Survey of intramural athletics in selected Illinois high schools with an enrollment of five hundred to fifteen hundred

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This thesis, having been approved by the special Faculty Committee, is accepted by the Graduate School o f the University o f Wyoming, in partial fu lfillm en t of the requirements fo r the degree o/---MjLster _of_Arts_ ______ _____ Dean of the Graduate School.

nqtr July 25, 1951

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SURVEY OF INTRAMURAL ATHLETICS IN SELECTED ILLINOIS HIGH SCHOOLS WITH AN ENROLLMENT OF FIVE HUNDRED TO FIFTEEN HUNDRED

by Fred Stanton

A Thesis Submitted to the Department of Physical Education and the Graduate School of the University of Wyoming in Partial Fulfillment of Requirements for the Degree of Master of Arts

University of Wyoming Laramie} "Wyoming August, 19^1

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UMI Number: EP24870

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hebard room ' V. ■ 1TABLE CF CONTENTS

CHAPTER I.

INTRODUCTION THE PROBLEM

........................................ ......................................

Statement of the problem

......................

Importance of the study ........................ Procedure in securing data DEFINITION OF TERMS

....................

..............................

Secondary education ............................ Physical education

............................

Intramurals .................................... Interscholastic athletics ...................... The intramural director ........................ II.

HISTORICAL BACKGROUND AND OBJECTIVES ................ THE STAGES OF DEVELOPMENT OF INTRAMURALS .......... The beginning .................................. State of demand ................................ Student organization stage

....................

Stage of solicitation .......................... Personal welfare stage

. ......................

OBJECTIVES OF I N T R A M J R A L 5 ........................ Health

........................................

Leisure time and recreation .................... Social contacts, fair play and citizenship. . . .

ii

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Development of interests and. s k i l l s ..............

lk

Integration with the physical education and the

III.

interschool p r o g r a m ..........................

1h

REVIEW OF RELATED LITERATURE..........................

15

Intramural versus interscholasticathletics Intramural director . . . . . .

..............

Student intramural council

. .

1$ 17

...

18

................

19

Equipment........................................

21

A w a r d s ..........................................

22

Reasons pupils participate in intrainurals........

23

Values gained by participants fromintramurals. . .

23

A c t i v i t i e s ......................................

2h

Selection of t e a m s ..............................

26

Eligibility for intramural competition

..........

26

....................

27

Officials........................................

27

Financing the intramural program

Time for scheduling games .

IV.

....

ORGANIZATION OF.THE INTRAMURAL PROGRAM IN SOME OF THE ILLINOIS SECONDARY 5 C H 0 0 I S ......................

29

Intramural director ..............................

29

Student intramural counci].........................

31

Financing the intramural program

31

................

Equipment ...............

33

A w a r d s ..........................................

311-

Reasons students participate in intramurals . . . .

35

iii

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V.

SELECTED

Values gained by participants fromintramurals. . .

37

A c t i v i t i e s ......................................

37

Quiet games

................................

1*1

Selection of t e a m s ....... .. ................. ..

1*2

Eligibility for intramuralc o m p e t i t i o n ...........

1*3

Time for scheduling g a m e s ........................

1*1*

Officials........................................

1*5

SUMMARY, CONCLUSIONS ANDRECOMMENDATIONS..............

1*8

S U M M A R Y ............................................

1*8

C O N C L U S I O N S ........................................

51

RECOMMENDATIONS....................................

£1*

REFERENCES .....................................

55

A P P E N D I X ..................................................

iv

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58

LIST OF TABIES

PAGE

TABLE I.

Supervisors of Intramural P r o g r a m ...................

30

II.

Q u e s t i o n s ...........................................

30

Intramural Council

.............................

32

Methods of Financing Intramurals .....................

33

Equipment

...................................

3b

A w a r d s ...............................................

36

III. IV. V. VI. VII.

Reasons Given by Boys For Participating in Intramural S p o r t s ............................................

37

VIII.

Values Gained by Participants FromIntramurals ........

38

IX.

Activities...........................................

h0

X.

Questions of directors................................

ill

XI.

Quiet or Informal G a m e s .............................

1+2

XII.

Selection of T e a m s ...................................

b3

XIII.

Eligibility for Intramural Competition ...............

UU

XIV.

Time of I n t r a m u r a l s ..................................

b%

XV.

Officials for I n t r a m u r a l s ............................

U7

v

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CHAPTER I

INTRODUCTION

Intramural athletics, along with many other activities, have long been a part of the school program known as the extracurricular activities. If these activities are educationally worthwhile, they merit a position of equality in the school program with those activities which are tradi­ tionally accepted in the curriculum. If more attention is to be given to the non-varsity participant, it is of the utmost importance that the physical education teacher be equip­ ped to present an adequate program for both the varsity and the intra­ mural athlete.

It is the duty of the physical education teacher in the

secondary school to have in his program those athletic events for the students who do not take part in the interscholastic sports.

The adminis­

tration must be made to realize the needs of the non-varsity athlete and how these needs may be met through the organization of intramural activi­ ties.

THE PROBLEM

Statement of the problem.

The purpose of this study is (l) to sur­

vey the intramural programs of selected high schools in the state of Il­ linois j (2) to determine the most common practices in the programs from the point of view of both the intramural directors and the participants$ (3) to summarize the historical development and objectives of intramurals in schoolsj and (k) to make recommendations for organizing an intramural

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2

program adaptable to an average-sized high school.

Importance of the study. Physical education is a required subject in the state of Illinois.

One of the chief means of fulfilling the

objectives of the physical education program is through intramural ac­ tivities, for this program gives all students the opportunity to parti­ cipate in a great variety of activities. Ihen one is organizing an intramural program, he may investigate the practices of other schools.

Perhaps the most common policies are

not the best, but they have actual experience behind them, have estab­ lished a precedent, and therefore might be worth studying.

The most de­

sirable practices and those most worthy of pursuit may be determined from a survey of the programs in operation in the secondary schools. The practices in use may be valuable in organizing a uniform program throughout the secondary schools of the state or in assisting a new intramural director in organizing a program.

Procedure in securing data.

The data for the present study were

secured from questionnaires sent to fifty-seven secondary schools in the state of Illinois.

The schools to which questionnaires were mailed were

located in every section of the state with the exception of the city of Chicago.

The schools had enrollments between five hundred and fifteen

hundredj the average enrollment was about seven hundred with the majority ranging from five hundred to seven hundred fifty. Of the forty replies received from the fifty-seven questionnaires, two were eliminated for they had no intramural program, and thirty-eight were considered in the final analysis.

The present study was prepared

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after a careful review of the questionnaire returns and related litera­ ture.

DEFINITION OF TERMS USED The following definitions were taken from recognized authorities in the field of physical education. Secondary education, Douglass'1- defines, as that period in which the emphasis is shifted from the study of the simpler tools of learning and literacy to the use of these tools in acquiring knowledge, interests, skills, and appreciations in the various major fields of human life and thought. Physical education is defined by Williams and Brownell11 as those activities of the physical education department of the school whose pur­ poses are to teach every child how to play, how to use leisure time ef­ fectively and enjoyably, and how to develop his physical abilities. Intramurals is a means of broadening the physical education activity program so that everyone has the opportunity to participate in the acti­ vities sponsored by the department of physical and health education. Intramurals, according to Lindwall,

3

fundamentally means that a new

^Harl R. Douglass, Secondary Education For Youth In Modern America, A Report to the American Youth Commission of the American Council on Edu­ cation. American Council On Education, Washington, D. C., 1937? p. 2. 2«J. F. Williams and C. L. Brownell, The Administration of Health and Physical Education. Philadelphia: W. B. Saunders Company, 19U8, pp. 3>9-

.

60

% . E. Lindwall, Intramural Activities. Manitowoc, Wisconsin: De­ partment of Physical and Health Education, Manitowoc Public Schools, 1938, p. 7.

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k educational philosophy has adopted free athletics and other activities from an aristocratic set-up where only a few have had the chance for "education through the physical." Interscholastic athletics will be the term used to denote coordi­ nated team, activities on an interschool basis in agreement with Thom­ sen' s^ definition.

This may be abbreviated at times to athletics but

the connotation is the same. The intramural director, Mitchell^ states, is the one responsible for the entire program, responsible from the aspect of the activities chosen and promoted as well as the efficient conducting of the program. He must be an executive in a sense that many of the duties must be sub­ let, and his success depends to no small extent upon the wise choosing of subordinates.

^Robert R. Thomsen, The Administration of Physical Education and Athletics in Wyoming High Schools, (unpublished Master's thesis, The University of Wyoming, Laramie, Wyoming, 1950), pp. U-5« ^E. D. Mitchell, Intramural Athletics. Company, 1937, p. 20.

New York:

A. S. Barnes and

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CHAPTER II

HISTORICAL BACKGROUND AND OBJECTIVES

Up to the nineteen twenties, the development of intramural sports was of a hit-or-miss nature.

This manner of growth was due in general

to the fact that both the more prominent departments of physical exer­ cise, physical education, and varsity athletics were so concerned with their own needs that the athletic needs of the great mass of students were almost entirely neglected. The physical education department of earlier days fostered a strict ly formal gymnastic program.

As a result, the first athletic programs

grew independently under student and alumni control and then narrowed down to a varsity program in which the aim of winning was considered paramount, and all the available revenues, facilities, and leadership were centered pn the specialized teams.

Intramural athletics grew up,

consequently, as a neglected orphan, uncared for by either the physical education or varsity athletic departments. its growth lacked system or plan.

The natural result was that

Certain definite stages or trends

stand out, however, and these determined the background of the presentday movement.

These were the beginning stage, stage of demand, student

organization stage, stage of solicitation, and the personal welfare stage.

THE STAGES OF DEVELOPMENT OF INTRAMURAIS

The beginning.

The beginning of athletics was of intramural nature

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Intramural athletics appeared in schools long before anyone even thought of physical education and interscholastic athletics.

The desire to play

is universal, and some form of it has always existed.

The beginning of

intramural athletics can undoubtedly be traced to the informal sports and games in which students participated during their leisure time. Students associated themselves together in clubs, somewhat in the manner that sports' clubs existed in English universities. early sixties.

This was in the

Indeed, the English influence at that time was so strong

that almost all the sports introduced were borrowed outright from the English setting, and it was only gradually that these sports changed and assumed their peculiarly American characteristics.

In the American

schools, however, these student groups soon forsook their original aims and began to expend all their energy in developing specialized teams to represent the student body in outside competition with other athletic groups, schools, or cities, as the case happened to be. The early origin of intramural sports in America was discussed by £ Voltmer and Esslinger

in the following paragraph:

There is ample evidence that boys participated in intramural . sports in our early American schools despite the obstacles in the form of hostile teachers and the Puritan philosophy of the sin­ fulness and foolishness of play. As educational institutions multiplied and the school population increased, informal play ac­ tivities among students expanded. The haphazard nature of these activities gradually gave way to better organizations. Competi­ tion was organized between the societies, fraternities, dormitories, and classes. In 18|?9, the Yale undergraduate body was divided into twelve intramural boating clubs of twenty men each. The contest

^Edward F. Voltmer and Arthur A. Esslinger, The Organization and Administration of Physical Education. New York: F. S. Crofts & C o ., 1938, p. 233.

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continued for nine years before giving way to a system of inter­ class crews. Baseball was organized as an intramural sport at Princeton in 1861;. Field days for track and field sports were conducted on an intramural basis at Yale and Princeton about this time.

State of demand.

From the intramural standpoint, college athletic

records for many years showed only desultory competition between sopho­ more and freshmen classes. be evidenced.

Gradually, however, signs of unrest began to

The natural desire for sports and competition, ■which is

strong in the normal youth, sought expression in impromptu challenge games on the part of students who were not skilled enough to make the first team.

There was no central organization to promote sports for the

great mass of the student body, but students of their own accord began to rally around a unit.

Although this unit at first was a very loose

one it later became definite, centering about not only the freshmen and sophomore affairs but also self-organized competitions in which all four classes were included.

When this movement became of sufficient volume, a

second stage was reached.

Student organization stage. Class committees were formed to plan these competitions, and the whole proceedings were placed on a more pre­ meditated basis leading to championships.

This was an advance over the

earlier practice wherein the challenge between two teams was the limit of the competition.

Classes began to elect managers to take care of the

details in connection with organizing teams for the class leagues. Fraternity associations still existed in some institutions and were not always friendly to the idea of relinquishing their own authority when intramural departments were inaugurated to handle the activities of the

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whole school.

This stage showed the beginning of a movement for centrali­

zation. As the intramural program developed, students looked beyond the con­ fines of their institutions for competition.

It is an interesting fact

that interschool athletics arose from intramural sports.

Yet the develop­

ment of interschool athletics had no deleterious effect on intramurals. The students continued to play among themselves with no faculty guidance or interference.

The fact that these activities continued with unabated

interest in the face of the bitter interschool rivalries is ample testi­ mony to the vitality of intramural athletics.

Those students who were

not good enough to represent their school against other schools expressed their natural desire for play and competition against their fellow stu­ dents,

Intramural athletics, discovered by students, continued to ex­

pand and develop.

Stage of solicitation.

The success of the playgrounds in handling

teams on a large scale, the increasing interest of the public in all forms of athletic sports, the importance ascribed to athletics in the training camps during the war, and the correspondingly great strides that were made in developing mass athletic programs were bound to react upon the public school and college authorities.

It has been from 1918 on

that the great boom in intramural work has come.

Colleges all over the

country have been instituting intramural programs, and the secondary schools followed suit. This new impetus brought the intramural departments face to face with the problem of encouraging all students alike to participate.

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There

9

•was now an interest in reaching those

#10

yet who needed active recreation the most.

were least apt to exercise and Many new units such as home­

rooms , classes, and fraternities were formed so that there would be a chance for more teams and leagues.

Many new sports were featured, there­

by offering an inducement to all players no matter how diversified their interests happened to be.

Attractive prizes and awards were offered to

add to the interest in the leagues.

All-year point systems, both group

and individual, produced a general interest in all sports instead of a few.

Graded systems of student managers were built up in order to ob­

tain the assistance necessary to carry on this increase of work. changes created the need for increased facilities.

These

This need was met by

the great expansion of athletic plants which is under way at the present time.

Although many of the expansion programs have been conducted by

the varsity athletic authorities, much of their backing has been secured on the plea of increased possibilities for intramural participation.

Personal welfare stage.

This stage emphasized quantity but went a step

further by considering the quality of the work and the benefits that could be obtained for each individual.

Those in control considered it a mis­

take to induce men into certain types of athletics unless they had proper physical examinations and training.

Many of the intramural departments

of today have either eliminated the more vigorous sports or have placed them under very rigid control. A number of schools have introduced methods of supervising the train­ ing of the intramural players.

An experiment that proved successful,

according to Mitchell^, at the University of Michigan, was the appointment

?E. D. Mitchell, Intramural Athletics. New York: Company, 1937, p. 7.

A. S. Barnes and

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10

of a part-time intramural trainer.

Since he assumed his duties, no stu­

dent might go into cross-country, long distance running, boxing, or ■wrestling unless he had trained for a specified period and had a medical examination to make certain that he was physically fit to compete.

When

these requirements were met, the men were judged fit to engage in regular intramural competition. Another move towards closer supervision, Mitchell® stated, was the attempt that some schools were making to give instruction in the technique of sports to all intramural candidates.

Previously, this instruction was

considered necessary for varsity men only, and intramural organizations were forced to depend upon the coaching help that could come from the captain or from some other individual possessing more than average ex­ perience. Another trend which testified to the new interest in the individual's welfare was the attention given to sports that have a carry-over interest for the individual.

This trend meant that the intramural departments

must provide facilities for sports such as tennis, swimming, squash, handball, skating, skiing, horseshoe pitching, and similar individual activities.

It also meant that the departments now recognized that im­

promptu play, in which students engaged when the necessary facilities were provided, was just as important a feature of an intramural program as was organized competition. Such a policy was a distinct departure from the traditional intra­ mural program which fostered the organized competitive type of sport

®Ibid., p. 8.

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11

solely, and the widening of the scope of activities accounted for the changes in the title of many from Intramural Athletics to Intramural Sports, Intramural Athletics and Recreation, or Intramural Activities. The sports that could easily be organized into competitive leagues or tournaments were the ones that had the best carry-over values for the average individual.

Schools previously had stressed group and team ac­

tivities at the sacrifice of individual pursuits.

The criticism of this

practice was that individuals were incapable of continuing the sport when the team disbands, for their own speciality was largely useless with­ out the team as a whole.

It was desirable to teach both types of sports

in proper proportion, for while the team games carried certain educational values that each student should gain, still it was the individual game that would provide his recreation when his school days were over.

As

an adult, the group spirit he had acquired with the team would be con­ tinued in his relations with his business or professional associates, and the joy of activity for itself that he would have gained from his individual play would seek expression in active recreations apart from his work. All these newer developments in intramural athletics were in keep­ ing with the highest ideals and objectives of physical education proper, and a closer relationship between these two departments was being evidenced every day.

The consideration of intramural athletics in its proper rela­

tion to physical education reached the stage where personal welfare was the prime consideration in the intramural program.

To what end the intra­

mural program was of benefit in preparing students for active participa­ tion in life activities has frequently been studied so that most intramurals

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12

now include those elements that have the greatest carrj'-over value for future living.

OBJECTIVES OF INTRAMURALS

In order for any program to be successful a clear statement of ob­ jectives is essential.

From various sources the following five objectives

have been selected as those most often stressed: Health.

The intramural program must contribute to the physical

health of the individual.

Waske? listed the following as objectives of

intramurals:

To develop the participant physically. To develop the general health and vitality of the individual stu­ dent of the school, as follows, (a) to prevent illness during ado­ lescence by eliminating the waste materials which develop as a result of rapid growth, (b) to provide a large amount of oxygen through muscular activity, (c) to provide sufficient exercise to enable the heart, lungs, and other vital organs to develop normally and efficiently? To develop big muscles of the body through exercises which em­ phasize walking, running, jumping, swimming, throwing, climbing, lifting, pulling, pushing, and striking as follows, to provide for the development of all of the bodily organs through appropriate exercises involving the muscular activities noted: To develop the endurance of the individual. Endurance is perhaps more important in modern life than great physical strength. This was to be provided through sports.

Leisure time and recreation.

Jordan^ stated that the intramural

program was the means by which schools were trying to meet the demand

'’Paul R. TSaske, "Some Objectives of Intramurals," The Journal of Health and Physical Education, 10:86, February 1939• lO'Eifimet Jordan, The Development of Criteria for Judging Physical Edu­ cation Programs, (unpublished Master's thesis, Southern Methodist Uni­ versity, Dallas, Texas, 191*6, p. 18.)

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13 of people to be taught how to play and to participate in athletics as well as to support and attend athletic events as spectators.

Furthermore,

intramurals met the present-day demand for physical ability and skill that can be useful for the constructive enjoyment of leisure.

Social contacts, fair play and citizenship. Means'*"*" believed that intramurals added an opportunity to make social contacts and develop friend­ ship which could not be readily developed in the classroom, and an op­ portunity to develop group spirit and the sense of belonging to a group. He believed that social relations and attitudes could be developed through intramural participation by upholding high standards of sportsman­ ship, fair dealing with all individuals and groups, and providing many opportunities fo r leadership and cooperation. Washke

12

stated that participation in intramural athletic sports

had socializing values which were always fully recognized by school people. It was generally recognized that the varsity athlete develops a companion­ ship with his fellow teammates and perhaps with his opponents in rival schools, but the number participating in the socializing experience was comparatively small.

The intramural player, however, engaged in many

sports, participated in various contests, and established friendships with a larger number of fellow players and opponents in his own school. In intramural sports the establishment of cordial social relations among

-^Louis E. Means, The Organization and Administration of Intramural Sports. St. Louis: C. V. Mosby Company, 19 b 9 } pp. 25-6. 12paul R. Washke, "The Socializing Effect of Intramural Athletics," School of Education Bulletin, Ann Harbor, Michigan: University of Michi­ gan, March 1933, p.

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opponents, officials, and the few interested spectators was practically inevitable. Most school administrators would do well to make .greater use of their play facilities for promoting intramural sports as an aid in attaining the social objectives in education.

If people play together, they will

doubtless be better able to work and live together, in and out of school.

Development of interests and skills.

If students are introduced to

a good variety of sports, which would be given in an intramural program, they may be able to find a special interest in some particular activity. Ihen a person has developed some skill in a sport, he will enjoy it more, for the joy of participation is proportional to the skill one acquires.

Integration with the physical education and the interschool program. There should be no conflict between the programs. part of the same program. tary to the other.

In fact they are a

Each group of activities should be complemen­

Each has a place in the school program; each may be

defended educationally and each offers opportunities not necessarily possessed by the other.

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CHAPTER III

REVIEW OF RELATED LITERATURE

This survey was concerned with the intramural programs in selected secondary schools in the state of Illinois.

The writer was unable to

find any information concerning the subject in the Illinois schools. However, writers in the field of physical education have devoted much attention to the intramural programs in secondary schools.

Their points

of view upon the various phases of the intramural program that were covered in the survey are summarized on the following pages. 13

Intramural versus interscholastic athletics. Forsythe ^ was of the opinion that there should be no conflict between properly conducted pro­ grams of intramural and interschool athletics; in fact, they both were a part of the same program.

He felt that each group of activities should be

complementary to the other, with each having a place in the school program.

Forsythe"^ went on to say that:

Intramural activities formed the basis of all athletics. All students should have the opportunity to compete regardless of their degree of skill. They have an inherent desire to play or to attain self-expression through intramural games. As part of the physical education program of a school, intramurals should receive the major attention of those in charge of the department. Primarily,

13

Charles E. Forsythe, The Administration of High School Athletics. New York: Prentice-Hall, Inc., l!?l+8, p. 3'i+J 7. ^ I b i d ., p. 3U8.

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16

intramural competition was for the contestants themselves. Of course, this purpose also was the major objective of interschool athletic competition; yet there were school, student, spectator and community interests that must be given consideration as well. The intramural program should be set up so that the boys may play the games in which they are interested individually. They also should have the opportunity to learn new games and, as a result of having learned them, to acquire new skills and new interests.

That athletics represented the peak of the physical education pyra­ mid was advocated by Millard.^

His opinion was based on the belief

that:

1. The poor and mediocre athlete expressed himself in intra­ mural sports. 2. The division of students into groups of approximately equal ability,was endorsed by educators. 3. There were more educational values to be derived when the skilled athletes and the poor and mediocre athletes competed against opponents of equal ability. k. The greatest good for the greatest number should be the athletic ideal, and it could be realized by a comprehensive, in­ tegrated physic al education program, including the required, in­ tramural, and interschool activities. 3. Each of these phases of the total program should aid and supplement the others. 6. The interschool program serves as an incentive to the required and intramural programs. 7. Intramural athletics must not be conducted as a training ground for varsity athletics.

The view that intramural and interscholastic athletics need not necessarily conflict was held by Brammell.

1&

That is as it should be if there

is any conflict between the two because, when only one program is possible

^ C . V. Millard, The Organization and Administration of Extra­ curricular Activities. New York: A. S." -^arnes & Co., 19377 P« W l^Rov Brammell, "Intramural and Interscholastic Athletics," United Stated Department of the Interior Bulletin No. 17, Monograph No. 27, 1932, p. 10.

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in a. school, it should be the one which reaches the greater number of

students.

In virtually all instances, however, it should be possible

for both intramurals and. interscholastic athletics to be included in the general program. Brammell reasoned as follows:

There is no necessity that intramural athletics be carried on in conjunction with interscholastic athletics; neither is it true that both types of athletic activity cannot prosper within a single school. The purposes of each, however, are distinct, although they should both contribute to the larger objective of pupil recreation and health. Intramural athletics are organized specifically for the purpose of extending the opportunity and the delight of partici­ pation in sports to all pupils within the school. Intramural athle­ tics, rightly conceived, are directed for the benefit of the stu­ dent body as such, impartially and completely.17

Intramural director.

Hartley D. Price

”1P

believed that the selection

of the intramural director who was to be responsible for the success of the secondary school intramural program was of the utmost importance. He felt that the director should be a capable administrator, who should have full responsibility for the entire program., and in addition to the selection, promotion, and supervision cf activities, he should correlate and integrate his program with that of the entire school. In larger secondary schools the selection of the intramural direc­ tor was more simple than in smaller ones because of the larger number of physical education instructors and coaches.

Ibid., p.

11

Usually one man was selected

.

^Hartley I). Price, The Organization and Administration of the Program of Intramural Sports and Recreation for High School. Spring­ field, Illinois: Health and Physical Education Department, Office of Superintendent of Public Instruction, 19^9 j p. 3.

«

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as intramural director and to him was assigned the responsibility for the entire program.

In some instances, various coaches of seasonal sports

were assigned to intramural duties at different times.

The assignment

was usually during a relatively inactive period of coaching.

Other

faculty members who were interested and capable might help in formulating and directing a well-rounded program. In smaller secondary schools, the selection of the intramural di­ rector was more difficult because of the smaller number of specialized physical education instructors and coaches.

Probably the majority of

secondary schools in the state of Illinois had either one or two instructors in the boy's physical education department, and in many instances they were coaches.

Hence, the coach who was expected to produce a winning

interscholastic team could hardly be expected to devote the time and ef­ fort for a successful intramural program.

In small secondary schools,

the athletic coach might be the only person trained in intramural acti­ vities.

The program, then, should be planned and organized by him, but

capable and interested faculty members should undertake the detailed responsibilities.

Student intramural council. Many schools still continued the democratic-sounding policy, suggested by M e a n s , o f giving students full control of intramurals.

This is particularly true of girls’ and

women's programs throughout the nation.

For the boys' and men's pro­

gram it has appeared best to centralize authority in the hands of a

l^Louis E. Means, The Organization and Administration of Intramural Sports. St. Louis: C. V. Mosby Company, 19b9, p. 33.

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19

director assisted by an intramural board and working closely with a stu­ dent intramural council.

According to Means,^0 it, has been proved that

student self-government was better appreciated and much more successful, year in and year out, when carefully guided by a director who was wise enough to utilize student assitance and cooperation to the limit. William B u n n ^ described his intramural board or student intramural 4 council as one made up of one representative from each homeroom.

He

defined their duties as:

1. To take the responsibility for all publicity in the home­ rooms . 2. To promote and organize teams in the homerooms. 3. To work after school helping to officiate and to keep records up to date. k. To determine all policies of the program.

Financing the intramural program.

That school administrators and

boards of education will probably realize more actual benefits to pupils per dollar invested in a well-planned and well-directed intramural pro­ gram of sports than in any other activity in which pupils participate was pointed out by Brammell.

99

Considering the large number of students who participated, the cost

per capita was exceptionally small and the value received was extra­ ordinarily large.

This fact was shown in a survey of one hundred

2 °loe.cit.

^William Bunn, Intramural Program for Evanston High School. Illinois: Evanston High Press, 1950, p.~Tu ^Brammell, op. cit., p. 63.

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Evanston,

20

thirty-nine colleges and universities, in which Miller^ found that the intramural departments expended an average of one dollar sixty-seven cents ($1 .6 7 ) on each of the activities.

6 0 ,3 3 h

students who participated in intramural

This money was spent on equipment, awards, office supplies,

intramural handbooks, officiating, and salaries.

The same survey showed

the per capita cost of intramurals in high schools was not as great as in colleges. Brammell^ found eighteen different sources of income used to finance intramural programs of which fifteen were pupil sources or at lease were dependent upon student initiative and support. For the purpose of raising funds, the secondary school at Mt. Vernon, Iowa, conducted a carnival, which included movies, floor show, dancing, contests, games of skill, and other carnival attractions.

Novelties,

needlework, handicraft items, and refreshments were all on sale.25 A. A. Miller,

Superintendent of Schools at King City, Missouri,

suggested the sale of quantities of felt banners and pennants, which have been made up in the colors and name of all the competing secondary schools in some of the basketball tournaments, as a possible fund-rais­ ing project for the intramural program. leaders in the field of physical and health education advocated that the intramural budget should come from the board of education because

2^-Brammell, op. cit., p. 33. 25fhe Cornellion, School Paper of Cornell College, Mt. Vernon, Iowa: April, lplj.8 , p. 5. A. A. Miller, "Financing the Intramural Program," The Coach Maga­ zine, Kansas City, Missouri: Published by Lowe & Campbell, April, 19hS, p. 6 .

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21

the intramural program, an integral part of physical education, should have the same source of revenue as the department.

However, in various

works on intramurals, the following methods of financing the program have been suggested:

(1) Physical education budget, (2) varsity athletic

receipts, (3 ) carnivals and exhibitions, (U) school board budget, (5 ) athletic budget, (6 ) city playground commission, (7 ) park board, (8 ) admission to championship intramural games, (9 ) fees from intramural participants and spectators, (1 0 ) donations from merchants, (ll) all­ school athletic association, (1 2 ) boxing tournaments, (13) entertain­ ments and plays, (lU) purchase of equipment by each participant, and (15 >) sale of candy and refreshments at games.

Equipment.

The equipment item may be great or small, depending

upon the extent to which equipment is furnished the participants.

Intra­

mural departments, as a rule, require the players to supply their per­ sonal equipment.

Footballs, soccer balls, volleyballs, bases, boxing

gloves, basketballs, and the like are usually borrowed from other units of the physical education department by the intramural contestants. Ihen the varsity and intramural departments are in close touch with each other, considerable expense can be saved by using second-hand equipment.

27 Mitchell ' advocated the practice of buying "seconds" or recon­

ditioned equipment as a practical means of getting usable materials at a low cost. The trend is toward the purchase of athletic equipment by the board

27p. p. Mitchell, Intramural Sports. Company, 1939, p. 288.

New York:

A. S. Barnes and

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22

of education, even though present administrative practice frequently delegates this responsibility to the athletic association.

Under recom­

mended conditions athletic supplies would be secured from general school funds. Intramural and interscholastic teams should be provided with reason­ able and adequate equipment. and educationally unsound. difficulty.

Unwarranted expenditures are both financially There seems to be only one way out of the

Expenditures for intramural and interscholastic athletic

equipment should be placed in the hands of the board of education.

Awards.

The practice of presenting awards for intramural parti­

cipation is a moot question among physical educators.

On this question

r )Q

Mitchell

took this point of view:

Awards were an important factor in intramural work. There were some people who thought awards unnecessary, that pupils should participate for more love of the sport. It has been shown that the award in intramural work helped to enliven the competition, and thereby added an additional incentive to take part. Some­ thing tangible was present as the goal. Experience, however, has shown that achievement is recognized in all lines of ability. Even in the matter of scholarship valedictorians and members of honor societies are selected. This sympathetic attitude toward giving awards did not mean that great expense be incurred. Unfortunately, it often has been the case that extravagant trophies were given away. The award should always remain a symbol of achievement rather than a prize whose merits lie in its monetary value. The greatest award for which athletes have ever striven was that of the olive wreath with which the old Greek Olympic victors were crowned. 1/hen this award was later replaced by prizes possessing commercial signifi­ cance, the professional spirit replaced the amateur one, and the athletes began to vie for gain rather than honor. This lesson must be remembered in the use of awards today.

2 8 Ibid.,

p. 157.

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23

Reasons pupils participate in intramurals.

The intramural program

strives to provide the opportunity for joyful, voluntary, competitive experience in a variety of sports.

Williams and

B r o w n e l l ‘S

have com­

piled a list of reasons why pupils participated in intramural activities:

Intramural athletics provide an opportunity for the great mass of students to engage in vigorous activity. . , . Many partici­ pants in intramurals who never can develop sufficient skill for the school team find in intramural athletics the realization of an aim which to them represents a desirable goal. For the favored youth of high potential capacity, the intramural program provides opportunities to develop skills which later enable him to join the interscholastic squad, thus helping him to realize one of his highest ambitions.

It was noted that some pupils took part in the intramural program because it gave them an opportunity to engage in vigorous activity and promote physical fitness; boys who were unable to make varsity teams found intramural sports a good substitute; other boys engaged in intra­ murals to develop skills which later enabled them to join the inter­ scholastic squad; and. some participated just for fun in the intramural program, in which the non-competitive activities were stressed.

Values gained by participants from intramurals.

Williams and Brownell

discussed the values gained by participants from the intramural program in the paragraph:

In the well-organized intramural department the average pupil no longer spent his time watching the highly skilled interscholastic

29jesse F. Williams and Clifford L. Brownell, The Administration of Health and Physical Education. Philadelphia: W. B. Saunders Company, T 9 I4F 7 "PP. 332-3. 3°loc. cit.

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teams at their practice or wandering aimlessly through the streets. He was a member of an intramural team enjoying the thrills of success which crown achievement, learning to take defeat intel­ ligently and graciously, developing worthwhile habits of leisure time, and forming a permanent interest in sports. Intramural athletics establish group relationships in situations of vital interest to pupils. Proper organisation and conduct of these activities facilitate the development of such desirable qualities as sportsmanship, cooperation, self-reliance, and friend­ liness. Since health was normally associated with wholesome living in which exercise constituted an. essential part, intramural athletics contributed to health by developing interests and skills which all but guaranteed continued participation. Since intramural athletics served the mass of pupils, whereas interscholastic competition restricted participation to the few possessing superior skill, the intramural program was superior to interschool athletics for the general purposes of education.

Activities.

In 1935, Mitchell-^ found the average participant in

intramurals was ordinarily more strongly attracted by the team game than by an activity which emphasized individual ability.

The participant

also showed preference for those games which did not require long pre­ liminary practice nor a great amount of equipment and expense.

The

intramural program should be composed of certain other recreation activi­ ties aside from team sports.

At the secondary school level, however,

these activities should be closely related to competitive sports. building and constructing an intramural program of activities,

In

Lindwall-^

often found a tendency to emphasize the competitive sports to the almost complete neglect of other recreational activities.

3lMitchell, op. cit., p. 15>7. 32Robert E. Lindwall, Intramural Activities. Manitowoc, Wisconsin: Privately Printed by the Author, 1933, pp. 26+.

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Williams and Hughes

33

believed that activities to be included should

be selected in accordance with some of the following criteria:

The activities should be easily learned, interesting to pupils and. adapted to average facilities. They should not require elabor­ ate equipment or prolonged conditioning. Team games as well as individual sports should be promoted and all should be physically wholesome.

The events listed below have been suggested as suitable for use in secondary schools by the Michigan Secondary School Athletic Associa­ tion."^

Deck tennis, loop tennis, and paddle tennis are also recommended

by L i n d w a l l , a s well as such table games as chess, checkers and various card games.

GAMES SUITABLE FOR SENIOR HIGH SCHOOL BOYS INTRAMURALS Fall

Winter

Spring

Archery

Badminton

Archery

Cross country

Basketball

Baseball

Touch football

Bowling

Golf

Golf

Foul shooting

Playground ball

Football field day

Boxing

Horseshoes

Horseshoes

Gymnastics

Swimming

Playground ball

Handball

Track & Field

Soccer

Ice hockey

Volleyball

phia:

33j, F. Williams and W. L. Hughes, Athletics In Education. W. B. Sanders Company, 193k, p. 109.

3Ujackson R. Sharman, Introduction to Physical Education. A. S. Barnes and Company, 193k, p. 162. 3^1oc. cit.

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Philadel­

New York:

26

Speedball

Table tennis

Swimming

Relay carnivals

Tennis

Shuffleboard

Football

Skating

Volleyball

Skiing Indoor track Twenty-one Water polo Wrestling

Selection of teams.

The intramural program should be flexible and

should emphasize the ideal objective of participation for all.

The size

of the student body was the determining factor in establishing effective systems of units of participation.

Price

suggested that homerooms,

classes, school clubs, military groups, residential areas, teams appointed by captains and athletic director, and age, height, and weight groups might be used as organization units for intramural teams. 37 Eligibility for intramural competition. Voltmer and Esslinger^ 1 re­ ported that very few schools set up eligibility requirements for intramural participants.

They suggested the following regulations that might be

desirable:

3^Hartley D. Price, The Organization and Administration of the Pro­ gram of Intramural Sports and Recreation for High School. Springfield, Illinois: Health and Physical Education Department, Office of Superin­ tendent of Public Instruction, 19U9, p. 3?Edward F. Voltmer and Arthur A. Esslinger, The Organization and Administration of Physical Education. New York: F. S. Crofts & Co., 1938, p. 2lf7.

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27

1. Varsity squad members were ineligible for all intramural activities during the varsity season. 2 . Lettermen were ineligible to compete in the intramural sport in which they won their letter. 3. Freshmen squad members could not compete in intramural sports at the same time they were on a freshmen squad. h» After playing in one contest with a given team, a player might not transfer to another team in that sport. 3. Any team using an ineligible player should forfeit the contest or contests in which that player participated. 6 . Any player who was guilty of unsportsmanlike conduct might be declared ineligible to compete in intramural sports.

Time for scheduling games.

Intramural directors have found that a

successful program cannot be maintained if the activities are limited to one time period during the day. any intramural activity.

An adequate time can be found for

This can be accomplished by a careful study

and survey of available facilities, the demand made upon them, and the possibilities for staff help, according to M e a n s . H e also stated that the director should carefully coordinate all phases of the total program, matching it carefully against the local situation, the year’s calendar of events, and each day's potential time area.

Officials.

One of the greatest problems that has faced intramural

directors has been securing satisfactory officials.

Means

39

has suggested

the use of varsity players, faculty members, alumni, older students, and staff members for this purpose. Fees paid for officiating in intramural games should be very small. This opinion was defended by Mitchell^ who found first that an admission

3%eans, o£. cit., p.

7 9 *.

39ioe. cit. ^Mitchell, op. cit., p. 27.

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28

was seldom charged for intramural games thus depriving the department of an extra source of incomej and second, that there were so many games taking place that the total of fees would run high even though little was spent for each individual game.

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CHAPTER IV

ORGANIZATION OF THE INTRAMURAL PROGRAM IN SOME OF THE ILLINOIS SECONDARY SCHOOLS

The organization of the intramural program was the first problem of the director or supervisor in the secondary schools.

The Illinois

directors might well ask what other schools in the state are doing in this field.

To acquaint them with the practices in some of the schools

of Illinois, the results of the survey have been summarized on the follow­ ing pages.

The totals and percentages of some of the tables may vary

because some of the respondents checked more than one answer.

Intramural director.

Thirty-eight schools were contacted in the

survey, twelve of which had enrollments over seven hundred fifty, and twenty-six had enrollments less than seven hundred fifty.

An attempt

was made to determine if the larger schools employed a full time intra­ mural director. Fourteen, or 37 per cent, of the thirty-eight schools contacted in the survey had intramural directors to supervise the program.

Ten of

these schools had enrollments over seven hundred fifty, and four were in the smaller enrollment division as shown on Table I.

Coaches assumed the

duties of the intramural director in twelve, or 31.6 per cent, of the schools.

Eleven of these were the small schools, and one school had an

enrollment of twelve hundred. the program in six, or small enrollment group.

16

Physical education instructors conducted

per cent, of the schools, all of them in the Athletic directors served in this capacity in

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five, or 13 per cent of the schools of which only one was a large school. A faculty member supervised the program in one, or 2.6 per cent, of the schools.

Table I Supervisors of Intramural Program

Per cent

"Who supervises the intramural program?

Num­ ber

Intramural director

Hi

37

Coach

12

31.6

Physical Education Instructor

6

Athletic director

Enrollment under 750

Enrollment over 7 5 0

k

10

11

1

16

6

0

13

h

1

Faculty member

1

2.6

1

0

Others

0

0

0

0

In the questionnaire sent to Illinois schools, an attempt was made to ascertain the views on extra compensation for intramural directors.

Ac­

cording to the survey, as shown on Table II, thirty-three directors, or 87

per cent, reported that they believed they were entitled to receive

extra compensation.

Five, or 13 per cent, did not think they should

receive extra compensation.

Table II

Questions

Yes

Per cent

Number

Per cent

Should intramural directors receive extra compensation for their work?

33

87

5

13

Does he?

25

66

13

3h

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31

Student Intramural council» Pew of the Illinois schools had student control of the intramural program.

Of the thirty-eight schools reporting

in the survey, only six schools, or

16

mural council.

per cent, had any type of intra­

Three schools, or 6.7 per cent, reported four students

on the council.

Three schools, or 6.7 per cent, indicated three coaches

were on the council.

Two schools, or 5.3 per cent, stated that there

were two faculty members on the council, while one school, or

2 .6

per cent,

pointed out that the council consisted of one player from each team of the

league.

None of the schools reported school board members on the

council. Four schools, or 11 per cent, said the intramural council members were appointed by the intramural directors.

One school, or 2.6 per cent,

reported that the council members were elected by the intramural partici­ pants, while another school indicated that their council members were appointed by the principal.

None of the schools stated that their council

members were elected by classes or by student councils.

Financing the intramural program.

One can readily see from Table IV

that no standard practice in financing the program existed in the Illinois schools surveyed although institutional appropriations were most often used.

Nineteen schools, or 50 per cent

of those reporting, showed that

the program was financed by the school board budget; seventeen schools, or UU.7 per cent, used the athletic budget; and nine schools, or 23.7 per cent, stated in the survey that the physical education the program.

budget financed

Two schools, or 5.3 per cent, received assistance from the

city playground commission, and one school, or park board helped their program.

2 .6

per cent, reported the

None of the schools collected fees from

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32

Table III Intramural Council

Number of Schools

Per cent

Number on Council

Members of council Students

3

6.7

k

Coaches

3

6.7

3

Faculty members

2

5.3

2

Team captains

1

2 .6

1 from each team

School board members

0

0

Appointed by intramural directors

k

11

Elected by intramural participants

1

2 .6

Appointed by principal

1

2 .6

Elected by class

0

0

Selected by student council

0

0

0

Selection of members

spectators or participants. The participants were not as well qualified to report the methods used to finance the intramural program.

Of the 612 students replying,

two hundred forty-six students, or J4O per cent, named the school budget. The athletic budget was mentioned by two hundred twenty-six students, or 37

per cent, and the physical education budget by one hundred thirty-five,

or 22 per cent.

Eighteen students, or 3 per cent, listed the city play­

ground commission as assisting their program, and sixteen students,

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33

or 2.6 per cent, indicated the park board.

Ten students, or 1.6 per cent

mentioned a participant fee for bowling, while none listed the spectator's fee.

Table IV Methods of Financing Intramurals

According to directors

Means

Per cent

According to Students

Per cent

School board budget

19

30

21+6

ho

Athletic budget

17

UU.7

226

37

Physical education budget

9

23.7

133

22

City playground commission

2

3.3

18

3

Park board

1

2.3

16

2 .6

Participant's fee

0

0

0

0

Spectator's fee

0

0

0

0

Note:

Ten schools used more than two methods.

Equipment.

The most common method as reported in the survey by the

director, was the purchase of equipment by the participants as practiced in thirty-two, or

8U

per cent, of the schools.

the schools furnished the equipment.

Six, or 16 per cent, of

None of the schools received equip­

ment from the park board or discards from the athletic department as in­ dicated in Table V. Of the 612 students replying, three hundred eighty, or 62 per cent, stated that the participants furnished the equipment, and two hundred thirty students, or by the school.

38

per cent, reported that the equipment was furnished

None of the participants mentioned receiving equipment

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3k

from the part board or discards from the athletic department.

Table V Equipment

According to directors

Per cent

According to Students

Per cent

32

8k

382

62

Furnished by school

6

16

230

38

Furnished by park board

0

0

0

0

Discards from athletic depart­ ment

0

0

0

0

Means

Furnished by participants

Awards.

The intramural directors in Illinois seemed to be in favor

of the policy of presenting awards.

Thirty-one, or 82 per cent, of the

respondents reported in the survey that some type of award was given. Of the 612 students reporting, four hundred eighty-six, or 80 per cent, reported that awards were given, while one hundred twenty-six, or

per

20

cent replied that awards were not presented in their program. Awards were usually selected to represent to the individual or the group a degree of achievement.

Emblems, team trophies, ribbons, indi­

vidual medals, plaques, miniature balls, sweat shirts and caps, and sportsmanship medals were among the types of awards presented by the various schools.

Almost half of the schools presented small felt emblems.

Seventeen directors, or kS per cent, and two hundred ninety-two stu­ dents, or I48 per cent, reported the presentation of emblems.

Nine di­

rectors, or 2k per cent, and one hundred eighty-six students, or cent, replied that a team trophy was awarded.

30

per

Eight directors, or 21

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35 per cent, and one hundred thirty-six students, or 22 per cent, reported ribbons as the awards presented.

Eight directors, or 21 per cent, and

one hundred thirty-two students, or 22 per cent, said individual medals \

were given.

Four directors, or 10.5 per cent, and forty students, or

6.5 per cent, indicated by the survey that plaques were presented, and four directors, or 10.5 per cent, and fifty-six students, or 9 per cent, stated that miniature balls were awarded.

Two directors, or 5*2 per cent,

presented sportsmanship medals, while none of the students stated that sportsmanship medals were presented in their program.

One director, or

2.6 per cent, and fourteen students, or 2.3 per cent, said sweat shirts and caps were presented as awards. The presentation of awards was based upon team championships, indi­ vidual championships, a point system, or sportsmanship.

Twenty-nine di­

rectors, or 76 per cent, and three hundred eighty-eight students, or 63 per cent, reported that team championships were the basis for presenting awards.

Nine directors, or 2i| per cent, and two hundred twenty-six

students, or 37 per cent, reported that they received awards for individual championships.

Six directors, or 16 per cent, and one hundred thirty-six

students, or 22 per cent, said the point system was used.

One director,

or 2.6 per cent, and eighteen students, or 3 per cent, stated that a sports­ manship medal was awarded in each league.

This award was made to the best

all-around boy in each league.

Reasons students participate in intramurals. An attempt was made to determine by the survey why boys in the Illinois schools participated in intramurals, and these replies, as summarized on Table VII, showed that physical fitness was the chief reason given by four hundred twelve boys,

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36

Table VI Awards

According to directors Schools that presented awards

Per cent

According to students

Per cent

31

82

U86

80

7

18

126

20

17

UU.7

292

1+8

Team trophy

9

23.7

186

30

Ribbons

8

21

136

22

Individual medals

8

21

132

22

Plaques

h

10.5

Uo

6.5

Miniature balls

b

10.5

56

9

Sweat shirts and caps

1

2.6

lit

2.3

Sportsmanship medal

2

5.3

0

0

76

388

63

Schools that did not present awards Types of awards presented Emblems

Bases of awards Team championships

29

Individual championships

9

23.7

226

37

Point system

6

16

136

22

Sportsmanship medal in each league

1

18

3

or 67.3 per cent.

2.6

Two hundred thirty boys, or 37.6 per cent, replied that

they were not varsity caliber; and therefore wanted some type of compe­ tition.

Twenty boys, or 3.3 per cent, stated intramurals were required;

fifteen boys, or 2,I|. per cent, said their parents objected to participation

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in varsity sports; and thirteen boys, or 2.1 per cent, replied that work prevented participation in competitive sports.

Table VII

Reasons given by boys for participating in intramural sports.

Per cent

Number

Physical fitness

ill2

67.3

Rot varsity caliber

230

37.6

Required program

20

3.3

Parents objected to participation in varsity sports

15

2.U

Work prevented participation in school sports

13

2.1

Values gained by participants from intramurals.

The students were

asked on the questionnaire what values were gained from intramural pro­ grams.

In agreement with the reasons for participation in the sports, the

majority of the

612

students, three hundred thirty-six students, or 55

per cent, listed physical fitness as the chief value gained.

Two hundred

twenty-seven students, or 37 per cent, mentioned fair play and sportsmanship, and two hundred thirteen students, or 36 per cent, named worthwhile habits of leisure time.

One hundred eighty-five students, or 30 per cent, said

dntramur'als promoted greater interest in sports and one hundred seventysix students, or

29

per cent, stated that they developed group loyalty.

These figures are summarized on Table VIII.

Activities.

According to the survey, basketball rated far above all

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38

Table VIII

Values

Number

Per cent

Physical fitness

336

35

Fair play and sportsmanship

227

37

Worthwhile habits of leisure time

213

36

Interest in sports

185

30

Group loyalty

176

29

others in popularity among the students.

Five hundred fort^y-eight stu-

dents, or 90 per cent, participated in b;asketball, and five hundred nine students, or 83 per cent, said they enjoyed this sport the most. four directors, or 63 per cent, sponsored basketball tournaments.

TwentyFive

hundred thirty-four, or 87 per cent, of the students indicated they pre­ ferred to take part in basketball. Twenty-two directors, or 60 per cent, staged volleyball tournaments. Sixty-five students, or 16 per cent, enjoyed volleyball and one hundred twenty-nine students, or 21 per cent, participated, and ten more students, or 1.6 per cent, indicated, they would participate. Nineteen directors, or $0 per cent, sponsored softball tournaments. One hundred three students, or 17 per cent, enjoyed softball, while one hundred ninety students, or 31 per cent, participated in softball, and three hundred forty-eight, or 50 per cent, stated they would participate. Eighteen directors, or 1+7 per cent, listed table tennis tournaments. None of the students indicated they enjoyed this activity, participated, or would participate.

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39

Eighteen directors, or 1+7 per cent, listed table tennis tournaments. None of the students indicated he enjoyed this activity, participated, or would participate. Sixteen directors, or U2 per cent, said they had horseshoe tourna­ ments.

None of the students listed enjoyment in or participation, or

that he would take part in this activity. Fifteen directors, or 37 per cent, stated they held tennis tourna­ ments.

Six students, or 1.1 per cent, enjoyed tennis, #1116 ten students,

or 1.6 per cent, participated, and fourteen, or 2.3 per cent, indicated they would participate. Thirteen directors, or 3 h per cent, sponsored handball tournaments. None of the students enjoyed, or participated, or desired to play hand­ ball, football, free-throwing, paddle tennis, and quoits.

This lack of

interest might be because few schools offered these sports, the directors failed to emphasize the games, or the boys did not know the sport or possessed poor skills in these activities. Twelve directors, or 32 per cent, sponsored baseball tournaments. One hundred thirty-one, or 21 per cent, participated in and four hundred ten students, or 67 per cent, stated they would participate in baseball. Ten directors, or 26 per cent, listed touch football tournaments. Eighty-eight students, or li| per cent, enjoyed this activity, and one hundred sixty-nine, or 28 per cent, participated in this activity.

Two

hundred eighty-one, or Ij6 per cent, indicated they would participate. Seven directors, or 18 per cent, staged golf tournaments, while eight students, or 1.3 per cent, said they would participate.

One director,

or 2.6 per cent, listed tournaments in football, free-throwing, bowling,

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Uo Table IX

| Per

1

cent

Activities Students Would Parti­ cipate in

cent | Per

Students Participating in Sports

cent Per

Students Enjoy Sports Must

cent Per

Activities

1 I Tournaments Held

Activities

Basketball

2k

63

509

83

5U8

90

531;

87

Volleyball

22

60

65

16

129

21

10

.16

Softball

19

5o

103

17

190

31

CO -IT

50

Table tennis

18

hi

0

0

0

0

0

0

Horseshoes

16

h2

0

0

0

0

0

0

15

37

6

.11

10

1U

.23

Handball

13

3k

0

0

0

0

0

0

Baseball

12

32

lUo

23

131

21

1*10

67

Touch Football

10

26

88

lk

169

23

281

k6

Golf

7

18

0

0

0

0

8

.13

Football

1

.2 6

0

0

0

0

0

0

Free-throwing

1

.26

0

0

0

0

0

0

Bowling

1

.26

6

1

17

.28

lk

.23

Paddle tennis

1

.26

0

0

0

0

0

0

Track & field

0

0

59

10

61*

lk

0

0

Quoits

1

.26

0

0

0

0

0

0

Shuffleboard

1

.26

0

0

8

.13

0

0

Wrestling

0

0

0

0

12

.18

0

0

Tournaments

0

0

62

10

70

11

0

0

Tennis

'

.1 6

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m

paddle tennis, quoits and shuffleboard.

Six students, or 1 per cent,

enjoyed bowling, while seventeen students, or in this activity, and fourteen students, or would take part.

per cent, participated

2 .8

2 .3

per cent, indicated they

Fifty-nine students or 10 per cent, enjoyed track and

field, and sixty-four students, or lli per cent, participated in this activity. Eight students, or 1.3 per cent, participated in shuffleboard, and twelve students, or 1.8 per cent, took part in wrestling. students, or 11

10

Sixty-two

per cent, enjoyed other tournaments, while seventy, or

per cent, participated in various tournaments. The thirty-eight directors reported unanimously that intramurals

consisted of team games as shown in Table X.

Only one school, or 2 per

cent, did not allow spectators to attend intramurals, while thirty-seven schools, or

98

per cent, permitted spectators to all intramural activities.

None of the directors charged fees for attendance.

Table X

Questions of directors

Yes

Per cent

No

Per cent

Shall intramurals consist of team games?

38

100

0

0

Do spectators attend intramurals?

37

98

1

2

0

0

38

100

Are spectators charged fee?

Quiet games.

The students were asked on the survey if intramurals

should include quiet games. three hundred sixty, or

60

Of the six hundred twelve students reporting, per cent, recommended them, while two hundred

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U2 forty-six, or I4.O per cent, were not in favor of them. Table XI lists the quiet or informal games in which the students ex­ pressed interest.

Two hundred sixty-three students, or U3 per cent, chose

shuffleboard; two hundred fifty students, or l+l per cent, favored table tennis; two hundred students, or dred eighty-eight students, or one hundred sixty-three, or

30

2 6 .6

3 2 .7

per cent, listed archery; one hun­

per cent, were interested in cards; per cent, liked checkers and eighty-

five students, or lit per cent, chose chess.

Table XI Quiet or Informal Games

Activities Students Would Participate In

Number Participating

Per cent

Shuffleboard

263

k3

Ping pong

250

hi

Archery

200

32.7

Cards

188

30

Checkers

163

2 6 .6

Chess

83

Selection of teams.

lit

It was found that the most common method of

selecting teams for intramural sports was the appointment of teams by

Of the thirty-eight directors reporting, nineteen, or $0 per

captains.

cent, had teams appointed in this manner. tors, or

18

An equal number of seven direc­

per cent, had teams selected by study or home rooms, by

classes, and by classification based on age, height, and weight.

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Two

h3

schools, or

per cent, had teams equalized by athletic directors, and

5 .3

none reported that teams were selected by school clubs.

These figures

are summarized on Table XII.

Table XII Selection of Teams

According to Director

Per cent

19

50

362

60

By classes

7

18

121

20

By study or home rooms

7

18

88

11;.h

By age, height and weight

7

18

67

11

By athletic director

2

5.3

0

0

By school clubs

0

0

Selection of Teams By appointed captains

According to Students

Per cent

10

1.63

Of the 612 students replying on the question of team selection for intramural play three hundred sixty-two, or teams were appointed by captains. 20

60

per cent, reported that the

One hundred twenty-one students, or

per cent, said teams were chosen by classes; eighty-eight students, or

ill-.U per cent, reported the teams were selected by study or home rooms. Sixty-seven students, or 11 per cent, indicated teams were chosen by classification ba.sed upon age, height and weight; ten students, or

1 .6 3

per cent, reported teams were selected by school clubs; and none reported that the teams were equlized by athletic directors. Eligibility for intramural competition.

The survey revealed that only

three schools of the thirty-eight contacted had eligibility rules for its participants.

However, all the directors replied that varsity players

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were not allowed to play in the sports in which they lettered.

Thirty-

six schools permitted participation in other sports while two schools did not allow varsity players in other sports to participate.

These

replies are sunmarized on Table XIII.

Table XIII Eligibility for Intramural Competition

Questions

Yes

Wo

Are there scholastic requirements for eligibility?

3

35

Are varsity players allowed to participate?

0

38

36

2

Are varsity players in other sports allowed to participate

Time for scheduling games.

Intramural activities might be scheduled

for evening, Saturday morning or afternoon, noon hour, the periods before or after school, gym classes, and Christmas vacation.

The greatest num­

ber of Illinois secondary schools conducted their intramural program after school hours. or

58

Of the thirty-eight directors responding, twenty-two

per cent, sponsored intramural activities after school; sixteen

directors, or lj.2 p e r cent, played during the lunch hours; eleven di­ rectors, or 29 p e r cent, had their activities in the evenings, while

eight directors, or

21

per cent, listed activities during the gym classes

Three directors, or 7.9 per cent, held games Saturday morning; two di­ rectors, or 5.3 per cent, named Christmas vacation; and one director, or 2.6 per cent, said Saturday morning and before school.

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Of the 612 students replying to the question concerning the time schedule, two hundred forty-six students, or I4.0 per cent, checked the period after school; two hundred fourteen students, or 36 per cent, the lunch hours.

One hundred ninety-one students, or 31 per cent, had their

program in the evenings; sixty-two students, or 11 per cent, indicated activities held during the gym classes; thirty-eight students, or 6.2 per cent, had activities on Saturday morning.

Eighteen students, or

3 per cent, reported having the program during the Christmas vacation; ten students, or 1.6 per cent, had games on Saturday afternoon; and twentytwo students, or 3.6 per cent, reported activities held before school. These figures are shown on Table XIV.

Table XIV Time of Intramurals

Time indi­ cated by directors

Time

Per cent

Time indi­ cated by students

Per cent

After school

22

£8

2k.6

ko

During lunch hour

16

h2

21k

36

In the evenings

11

29

191

31

During gym classes

8

21

62

11

On Saturday morning

3

7.9

38

6.2

During Christmas vacation

2

9.3

18

3

On Saturday afternoon

1

2.6

10

1.6

Before school

1

2.6

22

3.6

Officials.

In the state of Illinois the survey revealed that

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twenty-three directors, or their intramural games.

6l

per cent, used varsity players to officiate

Thirteen directors, or 3h per cent, used intra­

mural participants; eleven directors, or

per cent, secured coaches.

29

In ten, or 26 per cent, of the schools the intramural directors officiated. Three directors, or 7.9 per cent, used registered officials for their intramural games.

An equal number, one, or 2.6 per cent, used alumni,

college cadet physical education majors, members of school sports of­ ficial's clubs and high school seniors to officiate the intramural games. There was a difference of opinion indicated by a comparison of the replies from the directors and the students.

Of the 612 students reply­

ing to the survey of officials for intramurals, two hundred sixty-five, or

1+3

per cent, reported that varsity players in that sport officiated

the games.

Two hundred twenty-one students, or 36 per cent, named intra­

mural participants; two hundred twenty-one students, or

36

per cent,

listed coaches as officials; one hundred ninety-nine students, or cent, named the athletic director as official. or

16

33

per

One hundred, students,

per cent, mentioned college cadet physical education majors, and

the same number listed members of school sports official's clubs as officials.

Fifty-six students, or 9 per cent, eighty students, or 13 per

cent, and fourteen students, or

2 .3

per cent, respectively, listed regis­

tered officials, high school seniors, and alumni members as officials in their intramural program as listed in Table XV. In regard to the paying of officials, five schools, or 13 per cent, paid their officials while thirty-three, or officials were not paid.

5

per cent, replied that the

Of the five who replied that their officials

were paid, three schools, or while two schools, or

87

8

per cent, paid a fee of one dollar a game,

per cent, paid two dollars a game.

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1*7 Table XV Officials for Intramurals

Officials

Named by directors

Per cent

Named by students

Per cent

Varsity players in that sport

23

61

263

U3

Intramural participants

13

3h

221

36

Coaches

11

29

221

36

Intramural director

10

26

199

33

Registered officials

3

7.9

56

9

Alumni

l

2 .6

lit

2.3

College cadet physical education majors

1

2 .6

100

16

Members of school sports officials clubs

1

2 .6

100

16

High school seniors

l

2 .6

80

13

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CHAPTER V

SUMMARY, CONCLUSIONS AMD RECOMMENDATIONS

SUMMARY

The survey of the intramural programs in selected secondary schools of Illinois was a study undertaken to satisfy the writer's interest in the field and to assist others in the organizing of their programs.

This

study was fourfold and the writer has: 1.

Surveyed the intramural programs of selected high schools in

the state of Illinois. 2.

Determined the most common practices in the programs from the

point of view of both the intramural directors and the participants. 3.

Summarized the historical development and objectives of intra­

murals in schools. U . Made recommendations for organizing an intramural program adapt­ able to an average-sized high school. Questionnaires regarding intramurals were mailed to fifty-seven high schools in the state of Illinois.

Of the forty replies received, thirty-

eight were considered in the final analysis. 1.

The various stages of the intramural development were the begin­

ning stage, stage of demand, student organization stage, stage of solici­ tation, and the personal welfare stage. 2.

The objectives of the intramural program which received the most

emphasis were health, leisure time and recreation, social contacts, fair play and citizenship, development of interests and skills, and integration

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U9 with the physical education and the interschool programs. 3.

Intramural programs in high school were supervised by intra­

mural directors selected especially for that position, coaches, physical education instructors, and athletic directors.

Ten of the fourteen

schools, that had intramural directors had enrollments over 7$0. of the schools, the program was directed by coaches.

In twelve

In fewer schools

the program was supervised by physical education instructors and athletic directors.

Thirty-three directors, or 87 per cent, believed they should

receive extra compensation, but only twenty-five, or

67

per cent, replied

that they did receive extra compensation. 1|.

Only six, or 16 per cent, of the schools in the survey had intra­

mural coTmcil.

Students, coaches, faculty members, and team captains were

members of the council selected most often by the intramural director. 5.

The two most common methods of financing the intramural program

were through school budget, used by employed by if? per cent.

5>0

per cent, and the athletic budget,

About i*0 per cent of the pupils named the school

budget, and 37 per cent mentioned the athletic budget.

The physical

education budget was also used by some schools, 6.

The directors reported that 8U per cent of the equipment was

purchased by the participants, but the pupils reported that equipment was purchased by participants in only 7.

62

per cent of the cases.

Regarding awards, 82 per cent of the directors and 80 per cent of

the pupils reported that some type of awards was presented.

Emblems, team

trophies, ribbons, individual medals, plaques, miniature balls, sweat coats and caps, and sportsmanship medals were listed as types of awards. Forty-five per cent of the directors and lj.8 per cent of the pupils reported

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50 that the most common type of awards presented was the emblems.

The

use of team championships as a basis for awards was reported by

76

cent of the directors and 63 per cent of the pupils.

per

Individual champion­

ships determined the awards in 2h per cent of the schools according to the directors and 8

.

37

per cent according to the pupils.

In reply to the question concerning the reasons for participa­

tion in intramurals,

67

per cent of the boys named physical fitness.

Thirty-one per cent answered that they were not varsity caliber and de­ sired some type of athletic competition.

Regarding the values derived

from intramurals, physical fitness was mentioned by chief value.

55

per cent as the

Fair play, and sportsmanship, worthwhile habits of leisure

time, interest in sports, and group loyalty received almost equal con­ sideration as values derived from the program. 9.

According to the survey, basketball, softball, baseball and

volleyball were the sports that interested the largest number of students with 83 per cent expressing a preference for basketball.

The individual

sports, table tennis, horseshoes, tennis, handball, golf, and paddle tennis did not attract the pupils, although the directors held tourna­ ments in the above sports.

Quiet games were often included in the intra­

mural program and were recommended by 60 per cent of the pupils.

Shuffle-

board and table tennis were preferred by about I4.0 per cent. 10.

The survey revealed that the most common method of selecting teams

was the appointment of teams by captains, a method used by the schools.

per cent of

Homerooms, classes, and groups based on age, height, and

weight were used by 11.

50

18

per cent.

Only three schools in the survey had any scholastic requirements

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for eligibility in intramurals.

However, in thirty-six schools varsity

players could play only in sports in which they had lettered. 12.

The problem of finding the appropriate time for intramural ac­

tivities was different in most schools although 58 per cent expressed a preference for after school games and lj.2 per cent for lunch hour games. Most of the schools used a combination of the two. 13.

The survey revealed that 6l per cent of the schools used var­

sity players as officials for intramural games.

Intramural participants,

coaches, and intramural directors were also used as officials.

Only

five of the schools paid the officials, and the fees paid were small.

CONCLUSIONS

1.

In the large schools, the position of intramural director was ap­

parently large enough and important enough to be a full-time job, and per­ haps only the large schools were financially able to employ a full-time director.

This is the ideal situation, for the intramural program will

receive more supervision and more attention if it is the only and full responsibility of one person.

The small schools are at a disadvantage,

for there the coach must divide his time between interscholastic athletics and intramurals.

His first consideration, is athletics for his position

depends on winning teams.

It might be better to have the program super­

vised by the physical education instructor or the athletic director than by the coach, because they would be less prone to neglect the intramural program.

The consensus of opinion was that the intramural director should

receive pay since it was an extra assignment.

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52 2.

Very few schools had student intramural councils; therefore, it

was impossible to discover the most common type of councils in Illinois schools or the most common method of selecting the members. 3.

No standard practice of financing the intramural program in the

selected Illinois schools existed.

The school board budget and the ath­

letic budget were the two most common sources of income mentioned. ii.

In most of the schools the participants were required to pur­

chase their own equipment.

Old equipment from the athletic department

could be used to save money. 5.

Awards were considered an important factor in intramurals for

most of the schools did present awards for achievement. award presented was a small felt emblem. mon bases used for presenting awards. of the activities were the team sports.

The most common

Team championships were the com­

This was probably true because most In individual sports, individual

championships and achievement determined who received the awards. 6.

According to the arguments presented, pupils shoiild not be re­

quired to take intramural work, but those who enjoy taking part should have every chance to do so during out-of-school hours.

The intramural

activities should carry the same integrated relation to the department of physical education that the debating team does to the department of public speaking.

The department of intramural sports should stand as

the base of a well-founded athletic pyramid of which the varsity is the peak, for in this extracurricular conception of the two there was no distinction except in the performance ability of the players. 7.

The greater number of participants named physical fitness as

their reason for participation and also as a chief value gained from the program.

That physical fitness was stressed by the pupils is a revealing

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53

fact .for health is one of the chief objectives of the intramural program. 8.

The pupils showed a strong preference for the team sports with

basketball ranking far above the others.

The directors, in keeping with

the objective to teach sports with carry-over value, held tournaments in the individual sports.

Pupils did not sho?/ much interest in quiet games

although they could well be used in promoting the recreational objective. 9.

The method of selecting teams for intramural sports by appoint­

ment by captains was the one favored and was perhaps the most successful. The advantage was that the teams would be better balanced. 10.

The general opinion was that there should not be any scholastic

requirements for eligibility in intramural play.

This procedure seems

wise for regardless of the boy's scholastic ability he would gain some­ thing from intramurals. 11.

No one time seems most appropriate for scheduling the games.

The individual schools must consider their facilities, other activities, and the students in finding desirable time.

After school, during the

lunch hours, and in the evenings seemed the best times.

It was best to

conduct intramurals after school hours, except where the intramurals, recreational activities, and physical education were dovetailed. 12.

Varsity players were used as officials in the intramural pro­

gram in most of the schools. 13.

A very close relationship between the required physical educa­

tion program, the intramural program, and the interschool program was evidenced. lU.

Opportunities for participation in intramural athletics should

be provided in all schools from the one-teacher rural school to the large

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university.

A statement of objectives, the selection of activities in

terms of the objectives, and the organization of the competitive program are three problems that must be solved in each situation in connection ■with intramural athletics.

RECOMMENDATIONS

1.

Every school should have an intramural program -with a capable

person in charge. those duties.

Large schools should have a man hired especially for

In a small school the physical education instructor should

supervise the program.

If one accepts the intramural program as extra

duties, he should be entitled to extra compensation. 2.

An intramural athletic council should be organized in every school

to give every pupil a voice in the organization of the program. 3.

The financial support of the intramural program should be met

by the board of education. I;. Awards should be used as a symbol of achievement rather than a prize whose merits lie in monetary value. 5.

The intramural program should be a part of the physical educa­

tion program with pupil participation on a voluntary basis.

The program

should include individual activities as well as team sports and a special effort should be made to promote interests in those activities with carry­ over value.

Participation and enjoyment for all should be the goal in

intramural activities. 7.

There should be careful avoidance of complicated eligibility

rules which may defeat the objective of "participation for all."

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SELECTED REFERENCES

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56

Brammell, P. Roy, 11Intramural and Interscholastic Athletics," U. S. Department of Interior Bulletin No. 17, Monograph (1932), p. 10. Bunn., William, "Intramural Program For Evanston High School," Evanston, Illinois: Evanston High Press, 1950, p. 1+. Douglass, Harl R., Secondary Education For Youth In Modern America. Ameri­ can Council On Education, Washington, D. C., 1937, p. 2. Forsythe, Charles E., The Administration of High School Athletics. York: Prentice-Hall, Inc., 191*8, p. 3U7+-.

New

Jordan, Emmet, The Development of Criteria For Judging Physical Educa­ tion Programs. Unpublished Master's Thesis, Southern Methodist University, Dallas, Texas, 191+6, pp. 28+. Lindwall, Robert E., Intramural Activities. Manitowoc, Wisconsin: De­ partment of Physical And Health Education, Manitowoc Public Schools, 1938, p. 7+. Means, Louis E., The Organization and Administration of Intramural Sports. St. Louis: C. V. Mosby Company, 191+9, P* 25*. Millard, C. V., The Organization and Administration of Extra-Curricular Activities. New York: A. S. Barnes & Company, 1935, p. 1+. Miller, A. A., "Financing The Intramural Program," The Coach Magazine, Kansas City: Lowe & Campbell Company, April, 191+8, p. ' 6 . Miller, L. W., Organization and Efficiency of Intramural Programs in Colleges and. Universities. Master's Thesis, University of Iowa, Iowa City, Iowa, 1932, p. 1+7. Mitchell, E. D., Intramural Athletics. pany, 1937, p. 3+.

New York:

A. S. Barnes and Com­

Price, Hartley D., The Organization and Administration of The Program of Intramural Sports and Recreation For High School. Springfield, Illinois: "Health and Physical Education Department, Office of Superintendent of Public Instruction, 191+9, p. 1+. Sharman, Jackson R., Introduction to Physical Education. S. Barnes and Company, 19* 16, p. 162.

New York:

A.

The Cornellion, School Paper of Cornell College, Mt. Vernon, Iowa, April, 1 9 U8 , p . 33. Thomsen, Robert R., The Administration of Physical Education and Athletics in Wyoming High Schools, Unpublished Master's Thesis, The University of Wyoming, Laramie, Wyoming, 1950, pp. 1+-5.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Si Voltmer, Edward F., and Arthur A. Esslinger, The Organization and Admini­ stration of Physical Education. Wew lork: F. S. Crofts "& Company, 1:).l2, pp. 28+. Tfashke, Paul R., "Some Objectives of Intramurals," The Journal of Health and Physical Education 10:86, February 1939• Washke, Paul R., "The Socializing Effect of Intramural Athletics," School of Education Bulletin, Aim Harbor, Michigan: University of Michigan, March, 1933, p. 8. Williams, J. F., and C. L. Brownell, The Administration of Health and Physical Education. Philadelphia: W. B. Saunders Company, 191$, pp. '333+. Williams, J. F., and W. L. Hughes, Athletics In Education. W. B. Saunders Company, 1931, p. 109.

Philadelphia:

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APPENDIX

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LETTER OF TRANSMITTAL

Zion-Benton Twp. H. Zion Illinois July 8, 19$1

Mr. John Doe 1 6 7 6 S. Park Avenue Monmouth, Illinois Dear Sir: Will you please fill in a questionnaire concerning your intramural program? Please return enclosed postal card.. The above information m i l be used in a thesis for my master's degree from the University of Wyoming. Any assistance you can give me will certainly be appreciated. Very truly yours,

Fred Stanton Zion-Benton Twp. H.

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To The Intramural Director:

1.

When are your games played? Before school_____ During the lunch hours_____ During gym classes_____ After school_____ Evenings_____ Others_____

2.

Who officiates your games? Varsity players in that sport Registered officials_____ Coaches_____ Intramural director_____ Intramural participants_____ Others_____

3.

Do you pay your officials? Yes No_____

U.

If so, how much per game?

f>.

How do you finance your program? Charge participants a small -fee_____ Charge spectators a small fee_____ Budget set up by the school board_____ From athletic budget____ From, physical education budget_____ Others_____

6.

Do you allow spectators to your intramural program? ires_____ No_____

7.

If so, do you charge these spectators? Yes No_____

8.

Do you present awards? Yes No_____

9.

If so, what type of awards? Emblems_____ Individual medals_____ Team trophy_____ Ribbons_____ Plaqu.es_____ Miniature basketballs, baseballs

Others

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61 10.

On what basis do yon present your awards? Point system_____ Team championships_____ Individual championships_____ Others_____

11.

'Should intramurals consist of tournaments? Yes No

12.

If so, what kind of tournaments? Football_____ Touchfootba.il_____ Volleyball Softball_____ Basketball_____ Baseball_____ Tennis Golf_____ Handball_____ Horseshoes_____ Table tennis_____ Others_____

13.

Do the participants furnish their own equipment? Yes No_____

ill.

Does the school furnish equipment (softballs, baseballs, etc.) for intramural play? Yes No

15>.

Should intramural directors receive extra compensation for their work? Yes No

16.

Does he receive extra compensation for intramural work? Yes No_____

17.

If so, what kind? Monetary

Fewer classes Others_____ 18.

If so, how is the amount determined? By school board_____ By salary committee_____ Others

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62

19.

Who supervises the intramural program? Intramural director_____ Athletic director_____ Coach_____ Physical education instructor_____ Faculty member_____ Others_____

20.

What are your eligibility rules? Scholastic requirements_____ Are varsity players allowed"to participate in intramurals in which they have won letters_____ Are varsity players in other sports allowed to participate in activities in which they are not varsity members_____ Others

21.

Do you have an intramural council? Yes No_____

22.

If so, how are the members chosen? Appointed by the intramural director_____ By class elections_____ By intramural participants_____ By the student council_____ Others_____

23.

If so, who makes up this council? Students Coaches Faculty members Others

2i|.

If If If If

so, so, so, so,

number number number number

How are your teams chosen? By classes_____ Study or home rooms_____ Classification based upon age, height, weight Teams chosen by appointed captains_____

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63

To The Intramural Participant:

1.

Why did you take part in the intramural program? For healthful exercise_____ Not varsity caliber_____ Participation in varsity sports not' permitted by my parents_ Required program_____ Yfork prevents taking part in school sports_____ Others_____

2.

What did you gain from participation in the intramural program? Healthful exercise_____ Group loyalty_____ Fair plajr and sportsmanship_____ Developed worthwhile habits of leisure time_____ Developed interest in sports_____ Others_____

3.

Yifhen are your games played? Before school_____ During the lunch hours_____ During the gym classes_____ After school_____ In the evenings_____ Others_____

I|.. What intramural activity did you enjoy the most? Baseball Softball_____ Volleyball_____ Basketball_____ Track & Field_____ Touchfootball_____ T ournament s_____ Others_____ 3.

What intramural activities did you participate in? Baseball Softball Volleyball_____ B asketball_____ Touchfootball_____ Track & Field_____ Tournaments_____ Others_____

6.

Do you suggest or recommend that tournaments also include quiet games? Yes No

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7.

If so, check the activities you would participate in. G hecker s_____ Chess_____ Cards_____ Shuffleboard _ Others_____

8.

Should intramurals consist of team games? Yes No_____

9.

If so, check the activities you would participate in. Basketball_____ Baseball Softball.... Track & Field_____ Touchfootball_____ Others_____

10.

How are your teams selected? By classes_____ Study or home rooms_____ School clubs_____ Classification based upon age, height, weight____ Teams chosen by appointed captains_____ Others_____

11.

Who does officiate your games? Coaches_____ Registered officials_____ Intramural director_____ Varsity players_____ Intramural participants_____ Others_____

12.

How is your program financed? School board_____ Athletic budget_____ Participants pay a small fee_____ Physical education budget_____ Others _

13.

Who furnishes your equipment? Participants_____ School board_____ Discarded suits from athletic department_____ Others_____

lU.

Are awards presented in your intramural program? Yes No

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Schools That Participated

Arlington Heights

Lanphier

Beardstown

LaGrange

Belvidere

Lake Forest

Bloomington

Gentralia

Champaign

Mattoon

Canton

Moline

Collinsville

Monmouth

Crystal Lake

Naperville

Dundee

Niles

East Aurora

Libertyville

East Moline

Ottawa

East Peoria

Pana

Freeport

Peoria Manuel

Galesburg

Princeton

Highland Park

Springfield II

Harrisburg

Staunton

Jacksonville

Sterling

Kewanee

Wheaton

Woodstock

Zion-Benton

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