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The Place of Tennis in the Physical Educaiton Program

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The Place of Tennis in the Physical Educaiton Program Eastern Illinois University The Keep Plan B Papers Student Theses & Publications 7-1-1960 The Place of Tennis in the Physical Educaiton Program Kenneth P. Niebrugge Follow this and additional works at: https://thekeep.eiu.edu/plan_b Recommended Citation Niebrugge, Kenneth P., "The Place of Tennis in the Physical Educaiton Program" (1960). Plan B Papers. 70. https://thekeep.eiu.edu/plan_b/70 This Dissertation/Thesis is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Plan B Papers by an authorized administrator of The Keep. For more information, please contact [email protected]. r THE PLACE OF TENNIS IN THE PHYSICAL EDUCATION PROGRAM Kenneth P. Niebrugge L -' THE PLACE OF TENNIS IN THE PHYSICAL EDUCATION PROGRAM A Term Paper Presented To Professor Robert A. Carey Eastern Illinois University in Physical Education 475 In Partial Fulfillment Of The Requirements For The Degree Master Of Science In Education By Kenneth P. Niebrugge July, 1960 This study has been approved by the Head of the Department of Physical Education (Men) of Eastern Illinois University as partial fulfillment of the requirements for the Master of Science in Education Degree. Approved: Date: ___,,-----7//;_. /c-- O TABLE OF CONTENTS PAGE INTRODUCTION . • • • • • • • • • • . 1 CHAPTER I. RELATIONSHIP OF TENNIS TO THE CURRICULUM • • • • • • • 3 II. FACILITIES • • • • • • • • • • . 8 III. NECESSARY EQUIPMENT • • • • • • • • • • • • • • • • 13 IV. TRAINING PROGRAM • • • . • 16 v. CONCLUSION • • . • • • • • • • • • • • • • 30 BIBLIOGRAPHY • • • • • • • • • • • • . • 32 APPENDIX • • • • • • • • • • • • • • • . • 34 iii INTRODUCTION Our society, as it exists, demands that our educational system prepare the students for tne future as well as b1e present. This includes preparation tor group situations; for individual situations; for the wortiLy use of leisure time; and tc,e pnysical, mental, social, and moral preparation for a full life. Therefore, to meet some of these present and future pnysical fitness and leisure needs, the tennis program proposed in this paper is suggested as a means of providing activity for leisure time. This pro- gram snould be devised with an understanding of curriculum; established according to sound principles of conditioning, fundamentals, associated learnings, and safety; and, should emphasize proper facilities and equip- ment. Dewhurst and <1is associates1 offer the following statement: In 1850 machines produced only 6% of the power used in doing b1e nation's work. Man and animals supplied tne remaining 94%. In 1900 machines were producing only 38% of the energy, but today they are producing 96% of our work power and we have just started the age of automation. Human energy is gradually being replaced by mechanical devices. T~1is can be depicted in our everyday living. Trains, cars, and buses take us where we want to go. Parking for student cars has become a 1Frederick Dewhurst and Associates, America's Needs and Resources (New York: Twentieth Century Fund, 1955), pp. 908-90-9-.- -- 2 problem for school administrators. Golf courses are scattered witi1 mechanical carts. Modern l10mes contain automatic can openers, washing machines, dryers, television station changers and other labor saving appliances. It is hoped that this paper will encourage educators to include tennis as a part of their physical education and athletic programs. Such an inclusion should promote an activity whict1 will make a worthwl1ile contribution to the students' knowledge, skill, and physical fitness. Tennis, as a carry-over activity, could contribute also to the students' leisure time in later life. CHAPTER I RELATIONSHIP OF TENNIS TO THE CURRICULUM Before a school's curriculum can be discussed, it is necessary to understand the meaning of the term, curriculum. Van Cleve2 offers this definition, Curriculum is tne first criterion by which a school is judged. Experiences which the students encounter to gain maturity are important. Curriculum includes classroom experiences and extra-classroom activities. Gwynn, 3 in his article, says, ". • • curriculum is chiefly concerned with the orientation, guidance, instruction, and participation of youth in those significant areas of living for which education should supplement the work of other social institutions." Voltmer and Esslinger4 maintain that, rnA1.l school curriculums should encompass play and athletic activities based on the needs of the society in which the program is to operate, and the nature and needs of the children for whom the program is intended." Tennis, as part of the physical education and athletic program, should be based on the level of those participating. It should be geared ~orris Van Cleve, "What is a Curriculum?" The School Review, Vol. I.XIII, No. 3, March, 1955, p. 152. 3J. Minor Gwynn, Curriculum Principles and Social Trends (New York: MacMillan Company, 1943), p. 225. 4Edward F. Voltmer and Arthur A. Esslinger, The Organization and Administration of Physical Education (New York: Appleton-Century-Crofts, Inc., 1949), p. 14. 4 to the individuals' physical and mental qualities, and allow for individual differences. In order for this to occur, Williams5 says, 11 •• the aims should be visualized and organized to provide direction, point of view, or goal. The objectives should be concrete, clear statements of steps in achieving this aim. Between the aims and objectives you find your purposes." To try to develop or reorganize any curriculum without keeping the aims and objectives in mind, would be regrettable. Voltmer and Esslinger6 state: Physical education, when well taught, can contribute more to the goals of general education than can any other school subject; not more to each goal than any other subject, but more to all goals than any other school subject. As for athletics, Voltmer and Esslinger7 offer this statement: Athletics can be a strong force for developing in youth desirable knowledge, skills, habits, and attitudes. It was found that athletics, if given guidance and leadership, can become a powerful force, particularly in the development of social, moral, and physical qualities. · To describe how physical education and athletics can help to stimulate and maintain mental health, this characterization by Layman 8 is offered: a. Physical education activities and sports provide accepta­ ble channels for satisfaction of fundamental needs and desires; 5Jesse Feiring Williams, ~ Principles of Physical Education (Philadelphia: W. B. Saunders Company, 1956), p. 222. 6voltmer and Esslinger, ££• cit., p. 14. 7Ibid., pp. 188-189. 8Emrna McCloy Layman, Mental Health Througb Physical Education and Recreation (Minneapolis: Burgess Publishing Company, 1955), pp. 191-205. 5 b. In physical education activities and athletics emotions find an outlet; c. Physical education activities and athletics provide release from strain; d. Motor skills and physique are related to spontaneity of expression. e. It is possible in the physical education class or athletic situation to provide the individual with a means to success in and mastery of something which he considers important and real; f. The modern physical education or athletic program provides a sufficiently wide range of activities that individual differences in abilities and interests may be met; g. The intrinsic nature of physical education activities and the relatively informal atmosphere usually found in a modern physical education class are conducive to the overt expressions of personality traits which are kept from making an appearance in the more formal and repressive atmosphere of the classroom; h. The student-teacher relationship in the physical education class or on the athletic field is sufficiently informal that the teacher can readily establish a rapport with the child or youth which is helpful when the teacher needs to serve as a counselor; i. The modern physical education class or athletic group provides a situation which more nearly approximates that of the natural group than any other in the school Psychological problems which occur in later life can be avoided if adults would find constructive ways of satisfying the basic urges and expressing the emotions which are concomi­ tant with these urges. Activities such as golf, tennis, bowling, hunting, archery, and others would contribute greatly toward mental health benefits. In establishing a secondary school tennis program, several basic principles should be adhered to. Williams9 lists five: a. analysis of the situation; b. appraisal of the characteristics of the individuals to be educated; c. statement of an aim for the program; d. statement of the objectives to be sought; e. selection of the activities in relation to the situation, characteristics of pupils, aims, and objectives. 9williams, £.e.• cit., p. 219. 6 However, two additional principles should be added to this group, as they are necessary for all forms of curriculun development. The first is an evaluation of the activities or program in light of the aims and objectives to be achieved. Secondly, readjustment should be made in light of this evaluation. It is realized that a favorable environment must exist for a curriculum to operate effectively and achieve its goals. A child can develop his capacities to the fullest with the aid of a favorable envir- onment provided by the home and school. 10 According to Van Cleve, a favorable environment is one in which the individual can: a. Study his own needs, disturbances or experiences in his everyday living to increase
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