An evaluation of the athletic program in the junior high schools of Tucson, Arizona

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Authors McConnell, George Ellison, 1915-

Publisher The University of Arizona.

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Link to Item http://hdl.handle.net/10150/553834 AN EVALUATION OF THE ATHLETIC PROGRAM IN THE

JUNIOR HIGH SCHOOLS OF TUCSON, ARIZONA

by f)Uir George E. McConnell

— i------

A Thesis

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

1951

Approved llx-nnoCo"' .u v

J 0.1 il'J.'JuH

rro.ivor.rb:-' ""to dor -.ionqoG to .3f.iTr.Cr.riIi-'i L:J J't.nq n.r. Z r < ? 7 ? / / £ 5 7

ACKNOWLEDatENT

The ivriter is grateful to Dr. Emil Larson

for his assistance and counsel in the organization

of this study......

The writer is also indebted to Dr. Fred E. Brooks

for his aid in the initial preparation of the study.

219186 Chapter Page

V. (continued)

The Program To Promofe Health Habits ...... 55

The Promotion Of Leisure Time Activities ...... 62

VI. EVALUATION ...... 65.

Objectives ...... *...... 65

Number Of Participants . - 66

• ' Publicity ...... 69

Awards ...... 71

Development'Of*Effective-Citizenship- ;• 73

. Team-Leadership ...... • - Development of Officials ...... ^ Development of Followers ...... 75

Promotion Of Health ...... i * *i. ± .* 78

‘-■ Leisure-Time-Activity ...... 80

SUMMARY...... 83

Conclusions i t ...... < 83

The Program as Developed in S c h o o l ...... 83 The After-school League Program...... 8It The Varsity Program...... 85 J - Objectives ...... i.i.iiii 86 Evaluation...... 86

Recommendations 88

BIBLIOGRAPHY 90 iii

TABLES i.

Number Page

I. DIVISIONS FOR TOUCH FOOTBALL, TUCSON AFTER-SCHOOL LEAGUE BASED:ON- COEFFICIENTS COMPUTED BY ADDING ONE-HAIF THE WEIGHT TO THE HEIGHT (INCHES) ...... 3h

II. DIVISIONS FOR BASKETBALL, TUCSON AFTER-SCHOOL -' LEAGUE BASED ON HEIGHT: ONLY ...... 3h-

III. NUMBER OF TEAMS COMPETING IN TUCSON JUNIOR HIGH - ' SCHOOL AFTER-SCHOOL LEAGUE ...... 36

IV. EVENTS INCLUDED IN TUCSON JUNIOR HIGH SCHOOL TRACK ■ MEETS ...... la

V. BASIS FOR SCORING SPORTSivLANSHIP POINTS IN FOOTBALL, - TUCSON JUNIOR HIGH ATHLETIC LEAGUE ...... hh

VI. SPORTSMANSHIP CHECK LEST - BASKETBALL - TUCSON JUNIOR jHIGH SCHOOL ATHLETIC LEAGUE ......

VII. ; ITEMS . ON WHICH SPORTSMANSHIP POINTS MAY BE DEDUCTED : WEST SUBURBAN CONFERENCE (iLLDtolS) ...... h?

VIII. BOYS LEAGUE SPORTSMANSHIP CONTEST BOYS LEAGUE OF CALIFORNIA...... 1,8 - EXHIBITS

Types of Publicity Given In Tucson Newspapers...... 9$ CHAPTER I '

INTRODUCTION

General Value Of Physical Fitness Programs

In the discussion of modern education there are many opinions con­ cerning the place that, physical activities should be given in the total picture. For some, athletics remain a "frill" to be dealt with only

superficially and having few values other than big muscle development—

and this reserved for the few who need it the least. For others, such programs, if they have value, should be made available to as many as wish to participate, while another group would say that an athletic pro­

gram should be incorporated into the curriculum with all or nearly all

students participating. . One of the most commonly heard criticisms of

modern athletics is that they do not reach enough people and that too

often attention is "limited to the performances of a few carefully

trained members of the student body".^ Figures compiled in World War II

indicated that the physical fitness programs in our schools were not

far-reaching enough. By emphasizing a broader physical program, includ­

ing team play and competition involved in our athletic sports, much can

be done to counteract some of the influence of wealth and easy living

which tend to lower the strength, vigor, and stamina of our people.^

TI Bowen, Wilbur F., and Mitchell, Elmer D., The Theory of Organized Play, p. 1U7. (New York, 1930). " ------2. Brace, David K., "Physical Fitness in Our Schools", American School . . .Board Journal, 109:28-29. (August, I9J4U) ~ 2

The Situation In Tucson

The boys' athletic program in the junior high schools of Tucson,

Arizona includes the seventh, eighth, and ninth grade boys in the six junior high schools of the Tucson Public Schools, Total active enroll­ ment of boys in these six schools (Catalina^ Dunbar, Mansfeld, Roskruge,

Safford, Wakefield) in May of 19$0 was 1780.

Four of the schools are located within the city limits of Tucson and within a distance ranging from six-tenths of a mile to one and seven-tenths miles from each other. Two of the schools, Catalina and

Wakefield, are located beyond the city limits and are some three miles from the nearest centrally located schools and seven miles apart.' -

The Catalina and Mansfeld student bodies are made up of pupils whose ethnic extraction is predominantly Anglo-American. The student bodies at Wakefield, Roskruge, and Safford range from 1*0 to 9$ per cent

Spanish-American. Dunbar is a Negro school with a junior high enroll­ ment of 90 boys.

There are no gymnasiums at any of the schools; all six of them

have outside courts for basketball and volleyball; only two of them,

Catalina and Wakefield, have large play areas on the school grounds

and only Wakefield and Mansfeld have adequate shower and dressing room

facilities.

At each of the schools, except one, there are two men who devote

their full time each day to teaching physical education and working in

the after-school athletic activities. At the other school, Dunbar, the

physical education is taught by one who divides his time between it and 3

academic work and he is joined by another academic teacher in the athletic program.

For some eighteen years the athletic program in these schools has ' been developing along the lines of mass participation. An attempt has been made to deny to no physically fit boy the right to play on an ’ organized team in wholesome competition with teams from the other schools. In the year 19W-19$0 an average of 700 boys participated .. regularly in touch football, basketball, softball, baseball, and track.

This represented-39 per cent of the boys enrolled in these schools.

To evaluate this program, it is necessary to first define the term

••athletic11. To some the word means a highly competitive type of inter­ school participation in which great stress is placed on winning teams.

In this discussion the term will be used to include those organized games and sports in which the junior high school boys are participating, as a recreational program, in the hours following the closing of the regular academic school day.

The Problem

The purpose of this study is twofold. The first is to determine the soundness of the objectives of the Tucson junior high school athletic program in the light of opinion by authorities in the field of health, athletics, physical education, and recreation. The second is to determine the effectiveness of the program as it actually operates.

The Procedure

In order to seek answers to the above, it was necessary to test u

the philosophy and objectives set up for the Tucson program against the opinions of - authorities in the field. Doing this involved the study of pertinent literature, both past and current, on the subject. Conversa­ tions with workers in related fields and with interested laymen were carried on whenever possible in order to obtain the various viewpoints.

Data concerning the historical background of the Tucson program were obtained by consulting the sport pages of the Arizona Daily Star

and the Tucson Daily Citizen. In addition, interviews with Mr. Lowell

C. Bailey and Mr. Gerald Houck, two of the men who assisted in founding

the present program, were carried on in gaining information concerning

the development. *

Recent records compiled by the writer, as director of the program, were consulted in outlining the material dealing with the manner in

which the program functions. The figures concerning weekend and summer

playground participation were obtained from the City Recreation Depart­

ment.

Limitations Of This Study

Mainly, the study deals with only those organized after-school-hours

athletic activities in which the Tucson public junior high school boys

participate. However, the subject cannot be completely divorced from

the class physical education program since some of the teams participat­

ing after school are organized from groups who are together in physical

education classes. Some of the problems arising out of the after-school

play are often taken up in the physical education classes for discussion.

This study is limited also by a lack of exact objectives that are measurable by statistical method. Objectives for the Tucson program have been formulated, but measuring actual attainment as carried out is extremely difficult.

A lack of specific reliable data limits the study to an appraisal of approximate figures, plus the observations of those who have watched the Tucson program develop and who are "currently engaged in carrying it on. - ' .. r ■: . CHAPTER II

PHILOSOPHY AND OBJECTIVES OF PROGRAMS OF ATHLETICS

Purposes And Plans For A Program Of Physical Activity

Much has been written and said in regard to the acceptable objec­ tives for programs dealing in physical activity. It appears to be desirable that any portion of the educational program should have definite plans and purposes in mind in order to avoid the difficulties encountered in trying to justify that program. In recent years many educational practices have been subjected to sharp criticism and this close scrutiny makes it necessary to adopt reasonable and attainable goals. A program of physical activity, to be evaluated, calls for clear thinking concerning the results that are desired for the plans.

The literature of the field gives endless lists of proposed aims and objectives for programs of physical activity. The thinking on the subject has undergone a process of evolution since the time when such activities were provided largely for the development of big muscles.

The m o d e m physical education teacher is called upon to include a wide variety of objectives and the plans for attaining them. We are told that the physical activity programs in today's schools are designed to develop the neuro-muscular skills, give instruction in desirable health habits, provide corrective activities for those with bodily and muscular difficulties, promote proper mental attitudes, develop self-discipline, coordinate mind and body, promote citizenship, and assist in discover­

ing desirable leisure time activities. 7

It is not' easy to dispute the desirability of striving to reach the above stated goals, but simply pointing to them does not neces­ sarily mean attainment. There is danger, for example, in believing that throwing a ball out on the gymnasium floor or playground and giving general supervision to the games that may follow-will produce the results wished. Some athletic systems produce a great deal of perspiration and noise, probably provide some relaxation and muscle building, but have little else to justify them.

Much study and a constant re-evaluation of philosophy, objectives, and plans are necessary to successfully carry on any physical fitness program whether it be included in the class program, the noon hour activities, or in the games and contests following the dismissal of school classes.

Philosophy And Objectives In Tucson

The program of athletics and recreation carried on in the Tucson junior high schools is governed by the philosophy that participation in such programs, in a democratic society, is the right of every boy who wishes to take part whether he be physically highly skilled or low in this ability. It is the duty of those responsible for the conduct of such programs to make available to every boy the maximum opportunity to participate in all its phases.

To implement this philosophy, the objectives of the Tucson program are to make possible for each boy the chance:

1. To find satisfaction and interest in sports by wholesome

participation with other boys of corresponding size. 8

maturity, and ability.

2. To develop his leadership ability as well as his sense

of following intelligently.

3. To put into practice the ideals of democratic action by

. participating in a measure of self-government through

chosen representatives.

u. To give full play to the ideals of sportsmanship, fair

play, and healthy human relations.

5. To find an outlet for his energies and develop his

physical and mental growth and health habits.

6. To receive intelligent guidance and counseling from

trained personnel.

7. To develop a sense of responsibility and self-discipline.

8. To receive encouragement for his efforts by being recog­

nized for his successes.

9. To develop his athletic competence.

This philosophy and these objectives come within the framework of the following philosophy, drawn up by a committee appointed to formu­ late it for the Tucson schools.

The program of the Tucson Public Schools is based upon the belief that every child and youth in Tucson (regardless of sex or economic status, mental or physical condition, creed or race) should realize a well-balanced education which will attempt to:

1. Instill within him desirable qualities of char­ acter, with special emphasis on the concept of right and wrong as interpreted by the American democratic philosophy, and create within him a desire to do right. 9

2. Prepare him to assume the full responsibilities of citizenship in all its aspects— local, state, national, and world.

3» Build within him an understanding and apprecia­ tion of all people, and stimulate the practice of cooperation with them.

It. Help him to understand and appreciate the place of the home in the social order and to develop those qualities which will enable him to become a contributing member of his own home.

• Enable him to build and maintain a healthy and useful body and to develop a well adjusted emotional life.

6. Develop his abilities to the fullest extent pos­ sible in subject matter and skills, using ; curriculum materials adapted to his special needs, capacities, and aptitudes.

7. Equip him to enter an occupation or further train­ ing suited to his abilities, which will offer reasonable opportunity for personal growth and social usefulness.

8. Give him as many opportunities as possible to , explore, evaluate, and develop worth-while leisure time activities and aesthetic apprecia­ tions.

9. Give him opportunities to develop within himself the intellectual ability to be exploratory, to think critically and independently, and to . assume a creative attitude toward life.

A twofold question arises. "What are these junior high boys like, and what type of program will best attain the many and varied objectives set up for them and their athletic activities?"

In answer to the first part of the question we may point to the marked physical changes through which these boys, mostly between 13 and

IS years of age, are passing. This period is distinguished by rapid 10

physical growth in all cells, tissues, skeletal structure, and organs which make the adolescent body much more vulnerable to injury and strain than at any later time in his life. There is a noticeable susceptibility to fatigue at this developmental stage which is accom­ panied by a speedy gain in both height and weight. It has been pointed out that the average boy* s increase in weight between his twelfth and seventeenth birthdays is equal to the increase in the preceding ten years. It has been noted that some boys have gained 2f> pounds in one year while growing six inches in heightAwkwardness, gain in strength, increased lung capacity and rapidly rising blood pressure are features

of boys in this age group. .

This period has also been characterized as the age of loyalty—

loyalty to such things as gangs, teams, and clubs— accompanied by a

strong desire to belong to some organization and receive some recogni­

tion for it. It is also pointed out that the adolescent boy is doing a

great deal of thinking and developing of a strong sense of honor.^ Wiberg makes the following comments about these people:

First, boys and girls of junior high age are undergoing very rapid physical development, and the hard training ; necessary to build strong teams may easily overtax the body and cause permanent injury.

Second, practically all boys and girls of this age are keenly interested in athletics, but under the conventional system only a very few have an opportunity to compete. This can scarcely be justified if we believe that democracy should be practiced in the school.5

3* Cole, Luella, Psychology of Adolescence, p. 1?. U. Nixon, Eugene W. and Cozens, Frederick W., An Introduction to Physical Education, p. 107. ' ” ™ 5. Wiberg, V. J., "No Varsity Sports", Clearing House, 13:78-80. 11

The 'answer by Tucson to part two of the question has been made in the form of a mass participation program that is thought to be both intramural and interscholastic in nature. If we accept the definition given in Webster’s New International Dictionary ("within the walls— as of a city or college") the Tucson program appears to fall largely into this category, but since the interscholastic aspect is present in the plan and a varsity program has recently been added, it cannot be said to be.a purely intramural program. . „

While concentrating on the mass participation phase of athletics, the Tucson staff sees value to be gained in interschool sports with both the matched league teams and varsity teams. Care has been taken to prevent the small number of boys on the varsity teams from becoming : - •" ' : . . - , ■ ■■■ . ■ ' - ■ the center of the program and violating some of the foregoing prin­ ciples established to serve the greater number. It cannot be said that the varsity phase of the Tucson program is incidental to the other por­ tion of activities, since one of the two men at each school devotes his time in at least one sport to coaching a handpicked group for varsity

interscholastic play. However, varsity sports were incidental to the other program formerly when one man worked at the A-B-C-D league program and chose boys from the entire group of teams to engage in varsity games with the other schools during the season or in tournaments

staged by the high school at the end of the season.

The belief that value exists in athletic competition between junior

high schools is held by the coaches at each of the Tucson schools and

the school administration. The boys themselves want some interschool 12

competition and those in charge in Tucson feel that there would be much to lose if all after-school athletics were confined to the limits of each individual school. . .'

To be convinced that every boy who wishes will be able to play on a team precludes .the fact that the number of boys participating will make it impossible for the man at each of the various schools to give a great deal of time to any one' individual or team. Those operating the

Tucson program maintain that it is their duty to offer this opportunity to as many as possible,that the every-boy-on-a-team philosophy will do the most good for the greatest number of boys and the school in general.

Philosophy And Objectives In Other Cities

Much of the previous thought in this chapter is challenged by those who see in the junior high school athletic program a training area for future high school stars. Many high school coaches sincerely think that responsibility for screening and developing the boy with innate ability rests with the junior high school physical education department. As evidenced by the following quotation from a column in the sports section of the Arizona Daily Star, the Tucson program is not without critics in its own locale.

Throughout the state, and especially in the Salt River Valley, coaches look with envious eyes at the Tucson junior high school system with its after school leagues in various sports sponsored by the city recreation department. "Tile'll never match Tucson until we get a set-up like that", said one valley mentor.

But Tucson high coaches are virtually unanimous in deny­ ing that there are advantages to the system. They would rather glom onto the athletes when they are freshmen and get 13

four years of coaching in on them. ' .

Starting ivith the fall sports. Coach Rollin Gridley gets players as sophomores who have played nothing but touch (foot­ ball) in the lower grades and know nothing of the blocking and tackling fundamentals. Last year’s team didn’t even have a good pass catcher as you might expect from a touch background.

In three years Grid has to teach them everything. Doolen says that it’s even worse in basketball. Although the kids play the game in the after school loop, nobody teaches them fundamentals, Doolen points out. He also gets only three years to teach them the right way.

In some cases, he adds, players come up to the high school with wonderful potentialities, but with ingrained bad habits learned in the city league. Not only must the coach go back to teaching such a natural his"basic maneuvers, ’ but he must break the lad’s natural inclinations built up over,several years of uricoached play.

The city recreation department doesn't sponsor a track meet, but does put on a baseball loop for the kids.

As long as the junior high program is in effect, the high school ring masters are in favor of the recreation department's play. It gives the kids something to do.

Enthusiastic school patrons are often of the same opinion.

Recently the writer was told by a prominent member of a community that

the high school in his town would soon begin to reap the harvest of an

athletic "building program” that called for intensive training of the

eighth and ninth graders, in the junior high school. Upon questioning

it was found that the junior high boys played a seven game schedule of

regulation football— traveling as far as 22$ miles for one game. Con­

centration of coaching on a few boys appears also to be the order in

other sports in that school. : -

51 Duncan, Arnott, "Dunkin' With Dune", Arizona Daily Star,* (January 20. W . ) " lU

Lauchner speaks of the widespread exploitation of grade school boys in order to produce winning high school teams. He charges that

some of these young'boys are playing more games in a year than high

school players while in some communities principals and school boards

opposed to such practices have been removed from office for not being

"athletically minded".?

In the junior high schools of Compton, California (grades ?-10)

an athletic program has been carried on for nineteen years which

attempts to broaden the participation. The seventh and eighth grade

boys play in the Junior league and ninth and tenth grade boys in the

Senior division. Junior boys play touch.football while the Senior

league plays tackle football and both divisions engage in basketball,

tennis, track, arid baseball. These.teams are selected and coached with

a boy being limited to competition in three sporbs to make available

greater possibilities for"more boys. In outlining the plan, Mason

states that the attempt has been made to make the "win at all costs"

idea non-existent. ^ " "•

In speaking of a change made in the athletic program at the

Des Plaines, Illinois Junior High School, Sulzback says that they

dropped their highly competitive varsity policy in favor of a program

calling for the use of more boys. The underlying cause of the change , :

7% Lauchner, A. H., "Boys in Grades Exploited For High School Teams", Clearing House, 2lt: 133$ (November, 19k9.) 8.. Mason, Kenneth Vi., "Junior High Athletic League", Clearing House, 2^:90-92;(October, 19li9) : " 15

was the fact that star players' egos were becoming inflated, personnel and facilities were being monopolized by a few boys, and the conviction existed that their physical education department was being measured by the number of games won and the amount of help their athletic graduates gave to championship teams'at the high school.^

Wiberg, also commenting on the change made at the Des Plaines school, says that every boy or girl who expresses a desire to partici­ pate is given an opportunity, regardless of his natural abilities. He concludes as follows; -. -

With the removal of the pressure upon winning and "beating" someone else, good sportsmanship has a chance to become practice and not just another sermon. If there is one place particularly favorable for developing the ideal of fair play and consideration of others, it is on the athletic field. Tfe believe that this type of athletic program has brought us closer to a realization of these ideals.10

That intramurals are not a complete answer to the problem is held by Sulzbach who makes the following observation after a year's experi­ ence at Des Plaines with a purely intramural program after which they renewed some interschool competition, although not back to the previous emphatic level.

We experimented with an intramural program for one year, but found that real zest and enthusiasm was lacking and that the rich experience possible to interschool contests was being lost.11

9. Sulzbach,,Wilbur R ., "For More Democracy in Junior High Athletics", School Activities, ll:lL9-l|50. (December, 1939) 10. Wiberg, V. J., op. cit., 13:78-80, 11. Sulzbach, Wilbur R., op. cit., 11:1^9-150. 16

Statements By Leaders In This Field

The objectives of the Tucson program appear to be in harmony with the views taken by various leaders and authorities in the field who support the idea of broad participation. Evans and Cans make the point that physical competence can no longer be considered the major goal in such activity and they set up the following goals:

1. Development of socially acceptable modes of behavior which enable persons to live and work and play together. '

2. Development of attitudes favorable to physical activity, especially work and play. _ ; .

3. Development in each student of the ability to increase his use of organic power, strength, endurance, and neuromuscular skill. ' ,

Knapp and Combes, in "Basketball for Elementary School Boys", in which they discuss grades seven and eight, support the idea that all boys should be given an opportunity to learn to play the game, that the facilities should not be monopolized by any select group, and that _ natural interest in playing should be stimulated."*"^

Forsythe, in his book, The administration of High School Athletics, states, as his first policy making consideration for junior high school athletics, that the program which is intramural in nature will best serve this age group by acquainting large numbers of students with new

12~ Evans, Ruth E., and Cans, Leo, Supervision of Physical Education, p. 199. 13. Knapp, Clyde, and Combes, Harry, "Basketball for. Elementary School Boys", Athletic Journal, 30:$l-$2. (January, 1950) 17

games and making available the services of instructors and school facilities bo all.^

. Nixon and Cozens are of a similar opinion as to what will best serve early.adolescence.

These adolescent characteristics and implied needs call for a program emphasizing team-games of higher organization; club organizations for intramural.activities such as the tumbling club, the pyramid club, apparatus club, and others; special dancing for the girls. This is the period in which consideration must be given to the teaching of "carry-over" activities— those.which may be used profitably for recreation and leisure time activities in adult life. Narrow speciali­ zation should be avoided, as for instance in a single sport such as golf, tennis, or swimming, but such skills should be cultivated along with participation in a broader program. In track and field athletics, emphasis should be placed ... . upon the all-round development of ability rather than upon specialization.15

Uhler laments the fact that all varsity football is now so special­ ized and narrow in opportunity that he wonders if it can be any longer called a part of education. He asks that educational leaders not forget that out of 1000 pupils, the development of the 9lj0 not on the football squad is of far greater importance than the athletic success of the team.^

The Michigan High School Athletic Association formulated its prin­ ciples for junior high athletics as follows:

Athletics exist for the sole benefit of boys and girls who

TtH Forsythe, Charles E., The Administration of High School"Athletics, p. I4OI. ~~ 15. Nixon, Eugene W. , and Cozens, FrederickTf., op. cit., p. 107. ... 16. Uhler, Yf. P., "So This Is Education", Journal of Health and Physical Education, 20:614ii. (December, . 18

participate in them.

Athletics exist to keep alive the fun-spirit of youth; to provide a vigorous type of recreation in which abide pleasure, happiness, and joy; to prolong the playtime period of youth and preserve the joyous zest of living. Athletics exist to contribute to a healthier type of citizen-— the build­ ing of sound bodies, the disciplining of character, develop­ ment of personality and leadership and the stabilizing of • emotional control.

Athletics should offer a broad and diversified program of activities which are adapted to the immediate and future needs of.the individual boy or girl. In order to test the types of activities to comprise such program, constant . experimentation is needed on every playground and athletic field. .

In addition to remaining a place for fun-getting, the playground should become a laboratory in trying out the pos­ sibilities which inhere in each new type of activity or sport; and for the individual to discover his or her own interests, abilities, and skills in a wide range of activities.

Because the traditional program of athletics is narrow in scope, specialized in its practices, and fails to meet the - need of. the majority of students, it cannot be accepted as a pattern for the construction of a junior high athletic program.

That form of athletics is best for a student which most satisfies his need. This principle abolishes the distinction between majors and minors in athletics and places all sports on the same level of importance to the participant and to the school.

The keynote of junior high athletics is participation— by all, participation on the games on the field and not on the side-lines and the bleachers.

To this end, each school should construct a comprehensive intramural athletic program which will make the slogan "Every- pupil-on-a-team” easy of achievement. In this type of athletic program, interscholastic teams and interscholastic contests assume a secondary importance.17

17. "Guiding Principles For An Athletic Program in Junior High Schools in Michigan", Michigan High School Athletic Association Bulletin, December, 19291 (Original source not available) •19

Not all authorities agree that the intramural type program should be carried on to the exclusion of any interschool competition, but they suggest a cautious approach to interscholastics. Forsythe maintains that the intramural phase should be the base of the program with inter­ school games being an outgrowth of the intramurals. He sees a possi­ bility of value in interschool competition if properly handled.

It is not to be inferred that the reasons advocated for an intramural program as the basis for junior high school athletics are a condemnation of interschool games. They are different types of competition and serve different ends. It seems more desirable to postpone intensive interscholastic competition to a later period in the child's life. The point might be raised that interschool competition will not be realized by many junior high school students because they will not attend high school. That is true; but it seems more desirable for such students to have many varied experiences in athletic competition in intramurals than concentration on one"or two activities that are interscholastic in nature. The whole point is that concentration should be on intramurals in the junior high with interschool games being incidental.^

Something akin to the Tucson viewpoint that the athletic program should be basically a program encouraging vide participation but embodying an element of interschool competition is expressed by Werner in his comments upon a resolution opposing all interscholastic games below the high school level.19

This implies that activity for the few (interschool competition as interpreted by the resolution) makes it impossible to provide a program for the mass of our lb. Forsythe, Charles £., op. cit., p. hOit. 19. Werner, George I., "Interscholastic Athletics", Journal of Health and Physical Education, 19:Ii66-1i67. (September, 19hb) 20

students. It is not 'inconceivable that the interschool athletic program can be built on a broad basis of intra­ mural play and that each may complement and make more successful the other.

The fact is that children enjoy playing a team from another school more than one made up of their ovm fellows. This desire stems from within more than from external forces. There are three factors which constitute an ' explanation of this.

First is the "gang" urge which is characteristic of children within the 12-l£ year old age group and which helps to explain their tendency toward preference of team games.

Second is the innate competitive urge which children possess and which needs no man-made stimulus to be activated. Various writers point to the existence of this desire. For example, Nixon and Cozens say, "Man is a competitive animal; the tendency to try to excel may be regarded as almost universal" (An Introduction to Physical Education, p. I3I1.) Jerseld points out that if schools * do not provide conditions under which children can engage in wholesome forms of competition the youngsters them­ selves will find ways to compete.

The most vital element in this situation, however, and possibly the key to explanation of the children's eagerness to match their skill and strength with those from another school is the factor of playing the unknown. Here is an aspect of the educative drive, of an intangible, but real urge to venture into new fields and see what lies just beyond the horizon. The thrill of anticipation and being projected into a stimulating new experience accom­ panies this urge. Many physical educators believe that it is because of this that the interschool phase of the physical education program arouses a keener interest among students than any other.20 .

Even though there appears to be ample evidence of support for some type of interschool competition for junior highs, there is strong opposition to a highly intensified program aimed at winning games and

2 0 . Werner, George I., op. cit., pp. h66-h6?. 21

producing future high school stars.

One of the criticisms of the entire junior high school movement has been that these schools have too often been considered as young

high schools. This point of view has been aimed not only at the

academic program in the junior high, but also at its athletic program,

Forsythe observed that since 1932 there has been a gradual decrease

each year in the number of junior high schools sponsoring complete inter­

scholastic programs, but is aware of the support for such systems. He

says: ' ;

During the last few years there has been a noticeable interest in the development of interscholastic competition for junior high school boys. Particular interest seems to have centered around football. Studies are lacking that definitely prove whether this activity, with suitable modi­ fications in rules and regulations because of the age of contestants, is desirable. If the purpose solely is to make better senior high football players, its sponsorship is hot justified.21

Clyde Knapp and Harry Combes, basketball authorities at the Univer­

sity of Illinois, doubt that concentrating coaching on a few boys will

even have the result that may be desired by the supporters of high school

athletics.

In a large elementary or junior high school where emphasis is placed on the development of a few teams, many boys who have the innate ability to become competent basketball players fail to develop because the school pro­ gram offers them too little encouragement.22

21. Forsythe, Charles E., op. cit,, p. 399. 22. Knapp, Clyde, and Combes, Harry, op. cit., pp. $l-$2. 22

Knapp and Combes hold that the social and physical development of boys and also the tapping of the basketball resources of a community can best be served through a program of physical education and intra­ murals. They say:

Attention to sports for all provides not only the best answer to the need for educationally sound experiences in that area, but also provides the best basis for the develop­ ment of competent athletes for high school teams.23

Geiger sees in the pressure exerted by colleges and universities on the high schools to produce athletes the reason for this attitude on the part of high school coaches. He makes the following observation concerning football: '

Because of this pressure, the high schools are passing on a bad practice to some of our junior high schools. There is a feeling that, since we must have strong teams in high school, the junior high should discover and help develop this material., Some recognize that this is a bad practice, but believe that as long as the high schools have to suffer the junior high schools ought also to be handicapped by it. If we carry this argument on, we shall soon have rugby football played by varsity teams from the nursery schools in order to be sure the grade immediately higher may be assured of a good team; that is a winning team.

The more immature the players, the greater is the danger from playing this game as a competitive sport under the tremendous stimulus for winning.

It appears that the insistence that junior high schools initiate an interschool schedule of competitive football is unsound, conducive to bad practices, misplaced, and doomed to failure.2k

23. Knapp, Clyde and Combes, Harry, op. bit., pp. 51-52. . 2ii, Geiger, Vincent, "Football in Junior High Schools", Clearing House, 9:11:9-1^1. (November, 193k) 23

Nixon and Cozens take the view that no intense program of inter­ school competition belongs to this period although skills should be cultivated in such games as baseball, basketball, and football. They say that overemphasis on strenuous games like basketball and football is dangerous considering the awkwardness that accompanies rapid growth and the emotional stress that such competition engenders.

As emphasized in the following resolution, the American Association for Health, Physical Education, and Recreation looks with a great deal of caution upon highly competitive athletic programs for junior high school pupils.

Inasmuch as pupils below the 10th grade are in the midst of the period of most rapid growth, with the consequent bodily weaknesses and maladjustments, partial ossification of bones, mental and emotional stresses, physiological readjustments, and the like, be it therefore resolved that the leaders in the field of physical education should do all in their power to discourage interscholastic competition at this age level, because of its strenuous nature.

Be it further resolved that where school systems continue to foster a program of interscholastic sports competition for pupils below the 10th grade, that they be urged to limit it to pupils who are physiologically mature as measured by roentgen pictures of the degree of carpal bone ossification,.advanced chronological age plus beard growth, or some other indication of physiological maturity.26

C. L. Lowman, M. D., in pursuing the subject of dangers inherent in strenuous athletics for people in this vulnerable age, polled the opinions of orthopedists to whom he sent questionnaires. Of the I1O3

25. Nixon, Eugene V/. and Cozens, Frederick W., op. cit., p. IO7. 26. American Association For Health, Physical Education, and Recreation, resolution, "Interscholastic Athletics For Boys of Junior High Age". (April 22, 1938) 2h

who answered, son® 270 (6?%) gave unqualified agreement to the above

resolution while 50 (12.1$) disagreed.^7

An earlier article by Lowman contained this condemnation of some

practices:

It is with full knowledge of the dangers inherent in discussion of controversial subjects that I say that when children of junior high age and early high school are encouraged or allowed to imitate their older brothers and - sisters of late high school and college age and to partici­ pate in; very strenuous or competitive athletics, the responsibility for injury, both actual and potential, must rest squarely on those authorities permitting and encourag- in,: it.2® ......

Lowman, pointing to the fact that skeletal structures, as well as

organs, are in a stage of rapid growth just preceding and during,

adolescence and that these fastest growing.cells and tissues are the

most vulnerable and most likely.to be injured, continues:

Just as long as coaches and teachers of athletics are permitted to exploit immature youth as a means of developing their own reputations for successful coaching these dangers Yfill prevail. No breeder or trainer of horses would think of overworking or overloading a two or three year old colt. It is well known that the value of the mature horse would be greatly lessened or ruined by such a procedure. Its train­ ing is begun early, but the activity given is of a fundamental body building type to develop health and stamina only. Un­ fortunately, thoroughbred stock usually gets more intelligent consideration than a large percentage of our young human animals.29

27. Lowman, G. L., "The Vulnerable Age”, Journal of Health and Physical Education, 18:635. (November, 19 UT) ™ 28. Lowman, C. L., "A Consideration of Teen-Age Athletics", Journal of Health and Physical Education, 12:398-399. (September, 191tl) 29. Ibid., pp. 398-399. 25

Tentative Evaluation Of Objectives Of The Tucson Program

Any given educational policy or objective, no matter how widespread its acceptance may be, is put into practice in various ways according to the community in question. The manner of utilizing a policy will vary from one area to another and its use will be subject to the conditions

existing at the local level.

As noted in the foregoing pages, the prevailing thought among

those directing the Tucson junior high school athletic program is that many benefits, in addition to athletic competence, should result from

such a program and that a mass participation plan is the best way to

achieve these ends. This mass participation, according to the Tucson

viewpoint, should be organized activity with qualified persons in charge.

It appears that, in general, the objectives of the Tucson program

are in harmony with those of the leaders in this field, though possibly

not compatible with the ideas of the proponents of intense high school

varsity competition. The Tucson program, as described in the following

pages, may appear to embody more competition between schools than would

be recommended by those advocating strict intramural athletics for

junior high schools. CHAPTER III

GENERAL DEVELOPMENT OF THE PROGRAM IN TUCSON

Development From 1930-19U4

In the years following the establishment of the junior high schools

(grades 7-8-9) in Tucson, the athletic program consisted mainly of com­ petition between teams which were selected and trained by the coaches at the three competing schools (Safford, Mansfeld, Roskruge). There were three such teams at each school and were divided into leagues called the Giants, the Intermediates, and the Midgets, according to the size of the boys.

This sort of system made it impossible for many of the boys to engage in some type of athletic play and in 1932, the City Recreation

Department, directed by Mr. Harold A. Patten, currently a United States

Representative from Arizona, inaugurated what was known then as the

11 Kid Leagues". The boys were classified as to height and weight and placed in one of three divisions known as the Rascals, the Bushwhackers, and the Midgets.

Under this plan, the teams were organized at the schools and the

Recreation Department furnished the men to handle the games. These

officials were usually Y/PA employees and sometimes Mr. Patten found it

necessary to serve in the capacity of a referee or umpire.

Although sponsored by the Recreation Department, it soon fell to

Mr. Lowell Bailey, at Safford Junior High, and Mr. Gerald Houck, of

Roskruge, to assume some of the responsibility for the operation of the 0

27

recreation program. Mr. Bailey took over the task of scheduling the games and keeping game records while Mr. Houck worked with the handling of disputes and matters of policy. r

Out of some "incidents'* that arose in connection with some of these early games, a need for an agency to handle"these problems became

apparent'and in 1933 an Athletic Council, made up of junior high boys, was founded.

One of the highlights of these early years was the annual "Cactus

Bowl" game staged in the University of Arizona stadium. These contests

were staged between the top teams in each of the Tucson leagues and

corresponding teams from Phoenix. "

From 1933 to 19uu the schools continued the arrangement of having-

school varsity teams with other boys playing in the recreation league.

The "Cactus Bowl" games were discontinued as was the practice of having

three selected teams at each school— the number of boys in varsity

sports being reduced with a corresponding increase in the number of boys

participating in the matched division games. Three more schools

(Dunbar, Wakefield, Catalina) were added during this period and the

dividing of teams changed from Rascals, Bushwhackers, and Midgets to

A-B-C-D. classes.

Through all this development, school personnel continued to become

more and more involved in the recreation program with World War II making

it necessary for the coaches to assume almost full responsibility for

operation of this league— now known as the After-school League. 28

Development From 19UL-19U9

In 19III;, with the demand by the boys for more of-the league teams becoming greater, making the program more complex to handle, the coaches at the six schools made a decision to concentrate their efforts on this and organize varsity teams only incidentally for a few games during the season and to enter in tournaments sponsored by the high school. This change-over placed the operation of the.league program still more under the direction of school personnel so far as. details were concerned. However, the Recreation Department still paid each of the men at the rate of $1.2$ for each game he worked, furnished.some equipment, and continued to maintain the fields.

All coaches now officiated as many games per week as their indi­ vidual schedules would allow, making the problem of officiating much more simple than previously where only two or three coaches did this work along with other non-school personnel who were hired to handle

games in excess of what the school men could supervise.

In I9l;9, in order to expand the class physical education program, particularly health education, additional personnel was added to the

junior high staffs. At all schools, except one, a second physical edu­

cation instructor was added. At Dunbar where the teacher, because of

low enrollment, was spending only part time in teaching physical educa­

tion, an additional man was not needed for the class program. However,

since this made possible the further expansion of the athletic program,

an academic teacher was assigned to the job of aiding the physical

education teacher in the after-school activities. 29

With this enlarged staff, the school administration asked that a program of varsity athletics be installed in the junior highs to run parallel with the plan already in operation.

Both programs were to be directed by the same person who had pre­ viously been doing the job. The director, a regularly employed teacher- counselor at Catalina Junior High, continues to be paid by the City

Recreation Department for coordinating the athletic program. The various coaches are paid, in addition to their regular salaries, #300 per year, by the school district, for their after-school work. In most of the schools the coaches alternate their duties— supervising the league teams in one sport and coaching a varsity team in another. CHAPTER IV

THE ADMINISTRATION OF THE PROGRAM

Administration Of The After-school League

The personnel necessary to the operation of the Tucson athletic program includes the twelve men from the six junior high schools, the league director, some extra officials, and labor crews.

The extra officials may be hired by the league director when the number of games to be played calls for officials in excess of the number of the regularly assigned men. It has been the practice to attempt to obtain these men from the teaching staffs at the junior high schools and in recent years this has been possible. These men are placed on the

City Recreation Department payroll at the rate of $1.25 for each game they work. It has been found that hiring these officials from the junior high staffs tends to make for better handling of the games than if these men are hired from outside the school system.

The City Recreation Department supplies the manpower necessary to much of the maintenance work. In football and baseball seasons these crews line the fields once a week and do other maintenance work that may be requested. It should be recalled that the fields at Catalina and Wakefield are outside the city limits and beyond the jurisdiction of the city whose crews are not permitted to do work on those locations.

Three of the fields used for football, softball, and baseball are regularly maintained as city playgrounds.

All the basketball games in the league play are staged on the 31

outside asphalt courts at the schools.

Most of the equipment in the way of athletic supplies is furnished by the schools. The city gives small felt emblems.to each boy on a team winning a class title.

The boys at the respective schools are allowed and encouraged to organize their own.teams, select suitable names, elect captains, choose managers and obtain sponsors if they wish. The boys have demonstrated

ingenuity both in selection of names for their teams and in the matter of contacting merchants as potential sponsors. Sponsoring business houses usually-purchase brightly colored shirts with the team name and the name of the sponsor emblazoned across the back. It has become quite common for such names as' “Martin Bombers”, nPorters* Red Devils"j

"KTUC Flames", and "Tucson Laundry Blue Devils", to appear during the

season. The "Cro-Magnons" also made an appearance of one season's dura­

tion.

Underlying the organizing of these teams is the principle that any

boy who wishes may find a team on which to play and that any group of

boys organizing a team will be placed in league play. There"is no

record of any legitimately organized team being denied a place on the

schedule. It has been stated that the boys organize their own teams,

but the coaches at the schools assist to the extent that they try to

find places on squads for boys who want to play, but who may be having

difficulty getting located. The coaches also give such time as they

have in helping the teams outline their offensive or defensive maneuvers,

but the large number of teams at some schools makes it virtually 32

impossible for the coach to do much coaching.

When team personnel has been selected, the manager or captain fills

out.an official roster form containing names, ages, heights, and

weights. This roster is then signed by the coach in charge.and all

rosters are given to the league director.

When the schedule of games is released and play starts, the teams

travel as necessary to the various schools and parks for their games.

The boys on the teams make their own arrangements so far as transporta­

tion is concerned. Often the teams from the downtown schools can walk

to their games, but it does become necessary for them to travel to the

outlying schools in which case bicycles or city busses are used. The

assistance of parents and their automobiles is often enlisted to trans­

port the teams.

In travelling to and from the games, the boys on the teams are

responsible for their own conduct as they are while the game is in pro­

gress. Upon arrival at the field or court, the captain or manager of

the team is to present to the official in charge a written roster of

- all boys who may be used in the.game. The captain or manager also

handles the running of the team during the game including the substi­

tuting of players.

The coaches at the junior high schools, for the most part, stay on

their own grounds or move to.nearby parks to officiate the games sched­

uled. The role of the coach or other teacher in the capacity of

official at these games is important. He is not only to serve as an

interpreter'of the game and its rules, but to act also as an advisor 33

and counselor for all boys on ths teams and on the sidelines. Some of the most productive work is often done immediately following the game when the boys usually gather around to obtain their sportsmanship rating and the official's reaction to the game. Judging from the remarks of the coaches, this is often one of the most gratifying phases of the program as it becomes possible for a man to offer suggestions and constructive criticism to boys not usually in his charge. It some­ times becomes the duty of this man to soothe irritated feelings and to observe and quell any signs of trouble. It should be mentioned here that the prospect of having to answer to the coach and also to the

Athletic Council, plus the already outlined program of stressing sports­ manship^ has reduced the number of fights and other outbreaks to a very

low point. .

One writer has said that it is the essence of good sportsmanship

and fair play that one should be able to meet one's equal in sports and

that adults in charge of athletic programs for youth should be sure

that teams are fairly matched.

In order to make it possible for a boy to compete with others in

competition that is somewhat geared to his ability, four major divisions

(A-B-C-D) are set up in the Tucson program. A boy is placed in a

division according to his height, weight, and age. Usually, in the B,

C, and D divisions, the number of teams entered makes it both necessary

and advisable to create upper and lower subdivisions. This is done by

30. Rogers, E. B., "Amazing Failure of Physical Education", American School Board Journal, 109:17-19. (December, 19lib.)- ...... 3h

watching the teams through a game or two and then dividing them accord­ ing to the opinions of the men who have seen them play.

In touch football a coefficient for each boy is computed by adding his height (inches) to one-half his weight. The coefficient thus arrived at determines which class the boy shall come in according to the scale given in Table I. -

TABLE I

DIVISIONS FOR TOUCH FOOTBALL, TUCSON AFTER-SCHOOL LEAGUE BASED ON COEFFICIENTS COMPUTED BY ADDING ONE-HAIF 1 THE WEIGHT TO THE HEIGHT (INCHES)

Class A 130 and over

Class B 116 to 129

Class C ‘ 101 to 115

Class D Up to and including 100

In basketball height is the only size factor considered and the

boys are divided according to the divisions given in Table II.

TABLE II

DIVISIONS FOR BASKETBALL, TUCSON AFTER-SCHOOL LEAGUE :BASED ON HEIGHT ONLY

Class A $'8" and over

Class B 5* 5" to ^ 8"

Class C S'l" to S'S"

Class D Up to, but below, S'l" 35

Softball divisions are defined in the same manner as those given for basketball in Table VI.

Age is a factor only for those boys who are 15 years of age or over. A 15-year-old boy cannot compete below the "B" division in any sport, regardless of size, a l6-year-old must play "A" league ball, and a 17-year-old cannot compete except as a non-playing team manager unless he was 16 years old on the day he enrolled in junior high in

September.

Any boy who is on the line between two divisions or who is slightly below another class, but will probably be too large for the class in which he wishes to compete by the end of the season, may come to the

Athletic Council before the season opens to be checked for size. If he is found to be the proper size he is issued a card to that effect which clears him for the season— no matter how much he might grow after that.

The Council recommends that any boy within two coefficient points of a division line or within one-half inch of a line appear before the

Council for checking. A boy found during the season to exceed the size for the class in which he is competing and not having a clearance card from the Council showing that he was previously checked may cause his team to lose all games in which he has competed.

A breakdown of sports and the number of teams competing in each sport for the last two years is given in Table III.

Football squads have an 18-player limit, basketball squads 10, and baseball and softball 18. In considering the above figures it should be noted that in 191*9-1950 the varsity program was installed and that. 36

TABLE III

NUMBER OF TEAMS COMPETING IN TUCSON JUNIOR HIGH SCHOOL AFTER-SCHOOL LEAGUES

191*8-191*9 191*9-1950

Touch Football 1*5 teams 1*1* teams

Basketball. 70 teams 70 teams

Baseball 1*5 teams 38 teams (softball)

in addition to the teams in the leagues shown above, there were varsity teams at each school. Those varsity teams included 18 on each touch football squad and 12 on the basketball squad. The drop from U5 base­ ball teams in 19lt9 to 38 softball teams in 1950 can be partially explained by considering the varsity baseball squads of up to 23 players plus the fact that some boys did not look enthusiastically on the change from baseball to softball. The change-over was necessary because of the limited number of diamonds available and the thought that softball better suited the abilities of many of the younger boys.

The teams playing during the 191*9-1950 season represent what the men on the staffs consider to be about the maximum limit which can be handled with present facilities and personnel. The greatest congestion is present during basketball season where the number of games that should be played far exceeds the number that can be played on the courts that are used and in the time that the season lasts.

There is no established scholastic eligibility requirement for any players in these leagues. Any eligibility standards that do exist are 37

cared for by the respective schools and concern citizenship more than academic attainment.

Although this league activity is jointly sponsored by the schools and the City Recreation Department, most of the policy making for the operation of the program is done in the schools. The coaches working in the program meet when deemed necessary and with school administrators or the City Recreation Director when the situation demands it.

Much of the legislating and arbitrating is handled by the Athletic

Council, established in 1933# for the purpose of hearing disputes and grievances arising out of the games. Today this Council has reached the point where it is considered one of the most important features of the program by the adults who supervise it. -

The Council is composed of two boys from each school who meet regularly on Saturday morning with the league director. The boys may

select a chairman to preside over the meetings for a semester, rotate the position by weeks, or use any method they wish.

The Council is empowered to rule on protested games, judge the

eligibility of players so far as divisions in which they shall compete

is concerned, make rules for the operation of the league, discipline

any participant or team for misconduct or other violation of league pro­

cedure to the extent of fines, suspensions, or expulsion. One of the

noticeable traits of rulings handed down by this group is that the boys

use extreme care in attempting to be fair, but that their decisions and

rulings are often much more severe than those that might be handed down

by the adults in similar circumstances. It has reached the point that 38

boys who are obviously out of line in their conduct often do not come to the Council meetings to exercise their right of appeal in the. case, but accept the verdict by default.

One Council rule, in force for a number of years, concerns the team that fails to appear for the scheduled game without giving advance notice so that the other team will not wait for them or make an unneces­

sary trip. All members of such defaulting team are required to pay a

25-cent fine before the team may again be placed on the schedule, unless

they can show cause why they should not be punished. .'When part of a

team shows up at the game but not enough boys are present to field a

team, the Council shows,leniency and does not fine those who made the

effort but makes it the duty of those boys to collect from the others

before the group is reinstated.

From the minutes of meetings of the Council some idea of the type

of case coming before that group may be gained. The case that follows

concerned a player who was listed on one team but played with another as

well as his own.

Case of Carlos Valencia, a member of the roster of the Midgets, who, under the assumed name of Sonny Valenzuela, played with the Blue Rockets on 10-10-h9. The Blue Rockets defeated the Schmoos 6-0, game protested by the Schmoos.

Council actions Decision of game to be reversed with victory awarded to Schmoos. By unanimous vote, Valencia is suspended for remainder of touch football season.31

Another case shows that one team appealed to the Council in protest

31. Minutes of meeting, Tucson Junior High School Athletic Council^ October 1$, 19h9. 39

of a decision made by a referee, but the Council ruled that since the decision involved a matter of judgment and not one of rule interpreta­ tion, the Council had no jurisdiction.-^

Still a third case is somewhat different from the other two cited.

Case involving the Catalina Iroquois and the Wakefield Junior Knights.

On April third, these two teams met at Mansfeld, the Knights winning 6-5 in a game in which the Iroquois protested the size of the Wakefield catcher (Wilson). The Knights also protested Catalina's Douglas Noon. Both boys were checked after the game by Mr. Jones, Mr. Johnson, and Mr. McConnell and both were found to exceed the "C" league limit by big margins.

Council action: All games in which these.boys played are to be forfeited unless won by the other team. The game in question is declared to be "no contest", the two boys involved __ are suspended for the remainder of the softball season.

Administration Of The Varsity Program

Previous to the inauguration of the varsity "program in 19lt9> the

Tucson Senior High School coaching staff sponsored tournaments in

basketball and baseball and staged a track meet. The basketball and -

baseball tournament teams were selected at the end of the season of

league play and were composed of boys who often represented all the A,

B, and C groups. These teams were sometimes organized during the

season of league play and match games were scheduled by the coach when

he could arrange it in his schedule. .

32. Minutes of meeting, Tucson Junior High School Athletic Council," January 28, 1950. 33• Minutes of meeting, Tucson Junior High School Athletic Council, April 8, 1950. ho

The varsity program is directed by the same person who directs the other league with a Policy Committee composed of one junior high prin­ cipal, one of the varsity coaches, and the director. The committee sets general rules for the league and meets when necessary.

Any dispute arising out of a varsity game comes before the varsity coaches who sit as a committee. The coach or coaches of the teams immediately concerned in a protested game are disqualified from the hearings except as their testimony is required. The director meets with the coaches in these cases but does not vote unless necessary to break a tie.

The men assigned as the varsity coaches select their, squads from all the material available at.the schools without regard to any size coefficient. Touch football squads are limited to 18 active.players, basketball squads to 12, and baseball to 23 (20 for a game). ,

These boys must meet scholastic eligibility standards each week and are required to be receiving passing marks in all subjects which they are taking— both solids and electives. Lists bearing the names of eligible players are to be forwarded by the school to the school against whom they are playing that week. Any boy who is 17 is not allowed to play on a varsity team, but may receive permission to prac­ tice with the high school squad if he is wanted.

After a boy has been in junior high school for six semesters he is no longer eligible for varsity competition but he may play in the A, B,

C, or D leagues.

In touch football in 19li9-195>0 the varsity teams played twice through a round-robin schedule on a home and home basis. la

The two rounds of the basketball schedule were played entirely in the high school gymnasium as is the annual tournament sponsored by the high school.

The baseball teams played each other once in regular season compete tion and each .team played at least one game with the sophomore squad from the senior high school. The baseball coaching staff at the high school continues to stage a single elimination tournament at the end of the season. -

The only track competition was sponsored by the high school track staff and was a varsity meet in that teams for the meet were selected by the coaches, but the A-B-C-D divisions, as set up in the touch foot­ ball leagues, were used to allow more boys to compete.

The track meet was run off on two consecutive afternoons at the • high school track and included the following events listed in Table IV.

TABLE IV

EVENTS INCLUDED IN TUCSON JUNIOR HIGH SCHOOL TRACK MEETS

Class A Class B Class C and D

100 yard dash 100 yard dash 50 yard dash high jump high jump high jump broad jump broad jump broad jump shot put shot put shot put 660 yard run UUO yard relay 220 yard relay hhO yard relay CHAPTER V r - ' -

THE PROGRAMS TO ACHIEVE SPECIFIC OBJECTIVES

The Promotion Of Sportsmanship

The Program in Tucson: In the interest of promoting sportsmanship among the junior high boys there has been worked out in the Tucson pro­ gram an extensive plan for taking concrete action in this direction. It is so organized that a team so poor in athletic prowess that it does not score a victory during the season, can nevertheless make a:valuable contribution to the achievement of its school, in addition to whatever return the individual boy receives. -

It is thought that this emphasis away from winning the game to an aspect considered more important has tended to remove the stigma attached to a losing team. In football, for example, one team considered the season a huge success because they finally scored a touchdown in the last game of the season and received a consistently high sportsmanship score, although they lost every game on their schedule. It is believed that this stress also accounts for the fact that few teams drop out of the league once the schedule is under way. In 1950 all 38 softball teams entered in the After-school League finished the season in spite of the fact that many of them fared badly in the win column.

Each team, at the conclusion of an After-school League game, is given a sportsmanship score by the official in charge of the game.

This score is recorded on the team's written roster and returned to the team captain who is expected to give it to his coach the next morning. U3

All the sportsmanship scores given to teams are reported to the league director who records them by schools. At the end of each semester the scores from all the games are averaged and to the school, whose teams

‘compile the highest average goes an impressive- rotating trophy. An idea of the keen competition for the top position in this sportsmanship contest can be obtained by considering the averages for the first semester of 19ll9-1950. The first place school had an average of I3.OI1 while the lowest of the six was 11.82.

The matter of determining these sportsmanship scores has been experimented with and various methods have been used with most success coming from the use of a check list. It was once thought that the boys reached the point where they simply memorized the check lists and mechanically went through the process of complying with its’ -require­ ments, but after trying other less objective methods of computing the

scores,, the check list method has been, found to be the most satisfactory.

Two examples of such lists that were used in the 19li9-19!?0 season

are shown in Tables V and VI.

Using the football check list in Table I, it is possible for a

team to obtain a maximum of 18 points by receiving two for a good

roster, five under team spirit, two for spectator behavior, and nine

more for substitutes if the squad has the maximum of 18 players and

uses all of them.

In basketball (Table II) it is possible to compile'a total of 16

by scoring two for the roster, five on team spirit, two more for a good

spotter, two for spectators, two for using all five substitutes, and

three more for outstanding sportsmanship. The bonus for extraordinary ail

TABLE V

BASIS FOR SCORING SPORTSMANSHIP POINTS IN FOOTBALL, TUCSON JUNIOR HIGH ATHLETIC LEAGUE

(Adopted by the Athletic Council - 9-2h-h9) :

2 points - Roster either typed or well written on good paper. Roster should include names of com­ peting teams, date, place. Rosters: 1 point - Written at the field— poorly done. 0 points - No roster prepared— official had to request it before game time.

1 point - Team takes a business-like warm-up with no, horseplay. 1 point - Team displays self-sufficiency and good ; organization. • Team Spirit: 1 point, - Team members pull together whether going is good or bad. No 11 griping” at each other. 1 point - Proper respect for officials is displayed. Officials thanked after the game. 1 point - Proper attitude toward opponents during the game— an honest-to-goodness yell for them ...... following the game......

1 point - Spectators stay.in proper areas and out of the way. Bicycle riders take note. 1 point - Sportsmanlike conduct on part of spectators. Spectators: 1 point deducted - Spectators' interference with the

1 point deducted - Spectators!guilty of booing, razzing, " etC. ' ; - :

( Substitutes: Each team receives one extra point for each substitute used in the game.

Note: The coach or official in charge may deduct points for unsportsmanlike conduct after the game.

Where a scorekeeper for football games is provided, as at Mansfeld, each team should assign a player as a spotter to assist the scorekeeper. _ TABIS H

SPORTSlv'ANSHIP CHECK LIST - BASKETBALL - TUCSON JUNIOR HIGH SCHOOL ATHLETIC LEAGUE

2 points - Roster either typed or well written on good paper. Roster should include names of teams, date, and place. Rosters: 1 point - Written at the field— poorly done. 0 points - No roster - Official had to ask for it before the game.

1 point - Team takes a business-like warm-up with no horseplay. 1 point - Team displays self-sufficiency and good organization. Team Spirit: 1 point - Team members pull together whether going is good or bad. No 11 griping" at each other. 1 point - Proper respect for officials is displayed. Officials thanked after the game. 1 point - Proper attitude toward opponents during game— an honest-to-goodness yell for them follow­ ing the game.

2 points - On the job doing a good job. , Spotters: 1 point - Only fair. 0 points - Poor job-— or not there at all.

1 point - Spectators stay in proper areas and out of the way. 1 point - Sportsmanlike conduct on part of spectators. Spectators: 1 point deducted - Spectators interfering with game. 1 point deducted - Spectators guilty of booing, razzing, etc.

1 point - Use of three substitutes. Substitutes: 2 points - Use of five substitutes. ,

Up to three points may be either added or deducted by Extra: the official for either outstandingly good sportsman­ ship or poor sportsmanship.

Teams are required to present upon arrival at the court a roster including the names of all players who might be used in the game. Under strict basketball rules General: this roster may not be changed after the game has started. A spotter is to be furnished by each team to assist the scorekeeper. If no spotter is present, there can be no complaints or disputes filed concerning the accuracy of the score. acts of good behavior is seldom given and the most common maximum is lU.

In softball an experimental system of starting each team with 15> points and deducting from that for anything which did not come up to desirable standards was used in 195>0, but the consensus of opinion was that such a plan was too subjective and not positive enough and that a check list should be again devised for the 1951 season.

As of this writing, no comprehensive sportsmanship promotion plan has been incorporated into the varsity program. It is the opinion of the writer that this should be done.

The Sportsmanship Program in Other Cities; The danger of becom­

ing over-enthusiastic to win has been recognized by other athletic

conferences and action has been taken to correct this attitude. This

is evidenced by examples of what has been done. In the West Suburban

Conference (Illinois) a rating scale system has been established and a

rotating sportsmanship trophy is given at the end of the year to the

school in the conference with the highest average score. Players,

spectators, and coaches are evaluated by impartial judges giving points

ranging from five for 11 superior*1 to one for "inferior11 on different

aspects of behavior. Specific items are listed as those actions which

cause deductions to be made. The basketball check list is given in

Table VII.

In the Boys' League of California, an elaborate course of action

in stressing sportsmanship has been arranged. Judges are selected and

paid to act in rating spectators, mainly. Table VIII is an example of TABLE VII

ITEAS ON WHICH SPORTSMANSHIP POINTS MAY BE DEDUCTED WEST SUBURBAN CONFERENCE (ILLINOIS)

1. Unfair or excessively rough playing by either : team.

2. Excessive booing.

3. Fighting between opponents— in the stands, on the floor, or after the game.

lu Damage done to campus of either school or on the grounds and buildings'. ~

£. Excessive rowdiness.

6. Heckling of officials.

7. Rattling of players during a free throw.

8. Heckling of players.

9. Heckling of cheerleaders......

10. Intentional "drowning out" or monopolizing of cheers. (Not to be confused .with a cheer simultaneously led.)......

11. Poor student body attitude toward the game's result......

the report blank used by judges at basketball games. As indicated at the bottom of the form, the completed report is sent to a conference official who compiles the averages and announces the winners.^

3I4. Gay, Naidene, "Trophy For Sportsmanship", Clearing House, 21:31-33. (September, 19li9)... 35. Veenker, A. R., "Improving Sportsmanship at Interschool Games", National Association of Secondary School Principals Bulletin, 59:82. (February, 19U9) ~ - ■ — ~ TABLE VIII

BOYS LEAGUE SPORTSMANSHIP CONTEST BOYS LEAGUE OF CALIFORNIA

To qualify, schools must have the following number of rooters present:

Afternoon Game Night Game Home school------100 Home school------200 Visiting school ------2$ Visiting school ------100

Members of teams may not be counted as rooters.

Each"school will appoint a faculty judge. Each judge is to be paid a fee of $2.£>0. The check for the losing judge may be mailed to his school.

Please score the opposing school on the following points; —

Items Points Your Score

1. Cooperation with yell and song leaders ...... 10 2. No cheering or booing of penalties .. 10 3. No booing of opponents' yells ...... 10 U. No counting of s c o r e ...... 10 5. No enmity to be encouraged between players...... 10 6. No throwing of materials ...... 10 7. No use of bells, horns, or other noise-makers ...... 10 8. No rough-housing in bleachers...... 10 9. No leaving bleachers to playing fields...... 10 10. No after-game rowdyism ...... 10

Date of game _____ • ______• Time played _____

Schools participating _____ , ______(Home) (Visiting)

Signed______- ______(Name) ~~~ (Title)

MAIL THIS REPORT IMMEDIATELY AFTER THE GAME TO A. R. VEENKER OF SANTA MONICA HIGH SCHOOL, SANTA MONICA, CALIFORNIA. h9

Most-of the sportsmanship systems do not point merely to the

players, but attempt to take into the picture the spectators as well.

It is difficult to see how any such plan can be successful if it does

not include:the student body. In one instance, out of a program in

the physical education department to promote sportsmanship the follow­

ing, a code for the entire school, was developed.

I, as a sportsman o f ______School, will play fair at all times. I will take defeat gracefully and con­ gratulate the opposing team members on their playing ability. I will keep up my spirit and help strengthen the team's morale at the same time. I will accept the referee's decision and will not say that the referee or the other team cheated.

-1 will obey all rules, written or unwritten, or the school or coach; I will appreciate the rest of the team's cooperation and.will not boast about my playing ability. I will play a good clean game at all times and won't quit the good playing when my team is in the lead. I will be honest . and worthy of being on.the team and prove it to the people, coach, and teammates. I will assist a schoolmate or beginner who isn't so well trained as I.

I will earn my grades in school work and won't complain if I get only what I deserve and no more. I will always be courteous and thoughtful of the teachers, the other pupils and other people. I will do my best at all times and profit by my mistakes. I will make teachers' criticisms stepping stones to success and grasp the opportunity to use them. I will always be clean in my"clothing, body, and mind. I will have commendable conduct and manners. ....

I will follow directions cheerfully and will not lie down on my obligations, even if at first I did hot care for them, keeping always in mind this famous quotation.

'When that one Great Scorer comes To write against your name. He asks not if you won or lost. But how you played the game.'3°

3 6 . Propeck, George, "Play Teaches Sportsmanship", Nation's Schools, 38:1i5. (December, 19^6) 50

Kennedy, in his book. Sport and Sportsmanship, is emphatic in stating that sportsmanship is the one aspect which amateur athletics must not fail to develop if they are to be justified at all. He sees high value in sports as an agency by which man's competitive instincts may be stimulated, but wants this drive governed by a code of chivalry and honor which places higher value on striving than on the results of striving. Kennedy says that even the medieval habit of appealing to the sword was governed by a code of courtesy and honor.^He concludes with the following remarks: '

Unless the outstanding element in sport is the spirit and practice of a chivalrous sportsmanship there is not health in it. All athletic committees and boards of control, all the coaches, stadia, and playing fields of our country would rep­ resent but so much wasted effort and investment, but so much frustrated faith, unless their use brings home to the heart of : American youth the age-old gospel of a high and generous chivalry in sport. If we have not sportsmanship, we have nothing worth having.3°

Statements of Authorities on the Subject of Sportsmanship: That - so much stress is placed.upon sportsmanship in the activities is an . outgrowth of a feeling on the part of the men in charge that the program is a fertile field for teaching this element of living and that without a plan of action for furthering sportsmanship, friendship, and better human relations the entire program would fail in one of its most vital functions. The place of sportsmanship in athletics is given ample emphasis by many writers.

37. Kennedy, Charles V/., Sport And Sportsmanship, p. 8. 38. Ibid., p. 37. 51

Propeck says that sportsmanship may be defined in many different ways, but to most people it simply stands for "fairness". He further states that at this adolescent age, much of the foundation for the boy’s future development is either laid or reenforced at this time and that his ultimate success will depend largely upon the desirable traits of character that are molded into his makeup at this point.^

Erdman, in "A Plea For Sportsmanship”, places sportsmanship high on the list of objectives for athletics in naming it as one of the major objectives of any sports program.

In a discussion of the founding of the Babe Ruth Sportsmanship

Program, Troester sums up the principles being promoted by the plan.

He says that sportsmanship and good citizenship go hand in hand and that interests clash on the field of sports much as they do in a polit­ ical community. The athletic field is an excellent place on which to learn to consider the rights of others.

In an article, ’’Sportsmanship— Whose Responsibility?”, Oberteuffer has the following remarks to make in opening a review of his findings of an investigation into the1entire question*of sportsmanship at

athletic contests.

Many responsible people are of the opinion that unless the quality of sportsmanship displayed at school and college games is improved, the contribution sport makes to the social development of young people will be reduced to nothing.

39. Propeck, George, Op. Git., ~ " ~ — " UO. Erdman, Bernard, "A Plea For Sportsmanship”, Athletic Journal, 30:57-60. (October, 19h9) ... • Ul; Troester, Carl A., ’’The Babe Ruth Sportsmanship Program”> Journal of Health and Physical Education, 21:223. (April, 1950) 52

There is ample evidence to lead us all to believe that there is something needed.' Players, coaches, crowd, officials— all had a hard time of it last year. Arguments, fights, boos, razzing, lost tempers, rotten behavior— these were the rule rather than the exception. Many complain that we seem to be losing, and fast, our sense of 'proportion, our knowledge of how to behave. Y/e seem to be degrading ourselves and sport by making every game a Donnybrook and every opponent a rotter to be insulted freely. ii2 So what can be done?

The article continues by listing under separate headings those things which players, coaches, officials, students, team captain, cheerleaders, principals, managers, athletic directors, boards of edu­ cation, radio and sports announcers, and public leaders may do to promote healthy athletic relations. For players, the list given out­ lines those positive actions a boy may take to develop proper attitudes in games.

The player should:

1. Treat officials and opponents with respect that is due them as fellow human beings.

2. Should make his handshake with opponents sincere and wish him luck before the contest.

3. Control his temper to the best of his ability at all times, off, as well as on the field or court.

It. Take victory or defeat without any undue emotionalism.

5. Congratulate opponents in a sincere way following either victory or defeat.

6. Use his influence on or off.the court to help curb the booing of officials and opponents by spectators.

% . olberteuffer, Delbert, "Sportsmanship— Whose Responsibility?", National Association of Secondary School Principals Bulletin, 3%:y-22. (October, 53

7. Tell students and friends that good behavior makes going on the field or court easier for the players.

8. Explain rules and,strategies of the game to parents and friends so they can better understand why cer- . . tain decisions are made.

9. Learn to accept decisions as they are made and abide by those as a good sport should.

10. Cooperate with coach and fellow players in trying to promote good sportsmanship.^3

Bowlby holds the view that high school basketball is straying far from the sportsmanship goal in bringing about some of the things that take place on the court and in the stands. He goes further by saying that he has reached the point where he hates basketball because it is failing to develop what we Americans like to congratulate ourselves for and call sportsmanship.bb

The Relation to Good Citizenship: The consensus of opinion among leaders in the fields of athletics and recreation appears to be to the effect that even if these activities do a great many other things and do not provide for the development of citizenship, little credit is due such programs. The writer is unaware of any organization dealing with any phase of education that does not place citizenship promotion high on its list.

Citizenship today implies much more than a person's enjoying the freedom and privileges of the:nation in which he claims;membership. As society becomes more complex the responsibility and allegiance owed to b3. Ibid., 32:9-22. : : lUu Bowlby, C. L., "I'm Beginning to Hate Basketball", Clearing House, 20:9-11. (September, 19U5) that nation and to the people within it grow in importance. The time appears either-to be here or to be rapidly approaching when citizen­ ship will include not only being a contributing factor to the well­ being of a particular state or nation, but also responsibility to the world at large. -

With these points in mind, the observer is entitled to question wherein the program to promote sportsmanship is related to good citizen- ship. A cross-section of sportsmanship definitions would show the term to include an-attitude .of "give and take"— the ingredient that guides a person to honest rivalry and graceful acceptance of results. This would also include the willingness to be a contributing factor to the general welfare of the activity by assisting in both leading and

following.

It is an interesting experience to discuss with some of the men who pioneered the junior high school athletic program the change of

attitude that has evolved in the last fifteen years. In those earlier

days, it is said, junior high school athletic contests were often the

scene of violent arguments between coaches and officials, with the

resultant enmity between players being expressed both on and off the

field of play. This is not meant to imply that development of a win­

ning spirit is wrong, as there is probably little justification to

enter a team in any athletic league without some intention of winning,

but this urge must have some bounds.

. The importance of,the will to win is still recognized by the..

Tucson coaches, but it is also realized that this drive must.be accompanied by other factors. Among these other items, the promotion of sportsmanship has been given a high place in the Tucson plan. It is worthy of note that the insistence on sportsmanlike conduct on the part of the boys by the coaches has also had a tempering effect on the attitude of some of the men— both those in charge of varsity teams and those supervising the other teams.

The coaches and administrators behind the Tucson program are oper­ ating on the premise that the constant emphasis on the various points in the sportsmanship program will eventually make its contribution to the promotion of good citizenship.

The Program To Promote Health Habits

To consider a health building program, it is necessary to first agree on a definition of the word for it has had various meanings attached to it through the years and is now thought of as a much broader field than formerly. "Williams says that health is now viewed not as mere freedom from disease, but as a condition of all-round

efficiency on the part of the human mechanism, mentally and socially,

as well as physically, which enables an individual to render his full

share of service in the world and to live fully and completely. ^

Steinhaus calls health a "state of complete physical, mental, and

social well-being, and not merely the absence of disease or infirmity"

The development of health habits and physical competence has been

Ith. Williams, Jesse F., Personal Hygiene Applied, p. 392. L6. Steinhaus, Arthur H., "Health Education in the United States", Journal of Health and Physical Education, 20:305-306. {May, 19U9) 56

listed as one of the objectives of the Tucson program and it is appar-. i ent from noting views of others that it is correct that this objective .1 should be included in any and all recreation and athletic plans. That j this is given a place is not a new idea since health improvement has long been included as one of the main goals toward which athletics are striving. The use of selected types of physical activity to improve and perfect the body can be traced back to the ancients. History is full of the accounts of the Greeks to do this by home instruction and state-sponsored athletic festivals. The strongest underlying reason, for this was military preparedness, especially in Sparta and, to a lesser degree, in Athens. Spartan athletics included more activities, of a military nature than did the Athenian system and both plans , included a considerable number of games and much gymnastics■for boys . between the ages of 7 and 18.^7 .

The Romans likewise laid stress on physical fitness and borrowed some ideas from the Greeks but did not care as much for the game type of athletics as did the Greeks, nor did they have the intense love of friendly competition that the Athenians had.^The Teutonic invaders of

Rome, rough-brutes that they were, realized also that they would not be able to survive in their world unless they possessed strong bodies coordinated with disciplined minds. To this end, hunting, horsemanship, swimming, and warlike activity were important phases of the training of the boys.

Leonard, Fred E., History of Physical Education, pp. 17-18. h8. Ibid., p. 31. Ibid., p. 3i|. 57

Athletic sports have played an important role in the lives of the

English people with the tradition being that of broad participation.^0

Military preparedness was the keynote underlying most of the : , physical fitness attempts on the part of these early nations and in m o d e m time has also been important. Hitler inherited a malnourished and diseased generation of youth only to place an army in the field a few years later composed of highly physically fit men. This was accom­ plished mainly by placing the boys in camps where such things as the

setting up of high standards of personal hygiene, self discipline, and

hard living were stressed.

In the United States physical fitness for the sake of better liv­

ing has been emphasized, but considering the frequency with which the youth of. this country is being called upon to fight for their country,

one wonders if military preparedness is not still a valid reason for

athletic competition.

Ytfilliams cites figures compiled in two World Wars as evidence that

physical fitness programs in this country have fallen short of their

goals. Of the 1917 draft, he says study, indicates that the great major­

ity of defects listed were preventable and that they were the "defects

of environment and development rather than heredity". To emphasize

the situation further he points to the fact that of the first two million

men drafted under the Selective Service Act of I9I1O, some one million

'50. Leonard, Fred E., History of Physical Education, p. 201. ~~ " 51. Williams, Jesse F., Principles of Physical Education, pp. 25-26. 58

were rejected and of these rejects, 900,000 were turned down because of physical deficiencies.

Steinhaus says that the professional people in the field of health,

physical education, and recreation are responsible more than any other

group for the development of general fitness which includes ’’positive

physical and mental health".

Nixon and Cozens write that any adequate solution of the national

health problem will require the unrelenting efforts of many agencies,

including the schools. They say that the most effective tool for com­

bating some of the existing weaknesses is health education, that the

school will have to be the center of this educational program, and that

it must be carried on whenever and wherever the opportunity arises

Health building in the Tucson junior high athletic plan must be

discussed in 'connection with the physical education programs at the

schools. The informal teaching of health has long been a part of the

physical education curriculum, but in 19b9-1950 a shift was made which

resulted in the formal teaching of health being shifted from the '

science classes to the physical education departments. Under this new

arrangement, all junior high boys take the required health course as a

part of the physical education class. A boy who is physically unfit

for the activity part of the program reports to class only oh days of

formal health instruction." Starting with the ninth grade, one-fourth

$2. Williams, Jesse F., Principles of Physical Education, p. 27. 53. Steinhaus, Arthur.H.,."Common Ground", Journal of Health and Physical Education, 19:253. (April, 19hB) ■ ■■ ■ - 5U. Nixon, Eugene W., and Cozens, Frederick W., Ah Introduction to Physical Education, p. ^2. $9

of a credit each semester is given for health and a high school senior is required to have two credits in health for graduation.

In these junior high schools, health and the development of health habits become matters to be handled in the classroom and practiced on the athletic field and in everyday living. Matters pertaining to the after-school activities such as the heart, diet, safety, cleanliness, mental hygiene, and first aid are taken up in the classes with attention being given to these matters particularly connected with the athletic

program. It is felt that boys of this age interested in athletic com­

petence are impressionable to the point that much good indoctrination

in proper living can be carried on.

The American Association For Health, Physical Education, and Rec­

reation lists the opportunity for play and exercise in rounded programs

of recreation as one of the important phases of a health program. The

thought is that such a plan offered in school will have a carry-over

effect which will encourage people to engage in this sort of thing

after school days are in the past.^It has been the hope of the Tucson

staff that their program would meet this standard.

Forsythe places safety at the top of the list in importance so

far as the health phase of athletics is concerned.he Tucson program

is designed to promote the development of safety by arranging the

leagues in such a manner that boys will be competing against other boys

of similar size and maturity. The touch football rules have undergone

55". Committee Report, The American Association For Health, Physical Education, and Recreation, Journal of Health.and Physical Education, 17:3-li« (January, 19U6) 56. Forsythe, Charles E., The Administration of High School Athletics, p. 271. ------6o

several alterations with this safety factor in mind. There has been some agitation to allow the game to become rougher than it is by per­ mitting the players to make rolling blocks beyond the line of scrim­ mage, but after a year's trial with this, it was judged to be dangerous considering the maturity of the boys, the conditions of the fields on which they must play, and the fact that they wear no protective equip­ ment.- ' • - • .

In football and basketball, the length of playing time is studied

and for the smaller boys this time is shortened in order to prevent

over-exertion. To further promote the element of safety, all officials

are urged to assume that their first duty is the protection of the boys and that if a choice is to be made between leniency in officiat­

ing and rigid control to prevent injury,-the latter should be his

course. • ' . '/ - -

' Forsythe also says that sufficient numbers of reserve players and

proper playing facilities are important to the health phase of athletics.^

As outlined in the section on sportsmanship (Chapter IV) an attempt is

made to encourage the boys to have the maximum number of members on

their squads and to use them in all games. The reason behind this is

to both promote participation and guard against the possibility of

boys wearing themselves out.

The playing facilities at some of the schools and parks cannot be

classified as proper in that they are very dusty and rough. This per­

tains mostly to the touch football fields arid the softball and baseball

bl* Forsythe, Charles E., Op. Git., p. 273. 61

diamonds. With the exception of the varsity games played in the high school gymnasium, all basketball games are played on the outside asphalt courts. No check is possible as to the number of colds that

result from sitting on the bench in the cool winter winds, but the danger is great.

In the subject of facilities is included the matter of showers and

dressing rooms. As stated in the introduction, these features are

lacking in most of the schools. The absence of these items makes

inevitable the violation of one of the principles on which most author­

ities: agree--that the taking of a shower following exercise is of high

importance. Cheneweth and Selkirk say that the debris covering the

skin after sweating should be removed in the interest of general hygiene

if not for the health of the skin itself.^The writer feels that until

this shortcoming is corrected, the job of health building in the pro­

gram will be incomplete in that many of the boys in the program do not

have proper bathing facilities in their homes and will obtain a bath

only if offered at school. '

The requirement of having boys take a physical examination before

being allowed to compete is given almost unanimous support by the

authorities. In the Tucson schools a cumulative health record is kept

of every child and careful attention is given to preventing an unfit

child from playing in games unsuited to his condition.

38% Cheneweth, L. B., and Selkirk, T. K., School Health Problems, 62

The Promotion Of Leisure Time Activities

The Tucson program gives prominence to the creation of interest in sports. This is considered important, not only as an .educational objective that will bear fruit while the boy is in junior high school, but also as a means of lending carry-over value to the activities. It is thought that an interest created at this age will provide an outlet for the adolescent and will have bearing on the solving of the question of the leisure time problem in adult life. As our economic and indus­ trial society becomes more complicated, the matter of wise use of leisure time assumes a position of greater importance and is a matter for schools to face. It is the belief of many that the problem can be partially met through an interest in sports. An editorial in the

Athletic Journal emphasizes this point.

Today with a national labor law that limits work to forty hours, and with the need for the overtime of the war years no longer present, few of our wage earners work longer than the forty hour standard. If we allow eight hours a day for sleep, ten hours a week for commuting to our jobs, and forty hours a week for work, we have sixty-two hours a week left over for leisure activities. The American people differ in their likes and dislikes. Some will use their leisure time for reading, others will enjoy music, others will attend the theater, and still others will prefer athletics, either as participants or as spectators.59 :

In Americans at Play, Steiner stresses the fact that people want to participate in sports of some kind and that they will appreciate their role as spectators more if they once had an interest created. He

Editorial, "Athletics A Part Of Education”, Athletic Journal', 30:18. (October, 191*9) 63

has this to say:

The most striking fact about athletic sports today is not the cheering crowds on the sidelines, but the large num­ bers of players, both young and old, men and women, who are eager to improve their own game in competition with their fellows. In view of the insistent and growing demand for growing opportunities to participate in athletic sports and games, it seems absurd to maintain that Americans are becom­ ing a nation of spectators."0 :

To measure the exact influence that this junior high program has on promotion of leisure time is impossible, but there are certain facts toward which we may point in seeking an answer.

The growing demand throughout the country for more recreational facilities for both old and young is present also in Tucson. In the summer softball and baseball leagues operated by the City Recreation

Department competition is necessarily being limited because of the few adequate play areas available. In the adult softball leagues, it is necessary to schedule three games per night on the same diamond in order to finish the schedule.

The baseball leagues, except a "0" league for boys 15 years of age and under, must confine their games to Sundays for want of diamonds.

There are now 25 of these teams with total participation amounting to over 500.

Recreation Department figures reveal that some 500 junior high age boys are engaged in baseball and softball during the summer.

60. Steiner, Jesse Frederick, Americans at Play, pp. 101-102. 6U

During the winter months the Recreation Department stages a basketball league which is limited by the fact that no gymnasium is

available for the games and they must be played on outdoor asphalt

courts at night. This inadequate and unpopular setup has been suffi­

cient for the handling of only 1^ teams. These outside courts, says

the Recreation Department,'are in constant use almost the year round

by unorganized teams.

The YMCA also sponsors a winter basketball league of high school

church teams. '' ' - ' - -

Outside the Tucson city limits the Pima County Recreation Depart­

ment operates playgrounds and winter basketball leagues and spring and

summer softball and baseball. These leagues are in addition to the

many informal ball games being staged on the playgrounds. T '■

To say that the junior high athletic program is responsible for

the fact that Tucson has long been known as a good sports city would

be assuming too much. This interest has been present and developing

for many more years than the junior high program has been in existence.

In addition to the already mentioned agencies, the University of Arizona

and Tucson Senior High School, with their emphasis on athletics, have

long been contributing factors to sports interest.

For the junior high program, it can be said that it is another of

the several contributing factors to the increasing demand for more

sports— sports not for the spectator's pleasure alone, but those sports

calling for wide participation. ' :' ' 'CHAPTER' VI

EVALUATION

Objectives

The success of any program depends quite largely upon a constant evaluation of aims, materials, and methods used by those in charge.

As educational philosophies undergo processes of evolution the objec­ tives of various educational activities must be re-examined in order to see that they remain in harmony with accepted thought.

As the demand for wider athletic participation at all levels has increased, so the objectives for junior high school programs' of athletics have been altered in' some quarters. There is still, however, a sharp controversy present as to whether athletic competence should be the prime objective for athletics at this level or whether the various other aims listed for the Tucson program should prevail. It seems that an attempt has been made to include in the Tucson program objectives which will satisfy those on both sides of the argument.

The objectives of the Tucson program appear to be in harmony with the position held by the authorities in the field of health, physical education, and recreation. As pointed out in Chapter II, these leaders stress such points as playing for fun, becoming acquainted with new games, development of leadership, development of interests useful in­ solving leisure time and recreation problems, development of neuro­ muscular skills, and promotion of the ideals of fair play and sports­ manship, Those who hold that junior high schools should produce highly 66

trained athletes for high school teams may wish to relegate some of the objectives of the Tucson program to positions of secondary impor- . tance in favor of stressing athletic competence to a greater degree.

A criticism often heard is that physical education and recreational programs have become too socialized and that they do not harden the young boys as much as they need to be in order to meet the rigors of living. The guiding objectives of the Tucson program appear to be aimed at avoiding this shortcoming.

Number Of Participants .. ; ;■ • - y It was stated earlier that 39 percent of the boys in the six

Tucson junior high schools participated in the athletic program during the year 19^9-19^0. Though accurate figures are not available, it is understandable that the four schools located near the center of the city constantly have a greater percentage of their boys in the program than do the two that are located on the eastern and southern extremi­ ties of the area. Some of the boys at these two schools who do not take part in this program do participate in a program carried on by the

Pima County Recreation Department.

This percentage of participation is limited by several factors

among which are transportation, evening employment by the boys, and the

enthusiasm on the part of the coaches to work with the boys and encour­

age them to organize teams and take part.

The transportation problem, with Tucson’s greatly increased traf­

fic, is a major factor to consider. Parents, school administrators. 67

and coaches have given the matter serious thought with no solution being reached that would apply to the program as it now operates. The varsity teams are the only squads for which transportation is arranged by the coaches. Boys playing in the A, B, C, or D leagues must

arrange to have a parent or teacher transport them, use the local pub­

lic conveyances, ride bicycles, or walk to the games. One serious

objection that.the adults have concerns the matter of hitch-hiking.

Attempts are made to discourage this illegal practice, but it,is known

that as long as the present system of playing and scheduling the games

is continued, some hitch-hiking will exist. It is recognized, too,

that much hitch-hiking is done by school boys who often have no con­

nection with the athletic program.

Whatever the solution to the problem of transportation may be, it

must be recognized that some boys are prevented from participating in

the program because parents are understandably fearful of what may

result from having groups of boys traveling across town under such

uncertain conditions. The problem of transportation will continue to

be a point on which the program can be justifiably criticized and if

and when other junior high schools are added to the present school

system and the traffic concentration continues to grow, the problem

will become still more formidable and could very well be a matter of

such proportions that a major change in the program might result.

Considering the matter of evening employment, it is quite evident

that such jobs as paper routes and yard work do prevent some boys from

taking part in the program as much as they otherwise might. It is 68

doubtful that any change in the program, so long as it remains an after-school setup, would alleviate the inconvenience to those boys.

However, an expanded noon hour program might help.

Any type of school activity is successful in direct proportion to the quality of enthusiasm and sponsorship supplied by the teacher in charge and this applies very much in the case of the athletic program in question. The percentage of participation in this type program can be raised or lowered, depending upon the supervision and support given to it by the coaches working with the boys. It is difficult to over­ emphasize the role of the coach. A half-hearted attitude on his part will promote little attraction to the program for the boys and it can safely be said that, in spite of all the responsibility for success of the program the men at the schools try to give the boys, its success or failure hinges upon the performance of the coaches.

In Chapter II several references were made to statements by lead­ ers in this field to the effect that an intramural program would more nearly approach the desired objectives for junior high school athletics.

That there is strong support for this thought is recognized in Tucson.

Before the schools assumed the major responsibility for administration and direction of the After-School League there was, from some quarters, strong criticism that the schools were falling short of their responsi­ bilities in turning over large numbers of their boys to the City Recrea­ tion Department after school instead of providing a program for them at the schools. Since the school administration took over almost completely the operation of the program in 19b8-19L9, that criticism has somewhat 69

subsided, but some support for a purely intramural program still exists* - -

The program may.be criticized from the point of view that it does not make possible participation by as many boys as would be desirable.

Concentration on an intramural program might offer greater opportun­ ities for participation by more boys, would erase most of the transpor­ tation problems and would make possible a wider variety of recreational activities. However, it should be pointed out that at least three of

the schools are now operating noon-hour intramural programs in addition

to the after-school activities. Two of the schools, because of over­

crowded buildings and altered schedules, do not have lunch hours of

sufficient length to make possible any organized noon program. It is

the observation of most of the Tucson junior high school coaches that

an intramural program offers certain advantages that the Tucson pro­

gram does not offer and that the After-school League has much to offer

that a strict intramural program could not present. At least one of

the schools does not have a student body of sufficient size to make

possible the installation of an extensive intramural program. It is

felt that the demand on the part of the boys for some interscholastic

competition is great enough to justify the continued operation of the

program; however, it also appears that a higher percentage of boys

might be included in after-school athletics if more intramurals were

in force. • . r

Publicity

Each day that games are played, the results of the day’s competition 70

are phoned to the director. These results are in;turn reported by- phone to the sports desk of the Arizona Daily Star and an account of the games appears in that paper the following morning. In addition, the director writes a more detailed story of the game which is taken to the sports desk of the Tucson Daily Citizen to be published each evening. These two newspapers devoted some 1180 column,inches of pub­ licity to the combined junior high school athletic programs in the year 19lt9-1950» This included stories of games, schedules, pictures, and team standings. With the exception of pictures of varsity teams the league teams received publicity equal to the varsity coverage.

Examples of the types of publicity given are shown on pages 9$ and 96,

The main emphasis in all this publicity is to get the names of the boys in print. The reason back of such an approach is that it is felt that interest in the program will be higher if this means to satisfy tne quest for recognition is used. An accurate check on the amount of interest increase brought about by the publicity angle is, of course, impossible, but it is well understood by those conducting the program that the reaction to this publicity is at least a partial means of judging the interest of the boys.

The coaches and others concerned are continually being asked why a name was_ spelled incorrectly, why somebody was given credit for a touchdown scored by somebody else, or when another item on team stand­ ings will be printed. Questions regarding the publicity are not con­ fined to the junior high boys, as interested parents and teachers often 71

show evidence of following the newspaper accounts.

It should be remembered that newspaper publicity can be obtained for almost any program, whether good or bad, and simply the fact that the Tucson junior high school athletic program receives a large amount of space does not necessarily prove the, worth of the activities, How­

ever, it seems safe to say that the interest shown in the newspaper

coverage by participants, teachers, and parents indicates that the program is effectively occupying a high position in the lives of some

of the junior high school boys. ,; -

Awards

There are many types of awards offered to school pupils for

achievement in various endeavors, the belief being that though adults

should develop in young people the urge to succeed for the sake of

succeeding, the proffering of such incentives adds some zest and

"window dressing" to a program.

The subject of athletic awards for junior high school boys often

generates a discussion ranging over a wide area of thought. Some are

of the opinion that such a program needs no system of awards at all

while others would give to junior high school boys letters rivaling

those given to high school athletes, plus trophies for outstanding

performance.

In order to standardize somewhat the awards in Tucson, the coaches

have agreed to allow each school to devise its own system of awards,

but have asked that each school limit the size of the letter to a five 72

inch felt-on-felt type. A few chenille awards are given as special awards.

The most commonly used method of letter awarding has been to

require the boy to earn a minimum number of points in the After-school

League or be a member of a varsity team throughout the season. In

After-school League participation, a point system allowing a maximum

of forty points each for football, basketball, and softball has been

used by several of the schools for a number of years. If a boy misses

going to a game with his team without a good reason, does not report

for announced practices, or quits the team in the middle of the season,

the manager of the team deducts from his possible point total. At the

end of the season the coach is given a list by each team manager or

. captain showing players and the points earned. At the end of the year

each boy who has compiled a total of 100 points is eligible for a

letter. In some instances'this system has recently been somewhat

altered by dropping the point system and simply saying that playing

through the season in three sports qualifies a boy for a letter.

In varsity competition a boy may earn a letter in some schools by

playing on one varsity team for a season or he may be required to be a

varsity player and also compete for a season on a league team in

another sport.

The remark has been made on occasion that a certain boy is playing

only for the letter, or that some boy "hates" softball, but could not

see any other way-to earn a letter unless he played the season through.

The requirement of playing three sports to earn a letter does encourage 73

participation and is one of the reasons for-such a requirement• However, it is the opinion of the men in the program, and the writer, that the

earning of a letter is not the major driving motive-for playing on an

athletic team, whether it be junior high school, high school, or college

and that participation in the Tucson program would not drop off per­

ceptibly if all awards were discontinued. One of the most commonly

heard observations made by the coaches is that few of their boys ever

wear the letters after they receive them. Sometimes a boy does adorn

his jacket with his school letters and several of the small felt emblems

given by the City Recreation Department to championship teams.

The writer agrees with the opinion that, although the giving of

awards plays a minor role in the success of such programs, awards do add

some element of spirit and do partially satisfy the desire for recogni­

tion, ^j t would, however, be inaccurate to evaluate the effectiveness of

the Tucson program by the number of awards given since participating for

the joy of it has been the center of emphasis.

Development Of Effective Citizenship

Team Leadership; The development of leadership has been placed

high on the list of objectives for the Tucson program just as it has

been given a place of prominence in the thinking of most educational

leaders regarding education in general. In attempting to promote this

leadership the men in charge of the broad participation phase of the

3l. Norman, R. B., "what Devices For Recognizing and Encouraging1 Student Achievement?", National Association of Secondary School ! Principals Bulletin, 33:13b. (May, 19h9) 7k

program have given to the junior high school boys much of the responsi­ bility for selecting, organizing, and directing the teams.

The opportunity for the boys to do this can result in intelligent

selection and direction with the good of the entire group in mind or it might degenerate into petty politics in which a fast-talking boy could

surround himself with a few of his own particular pals, obtain a sponsor

for his team, and direct the team through the season, attempting to

keep himself in the limelight, and allowing only a few boys to play.

If this sort of thing happened to a very great extent, attainment of

the leadership objective in the program would be falling short of the

mark. That this danger exists is recognized by the coaches..

It should be pointed out.that the boys are not given a completely

free hand in the selection and direction of the teams. The coach is

responsible for the boys under his care and although he does not dictate

to the boys concerning whom they may have and use on their teams, he

does a great deal of advising. The organization of most of the teams

presents no problem to the coach, but in some cases he finds it neces­

sary to step in, counsel with the boys, and make suggestions. One of

the coaches has for years scheduled and held regular weekly meetings

with all team captains and managers to review games, conduct of players

and methods of improving the overall picture. As previously pointed

out, the coaches also give what assistance they can in the matter of

actually coaching the teams. ;

It appears safe to say that the Tucson program offers opportunities

to boys who have leadership ability, by permitting them to select team 75

personnel and direct that team through the season, whether this oppor­ tunity is always used in the best manner is contingent upon the men in charge of directing and supervising the program.

Development of Officials: In view of the manner in which the

Tucson program operates, it is not possible to offer very great oppor­ tunities for the development of officials among the boys. It is doubt­ ful that either the.school administrators or parents would approve a plan in which boys traveled across town, played a game in a strange section of the city, and found the game completely in charge of a boy their own age. • ..

It should not be inferred that no opportunities whatever are pre­ sented for the boys to officiate. Since it is usually impossible to assign more than one adult official to a football game, the coaches often use junior high school boys as head linesmen, scorekeepers, and timers. In some sports, especially basketball, where very often several teams from one school may be competing in the same league, the coaches sometimes allow other junior high school boys to officiate the games ' between these teams. The coach, however, is usually close at hand either observing the game or officiating another game. : v

The intramural programs at the schools offer some additional oppor­ tunities for the use of student officials, although even here the boys prefer an adult when the competition becomes keen.

Development of Followers; In a democracy the ability to follow

intelligently should occupy a position of importance equaling that of

leadership. It is probably true that unless one is first able to follow 76

he will not be an effective' leader. It is also clear that there will be many' more followers in a democracy than there will be leaders and that

effective action will be determined by the degree to which each other's

positions are appreciated by the leaders and followers. The overworked

word cooperation assumes a great importance in any phase of democratic

action.

- The opportunity to be an intelligent follower is to be found in

the Tucson program whether a boy is competing in the Varsity League or

in the After-school League. The writer is not acquainted at present

with any junior high varsity coach who demands that the boys blindly fo

follow his every directive. These men are cognizant of the fact that

much of the success of an athletic team depends upon the flexibility*of

the boys as various game situations arise. Intelligent followership,

as contrasted with unquestioning followership, is an integral part of

an athletic team or a democratic nation.

In the After-school Leagues where the boys largely organize and

direct their own teams the matter of followership is at least as impor­

tant as it is in varsity competition. The necessity for followership

is paramount in the operation of these teams and, though an objective

yardstick to measure the extent to which it is developed does not exist,

some subjective evaluation is possible.

The organization of one of the After-school League teams usually

begins with a group of boys who have been together in school for sane

time, or with some boys who live fairly close to each other, or who may

be in the same home-room group. To this nucleus the boys then add 77

others whose selection may be based on friendship, athletic ability, oi* other similar items. To lead the team through the season, the teams usually elect a season captain who may then be the spokesman for the team on the field or he may also act as the manager and be in charge of substituting and other necessary matters. Often the boys have a cap­ tain and a non-playing manager. The manager is sometimes a.boy older than those on the team. For example, a group of seventh grade boys may obtain the services of a ninth grade boy as manager.

. . There.are instances of teams disintegrating during the season because of dissension among the boys or refusal to follow their chosen

leaders. There have also been cases in vihich the majority of-the play­

ers on a team have asked for and been granted a new election in order to depose either a captain or a manager or both. When this happens the

observer may well ask, "Weak leadership or lack of team spirit and

cooperation?" It may be both or it may point out a basic weakness

either.in the manner by which the team was allowed to organize or a

lack o f :supervision by the coach in charge of the boys.

The number, of teams that drop from competition once the schedule

is well launched has been very low— usually not more than three or four

teams out of some fifty-— in a season of any one sport. To continue to

play through the season under the conditions which some of the teams

must,endure suggests either a great love of the game, strong-leadership,

or a,willingness to stay together as a group, and follow their chosen

leaders through to the completion; of the schedule. The ability to

follow appears to be at least a partial explanation. 78

Promotion Of Health

Chapter- V dealt with the importance of the promotion of health in physical and all other activities. In the attempt to comply with the principles set forth by health authorities, the Tucson junior high school athletic program can claim some favorable points while having to admit to other shortcomings.

It was pointed out that the promotion of health was suffering in that there were inadequate facilities in the matter of shower and dres­ sing rooms. As this is written, some construction is under way and additional provisions are being planned which will-eliminate some of the basis for criticism of this aspect. However, even then such facil­ ities will be available only at the.schools and not in the various city park areas where some of the games are played^

The fact that most of the boys participate in basketball on out­ side courts during the coldest portion of the school year also serves to increase the danger of colds and sickness resulting from sitting in the cool winds while damp with perspiration.

While steps have been taken to protect the boys from injury by

having all except those on varsity teams participate against boys of

similar size and maturity, the nature of the After-school League creates

another danger. This danger is that connected with the traveling of

the teams across town with the transportation often being quite uncer­

tain. The leaders in the Tucson program consider that they have been

extremely fortunate in the lack of injuries resulting from such travel

over heavily used streets. There is no record of any injury which has 79

occurred enroute to or returning from a game.

In connection with injuries resulting from playing in the games, . there is no overall plan for payment of doctor bills and the boys understand that they compete at their own risk. At least once, the

Sportsman's Fund, set up by Abe Chanin, Sports Editor of the Arizona

Daily Star, has come to the assistance of a boy and paid the bills resulting from the loss of two teeth in a football game. Various athletic insurance policies have been discussed, but nothing definite has been adopted. The varsity football teams now play their games on the high school field but all other teams compete on the grounds at the junior high schools and the city parks. These fields are usually dusty and often dotted with rocks of a size sufficient to do at least minor damage. Teams competing away from "school fields do not have any first aid equipment available at the games.

The accumulated medical and physical history records that are kept by the nurses in the Tucson schools are consulted frequently in deter­ mining whether or not a boy may compete in the athletic program. The nurses, in cooperation with the school doctor, attempt to detect any

organic defect or illness that would endanger the child's health if heavy physical activity were permitted. Boys found to be defective are

barred from full participation in the regular physical education classes

and from all participation in the athletic program.

Indirectly connected with the athletic program is the health instruc

tion required in all junior high school physical education classes. It

is to be regretted that many of the points stressed in those classes 80

are violated by the athletic program, but as facilities improve and steps are taken to overcome some of the other shortcomings of the pro­ gram, this criticism should lessen.

Leisure Time Activity

The importance of wise use of leisure time has received a great deal of attention in the twentieth century. As our society becomes more and more industrialized, the necessity for discovering productive activities to pursue during the non-working hours becomes a complex problem. Wise use of this leisure time has been listed as one of the objectives of the Tucson program and also is pointed out by authorities in the field as a basic objective of any junior high school athletic program. Such programs should contain some carry-over value which will create within a boy an interest that he may later utilize.

As previously outlined, the Tucson junior high school athletic program includes competition in touch football, basketball, softball, baseball, and track. It is well that these sports should be examined

in the light of their possibilities for future use.

Football for the competitor becomes more and more .selective above

the junior high school level and only a handful of those junior high

school football players will play on an organized team again. With the

exception of touch football played in high school and college physical

education classes, a very small percentage of the boys will engage in

football in any form after leaving junior high school. The City Rec­

reation Department in Tucson organizes each year a touch football league

for boys between the ages of sixteen and twenty-one, but the 81

participation is not widespread. Also, the Pima County Recreation

Department offers some team competition in touch football for high school age boys. There is little or no opportunity for an adult to play football in any f o m because' of the nature of the game itself and the fact that the number of players required makes the organization of a game extremely difficult.1 ' ' - '

Basketball' offers somewhat more carry-over value than football.

Interest in basketball has increased in recent years and is popular with young employees playing in various commercial and industrial leagues and in leagues operated by recreation departments. The develop­ ment of skills and interest in basketball has some carry-over value, but the game cannot be engaged in by the average person for very many years after completion of formal education.

A knowledge of the games of softball and baseball will be used more' in the years following junior high school graduation than any of "

the other sports in the program. Continued playing of baseball for a number of years is possible and for those not agile enough to play base­

ball, softball play has received increased emphasis. Softball is not

necessarily an old man's game as some very fine athletes play it, but

it offers more to the man who is slowing down than does baseball. :

Creation of an interest either in softball or baseball should have much

carry-over value. ■

Track holds probably the least future use of any of the sports in

the program. Its highly specialized nature is such that little use for

it beyond high school days will be found, although the physical fitness 82

required to excel in track and the personal competition involved tend to make it valuable.

A great many people will find insufficient or no attraction in later life to the four sports included in the Tucson program and will- derive.greater pleasure from, other less active types of.recreation.•, _

Although those other things are not included in the after-school activ­ ities of the Tucson junior high schools, they are not being neglected- as such things as shuffleboard. horseshoes, badminton, tennis, volley ball, square dancing, and ballroom dancing are included in the various physical education programs and i n •intramural programs. It has been suggested that interschool competition be carried on in midget golf or bowling, but the expenses involved make such games prohibitive to most of the boys. ■ -

Whether the boy will compete later in life in sports which he discovers in the Tucson program will depend upon his own physical con­ dition, the type of work he does, and the community in which he lives.

It is likely that he will play more softball than anything else offered

in the program; some baseball and basketball, a little touch football,

and engage in almost no track and field activities. Whether he com­

petes later in sports or not, the playing of them in junior high school

should create ah interest in sports and competition that will enable

him to derive a greater amount of pleasure from the following and

observing of the games. CHAPTER VII

' ' ■ • :: • SUMMARY ' '■ '

As previously stated, this study has dealt with the Tucson junior high school program of athletics that is carried on in the hours follow­ ing the end of the regular school"day. The plan consists of a program of varsity sports and another program called the After-school League in which junior high school boys, regardless of their athletic competence, may participate. The programs include competition' in touch football, basketball, baseball, softball, and track.

. , Conclusions., -

The Program as Developed in School:

1. The athletic program in the Tucson junior high schools has been developed by the Tucson Schools in cooperation with the City Recreation

Department. . ,

2. The Recreation Department, in 1932, sponsored ttye After-school

League to supplement, the varsity program then, being offered at the junior high schools. ; ......

3. The coaches at the junior high schools,-almost from the begin­ ning, assumed much of the responsibility for the operation of the After- school League,. . . . < , - ...

It. In l?ltli, the junior high school coaches abandoned most of their varsity athletic program in order to concentrate.their efforts on the After-school League.

5. In 19h9> a second coach was added at each junior high school 814

making possible the expansion of the varsity program. -

6. The combined Varsity and After-school League program is today largely, under the supervision of the Tucson Schools, but remains a cooperative enterprise between the Schools and the City Recreation

Department of Tucson.

The After-school League Program:

1. Teams in the After-school League are placed in A, 3. C, or D classes. : '

2. The class in which a boy plays is determined by his size and, to a certain extent, his age.

3. ;;Under the supervision of the coaches, the boys organize their

own teams for participation.in the After-school League.

lu There is no limit to the number of teams a school may enter in

the After-school League.

. S* After-school League teams play their games on the various

school grounds or in areas provided by the City Recreation Department.

6. In playing games, the boys on these teams must arrange their

transportation, be responsible for their conduct both going to and

returning from the games and during the games.

?• An elected captain or manager is in charge of the team during

the game. : : . ; '

8, The coaches in charge of teams in the After-school League act

as officials for the games.

9. An extensive program, aimed at sportsmanship promotion, has

been used in this league for the past several years. 85

10. An Athletic Council, on which each' school is represented by- two boys, governs the After-school League.

11. The Council has been given broad powers to deal with discip­ linary problems and other matters arising out of competition in the

After-school League. " _ ■ -

The Varsity Program: ■ - • - . ■. - .

1. A Policy Committee, composed of one junior high school princi­ pal, one junior high school coach, and the program director, establishes general policies for the administration of the.Varsity League. ;

2. The coaches assigned to varsity teams select the members of . their squads on the basis of the athletic ability of the boys.

3. The varsity coach is in charge of his team throughout the

season, i conducts the practices, arranges transportation, and is with

the team at all;games.

It. At most of the schools, the two coaches divide by seasons the work of coaching varsity teams or taking charge of teams in the After­

school League. :

5. Members of varsity teams must meet weekly scholastic eligibil­

ity standards in order to compete. *

6. A junior high school boy is eligible for competition in varsity

sports only during the first six semesters that he is in junior high .

school.

7. A boy who has reached his seventeenth birthday is not allowed

to compete in varsity sports.• -

8. The Tucson Senior High School cooperates with the junior high 86

schools by staging tournaments in basketball and baseball, and by con­ ducting the annual track meet.

... Objectives:

1. The. objectives of the Tucson junior high school athletic pro­ gram are established in order to implement the philosophy that partici­ pation in such athletic programs, in a democratic society, is the right of every boy who wishes to take part, whether he be physically highly skilled or whether he be low in this ability.

2. Those in charge of the Tucson program seek to make it possible for a-boy to find satisfaction and interest in sports, by participating with boys of corresponding size, maturity, and ability.

3. It is felt that a boy should be allowed to develop his leader­ ship ability, his ability to follow intelligently, his sense of sports­ manship and fair play.

lu An attempt is made to offer intelligent guidance and counseling to these junior high school boys and to allow them to have a part in determining some of the policies governing the operation of the program.

5. A junior high school athletic program should include the pro­ motion of desirable health habits.

6. The varsity, phase of the program seeks to offer further

instruction and training to those boys possessing higher athletic abil­

ities.

Evaluation:

1. The objectives of the Tucson program appear to be in harmony with the current opinion of the authorities in the field of health, 87

physical education, and recreation.

2. Approximately 39 percent of the boys in the Tucson junior high schools participated in the athletic program during 19149-19$0.

3. - The percentage of participation could probably be raised if ' - the program were more of an intramural nature than the interschool com­ petition that now exists.

I4. The problem of transportation is one of the most serious matters confronting the After-school League.

5. In Tucson it is thought that there are advantages in inter­ school competition that cannot be gained through a purely intramural program.

6. Newspaper coverage given to the program tends to indicate that the activities occupy an important position in the lives of the boys who are participating*

74 Although the boys appear eager to receive the awards offered

for athletic competition, it is felt that these awards have little to

do with attracting boys into the program.

8. The program offers an opportunity for boys to develop their

leadership ability.

9. There is limited opportunity for the development of officials

in the program.

10. The ability to learn to follow intelligently can be developed

by a boy taking part in the program.

11. The athletic program appears to be a contributing factor to

the development of good citizenship. 88

12. :Although some effort Is made to promote health habits and insure against injury, the program falls■short in"this phase because of the lack of facilities, first aid equipment, and accident insurance.

13. An interest in sports and some carry-over value may be gener­ ated by boys participating in the program. ■ ^ ■

r, - j ■ ■ 1.j.- W- , Recommendations

As a result of the study of views taken by leaders in the field of health, physical education, and athletics, and a close observation of the program in Tucson, the following recommendations are made:

1. That the philosophy calling for broad participation continue

to be the main point of the program.

2. That a continuous effort be made to make possible a higher

percentage of participation than now exists.

3. That the varsity program also be continued to satisfy the rdshes of those boys with greater athletic potentialities.

lj. That, where possible, programs of intramural sports be expanded

to offer greater participation opportunities to those boys not able to

compete in after-school athletics.

5. That care be exercised in the conducting of the varsity games

in order to guard against some of the evils resulting from an over­

emphasis on winning.

6. That steps be taken to meet the need for more courts, fields,

and diamonds which will become greater if the program is to expand.

7. That adequate shower and dressing room facilities necessary to

such a program be provided. 89

8. That first aid equipment be available at all games and that investigation of athletic insurance be made and, if found feasible, such a policy be adopted and set up.

9. That school administrators consider the assigning of additional qualified teachers, other than the physical education staff, the duty of working in the junior high athletic program.

10. That further study of the health and maturity of the boys in the program be carried on.

11. That constant study of the entire program and its needs be made to correct weaknesses that appear and to take advantage of any possibilities for improvement.

219186 BIBUOGRAFHY

:: ;.. % : : A. ' Books

1. Bowen, Wilbur P. and Mitchell, Elmer D« - The Theory of Organized Play A. S. Barnes, Mew York, 1936.

2. Cheneweth, L. B.- and Selkirk, T. K. School and Health Problems Appleton-Century-Crafts, Inc., New York, 19^7•

3. Cole, Luella, Psychology of Adolescence Farrar and Rinehart, New York, 1936.

In Evans, Ruth E. and Cans, Leo Supervision of physical Education McGraw-Hill Book Co., New York, 1950.

5. Forsythe, Charles E. The Administration of High School Athletics Prentice-Hall, New York, 19h8. —

6. Kennedy, Charles W. ■ Sport and Sportsmanship Princeton University Press, Princeton, 1931.

7. Leonard, Fred E. History of Physical Education Lea and Febiger, Philadelphia, 1927.

8. Nixon, Eugene W. and Cozens, Frederick W. An Introduction to Physical Education W. B. Saunders Co., Philadelphia and London, 19bl.

9. Schnell, Dorothy. M. Characteristics of Adolescence Bangers Publishing Company, Minneapolis, 19b8.

10. Steiner, Jesse Frederick, Americans at Play McGraw-Hill, New York, 1933•

11. Williams, Jesse F. Organization and Administration of Physical Education The MacMillan Company, New York, 1922. (

91

12. Williams, Jesse F. and Hughes, William L. Athletics in Education W. B. Saunders Company, Philadelphia and London, 1930.

13. Williams, Jesse F. Principles of Physical Education W. B. Saunders Company, Philadelphia and London, 191+2.

B. Periodicals lit. Bennett, Bruce L. "Physical Education and Social Living in The Secondary School" Journal of Health and Physical Education, 20:U52-lt53> (Septem- berj 1949).

1$. Bowlby, C. L. "I'm Beginning to Hate Basketball" Clearing House, 20:9-11, (September, 19U5).

16. Brace, D. K. "Physical Fitness in Our Schools" ' American School Board Journal, 109:28-29, (August, 19ltU).

17. Burgoyne, Leon E. •JA Football Program For Junior High School" Athletic Journal, 30:32, (October, 19lt9).

18. Editorial "Athletics A Part of Education" Athletic Journal, 30:18, (October, 19lt9)«

19i Erdman, Bernard "A Plea For Sportsmanship" Athletic Journal, 30s57-60, (October, 191+9 )•

20. Gay, Naidene - "Trophy For Sportsmanship" Clearing House, 2l+:31-33, (September, 191+9).

21. Geiger, Vincent "Football In Junior High Schools" Clearing House, 9:11+9-151, (November, 1931+).

22. Knapp, Clyde and Combes, Harry "Basketball For Elementary School Boys" Athletic Journal, 30:51-52, (January, 1950). 92

23. Lauchner, A. H. ' . MBoys in Grades Exploited For High School Teams*1 Clearing House, 23i 133> (Novaiiber, 19b9). : • , •

2U. Lownan, C. L. MA Consideration of Teen-Age' Athletic Journal of Health and Physical Education, 12:398-399, (Septem- * her, 19Ul).

2$. Lowan, C. L. ■ "The:Vulnerable Age" - . :. Journal of Health and Physical Education, 18:635, (November, - 19^7).

26. Mason, Kenneth Yf. ' ■ :' . ' • "Junior High Athletic League" ; , Clearing House, 2li:90-92, (October, 19h9).

2?. Moeller, Winton L. ' ' • "Postv/ar Planning For High School Athletics" . - American-School Board Journal, 109:31-32, (September, 19Wt.

28. Moulton, Gertrude E. ' * "The.Relationship of Physical Education to Health Education and to Recreation" - Journal of Health and Physical Education, 10:571, (October, 191:7).

29. Norman, R. B. : ! . ’ i , . ', "ifliat Devices For Recognizing and Encouraging Student Achievement?" . National Association of Secondary School Principals Bulletin, 33:13b, (May, 1919). " ~

30. Oberteuffer, Delbert "Sportsmanship - Whose Responsibility?" National Association of Secondary School Principals Bulletin, 32:9-22, (October, 19^8).

31. Propeck, George "Play Teaches Sportsmanship" Nation's Schools, 38:1:5, (December, 19ii6).

32. Rogers, E.-R. , . . . ’' • . ' - "Amazing Failure of Physical Education" American School Board Journal, 109:17-19, (December, 19W:).

33. Scott, Harry A. : "Observations on Competitive Sports" . . * . - Journal of Health and Physical Education, 8:60l:-605, (December, 1937). - ' -' ' ■■ 93

3it. Steinhaus, Arthur H. "Common Ground", Journal of Health and Physical Education, 19t25>3, (April, 19U8).

35>. Steinhaus, Arthur H. "Health Education in The United States" Journal of Health and Physical Education, 20:305-306, (May, 19lt9).

36. Sulzbach, Wilbur R. . . . "For More Democracy in Junior High Athletics" School Activities, Il:lit9-l50, (December, 1939).

37. Troester, Carl A. * "The Babe Ruth Sportsmanship Program" Journal of Health and Physical Education, 21:223* (April, 1950).

38. Uhler, W. p. "So This is Education" Journal of Health and Physical Education, 20:6itit, (December, 19lt9).

39. Veenker, A. R. "Improving Sportsmanship at Interschool Games" National Association of Secondary School Principals Bulletin, 29:02, (February, 19U9).

i;0. Welsh, Ray "A Team For Everyone and Everyone on a Team" School Activities, 15:153-15U, (January, I9I4I4).

hi. Werner, George I. "Interscholastic Athletics" Journal of Health and Physical Education, 19:h66-h67, (Septem- ber, 19h0).

h2. Wiberg, V. J. "No Varsity Sports" Clearing House, 13:78-80, (October, 1938).

C. Publications of Learned Societies

h3. Committee Report, American Association For Health, Physical Educa­ tion, and Recreation "Health and Physical Fitness For All American Children and Youth" Journal of Health and Physical Education, 17:3-h, (January, 19h6).

hh. Committee Report, American Association For Health, Physical Educa­ tion, and Recreation "Suggested School Health Policies" Journal of Health and Physical Education, 17:lhh-lh5, (March, 19h6). • - V- . ■t.':; ' - ' " . - .. u$. C oinraittee - Report, j tion, and Recreat: “Cardinal Athletic Journal7wrr of Health and b6. "Guiding Principles Athletic Program in Junior High Schools : . .. ..^ . .. . in Michigan* Michigan High School Athletic Association (December, 19^9) - (Original source unobtainable)...... 1(7. Resolution on Interscholastic Athletics For Boys of Junior High School Age, Approved by Representative Assembly of The American >; Association For Health, Physical Education, and Recreation, April 22, 1938 at the Atlanta, Georgia Convention. . Journal of Health and Physical Education, pfWG, (October, 1938).

: : A h: \, D. Newspapers' ■ ■ : '

b8. Arizona Daily Star, January 16, 1932.

1(9. Arizona Daily Star, January 21, 1932.

30. Arizona Daily Star, January 28, 1932.

31. Duncan, Arnott • , ‘ "Dunkin' With Dune" ' _ Arizona Daily Star, January 20, .19it?.

E. Reports of Meetings .

52. Minutes of Meeting - • . Tucson Junior High School Athletic Council, October 1$, 1930.

33. Minutes of Meeting : ; 1 ' _ : • . • Tucson Junior High School Athletic Council, January 28, 1939*

5U. Minutes of Meeting ' v Tucson Junior High School Athletic Council, April 8, 1930. EXHIBITS

VICTORY DRIVE—Jim W ashington of Dunbar Junior high drives across the finish line to win the 50-yard dash in yesterday's first annual Sunshine Kiwanis club relays. Safford won the meet. (Levitz P h o t o .) Arizona Daily Star, April 22, 1951

Monday Mansfeld Tea Cupe vs. Mansfeld Trojans Gunter Catalina's at Mansfeld; Catalina Cougars vs. Csts- Safford Downs line Hot Shots et Catalina: Mansfeld Jaguers vs. Dunbar Red Rooster* at Man Of Hour’ Dunbar. Roskruge, 4-2 Tuesday Wakefield vs. Mansfeld (varsity base­ Joe Gunter is Catalina’s “man ball) at Mansfeld: Wakefield Warriors vs. Safford maintained the lead In Safford Thunderbirds at Safford: Safford of the hour" today after his one- the junior high school varsity base­ Vampires vs. Wakefield Panthers at man exhibition that led his school ball league yesterday with" a 4-2 Eagle; Safford Huskies vs. Catalina decision over Roskruge. It was Sal­ Jokers at DeAnxa; Mansfeld Caliche Kids to a 6-1 victory over M ansfeld yes­ vs. Catalina Skunks at Catalina: Wake­ terday in a junior high school ford's fifth win against one loss. field Termite* vs. Roskruge Midgets at varsity baseball tilt. Henry Romero pitched all the Wakefield. way for Safford as did Ben Car­ Wednesday "Smiling Joe" had quite an after­ Mansfeld Jaguars vi. Mansfeld Raxor- bajal for the losers. Romero gave backs at Mansfeld: Mansfeld Punks vs. noon • for himself as he threw a up four hits and Carbajal six. Of Roskruge Rarlqk Indians at Safford: Saf­ three-hit pitching performance at ford Sharks vs. Dunbar Cobras at Eagle: Mansfeld, struck out nine over the total of six runs scored, three Roskruge Robins vs. Roskruge Flames at of them came on four baggers. DeAnxa; Roskruge Hawke vs. Dunbar the seven-inning route, and ham­ Angel Miranda had one for Ros­ Hepcats at Dunbar: Wakefield Jaguars vs. mered out a long grand-slam home Wakefield Panthers at Wakefield; Cata­ run in the fifth frame. Manny kruge and Gilbert Gomez and lina va. Roskruge (Arsity baseball) at Freddie Pain got one each for Saf­ Oury. Felix gave up only five hits to f o r d , Thursday the winners, but his frequent walks Safford vs. Mansfeld (varsity baseball) kept him in trouble. .N ext w eek’s schedule: at Mansfeld; Safford Junior Jets vs. Wakefield Termites at Safford; Mansfeld The Mansfeld Caliche Kids, a Rockets vs. Dunbar Apaches at Eagle; Northern C softball team, fared Martsfleld Blues vs. Catalina Cougars at DeAnia: Catalina Eagles vs. Catalina better than their baseball playing Skunks at Catalina; Roskruge Midgets vs. brothers as they continued un­ Dunbar Cobras at Dunbar; Wakefield beaten in their loop with a con­ Warriors vs. Roskruge Mustangs at Wake­ field. vincing 16-0 victory over the Dun­ Friday bar Red Roosters. Jerry McCoy- Mansfeld Mustangs vs. Mansfeld Eagles hurled a no hitter for the Kids. , st Mansfeld; Dunbar vs. Wakefield (varsity baseball) at Wakefield

Tucson Daily Citizen Tucson Daily Citizen April 20, 1951 April 21, 1951 96

Wakefield Rally Edges Roskruge W akefield pushed across a run In the bottom of the seventh inning yesterday to take a 10-9 decision over Roskruge in the junior high v a r s i t y b a s e b a l l competition W ednesday. The lead had changed hands several times during the tilt, but the win weht to Wakefield when David Carocl singled to Doug Bell across the plate. , Bob Quintero was the winning pitcher while being touched for 12 hits by the losers. W akefield gar­ nered seven hits off the combined offerings of Simon Carranza and Ben Carbajal. Doug Bell homered for W akefield and Hector M artinez hit a round-tripper for Roskruge. In Southern C league softball, the Roskruge Midgets saw their su­ premacy seriously challenged by the Safford Panthers who finally fell 11-10. Nacho Rosas pitched all the way for the winners and gave up 13 hits while his mates were collecting only five off Eddie Lo­ pez. However, Rosas received bet ter support than did Lopez and was not so liberal with free passes to first as was Lopez. In the A league, the Catalina Jokers stayed in a tie for second place with a 10-2 victory over the D u n b a r Apaches. Whlld Dail Slaughter was holding the Apaches in check with seven-hit hurling, his m ates were hitting the slants of George Nash freely. David Krzyza- nowski hit a home run for the Jokers while Nash had one for D u n b a r . Charley Green pitched a one-hit KINDA HIGH—Jerry W amsley, Catalina junior high school high game to lead the Dunbar Cobras jumper, looks up at the bar far above his head quizzically. He’ll to a 10-0 trium ph over the Safford enter the high jump for Catalina Saturday in the first annual Sun­ Junior Jets. In addition, the crafty shine Kiwanis club relays. Junior high teams from throughout the hurler banged out three hits in city will enter the meet. (Levitz Photo.) three trips to the plate. Bertram Preston homered for the winners. In lower C com petition, Bob Coff­ Arizona Daily Star man tossed a six-hit game to pace April 19, 1951 the Mansfeld Eagles in their 7-3 win over the Roskruge Tail Pull­ ers. It was the first loss of the season for the Tail Pullers.

Tucson Daily Citizen April 20, 1951