DOCUMENT RESUME

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TITLE Recreaticn Prcgram leadership; A Suggested Twc-Year Post High Schcol Curriculum. INSTITUTION Office of Education (DHEW), Washington, E.C. Div. of Manpower Develcpment and Training. Repert Nc CE-87042 Put Date 69 Note 94p. Available from Superintendent cf Documents, U.S. Government Printing Office, Washington, E.C. 20402 (PS5.287:87042, $1.00)

EDRS Price ERRS Price MF-$0.50 HC Not Available from HES. Descriptors *Curriculum Guides, Curriculum Planning, Fcst Seccndary Education, Prcgram Develcpment, *Prcgram Guides, *Program Planning, *Recreation, Recreational Activities, Recreational programs, *Technical Educaticn

Abstract This curriculum guide will aid administrators, supervisors, and teachers inpost-high school institutions in planning and implementing programs designed tc train recreation Prcgram leaders. Ccntentsof the suggested 2-year curriculum cover: (1) tackgrcund of the program,(2) general considerations such as selection of students, faculty, advisory committee, andinstructional materials needed,(3) general curriculum information, (4)a secticn of course outlines, including hoursrequired, course descriptions, majordivisions, and suggested references,(5) equipment, facilities, and costs, and (6) lists cf references, films, and filmstrips. Courseoutlines arc given fcr:(1) Introduction to Recreation Services, (2) Grcup Leadership,(3) Prcgram Planning and Organization, (4) Sccial Recreation,(5) Cutdoor Fecreaticn,(6) Arts and Crafts,(7) Individual Lifetime SpIts, (8) Team Sports, (9) Water-Related Sports, (10) Drama,(11) Music,(12) Folk, Square, and Sccial Eancingv and (13)Field Work I, II, and III. Appendixes include listingsof related agencies, a sample job description, periodicals and professional journals, sample ccritracts and reports, and rating forms. The guide is illustrated with charts,graphs, and diagrams. (AW) 0 .7 ...."'-e",\t'Mrt'''Yr,""°""V""lqr,mgw.rev-,w,nvs,;Tr/.^^-,n,.,o,,--,,',"4,r-r,--,' D 0 3 4 0 3 8 i

DISCRIMINATION PROHIBITEDTitle VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Therefore, any program or activity receiving financial assistance from the Department of Health, Education, and Welfare, must be operated in compliance with this law. CO 0E-87042 ON 0 0E/4 AV4 P a* 0reN tJJ aII Ili.. r U

A Suggested Two -rear Post High School Curriculum

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education

ROBERT H. FINCH, Secretary James E. Allen, Jr., Assistant Secretary and Commissioner of Education

Grant Venn, Associate Commissioner Bureau of Adult, Vocational, and Library Programs Division of Manpower Development and Training

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY. Superintendent of Documents Catalog No. FS 5.287: 8704f.

U.S. GOVERNMENT PRINTING OFFICE WASHINGTON :1969

For sale by the Superintendent of Documents, U.S. GovernmentPrinting Office Washington, D.C. 20402 - Price $1.00 foreword

Substantial changes in the last decade have brought This suggested curriculum guide was prepared to about better transportation, better communications, assist administrators, supervisors, and teachers in post and other social welfare developments and services high school institutions in training people to become which have given the average American more money recreation program leaders (associate recreation pro- to spend, better health: and more leisure time. With fessionals). The suggested two-year curriculum in- the increase of leisure time and the population growth cludes course outlines, facility layouts, equipment lists, in all age groups, the demand for recreation activities textbooks and reference lists, and other teaching aides. has expanded greatly. The Division of Manpower Development and Train- The proper use of leisure time is a matter of recrea- ing determined that a major contribution could be tional education which must meet the increasing de- mand for recreational facilities and services. It is es- made by developing this two-year post high school cur- sential that an adequate number of personnel be riculum. As a result, entry level occupations in this trained to guide individuals in the development of field can be identified for future training programs, constructive, wholesome, and meaningful activities. thereby providing an opportunity for vertical mobility.

HOWARD A. MATTHEWS, GRANT VENN, Director, Division of Manpower Associate Commissioner for Adult, Development and Training. Vocational, and Library Programs.

ill acknowledgments

The U.S. Office of Education, Division of Manpower Development and Training, recognizes the valuable contributions the following persons made in the detailed review of this publication:

Edith L. Ball H. Douglas Sessoms Professor of Education Chairman, Recreation Curriculum New York University University of North Carolina New York, N.Y. Chapel Hill, N.C. John J. Collier James D. Stinchcomb Public Affairs Specialist Director cif Parks and Recreation American Association of Junior Colleges Anaheim, Calif. Washington, D.C. Thomas S. Foster Louis F. Twardzik Coordinator, Recreation Leadership Associate Professor, Department of Resource Develop- Greenfield Community College ment Greenfield, Mass. Michigan State University East Lansing; Mich. Donald E. Hawkins Peter J. Verhoven, Jr. Project Director, National Recreation and Park Asso- Division of Recreation cation University of Kentucky Washington, D.C. Lexington, Ky.

The Office of Education also appreciates the constructive criticism made by staff from the following institutions:

Los Angeles Pierce College Miami-Dade Junior College Woodland Hills, Calif. Miami, Fla. Merritt College Wilson Junior College Oakland, Calif. Chicago, Ill. Pasadena City College Baltimore Junior College Pasadena, Calif. Baltimore, Md. San Fernando Valley State College Erie County Technical Institute Northridge, Calif. Buffalo, N.Y. San Jose State College Monroe Community College San Jose, Calif. Rochester, N.Y.

v contents

Page Foreword iii

Acknowledgments v

Background 1

The Recreation Explosion 1 The Personnel Problem 3 Replacement Needs 3 Projected Needs 5 Job Possibilities for the Associate Professional 6

General Considerations 10 Advisory Committee 10 Faculty 11 Student Selection 12 Student Advising 12 Student Recognition 13 Placement and Follow-up 13 Textbooks, References, and Other Instructional Media 13 Library 14

The Curriculum 16 Course Content 17 Program of Study 17 Brief Descr!ption of Courses 18 Field Work 19 Specialization 20 Suggested Continuing Study 21 Other Considerations 22

Course Outlines 23 Introduction to Recreation Services 23 Group Leadership 25 Program Planning and Organization 27 Social Recreation 29 Outdoor Recreation 30 Arts and Crafts 32 Individual Lifetime Sports 34 Team Sports 36 Water-related Sports 38 Drama 39 Music 40 Folk, Square, and Social Dancing 41 Field Work I, II, and III 42 vu Page Facilities, Equipment, and Costs 49 General Planning Considerations 49 Office and Classroom Spaces . 49 Arts and Crafts Laboratory 49 Guidelines to Planning 52 Equipment and Suprlies 54

Texts and References 56

Films and Filmstrips 58 58 Films 58 Filmstrips 63 Appendixes A. A Partial Listing of Recreationand Related Agencies andOrganiza- 63 tions B. Sample Job DescriptionAssociateProfessional Recreation Program Leader 66 C. Periodicals and ProfessionalJournals 67 D. Agency Acceptance of FieldWork Student 69 E. Contract Between Agency andInstitution 70 F. Student Weekly Field WorkReport 71 G. Agency Supervisor's FinalReport 72 H. Rating Form for AgencySupervisors 73 I. A Partial List of Suppliers ofRecreation Equipment and Supplies. 78

viii background

The Recreation Explosion for employment, during employment in training for additional skills, and after employment in adult educa- Since the end of World War II, there has been a rec- tion courses. With education has also come a growing reation explosion in the United States. This is evi- awareness of the values ofphysical and mental fitness denced by the demand for more recreation facilities, and, hence, increased participation in all types of the increasing clamor for more leisure time activities, recreational activities. Affluence has provided the the growing rate of expenditures for these services by mobility of the automobile. In 1910, when transpor- all levels of government, the rising interest in spectator tation was in the horse and buggy stage, the average today, the events, and the growing concentration of news media person traveled only 500 miles per year; than 5,000 miles an- on recreation topics. average American travels more The increased interest in recreation may be attri- nually, and this total is increasing rapidly. buted in part to such socio-economic factors as popula- Together with new scientific, economic, and social tion growth, more leisure time, urban concentrations, advances, these several factors, working separately or wiser use of income, greater mobility, better education, in combination, have motivated more Americans than and improved health. ever before to actively seekrecreational opportunities. Since 1945, the number of Americans has increased For the most part, Federal, State, and local park and from 140 million to more than 200 million. Although recreation agenciesas well as voluntary, industrial, all age groups have increased in number, the greatest commercial, and church organizationshavere- growth rate has been among persons under the age of sponded well to this challenge. At all government levels, 25 (who are the most active) and over the age of 65 the amount of time, money, and labor spent on increas- (who have the most leisure) . Population growth has ing and improving facilities and programs has been been predominant in the metropolitan areas where spectacular. The number of Federal agencies con- more than 70 percent of allAmericans now reside. cerned with recreation and park matters increased Those living in crowded urban areas have been de- from 13 in 1960 to more than 80 in 1968. All 50 States manding open space, park and recreation facilities, are embarked on massiverecreation programs, and the and more and better recreation services. trend toward centralized, more efficient community Because the cost of necessary goods and services has park and recreation services is increasing each year. risen much less rapidly than the increase in salaries, More Federal recreation lands are being acquired most Americans now have more discretionaryincome and better highways are now available to provide easy than ever before and they are spending a larger portion weekend access for most Americans. States, counties, of their earnings for recreation. At the present time, and cities are obtaining new lands for local use at a some 100 million Americans arespending $50 billion rapid rate. In 1950, cities and counties reported about a year on outdoor recreation alone;and projections 650,000 acres for public recreational purposes; in 1965, indicate that by 1980, this amount will reach $100 these reported areas had increased to nearly 1.5 mil- billion. Greater production efficiency has created in- lion acres -- -a threefold rise in 15 years. Government creased leisure. For the first time in history, individuals spending for recreation has been equally spectacular. in a society have more free hours than working hours From 1955 to 1964, State spending alone jumped from in their lifetimes. Today's Americans are spending $87 million to $248 millionan increase of almost 300 nearly half their lives in educational preparation for percent. (See figure 1.) Local spending was even more employment or retirement. As individuals in the work astounding. In 1940, communities spent $31 million force, they average less than 40 hours of work per for recreation; in 1965, it was $905 millionalmost 30 week and some 20 to 30 days of paid vacation each times more money in 25 years. ( See figure 2.) year, in addition to their regular paid weekendsand According totill.National Planning Association holidays. Many people are also better educated than (National Economic Projections to 1977/78, Report previously. They spend more time in school preparing No. 67NI),government recreation expendituresin

349-942 0 - 69 - 2 1 1964 1955 1960 TOTAL $247.3* TOTAL $86.5* TOTAL S151.7*

527.8 CAPITAL EXPENDITURES

$67.7 OPERATIONS AND MAINTENANCE

ONLY, THUS, THIS FIGURE DOES NOT RECONCILE WITHTOTAL OF CAPITAL AND OPERATIONS EXPENDITURES. SOME AGENCIES REPORTED ONE EXPENDITURE CATEGORY FIGURES IN MILLIONS OF DOLLARS.

FIGURE1.State expenditures, 1955-64.

CITY COUNTY TOTAL CITY & COUNTY TOTAL $709.3* TOTAL $195.7" TOTAL $905.0*

SHADED AREA REPRESENTS PORTION OF CURRENT EXPENDITURES USED FOR SALARIES AND WAGES. FIGURES IN MILLIONSOF DOLLARS. *TOTAL EXPENDITURES DO NOT RECONCILE WITH SUM OF CAPITAL OUTLAYS AND CURRENT OPERATIONS SINCE SOME AGENCIES DID NOT BREAKDOWNCURRENT EXPENDITURES

FIGURE2.Local expenditures for parks and recreation, 1965.

1966 reached $1.4 billion and by 1977 are expected to ation buildings more than tripled; and indoor recre- be $4.4 billionan average annual growth rate of 11.0 ation centers increased fourfold. percent. Expenditures for the private nonprofit sector The future looks even brighter. The U.S. Bureauof were estimated by the BattelleMemorial Institute to the Census estimates that, by the year 2000, theAmer- increase at an average annual rate of 4.69 percent for ican population will increase to nearly 350million, 1967-1980; the commercial recreation sector expendi- spending will triple to more than $1.5 trillion,and tures were expected to increase by 2.54 percent annu- nearly everyone will have the equivalent of almost two ally over the same period. months more of leisure time each year. Applied to Recreational facilities have also shown a rapid recreation, these figures would mean thatAmericans growth rate. In the 10-year period between 1955 and will require a minimum of three times as many recre- 1965, the number of local community tennis courts, ational programs and facilities as are availabletoday. softball diamonds, and baseball diamonds increased by Americans participated in recreational activities one-third. During the same period, the number of golf nearly five billion times last year. By the year2000, courses and outdoor swimmingpoolsboth requiring there will be more than 300 million Americansesti- major capital investmentsmore than doubled; recre- mated to participate in recreational activities12 billion

2 times; and many authorities consider thisprediction to individuals with formal education in recreation to fill recreation leadership positions. A great many of these be conservative. The increasing affluence of Americansociety can be positions could be adequately filled by associate pro- either a blessing or a handicap,depending on the fessionalsindividuals graduating with recreation pro- way it is used. IfAmericans use their leisure merely to gram leadership coursesfrom a postsecondary insti- "soak up" pleasure, their society willdecline as a dy- tution. namic civilization. But if Americans usetheir leisure The number of persons employed in providing rec- in productive waysto improvethemselves, their en- reation services today has been increasing at a steady vironment, and their social institutionsthentheir and rapid rate. An example of this growth is shown in society will continue to progress. the recreation employment of local government units. As a motivating force in Americansociety, the recre- (See figure 3.) ation movement can help channel everyonetoward a In 1940, reporting communities listed only 24,000 recreation and park professionals; in 1965, there were more constructive,wholesome, and meaningfullife. This will require individuals who are notonly trained l20;000 almost five times as many in a 25-year in the technical aspects of their field,but in leadership period. as well. It iswith these two criteria in mindthat this two-year post high schooleducational curriculum is designed. Replacement Needs

In 1967, the National Recreation andPark Asso- The Personnel Problem ciation estimated that the number of full-time and part- time professional and associate professional person- (pub- Despite the phenomenal growthin the number of nel required by all park and recreation agencies 215,790. new recreationfacilities and programs, therecreation lic, private nonprofit, and commercial) was movement in the UnitedStates has been somewhat Over 66,000 of these positions would requireassociate curtailed by the shortage oftrained recreation per- professional personnel such as are trainedthrough replace- sonnel. Today's extensive recreation programsrequire postsecondary recreation programs to meet quality leadership and technicalexpertise. Previously, ment needs. (See figure 4.) is expected recreation agencies could be staffedwith volunteers, The demand for associate professionals This can be attrib- teachers on summer vacations, or personswith limited to continue for many years to come. services, recreation knowledge and skills.Employers now seek uted to the growing demand for recreation

Thousands 140 140 130 130 120 120 - 110 110 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 1960 1965 1940 1945 1950 1955 FIGURE 3.Number of local recreationand park employees, 1940-65. 3 PROFESSIONAL PERSONNEL. 1967 148,948

ASSOCIATE PROFESSIONAL PERSONNEL,1967 66,842

i-

Therapeutic Recreation, 4,645, 2.15%

Park/Resources, 3,759, 1.74%

Camping, 1,473, 0.68%

Others, 268, 0.12% associate professional personnel to meetreplacement needs, 1967. FIGURE4.Estimated full-time and part-time

4 but also to the apparent emergence of the leader roles as parks and recreation, assuming that theratio of per- distinct from the roles of administrator and consultant, sonnel to anticipated expenditures willremain con- both in level of responsibility and in educational re- stant through 1980. Projections werebased on figures quirements. supplied by the National PlanningAssociation (Na- The consultant is primarily concerned with stimu- tional Economic Projections to1977/78, Report No. lating services and training persons to provide program 67N-1) which showed that governmentrecreation direction. For these purposes, the consultant needs expenditures are expected to soar from$1.4 billion in skills in program evaluation, group processes, and 1966 to $4.4 billion in 1977an averageannual growth community organization. The administrative role in- rate of 11.0 percent.Expenditures for the private non- cludes the overall direction of a department or agency, profit and commercial recreation sectors werebased including the hiring and supervising of staff, coordi- on projectionsfrom the Battelle MemorialInstitute, nation of activities, and liaison with other organiza- Columbus, Ohio. tions and groups. These two roles normally require four years or more of formal education. The role of the leader requires only minimal admin- Target istrative and supervisory responsibilities and involves based upon the more of the planning, organizing,and conducting of Projections in this category were method, then various recreation activities in a number of program projections made under the judgement productivity of em- areas. This face-to-face leadership rolehas been recog- adjusted to allow for increased nized as one which associate professionals with two ployees. ( See figure 5.) years of formal education in apostsecondary institu- If the judgement projectionmaterializes, the num- tion can perform. Persons graduating as associate pro- ber of personnel employed inparks and recreation by fessionals in the future will find a wealth of employment 1980 will reach 2,144,000 persons,of whom some 750,- opportunities that are both financially rewarding and 000 will require two or more yearsof formal higher projection personally satisfying. education. Even the most conservative To determine the number and kinds of personnel (status quo) indicates that 1,158,000personnel will be needed through 1980, a nationwide survey wasunder- needed in 1980, some 260,000 ofwhom will require at taken in 1967 by the National Recreation andPark least a two-year postsecondaryeducation. Association (NRPA), the largest private nonprofit The survey also included a questionnaire toinstitu- service organization serving the park and recreation tions of higher learning to determinepark and recrea- field. (See appendix A. ) tion curricula expansion by 1980and the number of graduates expected. As figure 6 indicates, the numberof two-year pro- gram graduates isanticipated to increase from 306 in Projected Needs 1967 to over 12,000 in 1980. Bycomparing the man- power demand withthe supply estimates for two-year To forecast personnel trends, NRPA used three graduates, the personnel gap becomes obvious.To meet methods of projection: future recreation manpower demands,therefore, will necessitate a comprehensive training program onthe Status Quo part of two-year postsecondaryinstitutions as well as four-year colleges and universities, andpublic and Projections in this category were based upon pop- private agencies. This program will requiretraining of ulation growth. Population figures were based on the short-term training pro- "Series B Projections" o': the United StatesBureau of all types: formal curricula, inservice and other continuingeducation the Census (Population Estimates, Series P-25,No. grams, courses, and manyother training efforts. Even with 381, December 18,1967) . such a concerted effort toincrease both the quantity and quality of educationalopportunities, it can be Judgement anticipated that there will be a surplusof employment These projections were based upon the average an- opportunities for qualified associaterecreation profes- nual rates of government expenditure increasesfor sionals for many years to come. 5 1967 1970 1975 1980

CURRENT STATUS JUDGEMENT TARGET STATUS JUDGEMENT TARGET STATUSJUDGEMENT TARGET MANPOWER QUO QUO QUO

1 , PUBLIC 303 325 445 405 345 716 581 373 1,154 844

F-77.71 PRIVATE, 190 200 231 208 216 271 218 235 341 247 %.1.4i NONPROFIT 649 457 11111 COMMERCIAL 455 481 514 459 519 572 450 547 1,548 TOTAL 948 1,006 1,190 1,072 1,080 1,559 1,249 1.155 Z144

NOTE: Figures are listed in thousands. All recreation and park positions are included. although there were some deficiencies in reporting clerical, nonskilled and other occupations not directly related to park and recreation service.

FIGURE 5.Projected demand for park and recreation personnel, 1967-80.

Job Possibilities for the sibility. Requirements for some positions may be satis- fied through short-term courses, in-service training, Associate Professional or occupational experience.Other jobs may be filled Recreation program leaders in the foreseeable fu- by persons trained in related fields such as music, drama, physical education, biology, or business. ture will continue to be in demand as full-time rec- posi- reation employees. They will perform a multitude of To qualify for administrative or supervisory tions, personnel will usually be required to havecollege tasks, each requiring skill, knowledge, and experience that can be obtained through a postsecondary recrea- recreation training at a certified four-year or graduate these tion program leadership curriculum. institution. Special educational qualifications for positions will become even more mandatory as recrea- Postsecondary graduates could oversee expensive tion programs increase in size and complexity. facilities such as community centers, playgrounds, continue to be for sports facilities, nature centers, and campsites. They Perhaps the greatest demand will graduates of postsecondary recreation programleader- could supervise arts and crafts, performing arts, and qualifications to camping or sports activities. They will work with all ship curriculums with the necessary function in tasks requiring face-to-faceleadership with age groups (preschoolers, youngsters, teen-agers,adults, However, because of manpower and older citizens) and in a variety of settings (military program participants. which postsecondary bases, industrial plants, local agencies, hospitals, camps, shortages, many positions for filled by per- and others). graduates would qualify are now being Employment requirements throughout the field will sons who are essentiallyoverqualified, specialists from vary widely, depending upon the degree of respon- related fields who may not be whollyqualified, or

6 30,000

1

10,000

0

TOTAL 2,070 13,189 39,754 Graduates VIIIIIMNIII III No. Doctors Degree 22 341 1,169 Graduates a No. Masters Degree 374 1,462 3,433 Graduates Ei No. Bachelors (4-year) 1,368 7,856 23,026 Graduates No. Junior.College 306 3,530 12,126 o Graduates Year 1967 1970 1975 1980

NOTES: (1) Assuming that an additional 160 educational institutions initiate curriculabefore 1980 as was indicated in NRPA Educational Resources Survey, 1967. (2) Projected junior college graduates based on a 28% annual increase1969-1970 obtained from NRPA Educational Resources Survey, 1967. Because the majority of junior collegepark and recreation curricula have just recently initiated programs, the percent of annual graduates 1967-1968 and1968-1969 would have been an overestimate. (3) Projected bachelors degree graduates based on 24% average annual increase1967-1970. (4) Projected masters degree graduates based on an 18% average annualincrease 1967-1970. (5) Projected doctors degree graduates based on a 28% average annualincrease 1967-1970.

FIGURE 6.Forecast of sources of graduates from park and recreation curricula, 1967-80.

7 0.1 I 111, 110 a a 0 OD 0 a ~ 1 " a . a 1 a a a . 11 a 0 a 1 a a 1 . a .1 1 a a a a a a . . . . . ' la ' ft a , , experience by accepting a position of similar responsi- employment. This is often where the four-year college bility but of different emphasis on the same career level graduate begins his career. The responsibilities at this (horizontal mobility), or toqualify himself for a employment level usually entail a moderate amount of position of increased responsibility on a higher level managerial skills along with good knowledge of activ- through education (vertical mobility). ity planning and supervisory abilities. While there is some overlapping of responsibilities at The highest level of the career ladder is the execu- all levels, solid status on each career plateau depends tive level. This is the level at which overall supervision upon formal education. (See figure 7.) A person may of the recreation program is administered. To qualify enter the career ladder at any stage, depending upon for these positions, an associate professional should the size of the employing agency and his qualifications. have additional college trainingthe equivalent of a At the lowest level of responsibility, the beginning master's degree in recreation administration, includ- recreation worker may function as a recreation attend- ing management, planning, budgeting, legislation, and ant or aide performing a variety of functions. Here, he operational knowledge and experience. This may be may develop his particular skills and learn to apply obtained through formal college or university courses, his knowledge in practical situations. and through special professional educational programs. The beginning associate professional will function It is evident, from the preceding information, that in the program leadership role, working as a general associate professionals are, and will continue to be, in recreation leader, activity specialist, or facility man- demand for some time tofill recreation leadership ager. With experience, he may climb the career ladder positions. Through proper instruction, such as that out- even further and assume more supervisory responsi- lined in this guide, postsecondary graduates will con- bilities. With increased experience, the associate pro- tribute significantly to the growth and continued suc- fessional may enter the third or supervisory level of cess of the recreation profession.

30-942 0 - 69 - 3 9 general considerations

The founding of a new postsecondary educational Advisory Committee curriculum or the updating of an established program is an expensive operation. Thorough planning is es- Advisory committees can assist the postsecondary in- sential if the program is to achieve maximum results at stitution administration in planning and implementing reasonable costs. overall programs to meet the objectives of the institu- The first step should be to determine if there is an tion, the student, and the community. employment market for the graduates of the new cur- While the committee would usually function with- riculum. Because most postsecondary students are resi- out legal status or powers, it could provide invaluable dents of communities near their institution of study, assistance to the institution by assisting in a feasibility job possibilities in the immediate area should be sur- study of a proposed new educational program; by veyed initially. A survey of job opportunities should providing support to school administrators in obtain- then extend throughout the State, and finally over an ing appropriatinns, public funds, endowments, and area of several states. When establishing a recreation State and Federal support to finance the program; leadership curriculum, the survey should include em- and by assisting in the placement of graduates in jobs ployment information from municipal, metropolitan, and the evaluation of their performance. county, State, and national agencies; voluntary organi- Sometimes the studies of the advisory committee zations; industrial and business firms; commercial rec- will show that a suggested program is not feasible. reation enterprises;religious groups; patient care Members may find that the demand for potential institutions; and private recreation associations. In con- program graduates is not substantial enough to war- ducting this survey, the assistance of State park and rant the program's implementation, or that the cost or recreation societies and associations should be enlisted. administrative difficulties would be too great. In such These organizations are often the best single source of cases, advisory committees save the institution valu- information on recreation in the immediate area. able time and money. On the contrary, if the com- Special consideration also should be given to locat- mittee determines that a demand exists and study shows ing and hiring competent instructors and administra- that curriculum, faculty, facilities, equipment, cost, tors to conduct the recreation leadership program. De- financing, and student population offer no handicap, terminations should be made concerning the kinds of memberS may then use the information collected as personnel required, and every effort should be made the basis for an initial program design. to attract persons meeting these requirements. Because In the selection of a recreation advisory committee, of the shortage of personnel in the field, an attractive persons from all sectors of the recreation field should salary scale with fringe benefits may be required to berepresentedpublic,private,voluntary,com- entice qualified faculty members. mercial, industrial, religious, and educational (includ- Additional costs for constructing, operating, main- ingrecreationfacultyoffour-year colleges and taining, and administering the necessary facilities and universities).Members might represent public agencies programs should be studied. Consideration also should such as State recreation commissions, State depart- be given to augmenting library resources, classroom and ments of education, municipal and county directors of office spaces, staff personnel, dormitory and dining hall recreation, public school officials, and elected or ap- accommodations, and other necessary support func- pointed community officials; voluntary agencies such as tions. the YWCA and YMCA, Boys and Girls Clubs, Boy and The following information is provided as a starting Girl Scouts, Catholic youth organizations, Jewish com- point from which postsecondary institution adminis- munity centers; and private and commercial recreation trations may begin to undertake feasibility studies for agencies such as camps, homes for the aged, schools the establishment or improvement of a two-year rec- for the mentally retarded, hospitals, and others. reation leadership program. Postsecondary institutions interested in obtaining

10 further information about advisory committeesthe eral public relations. A secondstaff member might supervising student field number of members, selection criteria, membership ro- assist in teaching classes and tation, and further responsibilitiesshouldconsult work assignments. in the program Albert J. Riendeau's The Role of the AdvisoryCom- Not all of the courses recommended curriculum neces- mitteein Occupational Education inthe Junior of study for a recreation leadership staff teach them. College. sarily require that recreation-trained Often, faculty from other departmentsmight be better able to teach a particular class; forexample, courses dealing with the teaching of skillsin team sports or in- Faculty dividual lifetime sports might bestbe taught by the physical education instructor.Likewise, courses in be taught by The effectiveness of a recreationcurriculum depends music, art, drama, and dance could largely upon the experience, educationalbackground, specialists in those areas. assistance and personal qualities of thefaculty. Recreation in- Other potential sources of instructional speakers from structors require advancedprofessional preparation in might include visiting lecturers, guest practitioners, or the areas they are to teach. Withfew exceptions, they local recreation agencies and related retired recreation prac- should hold at least a master's degreewith major em- the. part-time employment of phasis in recreation, and theyshould have had ex- titioners. staff might perience in an agency or othersetting directly related Permanent expansion of the recreation background contributes to their be contingent on the size and scopeof the program to recreation. This facilities available, understanding of recreation objectivesand instruction- offerings; the number and kind of students enrolled in the recreation al requirements. Faculty memberswith both a theo- or the number of of the program retical and practical background canbring to the leadership program. The administrator student ratio of program theenthusiasm and appreciation for recre- might establish an effective faculty to criterion upon which ation that are essential to theprogram's success. How- 1:20 or something similar as the be taken that a person withlong but to base additional staffappointments. ever, care should partici- limited experience in onesetting does not foster Faculty members should be encouraged to which lead to per- parochial thinking, whichcould be harmful to the pate in activities and organizations sonal professional development.Maintaining a close student. and current literature in The institution must insurethat its faculty workload contact with practitioners and departmental activities thc: field through specialinstitutes and conferences permits time for individual updating of ma- professional growth. Faculty membersshould should provide a basis for constant as well as sabbatical leaves for have appropriate trainingaids and supplemental ma- terial for their courses. Periodic further recreation experience or studyshould also be terial for their respective coursesand a working knowl- edge of recreation andrelated course content being encouraged. The total workload of facultymembers should be taught by others. preparation and of recreation should appropriate to insure satisfactory Information of value to the field week usually nonrecreation courses for instruction. Between 15 and 20 hours per be interwoven into required schedule is based recreation students; for example, contentrelevant to constitutes a full teaching load. This on contact hoursrather than course credit hours.The recreation should beinterjected into courses in com- nonteaching assistants, particularlyin sociology, and other elective use of trained, munications, psychology, faculty effective- In addition, the recreation fac- laboratory situations, may increase and required courses. extended schedule. ulty should be encouraged torelate these other disci- ness and permit an Administrative duties, committeework, developing plines to their own. special instructional aids,assisting students with in- The minimum, initialnumber of staff members re- dividual projects, reviewing reports,and extra class quired to present aneffective post high school recrea- activities such as supervisingrecreation clubs and stu- tion leadership curriculumshould be the equivalent of dent field work programsshould all be considered two persons. Atleast one of these persons shoulddevote recreation program. This person when equalizing facultyworkloads. full attention to the should receive salaries between teaching and adminis- Recreation faculty members could divide his time with similar responsi- trative responsibilities such asoverseeing budget re- comparable to those of persons bilities at the institution.In fact, because of the ex- quirements, handlingplacement of students, and gen- 11 treme shortage of qualified recreation instructors, it of his studies. Good practice would dictate that written may be necessary to pay more. The recreationstaff policies for evaluating student performance be formu- should receive the same tenure privileges, promotion lated and revised whenever necessary, with the assist- opportunities, and activity and committee assignments ance of the entirerecreation faculty. Qualitative and as other faculty members of theinstitution. They quantitative assessments ofthestudent's progress should also have adequate secretarial, clerical, main- should be made continually by all involved faculty tenance, and technical services to accomplish their members to determine whether or not satisfactory assignment. work toward graduation is being maintained. The maximum size of a lecture class may vary some- what, depending on the material to be covered, the lecture room size, and the teaching techniques used; but for most lecture classes, a faculty to student ratio Student Advising of I : 30 should be considered optimum. A similar ratio should be established for field trips. Laboratory courses Effective student advisingisessential. Assistance should be limited to approximately 20 students for should be given in selecting educational and occupa- maximum effectiveness, unless a competent assistant tional objectives consistent with the student's needs, instructor is provided. interests, and aptitudes. The "first point of contact" interview is too often a hurried conversation at the registration counter, followed by a number of forms and an assignment to an advisor on the basis ofthe Student Selection student's declared educational and occupational goals. This procedure may be satisfactory for a few well- The ultimate objective of the curriculum is to pro- motivated and self-directed individuals, but mostin- duce qualified graduates. It is essential, therefore, that coming students should be referred to a professionally the recruits for this program have certain capabilities trained counselor or to a specially trained advisor on prior to enrollment. They should be high school grad- the institution's staff for individualized assistancein uates who have a sound education in English, history confirming or modifying his declared goals and plans or social studies, mathematics, andscience. The pace by relating these to broad areas of study. After this, the and range of instruction also require students who student may be assigned to an appropriate advisorfor are ambitious, enthusiastic,dedicated to developing specific course selection. Many students who come for their capabilities to the limit, and interested in recrea- an interview will beundecided or vaguely decided, tion as a career field. Applicants who have demon- and frequently have misconceptions about recreation strated these traits should perhaps receive priority and about themselves. Some will believe that recrea- consideration for enrollment. However, if their back- tion and physical education are essentially the same. ground appears inadequate, then the students should It should be explained clearly that the philosophy, be given reduced course loads to allow for the maxi- training, and ultimate career opportunities in recrea- mum possibility of success. Initial courseloads should tion are not the same as those in physical education. devote a larger portion of time to recreation subjects An inappropriate choice of a career program may ordertomaintain thantogeneralsubjectsin result in frustration, failure, and eventually dropping motivation. out. If a student appears unsuited for arecreation ca- When selecting prospective students, a core of se- reconsider his career ob- lection factors should be used in preference to an ab- reer, he should be advised to solute standard. Transcripts of high school grades, jectiveandperhapsselectanothereducational standardized achievement, aptitude, and interest tests, program. references, biographical material, interviews, or simi- It is also important that the course load for students lar tools could all be used in evaluating a student's be consistent with their individual capabilities. Inlight potential for success. It should also be recognized, of this, it is necessary for many individuals to begiven however, that desire and motivation coupled with ap- reduced course loads. This may extend theireduca- titude and ability may frequently be as important as tion beyond the minimum two years. If it isdetermined previous achievement records. that this procedure is best, then the student shouldbe Once admitted, the student should be expected to told that the most important factor in relation to meet the requirements placed upon him in the course course load is his beingsuccessful and that to achieve

12 Students should be encouraged tojoin national, success, a reducedload, at least initially,would be State, and student professionalsocieties and organi- proper. zations. (See appendix A.) Theyoffer excellent infor- Periodic advisory conferencesshould be scheduled include discus- mative material. on a regular basis atnominal costs. each semester. Such conferences may membership in pro- of the student, andhis After graduation, they will find sions of study habits, interests fessional organizations and regularreading of their Expert counseling,when available on career outlook. journals and other publications veryhelpful in keeping the institution's staff, shouldbe extended to thosewho Recognizing that the successof many up with their field. may need it. If possible, organized field trips tonearby recreation students can be attributed tothe fact that a faculty agencies should be arranged earlyin the program to member is interested in thestudent's welfare,advisory give students an opportunity to seerecreation leaders conferences are seen to be animportant aspect ofthe on the job.These tours should provide motivationand educational program. an understandingof why certain subjects arerequired. To assist in an accurate assessmentof a particular student's capabilities anddeficiencies, student cumu- lative records should bemaintained and madeavail- members. Such records able to all recreation faculty Student Recognition might include : The student's high schooltranscript, his rank in Student academic achievementshould be recog- his graduating class, andletters of referencefrom nized in some manner. Manyinstitutions grant an asso- high school sources ciate degree upon graduation.Departmental clubs may Results of all standardizedintelligence, apti- present annual awards tostudents for outstanding tude, and achievement tests,with raw scores con- scholastic achievement, and toalumni for exceptional verted to percentiles ofrelevant norm groups performance in the field.Recognition awards and Results of vocationalinterest inventories ceremonies are important tothe development of the Anecdotal reports ofconferences with the stu- students' morale, and to thegraduate's self-esteem. The dent and his parents completion of a difficult programof achievement His assignment to acurriculum and the proper should not go unrecognized andunrewarded. notation of his status His class schedule of coursesand the hours of class attendance for each semester Grade reports and otherperiodic progress re- Placement and Follow-up ports from hisinstructors A record of part-timeand full-time job ex- Graduates of recreation leadership programsshould perience, with anevaluation sheet filled outby be aided to find suitableemployment. The institution of employers or departmentplacement service should be aware A record ofextracurricular activities agencies in need of recreation programleaders and A cumulativerecord of coursescompleted, should help prospectiveemployers meet and interview grades attained, and progressmade toward meet- students approachinggraduation. In addition, the ing requirements for anassociate degree in the recreation department shoulddisplay up -to -date lists field selected. of available jobs; andrepresentatives of the recreation also provide assist- Student participationin professional recreation programadvisory committee should students find suitableemployment. activities should beencouraged. A departmental stu- ance in helping dent organization, such as a"recreation majors' club," may beformed to help bringtogether people with meetings should provide student similar interests. Club Textbooks, References,and programdevelopment exercises,informal seminar dis- cussions, exposure tospeakers from local recreationand Other InstructionalMedia related agencies, filmpresentations, and reports of Recreation textbooks,references, visual aids,and personal recreationexperiences. Student organizations other instructional resources areimportant tools of the may alsoassist with recreationdepartment "career teaching profession. They mustbe reviewed, supple- days," "open house" events, orfield trips. 13 mented, and revised constantly to reflect new develop- couraged to use them imaginatively and effectively in ments and trendsparticularly, the results of research the classroom. into teaching methods and basic recreation concepts. An orientation tour of the institution's library should be scheduled during the student's first semester to acquaint him with the kinds of resources available, and Library how to use them. The postsecondary institution library is often the Visual aids are of major importance in many teach- most tangible indication of the quality of the institu- ing situations if they are effectively used to complement tion's recreation program. A library which possesses an and supplement classroom lectures or laboratory ex- abundance of primary and secondary recreation re- periences. The aids cited in this guide are suggested as source materials usually implies a strong leadership a basic visual resource library for a posthigh school program. recreation program. As new films become available, an The rapidly evolving trends and developments in instructor should select those which more closely meet the recreation profession make the library a mandatory his teaching objectives. All visual aids should always be tool for the program's students. Classroom work should previewed prior to use and should be integrated with rely heavily on library-oriented study so that the stu- cow se material. dents become intimately acquainted with information Innovative instruction techniques should be thor- resources and their use. This training helps the student oughly studied and perhaps tested before implemen- develop a professional attitude and serves him in good tation. A flexible program of considered experimenta- stead later as a practitioner. tion will often add new dimensions to old courses and Most instructors have office libraries from which they develop improved teaching methods. By experimenting may select materials for student conferences or for implementation, a post- on a limited basis before full personal loan. However, a central library with acces- secondary curriculum will not be seriously imperiled sible catalogued reference materials is essential for by innovations that are good in theory, but poor in controlled and orderly student use. To insure that the practice. central library maintains the most up-to-date materials, A relatively inexpensive technique of bringing ex- recreation faculty should keep the head librarian in- perts into the classroom is the tele-lecture, whereby formed of new books, periodicals, pamphlets, and other expert recreation practitioners or noted educators can information resources for possible acquisition. deliver a classroom lecture from across the country Similarly, the library staff should supply the faculty directly to the students via telephone. It is also possible with a periodic list of recent acquisitions, complete for students to ask questions of the lecturer. with call numbers. Technical and trade journals should The tape recorder is another instructional device be circulated to the teaching staff or placed in a reserve which can be used effectively in classroom instruction. area before they are made available for generallibrary Important interviews with noted personalities in the use. recreation profession, major addresses from confer- The American Library Association suggests that two ences and institutes, or other discussions canbe taped professional librarians and at least one nonprofessional and replayed in classrooms for many years. staff member are required for effective service in post The use of video tape is becoming an inexpensive secondary institutions with an equivalent of 500 full- addition to classroom instruction. This device can be time students. The larger the institution and its enroll- invaluable in the mastery of certain educational tech- ment, the more nonprofessional staff members will be niques; for example, a course on group leadership required. Professionai librarians should not be required may video tape a student organizing andconducting a to spend their time doing clerical and routine work group recreation activity and allowhim to evaluate his leadership techniques. Similarly, an oral presentation which nonprofessionals may accomplish competently. in a communications course may disclose any of the In addition to reference materials, journals, and student's idiosyncracies which distract from his talk. trade publications, a library should have encyclopedias Instructors are also urged to use devices such as available for quick reference and should maintain opaque, overhead, and slide projectors toillustrate index material such as educational indices to aid staff visually the material in class or laboratory sessions. The and students in locating recent material on specific recreation faculty must constantly keep abreast of the subjects. latest instructional techniques available and be en- An instructional media center may also be a library

14 service. Both library and staff representativesshould sum should be augmented if thereis a rapid increase review and evaluate visual aids as they becomeavail- in student population or course offerings. The initial able to insure timely and pertinent use inclassroom library budget for a newly organized institution should situations. be considerably higher than 5 percent. The American Library Association suggeststhat the The list of general resource texts which appears library budget should be in relation to thetotal ex- after each course outline in this guide should all be penditures of the institution. A minimum of 5 percent included in the library. In addition, periodicals and of the total educational and generalbudget is con- professional journals are important references which sidered appropriate for a well-establishedlibrary, ex- should be available. Appendix C provides a suggested cluding the instructional media center;however, this list of such materials.

15 the curriculum

Because of the limited time available, the two-year grain leader should obtain a number of recreation- postsecondary curriculum must be carefully designed oriented techniques and skills. These should include: to provide the necessary education withoutsuper- A knowledge of the history and development of fluous material or overlapping. Each course should the recreation movement, including contribute the maximum information, an under- yet dovetail standing of the nature of the recreative experience with other courses inan appropriate sequence in order and its importance to individuals, the influence of to establish a well-rounded curriculum. It should pro- leisure on society, and philosophies of recreation vide the basic knowledge required in the field as well An understanding of community recreation as a depth of understanding that will permit quick or- ganizations, their philosophy, foundations, princi- assimilation of supplementary information after grad- ples, and methods uation. A knowledge of the development, structure, To accomplish these purposes, thecourse content purpose,functions, and interrelationshipof should supply a foundation of recreation philosophy, private, public, voluntary, military, industrial, principles, and objectives, plusa basic general educa- commercial, and religious organizations which tion during the first year. The secondyear should con- render recreation services. sist of an expanded program of related electives and An understanding of the theories, principles, recreation theory, along with recreationcourses such and practices of leadership, including developing, as group leadership techniques, program planning and supervising, and evaluating subordinate personnel organization, and outdoor recreation. and program participants Because the recreation leader's work requires face- A knowledge and understanding ofsome of the to-face involvement withprogram participants, it is recreation activities in relation to principles, ob- desirable that he possessa broad, liberal education in jectives, organization, purposes, values, and cri- human relations which includes: teria for selection and evaluation A knowledge of the natural and social sciences The abilitytorelatetheory topractical which contributes to an awareness of physical and experience. social environments and their effectupon man and At least a minimum skill in activities suchas society, including the role and structure of social drama, dance, music, arts and crafts, sports, out- institutions, the importance of social change and door recreation, and aquatics. value structures, and the effect of physicalen- vironment upon man and society The foregoing are considered the minimum educa- tional requirements for qualified associate professionals A knowledge of man's developmentas an in- dividual and as a social being, including individ- entering careers in the field of recreation. Although basically pragmatic, this knowledge and these skills ual needs, desires, and capabilities for allage levels require a high order of specialization. and for varying degrees of mental, emotional, and The suggested curriculum has been designed topro- physical abilities, and their relation togroup participation vide maximum recreation leadership instruction ina two-year educational program. Although .!, may appear An understanding of the learningprocess and the means of implementing it through written, to be inordinately rigid and restrictive to anyoneun- familiar with this type of educational service, its basic oral, and graphic communicationto motivate people of differing capabilities structure and content will produce the kind of quali- A knowledge of the history of man's social, in- fied associate professional leaders required by therec- reation field. tellectual, spiritual, and artistic achievements, and While modifications an appreciation of the cultural arts. may be necessary in individual institutions because of unusual circumstances, the In addition to this fundamental background in hu- overall direction and goals of this suggested program man relations, the adequately trained recreation pro- should be maintained as closelyas possible.

16 The course outlines are concise and comprehensive a limited extentenrollment in a four-year pro- and are intended as guides rather than as specific, gram. inflexible instructional units. The instructional level In preparing this curriculum outline, several addi- is based upon a consensus concerning the occupational tional factors influenced the final content and organ- proficiency required for success as an associate profes- ization: basic sional in the field. It is intended to provide a The duties and responsibilities which graduates educational foundation from which proficiency may may be expected to perform later be achieved with practice and experience. Personnel requirements imposed by employers As a general outline, the proposed curriculum can- Normal variance in the competence, interests, of the not serve each individual's needs. Members and background experience of instructors thoserepresenting advisorycommittee,especially The wealth of knowledge that must be imparted employers, can assist the faculty in counseling and to average students in a limited postsecondary goals by guiding each student to attain his individual curriculum. recommending the particular subjects and practical ex- periences required for his career development, the time The resulting recreation leadership curriculum has to be spent on each, and thelaboratory facilities, equip- been designed to offer the student a functionally uni- ment, and textbooks to be used. fied educational program, exposure to both theoretical A 16-week semester is assumed, of which one week principles and practical experience, and a limited range is set aside for final examinations. Periodicevaluation of elective specialization possibilities. is necessary throughout each course to determinethe The proposed recreation leadership curriculum de- student's knowledge and cause him to make a com- votes a large portion of time to activity skills develop- prehensive review of the material presented. Exami- ment in the first semester and continues this practice nations also are helpful in determining weaknessesin throughout the program. Laboratory work should be teaching techniques or in coverage of subject matter. maintained at an active pace in courses for recreation lowers morale, Outside study is an important aspect of the student's program leaders. Reducing activity often total development since it permits individualinitiative causes student apathy, and results in programdrop- and teaches him to use his time wisely. Theoreticalprin- outs. A less stringent program may also produce a ciples taught in the classroom should be supplemented graduate who is deficient in essential skills, untrained with practical application whenever relevant.Field for his occupational objective, and therefore unem- ployable. tripsassistin making classroom instruction more meaningful when they are carefully planned to coin- The laboratory hours suggested in the outline are not necessarily intended to be single units; rather,they cide with material under study. can be scheduled in increments(for example, a course requiring 4 laboratory hours per week might be sched- uled in two 2-hour sessions) . Course Content

The recreation program leadership curriculumhas been designed to provide the postsecondarystudent Program of Study with: FIRST YEAR The basic background information required to Labora-Suggested understand the environment within which he will Class tory credit hours hours work FIRST SEMESTER hours 3 0 3 The broad technical training and minimum Communication Skills (written). . Natural Science I 3 2 4 experience necessary to be a productive employee Introduction to Recreation Services. . 3 0 3 in an entry-level job Arts and Crafts 0 4 2 2 The educational foundation needed to under- Team Sports 0 4 Drama 0 4 2 take further study within the field through in- service training, professional short courses, orto Total 9 14 16

349-942 0 - 69 - 4 17 FIRST YEARContinued Natural Science I. Presents a basic understanding of man as a biological organism in nature. This initial Labora- Suggested Class tory credit orientation to natural science emphasizes the zoological SECOND SEMESTER hours hours hours and botanical aspects as opposed to the physical. Communication Skills (oral) 3 0 3 Introduction to Recreation Services. Introduces the Introduction to Sociology 3 0 3 basic fundamentals of the nature, scope, and signifi- Humanities 3 0 3 cance of organized recreationservices. It includes study Social Recreation 2 2 3 of factors involved in the operation of basic recreation Individual Lifetime Sports. O 4 2 Field Work I I I6 2 units, major program areas, organizational patterns, and the interrelationship of special agencies and insti- Total 12 12 16 tuitions which serve the recreation needs of society. Arts and Crafts. Demonstrates the methods and SECOND YEAR materials used in arts and crafts projects for a variety THIRD SEMESTER of recreational settings:school, camp, playground, Introduction to Psychology 3 0 3 recreation center, and club. Emphasis is on construct- Group Leadership 3 0 3 Outdoor Recreation 2 2 3 ing, administering, promoting, and teaching crafts. Music O 4 2 Team Sports. Offers a survey of the basic termi- Field Work II 1 16 2 nology, skills, and rules of selected team sports and their Elective 3 0 3 use in recreation. Emphasisis upon knowledge and understanding of the organization, administration, and Total 12 12 16 promotion of sports rather than mastery of perform- FOURTH SEMESTER ance skills. Natural Science II 3 2 4 Program Planning and Organization . 3 0 3 Drama. A survey of the scope, values, and funda- Water-related Sports O 4 2 mental skills of drama and its role in recreation. Em- Folk, Square, and Social Dancing.. . O 4 2 phasis is on knowledge, understanding, and promotion Field WorkIII. 1 16 2 of drama rather than mastery of performance skills. Elective 3 0 3

16 Total 10 16 Second Semester 1 Variable. Communication Skills (oral). Introduces the meth- ods, materials, and techniques utilized for effective oral communications. Brief Description of Courses Introduction to Sociology. Includes the study of cultural backgrounds, social structure, and personality, Because this suggested curriculum is intended as a with emphasis on the impact of groups and institutions guide, course descriptions are relatively suort and on social behavior. unrestrictive. The department head and individual in- Humanities. Presents a chronological study of the structor should develop course content and presenta- achievements of man in art, literature, music, philos- tion schedules in accordance with the needs of the ophy, and religion. It emphasizes appreciation of fac- communities they serve, the students they teach, and tors contributing to present-day intellectual, artistic, the facilities available. The section on "Facilities, and spiritual life. Equipment, and Costs" may also be helpful in orga- Social Recreation. Introduces methods and ma- nizing the program. terials for planning, organizing, and conducting social activities for groups of various sizes and ages in a variety of social situations. Emphasis is on the mechan- First Semester ics of planning and presenting a repertoire of activities Communication Skills (written). Includes instruc- for social recreation events. Major activities will be tion in the foundations of communication skills for discussed, played, and/or demonstrated. everyday living. The proper use of language skills is Individual Lifetime Sports. A survey of the basic developed to enable the student to use and spell words terminology, skills, and rules for selected individual correctly, to write satisfactory letters, and to demon- lifetime sports and their use in recreation. Emphasis is strate the fundamentals of grammar. on knowledge and understanding of the organization,

18 administration, and promotion of sports whichhave Program Planning and Organization. A study of carry-over value rather than on masteryof performance essential elements and basic principles involved in the organization, supervision, promotion, and evaluation skills. Field Work I. A course designed to give the recrea- of various types of recreation programs. Emphasis is tion student practical experience undersupervision. on organized programs andservices. The first experience should have thestudent working Water-Related Sports. Includes the basic termin- with an agency leader as a juniorleader. There should ology, skills, and techniques of selected water-related be exposure to leadershipresponsibilities of planning, activities and their use in recreation programs. conducting, and evaluating an activity or program. Folk, Square, and Social Dancing. Introduces meth- ods and materials of folk, square, and socialdancing. Attention is given to terminology, skills, selection,and Third Semester presentation of dances. Emphasis is on knowledgeand Introduction to Psychology. Presents the processes understandingofadministrationandpromotion, and principles of behavior and themethods of studying rather than on mastery of performance skills. -,I give psychological data. Emphasis is onpersonality develop- Field Work III. The third course designed to under su- ment and measurement. the recreation student practical experience Elective. Courses are chosen by thestudents with pervision. The student should work as anindirect of faculty advisors. Each leader by assisting a group or individual inplanning, the guidance and consultation or individual student may select a course in anydiscipline which will conducting, and evaluating group further his career in recreation. activities. Group Leadership. Provides insight intothe theory, principles, and practice of planning,organizing, and conducting effective recreation programsfor various groups. Emphasis is on groupinvolvement. Field Work Outdoor Recreation. Includes studyof the history, The field work suggested in thiscurriculum guide development, and trends of outdoorrecreation, con- represents a large portion of thetotal program of study servation, and organized camping.Emphasis is on for the postsecondary student. To properlyacquaint laboratory work, field trips, and thedevelopment of the student with the nature and diversity ofrecreation outdoor skills. programs and servicesavailable, it is recommended Music. Presents music as an integral partof a well- that, whenever possible, all field workshould occur in planned recreation program.Singing, instruments, a setting distinctlydifferent in philosophy, organiza- rhythm, and music appreciation areincluded, with (or is to utilization, and tional structure, and clientele served than was emphasis on developing appreciation, be) provided in the other two fieldwork experiences. promotion of music rather than on masteryof per- Each should be designed to provide amaximum edu- formance skills. cational experience, including planned occurrencesand Field Work II. The secondsupervised course de- evaluation of response. It shouldbe a developmental signed to give the recreation studentpractical experi- ence in developingrecreation leadership skills. The experience. student should work as a directleader, with the re- The proposed sequence of thefield work courses are from a , sponsibility for planning, conducting, andevaluating developmental in that they logically progress an activity or program. dependency position (leader aide), to anautonomy position (leader) , to an interdependencyposition (ad- visor or counselor). Fourth Semester To best provide an adequatethree-way understand- Natural Science II. This course stressesthe eco- ing (student, institution, andagency) and acceptance logical concepts relating man to hisenvironment. It in placing students for fieldwork, the following pro- includes a study of natural resources such asland, cedures are recommended : recreational benefits to man. water, and air and their be held between Elective. The final course elected by the student An initial conference should supervisor of field work and with the guidance and con.3ultation of afaculty ad- the recreation faculty interests, and abil- visor. He may select a course in anydiscipline which the student to determine needs, placement. will be beneficial to his career in recreation. ities with regard to field work 19 Selection of the field work assignment should Employment of a professionally prepared staff be made by the faculty supervisor with the to supervise students. student. The student should meet prior to the field ex- perience with the agency supervisor to discuss his Selection of Faculty Supervisor role and responsibilities. of Field Work There needs to be a joint supervision of the student The person identified by the recreation program to by the recreation faculty supervisor and a qualified serve as facultysupervisor of field work students should supervisor re- representative of the cooperating agency or organiza- keep in constant touch with the agency should be tion. (See appendixes D and E for the agency accep- garding the progress of each student and tance of field work student, and the cooperative agree- available to the agency supervisor for consultation include: ment between institution and agency.) Day-to-day about the students. Other responsibilities supervision is the responsibility of the agency supervi- Representing the institution in all official ar- sor; therefore,itis important that this person be rangements with cooperating agenciesin the con- properly qualified by experience and education; and duct of the field work experience aware ofthephilosophy and desired outcomes Supervising the training of the student in the deem-r1 necessary by the recreation supervisor of the cooperating agency. The supervisor should visit institution. This person serves as the agency-based the student, if possible, a minimum of threetimes teacher, offering instruction and supervision to the during the student's period of field work, to ob- student. serve the student's training,and to confer with the student and with the agency supervisor. Evaluating field work reports submitted by the Selection of Agency Supervisors agency supervisor andthose of the student and To produce the types of results felt important by the discussing these reports with them. institution,itis suggested that agency supervisors possess the following minimal qualifications: During field work, students should be required to participate in conferences with the recreation faculty A Bachelor's Degree from an accredited college supervisor for periodic discussions of their work. They or university should also be required to submit weekly reports to the Competence as a recreation practitioner, with a thorough knowledge of the field ofpractice faculty supervisor on their specific responsibilities and Successful supervisory experience of at least duties, specific problems encountered, methods fol- one year lowed, and related data. (See Appendix F, Student An interest in field work instruction Weekly Field Work Report, and Appendix G, Agency Ability to analyze and evaluate practice Supervisor's Final Report.) An understanding of the policy and position of the recreation program leadership curriculum Interest in participating in the development of high standards in the recreation movement. Specialization

The limited time available to educate the two-year Selection of Agencies as postsecondary student for employment makes detailed Field Work Centers coverage of the recreation fieldimpractical. However, The following factors should be considered when through appropriate faculty guidance and counseling, selecting agencies as field work centers: it is still possible for students to be introduced to a spe- Evidence of a sound professional philosophy cialized area of recreation. This can be accomplished and its application in programs and services through the selection of electives and field work which Recognized standing as an agency in the State relate to settings or groups in which the student has and/or community the keenest interest and the most ability. Adequate areas, facilities, and equipment to The following are examples of elective courses which conduct a broad program advisors may suggestto students desiring limited High standards of employment practices 6pecializations:

20 Municipal Recreation. Local government, busi- additional courses in the evening, orthey may tempo- ness procedures, municipaladministration, ac- rarily terminate employment to seek abachelor's de- counting, or urban planning. gree in recreation orother related disciplines on a Outdoor Recreation.Ornithology,geology, full-time basis. Colleges anduniversities differ greatly credits earned at zoology,botany, or conservation of natural in their policies of accepting course advisors should resources. other institutions. Therefore, faculty Therapeutic Recreation. Special education, ab- make it clear at the onset, andthroughout the rec- normal psychology, adaptive physical education, reation leadership program, that thecurriculum is and that or social psychology. designed to terminate at the end of two years, Recreation for the Aged. Social gerontology, there is a possibility the studentwill not receive course adult education, social psychology, or functions credit for all of his courses if he laterdecides to trans- in human development. fer to a four-year college or university. For students and graduates whoelect to transfer, In addition to the selection of appropriate elective faculty advisors should make appropriateinformation experiences can courses, one or more of the field work available to assist them in evaluatingtheir general provide opportunities to obtain further knowledge and progress anddetermining their new educaticnal ob- skills. The recreation staff should make arrangements jectives. To provide this information,advisors should which with several different kinds of agencies from constantly be alerted to information on thefollowing: students may select a particular setting for their field postsecondary work. Course Acceptance. A list of the Students interested in outdoor recreation might do courses accepted bysenior institutions can be their field work in a park system, or at a camp or school determined through regular review and agree- with an outdoor education program. Othersseeking ment by officials of theinstitutions concerned. advisors careers in therapeutic recreationmight work with pub- Curriculum Changes. Counselors and ic or private institutions such as hospitals or day-care should be kept informed of currentand antici- centers. Those concerned with recreationfor the aged pated changes in course and curricula content might be employed in nursing homes, senior centers, through the institution's administrativebulletins, or multipurpose centers forolder citizens. conferences, and the like. Requirements for Admission and UpperDivi- sion Standing. Advisors andcounselors should have a knowledge of admissionrequirements at Suggested Continuing Study the major senior institutions towhich their stu- dents most often transfer. Seniorcolleges should Obviously, a postsecondary program cannot cover include clear and comprehensive statementsof in depth all the subjects pertinent to therecreation transfer admission requirements intheir cata- field; certain important related knowledge,touched logues. only lightly in formal training, may be requiredfor the Performance of Transfers. Advisors shouldbe graduate practitioner's continuing growthand devel- well informed of transfer student success orfailure opment in the field. The two-yeargraduate may keep at senior institutionsthrough periodic checks. abreast of developments in the field byreading current They should conduct followup studiesof students recreation literature, joining professionalsocieties, con- tolearnthe problems they encounter after tinuing study in-service, and by takingsupplementary transfer. college courses. Student Services. Advisors should know the stu- Some suggested continuation or extension courses dent services offered by major seniorinstitutions for graduates of the postsecondaryrecreation leader- accepting their transfers. This informationshould leisure and ship curriculum include: foundations of cover opportunitiesfor financial assistance, hous- facilities, re- recreation, planning park and recreation ing, counseling and guidance, remedial courses, recreation serv- search in recreation, administration of various educational programs, healthservices, ices, problems and trends in recreation,and seminars and student activities. Meetings between person- and challenges to the recreation profession. on issues augmenting Experience has shown that after enteringthe field, nel provide one important means of the published information of four-yearinstitu- many two-yeargraduates decide to pursue their formal education at a four-year institution. They maytake tions. 21 Other Considerations guest lectures, or by working with agency directors to implement in-service trainingprograms. There are several additional important factors which Another important factor to consider when planning should be considered when planninga postsecondary a recreation program leadership curriculum is the ad- curriculum in recreation program leadership. One such ministrative housing of the program within the in- factor is that of cooperation between the institution stitution's structure. and sources within the communityon matters such as facility usage and continuing education. Administrative Structure Too often it is mistakenly assumed thata new recrea- Institution/Community Cooperation tion curriculum should be placed in the physical edu- The postsecondary institution recreation department cation department. Although a portion of thecourses should be an integral part of community life and be suggested for inclusion in the recreation program lead- receptive to the recreation needs of the community. ership curriculum does relate to physical activity and Faculty, facilities, and equipment can often be used can be adequately taught by physical education instruc- by nearby residents and community organizationsas tors, the purposes and objectives of a recreation educa- an extension of recreation services not otherwise pro- tion program are more closely related to community vided in the immediate area; drama groups may seek service. faculty directors; senior citizens may use the arts and With this thought in mind, administrators and insti- crafts laboratory between scheduled classes. tution personnel should consider housing therecrea- The department should cooperate with local recrea- tion program in a discipline or departmentmore closely tion service agencies by providing short-term training related to recreationpublic affairs, communityserv- courses for personnel, by inviting employees to hear ices, or similar social science-orientedareas.

22 courseoutlines

and Aids from States Services XII. Recreation Services Introduction to Recreation XIII. Special GroupsServed Through Recreation Services Hours Required XIV. Areas and Facilitiesfor Recreation Class, 3 Course Outline I. Historical Overviewof Leisure and Recreation Course Description A. The emergence ofleisure This course is designed tointroduce the student to the B. Leisure in the modern era historical and philosophicalfoundations of leisure and C. Changing views of leisure recreation. The student should beoffered an opportu- 1. Military concept nity to develop conceptsconcerning recreation, the 2. Cultural viewpoint meaning of leisure and recreation,the socioeconomic 3. Puritanical attitude movements which haveaffected the growth and devel- 4. Scientific attitude opment of recreation,the economic importance of rec- 5. Social attitudes reation, the social institutionsproviding recreation II. The Park and RecreationMovementPast and services, and the types of areasand facilities used in Present recreation. A. Europe Many and varied types ofagencies which provide 1. Early pioneers and theircontributions leisure services are presentedand emphasis is placed 2. Influence of the war years on theinterrelatedness of special agenciesand institu- B. United States tions which serve the recreationneeds of society. 1. Early beginnings Every opportunity should beafforded to observe the 2. Unification of playmovement in America recreation services of anumber of agencies in opera- 3. Leaders in the movement tion. Field trips to localpublic recreation departments 4. Events and organizationsinfluencing the and to voluntary, private,and commercial recreation movement from 1910 to1930 programs forthe community should bescheduled to 5. The depression years allow the student to associatetheoretical concepts with 6. Effects of World WarII 1946-1960 practical experiences. 7. The years of expansion, a. Outdoorrecreation Major Divisions b. Industrial recreation c. Therapeuticrecreation I.Historical Overview of Leisureand Recreation d. Church recreation ILThe Park and RecreationMovement Past and e. Familyrecreation Present Recreation for the aged III.Theories of Play f. g. Professionalpreparation Leisure, Recreation,and Work IV. 8. 1960 to present V.Effects of Leisure onSociety Effects of Leisure on theIndividual III. Theories of Play VI. and Work The Importance ofRecreation to the Com- IV. Leisure, Recreation, VII. A. Definition of terms munity The Economic Significanceof Recreation 1. Leisure VIII. 2. Recreation IX.Types of CommunityAgencies Providing Lei- 3. Play sure Services Cooperation at the LocalLevel 4. Work X. recreation Recreation Services andAids from Federal B. Characteristics of XI. C. Recreation and work Government 23 V. Effects of Leisure on Society IX. Types of Community Agencies Providing Lei- A. The population spiral sure Services B. The urban revolution A. Voluntary youth-serving agencies C. Scientific advances 1. Objectives D. Government concern for recreation 2. Development E. Evolution of family and home life 3. Leadership F. Expansion of education 4. Administration G. Spread of cultural arts 5. Program H. Changes in values 6. Trends VI. Effects of Leisure on the Individual B. Commercial recreation interests A. Personal effects of leisure and recreation C. Private agencies 1. Physical well-being 1. Industrial recreation 2. Mental and emotional health 2. Church recreation 3. Motivations-the social drives D. Public agencies 4. Intellectual development 1. Libraries 5. Character development 2. Museums and nature centers 6. Social adjustment 3. Zoos 7. Aesthetic and spiritual values 4. Botanical gardens B. Group effects 5. Police departments 6. Schools VII. The Importance of Recreation to the Com- 7. Stadiums munity X. Cooperation at the Local Level A. Factors influencing the growth of recreation A. Community-wide relationships needs 1. Community councils B. Misconceptions and changing attitudes a. Coordinating councils C. The values of recreation b. Councils of social agencies 1. To the community 2. Relationships among local governmental 2. Personal values agencies D. Recreation's contribution a. School-city cooperation 1. Recreation and health b. Park-recreation cooperation a. Physical health c. City planning agencies b. Mental health 3. Advisory councils 2. Recreation and work B. Guiding principles for cooperative action 3. Recreation and adult education XI. Recreation Services and Aids from Federal 4. Recreation and group work Government 5. Recreation and physical education A. Recreation functions VIII. The Economic Significance of Recreation B. Recreation and the land administering A. Recreation as an economic factor agencies 1. Recreation creates employment C. Agencies with advisory, consultative and 2. Recreation as an attraction to industries research functions 3. Recreation and property values XII. Recreation Services and Aids from States B. Recreation expenditures. A. Recreation functions of States 1. Difficulty in determining expenditures B. State recreation commissions or boards 2. Travel and vacation business C. State departments concerned with natural 3. Home-related recreation expenditures resources 4. Economic aspects of outdoor recreation 1. State parks 5. Economic aspects of sports 2. State forests 6. Amusement and entertainment 3. State fish and game agencies 7. Economic aspects of cultural activities D. State agencies concerned with education C. Recreation in the future economy 1. Department of public instruction 1. Trends 2. State colleges and universities 2. Predictions 3. State museums and libraries

24 E. Agencies concerned with health Of Time, Work and Leisure. Audio-Visual Center, In- 1. Health agencies diana University. 2. Welfare agencies When All the People Play. National Film Board of 3. State youth commissions or councils Canada. 4. Commissions for the aged and aging 5. Correction agencies F. Other agencies 1. Agricultural extension service Group Leadership 2. Highway departments 3. Commerce agencies Hours Required 4. Planning agencies Class, 3 5. Others XIII. Special Groups Served Through Recreation Services Course Description A. The ill and handicapped It is important that recreation students gain a knowl- B. Older Americans edge of human dynamics, leadership abilities, and the C. The armed forces identification of types of groups. D. The delinquent Leadership application, so far as this course is con- E. Rural recreation cerned, deals with the student's obtaining a practical F. Family recreation knowledge of group situations and the principles nec- XIV. Areas and Facilities for Recreation essary for effective leadership. A numberof leadership A. Responsibility of local government techniques are presented and the instructor is urged 1. Acquire, develop, and maintain land to provide adequate class time for students to apply 2. Coordination of existing facilities these techniques. 3. Immediate and long-range plans Opportunities should be afforded to observe recrea- 4. Encroachment tion leaders in actual leadership experiences and to B. Basic considerations in planning allow sufficient time for student evaluation of their 1. Integration 2. Study performances. 3. Cooperation 4. Coordination Major Divisions 5. Interrelation C. Area types I. The Meaning of Leadership 1. Major facilities II. Recreation and the Leadership Function 2. Standards III. The Leadership Process IV. Principles of Effective Leadership V. Leadership Techniques Texts and References VI. Leadership Personnel Brightbill. Man and Leisure. VII. Personnel Practices and Policies DeGrazia. Of Time, Work and Leisure. VIII. Supervision Dulles. A History of Recreation. Huizinga. Homo Ludens. Course Outline Kaplan. Leisure in America. I. The Meaning of Leadership Miller and Robinson. The Leisure Age. A. Definition of leadership Nash. Recreation: Pertinent Readings. 1. Informal leadership Sapora and Mitchell. Theory of Play and Recreation. 2. Formal leadership B. Theories of leadership 1. Trait theory Films 2. Situational theory A Chance to Play. General Electric Co. 3. Functional theory Better Use of Leisure. Coronet Films. 4. Composite theory of recreation leader- Careers in Recreation. Athletic Institute. ship

349-942 0 - 69 - 5 25 II. Recreation and the Leadership Function 4. Human relations and attitude changes A. The nature and types of groups 5. Role playing in a conflict situation 1. Functions in the work-oriented group 6. Perception, regression rationalization 2. Functions in the program-oriented group 7. Idealized self-image 3. The small group 8. Debriefing session B.Fulfilling the individual's group needs in V. Leadership Techniques recreation A. Small group discussion 1. Communication and involvement within B. "Buzz group" the group C. Symposium 2. Responsibility for group identity D. Panel discussion 3. Responsibility for cohesiveness E. Dialogue III. The Leadership Process F. Interview A. Sources of leadership G. Role playing 1. Conditions which promote the creation H. The committee method of leadership I.Others 2. Types of leadership VI. Leadership Personnel B. Styles of leadership A. Characteristics of a leader C. Concepts of leadership B. The park and recreation staff D. The challenges of leadership 1. Functional 1. Creation of a favorable climate 2. Supervisory 2. The leader as a target 3. Administrative E. Misconceptions of leadership 4. Executive F.Participation in group dynamics C. Leadership duties and responsibilities 1. Organizing planner teams and formulat- 1. Functional ing proposals 2. Supervisory 2. Performing under stress 3. Administrative 3. Competition 4. Executive 4. Effect of group membership on the Vii. Personnel Practices and Policies individual A. Recruitment, selection, and placement 5. Barriers to communication 1. Job descriptions 6. Effect of group action on behavior of 2. Advertising positions individual 3. Reviewing applications 7. Demonstrating effect of group attitude 4. Testing applicants on individual's behavior 5. Selection of personnel 8. Managing a situation in which nothing 6. Probationary period is resolved B. Employment policies 9. Improving interviewing skills 1. Promotional policies 10. Debriefing session 2. Hours of work and leave IV. Principles of Effective Leadership 3. Professional development A. Roles of the leader 4. Evaluation of personnel 1. Decision making 5. Health and welfare provisions 2. Stimulating VIII. Supervision 3. Disciplining A. Concepts 4. Evaluating B. Techniques B. Principles for recreation leaders 1. Volunteers 1. Sound philosophy of recreation 2. Part-time and seasonal employees 2. Involvement 3. Individual differences 4. Others Texts and References C. Impersonal skills Beal, Bohlen, and Randabaugh. Leadershipand Dy- 1. Open-ended, unstructured situation 2. Impact of group members on each other namic Group Action. 3. Perception Danford. Creative Leadership in Recreation. 26 Jennings. An Anatomy of Leadership. b. Age Olmsted. The Small Group. c. Sex Shivers. Leadership in Recreation Service. d. Skill 2. Areas and facilities a. Place b. Size of the group Program Planning and Organization 3. Type of organization 4. Type of community Hours Required a. Economic status b. Nationality, race Class, 3 c. Others B. Pitfalls in planning Course Description 1. Traditional approach 2. Current practices approach The underlying principles for effective recreation 3. Expressed desires approach programming are presented. An overview of the variety 4. Authoritarian approach of program areas associated with recreation is dis- C. Guiding principles for programplanning cussed and attention is given to the recreation interests 1. Knowledge of communityneeds and and needs of the participants. resources Major objectives of this course should be to teach 2. Cooperative process the student to plan, organize, and provide leadership 3. Accepted standards andprinciples in program participation, and to teach him about the 4. Planninga continuous process necessary facilities and equipment. 5. Public understanding An important part of the recreation program lead- 6. Community organization er's responsibilities are records and reports. The in- 7. Needs and interests of people structor should attempt to provide manyillustrative D. Methods of organization examples of successful programs, as well as records 1. Informal activities 2. Organized activities and reports. II. People's Recreation Needs andInterests A. Children MAJOR DIVISIONS B. Teenage youth C. Adults Program Planning Principles and Methods D. Older Americans People's Recreation Needs and Interests III. Recreation Program Areas Recreation Program Areas A. Arts and crafts Organization Skills for Special Events Municipal Organization for Parks and Recre- B. Dance C. Drama ation D. Literary, mental, and linguistic VI.Operation of Playgrounds Operation of Recreation Buildings and Indoor E. Music VII. F. Outdoor recreation Centers G. Social recreation The Operation of Recreation Facilities VIII. H. Sports and games IX.Publicity and Public Relations 1. Hobbies Office Operations X. J.Special events XI.Records, Reports, and Accountability IV. Organization Skills for SpecialEvents XII.Evaluation Techniques A. Preliminary consideration B. General committee Course Outline V.. Municipal Organization forParks and Recre- I. Program Planning Principles andMethods ation function A. Factors in planning recreation programs ' A. Recreation and parks as a separate 1. People to be served B. Combined recreation and parkadminis- a. Interest tration 27 C. School administration of recreation 2. Radio and television D. The separate recreation and/or parkdis- 3. Others trict X. Office Operations E. The county A. Correspondence F. Miscellaneous organizational patterns B. Files VI. Operation of Playgrounds I. Alphabetical A. Function of the playground 2. Numerical 13. Playground organization 3. Subject 1. Selection C. Sources of information 2. Length of season D. Telephone use Accountability 3. Playground hours XI. Records, Reports, and C. Program planning A. Financial records 1. Advanced plans 1. Budgets 2. Factors affecting planning 2. Register of encumbrances 3. Register of cash receipts 3. Planning methods 4. Payroll D. Playground programs operation 1. Daily program 5. Records of financial 2. Weekly program 6. Insurance policies 3. Planning methods B. Supply records E. Problems of operation I. Inventory of stores F. Supplies 2. Delivery records 1. Game supplies 3. Specifications for supplies records 2. Craft supplies C. Property and equipment 3. Accessories 1. Land records 2. Records of buildings VII. Operation of Recreation Buildingsand Indoor 3. Equipment inventory Centers D. Personnel records A. Building operation 1. Personnel information 1. The staff 2. Schedule of assignments 2. Hours of operation 3. Time records 3. Use of facilities 4. Applications for employment B. Building and center programs 5. Transportation 1. Building activities E. Program and attendance records 2. A summer building program 1. Program instructions andpolicies 3. Fall and winter building program 2. Master calendar events VIII. The Operation of RecreationFacilities 3. Weekly or seasonal forecasts A. Bathing beach and swimming pool 4. Weekly reports from recreation centers 1. Safety 5. Cumulative program records 2. Program 6. Records of accidents B. Golf course 7. Permits for use of facilities 1. Control of play F. Reports 2. Promotion 1. Routine administrative reports C. The stadium 2. Annual department reports D. Municipal camp XII. Evaluation Techniques E. Winter sports facilities A. Measuring the effectivenessof program 1. Skating rink techniques 2. Snow sports B. Evaluation of participants 3. Others C. Evaluation of leaders F. Other facilities IX. Publicity and Public Relations Texts and References A. Internal relations Programming for B. External relations Avedon and Arje. Socio-Recreative 1. Newspapers the Retarded. Carlson, Deppe, and MacLean. Recreation in Ameri- Major Divisions can Life. I. The Nature of Social Recreation Chapman. Recreation Activities for the Handicapped. II. The Use of Social Recreationin Various Set- Hall. School Recreation. tings and for Special Groups Hjelte and Shivers. Public Administration for Park and III. Planning in Social Recreation Recreation Services. IV. Organization for SocialRecreation Kleemeier. Aging and Leisure. V. Techniques for Social Activities Kraus. Recreation Today. VI. Parties, Picnics, and Banquets National Council on Aging. Centers for Older People: VII. Social Games for Recreation Guide for Programs and Facilities. VIII. Evaluation of Social Events Pomeroy. Recreation for Physically Handicapped. Rodney. Administration of Public Recreation. Thompson. Recreation for the Handicapped inthe Course Outline Community Setting. I. The Nature of Social Recreation Williams. Recreation for the Senior Years. A. Definitions 1. Social activities 2. Social recreation Films B. Characteristics of social recreation Classrooms in the Park. Lifetime Sports Foundation. C. Objectives of social recreation Financed Recreation. National Recreation andPark 1. Worthy use of leisure time Association. 2. Fun and fellowship Leaders for Leisure. Athletic Institute. 3. Others Playtown USA. Athletic Institute. D. Goals of social recreation Recreation Center for the Handicapped.Stanford 1. Leaders' goals University. 2. Participants' goals Therapeutic Camping. Devereaux Schools. 3. Sponsoring agencies' goals Town and Country Recreation. AthleticInstitute. E. Values of social recreation $1,000 for Recreation. Athletic Institute. 1. Meeting emotional needs 2. Making new friends 3. Developing new interests 4. Others Social Recreation II. The Use of Social Recreationin Various Set- tings and for Special Groups A. Young children Hours Required B. Teenagers Class, 2; Laboratory, 2 C. Adults D. Social recreation for the aged Course Description E. The family F. Special groups The course is designed to present material andin- 1. Retarded formation necessary to adequately conduct social re- 2. Physically handicapped creation in clubs, churches, camps, playgrounds, and 3. Aged recreation centers. The focus should be onacquainting G. Others students with planning, programming, andconducting III. Planning in Social Recreation social recreation activities. A. Selection of program activities(factors to Ampleopportunityfordevelopingindividual consider) strengths and understanding should be providedby B. Facilities actually conducting social activities undersupervision C. Publicity for an outside group. In addition, eitherindividually or D. Program as part of a classcommittee, students should conduct E. Finance specific activities in class and be evaluated ontheir F. Decorations and refreshments performance. G. Others 29 IV. Organization for Social Recreation Outdoor Recreation A. The year-long social calendar B. Classification of social recreation activities Hours Required 1. Defrosters or first-corners Class, 2; Laboratory, 2 2. Socializers or mixers 3. Stunts 4. Tricks and puzzles Course Description 5. Inactive games This course presents an overview of the scopeand 6. Active games The history and develop- 7. Singing games extent of outdoor recreation. conservation, and orga- 8. Relays ment of outdoor recreation, 9. Mealtime activities nized camping are presented. 10. Low organized games Students should have ample opportunity to learn 11. Equipment games camp craft skills and techniquesthrough extensive field V. Techniques for Social Activities trips or outings. There should also be an opportunity A. Psychological effects on game formations for students to lead others in a campingexperience. 1. Circle 2. Line 3. Files Major Divisions B. Techniques for maneuvering groups I. Outdoor Recreation in American Life VI. Parties, Picnics, and Banquets II. The History of Outdoor Recreationin the A. Pre-party committee of individual work United States B. Mechanics of party-giving III. Organized Camping C. Before the party IV. Camp Craft Education D. During the party V. Nature Education E. After the party VI. Conservation and Outdoor Recreation F. Progressive parties VII. School Camping and Outdoor Education G. Picnics, outings, suppers H. Banquets and dinners VII. Social Games for Recreation Course Outline A. Principles of social game leadership I. Outdoor Recreation in American Life B. Values of games in social recreation A. Definition of outdoor recreation C. Responsibilities of the leader B. The need for outdoor recreation D. Classification of social recreation games 1. Removal of man from natural heritage VIII. Evaluation of Social Events 2. Need to restore balance A. Criteria for evaluating the social recreation 3. Others program C. The scope of outdoor recreation B. Methods of evaluation 1. Sightseeing and touring 1. Planning 2. Picnicing, outings, cook-outs 2. Program 3. Hiking, mountain climbing, hosteling, 3. Leadership horseback riding C. Misconceptions in evaluation 4. Fishing and hunting 1. Attendance 5. Camping 2. Needs, interests, and desires 6. Gardening 7. Nature recreation 8. Historical and archeological interest Texts and References 9. Winter sports Boy Scouts of America. Troop Activities. 10. Water sports Children's Bureau, HEW. Handbook for Recreation. 11. Others Dell Purse Book. Adult Games. D. Extent of outdoor recreation in America Johnson. The Outdoor-Indoor Fun Book. E. Values of outdoor recreation programs

30 H. The History of Outdoor Recreation in the E. State and Federal assistance tothe camping United States movement A. The American Indian 1. Areas 1. Camping 2. Facilities 2. Ceremonials 3. Program 3. Hunting and fishing 4. Leadership training B. Exploration and the colonial period F. Trends in camping 1. Settlement 1. Decentralized facilities 2. Struggle to survive the wilderness 2. Emphasis on standards 3. Others C. Significant events of the period 1. St. Augustine G. Day camping 1. Duration 2. Boston Commons 3. Battery Park, New York 2. Location 4. Parks in Philadelphia 3. Facilities 5. Planning of Washington, D.C. 4. Leadership 5. Program D. Period of western expansion 1. Characteristics of the period 6. Transportation 7. Finance 2. Significant events E. Period of filling in thecontinent IV. Camp Craft Education 1. Characteristics influencingrecreation A. Toolcraft 2. Exploration of natural resources 1. Use of knife, axe,hatchet, and saw 3. Disappearance of land 2. Maintenance of tools 4. Growth of the cities B. Firecraft and 5. Rise of social problems 1. Forest fires-causes, consequences, F. Rise of State parks prevention G. Development of national parks 2. Campfires H. Beginning of camping movement C. Camp cookery I. Growth of outdoor recreation programs 1. Cooking methods 2. Equipment and their uses 1. Eviderice of interest in outdoor recrea- tion D. Ropecraft of ropes 2. Factors responsible for growth 1. Care and conservation their uses 3. Types of outdoor recreation programs 2. Knots and hitches and developed 3. Lashing E. Orienteering III. Organized Camping 1. Nomenclature of a compass A. Growth and extent of organizedcamping 2. Orienting map and compass in the United States 3. Traveling in a straightline B. Values and objectives of camping 4. Knowledge and use of atopographic map 1. Familiarity with the naturalworld 2. Constructive use of leisure F. Wilderness survival 1. Finding your way without a compass 3. Spiritual growth 4. Others 2. Eme,:gency shelters 3. Emergency equipment kits C. Types of camps 4. Trailing and stalking 1. In terms of sponsorship 5. Fires without matches 2. In terms of groups served 3. In terms of duration G. Tents and shelters D. Camping as part of the communityrecreation 1. Types of tents program 2. Waterproofing tent material 1. Resident, family, and day camps spon- 3. Facts about tents sored by public authorities H. Packing 2. Camping programs of community agencies I. Camp sanitation and health

31 V. Nature Education 2. Finances A. Orientation to nature education 3. Leadership 1. Scope of natural program 4. Scheduling 2. Exploration of science areas 5. Transportation B. Weather 6. Others 1. Importance of knowing how to predict D. Areas of experience in outdoor education weather 2. Instruments used in predicting weather 3. Terms Texts and References 4. Observation of current weather Boy Scouts of America. Camp Sites and Facilities. C. Nature trails Freeburg and Taylor. Philosophy of Outdoor Educa- D. Astronomy tion. 1. Orientation of the heavens Hammet. Your Own Book of Camp Craft. 2. Use of the heavens in finding location Mitchell. Fundamentals of Day Camping. E. Rocks and soils Mitchell and Crawford. Camp Counseling. F. Plants Outdoor Recreation Resources Review Commission. G. Animals Outdoor Recreation in America, A Report to the VI. Conservation and Outdoor Recreation President and The Congress. Dependence of outdoor recreation upon natural Smith and others. Outdoor Education. resources 1. Soil 2. Water Films 3. Wildlife Beyond the Tooth of Time. Boy Scout Council. 4. Others Camping: A Key to Conservation. Audio-Visual Cen- B. Definition of terms ter, Indiana University. 1. Conservation Marshland is Not Wasteland. Audio-Visual Center, 2. Preservation Indiana University. C. Using resources for recreation and education National Parks: Our American Heritage. Bailey Films, I. Concept of interrelatedness Inc. 2. Plant life 3. Soil and water 4. Scenic, scientific, and historical use D. Problems of conservation for recreation Arts and Crafts 1. Increase pressures 2. Misuse of resources Hours Required 3. Improper development E. Approaches to conservation Laboratory, 4 I. Land reserves 2. Legal restrictions Course Description 3. Improvement of resource management This course is designed to give the student maximum 4. Education practical experience in creative crafts projects and to VII. School Camping and Outdoor Education provide the opportunity to master the techniques of A. Status of school outdoor education and teaching these projects to varying age groups in a num- camping ber of recreation settings. 1. Field trips and excursions The student should be exposed to several typesof 2. Overnight camping arts and crafts projects, includingceramics, metal- 3. School gardens work, weaving, and many types of minor crafts. 4. Farm and forest projects This outline does not indicate specific projects which 5. Others students should be required to complete, rather,the B. Reasons for increased interest description of projects is left to the discretion ofthe C. Major objectives in school outdooreducation instructor. However, it is suggested that aleast one programs wood- 1. Traditions project be completed in ceramics, metal-work,

32 work, and weaving, and that as manyother minor craft E. Watercolor 1. Media and-equipment needed projects as are possible in thetime available for the 2. Demonstrationof transparenttechniques course be completed. painting-_ the class in one or more F. Tempera Each student should instruct 1. Media andequipment needed in the completion of projects and supervise the class 2. Demonstrationof opaque these projects. IV. Ceramics A. Wedging,mixing, straining Construction Major Divisions B. 1. Coil I. The Scope of Artsand Crafts inRecreation 2. Slab II. General Considerationsin Crafts 3. Slip HI. Design and AppliedArts C. Joining, mending IV. Ceramics D. Cleaning up glazing, overglazing V. Metalwork E. Underglazing, VI. Woodwork F. Filing, grinding VII. Weaving V. Metalwork A. Copper foil VIII. Minor Crafts Arts and CraftsProgram 1. Tooling IX. Organization of 2. Cleaning 3. Oxidizing Course Outline 4. Polishing and Crafts in Recreation 5. Escutcheon pinning I. The Scope of Arts B. Copper wire A. Program settings 1. Coiling pieces 1. School 2. Joining 2. Camp 3. Making clasp 3. Playground C. Copper enameling 4. Recreation center 1. Preparing discs 5. Hospital 2. Annealing 6. Others and crafts 3. Pickling B. The value of arts 4. Rest jig 1. To individual 5. Wrought finishes 2. To society in Crafts (Applicable 6. Buffing II. General Considerations VI. Woodwork to all units) A. Sawing A. Type of activity equipment required B. Drilling B. Materials and C. Sanding C. Techniques D. Filing andrasping D. Safety factors basic inventory of supplies E. Planing E. Development of F. Gluing andnailing III. Design and AppliedArts G. Gilling andpatching A. Evaluation of design H. Painting, staining,and shellacking 1. Balance VII. Weaving 2. Rhythm A. Warp planning 3. Harmony B. Winding warp harmony B. Principles of color C. Threading loom 1. Properties of color D. Weaving 2. Color combinations 1. Plain in planning a design C. Considerations 2. Patterns D. Fingerpainting E. Cutting and tying warpends needed 1. Media and equipment F. Finishing materialsedges 2. Techniqueexperimentation G. Hemstitching 33 349-942 0 - 69 - 6 VIII. Minor Crafts bowling, golf, and tennis. Emphasis should be on the A. Paper work planning and organization of these lifetime sports in a B. Paper mache recreation setting. The student should actively par- C. Prints ticipate in these activities to acquire skills, knowledge D. Basketry of the rules, and fundamental teaching techniques of E. Braiding individual sports. F. Sewing G. Puppets H. Nature crafts Major Divisions I.Jewelry I. Introduction to Individual Lifetime Sports Glass etching J. II. Organization of Individual Lifetime Sports K. Metal etching L. Others III. Archery IX. Organization of Arts and Crafts Program IV. Badminton A. Facilities V. Bowling B. Equipment VI. Golf C. Materials VII. Tennis D. Supplies VIII. Evaluation of Individual Lifetime Sports Pro- E. Financing grams F. Publicity G. Relationship to other programs Course Outline Texts and References I. Introduction to Individual Lifetime Sports A. Lifetime sports defined Amon and Rawson. Handicrafts Simplified. B. Importance today and in the future Green. Arts and Crafts for Primary Grade Children. 1. Effects of automation Green. Creative Arts and Crafts Activities. 2. Spectatoritis Haines. The Home Crafts Handbook. 3. National strength Reed and Arze. Art from Scrap. 4. Fitness Squires. Fun Crafts for Children. C. Need for instruction D. Park and recreation department responsi- Films bilities ABC of Puppet Making. Bailey Films, Inc. II. Organization of Individual Lifetime Sports Art from Scrap. Audio-Visual Center, Indiana Uni- A. Values versity. B. Controls Craftsmanship in Clay. Audio-Visual Center, Indiana C. Competition University. 1. Play days Dolls, Puppets, Diversions. Girl Scouts of America. 2. Field days How to Make a Mask. Bailey Films, Inc. 3. Tournaments How to Make a Puppet. Bailey Films, Inc. III. Archery Masks and Imagination. Girl Scouts of America. A. Origin and development B. Nature of archery C. Rules for competition 1. Target competition Individual Lifetime Sports 2. Field shooting D. Scoring Hours Required E. Safety precautions Laboratory, 4 F. Equipment 1. Selecting archery tackle Course Description 2. The bow This course is designed to provide for group instruc- 3. The arrow tion and practical experience in archery, badminton, 4. The target

34 G. Basic techniques and fundamentals 3. Shoes 1. Stringing the bow 4. Others 2. Unstringing the bow F.Basic techniques and fundamentals 3. Checking the bow after stringing 1. The grip 4. Preparation for the draw 2. The stance 5. The draw 3. The swing 6. Retrieving arrows 4. Types of shots H. Terminology a. Wood shots J.V. Badminton b. Long irons A. Origin and development c. Medium irons B. Nature of the game d. Short iron C. Rules for competition e. Putting D. Equipment G. Rules of golf E. Basic techniques and fundamentals H. Golfers' etiquette 1. Gripping the racket I.Terminology 2. Footwork VII. Tennis 3. Wristwork A. Origin and development 4. Body control B. Nature of the game 5. Ready position C. Social values 6. Strokes D. Equipment 7. Playing strategy E. The tennis court a. Singles F. Scoring b. Doubles G. Rules of tennis F. Safety hints H. Basic techniques and fundamentals G. Terminology 1. Grips V. Bowling 2. Stance A. Origin aild development 3. Footwork B. Nature of the game 4. Strokes C. Social values I.Playing strategy D. General description and facilities 1. Singles E. Rules for bowling 2. Doubles F. Equipment J. Safety precautions G. Basic techniques and fundamentals K. Playing courtesies 1. The grip L. Terminolobi- 2. The stance VIII. EvaluationofIndividualLifetimeSports 3. Footwork Programs 4. Delivery and approach to foul line A. Cost 5. Release B. Follow up 6. Follow through 7. Style of delivery 8. The aim Texts and References H. Playing strategy Miller. Physical Educatioa Activities forCollege Men I.Safety precautions and Women. J. Terminology Archery VI. Golf Burke. Field and Target Archery. A. Origin and development Forbes. A Guide to Better Archery. B. Nature of the game Gannon. The Complete Book of Archery. C. The course D. Facilities for practice McKinney. Archery. E. Equipment Niemeyer. Beginning Archery. 1. Clubs Reichart and Gilman. Archery. 2. Clothing Badminton 35 American Association for Health, Physical Education, Free Bowling Clinic. American Machine and Foundry and Recreation. Ideas for Badminton Instruction. Co. Gunderson. Tennis-Badminton Guide. How to Improve Your Bowling. Athletic Institute, Bil- Bowling liard and Bowling Institute of America. American Association for Health, Physical Education, Learn to Bowl. Brunswick Corp. and Recreation. Gym-Bowl Instruction Manual. Tennis Bellisimo. The Bowler's Manual. Anyone for Tennis? U.S. Lawn Tennis Association. Casady. Beginning Bowling. Beginning Tennis. All American Productions. Clause and McBride. The Complete Handbook of Beginning Tennis. Athletic Institute. Junior Bowling. Intermediate and Advanced Tennis. T. N. Rogers Fraley. The Complete Handbook of Bowling. Productions. Norman. The Four Kinds of Bowling. Six Reels on Stroke Analysis. U.S. Lawn Tennis Vermes. The Collier Quick and Easy Guide to Bowling. Association. Weber. The Champion's Guide to Bowling. Slow Motion Long Films for Tennis Instruction. U.S. Golf Lawn Tennis Association. American Association for Health, Physical Education, Tennis by Contract. Audio-Visual Education Films. and Recreation. Ideas for Golf Instruction. TennisClassOrganization.U.S. Lawn Tennis Athletic Institute and National Golf Association. How Association. to Improve Your Golf. Tennis for Beginners. National Education Films, Inc. Casper. Chipping and Putting: Golf Around the Tennis for Beginners. Owen Murphy Productions, Inc. Green. Tennis Instruction(Filmstrip and Placards).Na- Crogen. Golf Fundamentals for Students and Teachers. tional Education Association. Snead. The Education of a Golfer. TennisSports of a Lifetime, Part OneClass Or- Stobbs. An ABC of Golf. ganization. Youth Tennis Foundation of Southern Wethered. Game of Golf. California. Zanger. Exercises to Better Golf. Tennis Donnally. Net Results. Everett and Dumas. Beginning Tennis. Team Sports Gonzales. Tennis. Gould. Tennis Anyone? Hours Required Jaeger and Leighton. Teaching of Tennis. Laboratory, 4 Joint Committee of U.S. Lawn Tennis Association and American Association for Health, Physical Educa- Course Description tion, and Recreation. Tennis Group Instruction. This course is designed to provide for group instruc- Leighton. Tennis Instructor's Guide. tion and practical experience in the team sports of Tilden. How to Play Better Tennis. softball,soccer,touchfootball,volleyball,and basketball. Emphasis should be on the planning and organization of team sports designed to serve the in- Films and Filmstrips terests of all people. Badminton The instructor should focus on the organization and How to Improve Your Badminton. Athletic Institute. supervisory aspects of these sports, rather than on the Bowling mastery of performance skill. A Lifetime of Bowling. American Association for Health, Physical Education, and Recreation. Major Divisions Bowling. Don Ellis Films. I. The Value of Team Sports Bowling-Fencing-GolfGuide.NationalEducation II. Plans for Organizing Sports Programs Association. III. Policies and Problems BowlingTechniqueCharts.NationalEducation IV. Leaders and Officials Association. V. Records and Forms

36 VI. Types of Sports Competition VII. Softball VII. Softball A. Origin and development B. Equipment VIII. Soccer C. Rules IX. Touch or Flag Football D. Basic fundamentals andtechniques X. Volleyball E. Strategy XI. Basketball 1. Offensive 2. Defensive Course Outline F. Safety precautions I. The Value of Team Sports G. Terminology A. Associate learnings VIII. Soccer B. Social skills A. Origin and development 1. Leadership B. Nature of the game 2. Citizenship C. Rules of soccer 3. Others D. Basic fundamentals andtechniques II. Plans for Organizing Sports Programs 1. Kicking A. The recreation department 2. Trapping 1. Form of organization 3. Passing 2. Sports personnel 4. Tackling 3. Sports organizations 5. Heading the ball B. Citywide sports bodies E. Playing strategy 1. Single-sport bodies 1. Offense and attack 2. Multiple-sport bodies 2. Defensive tactics 3. Industrial sports organization F. Safety precautions C. State and national organizations G. Terminology III. Policies and Problems IX. Touch or Flag Football A. Safety A. Origin and development B. Health B. Nature of the game C. Publicity C. Equipment D. Finance D. Rules of touch football E. Cooperating agencies E. Basic fundamentals andtechniques F. Awards 1. Blocking IV. Leaders and Officials 2. Touching A. Leadership functions 3. Ball carrying B. Leadership standards 4. Passing C. Officials 5. Punting defense 1. Duties F. Fundamentals of offense and 2. Training methods G. Safety precautions 3. Assigning and paying H. Terminology 4. Rating X. Volleyball D. Volunteers A. Origin and development V. Records and Forms B. Nature of the game A. Methods of record keeping C. Equipment B. Types or records 1. Ball C. Relating to officials 2. Net and standards D. Relating to properties D. Rules of volleyball E. Relating to program E. Fundamentals and techniques VI. Types of Sports Competition 1. Passing A. Tournaments 2. Serving B. Leagues 3. Spiking 1. Factors in league operation 4. Blocking 2. Citywide league regulations 5. Retrieving ball from net 37 Saving Certificate prior F. Playing strategy tional Red Cross Senior Life proficiency swim- 1. aTense or attack to enrollment in this course, or pass a 2. Defense ming skills test. G. Safety precautions Certain basic equipment such asfishing tackle and H. Terminology canoes should beavailable for the instruction of this XI. Basketball course. A. Origin and development Some time should be devoted tothe organization B. Nature of the game of aquatic programs as well as tothe operation and C. Rules of basketball maintenance of water areas. D. Basic fundamentals and techniques 1. Passing 2. Shooting Major Divisions 3. Dribbling 1. The Scope of Water-related Activities 4. Rebounding II. Aquatic Programs E. Playing strategy III. Angling 1. Offense IV. Canoeing 2. Defense V. Diving F. Safety precautions VI. Swimming G. Terminology VII. Operation and Maintenanceof Pools and Beaches Texts and References America. Official Amateur Softball Association of Course Outline Guide. Blake and Volp. Lead-up Games to TeamSports. I. The Scope of Water-relatedActivities Emery. Modern Volleyball. A. A source of fun and recreatior Miller. Physical Education Activities forCollege Men B. Main activities activities and Women. C. Value of water-related Odeneal and Wilson. Beginning Volleyball. 1. To the individual Stanburg and De Santis. Touch Football. 2. To the community Walters. Official Volleyball Guide. II. Aquatic Programs Welch. How to Play and Teach Volleyball. A. Formal program 1. Swimming team 2. Water polo 3. Synchronized swimming B. Informal programs Water-related Sports C. Exhibitions 1. Swimming meets Hours Required 2. Water shows Laboratory, 4 3. Pageants 4. Demonstrations D. Camp waterfront operation Course Description 1. Layout the student with 2. Equipment This course is designed to acquaint 3. Staff the recrea- aquatic activities and their relationship to 4. Supervision tion program. It is a practical coursewhere partici- 5. Program pation is required to adequately obtainthe skills and 6. Schedules techniques of such activities ascanoeing, angling, 7. Safety regulations swimming, and diving. E. Basic terminology The institution should have a pool orother water III. Angling facilities available to it for th;=. course. Studentsshould A. Origin and development be required to possess an up-to-dateAmerican Na- B. The nature of angling

38 PAMITIMIT =17477 4'-'"Wrn ,

C. Bait casting B.Personnel 1. Equipment 1. Bathhouse 2. Techniques and fundamentals of casting 2. Lifeguards D. Fly casting 3. Others 1. Equipment C. Operations 2. Techniques and fundamentals of casting 1. Aid to patrons E. Spin casting 2. Control and traffic 1. Equipment 3. First-aid room 2. Making the cast D. Regulations for health safety F. Safety factors in casting E. Maintenance and sanitation G. Competition F. Recordkeeping and reports H. Terminology IV. Canoeing A. Origin and development Texts and References B. The nature of canoeing American National Red Cross. Canoeing. C. Rules of safety and conduct American National Red Cross. Swimming and Diving 1. Recommended swimming tests 2. Canoe as support and lifesaver 3. Spilling water out of partially filled canoe D. Equipment 1. Types of canoes Drama 2. Selection of a canoe Hours Required 3. Care of the canoe 4. How to patch leaks Laboratory, 4 E. Basic techniques and fundamentals V. Diving A. Origin and development Course Description B. Elementary diving techniques This course is designed to acquaint the studentwith C. Elementary diving from pool deck drama activities as an integral part of the recreation D. Springboard jump dives program. E. Fundamental techniques of runningspring- Leadership skills in planning, programing, and con- board diving ducting dramatic activities should bestressed. F. Groups of dives Students should actively participate in avariety of VI. Swimming dramatic activities during the course.An excellent A. Origin and development learning experience would be to requirethe students B. Nature of the sport to plan and rehearse a playinvolving the entire class C. Basic skill techniquesbeginner in all facets of the productionsuch as scenery,equip- 1. Adjustment to water ment, lighting, costumes, andactingand perform 2. Breath control it before an audience. 3. Use of eyes underwater 4. Balance and control 5. Styles of stroke Major Divisions 6. Treading water I. Drama in Recreation 7. Surface diving IL Planning the Program 8. Underwater swimming III. Fundamental Skills of InformalDramatic Ac- D. Safety tivities E. Terminology IV. The Play VII. Operation and MaintenanceofPools and Beaches V. Facilities A. Operation objectives VI. Paraphernalia 39 tir,t.. -t ,S7...77.7.4,

Course Outline 3. Outside 4. Others I. Drama in Recreation B. Standards A. Values of drama VI. Paraphernalia B. The scope of drama in recreation A. Scenery 1. Informal activities 1. Types a. Versechoralspeaking a. Standingunits b. Puppets b. Hanging units c. Story telling c. Set units d. Dramatic games d. Draperies e. Others 2. Equipment 2. Formal activities a. Simple outdoorsetting a. Play production b. Shadow play stage b. Costumes c. Puppet stage c. Scenery d. Theater in the round d. Makeup B. Lighting e. Lighting 1. Types f.Festivals a. Footlights g. Pageants b. Borders II. Planning the Program c. Spots A. Selection of leader d. Floods 1. Qualities e. Beamlights 2. Capabilities 2. Factors B. Factors for consideration a. Quality 1. Age and sex of participants b. Color 2. Facilities c. Distribution 3.. Interest C. Sound 4. Time D. Props 5. Other factors E. Costumes III. Fundamental Skills of InformalDramatic Ac- F. Makeup tivities A. Pantomime and Improvisation Texts and References 1. "Acting out" activities Skit and Stunt Book. 2. Pantomime involving the senses Deason and others. The Modern Stahl. Simplified Stagecraft Manual. 3. Expressing emotions B. Dramatic games, charades, stunts,and skits 1. Individual charades

2. Team charades ij 3. Relay charades Music 4. Skits and stunts Hours Required C. Puppet shows and shadowplays D. Mobile drama programs Laboratory, 4 1. Stage wagons 2. Stagemobiles Course Description IV. The Play This course is designed to acquaintthe student with A. Basic ingredients of the recreation B. Monologues and monodramas music activities as an integral part program. C. Script-in-hand Leadership skills in planning,programing, and V. Facilities conducting music activities shouldbe stressed. A. Type Heavy emphasis should be placed onactual partici- 1: Club room pation in music activities to develop anappreciation 2. Stage

40 3,7,11VV:17

of music in the recreation program. Students should C. Selection and care of equipment be required to plan and conduct music activities for 1. Phonograph the class andwherever feasibleplan, program, and 2. Needles conduct a music activity, under supervision, for an 3. Tape recorders outside group. 4. Other equipment VI. Community Recreation Services A. Settings for music in recreation Major Divisions 1. Recreation center I. Recreation and Music 2. Playground II. Singing in Recreation 3. Hospital III. Recreation Through Playing 4. Others IV. Recreation Through Listening B. Musical talent and variety shows V. Leadership in Listening 1. Organization VI. Community Recreation Services 2. Administration 3. Evaluation

Course Outline Texts and References I. Recreation and Music Nye. Singing with Children. A. Music as recreation Rosenberg. It's Fun to Teach Creative Music. B. Classification of musical activities Sur and Schuller. Music Education for Teen-agers. II. Singing in Recreation A. Community singing B. Preparation for community singing 1. Choosing songs 2. Knowledge of songs Folk, Square, and Social Dancing 3. Use of song sheets 4. Types of songs Hours Required C. Presentation of community singing Laboratory, 4 D. Barbershop quartet E. Mixed chorus F. Glee clubs Course Descriptions III. Recreation Through Playing Through practical experience, the student should be A. Melody-playing instruments instructed in the fundamental skills of folk, square, and 1. Harmonica social dancing. Some emphasis should ..)e placed on 2. Chromatica promoting, planning, programing, and conducting 3. Ocarina these types of dances in a recreation setting. 4. Recorder Students should first acquire a degree of competence 5. Autoharp in basic rhythms and the fundamentals of locomotor B. Instrumental ensembles movement before attempting to masterindividual 1. Orchestras dances. 2. Bands IV. Recreation Through Listening A. Rhythm Major Divisions B. Melody C. Harmony I. Origin and Development of Dancing D. Form IL Folk and Square Dancing E. Tone color III. Social Dancing F. Style V. Leadership in Listening Course Outline A. Functions of recreation leader B. Building a record library I. Origin and Development of Dancing 1. For adults A. History 2. For children B. Fundamentals of locomotor movement 41 Since the prepara- H. Folk and Square Dancing supervisor in planning field work. tion of field work reports is animportant aspect of A. Formations evaluating the effectiveness of thefield experience, a 1. Circle is included. It is 2. Lines student guide to preparing reports recommended that each of the threefield experiences 3, Sets occur in a settingdistinctly different in philosophy, or- 4. Running set clientele served. With this B. Common steps ganizational structure, and in mind, suggested outlines arepresented for field in- 1. Buzz step agencies, hospitals or 2. Heel and toe polka struction in public or voluntary recreation agencies. 3. Mazurka institutions, and commercial 4. Polka 5. Saihay 6. Schottische 7. Two-step A Student's Guide forPreparing 8. Waltz Field Instruction Reports C. Figures Supervisory conferences. Eachstudent should re- 1. Allemande quest a supervisoryconference with the agency super- 2. Balance visor before beginning thesemester's field instruction 3. Corner to clarify his positionwith the agency. Short supervisory 4. Do-si-do conferences should be periodic inorder to determine 5. Grand right and left the student's progress in hiswork. These conferences 6. Honor offer a fine opportunity totalk about administrative 7. Others policies, programing, andsolutions to problems en- HI. Social Dancing countered by the student.Comments about these and A. Dance positions other supervisory conferencesshould be included in 1. Closed the studenes reports. 2. Semi-open become familiar 3. Open Administration. The student should (public, voluntary, etc.) in 4. Reverse open with the type of agency donethe policies of B. Foxtrot fundamentals which field instruction is being C. Waltz fundamentals the agency, how the agencyis financed, number and D. Latin American dances type of personnel,staff and line functions andtheir 1. Samba relationships (use charts) , typeof participants, hours 2. Rumba of operation, and the total scopeof the agency and its 3. Tango relation to and importance inthe community. 4. Mambo Facilities and equipment. It willbe advantageous 5. Cha-cha-cha to the studentfield trainee to learn as much as pos- sible about the facilities andequipment of the agency, Texts and References to give an evaluationof the physical plant layout, Hall. Dance! and to suggest ideas for the usecf. the agency's exist- Hawkins. Creating Through Dance. ing facilities and equipment.Matters relating to build- Jensen and Jensen. Beginning SquareDance. ings, grounds, recreationaland special rooms, and Kraus. Beginning Social Dance. general equipment should beincluded in the student's Mettler and Carbo. This is CreativeDance. written reports. Rowen. Learning Through Movement. Program. It is in the area ofprograming that the student will be functionally involvedby taking notes in supervisory conferences on programplanning and Field Work I, II, and III collecting and compiling allavailable printed material on activities. The following material is presented toassist the stu- Some subheadings for reportingin the area of dent, the institution faculty supervisor,and the agency programing:

42 Preparation for leading activities 4. Liability a. Insurance Public relations problemsinvolved b. Liability problems Actual activity leadership III. General Administration Items here should include namesof recreation work- the board or governing of par- A. Organization of ers present, times,dates, places, and numbers authority ticipants at sessions. This sectionmight also indicate 1. Statement ofboard organization what activities were carried on,how successful they a. Agencyobjectives, board policies, and were, and howwell the activities metthe needs of the operational procedures participants. The studentmight also include his or b. Relationships withother agencies, de- organizations (city, her own personalinterpretation of activitiescarried partments, and on and ageneral evaluation ofthe experience park, voluntary agency,etc.) 2. Planning andconducting a board meet- encountered. ing (or meeting of thecontrolling Problems. The student will,during the course of the group of theagency) semester, encounterproblems in his field training,and serious thought, try to de- a. Agenda:conduct of meeting he should give them some b. Points on boardoperations which will eliminate or alle- termine a course of action c. Workingwith committees speak to the agency andthe viate the problems, and 3. Board superintendent(agency-director) university supervisor. Theproblems faced and the relationsoperational procedures; course of actionin solving the problemsshould be methods of handlingproblems that outlined in written reports. concern theboard and the recreation Planning. Each report, startingwith the first, should professional include the student's plan ofaction for the next unit B. Departmentalorganization of work. The plan shouldinclude specific information 1. Linestaffrelationships Director about material the student %Al presentand methods supervisorleader relationships and techniques to be used. 2. Personnel operationsand policies The student's plan mightinclude such items as the a. Jobanalysisassignment of duties qualifica- games to be used, anagenda for a club meeting, an b. Selectionof employees, tions, e aluation,salaries,vaca- outline for si ecial events, ideasfor publicity, questions tions, car allowance,attire for the agency supervisor, weeklyplayground sched- particularly related to the 3. In-service training ules, and any other plans to operate an situation in which the student isworking. 4. Office procedureshow office, records and reports,filing systems 5. Use of volunteers(selection, training, Course OutlineRecreation FieldInstruction assigning) in Public or VoluntaryAgencies C. Finances 1. Reasons for carefulcontrol of finances I. Orientation 2. Tax structure andvariations; local levy; A. General informationabout the community procedures for obtainingfunds and agency 3. Policies andprocedures for handling B. Agency organization recreation funds C. Introduction to agencypersonnel a. Receipts,expenditures, and similar D. Job orientation procedures for accountingfor funds E. Tour of agency areas andfacilities b. Detailedproceduresvouchers, pur- II. Legal Status of the Agency chase orders, approvalof expendi- A. Brief history of the agency tures, bids, etc. B. Legal bases of the agency or 4. Budget 1. Creation of the agencyreferendum planning and preparingthe similar legal action a. Steps in budget 2. State law(s) governingthe agency b. Budget forms andprocedures 3. Local ordinances or similarlegal refer- operations ences tooperational patterns c. Budget 43 5. Special finance problems F. Leadership methods a. Fees and charges 1. The art of leadership b. Rentals 2. Qualities of a good leader c. Special funds 3. Originality, creativeness, adaptability 6. Records 4. Problems in leadershiphow todevelop IV. Public Relations group control;disciplinary problems A. Objectives of the agency public relations G. Departmental services (sportskits, public program address system, game leadership services, B. Responsibility for public relations etc.) 1. Administrator, supervisors, leaders, vol- VII. Areas, Facilities, and Maintenance unteers, participants A. General standards for recreationfacilities 2. Handling correspondence C. Budget for public relations B. Evaluation of facilities D. Public relations medianewspapers, radio, I. Types and functions of various recreation television, word of mouth, visual aids areas and facilities (slides, movies, etc.) 2. Design and layout E. Publicationsannual reports, playground 3. Functional operationanalysis of gen- newspapers,bulletins,mimeographed eral and detailed needs for operation material, special publications of various facilities F. How to develop public relations C. Maintenance 1. Creative public relations projects I. How maintenance is accomplished 2. New horizons in reaching people 2. Cost of maintenance 3. Human relationshow to dealwith 3. Selection, repair, and upkeep of supplies people effectively (examples)dos and and equipment don'ts in human relations in the office and community VIII. General Subject Areas recreation person G. Handling complaints A. The life of a professional V. Program Planning Year-round I. Local customs and traditions A. How are activities chosen? 2. Belonging to localorganizations B. How are starting dates or programdates 3. General social life andbehavior chosen? 4. How recreation leaders gettheir own C. How much of the budget goes forprogram? recreation D. How do you select leaders? 5. Ethnic behavior of recreationpersonnel E. Schedules (daily, weekly, monthly, master B. How to look for a job in thefield of recrea- schedule) tion F. Time table in program planning 1. Kinds of recreation jobs 1. Steps in program planning 2. What a director looks forin hiring a affect- 2. Principles and procedures, factors leader ing program planning 3. How to conduct an interview and actat VI. Program Operation A. Objectives of the program an interview the field of B. Supervision of the program 4. General job conditions in C. Cooraination of staff efforts recreation today D. Year-round program operation: artsand 5. Selling yourself crafts, dramatics, music, sports (including C. Dos and Don'ts for therecreational pro- aquatics),socialrecreation,danci..g, fessional community centers, special events, camp- D. Neighborhood AdultClubs, Dad's Clubs, ing, and nature recreation and local booster clubs E. Program evaluation E. Special experiences of alocal naturevisits 1. Measuring effectiveness of the program partici- with loc41 clubs, special interest groups 2. What does the program do for leisure time pants?Fun, education values, cul- and related recreation and tural values agencies t

Field Instruction in D. Organization Course Outline-Recreation 1. Location Hospitals or Institutions a. Wards,dayrooms, special indoorand I. Orientation outdoor areas A. Personal affairs b. Off -grounds trips, programs,events 1. Living arrangements 2. Group andindividualized programs and 2. Work schedules services B. Introduction tostaff 3. Allocation of programresponsibilities 1. Recreation staff a. Professionalstaff 2. Medicalstaff b. Volunteers 3. Other ancillaryservices staff E. Evaluation 4. Clerical, custodial,maintenance staff 1. Daily programevaluation overall program and C. Tour of hospital areas,facilities, and phy- 2. Evaluations of sical set-up services information about thehospital or 3. Statistical reportsand records D. General Psychiatric Conceptsand In- institution Medical and/or formation 1. Hospital routines A. Medical ethics 2. Hospital etiquette to departmentsand B. Diagnostic groups 3. General orientation 1. Symptomatology services 2. Physiological andpsychological effects recreation E. Generalinformation about the of illness program 3. Techniques inworking with patients, 1. Introduction togeneral recreation rou- individually and in groups(preven- tines tive, protective,supportive techniques) 2. Responsibilities,precautions, problems 4. Limitationsimposed byillness or a encountered handicap to be F. Job orientation 5. Capabilities andpotentialities limits of the illness 1. Plan for total fieldinstruction assignment stressed within the 2. Responsibilitiesand duties of recreation or handicap field instruction student 6. Treatmentmethods and goals and Services C. Nursing service II. Recreation Program and schedules objectives D. Ward routines A. Philosophy and E. Medical stafforganization B. Planning Relations to OtherDepartments and Services and/or referral . 1. Medical approval A. Occupationaltherapy 2. Patient-staffparticipation in planning 1. Philosophy, purpose,and objectives 3. Coordination andintegration 2. Scope andlimitations of programsand a. Medical treatmentprograms, clinics, services ward rounds a. Ward program b. Other ancillary programsand services b. Shop program c. Communityrecreation resources (lo- 3. Schedules cal public, voluntary,commercial 4. Staff organization agencies) B. Physical therapy d. Hospital orinstitutional medical and 1. Philosophy, purpose,and objectives administrative regulations 2. Scope andlimitations of programsand 4. Information andpublicity services C. Content 3. Schedules 1. Scope and limitations 4. Staff organization 2. Special adaptationsand provisions to C. Social service 1. Philosophy, purpose,and objectives meet patient needs handled by social 3. Types and classificationsof activities 2. Types of problems workers 4. Special features 45 3. Services a. Receipts,expenditures, and similar a. To patients procedures for accounting for funds b. To families of patients b. Detailed procedures, vouchers 4. Recording of case services 3. Budget D. Other specialized services (diet and foods a. Stepsinplanning and preparing service, chaplains' service, library service, budget and medical records department) b. Budget forms and procedures V. Volunteer Program, Community Resources and c. Budget operations Relationships 4. Special financial problems and con- A. Agency philosophy and policies regarding siderations volunteer program D. Areas, facilities, and maintenance B. Resources for volunteers 1. Areas and facilities constructedand 1. Individuals toserve on a regularly designated for recreation use scheduled basis 2. Other areas andfacilitiesusedfor 2. Groups providing services for special recreation programs and services occasions 3. Evaluation of facilities C. Recruitment of volunteers a. Types and functions D. Screening and selecting the volunteer b. Design and layout E. Volunteer orientation and training c. Functionaloperation;analysisof F.Integration and utilization in program general and detailedneeds for G. Volunteer-staff relationships and respon- operation of various facilities sibilities (including supervision, recogni- d. Special adaptations of equipment and tion, and evaluation of volunteers) facilities to meet specific needs of H. Other community resources and relatibn- the ill and handicapped ships 4. Maintenance 1. Fraternal groups, commercial, volun- a. How maintenanceis accomplished tary, and public recreation facilities, b. Cost of maintenance programs, and resources available to c. Selection,repair,and upkeep of patients supplies and equipment 2. Public relations in community relation- VII. Supervision, Counseling, Evaluation of Student ships Field Work VI. General administration A. Counseling andsupervisoryconferences A. Organization between agency supervisor and student 1. Internal organizational structure (These conferences should be regularly 2. Federal, State, or county organizational scheduled at a previously arranged time structure and place for a minimum of one hour 3. Brief history and how legally established each week.) B. Recreation Department organization B. Evaluations and discussions of student's 1. Line-staff relationships job performance by the agency supervisor 2. Personnel operations and policies VIII. Personal and Professional Development a. Job analysesassignmentof duties A. Student attendanceatrecreationstaff b. Selection of employees, qualifications, meetings standards evaluations, salaries, va- B. Student attendanceatother meetings; cations and other benefits, attire, medical clinics, hospital staff orientation etc. classes; community recreation agency 3. Staff development provisions meetings 4. Officeproceduresstenographic and C. Professional affiliation clerical assistance, records and re- 1. Professional organizations for hospital ports, filing system, etc. recreation at national and State levels C. Finance 2. Standards and registration as established 1. Source of funds forhospitalrecreationpersonnel 2. Policies and procedures for handling through the Council for the Advance- recreation funds ment of Hospital Recreation 46 D. Professional on-the-jobrelationships and C. Engineering cues for workingwith people effectively D. Accounting (includingpatients,professionalstaff, E. Banking ward attendants, janitors, custodialstaff, F. Insurance volunteers, office staff, etc.) IV. General Administration F.The life of a professional recreation person A. Organization of agency;officers and re- 1. Local customs and traditions sponsibilities 2. Belonging to localorganizations 1. Objectives of organization 3. General social life andbehavior 2. Public relations 4. Ethnic behavior of recreationpersonnel 3. Customer relations F. How to look for a job inthe field of hospital 4. Finance recreation 5. Central office relationships 1. Kinds of recreationjobs-agencies and B. Departmentalorganization-line--staff re- institutions employing hospital recre- lationships ation personnel 1. Job analysis, job descriptionand quali- 2. What a hospital recreationdirector looks fications leader for in employing a recreation 2. Selectionofemployees,evaluations, interview 3. How to act at and conduct an salaries,fringebenefits,insurance, 4. General job conditionsand opportunities attire ill and in the field of recreation for the 3. MorOe and discipline handicapped today 4. Office routine, records, and reports 5. Volunteers (selection andtraining) Field Instruction C. Fiscal administration Course Outline-Recreation local) in Commercial RecreationAgencies 1. Tax problems (Federal, State, 2. Accounts receivable, payable I. Orientation 3. Payroll, withholding taxes, andsocial A. Personal affairs security 1. Living arrangements 4. Bank relationships 2. Transportation 5. Routine cash flow 3. Work schedules 6. Profit and loss, balance sheet,general B. General information about thecommunity ledger, and statements and agency 7. General discussion of lendinginstitu- 1. Introduction to staff tions and rates facilities and 2. Introduction to agency 8. Budget areas a. Preparation 3. Review of dedications and company b. Comparison objectives and policy c. Over-underadjustments 4. Review of responsibilities,schedules, and 9. Purchasing programs a. Quantityorders and discounts 5. Review of pay periods andpersonnel b. Routines relationships 10. Fees and rentals II. Legal Status of Agency a. How established A. Brief history of agency b. How collected organization B. Corporate beginnings and V. Public Relations 1. Zoning laws A. Objectives 2. Property acquisition B. Forms of public relations 3. Financing 1. Personnel 4. Regulatory laws 5. Insurance, banks, etc. 2. Newspapers 3. Word of mouth III. Professional Relationships community A. Legal 4. Relationships with B. Architectural 5. Influence centers 47 C. Direct mail to customers B. Design and layout 1. Newsletters C. Evaluation of facilities of various recreation 2. Bulletin boards 1. Types and functions areas andfacilities 3. Personal contact operation-analysis of gen- 4. General social contact 2. Functional for operation D. Image creationsandinfluencecenters eral and detailed needs among customers of various facilities 1. General effect of shirts and.awards D. Maintenance 2. Word of mouth and association 1. How maintenance isaccomplished 2. Cost of maintenance E. Complaints ti.pitecp of supplies 1. Proper answers 3. Selection, repair, and 2. Sincere interest and equipment maintenance VI. Program Operation andPlanning 4. Landscaping and general for pools A. Objectives of program 5. Filtration system used B. Supervision and responsibility VIII. General Subject Areas recreation I. Coordination of staff A. Evaluation of commercial 2. Coordination of facilities 1. Advantages 3. Aquatics 2. Disadvantages opportunities 4. Tennis B. Commercial recreation 5. Day camp 1. Clubs 6. Field activities 2. Day camps 3. Family camps 7. Trips relationship to each 8. Camping C. Ethnic groups-their 9. Special events other C. Leadership methods 1. Attitudes 1. Communication withchildren 2. Customers 3. Direct experience 2. Communication with adults challenge to com- 3. Committees, volunteers, etc. D. Leisure time and its 4. Qualities required andtechniques merical development E. Other clubs and theirdirections 5. Evaluation toswim-tennis VII. Areas, Facilities, andMaintenance F. Not-for-profitapproach A. General standards for recreationfacilities clubs

48 facilities, equipment, and costs

Adequate physical facilities are necessary for an ef- the number of students; the number of faculty mem- fective recreation leadership program. Although they bers and staff; the location of existing facilities; and represent substantial long-term investments, such facil- the length of the program. ities, for the use of all students, can serve as an im- For the purpose of illustration, the following discus- portant factor in recruiting high school graduates for sion is based on a two-5 ear program involving 60 stu- enrollment at the institution and in meeting post- dents, 30 the first year and another 30 the second yeir, secondary institution accreditation standards. two instructors, a department chairman, and a recep- Ideally, such areas and facilities should be equipped tionist-secretary. (See Figure 8.) The additional office and ready before the first class of recreation leader- space indicated in the figure is provided to allow ade- ship students is enrolled. Some may already be in ex- quate space for part-time faculty or for additions to istence, e.g., for music, industrial arts, and physical the recreation staff. education. In initiating a recreation leadership pro- The recreation facility should provide three class- gram where facilities must be constructed, the in- rooms with space to accommodate 30 students in stallation of multiple-use structures and areas may each room. Between at least two of these rooms should substantially reduce the cost of these facilities. be a movable steel or glass partition. This arrange- ment is valuable in certain social recreation activity skill courses in which double floor space is needed. Each classroom should provide ample storage for General Planning Considerations projectors, recorders, table games, and a record player. Other equipment should include movable tables and Classrooms, offices, and storage facilities for recre- chairs for 30 students, a chalkboard, and a projection ation leadership programs require no special designs. screen. The classrooms should be lighted by at least Any well-constructed building with suitable utilities 50 foot-candles at desk level with a control switch to may be used. However, if the building is used for labo- facilitate use of visual aids. Electrical outlets for pro- ratory purposes, flexibility may be gained by maximum jection equipment and windows equipped with room use of movable partitions and portable equipment. darkening devices should be provided. The structure should include or be adjacent to a gym- Each faculty member should have a minimum of nasium and swimming pool and should be near out- 100 square feet of office space, with no more than two door teaching stations such as athletic fields and tennis instructors in the same room. Each space should have courts. This arrangement allows for better supervision a desk, rr,:ord file, cabinet or shelf space for books of equipment and supplies and reduces the time lost in and equipment, chairs for visitors, and an extension walking to and from classes. For convenience, the rec- telephone. A waiting room or reception area should reation building's indoor activity ..eas should be at restrict access to staff offices and provide office space ground level. for the departmental secretary. Many recreation activity courses produce noise which may be distracting to other classes; for this rea- son, the recreation laboratory should be located away from other educational facilities. Arts and Crafts Laboratory

A separate arts and crafts laboratory is desirable be- cause it centralizes equipment and supplies, provides Office and Classroom Spaces better student supervision, and requires fewer per- sonnel than separate facilities. (See Figure 9.) Such a Factors governing the design of office and classroom laboratory may already be available in the institution's spaces for a recreation leadership program include : industrial arts department.

49 f----- 24'..-.4.-----24' 13'--f--17'.---t .1..II ftwezzowa

I Department Office Head I Office I

Double I Classroom

1 Office I I Reception and I Secretary I Pool I I Office I I

To r 0 Outside Hall r

1

1 4 Arts & Crafts Laboratory Classroom

. 48' 24' ----I

FIGURE8.Suggested facility.

50 y Lockers MP.OIL 5 AM. Storage & Supply Office

10' 10'

Desk Glass =6OMNI 411 Glass

Dry Storage Bins

Kiln

GENERAL LI I WORK AREA 40' Potter's Storage EQUIPMENT Wheel to AREA Ceiling

Woodwork Table 5' x 10' Work 0 Table a 0 Sinks

Metalwork Table StorageAbove & Below

40'

FIGURE 9.Example of an arts and crafts laboratory.

The laboratory space should be at least the size of be provided for the storage of craft materials, unfin- a double classroom. For convenience, it might be sec- ished projects, and exhibit materials. tioned into a general work area, a storage and supply An office separated from the work area by glass par- area, and an equipment area. Glass partitions will per- titions should be available for the instructor. It should mit supervision of the entire facility from any corner. contain a desk, desk chair, file cabinet and a closet or Adequate nonglarelightingshould be provided shelves for storing and controlling hand tools. throughout. Proper year-round climate control should The equipment area should contain large stationary be provided, and an exhaust system should be incor- equipment such as sinks, ceramic kilns, and large tools. porated to eliminate heat from ceramic kilns. This area should be equipped with heavy-duty 220- The laboratory should accommodate at least 16 stu- volt electrical power outlets and an ample number of dents at one session. Four 6- by 10-foot tables with smooth, hard-surfaced shelves for storing ceramic durable, nonporous work surfaces should allow suffi- molds and unfired pieces. cient space for all participants to lay out equipment and Adequate cupboard space for storing glazes, ceramic supplies for most projects. Each student should have tiles, and other supplies should be provided. Three or drawer space to store his small equipment and ma- four large, deep, stain-resistant sinks with single faucets terials; and ample cabinets, closets, and lockers should and sludge traps should be available. Cabinets or

51

4Q drawer spaces are recommended for the storage ofsoap TYPE "A"Indoor Activity Stations and paper towels. Waste cans should be strategically Space requirements: 12 square feet per student (Ap- placed throughout the workingarea. plied Student Population). Including: Gym floor, mat areas, swimming pools, courts, etc. (adjacent to lockers and showers and within 10-minute walking distance of academic classrooms). Guidelines to PlcAning Uses: Physical education class instruction, varsity sports, intramural sports, informal sports participation, Adequate facilities and areas for recreation instruc- student and faculty recreation, etc. tion depend on the nature of the activities offered in Breakdown of Type "A" Space: the courses of the curriculum. Because thereare many variables, such as geographic location and size of the AlLarge gymnasium areas with relatively high ceil- ings (22-foot minimum) for basketball, badmin- institution, it is difficult to suggest standardized facili- ton, gymnastics, apparatus, volleyball, etc. (ap- ties. Many of the areas and facilities needed to carry proximately 55 percent of the computed Type on specific programs in the curriculum may already "A" Space). exist in other departments, while others may be avail- A2Activity areas with relatively low ceilings (12- able in the immediate area of the institution from pub- foot minimum) for combatives, therapeutic ex- lic or private sources. ercises, dancing, weight lifting, etc.(approxi- Two important considerations in facility planning mately 30 percent of the computed Type "A" should be the functionality of the facility and its at- Space). tractiveness. An equally important consideration is the A3Swimming and diving pools (approximately 15 multiple uses to which a facility can be put. Asan ex- percent of the computed Type "A" Space). ample, by drawing court boundaries in distinguishing A4Handball and squash courts. In addition to the colors on a gymnasium floor, it is possible to use the above requirements, there should be one handball same facility for a number of different activities. Figure or squash court for each 800 students (Applied 10 shows how a gymnasium 140 feet by 140 feetcan Student Population). be used as three basketball courts, four volleyball courts, or six badminton courts. TYPE "B"Outdoor Activity Stations When certain specific facilities are not available at Space requirements: 100 square feet per student the institution and it becomes necessary to select build- (Applied Student Population). ing sites, the following factors should be considered: Including: Sports fields of all types (adjacent to lockers and showers and within 10-minute walking dis- 1. Proximity to classrooms tance of academic classrooms). 2. Proximity to housing Uses: Physical education class instruction, varsity 3. Pedestrian traffic patterns at the institution sports, intramural sports participation, student and fac- 4. Motor traffic movement and parking space ulty recreation, etc. 5. Soil conditions and drainage Breakdown of Type "B" Space: 6. Availability of utilities 7. Relationship to other existing facilities B1 Sodded areas for soccer, touch football, softball, 8. Availability of transportation provided by the etc. (approximately 60 percent of the computed institution Type "B" Space). B2Court-type areas for tennis, volleyball, flicker ball, As a general guide to assist postsecondary institu- etc. (approximately 15 percent of the computed tions in providing adequate areas and facilities for both Type "B" Space). There should be one doubles recreation programs and multiple use in physical educa- tennis court for each 400 students (Applied Stu- tion, varsity athletics, intramurals, andcampus recrea- dent Population). tion, the following suggested space standards from Col- B3Specialized athletic areas for track and field, base- lege and University Facilities Guide*are provided. ball,archery, varsityfootball,golf, camping *Athletic Institute and American Association for Health, demonstrations, etc. (approximately 25 percent of Physical Education, and Recreation. College and University Facilities Guide for Health, Physical Education, Recreation, and the computed Type "B" Space). Athletics. B4Swimming pools (included in B3 approximation).

52 MOWS MD IMO Oa MNIMO MD ONO IMO 0110 Oil a NO MOM OM OD MD 1111111101 OM WO MD IIIMP

I

I [ I IININII11 I I I NI MD MD WO MI WO MO OM MO 11=0 MO MD UM MD MD...1 ....._IIMISII SNIP SO MO NO 4ND MD MDel

I el I MD MOMS ------1 aMOMD IMO MD IMID OM IMP WO =MI MD MED MD 01111 MN I I I I/ 1 /IISA 0 11 1 1 1 I 10 I OM OM SID OM MI MN MP IMO OW 111 MID 4ND Oa 0111 L__ WWI MD fia0 MO IND OINIMD 400 NO IMI WM MN OM MI

GNI . QM IM MN e.MO 4ND 4ND MP ONO MP SO WO ea esIMOme ea4.ado4ND MN 110 ONO 41 I I I I I 1 / 11 I I I 1 I -4-- L ...4-.... 1 I I I I .7e I 1 1 I NM OM Mee INO MIMI =Is .0 4ND IMMO WO OM/ .1 LO. INII 41.10 ONO On. ea. IMP 11 111111 Web 411 ED 01111 yob .01111 OM 401

Key Basketball

Volleyball

Badminton

FIGURE 10.Example of gymnasium floor markings to accommodate three basketball courts, four volleyball courts, and six badminton courts.

TYPE "C"Sports Fields and Buildings; Intramural Uses: Intramural sports, varsity sports, informal and General Outdoor Recreation Areas sports. Space requirements: 160 square feet per student Breakdown of Type "C" Space: (Applied Student Population). Including: Playing fields and athletic buildings of C 1 Sodded areas for soccer, touch football, softball, all types; softball diamonds, tennis courts, arenas, field etc. (approximately 40 percent of the computed houses, etc. (too far removed from general student Type "C" Space) lockers, showers, living quarters, and academic build- C2Court-type areas for tennis, volleyball, flicker ball, ings for use as teaching stations) (maximum distance etc. (approximately 10 percent of the computed from major residence areas: one mile) Type "C" Space)

53 C3Specialized athletic areas for track and field, base- to state these needs on a square-feet-per-student basis. ball, archery, varsity football, golf, camping dem- Such areas contribute materially to the outdoor edu- onstrations, etc. (approximately 45 percent of the cation and outdoor recreation of both men and women computed Type "C" Space) students; but the many variables in climate, topog- C4Swimming pools (included in C3 approximation) raphy, distance from the heart of the campus, and C5Sports and intramural buildings providing lock- emphasis on outdoor education make a square-feet- ers,showers, play space, office space, lounge per-student standard difficult to establish. One acre rooms, etc. (approximately 5 percent of Type per student for the anticipated enrollmentis generally "C" Space) recommended for an outdoor education laboratory. TYPE "D"Informal Recreation Areas These standards are based upon an applied student Space requirements: Included in C3. population which considers the total student enroll- Including: On-campus picnic areas (maximum ment of the institution. Specific information on court distance from residence area:11/2 miles)( approxi- and field dimensions can be obtained by consulting mately 14 percent of total Type "C" Space). Ramsey and Sleeper's Architectural Graphic Standards. Uses: Overnight camping, picnics, outing activities, camping demonstrations, golf, archery, boating, canoe- ing, outdoor swimming, etc. TYPE "E"Off -campus Outdoor Education, Camp- Equipment and Supplies ing, and Recreation Areas Including: Outdoor camping and outdoor education The cost of equipment and supplies for recreation center, off-campus golf course, university country club, leadership instruction varies depending on the size etc. (maximum distance from heart of campus: 25 of the department, the quality and quantity of equip- miles). ment or supplies purchased at one time, and the method Uses: Overnight camping, picnics, outing activities, of purchasing. Recreation program leadership equip- camping demonstrations, golf, archery, boating, canoe- ment and supplies are often the same types of items ing, outdoor swimming, etc. used in the physical education, intramural, athletic, Estimated space needs of this type area : It is difficult and recreation programs of the institution. If a central

.Activity Equipment and Supplies Estimated Cost Classroom 1 16 mm. projector, 1 opaque projector, 1 overhead projector, 1 carousel slide projector, 1$1,000$2,000 projection screen, 1 tape recorder, 1 reproducing machine (ditto, mimeograph). Archery...... 120 arrows, 10 bows, 5 target faces, 20 arm guards, 5 ground quivers, 5 target stands, 20 300 400 finger taps, 5 targets. Badminton...... 1 net with standards per court, 20 racquet presses, 20 racquets, 50 shuttlecocks 250 300 Basketball 1 ball carrier, 4 balls 75 100 Bowling. 20 balls, 20 pairs of shoes 600 700 Dance. 1 record carrying case, 1 record player, 1 table with wheels 100 150 Golf. 60 plastic balls, 60 regulation balls, 20 irons (nos.2-5-7-9), 20woods (nos. 1-3), 20 rubber 800 900 or cocoa mats, 4 driving nets. Soccer. 4 balls, 2 goals per field 150 200 Softball. 1 bat bag, 10 balls, 1 homeplate and 3 bags per field, 7 bats, 1 catcher's mask, 1 pitcher's 150 200 plate per field, 10 gloves (optional). Tennis 20 balls, 1 net with posts per court, 20 racquet presses, 20 racquets 300 400 Touch football. .. ..7balls, 20 flag belts. 75 100 Volleyball 4 balls, 1 net with standards per court 50 100 Canoeing. 7 canoes, 14 paddles, 14 kneeling pads 1,4001,500 Rowing. 7 bailers, 7 boats, 14 oars and oarlocks 1,0001,100 Casting 10 reels, 10 rods, 10 leaders, 10 lines, 10 practice flies, 10 practice plugs 150 200 Swiming/diving.....1 1-meter diving board per pool, 10 kick boards, 1 diving brick per pool, lane markers (op- 600 800 tional), 2 buoys per pool, 1 reaching pole per pool, 2 life preservers per pool. Camping/outdoor 5 axes, 5 compasses, 20 sets of cooking utensils, 1 first aid kit, 5 canteens, 5 spades or shovels, 700 800 activities. 2 sharpening stones, 5 tarpaulins, 5 sheath knives, 2 saws, 2 10-man tents, 20 sleeping bags.

Total costs 7,7009,950

54

1 purchasing department orders these items in volume and recreation-related journal advertising. (See ap- once a term for all the institution's programs, a con- pendix I. ) siderable saving can often be realized. The following list of equipment and supplies con- Major suppliers can often be helpful in determining tains those that might be included to start a recreation detailed and precise estimates of equipment and supply program. The range of costs for items was estimated costs. Prior to a major purchase of equipment, the de- in 1968 and represents the cost of modern equipment partment head or purchasing agent should obtain cur- and good suppliesnot necessarily the most expensive rent lists of prices from several suppliers. The names or top quality. The recreation department office and and addresses of reputable suppliers may be found in classroom furnishings are not included. All equipment telephone directories and in educational, professional, and supplies are based on a class of 20 students.

55 texts and references

Amateur Softball Association of America, Official Guide. Danford, Howard G. Creative Leadership in Recreation. Newark, N.J.: The Association, current edition. Boston, Mass.: Allyn and Bacon, 1964. . Gym-Bowl Instruction Manual. Washington, Deason, Myra et al. The Modern Skit and Stunt Book. Minn.: D.C., The Association, 1966. T. S. Dennison and Co., Inc., 1963. . Ideasfor Badminton Instruction. Washington, DeGrazia, Sebastian. Of Time, Work and Leisure. New York, D.C.: The Association, 1966. N.Y.: Twentieth Century Fund, 1962. American Association for Health, Physical Education, and Dell Purse Book. Adult Games. New York, N.Y.: Dell Pub- Recreation. Ideas for Golf Instruction. Washington, D.C.: lishing Co., 1963. The Association, 1966. Donnally, Mary Jane. Net Results. New York, N.Y.: Pageant American National Red Cross. Canoeing. New York, N.Y.: Press, 1961. Doubleday and Co. 1963. Dulles, Foster R. A History of Recreation. New York, N.Y.: Amon, Martha and Ruth Rawson. Handicrafts Simplified. Appleton-Century-Crofts, 1965. Bloomington, Ill.: McKnight, 1961. Emery, Curtis Ray. Modern Volleyball. New York, N.Y.: Athletic Institute and American Association for Health, Phys- Macmillan Co., 1961. ical Education, and Recreation. College and University Everett, Peter and Virginia Dumas. Beginning Tennis. Bel- Facilities Guide for Health, Physical Education, Recrea- mont, Calif.: Wadsworth Publishing Co., Inc., 1962. tion, and Athletics. Washington, D.C. and Chicago, Ill.: Forbes, Thomas A. A Guide to Better Archery. Harrisburg, Athletic Institute and American Association for Health, Pa.: Stockpole Co., 1960. Physical Education, and Recreation, 1968, 197pp. Freeburg, William H. and Loren E. Taylor. Philosophy of Avedon, Elliott and Frances Arje. Socio-recreative Program- Outdoor Education. Minneapolis, Minn.: Burgess Publish- ming for the Retarded. New York, N.Y., Teachers College, ing Co., 1961. Columbia University, 1964. Gannon, Robert. The Complete Book of Archery. New York, Beal, George M., Joe M. Bohlen, and Neil Randabaugh. N.Y.: Coward-McCann, Inc., 1964. Leadership and Dynamic Group Action. Ames, Iowa: The Gonzales, Pancho. Tennis. New York, N.Y.: Cornerstone, Iowa State University Press, 1962. 1965. Bellisimo, Lou. The Bowler's Manual. Englewood Cliffs, N.J.: Gould, Dick. Tennis Anyone? Palo Alto, Calif.: The Na- Prentice-Hall, Inc., 1965. tional Press, 1964. Blake, 0. William and Anne M. Volp. Lead-up Games to Team Sports. Englewood Cliffs, N.J.: Prentice-Hall, Inc., Green, Arthur S. Arts and Crafts for Primary Grade Chil- 1964. dren. Minneapolis, Minn.: T. S. Dennison and Co., Inc., 1962. Boy Scouts of America. Camp Sites and Facilities, #3679. .Creative Arts and Crafts Activities. Minneap- New Brunswick, N.J.: Supply Service, BSA, 1964. olis, Minn.: T. S. Dennison and Co., Inc., 1960. . Troop Activities, #3501. New Brunswick, N.J.: Supply Service, BSA, 1965. Gunderson, Belmar. Tennis-Badminton Guide. Washington, Brightbill, Charles K. Man and Leisure. Englewood Cliffs, D.C.: American Association for Health, Physical Educa- N.J.: Prentice-Hall, Inc., 1961. tion, and Recreation, 1966. Burke, Edmund H. Field and Target Archery. New York, Haines, Ray E. The Home Crafts Handbook. New York, N.Y.: ARCO Publishing Co., 1961. N.Y.: D. Van Nostrand Co., Inc., 1960. Carlson, Reynold E., Theodore R. Deppe, and Janet Mac- Hall, J. Tillman. Dance! Belmont, Calif.: Wadsworth Pub- Lean. Recreation in American Life. Belmont, Calif.: Wads- lishing Co., 1963. worth Publishing Co., 1963. School Recreation. Dubuque, Iowa: William C. Casady, Donald. Beginning Bowling. Belmont, Calif.: Wads- Brown Co., 1966. worth Publishing Co., 1962. Haun, Paul. Recreation: A Medical Viewpoint. New York, Casper, Bill. Chipping and Putting: Golf Around the Green. N.Y.: Teachers College, Columbia Univercity, 1965 New York, N.Y.: Ronald Press, 1961. Hawkins, Alma. Creating Through Dance. Englewood Cliffs, Chapman, Frederick. Recreation Activities for the Handi- N.J.: Prentice-Hall, Inc., 1964. capped. New York, N.Y.: Ronald Press, 1960. Hjelte, George and Jay S. Shivers. Public Administration for Children's Bureau, U.S. Department of Health, Education, Park and Recreation Services. New York, N.Y.: Macmil- and Welfare. Handbook for Recreation. Washington, D.C.: lan Co., 1963. U.S. Government Printing Office, 1960. Huizinga, Johan. Homo Ludens. Boston, Mass.: Beacon Press, Clause, Frank and Patty McBride. The Complete Handbook 1965. of Junior Bowling. New York, N.Y.: Fleet Publishing Jaeger, Eloise M. and Harry Leighton. Teaching of Tennis. Corp., 1964. Minn.: Burgess Publishing Co., 1963. Crogen, Corinne. Golf Fundamentals for Students and Teach- Jennings, Eugene E. An Anatomy of Leadership. New York, ers. Palo Alto, Calif.: N. D. Publications, 1960. N.Y.: Harper and Brothers, 1960. 56 Jensen, Clayne and Mary Jensen. Beginning Square Dance. Reed, Carl and Joseph Arze. Art from Scrap. Worcester, Belmont, Calif.: Wadsworth Publishing Co., 1966. Mass.: Davis Publications, Inc., 1960. Johnson, June. The Outdoor-Indoor Fun Book. New York, Reichart, Natalie and Keasey Gilman. Archery. New York, N.Y.: Harper and Brothers, 1961. N.Y.: Ronald Press Co., 1961. Joint Committee of U.S. Lawn Tennis Association and Amer- Riendeau, Albert J. The Role of the Advisory Committee in ican Association for Health, Physical Education, and Recre- Occupational Education in the Junior College. Washing- ation. Tennis Group Instruction. Washington, D.C.: The ton, D.C.: American Association of Junior Colleges, 1967, Committee, 1964. 75 pp. Kaplan, Max. Leisure in America: A Social Inquiry. New Rodney, Lynn S. Administration of Public Recreation. New York, N.Y.: John Wiley and Sons, 1960. York, N.Y.: Ronald Press Co., 1964. Kleemeier, Robert. Aging and Leisure. New York, N.Y.: Ox- Rosenberg, Martha. It's Fun to Teach Creative Music. New ford University Press, 1961. York, N.Y., Play Schools Association, 1963. Kraus, Richard Beginning Social Dance. Belmont, Calif.: Rowen, Betty. Learning Through Movement, New York, Wadsworth Publishing Co., 1964. N.Y.: Teachers College, Columbia University, 1963. . RecreationToday:Program Planning and Sapora, Allen V. and Elmer D. Mitchell. The Theory of Play Leadership. New York, N.Y.: Appleton-Century-Crofts, and Recreation. New York, N.Y., Ronald Press, 1961. 1966. Shivers, Jay S., Leadership in Recreation Service. New York, Leighton, Harry. Tennis Instructor's Guide. Chicago, Ill.: N.Y.: Macmillian Co., 1963. Athletic Institute, 1963. Principles and Practices of Recreational Service. McKinney, Wayne C. Archery. Dubuque, Iowa: William C. New York, N.Y., Macmillan Co., 1967. Brown Co., 1965. Sibs, Geraldine B. etal.Outdoor Education. Englewood Mettler, Barbara and Will Carbo. This Is Creative Dance. Cliffs, N.J.: Prentice-Hall, Inc., 1963. Tucson, Ariz.: Mettler Studios, 1962. Snead, Sam. The Education ofa Golfer. New York, N.Y.: Miller, Kenneth D. Physical Education Activities for College Simon and Schuster, 1962. Men and Women. Dubuque, Iowa: William C. Brown Co., Squires, John L. Fun Crafts for Children. Englewood Cliffs, 1963. N.J.: Prentice-Hall, Inc., 1964. Miller, Norman P. and Duane M. Robinson. The Leisure Age. Stahl, Leroy. Simplified Stagecraft Manual. Minneapolis, Belmont, Calif.: Wadsworth Publishing Co., 1963. Minn.: T. S. Denison and Co., Inc., 1962. Mitchell, Grace L. Fundamentals of Day Camping. New Stanburg, Dean and Frank De Santis. Touch Football.New York, N.Y.: Association Press, 1961. York, N.Y.: Sterling Publishing Co., Inc., 1961. Mitchell, Viola A., and Ida B. Crawford. Camp Counseling. Stobbs, John. An ABC of Golf. London, England: Stanley Philadelphia, Pa.: W. B. Saunders Publishing Co., 1961. Paul, 1964. Nash, Jay B. Recreation: Pertinent Readings. Dubuque, Sur, William R. and C. F. Schuller.: Education for Teen- Iowa: William C. Brown Co., 1965. agers. New York, N.Y.: Harper and Row. National Council on Aging. Centers for Older People: Guide Thompson, Morton. Recreation for the Handicapped inthe for Programs and Facilities. New York, N.Y.: National Community Setting. Washington, D.C.: National Recrea- Council on the Aging, 1962. tion and Park Association, 1964. Norman, Aaron. The Four Kinds of Bowling. New York, Tilden, William T. How to Play Better Tennis.New York, N.Y.: MacFadden Book, 1965. N.Y.: Simon and Schuster, 1964. Nye, Robert et. al. Singing With Children. Belmont, Calif.: Vermes, Hal. The Collicr Quick and Easy Guideto Bowling. Wadsworth Publishing Co., 1962. New York, N.Y.: Collier Books, 1963. Odeneal, William T. and Harry Wilson. Beginning Volleyball. Walters, M. L. Official Volleyball Guide. Berne,Ind.: U.S. Belmont, Calif.: Wadsworth Publishing Co.,1962. Volleyball Association, current edition. Olmsted, Michael S. The Small Group. New York, N.Y.: Weber, Richard. The Champion's Guideto Bowling. New Random House, 1962. York, N.Y.: Fleet, 1964. Outdoor Recreation Resources Review Commission. Outdoor Welch, J. Edmund. How to Play and Teach Volleyball. New Recreation For America, A. Report to the President and York, N.Y.: Association Press, 1960. the Congress. Washington, D.C.: U.S. Government Print- Williams, Arthur. Recreation for the Senior Years. New York, ing Office, 1962. N.Y.: Association Press, 1962. Pomeroy, Janet. Recreation for Physically Handicapped. New Zanger, Jack. Exercises to Better Golf. New York, N.Y.: York, N.Y.: Macmillan, 1964. Thomas Nelson and Sons, 1965.

57 films and filmstrips

Playtown USA, 25 min., color, 16mm., Athletic Institute, Films Chicago, Ill. 60654. ABC of Puppet Making, 10 min., b&w, 16mm., Bailey Films, Recreation Center for the Handicapp,d, 21 min., color, Inc., 6509 DeLongpre, Hollywood, Calif. 90028. 16mm., Stanford University, Stanford, Calif. 94305. A Chance to Play, 20 min., b&w, 16mm., General Electric Co., Tennis by Contrast, 10 min., color, 16mm., Audio-Visual 570 Lexington Ave., New York, N.Y. 10022. Education Films, Inc., 7934 Santa Monica Blvd., Santa Art from Scrap, 5 min., color, 16mm., Audio-Visual Center, Monica, Calif. 90404. Indiana University, Bloomington, Ind. 47401. Tennis Class Organization, 25 min., color/sound, 16mm., Better Use of Leisure, 11 min., color, 16mm., Coronet Films, U.S. Lawn Tennis Association, 51 East 42nd St., New York, 72 Dean St., London, England. N.Y. 10017. Beyond the Tooth of Time, 27 n.in., b&w, 16mm., Boy Scout Tennis for Beginners, 16 min., b&w, sound, 16mm., some Council, New Brunswick, N.J. ;:z,903. slow motion, Owen Murphy Productions, Inc., 666 5th Bowling, 15 min., color, Don Ellis Films, 1501 Broadway, Ave., New York, N.Y. 10009. New York, N.Y. 10036. Tennis for Everybody, 13 min., b&w and color, sound, 16mm., Camping: A Key to Conservation, 23 min., color, 16mm., Allegro Film Productions, 201 W. 52nd St., New York, Audio-Visual Center, Indiana University, Bloomington, N.Y. 10019. Ind. 47401. Therapeutic Camping, 28 min., color, 16mm., Devereaux Careers in Recreation, 27 min., color, 16mm., Athletic Insti- Schools, Devon, Pa. 19333. tute, Chicago, Ill. 60654. $1,000 for Recreation, 21 min., color, 16mm., Athletic Insti- Classrooms in the Park, 15 min., color, 16mm., Lifetime Sports tute, Chicago, Ill. 60654. Foundation, 1725 K St. NW., Washington, D.C. 20009. Town and Country Recreation, 20 min., color, 16mm., Ath- Craftsmanship in Clay, 11 min., color, 16mm., Audio-Visual letic Institute, Chicago, Ill. 60654. Center, Indiana University, Bloomington, Ind. 47401. When All the People Play, 25 min., b&w, 16mm., National Dolls, Puppets, Diversions, 20 min., b&w, 16mm., Girl Scouts Film Board of Canada, 150 Kent St., Ottawa, Canada. of America, 830 Third Ave., New York, N.Y. 10022. Winning Golf, 35 min., color, 16mm., National Collegiate Financed Recreation, 22 min., color, 16mm., National Recrea- Film Service, 1030 West Chicago Ave., Chicago, Ill. 60622. tion and Park Association, 1700 Pennsylvania Ave. NW., Washington, D.C. 20006. Free Bowling Clinic, 22 min., b&w, 16mm., American Machine and Foundry Co., Bowling Products Group, Westbury, Long Island, N.Y. 11100. Filmstrips How to Improve Your Badminton, slide films and teaching manual produced by the Athletic Institute, Merchandise A Lifetime of Bowling, slide films and teaching manual, Amer- Mart, Room 805, Chicago, Ill. 60654. ican Association for Health, Physical Education, and Rec- How to Make a Mask, 11 min., color, 16mm., Bailey Films, reation, 1201 16th St. NW., Washington, D.C. 20036. Inc., 6509 DeLongpre, Hollywood, Calif. 90028. Beginning Golf, 35-mm. slides, color, Athletic Institute, 805 How to Make a Puppet, 12 min., color, 16mm., Bailey Films, Merchandise Mart, Chicago, Ill. 60654. Inc., 6509 DeLongpre, Hollywood, Calif. 90028. Beginning Golf, 48 min., 35-mm. slides, color, with 33'/ rpm Leaders for Leisure, 21 min., color, 16mm., Athletic Institute, records, National Golf Foundation, 804 Merchandise Mart, 805 Merchandise Mart, Chicago, Ill. 60654. Chicago, Ill. 60654. Marshland is Not Wasteland, 14 min., color, 16mm., Audio- Beginning Tennis, six filmstrips, Athletic Institute, 209 S. Ind. Visual Center,Indiana University, Bloomington, State St., Chicago, Ill. 60604. 47401. Beginning Tennis, color, Athletic Institute, 209 S. State St., Masks and Imagination, 28 min., b&w, 16mm., Girl Scouts Chicago, Ill. 60604. of America, 830 Third Ave., New York, N.Y. 10022. Bowling-Fencing-Golf Guide, National Education Association, Music and Musical Instruments, 28 min., b&w, 16mm., Girl 1201 16th St., NW, Washington, D.C. 20036. Scouts of America, 830 Third Ave., New York, N.Y. 10022. National Parks: Our American Heritage, 17 min., color, Bowling Technique Charts, National Education Association, 16mm., Bailey Films, Inc., 6509 DeLongpre, Hollywood, 1201 16th St., NW, Washington, D.C. 20036. Calif. 90028. How to Improve Your Bowling, slide films and teaching man- Of Time, Work and Leisure, 20 min., b&w, 16mm., Audio- ual, the Athletic Institute, Merchandise Mart, Room 805, Visual Center,Indiana University, Bloomington, Ind. Chicago, Ill. 60654 and the Billiard and Bowling Institute 47401. of America, 23 East Jackson, Chicago, Ill. 60604.

58 Learn to Bowl, instructional sound-slide films with accom- showing class organization for group instruction, Stock panying booklets, 16mm., Brunswick Corp., 623 S. Wabash No. 245-07742, NEA Publication Sales, 1201 16th St., NW, Ave., Chicago, Ill. 60605. Washington, D.C. 20036. Slow Motion Long Films for Tennis Instruction, loop film, Tennis Instruction, LSEPAAHPER placards, 24 illustrations U.S. Lawn Tennis Association, 51 East 42nd St., New showing class organization for group instruction, Stock York, N.Y. 10017. No. 245-07744, NEA Publications Sales, 1201 16th St., Tennis Instruction, LSEPAAHPER filmstrip, over 50 frames NW, Washington, D.C. 20036.

59 APPENDIXES appendixa

A Partial Listing of Recreation and Related Agencies andOrganizations

Amateur 3olfball Association of America, 11 Hill Street, American Youth Hostels, inc., 20 West 17th Street, New Suite 2(;,, Newark, N.J. 07102. Founded to develop, promote, York, N.Y. 10011. This organization is a nonprofit, nonsec- and regulate amateur softball, it provides services tomore tarian, nonpolitical corporation formed for charitable and th...tn IOC State and metropolitan softball associations and educational purposes to help everyone gain a greater under- many other organizations. Services include speakers, demon- standing of the world and its people through outdoor activi- strations, library loan service, film loans, workshops, publica- ties. Services include education, travel, and supervised youth tions, visitation, local event sanctions; and certifying records. hostels accommodations. American Amateur Baseball Congress, Youth Building, 115 The Athletic Institute, 805 Merchandise Mart, Chicago, West Street, Battle Creek, Mich. 49017. The Congress is Ill. 60654. The Institute is a nonprofit organization devoted dedicated to the organization and administration of amateur to the advancement of athletics, physical education, and rec- baseball above junior age nationally. Services include speak- reation. Services include conferences, publications, and films. ers, workshops, publications, consultations, research, local Bicycle Institute of America, Inc., 122 East 42nd Street, event sanctions, special events, film loans, and site planning. New York, N.Y. 10017. The Institute is a trade association American Association for Health, Physical Education, and of the bicycle industry dedicated to expanding the existing Recreation, 1201 Sixteenth Street NW., Washington, D.C. opportunities for safe cycling. Services include publications, 20036. The Association is designed to support,encourage, consultations, speakers, film loans, research, sanctioning local and provide guidance for personnel throughout the Nation events, and special events. as they seek to develop and conduct school and community Boys' Clubs of America, 771 First Avenue, New York, N.Y. programs in health education, physical education, and recrea- 10017. "To promote the health, social, educational, voca- tion based upon the needs, interests, and inherent capacities tional, and character development of boys." Services include of the individual and of the society of which he isa part. special committees, special events, and publications. Services include irteragency liaison, education, public rela- Boy Scouts of America, New Brunswick, N.J. 08900. "For tions, standardization, conferences, publications, andperson- the character development, citizenship, training, and physical nel placement service. fitness of boys." Maintains Boy Scout Museum, conducts American Bowling Congress 1572 East Capitol Drive, Mil- studies on problems and needs of youth and operation of waukee, Wis. 53211. The Congress fosters interest in the scouting councils and districts. Other services include librar- bowling game. Services include rules standardization,conven- ies, meetings and publications. tions, tournament sanctions, awards, research, public relations, Camp FiGirls, Inc., 6.5 Worth Street, New York, N.Y. information, speakers, film loans, visitations, consultation, 10013. This organization seek.; to develop the best potentiali- local events sanction, and publications. ties of each girl. Services include speakers, demonstrations, American Camping Association, Bradford Woods, Martins- conferences, visitations, consultations, site planning, master ville, Ind. 46151. Association services includecamp standards, planning, research, sanctioning local events, special events, public relations, program services, studies and research,coun- and camps. selor placement, legislation, camper referral, consultantserv- Girls' Clubs of America, 101 Park Avenue, New York, N.Y. ices, leadership, conventions, and workshops. 10017. Conducts daily clubhouse-centeredprograms in the The American National Red Cross, 17th and D Streets fields of homemaking, citizenship, culture, health, physical NW., Washington, D.C. 20006. The American Red Crossis education, and recreation. chartered by Congress as a disaster reliefagency to assist the Girl Scouts of America, 830 Third Avenue, New York, Armed Forces, to fulfill certain treaties, and to assist interna- N.Y. 10022. The purpose is "inspiring girls with the highest tional relief efforts. Services include disaster preparedness ideals of character, conduct, patriotism, and service that they programs, speakers, filmloans, conferen :es, publications, may become happy and resourceful citizens." Program activi- visitations, special events, safety programs, and instructor ties in the arts, home, out-of-doors, service, troop management, certification. citizenship, international friendship, and health and safety. American Society of Landscape Architects, Inc., 2000 K International Association of Amusement Parks, 203 North Street NW., Washington, D.C. 20006. The Society isan Wabash Avenue, Chicago, III. 60601. Services include consult- organization of professional landscape architects, who have ants, and planning and design of amusement parks or pools. International City Managers' Association, 1313 East 60th training in the design of parks and playgrounds, andprep- Street, Chicago, Ill. 61637. The Association is a nonprofitpro- aration of feasibility studies, master plans, etc. Services in- fessional organization dedicated to increasing the proficiency clude film loans, conferences, site planning,master planning, of city managers and aiding in the improvement of municipal research, personnel placement, special events, andan accredi- administration in general. Services include research, inforna- tation program. tion,publications, Code of Ethics, and education. International Recreation Association, Inc., 345 East 46th NRPA maintains a storehouse of factual information on Street, New York, N.Y. 10017. The Association promotes all aspects of the park and recreation field. As new ideas, recreation on an international scale. Services include informa- techniques, procedures and methods are tried, this informa- tion, speakers, publications, visitations, research, personnel tion is accumulated, evaluated, condensed, and filed. By this placement, special events, and education. process, NRPA has gathered the largestcollection of data on National Baseball Congress, 338 South Sycamore, P.O. Box parks and recreation in the United States. 1420, Wichita, Kans. 67201. The Congress sponsors several Among the general services NRPA provides are informa- leagues and tournaments to increase interest in baseball. Serv- tion, education, interagency liaison, public relations, and ices include publications, consultations, planning, surveys, re- research. search, sanctioning local events, and accreditation. National Rifle Association, 1600 Rhode Island Avenue National Campers and Hikers Association, 7172 Transit NW., Washington, D.C. 20036. The Association is a non- Road, Buffalo, N.Y. 14221. Services include publications. profit membership organization of individuals and cittbs National Field Archery Association, Route 2, Box 514, Red- founded to educate and train citizens in the safe and efficient lands, Calif. 92373. The Association assists in the administra- handling of firearms. Services include instruction and compe- tion and coordination of archery field activities. Services in- tition, speakers, film loans, workshops, publications, visita- clude rules and regulations for competition, awards, demon- tions, planning, research, sanctioning local events, special strations, conferences, an annual tournament, publications, events, and the certification of records. visitations, research, personnel placement, sanctioning local National Safety Council, 425 North Michigan Avenue, events, special events, certifying records, and accreditation. Chicago, Ill. 60611. The Council is a federally chartered National Golf Foundation, 804 Merchandise Mart, Chi- nonprofit, nonpolitical association dedicated to furthering, cago, Ill. 60654. The Foundation is a nonprofit corporation encouraging, and promoting methods and procedures lead- established by the golf industry to expand, stimulate, and ing to increased safety, protection, and health among all strengthenfacilities, participation, and markets for golf. Americans. Services include library loans, workshops, publi- Services include speakers, instruction, conferences, publica- cations, consultations, surveys, research, and special events. tions, visitations, consultations, and surveys. National Swi. :ming Pool Institute, 2000 K Street, N.W., National Industrial Recreation Association, 20 North Washington, D.C. 20006. The Association is made up of Wacker Drive, Chicago, Ill. 60601. The Association is com- builders, dealers, designers, engineers, manufacturers, and prised of athletic and recreation directors for commercial and suppliers concerned with public and residential swimming industrial firms. Maintains a research library and sponsors re- pools. Establishes uniform standards for the design, con- gional workshops. Services also include conventions and struction, and equipping of swimming pools. monthly publications. Nature Centers Division, National Audubon Society, 1130 The National Recreation and Park Association, 1700 Penn- Fifth Avenue, Now York, N.Y. 10028. The Division is an sylvania Avenue, N.W., Washington, D.C. 20006. The Na- educational and planning service of the National Audubon tional Recreation and Park Association is the largest nonprofit Society to stimulate nationwide interest in the natural world service organization serving in the park, recreation, and con- and rally support for a new movement in conservation edu- servation field. J'RPA is dedicated to the wise use of leisure cation through nature centers. Services include information, time, conservation of human and natural resources, and the consultation, visitations, planning, research, speakers, dem- beautification of the total American environment. It is actively onstrations, film loans, conferences, and publications. concerned with improving park and recreation facilities and United States Golf Association. "Golf House," 40 East programs, and providing more wholesome and meaningful 38th Street, New York, N.Y. 10016. Literature available on leisure time opportunities for everyone. publications and services. A professional staff of park, recreation, and allied special- United States Handball Association, 4101 Dempster Street, ists is headquartered in Washington, D.C. Additional profes- Skokie, Ill. 60076. The USHA was formed to stimulate the sional personnel in eight district offices across the United game and provide an individual identity for handball.Serv- States provide in-person consultant service to park and recrea- ices include speakers, demonstrations, film loans, workshops, tion agencies and related organizations at the municipal, publications, visitations, consultations, planning, surveys, re- county, district, and State levels as well as to colleges and search, sanctioning local events, and special events. universities. United States Lawn Tennis Association, 120 Broadway, New NRPA members include professionals and students, mem- York, N.Y. 10005. The Association is a national, noncommer- bers of park and recreation boards and commissions, public and private agencies, business firms and individuals provid- cial organization devoted to the development of tennis as a ing goods and services to the movement, and private citizens means of healthful recreation and physical fitness.Services interested in the future growth of parks and recreation in include film rentals, workshops, publications, research, sanc- the United States. tioning local events, and special events. To serve each member's special interests, NRPA has seven United States Ski Association, The Broadmoor Hotel, Colo- professional and volunteer branches: the Armed Forces Rec- rado Springs, Colo. 80906. The Association is dedicated to reationSociety, the American Association of Zoological the promotion of skiing throughout the United States. Serv- Parks and Aquariums, the American Park and Recreation ices include standardization, speakers, and publications. Society, the National Conference on State Parks, the Na- United States Soccer Football Association, 320 Fifth Ave- tional Therapeutic Recreation Society, the Society of Park nue, Room 1015, New York, N.Y.10001. Publishes official and Recreation Educators, and the CommissionersBoard soccer rules. Members Branch. United States Volleyball Association, 224 East 47th Street,

64 New York, N.Y. 10017. Thevolleyball governing body in the United States. tual growth of their members.Services are determined by Services include speakers,demonstrations, the local organizations. workshops, publications,visitations, consultations, sanction- ing local events, and special Young Women's Christian Associationof the U.S.A., 600 events. Lexington Avenue, New York, N.Y. Young Men's ChristianAssociation, The National Board 10022. The YWCA isa of, 291 Broadway, New nonprofit organization dedicatedto promoting the welfare York, N.Y. 10007. The YMCA isa of women and girls. Services voluntary membership organization include speakers, workshops, of independent localor- publications, sanctioning localevents, special events, and ganizations whichencourage the physical, mental, and spiri- camps.

65 appendix b

Sample Job Description Associate Professional Recreation Program Leader

Description activities and program areas such as music, arts and crafts, sports, drama, and others. The recreation program leader does responsible associate Supervises the issuance, use, care, and maintenance of professional work in leading a wide variety of activities. He is recreation supplies and equipment. responsible for planning, coordinating and supervising recrea- Provides general supervision over the activities and use of tion activities and programs. This position requires the appli- a recreation facility or area. cation of specialized skills and training in conducting recrea- Works with neighborhood groups on matters of civic and tion activities and the meeting of the particular recreation recreation interest. needs of the area or of various age groups. He may develop and expand programs to meet specific area needs. General instruc- Instructs and supervises leaders and subordinates in the tions are received from a supervisor concerning the overall performance of assigned duties, and checks on proper com- recreation program to be administered. Work is supervised pletion of work. through field visits, staff conferences, and a review of activity Schedules, coordinates, and conducts programs in program reports. The recreation program leader often supervises other areas such as drama, arts and crafts, outdoorrecreation, and leaders and subordinates. dance with the assistance of special activity leaders. Attends staff conferences and professional meetings, and co- Examples of Duties operates with other agencies in this area. Maintains recreational activity and progress records, and Plans, organizes, and directs a wide variety of recreational prepares periodic reports.

66 appendixc

Periodicals and Professional Journals

The following is a partial list of technical journalsand periodicals which would be desirable in the library of an institution.

Technical Journals/Periodicals Publisher Aging Social and Rehabilitation Service U.S. Department of Health, Education, and Welfare Washington, D.C. 20201 American Child National Commission of Employment of Youth 145 East 32nd Street New York, N.Y. 10016 American City Buttenheim Publishers 757 Third Avenue New York, N.Y. 10017 American Rifleman... National Rifle Association 1600 Rhode Island Avenue N.W. Washington, D.C. 20036 Arts and Activities 8150 North Central Park Avenue Skokie, Ill. 60076 Bowling Proprietor Bowling Proprietor Association of America, Inc. West Higgins Road Hoffman Estates, Ill. 60172 Camp Fire Girls Camp Fire Girls, Inc. 65 Worth Street New York, N.Y. 10013 Camping Guide Rajo Publishers, Inc. 215 Park Avenue South New York, N.Y. 10003 Camping Magazine American Camping Association Martinsville, Ind. 46151 Church Recreation... Sunday School Board of the Southern Baptist Convention 127 Ninth Avenue North Nashville, Tenn. 37203 Education Digest_ Prakken Publications, Inc. 416 Longshore Drive Ann Arbor, Mich. 48107 Girl Scout Leader Girl Scouts of America 830 Third Avenue New York, N.Y. 10022 Golf Superintendent_ Golf Course Sport Association of America 3158 Des Plaines Avenue Des Plaines, Ill. 60018 Izaak Walton Magazine Izaak Walton League of America 1326 Waukegan Road Glenview, Ill. 60025 jopher and Research Quarterly.- American Association for Health, Physical Education and Recreation 1201 16th Street, N.W. Washington, D.C. 20036 Modern Maturity Association of Retired Persons Times Building Long Beach Boulevard Long Beach, Calif. 90802

67 Technical Journals/Periodicals Publisher Model Airplane News Air Age, Inc. 551 Fifth Avenue New York, N.Y. 10017 Music Club Magazine National Federation of Music Clubs 404 North Wesley Avenue Mount Morris, Ill. 61054 National 4H News National 4H Service Committee, Inc. 59 East Van Buren Street Chicago, Ill. 60605 National Parks Magazine National Park Association 1701 18th Street, N.W. Washington, D.C. 20009 Outdoor Recreation Action Bureau of Outdoor Recreation Department of the Interior Washington, D.C. 20240 Park Maintenance Madisen Publishing Division P.O. Box 409 Appleton, Wis. 54911 Parks and Recreation and the JournalofNational Recreation and Park Association Leisure Research. 1700 Pennsylvania Avenue, N.W. Washington, D.C. 20006 Parks, Golf Courses and Sports Grounds_.___ Clark and Hunter, Ltd. Armour House Bridge Street Guilford, Surrey, England Physical Therapy American Physical Therapy Association 49 Sheridan Avenue Albany, N.Y. 12210 Playing Fields National Playing Field Association Playfield House, 57B Catherine Place London, S.W.1, England Pool News General Publishers Limited 3923 West Sixth Street Los Angeles, Calif. 90005 Professional Golfer Professional Golfer's Association Palm Beach Gardens, Fla. 33403 Recreation Management National Industrial Recreation Association 20 North Wacker Drive Chicago, III. 60606 Scholastic Coach Scholastic Magazine, Inc. 50 West 44th Street New York, N.Y. 10036 Swimming Pool Age Hoffman-Harris, Inc. Sunrise Professional Building Fort Lauderdale, Fla. 33304 Today's Health American Medical Association 535 North Dearborn Street Chicago, III. 60610 YMCA Magazine National Board of Young Men's Christian Associations 600 Lexington Avenue New York, N.Y. 10022

68 appendix d

Agency Acceptance of FieldWork Student

This agency hereby accepts the followingstudent as a field work trainee for the below: time and under the specifications listed Name of Student Starting date Terminating date General description of assignment:

Date SignedAgency Representative

69 appendix e

Contract Between Agencyand Institution

Field Work Program Jointly Sponsoredby

(Name of Postsecondary Institution) and

(Name of Agency or Organization) (hereafter referred to as Agency) The following represents theapproved policy of the training of field work students fromthe recreation program of in regard to the supervision and institution students with a field workexperience (name of institution). It is the purposeof this Agency to provide postsecondary in order to better prepare them for anassociate professional career inrecreation at graduation. Qualifications of the sponsoring agency: I. The Agency is located 2. The Agency currently has thefollowing facilities (please attach descriptionof facilities). who will be available for trainingand super- 3. The Agency employs full-time, year-round supervisory personnel qualifications established by the institutionfor supervisory vision of field work students. TheAgency meets the minimum the following educational background,professional personnel. The administrative andsupervisory personnel employed have and supervisory experience (dossiers areattached) .

SignedAgency Executive Officer SignedAgency President Chairman Date

70 appendix f

STUDENT WEEKLY FIELD WORK REPORT

Name of Student

Month Week of Through

HOURS ACTIVITY WEEKLY Sun. Mon. Tues. Wed. Thurs. Fri. Sat. TOTAL Actual Activity Leadership

Planning and Preparation

Conferences (Staff)

Community Visits

Observation

Public Relations Work

Consultation with Other Workers

Agency Clerical Work

Supervisory Work

Research

Transportation

Other Activities (List)

Daily Total

SignedAgency Supervisor SignedStudent

71 appendix g

Agency Supervisor's Final Report

To: Recreation Field Instruction AgencySupervisors FROM : Faculty Supervisor of Recreation FieldWork SUBJECT: Agency Supervisor's Final Report At the end of each semester, studentsengaged in recreation field work are ratedby their respective agency supervisors. The supervisor's rating is a major factorin determining the letter grade given tothe student for the semester's work. If more supervisor should rate the student. than one staff member was engageddirectly in supervising the student, each For your convenience, ratiz;z:; sheets areenclosed for

These rating sheets are to be completed andaccompanied by a written narrative evaluationof the above student. Your estimation of the appropriate letter grade in accordancewith university grading scale should accompanythe evaluation report. by In order to complete records and have timefor student counseling, it is necessary to have your report Your cooperation in this matter will be greatlyappreciated.

72 appendixh

Rating Form for Agency Supervisors

Name of Student Being Rated Date Name of Agency Signature of Rater Rater's Official Position Number of Absences of the Student from Scheduled Duties

Method of Rating Place a check ( V )in the appropriate column of the five-point rating scale shown on the attached forms. Please keep in mind that column three(3) is considered avcrage in the evaluation. Thus, a check ( V ) in:

Column1 Quality is markedly deficient Column2 Quality is generally lacking Column3 Average Column4 Quality is generally present Column5 Quality is markedly present Check only thosequalities of the student about which you feel you can make a reasonable judgement based upon personal observations.

73 I.PERSONAL QUALITIES 1 2 3 4 5

Poise; bearing

Cooperative attitude

Self-discipline

Tolerance

Patience

Concern for ottrirs

Appearanceneatness, cleanliness, dress

Physical fitness

Dependability

Willingness to learn

Pleasing voice

Effective speech

Integrity, loyalty, honesty

Promptnessturns in reports on time, etc. ,

List other qualities

A check (V) in: Column 1 Quality is markedly deficient Column 2. Quality is generally lacking Column 3 Average Column 4 Quality is generally present Clumn 5 Quality is markedly present

74 II. LEADERSHIP QUALITIES 1 2 3 4 5

Realizes objectives

Understands and knows needs

Gets along wcil with participants

Originalitycreative ability

Resourcefulness

Ability to command confidence

Ability to analyze problems

Adaptability to situations

Ability to arouse interests

Ability to develop interests

Leads without dominating

Ability to handle disciplinary problems

Ability to inspire others

Ability to lead informally

Initiative

List other qualities

A check (V) in: Column 1 Quality is markedly deficient Column 2 Quality is generally lacking Column 3 Average Column 4 Quality generally present Column 5 Quality is markedly present

75 Ill.ADMINISTRATIVE QUALITIES 1 2 3 4 5

Ability to plan

Ability to organize

Ability to express plans in writing

Ability to schedule

Ability to supervise others

Ability to adapt program

Observes rules and regulations

Care of equipmentproperty

Constructive contributions at staff meetings

Alertness to health needs

Orderly clean-up, etc.

Gets along well with people

Ability to use time advantageously

Ability to use existing facilities

List other qualities

A check (V) in: Column 1 Quality is markedly deficient Column 2 Quality is generally lacking Column 3 Average Column 4 Quality is generally present Column 5 Quality is markedly present

76 IV. TEACHING QUALITIES

1 2 3 4 5

Ab!lity to use positive suggestions

Stimulates cooperation

Plans instructions

Fosters responsibility

Encourages leadership

Enthusiastic

Ability to evaluate progress

Commands respect

Ability to analyze particular situations

Ability to teach activities to others

Ability to demonstrate activities

Other qualities

A check (V) in: Column 1 Quality is markedly deficient Column 2 Quality is generally lacking

Column 3.. . .. Average Column 4 Quality is generally present Column 5 Quality is markedly present

77 appendix i

A Partial List of Suppliers of Recreation Equipment and Supplies

ARCHERY SUPPLIES' AND EQUIPMENT The Handcrafters American Excelsior Corp. 1-99 West Brown Street 850 Avenue H East Waupun, Wis. 53963 Arlington, Tex. 76010 Horton Handicraft Co., Inc. Ben Pearson, Inc. Unionville, Conn. 06035 Pine Bluff, Ark. 71601 Lily Mills Fish Net and Twine Co. Shelby, N.C. 28156 927 First Street Magnus Craft Materials, Inc. Menominee, Mich. 49858 108 Franklin Street Jayfro Corp. New York, N.Y. 10013 4 Bridge Street Nasco Montville, Conn. 06353 919 Janesville Avenue Fort Atkinson, Wis. 53538 Shakespeare Co. 240 Kalamazoo Avenue Robot Industries Kalamazoo, Mich. 49006 P.O. Box 119 Dearborn, Mich. 4812C York Archery P.O. Box 367 S & S Arts and Crafts Colchester, Conn. 06415 Independence, Mo. 65041 Skill Corp. ARCHITECTS 5033 Elston Avenue See: Consultants Chicago, Ill. 60630 Triarco Arts and Crafts ARENAS, STADIUMS AND AUDITORIUMS P.O. Box 106 See: Bleachers Northfield, III. 60033

ARTS AND CRAFTS EQUIPMENT AND SUPPLIES Vanguard Crafts, Inc. 2915 Avenue J American Art Clay Co., Inc. Brooklyn, N.Y. 11210 4717 West 16th Street Indianapolis, Ind. 46222 Wold Air Brush Co. 2171 North California Avenue American Handicraft Co. Chicago, Ill. 60647 1001 Foch Street World Wide Games Fort Worth, Tex. 76107 Box 450 John Boyle & Co., Inc. Delaware, Ohio 43015 112 Duane Street Basketry New York, N.Y. 10007 Arts & Crafts Materials Corp. Brewster Inc. 321 Park Avenue Old Lyme, Conn. 06371 Baltimore, Md. 21201 Cedco Grey Owl Indian Craft Mfg. 150-02 Beaver Road 117 Mineola Blvd. Jamaica, N.Y. 11433 Mineola, N.Y. 11501 Carving Economy Handcrafts, Inc. Permi-Art Industries Box 210 P.O. Box 961 Little Neck, N.Y. 11363 Coalinga, Calif. 93210 78 Whittle-Stone Triarco Arts & Crafts 833 North 31st Street P.O. Box 106 Colorado Springs, Colo. 80904 Northfield, III. 60062 Ceramics Vanguard Crafts, Inc. Art Line Associates 2915 Avenue J 228 West Erie Street Brooklyn, N.Y. 11210 Chicago, Ill. 60610 Modelling Material (clays and papier mache) Denver Fire Clay Co. Economy Handicrafts, Inc. 3033 Ba lke Street Box 210 Denver, Colo. 81217 Little Neck, N.Y. 11363 Duncan Ceramic Products, Inc. M. Grumbacher, Inc. 5673 East Shields Avenue 481 West 33rd Street Fresno, California 93727 New York, N.Y. 10001 Economy Handicrafts, Inc. Nasco Box 210 919 Janesville Avenue Little Neck, N.Y. 11363 Fort Atkinson, Wis. 53538 Harper Ceramics Publications 109-11 S.W. 6th Street Handweaver & Craftsman Magazine Fort Lauderdale, Fla. 33301 246 Fifth Avenue Magnus Craft Materials, Inc. New York, N.Y. 10011 108 Franklin Street Silkscreen Supplies New York, N.Y. 10012 New England Handicraft Nasco 400 Warren Avenue 919 Jamesville Avenue Brockton, Mass. 02401 Fort Atkinson, Wis. 53538 Screen Process Supplies Mfg. Co. Newton Potters Supply, Inc. 1199 East 12th Street P.O. Box 96 Oakland, Calif. 94606 96 Rumford Avenue Wilson Arts and Crafts Newton, Mass. 02158 523 S.W. 4th Street Vanguard Crafts, Inc. Faribault, Minn. 55021 2915 Avenue J Brooklyn, N.Y. 11210 Weaving Supplies American Rcedcraft Corp. Indian Crafts 130-32 Beekman Street Plume Trading Co. Box 585 New York, N.Y. 10007 Monroe, N.Y. 10950 Craftools, Inc. Winnebago Crafts 1 Industrial Road Box 365 Wood Ridge, N.J. 07075 Elmhurst, III. 60128 Economy Handicrafts, Inc. Lapidary Supplies Box 210 Technicraft Lapidaries Corp. Little Neck, N.Y. 11363 3560 Broadway Lily Mills Co. New York, N.Y. 10031 Shelby, N.C. 28150

Leather Supplies AUDIO- VISUAL EQUIPMENT AND SUPPLIES Economy Handicrafts, Inc. The Athletic Institute Box 210 Little Neck, N.Y. 11363 805 Merchandise Mart Chicago, Ill. 60654 Magnus Craft Materials, Inc. 108 Franklin Street Bell and Howell New York, N.Y. 10013 7100 McCormick Road Chicago, Ill. 60645 Nasco 919 Janesville Avenue Brewster Inc. Fort Atkinson, Wis. 53538 Old Lyme, Conn. 06371 Tandy Leather Co. Card-Key Systems, Inc. 1001 Foch Street P.O. Box 589 Fort Worth, Tex. 76107 Burbank, Calif. 91503

79 East House Enterprises, Inc. BASEBALL AND SOFTBALL 300 Park Avenue, South Back Stops, Base Plates & Bags New York, N.Y. 10010 American Playground Device Co. Ebsco Industries, Inc. Nahma, Mich. 49864 1st Avenue North at 13th Street Birmingham, Ala. 35201 Anchor Fence Division Anchor Post Products, Inc. Educational Activities, Inc. 6500 Eastern Avenue 1937 Grand Avenue Baltimore, Md. 21224 Baldwin, N.Y. 11510 Arrow Products Co. Films Inc. 31301 Stephenson Hwy. 425 North Michigan Avenue Madison Heights, Mich. 48071 Chicago, Ill. 60611 R. E. Austin & Son Institutional Cinema Serv., Inc. 705 Bedford Avenue 29 East 10th Street Bellmore, N.Y. 11710 New York, N.Y. 10003 General Playground Equipment, Inc. Nasco P.O. Box 608 919 Janesville Avenue Kokomo, Ind. 46901 Fort Atkinson, Wis. 53538 Jamison, Inc. Newcomb Audio Products Co. 19253 South Vermont Avenue 6824 Lexington Avenue Torrance, Calif. 90509 Hollywood, Calif. 90028 Jayfro Corp. PermaPower Co. 4 Bridge Street 5740 North Tripp Avenue Montville, Conn. 06,353 Chicago, Ill. 60646 Maricau-Hercules Fence Co. Rheem Califone Corp. 3600 Detroit Avenue 5922 Bowcroft Street Toledo, Ohio 43612 Los Angeles, Calif. 90016 Safway Street Products Tru-Scale, Inc. 6228 West State Street Shoco Div. Milwaukee, Wisc. 53201 1123 North Mosley L. A. Steel Craft Products Wichita, Kans. 67203 1941 Lincoln Avenue BADMINTON SUPPLIES & EQUIPMENT Pasadena, Calif. 91103 Crown Continental Corp. Trojan Playground Mfg., Equipment Co. 150 Lafayette Street 11 N.E. 2nd Avenue New York, N.Y. 10003 St. Cloud, Minn. 56301 Jamison, Inc. W. J. Volt Rubber Corp. 19253 South Vermont Avenue 3801 South Harbor Blvd. Torrance, Calif. 90509 Santa Ana, Calif. 92704 Jayfro Corp. Wayne Iron Works 4 Bridge Street Lancaster Avenue Montville, Conn. 06353 Wayne, Pa. 19087 Nets Steel Racquets Dayton Racquet Co. American Playground Device Co. Nahma, Mich. 49864 716 Albright Street Arcanum, Ohio 45304 Belson Mfg. Co. East River Road BAND SHELLS AND WAGONS North Aurora, Ill. 60542 Southern Illinois University Recreation Dept. J. E. Burke Co. 606 South Marion P.O. Box 986 Carbondale, Ill. 62901 New Brunswick, N.J. 08902 Wenger Corp. Fish Net and Twine Co. 370 Wenger Bldg. 927 1st Street Owatonna, Minn. 55060 Menominee, Mich. 49858

80 Game-time Inc. Fiberglass Litchfield, Mich. 49252 Florida-Carolina Boat Building Corp. Jayfro Corp. 298 West 24th Street Hialeah, Fla. 33010 4 Bridge Street Montville, Conn. 06353 Floats & Rafts Fleet Products Co., Inc. Miracle Equipment Co. 1930A Placentia Avenue Box 275 Grinnell, Iowa 50112 Costa Mesa, Calif. 92627 Molded Fiber Glass Body Co. Trojan Playground Mfg. Equipment Co. 11 N.E. 2nd Avenue 4601 Benefit Avenue Ashtabula, Ohio. 44004 St. Cloud, Minn. 56301 Kayaks BOATS Fleet Products Co., Inc. Accessories and Gear 1930A Placentia Avenue The Crow's Nest Costa Mesa, Calif. 92627 16 East 40th Street Motors New York, N.Y. 10016 McCulloch Corp. Dave Atwater's Ships Store, Inc. 6101 West Century Blvd. 32 Barton Avenue Los Angeles, Calif. 90045 Barrington, R.I. 02806 Paddle Boards Moeller Mfg. Co., Inc. Mohawk Craftsmen P.O. Box 1318 Califon, N.J. 07830 Greenville, Miss. 38701 Paddle, Cycle, etc. Sperry Top-Sider Aqua-Cycle Corp. Box 338A McCook, Ill. 60525 Naugatuck, Conn. 06770 Diversified Amusement Co. R. J. Tennes Co. Box 202, 6010 Goodrich Road 1536 North Halsted Clarence Center, N.Y. 14032 Chicago, Ill. 60622 Fleet Producti Co., Iric. Canoes 1930A Placentia Avenue Cosa Mesa, Calif. 92627 Fleet Products Co., Inc. 1930 A Placentin Avenue Halogen Supply Co. Costa Mesa, Calif. 92627 4653 West Lawrence Avenue Chicago, Ill. 60630 Grumman Boats Marathon, N.Y. 13803 Mark V. Engineering Co. 358 Majestic Building. Hans Klepper Corp. Fort Worth, Tex. 76101 820 Greenwich Street New York, N.Y. 10014 Pedal Paddle Boat Manufacturer Box 2614 Jackson Canoes, Inc. Tampa, Fla. 33601 P.O. Box 818 Longwood, Fla. 32750 Selleck Water Cycle Corn. Box 366 Midland Marine Imports Boca Raton, Fla. 3432 P.O. Box 20 Patrol & Livery Midland, Mich. 48640 Arnolt Corp. Old Town Canoe Co. Marine Division Old Town, Maine 04468 Warsaw, Ind. 46580 Pioneer Mfg. Co. Feathercraft, Inc. 500 Perry Street 450 Bishop Street, N.W. Middlebury, Ind. 46540 Atlanta, Ga. 30318 Tr ailcraft, Inc. Fleet 'Products Co., Inc. Box 89 1930A Placentia Avenue Glasco, Kans. 67445 Cosa Mesa, Calif. 92627

81 Grumman Boats McGraw-Hill Grumman Allied Industries, Inc. 330 West 42nd Street Marathon, N.Y. 13803 New York, N.Y. 10036 Molded Fiber Glass Body Co. Nasco 4801 Benefit Avenue 919 Janesville Avenue Ashtabula, Ohio 44004 Fort Atkinson, Wis. 53538 Pioneer Mfg. Co. National Song Slide Service, Inc. 500 Perry Street 42 West 48th Street Middlebury, Ind. 46540 New York, N.Y. 10036 BOWLING EQUIPMENT AND SUPPLIES Northern Films American Machine & Foundry Co. Box 98, Main Office Station Bowling Products Group Seattle, Wash. 98111 Jericho Turnpike Mike Roberts Color Productions Westbury, N.Y. 11590 2023 8th Street AMF Pinspotters Inc. Berkeley, Calif. 94710 180 Brighton Road Twyman Films Clifton, N.J. 07012 329 Salem Avenue Brunswick Corp. Dayton, Ohio 45401 623 South Wabash Avenue Clem Williams Films, Inc. Chicago, Ill. 60605 623 Centre Avenue Riedell Shoes, Inc. Pittsburgh, Pa. 15219 Industrial Park, P.O. Box 21 FIRST Am AND EMERGENCY EQUIPMENT Red Wing, Minn. 55066 Brook Airway Associates, Inc. H. M. Wise Sales Agency P.O. Box 817, 222 West Main Street 212 Helen Avenue Walla Walla, Wash. 99362 Mansfield, Ohio 44902 FISHING SUPPLIES AND EQUIPMENT CAMPING EQUIPMENT AND SUPPLIES Cosom Corp. Leon R. Greenman 6030 Wayzata Blvd. 132 Spring Street Minneapolis, Minn. 55416 New York, N.Y. 10012 Daisy/Heddon Mason City Tent & Awning Co. Div. of Victor Comptometer Corp. 406 South Federal Avenue Rogers, Ark. 72756 Mason City, Iowa 50401 Feather Craft, Inc. FILMS AND FILM STRIPS 450 Bishop Street NW. See also: Audio-Visual Equipment Atlanta, Ga. 30318 Association Films Lake Products Co., Inc. 600 Madison Avenue 1254 Grover Road New York, N.Y. 10017 St. Louis, Mo. 63125 Athletic Institute FOOTBALL SUPPLIES AND EQUIPMENT 805 Merchandise Mart Chicago, Ill. 60654 R. E. Austin & Son 705 Bedford Avenue Films, Inc. Bellmore, N.Y. 11710 425 North Michigan Avenue Chicago, Ill. 60611 Arrow Athletic System Ideal Pictures 300 Canal Street 1010 Church Street Lawrence, Mass. 08140 Evanston, Ill. 60201 Carron Net Co., Inc. Institution Cinema Service, Inc. 1623 17th Street 29 East 10th Street Two Rivers, Wis. 54241 New York, N.Y. 10003 General Tire & Rubber Co. Levy's Film and Projection Service Pennsylvania Athletic Prod. 1648 Pullen Avenue P.O. Box 951 Cincinnati, Ohio. 45223 Akron, Ohio 44321 82 Jayfro Corp. Hammatt & Sons 4 Bridge Street Box 2004 Montville, Conn. 06353 Anaheim, Calif. 92804 MacGregor Co. Jayfro Corp. 4861 Spring Grove Avenue 4 Bridge Street Cincinnati, Ohio 45232 Montville, Conn. 06353 Mason City Tent and Awning Co. Lormac Co. Mason City, Iowa 50401 P.O. Box 578 R. E. Muncey, Inc. 1120 West Industrial Street Escondido, Calif. 92025 P.O. Box 387 Birmingham, Mich. 48012 Mason City Tent & Awning Co. 406 South Federal Avenue The Seamless Rubber Co. Mason City, Iowa 50401 253 Haliock Avenue New Haven, Conn. 06519 Skip-Bo, Inc. Box 5033 United Shoe Machinery Lubbock, Tex. 79417 140 Federal Street Boston, Mass. 02107 Space-Ball 208 Appleton Street Wilson Sporting Goods Co. Holyoke, Mass. 01040 2233 West Street Sun Aired Bag Co. River Grove, Ill. 60171 8669 Fenwick GAMES AND EQUIPMENT Sun land, Calif. 91040 All Metal Tennis Table Co. Worldwide Games Box 142, Dept. A Box 450 Teaneck, N.J. 07666 Delaware, Ohio 43015 August Amusement Games, Inc. Skee-Ball 7709 Greenview Terrace Philadelphia Toboggan Co. Towson, Md. 21204 130 E. Duval Street Brinktun, Inc. Philadelphia, Pa. 19144 5700 Wayzata Blvd. GOLF Minneapolis, Minn. 55416 Architects Carrom Games American Society of Golf Course Architects 1000 Rowe Street 11 South LaGrange Road Ludington, Mich. 49431 LaGrange, Ill. 60525 Cosom Corp. Edmund H. Ault, Ltd. 6030 Wayzata Blvd. 7979 Old Georgetown Road Minneapolis, Minn. 55416 Bethesda, Md. 20014 Creative Ideas Co. Ralph H. Burke, Inc. 5328 West 142nd Place 20 North Wacker Drive Hawthorne, Calif. 90251 Chicago, Ill. 60606 Economy Handicrafts, Inc. Edwards and Kelcey Box 210 South Park Place Little Neck, N.Y. 11363 Newark, N.J. 67102 Educational Activities Gardner Gidley & Associates 1937 Grand Avenue 1100 West 1st Street Baldwin, N.Y. 11510 Winston-Salem, N.C. 27101 Electro-Mech. Industries, Inc. Kinsey Associates Box 3721 P.O. Box 105 Washington, D.C. 20007 Livingston, N.J. 07039 Gates Manufacturing Co. Robert H. Kraeger Co., Inc. Highway No. 309, P.O. Box 111 Harper Avenue Ozark, Ark. 72949 Jenkintown, Pa. 19046

83 Charles T. Main, Inc. Bowie Machine Works, Inc. 441 Stuart Street Box 630 Boston, Mass. 62116 Bowie, Tex. 76230 McFadzean & Ever ly Ltd. Bridgeport Implement Works, Inc. 716 Elm Street 1483 Stratford Avenue Winnetka, III. 60093 Stratford, Conn. 06497 William F. Mitchell Lindig Manufacturing Co., Inc. 60 Broad Hollow Road 1875 West County Road "C" Huntington, L.I., N.Y. 11749 St. Paul, Minn. 53113 Moore Golf, Inc. Millburn Peat Co., Inc. P.O. Box 606 Box 297 Orange, Va. 22960 Otterbein, Ind. 47970 Alfred H. Tull Associates, Inc. Tarrant Manufacturing Co. Sharp Hill Road 43 Jumel Place Saratoga Springs, N.Y. 12866 Wilton, Conn. 26897 Wittek Golf Range Supply Co., Inc. Wittek Golf Range Supply Co., Inc. 3650 Avondale Avenue 3650 Avondale Avenue Chicago, III. 60618 Chicago, Ill. 60618 Driving Range Equipment Ball Washers American Mat Corp. Container Development Corp. Wapakoneta, Ohio 45895 5024 Montgomery Watertown, Wis. 53094 Buffalo Outdoor Specialty Co. 553 River Road Par Golf Mfg. Co. North Tonawanda, N.Y. 14120 Milan, Ill. 61264 Jayfro Corp. Wittek Golf Range Supply Co., Inc. 4 Bridge Street 3650 Avondale Avenue Montville, Conn. 06353 Chicago, III. 60618 Arnold Palmer Putting Courses, Inc. Balls and Clubs 14 West Mulberry Avenue Hillerich & Bradsby Pleasantville, N.J. 08222 434 Finzer Avenue Merchants Tire Co. 4 Louisville, Ky. 40201 2710 Washington Avenue Lomma Enterprises, Inc. St. Louis, Mo. 63103 305 Cherry Street H. M. Wise Sales Agency Scranton, Pa. 18501 212 Helen Avenue McGregor/Brunswick Mansfield, Ohio 44903 1-75 and Jimson Road Wittek Golf Range Supply Co. Cincinnati, Ohio 45215 3650 Avondale Avenue Rawlings Sporting Goods Co. Chicago, III. 60618 2300 Delmar Blvd. HOCKEY EQUIPMENT AND SUPPLIES St. Louis, Mo. 63166 COSOM Corp. A. G. Spalding & Bros., Inc. 6030 Wayzata Blvd. Chicopee, Mass. 01020 Minneapolis, Minn. 55416 W. J. Voit Rubber Corp. General Hardware Co. 3801 South Harbor Blvd. 3618 West Pierce Street Santa Ana, Calif. 92704 Milwaukee, Wis. 53215 Wittek Golf Range Supply Co. Jayfro Corp. 3650 Avondale Ave. 4 Bridge Street Chicago, Ill. 60618 Montville, Conn. 06353 Construction Equipment R. E. Muncey, Inc. Allis-Chalmers Manufacturing Co. P.O. Box 387 Milwaukee, Wis. 53201 Birmingham, Mich. 48012

84 Safway Steel Products Sterling Recreation Products 6228 West State Street 7 Oak Place Milwaukee, Wis. 53201 Montclair, N.J. 07042

HORSESHOE COURTS AND EQUIPME.IT Sun Aired Bag Co. 8669 Fenwick Diamond Tool & Horseshoe Co. Sun land, Calif. 91040 4620 Grand Avenue Duluth, Minn. 55807 Wittek Golf Range Supply ,Co., Inc. 3650 Avondale Avenue Flaghouse, Inc. Chicago, III. 60618 80 4th Avenue New York, N.Y. 10003 PROGRAM AIDS The Athletic Institute MUSICAL INSTRUMENTS 805 Merchandise Mart Accordion Corp. of America Chicago, III. 60654 2003 West Chicago Avenue Bowling Proprietors' Association of America, Inc. Chicago, Ill. 60622 111 South Washington Avenue Bevin Bros. Manufacturing Co. Park Ridge, Ill. 60068 Bevin Road American Junior Bowling Congress East Hampton, Conn. 06424 1572 East Capital Drive Hall Drum Co. Milwaukee, Wis. 53211 31 Decatur American Youth Hostels New Orleans, La. 70130 20 West 17th Street M. Hohner, Inc. New York, N.Y. 10011 Andrews Road RIFLES AND SUPPLIES Hicksville, N.Y. 11802 Daisy Manufacturing Co. Peripole Rogers, Ark. 75756 51-17 Rockaway Beach Blvd. National Rifle Association Far Rockaway, N.Y. 1. 591 1600 Rhode Island Avenue National Auto Harp Sales Co. Washington, D.C. 20036 P.O. Box 1120 Savage Arms Des Moines, Iowa 50311 Division Emhart Corp. Oscar Schmidt-International, Inc. Westfield, Mass. 01085 Garden State Road Shooting Equipment, Inc. Union, N.J. 07083 4616 West 20th Street Schulmerich Carillons, Inc. Chicago, Ill. 60650 Carillon Hill Sellersville, Pa. 18960 Winchester-Western Div. of Olin Mathieson David Wexler and Co. 289 Winchester Avenue 823 South Wabash Avenue New Haven, Conn. 06511 Chicago, III. 60605 SOUND AND MUSIC EQUIPMENT NETS AND NET CAGES Karl Heitz, Inc. Carron Net Co., Inc. 979 3rd Avenue 1623 17th Street New York, N.Y. 10022 Two Rivers, Wis. 54241 Perma-Power Co. Game-time, Inc. 5740 North Tripp Avenue Litchfield, Mich. 49252 Chicago, Ill. 60646 Jayfro Corp. The Solocast Co. 4 Bridge Street 999 Bedford Street Montville, Conn. 06353 Stamford, Conn. 06905 Porter Athletic Equipment Co. Tape-Athon Corp. 9555 Irving Park Road 523 South Hindry Schiller Park, M. 60176 Inglewood, Calif. 90307

85 SPORTS (General Supplies and Equipment) TENNIS See also: Alphabetized categories Automatic Trainer Bo lco Athletic Co. Dudley Spurts Co., Inc. 12-32 37th Avenue 1751 72 North Eastern Avenue Long Island City, N.Y. 11101 Los Angeles, Calif. 90032 Balls & Rackets & Supplies Brunswick Corp. Dayton Racquet Co. 623 South Wabash 716 Albright Street Chicago, III. 60605 Arcanum, Ohio 45304 S. A. Felton & Son Co. Jayfro Corp. 315 Wilson Street 4 Bridge Street Manchester, N.H. 03105 Montville, Conn. 06353 Hillerich & Bradsby Co. C. R. Peterson, Inc. P.O. Box 506 5659 Newark Avenue Louisville, Ky. 40201 Chicago, Ill. 60631 Construction Engineers Jayfro Corp. 4 Bridge Street Master-Krete, Inc. 1414 West 11th Street Montville, Conn. 06353 Kansas City, Mo. 64102 Mason City Tent & Awning Co. C. R. Peterson, Inc. 406 South Federal Avenue 5659 Newark Avenue Mason City, Iowa 50401 Chicago, Ill. 60631 Robot Industries Court Surfacing P.O. Box 119 Borden Chemical Co. Dearborn, Mich. 48126 350 Madison Avenue, Room 2000 New York, N.Y. 10017 TABLE TENNIS EQUIPMENT AND SUPPLIES All Metal Tennis Table Co. California Products Corp. 169 Waverly Street Box 142, Dept. A. Cambridge, Mass. 02139 Teaneck, N.J. 67606 Chevron Asphalt Co. Brinktun, Inc. 555 Market Street Le Center, Minn. 56057 San Francisco, Calif. 94120 Nissen Corp. Robert Lee Co. 930 27th Avenue, S.W. 1001 Grove Street Cedar Rapids, Iowa 52406 Charlottesville, Va. 22903 Pipo Table Tennis Balls Maintenance, Inc. 882 Massachusetts Avenue Wooster, Ohio 44091 Indianapolis, Ind. 46204 3M Co. New Products Division Sico Manufacturing Co., Inc. 267 Grove Street 5215 Eden Avenue, South St. Paul, Minn. 55101 Minneapolis, Minn. 55424 U.S. Rubber Reclaiming Co., Inc. Sun Aired Bag Co. P.O. Box 888 8669 Fenwick Buffalo, N.Y. 14240 Sun land, Calif. 91040 Van Sumner, Inc. T. F. Twardzik & Co., Inc. 3rd Avenue & Washington Street 600 East Center Street (West Norfolk ) Chesapeake, Va. 23703 Shenandoah, Pa. 17976 F. H. Wiessner, Inc. TAO AND TOUCH FOOTBALL Burlington, Vt. 05401 Mason City Tent & Awning Co. Fencing 406 South Federal Avenue American Playground Device Co. Mason City, Iowa 50401 Nahma, Mich. 49864

86 Arrow Products Co. Sun Aired Bag Co. 31301 Stephenson Hwy. 8669 Fenwick Madison Heights, Mich. 48071 Sunland, Calif. 91040 Cyclone Fence Sales, U.S. Steel Posts #5 Gateway Center American Playground Device Co. Pittsburgh, Pa. 15230 Nahma, Mich. 49864 Robot Industries Ball-Boy Co. P.O. Box 119 27 Milburn Street Dearborn, Mich. 48126 Bronxville, N.Y. 10708 Stewart Industries Division of Stewart Iron Works J. E. Burke Co. P.O. Box 103'? P.O. Box 986 Cincinnati, Ohio 45202 New Brunswick, N.J. 08001 Nets VOLLEYBALL SUPPLIES AND EQUIPMENT American Playground Device Co. Ball-Boy Co., Inc. Nahma, Mich. 49864 27 Milburn Street J. E. Burke Co. Bronxville, N.Y. 10708 P.O. Box 986 J. E. Burke Co. New Brunswick, N.J. 08901 P.O. Box 986 Fish Net and Twine Co. New Brunswick, N.J. 08001 927 1st Street Menominee, Mich. 49858 famison, Inc. 19253 South Vermont Avenue Flex-I-Link Co. 815 North Kedzic Torrancd, Calif. 90309 Chicago, Ill. 60651 Jayfro Corp. Game-time, Inc. 4 Bridge Street Litchfield, Mich. 49252 Montville, Conn. 06353 Jamison, Inc. Nissen Corp. 19253 South Vermont Avenue 930 27th Avenue S.W. Torrance, Calif. 90509 Cedar Rapids, Iowa 52406 Jayfro Corp. Sports Awards Co. 4 Bridge Street Montville, Conn. 06353 4354 Milwaukee Avenue Chicago, Ill. 60841 Stewart Industries Division of Stewart Iron Works Sun Aired Bag Co. P.O. Box 1039 8669 Fenwick Cincinnati, Ohio 45201 Sunland, Calif. 91040

U. S. GOVERNMENT PRINTING OFFICE : 1969 0 - 349-942 UNITED STATES GOVERNMENT PRINTING OFFICE DIVISION OF PUBLIC DOCUMENTS WASHINGTON, D.C. 20402

OFFICIAL BUSINESS POSTAGE AND FEES PAID U.S. GOVERNMENT PRINTING OFFICE

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE/OFFICE OF EDUCATION OE-87042 Bureau of Adult, Vocational, and Library Programs Division of Manpower Development and Training