A study of the intramural sports programs in the high schools of Arizona
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Authors Hanhila, Matt Oscar, 1909-
Publisher The University of Arizona.
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Link to Item http://hdl.handle.net/10150/551716 A STUDY OF THE INTRAMURAL SPORTS PROGRAMS IN
THE HIGH SCHOOLS OF ARIZONA
fry Matt 0. Hanhlla
A Thesis submitted tb;.tii^ faculty 'of the
Department,of Education z
in partial fulfillment of;*' the requirements for the degree of f: - - : ‘
Master of Arts
in the Graduate College"
University ;of Arizona*
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TABLE OF CONTENTS
Chapter Page I. INTRODUCTION...... 1
Importance of Intramural Sports...... 1 Definition Development Objectives of Intramural Sports Statement of the Problem...... The Method of Procedure...... Review of Related Studies......
Summary...... CJl O) (0 II. THE PLANS OF ADMINISTRATION OF INTRAMURAL SPORTS PROGRAMS IN ARIZONA HIGH SCHOOLS 10
Introduction...... 10 Types and Sizes of High Schools Included in the Study...... 10 Schools Having Intramural Sports Programs...... 13 Students for Whom Intramural Sports Programs are Planned...... 14 Methods of Supervision. ••• ...... 16 Sources of Finances ...... ••• 19 Annual Extra Cost Per Pupil...... 22 Summary...... 24
III. TH7 INTRAMURAL SPORTS PROGRAM IN ACTION.. 27
introduction...... 27 Sports in the Intramural Programs.... 27 Seasons for Intramural Sports.•...... 31 Average Number of Weeks for Each Sport 33 Average Number of Games Played in Each Sport...... 34 Average Number of Teams in Intramural Sports Contests...... 35 Popularity of Sports...... 35 Classification of Intramural Teams.... 37 Method of Choice of Team Members..... 39 Time for Holding Intramural Contests.. 42 Scoring Groups in Arizona Intramural Sports Programs...... 44 Awarding of Prizes...... 46
i i JJL Chapter Page Eligibility Rules...... 49 Officiating...... 51 Miscellaneous Conditions Affecting Intramural Programs...... 54 Competition Permitted Lettermen ; and Squad Members limits on the Number of Sports Requirements Regarding Physical Examinations Competition Between All Classes in Six Year Junior-Senior.High Schools Physical Education Credit Provisions for Free Play Provisions for the Development of Sportsmanship Effect of Intramural Programs on the Interseholastle Program The Values of Intramural Programs as Stated by the Respondents to the Inquiry Blank...... 59 Summary...... 63
TV. SUMMARY AND RECOMMENDATIONS...... 67
Summary.. 6 7 Recommendations...... 75
BIBLIOGRAPHY : ^ ~
APPENDIX OF ILLUSTRATIONS •
11 -r - N O TABLES 0: ' /.'VAH^Aro ^ • .; I:u:u.,:L vv^’:1 •:; /;:■: TiiY
BTxfliibor ■ '■ ■ -- f & -r ? ^ s . > . v - • it t - v v « - e- Bsl^©
I. - THE TYPES AND SIZES OF ARIZONA HIGH?:v- SCHOOLS RESPONDING TO INQUIRY BLANK ' SHOWING ®>W MANY HAVE AND HOW MANY= DO NOT : HAVE -INTRAMURAL SPORTS - . - C'
, n : . 18 II. PLANS-OF ARRANGEMENT OF INTRAMURAL • PROGRAMS IN ARIZONA HIGH SCHOOLS.;.... 15 "v : ' l.v - A ■ : .:v ’.A:,.': , , , . ' III. SUPERVISORY DIRECTORS OF INTRAMURAL • SPORTS PROGRAMS IN ARIZONA HIGH -SCHOOLS...... 17
IV. SOURCES OF FINANCES FOR INTRAMURAL SPORTS ) , IN'ARIZONA HIGH-SCHOOLS..i...... 20 ;-hr'o:.A jfio:: -- V. ANNUAL EXTRA GOST T O •THE SCHOOLS PER . ,,-„ PUPIL OF RUNNING INTRAMURAL SPORTS PRO GRAMS IN ARIZONA HIGH SCHOOLS...... 23 VI. THE LIST OF SPORTS IN ARIZONA HIGH SCHOOL INTRAMURAL PROGRAMS SHOWING THE FRE QUENCY, THE SEASON, AND THE" MAXIMUM, AVERAGE, AND MINIMUM NUMBER OF WEEKS, GAMES, AND TEAMS FOR EACH SPORT...... 28-29
VII. BASES OF CLASSIFICATION OR GROUPING OF INTRAMURAL SPORTS TEAMS IN ARIZONA HIGH SCHOOLS...... 38 VIII. NUMBER OF SCHOOLS INDICATING CERTAIN PERSONS AS THOSE WHO SELECT THE PERSONNEL-OF INTRAMURAL TEAMS IN ARIZONA HIGH SCHOOLS...... 41 IX. TIME FOR HOLDING INTRAMURAL SPORTS CONTESTS IN ARIZONA HIGH SCHOOLS...... 43 X. SCORING GROUPS IN INTRAMURAL SPORTS PROGRAMS IN ARIZONA HIGH SCHOOLS..... 45
H i Number Page
XI. NUMBER OF ARIZONA HIGH SCHOOLS AWARDING PRIZES FOR INTRAMURAL SPORTS AND THE GROUPS TO WHOM THESE PRIZES ARE AWARDED...... 47
XII. NUMBER OF ARIZONA HIGH SCHOOLS INDICAT ING THAT THEY HAVE ELIGIBILITY RULES FOR INTRAMURALS, AND WHAT THESE RULES ARE BASED ON ...... 50
XIII. - PERSONS USED FOR OFFICIATING - AT -INTRA- • - ; : ' MURAL SPORTS CONTESTS IN ARIZONA HIGH I i.c; i.tv - SCHOOLS ;AND THE NUMBER OF SCHOOLS PRO- ' : : ; TIDING FOR THE TRAINING OF OFFICIALS.... 52 -r ; tio-i.:,-: .r ';r n?.f; ^ u-c-rc n.T:' : - ' u -' XIV. MISCELLANEOUS CONDITIONS AFFECTING T - • ‘• INTRAMURAL PROGRAMS IN ARIZONA HIGH ' , " i* SCHOOLS...... 55
XV. OPINIONS OF THE INTRAMURAL SPORTS PROGRAMS IN ARIZONA HIGH SCHOOLS BY THE PERSONS RESPONDING TO THE INQUIRY BLANK...... 60
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'...:" ACKNOWLEDGMEOT; ' . in tv n:'^nln*nu:-o • • vh.: l:n;t ior t:y 3^v.: r vr, : v v c / ■./ The writer wishes to express his gratitude to his tirr-nn- ;t'^ i-v, ten,- ?n-: vunnenv in ; injnv.--vit5 -vn's faculty advisor. Dr. Emil L. Larson, for his constructive r-cv- '.•• :■ ' VIV • nr,;: inj-ii,.; n:5:--J.nr ^ c:t_: W nnii..- criticism and for his"sincere interest in this study) and -zn- % ' -V.'. > ' V- ' J " ; V'".::/'i: ;t-' - '• ’ - -- " -- •' ' • - ' ' to the coaches, physical education directors, and princi- ’; j.* n vv..:vn-;-v: t.A:,v - .:::■ ; vi'v-v-., ;.v ::-n t no pals who filled the inquiry blank on intramural athletics. • o on n i 11 • v nt : iv:o.:.- vvj 3. onnnro'vim .
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V. V V. .t ' I: T 1 ' ; n,- . b o t n o n t bt.onyt-.v- -V vvti CHAPTER I
; ;;nv-t:r ■ t';.:- K.::.:. INTRODUCTIOH ■ Importance of Intramural Sports .■■jj.i.cs L_,
Definition: The term& intramural snorts. has come into prominence in the last forty years, and especially during the last ten. The compositet:word, intramural^ cones
from the Latin words intra. meaning within^ and muralis. meaning wall. Hence, intramural means within the wall, - .
and when it is combinediwith the word sports > we get the ;: ^ meaning:: sports within the walls. - Intramural sports will
refer to;any sports that are played between .groups in a
single school only. c Mo interschooiVsports will be included. ; : - :v ■: V.:-r;, ’ ./i .. • v VI- It has also .been generally accepted by writers in the field . - v V -;:v : vVnp;' : V. • ■ r-p,-!'V : v- that intramural sports shall not be compulsory.
Development: Athletic sports have become increasingly
more popular since their introduction^ and; practically every boy loves to play games. As competition between schools de
veloped , the necessity of’putting out good teams became more Pv"'vpV:P w. " P;V>V" -p: -P/"--Vpp:;-j i V P • L-.P-:; .; apparent, and participation•in athletics became limited to p P V ■■p.P. Ip , P.vV.CO:'.- .p, ■ ' only the best athletes in school. This left the boys who
were not especially good athletes to amuse themselves. The
desire for competition that is inherent in most hoys brought forth activity in sports between unclassified groups. The next step was to have challenge games between freshmen and sophomores, and soon this sporadic competition gradually changed to competition among all the classes and other natural group teams. The colleges showed the way in intra murals and the high schools followed. Athletics and intra- murals tended to take the place of hazing, police baiting, and town fights that were prevalent during the early nineties.
Objectives of Intramural Sports: If intramurals are properly administered, many valuable benefits may be realized.
A study of the objectives of intramural sports as advanced by writers in the field will show just what is expected and what is possible of achievement as a result of participation.
McCuen proposes the following objectives:
"1. To satisfy a senseof competition that seems . to be inherent: in most American boys. Without the intreunural sports praeti- :: cally all boys who are unable to parti cipate in so-called varsity teams are deprived of the thrill of representative -;;y ,.;vCCmimtitivev ;SP©rt. ; a - ‘ . y " 2. To establish good health habit programs.
5. To develop permanent recreational habits, r: This w i n help provide for the worthy ; use of leisure time. 4. To teach sportsmanship. This can best be t brought out through practical situations. Leadership must be developed and character building must not be overlooked.
5. To promote team spirit and group loyalty. Sacrifice the individual to the cause.
6. Development of varsity material. This should be a by-product and not an end in itself.
7. Individual attainment and skill. All stu dents should develop muscular coordination.
' .__■ ..' ' 1 5
8. To provide a means of activity, for those students who are ineligible for varsity . ;; •:; competition because; of low': scholarship.”x
Swackhamer advances the following objectives: "1. Development of the orgsmic system through wholesose activity. :
2* Development of the neurb-muscular mechhnism - .. providing for fundamental skills. ; 3. Development of character in relation to so- ...... cial standards and customs. . ; : ,
. 4. Development of such.traits as: ,
a. Babits, and skills .. ., ...... b. Information and knowledge , , . c . Attitudes and appreciations ,
5. Development of a ,program that will provide ' for maximum participation.with a goal of one hundred per cent."*
,, A good summary of the outcomes of athletics is found in the following quotations .. . . .
: "If athletics are properly directed and supervised* the benefits will outweigh any In cidental evils. If we conceive of secondary education as the preparation of the adolescent for a richer and more efficient life in proper adjustment to social relationships of our modern world, surely no one factor is more worthwhile than participation in well-directed sportsmanlike athletics. Hot only is the strenuous exercise usually out-of-doors, the , best means of developing physical vigor and endurance, but a successful athlete must continually call upon the mental initiative, resourcefulness, and penetration so essential '' 12
1. McCu#n, Theron l.f "A Program of Intramural Sports for the Small High School". American Physical Education Review . 34:188. (March, 1929). .... , 2. Swackhamer, Clarence E., "Intramural Athletics in the Small High School." Journal of Health and Physical Education. 3:4#. w a n . . 1932). 4
to later- smecess . In no other way can a boy or girl come into closer and more vital association with groups of Individuals work ing toward a common end and learn the para mount lessons of cooperation-and leadership. ; Of greater value than all of these is the possibility of stimulating to the lasting : L:; . dominance those highly desirable qualities of true sportsmanship, self:control, unswerv- - ing loyalty, self-effacement, and team play, lhat does modern society need more in its men_ and women of outstanding worth— its leaders?"5
Why should the benefits that this writer attributes to athletics be limited to only the select few? Can not these outcomes be made available to all the students by a properly
administered program of intramural athletics? Writers in the field- (Morse,4 Smith/* and Mitchell*) show
that correctly administered intramural athletics may con tribute very materially to the Seven Cardinal Principles of Secondary Education. Those schools which have live, -T •- functioning programs of intramural sports have a marked de
crease in their disciplinary problems and have had a more- wholesome atmosphere developed in school. :
Statement of the Problem The purpose of the present study is to determine the
5, Howe, C. M., "The High School Teacher and Athletics,* School Review. 31*781-786. (December. 1923). 4; Mor se. Milton B.. The Contribution of the High School Physical Education Department to the Objectives of. Education. Master* sThesisv Dhlver si tv of: Ar 1 & onh .v Unpublished. . 5. anith, G. M., "The Aims and Values of Intramural Athle tics, « Education. 49:406-15..(March, 1929). a witohAll. E. D.. Intramural Athletics^ Chanter III. status of the Intramural sports program in the high schools of Arizona. Intramural programs are being carried on in various Arizona high schools. In orcWr that these programs might be improved, a study of the programs in all the high schools is important. An attempt will be made to answer this question through the study of responses answering a questionnaire pertaining to intramural sports•
. r . . The Method of Procedure
A;questionnaire, covering the field of intramural ; sports as they are conducted in Arizona high schools, was made*: A copy of the inquiry blank and the accompanying letters will be found in the Appendix.:. The author attempt ed. to include only pertinent items in the, inquiry blank. These questionnaires were sent to the coaches ;.or,physical education directors in each high school in Arizona. While it is realized that-.the..girls*., intramural program is im portant also, this study deals with the programs :f or boys alone. Forty-six, or sixty weight per cent, of the . sixty- six secondary schools filled in and returned the forms : - immediately. Fifteen more responses were received after a follow-up letter was sent to those who had not answered before. This brought the total number of responses to
sixty-one, which raised the proportion of returns to 92.4 per cent. ; ' ; .. :y % - :r,; -:: / ;
Review of Related Studies
A very comprehensive study of the intramural sports programs was made by Bramaell.^ He selected 760 schools throughout the United States that were recommended as hav- ing programs which would be regarded as construetiye and outstanding. Of this number, 327,,or forty-three per cent, responded. The present study is patterned after Mr. Bram- mell*s study, but it is concerned entirely with the pro- grams in the high schools of Arizona
The conclusions as shown by Brammell*s study are brief
ly reported on succeeding pages. The intramural program has come into full swing since 1925, and the size of the school is the most influential factor in determining whether or not a school will adopt
such a program. Individual and team sports are used in
programs for boys and girls, and there is a tendency among
larger schools to foster those games that have a carry-over,
value. Sports do not vary much by grades with the excep tion of golf and football which are preferred in the upper
grades. Football is more prominent as an intramural sport -7'. - -’'TWO... '• fV:'- . ' 'w in the four-year high schools. ' ' ' ... " - ■ ■ ■ -- ■ : - ;■ ‘ : - ■ 7
7. Bramaell.P. Roy. ij Intramural and Inter scholastic Athle tics. Bulletin. Ho. 17. 1952. Monograph No. 27. United States Department of the Interior, Office of Education. 7
Practice and contests are carried on both during school
time and after school hours. There is a tendency to tie the physical education, the intramural, the health education, the interscholastic programs together. The most common
groupings are by grades, physical education classes, and
home rooms. Very few programs have eligibility rules that keep pupils from participating and students are allowed to assist in the running and organization: of the programs... .. Veryfew schools grant physical education credit for intra mural participation although many schools do not require attendance at physical, education classes on the days that the boys participate in intramural contests.
The cost of running.intramural programs is very slight, and there is a tendency to have the school boards appro priate finances for their organization. Pupil sources of support outnumber the non-pupil sources and the larger schools get board-of-education support for their programs more frequently than do the smaller-schools. Most frequent ly faculty members handle the finances although students are allowed to assist in money affairs. Frequently the money comes from the physical education budget, and if there is an intramural deficit the necessary funds are, in two-thirds of the cases, procured from pupil sources. Pupil sources Include money from informal dances, student activity tickets, student assessments, and class donations• 8
The;feeling that both intramural:and interscholastic athletics are necessary is growing. Complete substitution of intramurals for interscholastic athletics is rare for boys, but it is not infrequent for girls. . v Comprehensive studies in the field of intramurals are few although a number of schools have experimented with their own programs. Educational administrators are begin ning to:try toievaluate the programs' in terms of the educa tlonal outcomes. ; Mr. Braranell suggests the following goals8 :
”1. Full financial support of programs of intra- . murals more by boards of education.
2. Specific appropriations for programs of — intramural athletics, as such, by boards of education, on the basis of carefully derived estimates by school administra tors. 5. The modification of football when it is used as an intramural sport, especially for boys below the tenth grade.
4. Intramural sports as such, to be carried on entirely during out-of-school hours, except in schools where intramural activi^j ties and physical education are dovetailed.
5. No physical education credit to be given for participation in intramural sports, as such, unless they are administered defit- nitely as a part of the regular program of physical education.
6. Careful avoidance of eligibility rules which would defeat the objective of "participation by all". 7 7. More active use of the intramural sports pro- : gram in launching habits upon life careers. 9
8. The organization of of individual intramural athletic associations in which pupil leadership is at a supervised maximum, : except in the ease of the control of finance.
9. To follow in general the ideal of "equality of competition”, in so far as it does not interfere with self-directed free play-” 8
’ S u m a ry V-:,':.
Intramural athletics in the high schools are growing. in importance. Very few studies in the field have been - made. One of the most comprehensive studies was made - by
Brammell. The present study deals with the conditions in intramural sports programs in Arizona high schools. Current practices are discussed in subsequent chapters;
"• .V :
8 *Bramaell, P . Roy, op. eit.> pp. 47-48. . CHAPTER II
THE PLANS OF ADMINISTRATION OF INTRAMORAL SPORTS PROGRAMS IN ARIZONA HIGH SCHOOLS
Introduction: A special inquiry blank concerning ; intramurals was sent to the sixty-six high schools in Ari zona. These questionnaires iwere addressed to the physical education directors, or to the principals in schools which had no coach listed In the Arizonacdirectory; In most cases the coach acts as physical education director, as there are only a few of the larger schools which have men directing athletics who are not coaching. This inquiry form can be divided into two parts, roughly. These two parts are: (l) the plans of administration of intramural sports programs in Arizona high schools; and (2) the intra mural sports program in action.
Sixty-one replies to the inquiry blank were received, and the attempt will be made to interpret the answers as accurately as possible; These sixty-one responses repre sent 92.4 per cent of the total number of questionnaires sent out. These statements are here repeated for emphasis.
Types and Sizes of High Schools Included in the Study The respondent to the questionnaire was asked to give his name, the name of his school, its type of organization. 11
the enrollment, and whether or not an intramural sports program was used in that particular school. From the in formation received, the schools represented were shown to be in three classifications; namely, the four-year senior high school, the six-year junior-senior high school, and the three-year senior high school. Fortyr-nine four-year high schools, eleven six-year junior-senior high schools, and one three-year senior high schools sent in replies.
These schools were then grouped according to size in order to show how large the schools are that have intramural pro • h:' i '.; v .'hi - - , - . : grams. This grouping may be seen in Table I. J
■■ n ' .. -in mu. .112
v....i: ;-nt - j::!"-":! TABLE I , : f V:C;,-;: . Uf THE TYPES AND SIZES OF ARIZONA HIGH SCHOOLS RESPONDING TO INQUIRY BLANK' SHOWING ROW - : i' MANY HAVE AND HOW MANY DO NOT HAVE r r - ^ INTRAMURAL .SPORTS PROGRAMS;! one U t: ; =
; ... . t '= ' r v: ■: . ... . * $ Number : . Number Not Type and S i W of Sctidbl: N o s Having : - Having ! v 1 : : {Programs% Programs . Four Year High School 8 8 : 25 or fewer, boys . ' 8y; ll . 'S ■ „ :-•. 2 -'V 87ih ir;h9J v 7'. v 86 to 50 boys 8 10 8 8 ; 2 51: to ^ 5 boys ■ .d 8 ^ -19 ■-*u 15 8 \i:,::7 4..:':m : 186 to 200 boys 8 4 8 5 8 1 v c201 to 500 boys, h.8‘:; yS.: 8 J ■ 2 871: : 1 501 and more boys 8 2 8 2 8 Total ^ ; .V- ni - -■ ' 8 . .. Vv .•7.'7 U. 11 Number 8 49 8 32 8 17 -■ Per Cent--L ' - ■1-:- -" . V '65.5 i".VI 7- S4.7':VV'' 1- Six Year. Jr.-Sr..;H.S,. 8 8 8 25 or fewer boys 8 1 8 8 1 26; to. 50 boys - r-i 1- ' ' 1 8';.'V:..iy 7 717 : ri’V. 51 to 125 boys 8 8 8 n 186 to 200 boys .8 : ..7 5 ,8.- .. 4 : i- 8 i.'il I'C'l'-vV'Vr 201 to 500 boys 8 4 8 4 8 501 and more- boys % 7'"- 8 Total 8 8 : i.:- Number, -i '1:8,-.':' Hi.:8:i c 9 :x:-l i :v-.v i^2 :vv7r- i;:vv;7. Per Cent 8 8 81.8 : 18.2 Three Year Senior H . S . 8' 1 8 £ - 8 ' 501 and more boys 8 I S 1 8 Total : : Number : 1 : : hiabm h i.Tr-1 i Per Cent ; 100. % Grand Total 1%Y 1:. :i Number f 61 $ 42 ; 19 : ... Per Cent ; 8 tr, 68.9. J 31•1• ' ■ • -
■'0 b'.\"V -- •; i;v-
- f .
- U:.: Schools Having Intramural Sports Programs• ' ' Forty-two schools, or 68.9 per cent, have intramural ; - sports programs as is shown by the replies. Of this number, thirty-two schools are four-year senior high schools, nine are six-year Junior-senior high schools;, and:one is!a three- year senior high school. On closer examination, it is found that the thirty-two four-year , senior high schools having : ■ - programs represent 65.5 per cent.of all these schools reply ing. • The:nine six-year junior-senior high schools having programs represent 8l;8 per cent, of the total number; of schools.of this type that responded.: There was only one three-year senior high school which sent in a reply, and as this school has;'an intramural program, the percentage is one hundred per cent. . o ^ > Looking at these results from a slightly different angle, it is seen that 34.7 per cent of the four-year senior, high schools have no programs and 18.8: per cent of the: six-year:, junior-senior high schools have no intramural programs, in examination of Table I will reveal these facts. r- -- '::" : :v : ; ' ,
j; : It is apparent that those: schools which have:the fewest boys will have difficulty in running an intramural program.
The six-year junior-senior high schools are in the best posl tion:to have enough boys for whom to organize programs of intramurals•: Only two schools of this type have fewer than fifty boys, and only one has twenty-five or fewer. On the 14
other hand, there are twenty-one four-year senior high schools with fewer than fifty boys, and eleven have twenty-
<. /•* - ... five or fewer boys. Comparing the two types of schools that have twenty-five or fewer boys,, it. can be seen that the one., six-year junior-senior high school that falls into this class does not have a program, while two of the eleven four-year senior high school's that fall into this class if 1- catim have intramural programs. From a study of these results it seems that the six-year junior-senior high schools have a more favorable organization for carrying on intramural programs. It is apparent that there can be a good deal of improvement in organizing new programs of intramural sports in Arizona high schools inasmuch as 31.1 per cent do not have programs at all.
Students for Whom Intramural Sports Programs are Planned
The person answering the questionnaire for those schools which have intramural programs was asked to state whether the program was for boys only, girls only, both boys and girls, or boys and girls with mixed contests. Inasmuch as these inquiry blanks were sent to men only, there is a strong likelihood that no mention would be made of an intramural program for girls only. One school, how ever, does have a program for girls :only.* The frequency of these various types of programs is shown in,Table II. 15
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bOi • rb/ .- v vb:"-- L b;;.^ •. VuX' y. - ,'3.v v.L:. TABLE II PLANS OF ARRANGEMENT OF INTRAMURAL PROGRAMS bcr yb-: : IN ARIZONA HIGH SCHOOLS - : ;
b ; be r v :e" e Lvl r • •••! : b ':e; . e v-% V .it e - v r v ier- virr
Pf OgT Afm For % ; b\' y:L;/,r . ’id • Number ____i Vb". Vi. -y 2:-**- ’• ' !. ; . •• • v: /. •..* v - % .• ...... , .,L •re y* -e- Bovs onlv...... 5 - ' : V : . ' '• ‘ v ■ ; -y „ : • ; " : , ' ' - - *• ' eiv Lv^rv;:; e.rb:y Girls only...... ;...... ;..:'.. . - *...... Both: hoys and girls : V • V : /-v 1 ^ Boys and girls with mixed contests... - 5 i'" ' • " V X . . .'si ... 1# i-z %. K. At, .. 1 Total . ; 42 Cu-;,: • c-'-Tb ■: :• : I C 8 ,
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euy.re tbeee -reyre-re - d'ye ryyee .nb y-'yerejeebe: •,r'
ei-yreera L ye ever y.veyv. ; in b . e b 1 eh ve:;: "r Lv - vo 16
As shown ty the returns, five schools have programs for boys only, one school has a program for girls only, thirty-three schools have programs for boys and programs for girls, and three schools reported having programs for both boys and girls with mixed contests# Thirty-six schools have planned programs for boys and also for girls.
More programs should be so organized that mixed contests between boys and girls be held. Boys and girls mix socially all their lives, and it is necessary that they learn to play together. The practice of allowing mixed contests might have marked defects,and care must be taken in its organize- .tittle .... . - ...... ■ -.■ . -
Methods of Supervision ;
The question was raised regarding the supervision of the intramural sports programs. The answers to this ques tion show that the most prevalent practice is to have the physical education director, the coach in most schools, supervise these programs. The types of supervision of intramural sports programs In Arizona high schools are illustrated in Table III. 17
_ . TABLE III ■ Cu,' SUPERVISORY DIRECTORS OF INTRAMURAL SPORTS PROGRAMS IN ARIZONA HIGH SCHOOLS V:-
' ‘ ' • f •• ;v. - • Supervisor : Number of i Schools Physical education director, Special faculty director.•., Unsupervised......
Total
■.... • C. Combination Plans of Supervision : Number of - : Schools : Physical education director and special : faculty director...,...... : 1 Physical education director and special * } i student director...... : 2 Physical education director, faculty x , * ; .1 director, and some unsupervised $ activities ...... $ 1 Physical education director for hoys and : special faculty director for girls...... i: 2 c■
: Total ■ : ; f 1; - v 6 .
' '...... Grand Total : 42
. ' _ '' ' ; "" ; • : 1.. 7 - '
.- 1.' v:1 : i ; : - o . ' .'.c
• ' - - 18
.Forty-one-of the intramural programs are su$»rvised by athletic, directors, faculty - members,- or some combination including them. Twenty-four schools have supervision by the physical education director^ and eleven schools have a
; special faculty member who organizes the program, ? One.;. 11 school reported M ying no supervision for its program. Six schools report having two or more supervisors in charge of the programs, t Of these six schools^, one combines the duties under the physical education :director, and a special faculty director, two schools use the physical edu cation director and student assistants, one school reports supervision by the physical education director and a special faculty director, and also indicates that some of the play is unsupervised, and finally, two schools have the physical education director handle the boys* programs and use special faculty directors for the girls1 programs. Over half the programs are run under the supervision of the athletic director alone. Quite frequently he has his hands too full with coaching duties to give adequate time to this work, and even though his intentions to have a func tioning program are good, he can*t find the time to do a good job. It is advisable to have a special faculty repre sentative, one who is interested in intramurals and who has time to handle them, administer the intramural sports pro gram. This practice is followed in about twenty-five per cent of the schools. Two schools take advantage of student 19
assistance. This is a desirable practice, as students should be given the chance to help organize and conduct their own programs. Brammell suggested as one goal for intramural sports to aim at as:: "The organization of individual intramural athletic associations in which pupil 1 ■ leadership is at a supervised maximum . . .n -
The attempt should be made to show administrators the values of intramural athletics in order that they might co operate in organizing these programs. The faculty member who organizes these activities should be freed of some of his routine duties in order to give more time for promoting intramurals.
; Sources of Finances It is interesting to know what the sources of finances for intramural programs are. Some of the more common sourc es were listed in the inquiry blank, and the. respondents were asked to check those sources that most nearly resembled their own- These sources are tabulated in.Table; IV. 1
1. Brammell, P. Roy, op. cit.. p. 48. 80
TABLE IV
SOURCES OF FINANCES FOR INTRAMURAL ; SPORTS IN ARIZONA HIGH SCHOOLS -> . _ -
Sources ^ .1 Number
School board appropriation alone ...... : 29 School board and Interscholastic athletics : - money, 50-50 respectively...... : 5 Interscholastic athletics acmey alone...... r ; 1 *: School carnival alone...... : 1 School board and activity ^tickets, 50-50 respectively...... : 1 School board and intramural gate receipts> v : ’ — 90-10 respectively...... : 1 School board and'dues paid by pupils, 90-10 : : ~ ' ’ respectively...... : 1 School board and interscholastic athletics 1 - j - money, 90-10 respectively...... : 1 School board and interscholastic athletics ! ; $r money, 80-20 respectively...... : 1 School board and inter scholastic athletics money, 75-85 respectively...... s 1 School board and interscholastic athletics • money, 85-75 respectively...... : 1 School board, interscholastic athletics money, : and a combination of money received from : dancesy carnivals, shows, bingodonations, $ etc., 50-30-40 respectively.... . : 1 ■_ ■ - . *' • ...... ■ ...... % . , . • - - ___ 4 *■ 81
Twenty-nine schools report that their'finances are
received from the school board. Three schools receive an -
equal amount from the school board emd interscholastic
athletics money (gate receipts, etc.). At one school the money is taken from the receipts of a school carnival, and
at another school interscholastic athletics money furnishes all the funds for intramurals. • : - -; *
The remaining nine schools have different combinations of sources, with the school board furnishing a certain part of the money in each combination. In three schools, ninety
per cent of the intramurals funds are furnished by the school
board. The remaining ten per cent is received from different
sources in each of the three schools. In one school it is furnished by intramural gate receipts. In another school this money comes from dues paid by students who participate in intramurals, and in the third school the funds come from money derived from interscholastic athletics. At one school, the funds are supplied in equal amounts
by the school board and the student activity ticket fund. Three schools combine school.board and interscholastic ath letics fund financing in the ratios 80-20, 75-25, and 25-75
respectively. And finally, one school uses a combination f.U-: of school board, interscholastic athletics money, and money from dances, carnivals, shows, bingo, games, donations, etc., in the ratio 50-30-40 respectively. 22
In a large majority of the programs the finances com® from school board appropriations. Ideally, the money should be provided by an appropriation by the board of education, and these, funds should be ear-marked for intramural sports alone. One school reports receiving its support from inter-
scholastic athletics money entirely, but this practice M s its drawbacks inasmuch as the intramural sports program will
probably suffer during slack .times.
, . • Annual Extra Cost Per Pupil ; Each person filling out the questionnaire was asked to
estimate roughly the extra cost per year per pupil of running his intramural sports program. Several papers had this question unanswered and several respondents, no doubt, misunderstood the question as the total cost of the program was included in the answer. The twenty-six usable responses which were received are tabulated in Table V. 83
TABLE V ANNUAL EXTRA COST TO THE SCHOOLS PER PUPIL OF : RUNNING INTRAMURAL SPORTS PROGRAMS IN ARIZONA HIGH SCHOOLS
Extra Cost Per Pupil Per Year s Number of Schools
Nothing extra...... : , r : 16 : ^ 1 $ .05 extra...... : 3 S : .07 extra...... t- • l.r: •'! S •10 extra...... : 1 $ .50 extra.• i : 1 $ .60 extra...... : 1 $1.00 extra.. $2.00 extra...... : 1 $3.00 extra....;...... : ; 1 ; •
Total Number of School's: n Answering This Question; 26
i . ■I" 24
A study of these twenty-six responses shows that the program costs nothing extra in sixteen schools. The cost ranges from five cents extra per pupil to three dollars extra per pupil in the school reporting the highest cost. An examination of Table V will show that the cost is:quite low in most schools. Lack of finances should not be allowed to keep any school from organizing programs, as many schools get along without any extra money. The regular physical education equipment can be used for this program. There is no definite way of arriving at a thoroughly satisfactory answer as to why the programs should cost one, two, and three dollars extra per pupil in four schools.
This seems abnormally high when compared with the informa tion from the other schools.
Summary When a questionnaire study is made, it is important that the position of the person making the response be known. These inquiry blanks were all filled out by the coaches, physical education directors, or principals. These men are in a position to give reliable information about their own programs.
In the survey, three different types of organization of high schools are represented; namely, the four-year senior high school, the six-year junior-senior high school, and the three-year senior high school. Excluding the 25
three-year senior high schoolfrom consideration, inasmuch
as there is only one of these:represented, and comparing " the other two..types of schools,. it is noticed that the six- year junior-senior high schools devote relatively more,
emphasis to intramural programs. A percentage comparison
shows that 81.8 per cent of athe six-year junior-senior high
schools have programs^ while only 65.'3 per cent of the
four-year senior high schools have intramural sports pro
grams. C a v i v ■
Most of these schools have intramural programs for both boys and girls. It is of interest to note that three
schools have organized intramural programs for both boys and for girls, with mixed contests.
Over half the programs are run under the supervision of the athletic director. About twenty-five per cent of
the supervision is done by a faculty member. This is probably the more desirable practice in Arizona schools due to the fact that the athletic director is usually busy with his coaching duties.
In most of the schools, the finances for running the intramural sports programs come from school board appro priations. This practice is in accord with Brammell's suggested goal: "Full financial support of programs of intramurals from appropriations made by boards of education.”2
2. Brammell. p. Roy, op. clt.. p. 47. (Adaptorn. 26
Most of the programs cost so little extra per year to maintain that no school should allow the plea of limited
■ ..t.- t- . V ' 1 - » ^ finances to interfere with the organization of an intra mural sports program. :\r
The plans of administration of the intramural sports programs in Arizona high schools are fairly good. Physical , t:;- L:.- : -.r y ?:j.;; ':.y _ - - '."v J / t’ony'VO'.y education directors should make a conscious effort to j-V ".. , l ' , y : . ' v'v:-;;.. . - v.'; better their programs in order to make them more efficient units in our educational system. v.Vr y v ;.y;v .• y y y - ■ ■ r - y‘- : ; : y,: v-:
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: . .y ; A " . y.---. y: -y -' ■ V '/ A : A y - A y CHAPTER III
: : THE INTRAlTOML. Sm $ @ PROGRAM. IN A C T m -
Introduction: It was stated in the preceding chapter that the i t ^ i ih tha Inquiry blank were divided, roughly, into two parts. The first of these- divisions was oared for in Chapter II. In tlw present chapter the attempt will, be made to interpret the results-found in the answers to the
V:;;.-/ ' ■ ; : ■ . . ■- : 'v. ■ ) i ' ; . ■- questions which fall into the second division. This second part— the intramural program in action--will be discussed in this chapter...\ "
....f Spot ts v in^the VlhtramuraJL • Programs"'; IV,' The more common intramural sports were listed in a table in the inquiry blank and the person answering the questionnaire was asked to check those sports that are included in his program. Twenty-four different sports are included in the intramural programs in Arizona high schools. These sports are arranged in the order of their frequency in Table VI. ; 28
A:;:'.
THE' LIST OF SPORTS IN ARIZONA HIGH SCHOOL INTRAMURAL PROGRAMS SHOWING THE FREQUENCY, THE SEASON, AND~ , .. THE MAXIMUM^ AVERAGE, AND MINIMUM NUMBER OF : - ' * ■ WEEKS, GAMES: AND TEAMS FOR EACH SPORT ' * ':
: Number- : . y : Number : Number : . Number of Sport ) of : SeascHi' $ ' ofv ": of r Teams iSchools: - - Weeks : Games ____ ;______. p , _ 4 ;Max. 16 :Max.112 s Max. 50 Basketball : ' 42": t W'.. - 30sAvei 8.StAve.S?.5:• Ave; 9.4 z : 8. - 2 sMih, 2 sMin. 4 : Min. S : : F. - 9 : Max.18 : $- Tennis " .t 29 : W. - 3 : Ave.7.5 s * s ** : - 2 : S. - 19 s Min. 2 : s — i s F. - 1 s Max. 16 : Max. 100 : Max. 18 Soft Ball -s ' 27 i W. - 0 ; Ave.7.6,: Ave.25J0: Ave. 6.1 ■ ____ s - s S. — 19 s Min. 4 : Min. 4 s Min. 2 1 F. - 1 : Max. 10 s Max. 9 : Max. 26 Track and ' s ~27 s W.. - 0 s Ave". 4 .a Ave.2.1 s Ave. 7.0 Field t " s S_ - 25 s Min. 1 s Min. 1 : Min. 2 : ; r S: F-. - 6--s Max.30 s Max.56 s Max. 16 Volley Ball: 26™: "s' Wi" -11 s Ave. 9.1: Ave.23.6: Ave. 6.7 : - : S. - 6" : Min. 2 : Min. 5 s Min. 4 : . : F. .- 18 : Max.12 s Max.56 s Max. 10 Tag 's ~ 25>r r W. - 0 s:Ave.7.3.s Ave*16.2s Ave.; 4.8 Football : ' s S. - 3 s Min. 5 s Mih. 4 s Min. 2 . . : . : F. - 5 : Max. 12 : - Horseshoes ;s 18 s W. - 4. s:Ave.2.8: * s ** s • .s S. - 12: Min. 2 s s : s F. - 2 : Max.12 : . : - _ ■ Handball s # w. - 6 : Aye.5.2: * : i ' : - s S. - 5 : Min. 2 s s ; : F.- - 1 : Max. 8 : : Boxing ': 9 v s W.' - 4 : Ave.4.2:' * s ** " ____ - s s S. - 1 : Min. 1 :______j______: s F. -6 : Max. 12:Max. 32 : Max. 13 Football' V 8 V s W. - 1 : Ave. 9 .8Ave. 12.5s Ave. 4.7 ___;______s ~ s S. - O s Min. 6 sMin. 4 ; Min. 2 s . s F. - 4 : Max.16 :Max.20 ; Max 4 Speedball : 8 s W. - 3 : [email protected] sAve. 10.0: Ave. 3.7 ;_____ s : S. - 0 s Min. 4 sMin. 2 " : Min. 2 (Table concluded on Page 29) 89
TABLE VI (Cmtinued)
, - . :Number 2 y 2 Number;2 Number 2 Number Sport : of Season : of 2 of : of zSchools ____- 2 Weeks 2 Games : Teams : F. - 1 :Max. 16 ;Max. 10 -Mix: 5" Baseball s 8 W. - 1 ;Ave. 6.8:Ave. 6.8zAve. 4.0 : S. - 5 zMin. 2 sMin. 5 :Min. 2 . . : • 1 F. - 2. :Max. 24 zMax. . :Max. Badminton : 8 W . - 5 :Ave. 7.8:Ave. * ;Ave. ** L .:..... • S. - 4 zMin. 2 :Min. zMin. s F. - 1 jMax. 16 : :: Tumbling : 8 W. - 5 2Ave. 14.0: *** ; **.. % S- - 1 zMin. 12 : 2 . ! F. - 1 iMax. 5 : 2 Ping Pong : 5 W. - 3 :Ave. 1.5: * : ** • 2 So.- 8 :Min. 1 : 2 : F. - 0 :Max. 2 : : Wrestling * 4 W. - 3 :Ave. 1.5: ,..**** ** . .. 2 S. - 0 :Min. 1 2 : ■■ : F. - 4 ;Max. 10 ;Max. 1 ; Max. 4 Swimming j 4 W. - 0 sAve. 6.3:Ave. 1 : Ave. 4 2 S. - 3 zMin. 1 zMin. 1 z Min. 4 2 F. - 1 :Max. 4 zMax. 1 : Max. 15 Cross- 2 3 W. - 1 :Ave. 3.32Avev, 1 : Ave. 10.7 Country z S. - 2 zMin. 3 zMin. 1 2 Min. 3 _ ; F. - 0 ;Max. 4 : 2 Basketball 2 3 W. - 3 :Ave. 1.7: * : ** Free Throws: S. - 0 zMin. 1 : 2______2 F. - 2 zMax. 10 :Max. 27 : Max. 14 Six man . 2 2 W. - 0 :Ave. 8.5:Ave. 15 s Ave. . 9 Football 2 S. - 1 zMin. 7 zMin. 3 : Min. 4 " 2 F. - 1 zMax. 18 zMax. 56 j Max. 8 Soccer 2 1 W. - 0 zAve. 12 :Ave. 56 : Ave. 8 : S. - 0 zMin. 12 zMin. 56 z Min. 8 2 F. - 0 : One z One z Four Tug-of-war : 1 W. - 0 2 week 2 match : teams .... ' 2 _____ ’ S. - 1 2 " 2 ' 2 . .
' , 2 ..; . ' Deck Tennis: 1 No Further Data 2
Golf s 1 s No Further Data
• ' ' ' • y - Season, divided into Fall, Winter, and Spring; Abbreviations are F. W. & S. * The number of games in individual sports depends on the number of students out for them. ** Only individuals entered in these sports. *** Usually an exhibition. **** Usually an exhibition with as many bouts as it is possible to arrange. 30
Every high school having an Intramural sports program Includes basketball. Twenty-nine schools have tennis, and twenty-seven schools have softball and track. Volleyball is next in popularity with twenty-six schools including it, and tag football is played in twenty-five schools. Eighteen schools include the game of horse shoe s• These seven sports are the most popular in Arizona high schools. It will be noted that two of these seven sports are not tea® sports in asmuch as tennis and horseshoes can be played by two people," The other five sports require team organization. : : - 1 i Handball and boxing are found in the intramural sports programs in nine schools. Football, speedball, baseball, badminton, and tumbling are found in the programs in eight schools. Ping-pong is found in five schools, wrestling and swim ming in four schools, and cross-country and basketball free throw contests appear in the programs in three schools. Six- man football is used as an intramural sport in two schools.
Soccer, tug-of-war, deck tennis, and golf appear only once in the sports programs in Arizona high schools.
Comparing the five most popular sports in Arizona high school intramural programs with the five most popular sports as found in Brammell*s study, the following ranking is found: 31
Bramaell’s study*1 Present study*
A 3 1. Basketball • 1. Basketball 2. Track and field 2. Tennis 3. Baseball : 3. Softball 4. Tennis 4. Track and field - 5. ■ Volleyball ■ : ; 5. 'Volleyball The treMs- In Arizona closely: parallel: the trends In , schools thrdughout the nation. :Baseball seems to be quite popular as shown by Brammell*s study. In Arizona, softball is much more popular than baseball In the intramural;sports program. It is apparent that the same type of sports appeal to students in Arizona high schools as appeal to students in high schools in other parts of the country. ,
Seasons for Intramural Sports It is of interest to know when these sports are used during the year. Each person receiving the questionnaire was asked to check the season or seasons when the sports included in his program occur. This column was not filled out by all the respondents, and inasmuch as some checked two and even three seasons for certain sports, the totals in the column under •’Season*’ do not add to forty-two, the number of schools having intramural programs. These re sults may be found in Table VI. The most popular season in which most schools include each sport will be mentioned in succeeding paragraphs.
1. Brammell, P. Roy, op. cit.. Chap. II, Sec. 3, passim. m
Basketball is played dmring the winter, while tennis is popular in the spring. softball and traek are almost exclusively included in the spring. Volleyball is played most frequently in the winter and tag football is a fall sport. The game of horseshoes is played most of the spring and handball is almost equally popular during both winter and spring. Boxing is mainly a winter sport. . ;
Football and speedball are more popular in the fall, and baseball is a spring sport. Badminton, tumbling, ping- pong, and wrestling occur most frequently during the winter season. Swimming is a fall and spring sport, while cross country contests are held during fall, winter, and spring.
Basketball free-throw contests are held during the winter, and six-man football is played in the fall and spring. Soccer is played in the fall and tug-of-war is included in the spring. No mention was made in the answers concerning the season for deck tennis and golf.
The sports that are included during fall, winter, and spring are basketball, tennis, volley-ball, horseshoes, handball, boxing, baseball, badminton, tumbling, ping-pong, and cross-country. Football and speedball are popular dur ing fall and winter only, and swimming, six-man football^ softball, track, and tag football are played in the fall and spring. Soccer is played only in the fall,: and basket ball free-throw contests are carried on only during the win ter season. One school includes tug-of-war in the spring. ;r Average Number of Weeks for Each Sport w
The persons answering the inquiry,blank were asked to indicate the approximate number of weeks that each sport was played. These results also appear in Table VI.
Inasmuch as some schools play a great many games in certain sports, and other schools?play only a few games, the maximum, average, and minimum number of weeks taken up by each sport are tabulated. ^ : The average season for basketball is 8.8 weeks; for tennis, 7.B weeks; for softball; 7;6 weeks; and for track,
4.2 weeks. On the average, volleyball requires 9.1 weeks; tag football is played 7.3 weeks; horseshoes, 2.8 weeks; . and handball is included for 5.2 weeks. ; The average length of the season for boxing is 4.2 ; weeks; for football, 9.8 weeks; for speedball, 7.5 weeks; and for baseball it is 6.8 weeks• On the average, badmin ton is popular as an intramural sport for 7.8 weeks; tumbling for 14.0 weeks; ping-pong, for 3.0 weeks; and wrestling,for 1.5 weeks. The average length of time for swimming is 6.3 weeks; for cross-country, 3.3 weeks; for basketball free-throw contests, 1.7 weeks;i and for six-man football it is 8.5 weeks. On the average, soccer is played for twelve weeks, and tug-of-war is included for only one week. No data regarding the season for deck tennis and golf were furnished. 5S
It is apparent that if the schools allow the students
to play
sports in the program. Some schools emphasize one sport more:than they do the others. It is advisable to have the boys learn to play the games fairly well. It is a mistake
to try to teach so many games that none are really learned.
The average number of weeks is a fairly good measure
of the tendency regarding the lengths of the seasons for
the various sports. It is realized that when only a few
schools include a sport, there is a possibility that extreme
emphasis on a sport will distort the picture as shown by the average. Consequently, the maximum and minimum number of weeks taken by each sport is included in the table to help illustrate the tendency. ■ ^ : v . :
Average Number of Games Played in Each Sport
In order to get a clearer picture concerning the intra
mural sports situation, each respondent was asked to esti
mate the total number of games played in each sport during
the intramural season. The maximum, average, and minimum
number of games played are included in the same table.
Table VI. No mention was made regarding the number of games or
contests held in the individual sports like tennis, badmin
ton, horseshoes, etc., as the total depends on the number 36
of students entered in each townanent.
The average number of games played In basketball is 27.5; in softball,,23.0; in volleyball, 83.6; and in tag football,- 16.2. On the average, there are 2.1 track meets, one swimming meet, and m e cross-country run held during - the year. The average number of games played in football is 12.5; in speedball, 10.0; in baseball, 6.8; in six-man football, 15; and in soccer, 5.6.
Average Number of Teams in Intramural : ^ Sports Contests ;
No mention was made of the number of students taking part in the individual sports, but the number of teams was recorded on about fifty per centof the papers. The results are tabulated in Table VI:also. ■ : The average number of teams for basketball is 9.4; for softball, 6.1; for track, 7.0; for volleyball, 6.7; and for tag football, 4.8. Swimming, baseball, and tug-of-war aver aged four teams each. The average number of teams for foot ball is 4.7; for speedball, 3.7; for cross-country, 10.7; for six-man football, 9.0; and for soccer, 8.0. Again,the maximum and the minimum number of teams are included with the average number of teams in order that a better picture may be presented. % v -.: v;,--
Popularity of Sports When Table VI is examined with regard to the different 56
types of sports thatare used for intramural programs, it
is evident that approximately one-half of-the sports are
team sports/ and the other half is made up of individual
sports, or sports which can be played by two people only. One of the Seven Cardinal Principles of Secondary Edu
cation is to prepare the students so that they might make worthy use of leisure time. Sports which can be used in
later life should be taught in school in order that the students might be able to choose one or more of these sports
to use during leisure time. It is apparent that team games
are more difficult to organize due to the number of partici
pants needed. It is equally apparent that the individual
sports lend themselves to much easier organization and con sequently are of more value to people who wish to utilize
some form of exercise during leisure time.
It should be seen, therefore, that greater emphasis
should be placed upon those sports which have a carry-over
value for later life. It is important, also, that team games be learned so
that a healthy interest in these sports might be built. Even if the individuals cannot all play these games in later life, they may learn to play and to like them and thus
become spectators and fans at contests in which these games
are played. z&
Classification of Intramural Teams Different schools have different groups for whom intramural sports are organized. The persons answering the questicmna^e: were asked to c M o k the group or groups of organizations that are included in their schools. The results are shown in Table VII. • - • . ♦ A." : ' ' . ' * •, " '
::: U c: , -'A A \l 38
TABLE VII
BASES OF CLASSIFICATION OR GROUPING OF INTRAMURAL • SPORTS TEAMS IN ARIZONA HIGH SCHOOLS
■ ' Basis : ^ • - 1 Number of Schools ' : Classes ...... 11 Hcaoe-rooms . •;...... : V-’’ • g ' ’;a.- Physical education classes...... 6 Age-weight-height data...... ' . 'V g .r '-L ' Combination of the above.. 11 Choosing sides.....i......
or: : r :: .-
a.-/
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v ■ i ■
. L A': .'.o.: ■: A.: A ' t r: 39
This question was not answered by all the respondents, and since some of the schools include several of the bases of classification, the frequency of classification, only, is recorded. ^ ,
Eleven schools report using classes as a basis, five schools use home-rooms, and six schools use physical educa tion classes. Three schools group their teams by a plan making use of age-weight-height data. Eleven schools use some combination of the above groups, and three schools have the intramural sports participants choose sides. Equality of competing groups as far as ability and size are concerned will make for better tournaments. This equality of competing groups may be planned for in schools which have approximately two hundred or more boys. It is advisable to group the boys into equal groups on the basis of age-weight-height data in such schools. The most ideal plan for grouping in the schools which have fewer than two hundred boys is that of using home-room or class groups. The organization of programs on this plan is especially effective in small schools. Each intramurals director should study his own particular set-up and base his organi zation on the results of the study.
Method of choice of Team Members In any intramural sports program it is interesting to know how the team members are picked. A list of persons 40
who choose team personnel was included in the questionnaire, and the respondent was asked to indicate the plan used in his school. Again, several papers included more.than one answer, and several questions were unanswered. Therefore, the total number of schools using the various plans, with out giving a grand total, is shown in Table VIII. . : : - : • - I ;'V v f . ' : U.: 41
' ' ' ' ' TABLE VIII ' ' " '' ' ' "
NUMBER OF SCHOOtS INDICATING CERTAIN PERSONS Is THOSE WHO SELECT THE PERSONNEL OF INTRAMURAL . - ‘....TEAMS IN ARIZONA HIGH SCHOOLS ‘
Person Choosing Team Members : Number of Schools : Intramural team captain...... s t 19 Coach or athletic director...... : 13 Home-room team manager...... ;J B Class athletic manager...... : 7 Gymnasium class:': teacher ...... : 5 Home-room teacher...... : 2 Class sponsor...... s r 1 . , r
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On examining the table it can be seen that nineteen schools allow the Intramural team captain to pick the mem bers of his team. In thirteen schools the coach does the picking, and in five schools the gymnasium class teacher makes the choice. The home-room team manager and the class athletic manager choose the team personnel in eight and : seven schools, respectively. These two positions are very similar in nature. The home-room teacher chooses team members in two schools, and the class sponsor makes the
choice in one- • " « - school. ' ‘ " " ' ' " ' * • * " ' * ^ A total of thirty-nine choices are made by students, and sixteen choices are made by faculty members. It is a desirable practice to give students as much control of the team personnel as is feasible• It is also desirable that the faculty members step in and choose team members,because frequently the team captain or group manager will not allow a student to play because of personal dislike.
Time for Holding Intramural Contests
The persons answering the questionnaire were asked to check the time when their intramural contests were held. Because some of the respondents checked more than one of the items, and some did not check any, the total of the various frequencies is not of value. These results appear in Table IX. 43
TABLE IX ' : '
TIME FOR HOLDING INTRAMORAL SPORTS CONTESTS IN ARIZONA HIGH SCHOOLS : :
2 Time : Number of School's s During school hours...... : 23 Immediately after s c h o o l , . $ 26. • . = Noon hour 6 After sunner ...... S • On. Saturdays...... •... r
' V 44
Twenty-three schools hold the intramural contests during school hours, and twenty-six schools hold them immediately after school. In six schools, the noon hour is utilized for intramurals. Three schools hold intra mural contests after supper, and one school has contests on Saturday. : ' : - y .; - The men who reported using the noon hour for intra- murals stated that this practice,cuts down the noon hour delinquency problem very materially., Schools holding intramurals after school will find that,the program_very often conflicts with varsity team practice periods. If the schedule can be worked out to the satisfaction of everyone, the ideal time to hold these contests is after school. In many Arizona schools, after -supper, and Satur day intramurals are impossible inasmuch as so many students come to school by bus. .
Scoring Groups in Arizona Intramural Sports Programs . The question regarding scoring groups in intramurals was included in the inquiry blank. Table X shows the practices that are carried on in Arizona schools. 45
V:H' - a ;■>; : v •. ■ :•: r-r: l.' vl. ru.:,:>u
TABLE X SCORING GROUPS IN INTRAMURAL SPORTS PROGRAMS IN ARIZONA HIGH SCHOOLS
: Scoring Groups : v - ' s Number of : Schools Classes alone...... $ 14 Individuals al^ie...... f :: 5 ; : Combinations of classes and individuals. . .. : 9 Home-rooms alone; . ...^ ..V. . ; ^ . ; 8 Physical education classes alone,...... : 8
..t; : V .
0: rv .. v: •: C 46
Fourteen schools score the programs by classes alone, and five schools score only individuals, A combination of class and individual scoring is found in nine schools, and eight schools give points to the,home-room groups alone.
Here, again, it is found that some schools use several scoring plans, and consequently the total number of schools using the various plans adds to more than forty-two, which is the total number of intramural programs in the high schools of Arizona. Each respondent was asked to mention any special scheme of scoring, but none took advantage of this oppor tunity.
Awarding of Prizes Each person who answered the questionnaire was asked to state whether prizes were awarded and to specify the group to whom these prizes were given. These results are shown in Table XI, 47
TABLE XI ,, ■; ■-w , ; >.n,; . V.t NUMBER OF ARIZONA HIGH SCHOOLS AWARDING PRIZES FOR ^ INTRAMURAL SPORTS AND THE GROUPS TO.WHOM THESE PRIZES ARE AWARDED
Schools awarding prizes..... 23 Schools not awarding prizes. 19
Prizes Awarded toi - i Number of Schools
Winning class...... i 16 Winning home-room.i 8 r > Individual winners in each contest... : 9 Intramural sports participants i . e based on the amount of compe- : tition...... $ . x'. r/, .;3.:. 48
Twenty-three schools award prizes, and nineteen schools do not have awards of any kind. In sixteen schools these awards are made to the winning class and in eight schools to the winning home-rooms. In nine schools the in- dividual winners in each contest receive awards in individual sports. In three schools the awards are made to the intra mural sports participants on the basis of the amount of competition.
It is well to have awards for intramural competition, because it will help motivate the pupils to take part in these sports. Many students in high school will never earn a school letter, and they should be given a chance to get an intramural award. The awards to the individuals need not be expensive. It is also a good plan to award a banner or cup to the winning class or home-room. It is realized that participation in the sports should be for the sake of learning to play the games, and that it is undesirable to have the pupils take part with the sole purpose in mind of winning_awards« Awards are being made for competition in
interscholastic athletics, and it seems that giving awards for intramural participation will give a measure of satis faction* to the boys who cannot make varsity letters. Care must be taken that these awards do not become an end in
themselves. Group spirit may be stimulated in this manner, and more interest might be aroused toward the intramural
sports. Eligibility Rules
Each respondent was:asked ;to check whether his school had any eligibility requirements for intramwal sports:* participants. If his school had eligibility requirements he was also asked to-State on what they were based. Table XII shows these results. . , TABLE XII NUMBER OF ARIZONA HIGH SCHOOLS INDICATING WHAT THEY HAVE ELIGIBILITY RULES FOR INTRAMURALS, AND WHAT THESE RULES ARE BASED ON
Number of schools not having eligibility rules...... 20 Number of schools having eligibility rules...... 13
Based on scholarship alone...... 5 Based on conduct alone...... 4 Based on conduct and scholarship.... 4 Total ”13^ Number of schools not responding...... 9 Total 48 51
Twenty schools have no eligibility rules, thirteen schools have eligibility requirements, and nine schools did not answer this question. Of the thirteen schools having eligibility rules, five schools base theirs on scholarship alone, four schools base their rules on con duct alone, and four schools base the eligibility rules on both scholarship, smd conduct. : It is pleasing to note that twenty schools have no eligibility requirements. Intramural eligibility rules should not be drawn up with ihe intention of excluding any students from competition. One hundred per cent partici pation should be the aim. It is perfectly in order to have classification rules, that is, definite rules regard ing the competition of groups and defining those who belong to these groups, but other eligibility rules should be of such a nature that no one is denied a chance to participate in intramural sports.
Officiating Officiating is an important part of any sports program.
In response to the question regarding officials, the respondents sent in the replies which are tabulated in
Table XIII. TABLE XIII
PERSONS USED FOR OFFICIATING AT INTRAMURAL SPORTS CONTESTS IN ARIZONA HIGH SCHOOLS AND THE NUMBER OF SCHOOLS PROVIDING FOR THE TRAINING OF OFFICIALS
* Person i Number of Schools JL.______Faculty members...... I 26 Lettermen...... : 82 Squad members of varsity squad : 11 Trained student referees...... i 11 Outsiders...... s 9 Anybody who can blow a whistle s 8 Coaches...... • • : 1
Provisions made for training officials: Yes 15 37.4 % No 82 62.6 % 5S
Again many schools menacre than one person that officiates at intramural:sports contests. The frequency of these different officials is recorded in this table• Twenty- six schools use faculty members for officials. Mttermen are used in twenty-two schools and varsity squad members are used in eleven schools. Eleven schools have trained stu dent referees-in charge and nine schools bring outsiders: to officiate at the games. Two schools report using anyone who can blow a whistle> and only one school reports using the coach for refereeing the games.
Thirteen schools make provision for training officials and twenty-two schools make no provisions for their train ing. In other words, 57.4 per cent of the schools provide some type of training for officials. In answer to the query regarding the type of training, only one school responded saying that the coach criticizes the actual refereeing and discusses rules with these officials• Officiating is a very important part of any athletic program. The intramural sports director may do a great deal of good by properly training student referees and officials. Many desirable traits such as quick thinking, keen observation, courtesy, tact, etc., may be developed in the boys as a result of participation in games as an official. It is desirable to have the lettermen and varsity squad members get a chance to officiate. When faced with the problems that come up in a game, they will realize that refereeing is a very difficult task. This experience should help develop more respect for officials in the boys;-
Miscellaneous Conditions Affecting Intramural Programs -
Several items in the inquiry blank can not readily be grouped with any of the previous classifications. These ; :: . " - items are grouped together in Table XIV. 55
TABLE XIV MISCELLANEOUS CONDITIONS AFFECTING INTRAMURAL PROGRAMS IN ARIZONA HIGH SCHOOLS
• Percentage
Competition permitted lettermens . Xea 19 1 46.3 . No 88 : 53.7 Competition allowed squad members: Yes 19 : 46.3 No 88 : 53.7
Limitations placed on the number of sports: ,: , V Yes 1 (limited to three only)% 8.4 No 41 : 97.6 Physical examinations required: Yes 81 $ 50.0 No 81 • : 50.0 Competition allowed among all classes in the six year junior-senior high schools: Yes 7 : 63.6 No 4 : 36.4
Physical education credit allowed for participation in intramurals: Yes 15 • : 57.5 No 85 • : 68.5 Schools making provision for free play regardless of classification of student: Yes 50 • i 83.3 No 6 : 16.7 Provisions made for development of correct sportsmanship in specta- • tors and participants at intra mural contests: Yes 36 97.3 No 1 : 8.7 Intramural program helpful .to inter- scholastic program: Yes 59, : 100.0 No 9 : .0 56
An examination, of the table will reveal that in 19 schools ; competition in intramural sports is permitted bothsquad members of varsity teams and lettermen, and.in twenty-two schools intramural competition is denied these boys. Sev eral. respondents added that lettermen and squad members are allowed to play in certain sports providing.these games are played before the regular season. In this way the coach gets an overview of his material. In other.schools lettermen are allowed to participate in the sports in which they lettered only if more = boys are z w W e d to f l ^ put the teams. This is especially true in the small schools. It is desirable to limit the competition of members of varsity teams inasmuch as one of the aims of intramurals is to give those boys who cannot make the .varsity squad a chance to , play the.games. - z- h./" : v - ^ Limits on the Number of Sports: One school limits the number of sports in which any one boy smy take part Jto three
sports. Forty-one schools place no M a l t m the number of sports in which a boy may compete. It does not seem desir able to limit the number of sports per pupil. . The more games pupils learn to enjoy, the more outlets they will have in later years to help make worthy use of leisure
v.-.: ,v 59
Requirements Regarding Physical Examinations: Twenty- one schools require physical examinations of all intramural participants, and the same number of schools do not require examinations. The type or extent of these examinatibris is not known. Physical examinations should be given all boys who participate in Intramurals. Certain sports may be; de nied students who are not physically fit to take part in them, but other sports that are less strenuous may be : substituted in order that this# boys may get a taste of some competition. - , . :
Competition Between All Classes in Six Year Junior- Senior High Schools: Seven six year junior-senior high
schools allow competition among all six classes while four
schools do not allow this,competition. 'In smaller schools it is necessary to do this inasmuch am t W w m W r of teams will he limited if the boys in the lower grades if^ high ’ school cannot compete against the boys in ^tihe upper grades.
Physical Education Credit: Fifteen schools allow
physical education credit for participation in Intramurals
and twenty-five schools do not. Brammeli;suggests in his ~
goals: - . : " : : •'•
: ”Ho physical education credit to be given for participation in intramural sports, as such,, unless they are administered definite ly as a part of the regular program of physical education.8 y ' :. :y -
2. Brammeli. P. R o y . op. cit.. p. 48. 5*
If credit is allowed, it will mean that the b@^s:are compelled to be t h e r e f ^ the gamesi (toe of the aims of intramural sports is voluntary participation by all.. It is probably true that physical education credit should not be allowed for Intramural participants but those boys who take physical education a M participate cm; the same day in intramural contests might get too much exercise for one day. These boys may be excused froaPgpmasium classes on • - the days they "play games. If it adds to the confusioa of study halls to send them there, they might be:allowed:to ■ take it a little easier dwiag the g^oasiuh classes; Provisions for Free Plays i Prbvislon for: free play- regardless of classification 1&-made In thirty schools.
Six schools: make n©v such provlsims. ' Where the intramural groups are classes or home-rot*s# frequentlyvyery good friends never get a chance to play on the same team. Oppor tunity to play with these other boys = should be provided. In many schools in Arizona, bus loads of children are trans ported from one community to another. Frequently these groups like to get together and play groups from other com munities that are enrolled in the same school. : This compe tition should be permitted in the intramural program; When students get the opportunity to have free play regardless of classification, they get the chance to or ganize their own games. They may choose the game, their captain, and their team mates. This type of activity St
furnishes valuable experience to the boys participating. Provision for the Development of Snortsaans^ipt
Thirty-six schools make provisions tar developing correct sportsmanship in spectators and participants at intramural contests, one school makes no proyisions/ and five schools did not report. No report was made regarding the provi sions that are being taken in these schools to develop correct sportsmanship although this phase is very important• Effect of Intramural Program on the Interscholastic
Programt Thirty-nine respondents to the questionnaire said that the intramural program is helpful to the interseholas- tic athletic program. Three schools did not -answer this question and consequently one hundred per cent of the
- : . ' :: "... ' \ •• * _ • m ■' e - » m ' m. ' . • - - - •— — schools replying agree in this matter• - ■ ■ ' : / : - : -r . • : The Value of Intramural Programs as Stated by the Respondents to the Inquiry Blanks The final question in
the inquiry blank requested an evaluation, ty the respcmd-
eats,, of their intramural programs. These answers con- . ' ' I' ' V-: : : ^ L ■ sisted of brief statements of the values of the intramural
sports programs. Some replies listed as many as six values, and others mentioned only'one. These values or
opinions were classified as nearly as possible into cer tain statements and the frequencies of appearance of
certain items were recorded. These opinions appear in
Table XV. 60
TABLE XV OPINIONS OF THE INTRAMURAL SPORTS PROGRAMS IN ARIZONA HIGH SCHOOLS BY THE PERSONS RESPONDING TO THE INQUIRY BLANK
(Number Opinions as Stated; : of Schools Intramurals permit large nimbers of boys to : enjoy those sports and activities that : interscholastic athletics give to only $ 11 the select few. : Intramurals are an essential part of an : . : 9 ' efficient school urogram : Participation in intramurals provides exer- : ■ : - . else, recreation, and Physical development. 8 Intramurals help develop varsity material. : 8 Intramurals, properly supervised, help de- : velop such traits as good sportsmanship, s . 7 leadership, loyalty, and school spirit. : Intramurals develop interest in the inter- scholastic athletics program. : Intramurals are of more value to the school : 7 than are Interscholastic athletics. : Intramurals are a socializing factor and help develop desirable character traits. : 6 Intramurals help cut down the disciplinary s problems around school by keeping the : 5 boys busy. s Intramurals promote a healthy spirit of : 3 rivalry and competition. : Intramurals help develop desirable health : 2 habits-. ; : Intramurals are an essential part of the : 2 physical education program. : Intramurals are as important as are any of i the regular school subjects. : 1 61
■ A brief discussion of these opinions can be found in subsequent paragraphsi iv : -
The opinion that intramurals permit large numbers of boys to enjoy those sports and activitiesithat interscholas tic athletics give onlyto the select few appears eleven times. The men writing this statement can see the values in allowing the students not on varsity squads to partici pate in these sports;, : ; ; .
Nine men state that intramurals are an essential part of an efficient school program. : $hey seem to think that this program is necessary in the proper educational scheme.
Participation in intramural# provides exercise, rec reation, and physical development Is the opinion of eight respondents to the questionnaire. According to eight men Intramurals help develop varsity material. This should be an incidental part of = the intra-- mural program and hot an end in itseM». If - some boy :grMu- ates from the intramural squad to the varsity squad, this should furnish more inducement to the other boys to keep . trying. \ ; v •. i : • V: v .;:.
Seven men agree that" intramurals, properly supervised,
. > help develop such traits as good sportsmanship, leadership, loyalty, and school spirit. If these outcomes are possible of attainment, the program is worthwhile. ■ : According to seven men, the intramural sports programs help develop interest in -the interscholastic athletics 62
program. More students learn t#:play the games and become interested in the school teams. This is a desirable out come. ; ' v; T vbo'-. v - v’:-v ; v.':hLi t -rr
• Seven respondents agree that intramurals-are of more - - value to the school than are interscholastic athletics. Several of these men also went so far as to state that they would choose the intramural program if a choice be- tween these two were necessary.
Intramurals are a socializing factor and help develop - nr: ^ : v v :* ;i?■ hcy.;. -• . yhv;,;. desirable character traits according to six replies. A \ l ’' j 1 ‘ >.V .m'CVT:-' I'-™ V e* y i-iv-:' boy gets to meet others in his own class or age group and to play with them. Many friendships are formed on the athletic field, and it is desirable to give the boy a . Z- - A:. .1.-■_ .-r, :.;;v t :h.l .Vf„i~ chanoe to form these friendships. Five men say that intramurals help cut down the dls- ; v = ' v: r . ,, n .v o',/n o ..'-1::' on c-.n:.rnnn;,; / ciplinary problems around school by keeping the boys busy. i ' f VO; in. ,n;u-' I-/;, Several schools, frmn which these replies came, carry on a ' ' V/; " . ; ;n r: ■ i n.-on-.-n; n.'1'.'eroon; ;"nn;.n':r ; i" noon hour intramural program and the claims are made that " v.'■ ..••.•r, .; .1:.- / .;g ). o n r ' vnn C r:.;n'r'../,;n this plan cuts down noon hour delinquency very materially. i pn/m // on,c:n joi^nnn.; ,:o ;';n 1/ pnL - of on-: Among other values attributed to intramurals or to : - : ' : v ; -nnv. n yo n vOn i;n/.n. .. competition in intramurals appear the following: (1), intra nn.;1': n; i : :''n ;• rn nn’/v -;- murals promote a healthy spirit of rivalry and competition; : - ;';w:n/ h'-n'.rOv:.. nv nn‘J.nn sn; ; tin (2), intramurals help develop desirable health habits; (5), intramurals help students learn how to play many sports that have carry-over values; (4), intramurals are an essen tial part of the physical 'education program; and 63
(5), Intrammrals are as important as are any of .the regular
school subjects• .r ■ i rvr,"-.
A study of the above statements will show that the men who are in charge of intramurals are eonviBce& of the values that may be derived from properly supervised programs of intramural sports. : i hv,:.'/ r:,; - ; .• a:vt -
Summary • - -'V* ; — ;; f ■: a .v:.< .J . " :i r;’; Twenty-four sports are listed as occurring in the
intramural sports programs in Arizona high schools. When - ' - n-: a]}, l:v:- ':.:aa \ the list is compared with lists of sports determined toy ■ . . ■■■ .'vaa;' . ‘;"'C -:r y :.a • - :f.:. more exhaustive surveys it is apparent that the popularity
of the various sports parallel each other to a marked de- , ‘ . -■: l -' aar: v V ■ f .:: . • j ;• j'v;' >zoao-;;r: o."a: • ■ gree. Basketball is the most important sport in the intra- ’.i : ari. "" ' :a: - a p'-.y-a mural sports programs. Half the sports in Arizona high
schools are team sports, and the other half is composed of z ; \.r I ; x- -yi-V’ y'-.y J/y.: r:'; <- individual sports.
These sports are played during different seasons of ■ . . ■■ : '.:;y r:.u ; y-:; - w. • r % ;y:"v yy;;.'' . the year. Some are played for longer periods of time while : . .. v f v -y ■ yy; - r./yj y ;\y :'v •. v / iy L others are more popular when considered in the light of the - . : . , _ 1 y V-... - O f r.-y s n y - y/C; total number of teams participating.
Several different bases of classification are repre-
seated. The schools having home-room organization use this
classification, and the smaller schools use class grouping.
A combination of these different types of classifications is found in other schools. m
It is satisfying to note that pupils are given the opportunity to choose the team members in about three- fourths of the cases. While teacher choice is helpful and even necessary at times, students should be allowed to or ganize their own teams.
The most prevalent time for holding intramural contests is after school. Intramural games during school hours are second in prevalence and a few schools hold noon hour intra- murals. The few schools that hold after supper and Saturday contests do not make this a practice all the time.
The scoring group depends on the organization groups.
If the programs are organized on a class basisj the scoring is for classes, and if the organization is for home-rooms, the scoring is for that group. The class scoring plan is the most popular.
More than half the - schools give awards for intramural participation. Care must be taken not to make them.an end in themselves but only an Incidental part of the program.
Another satisfying procedure in Arizona schools is the
practice in over half the schools of not setting any stand ards of eligibility. One hundred per cent participation
is the goal, and eligibility rules which are likely to ^
limit participation should not be used.
On the whole, the practices regarding officiating in
Arizona high school intramural programs are quite good. Faculty members, lettermen, squad members, and trained 65
student referees do most of the work. :
Intrsmurals should be so organized that those boys who cannot take part in Inter school athletics get to play.
This means that lettermen and squad members of varsity squads should not get to compete except -when necessary. Approximately fifty per cent of the schools in Arizona
permit such competition and many of those schools have to
do it in order to fill out the teams.
In ninety-seven per cent of the school# the number of
sports per pupil is not limited. This is as it should be.
Physical examinations are required in half the schools
having programs and the sooner the other half puts in this
requirement, the better it will be.
In seven six-year junior-senior high schools the seventh
and eighth grade boys are allowed to compete against the boys in the other classes, and in four of these schoolsi
they are not allowed to do so. - v <
Sixty-two and one-half per dent of the schools do not - allow physical education credit for participation in intra-
murals. This is in accord with the writings of men like Brammell5 and Mitchell.- - r ,
3. Brammell, P. Roy, o p . c i t .. p. 48. v . 4. Mitchell, E. P . , % n G amural Athletics, New York: A. S. Barnes and Co., 1985, p. 9. 66
Eighty-three per cent of the schools make provisions for free play regardless of classification of the students.
This is also a desirable practice and should be encouraged.
All the schools, with one exception, make some provi sion for the development of correct sportsmanship in spectators and contestant# at intramural games. This is a very commendable procedure. - : . ‘v : ■
One hundred percent of the respondents agree that the intramural program is helpful to the interscholastic program.
An examination of Table XV will reveal the opinions that; the leaders of the intramural sports programs in Arizona high schools have expressed regarding their programs. This is quite a complete list and if the sports programs will do half the things suggested in this list, they will- be extreme ly valuable.
On the whole, the intramural sports programs in Arizona high schools are reasonably well organized. Some schools cannot have very good programs because of the lack of boys, other schools are handicapped by the lack of facilities, and still other schools do not have teachers whoare free to administer these programs. It is apparent that a good many physical education directors are doing the best they can under their particular set-up. , V • . CHAPTER IV l: r,
SUMMARY AMD RBCOMMENDATIC»S v .. .. ! Summary
The material in the present chapter deals mainly with a summary of the current practices in intramural sports programs in Arizona high schools, u, , ; •
In Chapter I, the purpose of this study was defined as an investigation to find the status of the intramural sports programs in the high schools of. Ariaona• In
Chapters II and III the attempt was made to shew, by tables and explanations, the condition of affairs as revealed by the answers to the inquiry blank. A summary of these find ings appears on succeeding pages. * - f ..
I. Plans of administration of Intramural Sports Programs J , in Arizona High Schools. - • - ' ; . , - • . v. ... A. Responses to the questionnaire regarding intramural sports in Arizona high schools are indicated below. ' - . . . : . . ; I
1. Sixty-one schools responded to the question naire* This represents 93.4 per cent of the total number of inquiry blanks sent out. 2. The types of high schools which sent in replies are classified below. a . Forty-nine four year senior high schools responded. b. Eleven six year junior-senior ixigh schools sent in replies. c. One three year senior high school sent in an answer. 3. Sizes efthe M g h schools which responded to t M inquiry blank varied considerably. a. The sizes ranged from one school having only four boys to oneihaving two thousand, < *■ * - • - rf- t *. . - - ’' - ■ e % B. The number of schools which have intramural sports programs is shown below; 1. Thirty-two, or 65.356, of the. four year senior :1 high schools have programs. " I'-:; - 8. Nine, or 81.8)6, of the six year junior-senior : ' - high schools have programs. c :
3. One, or 100)6, of the three year senibr high sch
1. The programs are planned for boys only in five schools. - ' : : - :
8. They are planned for girls only in one school.
3. Programs are organized for boys and for girls in thirty-three schools.
4. Three schools have programs for both boys and for girls, with mixed contests. ■ v ■ v ■ D. The methods of supervision in Arizona intramural ■ ■* programs are as follows: '
1. The athletic director does the supervising in twenty-four schools.
2. A special faculty director takes care of the supervision in eleven schools. 3. Other combinations are in use in six schools.. 69
E. The ,sources of finances for intramural programs are as/foliowat :.v. • v-;: v i ? O': - o o :o; ;;-,o 1. Twenty-four, schools; receive the intramural financial support from the board of 0 . 'Vi-: education. --O-V ;:0 T: 'Oi-:,.: £. A oomhinatlmvof school board appropriation au
II. The Intramural Sports Progr^f in Acti«I0 ;. : . ch : : - -Lur. Vv;1::. 1- ..r.i " V s . A. Sports in the Arizona intramural programs are many , and varied. vvV ; .V:y: :cx:rrr"- v: , 1. There are twenty-four different sports which are played: in Arizona intramural programs• ev;'..::'. v.r 1 vl-.- 8. The seven most popular sports are basketball, tennis, softball , track,-volleyball, tag football, ama horseshoes• .;r.t v.. 5. These sports are played during different seasons of the year. Some are played O. as much as; three seasMs, .and others, are popular during only one season. 4. The number of weeks devoted to each sport . varieswiththesport, and the emphasis placed m>on it in each . particular school.
W 9#
5. The.number of-games.played in each sport' - ; depends on the number of teams or C individuals entered^ land; upon the length-of the season; ,
6* The number;of -teams'depends on the number of bo%#rentered in the program.= This is directly dependmit ©n the size of the high school.
B. The administration of the •intramural teams is described belows
1. The intramural teams are classified as follows: :.'L --.y. a. Eleven schools use classes as a basis. ■ » A:1:'..; - ..:: x ; vi.,:c-. i v::o~- b. The basis in five;scltools is home-rooms. c. Physical education classes comprize-the v grouping in six schools•
d. Three schools use;age-«eight«sheight data as a basis . v:,r j:ip::vU;.. .
e. Eleven schools useJsome combiriatiori of L; tide -aimve : v ;;;r Ir ' nir.t-. f . Three schools allow the boys to choose d . ik\ ,-:hk urside# in•;£er*|ngi..:.tlie-:tem»s. 2. Below are illustrated the $»&ati®es- in Choos ing teetiu members of intramural teams.
a. In nineteen schools the intramural team captain chtwses the--team members.
be. In. thirteen schools this choice jest# - ino - with the coach or athletic r director.- b. . . X a xi-x:-" r-vr:'b:. . Vxxbf: c. In eight and seven schools respectively c the • home-room team manager and vc n; the class athletic manager cheese the team members. ' " -b ' XrrVvV.x.' x.x \vc;..;:xj :: d. In five schools the gymnasium class teacher picks the team personnel. c;-x.:--v--- b. Lb-;:../ e. In two and one schools respectively the home-room teacher and the class sponsor choose the team members. 7%
5 . These itttraawal ceiitests Bf’e held as followsi a. Twenty-three schools hold these contests during school hours.
b. Twenty-six schools utilize the time immediately after school for - - - intramurals. ' ' : : rv.i'::-;.
c. In six schools intramurals are provided duftng the noon hour. i .
d. Three schools hold intramurals after supper, and one school holds them on Saturday. 4. The scoring groups in Arlieha Intramural pro grams, are shown belowi .: .
a. Fourteen sehiHOls score their programs for classes alone. b. In five schools the basis for scaring Is Individual participation.
c. A combination of classes and indlvldmls is the scoring group in nine ’ v - schools. ^ 7-
d. Eight schools score by home-rooms alone. e. Eight schbols use physical educatim classes as the basis for scaring.
5. Below are shown the practices regarding tl» - awards : ' ' : - v ' . • ':
a. Twenty-three schools make awards, and nine teen schools make no awards.
b. In sixteen schools these awards are made to the winning iclasses $: in eight schools, to the winning home room; in nine schools, to individual - winners in each contest; and in; three schools awards are made to intramural sports participants on the basis of the amount of compe- ■ 1 V. V,: ' -'tltlm.'" ■ ■ • - ' : '.:.r • ■ ; :'"V : y 72
6. Eligibility rules in Arizona intramural programs are indicated belmri : - a. Twenty-schools have no eligibility rules ' - and thirteen schools report hav ing them.
b. Those schools which have eligibility rules report that five schools base . their-rules on scholarship alone, . four schools base their rules on conduct alone, and four schools have a combination basis of .;, scholarship and conduct. r 7. Officiating at Arizona intramuraOL sports con tests is cared for in various ways. • a. Twenty-six schools rep$M6t using faculty members for officials; b. Twenty-tim schools use lettermen, and eleven schools use squad members to do the officiating. c. In eleven schools trained student referees V ; ; are used, and outsiders are brought in to do the refereeing in nine schools. V' d . Two schools report using anyone who can y blow a whistle, and one school reports using the coaches.
C. Miscellaneous conditions, affecting intramural programs in Arizona high schools appear below:
1. Competition is permitted lettermen and squad- members in nineteen schools and is not permitted in twenty-two schools. -
2. Only one school limits the number of sports that , any one boy can take, part in.
5. Physical examinations are required in exactly ■ half of the schools having intramural programs. ; ' 4. Among the six year junior-senior high schools, competition between the seventh and eighth grades and the other grades in 7#
• -•• vv:.. u-.Mgh school is 'permitted In - seiwia- 1 selieols and is not allowed in four schools. 5. Physical education credit is allowed for intramural participation in fifteen schools and is not allowed in twenty- five schools. •
6. Thirty schools make provision for free play - .regardless of classification, and six schools make no such provisions.
7. Thirty-six of the thirty-seven schools answer ing the question regarding the provi sions made for-the development of correct sportsmanship in spectators and participants at intramural con tests, say they provide this training. 8. One hundred per cent of the respondents agree that the intramural program is help ful to. the inter scholastic program.
D. The values of intramural programs as stated by the respondents to .the inquiry blank appear below:
1. Intramurals permit large numbers of boys to enjoy these sports and activities that interscholastic athletics give to only the select few. • 8. Intramurals are an essential part of an effi cient school program.
3. Participation in intramurals provides exercise, recreation, and physical development.
4. Intramurals help develop varsity material.
5. Intramurals, properly supervised, help develop such traits as good sportsmanship, leadership, loyalty, and school spirit.
6. Intramurals develop interest in the inter scholastic athletics program. 7. Intramurals are of more value to the school than are interscholastic athletics. fS
8. Intraunurals are a socializing factor and help develop desirable character traits.
9. Intramurals help cut down the disciplinary problems around school by keeping the : boys busy. 10. Intramurals promote a healthy spirit of compe- : V'-.h-. tition and rivalry. i
11. Intramurals develop desirable health habits.
IB. Intramurals are an essential part of t&w o; lAysiesl education, program. 13. Intramurals: are as important as are any of the v regular school subjects.
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Recommendations 1. Every high school in Arizona, no matter how small, should organize an intramural spirts program.
2. The hoard of education should finance this program.
3. Some - interested faculty member, working in conjunc tion with the athletic director or coach, should be placed in charge of the intramural program, and his. work should be lightened so as to give him time to do the work properly.
4. Eligibility rule s that tendj to limit;the number of boys who can participate should not be used, i 'i m U.n i . ' = MV. . 5. Sports which have carry-over values should be included in the intramural sports program• r . :.^.MM, Vu. : -v, 6. Provision should be made for-the presentation of awards, both group and individual. ‘ u
7. Physical education credit should not be given for participation in intramurals except when the sports program is organized on the gymnasium.classbails.' Participation by the bovs should be voluntary. ; > : . . V •
8. The contests should be held whenever it is most convenient t o .hold them;r that^is,;during;noon hour, after school, during school; etc. : . : ; j l: ;; c
9. Lettermen and squad members should not be permitted to compete in thtiraports except when these boys are needed to fill out - the teams, v'; - v, v' i: .
10. :More of to® officiating can well be done by the lettermen and squad]#0#bera whenever this is possible. However, this recommendation is »contingent on the proper training of these officials. '
11. I fhysleal . examinations should be ; required, .of rail:.- participants, and the exercise that a boy; takes should be based on the results of this examination; : 1
12. The classification of the teams should be suited to the schools.
13. One hundred per cent participation by all the boys physically able to take part should be the goal. ^ 76
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BIBLIOGRAPHY
: ' : A. Books 1. Bowen, . Wilbur P. The Conduct of Physical Activities. A. S. Barnes and: company, Inc;, New York, 1931. 2. Brammell, P. Roy Intramural and Interscholastic Athletics. National Survey of Secondary Education Bulletin 1932 No. 17, Monograph 27. 3. Burt, Madge S. " - j... A Critical Evaluation of the Status of Physical Education in the . High Schools. - l' . . Master’s Thesis,-Diversity of Arizona, 1931, Unpublished. 4. Fretwell, E. K. Extracurricular^Activities in Secondary Schools.
5. Bothering ton,* Clark W.
World Book Company,:Yonkers ,on Hudson,11926.
6. Mitchell, E. D. Intramural Athletics. z ‘ i ' A. S. Barnes and Comimny Inc., New York, 1985.
7. Mitchell, E. D. Snorts for Recreation. A. S. Barnes and Company, Inc., New York, 1936.
8. Morse, Milton B. Thele Contribution ~ -- of the High School Physical Educa tlon Department to the Objectives of Education, Master’sister’s Thesis, University of Arizcm, 1933^ ^ Unpublished. 9. Recreative Athletics. Prepared by the Playgrowid and Recreation Associa tion of Anerica. * : ' - r : : ■ : A. S. Barnes and Company, Inc., New York, 1985. w
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10. Reilly, F. J. Hew Rational Athletics for Boys and Girls. D. 0. Heath and Company, Boston, 1917. 11. Rice, E . A * A Brief History of Physical Education. A. S. Barnes and Co., Inc., New York, 1926.
12. Roberts, A. C. and Draper,, E. M. Extraclass and Intramural Activities. D. C. Heath and Co., New York, 1928.
13. Williams, J. F. The Principles of Physical Education. W» B. Saunders Co., Philadelphia, 1927.
14. Williams, J. F. and Hughes, W. 1. - ', Athletics in Education. W..B. Saunders Co., Philadelphia, 1930.
B. Periodicals 15. "An Intramural Athletic Program in Oklahoma City." Recreation: 24$341, (September, 1930). 16. Bobbitt, Franklin "The Objectives of Secondary Education." School Reviewi 28:73849, (December, 1920.) 17. Buehler, J. B. • "Noon-Hour Intramural Organization." / Journal of Health and Physical Educations 3:34-6. J (October, 1932.), • 18. Clapp, Cliff J. Wlntramurals for the Small High School."- 7 Journal^of Health and Physical Education: 8:305-7
19. Clarke, H. Harrison , "The Use of Intramural Participation Statistics." American Physical Education Association Research j Quarterly: 6:27-32, (March, 1935.)
20. Clarke, H. Harrison, and Bonesteel, Harold A. "Equalizing the Abilities of Intramural Teams in ■ Small High School." ' ' ‘ • v , . : :------AfflfXlpan,.ghysio&l.. Education Asggclation R.e^gar.g,h QuarterlvV 6asup 193-6.(March. 1955.) 78
21. Clevett, M. L» »Sigma Delta Psi as a.n Intraeural Activity." Journal of Health and Physical Education: 8:381, (June, 1937.; 22. Cubberly, Hazel J. "An Intensive Intramural Program.” Journal of Health and Physical Education: 1:29, (January, 1930.)
23. Fitzgerald, Rosalie E. "Organization of Intramural Athletics.” Education; 52:141-6, (November, 1831.) 24. Froula, V. K. , "Intramural Athletics." Addresses and Proceedings of the N.E.A.: 1927:668*75.
85. Fullerton, Hugh Sv "The Ten Commandments of Sport, and of Everything Else." American Magazine: 92:54-5, (August, 1921.) 26. "Games vs. Athletics." : Living Age; 274:437-40, (August 17, 1921.) 27. "Get More Pupils Into the Games." School Life: 10:57, (October, 1924.) 28. Gilchrist, Edward P. "Socialized Athletics." School and Society; 7:597-9. (May, 1918.)
29. "Giving Athletics Back to the Boys." Outlook: 144:520. (December 22, 1986.) 30. Gordon, Malcolm Kenneth , i- "School Athletics: What They Arej What They-Should Be." Addresses and Proceedings of N.E.A.: 1908, pp.616-25. V 31, Hall, Hal 0. "An Intramural Basketball Program for Boys in the Small Sigh School." Department of Secondary School Principals: 21:14-18. (November, 1937.) 32. Holden, L« F . "Intramural Program for High Schools." Journal of Health and Physical Education; 6:42-3, (October* 1935.) " 79
35. House, R. T. nA Neglected Phase of Practical Education.M Education: 29;447-9, (March, 1909.)
34. Howe, C» M. nThe High School Teacher and Athletics.** School Review: 51;781-86, (December, 1923.)
35. Lindwall, Robert E. 11 High School Intramurals.” Journal of Health and Physical Education; 2:44-6, (May, 1931.) 36. Little, George ”Intramural Athletics for Boys." Junior-Senior High School Clearing House: 5:134-9, (November, 1930.)
37. Lyon, Leverett S. "Inter and Intra High School Contests." Education: 33:38-49, (September, 1912.) 38. Manfred, Bernard F. "Point System for Boys * Physical Activities." Journal of Health and Physical Education: 1:36, (April, 1930.) 39. McCuen, Theron L. "A Program of Intramural Sports for the Small High School." American Physical Education Review: 34:188: (March, 1929.) 40. McDonough, Thomas E. "The Athletic Club as a Medium for Intramural Competition." Journal of Health and Physical Education: 8:380, (June, 1937.) 41. Mitchell, E. D. "Intramural Relationships." American Physical Education Association Research Quarterly; 5:42-52. (May, 1932.)
42. Mitchell, E. D. "The Contribution of the Recreation Movement to Physical Education." Recreation: 25:80-2, (May, 1931.) 43. Nichols, J. H. "The Inter-Relationship of Physical Education, Intramurals, and Interscholastic Athletics." Atr.firicnin Physical Education Association Research Quarterly; 3:64-9, (May, 1932.)
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44. "A Program of Intramural Athletics with Unique Features.n The School Review:45:89. (February. 1937.) V
45. Roger, James Edward . .J - - "Difference Between Physical Training and Physical Education." i; . 15i17, (September, 1929.) ..L : 46. Smith, (Merge ; -...uv-:r "The Aims and Values of Intramural Athletics." Education: 49:406-15, (March, 1929.)
47. Sneddon, David ' "A Broader Program of Physical Education." ftchool fSocietyf 8:789-92, (November 87, 1915.)
48. Spangler, Warren 0. "The Relation of the Intramural Activities to the Athletics Schedule." Junior-Senior High School Clearing House: 5:150-51, November, 1930.)
49. Staley, George R. " "The Major Objectives of Physical Education." Addresses and Proceedings of N. E. A.: 1926:744-6.
50. "The Status of Intramural and Interscholastic Athletics." School and Society: 59:266f (March 5, 1934.) 51. Stokes, C. F. "Athletics and Health." . U. S. Bureau of Education Bulletin 48. pp. 70-74, 1913. 52. Swackhamer, Clarence E. "Intramural Athletics in the Small High School." Journal of Health and Physical Education; 3:40, 1932.) 53. Tabor, Francis H. "Directed Sport as a Factor in Education." Forum: 27:320, (May, 1899.) 54. >True, John Preston . "Athletics; Major of Minor• Which?" Educational Review: 57:413-17, (May, 1919.) 55. VanDyke, Paul "Athletics and Education." Outlook: 79:589-93, (February, 1905.) 81
56. Wiggins, B. E. *High School Intramural Programs - Are They Worth while?" Journal of Health and Physical Education: 2$82-24, (January, 1931.)
57. Young, Verne M. ' . v ‘ "A Successful Intramural Program." Clearing Houses 11:52-5, (September, 1936.)
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•« c APPENDIX
...'-f;.: V-- Kingman, Arizona C: c.u--'
Dear' ' "'l.- .-______-.-___ Ic'-; ______• - . . 'v- ; ' , ‘ :r - f S \ ': r • ; - I am sending you sun ii^miry blank regarding the status of the Intramural Sports programinyournighschool. Numer ous national studies concerning tills subject have been made but thus.far there is no unified study of this program in Arizona highischools. J rh..,-:./ Seme criticism has been directed toward inter scholastic athletics. Some criticism has also been directed toward Intramural"Sports, r_Data regarding the objectives and con duct of Intramural;Sports should be of value in presenting a clear picture of Intramural Sports as theyare best cared for in various Arizona schools. Such data should aid in the evaluation of the present program and provide for its possible improvement.In order that Intramurals may be administered more effectively, this information is necessary. The purpose of this study is to determine the status of the Intramural Sports program in the high schools of Arizona. It is realized that the girls ? Intramural program is im portant also, but this. stiMy. is boneerned with boys only.
The attempt fes been made to include pertinent items only in the - inquiry blanks' Will you please read the questionnaire through-completely, and then go back and check the items as they are in your school. - If your school does not have an Intramural program, ; just f ill out the first three questions. Two copies of the questionnaire are in cluded in order that you may keep one for your files if you so desire. A summary of the results will be smit you. • ' -« - 1 " - 1 : ' " ' : >-> . .. T ' " ' This study is being made with the approval and under the general supervision of the staff of the College-of ~ ' Education of the University of Arizona. Your cooperation in this study is appreciated. . . . : Sincerely yours.
: r u.... " . V 85
Appendix
• ' INTRAMURAL SPORTS INQUIRY BLANK
Please read the Items carefully, and cheek those that most closely conform to the conditions In your school.
High School Your name A. General School Factors: 1. Under what classification does your school fall? a. 4 year Senior High School - •• ; b. 5 year Senior High School ______c. 6 year Jr.-Sr. High School _____ , • 2. What is the total enrollment in your school? a. Number of boys b. Number of girls_____ ; 3. Do you have em Intramural Sports program? Yes__No 4. If the "answer to question 3 is yes, is your problem .. for: •- " ■ ...... ; " " - a. Boys only— ---- -— ------a. b. Girls only •—-—————— ————— — b #______; c. Both boys and girls— — - c.____ _ d. Boys and girls with mixed contests----d.__ ___ 5. The following methods are most commonly used in > supervision. Check the one that most . nearly resembles your own. ; _ ; a. Physical education director _____ b. Special faculty director ______- c. Student director ______; : d. Student council ______, e. Uhsupervised ____ _ 6. Below are listed some of the more common sources ; of finances for Intramural programs. Check the method used in your school a. Appropriation by school board____ ,% of total___ b. Interscholastic athletics money__ t% of total (gate receipts, etc.) c. Entry fees paid by teams ' .»% of total__ d. Dues paid by pupils taking part_ of total__ e. Gate receipts for intramural games A of total___ f . Indicate other sources below: 7. Roughly, how much does your program cost per year per pupil extra (above regular physical education costs)? ------— 84
Appendix
B. Groupings ...... 1. How are your teams classified? a. By classes^______Ho. of teams______.. b. By Home-rooms Ho. of teams______. c. By physical education classes____No. of teams, d. By age, wt., ht. data No. of teams_____] . e. Combination of above No. of teams
C. Sports included in your programs 1. The following sports are most commonly used in an -, Intramural Sports program. Check the ones you.have at your .school, and fill the other columns for them as accurately as possible. Sport sChecksTotal no.:No of wks.sTotal no.sSeason-Fall, sof games :taken ty sof teams sWinter, or : :clayed. :each snort: %Soring. FOOTBALL_ : _ 2 2 2 TAG-FOOTBALL s 2 2 2 : SPEED-BALL : 2 2 2 : BASKETBALL * 2 : s : VOLLEY BALL s : 2 2 • BASEBALL : 2 2 : 2 INDOORmSEBALL : 2 2 2 2 TRACK AND FIELD $ -2 2 2 2 TENNIS : 2 2 2 : h a n d b a l l * 2 ■ 2 . 2 ; .. . HORSESHOES s 2 2 2 2 PING-PONG : 2 2 2 : BADMINTON s 2 2 2 s BOXING S 2 2 2 ■ ! WRESTLING : 2 2 2 : SWIMMING : 2 2 ...... 2 TUMBLING : 2 2 2 : CROSS-COUNTRY s 2 2 : 2 2 s : 2 % ; 2 2 2 2 : 2 (include any other sports in blank spaces at end of list.)
2. Who picks the personnel of your Intramural teams? a. Coach or Phys. Ed. d i r e c t o r ______b. Intramural team captain ______c. Class athletic manager ______' d. Class Sponsor ______e. Home-room team manager __ ;______f. Home-room teacher ' ______g. Gymnasium class teacher ______85
Appendix
3. Do yon have eligibility rules? a. Based on scholarship . ____ _ b. Based on o 4. Do you allow lettermen,to play in the sport they i lettered in? yes____ no_____ 5. Do you allow varsity squad members to play in the : same sport they are out for? Yes no___ 6. Do you limit the number of-sports that students . L - can participate in? Yes no number__ 7. Do you;require physical examination? yes no____ 8. If your school 1s:a 6 yr. Jr.-Sr. High School, do : . ; you allow tiae 7th and 8th grade teams to v compete against the other class teams? , ■'f < yes_ _• no ;. . ■; , . : : , D. Scoring: 1. Below are listed some of the methods for determing - the winners in an Intramural Sports program. Please check the one which most closely resembles yours: a «" By classes alcna.#————— a. b . By individuals alone,******>~**~*“*~*~*~*,****‘i“~***~~*~*~~b______c. By a combination of classes and individuals------c . d # By Home-rooms alone—— — —— —— — ———— d # • e. By.Home-rooms and classes ccmblned-— — e. f. By physical education classes alone*— . g. If you run your scores for groups alone, how do you score winners in the individual v -p sports^; as tennis, for instance? : : - L-:vv (indicate below.) ; - 2. Do you award prizes of,; any ‘kind?; yes no 3. If the answer to question 8 is yes, how do you . award this prize? a. To the winning class— — *------*---- a.______be To the winning Home—room—— — ------— —b. ____ c. To individual winners in each contest— c. d. To Intramural Sports participants based on total amount of competition— -- d. e. Any other method (indicate below) 86 Appendix 4. If you have a scheme of scoring your Intramural Sports on a weighted plan, (allowing more credit for certain sports than others), indicate below your weighting for the different sports. Miscellaneous: 1. For officials do you use: a. Let ter men in their sport------a.. b. Squad members of varsity squad- b." c. Faculty members------c d . Outsiders- ~ * * ■ > ■ !■■■■■ ■ ■■ ■ ■ « d. e. Trained student referees------e." f . Anybody who can blow a whistle- f . (Please check all types of referees used) 8. Do you make provisions for training officials? yes____no_____ 3. If the answer to question 2 is yes, explain your plan briefly. . ,4. Do you allow Phy. Ed. credit for participation in Intramurals? yes____no____ 5. Do you play the games: . ^ ••• a. During school hours----- a.______b. Immediately after school- b. c. After supper———————————— c» ' - d * On Saturdays— ———— — — d . ■ '.v e. Any other time (indicate below) 6. Do you make provision for free play regardless of classification? yes____no_____ 7. Do you make provision for the development of correct sportsmanship in participants and spectators at your intramural contests? yes____no_____ 8. Is your Intramural Sports program a. Helpful to the Interscholastic program______b. Harmful to the Interscholastic program______9. What is your personal evaluation of the value of an Intramural Sports program? (indicate below) 87 ' Appendix Kingman, Arizona March 15, 1938 Dear Sir: On January fifteenth I sent you a questionnaire regard ing the Intramural Sports Program in your school. I have not yet received your answer and I would like to have it so that I may proceed with .the summary of the results. I realize I sent the inquiry blank to you during your busy season, and you probably did not have the time to answer it. I am sending another copy of the questionnaire to you in case you have misplaced the first. I will appreciate it very much if you can fill it out and send it to me at your earliest convenience. Thank you for your assistance in this study. Sincerely yours. xiMaqqA lLS 86^1 tai doKM -biagei 9iiBiinol^29ijp b 0 0 x ^nea I ritotos^Ubl xisunBt nO I eioodt^ rVJ o y m a. &a?ao%9 aJioqc l B ' u m a r:3a l m i c gnl sild* lo x%Bwm03 9x1^ dd^Zw bseoo'iq xam I dedd oe di ©vb^i n/ox 3nZi0B uox od xtieZd xiZdp^i «dd tnsa I 9&ZJCasi I od satZd add avail don bib -Idsdoiq 0 0 x tiiOLB98 xsuc vox od 9iisfiaoid890p add lo xqoo loddoag ^nibnss bib I ; a i m avail b o x da 9oi od di baas bos duo di XXxl iubo u ox IX rioum xi9V di . doasinevmo dsallise ujox • X^uds Eidd ai souadcissB iuox toI uox JlaadT . 9 V 2 '.V