A PROPOSED PLAN O F PHYSICAL EDUCATION

FOR THE INDIANOLA JUNIOR HIGH SCHOOL " .

A Field Report

Presented to

T h e G r a d u a t e Division

D r a k e University

In P a r t i a l F u l f i l l m e n t

of the R e q u i r e m e n t s f o r t h e D e g r e e

M a s t e r of Science i n Education

by

William P e n d g r - l f t

J u n c 1962
 A P R O P O S E D PLAN O F PHYSICAL EDUCATION

F O R T H E INDIANOLA JUNIOR HIGH SCHOOL

by

William Pendgraft

Approved by Committee:

L -
-
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/ LC 1
Chairman

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cc riq. i ,CL-
11c.ln of t h e G r a d u a t e Vivision
 TABLE O F CONTENTS

CHAPTER PAGE

I . INTRODUCTION . . . . . . . . . . . . . . . 1

S t a t e m e n t of t h e P r o b l e m . . . . . . . . . . . 1

J u s t i f i c a t i o n of t h e P r o b l e m . . . . . . . . . . 1

P l a n of Analysis and S u m m a r i z a t i o n . . . . . . . 2

S u r v e y of G e n e r a l Education L i t e r a t u r e . . . . . . 3

N e e d s of youth . . . . . . . . . . . . . . 3

C h a r a c t e r i s t i c s of the e a r l y a d o l e s c e n t . . . . . 5

O r g a n i z a t i o n of t h e junior high school . . . . . . 7

Objections t o the junior high school . . . . . . . 8

F u n c t i o n s and p u r p o s e s of the junior high s c h o o l . . 9

T r e n d s in the functions of the m o d e r n junior high

school . . . . . . . . . . . . . . . 12

S u r v e y of P h y s i c a l Education L i t e r a t u r e . . . . . . 16

Definition of physical education . . . . . . . . 17

H i s t o r y of physical education . . . . . . . . . 18

T h e p r e s e n t day physical education p r o g r a m . . . . 19

P r o b l e n l s t h a t sh'iped physical education . . . . . 20

Summary . . . . . . . . . . . . . . . ..
> 7

I1 . OHGANIZDJG 'THE PHOPOSED P H Y S1CrI.L EDUCATION

PHOGliAM . . . . . . . . . . . . . . . 24
 iv

CHAPTER PAGE

Study of t h e P r e s e n t P h y s i c a l E d u c a t i o n P r o g r a m . . . 24

C r i t e r i a f o r t h e Construction of a J u n i o r High School

P h y s i c a l Education P r o g r a m . . . . . . . . . 28

A i m s and o b j e c t i v e s . . . . . . . . . . . . 29

P l a t f o r m of p h y s i c a l education . . . . . . . . 30

Judging t h e p h y s i c a l education p r o g r a m . . . . . 31

F o u r S a m p l e P h y s i c a l Education P r o g r a m s . . . . .
LII . THE PROPOSED PLAN O F PHYSICAL EDUCATION FOR

T H E INDIANOLA JUNIOR HIGH SCHOOL . . . . .

G e n e r a l P r o g r a m Information . . . . . . . . .
T i m e a l l o t m e n t and c l a s s s i z e . . . . . . .
I n s u r a n c e and physical e x a m i n a t i o n s . . . . .
Uniform r e q u i r e m e n t s . . . . . . . . . . .
Towel s e r v i c e and l o c k e r r o o m f a c i l i t i e s . . . .
E x c u s e s . a b s e n c e . and t a r d i n e s s . . . . . . .
G r a d e s and c r e d i t s . . . . . . . . . . .
Thc Proposed p r o g r a m . . . . . . . . . . . . 45

Service program . . . . . . . . . . . . . . . 46

Intramuritl program . . . . . . . . . . . . 48

Irxtcr s c h o l i ~ s t i cp r o g r a m . . . . . . . .. . . 51

H c ' l l t h pro.clrarn . . . . . . . . . . . . . 53
 v

CHAPTER PAGE

S u m m a r y of proposed plan . . . . . . . . . . . 55

I . SUMMARY AND CONCLUSIONS . . . . . . . . . . 57

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . 59
 CHAPTER I

INTRODUCTION

I. S T A T E M E N T O F T H E P R O B L E M

T h i s study h a s b e e n p r e p a r e d with t h e p u r p o s e i n m i n d of out-

lining a p r o g r a m t h a t would b e m o s t useful t o t h o s e connected with t h e

p h y s i c a l education p r o g r a m in t h e Indianola J u n i o r High School.

T h e w r i t e r , a s junior high a t h l e t i c d i r e c t o r , h a s found t h a t , due

t o i n c r e a s e d e n r o l l m e n t and poor f a c i l i t i e s , t h e Indianola J u n i o r High

School i s inadequate i n providing a sound p h y s i c a l education p r o g r a m

f o r i t s s t u d e n t s . A new high s c h o o l is being c o n s t r u c t e d upon t h e c o m -

pletion of which t h e junior high will m o v e t o t h e p r e s e n t high s c h o o l

building. T h i s will provide an opportunity t o e s t a b l i s h a p r o g r a m m e e t -

ing the n e e d s of a l l s t u d e n t s .

11. JUSTlFICATION O F T H E P R O B L E M

P h y s i c a l education h a s had a difficult t i m e in being a c c e p t e d a s

an i n t e g r a l p a r t of t h e educational c u r r i c u l u m . In justifying a physical

education p r o g r a m , one m u s t u n d e r s t a n d t h e p u r p o s e of education in t h e

Unitcd States. John Dewcy defined education a s "the reconstruction of

r.vcsnts which c o m p o s e the l i v e s of individudls SO that new happenings

and new events become m o r e purposeful and m o r e meaningful."l

F u r t h e r m o r e , through education, individuals will be b e t t e r able

t o regulate the direction of ensuing experiences. According t o Dewey's

i n t e r p r e t a t i o n , education i s a "doing" phenomenon and c o n s i s t s of

everything we do f r o m b i r t h until death. Education o c c u r s in the

l i b r a r y , playground, home, gymnasium, on t r i p s , in church, a s well a s

in the c l a s s r o o m s , o r in any other place where people congregate.

P h y s i c a l education h a s a v e r y definite place in education, since many

e x p e r i e n c e s of educational value can be gained in a well planned

program.

HI. PLAN O F ANALYSIS AND SUMMARIZATION

Much information h a s been written concerning the development

of a good physical education p r o g r a m . The w r i t e r h a s attempted in

the following pages t o r e l a t e this information gained f r o m books, p e r i -

o d i c a l s , graduate p r o j e c t s , and other s o u r c e s t o h i s own situation;

and developed c r i t e r i a for the construction of a junior high school

physical education p r o g r a m . Using these c r i t e r i a , he will then develop

the p r o g r a m for the Indianola Junior High School in accordance with

i t s n e e d s and f a c i l i t i e s .

l ~ o h nIlcwcy, Democracy and Education ( N e w York: The

Macmillan C o m p i ~ n y ,1929), pp.. 89-90.
 N. SURVEY O F GENERAL EDUCATION LITERATURE

In o r d e r t o s e t up a sound physical education p r o g r a m , one

m u s t study the background of both g e n e r a l and physical education. T h u s ,

t h e purpose of t h i s review w a s t o first gain an understanding of the

e a r l y adolescent, the age group involved, and second a knowledge of the

h i s t o r y of the junior high school, its organization, i t s p r o b l e m s , and i t s

p r e s e n t day functions and t r e n d s .

Needs
-- of youth.

F e w schools have yet recognized that t h e i r c e n t r a l function is

that of helping young life grow into m e n t a l , emotional, and s o c i a l
m a t u r i t y . T h i s recognition m u s t come a s our next g r e a t educa-
tional adventure. Everywhere t h e r e a r e signs t h a t the new
i m p e r a t i v e is being heeded. T h e c u r r i c u l u m b e c o m e s the v e r y
s t r e a m of dynamic activities t h a t constitute the life of the young
people and t h e i r e l d e r s . 1

T h e f a c t s of human growth and development provide the b a s e

upon which t o m o r r o w ' s junior high school i s being constructed.
Unless t h e work and activities of the schools a r e planned t o m e e t
those needs and t o satisfy those d r i v e s , the junior high school's
s u r v i v a l r e m a i n s doubtful.2

G e r t r u d e Noar established the following c a t e g o r i e s a s the

b a s i c needs of youth a s they s t r i v e to lead emotionally comfortable

l i v c s and m a k c n o r m a l p r o g r e s s toward m a t u r i t y :

'H. A. O v e r s t r e e t , The Mature Mind (New York: iV. W .

Norton and Company, 1949), p. 259.

2 ~ c r t r u d eN o a r , Thc Junior High School- -Today and T o m o r r o w

( N c w York: Prcl~ticclHall, Incorporated, 1953), p. 2 9 .
 1. The n e e d f o r affection and s e c u r i t y , which c r e a t e s feelings of
being wanted and a s e n s e of belongingness.
2. The need f o r recognition and r e w a r d .
3. T h e need f o r achievement and s u c c e s s , which help t o c r e a t e
feelings of adequacy.
4. he need f o r fun and adventure.l

T h e need f o r affection involves t h e n e e d s f o r attention, t h e need

f o r understanding, and the need t o b e a c c e p t e d on a b a s i s of p e r s o n a l

worth. Many t e a c h e r s a r e appointed on t h e i r ability t o r e c e i v e high

s c o r e s on examinations o r t o p a s s c e r t a i n c o u r s e s s u c c e s s f u l l y in

college. A knowledge of human beings o r p e r s o n a l feelings f o r c h i l d r e n

m i g h t b e completely d i s r e g a r d e d . "They t h e m s e l v e s w e r e taught by

m a s s i n s t r u c t i o n techniques and w e r e t h e m s e l v e s expected t o u s e

t h e s e m e t h o d s until r e c e n t y e a r s . " 2

T h e demand f o r s e c u r i t y involves the need f o r f r e e d o m f r o m

f e a r and guilt. T h i s r e d u c e s f r u s t r a t i o n in the learning p r o c e s s e s , and

s o c i a l and p e r s o n a l a d j u s t m e n t . In many s c h o o l s , the e x p e r i e n c e s

c r c a t c anxiety and f e a r and develop feelings of inadequacy through

failure. "Studies show that it i s e a s i e r f o r m o s t t e a c h e r s t o r e w a r d

c h i l d r e n who a r e like t h e m s e l v e s - -the middle and upper c l a s s chil-

dren.~ $ 3

--
L ~ o s e ~S.h B u t t e r w e c k , "Core C u r r i c u l u m , " The -
Ideal School
and Society, (Octobcr 4, 1952), 213-215.
--

3 ~ t c k ~ hAbrah'lrnson,
cn "School Kcwards and Social C l a s s Status,"
--- Research Bulletin, ( ~ n n u r ~16,r ~1 9 5 2 ) .
Educstion;ll
-
 T h e demand f o r recognition, r e w a r d , and achievement involves

t h e need f o r p r a i s e and s u c c e s s and is n e c e s s a r y f o r growth.

L a r g e n u m b e r s of gifted s t u d e n t s a r e n e v e r recognized i n the

public schools of A m e r i c a . T h e potentialities of m a n y a r e under -
developed b e c a u s e of l a c k of e x p e r i e n c e and t h e emotional blocks
they suffer both in and outside of school.'

T h e demand f o r new e x p e r i e n c e , f o r fun, and f o r adventure

involves t h e need f o r r e c r e a t i o n , f o r contact with things and i d e a s
t h a t a r e beautiful, f o r t h e u s e of new p o w e r s of mind and body, and
f o r employment of the developing ability t o u s e e t h i c a l and m o r a l
judgements and v a l u e s .2

C h a r a c t e r i s t i c s --
of the e a r l y adolescent. Providing f o r the

n e e d s of youth d o e s not n e c e s s a r i l y i n s u r e s u c c e s s f o r e a c h individual

student. Alice V . Keliher pointed out t h a t the d i s i n t e g r a t i v e f o r c e s

r e a c h t h e i r peak i n seventh g r a d e . At 13$ y e a r s of a g e , 60% of the

boys have not r e a c h e d puberty, 33% a r e in t h e puberty c y c l e , 7 % have

r e a c h e d physical m a t u r i t y , w h e r e a s only 1570 of the g i r l s have not

r e a c h e d puberty, 35% a r e i n the puberty cycle, and 50% have r e a c h e d

physical m a t u r i t y . T h e s e d i f f e r e n c e s in physical development m e a n

that the typical seventh g r a d e i s m a d e up of individuals with widely

5
varying i n t e r e s t s , a t t i t u d e s , p e r c e p t i o n s , and n e e d s .

---
l w ; i r n e r , H a v i g h u r s t , and L o e b , Who Shall Be Educated ( N e w
York: H a r p e r and B r o t h e r s , 1944), p. 35.

L ~ a r Rcaucharnp,
y "Do W e Know What We --\re Doing,"
Education, ( O c t o b e r , 1 9 5 2 ) , 34.
Childhood -
-
3 ~ V .. K c l i h e r , -- -- Growth (New York:
Lifc and D. Appleton-
Ct:nt.ury, 1 9 3 8 ) , p . 1 8 5 .
 T h e s o c i a l group t h a t develops during e a r l y adolescence is t h e

clique. William E . M a r t i n and Celia B u r n s Stendler defined a clique a s

follows :

A group of relatively few individuals, s o m e t i m e s of both s e x e s ,

c h a r a c t e r i z e d l a r g e l y by exclusiveness and instability. It usually
doesn't a p p e a r until adolescence and c o n s i s t s of a subgroup i n a
l a r g e r group. The non-conformity of the e a r l y adolescent is over -
shadowed by t h e i n s i s t e n c e of conformity exacted by the p e e r
g r o u p s contained i n the clique. 1

F e w things w o r r y a n adolescent m o r e than being different. T h e

following s t a t e m e n t by Arthur T . J e r s i l k well d e s c r i b e d t h e feelings

of the e a r l y adolescent:

If a child is f a t , he is m i s e r a b l e ; if he i s skinny, h e is sad.. If

he is t a l l f o r h i s y e a r s , he s t a g g e r s under the r e s p o n s i b i l i t i e s
that f a l l upon h i m ; if he is s h o r t , life is a b i t t e r pill. The woe
t h a t goes with a big bosom is equalled only by t h e m i s e r y t h a t
c o m e s with a flat chest.2

A distinctive t r a i t c h a r a c t e r i s t i c of the junior high age i s

i n s e c u r i t y . Although they m a y t r y to look, t a l k , and a c t like a d u l t s ,

they a r e u n s u r e of t h e m s e l v e s . Much of t h e i r nonconformity and

attention-seeking behavior is a product of t h e i r own feelings of i n f e r -

i o r i t y . Caroline T ryon investigated personality t r a i t s a d m i r e d by s o m e

3 2 0 boys and g i r l s when they w e r e 12 and 13 y e a r s old. T h e y thought

'w. E . Martin and C . B . S t e n d l e r , - Child-

Development (New
Y ork: H a r c o u r t , B r a c e , 1953), p p . 4 5 5 - 4 5 6 .

)
"Arthur T . J c r s i l k , Child Psychology (New York: P r e n t i c e
I-Ia11, 1947), p. 1 5 3 .
 7

m o r e favorably of being b o i s t e r o u s , a g g r e s s i v e and untidy t h a n they

did of being quiet, s u b m i s s i v e , and t o o clean.1 "It is e a s y t o s e e why

a d o l e s c e n t s n e e d nine o r m o r e h o u r s of s l e e p and equally e a s y t o s e e

why, in t h e light of t h e i r emotional and intellectual n e e d s , they oppose

any s u c h requirement."2

Organization --
of t h e junior high school. The junior high school

w a s c r e a t e d i n the e a r l y 1900's f o r i m p o r t a n t r e a s o n s . Educators

believed many p e r s i s t e n t educational p r o b l e m s could be solved by t h i s

s e p a r a t i o n between t h e lower and upper schools. F i r s t , m a n y d r o p -

o u t s w e r e r e c o r d e d a t the end of g r a d e s s i x and eight. Second, c h i l d r e n

had difficulty in adjusting t o the t r a n s f e r f r o m the e l e m e n t a r y t o the

high school. T h e y found adjustment t o t h e complete and a b r u p t change

of the high school f r o m the s e c u r i t y of the e l e m e n t a r y school v e r y diffi-

cult. T h i r d , the inability of the e l e m e n t a r y s c h o o l s t o handle the

i n c r e a s e d e n r o l l m e n t brought a need f o r new schools. Due t o the

changes of the s t u d e n t s in the seventh, eight, and ninth g r a d e s , t h e s e

s c h o o l s w e r e planned with the emotional and s o c i a l a s well a s the edu-

I c . M . T r y o n , "The Adolescent P e e r Culture," F o r t y - T h i r d

Yearbook -- of thc National -- Society --- f o r the S t u - ~ Education (Chicago:
of
U n i v e r s i t y of Chicrag0 I - ' r e s s , 1944), p p . 2 2 7 - 3 8 .

L ~ c r t r u d Wilson
c and Gladys Ryland, Social G r o u p Work
P r a c t i c e ( ~ o s t o n :Houghton Mifflin, 1949), p, 107.
cational n e e d s of the group in mind.1

Objections --
t o t h e junior high school. I n the e a r l y 1 9 2 0 ' ~
many
~

objections w e r e r a i s e d t o t h e proposal of establishing a s e p a r a t e s y s t e m

t o provide a b r e a k between e l e m e n t a r y and s e c o n d a r y schools. T h o m a s

H . B r i g g s , who w a s t h e P r o f e s s o r of education. a t Columbia a t t h i s

t i m e , compiled t h e s e objections b a s e d upon a comprehensive review of

educational m a g a z i n e s , on n o t e s r e c o r d e d a f t e r many v i s i t s and c o n v e r -

s a t i o n s with e d u c a t o r s , and on r e p o r t s f r o m n u m e r o u s c o r r e s p o n d e n t s :

1. T h e junior high school p r o g r a m is indefinite.

2. C r i t i c i s m s a r e , f o r the m o s t p a r t , of defects t h a t can be
r e m e d i e d in the p r e s e n t p r o g r a m .
3 . State l a w s m a k e the establishment of junior high schools diffi-
cult, if not i m p o s s i b l e .
4. T h e r e is a l a c k of suitable t e x t books.
5. T h e r e is a l a c k of suitable t e a c h e r s .
6 . T h e r e i s a l a c k of p r o p e r buildings and equipment.
7 . T h e r e is m u c h opposition f r o m e l e m e n t a r y school p r i n c i p a l s
and t e a c h e r s who feel slighted by not being taken into the
junior high school.
8 . Departmental teaching i s bad f o r pupils of the i m m a t u r i t y found
in junior high school.
9. The junior high school will c a u s e two gaps in the school s y s t e m
r a t h e r than one.
10, T h e s e g r e g a t i o n of pupils of e a r l y adolescence is u n d e s i r a b l e .
11. The junior high school will cost m o r e .
1 2 . Differentiated c u r r i c u l a should not be offered until pupils have
completed 8 y e a r s of work acquiring the tools of education.
1 3 . T h e junior high school m a y make against d e m o c r a c y . 2

l ~ o a r , o p c-
. i t . , p. 3 .

2 ~ h o r n a sH . B r i g g s , -
The -
Junior H i ~ hSchool ( ~ o s t o nNew
, York,
Chicago: Hought,on Nlifflin Company, 1920), p p . 7 3 - 3 5 .
 9
Functions -
and p u r p o s e s --
of the junior high school. T h e functions

and p u r p o s e s of the junior high school have not changed t o any g r e a t

extent s i n c e its beginning. Following a n extensive study, Gruhn and

Douglass c o n s t r u c t e d a list of functions f o r t h e junior high school i n t h e

middle 1940's. They believed t h e junior high school w a s expected to

p e r f o r m t h e s e functions:

1. integration
2. Exploration
3. Guidance
4. Differentiation
5. Socializatiorl
6 . Articulation l

Integration h a s t h r e e meanings. It now r e f e r s t o the building of

a unified p r o g r a m f r o m the seventh through the ninth y e a r . T h e
m o d e r n school h a s r e p l a c e d the p r o g r a m which offered l i t t l e m o r e
t h a n a n e l e m e n t a r y school e x p e r i e n c e in the seventh and eighth
g r a d e s and a s e n i o r high school c u r r i c u l u m in t h e ninth g r a d e . A
common philosophy now p e r m i t s the faculty to build a t h r e e y e a r
c u r r i c u l u m within which fundamental concepts c a n be e s t a b l i s h e d ,
habits of thought and action can be m a d e s e c u r e , and developmental
p r o c e s s e s c a n be consolidated. In other w o r d s , the school b e c o m e s
a n integrated unit.

Integration of l e a r n i n g s i s a second p a r t of the concept. T o

a c c o m p l i s h t h i s , the m o d e r n school is replacing the completely
d e p a r t m e n t a l i z e d p r o g r a m with one which p e r m i t s a block of t i m e
within which units of work cut a c r o s s subject m a t t e r l i n e s . H e r e
pupils have the chance t o explore m o r e fully t h e s o c i a l and civic
world and t o g e t a t the m z a n i n g s of life in o u r d e m o c r a t i c s o c i e t y .

Integration of personality i s a t h i r d a s p e c t of the concept. It

h,ls become one of the m o s t significant outcomes f o r which the

' ~ i l l i ; l m'T. Gruhn and H a r l H . Douglass, Thc -hIodern Junior

lh -
Hi,
t School
- ( N < , WYork: The Ronald P r e s s , 1947), pp. 5 5 - 6 0 .
 m o d e r n school s t r i v e s . Its accomplishment can be expected t o a
g r e a t e r d e g r e e when the p r o g r a m c e n t e r s attention on the f a c t o r s
which produce personality adjustment and m e n t a l health. T h e s e
a r e fundamental in the m o d e r n junior high school. 1

Exploration was the objective that a d m i n i s t r a t o r s hoped t o

achieve when they organized the s o - called e x t r a - c u r r i c u l a r club p r o -

g r a m which they added a t the end of the day. An exploratory p r o g r a m

can a l s o be conducted where e l e c t i v e s , s u c h a s shop f o r the boys and

home economics f o r the g i r l s , a r e offered.2

Educational and vocational guidance p r o g r a m s a r e e s s e n t i a l i n

today's junior high school. Guidance h a s long been recognized a s a

c r i t i c a l need of adolescent boys and g i r l s . One of the r e a s o n s f o r

creating the junior high school was t o m e e t that need. "A block of t i m e

m u s t be provided within the day during which the t e a c h e r ' s f i r s t ' r e s p o n -

sibility i s t o do whatever m a k e s i t possible f o r him t o get t o know his

students. 9 . 3

Differentiation h a s to do with meeting individual n e e d s and p r o -

viding for individual differences and abilities. F o r many y e a r s , the

homogeneous c l a s s e s have been established, which m a k e s i t possible

to s e p a r a t e the gifted f r o m the r e t a r d e d . However, t h i s method h a s

not produced the d e s i r e d r e s u l t s . In the m o d e r n junior high school,

l ~ o a r9.
, fit., p. 5. Zlbid.

3Educ;1tion;ll P o l i c i e s Commission, Education -

for -
,411 American
Youth
-- ( ~ ; ~ s h i n ~ : t o11.n ,C.: N E A 4 , 1944).
 11

differentiation is recognized a s a function of the c l a s s r o o m . Group

w o r k , w h e r e a p p r o p r i a t e t a s k s a r e a s s i g n e d a c c o r d i n g t o a n individual's

c a p a c i t i e s and p o t e n t i a l i t i e s , produce m o r e d e s i r e d r e s u l t s . l

Socialization m e a n s helping t h e child t o a c c o m p l i s h h i s p e r s o n a l

a d j u s t m e n t t o h i m s e l f and t o the p e e r group. T r a d i t i o n a l s o c i a l s t u d i e s

p r o g r a m s , i n which e m p h a s i s is placed on factual l e a r n i n g of h i s t o r y ,

geography, and c i v i c s , a r e being r e p l a c e d by p r o g r a m s in which t h e

students l e a r n t h e p r i n c i p l e s and p r o c e s s e s of d e m o c r a c y . L e a r n i n g

how t o change b e h a v i o r p a t t e r n s and how t o develop the c h a r a c t e r i s t i c s

which people need f o r effective, g e n e r o u s , and abundant living in a d e m o -

c r a t i c society a r e m a j o r objectives in t h e m o d e r n junior high school.2

Articulation, in t h e p a s t , w a s concerned p r i m a r i l y with t h e

a d j u s t m e n t of pupils a s they moved into the junior high school and with

fretting them ready t o move into the s e n i o r high school o r t o work. T h e

.>

seventh and eighth g r a d e s w e r e m a d e t o r e s e m b l e the e l e m e n t a r y p r o -

g r a m and the ninth g r a d e was s i m i l a r to and taught like s e n i o r high

school s u b j e c t s . Most p r o g r a m s today give e x p e r i e n c e s f r o m k i n d e r -

~ : \ r t e nthrough twelfth g r a d e which help the students t o a c c e p t t h e m -

s e l v e s , t h e i r p e e r s , a d u l t s , a u t h o r i t y , and the conditions of life in

t o d c l y 9 sw o r l d . Under t h i s p r o g r a m , few students have t r o u b l e in

l ~ o a r 2.
, -
c i t . , p. 19.
adjusting t o a new school, i t s s i z e , and its faculty. 1

T h e r e a r e m a n y good schools a c r o s s t h e United States t h a t a r e

working h a r d t o develop t h e kind of p r o g r a m r e q u i r e d t o a c c o m p l i s h

d e s i r a b l e goals. According t o a s u r v e y r e p o r t e d in 1952, however, the

l a r g e m a j o r i t y of junior high schools a r e lagging behind, operating

p r e t t y m u c h a s they did in t h e beginning.2

T r e n d s --
in the functions --
of the m o d e r n junior high school. In

examining t h e e a r l y h i s t o r y and background of the junior high school,

t h e w r i t e r found t h a t p a r t i c u l a r attention w a s given t o the n e e d s of boys

and g i r l s during e a r l y adolescence. T h i s thinking h a s been p r e d o m -

inant i n the m i n d s of e d u c a t o r s up t o the p r e s e n t t i m e . T h e functions

accepted f o r the junior high school w e r e quite well r e c o g n i z e d by the

1920's. Although v a r i o u s s t a t e m e n t s of functions have b e e n f o r m u l a t e d

s i n c e that t i m e , they continue t o e x p r e s s p r a c t i c a l l y the s a m e b a s i c

point of view a s the e a r l i e r o n e s . T h e r e have been s o m e changes in

t h e thinking on the functions of the junior high school, but they have

b r c n l a r g e l y changes
L in i n t e r p r e t a t i o n , e m p h a s i s , and m e t h o d s of putting

t.hcrr, into effect.

Although integration was g e n e r a l l y accepted a s a function of the

'~c,stc.r B e ; l l s , "'I'hc Junior High S c h o o l - - P . ~ s t .and P r e s e n t , "

t3ull(~ti11
-- - of -
t.hc National
--- Association -
pp
of Second,try School P r i n c i p a l s
o n , J a n u a r y , 19521, p. 24.
( ~ ~ ~ s l ~ i n ~D ;. tC.:
junior high school by t h e 1 9 2 0 ' ~it~is only recently that significant

p r o g r e s s h a s been m a d e toward implementing it. The c o r r e l a t i o n

between subjects which took place w a s largely incidental r a t h e r than a

b a s i c p a r t of the planning by t e a c h e r s in r e l a t e d subject a r e a s . In

r e c e n t y e a r s , however, the departmentalization of s u b j e c t s h a s been

modified in t h e junior high school by combining subjects i n closely

r e l a t e d a r e a s and teaching them a s single c o u r s e s . More and m o r e

attention h a s been given t o a reorganization of the c u r r i c u l u m s o t h a t

pupils m a y s e e t h e n a t u r a l relationship t h a t e x i s t s between t h e s k i l l s ,

knowledge, and understandings which a r e taught in the v a r i o u s s u b j e c t s

and c o u r s e s . 1

Another significant development in integration h a s been a new

approach t o the unit teaching method. At f i r s t , the unit w a s l a r g e l y

subject m a t t e r . L a t e r , in the 1930's, the activity unit r e c e i v e d m o r e

attention. The l a t e s t development in unit teaching is the e x p e r i e n c e -

c e n t e r e d unit. The e m p h a s i s of t h i s unit, usually cooperatively chosen

and planned in the c l a s s r o o m , i s on pupil needs and growth. The unit i s

planned a r o u n d a question o r problem. The problem i s solved by the

u s e of previous learning experiences of pupils and the setting up of

1c;lrning a c t i v i t i e s by teacher s and ~ u ~ i 1 s . l

1 ~ ; ~ ;~rtd
~ h Inl ) o u g l a s s , o p . ~ . pp.
, 94-95.

L ~ o ; i r9.
, fit.., p. 3 11.
 T h e t h e o r y on exploration h a s a l s o changed considerably.

Although exploration w a s one of the e a r l y functions of t h e junior high

s c h o o l , today it is e m p h a s i z e d i n such a way a s t o include a m u c h

b r o a d e r meaning. In the m o d e r n junior high school, m u c h m o r e t i m e

and m a n y m o r e d i r e c t e x p e r i e n c e s a r e being provided through which t h e

c h i l d r e n a r e getting t o know f a r m o r e about the working w o r l d , job o p p o r -

t u n i t i e s , the s o c i a l o r d e r , and t h e m s e l v e s .

Ways have been found in m o d e r n schools t o give both boys and

g i r l s m a n y significant e x p e r i e n c e s in p r a c t i c a l a r t s , and t o do t h i s
e v e r y t e r m and in mixed c l a s s e s . T h e r e the c h i l d r e n have full
opportunity t o e x p l o r e t h e s e f i e l d s , t o find the connection b e t w e e n
t h e m and p r o b l e m s of human r e l a t i o n s , t o apply t h i s new knowledge
to the b e t t e r m e n t of f a m i l y l i f e , and t o d i s c o v e r many new l e i s u r e
t i m e a c t i v i t i e s . T h e e x p e r i e n c e s in the s h o p s , kitchens, and
living r o o m s a l s o m a k e a significant contribution t o m e n t a l health
and the development of balanced p e r s o n a l i t i e s .

Guidance, like exploration, h a s been in the junior high school a

long t i m e . However, like exploration, guidance h a s a m u c h b r o a d e r

concept today than in the past. Instead of guidance being confined t o

helping pupils with educational and vocational p r o b l e m s only, it i s now

c o n c e r n e d with the decisions and a d j u s t m e n t s that pupils a r e f o r c e d t o

m a k e in a broad number of a r e a s . It is concerned with p r o b l e m s of

emotion:il stability and a d j u s t m e n t , s o c i a l r e l a t i o n s h i p s among pupils,

m o r a l p r o b l e m s of youth, the development of poise and good t a s t e in

 15

s o c i a l situations, and n u m e r o u s other p r o b l e m s which have grown out

of the r e c e n t e m p h a s i s on the education of the "whole child.01

In the 1920's, homogeneous grouping s e e m e d t o be the r e m e d y

f o r a l l the difficulties in meeting individual differences among the

pupils i n t h e junior high school and achieving the function of d i f f e r e n t i a -

tion. By placing pupils of equal ability in the c l a s s , a t e a c h e r could

adapt t h e content and method of i n s t r u c t i o n t o m e e t the n e e d s and a b i l i -

t i e s of the group. It b e c a m e evident, however, t h a t homogeneous g r o u p -

ing w a s not the only a n s w e r t o meeting the individual pupil's n e e d s ,

i n t e r e s t s , and a b i l i t i e s . Methods of teaching s e e m e d t o be the m o s t

a p p r o p r i a t e m e a n s of achieving t h e s e goals. Today, differentiation is

a c c o m p l i s h e d , in p a r t , by group work in which a s s i g n m e n t of a p p r o p r i a t e

t a s k s s t r e t c h e s the c a p a c i t i e s and potentialities of the individual a c c o r d -

ing t o h i s needs.2

Socialization in the m o d e r n junior high school continues to e m p h a -

s i z e provision of a p r o g r a m in which the student develops the ability to

live and work d e m o c r a t i c a l l y , to r e s p e c t the worth and dignity and the

contributions of e v e r y o n e , to know the way of making life b e t t e r for

onc3's self and o n e ' s a s s o c i a t e s , in o r d e r to c r e a t e good human r e l a t i o n s .

l ~ r u h nand Douglass, -
9.
cit., p. 54.

L ~ o a r op.
, c i t . , p . 19.
T h i s function of socialization is c a r r i e d out i n two ways. First,

d e m o c r a t i c c l a s s r o o m p r o g r a m s which include s u c h a c t i v i t i e s a s pupil

participation i n planning, l a r g e group d i ~ c u s s i o n s ,s k i t s and d r a m a t i z a -

t i o n s , f i e l d t r i p s and e x c u r s i o n s give the students a n opportunity t o

participate successfully. l

Second, e x t r a c l a s s activities which a r e c a r r i e d on under t h e

d i r e c t i o n of t h e school but a r e not a p a r t of the r e g u l a r l y o r g a n i z e d

c l a s s r o o m p r o g r a m provide l e a r n i n g e x p e r i e n c e s i m p o r t a n t t o the

child's growth.2

T h e a r t i c u l a t i o n function w a s emphasized m o r e i n t h e junior

high school than any o t h e r function. In t h e m o d e r n junior high school,

t h e f o r m e r p r o g r a m a t i c devices of a r t i c u l a t i o n have been r e p l a c e d by

the development of plans which enable t e a c h e r s to m e e t f o r exchange

of information about children. T h e s e workshops enable t e a c h e r s t o

develop a common philosophy. 3

V . SURVEY O F PHYSICAL EDUCATION LITERATURE

T h e purpose of t h i s section of the r e p o r t i s to f i r s t define

--

l ~ b i d . ,p. 2 1 .

L ~ r u h n<lnd D o u g l a s s , o p . -
cit., p. 3 4 6 .

3 ~ o , l r9.
, fit., p . 21.
physical education; second, t o gain a knowledge of the h i s t o r y of physi-

c a l education; and t h i r d , t o give a d e s c r i p t i o n of t h e p r e s e n t day physi-

c a l education p r o g r a m , i t s a c t i v i t i e s and its p r o b l e m s .

Definition of
- physical education.
P h y s i c a l education i s that p a r t of education which p r o c e e d s by
m e a n s o f , o r predominantly through, physical activity; it is not
s o m e s e p a r a t e , p a r t i a l l y r e l a t e d field. T h i s significant m e a n s of
education f u r n i s h e s one angle of a p p r o a c h in educating t h e e n t i r e
individual, who 2 s composed of m a n y component, i n t e r r e l a t e d
functional units, r a t h e r than of s e v e r a l distinctly c o m p a r t m e n t a l -
i z e d f a c u l t i e s . T h e physical, m e n t a l , and s o c i a l a s p e c t s m u s t a l l
be c o n s i d e r e d t o g e t h e r . P h y s i c a l education, when well taught,
c a n contribute m o r e to the goals of g e n e r a l education than can
any o t h e r school subject.1

In understanding t h i s s t a t e m e n t , one can a p p r e c i a t e t h a t physical

education i s not a f r i l l o r an o r n a m e n t which h a s b e e n included i n the

school's c u r r i c u l u m . P h y s i c a l education is playing a v e r y i m p o r t a n t

p a r t i n achieving the objectives of g e n e r a l education. In 1918, the

National Educational Association s e t f o r t h i t s Cardinal P r i n c i p l e s -

of

Secondary Zducation a s Health, Command of t h e F u n d a m e n t a l P r o -

-

c c s s e s , 'Northy Home M e m b e r s h i p , Vocation, Citizenship, Worthy U s e

of L e i s u r e , and E t h i c a l ~ h a r a c t e r . ~

' ~ d w a r dF , Voltmer and Arthur A . E s s l i n g e r , T h e Organization

and
--
A'\dministration
-- 7
of P h y s i c a l- Education - (NCW Y o r k : Appleton-
Century - C r o f t s , I n c o r p o r a t e d , 1949)) p. 14.

t-
~-
u-
~--- u Education Bulletin, N u m b e r 3 5 . 1918.
c . ; iof
 H i s t o r y-
of physical education. Unfortunately, physical educa-

tion h a s not been fully understood o r appreciated. Because the colonial

schools of A m e r i c a , a s in E u r o p e , w e r e influenced g r e a t l y by religious

i d e a l s , the influence of physical education w a s not f e l t in schools until

the 19th century. During the l a s t half of the 19th century, the f o r m a l

g y m n a s t i c s y s t e m , which had been p r e s e n t i n E u r o p e , began t o affect

physical education in A m e r i c a . T h i s s y t e m brought t o the A m e r i c a n

s c h o o l s a m e a n s f o r c o r r e c t i n g physical weakness and d e f e c t s in the

children. 1

Although the f o r m a l physical education p r o g r a m s played a

m a j o r r o l e in t h e schools during the l a s t half of the 19th century, a

new attitude toward physical education was taking place. T h e r e became

a d e s i r e for r e c r e a t i o n , organized field s p o r t s , college a t h l e t i c s , and

a changing philosophy toward the traditional f o r m a l p r o g r a m . By the

end of the 19th c e n t u r y , physical e d u c a t o r s r e a l i z e d t h a t the m i l i t a r -

i s t i c and f o r m a l European p r o g r a m s w e r e not c o r r e c t f o r a dernocracy.2

With the beginning of the 20th century, many physical education

l e a d e r s attempted to b r e a k from tradition. In effect, the p r o g r a m of

f o r m ; l l g y m n a s t i c s , a p p a r a t u s work, and therapeutic e x e r c i s e s , mainly

t tRice and John L . Hutchinson, --

' ~ ~ m c A. -
X Brief H i s t o r y of
i o n(New York: A. A . B a r n c s and Company, 195.?),
Physic;ll E d u c ~ t-
['. L O O .
 19

b a s e d on the m e d i c a l , was being r e d i r e c t e d toward a l e s s f o r m a l p r o -

g r a m of s p o r t s and g a m e s which was considered by proponents a s a

m e t h o d of education. 1

The e n a c t m e n t of s t a t e legislation f o r r e q u i r e d physical educa-

tion a l s o w a s beneficial t o those who w e r e i n t e r e s t e d in revitalizing

t h e p r o g r a m of a c t i v i t i e s already p r e s e n t in school c u r r i c u l u m s . T h i s

w a s slow in developing. In 1917, only 4 s t a t e s r e q u i r e d physical educa-

tion in public schools; but by 1919, 18 s t a t e s had the r e q u i r e m e n t . The

l a r g e p r o p o r t i o n of r e j e c t i o n s f o r m i l i t a r y s e r v i c e during World War I

motivated m a n y s t a t e s t o t h i s action. By 1923, 32 s t a t e s had taken

s i m i l a r action; by 1935, 38 s t a t e s ; and by 1949, 44 states.2

The present
P
day physical education p r o g r a m . The new empha-

s i s toward s p o r t s and g a m e s did not eliminate a l l of the old p r o g r a m .

F o r m a l e x e r c i s e s and apparatus activities s t i l l r e m a i n i n m a n y

schools. Howevcr, many activities have been initiated f a r beyond

t h e s e . Any individual, dual, combative, group, o r t e a m g a m e m a y occur

.is one of the a c t i v i t i e s offered by some physical education d e p a r t m e n t s .

I l a n c i n g h a s a l s o becn included with rhythmic, m o d e r n , t a p , s o c i a l ,

folk, and squnrc dancing being the m o s t popular. The development of

ccbl-t.;~in
a r c a s of camping, hiking, winter s p o r t s , and many s o c i a l
a f f a i r s f a l l under t h e jurisdiction of s o m e physical education p r o -

grams. 1

T h e p h y s i c a l education p r o g r a m in the f u l l e s t r e p r e s e n t s m a n y
a r e a s . F i r s t , t h e r e q u i r e d p r o g r a m for a l l students is t h e founda-
tion. Second, f o r those who need rehabilitation, e i t h e r b e c a u s e of
t e m p o r a r y o r p e r m a n e n t incapacity, the c o r r e c t i v e p r o g r a m is
provided. T h i r d , the voluntary p r o g r a m , which usually includes
i n t r a m u r a l and i n t e r s c h o o l a c t i v i t i e s , is offered t o those who wish
t o p a r t i c i p a t e . F o u r t h , the health education p r o g r a m i n schools is
usually a p h y s i c a l education responsibility. F i f t h , the physical
education d e p a r t m e n t m a y be r e q u i r e d t o a s s u m e c h a r g e of v a r i o u s
o t h e r s e r v i c e s ; i n s t r u c t i o n in first a i d , camping, r e c r e a t i o n , and
d r i v e r education.2

-
P r o b l e m s t h a t shaped physical education. The m o d e r n physical

education p r o g r a m h a s not developed by accident. Many p r o b l e m s and

changes have taken place in our rapidly developing country. J . F.

Williams s t a t e d t h a t a l l f o r m s of education r e f l e c t the influence of

economic, s o c i a l , and political f o r c e s and, in s o m e r e s p e c t s , physical

education h a s been m o r e swayed than o t h e r s . In h i s book, P r i n c i p l e s

Education, he offered the following l i s t a s a s u m m a r y of

of P h y s i c a l -
-

the b a s i c p r o b l e m s shaping physical education in the United S t a t e s .

1 . A t h e o r y of physical education should examine the e c o n o m i c ,

s o c i a l , and political f o r c e s in a nation.
2 . P h y s i c a l education h a s been influenced by the changes incident
t o a r a p i d industrialization of society.
3 . Since p h y s i c a l education i s concerned with national vitality,
such p r o b l e m s a s i m m i g r a t i o n , alien unfitness, child l a b o r ,
and women in industry a r e p r o p e r l y of profound i n t e r e s t t o
i t , although it h a s no technic for t h c i r solution.
 4. T h e swing of population t o the c i t i e s i n c r e a s e s the need f o r
m o r e play s p a c e s , f o r maintenance of vigor in people, and
f o r t h e teaching of functional, r e c r e a t i o n a l s k i l l s .
5. T h e h a z a r d s of the s e d e n t a r y life r e q u i r e t h a t young p e r s o n s
should l e a r n activities which they will enjoy and continue t o
u s e a f t e r school days.
6. An i n d u s t r i a l society produces m o r e l e i s u r e but not n e c e s s a r i l y
m o r e s o c i a l good. T h e u s e of l e i s u r e p r e s e n t s a challenge
t o physical education.
7. Intelligent planning by physical education to m e e t t h e h a z a r d s
produced by the influences of economic f o r c e s i n society
will c e n t e r attention upon v i g o r o u s activities s u c h a s g a m e s
and s p o r t s of the combat and contact type and will foster
s k i l l s and i n t e r e s t s f o r r e c r e a t i o n .
8 . P h y s i c a l education is m o d e r n when it r e f l e c t s the dominant
i d e a s , c u s t o m s , and t r a i t s of A m e r i c a n life.
9. T h e s o c i a l i d e a l s of our d e m o c r a c y demand that physical e d u c a -
tion should b e joyous, e x p r e s s i v e , and developmental of the
whole p e r s o n .
10. T h e pioneer s p i r i t p e r s i s t s and r e q u i r e s a v i g o r o u s , a d v e n t u r -
ous physical education.
11. T h e A m e r i c a n reaction t o rhythm e m p h a s i z e s the need f o r dance
in p r o g r a m s .
12. P h y s i c a l education should t e a c h a c t i v i t i e s which function i n life.
T h i s i s the p r a c t i c a l t e s t of a p r a c t i c a l world.
13. Authority and tradition a r e t o be checked by the f a c t s of s c i e n c e .
14. The s o c i a l i d e a s of an older age a r e antagonistic t o physical
education. Old m o r a l i s t i c concepts, the f e a r of play, and t h e
P u r i t a n tradition m u s t be combated by promoting b e t t e r
living of the whole p e r s o n than was possible under the r e i g n
of t h e i r i d e a s .
1 5 . T h e a c a d e m i c mind i s a r e m n a n t of an older c u l t u r e . P h y s i c a l
education m u s t p r e p a r e to expound a n education of the whole
man.
1 6 . P o l i t i c a l influences have always been powerful f o r c e s in shaping
education, and p a r t i c u l a r l y physical education in r e l a t i o n to
w a r , m i l i t a r y d r i l l , and m a s s e x e r c i s e s . Whenever t h e r e i s
great of political power and a disposition t o
regiment the people, then the technics of physical education
will b c c\mployed in d r i l l , f o r m a l discipline, and r e s p o n s e
commands .
17. T h e F c d c r . i l Govc>rnmcnt hcis grcntly castended i t s influence in
cdu,-c,tion <lnd in The public school h a s failed t o
mc,ct m c l n y s o c i a l needs. Thc cstended influence of the
 F e d e r a l G o v e r n m e n t will continue u n l e s s s c h o o l s and c o m -
m u n i t i e s r e c a s t t h e i r notions of the function of t h e school i n
modern society.
18. R e c r e a t i o n , l i k e education, is a function of t h e s t a t e and not t h e
F e d e r a l Government. 1

Summary. T h e s u r v e y of l i t e r a t u r e just completed w a s p r e -

p a r e d f o r t h e p u r p o s e of giving a b a s i c background of p h y s i c a l education

i n t h e United States. T h e w r i t e r followed it t h r o u g h the v a r i o u s t r e n d s

f o r t h e p u r p o s e of attaining a knowledge and understanding of the condi-

t i o n s and p r o b l e m s which have shaped t h e p r e s e n t day physical education

program.

In s u m m a r i z i n g t h i s s u r v e y of l i t e r a t u r e , t h e w r i t e r h a s c h o s e n

f o r r e f e r e n c e t h e "Ten I m p e r a t i v e N e e d s of J u n i o r High School Youth,"

,is developed by the California C o m m i t t e e of the National A s s o c i a t i o n

of Sc.condary School P r i n c i p a l s . T h e s e n e e d s m u s t be provided f o r i n

f o r m u l a t i n g a s a t i s f a c t o r y p r o g r a m f o r t h e junior high school.

1. 1\11 junior high school youth need t o e x p l o r e t h e i r own a p t i t u d e s

and t o have e x p e r i e n c e s b a s i c t o occupational proficiency.
L. :'ill junior high s c h o o l youth need t o develop and m a i n t a i n abun-
d a n t p h y s i c a l and m e n t a l health.
3 . All junior high school youth need t o be p a r t i c i p a t i n g c i t i z e n s of
t h e i r s c h o o l and community, with i n c r e a s i n g o r i e n t a t i o n t o
a d u l t citizenship.
4. All junior high school youth need e x p e r i e n c e s and u n d e r s t a n d -
i n g s , ; ~ p p r o p r i ; l t et o t h e i r a g e and d e v e l o p m e n t , which a r e
the lound:ttion of s u c c e s s f u l home and f a m i l y life.

~ c s s c .F c i r i n g W i l l i a m s , T h e P r i n c i p l e s -
of P h y s i c a l Education
(1'hil:tdclphin: fl. B . S a u n d e r s Company, 1948), p p . 2 17-2 19.
 5. All junior high school youth need t o develop a s e n s e of t h e
value of m a t e r i a l things and the r i g h t s of ownership.
6. All junior high school youth need t o l e a r n about the n a t u r a l and
physical environment and its effects on life, and t o have
opportunities f o r using the scientific approach in the solution
of p r o b l e m s .
7 . All junior high school youth need the enriched living which
c o m e s f r o m appreciation of and e x p r e s s i o n in the a r t s and
f r o m experiencing t h e beauty and wonder of the world a r o u n d
them.
8. All junior high school youth need t o have a v a r i e t y of socially
acceptable and personally satisfying l e i s u r e - t i m e e x p e r i e n c e s
which contribute either t o t h e i r p e r s o n a l growth o r t o t h e i r
development i n wholesome group r e l a t i o n s h i p s , o r t o both.
9. All junior high school youth need e x p e r i e n c e s in g r o u p living
which contribute to personality and c h a r a c t e r development;
they need to develop r e s p e c t f o r other p e r s o n s and t h e i r
r i g h t s and t o grow in ethical insights.
10. A l l junior high school youth need to grow in t h e i r ability t o
o b s e r v e , l i s t e n , r e a d , think, s p e z k , and w r i t e with purpose
and appreciation. 1

'M. E . H e r r i o t , "Organizing the Junior H i g h School," - The

Rullctin - of - t.hc N;ition.ll ;\ssociation - --
of Secondciry -School Principals,
X X X V ( ~ c c c . m \ , c h t -195
, l ) , pp. 14- 19.
 CHAPTER 11

ORGANIZING T H E PROPOSED PHYSICAL EDUCATION PROGRAM

B e f o r e s e t t i n g up a p r o p o s e d physical education p r o g r a m , t h e

w r i t e r f e l t it n e c e s s a r y t o study t h e p r e s e n t physical education p r o g r a m

i n h i s s c h o o l by d e t e r m i n i n g s t r e n g t h s and w e a k n e s s e s . Then, criteria

f o r c o n s t r u c t i o n of a junior high school p r o g r a m w e r e s e t up. T h e s e

c r i t e r i a included a i m s , objectives, p u r p o s e s , and p r i n c i p l e s of a sound

p h y s i c a l education p r o g r a m . Following t h i s , f o u r s a m p l e p h y s i c a l

e d u c a t i o n p r o g r a m s w e r e studied and p r e s e n t e d i n o r d e r t o give a n

u n d e r s t a n d i n g of t h e t y p e s of p r o g r a m s suggested f o r t h e junior high

s c h o o l . T h e s e w e r e the p u r p o s e s of t h i s c h a p t e r .

1. STUDY O F THE PRESENT PHYSICAL EDUCATION PROGRAM

In p r e p a r i n g a well-rounded physical education p r o g r a m , four

~ l r c a sm u s t be c o n s i d e r e d . They a r e t h e s e r v i c e , i n t r a m u r a l , i n t e r -

s c h o l ~ ~ s t i and
c , health p r o g r a m s . E a c h phase i s i m p o r t a n t . N o physical

c d u ~ ~ l t i os n
y s t e m i s complete without a well developed and c o - o r d i n a t e d

p r o g r a m i n e a c h of t h e s e a r e a s .

In t h e p a s t , Indianola h a s not m e t t h e s e r e q u i r e m e n t s of a sound

physic,ll education p r o g r a m . F a c i l i t i e s a r e not adequate f o r the contin-

u ~ ~ l incrc.;lsing
ly c n r o l l r n e n t . In the fall of 1955, 118 boys w e r e e n r o l l e d

i n y r a t i c , s sc.vc,n, pight, .ind ~ l i n c . By the f ~ l of

l 1961, t h i s e n r o l l m e n t
 25

had i n c r e a s e d t o 291 boys. T h e p r o g r a m h a s a l s o been limited due t o

t h e f a c t t h a t t h e junior high school h a s no gym. T h u s , the junior high

school and t h e s e n i o r high school s h a r e the s a m e f a c i l i t i e s and p e r s o n -

n e l employed by t h e Indianola Community Schools.

P h y s i c a l education c l a s s e s f o r the junior high school a r e now

held t w i c e a week f o r one hour. T h i s is not adequate t o c a r r y out a

good p r o g r a m . I r w i n s t a t e s that e v e r y boy should have one hour of

activity p e r d a y a l T h i s would be a n i d e a l situation but is not p r a c t i c a l

in t h e Indianola school, since the c l a s s e s would have t o be l a r g e and the

p u r p o s e s of t h e d e s i r e d activities could not be accomplished with such

a l a r g e group.

P r e s e n t a c t i v i t i e s of the physical education c l a s s e s a r e a s

follows :

Fall: touch football

soccer
c r o s s country
physical f i t n e s s t e s t
Winter: g a m e s and r e l a y s
basketball
tumbling
trampoline
volleyball
indoor baseball
spring^ t r a c k and field
softball

T h c C u r r i c u l u m in Hcalth and P h y s i c a l
' ~ c s l i cW . I r w i n , --
Tht. C . V . Mosby Companv, 1951), p . 1 2 2 .
-E d u r ; ~ t i o n (Saint Louis:
 26

In view of t h e f a c i l i t i e s , t h e s e r v i c e p r o g r a m is well planned

and o r g a n i z e d ; h o w e v e r , t h e p r o g r a m could b e e n l a r g e d by t h e u s e of

l o c a l f a c i l i t i e s . R e c e n t l y , a municipal swimming pool h a s b e e n con-

structed. * bowling a l l e y with eight l a n e s i s now available f o r u s e . A

n i n e h o l e golf c o u r s e i s a l s o p r e s e n t . A working a g r e e m e n t with t h e

m a n a g e r s of t h e s e f a c i l i t i e s would i m p r o v e t h e physical education p r o -

g r a m and c o n t r i b u t e t o t h e development of specific s k i l l s i n t h e s e a r e a s

a s w e l l a s p r o v i d e c a r r y o v e r s k i l l s which could b e u s e d i n l a t e r l i f e .

A f i n a l f a c t o r t h a t h a s c r e a t e d a problem h a s been t h e l a c k of

educationally sound m e t h o d s of c u r r iculurn construction. T h e junior

high s c h o o l p r o g r a m h a s been s e c o n d a r y with l i t t l e thought given t o t h e

c o n s t r u c t i o n of a p r o g r a m specifically designed f o r t h i s a g e group.

T h e s t u d e n t s u s e t h e equipment and f a c i l i t i e s and have the i n s t r u c t o r s

provided by t h e s e n i o r high school.

Until 1960-61, t h e r e w a s no i n t r a m u r a l p r o g r a m in t h e junior

high s c h o o l , but i n c r e a s e d e n r o l l m e n t had m a d e it both possible and

d c s i r i l b l e . B a s k e t b a l l w a s provided, on a n i n t r a m u r a l b a s i s , f o r t h o s e

wllo did not p a r t i c i p a t e in the i n t e r s c h o l a s t i c p r o g r a m . An i n t r a m u r a l

[lroj:r;~m,including m o r e s p o r t s , would be a m a j o r s t e p in providing

;In , ~ d e q u a t ep r o g r a m of physical education.

lntc,rschol,istic competition h L i sbeen p r e s e n t in the Indinnola

J u n i o r Hi!:h School f o r ten y c d r s . Although it i s not fully

I,c~in!;, , , . c c . s s , , r y1)y ,111 c.duc'~tors, it i s pclrt of the t o t a l ph~sic.11

f o o t b a l l f o r eighth g r a d e , eight g a m e s of b a s k e t b a l l for both seventh

and eighth g r a d e s , and f o u r t r a c k m e e t s for the combined seventh and

eighth g r a d e . B e c a u s e of the l a r g e number of boys, i n t e r s c h o l a s t i c

f o o t b a l l f o r the seventh g r a d e h a s been eliminated and r e p l a c e d by a

round r o b i n flag football schedule.

A health i n s t r u c t i o n p r o g r a m twice a week was c a r r i e d out up t o

1960-61. T h i s w a s r e p l a c e d by a s c i e n c e c o u r s e . Since t h a t t i m e ,

h e a l t h i n s t r u c t i o n h a s been incidental i n the physical education c l a s s e s .

T h i s p r o v i d e s n e i t h e r t i m e nor instruction f o r an adequate health p r o -

gram.

In t h e p a s t few y e a r s , the l o c a l people have s e e n the need f o r

m o r e r e c r e a t i o n a l f a c i l i t i e s and responded well in meeting t h i s need.

T h e y have provided an ample number of r e c r e a t i o n a l a r e a s t o c o r r e s -

pond with the physical education p r o g r a m of the school. Below i s a

l i s t of the f a c i l i t i e s available in Indianola:

School Community

L football fields 1 swimming pool

1 b a s e b a l l field 1 golf c o u r s e
L softball fields S bowling l a n e s
1 t.r;ick 1 trampoline c e n t e r
3 tennis c o u r t s 2 little league f i e l d s
L outdoor basketball c o u r t s 1 pony league f i e l d
.3 g y n i n ; s~i u m s Lake Aquahbi
boating
swimming
fishing
 28

BY studying t h e p r o b l e m s d i s c u s s e d in t h e p r e v i o u s p a g e s and

i n c o r p o r a t i n g s u g g e s t i o n s and i d e a s f r o m o t h e r s o u r c e s , the w r i t e r h a s

f o r m u l a t e d a p r o g r a m which i s p r a c t i c a l f o r t h e p r e s e n t t i m e and will

p r o v i d e i d e a s f o r t h e f u t u r e . T h e junior high school h a s t h r e e m e n

with h e a l t h and p h y s i c a l education m a j o r s . T h i s would provide a n a d e -

q u a t e staff for a n e x c e l l e n t physical education p r o g r a m . All s h o r t c o m -

i n g s of t h e p r o g r a m cannot b e solved i m m e d i a t e l y ; m a n y a c t i v i t i e s

will b e i n c o r p o r a t e d into the p r o g r a m a s the need f o r t h e m is s e e n .

11. C R I T E R I A FOR THE CONSTRUCTION O F A JUNIOR HIGH

SCHOOL PHYSICAL EDUCATION PROGRAM

P h y s i c a l education i n junior high school should m a k e a s i g n i f i -

c a n t c o n t r i b u t i o n t o the development of the t o t a l p e r s o n a l i t y of t h e
c h i l d . T h r o u g h p a r t i c i p a t i o n in t h e s p o r t s , g a m e s , and d a n c e s of
t h c p e o p l e , not only a r e o r g a n i c growth and psychological develop-
m c n t c n h a n c e d , but contributions a r e a l s o m a d e t o an u n d e r s t a n d -
ing of t h e p r e v a i l i n g s o c i a l and political c u l t u r e . T h e t e a c h e r of
p h y s i c a l e d u c a t i o n views the g y m n a s i u m , playing f i e l d s , and
s w i m m i n g pool a s l a b o r a t o r i e s f o r human development, and h e
pl'ins and c o n d u c t s t h e physical education p r o g r a m a c c o r d i n g l y .
Hc s c e s the p o t e n t i a l i t i e s of physical education a s t r a n s c e n d i n g
thc b o u n d s of "the physical" and b e a r i n g in an i m p o r t a n t way upon
thcb t o t a l c u l t u r a l development of the child. He r e n o u n c e s t h e cult
of t h c p h y s i c a l alone a s r e a d i l y a s he d o e s that of the i n t e l l e c t
iilonc b e c a u s e he r e a l i z e s t h a t e a c h h a s a n i m p o r t a n t b e a r i n g on
thc othcr. 1

~ i l l i a mT . G r u h n and H a r l H . DouglC+ss,The rvlodern Junior

Mi,& - - (NLbw Y o r k : T h e Ronald P r e s s Cornp;tny. 1956). p. 7 3 .
School
 --
A i m s and O b j e c t i v e s . T o construct a p r o g r a m of p h y s i c a l edu-

cation which r e f l e c t s t h e foregoing point of view r e q u i r e s c o n s i d e r a b l e

thought. F i r s t , a b r o a d outlook on physical education m u s t b e e s t a b -

l i s h e d . T h i s outlook can b e s t b e p r e s e n t e d by the list of a i m s and

o b j e c t i v e s p r e p a r e d by Voltmer and E s s l i n g e r i n t h e i r book T h e

-
and Administration -
Organization- of P h y s i c a l Education.

1. T h o s e m o s t worthy of g e n e r a l pursuit:
a . S k i l l s and Abilities Aim.
Development of psychomotor s k i l l s .
Development of p r o p e r co-ordination of s p e c i a l s e n s e s with
body m o v e m e n t .
Development of n a t u r a l , r a c i a l a c t i v i t i e s .
Development of g e n e r a l bodily control.
Development of s k i l l s common t o A m e r i c a g e n e r a l l y , and t o
o n e ' s own locality p a r t i c u l a r l y .
b . Cultur a1 A i m .
P r e p a r a t i o n for l e i s u r e t i m e .
I m p r o v e m e n t of m o r a l e through improving body.
c . Mental Hygiene Aim
E l i m i n a t i n g o r diminishing w o r r y , through developing a p p r o -
p r i a t e i n t e r e s t s in physical activity.
l n c r c a s i n g g e n e r a l n e u r a l vigor.
d . D e s i r a b l e Habits Aim
E s t a b l i s h m e n t of a schedule of daily a c t i v i t i e s that f i t s o n e ' s
own being.
Acquiring the habit of spending a portion of one's l e i s u r e t i m e
in enjoyable physical activity.
2 . T h o s c less worthy of g e n e r a l pursuit:
a . P u r e l y P h y s i c a l Aim.
T o a s s i s t in the development of endurance sufficient t o m e e t
t h e n c c d s of the s t r e s s of life and a l i t t l e bit m o r e .
T o i i s s i s t in developing s t r e n g t h enough t o do n o r m a l life
t;i s k s without undue s t r a i n .
b . P c r s o n a l i t y Aim.
Atlainment of s p o r t s m a n s h i p .
At.t:rinment of 1c;idcr ship.
Atl.ai.llmcnt of positive rictivc qualitips .
At.[.;linmc-nlof posit.ivt. mcnt.31 qualities..
 A t t a i n m e n t of self control.
Attainment of s o c i a l co-operation,
A t t a i n m e n t of q u a l i t i e s of efficiency.
A t t a i n m e n t of sociability,
c. P r e s t i g e Aim.
P r o m o t i o n of school s p i r i t .
d. Applied Knowledge Aim.
A t t a i n m e n t of knowledge of p r o p e r health p r o c e d u r e , a s
r e l a t e d t o physical e x e r c i s e .
e . D e s i r a b l e H a b i t s Aim.
A c q u i r i n g t h e habit of c l e a n l i n e s s.
3 . T h o s e w o r t h y of only o c c a s i o n a l pursuit:
a . P u r e l y P h y s i c a l Aim.
T o a s s i s t i n providing f o r n o r m a l growth and development.
T o a s s i s t in developing and maintaining sound and p r o p e r
functioning.
b . P r e s t i g e Aim.
P r e s e n t i n g i n t e r e s t i n g p e r f o r m a n c e s o r shows.
A d v e r t i s i n g school o r institution.
c . Applied Knowledge Aim.
A t t a i n m e n t of knowledge of r u l e s .
A t t a i n m e n t of knowledge of techniques and m e t h o d s .
A t t a i n m e n t of knowledge of f i r s t a i d . 1

P l a t f o r m of P h y s i c a l -
Education. An a i m indicates d i r e c t i o n .

It i s g e n e r a l in n a t u r e . An objective is m o r e p r e c i s e and definite.

B(1twct.n t h e g e n e r a l a i m s and the p r e c i s e objectives of physical e d u c a -

tion ; i r i s e s the n e e d f o r s t a t e m e n t of p u r p o s e s . T h e s e a r e not g e n e r a l

(:nough to b c a i m s o r s p e c i f i c enough t o be objectives. In 1931, a

s ptbci.ll c o r n m i t t r e of t h r A m e r i c a n Association for H e a l t h , P h y s i c a l

E ~ i u r ; l t i ~ ;lnd
n , R C c r r a t i o n d r e w u p the following "Ten C a r d i n a l P o i n t s

in t.hr. k'l;ltform o f Ilcalth ;ind P h y s i c a l Education":

l ~ i ; d ~ ; ,F.
~d ;Ind Arthur A. E s s l i n g e r , =
Organization

-
.ind _ _inisi,r.lt,ion
- - -of P h y s i c a l E d u c a t i o n (N'"' York: A ~ ~ l e t oCne-n t u r v -
- -
C l-ol.ts, Incorl,or-;ltc.d, 1939), pi). 4 9 - 5 0 .
 An adequate h e a l t h examination and a comprehensive protection
p r o g r a m f o r e v e r y school child t o include control of c o m m u n -
icable d i s e a s e s I healthful s ch001 environment, and hygienic
s t a n d a r d s i n t h e e n t i r e c u r r i c u l a r and e x t r a - c u r r i c u l a r life
of t h e school.
Adequate indoor and outdoor f a c i l i t i e s in e v e r y school and a d e -
quate t i m e in t h e c u r r i c u l u m .
Coordination of community effort in policies, finances, and u s e
of f a c i l i t i e s f o r p r o g r a m s of health, physical education, and
recreation.
H e a l t h a n d physical education instruction, based upon scientific
m a t e r i a l s p r o g r e s s i v e l y a r r a n g e d throughout the g r a d e s and
upper s c h o o l s , and d i r e c t e d toward personal a c c o m p l i s h m e n t
and s o c i a l i d e a l s .
E s t a b l i s h m e n t of p r o c e d u r e s f o r the scientific classification,
g r a d i n g and promotion of individuals t o i n s u r e t h e b e s t edu-
cative r e s u l t s .
P r o f e s s i o n a l l y t r a i n e d and a c c r e d i t e d s u p e r v i s o r s and t e a c h e r s
f o r a l l b r a n c h e s of the health and physical education p r o g r a m ,
including t h e coaching of athletic t e a m s .
P r o m o t i o n of t h e idea of play and r e c r e a t i o n a s a s p e c t s of t h e
f i n e s t living.
T h e a c c r e d i t m e n t of health and physical education i n a l l schools
and c o l l e g e s for graduation and the acceptance of such c r e d i t s
f r o m high school for college entrance.
The and administration of health and ~ h ~ s i c edu- al
cation in a s a single, executive d e p a r t m e n t , closely
i n t e g r a t e d and thoroughly coordinated with the g e n e r a l P u r -
p o s e s of education.
Extension of the d e s i r a b l e and p r a c t i c a l m e a s u r e s f o r t h e p r o m 0 -
tion of health and physical education among boys and g i r l s
in schools to a l l of the community, a s t h e b r o a d e r
im plications of education a r e recognized. l

Judging t h e P h y s i c a l Education P r o g r a m . h o r d e r to m e e t

t.h(.sca purposes, one m u s t have a variety of a c t i v i t i e s in which pupils

'committee on Profcssiorlal Objectives of t h e A m e r i c a n A s s o c i -

.lt.iun lor IIl,.llth, P h y s i c a l Education, and Rccrr.ltion, "Tcn C.lrdina1
1'oint.s in t l r r Pl.ltform ol Hp.ilth and Physiclil Education," Journdl of
1I __ ~ , R ~ c r r ; i t i o n . 11 (February, 1 9 3 11, 19.
t I , _- _ ____ 1 E d u r ; i t i o ~ ,111d
p a r t i c i p a t e . N o a c t i v i t i e s should be included in a p r o g r a m u n l e s s they

c a n m e e t a c c e p t e d s t a n d a r d s . T h e following p r i n c i p l e s f o r m a n a d e -

q u a t e s e t of s t a n d a r d s upon which t o judge a physical education p r o g r a m :

Physiological principles.

1. T h e p h y s i c a l education c u r r i c u l u m should provide a m p l e o p p o r -

t u n i t i e s f o r a wide r a n g e of m o v e m e n t s involving t h e l a r g e
m u s c l e groups.
2. T h e f a c t s r e l a t e d t o the growth and development of c h i l d r e n
s h o u l d guide i n c u r r i c u l u m construction.
3 . P r o v i s i o n should be m a d e in t h e p r o g r a m f o r the d i f f e r e n c e s i n
p h y s i c a l c a p a c i t i e s and a b i l i t i e s which a r e found among
students.
4. In s o f a r a s p r a c t i c a b l e , outdoor a c t i v i t i e s should be s e l e c t e d
i n p r e f e r e n c e to indoor a c t i v i t i e s .

Psychological principles.

5 . T h e p h y s i c a l education p r o g r a m should c o n s i s t p r e d o m i n a n t l y
of n a t u r a l play a c t i v i t i e s .
6 . T h e a c t i v i t i e s should be s e l e c t e d in the light of t h e psychological
a g e c h a r a c t e r i s t i c s of the child a s well a s the physiological.
7 . T h e individual d i f f e r e n c e s which e x i s t among s t u d e n t s should
b e c o n s i d e r e d in the s e l e c t i o n of a c t i v i t i e s .
8 . A c t i v i t i e s which a r e valuable in a r o u s i n g and e x p r e s s i n g the
e m o t i o n s should be chosen.
9 . In the s e l e c t i o n of a c t i v i t i e s , s o m e provision should b e m a d e
for progression.
10. In the selection and placement of a c t i v i t i e s , s u f f i c i e n t t i m e
should b e provided s o that the s k i l l s m a y be l e a r n e d r e a s o n -
ably w e l l .

Sociologiciil p r i n c i p l e s .

1 1 . T h c c u r r i c u l u m should be r i c h in a c t i v i t i e s adaptable t o u s e in
lcisure time.
1 2 . ;2rtivitics shollld be s e l r c t e d for t h e i r possible contribution t o
thr y o u t h ' s i,r.iining f o r citiz.enship in d e m o c r a c y .
1 3 . T h r c u r r i r u l u m sllould be suited t o the i d e a l s of the community
:is wc.11 . I S t o i t s needs.
14. , \ c t , i v i t i c s w h i c h :,re p:irticu1arly r i c h in p o s s i b i l i t i e s f o r indi -
 v i d u a l c h a r a c t e r training a r e especially d e s i r a b l e .
15. A c t i v i t i e s which r e f l e c t t h e p r e s e n t s o c i a l o r d e r and anticipate
f u t u r e t r e n d s should be provided i n t h e p r o g r a m . -
16. All s t u d e n t s should be taught activities which c a n b e used a t
h o m e and i n t h e i m m e d i a t e vicinity of the home.

ILI. FOUR SAMPLE PHYSICAL EDUCATION P R O G R A M S

A p h y s i c a l education p r o g r a m meeting a l l the a s p e c t s of t h e

a b o v e c r i t e r i a would b e i d e a l . However, a l l schools have n e i t h e r t h e

f a c i l i t i e s n o r t h e t i m e and i n s t r u c t o r s n e c e s s a r y t o put into effect a l l

t h e a c t i v i t i e s which would fulfill t h e s e goals. T h e r e is s o m e d i s a g r e e -

m e n t a s t o how b r o a d a physical education p r o g r a m f o r t h e junior high

s c h o o l should b e . Different a c t i v i t i e s a r e p r e s e n t e d by different

people. S o m e p r o g r a m s have only the m i n i m u m of a c t i v i t i e s while

o t h e r s p r e s e n t a wide v a r i e t y . A v a r i e t y of p r o g r a m s h a s b e e n p r e -

s e n t e d in the following pages. T h e s e p r o g r a m s have b e e n studied t o give

t h c w r i t e r a c r o s s s e c t i o n of the types of p r o g r a m s suggested f o r t h e

junior high s c h o o l s .

T h e C l c ~ v c l a n d Ohio
, Public Schools p r e s e n t e d the following p r o -

Sevc.nth
-~-- G r a d e : Introduction of simple coordination e x e r c i s e s i s
m , ~ d chc,rc with e m p h a s i s on r e s p o n s e , rhythm, and b a l a n c e , with
. ~ t t c - n t i og
n i v e n t o group g a m e s of low organization, r e l a y s , and
n1odific.d tc:am g a m e s k i l l s . Good s p o r t s m a n s h i p a n d d e s i r a b l e

l~oltrricxI-and E s s l i n g e r , 2 . c>., PP. 7 3 - 7 4 .

 ~ e r s o n a l i t yr e a c t i o n s a r e urged in a l l activities. Health education
e m p h a s e s a r e brought into actual practice by r e g u l a r shower p r o -
g r a m s , c a r e of t h e f e e t , prevention of infections, proper clothing,
s a f e t y p r a c t i c e s , and proper sleeping and eating habits.

E i hth -
L Grade: The program in the eighth grade includes s e a s o n a l
s p o r t s s u c h a s basketball, softball, volleyball, t r a c k , and non-
contact football, with an opportunity t o play the game in learning
s i t u a t i o n s w h e r e the e m p h a s i s is on fundamental s k i l l s and r u l e s of
play. E l e m e n t a r y tumbling and apparatus a r e included a s a r e con-
ditioning e x e r c i s e s and command response activities.

Ninth G r a d e : More advanced skills in g a m e s and s p o r t s a r e includ-

ed h e r e . Tumbling, s t u n t s , and a p p a r a t u s activities a r e p r o g r e s s i v e l y
m o r e challenging t o the boys' ability. Motor-ability testing and
s e l f - t e s t i n g a c t i v i t i e s a r e given, a s well a s a proportionate i n c r e a s e
in the a m o u n t of body-building e x e r c i s e s . Social dancing and co-
r e c r e a t i o n a l g a m e s a r e favorably received. P r o g r e s s i v e upgrading
of a l l a c t i v i t i e s i s maintained f r o m the seventh through the ninth
grade. 1

T h e Iowa State Department of Public Instruction published t h i s

p r o g r a m of physical education for the junior high schools in 1945:

C o r e Sports Activity Schedule F o r

Junior High School Boys, by
Grade Level

VII VIII IX
Touch
S(.ptcmbcr ' Touch Touch
Football
October Football Football
Speedball
November Speedball Speedball
Volleyball
Decclmbcr G a m e s and Games and
Relays Relays
Basketball
January Basketball Basketball
Basketball
Fcbruiiry Basketball Basketball
Tumbling
March Tumbling , Tumbling
Stunts, and
Stunts, and Stunts , and
Pyramids Pyramids Pyramids

--
' ~ l c v c l . l n d ,Ohio Public S c h o ~ l s What
, W e T e a c h , 1950,
1'1'. 1 O L - 103.
 C o r e S p o r t s Activity Schedule F o r
Junior High School Boys, by
G r a d e L e v e l , cont'd.

VII VIII IX
April T r a c k and T r a c k and T r a c k and
Field Field Field
May Softball Softball Softball
June Softball Softball Softball

V o l t m e r and E s s l i n g e r offered t h i s p r a c t i c a l p r o g r a m of physi-

-Organization -
c a l e d u c a t i o n in t h e i r book The and Administration of
-
P h y s i c a l Education:

T h e J u n i o r High School C u r r i c u l u m for B o y s ,

G r a d e VII

1. Khythmic A c t i v i t i e s - - 15%
Clog and T a p D a n c e s
T a p Routine 1, Dixie
S o c i a l Dancing
L . Team Sports--30%
B a s k e t b a l l , s o c c e r , softball
3 . Individual S p o r t s - - 2 0 %
T r a c k and F i e l d , Handball, Hiking
4. G y m n a s t i c s - - 157&
Tumbling
J u m p t h e Wand, Through the Hand, Back R o l l to Head Stand,
P r e s s Up t o Head Stand, Back Spring
A p p a r , ~ t u sActivities
Hand Walk, Hand J u m p s , Skin the Cat, -Alternate A r m B r e a s t
UP
5 . G a n l c s and ~ e l n ~- 2s0-%
Games
M a s t c r of t h e Ring, Poison Snake, H o r s e and R i d e r , Bull i n
t h e R i n g , H i t P i n B a s e b a l l , Club S n a t c h

oft Public i n s t r u c t i o n , T h e 10w:l P r o g r a m -

' ~ l . . i t ( .D c ~ ~ x i r l m r n of
--
I ' h y s i r . l l - .Ecitlr.ltion -
for. 13
- (Dcs Moincs: T h e S t a t ~of Iowa, 19451,
 36
Relays
W h e e l b a r r o w R a c e , T w o - L e g g e d R a c e , B a c k Support R e l a y ,
C r a b W a l k Race, H o r s e a n d R i d e r R e l a y

G r a d e VIII

1. R h y t h m i c A c t i v i t i e s - - 1 5 %
Clog and T a p Dances
D r u m m e r B o y , Newsboy Clog, I r i s h P i g , L i z a Jane
Social Dancing
2. T e a m S p o r t s - - 3 0 %
T o u c h F o o t b a l l , Volleyball, Softball
3. I n d i v i d u a l S p o r t s - - 2 0 %
T r a c k a n d F i e l d , W r e s t l i n g , Badminton
4. G y m n a s t i c s - - 15 %
Tumbling
U n d e r t h e Wand, L o n g Dive, High Dive, Round Off, F o r w a r d
R 011 C o m b i n a t i o n s
Apparatus Activities
S q u a t V a u l t , S t r a d d l e Vault, Thief Vault Mount, N e c k S p r i n g ,
Single L e g C i r c l e s , L e g S c i s s o r s
5. G a m e s and ~ e l a ~ s - - 2 0 %
Games
D e a d B a l l , B o x Hockey, F o r c i n g t h e City G a t e s , Ring P u s h ,
H u m a n T u g of W a r , T h i r d Man
Relays
Crooked Man Relay, Drive the P i g , Obstacle Race, C a t e r p i l l a r
R a c e , L e a p F r o g Relay

G r a d e IX

1 . R h y t h m i c A c t i v i t i e s - - 157;
Clog a n d T a p D a n c e s
C h e c r L e a d e r , On D e c k , Sally, T h e r e Was a n Old Man
S o c i ; ~ lDxncing
2. Team Sports--357'0
Speedball, H a s k e t b i t l l , B a s e b a l l
3. Individual ~ ~ o r t s - - ~ O %
T r , ~ c ka n d F i e l d , Roxing, T e n n i s
4 . G y m n a s t i c s - - 15%
'rumbling
t I ; ~ l fL r . v i , r , I.'orc.arm St a n d , C h r s t Roll Down, Standing N e c k
Ilivc., D o u b l ( . C . ~ r t w h r e l
 A p p a r a t u s Activities
Shoulder Stand, Shoulder Stand Dismount, Backward Shoulder
R o l l , F o r w a r d Thigh Roll, F o r w a r d Kip on End, Kip f r o m
U p p e r A r m Hang
5. G a m e s a n d R e l a y s - - 1 5 %
Games
C h i n e s e Wall, Roly Poly, Shuffleboard, P i t c h Pebble, C l e a r
the F o r t
Relays
C h a i n R e l a y , F r o g - J u m p Relay, Overhead Relay, Goat-Butting
R e l a y , T u n n e l Relay, Chariot ~ a c e l

F o r t h e s c h o o l s t h a t have g r e a t e r r e s o u r c e s , such a s sufficient

f u n d s in t h e i r budget, unlimited playing a r e a s , and l a r g e n u m b e r s

which a r e r e q u i r e d f o r m a n y t e a m s , L e s l i e W . Irwin, the author of

-
The Curriculum - Health -
in and P h y s i c a l Education, p r e s e n t s the follow-

ing a c t i v i t i e s a s a b a s i s f o r a well-rounded physical education p r o g r a m :

T i m e Allotment P e r Cent i n G r a d e

1. Aquatics
B cginning
Intcrmrdiate
Advanced
2 . \ppar.~tus
Overhead ladders
Climbing r o p e s
Slall b a r s
Vaulting b o o m s
Hori7,ontal b a r s
Flying rings
3 . G a m c s a n d Hcl:iys
Games
Ch.tin Dodgc Ball
 Chain Tag
Nose and Toe Tag
Poison
Stool B a l l
T h i r d Man
Roley Poley
Odd M a n ' s L e a p
C a t c h a n d P u l l Tug of War
Whip T a g
Dead Ball
F o r c i n g t h e City G a t e s
Maze Tag
M a s t e r of the Ring
P i g i n t h e Hole
P o i s o n Snake
Rider Ball
Relays
B a l l P a s s i n g Relay
D o z e n Ways of Getting T h e r e
B e n d and S t r e t c h Relay
L i n e Zigzag LII
Hold Hop Relay
Zigzag Overhead T o s s
C i r c l e Zigzag Relay
G o a l - T h r o w i n g Relay
Hoop -Rolling Relay
J a c k Rabbit Relay
H u m a n H u r d l e Relay
Run and P , i s s Relay
L e a p - F r o g Race
C i r c l e Relay
4 . F o r m a l Activities
M a r chin^
Calisthenics
A p p a r a t u s work
5 . M o r c Highly Organized Sports 25
Fo0tb;lll
Volleyball
E'icldball
Touch Football
S o c c c r a n d Speedball
'r r;ick ;lnd E'icld
Rii s c b a l l

\ Softb.~ll
 Basketball
Boxing and Wrestling
Tennis
F i e l d Hockey
S i x - p l a y e r F i e l d Hockey
6. Recreational Sports
Badminton
Bowling
Box Hockey
Clock Golf
Darts
Deck T e n n i s
Handball
Horseshoes
Loop Tennis
Paddle T ennis
Shuffleboard
Table Tennis
Tether -ball
Archery
Swimming
Tennis
7. R h y t h m s and Dancing
Social Dancing
M o d e r n Dancing
8. Tumbling and Stunts
B eginning
1ntc.rmediate
Advanced
9. &'inter S p o r t s
F o x and G e e s e
H a r v and Hound
Obstacle Races
Snow Dodgc. B a l l
Snow Duck on a Rock
Snow R o m b : ~ r d m c n t
Snowball T ' i r t c t Throwing
. \ d v ; ~ n c c dSnow Modcling
Sk;i ting O b s t < ~ c l c
Sk:~tcxShut t l c I ? c l : i ~
One. S k , ~cl I-?c-l.~y
'I'hr(.c--ld(.!:sc.d Skiltc Rclci)'
Modified I c c Hockey
 Skiing
Ski R a c i n g
Coasting Relays l

P h y s i c a l education p r o g r a m s v a r y to a g r e a t extent in s o m e

but a r e q u i t e s i m i l a r i n o t h e r s . F o r example, in the s a m p l e

p r o g r a m s l i s t e d i n the p r e c e d i n g pages, the m a j o r e m p h a s i s i n p r o g r a m

content w a s on t e a m g a m e s o r group activities. Yet, V o l t m e r and

~ s s l i n g e r ' sp r o g r a m , a s well a s I r w i n ' s , provided for individual activi-

t i e s along with t h e g r o u p activities.

By studying v a r i o u s physical education p r o g r a m s , the w r i t e r

concluded t h a t t h e r e w e r e definite t r e n d s in the m o d e r n physical educa-

t i o n p r o g r a m . F i r s t , r e c r e a t i o n a l s k i l l s , which will b e used in l a t e r

l i f e , a r e b e c o m i n g m o r e prominent in the good physical education p r o -

g r a m . Much of t h i s i s due t o the i n c r e a s e d amount of l e i s u r e t i m e .

Second, a p p a r a t u s work and weight training a r e m o r e prominent now

than in t h c p a s t . T h i r d , physical f i t n e s s has always been i m p o r t a n t ,

h u t iiddcd e m p h a s i s i s being placed on these activities. T h e a r t i c l e s

writlvn about t h c d i s i n t e g r a t i o n of our society have a f f e c t e d the

pl;lnninl: o f tht. physicill education p r o g r a m s . L a s t , t h e r e i s a t r e n d

ilw;ly f r o m t h e i n t e r s c h o l a s t i c s p o r t s for the junior high school. A well

r o u l l t l ~ di n t r ; i m u r a l progr;im i s taking i t s place.

LAI.slir W . I r w i n , Curriculum - i n Health Physical

Ecluc;ktion
-_..._
(silint L o u i s : T h p C . V . Mosby C o r n p ~ ~ n y
1 ,
9 5 1 ) , pp. 1 3 0 - 1 1 8 .
 41

N o s e t s t a n d a r d of physical education programs can be e s t a b -

lished. C o m m u n i t i e s v a r y in t h e i r facilities a s well a s individual

and i n t e r e s t s , making it impossible to use a s e t program, B y

using t h e a c t i v i t i e s which b e s t f i t his junior high school, the w r i t e r h a s

developed a p r o g r a m in the following chapter to m e e t a s nearly a s pos-

sible t h e c r i t e r i a developed in t h i s chapter.

 CHAPTER 111

T H E PROPOSED PLAN O F PHYSIC& EDUCATION

FOR T H E INDIANOLA JUNIOR HIGH SCHOOL

I n t h e p r e v i o u s c h a p t e r , a study of the p r e s e n t physical educa-

tion p r o g r a m w a s m a d e . In t h i s c h a p t e r , the w r i t e r s e t up the proposed

plan of p h y s i c a l e d u c a t i o n f o r the Indianola Junior High School. T h i s

w a s done a f t e r c o n s i d e r i n g the evaluation, the f a c i l i t i e s , and t h e n e e d s

of t h e s c h o o l . Included in t h e proposed p r o g r a m a r e the following

topics: g e n e r a l i n f o r m a t i o n , including t i m e allotment and s i z e of

c l a s s , i n s u r a n c e , u n i f o r m s and towels, excuses and a b s e n c e s , and

gr:ldes a n d c r e d i t ; a service program; an i n t r a m u r a l p r o g r a m ; a

h ~ > ~ lptrho g r ~ i m ; and a n i n t e r s c h o l a s t i c program. The w r i t e r intends

to this p r o g r a m a s a b a s i s f o r h i s own physical education

i'rogram in the* Jndianola Junior High School.

I . GENERAL PROGRAM INFORMATION

n t c l a s s s i z e . The educational laws of the

'Tim,. c ~ l l ~ t n l e and
-

St.lti of lowa r l - q u i r c t h c ~physical

t educ.ition b e taught f o r fifty minutes

('.ich wcc,k i n o u r s ~ h o o l s . T h i s i s a minimum and not adequate f o r a

sotlnri I ,.duc.ition i,rogr.inl. Irwin s t a t e s that pupils in e a c h

l:r.~d(-of th(, j u n i o r hiyh should have a on(. hour c l a s s period

CI.I
ily , -, . 1 c.d,,r.,tioll i n :,ddition to . ~ i t r r s c h o o linf ranlur'*ls and
 43
o t h e r p e r i o d s . l F o r t h e w r i t e r ' s physical education program, t h i s is

not practical. With t h e gymnasium available only t h r e e hours a day,

it would b e n e c e s s a r y t o place eighty students in each c l a s s . Not only

would t h i s c r o w d t h e f a c i l i t i e s , but l i t t l e learning would take place in

a c l a s s of t h a t s i z e . A b e t t e r solution would be an activity program of

t h r e e o n e -hour p e r i o d s p e r week. On t h e days when students do not

h a v e p h y s i c a l c l a s s e s , t h e y could participate in the i n t r a m u r a l p r o -

g r a m if t h e y s o d e s i r e d . In t h i s m a n n e r , an appropriate c l a s s s i z e

would b e e s t a b l i s h e d . G e n e r a l l y , a c l a s s of from thirty t o forty pupils

is n o t t o o l a r g e t o provide a n excellent teaching s i t ~ a t i o n . ~

Insurance -
and p h y s i c a l examinations. All boys participating

in the p h y s i c a l education p r o g r a m s h a l l purchase the school insurance

o r bring ;I notc f r o m h o m e stating adequate coverage in the family

policy f o r a n y a c c i d e n t s which might occur ..

il p h y s i c a l examination shall be required upon the entrance

i n t o I h c s c v e n t h ~ r c r d e . Any new student entering the seventh, eighth,

o r ninth f<rndc. w i l l \,e r e q u i r e d t o take a physical examination before

L,,-slic W . J r w i n , -
The C u r r i c u l u n----
~i n Health and Physical
--- d u c i ~ t i o n (S;iint L o u i s :
-E
T h e C . V . M o s b y Company, 1951), P. 148.

>
'zciw.r rti E'. V o l t n ~ c r&rnd;lrlhur A. E s s l i n g c r , The Organization
--
.lnd A r f -n- ~ t i o-
~ i n i s t r .- of
n Physiccil EducLltion (NL,wYork: Appleton-
C [ . n t i l r y - C r o f t s , l n c o r p o r . ~ t c . d , 1 9 . 2 9 ) ~p. 125.
 44
t h e y c a n p a r t i c i p a t e i n a n y s t r e n u o u s activity, if they have had no p r e -

vious examination.

Uniform requirements. Navy blue s h o r t s and white T - s h i r t ,

p r o p e r l y s t a m p e d , w i l l be r e q u i r e d of e v e r y boy. T h e uniform m u s t be

w a s h e d a t l e a s t o n c e e v e r y week.

T o w e l s e r v i c e ---
a n d l o c k e r r o o m f a c i l i t i e s . The school f u r n i s h e s

t o w e l s a n d a b a s k e t f o r t h e activity c l o t h e s . An individual l o c k e r , in

t h e m a i n l o c k e r r o o m , w i l l be provided f o r t h e s t r e e t clothes during

t h e activity period.

Excuses, absence, a n d tardiness. Section 4264 of the Iowa

p h y s i c a l (.ducation law s t a t e s the following:

T h ( . c o n d u c t and a t t a i n m e n t of the pupils in such c o u r s e s h a l l

b c m a r k c d a s in o t h e r s u b j e c t s and it s h a l l form p a r t of the
requirement f o r g r a d u a t i o n o r promotion of e v e r y pupil in attend-
;incc?, but no pupil s h a l l be r e q u i r e d to take such instruction
whosc. p i t r e n t s o r g u a r d i a n s h a l l file w r i t t e n s t a t e m e n t with the
s c h o o l princip.11 o r t e a c h e r that s u c h c o u r s e conflicts with h i s
rc~1i~:ious bc1ic.f. l

P h y s i c a l d c f c c t s prc.sent a p r o b l e m in m o s t schools, since the

a v c . r , l g ~ .pro:: r;lm i s not bro,td enough t o provide t h e s e students with

adequ;~tc.activit.icxs. E v e r y student should be included in s o m e activity.

~ ~ . s h si . iP~; ~~r k c r---

loulii
, Pl;tn o i !?hysic:ll Education c%r U s e in
E l ( . n l c * n l 12
------ s (I)c,s Moincs: Dpp;irtlnc.nt oi Public Instruction,
S(.l~ool
. ~ ----
1 0 4 7 ) , p. 7 .
 45
A f t e r a d i s c u s s i o n w i t h t h e p h y s i c i a n , a c t i v i t i e s should be established

t o c o m p e n s a t e f o r t h i s disability.

A b s e n c e s s h o u l d b e d e a l t with i n physical education a s i n o t h e r

academic classes. M a k e - u p w o r k should b e provided f o r e x c u s e d

absences. F r e q u e n t u n e x c u s e d a b s e n c e s should r e s u l t i n t h e f a i l i n g

of p h y s i c a l e d u c a t i o n .

A s t u d e n t w h o i s t a r d y will b e r e q u i r e d t o obtain w r i t t e n p e r -

m i s s i o n f r o m t h e p r i n c i p a l t o e n t e r the classroom.

-
G r a d e s and credits. G r a d e s i n physical education should be

g i v e n a c c o r d i n g t o t h e following f a c t o r s: pupil a t t e n d a n c e , punctuality,

e f f o r t , c o s t u m e , a c h i e v e m e n t , and g e n e r a l attitude. G r a d i n g i n p h y s i -

c a l education w i l l follow t h e s a m e p a t t e r n that the s c h o o l h a s e s t a b -

l i s h c d f o r o t h e r s u b j e c t s . An -
A g r a d e would denote e x c e l l e n t w o r k ;

a -
R g r . ~ d c .would d e n o t e good w o r k ; a -
C g r a d e would be a v e r a g e ; a

-
1) g r , l d c would mc3an t h a t t h e w o r k is below a v e r a g e ; F would denote

that t hcb s t u d v n t i s i;iiling; a n d a n -

I would m e a n t h a t the s t u d e n t h a s

not ~ ~ n l i ~ l c . ttht.
< . d rc.quirc.d w o r k , but a f t e r s o doing will r e c e i v e t h e

ijrof)cB : r,idc..
1- ! T h i s t y p c of g r a d i n g i s n e c e s s a r y if physical education

is t o c o r l s i d c r c ~ d< ~i m
sp o r t i l n t AS any o t h e r s u b j e c t .

11. T H E 1'HOPOSED P R O G R A M
a w i d e v a r i e t y of a c t i v i t i e s . A p r o p e r balance between team s p o r t s ,

i n d i v i d u a l a n d d u a l s p o r t s , and conditioning activities h a s been m a i n -

t a i n e d t o p r o v i d e n u m e r o u s educational e x p e r i e n c e s . It is not possible

t o o f f e r a l l a c t i v i t i e s mentioned i n t h i s p r o j e c t , b u t e v e r y attempt should

L

b e m a d e t o i n t r o d u c e t h e m into t h e p r o g r a m a s the opportunities a r i s e .

Service program.

F i r s t Nine Weeks
N u m b e r of
Weeks G r a d e VLI G r a d e VIII G r a d e IX

3 Swimming Swimming Swimming

4 Soccer F l a g Football F l a g Football
2 Personal Personal Personal
Fitness Fitness Fitness
Tests Tests Tests

Second Nine Weeks

G r a d e VII Grade VIlI G r a d e LX

Basketball Basketball Basketball

G a m e s and Wrestling Wrestling
R clays
Apparatus Apparatus Apparatus

T h i r d Nine Weeks

G r a d e VII G r a d e VIU Grade IX

Volteyball Volleyball Volleyball

Rhythms Rhythms Rhythms
squa r c. square square
dan c i n s dancing dancing
social social social
d;tncing dancing dancing
'rumbling Tumbling Turr.bling
 F o u r t h Nine Weeks
N u m b e r of
Weeks G r a d e VLI Grade VUI Grade IX

Personal Personal Personal

Fitness Fitness Fitness
Tests Tests Tests
G a m e s and Softball Softball
Relays
T r a c k and T r a c k and T r a c k and
Field Field Field

T h i s p r o p o s e d s e r v i c e p r o g r a m contains s e v e r a l new activities

in a d d i t i o n t o some of t h e a c t i v i t i e s of the present program. The com-

pletion of a m u n i c i p a l s w i m m i n g pool h a s made possible swimming a s a

f a l l a c t i v i t y . T o u c h football h a s been replaced by flag football to reduce

the p o s s i b i l i t y of i n j u r y . C r o s s country h a s been eliminated f r o m the

I
program. Junior h i g h school boys a r e not developed enough for s t r e n u -
I
o u s , long d i s t a n t running.

D u t t o i n c r e a s e d e m p h a s i s on physical f i t n e s s , wrestling and

a p p a r a t u s w o r k hnvct been added t o t h e winter activities of the s e r v i c e

p r o g r a m . Rhythm a c t i v i t i e s have been added to help develop coordina-

tion a n d s o c i i i l i z i ~ t i o n .

P ( . r s o n a l f i t n e s s t e s t s have been added to the spring activities

in o r d r r t o chcck development and improvement f r o m the beginning of

t h e yc.;t r .

T h r I~ro!:r;Lm i s b u i l t around the m o r e hiphlv organized team

s p o r i s .incl . i r t . i v i t i t ~ sill wllich 1;lrgc numbers c a n p a r t i ~ i ~ a during

tc a

cl;,ss , -1.1,,. five. Il,clill , l r c . . I ~C,lllb c s t b ~ .d r i i n ~ da5 tcii*l

 48
i n d i v i d u a l s p o r t s , g y m n a s t i c s , r h y t h m s , and games and r e l a y s . Each

a r e a h a s b e e n given a specific amount of t i m e at different intervals

during the year. Following is a percentage table of these activities.

P e r Cent in Grade L e v e l s

T e a m Sports
. Individual Sports
G y m n a s t i c s and Apparatus
Rhythm s
G a m e s and Relays

T h e p e r c e n t a g e of a c t i v i t i e s in each grade i s somewhat m i s l e a d -

ing. N o t i m e f o r g a m e s and r e l a y s h a s been allotted in g r a d e s eight

and n i n e . H o w e v e r , g a m e s and r e l a y s will be provided f o r in the lead

up g a m e s a n d r e l a y s held p r e l i m i n a r y t o the team and individual s p o r t s .

T h i s would r c d u c c the percentage of t i m e spent on the t e a m and individ-

ual s p o r t s and i n c r e a s e the t i m e of the g a m e s and r e l a y s . Calisthenics

a r c a l s o g i v e n w i t h e v e r y activity period. T h u s , the percentage of time

f o r r h y t h m s would i n c r e a s e , since calisthenics would be included in

that arcii.

In vic>win!: t h i s p r o g r a m with these explanations in mind, the

perccntaj:c.s of t i m c a s well a s the activities would closely parallel

thost. offc.rcxcl b y Vo1tmc.r and E s s l i n g e r a s listed on pages 35-36, and

I r w i n ' s I)ro!:r;in> l i s t e d on p ; ~ s c s3 7 - 4 0 of t h i s project.

- _-.-I
l ) r o q r ; i m Sinccl
1 n t . r ; l r n ~rr , ~ ~ . phy sicill educr~tionin thc junior hish
s c h o o l s h o u l d b e a n o r i e n t a t i o n p e r i o d , many opportunities f o r games

and s p o r t s f o r s t u d e n t s with a v e r a g e athletic ability should be provided,

T h e o r g a n i z a t i o n of t h e i n t r a m u r a l p r o g r a m should be flexible and

i n f o r m a l e n o u g h t o allow e x p e r i m e n t a t i o n with the v a r i o u s positions

and s p o r t s t o a l l i n d i v i d u a l s .

T h e a c t i v i t i e s provided i n t h e i n t r a m u r a l program should be

a n o u t g r o w t h of t h e r e g u l a r s e r v i c e p r o g r a m . Fundamentals learned

i n t h e c l a s s p e r i o d should b e employed in the e x t r a c l a s s activities.

T h e following a r e g e n e r a l guiding policies for setting up the i n t r a m u r a l

--
p r o g r a m , a s l i s t e d in T h e Iowa P r o g r a m of Physical -
Education for

Boys:

1. T h e p r o g r a m m u s t b e kept on a voluntary b a s i s .
2 . A c t i v i t i e s m u s t b e wholesome, healthful, and socially sound.
3 . P r o v i s i o n m u s t be m a d e to include all students.
4. P h y s i c L l lt.xaminations should b e given each student, and h i s
l i n ~ i t a t i o n sindicated t h e r e b y . The p r o g r a m m u s t provide
i ~ p p r o p r i a t ea c t i v i t i e s f o r the handicapped.
5 . S u c c c - s s i s a n e s s e n t i a l e x p e r i e n c e f o r every youth. P r o c e d u r e s
f o r c l a s s i f y i n g t e a m s and p l a y e r s , o r for equalizing the
i ~ b i l i t i c sof g r o u p s m u s t b e used s o that this objective may
Lc cffc.ctcd.
6 . T r . ~ i n c da d u l t s u p e r v i s i o n i s a n e s s e n t i a l in this p r o g r a m a s
the. co.ich i s in t h e i n t e r s c h o l a s t i c p r o g r a m . Guidance d e t e r -
~ n i n r ~t hr. s d i r e c t i o n of the development. Adult guidance,
thcrefort-, i s essential.
7 . Stud(.nts should corlduct t h i s p r o g r a m t h e m s e l v e s under faculty
f:clid:rncc. T h c ~ d u c ~ ~ t i opossibilities
nal of this program a r e
clnll.~rlcrbd
b y t h i s fc.iturc. T h e r s p e r i e n c e of leading t e a m s I
dvridin!: politics, .ind officiating .ire experiences not often
, ~ v . ~ i l . i \ , livn t h ~ .1 n t ~ ~ r s c h o l n s t p
i cr o g r a m .
8 . T h i s should I l c . k ~ , p l.I pl.iy Progr.ln>. Tc.lchir1~in t c c h n i q u r s
slloulcl I,(. r-onductc-d in thc rcquirc-d cl.lsscs. T e a m s
t h(.n~sc.lvc.s. ~r.cngc. r for conchi~lg' ~ u dpractice.
 9. The p r o g r a m should, when possible, be financed by the educa-
t i o n a l f u n d s . It should not be dependent upon the gate
r e c e i p t s of t h e i n t e r s c h o l a s t i c program f o r i t s existence.
10. T h e p r o g r a m of a c t i v i t i e s should be sufficiently diversified t o
i n c l u d e a c t i v i t i e s of i n t e r e s t t o every student. Types of
g a m e s v a r y i n g f r o m strenuously active to non-active should
b e p r o v i d e d on both the t e a m and individual b a s i s .
1 1. F a c i l i t i e s m u s t be provided. Where conflicts in after -school
u s e of f a c i l i t i e s a r i s e , t h e responsibility of an equitable
t i m e a l l o t m e n t of such f a c i l i t i e s to the various phases of
t h e s t u d e n t s ' e x t r a - c u r r i c u l a r program r e s t s with the
administration.
12. R e w a r d s m u s t be planned f o r t h e i r help in stimulating interest
r e c o g n i z i n g a c h i e v e m e n t , and motivating continued activity. 1

T h e following a r e t h e a c t i v i t i e s in the proposed i n t r a m u r a l

program:

Grade Grade Grade

7
- -
8 -
9

Autumn Swimming Swimming Swimming

Soccer Touch Football Touch Football
Winter Basketball Basketball Basketball
Volleyball Volleyball Volleyball
Recreational Wrestling Wrestling
G.irnc%s
Spring T r a c k and T r a c k and T r a c k and
E'icld Field Field
Hcbcrcational Softball Softball
Games
Summc-r 'I'f-nnis Tennis Tennis
13asc>b;1ll Baseball Baseball

In . ~ d c l i t . i o ~
tol thc rcgu1:~rly pl'lnncd activities, opportunities

for v.1 rious j:iirncss such .IS pin!: pong, cllcckers, and shuffleboard

l S l , . i l ~l .) t ~ I ) . ~ ~ t ~ ~ u, Il b t ~' ol ht l i c l ~ r s t r u r l i o n ,The iow;i P r o g r a m $

-
I J h ~ s-
i c-. ~I -i1; -t l- l l.~ -. -. i t- i- .-
~ r -l101- 152ps (11t.s M o i ~ l t . ~T: h c St.rtt. of Iowa, lL3-15).
pp. 2 5 - 2 6 .
 T h e p r o p o s e d i n t r a m u r a l p r o g r a m includes m a n y a c t i v i t i e s in

a d d i t i o n to b a s k e t b a l l a n d b a s e b a l l , t h e only a c t i v i t i e s of t h e p r e s e n t

intramural program. An i n t r a m u r a l p r o g r a m consisting of activities

p l a n n e d f o r the e n t i r e y e a r would g i v e boys who a r e not a c t i v e i n i n t e r -

s c h o l a s t i c a t h l e t i c s a n o p p o r t u n i t y t o p a r t i c i p a t e i n a p r o g r a m and thus

u s e t h e i r l e i s u r e t i m e wisely.

Inter scholastic propram.

W i t h t h e b e g i n n i n g of t h e m o v e m e n t t o place i n t h e junior high

s c h o o l t h e s e v e n t h , eighth, and ninth g r a d e s , interscholastic
a t h l e t i c s c r e p t in l a r g e l y b e c a u s e satisfactory intramural pro-
g r a m s w e r e n o t i m m e d i a t e l y e s t a b l i s h e d and b e c a u s e the ninth
g r a d e boys, w h o w e r e o r d i n a r i l y i n t h e s e n i o r high school and
e l i g i b l e f o r a t h l e t i c s , w e r e d e p r i v e d of opportunity t o participate
i n i n t e r s c h o 1 . 1 s t i c a t h l e t i c s by b e i n g placed i n the junior high
school. A P c a u s e of t h e s l o w d e v e l o p m e n t of i n t r a m u r a l a t h l e t i c s ,
thfm i n t c . r s c ~ l i o l . ~ s t iscp o r t s w e r e t h e only s o u r c e through which
t h c~o m p c . t i t i v ~ i- n t c r c s t s a n d d e s i r e s of the boys could be s a t i s -
fi1.d. 'I'ht- u s u . l l r e - c o m m r n d a t i o n i s that boys and g i r l s of junior
hi!:h s c h o o l .t::cX s h o u l d not p a r t i c i p a t e in i n t e r s c h o l a s t i c a t h -
lctic's. 1

' T h i s s t ; ~ t c . n l c n tr c . p r c s c n t s t h e idea which w a s prevalent in

the P;I r l y 1 ( ) 5 0 ' s . W i t h t h t . i n c r c . . ~ s o dp r c s s u r e f o r physical f i t n e s s

and ;I h i j z h 1y c - o r ) ; i , c . t . i t . i v ~ -socic-ty , t h ~ 'philosophy of junior high school

a t h l ( . t i c s i s !: r.:dti i l l y c-h.~n):ing.

Kvt. r y o r l c br c L . l l i z c - s n c S c dl o r a s t r o n g and v a r i e d i n t r a m u r a l

prol:r.inl. , .for
1l o w ~ . v ~ ~ . t h ~ s. n ~ ; i l l c . rg r o t ~ p w
, h i c h would not b c s a t i s f i e d
 52
w i t h p l a y i n g i n t r a m u r a l , a m o r e competitive form of activity is neces-

sary.

A c c o r d i n g t o a 1958 r e p o r t i n the bulletin of The National Asso-

c i a t i o n of S e c o n d a r y School P r i n c i p a l s , 85 per cent of the junior high

s c h o o l s h a d i n t e r s c h o l a s t i c p r o g r a m s and 78 per cent of the principals

of t h o s e s c h o o l s f a v o r e d such a p r o g r a m . 1

T h e N a t i o n a l Conference on Youth Fitness of Secondary School

Youth (1958) had t h i s t o say: "Except for boxing, interscholastic

s p o r t s i n g r a d e s s e v e n through nine, when properly organized, can

m a k e a s i g n i f i c a n t contribution to youth f i t n e ~ s . " ~

A n o t h e r point of importance w a s s t r e s s e d by the s e c r e t a r y of

t h e N e w Y o r k S t a t e Public High School Athletic Association, John

Archer, H e said:

W e w e r c a l a r m e d m o r e o v e r that outside agencies were infrin-

ging upon t h c c o n t r o l of athletic activities for boys i n grades
s c v e n , r i f ~ h t,ind
, nine. Whereas since competition f o r boys in
j u n i o r high school g r a d e s i s growing, it i s agreed that it should
be c o n t r o l l c ~ db y t h e schools. 3

T h c ALhlctic rlssociation of Iowa h a s passed certain m e a s u r e s

controllin!: junior high 'lthlctics. In accordance with these l a w s , the

NL.M . : l r n ~ s ,"Competition for Junior High Schools," Athletic

-- ,X L I (IIc.cc*mI,rr, IC)60), 2 .
J o u r n i ~ l

3 ~ M. . .\I-TIIS, "Comp~.tition for Children - - 'Theory Versus

~ .- n-. ~ lY, S S l S ( J . ~ n u a yr , I Q q Q ) ,3 2 .
--t l-~ l- t-> l i-Jc-o- u--
P r . ~ c - t i c c . , "A
 53
w r i t e r has d e v e l o p e d t h e following p r a c t i c a l program of interscholastic

s p o r t s f o r t h e I n d i a n o l a J u n i o r High School:

Grade Grade Grade

-7 8
- -
9
Fall
Football 4 games 4 games
Winter
Basketball 8 games 8 games 8 games
Spring
T r a c k and Field 2 meets 4 meets 4 meets

T h e f o o t b a l l s q u a d is divided i n t o lightweights and heavyweights

f o r t h e e i g h t h g r a d e . T h e r e a r e f o u r lightweight g a m e s for those 110

p o u n d s a n d u n d e r and f o u r g a m e s f o r t h o s e o v e r 110 pounds. These

l i g h t w e i g h t c o n t e s t s w i l l b e played p r e l i m i n a r y t o the heavyweight games.

B e c a u s e t h e ninth g r a d e h a s b e e n a p a r t of the high school, an

a t h l e t i c schc-dulc w a s s e t up f o r the combined ninth and tenth g r a d e s

e a c h v c . ; l r . S i n c c t h c ninth g r a d e will now be a part of the junior high

s c h o o l , t h r w r i t r r h a s provided a s e p a r a t e schedule f o r the ninth grade.

'This w a s t h c o n l y ch'lnge m a d e f r o m t h e p r e s e n t interscholastic program

I i c - ; ~ l t his c o n s i d c r c d t h a t condition, m e n t a l and physical, in

w h i c h the. individu;il i s functionally well adjusted internally
; L S c-onc-t-rns ,111 body p a r t s ;lnd r s t e r n a l l y a s concerns his

c.nvironrrlc*nt. I
 It is e x t r e m e l y i m p o r t a n t t h a t health education be included in

the p h y s i c a l e d u c a t i o n p r o g r a m of e v e r y junior high school. Today,

b e c a u s e t h e s c h o o l is r e s p o n s i b l e f o r t h e whole child, the health and

p h y s i c a l w e l f a r e of t h e s c h o o l child is a p r i m a r y objective of modern

education. A c o m p l e t e h e a l t h p r o g r a m h e l p s the student to s e e the

i m p o r t a n c e of good h e a l t h h a b i t s and t o apply them t o everyday living.

T h r e e d i s t i n c t s p h e r e s a r e recognized in the health education

p r o g r a m i n t h e public s c h o o l s :

H e a l t h s e r v i c e : T h e p u r p o s e s of health s e r v i c e in the school

a r e ( 1 ) t o d e t e r m i n e t h e health s t a t u s of pupils and t o inform the
c h i l d r e n a n d t h e i r p a r e n t s of t h i s s t a t u s ; (2) t o follow up and
s e c u r e t h e c o r r e c t i o n of r e m e d i a l defects; (3) t o control the
s p r e a d of c o m m u n i c a b l e d i s e a s e s ; (4) t o aid t e a c h e r s t o recog-
n i z e t h e s i g n s of o p t i m a l health i n the child and t o observe any
d e v i a t i o n s f r o m t h i s o p t i m u m ; (5) t o r e n d e r emergency treatment
i n c a s e s of i n j u r y o r sudden i l l n e s s ; (6) t o determine pupil capa-
c i t y f o r p h y s i c a l a c t i v i t y ; and ( 7 ) t o supervise the health conditions
throughout the school.

H e a l t h f u l s c h o o l living: T h e following phases of health education

a r c u s u a l l y c o n s i d e r e d in the s p h e r e of healthful school living:
(1) s u p e r v i s i o n a n d m a i n t e n a n c e of the school plant and facilities;
( 2 ) s a n i t a r y food and w a t e r supply; ( 3 ) adequate and well-regulated
h e a t i n g , l i g h t i n g , a n d ventilation; (4) f i r e protection; (5) the
, I r r a n g c m t ~ n tof t h e g e n e r a l school p r o g r a m and of individual pupil

s c h c d u l e s including sufficient p e r i o d s during the school day f o r

rc-st, a s s i l : r ~ m c n t (when n e c e s s a r y ) to special c l a s s e s , modified
p r o g r a m s of s t u d y and oi homework, and adapted programs of activ-
i t y ; a n d ( 6 ) s c h o o l fcedings and the school lunchroom.

H c ; ~ l t . hinstruct.ion: T h i s includes a l l phases of the teaching Pro-

g r . l r n , both incidcxntal and d i r c c t e d . 1
 The a b o v e r e c o m m e n d a t i o n s w i l l b e included in t h e health p r o -

g r a m of t h e I n d i a n o l a J u n i o r H i g h School. H e a l t h c l a s s e s will be taugh

o n l y in t h e s e v e n t h g r a d e . T h e y w i l l b e h e l d on a l t e r n a t e d a y s with the

r e g u l a r physical education classes.

T h i s h e a l t h p r o g r a m is c o m p l e t e l y n e w , a s h e a l t h education

h a s been t a u g h t o n l y i n c i d e n t a l l y i n t h e p r e s e n t p r o g r a m of physical

education.

Summary-
of p r o p o s e d p l a n . A s o u n d physical education progr;

m u s t c a r r y o u t n o t o n l y t h e a i m s , o b j e c t i v e s , and p r i n c i p l e s of physic;

e d u c a t i o n , b u t a l s o t h e p r i n c i p l e s of g e n e r a l education.

T h e p r o p o s e d p r o g r a m , w i t h its f o u r p a r t s , m e e t s t h e principll

of h e a l t h t h r o u g h physic:il a c t i v i t y a n d h e a l t h i n s t r u c t i o n ; boys develo

p h y s i c a l s k i l l s t h r o u g h t h c p r o c e s s of l e a r n i n g ; working together i n a

y r o u p p r t . p . l r c b s 1ht.m rnorr. : i d c q u a t c l y f o r g r o u p living i n t h e h o m e ;

? h y s i c ; ~ li i t n i . s s prc.p;ircBs t h c m f o r t h e i r f u t u r e vocation. Boys m u s t

m e c t cc.rt;rin r c . c l u i r ~ ~ n ~ c ~
0 1n tcsi t i z e n s h i p b e f o r e participating in the

i n t r ; i m u r , ~ l. ~ n dintc.rscho1.tstic pro!:rnms. T h e s e p r o g r a m s play a v e

i m p o r t , ~ n tr o l , . i n h<.111in!:b o y s t o m.lke w o r t h y u s e of t h e i r l e i s u r e t i r

Throu!;hout 1 i)ro!:r.1111, t . n ~ l ~ h ; i s \\,ill

is bc placed on t h e development

11.1 r . ~ c t c . rtr.rit s .is hone-sty, f a i r play, a d h e r e n c e t o

of s u c h d c . s i r . t \ ~ l cc. ~

ru1f.s ; ~ n c lrc-!:til.~ti o n h , .111d!:ood s ~ ) o r t s n i . ~ n s h i p .

'I' l ~ l\,hy
s ~ ~ ~ itC .. Ii ~t r i ~ ~ c . i clt' t ~ sic-;ll
s c%ducLltion
a r t 3 divided into
t h r e e p a r t 5: p h y s i o l o g i c a l , psychological, and sociological. The

d e v e l o p m e n t a l a c t i v i t i e s provided in the proposed program provi

o p p o r t u n i t y f o r a wide r a n g e of movements involving the l a r g e m.

g r o u p s i n o r d e r t o develop co-ordination and body control. . A wic

v a r i e t y of a c t i v i t i e s h a s b e e n s e l e c t e d t o provide for physical a s

a s p s y c h o l o g i c a l d i f f e r e n c e s in individuals. Many of the activitic

w e r e s e l e c t e d not only f o r t h e i r value in developing the physical

b u t a l s o f o r c a r r y o v e r value of u s e of l e i s u r e time.
 CHAPTER IV

SUMMARY AND CONCLUSIONS

T h e p u r p o s e of t h i s s t u d y w a s t o p r o v i d e a p r o p o s e d plan of

p h y s i c a l e d u c a t i o n f o r t h e I n d i a n o l a J u n i o r H i g h School. T w o s t u d i e s

w e r e m a d e b e f o r e p l a n n i n g t h i s p r o g r a m . First, t h e w r i t e r studied

the present p r o g r a m a n d c o n s i d e r e d t h e f a c i l i t i e s a v a i l a b l e , t h e s t e a d -

i l y i n c r e a s i n g e n r o l l m e n t of t h e s c h o o l s , a n d t h e n e e d s of t h e s t u d e n t s

involved.

S e c o n d , t h e w r i t e r d e t e r m i n e d w h a t c o n s t i t u t e s a good physical

e d u c a t i o n p r o g r a m a c c o r d i n g to a u t h o r i t i e s . T h e s e f i n d i n g s w e r e then

used a s a b a s i s l o r d e t e r m i n i n g a sound physical education p r o g r a m

f o r h i s ' l ~ ; t r t i c u l ; l rs i t u . ~ t i o n . T h u s , the a c t i v i t i e s a r e d e s i g n e d t o p r o -

v i d e thc beast i ~ o s s1111,

i i)ro!:r.tn: of p h y s i c a l e d u c a t i o n a d a p t a b l e to t h e

Indianol.1 J u n i o r 1 Ii!:h S c h o o l .

r h i s is nir.rc-ly .I I ' r . ~ ~ ~ . r t s wwsithin

ork which a p r o g r a m m a y

opcr.itc. w i t h rilodific..it.iorls. C;h,rr~~:c.s

in state regulations and local

s c h o o l i ~ o l i c . y ,~ I - W t'.ic-ilitic.5, .ln inc-rc-;isc- o r dc.crt*,~sein e n r o l l m e n t

could ill1 ~ i c . r . c . ~ : i i L ,.L~ ~t ~

- I I' . I I I ! : I ~in tht* pI1ysic;11 t?duc;ltion p r o g r a m .

c - dt11c' i ) r o p o s c d p r o g r ~ l r n . T h e y a r e
1~'0tlr I ) t l . l + ; ~ - .st r t mi r ~ ~ . l l ~ c lin

t I , tht- i r ~ t c ~ r s ~ - h o l . ~ s:lnd
thr sc*rvic.c., 1 1 1 1 . i r ~ r-.tlllllr.~ L i c ,t h c h c : ~ l t hp r o -

g r ; I m s . F ; . I ( . I I of' Il,c.t;t. is .III int.cb!:~-;~l

11.1rt o f the, \shalt> p l ~ y s i c a lc d u c a -
t i o n p r o g r a m and plays an important role as p a r t of it. Xithout

quate a c t i v i t i e s in e a c h of these phases, a sound program is not

T h e v a l u e of a good physical education program is far s

Constant efiort m u s t be made to make possible a program whic

give every student the opportunity of achieving a y the possible

f r o m physical education.
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-7

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