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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.