LgisUaE-TIME PllYSICt..i... ACTI Vl'f I.ES OP GRANT HI GH !iCHOOf.. ALUMNI Gerald J. SrlosoD B. A. Oregon State Coll&go 1950 ?His.IS Submitted in part1al sat1afaot1on ot the requl?"emen,.e tor t he degree of MASTER OF AHTS /\'l' TH.ii SACUAMN'l'O STATE CO.LlEOE Approved: Aubrey A. Bates, Chair Mildred Stevens Hubert J. McCormick Date ~ ~. l~S"g CHA.PT.EB PAGlt I. I M?ROOOCTI ON • • • • • • • • • • • • • • ., . l The probl • • • • • • • • • • • • • • • • • • l Stat ement ot t he probletD • • • • • • • • • • 1 I mpor tanoe or t ha s t l.tdy • • • • • • • • • • • 2 Def1n1t1on of terms • • • • • • • • • • • • • • .) Le1su.re •• • • • • • • • • • • • • • • • • • ) Heoreat1on • • • • • • • • • • • • • • • • • Mov,0 .nt • • • • • ., • • • • • • • • • • • • ' Tre.nda • .. • • • • • • • • • • • • • • • • • '4 Phys 1oal aot1v1tios • • • • • • • • • • • • • 4 Organ1za t1on of rema1n1ng chap~ers • • • • • • 4 L1m1tat1ona of relat ed t udlea • • • • • • • • .s Method of pr ,ooedure • • • • • • • • • • • • • • 1 II. a:c;v1:sw OP RELN.I'~O LI'X't':liATlt a • • • • • • • • • • 8 Lo1au.re- t1me phys1cal. &4ucat1on • • 8 Soo1olog1ca l 111 t e r pretnt1ons • • • • • • • • • 10 Payahologlonl values • • • It • • • • • • • • • 17 Phy 1oal rel t1onah1pa • • • • • • • • • • • • 19 Ad.m1n1atrat1ve ooDa1der t1one • • . ., • • 2) III. THE aEPOHT OF FI OlUOS • • • • • • • • • • • • • )O Pz-eaent nct1v1t1es wl t h great est part1o1- pnt1on • • • • • • • • • • • • • • • • • • • 30 111 CHAP'l'ER PA.OE Beasoos tor non- part1c1pat1on • • • • • • • • • )l Hilih school 1l'latruot1011 related to present part1o1\)at1on • • • • • • • • • • • • • • • • ') Degree or importance placed on h1gb achool program • • • • • • • • • • • • • • ••• • • )) Belat1ve a1d or present inteNo' to dea1"4 aot1v1t1es while yet 1n h1g.h aohool •• • • • J6 Aot1v1t1es advantageous to p.reueot h1gb aohool students • • • • • • • • • • • • • • • .)8 Op1n1ons or alumni regar d1ng t he va lue ot phyo1oal aot1v1t1es to mor-o complete Md onjo;yable life • • • • • • • • • • • • • 38 IV. SUMMAHI , CONCLUSIONS , A1'J.) I MPLICATIONS • • • • • 41 Summary and co.nolue1one • • • • • • • • • • • • 41 Present aot1v1t1es w1th great.est part1o1- pat1on • • • • • • • • • • • • • • • • • • 41 l ea.aons tor non-part1o1pat1on • • • • • • • • 42 Hlgh school 1no~ruct1on r el ated to pre s e~t pa.rt1o1pat1on • • • • • • • • • • • • • • • 42 .DegNG or 1mportanoe plsoad on h1gh school prot;l9'• • • • • • • • • • • • • • • • • • • 4) Relnt1ve a1d of present 1ntoreat to dee1re4 aot1v1.t1es Mb1le ,yet 1n h1gb school • • • • 4) 1v CHAPTER PAGE Aot1v1t1ea advantageous to present hlgb achool students • • • • • • • • • • • • • • 4) Opinions o.r alumni regard1:ng the value o~ physical act1v1t1es to a more complete and enjoyable life • • • • • • • • • • • • 44 lmplloationa • • • • • • • • • • • • • • • • • 44 BIBLIOORAPHY • • • • • • • • • • • • • • • • • • • • • 48 APPE DIX • • • • • • • • • • • • • • • • • • • • • • • 51 LIST OF TABLBS TABLE PAGE I . The Fifteen Aot1v1t1es Off'er1ng Greatest Part1o1pat1on by Grant .AlUTDl11 During 195'1 • • • )2 II. Reasons Why Grant Alumni Do Not Part1e1pat e 1n Desired Phystoal Aot1v1t1eN , Based on Their H1gh Sobool Training • • • • • • • • • • )4 III. Aot1v1t1es 111 Wh1oh Grant Alumni Peel They Would Now De Part1c1panta it They Had Received Good lnstruot1on Vh1le 1n High School • • • • • • • • • • • • • • • • • • • • ) 5 IV. Value Placed on the High School Physical Eduoat1on Program by Grant Alumni • • • • • • • ) 7 v. Aot1v1t1ea t hat Gr ant Alumnl Coris1der Advantae;eou.a to Present High School Student• • 39 CHAPTltR 1 urraoooc IoH Men7 movements have er1ee11 ainoe the early part of the Hlneteenth Century to cauae recrontlonal dewande on eoo1ety. Ma.n ' a decreas1ng hours of work and 1noroaaed ·etr101anoy 4\.\9 to technocracy have re ulted in a greater amount ot le1sure t1m•. The 1nore s1ng number of these leleure hours h a had reat 1mpl1ru.lt1ona tor 1nd1 v1duala 1r;teres to4 1n recreation. Soo1et,y 1• reoogn1&1llg reoreat1on as tm eaaent1a.l foroe 1J2 da1lJ 11v1Dg. Properly a4m1n1stered and auperv1 ed• leisure-time reoreat1onal aot1v1t1es can oOZ>t.rlbute a great de 1 to the bu1ld1ng or oharaowr, 1mprov... nt of phJs1oa1 and mental health, and to the promotion of good o1t1a:enah1p. s;a;e;tgl Qt SWl ggq)21•. This atudy endeavor• to surve1 ·the le1sl.U"&•tlm.e act1v1t1ea, or a phy 1oel nature, ourrentl1 engaged 1n by alumni or the Grant UD1on High School, and to &valuate the rolat1onah1p or this part1o1pa­ t1on ln lo1sure-t1me act1v1t1ee to eJtper1eno~e ln the h1gb school pb7a1cal eduoat1on progra.m. More apeo1f1oall7 stated, th1a study atte!llpto to d1aoover (1) ourr-ent lc.t11uro-t1me phys1eal not1v1t1ea, (2) time devoted to phya1cal act1v1t1ee, ( J ) reisona why some alumni do not part1o1pate 1n oert 1n or 2 any pbye1cal act1v1t1ea, (4) tha oauae-otfect relat1onah1p of n1gh school phys1oa.l act1v1t1es to le1sure-t1mo pbys1cal ac­ t1v1t1es, (5) op1n1ona alwnn1 have rogerd1.ng tbe value or lo1suro-t1mo ph1s1oal fi,Ot1v1t1ea 1n respect to tbe1r more complete le1eure-t1me 11v1ns; , (6) pbya1cal act1v1t1eu 1.n bigh aonool that alumn1 would consider advantageous io present 11v1ng , and. ( ? ) recommendat1or.a conce).rn1ng the presont ph7s1cal educa t1on program. l•poz::p1p9a at .tml, atudx. Thle atudy helps to provlde a better understand1ng ot tne high school pbya1cal aot1v1t1•• prog.. 0..11 1 Il' relation. to the alum111 1t ba» educated. It e4uoa­ '1on 1s to oontrlbute to tho tullneaa of adult l1v1Lg , l t neoeaaar1ly muat prepare the adult f'or subsequent 11.te a1C\l­ atlons. Tberefore, the ph.ye1cal- type reoreat1o:nal 1~reata or alwan1 a.re vu.114 intareata to th• achool. The 1mporta.noe or rooreut1on 1n modern l1v1na· 1• con­ s~antly 1.noreaatng. Soo1ety 1a reooe;n1z1t"tg 1ts oontr1but1on• to d.emocrac7. Leadera ln all phases or l1v1ng are reoogn1•· lng rooreotlon aa a force 1r> molding well- balanced lnd1v1du­ ale, Organ1a.ed roorea tlonul activities can develop perao:n­ al1t7, b•l1' build a t1ner oomon.an1t7 ep1r1t, and oontr1bute to the enr1ohment of 11te. II. DBFl.N.l Tl O . OP l"E!L'iS LIJ.•\11"9. "IA1eure assumes freodo • freedom aa&UIM8 obo1oe, and oho1ce assumes tho oapao1ty to think, to govern oneaelt atld to ests.bl1 b d1ao1pl1nar7 behBv1or patterrJs. It 1• at> opportun1t7 to express oneself ol>Jeot1va11. Ir> short 1t 1a •treedo:1 to do aomet.h1ng ,•• which 1e t he meun1ll(£ g1ven the term in tne Sevent enth Centur7. 1 Begregt1QA. "Becrttat1on--to do eoraet.hl11g th t t apa your onthuaie.sm , tt'.at cent.era your attent1on--1s a. vital l w ot l 1v1ng. •2 The term •~a ppl1ed to thO.ee act1v1t1ea undertak8Jl tor t heir own sake and not tor any reward or goal be10.n4 'hemselvos , and those aot1v1t1ea which are relet1va17 tree, • pontaneous a:cd enJoy_ble . 3 1n a wide field or ao~1•1- ties. That which ls reor at1on f or one perso.n iaay bo work tor someone else. Moypmu+t. A movement may be d e f'1ned as any er1es ot events t temptln to make adJUBtmeDts to a aoc1al s1tuat1on. 1.1,., a. Na•h, Pb.u!CAl E4W1111!1on• Intsu:i;intafijona AlliL Ob11ot1y11 (New York: A. s. Barnes and Company , 19lt7~ , p. 219. 2 112,a4., p . 21a. lttart1n H. Newoeyor and Esther s. _Neume1er, l;,e11m JUl4. B19re1tlgp (New l'ork: A. s. Barnes an4 Compan1 , 19 9 , p. ?. 4 The movement tf.lllY be benef1o1al t o eoo1ety or 1t may not. tnnc11. Trende r efer to t ne d1reet1ons or t endanc1es ot a movement. In t he reonat1on zoveaient ohanges have oc­ curred 1n the ccnoept1on of reoreat1on, 1ta funot1on. 8Xl'1 l arportanoe , togethe r wltb corrospond1ng ehangea 1n fao111t1es , organ1zat1on 8Jld adm1n1atrat1on, lead$rah1p and progr am of aot1v1t1es . Phr•l.QA). IM)tlvlt&11. As used 1n t h1u study, phys1oal act1v1t1os are those aot1v1t1ee wh1oh ph1s1olog1oally 1xavolve the •big musclee• or tho human bod.7. III. OROA KliATION OF aB:MA I Nl NO CHAPTEHS An effort 1a made in Chapter II to pc1nt out olearl.1' tbe meaa1ngful l1»petus that auth.or1t1es have g1ven to le1aure- t.1me phya1ca l . act1v1tlos 1n oul" ·pi-esent 4B)'. Chap.. ter III treata the or1g1nal data gat hered from alWIJ.11 of the Orant Union High School and &Eal1zea \hat ma t er1al. Chapler IV eummar1zes oonoluslone • h1oh can be dr awn from the baalo t1Dd1nga 1n Chapter llI. Chapter IV also 1noludea 1mpllca­ t1one regar cUng tbe present phyulcal aot1v1t1ea program ot tbe Grant Un1on H1gh School, Del Paso Heights. Col1t'orn1a. 4IbisJ .• p. 266. 5 Duo to our 1ncrea,sed le1sure, brought about in part bf 1ndustr1al1za.t1on p?'Ooesoes,, l oaders in phys1oal eduout1on have completed a1gn1t1otUlt etud1tn1 on lelsure time. However, 1D a aea..roh of available atud1e very little mnter1al ot epeo1f1c value to th1s study was found. In one study, 9 B•oroat1onol Int rests or Cul1fom1a Polrteoh.Jlical Students , • by Glen B. Oollohon, the author •howed the le1eure- t 1me 1nterest s of tu.dents enrolled 1JJ ool l ege. 5 SillCe the stud1 1noluded a.11 le1aure- tlme 1nt el"8sts , many sedentary aot1v1t1es headed the list. A more oloaely rela~o4 et udy, •Active ilecreat1onal 111terosts ot Columb1a College Alumni,• by L. Carroll Adama ot Columbi a Unlvers1ty, attemptecl to lea,rn what eftfJct, tbe ool.lege progral!Ti ot ph.ya1oul eduoat1on had had upon 1te a l WID1. 6 Adam• toun.d the most part1o1pat1on by alwan1 1n the t ollow1ng act1 v1t1011: sw1m1'1ng , tenn1", golt; walk1ng, handball, bowling , and h1k1ng. The alwan1 involved 1n Adwce • study had graduated trom oolleee dur1ng a forty- year period. The study of gi-eataat s1gnlf1oence t o the wr1ter had Solen P. Dollobon; •aeor•at1onal Inte.rest of Ca11- torri1a Pol7teobn1oal Students• (unpubllahod Maater•s tbee1a, Cal1forn1a Pol7tecnn1oal Institute, Stm Lu.le Obispo, 19.5)). 6L. Carrol l Adams "t~ot1ve Reci-out1onal Interests ot Columbia College Alu~n t, 1 1'hfl Rtpegrqh "5\Ml'St t:•'• Vol .• 19, No . 1 (March , 1948) , pp. 4):47. 6 little concern tor leisure time. The author, Andrttw s. Adame , made a study on the act1v1t1es high aonool boys would.