

The Problem .

1

Statement o f t h e problem Significance

o f t h e problem .

1 .

.

.

.

.

1

Delimitations

4

Limitations

4

D e f i n i t i o n s o f Terms Used

II.

5

Motor E d u c a b i l i t y

5

Factor

5

References

6

REVIEW OF THE LITERATURE

7

Motor e d u c a b i l i t y

7

Intelligence testing

III.

.

10

Motor l e a r n i n g r e s e a r c h

10

References

13

METHODS

15

Sample

15

T e s t i n g prodecures

15

The t e s t s

16 •

Method o f a n a l y s i s

17

References

.

.

.

.

18

iv CHAPTER IV.

PAGE

RESULTS AND DISCUSSION Presentation

19

o f Data . '

19

Sample d i s t r i b u t i o n s

.

Correlation

22

P r i n c i p a l component a n a l y s i s

24

Discussion

.

28

References V.

19

:

30

SUJMMARY, CONCLUSION AND RECOMMENDATIONS

.

.

.

Summary

31 '31

Conclusion

31

Recommendation

33

References

34

BIBLIOGRAPHY APPENDICES

.

.

.

.

.

.

.

.

35 41

Appendix A .

42

Appendix B

46

Appendix C

47

LIST OF TABLES TABLE 'I.

PAGE R e l a t i o n s h i p s Between Iowa-Brace Test o f Motor E d u c a b i l i t y and Achievement i n Learning

i n Three Sports

I I . . Pearson Product-Moment

3

Correlation

C o e f f i c i e n t s f o r Iowa-Brace Scores and C a l i f o r n i a T e s t o f Mental M a t u r i t y

I.Q.

Scores III.

Rotated F a c t o r M a t r i x

23 f o r Iowa-Brace Motor

E d u c a b i l i t y Test IV.

26

C o r r e l a t i o n Between F a c t o r s o f Iowa-Brace Test and F a c t o r s o f C a l i f o r n i a T e s t o f Mental M a t u r i t y - Long Form

27

LIST OF FIGURES FIGURE 1.

PAGE Percentage o f V a r i a n c e Represented by Each Factor the

2.

at D i f f e r e n t Stages o f P r a c t i c e on

Complex C o - o r d i n a t i o n

Test

12

• D i s t r i b u t i o n o f T o t a l I.Q. f o r 112 Grade Five G i r l s

3.

20

D i s t r i b u t i o n o f T o t a l Scores on Iowa-Brace f o r 112 Grade F i v e G i r l s

4.

Scatter

Test 21

P l o t o f T o t a l Iowa-Brace, and T o t a l

C a l i f o r n i a Test Form I.Q

o f Mental M a t u r i t y

- Long 25

ACKNOWLEDGEMENTS The

w r i t e r would l i k e t o express her a p p r e c i a t i o n

t o Dr. S.R. Brown f o r h i s i n v a l u a b l e a s s i s t a n c e i n the p r e p a r a t i o n o f t h i s manuscript. Without the c o - o p e r a t i o n Vancouver School

o f Dr. Norman E l l i s o f the

Board and t h e p r i n c i p a l s and t e a c h e r s o f

the schools p a r t i c i p a t i n g ,

t h i s study c o u l d not have been r

undertaken. The

a s s i s t a n c e g i v e n by Miss Helen Klassen,

Miss

A n t o i n e t t Van B e r k e l and o t h e r s d u r i n g t e s t i n g s e s s i o n s i s greatly

appreciated.

CHAPTER I THE

PROBLEM AND DEFINITIONS OF TERMS USED

S t u d i e s showing s p e c i f i c i t y retention

i n t h e l e a r n i n g and

o f motor s k i l l s have c a s t doubt on t h e e x i s t e n c e 1

of a g e n e r a l motor e d u c a b i l i t y c o n s t r u c t . physical

educators s t i l l

f e e l that

Yet, many

such a. c a p a c i t y

t o a g r e a t e r or l e s s e r degree i n a l l o f t h e i r

students.

There i s some evidence i n t h e l i t e r a t u r e t o suggest the

exists

that

Iowa-Brace T e s t o f Motor E d u c a b i l i t y can be used t o

predict

achievement i n the e a r l y stages o f l e a r n i n g a 2

motor s k i l l .

Factor a n a l y t i c studies

o f the e a r l y

stages

of the motor l e a r n i n g p r o c e s s show a c o n s i d e r a b l e amount o f v a r i a n c e accounted f o r by "non-motor" f a c t o r s such as those 3 measured by t e s t s o f g e n e r a l mental a b i l i t y . I. THE PROBLEM Statement o f t h e problem.

The purpose o f t h i s

study i s t o compare t h e f a c t o r a l s t r u c t u r e s Brace T e s t o f Motor E d u c a b i l i t y Mental M a t u r i t y —

Long Form

Significance

and t h e C a l i f o r n i a T e s t o f

(a g e n e r a l mental a b i l i t y t e s t ) .

o f t h e problem.

The Iowa-Brace T e s t o f

Motor E d u c a b i l i t y has a low r e l i a b i l i t y using equivalent correlations

o f the Iowa-

(0.6111 ± 0.0320

h a l v e s ) and o n l y moderately h i g h p o s i t i v e

are found between t h i s t e s t and t h e l e v e l o f

2. skill

achieved i n new motor tasks.4

(See Table I) For

these reasons i t s u s e f u l n e s s as a p r e d i c t o r l e a r n a motor s k i l l

i s questionable.

of a b i l i t y to

The Iowa-Brace T e s t

of Motor E d u c a b i l i t y and o t h e r s t u n t - t y p e motor t e s t s are r a r e l y used i n p h y s i c a l r e s e a r c h today. use

Investigators

educability

education classes or

i n other f i e l d s sometimes

these t e s t s without r e a l i z i n g t h a t modern motor

learning

r e s e a r c h has l e d t o doubt i n t h e i r v a l i d i t y . Research designs which r e q u i r e t h a t the e f f e c t s o f s e v e r a l

equivalent

d i f f e r e n t treatments can be

e v a l u a t e d are common i n p h y s i c a l

education research.

measure o f a b i l i t y t o l e a r n motor s k i l l s so r e s e a r c h e r s s u b s t i t u t e achievement. justified

groups so

No r e l i a b l e

i s a v a i l a b l e and

i n t e l l i g e n c e t e s t s or school

The use o f i n t e l l i g e n c e t e s t s can only be

i f those used have s u b t e s t s l o a d i n g

some o f the f a c t o r s i d e n t i f i e d as p l a y i n g l e a r n i n g o f a new motor s k i l l ;

h e a v i l y on

r o l e s i n the

such as s p a t i a l r e l a t i o n s ,

p e r c e p t u a l speed, v i s u a l i z a t i o n and mechanical

analysis.5

The use of i n t e l l i g e n c e t e s t s t o group c h i l d r e n

into

physical

convenient

education c l a s s e s

i s administratively

s i n c e most schools are a l r e a d y u s i n g an i n t e l l i g e n c e t e s t i n g program f o r grouping i n academic s u b j e c t testing for physical

areas and separate

e d u c a t i o n consumes v a l u a b l e t e a c h i n g

time. When motor e d u c a b i l i t y t e s t s were f i r s t studies

introduced

were conducted which showed no r e l a t i o n s h i p between

TABLE I . RELATIONSHIPS BETWEEN IOWA-BRACE TEST OF MOTOR EDUCABILITY AND ACHIEVEMENT AND. LEARNING IN THREE SPORTS*

Basketball 1. I n i t i a l Achievement 2. F i n a l Achievement D i f f e r e n c e (2-1)

• .3117

+

Volleyball +

Baseball

.1113

.3004

.0647

.3392

.0872

.2949 + .0647

.2834

.1219 + .1214

-.0305 + .0711

.5371

+

+ .0770 +

.0802

.1054 + .0860

*Eugenia G i r e and Anna Espenschade, "The R e l a t i o n s h i p Between Measures o f Motor E d u c a b i l i t y and L e a r n i n g o f S p e c i f i c Motor S k i l l s , " Research Q u a r t e r l y , 13:43-56, March, 1942.

4 motor e d u c a b i l i t y t e s t r e s u l t s and 6 tests.

Now

researchers

those o f

intelligence

are u s i n g i n t e l l i g e n c e t e s t s to

serve the same, purpose motor e d u c a b i l i t y t e s t s were o r i g i n a l l y designed

to serve.

I t t h e r e f o r e becomes important

re-examine the r e l a t i o n s h i p between these two Delimitations.

girls.

I t was

decided

would take up as l i t t l e

L e v e l two

o f the C a l i f o r n i a T e s t o f Mental M a t u r i t y

f o r use

i n grades four, f i v e and

the number o f students range f o r l e v e l two

six.

By

hoped t o reduce

whose ages were o u t s i d e the normal

of the C a l i f o r n i a Test o f Mental. Matur-

There are t h r e e l e v e l s o f the Iowa-Brace Motor

E d u c a b i l i t y Test, one for

one

s c h o o l time as p o s s i b l e .

s e l e c t i n g the sample from grade f i v e i t was

ity.

to t e s t

so t h a t t e s t i n g s e s s i o n s would r e q u i r e o n l y

examiner and

i s designed

types o f t e s t s .

D i f f e r e n t forms of the Iowa-Brace

T e s t are used f o r boys and only g i r l s

to

f o r elementary s c h o o l c h i l d r e n ,

j u n i o r h i g h s c h o o l c h i l d r e n , and

school c h i l d r e n .

one

one

for senior high

A sample composed o f grade f i v e g i r l s

expected to f a l l w e l l w i t h i n the age

range s u i t a b l e to

was the

elementary form of the Iowa-Brace T e s t of Motor E d u c a b i l i t y . Limitations. was

In s p i t e o f the f a c t t h a t the

r e s t r i c t e d to grade f i v e g i r l s ,

n e a r l y one

sample

quarter

the s u b j e c t s were eighteen months or more beyond t h e i r birthday. has

of tenth

Although the C a l i f o r n i a Test o f Mental M a t u r i t y

t a b l e s f o r students

up to t h i r t e e n years

of age

the

Iowa-Brace Test

i s not

s i m i l a r l y adjusted

age.

S c o r e s on t h e I o w a - B r a c e T e s t ,

early

i n t e l l i g e n c e t e s t s a f t e r which i t i s patterned,

gradually high

i n c r e a s e w i t h age.

scores

were o b t a i n e d

Iowa-Brace Test by

i n the

of

the

t h i s reason s p u r i o u s l y

t h e g i r l s more t h a n e i g h t e e n

schools

sample o f g i r l s

those

on t h e e l e m e n t a r y l e v e l o f

beyond t h e i r t e n t h b i r t h d a y . allowed

For

like

to correct for

I t was

impossible

the

months i n the

time

t o t e s t enough s u b j e c t s t o ' form

a l l w i t h i n eighteen

months o f t h e i r

a

tenth

birthday. II.

D E F I N I T I O N OF

Motor e d u c a b i l i t y — n e s s w i t h w h i c h an

may

be

Aileen

Carpenter:

i n d i v i d u a l l e a r n s a new —

bility

TERMS USED

defined

Bryant

motor

Cratty:

"The

readi-

skill."'

"Motor

educa-

as t h e c a p a c i t y t o l e a r n [ a m o t o r

skill. — l e a r n motor s k i l l s Factor•—

e a s i l y and

CH.

McCloy:

11

The

ability

well. 9

a hypothetical construct underlying

. ,. 10 measureable v a r i a b l e .

to

some

REFERENCES Bryant J . C r a t t y , "Comparison o f L e a r n i n g a F i n e Motor Task with L e a r n i n g a Simple Gross Motor Task U s i n g K i n e s t h e t i c Cues," Research Q u a r t e r l y , 33:212-221, May, 1962; F r a n k l i n Henry, "Increased Response L a t e n c y f o r Complicated Movements and a 'Memory Drum'- Theory o f Neuro-. motor R e a c t i o n , " Research Q u a r t e r l y , 31:448-457, 1960; and Joseph B. Oxendine, " G e n e r a l i t y and S p e c i f i c i t y i n the L e a r n i n g o f F i n e and Gross Motor S k i l l s , " Research Q u a r t e r l y , 38:86-94, March, 1967. • 2 Eugenia G i r e and Anna Espenschade, "The R e l a t i o n s h i p Between Measures of. Motor E d u c a b i l i t y and L e a r n i n g S p e c i f i c Motor S k i l l s , " Research Q u a r t e r l y , 13:43-56, March, 1942. Learning

Bryant J . C r a t t y , Movement Behavior and Motor ( P h i l a d e l p h i a : Lea and F e b i g e r , 19677"] P- 249. "^Gire and Espenschade, l o c . c i t . C r a t t y , op. c i t . , p. 261.

G r a n v i l l e B. Johnson, "A Study o f the R e l a t i o n s h i p t h a t E x i s t s Between P h y s i c a l S k i l l as Measured, and the General I n t e l l i g e n c e o f C o l l e g e Students," Research Q u a r t e r l y , 13:57-59, March, 1942; C.H. McCloy and Norma D. Young, T e s t s and Measurements i n H e a l t h and P h y s i c a l E d u c a t i o n (New York: A p p l e t o n - C e n t u r y - C r o f t s , Inc., 1954), p. 83. 7 . A i l e e n Carpenter, "Test o f Motor E d u c a b i l i t y f o r the F i r s t Three Grades," C h i l d Development, 11:294, December, 1940. g C r a t t y , . o p . c i t . , p. 11. McCloy, op. c i t . , p. 84. Harry H. Harman, Modern F a c t o r A n a l y s i s The U n i v e r s i t y o f Chicago Press, 1967), p. 14.

(Chicago:

CHAPTER II REVIEW OF

THE

Motor e d u c a b i l i t y . factors generally cessful learning physical

LITERATURE

C. H. McCloy l i s t e d

accepted t o be of the

change d i r e c t i o n ,

McCloy's l i s t

(2) dynamic energy, (4)

flexibility,

an undue amount of excess f a t or

(5)

e n t e r s i n t o the

learning

learning

one

ative.

(1)

tivity

and

ability

motor c o - o r d i n a t i o n

IT

(10)

co-ordination

arm

rhythm,

(15)

timing,

the oper-

the sensi(6)

(7)

sensory-

(8)

sensory-

( a d a p t a t i o n to e x t e r n a l

forces), direction, (as i n

f o r a combination of movements,

accuracy o f d i r e c t i o n , (16)

which

(5) p e r c e p t u a l speed,

f o r c o m p l i c a t e d u n i t a r y movement

(13)

of

inherent

(3) g e n e r a l k i n e s t h e t i c

(eye-hand, e y e - f o o t ) ,

co-ordination

control,

lack

In

factors

judgement c o n c e r n i n g time, h e i g h t , d i s t a n c e ,

d i v i n g ) , (11) (12)

(6)

f a c t o r s are

to v i s u a l i z e s p a t i a l r e l a t i o n s h i p s , I

to

been i d e n t i f i e d

a l l o f the

(4) balance,

motor c o - o r d i n a t i o n

(1)

i n s i g h t i n t o the n a t u r e o f

(2) depth p e r c e p t i o n , control,

ability

agility,

A c c o r d i n g t o McCloy these were the

skill,

(9)

(3)

includes:'

of v a r i o u s motor s k i l l s .

s k i l l not

i n motor e d u c a b i l i t y :

suc-

"dead" weight.^

Another group o f f a c t o r s has

of any

t o the

types of motor s k i l l s taught i n

education c l a s s e s .

muscular s t r e n g t h ,

prerequisite

several

motor rhythm,

(17)

(14) quick

sensory and

8 adaptive d e c i s i o n s ,

(18)

aesthetic feelings.

i d e n t i f i e d some of these

f a c t o r s by

2

McCloy

factor analytic studies

o f t e s t s p u r p o r t i n g t o measure motor e d u c a b i l i t y and by

subjective observation. The

was

others

Iowa R e v i s i o n o f the Brace T e s t o f Motor A b i l i t y

developed by

CH.

the S t a n f o r d - B i n e t

McCloy i n the e a r l y t h i r t i e s .

He

I n t e l l i g e n c e T e s t as a model f o r h i s t e s t

o f "motor e d u c a b i l i t y . " Of the f o r t y s t u n t s i n the

Brace

J

t e s t twenty-one were s e l e c t e d f o r use o f the t e s t .

Only s t u n t s h a v i n g

i n the Iowa R e v i s i o n

low c o r r e l a t i o n s with

measures o f s t r e n g t h , s i z e and m a t u r i t y , i n c l u d e d i n the Iowa-Brace t e s t . t h a t scores

used

and power were

T h i s t e s t was

i n c r e a s e d with the age

o f the

designed

so

subject.^

A study by Eugenia G i r e and Anna Espenschade determined the r e l i a b i l i t y equivalent halves.

The

o f the Iowa-Brace Test, u s i n g

reliability

c o e f f i c i e n t was

0.6111

- 0.0320 which i s lower than t h a t of the longer Brace T e s t . Achievement i n the e a r l y stages

o f l e a r n i n g ..several motor

s k i l l s a s s o c i a t e d with common s p o r t s c o r r e l a t e d q u i t e h i g h l y with the Iowa-Brace T e s t .

5

(See Table I, page

3.)

A f a c t o r a n a l y s i s o f the Iowa-Brace T e s t o f Motor E d u c a b i l i t y was six

factors:

balance,

performed by E s t e r Cope. (1) dynamic energy,

She

identified

(2) f l e x i b i l i t y ,

(4) h o r i z o n t a l s e m i - c i r c u l a r c a n a l balance,

"insight",

(6) arm

co-ordination.

study were h i g h s c h o o l g i r l s

The

ranging

(3) (5)

subjects i n t h i s

i n age

from e l e v e n

to

9 eighteen.

S e v e r a l t e s t s were i n c l u d e d i n the f a c t o r

s i s b e s i d e the Iowa-Brace t e s t .

These i n c l u d e d the

Jump, P h y s i c a l F i t n e s s Index and t e s t s of balance, bility,

and

analy-

rhythm. ^ J u n i o r h i g h s c h o o l g i r l s 1

are

Sargent flexi-

normally

t e s t e d on a s l i g h t l y d i f f e r e n t s e t o f s t u n t s than those for h i g h s c h o o l g i r l s . i c a l l y designed

to y i e l d

S i n c e the Iowa-Brace t e s t was i n c r e a s i n g l y higher

i n c r e a s e s i n age,the use of one of

scores

used

specif-

with

s e t o f s t u n t s f o r a sample

such g r e a t age range appears t o be a weakness o f t h i s

study.

No

evidence

o f the r e l i a b i l i t y or v a l i d i t y o f the

t e s t s o f f l e x i b i l i t y , balance

or rhythm was

McCloy r e p o r t e d t h a t he

found

given.

no r e l a t i o n s h i p

be-

tween measures o f i n t e l l i g e n c e and measures o f motor 7 educability.

McCloy's o b s e r v a t i o n t h a t t h e r e was

no

r e l a t i o n s h i p between h i s t e s t o f motor e d u c a b i l i t y and 'general

i n t e l l i g e n c e appears t o be based on s t u d i e s o f

c o l l e g e students. negative and

C o l l e g e age

students

ideas about t h e i r a b i l i t y

o f t e n have p r e f i x e d

to' perform motor t a s k s

about the importance o f such t a s k s .

A t t i t u d e s such as

these c o u l d a f f e c t the l e v e l o f performance on the IowaBrace T e s t and might obscure any r e l a t i o n s h i p between i t and intelligence. C e c i l l e Meserve found

.

.

a c o r r e l a t i o n o f 0.318

the Brace Motor A b i l i t y T e s t and

I.Q.

as measured by

between the

O t i s and S t a n f o r d - B i n e t I n t e l l i g e n c e T e s t s i n a sample o f "normal boys."^ V i c k e r s e t a l found

a significant

.

positive

10 c o r r e l a t i o n between the Brace S c a l e and

the upper and

lower

ranges of i n t e l l i g e n c e i n a sample of c h i l d r e n ages f i v e

to

9 nine. any

Using college

age

s u b j e c t s Johnson f a i l e d t o

r e l a t i o n s h i p between h i s t e s t o f motor e d u c a b i l i t y

scores on the American C o u n c i l T e s t . ^ . Several studies

of E d u c a t i o n

gence and

the

o f m e n t a l l y r e t a r d e d c h i l d r e n have

1

method an

i n t e l l i g e n c e t e s t s has

of time

l o g i c a l age.

derived

then l e v e l e d o f f . equivalents"

No

by chrono-

intelli-

based on the normal curve. individual

such c o n s i s t e n c y throughout l i f e

found f o r motor e d u c a b i l i t y scores because motor t e s t s were modelled a f t e r the

studies

old intelligence tests.

listed

above, the

is

educability

modern methods of c a l c u l a t i n g g e n e r a l mental a b i l i t y been used i n the

the

up t o about

Modern t e s t s of

These scores are r e l a t i v e l y c o n s t a n t f o r one 12 throughout l i f e .

In

obtained

increased

since the

from t e s t s c o r e s by

U s i n g t h i s method "IQ"

f i f t e e n and

gence g i v e "IQ

changed.

" i n t e l l i g e n c e q u o t i e n t " was

d i v i d i n g the mental age

age

In the p e r i o d

1

i n the p r e c e d i n g s e c t i o n were completed

method of s c o r i n g old

intelli-

Iowa-Brace Motor E d u c a b i l i t y Test." "" "

Intelligence testing. studies

and

Intelligence

found a p o s i t i v e r e l a t i o n s h i p between measures of

the

find

Had scores

r e s u l t s might

w e l l have been d i f f e r e n t . Motor l e a r n i n g

r e s e a r c h . „ Recent s t u d i e s

l e a r n i n g have found t h a t t h e r e i s a g r e a t d e a l

of

i n motor specificity

11 i n the l e a r n i n g o f motor s k i l l ' s .

1o J

T h i s d i s c o v e r y has c a s t

doubt on t h e e x i s t e n c e o f g e n e r a l motor e d u c a b i l i t y . However, t h e r e i s some evidence t o suggest t h a t the e a r l y stages o f l e a r n i n g a motor s k i l l Edwin Fleishman

a r e not t a s k - s p e c i f i c .

found t h a t i n the e a r l y stages o f l e a r n i n g

g e n e r a l f a c t o r s such as psychomotor c o - o r d i n a t i o n , s p a t i a l relations,

v i s u a l i z a t i o n , mechanical

c e p t u a l speed . accounted scores.

experience, and p e r -

f o r most o f t h e v a r i a n c e i n t e s t

In the l a t e r stages o f p r a c t i c e psychomotor c o -

ordination,

r a t e o f movement and a f a c t o r p e c u l i a r t o the

c r i t e r i o n t a s k accounted

f o r most o f t h e v a r i a n c e i n the

14 scores.

(See F i g u r e 1, page 12.) Fleishman

found t h a t 46.1 per c e n t o f t h e e a r l y

v a r i a n c e i n t e s t s c o r e s was accounted

f o r by "non-motor"

f a c t o r s , w h i l e o n l y 29.5 per cent was accounted factors.

f o r by motor

L a t e i n t h e l e a r n i n g process 10.5 per cent o f t h e

v a r i a n c e was accounted

f o r by "non-motor" f a c t o r s and 74.5

per cent by motor f a c t o r s . ^ .The importance factors i n the i n i t i a l

o f non-motor

stages o f l e a r n i n g agrees w i t h t h e

evidence t h a t v e r b a l i z a t i o n and mental p r a c t i c e the l e a r n i n g o f a motor s k i l l

i n the i n i t i a l

facilitate 17 stages.

12

FIGURE

1

PERCENTAGE OF VARIANCE REPRESENTED BY EACH FACTOR AT DIFFERENT STAGES OF PRACTICE ON THE COMPLEX CO-ORDINATION TEST* E d w i n Fleishman and Walter Hempel, "Changes i n F a c t o r S t r u c t u r e o f a complex Psychomotor T e s t as a F u n c t i o n o f P r a c t i c e , " Psychometrika, 19:239-252, September, 1954, c i t e d by Bryant C r a t t y , Movement Behavior and Motor L e a r n i n g ( P h i l a d e l p h i a : L e a and F e b i g e r , 1967), p. 262. x

REFERENCES •'•CH. McCloy and Norma D. Young, T e s t s and Measurements i n H e a l t h and P h y s i c a l E d u c a t i o n (New York: A p p l e t o n - C e n t u r y - C r o f t s , Inc., 1954), p. 10-11. 2

Ibid.,

p.

5-10.

C.H. McCloy, "An A n a l y t i c a l Study of the Stunt Type T e s t as a Measure o f Motor E d u c a b i l i t y . " Research Q u a r t e r l y , 8:46-55, October, 1937. 4 C H . McCloy, T e s t s and Measurements i n H e a l t h and P h y s i c a l E d u c a t i o n (New York: A p p l e t o n - C e n t u r y - C r o f t s , Inc., 1954), p. 85. 5 Eugenia G i r e and Anna Espenschade, "The R e l a t i o n s h i p Between Measures o f Motor E d u c a b i l i t y and L e a r n i n g o f S p e c i f i c Motor S k i l l s , " Research Q u a r t e r l y , 13:43-56. March, 1942. 3

^ E s t e r Cope, "A study o f the Component F a c t o r s o f the Iowa R e v i s i o n o f the Brace Motor A b i l i t y T e s t , " (Unpubl i s h e d Master's theses, S t a t e U n i v e r s i t y o f Iowa, 1938), p. 2-7. McCloy, op. c i t . ,

p.

83.

Q

C e c i l l e A. Meserve, "Status o f R e l a t i o n s h i p s o f Motor and Mental A b i l i t y , " (unpublished Master's t h e s i s , U n i v e r s i t y o f New Hampshire, 1933), c i t e d by J.A. Day, " R e l a t i o n s h i p s Between I n t e l l i g e n c e and S e l e c t e d P h y s i c a l , Motor and S t r e n g t h C h a r a c t e r i s t i c s o f Boys Nine, T h i r t e e n and Seventeen Years o f Age," (Unpublished Master's t h e s i s , The U n i v e r s i t y of Oregon, 1965), p. 15. ^ V e r n e t t V i c k e r s , L i l l i a m Poyntz, Mabel Baum, "The Brace S c a l e Used with Young C h i l d r e n , " Research Q u a r t e r l y , 13:299-308, October, 1942. G r a n v i l l e B. Johnson "A Study o f the R e l a t i o n s h i p t h a t E x i s t s Between P h y s i c a l S k i l l as Measured, and the General I n t e l l i g e n c e o f C o l l e g e Students," Research Q u a r t e r l y , 13:57-59, March, 1942. l 0

^^D.K. Brace, "Motor L e a r n i n g o f F e e b l e Minded G i r l s , " Research Q u a r t e r l y , 19:269-75, December, 1948; Chester H a r r i s [ed.), E n c y c l o p e d i a o f E d u c a t i o n a l Research (New York: M a c M i l l a n Company, 1960), p. 903.

14 12

Jim C. Nunnally, Psychometric Theory McGraw-Hill Book Company, 1967), p. 273.

(Toronto:

Joseph B. Oxendine, " G e n e r a l i t y and S p e c i f i c i t y i n the L e a r n i n g of. F i n e and Gross Motor S k i l l s , " Research Q u a r t e r l y , 38:86-94, March, 1967. 14 Edwin A. Fleishman and Walter E. Hempel, "Changes i n F a c t o r S t r u c t u r e of a Complex Psychomotor T e s t as a F u n c t i o n o f P r a c t i c e , " Psychometrika, 19:239-252, September, 1954. 15 Bryant J . C r a t t y , "A Three L e v e l Theory o f Percept u a l Motor Behaviour," Quest, Monograph VI, May, 1966, pp. 3-10. 16

Fleishman,

op. c i t . , p.

251.

17 V i r g i n i a H a r r i s o n , "A Review o f the Neuromuscular Bases f o r Motor L e a r n i n g , " Research Q u a r t e r l y , 33:59-69, March, 1962; Wilbur Twining, "Mental P r a c t i c e and P h y s i c a l P r a c t i c e i n L e a r n i n g a Motor S k i l l , " Research Q u a r t e r l y , 20:432-35, December, 1949; R.A. Vandal, e t a l . , "The F u n c t i o n o f Mental P r a c t i c e i n the A c q u i s i t i o n o f Motor S k i l l s , " J o u r n a l o f General Psychology, 29:243-50, October, 1943.

CHAPTER I I I METHODS Sample. from c i t y

The

schools

sample c o n s i s t e d

S t a f f by

Schools.

consecutively

and

seven of the

of the

classes

Directory

f o r use

i n the

during

and

at the

therefore

end

o f May.

The

a two

The



did

was

given

first

i n the

and

California

i n the

Tables provided

M a n u a l w e r e u s e d t o c o n v e r t raw f a c t o r s and

The

Iowa-Brace T e s t .

scoring

L a n g u a g e , N o n - L a n g u a g e and

afternoon

exactly.^

was

the

The

Standardized i n s t r u c t i o n s pre-

a l l of the marking f o r the

case of

follow-

l a s t h a l f hour of t e s t i n g .

C a l i f o r n i a Test of Mental Maturity

the

section

language s e c t i o n

m i n u t e b r e a k was

f o r each t e s t were f o l l o w e d

stencils.

within

was

non-language s e c t i o n of the

Test of Mental M a t u r i t y .

select

Long Form

was

scribed

Teach-

language

administered

the

of

used to

I o w a - B r a c e t e s t was by

Seven

A l l c l a s s e s were t e s t e d

the morning.

t e s t seven before the

followed

girl

study.1

C a l i f o r n i a Test of Mental Maturity

very long

grade f i v e

A l l g r a d e f i v e c l a s s e s w e r e numbered

procedures.

week p e r i o d

administered

ing

from the

a random number t a b l e was

Testing a three

112

of Vancouver, B r i t i s h Columbia.

c l a s s e s were randomly s e l e c t e d ing

of

The

scored using

hand

Examiner's

scores to p e r c e n t i l e s

deviation Total

examiner

IQ.

IQ's

i n the

S c o r e s on

case

the

in of

Iowa-

16 Brace Test were l e f t i n the raw score form because the norms f o r t h i s t e s t were e s t a b l i s h e d so long ago t h a t t h e i r present usefulness The

tests.

i s questionable. The Iowa-Brace T e s t c o n s i s t e d o f t e n

s t u n t s p r e s c r i b e d f o r use with elementary s c h o o l g i r l s by C H . McCloy.

D e s c r i p t i o n s o f these s t u n t s are t o be found

i n Appendix A. of

D e t a i l s o f t h e development o f t h i s t e s t and

its reliability

and v a l i d i t y have a l r e a d y been d i s c u s s e d

i n t h e Review o f t h e L i t e r a t u r e . The

C a l i f o r n i a Test o f Mental M a t u r i t y —

was s e l e c t e d f o r use i n t h i s study

Long Form

f o r s e v e r a l reasons'.

Iowa-Brace T e s t o f Motor E d u c a b i l i t y was p a t t e r n e d Stanford-Binet I n t e l l i g e n c e Test.

The

a f t e r the

The C a l i f o r n i a T e s t o f

Mental M a t u r i t y was s c a l e d t o g i v e t h e same r e s u l t s as t h e S t a n f o r d - B i n e t I n t e l l i g e n c e T e s t and c o r r e l a t e s .99 with i t . The

C a l i f o r n i a Test o f Mental M a t u r i t y has been f a c t o r

l y z e d and f i v e f a c t o r s have been i d e n t i f i e d

definitely:

(1) L o g i c a l reasoning,

(2) Numerical reasoning,

relations,

(5). V e r b a l c o n c e p t s . ^

the t e s t

(4) Memory,

i s such t h a t scores on these

obtained.

(3) S p a t i a l

The format of-

f a c t o r s are e a s i l y

The C a l i f o r n i a T e s t o f Mental M a t u r i t y —

Form i s commonly used i n the s c h o o l s , and d e t a i l e d mation about i t s r e l i a b i l i t y

ana-

Long infor-

and v a l i d i t y i s r e a d i l y

avail-

5 ' able. B.

R e l i a b i l i t y c o e f f i c i e n t s are t o be found

i n Appendix

17 Method o f a n a l y s i s .

The d i s t r i b u t i o n o f p u p i l s '

scores on t h e C a l i f o r n i a . T e s t o f Mental M a t u r i t y and on t h e Iowa-Brace t e s t were p l o t t e d s e p a r a t e l y and- t h e mean, s t a n dard d e v i a t i o n and standard

e r r o r o f each d i s t r i b u t i o n were

calculated. The

t o t a l scores on the Iowa-Brace T e s t were

c o r r e l a t e d with t h e t o t a l score on t h e C a l i f o r n i a T e s t o f Mental M a t u r i t y .

The Iowa-Brace t o t a l s c o r e s were a l s o

c o r r e l a t e d with t h e Language and Non-Language IQ s c o r e s . The

s i g n i f i c a n c e o f t h e d i f f e r e n c e between t h e c o r r e l a t i o n

coefficients

f o r Language and Non-Language was c a l c u l a t e d .

A p r i n c i p a l component a n a l y s i s o f t h e m a t r i x o f t r i s e r i a l correlation coefficients

f o r the s t u n t s i n t h e

Iowa-Brace T e s t o f Motor E d u c a b i l i t y was made.

I t was

necessary t o use t r i s e r i a l c o r r e l a t i o n c o e f f i c i e n t s because o n l y t h r e e p o s s i b l e scores can be obtained on an item o f t h e Iowa-Brace T e s t , but passed t r i a l

[o

(failed

2 trials),

1 (failed t r i a l 1

2) or 2 (passed on f i r s t t r i a l ) } .

f a c t o r s were i s o l a t e d accounting variance o f the t e s t .

Five

f o r 67 per cent o f t h e t o t a l

These f i v e f a c t o r s were compared with

the f i v e f a c t o r s o f t h e C a l i f o r n i a T e s t o f Mental M a t u r i t y in a correlation

matrix.

REFERENCES W. James Popham, E d u c a t i o n a l S t a t i s t i c s (New York: Harper and Row, P u b l i s h e r s , 1967), pp. 45-47, 381-383. 1

2

C H . McCloy and Norma D. Young, T e s t s and Measurements i n H e a l t h and P h y s i c a l E d u c a t i o n (New York: A p p l e t o n C e n t u r y - C r o f t s , Inc., 1954), pp. 91-94; E l i z a b e t h S u l l i v a n , et a l . , Examiner's Manual (Del Monte Research Park, Monterey C a l i f o r n i a ; C a l i f o r n i a Test Bureau - a D i v i s i o n o f McGrawH i l l Book Company, 1964), pp. 13-23. T e c h n i c a l Report (Del Monte Research Park, Monterey C a l i f o r n i a : C a l i f o r n i a Test Bureau - a D i v i s i o n o f McGrawH i l l Book Company, 1965), pp. 20-24. 4 H.E. Anderson and D.A.. Leton, "Factor A n a l y s e s o f the C a l i f o r n i a Test o f Mental M a t u r i t y , " E d u c a t i o n a l and P s y c h o l o g i c a l Measurement, 24:513-23, F a l l , 1964. Technical.Report,

op. c i t .

CHAPTER IV

RESULTS AND I.

DISCUSSION

PRESENTATION OF DATA

Sample d i s t r i b u t i o n s .

The d i s t r i b u t i o n s

of both

the Iowa-Brace Test and the C a l i f o r n i a T e s t of Mental Maturity

(Figures 2,

3) are s l i g h t l y n e g a t i v e l y skewed.

S i n c e both d i s t r i b u t i o n s the same d i r e c t i o n of c o r r e l a t i o n Pupils'

d e v i a t e from the normal curve i n

t h e i r skewness does not p r o h i b i t

standard was

error

calculated

scores on the C a l i f o r n i a T e s t o f Mental

ation

of measurement i s 3.07 8. u s i n g the KR2]_

designed

The

correlation

The

error

coefficient

given

i n the T e c h n i c a l Report.

This

t o have a mean o f 100.0, standard

devi-

and

standard

error

in

3.5.^

range of scores made by p u p i l s

Test of Motor E d u c a b i l i t y i s 9.14

The

standard

o f 16 f o r the t o t a l p o p u l a t i o n . 'The

the p o p u l a t i o n i s

error

The mean score f o r t h i s

and the standard d e v i a t i o n i s 15.39.

f o r t h i s l e v e l o f the t e s t t e s t was

use

coefficients.

M a t u r i t y range from 61 to 134. sample i s 105.0

the

i s from 1 to 17.

the standard d e v i a t i o n i s 3.44.

on the Iowa-Brace The mean score The

standard

o f measurement obtained by Eugenia G i r e u s i n g

equiv2

alent halves c o r r e l a t i o n

coefficient

(0.6111) was

2.15.

20

302520-

Range Mean S.D. S.E.

15.

73 105.0 15.39 3.078

10.

60

70

80

90 100 110 120 CTMM-LF T o t a l I.Q.

130

140

FIGURE 2 DISTRIBUTION OF TOTAL I.Q. FOR 112 GRADE FIVE GIRLS

21

48

40

Range Mean S.D. S.E.

>i 32^ o c &

241

5-1 fa 16

6

9 12 15 18 21 Iowa-Brace T o t a l Score

FIGURE 3 DISTRIBUTION OF TOTAL SCORE ON IOWA-BRACE TEST FOR '112 GRADE FIVE GIRLS

16 9.143 3.440 2.150

22 The Iowa-Brace T e s t l a c k s d i s c r i m i n a t i o n

i n t h i s sample as

demonstrated by the f a c t t h a t the standard e r r o r t h i r d s as l a r g e as the standard Correlation.

i s two

deviation.

The t o t a l score on the Iowa-Brace T e s t

was c o r r e l a t e d with the three IQ scores - Language, NonLanguage and T o t a l u s i n g Pearson product-moment c o r r e l a t i o n coefficients

(see Table I I ) .

Using a " t - t e s t " of s i g n i f i -

cance these c o r r e l a t i o n s were a l l found t o be s i g n i f i c a n t l y different

from zero at the 0.05

level.

The d i f f e r e n c e

between the c o r r e l a t i o n o f the t o t a l Iowa-Brace scores Language IQ ( r ^ )

a n <

3

t

n

e

c o r r e l a t i o n o f the T o t a l

Brace scores with the Non-Language tested

for significance.

IQ scores

The d i f f e r e n c e

standard e r r o r o f the d i f f e r e n c e

2.037 and i s s i g n i f i c a n t at the 0.02

Iowa-

(^13) was

i s 0.1756.

i s 0.0862.

with

The

The z r a t i o i s

level.

When 1 = T o t a l Iowa-Brace Z

"12

.

ST

2 = Language IQ 3 = Non-Language

=

2.037

IQ

23 TABLE I I

PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENTS FOR IOWA-BRACE SCORES AND CALIFORNIA TEST OF MENTAL MATURITY I.Q. SCORES Lang. I.Q.

N-L I.Q.

Total I.Q.

1.00

2.

Language I.Q.

3.

Non-Language I.Q.

.72

1.00 .

T o t a l I.Q.

.90

.95

1.00

T o t a l Iowa-Brace

.18 .

.35

.30

1.

Total I-B

1.00

24 The

difference

between these two

s i g n i f i c a n t beyond the

0.05

correlations

is

l e v e l which would have been

a c c e p t a b l e i n t h i s study.

The

Non-Language s e c t i o n

of

the

C a l i f o r n i a T e s t of Mental M a t u r i t y seems to account f o r most of the

r e l a t i o n s h i p between the

Mental M a t u r i t y and showing the

the

C a l i f o r n i a Test

Iowa-Brace T e s t .

r e l a t i o n s h i p between these two

r e c t a n g u l a r than e l l i p t i c a l and definitely positive

the

nent 'analysis

tests

used on

t o t a l t e s t variance.

The

P r i n c i p a l compo-

f a c t o r m a t r i x was

rotated

f i v e factors

Maturity. sets

of

of the

the by

factor the

the

structure.

unrotated

C. Iowa-Brace t e s t

correlated

with

scores

C a l i f o r n i a Test of Mental

Table IV shows the

factors.

rotated

final

f i v e f a c t o r s ' of the

were computed f o r each s u b j e c t and

five

cent of

f a c t o r m a t r i x and

f a c t o r m a t r i x i s g i v e n i n Appendix Scores on the

prepared

the c o r r e l a t i o n m a t r i x and

varimax 'method of r o t a t i o n t o g i v e the

on the

but

Iowa-Brace T e s t was

f a c t o r s were i s o l a t e d , a c c o u n t i n g f o r 67 per

Table I I I g i v e s the

i s more

A c o r r e l a t i o n matrix

correlation coefficients.

was

plot

relationship.

s t u n t s composing the

using t r i s e r i a l

scatter

shows a small,

, P r i n c i p a l component a n a l y s i s . for

The

of

c o r r e l a t i o n s between the

two

20

6



*

e

e

CO-

• » © co

c O

CO



•©

• • Coo •

O

©

«

C>

0

«

C

cs

So 0

e

e>

C

C

6

6

C>

c •

Ooo *

fi e

©a

(>

«

Co*.

«

»

tc

2

64

72

80

88

96 104 112 T o t a l I.Q.

120

128

136

144

FIGURE 4 SCATTER PLOT OF TOTAL IOWA-BRACE AND TOTAL I.Q,

TABLE I I I

ROTATED FACTOR MATRIX FOR IOWA-BRACE MOTOR EDUCABILITY TEST

I

II

Factors Ill 0.90514

-0. 09539

0.01606

11853

-0. 39314

-0. 06779

IV

V

1.

Hop Backward

0.07301

0.03727

2.

F u l l Right

0.08202

0. 51602

3.

F u l l Left

-0. 01375

0.01117

0.04208

-0. 92041

0.02560

4.

The Top

0.14466

-0. 04179

-0. 15778

-0. 12896

0.82922

5.

Forward Hand Kick

0.45619

0.36503

-0. 32704

-0. 25953

0.11465

6.

One Foot - Touch Head

0.01656

0.82817

-0. 04704

0.20532

-0. 02982

7.

Grapevine

-0. 18252

0.22666

0.32318

0.22651

0.64327

8.

Kneel, Jump t o Feet

0.17642

0.61824

0.03362

-0. 17918

0.30072

9.

Side Kick

0.73002

0.25956

-0. 12767

0.03846

0. 11614

0.79.979

-0. 10892

0.30206

-0. 01122

-0. 10142

10.

Turn Turn

Double Heel

Click

°-

to

TABLE : i v :

CORRELATION BETWEEN FACTORS OF IOWA-BRACE TEST AND FACTORS OF CALIFORNIA TEST OF MENTAL MATURITY LONG FORM F a c t o r s of Iowa-Brace II III fa i CJ

m o w u o -p o

rO fa

Test IV

V

L o g i c a l Reasoning

0.1629

0.1141

0.107 5

-0.1565

0.2859

Spatial Relationships

0.0808

0.0973

-0.1358

-0.2411

0.3035

Numerical Reasoning

0.2060

0.1431

-0.07 56

-0.1716

0.1042

V e r b a l Concepts

0.1583

0.0282

-0.1333

-0.0477

0.1107

Memory

0.0871

0.0480

0.0935

-0.0652

-0.0145

28 II.

DISCUSSION

There i s a s m a l l p o s i t i v e r e l a t i o n s h i p between the Iowa-Brace Test of Motor E d u c a b i l i t y and o f Mental M a t u r i t y .

the C a l i f o r n i a

The Non-Language s e c t i o n o f the

formia Test o f Mental M a t u r i t y has

a significantly

Test

Cali-

higher

r e l a t i o n s h i p t o the Iowa-Brace Test than the Language s e c t i o n does. P r i n c i p a l component a n a l y s i s o f the

correlation

matrix, o f the s t u n t s composing the Iowa-Brace Test f i e s f i v e f a c t o r s accounting o f the t e s t .

The

identi-

f o r 67 per cent o f the

variance

l a r g e number o f f a c t o r s i n p r o p o r t i o n to

the number o f v a r i a b l e s r e q u i r e d to account f o r 67 per

cent

o f the t e s t v a r i a n c e i n d i c a t e s t h a t the f a c t o r s o f t h i s t e s t have-very low i n t e r c o r r e l a t i o n s and Double h e e l c l i c k ,

s i d e k i c k and

load most h e a v i l y on F a c t o r I.

are q u i t e d i s t i n c t . forward

T h i s f a c t o r seems t o c o r r e s 5

pond with F a c t o r I I I i d e n t i f i e d by E s t e r Cope. t h i s f a c t o r a balance weighting

hand k i c k

She

f a c t o r i n s p i t e o f i t s very

on a t e s t o f b a l a n c e .

called

low

T h i s f a c t o r appears t o be

b e t t e r d e s c r i b e d as a t i m i n g f a c t o r . One

f o o t touch head, k n e e l

jump t o f e e t , and

r i g h t t u r n weight most h e a v i l y on F a c t o r I I . does not correspond

to any

This factor

o f E s t e r Cope's f a c t o r s .

seems t o be the a b i l i t y to use the arms to a s s i s t execution

o f r a p i d body movement.

p o r t e d by the f a c t t h a t the forward

full

This hypothesis hand k i c k a l s o

It

the i s suploads

29 s l i g h t l y on t h i s f a c t o r . on t h i s f a c t o r .

The top has a n e g a t i v e

weighting

In t h i s s t u n t the arms cannot be used

because the s u b j e c t must h o l d h i s ankles throughout t h e stunt. The hop backward s t u n t has a very h i g h p o s i t i v e l o a d i n g on F a c t o r I I I .

No r e a l attempt t o i d e n t i f y

f a c t o r can be made on t h i s b a s i s .

Similarly

full

this

left

turn

weights very h e a v i l y on F a c t o r IV. The

t o p and grapevine

weight h e a v i l y on F a c t o r V.

Kneel jump t o f e e t loads s l i g h t l y on t h i s

factor.

This i s

the o n l y f a c t o r o f the Iowa-Brace Test t h a t shows any c o r r e l a t i o n with

f a c t o r s o f the C a l i f o r n i a T e s t o f Mental M a t u r i t y .

Low p o s i t i v e c o r r e l a t i o n s are found between t h i s

f a c t o r and

the S p a t i a l R e l a t i o n s and L o g i c a l Reasoning f a c t o r s o f the C a l i f o r n i a Test o f Mental M a t u r i t y . an i n s i g h t or understanding

F a c t o r V appears t o be

into tasks.

REFERENCES •^Technical Report (Del Monte Research Park, Monterey, C a l i f o r n i a : C a l i f o r n i a Test Bureau - A d i v i s i o n o f McGrawH i l l Book Company, 1965), p. 18. 2Eugenia G i r e and Anna Espenschade. "The R e l a t i o n s h i p Between Measures o f Motor E d u c a b i l i t y and L e a r n i n g o f S p e c i f i c Motor S k i l l s , " Research Q u a r t e r l y , 13:43-56, March, 1942. J . P . G u i l f o r d , Fundamental S t a t i s t i c s i n Psychology and Education (Toronto: McGraw-Hill Book Company, Inc., 1956), pp. 184-185, 193-194. 3

James H. B j e r r i n g , "GO UBC FACT0: F a c t o r A n a l y s i s " (Vancouver: U n i v e r s i t y o f B r i t i s h Columbia Computing Center, 1966), p.7. (Mimeographed.) 4

^ E s t e r Cope, "A Study o f the Component F a c t o r s o f the Iowa R e v i s i o n o f the Brace Motor A b i l i t y T e s t " (unpublished Master's t h e s i s , S t a t e U n i v e r s i t y o f Iowa, 1938), pp. 6-7.

CHAPTER V SUMMARY, CONCLUSIONS AND I. The Level

SUMMARY

C a l i f o r n i a Test o f Mental M a t u r i t y

- L o n g Form

2 and t h e Iowa-Brace T e s t o f Motor E d u c a b i l i t y

g i v e n t o 112 g r a d e f i v e g i r l s . total

RECOMMENDATIONS

The c o r r e l a t i o n s

I o w a - B r a c e s c o r e s and t o t a l

L a n g u a g e IQ w e r e c a l c u l a t e d .

between

IQ, L a n g u a g e IQ, a n d N o n -

A p r i n c i p a l component

analysis

was

made o f t h e c o r r e l a t i o n m a t r i x o f t h e I o w a - B r a c e

The

factors

with

obtained

the factors

were

Test.

f o r t h e Iowa-Brace T e s t were

correlated

o f t h e C a l i f o r n i a Test o f Mental

Maturity.•

II. There i s a small

CONCLUSIONS p o s i t i v e r e l a t i o n s h i p between t h e

Iowa-3race Test o f Motor E d u c a b i l i t y of Mental M a t u r i t y



entirely

f o r b y t h e c o r r e l a t i o n between t h e Non-

accounted

Language s e c t i o n and

L o n g Form.

and t h e C a l i f o r n i a T e s t

This relationship

o f the C a l i f o r n i a Test o f Mental

t h e Iowa-Brace Test.

when i n t e l l i g e n c e t e s t s

a r e t o b e used- t o f a c i l i t a t e education classes

e q u i v a l e n t groups f o r research, o n l y t e s t s with non-language content should be used. tested

Maturity

T h i s w o u l d seem t o s u g g e s t

genous g r o u p i n g i n p h y s i c a l

be

i s almost

homo-

or t o establish substantial

This suggestion

d i r e c t l y before i ti s put into

that

practice.

should

The

f a c t o r s of the two

f o r F a c t o r V of the

t e s t s are not

related

Iowa-Brace Test which has

c o r r e l a t i o n s with the L o g i c a l Reasoning and

low,

except

positive

Spatial

Relations

f a c t o r s of the C a l i f o r n i a T e s t of Mental M a t u r i t y . The o n l y 67 per low

f i v e f a c t o r s of the

cent of the v a r i a n c e of the

i n t e r c o r r e l a t i o n s and

to one

Iowa-Brace Test account f o r

or two

appear t o be

s t u n t s i n most c a s e s .

problems a s s o c i a t e d

test.

They have

relatively specific

This,

coupled with

the

with the h i g h standard e r r o r of measure-

ment, c r e a t e s great doubt about the u s e f u l n e s s o f t h i s instrument f o r p r e d i c t i n g The

a b i l i t y t o l e a r n a motor

low p o s i t i v e c o r r e l a t i o n of the

s e c t i o n of the

section

and

might be

further

the

made.

Reasoning and

Non-Language

C a l i f o r n i a Test of Mental M a t u r i t y with p e r -

formance on the motor t a s k s i n c l u d e d suggests t h a t

skill.

study of the

learning The

i n -the Iowa-Brace Test

r e l a t i o n s h i p between t h i s

of a wide v a r i e t y of motor

low p o s i t i v e c o r r e l a t i o n s

of

skills

Logical

S p a t i a l r e l a t i o n s f a c t o r s of the C a l i f o r n i a

Test o f Mental M a t u r i t y with F a c t o r V of the

Iowa-Brace Test,

suggests t h a t these i n t e l l i g e n c e f a c t o r s may

play

r o l e i n the useful

e a r l y stages of l e a r n i n g

as p r e d i c t o r s

and

that

of success i n l e a r n i n g

T h i s concept i s supported by

an

important

they might

a motor t a s k .

Fleishman's study."'"

be

33 III.

RECOMMENDATION

.It i s recommended t h a t f u r t h e r study be made o f the r e l a t i o n s h i p between the l e a r n i n g o f a wide v a r i e t y o f motor skills

and non-language f a c t o r s o f g e n e r a l

intelligence

along the l i n e s o f Bryant C r a t t y ' s "Three Layer Theory o f Motor L e a r n i n g . " The to

r e s u l t s o f the above recommendation c o u l d be used

develop a t e s t t o measure v o c a t i o n a l a p t i t u d e f o r jobs

r e q u i r i n g the mastery o f a motor s k i l l .

T h i s t e s t might have

a core o f non-language i n t e l l i g e n c e t e s t items and be supplemented by some motor items o f s k i l l s very s i m i l a r to those i n v o l v e d i n the job task

itself.

REFERENCES J-Edwin Fleishman, "The R e l a t i o n s Between A b i l i t i e s and Improvement with P r a c t i c e i n V i s u a l D i s c r i m i n a t i o n R e a c t i o n Task," J o u r n a l o f E x p e r i m e n t a l Psychology, 49: 301-312, 1955.

BIBLIOGRAPHY

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Brace, D.K. "Studies i n the Rate o f L e a r n i n g Gross B o d i l y Motor S k i l l s , " Research Q u a r t e r l y , 12:181-185, May, 1941. Buros, Oscar K r i s e n (ed.). The S i x t h Mental Measurements Yearbook. - H i g h l a n d Park, New J e r s e y : The Gryphon Press, 1965. pp. 438-514. Buros, Oscar K r i s e n . Tests i n P r i n t . J e r s e y : The Gryphon Press, 1961.

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Toronto: McGraw-Hill

Oxendine, Joseph B. " G e n e r a l i t y and S p e c i f i c i t y i n the Learning of F i n e and Gross Motor S k i l l s , " Research Q u a r t e r l y , 38:86-94, March, 1967. Popham, W. James. E d u c a t i o n a l S t a t i s t i c s . Harper and Row, P u b l i s h e r s , 1967.

New

York:

Ray, Howard C. " I n t e r - r e l a t i o n s h i p s of P h y s i c a l and Mental A b i l i t i e s and Achievements of High School Boys," Research Q u a r t e r l y , 11:129-141, March, 1940. Review of E d u c a t i o n a l Research (ed. Jacob T. Hunt). V o l . XXXVIII, Washington: American E d u c a t i o n a l Research A s s o c i a t i o n , February, pp. 5-9, 19-41. Seashore, R.G. "Some R e l a t i o n s h i p s o f F i n e and Gross Motor A b i l i t i e s , " Research Q u a r t e r l y , 13: 259-74 ,. October 1942. S i e g a l , Sidney. Nonparametric S t a t i s t i c s f o r the B e h a v i o r a l Sciences. New York: McGraw-Hill Book Company, Inc., 1956. Smart, R u s s e l l C. "The Change of Composition of ' I n t e l l i g e n c e ' A R e p l i c a t i o n of a F a c t o r A n a l y s i s , " J o u r n a l of G e n e t i c Psychology, 107:111-16, September, 1965. Stroup, F r a n c i s and N.L. P i e l s t i c k . "Motor A b i l i t y and C r e a t i v i t y , " P e r c e p t u a l and Motor S k i l l s , 20:76-78,. February, 1965.

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S u l l i v a n , E l i z a b e t h , W i l l i s W. C l a r k , and E r n e s t W. T i e g s . Examiner's Manual. D e l Monte Research Park, Monterey, C a l i f o r n i a : C a l i f o r n i a Test Bureau - a D i v i s i o n of McGraw-Hill Book Company, 1964. Thurstone, L.L. M u l t i p l e - F a c t o r A n a l y s i s . U n i v e r s i t y o f Chicago P r e s s , 1953.

Chicago:

Thurstone, L.L. Primary Mental A b i l i t i e s . U n i v e r s i t y of Chicago P r e s s , 1938.

Chicago:

Twining, Wilbur E. "Mental P r a c t i c e and P h y s i c a l P r a c t i c e i n L e a r n i n g a Motor S k i l l , " Research Q u a r t e r l y , 20: 432-35, December, 1949. Vandal, R.A., R.A. D a v i s , and H.A. C l u g i t o n . "The F u n c t i o n of'Mental P r a c t i c e i n the A c q u i s i t i o n of Motor S k i l l s , " J o u r n a l of G e n e r a l Psychology, 29:243-50, October, 1943. V i c k e r s , V e r n e t t e S., L i l l i a n Poyntz, and Mabel P. Baum. "The Brace S c a l e Used w i t h Young C h i l d r e n , " Research Q u a r t e r l y , 13:299-308, October 1942. V o i s a r d , P a u l P e t e r . "A Study of the R e l a t i o n s h i p Between Body B u i l d and Motor E d u c a b i l i t y o f Elementary S c h o o l Boys Ages 10-13." Unpublished Master's t h e s i s , The U n i v e r s i t y of I l l i n o i s , 1954. Wendler, A r t h u r J . "A C r i t i c a l A n a l y s i s of Test Elements Used i n P h y s i c a l E d u c a t i o n , " Research Q u a r t e r l y , 9:64-76, March, 1938. Westenday, Dorothy. "Mental C a p a c i t y and I t s R e l a t i o n t o P h y s i c a l E f f i c i e n c y , " American P h y s i c a l E d u c a t i o n Review, 28:216-219, March, 1923.

APPENDIX

APPENDIX A

IOWA R E V I S I O N OF BRACE TEST OF MOTOR E D U C A B I L I T Y

1. . HOP BACKWARD.

S t a n d on e i t h e r f o o t .

t a k e f i v e hops backward.

2.

To o p e n t h e e y e s .

b.

To d r o p t h e o t h e r

foot.

Stand w i t h both f e e t together.

the

arms and jump up i n t h e a i r , m a k i n g a f u l l

the

right.

turn

and t o l a n d

facing

t h e same d i r e c t i o n a s a t t h e s t a r t ,

To l o s e t h e b a l a n c e a n d h a v e t o s t e p keep from

F U L L LEFT TURN.

about t o

falling.

Stand w i t h

the

a i r and make a f u l l

the

same s p o t .

feet together.

turn t o the l e f t ,

Jump i n t o landing

on

Do n o t l o s e t h e b a l a n c e o r move t h e f e e t

after they s t r i k e the f l o o r .

4.

first

I t i s a failure:

N o t t o make a f u l l in

b.

turn to

i s , do n o t move t h e f e e t a f t e r t h e y

strike the f l o o r . . a.

. Swing

L a n d o n t h e same s p o t a n d d o n o t l o s e t h e

balance, that

3.

t h e e y e s and

I t i s a failure:

a.

F U L L RIGHT TURN.

Close

I t i s a failure:

a.

N o t t o t u r n a l l t h e way a r o u n d .

b.

To move t h e f e e t a f t e r t h e y s t r i k e t h e f l o o r .

THE TOP.

S i t down; p u t t h e arms b e t w e e n t h e l e g s a n d

43 under and behind the knees;

grasp t h e a n k l e s ; r o l l

r a p i d l y around t o t h e r i g h t w i t h t h e weight

first

over

the r i g h t knee, then the r i g h t shoulder, then on t h e back, then l e f t facing

shoulder, then l e f t knee; then s i t up

i n t h e o p p o s i t e d i r e c t i o n from that

started.

Repeat from t h i s p o s i t i o n

i n which you

and f i n i s h

i n t h e same d i r e c t i o n from which you s t a r t e d .

facing It i s a

failure: a.

To l e t go o f t h e a n k l e s .

b.

Not t o complete

FORWARD HAND KICK.

the c i r c l e .

Jump upward, swinging t h e l e g s

forward, bend forward and touch t h e toes w i t h both hands before landing. It

Keep the knees as s t r a i g h t

as p o s s i b l e .

i sa failure: a.

Not t o touch both f e e t w h i l e i n t h e a i r .

b.

To bend t h e knees more than 45 degrees.

ONE FOOT - TOUCH HEAD.

Stand on l e f t

and p l a c e both hands on t h e f l o o r . and s t r e t c h i t back.

foot.

Bend forward

Raise the r i g h t l e g

Touch t h e head t o t h e f l o o r and

r e g a i n t h e standing p o s i t i o n without l o s i n g b a l a n c e . I t is a failure: a.

Not t o touch head t o t h e f l o o r .

b.

L o s i n g the b a l a n c e and having t o touch t h e

• 44 r i g h t f o o t down or step about. GRAPEVINE.

Stand w i t h both h e e l s t i g h t t o g e t h e r .

Bend

down, extend both arms down between t h e knees, around behind the ankles, and h o l d t h e f i n g e r s t o g e t h e r i n f r o n t o f t h e ankles without

losing the balance.

t h i s p o s i t i o n f o r f i v e seconds.

Hold

It i s a failure:

a.

To f a l l

over.

b.

Not t o touch and h o l d the f i n g e r s of both hands t o g e t h e r .

c.

Not t o h o l d t h e p o s i t i o n f i v e

KNEEL, JUMP TO FEET.

Kneel on both knees.

toes o f both f e e t out f l a t b e h i n d . jump t o the f e e t without losing the balance. a.

seconds. Extend t h e

Swing the arms and

r o c k i n g back on the t o e s or

It i s a failure:

To have the toes c u r l e d

under and rock back

on them. b.

Not t o execute the jump, and not t o stand on both

SIDE KICK.

feet.

Throw the l e f t

foot

sideways t o t h e l e f t ,

jumping upward from t h e r i g h t f o o t ;

s t r i k e the feet

t o g e t h e r i n the a i r and land w i t h t h e f e e t a p a r t . f e e t should s t r i k e o u t s i d e t h e l e f t is a failure:

still

shoulder l i n e .

The Tt

a.

Not t o swing the f e e t enough t o t h e s i d e .

b.

Not t o s t r i k e t h e f e e t together i n t h e a i r .

c.

Not t o l a n d w i t h t h e f e e t

DOUBLE HEEL CLICK.

apart.

Jump i n t o t h e a i r and c l a p

together twice and land f e e t apart

feet

(any d i s t a n c e ) .

is a failure: a.

Not t o c l a p t h e f e e t t o g e t h e r

twice.

b.

To land.with f e e t touching each o t h e r .

46

APPENDIX B

RELIABILITY COEFFICIENTS

CALIFORNIA TEST OF MENTAL MATURITY - LONG FORM

1.

LOGICAL REASONING

.83

2.

SPATIAL RELATIONSHIPS

.90

3.

NUMERICAL REASONING

.94

4.

VERBAL CONCEPTS

.94

5.

MEMORY

. 84-

LANGUAGE I.Q.

.95

NON-LANGUAGE I.Q.

.93

TOTAL I.Q.

.96

APPENDIX C

UNROTATED FACTOR MATRIX

1.

Hop Backward

0.08862

-0. 13310

0.88310

0.12331

-0. 12134

2.

F u l l Right

0.49793

-0. 08802

0.12126

-0. 26841

-0. 32215

3.

F u l l Left

0.27287

-0. 38702

0.17531

-0. 76667

0. 08453

4.

The Top

0.36420

0.34845

0.00788

-0. 13886

0. 69166

5.

Forward Hand Kick

0.62890

-0. 15027

-0. 31970

-0. 06030

0.06988

6.

One Foot

0. 52299

0.36233

-0. 12749

0.15333

-0. 53557

7.

Grapevine

0. 19983

0.63909

0.40298

0.08765

0. 18919

8.

Kneel, Jump t o Feet

0.68370

0.21486

0.06293

-0. 09485

-0. 10221

9.

Side K i c k

0.62060

-0. 22454

-0. 18702

0.36781

0.16049

Double Heel K i c k

0. 33800

-0. 57970

0.20975

0.47130

0.19175

10.

Turn Turn

- Touch Head