LgisUaE-TIME PllYSICt..i... ACTI Vl'f I.ES OP GRANT HI GH !iCHOOf.. ALUMNI
Gerald J. SrlosoD B. A. Oregon State Coll&go 1950
?His.IS
Submitted in part1al sat1afaot1on ot the requl?"emen,.e tor t he degree of
MASTER OF AHTS
/\'l' TH.ii
SACUAMN'l'O STATE CO.LlEOE
Approved:
Aubrey A. Bates, Chair Mildred Stevens Hubert J. McCormick
Date ~ ~. l~S"g CHA.PT.EB PAGlt
I. I M?ROOOCTI ON • • • • • • • • • • • • • • ., . . . l The probl • • • • • • • • • • • • • • • • • • l Stat ement ot t he probletD • • • • • • • • • • 1 I mpor tanoe or t ha s t l.tdy • • • • • • • • • • • 2 Def1n1t1on of terms • • • • • • • • • • • • • • .) Le1su.re •• • • • • • • • • • • • • • • • • • ) Heoreat1on • • • • • • • • • • • • • • • • • Mov,0 .nt • • • • • ., • • • • • • • • • • • • ' Tre.nda • .. • • • • • • • • • • • • • • • • • '4
Phys 1oal aot1v1tios • • • • • • • • • • • • • 4 Organ1za t1on of rema1n1ng chap~ers • • • • • • 4 L1m1tat1ona of relat ed t udlea • • • • • • • • .s Method of pr ,ooedure • • • • • • • • • • • • • • 1 II. a:c;v1:sw OP RELN.I'~O LI'X't':liATlt a • • • • • • • • • • 8 Lo1au.re- t1me phys1cal. &4ucat1on • • 8 Soo1olog1ca l 111 t e r pretnt1ons • • • • • • • • • 10
Payahologlonl values • • • It • • • • • • • • • 17 Phy 1oal rel t1onah1pa • • • • • • • • • • • • 19 Ad.m1n1atrat1ve ooDa1der t1one • • . . . . ., • • 2) III. THE aEPOHT OF FI OlUOS • • • • • • • • • • • • • )O Pz-eaent nct1v1t1es wl t h great est part1o1- pnt1on • • • • • • • • • • • • • • • • • • • 30 111
CHAP'l'ER PA.OE Beasoos tor non- part1c1pat1on • • • • • • • • • )l Hilih school 1l'latruot1011 related to present part1o1\)at1on • • • • • • • • • • • • • • • • ') Degree or importance placed on h1gb achool program • • • • • • • • • • • • • • ••• • • )) Belat1ve a1d or present inteNo' to dea1"4 aot1v1t1es while yet 1n h1g.h aohool •• • • • J6 Aot1v1t1es advantageous to p.reueot h1gb aohool students • • • • • • • • • • • • • • • .)8 Op1n1ons or alumni regar d1ng t he va lue ot phyo1oal aot1v1t1es to mor-o complete
Md onjo;yable life • • • • • • • • • • • • • 38 IV. SUMMAHI , CONCLUSIONS , A1'J.) I MPLICATIONS • • • • • 41
Summary and co.nolue1one • • • • • • • • • • • • 41 Present aot1v1t1es w1th great.est part1o1- pat1on • • • • • • • • • • • • • • • • • • 41 l ea.aons tor non-part1o1pat1on • • • • • • • • 42
Hlgh school 1no~ruct1on r el ated to pre s e~t pa.rt1o1pat1on • • • • • • • • • • • • • • • 42 .DegNG or 1mportanoe plsoad on h1gh school
prot;l9'• • • • • • • • • • • • • • • • • • • 4) Relnt1ve a1d of present 1ntoreat to dee1re4
aot1v1.t1es Mb1le ,yet 1n h1gb school • • • • 4) 1v CHAPTER PAGE Aot1v1t1ea advantageous to present hlgb
achool students • • • • • • • • • • • • • • 4) Opinions o.r alumni regard1:ng the value o~ physical act1v1t1es to a more complete and enjoyable life • • • • • • • • • • • • 44
lmplloationa • • • • • • • • • • • • • • • • • 44 BIBLIOORAPHY • • • • • • • • • • • • • • • • • • • • • 48 APPE DIX • • • • • • • • • • • • • • • • • • • • • • • 51 LIST OF TABLBS
TABLE PAGE I . The Fifteen Aot1v1t1es Off'er1ng Greatest
Part1o1pat1on by Grant .AlUTDl11 During 195'1 • • • )2 II. Reasons Why Grant Alumni Do Not Part1e1pat e 1n Desired Phystoal Aot1v1t1eN , Based on
Their H1gh Sobool Training • • • • • • • • • • )4 III. Aot1v1t1es 111 Wh1oh Grant Alumni Peel They Would Now De Part1c1panta it They Had Received Good lnstruot1on Vh1le 1n High
School • • • • • • • • • • • • • • • • • • • • ) 5 IV. Value Placed on the High School Physical
Eduoat1on Program by Grant Alumni • • • • • • • ) 7 v. Aot1v1t1ea t hat Gr ant Alumnl Coris1der Advantae;eou.a to Present High School Student• • 39 CHAPTltR 1
urraoooc IoH
Men7 movements have er1ee11 ainoe the early part of the Hlneteenth Century to cauae recrontlonal dewande on eoo1ety. Ma.n ' a decreas1ng hours of work and 1noroaaed ·etr101anoy 4\.\9 to technocracy have re ulted in a greater amount ot le1sure t1m•. The 1nore s1ng number of these leleure hours h a had reat 1mpl1ru.lt1ona tor 1nd1 v1duala 1r;teres to4 1n recreation. Soo1et,y 1• reoogn1&1llg reoreat1on as tm eaaent1a.l foroe 1J2 da1lJ 11v1Dg. Properly a4m1n1stered and auperv1 ed• leisure-time reoreat1onal aot1v1t1es can oOZ>t.rlbute a great de 1 to the bu1ld1ng or oharaowr, 1mprov... nt of phJs1oa1 and mental health, and to the promotion of good o1t1a:enah1p.
s;a;e;tgl Qt SWl ggq)21•. This atudy endeavor• to surve1 ·the le1sl.U"&•tlm.e act1v1t1ea, or a phy 1oel nature, ourrentl1 engaged 1n by alumni or the Grant UD1on High School, and to &valuate the rolat1onah1p or this part1o1pa t1on ln lo1sure-t1me act1v1t1ee to eJtper1eno~e ln the h1gb school pb7a1cal eduoat1on progra.m. More apeo1f1oall7 stated, th1a study atte!llpto to d1aoover (1) ourr-ent lc.t11uro-t1me phys1eal not1v1t1ea, (2) time devoted to phya1cal act1v1t1ee, ( J ) reisona why some alumni do not part1o1pate 1n oert 1n or 2 any pbye1cal act1v1t1ea, (4) tha oauae-otfect relat1onah1p of n1gh school phys1oa.l act1v1t1es to le1sure-t1mo pbys1cal ac t1v1t1es, (5) op1n1ona alwnn1 have rogerd1.ng tbe value or lo1suro-t1mo ph1s1oal fi,Ot1v1t1ea 1n respect to tbe1r more complete le1eure-t1me 11v1ns; , (6) pbya1cal act1v1t1eu 1.n bigh aonool that alumn1 would consider advantageous io present 11v1ng , and. ( ? ) recommendat1or.a conce).rn1ng the presont ph7s1cal educa t1on program.
l•poz::p1p9a at .tml, atudx. Thle atudy helps to provlde a better understand1ng ot tne high school pbya1cal aot1v1t1•• prog.. 0..11 1 Il' relation. to the alum111 1t ba» educated. It e4uoa '1on 1s to oontrlbute to tho tullneaa of adult l1v1Lg , l t neoeaaar1ly muat prepare the adult f'or subsequent 11.te a1C\l atlons. Tberefore, the ph.ye1cal- type reoreat1o:nal 1~reata or alwan1 a.re vu.114 intareata to th• achool. The 1mporta.noe or rooreut1on 1n modern l1v1na· 1• con s~antly 1.noreaatng. Soo1ety 1a reooe;n1z1t"tg 1ts oontr1but1on• to d.emocrac7. Leadera ln all phases or l1v1ng are reoogn1•· lng rooreotlon aa a force 1r> molding well- balanced lnd1v1du ale, Organ1a.ed roorea tlonul activities can develop perao:n al1t7, b•l1' build a t1ner oomon.an1t7 ep1r1t, and oontr1bute to the enr1ohment of 11te. II. DBFl.N.l Tl O . OP l"E!L'iS
LIJ.•\11"9. "IA1eure assumes freodo • freedom aa&UIM8 obo1oe, and oho1ce assumes tho oapao1ty to think, to govern oneaelt atld to ests.bl1 b d1ao1pl1nar7 behBv1or patterrJs. It 1• at> opportun1t7 to express oneself ol>Jeot1va11. Ir> short 1t 1a •treedo:1 to do aomet.h1ng ,•• which 1e t he meun1ll(£ g1ven the term in tne Sevent enth Centur7. . 1
Begregt1QA. "Becrttat1on--to do eoraet.hl11g th t t apa your onthuaie.sm , tt'.at cent.era your attent1on--1s a. vital l w ot l 1v1ng. •2
The term •~a ppl1ed to thO.ee act1v1t1ea undertak8Jl tor t heir own sake and not tor any reward or goal be10.n4 'hemselvos , and those aot1v1t1ea which are relet1va17 tree, • pontaneous a:cd enJoy_ble . 3
1n a wide field or ao~1•1- ties. That which ls reor at1on f or one perso.n iaay bo work tor someone else.
Moypmu+t. A movement may be d e f'1ned as any er1es ot events t temptln to make adJUBtmeDts to a aoc1al s1tuat1on.
1.1,., a. Na•h, Pb.u!CAl E4W1111!1on• Intsu:i;intafijona AlliL Ob11ot1y11 (New York: A. s. Barnes and Company , 19lt7~ , p. 219. . 2 112,a4., p . 21a. lttart1n H. Newoeyor and Esther s. _Neume1er, l;,e11m JUl4. B19re1tlgp (New l'ork: A. s. Barnes an4 Compan1 , 19 9 , p. ?. 4
The movement tf.lllY be benef1o1al t o eoo1ety or 1t may not.
tnnc11. Trende r efer to t ne d1reet1ons or t endanc1es ot a movement. In t he reonat1on zoveaient ohanges have oc curred 1n the ccnoept1on of reoreat1on, 1ta funot1on. 8Xl'1 l arportanoe , togethe r wltb corrospond1ng ehangea 1n fao111t1es , organ1zat1on 8Jld adm1n1atrat1on, lead$rah1p and progr am of aot1v1t1es .
Phr•l.QA). IM)tlvlt&11. As used 1n t h1u study, phys1oal act1v1t1os are those aot1v1t1ee wh1oh ph1s1olog1oally 1xavolve the •big musclee• or tho human bod.7.
III. OROA KliATION OF aB:MA I Nl NO CHAPTEHS
An effort 1a made in Chapter II to pc1nt out olearl.1' tbe meaa1ngful l1»petus that auth.or1t1es have g1ven to le1aure- t.1me phya1ca l . act1v1tlos 1n oul" ·pi-esent 4B)'. Chap.. ter III treata the or1g1nal data gat hered from alWIJ.11 of the Orant Union High School and &Eal1zea \hat ma t er1al. Chapler
IV eummar1zes oonoluslone • h1oh can be dr awn from the baalo t1Dd1nga 1n Chapter llI. Chapter IV also 1noludea 1mpllca t1one regar cUng tbe present phyulcal aot1v1t1ea program ot tbe Grant Un1on H1gh School, Del Paso Heights. Col1t'orn1a.
4IbisJ .• p. 266. 5
Duo to our 1ncrea,sed le1sure, brought about in part bf 1ndustr1al1za.t1on p?'Ooesoes,, l oaders in phys1oal eduout1on have completed a1gn1t1otUlt etud1tn1 on lelsure time. However, 1D a aea..roh of available atud1e very little mnter1al ot epeo1f1c value to th1s study was found. In one study, 9 B•oroat1onol Int rests or Cul1fom1a Polrteoh.Jlical Students , • by Glen B. Oollohon, the author •howed the le1eure- t 1me 1nterest s of tu.dents enrolled 1JJ ool l ege. 5 SillCe the stud1 1noluded a.11 le1aure- tlme 1nt el"8sts , many sedentary aot1v1t1es headed the list.
A more oloaely rela~o4 et udy, •Active ilecreat1onal 111terosts ot Columb1a College Alumni,• by L. Carroll Adama ot Columbi a Unlvers1ty, attemptecl to lea,rn what eftfJct, tbe ool.lege progral!Ti ot ph.ya1oul eduoat1on had had upon 1te a l WID1. 6 Adam• toun.d the most part1o1pat1on by alwan1 1n the t ollow1ng act1 v1t1011: sw1m1'1ng , tenn1", golt; walk1ng, handball, bowling , and h1k1ng. The alwan1 involved 1n Adwce • study had graduated trom oolleee dur1ng a forty- year period. The study of gi-eataat s1gnlf1oence t o the wr1ter had
Solen P. Dollobon; •aeor•at1onal Inte.rest of Ca11- torri1a Pol7teobn1oal Students• (unpubllahod Maater•s tbee1a, Cal1forn1a Pol7tecnn1oal Institute, Stm Lu.le Obispo, 19.5)). 6L. Carrol l Adams "t~ot1ve Reci-out1onal Interests ot Columbia College Alu~n t, 1 1'hfl Rtpegrqh "5\Ml'St t:•'• Vol .• 19, No . 1 (March , 1948) , pp. 4):47. 6 little concern tor leisure time. The author, Andrttw s. Adame , made a study on the act1v1t1es high aonool boys would. prefer ill t ho1r phyaloal eduottt1o.n program. In a sampling of ,5)2 bo7a at IUohmond Sig.h School ( Oal.1forn1a) , the rollow1ng o·onclus1ons were r eached: When the rank1nga are cona1.dered b1 gl'&des the h1gher tbe gr ade, the leas team sport& we:re prete.r:reA. Tackle tootbull deoressea from 44. 6 ~r cent or t he boye preto:r r1ng 1t i n the tonth grade to 26. 4 per cent 111 th• twelfth grade. The 1nd1v1dual, co- eduoatlonal, and oar1.97- over aot.1v1t1es reo01ve a hi gher pretor enco up throusth the gr ades. 7 I» a seoond aampl1rJg .of )89 boys 1n a different higb eohool, aisllar oonclus1ons were toWld: The t1nd1.ogs 1n the eooond ewapl1ng rove&l s1m11ar preto.renoe rank1IJ8S of act1v1t1.ee w1th t he 1ncrease 10 1ndlv14ual, oo-eduoatlonal, and carry- over aot1v1t1ea, 8 and the decrea•e i n team sports, up through the grad••• Adatt1s • oonelua1one seom most pe:rt1nent . If •tudenta
1n their Junior and ee:n1or year of' h1~h achool have an ln~r est 1n le1sure- t1mo 1nterttttt s or a.lum1d., then t he sooondarJ •cboola should make aome pr ov1s1one tor these 1n the1r curr1oulum.
7Andrew s. Adame , •Prov1slons for Students: Pret e.rence Aot1v1t1es 1.n a Moderti Ph7s1oal Eduoat1on Program• ( impubl1sllGd Doctoral d1ase r t at1 on, Un1vers1ty of Cal1- torn1a , Berkeley, 1954) , p. 108. alQ.t.. au.. 7 f . K 'THOD OF PUOCSOORB
Valuable dooumentar1 at rial was reoelved from Saora.mellto St ate College, the Un1vers1 ty of Novad . • and the Unlvere1ty of Cal1torn1u. Assistance alao wuu reoe1ve4 trom the Cal1torn1n St ate Depart ment ot Eduoat1on. Tbe data re ce1 ve4 fro= Orant Ua1on fflgb Sobool alumni by tne uao ot queet1onna1r s and. 1nterv1ewa d.1soloae4 11>teresta and a tti tudes tor le1sure-t1me phya1cal aot1vlt1oe 1n relot1on to t helro h.1gb school tra1n1ng 1n Pb.Y 1oal education. CHAPTER II
ilRVIEW OF BELATED LlTSRt.'l1UiiE
ln the review or related l1terature an attempt waa made to determine the true a1gn1f'1oanoe ofle1eUN-t1n .Pb.v•- 1o·al education 1n the eeoo:ndnr1 public eohoola of our ooun tr7. Atter a gei>eral 1ntroctuot1on au to the 1aportano. ot
tra1n1J:lg ln le1au.ro-tlme phya1oa.l aot1v1t1ee , the cnupt•r 1s speolt1oally oonoerned w1th these act1v1t1eta 1n terma ot (l) aoo1olog1oal liiterpretatlems, (2) peycholog1oel values, ()) pbrs1oal relat1onsh1ps, a.nd (4) adm1n1atre.t1ve oona1der at1ol'la 1n terl'.08 of lelaure-1;1me physical. aot1v1t1es 1.n the aohool ourr1oulum.
"81•Yn·l1B. p}\Ya1s;tlJ. 1Sbtcatip13. •c1v111zation ma, depend for 1.t.s root.a upon tb.o way 1n which work 1• done; bu\
lt depends for its !1naat flower upon the Wl& of le1sure.•9 Statemonts of elmllor content have boon mBatt by numeroua other leaders 1n p.bys1o4l. educat1on. liven a former Priea1dent ot the Un1ted States. HarrJ s. Truman , 1Dade the following statement 1n a letter to Dr. W1ll1am L. Uughas , dated Pebru.a.r7 20, l946s •0ne or our aims should be t.o estab11ab health end ph7a1aa.l eduoat1on as a part or ever7 sonool
.· 9c. D~ Burne, Lt1s'f.' J.n eoQdern 5001otx ( New Xork: The Century Compan7 , 1932 , p. 2 • 9 health progratt1; to toaoh every oh1ld proper use or h1• le1aure t1roo. • Th i mportance of leisure tra1n1ng in the sohools ts ever 1noreaa1ng. 'l'bera ure even th.oae who a sure us t hat notw1thstMdlng tbe e phae1s wh1ch educa.t1on has pl.r:&ced upon tra1n1ng tor voca tional eft1o1enoy, 1t 1s much Clore important tor the echool to be v1ts lly oonoerried wlth eduoat1ng for lelsu.re time.IO O\.ie to ohang1ng world oond1t1ona , 3.nfluerloed b3 the 111dustr1a11zat1o.n prooeasee, W1ll1acos po1nts out two paths ot pb7sloa l aduca tloXJ. Ono 1a for ph7:dcal eduoat1on as a great oorreot1ve, p ll1at1ve, remedial agency. 'l'b.e other, wb1oh he oona1ders t he more aoUrJd v1ew, ls pb,ys1oal eduo&t1otJ as bel.ng eaaent1al for a happy , healttq 11to. Of' the aeoond, be et t cl a& tollowa: It proposes, quite 1nd1rectly, to combat aede.ntar7 11v1ng bJ e4uo. t1ng. boys and g irls eo ~norougbl.7 1n et1- Jo1able aot1v1t1em that th.81 Mill be per ua lOs. w. Nixon and F. W. Cozens, Aa Ig~ro4ug1(1Qll la \~s1cal ssiga,ia.on (Ph1l.£1delph1a and London: · w. B. Saunders Company, 19 7 , p. 149. llJeaee Pe1r1ng w1111a.ms, %h1, fr1mt1plev .Qt Puaiw §~Tt1op (Ph1la4elph1a and London: w. B. Sounders Compan1 , 19 • pp. 45-46. 10 All members of our aoo1ety should have a vital concern tor le1sure-t1me tra1n1ng. A variety of oomm\U')1ty ageno1ea . both publ1o and pri vate, ore v1~ally oonoerned with the promotion and de velopmeDt of tt'Mt wholesome use of le1tture 1 but 1n the l ast a.nal7s1a the schoola aho\lld aaaUU'le a primary role 1n the reoreat1onal llfe of youth. 12 In pointing out thls value of the soh.ool to lelsure tra1n1JlS, the authors also po1nte4 out speo1f1o pb)'a1oal aot1v1t1ea, suob as bowl1ng, golt, and tenn1a, aa eaaent1al to th1• tra1n1ng program. 'therefore the pr1mary ftu:lctlon ot the school, so tar as ed.uoat1on for le1aure tlme 1s oonoorned, 1e to g1ve the 1nd1v1dual as :ravora.ble an 1ntroduot1on aa poaa1ble to a variety of auoh aot.1v1t1ea 1ll tho hope that be 1181 deYelop 1nteresta in d1reot1ons Wb1ob will. l i;;ad h1m 1n'CO a 11telong program of worthy act1v1ty on 1ncre~s1ngl7 b.1gher levela.I.J §gq101Q&1AA1 yteromtc1~1on1 . Tbo aoclolog1sts or toda.r fully recognize the tremecdous 1mportance of reoroation and refer to 1t ae fundamental to a culture. Beard expreaae4 very well the aoo1olog1at •a v1ewpo1nt 1n th1a respf)ol: JW)ong the many mao1festat1ons of hutlan :nature w1tb wb1ob the aoo1al soie:noea are concerned, rooreatlon an4 the use of leisure are tundnmental--even more fW2domental than people ofi/" pr act1ca.l turn of mind ere 1n the habit ot ada1tt1ng.l 12N1xon and Cozens, 12Q.- .Q.11- 131b14., p. lSO. 14-cbarles A. .Beard• 1Dt. Uatµre QC lb!. SQGJ,a1 {i91•Qoll (llew Xork: Cbarlea Soribner•a Sone , 19)4), p. 132. 1.1 Many aoo1olog1ats hove related l e1 aure-t1me interests to •be culture of nations. Le1sure-t1t:io interests W'.ld po.rt1c1put1on have bee·l'l called the bu1l41n r blooka ot a nat.1on•a culture. '?be a~ructure of the culture tha·t 1.u be1n . built 1ll th• U.tl1ted Stut.ea today lacks the d1 1t;r -oof1tt1ng a nat1o1'l wb1oh hae reoognU:G4 ever a1noe 1ta beg1M1ng the r1ght or all to .. the pursu1 t or bap 1~ 1n 88. • l~ Also, we f1nd many statements 1n support or pbJa1oal aot1 v1 t1ea as neceaea.ry to the lm.pp1nes• ot people. The m ny sune1• or le1eure-t1ci• uot1v1t1es of var1oua age lovole r eveal the most amount or t1me apent 1o 11•· tening to the r adio, read1n oomlca , r1d1ng 1n auto mob1les, and 1n watoh1Dg 1.1ov1es and tel v1e1o-n. Inva.r1• abl7 the pa1&1ve , noncroat1v-e t.vpes of act1v1t1ea nea4 the i1sts. Spectator aot1v1tles havo been sh.own to bo.ve l1ttl• relat1onah1p to happiness. ln a study or t :le ao- :;~;i:· t:~ :~~ ·~ ;;~!1~i:: :;e~~~1 Pro:~~:iYN:::en1;.16 Anotne.r 1mportant aooial fu.ctor of our day cona•rn• tbo 1noroaaad. length of l1fe tor the verat: • American. At tne pre ent time o»••balf of' tne populait1on 1n the Unltod States 1& over th.1rty years of age, wharuaa in 1800 the mo l.S.1111110 L. Hughes and Sether Prenon, lhl. A4mln1atra S1QA at Pbv14oal E4uqas;1u (New Iork: A. s . Barnes and Compan1 , 19..5 · ) , p. 210. 161.QQ. All,. 17eharlos A. Buonor, Foupd§tJ.gmi .Qt ihx11oa4 I AA91;1gp (St. touts: The c. v. Mosby Company, 1952} , p . 2J7. l2 hours. A oentury ago the aver48e 1nd1v1dual worked twelv• hours a day and alx d.s ye a weel" • TodQT the a verae;;e work er puts 1n a fort1- hour.week at.id at present bo 1• olamor- 1ng for a further reduot1on 1n h1a work i ng ooura.18 W1 th M 1nor ttase 1l'l l1fe expeota11oy and aliortor work ing hours , the 1nov1table result 1s a great amount of .free time. The young worker toda,y haa uhout tw1ce the amount ot tree time that h1e ancesto.rs had. Thia has been shown b7 the Amer1can Youth Comm1sa1on of the Amer1aw:> Couno11 on S4uoat1on by axu1ne of ar1tmet1oel. proct1• ao a1mple and olea~ that 1t onn be grasped b7 anyone .i~ Voltmer alld Eael1ruter further ver1f1ed th1s 1ncreaaed le1eure time b.Y the tollow1ns statement: • • • • there 1 s a. vast amount o~ leisure t1me to 0e apemt now; much. more tilM eftr before 1n the h1stor1 ot th1a oountry.•20 Since peop1e are reatr1oted to the work or their job during working hours, lt is ·neoeesar1 that edtJoat1on prov1de for- a better uae ot tree time. Tho7 are poworleae to change \th.at t hey do dur1ng the1~ working hours, but tbe.Y can use thelr leisure t1me for bappler 11v1ng 1f tney have the 4es1ro, the knowledge an4 sk1lla, Bl'ld the att.1tudea to do 1t. lk>re l 18 . Burn.a , QQ. .Qll. , p. )6.7. l9uughes fWd Fronob, ,em. all.., p. 209. 20s. F. Voltmer and A. A. Bsal1n~r, Da C4'BM1aat1cm .&Q. t\dm1;1st.mt1gg A&: fhx1io11 E~g,ta,op (New York: Appleton-Oentur7•Crot'te , Inc •• l . 9 • p. 24. lJ oduoat1on teochora must reca 1~nize tbeae f uota ruld aawne reopoos1b111tl1tor eduost1ng others ror best use ot lo1aure t1mo. Our aoo1ety ah.ould 1ns1st t hat leisure time tra1n1ng be a part of evory ohild' • eduoat1cm. It 1s 1mp rat1vo th~t aoo1ety fort1fy 1taolf aga1nst the unrest created by empty hours a11d protect 1t1 01 t1- zena trom becoming reoreat1on 1ll1teratee by contr1but• 1.ng 1n every way possible., through reoreat:1on oppcrtun1- t 1ea and2itu1dflnoe , to the total educat1on of 1te mem'bura . Z The aoo1al contr1but1o.o or pcys1cal leisure aot1v1i1 • can greatly aid 111 the p.reveDt1on or uneoo1al conduct.. •1t la not dur1 . tho hours ot labor t llat unsocial oonduot. de•elopa but 1n the hours or relaxation and freedom. •2l S11'2Ce 1t 1• during free t1 or play time that those who enter or1me prepare for that rregNttable adva:n:tw."9 1 atepa must be takett to employ that t1rae prot1tal:>l7. lo; 1• to th111 phaae ot ~"'U1danoe acd development that pbY•l oal ed.uoat1on la eminently qual1t1ed to oontr1bute. 2- Buoher made tbe tol.low1D£ state e.nt: •Tnere 1a a h1gh oorrelat1on between Juven1le 4•11nquenoy Bild l aok ot 0012- etr®tl ve le1sure- t1me aot1v1t1. •25 'lh· patt rns o.r play 8l1d del1n uenoy ar e1m1lar. In 2litugne and PNnoh, m;.. AU. , pp. 209... 10. 22charlee E. For•ythe and Bay o• . Duncan , A4Jl1pJ.atra... .ll!mat Pbf11attl MyQAtlQD ( ew York: Prent1oe- Hall, Ino., 1951) • p . JO. 2lvoltmer ond Sasl1nger, lQa• .Q1.l. 24 1~14 ., pp. 24- 25. 2.5suoner, ..QJ2. .Q1l. , p. 14?. 14 the early years t hey are identical . Laoklng t ho oppor tun1t1es to flirt w1tn dai:iger 1n a 1r.ame , l ucktng the op portunity to pltoh hie tal.onta aga1nat an opponent, be 1t ~he pitoner, oatoher, t ackler , a golf par or a f'1v•- pound baea, adole soents ancl adulta ea sily n 1rt wlth the pol1·oe ma:J , the aieronant be.hind bls stor e •:nfgws f'1lle4 w:1tih plenty, or the propert7 of a ne1gbbor. Nowhere 1n the whole real m of recreational aot1v1t1•• are t here u molly aooep~able , aoc1all7 a:pprove4 et~l•• as 1n t he plq or the oh1ld and the reoroatlon ot the adult. A large percentage of otmllenc;es 1a i ncluded 1n the oatogor, ot pbye1oal -eduoat1on aot1v1t1es ..... Rob man of' thls her1tage2ttnd. 7ou t ake trom h1 ?D olle of the great urges to 11ve. 1 Tbe relat1onsb1p of man to h1a wor k processes empba e 1zea greatly the need for leisure- time act1v1ty. •Modem 1ndustr1 throttle• aelt- expresa1on. Ir man wants to 11ve be muat do 1t awf11 trom the caotor7. •28 The m0i>oton,y and drabJ'loa• of 1nduatr1al oooupat1on• make t he sea rch tor pl ea.sure and emot1oiml at1mulat1on 1nov1ta'ble. Whether or not poo,pl tt r ema1n pl easure aeekera or booome pleasure- tinders dopends upon2tne extent to wh1oh edu.oat1or.> for le1suro pr ava1le. 9 To keep •ne eyes t1x•4 on t ho l arger • alaes and to re ma1n true t o s1p1f108Jlt onuses requ1re t hat wo come to our da.111 t o.aka r ctreebed and &trengthened. lt 1• 1n \ h1a aenso ~hat all good pl ay has moral slgn1f1oanoo and that lfh~6•n ome reoroatlo.n 1& v1 t al for the morale ot a people. . 26J ay B. Bash, Phf11a1i 14Y9DSiJ.PD: ln~1u:m:etta&J.9UJ Jm.11. if''o~1yga (New Xork: A. s . Barnes Md Co•par.l1, 1947), P• 2 • 27lb1Q .' p. • . .22. ) . 2 8sUft'Ja ' U.. S1J.,l. • P• )68. 29 Ib14. , P• 3 69 . JOw1111ama, .asa.. .Q.U.. , p-p. 227·28. 1.S Another serlou.a soc1al problem oonoerns the ind1v1dual and his adJuatmont to eool.oty. Pbya1onl eduout1on must deal with the whole or l1fe with all the problems that 1n any ay bear Upon th1s oid. am ever- present one, the adJust.nent ot the 1nd1v1dual to the envl rQnment and of the env1ro.nment to. the 1nd1Y1duaJ.. ).I. lPWln wa more expl1o1t 1n bl.a explanation, as follows: •it has been demOllstrated t hrough exper1ence that both ob1ldren and ad.ul~ . CSl'l beoome bappll.Y adJusted to aohool and to social llfe througb ab11.1t1 in sports s kills. •32 Thia a4• JWttment or t he 1nd1v1dual to l1fe situ t1ons through aporta •1'111• wa aooorded by aa t1.aty1ne; baa1o i:meda. Onoot the bas1o needs ot man 1a that ot btllong1ll£, or be1ng needed by eorueone or by aQmo group. to belong mo ns ·t hat an 1nd1.v1dua1 la w1tb people hav1nc ooamon ob Jeo~1ves , that he has something to oo.ntr1bute and tbat bt bas status 1n tne group. Jl The aoo1olog1at aa1s that the 1nd1v1du l and aoo.1ety a.re tw111 born. As the 1nd1v1dtuu oontr1bute to the group, tna group g1vea strength to the 1nd1v1dual. Thie 1n turn gives .r1ae to a rela ted btls1c noed, that of achleving. •Achieving 1• •• aent1al to belOftgiflg. But aohlo 1ng 1a s-0metb1ng oz.e a1& n.1t1oant, a.a 1t 1• thuo t hat 018.tl gains stature 111 hia own ) 1 :ruo.•• p . 126. ' 2t.es11e w. lrw1ri, ilia. CUr£1CulWI .la, iV!q;llb ad, i!.&wl.1• Bl Bduoatlsm est. Louie; The c. v. Mosby Compan1 , 19.Sll, p. ),1. 16 e1ea.•'4 'l'hese baa1o need.a require that man atr1ve for the1r aat1sfa.ot1on. 11 !here are at lee.at two way• 1l:i wh1oh man can aarn bis r1ght to belong and sat1et'y h.1s urge to create or to aob1evo, through work or reorea t1on. 11 JS A f1nal and important aspect or le1aure-t1me act1v1- t1es l1os 1n the soe1al value of tneue act1v1t1ea. The eohool program must be a.~'"' re or f'alae 1lls that ma.v prevu11. W1th1fl the school day and w1 th1i1 the ra1.iu1red prosrwc there should be greater concern for t1ot1v1t1es t hat de• velop social t;i.w:& l1tiea,. • • • The 00110-orn ahould not be so muoh wlth the pltJ.7 being produced, tor example, aa 1t 1• w1tb the· o:nanges taking place 1n the part1c1panta. • • • Each rooren.t1onal act1v1ty ahould 'be evaluated lJl terms Of the Coutr1but10D 1t ls makl.Dg to the NOl't!H}• t1onal lito of the atudenta now and 1n the tutUJ"e. )6 Tbe contr1but1on ot phya1oal edU.oa t1on to tho bablta and pract1oes ot actual 11v1ng 1• to be toW'>d oh1efly 1n t he sports of the schools and oolleges. But the atate•nt ahould be more expllo1t.. Aot1Y1t1ea vary 1n thol.1' wor'b. ln th1a respect. It would appenr ev1dcmt that football 1• nowhere so valuable in th1s respect aa u;olt, tba• baa ketball 1a very won loss worthwhile than tennis, Q.Dd. that baseball and track contribute little l n oompar1aon to aw1mr:ll'~g . In geDeral, the teq_gamea are ot leae value thun tho 1nd1v1dual aportB.J1 - In apeak1ng or the or1ter1a w1th wb1cn to evaluate act1v1- t1es , W1111ams etate4: )4:w4, •• p . 215. ) .SJ;Q.£. au.. )6 . . . 2· 4 IN.ghee and Prenoh, .22- AJ.l. 1 p . 1 • .31Jeeae Pe1r1.ng W1ll1atas and w. L. Kughr~s , 61bit,lAI la lidu9at1g11. ( Pb1lo.de1ph1a and London; w. B. Saunders Company, 19)0) , p. .60. 17 Streaa at all t1mea and ever7whero the need ot man for play , reorant1on, and whol so e le1 ure. Ses1nn1ng in eohool years, all oh1ldren must learn oat1nfy1ng moto~ sk1lls. The prenent ;ihas1a upon o tew athlotoe who perform for the crowd muot ho eraeed, and pragr~e or pl y and oreat1o.n tor all must be eatabllshed. )8 In eummar1z1ng the tactore tha t a1d us 1n 1llterpret1ng the aoo1olog1oal vnlue ot lei ure aot1v1t1e , the follow1ng two statements are pert1nont: .. eorea t1on 1n the s D&e of the construot1 ve and s at1a ty1ng use ot an ov&r•increes1ng le1aure, tbe 1nev1tablo her1 tage of the machine nt:o • bas becocoe an 1 npor~n.nt aoc1al ~d eoonomlo concern to t he people or the UD1'84 Statea. JY On of the great needs 1n the future w1ll not be to eurn a l1v1n > but to 11vo a l1fe, tborefor , the aohoole r.oWJt t each the ohildren tho profitable use of ltt1aure. • • • Arter ell, the largest portion or our population d.oes not go beyond h1gh obool. It eduoat1on f 11• 'o train for leisure, for culture, alld,.tor orer t1ve xp a s1on, t hen 1t hata talled m1oornbl7. ""0 fli9bOlQB1otal JfllYll• The worth1 use ot lo1sure tlmo han an ever-1nOrtiaslng value to the peyohologlst. Thero 1a a real danger 1nherent 1n deore sing hoUJ."a or work and 1ncri:uised ett1c1an.oy due to teobnooruo7. Man may f1nd he has free hours wtth notn1n.£t cho.lleng1:ng to do. The eaoa.pe from challenge aoo-0W'lt • 1:n part, 4or the 1mmense 1neroaae 1n payeboe1e 1n t he modeI"n world. J. .3 8w-1111ams. a . .Q.U.. p . 124. )9Por 7the nd DuncW'l , 212. All.., p. 2;0. 40Mart1n H. Neum.07er and gather S. Neumeyer, Ja1q~ .GSl, Recrg@f(1o; (Hew York: A. s. Bnrnos and Company, 1949f p. 90. 41 Nash, .sm,. Al,l. • p. 21;. 18 ffw.'l1 pbys1oal eduoat.or.a oontr1bu·te to the raeult1.ng psychoa1a wh1oh may develop among graduates by streaa1ng part1oular sports. The football ooaoh who has hia star qu.arter'baok prao t1oe through the school yoar for next aeauon 10 not eonoern$d about that peraol'l and his relut1on to soc1·ety. The 1:r1tense and long-oontlnu•d oonoentr.a.t1.on upotJ o.ue 1»terest ond one type of activity interferes eftr1owtl7 w1t b other important end log1t1mate i nteres ts andact1v- 1t1es ; Qnd of~n l oads to a narrow ap1r142ot proresa1on a.l1sm not oompa.t 1ble With worthy living. Ps7ch1atr1ets have pointed to the term integration as neceeaar1 to tho ma1nt6nanoe ot a normal, happy l1te. At tar a day of 41stra.ot1on, 1ntegrat1on can be re ga1ned by throwing oneself into :eometr.1.1ng one l1kea t o do. The man , intent upon an objeot1ve, w1th a go4t club, a rod, or a gun 1n h1a han4, 1·e 1ntegrated.• ) Throughout th1a .1Dtegrate4 prooeae man 1s :ta.oed with •1'ua t 1ona ot a chall&ng1ng n~t:ure . Man •e natur& 1s auoh. thut he cont1.nuallJ need• cbal• leng1ng s1tuat1ona to ocoupy h1a routine. • • • Chal lenges call inen to act1on and make them forgot Edaou' the t r1vo11t1ea ot l1v1ng that result 1n mental and pbye1cal det er1orat1on. • • • It 1s a challetlge to attempt to break po.r at golf. I t 1a a challenge to lm1d a five• pound bass. It 1• a challe:ngo to w1n a sa.111.ng race. If man grows old end t'1nde h1.ceaelf with hours on b1a . ban<1e and nothing t o do, deter1orat1on w1ll reault4irleae t hese hours oan be filled w1tb wholesome act1v1t7. T;o 111eure wholesome aot1v1ty f'or adults we mu.at 42N1xon and Co•ens, 5m· ,QU... , p. 1)6. 4) . Nash, sm,. 9..iJ;.. , p. 268. 44auoher, 9l2· all., p . 2:37. 19 prepare t hem during t be1r youth. Xouth 1s t he t1me to l ea?"'n akllle tor reoreat1® Juat as 1t 1e t he t1artl to l ay down bus1o behav1or patt erns. • • • It 1a a known. fact t hat most of the wort hwhile adult reoreat1onal nct1v1t1tta were l earned early 1n 11re• •~~ii: ~d~t~v~t~:::~5oapac 1t1ea i n t be le3rn1na ot new There are meny deterrents fn Pb.Yg1eai. glat10ngh1pa. The Ya lue of a physloal ao t1v1 t1as program is 4epell4ent \lpon 1ts relat1onsll1p to the obJeot1ves of ptq's1oal. education. In speaking about these obJeotlve ot phya1oal aot1v1t1o , W1111ems aa1d: In this 6r oup, generally, 1t 1& to be de lr~ that s kill in and lov& for 811 aot1v1ty be established to the erKl thGt the aotlvl ty will go on. l:be go l h re 1• oon t1uu&t1on of t ho o.et1v1t7. To seoure th1a t here .mWJt be aoqu1red autf'1o1ent ak1ll which w1ll rank the 1nd1v1dual above the oov1oe olnas for h1a stage of development, and aurr101ent love for t he aot1v1ty to a fford an 1noerJt1ve to part1o1:p&te oven whe:n t.ha oond1t1ons are not t nvorable. JJ7 Irwin a 14: •The program or pbys1cal t'tduont1on 1n the schools should be constructed with both t he pre$ent and the tuture reoreat1on of t ho p\lplle 1n 1ncs.. •48 45Hughes and French, QU. .Q.U.. , p. 211. 461;10 •• pp. 212- 1,). 4i w1111ama, .QQ. .AU.. , p. 2.5). 48 Irwin• .sm,. .QU.. , p. 48. 20 The factor moat relative to t he 1nd1v1d.ual's euooese. 1n physical aot1v1t1es la h1s development ot oppropr1at9 ak1lla. Anderson wrote of t he 1mportar.iee ot physical ek111• aa follows: Senaor1-utotor skills 'br1ng maatery of aalt and or the environment. • • • Sk1lle are assets ld th wh1oh the person moves on lttt,o the lat•r4doaa1ns or b1s, 11.fe and on which be bu1lda his future. 9 To this end, 'Youth 1s th& t1me to l earn ak1lls for reoroa t1on Just as 1t 1s tho tlme to lay down baa1o behavior patte.rna. a.SO There, 1n order to obta in ett1o1ent motor movement or ak1ll 1.n man1 aot1v1t1ea , it 1a neoeesary that un 1nd.1• v14WLl'a troa1n1ng at.art early in 11te and. continue 1nto adulthood• . Purtbermore, a ohlld doea not obJeot to the oont111Wll tr1al iU'.ld error prooeaa or aob1ov113g auooe•e 112 t he performance of pbJa1oal acts. He does n.ot obJeot to 'bo1.ng observed. aa an awkl:fard. 1 unooord1n&te4 bea1rmov 4u.r1ng the learn1ng per1od. However , most adult• are aolt-ooJ:Jeo1ous when go.1ng through a per1od or learn1ng a ph,vs1cal alt1ll. They do not l1ko to perform 1r the7 can not perform 1n a creditable maxwo.r . The ak1lla t hey do not aoqu..1;! 1n their )'outh aro many t1~e s n&vezt aoqu1red. L1k.ew1se , •'file akllla tha t oh1ldr6n acq,ulre w1ll determ1wt to a gre11t extent how the1r ltU.aure time w1ll bo apent . .. 52 School ott1o1als have demonstrated that t hey would. 49 JObn s. Anderson, %l1t.. f1xgho~osx .Rt Qaxeloomsan; 1814. fe~pnaJ. Ad1ustnnt (New York: Henry Holt and Cotupa.l'lJ , 19 9), p. 52 • .SOHugbes and French, 2J:l. AU.., p. 211. ::Jcl Bucher , sm,. .Q1l. , pp. 1 4 6-47 • .52 12.a. , p. 147. 21 desire ph.ys1oal aot1v1tlea with a l aat1Dtl va lue. Among the aany apeo1r1c roqu1rementu and chargea listed tor teachers ot pbys1oal eduout1o:a by school ad• m1n1etrntorn, tho follow1ng are ot tpooial s1gn1t1oat1Qe: • • • 4~ Teachers should til.1nk 1n terms of oarry- over valu.ea. :J 3 Also, we f1nd the second proposed standard or pbye1o edu oat1orJ, •irna practice m t have mean1n and aigt>1t1canoe for the 1nd1v1du l tmd ehould prov1de a ourry- overo 1ntereat,. •54 'To the pbystoal eduo tor 1t eeema that th aohool abould b7 all moana fltt3 i~p t to develop in the 1nd1 vidusl a l1telong 1nterost 1n appropr1a~e ph7s1oal ot1v1t1es. •55 Forsythe and Dw'Jce.n have po1nted out the range or age groups t hat ne 4 to be oonoerned. w1th peya1onl act1v1t1ea. "Children• 1oung people , and adults all need to p rt1o1pat• 1n reor at1ona,l acti v1 t1e.s, au1ted to the1r interests and ab1l1t1ea .. 11 S6 Although 1t 1s a re~o,& 1'l12ed fact that ono enould out down on vlgorous notivlty after paao1:ng m14dle age, 1t bas been stated by oorapetent author1t1es t hat a00l$ exer- c1se is good regard.leas of Ai':$ .. • • • Every poraon abould be able to wil?l , to play golf, to flab, and to engage 1n oountleaa ether pnya1Gal oot1v1t1 a u.nt1l thoy 41•. Such not1vlt1ea w1ll p1•ov1de .many hours of Wh.o.le eome, enjoyme!lt and 1ntereet1ng sk1lla which wtll keep on aot1ve d o ate a br1gbter ou~look on l1te• .51 53N1xon and Cozens , A:Q. A,J.1. , pp. 191- 92 . 5~w1111ama, .Qn. ~ . p. )51 • .551nxon and CozeDe , .Q.Q.. ill,., p . 151. 5~co .rsythe. and Dunosn, .s;m.. w.., p . 4' • 57Buoher, aa,• .£1..l. , p. 237. 22 In many or our sohoola there is quite of ten an oYel" emphau1s upon phys1oal aot1v1t1es which are of' a team nature. Buoher s a1d: 'r-.a apor·ta auoh aa too,ball basketball, and baaeball perf'orm a gr eat aerv1oe 1.n provld11ll} w11 opportunity tor atudenta to develop pbyaioal power and enjoy exhilarating oompet1t1on. However, 1Jl man7 school programs of phye1- cal eduoa tlon t hey dom1nate the ourr1oulum at t.U. expense ot various 1nd1v1dual and duol sports,. euoh as t~zm1a , ew1mm1ng, badminton, handball, tUld g(')lf. ID ao doing, the student 1• being depr1ved t he oppol"tWl1ty or develop i ng ak111• 1n act1.v1t1ea whloh he ·oan play umt1l the t1me he dles. It has been e ~ t1ma tod that only one out ot ever1 one t housand student• that play football, tor example• ever play th.e ga:me agahJ after thoy lo.ave aohool. On the other band, it t hey have the ak1ll many students w1ll aw1m , pl ay tenn1s; bndm1uton, banabah , or golt. Comparatively tew stu.denta engf.tge 1n man;- t eam sports utter formal aonooling ends, W'Jd ,yo~ t:tioy d.oll1- nate many ot our ph.yalcal oducat.1on programs. 58 ftuob 1n agreement w1th 8'.loher, Irwln etated aa toUowa: These atrenuoua t eam eports are noceasary and d.ea1nbl• tor the proper ptJ¥a1cal d.avelopment and oond1 t1on1na ot youth; for the prov1e1on ot certain types or social rela t1oneh1pe not found 1n 4ual 11 porta ; arid for the proviaJ..on of a1tuat1ons oonduc1ve to r ap1d and des irable emot1onal control and development. • .59 However as pu.pila progress thl'oughout the var 1oua l evels of the sonool t hey should na turally devolop suttl• 01ent tu:nda=e;ntal ak1ll a and l earn act1v1t1es well enough to de.rive a reasonable amO\Ult of' aat1afiiot1on from part1- o1pat1on. Tben·. ompbu.s1a should be placed largel1 on developing 1k111 . and ab111ty 1D the dual sports and no t1v1 t1es t hat ara dot1c1tely recreational 1n nature and poaooss C.tll"r,y- ovor values tor u.ae i n adult 11fe. 60 58Ib14., p. 148 • .591rw1n , sm,. .s1J.i.. , p. 48. 6ol&QQ• .Qll. 2) Burns somowhat auemar1.ated the faotora related t.o ak11la and their valae to tb.e 1ttd1v1dual 1n terms or h1a le1sure-t1me physlcal aot1v1t1ea. Pl1111on of people spen4 millions of boars recre ting 11'l phya1oal 8duoet1on. • • • 'they serve to omphaa1zo the 11.l'"emendou.s eontr1but1o:n which ca?J be made to reoreation lt the . nt1·re eonool popula t 1on 1a taught tne s kills 1n a w14• ,,ar1 tJ or ph7a.1oal reoreat1oD a.ctl v1t1 a eaoh ae golt, tennis, awlmm1ng , handball, badm1nto?J 1 volleyball, danc1Dg, sk11ng, softball, oampm , ny-oast1ng, bowling, ed sports. 61 Oruber and Beatty stat d: The pi-ogram or health, pbya1cal educat1on, a:nd recre ation should be so arranged as to stimulate student• to eng ge in a~tport act1v1ty wh1oh can be oont1nu.ed. 1.n adu.l t life. 02 Ad;lnia&r1t1v1 CSU1•14§tAtlmaa· Any analya1s ot a4m1n- 1•~rat1ve rt1te pona1b111t1es 1n prov1d1nt;; for an a.d.e ttwtte t>h1•- 1oa.l act1v1t1ea program must be made 1n !ull light ot the school's re pons1b1l1ty to the student. 8 The taak of ~he aohool 1.n any soo1ety and at any period ot t1me .1s to prepare the oblldren lllld youth ot that soo1et1 tor successful 6) 11v1ng. In po1nt 1ng f"urther to tbe school •a respona1.b1l 1t;7 61Burn , ~ .Q.U.. , p. 371. 62r. c. Gruber and T. a. Beat,,., StlUUl4AtX Sgboo4 Aot1y1t1U (New York , Toronto, and tondonz Mo0ruw- H11l Book Company, Ino., 1954>, p. 165. 6Jnosol1nd Casa1d7, Cgn=1oy4'YI ptytlo~ent k F'1Qll. Mucatlon (New lork: Harper atld Brother, 19)) , p. 2 S: 24 lrwln cut1dt The public achoQl bae a strong ob11gat1on to provide an i ntramural a.nd reoreat1onal program tor all students, as 1t 1• the onl7 agency 1ll aoo1ety wb1ch .haa the oppor tunl ty640 even approach reach1ng 100 per oent ot the youth. Thla need ror a lo1sure act1v1t1es program bas developed w1ib the ohanps atrect1ng man•a l1fo. The need. tor over- all plann1ng ant\ ooord1nat1on wae not so grea t wt1eo i-eoreat1on was regarded B·B amusement tor person• during th.01.r leisure hours. 'l'be change 1n emphas1o , t he 1.noroase 1n l eisur e t1ae, and ur'banlzat1on have oomb1ned to aocentua.te t he need for a well- planned . and oomplet elr adm1n1otered progr am of r eoren.t1on 1n the aohoole and i n the oommun1ty.65 ln the better schools today, eduont1on tor le1aure 1• t o.ken so serlou.al,y t hat recroat1ott nae been dubbed. •the tourth a,• a oompan1on ot t he well- known •throe a•a." Thoughtful pex-sona r ea.11ze that our hard- worked- tor le1aure ma1 become a aouroe for good or evil, and that app~o. pr1 ate le1eure -t1me education la eaaont1al 1n the ourr1cw.um. 6·6 · · Although a0t0e of' our better oohoola have prov1d•d tor t he recraat1onal needs ot atudenta, these schools are muob 111 tho m1nor1t)'. Beoreat1on i n achool.t and colleges has growz:i like To;>ay and 1n very tew 1:nst1tut1one 1s there anyth1.ng that even approximates a pla:rmed, ooor d1nated pr ogr am. Th1• oond1t1on will preva1l u.nt11 educator• gr asp the 111por tanoe ot tra.1l'l1Jlg youth 80 tha.t h1$ tree time , botb llOW and l atgr. 1s oonatruot1Yely ut111zed r ather than wasted. 7 64zrw1JJ , Jm• A.U,. , p. )47. 6.Saughos end French, ~ .Q.U.., p. 222. 66 lb1d.. • p.. 210. 67121sl., pp. 21)-14. Hughes and Fr&t>oh po1ot d out ulte stro?l617 t h lnck lng rttoreut1onal programs of oul" day. '?be ~oraat10.11al 1111teracy ex1et1ng 1n our pa.rt of the world la llt.tle short ot d1sgre.oetul; time whtob oould be speI> t tor better llvtne is largely 41s ! put ct. B•oreat1on 1s a t \md.B.Qental need and eduoat1on for worthy uoe of' 1&1sure time should be an i ntegr al pan ot general eduoatlon. 08 The key ag"Onoy 1n ssuml:n ; t he respons1b111ty tor physical lei ure traln1nfs 1s t ho secondary sohool. The reoreat1onal sports or an i nd1v1dual M d dual nuture t ulf'1ll the reoreat1on obJect1ve or pby 1oal educat1or. during ao,bool days a.ad 1n adu1t lite. The aooond ry e hool munt be oorta l n , t herefore, t lwt pup:11,a graduate w1tb. emplo tra1n1ng i n at l ast a tew of the o ot1v1t1ea. o' aou.gbly speak 1ng, by the t1 e a atudetlt graduates f rora bl.gb school, he should posse o s kill 1n at l east one of each of the seasonal ~ereut 1 <>na l s ports . Thi ahould be oons ldered a m1n1mWD. ·1u One Jwst1t1able or1t1o1am thnt has be n ma.de ot Ph1•1· cal eduoat#1on 1a t hat oh1ldratJ duri ng t helr l e1 ure t1me aoldom play the games whloh ar t ausnt 1n the physical education por1ods. In t he upper grade$, :ameu wh1oh oan be pla,e4 out ot aohool hours , like t eim1s , golf, hand ball , w~d aq.uuah , snould be taught . H1gh.ly organ1=04 oo pot1t1ve gam a suob u boo ey, aketbal.l, and toot ball, t hat are ueual.11 ern_phna 12ed 1n h1gh schoo1..,1ure not played of ten as r eeroat1ons during l eisure tl~ • ' 11ltho ,h t here may be eountloes organ1zat1onu Wh1 oh 66 na. . p. 211. 69 Irwin, Q;Q,. ,gll,. , p. 167. 70 ~•• p. 169. 71J . a. S~an, -lnttQQwl\1qp 12 Ffl.Ys 1oaJ, rYQ~;,iOD ( New Yorin • s. Bartles tmd Com ny , 19)4), p. 2 ) . 26 contribute to the reorea t1onal l 1fo of the ch1ld, the school rema1na the resprma1ble 2·g•12t. Even thot.lgh there may be opportun1t1en for reoretl. t.1on for cn1 l dron pr.ov1ded b,y agono1ea rut1de from 'the school , the ma1n respons1'b111ty .rests Nlt.h the acbool, for at present there 1e no agency other than the achool through whioh 1t 11 poes.1ble to oooe 1n contact w1th all the ch1ldren. 7Z athough th.e major1ty of collec;as have excellent reoreat1onal programs, they cannot satisfy the need. •This 1nstruot1on should not be postponed \Wt11 tho pu p.1ls r naoh college because most of tnem w1ll nev-er attend collet.o. •?3 The atblet1o progralil of tile secondury- school muut. not only provlde for the prenent JJGeda of students, but a.loo en r1oh the1r future l1vos. Tbe oppo1.. t\.1Xli ty to part101pn.te in sports and games may open an ilVenue to u wise seleot1on and uaa of le1sure... time arid reorof.;f41onal uct1 vi t1«rn both du.rlot:, sobool d.tl)ta and afterward. 'I · The ourrloulum muat bo r1ohol" 1n those act1v1t1oa whioh will ot'fer adequate outlets during enforced per1ode or le1aure. TberQ are still a ltogatner too many schools, particularly 1.n rural or aem1rural ar~3aa , tnat oval\.late · tho1r phye1oal educat1.on program 1.n t erme of 1ntei,.- oohool otblet1cs. Football and basketbull oftontlmas reoolve the aia.Jor emphasis. The result 1a that students graduate trom b1gh oohool without the ak1lls ot le1sure-t1rtat gwnes 72 Irw1n. , .QJa. .2.1,l., p . 48· . ?)J. R. !Jbarman,, 1Wt TnohiQ&' ~ ~alga\ 8Q.y.sw,t1gp (New York: A. s. Barnea and Company , 1951, p. )9. 74charles E. Fors1the, %llst A4m1n1gjCt1'lJC1QU .Q.(. iilr.a.tl §oho9l At(h1gs;1gs (Mew Iork: Mo0raw- tt1ll Book Cowpany , lnc., 1939 ) . p . J 2. 27 and without the valuaG ot 001.nl p rt1o1pat1on. ?S Aleo, phye1oal eduoat.orfS must concern th msalves with. the masses , and not w1 t h ·the few. Too many teaoh1ng and co chl.ng programs 1.t1 vhys1oal Edueat1on heretofore have "tressed the vsrs1ty 14 a , whl.oh 1s contr ry to a modern d eoorat1o plan, and cm.de 1t poss1'.ble for those alread y a bovtt avera ,.t• 1n a.b1l1tJ to become stars, wh.1le the great mo.Jorlt.v ha.ve been negleoted. e have a g~ ater task t.han that. 1f we are Phy 1ou l Eduon tora. .. D.Xl$J.l.1l ctlv1ty for ax1mum 1n1mbers" should be our a1m. 7fJ l't1toball and Kason sor e what p1npo1nted t he re"ulta of the vara1ty 1dea. any a f'ootb 11 and baseball player grttdwted from aoho<>l and, aft r the aest of oompet1t1on trtas over, ra ther env1ed a less athletic 1nd1v1dus.l wbo knew boif to pla tenn1G • w lO enJoyed b1k1ng, or who oou.l.d dive nd •w1m . • • • In short, the team or group aot1v1·t1ea, valuable as they ere tor tn 1mmed1 te period, provided no op,2rtun1 ty for part1c1pEl tit}n after nchool days were over. · 'I W1 thin th aohool progr muon tho~ t muat be glvan to the phye1oal a.ot1v1t1sa per1od so that l e1uure tra1n11'lg may be assured. It 1 ev1dellt t hat under ordinary olrcu.i:tet uctts some te ch1ng must be do!lo dur1ne trie class period, otherwise there 1s no assura:noe t oot all studeuta will .receive 7.Sva bn s. Blanchsrd, Currioulwa FtoJll,ema lJ1 ti9Ml\b ~ fbxalo4J, Rdµg"'1QI ( New York: A. s. Barnes a.nd Company , 1942) . p. )7. 76,i. H1llas and M. Kn1ghto.n , An Athles;10 Pr;srwv t.Qr.. 1ll.sh Aahool1 usl "gllta;fi# '- gun (titew !or~n A. s. liarnea and Company , 19JO) , preface. 77E. D. M1tohell and B. S. Mason, :nit, 'fijeory f/.l. fl.u. l l~e •>1 York : A. s. Burnes and "ompany , 1948}, pp. 210-11. 28 auft1o1ent 1tistruot1on. 78 Even 1n terms of l1m1ted f a.o1l1t1oa, much can be aCQOmpl1aned. Teachers 1n s.ohoola where rao111t1os are laok1.og aome t1mes fall lio teach recreational sports. Nevortheleas , 1t 1a poss1'ble to give a comprehena1vo knowledge ot these oporte w1 th some pr .not toe 1n ·the t'und.no(.}ntals regardless or whother ideal oond1~1ona ex1•t. 79 Further to assure suooe1s 1n reoreut1om1l aet1v1t1es , the aot1v1t1es must be taught over per1od or ye&re. It may often be neoea.sary to offer ·the eame a.ot1v1ty over a po:r1od or yt)ars 1n order to ueaure mastery to the point where the nctiv1ty may be properly US()d by tti. pupil wlt-h a rosultflll t ca rry- over 1nt-O adult llte. 80 In oonolud1ng , it is apparent tha t t he v1goroua team s ports a re necessary 1n the school curriculum. However, t heae tea~ sports should not dominate the physical act1v1t1ee program. But everyone abould also nnv• t he a ~ 1lla and 1uteroat wb1ch will enable h.1m to spend a pri rt of hia leisure t1me 1.n auoh ph3sioal reore&t 1ons as golf, term1s , band• ball, sw1mm1:ng, t1sh1ng, htmt1nE • and horseback rld1ng. 81 uohor aum112ar1zod ae t'ollows the vo: lue of reoreat1o:nal aot1v1t1ea. Ind1v1dual sports and aotlv1t1es pl.a.y e. maJor part 1Jl pbya1oal eduoat1on and recrent1\'n pro~ ; ra.ms . they offer 78Irw1n, ~ .Q11. , p. 168. 191.l21Jl•• p. 169. eollU.4 •• p. 291. 81J . n . Sharman , ~1ru ?r1nq1pleg ~ Pb.¥•1011 ijduga lJRn (New York: A. s. Darnes and Company , Ino., 19)7) , p. 90. 29 an opportunity tor 1nd1v1duul aot1v1ty or par·t1c1pat1on w1th only n f'alt per Ol'lt:J . 'fhose not1v1t1ea have a great oarry-ovor value and many of t nem oay be aot1v J.y eng&ged 1t1 duril'lc: the ent1r.o oourse of a p&r on• a l 1tet1me. More and more atrena should b placed o.n 1nd1v1dual sports and aot1v1t1es 1n phya1oal education and reoreat1o.n p.rograma boObW1G Of the potent1sl1t10ll 0~ hety have for enr1ob1ng tho lives of 1111ona of peraons. 0 It 1s hoped that 1n tho future moro nd more adm1n1stratora will agree w1th tho follow1n :?; stntement by 1rw1n: For som time t ·1ere ae reluctcmoe o:n t ht' part ot some school author1t1e to acoopt reapona1bll1ty 1.n t temptl.ng to tra1.o and oduonte youth for the pro r WJe ot lelaure t1mo. Tho 1'Qjor1ty of sohool uthor1t1es have oomo t;o realize t ho need of recre1.t1on. 83 CHAPTE:B III '?M8 liEPOBT OF FINDltKrS The original data gnthered 1n th1a 1nvest1gat1on "8l"8 obta i ned from queot1onna1re (see ApJ)end.1x) and pereoDel 1nter v1ew , aa reported by one hundred m£1le alumni ot the Crant Union H1flh Sohool. All alumn1 had gr oduat 1. Op1n1ons or Alumn1 Rogardln~s the Valuo of Phys1cal Act1v1t1es to a More Contplate and EnJoyable Life. I . PllC:SENT AC'l?IVITISS t;ITH OllEAT:l:S'X' P1\l1TlClPArll Ol'l Tne method ot aacerta1n1ng le1eure-t1me phys1oal ao ti v1t1ea i n llfh1oh alumn.1 part1o1patod was a.coeleruted by means ot a s1mple ohecl{ system. Twenty- f1ve phye1cHl act1.v1- t1&s 1n tith1eh adults commonly part1c1pata wGre l1sted )1 vert1ctll}J'. Opposite e oh activity wns a graph wherein tlle subject m1ght place a oh.eek. The ohoc.k not o.ol~ 1nd1ntated part1o1.p t1on 1n a particular uot1 v1 ty, but tilso the nW?lber of 6ya per 'I ar. Spaoe was allowed for ans uot1v1t1es not listed 1n tbe \} ues t1onna1re. Tho t ibulut1on ot the t1nd1nga lo reoorded 1ll Table I . 'lhoao ac.t1.v1t1ea with less than a 20 per cent r a te of part1c1pu.t1on were not listed 1n Table I . The re· 1n1ng ao t.1v1t1es • 1n desoend.lng order of pnrt1c1pat1on, Ql"'e temi1a and volleyball, 19 per cen~; oroquet, 18 per cent; badminton and pocket b1111arda, 1.5 par cent; shuffleboard Bl'lci archery, 9 par oent; handbsll, 8 per oent; folk d.snclng , S per oent; and rootl>iill, o per cent . 11. W?;ASON.S FOR NO t>f-PAH?l CI •J'\l'l ON The lwm1 were asked to reflect upon tl'l.e1r high eohool training 1n phys1eal act1v1t1es. In so do1ntr , th•J were sked to g1v r.asoDa why t hey do not part1o1pate in oe.. --. to1n aot1v1t1as or 1n any pbya1cal aot1v1t1oa at proaent. Of the 57 per cent wbc answered this question, the reasons tor limited. part1o1pat1o.n oa.n be 1.n.uamar1zed as fol lows: (l) no b1Bb school 1nstruot1on 1n o.et1v1t1os presentl1 ava1lable; (2) never aequa1nte4 1th 1nd1v1dual-type act1v1- t1es 1.n h1c h sohool pro r. rwn , ()) the htirh coat or pr-ivate 1nstruot1on., (4) t1aae l1m1tat1ona, (.S) never v ry good at )2 '?ABLE 1 THE f.' l Fl'~S~ AC'l'I VlTIES OftFEHIHG Gftt~ATE S- 1' PMi'flClPAl'l01' Bl OUJ\NT A.t.UMN! DUllING 19.57 P•r oent ot Total day• ot Physica l aot1vlt7 part1c1pat1on part1o1pat1on Swimming 97 2, 762 P1ah1ng ?4 1,1ao Soo1al dancing 68 680 Boat1.Dg 64 1,240 Cup ing 58 6),5 HWlt1Dg . .54 760 Bowlll'lg S2 l,226 ater ak111lg .Sl 910 Golf 48 1,2.50 Table termla 4.S 284 Sottball 4o )46 Hiking )4 2,54 Horseshoe& 28 1)1 W1nter spor1-a 27 21, Basketball 2) )16 - . .l lli l ... .I I I I!!! I - ·1 I • 1- - I .. I I • ...... ··--~ )) sports 1n s eneral, (6) laok ot av 1labl hlgh school fao1l- 1t1ea wh1le 1n aohool, and (7) a fu11ure to develop t.m1 1n tereat 1n phy 1oal uctlv1t1ea. Ttble 11 ahowa tno per oent of response. Tho eurvoy 1nd1oat,ed that all alumni part1c1pate4 1n two or ore ot the t wonty-f1ve aot1v1t1es llated 1n tbe que t1onna1re. III. UIOH SCHOOL It'Sl' uc1·1m ;.1.U~ TE O TO J>HE .. E 1.f PA" TIClPATION In th1 port1on of the study all alumn1 were asked to 11at the aotlv1t1<~a 1n which they f lt they would now be a part1c1p&.nt 1f they had reee1ve·d good 1natruot1on wh1le 1n bigh achool phya1oal eduoutlon claaaea. A total of 62 per cent Npl1ed 1n rebard to tn1a quea t 1on. Pour act1v1t1es wero .most frequently 11sted. In d•• soend1ng order of tr0quenoy, the four aot1v1t1e6 l lated were golf, arcbary, aoo1al da.no1ng, and te:nn1s. Other a.ct1v1t1 a also 11e~ed we.re wa ter ak11ng, winter sports, bQdminton, bowling, and f1sh1ng. (See Table III. ) An etfort was made 1n this p&rt to pinpoint the degree of 1mportllnoe that alum.ri1 reel ex1at.a 1n a d1reot re l at1onsh1p bet• >een th91r h1 "h SO·hool phys1oe.l tot.Ot1v1t1e8 and )4 ~ ABIS II BE-ASOffS WHl CiU.NT /!.LUK. ~ I 00 NOT PAhT I CI PATE IN DES IRED PllISI CAL AC'l'IVI '!'I.BS , BASE ON THlUB. Hl OH SCH<.)OL T i!A i tlINO Per cent Reason tor n011- part1c1pat1on ot reapona• No h1gb school 11Js·truot1on )8 Bever ac ciua1 nteci w1th 1nd1v14uel-type aot1v1t1ea 24 High oost ot private 1natruct1o:n 21 Time 11m1tat1ona 19 Never very good a t aporta l3 Laok or ava1lable fao1l1~1oa 9 Failure to develop 1ntereat I.> T;Ull;,E Ill '' ACTIVI'l'ISS I N WHICH ORAlY"T ALUMfH FEEL 'l'H~ 'dOULD NOW B~ .?ABTICI FA?'w~S I F trH ~ y HAD ll CEIVED OOOD l NSTliTJCTI OM WHlili It.. HIGH SCHOOL Pe.r cent Act1v1t7 of reepons• Golt 51 Archery 47 Soo1al dano1ng 44 Tenn1a )6 Water k11ug Jl W1nter aporta 27 Badminton 22 8owl1Dg 18 -18b1'llg 15 - . 11 « n z r• tr r ·r '""' I R Kt • ···-.. ~ ...... , ..... - • .. • I 8 I J6 t hoae 1n wh1oh they now etl.;;,;ag•. 'fhe cone1de:rat1on 1s baaod on t h• aotual 1l'lstruct1o.n alumn1 reoe1ved wh1le 1n b1gh aohool. On a scale rated h1gh, moderate, low, and no relat1on ,.. h1p, the following r esult s were obta1ne4. or all alunan1 answering , 8 per oent f(tlt that thfl relat1on•h1p waa h1gb; 21 per oent, modera;te; J O per cent, low; end )) per oen' telt t hat t here was no relat1onal11 p betweon t ,he1r preaent not1v1t1es progr am and t he1r hlgh school tra 1n1ng. (See Table IV. ) A aecor.id part or the ques t1on o.eked alumni what pre8- ent physical aot1v1t1ea oould be traoe4 directly to their 1n structlon while yet 1.n high sonool. 'fhe only answer recordect b)' 61 per cont of the alumni was sw1mai1.JlS. 1'able I , page ,2, l nd1.oatred t hat softball W'.ld ba.aketball could also be traoe4 to high school 1nstruot1on; however, the 41reot relat1oneh1p could be with t he elementary eohool program. v. iU~LATIV'"tt AID OP ?UE :.;:u-."T I ttreru~ .,»r TO DESIRED ACTIVITil'S WHILE I ET I ~ Hl uH SCHOOL In this pon1on ot t he queet1onna1re a,lumn1 were re queatod to note their present lo1sure-t1me 1ntereats and then oona1der t he pb1s1cal aot1v1t1es t hat would have been an a1d to their present standing had they reoe1vsd 1natruot1on w'l'.111• 7et 1n h1gh sohool. J 7 TABLS IV VALUE PLACED Ol~ 1f!i? HlGU SCHOOL Pli'XSICAL EOOCA'flON PfiOORA1. BY ORAN'? ALUMNI Per con' Degree o.r 1mportano• or reapona• Hl gb 8 Moderate 21 Low )8 No relat1onsb.1p )) )8 Five aot1v1t1es wGre moat froquOl'ltly l isted by 79 per cent of the e.lum.nl as hav1ng value for tholr present pattern of l l ving. In deaoe11d1ng order of: frequo:noy t he five moat f're11uently 11ated aot1v1 t1oa were golf', a rohery, tenn1s 1 bowling , and water ak11ng. Others mentioned Wt}l"G dr.mc1rig , bndm1.nton, hunting. f1eh1ng, boat1ng , ar.>d oaaip1ng. VI. ACTIVITIES lt.OVAlflAGEOUS TO Par:::'. ENT RIOH SCHOOL Sl'UDENTS The alwm1 were asked to 11st phys1oal a.ct1v1tles th•J would Qons1der advmltageoua to present hlgh sohool atu4enta, 111 terms of le1su.ro- t1me value for the1r fUture. The l 1et of aot1v1t1oa by alumni, in order ot deoreas1ng froqueno1, ls : aw1mm1123 , golf', f1sh1ng , bunting, bowl1ng , term1e , archery, water •k11ng , d. anc1tl~ , boGt1ng, Ofimp1ng, and badminton. (See Table V. ) VII. OPlNIOitS OF ALUHMI Rr:GAROl?Ki 'llmi VALUE. 01:- PHYSICAL ACTIVI'I'l Et'.i ro 11 MOR8 OOM?Lb:'r •• AND ll:NJOIABLE LIFE It> th1s f1:nal oort1on of the questlonnaire, alumn1 were asked t ho1r op1n1on regard.1ne; t ho Vfilue of lo1oure- t1.a phys1oal aot1v1t1oa 1n respect to their mo-re oocplete le1.aure t1ma 11 v1nt~ and enjoyment or l1f.... . Thia question waa answered 1n ooine 1 form by 87 per cent ot t he respondents. In every ouoe t he alum.nua wae etrongl1 )9 ACTIVITi tiS 'ftiA'l' OH/1 IT ALUMNI CONS I DE!i 'OV ~ TAGSOUH ro . ·.:s •' T RlOff SCHOOL SJ: Ul'lr."NTS • IPt• -•• . Per oent ot1v1t1 ot rvaponoe Swlmm1.Dg .,, Oolt 64 P1sh1rJg 60 Hunting 51 Bowlillg 4? '!ennl• 42 Archery )8 ater ak.11ng 37 5001&1 d8ll011lg 3l Doa.tlng 28 Camping 19 Badminton 11 40 poa1t1ve about the mtoess1ty ot le1nure-t1me ptlla1oal aot1v1- t1ea. They felt 1t nooesaery 1n ou:r modern age that :gan be prov1deci w1th flHieqYate phya1oal outlats for a greater •~Joyiaen~ ot llte. SOMM RY, CO'NC.LUSlOI'iS , A~O I ITT>LICATlONS Th1a final chapter 1a d1v1ded 1nto two parta--tbe sum mary 1d oonclualoo•, and the 1mpl1oat1ona. Tho order ·ot presonta tlon of the summary and GODClus1ons oo1no1.doa w1 t b th.at of th t1nd1nEs repQrted 1n the prev1ous cbnpter. I . SUMM ax l ND CONCLUSIONS fresent aqt1y1t111 J1Ul1 groat91t ;w:t&oa.:oat.J.gp. It ed.uoatora ,procl.a1m a s1gn1f1cant r ·talat1onsh1p between h1gb 1cbool tr 1n1ng and dult 11v1ng , then th blgh eob.ool pro grM uat 1nclucie ex-perie.no& 1n le1aure-tlme phys1o.al aot1Y1- t1e • On the bae1a or alumn1 sponsea, 1t ls clear that there 1s s need for more tra1n1nu: 1.o 1.nd1v1dual- type aot1v1t1ea. or the t1fteen act1v1t1e8 l n wh1ch alwnn1 moat tre ~wtntly part1c1p te, 1t oan 'be noted tb t cmlv tbree were in cluded 1n the h1 r,~ h sonool program. The throe a.et1v1t1ea are aw1mm .""ng , softball, and baskeiball. O'f t beae , onl)' aw1ma1ng 1a 1ndlv1dual in nature. In t erms or total days of part1o1pat1on by alu.mnl , 1t 1s underatandable th.at aw1mrn1ng waa the mo t valuable pb.ya1- oal aot1v1ty. 0th r act1v1t1es with h1gh rate of purt1o1- pat1on in termo of total days were golf, boa t1.ng , f1sh1nt), ~2 bowling, water 8k11ng , nd hW:>t1ng. No 1.nstruct1on prenentl,y o.x1ats 1n ariy or these 1x aot1v1t1es nt t ho Or ao• Union Hl gb Sonool. It 11 quite oona.lvable t he.t t he 11st of ph.Js1cal. ao t 1v1t1es could be a ltered with c hanges 1n t he ph;y.s1cal octuon t1or> ourrloulum. ll lumn1 expreueed a dae1re tor 1netruot1on ln tenn1e, aroh&ry , badm1nton, and volleyball, wbiob do not appear on Tabla I , page )2. jeasop1 .tQ.t. .mw.- RN:Ji1g1pa.t1on. It 1s apparent, from the reu ons listed by alumn1 , t hat ~he h1gh sohool pb1'e1enl eduo&t1on program DOt only fG1led to provide adequate t aoll• lt1es W'ld 1na tru.et1on, bllt a lso fa1led. to devolop proper att1tudea to.ward plJ¥•1oal aet1v1t1ea. The t act t hat all alumni questioned. are ourrentl.7 part1c1pnt1.ng 1n ut l @aa t two physical act.1v1t1es_ emphaa1a:e4 t he need tot> ourr1oulwtJ oh.angea·. · 1il&ll 1obgg4 1pps;rµqJ&1cm relgt&d Ji.Sl. greseoi. pi£t1,g1a tigp. The s ampling of alumn1 oonoer ninc aot1v1t1es 1n wh1cb. t hey would now be part1o1pants 1 t they had boei> a.coorded proper high acbool 1natruot1on 1nd1oat e s s ir5 verf1l faotore. Firat, llS:Ql1)1 alu=n1 are either part1olpat1ng 1n eot1v1t1ee wh1oh they would not consider •most prn fer~ d ,• or t hey IU"e l argely retra1n1n,e from th PMrtt .2t 1m122rtN)cn Rli\91Sl sw. Qigh aohpol prosi:u. In r ating tho value of the h1gh ohool 1netruot1onal program 1n pbys1aal eduontlon, neurly tbree- fourth8 or the alumni x-ated 1t •1ow" to •no relat1onab1p~ • Thtn•efore, alumni are basically part1c1pat1Dg 1n uetlv1t1ea 1n wh1Ch they were requ1red to Noe1vo outside help. The on ct1v1ty 1n wh1oh alw:an1 felt the a1d ot high sohool 1notruot1on was sw1 1.og. They undoubtedly alao r• ce1 ved eoa.e 1netruot1on 1n several team- type oct1v1t1ea 1a wb.1ch some Qlumn1 still participate. l1eli~1Xt &a .Q.(. 126 -~ IP~ 1p!;f}f(\lt l.Q. &}en1J!14 Acti.y1t1g whllf .W. .112. hJ&11. sohoQi. The s a111pl1ng here 1nd1oate~ thut golf, archery, tenn1e , bowllne: , and water ek11ng would be the greatest a1ds to alumn1 1n meEtt1n~ the1r lite demands. Ot the remaining 1x. aot1v1t1es meut1oned, none appears ae part of th present h1gh eohool physical ed.ucat1on program at the Orant Un1on H1.gh Sobool. Many alumni expressed a need tor the e act1v1t1es. Aot1v1ti!Ui adzapt;as;OQu• lg, 1111!••;~ ll1.lh schooJ. w dgpt1. The aot1v1t1eo th.at lumn1 telt would be cm a id to 44 present high school student s ar-o oona1aten.t with t h.oee aot1v- 1t1es they feel would ha "le been Ul'l a i d to t hem. Alumn1 hav i ncluded sw1mm1nt.; , wb1oh 1a a port of t he high s chool progrssn, while all other a ment1otle4 are not e part ot the school act1v1t1 prog.r am. onin19ng .Q.t. f!ltaqm1 r•oan12e ,QI. xalMI .Qt ax1•gal IQSi1!1ilSUi 1.Q. a rn. gomp1g tg iW.4 fllJg:uiblo 11(1. The re pl1ea of alumni ooncern1ng th1a porti on Qf t he q,uest1onna1re were 1n agroan:ient with leacUvg a.uthor1t1ea on phya1oal edu eat1on. Le1su.re-t1me pb.ys1oa.l aot1v1t1es a.re a neoeaaar1 part of satlsfaotory 11fe adjustment, but an adequate 1rl atruct1orml progr am nt the b1.gh oohool level ls neoeesar1 tor the proper part1o1;lat1on and app:reo1at1on. II. l~PLlCATlONS Tbe 1mp11c.at1orHJ presented here for tbG developmttl'.lt or n more adequate physical eduoat1on curr1culuro may bo dra.Wll from the f 1:od1n1ta of th1s study 1n 11r,ht of alumn1 reao-t1ona. The resulto of any lea.rn1ng program beootJe tho or1ter1a by wh1ch that program on:n be ra~ed . Sl nce t he . faotore--a11ography, ol1mete 1 inetruotore, students , aot1v1t1a:J , f ao111t1ao, sGhool , eommW'llty, and other s--which make up a phys1cal eduo@t1011 eurr1culum are D3ver exactly a like 1n ·t wo $Ohoo1a , there should be no at tempt to make a wholesale appl1oat1on o'!' t hese 1op11oa t1ona 4.5 to any particular school program. However, 1t 1• hoped that 1mpo,rtant clues can be extracted wh1oh w1ll atlmulate devel opment 1.n other ph¥e1oal eduoat1on ourr1oula. The t1.l.".ld1n£• or th1s 1nves t1gat1ol'l suggest thnt there la need tor: l . Cont1nuo\ls avnlua t1on of the prov1a1ons 1n tho phyeioal. eduoat1on program for act1v1t1ee wh1oh meet the need.a ot pup1ls, as l nd1oated by the wld• variety of' aot1v1ty 1n tereasts , tbe sm ll number' of aotlvlties oondu.oted 1n the pres nt progr aro , and t he inequality of opportunlty f'or part1c1pat1on 1n preference ot1v1t1es. 2. Cooperative plaJW1l'l(I 1n tne development ot the Ph1&1oal education program, wh1oh 1nvolvea t he pup1ls, alumni, pbya1oal e4uctit1on tenchor-s , parents , and lay ople. :.t . Pro ·ram prov1a1ona tor mor aquatic aot1v1t1es, 1nd1• v1dual and dual aot1v1.t1es, oo:nhat1vos, out1ng act1v1t1es, and. rhythmics. 4. Cosduoa t1onal pr.rt1olpat1on 1n act1v1t16s which lend themselves to th1s pro.gr am , as 1nd1oated by alumn1 interest 1n act1v1t1es such a golf, tenn1a, bowling, archery, and badm1ntoD , and by the lack ot progr prov1s1on tor euob. S. An adequate 1ntr mural progr am to provide for interest 1n , any types of' a.ot1v1t1es which would be 1mpr uct1oal 1n the phy 1cal eduoat1o:n program. 6. Progr a.on prov1s1ono for off-season act1v1t1es r ather than 46 a cont1nua1 pattern ot tollow11>t1 s alumni ff.8 b$nef 1c1al to 11t'e atlJust rnent. a. The st1mula.t1on of t he 1nterest of more boys 1n the 1nd1 v1dua l , dual, ooeduoa t 1onal 1 a.ms carry-over type oot1v1t1ee , a s 1nd1.c •1ted by alumni.. 9. More • ~1wtl1ty of aot 1v1ty e qu1patent e.xpend1tu.rea , aa 1nd1oated by t he l ar ge expend1turo of money t or aonool team s por ts 1n contra st 'to expen.41 tures f or ola as act1v1t1es and t he degree of pup1l part1e1pat1on. 10. The reoogo1t1on ot the pupi l s• oxper1ences outa14o or school 1n planning broad program prov1a1ona for uct1v1t1oa. 11. the re- e'Valua t1on ot t he exi sting proi!r aro pr-ov1 s 1011a to aaaure t hat 111atruot1on 1s Man1ng"ful and of permanent worth 1:o t h.e l1fe of t he s t udent. .BlBLIOOBAl?fIX BlBLIOORAPHI Anderson, J ohrl E. tl:1'1 Pp,yQ.bQlgt.rJ .Qt Qtytj.Ql(1AQD~ Ad i!t;a£agpal. Adly•tmtn•· New York: Hanry Holt and Company , 1949. Adams , Andrew s. "Prov-1a1ona for Students: Pr.,ferenoe Ao ti V1 ties 1n a Modern Phys.1cal Education Program. a Un published Doctor•s d1aaertat1on, The On1vers1tJ ot Cel1forn1a , Berkeley, 1954. Adarca , L. Carroll. •Aotlve Reoront1onal Interests of Colambla College Alumni." %b.e.. B111aroh :Swlrtew, Vol. 19, No. 1 (March, 1948) , pp. 4):47. Bea rd, Charles A. fhl. NA . ~urq .Q.t.~ §,1al so11nqe1. New Xork: Charles Scr1bner*a Sons , 19) • Bl.mlc.bardUVaughn S.· • · CW:i'l"iwm l?roblemg 1n tlt<Q. ADG. lm.l- 11al. ~a~iop . New ork: A. s. Barnes Slld Compan7 , 1942. Buoner, Charles A. fou.n'1at1QQI .Qt Pbx111gal idyp51 1 ~~A» · St. Lou.ta: The o. v. Mosby CompatJy , 19.52. 1!1t.hga.1 Ai19. Baav•rlaJ.s a Phx11011 §4uQQ"gp. .a;4 BtOttat1og. St. Lou1a : The C. V. Moab3 Co~pa.ny, 19S4. Burns , C. D. Wt11U£Q J..a i1odor;a Sgc1e~;x. t4ew York: The Century Compa.n1 , 19)2. Caao1dy, Rosolind. Qur.x:1oulum pey01opmmUc .a.a i?A:tgig@l §4ugat1911. New Iork: Harper and Brothers, 195'+. Dollobon, Olen F. •aeorou.t1ona.l Interest s or Cal1fom1a Polyteohn1oal Students. " Unpubl1shed Master' s thes1a, Cal1torn1a Polyteohn1oal Institute, San Lula Ob1apo , Cal1t'orn1a, 19.54. Fol"8ythe, Cborl"s s. Jlll.. Ada&n1g~rs t1op .gt~ 2Qbgg1 Atbll1i1a•• New York: Mo0NJ.w-M1ll Book Compuny , Iiio., 1939. ___ , a nd Ray o . Duncan. A4;.\iP61imt1.og .Qt. fh¥16QDJ. §dugo~1@ . New York: Pre:ntioe-Hall, I:no . , 19.51. Gruber, F. c., and T. a. Bea tt.7. Se;g.ps)a:cy SghQgl t'iQS3rxl fC191 . New Yorki Toronto, London: Mc0raw-H1ll Book Company, Inc., 9.54• !Ulla . M. l Md n. Knlghton.. An A'ibltfilo i)COfttfUI w. Hisb Scbq941 J1W4 $Collea WOMJ:l. Now York: A. s. &wnea and Compan1 • 1930. 'Hughe.a , W1ll1o._ L . ! .and ! ctther l'renoh. .b, t>41iua.stp1;1Qn at. fb,1QA1 Muca!;1.gn. New York: A. s. Sarnes and Co.tnpan,y, 19.) • Irwin, Leal1e w• . fl1I. CurrJ.Qulwa 1A H!altb Kl Ph.YJla.aol, 14uo• ~s.oxa. st. Lou1•: Th.a c. v. Mosby Company, 1951. Kl"choll, B. D., and B. s. Mason. ?hi.. ft:''4rX al £lg. New York: A, S. Barne and 00&npan7 , 19 8. N sh, Juy a. Pbx11gal E4usu;tigp: I;ttrpretat1oU .fUMl • . JtQ~1J•I· New ~ork: A. · • Barnes and Company, 1947. Neume1er, Martin a., and Sather s. Neumeyer. Le1•Y£t MA R19n1at1911. New York : A. s. Sarnes a?ld Company , 19~. Nixon, E. w., and F. w. Cozens. AA l~trgAyg\'wa !a fhx•lQaJ. idygatlQ&le Pb1ladelpb1a and London: W. 8. Saunder11 Company, 1947. Sharman, J. H. Iut Mourn f rlpgJ.n4.11 .Qf. Pb.111ea1 i Au5Hat1o;. HM York: A.• s . Barnes and Co por.iy • 19)7. :lb!. TliiQblaaa at Pllx•1QAi s 4.ygat1.ep. New York: A. s. &u-nes and Oorapa.ny, 19)·. Volt.Jaer E. F., and A. A. Eaallnger. lb& Qrl£'.AQ1i&t2.QQ JlD4 M;ip11trat1on ..o..t .fh¥•ioal E4\1cat!oD· Hew York: Appleton-Century-Crotts , lno., 19 9. W1ll1ama , Jeaae . e1r1ng. Dls1 Rtl1uU,QJ,e g at fturn a,g.11 §dJiQM .1iim:l. Ph1la.delph1. antfLondon: w. B. Saunders Company, 194---S. XIONSM'dV APPENDIX. November S, 1951 Ora.du.a.ta of a. U. H. s. The purpose 1n semUng ou.t th1a quent1onna1ro to grad uates of tne Grant Union H1gh School 1s to gather 4 ta ooc oern1ng your present leisure t1 ~te ( reorent1onal) phya1oal aot1v1t1ea. Your oons14ero.tlo.n of the 1tems 1n th1• qu.as t1orma1re w1.ll be g~atly app.roc1 •utd. lt is bop d that through 7our personal reaction we can bett+Jr determine the ex1at1.ng vall.l«tS of the present High School physioal act1v1- t1eq progrnm. Only by knowing the aot1v1t1 a engG,£ed 1n b~ alu.mn1 of the Hi gh Sohool OWl we dequately develop a more oomplete program. (Th.e queat1onna1re was prepar 4 with t;he approval or the pl'8G nt S\.lper1ntendent, Mr. s. J. Ke . ) To help you 1:n rooall1 your High School oxper1onoea 1n phys1oal eduoat1on, t he following 1s a l1st ot aot1v1t1ee t hat were offered to Ba atudenbs a t the time ot your at tendance at t he school : Basketball, Touch Footbal l , Sott ball, Track nd Field, Handball, Phys1cel Exerc1soa, Sw1mm1n and Bombard.ment. S 1nce·rel1 Blok Er1o•on .52 ~STIONNAlliB 1. Below are l1ated pbya1oal aot1v1t1ea 1n titb1ob adults oom mo.Dly part1c1pate. For each uot1v1ty 1n wh1oh you par t1o1pate, pl ace a check to show the approx1mate .number of days of purt1o1pst1on dur1ng one yeG.r. Li st 1f more ..I ..... J v T .... 7 ._y .. - ····~ *"" ,BOWI T tJ(l 80A'l'Il:lG WINT!t:R SPOii'l'S W.ATm SKlINO VQT r:~~ A f I' 001' (all t.vnaa} 'Pi;::fifN TR lol. A !W ft\11f'ON Hml~Il-ID i a ll t11na•} 1'15}·11fln l sa1 1 t.vna• ) Swi--· 1..;."1 SuJ!'-i1Ra r .r l"'U\r;.'J\A.f _f R A Nf'.h.t.. T f Hl'\''t'!I r.o>C! tli'\'r."C! BA-' K .., ,..,., ~ r .r POCKET l:lTr _t .r .s. R t"W. TAStE TENNI!lt ARCHERY L1st 1t more l 2 3 4 5 6 7 8 9 10 ~hall 10 H.I.Kl'.NO OART'lir,NINQ OROOURT CAMPI NO S 1iU1i'T m:~" un J!QLI . RA.t>lCllG . SQCTAr. DANCJ.nu ( Ltnt o~\...--.;;} 2. With oons1dorat1on of your h1gh sohool truln1ng, wha.1) are some reasons why ;you. don't part1o1 >& te 1n oerta1n aot1v1 tles, or 1n W'l1 phfs1ca l f .. ot1v1t1e ? J. L1et the aot1v1t1ea in whioh you bel1evo you would now bo a part1o19ant 1r you had reoetved ~ood 1nstruct1on while 1n h1.gh aohool phys1oal educa t1on classes. 4. a . To wha t degree of 1aipo1"tBlloe do you feel that there 1• dlreot relat1onsh1p 'between your 'hlgb school phys1oal act1v1t1as and t hose 11 whloh you llOW en gage , in t rm.a of the 1natruot1otl you received 1n h1gh school'! Place an x on the soa lo below: ff 1gb b. In whioh o'f' your present physical act1v1t1es d.14 you rece1 vo d1reot 111struct1on wh1.le in h1gh sohool ? S4 .s. In t"Glat10fl to your pro ~1 ent le1sure-t1me interes ts, sn atruot1on 1D whioh physical a ot1.v1t1es, wb.1le yet 111 h18h school, would hove been an a1d to you now? 6. Whloh phyetoal aot1v1t1ea (d1sreeard coat) would you oon a1der advantageous to pre.>ent h1gh 5ahool students, 1tl terms of le1aure-t1me value for their tutu.re? ?. What it your op1n1oll rogard1ng tho vnlue of lo1aui-e-t1me phys1cal act1v1t1es 1n Nspeot to your ·~ ore complete le1aure-t1me living and enjoyment or 11te? SS COMMENTS: Please uee this apace tor any add1t1onal . remark• rou w1sh to mt1ke .nbout any 1tem included or omitted ln tb1s study. s !our prompt reopo.nae will be greatly apprecUu.ted.