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This document describes various nonparametric statistical tests, including the chi-square test for independence, Mann-Whitney test, and Kruskal-Wallis test, along with their applications and step-by-step procedures for hypothesis testing. Additionally, it discusses the importance of leadership and advocacy in physical education, exercise science, and sport, highlighting professionals' roles in promoting health and inclusive participation. Finally, it outlines career opportunities in the sports industry, emphasizing sports management, media, and performance-related fields.

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Nonparametric Test Chi-Square Test for Independence The test is used to determine whether two categorical variables are independent. Notation for the Chi-Square Test for Independence (Please note that the notation varies depending on the text) O represents the observed frequency of an outcome E represents the expected frequency of an outcome r represents the number of rows in the contingency table c represents the number of columns in the contingency table n represents the total number of trials Test Statistic 2 2
1 1 O E E df r c The Chi-Square test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example
A university is interested to know if the choice of major has a relationship to gender. A random sample of 200 incoming freshmen students was taken (100 male and 100 female). There major and gender were recorded. The results are shown in the contingency table below. Major Female Male Math 5 15 Nursing 44 10 English 10 10 Pre-Med 17 20 History 4 5 Education 15 20 Undecided 5 20 To determine if there is a relationship between the gender of a freshmen student and thei declared major perform the hypothesis test (Use level of
Step 1: Null Hypothesis 0 : Gender and Major of Freshmen students are independentH Step 2: Alternative Hypothesis : Gender and Major of Freshmen students are not independentAH Step 3: Level of Significance Step 4: Test Statistic 2 2 1 1 O E E df r c
Step 5: Calculations There are several calculations for this test. We have to find the expected frequency for each cell in the contingency table. The expected frequency is the probability under the null hypothesis times the total frequency for the given row. Here the probability under the null hypothesis is .5, as the probability of being male and female is equal. Major Female Male Pre-
Know calculate the test statistic. 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
2 5 10 15 10 44 27 10 27 10 10 27 27 10 10 10 10 17 18.5 20 18.5 10 10 18.5 18.5 4 4.5 5 4.5 15 17.5 20 17.5 4.5 4.5 17.5 17.5 5 12.5 20 12.5 12.5 12.5 2.5 2.5 10.7 10.7 0 0 .1216 obs obs obs O E E
2 .1216 .0556 .0556 .357 .357 4.5 4.5 The calculation for degrees of freedom is as follows:
1 1 7 1 2 1 6 1 6 df r c df The critical value for the Chi-Square with 6 degrees of freedom at a level of significance Step 6: Statistical Conclusion Since 2 2 then reject the null hypothesis. Step 7: Experimental Conclusion There is sufficient evidence to indicate that gender has an effect on choice of major for the incoming freshmen.
Mann-Whitney The Mann-Whitney test is a nonparametric version of the independent sample t-test. This study is used when there are two independent samples of ordinal scores. Test Statistic 1 1 1 1 2 1 2 2 2 1 2 2 1 2 1 2 n n U n n R n n
U n n R Notation: 1 2 1 2 number of scores in group 1 n number of score in group 2 R sum of ranks for score in group 1 R sum of ranks for score in group 2
The Mann-Whitney test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example: Suppose there was race between an Antelope and a mountain lion. The Antelope won but you want to know if this could be extended to a general statement that Antelope will win in a race against a mountain lion. A random sample of 10 Antelopes and 10 mountain lions are put in a race. The order in which they finish is recorded. ( A for antelope and L for mountain lion)
AALALLLAAALAALLAALLL Step 1: Null Hypothesis 0 : Probability of the Antelope winning is no different than the probalility of the mountain lion wining the race. H Step 2: Alternative Hypothesis : Probability of the Antelope winning is different than the probalility of the mountain lion wining the race. AH Step 3: Level of Significance Step 4: Test Statistic
1 1 1 1 2 1 2 2 2 1 2 2 1 2 1 2 n n U n n R n n U n n R Step 5: Calculations The results are ranked according to the in order in which they finished the race. Rank
A 1 A 2 L 3 A 4 L 5 L 6 L 7 A 8 A 9 A 10 L 11 A 12 A 13 L 14 L 15 A 16 A 17 L 18
L 19 L 20 Let the Antelope be sample one and the mountain lion be sample 2. 1 2 1 2 number of scores for the Antelopes n number of score for the mountain lions R sum of ranks for score for the Antelopes R sum of ranks for score for the mountain lions
Find the sum of the ranks for each group. Antelope Mountain Lion 1 3 2 5 4 6 8 7 9 11 10 14 12 15 13 18 16 19 17 20 Sum 92 118 The number of for each animal is 10 because 10 antelopes and 10 mountain lions raced. Now plug the information into the test statistic
1 1 1 1 2 1 1 1 1 2 2 2 1 2 2 2 2 2 1 2
10 10 1 10 10 92 2 100 55 92 63 1 2 10 10 1 10 10 118 2 100 55 118 37 n n U n n R U U U n n U n n R U
U U Find the critical value for the test statistic. Use the appropriate U table found in the appendix of the textbook. Look for alpha to be 0.05 and then the number of scores for each category to be 10. Then you see the following critical values.
1, 2, 23 77 crit crit U U Step 6: Statistical Conclusion The statistical conclusion tells whether to reject or fail to reject the null hypothesis. The rejection rule is as follow. 1 2 If then reject the null hypothesis
If then reject the null hypothesis crit crit U U U U he null then fail to reject the null hypothesis. Step 7: Experimental Conclusion Since we failed to reject the null hypothesis we can say that there is not significant evidence to support the claim that the probability of the antelope winning is any different than the probability of the mountain lion winning the race. Kruskal-Wallis Test
The Kruskal-Wallis Test is a nonparametric version of the one- way ANOVA. This test however does not assume normality or homogeneity of variance. The test requires ordinal scaling of the dependent variable and must have at least 5 data values in each sample. Notation k number of sample or groups n number of data values in each group N number of data values in all samples combined R sum of the ranks for each sample Test Statistic 2 2 12 3 1 1
1 R N N N n df k The Kruskal-Wallis test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion
7. Experimental Conclusion Example A gym has decided to recommend a diet to their clients. They have narrowed down the choice to three and they want to test which diet is best. They have randomly selected 21 volunteers from the gym to participate in the diet. All the participants have similar health and body type as well as general exercise routine. The amount of weight loss was recorded. Diet A Diet B Diet C 10 11 1 12 4 8 13 2 17 7 6 0 3 16 16 15 9 18 5 14 19
Step 1: Null Hypothesis 0 : There is no difference amoung the dietsH Step 2: Alternative Hypothesis : There is a difference between the dietsAH Step 3: Level of Significance Step 4: Test Statistic 2 2 12 3 1 1 1 R N N N n df k
Step 5: Calculations To perform the calculation, start by ranking the results. Diet A Rank Diet B Rank Diet C Rank 10 11 11 12 1 2 12 13 4 5 8 9 13 14 2 3 17 19 7 8 6 7 0 1 3 4 16 17 16 17 15 16 9 10 18 20 5 6 14 15 19 21 Notice that some data values have the same ranks. This is how you account for data
values that are the same. k = 3 n = 7 N = 21 Plug these values into the test statistic 2 2 2 2 2 2
2 2 2 2 12 3 1 1 72 69 8912 3 21 1 21 21 1 7 7 7 12 740.571 680.143 1131.571 66 462 .025974 2552.285 66 66.293 66 0.2931 1 3 1 2 obs obs
obs obs obs obs R N N N n df k
The critical value can be found using the Chi-Square table for freedom. 2 Step 6: Statistical Conclusion Since 2 2 0.05, 20.2931 5.9 reject the null hypothesis. Step 7: Experimental Conclusion The evidence does not support the claim that the there is a significant difference
between the three diets at a level of significance of 0.05. 1 Walton-Fisette/Wuest: Foundations of Physical Education, Exercise, Science, And Sport, 20e Chapter 15 Future Professionals as Leaders and Advocates Chapter Overview Professionals in physical education, exercise science, and sport need to be leaders in their disciplines and advocates for change. Professionals are in a unique position to take an active role in responding to society’s needs and engaging its members in physical activity so that they can realize the powerful health benefits. Professionals have the responsibility to educate the public about the benefits of physical activity and fitness, and they must make a greater effort to disseminate a national message about the relationship between physical activity and health. Collaborative, committed leadership is essential in reducing physical inactivity and promoting a physically active lifestyle. Advocacy is an important responsibility of physical education, exercise science, and sport professionals. Advocates need a strong voice to clearly articulate the benefits of participation in quality physical education, exercise science, and sport programs. Professionals also need to work as agents for social change in reducing the health disparities and inequities experienced by individuals based on their gender, race, ethnicity, (dis)ability, sexual orientation, and socioeconomic
status within the physical education, exercise science, and sporting communities. Learning Objectives After reading this chapter, students should be able to accomplish the following: 1. Discuss the importance of leadership relative to lifespan participation in physical activity, fitness, physical education, and sport. 2. Describe how professionals can be leaders of physical activity, fitness, physical education, and sport. 3. Explain the importance of advocacy in a variety of physical activity settings. 4. Describe how professionals can be advocates of physical activity, fitness, physical education, and sport. 5. Identify current and future trends that professionals will encounter in relation to physical activity, fitness, physical education, and sport. Chapter Outline I. Leadership in Physical Activity A. Leadership in Physical Education and Youth Sport B. Advocacy II. Current and Future Trends Discussion Questions 1. How can professionals demonstrate leadership in promoting lifespan participation in physical activity and fitness? 2. How can physical educators, exercise scientists, and sport leaders advocate for their profession at the local, state, and national levels?
3. What various strategies can be utilized to promote lifespan involvement of people of all ages, abilities, races and ethnicities, genders, and socioeconomic backgrounds? Self-Assessment Activities These activities are designed to help students determine if they have mastered the materials and competencies presented in this chapter. 1. Discuss the role of the physical educator, exercise scientist, and sport leader in the physical activity movement. Formulate a list of strategies and next steps on what individuals can do to “lead the parade.” 2. Discuss the importance of advocacy programs in the physical education, exercise science, and sport setting of your choice. What local organizations exist in your current community that offer health promotion programs? How would you work to organize these groups into a coalition to promote physical activity? 3. Develop a plan for the upcoming 2020s that provides specific suggestions for improving the disciplines of physical education, exercise science, and sport. Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education 1 Walton-Fisette/Wuest: Foundations of Physical Education, Exercise, Science, And Sport, 20e Chapter 14 Sport Careers
Chapter Overview Sport has developed into a big business, creating a myriad of career opportunities for qualified individuals. Individuals interested in sport management may pursue careers as athletic directors, directors of intramurals and campus recreation, directors of corporate recreation, and sport facilities managers. Sports sales and sports marketing may be attractive careers to some individuals. Managerial opportunities are also available in professional organizations. The intensity of interest in sport in the American society, coupled with the growth of the communication media, has resulted in the expansion of career opportunities in the field of sport media. Individuals interested in this area can pursue careers in sport broadcasting, sportswriting, sport journalism, sport photography, sports information, and web development/social media. Talented individuals may elect to pursue careers as performers. Other sport-related careers that may be attractive to qualified individuals are sport officiating and sport law. Sport analytics is a growing career. Some professionals choose to use their skills to develop their own businesses. Individuals interested in these careers can use many strategies to enhance their professional marketability. Taking course work in supporting areas and gaining practical experience help individuals attain the position that they desire after graduation. Learning Objectives After reading this chapter, students should be able to accomplish the following:
1. Identify opportunities for professionals in sport management and entry-level positions in these careers. 2. Describe expanding career opportunities in sport media. 3. Describe career opportunities in performance and other sport- related careers. 4. Discuss how professionals can increase their professional marketability. Chapter Outline I. Sport Management II. Careers in Sport Management A. Athletic Administration B. Collegiate Recreation C. Corporate Recreation D. Sport Facilities Management E. Sport Retailing F. Sports Marketing G. Career Opportunities in Professional and Sport Organizations H. Sport Analytics III. Careers in Sport Media A. Sport Broadcasting B. Sportswriting and Journalism C. Sport Photography D. Sports Information E. Web Development and Social Media IV. Performance and Other Sport Careers A. Dance B. Professional Athletics C. Officiating D. Sport Law and Agency E. Entrepreneurship
V. Increasing Your Professional Marketability Discussion Questions 1. How have new technologies contributed to the development of sport and opportunities for viewing and promoting sport events? 2. Discuss the administration of athletic programs and collegiate recreation programs on your campus. What titles do the directors of these programs hold? How many participants are involved in these programs and what activities are offered? Do you have any suggestions for additional activities? 3. Within your institution, discuss opportunities for recreational sports—intramurals, clubs, and competitions. Who manages these programs? What are the guidelines governing participation? 4. Access the Institute for Diversity and Ethics in Sport ( https://www.tidesport.org/). Review the latest Race and Gender Report Cards. Discuss your findings relative to hiring practices and representation in different sport organizations. 5. Are eSports really sport? 6. Discuss each of the talking points identified in the social justice box in the text. In addition, what other issues related to social justice need to be addressed as they relate to careers in sport? What specific steps could you take to address issues related to social justice? 7. Discuss each of the trends identified in the current trends box in the text. What is one trend you see today in related to careers in sport that will impact you and/or your career path in the
future? Self-Assessment Activities These activities are designed to help students determine if they have mastered the materials and competencies presented in this chapter. 1. Blogging is a popular way for professionals and fans to share news on what is happening in sports. Using one of the free blogging sites, create a blog on a specific theme or sport, adding at least four posts on your topic. Share your blog with other people in your class and invite them to comment. 2. If possible, interview individuals working in sport management positions. Ask each person to define his or her responsibilities and the skills that are the most helpful in the performance of the job. Determine the entry-level positions in this area. Ask each individual for suggestions about advancing to top-level managerial positions in the field. 3. Discuss the positive and negative aspects of pursuing a performance career. Since performance careers may be of short duration, how can individuals prepare for another career after the culmination of their performance career? Select one professional athlete in any sport and research his or her background. Trace the athlete’s career path, starting from their beginning interest in the sport to the current time. Be sure to include information about the athlete’s education. 4. Using the information provided in the Get Connected box, locate an article on a topic of interest related to sport management, sport media, dance, officiating, or athletics. Write a brief summary of the article, identifying five key points and what you have learned.
5. Select a game to watch, either live or on TV. Use Twitter or another microblogging site to follow a game, sending out tweets to keep your classmates informed of the game’s action. Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education 3 Walton-Fisette/Wuest: Foundations of Physical Education, Exercise, Science, And Sport, 20e Chapter 13 Fitness- and Health-Related Careers Chapter Overview In the past decade, the contribution of physical activity to health has gained increased recognition. The opportunities for individuals desiring to pursue a career as a fitness or exercise specialist have increased tremendously. Career opportunities exist in preventative and rehabilitative exercise programs. Preventative exercise programs are conducted by corporations, community agencies, and commercial fitness clubs. Rehabilitative exercise programs are typically conducted in a hospital setting, but may be affiliated with corporate fitness programs or community agency programs. Opportunities for professionals to pursue health-related careers have also grown rapidly. Professionals possessing qualifications in athletic training may find employment working with athletic programs at the professional, collegiate, and, increasingly, secondary level. Employment opportunities also are available in sports medicine clinics, physical therapy clinics, and hospitals. Physical educators, exercise science, and sport leaders have also been successful in securing employment in health and weight management spas and clubs.
The recognition that participation in movement and physical activities has therapeutic and psychological benefits as well as physical benefits has stimulated the growth of therapy-related careers. These include careers as dance therapists, recreational therapists, and physical therapists. Kinesiotherapy and chiropractic are also potential careers for professionals willing to continue their studies. If one is seeking employment in fitness- and health-related careers, one can increase one’s marketability by becoming certified and taking additional course work in health, business, and psychology. Gaining as much practical experience as possible will also be an asset in securing employment. It appears that opportunities for qualified individuals in fitness- and health-related careers will continue to increase in the future. Learning Objectives After reading this chapter, students should be able to accomplish the following: 1. Discuss the responsibilities, opportunities, and preparation for professionals interested in working in a fitness- or health- related career. 2. Describe the opportunities available and preparation needed by professionals desiring to pursue a therapy-related career. 3. Discuss the various strategies that can be used to enhance one’s professional marketability in fitness-, health-, and therapy-related careers. Chapter Outline I. Fitness- and Exercise-Related Careers A. Worksite Wellness Programs
B. Commercial and Community Fitness Programs C. Personal Trainers D. Health and Wellness Coaches E. Strength and Conditioning Professionals F. Rehabilitation Programs G. Career Preparation Preparation Certification Professional Organizations II. Health-Related Careers A. Athletic Training B. Health and Weight Management Clubs and Spas III. Therapy-Related Careers A. Dance/Movement Therapy B. Therapeutic Recreation/Recreation Therapy C. Kinesiotherapy D. Physical Therapy E. Chiropractic Care IV. Increasing Your Professional Marketability Discussion Questions 1. Fitness and health clubs have gained in popularity. However, more than one-third of health club members have a household income of more than $100,000 a year and the average income is over $80,000 a year. What can professionals do to reach more individuals whose income is less than the average and provide opportunities for them to be physically active? 2. Should health clubs be mandated to hire only certified fitness professionals? Explain your reasoning. If you believe that health clubs should hire only certified fitness professionals, from what organizations would you accept certifications and
why? 3. Worksite wellness programs continue to grow, stimulated in part by the Affordable Care Act. Should employees be mandated to participate in these programs to reduce the burden of health care costs? Why or why not? 4. Discuss each of the talking points identified in the social justice box in the text. In addition, what other issues related to social justice need to be addressed as they relate to health and fitness-related careers? What specific steps could you take to address issues related to social justice? 5. Discuss each of the trends identified in the current trends box in the text. What is one trend you see today regarding health- and fitness-related careers that will impact you and/or your career path in the future? Self-Assessment Activities These activities are designed to help students determine if they have mastered the materials and competencies presented in this chapter. 1. Describe the responsibilities of a fitness or exercise specialist. If possible, interview a professional in this career regarding his or her responsibilities and qualifications. 2. Describe the various employment opportunities for a fitness or exercise professional. Search for jobs online; describe the positions that you found available and qualifications required for employment. 3. Using the information provided in the Get Connected box, read about one of the certification programs available through the American College of Sports Medicine, American Council on
Exercise, National Athletic Trainers’ Association, or the National Strength and Conditioning Association. For the association you selected, investigate the certification programs, benefits offered to members, costs for certification and membership, and opportunities for continuing education. How could this certification be beneficial to you in your chosen career? 4. Using the information provided in the Get Connected box, locate new research, industry news, and position papers pertaining to health and fitness. Summarize your findings in a brief report. Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Nonparametric Test Chi-Square Test for Independence The test is used to determine whether two categorical variables are independent. Notation for the Chi-Square Test for Independence (Please note that the notation varies depending on the text) O represents the observed frequency of an outcome E represents the expected frequency of an outcome r represents the number of rows in the contingency table
c represents the number of columns in the contingency table n represents the total number of trials Test Statistic 2 2 1 1 O E E df r c The Chi-Square test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis
2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example A university is interested to know if the choice of major has a relationship to gender. A random sample of 200 incoming freshmen students was taken (100 male and 100 female). There major and gender were recorded. The results are shown in the contingency table below. Major Female Male Math 5 15 Nursing 44 10 English 10 10
Pre-Med 17 20 History 4 5 Education 15 20 Undecided 5 20 To determine if there is a relationship between the gender of a freshmen student and thei declared major perform the hypothesis test (Use level of Step 1: Null Hypothesis 0 : Gender and Major of Freshmen students are independentH Step 2: Alternative Hypothesis : Gender and Major of Freshmen students are not independentAH Step 3: Level of Significance Step 4: Test Statistic
2 2 1 1 O E E df r c Step 5: Calculations There are several calculations for this test. We have to find the expected frequency for each cell in the contingency table. The expected frequency is the probability under the null hypothesis times the total frequency for the given row. Here the probability under the null hypothesis is .5, as the probability of being male and female is equal.
Major Female Male Pre- 12.5 Know calculate the test statistic.
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 5 10 15 10 44 27 10 27 10 10 27 27 10 10 10 10 17 18.5 20 18.5 10 10 18.5 18.5 4 4.5 5 4.5 15 17.5 20 17.5 4.5 4.5 17.5 17.5 5 12.5 20 12.5 12.5 12.5 2.5 2.5 10.7 10.7 0 0 .1216 obs
obs obs O E E 2 .1216 .0556 .0556 .357 .357 4.5 4.5
The calculation for degrees of freedom is as follows: 1 1 7 1 2 1 6 1 6 df r c df The critical value for the Chi-Square with 6 degrees of freedom at a level of significance s 12.592. This is found by using the Chi Square table. Step 6: Statistical Conclusion Since 2 2
null hypothesis. Step 7: Experimental Conclusion There is sufficient evidence to indicate that gender has an effect on choice of major for the incoming freshmen. Mann-Whitney The Mann-Whitney test is a nonparametric version of the independent sample t-test. This study is used when there are two independent samples of ordinal scores. Test Statistic 1 1 1 1 2 1 2 2
2 1 2 2 1 2 1 2 n n U n n R n n U n n R Notation: 1 2 1 2 number of scores in group 1
n number of score in group 2 R sum of ranks for score in group 1 R sum of ranks for score in group 2 The Mann-Whitney test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example:
Suppose there was race between an Antelope and a mountain lion. The Antelope won but you want to know if this could be extended to a general statement that Antelope will win in a race against a mountain lion. A random sample of 10 Antelopes and 10 mountain lions are put in a race. The order in which they finish is recorded. ( A for antelope and L for mountain lion) AALALLLAAALAALLAALLL Step 1: Null Hypothesis 0 : Probability of the Antelope winning is no different than the probalility of the mountain lion wining the race. H Step 2: Alternative Hypothesis : Probability of the Antelope winning is different than the probalility of the mountain lion wining the race.
AH Step 3: Level of Significance Step 4: Test Statistic 1 1 1 1 2 1 2 2 2 1 2 2 1 2 1 2 n n U n n R n n U n n R
Step 5: Calculations The results are ranked according to the in order in which they finished the race. Rank A 1 A 2 L 3 A 4 L 5 L 6 L 7 A 8 A 9 A 10 L 11
A 12 A 13 L 14 L 15 A 16 A 17 L 18 L 19 L 20 Let the Antelope be sample one and the mountain lion be sample 2. 1 2 1 2 number of scores for the Antelopes n number of score for the mountain lions
R sum of ranks for score for the Antelopes R sum of ranks for score for the mountain lions Find the sum of the ranks for each group. Antelope Mountain Lion 1 3 2 5 4 6 8 7 9 11 10 14 12 15 13 18
16 19 17 20 Sum 92 118 The number of for each animal is 10 because 10 antelopes and 10 mountain lions raced. Now plug the information into the test statistic 1 1 1 1 2 1 1 1 1
2 2 2 1 2 2 2 2 2 1 2 10 10 1 10 10 92 2 100 55 92 63 1 2 10 10 1 10 10 118 2 100 55 118 37
n n U n n R U U U n n U n n R U U U
Find the critical value for the test statistic. Use the appropriate U table found in the appendix of the textbook. Look for alpha to be 0.05 and then the number of scores for each category to be 10. Then you see the following critical values. 1, 2, 23 77 crit crit U U
Step 6: Statistical Conclusion The statistical conclusion tells whether to reject or fail to reject the null hypothesis. The rejection rule is as follow. 1 2 If then reject the null hypothesis If then reject the null hypothesis crit crit U U U U then fail to reject the null hypothesis. Step 7: Experimental Conclusion
Since we failed to reject the null hypothesis we can say that there is not significant evidence to support the claim that the probability of the antelope winning is any different than the probability of the mountain lion winning the race. Kruskal-Wallis Test The Kruskal-Wallis Test is a nonparametric version of the one- way ANOVA. This test however does not assume normality or homogeneity of variance. The test requires ordinal scaling of the dependent variable and must have at least 5 data values in each sample. Notation k number of sample or groups n number of data values in each group N number of data values in all samples combined R sum of the ranks for each sample
Test Statistic 2 2 12 3 1 1 1 R N N N n df k The Kruskal-Wallis test is a hypothesis test. There are seven steps for a hypothesis
test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example A gym has decided to recommend a diet to their clients. They have narrowed down the choice to three and they want to test which diet is best. They have randomly selected 21 volunteers from the gym to participate in the diet. All the participants have similar health and body type as well as general exercise routine. The amount of weight loss was recorded. Diet A Diet B Diet C 10 11 1
12 4 8 13 2 17 7 6 0 3 16 16 15 9 18 5 14 19 Step 1: Null Hypothesis 0 : There is no difference amoung the dietsH Step 2: Alternative Hypothesis : There is a difference between the dietsAH Step 3: Level of Significance Step 4: Test Statistic 2
2 12 3 1 1 1 R N N N n df k Step 5: Calculations To perform the calculation, start by ranking the results. Diet A Rank Diet B Rank Diet C Rank 10 11 11 12 1 2 12 13 4 5 8 9
13 14 2 3 17 19 7 8 6 7 0 1 3 4 16 17 16 17 15 16 9 10 18 20 5 6 14 15 19 21 Notice that some data values have the same ranks. This is how you account for data values that are the same. k = 3 n = 7 N = 21 Plug these values into the test statistic
2 2 2 2 2 2 2 2 2 2 12 3 1 1 72 69 8912 3 21 1 21 21 1 7 7 7 12 740.571 680.143 1131.571 66
462 .025974 2552.285 66 66.293 66 0.2931 1 3 1 2 obs obs obs obs obs obs R N N N n df k
The critical value can be found using the Chi-Square table for freedom. 2
Step 6: Statistical Conclusion Since 2 2 reject the null hypothesis. Step 7: Experimental Conclusion The evidence does not support the claim that the there is a significant difference between the three diets at a level of significance of 0.05. Nonparametric Test Chi-Square Test for Independence The test is used to determine whether two categorical variables are independent. Notation for the Chi-Square Test for Independence (Please note that the notation varies depending on the text) O represents the observed frequency of an outcome
E represents the expected frequency of an outcome r represents the number of rows in the contingency table c represents the number of columns in the contingency table n represents the total number of trials Test Statistic 2 2 1 1 O E E df r c
The Chi-Square test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example A university is interested to know if the choice of major has a relationship to gender. A random sample of 200 incoming freshmen students was taken (100 male and 100 female). There major and gender were recorded. The results are shown in the contingency table below. Major Female Male Math 5 15
Nursing 44 10 English 10 10 Pre-Med 17 20 History 4 5 Education 15 20 Undecided 5 20 To determine if there is a relationship between the gender of a freshmen student and thei declared major perform the hypothesis test (Use level of Step 1: Null Hypothesis 0 : Gender and Major of Freshmen students are independentH Step 2: Alternative Hypothesis : Gender and Major of Freshmen students are not independentAH Step 3: Level of Significance Step 4: Test Statistic
2 2 1 1 O E E df r c Step 5: Calculations There are several calculations for this test. We have to find the expected frequency for each cell in the contingency table. The expected frequency is the probability under the null hypothesis times the total frequency for the given row. Here the probability under
the null hypothesis is .5, as the probability of being male and female is equal. Major Female Male Pre- Know calculate the test statistic.
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 5 10 15 10 44 27 10 27 10 10 27 27 10 10 10 10 17 18.5 20 18.5 10 10 18.5 18.5 4 4.5 5 4.5 15 17.5 20 17.5 4.5 4.5 17.5 17.5 5 12.5 20 12.5 12.5 12.5
2.5 2.5 10.7 10.7 0 0 .1216 obs obs obs O E E
2 .1216 .0556 .0556 .357 .357 4.5 4.5 The calculation for degrees of freedom is as follows: 1 1 7 1 2 1 6 1 6 df r c df The critical value for the Chi-Square with 6 degrees of freedom at a level of significance by using the Chi Square table.
Step 6: Statistical Conclusion Since 2 2 null hypothesis. Step 7: Experimental Conclusion There is sufficient evidence to indicate that gender has an effect on choice of major for the incoming freshmen. Mann-Whitney The Mann-Whitney test is a nonparametric version of the independent sample t-test. This study is used when there are two independent samples of ordinal scores. Test Statistic 1 1
1 1 2 1 2 2 2 1 2 2 1 2 1 2 n n U n n R n n U n n R Notation: 1 2 1
2 number of scores in group 1 n number of score in group 2 R sum of ranks for score in group 1 R sum of ranks for score in group 2 The Mann-Whitney test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion
7. Experimental Conclusion Example: Suppose there was race between an Antelope and a mountain lion. The Antelope won but you want to know if this could be extended to a general statement that Antelope will win in a race against a mountain lion. A random sample of 10 Antelopes and 10 mountain lions are put in a race. The order in which they finish is recorded. ( A for antelope and L for mountain lion) AALALLLAAALAALLAALLL Step 1: Null Hypothesis 0 : Probability of the Antelope winning is no different than the probalility of the mountain lion wining the race. H Step 2: Alternative Hypothesis : Probability of the Antelope winning is different than the
probalility of the mountain lion wining the race. AH Step 3: Level of Significance Step 4: Test Statistic 1 1 1 1 2 1 2 2 2 1 2 2 1 2 1 2 n n U n n R
n n U n n R Step 5: Calculations The results are ranked according to the in order in which they finished the race. Rank A 1 A 2 L 3 A 4 L 5 L 6 L 7 A 8 A 9
A 10 L 11 A 12 A 13 L 14 L 15 A 16 A 17 L 18 L 19 L 20 Let the Antelope be sample one and the mountain lion be sample 2. 1 2 1 2
number of scores for the Antelopes n number of score for the mountain lions R sum of ranks for score for the Antelopes R sum of ranks for score for the mountain lions Find the sum of the ranks for each group. Antelope Mountain Lion 1 3 2 5 4 6 8 7 9 11 10 14
12 15 13 18 16 19 17 20 Sum 92 118 The number of for each animal is 10 because 10 antelopes and 10 mountain lions raced. Now plug the information into the test statistic 1 1 1 1 2 1 1
1 1 2 2 2 1 2 2 2 2 2 1 2 10 10 1 10 10 92 2 100 55 92 63 1 2 10 10 1 10 10 118 2
100 55 118 37 n n U n n R U U U n n U n n R U U U
Find the critical value for the test statistic. Use the appropriate U table found in the appendix of the textbook. Look for alpha to be 0.05 and then the number of scores for each category to be 10. Then you see the following critical values. 1, 2, 23 77 crit crit U U
Step 6: Statistical Conclusion The statistical conclusion tells whether to reject or fail to reject the null hypothesis. The rejection rule is as follow. 1 2 If then reject the null hypothesis If then reject the null hypothesis crit crit U U U U
then fail to reject the null hypothesis. Step 7: Experimental Conclusion Since we failed to reject the null hypothesis we can say that there is not significant evidence to support the claim that the probability of the antelope winning is any different than the probability of the mountain lion winning the race. Kruskal-Wallis Test The Kruskal-Wallis Test is a nonparametric version of the one- way ANOVA. This test however does not assume normality or homogeneity of variance. The test requires ordinal scaling of the dependent variable and must have at least 5 data values in each sample. Notation k number of sample or groups n number of data values in each group
N number of data values in all samples combined R sum of the ranks for each sample Test Statistic 2 2 12 3 1 1 1 R N N N n df k
The Kruskal-Wallis test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example A gym has decided to recommend a diet to their clients. They have narrowed down the choice to three and they want to test which diet is best. They have randomly selected 21 volunteers from the gym to participate in the diet. All the participants have similar health and body type as well as general exercise routine. The amount of weight loss was recorded.
Diet A Diet B Diet C 10 11 1 12 4 8 13 2 17 7 6 0 3 16 16 15 9 18 5 14 19 Step 1: Null Hypothesis 0 : There is no difference amoung the dietsH Step 2: Alternative Hypothesis : There is a difference between the dietsAH Step 3: Level of Significance Step 4: Test Statistic
2 2 12 3 1 1 1 R N N N n df k Step 5: Calculations To perform the calculation, start by ranking the results. Diet A Rank Diet B Rank Diet C Rank
10 11 11 12 1 2 12 13 4 5 8 9 13 14 2 3 17 19 7 8 6 7 0 1 3 4 16 17 16 17 15 16 9 10 18 20 5 6 14 15 19 21 Notice that some data values have the same ranks. This is how you account for data values that are the same. k = 3 n = 7 N = 21 Plug these values into the test statistic
2 2 2 2 2 2 2 2 2 2 12 3 1 1 72 69 8912 3 21 1 21 21 1 7 7 7
12 740.571 680.143 1131.571 66 462 .025974 2552.285 66 66.293 66 0.2931 1 3 1 2 obs obs obs obs obs obs R N N N n df k
The critical value can be found using the Chi-Square table for d 2 degrees of
freedom. 2 Step 6: Statistical Conclusion Since 2 2 reject the null hypothesis. Step 7: Experimental Conclusion The evidence does not support the claim that the there is a significant difference between the three diets at a level of significance of 0.05.

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Nonparametric Test Chi-Square Test for Independence Th.docx

  • 1.
    Nonparametric Test Chi-Square Testfor Independence The test is used to determine whether two categorical variables are independent. Notation for the Chi-Square Test for Independence (Please note that the notation varies depending on the text) O represents the observed frequency of an outcome E represents the expected frequency of an outcome r represents the number of rows in the contingency table c represents the number of columns in the contingency table n represents the total number of trials Test Statistic 2 2
  • 2.
    1 1 O E E dfr c The Chi-Square test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example
  • 3.
    A university isinterested to know if the choice of major has a relationship to gender. A random sample of 200 incoming freshmen students was taken (100 male and 100 female). There major and gender were recorded. The results are shown in the contingency table below. Major Female Male Math 5 15 Nursing 44 10 English 10 10 Pre-Med 17 20 History 4 5 Education 15 20 Undecided 5 20 To determine if there is a relationship between the gender of a freshmen student and thei declared major perform the hypothesis test (Use level of
  • 4.
    Step 1: NullHypothesis 0 : Gender and Major of Freshmen students are independentH Step 2: Alternative Hypothesis : Gender and Major of Freshmen students are not independentAH Step 3: Level of Significance Step 4: Test Statistic 2 2 1 1 O E E df r c
  • 5.
    Step 5: Calculations Thereare several calculations for this test. We have to find the expected frequency for each cell in the contingency table. The expected frequency is the probability under the null hypothesis times the total frequency for the given row. Here the probability under the null hypothesis is .5, as the probability of being male and female is equal. Major Female Male Pre-
  • 6.
    Know calculate thetest statistic. 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
  • 7.
    2 5 10 1510 44 27 10 27 10 10 27 27 10 10 10 10 17 18.5 20 18.5 10 10 18.5 18.5 4 4.5 5 4.5 15 17.5 20 17.5 4.5 4.5 17.5 17.5 5 12.5 20 12.5 12.5 12.5 2.5 2.5 10.7 10.7 0 0 .1216 obs obs obs O E E
  • 8.
    2 .1216 .0556 .0556.357 .357 4.5 4.5 The calculation for degrees of freedom is as follows:
  • 9.
    1 1 71 2 1 6 1 6 df r c df The critical value for the Chi-Square with 6 degrees of freedom at a level of significance Step 6: Statistical Conclusion Since 2 2 then reject the null hypothesis. Step 7: Experimental Conclusion There is sufficient evidence to indicate that gender has an effect on choice of major for the incoming freshmen.
  • 10.
    Mann-Whitney The Mann-Whitney testis a nonparametric version of the independent sample t-test. This study is used when there are two independent samples of ordinal scores. Test Statistic 1 1 1 1 2 1 2 2 2 1 2 2 1 2 1 2 n n U n n R n n
  • 11.
    U n nR Notation: 1 2 1 2 number of scores in group 1 n number of score in group 2 R sum of ranks for score in group 1 R sum of ranks for score in group 2
  • 12.
    The Mann-Whitney testis a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example: Suppose there was race between an Antelope and a mountain lion. The Antelope won but you want to know if this could be extended to a general statement that Antelope will win in a race against a mountain lion. A random sample of 10 Antelopes and 10 mountain lions are put in a race. The order in which they finish is recorded. ( A for antelope and L for mountain lion)
  • 13.
    AALALLLAAALAALLAALLL Step 1: NullHypothesis 0 : Probability of the Antelope winning is no different than the probalility of the mountain lion wining the race. H Step 2: Alternative Hypothesis : Probability of the Antelope winning is different than the probalility of the mountain lion wining the race. AH Step 3: Level of Significance Step 4: Test Statistic
  • 14.
    1 1 1 12 1 2 2 2 1 2 2 1 2 1 2 n n U n n R n n U n n R Step 5: Calculations The results are ranked according to the in order in which they finished the race. Rank
  • 15.
    A 1 A 2 L3 A 4 L 5 L 6 L 7 A 8 A 9 A 10 L 11 A 12 A 13 L 14 L 15 A 16 A 17 L 18
  • 16.
    L 19 L 20 Letthe Antelope be sample one and the mountain lion be sample 2. 1 2 1 2 number of scores for the Antelopes n number of score for the mountain lions R sum of ranks for score for the Antelopes R sum of ranks for score for the mountain lions
  • 17.
    Find the sumof the ranks for each group. Antelope Mountain Lion 1 3 2 5 4 6 8 7 9 11 10 14 12 15 13 18 16 19 17 20 Sum 92 118 The number of for each animal is 10 because 10 antelopes and 10 mountain lions raced. Now plug the information into the test statistic
  • 18.
    1 1 1 12 1 1 1 1 2 2 2 1 2 2 2 2 2 1 2
  • 19.
    10 10 1 1010 92 2 100 55 92 63 1 2 10 10 1 10 10 118 2 100 55 118 37 n n U n n R U U U n n U n n R U
  • 20.
    U U Find the criticalvalue for the test statistic. Use the appropriate U table found in the appendix of the textbook. Look for alpha to be 0.05 and then the number of scores for each category to be 10. Then you see the following critical values.
  • 21.
    1, 2, 23 77 crit crit U U Step 6: StatisticalConclusion The statistical conclusion tells whether to reject or fail to reject the null hypothesis. The rejection rule is as follow. 1 2 If then reject the null hypothesis
  • 22.
    If then rejectthe null hypothesis crit crit U U U U he null then fail to reject the null hypothesis. Step 7: Experimental Conclusion Since we failed to reject the null hypothesis we can say that there is not significant evidence to support the claim that the probability of the antelope winning is any different than the probability of the mountain lion winning the race. Kruskal-Wallis Test
  • 23.
    The Kruskal-Wallis Testis a nonparametric version of the one- way ANOVA. This test however does not assume normality or homogeneity of variance. The test requires ordinal scaling of the dependent variable and must have at least 5 data values in each sample. Notation k number of sample or groups n number of data values in each group N number of data values in all samples combined R sum of the ranks for each sample Test Statistic 2 2 12 3 1 1
  • 24.
    1 R N N N n dfk The Kruskal-Wallis test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion
  • 25.
    7. Experimental Conclusion Example Agym has decided to recommend a diet to their clients. They have narrowed down the choice to three and they want to test which diet is best. They have randomly selected 21 volunteers from the gym to participate in the diet. All the participants have similar health and body type as well as general exercise routine. The amount of weight loss was recorded. Diet A Diet B Diet C 10 11 1 12 4 8 13 2 17 7 6 0 3 16 16 15 9 18 5 14 19
  • 26.
    Step 1: NullHypothesis 0 : There is no difference amoung the dietsH Step 2: Alternative Hypothesis : There is a difference between the dietsAH Step 3: Level of Significance Step 4: Test Statistic 2 2 12 3 1 1 1 R N N N n df k
  • 27.
    Step 5: Calculations Toperform the calculation, start by ranking the results. Diet A Rank Diet B Rank Diet C Rank 10 11 11 12 1 2 12 13 4 5 8 9 13 14 2 3 17 19 7 8 6 7 0 1 3 4 16 17 16 17 15 16 9 10 18 20 5 6 14 15 19 21 Notice that some data values have the same ranks. This is how you account for data
  • 28.
    values that arethe same. k = 3 n = 7 N = 21 Plug these values into the test statistic 2 2 2 2 2 2
  • 29.
    2 2 2 2 12 3 1 1 72 698912 3 21 1 21 21 1 7 7 7 12 740.571 680.143 1131.571 66 462 .025974 2552.285 66 66.293 66 0.2931 1 3 1 2 obs obs
  • 30.
  • 31.
    The critical valuecan be found using the Chi-Square table for freedom. 2 Step 6: Statistical Conclusion Since 2 2 0.05, 20.2931 5.9 reject the null hypothesis. Step 7: Experimental Conclusion The evidence does not support the claim that the there is a significant difference
  • 32.
    between the threediets at a level of significance of 0.05. 1 Walton-Fisette/Wuest: Foundations of Physical Education, Exercise, Science, And Sport, 20e Chapter 15 Future Professionals as Leaders and Advocates Chapter Overview Professionals in physical education, exercise science, and sport need to be leaders in their disciplines and advocates for change. Professionals are in a unique position to take an active role in responding to society’s needs and engaging its members in physical activity so that they can realize the powerful health benefits. Professionals have the responsibility to educate the public about the benefits of physical activity and fitness, and they must make a greater effort to disseminate a national message about the relationship between physical activity and health. Collaborative, committed leadership is essential in reducing physical inactivity and promoting a physically active lifestyle. Advocacy is an important responsibility of physical education, exercise science, and sport professionals. Advocates need a strong voice to clearly articulate the benefits of participation in quality physical education, exercise science, and sport programs. Professionals also need to work as agents for social change in reducing the health disparities and inequities experienced by individuals based on their gender, race, ethnicity, (dis)ability, sexual orientation, and socioeconomic
  • 33.
    status within thephysical education, exercise science, and sporting communities. Learning Objectives After reading this chapter, students should be able to accomplish the following: 1. Discuss the importance of leadership relative to lifespan participation in physical activity, fitness, physical education, and sport. 2. Describe how professionals can be leaders of physical activity, fitness, physical education, and sport. 3. Explain the importance of advocacy in a variety of physical activity settings. 4. Describe how professionals can be advocates of physical activity, fitness, physical education, and sport. 5. Identify current and future trends that professionals will encounter in relation to physical activity, fitness, physical education, and sport. Chapter Outline I. Leadership in Physical Activity A. Leadership in Physical Education and Youth Sport B. Advocacy II. Current and Future Trends Discussion Questions 1. How can professionals demonstrate leadership in promoting lifespan participation in physical activity and fitness? 2. How can physical educators, exercise scientists, and sport leaders advocate for their profession at the local, state, and national levels?
  • 34.
    3. What variousstrategies can be utilized to promote lifespan involvement of people of all ages, abilities, races and ethnicities, genders, and socioeconomic backgrounds? Self-Assessment Activities These activities are designed to help students determine if they have mastered the materials and competencies presented in this chapter. 1. Discuss the role of the physical educator, exercise scientist, and sport leader in the physical activity movement. Formulate a list of strategies and next steps on what individuals can do to “lead the parade.” 2. Discuss the importance of advocacy programs in the physical education, exercise science, and sport setting of your choice. What local organizations exist in your current community that offer health promotion programs? How would you work to organize these groups into a coalition to promote physical activity? 3. Develop a plan for the upcoming 2020s that provides specific suggestions for improving the disciplines of physical education, exercise science, and sport. Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education 1 Walton-Fisette/Wuest: Foundations of Physical Education, Exercise, Science, And Sport, 20e Chapter 14 Sport Careers
  • 35.
    Chapter Overview Sport hasdeveloped into a big business, creating a myriad of career opportunities for qualified individuals. Individuals interested in sport management may pursue careers as athletic directors, directors of intramurals and campus recreation, directors of corporate recreation, and sport facilities managers. Sports sales and sports marketing may be attractive careers to some individuals. Managerial opportunities are also available in professional organizations. The intensity of interest in sport in the American society, coupled with the growth of the communication media, has resulted in the expansion of career opportunities in the field of sport media. Individuals interested in this area can pursue careers in sport broadcasting, sportswriting, sport journalism, sport photography, sports information, and web development/social media. Talented individuals may elect to pursue careers as performers. Other sport-related careers that may be attractive to qualified individuals are sport officiating and sport law. Sport analytics is a growing career. Some professionals choose to use their skills to develop their own businesses. Individuals interested in these careers can use many strategies to enhance their professional marketability. Taking course work in supporting areas and gaining practical experience help individuals attain the position that they desire after graduation. Learning Objectives After reading this chapter, students should be able to accomplish the following:
  • 36.
    1. Identify opportunitiesfor professionals in sport management and entry-level positions in these careers. 2. Describe expanding career opportunities in sport media. 3. Describe career opportunities in performance and other sport- related careers. 4. Discuss how professionals can increase their professional marketability. Chapter Outline I. Sport Management II. Careers in Sport Management A. Athletic Administration B. Collegiate Recreation C. Corporate Recreation D. Sport Facilities Management E. Sport Retailing F. Sports Marketing G. Career Opportunities in Professional and Sport Organizations H. Sport Analytics III. Careers in Sport Media A. Sport Broadcasting B. Sportswriting and Journalism C. Sport Photography D. Sports Information E. Web Development and Social Media IV. Performance and Other Sport Careers A. Dance B. Professional Athletics C. Officiating D. Sport Law and Agency E. Entrepreneurship
  • 37.
    V. Increasing YourProfessional Marketability Discussion Questions 1. How have new technologies contributed to the development of sport and opportunities for viewing and promoting sport events? 2. Discuss the administration of athletic programs and collegiate recreation programs on your campus. What titles do the directors of these programs hold? How many participants are involved in these programs and what activities are offered? Do you have any suggestions for additional activities? 3. Within your institution, discuss opportunities for recreational sports—intramurals, clubs, and competitions. Who manages these programs? What are the guidelines governing participation? 4. Access the Institute for Diversity and Ethics in Sport ( https://www.tidesport.org/). Review the latest Race and Gender Report Cards. Discuss your findings relative to hiring practices and representation in different sport organizations. 5. Are eSports really sport? 6. Discuss each of the talking points identified in the social justice box in the text. In addition, what other issues related to social justice need to be addressed as they relate to careers in sport? What specific steps could you take to address issues related to social justice? 7. Discuss each of the trends identified in the current trends box in the text. What is one trend you see today in related to careers in sport that will impact you and/or your career path in the
  • 38.
    future? Self-Assessment Activities These activitiesare designed to help students determine if they have mastered the materials and competencies presented in this chapter. 1. Blogging is a popular way for professionals and fans to share news on what is happening in sports. Using one of the free blogging sites, create a blog on a specific theme or sport, adding at least four posts on your topic. Share your blog with other people in your class and invite them to comment. 2. If possible, interview individuals working in sport management positions. Ask each person to define his or her responsibilities and the skills that are the most helpful in the performance of the job. Determine the entry-level positions in this area. Ask each individual for suggestions about advancing to top-level managerial positions in the field. 3. Discuss the positive and negative aspects of pursuing a performance career. Since performance careers may be of short duration, how can individuals prepare for another career after the culmination of their performance career? Select one professional athlete in any sport and research his or her background. Trace the athlete’s career path, starting from their beginning interest in the sport to the current time. Be sure to include information about the athlete’s education. 4. Using the information provided in the Get Connected box, locate an article on a topic of interest related to sport management, sport media, dance, officiating, or athletics. Write a brief summary of the article, identifying five key points and what you have learned.
  • 39.
    5. Select agame to watch, either live or on TV. Use Twitter or another microblogging site to follow a game, sending out tweets to keep your classmates informed of the game’s action. Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education 3 Walton-Fisette/Wuest: Foundations of Physical Education, Exercise, Science, And Sport, 20e Chapter 13 Fitness- and Health-Related Careers Chapter Overview In the past decade, the contribution of physical activity to health has gained increased recognition. The opportunities for individuals desiring to pursue a career as a fitness or exercise specialist have increased tremendously. Career opportunities exist in preventative and rehabilitative exercise programs. Preventative exercise programs are conducted by corporations, community agencies, and commercial fitness clubs. Rehabilitative exercise programs are typically conducted in a hospital setting, but may be affiliated with corporate fitness programs or community agency programs. Opportunities for professionals to pursue health-related careers have also grown rapidly. Professionals possessing qualifications in athletic training may find employment working with athletic programs at the professional, collegiate, and, increasingly, secondary level. Employment opportunities also are available in sports medicine clinics, physical therapy clinics, and hospitals. Physical educators, exercise science, and sport leaders have also been successful in securing employment in health and weight management spas and clubs.
  • 40.
    The recognition thatparticipation in movement and physical activities has therapeutic and psychological benefits as well as physical benefits has stimulated the growth of therapy-related careers. These include careers as dance therapists, recreational therapists, and physical therapists. Kinesiotherapy and chiropractic are also potential careers for professionals willing to continue their studies. If one is seeking employment in fitness- and health-related careers, one can increase one’s marketability by becoming certified and taking additional course work in health, business, and psychology. Gaining as much practical experience as possible will also be an asset in securing employment. It appears that opportunities for qualified individuals in fitness- and health-related careers will continue to increase in the future. Learning Objectives After reading this chapter, students should be able to accomplish the following: 1. Discuss the responsibilities, opportunities, and preparation for professionals interested in working in a fitness- or health- related career. 2. Describe the opportunities available and preparation needed by professionals desiring to pursue a therapy-related career. 3. Discuss the various strategies that can be used to enhance one’s professional marketability in fitness-, health-, and therapy-related careers. Chapter Outline I. Fitness- and Exercise-Related Careers A. Worksite Wellness Programs
  • 41.
    B. Commercial andCommunity Fitness Programs C. Personal Trainers D. Health and Wellness Coaches E. Strength and Conditioning Professionals F. Rehabilitation Programs G. Career Preparation Preparation Certification Professional Organizations II. Health-Related Careers A. Athletic Training B. Health and Weight Management Clubs and Spas III. Therapy-Related Careers A. Dance/Movement Therapy B. Therapeutic Recreation/Recreation Therapy C. Kinesiotherapy D. Physical Therapy E. Chiropractic Care IV. Increasing Your Professional Marketability Discussion Questions 1. Fitness and health clubs have gained in popularity. However, more than one-third of health club members have a household income of more than $100,000 a year and the average income is over $80,000 a year. What can professionals do to reach more individuals whose income is less than the average and provide opportunities for them to be physically active? 2. Should health clubs be mandated to hire only certified fitness professionals? Explain your reasoning. If you believe that health clubs should hire only certified fitness professionals, from what organizations would you accept certifications and
  • 42.
    why? 3. Worksite wellnessprograms continue to grow, stimulated in part by the Affordable Care Act. Should employees be mandated to participate in these programs to reduce the burden of health care costs? Why or why not? 4. Discuss each of the talking points identified in the social justice box in the text. In addition, what other issues related to social justice need to be addressed as they relate to health and fitness-related careers? What specific steps could you take to address issues related to social justice? 5. Discuss each of the trends identified in the current trends box in the text. What is one trend you see today regarding health- and fitness-related careers that will impact you and/or your career path in the future? Self-Assessment Activities These activities are designed to help students determine if they have mastered the materials and competencies presented in this chapter. 1. Describe the responsibilities of a fitness or exercise specialist. If possible, interview a professional in this career regarding his or her responsibilities and qualifications. 2. Describe the various employment opportunities for a fitness or exercise professional. Search for jobs online; describe the positions that you found available and qualifications required for employment. 3. Using the information provided in the Get Connected box, read about one of the certification programs available through the American College of Sports Medicine, American Council on
  • 43.
    Exercise, National AthleticTrainers’ Association, or the National Strength and Conditioning Association. For the association you selected, investigate the certification programs, benefits offered to members, costs for certification and membership, and opportunities for continuing education. How could this certification be beneficial to you in your chosen career? 4. Using the information provided in the Get Connected box, locate new research, industry news, and position papers pertaining to health and fitness. Summarize your findings in a brief report. Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Nonparametric Test Chi-Square Test for Independence The test is used to determine whether two categorical variables are independent. Notation for the Chi-Square Test for Independence (Please note that the notation varies depending on the text) O represents the observed frequency of an outcome E represents the expected frequency of an outcome r represents the number of rows in the contingency table
  • 44.
    c represents thenumber of columns in the contingency table n represents the total number of trials Test Statistic 2 2 1 1 O E E df r c The Chi-Square test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis
  • 45.
    2. State thealternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example A university is interested to know if the choice of major has a relationship to gender. A random sample of 200 incoming freshmen students was taken (100 male and 100 female). There major and gender were recorded. The results are shown in the contingency table below. Major Female Male Math 5 15 Nursing 44 10 English 10 10
  • 46.
    Pre-Med 17 20 History4 5 Education 15 20 Undecided 5 20 To determine if there is a relationship between the gender of a freshmen student and thei declared major perform the hypothesis test (Use level of Step 1: Null Hypothesis 0 : Gender and Major of Freshmen students are independentH Step 2: Alternative Hypothesis : Gender and Major of Freshmen students are not independentAH Step 3: Level of Significance Step 4: Test Statistic
  • 47.
    2 2 1 1 O E E dfr c Step 5: Calculations There are several calculations for this test. We have to find the expected frequency for each cell in the contingency table. The expected frequency is the probability under the null hypothesis times the total frequency for the given row. Here the probability under the null hypothesis is .5, as the probability of being male and female is equal.
  • 48.
    Major Female Male Pre- 12.5 Knowcalculate the test statistic.
  • 49.
    2 2 2 2 22 2 2 2 2 2 2 2 2 2 2 2 2 5 10 15 10 44 27 10 27 10 10 27 27 10 10 10 10 17 18.5 20 18.5 10 10 18.5 18.5 4 4.5 5 4.5 15 17.5 20 17.5 4.5 4.5 17.5 17.5 5 12.5 20 12.5 12.5 12.5 2.5 2.5 10.7 10.7 0 0 .1216 obs
  • 50.
    obs obs O E E 2 .1216 .0556.0556 .357 .357 4.5 4.5
  • 51.
    The calculation fordegrees of freedom is as follows: 1 1 7 1 2 1 6 1 6 df r c df The critical value for the Chi-Square with 6 degrees of freedom at a level of significance s 12.592. This is found by using the Chi Square table. Step 6: Statistical Conclusion Since 2 2
  • 52.
    null hypothesis. Step 7:Experimental Conclusion There is sufficient evidence to indicate that gender has an effect on choice of major for the incoming freshmen. Mann-Whitney The Mann-Whitney test is a nonparametric version of the independent sample t-test. This study is used when there are two independent samples of ordinal scores. Test Statistic 1 1 1 1 2 1 2 2
  • 53.
    2 1 22 1 2 1 2 n n U n n R n n U n n R Notation: 1 2 1 2 number of scores in group 1
  • 54.
    n number ofscore in group 2 R sum of ranks for score in group 1 R sum of ranks for score in group 2 The Mann-Whitney test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example:
  • 55.
    Suppose there wasrace between an Antelope and a mountain lion. The Antelope won but you want to know if this could be extended to a general statement that Antelope will win in a race against a mountain lion. A random sample of 10 Antelopes and 10 mountain lions are put in a race. The order in which they finish is recorded. ( A for antelope and L for mountain lion) AALALLLAAALAALLAALLL Step 1: Null Hypothesis 0 : Probability of the Antelope winning is no different than the probalility of the mountain lion wining the race. H Step 2: Alternative Hypothesis : Probability of the Antelope winning is different than the probalility of the mountain lion wining the race.
  • 56.
    AH Step 3: Levelof Significance Step 4: Test Statistic 1 1 1 1 2 1 2 2 2 1 2 2 1 2 1 2 n n U n n R n n U n n R
  • 57.
    Step 5: Calculations Theresults are ranked according to the in order in which they finished the race. Rank A 1 A 2 L 3 A 4 L 5 L 6 L 7 A 8 A 9 A 10 L 11
  • 58.
    A 12 A 13 L14 L 15 A 16 A 17 L 18 L 19 L 20 Let the Antelope be sample one and the mountain lion be sample 2. 1 2 1 2 number of scores for the Antelopes n number of score for the mountain lions
  • 59.
    R sum ofranks for score for the Antelopes R sum of ranks for score for the mountain lions Find the sum of the ranks for each group. Antelope Mountain Lion 1 3 2 5 4 6 8 7 9 11 10 14 12 15 13 18
  • 60.
    16 19 17 20 Sum92 118 The number of for each animal is 10 because 10 antelopes and 10 mountain lions raced. Now plug the information into the test statistic 1 1 1 1 2 1 1 1 1
  • 61.
    2 2 2 12 2 2 2 2 1 2 10 10 1 10 10 92 2 100 55 92 63 1 2 10 10 1 10 10 118 2 100 55 118 37
  • 62.
    n n U nn R U U U n n U n n R U U U
  • 63.
    Find the criticalvalue for the test statistic. Use the appropriate U table found in the appendix of the textbook. Look for alpha to be 0.05 and then the number of scores for each category to be 10. Then you see the following critical values. 1, 2, 23 77 crit crit U U
  • 64.
    Step 6: StatisticalConclusion The statistical conclusion tells whether to reject or fail to reject the null hypothesis. The rejection rule is as follow. 1 2 If then reject the null hypothesis If then reject the null hypothesis crit crit U U U U then fail to reject the null hypothesis. Step 7: Experimental Conclusion
  • 65.
    Since we failedto reject the null hypothesis we can say that there is not significant evidence to support the claim that the probability of the antelope winning is any different than the probability of the mountain lion winning the race. Kruskal-Wallis Test The Kruskal-Wallis Test is a nonparametric version of the one- way ANOVA. This test however does not assume normality or homogeneity of variance. The test requires ordinal scaling of the dependent variable and must have at least 5 data values in each sample. Notation k number of sample or groups n number of data values in each group N number of data values in all samples combined R sum of the ranks for each sample
  • 66.
    Test Statistic 2 2 12 31 1 1 R N N N n df k The Kruskal-Wallis test is a hypothesis test. There are seven steps for a hypothesis
  • 67.
    test. 1. State thenull hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example A gym has decided to recommend a diet to their clients. They have narrowed down the choice to three and they want to test which diet is best. They have randomly selected 21 volunteers from the gym to participate in the diet. All the participants have similar health and body type as well as general exercise routine. The amount of weight loss was recorded. Diet A Diet B Diet C 10 11 1
  • 68.
    12 4 8 132 17 7 6 0 3 16 16 15 9 18 5 14 19 Step 1: Null Hypothesis 0 : There is no difference amoung the dietsH Step 2: Alternative Hypothesis : There is a difference between the dietsAH Step 3: Level of Significance Step 4: Test Statistic 2
  • 69.
    2 12 3 1 1 1 R N NN n df k Step 5: Calculations To perform the calculation, start by ranking the results. Diet A Rank Diet B Rank Diet C Rank 10 11 11 12 1 2 12 13 4 5 8 9
  • 70.
    13 14 23 17 19 7 8 6 7 0 1 3 4 16 17 16 17 15 16 9 10 18 20 5 6 14 15 19 21 Notice that some data values have the same ranks. This is how you account for data values that are the same. k = 3 n = 7 N = 21 Plug these values into the test statistic
  • 71.
    2 2 2 2 2 2 2 2 2 2 12 31 1 72 69 8912 3 21 1 21 21 1 7 7 7 12 740.571 680.143 1131.571 66
  • 72.
    462 .025974 2552.285 66 66.29366 0.2931 1 3 1 2 obs obs obs obs obs obs R N N N n df k
  • 73.
    The critical valuecan be found using the Chi-Square table for freedom. 2
  • 74.
    Step 6: StatisticalConclusion Since 2 2 reject the null hypothesis. Step 7: Experimental Conclusion The evidence does not support the claim that the there is a significant difference between the three diets at a level of significance of 0.05. Nonparametric Test Chi-Square Test for Independence The test is used to determine whether two categorical variables are independent. Notation for the Chi-Square Test for Independence (Please note that the notation varies depending on the text) O represents the observed frequency of an outcome
  • 75.
    E represents theexpected frequency of an outcome r represents the number of rows in the contingency table c represents the number of columns in the contingency table n represents the total number of trials Test Statistic 2 2 1 1 O E E df r c
  • 76.
    The Chi-Square testis a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example A university is interested to know if the choice of major has a relationship to gender. A random sample of 200 incoming freshmen students was taken (100 male and 100 female). There major and gender were recorded. The results are shown in the contingency table below. Major Female Male Math 5 15
  • 77.
    Nursing 44 10 English10 10 Pre-Med 17 20 History 4 5 Education 15 20 Undecided 5 20 To determine if there is a relationship between the gender of a freshmen student and thei declared major perform the hypothesis test (Use level of Step 1: Null Hypothesis 0 : Gender and Major of Freshmen students are independentH Step 2: Alternative Hypothesis : Gender and Major of Freshmen students are not independentAH Step 3: Level of Significance Step 4: Test Statistic
  • 78.
    2 2 1 1 O E E dfr c Step 5: Calculations There are several calculations for this test. We have to find the expected frequency for each cell in the contingency table. The expected frequency is the probability under the null hypothesis times the total frequency for the given row. Here the probability under
  • 79.
    the null hypothesisis .5, as the probability of being male and female is equal. Major Female Male Pre- Know calculate the test statistic.
  • 80.
    2 2 2 2 22 2 2 2 2 2 2 2 2 2 2 2 2 5 10 15 10 44 27 10 27 10 10 27 27 10 10 10 10 17 18.5 20 18.5 10 10 18.5 18.5 4 4.5 5 4.5 15 17.5 20 17.5 4.5 4.5 17.5 17.5 5 12.5 20 12.5 12.5 12.5
  • 81.
    2.5 2.5 10.710.7 0 0 .1216 obs obs obs O E E
  • 82.
    2 .1216 .0556 .0556.357 .357 4.5 4.5 The calculation for degrees of freedom is as follows: 1 1 7 1 2 1 6 1 6 df r c df The critical value for the Chi-Square with 6 degrees of freedom at a level of significance by using the Chi Square table.
  • 83.
    Step 6: StatisticalConclusion Since 2 2 null hypothesis. Step 7: Experimental Conclusion There is sufficient evidence to indicate that gender has an effect on choice of major for the incoming freshmen. Mann-Whitney The Mann-Whitney test is a nonparametric version of the independent sample t-test. This study is used when there are two independent samples of ordinal scores. Test Statistic 1 1
  • 84.
    1 1 21 2 2 2 1 2 2 1 2 1 2 n n U n n R n n U n n R Notation: 1 2 1
  • 85.
    2 number of scoresin group 1 n number of score in group 2 R sum of ranks for score in group 1 R sum of ranks for score in group 2 The Mann-Whitney test is a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion
  • 86.
    7. Experimental Conclusion Example: Supposethere was race between an Antelope and a mountain lion. The Antelope won but you want to know if this could be extended to a general statement that Antelope will win in a race against a mountain lion. A random sample of 10 Antelopes and 10 mountain lions are put in a race. The order in which they finish is recorded. ( A for antelope and L for mountain lion) AALALLLAAALAALLAALLL Step 1: Null Hypothesis 0 : Probability of the Antelope winning is no different than the probalility of the mountain lion wining the race. H Step 2: Alternative Hypothesis : Probability of the Antelope winning is different than the
  • 87.
    probalility of the mountainlion wining the race. AH Step 3: Level of Significance Step 4: Test Statistic 1 1 1 1 2 1 2 2 2 1 2 2 1 2 1 2 n n U n n R
  • 88.
    n n U nn R Step 5: Calculations The results are ranked according to the in order in which they finished the race. Rank A 1 A 2 L 3 A 4 L 5 L 6 L 7 A 8 A 9
  • 89.
    A 10 L 11 A12 A 13 L 14 L 15 A 16 A 17 L 18 L 19 L 20 Let the Antelope be sample one and the mountain lion be sample 2. 1 2 1 2
  • 90.
    number of scoresfor the Antelopes n number of score for the mountain lions R sum of ranks for score for the Antelopes R sum of ranks for score for the mountain lions Find the sum of the ranks for each group. Antelope Mountain Lion 1 3 2 5 4 6 8 7 9 11 10 14
  • 91.
    12 15 13 18 1619 17 20 Sum 92 118 The number of for each animal is 10 because 10 antelopes and 10 mountain lions raced. Now plug the information into the test statistic 1 1 1 1 2 1 1
  • 92.
    1 1 2 2 2 12 2 2 2 2 1 2 10 10 1 10 10 92 2 100 55 92 63 1 2 10 10 1 10 10 118 2
  • 93.
    100 55 118 37 nn U n n R U U U n n U n n R U U U
  • 94.
    Find the criticalvalue for the test statistic. Use the appropriate U table found in the appendix of the textbook. Look for alpha to be 0.05 and then the number of scores for each category to be 10. Then you see the following critical values. 1, 2, 23 77 crit crit U U
  • 95.
    Step 6: StatisticalConclusion The statistical conclusion tells whether to reject or fail to reject the null hypothesis. The rejection rule is as follow. 1 2 If then reject the null hypothesis If then reject the null hypothesis crit crit U U U U
  • 96.
    then fail toreject the null hypothesis. Step 7: Experimental Conclusion Since we failed to reject the null hypothesis we can say that there is not significant evidence to support the claim that the probability of the antelope winning is any different than the probability of the mountain lion winning the race. Kruskal-Wallis Test The Kruskal-Wallis Test is a nonparametric version of the one- way ANOVA. This test however does not assume normality or homogeneity of variance. The test requires ordinal scaling of the dependent variable and must have at least 5 data values in each sample. Notation k number of sample or groups n number of data values in each group
  • 97.
    N number ofdata values in all samples combined R sum of the ranks for each sample Test Statistic 2 2 12 3 1 1 1 R N N N n df k
  • 98.
    The Kruskal-Wallis testis a hypothesis test. There are seven steps for a hypothesis test. 1. State the null hypothesis 2. State the alternative hypothesis 3. State the level of significance 4. State the test statistic 5. Calculate 6. Statistical Conclusion 7. Experimental Conclusion Example A gym has decided to recommend a diet to their clients. They have narrowed down the choice to three and they want to test which diet is best. They have randomly selected 21 volunteers from the gym to participate in the diet. All the participants have similar health and body type as well as general exercise routine. The amount of weight loss was recorded.
  • 99.
    Diet A DietB Diet C 10 11 1 12 4 8 13 2 17 7 6 0 3 16 16 15 9 18 5 14 19 Step 1: Null Hypothesis 0 : There is no difference amoung the dietsH Step 2: Alternative Hypothesis : There is a difference between the dietsAH Step 3: Level of Significance Step 4: Test Statistic
  • 100.
    2 2 12 3 1 1 1 R N NN n df k Step 5: Calculations To perform the calculation, start by ranking the results. Diet A Rank Diet B Rank Diet C Rank
  • 101.
    10 11 1112 1 2 12 13 4 5 8 9 13 14 2 3 17 19 7 8 6 7 0 1 3 4 16 17 16 17 15 16 9 10 18 20 5 6 14 15 19 21 Notice that some data values have the same ranks. This is how you account for data values that are the same. k = 3 n = 7 N = 21 Plug these values into the test statistic
  • 102.
    2 2 2 2 2 2 2 2 2 2 12 31 1 72 69 8912 3 21 1 21 21 1 7 7 7
  • 103.
    12 740.571 680.143 1131.57166 462 .025974 2552.285 66 66.293 66 0.2931 1 3 1 2 obs obs obs obs obs obs R N N N n df k
  • 104.
    The critical valuecan be found using the Chi-Square table for d 2 degrees of
  • 105.
    freedom. 2 Step 6: StatisticalConclusion Since 2 2 reject the null hypothesis. Step 7: Experimental Conclusion The evidence does not support the claim that the there is a significant difference between the three diets at a level of significance of 0.05.