ANALYSIS OF ATTITUDE TOWARDS SPORTS

AMONG BOYS AND GIRLS STUDENTS

A dissertation submitted to Christ College (Autonomous),
Irinjalakuda, Affiliated to the University of Calicut in partial
fulfillment of the Degree of

MASTER OF SOCIAL WORK

Specializing in Medical & Psychiatry

Submitted by
ASHLY JOSEPH
REG.NO CCATMSW004

Under the Guidance of

Ms. ASHA C.J
Asst. Professor in Social Work

DEPARTMENT OF SOCIAL WORK

CHRIST COLLEGE (AUTONOMOUS),
IRINJALAKUDA
MARCH 2019-2021
 CERTIFICATE
This is to certify that the dissertation entitled “ Analysis of attitude towards sports
among boys and girls students ”, submitted to Christ College (Autonomous),
Irinjalakuda, Affiliated to the University of Calicut, in partial fulfillment of the
requirements for the award of the Degree in Master of Social Work is a record of original
research work done by Ms. ASHLY JOSEPH (Reg.No.CCATMSW004) during the
period 2019-2021 under my supervision and guidance and that this dissertation has not
formed the basis for the award of any Degree / Diploma / Associate ship / Fellowship and
or similar title to any candidate of any University .

Mr. ASHA C.J Ms. ROSEMARY T GEORGE

Guide and Supervisor HOD, Dept. of SocialWork

Signature of External Examiner

Name of External Examiner

 DECLARATION

I, Ms. Ashly Joseph hereby declare that the dissertation entitled “Analysis of
attitude towards sports among boys and girls students”, submitted to Christ College
(Autonomous), Irinjalakuda, Affiliated to the University of Calicut, in partial fulfillment
of the requirements for the award of the Degree in Master of Social Work is a record of
original research work done by Ms. ASHLY JOSEPH (Reg.No.CCATMSW004)
during the period 2019-2021 under my supervision and guidance of Mr. ASHA C.J
Assistant Professor, Department of Social Work, Christ College (Autonomous),
Irinjalakuda, and has not formed the basis for the award of any Degree / Diploma /
Associate ship / Fellowship and or similar title to any candidate of any University .

Place: Irinjalakuda
Date: ASHLY JOSEPH
 ACKNOWLEDGEMENT

This project has been made successful by sincere effort of a lot of people without
whom this venture would not have been possible. I would like to thank all of them.

I would like to thank Dr Jolly Andrews Principal, Christ College (Autonomous),

Irinjalakuda, for providing such a platform for executing and approving the project
proposal.
I wish to express my gratitude to the head of the department Ms. Rosemary T George
for their valuable suggestions, support during the course of the study.
I would like to thank my research guide Mr. Asha C.J, who kindly supervised and
gave me the excellent suggestion, guidance and encouragement all the time during my
project work which helped me in conceptualizing and completing this endeavor.
I wish to express my sincere and humble gratitude to all respondents of the study who
had been kind enough to permit me to pursue this project.
Above all, I humbly solicit the God Almighty’s blessing and I am always thankful for
the strength and presence of mind showered upon me for completing this work
successfully.

ASHLY JOSEPH
 CONTENTS

SL CHAPTER PAGE
NO NO

1 INTRODUCTION 1

2 REVIEW OF LITERATURE 9

3 RESEARCH METHODOLOGY 17

4 DATA ANALSIS AND 21

INTERPRETATION

5 FINDINGS, SUGGESTIONS & 30

CONCLUSION

6 BIBLIOGRAPHY 36

7 APPENDIX 43
 LIST OF TABLES

SL. NO TABLE PAGE NO

1 Table 4.1 41

2 Table 4.2 42

3 Table 4.3 43
 LIST OF FIGURES

SL. NO FIGURE PAGE NO

1 Figure 4.1 41
 CHAPTER Ⅰ
INTRODUCTION

Sports are crucial part of a student’s growth and development. They help in the
development of mental health and physical fitness of the body. Through a
participation in sports and games a student gains various skills experience and
confidence that are helpful for developing their personality.Ancient Greece attached
great importance to physical well-being and health of the people.

Greek philosopher, Aristotle stated that the body is the temple of the soul, and to
reach harmony of body, mind and spirit, the body must be physically fit. Fitness is
that state which characterizes the degree to which the person is able to function and
it is an individual matter. It implies the ability of each person to live most
effectively with his potential ability to function which depends upon the physical,
mental, emotional, social and spiritual components of fitness, all of which are
related to each other and are mutually interdependent (American Association of
Health and Physical Education and Recreation, 1967). Today, life is the toughest of
all competitions. It is to be handled with a degree of success and enjoyment. It
requires strength, endurance, energy and the protection from stress and strain that
only a physically fit body will provide. People in civilized communities are lacking
in strength and endurance because of artificial life encouraged by modern
civilization in which life is made as soft and easy as far as possible with physical
effort diminished to a minimum. The average man spends more time in attending his
automobiles than attending his own machine — his body (Featherstone, 1965).
Physically fit individual is mentally alert, emotionally balanced and socially well
adjusted. He faces the day-to-day problems of life with confidence.

Sports is very essential for every human life which keep them fit and fine and
physical strength. It has great importance in each stage of life. It also improves the
personality of peoples. Sports keep our all organ alert and heart becomes most
stronger by regular playing some kind of sports.
Sports are a crucial part of a student’s growth and development. They help in the
development of mental health and physical fitness of the body. Through
participation in sports and games, a student gains various skills, experience and
confidence that are helpful for developing their personality.

At Jain Heritage School, the best CBSE School in Bangalore, sports is an important
part of the curriculum. The school is well equipped with multi-sporting facilities that
include cricket, tennis, basketball, volleyball and other indoor games. The school
not only aims to improve a student's physical abilities but also instill a sense of good
sportsmanship in them.

Given below are the reasons why sports and games are essential in a student’s
life:

Improves physical and mental health - One of the main benefits of sports and games
is to boost the physical and mental health of a student. Sports is played between
teams in a healthy competitive environment which ensures that the student remains
active and fit. Outdoor sports like football, cricket, tennis, swimming, running, etc,
keeps the body and mind active and engaged. Indoor games like chess, badminton,
and table tennis enhance the concentration level of the student. It also strengthens
the immunity system of the body and energizes them.

Empower students with life skills - While sports not only help in developing
physical and mental health, it also develops the life skills of a student’s personality.
It enhances their capabilities and helps them to have a better understanding of
themselves. Sports also help in developing social skills and getting along with
people. They learn to interact not only with children of their age but also with adults
like their coaches and seniors. Additionally, children acquire decision-making skills
through various team activities.

Learn time management and discipline - Constructive use of time and discipline is a
major characteristic of any sportsperson. If a student plays a sport, he/she needs to
show the commitment of time to be in a particular place at a particular time
everyday as a part of their routine. He/she must be patient, disciplined which will
enable the student to cope with criticism and setbacks. Each sport has a set of rules
and regulations to be followed which helps the students to stay fit and disciplined.

Improved leadership and team building qualities - Sports is all about teamwork. Jain
Heritage School encourages team sports such as football, cricket, basketball etc.
which gives an individual a sense of identity and belonging to a group. Such sports
encourage children to showcase their talent and communicate with their team
members. It also helps to identify and hone their leadership skills which add values
to their personality.

Winning and losing is all part of the game - Sports is not always about winning. It is
about fair play and believing in equality and justice. Losing is a part and parcel of
any game and accepting defeat in a positive competitive spirit distinguishes a true
sportsperson which propels him/her to strive harder the next time to achieve what
he/she missed out on the previous game.

Boost self-confidence - Scoring a goal, hitting a six or winning a race not only
makes a student happy but also it boosts their confidence. Performing in front of a
crowd which is constantly noticing your each and every move can be quite
unnerving. But a sportsperson is one with focus, patience, the right amount of
confidence having a never-say-die attitude.

Professional training is imparted to students of Jain Heritage School who are

between the ages of 6-14 years. This includes three and a half hours of specialized
sports training in Athletics, Basketball, Badminton, Snooker/Billiards, Cricket,
Tennis, Table Tennis, Football and Swimming.

An exclusive academic program with flexible timings is designed to meet the needs
of students. Training programs are designed by international/national coaches who
visit the school regularly and monitor the progress of the students. Our students
enjoy their round of sports at the state-of-the-art sports complex known as
"KREEDA". All the above reasons show how sport and games are an integral part
of the education system and must be incorporated in every school.
ATTITUDE

The dictionary definition of attitude is “The way you think and feel about
something…a way of thinking and feeling that affect a person’s behavior.” You
hold attitudes about your sport that have a direct impact on how you practice and
how you perform. Moreover, you may not even be aware of some of these attitudes
and, as a result, not be recognize how they affect you, whether positively or
negatively.

Let me introduce you to the five attitudes that I believe most influence your sports
efforts.

Ownership

Ownership involves the connection that you have with sports and why you
participate. Do you ‘own’ your sports involvement? What this question gets at is
whether you are taking control of everything that impacts your sport. You don’t
want to leave anything that might affect your athletic performances to chance or to
other people. Whether physical, technical, tactical, equipment, or mental, you will
only achieve your sports goals if you take full responsibility for every aspect of your
sport.

Process

We live in a world where results matter. You don’t get ahead because you’re a nice
person or because you try hard (though effort is usually related to results). You
progress because you get results. But contrary to popular belief, focusing on results
actually prevents you from getting the results you want for two reasons. First, if
you’re focusing on results (which occur at the conclusion of a competition, you’re
not focusing on what you need to do to get those results, namely, what you need to
do to perform your best from the start to the finish. My basic belief is: “Results
matter, but to get them, ignore them.” The bottom line is that if you focus on the
process, there’s a better chance that the results will come.
Challenge

I often see athletes responding to competitions or difficult conditions as a threat.

This threat reaction causes doubt, worry, and tension, resulting in tentative and
cautious performances. In a way, perceiving a competition as a threat causes your
inborn fight-or-flight response to be triggered and, most often, flight is the option
that is chosen. When I say flight, I don’t mean running away from the field, course,
court, or wherever you are performing, but rather playing in protective mode, safe
and within your comfort zone.

To perform your best and attain your goals, you must see every aspect of your sport
as a challenge to pursue, not a threat to avoid. This challenge reaction creates
confidence, determination, intensity, and excitement, resulting in aggressive and
intense performances. Your fight-or-flight response may still be triggered, but, when
you feel challenged, you choose to fight, not flee.

Long-Term

We live in a culture that is accustomed to getting everything fast and without much
effort (think microwaves, instant messages, and Internet searches). We also live in a
culture where, as I indicated above, results seems to matter NOW. As a result, it’s
easy to believe that you need results right away or you won’t achieve your sports
goals. It’s also easy to become impatient and frustrated when you don’t get those
results right away, particularly when you see your competitors getting the results
that you want.

But the reality is that results don’t come quickly or easily or necessarily when you
want them to. Having a short-term attitude about results only places expectations
and pressure on you that actually slow your progress.

For you to have your best chance of achieving your sports goals, you must adopt a
long-term attitude toward your development. With this attitude, you will be patient,
allow yourself to develop at your own pace, and you will actually perform better
now because you’re not stressed out about results, thus better positioning you to get
the results you want when they really matter at some point in the future.

Risk

Sports are inherently risky because there are dangers in giving your best effort and
pushing your limits. Your opponents and, depending on your sport, external
conditions (e.g., weather, field conditions) attempt to strike fear in you and prevent
you from performing your best. Yes, the risks can be about physical injury, but,
more often, it is about failing to achieve your sports goals. This aversion to risk
results in performances that may be technically and tactically sound, but that are
also safe and, even worse, not up to your capabilities.

The reality is that risk is essential to performing your best and finding success. If
you aren’t taking risks, you aren’t performing the best you can. Taking risks can
mean going for a tough shot in golf, trying to serve an ace in tennis, or running a
little faster than you might think you can in a running race (what are ways you can
risk in your sport?). It is these risks that enable you to create small, yet
consequential, advantages over your competitors and ensure that you do everything
you can to succeed. And it is these risks that enable you to fully realize your ability
and accomplish your sports goals.

Today, physical training and sports are blended with education in societies with a
high level of development. Science evaluates education within mental and physical
integrity . The origins of physical education go back to Old Ages. Bodily strength
was used in first ages in order to maintain the continuity of life. In time, the fight to
defend against and dominate nature and other living beings became to be performed
more consciously in many areas, especially in education . With the developments in
technology people began to have a more passive role in this fight. This triggered
situations such as health problems, etc. which emerged with inactivity and caused
countries to look for solutions. Therefore, people are required to encourage physical
activity. Physical activity has benefits in many areas such as protecting the body
against diseases, spending the extra energy naturally, slowing down lipoidosis and
the organic regression caused by lipoidosis, bringing respiratory systems to a high
level and protecting this capacity, preventing and decreasing deaths caused by
coronary vascular diseases and increasing the protective effect and avoiding posture
disorders. Technology dependent life in adolescence and period of development
keeps children away from street games and physical activities and lead them to an
inactive life. Studies have shown that contributing to the physical development of
individuals is specific to physical education. Physical education brings about
integrity of mental, emotional and social development. The basis of Ministryof
Education Fundamental Law number 1739 is to educate physically and mentally
balanced and healthy, free individuals with scientific and contemporary power of
thinking who are democratic and respectful to our national principles. Bodily and
mental development is two integrated phenomena. The primary purpose of the
physical education and sports lesson is to maximize the physical, mental and social
development in children and adolescents and to contribute to their continuity. In
order to be able to realize this purpose, students, teachers and educational programs
should be in harmony. Attitudes can be considered among the most important
factors in acquiring, maximizing and continuing this harmony. Thus, positive
attitudes can cause lessons to be taught efficiently and motivate teachers and
students.

Kamakshi panchayath

Kamakshi panchayath is the one of the most beautiful panchayath in Idukki District.
It is located in the centre part of idukki district. The total area of the Panjayth is
about 7898 Acres. The means of livelihood of the people in the Panjayth is
agriculture. The main agricultural products of the Panchayath are pepper,
Cardamom, coffee,coco, coconut and some vegetables. The kallyanathandu is the
highest areas in the panchayath. The place is about 3645 feet above sea level. One
could enjoy the panoramic beauty of the Idukki reservoir from kallyanathandu. The
kamakshi area which was the sixth ward of Kattappana panchayath.
The history of this panchayath starts with the mass migration of the landless farmers
of thodupuza, muvattupuza thaluks of Ernakulm District and meenachil and
changanasery taluks of Kottayam District in search of livelihood in the last
1950s.The present kamakshi panchayath consists of places like kamakshi,
pandipara, neelivayal, Prakash, karickummedu and nellippara the names which the
migrants got from treblals such as mannans who were found here.

CHAPTER Ⅱ
REVIEW OF LITERAURE

The review of related literature serves as a guideline to understand the general

trends in the research work. Reviews are the basis of research project in physical
education. The review of related literature gives the scholar an insight and
understanding of the previous work that has been done, the tools used in the
selection of subjects, procedure and statistical technique used by others. Here all the
data were collected from libraries, online sources, and e-journals. A brief account of
the review is shown under separate sub-headings in the chapter.

Studies related to Attitude towards Sports

Jiandong Ding &Yoshio Sugiyama (February 2, 2018) was conducted a study of
Examining Relationships between the Cognitive Aspect of College Students’
Attitudes toward Physical Education and Their Social Skills in Physical Education
Classes. This study aimed to examine the relationships between the cognitive aspect
of college students’ attitudes toward physical education (PE) and their social skills
in PE classes. A sample of 573 first-year students (269 male and 304 female, mean
age = 17.6 years) in China was investigated in terms of their social behaviors in
current PE classes and evaluations of their high school PE. Correlation and multiple
regression analyses were conducted to determine the relationships between the two
variables. Results of correlation analyses indicated a significant connection between
total attitudes and nonverbal skills in all students. Results of multiple regression
analyses revealed that three aspects of attitude that toward self-actualization and
social development, PE teacher, and PE teaching were related to nonverbal skills in
both male and female students. This study explored variable factors of PE that
contributed to students’ social development and provided implications according to
those factors in PE.
Yanik&Mehmet (May 2018) was investigated Attitudes of University Students
towards Sport.The aim of this study is to examine the attitude levels of students
receiving education at university level towards sport with regard to certain variables.
The research was designed with the scanning model. A "sport attitudes scale" was
applied to a total of 547 students, selected by random sampling method, who were
studying at Balikesir University. The research findings revealed that the participants'
attitude levels regarding sport were at a "high attitude" level, with an average of
3.70±058. It was determined that participants who did sport regularly had a higher
attitude level. It was also determined that according to the education department
variable, students receiving sports education together with those in the economics
faculty had higher attitude levels. As for the grade level variable, it was revealed
that the lowest attitude level belonged to third-grade students. Consequently, with
the aim of increasing university students' attitude levels regarding sport, it is
recommended that they be given the opportunity to do more sport and that they be
given guidance in this direction.
Sharon R. Phillips & Stephen Silverman (2015) was conducted a study of Upper
Elementary School Student Attitudes toward Physical Education. This study
examined the attitudes of upper elementary school students toward physical
education. Fourth and fifth grade students (N = 1344) from 13 school districts, 17
schools, and five states completed an attitude instrument with scores that had been
previously validated for a two factor model (affect and cognition) and a four factor
model (affect and cognition with the sub factors of teacher and curriculum). For the
four factor model, there was a difference between grades for both affect-curriculum
and affect-teacher (F (1, 1340) = 6.25, p < .01, ηp2 = .005). Similarly, for the two
factor model the affect variable was different between grades, indication that as
students age their affect toward physical education decreases (F(1, 1341) = 48.65,
p< .001, ηp2 = .035). This study suggests that upper elementary school students
have an overall favorable attitude toward physical education, impacted by how they
think and feel about the curriculum and teacher.
Risto Marttinen1, Ray N. Fredrick Iii2 et.al (2018) was investigated Changes in
student attitude toward physical education across a unit of instruction. The purpose
of this study was to measure potential changes in student attitude toward physical
education (PE) over a period of 6 weeks while students participated in physical
education class that included a fitness unit. Students’ attitude toward PE was
measured through pre- and posttests. Participants (N=221) were from six schools
and split between 6th (N=74), 7th (N=63), and 8th (N=84) grades. A total of 115
boys, and 106 girls participated. The results showed that Students’ attitudes were
positive overall, yet declined by age. Although attitude did not differ significantly
by gender, enjoyment showed a significant interaction for time by gender. Changes
were observed in attitude sub-factors over the course of the unit. Discussion: Results
showed that attitude changed differentially in boys and girls over the course of six
weeks. This was the first study to measure student attitude toward PE across time
(length of a unit).
Kevin Mercie , Corinne Donovan et.al (2017) was conducted a Three-Year Study of
Students’ Attitudes Toward Physical Education: Grades 4–8.A relationship exists
between attitudes toward physical education and future physical activity. The
purpose of this study was to examine changes in attitude toward physical education
as students progressed from upper elementary school (Grade 4) through middle
school (Grade 8). Three cohorts of students (Cohort 1, Grades 4–6, n = 96; Cohort 2,
Grades 5–7, n = 71; and Cohort 3, Grades 6–8, n = 73) were each followed for 3
years to examine changes in attitudes toward physical education. The result shows
that after an initial increase from Grade 4 to Grade 5, a significant decrease was
observed from Grades 5 to 8 in students’ positive attitudes toward physical
education, with a faster rate of change for girls than boys. This longitudinal study
provides further insights regarding the attitudes of students as they progress from
Grade 4 to Grade 8 and expands on previous findings identifying decreasing
positive attitudes toward physical education as student’s age, particularly for girls.
The results provide evidence to support targeted interventions.
Evangelos Bebetsos,Vassiliki Derri et.al (Aug 1, 2017) was conducted a study of
Relationship among students’ attitudes, intentions and behaviors towards the
inclusion of peers with disabilities, in mainstream physical education classes.
Students’ attitudes, intentions and behaviors towards their peers with disabilities are
important totheir mutual co-existence and development. The aim of this study was
to investigate a) whether students’ attitudes and intentions towards their
schoolmates with disabilities are related to their general and modified behavior in
mainstream physical education classes, and b) if the former variables could serve as
predictors of the latter. The participants, 172 children without disabilities
(Mage=11.15, SD=.70), completed the revised version of the Planned Behavior
Theory questionnaire (PBT) and the Children’s’ Attitudes towards Inclusion in
Physical Education – Revised questionnaire (CAIPE-R). Although results revealed
several correlations among the variables under study, only general attitudes
accounted for both general and modified behavior, and attitudes for modified
behavior. These findings could assist in educating students to develop and perform
appropriate behaviors towards their peers in order to facilitate their co-existence,
and their mutual developmentand learnings.
Cathy McKay, Martin Block et.al was conducted a study on The Impact of
Paralympic School Day on Student Attitudes Toward Inclusion in Physical
Education. The purpose of this study was to determine if Paralympic School Day
(PSD), a published disability awareness program, would have a positive impact on
the attitudes of students without disabilities toward the inclusion of students with
disabilities in physical education classes. Participants were 143 sixth-grade students
who were divided into 2 groups (experimental n = 71, control n = 72), with the
experimental group receiving the PSD treatment. Participants responded 2 times to
Siperstein’s Adjective Checklist and Block’s Children’s Attitudes Toward
Integrated Physical Education–Revised (CAIPE-R) questionnaire. Four ANCOVA
tests were conducted. Results indicated a significant PSD treatment effect across all
4 measures: Adjective Checklist (p = .046, η2 = .03), CAIPE-R (p = .002, η2 = .04),
inclusion subscale (p = .001, η2 = .05), and sport-modification subscale (p = .027,
η2 = .02).
Prithwi Raj Subramaniama and Stephen Silvermanb (July 2007) was conducted a
study on the topic of Middle school students’ attitudes toward physical education.
The purpose of this study was to determine middle school students’ attitudes toward
physical education using an attitude instrument grounded in attitude theory. In
addition, this investigation also sought to ascertain if gender and grade level
influence student attitudes toward the subject matter. Participants for this study were
995 students from grades 6 to 8. A previously validated attitude instrument based on
a two-component view of attitude with scores that showed evidence of reliability
and validity was used. Overall all students had moderately positive attitudes toward
physical education. There was, however, a decline in attitude scores as students
progressed in grade level. Higher grades had lower mean scores.
Giyasettin Demirhan &Canan Koca (June 1, 2004) was conducted a study on An
Examination of High School Students' Attitudes toward Physical Education with
Regard to Sex and Sport Participation. This study assessed attitudes of high school
students toward physical education with regard to sex and sport participation. A
total of 440 sport participants (175 girls and 265 boys) and of 427 non sport
participants (227 girls and 200 boys), all of whom were 15 yr. old, voluntarily
participated. The Attitudes toward Physical Education Scale was administered to
assess participants' attitudes toward physical education. The results of 2 × 2 (Sex ×
Sports Participation) analysis of variance indicated a significant difference in
attitudes toward physical education between sport participants and non-sport
participants, with the former scoring higher, and a difference between boys and
girls, with boys scoring higher. However, there was no significant interaction
between sex and sports participation on attitudes toward physical education. In
general, sport participants had more favorable Attitudes toward Physical Education
scores than non-sport participants, and high school boys scored significantly higher
than girls. There was a significant difference in Attitudes toward Physical Education
scores between female and male high school students, with boys having more
favorable attitude scores.
Howard Z. Zeng, Michael Hipscher et.al (2011) were studied on Attitudes of High
School Students toward Physical Education and Their Sport Activity Preferences.
The purpose of the study was to Identifying and understanding correlates of school
children’s physical education activity participation are critical to promoting current
and lifelong physical activity participation of children. Among other factors,
children’s attitudes are considered to be a key element influencing physical activity
participation. Children who have more positive attitudes toward physical activity are
reported to be more likely to participate in physical activity outside of school and
demonstrate higher physical activity amounts than those with less positive attitudes.
Fostering children’s positive attitudes toward physical activity would be conducive
to the promotion of current and lifelong physical activity participation of children.
Aims at to examine high school students’attitudes toward Physical Education
Activity (ATPEA) and their sports activities preferences. Participants were 1,317
students in grades 9-12th (603 boys and 714 girls) from five urban public school
districts. The Physical Education Activity Attitude Scale (PEAAS) adapted version
was employed for data collection. One-way ANOVA revealed that the five highest
scores were Items 2, 16, 11, 18 and 5 on the PEAAS. The overall mean score
(70.160±3.948) indicated positive ATPEA for the participants. The independent
group ANOVAs identified significant (p<o.o1) differences in ATPEA scores with
respect to participants’ gender, ethnic group and Socio-Economic Status (SES).
Girls scored higher than boys in Items 2, 13 and 15. Caucasian students scored
higher than other four ethnic groups in Items 8 and 10. Students with middle SES
scored higher than students with low and high SES in Item 2. The current ATPEA
status of the participants appears to be positive. There are some crucial factors that
structure the participants’ ATPEA. These factors are related to students’ perception,
benefit, care and value about physical education programs and sports activities.
Sabyasachi Chatterjee (2013) was conducted a study based on the Attitudes toward
physical education of school going adolescents in west Bengal. The aim of this
study was to investigate attitudes toward physical education and sports of secondary
school students. The participants were 98 female and 175male students from
secondary schools education aged14 to 17. A total of 273 students voluntarily
participated in this study. The Attitudes towards Physical Education Scale (ATPES)
was applied. ANOVA was used to determine differences in attitude toward PE and
between girls and boys. In order to compare according to geographical location wise
(urban and rural) Attitude scores of school going adolescents ANOVA was again
conducted. The study revealed that participants in the study have positive attitudes
toward physical education and, when compared, there is no significant difference
between the attitudes of school going boys and girls. So gender played no such role
in formation of attitudes toward physical education in this regard. So also in the
present study irrespective of male and female of different geographic location (rural
and urban) school going adolescents exhibited a positive attitude towards physical
education.

Summary of Literature

The review of literature supported the investigator to spot out relevant topics and
variables. Further the literature helped the investigator to frame the other suitable
problems. The latest literature also helped the investigator to support the finding
pertaining to the problem. Further the literature collected in the study would also
help the research scholar to understand in the similar areas related to the study.The
research studies reviewed are from many journals are available in the
database/websites such as Scopus, Pub Med, and other e-resources related to
psycho-social aspects, physical fitness components, life skills and attitude towards
sports and physical activity at various schools.

CHAPTER Ⅲ
RESEARCH METHODOLOGY

TITLE OF THE STUDY

Analysis of Attitude Towards Sports Among Boys and Girls Students of kamakshi
panchayath

METHODOLOGY
In this chapter selection of subjects, selection of variables and tests, experimental
design, collection of data and statistical techniques for the analysis of data has been
described.
Selection of participants One hundred (100) high school students would selected
from idukki district, age ranged between 13 to 15 years. The selected subjects were
categorised into two groups (n=50) girls students and (n=50) from boys students
category

Attitude scale- (Dr. C. Arul Raj-2012)

The purpose of this study is to measure the attitude of middle school students
towards sports program. The main aim of the questionnaire given was to find out the
attitude of the boys and girls students towards sports. The final questionnaire
consisting of 88 statements {which included positive and negative questions) were
 given among selected girls and boys students from kamakshi grama panchayath
(Idukki district) The following variables were selected for this study such as
attitudes towards curriculum, atmosphere, self-perception, health,personality and
leadership qualities due to the influence of physical education and sports
programmes

SIGNIFICANCE OF THE STUDY

Significance of the study will helpful to the physical education teachers, coaches
and trainers the difference of the attitude towards sports among boys and girls
students and this will helpful for training purpose.
The present study will give a detailed information about the analysis of attitude
towards sports activities among boys and girls students.

GENERAL OBJECTIVES
objective of the study was to analyze the attitude towards sports amoung boys and
girls students of kamakshi panchayath, idukki district.

SPECIFIC OBJECTIVES
• To know about which category (boys/girls) is more interested and dedicated towards
sports
• To undestand how physical and sports activities influencing boys and girls students
entire life style.
• To know about the gender discrimination if they are facing anything..

CONCEPTUAL DEFINITION
• Attitude
Attitude is a psychological construct, a mental and emotional entity that inheres in,
or characterizes a person. They are complex and are an acquired state through
experiences. It is an individual's predisposed state of mind regarding a value and it
is precipitated through a responsive expression towards oneself, a person, place,
thing, or event (the attitude object) which in turn influences the individual's thought
and action. (Gordon allport)
• Student
A student is primarily a person enrolled in a school or other educational institution
and who is under learning with goals of acquiring knowledge, developing
professions and achieving easy employment at a particular field.In the broader
sense, a student is anyone who applies themselves to the intensive intellectual
engagement with some matter necessary to master it as part of some practical affair
in which such mastery is basic or decisive(Oxford Dictionary on Lexico.com)
Sports :An activity involving physical exertion and skill in which an individual or
team competes against another or others entertainment. (Harper, Douglas. "sport
(n.)". Online Etymological Dictionary. Retrieved 20 April 2008.)

OPERATIONAL DEFINITION

• Attitude towards sports

Comparing the attitude towards sports and physical activities among boys and girls
students will help to realize the influencing factors (independent variable) which
affect the reasons why students hold particular attitudes (depend variables) towards
sports.. Collectively the influencing factors will determine weather the students has
a negative and positive attitude towards sportsA predisposition or a tendency to
respond positively or negatively towards a certain idea, object, person, or situation.

• Sports
Sport pertains to any form of competitive physical activity or game that aims to use,
maintain or improve physical ability and skills while providing enjoyment to
participants and, in some cases, entertainment to spectators. Sports can, through
casual or organized participation, improve one's physical health.
Sport is generally recognised as system of activities based in physical athleticism or
physical dexterity, with major competitions such as the Olympic Games admitting
only sports meeting this definition. Other organisations, such as the Council of
Europe, preclude activities without a physical element from classification as sports.

• Students
A student is primarily a person enrolled in a school or other educational institution
and who is under learning with goals of acquiring knowledge, developing
professions and achieving easy employment at a particular field.In the broader
sense, a student is anyone who applies themselves to the intensive intellectual
engagement with some matter necessary to master it as part of some practical affair
in which such mastery is basic or decisive.

RESEARCH DESIGN
It is a descriptive research.It is a Quantitative method for collecting information a
pool of respondents by asking multiple survey questions. This research type
includes the recruitment of individuals, collection, and analysis of data. It's useful
for researchers who aim to communicating new features or trends to their
respondents.

UNIVERSE /POPULATION
Male and female students between the age of 13 to 17 is the population

HYPOTHESIS
There will be a significant difference between girls and boys students attitude
towards sports activities.
Dependent variables : sports and attitude
Independent variables: boys and girls
GEOGRAPHICAL AREA OF STUDY
The researcher was take sample from Kamakshi Panchayath, Idukki

SAMPLE DESIGN
It is probability sampling. The researcher used simple random sampling.

SAMPLING SIZE
The researcher choose fifty male and female high school students .

SAMPLING UNIT
Fifty male and female high school students will selected, age ranged between 13 to
17 years.

METHODS OF DATA COLLECTION

The researcher used primary method of questionnaire and the secondary methods
like books, journals
TOOL OF DATA COLLECTION
Data collected through questionnaires. The researcher used Attitude scale. It
develop by Dr.C Arual Raj-2012.

CHAPTER Ⅳ
ANALYSIS AND INTERPRETATION

The analysis of data is based on attitude towards sports among girls and boys
students are present in this chapter. The descriptive statistics in terms of mean and
standard deviation was use to present the attitude towards sports and physical
activity among girls and boys.

Findings
 Mean and standard deviation of attitude towards sports and physical activity among
boys and girls students.

Descriptive Statistics of Boys and Girls students (Total Sample) and their attitude
towards sports

N Mean Std. Minimum Maximum

Deviation

CURRICULUM 100 9.7300 1.85241 7.00 13.00

ATMOSPHERE 100 13.3400 1.82142 9.00 17.00

HEALTH 100 10.2700 1.33979 8.00 13.00

SELF PERCEPTION 100 15.9500 1.64762 12.00 19.00

PERSONALITY 100 14.0400 1.46280 9.00 18.00

AND LEADERSHIP

TOTAL SCORE 100 63.3300 3.24132 54.00 70.00

Table 4.1
 N Mean Std. Deviation Minimum Maximum
100 100 100 100 100 100

63.33 70
54

9.73 713 13.34 917 10.27 813 15.951219 14.04 918

1.85241 1.82142 1.33979 1.64762 1.4628 3.24132

Table and graph Shows that the mean and standard deviation of boys and girls
students with respect to attitude towards sports . It indicates mean value of
curriculum was 9.73 and standard deviation was 1.85 respectively, the mean value
of atmosphere was 13.34 and standard deviation was 1.82, the mean value of health
10.27 and standard deviation was 1.33, the mean value of self-perception 15.95 and
standard deviation was1.64, the mean value of personality and leadership was 14.04
and standard deviation was 1.46, mean and standard deviation of boys and girls
students with respect to attitude towards sports and physical activity indicates mean
value of total attitude score was 63.33 and standard deviation 3.24 respectively.
 Descriptive Statistics of Boys and their attitude towards sports

Std.
N Minimum Maximum Mean Skewness Kurtosis
Deviation
GROUP
Std. Std.
Statistic Statistic Statistic Statistic Statistic Statistic Statistic
Error Error

CURRICULUM 50 7.00 13.00 8.9000 1.60675 .907 .337 .373 .662

ATMOSPHERE 50 9.00 17.00 12.7800 1.74133 .058 .337 .335 .662

HEALTH 50 8.00 13.00 10.1600 1.34559 .011 .337 .972 .662

SELF
50 12.00 19.00 15.3800 1.66464 .030 .337 .350 .662
PERCTION
PERSONALITY
AND 50 9.00 18.00 14.1200 1.54708 .518 .337 1.427 .662
LEADERSHIP

TOTAL SCORE 50 54.00 66.00 61.3400 2.53635 .696 .337 .520 .662

.
Table Shows that the mean and standard deviation of boys students with respect to
attitude towards sports and physical activity. The table indicates the mean value of
curriculum was 8.90 and standard deviation 1.60, the mean value of atmosphere
was 12.78 and standard deviation was 1.74, the mean value of health 10.16 and
standard deviation was 1.34, the table specifies the mean value of self-perception
was 15.38 and standard deviation of 1.66, the mean value of personality and
leadership 14.12 and standard deviation 1.54, and the mean value of total score of
attitude scale was 61.34 and standard deviation was 2.53

Descriptive Statistics of Girls students with respect attitude towards sports

activities

GROUP N Minimum Maximum Mean Std. Skewness Kurtosis

 Deviation
Std. Std.
Statistic Statistic Statistic Statistic Statistic Statistic Statistic
Error Error

CURRICULUM 50 7.00 13.00 10.5600 1.71619 .106 .337 1.150 .662

ATMOSPHERE 50 10.00 17.00 13.9000 1.74087 .469 .337 .306 .662

HEALTH 50 8.00 13.00 10.3800 1.33844 .108 .337 .955 .662

SELF
50 13.00 19.00 16.5200 1.43200 .042 .337 .388 .662
PERCTION
PERSONALITY
AND 50 9.00 17.00 13.9600 1.38446 1.031 .337 3.365 .662
LEADERSHIP

TOTAL SCORE 50 59.00 70.00 65.3200 2.59072 .544 .337 .044 .662

Table Shows that the mean and standard deviation of girls students with resect to
attitude towards sports and physical activity. The table indicates the mean value of
curriculum was 10.56 and standard deviation was 1.71, the table specifies the mean
value of atmosphere was 13.90 and standard deviation was 1.74,the table displays
the mean value of health 10.38 and standard deviation 1.33, the mean value of self-
perception was 16.52 and standard deviation of 1.43, the table designates the mean
value of personality and leadership was 13.96 and standard deviation 1.38, and the
table indicates the mean value of total score of attitude scale was 65.32 and standard
deviation was 2 .59
 CHAPTER Ⅴ
FINDINGS,SUGGESTIONS AND CONCLUSION

FINDINGS
The present study compared the attitude towards sports and physical activity among
boys and girls students of Idukki district. Their range of age of the participants
ranged between 13-15years.The findings of the study pertaining to comparison of
boys and girls students (boys) age group of 13 to 15 years .For comparing and
analyzing the attitude the attitude scale was used. The attitude scale consist of 5 sub
variables such as Curriculum, Atmosphere, Health, Self-perception and Personality
and Leadership. The results of the attitude scale indicated girls students had
significantly higher positive attitude towards the components of curriculum,
atmosphere, self perception and the total score between boys and girls students. The
lack of educational opportunities and lesser exposure to physical education, sports
and games among boys students might be the reason that they showed lesser
positive attitude ion the above sub components. However, in case of health and
personality and leadership there was no significant difference between boys and
girls students

Summary
The purpose of the study was to find the attitude towards sports among boys and
girls studentsThe subjects of the study were 50 boys students and 50 girls students
and their age between 13-15 years boy students only. The study would be limited to
a total of 100 (N=100) boys (50) and girls (50) students of idukki, Kerala only.
The variables selected for the study were: Attitude scale
 SUGGESTIONS
On the basis of the study, the investigator makes the following:
Recommendations based on findings

• Better educational opportunities and exposure to physical education and sports need
to be provided to boys students to create positive attitude in them

• Talent identification for specific sports in terms of physical fitness and motor
qualities of tribal students can be considered for sport talent recruitment.

Recommendations for future research

• Similar studies can be conducted on different districts of Kerala and different states
of India to understand, analyze and compare the attitude, of boys and girls students
and this will helps the physical Education teachers and coaches to understand the
differential capacities of boys and girls students.

CONCLUSIONS
The present attitude towards sports and physical activity among boys and girls
students of Idukki district. The findings of the study led to the following conclusion

• As a result of selecting and better educational exposure, girls students had

significantly higher positive attitude towards the components of curriculum,
atmosphere, self-perception and the total score in attitude scale as compared to
boys and girls students.

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Web source
 • WWW.researchgate.net > publication >32973755 attitude

APPENDIX

ATTITUDE QUESTIONNAIRES

Dimension Questionnaire
The total of 88 questions and the questionnaire has the following dimensions. In
each dimension different number of positive and negative type of questions are
given. The questions are Yes' or 'No' type.

SI.No Dimension Positive type Negative type Total No. of

No. of questions No. of questions questions in the
Dimension

1 Curriculum 8 7 15
(1,3,6,8,9,46,70,71) (2,4,5,7,14,21,88)

2 Atmosphere 9 10 19
(16,17,18,19,20,22,7 (15,23,24,62,81,82
8,79,80) ,83,84,85,87)

3 Health 5 9 14
(25,26,28,32,39) (27,29,30,31,33,34
,35,40,86)
4 Self- perception 11 12 23
(12,44,45,49,54,65,7 (10,11,13,36,37,47
2,73,74,76,77) ,48,52,53,58,60,63
)

5 Personality/ 15 2 17
leadership (38,41,43,50,51,55,5 (42.57)
6,59,61,6466,67,68,6
9,75)

ATTITUDE QUESTIONNAIRE

1. Name of student. :
2. Name of the Institution. :
3. Class studying. :
4. Age of the student. :
5. Sex. : Boy / Girl

IMPORTANT INSTRUCTIONS
1. First go through all the questions before starting to tick mark your choice.
2. Please try to answer all the questions.
3. Please give answers freely by marking (V) against your options.
4. All your answers will be kept confidential.

SI. No STATEMENTS YES NO

1. Physical Education and Sports should be

treated equal to other academic subjects.
2. No good results could be achieved by taking
part in Physical Education and Sports
activities

3. Physical Education and Sports Program

should be more organized and planned

4. Physical Education and Sports should not be

considered as a part of general education

5. Physical Education and Sports as compulsory

subject is unwanted

6. Physical Education and Sports should be an

essential subject in general

7. Physical Education and Sports is not as

important as other subjects

8. Physical Education and Sports has a scientific

base

9. Physical Education and Sports should be

made an academic subject in State Board.

10. Physical Education and Sports mainly

concerns team games only.

11. Physical Education and Sports has little to

offer for the skilled individual

12. Physical Education and Sports should

emphasize the rules on sportsmanship.

13. Physical Education and Sports is for the

 physical development only

14. Physical Education and Sports is not an

important phase of education

15. Existing play fields are not sufficient

16. Indoor Gymnasium facilities are a must for

each school.

17. Modem equipment and standard play

materials to be made available

18. Play field should be well laid and made safe

for play.

19. Less number of students per class enhances

level of involvement.

20. Physical Education and Sports periods should

be arranged in

21. Physical Education and Sports does not need

theoretical explanation in classroom.

22. Play material available are not sufficient

23. Existing play fields are not safe for play

24. Proper initiative is lacking from the Physical

Education and Sports Teachers.

25. Taking part in Physical Education and Sports

activities makes one interested in forming
 good health habits.

26. Exercises well planned and done regularly are

good for one's health.

27. Physical Education and Sports does more

harm than good

28. Physical Education and Sports is an

important subject in helping a student gain
and maintain good health

29. Physical Education and Sports classes are a

waste of time in improving health.

30. Physical Education and Sports mainly

concerns muscle building alone

31. Physical Education and Sports makes the

student tried

32. Physical Education and Sports develops

poise.

33. Exercise is of little use in maintaining good

health

34. Physical Education and Sports is harmful for

the physically weak

35. Taking a long walk/jog will substitute

physical education

36. Students get all the activity outside school

itself
37. Physical Education and Sports is mainly for
physically gifted students

38. Co-ordination can be developed in Physical

Education

39. Strength can be developed through Physical

Education and Sports activities.

40. Physical Education and Sports is too

strenuous for the average students

41. Physical Education and Sports provides

chance to learn to control strong emotional
feelings like anger, etc

42. A person would be better able to control his

feelings if he did not take part in physical
education

43. Participating in Physical Education and

Sports activity will satisfy and relax one's
mind.

44. Physical Education and Sports activities are

enjoyable to take part.

45. Outstanding players should be motivated at

school level itself

46. Bonus marks should be awarded for

promotion.

47. No proper encouragement comes from the

head of the institution.

48. Proper motivation lacks from the teacher

49. Physical Education and Sports is a pleasant

break from the rigorous monotony of studies.

50. Students can better understand each other

playing together in a playfield.
51. Taking part in Physical Education and Sports
activities
makes a person more likable and he get along
better with people.

52. Physical Education and Sports provides

nothing which will due of value outside the
class

53. Physical Education and Sports is not worth to

spent time on it

54. Physical Education and Sports skills will add

to joy and pleasure of living.

55. Various personality traits develop by

participating in Physical Education and
Sports activities

56. Physical Education and Sports helps students

adopt to group situations.

57. Physical Education and Sports does little in

developing desirable standards of conduct.

58. Opportunities are less to receive recognition

in physical education

59. Physical Education and Sports class provides

opportunities to strengthen friendship.

60. There is little carry over value from Physical

Education and Sports after student life.

61. Tolerance, obedience and respect for the rights of

others are learnt in Physical Education and Sports

62. Parents feel Physical Education and Sports is less

important

63. In Physical Education and Sports good and bad

points balance each other.

64. Physical Education and Sports makes one a better

citizen.

65. Sports and games develop National Integration

66. Physical Education and Sports activities help in

 building upleadership qualities.

67. Physical Education and Sports develops healthy

social conducts among students

68. Physical Education and Sports is one of the

important subjects that help in maintaining desirable
social standards.

69. Character can be developed by participating in

Physical Education and Sports activities.

70. Spending time and money for Physical Education

and Sports will bring more educational outcome

71. Modem days provide a lot of opportunities in

earning material games by participating in sports
and games.

72. Participating in sports reduces unnecessary expenses

spent on cheap entertainment.

73. Outstanding players get admission into educational

institutions/ employment And scholarship.

74. Physical Education and Sports develops moral

values like honesty, truthfulness and loyalty

75. Physical Education and Sports indicates respect for

elders in the minds of students

76. Physical Education and Sports helps produce

morally sound citizens.

77. Physical Education and Sports programs can help

level in equalities

78. Olympics and other sports promote International

peace.

79. Physical Education and Sports Program for girls

should provide more opportunity for participation
according to their needs.

80. Separate lady teachers should handle

Physical Education and Sports classes for
girls Physical Education and Sports classes
for girls

81. Fear of injury makes girls to avoid

participation in Physical Education and
 Sports program

82. Participation in Physical Education and

Sports Program attracts unwanted comments

83. Physical Education and Sports teachers have

less interest to teach girls

84. Presence of male Physical Education and

Sports teachers inhibits a free participation

85. Parents disapprove participation in Physical

Education and Sports program.

86. Participation in Physical Education and

Sports activities spoils the appearance.

87. Girls should be exempted from Physical

Education and Sports activities.

88. Present program of Physical Education and

Sports is not needed for girls' students