The purpose of this study was to investigate the effect of a movement education, problem solving approach to teaching gymnastics as compared to the traditional, teacher-directed approach, on the movement concept of college women. Subjects were forty-eight college women enrolled in two beginning gymnastics classes. The Q-sort technique was used in the recording and measuring of the Doudlah Movement Concept Test. The test was administered prior to the first instructional class and again at the completion of eleven weeks of course work. Individual correlation coefficients between real-self and ideal-self were calculated by means of a nomograph. These were treated as scores in the manipulation of the data, as were the correlation coefficients between initial and final real-self and ideal-self sorts
