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The construction and evaluation of a boys’ physical education program for Crozier Intermediate School

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THE CONSTRUCTION AND EVALUATION OF A BOYS 1 PHYSICAL EDUCATION PROGRAM FOR CROZIER INTERMEDIATE SCHOOL

A Project Presented to the Faculty of the School of Education University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

by H. Charles Shields June 1950

UMI Number: EP46060

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the“unTikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation Publishing

UMI EP46060 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346

IB A

'S O

S 6-5-6' K r y .

p r o je c t r e p o r t, w r it t e n u n d e r the d ire c tio n o f the candidate’s advise r a n d a p p ro v e d by h i m , has been presented to and accepted by the F a c u lt y o f the S c h o o l o f E d u c a tio n in p a r t i a l f u l f i l l m e n t o f the require m en ts f o r the degree

o f M a s te r of

Science in E d u c a tio n .

Date.

A d v is e r

Dean

TABLE OF CONTENTS CHAPTER I.

PAGE

INTRODUCTION............................ Statement of the problem

1

. *...................

1

Purpose of the s t u d y ...........................

1

Probable values of the investigation..........

1

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

2

Method of procedure

Related investigations . . . Definition of terms

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

2

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

4

Physical education

..........

4

Core-teacher ........................... Graded program

...

4

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

5

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

5

Weaknesses and limitations of the study Organization of subsequent chapters II.

. . . .

5

..........

6

DESCRIPTION OF INGLEWOOD, CALIFORNIA AND CROZIER INTERMEDIATE SCHOOL

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

General statistics of''Inglewood, California

♦ .

7 7

Recreational facilities of, Inglewood, Cali­ fornia ....................

7

Educational system of Inglewood, California Location of Crosier Intermediate School

. .

9

. . . .

9

Boys of Crosier Intermediate School

. ........

9

Size of Crozier Intermediate School

..........

10

Physical* education facilities at Crozier

iii CHAPTER

PAGE Intermediate School

. . .................. . . 11

Size of physical education classes at Crozier Intermediate S c h o o l .......... \ .............. 12 Time allotted to physical education at Cro­ zier Intermediate School .....................

13

Boys’ physical education personnel at Crozier Intermediate School

..........

13

Boys’ physical education program at Crozier Intermediate School

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

14

S u m m a r y .......... . ............................ 15 III.

PROPOSED ORGANIZATION OF PHYSICAL EDUCATION C L A S S ..................

17

Classification of the c l a s s .................... 17 Roll call procedure

.•.......................... 19

Recording visible numbers Recording by squads

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

. . . . .

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

19 .20

Recording absent numbers . ................... 20 Calling roll by n a m e s ........................ 20 Student leadership . . .

....................... 21

Method of i n s t r u c t i o n ....................

22

Squad g a m e s .................................... 26 Self-testing program ........................... Co-educational program . Inclement weather procedure

27

...................... 32 ..................

35

iv CHAPTER

PAGE S u m m a r y .......................................

IV.

35

PROPOSED NOON LEAGUE PROGRAM....................3& Justification of the noonleague program . . . .

3$

Suggested activities for the noon league p r o g r a m ..........

39

Proposed organization of the noon league ............................... 40

program Summary V.

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

42

PROPOSED SYSTEM OF A W A R D S .............. Justification of awards.

45

...................... 45

Types of a w a r d s .............................. 47 Factors determining thedistribution of awards Attendance .......... Written tests

. 4$

. . . . . . . . . . . . 5 0

............................... 50

Written notebook .............................

50

Squad c o m p e t i t i o n .......................... 50 Squad l e a d e r .................................. 5 1 Noon league c a p t a i n .......................... 51 Noon league

p a r t i c i p a t i o n ....................51

Noon league w i n n e r s .............. School record

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

51 .52

D e m e r i t s ............................ Presentation of awards .........................

52 52

S u m m a r y ................ .. .................... 53

V CHAPTER

PAGE

VI. SUMMARY, CONCLUSIONS, AND S U G G E S T I O N S

. 55

Summary of f i n d i n g s ............................ 55 Conclusions

. • • • • . . . • . • • .

........

5$

Suggestions

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

. . . . .

59

BIBLIOGRAPHY..........................

61

APPENDICES............................................... 65 APPENDIX A.

Physical Education Facilities of Crozier Intermediate School ..........

APPENDIX B.

List of Interviews

66

................ 67

LIST OF TABLES TABLE I. II. III. IV. V.

PAGE Fundamental Skills

• . ........................23

Approximate Schedule of SeasonalActivities Suggested Self-Testing Events Round-Robin Schedule

• . . ...

• 2$ 33

.................... 43

Factors Determining the Distribution ofAwards

. 49

CHAPTER! INTRODUCTION Few schools have taken the time to organize and put their physical education programs in written form.

The

program is usually contained in the minds of the physical education instructors. be entirely adequate.

However, this does not appear to The entire school could profit by

having an organized, written physical education program. Such a program, to be functional, would have to be revised at various times to meet the changing social needs, school environment and administrative policies. Statement of the problem.

The problem of this study

was to construct and evaluate a boys1 physical education pro­ gram for Crozier Intermediate School.

The program proposed

was not designed to be ideal-; rather, it was constructed to fit in with the existing facilities and present administrative policies. Purpose of the study.

It seems that the present pro­

gram at Crozier Intermediate School is inadequate for the boys attending the school.

Therefore, it was the purpose of this

study to attempt to model a program that would offer greater variety, stimulate more interest, and cause increased partici­ pation in the physical education program. Probable values of the investigation.

From an interview

with Dorothy Turnbull,

Assistant Principal of Crozier Inter­

mediate School, it may be assumed that this program will be adopted in the coming school year.

When this program is put

into practice, it appears that the boys at Crozier Intermedi­ ate School will benefit from its enriched and varied program. This study should be of value to new teachers and administra­ tors at the school as they could be adequately informed of the physical education program.

It may also be of limited

value to those physical educators faced by a similar problem. Method of procedure.

There was no attempt to make an

exhaustive coverage of all the literature available in the field of physical education.

The present program and admin­

istrative policies of Crozier Intermediate School were first investigated through observation and interviews with various members of the faculty.

With the limitations thus established,

authorities views were sought, largely through library re­ search.

With this data, a boys1 physical education program

was constructed and evaluated. Related investigations.

Although there was only one

study found dealing with a problem similar to the one stated previously in this chapter, three deserve mention at this time.

*** Interview with Dorothy Turnbull, Assistant Principal, Crozier Intermediate School, Inglewood, California, March 24, 1950.

Hastings

9

set up an administrative plan and established

a program for the boys* physical education department for Thomas Jackson Junior High School.

The aim of his study was

to coordinate the policies that were present at the time of his investigation of the Los Angeles City School District, Division of Health, Physical Education, and Youth Activities, and national recommended principles in physical education with the procedures and facilities of the specific school. Jones^ evaluated the junior high schools of Southern California according to a scorecard formulated by the Commit­ tee on Curriculum Research, appointed by the College Physical Education Association.

The purpose of his study placed empha­

sis upon the improvement of the schools surveyed rather than a mere criticism of the physical education and health programs which were present at the time of his investigation.

The

purpose of the study, therefore, was entirely constructive with the interests of the individual schools surveyed placed in the foreground.

^ Jack R. Hastings, ”Administration of the Boys 1 Physi-. cal Education Program at Thomas Jackson Junior High School" (unpublished Master’s project, University of Southern Cali­ fornia, Los Angeles, California, 1947), 106 pp. 3 Thomas E. Jones, "An Objective Evaluation of Health and Physical Education Programs in Junior High Schools of Southern California" (unpublished Master’s thesis, University of Southern California, Los Angeles, California, 1942), 153 PP-

4* Ryan^ evaluated twenty Utah junior high school programs by comparing them with the program of John Muir Junior High School in Los Angeles City.

The strengths and weaknesses of

these schools were determined and some improvements were rec­ ommended.

Questionnaires were sent to all of these schools.

The appendices contained a three year program of organization, samples of teaching materials, and tests used at John Muir. Definition of terms.

For purposes of clarity and under­

standing, the following terms are defined as used in this study. Physical education.

The term "physical education"

was interpreted to be that phase of the school program which is concerned largely with physical and organic growth through the medium of big muscle activities requiring strength, speed, agility, and endurance; with the acquisition of motor skills of interest to growing youth and of. recreational value in later life; and with the development of socially desirable habits, knowledge, and attitudes which contribute to the aims of education. Core-teacher.

At Crozier Intermediate School, the

"core-teacher" is one who has the same children under his

^ Kenneth W. Ryan, "Evaluation of the Physical Educa­ tion Program for Boys in Twenty Utah Junior High Schools" (unpublished Master’s thesis, The University of Southern California, Los Angeles, 1935), 1$1 pp.

'F..

^

teaching for the major part of the school day. Graded program,

A "graded program" was interpreted

as one in which pupils are scheduled for physical education classes by grade level in school. Awards,

The term "award" is used in reference to a

symbol of achievement;

not as a reward for participation in

physical education. Weaknesses and limitations of the study.

This study

was subject to several weaknesses and limitations.

No doubt,

the major one was the fact that the investigator* s knowledge was admittedly limited in the field of physical education and research techniques.

Closely allied to this, was the lack of

time to thoroughly and completely solve the problem of this investigation. Limitations were also placed upon the study by the school in question.

There is no gymnasium and there are no

facilities for showers after the pupils have engaged in stren­ uous physical activity.

There is only one boys* physical edu­

cation instructor who has approximately four hundred and fifty boys under his supervision during the school day. The program was also limited by the fact that the admin­ istration is not as sympathetic to the newer ideas of physical education as it should be.

In order to be functional, the

program had to be designed to meet with their approval and be adaptable to the existing facilities of Crozier Intermediate

School since any major change in this area appeared to be impracticable in the near future* Organization of subsequent chapters.

The remainder of

this study has been divided into the following chapters.

Chap­

ter II presents a description of Crozier Intermediate School as well as the city in which it is located.

Chapter III is

devoted to the various phases of the physical education class while Chapter IV explains the proposed noon league program. The study is drawn together in Chapter V which describes a point system of awards based largely upon factors set forth in the forementioned chapters.

The study is concluded in

Chapter VI, which contains a summary of findings, conclusions drawn from these findings, and suggestions based upon the conclusions.

CHAPTER II DESCRIPTION OF INGLEWOOD, CALIFORNIA AMD CROZIER INTERMEDIATE SCHOOL In proposing a physical education program for a speci­ fic school, a description of that school should be presented^ as well as the district in which the school is located.

It

is with these facts that the present chapter deals. General statistics of Inglewood, California.

Within

the Southwest between Los Angeles and the sea lies the city of Inglewood, California.

This city of 7.0$ square miles is

twelve miles from Los Angeles and five miles from the sea. A special census of August, 1947 listed the total number of inhabitants as 4 2 ,964 .^

This city of nearly fifty thousand

people is the major city of Centinela Valley.

It is an above

average middle class community which was formerly a rural town but is now a shopping center for a large area.2 Recreational facilities of Inglewood, California. The Inglewood Police Department states the nonexistence of many public gathering places in Inglewood:

Economic Survey of the City of Inglewood, California (Inglewood Chamber of Commerce and City of Inglewood, 1948), p. 1. ^ Recreation for Everybody (Community Surveys Associated under the auspices of the Community Chests and Councils, Inc., Vol. 2, Los Angeles, January 1, 1946), p. 2$.

6

Places for public gatherings, such as public dance halls or skating rinks, are nonexistent* There are six theaters in the City, a large rec­ reation center used by both adults and youths, and a small center for young people only* The city does attract a large trading population, as well as a considerable number of young people from the immediate surrounding areas for shows and evening snacks at local restaurants and foun­ tains. 3 The main municipal recreation and park facilities of Inglewood include Centinela Park and the Community Rec­ reation Center.

On Centinela Parkfs fifty-three acres, there

is an open air swimming and wading pool.

There are playgrounds,

softball diamonds, tennis courts, horseshoe pits, volleyball and badminton courts, amphitheater, picnic and day camping facilities, pistol range, Memorial building, Boy Scout cabin, and the ft13-20 Club Haven.”

The Community Recreation Center

is a seven acre site with a community recreation building as the feature structure.^ Each of the eight elementary schools has various pieces of play equipment for children of grammar school age. There is a supervised after-school recreation program offered at each of these schools.

3 California Youth Authority, Inglewood Police De­ partment Juvenile Control Survey (Prepared by John P. Penney, Consultant on Juvenile Control, August, 1947), P* 3 * k Economic Survey of the City of Inglewood, California (Inglewood Chamber of Commerce and City of Inglewood, 1948), pp. 23-4* *

To make use of the foregoing facilities, Inglewood has a year-round sports program with junior, senior, and adult divisions which features sports in season.

In addi­

tion, many special events are conducted. Educational system of Inglewood. California.

The

educational system of Inglewood consists of two unionized school districts, each under the supervision of its own Superintendent of Schools. One district is called the Centinela Valley Union High School District.

This district covers an area of

21.75 square miles and includes Inglewood and Leuzinger High Schools.5 The other district is the Inglewood City School Dis­ trict which includes eight elementary schools and one inter­ mediate school.

The elementary schools are:

Centinela,

Daniel Freeman, Highland, Claud Hudnall, Andrew Bennett, William Kelso, Warren Lane, and Oak Street Schools.

The

intermediate school is George W. Crozier School, 'which is the basis for the material directly following. Location of Crozier Intermediate School.

Crozier

Intermediate School is bounded by Fir Avenue on the west, Regent Street on the north, Greviliea on the east, and

**

Ibid., pp. 13-19.

10. Queen Street on the south.

This location is approximately

in the center of Inglewood, which is convenient since the school serves the entire seventh and eighth grade public school population of the city.

The school is only two blocks

from the downtown shopping area of Inglewood and one block from Inglewood High School. Boys of Crozier Intermediate School.

There are eight

hundred and seventy-five students enrolled at Crozier Interme­ diate School as of March 6, 1950. dred and thirty-eight are boys.^

Of this number, four hun­ The boys of this school

represent a good cross-section of Inglewood1s public school population since each of the eight elementary schools located in Inglewood send their graduates to Crozier Intermediate School.

The boys, therefore, are a composite of the various

economic and social groups formulating the city of Inglewood. They are predominately white.

There are no Negroes and only

a few Mexican and Chinese boys attending the school. Due to the central location of Crozier Intermediate School, the majority of the boys either walk or ride their bicycles to school.

About twenty-five per cent of them must

depend upon the school bus for transportation. Size of Crozier Intermediate School.

The entire school

6 Interview with Bette Kastning, Secretary, Crozier Intermediate School, Inglewood, California, March 6, 1950.

11. plant covers an area of approximately seven acres.

Slightly

more than half of the site is consumed by school buildings and landscaping.

There are twenty-three classrooms, a li­

brary, cafeteria, auditorium, audio-visual unit, health unit, offices, and special rooms for the teaching of science, art, music, shop, home-making, and physical education.

The remain­

ing area, consisting of about three acres or 13,770 square yards comprises the playground. the playground is in grass.

Slightly less than half of

A large part of the surface has

been asphalted, leaving very little dirt area. Physical education facilities at Crozier Intermediate School.

It is recognized that the facilities at Crozier In­

termediate School are inadequate for administering a sound physical education program.

In due respect, it should be

mentioned that the existing facilities probably will not experience any major changes in the near future.

It should

also be pointed out that the limited facilities are used by both boys and girls at the same time. A drawing of the present physical education facilities may be found in Appendix A, page 66. and size of the following:

It shows the location

eight basketball courts, six

' volleyball courts, four paddle tennis courts, one horseshoe court, four softball diamonds, two football fields, one high jump pit, one broad jump pit, one horizontal ladder, six tetherball poles, and four table tennis tables.

The football

12. fields and softball diamonds are interchangeable as are the volleyball and basketball courts.

To avoid conflict, these

facilities are used at different times' of the year.

The

drawing also shows the location of the physical education office. The school auditorium and cafeteria are usually avail­ able for days of inclement weather.

The auditorium has a

seating capacity of six hundred and thirty-eight and a stage large enough to assemble the physical education classes for calisthenics and novelty relays.

The cafeteria can accommo­

date about eighty-five students; however, there is no room for activity. At the present time, there is no gymnasium or locker room and there are no facilities for taking showers after the boys have engaged in strenuous activity.

This tends

to hamper the program since the boys must participate in the same clothes they wear to class. Size of physical education classes at Crozier Inter­ mediate School.

The physical education classes at Crozier

Intermediate School range in size from forty-five to eightyseven.

For the six classes, there is a mean of seventy-four

boys. This number is entirely too large to gain all the 'benefits offered by a good physical education program.

Too

much time must be spent by the instructor for organization

13. allowing too little time for actual instruction.? Time allotted to physical education at Crozier Inter­ mediate School.

The length of physical education classes

at Crozier Intermediate School vary.

The longest class meets

for a period of fifty minutes while one class lasts only thirty minutes with twenty boys leaving for band practice after only twenty minutes of physical education.

A period

of forty minutes constitutes the mean duration of the physi­ cal education classes.

Since no time is spent in stripping

and showering, there is usually about thirty minutes of actual participation during each class period. Boys1 physical education personnel at Crozier Inter­ mediate School.

At the present time, there is only one boys1

physical education teacher at Crozier Intermediate School. He appears to have the opinion that since he has such large classes, all he can do is keep the boys active and out of mischief.

He has been teaching at the school with an emer­

gency credential for the past three years.

He is currently

enrolled at a neighboring university working on a regular credential.

Under the present administration, it appears

that there will continue to be only one physical education instructor for approximately four hundred and fifty boys.

7 Jackson R. Sharman, The Teaching of Physical Educa­ tion (New York: A. S. Barnes and Company, Inc., 1946), p . 63 .

li^. It is hoped that this condition may he improved by modifying and bettering the present program enough to sell physical education to the administration, thus bringing about a much needed change in this area of the program. Boys' physical education program at Crozier Intermediate School.

The boys1 physical education program St Crozier

Intermediate School is based almost entirely upon squad games. Squads are chosen at the beginning of each sport by boys des­ ignated as squad leaders by the instructor.

The squad leaders

are responsible for reporting any absences in their squads to the instructor during the first few minutes of the class period. The instructor, in appointing leaders, always makes certain that there is an odd number of squads.

Each class period, mem­

bers of the odd squad act as referees for the remaining class members competing in the seasonal

sport.

The odd squad is

rotated each day so that a squad only referees about once every seven days.

With the exception of refereeing, the boys

participate in squad games of the sport in season five days a week.

Sports played during the year are touch football,

basketball, volleyball, and softball.

Approximately the same

amount of time is devoted to each sport. During days of inclement weather, the instructor visits each classroom for a period of about fifteen minutes.

During

this short period of time, he leads various indoor games for both

boys and girls in the classroom.

15. At the beginning of the class period, the boys have an opportunity to ask any questions they may have in regard to rules, class procedure, and the like.

This is actually the

only instruction of any type given by the instructor.

No

attempt is made to give instruction in skills pertinent to the various sports offered in the program. Summary.

Crozier Intermediate School is located in

the city of Inglewood, California.

This city of nearly fifty

thousand population is an above average middle class community. The major park and recreation facilities include Centinela Park and the Community Recreation Center.

To make use of the

available facilities, the city has a year-round sports program with junior, senior, and adult divisions. Crozier Intermediate School is part of the Inglewood City School District which also includes eight elementary schools.

The school is located approximately in the center

of Inglewood and therefore, the students are a composite of the various economic and social groups formulating the city. The entire school plant covers an area of approximately seven acres.

The enrollment is eight hundred and seventy-five, of

which four hundred and thirty-eight are boys.

Although the

facilities of Crozier Intermediate School are inadequate, it should be pointed out that they probably will not undergo any major changes in the near future.

A drawing of the

present physical education facilities may be referred to in

16. Appendix A, page 66.

There are approximately seventy-five

boys in each physical education class which meets 011 an average of forty minutes a day.

There is only one physical

education teacher.for the four hundred and thirty-eight boys and it appears that this situation will remain unaltered for quite some time.

The present physical education program at

the school under study is based almost entirely upon squad games.

The sports participated in during the year are touch

football, basketball, volleyball, and softball.

Approximately

an equal amount of time is devoted to each activity.

CHAPTER III PROPOSED ORGANIZATION OF PHYSICAL EDUCATION CLASS This chapter attempts to explain some of the more im­ portant aspects of class organization.

These are, namely:

classification, roll call procedure, values of student lead­ ership, method of instruction, self-testing, squad games, and the procedure for inclement weather. Classification of the' class.

Individuals vary tremen-

jlSgUsly in strengtE||^MiMty, spijfejftf’e60 rdination and in their capacity to acquire ™ e s e qualities. •Probably , A n e o ^ t h e best statements concerning individual difference i^^elation to physical education is one stated by Clark: Individuals differ in their mental, physical and social make-ups. Some have great intelligence and learn quickly, while others are slow. . .; some are Malivetf physically, while others are weak and unfit; some are capable of being great athletes, while others will always be mediocre and bplow average; . . • and still others learn physical skills with great facility, while others will probably always be a bit awkward and clumsy at sports and games.1 In order that the needs of individual pupils be fulfilled,

1 Harrison H. Glarke, The Application of Measurement to Health and Physical Education (New York: Frentice-Hall,

Hc7rm677p7~3fl7~--- : ---

id.

the program of physical education must have some sectioning or segregating scheme. It is almost impossible and entirely to equalize ability completely,

impracticable

A boy may be a poor football

player, an excellent softball player, arid an average basket­ ball player.

It appears that any system of classification,

whether based upon the three variables of age, height, and weight as suggested by McCloy^ and Cozens^ or on scores from the four events, broad jump, eight pound shot put, high jump, and the seventy-five yard dash, as presented by Stansbury,4 will not be entirely valid.

There seems to be gross disagree­

ment among authorities on what basis classification should be made, or if it should be made at all. At Crozier Intermediate School, the boys1 physical education classes are automatically classified according to grade.

By introducing a flexible squad system within each

^ Charles H. McCloy, Tests and Measurements in Health and Physical Education (New York: -P*. S. Crofts and Company, 195977 p. 45. -

3 Frederick

W. Cozens and N. P. Neilson, ”Age, Height, and Weight as Factors in Classifying Elementary School Chil­ dren,” Journal of Health and Physical Education, III (December, 1932), a ,

5«f.

^ Edgar Stansbury, ”A Simplified Method of Classifying Junior and Senior High School Boys into Homogeneous Groups for Physical Education Activities,” Research Quarterly of the American Association for HeaIth, Physical Education, and Recreat'ion, XII (December, 1941) , 7&5-77o.

19. class, as suggested by Davis and Lawther,^ it seems thatclass­ ification for purposes of safety, equality of competition, and facilitating instruction will be adequately met.

It is pro­

posed that the class be divided into squads at the beginning of each sport, the squads being chosen by boys elected from the class as squad leaders. Roll call procedure.

Voltmer and Esslinger make the

following statement in regard to roll call procedure: There is no one method ofroll taking that is superior to all others for all occasions; instead there are several good methods commonly used. . . Accuracy, speed and freedom from additional expense are the three essentials of good roll taking. Mention of four recommended methods from which to choose with an explanation and evaluation of each may be beneficial at this

time.

Recording visible numbers.

Each boy is given a number

on which to stand in one or two lines. that are not covered.

This method

at the same place each day

Numbers are recorded

is good if the

and the surface can be

classmeets painted.

5 Elwood C. Davis and John D. Lawther, Successful Teaching in Physical Education (New York; Prentice-Hall, TncV, "I94IT,“p. 5237 — : -----£

0 Edward F. Voltmer and Arthur A. Esslinger, The Organization and Administration of Physical Education (New York: F. S.' Crofts and Company,~T93& ), p • 304*

20. Recording by squads.

The class by some convenient

procedure is divided into squads.

Squad leaders are respon­

sible for the reporting of absences to the instructor.

This

method is less accurate but can be used anywhere. Recording absent numbers.

Each student is given a

number and counts off at the instructor’s command.

This

method is quick, accurate, provides for student participa­ tion, and can be used anywhere. Galling roll by names.

Each student answers as his

name is read by the instructor.

This method is very.time

consuming, but allows the instructor a better opportunity to become acquainted with the class.? In view of the suggested procedures, it is recommended that the following method of roll call be adopted at Crozier Intermediate School.

The class is divided into squads, the

number varying with approximately nine to a squad, depending upon the sport in season.

Ten rows of numbers, one through

ten, are painted on the asphalt.

Each student is assigned

a number to stand upon during roll call.

Names are entered

in the instructors roll book by squads, thus enabling the instructor to quickly and accurately record absent numbers. This method fulfills the three essentials of a good roll

7 Ibid., pp. 304-306.

21.

taking procedure as suggested by Voltmer and Esslinger,^ namely, accuracy, speed, and freedom from additional expense* Student leadership*

The following quotation taken

from Voltmer and Esslinger points out the value of student leadership: Modern educational philosophy accepts and spon­ sors the proposition that we learn to do by doing; that is, that the actual practice or living out an experience tends to establish it much better than just hearing or reading about it could possibly do* If the schools are to prepare students to live en­ riched lives during both school life and adult life, many opportunities must be provided for practice of the elements of successful living. One of these elements, certainly, is leadership, around which can be developed cooperation, loyalty, sociability, and many other desirable social qualities. Few, if any, other school subjects provide the number of leadership opportunities that are to be found in physical education.° Opportunities inherent in physical education for the discovery and development of leadership are so apparent that they will not be elaborated upon at this time.

However, it

may be stated that the proposed physical education program for Crozier Intermediate School will offer many more opportuniti.es for student leadership than are being offered at the present time.

8 Ibid.. p. 304. 9 Ibid.. p. 291.

22. It is recommended that student leaders at Crozier In­ termediate School be selected by the instructor at the begin­ ning of the year as suggested by Voltmer and

Esslinger.-^

During the remainder of the year, student leaders will be chosen by class members.

Each squad leader will select his

own group and be responsible for the conduct of the group. Method of instruction.

It is recommended that one day

of each week be used exclusively for purposes of instruction. Fundamental skills and the rules of the seasonal sport should be stressed on this day.

As a general rule, this instruction

will be in the form of presentation and demonstration of a specific skill by the instructor to the class as a whole. After having an opportunity to ask questions, the boys will divide into squads to practice the specific skill.

During

this time, the instructor will be free to watch the group as a whole and render service where it is most needed.

At

the end of the period, the boys will be called together again; at which time, the correct manner of executing the skill will again be demonstrated and an opportunity to ask any further questions will be given. The suggested fundamental skills to be stressed may be found on the following pages.

10 Ibid., pp. 294-297

They were gathered from the

23. ' TABLE I FUNDAMENTAL SKILLS

Seventh grade

Eighth grade

Touch football 1. Rules of game 2. Passing 3. Punting 4. Catching ball 5. Blocking 6. Stances

Touch football 1. Review previous fundamentals 2. Drop kicking 3. Place kicking • 4* Dodging 5. Recovery of fumble 6. Handing off

Basketball 1. Rules of game 2. Chest push pass 3 . Shoulder pass 4. Dribble 5. Chest push shot 6. Free throw

Basketball 1. Review previous fundamentals 2. Set up shot 3. Pivot 4. One hand push shot 5. Team offenses 0. Team defenses

Soccer 1. Rules of game 2, Kicking 3 , Passing 4. Dribbling 3 . Throw in 6. Heading

Speedball 1. Rules of game 2. Kicking 3. Catching and passing 4- Positions 5, Pick ups 6. Guarding

Volleyball 1. Rules o'f play 2* Underhand serve 3. Recovery of ball from net 4. Setting up 5. Spiking 6* Placing serve

Paddle tennis 1.-Rules of game 2. Grips 3. Stance 4. Serving 3. For ehand drive 6. Backhand drive

Softball 1. Rules of game 2. Overhand throw 3 . Catching 4. Fielding

Softball X. Review previous fundamentals 2. Bunting 3. Sliding 4* Pitching

24. TABLE I (continued) FUNDAMENTAL SKILLS

Seventh grade

Eighth grade

5. Batting 6. Base running

5. Underhand throw 6. Team play

Track and field 1. Preliminary training 2. 50 yard dash 3. Starting form 4. Sprinting form 5. Standing hop, step, jump 6. Standing broad jump

Track and field 1. Preliminary training 2. 75 yard dash 3. High jump 4. Running broad jump 5. Running hop, step, jump 6. Shot put Table tennis 1. Rules o f p l a y 2 . Grips 3. Serves 4. Volleying Tetherball 1. Rules of game 2. Follow up 3. Blocking

25* source material of Irwin,H LaPorte,^2 and

Trusler,*^

an(j

then arranged according to grade. Motion pictures, slides, film strips, and other audio­ visual aids, when available, should supplement the regular method of instruction.

B r a c e d has stated that the teacher

should always preview the film he wishes to use so as to be­ come thoroughly familiar with it.

Before seeing the film,

the class should be informed as to what to look for and how the film fits in with their regular instruction.

Through

class discussion, the film should be evaluated after being shown. It is important to make requests for films as early as possible because many of the better films will be reserved weeks in advance.

The physical education teacher should not

wait until a rainy day to show a film; it should be shown when the students show need and interest for it. A portable bulletin board is a very important item

H Leslie W. Irwin, The Curriculum in Health and Physi­ cal Education (St. Louis: The C . V. Mo shy Company, 1944), pp.

IJ9-T5T:



12 William R. LaPorte, The Physical Education Curricu­ lum (Los Angeles: The University of Southern California Press, T§42), pp. 16-23. , 13 t . Trusler, Fundamentals of Physical Education (Minneapolis: Burgess Publishing Company, 1940), pp. 140-151* 14 David K. Brace, Health and Physical Education for Junior and Senior High Schools T U ew York: IT 3. Barnes and Company, 1943), pp. 12-13.

26. in physical education.

It assists the instructor in promot­

ing interest in activities and in supplementing instruction in many ways.

There are many important points that the in­

structor brings out in class that can be reemphasized by pictures and charts on the bulletin board.

Pictures, clip­

pings, and cartoons in connection with physical education will brighten the bulletin board and stimulate the program. Squad games.

Because of the nature of physical edu­

cation activities, and because of the necessity of developing favorable attitudes toward keeping physically fit throughout life, it is essential that the play spirit of physical educa­ tion be kept alive.^

For this reason, it is recommended

that two days of each week be devoted to playing the seasonal sport.

It is through these squad games that the boys use their

fundamental skills and knowledge in an actual game situation, which provides experience in cooperation, sociability, and sportsmanship. As mentioned previously in this chapter, the boys in each class are to be divided into squads.

A round-robin tour­

nament is to be organized for each seasonal sport, with members of the odd squad refereeing the games.

It is suggested that

on squad game days, the instructor rotate from one game to another to observe the boys in a game situation.

Ibid., p. 9

He may choose

27. this time to help those who appear to be having a particularly tough time. Table II, on the following page, presents the approxi­ mate schedule of suggested seasonal activities to be included in the program at Crozier Intermediate. School.

An equal amount

of time is to be devoted to each major sport, and none are to be especially stressed.

In this way, every boy interested in

an activity finds that his activity is as important as any other. Self-testing program.

In order to serve his students

best, the physical education instructor must know the needs of the individuals.

To determine these needs accurately and

economically, appropriate measures must be utilized.

Although

there are errors in all tests, as they are based on some as­ sumption, they are still better than a mere opinion.

Tests,

used judiciously, are valuable in the organizing of a purpose­ ful program of physical education. M e n conditions are other than ideal, as they are at Crozier Intermediate School, Clarke^ recommends that in inaug­ urating a measurement program it is best to proceed slowly and do a thorough job of each step as it comes up.

He believes

that it is better to start with only one grade the first year

3-6 clarke, o£. cit., p. 3®3*

TABLE II APPROXIMATE SCHEDULE OF SEASONAL ACTIVITIES

Dates

7th grade

8th grade

September 15 to October 31

Touch football

(6)

Touch football

(6)

November 1 to December 15

Soccer

(6)

Speedball

(6)

January 1 to February 15

Basketball

(6)

Basketball

(6)

February 16 to March 31

Volleyball

(6)

Paddle tennis Table tennis Tetherball

(2) (2) (2)

April 1 to May 15

Softball

(6)

Softball

(6)

May 16 to June 30

Track and field

(6)

Track and field

(6)

-.

-.... — ....... .rsr:■ : = =

This table is to be read as follows: the numbers in parenthesis are the number of weeks devoted to each sport or activity. The dates are only approximate allowing for greater flexibility in the program.

29. and concentrate all the follow-up work on this group, than to include the entire school in the program at once.

A new

grade may be added each year. If the boys of the seventh grade

participate at first

and the entering grade is added each year, all the boys of Crozier Intermediate School will be included in the program within a period of two years.

This procedure has several

advantages as follows: 1. Time enough can be taken by the physical educator for a complete follow-up of each pupil included in the measurement program. 2. An opportunity is provided to try out procedures and to routinize desirable ones with a few cases, rather than to become confused with a great many. 3. Successful accomplishments with a few pupils can frequently be used to convince administrative superiors of the necessity for measurement. 4. Measurement programs are more apt to be attempted on this basis, the physical educator having more confidence in his ability to handle them without becoming so deeply involved that the task becomes hopeless. 5. Efficient programs, needed assistance, necessary supplies, equipment, and facilities, and desirable arrangements may logically be expected as outcomes of such a procedure if it is properly handled and the results effectively presented.**-7 The amount of time it takes to administer tests can be

17 Ibid. , pp. 303-304.

reduced considerably by careful organization.

The squads

used for class instruction may be used advantageously in the testing program.

As is the practice at Audubon Junior High

School-1-0 in Los Angeles, each squad is divided into two self­ testing squads, i.e., squad "2" becomes squads "2a" and "2b," with the responsibility divided between the squad leader and his assistant respectively.

These squads should then be ro­

tated to various events in order to eliminate the time wasted while standing to wait for turns and also to take full advan­ tage of existing facilities. Scott and Fre n c h ^ suggest that when student leaders are to be used in conducting and recording, at least one organization meeting should be held.

It is the purpose of

this meeting to give a complete understanding of the entire measuring process.

The instructions should be explicit and

all should be impressed with the necessity of having uniformity of procedure.

Giving words of encouragement, having a sincere

interest in the individuals score, showing pleasure at extreme effort, and other ways in which student leaders can motivate

1^ Bernard Garen, "Handbook for Practice Teaching in the Boysf Physical Education Department of Audubon Junior High School" (unpublished Matftg^s project, University of Southern California, 1947), p. 14'.^ * 19 Gladys M. Scott and Esther French, Better Teaching Through Testing (New York: A. S. Barnes and Company, 1945)7 p. 317

31students should be explained during the meeting.

They should

be instructed not to embarras the poorly skilled, or to make the actual score seem the all-important thing.

On the .other

hand, unless the students are motivated to do their very best, the scores are meaningless, and the time consumed might better have been spent in other ways. There are various cards available on which to record the test data.

If scores are to be cumulative, an individual

score card is preferable.

It is recommended that this card

accompany the student when he precedes to high school.

In

this way, the high school physical education instructor will have some insight as to the boyTs past physical achievements. Before any testing is done, it is important to inform the boys of the purpose of the test and how the results will be used.

It is essential that they be desirous of putting

forth their best efforts.

An unfavorable attitude on the part

of the students is likely to exist if the selected tests are meaningless or uninteresting, or if an undue amount of time has been taken away from the activity program for measuring purposes.

This will also be true if the boys feel that too

little use is being made of the results.

The same instruc­

tions should be given to all groups to insure uniformity. It appears that the best procedure for Crozier Inter­ mediate School is to have one day a week designated for self­ testing purposes.

It is suggested that the measurement program

32. be organized from the list of testing events as found in Table III on the following page.

An evaluation of each boy

should be made at the beginning and the end of each seasonal sport to show progress and improvement.

Through such a meas­

urement program, the instructor should be able to note the general weak spots of his instruction program and therefore concentrate additional emphasis in that direction.

He will

also be able to render greater individual service by becoming better acquainted with each individuals problems. Care needs to be taken in administering knowledge tests as well as motor tests although the procedure is relatively simple.

The test should be administered so that all have a

fair chance.

The room should be quiet, well ventilated, and

adequately lighted.

Precautions should be taken to keep

cheating to a minimum. It is suggested that the rules of each seasonal sport be mimeographed and a copy given to each boy as the sport comes into season.

These rules are to be elaborated upon

by the instructor during the period of time the sport is in season.

At the conclusion of each sport, a written test of

these rules will be given as

w e ll

as terminology and tech­

niques of the activity. Co-educational program.

Prior to about 1930, there was

a common feeling among professional workers that boys and girls should be separated for purposes of physical education shortly

33. TABLE III SUGGESTED SELF-TESTING EVENTS

Football IV Pass for distance 2. Pimt for distance 3. Drop kick for accuracy 4. Place kick for accuracy 5. Pass for accuracy 6. Rules of game

Basketball 1. Goals per minute 2. Free throws for accuracy 3. Pass for accuracy 4. Dribble for time 5. Pass for distance 6. Rules of game

Softball IV 'Kirow for accuracy 2. Throw for distance 3. Pitch for accuracy Run bases for time 5, Field balls 6. Rules of game

Soccer and speedball T. Kick for distance 2* Pass for distance 3. Dribble for time 4. Kick for accuracy $. Kick-ups 6. Rules of game

Volleyball T V Serve for accuracy 2. Return for accuracy 3. Killing the ball 4. Set-ups 5. Recover from net 6* Rules of game

Track and field 1. 50 yard dash 2. 75 yard dash 3. Standing broad jump 4. Running broad jump 5. High jump 6„ Running hop, step, jump

34. after ten years of age.^^

However, LaPorte^ states that

there is now a strong tendency developing to emphasize, as a part of the physical education program, such activities as can be jointly engaged in by both boys and girls.

The

activities should be of such nature as to carry over into after school life as hobby interests.

Since both sexes have

to associate with each other in other than school situations, it is important to guide and train these people in such ac­ tivities that the maximum social values are acquired. In keeping with this m o d e m philosophy, it is proposed that one day of each week be dedicated to co-educational activities at Crozier Intermediate School.

This proposal was

discussed with Therma Emmons,^2 girls! physical education teacher at Crozier Intermediate School and was readily en­ dorsed.

It was agreed that this program should be a coopera­

tive venture, thereby equalizing the burden.

It was mutually

agreed that softball, volleyball, square dancing, and social dancing should constitute the activities of the program*

It

seems that these are the activities engaged in most frequently

^ Eugene W. Nixon and Frederick" ¥. Cozens, An Intro­ duction to Physical Education (Philadelphia: W. B. Saunders Company,“T 9 4 7 / , p. 97. 01

x LaPorte, op. cit., p. 54.

22

Interview with Therma Emmons, GirlsT Physical Edu­ cation Teacher, Crozier Intermediate School, Inglewood, Cali fornia, March 24, 1950.

35 . by both sexes during and after school life. Inclement weather procedure.

It appears that the

present practice at Crozier Intermediate School in regard to days of inclement weather is unsatisfactory. to Walter

B e a n ,

According

the core-teachers disapprove of the present

practice because they must remain with their students during the entire day.

Ordinarily, they have a free period while

their students participate in the physical education program. With the above feelings and the interests of the boys in mind, it is recommended that the boys of the school under study meet in the auditorium, when available, for their physi­ cal education;period.

Calisthenics should be given during

the first part of the class period.

The remainder of the

time may be spent in a variety of ways, such as discussing problems pertinent to the adolescent boy, showing physical education films, conducting novelty relays, and the like. Summary.

Individuals vary so greatly in their physi­

cal capacities that it seems necessary to classify them in some manner.

The boys at Crozier Intermediate School are auto­

matically classified according to grade level.

The proposal

was made that the boys be further classified by introducing

^ Interview with Walter Bean, Special Teacher (Adminis tration), Crozier Intermediate School, Inglewood, California, March 24, 1950.

36. a flexible squad system. A roll call procedure appearing to fulfill the re­ quirements of accuracy, speed, and freedom from additional expense was proposed as follows.

Members of each squad are

assigned a number on which to stand, thus enabling the in­ structor to quickly and accurately record absent numbers. It was recommended that one day of each week be used exclusively for purposes of instruction.

Fundamental skills

and the rules of the seasonal sport should be stressed on this day.

The boys are to line up at the beginning and the

end of the period.

In this way, the boys will have an op­

portunity to ask questions before and after practicing the specific skill.

The use of films and other audio-visual

material are invaluable aids to the instruction program. Two days a week were recommended for squad games.

Dur­

ing these days, the boys have an opportunity to use their fun­ damental skills and knowledge in actual game situations. Round-robin tournaments are to be held among the squads thus increasing interest. The self-testing program was recommended as an effort to find the needs of the individuals, thus greatly increasing the instructor’s ability to aid his pupils.

Care must be

taken to make the tests as accurate as possible.

It was

recommended that only the seventh grade be included in the program the first year, with the entering grade added each

37. year, thus facilitating inauguration of the measurement pro­ gram. Because of the increasing demand for co-educational activities, one day a week was suggested for joint activities of the boys and girls in softball, volleyball, square dancing, and social dancing.

Both the boys1 and girlsT physical edu­

cation instructor should cooperate in organizing this program. It was proposed that during inclement weather, the boys1 physical education class meet in the school auditorium, when available, for calisthenics, discussions, relays, and other activities.

CHAPTER IV PROPOSED NOON LEAGUE PROGRAM The purpose of this chapter is to

propose an intra­

mural program to be conducted during the noon hour.

Justi­

fication of such a program is presented followed by the sug­ gested activities to be included.

Such topics as team selec­

tion, umpiring, equipment, and scheduling of the noon league program are discussed under the heading of organisation. Justification of the noon league program.

The general

curriculum material is prepared for use primarily as a basis for class instruction in the fundamentals of performance with related interests.

The intramural sports program provides the

opportunity for extensive participation in those activities already thoroughly taught; hence, this program is for a recrea­ tional purpose. i Students participating in the intramural program ac­ quire an interest in activities that have distinct health, recreational, and social usefulness in later business and professional life.^

This"period is the laboratory of the

^ William R. LaPorte, The Physical Education Curricu­ lum (Los Angeles: The University or Southern California Press, 1942), p. 5 8 * ^ Elmer D. Mitchell and Bernard S. Mason, The Theory of Play (New York: A. S. Barnes and Company, 1946), p. 46o.

39instruction period and is just as important as the corres­ ponding period in science.3 Mitchell, Mason,4 and LaPorte^ suggest the noon hour or the after school period as a convenient time for intramural sports*

However, the latter cannot be used effectively at

Crozier Intermediate School because of such disturbing factors as the school bus leaving early, teachersf meetings, club meetings, and the fact that many of the boys have paper routes and other obligations to meet after school hours* Mitchell^ emphasizes the fact that intramural partici­ pation during the noon hour is becoming increasingly popular. School administrators generally appreciate the supervision for the many students who do not return home for lunch.

He stresses

that strenuous activities immediately following lunch are to be avoided and that noon participation should not begin until suf­ ficient time has elapsed for the students to eat their lunches. Suggested activities for the noon league program.

In

selecting activities to be included in the noon league program, it seems advisable to folio?/ the same principle suggested by

3 LaPorte, loc. cit. ^ Mitchell and Mason, 0£. cit., p. 465 . 5 LaPorte, loc. cit. 6 Elmer D. Mitchell, Intramural Sports (New York: A. S* Barnes and Company, 1939), p- ^40.

40. Clarke? in inaugurating a self-testing program.

That is,

it is better to succeed with a few than to fail with a great many.

Therefore, it is suggested that softball and volleyball

constitute the team games of the activity program and that tournaments be conducted in the individual activities of table tennis, tetherball, and paddle tennis.

In this way,

all available time and emphasis may be placed on these ac­ tivities helping to insure the success of the program.

The

tournaments are an important feature of the program as they five the boy who is not particularly team-minded an oppor­ tunity to participate.

As time goes by, it may be advisable

to bring other activities into the noon league program. However, at this time, it seems advisable to undertake only as many activities as can be adequately organized and supervised. Proposed organization of the noon league program.

The

noon league program should be an integral part of the physical education program.

There should be a definite correlation

between the skills taught in the physical education classes and those used in the intramural program.

It is important,

however, that the noon hour program be on an elective basis because the boys hould want to participate in the program

Harrison H. Clarke, The Application of Measurement to Health and Physical Education (New York: Prentice-Hall, 7

Tnc“ T9£6T7~pTyUT.

41. rather than being forced to do so. The first step to be taken in the organization of the noon league program is the selection of competitive teams. Equal strength of teams is almost essential for the success of the noon hour program just as it is in other types of com­ petition.

Teams may be selected in a variety of ways.

It

is proposed that the following method of team selection be inaugurated. All the boys desiring to take part in the noon league program should meet in the school auditorium on a conveniently designated day.

It is explained that volleyball and softball

shall constitute the team activities of the program.

The boys

are made aware of the fact that they may take part in only one of these activities during an eighteen week period.

It is

emphasized that just as many award points may be earned in one activity as the other.

They are then asked to decide

which activity they wish to take part in during the current eighteen week period.

Those wishing to play softball are

asked to occupy the seats in the front of the auditorium while those wishing to play volleyball occupy the seats in the back.

Team captains'are chosen by the respective groups

who, in turn, choose their teams.

It seems that in this

way, the teams will be of almost equal strength. It is suggested that, to allow for a maximum amount of competition, round-robin schedules be played.

Generally, it

42. is advisable to set up leagues of not more than eight teams each, because with more than this number, competition is likely to be drawn out with a consequent loss of interest. Additional rounds may be played if more competition is de­ sired.

League winners and runners-up should be included

in the post-league competition to establish noon league champions.

Table IV, on the following page, is a suggested

schedule for round-robin competition for teams up to and including eight in number. Due to the limited facilities at Crozier Intermediate School, only eight softball and ten volleyball teams may be active during any one noon hour.

It is suggested that the

captains of the inactive teams officieate the noon league games of the day. The daily schedule shall be conveniently posted each morning.

The captain of the team whose name appears first

is to be responsible for checking out the equipment.

The

captain of the winning team returns the equipment and reports the score.

In the case of a tie game, the same captain that

checked out the equipment returns it and reports the score. If the equipment should not be returned immediately at the close of the noon hour, the winning team shall forfeit the game. Summary.

It seemed that if adequate time was allowed

for the boys to eat their lunches and strenuous activities

TABLE IV ROUND-ROBIN SCHEDULE

3 Teams

4 Teams

5 Teams

6 Teams

7 Teams

1 plays 2 3 bye

1 plays 2 3 " 4

1 plays 2 3 " 4 5 " 6

Second-date games

1 plays 2 bye

* 1 plays 3 2 ” 4

1 plays 2 3 " 4 3 bye 1 plays 3 4 " 5 2 bye

1 plays 3 2 5 4 n 6

Third-date games

2 plays 3 1 bye

1 plays 4 2 " 5 3 bye

1 plays 4 2 " 6 3 n 5

1 plays 5 2 « 3 4 bye

1 plays 5 2 " 4 3 n 6

2 plays 4 3 tr 5 1 bye

1 plays b 2 " 3 4 ” 5

1 3 5 7 1 2 4 6 1 2 3 3 1 2 3 4 1 2 5 3 1 3 4 2 2 4 6 1

First-date games

Fourth-date games Fifth-date games Sixth-date games Seventh-date games

y f

1 plays 4 2 « 3

plays n " • bye plays » ”' bye plays w ti bye plays n fT bye plays t» " bye plays " TT bye plays " bye

£ Teams 2' 4 6 3 5 7 4 6 7 5' 7 6 6 4 7 7 5 6 3 3 7

1 3 5 7 1 2 5 6 1 2 5 6 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

plays n TT tT plays « w » plays " Tt ft plays " w

2 4 6 $ 3 4 7 a 4 3 &

7 5 8

7 V 6 plays 6 " 5 $

rf plays " rr ff plays » ” ”

7 7 6 5 S 8 7 6 5

were not included, the noon league program was justified. The activities of softball, volleyball, table tennis, horse­ shoes, and paddle tennis which have distinct health, recrea­ tional, and social values were suggested as the scope of the program.

It seemed advisable to limit the program the first

year in order to try out procedures and to routinize desir­ able ones with a few activities rather than to become confused with a great many. It was emphasized that participation in the noon league program is to be entirely elective.

It was proposed that teams

be selected by the so-called tfchoosing-up!T-method.

It seemed

that in this way, the teams would be of almost equal strength. It was also recommended that round-robin tournaments be con­ ducted to allow for a maximum amount of competition.

Since

only eight softball and ten volleyball teams may be active during any one noon hour, it was suggested that the captains of the inactive teams officieate the day1s games.

To insure

the prompt return of equipment and reporting of scores, it was proposed that the winning team should report the score and return the equipment promptly or forfeit the game.

.CHAPTER V PROPOSED SYSTEM OF AWARDS The purpose of this chapter is to explain a proposed system of awards for Crozier Intermediate School.

An issue

as controversial as that of awards cannot be adequately ex­ plained without first justifying such a program.

Following

justification, the proposed award is described as well as the factors determining its distribution*

The chapter is

concluded by explaining the method of presenting winners their awards. Justification of awards.

The subject of awards seems

to be an extremely controversial issue among authorities. There are many who favor complete abolition of all awards because they believe that boys should compete in athletic activities for the love of playing and for the benefits— physical, mental, moral, and social— derived from such compe­ tition.

It is their belief that awards are harmful in that

they turn the thoughts of the participants to the awards rather than to the activities and the values inherent in thera.^The practice of granting awards to those who compete

^ Jesse Feiring Williams and Clifford Lee Brownell, The Administration of Health and Physical Education (Phila­ delphia: W. B.Saunders Company, 1946)",'P- 372*

46. in athletics has developed the attitude in some athletes that the school owes them something.

Nothing could be fur­

ther from the truth if the physical education program is an educational one.

The boys participating should be the

greatest recipients of benefits because of having had the opportunity to take part in the

p r o g r a m .^

Other authorities are inclined to take an opposite view.

They believe that the practice of granting awards

to those who are outstanding in physical education is in accord with the universal practice of honoring successful or outstanding performance in any field.

In the schools,

it corresponds to the honors, emblems, pins, and the like which are granted for outstanding achievement in either curricular or extracurricular activities. 3 Those who believe in awards contend that since time began, it has been customary for victors to receive emblem­ atic or actual evidences of their success.

From the time

when the ancient Greeks crowned the Olympic victors with olive wreaths down to the present, people in all walks of life have striven for honors which attract the interest and

2 Charles E. Forsythe, The Administration of High School Athletics (New York: Prentice-Hall, Inc.,”T 9 4 8 j , p. £24. 3 Edward F. Voltmer and Arthur A. Esslinger, The Organization and Administration of Physical Education (New York: F. S7 Crofts and Company , T 9 3 8 /Y P * 236 .

47. approval of their fellow men*

This group believes that the

evils are not so much in the awards themselves as in some uses made of them.^ - When an award has only a sentimental value attached to it rather than a monetary or a utilitarian value, it is unlikely that the award will become the sole goal of the participant*

As an additional intrinsic incentive to engage

in worthwhile activities, it seems that an inexpensive award is perfectly justifiable.5 Types of awards.

There is great variance in awards

presented for outstanding participation in physical education. They vary as to type, size, and unit cost.

However, to keep

within the rules established by the National Federation of State High School Associations, the unit cost of awards should be limited to one dollar or

less.

6

Glass insignias, monogram

letters, medals, plaques, certificates, and ribbons are some of the possible awards that could be presented to those who qualify. The proposed award to be inaugurated at Crozier Inter­ mediate School is a script emblem with the name "Crozier”

Williams and Brownell, op. cit., p. 372. 5 Elmer D. Mitchell, Intramural Sports (New York: A. S. Barnes and Company, 1939), p. 266. 6 Yoltmer and Esslinger, loc. cit.

4S. embossed on a piece of wool felt five inches long and one and one-half inches high.

The award is to be gold on a blue

background, since blue and gold are the school colors.

An

award of this description would cost about twenty-five cents.7 Because of the uniformity of the awards, they could be pur­ chased in large quantities, thus reducing the unit cost. Such an award may be worn appropriately on any sweater or jacket.

An award of this type signifies that the holder is

an all-round athlete and not a specialist in any one sport. This is as it should be as specialization should be kept at a minimum, especially at the junior high school level.

Those

who qualify for subsequent awards are to be presented with a gold star on a blue background. Fadtors determining the distribution of awards.

It

is proposed that the awards be distributed through the use of a point

system.

This system has proved most sucessful

in the Los Angeles City Schools.^

The list on the following

page illustrates the means by which boys may earn points toward an award.

The numbers on the right signify the pos­

sible points a boy may earn in each category.

7 Champion Athletic Knit Goods (New York: Knitwear Company, 1949), p. 22.

Champion

^ Interview with William J. Hilleger, Head of Physical Education Department, Horace Mann Junior High School, Los Angeles, California, March 23, 1950*

49. TABLE V FACTORS DETERMINING THE DISTRIBUTION OF AWARDS

Category

Attendance Written tests Written notebook Squad competition

Possible points

5 5,4,3,2,1 10 10,&, 6 ,4,2

Squad leader

2

Noon league captain

2

Noon league participation

5

Noon league winners School record Demerits

5,4,3,2,1 5

-1

50. Attendance.

A boy may earn five award points by

having a perfect attendance record for an eighteen week period.

For each day he is absent, one point is taken away.

For example, if a boy should be absent three days during an eighteen week period, he would receive only two points toward his award. Written tests.

A boy may earn points toward an award

by making a score between seventy-five and one hundred on written tests.

Points are to be distributed as follows.

Score

Points

100-95

5

94-90

4

$ 9 -8 5

3 2

79-75

1

A boy must make a score of seventy-five or better to gain any points in this classification. Written notebook.

It is recommended that a written

notebook be required of each boy at Crozier Intermediate School.

This notebook may be written on any phase of physi­

cal education the student desires. graded by the instructor.

This notebook is to be

A boy may earn from one to ten

points by submitting an acceptable notebook. Squad competition.

All members of the squad having

the greatest number of points at the end of an eighteen week

period are to be .awarded ten award points; members of the squad having the next highest total earn six points; and the members of the squad placing third, two points.

Squad

points are to be acquired according to the following system: (1) one point is awarded each day to the squad having lined up at attention for roll call most promptly after the whistle has been blown to start the class in session;

(Z )

one point

is awarded each day to the squad having lined up at attention first at the end of the period to report scores and return equipment;

(3) each winning team on squad game day receives

two points. Squad leader.

Squad leaders are chosen by the class

for a period of six weeks.

Each of these leaders receives

two award points. Noon league captain.

Noon league captains are chosen

once each eighteen week period and receive two points toward their award. Noon league participation.

Each boy who participates

regularly in the noon league program may earn as many as five award points.

The captain of each noon league team takes at­

tendance of his team.

Each day a boy is absent from his team

a point is taken off from the possible five he may earn. Noon league winners.

Points are to be awarded to the

members of the winning noon league teams on the following basis:

five points for each member of the team placing first

52. four points for each member of the team placing second, and so forth down to one point for each member of the team placing fifth.

New teams are formed School record.

every eighteen

It issuggested that

weeks.

a board be kept in

the physical education building on which all the self-testing records are recorded by grade.

A

boy may earn five award

points for each school record he breaks during an eighteen week period. Demerits.

Demerits are given at the discretion of the

physical education teacher.

These may be given for acts of

poor sportsmanship, poor attitude, tardiness, and the like. At the end of each eighteen week period, award points for every boy are to be totaled by per cent of the boys in each

the instructor. The ten

class with the

of points are to be awarded a letter.

highest

number

Poor citizenship or

poor scholarship may render a possible award winner ineligible. Stars are to be awarded successive letter winners. Presentation of awards.

It is proposed that the winners

of school awards be presented their emblems at a banquet in January and at an assembly in June.

All boys of Crozier In­

termediate School and their parents are to be invited to attend whether they are to receive awards or not.

By way of introduc­

tion, the physical education instructor should explain what he is trying to accomplish through the physical education program.

Factors determining the distribution of awards should

53. also be explained at this time.

As each winner is presented

his award, his parents are to be asked to stand.

It is be­

lieved that by having the parents present at these affairs, they will become familiar and therefore more interested in the physical education program.

Entertainment should be

provided in the form of athletic films, gymnastics, and the like. Summary.

The issue of awards in physical education

is an extremely controversial subject among authorities. It seems that awards in themselves are not so injurious as are some of the uses made of them.

Because of the prevalence

of recognizing achievement in all walks of life, simple awards, mere symbols of achievement with little or no monetary value, appear to be justifiable. The proposed award is the name "Crozier” embossed on a piece of felt five inches in length and one and one-half inches in height.

Awards of this description can be purchased

for approximately twenty-five cents.

Winners of subsequent

awards are to be presented stars. The proposed awards are to be distributed by inaugurat­ ing a point system. ing areas:

Boys may earn award points in the follow­

attendance, written tests, written notebook, squad

competition, squad leaders, noon league captains, noon league participation, noon league winners, and by breaking a school record.

They may lose points through a system of demerits.

The ten per cent of the boys in each class with the greatest number of points are to be presented awards. It is recommended that award winners be presented their emblems at a banquet in January and at an assembly in June.

Parents are extended a special invitation to attend

both of these school functions, thus improving public rela­ tionships.

CHAPTER VI SUMMARY, CONCLUSIONS, AND SUGGESTIONS This study has attempted to propose a boysT physical education, program for Crozier Intermediate School,.

The pro­

gram was not constructed to be ideal; rather, it was designed to be functional and to fit in v/ith the existing facilities and administrative policies of the school,

A lack of time

to completely investigate all aspects of the program limited this study as did the lack of professional experience of the investigator in the field of physical education. The method of pursuing the study was largely through library research.

However, limitations were first established

by observation of the school under investigation and inter­ views with.various members of the faculty. Summary of findings.

The major findings of this study

are enumerated as follows: 1. Crosier Intermediate School is located in Inglewood, California, a city with a population of almost fifty thousand, 2. Crozier Intermediate School is a part of the Ingle­ wood City School District and receives its students from the eight elementary schools located in the district. 3. The enrollment of Crozier Intermediate School is eight hundred and seventy-five pupils of which four hundred and thirty-eight are boys.

56. 4* There is only one boys* and one girls1 physical education teacher.

It appears that this situation will re­

main unaltered for quite some time. 5. There are no .showering or gymnasium facilities at Crozier Intermediate School.

The existing facilities must

be shared by both the boys and the girls. 6 . There are approximately seventy-five boys in each

physical education class. 7. The classes meet an average of forty minutes each day. 3.

The present physical education program at the

school under study is based almost entirely upon squad games. 9. The boys at Crozier Intermediate School are auto­ matically classified for physical education according to grade. 10. It was proposed that the boys be further classi­ fied by introducing a flexible squad system. 11. It was recommended that one day a week be used exclusively for purposes of instruction. 12. Two days a week were recommended for squad games in order that the boys have an opportunity to use their funda­ mental skills and knowledge in actual game situations. 13. It was suggested that one day a week be devoted to self-testing in an effort to find the needs of the boys, thus greatly increasing the instructors ability to help

57. them. 14.

It was thought that if only the seventh grade be

included in the self-testing program the first year, with the entering grade added each year, inauguration of the pro­ gram

would be more easily facilitated. 15# One day a week was suggested forjoint activities

of the boys and girls in softball, volleyball, square dancing, and social dancing. 16 .During days of that

inclement weather, it was suggested

the boys meet in the school auditorium

for discussion,

calisthenics, relays, and other activities. 17. If adequate time is permitted for the boys to eat their lunches, an intramural program during the noon hour appeared to be justifiable. 1$. Activities with health, recreational, and social values were suggested as the scope of the intramural program. 19. Noon league programs should be entirely elective. 20. It was proposed that the noon league team selec­ tion be accomplished by the so-called nchoosing-upTT method. 21.

To allow for a maximum amount of competition, it

was suggested that round-robin tournaments be conducted among the noon league teams. 22. It was recommended that officiating for the intra­ mural program be done by the captains of the inactive teams of the day.

5$. 23• The subject of awards in physical education is an extremely controversial issue among authorities. 24. Simple, inexpensive awards, if used as symbols of achievement, and not as rewards appear to be justifiable. 25. It was proposed that the award to be used at Crozier' Intermediate School be the name "Crozier” embossed in script on a piece of felt.

These awards may be purchased

for approximately twenty-five cents. 26. The proposed awards are to be distributed through the inauguration of a point system. 27. It was suggested that awards could be accumulated in the following areas:

attendance, written tests, written

notebook, squad competition, squad leaders, noon league cap­ tains, noon league participation, noon league winners, and by breaking a school record. 2$. It was recommended that the ten per cent of the boys in each class with the greatest number of points be presented awards. 29. It was suggested that award winners be presented their script emblems at a banquet in January and at an asseim bly in June. Conclusions.

The following conclusions were derived

from the study: 1.

The present physical education program at Crozier

Intermediate School is inadequate from the standpoint of

personnel, facilities, and organization, 2.

By introducing instruction, self-testing, and

co-educational activities in addition to the squad games, a richer and moi*e varied program would be offered to the boys of Crozier Intermediate School. 3* A noon league program would increase interest in activities and aid in organization and supervision of the boys during the noon period. 4* A simple inexpensive award would aid in the mo­ tivation of the boys, thus greatly, facilitating the pro­ gram. Suggestions.

From the foregoing conclusions, the

following suggestions are made: 1. As soon as practicable, the proposals set forth in this study should be inaugurated into the physical edu­ cation program at Crozier Intermediate School. 2. At the earliest possible time, the school should be equipped with gymnasium and showering facilities. 3. Another physical education instructor should be added to the staff of the school. 4. An investigation of this type should be carried on at regular intervals in order to enlighten administrators and to keep increasing the ability of the program to satisfy the needs of the boys of the school. 5. These proposals and any proposals made should be

flexible enough to change to meet the ever-fluxuating needs of boys.

BIBLIOGRAPHY

BIBLIOGRAPHY A.

BOOKS

Brace, David K . , Health and Physical Education for Junior ^ and Senior High-Schools. New York! 'A. 3V Barnes and Company, 1948. "392 pp. Clarke, H. Harrison, The Application of Measurement to Health and Physical Education^ Hew York: Prentice-HalTT Inc.. m 6 7 tiT'pp’:---------Craine, Henry C . , Teaching Athletic Skills injPhysical Educa­ tion. Hew Yorkl Irior Publishing Company, 1942". 236 pp. Davis, Elwood C., and John D. Lawfcher, Successful Teaching• in Physical'Education. Hew York: Prentice-Hall, Inch, m i o B ' p r -----Forsythe, Charles E., The Administration'of High School Athletics. Hew York: -Prentice-Hail,*^nc., 194&* 440 pp. Glassow, Ruth B., and Marion R. Broer, Measuring Achievement in Physical Education.' Philadelphia: "'W.' B . Saunders Company, 1 9 3 ^ 334 pp. Irwin, Leslie ¥., The Curriculum in Health and Physical Edu­ cation. St. Louis': The C. V. MosLy Company, 1944• ""J91 pp. LaPorte, William R., The Physical Education Curriculum. Los Angeles: The University of Southern California Press, * 1942. 9S pp. McCloy, Charles H., Tests and Measurements in Health and'Phys­ ical Education. New York: P.' S. Crofts and Company, 1939 . 43^ PP. Mitchell, Elmer D., and Bernard S. Mason, The Theory of Play. New York: A. S. Barnes and Company, 1$46. 5 4 7 pp. , Intramural Sports. 193^ 324 pp.

New York:

A. 3. Barnes and Company,

Nash, Jay B . , Physical Education: Int erp retat ions and Objec­ tives. New York': A. S. Barnes .Company, 1948. 2 B 8 pp. Neilson, N. P., and Frederick W. Cozens, Achievement Scales

63. in Physical Education Activities. Sacramento: State Department of Education, 1934. 177 pp.

California

Nixon, Eugene W . , and Frederick W. Cozens, Ah Introduction to Physical Education. Philadelphia: W7 B. Saunders Company, 19 W T . £51 PP. Scott, M. Gladys, and Esther French, Better Teaching Through Testing. New York: A. S.. Barnes and Company,' 195? • £47 ppT Sharman, Jackson R., The Teaching of Physical Education. New York: A. S. Barnes and Company, Inc., 1 9 3 ^ 237 pp. Trusler, V. T., Fundamentals of Physical Education. Minneap­ olis: Burgess Publishing Company, 1946. 36$ PP * Voltmer, Edward F., and Arthur A. Esslinger, The Organization and Administration of Physical Education. New York: £V S • Crofts and Company, 1936. 467 pp. Williams, Jesse Feiring, and Clifford Lee Brownell, The Admin­ istration of Health and Physical Education. Philadelphla: W.'B. SauncTers Company, 194b. 463 pp. B. Cozens, Frederick W . , Weight as Factors dren,” Journal of (December, 1932*77

PERIODICALS

and N. PI Neilson, TTAge, Height, and in Classifying Elementary School Chil­ Health'and Physical Education, III £1, $6.

Stansbury, Edgar, ftA Simplified Method of Classifying Junior and Senior High School Boys into Homogeneous Groups for Physical Education Activities,tf~Research Quarterly of the American Association for Health,'Physical Education, and Recreation, XII (December, 194‘ I J,765-776. C. PAMPHLETS Champion Athletic Knit Goods. Company, 1949. 22 pp.

New York:

Champion Knitwear

Economic Survey of the City of Inglewood, California. Ingle­ wood: Inglewoo d Chamber of Commerce and the City of

64. Inglewood, California, 194$.

43 PP*

California Youth Authority, Inglewood Police'Department Juv­ enile Control Survey (Prepared by John P. Kenney, Consultant on Juvenile Control, August, 1947), 2 9 pp. Recreation for Everybody (Community Surveys Associated under the auspices of the Community Chests and Councils, Inc., Vol. II, Los Angeles, January 1, 1946), 7& pp. D. UNPUBLISHED MATERIALS Garen Bernard, "Handbook for Practice Teaching in the Boys* Physical Education Department of Audubon Junior High School." Unpublished Master’s project, University of Southern California, Los Angeles, California, 1947* 44 PP. Hastings, Jack R., "Administration of the Boys 1 Physical Education Program at Thomas Jackson Junior High School." Unpublished Master’s project, University of Southern California, Los Angeles, California, 1947. 106 pp. Jones, Thomas E., "An Objective Evaluation of Health and Physical Education Programs in Junior High Schools of Southern California." Unpublished Master’s thesis, University of Southern California, Los Angeles, Califor­ nia, 1942. 153 PP* Ryan, Kenneth I f Program for Unpublished California,

.

, "Evaluation of the Physical Education Boys in Twenty Utah Junior High Schools." Master’s project. The University of Southern Los Angeles, California, 1935* 1$1 PP*

APPENDICES

66. APPENDIX A PHYSICAL EDUCATION FACILITIES OF CROZIER INTERMEDIATE SCHOOL

PHYSICAL

EDUCATI ON F A C I L I T I E S

OF CROZIER

I N T E R ME D I A T E

SCHOOL

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