DOCUMENT RESUME ED 034 C38 VT 009 603 TITLE Recreaticn Prcgram leadership; A Suggested Twc-Year Post High Schcol Curriculum. INSTITUTION Office of Education (DHEW), Washington, E.C. Div. of Manpower Develcpment and Training. Repert Nc CE-87042 Put Date 69 Note 94p. Available from Superintendent cf Documents, U.S. Government Printing Office, Washington, E.C. 20402 (PS5.287:87042, $1.00) EDRS Price ERRS Price MF-$0.50 HC Not Available from HES. Descriptors *Curriculum Guides, Curriculum Planning, Fcst Seccndary Education, Prcgram Develcpment, *Prcgram Guides, *Program Planning, *Recreation, Recreational Activities, Recreational programs, *Technical Educaticn Abstract This curriculum guide will aid administrators, supervisors, and teachers inpost-high school institutions in planning and implementing programs designed tc train recreation Prcgram leaders. Ccntentsof the suggested 2-year curriculum cover: (1) tackgrcund of the program,(2) general considerations such as selection of students, faculty, advisory committee, andinstructional materials needed,(3) general curriculum information, (4)a secticn of course outlines, including hoursrequired, course descriptions, majordivisions, and suggested references,(5) equipment, facilities, and costs, and (6) lists cf references, films, and filmstrips. Courseoutlines arc given fcr:(1) Introduction to Recreation Services, (2) Grcup Leadership,(3) Prcgram Planning and Organization, (4) Sccial Recreation,(5) Cutdoor Fecreaticn,(6) Arts and Crafts,(7) Individual Lifetime SpIts, (8) Team Sports, (9) Water-Related Sports, (10) Drama,(11) Music,(12) Folk, Square, and Sccial Eancingv and (13)Field Work I, II, and III. Appendixes include listingsof related agencies, a sample job description, periodicals and professional journals, sample ccritracts and reports, and rating forms. The guide is illustrated with charts,graphs, and diagrams. (AW) ...."'-e",\t'Mrt'''Yr,""°""V""lqr,mgw.rev-,w,nvs,;Tr/.^^-,n,.,o,,--,,',"4,r-r,--,' 0.7 D 0 3 4 0 3 8 i DISCRIMINATION PROHIBITEDTitle VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Therefore, any program or activity receiving financial assistance from the Department of Health, Education, and Welfare, must be operated in compliance with this law. CO 0E-87042 ON 0 0E/4 AV4 P a* 0reN tJJ aII Ili.. r U A Suggested Two -rear Post High School Curriculum U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education ROBERT H. FINCH, Secretary James E. Allen, Jr., Assistant Secretary and Commissioner of Education Grant Venn, Associate Commissioner Bureau of Adult, Vocational, and Library Programs Division of Manpower Development and Training U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Superintendent of Documents Catalog No. FS 5.287: 8704f. U.S. GOVERNMENT PRINTING OFFICE WASHINGTON :1969 For sale by the Superintendent of Documents, U.S. GovernmentPrinting Office Washington, D.C. 20402 - Price $1.00 foreword Substantial changes in the last decade have brought This suggested curriculum guide was prepared to about better transportation, better communications, assist administrators, supervisors, and teachers in post and other social welfare developments and services high school institutions in training people to become which have given the average American more money recreation program leaders (associate recreation pro- to spend, better health: and more leisure time. With fessionals). The suggested two-year curriculum in- the increase of leisure time and the population growth cludes course outlines, facility layouts, equipment lists, in all age groups, the demand for recreation activities textbooks and reference lists, and other teaching aides. has expanded greatly. The Division of Manpower Development and Train- The proper use of leisure time is a matter of recrea- ing determined that a major contribution could be tional education which must meet the increasing de- mand for recreational facilities and services. It is es- made by developing this two-year post high school cur- sential that an adequate number of personnel be riculum. As a result, entry level occupations in this trained to guide individuals in the development of field can be identified for future training programs, constructive, wholesome, and meaningful activities. thereby providing an opportunity for vertical mobility. HOWARD A. MATTHEWS, GRANT VENN, Director, Division of Manpower Associate Commissioner for Adult, Development and Training. Vocational, and Library Programs. ill acknowledgments The U.S. Office of Education, Division of Manpower Development and Training, recognizes the valuable contributions the following persons made in the detailed review of this publication: Edith L. Ball H. Douglas Sessoms Professor of Education Chairman, Recreation Curriculum New York University University of North Carolina New York, N.Y. Chapel Hill, N.C. John J. Collier James D. Stinchcomb Public Affairs Specialist Director cif Parks and Recreation American Association of Junior Colleges Anaheim, Calif. Washington, D.C. Thomas S. Foster Louis F. Twardzik Coordinator, Recreation Leadership Associate Professor, Department of Resource Develop- Greenfield Community College ment Greenfield, Mass. Michigan State University East Lansing; Mich. Donald E. Hawkins Peter J. Verhoven, Jr. Project Director, National Recreation and Park Asso- Division of Recreation cation University of Kentucky Washington, D.C. Lexington, Ky. The Office of Education also appreciates the constructive criticism made by staff from the following institutions: Los Angeles Pierce College Miami-Dade Junior College Woodland Hills, Calif. Miami, Fla. Merritt College Wilson Junior College Oakland, Calif. Chicago, Ill. Pasadena City College Baltimore Junior College Pasadena, Calif. Baltimore, Md. San Fernando Valley State College Erie County Technical Institute Northridge, Calif. Buffalo, N.Y. San Jose State College Monroe Community College San Jose, Calif. Rochester, N.Y. v contents Page Foreword iii Acknowledgments v Background 1 The Recreation Explosion 1 The Personnel Problem 3 Replacement Needs 3 Projected Needs 5 Job Possibilities for the Associate Professional 6 General Considerations 10 Advisory Committee 10 Faculty 11 Student Selection 12 Student Advising 12 Student Recognition 13 Placement and Follow-up 13 Textbooks, References, and Other Instructional Media 13 Library 14 The Curriculum 16 Course Content 17 Program of Study 17 Brief Descr!ption of Courses 18 Field Work 19 Specialization 20 Suggested Continuing Study 21 Other Considerations 22 Course Outlines 23 Introduction to Recreation Services 23 Group Leadership 25 Program Planning and Organization 27 Social Recreation 29 Outdoor Recreation 30 Arts and Crafts 32 Individual Lifetime Sports 34 Team Sports 36 Water-related Sports 38 Drama 39 Music 40 Folk, Square, and Social Dancing 41 Field Work I, II, and III 42 vu Page Facilities, Equipment, and Costs 49 General Planning Considerations 49 Office and Classroom Spaces . 49 Arts and Crafts Laboratory 49 Guidelines to Planning 52 Equipment and Suprlies 54 Texts and References 56 Films and Filmstrips 58 58 Films 58 Filmstrips 63 Appendixes A. A Partial Listing of Recreationand Related Agencies andOrganiza- 63 tions B. Sample Job DescriptionAssociateProfessional Recreation Program Leader 66 C. Periodicals and ProfessionalJournals 67 D. Agency Acceptance of FieldWork Student 69 E. Contract Between Agency andInstitution 70 F. Student Weekly Field WorkReport 71 G. Agency Supervisor's FinalReport 72 H. Rating Form for AgencySupervisors 73 I. A Partial List of Suppliers ofRecreation Equipment and Supplies. 78 viii background The Recreation Explosion for employment, during employment in training for additional skills, and after employment in adult educa- Since the end of World War II, there has been a rec- tion courses. With education has also come a growing reation explosion in the United States. This is evi- awareness of the values ofphysical and mental fitness denced by the demand for more recreation facilities, and, hence, increased participation in all types of the increasing clamor for more leisure time activities, recreational activities. Affluence has provided the the growing rate of expenditures for these services by mobility of the automobile. In 1910, when transpor- all levels of government, the rising interest in spectator tation was in the horse and buggy stage, the average today, the events, and the growing concentration of news media person traveled only 500 miles per year; than 5,000 miles an- on recreation topics. average American travels more The increased interest in recreation may be attri- nually, and this total is increasing rapidly. buted in part to such socio-economic factors as popula- Together with new scientific, economic, and social tion growth, more leisure time, urban concentrations, advances, these several factors, working separately or wiser use of income, greater mobility, better education, in combination, have motivated more Americans than and improved health. ever before to actively seekrecreational opportunities. Since 1945, the