THE FORMULATION OF STANDARDS FOR THE FUNCTIONAL PLANNING OF PHYSICAL EDUCATION FACILITIES FOR SECONDARY SCHOOLS AS APPLIED TO NEW YORK STATE.

Citation preview

INFORMATION TO USERS

This dissertation was produced from a microfilm copy of the original docum ent. While th e m ost advanced technological means to photograph and reproduce th is docum ent have been used, th e quality is heavily dependent upon the quality of th e original subm itted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.

The sign or "ta rg e t" for pages apparently lacking from th e docum ent photographed is "Missing Page(s)". If it was possible to obtain th e missing page(s) or section, they are spliced into th e film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you com plete continuity.

2.

When an image on the film is obliterated with a large round black mark, it is an indication th a t the photographer suspected th a t th e copy may have moved during exposure and thus cause a blurred image. You will find a good image of th e page in th e adjacent frame.

3.

When a map, drawing or chart, etc., was part of th e material being p h o to g ra p h e d th e photographer follow ed a definite m ethod in "sectioning" th e material. It is custom ary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below th e first row and continuing on until com plete.

4.

The m ajority of users indicate th a t the textual co n ten t is of greatest value, however, a som ew hat higher quality reproduction could be m ade from "photographs" if essential to th e understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing th e Order D epartm ent, giving the catalog num ber, title, au th o r and specific pages you wish reproduced.

University Microfilms 300 N orth Z e e b R oad Ann A rbor, M ichigan 48106 A X erox E d u c a tio n C om pany

1M907

1 3 -8 W 1

s

19^0 t wA

Mbench, F r a n c i s J a c o b , 1 8 9 6 T h e f o r m u l a t i o n c-f s t a n d a r d s f o r th e fu n c tio n a l p lan n in g of p h y s ic a l e d u c a tio n f a c i l i t i e s fo r secondary s c h o o l s a s a p p l i e d t o Yew Y o r k S t a t e . Yew Y o r k , 19^4-9 Cl|9q.95 v i i i „ 3 u l ty p e w r i t t e n l e a v e s , m aps, copy 2 f o n t s , t a b l e s . 2 9 cm. T h e s i s ( P h . D . ) - Dev: Y o r k U n i v e r ­ s ity , School of E d u catio n , 1950. B itlio g rn p h y : r . 274-278.

SJyet' I ' d

Xerox University M icrofilms, Ann Arbor, Michigan 48106

THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED.

; f Thsmia aooepted

M AY 3 THE FORMULATION OP STANDARDS FOR THE FUNCTIONAL PLANHINO OP PHYSICAL EDUCATION FACILITIES FOB SECONDARY SCHOOLS

As A pplied to Hew York S ta te

FRANCIS JACOB MOENCH

Submitted in p a r t ia l f u lf illm e n t o f the requirem ents fo r th e degree o f Doctor o f P hilosop h y in th e School o f Education o f Hew York U n iv e r sity

19 ^9

1949 a

PLEASE NOTE:

Some p a g e s may have indistinct print. F i l me d a s r e c e i v e d .

U n i v e r s i t y M i c r o f i l m s , A X erox E d u c a t i o n Company

I

ACKHOWLEDGMEHTS

The f u l l e s t measure o f c r e d it i s due my c h ie f and fr ie n d , Dr. D. 7 . Sm ith, P resid en t o f Cortland S ta te Teachers C o lleg e, f o r th e opportunity a ffo rd ed me to make t h is study and th e encouragement g iv en me to carry i t through to com pletion. G ratefu l acknowledgments are accorded to Dr. Jay B. Bash, Dr. Leonard A. Larson, Dr. Ernest B. Wood, and Dr. Prank S. Lloyd, through whose in s p i­ r a tio n and guidance, th e t e c h n ic a l a sp e c ts o f t h is stud y were undertaken and f u lfille d . So numerous are th e sou rces from which has come a s s is ta n c e in the p rep aratio n o f t h is rep o rt, th a t an adequate ex p ressio n o f a p p r e c ia tio n i s im p o ssib le .

To th e many fr ie n d s who have con trib u ted to th e s u c c e s s fu l com­

p le t io n o f th e ta s k , I am s in c e r e ly g r a t e f u l.

I want e s p e c ia lly to exp ress

thanks to the s t a f f members o f the D iv is io n s o f H ealth and P h y sic a l E ducation, H esearch and B u ild in g s and Q-rounds, o f th e Hew York S ta te Department o f Edu­ c a tio n ; to the P h y sica l Education S ta ff a t Cortland S ta te Teachers C ollege; and to Carl W. Clark, A .I.A . The sp len d id coop eration o f th e su p erin ten d en ts, p r in c ip a ls and tea ch ers o f Hew York, who fu rn ish ed data fo r t h is stud y, and th e ed u ca tio n a l le a d e r s who g r a c io u sly served a s th e ju ry o f ex p e r ts, i s acknowledged w ith s in c e r i t y . P in a lly , I w ish to exp ress my g ra titu d e to my w if e , K atharine, and to my daughter, Barbara, who were most h e lp fu l in the p rep aration o f the m anuscript; and to my s e c r e ta r y , Mrs. Mary P itz g e r a ld , whose in t e r e s t and p a in sta k in g care have g r e a tly f a c i l i t a t e d th e com pletion o f the d is s e r t a t io n . P.J.M . ii

THE FORMULATION OP STANDARDS POE THE FUNCTIONAL PLANNING OP PHTSICAL EDUCATION PACILITIES POR SECONDARY SCHOOLS CONTENTS Chapter I.

II.

Topic

Page

INTRODUCTION..................................................................................................

1

Statement o f p r o b l e m ..................................................................... . D e fin itio n o f terms ................................................................................ Assumptions ................................................................................

5 5 6

HISTORICAL BACKGROUND.................................................................................

9

Review o f L ite ra tu r e—G e n e r a l .............................................................. 9 H is to r ic a l In flu en ces—New York S t a t e ........................................................ 13 I I I . PROCEDURE.......................................................................................................................kl Types o f I n f o r m a t i o n ............................................................................... Sources . . . . . . . . . . . . . C o lle c tio n and O rganization o f Data. . . . . . .

^2 4^

IV. THE DERIVATION OP P R IN C IP L E S .......................................................................... 52 S ta te P r o v isio n ............................................................................................................ 52 S ta te and L ocal Support...........................................................................................58 School-Community R e la t io n s h ip s ......................................................................... 59 School A d m i n is t r a t io n ...........................................................................................62 School Program O r g a n i z a t i o n . ......................................................................... 65 Program—P hilosophy and O b j e c t iv e s .................................................................67 A c t iv it i e s : E valu ation , S e le c tio n , A daptation . . . . 7^ O rganization o f A c t i v i t i e s .................................................................................. 76 Program—O perational D i v i s i o n s ......................................................................... 90 Time A llo c a tio n —G e n e r a l .................................................................................. 99 P a c i l i t i e s ................................................................................................................... 10^ L e a d e r s h ip .................................................... .................................................... 115 Measurement and E v a lu a t io n ................................................................................ 118 Scheduling . . . . . . . . . . . . . 125 I n s tr u c tio n a l Supplies and E q u i p m e n t ......................................................126 A w ard s............................................................................................................................127 V. DETERMINATION OP PROGRAM VARIABLESRELATED TO PACILITY P R O V ISIO N .......................................................................................................... 130 General P r in c ip le s A ffe c tin g P a c i li t y P r o v isio n . . . . Program Elements R elated to P a c i l i t i e s ........................................... Program V ariab les ......................................... iii

130 132 137

CONTENTS

Chapter

VI.

Topic

Page

THE DEVELOPMENT OP PROGRAM STANDARDS....................................................139 P a r tic ip a n ts ................................................................................................. 139 A c t iv it y E xperiences—Curriculum C o n t e n t ...........................................14-8 R elated S e r v ic e s—P e r s o n a l ............................................................................172 R elated S e r v ic e s—A d m in istra tiv e................................................................... 175 R elated S e r v ic e s— S p e c t a t o r ............................................................................ 177 Curriculum O r g a n iz a tio n .....................................................................................179 Time A l l o t m e n t .................................................................................................... 191 L e a d e r s h i p .............................................................................................................198 School O rganization ..................................................................................... 208

V II.

THE ESTABLISHMENT OP PACILITY STANDARDS................................................... 2 l6 Types o f P a c i l i t i e s ............................................................................................... 2 l6 Number o f P a c i l i t y U n i t s ..............................................................................228 S ize o f P a c i l i t y U nits 238 S iz e o f P a c i l i t y U n its—A c t iv it y Areas 240 S iz e of P a c i l i t y U n its— P ersonal S erv ice Areas 24-6 S iz e o f P a c i l i t y U n its—A dm in istrative S erv ice Areas 251

V III.

SUMMARY AND CONCLUSIONS.......................................................................................262 P r in c ip le s ............................................................................................... 262 Program S t a n d a r d s ........................................... 266 P a c i li t y Standards as Guides 271 C onclusions.................................................................................................................272 I n d ic a t io n s fo r Further S t u d y .....................................................................273

BIBLIOGRAPHY......................................................................................................................... 274APPENDIX

.................................................................................................................................. 279

iv

TABLES

Humber

Title

Page

1.

Summary o f Jury Opinions on Statement o f P o lic y .

.

.

. 53-5*1'

2.

R ela tio n sh ip o f Program V ariables to P a c i l i t y P ro v isio n .

3.

P a r tic ip a tio n in Required and S p e c ia l C lass I n str u c tio n — Boys and G ir ls Combined, Grades 7 - 1 2 ...................................................1*K)

.

138

Organized I n te r s c h o la s tic A c t iv it i e s fo r Boys— Grades 7-12 .

14-5

5.

Organized Extramural A c t iv it i e s fo r G ir ls — Grades 7-12 .

1^7

6.

Types and Number o f D iffe r e n t A c t i v i t i e s — Boys and G ir ls , Grades 7 - 1 2 ........................................................................................................ 153

7.

Program V a riety —Team Games fo r Boys—Number o f Schools R eporting A c t iv it y P r o v i s io n ..................................................................... 156

8.

Program V a riety —Team Games fo r G ir ls—Number o f Schools R eporting A c t iv it y P r o v i s io n ..................................................................... 156

9.

V a riety o f In d iv id u a l and Dual S p orts—Number o f Schools R eporting A c t iv it y P r o v i s io n ..................................................................... 159

10.

In d iv id u a l and Dual A c t i v i t i e s —Percentage o f School P r o v isio n ................................................................................................................. l 6 l

11.

In d iv id u a l and Dual Sports Included in th e P ifte e n Ranking A c t i v i t i e s According to Student I n te r e s t —Boys and G ir ls , Grades 7 - 1 2 ........................................................................................................ 162

12.

Program V a riety —Rhythms and Dance—Boys and G ir ls —Number o f Schools R eporting A c t iv it y P r o v i s i o n ............................................ l6*f

13.

Program V a riety —Aquatic A c t i v i t i e s —Boys and G ir ls—Number o f Schools R eporting A c t iv it y P r o v i s i o n ............................................ I 67

14.

Program V a riety —Gymnastic A c t iv it i e s —Boys and G irls— Number o f Schools R eporting A c t iv it y P ro v isio n . .

15.

.

.

I n s tr u c tio n a l C lass A c t iv it i e s —Fourth Q u a rtile Ranking According to Percentage o f School P ro v isio n . . . .

170 182

16.

Laboratory P a r tic ip a tio n — Intramural and Extramural—Boys and G ir ls , Grades 7 - 1 2 .............................................................................. 189

17.

School P ro v isio n o f Intramural and Extramural A c t iv it i e s A ccording to Grade O rganization and Number o f Seasons. v

•

190

TABLES

Humber

Title

Page

18.

Time A llotm ent—Regular C lass In str u c tio n —Boys and G ir ls , Grades 7 - 1 2 ............................................................................................. 195

19.

Percentage D is tr ib u tio n o f Reported Amount o f Student P a r tic ip a tio n in P h y sic a l Education A c t iv it i e s Based on T otal School Enrollm ent—Boys and G ir ls , Grades 7-12 .

20.

.

197

T eacher-Pupil Load—Humber o f Students per Teacher o f P h y sica l Education ................................................................................

20U

21.

Teacher-Class A ssigned Load—Average T otal Minutes and Periods per Week—Grades 7 -1 2 ..........................................................207

22.

O rganization o f Required C lass I n str u c tio n in P h y sica l Education—Boys and G ir ls , Grades 7 - 1 2 ............................... 211

23.

Method o f Scheduling Regular C lass I n s tr a c tio n —Grades 7-12 .

24".

Types o f Indoor P a c i l i t i e s Based on F u n ction al Program Standards—Boys and G ir ls , Grades 7 - 1 2 ............................... 217

25 .

Types o f Outdoor P a c i l i t i e s Based on F u n ction al Standards— Boys and G ir ls , Grades 7 - 1 2 ..........................................................218

26 .

Types o f Indoor P h y sica l Education P a c i l i t i e s — School Frequency D is tr ib u tio n — Grades 7 - 1 2 ........................................ 226

27.

Types o f Outdoor P h y sica l Education F a c i l i t i e s —School Frequency D is tr ib u tio n —Grades 7 - 1 2 ........................................227

28 .

Standards fo r Humber of Indoor and Outdoor P h y sica l Education F a c i li t y U n its Based Upon School Enrollm ent—Grades 7 -1 2 , Boys and G i r l s ....................................................................................237

29.

Standards fo r Humber o f P erson al and A dm in istrative S erv ice U n its—Grades 7 -1 2 , Boys and G i r l s ........................................ 239

30.

Standards fo r F u n ctio n a l S ize o f Indoor P h y sica l Education A c t iv it y U n its— Grades 7 -1 2 , Boys and G ir ls . . . .

2M-2

Standards fo r Humber o f Indoor and Outdoor P h y sic a l Education F a c i li t y U n its— Grades 7 -1 2 , Boys and G ir ls . . . .

2h4-

31. 32.

Standards fo r Minimum Acreage o f Outdoor P h y sic a l Education A c t iv it y Areas Based Upon School Enrollm ent— Grades 7“ 12, Boys and G i r l s ....................................................................................2^5 vi

214

TABLES

Humber

33* 34 .

Title

Page

Humber of Indoor P a c i li t y U n its—R ela tio n o f A ctual School P ro v isio n to E sta b lish ed Standards ............................................

255

S iz e of Indoor P a c i l i t y U n its—R ela tio n o f A ctu al School P ro v isio n to E sta b lish ed Standards .............................................

256

35.

S iz e o f Outdoor P h y sica l Education Areas—R ela tio n o f A ctual School P ro v isio n to E sta b lish ed Standards...............................258

36.

School P ro v isio n —Humber and S iz e o f D ressin g and Showering U n its— Grades ? -1 2 , Boys and G i r l s ........................................260

37.

P h y sic a l Education A c t iv it y I n te r e s t s — 7 th Grade Boys

38.

P h y sic a l Education A c t iv it y I n te r e s t s — 7th Grade Parm Boys .

39.

P h y sic a l Education A c t iv it y I n te r e s t s —7 th Grade G irls

40.

.

.

.

280 281

.

282

P h y sica l Education A c t iv it y I n te r e s ts — 7th Grade Parm G irls

.

283

4-1.

P h y sic a l Education A c t iv it y I n te r e s t s — 12th Grade Boys

.

284

4-2.

P h y sic a l Education A c t iv it y I n te r e s ts — 12th Grade Parm Boys

.

285

4-3.

P h y sic a l Education A c t iv it y I n te r e s t s — 12th Grade G irls .

.

286

44-.

P h y sica l Education A c t iv it y I n te r e s t s — 12th Grade Parm G ir ls .

287

.

CHARTS 1.

Plan O u tlin in g S teps fo r Developing Standards fo r Program P l a n n i n g .......................................................................................................4-3

2.

Comparison o f Types o f Secondary School P h y sic a l Education A c t iv it i e s as Recommended by S e le c te d A u th o r itie s . . .

3.

Formulae fo r Determ ining the Humber o f Indoor A c t iv it y P a c i li t y U n its Based Upon Program Standards and School E nrollm ent..................................................................................................... 230 SAMPLE CALCULATION

1.

D eterm ination o f Number o f P a c i l i t y U nits ( U t iliz a t io n o f Formulae in Chart 3 ) ........................................................................ 233-4 vii

151

TABLES

Humber

T it le

Page

FKH1BE 1.

Spot Map L ocating R ep resen ta tiv e Schools Studied

viii

290

CHAPTER I IHTEODUCTIOH Environment is a c o n tr o llin g fa c to r in th e ed u cative p r o c e s s .

The

p o t e n t i a l i t i e s o f ed u ca tio n a l programs are more l i k e l y to he a tta in e d when the environm ental c o n d itio n s are adequate.

Such con d itio n s may he con sid ered

to he adequate when outcomes o f th e program, a s determined hy the needs o f th e in d iv id u a ls "being serv ed , are not o n ly p o s s ib le in attainm ent hut q u ite p roh ah le.

These environm ental media in clud e s e v e r a l elem ents such as lead er­

s h ip , a c t i v i t y ex p erien ces, tim e, f a c i l i t i e s and in s tr u c tio n a l m a te r ia ls. Space and. equipment — f a c i l i t i e s — are primary environm ental c o n d itio n s, e s s e n t i a l to the r e a liz a t io n o f outcomes.

They are n o t, however, a part o f

th e ed u cativ e p r o c e s s , nor are th ey th e p rod u cts, the program or th e ends to he accom plished; ra th er th ey are p art o f the elem ents or co n d itio n s o f environ­ ment which provide o p p o rtu n ities fo r ed u ca tio n a l growth and development on th e part o f th e p a r tic ip a n ts . The c r i t e r ia fo r determ ining the nature o f f a c i l i t i e s , i f th ey are to he fu n c tio n a l, w i l l in clu d e ( l ) th e degree to which the f u l l range o f the edu­ c a t iv e p rocess i s p o s s ib le fo r th e in d iv id u a l and the group and (2) the breadth o f op p ortunity fo r th e development o f th e ed u ca tio n a l product — a s determined hy th e needs and in t e r e s t s o f th e in d iv id u a ls and groups served hy th e program. I t i s th e fu n c tio n o f a d m in istra tio n to provide fo r and to coord in ate the en­ vironm ental c o n d itio n s in such a manner th at b e s t lea rn in g co n d itio n s are o p e r a tiv e . The scope o f the modern program o f p h y sic a l ed ucation a s a p u b lic r e ­ s p o n s ib ilit y has broadened co n sid era b ly sin c e 1916 when the f i r s t S ta te law -

1

-

- 2 -

s tip u la te d th a t p h y sic a l tr a in in g he taught in the sch o o ls o f New York*

1

From th e narrow concept o f p h y sic a l tr a in in g as a program o f d is c ip lin e and m ilita r y tr a in in g , ca rried out la r g e ly throu^i formal d r i l l , p h y sic a l edu­ c a tio n has grown to a program o f ex p erien ces, in which major g o a ls o f educa­ t io n , i . e . , in d iv id u a l p h y sic a l f i t n e s s , r e c r e a tio n a l s k i l l s , and s o c ia l adjust­ ment, rank h ig h in th e l i s t o f d esired outcomes.

F a c i l i t y needs have changed

in d ir e c t r e la t io n to changes in o b je c tiv e s and program c o n ten t.

E arly f a c i l i ­

t i e s , d esigned to serve th e sch ool p op u lation in form al programs o f a c t i v i t i e s in which la r g e groups could he served through d r i l l ro u tin e and mass p a r t ic i­ p a tio n , u s u a lly fo r two c la s s hours p er week, are no lo n g er adequate.

Modem

f a c i l i t i e s req u ire th e kind, number and arrangement o f areas which make p o s s i­ b le ( l ) community programs o f p h y sic a l education and r e c r e a tio n as w e ll as sch ool programs, (2 ) g rea te r v a r ie ty o f in d iv id u a l, companion, and group a c t i v i ­ t i e s r e la te d to needs and in t e r e s t s o f in d iv id u a ls as w e ll as d r i l l and mass p a r tic ip a tio n fo r th e group, ( 3 ) d a ily in s tr u c tio n a l c la s s e s fo r t o t a l e n r o ll­ ment and a fte r -s c h o o l lab oratory exp erien ces fo r a l l stu d en ts as w e ll as fo r th e few h ig h ly s k i l l e d in d iv id u a ls and, (4) evening, Saturday and summer programs, not o n ly fo r sch o o l-a g e stud en ts but fo r o u t-o f-sc h o o l youth and a d u lts as w e ll. World War II revealed c e r ta in n a tio n a l w eaknesses, some o f which may be con sid ered as r e f le c t io n s on th e ty p es o f programs o ffe r e d in our sch o o ls a t th a t tim e.

Many pre-war programs o f p h y sic a l education e v id e n tly did not

provid e s u ita b le opportunity fo r the development o f in d iv id u a l f it n e s s as expressed in upper arm, shoulder and abdominal stren g th ; o th ers lacked oppor1.

Laws o f Hew York. 1916, V ol. I l l , Chap. 5 6 7 .

- 3 -

tu n it y fo r d eveloping endurance, stam ina or heart stren g th .

Too many young

men and women were d e f ic ie n t in motor s k i l l and co o rd in a tio n .

Too few youth

and a d u lts had learned the k inds o f r e c r e a tio n a l s k i l l s which cou ld he ca rried on in le is u r e fo r continued development and maintenance o f a d e sir e d l e v e l o f p h y s ic a l and s o c ia l f i t n e s s . I t i s apparent th at a new s e t o f c r i t e r i a i s needed, c r i t e r i a which w i l l p o in t up th e fu n ctio n a l program o f p h y sic a l ed u cation , and in d ic a te the environm ental co n d itio n s in which t h is fu n c tio n a l program can operate e ffe c tiv e ­ ly . ,

T h is new fu n ctio n a l program, design ed to provide a c t i v i t y exp erien ces

f o r a l l stud en ts in accordance w ith t h e ir needs and in t e r e s t s , c a l l s fo r a s e t o f f a c i l i t i e s which w i l l serve th e r e c r e a tio n a l e le c t iv e in t e r e s t s as w e ll as the developm ental a sp ects o f the p h y sic a l education program fo r the t o t a l sch ool p o p u la tio n .

They should provide adequately fo r lo n g er p erio d s o f time

in which to b u ild organic power.

More a c t i v i t y per p u p il per week i s needed

w ith th e f u l l r e a liz a t io n th a t developm ental o p p o r tu n itie s, as con tain ed in p h y s ic a l ed ucation, are abundant at th e h igh sch ool l e v e l , a fte r which the law o f d im in ish in g retu rn s tak es p la c e .

These fa c to r s have d e f in it e im p lica­

t io n s f o r ad m in istrators charged w ith p ro v id in g adequate f a c i l i t i e s .

They are

th e l o g i c a l b a ses fo r new b u ild in g programs, fo r th e revamping o f p resen t f a c i l i t i e s and fo r improved a d m in istra tio n in b e tte r p lan n in g and com plete u t i l i z a t i o n o f a v a ila b le f a c i l i t i e s , both sch ool and community. Post-w ar attem pts to improve programs and to meet rev ea led weaknesses exposed fu rth er the inadequacies o f modern sch o o l and community f a c i l i t i e s . The inadequacies had been recogn ized fo r some tim e but th e war p r io r it y in c o n str u c tio n and the r e s t r i c t in g lim it a t io n s p laced on c e r t a in m a te r ia ls made i t im p ossib le fo r the development o f a d d itio n a l sch o o l f a c i l i t i e s needed.

-

k

-

Eecent tren d s in d ic a te th a t sch o o l "building, postponed by the war, has now moved in to an era o f the g r e a te st boom in such b u ild in g ever experienced. ,

The

primary o b lig a tio n o f sch ool programs o f p h y sica l ed u cation i s to

serve sch o o l-a g e ch ild r e n .

P a c i l i t i e s , lim ite d on ly to those typ es which are

e s s e n t ia l to carry out such a program, may be defended i f a narrow in terp re­ t a t io n o f sch ool r e s p o n s ib ilit y i s accep ted .

However, th ere seems to be an

in cr ea sin g body o f evidence which q u estio n s th e wisdom and th e economy o f p rovid in g a program so lim ite d in scope.

The o b je c tiv e s o f th e modern educa­

tio n a l program are more l i k e l y to be a tta in e d i f th e broader concept o f sc h o o lcommunity r e la tio n s h ip s and r e s p o n s i b ili t ie s are con sid ered when p lanning f a c i l i ­ tie s . ,

The s ig n ific a n c e o f p ro v id in g adequate f a c i l i t i e s fo r fu n c tio n a l programs

o f p h y s ic a l ed u cation on the secondary l e v e l i s apparent.

New York S ta te , li k e

most s t a t e s , i s fa ced w ith an e x te n siv e sch ool b u ild in g program i f i t i s to p rovid e th e s e r v ic e s fo r which th e sch ool i s now r e sp o n sib le .

The need fo r re­

ad ap tation and rep lann in g o f p resen t f a c i l i t i e s as w e ll as th e a c q u is itio n o f new s i t e s and th e b u ild in g o f new sch ool p la n ts i s u n iv e r s a l.

P a c i l i t i e s are

c o s t ly but m istakes in p lan n in g and b u ild in g are more c o s t ly .

JL fu n ctio n a l

approach to th e p lan n in g o f f a c i l i t i e s in p h y sic a l ed u cation , based upon school and community needs, which can be defended in terms o f sound a d m in istra tiv e p r in c ip le s , i s p e r tin e n t.

I t i s th e purpose o f t h is study to show the r e la t io n ­

sh ip o f f a c i l i t i e s to fu n c tio n a l programs o f p h y sic a l education and to e s t a b lis h , in th e l i g h t o f the evidence rev ea led , standards in the form o f gu id es which may be o f b e n e fit to th e sch ool ad m in istra to r, the lo c a l school a u t h o r it ie s , th e p h y s ic a l ed u ca tio n a l s p e c ia l is t and th e a r c h ite c t , as they p la n , co o p e r a tiv e ly , th e p r o v is io n o f secondary sch ool f a c i l i t i e s fo r p h y sic a l ed u cation .

- 5 -

Statement o f Problem In th e form ulation o f gu ides which may be used in the fu n c tio n a l planning o f p h y sic a l ed ucation f a c i l i t i e s fo r th e secondary sch o o ls o f New York S ta te , th ree major problems were given co n sid era tio n :

( l ) the d eriva­

tio n o f b a sic p r in c ip le s fo r th e a p p ra isa l o f fu n c tio n a l programs o f p h y sic a l ed ucation on th e secondary sch o o l l e v e l , (2) th e study o f th e p resen t sta tu s o f programs o f p h y sic a l education in New York and (3 ) th e study o f f a c i l i t y and program r e la tio n s h ip s as a b a s is fo r form ulating standards o f f a c i l i t y p r o v isio n . The research was lim ite d to p h y sic a l education program needs both in ­ door and outdoor fo r both boys and g i r l s in grades seven through tw elv e.

The

p h y sic a l ed u cation program was in terp re ted to in clu d e reg u la r c la s s in str u c ­ t io n and a fte r -s c h o o l lab o ra to ry programs in clu d in g a t h le t i c com p etition. New York S t a t e , e x c lu siv e o f New York C ity , was s e le c te d as the area fo r in ­ te n s iv e study.

Four ty p es o f sch o o ls, c i t y , v i l l a g e , c e n tr a l ru ra l and union

f r e e , as organized in New York, were included in the study.

The r e p r e se n ta tiv e

sampling o f sch o o ls fo r study included a range o f sm a ll, medium and la r g e student enrollm ents.

Community needs were included in the study but primary

c o n sid era tio n was g iv en to sch ool n eeds.

The a p p ra isa l o f adequacy was

lim ite d to a study o f the q u a n tita tiv e a sp ects o f program p r o v isio n s and did not in clu d e an ev a lu a tio n o f the r e su lta n t outcomes in terms o f changed p u p il b eh avior. The im plem entation o f the p r in c ip le s fo r fu n c tio n a l programs derived was lim ite d to those which were r e la te d to f a c i l i t i e s and o n ly th o se f a c i l i ­ t i e s were tr e a te d fo r which s u f f ic ie n t d ata were c o lle c t e d and fo r which the r e s u lt s cou ld be su b sta n tia te d . D e fin itio n o f Terms The term " p h y sica l education" as used in t h i s study r e f e r s to th e le g a l

- 6 -

i n t e r p r e t a t i o n as d e fin e d i n Hew York S ta t e Law. clu d e h e a lth te a c h in g o r h y g ien e in s t r u c t i o n .

I t th e r e f o r e does n o t in ­

So c a l le d " r e c r e a t io n a l a c t i v i ­

t i e s " o f a p h y s ic a l n a tu re , how ever, were c o n sid e re d to he a p a r t of th e p h y s ic a l e d u c a tio n program . The term " o b je c tiv e " as u sed in th e stu d y r e f e r s to an im m ediate and s p e c if i c g o a l; a p r e c i s e , e x a c t and r e a l i z a b l e end — i n harmony w ith th e aim b u t not synonoaous. The te rm "outcome" a s u sed in t h i s stu d y r e f e r s to a s tu d e n t q u a l ity or c h a r a c t e r i s t i c , th e r e s u l t o f p a r t i c i p a t i o n in a c t i v i t y e x p e rie n c e s . The term "seco n d ary sch o o l" r e f e r s to g rad es seven th ro u g h tw elv e; " ju n io r h ig h sch o o l" r e f e r s to g ra d e s seven and e ig h t and " s e n io r h ig h school" to g rad es n in e th ro u g h tw elv e u n le s s o th e rw ise in d ic a te d . The term s "program elem en ts" and "program c o n d itio n s " u sed synonomously in t h i s stu d y r e f e r to en v iro n m en tal f a c t o r s , th e p r o v is io n and o p e ra tio n o f w hich make p o s s ib le th e e d u c a tio n a l program . "Minimum e s s e n ti a l" and " d e s ire d " as u sed i n t h i s stu d y r e f e r to le v e ls o f adequacy and a re r e l a t i v e te rm s. Assumptions

/

The fo llo w in g assu m p tio n s formed th e b a s is f o r th e approach to th e s o lu tio n o f th e problem s h e r e in s ta t e d : i

1.

2. 3.

5.

The needs o f th e seco n d ary sch o o l p o p u la tio n , in term s o f o b je c tiv e s o f th e p h y s ic a l e d u c a tio n program s, have a l r e a d y been e s ta b lis h e d in Hew York S ta t e and a r e g e n e r a lly a c c e p te d . The o b je c tiv e s o f p h y s ic a l e d u c a tio n as e x p ressed in term s of s tu d e n t outcomes sh o u ld d eterm in e th e n a tu re and co n d u ct o f th e program to be p ro v id e d . The n a tu re and conduct of th e p h y s ic a l e d u c a tio n program a re made up o f a com bination o f elem en ts — c o n d itio n s , f a c t o r s — w hich c a n be s tu d ie d s e p a r a te ly . An e v a lu a tio n o f th e s e elem en ts as to number, k in d , i n t e n s i t y and p a t t e r n c a n be ac c e p te d a s a m easure o f program adequacy. The d eg ree to w hich th e elem en ts o f a g iv en program o f p h y s ic a l e d u c a tio n a r e p ro v id ed and in o p e r a tio n

- 7 -

6.

v r ill in d ic a te th e le v e l o f adequacy o f program p r o v isio n . A study o f e x is t in g p r a c tic e s in Hew York S ta te w i l l r e v e a l c e r ta in r e la tio n s h ip s between programs and f a c i l i ­ t i e s . These r e la tio n s h ip s w i l l a id in th e estab lish m en t o f standards — guides to th e planning o f fu n c tio n a l f a c i l i t i e s fo r the conduct o f secondary sch o o l p h y sic a l education programs.

I t w i l l be th e purpose o f t h is study to develop standards which may be u sed in the fu n c tio n a l planning o f p h y sic a l ed ucation f a c i l i t i e s fo r the secondary s c h o o ls , a s a p p lied to Hew York S ta te .

These standards w i l l apply

to secondary sch o o l s it u a t io n s a t la r g e , however, in so fa r a s th e fa c to r s common to Hew York S ta te are p r e se n t.

An in te n s iv e study o f t h is nature has

p erm itted th e in v e s tig a to r to carry out a more thorough and r e lia b le evalu ­ a tio n o f the data needed in the s o lu tio n o f the s e v e r a l sub-problem s.

Person­

a l in v e s tig a t io n o f sch o o l programs and r e la t e d records and d ir e c t conference w ith the m ajority o f a u th o r itie s con tacted r e s u lte d in a minimum o f corre­ spondence. The number o f v a r ia b le s vary g r e a t ly in a m u lti-s ta te stud y.

This

stu d y, a p p lie d to th e Hew York S ta te a rea , a s i t i s , tends to reduce th e num­ ber o f v a r ia b le s .

Over e ig h t hundred secondary s c h o o ls , which by S ta te regu­

la t io n and su p e rv isio n have worked toward common g o a ls in the development o f in d iv id u a l sch o o l p h y sic a l ed ucation programs, were a v a ila b le fo r study. T h erefore, the r e s u lt s should have g rea ter u t i l i t a r i a n v alu e to Hew York S ta te and by im p lic a tio n to other s t a t e s . C onsiderable a t t e n t io n has been g iv en to th e h is t o r ic a l in flu e n c e s as they have developed in Hew York S ta te during th e p ast t h ir t y y ea rs.

Chapter

II attem p ts to d e p ic t the major in flu e n c e s , ed u c a tio n a l, l e g i s l a t i v e , regu­ la to r y and economic, as they d ea l w ith secondary sch o o l p h y sic a l education programs and f a c i l i t i e s .

These in flu e n c e s appear to be s ig n if ic a n t in the

- 8 -

development o f th e b a sic p r in c ip le s , standards fo r planning adequate programs o f p h y sic a l ed ucation and r e la te d fu n c tio n a l f a c i l i t i e s , a s they are developed in the subsequent ch ap ters.

CHAPTER II HISTORICAL BACKGROUND Review o f L ite ra tu r e •— General Research stu d ie s in th e area o f p h y sic a l ed u cation standards, o f which there are r e l a t iv e l y few , have f a il e d g e n e r a lly to in d ic a te fu n ctio n ­ a l c r i t e r i a hy which f a c i l i t i e s can. he developed or ap p raised .

The stu d ie s

approach th e problem by attem p tin g to show th e p resen t s ta tu s o f f a c i l i t i e s and the ex ten t to which th ese meet or do not meet the standards as expressed hy esp ert op in ion .

They have heen, in most c a s e s , co n fin ed to c o lle g e , u n i­

v e r s it y , la r g e high sch o o l, and th e m unicipal p la y a rea s. The S o c ie ty o f D irecto rs o f P h y sica l Education in C o lleg es (The Col­ le g e P h y sica l Education A sso c ia tio n ) has conducted resea rch on f a c i l i t y stand­ ards f o r th e c o lle g e l e v e l s in c e 1923.

The rep ort o f th e o r ig in a l Committee

on C onstruction and M aterial Equipment su g g ests the need of proper f a c i l i t i e s to promote an evaluated program o f p h y sic a l ed u cation , and in d ic a te s the need f o r g u id in g p r in c ip le s to aid in planning the c o n stru ctio n o f such fa ­ c ilitie s . fa c ilitie s .

This i s one o f the f i r s t fu n c tio n a l approaches to th e problem o f 1

B la ir , in h is stud y on p h y sic a l education standards, conducted p rio r to World War I I , attem pted to determine the ex ten t to which f a c i l i t i e s pro­ vid ed fo r th e p h y sic a l ed u cation program in ju n io r and sen io r h igh sch ools 1.

The S o c ie ty o f D ir e c to r s o f P h y sica l Education in C o lle g e s, "Trends in P h y sic a l Education P a c i l i t i e s and Gymnasium C onstruction", Proceedings s £ i&e. T h ir tv -th ir d Annual Mfietiag, New York C ity , December 31, 1929, p. kl. - 9 -

- 10

conform to th e standards th a t are g e n e r a lly recognized hy educators as b ein g n ecessa ry to carry out an adequate p h y sic a l education program.

T his author

con clud es th a t more i s needed than a S ta te b u lle t in o f standards, approval o f sch o o l b u ild in g p lan s and in s p e c tio n s o f b u ild in g programs, and recommends more resea rch on th e nature o f the f a c i l i t i e s which are provided fo r p h y sic a l ed u ca tio n , su g g estin g th at th e u se to which anything i s to be put should determ ine i t s natu re.

The fu n c tio n a l approach i s o f fa r g rea te r s ig n ific a n c e

than th a t o f s ta te b u ild in g codes or lic e n s in g o f a r c h ite c ts .^ Engelhardt and Engelhardt emphasize th at a school b u ild in g , once con­ s tr u c te d , w i l l be used by g en era tio n s o f sch ool c h ild r e n , whether adequate or n o t.

They fu rth er imply th a t many f a c i l i t i e s have been m ailt through la c k o f

understanding o f th e nature o f th e p h y sic a l education program and th a t a con­ sid e r a b le amount o f the r e s p o n s ib ilit y must be p laced on the a d m in istra tiv e a u t h o r itie s fo r f a i l i n g to p rovide f a c i l i t i e s th at w i l l perm it "the most ad­ vantageous kind o f education to be advanced th erein " .^ .

One o f the most recen t and comprehensive s tu d ie s o f p h y sic a l ed ucation

standards fo r sch o o l and c o lle g e programs was i n it i a t e d through the j o in t e f ­ f o r t s o f the American A sso cia tio n o f H ealth , P h y sica l Education and R ecreation and th e C ollege P h y sic a l Education A sso c ia tio n in 1 9 ^ .

Under th e lea d ersh ip

o f Boolcwalter o f Indiana U n iv e r sity , f i v e d o cto ra l s tu d ie s , based on surveys o f current lit e r a t u r e in th e elem entary sch o o l, ju n io r h igh sch o o l, g i r l s 1 s e n io r h ig h sch o o l, boys' sen io r h igh sch o o l, and c o lle g e areas were under­ tak en .

An a n a ly s is o f th e p relim in ary unpublished rep o rts o f th e se s tu d ie s

in d ic a t e s th a t th ere i s a wide v a r ia tio n o f op in ion among ex p erts and th a t 1. 2.

Herbert B la ir , P h y sica l E ducational F a c i l i t i e s fo r th e Modern Junior and S en ior High S ch o o l, pp. 159-163. N. L. Engelhardt and Fred E ngelhardt, School B u ild in g Programsr p. 9.

- 11 -

p h y sic a l education programs must have su ffe r e d in th e p a st from the v a st con fu sion p resen ted in the lit e r a t u r e which su g g ests and recommends stand­ ards fo r p h y sic a l ed u cation f a c i l i t i e s .

The f a c i l i t i e s have "been planned

freq u en tly "by a r c h ite c ts and gen eral a d m in istra tiv e a u th o r itie s whose under­ stand ing o f th e problems i s lim ite d to the lit e r a t u r e prepared hy the p h y sic­ a l education p r o fe s s io n .

I t i s apparent that w ith v a ried and c o n f lic t in g

te c h n ic a l op in io n , a r c h ite c ts and a d m in istrators are p la ced at a disadvantage. A d d itio n a l research to determ ine th e p r in c ip le s which must he e s ta b lish e d in order to guide f a c i l i t y p r o v is io n s which serve th e ed u ca tio n a l o b je c tiv e s o f th e program i s needed to h elp r e so lv e th e e x is t in g c o n f l i c t s and con fu sion rev ea led by th e se surveys o f lit e r a t u r e . A n a tio n a l Conference on F a c i l i t i e s was h eld a t Jackson’ s M ill, West V ir g in ia in 19^6 under the j o in t au sp ices o f fo u rteen sponsoring organizations which in clud ed the A t h le t ic I n s t i t u t e , The American A sso cia tio n o f H ealth, P h y s ic a l Education and R ecreation , The American R ecreation A sso c ia tio n , the C ollege P h y sic a l Education A sso c ia tio n , and the S o c ie ty o f S ta te D irec to rs o f H ealth , P h y sic a l Education and R ecrea tio n .

As a r e s u lt o f t h i s workshop, a

compendium o f th e b e s t o p in io n o f ex p erts, s e le c t e d from the f i e l d of education, r e c r e a tio n , h e a lth , a d m in istra tio n and a r c h ite c tu r e , was developed. r ep re se n ts a monumental advance in co o p era tiv e p la n n in g .

This

The purposes o f the

con ference as l i s t e d are: 1. 2. 3.

To e s t a b lis h p r in c ip le s fo r the p lanning o f a system o f communitywide in te r r e la te d f a c i l i t i e s . To determ ine the kinds o f such f a c i l i t i e s needed. . To develop standards fo r fu n c tio n a lly designed f a c i l i t i e s . The r e s u lt s o f t h is workshop are o f s ig n ific a n c e in t h is study.

1.

R atio n a l Conference on F a c i l i t i e s , Guide fo r P la n n in g F a c i l i t i e s fo r A t h le t ic s . R ecrea tio n . P h y sica l and H ealth E ducation, page x .

The

- 12 -

degree to which the recommended gu ides and standards are p r a c t ic a l in a p p li­ c a tio n and fu n c tio n a l in program op eration in p a r tic u la r s it u a t io n s needs fu rth er research however.

The study o f secondary sch ool p h y sic a l education

in Hew York S ta te , a s con tain ed h erein , i s hut one o f the subsequent p ie c e s o f research needed a t t h i s tim e. '

A se t o f p r in c ip le s , b a s ic to the concept th at jo in t community and

sch ool p lanning i s e s s e n t ia l, grew out of the n a tio n a l I ' a c i l i t i e s Conference. S everal o f th e se p r in c ip le s are here l i s t e d in th a t th ey co n trib u te to the modern approach in stud ying f a c i l i t y standards in ed u cation . 1. 2. 3.

5. 6. 7. 9. 12.

i ' a c i l i t i e s fo r a t h l e t i c s , r e c r e a tio n , p h y sic a l and h ea lth education programs are n ecessary in th e modern community. The d is tr ib u tio n , lo c a tio n and s iz e of th ese f a c i l i t i e s are c l o s e ly r e la te d to th e t o t a l community p a ttern . Such f a c i l i t i e s should be planned in r e la t io n to the other s o c ia l , and economic c h a r a c t e r is t ic s o f th e community. The b a s is o f each community's master p la n must be a study by the community o f i t s own needs. P a c i l i t i e s should be planned w ith due regard fo r e x is t in g p o te n tia l reso u rces. Change i s ever p resen t and must be recogn ized in p lanning. Programs o f education and r e c rea tio n are broad programs which are complementary and supplementary to each o th er. The fu n c tio n a l d esig n o f th e sch ool p la n t should be p red ica ted upon i t s u se as an ed u ca tio n -rec rea tio n cen ter. J o in t p lanning fo r the development and use o f f a c i l i t i e s req u ires predeterm ined agreement between a g en cies on p o lic ie s and r e s p o n s i b i l i t i e s .1 A fundamental change in the p h ilosop h y o f the N ation al Council on

Schoolhouse C onstruction w ith referen ce to standards appears in the "Guide fo r Planning School P la n ts, P art II" o f th e P roceedings o f th e Tw enty-third Annual M eeting o f t h is o rg a n iza tio n h eld in Jackson, M is s is s ip p i in October, 19^*6.

S in ce 1921, t h is o rg a n iza tio n has promoted th e estab lish m en t o f stand­

ards fo r sch ool b u ild in g and equipment.

The C o u n cil's standards have been

developed over th e years by c r i t i c a l a n a ly s is o f b e st p r a c tic e and thorough

• PP* 5-7

- 13 -

resea r ch , and have c o n s is te d la r g e ly o f p o s it iv e statem en ts or d ir e c tio n s which were designed to serve as th e minimum a ccep tab le standards fo r f a c i l i t y p r o v is io n and c o n str u c tio n .

The C ouncil, in p r e se n tin g the 19^6 Guide, recog­

n iz e s th at p reviou s standards have l e f t l i t t l e freedom fo r a r c h ite c ts and ad­ m in istr a to r s to f i t t h e ir p la n s to lo c a l requirem ents and c o n d itio n s.

The

scope and purpose o f the new gu id e is contained in the fo llo w in g paragraph: The n a tio n a l C ouncil on Schoolhouse C onstruction p u b lish es t h is Guide fo r Planning School P la n ts , not as standards, but as p r in c i­ p le s and o b je c tiv e s fo r planning sch ool f a c i l i t i e s . I t i s b e lie v e d th a t t h is Guide w i l l induce comprehensive and c r e a tiv e th in k in g by sch ool a d m in istra to rs and a r c h ite c ts ; and, a t th e same tim e, p o in t out the p i t f a l l s o f poor d esign which might fo llo w th e d isca rd in g o f r e s t r a in t s imposed by s p e c if ic standards no lo n g er g en e r a lly accepted. A c r e a tiv e d esig n er might fin d new, in g en io u s, and economical means o f complying w ith the o b je c tiv e s o f good p lan n in g. T h is departure from p o s it iv e standards to gu id in g p r in c ip le s has d e f i­ n i t e im p lica tio n fo r the s p e c ia l f i e l d o f p h y sic a l ed u cation and p la c e s greater r e s p o n s ib ilit y upon th e te c h n ic a l lea d ersh ip to determ ine the scope o f th e pro­ gram, curriculum content and th e b a sic ed u cation al methods which are to be c a r r ie d out by t h is phase o f th e program.

I f f a c i l i t i e s are to be fu n c tio n a l,

th ey "must be more than a s e r ie s o f sp a ces, each o f which may be s a t is f a c t o r y f o r i t s s p e c ia l purpose.

The e n tir e p la n t o f a lo c a l sch ool a d m in istra tiv e

u n it should be com prehensively planned fo r th e programs o f school and com­ munity s e r v ic e s in li g h t o f s t a t e and lo c a l requirem ents and c o n d itio n s; and each b u ild in g should be planned in terms o f th e in te r r e la tio n s h ip s o f the d if fe r 2 en t u n it s and s p e c if ic s p a c e s .1! H is to r ic a l In flu en ces — Hew York S ta te In the e a r ly development o f the S ta te program o f p h y sic a l ed u cation , th e a c t i v i t i e s p rescrib ed in th e course o f study c o n s is te d la r g e ly o f c a l i s ­ th e n ic s and mass a c t i v i t i e s which were ca rr ied out in th e c la s s rooms n-nfl 1. 2.

N ation a l C ouncil on Schoolhouse C onstruction, P roceedings o f the Twentyth ir d Annual M eeting, Guide fo r Planning School P l a n t s , p . 36 . I b i d . , pp. 3 8 -3 9 .

-

ik

-

co rr id o rs or in outdoor sch o o l y ard s.

School b u ild in g s were not design ed to

meet th e needs o f the indoor program o f p h y sic a l education and many sch o o ls even lacked playgrounds.

Jones r e l a t e s , "With th e ex cep tio n o f large c i t y

system s, such as Hew York, B u ffa lo , R ochester and Syracuse, few , i f any o f the sch o o ls had f a c i l i t i e s to m aintain a program o f p h y sic a l education oth er than in reg u la r classroom s and c o r r i d o r s .F u r t h e r m o r e , The Annual Report o f th e S ta te Education Department in 1921 shows th at p r io r to 1920 on ly a few o f the p r o g r e ssiv e urban areas made p r o v isio n s fo r gymnasium f a c i l i t i e s in the newly co n stru cted b u ild in g s. D iv is io n Of School B u ild in g s and Grounds S ta te promotion o f sch o o l b u ild in g began in 1920.

By 1923, f iv e years

a f t e r th e enactment o f th e p h y s ic a l tr a in in g law, th e demand fo r play-room s, gymnasiums, or com bination auditorium-gymnasiums became i n s is t e n t .

In 192^,

th e Board o f R egents o u tlin ed s p e c if ic p la n s fo r th e c o n stru ctio n o f sch o o l b u ild in g s .

Gymnasiums were recogn ized as a n ecessa ry p art o f sch o o l b u ild in g s .

I t i s s ig n if ic a n t to n ote th a t com bination assem bly rooms and gymnasiums were d iscou raged .

T h is f i r s t record o f d e f in it e a c tio n by th e Board o f Regents

concerning p r o v isio n s fo r p h y s ic a l ed ucation f a c i l i t i e s s p e c if ie d th a t S ta te approval fo r a l l new school b u ild in g required th e p la n to "furnish adequate f a c i l i t i e s fo r carryin g out th e p r o v isio n s o f the Board o f Regents pursuant th e r e to .?

2

These r u le s did not apply to the school b u ild in g s alread y in u s e .

The

in flu e n c e o f t h i s r u lin g , w hile i t a ffe c te d new co n stru ctio n from th at date on, d id very l i t t l e to remedy the inadequate f a c i l i t i e s in the sch o o ls already 1. 2.

Hiram A. J o n e s , A d m in is tra tio n o f H ea lth and P h y s ic a l E d u ca tio n in Hew Y ork S t a t e , p . 79. R ules Governing the Approval o f P lans Pursuant to P ro v isio n s o f th e law , May 2, 192^. O riginal copy on f i l e in th e O ffic e o f the Commissioner o f E ducation, S ta te Education Department, Albany, Hew York.

- 15 -

"built.

I t i s apparent th a t t h is gen eral la c k o f f a c i l i t i e s was to have a

narked e f f e c t upon th e programs o f p h y sic a l ed u cation .

Jones s t a t e s , " It

w i l l "be seen th at the program cou ld not he other than gradual in i t s develop­ ment i f changes depended upon th e replacement o f u n su ita b le b u ild in g accommo­ d ation s. In 1926, the Board o f E egents s e t up more s p e c if ic r e g u la tio n s govern­ ing th e p h y sic a l ed ucation f a c i l i t i e s in the co n stru ctio n o f new b u ild in g s . The School B u ild in g and Grounds D iv is io n recommended: The p r o v isio n s fo r p h y sic a l tr a in in g may take th e form o f a clea red space on the l e v e l f lo o r o f th e assembly room or a s p e c ia l room fo r t h is purpose........... In la r g e r high sch o o ls i t w i l l be g e n e r a lly found ad­ vantageous to provide separate gymnasiums and auditorium s. In 1927, t h is D iv is io n , o u tlin in g the p lan s fo r c o n stru ctin g ru ral b u ild in g s , m aintained th at 11in b u ild in g s having two or more c la s s rooms there s h a ll be a room w e ll- lig h t e d , h eated , and v e n t ila t e d , to be used fo r gen eral assem bly and p h y sic a l tr a in in g work.'!

3

I t i s apparent th at the e a r ly r e g u la tio n s o f the Commissioner o f Edu­ c a tio n r e la t iv e to f a c i l i t i e s fo r p h y sic a l education in new b u ild in g s were broad enough to a llo w fo r adequate f a c i l i t i e s to house th e p h y sic a l ed u cation program.

However, th e ea r ly recommendations o f th e D iv is io n o f School B u ild ­

in g s and Grounds were more r e s t r i c t i v e .

Program adequacy as in terp re ted in

terms o f sch ool f a c i l i t y p r o v isio n in 1924 apparently considered only the c r it e r io n o f number o f c h ild r en to

be served in a p erio d o f formald r i l l and

c lo s e order and did not co n sid er th e v a r ie ty

o f p la y ,

and a fte r -s c h o o l a th ­

l e t i c a c t i v i t i e s which had alread y become a p art o f the program as recom­ mended fo r th e p u b lic sc h o o ls. 1. 2. 3.

While the scope o f p h y sic a l education and

Jon es, 2B.» - P* 79. The U n iv e r s ity o f th e S ta te o f The U n iv e r s ity o f th e S ta te o f

Hew York, B u lle t in New York, B u lle t in

8 6 l. p . 13. 886. p . 12.

j

- 16 -

th e tim e-n eeds o f the program c a lle d fo r s p e c ia l areas to he u sed f u l l tim e, the e a r ly r e s t r i c t iv e in flu en ce o f the D iv is io n o f School B u ild in g s and Grounds p e r s is te d , throu^ i recommendation and co n tr o l o f f i n a l approval o f b u ild in g p la n s .

The D iv is io n continued to recommend and approve th e combina­

tio n au d it or ium-gymnasiums, f o r c e r ta in enrollm en ts.^ "Reasonable11 space p r o v isio n s fo r assembly and p h y sic a l ed u cation in K-12 grade sch o o ls and 7-12 or 9“12 grade sch o o ls as recommended by th e D iv is io n o f School B u ild in g s and Grounds were sta te d to be: GRADES I-X II OR g-X II INCLUSIVE School b u ild in g s planned fo r an enrollm ent o f l e s s than 600. In t h is group o f sch o o ls i t i s d e sir a b le to have one room e s p e c ia lly arranged to provide fo r assembly and p h y sic a l ed u cation. T his room may be arranged fo r community a c t i v i t i e s . The s iz e o f th e room i s to be determined upon th e b a s is o f a fr e e f lo o r area ^1 by 66 p lu s se a tin g space fig u red on the b a s is o f one-fou rth o f the p u p il s t a t io n ca p a c ity at 6 square f e e t p er s i t t i n g . . . . School B u ild in g s planned fo r an enrollm ent o f from 600 - 960. In t h is group o f sch o o ls i t i s d e sir a b le to have two rooms, th e f i r s t and la r g e r w ith th e appointments o f a com bination auditorium gymnasium; the s iz e o f the room to be determined upon th e b a s is o f a fr e e flo o r area 2,150 square f e e t p lu s se a tin g space fig u r e d on th e b a s is o f on e-fou rth o f th e p u p il s ta tio n ca p a city at 6 square f e e t p er s i t t i n g . This room may be arranged fo r community a c t i v i ­ t i e s . The second room should have th e appointments o f a sm all assembly and gen eral u t i l i t y room w ith a f lo o r area from 1200 to 1500 square f e e t . . . . School B u ild in g s planned fo r an enrollm ent o f 9o0 or over. In t h is group o f sch o o ls i t i s d e sir a b le to have two rooms; th e f i r s t w ith the appointments o f a p h y sic a l education room. The space i s to be determined upon the b a s is o f a fr e e flo o r area 3,1 5 0 square f e e t p lu s s e a tin g space fig u red on the b a s is o f onefou rth o f the p u p il s t a t io n ca p a c ity at 6 square f e e t p er s i t t i n g . The second room should have th e appointments o f an auditorium ; i t s s iz e to be determined upon th e b a s is o f o n e -h a lf th e p u p il s t a t io n c a p a c ity , th e s it t in g s to be fig u red on the b a s is o f 7 square f e e t p er s i t t i n g . . . . 1.

P r io r to 1930, th e D iv is io n o f School B u ild in g s and Grounds ru led that a sep arate auditorium and gymnasium were required, i f a sch ool had an enrollm ent o f 500 or more. L ater t h i s was changed by Regents' a c tio n to 800.

GRADES VII-XII INCLUSIVE OR IX-XII INCLUSIVE Sch ool B u ild in g s uTapned fo r an enrollm ent o f from 400 -5 6 0 . In t h is group o f sch o o ls i t i s d e s ir a b le to have two rooms, one w ith th e appointments o f a p h y sica l ed u cation room, the other w ith the appointments o f an assem bly. The s iz e of th e p h y sic a l ed u cation u n it i s to be determ ined upon the b a s is of a fr e e flo o r area o f 3 ,1 5 0 square f e e t p lu s s e a tin g space equal to o n e -h a lf o f the p u p il s ta tio n c a p a city a t 6 square f e e t per s i t t i n g . The second u n it should have th e appointments o f a sm all assem bly and gen eral u t i l i t y room w ith a f lo o r area o f from 1200 to 1500 square f e e t . . . . School B u ild in g s planned f o r an enrollm ent o f 560 or more. In t h i s group o f sch ools i t i s d e s ir a b le to have two rooms, th e f i r s t w ith appointm ents o f a p h y sic a l education room, th e space to be determined upon th e b a s is o f a fr e e f lo o r area 3,150 square f e e t p lu s s e a tin g space fig u red on th e b a s is of o n e -h a lf o f the p u p il s t a t io n ca p a city at 6 square f e e t per s i t t i n g . The second room should have the appointments o f an auditorium , i t s s iz e to be determined upon th e b a s is o f o n e-h a lf th e p u p il s t a t io n ca p a city o f the b u ild in g , the s i t t i n g s to be fig u red on th e b a s is o f 7 square f e e t per s i t t i n g . A study o f th ese recommendations r e v e a ls th at K-12 grade sch o o ls w ith sm aller enrollm ents were expected to have sm aller c la s s e s in p h y sic a l ed ucation; th at th e minimum f lo o r space, ir r e s p e c tiv e o f enrollm ent, was dependent upon b a s k e tb a ll, i . e , , 4l* x 66*; th a t not u n t il the e n r o ll­ ment reached approxim ately 1000 ( 960) was co n sid era tio n to be given to sepa­ r a te assem bly and p h y sic a l education a rea s.

In 7-12 or 9-12 grade sc h o o ls,

two sep arate a rea s, w ith appointments s u ita b le to assembly and p h y sic a l edu­ c a tio n , r e s p e c t iv e ly , were con sid ered d e s ir a b le fo r enrollm ents from 400 and up. T h is r e s t r i c t in g in flu en ce need not have occurred 1.

2.

had the lo c a l schociL

The U n iv e r sity o f The S ta te o f Hew York, The S ta te Education Department, Reasonable Space P ro v isio n s fo r Assembly. P h y sic a l Education and C a fe te r ia i& School B u ild in g s Housing th e Organi za tio n . School B u ild in gs and Grounds D iv is io n . (Mimeographed; The d isc r im in a tio n in f a c i l i t i e s recommended between th o se fo r h ig h sch ool stu d en ts in K-12 grade sch o o ls and th o se in 7-12 or 9-12 grade sch o o ls in d ic a te s d iffe r e n t programs o f a c t i v i t i e s fo r ru ra l and urban secondary p o p u la tio n .

- 18 -

d i s t r i c t s "been ab le to fo llo w the su g g estio n s im plied in th e n ext to l a s t paragraph o f t h is same b u lle t in , which sta te d : A tte n tio n i s c a lle d to th e f a c t th a t th ese are suggested areas o n ly . They are not to he taken e ith e r as minimum or maximum p r o v isio n s fo r p h y sic a l education and assem bly purposes. In a rriv in g a t th ese and a l l oth er p la n t n eed s, boards o f education and lo c a l school o f f i c i a l s should f i r s t determ ine th e ex ten t o f ed u ca tio n a l program to be carried out in th e d i s t r i c t and then should s e t up minimum p la n t f a c i l i t i e s to house adequately th a t program. Having made th e su g g estio n s th a t "minimum” p la n t f a c i l i t i e s should be provided to house an adequate program, th e concluding paragraph seems to make t h is g e n e r a lly im p ossib le by im p lica tio n : In d i s t r i c t s o f lim ite d resou rces i t i s im perative th at the d i s t r i c t con sid er i t s a b i l i t y , fin a n c ia l and o th er­ w ise, to provide as w e ll as i t s d e s ir e to have an edu­ c a tio n a l program and a p lan t th a t i s at or above th e average fo r th e S ta te . The p erio d o f economic d ep ression in th e e a r ly t h i r t i e s fo llo w ed by the p erio d o f r e s t r i c t i v e b u ild in g during the l a s t war, p la ced undue empha­ s i s upon th e economic f a c t o r , or the " lim ited resources" con n otation o f the recommendation.

The S ta te p a ttern o f f a c i l i t i e s became a minimum one and

not one o f e s s e n t ia l f a c i l i t i e s as determined by the ex ten t o f th e education­ a l program. C en tra liz a tio n The C e n tr a liz a tio n Act o f 1925 in flu en ced g r e a tly th e program o f sch ool p la n t c o n str u c tio n and the p r o v isio n o f p h y sic a l ed u cation f a c i l i t i e s in th e c e n tr a liz e d ru ra l areas o f the S ta te during t h i s economic p eriod . The f a c i l i t i e s as provided in the ru ra l areas in the e a r ly tw en ties were extrem ely meager.

The sm all ru ra l d i s t r i c t s were unable to provide th e space

and equipment n ecessary to carry on the enlarged programs o f p h y sic a l a c t i v i ­ t ie s .

T his p lig h t o f the ru ra l sch o o ls was expressed by the S ta te Education

Department in 192b.

"Any marked improvement in th e ru ral s it u a t io n must n eces­

s a r il y await th e establishm ent o f a la r g e r u n it o f lo c a l c o n tr o l and sch ool

- 19 -

adm inistration."'*’ I t was a d m in istr a tiv e ly im p ossib le to provide th e se c o s t ly f a c i l i t i e s in one and two room ru ra l sch o o ls. A lfred E. Smith, then Governor o f New York S t a t e , r e it e r a t e d t h is p o s it io n by s t a t in g , "Probably th e most important tendency in th e modern s o lu tio n o f the problems o f the ru ral sch ool i s th e enlargement o f the u n it o f su p e rv isio n , and ad m in istra tio n by the establishm ent o f c e n tr a l sc h o o ls.

Small u n its — the l i t t l e red school house — th e one-room, one-

tea ch er sch o o l — are not e f f e c t i v e and are a cause o f grave concern to 2 educators and th ou gh tfu l p a ren ts." Jones s t a t e s , "The years sin c e 1927 have w itn essed the g r e a te s t in cr ea se in new b u ild in g c o n str u c tio n .

The form ation o f more than one 3 hundred fo rty -tw o c e n tr a l-r u r a l sch ool d i s t r i c t s has co n trib u ted much to the b u ild in g a c t i v i t y . . . .I n g en era l, most o f th e new b u ild in g s have been lo c a te d on s i t e s s u f f i c ie n t l y la r g e to provide adequate f a c i l i t i e s fo r a t h le t i c and playground space."

k

I t i s apparent th at th e c e n tr a l sch ool

development in New York S ta te during th e p eriod 1925-19*KT* in flu en ce d great­ l y th e p r o v isio n fo r space fo r p la y and r e c r e a tio n in ru ral a rea s, a condi­ t io n which was not met in the more con gested urban area s, and a c o n d itio n which s t i l l has not been co rrected in th e se urban a rea s.

I t was p a r tly be­

cause o f th e s e c e n tr a l sch ool b u ild in g programs, th a t a t h le t ic f i e l d s , larger sch ool s i t e s , equipment fo r intram ural and in te r s c h o o l a c t i v i t i e s , p la y ­ grounds and outdoor p la y f a c i l i t i e s came to be regarded as accep ta b le item s in th e c o s t o f m ain tain in g a program o f p h y sic a l ed u cation . 1. 2. 3. 4. 5.

The ap p ortion -

The U n iv e r sity o f The S ta te o f New York, T w entieth Annual Eeuort o f The S ta te Education Department. As rep orted by Prank H. Wood, C entral Schools and the C en tra li za tio n o f School D is t r ic t s in the S ta te o f NewYork. O ffic e o f Carl W. Clark, A .I .A ., Cortland, New York, p . 15, 1937. Jon es' study wasmade in 1932-33* Jon es, op. c i t . . p . 80. Two hundred seven ty c e n tr a l sch ool d i s t r i c t s were reported in October, 19ZW in a mimeographed b u lle t in issu e d by th e S ta te Department o f E ducation.

- 20 -

ment o f s t a t e a id in th e program o f c e n tr a l sch o o l b u ild in g was th e major fa c to r in improved co n d itio n s fo r p h y sic a l and r e c r e a tio n a l a c t i v i t i e s , fo r i t made p o s s ib le th e co n cen tra tio n on the needs o f ed u ca tio n a l programs w ith ­ out th e lim it in g e f f e c t o f in s u f f ic ie n t lo c a l reso u rce s.

As a c o r o lla r y ,

th e la ck o f s t a t e a id to urban areas became a lim it in g fa c to r in th e co n stru c­ t io n o f adequate f a c i l i t i e s in many c i t y and v il la g e s c h o o ls . L e g is la tio n A review o f th e e a r ly l e g i s l a t i v e enactments a f f e c t in g p h y sic a l edu­ c a tio n in New York S ta te in r e la t io n to subsequent programs and r e la te d f a c i l i ­ t i e s re v e a ls a marked lack o f balance between th e se two f a c t o r s .

The in f lu ­

ence o f th e l e g i s l a t i o n which mandated programs and su ggested a c t i v i t i e s but * made l i t t l e , i f any, mention o f f a c i l i t i e s was, in a l l p r o b a b ility , a major fa c to r in the two decades o f retarded f a c i l i t y p r o v isio n fo r p h y sic a l educa­ t io n a c t i v i t i e s in th e P u b lic Schools o f New York S ta te . ed the development o f adequate programs.

T h is, in turn, lim it ­

In th e o r ig in a l law in 1916 and in

th e amendment, in 1918, g r e a te st concern was fo r m ilita r y tr a in in g and p h y sic­ a l preparedness.

I t ap p aren tly was assumed th a t c la s s rooms, corrid ors and

outdoor sch o o l yards were adequate fo r th e program.

The f i r s t in d ic a tio n

th a t f a c i l i t i e s were inadequate to carry on th e p ro v isio n s o f the p h y sic a l ed u cation law was evidenced by the amendment to the laws o f New York S ta te in 1919.^

At t h is s e s s io n o f L eg isla tu r e p r o v is io n was made whereby, "The p h y sic­

a l tr a in in g h ereto fo re provided f o r , may be g iv e n , when p r a c tic a b le , in any armory o f the s t a t e when th is does not in te r fe r e w ith the regu lar m ilita r y u se ." P h v sic a l Education Syllab u s — 1920 • S im ila r ly , the e a r ly e d itio n s o f the P h y sic a l Education S y lla b u ses 1.

The U n iv e r s ity o f The S ta te o f New York, B u lle t in 1003. p . 3 8.

- 21 -

s tr e s s e d adequate p erso n n el, and programs o f a c t i v i t i e s "but n eg lected to p la c e s t r e s s on adequate f a c i l i t i e s .

In th e p la n fo r p h y s ic a l tr a in in g by

The S ta te Department o f Education and approved by the Board o f Regents issu ed in 1916 and r e v ise d in 1920, th e fo llo w in g referen ce to f a c i l i t i e s was in ­ cluded: In th o se secondary sch o o ls in which th ere are no gymnasiums or oth er adequate space p r o v is io n s , gymnastic d r i l l s and marching may be g iv en in the c la s s r o o m s ....o r appropriate r e c r e a tio n a l a c t i v i t i e s may be s e le c te d fo r u se in the c la s s room, sch ool yard or oth er a v a ila b le space.^ T his s t ip u la t io n refe rred on ly to th e two hour requirement o f "Physic­ a l T rainin g D" which covered c la s s in s tr u c tio n .

The a d d itio n a l th ree hour

requirem ent, a second phase o f "Physical T rainin g D," which was to in clud e th e a fte r -s c h o o l program o f a t h le t i c s and r e c r e a tio n a l a c t i v i t i e s , could be su p ervised or u n supervised.

The requirement could be met e ith e r through

p r o v is io n in th e school program or by "equivalents" accepted from sources o u tsid e the sch o o l.

These "equivalents" included a c t iv e o u t-o f-d o o r c lu b s,

community a c t i v i t i e s and p erson al a c t i v i t i e s in clu d in g r e c r e a tio n a l and work 2 ex p erien ces. Schools could then, under th e se recommendations, carry on the required p h y sic a l tr a in in g program by p rovid in g on ly school rooms, c o r r i­ d ors, and yards. An exam ination o f th e 1920 S ta te S y lla b u s fu r th e r re v e a ls th a t no mention i s made o f f a c i l i t i e s in the "Suggestions to School O f f ic ia ls on the 3 In trod u ctio n and Operation o f the School Program o f P h y sic a l T rainin g." A statem ent on "Space and Equipment" o f l e s s than o n e -h a lf page summarizes a l l a d d itio n a l recommendations on f a c i l i t i e s . 1. 2. 3.

I t i s s ig n if ic a n t to note th a t

The U n iv e r sity o f The S ta te o f New York, The S ta te Education Department, The P h y sic a l T raining S y lla b u s . B u lle t in 767, pp. 8 -9 . I b id . , p . 9. I b id . . pp. 1 6-19.

th ese were both gen era l and s p e c if i c , but q u ite lim ite d : The space and equipment n ecessa ry in any given school w i l l depend somewhat upon th e program d ev ised fo r that p a r tic u la r sch o o l. As a r u le , sch o o ls have fa r too l i t t l e space fo r p h y sic a l e x e r c is e indoors and outdoors. Every sch ool ought to have adequate e x e r c is in g h a lls and playgrounds. The minimum sch ool f i e l d or playground should co n ta in four a c r e s. Equipment n eed s, i . e . , r e c r e a tio n a l equipment, were l e f t to th e d is ­ c r e tio n o f the teach er in charge, and the 1920 S yllab u s p la ced a con sid era b le amount o f r e s p o n s ib ilit y on the p r o fe s s io n a l lea d er fo r p rovid in g the n eces­ sary equipment: An e n te r p r isin g group o f sch ool ch ild ren w i l l e a s il y con stru ct a d d itio n a l equipment and other equipment fo r r e c r e a tio n a l and a t h le t i c u s e , provided th e teach er su p p lies the im ita tio n and d ir e c tio n .^ R egu lation s o f 1932 Although the e a r ly e f f o r t s o f the Board o f Regents through th e S ta te B u ild in g s and Grounds D iv is io n were d ir e c te d toward c e r ta in s p e c if ic provisions fo r p h y sic a l ed u cation in new sch ool b u ild in g s , i t was not u n t i l 1932, tw elve years la t e r , when the reg u la tio n s governing h e a lth and p h y sic a l education were changed, th a t g rea te r a tte n tio n was given to th e m atter o f f a c i l i t i e s . The 3 1932 R eg u la tio n s, which rep resented a r e c o d if ic a t io n o f th e 1920 R eg u la tio n s, which in turn were based on the Education law , A r t ic le s 20-A, 26 and 26-A, mandated a course o f in s tr u c tio n and s p e c if ic a c t i v i t i e s .

While no mention

was made o f f a c i l i t i e s d ir e c t ly in th e R eg u la tio n s, th e im p lica tio n th a t the program " sh a ll in clu d e in stru ctio n " in c e r ta in l i s t e d ty p es o f a c t i v i t i e s pro­ vid ed the n ecessa ry a u th o rity fo r th e recommendation on f a c i l i t i e s and stand­ ards in clud ed in the r e v ise d Secondary P h y sic a l Education Syllab u s (1 9 3 ^ 3 5 ) • 1. 2. 3.

I b id . . n . 33. I b id ., p . 33 The U n iv e r sity o f The S ta te o f New York, The S ta te Education Department, R egulations o f The Commissioner o f Education Governing H ealth and P h y sica l E ducation. Albany, 1932.

- 23 -

A study o f th e se sy lla b u se s r e v e a ls s e v e r a l in te r e s tin g statem en ts which had in flu e n c e upon th e p ro v isio n o f f a c i l i t i e s in the sch o o ls o f the s t a t e .

Spe­

c i f i c recommendations were made to th e a d m in istra tiv e p r o v isio n o f f a c i l i t i e s . Included in th e "A dm inistrative O b jectiv es and P o lic ie s " was th e recommen­ d ation : There should be adequate outdoor and indoor space and equipment fo r an a c t i v i t y program adapted to th e age, sex , in t e r e s t s and s p e c ia l needs o f th e p u p ils; th e space and equipment alread y a v a ila b le should be adapted most e f f e c t i v e l y . Three s p e c if ic p r in c ip le s which vrere included in th e s e c tio n on "General Meth­ ods" had to do w ith space and equipment.

These p r in c ip le s s ta te d th a t f a c i l i ­

t i e s should be adapted to a g es, sex , and s p e c ia l needs o f p u p ils , should p ro2 v id e a h e a lth fu l environment and should p rovide reasonable s a f e t y . Ten f u l l pages o f m a te r ia ls, common to the two sy lla b u se s - secondary g i r l s , secondary boys - were devoted to th e recommendation o f d e s ir a b le standards fo r outdoor and indoor f a c i l i t i e s , in clu d in g p la y , s e r v ic e and a d m in istra tiv e ty p e s , and to su rfa cin g o f playgrounds and l i s t s o f equipment.

I t i s in t e r e s t in g to

n o te , however, th a t the same p h ilosop h y and much o f the same wording was in ­ cluded in the in trod u ctory paragraph to t h i s s e c tio n on "Space and Equipment" as was noted in th e 1920 sy lla b u s: The space and equipment n ecessa ry in any school w i l l depend somewhat upon th e program d ev ised fo r th at p a r tic u la r sch o o l. As a r u le , sch o o ls have few too l i t t l e indoor and outdoor space fo r p h y sic a l a c t i v i t i e s . Each school should have adequate playgrounds, gymnasiums, shower ah& d ressin g rooms. 3 R egard less o f i t s f a c i l i t i e s , every sch ool must carry out a s a t is f a c t o r y education program to meet th e R egen ts1 curriculum requirem ents . 1. 2. 3.

The U n iv e r sity o f The S ta te o f New York, The S ta te Education Department, P h y sic a l Education S y lla b u s. Book IV - Secondary Schools ( 7 -12) Boys. B u lle t in 1062, p . 19. I b i d . , p . 22. The 1920 S yllab u s l i s t e d o n ly e x e r c is in g h a lls and playgrounds. Changes are u n d erlin ed .

- 24- -

fo r secondary s c h o o ls , in which p h y sic a l ed u cation i s a co n sta n t, adapting i t s program to such f a c i l i t i e s a s are a v a ila b le . ■*■ The new emphasis expressed in the 1932 R egu lation s on m eeting th e pre­ scrib ed a c t i v i t i e s o f the program in d ic a te d a sound fu n c tio n a l approach to f a c i l i t y standards.

While the a c t i v i t i e s required were s p e c if ic and the f a c i l i ­

t i e s needed to carry them out were recommended, the co n d itio n which p r e v a ile d in 1920 which p erm itted the three hour p art o f th e f i v e hour requirement to be a ssig n e d to n on -sch ool ag en cies w ith or w ithout sch o o l su p erv isio n s t i l l e x iste d : May be a ssig n ed by sch ool a u th o r itie s to su p erv isio n o f home or o u tsid e a g e n c ie s, recognized as competent to d ir e c t p h y sic a l ed u cation a c t i v i t i e s and secure ed u ca tio n a l r e s u lt s . This was an a d d itio n a l loop h ole through which lo c a l sch o o l a u th o r itie s could a v o id sch o o l p r o v isio n o f adequate f a c i l i t i e s . The in flu e n c e o f th e 1932 S ta te Department R egulations was apparent in the co n stru ctio n o f f a c i l i t i e s .

This was tru e p a r tic u la r ly in some c e n tr a l

sch o o ls where la rg e and adequate s i t e s were secured and b u ild in g s planned fo r broader programs o f p h y sic a l ed u cation in clu d in g some community r e c r e a tio n a l u se.

They seemed to have l i t t l e e f f e c t , however, in b rin gin g about any marked

improvement o f e x is t in g sch o o l p la n ts by read ap tation or m o d ifica tio n . D iv is io n o f H ealth and P h y sic a l Education — 1935 Report The extreme need fo r improvement in f a c i l i t i e s was evident in many o f the s t a t e documents a v a ila b le fo r stud y.

A s t a t e study o f sch o o l f a c i l i t i e s

1.

This l a s t se n te n c e , although q u ite d if f e r e n t from the 1920 recommendation, p resen ted th e same dilemma to th e sch o o l a d m in istra to rs. To carry out a s a t is f a c t o r y program as s p e c if ie d in the R egents' requirem ents, c e r ta in s p e c if i c f a c i l i t i e s were needed. However, i f sch ools are p erm itted to adapt programs to the f a c i l i t i e s a v a ila b le , they need not provide th ose s p e c i f i c a l l y needed to meet the requirem ents o f a c t i v i t i e s mandated by th e r e g u la tio n s.

2.

1932 R eg u la tio n s, 0£ . c i t . , p. 10.

- 25 -

fo r p h y sic a l education conducted by the D iv is io n o f H ealth and P h y sic a l Edu­ c a tio n as a p art of th e 1935“36 annual rep ort on h e a lth and p h y sic a l educa­ tio n showed? g ro ss in ad eq u acies, p a r tic u la r ly in gymnasium space, d ressin g rooms, in d iv id u a l (c o r r e c tiv e ) rooms and outdoor p la y and r e c r e a tio n a l space."*" In 64-9 ru ral sch o o ls in clu d in g one or more secondary grades, 23 per cen t were w ith ou t gymnasiums,

55 Per cent o f th e gymnasiums were com bination auditorium -

gymnasiums, d r e ssin g rooms were la ck in g fo r boys (2 3 $ ), fo r g i r l s , (4-1$), 90 per cen t were w ithout in d iv id u a l (c o r r e c tiv e ) rooms and 73 p er cen t had l e s s than f iv e a cre s o f outdoor p h y sic a l ed ucation and r e c r e a tio n a l space.

In 65

v i l l a g e s c h o o ls, housing grades 7 through 12, 17 per cent were w ithout gym­ nasium s, 22 p er cen t had com bination anditorium-gymnasiums, 92 per cent were w ith ou t in d iv id u a l (c o r r e c tiv e ) rooms and 71 per cent had l e s s than f iv e acres o f outdoor space fo r p h y sic a l education and r e c r e a tio n .

In 129 c i t y sch o o ls —

grades 7^2 — 31 per cent had no gymnasiums, approxim ately 25 per cen t had no d r e ssin g rooms fo r e ith e r boys or g i r l s , 14- per cen t o f the gymnasiums were com bination auditorium-gymnasiums, 79 per cent had no in d iv id u a l (c o r r e c tiv e ) rooms, and 77 p er cen t had l e s s than f i v e acres o f outdoor space fo r p h y sic a l ed u cation and re c r e a tio n . R eg u la tio n s o f 1937 S everal developments a u t h o r itie s on th e need fo r

which focused the a tte n tio n o f S ta te and lo c a l improved programs o f p h y sic a l education and f a c i l i ­

t i e s follow ed in rapid order during the th ree years im m ediately fo llo w in g th e 1935-36 survey.

In rec o g n itio n o f the needs o f th e c h ild r en o f New York S ta te ,

seven teen r e p r e se n ta tiv e s from S t a t e , p r o fe s s io n a l and c i v ic o rg a n iza tio n s were organized in th e Regents A dvisory Council on H ealth and P h y sic a l Education p and th e J o in t Committee on A t h le t ic s . 1. 2.

U n iv e r s ity o f The S ta te o f New York, S ta te Education Department, D iv is io n o f H ealth and P h y sic a l E ducation, 1935~36 annual rep o rt. As reported by Hiram A. Jon es, "Important P o lic ie s in P h y sic a l Education

- 26 -

They surveyed th e n eeds, form ulated recommendations about procedures to meet th e se needs and requested the R egents and Commissioner o f Education to take a c tio n in m eeting th ese problem s.

A ction r e su lte d in th e form o f the

1937 r e v is io n o f the R egu lation s o f th e Commissioner o f Education Governing H ealth and P h y sic a l Education, approved by the Board o f R egents, fo llo w ed in 1938 by th e "Statement o f P o lic y Pursuant to th ese R eg u la tio n s," a formu­ la t io n o f procedures to carry out th e mandate o f th e L e s ig la tu r e , the wishes o f p a r e n ts, and the o rg a n iza tio n s rep resen ted on th e A dvisory and J o in t Ath­ l e t i c C o u n cils. 1. 2.

A r t ic le I I o f the General R egu lation s s ta te s :

A ll sch o o ls under th e j u r is d ic t io n o f th e S ta te Education Department s h a ll provide a program o f h ea lth and p h y sic a l ed u cation in an environment conducive to h e a lth fu l li v in g . I t s h a ll be th e duty o f t r u s t e e s and boards o f ed ucation: ^ a .) to provide approved and adequate p ersonnel and f a c i l i t i e s . . . . Purthermore, th ese r e g u la tio n s s p e c i f i c a l l y sta te d th a t a l l phases o f

the p h y sic a l education program — in clu d in g the a fte r -s c h o o l la b o ra to ry a c t i v i ­ t i e s — were to be d ir e c te d and su p ervised by sch ool o f f i c i a l s , a change from the e a r lie r 1920 and 1932 R egu lation s which perm itted o u tsid e a g en cies to su p erv ise th e se a c t i v i t i e s .

The im p lic a tio n fo r adequate sch ool f a c i l i t i e s

to meet th ese needs i s apparent and th e se R egulations were in f lu e n t ia l in im­ proved programs and f a c i l i t i e s . The "General Statement o f P o lic y Pursuant to th e R egulations" c l a r if ie d th e R egu la tio n s and d ir e c te d the a tte n tio n o f sch ool a u th o r itie s to the pro­ gram o f a c t i v i t i e s in p h y sic a l ed ucation and the f a c i l i t i e s needed t h e r e fo r .. Approved and adequate f a c i l i t i e s a s l i s t e d in t h is statem ent o f p o lic y in ­ cluded:

1.

The U n iv e r sity o f The S ta te o f Hew York, The S ta te Education Department, R egu lation s ZL The Commissioner o f Education Governing H ealth end P h y sic a l E ducation. Albany, 1937, pp. 11-12.

- 27 -

Approved and adequate f a c i l i t i e s : Approved f a c i l i t i e s r e fe r to th e kind and q u antity o f f a c i l i t i e s which may he approved in con n ection with th e lo c a l program. Adequate f a c i l i t i e s r e fe r to f a c i l i t i e s in s u f f ic ie n t q u a n tity and v a r ie ty to in su re th a t a s a t is f a c t o r y program (h e a lth , s a f e t y , p h y sic a l ed u cation and recre­ a tio n ) may he ca rr ied on. Approved and adequate f a c i l i t i e s are v i t a l to a s a t i s ­ fa c to r y program. The p r o v isio n o f f a c i l i t i e s i s the r e s p o n s ib ilit y o f th e lo c a l sch ool a u t h o r it ie s . The kind and q u an tity o f f a c i l i t i e s needed w i l l depend on sev era l f a c t o r s , in clu d in g the enrollm ent o f th e sch ool and the m u ltip le use o f some o f th e f a c i l i t i e s l i s t e d below. The fo llo w in g needs or f a c i l i t i e s should be considered: «

A.

I n str u c tio n a l p la n t 1. 2. 3. k.

5. 6. 7. 8. 9. 10. 11. .12. 13. lh . 15.

1.

H ealth c o n su lta tio n and exam ination rooms C lass rooms, la b o r a to r ie s and lunch room space as needed fo r h e a lth tea ch in g Gymnasium, gymnasiums (fo r mass a c t i v i t i e s in v o lv in g la r g e numbers and h ig h ly organ­ iz e d team games) or f i e l d house P la y and game rooms (fo r sm all group and club a c t i v i t i e s ) such as: ta b le te n n is , fe n c in g , tum bling, e t c . , dance or rhythm stu d io (fo r organ ised rhythmic a c t i v i t i e s , e t c . ) and handball co u rts Separate p la y and sp o rts f i e l d s fo r boys, g i r l s and sm all c h ild r e n In d iv id u a l c o r r e c tiv e p h y sic a l ed ucation or h e a lth tr a in in g rooms R est rooms Swimming p o o l (where p o s s ib le ) Showers w ith space provided fo r drying D ressin g rooms Locker rooms T o ile t f a c i l i t i e s O ffic e s fo r men, women p h y sic a l ed ucation te a c h e r s, and swimming te a c h e r s, i f p ool i s provided Storage f a c i l i t i e s fo r : a. equipment (apparatus and oth er movable equipment) b. in s tr u c tio n a l su p p lie s fo r c la s s irork and a t h le t i c a c t i v i t i e s Laundry room w ith p r o v is io n fo r storage and d isp en sin g o f tow el s-*-

The U n iv e r sity o f The S ta te o f Hew York, The S ta te Education Department, GeneralStatement o f P o lic y Pursuant to th e R egu lation s o f The Commissioner o f Education Governing H ealth and P h y sic a l E ducation. Albany, 1938", pp. 9 -1 0 .

•28-

This statem ent o f p o lic y a ls o included c l a r if ic a t io n o f the 300 minute requirem ent by s ta tin g : P ro v isio n ( in secondary sch o o ls) must be made by sch o o l a u th o r itie s to schedule a program in p h y sic a l ed u cation under th e ir immediate d ir e c tio n which provides 300 minutes a week fo r each c h i l d ,1 Report o f The R egen ts1 Inquiry One o f the most important h is t o r ic a l documents o f s ig n if ic a n c e to t h i s stud y i s contained in th e record o f The R egents' Inquiry in 1938, a stud y o f the ch aracter and c o st o f p u b lic ed u cation in New York S ta te . S ev era l statem ents and recommendations reported in t h is study fo llo w : An adequate program o f p h y sic a l ed u cation and r e c r e a tio n o b v io u sly demands c e r ta in e s s e n t ia l m a teria l f a c i l i t i e s , and th ese seem to be d i s t i n c t l y d e f ic ie n t in many o f the sch o o ls o f New York S t a t e ................................................................... D esira b le standards c a l l fo r th ree a cre s o f p la y area fo r an elem entary sc h o o l, seven to ten a cres fo r a ju n ior high sc h o o l, and f i f t e e n to twenty a cres fo r a sen io r h ig h sch o o l. Of f i f t y sch o o ls observed in th e f i e l d study, f iv e had no outdoor p la y a rea , th ir te e n had le s s than an a c r e , f i f t e e n had between one and th ree a c r e s, ten had between one and seven a c r e s , and only seven had over seven a c r e s. The space a llo tm en ts per p u p il were d is tr ib u te d as fo llo w s: under 20 square f e e t , 12 sch o o ls; 20 to square f e e t , 16 sch o o ls; 200 to ^”99 square f e e t , 7 sch o o ls; 500 to 999 square f e e t , 3 sch o o ls; and 1000 f e e t and over, k s c h o o ls .................................... A ccording to a su b je c tiv e e v a lu a tio n o f space and f a c i l i t i e s about h a lf o f th e sch o o ls were in ad eq u ately provided w ith outdoor f a c i l i t i e s , and only s ix te e n sch o o ls out o f f o r ty had s u f f i c ie n t indoor f a c i l i t i e s ..................................................... Answers to a q u estion n aire sen t out by the elem entary education d iv is io n o f The R egen ts1 Inquiry to 896 sch o o ls w ith regard to gymnasiums gave the fo llo w in g data: D is tr ib u tio n o f Schools having Gymnasium F a c i l i t i e s , w ith per cent o f Schools in each group......... P op u lation Group New York C ity 30, 000 - 1,00 0 ,0 0 0

Separate Gymnasiums 59$ 38

Combined Gym and Auditorium 0$ 28

No Gymnasium F a c ilitie s J^l$ 33 (continued)

1.

I b id . . p . 32.

- 29 -

(continued) P op u lation Group 10, 000 - 50, 000 ^,500 - 10,000 Small communities Central S u ral Schools T o ta l

Combined Separate Gym and Gymnasiums Auditorium 20 37 77 27 35

No Gymnasium F a c ilitie s

32 35 18 67 28

^8 28 5

6

37

Another important desideratum i s the p r o v isio n of lo ck er rooms and showers. Only s i s out o f f o r ty sch o o ls v i s i t e d had adequate p r o v isio n s o f t h is ty p e......... Minimum standards fo r p h y sic a l education f a c i l i t i e s should "be prepared by the S ta te Education Department. These stand­ ards would in clud e outdoor and indoor space, as w e ll as space fo r locker and shower rooms fo r ju n ior and sen io r h igh sc h o o ls. Schools should be encouraged to see that some p r o v isio n i s made fo r the u se o f swimming f a c i l i t i e s , in order th a t a l l p u p ils may lea rn to swim, and should a lso be encouraged to provide towel and soap s e r v ic e .! New York S ta te P u b lic High School A th le tic A sso c ia tio n The New York S ta te P u b lic High School A th le tic A sso c ia tio n became a c t iv e ly in te r e s te d in 1937-38 in improving f a c i l i t i e s as a part o f th e im­ provement o f p h y sic a l ed u cation and r e c r e a tio n in th e sch o o ls o f New York S ta te . Under i t s sponsorship, a S ta te Committee on Planning

P h y sic a l Education

and R ecreation was appointed to study th e f a c i l i t y needs in

terms o f the new

program o f p h y sic a l education p resented in th e 1937 R egu lation s o f th e Board o f R egents.

T his committee aimed toward a co o p era tiv e fu n c tio n a l p lan .

With

a view to a s s i s t i n g in the development o f adequate outdoor f a c i l i t i e s to care fo r t h is new program, a r e c r e a tio n a l p lanning s e r v ic e was se t up w ith th e co­ o p era tio n o f the Department o f Landscape Engineering and R ecrea tio n a l Manage­ ment o f the S ta te C ollege o f F orestry at Syracuse U n iv e r sity .

Vanderhoef,

Chairman o f the F a c i l i t i e s Committee, in referen ce to t h is p lan n in g s e r v ic e , sta te s: 1.

C .-E. A. Winslow, The School Health Program. Report o f The R egen ts’ Inquiry in to the Character and Cost o f P u b lic Education in The S ta te o f New York, pp. 63-79.

- 30 -

I commend i t to you h e a r t ily as b ein g both econom ically and ed u c a tio n a lly sound and as a r e a l s e r v ic e a v a ila b le to your community fo r th e w elfa re o f th e boys and g i r l s in your s c h o o ls .! In rep o rtin g th e work o f t h is committee to th e S ta te A sso c ia tio n fo r H ealth and P h y sica l Education at Syracuse, New York in January 1939, Vanderhoef sta ted : The A sso c ia tio n advocates adequate f a c i l i t i e s . The S ta te A sso ci­ a tio n i s a c tu a lly a s s i s t i n g in d evelop in g f a c i l i t i e s to meet th e needs o f a l l c h ild r e n . T his in t e r e s t and a c tiv e support i s shown in the fo llo w in g r e s o lu tio n adopted December 27, 1938* RESOLVED THAT: The C entral Committee o f the New York S ta te P u b lic High School A th le tic A sso c ia tio n request th e Board o f Regents Committee to take step s to reco n sid er the p resen t requirement which demands th at sch o o ls having an enrollm ent o f 800 or under co n stru ct a com bination auditorium-gymnasium. We ask t h is , b e lie v in g a com bination auditorium-gymnasium to be e d u ca tio n a lly unsound and im p ra ctica l from an a d m in istra tiv e p o in t o f view . RESOLVED THAT: The C entral Committee o f the New York S ta te P u b lic High School A th le tic A sso c ia tio n request th e B u ild in g s and Grounds D iv is io n o f th e S ta te Educa/fcion Department to re­ quire Boards o f Education to p resen t p lan s fo r p la y areas and r e c r e a tio n a l f a c i l i t i e s fo r both boys and g i r l s at th e same ^ time th at plans fo r new b u ild in g s are p resen ted fo r approval. The in flu en ce o f the S ta te A th le tic A ssociation ^ in recommending fu n c tio n a l f a c i l i t i e s and in p rovid in g fo r an expert p lanning s e r v ic e was apparent in th e gen era l acceptance o f minimum standards f o r in creased a cre­ age fo r outdoor p h y sic a l education and r e c r e a tio n a l a c t i v i t i e s , as recom­ mended: 1. 2.

3.

New York S ta te P u b lic High School A th le tic A sso c ia tio n B u lle t in No. 12. V ol. V III, (November, 1 938;, PP- 2-29• W. Howard Vanderhoef, "Functional Planning o f P h y sic a l Education and R ecreation F a c i l i t i e s ," Proceedings New York S ta te H ealth and P h y sica l Education A ss o c ia tio n , V ol. I l l , No. 1 , (January 1939), pp. 52-5^. The S ta te A t h le t ic A sso c ia tio n comprised th e la rg e m ajority o f h igh sch o o ls in the s t a t e and was rep resented by ad m in istrators and p h y sic a l education te a c h e r s.

- 31 -

elem entary sch o o ls ju n io r h igh sch o o ls sen io r h ig h sch o o ls

^ to 7 acres 7 to 10 acres 10 to 15 acres

w ith sep arate areas fo r each o f th ese th ree a d m in istra tiv e u n it s .

1

Bureau o f P h y sica l Education The Bureau o f P h y sica l Education o f the S ta te D iv is io n o f H ealth and P h y sic a l Education, in 1939, p resen ted an a n a ly s is o f th e outdoor space req u ire­ ments fo r school and community programs hased on the fu n c tio n a l needs o f the program.

M iles r e p o rts, "Space requirem ents fo r outdoor p h y sic a l education and

r e c r e a tio n a c t i v i t i e s in elem entary, ju n io r h igh and sen io r high sch o o ls should "be hased on th e program o f th e se a c t i v i t i e s fo r p u p ils in th ese grades."

He

b e lie v e d th at space requirem ents should he hased on a c t i v i t i e s ra th er than on th e number o f p u p ils , because many a c t i v i t i e s have s p e c if ic requirement fo r c e r ta in typ es o f co u rts and f i e l d a rea s.

He presen ted ch a rts showing the needs

in clu d in g co u rt, apparatus, and q u iet a rea s, f i e l d areas fo r both boys and g i r l s , and lan d scaping, s e r v ic e and s a fe ty space, l i s t i n g as e s s e n t ia l:

3.6

a cres fo r the p h y sic a l education u n it o f an elem entary sch o o l, 12 .6 9 acres 2 fo r a ju n io r high school and 22. 07 acres fo r a sen io r h igh sch o o l. The emphasis in the S ta te during the f iv e year p erio d fo llo w in g the estab lish m en t o f th e 1937 R egu lation s was in the main con fin ed to the improve­ ment o f outdoor f a c i l i t i e s fo r p h y sic a l education and r e c r e a tio n , due in some r esp ect to the fin d in g s o f th e 1935-3& s t a t e survey (s e e p . 25) which revealed g ro ss inadequacy in outdoor space, and to the nature o f th e program which s tr e s s e d more and more the a t h le t i c sp o rts and le is u r e -tim e r e c r e a tio n a l a c t i v i ­ tie s .

1. 2.

0. M. M iles, "Planning Outdoor F a c i l i t i e s To Meet Heeds," Hew York S ta te P u b lic High School A th le tic A sso c ia tio n B u lle t in Ho. 1 2 . Vol. V III, (Hovember, 1 938), p . 28. C. M. M iles, Requirements fo r Outdoor P h y sica l Education and R ecreation in Elem entary. Junior Hieh Schools and S en ior High S ch o o ls. (Manuscript on f i l e in S ta te Education Department, Bureau o f P h y sic a l Education, Albany, Hew York)

- 32 -

Recent Developments — 19d2-d7 The S ta te A th le tic A sso c ia tio n in fu rth er coop eration w ith the Bureau o f P h y sic a l Education, in an e f f o r t to study the needs fo r indoor f a c i l i t i e s which would b e tte r serve th e v a ried program recommended and in crea se the scope o f the indoor program — which had become in many sch o o ls a on e-sport (b a sk e tb a ll) program — sponsored a S ta te Committee on Indoor F a c i l i t i e s in 19^-2.

The immediacy o f the war prevented t h i s Committee from fu n ctio n in g ,

b ecause th e e r e c tio n o f new f a c i l i t i e s and th e read ap tation o f former in ­ adequate f a c i l i t i e s were im p o s s ib ilit ie s in 19^2-45* There were sev era l s ig n if ic a n t trends and in flu e n c e s during the f i v e year p erio d , l9^ 2-h 7, however. The estab lish m en t o f th e O ffice o f P h y sic a l F itn e ss o f th e Hew York S ta te War Council in May 1 9 te and the immediate co n cen tra tio n o f i t s e f f o r t s , in c o lla b o r a tio n w ith the D iv is io n o f H ealth and P h y sica l Education o f the S ta te Education Department, on p re-in d u ctees and the secondary school popula­ t io n , both boys and g i r l s , brought about a new emphasis on th e p h y sic a l edu­ c a tio n program.

P h y sica l f i t n e s s and a t h le t i c com petition were s tr e s s e d .

The re d ir e c te d program fo r h igh school boys p resen ted s ix areas of a c t i v i t i e s , i . e . , th e o b sta c le course, tr a c k and f i e l d , gym nastics, swimming and w ater s a f e t y , com batives and team sp o r ts.

The emphasis fo r g i r l s , at f i r s t , was

q u ite sim ila r to the p h y sica l f it n e s s m otive fo r boys w ith th e a d d itio n o f emergency s k i l l s required by th e high sch ool g i r l and young adult in a l l out w arfare.

Later the d ir e c t io n o f th e g i r l s ’ program was toward a more

rounded, com plete p h y sica l ed u cation , s u ita b le fo r d evelo p in g endurance, stren g th , a g i l i t y , motor s k i l l and co m p etitio n . T his p h y sic a l f it n e s s program in creased the tin e -n e e d s o f the stu d en ts, thus p u ttin g g rea te r demand on f a c i l i t i e s .

With th e ex cep tio n o f the sta n d ­

ard 100 yard o b sta c le course and lo c a l cou rses not standard, which f a c i l i t i e s

- 33 -

mushroomed throughout the s t a t e o v ern ig h t, the b u ild in g o f new f a c i l i t i e s and the read ap tation o f o ld ones to meet th e needs o f the r e v it a liz e d pro­ gram were almost n i l .

With th e general r e c o g n itio n hy la y groups as w e ll as

sch o o l ad m in istrators o f the la c k o f c e r ta in f a c i l i t i e s to carry on th e pro­ gram required by war, every e f f o r t was made to coord inate th e resou rces o f th e community a g e n c ie s, both p r iv a te and p u b lic . sa d ly la c k in g .

Swimming f a c i l i t i e s were

Track and f i e l d and gym nastic programs were handicapped

through la c k o f f a c i l i t i e s and equipment which could not be ob tain ed . homemade in n ovation s r e s u lte d .

Many

The c e n tr a l sch o o ls were g en e r a lly in a b e t­

te r p o s it io n , because o f th e ir more recen t b u ild in g programs, to carry on both outdoor and indoor programs than the o ld er v i l l a g e and c i t y sch o o ls. As the end o f th e war approached, P i anning fo r postwar co n stru ctio n throughout the sch o o ls o f the s t a t e , to provide the many needed f a c i l i t i e s as rev e a led by the war e::perience, became alm ost u n iv e r s a l.

Most o f th ese

p la n s are s t i l l in the b lu ep rin t stage due to the in fla tio n a r y trends which r e s u lte d in la c k o f s u f f ic ie n t p u b lic funds and m a teria ls fo r co n stru ctio n . Many o f th ese p lan s became school-community coop erative e n te r p r ise s in which the fu n c tio n a l approach to p la n t co n stru ctio n was u t i l i s e d .

This approach i s

s ta te d v iv id ly in the K egents1 Plan fo r Postwar Education (19^3) in which "recommendations fo r new b u ild in g s and new in s t it u t io n s are p laced a g a in st th e wider background fo r ed u ca tio n a l p r a c tic e ."

In t h is p la n , the sch ool i s

en v isio n ed as a "community center" and "In a world on the ^0-hour work week, ed u cation fo r le is u r e -tim e a c t i v i t i e s i s a m atter ibr s e r io u s study and p la n ­ n in g."

The im p lica tio n con tained in t h i s p lan i s a s ig n if ic a n t one as i t re­

l a t e s to program and f a c i l i t i e s : U n less we are w illin g to admit th a t th e m ajority o f New York youth i s incapable o f p r o f it in g by a secondary program, th e need fo r more h o ld in g cower at the secondary le v e l i s ev id en t. To accom plish t h i s , c a l l s fo r a reo r g a n iza tio n o f the co n ten t and method in h igh sch o o ls so as to p resen t a program p r o f it a b le and a t t r a c t iv e to youth in

- 3^ -

t h e ir middle te e n s.^ The report o f the Committee on B asic I ss u e s in Secondary Education (19^'5) l i s t s as o f grea t importance in the new plans to en rich the ed ucation o f youth, the wider u t i l i s a t i o n o f a l l community reso u rce s.

I t s t a t e s , "Recre-

a tio n a l and le is u r e -tim e a c t i v i t i e s are powerful fa c to r s in the tr a in in g o f y ou th

Environment which r e g is t e r s during th e o u t-o f-sc h o o l hours should

he on th e p o s it iv e s id e

A ’maximally e f f e c t i v e h igh sch ool program* w i l l

never he achieved except as the environment in the sch ool r e s u lt s in th e h ig h 2 e s t p o s s ib le development on th e part o f each in d iv id u a l p u p il." These s t a t e ­ ments have fundamental im p lica tio n s fo r p h y sic a l education and the school and community environment e s s e n t ia l to the conduct o f the "maximally e f f e c t i v e high sch ool program." Two recen t p u b lica tio n s emanating from the D iv is io n o f School B u ild in gs and Grounds r e f l e c t the p h ilosop h y, and recommend standards fo r p h y sic a l edu­ c a tio n f a c i l i t i e s fo r c e n tr a l sch o o ls, as in terp re ted by t h is D iv is io n .

These

m a te r ia ls rep resen t th e op in ion o f a d m in istra to rs, p rim a rily , and are d esigned to improve th e p lan n in g o f s p e c if ic area.s o f th e sch ool p la n t. The f i r s t one, issu e d in May 19^6, d e a ls w ith th e p lan n in g o f indoor p h y s ic a l education f a c i l i t i e s .

B asic co n sid era tio n i s again g iven , in g en era l,

in recommending c e r ta in f a c i l i t i e s , to th e p r in c ip le o f f a c i l i t y p r o v is io n in r e la t io n to s iz e o f sch o o l, to enrollm ent rath er than to a c t i v i t y or program needs. In p lan n in g the indoor f a c i l i t i e s w ith which to ad m inister and carry on t h is program, b a sic co n sid era tio n iji sm all c e n tr a l sch o o ls should be g iven to the gymnasium and i t s a u x ilia r y f a c i l i ­ t i e s ; apparatus storage room, b oys’ shower and d r e ssin g room, and p h y sic a l education o f f i c e . In la r g e r sch o o ls a d d itio n a l f a c i l i ­ t i e s such as team rooms, c o r r e c tiv e swimming p o o l and bowling 1. 2.

R egen ts’ Plan fo r Postwar E ducation. 19^2-43, pp. 7 -1 0 . The U n iv ersity o f The S ta te o f Hew York, The S ta te Education Department, B asic Issu e s in Secondary E ducation. 19**5, p . ^6 ,

- 35 -

a ll e y s may be con sid ered a s a d e sir a b le means o f implementing th e program.^ I t i s evid en t th a t th e type o f f a c i l i t i e s recommended a s e s s e n t ia l to both sm all and la rg e sch o o ls in clud e gymnasium, apparatus sto ra g e room, shower and d r e ssin g rooms fo r both boys and g i r l s and p h y sic a l education o f f i c e . Those th at are d e sir a b le on ly fo r la r g e r sch o o ls, fo r th e purpose o f im ple­ m enting the program, in clu d e team rooms, c o r r e c tiv e room, swimming p o o l and bow ling a ll e y s .

The standards recommended include s p e c if ic s iz e s , i . e . , "In

sch o o ls where th e program and enrollm ent req u ire o n ly a s in g le tea ch in g area, a f lo o r space k5 f e e t by 70 f e e t i s recommended.

Where th e program and en­

rollm ent o f th e sch ool req u ire two tea ch in g a reas, a f lo o r space 70 f e e t by 90 f e e t i s recommended."

The fu n c tio n a l approach o f "teacher sta tio n s"

ra th er than t o t a l sch ool enrollm ent i s recommended, a change from e a r lie r recommendations by t h is D iv is io n .

Eowever, the fu n c tio n a l approach i s not

ca rr ied out fu rth er to include co n sid era tio n of the space needs

fo r a v a r ie ty

o f a c t i v i t i e s ex cep tin g where i t may be im plied th at where the program feather than enrollm ent) o f th e sch ool req u ires more than two tea ch in g a r e a s, ad­ d it io n a l f a c i l i t i e s are p e r m issib le .

A l i t e r a l in te r p r e ta tio n o f the fo llo w ­

in g excerp t would in d ic a te th a t in creased enrollm ent i s n ecessary b efo re the program may be extended to in clud e f a c i l i t i e s fo r a c o r r e c tiv e room, swimming p o o l, game room and th e lik e : Where the program and enrollm ent o f th e sch ool req u ire more than two tea ch in g a rea s, the a d d itio n a l f a c i l i t i e s may be secured by extending th e gymnasium area, or by p ro v id in g a c o r r e c tiv e room, swimming p o o l, game room, bowling a ll e y , r i f l e range or th e lik e .^ 1. 2.

The U n iv e r s ity o f The S ta te o f Hew York, The S ta te Education Department, Planning the Indoor P h y sica l Education E a c i l i t i e s fo r Central S c h o o ls. p. I b id . , p . 6.

Minimum standards are recommended in most cases.

The functional ap­

proach o f l i s t i n g the space requirem ents o f the v a rio u s a c t i v i t i e s which are g e n e r a lly accepted as the core o f the indoor secondary p h y sic a l education pro­ gram i s not used.

Furthermore, the s iz e o f the fr e e flo o r area i s recommended

on the h a s is of a minimum b a sk e tb a ll court and not on oth er n eed s.

In recom­

mending a gymnasium space o f 4-5 f e e t hy 70 f e e t , t h is pamphlet s t a t e s ! T his space w i l l f i e l d at le a s t the minimum h a sk e th a ll court which i s 35 f e e t hy cO f e e t . .. .T h e c e i l i n g h eig h t o f the gymnasium proper should never he l e s s than 18 f e e t ; and a maximum o f 20 to 22 f e e t i s p r e fe r a b le .1 While h a sk e th a ll can he played — though not too w e ll — by th e upper second­ ary grades in a gymnasium w ith an eig h teen fo o t clearan ce h e ig h t, "badminton req u ires a g rea ter h eig h t. The use o f the sch ool f a c i l i t i e s fo r community a c t i v i t i e s i s mentioned on ly somewhat in d ir e c tly : The gymnasium u n it should have i t s own p u b lic entrance and i f p o s s ib le i t should he lo c a te d in proxim ity to the auditorium and c a f e t e r ia in order th a t th ese f a c i l i t i e s may he u sed fo r community a c t i v i t i e s w ithout the n e c e s s ity o f opening the e n tir e b u ild in g . The pamphlet on p lan n in g outdoor f a c i l i t i e s , issu ed in 19^7, however, i s more dynamic in i t s p h ilosop h y o f school-community r e la tio n s h ip . In p lan n in g the outdoor f a c i l i t i e s fo r the c e n tr a l school serv in g ch ild r en from th e kindergarten through the h igh sch o o l, i t should he borne in mind th a t the modern sch ool has two major needs! ( l ) to provid e fo r th e p h y sic a l needs and in t e r e s t s o f a l l th e p u p ils during th e sch ool year, and (2) to make p ro v isio n s fo r th e re c r e a tio n needs o f th ese p u p ils during vacation p erio d s and fo r th e p eop le in the community. This p r in c ip le i s not only sound from th e stand­ p o in t o f p r o fe s s io n a l su p erv isio n and econom ical op eration hut a ls o makes p o s s ib le the maximum u t i l i z a t i o n o f a l l f a c i l i t i e s . 1. 2.

3.

I b id ., p . 6. I b id . , p . 5* The U n iv e r sity o f The S ta te o f Hew York, The S ta te Education Department, Planning th e Outdoor P h y sic a l Education F a c i l i t i e s fo r C entral S ch o o ls. p. 5*

- 37 -

Furthermore, the fu n c tio n a l approach in p rovid in g f a c i l i t i e s i s p o s it iv e , i . e . , "A program o f p h y sic a l ed u cation planned fo r the d if f e r e n t age groups w i l l in clu d e c e r ta in a c t i v i t i e s th a t are b a sic and fo r which s p e c if ic f a c i l i ­ t i e s must he p ro v id ed .11^ The s iz e o f the p h y sic a l ed ucation a rea s, as recommended hy t h is pamphlet, i s hased on sound p r in c ip le s o f a c t i v i t y needs and peak-load needs o f enrollm en t, a more s p e c if ic fu n c tio n a l approach than th a t used in the publi­ c a tio n pamphlet on indoor f a c i l i t i e s : The s iz e o f a playground area i s dependent upon th e se fa c to r s : (l) the program to he o ffe r e d and (2) the number o f p u p ils u t i l i z i n g th e f a c i l i t i e s during th e p eriod s o f peak or maximum lo a d , very freq u en tly th e t o t a l p u p il enrollm en t. The f i r s t fa c to r i s of primary importance, fo r r eg a r d less of the number o f p u p ils in the sch o o l, the program d ic t a t e s the n e c e s s it y o f c e r ta in areas of more or l e s s d e f in it e s iz e . F ive areas

are con sid ered and tr e a te d in d iv id u a lly : elem entary area,

co u rts area, h i$ i school g i r l s ' area, high sch ool boys' intram ural area and in te r s c h o o l area. elem entary grades

The formula fo r determ ining th e s iz e o f the area fo r the i s a s p e c ifie d amount as a base —

p lu s an a d d itio n a l o n e -h a lf acre

3 acres fo r 300 p u p ils —

fo r each a d d itio n a l 100 p u p ils .

This form ula

i s not used fo r determ ining th e s iz e o f the secondary areas; rath er th e function­ a l approach o f determ ining th e space needs in terms o f th e a c t i v i t i e s accepted fo r th e secondary le v e l i s used.

In th e summary the recommended p r o v isio n fo r

outdoor f a c i l i t i e s to serve the b a s ic needs of the p h y sic a l education and r e c r e a tio n a l program o f a K-12 grade sch ool i s l i s t e d , as a minimum, a t tw elve a cre s:

elem entary area, th ree a cres; co u rts a rea , one acre; g i r l s ' area, two

a cre s; boys' area,

th ree acres; in te r s c h o o l a t h le t i c

area, th ree a c r e s.

ev er, t h is i s

recognized a s b ein g inadequate fo r in te r sc h o o l

1. 2.

5* 7.

I b id . , p. I b id . . p .

sp o rts;

How­ as follows:

- 38 -

A more adequate area fo r th e in te r sc h o o l a t h le t i c program i s seven acres as t h i s perm its a q u arter-m ile tra ck around the f o o t b a ll f i e l d and a lso e lim in a te s jo in t usage o f any area fo r d if f e r e n t s p o r ts .1 The in crea se of th e above b rings th e t o t a l area recommended to s ix te e n acre3 and even t h i s , according to the pamphlet, does not p rovid e fo r archery, g o l f d r iv in g , or oth er r e c r e a tio n a l a r e a s, i . e . , w in ter sp o r ts.

For the p r o v isio n

o f th e s e , a d d itio n a l land i s needed. The recommendations fo r f a c i l i t y p r o v isio n as r e la te d to the outdoor program i s in d ir e c t co n tra st to th a t presen ted by th e D iv is io n o f School B u ild ­ in g s and Grounds fo r the indoor program.

In a l l p r o b a b ility the more fu n ctio n ­

a l approach used in the guide to outdoor f a c i l i t i e s i s due to the in flu e n c e o f th e many s t a t e s tu d ie s conducted in the ten years p r io r to the p u b lic a tio n , s im ila r stu d ie s b ein g la c k in g fo r th e indoor area s. are noted in p lanning outdoor f a c i l i t i e s :

Two s ig n if ic a n t trends

( l ) th e fu n c tio n a l approach, i . e . ,

f a c i l i t i e s based on program needs, and (2 ) co n sid era tio n g iven to j o in t sch o o lcommunity f a c i l i t i e s . Reports o f Hevr York S ta te Department o f Education research , oth er than surveys o f opinion and b est p r a c tic e on program and f a c i l i t y r e la tio n s h ip s in p h y sic a l ed u cation , are almost n e g lig ib le . search in to th e ch a ra cter

of

one

One study, the f i r s t p ie c e o f r e ­

o f i t s major programs to be conducted by the

S ta te Education Department through i t s own research s t a f f , occurred in 19^3-^5* T his study, an "Appraisal

of

the

Health and P h y sica l Education Programo f Hew

York State" was req u ested

of

th e

D iv is io n o f Research by th e Commissionero f

E ducation, George B. Stoddard.

T his study was prompted in p art by ex p ressio n s

o f d is s a t is f a c t io n w ith c e r ta in o f the R egu lation s and in part by th e fin d in g s o f th e m edical exam inations o f d r a fte e s in World War I I .

S ev en ty -eig h t sch o o ls

were sampled — t o t a l enrollm ents 250 to 2500 — by means o f a su b je c tiv e pro­ gram in ven tory.

1.

I b id . , p . lh .

T h ir ty -fiv e o f th e se sch o o ls were u sed in an in te n s iv e ap p rais-

- 39 ;

>

a l u sin g a "battery o f knowledge, a t t it u d e and achievem ent t e s t s design ed fo r th e 6th and 12th grade l e v e l s .

An attempt was made to show th e r e la tio n s h ip

o f p u p il outcomes to reg u la to ry p r o v is io n s . I t i s in t e r e s t in g to note in t h is ap p raisal th e r e s u lt s o f th e t e s t s used to determ ine p u p il outcomes in terms o f p h y sic a l ed u cation , knowledge, a t tit u d e s and s k i l l s were r e la te d to required in s tr u c tio n a l c la s s e s and did not in clu d e a fte r -s c h o o l a t h le t i c and r e c r e a tio n a l programs.

Furthermore, the

p h y sic a l ed ucation o b je c tiv e s were lim ite d p rim arily to th e h ea lth or d evelop ­ m ental p h y sic a l f it n e s s outcomes and did not in clu d e p erso n a l and s o c ia l adjustment: I t should be noted th a t th e a p p ra isa l does not in clu d e a study o f a t h le t i c s or r e c r e a tio n a l p ro g ra m s.... I t should be n oted , a ls o , th a t the a p p ra isa l touched only in c id e n t a lly upon the ex ten t th e program o f h e a lth and p h y sic a l ed ucation was r e a liz in g s o c ia l and c i v ic o b je c tiv e s . The fin d in g s o f t h is A ppraisal do not apply to th e study h erein under­ taken inasmuch a s they do not co n sid er th e t o t a l program o f p h y sic a l education, i . e . , in s tr u c tio n a l and a fte r -s c h o o l lab oratory phases and do not in clu d e the major o b je c tiv e s o f p h y sic a l education as g en era lly accep ted .

Factors o u tsid e

the s c h o o l's immediate in flu en ce may have had an important bearing on the p u p il outcomes stu d ied .

This seems to support the assumption th at a quanti­

t a t iv e study o f th e p r o v isio n s o f th e environm ental elem ents o f the program i s a t p resen t a d e sir a b le approach to an ev a lu a tio n o f program adequacy. One o f the most recen t developments in New York S ta te which may have co n sid era b le in flu e n c e on the fu tu re o f the sm all ru ra l school b u ild in g pro­ gram and in l i k e manner on th e ed u ca tio n a l program o f p h y sic a l ed u cation and r e c r e a tio n i s th e proposed Interm ediate School D i s t r i c t .

In t h is proposed

p la n , c e n tr a l, union fr e e and common sch o o l d i s t r i c t s may be u n ited to p ro1.

The U n iv e r sity o f The S ta te o f New York, The S ta te Education Department, D iv is io n o f Research, A ppraisal o f th e H ealth and P h y sic a l Education Program o f New York S t a t e . Summary and C onclusion. February 19^7, pp. i - i i . ^Unpublished mimeographed)

- JfO -

v id e th e ed u ca tio n a l s e r v ic e which the sm aller school d i s t r i c t s cannot fu r­ n is h econ om ically or e f f e c t i v e l y .

The im p lica tio n fo r p h y sic a l education

and r e c r e a tio n a l f a c i l i t i e s in g r e a tly enlarged student enrollm ent groups in lo t h elem entary and secondary areas o f in s tr u c tio n , i s to he assumed.^-

1.

The U n iv e r sity o f The S ta te -o f New Yorfc, The S ta te Education Department, A New In term ediate School D is t r ic t fo r New York S ta te , a Report o f the Council on Rural E ducation. B u lle t in 1336. Albany, 19^7.

CHAPTER I I I

PROCEDURE The procedure in t h is study w i l l he devoted ( l ) to th e estab lish m en t o f c r i t e r i a fo r a p p ra isin g th e elem ents o f program p ro v isio n fo r secondary sch ool p h y sic a l education in New York S ta te , (2 ) to the ev a lu a tio n o f present p r a c tic e s in the secondary sch o o ls o f New York, and (3 ) to the form ulation o f standards which may he used as gu ides in p rovid in g s u ita b le f a c i l i t i e s fo r secondary sch ool p h y sic a l ed u cation . Types o f Inform ation The typ es o f inform ation needed in clu d e: 1.

2. 3.

The h e st op in ion of e:cpert a u th o r itie s in secondary sch ool ed u cation , ad m in istra tio n and p h y sic a l education w ith resp ect to the needs o f th e secondary school p op u lation , th e o b je c tiv e s and expected outcomes o f p h y sic a l ed ucation and th e elem ents o f program p r o v isio n which are considered fundamental to th e attainm ent of th ese outcomes. Inform ation on the p resen t p r a c tic e s o f p h y sic a l education in the secondary sc h o o ls o f New York and the fa c to r s which in flu en ce th ese p r a c tic e s . Inform ation on th e r e la t io n o f f a c i l i t y fa c to r s , i . e . , kind, s i c e , amount and arrangement, to the p ro v isio n fo r and op era tio n o f adequate programs o f p h y sic a l ed ucation.

In determ ining the co n d itio n s fo r program adequacy in p h y sica l education fo r th e purpose o f a p p ra isa l, two approaches are p o s s ib le .

The f i r s t , a q u a li­

t a t iv e approach, attem pts to appraise by measuring the r e s u lta n t outcomes from program p a r t ic ip a t io n , in terms of changed p u p il beh avior.

The second, a

q u a n tita tiv e approach, ap p raises by ev a lu a tin g th e degree to which the elements o f a worthwhile program, based upon the needs o f the p op u lation to be served in terms o f alread y e s ta b lis h e d o b j e c t iv e s , are p resen t and in op era tio n in coordinated and in te g r a te d p a tte r n s . -

kl

The second approach has been s e le c te d -

- kz fo r t h is stu d y.

I t aims to d isco v er the elem ents of th e sch ool p h y sic a l edu­

c a tio n set-u p which, when provided, w i l l meet the needs o f the stu d en ts, as­ suming th at a c lo s e c o r r e la tio n e x i s t s between th ese program p r o v isio n s and th e progress o f stu d en ts.

When an "educable lea rn er goes through th e appropri­

a te a c t i v i t i e s in th e proper manner and under th e rig h t con d ition s" i t can be assumed th at the d e sir e d outcomes are a tta in a b le .

The degree then to which

th e elem ents o f a g iven program are provided and in o p era tio n w i l l in d ica te th e le v e l o f program adequacy.

This approach seems to apply more s p e c if i c a lly

to th e u ltim a te purpose o f t h is stud y, i . e . , the estab lish m en t o f c e r ta in minimum e s s e n t ia l and d esired program p r o v is io n s and t h e ir r e la tio n s h ip to f a c ilitie s .

Chart 1 o u tlin e s the ste p s fo llo w ed .

Sources The c h a r a c t e r is t ic s , c a p a c itie s and in t e r e s t s o f secondary school boys and g i r l s , used as background fo r determ ining the needs as in terp re ted in terms o f o p p o rtu n ities fo r development, and the s c h o o l's r e s p o n s ib ilit y fo r serv in g th o se needs were determined by a c r i t i c a l review o f current l i t e r a ­ tu r e .

Recommendations from n a tio n a l and s t a t e s tu d ie s and rep o rts on second­

ary education and curriculum development ’were supplemented by s p e c if ic r e fe r ­ ences from the f i e l d s o f p h y sio lo g y , psychology and so c io lo g y . The o b j e c t iv e s o f p h y sic a l ed u cation were accepted as p resen ted in the secondary s y lla b u se s on p h y sica l ed u cation and supported by New York S tate documents p u b lish ed by the Department o f Education.

H etherington^ and Nash?

were used as supplem ental a u th o r itie s fo r the purpose o f reo rg a n iza tio n and r e v is io n o f th e se o b je c tiv e s . 1. 2. 3.

E arl Bookwalter, E d ito r ia l, Journal o f Health and P h y sic a l E ducation, V ol. X V III, No. 10, (December 19^7), p . 715. C. W. H eth erington, School Program in P h y sic a l Education. Jay B. Nash, P h y sic a l E ducation: In te r o r e ta tio n s and O b jectiv es.

co d o •H

-P •H

*d d o o CD

r-l

H ’IO C

O Q

•P

CO d o •rl

CD

•P

§ rl

I ® du CD

U •H •P

CO •H

a>

•p

3

1

•rl

>

CD

«H O S 0 « a -P u •H d

0)

3 •p

-P

•H

o

CD O

O -p

od o

©

CD r - l

a) u 0*

Outlining

©

*d +3 O od •H o

■ 3 g *3 W -H CO ■P

R o -p •rl

•rl

CD © ■§ U

Standards For Program Planning

-j* 3 -

CO

-

Ub

-

The "environmental con d ition s" r e fe r r e d to in Chart 1 were s e le c te d from th e recommendations o f expert a u th o r itie s as found in the current pro­ f e s s io n a l lit e r a t u r e w ith s p e c ia l a tte n tio n given to the C a lifo r n ia Score 1 2 , 3 Card, L ap orte's curriculum study and D avis' survey methods. Statem ents o f p r in c ip le fo r program p r o v isio n were gleaned from current p r o fe s s io n a l lit e r a t u r e , r e la te d s tu d ie s , expert opinion and from the in v e s t i­ g a t o r 's ex p erien ce. Inform ation on the program p r a c tic e s and in flu e n c e s in Hew York schools ■was secured by review in g S ta te Education Department reco rd s, through person al con ference w ith S ta te Department o f f i c i a l s , teach ers and a d m in istra to rs, and from a d ir e c t s ta tu s study o f p h y sic a l ed ucation programs, f a c i l i t i e s and r e la te d fa c to r s in a r e p r e se n ta tiv e sampling o f sch o o ls in Hew York S ta te . Inform ation secured from the s ta tu s study was supplemented by an an aly­ s i s o f current f a c i l i t y standards as rev ea led in the p r o fe s s io n a l lit e r a t u r e in clu d in g p u blish ed and unpublished m a te r ia ls . C o lle c tio n and O rganization o f Data A ll elem ents considered to be environm ental c o n d itio n s, o p era tio n a l in a worthwhile program o f p h y sic a l ed u cation on the secondary l e v e l , ’were l i s t e d on sep arate cards (3 x 5 ).

l i s t o f o r ig in a l item s numbering more

than one hundred were reduced, r e fin e d and c a te g o r iz e d . A ll statem ents which im plied a p r in c ip le — "a guide to a ctio n " — in program o rg a n iza tio n and op eration and which could be defended in terms o f 1. 2. 3.

C a lifo r n ia S ta te Department o f E ducation, D iv is io n o f H ealth and P h y sica l Education, 4 Score Card fo r E valu atin g P h y s ic a l Education Programs fo r High School Boys (and G i r l s ) . W. E. LaPorte, The P h y sic a l Education Curriculum. E. C. D avis, Methods and Techniques Used in Surveying H ealth and P h y sica l Education in C ity S ch o o ls.

-

(l)

45

-

needs o f sch o o l p o p u la tio n , (2 ) o b je c tiv e s o f p h y s ic a l ed u ca tio n , and

(3 ) the s c h o o l's r e s p o n s ib ilit y were prepared fo r each o f the item s l i s t e d . An o r ig in a l l i s t i n g o f more than one hundred statem ents was ta b u la ted on in d iv id u a l card s. P erso n a l conference w ith the members of th e p r o fe s s io n a l s t a f f o f the Cortland S ta te Teachers C ollege and se v e r a l s t a f f members o f the Hew York S ta te

D iv is io n o f H ealth and P h y sica l Education

r e s u lte d in a markedreduc­

t io n ,

refinem ent and e lim in a tio n o f d u p lic a tio n

and overlap ping in the o r i g i­

nal l i s t .

The p r in c ip le s were then prepared in the form o f a check l i s t which

’was subm itted to a p ilo t jury o f four educa-tional ex p erts, one from each o f th e f i e l d s o f secondary sch ool a d m in istra tio n , tea ch er c o lle g e a d m in istra tio n , c i t y p h y sic a l education a d m in istra tio n and u n iv e r s ity p h y sic a l education ad­ m in is tr a tio n , r e s p e c tiv e ly , who were asked to check ea.ch statem en t, u sin g th e fo llo w in g c r ite r ia :^ 1. 2. 3. 4. 5.

I s th e statem ent clea r? Can the q u estion be answered by "yes" or "no"? I s the statem ent s ig n ific a n t? Can th e inform ation be b e tte r obtained from another source? I s th ere any doubt th at th e q u estio n w i l l be answered tr u t h f u lly and accurately? 6 . I s the method o f sco rin g adequate? 7. I s th ere c o n sisten cy in th e t o t a l set-u p o f the c h e c k - lis t? 8. Are the statem ents in c lu siv e ? 9. I s th e checking of answers overloaded toward one end o f th e

scale?

As a r e s u lt o f th e recommendations growing out o f th e p i l o t study, f if t y - t h r e e statem ents o f p r in c ip le were f i n a l l y s e le c te d and prepared in mimeographed form fo r subm ittal to a ju ry o f exp erts fo r a p p r a isa l. pose o f t h is f i n a l ev a lu a tio n by expert opinion was tw ofold:

The pur­

( l ) to guide

th e in v e s tig a to r in the f in a l acceptance or r e je c tio n o f th e p r in c ip le s , and

1.

These c r i t e r i a were adapted from a se t o f c r i t e r i a presen ted by P ro fe sso r Louis E. Haths to stu d en ts engaged in resea rch to be used fo r su b je c tiv e ev a lu a tio n of check l i s t s and q u estio n n a ires.

- k6 -

(2) to fu rth er a s s i s t him in the im plem entation o f th e se p r in c ip le s as c r i t e r i a fo r th e determ ination o f le v e ls o f program adequacy. The s ix t e e n ex p erts chosen to ev a lu a te the p r in c ip le s (se e Appendix, p . 288 ) were s e le c te d from the f i e l d s o f secondary ed u ca tio n , g en era l education, and te c h n ic a l p h y sic a l ed u cation .

They rep resen ted tea ch ers and a d m in istrators

w ith ou tstan d in g ed u cation al tr a in in g , w ith an in tim ate knowledge o f secondary ed u cation , w ith a t le a s t ten y ears o f exp erien ce in ed u cation , f a m ilia r it y w ith th e Hew York S ta te school system , n a tio n a l and/or S ta te r e c o g n itio n , and willing­ n ess to serv e.

One con tact o n ly , by correspondence, was made w ith each o f

th e s e e x p erts. In p resen tin g the c h e c k - lis t fo r a p p r a isa l, members o f th e ju ry were ad vised that th e p r in c ip le s subm itted were g en era lize d statem en ts which might be u sed as gu ides in form ulating c r i t e r i a fo r the estab lish m en t o f le v e l s o f program adequacy fo r secondary sch o o l p h y sic a l ed u cation . asked to check each statem ent; "yes" agreed w ith the complete statem en t.

Bach juror was

i f he agreed or "no"

i f he d is ­

A d d itio n a l comments which might be o f

h elp in the study were req u ested . F urther support fo r the f i n a l d e r iv a tio n o f th e p r in c ip le s was sought from a group o f tw enty-four p r a c t ic a l school a d m in istrators in con n ection w ith the p erso n a l v i s i t a t i o n to the sch o o ls as a supplementary p a rt o f the sta tu s stu d y.

The f i n a l s e le c t io n o f p r in c ip le s fo r program p r o v is io n was defended

on th e b a s is o f expert op in ion , th e evidence as rev ea led in the lit e r a t u r e , and the experience o f th e in v e s tig a to r . In order to develop program standards, the d erived p r in c ip le s were implemented in terms o f program c o n d itio n s, the p r o v isio n and op era tio n o f which should meet ( l ) minimum e s s e n t ia l and (2 ) d e sir e d le v e l s o f program adequacy in p h y sic a l education in th e secondary sch o o ls o f New York.

Standards

were then developed fo r th ose program elem ents or c o n d itio n s which showed r e -

- 47 -

la t io n s h ip to the fa c to r f a c i l i t i e s .

The fo llo w in g c a te g o r ie s were trea ted :

( l ) a d m in is tr a tio n , (2) le a d e r s h ip , ( 3 ) p a r t i c i p a n t s , (4) tim e , (5) sch o o l o r g a n iz a tio n , (6) program o r g a n iz a tio n , ( 7) a c t i v i t i e s and (8 ) f a c i l i t i e s . The New York sta tu s study o f secondary sch o o l programs o f p h y sic a l ed u cation and r e la te d f a c i l i t i e s presen ted two major problems:

(a) the selection

o f r e p r e se n ta tiv e sch o o ls fo r study, and (b) p lan s and tech n iq u es fo r carryin g out the survey in th e in d iv id u a l sch ools s e le c t e d . In order to s e le c t a lim ite d number o f sch o o ls, r e p r e se n ta tiv e o f sta tew id e c o n d itio n s and a p p lica b le to an in te n s iv e study o f programs and f a c i l i ­ t i e s , two s e t s o f c r i t e r i a were e sta b lish e d : Primary 1. 2. 3.

School type S iz e Range

4.

Socio-econom ic

—c i t y , v i l l a g e , c e n tr a l, union fr e e —t o t a l sch ool enrollm ent —program p r o v isio n for p h y sic a l education s e r v ic e s in grades 7-1 2 t —w ealth , d e n sity o f population*

Secondary 5. 6. 7. 8. 9. 10.

Community type Geographic School o r g a n iz a tio n School f a c i l i t i e s P r a c t ic a b ilit y A dm in istrative acc ep tan c e

—m etro p o lita n , suburban, ru ra l, sem i-rural —r e g io n a l lo c a tio n in s ta te —12 grad e (K -12), s e n io r h ig h (H4), j u n i o r - s e n i o r h ig h (H6) —range and age —w ith in resou rces o f in v e s tig a to r —w illin g n e s s to co o p e ra te

Pour f a c t o r s were u sed to d eterm in e program ran g e — c r i t e r i o n 3: ( l ) te a c h e r - p u p il lo a d , ( 2 ) tim e a s s ig n e d to c l a s s i n s t r u c t i o n in p h y s ic a l e d u c a tio n in m in u tes p e r week, (3 ) p e rc e n ta g e o f d i f f e r e n t s tu d e n ts p a r t i c i ­ p a t i n g in la b o r a to r y a c t i v i t i e s and (4) number o f d i f f e r e n t a c t i v i t i e s o f f e r e d in th e la b o r a to r y program .

These f a c t o r s were re p o r te d as showing r e l a t i o n ­

sh ip betw een program p r o v is io n and s tu d e n t outcomes i n th e u n p u b lish e d ap­ p r a i s a l stu d y o f p h y s ic a l e d u c a tio n conducted, by th e R esearc h D iv is io n o f th e 1.

The c r it e r io n o f p op u lation d e n sity was used in c e n tr a l sch ool s e le c t io n o n ly .

- 48 -

S ta te Education Department and were chosen th e r e fo r . A p i l o t study o f t h ir t y - t h r e e c i t i e s and f i f t e e n v i l l a g e s rev ea led th a t th e data req u ired were ob ta in a b le from th e S ta te Department records through a c c e ss to S ta te records by p erso n a l v i s i t a t i o n and communication w ith S ta te o f f i c i a l s . The fo llo w in g procedures governed th e s e le c t io n o f r e p r e se n ta tiv e sch o o ls fo r study: 1. 2. 3.

4.

5.

1.

C r ite r io n It A ll p la c e s having p u b lic high sch o o ls in Hew York, e x c lu siv e o f Hew York C ity , were l i s t e d a lp h a b e tic a lly accord­ in g to sch o o l type — c i t y , v i l l a g e , c e n tr a l, union f r e e . C riter io n 2: The c l a s s i f i c a t i o n o f p la ce s according to s i z e , w ith in the sch o o l-ty p e c l a s s i f i c a t i o n , in to sch o o l enrollm ent groups o f 250-499; 500-£>99; 1000-1499; over 1500. The c l a s s i f i c a t i o n o f a l l p la c e s in to high (H ), medium (M), and low (L) groups in terms o f program e f f ic ie n c y a s in d ic a te d by a j o in t su b je c tiv e a p p r a isa l by th e s t a t e su p erv iso rs com prising th e s t a f f o f the Bureau o f P h y sic a l Education in Albany. The s e le c t io n of a r e p r e se n ta tiv e sample o f 155 c a se s from th e t o t a l o f 562 ca ses so as to ob tain a cross s e c tio n o f school ty p e s, enrollm ent groups, and program e f f ic ie n c y a s exp lained above. The technique fo r s e le c t io n was based on th e approved technique fo r random sanroling, s e le c t in g cases from the a lp h a b e tic a l l i s t i n g s a t determ ined in te r v a ls to a r r iv e a t an adequate number o f samples fo r stu d y. (See Appendix, p . 291) The treatm ent o f the sample of 155 ca ses a s fo llo w s : a . C riter io n 3* C la s s if ic a t io n according to range o f program p r o v isio n as determ ined by th e fo u r item a n a ly s is o f data taken from the 1947 annual sch o o l rep o rts on f i l e in the o f f ic e o f th e D iv is io n o f H ealth and P h y sic a l Education a t Albany. Cases were scored on each item , and ranked from h ig h to low. Combined rankings were u sed to group p la c e s in to high (H), medium (M), and low (L) groups. b . C riterio n 4: C la s s if ic a t io n o f p la ce s according to the economic fa c to r o f w ea lth fo r a l l sch o o l types and in a d d itio n according to p op u lation d e n sity fo r c e n tr a l sc h o o ls. The "Equalized B eal Property V aluation Per Pupil" as rep orted by the S ta te Education Department fo r 1947-48 was used as th e economic fa c to r - w ea lth .

Schools w ith t o t a l enrollm ents l e s s than 250 were not in clud ed in the stu d y.

- 49 -

c. d. e. f.

The p op u lation d en sity fo r c e n tr a l school d i s t r i c t s was determined by computing the d e n sity per square m ile from records on. f i l e in the S ta te Department o f Education. C riterio n 5! The c l a s s i f i c a t i o n o f p la c e s according to community typ es — m etrop olitan , suburban, sem i-ru ra l, r u r a l. C riterio n 6: The c l a s s i f i c a t i o n according; to geographic lo c a tio n — n o r th e r n ; w estern; c e n tr a l; ea stern ; s o u th e r n ; Long Isla n d . C riterio n 7! The c l a s s i f i c a t i o n according to school o rg a n iza tio n — 12 grade; H4; HS. C riterio n S: C la s s if ic a t io n according to sch ool f a c i l i t i e s — range and age. Bpmge was determined by a j o in t s u b je c tiv e a p p ra isa l on the b a s is o f adequacy and ra ted h igh (H), medium (M), and low (l ) by the members o f the s t a f f o f the Bureau o f P h y s ic a l E ducation. The age o f th e f a c i l i t i e s , both indoor and outdoor, was taken from the records o f th e S ta te B u ild in g and Grounds D iv is io n and recorded modern (M) (1935-48) sad o ld (0) ( p r i o r to 1935)-

The f i n a l s e le c t io n in clud ed 16 sch o o ls, d is tr ib u te d as fo llo w s ! c it y ; 4 v illa g e ; 5 ce n tr a l and 3 union f r e e .

4

In order to s e le c t an in d iv id u a l

school in c i t i e s where the d ata c o lle c t e d rep resen ted more than one secondary sch o o l, sch ool a u th o r itie s were requested to s e le c t an average or t y p ic a l sch ool in the system. A s e r ie s o f schedules was prepared f o r ease in review ing end analyzing the programs o f p h y sic a l education and r e la te d f a c i l i t i e s in each o f th e s ix ­ teen sch o o ls s e le c t e d .

The sch ed u les (se e Appendix) included the fo llo w in g

forms! 1. 2. 3. 4. 5. 6. 7.

A form fo r recording gen era l sch ool and community inform ation. A form fo r use in determ ining the aims, o b je c tiv e s and a d m in istra tiv e c o n tr o ls r e la te d to th e nature and conduct of th e p h y sic a l education program. A form fo r record in g the number and v a r ie ty , o rg a n iza tio n and emphasis o f the p h y sic a l ed ucation a c t i v i t i e s o ffe r e d . A form fo r record in g student p a r tic ip a tio n and time a llo c a te d to the program of p h y sic a l ed u cation . A form fo r determ ining c e r ta in n o n - a c t iv it y p h y sic a l education program fa c t o r s . A form fo r use in determ ining c l a s s o rg a n iza tio n and sch ed u lin g procedures. A fo r a fo r use in determ ining the q u an tity and u t i l i z a t i o n o f in s tr u c tio n a l su p p lie s and equipment.

- 50 -

8. 9. 10 . 11. 12.

A form f o r l i s t i n g th e p h y s ic a l e d u c a tio n p e rs o n n e l and assig n m en ts o f t h i s p e rs o n n e l. A form f o r l i s t i n g measurement and e v a lu a tiv e p ro c e d u re s . A form f o r u se in d e te rm in in g th e o r g a n iz a tio n o f th e la b o r a to r y p h ases o f th e sch o o l p h y s ic a l e d u c a tio n program . A s e r i e s o f form s f o r d e te rm in in g th e k in d , number, s iz e , arrangem ent and u t i l i z a t i o n o f th e p h y s ic a l f a c i l i t i e s f o r sch o o l and r e l a t e d community p h y s ic a l e d u c a tio n program s. A form f o r d e te rm in in g th e a c t i v i t y i n t e r e s t s o f sev en th and tw e lf th g rad e boys and g i r l s .

The sch e d u le s were review ed by e x p e rts in p h y s ic a l e d u c a tio n and sch o o l a d m in is tr a tio n .

They were- th e n t r i e d o u t in a p i l o t stu d y on a r e p r e s e n t a tiv e

sch o o l to d is c o v e r w hether th e y would e l i c i t th e in fo rm a tio n d e s ir e d .

The

form s were th e n f u r t h e r r e v is e d . The i n v e s t ig a t o r v i s i t e d each o f th e s ix te e n sch o o ls and in te rv ie w e d sch o o l a d m in is tr a tiv e and p h y s ic a l ed u c a tio n p e rs o n n e l.

A l l d a ta which co u ld

be o b ta in e d a t th e tim e o f th e in v e s tig a tio n was reco rd ed th ro u g h p e r s o n a l in te rv ie w , rev iew o f sch o o l re c o rd s and a c t i v i t i e s , and, p e rs o n a l o b s e rv a tio n and i n t e r p r e t a t i o n .

Forms f o r which d a ta were n o t im m ediately a v a ila b le were

e x p la in e d in d e t a i l and l e f t w ith th e p ro p er a u t h o r i t i e s f o r stu d y , subsequent ta b u la ti o n and r e p o r t.

When th e forms were r e tu r n e d , th e y were review ed f o r

com pleten ess and fo llo w -u p l e t t e r s se n t a s needed.

Cases demanding a second

v i s i t a t i o n f o r co m p leten ess o f d a ta were so v i s i t e d . A ll sc h o o ls co o p era ted f u l l y and were a b le to supply th e d e s ir e d in ­ fo rm a tio n .

In s e v e ra l in s ta n c e s , com plete d a ta , u n a v a ila b le a t th e so u rc e ,

was o b ta in e d by f u r t h e r stu d y o f s t a t e re c o rd s and r e p o r ts . There a re c e r t a i n l i m i t a t i o n s to t h i s stu d y w ith r e s p e c t to th e number o f v a r ia b le s and th e absence o f d e t a i l e d and d e f i n i t e d a ta as noted below . Humber o f v a r ia b le s !

The number o f m odifying f a c t o r s in two such

bro ad f i e l d s as f a c i l i t i e s and p r o v is io n s f o r the o p e ra tio n and conduct o f p h y s ic a l e d u c a tio n programs in c lu d e a la rg e number o f item s which m ight a f f e c t th e fin d in g s and i n t e r p r e t a t i o n s in e i t h e r or b o th a r e a s .

- 51 -

Absence o f d e f i n i t i v e d a ta :

School

n o t a c c u r a te ly ta b u la te d and e s tim a te s had

re c o rd s in many in s ta n c e s were to he made. In such c a s e s ev ery

a tte m p t was made to c ro s s check th e d a ta u se d in th e stu d y . Ho c laim i s made t h a t th e sch o o ls s e le c te d r e p r e s e n t a l l o f th e f a c t o r s r e l a t e d to p h y s ic a l e d u c a tio n program p r o v is io n s , f a c i l i t i e s and in f lu e n c e s . However, i t i s b e lie v e d t h a t th e y a re r e p r e s e n ta tiv e o f th e m ajor f a c t o r s and th a t th e many te c h n iq u e s developed

in t h i s stu d y can be a p p lie d in a n a ly s in g

o th e r secondary p h y s ic a l e d u c a tio n

program needs and in d e te rm in in g th e m in i­

mum e s s e n t i a l and d e s ir e d le v e ls o f program adequacy f o r which c e r t a i n f a c i l i ­ t i e s a re n e c e s s a ry .

T h is c o n c lu sio n i s b ased upon th e fa.ct th a t many item s

o f program p r o v is io n and r e l a t e d f a c i l i t i e s found in th e s ix te e n sch o o ls s tu d ie d a r e a ls o found in o th e r secondary sch o o ls in Hew York.

CHAPTER IV THE DERIVATION OF PRINCIPLES F i f t y - t h r e e s ta te m e n ts o f p r i n c i p l e to "be u se d as g u id e s f o r p la n ­ n in g f u n c tio n a l program s o f p h y s ic a l e d u c a tio n in th e seco n d ary s c h o o ls o f New York S ta te a r e h ere p r e s e n te d a s d e riv e d in acco rd an ce w ith th e pro ced u re o u tlin e d in th e p re c e d in g c h a p te r .

The c r i t e r i a f o r e v a lu a tio n in c lu d e ( l )

e v id en ce a s r e v e a le d in th e l i t e r a t u r e , (2 ) th e o p in io n s o f e d u c a tio n a l ex­ p e r t s and p r a c t i c a l sch o o l a d m in is tr a to r s and (3 ) th e o p in io n o f th e i n v e s t i ­ g a to r . Each p r i n c i p l e i s developed showing docum entary ev id en ce talien from l i t e r a t u r e , th e p e rc e n ta g e o f agreem ent o f e x p e rts and sch o o l a d m in is tr a to r s and th e re a s o n in g u sed "by th e in v e s t ig a t o r in th e ac c e p ta n c e or th e r e j e c t i o n o f th e s ta te m e n t.

The ju r y te c h n iq u e o f e lim in a tin g a l l sta te m e n ts which, d id

n o t r e c e iv e an agreem ent of e ig h ty p e r c e n t was n o t employed. The summary o f th e o p in io n s o f th e s ix te e n e x p e r ts (J u ry A) and th e sub­ seq u en t check by th e tw e n ty -fo u r p r a c t i c a l sch o o l a d m in is tr a to r s (J u ry B) a r e shown in T ab le 1.

T h is g e n e r a liz a tio n shows a h ig h d e g re e o f agreem ent w ith

th e p r i n c i p l e s as s t a t e d .

T h is agreem ent i s n o t u n w arran ted a s th e s t a t e ­

m ents a lre a d y r e p r e s e n te d th e b e s t judgment o f le a d in g a u t h o r i t i e s a s determined by a c r i t i c a l rev iew o f l i t e r a t u r e and p e rs o n a l c o n fe re n c e . S ta t e P r o v is io n P rin c ip le 1.

The S ta te D epartm ent o f E d u ca tio n sh o u ld r e q u ir e i n s t r u c t i o n in p h y s ic a l e d u c a tio n a s one o f th e e s s e n t i a l a r e a s o f seco n d ary sch o o l e d u c a tio n . - 52 -

-

53-

TABLE 1 Summary o f J u r y O pinions on S ta te m e n ts o f P r in c i p le

PRINCIPLE 1. 2. 3. k. 5. 6. 7. 8. 9. 10. 11. 12. 13. 1^. 15. 16 . 17. 18. 19. 20. 21. 22. 23.

2k.

25. 26.

S ta t e re q u ire m en t o f p h y s ic a l e d u c a tio n S ta t e req u ire m en t — p h y s ic a l e d u c a tio n one o f b a s ic u n i t s L e a d e rsh ip p ro v id e d on S ta te l e v e l A dequate f i n a n c i a l su p p o rt L o cal community i n t e r e s t and su p p o rt C o o rd in a tio n o f sch o o l and community School a d m in is tr a to r — knowledge and u n d e rs ta n d in g School a d m in is tr a to r — sy m p ath etic, c o o p e ra tiv e and dynamic O v e r - a ll sch o o l o r g a n iz a tio n I n t e g r a l p a r t of t o t a l sch o o l program R e s p o n s ib il ity f o r u n ique f u n c tio n C o n trib u te s to g e n e ra l e d u c a tio n a l o b je c tiv e s O b je c tiv e s e x p re s s e d in stu d e n t outcomes S e le c tio n o f a c t i v i t i e s b a se d on in h e re n t v a lu e s A c t i v i t i e s s e le c te d a cc o rd in g to i n t e r e s t s , c a p a c it ie s and needs o f s tu d e n ts D i f f e r e n t i a t e d a c c o rd in g to se x , in d iv id u a l d if f e r e n c e s and s o c ia l c o n d itio n s An e f f e c t i v e p la n o f o r g a n iz a tio n F l e x i b i l i t y o f program o r g a n iz a tio n P r o g r e s s io n — g e n e r a liz e d to s p e c ia liz e d B alan ce o f c o re r e q u ir e d and e l e c t i v e R e s tr i c te d and ad ap ted program s Normal s o c i a l a c t i v i t i e s f o r r e s t r i c t e d group Program p a t t e r n f o r ju n io r h ig h sch o o l a . p h y s ic a l grow th and developm ent b . good p o s tu r e and body m echanics c . developm ent o f fundam ental s k i l l s d . o r i e n t a t i o n in games, rhythm s, s p o r ts e . p e r s o n a l and s o c ia l ad ju stm en t Program p a t t e r n f o r s e n io r h ig h sch o o l a . c o n tin u e d em phasis on developm ent b . in c re a s e d em phasis on c o o p e ra tiv e and c o n p e t iti v e a c t i v i t i e s c . re c re a tio n a l, s e lf-d ire c te d a c tiv itie s d . c o - r e c r e a ti o n a l a c t i v i t i e s Range o f a c t i v i t y e x p e rie n c e s F le x ib ility new tre n d s

P e rc e n ta g e o f Agreement Jur.v A t e n r .P 100 96 8 7 .5 93.75 100 100 100

62 100 92 96 100

100

100

87.5 100 93.75 93.75

96 100 100 75

100 100

100 96

100

92

100

100

93.75 100 93.75 8 7 .5 100 100

96 100 100 75 100 100

100

100

100 100 100 100 93.75

100 100 100 100 100

100

100

93.75 93.75 100 10Q 100

100 100 100 92 92

(c o n tin u e d )

TABLE 1 — c o n t i n u e d

P r in c ip le

P ercen tage o f Agreement Ju ry A Ju ry B

2 7 . Program o r g a n iz a tio n a . r e g u la r c l a s s and s p e c ia l c l a s s b . la b o r a to r y — in tr a m u r a l and ex tram u ral c . s p e c ia l c lu b s d . d e m o n stra tio n s e. re la te d in te r e s t 28. A ll s tu d e n ts in in tra m u ra ls 29. P r o v is io n o f i n t e r s c h o l a s t i c s forb o y s 3 0 . Boys’ i n t e r s c h o l a s t i c s lim ite d to s e n io r h ig h sch o o l boys 3 1 . P r o v is io n o f in te r s c h o o l e x p e rie n c e s f o r g i r l s 3 2 . Time a l l o c a t i o n to p h y s ic a l e d u c a tio n 3 3 . Time p r o v is io n f o r i n s t r u c t i o n and la b o r a to r y e x p erien ce 3 4 . F le x ib le tim e o r g a n iz a tio n in upper g rad es 3 5 . Time a llo tm e n t to s p e c i f i c a c t i v i t y 36. School p l a n t a c o n t r o l l i n g f a c t o r 37* P h y s ic a l e d u c a tio n r e q u ir e s s p e c ia l f a c i l i t i e s 3 8 . S u ita b le f a c i l i t i e s i n k in d , number, s iz e and arrangem ent 39* F a c i l i t i e s f o r community n eed s 4 0 . Swimming f a c i l i t i e s needed 4 l . O utdoor e d u c a tio n (cam ping) f a c i l i t i e s 42. P r o p o r tio n a l a l l o c a t i o n o f f a c i l i t i e s 43* P r o f e s s io n a l a d u lt le a d e r s h ip 4 4 . Amount o f p r o f e s s io n a ll y t r a i n e d le a d e r s 45* S tu d e n t le a d e r s h ip 46. P r o v is io n f o r program o f measurement 4 7 . M easurement o f p u p il p r o g r e s s 48. C l a s s i f i c a t i o n in to groutps — te a c h in g 49. C l a s s i f i c a t i o n o f g roups — p a r t i c i p a t i o n 5 0 . S ch ed u lin g o f boys end g i r l s 5 1 . Equipment and s u p p lie s 52 . D i s t r i b u t i o n o f s u p p lie s 5 3 . Awards

100 100 93.75 81 .2 5 8 7 .5 100 100

100 96 79 96 83 92 96

68.75 93.75 8 7 .5

67 96 83

93.75 8 7 .5 93.75 93 .7 5 93 .7 5

92 92 96 92 96

100 100 68 .7 5 8 7 .5 100 100 100 100 100 100 9 3 .7 5 93 .7 5 8 7 .5 100 100 8 7 .5

96 92 75 62 100 96 100 96 83 92 92 92 96 96 96 100

B e c a n itu la tio n P r in c ip le s Scoring Lees Than E igh ty Per Cent Agreement: J u r y A. P r i n c i p l e 30 l i m i t i n g i n t e r s c h o l a s t i c s P r in c i p le 40 Swimming f a c i l i t i e s needed J u r y B.

P r in c i p le P rin c ip le P r in c i p le P r in c i p le P r in c i p le P r in c i p le P r in c i p le

2 11 19 27c 30 ^JO 4l

P h y s ic a l e d u c a tio n — b a s ic u n i t P h y s ic a l e d u c a tio n u n iq u e f u n c tio n P r o g r e s s io n — g e n e ra liz e d to s p e c ia liz e d S p e c ia l c lu b s li m i t e d i n t e r s c h o l a s t i e s Swimming f a c i l i t i e s needed Camping f a c i l i t i e s

68.75 68.75 62 75 75 79 67 75 62

- 55 \

A ll members o f J u ry A approved t h i s s ta te m e n t.

When i t was sub­

m itte d to th e a d m in is tr a to r s in th e f i e l d , tw enty-tw o ag re e d , two d is s e n te d . One p r i n c i p a l s ta t e d th a t i t would make no d if f e r e n c e in h is sch o o l i f in ­ s t r u c t i o n were " e l e c t i v e , 11 w h ile one s u p e rin te n d e n t th o u g h t th e s ta te m e n t "n o t s i g n i f i c a n t . " I t i s e v id e n t th a t p h y s ic a l e d u c a tio n i s c o n s id e re d one o f th e e s ­ s e n t i a l a re a s o f secondary school e d u c a tio n and a s such should be r e q u ir e d by S ta t e r e g u la tio n .

I t i s f u r t h e r s i g n i f i c a n t to n o te t h a t w ith o u t S ta t e re g u ­

l a t i o n , p r o v is io n f o r s t a t e s u p e rv is o ry p h y s ic a l e d u c a tio n s e r v ic e i s not l i k e l y to be p ro v id e d .

R equired p h y s ic a l t r a i n i n g in th e sch o o ls o f Hew York

S ta t e became e f f e c t iv e in May 1916. The f i r s t p r o f e s s io n a l s t a f f o f t h i s n a tu re in Hew York S ta t e , ac c o rd ­ in g to Jo n es^ was p ro v id ed c o n c u rre n tly w ith th e p h y s ic a l t r a i n i n g law in May 1916. P r i n c i p l e 2.

State P.eaartmeR.t, oJL Eflncgtipa alhmlii in c lu d e -physical e d u c a tio n among th e b a s ic u n i t s r e q u ire d f o r g ra d u a tio n from h ig h s c h o o l.

F o u rte e n o f th e s ix te e n e x p e rts ag reed w ith t h i s p r i n c i p l e .

One member

who d is s e n te d was o f th e o p in io n th a t p h y s ic a l e d u c a tio n should be r e q u ir e d f o r g ra d u a tio n from h ig h sch o o l, b u t n o t as one o f th e s ix te e n u n i t s . The la c k o f agreem ent by th e p r a c t i c a l a d m in is tr a to r s was more p ro ­ nounced.

E ig h t out o f tw e n ty -fo u r o r t h i r t y - t h r e e p e r c e n t v o te d " n o ."

Com­

m ents in c lu d e d sta te m e n ts such a s : "not as c r e d i t s , " "n o t s i g n i f i c a n t , " and "no c r e d i t i3 g iv en f o r b an d s, o r c h e s tr a s , and c h o ru s e s , y e t e x c e lle n t p r o ­ grams a r e d ev elo p ed ." 1.

Hiram A. Jo n e s , A d m in is tra tio n o f H e a lth and P h y s ic a l E d u ca tio n in Hew Y ork S t a t e , p . 74.

-56The n e g a tiv e r e a c tio n s o f th e p r a c t i c a l a d m in is tr a to r s c e n te r e d around th e d i f f i c u l t y o f p r a c t i c a l im p lem en tatio n o f mandated b a s ic re q u ire m e n ts , such a s p h y s ic a l e d u c a tio n , i n th e f a c e o f s h o rta g e s o f b u d g et, s t a f f , f a c i l i ­ t i e s , and le n g th o f sch o o l day .

T here was a ls o in ev id en ce a p e r s o n a l oppo­

s i t i o n and an em o tio n al r e a c t i o n to th e p o lic y o f m ounting c u rric u lu m m andates by th e S ta te E d u ca tio n D epartm ent.

On th e o th e r hand, th e la r g e m a jo r ity who

fa v o re d t h i s p r i n c i p l e , a lth o u g h re c o g n iz in g th e p r a c t i c a l problem s fa c e d in c a r r y in g o u t th e p r o v is io n s im p lied in b a s ic re q u ire m e n ts, and p a r t i c u l a r l y th o s e o f p h y s ic a l e d u c a tio n , ag re e d th a t th e argument o f " u n iv e r s a lity " should d e c id e th e is s u e .

I f c e r t a i n e s s e n t i a l a re a s of i n s t r u c t i o n

in th e secondary

s c h o o ls o f Hew York S ta t e a r e to be d e s ig n a te d a s " b a s ic " o r c o n s ta n ts ,

and

such " b a s ic s " to be r e q u ir e d by th e S ta te f o r g ra d u a tio n from h ig h sc h o o l, th e n a l l a r e a s which a r e c o n s id e re d co re re q u ire m e n ts, and, as such a r e e s ­ s e n t i a l to th e needs o f th e secondary sch o o l p o p u la tio n , should be in c lu d e d . H e a lth arid p h y s ic a l e d u c a tio n should be t r e a t e d as such a co re req u ire m e n t. I t i s s i g n i f i c a n t to n o te t h a t a C o n su lta n t Committee o f th e Hew York S ta t e E d u c a tio n Departm ent a p p o in ted by th e Commissioner o f E d u ca tio n in 1945 to stu d y th e "B asic I s s u e s in Secondary E ducation" recommended: 1.

2. 3.

T hat a minimum o f 17 u n i t s , n o t c o u n tin g th e u n i t s t h a t may be g ra n te d f o r p h y s ic a l e d u c a tio n , be r e ­ q u ire d f o r g ra d u a tio n from a f o u r - y e a r h ig h sch o o l in th e S ta te o f Hew York. That n in e u n i t s o r t h e i r e q u iv a le n t be r e q u ir e d f o r g ra d u a tio n in th e c o n s ta n ts a r e a o f th e secondary cu rric u lu m f o r a l l y o u th . T hat th e c o n s ta n ts a r e a in c lu d e fo u r u n i t s o r t h e i r e q u iv a le n t in s o c ia l s t u d ie s , th r e e u n i t s o r t h e i r e q u iv a le n t in s c ie n c e and one u n i t o r i t s e q u iv a le n t i n h e a l th .^ T h is com m ittee d iv o rc e d h e a lth e d u c a tio n from p h y s ic a l e d u c a tio n and

1.

The U n iv e r s ity o f The S ta t e o f Hew York, The S ta t e E d u ca tio n D epartm ent, B asic I s s u e s in Secondary E d u c a tio n , p . 23.

- 57 -

in clu d ed th e academic area o f h e a lth in s tr u c tio n among the minimum con stan ts req u ired fo r graduation.

I t i s evident th a t, in s p ite o f th e above recom­

m endation, the la r g e m ajority o f the jury o f exp erts and p r a c t ic a l administrators in th e sch o o ls o f Hew York S ta te do not approve o f th e elim in a tio n o f p h y sic a l ed u cation a s one o f the minimum b a sic requirem ents. I t i s th e op in ion o f the in v e s tig a to r th at th ere i s s ig n if ic a n t weight o f evidence in favor of the p r in c ip le as s ta te d .

P h y sic a l education should

be in clu d ed , "so as to in sure adequate in s tr u c tio n in th o se le a r n in g s, which should be the common ex p erien ces o f a l l c h ild r e n .11^

In clu sio n on an e le c t iv e

b a s is w i l l not in sure such p r o v is io n . P r in c ip le 3*

The S ta te Department o f Education should provide adequate and q u a lif ie d lea d e rsh ip on the s t a t e l e v e l to a s s i s t the lo c a l sch o o ls in th e -promotion and development o f secondary sch ool p h y sic a l education programs.

F ifte e n out o f s ix te e n exp erts and tw en ty-th ree out of the tw enty-four p r a c t ic a l a d m in istrators favored t h is p r in c ip le as e s s e n t ia l to th e d evelop ­ ment o f adequate programs o f p h y sic a l education. P h y sica l education i s an in te g r a l p art of the education program in Hew York S ta te and according: to law, "A Tiro gram o f h ea lth and p h y sic a l edu­ c a tio n s h a ll be provided fo r a l l p u p ils under the j u r is d ic t io n of th e S ta te Education Department."

2

I t i s obvious th at w ith the in s t it u t io n o f a program o f h e a lth and p h y s ic a l ed ucation by law under the j u r is d ic t io n o f th e S ta te Education Depart­ ment there i s need fo r a S ta te su pervisory s t a f f to ad m in ister and g iv e pro­ f e s s io n a l ad vice and lea d ersh ip to th e lo c a l sc h o o ls.

The importance o f such

a s t a f f i s c l e a r ly in d ica te d in the report o f the R egents' Inquiry: 1. 2.

Loc. c i t . The U n iv e r s ity o f The S ta te o f Hew York, B u lle t in Ho. 1062. p . 9.

- 58 -

The r o le o f th e S ta te E d u ca tio n D epartm ent w ith r e g a r d to h e a l th , a s w ith r e g a rd to o th e r a s p e c ts o f e d u c a tio n a s a w hole, r e s o lv e s i t s e l f in to th r e e ty p e s o f le a d e r s h ip , concerned, r e s p e c tiv e ly , w ith th e fo rm u la tio n o f o b je c tiv e s , th e p r o v is io n o f d ir e c t s e r v ic e s , and th e m aintenance o f ad eq u ate p e r s o n n e l.. . .Upon th e le a d e r s h ip o f t h i s s t a f f , w hatever a d m in is tr a tiv e m achinery may be p ro v id e d , w i l l u lt im a te ly depend th e outcome o f h e a lth e d u c a tio n ! i n Ilew York S t a t e .^ The p r o v is io n o f an ad eq u a te number o f p r o f e s s io n a ll y q u a l i f i e d S ta te le a d e r s t o c a r r y out th e ty p e s o f s e r v ic e s w hich th e l o c a l sc h o o l com m unities need seems to be one o f th e e s s e n t i a l p r in c i p le s b a s ic to th e p r o v is io n o f program adequacy. S ta te and L ocal S upport P r in c i p le 4 .

A dequate f i n a n c i a l su p p o rt sh o u ld be p ro v id ed by th e S ta te and th e l o c a l sc h o o l d i s t r i c t s to make s u i t a b l e p h y s ic a l e d u c a tio n s e r v ic e s a v a i la b l e to a l l s tu d e n ts .

J u ry A a g re e d unanim ously in fa v o r o f t h i s p r i n c i p l e .

Twenty-two o u t

o f tw e n ty -fo u r a d m in is tr a to r s o f J u r y B answ ered "yes" w ith two ju r o r s f a i l i n g to v o te .

The comments were lim ite d , q u e s tio n in g th e word " s u ita b le " and th e

g r a n tin g o f s p e c ia l a t t e n t i o n to a s in g le a r e a o f th e program .

They do n o t

ap p ea r to be s i g n i f i c a n t and a r e g iv e n no f u r t h e r d is c u s s io n . T h is b a s ic p r i n c i p l e im p lie s t h a t th e needs o f th e sch o o l and th e community w i l l be c o n s id e re d i n making a v a i la b l e th ro u g h b u d g e ta ry p r o v is io n th e n e c e s s a ry funds to p ro v id e a s u i t a b l e program .

The minimum e s s e n t i a l

funds sh o u ld be p ro v id e d th ro u g h S ta t e a i d and l o c a l ta x m onies.

In com­

m u n itie s where l o c a l i n i t i a t i v e and community r e s p o n s i b i l i t y a r e s e t on a more d e s ir a b l e program th a n th e minimum, g r e a t e r b u d g e ta ry a p p r o p r ia tio n s w i l l be p ro v id e d th ro u g h a d d i tio n a l lo c a l ta x m onies. 1. 2.

H e a lth e d u c a tio n , a s r e f e r r e d to h e r e , in c lu d e s h e a lth in s t r u c t i o n and p h y s ic a l e d u c a tio n . C .-E .A . W inslow, The School H e a lth Program , p . 106.

-5 9 -

Abernathy in a study o f expenditures and serv ic e in p h y sic a l ed u cation

found:

The rank order c o r r e la tio n o f p er-p u p il p h y sic a l expenditures fo r grades 9-12 w ith the combined ranks o f the e le c te d item s was found to be .5 5 ? . T his indica.ted th at in terms o f the standards developed the sch o o ls which spent more money per p u p il tended to provide p h y sic a l education programs more in accord w ith the r e g u la tio n s and recommendations o f the S ta te Education Department. A more d e ta ile d a n a ly s is re v e a ls th a t 11sch o o ls which more n early met the standard se t e x h ib ite d the fo llo w in g c h a r a c te r is tic s : 1. 2. 3. k. 5.

Extended program s e r v ic e to a l l p u p ils and to a l l c a te g o r ie s . P ro v isio n for broad program content in a l l c a te g o r ie s . P r o v isio n for s u f f ic ie n t a c t iv i t y space fo r a l l ch ild r en and f o r a c t iv i t y v a r ie ty . P ro v isio n fo r s u f f i c ie n t teacher time to meet p u p ils in teachable u n it s . P r o v isio n for s u f f ic ie n t in s tr u c tio n a l su p p lies and equipment fo r s k i l l teaching."

I t i s apparent th a t the amount o f fin a n c ia l support rec eiv ed through S ta te aid and lo c a l funds i s a lim it in g or c o n tr o llin g fa cto r; th e degree to which th ese funds make p o s sib le e s s e n t ia l phases o f the p h y s ic a l education program w i l l determine th e su ita b le n e s s or adequacy o f the program. School-Community R e la tio n s P r in c ip le 5 .

The sch ool a u th o r itie s should endeavor to cre a te lo c a l community understanding and support fo r the school urogram in -physical education through e f f e c t i v e u u b lic r e la t io n s .

Agreement was in d ica te d on the p art o f both ed u cation al exp erts and p r a c tic a l ad m in istrators th a t an e f f e c t iv e program o f p u b lid r e la t io n s i s e s s e n t ia l to the ad m in istra tiv e conduct o f an adequate program o f 1. 2.

Ruth Abernathy, A Study o f Expenditure and S erv ice in P h y sic a l Education, p . 109. I b id . . p . 101.

-6 0 -

p h y s ic a l e d u c a tio n . a g re e .

Only one o f th e t o t a l o f f o r t y j u r o r s f a i l e d to

His "blank r e t u r n c a r r i e d th e comment, "P h y sic a l e d u c a tio n i s an

i n t e g r a l p a r t o f a good sch o o l system , why s in g le i t o u t?" Too l i t t l e o rg a n iz e d a t t e n t i o n lias "been g iv e n to th e m a tte r o f p u b lic r e l a t i o n s in e d u c a tio n .

The n a tio n a l E d u catio n A s s o c ia tio n ,

r e a l i z i n g th e r e l a t i v e u nim portance o f e d u c a tio n in th e p u b lic mind a s r e f l e c t e d in low te a c h e r s a l a r i e s , in a d eq u ate "building and f i n a n c i a l s u p p o rt f o r e d u c a tio n , h as u n d e rta k e n d u rin g th e p a s t few y e a rs a h ig h ly o rg a n is e d and p ro m o tio n al program o f new spaper, r a d io , aa...moving p ic tu r e p u b l i c i t y in o rd e r to b rin g th e problem s o f p u b lic e d u c a tio n b e fo re th e p e d p le .

B ecause o f th e r e l a t i v e l y la rg e p e r cecpita c o s ts o f p h y s ic a l

e d u c a tio n and the in c re a s e d c o s ts o f p e rso n n e l and f a c i l i t i e s , a l l a d m in is tr a to r s a r e fa c e d w ith the in c re a s e d need f o r in fo rm in g the p u b lic and s o l i c i t i n g t h e i r su p p o rt in o rd e r to make p o s s ib le th e r a i s i n g o f ta x funds ad eq u ate to meet the needs o f th e e d u c a tio n a l program .

W illiam s and

B row nell have s ta t e d the problem a s i t a p p lie s to h e a l th and p h y s ic a l e d u c a tio n , re c o g n iz in g th a t t h i s s p e c ia l program is but one p a r t o f th e t o t a l e d u c a tio n a l program : While th e wheels o f p ro g re s s in p u b lic e d u c a tio n produce a c o n s ta n t change in m a te r ia ls and m ethods, a w idespread p o p u la r u n d e rs ta n d in g o f the need f o r th e s e c h a n g e s ...o r indeed o f what th e y a c t u a ll y a r e . . . . i s sa d ly la c k in g . Improved f a c i l i t i e s demand g r e a t e r e x p e n d itu re s o f p u b lic money, and th e s e funds can be o b ta in e d o n ly by: th e s a n c tio n o f o f f i c i a l s whom th e ta x p a y e rs have p la c e d in p o s itio n s o f a d m in is tr a tiv e o r e x e c u tiv e r e s p o n s i b i l i t y . Too o f te n members o f th e dep artm en t o f h e a lth and p h y s ic a l e d u c a tio n .. . .n e g le c t to a c q u a in t the p u b lic w ith in fo rm a tio n r e l a t i v e to a c t i v i t i e s fo r which su p p o rt i s so u g h t. Knowledge o f th e program i s e s s e n t i a l to any r e a l u n d e rs ta n d in g o f i t s w o rth , and c o n tin u ed i n t e l l i g e n t su p p o rt r e s t s upon r e l i a b l e in fo rm a tio n .

1.

J . E. W illiam s and 0 . 1 . B row nell, The A d m in is tra tio n o f H e a lth and P h y s ic a l E d u c a tio n , p p . 393-39^.

-61-

P h y sic a l education in New York S ta te i s on ly t h ir ty years o ld , having grown out o f the o r ig in a l 1916 M ilita r y T raining Commission which in 1918 recommended to the Board o f Regents the estab lish m en t o f a s t a t e program o f p h y sic a l ed u cation .

While i t s ra te o f growth has been rapid

when compared to other areas o f ed u cation , i t i s s t i l l young and taxpayers and ed u ca tio n a l le a d e r s are uninformed as to the purpose and scope o f the program.

An e f f e c t i v e organized program o f w ise p u b lic it y , in which

in t e r s c h o la s t ic a .th le tic s fo r boys i s but one phase o f the t o t a l program, i s e s s e n t ia l to the development o f adequate programs o f secondary p h y sica l ed u cation .

"Unmistakable evidence shows th at p u b lic is e d programs are ra r e ly 1 a ffe c t e d by retrenchment measures." P r in c ip le

o.

The co o rd in a tio n o f sch ool and community resou rces should be considered in the estab lish m en t and op eration o f -physical education on the secondary l e v e l .

The T w en ty-sixth Year Book o f the American A sso c ia tio n o f School A dm inistrators l i s t s among the important th in g s to do in extending the s e r v ic e s to in crea se the p h y s ic a l, mental and s o c ia l f i t n e s s o f the sch ool:

"Coordina-te the s e r v ic e s o f sch ool and community ag en cies in

2 promoting h e a lth and f it n e s s in every p o s s ib le way." This does not r e fe r

alone to a o n e -d ir e c tio n a l u t i l i s a t i o n — sch ool f a c i l i t i e s , lead ersh ip and program fo r community needs;

i t a lso em phasises th e soundness o f school

u t i l i s a t i o n o f n on -sch ool e sta b lis h e d f a c i l i t i e s , and oth er community re so u r c e s.

The sch o o l, in u sin g community reso u rce s, may o f f s e t i t s own

em issio n s, and prevent unwise expenditure o f funds by elim in a tin g the need

2.

I b id . . p . 39k . N ation a l E ducation A sso c ia tio n , American A sso c ia tio n o f School A d m in istrators, The Expanding Role o f Education, p . 12^ •

-6 2 -

fo r a dual s e t o f reso u rc e s.

The r e a l i z a t i o n o f h ig h e r le v e l s o f program

adequacy by th e lo c a l sch o o l a d m in is tr a tio n may depend upon " p ro v id in g a t p u b lic expense to th e l i m i t o f community r e s o u r c e s , th e f a c i l i t i e s and s e r v ic e s th a t w i l l do most to make th e h ig h sch o o l e f f e c t i v e l y fre e ." '* ’ T h is i s p a r t i c u l a r l y im p o rtan t in p ro v id in g th e f a c i l i t i e s needed f o r many r e c r e a t i o n a l a s p e c ts o f th e p h y s ic a l e d u c a tio n a c t i v i t y program , th e c o s t o f w hich, i f charged to th e sch o o l alo n e would be p r o h i b i t i v e . The f a c i l i t i e s sh o u ld be p lan n ed w ith due re g a rd f o r e x i s t in g p o t e n t i a l re s o u r c e s . The a c q u i s i ti o n , developm ent and c o n tin u in g o p e ra tio n o f f a c i l i t i e s c a n be made more eco n o m ically sound i f a l l a g e n c ie s j o i n i n the av o id an ce o f d u p lic a tin g f a c i l i t i e s and the o v e rla p p in g o f s e r v ic e s ." The f u l l s u b s t a n ti a ti o n o f th e se p o in ts o f view was d em o n strated in th e one hundred p e r c e n t agreem ent o f b o th j u r i e s .

A s in g le comment by

one eiqpert, " I f c o n tr o l i s l e f t in th e hands o f th e Board o f E d u c a tio n ," was th e o n ly in d ic a tio n o f th e p o in t o f view o f " v e s te d i n t e r e s t " r a t h e r th an o f t o t a l s e r v ic e to the in d iv id u a l a n d /o r th e community. S chool A d m in is tra tio n P r i n c i p l e 7*

The lo c a l sch o o l a d m in is tr a to r sh o u ld have knowledge and u n d e rs ta n d in g o f th e e d u c a tio n a l outcomes a t ta in a b le in -physical e d u c a tio n .

T h is s ta te m e n t r e c e iv e d unanimous agreem ent.

Every a d m in is tr a to r

should e s t a b l i s h f o r h im se lf c e r t a i n b a s ic b e l i e f s which r e s u l t in a p r a c t i c a l e d u c a tio n a l p h ilo so p h y .

Out o f th e s e b a s ic b e l i e f s w i l l be the

e s ta b lis h m e n t o f d e f i n i t e p o l i c i e s and p ro c e d u re s f o r the conduct o f th e program .

In o rd e r f o r th e l o c a l seco n d ary sch o o l a d m in is tr a to r to

i n t e g r a t e th e v a rio u s p h a se s o f secondary e d u c a tio n , i t i s n e c e s s a ry fo r 1. 2.

I b i d . , p . 53. N a tio n a l Conference on F a c i l i t i e s , Guide f o r P l a n n i n g F a c i l i t i e s f o r A t h l e t i c s . R e c re a tio n . P h y s ic a l gn^. H e a lth E d u c a tio n , p . 6*

-

63-

him to have a d eq u a te knowledge end. u n d e rs ta n d in g o f th e p u rp o ses and outcomes o f th e t o t a l program and th e p a r t i c u l a r and u n iq u e c o n tr ib u tio n s which th e s e p a ra te a re a s make to th e t o t a l .

I t fo llo w s , th e n , t h a t th e

knowledge and u n d e rs ta n d in g w hich th e c h ie f sch o o l a d m in is tr a to r h as f o r th e s p e c ia l f i e l d o f p h y s ic a l e d u c a tio n w i l l a f f e c t th e d eg ree to which th e n e c e s s a ry p r o v is io n s f o r a f u n c tio n a l program in t h i s a re a a re in o p e ra tio n . Abernathy l i s t s among the major problems in the ad m in istra tio n of p h y s ic a l e d u c a tio n in Hew York S ta te , la c k o f knowledge on the p a r t o f many school a d m in is tr a to r s and members o f b o ard s o f e d u c a tio n o f th e p u rp o ses and f u n c tio n o f p h y s ic a l e d u c a tio n in th e s c h o o ls .■*■ In th e Regents* I n q u iry on th e c o s ts and c h a r a c te r o f e d u c a tio n i n Hew Tork S t a t e , th e com mittee in v e s t ig a t in g o b serv ed t h a t i n th e p h y s ic a l e d u c a tio n program a c t u a l l y in fo rc e c e r t a i n im p o rtan t d e f e c ts c e n te re d m ain ly about a d m in is tr a tiv e c o n tr o l. A number o f th o se in te rv ie w e d (s u p e rin te n d e n ts and p r i n c i p a l s ) had only a p e rfu n c to ry knowledge o f t h i s phase o f th e sch o o l program and a. few co n sid e re d i t so f o r e ig n to t h e i r own i n t e r e s t s t h a t th e y c o n fessed knowing v e ry l i t t l e about i t and i t s r e l a t i o n to th e r e s t o f th e sch o o l program . The Committee b e lie v e s , however, t h a t th e re i s need f o r b e t t e r le a d e r s h ip end d ir e c t i o n from a d m in is tr a tiv e a u th o ritie s S u p e rin te n d e n ts and p r in c i p a ls should g iv e c o n s tr u c tiv e le a d e r s h ip to p h y s ic a l e d u c a tio n and in t e g r a te i t w ith th e r e s t of th e sch o o l program ......... (2) The p r e p a r a tio n o f s u p e rin te n d e n ts and p r i n c i p a l s should g iv e them s u f f i c i e n t u n d e rs ta n d in g o f th e p r e s e n tday p h ilo so p h y o f p h y s ic a l e d u c a tio n and r e c r e a tio n to en ab le them to r e l a t e th e sch o o l program to community gucp^ion to -tlue r e s t o f worded, c l e a r l y th o u g h t-o u t sta te m e n t o f p o lic y and r e l a t i o n s h i p s in th e f i e l d of p h y s ic a l e d u c a tio n should be p r e p a r e d .. . .T h is sta te m e n t sh o u ld p r e s e n t th e modern p h ilo so p h y o f p h y s ic a l e d u c a tio n

1.

A bernathy, og. c i t . , p .

7.

-6b-

and cre a te an understanding o f p h y sic a l education as ed ucation through p h y sic a l a c t i v i t i e s . I t seems evident th at t h is p r in c ip le i s e sse n tia l, to the development o f adequate programs o f p h y sic a l ed ucation in-New York S ta te . P r in c ip le 8.

The lo c a l sch ool ad m in istrator should he sym pathetic, co o p era tiv e, and dynamic in h is a d m in istra tiv e lea d ersh ip o f the p h y sic a l education program.

Knowledge and understanding o f the p h ilosop h y and purposes o f an ed u cation a l program are necessary "background requirem ents fo r ad m in istra to rs. These q u a lif ic a t io n s alo n e, however, do not in su re the p r o v isio n o f co n d itio n s e s s e n t ia l to

the op eration o f a fu n c tio n a l program.

Errors o f

om ission and commission hy unsym pathetic, uncooperative and phlegm atic ad m in istra to rs may r e s u lt in in e ffe c tu a l programs.

There i s need fo r

dynamic a d m in istra tiv e a c tio n in each o f the e s s e n t ia l areas o f a t o t a l ed u ca tio n a l program, i f I f allow ance i s

r e s u lt s are to he ob tain ed . made fo r an in te r p r e ta tio n th at

dynamiclea d ersh ip

i s e s s e n t ia l to a l l phases o f education and not to any one p a r tic u la r phase at the expense o f the o th e r s, an in te r p r e ta tio n which i s assumed, then the se v e r a l comments o f the two members o f Jury A and one member o f Jury B who d id not agree f u l l y w ith t h is statem ent o f p r in c ip le axe in s ig n if i c a n t , and unanimous agreement may be recorded. The a ttitu d e o f sch ool a d m in istrators toward and th e ir support o f the p h y sica l education program are not undeserving- o f c r it ic is m . Irw in s t a t e s ; I f p h y sic a l education i s to be a su c c e ss, i t i s im perative th a t school ad m in istrators lend th e ir w hole-hearted support to the program There i s 1

.

W inslow, op,, c i t . p . 77.

-6 5 -

frequent c r it ic is m o f sch ool a d m in istrators on the "basis th a t they f a i l to support the p h y sic a l education program and th a t the program i s m aintained more as a "basis to f o r t i f y the sch o o l a g a in st c r it ic is m fo r a la c k o f p h y sic a l education rath er than fo r i t s p o s it iv e p la c e in the p h y sic a l development o f the student "body.. . .Often school ad m in istrators th in k only in terms of the academic f i e l d s and con sid er p h y sica l education a "necessary e v il" in th e p ro cess o f c h ild development. I t i s e v id e n t, th en , th at the degree to which the sch ool ad m in istrator dem onstrates sym pathetic and coop erative support "by dynamic le a d e rsh ip in p ro v id in g the c o n d itio n s e s s e n t ia l to fu n c tio n a l programs w i l l determ ine the le v e l o f program adequacy. School Program O rganisation P r in c ip le 9.

The- o v e r - a ll school o rg a n iza tio n and ad m in istra tio n should -provide the e s s e n t ia l c o n d itio n s and o p p o r tu n itie s favorable to the atte.inment o f d e sir a b le p h y sic a l education outcomes fo r a l l p u p ils .

The gen eral nature o f t h is p r in c ip le len d s i t s e l f to one hundred per cen t agreement on the part of a.11 members o f both j u r ie s .

There i s no

disagreem ent th at the e s s e n t ia l con d itio n s should be provided fo r a l l stu d en ts.

There would b e, undoubtedly, some disagreem ent on the acceptance

o f any proposed l i s t o f d esira b le outcomes.

I t i s not w ith in the scope o f

t h is study to s o l i c i t opinion on t h is is s u e , but rather to accept the outcomes and o b je c tiv e s as already e s ta b lish e d and g e n e r a lly accepted. The s ig n ific a n c e o f the statem ent i s the p r o v is io n , in an o v e r -a ll school org a n iz a tio n , o f c o n d itio n s which enhance the o p p o rtu n ities fo r a l l p u p ils to a t ta in d e sir a b le p h y sic a l education outcomes. 1.

L. W. Irw in , The C urriculum in H ealth and P h y s ic a l E d u c a tio n . P*

-6 5 -

P r in c ip le 10.

The secondary sch ool p h y sic a l education program. on th e lo c a l l e v e l , should he an in t e e r a l part o f the t o t a l sch ool program.

F ifte e n o f t h i s p r in c ip le .

the s ix te e n ex p erts on Jury A were in agreement w ith

One juror f a il e d to check t h is item commenting: "not

clear" in r e fe r r in g to " to ta l sch o o l." Jury 33 were in agreement.

A ll tw en ty-fou r a d m in istrators on

This alm ost unanimous agreement supports the p o in t

o f view of the Regents* Inquiry as reported in 1938 hy the committee stu d yin g p h y sic a l education in Hew York S ta te .

One o f tint; d e fe c ts o f the

p h y sic a l education program l i s t e d was8 In a d d itio n to i t s "being in d e f in it e , the p h y sica l education program o fte n lacked co ord in ation w ith th e sch ool program as a whole. S ince a d m in istra tiv e r e s p o n s ib ilit y fo r p h y sic a l ed u cation , as a r u le , l i e s d ir e c t ly in the hands o f super­ in ten d en ts and school p r in c ip le s ; such co o rd in a tio n should t h e o r e t ic a lly be r e a d ily attainable.'*' A ll phases o f in s tr u c tio n a l and lab o ra to ry p a r tic ip a tio n should, f i r s t o f a l l , be an in te g r a l part o f the balanced program o f p h y sica l ed u cation .

In li k e manner p h y sic a l education becomes an in te g r a l p art of

t o t a l secondary sch o o l education.

The departm entalised p la n i s l i k e l y to

f a i l in i t s r e a lis a t io n o f in teg ra ted in d iv id u a ls or groups.

The stren g th o f the

program o f secondary education l i e s in the coordinated e f f o r t o f the v a rio u s areas o f education toward a common goal:

the w ell-rounded

development o f the in d iv id u a l and h is a-cceptance by the group. Nash shows the need o f g rea ter in te g r a tio n w ith in the f i e l d o f p h y s ic a l education i t s e l f and between a l l areas o f education in h is comment: The b io lo g ic a l concept accepted today acknowledges an in te g r a tio n o f a l l the c a p a c itie s , t r a i t s , s k i l l s , and powers o f an in d iv id u a l in to one p e r s o n a lity which

1

.

W inslow,

0£ .

c i t y , p p . 66-67.

-67-

re sponds as a w h o le .. . .Supplem enting t h is b io lo g ic a l concept i s the more serio u s one o f s o c ia l or group in t e g r a t io n .. . .Group in te g r a tio n w i l l grow out o f common n eed s. In d iv id u a ls are drawn to g eth er when they rec o g n ise a need to accom plish some d e sir e d end. The ends in p h y sic a l education must "be in harmony w ith the ends o f a l l ed u cation .

The school curriculum should provide the exp erien ces

which in te g r a te p h y sic a l education w ith the t o t a l program o f secondary ed u cation .

An adequate program w i l l "be one which in clu d es such p r o v isio n .

Program—P h ilosop h y and O b jectives P r in c ip le 11.

The program o f p h y sic a l education should be re sp o n sib le fo r a unione fu n ctio n in the t o t a l p lan o f secondary ed u ca tio n .

Agreement was in d ica ted by f i f t e e n o f the s ix te e n ed u cation al ex p erts o f Jury A, one juror f a i l i n g to check t h is statem ent.

E ighteen o f

th e p r a c t ic a l a d m in istra to rs, Jury E, checked "yes", two checked "no” and four l e f t t h is statem ent blank.

S u f f ic ie n t evidence was in d ica ted by the

comments that the ’words "unique fu n ctio n ” , as used h ere, were not f u lly understood end th ere was some tendency toward m is in te r p r e ta tio n .

One

comment seems to summarise the co rrect in te r p r e ta tio n s "Physical education has an unique co n trib u tio n to make to the t o t a l education o f the c h ild . I f t h is i s meant h ere, then I vote " y e s .” P h y sic a l education does have a unique fu n ctio n to perform, and i t •is t h is unique fu n ctio n which makes the program o f p h y sica l education d if fe r e n t from oth er areas o f education v.'hich co n trib u te toward the same gen eral o b je c tiv e s .

H etherington s t a t e s , "Now th a t the o ld p h y sic a l

education o f the home and the community i s b ein g organized as a school

1.

J . E. Nash, P h y sica l E ducation: I n te r p r e ta tio n s and O b je c tiv e s. p . 265 .

- 68 -

fu n ctio n , th e aims o f sch ool education req u ire another r e v isio n ; th ey must in clu d e the v a lu es in h erent in the nature o f p h y sic a l tr a in in g .

These valu es

are not o fte n given th e same degree “by any oth er kind o f a c t i v i t y in c h ild „1 l i f e ; yet th ey ere part o f the t o t a l aims and o b je c tiv e s o f ed u cation ." The rep ort o f the Committee on P h y sica l F itn e ss o f th e ITew York S ta te A sso c ia tio n fo r H ealth , P h y sic a l Education and E ecrea tio n , in December 19^1, la t e r su b sta n tia ted by numerous r e p o rts, many c f which grew out o f th e a ctu al fin d in g s o f war ex p erien ces, d escrib es t h i s unique co n tr ib u tio n o f p h y sic a l ed u cation as fo llo w s: P h y sic a l ed ucation majors a. d ir e c t c o n tr ib u tio n to p h y sic a l f i t n e s s . . . . the ca p a c ity fo r su sta in ed p h y sic a l a c t i v i t y . . . . The r ig h t kind and amount o f p h y sic a l education develops organic power, v i t a l i t y , stamina, v ig o r and s k i l l s r e la te d to the development o f th ese q u a lit ie s . There are other fa c to r s which in flu e n c e p h y sic a l f i t n e s s , c h ie f among which are s le e p , r e s t , d ie t , and the avoidance o f in f e c t io n s , but vigorous p h y sic a l a c t i v i t y i s the s o le source o f organic pow er.. . .Although th ere are oth er major o b j e c t iv e s o f p h y sica l ed u cation , a l l o f which are im portant, t h is committee i s con­ vin ced th a t th e p h y s ic a l education program 3hould g iv e more a tte n tio n to i t s unique c o n tr ib u tio n .. . .th e development o f p h y sic a l f it n e s s .^ Brace d e fin e s p h y sic a l education jjrim arily as "that phase o f education which endeavors to promote p h y sic a l f it n e s s through in s tr u c tio n and p a r tic ip a ­ t io n in a c t i v i t i e s which develop stren g th , speed, a g i l i t y , endurance, and fundamental motor s k i l l s

In a d d itio n , i t aims to develop d e sir a b le h a b its

o f in d iv id u a l and s o c ia l conduct and a ttitu d e s fa v o ra b le to maintenance o f p h y s ic a l f i t n e s s by p a r tic ip a tio n in le is u r e tim e a c t i v i t i e s o f a p h y s ic a lly „3 vigorou s so r t." 1. 2. 3.

C. W. H etherington, School Program in P h y sic a l E ducation, pp. 2 1-22. Committee on P h y s ic a l F itn e s s , New York S ta te A sso c ia tio n fo r H ealth, P h y sic a l Education and E ecrea tio n , P h y s ic a l E ducation - The B a sic Program fo r F it n e s s , p . 2 . E. K. Brace, H ealth and P h y sic a l Education fo r J u n io r and S en ior High S c h o o ls, p . x i i i .

- 69 -

I n a j o i n t statem en t by th e E d u c a tio n a l P o l i c i e s Commission o f th e

lla tio n a l Education A sso c ia tio n and th e American. A sso c ia tio n fo r H ealth , P h y sica l Education and E ecrea tio n , "Vigor i s th e word fo r p h y sic a l education. The sch oo l program u ses e f f o r t to develop c a p a city fo r g rea ter e f f o r t . S tr e n g th s , s k i l l s and stamina are developed by stages."'*' Eowntree, in speaking of p h y sic a l f i t n e s s , fo llo w in g th e ex p erien ces o f th e Second World War, comments: To be p h y s ic a lly f i t i s more than being: h ea lth y . The Amy in d u cts h ea lth y men, but i t tr a in s them fo r weeks and months b efo re th ey can be con sidered p h y s ic a lly f i t . . . . T h i s co n d itio n ­ in g to dynamic stren g th lias been g r e a tly n eg le cted in p e a c e tim e ... In t h is endeavor, m edicine lias th e s p e c ia l ta sk o f b rin gin g fo r th and m aintaining h e a lth , w h ile p h y sic a l education aims to develop and m aintain p h y sic a l f i t n e s s . 2 I t i s h is b e l i e f th at the unique ta sk o f p h y sic a l education i s to co n d itio n fo r stren g th , endurance and a g i l i t y . I t i s the fu n ctio n of th e sch o o l to in clud e the development o f the p h y sic a l along w ith the m ental.

Many a u th o r itie s speak o f h ea lth education s.s

a l l - i n c l u s i v e , in clu d in g h ea lth in s tr u c tio n , p h y sic a l ed u cation and r e c r e a tio n . T his i s m islea d in g .

P h y sic a l education i s am area o f ed u cation , p rim a rily r e ­

sp o n sib le fo r the developm ental a sp ects o f th e in d iv id u a l.

These developm ental

a sp e c ts nay be referred to as organ ic, neuromuscular, em otional, and in te r ­ p r e t iv e .

I t i s im p ossib le to deal w ith th ese developm ental a sp ects in d iv id u ally

and se p a r a te ly .

The t o t a l p e r s o n a lity r e a c ts in any given s itu a tio n .

The

fu n c tio n of p h y sic a l education cannot deal w ith th e p h y sic a l w hile the academic su b je c ts deal w ith th e mental development of the in d iv id u a l.

P h y sic a l education

d e a ls w ith the whole c h ild , but the methods and m a teria ls used d if f e r from th o se o f other areas. 1. 2.

The unique p h y sic a l tr a in in g fu n ctio n cannot be absorbed

ITaticnal Education A sso c ia tio n , E ducational P o l ic i e s Commission, Health and P h y s ic a l P itn e ss f o r A ll American Children and Youth, p . 12. L. G. Eowntree, "Physical P itn e s s fo r A m erica,11 H vaeia. October, 19^ -.

- 70 -

in h e a lth ed u cation ( t h is n igh t b e tte r be c a lle d h ea lth in s tr u c tio n ) or r e c r e a tio n , important a s both o f th e se areas are.

P h y sica l education at i t s

b e s t co n trib u tes in la rg e measure to organic growth and development, to e f ­ f i c i e n t motor c o n tr o l, to in t e l le c t u a l growth and awareness, to p erso n a l ad­ justm ent (good mental h y g ie n e .. . .p la y i s both developm ental and th era p eu tic in t h is r e sp e c t) and to s o c ia l adjustm ent.

Other areas o f education lik e w ise

co n trib u te to in t e l le c t u a l growth, awareness, to person al adjustment and to s o c ia l adjustm ent.

I t should be noted th a t the b u ild in g o f stren g th , s k i l l

and fu n c tio n a l power is the fundamental o b je c tiv e o f p h y sic a l education, and th a t organic development (apart from the lo c a l development a sso c ia te d w ith v o ca l and manual s k i l l s ) i s purely th e product o f b ig-m u scle a c t i v i t i e s , and thus th s undivided fu n ctio n o f p h y sica l ed u cation.^ The degree to which th e p h y sic a l education program provid es fo r i t s unique fu n ctio n in the t o t a l scope o f secondary ed ucation i s one o f the fa c to r s in determ ining the l e v e l of adequacy a tta in e d . P r in c ip le 1 2 .

P h y sica l education should cooperate w ith other -phases o f secondary education in co n trib u tin g to the general o b je c tiv e s o f secondary, ed u cation and should make maior co n trib u tio n s to h e a lt h , re c r e a tio n and s o c ia l competency.

The unanimous agreement of a l l members o f both j u r ie s — rep resen tin g both theory and p r a c tic e — in d ic a te s the e s s e n t ia l nature o f t h is p ro v isio n fo r program adequacy.

Modern lit e r a t u r e i s f i l l e d w ith p ertin en t statem ents

supporting t h i s statem ent. The E ducational P o lic ie s Commission o f the N ation al Education A sso ci­ a tio n s ta te s : P h y sic a l ed ucation i s an in d isp en sa b le part o f the h ea lth program o f th e American City School, but i t a ls o has other purposes and v a lu e s. I t i s a means o f developing a v a r ie ty 1.

H eth e r in g to n , op,, c i t . . p . 35*

o f p ow erfu lly m otivated s o c ia liz in g exp erien ces and o f "building d esira b le a t t it u d e s o f team work, sportsm anship, and resp ect fo r other p e r so n s.1 I t i s s ig n if ic a n t to note th at when p h y sic a l ed ucation has provided fo r i t s unique co n trib u tio n , and f u l f i l l e d i t s primary r e s p o n s ib ilit y , i t must now Join fo r c e s w ith other areas of education to the end th a t a l l develop­ ment i s used to th e b e n e fit o f the in d iv id u a l and s o c ie t y .

The secondary school

program o f p h y sic a l education o ffe r s an e x c e lle n t opportunity fo r co n trib u tin g to th e gen eral o b je c tiv e s c f h e a lth , re c r e a tio n and s o c ia l adjustm ent.

The

nature and o rg a n iza tio n o f p h y sic a l ed u cation a c t i v i t i e s command th e in t e r e s t and a tte n tio n o f th e la r g e m ajority o f stu d en ts.

These maturing a d o lescen ts

th in k o f su ccess in terms o f a c t i v i t i e s end s o c ia l adjustm ents w ith p eers. Meek s t r e s s e s the importance o f proper peer r e la t io n s to s a t is f a c t o r y sch o o l p rogress: There i s l i t t l e we can do fo r him ed u ca tio n a lly u n t i l we have helped him ach ieve s a t is f a c t o r y s ta tu s w ith h is p eers. U n til he sees some s o lu tio n fo r th at problem, he i s in no s t a t e to p r o f it from i n t e l le c t u a l ex p erien ces the sch ool o ffe r s .^ Extreme as t h is may be, i t does in d ic a te th at s o c ia l adjustment i s measured by the degree o f p o p u la rity in th e peer group.

Hot only should the

p h y sic a l education program s e t up in t e r e s t in g and ch a llen g in g in d iv id u a l and group exp erien ces fo r p u p ils , i t must provide the opportunity fo r s o c ia l ad­ ju stm ent, or, as expressed by the s o c io l o g is t , "acceptance by th e peer-group." Paul H. Landis su ggests th a t an exp lan ation fo r human behavior be sought in th e company th a t an in d iv id u a l keeps — in the l o c a l i t y group, the fa m ily , 1. 2.

n a tio n a l Education A ss o c ia tio n , Educational P o l ic i e s Commission, Educaticn fo r A ll American Youth, p . 271. L ois Meek, The P e r s o n a l-s o c ia l Development o f Bo.vs and G-irls w ith Im p lica tio n s fo r Secondary E ducation, p . 66.

- 72 -

th e p la y group, th e p a ir r e la tio n s h ip , a l l kinds o f a s s o c ia tio n s w ith in ­ d iv id u a ls , s o c ia l groups and s o c ia l in s t it u t io n s .

P h y sica l t r a i t s them selves

are s ig n if ic a n t p rim a rily in terms of group r e a c tio n s to them." The h e a lth o b je c tiv e o f education i s the concern o f a l l .

I t p la c e s a

r e s p o n s ib ilit y on p h y sic a l education le a d e rs along w ith a l l oth er tea ch er s. Hash, in r e fe r r in g to the h e a lth o b je c tiv e , su g g ests th a t th e major contribution o f p h y sic a l ed u cation or th e primary r e s p o n s ib ilit y o f the p r o fe ssio n 11i s to provide a. vigorou s e x e r c ise program to g iv e power to the organism in order that a f u l l l i f e nay be liv e d ."

One may in te r p r e t t h is , rath er than in str u c tio n

in h e a lth , as th e s p e c ia l fu n ctio n of p h y sic a l ed u cation . E ecrea tio n li k e h e a lth i s a, gen eral o b je c tiv e o f a l l ed u cation .

P h y sic­

a l education cannot assume f u l l r e s p o n s ib ilit y fo r t h is area o f ed u cation .

It

i s resp o n sib le fo r c e r ta in s k i l l s in th e p h y sic a l r e c r e a tio n a l a c t i v i t i e s ; fo r lab oratory exp erien ces in "belonging" and "achieving;" fo r "drives," fundamental urges developed during the e a r ly form ative years which w i l l carry over in adult li v in g .

The r e s p o n s ib ilit y o f p h y sica l education during the l a s t two years'' o f

secondary sch o o lin g i s c le a r out:

the program should p rovide th o se ex p erien ces

which w i l l be o f p r a c tic a l b e n e fit to youth as enrichment of le is u r e and yiain3 tenance o f f i t n e s s . The co o p era tiv e asp ect o f t h is p r in c ip le i s s ig n if ic a n t . c a tio n can co n trib u te much.

P h y sic a l edu­

P ro v isio n s should be made to enable p h y sic a l edu­

c a tio n to coop erate w ith sch o o l, community and home in the education f o r liv in g in a democracy.

The degree to which p h y sic a l ed ucation provides fo r t h is

s e r v ic e w i l l determ ine the adequacy o f th e program.

1. 2. 3.

Paul H. L andis, A dolescence and Youth, p . 53. Hash, op. c i t . . p . 2^5. I b id . . p . 215.

-7 3 -

P r in c ip le 13.

P h y sic a l ed u cation o b je c tiv e s should be exp ressed in term s o f a tta in a b le and measurable stu d en t outcomes which are c le a r ly s ta te d and s u ite d to th e needs and in t e r e s t s o f maturing; boys and g i r l s .

General agreement was g iv en t h is p r in c ip le .

A ll ed u ca tio n a l exp erts

and tw en ty-th ree out o f tw en ty-fou r ad m in istra to rs voted "yes." E ducational o b je c tiv e s a s s ta te d in terms o f a d u lt-co n ceiv ed g o a ls are u s u a lly broad, gen eral statem ents which have l i t t l e meaning to the stu d en ts f o r whom the programs are design ed .

The tr a n s la tio n o f th ese

rem ote, lon g-ran ge, i d e a l i s t i c o b je c tiv e s in to s p e c if ic outcomes, a tta in a b le and measurable, which are understood by the p a r tic ip a n ts , i s needed to b u ild cou rses o f study which have meaning and p r a c t ic a l a p p li­ c a tio n .

The la c k o f planned courses o f stu d y based on d e sir e d student

outcomes lead s g e n e r a lly to in d e fin ite n e s s o f program.

This was c le a r ly

dem onstrated in th e report o f th e Regents* Inquiry: An id e a l course o f study in t h is f i e l d should presen t s p e c if ic p u p il g o a ls p r o g r e s s iv e ly more d i f f i c u l t , but a tta in a b le , w ith means o f determ ining when such g o a ls have been reached. These g o a ls should not be lim ite d to motor s k i l l s and stren g th a lo n e but should r e la te a ls o to s o c ia l b eh avior. Such a program, i f prepared c o o p era tiv ely by su p erin ten d en ts, p r in c ip a ls , and tea ch er s, should be o f in valu ab le a id in secu rin g in te g r a tio n and in promoting the p r o fe s s io n a l growth o f the p a r t ic ip a n t s .1 The estab lish m en t o f a curriculum in p h y sic a l ed ucation should s t a r t w ith a stud y o f th e needs o f the stu d en ts.

Prom th ese n eed s, the gen eral

o b je c tiv e s (a d u lt-co n ceiv ed ) o f th e program are determined.

The next

lo g i c a l step i s the form ation o f s p e c if ic stud en t outcomes in terms o f de­ s ir a b le k n o w le d g e ,s k ills , a t t it u d e s and understandings, fo llo w ed by the se­ le c t io n o f the exp erien ces fo r the students which w i l l r e s u lt in th ese outcomes. Kozman,Cassidy and Jackson su ggest b b je c tiv e s be expressed in the form o f 1.

Winslow, 0£. cit.. p. 6 7 .

- 7^ -

student outcomes: Your gen eral o b je c tiv e s in tea ch in g p h y sic a l ed ucation are th e framework in which you study needs and develop programs fo r hoys and g i r l s ..........You are a. teach er u sin g p h y sic a l education su bject m atter and you must com petently d ir e c t your tea ch in g toward the outcomes expected fo r the in d iv id u a l student from p a r tic ip a tio n in p h y sic a l education a c t i v i t i e s . ! Pr omran M l i v i t i e s :

E v a lu a tio n . S e le c t io n . A daptation

P r in c ip le

1^. Ekyslfi&l ed u ca tio n a c t i v i t i e s .should is , s e le c te d in terms of t h e ir inherent v a lu es and th e opport u n it ie s they present fo r a t t a in in g th e outcomes d e sir e d .

P r in c ip le

15. The nature o f the a c t iv it y ex p erien ces to be •provided should be based on the i n t e r e s t s . c a p a c itie s and needs o f each are group.

P r in c ip le

16. The p h y sic a l education exp erien ces to be pro­ vided should be d if f e r e n t ia t e d according to s e x , in d iv id u a l d iffe r e n c e s and s o c ia l c o n d itio n s .

One hundred per cent agreement was reached by Jury A on P r in c ip le s l h and 15 w ith one d is s e n tin g v o te on P r in c ip le 15.

In d is s e n tin g , t h is

ju ror in d ica te d th at he we.s not in agreement w ith d if f e r e n t ia t io n according to " so c ia l c o n d itio n s .11 The ad m in istrators (Jury £; reached f u l l agreement w ith P r in c ip le 15, c a s t one d is s e n tin g vote fo r P r in c ip le 15 and two n eg a tiv e v o tes - one "no" and one blank v o te - fo r P r in c ip le l k .

S everal comments were made on the

in c lu s io n o f "socia.1 c o n d it io n s .11 There seemed to be some u n certa in ty on t h is item on th e part o f several, who voted "yes." E s s lin g e r l i s t s the p r in c ip le s which should govern the s e le c t io n o f the con ten t o f the p h y sica l ed ucation program: In a s c i e n t i f i c and c r i t i c a l age, no grea t expenditure o f time and money can be devoted to a program which i s based upon t r a d it io n or convenience. The b a s is of curriculum 1.

E. C. Kosman, Ruth C assidy and C. 0. Jackson, Methods in P h y sica l E ducation, p . 129.

I

- 75 -

c o n stru ctio n should "be taken out of th e realm o f in d iv id u a l judgment. The nature o f the c h il d , h is in t e r e s t s and h is needs on th e one hand and the adult a c t i v i t i e s in a l l t h e ir s o c i a l , p o l i t i c a l and economic ra m ific a tio n s on the other are the fa c to r s which should /ruide th e curriculum maker in the s e le c t io n o f th e content o f the urogram. 3- . An e v a lu a tio n o f a c t i v i t i e s i s necessary in d eveloping the content o f th e p h y sic a l education curriculum .

S e le c tio n must he made from th e la rg e

numher and v a r ie t y o f p h y sic a l ed u cation a c t i v i t i e s .

A ll cannot he used.

Many are o f unequal value in the ed u ca tio n a l program. H etherington su ggests th a t the inherent v a lu es in the n atu ral hig-m uscle p la y a c t i v i t i e s are g rea ter than th o se to he found in formal d r i l l and r e la te d a c tiv itie s .

This im p lies a need fo r ev a lu a tio n hased on inherent valu e

ed hy the complementary s e le c t io n in terms o f d e sir e d outcomes.

fo llo w ­

He s ta te s

fu rth er th a t " P h ysical ed u cation a c t i v i t i e s must he s e le c t e d according to n atu ral p r in c ip le s o f ad aptation to the in c e n tiv e s , c a p a c itie s , and the needs o f each age p erio d , w ith se x d if f e r e n t ia t io n and in d iv id u a l d iffe r e n c e s taken in to account." In a c r i t i c a l view o f the school program, Landis-^ in tim a tes th a t the sch o o l has o fte n in c lin e d to stamp a l l youth w ith the same p a tte r n .

In t h is

con n ection , he s t r e s s e s the need fo r g rea ter r e c o g n itio n o f the d iffe r e n c e s in th e a c t i v i t y in t e r e s t s and s o c ia l ex p erien ces o f th e rural-farm versus the urban a d o lescen t hoy and g i r l .

While in g en era l th e same a c t i v i t i e s w i l l

b e n e fit an in d iv id u a l, whether he l i v e s in a ru ra l or urban community, the d if fe r e n t in t e r e s t s , needs and c a p a c itie s o f th e two p o p u la tio n s d ic t a t e a more c a r e fu l s e le c t io n and ad ap tation . 1.

A. A. E s s lin g e r , A P h ilo so p h ic a l Study o f P r in c ip le s fo r S e le c tin g

2. 3.

A c t iv it i e s in P h y sic a l E ducation. D o cto r's T h e sis, U n iv e r sity o f Iowa, 1938, p . 7 . H etherington, 02 .. c i t . , p . NEW YORK UNIVERSITY Landis, op,. c i t . , p . 396. SCHOOL OF EDUCATION •

LIBRARY

•

- 76 -

Pryor'*' ind.icE.tes th at p h y sio lo g ic a l and p sy c h o lo g ic a l d iffe r e n c e s j u s t i f y the d iv is io n o f the se::es in many a c t i v i t i e s o f th e vigorous and com p etitive a c t i v i t i e s which r a te nigh in inherent v a lu e.

The s o c ia l charac­

t e r i s t i c s in d ic a te , however, th at co o p era tiv e co ed u ca tio n a l a c t i v i t i e s are a lso e s s e n t ia l.

By p rovid in g some a c t i v i t i e s in which hoys and g i r l s may

p a r tic ip a t e p r o fita b ly to g e th e r , the f u l l p r in c ip le o f s e le c t io n according to need and in te r e s t i s u t i l i z e d . In view o f th ese fin d in g s , i t seems e s s e n t ia l th a t th ese b a sic p r in c i­ p le s o f e v a lu a tio n , s e le c t io n and ad aptation be used as gu ides in providings u ita b le a c t i v i t y ex p erien ces, and th a t the ex ten t to which th ese p r in c ip le s are ca r r ie d out becomes a fa c to r in p rovid in g adequacy o f programs fo r the secondary sch ool p op u lation . Pro.or an — O rganization o f A c t iv it i e s P r in c ip le 17*

P h y sica l education a c t i v i t i e s should be organized in gn e f f e c t i v e plan which -provides o o u o r tu n itie s fo r th e growth and development o f a l l mu o ils in tern s o f d esired outcomes.

T his statem ent r ec eiv ed one hundred per cent agreement from both s e t s o f ju r o r s.

While t h is b a s ic p r in c ip le nay seen obvious, too few sch o o ls organ­

i s e th e p h y sic a l education a c t i v i t i e s in such a way that a l l stu d en ts have cppcrtu n ity to p r o f it f u l l y from the program.

In many c a s e s , the in s tr u c tio n a l

program i s not complemented by a la b o ra to ry or a fte r s c h o o l ex p erien ce.

In

o th e r s, there i s no in d iv id u a lis e d program to trice care o f those stu d en ts who cannot p r o f it from the la r g e r group program.

Two sch o o ls w ith equal oppor­

t u n it ie s in so fa r as physical, co n d itio n s are a v a ila b le may p resen t unequal oppor­ t u n it ie s to the stu d en ts because o f o rg a n iza tio n .

An e f f e c t iv e o rg a n iza tio n

i s one in which a l l elem ents o f a sound tea ch in g s it u a t io n , i . e . , c h ild , a c ­ t i v i t y , tim e, space and le a d e r sh ip , are coord inated . 1.

H. B. Pryor, 4 s the Child Grows, pp. 3 0-35.

A lo o s e o rg a n iza tio n nay

- 77 -

expend much tim e and energy w ithout producing r e s u lt s in terms o f student outcomes. The 11in d e fin ite n e ss " o f p h y sic a l education programs as reported in the R egen ts’ Inquiry"*- r e f l e c t s the la c h o f t h is "basic p r in c ip le in program p lan n in g.

The le v e l o f program adequacy does not depend alone on th e com­

b in in g o f the separate elem ents into an e f f e c t i v e plan fo r fu n c tio n a l u se . This a p p lie s p a r tic u la r ly to p h y sic a l education where tl e nature o f program o rg a n isa tio n must provide fo r in d iv id u a l, dual or group o rg a n iza tio n , indoor or outdoor f a c i l i t i e s , and co m p etitiv e, co o p era tiv e and r e c r e a tio n a l u n it s . The e f f e c t i v e planning o f a c t i v i t i e s i s q u ite e s s e n t ia l in the development o f adequate programs o f p h y sic a l ed u cation . Program O rganization — F l e x i b i l i t y P r in c ip le 18.

The recommended urogram o f a c t i v i t i e s should be f l e x i b l e , a llo w in g fo r s u e c ia l adaptation w ith in th e lo c a l s it u a t io n .

F ifte e n members o f Jury A agreed w ith t h is p r in c ip le . check t h is statem ent.

One f a il e d to

Jury B showed one hundred per cent agreement.

Comments

. such as "of s u f f ic ie n t f l e x i b i l i t y to a llo w fo r s p e c ia l adaptations" and " lo c a lly planned and serv ic ed through competent lo c a l, r eg io n a l and s t a t e consu lta tio n " in d ic a te th at the p r in c ip le o f adaptation o f recommended co re-cu r­ riculum programs according to lo c a l c o n d itio n s i s a p r a c t ic a l approach to ad­ m in is tr a tiv e problem s.

To require th a t s k iin g , a very popular recen t a d d itio n

to th e p h y sic a l education curriculum , be taught in a sch ool s it u a t io n where b oth clima.te and te r r a in are not conducive to sk iin g may be im p ra ctica l,

How­

ever, to n e g le c t to provide the e s s e n t ia l typ es o f f i e l d s and f lo o r space fo r the conduct o f a va ried program o f a c t i v i t i e s su ited to a l l sch o o ls cannot be defended as an ad ap tation to an e x is t in g lo c a l co n d itio n . 1.

W inslow, op,, c i t . . p.

66.

The r e la t iv e nature

o f t h is p r in c ip le presupposes an informed and competent lea d e rsh ip which, w ill improve th e program through serv in g the needs o f th e stud en ts lo c a lly . Proar an O rganization — P rogression P r in c ip le 19.

The urogram org a n iza tio n fo r the secondary sch ool should -provide fo r -progression from v a ried and g en era lized a c t iv i t y experiences. on the .junior high sch ool l e v e l to somewhat l e s s v a ried and more s p e c ia liz e d exp erien ces on the sen io r high l e v e l .

The acceptance o f t h is p r in c ip le as b a sic to the p ro v isio n o f jjrograa adequacy was questioned by two members o f Jury A and s i x members o f Jury B. Three of the e ig h t who did not agree checked "no." check e ith e r "yes" or "no."

The other f iv e f a il e d to

I t was apparent that some con fu sion in in te r p r e t­

in g the meaning o f t h is statem ent e x is te d .

In sev era l in sta n c e s o b je c tio n to

more s p e c ia lis a t io n on th e sen io r high school le v e l was in d ica ted ; in other e a se s th ere was o b je c tio n to le ss e n in g the v a r ie ty o f experience on th e sen ior h igh sch ool l e v e l .

One juror sta te d , " P ossib le only i f adequate programs

e x i s t on th e elem entary le v e l."

I t can be assumed th at the p r in c ip le s for

program adequacy on th e secondary le v e l are p red ica ted on the e x iste n c e o f sim ila r adequate programs on th e elementary l e v e l. The need fo r p ro g ressio n throughout- the s ix grades o f the secondary sch o o l i s r e a d ily accepted.

Without p ro g ressio n , programs adapted to c o lle g e

l e v e l p a r tic ip a tio n may become the upper secondary program, and, in lik e namne secondary programs may be moved down in to the upper elem entary grades as the in t e r e s t s o f the stu d en ts o fte n seek ex p ressio n in adult le v e l a c t i v i t i e s . ’While th ere i s some d efen se fo r s e le c t in g a c t i v i t i e s which in t e r e s t stu d en ts, th e o rg a n isa tio n o f too advanced a c t i v i t i e s nay r e s u lt in u n d esirab le p a ttern s which ere premature in accordance w ith the p ly s ic e .l, m ental and em otional de­ velopment o f the age group and which should not be engaged in too e a r ly be­ cause o f th e s o c ia l im p lic a tio n s .

This fa c t demands th at more a tte n tio n be

g iv e n to th e p ro g ressio n a l order o f curriculum con stru ct io n .

■

-

79

-

The c h a r a c t e r i s t i c s o f th e e a r l y a d o le s c e n t c a l l f o r a v a r i e t y o f e x p e rie n c e s , g e n e ra l in n a tu r e , w hich w i l l l a y th e fo u n d a tio n f o r in d iv id u a l s e l e c t i o n and more h ig h ly s p e c ia liz e d s k i l l s i n th e p e r io d o f l a t e r ad o ­ le s c e n c e and y o u th .

"E d u catio n f o r A l l American Youth" su g g e s ts t h a t g rad es

sev en , e ig h t and n in e b e c la s s e d a s th e p e r io d o f th e commonseco n d ary sc h o o l. The e d u c a tio n a l need i s in i t s b ro a d o u t l i n e s , th e same f o r a l l boys and g i r l s from tw elv e to f i f t e e n y e a r s o f ag e,

.th o u g h w ith ample o p p o r tu n ity w ith in

e a c h c l a s s f o r th e te a c h e r to ta k e acc o u n t o f d if f e r e n c e s among in d iv id u a ls . The s tu d e n t grows i n h i s c a p a c ity to assume r e s p o n s i b i l i t y , to d i r e c t h i s own a f f a i r s , and to work and l i v e c o o p e r a tiv e ly w ith o th e r p e o p le .

Ee sh o u ld

b e in tro d u c e d to a wide ran g e o f e x p e rie n c e s — i n t e l l e c t u a l , o c c u p a tio n a l, r e c r e a t i o n a l — w hich become th e b a s e f o r h is main i n t e r e s t s l a t e r on.

T h is

same s o u rc e , i n commenting on th e s e n io r h ig h sch o o l g ra d e s , s u g g e s ts : Beyond h i s c o n d itio n in g program , each s tu d e n t h a s an a r e a o f f r e e ch o ic e o f p h y s ic a l a c t i v i t i e s . S e le c tio n b e g in s in th e t e n t h g ra d e , p re c e d e d by o r i e n t a t i o n i n w hich th e s tu d e n t i s in tro d u c e d to a wide v a r i e t y o f games, s p o r ts , and o th e r p h y s ic a l a c t i v i t i e s and g iv en i n s t r u c t i o n in b a s ic s k i l l s . The p u rp o se o f t h i s o r i e n t a t i o n p e r io d i s to h e lp th e s tu d e n t b ro ad en h i s i n t e r e s t s . B e st c h o ic e s can n o t be made from to o r e ­ s tric te d a l i s t . A com m ittee sp o n so red in l? 3 h by th e Hew York S ta te P u b lic H igh School A t h l e t i c A s s o c ia tio n , w hich s tu d ie d th e n eed s o f boya,recomm ends: The ju n i o r h ig h sc h o o l p e r io d seems to be b e s t ad ap ted to th e le a r n in g o f a la r g e number o f fundam ental s k i l l s , w ith em phasis on th e group a c t i v i t y b ecau se o f s o c ia l v a lu e s . T h is sh o u ld be th e p e r io d o f le a d -u p games f o r th e l a t e r s e n io r h ig h sch o o l program . G e n e r a liz a tio n r a t h e r th a n s p e c i a l i z a t i o n i s a d v is e d . O v e r s p e c ia liz a tio n in one a c t i v i t y ( a r a t h e r g e n e r a l p r e s e n t p r a c t i c e i n s e n io r h ig h sc h o o ls ) a t th e expense o f o th e r 1.

E d u c a tio n a l P o l i c i e s Oommission, pp,. c i t . , p . 2 7 8 .

- 80 -

a c t i v i t i e s more d e s ir a b l e , sh o u ld he discouraged.^* While a t f i r s t im p re ssio n one m ight he concerned w ith th e recommended p r o g r e s s io n from g e n e r a liz a tio n on th e ju n i o r h ig h sch o o l l e v e l to s p e c i a l i ­ z a tio n on th e s e n io r h ig h sch o o l l e v e l , i t i s a p p a re n t t h a t u n le s s s p e c i a l i ­ z a tio n s t a r t 3 i n th e j u n i o r h ig h sc h o o l ( a v e ry u n d e s ir a b le p r a c t i c e ) and th e r e b y l i m i t s th e ch o ic e o f s e le c tio n s on th e s e n io r h ig h sch o o l l e v e l , o v er­ s p e c i a l i z a t i o n w i l l p ro b a b ly n o t ta k e p la c e .

I n s u g g e s tin g a s o lu ti o n to th e

p roblem o f o v e r s p e c ia liz a tio n in h ig h sc h o o l, w hich i s more common among boys th a n g i r l s , th e S ta t e Committee on B oys' A th le tic s ^ recommended th e s e l e c t i o n o f a c t i v i t i e s b a se d on th e i n t e r e s t d r iv e s o f p u p i l s , to g e th e r w ith th e ex­ p o su re o f th e in d iv id u a l to a wide v a r i e t y o f a c t i v i t i e s to b ro ad en th e p ro ­ gram . I t sh o u ld be p o in te d o u t t h a t i n m e etin g th e d e s ir e d outcomes i n th e f i e l d o f a d u lt r e c r e a tio n i t may b e more f r u i t f u l i f a s tu d e n t i n s e n io r h ig h sch o o l l e a r n s to engage i n one s e a s o n a l s k i l l w ith d e x t e r i t y and s a t i s ­ f a c t i o n , r a t h e r th a n sp en d in g tim e on to o many a c t i v i t i e s w ith o u t g a in in g s k i l l and s a t i s f a c t i o n in any one.

T h is i s p a r t i c u l a r l y tr u e i f th e one o r

two s e a s o n a l a c t i v i t i e s m astered a r e th o s e which one can engage i n r e a d i l y w ith o u t d i f f i c u l t y i n f in d in g f a c i l i t i e s , equipm ent o r s o c i a l l y d e s ir a b l e com panions. I n e s t a b l i s h i n g a c u rric u lu m p a t t e r n o f a c t i v i t i e s f o r th e seco n d ary g ra d e s , th e n eed s o f h ig h sc h o o l s tu d e n ts and t h e i r im m ediate and f u tu r e i n t e r ­ e s t s w i l l be b e t t e r se rv e d i f th e p r i n c i p l e o f p r o g r e s s io n i s c a r r i e d o u t. A dequate program s o f p h y s ic a l e d u c a tio n sh o u ld p ro v id e f o r th e s e o p p o r tu n itie s . 1. 2.

S ta t e Committee on B oys' A t h l e t i c s , Hew York S ta t e P u b lic H igh School A t h l e t i c A s s o c ia tio n , R ecrea tio n a l A t h le tic A c t i v i t i e s f o r Boys, p . 23. I b i d . . p . 23.

- 81 -

Program OgiKaA.izat.loji — BrtaPCfl P r i n c i p l e 20.

I h e program o r g a n iz a tio n sh o u ld p ro v id e &

ftaJrOflfig a£ required ac4 a.lgsi.tafi. ag.U-riftteq w hich w i l l se rv e .jo in tly {he common n eed s

s i Sk& sum

z a i m raitfft £&£ la&ixififlfll

a b i l i t i e s and i n t e r e s t s .

I h e g e n e ra l agreem ent o f h o th s e t s o f j u r o r s , e x p e r ts , f i f t e e n "yes" and one " n o ," and p r a c t i c a l a d m in is tr a to r s , tw e n ty -fo u r " y e s ," in d i c a te s th e need f o r and p r a c t i c a b i l i t y o f t h i s p r i n c i p l e .

Ih e comments made su g g e st

t h a t "We ag ree on a m eaning o f e le c tiv e " and " I f p r i n c i p l e means p e r f e c t b a la n c e , th e answ er i s " n o ." I h e p r i n c i p l e d o es n o t im ply " p e r f e c t" b a la n c e b u t r a t h e r a r a t i o o f r e q u ir e d c o re -c u rric u lu m a c t i v i t i e s supplem ented by a number o f e l e c t i v e a c t i v i t i e s from w hich may be s e le c te d a t o t a l program w hich w i l l s e rv e th e common n eed s o f th e age g ro u p s i n j u n i o r and s e n io r h ig h sch o o l and w hich w i l l , i n a d d itio n , p ro v id e f o r th e e x p re s s io n o f in d iv id u a l i n t e r e s t and a b i l i t y .

I t i s presum ed t h a t t h i s r a t i o w i l l b e more h e a v ily w eig h ted

tow ard th e r e q u ir e d c o re -c u rric u lu m in th e ju n i o r h ig h sc h o o l where th e needs o f th e group a r e more common.

A c o rre sp o n d in g fre ig h tin g tow ard th e e l e c t i v e

a c t i v i t i e s i n th e l a s t two o r th r e e y e a rs o f seco n d ary e d u c a tio n w i l l o ccu r when th e in d i v id u a l s , due to th e c h a r a c t e r i s t i c s o f m a tu r ity , te n d to l i m i t t h e i r i n t e r e s t s to few er a c t i v i t i e s b u t tdien, a t th e same tim e, th e in d iv id u a l i n t e r e s t s w ith in th e group a r e more v a r ie d .

I h e p u rp o se o f t h i s b a s ic p r i n c i ­

p l e i s to re c o g n iz e th e need f o r b o th r e q u ir e d c o re and i n t e r e s t e l e c t i v e s and a t th e same tim e to acknow ledge t h a t t h i s r e l a t i o n s h i p changes a s we p r o ­ g r e s s from th e e a r l y a d o le s c e n t i n ju n i o r h ig h sc h o o l to th e more m atured s tu d e n t in th e u p p e r s c h o o l.

I n t h i s r e s p e c t , P r i n c i p l e 20 complements

P r i n c i p l e 19* L aP o rte l i s t s th e recommended c o re and e l e c t i v e program s f o r ju n i o r and s e n io r h ig h sc h o o l g ro u p s.

I n u n i t s o f w eeks, b ased on a t h i r t y - s i x week

y e a r ( ju n i o r h ig h s c h o o l c o n s is ti n g o f th r e e y e a rs would t o t a l one hundred e i g h t weeks) th e recom m endations a r e :

- 82 -

J u n io r H igh School (G rades 7 -9 ) S e n io r H igh School (G rades 10-12)

Core Program E le c tiv e s T o ta l

1 0 8 weeks

Core Program E l e c tiv e s T o ta l

72 weeks 36 weeka 1 108 weeks

78 weeks

30 weeks

The tr e n d i s away from a la r g e number o f c o r e - r e q u ir e d a c t i v i t i e s i n th e s e n io r h ig h sch o o l to a much l a r g e r number o f e l e c t i v e a c t i v i t i e s .

T h is

tr e n d assum es t h a t th e fundam ental program h as been ad eq u a te on b o th th e e le m e n ta ry and ju n i o r h ig h s c h o o l l e v e l s .

I t i s s i g n i f i c a n t to n o te t h a t th e

N a tio n a l E d u c a tio n A s s o c ia tio n im p lie s t h a t th e sch o o l o f tomorrow w i l l p ro ­ v id e ea c h s tu d e n t w ith an a r e a o f f r e e c h o ic e o f p h y s ic a l a c t i v i t i e s beyond th e c o n d itio n in g program which i s b a se d on h is h e a l t h and p h y s ic a l f i t n e s s n eed .

" T h e r e a fte r s t a f f a llo w s tu d e n ts to fo llo w own i n t e r e s t s

te a c h e r s

g iv e a t t e n t i o n to i n s t r u c t i n g s tu d e n ts in a c t i v i t i e s o f t h e i r own c h o ic e ." The aim — - everyone a b le to do w e ll w h atev er he ch o o ses to do. s i t u a t i o n , th e c o n d itio n in g program i s th e c o r e - r e q u ir e d p h ase.

In th is

2

I n such p ro c e d u re , th e b a la n c e o f r e q u ir e d and e l e c t i v e i s l i k e l y n o t to w ork out to advantage in m eetin g th e needs o f th e s tu d e n t u n le s s th e p e r io d o f o r i e n t a t i o n , a c c o rd in g to Xozman, C assid y and Ja c k s o n , r i g h t c h o ic e s on th e p a r t o f th e s tu d e n t.

3

p r o d u c e s th e

T h is n e c e s s i t a t e s a w e ll worked

o u t p la n , b ased on e x p lo ra to ry and e v a lu a tiv e p ro c e d u re s , in o rd e r to determine s tu d e n t n eeds and i n t e r e s t s . I t i s e v id e n t t h a t th e a p p l ic a tio n o f th e p r i n c i p l e o f b a la n c e betw een re q u ir e d and e l e c t i v e p h y s ic a l e d u c a tio n , i n o r d e r to s e rv e b o th common needs and in d iv id u a l d if f e r e n c e s , w i l l c o n t r i b u te to program adequacy. Program P r i n c i p l e 21. 1. 2. 3.

— R e s tr i c te d and A dapted Program s P r o v is io n sh o u ld b e made f o r r e s t r i c t e d and

Kn. B, L a P o rte , The P h y s ic a l E d u c a tio n C u rricu lu m . p p . 3 0 -3 1 . E d u c a tio n a l P o l i c i e s Commission, on. c i t . , p . 278. Eozman and o th e r s , £ £ . c i t . . p . 194.

- 83 -

£&SP.t,ea programs, lnd lvidn«iigfld ^ meet i&a negds^, c a p a c ity 9, and in ter ests of those who

ase phystadiiy aaaSlfi is. BEstii. £xm i&a r e g u la r program .

P rin c ip le

22.

I n s o f a r a s -0 0 8 8 1 1 ) 1 6 . i n d i v i d u a l s a s s i g n e d to th e r e s t r i c t e d program sh o u ld have ample o p p o r tu n ity to p a r t i c i p a t e in th o s e a c t i v i t i e s o f th e r e g u la r program f o r w hich th e y have th e c a p a c ity so t h a t norm al s o c i a l ad ju stm en t may fo llo w .

One hundred p e r c e n t agreem ent f o r b o th o f th e s e p r i n c i p l e s by th e com bined j u r i e s in d ic a te d an e n t h u s i a s tic su p p o rt o f t h i s e s s e n t i a l p r o v is io n in c o n t r i b u ti n g to program adequacy.

Comments su ch a s "v e ry im p o r ta n t,”

" r e q u ir in g th e same amount o f tim e and c a r r y in g th e same im portance" show t h i s en th u siasm .

However, i t i s e v id e n t t h a t t h i s p h a se o f th e program i s

d i f f i c u l t to c a r r y o u t.

"A v e ry b a f f l i n g problem " s t a t e s one j u r o r .

Prom th e tim e o f i t s o r g a n iz a tio n a s a s t a t e f u n c tio n in 1916, p h y s ic ­ a l e d u c a tio n i n Hew York S ta t e h a s em phasized th e need f o r in d iv id u a liz e d p h y s ic a l e d u c a tio n .

P o s tu re t r a i n i n g and th e a t t e n t i o n to in d iv id u a l n eeds

was p r e s c r ib e d a s a p a r t o f th e o r i g i n a l program o f th e M ili ta r y T r a in in g Commission.

In 1931. R o g ers, th e n D ir e c to r o f th e D iv is io n o f H e a lth and

P h y s ic a l E d u ca tio n o f th e S ta t e D epartm ent o f E d u c a tio n , s t a t e d t h a t th e r e w ere th r e e a d m in is tr a tiv e a d ju stm e n ts w hich must be made i f th e undoubted v a lu e s o f th e la rg e -m u s c le program were t o be a c h ie v e d .

One o f th e s e was to

a d j u s t a c t i v i t y program s to in d iv id u a l p h y s ic a l n eed s, w ith th e p h y s ic a l e d u c a to rs c o n c e n tr a tin g on th o s e who most needed t h e i r se rv ic e s.'* ’ A tte n tio n a t t h i s tim e was c a l le d to th e b ro a d e r program o f in d iv id u a l n eed s, in c lu d in g b o th th e p h y s ic a l and th e s o c i a l , r a t h e r th a n a li m i t e d c o r r e c t iv e p o s tu r e program . I n 1932, th e R e g u la tio n s o f th e Commissioner o f E d u c a tio n mandated 1.

7 . R. R o g ers, P h y s ic a l E d u ca tio n - 4 Resume f o r T ea ch ers and A d m in is tr a to r s , p . 11.

I i

-

m

-

( in d iv id u a liz e d program s toy s t a t i n g , "A ll p u p i l s s h a l l h e r e q u ir e d to a tte n d c o u rs e s o f i n s t r u c t i o n in p h y s ic a l e d u c a tio n a c t i v i t i e s ad ap ted to in d iv id u a l p u p il need s a s in d ic a te d "by p h y s ic i a n 's ex am in atio n s and o th e r t e s t s approved h y th e S t a t e E d u ca tio n D ep artm en t."

I n o u tl in in g th e p ro c e d u re s f o r " c o r­

r e c t iv e " p h y s ic a l e d u c a tio n , a term which, h a s g r a d u a lly l o s t f a v o r , th e New Y ork S ta t e S y lla b u s recommended th e a d a p ta tio n o f th e p h y s ic a l e d u c a tio n p ro ­ gram to th e i n t e r e s t , c a p a c i t i e s and needs o f th e in d iv id u a l a s a prim e p o lic y o f e d u c a tio n a l a d m in is tr a tio n .^ I h e r e p o r t o f th e B e g e n ts' I n q u ir y re v e a le d some c o n fu s io n betw een p h y s ic a l e d u c a tio n f o r th e "handicapped" o r a t y p ic a l c h i l d , a s d e te n n in e d by m e d ic a l e x a m in a tio n s, and ad a p te d program s o f p h y s ic a l e d u c a tio n a s d e term in e d by p h y s ic a l and s o c i a l m easures co n d u cted by th e p h y s ic a l e d u c a to r.

I t a t­

tem pted to c l a r i f y t h i s c o n fu s io n by s t a t i n g : B e s id e s d e s ir a b l e in d i v id u a l iz a t io n d e riv e d from s p e c ia l i n t e r e s t s and norm al v a r i a t i o n s i n p h y s ic a l e f f i c i e n c y , i t i s e s s e n t i a l t h a t p h y s ic a l e d u c a tio n sh o u ld b e r a d i c a l l y m o d ified f o r c h i ld r e n s u f f e r in g from c e r t a i n s p e c if i c d e f e c ts . I h e m ost common c a s e s o f t h i s k in d a r e h e a r t d e f e c ts , o rth o p e d ic d e f e c ts , h e r n ia , and th e tem p o rary c o n d itio n s fo llo w in g o p e r a t io n s ....E x c u s e from r e g u la r p h y s ic a l e x e r c is e o f f e r s , o f c o u r s e , a v e ry in c o m p lete s o lu tio n to th e problem . What i s r e a l l y needed i s a s u ita b ly m o d ifie d program f o r h an d icap p ed c h i l d r e n . 2 Among th e s p e c if i c recom m endations l i s t e d i n th e r e p o r t o f t h e B eg en ts' I n q u ir y was in c lu d e d th e need f o r m od ify in g program s a c c o rd in g t o d e f i n i t e m e d ical recom m endations b y a p h y s ic ia n and th e need f o r a sch o o l p o lic y on th e r a p e u ti c p h y s ic a l e d u c a tio n , s t r e s s i n g t h a t e x e r c is e i s n o t th e s o le th e r a 3 p e u t ic m easure o f p o o r p o s tu r e . 1.

2. 3.

Hew Y ork S ta t e B u l l e t i n 1062. on. c i t . . p . 207. W inslow, ££,. c i t . , p . 7 0 . I b i d , , p . 78.

1 - 85 -

I h e p h ilo so p h y o f th e S ta t e D iv is io n o f H e a lth and P h y s ic a l E d u c a tio n a s d ev elo p ed hy R ogers and w hich i s s t i l l i n u s e , w h ile n o t in d i r e c t con­ f l i c t w ith th e recom m endations o f th e B e g e n ts 1 In q u iry , in d i c a te s more th a n a s p e c i a l program f o r t h e h an d icap p ed :

" P u p ils v a ry i n p h y s ic a l f i t n e s s and

i n need f o r p h y s ic a l a c t i v i t i e s j u s t a s th e y v a ry i n in t e l l i g e n c e and need f o r s u p e rv is e d m e n tal p ro g ram s."^

I h i s p h ilo so p h y assumes th e su p p lem en tatio n

o f m e d ic a l ex am in atio n s h y p h y s ic a l e d u c a tio n e v a lu a tio n s to d e te rm in e a c t i v i t y n eed s o f th e w ide sp re a d norm al g roup, a s v e i l as th e h an d icap p ed .

Hot o n ly

a r e th e s e n eed s p h y s ic a l h u t th e y may in c lu d e th e p s y c h o lo g ic a l and th e s o c ia l a s w e ll. I h e B e g a la tio n s o f th e Commissioner o f E d u c a tio n G overning H e a lth and P h y s ic a l E d u ca tio n a s amended i n 19^6 recommended a s an a d m in is tr a tiv e p ro ­ c e d u re : I h e program s h a l l he d i f f e r e n t i a t e d and conducted to meet in d iv id u a l p u p il n eed s i n a s a t i s f a c t o r y manner . 2 One o f th e s e v e r e s t c r i t i c i s m s o f th e in d iv id u a liz e d program , w hich r e ­ s u l t s i n s c h e d u lin g s tu d e n ts f o r s p e c ia l program s a p a r t from th e norm al g ro u p s, i s t h a t i t te n d s to c o n c e n tr a te on th e p h y s ic a l a t th e expense o f th e s o c i a l developm ent — th e improvement o f th e p h y s ic a l w ith o u t r e l a t i n g i t to th e u se t o w hich such improvement can he p u t in p e r s o n a l and group s o c i a l a d ju stm e n t. P r i n c i p l e 22 a tte m p ts to s e t th e p a t te r n f o r a d m in is tr a tiv e p r o v is io n o f in ­ d iv id u a liz e d program s w hich w i l l meet t h i s c r i t i c i s m . Program — C urriculum P a t t e r n s f o r J u n io r and S e n io r High S ch o o ls 1.

2.

B o g ers, c i t . . p . 11. Ih e U n iv e r s ity o f I h e S ta t e o f Hew York, I h e S ta t e E d u ca tio n D epartm ent, R e g u la tio n s o f I h e Com m issioner o f E d u ca tio n G overning H e a lth and P h y s ic a l E d u c a tio n . 19^6, p . 1 1 .

- 86 -

P r in c i p le 2 3 .

I h e ■program p a t t e r n f o r th e e a r l y a d o le s c e n t — J u n io r H igh S chool — whamd in c lu d e a v a r i e t y egL aaes. s i rigs.te,A flfo c a tlo p afitW lgg ftisb

sxszi&fi lax.

(a ) pfarg*oA f f i i y I fifi& agygl9WJBPt (b ) good p o s tu re and body m««b O VTl

O CM On P -

vr\

* O CM

vo o n cn- r v

rH v p O n P O n 0 0 CO Ov

CM

no

4 (» V O C M v o ON ON O n O n O n

NO CO INO n On O n

IP 4 On

a®
PV 4

E « ■S 1

py.

h

rH I

£& §&

4

N 4

PV CM 4

CO O P I

n o oop4 NO O n rH 4 VTl

CO

rH rH rH PV

NO N 1T\ n

p n V V H P l

S S S S 1 S5« 3> S

(M

"

|

1

„

#

d

o no

V > H iri rH rH CM

rH OO CO

SfiSJ

S H OH PHl tHn H N n 4 N H > vd O < D rNi 4H ,V O OV>OvH H H H rH

•*»

•H

o

«rt

>

o

&

£

«

^

m

- 141 com puting th e p e rc e n ta g e o f th e t o t a l number o f s tu d e n ts e n r o lle d in th e sc h o o l who p a r t i c i p a t e in th e p h y s ic a l e d u c a tio n program .

I t sh o u ld be n o te d th a t

t h i s q u a n t i t a t i v e s ta n d a r d , w h ile i t a f f e c t s th e need f o r f a c i l i t i e s , does n o t in s u r e th e q u a l ity o f th e e x p e rie n c e . The p r a c t i c e in Hew York S t a t e , a s r e p o r te d i n T able 3» in d ic a te s a h ig h p e rc e n ta g e o f t o t a l e n ro llm e n t p a r t i c i p a t i o n i n th e r e q u ir e d i n s t r u c t i o n a l p h ase ( r e g u la r and s p e c i a l c l a s s ) o f th e p h y s ic a l e d u c a tio n program . th e s ta n d a r d o f 100 p e r c e n t p a r t i c i p a t i o n was met i n o n ly one s c h o o l.

However, The

a v e ra g e t o t a l p a r t i c i p a t i o n f o r th e s ix te e n sch o o ls s tu d ie d was 96 p e r c e n t w ith a ra n g e o f 14 p e r c e n t. (column 1 0 ) .

School 13 met th e s ta n d a r d w ith a r a t i o o f 1

School 10 ran k ed th e lo w est w ith 8 6 p e r c e n t p a r t i c i p a t i o n .

It

was im p o ssib le to i n t e r p r e t th e in d iv id u a l sch o o l re c o rd s to d eterm in e a c c u r a te ­ l y i f s tu d e n ts , excused from r e q u ir e d c l a s s i n s t r u c t i o n , a c t u a l l y p a r t i c i p a t e d a t any tim e d a rin g th e sch o o l y e a r in th e la b o r a to r y phase o f p h y s ic a l e d u c a tio n . In co m p lete r e tu r n s in d ic a te th a t su ch p a r t i c i p a t i o n i s n o t th e r e g u la r p ro c e d u re . The f in d in g s r e v e a le d no a p p r e c ia b le d if f e r e n c e betw een boys an d g i r l s i n th e number o f s tu d e n ts excused from p a r t i c i p a t i o n (column 8 ) .

The av era g e

r a t i o o f p a r t i c i p a t i o n (column 7 ) to s ta n d a r d p a r t i c i p a t i o n (column 9 ) i n u n io n f r e e s c h o o ls was . 9 8 2 , v i l l a g e s c h o o ls . 9 7 3 > c e n t r a l sch o o ls .9 5 6 an d c i t y s c h o o ls .9 3 8 .

V h ile sch o o ls 13 an d 7 w ith an e n ro llm e n t o f 2300 s tu d e n ts and

1647 B tu d en ts r e s p e c t iv e l y , ran k ed 1 and 3 i u p e rc e n ta g e o f t o t a l p a r t i c i p a t i o n , th e ra n k o r d e r o f c o r r e l a t i o n (rh o ) betw een e n ro llm e n t and p a r t i c i p a t i o n , i s .2 1 w ith a PE o f . 1 7 6 .

S chools w hich show s u b s t a n t i a l p r o v is io n f o r s p e c ia l

c l a s s i n s t r u c t i o n , e . g . , S ch o o l 13—11 p e r c e n t; School 7—^-5 p e r c e n t, te n d t o show a h ig h p e rc e n ta g e o f t o t a l p a r t i c i p a t i o n . I t i s a p p a re n t t h a t t h i s s ta n d a r d i s e s s e n t i a l and may be a t t a i n e d b y a l l s c h o o ls .

- 142 -

2.

D e s ira b le

Commonity groups in c lu d in g o u t- o f - s c h o o l y o u th a n d a d u l ts u t i l i s e sc h o o l f a c i l i t i e s f o r •pro­ grams o f -p h y sical r e c r e a t i o n .

The c o o r d in a tio n o f sch o o l an d commonity r e s o u rc e s i n th e e s ta b lis h m e n t and o p e r a tio n o f p h y s ic a l e d u c a tio n and r e c r e a t i o n program s to meet th e needs o f sch o o l and community i s a tw o - d ir e c tio n a l p r i n c i p l e .

( P r in c ip le 6 , p . 6 l . )

The f u n c ti o n a l ap p ro ach to sch o o l p la n t d e s ig n i s p r e d ic a te d upon th e u se o f th e f a c i l i t i e s by s c h o o l and com munity.^ In p la n n in g sc h o o l b u ild in g s f o r u s e , a t t e n t i o n sh o u ld be g iv e n to th e a c t i v i t i e s and s e r v ic e s f o r th e sc h o o l and community.

I n p ro v id in g seco n d ary sch o o l p h y s ic a l e d u c a tio n f a c i l i t i e s , con­

s i d e r a t i o n sh o u ld be g iv e n to th e needs o f o u t- o f - s c h o o l y o u th an d a d u l t s . ( P r in c ip le 36, p . 1 0 4 .) f a c i l i t i e s a r e c o s t l y when th e y a r e n o t f u l l y u t i l i z e d .

A bernathy^

s t a t e s t h a t 36 p e r c e n t o f th e t o t a l p h y s ic a l e d u c a tio n p e r - p u p il e x p e n d itu re was d ev o ted to c a p i t a l o u tla y .

I t i s o f te n d i f f i c u l t to J u s t i f y th e c a p i t a l

c o s t to th e t a x p ay er o r th e e x p e n d itu re o f p u b lic monies n e c e s s a ry t o p ro v id e ad e q u a te sc h o o l p h y s ic a l e d u c a tio n f a c i l i t i e s when th e s e f a c i l i t i e s a r e n o t b e in g u s e d by th e school's o r com m unities in th e l a t e a f te r n o o n , ev en in g , S a tu r ­ day, d u rin g sc h o o l v a c a tio n s , an d d u rin g th e summer.

Some sc h o o l o r g a n iz a tio n s ,

p a r t i c u l a r l y i n th e c e n t r a l sch o o ls where t r a n s p o r t a t i o n o f s tu d e n ts by bus e lim in a te s o r l i m i t s a f t e r - s c h o o l and ev en in g u s e o f f a c i l i t i e s , a r e lim ite d to p a r t i a l p e a k -lo a d u s e o f f a c i l i t i e s . The d eg ree to w hich sch o o l f a c i l i t i e s a r e u se d f o r community g ro u p s, w h ile n o t a p rim ary f a c t o r i n sch o o l program p r o v is io n , w i l l a f f e c t sc h o o l f a c i l i t y p r o v is io n .

S chool needs sh o u ld b e g iv e n p rim ary c o n s id e r a tio n .

Over­

la p p in g i s n o t l i k e l y to o ccu r u n le s s th e a d m in is tr a tiv e p ro c e d u re i s to a llo w commonity needs p r i o r i t y i n th e u t i l i z a t i o n o f sc h o o l f a c i l i t i e s . 1. 2. 3‘

n a t i o n a l C onference on f a c i l i t i e s , Guide f o r P lu m in g f a c i l i t i e s f o r A t h l e t i c s . R e c re a tio n . P h y s ic a l an d H e a lth E d u c a tio n , p . 6 . R a tio n a l C o u n cil on Schoolhouse C o n s tru c tio n , Guide f o r P la n n in g S chool P l a n t s , p . 5 2 . p“

e rn a t^ ’

E x p e n d i t u r e s a n d S e r v i c e i n P h y s i c a l E d u c a t io n .

- 143 It

i s a p p a re n t t h a t u t i l i z a t i o n o f s c h o o l f a c i l i t i e s f o r c o m m u n ity g ro u p s,

a t tim e s w hich do n o t i n t e r f e r e w ith th e sch o o l n e e d s , te n d s to red u ce d u p li­ c a t io n o f f a c i l i t i e s w ith in th e community.

A voidance o f d u p lic a tio n sh o u ld

red u ce e x p e n d itu re . The f a i l u r e o f com m unities to ta k e ad v an tag e o f t h i s o p p o r tu n ity , a c o n d itio n w hich would make th e above s ta n d a rd in o p e r a tiv e , does n o t seem to e x is t in p ra c tic e .

The u s e o f sc h o o l f a c i l i t i e s f o r community program s o f

p h y s ic a l e d u c a tio n a s r e v e a le d in p r a c t i c e , in d ic a te s t h a t in a l l sc h o o ls p h y s ic a l e d u c a tio n f a c i l i t i e s w ere u s e d r e g u la r ly by community g ro u p s.

S ix ­

te e n s c h o o ls (100$) r e p o r te d community u se o f in d o o r f a c i l i t i e s ; tw elve s c h o o ls (75$) r e p o r te d community u se o f o u td o o r f a c i l i t i e s .

Of th e f o u r s c h o o ls w hich

re p o r te d no community o u td o o r f a c i l i t y u s e , th r e e h ad no sc h o o l o u td o o r f a c i l i ­ tie s .

School 16 r e p o r te d community u s e d u rin g th e s c h o o l day.

The u s e o f

sc h o o l f a c i l i t i e s by community g roups in th e ev en in g was 100 p e r c e n t, i n th e l a t e a f te r n o o n 3 8 p e r c e n t, on S a tu rd a y 94 p e r c e n t, on Sunday 50 p e r c e n t an d in th e summer 75 p e r c e n t.

Sunday u sag e was c o n fin e d to o u td o o r f a c i l i t i e s

w ith th e e x c e p tio n o f School 2 w hich r e p o r te d Sunday commnnity u se o f in d o o r fa c ilitie s .

I n g e n e r a l, th e summer u s e o f sch o o l f a c i l i t i e s was c o n fin e d to

o u td o o r a r e a s . I t i s n o t th e pu rp o se o f t h i s s ta n d a r d to e s t a b l i s h th e b a s i s f o r th e e f f e c t i v e u t i l i z a t i o n o f sc h o o l f a c i l i t i e s b y community groups in term s o f p o t e n t i a l p e a k -lo a d u s e .

I t i s e v id e n t, however, t h a t th e f a c t o r o f community

u sa g e does in f lu e n c e sc h o o l f a c i l i t y p r o v is io n .

The d eg ree to w hich commnnity

g ro u p s, in c lu d in g o u t- o f - s c h o o l y o u th an d a d u l t s , u t i l i z e sch o o l f a c i l i t i e s i s a n in d i c a ti o n o f seco n d ary s c h o o l f a c i l i t y adequacy i n m eetin g community needs.

Thus, th e p r o v is io n f o r a community program o f p h y s ic a l e d u c a tio n i s

a d e s ir a b l e s ta n d a r d i n p ro v id in g s c h o o l program ad eq u acy .

- 144 -

3.

E s s e n tia l

The la b o r a to r y urogram o f p h y s ic a l e d u c a tio n p ro v id e s f o r th e v i s i t a t i o n o f seco n d ary sch o o l groups in a rtrn im rfti c o m p e titiv e a n d / o r c o ­ o p e r a tiv e e x p e rie n c e s f o r hoys a n d g i r l s .

O rg an ised in te r s c h o o l c o m p e titio n sh o u ld he p ro v id e d a s a p a r t o f th e e x tra m u ra l program f o r seco n d ary h o y s.

( P r in c ip le 29, p . 9 4 .)

In g e n e r a l,

o rg a n iz e d i n t e r s c h o l a s t i e c o m p e titio n f o r hoys sh o u ld he li m it e d to th e s e n io r h ig h sc h o o l l e v e l (g ra d e s 7 - 1 2 ) .

( P r in c ip le 3 0 , p . 95*)

The seco n d ary sc h o o l

p h y s ic a l e d u c a tio n program s h o u ld in c lu d e in te r s c h o o l e x p e rie n c e s f o r g i r l s in th e n a tu re o f p la y d ay s, s p o r ts days an d i n v i t a t i o n a l gam es.

( P r in c ip le 31 >

p . 9 8 .) The e x tra m u ra l p hase o f th e la b o r a to r y program need n o t be c o n fin e d to c o m p e titio n .

A c t i v i t i e s su ch a s g y m n a stics, swimming, d an cin g , and c e r t a i n

s p o r t s , i . e . , s k a tin g and s k iin g , le n d th em selv es n a t u r a l l y to group o r clu b c o o p e ra tiv e o r g a n iz a tio n .

P a r t i c i p a n t s may engage i n th e s e a c t i v i t i e s f o r th e

v a lu e s in h e re n t in th e a c t i v i t y i t s e l f and f o r th e r e c r e a t i o n a l and s o c i a l v a lu e s r a t h e r th a n to compete a g a in s t a n in d iv id u a l o r team . The i n t e r - v i s i t a t i o n o f n e ig h b o rin g s c h o o l groups in c o m p e titio n , co­ o p e r a tio n an d d e m o n stra tio n c o n s t i t u t e th e e x tra m u ra l phase o f th e sch o o l p h y s ic ­ a l e d u c a tio n program .

The S ta t e E d u ca tio n D epartm ent, th ro u g h r e g u la tio n and

p o li c y , recommends an d en co u rag es e x tra m u ra l p a r t i c i p a t i o n a s a n e l e c t i v e ph ase o f th e r e q u ir e d la b o r a to r y a s p e c t o f i n s t r u c t i o n .

These a c t i v i t i e s may

f u l f i l l p a r t o f th e tim e req u ire m en t e s ta b lis h e d by law .* O rganized i n t e r s c h o l a s t i c c o m p e titio n f o r boys i s c a r r i e d on b o th e x ­ t e n s i v e l y an d in t e n s iv e l y i n th e seco n d ary s c h o o ls o f Hew York S t a t e .

T able 4

in d i c a te s 100 p e r c e n t s c h o o l p r o v is io n o f v a r s i t y team s p o r ts w ith a n av e ra g e o f sev en d i f f e r e n t s p o r ts p e r y e a r , in c lu d in g b o th in d o o r and o u td o o r ty p e s . 1.

T he U n i v e r s i t y o f The S t a t e o f Hew Y o rk , B u l l e t i n 1 0 6 2 . p . 1 7 1 .

- 335 -

v> OrH

O V\VO N O VO H CO

VO i n o v

CM rH CM i n rH o •4- - 4 O P O v \ rH »H CM iH

O OV CM O O

OOOOOO

in Ov rH

O O O

Vi

o • +» S © ;• ■S s

N N fc u 0 o09

1

3

O iT iO

O H

O CM CM CM rH

v r> 0

c n O O rH CM o

p fit

n

IB n

v o CM rH O O CM

o

cn O O O

O O O O O O

»n O

- 4 CM rH c n o

0 0 ( 0 4 0 M )

O O rH O

«D

I

£

•H *

*4

O

O O O H O

4 r t H c n O

O 0 4 4

O vo

IH

S * 19

cn O

i H O *3 | 1 «H O Q JE Q CO

O O O O

O rH O O O

sa

0 0 4 0 0 0

U 0

*4

CM bo o- .o* v vo \ *v > *©n m en

cm *

rH

rH CM c n * m

o -* o enw VO m Ov rH O rHCOrHrH*"

VO IN-CO Ox O rH

o o o c o cm * V\rHO*V>»r» CM rH CM Cn 4

rH CM m * m ' O rH H H H H r l

1

© fe

1

- 148 -

1 e v e n t (S chool 3) to 10 ev e n ts (S chool 7)« A pproxim ately s i x t y p e r c e n t o f th e t o t a l o f e x tra m u ra l e v e n ts p ro ­ v id e d f o r g i r l s w ere o f th e i n t e r s c h o l a s t i c team-game ty p e o f c o m p e titio n (by in v ita tio n ).

S chool 14 l i s t e d 20 o f th e 25 e v e n ts f o r th e y e a r in t h i s c a t e ­

g o ry . E x tram u ral c o o p e ra tiv e and d em o n stra tiv e c lu b a c t i v i t i e s were p ro v id e d i n a p p ro x im a te ly 20 p e r c e n t o f th e sch o o ls a s a p a r t o f th e p la y day and s p o r ts day o r g a n iz a tio n .

She c o o p e ra tiv e e x tra m u ra l program , in w hich v i s i t i n g

s c h o o l groups work to g e th e r i n a c t i v i t i e s such a s d an cin g , swimming, g y m n a stics, an d r e c r e a t i o n a l a c t i v i t i e s , i s n o t a m ajor p a r t o f th e p la n n ed o r g a n iz a tio n f o r g i r l s in Hew T ork S ta t e u n d er th e p r e s e n t p r a c t i c e , a lth o u g h t h i s phase o f th e g i r l s ' program i s h ig h ly recommended. School program s on th e seco n d ary l e v e l , p a r t i c u l a r l y in s e n io r h ig h s c h o o ls , sh o u ld in c lu d e e x tra m u ra l e x p e rie n c e s , a d a p te d to th e needs and in ­ t e r e s t s o f boys an d g i r l s b o th on th e c o n p e titlv e and c o o p e ra tiv e b a s i s .

The

p r a c t i c e i n Hew T ork S ta t e su p p o rts t h i s program s ta n d a r d f o r boys c o m p e titiv e e v e n ts , in d i c a ti n g b o th e x te n s iv e and in te n s iv e p r o v is io n .

G i r l s ' c o m p e titiv e

e v e n ts a r e c a r r i e d on l e s s e x te n s iv e ly th a n b o y s' e v e n ts an d w ith o c c a s io n a l in t e n s iv e p r o v is io n . I t i s e s s e n t i a l t h a t v i s i t i n g sch o o l g roups b e a d e q u a te ly housed f o r a c t i v i t y p a r t i c i p a t i o n an d r e l a t e d s e r v ic e s .

School f a c i l i t i e s sh o u ld be p r o ­

v id e d f o r sc h o o l program s i f maximum e d u c a tio n a l outcomes a r e to be d e riv e d . E vidence t h a t su ch f a c i l i t i e s a r e p ro v id e d i s one in d i c a ti o n o f program p ro ­ v i s i o n adequacy. II.

A c ti v ity Eynarlancea — C urricu lu m C ontent A nother f a c t o r f o r c o n s id e r a tio n i n th e q u a n t i t a t i v e a n a ly s is o f program

p r o v is io n i s th e v a r i e t y which e x i s t s i n th e c u rric u lu m c o n te n t o r th e a c t i v i t y

- 149 -

e x p e rie n c e s o f f e r e d . may n o t b e d e s i r a b l e .

That v a r i e t y I s needed i s o b v io u s.

Y e t, v a r i e t y i t s e l f

Too many a c t i v i t i e s a r e l i k e l y to red u ce th e i n t e r e s t

f a c t o r a n d l i m i t th e l e v e l o f le a r n in g and s k i l l a tta in m e n t d e s ir e d .

Tor th e

p u rp o se o f t h i s a n a l y s i s , i t i s assum ed t h a t th e r e i s need f o r a v a r i e t y o f p h y s ic a l e d u c a tio n e x p e rie n c e s in th e seco n d ary s c h o o l program to meet th e com­ mon needs an d in d iv id u a l i n t e r e s t s o f th e s tu d e n t p o p u la tio n , and t h a t a number o f c o re an d e l e c t i v e a c t i v i t i e s sh o u ld be p ro v id e d by th e sch o o l to meet th e s e n eed s. S tu d ie s w hich r e v e a l th e d eg ree o f v a r i e t y b a se d on th e q u a l i t a t i v e a n a ly s e s o f en richm ent o f s tu d e n t b e h a v io r a r e n o t a v a i la b l e .

The s ta n d a rd s h e re

p ro p o se d a r e d e riv e d from e x p e rt o p in io n , e x p e rie n c e and ev id en ce o f b e s t p ra c tic e . Types o f a c t i v i t i e s an d number o f d i f f e r e n t a c t i v i t i e s w ith in th e ty p e w i l l be c o n s id e re d . e

Types o f A c t i v i t i e s 4.

E s s e n tia l

The sc h o o l urogram in c lu d e s th e fallow ingty p e s o f -ph y sical e d u c a tio n e x p e rie n c e s f o r b o th boys an d g i r l s : a . Team b . I n d iv id u a l a n d d u a l s n o r ts c . Ehytbmg an d fl«.naa d . A q u a tic s e . G ym nastics

D e s ira b le

The seco n d ary sch o o l urogram o f -physical e d u c a tio n in c lu d e s , i n a d d i t i o n , r e l a t e d e x p e rie n c e s i n th e n a tu re o f camping and o u tin g a c t i v i t i e s f o r boys an d g i r l s .

The program o f p h y s ic a l e d u c a tio n i s r e s p o n s ib le f o r a u n iq u e f u n c tio n i n th e t o t a l p la n of seco n d ary e d u c a tio n .

( P r in c i p le 11, p . 6 7 .)

T his f u n c tio n

i s d e f in e d a s th e I n te g r a te d developm ent o f t h e in d iv id u a l — o r g a n ic , n eu ro ­ m u sc u la r, em o tio n al an d i n t e r p r e t i v e — th e p ro d u c t o f t o t a l body o r b ig -m u sc le a c tiv ity . P h y s ic a l e d u c a tio n sh o u ld c o n tr ib u te to th e g e n e ra l o b je c tiv e s o f second­ a r y e d u c a tio n an d make m ajor c o n tr ib u tio n s to h e a l th , r e c r e a t i o n and s o c i a l

- 150 -

com petency.

( P r in c ip le 12, p . 7 0 .)

The a c t i v i t i e s s e le c te d sh o u ld have in ­

h e r e n t v a lu e i n m eetin g th e o b je c tiv e s o f t h i s a r e a o f seco n d ary e d u c a tio n , s e rv e th e i n t e r e s t s , c a p a c i t i e s an d n eeds o f th e seco n d ary sch o o l ag e groups an d b e d i f f e r e n t i a t e d a c c o rd in g to s e x , in d iv id u a l d if f e r e n c e s an d s o c i a l con­ d itio n s .

( P r in c ip le s 14, 15, 16, p . 7 4 .)

The c r i t e r i a f o r s e l e c t i n g a c t i v i t i e s f o r th e p h y s ic a l e d u c a tio n program was th o ro u g h ly s tu d ie d b y E s s lin g e r . 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Ten c r i t e r i a a r e recommended a s fo llo w s :

A wide ran g e o f movements in v o lv in g la r g e m u scles. A p p ro p ria te to th e b i o l o g i c a l grow th an d development of p a rtic ip a n ts . A p p ro p ria te to th e p s y c h o lo g ic a l ag e c h a r a c t e r i s t i c s o f th e c h i ld . A dapted to th e in d iv id u a l d if f e r e n c e s o f th e p a r t i c i p a n t s . P h y s io lo g ic a lly wholesome to th e p a r t i c i p a n t s . C o n sist p re d o m in a te ly o f r a c i a l a c t i v i t i e s . P r o g r e s s iv e ly p re s e n te d . S e c r e a tiv e i n n a tu r e . C o n trib u te to t r a i n i n g i n c i t i z e n s h i p . P ro v id e o p p o r tu n itie s f o r t r a i n i n g an d e x p re s s io n o f th e e m o tio n s.^

The ty p e s o f a c t i v i t i e s in c lu d e d i n S ta n d a rd 4 conform to th e c r i t e r i a lis te d .

When p ro v id e d i n a b a la n c e d program w ith an a d eq u a te number o f a c t i v i ­

t i e s s e l e c t e d w ith in ea c h ty p e , th e o b je c tiv e s o f th e seco n d ary program may be a tta in e d . A u th o r itie s do n o t a g re e on th e c r i t e r i a f o r ty p in g a c t i v i t i e s .

C h art

2 l i s t s s e v e r a l v a r i a t i o n s w hich a r e recommended b y a u t h o r i t a t i v e s o u rc e s .

A

s tu d y o f th e s e v a r i a t i o n s in d ic a te s th a t in g e n e r a l s i x ty p e s o f f u n c tio n a l e x p e rie n c e a r e m entioned: ( l ) team games o r s p o r t s , (2) in d iv id u a l an d d u a l s p o r t s , (3 ) rhythm s an d d ance, (4) a q u a t ic s , (5 ) g y m n astics an d (6) r e l a t e d cam ping an d o u tin g a c t i v i t i e s .

A ll in d iv id u a l a c t i v i t i e s to be t r e a t e d h e re ­

a f t e r can be l i s t e d u n d e r one o f th e s e s i x g e n e r a l ty p e s . 1.

They sure p r a c t i c a l

A. A. E ss l i n g e r , A P h ilo s o p h ic a l Study o f P r i n c i p l e s f o r S e le c tin g A c t i v i t i e s in P h y s ic a l E d u c a tio n . D o c to r 's T h e s is , S ta te U n iv e r s ity o f Iowa, 1938*

k.A .H .P.E .and R.

N.Y. S ta te 1. M imetics 2. Rhythms and dances 3- Group games 4. Free e x e r c is e s «?. A th le t ic s 6. S e l f - t e s t i n g stu n ts 7- Dual combat 8 . Gymnastics 9. Swimming 10. Marching 11. M iscellan eou s (w in ter sp o rts)

1 , N a tu r a l-d a ily life 2. Free and in d iv id u a l p la y 3. Sports and games 4. S e l f - t e s t i n g 5- R ela x a tio n and r e s t 6. Remedial and adapted 7. C oeducational and r e c r e a tio n a l 8. Dance 9. Camping, h ik in g , ou tin g

Brace 1. Apprai s a l-p h y s ic a l f it n e s s 2. Body mechanics 3- C onditioning 4 . Family r e c r e a tio n 5 . Games 6. A quatics 7* Rhythmic 8. Team sp o rts 9. R ecrea tio n a l sp o rts 10. Gymnastics 11. Combative sp o rts 12. Open country sp orts

CHART 2.

Abernathy 1 . Gymnastics 2. Rhythms and dancing Games and 3. sp o rts 4. R a cia l 5- S tu nts and tum bling 6. Dual combat

P r ic e 1. 2. 3. 4. 5. 6.

S e lf - t e s t in g Rhythmic A quatic Dual sp o rts Combative sp o rts Team and group sp o rts

Ko zman. Cas s idv .Jackson.

1. 2. 34. 56.

Sports Games and r e la y s A quatics Tumbling and stu n ts Dance Body mechanics

Comparison o f Types o f Secondary School P h y sic a l Education A c t iv it i e s as Recommended by S e le c te d A u th o r itie s

-1 5 2 -

in a p p l i c a t i o n .

They p ro v id e f o r a v a r i e t y o f e x p e rie n c e s s u i t a b l e to meet

th e u n iq u e f u n c tio n an d g e n e r a l o b je c tiv e s o f th e program an d p ro v id e f o r de­ v elo p m en ta l an d r e c r e a t i o n a l outcomes i n k e e p in g w ith th e c h a r a c t e r i s t i c s an d needs o f th e p r e a d o le s c e n t and a d o le s c e n t s tu d e n ts w hich make up th e seco n d ary p o p u la tio n .

The d e s ir e d p tqpil outcomes a r e a t t a i n a b l e by th e p ro p e r s e l e c t i o n

and a d a p ta tio n o f th e in d iv id u a l a c t i v i t i e s w hich f a l l w ith in th e s e c a t e g o r ie s . The e x te n t to w hich th e s e s i x ty p e s o f p h y s ic a l e d u c a tio n e x p e rie n c e s p r e v a i l i n p r a c t i c e i n Hew York S ta te i s shown in T able 6 .

Team games, in d i v i­

d u a l and d u a l s p o r t s , an d g y m n astics a r e o f f e r e d i n 100 p e r c e n t o f th e s c h o o ls s tu d ie d .

Rhythms an d dance com prise a p o r ti o n o f th e program f o r g i r l s i n a l l

s c h o o ls b u t o n ly 56 p e r c e n t in c lu d e rhythm s an d dance f o r b o y s. f o r a q u a tic p a r t i c i p a t i o n a r e lim ite d ; boys

O p p o rtu n itie s

25 p e r c e n t, g i r l s — 38 p e r c e n t.

Ho p r o v is io n i s made f o r r e l a t e d e x p e rie n c e s in camping and o u tin g e x p e rie n c e s a s a p a r t o f th e s c h o o l sp o n so red program i n th e r e p r e s e n t a tiv e sam p lin g o f s c h o o ls s tu d ie d . The above a n a l y s i s in d ic a te s th e e x is te n c e o f o r n o n -e x is te n c e o f th e ty p e s o f a c t i v i t i e s recommended a s e s s e n t i a l o r d e s ir a b l e .

I t does n o t in d i­

c a te th e s p re a d o f a c t i v i t i e s w ith in th e ty p e n o r th e em phasis p la c e d on r e ­ s p e c tiv e ty p e s .

These f a c t o r s w i l l be t r e a t e d i n more d e t a i l u n d er th e a n a ly s is

o f e a c h ty p e . Team Games 5.

E s s e n ti a l

The seco n d ary sc h o o l program o f p h y s ic a l e d u c a tio n p ro v id e s f o r i n s t r u c t i o n and la b o r a to r y p a r t i c i p a t i o n (p la y ) i n th e fo llo w in g team games: Boys G ir ls Touch f o o t b a l l F i e l d hockey S occer S occer B a s k e tb a ll B a s k e tb a ll B a s e b a ll V o lle y b a ll S o ftb a ll S o f tb a l l V o lle y b a ll

153 -

rl

H N IS oa VN CM VN VN

O n O UN O n

4 CN- O VN CM H VNVN

Cn N N O HHNCVI

On UN UN «H

VNNO UN CN- 4 FNW HPN«

IV ON O CM r t VN

S3

co £

H CM H H

o

CM CMH

o

VN o CM H CN|

pn

o

VN CM

NO •

H

v£ >r*

43 a a

V,

s

r

j

■4

VN CMCM

CM CM VNCM

O CM O O

H H CM CM CM

CM H CM

CM CM VN VN

rH

CM rH CM CM CM

VN CM CM

VN UN UN UN

UN UN UN 4

w44W NW N

4

4 4

•4" VN UN UN

VN4 4

4

4 4 4 U N C N

4

4

UN UN UN UN

UN UN UN 4

UN44VNW N

4 4 4

O

O r H O O O

O

O CM

N 0 4 --*

CM O O O

O r H O O O

O

O CM

4

0 4 0

O O O O

O r H O O O

4

CM4

4

VN VN CM 4 "

vo 4

VNMO

CM

4

CM CM

4

CM 4

4

VN VNCM 4

NO 4

VNNO

CM

4

CM CM

O O VN VN

O

O VN CM CM

CM

O O H

CO CO 4 VN H rH

CO ON CMO rH H

CM CO CM 4 CO H rH

CD VN H rH

4

NO NO UN UN

H NO H 4 H

O-

O - VNCO

NO v o OnVN rH

4

O- UN CM4 CD H

CN. H NO

CO UN CN- ON

ON CO Cn- ON

CD CO 4

O CN.

CO 00 ON

UN VN UN CM

U N U N 4 NO

no

VNNO UN

UN UNNO

Cn- 4 NO ON

Cn- Cn-NO Cn-

NO Cn- 4

NO VO VO

i

4

i i

-

S' 5 *

10

4 - 4

O CM O

CM O O

CM O CM H

O CM rH

UN CMCD H

a c t iv it ie s

CM H CM CM CM

of d iffe re n t

«

H CM CM O

CM

T - Total number combined.

o I m £ « XH

CM CM VNVN

O O H

UN CM •

ON

G - Girls*

r m

Boys.

7-12 - Grades

H N H O n

VNCMNOCMVN H H H

CM

of D ifferen t A c t i v i t i e s —Boys and Girls frequency D istrib u tio n by S chools and Humber Types

UN

CO CN-CQ £ v CM CM §1 CM

N H PNH

* 8 ^ " S t p

u>

VO O W O O \

Boys and G ir ls

S

H

for

v\

v\

£

■d « o h C O £4

CN

4

H

C^NO

A o .3 o

co

$ ®

►» H O VN UN rH * r l r l r l H

o

^

h

d

CMV n4 Cn- 4» no CO CM4 no O UN O n H d r l r tr lH H

o

h

o 4» A

- 154 -

D esira b le

The secondary sc h o o l program o f p h y sic a l ed u cation provid es fo r in s tr u c tio n and p la y . where enrollm ent and lo c a l c o n d itio n s j u s t i f y g rea te r v a r ie t y , a d d itio n a l team games in clu d in g : Bo.vs G irls F o o tb a ll L acrosse Ic e hockey F ie ld b a l l F ie ld hockey S p eedball Lacrosse Water polo

The Committee on Curriculum Hesearch o f th e C ollege P h y sica l Education A ss o c ia tio n rank team games* h igh in th e descending importance o f p h y sic a l eduon a c t i v i t i e s in th e sen io r h igh sch o o l grades , 10--12: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Swimming F ootb all* B ask etb all* Tennis Playground b a ll* Soccer* Speedball* V o lle y b a ll* B aseb all* Touch fo o tb a ll*

11. 12. 13. 14. 15. 16. 17. 18. 19.

L ife saving Boxing Gymnastic Games and r e la y s Track and f i e l d Water polo* W restling Golf Handball M odified games

20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

Tumbling & Pyramids Squash & squash te n n is Clog & tap dancing Gymnastic dancing Folk dancing Fencing Archery Horseshoes Heavy apparatus Free e x e r c is e Marching-1-

2 3 4 LaPorte , Ess lin g e r and Brace concur g e n e r a lly w ith the e s s e n t ia l and d e s ir a b le standards here recommended.

A ll a g ree, by om ission or commission,

th a t f o o t b a ll i s not an e s s e n t ia l team game fo r h igh sch o o l b oys.

E sslin g er

s t a t e s , "Football and la c r o s s e are too dangerous to be included in th e p h y sic­ a l ed u cation p r o g r a m .L a P o r t e and E sslin g e r in clu d e water p o lo fo r sen io r h ig h sch o o l b oys.

These same a u th o r itie s agree w ith the team games l i s t e d fo r

g i r l s w ith th e ex cep tio n s th a t la c r o s s e i s not mentioned and sp eed b a ll i s l i s t e d as an e s s e n t ia l core requirem ent. The New York S ta te Secondary S yllab u s fo r Boys recommends touch f o o t b a ll, 1. 2. 3. 4. 5.

As rep orted by W. B. LaPorte, The P h y sica l Education Curriculum, p . 59* hoc, c i t . E s s lin g e r , op. c i t . D. K. B race, H ealth and P h y sica l Education fo r Junior and Senior High S ch ools. E s s lin g e r , jpp. c i t . . p . 1?2.

- 155 -

(

b a s e b a l l, s o f t b a l l , b a s k e tb a ll, v o l l e y b a l l and s o c c e r f o r th e seco n d ary boys program .

F o o tb a ll i s recommended f o r s e n io r h ig h sc h o o l boys in th e " la r g e

h ig h s c h o o ls o n ly ."

The s y lla b u s f o r g i r l s recommends s p e e d b a ll, v o l l e y b a l l ,

f i e l d hockey, b a s e b a l l, b a s k e tb a ll, k ic k b a l l , an d f i e l d b a l l . I t i s a p p a re n t t h a t th e e s s e n t i a l s ta n d a rd s conform g e n e r a lly t o th e recom m endations o f a u t h o r i t i e s .

The d e s ir a b le s ta n d a rd s make p o s s ib le th e in ­

c lu s io n o f team games i n acco rd an ce w ith en ro llm e n t an d lo c a l c o n d itio n s (se e P r in c i p le 18, p . 77*) and can be j u s t i f i e d on t h i s b a s i s . The s tu d y o f r e p r e s e n t a tiv e s c h o o ls i n New Tork S ta te in d ic a te s in Table 7 a h ig h p e rc e n ta g e o f sc h o o l p r o v is io n f o r team s p o r ts f o r seco n d ary boys.

B a s k e tb a ll, b a s e b a ll and v o l l e y b a l l show 100 p e r c e n t p r o v is io n .

F o o t­

b a l l , 11-man o r 6-man, to u c h f o o t b a l l and s o f t b a l l ( 8 7 .5 $ ) and s o c c e r (69$) ra n k i n d escen d in g o r d e r .

School 14 i s th e o n ly sc h o o l r e p o r tin g la c r o s s e .

Ic e hockey an d w a te r p o lo a r e n o t m entioned in an y o rg a n iz e d p h ase o f th e sc h o o l pro g ram s.

I t i s o f i n t e r e s t to n o te t h a t 11-man f o o t b a l l i s p la y e d i n

sch o o ls ra n g in g i n en ro llm e n t from 233 (S chool 8) to 1100 (School 1 3 ).

Six-man

f o o t b a l l i s p ro v id e d in School 3 w ith a n e n ro llm e n t o f 267 boys and School 9 w ith a n e n ro llm e n t o f 118 b o y s.

J u n io r h ig h s c h o o l f o o t b a l l i s p ro v id e d i n

two s c h o o ls . The v a r i e t y o f team s p o r ts f o r g i r l s , a s shown i n T able 8 , in d ic a te s t h a t v o l l e y b a l l i s a p a r t o f th e program i n a l l s c h o o ls .

B a s k e tb a ll (9 4 $ ),

s o f t b a l l (8 8 $ ), f i e l d hockey (69$)• s o c c e r ( 63 $) an d s p e e d b a ll (38$) ra n k i n d escen d in g o r d e r .

School 2 i s th e o n ly s c h o o l p ro v id in g la c r o s s e .

S p e e d b a ll i s n o t in c lu d e d a s one o f th e e s s e n t i a l team games f o r g i r l s i n th e s ta n d a rd h e re recommended.

S p e e d b a ll, b ecau se o f i t s n a tu r e ,

i s a co m b in atio n o f b a s k e tb a ll and s o c c e r , an d th e s e games a r e a lr e a d y in ­ clu d ed u n d er th e " e s s e n tia l " s ta n d a r d .

- 156 -

TABLE ? Program V a riety —Team Games fo r Boys Number o f Schools R eporting A c t iv it y P ro v isio n i

Curriculum Organi.zatioiL Reauired C lass Laboratory In str u c tio n I n tr a Extra­ mural mural A c t iv it y 4 1 2 3 10 8 B a seb a ll 15 l4 B a sk etb a ll 16 16 4 10 F o o tb a ll-1 1 7 F o o tb a ll-6 2 2 0 F ie ld Hockey 0 0 0 0 0 Ic e Hockey 0 0 0 L acrosse 1 0 Sp eed b all 0 0 6 Soccer 9 7 10 1 S o f t b a ll 13 6 Touch F o o tb a ll 1 13 16 V o lle y b a ll 11 5

T o ta l Program by Grades 7.-8 9-12 7-12 6 5 .... . 7 16 16 9 14 16 16 2 12 12 0 2 2 0 0 0 0 0 0 0 1 1 0 0 0 11 11 9 14 14 14 14 14 11 14 16 16

TABLE 8 Program V a riety —Team Games fo r G ir ls Number o f Schools R eporting A c t iv it y P ro v isio n

. .

N ote.

T otal Frogram bv Grades 9 -12 7-12 5 .6 7 0 0 0 13 15 15 0 0 0 0 0 0 11 11 7 0 0 0 1 1 1 2 6 6 10 10 10 14 14 13 0 0 0 16 . ,. 15___ ... I 00

_Curriculum O rganization .... Laboratory Required C lass In tra ­ E xtra­ I n str u c tio n mural A c t iv it y mural 4 2 3 1 B a se b a ll 0 0 0 14 B a sk etb a ll 15 13 F o c tb a ll-1 1 0 0 0 0 F o o tb a ll-6 0 0 4 F ie ld Hockey 12 11 I c e Hockey 0 0 0 L acrosse 1 0 1 S p eed b all 6 0 3 12 Soccer 11 5 12 6 S o f t b a ll 13 Touch F o o tb a ll 0 0 0 12 16 6 V o lle y b a ll

Number o f sch o o ls in clu d in g grades 7--9“l4 ; grades 9-12» l6*

- 157 -

I n d iv id u a l and D ual S p o rts 6.

E s s e n tia l

The seco n d ary s c h o o l urogram p ro v id e s f o r i n s t r u c t i o n an d p la y i n a minimum o f £ in d iv id u a l a n d d u a l s n o r ts s e le c te d from th e f o llo w in g , w ith a t l e a s t one a c t i v i t y from each c ro u p : Bo.vs (a) Badm inton, p ad d le t e n n i s , te n n is (b ) Outdoor o b s ta c le ru n , t r a c k and f i e l d (c ) Combative s t u n t s , b o x in g ( s e n io r h ig h sc h o o l — i n s t r u c t i o n ) , fe n c in g , w r e s tlin g (d) A rch ery , b o w lin g , g o l f , h a n d b a ll, p in g -p o n g , f i s h i n g , h ik in g , h u n tin g , r o l l e r - s k a t i n g , i c e s k a tin g , s k iin g , snow8hoeing G ir ls (a) Badm inton, deck t e n n i s , p ad d le t e n n i s , te n n is (b) A rch ery , bow lin g , f e n c in g , g o l f , h a n d b a ll, p in g -p o n g (a) B ic y c lin g , h o rseb ack r i d i n g , r o l l e r - s k a t i n g , i c e - s k a tin g , s k iin g , snow shoeing, tr a c k and f i e l d ( lim ite d )

D e s ira b le

The c o re a c t i v i t i e s f o r boys in c lu d e badm inton. te g n ia , tin-rilr a n d f i e l d . J E g s tli n g , b o w lin g . g o l f , a n d w here w eath er p e r m its , s k a tin g and s k i i n g : an d a d d i t i o n a l a c t i v i t i e s to meet s tu d e n t I n t e r e s t s and l o c a l c o n d itio n s . The c o re a c t i v i t i e s f o r g i r l s in c lu d e a r c h e r y . bad m in to n , t e n g i s , hiking-, r o l l e r - s k a t i n g . g o l f . bo w lin g and w here w eath e r p e r m its , i c e - s k a t i n g . an d s k iin g ; an d a d d i t i o n a l a c t i v i t i e s to meet s tu d e n t i n t e r e s t an d l o c a l c o n d itio n s .

A s u f f i c i e n t v a r i e t y o f I n d iv id u a l and d u a l a c t i v i t i e s to meet in d i­ v id u a l i n t e r e s t s i s im p o rta n t a t th e seco n d ary sc h o o l l e v e l , p a r t i c u l a r l y f o r th e l a t e r s e n io r h ig h sc h o o l g r a d e s , b ecau se o f th e r e c r e a t i o n a l , c o e d u c a tio n a l an d c a r ry - o v e r v a lu e s o f a c t i v i t i e s .

F o r b o y s, th e recommended s ta n d a rd g roups

th e a c t i v i t i e s so t h a t th e s e l e c t i o n w i l l in c lu d e a c t i v i t i e s o f th e t e n n i s , t r a c k , com bative, r e c r e a t i o n a l and open c o u n try c a te g o ry .

For g i r l s , a c t i v i ­

t i e s o f th e te n n i s , r e c r e a t i o n a l , an d open country c a te g o ry a r e e s s e n t i a l . The recommended number o f in d iv id u a l an d d u a l a c t i v i t i e s i s s e t a t n in e to in s u r e v a r i e t y a s w e ll a s a d a p ta tio n to th e g rad ed program .

To meet th e

re q u ire m e n t, one a c t i v i t y may b e sch ed u le d f o r eac h tw o-grade l e v e l f o r eac h

-158-

o f th e th ree sea so n s, e . g . ,

F a ll

Grades 7 -8 9-10 11-12

1 1 1

V in ter 1 1 1

Spring 1 1 1

A u th o r ita tiv e curriculum resou rces concur g e n e r a lly w ith the a c t i v i t i e s h ere l i s t e d .

LaPorte-*- d e fin e s "core" a c t i v i t i e s as those which can "be adapted

to alm ost any s it u a t io n , w h ile " e le c tiv e " a c t i v i t i e s are th o se which req u ire s p e c ia l f a c i l i t i e s and c o n d itio n s . t h is stu d y .

These d e f in it io n s are not a p p lic a b le to

A core a c t i v i t y i s one which should be found in th e programs o f

a l l sch o o ls and p r o v isio n s should be made fo r i t s in c lu s io n .

E le c tiv e a c t i v i ­

t i e s are th o se which sch o o ls m y provide because o f lo c a l c o n d itio n s and from which stu d en ts s e l e c t because o f in t e r e s t s .

LaPorte l i s t s track and f i e l d as

th e o n ly "core" a c t i v i t y in t h is type w h ile te n n is i s found in th e " e le c tiv e " grouping.

Yet te n n is i s among the te n top ranking a c t i v i t i e s as recommended

by the Curriculum Research Committee.

2

C ertain a c t i v i t i e s , such as sh u ffleb o a rd , croquet, te n n ik o it and te th e r te n n is are in clud ed in the l i s t o f in d iv id u a l and dual a c t i v i t i e s by some ex­ p e r ts.

These are not recommended fo r th e reg u la r program but w i l l be in clud ed

in th e r e s t r ic t e d or in d iv id u a liz e d program. E s s lin g e r , in recommending a c t i v i t i e s which have con sid erab le r e c r e a tio n a l v a lu e , l i s t s the fo llo w in g fo r the secondary le v e l* Boxing, w r e s tlin g , han db all, t e n n is , arch ery, sh u ffleb o a rd , c o a stin g ( i f p o s s ib le ) , h o rsesh o es, squash, ta b le t e n n is , bow ling, s k iin g G irls Tennis, h an db all, g o lf , sh u ffleb o a rd , c o a stin g ( i f p o s s ib le ) , h orsesh o es, r id in g , arch ery, r o lle r - s k a t in g , h ik in g , bow ling, ta b le t e n n is , ic e -s k a tin g , sk iin g^ 1. 2. 3.

LaPorte, j2£. c i t . . p . 26. I b i d ., p . 5 9 . E s s lin g e r , oj). c i t . . p . 196.

- 159 -

TABLE 9 V a riety o f In d iv id u a l and Dual S p orts! Number o f Schools R eporting A c t iv it y P ro v isio n

A c t iv it y

1

R eq u ired C lass I n str u c ­ t io n G B 2 .3 .

Laboratory In tr a Extra­ mural mural G G B B 4 6 5. 7

T o ta l Program By Grades ?-8 9-12 7-12 B G G B G B 8 10 11 12 9 13

4 6 0 2 10 0 1 2 1 0 0 2 0 4

11 11 0 1 0 0 0 3 0 0 1 0 2 3

6 5 0 7 2 0 0 2 1 0 2 0 0 3

7 7 1 8 0 0 0 2 0 0 1 0 1 3

1 1 0 6 1 0 6 0 0 0 7 0 0 1

1 1 0 4 0 0 0 0 0 0 0 0 0 1

5 4 0 3 7 0 1 2 1 0 2 2 0 4

6 6 0 4 0 0 0 3 0 0 0 0 2 2

5 8 0 9 13 0 6 2 1 0 8 2 0 4

9 13 1 10 0 0 0 4 0 0 2 0 2 2

5 8 0 9 13 0 6 2 1 0 8 2 0 4

11 13 1 10 0 0 0 4 0 0 2 0 2 3

0 0 H u n tin g 0 I c e S k a tin g O b sta c le Course 1 Outddor 1 P a d d le T ennis P ing-P ong 3 R o lle r S k a tin g 0 S h u f f le Board 1 S k iin g 1 0 Snowshoeing 0 T ab le T en n is 8 T en n is 0 Tobogganing T ra c k & F ie ld 13 W re s tlin g 5

0 0 0

1 0 2

2 0 1

0 0 0

0 0 1

1 0 3

1 0 3

1 0 3

1 0 3

1 0 3

2 0 4

0 1 5 0 4 1 0 2 9 0 7 0

0 1 9 0 1 3 0 2 6 0 8 3

0 2 7 0 1 0 0 1 Z’ 0 0 3 0

0 0 2 0 0 1 0 0 7 0 12 2

0 0 0 0 0 0 0 0 1 0 2 0

l 1 6 0 3 3 0 0 7 1 11 6

0 1 7 0 6 1 0 2 7 0 5 0

1 3 9 0 3 4 0 i 13 1 14 7

0 2 9 0 6 1 0 3 9 0 7 0

1 3 9 0 3 4 0 l 13 l 14 7

0 2 9 0 6 l 0 3 9 0 7 0

A rch ery Badm inton B ic y c lin g Bow ling B oxing C roquet C ross C ountry Deck T ennis F en cin g F is h in g G olf H an d b all H iking H orseshoes

-160-

He does n ot lim it th e valu e o f th ese a c t i v i t i e s to r e c r e a tio n a l outcomes but mentions them fr e q u e n tly as co n trib u tin g a ls o to th e p h y s io lo g ic a l, p sy c h o lo g ic a l and s o c ia l outcomes. The New York S ta te D iv is io n o f H ealth and P h y sica l Education, in re­ v is in g the p h y sic a l ed u cation program e s ta b lis h e d by th e War Council O ffic e o f P h y s ic a l F itn e s s , recommends the fo llo w in g a c t i v i t i e s in t h is category: Boys:

Archery, badminton, g o l f , handball, squash, te n n is , ic e - s k a t in g , s k iin g , r o lle r - s k a t in g , bow ling, cro ss country, track and f i e l d , h ik in g , combative stu n ts and c o n t e s t s , boxin g, w r e s tlin g and fe n c in g .

G ir ls : Archery, badminton, b ic y c lin g , bow ling, croq u et, deck t e n n is , fe n c in g , g o l f , handball, h o rsesh o es, horseback r id in g , ic e - s k a t in g , paddle te n n is , r o lle r - s k a t in g , sh u ffleb o a rd , s k iin g , snowshoeing, ta b le t e n n is , t e n n is , tobogganing. 1 Thep r a c tic e in New York S ta te as rev e a led in the in Table 9 .

s ta tu s study i s shown

Inadequate p r o v is io n fo r in d iv id u a l and dual sp o r ts, as recommended

by th e e s s e n t ia l and d esir a b le standards here in clu d ed , i s apparent.

In the

l i g h t o f program recommendations, t h is i s con sid ered to be a weakness o f the New York S ta te program.

The ex ten t o f t h is weakness i s d is c lo s e d in Table 10.

Track and f i e l d , te n n is , boxing in s tr u c tio n , bow ling, ping-pong, badminton and g o lf fo r boys, and badminton, arch ery, b ow lin g, ten n is and p in g pong fo r g i r l s are the only a c t i v i t i e s o f t h is type which are provided in a t le a s t o n e-h a lf o f the sc h o o ls . The a c t i v i t y in t e r e s t s o f 7 th and 12th grade boys and g i r l s were a ls o stu d ied in the s ix te e n r e p r e se n ta tiv e

sch o o ls o f New York S ta te .

The san p lin g

in clu d ed 241 seven th grade b oys, 238 tw e lfth grade b oys, 240 seven th grade g i r l s and 236 tw e lfth grade g i r l s .

Three fa c to r s were con sid ered : (a) a c t i v i t y

p a r tic ip a tio n o u tsid e o f sc h o o l, (b) a c t i v i t y in t e r e s t s , and (c) fo r 7 th grade stu d e n ts—a c t i v i t i e s d esired taught in high sch o o l; fo r 12th grade stu d en ts— 1.

Bureau o f P h y sica l Education, New York S ta te Department o f Education, P h y sica l A c t iv it y Eeport Forms fo r Boys (and G ir ls ) . (P rin ted forms)

- 161 -

a c t i v i t i e s to 1)6 c a r r i e d on a f t e r le a v in g h ig h s c h o o l.

She f i f t e e n a c t i v i t i e s

w hich s c o re d th e h ig h e s t fre q u e n c y w ere ran k ed i n d escen d in g o r d e r .

(See

TABLES 10 I n d iv id u a l an d D ual A c t i v i t i e s - P e rc e n ta g e o f School P r o v is io n Boys

G ir ls

A c ti v ity

Per cent

1

2

(Brack an d f i e l d T ennis Boxing Bowling P ing-po n g Badm inton, g o lf W re s tlin g C ross c o u n try A rchery S k iin g , h ik in g I c e - s k a t in g , p ad d le t e n n i s , s h n f f le b o a r d H an d b all, deck te n n is P en cin g , h o rs e s h o e s , o b s ta c le c o u rs e , t a b l e t e n n i s , tobog­ g an in g

88 81

81 69 56 50 44 38 31 25 19 13

A c ti v ity 3

P er cent 4

Badminton A rch ery Bow ling T e n n is, p in g -p o n g T rack an d f i e l d S h u ffle b o a rd I c e - s k a tin g , deck te n n is T ab le t e n n i s , h o rs e ­ shoes P ad d le t e n n i s , g o l f , h ik in g , h o rseb ack B ic y c lin g , s k iin g

81 69 63 56 44 38 25 19 13 6

6

A ppendix, T ab les 3 7 - 44 in c lu s iv e , pp.280-28? •)

The fo llo w in g summary in

T able 11, w hich l i s t s th e in d iv id u a l an d d u a l a c t i v i t i e s in c lu d e d in th e f i f t e e n ra n k in g a c t i v i t i e s , in d ic a te s s i g n i f i c a n t i n t e r e s t on th e p a r t o f seco n d ary s c h o o l s tu d e n ts i n a c t i v i t i e s o f th e in d iv id u a l an d d u a l ty p e . The f a c t o r s o f c lim a te and o th e r lo c a l c o n d itio n s p r e s e n t d i f f i c u l t problem s i n th e a d m in is tr a tiv e p r o v is io n o f in d iv id u a l an d d u a l s p o r t s .

Some

a c t i v i t i e s t h a t a r e s u i t a b l e i n c e r t a i n l o c a l i t i e s can n o t be u s e d e f f e c t i v e l y in o th e rs .

Some can be in c o rp o ra te d in th e program in alm o st any l o c a l i t y .

The s ta n d a rd s h e re p ro p o sed re c o g n iz e th e s e l i m i t a t i o n s a s d is c u s s e d i n P r in c i­ p le 18 ( s e e p . 7 7 . ) an d p r e s e n t th e c o re recom m endations u n d er " d e s ir a b le " w ith a v a r i e t y o f a c t i v i t i e s f o r s e l e c t i o n u n d er th e " e s s e n t i a l " recom m endation.

- 162 -

•H

•H

Pi W

Pi

a! o Q) ps -h w a P »H O O •H , M i4 1

40 d d o

Q 0J ai

p

o -p M

p 41) a

# « CO H

A 4 -H d

40

^OOP t H- Md - r f d o -H

o

o o * h

®JW

fflffln M p lW e ic a fflffl

P ish in g

§

40

a

■3 5

40

d O (U) d •rt *H (0 PJ . T* I—I »rl i gf ^w a) M O _ rt O rt >O O rt rt

> » -p

43 01 •h a)

9 s?3

Pi S» Pi O iH ffl •r-S -P +3

9

w o Cl a «s n

40 M -M

CO CD .. oP»Hid'3sdcii •rH O O O *|H ffl O iH *rl F q d Hd WWWP i h

pi

o

•H

if

40

ts

d

tu) -h q 4^

> » P4 , d

d

tu) d

•r4 *H I COd O -H ,3 43

n d d

T! ^ C 1

1)^4

•H P 4 0 4 4 O il

O ffl -H 14 •H 43 0) 43 Pi .d

40

40 O 40 d Pi d •rt 1 rt _ H 40 Jd

d 43 •H Q W8WM MM O 40 40U43 * o*' co “ d* /l' a) t (D»H *H *H — CO a H O •rt vo *1ri' w n O i *H i wO nn *H vO >u u> « H wwo i Wf t wn Ei o

a

a

EH

PI

r i d

- ON In-

«H O «H M •rl O n j

03

- d NO U N d CM

O

3 EH

m

• •

O ununcm cn on C N d

O -N O ON rH VO d d UN

CM CM Cn- I INd u n o n I no

§ !? £ $

r io v o c o

-5 on

O CO UN CM ON rH - d d

h o n o n o

n NO v o UN UN O n

d CN UN O Cn. n o ON UN

CV- O UN ON d cm u n cm

CO UNCO UN NO UN UN ON

O rH O N O O CO CO UNCO VO

d p On d C N d NO UN

CM ON O VO ONO o o O - ON ON ON CM

CO CM ON O O ONO d UN UN O n VO

Cn- ON UN On P ON CM CM ON O H d CM VO rH

rH rH CO CD CN CO CM CM d

CO U N O CM t > - 5 - 0 UN P N d CM d -

d UNd d o v o u n on PNCM d CO

0 0> -P u ti Q) o

1 £

la 0) r-v rCj *

■ P ^

a *

NO

NO

Q>

B> «H v>

dr

ri

a)

W) -P «5

CN-O O COd

O CN O UN rH UN rH rH CM

v o ON H d UN rH i—I rH ON

'd d

d I>D 0) r) P, o d d P(H

CM

dO O O C N rH CM O UN

VO O - UN ON IN-VO UN rH CM CM d CD

d d Hd

•H -P O -H

o cnvtiH n l> - O N r H UN UN

rH CD CO CN rH CN rH rH CM

rH CM rH CN

•rl > •P * r i

PH 5 >> rH * H -PiH O C N U N rH C M l* rl r ) H rH H

>

O *- P C N d O- cJV O C O C M dN O tH U N O N rH ® rH I—I H f i rH

O

p

a>

-p

o

- 190 -

TABLE 17 School P ro v isio n o f Intramural and Extramural A c t iv it i e s A ccording to Grade O rganization and Humber o f Seasons

School 1

______ Intram urals Grades Seasons Bovs G ir ls Bovs G irls k 2 5 3

.

Ixtram urals Grades Seasons Boys G irls Bovs G irls 8 6 7 9 ...

C ity 1 10 13 15

7-12 9-12* 7-12 7-12

7-12 9- 12* 7-12 7-12x

1 2 3 2

3 3 3 3X

9-12 9-12 9-12 9-12

V illa g e 2 3 4 7

7-12 7-12 7-12 7-12

7-12 7-12 7-12 7-12

3 3 3 3

3 3 3 3

10-12 10-12 7-12 9-12

C entral 6 8 12 lh 16

7-12 7-12 7-12 7-12 7-12

7-12 7-12 7-12 7-12 7-12

3 3 1 3 3

3 3 1 3 3

Union 5 9 11

7-9 7-12 7-12

7-12 7-12 7-12

2 1 3

3 3 3

* 5 * 1 **

7-12 0 7-12 9-12

3 3 3 3

3 0 3 3

7-12* 0i 7-12 7-12

3 3 3 3

3 0i 3 3

9-12 7-12 9-12 7-12 9-12

9-12 0** 0 9-12 7-12

3 3 2 3 3

3 0** 0 3 3

7-12 8-12 9-12

7-12 9-12 9-12

3 3 3

3 3 3

A-grade sen io r h ig h sch o o l. No p r o v isio n in f a l l and w inter fo r Grades 7 and 8. No p r o v isio n fo r 7 th Grade in f a l l andw in ter. Only 2 even ts during the year. Only 1 event during the year.

- 191 -

w ith one e x c e p tio n .

S chool 12 had no f a l l e x tra m u ra l program .

G-irla e x tr a ­

m u ra ls, where p ro v id e d , g e n e r a lly in c lu d e s tu d e n ts from a l l g ra d e s and ru n th ro u g h o u t th e s c h o o l y e a r .

The a c t u a l number o f e v e n ts w hich a r e in c lu d ed in

th e s e e x tra m u ra l program s may be fo u n d in T ables

and 5 , p p . 14*5 and 147,

re s p e c tiv e ly . I t i s e v id e n t t h a t a p p ro x im a te ly one t h i r d o f th e t o t a l en ro llm en t in a l l s c h o o ls does n o t p a r t i c i p a t e in some phase o f th e la b o r a to r y program a t some tim e d u rin g th e s c h o o l y e a r . e x p e rie n c e .

Fewer boys (28$) th a n g i r l s (35$) la c k t h i s

C e n tr a l s c h o o ls (group ra n k 5 ) an d U nion s c h o o ls (group ra n k 5 .5 )

ra n k h ig h e r th a n T i lla g e sc h o o ls (group ra n k 1 1.5) and C ity s c h o o ls (group ra n k 12.25) in p e rc e n ta g e o f s tu d e n t p a r t i c i p a t i o n .

The ra n k c o r r e l a t i o n c o e f­

f i c i e n t o f s iz e o f sc h o o l e n ro llm en t w ith p a r t i c i p a t i o n i n la b o r a to r y a c t i v i t i e s i s - .4 6 ( r h o ) . The s i g n i f i c a n t re a s o n s f o r n o n - p a r ti c ip a tio n i n la b o r a to r y a c t i v i t i e s a s r e p o r te d by th e te a c h e r s in th e r e s p e c tiv e s c h o o ls d is c lo s e d th e fo llo w in g : Item 1 2 3 4 5 6 7 8 T.

S eason Lack o f s tu d e n t i n t e r e s t In ad eq u a te f a c i l i t i e s - li m it e d o p p o rtu n ity Bus t r a n s p o r t a t i o n S e c tio n s were lim ite d P a r t i c i p a t i o n i n community program s L e a d ersh ip in a d e q u a te F o rk c o n f l i c t s C o n f lic ts — o th e r a c t i v i t i e s

F reau en ev 11 10 9 9 7 6 2 1

Time A llo tm en t 18.

B s s e n tia l

The seco n d ary sc h o o l urogram p r o v id e s a minimum o f one p e r io d p e r day f o r p h y s ic ­ a l e d u c a tio n f o r a l l s tu d e n ts e n r o lle d i n g ra d e s 7 to 12 in c lu s iv e . The le n g th o f th e p e r io d p ro v id e d i s c o n s is te n t w ith th e e s ta b l is h e d le n g th o f i n s t r u c t i o n a l an d a c t i v i t y p e rio d s i n th e lo c a l sc h o o l s i t u a t i o n .

-.1 9 2 -

D e s ir a b le

P r o v is io n i s made f o r a o ne-hour d a ily e x p e rie n c e i n p h y s ic a l e d u c a tio n d a rin g sc h o o l h o u rs f o r a l l s tu d e n t s , w ith ad­ d i t i o n a l o p p o r tu n ity to p a r t i c i p a t e in a f te r s c h o o l e l e c t i v e p h y s ic a l e d u c a tio n a c tiv itie s .

The amount o f tim e a l l o c a t e d to p h y s ic a l e d u c a tio n i n th e seco n d ary s c h o o l program , sh o u ld b e b ased on th e r e l a t i v e im portance o f i t s c o n tr ib u tio n to th e o b je c tiv e s o f seco n d ary e d u c a tio n .

T h is c o n tr ib u tio n i s c o n s id e re d to

be a m ajo r one i n seco n d ary sc h o o l e d u c a tio n .

( P r in c ip le 3 2 , p . 99)

Time

p r o v is io n sh o u ld be made f o r a l l s tu d e n ts i n b o th fun d am en tal i n s t r u c t i o n and la b o r a to r y p a r t i c i p a t i o n .

( P r in c i p le 3 3 , P» 101)

The tim e needs o f th e program a r e tw o fo ld :

( l ) th e amount o f tim e a l ­

l o c a te d to th e program d u rin g th e i n s t r u c t i o n a l sc h o o l day, an d (2) a f te r s c h o o l tim e .

Time a llo tm e n t in c lu d e s two f a c t o r s :

freq u en cy — th e number o f p e rio d s

p e r w eek, a n d d u r a tio n — le n g th o f th e p e r io d i n m in u tes. The m a tte r o f tim e a llo tm e n t i s o f c o n s id e ra b le im portance b ecau se th e program can n o t o p e ra te s a t i s f a c t o r i l y w ith o u t s u f f i c i e n t tim e .

I f th e r e i s

i n s u f f i c i e n t tim e , some o f th e e s s e n t i a l a c t i v i t i e s must be o m itte d , an d dosage re d u c e d below th e l e v e l o f t h a t r e q u ir e d to pro d u ce e f f e c t i v e le a r n in g and c a r r y - o v e r m otor s k i l l . W ith ad e q u a te tim e f o r p h y s ic a l e d u c a tio n i n th e seco n d ary sc h o o l, more a t t e n t i o n can be g iv e n to th e " p ro c e s s 11 a s w e ll a s to th e "p ro d u ct" o f th e a c t i v i t y e x p e rie n c e .

To r a t i o n a l i z e t h a t th e sch o o l day i s n o t lo n g enough,

o r f a c i l i t i e s an d le a d e r s h ip in a d e q u a te to meet th e tim e-n ee d s o f th e program , i s to a v o id th e i s s u e . There i s g e n e r a l agreem ent among th e le a d in g a u t h o r i t i e s , i n b o th p h y s ic a l e d u c a tio n and g e n e r a l e d u c a tio n , t h a t a d a i l y e x p e rie n c e in p h y s ic a l e d u c a tio n f o r each s tu d e n t i s th e minimum p r o v is io n below w hich th e program becomes i n e f f e c t i v e .

The American A s s o c ia tio n o f H e a lth , P h y s ic a l E d u c a tio n

- 193 -

and B ecrea tio n s p e c if i e s "one p erio d per day fo r p h y s ic a l ed u cation , le n g th o f p erio d to he c o n s is te n t w ith th e e s ta b lis h e d le n g th o f p erio d s in th e in d i1 v id u a l sch o o l." Brace recommends as an a d m in istra tiv e standard: Each hoy and g i r l should r e c e iv e d a ily in s tr u c tio n in p h y sic a l ed u cation in which th e tea ch in g o f s k i l l s , a t t it u d e s , knowledge, s a f e t y p r a c tic e s and r e la te d h e a lth in s tr u c tio n i s s tr e s s e d . C lass p erio d s should he a t le a s t th e same le n g th as are p erio d s fo r o th er su b je c ts.^ This standard fo r tim e p r o v isio n does not in clud e the lab oratory phase which should he in a d d itio n to th e required reg u la r c la s s in s tr u c tio n .

"Intramural

a t h l e t i c s c o n s is t o f an organized program endeavoring to secure p a r tic ip a tio n a f t e r s c h o o l in co m p etitiv e forms o f a t h l e t i c s a v a ila b le to a l l students" and "The v a lu es o f in t e r s c h o la s t ic a t h le t i c s should he extended to a s many stu d en ts a s p o ssib le " in d ic a te th a t th e d a ily p erio d o f c la s s in s tr u c tio n sh ould he sup3 plem ented by a f t e r sc h o o l intram ural and extram ural ex p erien ce. k Irw in b e lie v e s th a t th e amount o f tim e a ll o t t e d t o p h y sic a l education a f f e c t s th e curriculum o rg a n iza tio n more than any oth er s in g le item . In th e "American City" one s ix t h of th e stu d e n ts' time i s scheduled fo r a c t i v i t i e s in H ealth and P h y sica l E ducation.

"The amount o f tim e and th e hours

vary from day to day and from season to season in th e upper grades fo r th e program i s f l e x i b l e so th a t i t may be adapted to th e in t e r e s t s and needs (work) o f th e in d iv id u a ls.* " ’ Eecent s tu d ie s in d ic a te th a t very few sch o o ls meet the e s s e n t ia l standard as s ta te d above. 1. 2. 3. 4-. 5. 6.

Irw in and Reaves^ found th e common p r a c tic e to be two p h y sic a l

Committee R eport, American A ss o c ia tio n fo r H ealth , P h y sic a l Education and R ecrea tio n , op. c i t . . p . 5» (R eprint) B race, p p . c i t . . p . 4 . I b id . . p . 7* Irw in, p p . c i t . . p . 63. E ducational P o l ic i e s Commission, p p . c i t . . p . 281. L. V. Irw in, and V. C. R eaves, " P ractice P er ta in in g to H ealth and P h y sic a l Education in Secondary School*'' Research QuarterLv. V ol. X I, Ho. 3 , ( 0 c t .l9 iw ) ,

-

e d u c a tio n p e rio d s p e r week.

194-

A b ern ath y fou n d a tr e n d tow ard a d a i l y p e r io d

o f p h y s ic a l e d u c a tio n f o r a l l c h ild r e n i n th e seco n d ary g ra d e s w hich nay be co v ere d b y c l a s s i n s t r u c t i o n a l and sch ed u le d la b o r a to r y a c t i v i t i e s . The in f lu e n c e o f th e e a r l y (1920) Hew Y ork S ta te R e g u la tio n s , w hich m andated two p e r io d s o f p h y s ic a l e d u c a tio n c l a s s i n s t r u c t i o n u n d e r sch o o l o r g a n iz a tio n b u t w hich made p e rm is siv e th e a d d i t i o n a l th r e e h o u rs th ro u g h o u t- o f - s c h o o l e q u iv a le n c y , has s e t a p a t t e r n w hich p e r s i s t s to d a y even though th e R e g u la tio n s now c a l l f o r 300 m inutes p e r week u n d er im m ediate sch o o l s u p e r v is io n . The d e fe n se f o r a minimum s ta n d a rd o f a d a i l y p e r io d in a n a lr e a d y crowded seco n d ary s c h o o l day i s b a se d on th e c o n te n tio n t h a t p h y s ic a l e d u c a tio n i s one o f th e e s s e n t i a l b a s ic n eeds o f seco n d ary s c h o o l s tu d e n ts and a s a co re s u b je c t i t sh o u ld be in c lu d e d a s a d a i ly e x p e rie n c e in th e c u rric u lu m a lo n g w ith o th e r c o re s u b je c t s . C u rren t p r a c t i c e i n Hew York S ta te i n s c h e d u le d tim e f o r p h y s ic a l e d u c a tio n , a s r e v e a le d b y th e s tu d y o f r e p r e s e n t a tiv e s c h o o ls , i s shown i n T able 18.

R eg u lar i n s t r u c t i o n a l c l a s s e s , s e r v in g 9 6 .1 p e r c e n t o f th e

s c h o o l en ro llm e n t meet a n av e ra g e o f 2 .8 p e r io d s p e r week th ro u g h o u t th e school y e a r.

The av e ra g e le n g th o f each p e r io d i s 44.4- m in u te s .

t o t a l number o f m in u tes p e r week i s 1 2 3 .8 .

S chools 11 and 14 p ro v id e f o r

d a i l y p e rio d s o f c l a s s i n s t r u c t i o n f o r b o th boys and g i r l s ; d e s ir a b l e s ta n d a rd f o r boys o n ly . p e r w eek.

The av era g e

School 2 m eets t h i s

F iv e s c h o o ls (31$) p ro v id e two p e rio d s

A nalyzed a c c o rd in g to sc h o o l ty p e , Union F ree s c h o o ls ra n k f i r s t

(3 .5 7 )* C e n tra l s c h o o ls ( 2 .9 ) , V illa g e s c h o o ls (2 .8 ) and C ity sch o o ls ( 2 . 2 5 ) fo llo w in d escen d in g o r d e r . The amount o f tim e s c h e d u le d f o r o rg a n iz e d in tra m u ra l and e x tra m u ra l a c t i v i t i e s i s n o t a tr u e in d ex o f ad eq u ate p r o v is io n .

V a ria b le s su ch a s

s iz e o f e n ro llm e n t, ty p e s o f a c t i v i t i e s w ith d i f f e r e n t s iz e d g ro u p s,

-1 9 5 -

TABLE 18

Time A llotm ent — Regular Class I n str u c tio n Soys- and. G ir ls — Grades ?-12

Humber o f P eriod s uer week School 1 C ity 1 10 13 15 V illa g e 2 3 4 7 C entral 6 8 12 14 16 Union 5 9 11 Average

Combined 4

Average fo r School Year Length of Ho. o f Period in Minutes Rank Minutes Per wk. 5 7

Bovs ?

G ir ls 3

2 .5 2 2 .5 2

2 .5 2 2 .5 2

2 .5 2 2 .5 2

45 45 50 45

112.5 90 125 90

7 14.5 6 14.5

5 2 2 .5 2 .2

4 2 2 .5 2 .2

4 .5 2 2 .5 2 .2

46 52 4} 43

207 104 100 95

1 10 11 12

2 2 2 5 3

2 .8 2 2 5 3

2 .4 2 2 5 3

45 45 45 4) 35

108 90 90 200 105

8 14.5 14.5 2.5 9

2 .7 3 5

2 .5 3 5

2 .6 3 5 2 .8

50 45 43

130 135 200

6 4 2.5

4 4 .4

123.8

number o f d i f f e r e n t a c t i v i t i e s w hich may be s c h e d u le d a t th e same tim e , i . e . , number o f te a c h e r s t a t i o n s , c o l l e c t i v e l y d eterm in e th e need f o r tim e p r o v is io n .

School A. w ith th r e e te a c h e r s t a t i o n s w i l l need o n ly o n e - th ir d

a s much tim e a s S chool B w ith one te a c h e r s t a t i o n , th e en ro llm e n t b e in g c o n s ta n t.

She d a ta oh tim e p r o v is io n f o r e x tra m u ra ls c o l le c t e d were in ­

ad e q u a te to a r r i v e a t a r e l i a b l e i n t e r p r e t a t i o n .

In s p e c tio n r e v e a ls ,

how ever, t h a t c o n s id e ra b ly more tim e i s sch ed u le d f o r b o y s ' e x tra m u ra ls ( i n t e r s c h o l a s t i c s ) th a n f o r g i r l s .

School 11 r e p o r te d an av era g e of 862

m inutes p e r week f o r th e sc h o o l y e a r f o r h o y s ' i n t e r s c h o l a s t i c s . s c h o o ls o r 25 p e r c e n t r e p o r te d l e s s th a n 400 m inutes p e r w eek.

Four In c o n tra s t,

one s c h o o l r e p o r te d more th a n 100 m in u tes p e r week f o r g i r l s ' e x tra m u ra ls and s i x s c h o o ls o r 38 p e r c e n t r e p o r te d r e g u la r ly sch ed u le d tim e f o r g i r l s ' e x t r a m o ra ls .

A ll sc h o o ls r e p o r te d s c h e d u le d tim e f o r in tra m u ra ls h u t th e amount o f

tim e v a r ie d g r e a t l y .

School 13, w ith an en ro llm e n t o f 2300 s tu d e n ts ,

s c h e d u le d a t o t a l o f 1350 m in u tes p e r week f o r b o th boys and g i r l s .

School

12, w ith a n e n ro llm e n t o f 225 s tu d e n t s , r e p o r te d an av erag e o f 40 m inutes p e r week th ro u g h o u t th e s c h o o l y e a r .

The av erag e amount o f tim e sch ed u le d f o r

g i r l s i n a l l sc h o o ls was a p p ro x im a te ly th e same a s t h a t f o r b o y s. I t i s a p p a re n t t h a t much more tim e i s b e in g r e g u la r ly s c h e d u le d f o r th e e x tra m u ra l program f o r boys th a n f o r any o th e r p h ase o f th e la b o r a to r y program .

The p a t t e r n tr e n d i s from one to two h o u rs d a i ly , e x c lu s iv e o f th e

game tim e . I n o rd e r to a r r i v e a t an i n t e r p r e t a t i o n o f th e amount o f tim e b ein g d ev o ted to a l l a s p e c ts o f th e p h y s ic a l e d u c a tio n program , i . e . , c l a s s i » s t r u c t i o n and la b o r a to r y e x p e rie n c e , th e d a ta w ere a n a ly z e d to d is c o v e r th e d i s t r i b u t i o n o f th e s c h o o l e n ro llm e n t i n term s o f th e number o f p e rio d s p e r week o f p a r t i c i p a t i o n .

T able 19 in d ic a te s t h a t Schools 14 and 11 p ro v id e d

f i v e o r more p e rio d s p e r week f o r a l l s tu d e n ts . f o r b o y s.

School 2 met t h i s s ta n d a rd

A ll s c h o o ls , w ith th e e x c e p tio n o f School 6 , p ro v id e d 5 o r more

p e r io d s , m ainly boys i n e x tra m u ra ls , f o r a p o r ti o n o f th e e n ro llm e n t. I t i s e v id e n t t h a t th e la r g e m a jo r ity o f s c h o o ls in Hew York S ta te does n o t p ro v id e a d a i l y e x p e rie n c e in p h y s ic a l e d u c a tio n f o r a l l s tu d e n ts , fu rth e rm o re , th e p o r tio n o f th e e n ro llm e n t, i . e . , th e boys i n i n t e r s c h o l a s t i c s , w hich i s fa v o re d n o t o n ly m eets th e d a i l y e x p e rie n c e in number b u t s p p ro x im ates an d o f te n exceeds tw ic e th e amount o f tim e in d ic a te d in th e "minimum

-1 9 ?

Percentage

D istrib u tio n of Deported Amount of Student P a rtic ip a tio n Based on fo tal School Enrollment — Boys and Girls

in Physical Education — Grades 7-12

A c tiv itie s

vs

VS

2 3 3 ° '

P S ^^V S

VO CO jq irH v O

rH

V S O CM VS rH CM CM CM

VS H CM CM OV H VS J}-

OOSO SOOS CM Q PS

•3" -=1; o

CO Ov O CM

O H H

H S O ^ O N

VS O O

»| ©

^

8

GO

PS

I vs

a a cm % CM

VO.-^t Ps-CO VSVO rH STS

O

H OVO N F S 41

o

O VO O O VS

>-4 0 0 Cv-

OS CM

O NO rHP S

CM M C

04;

u 1

c

O

O r-

7-12

CM

p»

N O \N

& o \o e S

c»

cm d

— Grades

3

per

Week

i

trtv>«ntrt

v \v \» rn f\

vr\\r»v\»rk«n p \r > r ir \r \

vn vn vn

CM V \

vmo >a 4

OvO 0 03-

o p tn o -3 m -3 -3

on v%.3 00 vp r ^ 3 3- r \ 3

O Vrv3 s s \o o \v > n n 3

VT\

•

e s s

and Periods

•

¥3>R S> s a s ®

3M PJPSK

K S>3

Minutes

3- c*n

•

m O s •d • 0 4» ih m

rx n cn

vm nnoV n

o \ '0 3

o

NO 8

I® * 1

3-«

H

CM H

H

H

\r\\r\Q © o ne> S gI i O C^NSC*.

NO CN © rH *T»rH W ON NO NO V\NO •H rH «H H

O

5 -

• S ’

8 8 8 8 8 3 3 3

88 38

0 Q ir \ 0 3 CM

Q O P

V\

0

ON NO NO rH »H rH

& . o w CM

£

2 :s ■M ^ ll

CM H H

to

o

•8

T each er-class

0 CM 00 tfV ®

vn v n o

cm v n cm

2

jH rH

CM

cn

8 §N

V\

Np CM O rH 3

8

VM M CM

tr»

O n O n CM t>-

1

0 0 0

200

Assigned

.

rl rl H

8K 3 OO IN00 0091

H

00 rH h

l§ 2 8 _

rH

& 8 8 8 » f s .p o \ v %'0

r H r lH H

rsi

Load

n c o © no

n n

1730

I .

HH

1980

H O O O

g j< M T » v n C '- oo

c M o -» r» 3

H

2150

H

S iS i O&fL

— Average Total

H

P «H h O 3 4> • • J lis A3

o

8 o f

3 063 3

rfSsMS 5 l f 3'

s»5

|° § °

8 8 8 $

$R & 8£

8 3 8

$ 3 3 3

3 3 3 3

3 3 3 3 3

3 3 3

•3 K rtO n cO rlN n 4 4» rH rH rH rH vs «H

to

►

N 4 > V » ( D N 3 v O OtrtOcH Cl H H H H rH • d

o

0 1 3

$ 3 8

&

r.

208

-

a r d o f 30 p e rio d s p e r week.

-

S chools w hich have s h o r te r p e rio d s show a r e l a ­

t i v e h ig h e r r a n k in g , u s in g th e f a c t o r o f t o t a l m inutes p e r week (colum n 8 ) . T o ta l m in u tes p e r week may he a more v a l i d in d e x o f te a c h e r - c l a s s lo a d in s i t u a t i o n s where th e p e r io d i s l e s s th a n 45 m in u te s. th i s p o in t.

School 16 i l l u s t r a t e s

On th e h a s i s o f number o f p e rio d s p e r week, t h i s sc h o o l ranks

s i x t e e n t h b ecau se th e le n g th o f a p e r io d i s o n ly t h i r t y - f i v e m in u te s.

On th e

b a s is o f t o t a l m inutes p e r week i t ra n k s t h i r d . T il.

S chool O rg a n iz a tio n I t i s n o t w ith in th e scope

th e le n g th o f th e sc h o o l day,

o f t h i s stu d y

to e s t a b l i s h

th e le n g th o f th e sc h o o l

s ta n d a rd s f o r

week, o r th e number o f

i n s t r u c t i o n a l p e r io d s p e r sch o o l d ay , even th ough th e s e f a c t o r s a r e r e l a t e d to f a c i l i t y n eed . The c u r r e n t p r a c t i c e , a s r e v e a le d i n th e sc h o o ls s tu d ie d , fo llo w s : Humber o f I n str u c tio n a l P eriod s D a ily 6 7 8 9

p erio d s p erio d s p erio d s p e rio d s

Humber o f Schools 5 sch o o ls 8 sch o o ls 2 sch o o ls 1 sch o o l

The mode f o r c i t y s c h o o ls i s a 6 - p e r io d day; f o r v i l l a g e , c e n t r a l an d u n io n s c h o o ls , a sev en p e r io d day.

S chool 16 was o rg a n iz e d on a n in e p e r io d day

(35 m inute p e rio d s ) in o rd e r to g e t in a l l o f th e d e s ir a b le c l a s s an d e x t r a ­ c la s s n e e d s.

A pproxim ately n in e ty - e ig h t p e r c e n t o f th e s tu d e n ts w ere t r a n s ­

p o r te d by b u s. The av erag e le n g th o f th e sch o o l day in th e s ix te e n s c h o o ls s tu d ie d i s 6 .6 c lo c k h o u rs , w ith a razg e from 5»5 (S chool 15) to 7*25 (S chool 3 ) .

Sevemy-

f i v e p e r c e n t o f th e sch o o ls p ro v id e d a n a c t i v i t y p e r io d a s a p a r t o f th e sc h o o l day o rg a n iz a tio n , a lth o u g h i t was n o t sch e d u le d f o r f i v e days a week in a l l in s ta n c e s .

W ith th e e x c e p tio n o f School 16 (due to bus t r a n s p o r t a t i o n ) ,

a l l s c h o o ls p ro v id e d f o r e x t r a c la s s la b o r a to r y a c t i v i t i e s i n a d d i tio n to th e

- 209 -

g en era l a c t i v i t y p erio d mentioned above. The size of the class or group, for instructional purposes, and the

method o f sch ed u lin g c la s s e s a re fa c to r s fo r which standards a re needed. 21.

E s s e n tia l

P ro v isio n i s made (a) fo r groups in p h y sica l education o f not more than 25. £2. 52. student s per teach er fo r & § £l S&a in s tr u c tio n depending upon the type o f a c t i v i t y ; (b) fo r groups o f not more than from 10 to 15 stu d en ts per tea ch er in in d iv id u a liz e d or s p e c ia l c la s s in s tr u c tio n : and (p) fo r lab oratory groups as determ ined by th e nature o f th e a c t i v i t y and th e type o f o rg a n iz a tio n .

P h y sica l ed u cation should be organized in an e f f e c t i v e plan which pro­ v id e s o p p o rtu n ities fo r th e growth and development o f a l l p u p ils in terms of d e sir e d outcomes.

(P r in c ip le 17, p. 76)

P a r tic ip a tio n should be scheduled

in s u ita b le groups fo r tea ch in g e f f ic ie n c y and p r o te c tio n .

(P r in c ip le 48,

p . 122) Leading a u t h o r it ie s agree g e n e r a lly on the valu e o f s u ita b ly s iz e d 1 groups and th e number in such groups. Brace recommends f o r t y stu d en ts per c la s s p eriod per teach er a s a maximum number d esira b le fo r c la s s in s tr u c tio n in most a c t i v i t i e s . The American A ss o c ia tio n fo r H ealth, P h y sic a l Education and H ecreation recommends c la s s e s from 35 to 50 according to th e a c t i v i t y .

The Hew York

S ta te Bureau o f P h y sica l Education recommends an average c la s s s iz e o f fo r ty stu d en ts fo r th e secondary grades fo r reg u la r c la s s in s tr u c tio n and ten 2 stu d en ts fo r s p e c ia l c la s s in s tr u c tio n . LaPorte p resen ts a th ree-d eg ree s c a le :

maximum 48 stu d e n ts, average 42 stu d en ts, d e sir a b le 36 stu d en ts per

teach er per c la s s fo r the regu lar program.

Por the m odified or c o r r e c tiv e

program the recommendations are 3 0 , 25 and 20 stu d en ts r e s p e c tiv e ly . The C a lifo r n ia Score Card fo r High School Boys 1. 2. 3.

Brace, pp. c i t . . p . 9. LaPorte, pp. c i t . . pp. 8 1 -3 . C a lifo r n ia Score Card, pp. c i t . . p . 2 9 .

(and G irls) recommends

- 210 -

as d e s ir a b le a maximum o f fo r t y stu d en ts and, a s average, f i f t y stu d en ts. The s i z e o f th e la b oratory group should approximate reg u la r c la s s in ­ s tr u c t io n in so fa r a s th ese numbers f i t th e type o f o rg a n iza tio n and the natu re o f the a c t i v i t y .

The various o f f i c i a l games and sp o rts req u ire a s p e c i­

f i e d number o f p a r tic ip a n ts .

I t i s apparent th a t more p la y ers than the o f f i c i a l

game number may be accommodated in th e intram ural and extram ural p r a c tic e p erio d s w ith e f f e c t i v e o rg a n iza tio n .

Tor example, in th e game o f b a s k e tb a ll,

in w hich two teams o f f i v e p la y ers each c o n s titu te the o f f i c i a l number, con­ tin u ou s p la y during th e a ssig n ed p erio d , w ith teams a lte r n a tin g in p la y and r e s t , im m ediately doubles the number o f p a r tic ip a n ts and b e n e f it s the stu d en ts. The standard number o f p a r tic ip a n ts in th e la b oratory program should remain f l e x i b l e and not be s e t a r b it r a r ily .

This i s a lea d e rsh ip c o n tr o l and concerns

th e ed u cativ e and p r o te c tiv e purposes o f th e program. Table 22 shows the e x is t in g o rg a n iza tio n o f required c la s s in s tr u c tio n in th e sch o o ls stu d ie d .

The average s i z e o f c la s s i s 4 1 .2 stu d en ts per tea ch er.

School 13, u sin g two in s tr u c to r s per scheduled c l a s s , rep o rts la rg er c l a s s e s . S ch ools w ith sm a ller enrollm ents may schedule too few stu d en ts a t a time f o r e f f e c t i v e r e s u lt s in many a c t i v i t i e s which req u ire c e r ta in o f f i c i a l numbers, e . g . , team games.

Although Schools 12 and 16 rank h ig h in th e r a t io (column

13) o f a c tu a l c la s s s i z e to e s ta b lis h e d standard, r a t io s which a re g rea te r than 1 .6 (a c la s s o f 25 stu d en ts) are l i k e l y to have too few stu d en ts to be econom ical in in s tr u c to r tim e and sp a ce, and may r e s u lt in d im in ish in g retu rn s in s o c i a l v a lu es to stu d en ts. part in adequacy o f c la s s s i z e .

The type o f a c t i v i t y p la y s a very important Form alized in s tr u c tio n in c a lis t h e n ic s may

accommodate la r g e groups, team p la y in b a s k e tb a ll, a r e l a t iv e l y sm all group. The amount o f movement space in each ca se w i l l determ ine th e s iz e o f th e c la s s which cam be ad eq u ately taught and su p erv ised by one in s tr u c to r .

- 211 -

UN CV UN rH O s

CM d NO NO H H rH

H rH

CM rH I t>-

CM O rH

rH O NO UN CM IV CO ON

UN O

CM

UN . CM

-3- p n c o

■P

03 0)

O CO d CO 0 0 r>- PNNO

+? O

03

CM d PM V O CM UN ON rH CO

N O C O NO O ON

CM

rH CM

CM

ri 0B3

§ o

00

Q)

•p CO | 0)

■3

rQ

Si

•3 c •H

0) o

JS 43 1 © M© ® Pi ©© >

* W^ • ffl Pi > Fh V i Fi ® O ® P< Pj n •d § -8 ■to H • *oH u o u ® &

g

rl

fH ® •2

o •H 43 O

8 h 43

a

d

a 4»

O

O

o a » +3

•0

Vi Fi Fi

Pi

o

Pf

CD QQ A o

Pi

3 ©F O

M o CD

o

\R 6 o VO

o\|rt

fi

>«H ©O

•P •H > •H 49 O
d

3© §©

©

£2

Pi Cl CO

o

•

CM

C^l

»A

VO

o 49

cd

p

A

- 243 -

i f 'badminton i s to be one o f the major sch ool and community a c t i v i t i e s . The procedure f o r determ ining the s iz e o f indoor a c t i v i t y u n it s ap­ p l i e s to outdoor u n it s in th at th e nature o f th e a c t i v i t y determ ines the s i z e o f th e u n it ty p e .

The s iz e o f th e interchan geab le p la y f i e l d u n it i s

then d eriv ed by s e le c t in g the a c t i v i t y req u irin g th e la r g e st o f f i c i a l game sp a ce, assuming th a t th e recommended s a f e t y area i s in clud ed .

The e s s e n t ia l

p la y f i e l d u n it fo r boys sh ould p rovid e fo r f o o t b a ll, so ccer , s o f t b a l l and th e overlap ping f i e l d o f b a s e b a ll (not in clu d in g the diamond). g i r l s sh ould provide fo r f i e l d hockey, so ccer and s o f t b a l l.

This u n it fo r

The area needed

fo r la c r o s s e should be added i f t h is a c t i v i t y i s to be in clud ed .

In very

sm all sch o o ls where a jo in t f i e l d u n it i s p o s s ib le , the la r g e s t area which se r v e s b oth boys and g i r l s w i l l determ ine th e s iz e o f t h is u n it .

J o in t u se

by boys and g i r l s o f one p la y f i e l d u n it may be defended i f th e a fte r s c h o o l f a l l and sp rin g programs standard f o r intram urals and extram urals can be c a r r ie d on by a prop ortion ate a llo c a t io n to b oth boys and g i r l s .

The s iz e

o f a rea s which are not in terch an geab le, i . e . , co u r ts, range, tra ck , depends on th e space a s determ ined by th e nature o f th e a c t i v i t y .

Standards fo r

th e se areas have been e s ta b lish e d and a re a p p lic a b le to t h is study.

Table

31 l i s t s th e f a c i l i t y standards f o r s iz e o f outdoor u n its based on fu n ctio n ­ a l n eed s. The outdoor space needs fo r varying sch o o l enrollm en ts, e x c lu siv e of lan d scap in g , sp e c ta to r space fo r in t e r s c h o la s t ic and community sp o r ts, and parking a r e a s , in t o t a l acreage a re computed in Table 3 2 , u sin g th e e s ­ ta b lis h e d f a c i l i t y standards o f number o f u n its and u n it s i z e .

This shows

the minimum fu n c tio n a l outdoor p h y sic a l education area to range from approxi­ m ately e ig h t a cre s fo r a sch o o l o f 250 stu d en ts to tw en ty -fiv e acres fo r a sch o o l o f 2500 stu d e n ts.

*4 V O

tH

A 4»

rtf

l> » p

d

•d

U 2

rH

Standards for Functional Size of Outdoor Physical Education Activity Grades 7-12, Boys $nd G irls

Units

A rH ■ d A»W) W rH P i © & •rl *rl © d

d

d

I

a © -P

O

£ m

r'

CM W O W ON O O O tv -O nW O v CM

cono^

S 0 0 W OvOv W O n VO ON VO W O - W V O CM

O n - 3 CO IS-O N C O W W OO

CM ^

3i 3i 2i 3i

33333

233

W W o n VO rH

•p



«H

CM W - 3 O -

2 VO CO CM - 3 v p pi W O n r- l •p rH rH rH O rH fl -rH o d o p

co co n o rH CM ■

- 257 -

approxim ately s i x t y per cen t adequate in amount o f space req u ired fo r th e fu n c tio n a l program o f p h y sic a l education according to th e program standards e s ta b lis h e d . School 1 which meets the standard number o f s p e c ia l e x e r c is e u n it s , a c t u a lly provid es such lim ite d space fo r each o f th ese u n its th a t the fu n c tio n a l program cannot he c a r r ie d out ( r a t io fo r s iz e .2 8 ) .

Thus, i t i s

ev id e n t th a t number o f u n its a lo n e , u n le ss con sid ered w ith s i z e o f sp a ces, i s not v a lid in a p p ra isin g adequacy.

School 13 which p resen ted th e b e st in ­

d iv id u a liz e d program in terms o f number o f stu d en ts served^shows a r a tio o f ,9*F (Table 3*0 o f a c tu a l p r o v isio n o f s p e c ia l e x e r c is e space to standard a l ­ though a r a tio o f o n ly .50 (Table 33) in. number o f u n its provided.

This

means th at th e number o f stud en ts accommodated a t one tim e must be la rg er than th e number in d ic a te d as th e standard c la s s fo r t h is fu n ctio n . Table 35 r e v e a ls the r a t io o f a c tu a l outdoor t o t a l acreage o f p h y sic­ a l ed u cation f a c i l i t i e s to the standards e s ta b lis h e d . provid e adequate sch o o l owned or c o n tr o lle d sp a ce.

Schools 1, 12 and 1*F

I f community space

a v a ila b le i s co n sid ered , Schools 7, 10 and 11 w i l l improve t h e ir r a t io s a l ­ though th e fu n c tio n a l s e r v ic e provided i s lim ite d to s p e c ia l a fte r s c h o o l groups a s the areas a re not a d jacen t to th e sch o o l b u ild in g s .

The average

outdoor space provided by a l l sch o o ls shows a r a t io o f .5 1 to th e standards e s ta b lis h e d .

I t i s apparent th a t th e a c tu a l p r o v isio n s o f outdoor f a c i l i ­

t i e s fo r th e program o f p h y sic a l education f o r th e secondary sc h o o l i s in ­ adequate to meet sch o o l n eed s.

When community needs are con sid ered , t h is

fu n c tio n a l inadequacy i s even g r e a te r . The v a r ie ty o f p a ttern in th e p erson al s e r v ic e f a c i l i t i e s found in 1.

E leven per cen t o f th e t o t a l enrollm ent in School 13 p a r tic ip a te d in in d iv id u a liz e d program (se e Table 3> p . 1**0).

- 258 -

CQ

*d

u

cvl

vo

ogcvjcvju^

oo

4

•

o w o o vo

w

•

W V O rH W W

W

CM -d -

*d

o

•d

co w o o vo CMvo

©_

I _ w

3

w

WVO WVO HHNH

I I

u o Vi

00

vr, vr, o 00

OV W O WOO rH rH rH

rH rH CM rH

O

O v r,

CO

•p co

«H

o

4 *d

rt o

rt

•rl -P

vo 00 O

Q>

p
f - l 9 •H O *rl a a M U| ® — '

tU)

rH P

a>

a

•H O

CO (H

®

CO 4 3 Q)

a

o 43 O 9*

*8 a

o

.©

8 gin 5 H O

9

O r f P 'H

a> n tn a> •H - P -P 0 O I— I - CN-NOVO COCO CN.NO M O n i Hi-ICO CM CM CM CO CO CO CO CO CMCMCMCMCMCMCMCMCMCM I

®

a 9

•P

9

U OO

-P

a) o

I rH rH © 43 £3 4

83 CO

P O

0

c

0

•H -P O cJ Pi 0) •H O •H •H CO -P «P u P co O p«

o

ra n

MO

MOMO

rH CM CO H i ^ V O N O O O O H N CO H i NO NO iH rH rH H H rH H

w c

•H u •P a . O < rH O O •H A O

0

ffl ft

n n n H ^ n o n ©

MO MO tfl

o h

© O © O -H 44 3 -H .H

3

CO 0) •H 5 -P u •H 5 )

ffl

tt)

■8 *85 ■“ 1 0 s 3 I 9 . S 8 © 4» 3 *i .© *h a >»

-P

O

CM 0)

PR

O *H •H *d

>

ni

CD

CO CM NO H i - d " r H O O N O N O O N O MO CM r H O O - © - - © ■ C O C O F O C O C O C MC MC MC MC MC MC MC MC M

ft rH

S?

•0

43

9 9 8H

43 .

-S

43 rH

938

CM) O

O H

*^4

p \o cn-oo o n o n h cm r v -4 .4

■H . d P O

I

M

**S Vi . * f ® < *«4 r-» "P > O O Ct o S

H H r l r l r l

I Cn- CM

NO4rH i-l

H - 4 CM P - H Cn- Cn- On NO OV CM CM

h

*

o

to

XQ

C/3 o

0) C2

G

M Cl.

W

0

c

2*

i_i M f--;

c m

O’

as

o*

1 w I3T CJ

i>7

O'

- 31** -

o

o c

r’ H*

M

Cl

o

0Q

o

w Sf o o

a y—s p .

MO

>

4*

H

TO sO

to

s* 0 pTJ 1 $ 3 a *13

& s p. tta c

I f >

s ST H c+ H* a

? 0

1

a

Tl

o a

H I O'

co

gr A

A c+

fO

- 315 -

i

S chool

Form I I - c Check L is t - PE AIIOUNT 01' STUDENT PARTICIPATION AND TH1E ALLjTTSD TO PrflOGRAM

D irec tio n s:

R efer t o c l a s s record s fo r in fo rm a tio n . C ir c le a l l data which are estim a ted . Do n ot in clu d e tim e a ssig n ed to h ea lth education (hygieno) -

Program fo r Boys 7 8 9 10 11 12 (1 )

I n s tr u c tio n a l p erio d s (a)N um ber o f p erio d s p er week (b ) Length o f p eriod i n m inutes

(2 )

Number o f stu d en ts en ro lled ( a ) In reg u la r in s t r u c t io n (b ) In r e s t r ic t e d ( s p e c ia l) c la s s ( c ) Iaccused-no p a r tic ip a tio n -o n recommendation o f p h y sicia n (d ) T otal o f (a ) (b ) and (c )

(3 )

Intram ural a c t i v i t i e s (a ) In d ic a te number o f m inutes p er week fo r intram ural p a r tic ip a tio n -b y seasons

! i

F w s

(b ) Number o f d if f e r e n t stu d en ts p a r tic ip a tin g i n th e intram ural p rogram -fu ll y e a r . (A)

In te r sc h o la stic s-P la y d a y s-S p o r ts-d a y ( A ll extraraurals) (a ) In d ic a te number o f m inutes per week f o r in t e r s c h o la s t ic 3 , e t c . by se a so n s.

Prog reim f o r G irls 7 8 9 10 31 12

X X X X

X

X X X X

X

X

I

it it

.

F i; 3

(b ) No o f d if f e r e n t stu d en ts p a r tic ­ ip a tin g i n ex tr a m u r a ls-fu ll year (5 )

(6 )

T o ta l p a r tic ip a tin g t in e (a ) The number o f stu d en ts whose tim e p er week i n d ir e c te d p h y sic a l s

j ......

r it r n -

1 i

T f

- 316 -

Form I I - d Check L is t - PH

School

School Program in P h y sical I& ueation~N on»a c tiv ity F acto rs D ire c tio n s: (1)

Check (x ) item s which apply« C irc le a J l data which a ro estim ated .

Cknpsefa) o f study used in program planning: [a) New York S ta te S yllabuses . 1934-35

Boys | j

R ev ised S t a t e Vlar C o u n cil P h y s ic a l F itn e e e Boys L o c a l c o u rse o f s tu d y Boys N a tio n a l c u rric u lu m - L a p o rte , Navy, o r s im i la r Boys O th e r: L i s t ^ B o y s

(2)

(b ) (c )

(4 )

G irls ( ) G ir ls G ir ls ( G irls ( G ir ls (

Lesson clans (a)

(3 )

() () () ()

R eq u ired b y a d m in is tr a tiv e p o lic y ( ) d i s c r e t i o n o f i n s t r u c t o r ( ) no p la n s r e q u ir e d ( ) P la n s on f i l e i n o f f i c e o f a d m in is tr a to r ( ) c f te a c h e r ( ) M a s te r y e a r l y p la n ( ) a c t i v i t y u n i t p la n s ( ) d a i l y le s s o n p la n s ( )

C r e d it f o r p h y s ic a l e d u c a tio n l a ) P la n f o r l o c a l s c h o o l c r e d i t e s ta b lis h e d ( ) no p la n ( ) lb ) C r e d it r e q u ir e d f o r g ra d u a tio n ( ) n o t r e q u ir e d ( ) ( c ) S ta n d a rd s e s ta b lis h e d a s b a s i s f o r g r a n tin g c r e d i t ( ) no s ta n d a rd s

( )

Rocords and r e p o r ts T ea ch ers r e q u ir e d t o keep r e c o r d s ( ) n o t r e q u ire d ( ) R ecords in c lu d e : c l a s s a tte n d a n c e ( ) c l a s s a c t i v i t y p a r t i c i p a t i o n ( ) i n d i v id u a l s tu d e n t s t a t u s { ) in d iv id u a l, achievem ent ( ) p r o g r e s s ( ) g ra d e s ( ) o th e r s ( l i s t ) [c) A ccum ulative r e c o rd s f o r g ra d e s 7 -1 2 re q u ir e d ( ") n o t re q u ir e d ( )

8T d)

Types o f re p o rts req u ired ( l i s t )

(3 )

M odical FMnrtrift+.lopw ( a ) A ll s tu d e n ts (7 -1 2 ) examined y e a r l y ( ) ev ery two y e a r s ( ) o t h e r ________ ( b ) S e a s o n a l ex am in atio n s f o r c o m p e titiv e ( i n t e r s c h o l a s t i c s ) s p o r t s : Boys ( ) G ir ls ( ) ( e ) M ed ica l ex am in atio n re c o rd s a v a i la b l e f o r r e f e r e n c e by p h y s ic a l e d u c a tio n t e a c h e r s : Boys ( ) G i r l s ( ) ( d ) M ed ical re c o rd s u sed a s b a s i s f o r excuse from p a r t i c i p a t i o n o r r e s t r i c t e d p a r t i c i p a t i o n ( ) n o t u sed ( )

(6 )

In c e n t l v es-aw ard s ( a ) I n c e n tiv e s a n d /o r aw ards a r e vised to (b ) Awards a r e u sed i n c o n n e c tio n w ith i n s t r u c t i o n a l c l a s s e s f o r boys la b o r a to r y : in t r a n a ir a ls - boys e x tra m u ra ls - boys Tyvea o f aw ards g ra n te d E x p la in system f o r g r a n tin g aw ards

m o tiv a te p a r t i c i p a t i o n ( ) n o t u sed ( ) ( ) g irls ( ) ( ) g irls ( ) ( ) g irls ( )

(7) Marking y d diiy (a ) S tudents a re graded i n p h y sica l education ( ) not graded ( ) (b ) E xplain system fo r marking ______________________________________

.

*

S chool

- 317 P o rn I I - d Check l i s t - P«Eo Sheet 2 lf o n - a c tiv itv fa c to r!) c o n t 'd .

(8 )

CoBtumes-unlforma (a ) S u ita b le costum es r e q u ire d f o r i n s t r u c t i o n a l c l a s s e s - bo y s ( ) g i r l s ( i f o r la b o r a to r y a c t i v i t i e s - boys ( ) g i r l s ( ) (b ) U niform s i n r e g u la r c l a s s i n s t r u c t i o n p ro v id e d by s c h o o l ( ) b y in d iv id u a l ( ) ( c ) U niform s la u n d e re d by sc h o o l ( ) b y in d iv id u a l ( ) ( d ) Uniform s i n la b o r a to r y a c t i v i t i e s p ro v id ed by s c h o o l: in tr a m u r a lu - b o y s ( ) g i r l s ( ) j e x tir r a u r a lo - boys ( ) g i r l s ( )

(9 )

S a f e ty p ro c e d u re s ( a ) A dm lnistratiax '. p r o v id e s f o r r o u tin e im p a c ti o n o f equipm ent y e s ( ) no ( ) (b ) A ccid e n t r e p o r t form s re q u ir e d ( ) n o t re q u ir e d ( ) i c ) P r o v is io n f o r r e g u l a r s a f e ty i n s t r u c t i o n ( ) no p r o v is io n ( ) (d ) N urse i n r e g u la r a tte n d a n c e f o r f i r s t r i d ( ) f u l l tim e ( ) p a r t tim e ( ) no n u rs e i n a tte n d a n c e ( ) ( e ) M ed ical o f f i c e r i n a tte n d a n c e a t i n t e r s c h o l a s t i c games ( ) a v a ile d © ( ) no p r o v is io n ( ) ( f ) P h y s ic a l i n s t r u c t o r li m it e d s t r i c t l y to f i r s t a i d ( ) n o t lim ite d ( )

(1 0 )

S tu d e n t le a d e r s h ip ( a ) S tu d e n t le a d e r s u se d i n i n s t r u c t i o n a l c l a s s e s ( ) la b o r a to r y ( ) (b ) A d e f i n i t e p la n p ro v id e d ( )— s e le c tio n ( ) t r a i n i n g ( ) re c o g n itio n ( ) — no p la n ( )

(1 1 )

Showers ( a ) P o lic y r e l a t i v e t o ta k in g show ers a f t e r I n s t r u c t i o n a l c l a s s e s : B oys- a l l r e q u ir e d ( } o p tio n a l ( ) n o t r e q u ir e d ( ) G i r l s - a l l r e q u ir e d ( ) o p tio n a l ( ) n o t r e q u ir e d ( ) S im ila r p o lic y f o r lab o rato ry a c t i v i t i e s — y e s ( ) no ( ) S u p e rv is io n o f shower and d r e s s in g rooms—y e s ( ) no ( ) by p h y s ic a l i n s t r u c t o r ( ) s e r v ic e s t a f f a t te n d a n ts ( )

- 318 -

Form I I - e Check l i s t - P .E . P rin .

School

C la s s O rg a n iz a tio n D ir e c tio n s :

Check a l l ite m s vM ch a p p ly .

C ir c le a l l d a ta w hich a r e e s tim a te d .

(1 )

N utber o f c l a s s s e c tio n s n e c e s s a ry to s c h e d u le e U s tu d e n ts f o r r e g u la r c l a s s i n s t r u c t i o n i n p h y s ic a l e d u c a tio n B e y s ________________ G i r l s _________________ T o t a l ________________

(2 )

A verage s i z e o f c l a s s :

(3 )

Range o f c l a s s e s i n s i z e :

Boys _ _ _ _ _ _ _ _ _ _

G irls

Boys _______ from _________ to

G irls_______ fro m ________ “ to (A)

P eak lo a d o f s tu d e n ts i n la b o r a to r y a c t i v i t i e s ( t h e [Largest t o t a l number o f d i f f e r e n t s tu d e n ts o u t f o r a c t i v i t i e s a t any g iv e n tim e ) . In c lu d e in tr a m u r a ls and ex tn am n rals—b o th boys and g i r l s . F a ll * number __________ U in te r - number _ _ _ _ _ _ _ _ _ S p rin g - number _ _ _ _ _ _ _ _ _ _

(5 )

P eak lo a d o f d i f f e r e n t a c t i v i t y g roups* l a r g e s t number o f d iffe ;* e n t g ro u p s w hich need s p e c ia l sp a c e i n th e la b o r a to r y program in c lu d in g boys and g i r l s , b o th in d o o rs and o u td o o rs . F a ll* number __________ U in te r - number __________ S p rin g - number '

(6 )

I n d i c a t e a d d itio n s to peak lo a d by cassm m ity u s e o f sc h o o l f a c i l i t i e s : number o f community groups _______ number o f p a r t i c i p a n t s _ _ _ _ _ seaso n s > tim e o f day .

(7 )

H ethod o f ncheduH n r s tu d e n ts ( a ) R e g u la r c l a s s in i n s tru t r ucctio t i onn : b y g ra d e ( ) hy g ra d e and t e s t s ( ) b y t e s t s ( ) l i s t t e s t s _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ b y f r e e p e rio d ( ) o th e r (b ) (c )

(8 )

L a b o ra to ry a c t i v i t i e s ( i n t r a n u r a l s o n ly a s s ig n e d t o a c t i v i t y b y g ra d e s ( ) c h o ic e o f a c t i v i t y ( ) c h o ic e o f a c t i v i t y w ith in g ra d e ( ) o th e r ^ Methods o f gro u p in g and e q u a liz in g in tr a m u r a ls : choose s id e s ( ) PFI ( ) home rooms ( ) exponent ( ) o th e r _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

C la s s o rg a n iz a tio n * f o r i n s t r u c t i o n ( a ) B a s is o f s in g le u n i t o r b lo c k ( f u l l p e r io d , one a c t i v i t y f o r c e r t a i n number o f weeks ( ) (b ) B a s is o f m u ltip le u n i t (tw o o r more a c t i v i t i e s i n each c l a s s p e r io d f o r a number o f weeks ( ) (c) B a s is o f d a i l y le s s o n p la n o f many a c t i v i t i e s ( ) O th er _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C la s s e s su b d iv id e d a c c o rd in g t o squad s y s ta n ( ) ta u g h t i n one group ( ) o th e r ______

Form I I - f Check l i s t - F .E .

“ 319 S c h o o l____________________________

Equipment and Su pplies

(1)

Check q u an tity o f b a lls i n good condition f o r c la s s in s tr u c tio n : B a s k e tb a ll: F o o tb a ll: V o lle y b a ll: S o ftb a ll: S o ccer:

(2 )

1 1 1 1 1

b o ll b a ll b a ll b a ll b a ll

fb r fo r fo r fo r fo r

ev ery _ _ _ _ _ ev ery _ _ _ _ _ _ ev ery _ _ _ _ _ ev ery . ev ery _ _ _ _ _ _

p la y e r s p la y e r s p la y e r s p la y e r s p la y e r s

(members (members (members (members (members

of of of of of

c la s s ) c la s s ! c la s s ] c la s s . c la s s )

Check q u a n tity o f i n d i v id u a l s p o r ts equipm ent i n good c o n d itio n a v a i la b l e f o r c la s s in s tru c tio n : T ennis r a c k e ts : Badm inton r a o k e ts : F ie ld hockey s t i c k s : G o lf d u b s : A rchery:

1 r a c k e t f o r each meriber o f c l a s s ( ) f o r _ _ _ _ _ members 1 r a c k e t f o r each member ( ) f o r _ _ _ _ _ menbers 1 f o r each member ( ) f o r _ _ _ _ _ members 1 f o r each member ( ) f o r _________ members 1 t a r g e t f o r ev ery _ members o f c l a s s 1 bow f o r ev ery members o f c la s s 1 t a r g e t f o r ev e ry member o f c l a s s

(3 )

T ow els- p ro v id e d b y s c h o o l ( ) p ro v id e d by in d iv id u a ls ( ) q u a n tity : 1 p e r p u p il p e r day ( ) 2 p e r p u p il p e r week ( ) o th e r _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

(4 )

Dancing and rh y th m s- ( a ) accaqpan£siT s e le c te d from (b ) re c o rd s ( ) o th e r (c ) d r o s s ( ) o th e r _ _ _ _ _ _

p ia n o and a c c c o ^ e n is t p ro v id ed by sch o o l ( ) c l a s s ( ) o th e r s tu d e n t ( ) M u sical in s tru m e n t p ro v id e d ( ) l i s t : v i c t r o l a ( ) 'P ercu ssio n in s tru m e n ts p ro v id ed ( ) l i s t : __________________

tom toms ( )

(5 )

F i r s t a i d s u p p lie s a r e a v a i la b l e i n f i r s t a i d room ( ) i n ? . E* i n s t r u c t o r 's o f f i c e ( ) o th e r p la c e s _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n o t a v a i la b l e to te a c h e r s ( )

(6 )

The fo llo w in g gymnasium equipm ent i s a v a i l a b l e f o r c l a s s i n s t r u c t i o n : M ats- S i z e s ________________ Number___ ___________

Bings ( ) Ropes ( ) P o le s ( ) H o riz o n ta l b a r ( ) P a r a l l e l s ( ) O th e rs (7 )

S p e c ia l c l a s s ( c o r r e c t i v e and r e s t r i c t e d c l a s s a c t i v i t i e s ) equipm ent: M irr o r ( ) s t a l l b a r s ( ) p l i n t h ( ) sm a ll in d i v id u a l m ats ( ) o th e r

I d s t: (8 )

V is u a l and a u d ito r y equipm ent:

p r o je c tio n _ _ _ _ _ _ _ _ _ _ _ _ _ a m p lif ic a tio n

(9 )

R e c re a tio n a l s u p p lie s a v a i l a b l e t o s tu d e n ts f o r o u t o f c l a s s u s e - y e s ( ) no ( )

(1 0 ) I n d i c a t e p la n f o r s t o r i n g , d i s t r i b u t i n g and c o l l e c t i n g s u p p lie s :

- 320 -

F o ra 11 - g Check l i s t P . E. o r P r in .

S chool

L ea d ersh ip (P e rs o n n e l) 1*

Number T a T ~ P . E . D ir e c to r ( s u p e r v is o r ) _ _ _ _ _ P . E. I n s t r u c t o r s : men ______ women _ _ _ _ _ ( b ; O th er te a c h e r s who a s s i s t : men _ _ _ _ _ women _ _ _ _ _ _ _ _

2.

P r e p a r a tio n ( a ) P h y s ic a l e d u c a tio n d i r e c t o r . Sex _ _ _ _ _ _ s t a t e c e r t i f i c a t i o n i n p h y s ic a l e d u c tio n ( ) d e g re e s _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ e x p e rie n c e _ _ _ _ _ _ _ _ _ y r s . e x tr a g ra d u a te h o u rs o f c r e d i t ■■ ■ (b ) P . E . I n s t r u c t o r s - men ' 1.

S t a t e c e r t i f i c a t i o n i n P. E. ( ) e x tra g ra d . h r s . c r .

d eg ree s ex p ejd en ce- no . o f v e a r s

2.

S t a t e c e r t i f i c a t i o n i n P . E. ( ) e x tra g ra d , h r s . c r .

d eg r« es expe rie n c e - n o . o f y e a r s

3.

S ta t e c e r t i f i c a t i o n i n P . E. ( ) e x t r a g ra d . h r s . c r .

d eg ree s e x p e rie n c e - n o . o f y e a r s

4.

S t a t e c e r t i f i c a t i o n i n P . E. ( ) e x tr a /tra d . h r s . c r .

d eg rees e x p e rie n c e - n o . o f y e a r s

t> • • E. I n s t r u c t o r s - women ip

1.

S ta te c e r t if ic a tio n in P. e x tra a ra d . h rs . c r .

( )

d e g re e s e x p e rie n c e - n o . o f y e a r s

2.

S t a t e c e r t i f i c a t i o n i n P . E. ( ) e x tra g ra d . h r s . c r .

d e g re e s ex p erien ce^ n o . o f y e a r s

3.

S t a t e c e r t i f i c a t i o n i n P . E. ( ) e x t r a g ra d . h r s . c r .

d e g re e s e x p e rie n c e - n o . o f y e a rs

4.

S ta t e c e r t i f i c a t i o n i n P . E. ( ) e x t r a g ra d . h r s . c r .

d e g re e s e x p e rie n c e - n o . o f y e a r s

(Use a n o th e r form I I - g f o r a d d i t i o n a l te a c h e r s ) (c )

Other te a c h e r s a s s i s t i n g i n ? . 15. 1.

Sex P . E, Major ( ) P . E. Mir. ( ) A c t iv it i e s _ _ _ ]IZ Z Z — — — o rg a n iza tio n : c l a s s ( ) intram ural3 ( ) extram urals ( )

2*

Sex P . 3 . Major ( ) P . E, Min. ( ) A c t iv it i e s _ _ _ _ _ _ _ _ _ _ _ _ _ o rg a n iza tio n : c l a s s ( ) intram urals ( ) extram urals ( )

3.

S e x ______ ? . E. Major ( ) P. E. K in. ( ) A c t i v i t i e s _ _ _ _ _ _ _ _ _ _ _ _ _ _ org a n iza tio n : c l a s s ( ) intraranrals

( ) oxtramurals ( )

3ex _____ P . S . Major ( ) P. E. Min. ( ) A c t iv it i e s _ _ _ _ _ _ _ _ _ _ _ _ o rg a n iza tio n : c l a s s ( ) intram urals

^ ( ) extram urals ( )

4*

______________

(Une another fnrm fo r a d d itio n a l tea ch ers)

- 321 -

Fom I I * h Chock I ' s t P rin ci' a l

School i , tea ch ers r e c e iv e ex tra remuner&' on fo r coaching Ken ( ) women ( )

Teacher Load

e average ■weekly tea ch er lo a d fo r ademic tea ch er s i s .■___________ Men 1

P h y sic a l Education Teachers I/omen 2 1 3 4 2 3

4

Number o f in s t r u c t io n a l p erio d s p er week. (a )

elem . P , K.

(b )

sec, P. 3 ,

(c )

academic c la s s e s

1

il

?

t

■■■

T otal number o f stu d en ts per week.

i

Number o f p erio d s (eq u iv ­ a le n t ) p er week i n la b oratory a c tiv itie s .

I

E stim ated average number o f stu d en ts per week i n la b oratory a c tiv itie s . Number o f p eriod s p er week in con feren ce, su p e rv isio n , study h a l l , r e p o r ts , e t c . ,

Average number o f stu d en ts p er vreek served by tea ch er i n (5 ) above.

! I Other Teachers A suistinr. -with P . E» Women

Ken mr-Moam P . Ii, tea ch in g

~

1

2

3

1

2

3

4.

(a )

a d d itio n to f u l l load

( )

( )

( )

( )

( )

( )

( )

( )

(b )

p a rt o f f u l l load

( )

( )

( )

( )

( )

( )

( )

( )

(c )

extra remuneration

( )

( )

( )

( )

l

( )

( )

( )

- 322 -

form I I - i Check l i s t P . E.

S chool

MEASUREMENT AND EVALUATION (a )

Types o f m easurem ent p ro c e d u re s I n o p e ra tio n (1 )

M easures o f in d i v id u a l neods

yes ( )

T e s ts g iv e n :

no ( ) Forms A v a ila b le

G rades t e s t e d

( )

^ freq u en cy o f t e s t s __________________

Tftvat i s done w ith r e s u l t s __________________________________________________ (2 )

M eaures o f p r o g r e s s , s k i l l achievem ent, e t c . - y e s ( ) no ( ) T e s ts g iv e n :

Forms A v a ila b le

G rades t e s t e d

( )

freq u en cy o f t e s t s _ i— ^

What i s done w ith r e s u l t s __________ _______________________________________ (3 )

M easures o f knowledge ( w r itt e n t e s t s ) - y e s ( ) no ( ) T e s ts g iv a n : G rades t e s t e d

Forms A v a ila b le ■

freq u en cy o f t e s t s

What i s done w ith r e s u l t s _ _ _ _ _

(4)

( )

________________________________

S o cial behavior (s o c ia l efficie n cy -ch a:a c te r-p e rs o n a lity ) - yes ( ) no ( ) T ests given: Grades te s te d

Forms A vailable

( )

. frequency of t e s t s _______________________

’.Jhat i s done w ith r e s u lts —_ _ _ _ __________________________________ (5 )

(b )

O thers:

M echanics o f t e s t i n g T o ta l tim e f o r t e s t i n g _________________ £ c o o rd in a te d v d th g e n e r a l sch o o l program ( ) S tu d e n ts a s s i s t i n t e s t i n g ( ) r e c o rd in g ( ) co m p u tatio n ( )

- 323 Form I I - .) Check lie -. P. 2 ,

School

ORGANIZED LADOiiATOiff ACTIVITIES I n te rs c h o la s tic A c t i v i t i e s - Doys

V A R S I T Y _________ JUNIOR VARSITY No. n'T o f Ij Ho. o £ No._ on TJnNo.. no ff I Mn No. o f No. on Awards Games Squad Games Awards Squad

B a s e b a ll B a s k e tb a ll Bowling C ross C ountry F o o tb a ll- 11 man F o o tb a ll-

6 man

G olf

>

S occer

T

T ennis Track and F ie ld V olley b a l l W re stlin g O th e rs: -i--------I n te rs c h o la s tic A c tiv itie s - G irls

PX-iv„Days _ Y r. No. o f , , E vents

S p o rts Days Y r. No. o f E vents

i ! I n v i t a t i o n Games i Y r. No. o f E vents

J u n io r High Schoo] S e n io r High Schoo] Types o f a c t i v i ­ t i e s in c lu d e d

(1)

jcx)

(1)

(2)

j(2)

(2)

(3)

K3)

(3)

(A)

ju )

(A)

-

32k

Form I I - J Check l i s t P . E S h eet 2

-

Types o f c lu b s i n o p e r a tio n : G ir ls Co-ed

(1 )

..CD_ _ _ _ _

(2 )

ilL

(3 (3 )

U5 (h)

Comment:

Do ju n i o r h ig h s c h o o l boys - 7 th and 8 th g rad es - engage i n in t e r s c h o la s ti c s '.' y e s ( ) no ( ) I f "yes" what s p o r ts . Comment:

S chool membership i n a t h l e t i c le a g u e s Comment:

- 325 /School

FORM I l l - a Check l i s t Surveyor INDCK.R F A C IL IT IE S

MAIN GYMNASIUM (a )

Boys ( ) , G i r l s ( ) , J o in t ( ) .

L o c a tio n Grade l e v e l :

Basement

Ground

O r ie n ta tio n :

Exposure____________W ing___________ O ther_ S em i-detached Se p a ra te buil.ding_

A c c e s s i b i l i t y : To s tu d e n ts To o th e r a r e a s

O th er

To p u b lic_

(b ) Type

C om bination: aud-gym ( ) , stage-gyra ( ) } s e p a ra te ( ) , o th e r ( ) , number o f te a c h in g s t a t i o n s ______________________________________

( c ) Shape

r e c ta n g u la r ( ) , r a t i o ________ iare ( ) , o th e r___________________

(d )

o v e r a l l : le n g th f t ; w id th f t ; h e ig h t f t„ c le a r f lo o r a r e a f t x __________________f t b a s k e tb a ll c o u rt ft x ft o b s tr u c te d a r e a f t x ________ . . f t ty p e:_ ( i f any) Perm anent b ie a c h e re ( )> Other___________ . .. .

S iz e

space a llo tm e n t s iz e ),

{a)

s q . f t . p e r p u p il (b ased on average c la s s

perm anent

po r ta b le

sp.-i ce lo c a tio n - s ( )

_sq , f t . b

()

e ( )

capa c ity _ e ( )

f u n c tio n a l use - f l o o r (f)

M alls

s ig h t lin e s _

w a ll

s u r f a c e ________________________ M a te r ia ls h e ig h t o f w a in sc o tin g f u n c tio n a l use - s ( ) provi*>i'-n* f o r

f t . pa**titions_ s ( )

e ( )

e ( )

color_

e^nverrt o f a p p a r a tu s ; hanging_____ s id e

- 326 -

FORM I l l - a Sheet 2

school Indoor f a c i l l t i e s - c o n t 1d 1 . Gymnasium (g )

F lo o r

c o n s tr u c tio n :

s u b -flo o r to p f lo o r

f in is h

r e s i l i e n c y _______________p r a c t i c a b i l i t y ____________________ s a f e ty m arking:

_____________________ l i n e s - perm anent ( ) , tem p o rary ( ) , games___ c o lo r s

(h ) F ix tu r es

b a s k e tb a ll

ma t e r i a l s

g o a ls - number

placem ent

ta c k b o ard s

bu l l e t i n b o a rd s ____________

cuspidors - number

l o c a tio n

d rin k in g fo u n ta in s - n o .

placem ent

f i r e a l a r m ________ __ __________________________ ________ s c o r e b o a r d ________________ clo ck ________________________ attendance b e i l

______ f lo o r p la t e s - no.

counte rsunk

l i g h t s w itc h e s and p a n e ls

t ype

other f ix t u r e s ( i ) C eilin g

lig h t r e f le c t in g ________ colo-- _______sound ab sorp tion ________ apparatus attachementB - type ________ kind - r in g s ( ) , ropes ( ), p o le s ( ) , bars ( ) , b askets ( ) , b e l t s ( ) n e ts ( ) , o th ers _______________ ___________________________________________

( j ) Doors

number

s iz e

t ype________ hardware

lo c a tio n _______________________ _____________________ _

S chool

FORM I l l - a Sheet 3 Iftd o o r f a c i l l t i e s - c o n t ' d

1 . Gymnasium (k ) Windows and n atu ral l i g h t i n g :

lo c a tio n ____________________________ _ _ _ _ _

typ e o f windows guards in g

gl a s s he ig h t, o f s i l l s

»

ra t i o f t . p ro v isio n fo r open-

f or darkening

( 1 ) A r t i f i c i a l illu m in a tio n :

number

lo c a tio n

in t e n s it y

type

guards _ _ _ _ _ _ _ _ _ _ _ _ _ _

f ix t u r e s and co n tr o ls

absence o f g i? r e (

)

seein g comfort - b a sk e tb a ll ( ) , badminton ( ) , eth e r a c t i v i t i e s

(m) O b stru ction s

f lo o r s ____________ w a lls _____________ ra d ia to rs

columns, p ip e s , e t c . __________

doorways

d o c k ________

ble a c h e r s_______

apparatus (n ) U t iliz a t io n (o )

_______________'

see form V-b

Heating - temperature

(p ) V e n tila tio n

scoreboard

odors

° air -c h m g e _____________________

autom atic ( ) , manual ( ) .

328 S chool

FORM I l l - b C heck l i s t

In d o o r F a c i l i t i e s 2.

AUXILIARY GYMNASIUM-PLAYROCM-SPEClAL ACITIVITY ROOM Use Form I l l - a f o r Main Gymnasium and a d a p t.

3.

CORRECTIVE EXERCISfi-RESTRICTED - BODY MECHANICS ROOM ( a ) L o c a tio n and a c c e s s i b i l i t y

(b ) S iz e ( c ) W alls________________________________________________________________________ (d ) F lo o r ( e ) C e ilin g ( f ) D oors ______________________ (g ) Windows and n a t u r a l l i g h t i ng

(h ) A r t i f i c i a l illu m in a tio n _____________________________________________ ( i ) Heating and v e n t il a t io n (J ) Storage ______________________________________________________________ (k ) F ix tu r e s and equipment:

m irror ( ) , s t a l l b ars ( ) , t e s t in g apparatus ( ) ,

mats ( ) , photographic equipment ( ) , p lin t h ( ) , p u lle y w eigh ts ( ) , r a d io -v ic tr o la ( ) , beams ( ) , s t a ir s ( ) t c o ts and b la n ck ets ( ) , ta ck and b u lle t i n boards ( ), s c a le s ( ) , v /a ll p a r a lle l a ( ) , suspended h o r iz o n ta l bars ( ) , ClO'Jk ( ) , storage ca b in ets ( ) , screen s ( ) , e l e c t r i c a l o u t le t s ( ) , v is u a l a id s ( ) , o th ers _____________________________________________

( 1 ) U t i l i z a t i o n - S e e Form V -b

Wotea:

329 J

School____________

FORM I I I - c Check l i s t Indoor F a c i l i t i e s

U LRESSING ROOMS

(a) L o c a tio n -a c c e s sib ility .

BOYS____________________

GIRLS

,

(b) S iz e , le n g th , w id th , h eigh t______________________________ _______________ (c ) F lo o r apace lo c k e r s d ressin g a r e a ___________________________ ___________ (d) Treatment » flo o r w a lls ______ c e ilin g ____________________________________________ _____ ( e ) Window-natural lig h t in g _________________________________________________ ( f) A r tific ia l lig h t in g __________ (g ) V e n tila tio n (h) Heating (i)

Lockers number type s iz e ______ fo o tin g s ________ ( j ) Number and s iz e o f d ressin g b o o th s __ (k) S an itary f ix t u r e s water c lo s e t s u r in a ls l a v o r a t o r i e s ___ (1 )

Benches

;______________

- 330 -

S chool ______________________

FORM I I I - c Sheet

Indoor F a c i l i t i e s corri^d.

h. D ressing Rooms

(ra) Equipment b u lle t i n board sh elve s m irrors h a ir drying o th ers (n) U t iliz a t io n Peak Load: number o f stu d en ts ______ community groups

N o tes:

Boys

G ir ls

2

- 331 -

FOriM I l l - d Check l i s t

School Indoor F a c i l i t i e s xiiu iwjun

1--------------—

------------------------ •

U v liJ -------------------

u J JlU U

(a ) S iz e -le n g th ,w id th h eig h t (b ) Treatment f lo o r w a lls

i

c e ilin g ( c ) Heating and V e n tila tio n (d) L ig h tin g ( e ) iSquipment

SHOWER ROOMS (a ) S iz e -le n g th y w id th , h eigh t (b j Type $ co n tro l No. o f heads ( c) Treatment f lo o r w a lls c e ilin g (d ) Heating and V e n tila tio n ( e ) L igh tin g ( f ) F ix tu r es h eigh t o f shower arrangement s ty le soap d isp en ser footh ath hardware exposed plumbing covered plumbing sa n ita ry f ix t u r e s ( g ) U t iliz a t io n Peak Load: stu d en ts community groups N otes:

BOYS

GIRLS

332 -

School

FORM 1 1 1-6'

Indoor Facilities iu ^ ij

l

>! \J J. W

iv i-u n

(a ) L ocation (b) S ize ( c ) Equipment

RECREATIONAL CLUB ROOM (a ) L ocation (b ) S ize Co) Treatment

(d ) Equipment

r

9 . STORAGE ROOMS (a ) Number (o )

Kind

( c) S ize (d )

L ocation

(a )

Treatment

1 0 . OFFICES (a ) Number (b ) L ocation ( c) S iz e (d ) Treatment ( e ) F ix tu r es li g h t i n g , sa n ita ry e l e c t r i c a l , com­ m unication ( f ) Equipment

BOYS_______________________ GIRLS

333 FORM I H - f Check l i s t

School

In d o o r F a c i l i t i e s

BOYS_______

l l e TEW ROOM (a )

GIRLS

L ocation

(b) S ize (c )

Treatment

(d ) Equipment (e )

12.

U t iliz a t io n F le x ib ility

EQUIPMENT-DRYING ROOM (a ) Number (b ) L ocation_____ ( c) S ize (d ; Equipment (e )

U t iliz a t io n F le x ib ility

1 3 . EXAMINATION ROOM

BOYS________________ ,_________ GIRLS

(a ) L ocation_______________________ _________________________________ (b ) S iz e

________________

( c) Treatment (d ) Equipment ( e ) M u ltiple use sssB ssasK cssaaaasB B ssE s

1.2*. OTHER INDOOR AREAS

BOYS

GIRLS_______

(a ) Kind (b ) Use______________________________ (c ) Remarks N o te :- Prepare schem atic drawing o f t o t a l indoor f a c i l i t i e s s e t up showing s iz e t o sc a le and arrangement. ^

-

-

-

—

I.

- 334 S chool

FORM I l l - g C heck U s t

15. SWIMMING POOL

SCHOOL______________________ INDOOR

(a ) L ocation and a c c e s s i b i l i t y (b) S ize Pool Room Deck (c ) Treatment W alls De ck Floor C eilin g Doors Windows - n atu ral lig h t in g A r t i f i c i a l lig h t in g Heating - w a t e r ____________________ Rooia V e n tila tio n Sound Absorption Water c ir c u la tio n and sa n ita tio n S a fety p ro v isio n s Equipment U t iliz a t io n - See form V-b N otes:

- 335 -

FORM I l l - g Sheet 20

S c h o o l_____________________________

1 6 . SWIMMING POOL - OUTDOOR ( i f used by sch o o l) (a ) Property o f - School ( ) , Community ( ) , P riv a te O rganization ( ) . (b ) S iz e

■

When u s e d _____________________________________________________________ By what groups Supervisions'*

School ( ) , Others,

S chool

FORM I l l - h C heck l i s t

OUTDOOR FACILITIES 1 , S ite ( a ) T o ta l s i z e o f im m ediate sch o o l s i t e

a cres.

(b ) O th er f i e l d s u sed f o r sch o o l program Type:

School owned ( ) , Community owned ( ) , O th er_________

Number, k in d , s iz e and d is ta n c e from sch o o l .(1)

Kind

s iz e

d is ta n c e

(2 )

Kind

s iz e

d is ta n c e

(3 )

Kind__________________ s iz e ______________ d is ta n c e _________

( c ) D iv isio n o f t o t a l a rea s (campus and off-cam pus school a rea s) B u ild in g

a cres

Landscaping and s e r v ic e

a cr e s

Parking

a cres

Other(non a c t i v i t y )

a cres

P.E . and Rec. a r e a _________________ a c r e s . (d ) Group Use: e le m e n ta r y __________ secondary______________ .joint Separate a rea s f o r

S ec. Boys ( ) , G ir ls ( ) , V a rsity ( ) Community ( ) , Other ( ) .

(e ) Area not in use ( ) , S ize 2» FIELD AREAS

Type

Number

Boys G ir ls J o in t U t i l i z a t i o n - See Form V-b

a cres,, S ize o f each

Surface

Equipment

- 337 School

FORM I l l - i C heck l i s t

Outdoor F a c i l i t i e s - oont'iU 3, OOURT AREAS

number

Type

s iz e o f each

surfaoe

equipment

Boys G ir ls J o in t U t iliz a t io n - See Form V-b 4* OTHER AREAS (a ) Number (c ) Use:

(b ) Type

Boys ( ) ,

G ir ls ( ) , J o in t ( ) , Community ( )«

(d ) S iz e __________________________________________________________ Surface Equipment (®> U t iliz a t io n : 5.

See Form V-b

USE OF OU.-jQoa FACILITIES

Date o f sci. io l opening Date o f d a s s e

in d o o r s -fa ll

Date o f sch o o l c .- .s in '

Drte o f p h y sic a l ed . a c t. s ta r t Date o f c la s s e s o u td o o rs-sp rin g _ _Late o f phy, ed . a c t i v i t i e s shop,

Ubo o f outdoor f a c i l i t i e s i n w in ter— l i s t a c t i v i t i e s

6.

Prepare schem atic drawing o f toirai s i t e - in clu d in g f i e l d s and courts u s e , dim ensions and r e la t io n s h ip s , p i acement of b u ild in g s , parking a r e a s , e t c . Prepare same fo r community a reas u sed .

School

Boy (

In str u c tio n to p u p ils:

L ive in c.'ty ( ) town ( ) v il la g e ( ) on farm ( )

1. 2.

)i i r l

(

)

Form TV - a C h eck list 7 th g r . p u p ils

In Column 1 . check («/) a l l a c t i v i t i e s which you have played oxitside o f sch ool su p erv isio n w ith in th e l a s t f i v e y e a r s . - L is t a d d itio n a l a c t i v i t i e s . In Column 2 . w r ite in th e name o f th e o: g a n iz a tio n , i . e . , YMCA, YV.rCA, S cou ts, U H, playground, camp, church, e t c . , wh re a c t i v i t i e s were p layed ,

3.

In Column 3« check (y') a l l a c t i v i t i e s y:u li k e to p la y .

A.

In Column A* ch.eck (✓) each a c t i v i t y yor vrould l i k e to le a rn or p lay w h ile in high sc h o o l. L is t a d d itio n a l a c t i v i t i e s i f n ecessa ry .

5.

At th e bottom o f th e sh eet (check) th e i c t i v i t i e s you enjoy doing th e m ost. (1 ) (2 ) (3 ) (A) (1 ) (2 ) A c t iv it i e s A c t iv it ie s B a sk e tb a ll j L......... | F ie ld Hockey i 1 T[cc Sockey I 1 - . S o f t b a ll 1 | V o lle y b a l l i . .... } L acrosse j [___ . 1 F p o tb a ll - l l j a a n l _____ 1 F o o tb a ll - 6 manj . ... I Touch f o o t b a ll j L J B a seb a ll ( |_. | S p eedball | ..........I Others: | ! L ___ | | 1 L_____ ! ;\rcherv \ \ _ 1 3adminton 1 L ....... | ..... B ic y c lin g " j ! Boxing — •| I Bowling j L......... 1 . Camping, out _ | 1 Clop or tap dancej . — L .

C o ^ e c tiy es __ Fplk dancing^ | | 1 1 | |na ( I Golf” 1 1 1 1 Handball 1 | I HunMOiL | - | IJ& kiaL . 4 ........... 1 J I _' _Rel_ay_s 1 • | S k iin g. j.! Skating - j .ee 1 ~ Skating ~ ro ller" | S o c ia l danci.ng | *Sq^Ye-country da i ji Svdimning 1 | f ’Tohd 1 i 1, W restling “Others"

(3 )

(A)

- l—

-1

i-

-l--------

Movies ( ) reading ( ) gardening ( ) sport ( ) Check th e th in g s you l i k e to do b e s t Mmm ( camping ( ) swimming ( )^ dancing ( ^ ) h ik in g ( ) hunting ( ) f is ld n g ( ) lis t e n in g to rad io ( ) working a t homo ( ) working in s to r e or o f f i c e ( ) working outdoors ( ) p la y in g m u sical instrum ent ( ) li s t e n i n g to music ( ) sin g in g ( ) p a in tin g ( ) drawing ( ) hand v.ork -crafts ( ) making m echancial th in g3 ( ) debating ( ) w ritin g ( ) dram atics ( ) studying ( ) cooking ( ) sewing ( ) lo a fin g ( ) oth er t h i n g s - l i s t

Do not put your name on t h is sh eet

-

School

Boy (

;

JJ? G ir l (

)

L ive i r c i t y ( ) v il la g e ( ) town ( ) on farm ( )

Form IV - b Check l i s t 1 2 -g r -p u p ils

I n stm o tio n s to p u p ils: 1.

In column 1* check (✓ ) a l l ' a c t i v i t i e s which you have played o u tsid e o f sc h o o l su p erv isio n w ith in th e l a s t fou r y e a r s . L is t a d d itio n a l a c t i v i t i e s i f n e c e ssa r y .

2.

In column 2 . w r ite in th e nano o f th e o rg a n iz a tio n , i . e . , YllCA, YWCA, S co u ts, playground, camp, church, e t c . , where a c t i v i t i e s were p la y ed .

3.

In column 3* check ( t/') a l l a c t i v i t i e s you enjoy p la y in g .

A.

In sc h o o l.

5.

At th e bottom o f th e sh e e t check (✓ ) th e a c t i v i t i e s ,Aiiih you enjoy d oin g th e b e s t .

column 4*check ) each a c t i v i t y Which you hope to p lay a f t e r le a v in g high L is t a d d itio n a l a c t i v i t i e s i f n ecessa ry .

A c t iv it i e s

A c t iv it i e s

Soccer F ield Hockey f ico Hockey S o ftb a ll V o lley b a ll L acrosse Fbd^t o ^ -jjL man F ootb all-, man Touch* f o o t b a ll B a seb a ll_______ Snecdball \ Othars:

FolJ: dance Fencing W M k _____ G olf Grpxif>_gam.e3_ Handball Hunting ------Modern dance_ n n fiK S I L . Relays_______ B k a tin g -ic e

Archery Dadninton_ B icyclin g*

3l■ * -3

g*

I—I

S p r iiu r W eek W eek C lo c k p u p il h o u r s ‘ lo a d

01 a

SB

cs

i» 3'gf 0 H ® go® I B S II ® X

f-3 CO

8 F a ll W eek C lo c k hours

1

Ho-

O 2 ;

a .

o

* -3

a O!

1

S' F a c ilitie s

s>

S ’ «__

Indoor

s' n *? 0 P e c o e

H*

& S3

s p - i

o o 0 0

c*-

fls

*>3 0 P P

CO

rrr- c=j o>