A suggestive program of intramural sports for the small high schools of Arizona

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Authors Carrier, Elmer Graham, 1908-

Publisher The University of Arizona.

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Link to Item http://hdl.handle.net/10150/553785 A SUGGESTIVE PROGRAM OF INTRAMORAL SPORTS FOR THE SMALL HIGH SCHOOLS OF ARIZONA

Elmer Gi, Carrier

submitted to the faculty of the

Department of Education in partial"fulfillment of the requirements for the degree of

MASTER OF ARTS

in the Graduate College, University of Arizona

1950

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TABLE OF CONTENTS

Chapter Page

ACKNOIIEIXJEMENT.; ...... ■ V

I. INTRODUCTION ...... i i 1 ' . , ■ ■ - - ‘ - . .. - .. Importance of Intramural Sports ...... 1 Definition . . . '...... 1 Development . . . . . i . • • 1 Objectives ...... 8 Statement of the Problem. . ' . . . . . • 80 The Method of Procedure ...... 80 Review of Related Study ...... 21 ' Summary . . .• ...... • . . 27

II. THE PLANS OF ADMINISTRATION OF INTRAMURAL SPORTS PROGRAM IN COLORADO, NEW MEXICO, UTAH, AND ARIZONA HIGH SCHOOIS 28

Introduction...... i . . . 28 Types*and Sizes of High Schools Included * in this Study 28 Schools Having Intramural Sports Program. . . . 29 Students for Whom Intramural Sports Programs Are Planned 50 Methods of Supervision ...... 51 Sources of Finances ...... 52 Annual Cost per S c h o o l ...... 33 Summary . . . . 34

III. THE INTRAMURAL SPORTS PROGRAM IN ACTION...... 36

.Introduction...... 36 Sports in the Intramural Programs . . . . . 36 Seasons for Intramural S p o r t s ...... 38 Average Number of Weeks for each Sport .... 39 Average Number of Games ...... 40 Average Number of Teams in Intramural Sports Contests 41 Popularity of Sports...... 41 Classification of Intramural Teams ..... 42 Method of Choice of Team Members...... 42 v Time for. Holding Intramural Contests...... 43 Scoring Groups in Arizona, Utah, Colorado, and New Mexico Intramural Sports Program .... 44 Awarding of P r i z e s ...... 45 Eligibility Rules . 45 Officiating...... 47 ii 2 1 4 0 9 7 Chapter Page

III. Miscellaneous Conditions Affecting Intramural Programs . . . . . « . 47 Competition Permitted Lettermen and Squad Members. . . • • • • . . . 46 Limits on the Number of Sports ...... 49 Physical Examinations ...... 49 Competition between all Classes in, Six-Year,r Junior-Senior High School* . • • • 50 Physical Education Credit , - . . . > . . . 50 Provisions for the Development of , Sportsmanship ...... 50 Effects of Intramral Program on the Interscholastie Program ...... 51 The Value of Intramral Programs:as Stated by the Respondents to the Inquiry Blank . . . 51 .-..^-Summary- . . . . 55

17. S m i & B T AND RECdffiMNDATICNS ...... 59 , •■■ ■ ■ ■ : ...... S u m m a r y ...... 59 Recommendations ...... '. w . . 68 Administrative Problms and Responsibilities. . • 69 Organization of Units for Competition . . . . : • 79 Time for Intramurals. . . ,. •. . . 82 Conclusion ...... 91 The Program of Activities ...... 98 Point Systems ...... 106 Awards and R e c o g n i t i o n ...... 109 Intramural Rules and Regulations...... Ill Organization for Competition...... • 117 Financing the Program ...... 128 Motivation and Promotion of the Program .... 125

A P P E N D I X ...... 126

BIBLIOGRAPHY ...... 135

ill / /

LIST OF TABLES

Number : , . ; •.: ■ i ; Page

I. TYPES AND SEES OF AREOKA, NEW MKCICO, UTAB, iND COLORADO HIGH SCHOOIS RESPONDING TO INQUIRY BLANKS SHOWING HOW MANY HAVE AND HOW MANY DO , ., i. - . ; NOT HATE INTRAMURAL SPORTS PROGRAMS . . . . . 29

II. NUMBER OF QUESTIONNAIRES RETURNED FROM SCHOOLS CONDUCTING INTRAMURAL PROGRAMS AND FROM THOSE NOT HAVING INTRA­ MURAL PROGRAMS ACCORDING TO ORGANIZATION OR TYPES. . 29

III. SOURCES OF FINANCES FOR INTRAMURAL SPORTS IN UTAH," NEW MEXICO, COLORADO, AND ARIZONA . . . . . 32

IF.’ RANKING OF RIVE "MOOT 'POPULAR SPORTS ...... • . 37

V. LIST OF SPORTS IN COLORADO, UTAH, NEW IvEXICO, AND ARIZONA HIGH SCHOOL INTRAMURAL PROGRAI.S SHOWING THE raEQUENCY, THE SEASON, THE 1IAXDSM, THE AVERAGE, AND MINIMUM NUI.IBER OF WEEKS, GAIvIES, AND TEAIvS FOR EACH •SPORT. V ...... 56

iv ACKNOHSBOmr

The writer wishes to acknowledge his indebtedness to those whose guidance and inspiration has made possible this study. To Dr. 0. K.

Garretson of the College of Education, University of Arizona, the writer

is deeply indebted for.criticism, direction, inspiration, and. encour­ agement throughout the progress of this investigation. Indebtedness is also gratefully acknowledged.to the administrators, teachers,.and ath­

letic coaches who cooperated by giving time and patience in answering the questions and returning the questionnaires. . To the officals of.the

state department of education of Colorado, Utah, and Hew Mexico, the

.writer wishes to express his indebtedness for their cooperation in which they-displayed accuracy and promptness in giving information that helped the writer to carry this study to its completion. And, finally, the writer wishes to express his indebtedness to his superintendent,

Mr, Robert A. Morrow, and his staff of administrators and supervisors whose inspiration has in a large measure made possible the completion

of this study..

E.G.C. CHAPTER I

httbobuction

Importance of Intramural Snorts

Definition: The term, intramural sports has come into prominence in the last fifty years, and especially during the last fifteen years. The composite word, intramural, comes from the Latin words intra, meaning within, and rauralis, meaning wall; hence, intramural means within the walls, and when it is combined with the word sports, we get the meaning, sports within the walls. Intramural sports will refer to any sports that are played between groups in a single school only. Ho interschool sport will be included. It has also been generally accepted by writers in the field that intramural sports shall not be compulsory.

Development

Intramural activities, as employed in the modern American school, represent a very fast growing development, In early colonial days youth was necessarily absorbed in the tasks of assisting to clear forests, build homes, handle heavy daily home chores, and very early assumed a major role

in the problem of economic survival. The earliest physical education in

American schools was a transplanted European pattern of strictly formal

gymnastics. This heritage still persists strongly in some cities where

both leadership and population are predominantly foreign. It was not until the 1860*8 that American colleges and universities began to borrow

outright the English idea of sports. It was still another generation at 2 least until the truly American pattern of competitive sports began to show differences from the English conception of games. 1 Voltmer and Esslinger have this to say about the early origin of • sports in America:

There is ample evidence that boys participated in various sports in our early American schools despite the obstacles in the form of hostile teachers and the Puritan philosophy of the sinfulness and foolishness of play. As educational institutions multiplied and the school population increased. Informal play activities among students expanded. The haphazard nature of these activities gradually gave way to better organization. The students conducted their activities by themselves. The faculty was indifferent. .

In those early days the students banded themselves together into

clubs. Considering the later rapid expansion of interschool athletics, often to the exclusion of intramurals, it is significant to remember that early American athletics were really all intramural in nature. It was not long until the various sports clubs and groups forgot their original in­ tention and began to seek competition with other city and school teams.

In the spread and growth of athletics the total athletic program of the

school was usually accomplished with little or no supervision and institu­ tional administration. Student managers directed the business details of

competition. Soon these clubs began looking around for star players who

could be induced to coach their teams as well as play with them to lend

added strength. In those days the coach who could also act as pitcher on

the baseball team or carry the ball in football was in great demand. It

has only been since about 1930 that high schools have begun to develop

real intramural sports'programs to,'suit local needs and age groups rather

1. Edward E. Voltmer and Arthur A. Esslinger, The Organization and Administration of Physical Education, p. 252. than blindly to follow the pattern of the colleges, which was the prac­ tice so prevalent through the early years.

In these early years of interschool competition the records show little competition between classes or other campus groups. American youth could not long be satisfied with this narrow conception of recrea­ tion and soon sought expression in all kinds of challenge games for those not fortunate enough to "make" the varsity team. Students began to fora natural units of competition, even though central school organization was lacking, and, in many cases, actually opposed. Class organizations grew on most of the college campuses, with committees and officers establish­ ing competitive organizations. The class unit was naturally most promi­ nent in the early period when enrollments were small and classmates knew each other intimately. It was not long until the Greek organizations be­ gan to take over more of the campus leadership in Intramurals, due to the more permanent nature of their organizations; they were later somewhat loath to relinquish this prerogative to central authority. It gradually became apparent to the schools that there were great values in institu­ tional control of the whole program, and the last few years have seen most universities developing a strong program through a director of in­ tramural sports assisted by conmlttees or boards and councils comprising representatives of all campus groups.

Heed for coordination was soon apparent and the University of Michi­

gan and Ohio State University inaugurated, in 1913, the first departments

of intramural athletics, each under the direction of one man vsho was

expected to administer the student demands in the various leading sports

of the day. One might note that two trends influenced and characterized 4 the early university program even after separate new departments were

created: first, Intramurals followed closely the pattern of the existing varsity sports; second, as further expansion seemed necessary, there was

a close emulation of existing city recreational programs.

Athletic associations immediately saw the value of new control of

intramural activities since it safeguarded the use of equipment, elimin­

ated confusion over playing fields and floors, and went far toward satis­

fying the growing demands of restless students for more recreational

opportunity, it permitted the athletic associations to develop varsity

athletics still further and, at the same time, allowed "sports for all" a 1 great opportunity for expansion.

Undoubtedly the early paternalism of athletic associations and var­

sity coaches for the intramural program was hastened by the thought that

such competition would develop more varsity material as its primary ob­

jective. This still remains a strong argument for intramurals in the

modern school, but educators are now well aware of the many other strong

objectives of such a program, and have lent their support to the total

values.

As schools developed their central administration for intramurals,

their first objective was to supply sports purely on demand, backed by

sufficient student pressure to indicate strong interest. World War I,

with its new emphasis on mass competitive sports, the training that so

many future athletic leaders received during the war, and the growing

impetus of the playground movement in America, contrived to make an

indelible impression on school athletics.

I. J. W. Wilce, chairman, "Report of Committee on Intramural Sports." 5

It has been natural that school men in recent years have turned their attention more and more to the recreational and health needs of the

student body. It is regrettable that large percentages of the secondary

schools in America are still without proper leadership and programs for

adequate intramural and recreational opportunities for all their stu­

dents. During World War II intramurals suffered a temporary setback due

to so many of our younger leaders being needed in the armed forces. But

again the influence of the.war is destined to set the stage for our

second great renaissance in intramural sports. It is interesting that

many coaches of specialized sports who served in the military units came

back to their jobs with new perspectives of the values and place of the

total athletic program in the modern school. Their influence in this di­

rection will be invaluable in future growth.

As schools began the expansion of their intramural programs it was

common practice to talk almost entirely of participating numbers, with

little regard for the number of times each student received the values of

competition, or the quality of the organized activities. It is now con­

sidered essential that vigorous sports be closely supervised. Many

schools require a medical examination at frequent intervals, thus provid­

ing a check on the fitness of students for certain activities. The trend

toward adapted sports for the handicapped is significant, and much

progress has been made by some schools in this regard.

Schools today are moving toward the objective of skill instruction

in large varieties of activities that will either be used in the intra­

mural school program or will be valuable for recreation in adult life.

Junior and senior high schools likewise are beginning to open up greater .

6 possibilities for instruction than the loosely organized free play period so characteristic of many secondary schools of the middle 1950fs.

The work of the National Recreation Association and its constant guidance and stimulation of all adaptable activities for the city recreation pro­ grams will continue to influence school intramurals. The recent trend to join the school program into closer union with community recreation is bringing to American towns and cities the real import of the community school. Better administration of the intramural program will grow out of the increased numbers of young men and women now taking four year pro­ fessional courses in physical education, recreation, and athletics. The growing tendency for students with these majors to prepare themselves for the recreational field rather than merely for the coaching of one or more varsity sports will leave its imprint.

The depression period of the middle 1930*s had a profound influence on this program. Out of this period came a new emphasis on recreation as a valuable contribution to the wide use of leisure time, and on sports of carry-over value. Out of this period came new governmental leadership through various agencies, and through them much leadership in recreation was given schools and cities. Out of this period also came federal aid in the building of new facilities such as gymnasiums, swimming pools, play fields, and combined city-school facilities of all kinds. Following

World War II we have an increased impetus toward *living* war memorials in the form of recreational buildings and facilities.

Beginning in the late 1930*s the rapid changes in industrialization, science and invention, pressure of labor unions, and periods of unemploy­ ment have brought the American public face to face with much shorter ? '■ V;. working hours. This in turn places a strain and responsibility on modern ^ education, demanding that future citizens be taught hobbies, sports, ' recreation, and interests that will satisfactorily prepare them for the new leisure. Intramurals and the school recreational program can step - forward to meet this challenge with a feeling of confidence and service.

Many secondary schools have increased the scope and potentialities " of their programs with the stimulation and organization of outing activ- * ities such as hiking, camping, riding, canoeing, picnics, sailing, nature trips, and the great field of winter sports. Thus we are moving toward a rapidly expanding movement of co-recreational Intramurals and activities, more social and healthful than competitive.

With the rapid growth of the intramural program there has been in­ creasing effort to set standards for its improvement. That it has now become a tremendously important part of the educational scheme can no longer be doubted. Some educators are even going as far as to suggest that interschool athletics be greatly curbed or eliminated, and that in­ tramurals be substituted to enable all students to receive equal atten­ tion. It would seem that the modern program would best be served by careful administration of both phases of activity, with the intramural program activating the entire student body, and with interschool ath­ letics forming the peak of skill and specialization, erystalizing school spirit wisely through its representative teams, but with neither dominat­ ing the other to the point of unfair exclusion of facilities or leader­ ship. The central emphasis of the future may well be a program for the maximum welfare of the entire student body.

& 8

Intramural sports must have a carefully integrated relationship to the total physical education program. The definitely graded, planned, and carefully supervised physical education program cannot be superseded by intramurals, but should be implemented and embellished by it. The de­ partment of physical education today forms the basic structure out of which grow intense and constant desires for physical and social expres­

sion, best expressed through the medium of informal recreation, intra­ mural sports, outing and co-recreational clubs and events, and the var­

sity sports program. In a modern world all too full of maladjustments,

inhibitions, complexes, worries, and fears, youth will profit tremen­

dously from a training and an experience that uses pleasurable activity

to teach one how to relax, how to get along with other people, a re­

spect for the opposite sex, and wholesome skills that are never quite

lost, to be called upon again and again to relieve the adult tensions and

worries.

Objectives

During the rapid developmental period of intramural sports the em­

phases have shifted from time to time. There is every reason to believe

that both objectives and program emphasis will bear modification in the

future. For this reason it is apparent that present day objectives can

not be thought of as static and final.

Physical educators early caught the vision of great possibilities

inherent in intramurals and have every reason to be proud of past acccm?

plishments. The universities, through their professional departments,

are rapidly developing a new and wholesome regard for the total broad

program in the nation’s schools, as they prepare a new type of worker for 9 the field. The future program, as in every phase of educational plan­ ning, must be constantly scrutinized and evaluated. Only in this nay may we be sure that every possible benefit will accrue from participation in

sports and activities for all.

Several studies have been made relative to intramural sports, and no

unanimity is evidenced in the choice of objectives; over ninety-five ob­

jectives are listed. It is safe to say that this extensive collection might well be classified under a few general groups or headings. Pupils

.view the matter of objectives with present-day perspective, judging them

through the eyes of an active participant. Intramural workers are more

likely to be conscious of the ideal of more remote nature, with emphasis

on educational values and an attentive eye to trends of the future.

Six general groupings of objectives can be used in condensing and

combining the many now advanced for Intramurals. This treatment will

elaborate on these six general objective areas, and will also present

significant statements as taken from professional literature. In this

way the worker may gain a more intimate insight into the hopes and ideals

of the program as expressed by leaders in the field.

' ' PhvAiMl mna Mental Health and Efficiency ' ■ ■ -

In this complicated scheme of things called civilisation we are eel-

dom ourselves. We are tied in mental knots bemuse we cannot, as our

ancestors did, fight for what we want, nor cry out in a loud voice against

what we do not like. We keep still, usually, about what we think and

feel, and the attics of our brains become stored with fears, jealousies,

disappointments, and unsatisfied yearnings. We may either recognize thatll

ll Louis E. Means, "Play TOem Out," Recreation Magazine. 40:m i 10

they are there and get rid of them, or lock the attld door a M let them leak out in ehat ipfcyehologieta call -inhibitions, complexes, and malad- ... just meat ■; ;; ; 'v'V - :•;< I . ■ : :!: r. \ vv.;;. : „

• Those uho value mental and physical health east about for says to take care of these _mental Jtoldevers« Many of us find that sport is the best w y . Competitive exercise- is a splendid safety valve. When a man plays a game, any kind of game, the vay it should be played, he lets him­ self go. He suffers disappointment a and experiencestriumphs. Inwrdly he a ^ lauds his good shots, and .swears at the bad ones. He "lays? on every ball as hard as - he wants to. -At the same .time he may work off his , pent-up ..venom against life. : His complexes can melt away with his per­ spiration. Bor a little while he is primitive^ with the outlets of a primitive man. H e ; even is • able to communicate his state of-mind to the bleachers. v v : -: - ^ : : c..:--.-.i:!

When a man’s game is over, whether:it be tennis, handball, football, or what not; he lies down in.panting relaxation. He has discharged his mental bogies. He is as bereft of complexes as a new b o m is of cloth­ ing. If he goes hunting, or just roughs it, his world of troubles dis- L- : L' - v ’"cy solves in thin air. Participation in sports can be an outlet and a nor- malizer. A person who keeps active in hist play need; seldom fear a ner- vous breakdown. Breakdown requires a-, state of nervous muscle tension that comes perhaps as a hangover from the days of our caveman ancestors. when any cause for worry immediately translated itself into action. How we meet most of our emergencies with headwork, at any rate without use of ' ■" X'.:'.1: .. 't.. ...t r V:.;' 't ttt 27; V.-: vy -;v' muscles. We go on day after day storing up nervous tension which is com­ municated to the imecles t© get them ready for: the physical emergency-„ 11

which never comes. This condition provides no. follow-up of relaxation

after muscle effort such as always came to our ancestors, to whom every­

thing spelled either fight or flight, both of which required movement.

Finally the accumulation gets to be too much and we have breakdowns, or

breakups, or blowups, or whatever we choose to call them.

It is evident that the draining of surplus energy, particularly at

the Junior and senior high school age, must figure as one of the real

contributions of all sports. When the child goes home from school spent

in physical energy, we have eliminated much of his desire to participate,

for that evening, in the many possibly harmful and wasteful activities so

common to modern society. If carefully directed, these values increase

with the frequency and repetition of the experience.

The handbook of the University of Minnesota for 1936 says t . o-:. All work and no play makes Jack a dull boy. This age-old proverb Is as true today as when it. was first used. While the high school is mainly a place for serious study and work, nevertheless in order to,maintain himself in efficient working condition a student must devote some time to recreation, and especially to pleasurable physical recreation ^ - v „ :j- ; :,n -* The University of Oklahoma handbook of 1939 recaptures the. words of

William James as follows: -II vV". Even if the day ever dawns in which muscular vigor, will net be needed for fighting the old heavy battle with nature, it will always be needed to furnish background for sanity, serenity, and cheerfulness of life, to give moral elasticity to our disposi­ tions, to round off the wiry edge of our fretfulness, and to , . make us good-humored and easy to approach. - -

The University of Wisconsin handbook of 1939 says: I

■:'v ■ : \r-.:. : or2 1 1. Physical Education and Athletics for Man. University of Minnesota, 1937-1938.

2. Handbook of Intramural Athletics. University of Oklahoma, 1959. 12

r . fh® utilization of "opportunities in intramurals will "mean ’ ' ‘ * more healthgiving fun for the student, and will provide him - i: with;greater ph^ieal, mental; and eoelal' tfaining'. - This pro­ gram has enjoyed a phenomenal growth because of its appeal to x■l" the.inexpert and the many, rather than to the expert few.

It is altruism in America that"regular physical exeroiseie rarely in- dulged in without organization and withoutcompetition.Amerleans today gravitate to the passive types of"work and recreation unless inviting Lii , , > v, n r - V. o u ' "cn, - 'in <\ l l L:U^ TOcrerttonal"programs establish habits of'partielpatleh in active sports ; . ' 1 rLic'i I'T-'n-n.. ii".; no " . o :: v. : y--' at the school age. ' Physiologists: tell u s t M t increased aetivity of ;0;.;:Vlc-. i: . ^ rO'V"n ' VOT; T ' O 0 .'O.- heart and lungs serves to eliminate the waste products of the body and 1 : ■-■■!* .0-: : 'r.O'T ■l:-; • .ox o- i 0 : 0 • . ,r0 hasten rapid assimilation of the nutritive food elemental or:.-. r:;n ■■ : ' ' " ■- n - 'O^nr r " ... Before leaving this brief and incomplete treatment of the health values of sports it should be emphasized that physioal education and ». ‘ . . . . ■ • . * " ' . -»• •••» t. 1 /» "' < ' ».► < * * 1 . ..♦ t z '. ^ i - i i * I • - . . t . *. , - J - '•x j-i •«' -.is «-» v- -* - •*- health are not synonymous. Ccmpletlng brilliant forward passes does not rn - inn: : 1 '-; ‘:; n : rorr dr~, up cuttle c -.'.- eliminate dental caries. Intramurals as conducted in many schools today

***••. '■ *"• r. ' ^ • z •- »• , v N ...*> .. /•. •mj * •'?» r T .*% > V-- W * %. . .I. i > w if v. •• > - •' *1 ' are often sporadic and too' unregulated to secure the best health out- comes.'’ Best results are noticeable in instances where preliminary con­ ditioning is required for the more strenuous activities, or where stu- dents take an active pride in keeping in shape for competition in order to guarantee their beet performance at all times. Yet it camet" be de­ nied that IntraenzalB are important in the "keeping fit* program of stu­ dent life. It is also evident that those Intramural departments that provide annual or frequent health examinations contribute to health hab­ its and practices in later life.*- Brammel suggest s as - one of the goals of intramural sports: "The more-active"1 use of the intramural eporte program 8 in launching health habits upon life careers."* 2

" l. Handbook of Intramural Snorts. University of Wisconsin, 1939. 2. EipBby Branmell, Intramural and Intersoholastlc Athletics. Morgan deplete the life history of Teddy Roosevelt as a great exam­ ple of the value of exercise and constant physical activities which is^ sell worth partial emphasis here: , ...... r ;

Seated at M s desk in school was a frail, fearful bey of .... eight with a face which bespoke hidden panic. Titian he breathed he wheezed, then called upon to recite he rose with quaking . knees and quivering lips, mumbling incoherently, and collapsed to his seat. If he had handsome features it would have helped a little, but no, his teeth rushed out at you. With all his handicaps, however, this boy had a fighting spirit., He would not be downed by the defects which opened him to the ridicule - of his comrades. He turned his,wheezes into hisses of,deter­ mination. He used his handicaps as the very rungs of the lad­ der on which he climbed to fame...... Instead of falling into the trap of self-pity, and in­ stead of babying himself, 'Teddy? set.out to overcome these barriers. He noticed that strong boys played active games, swam, rode horses, and did hard physical.work. So he.became , _ active, rode, played, and worked with a vengeance, so that be­ fore he reachediCollege.age he.had built up his health and strength by constant and systematic exercise and hygienic liv­ ing. In later years he was known as the man of powerful physique who spent his holidays founding up cattle in our state, hunting bearskinithe Bockiee, and chasing lions in Africa, furthermore, he observed that others who became en­ grossed in doing exciting acts seldom had time to bother with an analysis of how they felt or whether they were affaid'of

: - y f f ; t T.i . V" r-, i , ,

Much could be said about’ the recreational objective or intramural

sports. The subject would well be divided into immediate values to the

student in the developmnt pf s,_gro^p of leisure-time pursuits and ac­

tivities which enrich the school period, and, to. the more permanent ree-

reational and sports interests that will contribute to later happy adult

living. In this brief discussion the two will be closely associated.

1. John F. B. Morgan. How to Keen a 8im^^ m a d . W, aov 1 - 1 ' r - Melera American ■ hm e s seem to b* alleMiig childreii smell freelem after school-hours. If the school ieea hot provide a program to ahsorh time and interests of the pupil*" this freedom may be hmriseiy hpehi. In­ tramural sports:clearly have a specific function in solving this impor­ tant problem' with-intelligence and deseretion. As the pupil #e r ^ » e f*ee school into adhlt life he faces a' tost-changing and much different #crId than t M t of a few years ago. life before the Machine Age solved its own problems of physical development. Mth'the rise-of great industrial v plants earns labororganizations to Ibok after the interests of ierbsea.

Short working hours and^ greater leisure time was the by-product of the depression years of the 1930'a. following World War II problems of pro­ duction again are bringing the nation face-to-face'with leisure-time problems, increased juvenile and adult delinquency,' and crime, and many social problems that follow in their wake; 'i'h@ s # 6 o l must realize the child should be taught the most advhhtageous use of l^lsuw time so that as ah adult he may1 have desirable'avocations, hobbies* recreations* and interests. Industrial oiganizations all over the aation are rushing t® the front with progreae of reereatieh to care for this Important problem ef leisure time and’working1efficiency eh the part of their eh^loyeesi

Schools have made Significant progress' in recreation and sports as a solution to this problem, but when one eafefuily searches the actual sta­ tistics of program partlelpatioh-ef the ehtire'student body in all tee hany junior and senior high ichoole, colleges* and universities, it be­ comes apparent that many haV* giVen the idea merh lip ’service, o t h « a V have merely scratched the surface in developing the program, and only a small percentage have actually developed a program that is meeting the 15

real rocreational objectives of intramurala and phyaical education.' If

the schools are to create a close union betweea recreation and leistire*

time they, must shoulder t M : responsibility of developing habits and I in­

terests in the students which will enable them to use their leisure time

to the best interests of themselves and society. Students should be en­

couraged to develop hobbies and special interests of all kinds. The to­

tal program must be organized in such a way that any student may explore

a number of activities and; sports through frequent participation. Thus .

many sports may; be experienced:and.enjoyed with the end result that the

pupil may develop a continuing interest im ene or more of these activi­

ties.; r' - z-; : I yl'-izl t;c r.n’ :vlr.'> V'.;n

■ lit is interesting - to:note the:attitude, expressed by the survey*; ; r-

Touth Tell TheAr Story. made by the,American Youth Coimnission in 1038,

that recreation is:one of the-three, greatest problems confronting youth 1 in America today. It is also significant that very few participanta in

/varsity athletic sports today centinne a partieipating interest after.

school days are past. .Intramural programs can aid to offset this condi­

tion by providing-a greater number of sports in vdiieh the ptQ)il may build

permanent; Interests. - This is more «uilly pqssible in intraHrarala since a

perfect performance is not the objective. We are well aware that adults

rarely become interested in sports, and recreational activities unless

some fundamental skills and pleasures -have been obtained in high .school

days6 : Thus recreational skills and interests must become a central ob- ' : ' ' ■ 1 ; : : . - ■ - - -- r.' . .» ■' ...... - : -. ., " ZY .. ' jective in the intramural program. ■ This is-ohe. of the objectives best1

1. Howard M. Bell, Youth Tell Their -Story. -p. .273. - ; ...... Y* \ V T".. . ;• . • .. . . - . • ...• • - , " > V .. % --- Y . 16 defended to the critical taxpayer and educational administrator. Once we have developed in the pupil a spirit of play and the ability to relax we have given him an outlet which will continue to demand expression all

through life.

Perhaps one of the most important objectives of intramural sports is

the social value of competition. It is recognized that the newly entered

freshman or sophomore in high school is often "lost* for months or years,

and yearns for contacts and recognition from his fellows. The chance to

meet others of similar age is vital to happiness and well being. The

field and floor of athletic competition is the testing ground of reality.

It is truly a life situation where the student learns to evaluate the

character of others, to gather his own self-assurance and determination, and to know the deeper meaning of group loyalties and responsibilities.

He learns to sublimate self in the best interests of the group, yet to re- tain the best of individual assertiveness and leadership.

Excerpts from several sources give further weight to the social ac­ tivities inherent in intranrarale. Williams and Brownell make this

statement:

To the degree that social conduct is the concern of public edueation, the athletic field serves admirably as a laboratory for the teaching of ideals concerned with personal respect and group consciousness. General treatment of opponents, fine ex- ’ preesions of sportsmanship, generosity, and other social and ' moral qualities represent the standards of a romantic, hereiet . - : and idealistic group engaged in wholesome athletic competition. , ’ « - - -% — - * ■ ■“ * •* 1 : ' ' ! - , V I - . . ’ ' ■ ■ — • "" - ' ' , i

la evld'eat^that intramurala cannot.provide all that is desired for the ^pil in eoordimtio&t pe^petvatioa of skills, and h#ily".pre»- ' :'h: .. "or rvif - u r 2 • ■ . _ : r •■ .• Intvrv.:! eea. It eMnld be - the funetim of the physical education; program te " . ■ teach sports skills and fundamentals that will enable the pupil,to ap- A iV : oJvt i:,-'C ] , proach the intramural or laboratory part of the school program with de- sires and interests - which have, been sharpened through the teaching. # is also the function of physical education to deyelep^ gzsater coordina­ tion, strength, fitness, and prowess through its activities. Assuming that class procedures in our schools , paWlally accomplish this objec­ tive, we. can .safely say that imtremnrale ^pvlde an opportunity for. fao- ther perfection and; use of these skills, thereby, increasing muscular co-... ordination a M bodily prowess. In schools where little ^hyai<^l educ­ tion is being taught it becomes the function of the intramural program*© assume the task of achieving.progress in,prowess and coordination for the student through its sports, participation. Educators generally, agree that, intraanrals proyide perhaps.:the.-most; enjoyable and popular medium for -. this development. To the student unable to enjoy, regular exercise and., training in physical education classes izitiraim^ls offer great_ aussistanaHe. in developing, qsmOlt lea of strength, endurance, and agility, that are r C still useful in meeting the emergencies of life.

A statement included in Bulletin Kumber 28 of Des Moines, Iowa, Pub- lie Schools« is worthy of qttOtati

Every child who is to attain optimum physical, iatelle®* .v h.. tual, and emotional development must have several hours of I enjoyable, vigorous, physical activity .every day. It should t be out of doors whenever,possible and in the company of others much of the time. IS

need. It functions mainly in developing skills, knowledges, ap­ preciations, and desires eomeeted with physical activities. It does not give opportunity fdr sufficient practice in the things taught, nor self-directed natural use of them as an integral part of daily living. The school physical education period is , essentially teacher directed. It is hot just a free-play period. but a period of both work and play specifically controlled and,..

The intramural sports program partially fulfills the total ' activity heeds of the pupils and1 motivated further satisfactory , types of activity. It provides praetiee in desirable sports con­ duct # i c h will affect behavior in such sports away from school. , It. should- be the first and basic extraoxirarieular activity.^ . ..

a dc]

The early and, origiml chief objectiye of intramurals was to assist in the discovery of varsity material. In most schools, this objective to­ day is store incidental, with other aims given far more importance in the educational significance of Intramurals. It is always and will continue to be very gratifying.to see the intramural competitor find a place on the varsity team, an opportunity that should always be open to every boy.

Coaches of every sport should give all possible assistance to the intra­ mural teams. The coach Who gives occasional individual suggestion, en- couragement.and praise to the intramural player will be consistently re­ warded by unstinted student rapport and a greater desire bn the part of all students to graduate to the varsity teams.

Schools contemplating new varsity sports would do well to build the teams from the stars of the existing intramural program in that sport.

Frequently it has been the intense intramural interest that eventually produced the full-fledged varsity sportV Every wall-admlni stared ath-

,letie department will guarantee and safeguard a close and constant • '

1. Bulletin Number 22, Dee Moines, Iowa, Public Schools cooperative working relationship between varsity and intramural programs.

Scholarshi-p h 5:.

To say that participation in,intramurals and recreational activities

always produces proportionally higher academic results would be question­

able. One could hardly deny that intelligent use of leisure time and

participation in regular recreation is beneficial to the improvement of

scholarship. Ho studies to date have shown anything to prove that such

activity has a deleterious effect on scholarship.

Washke found that students who participated regularly in intramu­

rals at the University of Oregon over a five-year period from 1951 to

1936 hadi h higher grade point average than did nonparticipating students

who paralleled the participants in all control factors, and a still high­

er average than the general male student body. 2 ...... \ Hackensmlth and Miller came to the following conclusions aboutv "

students at the University of Kentuekyi " '

1. That freshman participation in intramurals does not have a marked effect upon the student’s academic grade. 2. That participants in intramurals as a whole have hitler mean intelligence sigma ranking than those who do not par­ ticipate. 3. That sophomore, junior, and senior participants demonstrate a definitely higher mean academic grade than do nonpartlel- pants of the same, classes.

The University of Oklahoma handbook makes this statement: 21

1. Paul R. Washke, "A Study of Intramural Sports Participation and Scholastic AttainmentReaeraeh Quarterly. Tol. 11. Ho.. 2. . , -

2. C. V. Hackensmlth and L. Miller, "A Comparison of the Academic Grades and Intelligence Scores of Participants and Non-Farticlpants In Intramural Athletics at the University of Kentucky,,f Research Quarterly. 9. 9d» • . .. , i . ; , ■ r- '. . i , EG

The man that takes a light, brisk workout, then follows it with a light shower is better etuippei to'attftek his aSaieMG work than if he stays bent oyer a book all day or wastes his ' spare time loafing on the street corner.* "• '*'• :'r ^

Statement of the Problem

The purpose of the present study is twofold: (l) To determine the status of the intramural sports:program, in" the small high sttools ef

Arizona, Utah, Colorado, and Hew Heiico; and (2) the presentation of a suggestive program of intramural sports for the small high schools of

Arizona, as gleamed from a studiy of - edues^lmml literature ant the ex- periehoes Of the institutions. - : : : ' rcr-v.;

The writer is convinced t M t an intramural sports program is heeded in the small high schools of Arizona." In order that we may suggest a program for the small high schools of Arizona, we haws decided to study the small high schools of four states in' hopes that the study will fur­ ther bring out the heed and also offer some suggestions for the program for the small high schools of Arizona. : '1

- \ b v V:'

A questionnaire, covering the field of itttra3Bural sports,: B0h«jhiat similar to the one used by Bramell in his' stUdy "of 760 schools throu^i- out the United States was prepared and sentto the principals or supeiS intendents of small high schools (less than two hundred pupils) in the

four states Whose problems we felt mi$it be similar to those encountered

in Arizona.

1. Handbook of Intramural Athlstiss. TWverslty of Oklahcaaa, 1939. 81

There w e .evidence . of high. Interest In the study, as evidenced by the percentage ef returns and by the request of all respondents for :•: - copy of the suggestions..

Review of Related Studies ' ■ ; r 1. th.it, : ..v" ;

One of the first studies on intramural sporta in the high sehools 1 was that of Brammell. in;1932. He investigated 327 high sehools die-at ­ tributed among the forty eight states. r rr. 'vi a v : . ; . ; : “ ii”

He found that. among the schools included in the study the movement to organize definite programs of intramural athletics had come into full swing. ; The. size.of the school was the most influential factor in deter­ mining whether or not a school had adopted such a program.There was no dearth of intramural games. ; Comparatively large amounts of in-school and out-of-school time were given to practice and contests. A tendency ex­ isted among the larger schools to foster games which have carry-over value; Sport s did not vary much .by; gradesfootball and golf except ad.

A tendency was diseernable among the schools to link together the % - after-school intramural program and the in-school physical education work. ; The extent to which the 5-year and ©-year undivided, secondary schools- refrained froa.allowing the lower grades to compete against the •- higher was considered encouraging. Few schools had intramural athletic associations independent of other .athletic associations in the school.

Programs of intramural activities were not expensive. ; When boards of ed­ ucation supported intramurals, funds for intramural sports were almost 1

1. P. Rov Brammell,. Intramural and. Intersoholastic Athletics. - h; 22 always an unspecified part of the physical education budget. :.r. 1 ?. ^ ....r..- vr« The schools in general recognized the close relationship between intramural sports, physical education, health work, and interseholastie h'i'. * ' ; . ■ v •: t::;v, ■. : . / athletics. Close cooperation between health work and intramural athlet- : ■ -;.r :v: -':i. ics was frequently understood to be possible and necessary; it was not so often actively secured. The feeling that both intramural and interseho- \ rye::'— , lastic activities were necessary to a comprehensive athletics program seemed to be growing. The questions of duplication of personnel for in- tramural and interscholastic coaching were mentioned as a possible handi- cap to the program.

Btemila made a study of the intramural sports program in all the high schools of Arizona in 1952. ■;.o ; ;V': - J v ^ r j ■: " ■: v In this study twenty-four sports were listed in Intramural sports •’r r'. 11 ^ programs of Arizona high schools. Basketball was the most popular sport.

Half of the activities were listed as team sports. c, .. t: ; *-.i : r' ^ , Several bases of classification are represented in the study, name- ly; home-rooms, class groupings, and a combination of the above.

Hanila indicated that three-fourths of the schools permitted the ptt- ; :•" f ■. -n, vr.c-.: : c.-;;. : "-rv:L : r.r ' V pils to choose team members. v.v; ::;v1 ■ • r^-C-Vr : ■ :'":v' The most prevalent time for intramurals was after school. Intramu- rale during school time was second in prominence. After dinner and Sat- urdays were not commonly used for intramural purposes.

The scoring group depended on the organization groups. The class

• - 1 •• ‘ •' ' ' * 1 '* . ‘ ■' . • ’ ’ - r , /* V -.4 - V ; ... , ■* V., ...... ; P ' •• scoring plan waV the most popular of the scoring plans. " ‘ * V-2 1 1. Ibid.

2. Matt 0. Hanhila, "A Study of the Intramural Sports Program in the High Schools of Arizona.” 23

More than fifty per cent of the schools gave awards for intramural participation.

More than half of the schools in Arizona did not adhere to any 1 standards of eligibility.

The practice of officiating in Arizona high schools was reported as quite good. The officiating was done by faculty members. lettermen, squad members, and trained student referees.

In ninety seven per cent of the schools the number of sports per pu­ pil was not limited. Physical examinations were required in about fifty per cent of the schools.

Sixty per cent of the six-year junior-senior high schools permitted the seventh and eighth grade boys to compete against the boys in the other classes.

About two-thirds of the schools did not allow physical education

credit for participation in intramurals.

Eighty-three per cent of the schools made provisions for free play regardless of classification of the students.

All the schools, with one exception, made some provision for the de­ velopment of .correct sportsmanship in spectators and contestants at

intramural games.

All of the respondents agreed that the intramural program was help­

ful to the interscholastic program. 2 Hanila, in a study modeled somewhat after that of Bramaell but

confined to Arizona, found the intramural sports program to be reasonably -1 2

1. IbidI

2. Ibid 84

well organized. His report indicated that the intramural sports programs were limited in some schools because of a shortage of boys in some cases and a shortage of equipment and facilities in others, and still in others there was no adult supervision for the program.

The most recent study of intramural programs found was made in 1948 1 by E. R. Elbel and reported in the Athletic Journal. This study includ­

ed some 417 schools distributed among the forty eight States. He found that the very large and the very small high schools were less likely to

have an intramural program. The middle size schools seemed to be best

adapted for intramural sports programs.

Many of the schools listing a program showed evidence of conducting

a very meagre program. Some of the schools listed but one sport, basket­

ball, while other schools listed the same sport for fall and winter.

Interclass was the most popular unit for competition. The more com­

prehensive the program, the more tendency there was to include more than

one type of unit for competition.

Over fifty per cent of the schools in Elbel’s study indicated that

pupils selected the team membership.

More than seventy-three per cent of the schools showed a distinct

tendency to conduct intramural programs independent of physical education

courses.

Eighty-seven per cent o f .the schools did not allow physical educa­

tion credit for intramurals.

In the highly strenuous sports, such as: boxing, wrestling, and 1

1. E. R. Elbel, MIntramural Athletics for High School Hoys," The Athletic Journal. 85:18. 25

cross-country events, forty-four per cent of the schools were requiring a special training period for pupils who participated.

Supervised practice periods were encouraged by seventy-two per cent 1 of the schools included in Elbel’s study.

In forty-eight per cent of the schools the intramural program was financed by the board of education.

The respondents mentioned eighty-one different sports. The number of different sports represented in the intramural programs of the schools varied from 1 to 29. Some schools showed evidence of a very limited pro­ gram, while on the other hand some showed evidence of comprehensive pro­ grams. The extent of the program was governed largely by time, equip- 2 ment, and the ability to furnish supervision.

The respondents indicated that basketball was the most popular

sport. Softball and touch football shared second place. The fifteen most popular sports in descending order of popularity were as follows: basketball, softball, baseball, football, volleyball, tennis, table ten­

nis, badminton, swimming, soccer, golf, wrestling, and bowling.

There is no definite trend in the development or the use of the point system. Only thirty-nine per cent of the schools indicated its use.

About half of the schools gave awards in the intramural programs.

The one award mentioned most frequently by the schools responding was the s' monogram. Medals were second on the list and certificates ranked third.3 12

1. Ibid.

2. Ibid.

3. Ibid. 26

A very small number, one per cent, of the schools considered awards as Imperative. Ten per cent of the schools considered that awards were

Important, forty per cent indicated that the policy of giving awards for intramural competition was not considered.

There seemed to be a distinct indication that rules of eligibility were designed largely for the individual school involved with a rather uniform agreement on the following items:

1. School membership. 2. A provision for physical fitness if not otherwise cared for in the physical education program. 3. Mo varsity squad membership in the same or coinciding sports. 4. Group or organization membership.

Fifty-nine per cent of the responding schools allocated the adminis­ trative responsibility to the physical education teacher.

Fifty-seven per cent of the schools indicated a use of pupils as 1 assistants in supervisory capacities.

Forty-seven and five tenths per cent of the respondents indicated that intramurals were held after school. Twelve and four tenths per cent listed the noon hour. The gym period was next with twelve and six hundreds per cent.

Two-thirds of the schools stated that they did not have enough time for the program. Half of the schools indicated insufficient funds.

About two-thirds of the schools reported an inadequate number of super- 2 visors and almost half not enough equipment.

Judging from the findings of these studies, it appears that intra­ mural programs in high schools have lit tier ’uniformity. Intramural • — 12

1. Ibid.

2. Ibid. 27

athletics have gone through a long period of adjustments but today defi­ nite standards and practices for their conduct have been established. It appears to the writer that in the future the changes will be minor ones.

The great problem, it seems, is to raise the standard of practice in those schools where they are low. There is a greater need of this im­

provement in the small high schools than in the large high schools.

Summary

A program of intramural sports in the high schools is very impor­

tant. There have been very few comprehensive studies in the field. Two 1 2 of the most comprehensive studies were made by tiraimnell and Elbel.

The latter was, however, not nearly so comprehensive as the former.

A state-wide study inclusive of all sizes of high schools in Arizona 3 was made by Matt 0. tianhila. Hanhila, like Brammell, included in his

study all sizes of high schools. This study is an attempt to answer a

problem of the intramural program in the small high schools of Arizona.

The present study was conducted in the small high schools of New

Mexico, Utah, Colorado, and Arizona, dealing with the status of intramu­

ral sports in the small high schools of those states, with the view in

mind of a suggestive intramural program for the small high schools of

Arizona. # 123

1. P. Hoy Brammell, Intramural and Interscholastic Athletics.

2. E. Hi Elbel, "Intramural Athletics for High School Boys," The Athletic Journal. 23:18

3. Matt 0. Hanhila, "A Study of the Intramural Sports Program in the High Schools of Arizona." CHAPTER II

The Plan of Administration of Intramural Sports Program In Hew Mexico. Utah. Colorado. and Arizona*

Introduction: With the purpose in mind of securing certain informa­ tion relative to intramural athletic programs in the small high schools of Arizona, Utah, Hew Mexico, and Colorado, questionnaireswere mailed to superintendents and principals of 179 high schools in the above mentioned states.

The questionnaire was divided into two parts. These two parts are:

(1) the plans of administration of the intramural sports program in Utah,

Colorado, Arizona, and New Mexico high schools; and (3) the intramural sports program in action in Utah, Colorado, New Mexico, and Arizona. An attempt was made to include only pertinent items in this inquiry blank,

A sample of the inquiry blank may be seen in the appendix. The question?" naires were directed to high schools whose enrollments were 199 pupils and below. 129, 72.1 per cent, of the questionnaires were returned. Re­ plies were received from schools in each state which in itself would seem to indicate interest in the subject.

Types and Sizes of High Schools Included in This Study: For con­ venience in tabulation, the returns from the schools were divided into three classes, according to types or organization, as follows: 29

TABLE I

THE TYPES AND SIZES OF ARIZONA, NEW MEXICO, UTAH, AND COLORADO HIGH SCHOOLS RESPONDING TO INQUIRY BLANKS SHOWING HOW MANY HAVE AND HOW MANY DO NOT HAVE INTRAMORAL SPORTS PROGRAMS.

Reporting Reporting No Tr^trarmirnl Programs Intramural Programs

4-year senior high------28 : 46 6-year jr.-senior high---- 15 : 21 3-year senior high— ------2 : 1 Others: 5-year senior high------— 1 : 0 2-year senior high---- :— 0 : 1

TABLE II

THE NUMBER OF QUESTIONNAIRES RETURNED. . I SCHOOLS CONDUCTING INTRAMURAL PROGRAMS AND FROM THOSE NOT HAVING INTRA­ MORAL PROGRAMS ACCORDING TO ORGANIZATION OR TYPES.

Types of : Questionnaires : Reporting Reporting Schools j_____Returned i No Program :No Program

4-year senior high 68 46 67.6 6-year jr.-senior 36 21 58.6 3-year senior high 3 1 33.3 Others: 5-year senior high 1 0 00.0 2-year senior high 1 1 100.0

Total of all Schools: 109 69 . 63.3

Schools haring Intramural Snorts Program: If the schools responding represented a typical sampling, the above shows that 63.3 per cent of the small high schools of this area do not have intramural programs. However it needs to be said that some of the schools indicating a program show'ed: 30

evidence of conducting a very meagre one and, consequently, the percent­ age of.those not really having programs may be higher than the replies indicate. Some schools listed but one sport, basketball, while a few others listed the same sport for fall and winter, and spring. Of this number, twenty-two schools are four-year senior high schools, fifteen are six-year Junior-senior high schools, three are three-year senior high

schools, one five-year senior high school, and one is a two-year senior high school. A total of forty schools reported having an intramural pro­ gram. Of the forty that reported having intramural programs, twenty-two

were four-year senior high schools representing 55 per cent of all

schools replying. Fifteen were six-year junior-senior high schools, three were three-year senior high schools, one five-year senior high

school, and one, only, two-year senior high school. If these results are typical samplings these results show that the four-year schools are more

apt to have intramural programs than the six-year junior-senior high

schools.

Students for whom Intramural Snorts Programs are Planned: The in­

quiry gave the respondents a chance to indicate for whom their programs

were planned; girls only, boys only, both girls and boys with co-recrea-

tional activities. Out of the forty schools responding, thirty five

(87.5 per cent) indicated that their programs were planned for both boys

and girls. Judging from the answer to this question there is a distinct

tendency in the small high schools to conduct the intramural program for

both boys and girls, wherein individual and low organization team aetivi- 1 ties in mixed contests are wisely stressed. ' (Laporte) 1

1, William Ralph Laporte, The Physical Education Curriculum. 31

Co-recreational sports lend themselves beautifully to any intramural program especially to the program of the small high school.

Methods of Supervision: Of the forty schools reporting an intra­ mural sports program, 87.5 per cent allocate the administrative responsi­ bility to the physical education teacher. With such a high percentage of schools listing the physical education teacher, it would be reasonable to assume that in some schools the coach and physical education teacher were one and the same individual and not designated as such in the returns. A special faculty member was listed with the responsibility for intramural administration in 8.7 per cent of the schools. Two per cent of the schools delegated the responsibility to a student director. And two per cent reported their program as unsupervised.

The results indicated that, whatever the type of school, if a direc­ tor of physical education is employed, he is the logical person to direct the intramural activities, using as assistants in this program coaches, home-room teachers, physical education teachersupper classmen, and other persons who are available for this work and who are willing to strive toward achievement to the greatest good to the greatest number.

Some principals of small secondary schools complain that because of the smallness of their enrollments or lack of funds they are unable to employ a director of physical education and therefore cannot give a pro­ gram of intramural games. This complaint probably is not entirely legit­ imate. Furthermore, it is not universal among principals of small schools. The superintendent of a small high school in Kansas believes that the practice of hiring professional supervisors of play may even en­ danger the spirit of free play among the pupils. This superintendent 32 feels that if the board of education will properly subsidize and equip . the intramural program, the regular teachers can be led to take up will­ ingly the direction of games. This superintendent is probably correct in saying that an effective program is not dependent upon the employment of physical directors, but can be obtained in any school where the leader­ ship is both resourceful and enthusiastic.

Sources of Finance: Strangely enough few if any returns complained about not having enough money. However, out of the forty-eight reports, twenty, 4 1 e6 per cent, gave their source of finance as the Interscholas­ tic Association. Fifteen, 32.5 per cent, indicated the school board as a source. Five, 10.4 percent, gave a combination of school board and Inter­ scholastic Association as their source. One respondent gave social school

TABLE III

SOURCES OF FINANCES FOR INTRAMURAL SPORTS H UTAH, NEW MEXICO, COLORADO, AND ARIZONA

Sources Number Per Cent i Interscholastic Association 20 46.5

School Board Appropriation 15 34.8

School Board & Interscholastic Association 5 11.1

Social Sohool Dances 1 2.3

Entry Fees to Intramural Competition 5 6.9

dances as their only source of finance. About 15 per cent of the returns

indicated that much of the money comes from entry fees charged pupils for 33

/ admission to enter intramural competition. This practice is a poor poll* 1 ey as it defeats the true purpose of participation for all. - # - - - ...... - ' ' Annual Coat -per School: Each person filling out the questionnaire uas asked to state as nearly as possible the cost of the Intramural pro­ gram in his school. Several returns showed no answer. Of the responses from the 4-year senior high schools, one reported $800.00, three reported

$150.00, one gave its cost as $100.00, another reported $45.00, and four schools gave their cost as $85,00. Out of the twenty 4-year senior high schools, only ten availed themselves of the opportunity to answer, which may indicate a very meagre financial support of the intramural program.

The returns from the fifteen 6-year junior-senior high schools are as follows: one return showed a cost of $300.00 per year, another

$800.00, one $75.00, another reported $50.00 for the year, and two re­ turns indicated $25.00 each per year.

There was only one 3-year senior high school which answered "yes" to having an intramural program, but did not give its cost. i . ■ - ■*. ' ; ' / ; - , ? r •* • ' : ■ The one 5-year senior high school gave no cost for its program.

It would seem, on the basis of the returns,that a program can be provided at a relatively small cost which should make it feasible for the school board to defray all expenses. This practice is in accord with

Brammels* suggested goal: "Full financial support of intramural programs : ■" . • : : . 2 from appropriations made by boards of education." -■ , * . - : • 3-; -'J • I - - 1 ■ - - • r. _ • - ■ • ■ • t ; ‘ ■ *8

1. Louis E. Keans. The Orgainzation and Administration of - : " “ • ; ' 11 ' ' ' ' "ffl t " • - *-•. 4-., . -x • . •; • ;4 8. P. Boy Brammel, Intramural and Interscholastle Athletics. M

In making a snrv#y by tsestlemilye«■ It is h # e # a n t that t M /srlt er know the position of the person or persons answering the quest1onnaire#

These inquiry blanks were filled out by superintendents, principals, physical education teachers, and coaches. These men should be in a posi­

tion to give reliable information about their schools and their programs.

Kesponses to questionnaires were received from different types of high schools: 4-year senior high schools, 6-year junior-senior high

schools, 3-year senior high schools, 5-year senior high schools, and

2-year senior high schools. Since there were a scarcity of returns, one

each, from the 2-year senior high school and the 5-year senior high

schools, consideration will be given only to the other two types of

schools. A comparison shows that 41.4 per cent of the 6-year junior-

senior high schools have intramural programs, while only 32.4 per cent of

the 4-year senior high schools have intramural sports programs.

Most of the schools that answered that question have programs for

both boys and girls. In thirty-seven of the forty schools responding,

the program was run or directed by the physical education teacher or

coach.

In most of the schools, the finances came from sources other than

the appropriations made by the school board.

The cost of the intramural program was very small in the majority of

the schools, which should eliminate any valid reason of the school board

for not giving full financial support. This suggestion is in accord with

Brammell’s suggested goal, "Full financial support of intramural programs 1 from appropriations made by boards of education." 1

1. P. Roy BrBurnell, Intramural and Interaobolastle Athletics. CHAPTER III

THE INTRAMURAL SPORTS PROGRAM IN ACTION

Introduction.

Aa was noted in the preceding chapter» the great majority of the schools report the existence of an intramural program. We are naturally interested, therefore, in the nature of these programs. Of just what specific activities do they consist? The answering of that question will be the purpose of this division of the study.

Sports in the Intramural Programs

The questionnaires returned from forty schools claiming to have an intramural sports program included a total of twenty-seven different sports. Sixteen of these were mentioned three times or less. In this list were games ranging from marbles, free throwing, and goal-in, to a wide variety of more active games, many of which are dependent upon cli­ matic conditions. The eleven sports mentioned more than three times are listed here in the order of their frequency: basketball, 21; volley­ ball, 14; touch football and track, 11; softball, 10; baseball, 9; foot­ ball, 5; tennis, six-man football, table tennis, and marbles, 4 each.

Schools varied in numbers of sports included in the program from one to fifteen. Several schools listed a single sport, and eleven indicated that there was no record kept of the number of sports or games played.

It is to be noted that although many schools are listed as having intra­ mural programs, in many instances they are limited in scope. The extent 37

of the program seems to be governed largely by time, equipment, finance, and the ability to furnish supervision. It will be noted that three of these eleven sports are not team sports inasmuch as tennis, table tennis, and marbles can be played by two people. The other eight require team organization.

Soccer, badminton, and tumbling are found in three schools. Speed- ball, horseshoes, swimming, and shuffleboard are found in the programs of two schools.

Golf, boxing, wrestling, goal-hi, kickball, as well as indoor base­

ball, skiing, and free throwing are all found in the intramural programs

of one school each.

TABLE 17

RANKING 0? FIVE MOST POPULAR SPORTS

1 2 Brammell* s Study *5123 Hanhila's Study Present Study_____

1. Basketball 1. Basketball 1. Basketball 2. Track and field 2. Tennis 2. Volleyball 3. Baseball 5. Softball 3.5 Touch football 4 0 Tennis 4. Track and field 3.5 Track 5. Volleyball 5. Volleyball % 5. Softball

The above table compares the ranking of the five most popular sports in

the intramural program of the small high schools of Utah, Colorado,

Arizona, and New Mexico, with the five most popular sports as found in

two other studies.

The trends in this study parallel the trends in the two former

1. P. Roy Brammell, Intramural and Interscholastic Athletics.

2. Matt 0. Hanhila, "A Study of the Intramural Sports Programs in the High Schools of Arizona.n 58

studies. The popularity of the sports may differ as to the frequency and position in order of times mentioned. The study places one sport, touch football, that Brammell’s study did not list, but on the other hand omits one sport, tennis, that ranked high in Brammell*s study.

The present study replaces one sport, tennis, that appeared in Han- hila’s study with touch football. Touch football is very popular with teen age boys in that it has all of the thrills and skills of football without some of the more hazardous contact.

Seasons for Intramural Snorts

The respondents, through the questionnaire, indicated, to a degree, when the sports were played. This column was not completely filled out by several of the schools and a few listed two and as much as three sea­

sons for a single sport. (See Table V.) The most popular season in which most schools include each sport will be mentioned in the following paragraphs.

The most popular sport in this survey, basketball, is played, accord­

ing to this study, throughout the academic year and the same is true for volleyball. Baseball is a fall and spring sport, while track is exclu­

sively a spring sport. Tennis is played quite often in the fall; however, the respondents check spring more frequently. Six-man football is popu­

lar in fall and winter with a preference given to the fall season. Soccer

and speed ball both show a strong preference for fall, while touch foot­

ball is played during all three seasons.

Football is in the main a fall sport, while swimming, horseshoes,

and softball are enjoyed equally as well in fall and spring. Badminton, 39 tumbling, and social dancing are all enjoyed during fall, winter, and spring. Boxing, wrestling, shuffleboard, and kick ball occur most fre­ quently during the winter. Goal-hi and marbles are chiefly spring sports. Table tennis is played in the fall and winter, while indoor baseball and skiing are exclusively winter sports.

In summarization of the foregoing, it may be said that the intra­ mural sports included in fall, winter, and spring are basketball, volley­ ball, touch football, badminton, tumbling, and social dancing. The sports that are included during fall and winter are table tennis, soccer, and six-man football. Boxing, wrestling, shuffleboard, and kick ball are played exclusively during winter. Golf, swimming, horseshoes, softball,

•tennis, and baseball are popular in the fall and spring seasons. Track and goal-hi are exclusively spring sports, while speed ball and football are exclusively fall sports.

Average Number of Weeks for Each Snort

Some of the schools show a tendency to play a great number of games in certain sports, and others play only a few games; the maximum, average, and minimum number of weeks in which each sport is played is presented in

Table 7.

It will be noted that the average season for basketball is 8.7 weeks; for volleyball, 10.07 weeks; for baseball, 6.3 weeks; for track,

6 weeks; and for tennis, 7.2 weeks. An all-over picture gives six-man football 8.2 weeks; for touch football 6.1 weeks. On the average, speed-

ball is popular as an intramural sport for one week; soccer for seven weeks; softball for 6.1 weeks; and horseshoes, for three weeks. The 40

over-all picture gives an average of 6.3 weeks for tumbling; one week for

golf; 4.2 weeks for table tennis; with an average of one week for goal-hi.

Shuffleboard has an average of 2.5 weeks; kickball is popular on an aver­ age of one week; and marbles are popular for an average of one week. No

data regarding the season for indoor baseball, skiing, basketball, or free throwing were furnished.

The average number of weeks that a sport is played is a fairly good measure of the tendency regarding the lengths of the seasons for the various sports. However, the picture is distorted when only a few schools

include a sport. Therefore, in order to present a clearer picture, the maximum and minimum number of weeks was given for each sport.

Average Number of Games Played in Each Snort

Hoping to get a better picture of the intramural sports program, an

attempt was made to estimate the total number of games played in each

sport during the intramural sports season. In Table 17 will be found the

maximum, average, and minimum number of games played as indicated by the

respondents.

In some sports like tennis, badminton, and horseshoes, no complete

data concerning the number of games played could be secured.

Basketball showed an average of 32.5 games; volleyball, 34.9; base­

ball, 8.8 games; and in track an average of two meets. On the average,

there are 14.3 tennis matches, thirteen 6-man football games, 30.7 touch

football games, and seven speedball games. The average number of matches

of horseshoes is three; badminton, 31.3; boxing, wrestling, swimming,

tumbling, and golf did not show the number of games, as the total in 41

those sports depends upon the number of pupils entered In eaeh tourna­

ment. Shuffleboard showed an average of 8.5 games; ping pong, 16.3;

klckball, twenty games; and marbles an average of one tournament.

Social dancing was mentioned by two schools, indicating an average of

18.5 dances.

Average Number of Teams In Intramural Snorts Contests

In the seventeen schools reporting the number of teams participat­

ing in the various sports, the average number was basketball, 8.7; for volleyball, 6.06; for baseball, 3.44; for track, 4.9; and for tennis,

5.75. On the average, 6-man football had five; touch football, 6.25;

speedball, one; soccer, four; and softball, 7.45 teams. Football shows

an average of 5.75; horseshoes, one; badminton, 13.8; ping pong, sixteen;

and goal-hi one team. Sports like boxing, wrestling, swimming, and tum­

bling are not as a rule team sports and were not mentioned.

Popularity of Sports

The questionnaires indicated that 32.5 per cent of all sports were

individual sports or sports that can be played by only two people. Seem­

ingly there would be a higher percentage of individual sports than the

questionnaires showed, as it is apparent that team games are more diffi­

cult to organize due to the large number of participants needed. It is

equally apparent that the individual sports lend themselves to much easier

organization and consequently to schools with small enrollments. 42

Clasaification of Intramural Teams

Data relative to the basis for competition was obtained from only fifteen of the schools and on the basis of incomplete data, however, it appears that interclass competition is provided in twenty-nine schools.

Gym or physical education classes are used in eight, a combination of groups in eight, a classification index in six, and home rooms in five schools. In all type schools there was a variation in choices with the interclass choice being most popular. The more comprehensive the pro­ gram, the more tendency to include more than one group or unit of com­ petition.

In the small high school the results seem to indicate a tendency to group according to classes. There was also a tendency to group according to gym classes which indicated the physical education and the intramural program were closely correlated. However, a few schools indicated that they had no method of grouping; they "just chose up."

Method of Choice of Team Members

Several schools listed more than one method of selecting the person­ nel for the intramural teams and several schools did not supply this information.

These data are grouped under seven headings. The responses in order of frequency are: coach or physical education director, twenty-five; in­ tramural captain, thirteen; class manager, five; physical education teacher, four; class sponsor, three; gym teacher, one; home room teacher, none. The tendency of the coach or physical education director to select 43 the personnel of the intramural program m s found in 49 percent of all the schools. This tendency was strong throughout all of the types of schools contacted, running as high as 100 per cent in two" schools. 7 .

The tendency for pupil selection ran next. 25.4 per cent of the answers indicated that pupils were allowed to play a part in the selection of members of intramural teams. This 25.4 per cent may show that propor­ tion of the schools not having an intramural program that claim one. In the questionnaire, opportunity was given for the respondents to indicate other methods of selection. Many answered, ’’just choose up."

Several bits of information were volunteered in answer to this ques­ tion. Opinions were expressed to the effect that the most democratic method of selecting team members is to elect captains and managers and allow these pupils to select team members. Others contended that, par­ ticularly in the absence of definitely organized units of competition, there is more assurance of all pupils being selected on teams if the su­ pervisor has some choice in the matter of selection. In this respect a few schools apparently use the following method: all boys interested in a sport are asked to sign up. Captains and managers are chosen or elect­ ed. These captains select a given number of pupils for competition while the supervisor chooses a lesser number. The supervisor naturally selects those who would not otherwise be selected, thus keeping some balance in the relative abilities of the competing units.

Time for Holding Intramural Contests

There was a wide variation of answers to this question. Perhaps in them is reflected the location and classification of school, "union" or 44 not, amount of time, available space, and equipment. The number of re­ sponses and combination of responses are as follows: during school time, twenty-five schools; the noon hour, fifteen schools; after school, fif­ teen schools; after dinner, seven schools; and Saturday was listed by two schools. Then there were combinations of the above: school time and the noon hour, twenty-five schools; school time and after school, fifteen; school time and Saturday, nine; noon time, after school, and school time, seven; after school and Saturday, seven.

Many schools reporting were union high schools that transport pupils by bus to school. It is evident why there was so much noon hour and school time used; however, it is a bit difficult to understand how so many schools could list after school time for intramurals. Ideally, af­ ter school is the best time for intramurals, but in view of the bus situ­ ation and the fact that many schools hold varsity practice after school and many respondents indicated that almost all of their boys were cared for in interschool competition, it is a question whether or not as much after school time was really used as was indicated.

Scoring Groups in Arizona. Utah. Colorado, and New Mexico Intramural Sports Program

Fifteen of the forty schools indicated that they had an intramural

sports scoring system. Twenty-five did not answer that question. Ten

stated that they did not employ any definite system of points or scoring participation in the various sports of the intramural program. The point

system was reported in five schools, 12.5 per cent, but in these five

schools answering "yes” no definite point system was in evidence, after

carefully examining the blanks. In several schools no winner of any kind was declared. It was Indicated that in three schools individual winners were declared.

Awarding of Prizes

Information relative to the awarding of prizes was received from sev­ enteen schools. Twenty-three did not answer the question. Ten of the seventeen indicated that they awarded prizes to the winning classes. The prizes were given to the individuals and the class that had the highest number of individual winners who were honored by the engraving of the name and grade of the class on a trophy which remained in the possession of the class for that season. Seven of the schools responding declared the individual winner at assemblies or through a bulletin from the prin­ cipal. Forty-two and five-tenths per cent of the schools included in this study indicated that they gave awards.

Eligibility Rules

Each respondent was asked to check whether his school had eligibility rules for intramural sports participants. If his school had eligibility requirements he was asked to check one of the following on which the

eligibility was based:

Based on scholarship alone;

Based on conduct alone;

Based on conduct and scholarship.

The replies to this question expressed a wide difference of opinion

and quite a few opinions were volunteered in answer to this question. Of

the forty schools responding, five schools checked scholarship, four ■ehools checked, conduct, ten schools checked conduct and scholarship. A total of nineteen schools answered and checked the questionnaire accord­ ing to entries there. The volunteered replies to this question expressed

. ' r ‘ . - - • • . V. - *- ' a wide difference of opinion; while the returns indicate a distinct trend toward the simplification of eligibility rules, there are some schools that require the same rules for intramural competition that are in force for interscholastic competition. lor the sake of convenience in tabula­ tion, the volunteered suggestions are grouped as follows*'

1. "one, in which the response was simply "none." This re­ sponse implies school membership. . v . ' or o • 2. "School membership," "everyone participates," "school en­ rollment," "definite amount of attendance at schoel,": ; "regular attendance at school." 3. "Same rules as for interscholastic competition," "same rules of competition as prescribed by State High School Athletic Association," "good standing dn school," *!to ; ' abide by the rules."

The volunteered responses were listed under the above heading re­ gardless of duplications; JL.jfc. most schools require competitors to adhere to several rules. Out of the remaining twenty-one schools, ten schools indicated no eligibility rules. Three mentioned school membership as the only prerequisite; "Everyone participates in one school," "school enroll­ ment," one; "definite amount of attendance at school," "regular attend-

.. V • ■ < - . * . ■ '• ' ■■ ■ 1 V ' • > i . ance at school," was mentioned once each. Some rules for competition as prescribed by State High School Athletic Associations \.was mentioned twice; "good standing in school," was listed once; "to abide by the rules," was mentioned once.

•— * ' - • * " ••» •' j ' : - • ' ' ..... ' ' 1 ^ ' * . - , v-f * . ... j .». While there is a distinct indication that rules of eligibility are designed largely for the individual school involved, there seems to be a rather uniform agreement that perhaps variations of the following are mil that are necessary$

1. Group membership £•. School ambership

This ato of;eligibility;regulatioa»,ias indicated here, seems not to set

up barriers but rather to determine the amount of participation and to

set up goals of conduct« ~ < , T';

Officiating

In response to the question regarding officials,the respondents

indicated the replies which are given below. The frequency of the dif-

ferent officials are listed regardless of duplications; jL.a*Bome school#

listed,several persona as their officials* The responses in order of r r'. v* v*: : ~ rr. : frequency are as follows: faculty members, 22; lettexmen, 20; varsity .:\: squad, 15; trained pupil, 10; outsiders, 5; anybody who ean blow a

whistle,. S» on:- - ; • - : „• covrsr: :s'r!;:Vr ’ ■ ••he"' , tcjr-.-.r.t Thereiwas an opportunity in the questionnaire to show whether or not

there was; any-provision to train pupil officials. The respondents either

ignored the question or there is a discrepancy in the responses; as only

three respondents indicated that they made provisions to train pupil of-

ficials, the .remaining seven did not indicate how the pupil officials

were trained. - ;,;V, -

Mlseellaneoua Conditions Affecting Programs

Listed below are items that affect the intramural program which can

not readily be listed with any of the other classifications. This tabu­

lation shows the practices of the responding schools concerning their ,let-

termen and varsity squad members in the intramural sports program. Competition permitted Lettermen: Percentage

No— 23 57.5 Yes-17 42.5

Competition permitted Squad Members: Percentage

No— 27 72.9 Yes-10 27.1

Limitations placed on number of sports: Percentage

No— 34 87.3 Yes-5 12.7

Competition permitted among all classes Percentage in the six-year junior-senior high schools:

No— 10 71.5 Yes-4 28.5

Physical education credit allowed for participation in intramurals: Percentage

No——25 62.5 Yes-15 37.5

Provisions made for development of correct sportsmanship in spectators and particlpants at intramural contests: Percentage

No--- 4 10.0 Yes—36 90.0

Physical examinations required: Percentage

No——13 34.3 Yes-25 65.7

Intramural program helpful to interscholastic programs: Percentage

No------1 2.6 Neither-2 5.2 Yes— —35 92.1 49

Competition Permitted Lettermen and Squad Members

On examining the returns it was found that twenty-three schools did not permit lettermen to take part in the intramural sports program. Sev­ enteen schools indicated that they did. Twenty-seven schools did net per­ mit the squad members of varsity sports to take part in the intramural sports program, while ten schools did permit their squad members to par­ ticipate. Several schools pointed out that lettermen and squad members were permitted to take part in the intramural sports program provided that these sports are played before the regular season. This participation gives the coach a chance to get a look at prospective varsity material.

In other schools lettermen are allowed to take part in the intramural sports program in sports in which they lettered, only if more boys are needed to fill out the teams. This practice seems to be common in small high schools. The regulations here seem to have the purpose of limiting the amount of participation allowed each individual and to legislate against the participation of the best athlete against the mediocre group.

Limits on the Number of Sports

Thirty-four schools do not limit the number of sports in which a boy may compete. Five schools indicated that they did have limits but they did not indicate the number of sports or how they arrived at their limits.

Physical Examinations

Thirteen schools did not require physical examination of the partic­ ipants in the intramural sports program. Twenty-five did require physical

examination. However, it must be stated here that all twenty-five did not 50 require physical examinations in all sports. Four of the. schools stated that it depended upon the, sport.

" Competition Between Air Classes In Six-year Junior-Senior High Schools

Four six-year junior-senior high schools permit competition among all six classes ehile ten schools do not permit the seventh and eighth grades to compete, against the ninth, tenth, eleventh, and twelfth grades.

One school ignored the opportunity to answer that question. Two .of the four schools that allowed competition between all classes indicated that because of the size of their schools they were forced into such a practice or have a very limited ^intramural program. ,

• , , Physical Education Credit

Twenty-five schools of the forty respondents do not allow the intra­ mural activities to serve as a substitute for physical education credit.

Only fifteen schools, 37.5 per cent, of the forty answering this question replied in the affirmative. This answer is revealing when it is consid­ ered in connection with the number of schools that permitted intramural sports to be, held during school time. The schools that gave physical edu­ cation credit permitted the participants to take it easy in the physical education classes on the day that they were to participate in the intra­ mural program. .

: L:::: i:\ • .-y. Four of the forty schools included in this study indicated no provi­ sions for the development of correct sportsmanship in participants or - J - - : • ' >-■ ... , -'j. " - . ’ „ I.• . f ' i 7* - . ' " " .. spectators at intramural contests, while thirty-six schools do make provi­ sions for such growth. The thirty-six schools that answered in the af­ firmative show a good percentage, 87.5 per cent, of schools concerned about this very important phase.

Effects of IntraTBn^] . Program on the Int eracholast 1 c Program " ■ ^ ^ . v. : , j.-. ' ' v . : : One school out of the thirty-ei^it answering this question indicated that the intramural program did not help the interseholastic sports pro­ gram. Two of the thirty-eight answering stated,that it was neither help- ful nor harmful, while, thirty-five indicated that the intramural sports program m s considered very helpful to the interscholastic sports program.

The last question in the inquiry blank requested an evaluation by the respondent of the intramural programs in his school. The writer prepared that question well a m r e of, the fact that it is doubt ful whether, anyone can measure the value of the work„which an intramural sports program is capable of rendering. A sample of the replies taken at random from the respondents follows;

Opinions of the Value of the Intramural Snorts Prngrmp: .

1. "Very high— allows boys to participate in team play who would

not get to do so otherwise."

•2. "Its chief value in our small school is allowing all pupils to

; benefit from participation in athletics rather than Just var-

sity specialties," . . r, •. -

3. "Absolute necessity all students should, approve girl basketball. 52

4. "Very conducive to better sport a throughout the school."

' 5. "It keeps students busy and cost' less." - ’

6. "Gives greater nmti>er of students opportunity to compete in

sports." “ ?

7. "Gives coaches a chance to select varsity material."

8. •More rdbm for participation." : v "

"1 think it: has considerable value. It gives those a chance

to participate*in contests that would otherwise be excluded;"

v c u .1 •* •; ri" 1*. * v-l't.': un t';-: 10. "Excellent." n

11. "We have just started ours but i feel it could develop into a

valuable program under proper supervision."

12. "It gives more pupils a chance to participate in sports, fly'

making it competitive the student's interests is kept alive

and active participation is much better."

13. "7ery^ fine— especially from total physical participation for

f W a n d development- *

14. "Very^important--It gives an opportunity for participation by . •• , ,»./-• », ^ ' ♦ ■’ r ?:• — ^ i ft * 1 v' * %'•' all who are unable to make a school team. Also the relation­ M ship of good sportsmanship and social relationship is worth a ve ..o / '■.o: great deal. V.Irr . vl.l

15. "Adequate supervision is difficult in a small school."

16. "Students must be eligible scholastically in order to

participate." . .

17. "It will depend upon the director almost entirely." ■v 18. "Assists somewhat in school interest;"

19. "Creates more school interest and class and school spirit." . •' -v r, -1 ■. i v--' ;* 2 i‘f;r ■ 58

■ - ,'::i f : ‘ :'.V::: u A vn 20. ’’Somewhat neutral. Depends on factors of size, location of

school, and facilities. This is a rural high school and our ■a :. :a . a ... : - A- A.: - '.aa-'.a , A ", program is not too extensive.’’

21. "I believe that it gives the benefits of the sports program

to many who would otherwise not receive it."

22. "It gives boys a chance to be noticed and to show up in a \v a -'u \ r".a r. AAA- game where otherwise the coach would not notice the possibilities."

. 23. "Intramural sports would have a definite place on the P. E.

Program. One hundred per cent participation by the student body ■ ■ . . ... /. A A . '.". A' - -A, ■ . . . . ■ A A A AA A should be realized. Intramural sports give everyone a chance for A. .. ; ; r ! : -V a a : : ' . i ".A / A" . ‘ ;. .. ■ a -a A'a J competition, recognition, and social and physical development."

24. "Adds tang to school spirit." • A A .. AAAA-; . X V A ■ : - -A A. ' . . A A.A J 1 ..A : AA-: 25. "As we have no spring sports, it allows our sport minded boys to

still play on a competitive team." - Av .. A' : .A: AA' AA' A" AA ' 1' ’ ■ A V ■’a .A; . A.A \ . 26. "At best, keeps students busy at worthwhile things when they A A. A. " -A CAAA" AA'A A ; A A: ' ; A AA A . A:A AA L.AaaAAA ... . could,be doing something worse."

27. "An.intramural program is very desirable and beneficial not only . - ' : • ' . * •• • - .. • - - ' . A • ' . — r. * ; a - •* "

to the students for which it is designed and gives to them su- ■ •. • .. .. -a - ' " ♦ - - • , • • . •> - .A. •

teams if they so desire."

28. "Gives all pupils a chance.’’ i A

' . ' ' ' ■--T' A 3 « 4 m « T Y " A ’"a A ■ A A a A ;A a :- A A ; --jl vi'A'l*

There were twenty-seven sports listed as occurring in the intramural ■ - ’ : a ..•'■* ' ' '' ' , • - a • ••• ■ ; •' . •• •- ’ ‘ , . '■ ’. • •’ sports program of the schools in this study. Basketball is the most pop­ ular sport in the intramural sports program. Schools varied in sports from one to fifteen. Several schools listed a single sport and eleven schools indicated that there was no record kept of the number of, sports or games played. Many schools that claimed programs, shew that their programs are quite limited in scope. Out of the eleven most popular sports in this study, three are individual sports. v : : : -

There were several different bases of classification represented.

There was a decided tendency to use class grouping. It was a bit dis­ turbing to find such a limited amount of pupil direction and leadership.

The coach or physical education teacher picked the personnel for the

intramural teams in thirty-seven of the forty schools. The'respondents did not give a clear picture as to the time that the intramural sports ,, were held. v.- v-

The scoring system was very limited. Several schools did not declare a winner in any sport or event. r

A few schools gave awards in the form of;trophies or ribbons and

others gave honors by announcements at assemblies and sometimes through - the principal’s bulletin. ; - - ^

Several schools* intramural programs held to the same rales of

eligibility that the players of varsity sports were governed by. A few

schools based their rules on conduct or scholarship'’or a; combination of the above. . ■; V... " : 1 r " j

There seemed to be a great need.for provisions to train pupil offi­

cials. Several schools claimed a program for theytraining of pupil offi­

cials but on close check of the answers it was revealed that, in fact,

very little was done in the way of training pupil officials* I 55

The respondents indicated a very limited, amount of individual and co­ re creational sports despite the fact that they gave as an excuse, for not ' •; : having a full program, a shortage of hoys. Several schools permitted their lettermen and varsity squad members to participate in the intramural sports only when they were needed to fill out the number of participants for the game. ,

Thirty-four schools do not limit the participant to a number of :, ’ sports.

An alarmingly too few schools require physical examinations.

Several six-year Junior-senior high schools permit pupils of the seventh and eighth grades to compete against pupils of the upper classes.

Twenty-five schools do not allow physical education credit for par­ ticipation in intramurals.

All of the schools provide for a program of development of correct sportsmanship in contestants and spectators at their intramural games.

Sixty-seven and five-tenths of the respondents agree that the intra­ mural program is of some help to the interscholastic program.

A check of the comments or opinions taken at random from the respond­ ents to the inquiry blank can be found in preceding pages. -

In part, the intramural sports program in the four states of this study shows some thought and organization. But the over-all picture is

' ■ • : ' » , ', not too good. It was evident, on further checking of. some of the ques­ tionnaires, that claimed for themselves an intramural sports program, that - , ; '■ .a v .! a ’, ‘; their programs were lacking and quite limited. Some schools do not have good intramural programs because of the lack of facilities and proper su­ pervision. Strangely enough no excuses for the type of programs were at­ tributed to shortage of funds. is

TIBI* 7

THE LIST OF SPORTS IN COLORADO, UTAH, M W MEXICO, AMD ARIZONA .HIGH SCHOOL INTRAMURAL PROGRAMS SHOWING THE FREQUENCY, THE SEASON, . . THE MAXIMUM, THE AVERAGE, AMD MINIMEN NUMBER \ OF WEEKS, GAMES, AND TEAMS. FOR EASE SPORT :

% No. of NO. C>f No. of No. of Snort • - Season Seeks. SsaSM. Teams ■, Schools

Basketball F. 2 Max. 16 M u . 200 Max: 18 21 W. :-l A t . 8.7 At . 38.5 It . 8.7 S. 2 Min. 2 Min. > Mini S

' X % • • • Volleyball F. 4 Max. 16 Max. 175 Max. 12 14 W. 9 At . 10.7 A v ­ 34.9 A x . • * S . 06 T S. .7 Min. 2 ian. : 3 - Min. ■ 2 ' „ Baseball F. 1 Max. 10 Max. 18 Max. 6 9 W. 0 -At . 6.5 At . 8.8 At . 3.44 S. 9 Min. 2 Min. 1 Min. 1

Track and F. 0 Max. 10 Max. 5 Max. 10 11 Field w. 0 At . 6 At . 2 A t . 4.9 S. 15 Min. 1 Min. 1 Min. 1

... Tennis F. 2 M u . 12 Max. 20 Max. 12 4 W. 0 A t . 7.2 At . 14.5 At . 5.75 s. 3 ■ Min. ; 2 Min. 3 Min 5

Six-Man F. 3 Max. 12 Max. 24 Max. 10 4 . Football W. 1 At . 8.2 At . 13 At . 5 s. p ..Mlh. 2 Min. 3 Min. 2

Touch Football F. 7 Max. 12 Max. 200 Max. 16 11 1'"' W. 2 At . 6.1 At . 30.7 A t . 6.25 S. .8 Min. 1 Min. 6 Min. 8

Speedball F. 2 Itox. 3 Max. 8 Max. 4 4 i : - ;■ ... • -W. 0 At . 1 At . 7 At . 1 s. p ; Min. 3- Min'. Min. 34 ' 1 -r Soccer >. 3 Mai. 10 Max'. 24 Max. 4 3 W. 1 At . 7 At . 12.3 At . 4 S. 0 Min. 3 Min. 6 Min. 4 (TABLE V .ContlmsiS)

X T Ho; ©f 1 Ho. c No# of & cHo. of. **f Sport Season I§e}£g_ . Teams ;

Softlmll :? 1 f. ‘.3 - Mai; 12 o Max. 200 ’Max. 18 10 :: w. 0 c. Av. - - 6.T At . 31.8 At . 7.45 s. .8 Min. 2 v Min. 6 • Min. 4 football F. , 5 ' Max. 12 Max. 8 1 Max. 12 5 1 w. 0 ‘ At . 9.8 At . 5.7 •At . 5.7 8# * 0 0 Min.!' 3 :o Min. o i ­ : Min. 1

Horseshoes F. 1 Mai; 3 - Max. ls Max. 10 2 1 W. 0 At /.-, 3 - At . 5 At . 1 S. 1 Min. 3 Min. 12 Min. 10

Badminton ' F. .1 0 Max. 8 Max. 5 0 : Max. 32 3 1 W, . 3 ‘ Ay. 4.6 At . 31.3 At . 13.8 S. 1 Min. 3 Min. 12 Min. 2

* : Boxing f. :■’»0 Max. 3 1 : W. v _i: At . 3 S « i 0 Min. 3

Wrestling - f . r. 0 Max. 3 * * 1 1 W. i At . 5 S. r-„ 0 V Min. 3

Swimming F. 1 Max. 2 * ♦ 2 W. 0 At . 1.5 ::.s, ■S'-:.- Min. 1 :ovr 0 -11 c , ;"cl 0:rir *- Vv r-r » :: :'' ■0; .- V ■ cv-il 0 ; • uoT«r*a c*: Tumbling $ ...... * F. ... iL: vMax...l2-. 'v: :0c 3 w. 8 .. At . 6.3 s. 1 r M$n. 2,

$ * Golf F. 1 Max. 8 1 W. 0 At . 8 s. 1 Min. 8

Ping pong F. 1 Max. 10 Max. 32 Max. 32 4 W. 3 At , 4.2 At . 16.3 At . 16 s. 0 Min. 2 Min. 5 Min. 6

* Goal-hi F. 0 Max. 1 Max. 2 1 W. 0 At . 1 At . 2 s. 1 Min. 1 Min. 2 58

(TABLE 7 Continued)

X No. Of No. of •; r: No. of No. of Sport Season Weeks Games Teams Schools

Shuffleboard F. 0 Max. 3 Max. 10 *** 8 w. 8 •Av o 2 #5 Av. 8.5 s. 0 Min. 2 Min. 7

Kickball F. 0 Max. 10 Max. 20 *** 1 w. 1 Av. 10 Av. 20 s. 0 Min. 10 ' Min. 20

Marble -I. 0 Max. 4 *** *** 1 tournament w. 1 Av. 4 S. 1 , Min. 4 ,

Indoor baseball F. 0 * * * 1 w. 1 s. 0

* * Skiing F. 0 * 1 w. 1 s. 0

* Basketball F. 1 * * 1 (free-throwing) w. 1 S. 0

Explanation: X - Season divided into Fall, Winter, and Spring. * - Number of games in which individual sports depend on the number of students out for the team. ***

*** - No further data. CHAPTER 17

SUMMARY AI7D RECOMMENDATION

Stannary

The purpose of the present study was stated as having a twofold ob­ jective: (l) a survey to determine the status of the Intramural sports programs in the small high schools of Arizona, New Mexico, Utah, and

Colorado; and (2) the presentation of a suggestive program of intramural sports for the small high schools of Arizona, as gleaned from a study of educational literature and the experiences gained in this investigation.

In the preceding chapters the attempt was made to show the conditions of affairs as revealed by the answers to the inquiry blank. A summary of the finding appears on succeeding pages.

A. Plans of administration of Intramural Sports Programs in

Utah, Colorado, New Mexico, and Arizona High Schools.

1. One- hundred twenty-nine schools responded to the question­

naire. This represents 66.4 per cent of the total number

of inquiry blanks sent out.

2. The types of high schools which sent in replies are clas­

sified below.

a. Sixty-eight four-year senior high schools responded.

b. Thirty-six six-year junior-senior high schools sent

in replies.

c. Three three-year senior high schools sent in an answer. so

d. Others: One five-year senior-high sehool and one t-wo- •

year senior high school# • - ,

3. The mmber of schools which have intrasniral sports programs,

a. Twenty-two#or 22.4 per cent, of the four-year senior

high schools have programs. : V r .- v -

b. Fifteen, or 41.4 per cent, of the six-year junior-senior

high achools have programs.

e. Two, or 66.66 per cent, of the three-year waibr high

schools have pro^kaB# r.rc:, s.

d. Others: " dative-year high schoel sent in a report vAich

showed that it did hot have a program. One two-year

senior high school sent in a program which indicated that

it had a program. - ‘ rV .'' v '■ ■:r- •.

e. Forty, or 37.7 per cent, of all schools responding have

intramural programs.

4. Students for whom intramurai spo'rts programs are planned:

a. Thirty-five, or 87.5 per cent, schools indicated that

* ' their programs were planned for both boys and girls.

b. Two sbhdols, or 5 per cent of the schools; indicated that

their program was planned for boys only.

c. Three schools, or 7.5 per cent of the schools, did not

answer that question. ■' " - - - ;v:i :

5. Methods of Supervision: ;

ai Flirty-seven and five tenths per cent of the schools al­

locate the administrative responsibilities to the physi-

.» - . . ’r ^ « cal edueat ion teacher. •• 61

b. A special faculty member . was . listed. with ..the responsibil­

ity in 8.7 per cent, of the schools , ....

c. Two per cent of the schools delected the responsibility

to the student director. . iO.v;

d. Two per cent of. the schools reported their program as

unsupervised.

Sources of Finance i... . , ......

a. Twenty schools receive the intramural financial,support

from the Interscholastic,Association.

b. fifteen schools^receive the intramural financial support

from the. board of education.

e. In one,school, the total support comes from social dances,

d. A combination of school board appropriations and Inter-

scholastic athletics money furnishes the funds in,five

schools.

e. Entry.fees furnish the finances.in fifteen per cent of t " - I#-* .. ^ r^.- *-" » - ' v* > - ... » * A *— — ^ *-V -w- ».

the schools. .

7. Annual Cost Per School: i v : t v -c-.rr, a. Several schools failed to indicate the.annual cost for

their program. . ; . ...

b. From the data obtained, however, the. annual cost of an i * ■*- er" - ' * .... V - A ' ' - . . i. ^ T T* ‘ ’ - * 1 j,.

intramural program seems to be small. The annual expense

from §15.00 to 5300.00. , ,

B. The Intpajnural Sport. Program in Action.

1. Number and variety of sports. ,

a. There were twenty-seven.different sports indicated in the

returned que.tlomMlr.. . : , ; ,, 62

b. Sixteen of these were mentioned three times or less,

e. Heron of these were mentioned three times ©r more.

d. The eleven most popular sports are basketball, volley­

ball, touch football, track, softball, baseball, foot­

ball, tennis, six-man football, table tennis, and

marbles.

e. The sports are played during different seasons of the

year. Some sports are played as much as three seasons,

and others are popular during only one season.

f. The number of weeks' devoted to each sport varies with

the sport, and the emphasis placed upon It in each

particular school. ^ •

g* The number of games in each sport depends, to a great

extent, on the number of teams or individuals entered,

' and upon the length of the season,

h. The number of teams depends bn the number of pupils

entered in the program. " ^

2. The organization of the intramural teams.

- a. Twenty-nine schools used classes as a basis.

b; The basis In eight schools>is"gya classes; " '1 ' ''

e. Classification index comprizes the grouping in six

t - schools^ :• 'ikrr-A- .. ?.•-*>: to

d. The basis'- in five schbole is home-rooms. 'I '

e. Eight schools use some combination of the above.

f. Three schools "just choose up."

3 • Methods • of choos ing -tearn members • ■ - -: '•': • «

a. Coach or physical education director in twenty-five 63

schools. r: a r v

b. Intramural captain in thirteen schools. .

c. Class.manager in five schools. ... , 7- d. Physical education teacher in four schools. ' 1 * . • • ~ • : • • • ■:

e. Class sponsor in three schools.

f ...Gya: teacher in one sdiool. • ; •. _ . : .

4. Time for holding intramural contests...... ,

a. In twenty-five schools school time was listed*

b. In fifteen.schools the,noon hour was listed,

e. In.fifteen schools after school was indicated.

d. In seven schoolsf after dinner was checked. 1 1 ■* - V- - - ■ • • • ' ' . • " - - r. ' i. ■ . - • / . ... *. • . . , ... i 1.

e. Saturday was listed in two schools.

f. A .combination of the above was mentioned sixty-three

times.

5. Scoring of. eoopetitiYe groups......

a. Five schools claimed a scoring system; however* on close

observation* there was no definite point system in

evidence.

6. Awarding of Prizes. . ; ,

a. Seventeen schools awarded prizes and twenty-three made

no awards.

b. In ten of these schools these awards are made to the

winning class* and seven schools awards are made on an

individual basis;

7. Sliglbillty Hules...... , , ; ^

a. Thirtyrone schools have no eligibility rules.

b. Those schools that have eligibility rules report that 64

five schools base their rules on a combination of schol­

arship and conduct; four schools checked conduct and at-

tendaaae. 1 oambination basis of scholarship aa& attend** • *» v .* ■ T < ance appeared nine times among the answers to that

question.

- ' ' . ■'* 8. Officiating.

a. Teenty-two schools report using faculty members for

t • ’ <•* V "» 1 • ■ . , • ■ «•, -■ . V * — n I i l' «* . 1 '*• ' • **• * - ’ . - •• • • 1 -414, i * -»f. ' - • - ' • - V. . • . , • - ‘ " • • 6 officials.

b. Twenty schools use lettermen.

c. Thirteen schools use varsity squad members. x'i ^ /-/XT' '': d. In ten schools trained pupil officials are used.

e. in five schools outsiders are brought in to do the

officiating. -V-' •’•i.l vo ir:’ ■ :• 2/; f. Three schools report using anyone who can blow a whistle.

C. Miscellaneous Conditions affecting intramural Programs.

1. Competition permitted lettermen: -V: „ ; Ho— 25 7 . 1 , C--;v : - - - : 0 : ■ ■ * 1:;: .V.l -■ j-r:-- Tes-1? ; oov." ' o .'0: l in': com pi-:.- : -..ho- 2. Cmapetition permitted squad members:

,x - f f\ t ' ' f •-f t ■ k. *8. ' * • . * * « ^ Ho— 27 V cur v.:vll :■ v’:':;! i: vile .. 1 I'v-'Uv Yes-10

•i .1 ~ St 1 * ' r n • •*- •• r- -» » • 1 > - V ■' “ * 4 »•'. r *• ’• : ~\ ». i / . 3. Limitation placed on number of sports:

Ho— 34

■ • - ' 4 • -* . vO 4, 4 ? V •- I / , A, V« * Yes- 5

4. Competition permitted among all classes in the six-year ‘ n v ; r« : ’ ■ '* | - • • • . -' . 1 junior-senior high schools: ^ f ■ •’ / V t ' # : v 1’ V ** S K ' V . ' . . - A v.‘ J.v' @5

No— 10 . i v: r v Yes- 4

S. Physical education, credit aliased for participation, in

intramurals:

r : . N p ~ 25 j.*-. ■•',.7:':" n c - 7 i : l c " Yes-15 ■ v r-: ; v > .... , . -r J ' ' ■ l. * '' " ^ ’ .7 >>*!*' • ■ 6.- Provisions made for the development of correct sportsman­

ship in spectators and participants at, intramural contests; , x. t \ .. • i - « * ; - 4. - «.• *#., « . » ^ •.- .-"W wu v **' - * ' - »• No— 4 •ru Yes-36 :'0:..: ^ 7. Phyaieal #%amination# requir#&: i:: k-.-rt ":-l Ro^"15 :.T:- :c:. L':bur Tea-25

8. latramiral, program helpful to interacholamtle program#:

^0— 1 , . ;ir. : y - - v ic:,. Neither— 2 :1 Z o ,-1 hr-, :. Te#f?55 /.:=/ c n.'.:; T:, r /nil ; r. ;. r / :" D# Opinion# of the value# of the intramural aport# program: ", rr:i - r . 1 # high— allow#^ boy# to participate la team play^ who

would not get to do so otherwise." IV, '.: CV ; . •_': r 'o 2. "Its,chief value in our small school is allowing all pupils

$o benefit from participation in athletic# rather than just : .r ;:..u::: • i varsity speclaltlea.* ;7•••.:■- 3. ^Absolute necessity, all students should, approve girls * ’ ' * • " 7 - 1 ::i'.. basketball," ..777 1.%', c; 4, "Very, conducive to better sports throughout the school," » - S '■ *.v' -J —W- -Av * * -W / «r " ' < •*-+» y., *-»• • * •' .A » » wv. V » ^ ^ x. . , . 4 » 5. "It keeps students busy and cost less," 7.77 77 7.-7 -7 7.7 :. C " :: „ \ 7 .77.7. 66

6. "@iTea greater number of students opportunity to compete in

sports." . ' \ i

"Gives coaches a chance to select varsity material,* : 7. "More room for participation." ; - ’ * 1 ■!

8. 1?I "think it has considerable value. It gives those a chance

’ to participate in contests that would otherwise be excluded."

9. "Excellent;* ! i ■ : ■■ : .* /

10. "Ve have just-started ours but 1 feel it could, develop into

a valuable program under-proper supervision." ‘ I- 1

11. %It gives more pupils a chance to participate in sports.

- By makingrit^competitive the student’s interest is kept alive

- and active participation is much better." '5 -v "

12. "Very fine— — especially from total physical participation

for fun and development." .y v ; v r -: . y

13. "Very important— It gives an opportunity for participation

- - by all who are unable to make , a school :.tearn. Also the re- -

lationshlp of good sportsmanship and social relationship is

worth a great deal.* ' - - - ' :o ;c y 'v-:;' -

14. "Adequate supervision is difficult in a - small school."

15. "Students must be eligible.scholastically in order to

participate."

16. "It will depend upon the director almost entirely."

17. "Assists somewhat in school interest."

18. "Creates more school interest and class and school spirit."

19. "Somewhat neutral. Depends on factors of size, location of

school, and facilities. This is a rural high school and

our program is not too extensive." 67

20. WI believe that it gives the benefits of the sports program

to many who would otherwise not receive it."

21. "It gives boys a chance to be noticed and to show up in a

game where otherwise the coach would not notice the

possibilities."

22. "Intramural sports would have a definite place on the P. E.

Program. One hundred per cent participation by the student

body should be realized. Intramural sports give everyone a

chance for competition, recognition, and social and physical

development."

23. "Adds tang to school spirit."

24. "As we have no spring sports, it allows our sport minded

boys to still play on a competitive team."

25. "At best, keeps students busy at worthwhile things when they

could be doing something worse."

26. "An intramural program is very desirable and beneficial not

only to the students for which it is designed and gives to

them supervised recreation, but also to develop boys for

interscholastic teams if they so desire."

27 . "Gives all pupils a chance." 68

Beeonaen&ations

Introduction* As was stated in Chapter I, the purpose of this study is to set forth an intramural sports program for the small high schools of Arizona*

This study grew out of a felt need, by the writer, for an intramural sports program for the small high schools of Arizona* Research revealed a variety of programs of activity and ideas of developing an intramural sports program for small high schools.

An attempt was made to organize the material in this study in a form to be of most use to intramural teachers all over the state of Arizona in developing a feasible program that can be administered without too much technical preparation. Since it has been determined from a survey of four different states that the intramural program in many of our smaller schools has been neglected; because of the lack of knowledge and techni­ cal training, as well as something feasible that will work in absence of such skills and training as mentioned above. It was revealed, through answers to the questionnaire, that several different class room teachers work in the intramural program of a single school. Their aims should ac­ cordingly concur, and their efforts should follow the same psychological and physiological principles. That they may not work at cross purposes,

it is essential and important that they have some sort of directing or guiding program in order to bring about a unified intramural program in the school. .-

The material in this study is presented with the hope that it will

serve as a practical guide and be of value in developing an intramural

sports program in the small high school of Arizona. 69

It is the desire of this writer that the suggestive program that follows will be of practical value so that others will benefit and better serve the needs of pupils in a modern high school.

Administrative Problems and Responsibilities.

Centralized Adminlstration: We have noted that intramural sports in

the beginning often grew out of the student’s struggle for recognition

and participation and in some instances students administered their own

program completely, while in others the school assigned to a staff member

the duty of leadership. It is undeniable that intramurals have been pro­

moted successfully by a number of methods. However, the greatest prog­

ress in this field has taken place in those schools that have placed the

administrative authority in the hands of one person, the director, who is 1 especially interested in recreation and competition for all students. v: It would be preferable to select a man especially trained and

equipped for the position. He need not spend full time on the assignment. 2 Many of the best programs do not have full time intramural directors.

They do have an individual in charge, however, who understands the peculiar

problems of ”sports for all” and is unswerving in his zeal and enthusiasm

to make this slogan a reality. The leader should have a broad understand­

ing and appreciation of all sports, but not necessarily an expert in all

of them. The director might be selected from the academic staff if these

qualifications are present. He should be a detailist; he should be2 1

1. P. Roy Brammell, Intramural and Interscholastic Athletics.

2. I. David Farber, "Planning an Intramural Program, ” Athletic Journal. 20:11. 70

energetic, resourceful, and a good organizer; he should be well liked by

both students and staff. His administrative duties and prerogatives 1 should be clearly defined. Mutual planning and cooperation should be

carefully arranged and understood as the program is established, in order to eliminate later confusion.

The director will be the court of final appeal in all matters of

dispute among pupils and must command their respect, confidence, and good

will. While the director will call upon the pupil intramural council to

determine mutual policies, selection of activities, and problems relating

to the activities selected, he will, nevertheless, be responsible person­

ally for the development of a complete and adequate program. Older pu­

pils can often be selected as field supervisors, and often delight in 2 this kind of leadership opportunity.

The supervisors see that all competing teams are properly assigned

to their respective playing areas; that all officials, timers, scorers,

and others are ready for action; that score sheets and records are turned

in to headquarters following all contests; and that proper care is taken

of equipment furnished by the department. In case of injury they are on

hand to see that medical or hospital care is provided. They are available

to settle little problems that often arise in actual competition. School

administrators in many places have come to realize that faculty members

profit much by this kind of relationship with pupils, and as a result do

a much better teaching job. Thus, more teachers should be asked to assist 3 the intramural director or supervisors. 1

1. Ibid.

2* P. Roy Brammell, Intramural and Interscholastic Athletics. 71

Student Control: As was mentioned earlier, many schools still con­ tinue the policy of permitting pupils full control of intramurals. This particularly true of girls' and women's programs. However, for the boys' and men’s program it has appeared best to centralize authority in the hands of a director assisted by an intramural board and working closely with a student intramural council. Brammell, in his study, disclosed that student self-government is better appreciated and much more success­ ful year in and year out when carefully guided by a director who is wise enough to utilize pupil assistance and cooperation to the limit.

Objections to a student-controlled program might be summarized as follows:

1. As novelty of the task wears off, laxity in leadership is almost a certainty. • 2.' If.too many students share the responsibilities involved, there will be a natural tendency to shift responsibility. 3. A large degree of pupil management may tend to bring politics and biased control on the one band, or impersonal relationships on the other. 4. Pupils are not trained in the special and peculiar problems of wise administration. 5. Pupils are transient, and there is too much danger of the pro­ gram being modified and remodeled according to the whims and special interests of a temporary group. 6. Pupils are apt to slight some sports which have not yet had time to gain permanent acceptance, yet are unquestionably sports that belong in the intramural family. 7. There is too much danger of constantly changing policies with resulting confusion. 8. Pupils are not apt to utilize the best procedures in the safe­ guarding of health. 9. Even though pupils may possess sufficiently mature judgment, and may be capable of eliminating bias, it is very difficult for them to settle disputes, handle protests, and make decisions that will be accept­ ed by other pupils without prejudice and hard feeling. There are many ways in which pupil cooperation and leadership can be utilized, and most of the weaknesses listed above can be eliminated if a strong director is in charge,3- 1

1. Louis E. Means, The Organization and Administration of Intra- niural Sports, p. 448.

'*•' ‘ :'v- ' i.'N- • *•'. 72

Varsity Coaches: Some schools still pass around the responsibility

of the direction of the intramural program so as not to absorb all of any

one man's time. Theoretically the leadership of several experts is fine,

and would lead one to believe that participants in each sport would re­

ceive more instruction and coaching, as well as highly respected leader­

ship from the coach of that sport. Another idea advanced is that the

coach will be in a strategic position to find potent varsity material. 1 Some short comings of the coach as director are:

1. The coach almost invariably will slight intramurals when in the midst of his varsity sport season, in some cases disregarding them almost entirely. 2. A good intramural program will include many sports not usually found on the interschool schedule. 3. The plan may lack unity as each coach might seek to act inde­ pendently of other staff members. 4. Individual ideas may bring in too many types of intramural or­ ganization which might add considerable confusion to a workable program. 5. There may be great confusion on the interpretation of methods, awards, schedules, point systems, and general mechanics. 6. The great amount of detail work so essential to a good program may not be adequately performed, and the program may suffer thereby.

In spite of these arguments against having coaches assume diverging

authority in administration, it is evident that the best program will

utilize all staff members working in athletics in every way possible.

The Physical Education Teacher: It is a widely accepted belief that

the physical education instructor can act as director of intramural

sports or as one of the staff, provided he is granted enough time from

his class assighment to permit adequate administration. If intramurals

are tacked on to an already overcrowded teaching load, either the more

formalized class teaching or intramural planning may be slighted. There

are many excellent intramural programs over the nation directed by very1

1. I. David Farber, "Planning an Intramural Program," Athletic Journal. 20:11.

— -i—^ 73 busy physical education teachers, just as there are similar successful situations directed by a very busy coach or athletic director. Unless the teacher is installed as director, with sufficient time for planning and supervision, the following objections might be raised to his leader- 1 ship.

1. The teacher might be inclined to yield to pupil pressure in per­ mitting more and more intramural-type activities in the class period to to the sacrifice of teaching procedures in skills and other more varied procedures. 2. This practice often fails to give the intramural program an identity of its own, so that it becomes sublimated in the total program of physical education. 3. The instructor is likely to select competitive units almost ex­ clusively from the class units in the high school, thus overlooking more natural units that should be considered in many sports. 4. Unless great care is taken, there will not be adequate precau­ tions for equalizing competition.

In general, it has been found more advisable for high schools to

select a physical educator as intramural director rather than one of the major sport coaches, since rightly or wrongly the pressure of winning

games in his interscholastic sport will predominate in the latter’s 2 thinking, efforts, and time.

First Aid and Care of Injuries in Intramurals: Few schools assume

financial responsibility for injuries received in games and contests.

However, almost every school provides some way to care for emergencies

that arise in varsity sports, intramurals, and regular classes. The

school sometime goes no further than to equip a small first-aid room or

training quarters. Here the director may personally handle all first aid,

sending the pupil on to proper medical assistance or home to his parents. 21

1. I. David Farber, “Planning an Intramural Program,” Athletic Journal. 20:11.

2. Howard G. Mundt, "The Future of Intramural Programs.” Athletic Journal. 24:32. 74

In such events as boxing, wrestling, and football, it is usually considered necessary that a member of the medical staff examine all par­ ticipants, barring any who appear unfit for the strenuous sport. Some schools now require that a pupil health card be procured by each pupil every year before he begins intramural competition. A physician should be on hand for all boxing and wrestling matches, and should be readily 1 available for all active team sports * Some schools provide a special intramural pupil trainer who is available daily during the competitive hours. This is an excellent practice in cases where varsity facilities are not available for the intramural program. The pupil selected for this assignment should be trained and will receive valuable experience.^

There is great need at present for school officials to develop some plan of accident insurance which would cover all pupils in case of seri­ ous injury. Many high school state athletic associations have now per­ fected their interscholastic accident insurance plans to include intra- 3 mural participation.

Intramural Managers: Some schools use a corps of teachers, who actually supervise the various sports year after year. Other schools rely on pupils representing the various competing units only, preferring to have the permanent staff handle other administrative duties. The lat­ ter plan seems best in most cases, and the director, his board, and his staff can work directly with these unit managers in keeping the program in full swing. The director, regardless of what managerial plan he

1. John J. Walsh, "Boxing in the High School," Athletic Journal, 14:16. ”

2. Ibid.

3. Theron L. HcCuen, "A Program of Intramural Sports for the Small High Schools," American Education Review. 34:108 75 selects, will profit much by having at least a small groep of managers who oem have regulM detail assignments, thus taking a great load off the 1 director’s office. ., ,

: • Intramural Council: The council can hear cases as they appear and y render decisions.impartially, Begulations for protests should be set up

in such, a way that the desire to register a formal protest would seldom

be aroused in pupils. Protests should be ignored unless filed•in writing

within twenty-four hours following the contest. It might be well to pro­ vide a "cooling-off" period following the game, which would in some’cases

eliminate the filing of a protest. With games played in the late after­

noon or evening, the rules might provide that protests could not be filed 2 until the following day. : ",

The Intramural Council should meet regularly to discuss all kinds of

mutual problems, and to clarify plans for coming events. Buies and regu­

lations can be discussed at this time. The director takes this opportun­

ity to clear up many details with his pupil representatives, who in turn

do the same with their organizations. The council should meet at least

once a week. The attendance is made more effective by a rule which levies

a fine of three points against any organization whose representative is

more than ten minutes late. If a total absence occurs, that organization S loses five points. No excuses should be accepted. 31*

1. Charles Romine, "The Fate of Intramurals Lies in the Spice," Athletic Journal. 24:28. :

..... 2. .Wesley Lauritsen, "Student Athletic Association Supports Athletic Program and Provides Training in Democracy." Athletic Journal. 80:52.

3. Ibid. Pre-Tournament Practice and Conditioning^ r Every - school should re- ... quire minimum conditioning programs .preceding such special sports as box­ ing, wrestling, cross-country runs, track, swimming* and football. While it is obvious that flnelycondltioned fitness will not be attained thereby for all contestants, the required prorprogram will weed out those physi- cally unfit for such competition, especially when accompanied by the medi­ cal inspection. The varsity'?.coaches can supervise this conditioning period. :Some schools provide optional.instruction periods preceding most individual sports. A:staff member or skilled pupil can work with all who care to report, teaching skills, rules, fundamentals, and playing hints in such activities as handball, badminton, squash, archery, shuffleboard, wrestling, boxing,;and tennis. r : • ; . /

Unit Managers: The liaison officer between the department and each competing group and organization is the unit manager.While he is not actually a part of the intramural staff, he represents the most important connecting link in a truly successful program. Each organization will rise or fall in proportion to the efficiency and interest of its own man­ ager. Research has shown that groups making the best annual showing in sports give special attention to the selection of a capable and enthusi­ astic manager. Re is the athletic director of his group, and may handle most of the duties personally or appoint submanagers to give special at­ tention to various sports. A brief outline of his duties is listed to ", 2 indicate the scope of his responsibility.

C ' , 1. . Hartley Price, "The Role of Physical Education in Accident Prevention," Athletic Journal. 28:51

v 2. I. David barber, "Planning an Intramural Program." Athletic Journal. 20:il 1. Keep all-bulletins, notices, and announcements posted on the or­ ganization* s bulletin board. Use these same bulletins in making oral announcements for all coming events. , 2. Attend all meetings of unit managers called.. .. ; >, 5. File, entries for all events before the deadline dates. 4. Promote and stimulate all sports among members of the group. 5. Arrange for practice sessions for the group, and for individual instruction when provided by the department...... 6. Conduct tryouts for the various' teams and events when needed. 7. Coach, or appoint coaches from the group, to direct the strategy of the teams. - - ’ • ' - .. ' ' " " ' ’ 8. Have all teams ready for play at the appointed time and place. 9. Be thoroughly familiar with all rules and regulations and be careful that only eligible men participate...... 10. File a complete raster of personnel, making changes from time to time as additions and deletions are made...... 11. Be responsible for the payment of any dues' or fees for the group...... , ...... - : • < - 12. Check to see that all competitors have"health cards on file. 13. . File any formal, protests and represent the. group when such protests are acted upon by the board. 14. Furnish officials as required by rules of the respective sports. 15. Perfora miscellaneous duties, such as keeping individual participation records as desired by the department.

Officials for the Team Sports: High schools often use varsity play­ ers as officials in intramural contests' since it is considered good ex­ perience and increases knowledge of the rules. Faculty members can often be secured to officiate at high'school games; unemployed alumni are some­ times available;- older students are often willing and well qualified; and staff members themselves often officiate. High schools using a part id - pation point system can.also give credit.for this assignment. Intramural athletic boards should always defend decisions of judgment made by their officiating staff, unless actual mistakes in rule technicalities have 2 ; I been violated. ..: . . v - .... ■..... *2

---1.Joseph Brownlee, "A Method of Developing Intramural Basketball Officials." Athletic Journal. 22:18. -- •

2. Louis E. Means, The Organization and Administration of Intra­ mural Sports, p. 44. f®

The Scope of Administrative Duties: While the size of the eehool

will determine the extent and scope of duties that must be performed by members of the Intramural staff. Means suggests an outline of possible •'' '

administrative details and responsibilities that may be of help to those

establishing new departments or reorganizing procedures now in existence#

It will be readily observed that his suggestions partially cover the

administrative duties of the school program. Every school program m a y r

not involve as many details of management, but will in lesser degree

touch on part of all of these items as the program functions and develops.

The- senior high school director undoubtedly must employ the willing ser­

vices of a staff of pupils to carry out these assignments, and in so do­

ing will gradually develop a program of which the school and the cornmn-

ity may rightfully be proud. !

SUGGESTED PLAN FOB A TYPICAL SMALL HIGH SCHOOL

1 PRINCIPAL I r'/V. ______:______ATHLETIC DIRECTOR OR COACH

VOLUNTEER • VOLUNTEER ALUMNI - r HELPERS • . FACULTY AND SMALL STAFF OF SUPERVISORS - PUPIL MANAGERS ' -

THE INTRmURAL SPORTS PROGRAM - H.S#

I'zl" v 12 1. Louis E. Means, The Organization and Administration of Intramural Sports, p. 44,

2. Ibid.- 79

One ean readily see that the casual observer would little realise the great mass of details that must fit into component parts to guesear- tee the really successful "sports for all" program. Due to the number of pupils and departments affected, influenced, and benefited by this program, it is no wonder that intramural athletics.may well be considered the. largest single program on any campus, and that it is rapidly.coming to be recognized as one of the most essential and vital parts of the educational scheme in a modem educational Institution* -. •

Organization of Units for Comnetition

Great differences are bound to exist in the local situation as the director sets himself to the task of organizing conpetitive units in the school. Certain units that will be workable in some schools are of course almost entirely useless in other schools.

It becomes necessary, therefore, to make a careful survey and ac­ quire understanding of the local situation before competitive units are developed. Even when these units are developed, the director must make a constant drive to incorporate new units from time to time that will en- tice more and more students into a pleasurable program of rivalry and recreational pleasure. Through the years various natural and artifici­ ally stimulated units of competition have been devised, all being worthy of attention and use in many schools. • u . - „

The High School Program: While there may appear to be fundamental differences in the establishment of competitive units in different high1 2

1. Howard G. l&midt, "The Future of Intramural Programs," Athletic Journal'. 24:32.

2. Ibid 80

schools, all the differences are so slight that all of the schools will be considered together. We should recognize that the age and interest level of the pupils will naturally modify the program of activities aa well as techniques of organization. We’shall consider this period as ranging from the seventh to the twelfth grade. At the earlier period we recognize a great desire to participate in self'-testing activities, a greater desire to win simple awards emblematic rof individual excellence.

We also know it is a period of desire to sample and enjoy the first taste of team and individual activity in a great number of sports, nor does this desire become completely dissipated as college years are ap­ proached. The younger students find it easy to become quickly loyal to improvised competitive units, or to shift from one team to another and quickly gain a similar enthusiasm for different groups as each sport approaches. - _ I

Units that Generate from Gymnasium Classes: Many sports can be or­ ganized with teams established in the regular gymnasium classes, from ' which all-school championship emerges in after school hours. The total intramural program should not be carried on in the regular class period, but it is quite defensible to originate major competition in this way. ;

This is best done in sports requiring large team personnel, thus elimi­ nating large spectator portions of the class while a small segment is in action. The class is a perfect medium for stimulation and announcements

concerning the total program; it is a time for gathering entires for in­

dividual tournaments and the dissemination of information of all kinds.

Teams can be set up quickly, team captains and officials selected, and 1 leadership developed. 1

1. I. David Farter, "Planning an Intramural Program, Athletic Journal. 20:11 81

Intsrclass Competition: Every senior high school should have some

sports organized on the interclass basis, even though some overlapping of personnel and activities may result. It should be remembered also that the interslass idea offers one more place there separate all-time records may be maintained as a further motivation for participation and striving

1 ' ' for excellence.

Home Rooms: This type of classification is perhaps the most widely used today. Almost every intermediate and secondary school has this unit

for academic or administrative purposes. Since the groups remain set for

a whole year or at least a semester, they become ideal as competitive

units, because loyalties and rivalry can be so well stimulated. The home

room also provides a suitable place for trophies, plaques, and awards of i team nature not possible in many other methods of organizing competition.

Jamboree Type of Organization: When an announcement is made that a

certain tournament will be conducted on a special day or on Saturday morning; all interested students appear, captains are chosen on the spot,

teams are selected by the captains to equalize ability, schedule is

quickly drawn, and play proceeds. This can be developed into a very pop­

ular type of highlight for the intramural program and can be done in many

different sports. This method should not be used to form the backbone of

the organizational program, but rather to provide a change of pace and a

supplement to other more standard techniques, 12

1. Theron L. McCuen, "A Program of Intramural Sports for the Small High School." American Physical Education Review. 54:188.

2. Ibid, Time for Intramurals

Time allotment is very important in the administrative planning of an adequate intramural-recreational program in every school regardless of size. All of the various departments and interests crowd in for their consideration and all must be balanced and allowed their share of time , *- r . ; •*. • ... . - . ' • • ' ' \ and facilities. This is not a problem peculiar to athletics and physical education. Every phase of education comes face to face with similar dif­ ficulties. If intramurals are to be meaningful they must permit frequent participation, and adequate time allotment must be arranged in some way.

A student who selects his favorite sport only to find that it can be en­ joyed once every two or three weeks loses interest, and the real objee- tives of the program are not attained in sufficient measure.

One of the greatest problems confronting the planning of time for

intramurals comes directly from the coach or physical director. The

coach often complains that the public demands his exclusive efforts to produce winning teams with five to ten per cent of the student body. He thereby fails to realize that quite often the public has been deprived

of knowledge about the real values which accrue from a program involving all types of competition for one hundred per cent of the pupils. Quite

often the public has had little opportunity to evaluate his work proper­

ly in its broadest and most educational sense. It has been proven time

and again that winning interscholastic teams can be produced and even

sharpened with a parallel program of intramural sports operating in

close harmony with the girls’ program, the physical education classes, 1

1. G. M. Smith, "The Aims and Values of Intramural Athletics," Education. 406:15. 1 and informal recreation of all types. ; - l. . : . r -

While the problem is never easy of solution, time can always be found for Intramurals by a careful study and survey of available facili­ ties, the demands made upon them, and the possibilities for staff help.

The season of the year must be considered. ■ :

It should be observed that no one time period alone can be set aside for Intramurals and a successful' program result.' Segments of the student body will not be reached in each of the time periods selected, and only a combination of many plans will offer opportunities for all to participate.

The director must carefully coordinate all phases of the total program, matching it carefully against the local situation, the year’s calendar of 2 events, and each day's potential time area. : v ‘ - —

Late Afternoons: Except for schools that transport large numbers of pupils by bus, unquestionably the best time for Intramurals is the period from 5 to 6 P. M. Here most of the pupils can be reached. It is the " ideal time for recreation, following the crowded academic day and its ac­ cumulation of mental fatigue. At" this period games can serve best as a ' safety valve, liberating pent-up emotions, dissolving worries and com­ plexes ; the pupil needs to give no further thought to coming academic responsibilities for the day. After the exercise period the student en­

joys an invigorating shower-and is ready to go’home to dinner, preserving 3 the evening for study and other activities; : ' ~ 123

1. Forrest W. England, "The Physical Education Instructor Views His Job," Athletic Journal. 24*18 • - ‘ 1 • r : v

2. Alvin Hein, "Planning an Intramural Program," Athletic Journal. 20:31. i '

3. Ibid. 84

Parents of public school pupils favor the late afternoon period.

There is often a conflict between home chores and school recreation at this time, but if the pupil budgets his afternoons he will usually find that the few afternoons his own teams will compete still leave most af­ ternoons for the chores and tasks that are also educational experiences.

In warmer weather the late afternoon, after the midday heat has cooled, is the most enjoyable.' This period is also the most eeonomieal since: no additional heat or lights need be used, and it does not require ad­ ditional janitorial service. Most schools are so organized that janitors proceed with the daily clean-up in other parts of the building, leaving 1 the physical education facilities for the last, " ‘ 7 r :

The problem of faculty help is made easier when the late afternoons can be utilized. Teachers who might rebel at night assignments are of­ ten willing to remain occasionally for supervisory help following the 2 day’s classes. In the consolidated rural schools so universal in Ari­ zona, the school buses usually must take all students home before the intramural hours can be completed, but this problem will always be pres­ ent and is no argument for hot using that time period. Other time ar­ rangements must be made for the pupils going home by bus. Some schools can provide at least one late bus, allowing larger groups of'boys and girls a chance to remain and enjoy'the competitive period. " * '

In the fall, an ideal time exists for late afternoon use of the In­ door plant for such sports as volleyball, basketball free throws, bas­ ket ball golf, bat hall, wrestling, intramural basketball, and many 12

1. Louis E. Means, The Organization and Administration of Intra­ mural Sports, p. 442. r ‘

2. Elwood A. Geiges, "Athletics and the Curriculum."Athletic Journal. 22:22. 85 others. In the spring. Just after the varsity basketball season has. ended, we have another late afternoon period where intramural activity eould.be packed to the saturation point in the school gymnasium, replao- 1 ing the almost total lull so often.found in many high schools. • r

Another late afternoon period that is often someuhat neglected is the use of frequent Mondays and Fridays when the varsity teams have : either been given a day of rest following a hard game or will need but a short practice period for the day. This should allow adequate time, if planned in advance, for some intramural games throughout the long winter season. Some high schools have also discovered by experience through the years that the varsity squads do not profit by too long a practice period daily. In these situations the gymnasium time can be carefully budgeted so that intramural games can be scheduled for part of the period, with the varsity Aquad still receiving adequate practice time. Another late afternoon time that occasionally can be utilized, but often is neglected, is during the day the varsity teams leave for a trip to other schools.

If planned in advance, many fine intramural games can be arranged and the 2 plant utilized more completely. - - „ •

, Twilight Hours: Schools lacking sufficient play fields are coming more and more to utilize the period just preceding darkness for such or­ ganized sports as softball, touch football, soccer, speedball. Often the varsity squads monopolize the available areas until dinnertime. Bather- than do without organized games most students will enjoy leagues starting

1. I. David Far her, "Planning an Intramural Program. "Athletic Journal. 20:11.

8. Alvin Hein, "Planning an Intramural Program," Athletic Journal. 20:51. . 86

play around six-thirty, following an early dinner. Since the days are

getting longer at that time, the spring season lends itself best to this

type of planning. Since schools rarely have enough play fields for their teams, another rather recent trend, night lighted areas, is growing and 1 may revolutionize outdoor intramurals, . .

Saturdays: The Saturday period is perhaps the best time for high

schools to schedule games without interruption from other school activi­

ties. •"

, Saturday games often attract the public school boy who has a daily

afternoon job or home chores. It is a time when varsity athletics can

officiate and take an active part in the leadership of the program. Many

coaches want their players to take part in the Saturday intramurals as a

change of pace from the daily grind and as a way of becoming more famil­

iar with the rules and conduct of the sports. • -■ .

The wise director will plan a full Saturday program of intramurals,

but will also try to arrange the supervision so that ho one staff member

must carry the load. By a rotation plan, teachers will have only an oc­

casional Saturday assignment, and will conduct the program with more

enthusiasm.

Noon Hours: The noon-hour period is one of the most desirable times

in the school day for various types of intramurals, particularly for

schools with a bus transportation problem. No school should be without _ ... ___...... 3 some form of recreation at this time. . -1 23

1. Louis E. Means, The Organization and Administration of Intramu­ ral Snorts, p. 442. 2. Forrest W. England, "The Physical Education Instructor Views His Job." Athletic Journal. 24:18. ' .

3. Ibid. 87

The pupil who is compelled to work after school can enjoy the values of noon-hour participation. The union high schools, so, common in Arizona, have their student body almost intact for this period. Carefully organ­ ized activities at noontime will practically eliminate the usual .disci­ plinary problems, substituting something to do that is enjoyable, use up surplus energy, and eliminate harmful loitering. . ,

. Indeed, it is not uncommon to see various groups roaming the streets of our towns and villages in an effort to pass away forty or fifty min­ utes of time until the afternoon classes convene, nor is it uncommon to see groups gathered together smoking cigarettes, pitching pennies to a crack, or rolling dice. , . . . ; v

"A well-balanced intramural program can.successfully do . away with all noon-hour problems, most disciplinary" problems, and all problems of general nature that, may not be serious . but nevertheless are puzzling and a constant threat to the proper functioning.of a school or group. Students are kept . ■ busy."8 ......

•’After "using short games of basketball and "other active sports for years in the noon program,.and carefully watching .. - the reactions of students from a health and emotional point of,view, the author would not advocate the elimination of ... . such events from this program."®

Proper time should be provided for the shower and the lunch. One very practical solution of this problem is to arrange the scheduled games at the beginning of the lunch period. These are followed by the quick shower and lunch, with the time schedule rigidly enforced daily. Some

1." Morris Both, "An Intramural Moon-Hour Program." Athletic Journal. 20:13"

. y 2. J M & . 3. Elizabeth Brodgon, Frances Hellebrandt, and others; "An Investi­ gation of the" Influence of Exercise upon Digestion in the Stomach," Re­ search Quarterly of the American Physical Education Ass'n., Vol 5, No. 2 1 schools allow greater Intramural planning throughout the luncheon period.

The noon hour provides one of the best possible times for eo-reerea- tibnal activities. Here boys and girls can be taught to play together more naturally than at any other time. Outdoor activities are to be pre­ ferred if weather permits. Many schools provide noon schedules which ro­ tate the participants constantly, thus providing valuable spectator ac­ tivity daily for the entire student body, all of whom become participants on regular schedule. '

In conclusion, it should be emphasized that noon-hour athletics and recreation is not a new idea, but in most schools throughout the nation the period is still unused and undeveloped. It would seem that a well- planned program is not the unique opportunity of the large school, but is, perhaps, even more workable in the smaller unit. Better organized programs gradually utilize a maximum of student leadership with a minimum of faculty supervision, using a rotating schedule of responsibility. Re­ ports indicate that the program is a powerful influence in school morale and discipline, affording the student body an opportunity for participa­ tion in a wide range of activities to meet individual interests. It af­ fords the school's finest time for teaching boys and girls how to play together and enjoy one another's company in a wholesome way. Hew Skills 5 and leisure-time interests are developed which are valuable in adult life. 31*

1. Howard G. Mundt, "The Future of Intramural Programs." Athletic Journal. 24:32.

S. George Gloss, "Co-recreation In Physical Education Programs," Journal of Health and Physical Education. Vbl. 11: 31. --'■ -

3. Morris Roth, "An Intramural Noon-Hour Program," Ath. Jour.. 20:15 89

For the busy director of athletics and physical education, aluays occupied with varsity teams after school, this time offers a grand oppor-

- . — - tunity for greater service to the rest of the student body. It is ap­ parent that great progress has been made by a few schools in the nation,

but it is also significant that most sehools have not scratched the sur­ face with noon-hour planning. It is a great medium for new attitudes 1 and rich educational experiences.

This type of program is the best medium through which to introduce

a variety of activities that otherwise would be completely omitted from the program because of other use of facilities, preoccupation of faculty . 2 ...... time, and outside student interests.

...Before School in the Mornings: One of the least used periods in

school intramurals is the short period just before school opens each

morning. While it is not the purpose of this discussion to urge whole­

sale use of this time, it is emphasized that a short daily opening would

permit many schools t further enlarge and develop their schedules in ■ . ' ...... 3 ...... , face of extremely crowded activities at other times.

It is not uncommon to see gangs and groups of boys on the street

corners and in loafing places near the schools in many cities early in

the morning before school opens. Smoking, profanity, gambling, and

other undesirable habits might well be supplanted by occasional games

during this period. Certain precautions must be followed if this period

is to be utilized. A rigid time schedule must be followed, with games 231

1. J. B. Bushier, "Noon-Hour Intramural Orgn," Journal of Health and Physical Education. 3:34.

2. Morris Jtoth, "An Intramural Noon-Hour Program,"Ath. Jour., 20:13.

3. I. David Farber, "Planning an Intramural Program," Ath. Hour. 20ill. 90 starting and ending promptly, allowing limited but sufficient time for the shower and passage to the first class of the day. Since no one student "V. • would be scheduled every morning, occasional games should be included in

• .> the program to permit some students to participate who might not otherwise have an available, time for competition. To implement the planning for games before school, the stage should be set the night before, so that the limited time available will not be dissipated with floor and field ar- rangements before the first whistle.

During School Hours: Directors in some schools have rationalized their native indolence by saying that the only available time possible for them to conduct intramurals is during the regular school day. While this is rarely, if ever, completely true, it does not follow that some program features cannot be conducted either in the physical education class period 2 or during other daytime periods.' .Physical educators are generally agreed that the class period in physical education should be devoted to instruc­ tion in the broad content of the activities field and the teaching of skills, fundamentals, and a great variety of games. They are also well agreed that intramurals should be the actual laboratory where previously taught skills and appreciations are utilized and sharpened. Some schools precede intramural sports with class instruction in that specific actlvl- ty. The class period is not the best time for intramurals because the V. : time is too short, classes are too large, and the problem of proper

1. Alvin.He in, ’’Planning an Intramural Program," Athletic Journal. 20:11.

2. Elwood A. Geiges, "Athletics and the Curriculum," Athletic- - Journal, 22:22. 91 employment of after-school leisure time is not adequately solved.

Special Sports Days: A practice that had almost died out is now grow­ ing throughout the nation for school administrators to permit the use of one-half day once or twice a year in which almost the total student body can participate wholesale in intramural and organized recreation. This idea opens up great possibilities in organization of special point sys­ tems, participation in a variety of sports, and real enjoyment that re­ flects itself in renewed school spirit and academic progress. Pupils often look to such a program as a welcome taste of competition denied them in interscholastic games. In every ease administrators recognize that the holiday from academic classes, even though brief, adds much en- thusiasm to school progress and esprit de corps.

Conclusion

There are few, if any, schools in the nation which do not have diffi- culty in coordinating all phases of the physical education and athletic program for boys and girls, with proper time allotment. It can be said that the aggressive and enthusiastic director will find times to promote an adequate program. He or she will discover that the local situation will modity all planning. It will soon be discovered that no one time period selected will be sufficient to attract all pupils, nor will it be adequate to provide sufficient time for enough games in enough sports.

Every available space during every available day, in every available month 12

1. Alvin Hein, "Planning an Intramural Program," Ath. Jour.. 20:31.

2. Howard G. Mundt, "The Future of Intramural Programs, Ath. Jour.. 2 4 •3 2 .: . ■ _ ■ ^ . 98 will be required to achieve comprehensive results. Most school adminis­ trators will provide more faculty help, more adequate budgets, and better facilities when they see such a program in actual operation over a period of time. The same administrators, without a chance to evaluate results

in operation, would probably never give such support to the same program proposed by the director on paper.

■ ' . ~ h ' ? Tl-c The Program of Activities

The program of activities selected for any school must be modified

by many local conditions. The schools in the northern part of the state

will direct their emphasis toward winter outdoor sports flavored strong­

ly with ice and snow activities. In the southern area of the state the

outdoor sports program will be much more extensive, but with a different

type of events.

Facilities will modify the selection of activities directly. It is possible, however, that many enterprising directors with meager facilities

are operating very successful and comprehensive programs. In the final ,

analysis the enthusiasm and organizational skill of the director and his

staff will build an adequate program with existing facilities, eventually

proving to the school board and community the need for a more adequate

plant. It has usually proven more successful to produce the maximum pro­

gram with the available outdoor and indoor facilities, gradually selling

the very evident need for expansion, than it is to propose to school au­

thorities that a good program be developed when and if the plant is 2 increased. 1

1. Louis E. Means, "The Orgn.and Adm. of Intramural Sports, p. 442.

- 2. John 0. Atterberry, "Physical Education (continued on next page) 98

The present study disclosed the regrettable fact that the 63.3 per cent of the high schools had no intramural program whatever. About one fourth of the schools had three or fewer organized activities in the : program, and they were all traditional "varsity" sports with almost no carry-over value for adult recreational use. unly two schools had more than six organized intramural events.

Touch Football: " At -present the most popular fall outdoor sport in - * ^ the nation, in one fora or another is touch football. There is little doubt but that touch football contributes the bulk of the annual intramu­ ral injuries today and must be properly taught and played to eliminate danger. Buies should be carefully observed, with rules clinics conducted for pupil officials and with penalties meted out for rough play, vicious blocking, and over enthusiastic tagging. The usual guards could be elim­ inated from the traditional nine-man team, leaving seven players for a more satisfactory open-type game, eliminating a large share of the preva- o lent injuries.

Speedball: Speedball admirably combines the skills and pleasures of soccer, basketball, and football. It provides for handling of the ball, an American objection to soccer, yet retains many of the soccer skills, and employs the passing and kicking of football. Players enjoy its variety and the combination of overhead and ground play, as well as its 3 greater scoring possibilities. 1

2. (Continued from preceding page) Apparatus you Can Make,” Athletic Journal. 24:13.

1. E. B. Elbel, ”Intramural Athletics for H.S. Boys,” 22:18. 2. Louis E. Means, The Organization and Administration of (next page) 94

Tennis: Many schools divide their tennis programs into fall and spring events, using singles tourneys and leagues in the fall, and doubles in the spring, with mixed and co-recreational tennis in either season.

This provides better emphasis for a great sport, and increases its appeal over the entire year’s program. Potential varsity material can also be discovered early in the year. Tourneys in the fall must not lag, and deadlines must be enforced. Some schools use singles and doubles tourneys to decide group as well as individual champions. Others schedule team _ matches between organizations, employing both singles and doubles matches between groups in either round-robin or single and double elimination style, if round-robin leagues are organized, the individual champion can be declared at the same time by compiling the season records of each player, awarding places on the basis of matches won or on the basis of total games won and lost.

Cross-Country Runs* At least one annual fall cross-country run should be included in the program of every school. The distance need not be long; three-fourths mile to one and one-half miles is recommended.

The course should be selected to include variety, some natural obstacles, and fairly comfortable running surface. All competitors should be re- ., quired to have a minimum number-of practices, and a medical inspection of heart and lungs is indicated. The varsity coach should profit much

from this event as many potential runners are uncovered annually. Size

is no factor, and the sport quite often appeals to a different group of

students less active in other sports. Some schools feature this event *23

______' 2. I from -preceding -page) Intramural Sports, p. 442.

3. ; Leafs IS. Means, Phys. Ed. Activities. Snorts. and Games, p.580.

1. Ibid. 95 near the Thanksgiving period and offer a variety of prizes in keeping with the season, such as turkeys, ducks, geese, chickens, all very appropriate for the Thanksgiving table/' r V ■>

Sigma Delta Pai Athletic Clubs: Some high schools have adoptM"a modified schedule of events and tests suited to the younger boy and have set up an Honorary Athletic Club. Some junior high schools have madir fur­ ther modifications for such a testing program which fits very well into' the intramural sports calendar. Certificates are granted to all who pass its requirements. This becomes ah excellent competitive event, usually introduced in the fall, with tests given ail year; Team competition can be organized easily through individual participation. Points could be given every man from each group passing each test, with final team stand- 2 ings established from these results.

Winter Sports: Schools situated in the northern part of the state

can develop excellent outdoor programs of ice hockey, skiing, snow sculpturing, tobbganing, and ice skating. Outing clubs of mixed groups augment the winter-program with their enjoyable activities. '

Indoor baseball is still used by many schools as a winter organized

sport but is losing ground due to the popularity of softball in the fall

and spring and the great abundance of other winter sports vying for recognition and attention. Basketball type games such as sevenr-up, twenty-one, spot shooting, goal-hi, and others can be organized intra- murally in some schools and used informally in many others. Bat bail in 1

1. W. Harrold 0!Conner, "Cross-Country, The Fall Sport for the Small High SchoolAthletic Journal. 20:50. -- : - T : ■ V ;. " . . . V -• - - ' ' 2. "Sigma Delta Psi as ah Intramural Activity," Journal of Health and Physical Education. 8:381. r 96 its many forms is an ideal winter sport for junior and senior high schools.

This game is excellent since it employs almost unlimited numberson the. teams, and has plenty of action and scoring. Beck tennis, aerial tennis, and dart baseball are easily organized recreational favorites where the games have been properly introduced. ,

Basketball: This sport outranks all others in interest and intramu­ ral participation. The cost of conducting basketball events is negligi­ ble as regular gym suits are worn, and the floors and balls are usually available. Good pupil officiating is one .of the biggest problems. Many schools are attempting to meet this problem with regularly conducted of­ ficials' clinics and meetings where rules and interpretations are dis- ..... cussed. The sport is so popular that many different types of basketball competition should be worked into the year's calendar so that all may .. 2 ' •" ...... ' enjoy a fair share of.its pleasures.

Basketball Free Throws: Free throw tournaments are also easily or- ganized and conducted as either individual or team.matches. - ......

Swimming and Water Sports: Water activities should be central : features of the winter sports calendar in all schools where facilities, are available. Some schools, without, pools use nearby W.M.C. A. or Y.W.

C.A. pools where intramural competition can be scheduled. -It is well to award as many places as possible in swimming meets to stimulate, greater interest. It costs no more to award four, five, or six.places, in the meets, and more contestants then feel they have accomplished something.

Water polo ranks next in popularity among the water sports, and must be 1

1. Joseph Brownlee, "A Method of Developing Intramural Basketball Officials." Athletic Journal. 22:18. 2; E. D. Mitchell. Intramural Sports. p. 192. well officiated, with short playing time established. Water basketball has supplanted water polo in many schools, probably due to the great in­ terest in basketball itself. Other water sports used in various schools

.are water ball, water baseball, bat polo, and various types of distance and endurance or marathon swims requiring several days for completion.

Precautions must be taken to safeguard health in all these sports.

Bat Polo: Bat polo is a good variation of water polo, especially good for high schools. J

Wrestling; More and more schools are adding wrestling to the intra- mural program. Entry deadlines should be set and all contestants re­

quired to work out a minimum number of times preceding matches. If these

workouts can be arranged under the supervision of the wrestling coach,

and instruction given, the program will profit. The day before competi­ tion begins, all contestants should be weighed-in and examined by a

physician. Pairings can then be accurately made in the various weight

divisions and doubtful entries eliminated. Three pounds over-weight are

usually allowed, and wrestlers should be required to "make" their weights

each day they are scheduled for matches. Senior high schools can modify

their weight divisions in any way desired to insure a good spread of com­

petitors in the various classes. Matches should be limited as to length,

and regular wrestling rules should be observed. Use of the loudspeaker

' . - - ■ - - ...... - '' and good scoring and timing techniques will make the competition more

■ .. ® ■ ; : ■ ^ . enjoyable. Sane caution should be given on "making weights." *23

l.E. D. Mitchell. Intramural Snorts, p. 192.

2. Ibid. - ' - v ' ' ’

3. Richard D. Cole, "Wrestling in the Junior H.S.," Ath. Jour.. 20:30 98

. Boring: No sport required more careful supervision than boxing. -

Noboy should be permitted in the ring without at least three weeks of 1 daily preparation, conditioning, and instruction. During preliminary

practice padded head gear, protective cups, and mouth pieces should al­

ways be used. Hands should be well wrapped and proper gloves used for

training. The fourteenrounce glove is recommended for high school boys.

Vihile many directors frown in interschool boxing, it is generally con­

ceded that intramural boxing is an important part of the sports program

if properly conducted. - , ; ^ ^ .•

Boys should not be allowed ,to go into the ring unless they, are in

excellent condition, and no interschool boxing should be permitted. A

competent official should always be in the ring, ready to stop any bout

at the slightest sign of danger to either participant. A physician 1 should always be available, and on cal% at the ringside. Following the 2 evening*s bouts he-should check each boy personally before leaving.

It is a sound practice to secure parental permission in advance of

the bouts. Boxing and wrestling, as staged intramurally in some schools,

afford a beautiful spectacle and give the. program-a needed touch of the

more rugged contact sports which some boys dearly love. . It is essential

that all traces of rowdyism, smoking, and other characteristics of the

prize ring be eliminated from school events. :

Tollevball: The early growth of volleyball can be credited to the

pioneer work of the Y.M.G.A. -World War II again.repopularized the sport 12

1. John J. Walsh, "Boxing in High School." Athletic Jour.. 24:13.

2. Dewitt Portal, "A Program of Mass Boxing," Athletic Journal. 99 and today almost every school Includes It among Its team sports. Volley­ ball can be played for years after graduation and Is popular with busl-.. 1 nessmen. It should not be omitted from the program of any school. It

Is one of the leading faculty sports. The regular game Is more popular when rules are strictly enforced and team play Is taught and stressed.

Handball: Handball Is a "must" on every progfam. Few schools in

America are without a suitable wall where one-wall courts can be laid out and competition established. It is a fallacy to assume that hand­ ball cannot be used without four-wall official courts, as the one-wall game is fascinating and popular. Both team; and individual tourneys and leagues can be organized. Some schools conduct tourneys outdoors on .. especially constructed one-wall courts. Tournaments can be arranged for doubles as well.as singles. It is often wise to substitute a softer and larger.ball, such as a tennis ball, for younger players who may not have access to regulation handball gloves......

Bowling:• Since most schools do not- have their own alleys, the pro­ gram must depend on local facilities. Very few communities in America today, including the smaller towns, are without at least one commercial alley. When w e realize that bowling is one of the top adult recreational sports, it would seem that-schools would meet this challenge with;more planned student competition. The sport is usually inexpensive for the

school as most alleysare quite willing to provide the;championship : trophies, and,students pay their own bowling fees, often reduced by ar­ rangement. Schools may use both round-robin leagues and individual

championships. Others include postal or telegraphic competition with

, 1 . E. D. Mitchell, Intramural Sports. p. 192. 214097 other schools. Competition may he from scratch or with handicaps. The latter plan will keep the weaker teams Interested right down to the com­ pletion of each league.

While commercial alleys are usually willing to cooperate in pro­ moting and stimulating bowling leagues for their own business purposes,

it is well to maintain an active school administrative supervision over 1 all such competition. One cannot overlook the fact that bowling has

been one of the-fastest growing adult recreational sports in America today. It has become one of the top industrial recreational events.

Badminton: This sport is increasing rapidly in popularity-and in­

terest for senior high schools and colleges. It is a perfect co-recre-

ational activity. Singles 4 doubles, and team match competition can be

easily arranged. Schools in the southern part of the state can conduct much of their competition outdoors. Team leagues are often:organized"

with a number of singles and doubles matches played simultaneously.

Table-Tennis: Table tennis:has enjoyed a phenomenal growth in late

years. It is a favorite everywhere that pupils congregate. Folding

tables may be used where space is at a premium. It is a fine co-recre­

ational activity. Handicapped or'restricted students find it one o f ' 2 their most enjoyable activities. individual singles or doubles tourneys

can be arranged with almost no faculty supervision other than providing

the facilities, accepting the entries, making the pairings,-and posting

the deadlines. _ ; : 12

1. Louis E. Means, The Organization and Administration of Intra­ mural Sports, o. 442.

2. Elmer D. Mitchell, Snorts for Be creation, and How to Play Them, p. 467. r v.v 101

Gymnastics: Schools stressing gymnastics in the curriculum find it 1 easy to draw a large entry field for an intramural met. Best results are usually obtained by holding an all-school or open championship tour*- nament, with team and individual recognition possible. Senior high schools should find the organization of an intramural gymnastics meet easy following several weeks of instruction in the physical education classes.

Gorina Sports: The spring season is the shortest and often the busiest intramural season of the year. If careful planning is not fol­ lowed the spring calendar is likely to get cluttered up with sports that started too late, sports that might better have been conducted in the fall; or with too many postponements due to weather. *et the spring season is often one of the most enjoyable, especially in locations where winter activities demand indoor confinement. While some spring sports will not appeal to all pupils it must be remembered that there are many more who look forward with anticipation to this season.

Softball: According to post-war studies of college intramurals, softball is played almost universally as the number one spring sport in the nation. This is also true of the junior and senior high schools.

Its popularity has been due to several factors. Players need not be so expert as in regular baseball. Very little equipment is needed. Im­ promptu practices are easier to arrange. Less space is required and more diamonds are possible. Softball has recently become the number one adult city recreational sport.21

1. Newton C. Loken.. "Handbalancing.w Athletic Journal. 28:87.

2. Louis E. Means, "Post War College and University Intramural Athletics."Athletic Journal. 28:34. 102

Fortunately the earlier games of playground ball, diamond ball, kitten ball, and indoor baseball have all become standardized by the

National Association. Some precautions which add to interest and safety " ’ ■ -- - - ' ' X ' ' * ' should be observed in conducting softball leagues:

1. Have field and foul lines marked and flagged.

2. Have backstops built or placed behind home plates properly, and on all diamonds.

3. Keep pitchers* box and batters* box smooth and in shape. A minimum of preparation, good texture of the soil, and occa­ sional care will add much to the game.

4. Arrange player*s benches on either side of the batters* boxes, but far .enough back to guarantee safety.

5. Have small scoreboards placed near each diamond.

6. Prohibit the use of spiked shoes, since all players will not be able to furnish them.

Golf: This sport needs little artificial stimulation as a natural

intramural activity. Nearly all schools today have at least one course

near enough to permit the organization of at least one course near enough

to permit the organization of at least one annual tourney. A wonderful

program can be worked out with facilities under school administrative

control. Most schools furnish only the promotion and organization of

the meet with competitors paying their own greens" fees. A starter should

have charge of each tourney, handling the score card and arranging the

foursomes. '■ " ' " " ' ' 11' ' " '

Almost any school can find a spot on its grounds or nearby where a

golf tee can be constructed or arranged. Daily practice in driving and

pitching can continue here for months. Indoor putting conteets can be

arranged with homemade wooden inclines built. Holes can be cut in the

1. IiOuis E, Means, "Post War College (continued on next page) - - 103

putting platform; into these are placed tin cans to simulate regulation 1 golf cups. A long strip of carpet is fastened over the framework, per­ mitting a good putting surface and enough distance to make it interest­ ing.

Goofy-golf is another change- bf-pace activity that might add spice to the outdoor "program. Golf seorebarda are prepared and a number of pegs are set over varying distances in all kinds of places. Hazards are desirable, with pegs being set along a hillside, on a tree stump, near tree bases, and with all kinds of obstacles. It is a good recreational 8 game and unlimited numbers may participate. ' ’ • *: r

Horseshoes; "Barnyard golf.* or horseshoes, is rapidly Increasing in popularity. ‘ This is one sport that finds its way into any size or type of school. Its easy organization, demanding very little space and supervision, indicates top priority in large and small, rural or urban school programs. The director of the small school who complains of lack of time and facilities for intramurals could not exclude horseshoes with such an argument. Horseshoe competition attracts the active and physi­ cally handicapped participant alike. Tourneys may be organized in sin­ gles and doubles or as team matches in either tourney elimination or round-robin league * style v ' - - ' '■ - ' - ; ' . •

Shuffleboard: Since sbuffleboard has become so popular more schools are either providing- informal reere at ional facilities or organizing - com­ petitive tournaments. Almost any school can improvise courts on gym *1

1. (from preceding page) and University Intramural Athletics,” Athletic Journal. 28:54. : . . • v , . 1. John 0. At ter bury, ”Phys. Ed. Apparatus lou Gan Make,” Athletic Journal. 24;13 2. Dale Sprankel, ”G o o f y - G o l f Jour, of Health & Phvs.ld.. 8:620. 104 floors, hallways, lobbies, sidewalks * or by constructing special con­ crete outdoor courts. Many of the schools' waxes concrete floors are

Ideal for one or more shuffleboard courts. It Is a great noon-hour sport. ' ; : ' V - : ; . :

-Other Activities: At the high school levels there are Still dozens of games and sports that can be added to those already mentioned; The top-spinning tournaments can be organized to include duration of spin, accuracy put, whip for distance, top dash, fancy looping contest a,. diabolo spinning, and pick-ups. J^rents employing skates and scooters might include roller skating for distance, roller skating obstacle race, standing scooter race, speed races, one-legged races, relay races, and zig-zag scooter races. . . : ' 4 5 . :■ • ■ ■ ' : :

A "hash meet" can be sponsored and, as the name implied, include all kinds of events for younger enthusiasts. Some of the events that can be used are running races, jumping, hop-step-and-jump, baseball throw, free throws, checkers, chessring-o-let, ping-pong, and other novelties, all worked together into a competitive point system.

Hules of all Snorts: In recent years:practically■all sports have nationally standardized rules of play. . Best sources for rules, funds- - mentals, playing hints, and the history and background of all sports are:

j -; 1. Spalding's Athletic Library. American Sports .Publishing Co. -

2. Rules For Women's Snorts. A. S . Barnes &.Company, New York. Published annually. . :- : . - . ^ ,

. 3. Menke, Frank G.. Encyclopedia of Snorts. A. S. Barnes & Co., Hew York, Bevided edition, 1848. - :: :

4. Mitchell, E. D., Sports for Recreation. A. S. Barnes & Co., Hew York, 1938. 105

5 . Tunis, John. Snort For The Fun Of It. A. S . Barnes & Oo,, Hew York 1940,

6. Means, Louis E,, Physical Education Activities. Snorts, and Games. University of Nebraska. Lincoln. 1947.

Considering the Activities: As the director introduces or rebuilds the intramural program he must he influenced by the size of the school, its location, the age group to be served, available facilities, and possibilities for expansion. It is natural to assume that the smaller schools will have more limited programs. Yet smaller schools can put larger schools to shame in the extent and quality of their "spdrts for all" program. The success of any program will depend on the enthusiasm and ingenuity of the director. The program must not vacillate with temporary group whims and designs. It would be better to have a smaller number of well-conducted activities than a great hodge-podge of miscel- ' ^ "... : ' . - 2 ■ ' laneous sports poorly organized and administered.

Lists of Suggestive Sports for Small High Schools fall Season Golf, horsehhoe singles, horseshoe doubles, soccer, table tennis singles, table tennis doubles, badminton singles, badminton doubles, co-recreational badminton doubles, co- recreational volleyball, touch football, tennis singles, golf driving, cross-country, bowling leagues, handball singles, horseshoe singles.

Winter Season All-school basketball, sophomore basketball, junior bas­ ketball league, senior basketball league, bowling, wres­ tling, fee throws, co-recreational bowling, noon-hour basketball leagues, sophomore basketball jamboree, junior2 1

1. Charles Romine, "The Fate of Intramurals Lies in the Spice,” Athletic Journal. 24:28.

2. Ibid. 106

basketball jamboree, senior basketball jamboree, Saturday morning basketball leagues, wrestling, badminton, gym- ■ • ■ . nasties and tumbling. - -

Spring Season Handball sIngles, handball doubles, decathlon, track, softball, co-reoreatlonal tennis, boxing, softball, out- • - door track relaysi horseshoe doubles, tennis doubles, baseball, golf, golf specialties, honorary athletic club.

J : System of Scoring ' .

It is the writer’s opinion that a well-integrated point system will greatly increase student interest,entice more participants, increase the number of participations in a wider range of activities, and add zest and spice to the competition.

The director is aware that other factors are basic to the program.

First, he must organize a wide structure of team and individual sports; in this way, although each student will be attracted to some sports and will find little interest in others, each will find several to his'; 11k- ing. Next, the director must organize the sports selected in a variety of ways. No one system of setting up leagues and tournaments will suf- ' ' ' : - - - '■ 2 % flee. Leagues must be formed using every possible competitive unit.

As this plan progresses it becomes more evident that much partici­ pation is generated through pressure of the group on the individual.

That is the reason why unorganized individuals show less interest in the program at the outset. It is only fair to assume that methods should be devised to persuade more group participation. Groups are well aware that a let-down anywhere along the line will permit rival organizations to

1. 107 more ahead. Without this urge to constant achievement, home-rooms would concentrate on a few sports, deciding to forego entry in others. With the point system students are often Induced to enjoy new and unfamiliar sports which may later become leisure time adult recreational favorites.

There are almost as many scoring plans in existence as there are 1 schools using them. Fundamentally, they follow certain patterns, the best features being easily adapted by schools seeking to adopt or mod­ ify a point system.

The good program will also have facilities and activities available for those who enjoy recreation informally and at their own desired time.

Such a department will sponsor and stimulate participation in special features and events that do not always fit into the competitive point system, such as outing activities, eo-recreational sports, and hiking.and horseback riding.

Group Scoring: Most schools classify sports, feeling that team events should receive weighted credit over other arranged in single or 8 double elimination style. The terms "major and minor sports" are often used in this classification. Since the trend in interscholastic ath­ letics is to place all sports on an equal major basis, the seme educa- 3 tional emphasis should follow for intramurals.

A careful study of the types of group scoring plans presented here - will reveal possible weaknesses when applied to any one situation. The wise director will carefully study his local problems and apply the most1

1. Eddie Wagner, "The Award System." Athletic Journal. 20:31.

2. Ellwood Geiges, "Athletics and the Curriculum," Ath. Jour.. 22:36

3. Ibid. 108 workable Ideas. Nor should a point system be considered permanently set

in any school. Mew possibilities will arise with changes in enrollment and the perfection of new competitive units and bases for classification.

This should demand constant evaluation of the point system, with every attempt made to employ it as a.definite motivating force for the expan- 1 sion of the program. . .

Individual Scoring: Group scoring systems have been in operation almost as long as intramurals have been known. A few schools early recognized the great value of individual point systems, but many insti- 2 tutions still do not.

Certainly high school level is keyed to the individual point scor­

ing plan. Boys and girls at this age love to excel, enjoy self-testing

events of all kinds, and seek to know how they rank with other students.

Also at this age directors find no real problem in securing pupils who

get real pleasure out of carrying on the clerical work demanded of such 3 a plan.

Some high schools have devised an awards system combining all at hr

letic competition. Points are given for varsity squad participation,

intramural competition, and other forms of recreation. Thus the student

may progress from the school emblem to letters and the higher varsity

honors, but the constant awarding of letters for everything is abolished,1

1. Harrison H. Clark, "Intramural Athletics for the Small High School," Amer. Phvs. Ed. Ass'n Research Quarterly(March. 1935).

2. Alvin Hein, "Planning an Intramural Program," Athletic 'Jouma 1 20:31.

3. Howard G. Lftindt, "The Future of Intramural Programs." Athletic Journal. 24:32. 109

1 and a more Integrated amrda system Is possible*

Before setting up the Individual point plan, the director should . take all possible precautions to avoid faulty administration. Sports . should be organized in such a way that fairly uniform opportunities for play are maintained. Again, the director must set up restrictions to prohibit some over-zealous students from excessive competition to the detriment of other school and home affairs. Standards must be estab­ lished so that awards are-not too easily realized-and thereby become less valued. - . ; ; ^ "

In conclusion, it is apparent that many different types of point scoring systems are possible. The director may get much help and as­ sistance from making a careful study of existing point systems, and making careful application of best procedures for his own local situa­ tion. There is little doubt about the motivating force of a well-planned point system. If it is to achieve the desired results, plans must be worked out to keep standings up to date and on display in a prominent place, and to maintain an efficient pupil staff of managers or assistants who can handle most of the detail work entailed in such a plan. %

Awards - ' O' T ■ " -

It is agreed that the fun of play and competition should be the greatest incentive for the well-rounded intramural and recreational pro­ gram in the schools today. Seme argue that awards in sports are objec­ tionable. It cannot be denied that awards are a great motivating force in intramural sports. Achievement is recognized in almost every walk of 1

1. Eddie Wagner, "The Award System," Athletic Journal. 20:31. 110

of life. During the late m r the government unqueationably spurred on thousands of workers in essential industries to almost unbelievable pro­

duction, and while this was principally due to the workers’ realization

of the supreme responsibility of keeping our armed forces equipped, it*

was interesting and enlightening to see the effectiveness of simple

awards ceremonies where a flag was presented for excellence, or where

individual workers were singled out for commendation. Academically, we

still recognize merit with grades, certificates, diplomas, and scholar­

ships. We still select valedictorians and members of local and national 1 honor;societies. The human desire for recognition is most natural.

In administering the program awards should always be clearly dif­

ferentiated from rewards. They should be?a'recognition of achievement

at all times. They need not be expensive, and preferably should have

little monetary value. Some of the finest awards are the product of the 8 school shopsi art departments, and print shops.

High schools today are full of capable athletes, most of whom can

not make the varsity teams. Intramural awards, therefore, become in­

creasingly significant and.highly valued. Groups develop great esprit

de corps when they can display their trophy immediately following the 3 championship game. % . ? . •.

Consideration of awards naturally divides emphasis between indiv id*?

uals and groups. Organizations with any semblance of permanency prefer 1

1. Eddie Wagner, "The Award System," Athletic Journal. 80:31.

8. John 0 . Atterbury, "Physical Education Apparatus You Can Make," Athletic Journal. 84:13.

3. Charles Romine, "The Fate of Intramurals Lies in the Spice," Athletic Journal. 84:18. , : „ Ill

a trophy of some kind. Here, joy of accomplishment can be shared all through school days, and relived later. Seml-permanent groups are some- .

times given a very Inexpensive team award, supplanted with Individual awards. Botatlng trophies are well adapted to seml-permanent group win­ ners . Individual sports, such as track, swimming, and other similar events, often suggest medals, ribbons, or certificates to the athletes placing or winning each event, with the team trophy for the group. Most schools use at least one, and often more than one, trophy for the best 1 all-around showing in all sports for the year. •. •

Limitations must be prearranged to prohibit promiscuous distribution, and to guarantee an esteemed value in the minds'of students. If individ­ ual awards are made in the team sports, it is good practice to stipulate in advance the number to be presented in each sport. Teams should be granted the privilege of purchasing additional awards for extra substi- tutes. The department should be willing to purchase all such awards at 2 reduced cost, being careful to collect in advance for such services.

In conclusion, it can be said that a very satisfactory intramural program can be conducted entirely without awards. It will be found best, however, to carefully plan and administer a wise and appropriate awards system which is well conceived, pre-announctd, and planned, and is a constant recognition of achievement in a competitive fashion.

Intramural Rules and Regulations

The intramural program requires well-regulated rules to govern it, 12

1. IbM' - -, ' \ -

2. Eddie Wagner, "The Award System," Athletic Journal. 20:31. 118

just as all other school activities and interschool athletics demand reg­ ulations. The school just starting its program will do well to study prac­ tices found in other schools, thus eliminating the slow and unsatisfactory trial and error method, it is apparent, of course, that there may be cer­ tain unique problems at any one school which may cause special rules to

be formulated. Buies should be kept as simple as possible, and the fewer the better.

Discussion of regulations falls naturally into about three classifi­

cations. First, there must be rules to govern participation. Involving

such matters as eligibility, organization of teams and competitive units,

protests, postponements, forfeits, et cetera. Second, special playing

rules must be adopted to simplyfy and facilitate play in specific

sports. Third, regulations are necessary in the matter of wards, recog­

nition, point systems, et cetera. *

Buies That Govern Participation: The schools using simple means of '

classifying students for competition will find it easy to file a working

list of the membership of each group, whether it be a simple group organ­

ization, the various home rooms, or some other device. Every attempt 1

should be made to lessen the burden of secretarial duties. The burden

of individual eligibility should be left to the pupils, who should be at 2 all t i m s responsible for their own status. : -

Scholastic Eligibility: Some schools and some teachers still feel

that pupils, should be deprived of the fun and; pleasure of intramural com­

petition when, scholastic deficiencies are evident, as a prod to better 21

1. “The Coach and Guidance5 Athletic Journal. 28:46.

2. E. H. Elbel, "intramural Athletics for High School Boys," Athletic Journal. 22:18. 113

academic achievement. The last few years have seen considerable pres­ sure developing for the elimination of individual academic eligibility, 1 even in interscholastic sports. With such an attitude developing rel­ ative to interscholastic eligibility, it has been only natural that In­ tramurals have gradually been given the opportunity to serve all stu­ dents, irrespective of academic achievement. It is now common practice \ to allow intramural competition to any student regularly enrolled in the school. :

Letter lien: Most schools do not permit letter men to compete in- tramurally in the sport for which the letter was granted. Since intra­ mural athletics are primarily designed for the mass of students who are not of varsity caliber, it would seem beet to safeguard intramural comr petition for the more unskilled, and to make workable rules prohibiting

"stars" from taking the game away from the more strictly amateur pupils.

It would seem also that schools should make adequate provision for the group who would thus be barred from"all special tournaments, matched 2 games, and other similar devices. ■ r V ■ ■

Eligibility for Interclass Groups? If interelass activities are to be planned, the department should accept the existing regulations and 3 use them in determining the status of all competitors. This is best done by announcing and printing the number of units required for sopho­ more, junior, and senior standing, leaving the eligibility of each to be* 31

1. Louis E. Means, "The QrapnlRation and Administration of Intra­ mural Sports, p. 442.

- ‘ 2. 2 . H. Elbel,' "Intramural Athletics for High School Boys," Athletic Journal. 22:18.

3. Louis E. Means, The Organization and Administration of Intra­ mural Sports, p. 442. - 114 determined by himself. Violations ©f this rule are then easily admin­ istered. . ■ , rv:

Eicbent and Restrictions on Individual Play: Many little problems develop which should be given attention as rules•are adopted. Some players will be anxious to compete with as many teams as possible.

This complicates schedule making, and becomes embarrassing when the championship play-offs are held. If allowed indiscriminate play some pupils would get too much competition, and at the same time they would take the place of other pupils not on any team. Perhaps the safest 1 rule would be to allow participation on;one teem in only one sport.

There has been a growing tendency, in some high schools to estab­ lish a system which would demand a medical examination and regulate the number of activities any one pupil might select in any given year.

The trend in this direction has been to develop a weighted point system of activities, usually including varsity athletics because of the great amount of time demanded, but excluding intramurals. Even the most

strenuous and constant intramural competitor will never rival the var­

sity squad member in the total time spent in competition, nor in the psychological strain constantly placed on him toward winning game after

game through a long season. v • ,

Certain sports require superior athletic ability and at least a minimum of physical conditioning before competition is permitted. Such

sports as boxing, wrestling, cross-country runs, regular football, and

some track events can be considered in this light. Every precaution; must be made in the regulations covering these sports to safeguard the 1

1. Charles Romine, "The Fate of Intramurals Lies in the Spice," Athletic Journal. 34:88. 115 health of the individual and to guarantee that unfair oompetitlon la not possible. In boxing, articularly, at least eight to ten instruc­ tional and conditioning practice sessions supervised by a staff member should be the absolute minimum. Close cooperation with the health ser- 1 vice should be maintained in these sports. :

Protests: Some schools place final disposition of all’ protests in the hands of the director. While it is true that he will have to take the most active role in these matters, he will be wise to organize an

Intramural Board. The pupil representatives can act in this capacity, rendering their decisions by secret ballot. Statements should be made by the invited students, questions should be asked by the board, and the pupils should retire to permit the board to make a quiet decision.

The department should constantly be alert to violations of eligibility and it should not be necessary for a formal protest to appear before action is taken. Not infrequently a group organization will ask that a game be replayed instead of being forfeited, and both teams will agree to this procedure. ' ■ ‘

Forfeits: Various schools have slightly different regulations governing forfeitures, but they are all similar in nature. A team not ready to start play must either forfeit or the team present is permitted to play against whatever opposition is on hand. While it might be per­ missible for two teams to agree on a shortened playing time, it is un­ fair to ask one team to play a shorter game simply because the opponents

failed to make an appearance on time. It should also follow that rules 1

1. Hartley Price, "The Hole of Physical Education in Accident Pre­ vention," journal, 28:37. 116

should be adopted to govern the number ef players that ean be used In 1 cases where the complete team has not appeared on time.

Postponements: Schools should Issue schedules well In advance of the first day’s play. Any appeal from the schedule, which Is made up with all conflicts and special requests In mind, must be made well in 2 - ; - ' : ' ' " advance of the playing date. Most schools then make no exceptions In the schedule time whatever, unless there are problems on facilities be­ yond control. Some schools permit an occasional game to be postponed provided both teams are agreeable and the department has-been notified well in advance and has given consent. Other school functions will oc­ casionally loom as possible interference and the department must decide whether postponement is allowable. A firm policy must be adopted if accusations of favoritism are not to be justly leveled at the director.

The guiding principle to be followed in avoiding postponements la to carefully clear all dates and times before arranging the schedule, asking each team to state preferences, possible conflicts, and dates that must be avoided. When the schedules are then published and ac­ cepted, they should be honored by all competing teams as religiously as for interscholastic athletics. Postponements due to inclement weather should always be left to the jurisdiction of the department. 1

1. Alvin Hein, "Planning an Intramural Program," Athletic Journal. 20:31.

2. Ibid.

3. I. David Farber, "Planning an Intramural Program." Athletic Journal, 20:11. 117

Organization for Competition .

All intramural events in the year’s calendar cam not be organized in the same way. Some sports lend themselves more to the elimination tournament plan with its many variations, other sports can be organized best in league style, while some events can be set up in a variety of ways. The plan to be selected must take into aeoount the available facilities, time allotted, and possible number of competitors. The di­ rector should determine whether or not the plan selected will entice the greatest possible number of entrants, and after entry is secured he must determine whether the plan will provide sufficient competitive experience. The well-organized program must include a variety of or­ ganizational techniques which will provide added motivation and inter­ est throughout the year.

Meets Involving Group and Individual Events: All kinds of individ­ ual events can be grouped together into a large team meet, involving a point scoring system, and possibly employing testing techniques. The more common sports organized in meet style are outdoor and indoor track and field, gymnastics, track relays, physical efficiency meets, base­ ball and football field days, golf specialties, and the jamboree involv­ ing students in a series of competitive and recreational events, all individual in nature. . . , . _ ;

. -- ... .: .■ : . -• •; ■ . The Outdoor Track and Field Meet: Some schools use a complete list of events that corresponds to the varsity program. Care should be taken to limit the longest distance run to either 530 or 880 yards, since the 1

1. Charles, Homine, "The Fate of Intramurals Lies in the Spice,” Athletic Journal. 84:28. 118

1 competitors are.not veil enough conditioned for the longer distances.

A minimum number of practice workouts should be required regardless of the events selected.. It might be more preferable to feature the purely individual events in the indoor meet, using little more than relays.and 2 the field events for the outdoor meet.

Single Elimination Tournaments: The shortest route to a team or> 3 individual championship is by a single elimination tournament. The very directness of this method of organization is its greatest weak­ ness, since one defeat will eliminate each competitor from further en­ joyment of competition. Some events on the year’s calendar might.well be organized on this basis to provide variation and interest in the

"sudden death" procedure. It often occurs that facilities and time will not permit more lengthy methods of organization and the:single , elimination technique will be found most applicable. ; r

Double Elimination Tournaments: To prevent the possibility of teams being quickly eliminated by "off nights," and to provide additional com­ petition, the double elimination tournament has been frequently used in 4 recent years. In this tournament, no team is eliminated until it has lost two'games. ; . • _ : : ;

leagues With Round-Robin Schedules: The most satisfactory method 1

1. Hartley Price, "The Role of Physical Education in Accident Pre­ vention," Athletic Journal, 28:37. - •

2. Alvin Hein, "Planning an Intramural- Program," Ath. Joura. 20:51.

3. Howard G. Mmdt, "The Future of Intramural Programs, Athletic Journal. 24:32.

. 4. Ibid. - ■ - ..v - . .•■.r .y ' - v. lie of organization, if facilities and time permit, is the round-robin

schedule with all teams arranged in leagues. Brery-team is then privi­

leged to meet every other team in its own league, eventmlly going bai to play off with other league leaders for the all-school championship*

Ladder Tournaments; Another fora of competitive organization is the ladder tourney. If a champion is to be declared, it would be well to set a deadline date, giving all players ample opportunity to reach the top and stay there by virtue of * their superiority.

The Quickly Organized Jamboree: This novel plan of organized com­ petition is most popular at the junior and senior high school age. An­

nouncement is made that all freshmen are invited to participate in a

freshman basketball jamboree. A time and place are indicated and no

one knows what team selections will be made until the appointed time.

Captains are chosen, and they in turn choose from the crowd present in

rotation until all are organized. The tournament drawing is made on the spot by lot and play proceeds immediately. Team allegiance at that

age is often spontaneous and it becomes a great event for real fun and 1 recreational pleasure. ^ :

■ Team Matches by Single or Double Elimination; Sometimes a crowded

clemdar forces the use of an elimination tournament. Table tennis, .

handball, badminton, horseshoes, tennis, golf, and similar sports can

be set up in this fashion. Usually two singles and one doubles match

constitute a team match, although three or five singles matches can be

used as well. The team having the most individual wins "moves on in the1

1. Louis E. Means, The Organization and Administration of Intra­ dural Sports, p. 448. . 120 tournament, with the losers dropping by the wayside in single elimina- 1 tion or after the second loss in double elimination.

; : Special Events: No matter how the program is organized, the di­ rector should always be willing to arrange match games between special 2 groups as the interest and need develops. Two or more teams from a particular group might normally have no chance to meet in regular league play, and might desire to have a good friendly game.

y _In conclusion, it should be repeated that every well-planned pro­ gram will include a variety of methods for organizing competition.

Some techniques will fit certain sports better, others will permit the proper amount of time and promotional emphasis, and the combination of several will give the program spice and change. »

Co-Eecreational Activities: The activities for mixed groups is one of the latest developments bidding for its rightful share of empha- 3 sis in every modern school. As the school prepares young people to en­ joy academic pursuits and for vocational efficiency, so should it pre­ pare them to make proper adjustments courteously, graciously, and suc­ cessfully in social situations. Constantly shifting circumstances enr. tail the- learning of certain accepted social customs and procedures which must be practiced frequently in order that they may become a part of-the personality of the individual.

Aspects of Effective Administration: One:of the most important eon-3 12

1. Alvin Hein, "Planning an Intramural Program,” Ath. Jour.. 20:31.

2. Charles,Honiine, "The Fate of Intramurals Lies in the Spice," Ath. Jour.. 24:28. : .s

3. George M. Glass, "Co-Recreation in the Physical Education Pro­ gram," Jour, of Health and Physical Education. 11:31. , 181 siderationa in the organization of a co-recreational program is the method of approach. Pupils and faculty alike must endorse its possi­ bilities and be prepared for its administration. The calendar must be a product of pupil desire and expressed interests. It must be fitted without conflict into the.social, academic, and athletic calendar for the year. In schools of small enrollment where one individual assumes most of the leadership responsibility, if the pupils are organized into advisory committees the resulting program will be received more 1 heartily. - . ;; - - . - :. :

-'In 1940 George M. Glass recommended a plan worthy of consideration 2 in building a co-reereational program in the school.

There seems to be considerable difference of opinion among recre­ ational leaders regarding the advisability of mixed teams in active games. It would be safe to say that approval should be given for boys and girls to play together in the athletic games in which girls are not at a distinct disadvantage, and which do not involve physical contact.

Competition between the sexes should be looked upon with disapproval.

Rivalry in this case might eventually prevent the very relationships - between the sexes which mixed activities are designed to develop. Sev­

eral authorities have agreed upon the following list of activities for mixed groups. " - '

Team Games: Volleyball, bat ball, deck tennis, long ball, german bat ball, soccer baseball, softball, bowling, hit-pin baseball, kick, dodge ball, indoor baseball, rifle shooting, and cage ball.1 2

1. Emery L. Cox, "Co-Recreation in Wichita, Kansas,’1 Journal of Health and Physical Education, 8 ;

2. George M. Gloss, ’’Co-Recreation in the Physical Education Pro­ gram,’’ Journal of Health and Physical Education. 11:31. 122

15 Danoe Mixers and Stunta: The usual formal and semlformal dance is

such an ever present part of the life of the junior and senior high

school, that a little thought and planning toward variety in this di­

rection will captivate and interest the pupils in surprising fashion.

Perhaps the suggestions presented here might well be a part of the

"open house" program. Or again, special get-togethers.might be pro­

vided for activities of social-recreational nature. One thought must

be kept constantly in mind in the development of social-recreational

activities in the school program. No school should be without this

valuable part of the complete and modern program, yet the enthusiasm

and student interest developed must not be allowed to overwhelm the . - - . : ; - 1 „■ rest of a valuable and balanced offering.

; ■ Financing the Program

A few years ago the problem of budgeting and finance for the intra­

mural program required ingenuity, sometimes proving a stubborn barrier

for expansion and maintenance. Many plans for raising sufficient funds

were used, many of which were somewhat questionable. This was necessary

since intramurals were considered purely extracurricular and brought

little or no revenue. Fortunately both educators and the public have

rapidly become aware of the great value of a good program which reaches

the total student body, and regular provision in the school budget is

how the rule rather than the exception in host schools. Directors still 12

1. I. David Farber, "Planning an Intramural Program." Athletic Journal..20:11.

2. Ibid, 123

find it: necessary, to plan carefully in order to expand the program 1 properly. J

Boards of education in the future should see to it that adequate 2 funds are available for equipment f leadership, and faeilitiee. When

one considers the great number of pupils, the cost per capita la, after

all, exceptionally small. . . . .

School administrators and boards of education will probably realize more actual benefits to pupils per dollar invested in a well-balanced and well-directed intramural program of sports 3 than in almost any other activity in which students participate.

1 j ' v'L'r -, Motivation and Promotion of the Program

In the early stages of Intramural sports it was necessary to use many devices to promote and stimulate student participation and to sell the merits of the program. In the modern school intramurals have proved

their worth and stand on their own merits. The problem now becomes one

of utilizing every possible legitimate method of motivation and promo­ tion to the end that all segments of the student body are reached, par­

ticularly the unorganized individuals and the reticent and unskilled

students who are often amazed to find that the program is also for them.

There also remains the need, through these motivating ideas, for raising

the level and quality of intramural participation, creating greater

administrative efficiency, and giving the entire program added character

. 1. Alvin Hein, "Planning an Intremural Program,M Athletic Journal. 20;31.

2. Howard G. Mundt, "The Future of Intramural Programs," Athletic Journal. 24:32.

3. P . Boy Branmeil, Intramural and Interscholastic Athletics. !' 124

1 and significance, together: with the educational emphasis it deserves,

: In conclusion, the best programs in the nation are succeeding be­ cause leaders hare vision, are not afraid to promote and sell the total activities at every opportunity, and use every legitimate stimulant possible to make their program interesting and satisfying.

- ■ Slogans and Signs that Motivate and Color the Program: Any suc­ cessful program of intramural and recreational sports and activities demands much more than the mere announcement of a coming event, the acceptance of entries, the selection of officials, and the scheduling procedure. A program will rise from submediocrity to far greater sig­ nificance when attention is paid to details and the mechanical aspects of competition. Just as the inter-school program takes on an added luster with the introduction of ceremony and color, so the intramural program will have distinction and appeal with a bit of planning and thoughtfulness. These little details need not be expensive or elaborate, and need not be designed to attract the public. Rather, it becomes a matter of individual ingenuity and inventiveness as the director at­ tempts to provide little devices and aids to make competition more en- 2 joyable and attractive.

With the modern recognition of the value of visual aids in education it should be obvious that there is real value in attractive slogans and catchy phrases add something to the interest and motivation of the pro­ gram, and have an almost unconscious effect on student participation. 1

1. Charles Romine, "The Fate of Intramurals-Lies in the Spice," Athletic Journal, 24:28.

2. Howard G. Lundt, "The Future of Intramural Prngrwrns,"Athletic Journal, 24:32, 125

These can be painted nermanently on walls, or can be lettered on show 1 cards and changed from time to time.

Snort Cuts and Photographs: Every department should set aside a place where cuts, mats, photographs, and illustrations of all kinds can be filed and preserved for later use. Each year most school annuals discard a group of cuts on.intramurals which might as well be gathered into the intramural department for later motivation and publicity work.

The enterprising director will also keep his files full of pictures, sports illustrations, and comics sports drawings which can be used to enliven a poster for the bulletin board.

1. Charles Bomine, "The Fate of Intramurals Lies in the Spice," Athletic Journal. 24:8.

• 2. 'Ibj^* * ■ 24:88. ? ■. . • • • APPENDIX

532 N. Granada Tueson, Arizona

Dear Administrator i

I am sending you an inquiry blank regarding the status of the Intramural Sports Program in your high school. Several studies con­ cerning this subject have been made, but thus far there is no unified program for the small high schools of Arizona.

There 1ms been some criticism directed toward interscholastic ath­ letics. Some criticism has also been directed toward intramural sports. Data regarding the objectives and conduct of intramural sports should be of value in presenting a clear picture of this activity as it is administered in various states of this region. Such data should aid in the evaluation and serve as a guide in preparing a unified program for the small high school'..

The purpose of the.study is to determine the status of the intra­ mural sports program in the small high schools of this region.

The attempt has been made to include only pertinent items in the inquiry blank. We are conscious that girls’ intramural sports program is important also, but this study is concerned with boys only. Will you please read the questionnaire through completely, and then go back and check through items as they are administered in your school. If your school does not have an Intramural Sports Program, just fill out the first three questions. A summary of the results will be sent you if you will check the item at the end of the questionnaire.

Thanking you for your cooperation, I am sincerely.

Elmer G. Carrier 127

APEMD1X

HTRAHOHAL SPORTS INQUIRY BLANK

Please read the items carefully, and check those that most closely conform to the conditions in your school.

High School . Your name ■ - ______

A. General School Factors: 1. Under what classification does your school fall? a. 4 years high school____ b. 3 years senior high school c. 6 years jr.-sr. high school

2. What is the total enrollment in your school? a. Number of boys _____ b. Number of girls .

3. Do you have an Intramural Sports program? Yes No

4. If the answer to question 3 is yes, is your program for: a. Boys only a. b. Girls only_____ b.______. : c. Both boys and girls_____ c._____ d. Boys and girls with mixed contests d.

5. The following are the most commonly used sources of supervision. Check the one that most nearly resembles your own. a. Physical education director____ _ b. Special faculty director c. Student director _____ d. Unsupervised ______e. Other (Specify) _____

6. Below are listed some of the more common sources of finances -V; for intramural programs. Check the method used in your school. a. . Appropriation by school board % of total b. Interscholastic athletics f u n d s 3? of total , (gate receipts, etc.) ' ,: c. Dues paid by pupils taking part ah of total d. Gate receipts from ' ...... ''' " — . - ■ “ ' - - - ■ ...... • , Intramural game % of total e* Indicate other sources below: 128

APPENDIX

7. :Roughly, how much does your intramural program cost per year? (Do not include costs of regular physical education classes and/or interscholastic athletics)

B. Groupings: 1. How are your teams classified? a. By classes No. of teams b. By home-rooms No; of teams c. By physical education classes No. of teams d. By age, wt., and ht.. No. of teams e. Combination of above No. of teams - Please specify -

2. If you use home-room grouping how is your home-room constituted? Please check. a. By Classes: Freshmen, Sophomore, Junior, or Senior b. By cross sections of classes: Freshmen, Sophomores, Junlots, or Seniors in same homeroom c. By sex: (boys’ homeroom, girls' homerooms) 4. Other or combination of above - Specify

3. Who picks the personnel of your intramural teams? a. Coach or Phys. Ed. Director. . . - - . -- b. Intramural team captain...... ■ _____ - - c. Class athletic manager ...... • •_____ ■ ■ .. . 4. Class Sponsor ______e. Home-room team manager - ~ - ■ - ' f. Home-room teacher ■ g. Teacher or phys. ed. class ......

4. Do.you have eligibility rules ...... a. Based on scholarship _ . ... _____ b. Based on conduct _____ o. Other bases: (Please list below.) " : ' " " ' 129

APFEKDH

5. Do you allow letterraen to participate in intramural contests in the sport in which they lettered? Yea No

6. Do you allow varsity squad members to play in the same sport for which they are out? Yes No

7. Do you limit the number of sports in which students may participate?...... Y e s _____ N o ______

8. Do you require physical examinations? Yes No

9. If ..your school is a g yr. jr.-sr. high school, do you allow the 7th and 8th grade teams to. compete against the other class teams? Yes . ■■ • No _____

0. Scoring:' \ : 1. Below are listed some of the methods for determining the winners of intramural sports programs. Please check the one which most closely resembles your own: a. By classes alone a._ b. By individual t e a m s ______b._ c. By a combination of-classes and individual teams; - ce. d. By home-rooms alone d._ e. By home-rooms and classes combined e f. By physical education classes along f.______g. How do you give recognition to winners in the individual ... sports, as tennis, for, instance?. If awards are made to .. groups, homerooms or others, do you give recognition to individual students or. letters in your intramural program?

s'.. ' V : , V-. - «-• > . w ■ , < - - - 2. Do you award prizes or letters of any kind in your intramural program? Please specify.

i. :' ' - ^ l i

3. If the.answer to question 2 is yes, how do you award this prize? a. To the winning class a. b. To the winning home-room b. . c. To individuals of the winning teams in each ,sport ■' - . - -■■■■■■- c . - ~ ■ - ■■ d. To intramural sports participants based on total amount - of comp et it ion ______d . ______APPENDIX

e. Any other method (indicate below)

4. If you have a scheme of scoring your intramural sports on a weighted plan (allowing more credit for ceirtain sports than others), Indicate below your weighting for the different sports.

Miscellaneous: 1. For officials do you use: a. Puuil lettermen in their snort a. _____ b. Squad members of varsity squad b. c. Faculty members c. d. Outsiders d. e. Trained student referees e. f. Anybody who can blow a whistle f / '-'V (Please check all types of referees used.)

2. Do you make provisions for training officials? Yes _____ N o __

3o If the answer to question 2 is yes, explain your plan briefly.

4. Do you allow phys. ed. credit, for participation in intramurals? . Yes . N o . ... . _ ......

5. Do .you play the intramural games: ...... ;...... - a. During school hours a. :: b. . Immediately after school b. o. After-dinner (evening meal)____ c. d. On Saturdays _____ d . e. Any other time (indicate, below)

6. Do you make provision for the development of desirable sports-. manship in participants and spectators-at your intramural - contests? You No...... 131

APEMDXK

7. Is, in. your opinion, your intramural sports program a. Helpful to the inter scholastic program ______b. Harmful to the interscholastic program V

8. What is your personal evaluation of the value of an intramural sports program? (Indicate below.)

E. Please check here if you desire a sunmary of these findings. I )

E. Sports included in your program: : 1. The following sports are most commonly used in an intramural Sports program. Check the ones you have at your school, and - approximate other data as closely as possible.

------*------1 11 . • ... — -- -'J— Sport Check :Total No.: No. Wks. : Total No,: Season » ...... :of games : taken'by V of teams : Fall, Winter, ...: " .. : played t each sport: : or Spring ...... $ : EOarBAIl. : i ■ i : i TAG-FOOTBALL______;___ :______;______t i ______SPEED-BALL : : t - i BASKETBALL . : % VOLLEY BALL : ; BASEBALL 3 .3 INDOOR BASEBALL % : % TRACK AND HELD : TENNIS ; HANDBALL: HORSESHOES 2 ! PING-PONG • 3 3 BADMINTON . 3 3 BOXING : : WEffiSTLING . 2 s w b m i n g 2 TUMBLING CROSS-COUNTRY . 2 .. 3 SOCCER . 2 GOAL HI 2 2 APPENDIX

Sport Check Total No. No. Ike. t Total No.: ! Season r of games taken by : of teams Fall, Winter, played each snort: or Spring s KICK BALL : : SBC MAN FOOTBALL : % . GOLF s : ARCHERY : : . . , DIVING i BOWLING ; ICE SKATING i SKIING , - - :

ICE HOCKEY : : ..... „ COASTING : % . CURLING . : . . $ TABLE TENNIS : : SOCIAL DANCHG . J : • . SHUFFLE BOARD . J : SOFTBALL J : HUNTING : : OVERNIGfflJ CAMPING : ■ : ..... LIFE SAVING : INDOOR TRACK : FREE THROWING : : .... - - : ^ ::

: . : • ' ; : : £___ :__i------:------;------:------;--- L. (Include any other sports in blank spaces at end of list.) BIBLIOGRAPHY

Bgo^B

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