A TI-DENT SCHOLAR

PI(()J ECT RE] IORT

NO. 33.

I 1W I 1 )],' A MODEL T.HAT 0 I VFFERI:NT IATES ' ETWiI'IEEN TI Il I'sYCIIOlO(I CA,

V.O'TlVATiONS OF SUCCESSFUl, AND UNSUCCESSFUL FOOT3BALL PILAYERS

At~74 5 47a5

UNI"TED STATES NAVAL ACADEMY

ANNAPOLIS, MARYLAND

1972

This document has been approved forpublic release and sale; its distribution

is unlimited.

UNNCLASISSFE

3OCUMUNT COGROLDATA. R & D

DEELPMN OFa A~ MODE THAT. k......ATE BETWEE THEPS .11 . hI ..... iia

(S•curl~y clMIeee wetie i ra .1e aeae .g. . 5.4' ll -.. l -.. *-*-- -*-. -*** -nal *~~r -• ¢---Ml-- - 4•

I ORIGINAPING ACTIVITY (Ceepm7'Jeow) -.- aP, sT SECURITY CoAASIFICATIOIFl•UNCLASSIFIED)

U.S. Naval- Acadeimy, Anna~oliI. ia.. GROUP ... •

DEVELOPMENT OF A MODEL THAT DIFFERENTATES BETWNEEN THE PSYCHOIQGTCALMO)TIVATIONS OF SUCCESSFUL AND UNSUCCE3SSFL FOOTBALL PLAYERS.

Research reiort.S. AU THOPIS) (First nhn*, amidE. intile. last noes)

William C. Pine

S. R9PORY DATE 7&. TOTAL NO. O' PAGES 7b. NO. Or REFS

May 19, 1972 viii, 207 p._ 486. CONTRACT OR GRANT NO. 9 S0. ORIGINATOR•S REPONT NUMUERI$)

b. PROJCT No. U.S. Naval Academy - Trident Scholarproject report. (U.S.N.A. - TSPR.no.33)

C. S. OTHER REPORT NO(S) (Anry other numtber that Meay be aseleroadlel report)

d.

10. OISTRIOUTION STATEMENT

This document has been approved for public release; its distribution; isUNLIMITED.

II. SUPPLEMENTARY NOTES 12. SPONSORING MILITARY ACTIVITY

U.S. Naval Academy, Annapolis.

IS. Ass IrACT

The purpose of this study was to isolate motivational factors, t!may be associated with physical factorss which are important to the athletic suecess of football players.

A battery of four psychologiual tests was employed in this stuuiyThe popuuation studied consisted of 1320 midshipmen of the Class of 1975 at theUnited States Naval Academy. A lack of inter-test repetition among factors wascertained by an analysis of correlation coefficients, indicating that the facto•ineasured by these tests are mutually exclusive. An analysis of variance was usek,to establish significant motivational differencei between football players andnon-football players. Factors were also determined which differentiated betweensuccessful and unsuccessful football players. - Using these factors, approad,for prediction of success in football were hypothesizf.d.

A serendipitious finding was made which indicated that the cor-relation between unconoci.ous and conscious motivation were not statisticallysignificant. - Several areas of future research are identified.

DD I aNOVS UNCIASSTFIED)Seeunty C146311'tjn

A TR] DENT SCHOLAR

PROJECT REPORT

NO. 33.

DEVELOPMENT OF A MODEL THAT DIFFERENTIATES BETWEEN THE PSYCHOLOGICAL,

MOTIVATIONS OF SUCCESSFUL AND UNSUCCESSFUL FOOTBALl, PLAYERS

UNITED STATES NAVAL ACADEMY

ANNAPOLIS, MARYLAND

Al 1972

This document has been approved forpublic release and sale; its dis:ribution

is unlimited.

I I,

lif

U. S. N. A.- TSPR No. 33.

"Development of a Model tf1. " Differentiates

Between the Psychologi .. " Motivations of

Successful and Unsuccess, il Football Players"

A Trident Schola. P':oJect Report

I lay

Midshipman W..lliam C. Pine

United States Nqaval Academy

[ Annapolis, Maryland

El

Professor Karel MonLor

[ Accepted for Trident Committee

Chairmani

/ / �/t .uDate. ~ ~Date -•

K

PREFACE

This study was undertaken as part of a Trident Scholar Research

program. It is the result of two semesters of study during the

AcadEmic year 1971-72.

The help and guidance of the project advisor Assistant Professor

Karel Montor is sincerely appreciated. Thanks is also given to

Associate Professor Harold M. Kaplan and Midshipman Doug Gilbert for

their help in preparing the computer programs for analysis of the data.

'I ii

TABLE OF CONTENTS

ABSTRACT .

PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . .

LIST OF TABLES . ........................... ..... vii

Chapter

I. INTRODUCTION ............................... I

Definition of Terms

Purpose and Approach of the Study

II. RELATED RESEARCH ........................... 4

III. RESEARCH METHOD. .... ................. .i.i... 11

IV. ANALYSES AND RESULTS ...................... 19

V. CONCLUSIONS ............. ................... 42

Recommendations

APPENDIX A: Test Descriptions ... ............... ..... 45

APPENDIX B: Correlation Program ...................... 49APPENDIX C: Sample Carrel Run ........................ 51

AFPENDIX D: AMI Correlation Coefficients ...... ........ 53

SAPPENDIX E: Analysis of Variance Progra. ...... ........ 54

[ APPENDIX F: Sample VARIAN2 Printout ............. ..... 57

APPENDIX G: TRID I Profile - Class of 1975 ....... ... 59

APPENDIX H: TRID 2 Profile -Non-Football Players ..... 62

APPENDIX I: TRID 3 Profile - First Day Football Turnout 5. 6

L APPENDIX J: TRID 4 Profile - All Centers ......... ... 68

APPENDIX K: TRID 5 Profile - All Guards ...... .......... 71

iii

APPENDIX L: TRID 6 Profile - All Tackles ........ .... 74

APPENDIX M: TRIP 7 Profile - All Tight Ends ....... 77

APPENDIX N: TRID 8 Profile - All Running Backs ...... 80

APPENDIX 0: TRID 9 Profile - All Wide Receivers ..... 83

APPENDIX P: TRID 10 Profile - All Quarterbacks .... ...... 86

APPENDIX Q: TRID 11 Profile - All Defensive ....... 89

APPENDIX R: TRID 12 Profile - All Linebackers ..... ...... 92'

APPENDIX S: TRID 13 Profile - All Defensive Backs . . .. 95

APPENDIX T: TRID 14 Profile - All Specialists ...... 98

APPENDIX U: TRID 15 Profile - All Managers ........ .i..101

APPENDIX V: TRID 16 Profile - Football Players on Teamat end of Summer ..... 104

APTENDIX W: TRID 17 Profile - The Final 62 PlayersThat Made the Team . . . 107

APPENDIX X: TRID 18 Profile - The 180 men who did notmake the final team . . . . 110

APPENDIX 1: MAT "Unconscious" Standard Deviation Scoresfor "TRID" Files .... 113

APPENDIX 2: MAT "Conscious" Standard Deviation ScoresSfor "TRID" Files, 114

APPENDIX 3: MAT "Total Motivation: Standard Deviation"Scores for "TRID" Files 115

APPENDIX 4: "TRiD" Line Sutmiaries from Analysis ofVariance ....... ........ i16

APPENDIX 5: Analysis of Variance - F Statistics ..... 119

APPENDIX 6: Analysis of Vaeiance "TRID" files vs."L "TRID" Files ..... ........ 120

APPENDIX 7: List of "1/9" Computer Files .... ......... 1 30

iv

APPENDIX 8: Profile - Successful Centers .......... ..... 131

APPENDIX 9: Profile - Unsuccessful Centers ........ .... 134

APPENDIX 10: Profile - Successful Guards ......... ..... 137

APPENDIX 11: Profile - Unsuccessful Guards ....... ..... 140

APPENDIX 12: Profile - Successful Tackle. ....... ........ 143

APPENDIX 13: Profile - Unsuccessful Tackles ..... .... 146

APPENDIX 14: Profile - Successful Tight Ends ........ ... 149

APPENDIX 15: Profile - Unsuccessful Tight Ends ...... ... 152

APPENDIX 16: Profile - Successful Running Backs ...... 155

APPENDIX 17: Profile - Unsuccessful Running Backs ..... 158

APPENDIX 18: Profile - Successful Wide Receivers ... ...... 161

APPENDIX 19: Profile - Unsuccessful Wide Receivers ..... 1b4

APPENDVX 20: Profile - Successful Quarterbacks .... ....... 167

APPENDIX 21: Profile - Unsuccessful Quarterbacks ... ...... 170

APPENDIX 22: Profile - Successful Defensive Ends .... ..... 173

APPENDIX 23: Profile - Unsuccessful Defensive Ends ..... L76

- APPENDIX 24: Profile - Successful Linebackers ...... ... 179

"APPENDIX 25: Profile - Unsuccessful Linebackers ..... 182

APPENDIX 26: Profile Successful Defensive Backs .... 185APPENDIX 27: Profile Unsuccessful Defensive Backs 188

APPENDIX 27: Profile UnSuccessful Defenialisiv Ba . . .... 18SAPPENDIX 28: Profile - Successful Specialists.............. 191

APPENDIX 29: Profile - Unsuccessful Specialists . . . 194

APPENDIX 30: MAT "Unconscious" Standard DeviationScores for "1/9" Files ....... 10-

- APPENDIX 31: MAT "Conscious" Standard Scores for "1/9"Files ..... ................ ..

V

APPENDIX 32: MAT "Total Motivation" Standard DeviationScores for "1/9" Files .... ....... 201

APPENDIX 33: "1/9" Line Summaries from Analysisof Variance ... ............ ... 203

SELECTED BIBLIOGRAPHY ....... .................... .... 204

vi

LIST OF TABLES

Table Page

I Amount of Raw Data Collected per Individual .... ...... 13

2 Sample Background Programs .... .............. .... 16

3 Description of Factors ...... ................ ..... 21

4 Self-Confidence & Emotionality Correlatedw/other Factors .......... ........... ......... 23

*1 5 16PF Factors with Corr. Coeff. Greater than + .50 . . . 24

6 MAT Factors with Corr. Coeff. Greater than + .50 . . . 25

7 Correlation Coefficients for Unconscious vs. TotalMotivation Areas for Each of the 10 GeneralMA •T Areas . . . . ................... 25

8 Correlation Coefficients for Conscious vs. TotalMotivation Areas for Each of the 10 General

MAT Areas .......... ........... ......... ..... 26

9 Correlation Coefficients for Conscious vs. UnconsciousMotivation Areas for Each of the 10 GeneralIMAT Areas .............................. .... 27

10 List of "TRID" Computer Files ....... ............. 28

11 Input for VARIAN2 Program ..... .............. .... 29

12 Entire Class vs. Specific Groups ........... ..... 31

13 Those Who Didn't Go Out for Football vs.Specific Groups ........................ .... 31

1i4 Final 62 Football Players vs. Specific Groups ..... 32

15 Significant Differences between Football Pýayers andNon-Football Players ... ......... .. 33

16 Factors Significantly Different for SuccessfulFootball Players ...... ............... ...... 34

17 Analysis of Variance on "1/9" Files .............. 35

vii

Table Page

* * 18 Recurring Significant Factors in the Analysisof Variance by Position ..... ............... .... 36

19 Approach #1 to Model Building ....... ............. 37

20 Recurring Factors in Athletes with MotivationalProblems . . . . . . . . . . . . . . . . . . . . . . 39

21 Approach #2 to Model Building .... ............. .... 39

22 Comparison of Factors for Football Players andNon-Football Players ...... ................ .... 42

23 Comparison of Factors for Successful andUnsuccessful Football Players ....... ........... 43

24 Comparison of Factors for Successful. andUnsuccessful Football Players ............ 43

u viii

CHAPTER I

INTRODUCTION

This research deals with psychological factors related to foot-

ball, as measured by a battery of four tests.

DEFINITION OF TERMS

Factors: The four tests included a total of 665 questions. These

questions were grouped into 68 mutually exclusive areas which define

different categories of psychological attitudes.

Motivation: A term used to denote the sum of some of the factors, when

combined, that enables the identification of those individuals whose

I mental "set" is such that they are more desirous than others to achieve

success in specific activities they undertake.

Motivation is a key aspect of life at the Naval Academy. The

- " presence or absence of motivation has a direct effect on a man's per-

formance. The manner in which this aspect is often evaluated is by

observation alone. This can prove to be a difficult task indeed when

large numbers of men are involved and leads one to the purpose of this

research.

PUPIOSE AND APPROACH OF THE STUDY

One area that demands a Luasonably large degree oi motivation from

most of its successful performers is that of athletics. Popular areas

of athletics, such as football, involve many men, and carry with them

1'

2

difficulties of evaluation. The purpose of this research was to analyze

the usefulness of a battery of sychological tests to isolate certain

psychological factors, which, in conjunction with physical factors, could

be used to predict successful performance in football.

At the beginning of the project it was necessary to increase the

researcher's knowledgr in the areas of athletic motivation, psychological

testing and theory. Talks with Dr. Bruce Ogilvie of San Jose State, and

related readings provided the necessary background information in the

i area of athletic motivation. Selected readings in psychological theory

and testing filled out the researcher's knowledge in these related areas.

The approach taken on this study was:

- Test selection and administration

- Determination of the necessity of all the factors measured

by the test battery

- Determination of differences in psychological factors for

football players when compared to non-football players

- Determination of factors significantly different for

successful players as compared to unsuccessful. football

players

- Determination of initial success at prediction attempts

The primary concern in the selection of tests was the accunmlation

of data on psychological factors that would be desirable for foottnall

players. Several tests that had been used at the Academy in the past

met the criterion requirements for this study. The tests selecvLvu lo,

use in this research were: The Cornell Word Form test ((C0'-2) , t

Personality Factor Questionnaire (16PF), The Motivational .inls:= it

3

(MAT), and The Athletic Motivation Inventory (AMI).

Tests were administered to the Class of 1975 within a week of

their reporting to the Academy, with processing of the data taking the

rest of the summer.

The extent of inter-test factoi duplication was checked using

correlational analysis techniques, and found not to be statistically

significant.

Division of the Class of 1975 in to discreet sub-groups was under-

taken to form a basis for comparison of successful and unsuccessful

football players. Certain psychological factors were determined to be

significantly different at the .05 level. Application of these factors

to the Class of 1976 will be possible with the predictive approaches

established in this research. Several areas for possible future research

are suggested by the findings and can be found in Chapter V.

II

I-o

4

CHAPTER II

RELATED RESEARCH

The writer's first contact with athletic research was with Dr.

Bruce Ogilvie of San Jose State, an expert in the field of athletic

motivation. His article in the January 18, 1971 issue of Sports

Illustrated lent impetus to the idea for the project.

Arrangements were made to have Dr. Ogilvie visit the Academy in

early spring, 1971. The researcher had the opportunity to talk with

him before his presentations to Academy personnel. The writer listened

to his presentations to the Academy's athletic coaches, as well as to

the instructors in the Division of Naval Command and Management. A

final meeting with Dr. Ogilvie immediately after his sreaking engage-

ments permitted feedback of his observations on Academy athletic life.

This provided additional considerations to the development of the

design of this study.

Dr. Ogilvie highlighted the fact that some coaches have a

difficult time judging certain motivational factors. He indicated that

some tend to allow an athlete's physical ability to have a halo effect

on their appraisal of motivation. The motivational areas observed by

Dr. Ogilvie were generally "sports specific," due to an effort on his

part to measure factors important in the high stress world of athletics.

Study of these "sports specific" motivational areas indicated that

coaches cannot be assumed to have a complete grasp of this area.

However, in the development of a motivational inventory to measure

!,

5

factors and assist coaches, Dr. Ogilvie found that coaches did success-

fully recognize factors that they themselves had. Examples of these

factors were drive. determination, and leadership. On the other hand,

coaches were often unable to accurately analyze factors such as self-

A confidence, aggression, emotional control, conscience development, and

the acceptance of responsibility for one's actions by observation

alone.

Dr. Ogilvie's studies have shown that "compensatory greatness"

needs to be taken into consideration. This is the term used for

athletes who have great athletic abi] ty, which compensates for low

motivation. With information on champions as the criteria, motivational

problem areas were noted by Dr. Ogilvie and suggested approaches

presented.

Dr. Ogilvie's talks shed much light on the difficulties in

"analyzing motivation, and suggested a means for identifying problem

areas and encouraging individual improvemeut. However, since the

project was pointed towards a predictive capability based on motiva-

""~ tion testing, a broader method of attack was involved. This involved

the use of several tests, and demanded a thorough understanding of

test design and construction.

After conclusion of the talks with Dr. Ogilvie, a comprehensive

reading program was initiated. The first area considered the design and

"construction of tests. An extensive investigation of psychological

theory was undertaken to obtain an understanding of the ratlor le and

interpretation of the factors measured by the Lests. Finally, reading

I

6

of sports related research provided a feel for what had been

accomplished in research closely related to that of this project.

This paper purposely includes more areas than those directly

related to the project, so that later Academy researchers can see the

thought processes involved.

Psychological Testing, b, Anastasi, was valuable in explaining

the theory of the testing that was involved in this research.

A major point addressed by Anastasi was that of test reliability,

and in particular error variance. Two sources of error variance that

important to the s~udy are temporal stability, and examiner and scorer

reliability. Temporal Stability is the degree to which test scores are

affected by fluctuations in subject and environment. It deals with

random fluctuations from weather changes, noises, and other distrac-

tions. Changes in the subject due to illness, emotional strain, an'

recent experiences are also involved. This stability is dependent on

time, and the shorter amount of tin., between testing sessions, the

"better the results. Examiner and scorer reliability are empirical

controls of the test conditions. This can have a marked effect on

scores, when one considers the importance of an examiner's rapport

with, and motivation of the subjects, and the differences in scoring

that could possibly occur. An assumption of this study is that

temporal stability, examiner reliability, and scorer reliability

criterions for valid testing were met as a result of the procedures

used.

7

The importance of test validity was stressed by Anastasi, and in

this research led to the use of previously validated tests. The tests

- met the following classifications of validity: Content validity, the

coverage of a representative sample of the behavior domain to be

measured; Face validity, the test measuring what the test appears to

measure. As a point of interest,construct validity, the ability to

measure the distinctness of a factor from other factors on a test, was

studied in relation tho this research and was found not to be a

statistical threat to the use of the test battery on this project. The

Institute for Personality and Ability Testing's item analysis had

carefully studied just this aspect for their tests used in this study

(16PF and MAT). In addition, factor analysis, which is a correlation

between factors, was used by the writer to study construct validity.

With this understanding of testing, the next step in preparing

for the research to follow was obtaining a thorough grounding in

related psychological theory. This was important for understanding of

factors related to normal adjustment.

"- Freud's work, Psychoanalysis, reveals that hidden facets of an

individual's personality can he determined by projective-type tests, for

example the CWF-2, and that a person's responses on these tests express

subconscious drives and motivations. Some aspects of a person's self

are suppressed, often because they are painful or frowned upon by

society and can only exist in this manner. Sexual elements are held to

be important in the makeup of a subject, but due to social pressures in

actual practice, must be expressed in acceptable fashion. An example

8

would be the acceptable aggression of sports. This gives a basis for

approaching one of the motivational factors observed in successful

football players, specifically the high mating drive found in these

individuals.

* - Introduction to Clinical Psychologs gives a view of important

factors in mental set related to normal functioning. One defin4 )n of

normal behavior is that behavior which falls statistically within one

standard deviation 3f the mean behavior for that factor.

The book Play Therapy suggested an approach to improving mental

* ,set by releasing feelings, rather than suppressing them. An example

might be that of encouraging a football player to release his frustra-

tions after a loss. The importance of attacking psychological problems

head-on was the main thrust of the book.

Personal Adjustment showed the importance of a good self-image

and self-confidence to a healthy personality. Successful football

players were found to be significantly more self-confident than

unsuccessful foctball players and this is discussed later in the study.

In Motivation and Emotion by Young, it is seen that one's level

of performance varies with his degree of motivation. This relates

directly to the main thrust of the project. The importance of motiva-

tion was later determined by the findings of the research.

Motivation and Personality leads into the idea that emotionally

mature individuals cope well with their environment. These people are,

more likely to meet their goals than others. This was borne out by thI

fact that successful football players were significantly more

A'

9

emotionally stable than unsuccessful players.

The overall point of the theoretical reading was to explore the

areas that are relevant to the project. Before discussing sports

specific literature, one more book of particular importance is

mentioned. The 16PF Manual discusses psychological theory and the way

the 16PF test is designed to mesh with that theory. It is particularly

useful in relating theory to testing practices.

The final area probed in establishing a thorough background

knowledge is that of sports related research. Dr. Ogilvie's book

Problem Athletes and How to Handle Them indicates that self-centerednes,

high anxiety, fear of failure, fear of success, a narcissistic

attitude, and instability all are detrimental to performance.

The factors mentioned were confirmed by this research. Dr.

Ogilvie's article in Sports Illustrated noted the counseling value of

his test, and pointed out areas that were significant for certain

football positions. In comparing a "potential realizer" (one who

realizes his potential, ie: performs at his highest possible level)

with a "potential non-realizer," he found emotional stability and

mental toughness to be important. This was proven to be part icularly

true for emotional stability, and to a lesser degree, for mental

toughness, by the findings of the researcher's study. Several of his

articles are related to psychological tests and indicate differences

between winning and losing teams and winning and losing individuals,

which is related to the purpose of this study. In a study of

pro-football players, Kane found self-discipline, extraversion,i"

10emotional stability, and assertiveness to 1he the earmarks of a good

player, using the 16 Personality Factor Questionnai:e.

1 11

CHAPTER III

RESEARCH METHODS

The purpose of the research was to isolate psychological factors

which in conjunction with physical factors can be used to predict

successful performance in football.

Three tests dealing with psychological factors had been evaluated

at the Academy. These were the Cornell Word Form Test (CWF 2), the

Sixteen Personality Factor Questionnaire (16PF), and the Motivation

Analysis Test (MAT). A sports specific test developed by Dr. Bruce

Ogilvie primarily as a counseling tool, the Athletic Motivation

Inventory (AMI), was selected to provide specific athletic motivation

input. These four tests were chosen to make up the battery to be

given to the population of this study, the entering class of midshipmen

who entered the Academy during the summer of 1971.

The CWF 2 is an eighty question short answer word association

test. The test manual indicates that it is a "Rapid psychiatric

assessment of large numbers of persons to contribute a descriptive

sketch of an iniividual's adaptive and adjustment mechanisms in a

manner not apparent to the subject. Primarily, it has shown itself to

- be effective in indicating the presence of disturbances in adjustment,

"as exhibited in psychotic, psychoneurotic, and relevant bodily

"reactions and diseases."

The 16PF Manual states that "The 16PF test is a multidimensional

set of sixteen questionnaire scales. It is designed to make availablv

!:K

'1.

W; R 5;

J• information about an individual's standing on the majority of primary

personality factovs." It gives information on sixteen primary factors

of personality, and on four secondary personality factors derived from

the primary factors. Careful testing by the Institute for Personality

and Ability Testing over the years has established the distinctness of

"each primary factor measured by this test.

The MAT gives indications of various aspects of a subject's

motivation. It covers ten general motivational areas. For each area,

an unconscious motivation factor, a conscious motivation factor, and a

total motivation factor is determined. In addition, four special total

factors are derived from the total motivation factors.

The AMI deals with psychological -haracteristics that may be

possessed by, and distinguish high leveA .thletic performers from low

level performers. This involves eleven -.*,orts related motivational

factors, and two additional factors which are used to verify the tL4

results.

As a matter of administrative note, artangements were Made with

the Institute for Personality and Ability Testing (IPAT), who developed

the 16PF and MAT, to obtain these two test. a, a reduced cost if we

would do our own scoring, and provide them oith t•ualty payments for

'-heir use. In addition, Dr. Ogilvie very graciu'•l, allowed the w'i,

to use his test for the research.

It wai decided to use the entire incominag United States Naval

Academy Class of 1971 -s the population, as opposed to just tcstinL

prospective foutLail players. Contributing fac,.rs to this decisioni

13

were the interest expressed by some of the other coaches and by the

Office of the Commandant of the Naval Academy in the results of this

testing. Arrangements were made to set up a testing program for the

summer of 1971. Computer mark sense answer cards were prepared for

each individual. !he CWF 2 and 16PF testing involved the entire class

and was administered in the Midshipman Ward Room (dining hall).

Proctors attempted, with limited success, to check to assure that all

the tests had been answered completely, and with no extraneous marks or

duplicate answers. The AMI and MAT were given to one third of the

population at a time. All testing was done during the first week the

new freshmen were at the Academy. This was done early in the summer to

avoid the effects of test "wiseness." In addition this minimized the

possibility of such test answering methods as the "sinusoidal wave"

method (ABCDEDCBA, etc.) or the "unending constant" method (BBBB, etc.).

When one looks at Table 1, below the magnitude of the testing can be

clearly seen.

Table No. 1 - Amount of Raw Data Collected per Individual

No. of Questions No. of Computer Answer No. ofTest per Test Cards per Test Factors

CWF 2 80 2 1AMI 190 4 1316PF 187 4 20MAT 1 48 1 )MAT 2 56 2 )M.T 3 48 1 ) 34

MAT 4 56 2 )Totals 665 16 68

14

The population consisted of 1320 men. With the abov? table in

mind it can be seen that 21,120 (16x1320) cards were completed, giving

answers to 877,800 (1320x665) questions. Incorrect marking of many

questions proved to be a problem in obtaining accurate raw data. The

I, magnitude of the problem was such that extra hel? was needed to

rectify the matter. The computer was used tQ determine which cards

were improperly marked. Approximately fifty hours were spent taking

tests back to individuals who had made serious mechanical mistakes and

having them correct these errors. An additional 100 hours of card

recopying was also required. Correction of cards was completed by

I September 1971.

":1 A computer program was leveloped that included all scores for an

individual on one punched card. These cards were to prove of great

value later on in settinj up data 'iles. They contained information

on all 68 factots.

The next stel, in the research was to determine the construct

validity of the test battery. The need to actually u~e all 68 factors

in the analysis of this report was determined by taking correlation

coefficients of all possible pairings of the factors. The computer

print-out time presented a particular problem. Time wise, it was best

to input only twelve factors at a time (i. e. factors 1 to 6 vs.

factors 7 to 12). In order to run all possible pairings of the factors,

sixty-six runs of this nature were needed. Input time, run time, and

output time for a single run came to about fifteen minutes. To

circumvent this problem of extended time at the terminal six terminals

U.

IIi

1.5

were used at once, and this reduced the researchers' time at the

terminals from eighteen hours to three hours. The result ý'f these runs

was a total of 2312 correlation coefficients. Only correlaLlon

coefficients greater than plus or minus .5, the level at which the'•

correlations became significant, are discussed in detail in this report.

A chart was complied of all 2312 correlation coefficients, to show the

general relationship patterns of the factors in the battery. The re-

sults indicated that all 68 factors should be used as they were not

duplicative and were mutually exclusive.

After the correlation analysis, the writer proceeded with an

- - analysis of variance of groups selected from the population. The

groups were classi.fied on the basis of the football coaches' lists of

men who had turned out for football, and the positions to which they

had been assigned. Cards for each group were isolated and new files

fed into computer storage as "TRID" files. With the populition broken

down into various grcups f3r analysis, the acquisicion of a computer

program to do the work was in order. This was to prove to be a more

-• difficult proposition than was the case in securing a program for the

correlational analyses. Midshipman Doug Gilbert, a math and computer

major, came to tLe rescue and prepared a program, VARIAN 2, which was

able to do an analysis of variance between two groups - on all 68

factors for each group. Once again, the runs of the computer program

presented pkrticular problems. The requirement of the computet

program was that each individual in each group must have Ecores for all

sixty-eight factors measured by the battery. As a result, cards w0th

1

16

less than sixty-eight factors had to be sorted out and not considered

in this analysis. This involveý.. the elimination of 21 of the 132C

individuals that comprised the population. The computer was programed

to run one group against another (i. e., TRID 1 vs. TRID 2) and list

the F statistic for each of the sixty-eight factors for the two "TRID"

files. Computer run time was again a problem. Due to the long run

time of the program, special arrangements had to be made to increase

the researcher's allowable run time. Each "TRID" file comparison

print-out took ten minutes, in addition to the long run time (internal

processing in the computer) already mentioned. Once more, the use of

many terminals sped up the work. However, some of the runs involved

so much run time that it became necessary to use background privileges

on the computer. This involved not only the availability of extended

17un time, but allowed use of the high speed printer as well. Table

No. 2 show samples of the programs used to accomplish this.

Table No. 2 - Sample Background Programs

Program #1 T12 Program #2 B12

(Background 10 RUN (Dita Inpu' "TRIDl","TRi!)2'"Program) 20 OLD VARIAN2 File) 1299,980,68

30 INPUT B1240 OUTPUT PRINTER @@@50 END

The first computer program, T12 -ails up the main program,

"VARIAN2" and uses the input file, B12 to get the data into use, and

outputs on the high speed printer via the PRINTER@@@ library progrir.

17

The second program, B12, is the data input file. Seventeen pairs of

programs of this nature were used. After all the runs had been

completed, in background and otherwise, about sixty computer hours had

been used for the analysis of variance runs performed on this project.

With the analysis of variance data available, differences in

factors from comparisons of two "TRID" files could be calculated.

Significance in this report should be understood as at the .05 level

or higher. Significant differences were found between football players

and non-football players. Significant differences in factors between

successful football players (those wLIo made the final team) and

unsuccessful football players were also found. Other approaches to

looking at differences in psychological factors between successful

and unsuccessful players, were analyzed and charted. Factors that

showed up repeatedly at the .05 level of significance are discussed

in the next chapter.

Finally, the approaches for picking successful players were

developed. A criterion of success was available in the coaches' list

of the top sixty-two men on the freshmen football team. Withi inf.rrnm-

tion on significantly different factors, from the comparison of

successful and unsuccessful football players, a clinical interpreLa-

tion of desirable scores for each factor was made. The number of

factors scored favorably was noted, and approaches for predicting

successful football players determined. The results were then

conpared to the coaches' group, and the deg;'ee of success noted. Io

one approach those who were predicted to be successful and were Iot,

18

were shown to the coaches. The coaches comments on a few of the

individuals were that they were "motivational problems." Certain

factors showed up repeatedly for these individuals. A close look at

these factors made it clear that they were detrimental to success.

Low fear and low anxiety were the factors common the these

7,, "motivational problems." Gnce again, with these undesirable factors

as a consideration, predictions were made, and a more successful

comparison to the criterion w~as realized. With this explanation of the

research methods involved in the project as a framework, a study of thle

analysis of the research can now be presented.

19

CHAPTER IV

ANALYSES AND RESULTS

In the testing used during the summer of 1971, one consideration

weighed heavier than any other. The goal of the test administration

was to obtain accurate and truthful answers from all the subjects. In

order to assure the truthfulness of the answers, several procedures

were used. The effects of uncomfortable test conditions, long testing

sessions, and a "worldly" attitude towards getting things out of the

way that grows in the experienced freshmen were all considered. As a

result, test periods were kept to reasonable lengths. The tests were

given in relatively pleasant surroundings, especially when one

considers the fact that this testing offered a respite of sorts from

the strenuous schedule of the new freshmen. In order to combat the

"worldly" approach to test taking, the tests were given within seven

days of the subjecLC' arrival at the Naval Academy. Only a handful of

* subjects had to be approached later when it appeared that they had

"answered without looking at the tests.

However, many subjects did leave answers blank at.d/or put down

double answers and/or slipped whole blocks of answers up or down, anQVor

answered one test on the answer card for another test. Efforts to

prevent this had consisted of three proctors at each testing session

checking completel cards, but this proved to be insufficient when large

groups of subjects finished at once. As a result, many errors went

C

IT

20

undetected by the proctors, though they were later caught during the

computer check on the cards. The inclusion of the entire class of 1975

was considered important to the completeness of the study, therefore

efforts were made to correct errors. The writer was helped by many

persons in accomplishing the individual corrections required; and by

the end of the summer, accurate, error-free data existed for all tests

that were taken by the midshipmen.

The vast majority of the 1320 man population had scores for all

sixty-eight factors measured by the battery. Only twenty-one men did

not have scores for all four tests. Tabie No. 3, on the next page,

-- gives a breakdown of exactly what the four tests in the battery

measured, matching factor numbers with the description of what the

Factor measures. A more detailed explanation of each factor can be

found in Appendix A.

Since four different tests had been utilized, the possibility of

repetition among factors existed. The degree of repetition, if any, was

ascertained by a correlational analysis. The 16PF and MAT, both

developed by the Institute for Personality and Ability Testing (1PAT)

have been thoroughly analyzed on an individual item basis, and are

well proven tests. The CWF 2 is a general mental fitness test, and as

such has been used with confidence by the Naval Academy for some years.

The AMI, by Drs. Ogilvie, Tutko, and Lyon, was developed primarily as

a test to assist coaches as a tool in coaching and counseling individualt.

Ii

21

Table No. 3 - Description of Factors

Test Factor # DESCRIPTION

LOW HIGH

CWF 2 1 High Anxiety/Poor GeneralMental Set

AMI 2 Drive3 Self-Confidence4 Aggressiveness5 Coachability6 Determination7 Emotionality8 Conscience Development9 Trust

10 Guilt Proneness11 Leadership12 Mental Toughness13 Accuracy Measure14 Strength of Score

16PF 15 Reserved Outgoing16 Less Intelligent More Intelligent17 Affected by Feelings Emotionally Stable18 Humble Assertive

. 19 Sober Happy-Go-Lucky20 Expedient Conscientious

* 21 Shy Venturesome22 Tough Minded Tender Minded"23 Trusting Suspicious24 Practical Imaginative25 Forthright Shrewd26 Placid Apprehensive27 Conservative Experimenting

- 28 Group Dependent Self-Sufficient29 Undisciplined Self- Controlled

Conflict30 Relaxed Tense"31 Lov Anxiety High Anxiety32 Introversion Extroversion33 Tenderminded Emotionality Alert Poise34 Subduedness Independence

orIT

-. Test Factor IIDESCRIPTION

LOWHIGH

"MAT - Unconscious Motivation

35 Career36 Home/Parental37 Fear38 Narcissism/Comfort39 Superego40 Self-Sentiment41 Mating42 Pugnacity/Sadisin

"- 43 Assertiveness44 Sweetheart/Spouse

MAT - Conscious Motivation

45 Career"46 Home/Parental47 Fear48 Narcissism/Comfort49 Superego50 Self-Sentiment51 Mating52 Pugnacity/Sadism53 Assertiveness54 Sweetheart/Spouse

MAT - Total Motivation

55 Career56 Home/Parental57 Fear58 Narcissism/Comfort"59 Superego60 Self-Sentiment"61 Mating

- 62 Pugnacity/Sadism63 Assertiveness64 Sweetheart/Spouse

MAT - Special Totals

65 Autism/Optism66 information/IQ67 Total Integration68 Personal Interest

I

23

SI• The "CARREL" computer program enabled ascertaining of all correlation

coefficients used in this study. This program which is in XBASIC

computer language is displayed in Appendix B.

This program matches one group of factors against a second group

of factors and indicates the means and standard deviations of each

factor, as well as the associated correlation coefficients. Appendix C

shows a sample run of this program. The data used in this run came from

a computer file named "TRIDENT," which contained all test data on the

full population of 1320 men.

After all sixty-eight factors had been cross compared against

all others, and the results charted, certain patterns of correlation

coefficients were discerned, and are discussed later in this chapter.

The AMXI was found to have high intra-factor correlation

coefficients, that is high for its factors when compared against the

intra-factor correlations obtained for the 16PF and the MAT. Appendix )

presents the correlations between all the factors on the AMI.

Table No. 4, below, extracts and presents some of the high

correlations found in Appendix D.

Table No. 4 - Self-Confidence & Emotionality Correlated w/other FacLors

Self Confidence vs. Determination = .55 Emotionality vs. Trust = .52vs. Emotionality = .55 Mentalvs. Leadership = .60 Toughness=.57

These two factors, self-confidence and emotionality, appeared Lo

24

Tr- be key factors. These correlations raise the question of whether the

AImight be more of a unitary measure of favorable athletic motiva-

tions than a group of distinct motivational factors, when looked at as

other than a counseling tool.

The 16PF also had some correlation coefficients of plus or minus

.50 or greater among the corss comparrison of its factors, and these are

presented in the following table.

Table No. 5 - 16PF Factors with Corr. Coeff. Greater than + .50

FACTOR FACTOR CORRELATION COEFFICIENT

Emotionally Stable Apprehensive -. 55Emotionally Stable Tense -. 62Emotionally Stable High Anxiety* -. 54Happy-Go-Lucky Venturesome .50Happy-Go-Lucky Extroversion* .60Venturesome Extroversion* .68Conscientious Controlled .56Apprehensive Tense .58Apprehensive High Anxiety* .55Experimenting independence* .63Self-Sufficient Independence .52Tense High Anxiety* .61Tenderminded Alert Poise* -. 80

* indicates second order factors derived from the primary factors.

The relationship between these factors were higher than one might

expect based on the analyses in the 16PF Handbook, and as such present

an area for future study to determine whether chance or causality is

involved.

Four MAT correlation coefficients, above .50, existed for the

special total factors, and these are listed on the next page.

25

Table No. 6 - MAT Factors with Corr. Coeff. Greater than + .50

FACTOR FACTOR CORRELATION COEFFICIENT

Autism/Optism Total Integration .58Autism/Oprism Personal Interest .53

IQ Personal Interest .58IQ Total Integration .57

These correlation coefficients were higher than might be

expected, and are possible areas for future research to determine if

chance or causality is the reason for their 'clationships.

Correlation coefficients greater than plus or minits .5 were

found between unconscious and total motivation factors for each of the

ten general motivational areas, as seen in the following table.

Table No. 7 - Correlation Coefficients for Unconscious vs. TotalMotivation Areas for Each of the 10 General MAT Areas

MOTIVATIONAL AREA CORRELATION COEFFICIENT

Career Sentiment .69Home Parental Sentiment .74Fear Drive .70Narcism-Comfort Drive .78Superego Sentiment .73Self-Concept Sentiment .76Mating Drive .76Pugnacity-Sadism Drive .78Assertiveness Drive .71Sweetheart-Spouse Sentiment .76

These correlations are partially explained by the scoring procedure

as the total motivation factors are influenced by the unconscious

factors.

26

Correlation coefficieits greater than plus or minus .5 were found

between conscious and total motivation factors for each of the ten

general motivational areas, and are noted below.

Table No. 8 - Correlation Coefficients for Conscious vs. TotalMotivation Areas for Each of the 10 General MAT Areas

MOTIVATIONAL AREA CORRELATION COEFFICIENT

Career Sentiment .75Home-Parental Sentiment .75Fear Drive .70Narcism-Comfort Drive .70Superego Sentiment .80Self-Concept Sentiment .62Mating Drive .77Pugnacity-Sadism Drive .74Assertiveness Drive .74Sweetheart-Spouse Sentiment .70

Once again, the correlations above are partially explained by the

scoring procedure, as total motivation factors are influenced by the

conscious factors.

One group of MAT correlation coefficients that were of interest

due to the fact that they were so low were the correlations between

J unconscious and conscious motivation factors for each of the 10 generu

motivation areas, as seen in Table No. 9 on the next page.

This raises the question as to the degree of causality between

the unconscious and conscious aspects of these general motivational

areas. This is of interest since higher correlations would be

expected based on current psychoanalytical theory.

I

L

27

Table Ne. 9 - Correlation Coefficients for Conscious vs. UnconsciousMotivation Areas for Each of the 10 General MAT Areas

MOTIVATIONAL AREA CORRELATION COEFFICIENT

Career Sentiment .09"Home-Parental Sentiment .15Fear Drive .05Narcism-Comfort Drive .13Superego Sentiment .24Self-Concept Sentiment .00"Mating Drive .21Pugnacity-Sadism Drive .21Assertiveness Drive .08Sweetheart-Spouse Sentiment .09

The only inter-test correlation coefficient greater than plus or

minus .5 was between Emotionality on the AMI and Tense on the 16PF, aiid

it was -. 53. This single high correlation between factors from

different tests suggests that these factors may be duplicative, but

since this was the only high inter-test correlation the general

conclusion is that the sixty-eight factors are not duplicative thou,

this particular relationship is worthy of further future investigatio.

The correlation coefficient analyses provided many interesLini;

intra-test relationships, and they too provide possible areas for

future research to determine the significance of their relationships.

Thus it appears that all sixty-eight factors measured by the test

battery are contributing unique information, and are necessary to ;i'

as complete a picture of the population as possible.

In order to observe factor variance, to determine differences

between football players and non-football players, the population •.

divided into groups. These groups were classified on the basis of

I

28

those who came out for football the first day, and the positions for

which they tried out. Each of the groups was entered into computer

storage as a "TRID" file. A listing of the files into which the

groups were categorized follows.

Table No. 10 - LIST OF "TRID" COMPUTER FILES *

TRID 1 Entire Class"TRID 2 Those Who Didn't f;o Out First DayTRID 3 First Day Football TurnoutTRID 4 CentersTRID 5 GuardsTRID 6 TacklesTRID 7 Tight EndsTRID 8 Running BacksTRID 9 Wide Receive':sTRID 10 Quarterback.ýTRID 11 Defensive E:idsTRID 12 LinebackersTFID 13 Defensive BacksTRID 14 SpecialistoTRID 15 ManagersTRID 16 Players Remaining at End of SummerTRID 17 Final 62 Players (Made the Team)TRID 18 Players Remaining at the End of the

"Summer who were Unsuccessful inMaking the Team

* Detailed Listings may be Found in Assistant Professor Farel Montor'sfiles in Luce Hall

A computer program "VARIAN2" was developed to do the analysis of

variance involving the foregoing "TRID" files. This program is listed

in Appendix E. Table No. 11 on the following page gives the input for

a run, and reference to it clarifies the following explanation.

Ifloigepaain

It

1 29

Table No. 11 - Input for VARIAN2 Program

READY

OLD VARIAN2*REA•DY

RUN*

- VARIAN2 13 MAY 72 14:01

INPUT THE NAMES OF THE FILES IN QUOTATIONS? "TRIDl7","TRIDl6"

INPUT THE NUMBER OF ROWS O DATA IN TRID17 AND TRID16 CONSECUTIVELYAND THE NUMBER OF COLUMNS CONTAINING TEST SCORES? 629242968

SMEAN STANDARD DEVIATIONTEST GROUP#1 GROUP#2 GROUP#1 GROUP#2 F

1 4.72581 4.06612 4.13767 3.31409 1.75732 6.35484 6.1281 1.33179 1.34354 1.41063 6.62903 5.95868 1.69119 1.80776 6.96234 5.74194 5.47934 1.55696 1.58624 1.3627

* indicates operator input

The computer received as input the names of two of the files,

"(TRIDI7,TRID16) the number of individuals in each of the groups

"represented by the files, (62,242) and the number of factors to be

studied (always sixty-eight). For each factor, the program printed

the mean and standard deviation for both groups and the F statistic

for those two groups on that factor. At the end of the run, the

degrees of freedom for that run were printed to allow calculation of

levels of significance for the run. A sample run of the program is

seen in Appendix F.

Using the informa-tion from these printouts, profile- for all oý

I

30

factors for "TRID 1" through "TRID 18" were made and can be seen in

Appendix G through Appendix X. Appendices 1, 2, and 3 respectively

provide the Standard Deviation Scores for the MAT Unconscious,

Conscious, and Total Motivation Areas.

Appendix 4, summarizes the degrees of freedom for each of the

137 "TRID" comparison runs. With the information from that table, the

F statistic for various levels of significance can be deteruined for

any one run using Appendix 5. If the statistic beside any factor of

that run is higher than one of the F statistics for that iur, the

factor was significant at that level.

Appendices 6A through 6p summarize the factors significant at

various levels for each of the 137 runs of VARIAN2.

The most interesting relationships were among the entire class,

those not going out for football (non-football pLayers), the first

day football players, -he football players still out for the team at

the end of summer, and the sixty-two football players who made the

final team.

On the next page Table No. 12 compares the entire class against

various speciflc groups.

31

Table No. 12 - Entire Class vs. Specific Groups

A - Denotes that the factor followed by A was significantly higherfor the entire class than the other group.

B - Denotes that the factor followed by B was significantly higher

for the specific group being matched against the entire class.

4

LEVELS OF SIGNIFICANCESpecific Group .05 .025 .0_

T Those who didn't go out 10A 2A,4A

First Day football 24A,49A 2B,3B,4B,IOB,IlB,turnout 14B,16A,39A,59A

Players remaining at 50A,59A 24A,60A,66A 2B,3B,4B,10B,lIBend of summer 68A 65A

Final 62 Players 14B,37A 7B,12B,17B, 2B,3B,4B,lOB,IIB66A,68A 16A

The entire clkss was lower than each group of footbali players on

factors 2(drive), 3(self-confidence), 4(aggressiveness), 10(guilt

proneness), and ll(leadership). A comparison of thcse who did not go

out for football and the different groups of football players follows.

-A- -B-"Table No. 13 - Those 11ho Didn't Go Out for Football vs. Spec'fic Groups"

Specific Group .05 .025 .01

First Day 5B,12B,19B 20A,50A,66A 2B,3B,4B,IOB,IIB,14B

Football Turnout 25A,28A 68A 16A,24A,.39A,49A,59A,65A

Players remaining 19B,28A 14B,16A,20A 2B,3A,4B,IOB,IIB,12B,at end of season 39A,50A 24A,59A,60A,65A,66A,68A

Final 62 Players IB,37A,46A 7B,14B,17B,65A 2B,3B,4B,IOB,I1B,Iz-B,16., 66A, 68A

32

S-'[rnose who did not go out for football were significantly lower ii

factors 2(drive), 3(self-confidence), 4(aggressiveness), l0(gui It

proneness), ll(leadership), and 12(mental toughness). Those who did

not go out for football were higher on factors 16(intelligence),

66(IQ), and 68(personal interest) than those who went out for foot 1 1!.

The third comparison of importance was that of the sixty-two mi, n

who made the final team, against everyone who came out for football

the first day and against all che players remaining on the team at th.

• - end of the summer. Table No. 14 points out the relationships

involved between these groups.

Table No. 14 - Final 62 Football Players vs. Specific Croups-

A - Denotes that the factor followed by A was signif icantlv hhlhIii I

for the final 62 football players.

1B - l)enotes that the factor followed by B was signil icantl I N .h,"for the specific group compared to the final 02 football 1,

LEVELS OF SI(;NI F-,.ANCl:Specific Group .05 .025 .t0_1

First l)ay football turnout 16B,17A IA

Players remaining at end 1613 IA

of summer

The I i nlh ',I[XLv-tw)o players; came out lower 0on i actor

16(intellitWnce) but higher on tawtor 3(sell-conl iden e). I'i .'Y,,

clear cuft dii i erences shown in the taoles Irt,' between f oothal Il ;, I ,

and non-lootbi.ll p liver-, �.'ith 01v :11r,',t dv Iootball tlilnol'[

designattId ,i, "footbh.,u players," signit icant dii loren~c,, b, ,ti' i

33

football players and non-football players are indicated in the

following table.

Table No. 15 - Significant Differences between Football Players andNon-football Players (Factor is highest for groupunder which listed)

LE FOOTBALL PLAYERS NON-FOOTBALL PLAYERSVE Coachability ShrewdL .05 Mental Toughness Self-SufficientS Happy-Go-Lucky

ofConscientious

S Self-SentimentI .025 IQG Personal InterestNIF Drive IntelligentI Self-Confidence ImaginativeC .01 Aggressiveness Superego(unconsciouO)A Guilt Proneness Superego(conscious)N Strcength of AMI Score Superego(total motivati,:"C Autism/OptismE

The other "TRID" groups provided additional contrasts, particulailu

the analysis of variance between positions, since it provided an

opportunity to see some of the differences that had been enumerated

in magazine articles read on this project. Factors such as self-

confidence, drive, intelligence, emotionality, and aggressiveness t.r,.r°

noted due to the fact that they had shown up significantly as would

he exoected from the writings of Kane and Rushall.

j The differences between football players and non-football

34

players raises the question whether significant differences might

also exist between succeosful and unsuccessful football players.

Of the 1320 men in the class of 1975, there were 242 under

consideration for the freshmen football team. Sixty-two were

eventually chosen for the final team, and 180 men were rejected.

These groups will henceforth be considered as the "successful" and

the "unsuccessful" football players. The factors that were

* significantly different in an analysis of variance of these .wo groul,

are noted in the following t.able.

Table No. 16 - Factors Significantly Different for Successful FootballPlayers (Factor is higher for group under which listcd)

Levels of Significance SUCCESSFUL PLAYERS UNSUCCESSFUL PLAYERs

Leadership Home-Parental Sentiment1 .05 Assertive

.025 Emotionally Stable

.01 Self-Confidence Intelligent

In another approach to determining differences between succes;slul

and unsuccessful players, the men were categorized by position as t1

whether or not they had successfully been selected for the final Loa

These groups were classified as "I" groups or "9" groups. The "I"

Fl groups were the successful players, and the "9" groups were tht

unsuccessful players. These data for these groups were then vt:it r,

I.

into the computer's memory. Appendix 7 gives a description of the

"1/9" computer files that contained these groups. Once again, the

"VARIAN2" computer program was used to run an analysis of variance

on the "1/9" data files. Only eleven runs were required, one for

each of the eleven positions used for classification.

The results of the runs are in the same form as the "TRID" runs.

Appendices 8 through 29 show profiles of all sixty-eight factors for

each of the twenty-two "1/9" files. Appendices 30, 31, and 32

respectively provide the standard deviation scores for the MAT

Unconscious, Conscious, and Total Motivation Areas.

Line summaries of the degrees of freedom obtained in each run

are included in Appendix 33. Table No. 17 presents the

significant factors for each position.

Table No. 17 - Analysis of Variance or "1/9" Files

A - Significantly higher for those playing football at end ulwho DID NOT make the final 62 man cutoff.

B - Significantly higher for those playing football at end of ;itiwho DID make the final 62 man cutoff

LEVELS OF SIGNIFICANCEPosition .05 .025 .01

Centers 18BGuards 4B,10B 13BTackles 3BTight Ends 2B,3B,5BRunning Backs 3B,17B,51B 13B,18BWide Receivers 5B,52B,56A 31B,48A,62BQuarterbacks 14B,32B 21B,61B 48A,51B,56ADefensive End 19A,32A lBLinebackers 17B,49A,64A 13B 47B,54ADefensive Backs 24A 19A,40BSpecialists 16A,33B

36

An examination was made of the significant factors by position,

and a total of eight factors were found to occur more than once.

Table No. 18 indicates these factors.

Table No. 18 - Recurring Significant Factors in t ie Analysis ofVariance by Position

FACTOR SIGNIFICANTLY HIGHERFACTOR # DESCRIPTION GROUP (1 or 9)

3 Self-Confidence 15 Coachability 1

13 Accuracy Measure 117 Emotionally Stable 118 Assertive 119 Happy-Go-Lucky 948 Narcissism/Comfort Erg 951 Mating Erg I

As indicated in Table Nos. 12, 13, 14, 15, and 16 self-confidence

is noticeably higher for all football players and also higher for the

better players.

Coachable, emotionally stable, assertive players with low comfort

needs were selected by the coaches and form a basis for the foregoing

table (#18). As the mating erg was significantly higher for

j successful football players Freud's concept of sexuality, with football

as an acceptable outlet may present an explanation and an outlet for

the sexual energies of the football players. Thus better players expend

j Imore energy on football and thus can concentrate on their play as a

result.

I

Kr 37To help the researcher establish a model for predicting success

in football, coaches provided a list of the sixty-two football players

j that made the final team, ranked from best to worst.

The first approach to establishing a model for predicting footbal]

success considered the factors shown to be significantly different

with respect to successful players vs. all the unsuccessful players

(ie. self-confidence, assertiveness, leadership, emotionally stable,

home-parental sentiment, and intelligence). For each of the 242 men

considered for the football team, the number of times a favorable

factor was achieved, was noted. Table No. 19 provides the results of

this approach.

Table No. 19 - Approach #I to Model Building

No. of Men with avorable Scores on Sig. Factor-Number ofFavorable Scores 0 1 2 3 4 5 6 Total]

All Football Candidates 118 83 28 10 3 0 0 242

Men Picked for the Team 25 17 15 4 1 0 0 62

1 Factor Favorable Score Range (Sten)

Self-confidence 8 to 10I Assertiveness 8 to 10

Leadership 9 to 10Home-Parental Sentiment 1 and 2Emotionally Stable 9 to 10Intelligent 1 and 2

IThe next step in developing the model was to establish an individuals

having achieved two or more factors as a cutoff point. All men above

*1

x

1 38

the cutoff point were predicted to be successful. Of the forty-two

predicted to be successful by the writer twenty were so confirmed by

the coaches (47.6%). This is the simplest of the three models

proposed by the researcher.

The second approach to a model for prediction considered factors

shown to be significantly different in the analysis by position.

(See table No. 18 on page 36 for factors involved).

The number of times each individual of the 242 football players

achieved a favorable score on one of the significant factors, was

a . recorded. In the second model approach, all individuals achieving

more than one favorable factor are predicted on a theoretical basis

to be potentially successful. This group of players who were

predicted to be successful on the basis of their motivational set

were then compared against the coaches' criterion group. During the

initial calculations of this second model it was found that of the

seventy-eight predicted to be successful only thirty-four were (44%).

I +An explanation of this apparent discrepancy follows.

A list was compiled of all those predicted to be successful who

were not. The coaches were then consulted as to the reason for th:

nonseleetion of these forty-four individuals. In thirty-nine of' thi.

forty-four cases, the lack of selection was explained as a matLer ,

I. lack of athletic capability. Five individuals were cited as

I motivational problems. In examining the profiles of each of these

individuals, certain factors were seen to recur. These factors art'

t

39

presented below in Table No. 20.

Table No. 20 - Recurring Factors in Athletes with MotivationalProblems (found in 3 or more individuals).

Factor Sten range Frequency ofFactor # Description of Scores Recurrance

31 Low Anxiety 1 to 2 357 Low Fear (Total) 1 to 2 4

The fear and anxiety factors were considered from a negative

standpoint in an attempt to increase the predictive accuracy of the

model. These factors offset the positive factors by being subtracted

from the total number of favorable factors achieved. All individuals

achieving a total of two or more favorable factors after considering

the negative factors were predicted to be successful. Table No. 21

presents the results of this approach.

Table No. 21 - Approach #2 to Model Building

e o No. of Men with Fav/Unfav Scores on Sig Fac Lor:,S"• Number of

Favorable Scores -2 -1 0 1 2 3 4 5 6

All Football Candidates 1 30 87 68 35 16 5 0 0 0

Men Picked for the Team 0 7 12 14 13 13 3 0 0 0

Factor Sten Range Factor Sten RangeSelf-Confidence 8 to 10 Low Anxiety 1 to 2Coachability 7 to 10 Narcism-Comfort Drive 1 to 4Accuracy Measure 2 to 10Emotionally Stable 9 to 10 Mating Drive 9 to 10Assertive 8 to 10 Low Fear 1 to 2

gal

40

Of the fifty-six men predicted to be successful using this second

version of the second model, twenty-nine actually made the final

team (51.8%)

Of the men ranked by the coaches as the top twenty players, thir-

teen were selected, by the researcher, using this second model. The

seven successful players not predicted by the battery had unimpressive

motivational profiles. This approach had the highest percentage of

predictive accuracy for prediction of football success.

A third approach involved a simple arithmetical combination of

the results of the first and second approaches. All men predicted to

be successful in those models were predicted to be successful in this

model. The total number of men predicted to be successful was 73, and

of those, 35 made the final team (47.9%). This third model indicated

the largest number of successful players, though as previously noted

the highest predictive percentage (51.8%) was achieved using model #2.

Possible statistical threats to the validity of the study will now

be considered. With respect to the effects of mass testing the failure

of an individual subject to express his true feelings in answering

questions may have influenced the results. However the efforts made

to counteract this threat were explained earlier, and an assumption is

made in this study, that these efforts were effective. The threat that

the tests influenced the subjects' attitude, and thus his answers does

exist. The extent of this effect is an area for future research.

The effects of foreign students taking the battery were cons idered,

1

.I

41

The seven foreign students who had difficulties with the battery due

to language differences were estimated to have had little effect on

,o mean and standard deviation values as their scores were buried in tha

1299 man "TRIDl" file for the analysis of variance.

An assumption of this study is that the Academy's computer

processed the data and runs without error. A major threat is the

possibility that the actual psychological profile of the players

changed between the time they were tested and final team selection

by the coaches two months later. The possibility of this occurrence

will have to be considered when the models developed on this project

are tested on the Class of 1976. In general the persistence of

psychological factors is usually considered to be more than two

months in duration and thus this threat, while possible - is not

considered probable.

Another threat to the study is the assumption that the coaches

are picking the right men. The analysis of this threat is beyond the

scope of this project, though it is noted that the plebe team won all

of its games but one.

*1

ClI

up

42

CHAPTER V

CONCLUSIONS

Using a battery of four tests, the CWF 2, the AMI, the 16PF, and

the MAT, sixty-eight psychological factors were measured for each

individual in the class of 1975. Football players and non-football

players were found to be significantly different from each other

at the .05 level in the following psychological factors.

Table No. 22 - Comparison of Factors for Football Players and"Non-Football Players

Significantly Higher Significantly Higherfor Football Players for Non-Football Players

Coachability Shrewd"Mental Toughness Self-SufficientHappy-Go-Lucky ConscientiousDrive Self-SentimentSelf-Confidence IQ (MAT)Aggressiveness Interest

"- Guilt Proneness Intelligent (16PF)ImaginativeSuperego (unconscious)Superego (conscious)Superego (total motivation)

6v Autism/Optism

Successful football players as a group are different at the .05

level from unsuccessful football players as a group in the foilowing

psychological factors, where success was measured by being selected to

the final team. Table No. 23 presents this data on the next page.

43

J[ Table No. 23 - Comparison of Factors for Successful and UnsuccessfulFootball Players (By Total Groups)

Significantly Higher Significantly Higherfor Football Players for Unsuccessful. Players

Le.adership Home-Parental SentimentAssertive Intelligence (16PF)Emotionally StableSelf-Confidence

By using a model for prediction of football success based on these

factors the researcher found that 47.1% of those picked using the

model matched the combined choices of the Academy's 10 coaches.

Successful football players, by position, are different at the

.05 level from unsuccessful football players the the psychological

factors listed in table No. 24. Success was determined by selection

to the final team.

Table No. 24 - Comparison of Factors for Successful and UnsuccessfulFootball Players (By Position)

Significantly Higher Significantly Higherfor Successful Players for Unsuccessful Players

Assertive Narcism/Comfort Drive (conscious)Accuracy Score (AMI) Happy-Go-LuckySelf-ConfidenceCoachabillityEmotionally StableMating Drive (conscious)

By using a model for prediction of football success based on thesC

factors, the resear:her found that 51.8% of those picked using the

4

• 44

model matched the choices of the coaches.

A third model, using the predicted successful football players

I . of the first and second models, indicated that 47.8% of those picked

using this model matched the coache6' choices.

The factors isolated as being significantly different in the

models proposed for predicting success in football should be verified

in conjunction with the testing program of the Class of 1976.

RECOMMENDATIONS

Several areas for future research are recommended.

1 (1) An examination of reasons for the low correlations found between

unconscious and conscious motivation factors, for the ten general

. motivation areas on the MAT.

(2) The determination of predictive models, using the test battery,

. to establish whether the model building approach developea on this

project is applicable to other sports.

(3) Conduct a study, similar to this one, at other schools and/or

other age levels to determine if the models in this study are

applicable to other populations.

(4) Computer simulation of an infinite variety of model approaches

F• involving variable weighting factors to determine whether the 51.8/

prediction rate achieved in Model 2 can be increased.

L,45

Io APPENDIX A - TEST DESCRIPTIONS

[CWF 2

The Cornell Word Form Test (CW`F 2) was developed by the CornelliT University Meical College fo;z the rapid psychicatric assessnment of

large numbers of persons to contribute a descriptive sketch of theindividual's adaptive and adjustment mechanisms in a manner not1. apparent to the subject. It has been found useful in situation wherestrong motivation mi~ht make responses to direct questions unreliable.

Primarily the CWF 2 has shown itself to be effective in indicat-ing the presence of disturbance in adjustment, as exhibited in psy-"chotic, psychoneurotic and relevant bodily reactions and diseases.Deviations from the average, or "normal" are reflected in the wordform score, but the score does not ascertain what specificdifficulties are involved. Thus, individuals with a variety ofdifferent manifestations of maladjustments may be found to have thesame score. At the cut-off level of 10, 69% of 200 psychiatric malepatients at the Neuropsychiatric Wards of St. Albans Naval Hospitalscored 10 or more. Of 200 officer candidates at the Camp Lee, Va.Quartermaster School 4% scored 10 or more. Of the 1320 members ofthe Academy Class of 1975, 7.7% scored 10 or above.

AMI

Drive: Desire to win or be successful; competitive, likes to bechallenged; winning is placed above other things; sets highgoals for himself in athletics; aware of what he wants.

Self-Confidence: Sure of himself and of his ability; does not worrytoo much; handles une:.pected situations well; does not showindecisiveness; speaks up for what lie believes to coachesand players.

Aggressiveness: Often thinks it is necessary to be aggressive to wii,;

easy for him to be aggressive; likes to argue; concerned aboutnot getting pushed around; likes physical contact; speaks outwhen he is angry; wants to get back at people who beat him.

Coachability: Respccts the coaches and accepts their advice; rez,1w.1the training rules; accepts the leadership of the team Lap(t,values coaching and considers it important to a good athlit-talks to the coach about his ideas for a game.

46

Determination: Sticks with things; does not give up easily; willingto practice long and hard; is one of the first out topractice and one of the last to leave; works on skills untilhe is exhausted; often works out by himself.

Emotionality: Mature and stable; not easily upset; not affected byhis feelings; often does not let his feelings show; noteasily depressed or frustrated by bad breaks, calls ormistakes; shows self-discipline.

Conscience Development: C~nscientious; likes to do things as correctlyas possible; does n,:: try to bend the training rules to fithis own needs; places the good of the team above his personalwell-being; is not late for practice; does not try to con hiscoach and fellow players.

Trust: Accepts people at face value; does not look for ulteriormotives behind what others do or say; believes what the coachebor other players say to him; tends to get along well with histeammates.

Guilt Proneness: Accepts responsibility for his actions; willing towithstand much physical and mental pain; tends to dwell on hismistakes and to punish himself for them; will play hard evenif he is injured; tends to take the blame even when it is nothis fault

Leadership: Likes to influence his teammates to do things his way;likes to make decisions; likes to lead his tearmnates; is goodat getting whac he wants; probably wins most of the argument,he gets into; outspoken; takes charge of things.

Mental Toughness: Can take rough handling; does not get easily upsetwhen losing, playing badly, or being spoken to narshly;accepts strong criticism without being hurt or getting upset:does not need too much encouragement from his coach.

16PF

RESERVED, Detached, Critical, Cool vs. OUTGOING, Warmhearted, tLay-goivg, Participatti n

LESS INTELLIGENT, Concrete-thinking MORE INTELLIGENT, Abstract-(Lower scholastic mental capacity thinking, Bright

AFFECTED BY FEELINGS, Emotionally EMOTIONALLY STABLE, Fcici,, , 1,Less Stable, Easily Upset Calm, Matur,

"47

hUMBLE, Mild,Accommodating, vs. ASSERTIVE, Independent,* Conforming Aggressive, Stubborn

SOBER, Prudent, Serious, HAPPY-GO-LUCKY, ImpulsivelyTaciturn Lively, Gay,

Enthusiastic

EXPEDIENT, Evades Rules, Feels CONSCIENTIOUS, Persevering,Few Obligations Staid, Rulebound

SHY, Restrained, Diff.dent, VENTURESOME, Socially-bold,Timid Uninhibited,

Spontaneous

TOUGH-MINDED, Self-relirnt, TENDER-MINDED, Cver-protected,Realis tic, SensitiveNo-nonsens e

TRUSTING, Adaptabl3, Pree of SUSPICIOUS, Self-opionated,Jealousy, Easy to Hard to FoolGet or. With

PRACTICAL, Careiul, Conventional, IMAGINATIVEm Wrapped up in InnerRegulated by Exterual Urgencies, Careless ofRealitics, Proper Practical Matters,

Bohemian

FORTHRIGHT, Natural, Artless,Sentimental SHREWD, Calculating, Wordly,

Penetrating

PLACID, Self-assuzed,Confident, Serene APPREHENSIVE, Worrying,

Depressive ,Troub l ,:

I. CONSERVATIVE, Respectitg EXPERIMENTING, Critical, Liberal,Established Idais, Tolerant Analytical, Frvc-of Traditional Difficulties thinking

GROUP-DEPENDENT, A "Joiner" 3nd SELF-SUFFICIENT, Prefers OwnSound Follower Decisions,

Resourceful

UNDISCIPLINED SELF-CONFLICT, CONTROLLED, Socially-precise,Careless of Protocol, Following Self-it._.iFollows Own Urges

c.

p

!IRELAXED, Trainquil, Torpid, vs. TENSE, Frustrated, Driven,

Unfrus trated Overwrought

LOW ANXIETY *HIGH ANXIETYINTROVERSION * EXTRAVERSION *

TENDERMINDED EMOTIONALITY * ALERT POISE *SUBDUEDNESS * INDEPENDENCE*

* Consult the 16PF Handbook for detailed definitions.

MAT

ERG - A drive or source of reactive energy directed toward aparticular goal.

SENTIMENT - An acquired aggregate of attitudes, built up by learnin,and social experience. Like an erg it is a source ofmotivation and interest.

CAREER sentiment - Amount of development of interests in a career.

HONE-PARENTAL sentiment - Strength of attitudes attaching to theparental home.

FEAR erg - Level of alertness to external dangers.

NARCISM-COMFORT erg - Level of drive to sensuous, self-indulgentsatisfactions.

SUPEREGO sentiment - Strength of development of conscience.

SELF-CONCEPT sentiment - Level of concern about the sclf-concepL,social repute.

MATING erg - Strength of the normal, heterosexual or mating drive.

PUGNACITY-SADISM erg - Strength of destructive, hostile impulses.

ASSERTIVENESS erg - Strength of the drive to self-assertion, mavt Iand achievement.

SWEETHEART-SPOUSE sentiment - Strength of attachment to wife(husbkmi,sweetheart.

See the MAT Handbook for descriptions of other Factors.

! |- , 4,'.;<

";3 49

CARREL APPENDIX B - CORRELATION PROGRAM

100 DIM M(68,68),C(68).D(68),E(68),R(68),S(68),T(S)X(68)110 DIM A(80)120 FILE #I: TRIDENTV130 PRINT "GIVE THE FIRST BUNCH."140 MAT INPUT R150 LE'l R9=NUM160 PRINT "GIVE THE SECOND BUNCH."170 MAT INPUT C180 LET C9:NUM190 LINPUT #1:A$200 CHANGE A$ TO A210 FOR I: TO R9220 LET B=R(I)230 LET B9=+l240 GOSUB 770250 IF B940 THEN 540'260 NEXT I270 FOR J=l TO C9280 LET B=C(J)290 LET B9=+1300 GOSUB 770310 IF B9-0 THEN 540320 NEXT J400 FOR 1=1 TO R9410 LET S(I):S(I)+X(RCI))420 LET TCI):T(I)+X(R(I))42430 NEXT I440 FOR ,J:ITO C9450 LET DCJ)=D(J)+X(C(J))460 LET E(J)=E(J)+X(C(J),)A2470 NEXT J480 FOR I=I TO R9490 FOR J=l TO C9500 LET M(I,J):M(I,J)+X(R(I))*X(C(J))510 NEXT J520 NEXT I530 LET N:N+I540 IF MORE #1 THEN 190550 PRINT560 PRINT "NUMBER",tMEAN", STANDARD DEVIATION"570 FOR 1=1 TO R9580 LET S(I)=S(I)/N590 LET T(I):SQR(T(I)/N-S(I)A2)600 PRINT R(I),S(1),T(I)610 NEXT I620 FOR J=l TO C9630 LET D(J)=D(J)/N640 LET E(J)=SQR(E(J)/N-D(J)A2)650 PRINT C(J),D(J),E(J)660 NEXT J

5- -. ---- --- -- --- --

CARREL (CONTINUED)

670 PRINT680 PRINT "NUMBER*,"NUNBER*,*CORRELATION"_90 FOR I: TO P9700 FOR J:l TO C9710 LET M(I ,J)=(:(I,J)/N-S(I)*D(J))/(T(I)*E(J))720 PRINT R(I),C(J),M(I,J)730 NEXT J740 PRINT750 NEXT I760 STOP770 IF B<>I THEN 810780 IF SEG$(A$,9,10):" THEN 930790 LET X(B):VALCSEG$(A$*9,10))300 GO TO 920810 IF B>I4 THEN 840820 LET X(B)=A(B+10)830 GO TO 880840 IF B>34 THEN 870850 LET X(B):-A(B+11)860 GO TO 880870 LET X(B):A(B+12)

880 IF XCB):ASC( ) THEN4 930890 LET X(B):X(B)-ASC(O)900 IF X(B)<>O THEN 920910 LET X(B):;O:920 RETURN, 930 LET B9=:l940 RETURN999 END

Appx. No. C - SAMPLE CARREL RUN

NUMBER MEAN STANDARD DEVIATION

25 5.75265 1.8371926 4.80787 1.9383827 5.3472 1.937328 5.51362 1.8131829 7.06959 1.9751930 4.93797 2.0936743 5.79274 1.7826744 b.70575 1.9425445 5.14297 1.7206546 5.13162 1.6903

-- 47 4.95915 1.9310748 5.73903 1.73008

NUMBER NUMBER CORRELATION

25 43 -. 0225 44 -. 0425 45 .0525 46 .0525 47 -. 0125 48 -. 03

26 43 -. 0426 44 .0726 45 -. 0126 46 -. 0126 47 .0426 48 -. 06

27 43 .0827 44 .0927 45 -. 0427 46 -. 1727 47 .0827 48 .08

28 43 -. 0128 44 .0428 45 -. 0028 46 .0228 47 .0628 48 .04

-% , 52NUMBER CORELATI0ON

29 43 .04"29 44 -. 1829 45 .0429 46 .0829 47 -. 0529 48 -. 04

30 43 -. 0630 44 .1730 45 -. 0230 46 .02•I 30 47.o1 30 48 -. 04

44

U .

IE

V5

53

Appx. No. D- AMI CORRELATION COEFFICIENTS

Factor V's FACTORS

- Strength14 lof Score

1 3 TIl Accuracy-. ,Measure

12 .7 29 Mental12 -.07_.. Toughness

11 .26 .08 .30 Leadership

10 .19 .12 .02 .34 Guilt-$Proneness

9 109 .10 .40 .06 _.7jJ TrustConscience

8 .47 .34 .26 .35 .06 .55 Development

F7 .48 .52 .07 .33 .57 .05 4I !Tmot onalit

6 49 .5 .33 .33 .44 .38 .06 5C Determiriat ,

5 .44 37 .4- .27 .23 .39 .29 .0 3 Coachabili,

4 .09 .14.04 -. 0 -. 20 .335 .24 .13 -.00 4" Aggressiv,,

"3 .24 .40 .55 .5 . .20 .60 . -. 0 .4 f COrifi

2 .46 41 .32 .48 .24 L.37 .10 .45 .43 201-.09 .4 Drive

SI

. .... .. ....... ... 54VARIAN2 APPEMNIX E - ANALYSIS OF VAItUCE PROGRAM

I REM THIS IS A PROGRAM WHICH ANALIZES THE VARIANCE OF TWO GRCUPS2 REM OF DIFFERENT SIZES. THE MAXIMUM NUMBER OF (TWO GROUP) SETS CF3 REM STATISTICS IS 10004 REM BY DOUGLAS C. GILBERT 31 JANUARY 1972,5 PRINT "INPUT THE NA-MES OF THE FILES IN QUIOTATIONS";10 INPUT' N$M$13 PRINT15 PRINT "INPUT THE NUMBER OF ROWS OF DATA IN ";N$;" AND ;M$; CNS.&".;k16 PRINT "AND THE NUMBER OF COLUMNS CONTAINING TEST SCOPES20 INPUT C1,C2,R1190 DIM X(100), S(IO0)', T(100)., U(COO),V(l00), H(m0o), 0(100)195 DIM K(IO0), L(O00), C(1O0), E(100), Q(100), R(100), F(100)197 DIM W(100), Y(100), Z(100), D(000)220 FILE #1:N$230 FILE #2:M$240 FOR I:l TO Cl245 LINPUT #I':A$250 LET X(1):VAL(SEG$(A$,9,10))260 FOR J:12 TO 24270 LET X(J-10):VAL(SEG$(A$,J,J))275 IF X(J-lO)=O THEN 285280 NEXT J282 GO TO 290285 LET X(J-1O)=1O287 GO TO 280290 FOR J=26 T-O 45300 LET X(J-11)=VAL(SEG$(A$,,J,J))305 IF X(J-11):O THEN 313310 NEXT J312 GO TO 320313 LET X(J-11)=:O315 GO TO 310320 FOR J=47 TO 30330 LET X(J-12):VAL(SEG$(A$,J,J))335 IF X(J-12)=O THEN 343340 NEXT J342 GO TO 350343 LET XCJ-12)=1O345 GO TO 340350 FOR J= I TO RI360 LET S(J)zS(J)+X(J)370 LET U(J):U(J)+X(J)*X(J)380 NEXT J390 NEXT I400 FOR I:1 TO C2405 LINPUT #2:A$410 LET X(1)=VAL(SEG$(A$,9,10))420 FOR J=12 TO 24430 LET X(J-10)=VAL(SEG$(A$,J,J))435 IF X(J-1O):O THEN 445

II

VARIAN, (CONTINUED)

440 NE'XT J4-42 GO TO 450445 LET X(J-10):10447 GO TO 440450 FOR J:26 TO 45478 LET T"Q):(H(Q))A2

w, 500 LET X('J-11):VAL(SEG$(A$,JJ))505 IF X(J-11)=O THEN 515510 NEXT J512 GO TO 520515 LET X(J-11):=O517 GO TO 510520 FOR J=47 TO 80530 LET X(J-12)=VAL(SEG$(A$,J,J))535 IF X(J-12)=O THEN 545"540 NEXT J542 GO TO 550545 LET X(J-12):10547 GO TO 540550 FOR J:l TO RI"560 LET T(J):T(J)+X(J)570 LET V(J):V(J)+X(J)*X(J)580 NEXT J

S- 590 NEXT I600 LET C3:C1+C2610 FOR J:l TO 68620 LET H(J):T(J)4.S(J),;•30 LET O(J)=U(J)+V(J)0 40 LET K(J):H(J)*H(J)/C3650 LET L(J)=O(J)-X(J)660 LET C(J)=S(J)*S(J)/Cl +T(J)*T(J)/C, - H(J)*H(J)/C3670 LET E(J):O(J)-S(J)*S(J)/CI-T(J)*T(J)/C2ts0 LET DI:1"9 "0 LET D2:C3-2700 LET D3:C3-1!?0 LET Q(J):C(J)/D1

.. 0 LET R(J):E(J)/D2',30 LET F(J): Q(J)/R(J)740 LET W(J):S(J)/Cl750 LET Y(J):T(J)/C2760 LET Z(J):(I/(CI-I))*(U(JW-C1*W(J)*W(J))770 LET Z(J)-SQR(Z(J))780 LET D(J)=(I/(C2-1))*(V(J)-C2*Y(J)*Y(J))7.)0 LET D(J):SQR(D(J))715 NEXT J)96 PRINT

7q7 PRINT7qg PRINT•0,0 PRINT MEAN STANDARD DEV!ArIIO,F10 PRINT "TEST "; "GROUP#1 "GROUJP#2", GROUP#1 , GROUJP#2",

I

-5 6

VAR IA N~2 (CONTINUED)

815 PRINT"820 FOR J:l TO 9

,, 825 LET C9:C+ +1830 PRINT J; ; W(J), Y(J), 7(J), D(J), F(J)832 IF C9:5 THEN836834 NEXT J .835 GO TO 83,9836 PRINT837 LET C9:0838 GO TO 834839 LET J:=O0"840 PRINT J; ; W(J), Y(J), Z(J), D(J), F(J)9A! PR I VTS42 LET G9=0843 FOR J=1' TO RI844 LET C9:Cl+i85G PRINT J; ; W(J), Y(J), Z(J), D(J), F(J)852 IF C9:5 THEN 857855 NEXT J856 GO TO 905857 PRINT858 LET C9=0859 GO TO 855905 PRINT906 PRINT.910 PRINT DEGREES OF FREEDOM915 PRINT920 PRINT "AMONG COLUMNS VI)", DI930 PRINT "ERROR WITHIN (V2)", D2940 PRINT "TOTAL%,,D311 950 END

I

Appx. No. F - SAITLE VARIAN2 PRINTOUT

MEAN STANDARD DEVIATIONTEST GROUP #1 GROUP #2 GROUP #1 GROUP #2 F

1 4.06612 4.72581 3.31409 4.13767 1.757292 6.1281 6.35484 1.34354 1.33179 1.410643 5.95868 6.62903 1.80776 1.691J.9 6.962254 5.47934 5.74194 1.58624 1.55696 1.362685 5.80992 5.96774 1.25446 1.22766 0.787938

6 5.3843 5.6129 1.72276 1.77741 0,857913* "" 7 5.63223 5.98387 1.74312 1.73197 2.0137

8 6.19835 6.40323 1.68528 1.74111 0.719649 5.94215 6.1129 1.52329 1.48329 0.626759

10 5.6405 5.87097 1.44573 1.50936 1.2319

11 6.48347 6.79032 1.3332 1.18926 2.7266912 5.76033 5.98387 1.55947 1.6144 0.99964913 1.09091 1.16129 0.315571 0.370801 2.2797214 5.50413 5.62903 0.969442 0,891377 0.84564915 6.0041- 5.91935 1.87912 1.92736 0.10

16 5.84298 5.24194 1.80598 1.93912 5.3028317 6.63223 7.14516 1.91983 1.83631 2.3728718 5.7686 6.14516 1.68597 1.83631 2.3728719 6.28099 6.33871 1.77218 1.87252 0.0520 6.80165 6.70968 1.88296 1.98674 0.115125

21 6.22727 6.29032 1.77406 1.48641 0.0722 5.48347 5.54839 1.84956 1.7987 0.0623 4.52066 4.45161 1.88287 1.85258 0.0724 4.53306 4.48387 1.69969 1.72486 0.04108525 5,59504 5.3871 1.77385 1.80486 0.673462

26 4.76033 4.85484 1.89134 1.75412 0.12681627 5.5 5.3871 1.93301 2.12213 0.16167328 5.29339 5.37097 1.71177 1.63199 0.10327529 7.00826 7.19355 1.90433 1.9656 0.46113230 4.78926 4.51613 2.12499 2.12512 0.815342

31 4.42562 4.43548 2.22878 2.17754 0.0032 6.28926 6.48387 1.9019 1.91407 0.51544733 6.11653 6.08065 1.60644 1.61244 0.07850334 4.92149 5,01613 1.95755 2.04452 0.11328635 5.29339 5.22581 1.60674 1.81451 0.08

36 5.58678 5.32258 2.00692 1.84457 0.88300q

MEAN STANDARD DEVIATIONTEST GROUP #1 GROUP #2 GROUP #1 GROUP #/2 F37 471074 437097 2.04082 1.9772 1.3852538 5.45041 5.29032 1.84897 1.7869 0.375001j"39 4.85537 4.82258 1.82416 1.96297 0.0240 5.27686 5.40323 1.65041 1.58331 0.294074

41 5.62397 5.74194 1.75559 1.89854 0.21547142 5.94628 5.87097 2.12113 1.94586 0.0643 5.69421 5.74194 1.75392 1.9664 0.0344 6.78099 6.90323 1.9553 1.799 O. lqCq0%,45 5.07851 5 1.84853 1.73678 0.09

46 5.00826 4.72581 1.78279 1.61112 1.28 447 5.02393 5 1.92256 2.08822 0.0148 5,02231 5.58065 1.67896 1.86906 0.975,.-49 4.77273 4.77419 1.72665 1.70264 0.0050 5.38843 5.3871 1.38379 1.17842 0.00

51 6.07851 6.17742 1.8664 1.96297 0.13_'T)652 6.30579 6.45161 1.73728 1.72425 0.34880953 4.67355 4.87097 1.91653 1.92042 0.52324354 5.15289 4.8871 1.7867 1.98441 1.0430655 4,64876 4.48387 2.36077 2.43433 0.237/3,'

56 5.02893 4.51613 2.35518 2.07832 2.4492157 4.44215 4.14516 2.76739 2.92444 0.55512f,58 5.40909 4.91935 2.60107 2.58177 1. ,5/.'59 4.11157 4.12903 2.37727 2.2505760 4.8595 5.03226 2.05043 1.73647 ".3/!

61 5.66529 5.83971 2.41356 2.51679 0.2503<,'62 6.07851 6.09677 2.63042 2.47419 0.0063 4.44628 4.72581 2.45102 2.48385 0.0384464 5.91975 5.77419 2.53752 2.77234 0.118)65 5.32231 5.25806 1.85452 1.846 0,0666 6.54132 6.37097 1.17032 1.10489 .67 5.61157 5.6129 1.57981 1.52954 0.0668 6.0124 5.77419 1.4787 1.43057 1.,;,,

DEGREES OF FREEDOMAMONG COLUMNS (VI) 1SERROR WITHIN (V2) 302A TOTAL 303

.- a 14 u 4

Cý3 > 0 0 )(L) ý4 U 4 1:

44 44ý 4J 0 A*Wj 0 -4 Q U J.1

-A4 M *-A 00 00 -A4 0 4J .0C : : -4 CO *-A C

A4- *.- d4 W U) uC4 X- w) W~ a~0U

C0 4i Uj 4.J 4-4 (1 )C .-4 0 0 0w U) 1- ~ -4 0. a. $j

S0 0 C~ UW W). 0 to C

Wf 0. x~ r. -- 0 U 0. 1-441i clS o) -AoU 0 0

a 4-4 4-'1 ( .C0 W) U0 (1 i - l1-4 0 0 V) 4U 41 CL "i.~ 4.J Et

p -4 03 _.±. r-4 0. m0. V, L'44 A Q -40 0 10 0 0 W ) C)() 0-4 4-1

40 W) -4 UM U *-A C a)" m U Un 0WC 0 W C 41 cc :1 u u m

-4

.A.

LW

w 00 -.

U)) 0 ~ cn

V)l (A M

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Appx. No. 4 - "TRID" LINE SUMMARIES FROM ANALYSIS OF VARIANCE

DEGREES OF FREEDOM# in # in Among Columns Error Witniui

Run # Group 1 Group 2 Group 1 Group 2 (Vi) (V2)

1 TRID 1 TRID 2 1299 980 1 2277"2 TRID 3 1299 320 1 16173 TRID 4 1299 12 1 13094 TRID 5 1299 20 1 13175 TRID 6 1299 20 1 13176 TRID 7 1299 7 1 1304"7 TRID 8 1299 21 1 13188 TRID 9 1299 26 1 13239 TRID 10 1299 26 1 132310 TRID 11 1299 20 1 131711 TRID 12 1299 33 1 133012 TRID 13 1299 38 1 133513 TRID 14 1299 5 1 130214 TRID 15 1299 .14 1 131J15 TRID 16 1299 242 1 153916 TRID 17 1299 62 1 135917 TRID 2 TRID 3 980 320 1 129818 TRID 4 980 12 1 99019 TRID 5 980 20 1 99820 TRID 6 980 20 1 99821 TRID 7 980 7 1 98522 TRID 3 980 21 1 99923 TRID 9 980 26 1 100424 TRID 10 980 26 1 1004

/ 25 TRID 11 980 20 1 99626 TRID 12 980 33 1 101127 TRID 13 980 38 1 101628 TRID 14 980 5 1 983

4- 29 TRID 15 980 14 1 992

30 TRID 16 980 242 1 122031 TRID 17 980 62 1 104032 TRID 3 TRID 4 320 12 1 33033 TRID 5 320 20 1 33834 TRID 6 320 20 1 3-135 TRID 7 320 7 1 32536 TiRID 8 320 21 1 13137 T D 9 320 26 1 3,438 TRID 10 320 26 1 34439 TRID 11 320 20 1 33,40 TRID 12 320 33 1 '35,41 TRID 13 320 38 142 TRID 14 320 5 143 TRID 15 320 14 144 TRID lb 320 242 1

[t

9.-

DEGREES OF FREEDOM# in # in Among Columns Error Within

Run # Grou i Group 2 Group 1 Group 2 (Vi) (V2)

4,. 45 TRID 3 TRID 17 320 62 1 38046 TRID 4 TRID 5 12 20 1 30

- 47 TRID 6 12 20 1 3048 TRID 7 12 7 1 17

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*59 TRID 5 TRID 6 20 20 1 3860 TRID 7 20 7 1 25

, 61 TRID 8 20 21 1 3962 TRID 9 20 26 1 4463 TRID 1 20 26 1 4464 TRID 1 20 20 1 3565 TRID 12 20 33 1 5166 TRID 13 20 38 1 5667 TRID 14 20 5 1 2368 TRID 15 20 14 1 3269 TRID 16 20 242 1 26070 TRID 17 20 62 1 8o71 TRID 6 TRID 7 20 7 1 2572 TRID 8 20 21 1 3973 TRID 9 20 26 1 44

- 74 TRID 10 20 26 1 4475 TRIDi1 20 20 1 3876 TRID12 20 33 1 5177 TmlD 13 20 38 1 5678 TRID14 20 5 1 2379 TRID 15 20 14 1 3280 TRID 16 20 242 1 2681 TRID17 20 62 1 8082 TRID 7 TRID 8 7 21 1 2b83 TRID 9 7 26 1 3184 TRIDl10 7 26 1 3185 TRID 11 7 20 1 2586 TRID 12 7 33 1 2587 TRID 13 7 38 1 '43

88 TRID 14 7 5 1 1089 TRID 15 7 14 1 1990 TRID 16 7 242 1 247

It

118

DEGREES OF FREEDOM# in # in Among Columns Error Within

Run # Group 1 Group 2 Group 1 Group 2 -V (V2)

91 TRID 7 TRID 17 7 62 1 6792 TRID 8 TRID 9 21 26 1 4593 TRID 10 21 26 1 4594 TRID 11 21 20 3995 TRID 12 21 33 1 5296 TRID 13 21 38 1 5797 TRID 14 21 5 1 24"98 TRID 15 21 14 1 3399 TRID 16 21 242 1 261

100 TRID 17 21 62 1 81101 TRID 9 TRID 10 26 26 1. 5U102 TRID ii 26 20 1 44103 TRID 12 26 33 1 57104 TRID 13 26 38 1 62

" 105 TRID 14 26 5 1 29106 TRID 15 26 14 1 38107 TRID 16 26 242 1 266108 TRID 17 26 62 1 86109 TRID 10 TRID 11 26 20 1 44110 TRID 12 26 33 1 57ill TRID 13 26 38 1 62112 TRID 14 26 5 1 29113 TRID 15 26 14 1 38114 TRID 16 26 242 1 266"115 TRID 17 26 62 1 86116 TRID 11 TRID 12 20 33 1 51117 TRID 13 20 38 1 56118 TRID 14 20 5 1 2J119 TRID 15 20 14 1 32120 TRID 16 20 242 1 260121 TRID 17 20 62 1 80"122 TRID 12 TRID 13 33 38 1 69123 TRID 14 33 5 1 36124 TRID 15 33 14 1 45125 TRID 16 33 242 1 273126 TRID 17 33 62 1 93127 TRID 13 TRID 14 38 5 1 41128 TRID 15 38 14 1 50129 TRID 16 38 242 1 278130 TRID 17 38 62 1 98

S131 TRID 14 TRID 15 5 14 1 17,* 132 TRID 16 5 242 1 245

133 TRID 17 5 62 1 65134 TRID 15 TRID 16 14 242 1 254135 TRID 17 14 62 1 74136 TRID 16 TRID 17 242 62 130.

MN137 TRID 17 TRWD 18 62 180 1 24 C;

I

ft

iLAppx. No. 5 -ANALYSIS OF VArIANCE

Ap.N. -F STATISTICS

V2 .1 .05 .025 .011•- 1 39.86 161.4 647.8 405.22 8.53 18.51 38.51 98.503 5.54 10.13 17.44 34.124 4.54 7.71 12.22 21.205 4.06 6.61 10.01 16.266 3.78 5.99 8.81 13.757 3.59 5.59 8.07 12.258 3.46 5.32 7.57 11.269 3.36 5.12 7.21 10.56

10 3.29 4.96 6.94 10.04I'. 11 3.23 4.84 6.72 9.6512 3.18 4.75 6.55 9.3313 3.14 4.67 6.41 9.0714 3.10 4.60 6.30 8.8615 3.07 4.54 6.20 8.6816 3.05 4.49 6.12 8.53S17 3.03 4.45 6.04 8.40

I- . 18 3.01 4.41 5.98 8.2919 2.99 4.38 5.92 8.1820 2.97 4.35 5.87 8.1021 2.96 4.32 5.83 8.0222 2.95 4.30 5.79 7.9523 2.94 4.28 5.75 7.88Ii24 2.93 4.26 5.72 7.8225 2.92 4.24 5.69 7.7726 2.91 4.23 5.65 7.7227 2.90 4.21 5.63 7.6828 2.89 4.20 5.61 7.6429 2.89 4.18 5.59 7.6030 2.88 4.17 5.57 7.5640 2.84 4.08 5.42 7.3160 2.79 4.00 5.29 7.08

120 2.75 3.92 5.15 6.852.71 3.84 5.02 6.63

from CRC Tables (1968)

MAi!

12 0

APPENDIX NO. 6

Appendix No. 6 consists of table nos. 6a through and including 6p.

In these tables, each number under the levels of significance

represents one of the 68 factors from the test battery. The letter

following each number shows the group with the significantly higher

scores on the factor represented by that number. If the letter is

A, the underlined group at the top of the column with the(A) foliowing

it, had the higher scores for that factor If the letter is B, the

group in the left column that is in the same row as the number, and is

followed by a (B), had the higher scores.

II

12

00 < <

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123

Table No.6c - TRID 3 vs. TRID 4 through TRID 17

LEVELS OF SIGNIFICANCE

First DayFootball Turnout (A) vs/ .05 .025 .01Centers (B) lOB,18B,22A,66B 33BGuards (B) 66A 68ATackles (B) 53B,55ATight Ends (B)Running Backs (B) 34A,68A 28AWide Receivers (B) 26A,30A 61A

o Quarterbacks (B) 23B,31BDefensive Ends (B) 15ALinebackers (B)Defensive Backs 46A,58B,61BSpecialists (B) 63B 9B,10A,51B,61BManagers (B) 64A 25BPlayers Remaining atend of Summer (B)Final 62 16A,17B 3B

Players

14

err

124

Table No. 6d- TRID 4 vs. TRID 5 through TRID 17

1 " LEVELS OF SIGNIFICANCE

Centers (A) vs/ .05 .025 .01Guards (B) 1IA 14A,33A 66A,68ATackles (B) 10A,14A,24B,33A,55A IIA,18A,35ATight Ends (B) 43ARunning Backs (B) 18A,65A 68A 22A,33AWide Receivers (B) 33A,66A 14A,18A,22B,50AQuarterbacks (B) 4A,16B,33ADefensive Ends (B)

* Linebackers (B)Defensive Backs (B) 18A,65A,66A 10ASpecialists (B) 61B 9B iGAManagers (B) IIA,16B 4A,24A,64A 39BPlayers remaining atend of summer (B) 10A,18A,22B,33A,66AFinal 62

Players (B) 22B,68A 66A

i

Table No. 6e- TRID 5 vs. LEVELS OF SIGNIFICANCE

TRID 6 through TRID 17

SGuards (A) vs/ .05 .025 .01.8. Tackles (B) 53B,63BTight Ends (B) 14B 6B

- Running Backs (B) 28AWide Receivers (B) 26A,30AQuarterbacks (B) 3B,56B 66B 68BDefensive Ends (B) 15A lIB 66h,o~f.Linebackers (B) 11B,68BDefensive Backs (B) 1OA,12B,36B,38B,58B,66B bSpecialists (B) 96,17B,51B,61B 53B 1iA, 6jiManagers (B) 39B,56BPlayers remaining it 66B 68Bend of summer (BFinal 62 7B 171,

Players (B)

.125

Table No.6f - TRID 6 vs. TRID 7 through TRID 17

LEVELS OF SIGNIFICANCE

Tackles (A) vs/ .05 .025 .01Tight Ends (B) 3B,8B,20B 6BRunning Backs (B) 53A 63A 22BWide Receivers (B) 7BQuarterbacks (B) 31B,68B 23B,55B 4513Defensive Ends (B) 36A,47B lIBLinebackers (B) 7b lIBDefensive Backs (B) 113,39A,55BSpecialists (B) 9B,IOA,51B,61BManagers (B) 25BPlayers remaining atend of summer (B)Final 62

Players (B) 7B,18B 3B,IIB

Table No. 6g_ TRID 7 vs. TRID 8 through TRID 17

LEVELS OF SIGNIFICANCE

Tight Ends (A) vs/ .05 .025Running Backs (B) 6A,22BWide Receivers (B) 14AQuarterbacks (B) 20ADefensive Ends (B) 47BLinebackers (B)Defensive Backs (B) 58BSpecialists (B) 1OA,43B 9B,63BManagers (B) 39B 44A 64APlayers remaining atend of summer (B)Final 62

Players (B)

II

Table No. 6h- TRID 8 vs. TRID 9 through TRID 17

LEVELS OF SIGNIFICA;NCS

Running Backs (A) vs/ .05 .025.I. Wide Receivers (B) 34B,61A 15A,28B,30A

Quarterbacks (B) 45B 65B 18B,3)oDefensive Ends (B) 22A,34B 28B,68B 15ALinebackers (B) 33B 22ADefensive Backs (B) 29B,31A,34B,58B,63B,b8B 28BSpecialists (B) 51B,53B,6lB lUA,65B 9B,U3.,

( Managers (B) 25B,39B 28B,34BPlayers remaining at 1A,22A,j3B,34B,63B,68B 28Bend of summer (B)Final 62 29B,33B,34B 63B 281,

Players (b)

Table No. 6i - TRID 9 vs. TRID 10 through TRID 17

LEVELS OF SIGNIFICANCE

Wide Receivers (A) vs/ .05 .025 -.01Quarterbacks (B) 15B,41B,68r5 23B,30B,3h B,513Defenrzive Ends (B)Linebackers (B) 61BDefensive Backs (B) 59A 4 1,', 1Specialists (B) 41B I I,,,.Managers (B) 26bPlayers remaining at 41-Bed of summer (B)Final 62 lIB,146,18B,26B,41B 61B

Players (B)

r

U•+:

121

Table No.6j - TRID 10 vs. TRID 11 through TRID 17

LEVELS OF SIGNIFICANCE

Quarterbacks (A) vs/ .05 .025 .01Defensive Ends (B) 4B,16A,36A,45A 15A

Linebackers (B) 28A,31A 4B

Defensive Backs (B) 65A 31A

Specialists (B) lOA,17B,31A,63B 45A 9B

Managers (B) 23A,25B,41A 61A

Players remaining at 45A,68A 31Aend of summer (B)Final 62 4B,17B,31A,45A 56A 16A,68A

Players (B)

Table No. 6k- TRID 11 vs. TRID 12 through TRID 17

LEVELS OF SIGNIFICANCE

Defensive Ends (A) vs/ .05 .0275 .01

Linebackers (B) 15BOefensive Backs (B) 59A,61B 36B,39ASpecialists (B) IOA 1IA,61B 51B

Managers (B) 25B,36B 4A IA

Players remaining at 15B

end of summer (B)Final 62

Players (B)

ii

128

-Table No. 61- TRID 12 vs. TRID 13 through TRID 17

LEVELS OF SIGNIFICANCE

Linebackers (A) vs/ .05 .025 .01Defensive Backs (B) 37A,46A,58BSpecialists (B) 10A,51B 9B,61BManagers (B) llA,64A 4A 25BPlayers remaining atend of summer (B)Final 62 56A 37A

Players (B)

Table Nqo. 6 m - TRID 13 vs. TRID 14 through TRID 17

LEVELS OF SIGNIFICANCE

Defensive Backs (A) vs/ .05 .025 .01Specialists (B) 9BManagers (B) 11A,46B,51A 58A 39A,41A,59B,61APlayers remaining at 58A,61Aend of summer (B)Final 62

Players (B)

Table No. 6 n - TRID 14 vs. TRID 15 through TRID 17

LEVELS OF SIGNIFICANCE

Specialists (A) vs/ .05 .025 .01i.lanagers (B) 9A,17A,41A,46B IOB,51A 61APlayers remaining at 63A 9A,1OB,51A,61Aend of summer (B) 9A,51A,61A 10BFinal 62

1 Players

4I

I

Li

12 0

Table No.6o - TRID 15 vs. TRID 16 through TRID 17

LEVELS OF SIGNIFICANCE

Managers (A) vs/ .05 .025 .01Players remaining at 41B,64B 25Aend of summer (B) 3B,16A,25A liBFinal 62 4B,17B,56A

& •Players (B)

Table No. 6p- TRID 16 vs. TRID 17

LEVELS OF SIGNIFICANCE

Players remaining atend of summer (A) vs/ .05 .025 .01Final 62 16A 313

Players (B)

13)

Appx. No. 7 - LIST OF "1/9" COMPUTER FILES

1 Files - These are made up of those playing football at end of

summer who did make the Final 62 Man cuLoff

FILE NAME DESCRIPTION

C1 CentersGl GuardsTl TacklesTEl Tight EndsRBl Running BacksWRI Wide ReceiversQBl QuarterbacksDE1 Defensive EndsLBI LinebackersDBI Defensive BacksSPI Specialists

9 Files - These are made up of those playing football at end of

summer who did not make the Final 62 Man cutoff

FILE NAMIIL DESCRIPTION

C9 CentersG9 GuardsT9 Tacklesj TE9 Tight EndsiB9 Running BacksWR9 Wide ReceiversQB9 QuarterbacksDE9 Defensive EndsLB9 Linebackers"DB9 Defensive Backs

ISP9 Specialists5P peilit

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Appx. No.33 "1/9" LIFE SUMMARIES FROM ANALYSIS OF VARIANCE

SDEGPEES OF EREEDOM

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204

SELECTED BIBLIOGRAPHY

*

Books

Anastasi, Anne. Psychological Testing. New York: The Macmillan-- Company, 1965.

Axline, Virginia Mae. Play Therapy. Boston: Houghton Mifflin- - Company, 1947.

"* "Cattell, Raymond B., Eber, Herbert W. and Tatsuoka, Maurice M.Handbook for the Sixteen Personality Factor Questionnaire (I6PF).Champaign: Institute for Personality and Ability Testing, 1970.

Coville, Walter J., Costello, Timothy W. and Rouke, Fabian L."- "Abnormal Psychology. New York: Barnes and Noble, Inc., 1960.

Freud, Sigmund. A General Introduction to Psychoanalysis; New York;.. Garden City Publishing Company, Inc., 1943.

Harrower, Molly. Appraising Personality. New York: Franklin Watts,Inc., 1964.

Jourard, Sidney M. Personal Adjustment. New York: The MacmnllanCompany, 1967.

Lazarus, Richard S. Personality and Adjustment. Englewood Clifis:Prentice-Hall Inc., 1963.

Maslow, A. H. Motivation and Personality. New York: gqrrov -AndBrothers, 1954.

"" - Murray, Edward J. Motivation and Emotion. Englewood Cliffs:Prentice-Hall Inc., 1964.

- - Ogilvie, Bruce C. and Tutko, Thomas A. Problem Athletes and How ToHandle Them. London: Pelham Books Ltd., 1968.

-. Pennington, L. A. and Berg, Irwin A. An Introduction to ClinicalPsychology. New York: The Ronald Press Company, 1948.

Young, Paul Thomas. Motivation and Emotion. New York: John Wiley and"- - Sons, Inc., 1961.

0

1 205

Articles

Barrett, Richard S. "Guide to Using Psychologicil Tests."Harvard Business Review. September-October 1963.

Cattell, Raymond B. "The Nature and Measurement of Anxiety."Scientific American. March 1963.

6 Cohen, Jozet. "Personality Dynamics." Eyewitness Series inPsychology. No. 17, 1969.

17Eysenck, H. S. "The Measurement of Motivation." Scientific American.

May 1963.

Holland, Howard K. "Decision Making and Personality." Personnel"Administration. May-June 1968.

Jares, Joe. "We Have a Neurotic in the Backfield Doctor."S• Sports Illustrated. January 18, 1971.

"Johnsgard, Keith W. and Ogilvie, Bruce C. "The Competitive RacingDriver." The Journal of Sports Medicine and Physical Fitness.Vol. 8, No. 2, June 1968.

Ogilvie, Bruce, and Tutko, Thomas. "A Psychologist Reviews theFuture Contribution of Motivational Research in Track andField." Track and Field News. September 1, 1963.

4 Ogilvie, Bruce C. "Psychological Consistencies Within the Personalityof High Level Competitors." Journal American Medical Association.September-October, 1968.

Ogilvie, Bruce C. and Tutko, Thomas A. "If You Want to BuildCharacter, Try Something Else." Psychology Today. October 1971.

Ogilvie, Bruce C. and Tttko, Thomas A. "Some Psychological Traits ofthe Successful Coach." Scholastic Coach. June 1970.

Ogilvie, Bruce C., Tutko, Thomas A. and Young, Irving. "The-Pychological Profile of Olympic Champions. A Brief Look atOlympic Medalists." Swimming Techniques Quarterjv.January-February 1965.

Theory into Practice. Volume IX, Number 1, Februa:y 1940.

206

Reports

Horst, Paul. Multiple Prediction Studies. A report for the Officeof Naval Research. Project NR 151-143, June 1970.

Horst, Paul. Scale Free Reduced Rank Image Analysis. A report forthe Office of Naval Research. Project NR 151-!43, June 1970.

Ogilvie, Bruce C. Negative and Positive Factors Associated WithAthletic Competition. A report presented to the AmericanAcademy of Orthopaedic Surgeons, July 1969.

Ogilvie, Bruce C. Psychosocial Variables that Influence AttitudesTowards Injury. A report presented to the American Academyof Orthopaedic Surgeons, San Francisco, August 3, 1970.

Ogilvie, Bruce C. The Unanswered Question: Competition, Its EffectUpon Femininity. A report presented to the Olympic DevelopmentCommittee, Santa Barbara, California, June 30, 1967.

Olgivie, Bruce C. and Johnsgard, Keith W. The Personality of theMale Athlete. A report presented to the American Academy ofPhysical Education, Las Vegas, Nevada, April 1967.

Ogilvie, Bruce C. and Tutko, Thomas A. Self Perception as ComparedWith Measured Personality of Selected Male Physical Educators.A repori presented to the 2nd International Conference ofSports Psychology, Washington, D. C., ':tober 29, 1968

Pickrel, Evan W. The Diffnrertial Effect of Manifest knxiety on TestPerformance. A report in the Air Force Personnel Centertechnical documentary report series, AFPTRC-TN-57-4.

Unpublished Reports

Analysis of Concept of Validity

Kane, J. R. Personality Traits of Young Footballers. UnpublishedMaster's Thesis, 1966.

Ogilvie, Bruce. Psychology in Track.

Ogilvie, Bruce. The Mental Ramblings of a 3ychologist Researchiag ic.

the Area of Spcrts Motivation.

Ogilvie, Bruce C. Factors That Contribute to the Unconscious Fear ofSuccess.

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Ogilvie, B'ruce C. One of the Prices for Being on Top.

Ogilvie, Bruce C. Psychometric Approach in Coaching.

Ogilvie, Bruce C. Selected Case Histories of Problem Athletes.

Ogilvie, Bruce and Tutko, Tom. Tough-Minded, Immature. The casehistory of a problem athlete.

Ogilvie, Bruce and Tutko, Tom. 'When is Pain Real?

Ogilvie, Bruce C. and Tutko, Thomas. Comparison of a "Potential-Realizer" with a "Potential Non-Realizer."

Ogilvie, Bruce C. and Tutko, Thomas. Unable to be First.

Ogilvie, Bruce C. and Tutko, Thomas A. Case No. 1, Event: Pield.A case study of a problem athlete.

Rushall, Brent S. The Analysis of the Personality of a Football Squadand Suggestions for Utilizing Findings (1lPF Athletes). 1968

Test Validation and Construct Validity. Definitions.