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David C. Griffey

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David C. Griffey

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David C. Griffey

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Donald Chu and David Griffey

The contact theory of racial integration is examined in this survey of the behaviors and attitudes of secondary school students and student-athletes. Self-report questionnaires were completed by 1,082 subjects in the urban upstate New York area. Subjects were evaluated on two behavioral (race of students talked to, race of students phoned) and three attitudinal (like more friends of other races, choose interracial school, or races smarter than others) dependent variables. Dependent measures were evaluated relative to their correlations with a number of independent variables (athlete/nonathlete, individual or cooperative sport played, sport experience, won-lost record, exposure to minorities, sex, social status). Results of the study argue for consideration of the contact theory’s applicability to the sport situation.

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Edited by Thomas J. Templin and David C. Griffey

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David C. Griffey and Richard S. Podemski

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Ronald E. McBride, Theresa E. Boggess, and David C. Griffey

The purpose of this study was to identify and assess the kinds of concerns expressed by experienced physical education teachers and to compare them to Fuller’s postulated developmental theory of teaching concerns. The study also sought to assess the applicability of the Teacher Concerns Questionnaire (TCQ) instrument in a physical education environment. Data were subjected to factor analysis, where it was found that, overall, the experienced teachers did follow Fuller’s three stages of development. Two distinct constellations were identified, as was a third, weaker constellation. This third factor corresponded to Fuller’s task scale and additional study is recommended to identify items more appropriate to an inservice physical education environment. The authors make recommendations for follow-up experiences in an inservice setting.

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Teresa E. Boggess, Ronald E. McBride, and David C. Griffey

This study was conducted to assess the level of concern that exists in physical education student teachers with regard to self, task, and impact—three areas of concern identified by Frances Fuller and her colleagues during the 1960s and 1970s. The study follows the changes in the level of concern during the student teaching semester. Information gathered was subjected to factor analysis where it was found that Fuller’s three constructs did not exist among the physical education student teachers sampled. Rather, a more elaborate pattern of concern development was uncovered than that reported in previous work. The authors make recommendations for the supervisors of student teachers as a result of these findings.