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Secondary School Physical Education Programs In Wyoming As Related To Professional Preparation Of Teachers

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Secondary School Physical Education Programs In Wyoming As Related To Professional Preparation Of Teachers

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Content This dissertation has been microfilmed exactly as received 6 7 -2 1 2 6 STARR, John T aylor, 1929- SECONDARY SCHOOL PHYSICAL EDUCATION PROGRAMS IN WYOMING AS RELATED TO PROFESSIONAL PREPARATION OF TEACHERS. U n iv ersity of Southern C alifornia, Ed.D ., 1966 Education, teach er training University Microfilms, Inc., A nn Arbor, M ichigan SECONDARY SCHOOL PHYSICAL EDUCATION PROGRAMS IN WYOMING AS RELATED TO PROFESSIONAL PREPARATION OF TEACHERS A Dissertation Presented to the Faculty of the School of Eduoation University of Southern California In Partial Fulfillment of the Requirements for the Degree Doctor of Eduoation by John Taylor Starr June 1966 This dissertation, written under the direction of the Chairman of the candidate's Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. D ate............... .JUNB,..UK jfc Dean Guidartce C om m ittcI ■Gkair-man- TABLE OP CONTENTS Page LIST OF TABLES....................................... ▼ Chapter I. INTRODUCTION ................................. 1 Rie Problem Rationale of the study Statement of the problem Scope of the study Organization of the Study Methods of procedure Content of the chapters II. REVIEW OP RELATED LITERATURE Lay Opinions Physical education programs Professional Concepts Physical education programs Professional preparation Summary III. PREPARATION, DISTRIBUTION, AND RETURN OP OPINIONNAIRE AND QUESTIONNAIRE ............ 26 The Oplnionnalre Preparation Distribution Return The Questionnaire Preparation Distribution Return IV. ANALYSIS OP OPINIONNAIRE RESPONSES PROM PARENTS 34 General Opinions Physical Education Classes Added Duties for Physical Education Teachers Summary ii Chapter V. ANALYSIS OP QUESTIONNAIRE RESPONSES PROM SCHOOL PERSONNEL REGARDING TEACHING AND ADDITIONAL FUNCTIONS ................................... Teaching Functions Team sports Individual and dual sports Self-testing activities Rhythmics Other class subjects Additional Functions Extracurricular Special service Administration and supervision Community relationship Summary VI. ANALYSIS OF QUESTIONNAIRE RESPONSES FROM SCHOOL PERSONNEL REGARDING PROFESSIONAL PREPARATION Teaching Functions Team sports Individual and dual sports Self-testing activities Rhythmics Other class subjects Additional Functions Extracurricular Special service Administration and supervision Community relationship Summary VII. DISCUSSION OF FINDINGS ....................... Teaching Functions Team sports Individual and dual sports Self-teatlng activities Rhythmics Other class subjeots Additional Functions VIII. IMPLICATIONS OF FINDINGS FOR PROFESSIONAL PREPARATION CURRICULA ....................... Chapter Page IX. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . 93 Summary Conclusions Recommendations APPENDIXES........................................... 99 Appendix Ai Letter of Approval.................. 100 Appendix Bt Opinlonnalre and Correspondence • • • • 102 Appendix Cs Voluntary Comments from Opinlonnalre • 106 Appendix D* Questionnaire and Correspondence • • • 119 Appendix Et Voluntary Comments from Questionnaire • 123 BIBLIOGRAPHY........................................... 128 Iv LIST OP TABLES Table Page 1. Distribution of Opinlonnalres ............ 29 2. Distribution and Return of Questionnaires • • • • 33 3* Opinions of Parents* Physical Education in General •••••••• .......... •••••• 36 4* Opinions of Parents* Physical Eduoation Activities to be Included In the Program • • • 38 5* Opinions of Parents* Added Duties for Physical Education Teachers .................. 40 6• Teaching Functions* Team Sports........... 45 7. Teaching Functions* Individual and Dual Sports • 46 8. Teaching Functions* Self-Testing Activities • • 47 9. Teaching Functions* Rhythmics............. 48 10. Teaching Functions* Other Class Subjects • • • . 49 11. Additional Functions* Extracurricular ......... 51 12. Additional Functions* Special Service ......... 53 13• Additional Functions* Administration and Supervision................................ 54 14, Additional Functions* Community Relationship . • 56 15. Recommendations for Professional Preparation: Team Sports ................................. 61 16. Recommendations for Professional Preparation: Individual and Dual Sports............... 62 17, Recommendations for Professional Preparation: Self-Testing Activities ....................... 63 v Table Page 18. Recommendations for Professional Preparation: Rhythmics .................. 65 19. Recommendations for Professional Preparation: Other Class Subjects......................... 66 20. Recommendations for Professional Preparation: Extracurricular Functions..............• • • • 67 21* Recommendations for Professional Preparation: Special Service Funotlons ..................... 69 22. Recommendations for Professional Preparation: Administration and Supervision Functions . . . 70 23. Recommendations for Professional Preparation: Community Relationship Funotlons............ 72 24. Team Sports as Desired by Parents, Taught by Teachers, and the Recommendations for Professional Preparation ..................... 78 25. Individual and Dual Sports as Desired by Parents, Taught by Teaohers, and the Recommendations for Professional Preparation • ................... 79 26. Self-Testing Activities as Desired by Parents, Taught by Teachers, and the Recommendations for Professional Preparation . . . ............... 81 27. Rhythmics as Desired by Parents, Taught by Teachers, and the Recommendations for Professional Preparation • ................... 82 28. Other Class Subjects as Desired by Parents, Taught by Teachers, and the Recommendations for Professional Preparation .......... 84 29. Extracurricular Functions as Performed by Teachers, and the Recommendations for Professional Preparation ..................... 85 30. Special Service Functions as Performed by Teachers, and the Recommendations for Professional Preparation ..................... 86 31. Administration and Supervision Functions as Performed by Teaohers, and the Recommendations for Professional Preparation ................. 87 vi Table Pag® 32. Community Relationship Functions as Performed by Teachers, and the Recommendations for Professional Preparation .............. • • • 88 ▼11 CHAPTER I INTRODUCTION For more than half a century a growing major effort of the physical education profession In this nation has been directed toward the attainment of an ideal curriculum which could be offered to school children. Historically, the earliest physical education pro grams provided gymnastics and exercises primarily. There has been a gradual shift over the years to programs of sports and games, acoompanied by an emphasis on the attain ment of physical, mental, social, and psychological values through physical education activities. Currently, consider able stress has been placed upon physical fitness. During this shift of program content, and because the schools have been assuming more and more responsibility in the contemporary social scene, the role of the physical edu cation teacher has altered dramatically. And in this ever- changing world, the profession must always be prepared to make further adjustments. Therefore, professional prepara tion curricula need continual improvement and enrichment in order that teaohers may be enabled to perform successfully-- or, to use a current term, to attain teaching "excellence." The Problem 2 Physical eduoation teachers must be capable of per forming the role expected of all teaohers In the general pattern of the eduoation process. Specifically, they must also be able to perform the unique funotlons related to their particular field as interpreted within the local school situation. Rationale of the study.--Although studies of second ary school physical education programs, as related to pro fessional preparation curricula, have been conducted in other sections of the country, one had not previously been undertaken In Wyoming. Wyoming encompasses 97,914 square miles, which are made up of large plains areas in the eastern, southern, and central sections of the state, with the enormous spine of the Rocky Mountains running through the northern and south western regions. The climate varies sharply from that of moderate in the summer and fall seasons, to winters and springs of very Inclement weather. This sparsely populated state of 337,000 people Is made up primarily of small towns with populations ranging from less than one hundred up to several thousand. There is only one city of more than forty thousand. The principal Industries are ranching, farming, min ing, and work conneoted with the various transportation 3 media. There arev In addition, numerous and varied types of small businesses. Great distances often separate the towns. This fac tor, ooupled with the seasonal inclement weather, hinders school consolidation. Therefore, small school districts are numerous and small publlo secondary schools prevail. Within these schools, the inclusion of a physical education curric ulum is determined solely by local school board rule. This results from the fact that state statute or legislation re quiring physical education does not exist, although the State Department of Eduoation recommends that it be provided (29:33). Statement of the problem.--The purpose of this study was to determine the training needed by physical education teachers in the public secondary schools of Wyoming, in or der to provide the University of Wyoming with information that might be useful in future evaluation and development of physical education professional preparation curricula. To accomplish this objective, answers were sought to the following questions: 1. What are the opinions of parents regarding physi cal eduoation in general, boys' and girls' activities to be included in the program, and added duties for teaohers? 2. What do physical education teaohers report as teaching and additional functions they perform? 4 3* What are the recommendations of physical educa tion teachers and principals regarding the extent to which professional preparation is needed in the performance of teaching and additional functions? Scope of the study.--This study included all public secondary school programs in the state of Wyoming. One thousand parents were polled, as well as men and women phys ical education teachers and principals in the ninety-five schools* Organization of the Study Methods of procedure. — The sequential pattern in con ducting this study consisted of the following steps: 1. A comprehensive review of the related literature was made* 2. An opinlonnalre was selected and modified for the purpose of ascertaining the opinions of parents regarding physical education* 3* A questionnaire was selected and modified for the purpose of determining the functions of physical education teachers and the importance of related professional prepara tion* 4* Approval of the study was obtained from the Wyo ming State Department of Education* 5* A mailing list was compiled by the utilization of 5 the State of Wyoming Eduoation Directory (9). 6. The research instruments were mailed, accompanied by letters of explanation. 7. Follow-up letters were sent to non-respondents at the end of three weeks. 8. Data obtained from the research Instruments were tabulated at the Computer Center Laboratory of the Univer sity of Southern California. 9. Physical education professional preparation cur ricula at the University of Wyoming were examined. 10. The information was analyzed and compared. 11. An abstract of the study was made and forwarded to school personnel who had requested it. 12. A copy of the dissertation was presented to the University of Wyoming, College of Eduoation. Content of the chapters.— This chapter has included a rationale of the study, a statement of the problem, the scope of the study, and the methods of procedure. Chapter II reviews the related literature. Chapter III describes the preparation, distribution, and return of the opinlon- naire and questionnaire. Chapter XV analyzes opinlonnalre responses from parents. Chapter V analyzes questionnaire responses from school personnel regarding teaching and addi tional funotlons. Chapter VI analyzes questionnaire re sponses from school personnel regarding professional preparation. Chapter VII discusses the findings. Chapter VIII deals with implications of findings for professional preparation currioula. Chapter IX presents the summary, conclusions, and recommendations. CHAPTER II REVIEW OP RELATED LITERATURE Comprehensive reviews of the related literature through 1955 were made by Glllanders (2*7) and Young (50). Although this chapter deals with the literature which has appeared since that date, summaries of their extensive and significant reviews are also included* The material is presented in two basic partst (1) lay opinions regarding physical education programs, and (2) professional concepts regarding physical education pro grams and professional preparation* Lay Opinions Physical education programs.— Literature up to 1956 dealing with lay opinions regarding physical education pro grams was summarized by Olllanders (27130-31). She reported thats 1. Reliable and valid Instruments had been devised which effectively measured attitudes toward physical educa tion as a part of the school program. 2. Hie assessment of attitudes was an effective tool in evaluating and Improving programs. 7 8 3. More studies had been made of attitudes toward competition than of any other phase of physical education. 4. The public generally recognized the importance of subjects which were sometimes orlticized as "fads or frills." 5. Many criticisms dlreoted against programs were expressions of small vocal minorities. 6. Community size and geographic location were neg ligible factors in determining public attitudes. The literature was also summarized in 1956 by Young (30:66). He noted that although there had been few polls, those conducted did indicate public awareness of the educa tional value of physical education programs, athletics, and extracurricular activities, lftere was some evidence that citizens would accord physical education a more Important position In the ourrloulum than would many administrators. Literature since 1955 regarding lay opinions of phys ical eduoation programs has been extremely limited. How ever, that which does exist indicates high parental Interest in physical eduoation as a vital part of the total eduoation spectrum. Glllanders, in a study of the attitudes of Arizona citizens, found that the three hundred respondents agreed strongly with professional leaders as to the place and value of physical eduoation, and thought it as important in the school program as any subject matter (27:249-253). They 9 were more satisfied than dlasatlsfled with what wae offered, hut indicated that all grades and pupils should be lnoluded and that there should be a greater variety of activities and some type of adapted program* Also, considerable feeling was registered against overemphasis of athletics. Citizens tended to be more aware of health needs as related to physi cal, emotional, and social development than of those related to facilities and administrative practices* Well-trained certified teachers with high leadership qualities were de sired, and varsity team experience was considered insuffi cient training for a coach. In a study relative to the funotlons of senior high school physical eduoation teaohers in Colorado, Young ob tained responses from four hundred and eighty-four parents (30:266-268). He found almost unanimous agreement that all children could profit from diversified activities, including those of a coeducational nature. Essentially all of the parents advocated interschool competition for boys, and a substantial majority believed that girls should also be af forded this opportunity. The provision of adapted physical education was deemed important. Parents wanted teachers who were qualified to provide a well-balanced program, and ap proved of additional related functions with some reserva tions. Many felt that there was a tendency to overload teachers. Presson, in a 1965 Arizona study, surveyed two 10 hundred and fifty parents and found them to be very Inter ested In the quality of physical education programs (28:105-106). They indicated that the curriculum should be diverse In nature— Including a variety of sports and games. Extra responsibilities for teachers were approved by most of the parents. Professional Concepts Physical education programs.--Literature up to 1956 dealing with physical eduoation programs was summarized by Glllanders (27:57-38). She reported that It advocated: 1. A broad basis of common learnings or minimum achievement for all pupils through the provision of a vari ety of activities to meet their needs and capacities. 2. Using the value of the activity to the student as the first criterion in all planning. 3. Equal opportunity for boys and girls in terms of use of facilities and equipment, time allotment, and provi sion of staff leadership. 4. Opportunities for those Interested in using skills and knowledges gained in the class program. These opportunities included Intramural competition, club member ships, parties, camp experiences, and similar activities. 5. Opportunities for the highly skilled, organized so as to not limit the program for the many. These opportu nities Included varsity teams and clubs for which membership 11 was won on the basis of skill* The literature whloh has appeared since 1955 regard ing physical education programs has been very diverse in na ture* In 1964 Ray Duncan maintained that the physical edu oation field was too general, and that its exact nature and scope in regard to the total program must be identified (13x19)* He cited two basic principles that needed to be established if it were to fulfill its educational destiny at every grade level* (1) children need certain experiences which can only be provided through physical education, and (2) the school has the responsibility to provide these expe riences* Sprague described a successful and effective program as having sound measurable objectives, a realistic curricu lum to meet the objectives, good teaching methodology to im plement the curriculum, and facilities and equipment with which to work (21x77)* He stressed in 1959 that an evalua tion program to measure achievement, and an interpretation program to inform the public were also necessary* Basic concepts of a desirable and functional curricu lum were presented in From Program to Facilities in Physical Eduoation by Scott and Westkaemper in 1958 as follows* • * • The ourrlculum includes all the experiences de signed for the educational development of students under the instruction, guidance and supervision of the school* . « • The physical eduoation ourrlculum, therefore, con sists of more than the class program of presorlbed 12 activities. It Involves all of the experiences of stu dents In activities oarrled on under the sponsorship of the department of physical education. The curriculum em braces not only the planned Instructional experiences In the fundamental skills, games, sports, dancing, gymnas tics, and aquatics but also the environment or educa tional climate In which the students participate. All the experiences planned with and for students are de signed to enrich their total personalities in some Impor tant respect, (8:245) Two books are representative of current professional opinions regarding activities which should be Included in physical education programs. The 1959 seventh edition of Principles of Physical Eduoation, by Williams, listed six types of activities as being the chief sources of curricular materials* (1) adapted; (2) games, sports, athletics, play, equitation, and aquatics; (3) dance; (4) self-testing, combat, and self- defense; (5) fundamental skills; and (6) camp (10:258-262), Cowell and Schwehn, in Principles and Methods in High School Physical Bduoatlon, also published In 1959, stated that the curriculum should provide experiences which con tribute to the needs and Interests of pupils, promote func tional skills with carry-over value, develop organic power, and implement the socialisation of individuals (2:84-85), They recommended participation in the following activities: ' games, sports, and athletics; rhythmics; aquatics; self- testing; camping and outdoor; social-recreational; and cor rective, preventive, and body-bulldlng, Ruth Abernathy, In a speech at the 1960 National 13 Convention of AAHFER— excerpts of which were printed In an article entitled "Implications for Physical Education In the Current Re-Examination of American Education"— spoke of the need for excellence In activities and technical knowledge In the curriculum (11(20). She maintained that if physical ed ucation were the study of human movement In the development and malntalnance of the integrity of the human organism, then more was Involved than the concept of dealing with large muscle, non-vocatlonal activities* Abernathy recom mended active support, therefore, for the extension and improvement of the curriculum, with attention given to the Identification of increasingly complex and sequentially ar ranged concepts of the meaning of movement. She and several colleagues arrived at the following areas of knowledge they believed to be Inherent In physical education curriculai 1* The hypothalmlc, autonomic, genetic, evolution ary, cellular, muscular and structure and function. 2. Movement characteristics In terms of "universali ties," such as speed, timing, tempo, rhythm. 3. Movement patterns— from basic, developmental, survival, fun (joy of moving), to sports and games charac teristic of the United States. 4. Movement in learning— from contribution to con cept formation (near and far— large and small) to body Image and even motor learning. . . . 5. Movement modification and cultural and physical ecology. 6. Movement and "oneness with self," or the Zen level. . . . 7. History and philosophy of human movement, derived 14 from both the vertical and horizontal aspects of such a construction* (11*20) In a status survey of physical education programs, Glllanders obtained responses from fifty-nine Arizona sec ondary schools (27*243-245}* She found that the programs contained a variety of activities. Almost all the junior high schools provided physical education for every grade* Some students vere scheduled for regular classes in two- thirds of the hlgjh schools. Often this represented only a one or two year requirement, although some electives were available to upper class students. Restricted activities were uncommon, and no adapted programs were offered. Var sity competition was rare for girls, but was supported for boys in approximately half of the junior high schools and most of the senior hig)i schools. Young reported that Colorado school personnel were very concerned with improving physical education (30:269-277). The replies he received from one hundred and sixty-nine schools indicated that there were diversified programs in the state which included many class and inter- school activities. While the more extensive were reported by larger schools, availability of facilities was the gov erning factor rather than enrollment. Trends in secondary physical education programs were noted by Smith, who stated in 1963 that* Secondary schools are developing a distinct nation wide pattern by increasing the personal fitness, or 15 conditioning type activities. Old fashioned calisthen ics, designed to condition the body, leads the list of returnees to the modern curriculum. The junior high school curriculum of the future will continue to provide diversified experiences, emphasising personal fitness, a variety of team sports and some staple individual and dual activities suoh as aquatics, handball, track and field, stunts and tumbling. High schools are adding con ditioning activities and are emphasising individual and dual activities beyond the tenth grade. (20:374) In a 1964 article in Clearing House. Swegman said there were six discernible nationwide trends (22:229-230). He described them as follows: 1. A renewed emphasis on physical fitness, physical measurement, and physical development. 2. Physical fitness testing. 3. An Increase In literature on fitness available for use by seoondary school teachers. 4. A return to nature. At the same time that seo ondary schools are re-emphasising fitness, there is also a distinct pattern of expanding the physical education offer ings to include many outdoor skills and sports such as camp ing, boating, and water activities. 5. Increased opportunities in sports competition for secondary school girls. 6. A re-examination of the total physical education picture at the junior high level with particular interest in evaluating Intersoholastic athletics. A spot check survey of public schools in 1963 by Fessenden, revealed two disturbing divergencies 16 (14 *405-409)• He found programs in which such activities as golf, tennis, and dance had been omitted In order to provide more time for body-building exercises. On the other hand, there were programs virtually devoid of vigorous activities, Fessenden stressed that schools should have an Integrative function, and that It was up to them to keep open the most ancient of all avenues of learning— that of movement. Professional preparation*— Literature up to 1956 dealing with professional preparation was summarised by Young as followst National committee work as well as Individual en deavor Indicates that the leaders of physical education have been concerned about Improvement of professional preparation from 1885 up to the present time. Changing emphasis In preparation can be traoed through the stud ies, At the turn of the century, course requirements were being greatly Increased, • , • A great diversity of professional curricula developed, and by 1929 hundreds of different courses were being offered, This • . • brought on a period of effort toward curricula standardisation followed by Investigations concerning certification and accreditation. Next came the approach of Investigating the specific problems Inherent in professional prepara tion, This, In turn, has tended to bring about a shift of emphasis from the subject-centered curriculum to the student-centered curriculum, (30>63) There has been an abundance of literature since 1955 regarding the preparation of teachers. The purpose of this section of the chapter, however, was to focus specifically upon endeavors to upgrade the professional preparation of physical education teachers. In 1964 the editor-In-chief of the Journal of Health, Physical Education, and Recreation, Carl Troester, expressed 17 a continually reocourring opinion whan ha wrota that: "One of the moat pressing and serious problems confronting pro grams of health education, physical education, and recrea tion In Institutions of higher learning today Is the multi faceted question of professional preparation" (24:53). This increasing emphasis on the quality of teacher training was commented upon by Arthur S. Daniels In 1965, when he said that: The future of health, physical education, and recrea tion as an educational field will be determined by the quality of professional preparation. Each of our most highly regarded professions today (medicine, law, engi neering) has achieved its present status through care fully designed and rigidly controlled standards of pro fessional preparation and practloe. (12:22) Meyers maintained in 1962 that the profession must develop more functional programs which reflect up-to-date understanding of the educational process and its application to a modern democratic society (16:32). In an article entitled "The Physical Educator*s Edu cation, " Haas emphasized in 1959 that a broad general educa tion combined with thorough professional training best equipped a teacher with those qualities and abilities which would enable him to perform a truly educational task (15:26). A teacher would not, therefore, be confined to the mere teaching of technical skills. In order to balance one sided technical training with wider knowledge and to avoid narrow overspeolalizatlon, Haas suggested that: 1. Students who plan to major in physical education 18 should have to meet the same academic standards as all the other students preparing themselves for other fields. 2. The study of another field besides physical edu cation, either as a minor or, even better, as a major, should be highly recommended if not made mandatory. 3. The present professional curriculum should be re examined. There are too many overlapping and repetitious courses which crowd the curriculum. . . . 4. The certification requirements of certain states for physical education majors should also be reconsidered and handled more flexibly. They often serve as an educa tional atraltjacket, making It impossible for those stu dents to include a sufficient number of nonvocatlonal courses in their studies. Such requirements discourage the advocated move toward a broader education. (15*26) It was noted by Nordly that there was general agree ment in 1961 among educators that teachers should acquire a broad or liberal education as the foundation upon which fur ther specialization could be planned (18*55-59). Because the ideal curriculum for the preparation of physical educa tion teachers had not yet been determined, however, he rec ommended that the entire faculty in every institution— as well as all personnel and students In schools served by the institutions— be involved in evaluations. Nordly believed that this type of study would thus reveal any gaps, weak nesses, and duplications. In recognition of the growing Importance of liberal arts in the professional preparation of all teachers, San born and Hartman wrote in 1964 that: "This issue Is one which the entire field of education must either resolve or learn to live with" (7:177). 19 1CHPER published a questionnaire report In 1963 which synthesized Information from key Individuals In fifty-one countries regarding teacher education In physical education (23:79-81)* Leona Holbrook represented the United States* She reported that there were five hundred and slxty-flve colleges or universities In this country offering the B.A* or B.S. In physical education, whose major programs required courses In physical activities, general education, general professional education, and specialized professional educa tion- -although the extent of the course work was not speci fied. Holbrook also reported that Individual departments had the responsibility of planning teacher training programs which had to meet the standards of the Institution as well as state certification requirements* Young stated that Colorado teachers and principals, alike, favored a broad teacher training program which would Include learning experiences In the commonly related teach ing functions as well as In all areas of physical education (30:273)* Presson found that school personnel In Arizona advocated basically this same type of preparation (28:106-107). In a 1960 study, Coleman revealed that Washington physical education teachers considered experiences related primarily to the performance of specialized teaching func tions as being the most essential In the development of teaching competency (25:358)* 20 An AAHPER professional preparation conference was held In 1962, after many months of organization and prepara tion, for the purpose of providing an opportunity for con ferees to exchange views on all aspects of health education, physical education, and recreation education (6:53-82). Criteria were developed to serve as guidelines in five spe cific areas: (1) student personnel, (2) faculty, (3) cur riculum, (4) professional laboratory experiences, and (5) facilities and Instructional materials. It was reported that: "During the conference there emerged a growing recog nition that undergraduate preparation In physical education was concerned with the social and behavorial sciences as well as the biological sciences" (6:6). The Importance of separate curriculum development in health, physical education, and recreation was recognized by Duncan (13:20). But he also said In 1964: . . . Let us give some consideration to the prepara tion of the "generalist"— namely, the physical educator who must have good preparation In health education, rec reation, physical education, end safety education. . . . General preparation does not prevent the development of the separate curriculum In each area to Its full es sential strength, but assures that a physical educator will be prepared to give some essential leadership In all areas. (13:21) Conant's widely publicized book, The Education of American Teaohers, was published In 1963 (1:179-186). In it he stressed the Importance of physical education teachers being oompetent performers, and suggested that admission to 21 teaoher training programs depend upon demonstration of ac tivity skills. He also suggested that Institutions award diplomas without grade designation, as physical education teachers, unlike some others, might be called upon to teach any grade level. Conant argued strongly against combining physical education training with any other because of the fact that those teachers were often coaches of Intramural or interscholastic sports. The fulfillment of these two impor tant functions was considered sufficient by him. But he did recommend that physical education teachers have wider gen eral aoademlc educations than other teachers. Conant wrote: More likely than not, the man preparing to be a phys ical education teacher is, perhaps unconsciously, prepar ing to be an educational administrator. He needs to start early on a course of wide reading in the humanities and the social sciences. (1:186) Downey and others, in Exploring Physical Education, published in 1962, advocated that a student entering the profession develop an attitude of involvement through active mental and social, as well as physical, participation (3:v). They also placed emphasis on the need for thorough self- examination before the career was even selected. Pour guidelines for professional preparation programs were described by Halsey in 1964 (4:78-79). In essence they were as follows: 1. There should be a basic orientation or introduc tion course to establish an atmosphere of psychological freedom and safety, where the student has a chanoe to 22 observe and evaluate physical education classes at all age levels. This would not only give him some Insight into the why and how of good teaching, but would help identify some of the problems so he could start working toward solutions. It would also help him understand his own curriculum. 2. There should be continuous opportunity for the student to contribute to teacher education curriculum evalu ation and revision. 3. Sometime early in the senior year each student should express extensively, in written form, his philosophy of physical education. Periodically, he would then be asked to apply this philosophy to looal problems, recent books, and professional articles. 4. Seniors should have on-the-job training with guidance. This should be block teaching, where the student lives off campus. In a 1963 article entitled "Growth and Development of a Profession," Daniels stated thats We must define our role in American education and clearly indicate our special services to society. We must be able to show more convincingly than ever before the place of physical activity in human life; that it is a biological necessity for growth and development. We must be able to show the relationship between health edu cation, physical education, and recreation as they con tribute to human welfare. We must make it understood that these are Indispensable experiences in human growth, development, and welfare and that they must be planned as part of the total educational program because the oppor tunity for satisfying these needs In daily living no longer exists in our modern technological society. (12(23) 23 Foreman recommended In 1961 that the profession de termine Its purposes and objectives, and then appraise and utilize the available resources— with each college or uni versity assuming that phase of the larger responsibility for teacher preparation for which It was best prepared (26:175)* It must look to breadth, depth, and specialization In both the traditional levels of application and the disci pline itself, according to Abernathy (11:20), She stressed in 1961 that there would continue to be Increased competi tion for gifted students among the many fields of offerings in colleges and universities, and that the implications for selectivity and retention criteria in professional prepara tion were clear. In 1961 Jenny Indicated that future professional preparation curriculum innovations would be based upon valid findings in the soienoes of anatomy, physiology, child de velopment, psychology, and sociology (5:297), Hiller noted that although there had been tremendous growth in thd profession for the past decade, better quali fied leadership was needed in virtually every community throughout the land (17:31-32), Highest standards were best achieved, he said in 1964, by giving attention to the full scope of teacher education— recruitment, selection, subject matter preparation, certification, accreditation, profes sional self-determination, and competence. Miller also noted a growing confidence that the profession would heed 24 the solid achievements of the past, continue the qulok grasp of current demands, and plan and act to upgrade all factors which contribute to better methods of preparation. Hie prediction was made by Oermann In 1964 that phys ical education would assume a new Importance In 20th century America as the public comes to fully understand it and the unique and vital contributions it provides for balanced liv ing (19:73). He believed that the quality, imagination, en thusiasm, and competence of teachers would determine the scope of acoeptanoe, but that the ultimate timetable would depend on programs of professional preparation. Summary This chapter reviewed the literature since 1955 of lay opinions regarding physical education programs, and of professional concepts regarding physical education programs and professional preparation. It also Included summaries of two comprehensive reviews prior to that date. Parents believed physical education to be as impor tant as any other subject. They were very interested in the quality of the programs, and wanted a curriculum diverse in nature. Parents generally were in favor of teachers being assigned extra responsibilities. The profession has continually sought to improve the physical education curriculum provided for the youth of this nation. Publications advocated the inclusion of a variety 25 of sport, game, self-testing, dance, and outdoor activities. They also stressed the importance of numerous physical, emo tional, and social benefits to be derived through a well- balanced and well-organized program. A recent trend toward physical fitness oriented currlculums was noted along with a pattern of expansion in the offerings of outdoor skills of a reoreatlonal nature. me most concerted efforts of physical educators in recent years have been in the realm of improving all phases of professional preparation. These efforts have primarily centered around student personnel, faculty, curriculum, pro fessional laboratory experiences, facilities, and instruc tional materials. Also, there is a growing acknowledgement of the Importance of a broader liberal arts education in conjunction with thorough professional training. CHAPTER III PREPARATION, DISTRIBUTION, AND RETURN OF OPIHIONNAIRE AND QUESTIONNAIRE The normative survey method of collecting data In ed ucational studies Is well-known and accepted* In order to provide the University of Wyoming with information which might be useful in the future evaluation and development of physical education professional preparation curricula, it was necessary to elicit responses from two sources: (1) se lected parents of public secondary school students in Wyo ming, and (2) men and women physical education teachers and principals in all public secondary schools in Wyoming, An instrument called an opinlonnaire was used to ob tain data from parents, and an instrument called a question naire was used to obtain data from school personnel. The Opinlonnaire This instrument was used to ascertain the opinions of parents regarding physical education. An opinlonnaire and correspondence may be found in Appendix B, Preparation,--An opinlonnaire used by Young in his 26 27 study was utilized (30*311), After a small amount of modi fication it was submitted to fifty doctoral students In an educational research class at the University of Southern California* who were asked to comment on its content, organ ization, and functionality. It was also circulated among other graduate colleagues in order to obtain their sugges tions for refinement. An examination and evaluation was next undertaken with the investigator's advisor before it was presented to the doctoral committee. The final form was then printed. It contained a letter of introduction explaining the purpose of the study and the value of parents' opinions, Wyoming State Department of Education approval was noted, followed by instructions for completing the form, There was no provision for identity of the respondent. Included In the main body were sixty-two items, divided into three parts* (1) General Opinions, (2) Physical Education Classes, and (3) Added Duties for Physical Education Teach ers, Provision was made following each item for indicating a "yes," "no," or "no opinion" response. Space was pro vided for additional activities and for any comments about physical education programs or about the opinlonnaire. Distribution.— One thousand oplnlonnalres were dis tributed, In order to obtain a representative sampling, the state was divided into five geographical areas* northeast, 28 northwest, southeast, southwest, and central. Within these areas, one school was selected to be Included from each of the four following classificationst (1) AA--501 or more students, (2) A— 151 to 500 students, (5) B--51 to 150 stu dents, and (4) C--1 to 50 students. The AA schools were to distribute a portion of the oplnionnaires through their jun ior high schools. Table 1 lists the distribution. Each group of stamped and self-addressed oplnion naires mailed to the selected schools was accompanied by a letter to the principal soliciting his support In asking the men and women physical education teachers to distribute them to selected students, who in turn would give them to their parents to fill out and return. No direct follow-up was possible in that the recipi ents were unknown. However, letters were sent to the coop erating teachers at the end of three weeks, urging them to request students who received the oplnionnaires to again ask their parents to respond if they had not already done so. Return.--Four hundred and eighty-one usable oplnion naires were returned out of the one thousand distributed, representing a return of 48 per cent. An examination of the postmarks showed all five geographical areas of the state to be represented. TABLE 1 DISTRIBUTION OF OPINIONNAIRES 29 School Classification Distributed Location Sheridan AA BO Northeast New Castle A 65 tt Upton B 35 n Moorcroft C 2 0 tt Powell AA B0 Northwest Afton A 65 n Jackson B 35 n Cowley C 2 0 tt Laramie AA BO Southeast Torrington A 65 n Pine Bluffs B 35 n Carpenter C 2 0 tt Rock Springs AA BO Southwest Green River A 65 tt Lyman B 35 tt Farson C 2 0 tt Rawlins AA BO Central Thermopolis A 65 tt Midwest B 35 n Medicine Bow C 2 0 tt Total 1 0 0 0 AA-501 and up, A-151 to 500, B-51 to 150, C-l to 50 30 The Questionnaire This Instrument was used to determine the functions of physical education teaohers and the importance of related professional preparation. A questionnaire and correspond ence may be found in Appendix D. Preparation.— A questionnaire used by Young in his study was utilised, as in the case of the opinlonnaire, and was adapted by the same method (30:313). After a small amount of modification it was submitted to fifty doctoral students In an educational research class at the University of Southern California, who were asked to comment on its content, organization, and functionality• It was also cir culated among other graduate colleagues In order to obtain their suggestions for refinement. An examination and evalu ation was next undertaken with the investigator*s advisor before it was presented to the doctoral committee. The fi nal form was then printed. It contained a letter of introduction explaining the purpose of the study and the value of educators* responses. Wyoming State Department of Education approval was noted, followed by detailed instructions for completing the form. There was provision for inclusion of the school represented, its location and classification, as well as the name and professional position of the respondent. Included in the main body were sixty-five items, divided into five parts: 31 (1) Class Teaching Functions* (2) Extracurricular Functions* (3) Special Service Functions* (4) Administration and Super vision Functions* and (5) Community Relationship Functions. Provision was made following each Item for Indicating whether or not It was Included In the respondent's physical education program* as well as whether professional prepara tion was "essential*" "desirable*" or "unnecessary." Space was provided for additional functions and for any comments* and the respondent was asked If he would like a copy of the results of the study. Distribution.— A mailing list was complied by the utilization of the State of Wyoming Education Directory (9). A total of two hundred and eighty-five questionnaires for men and women physical education teachers and principals was distributed to the ninety-five secondary schools in the state. Each group of questionnaires was mailed with stamped and self-addressed return envelopes* and was accompanied by a letter to the principal soliciting his response as well as that of the physical education teachers. Follow-up letters were sent to non-respondents at the end of three weeks* urging their professional cooperation. Return.— One hundred and fifty-eight usable question naires were returned out of the two hundred and eighty-five distributed* representing a 56 per cent total return. 32 Fifty-eight per cent of the men teachers, 54 per cent of the women teachers, and 55 per cent of the principals responded. Table 2 lists the distribution and return. 33 TABLE 2 DISTRIBUTION AND RETURN OF QUESTIONNAIRES School Type and Classification Men Teachers Women Teachers Princioals D ft % D ft % D ft * Junior High IS 14 7S IS 11 61 IS 11 61 Senior High AA 14 10 71 14 14 100 14 11 79 Six Year High A 13 9 69 13 11 S5 13 S 62 B 31 13 42 31 9 29 31 14 45 C 19 9 47 19 6 32 19 S 42 Totals 95 55 5S 95 51 54 95 52 55 D-Distributed, R-Returned AA-501 and up, A-151 to 500, B-51 to 150, C-l to 50. CHAPTER IV ANALYSIS OF OPINIONNAIRE RESPONSES FROM PARENTS Opinions obtained from selected parents of public secondary school students In Wyoming regarding physical edu cation are analyzed in this chapter* An opinlonnaire and correspondence may be found in Appendix B. Voluntary com ments are listed in Appendix C, Four hundred and eighty-one usable oplnionnaires were returned out of the one thousand distributed, representing a return of 48 per cent, TOiis, and one hundred and fifty-four voluntary comments, seemed to Indicate a very high parental interest in physical education. An examination of the post marks showed all geographical areas of the state to be rep resented. Facilities of the Computer Center Laboratory of the University of Southern California were utilized to tabulate the data. Percentages for the three possible responses, "yes," "no,** or "no opinion," were rounded off to the near est whole number. Therefore, percentage totals for each item range from 99 to 101. Items are discussed, adjacent to appropriate tables, under the three parts of the opinlonnaire: (1) General 34 35 Opinions, (2) Physical Education Glasses, and (3) Added Du ties for Physical Eduoatlon Teachers. General Opinions Table 3 oontains the responses of parents regarding physloal education in general. A near unanimous 98 per cent of the parents agreed that all normal children can profit from physical education, and they generally advocated some type of adapted program for those with physical defects. Parents also thought it desirable that boys and girls take some classes together. They were strongly opposed to band or ROTC as a sub stitute, and over half felt that participation on athletic teams should not excuse students from regular physloal edu cation classes. Afterschool athletic programs for boys were endorsed more frequently than for girls. Most of the par ents favored interscholastlo competition for boys. More than two-thirds favored it for girls, in line with the cur rent national trend. However, nearly one-fourth of the vol untary oomments received dealt with the over-emphasis of athletics. It is significant to note that Wyoming has only per missive legislation with regard to physical education In the curriculum of public secondary schools. Local school dis tricts specify the number of days per week, as well as the number of years which physical education will be taught. 36 TABLE 3 OPINIONS OF PARENTS: PHYSICAL EDUCATION IN GENERAL Item Responses 431 Yes No Nt0, All normal children can profit from physical education classes. 93 2 0 There should be opportunity to play against teams from other schools for: boys 90 5 5 girls 67 19 15 High school students who have physical defects should be given special types of physical education classes. 31 7 12 Boys and girls might take some classes together. (For example: tennis, dancing, skating, etc.) 60 13 6 The high schools should have athletic programs after school for: boys 67 20 12 girls 44 35 21 Pupils who belong to school athletic teams should also take regular physical education classes: boys 63 29 3 girls 57 27 15 Band or ROTC is a good substitute for physical education. 19 67 14 NOTE: This table should be interpreted as follows: 9# per cent of the parents indicated agreement with the first item. Physloal Education Classes 37 Table 4 contains the responses of parents regarding activities to be Included In the program. Team sports generally received strong parental sup port. Boys* basketball and girls' volleyball were specified as the most favored by more than 91 per cent. Ice hockey for boys, and soccer for girls were the least approved ac tivities listed in the opinlonnaire, however. Individual and dual sports were usually cited as desirable class activ ities. Swimming, which was recommended for both boys and girls by 89 per cent, ranked first. Self-testing activi ties, as a group, received the highest advooatlon for inclu sion in the programs. Over 75 per oent of the parents en dorsed them for boys, and over 48 per oent for girls. Rhythmics, comparatively, were only moderately supported. Additional activities to be Included in the program, each of which was "written In" by less than 2 per cent of the parents, were as follows I Boys Girls Bike racing Billiards Boxing Field hockey Firearm skills Fishing Fly tying General recreation Handball Hiking Horseback riding Horseshoes Ballet Bike riding Deck tennis Firearm skills Fishing Fly tying General recreation Hiking Horseback riding Horseshoes Lacrosse Posture training 38 TABLE 4 OPINIONS OF PARENTS: PHYSICAL EDUCATION ACTIVITIES TO BE INCLUDED IN THE PROGRAM Bovs * Program Girls* Program Item Responses 461 Yes No N.O. Yes No N.O. Basketball 93 2 5 S3 9 8 Body Exercises 90 2 7 91 4 5 Swimming 69 6 6 89 5 6 Track Events 88 4 8 48 33 Volleyball 83 7 11 91 3 6 Apparatus or Gymnastics 79 6 15 65 17 18 Softball 77 11 13 86 7 7 Tennis 76 9 15 64 6 10 Stunts and Tumbling 75 11 14 68 19 12 Touch Football 74 13 14 e e e e e e Wrestling 73 12 e e e e * e Baseball (hardball) 67 17 16 ♦ e e » e e Social Dance 62 20 18 69 16 16 Badminton 61 17 22 76 10 Archery 60 19 21 65 20 16 Square and Circle Dance 55 22 23 62 18 20 Bowling 52 29 19 58 26 16 Folk Couple Dance 51 26 23 56 22 21 Soccer 49 22 29 37 39 25 Golf 40 34 27 38 36 26 Ice Skating 39 33 28 45 31 23 Skiing 35 37 28 34 39 27 Ice Hockey 18 48 34 • • e e e e Modern Dance e # e # e e 64 20 16 Tap Dance 34 39 27 Field Hockey 18 53 29 ••Item not included in opinlonnaire. 39 Ju J itsu Modern danoe Roller skating Table tennis Tap danoe Trampoline Water polo Weight lifting Roller skating Table tennis Touch football Trampoline Added Duties for Physical Education Teachers Table 5 contains the responses of parents regarding added duties for physical education teachers. Although parents were in favor of several added du ties, numerous voluntary comments stated that these should be on an optional basis, that extra compensation should be provided, and that the teacher must be fully qualified. Parents felt that coaching and the teaching of health and hygiene should be done by physical education teachers. At least 38 per oent indicated that such classroom subjects as English, history, math, and science should be taught by someone else. Slightly over half considered driver training the responsibility of physical educators, and fewer approved of their conducting school safety and sanitation programs. While 67 per cent of the parents thought summer rec reation programs should be handled by physical education teachers, they did not highly endorse community evening rec reation participation. And only 28 per oent expected spon sorship of such groups as Boy Scouts, Girl Scouts, and teen-age canteens. 40 TABLE 5 OPINIONS OF PARENTS: ADDED DUTIES FOR PHYSICAL EDUCATION TEACHERS Item Responses 461 Yes No N.O. Instruct health and hygiene classes* 67 6 6 Coach one or more sports in the athletic program. 77 12 10 Supervise summer recreation programs. 67 17 16 Teach automobile driver training classes* 55 26 17 Conduct the school safety and sanitation program* 46 29 23 Conduct community evening recreation programs• 40 37 23 Teach classroom subjects such as English, history, math, science, etc. 40 36 23 Sponsor special community groups such as Boy Scouts, Girl Scouts, teen-age canteens, etc. 26 47 25 Summary 41 Data received from four hundred and eighty-one par ents of publio secondary school students were analyzed. Parents agreed that both normal children and those with physical defeots can profit from physical education, including some forms of coeducational activities. They were against any type of substitution. Athletic programs were approved for boys, and to a somewhat lesser extent for girls. However, nearly one-fourth of the voluntary comments reoeived dealt with the over-emphasis of athletics. There was strong support for a wide variety of activ ities in the program. A majority of the parents indicated that the following, in order of preference, should be in cluded for boys: basketball, body exercises, swimming, track events, volleyball, apparatus or gymnastics, softball, tennis, stunts and tumbling, touch football, wrestling, baseball, social dance, badminton, archery, square and cir cle dance, bowling, and folk couple dance. A majority of the parents indicated that the follow ing, also in order of preference, should be included for girls: body exercises, volleyball, swimming, softball, ten nis, basketball, badminton, social dance, stunts and tum bling, apparatus or gymnastics, archery, modern dance, square and circle dance, bowling, and folk couple dance. Several added duties for physical education teachers. 42 which Included Instructing classes In health and driver training, coaching, and supervising summer recreation pro grams, were approved by a majority of the parents. But nu merous comments stated that these should be on an optional basis, that extra compensation should be provided, and that the teacher must be fully qualified. CHAPTER V ANALYSIS OP QUESTIONNAIRE RESPONSES PROM SCHOOL PERSONNEL REGARDING TEACHING AND ADDITIONAL FUNCTIONS Teaching and additional functions of men and women physical education teachers In public secondary schools In Wyoming are analyzed In this chapter* A questionnaire and correspondence may be found In Appendix D. Voluntary com ments are listed In Appendix E* One hundred and six usable questionnaires were re turned out of the one hundred and ninety distributed, repre senting a 56 per cent total return* Fifty-eight per cent of the men teaohers and 54 per cent of the women teachers re sponded* Facilities of the Computer Center Laboratory of the University of Southern California were utilized to tabulate the data* Percentages for the two possible responses, "yes'* or "no" were rounded off to the nearest whole number* There fore, percentage totals for each item range from 99 to 101* Items are discussed, adjacent to appropriate tables, under the two major areas covered in the questionnaire: (1) Teaching Functions, and (2) Additional Funotlons* 43 Teaching Functions Team sports.— (Table 6)# Over 95 per cent of the men and women reported basketball, softball, and volleyball as team sports included In the physical education programs where they teach. Touch football and soccer for boys were also offered In a large majority of the programs, as was soccer for girls. Individual and dual sports.— (Table 7)• Badminton was the most frequently Identified Individual and dual sport for both boys and girls. It was taught In over 80 per cent of the schools. Wrestling was nearly as popular for boys, and slightly over half of the women conducted archery classes. Self-testing activities.— >(Table 8). Physical educa tors indioated that self-testing activities were a very Im portant part of their programs. More than 98 per cent noted the Inclusion of calisthenics. Track and field, stunts and tumbling, apparatus or gymnastics, and body mechanics were also common teaching functions of both men and women. Rhythmics.— (Table 9). Rhythmics were not frequently provided for students. Only square and clrole dance was listed by over 50 per cent of the women teachers. Other class subjects.— (Table 10). A majority of the TABLE 6 TEACHING FUNCTIONS: TEAM SPORTS Item Men Teachers Responses 55 Women Teachers 51 Basketball 98 98 Softball 98 100 Volleyball 95 98 Touch Football 85 29 Soccer 80 67 Field Hockey 22 20 Baseball (hardball) 13 2 Ice Hockey 0 0 NOTE: This table should be interpreted as follows: 98 per cent of the men teachers reported the first item as a teaching function they perform* 01 TABLE 7 TEACHING FUNCTIONS: INDIVIDUAL AND DUAL SPORTS Item Men Teachers Responses 55 Women Teachers 51 Badminton 80 90 Wrestling 73 4 Archery 38 57 Tennis 35 33 Swimming 27 20 Bowling 18 22 Golf 16 8 Ice Skating 9 4 Skiing 5 0 at TABLE 8 TEACHING FUNCTIONS: SELF-TESTING ACTIVITIES Item Men Teachers Responses 55 Women Teachers 51 Calisthenics 100 98 Track and Field 96 84 Stunts and Tumbling 91 90 Apparatus or Gymnastics 67 61 Body Mechanics 56 51 TABLE 9 TEACHING FUNCTIONS: RHYTHMICS Item Men Teachers Responses 55 Women Teachers 51 Social Dance 3* 31 Square and Circle Dance 27 57 Folk Couple Dance IS 45 Modern Dance 5 20 Tap Dance 0 2 OD TABLE 10 TEACHING FUNCTIONS: OTHER CUSS SUBJECTS Item Men Teachers Responses 55 Women Teachers 51 Teach health education classes. 56 55 Instruct first aid classes. 45 49 For men teachers only: Instruct girls* physical activities (other than coeducational activities). 20 • e For women teachers only: Instruct boys* physical activities (other than coeducational activities). • • 6 Prescribe and teach adapted or corrective activities for subnormal children. 16 2 Teach or assist in teaching driver training. 16 0 50 respondents had at least one classroom responsibility* Slightly over half of the men and women taught health educa tion classes* Slightly under half taught first aid* Men instructed girls* physical aotlvltles more often than women instructed boys* physical activities* There were very few reports of adaptive or corrective activities for subnormal children being offered* nor was driver training an important assignment of physical education teachers* Additional Functions Extracurricular * — (Table 11)* Numerous extracurricu lar aotlvltles were cited* Ninety-one per cent of the men and 80 per cent of the women coached or conducted interscho- lastlo activities* drill teams, play day activities, demon strations* etc. Those most frequently mentioned were: Men Percent Women Percent Track and field 55 Play days 33 Basketball 53 Cheerleadlng 29 Football 53 Drill teams 22 Play days 13 Demonstrations 16 A large percentage of the teachers conducted intra mural aotlvltles* Club activities were sponsored by 53 per cent of the men and 88 per cent of the women* Men most of ten sponsored lettermen clubs* while women had pep clubs and OAA* About half of the school personnel organised social activities* Supervision of corecreation programs was as sumed by only 38 per cent of the men and 18 per cent of TABLE 11 ADDITIONAL FUNCTIONS: EXTRACURRICULAR Item Men Teachers Responses 55 Women Teachers 51 Coach interscholastic activities and/or drill teams, play day activities, demonstrations, etc. 91 80 Conduct intramural activities. 75 71 Sponsor club activities. 53 88 Organise or assist in organizing social activities. 42 59 Supervise or assist in corecreation programs. 3$ 18 52 the women. Special service. (Table 12). Special service func tions were largely handled by men. Eighty per cent acted as trainer for athletic teams and administered first aid to students. A substantial majority offered guidance and coun seling In regard to professional preparation In physical ed ucation. Intersoholastlc athletic activities were offici ated by 65 per cent of the men. Thirty-five per cent con ducted professional studies In connection with teaching or coaching. Only 24 per cent assisted In giving physical ex aminations. Very few men coordinated school health and san itation programs or aoted as safety coordinator of the school. Women reported first aid and guidance responsibili ties In large numbers. However, the other special service functions were assumed by less than one-fifth of those who responded. Administration and supervision.— (Table 13). Many functions of an administration and supervision nature were designated by teachers. Over 89 per cent of the men were responsible for requisitioning and purchasing equipment, and scheduling and arranging Interschool activities. Seventy- one per cent supervised maintenance of physical education facilities; 64 per cent planned new facilities. Approxi mately half of the men were called upon to prepare budgets. About the same number supervised student teachers from TABLE 12 ADDITIONAL FUNCTIONS: SPECIAL SERVICE Item Men Teachers Responses 55 Women Teachers 51 Act as trainer for athletic teams. SO g Administer first aid to students. go 76 Offer guidance and counseling to students in regard to professional preparation in physical education. 71 63 Officiate interscholastic athletic activities. 65 16 Conduct professional studies in connection with teaching or coaching. 35 16 Assist in giving physical examinations. 24 g Coordinate school health and sanitation programs. 16 lg Act as safety coordinator of the school. 11 0 01 01 TABLE 13 ADDITIONAL FUNCTIONS: ADMINISTRATION AND SUPERVISION Item Men Teachers Responses 55 Women Teachers 51 _ _ Requisition and purchase equipment. 95 73 Schedule and arrange interschool activities. 39 39 Supervise maintenance of physical education facilities. 71 59 Plan new physical education facilities. 64 31 Prepare budgets. 51 25 Supervise student teachers from colleges or universities. 47 24 Handle bookkeeping and accounting procedures. 20 6 a 55 colleges or universities. Only 20 per cent handled book keeping and accounting procedures. The foregoing functions were each engaged In by women to a considerably lesser de gree. Community relationship.— (Table 14). The addressing of community groups and servloe clubs by men teachers was the only community relationship function performed by a ma jority of the respondents. Recreation programs were most often conducted by men. Less than one-fifth of all the school personnel sponsored special community groups such as Boy Scouts, Girl Scouts, teen-age canteens, etc. Summary Data received from one hundred and six public second ary school physical education teachers were analyzed. A majority of the men teachers reported the follow ing, In descending order of frequency, as teaching and addi tional functions they perform. Item Percent Calisthenics 100 Basketball 98 Softball 98 Track and field 96 Requisition and purohase equipment 95 Volleyball 95 Coach Interscholastic activities and/or drill teams, play day activities. demonstrations, etc. 91 Stunts and tumbling 91 Schedule and arrange Interschool activities 89 TABUS 14 ADDITIONAL FUNCTIONS: COMMUNITY RELATIONSHIP Item Men Teachers Responses 55 Women Teachers 51 Address community groups and service clubs. 64 24 Conduct recreation programs for community groups (summer). 36 id Conduct recreation programs for community groups (winter). 24 20 Conduct recreation programs for community groups (yearlong). id 4 Sponsor special community groups such as Boy Scouts, Girl Scouts, teen-age canteens, etc. 15 id c n 0> 57 Touoh football 85 Act aa trainer for athletic teams 80 Administer first aid to students 80 Badminton 60 Soccer 80 Wrestling 78 Conduct Intramural activities 75 Offer guidance and counseling to students in regard to professional preparation In physical education 71 Supervise maintenance of physical education facilities 71 Apparatus or gymnastics 67 Officiate intersoholastlo athletic aotlvltles 65 Address community groups and servloe clubs 64 Plan new physical education facilities 64 Body mechanics 56 Teach health education classes 56 Sponsor club aotlvltles 53 Prepare budgets 51 A majority of the women teachers reported the follow ing, also In descending order of frequenoy, as teaching and additional functions they perform* Item Percent Softball 100 Basketball 98 Calisthenics 98 Volleyball 98 Badminton 90 Stunts and tumbling 90 Sponsor club activities 88 Track and field 84 Coach Intersoholastlo aotlvltles and/or drill teams, play day activities, demonstrations, etc* 80 Requisition and purchase equipment 78 Administer first aid to students 76 Conduct intramural activities 71 Soccer 67 Offer guidance and counseling to students in regard to professional preparation in physloal education 63 Apparatus or gymnastics 61 58 Organize or assist in organizing social activities 59 Supervise maintenance of physical education facilities 59 Archery 57 Square and circle dance 57 Teach health education classes 55 Body mechanics 51 CHAPTER VI ANALYSIS OP QUESTIONNAIRE RESPONSES FROM SCHOOL PERSONNEL REGARDING PROFESSIONAL PREPARATION Recommendations for professional preparation from men and women physical education teachers and principals in pub lic secondary schools in Wyoming are analyzed in this chap ter. A questionnaire and correspondence may be found in Appendix D. Voluntary comments are listed in Appendix E. One hundred and fifty-eight usable questionnaires were returned out of the two hundred and eighty-five dis tributed, representing a 56 per cent total return. Fifty- eight per cent of the men teachers, 54 per cent of the women teachers, and 55 per cent of the principals responded. Facilities of the Computer Center Laboratory of the University of Southern California were utilized to tabulate the data. Percentages for the three possible responses, "essential," "desirable," or "unnecessary," were rounded off to the nearest whole number. Therefore, percentage totals for each item range from 99 to 101. Items are discussed, adjacent to appropriate tables, under the two major areas covered in the questionnaire: 59 60 (1) Teaching Functions* and (2) Additional Functions. It Is significant to note that all school personnel rated professional preparation as desirable or essential for each Item in every category* with the exception of tap dance. Teaching Functions Team sports.--(Table 15). The only team sport for which a majority of the men teachers believed college course work to be essential in order to effectively teach It was basketball. A majority of the women teachers believed course work essential for basketball* softball* volleyball* and soccer. A majority of the principals thought It essen tial for basketball and volleyball. Individual and dual sports.— (Table 16). Profes sional preparation was considered by a majority of the men to be of vital Importance In the performance of teaching three individual and dual sportst wrestling* archery, and swimming. A majority of the women considered it essential for badminton* archery* and swimming. This same degree of training was recommended by a majority of the principals for wrestling and swimming. Self-testing activities.— (Table 17). Instructional background was strongly advocated for every self-testing ac tivity. A majority of the school personnel ranked it essen tial for calisthenics* track and field* stunts and tumbling* TABLE 15 RECOMMENDATIONS FOR PROFESSIONAL PREPARATION: TEAM SPORTS Item Men Teachers Resnonses 55 E D U NR Women Teachers E D U NR Principals 52 E D U NR Basketball 68 28 4 4 78 22 0 0 77 23 0 0 Softball 37 56 7 2 66 32 2 2 41 53 6 2 Volleyball 43 55 2 7 67 31 2 4 55 39 6 2 Touch Football 35 56 9 2 9 63 28 16 41 55 4 2 Soccer 43 53 4 7 52 46 2 6 42 52 6 8 Field Hockey 26 57 17 15 45 49 6 8 31 56 13 13 Baseball (hardball) 23 60 17 15 10 45 45 22 31 56 13 13 Ice Hockey 15 44 41 29 21 30 49 16 23 39 39 15 E-Essential^ D-Desirable, U-Unnecessary, NR-No Response. NOTE: This table should be interpreted as follows: 63 per cent of the men teachers who responded to the first item rated professional preparation as essential. TABLE 16 RECOMMENDATIONS FOR PROFESSIONAL PREPARATION: INDIVIDUAL AND DUAL SPORTS Men Teachers Women Teachers Principals Item Responses 55 51 52 EDUNR EDUNR EDUNR Badminton 34 55 11 4 53 45 2 4 36 53 6 4 Wrestling 71 29 0 5 26 26 49 24 61 39 0 6 Archery 54 40 6 13 56 44 0 6 44 56 0 13 Tennis 44 54 2 13 45 52 2 14 34 64 2 10 Swimming 67 23 4 16 70 23 2 10 52 43 0 12 Bowling 32 55 13 15 27 69 4 12 29 60 11 13 Golf 40 53 6 15 20 73 7 12 33 53 9 13 Ice Skating 23 52 25 20 o 53 33 12 23 43 34 15 Skiing 40 35 26 22 29 56 16 12 33 42 26 17 to TABLE 17 RECOMMENDATIONS FOR PROFESSIONAL PREPARATION: SELF-TESTING ACTIVITIES Item Men Teachers Responses 55 Women Teachers 51 Principals 52 E D D NR E D U NR E D U NR Calisthenics 52 44 4 2 65 25 10 0 65 35 0 0 Track and Field 60 36 2 4 5$ 40 2 6 67 33 0 6 Stunts and Tumbling 70 30 0 9 84 16 0 0 72 28 0 4 Apparatus or Gymnastics 77 23 0 5 82 16 2 2 73 27 0 8 Body Mechanics 63 33 0 13 79 19 2 6 73 27 0 6 o» 01 64 apparatus or gymnastics, and body meohanics* Rhythmics.--(Table 18). None of the rhythmics re ceived an essential endorsement for Inclusion in teacher ed ucation curricula by a majority of the respondents, but most of the respondents rated such preparation as either desir able or essential. Other class subjects.— (Table 19). A large majority of the men, women, and principals agreed that undergraduate training was essential in the teaching areas of health edu cation, first aid, and adapted or corrective activities for subnormal children* Pewer than half felt it essential for driver training* It was thought less Important for women to be trained to instruct boys1 physical activities than for men to be trained to instruct girls' physical activities* Additional Functions Extracurricular*— (Table SO). There was a general consensus of opinion among men teachers and principals that two extracurricular functions required professional prepara tion. A majority deemed it essential for coaching or con ducting interscholastic activities, drill teams, play day activities, demonstrations, etc* and for conducting intra mural activities* Less than half of all the school person nel indicated that preparation was essential for sponsoring club activities, organizing social activities, and TABLE Id RECOMMENDATIONS FOR PROFESSIONAL PREPARATION: RHYTHMICS Men Teachers Women Teachers Principals Item Responses 55 51 52 E D U NR E D U NR E D U NR Social Dance 3d 54 8 9 35 57 B 4 21 64 15 10 Square and Circle Dance 33 5d B 13 34 62 4 2 25 65 10 8 Folk Couple Dance 33 5d 9 22 37 59 4 4 33 57 10 6 Modern Dance 3d 36 26 29 3d 5d 4 12 25 57 18 15 Tap Dance 32 32 37 31 21 3d 40 18 18 30 53 23 0» w TABLE 19 RECOMMENDATIONS FOR PROFESSIONAL PREPARATION: OTHER CLASS SUBJECTS Item Responses Men Teachers 55 E D U NR Women Teachers 51 _ E D U NR Principals 52 E D U NR Teach health education classes. Instruct first aid classes. For men teachers only: Instruct girls* physical activities (other than coeducational activities). For women teachers only: Instruct boys* physical activities (other than coeducational activities). Prescribe and teach adapted or corrective activities for subnormal children. Teach or assist in teaching driver training. 78 22 0 7 79 21 0 8 92 6 2 8 76 24 0 9 87 13 0 10 79 21 0 8 53 29 18 31 35 35 30 23 18 45 37 25 21 41 38 44 73 27 0 20 74 21 5 18 71 29 0 19 46 37 17 25 29 37 34 20 45 19 36 19 o > ot TABLE 20 RECOMMENDATIONS FOR PROFESSIONAL PREPARATION: EXTRACURRICULAR FUNCTIONS Item Men Teachers Women Teachers Principals Responses 55 51 52 E D U NR E D U NR E D U NR Coach interscholastic activities and/or drill teams, play day activities, demonstrations, etc. Conduct intramural activities. Sponsor club activities. Organize or assist in organizing social activities. Supervise or assist in corecreation programs. 86 10 4 7 44 49 7 16 74 23 3 33 60 40 0 5 41 52 7 10 52 46 2 8 20 57 23 45 24 56 20 20 42 55 3 40 21 56 24 38 21 62 18 33 34 59 7 21 43 52 4 16 30 63 8 22 40 55 4 10 o> 68 supervising corecreation programs. Women did not, by a ma jority, recommend preparation as being essential for any function In this area* Special service*— (Table 21), Men teachers placed the most emphasis on college course work for special service functions* Varying degrees of a majority of the men rated it essential for acting as trainer for athletio teams, ad* ministering first aid to students, offering guidance and counseling to students in regard to professional preparation in physical education, officiating Interscholastic athletic activities, conducting professional studies In connection with teaching or coaching, and assisting in giving physical examinations* First aid administration was the only func tion in this area for which a majority of the women speci fied course work to be essential* A majority of the princi pals believed it essential for athletic training, first aid administration, and counseling* Leas them half of all the respondents considered course work essential for coordina ting school health and sanitation programs or acting as safety coordinator of the school* Administration and supervision*--(Table 22). Men teachers and principals thought most administration and su pervision functions required undergraduate training* A ma jority of the men felt it essential for requisitioning and purchasing equipment, scheduling and arranging Interschool TABLE 21 RECOMMENDATIONS FOR PROFESSIONAL PREPARATION: SPECIAL SERVICE FUNCTIONS Item Responses Men Teachers 55 . . . Women Teachers 51 Principals 52 E D U NR E D u NR E D U NR Act as trainer for athletic teams. 96 4 0 5 31 44 26 24 59 31 10 6 Administer first aid to students. 64 12 4 11 77 17 6 8 78 20 2 4 Offer guidance and counseling to students in regard to professional preparation in physical education. 73 23 4 13 43 45 11 14 68 32 0 10 Officiate interscholastic athletic activities. 67 27 6 13 34 44 22 20 35 44 21 8 Conduct professional studies in connection with teaching or coaching. 57 33 10 24 36 46 18 24 49 51 0 25 Assist in giving physical examinations. 52 29 19 24 18 48 35 22 44 33 23 17 Coordinate school health and sanitation programs. 49 44 7 25 29 54 17 20 33 48 19 19 Act as safety coordinator of the school. 31 62 a 29 10 53 38 22 31 40 29 19 o> <o TABLE 22 RECOMMENDATIONS FOR PROFESSIONAL PREPARATION: ADMINISTRATION AND SUPERVISION FUNCTIONS Men Teachers Vomen Teachers Principals Item Responses 55 51 52 EDUNR EDUNR EDUNR Requisition and purchase equipment. 69 27 4 5 43 50 7 14 58 40 2 4 Schedule and arrange interschool activities. 73 23 4 5 24 66 8 25 61 31 8 6 Supervise maintenance of physical education facilities. 58 40 2 9 41 52 7 14 54 39 7 12 Plan new physical education facilities. 60 34 6 9 49 47 5 16 56 42 2 6 Prepare budgets. 63 27 10 13 22 61 17 20 48 43 9 12 Supervise student teachers from colleges or universities. 54 37 9 16 46 36 16 27 51 47 2 10 Handle bookkeeping and accounting procedures. 45 29 26 24 16 50 34 25 31 40 29 19 -a o 71 activities, supervising maintenance of physical education facilities, planning new facilities, preparing budgets, and supervising student teachers. A majority of the principals also ranked training for the foregoing, except budget prep aration, to be essential. Less than half of all the school personnel rated it essential for handling bookkeeping and accounting procedures. Women did not, by a majority, indi cate that training was essential for any function In this area. Community relationship.— (Table 23). Professional preparation was not deemed vital for most community rela tionship funotlons. However, a majority of the men did agree that it was essential for addressing community groups and service clubs. Preparation for conducting recreation programs for community groups and sponsoring special commu nity groups such as Boy Scouts, Girl Scouts, teen-age can teens, etc. was specified to be less Important by all the respondents. Summary Data received from one hundred and fifty-eight public secondary school physical eduoatlon teachers were analyzed. It is significant to note that a majority of the men teachers rated professional preparation as desirable or es sential for every item listed in the questionnaire. A TABLE 23 RECOMMENDATIONS FOR PROFESSIONAL PREPARATION: COMMUNITY RELATIONSHIP FUNCTIONS Item Responses Men Teachers 55 Women Teachers 51 ____ Principals _ 52 _ E D U NR E D U NR E D U NR Address community groups and service clubs• 57 36 6 15 21 59 21 24 30 67 2 12 Conduct recreation programs for community groups (summer)* 44 51 5 29 24 59 16 27 33 60 8 23 Conduct recreation programs for community groups (winter). 30 64 6 40 22 62 16 27 18 70 12 37 Conduct recreation programs for community groups (yearlong). 30 6? 3 45 19 61 19 39 18 70 12 37 Sponsor special community groups such as Boy Scouts, Girl Scouts, teen-age canteens, etc. 11 72 17 35 5 49 46 24 10 62 29 19 to 73 majority considered It essential for the following, which appear In rank order• Item Percent Aot as trainer for athletlo teams 96 Coach Intersoholastic activities and/or drill teams, play day activities, demonstrations, etc* 86 Administer first aid to students 84 Teach health education classes 78 Apparatus or gymnastics 77 Instruct first aid classes 76 Offer guidance and counseling to students in regard to professional preparation in physloal education 73 Prescribe and teach adapted or corrective activities for subnormal children 73 Schedule and arrange interschool activities 73 Wrestling 71 Stunts and tumbling 70 Requisition and purchase equipment 69 Basketball 68 Officiate interscholastlc athletlo activities 67 Swimming 67 Body mechanics 63 Prepare budgets 63 Conduot intramural activities 60 Plan new physical education facilities 60 Traok and field 60 Supervise maintenance of physical education facilities 58 Address conmunlty groups and service clubs 57 Conduot professional studies in connection with teaching or coaching 57 Archery 54 Supervise student teachers from colleges or universities 54 Instruot girls' physical activities (other than coeducational activities) 53 Assist in giving physloal examinations 52 Calisthenics 52 A majority of the women teachers also rated profes sional preparation as desirable or essential for every item 74 Hated In the questionnaire* A majority considered It es sential for the following* which appear In rank order* Item Percent Instruct first aid classes 87 Stunts and tumbling 84 Apparatus or gymnastics 82 Body mechanics 79 Teach health education classes 79 Basketball 78 Administer first aid to students 77 Prescribe and teach adapted or corrective - activities for subnormal children 74 Swimming 70 Volleyball 67 Softball 66 Calisthenics 65 Track and field 58 Archery 56 Badminton 55 Soccer 52 A majority of the principals rated professional prep aration as desirable or essential for every Item listed in the questionnaire* with the exception of tap danoe. A ma jority considered preparation essential for the following* which appear In rank order* Item Percent Teach health education olasses 92 Instruct first aid classes 79 Administer first aid to students 78 Basketball 77 Coaoh Interscholastic activities and/or drill teams* play day activities* demonstrations* etc* 74 Apparatus or gymnastlos 75 Body mechanios 75 Stunts and tumbling 72 Prescribe and teach adapted or corrective activities for subnormal ohlldren 71 Offer guidance and counseling to students In regard to professional preparation in physloal eduoatlon 68 75 Track and field 67 Calisthenics 65 Schedule and arrange Intersohool activities 61 Wrestling 61 Act as trainer for athletlo teams 59 Requisition and purchase equipment 58 Plan new physloal education facilities 56 Volleyball 55 Supervise maintenance of physloal education facilities 54 Conduot Intramural activities 52 SwInning 52 Supervise student teachers from colleges or universities 51 CHAPTER VII DISCUSSION OP FINDINGS The oplnlonn&lre ascertained the opinions of parents regarding physical education. The questionnaire determined the functions of physical education teaohers and the impor tance of related professional preparation. This chapter is primarily concerned with all of the responses concerning teaching functions. It compares what parents want in the program, what teachers report is actu ally In the program, and the professional preparation recom mendations of teaohers and principals. Additional functions reported by teaohers are also compared with professional preparation recommendations. Professional preparation designations were arrived at in the following manner. If more than 50 per cent of those who responded to an item rated professional preparation as essential, it was assigned a value of "E." If less than 50 per cent of those who responded rated professional prepara tion as essential, but a total of more than 50 per cent rated it essential and desirable, it was assigned a value of *D«N If more than 50 per cent of those who responded rated professional preparation as unnecessary, it was assigned a 76 77 value of "TJ • n Teaching Functions Team sports*--(Table 24). Team sports generally re ceived strong parental support. Basketball* softball* and volleyball were specified as the most favored for Inclusion In both the boys1 and girls* programs, and were the most frequently reported teaching functions* Touch football and baseball for boys were also favored* Football was often taught; baseball was not* And despite the fact that less than a majority of the parents advocated soccer, It was of ten taught* Field hockey was neither advocated to any ex tent* nor offered to any extent. Although some parents ap proved of boys* Ice hookey* It was not Instructed In any represented program* Professional preparation was rated at least desirable for every team sport* There were several essential endorse ments • Individual and dual sports*— (Table 25). Individual and dual sports were usually cited as desirable activities* Badminton* archery* tennis* swimming* and bowling were rec ommended by more than half of the parents* Wrestling was also recommended for boys. However* In over half of the programs* only badminton and wrestling were conducted for boys, and badminton and archery for girls* Golf, Ice TABLE 24 TEAM SPORTS AS DESIRED BY PARENTS, TAUGHT BY TEACHERS, AND THE RECOMMENDATIONS FOR PROFESSIONAL PREPARATION Item Boys' Program Girls' Program Professional Preparation Parents Responses 431 M Teachers 55 Parents 431 W Teachers 51 M 55 W 51 P 52 Basketball 93 93 33 93 E E E Softball 77 93 36 100 D E D Volleyball 33 95 91 93 D E E Touch Football 74 35 • • 29 D D D Soccer 49 30 37 67 D E D Field Hockey e • 22 13 20 D D D Baseball (hardball) 67 13 • • 2 D D D Ice Hockey 13 0 e ♦ 0 D D D M-Men Teachers, W-Women Teachers, P-Principals, E-Essential, D-Desirable, U-Unnecessary. ••Item not included in opinionnaire. NOTE: This table should be interpreted as follows: 93 per cent of the parents indicated that the first item should be included in the boys' program and 9# per cent of the men teachers reported it as a teaching function they perform. Men teachers also ^ rated professional preparation in this function as essential. ® TABLE 25 INDIVIDUAL AND DUAL SPORTS AS DESIRED BY PARENTS, TAUGHT BY TEACHERS, AND THE RECOMMENDATIONS FOR PROFESSIONAL PREPARATION Item Boys* Program Girls1 Program Professional Preparation Parents Responses 431 M Teachers . _ 55 Parents 431 W Teachers 51 M 55 W 51 P 52 Badminton 61 30 76 90 D E D Wrestling 73 73 • ♦ 4 E D E Archery 60 33 65 57 E E D Tennis 76 35 34 33 D D D Swimming 39 27 39 20 E E E Bowling 52 IS 53 22 D D D Golf 40 16 33 3 D D D Ice Skating 39 9 45 4 D D D Skiing 35 5 34 0 D D D -4 <0 80 skating, and skiing were less encouraged, and rarely con ducted. Professional preparation was rated at least desirable for every Individual and dual sport. There were several es sential endorsements. Self-testing activities.— (Table 26). Self-testing activities, as a group, received the highest advocation for Inclusion in the programs. Calisthenics, stunts and tum bling, and apparatus or gymnastics were approved by varying degrees of a majority of the parents, and were Instructed by varying degrees of a majority of the teachers. Track and field was also approved for boys, but less often for girls. Nevertheless, it was instructed by a large percentage of both the men and women. Body mechanics, while not mentioned in the opinionnalre, was Included in slightly over a major ity of the programs. Professional preparation was rated essential for ev ery self-testing activity. Rhythmics.--(Table 27). Rhythmics, comparatively, were only moderately supported. Social dance, square and circle dance, and folk couple danoe were favored by parents for all students, as was modern dance for girls. However, only square and circle dance for girls was offered In an ap propriate number of programs. And even though tap dance was somewhat favored for girls, It was practically never offered. TABLE 26 SELF-TESTING ACTIVITIES AS DESIRED BY PARENTS, TAUGHT BY TEACHERS, AND THE RECOMMENDATIONS FOR PROFESSIONAL PREPARATION Item Responses Bovs1 Procram Girls1 Procram Professional Preparation Parents 461 M Teachers 55 _ Parents 461 V Teachers 51 M 55 W P 51 52 Calisthenics 90 100 91 96 E E E Track and Field 66 96 46 64 E E E Stunts and Tumbling 75 91 66 90 E E E Apparatus or Gymnastics 79 67 65 61 E E E Body Mechanics • • 56 • • 51 E E E oo H TABLE 27 RHYTHMICS AS DESIRED BY PARENTS, TAUGHT BY TEACHERS, AND THE RECOMMENDATIONS FOR PROFESSIONAL PREPARATION Item Responses Bovs* Program Girls» Program Professional Preparation M Parents Teachers 4*1______55 Parents 4*1 ¥ Teachers 51 M 55 W P 51 52 Social Dance 62 3* 69 31 D D D Square and Circle Dance 55 27 62 57 D D D Folk Couple Dance 51 1* 5* 45 D D D Modern Dance 5 64 20 D D D Tap Dance 0 34 2 D D U 00 to 83 Professional preparation was rated at least desirable for every rhythmic activity, with the exoeptlon of tap dance, which was not so rated by principals* There were no essential endorsements* Other class subjects*— (Table 28). Parents felt that physical educators should teach health education classes, and prescribe and teach adapted or corrective activities for subnormal children* A slight majority approved of driver training as a responsibility* Many of the educators did teach health, but only a very few taught adapted activities or driver training* There was no comparable item in the opinionnaire, but men instructed girls* physical activities more often than women Instructed boys* physical activities* Professional preparation was rated at least desirable for every item in this area* There were several essential endorsements• Additional Functions Tables 29, 30, 31, and 32 compare what teaohers re port as additional functions with professional preparation recommendations* Numerous extracurricular, special service, adminis trative, supervisory, and community relations functions were performed by men and women teachers* Generally, however, they were reported in larger numbers by men* I TABLE 26 OTHER CLASS SUBJECTS AS DESIRED BY PARENTS, TAUGHT BY TEACHERS, AND THE RECOMMENDATIONS FOR PROFESSIONAL PREPARATION Bovs* Program Girls* Program Professional Preparation Item Responses M Parents Teachers 481 55 W Parents Teachers 481 51 M 55 CM 0. _ rH & e u ~ \ Teach health education classes. 87 56 87 55 E E E Instruct first aid classes. 45 49 E E E For men teachers only: Instruct girls* physical activities (other than coeducational activities}. 20 e • • • E D For women teachers only: Instruct boys* physical activities (other than coeducational activities). • • • • 6 * D D Prescribe and teach adapted or corrective activities for subnormal children. 61 16 6l 2 E E E Teach or assist in teaching driver training. 55 16 55 0 D D D TABLE 29 EXTRACURRICULAR FUNCTIONS AS PERFORMED BY TEACHERS, AND THE RECOMMENDATIONS FOR PROFESSIONAL PREPARATION Item Boys1 Program M Responses 55 Girls* Program W 51 Professional Preparation M W P 55 51 52 Coach interscholastic activities and/or drill teams, play day activities, demonstrations, etc. 91 BO E D E Conduct intramural activities. 75 71 E D E Sponsor club activities. 53 66 D D D Organize or assist in organizing social activities. 42 59 D D D Supervise or assist in corecreation programs. 36 16 D D D M-Men Teachers, W-Women Teachers, P-Principals, E-Essential, D-Desirable, U-Unnecessary. NOTE: This table should be interpreted as follows: 91 per cent of the men teachers reported the first item as an additional function they perform. Men teachers also rated professional preparation in this function as essential. a> cn TABLE 30 SPECIAL SERVICE FUNCTIONS AS PERFORMED BY TEACHERS, AND THE RECOMMENDATIONS FOR PROFESSIONAL PREPARATION Item Boys* Program M Responses 55 Girls» Program W 51 __ Professional Preparation M W P 55 51 52 Act as trainer for athletic teams. do d E D E Administer first aid to students. do 76 E E E Offer guidance and counseling to students in regard to professional preparation in physical education. 71 63 E D E Officiate interscholastic athletic activities. 65 16 E D D Conduct professional studies in connection with teaching or coaching. 35 16 E D D Assist in giving physical examinations. 24 d E D D Coordinate school health and sanitation programs. 16 id D D D Act as safety coordinator of the school. 11 0 D D D TABLE 31 ADMINISTRATION AND SUPERVISION FUNCTIONS AS PERFORMED BY TEACHERS, AND THE RECOMMENDATIONS FOR PROFESSIONAL PREPARATION Item Boys' Program M Responses 55 Girls* Program W 51 Professional Preparation M W P . 55 51 . 52 Requisition and purchase equipment. 95 7a E D E Schedule and arrange interschool activities. *9 39 E D E Supervise maintenance of physical education facilities. 71 59 E D E Plan new physical education facilities. 64 31 E D E Prepare budgets. 51 25 E D D Supervise student teachers from colleges or universities. 47 24 E D E Handle bookkeeping and accounting procedures. 20 6 D D D © TABLE 32 COMMUNITY RELATIONSHIP FUNCTIONS AS PERFORMED BY TEACHERS, AND THE RECOMMENDATIONS FOR PROFESSIONAL PREPARATION Item Boys1 Program Girls * Program Professional Preparation M Responses 55 W 51 M 55 W P .51 52 Address community groups and service clubs. 64 24 E D D Conduct recreation programs for community groups (summer). 36 IB D D D Conduct recreation programs for community groups (winter). 24 20 D D D Conduct recreation programs for community groups (yearlong). IB 4 D D D Sponsor special community groups such as Boy Scouts, Girl Scouts, teen-age canteens, etc. 15 IB D D D 09 CD 89 Professional preparation was rated at least desirable for every Item* It was rated essential for many, more so by men and principals than by women. CHAPTER VIII IMPLICATIONS OP FINDINGS FOR PROFESSIONAL PREPARATION CURRICULA Determination of the Implications for physloal educa tion professional preparation curricula at the University of Wyoming required that the recommendations of men and women teachers and principals regarding the extent to whloh pro fessional preparation Is needed in the performance of teach ing and additional functions be compared with the curricula at the University* The following courses are required by the Department of Health, Physical Education, and Recreation for both men and women who major In physloal eduoatlon* A total of thirty-five oredlt hours Is required* Course Hours Introduction to Health, Physical Education, and Recreation 2 Standard and Advanced First Aid 1 Fundamentals, Skills, Techniques, and Rules of Sports Activities I 2 Fundamentals, Skills, Techniques, and Rules of Sports Activities II 2 Rhythms and Dance 1 Safety Education 3 Administration of Health and Physical Education in Secondary Schools 3 Methods of Teaching Physical Education In Elementary and Secondary Schools 2 90 91 Physical Eduoatlon Curriculum for Elementary and Secondary Schools 2 Physiology of Exercise 2 Teaching Health In Secondary Schools 2 Kinesiology 2 Principles of Physical Education S Tests and Measurements in Health and Physical Eduoatlon 2 Methods of Coaching 2 4 Elective Hours 4 The following courses may be elected in accordance with the student's Interests and needs* Course (Men and Women) Hours Physical Eduoatlon for Elementary Sohools 2 Water Safety Instructor's Course 1 Gymnastics, Tumbling, and Trampoline 1 Orthopedic and Remedial Physical Education 2 Theory of Dance Techniques 2 History of Dance 2 Health Appraisal of the School Child 2 Dance Composition 1 Course (Men) Hours Fundamentals of Track and Field 1 Fundamentals of Baseball 1 Fundamentals of Swimming 1 Fundamentals of Wrestling 1 Theory and Practice of Football 2 Theory and Practice of Basketball 2 Theory and Practice of Track and Field 2 Theory and Practice of Baseball 2 Prevention and Care of Athletlo Injuries P Publicity and Public Relations Fundamentals for the Prospective High School Coach 2 A comparison of the recommendations with the require ments revealed divergencies in several vital areas of prepa ration* Although a majority of the personnel teaching phys ical education in the public secondary schools In Wyoming, as well as a majority of the principals who administer and supervise the programs, rated professional preparation in 92 the following areas as essential for both men and women, physical education majors at the University of Wyoming are not required to take courses In these areast adapted physi cal education, apparatus or gymnastics, basketball, stunts and tumbling, swimming, and track and field. A majority of the men teachers and principals also rated professional preparation as essential for men In the areas of athletic training, wrestling, and interscholastio activities (Includ ing the coaching of football, basketball, and track and field). CHAPTER IX SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The purpose of this study was to determine the train ing needed hy physical education teachers In the public sec ondary schools of Wyoming, In order to provide the Univer sity of Wyoming with Information that might be useful In fu ture evaluation and development of physical education pro fessional preparation curricula* To accomplish this objective, answers were sought to the following questions: 1* What are the opinions of parents regarding physi cal education in general, boys* and girls* activities to be Included In the program, and added duties for teachers? 2* What do physical education teachers report as teaching and additional functions they perform? 3* What are the reoommendatlons of physloal educa tion teachers and principals regarding the extent to which professional preparation Is needed In the performance of teaching and additional functions? These steps were taken In conducting the study* 1* Oplnlonnalres were distributed to selected par ents of public secondary school students In Wyoming. 93 94 2* Questionnaires were distributed to men and women physical education teachers and principals in all public secondary schools in Wyoming* 3* Physical education professional preparation cur ricula at the TJhiversity of Wyoming was examined* 4* The data were analyzed and compared* Summary The findings of this study were very similar to those of comparable studies conducted by Glllanders (27) in Ari zona in 1956, Young (30) In Colorado in 1956, and Presson (28) in Arizona in 1965, which were presented in the review of the literature* They all found parents to be very Inter ested in physical education programs high in quality and wide in variety* Added duties for teachers were generally approved* (inlanders and Young reported that teachers per formed numerous functions and that diversified programs were offered* School personnel recommended a broad basis of pro fessional preparation in all areas of physical education, acoordlng to Young and Presson* These similarities are much more impressive than any local differences* Wyoming parents agreed that both normal children and those with physical defects can profit from physical educa tion, including some forms of coeducational activities* They were against any type of substitution. Athletic pro grams were approved for boys, and to a somewhat lesser 95 extent for girls. However, nearly one-fourth of the volun tary comments reoelved dealt with the over-emphasis of ath letics. There was strong support for a wide variety of team sports, Individual and dual sports, self-testing activities, and rhythmics. There was little support for winter sports. Several added duties for physical education teachers, which included instructing classes in health and driver training, coaching, and supervising summer recreation programs, were approved by a majority of the parents. But numerous com ments stated that these should be on an optional basis, that extra compensation should be provided, and that the teacher must be fully qualified. Men and women teachers did report a variety of activ ities as Included in the physical education programs where they teach. However, only two-thirds of the activities rec ommended by a majority of the parents were taught by a ma jority of the teachers. The most notable lack was in the area of adapted activities. Numerous related teaching, ex tracurricular, special service, administrative, supervisory, and community relations functions were reported. Men gener ally performed these functions to a greater extent than did women. Professional preparation was rated essential for many functions. It was rated at least desirable by a majority of the school personnel for virtually every teaching and addi tional function. Women tended to place less emphasis than 96 men and prinolpals on preparation for the additional func tions, but as previously noted, women did not perform these functions to any great extent* An examination of the physical education professional preparation curricula at the University of Wyoming revealed that a number of functions for which school personnel rated preparation essential were not covered in course require ments* For men these Included adapted physical education, athletic training, apparatus or gymnastics, basketball, stunts and tumbling, swimming, track and field, wrestling, and lnterscholastlo activities (including the coaching of football, basketball, and track and field). For women these included adapted physical education, apparatus or gymnas tics, basketball, stunts and tumbling, swimming, and track and field* Conclusions Most of the functions for which Wyoming public sec ondary school personnel rated professional preparation es sential are covered in course requirements at the University of Wyoming. There are, however, several notable exceptions in vital areas, as listed above, which should be considered in determining curricula requirements of the teacher prepa ration programs offered by the only teacher training insti tution in the state. Additionally, the natural environment of the state, which is most favorable to a variety of winter 97 sports, should he utilized by providing for these activities In both teacher preparation and secondary school programs. Recommendations The findings of this study seem to justify the fol lowing recommendations. It Is recommended to the University of Wyoming, Department of Health, Physical Education, and Recreation: 1. That appropriate preparation for men who major In physical education should be provided In the areas of adap ted physical education, athletic training, apparatus or gym nastics, basketball, stunts and tumbling, swimming, track and field, wrestling, and intersohol&stlc activities (In cluding the coaching of football, basketball, and track and field). 2. That appropriate preparation for women who major in physical education should be provided in the areas of adapted physical education, apparatus or gymnastics, basket ball, stunts and tumbling, swimming, and track and field. 3. That professional preparation now provided in the areas of numerous team sports, Individual and dual sports, self-testing activities, rhythmics, and other related class subjects, and also In extracurricular, special service, ad ministrative, supervisory, and community relations functions be continued. 4. That the feasibility of providing winter sports in public secondary schools be examined, and if warranted the department exert its leadership in promoting these ac tivities. APPENDIXES 99 APPENDIX A LETTER OP APPROVAL IOO W c\ t J§>iate of ®grmtmg JUjrartnmrt o f ^Ebundfam CKCIL M. iHAW, STATC SUPIRINTINDINT C H E Y E N N E . W YOMING S e p te m b e r 1 8 , 1963 Mr. J a c k S t a r r P h y s ic a l E d u c a t io n D e p a r tm en t U n i v e r s i t y o f S o u th e r n C a l i f o r n i a L os A n g e le s 7 , C a l i f o r n i a D e a r J a c k : I h a v e y o u r l e t t e r o f S e p te m b e r 13 w it h t h e q u e s t i o n n a i r e s a t t a c h e d . 1 h a v e g o n e o v e r t h i s m a t e r i a l and t h in k y o u h a v e d o n e a v e r y c r e d i t a b le j o b . 1 l i k e t h e s t a t e m e n t t o t h e c i t i z e n s and t o t h e c o l l e a g u e s c o n c e r n in g w h at t h e q u e s t i o n n a i r e I s and how I t s h o u ld b e a n s w e r e d a s w e ll a s I t s p u r p o s e . 1 am s u r e t h a t we w o u ld a p p r o v e o f s u c h a q u e s t i o n n a i r e h e r e In t h e S t a t e D e p a rtm en t o f E d u c a t io n . T h is I s o n e o f t h e k in d s o f s t u d i e s t h a t s h o u ld b e m ad e, b u t f o r w h ic h we h a v e n e i t h e r t h e p e r s o n n e l n o r t h e f a c i l i t i e s a t t h e p r e s e n t t im e . I am s u r e we w i l l b e I n t e r e s t e d In t h e o u tc o m e o f y o u r s t u d y . R e l a t i v e t o t h e e x a c t q u e s t i o n s In t h e q u e s t i o n n a i r e , a s f a r a s 1 c a n t e l l , t h e y a r e v e r y f i n e , a n d , o f c o u r s e , y o u h a v e had th em c h e c k e d c a r e f u l l y b y som e a u t h o r i t y i n p h y s i c a l e d u c a t io n t h a t w o u ld b e m ore c o m p e te n t t o ju d g e t h e i r v a l u e th a n am I . W e a r e a t t h e p r e s e n t tim e e n g a g e d In a c u r r ic u lu m g u id e i n p h y s i c a l ed u c a t i o n f o r t h e s t u d e n t s o f t h e s t a t e . T h is I s b e in g d o n e l a r g e l y th r o u g h a summer w o rk sh o p g ro u p a t t h e U n i v e r s i t y . T h i s , o f c o u r s e , In no way c o n f l i c t s w it h w h a t y o u a r e t r y i n g t o d o . 1 o n ly w is h t h a t we had had a th o r o u g h s t u d y o f p h y s i c a l e d u c a t io n b e f o r e p r i n t i n g a c u r r ic u lu m g u id e , a s I am s u r e t h e r e s u l t s o f a s t u d y s u c h a s y o u r s w o u ld b e I n v a lu a b le t o u s . 1 th o r o u g h ly a p p r o v e o f t h e q u e s t i o n n a i r e and y o u r s t a t e m e n t o f o u r a p p r o v a l. I f I ca n b e o f f u r t h e r s e r v i c e t o y o u , p l e a s e c a l l o n m e. V e ry s i n c e r e l y y o u r s W a lte r C. R e u s s e r D ep u ty S t a t e S u p e r in te n d e n t o f P u b l i c I n s t r u c t i o n WCR:hs 101 APPENDIX B OPINIONNAIRE AND CORRESPONDENCE 102 W H A T D O Y O U THINK A B O U T PHYSICAL ED U CA TIO N IN Y O U R SECON DA RY SC H O O L? D ear Citizen: A study is b ein g conducted concerning th e physical ed u catio n p ro g ram s in th e seco n d ary schools of W yom ing. The p u rp o se of th e study is to seek inform ation w hich can b e u se d to im prove train in g p ro g ram s for fu tu re teach ers. If th e b est p o ssib le train in g is to be g iv en , certainly it is im p o rtan t to k n o w just h o w p a re n ts feel a b o u t th eir school p ro g ram s, a n d w h a t th ey w a n t p ro v id ed fo r th eir children. You, a s a n in terested citizen, can ren d er a v a lu a b le service b y giving your opinions re g ard in g seco n d ary school physical ed u catio n . Your co o p eratio n is vitally im p o rtan t a n d is u rg en tly re g u e ste d . G iving y o u r o p inions a b o u t th e statem en ts b elo w will tak e less th a n 15 m inutes o f your tim e. Do n o t p lace y o u r n a m e on this form , since no n am es will b e u sed in com piling th e opinions. T hank you. V ery sincerely yours. Ja c k Starr P. O. Box 3 194, P om ona, C alifornia A w o rd a b o u t th e C alifornia ad d ress: I am a citizen of W yom ing, a g ra d u a te o f th e U niversity o f W yom ing, a n d h a v e ta u g h t in th e public schools o f o u r state. A t th e p re sen t tim e I a m residing in C alifornia w h ile d o in g a d v a n c e d g ra d u a te w ork a t th e University o f Southern C alifornia. THIS RESEARCH STUDY APPROVED BY THE W Y O M IN G STATE DEPARTMENT O F EDUCATION. PARENT’S O P IN IO N N A IR E P lease d o not w rite your n a m e on this form . There a re no right or w ro n g an sw ers. Y our h o n est opinion is earn estly d esired . Note: Check o n e sp ace a fte r each item |*>r| PART O N E : GENERAL O P IN IO N S Ymm No No Opinion 1. All norm al children can profit from physical ed u catio n classes --------------- -------- ----- ----------------- 1 1 □ □ 2. High school stu d en ts w h o h av e physical d efects should b e given special ty p es of physical ed u c a tion c la s s e s_ . —---- ----------------------- - - - - - - - - -----------------.................................................................................... 1 1 n □ 3. Band or ROTC is a g o o d substitute for physical ed u catio n ------------------------- --------------------- —.................. 1 1 □ □ 4 . Boys a n d girls m ight ta k e som e classes to g eth er. (For ex am p le: tennis, d an cin g , sk atin g , etc.)......... ! 1 □ □ 5. The high schools should h av e ath letic p ro g ram s a fte r school for: a . Boys..................................... — ------ ----- ----- ---------- ---- ---- ----------- ---------------------- -................... LI □ □ b. G irls---------------- ---------------- ------------- - — . . . ---------------------------------- ---- - 1 1 □ □ 6. There should b e o p p o rtu n ity fo r p lay a g a in s t team s from o th er schools for: a . Boys---- ------- . . ----- . ............... ...............................................................— ----- ------------------ 11 □ □ b. G irls------------------ ---- --- ------------------- ---- ----------- --------- ------ ----------------------------------------- I I □ □ 7. Pupils w h o b elong to school ath letic team s should a lso ta k e reg u lar physical ed u catio n classes: a. Boys--------------------- --------- ------------ ---- ----------------------------------------------- ------- . ------- ■ 11 □ □ b. G irls........................................................... — ---- ----- -------------- -------- — ....... .......................................... 1 1 □ □ PART T W O : PHYSICAL E D U C A T IO N CLASSES Note: in your opinion should th e activities listed b elo w b e ta u g h t in th e physical ed u catio n p ro g ram in YOUR CHILDS SECONDARY SCHOOL? No No Vox No Opinion Yox N o O pinion BO Y S GIRLS 8. B aseball (hardball) ......... ..............----- □ □ □ 32. B asketball _______ ______ — ................. □ □ □ 9. B asketball ______ _______ ..- ............ □ □ □ 33. Field Hockey .................. ...... - ................. □ □ □ 1 O . Ice Hockey __________ ___ _........- ............ □ □ □ 34. Soccer ___________________----- □ □ □ 8. Baseball (hardball) ....... - ............... □ □ □ 32. 9. Basketball ................. -................ .............. □ □ □ 33. 10. Ice H ockey................................... .............. □ □ □ 34. 11. Soccer ......................................... .............. □ □ □ 35. 12. Softball - ..................................... .............. □ □ □ 36. 13. Touch F ootball........................... ....... □ □ □ 37. 14. Volleyball ........... ....................... ....... □ □ □ 38. 15. Archery ....................................... ....... □ □ □ 39. 16. Badminton .................................. ....... □ □ □ 40. 17. Bowling — ................................. ....... □ □ □ 41. 18. Golf .............................................. ....... □ □ □ 42. 19. Ice S k atin g .................................. ....... □ □ □ 43. 20. Skiing ...... ......................... -....... .............. □ □ □ 44. 21. Swimming .................................. ....... □ □ □ 45. 22. Tennis ------------------------------------- □ □ □ 46. 23. Wrestling .................................... . ----- □ □ □ 47. 24. A pparatus or G ym nastics..... ....... □ □ □ 48. 25. Body Exercises-------------------- ------ □ □ □ 49. 26. Stunts and T um bling............... ------ □ □ □ 50. 27. Track Events ---------- -------- —— n □ □ 51. 28. Folk Couple D ances________ . — □ □ □ 52. 29. Social D a n c e................. ........... — □ □ □ 53. 30. Square and Circle Dances — ..........- □ □ □ 54. 31. Please ad d any others: a. □ □ □ b. □ □ □ r □ □ □ Basketball .......... Q Field Hockey ---------------------------- Q Soccer ________________________ D Softball ............................................. □ Volleyball ........................................... □ Archery ............. -.......... □ Badminton .......................................... Q Bowling ____ -.......-...................... d Golf ...................................................... □ Ice S k atin g ........................................- □ Skiing ................................................. Id Swimming .......................................... Id Tennis ................. Id Body Exercises................................... □ Track Events ------- Id Folk Couple D ances------------------- Q M odem D an ce-------------------------- □ Social Dance --------- ------ Q Tap D an ce........................................... Id a. b. c. □ □ □ PART THREE: ADDED DUTIES FOR PHYSICAL EDUCATION TEACHERS □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ Note: Please give your opinion about other jobs the physical education teachers in your high school MIGHT be required to do in addition to teaching physical education. Physical education teachers might: 55. Instruct health and hygiene classes-------------------- 56. Teach autom obile driver training classes----------- 57. Conduct community evening recreation program! 58. Coach one or more sports in the athletic program . 59. Supervise summer recreation programs.. 60. Conduct the school safety an d sanitation program.. 62. Teach classroom subjects such as English, history, m ath, science, etc.. Y m N* Optaiiwi □ o □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ a □ □ □ □ □ Comments: (Please feel free to m ake any additional comments about physical education program s or ab o u t this opinionnaire.) Upon completion, please fold this stam ped and self-addressed opinionnaire on the tw o dotted lines, place the ta b in the slot an d m ail. Thank you very kindly. Jack Starr 3D3H OlOd J A C K ST A R R P .O . B o x 3 1 9 4 P o m o n a , C a lif o 3«3H OlOd 3T3H tVl 33VM Jack Starr P.O. Box 3194 Pomona, California Dear Sir: Enclosed are three questionnaires pertaining to the functions of seoondary physical education teaohers in the state of Wyoming. Would you, as an administra tor, please fill out one and give the male and female physical education teachers in your school a form for their responses? In addition, parents' oplnlonnaires are en closed. There are not enough for every student, but I would sincerely appreciate having both the male and female physical education teachers distribute this lim ited number to seleoted students in order that parents' opinions may be obtained. The Wyoming State Department of Education has approved this study. Thank you very kindly for your professional interest and cooperation. Sincerely, Jack Starr 104 Boys1 Physical Education Teacher Girls* Physical Education Teacher Jack Starr P.O. Box 3194 Pomona, California Dear Colleague: Recently, parents' oplnlonnalres dealing with the physical education programs In the sec ondary schools of Wyoming were mailed to your school. In order that a hundred per cent of re turns might be approached, would you please, at your earliest convenience, request that students who received the oplnlonnalres again ask their parents to respond? Initial returns have been very encouraging, and the study Is showing a great deal of promise. Again, thank you for your professional in terest and wholehearted cooperation. Sincerely yours, Jack Starr 105 APPENDIX C VOLUNTARY COMMENTS PROM OPINIONNAIRE These comments have been reproduced In their original form except for spelling and punctuation corrections. 106 COMMENTS BY PARENTS Some of these sports take too mueh money and equip ment * Physical education is a must, but most instructors at the junior high level are not properly prepared. I think if a physical education teacher does his work thoroughly be will have his hands full without a lot of ad ditional responsibilities. Physical education teachers should teach classroom subjects only if they are qualified. Physical educators might teach other subject matter, but with health, safety, and sports, they probably wouldn't have time. Their load should be no more than that of other classroom teachers. I think schools could provide more of a variety of activities if equipment were available. I feel that a boy or girl who is Interested in sports is less likely to be a problem. The kids should have a choice of various types of ac tivities. Physical education teachers should instruct health and hygiene classes only in the smaller schools. Classroom subjects should be taught by physical edu cation teachers only when it is absolutely necessary. I realise that every listed activity is checked, but I think students should have an opportunity to participate in, or at least become familiar with, as many activities as school facilities and finances allow. If we are going to have a good physical education program, we should have the proper equipment for protection at all times. The program here seems adequate, but there are too many injuries for such a small town. Baseball should be a summer pastime only. 107 108 Let's hare more plain fun and fewer play-offs against other sohools* There should be higher standards, with sports utilized as the means of learning good olean living* Special classes for children who are defeotive physi cally must be conducted according to the defects* Junior high schools should only plsy against teams from other local schools or those in the near vicinity* Pupils who take regular physical education classes should not belong to school athletic teams when team sports require two or three hours after school every day* It would be impossible to teach all the athletic ac tivities listed to all youngsters, but if the physical edu cation staff and time were available, there should be some athletic program for everyone's Interest and ability* So cial dancing is questionable* In small communities where dance cotillions are not available, some provision could be made for youngsters to learn the basic steps of "ordinary" dancing and etiquette* This from an old "fogy" of forty* Summer recreation program supervision should be op tional for teachers* High school students with physical defects should only be given special types of physical education classes if their physicians approve* Pupils who belong to school athletic teams should also take regular physical education classes during off sea sons only* I question the feasibility of planning too far ahead regarding added duties for physical education teachers* It seems to me that the interests and qualifications of avail able man power at a particular time would determine whether or not a certain instructor could be utilized* I feel that baseball (hardball) has a place in the athletic program, but realize weather is a factor* Physloal education teachers should not be expected to do any more additional teaching than other teachers* I am also of the opinion that high school team athletics are overemphaslz ed• There should be less interschool competition and more intramural sports competition* 109 If a school has facilities, it should provide all of the activities listed* More minor and individual sports should he made available for girls* Take the coach out of the physloal education program to get best results at all levels* I realize the diffi culty, because this is their area of education* Ice hockey is not practical* A great deal more emphasis should be placed on any program vhlch will enable a student to become proficient in a sport (Including dancing, golf, swimming, arohery, and bowling) that he will continue to use throughout his life time* Only In large urban areas should athletic programs be made available after school* Too much emphasis is placed on athletics— not enough on scholastic endeavors. Also, too much money is spent on athletlos* We feel that our children are going to school for an education, and too many varieties of physical activities keep them from their studies* Physical education teachers are worthless in an aca demic olaasroom--as are most coaches* Added duties for physical education teachers depend on the size of the school. In a small school it would per haps be necessary to teach an additional subject* There is a tremendously satisfactory physical educa tion program in our school* Physical education programs are essential, but should not Interfere with academic schooling* Children who have exoelled in certain sports and are then barred from them because of low marks in academic sub jects, do not tend to Improve in anything because of dis couragement* Teachers who engage in extra physical education ac tivities should receive extra pay* Swimming is fine if there is a pool available* 110 Bowling and golf should be made available to boys if at all possible* I believe physical education teachers should also teaoh classroom subjects such as English, history, math, science, eto*, especially In the smaller schools. As a school grows larger, physical education Is a full-time job* In addition to the exercise, competition, and fun of physloal education, children should be taught honesty and fair play and to omit rudeness and undue roughness* Schools are, of course, limited as to time and money, but I feel that children should be Introduced to all sports* Weight lifting should be taught* Bowling and golf should be taught if the facilities could be made available. Otherwise they would be too expen sive for the students* We feel that no teacher should be required to contri bute extra time after putting in a full teaching day, unless it is done voluntarily and for extra money* Wo other pro fession would allow this* Classroom subjects might be taught by the physical education teacher if he is qualified* All listed activities should be taught if the proper facilities and equipment are available* Obviously, all sports cannot be taught if facilities are not available* Special attention should be given to boys in the sport of shooting— especially in the practice of handling firearms* I am in favor of all the listed added duties, but know it would be impossible for a physical education teacher to give as much time as would be required* I think it is very good to have someone interested In the youth of today* I wish to thank you for the opportunity to fill out this questionnaire* Physical education people should teach outside their field only when they are well-informed on the subject* Physloal education teachers should not have to teaoh subjects* They should devote all their time to physical ed ucation classes and anything else closely connected* Ill Do not judge all students by star athlete standards. I believe we should have physical education, but I do not believe the grade received should be eounted scholasti cally In determining placement on honor rolls, etc. Physloal education programs should practice and stress coordination. I believe physical education teachers should have du ties pertaining to recreation and health and hygiene. They should not, however, have to teach classroom subjects, such as English, math, etc. Also, I feel very strongly that stunts and tumbling should not be compulsory for all girls. Eliminate frills 1 Let parents assume responsibility for the "social1 * requirements of their children. By placing less emphasis on the social aspect of activities, more time can be devoted to the primary goal— education. Boys* physical education teachers should not, by any means, be allowed to use physical abuse on students. There should definitely be a qualified instructor to teach automobile training classes in schools, and this should be a required subject for all students. I am very concerned about this matter. I feel that our students are not getting enough phys ical exercises for their proper development. Students should not have to take regular physical ed ucation classes when they are In training for athletic teams. The answers to some questions depend entirely on the size of the school and local conditions. For example, In a large school a physical education teaoher has enough to do without having to handle outside activities. Provide physical education all five days a week. Every high school should offer a four-year physical education program to all students on a compulsory basis. Boys and girls both need more strenuous types of ac tivities. A sound body la as much an asset to classroom learning as Is a sound mind. I feel that an Instructor, If doing a good job, has his hands full just teaching physloal education. He might have time for extracurricular activities In the summer. 112 Whether or not special types of physical education classes should be made available for students with physical defects depends on the extent of the defects. The expense of Ice hockey and Ice skating facilities precludes teaching In Wyoming, The YMCA and YWCA should sponsor athletic programs after school, I don*t approve of overnight travel for athletic teams. Pupils who belong to school athletic teams should also take regular physical education classes. The example they might set for other students would be valuable. Extra pay should be provided for supervising summer recreation programs. Physical education classes are fairly vigorous. I am opposed to having an Instructor double as a teacher In aca demic studies. We need sports as hobbles all our lives, and these should be taught to our children when they are young, A strong body is appreciated— especially in middle age. I think physical education teachers have enough to do just teaching classes all day long, without our making them become leaders In community activities, I believe we should move toward programs that will require more student and community participation so as to Improve the general physical condition of everyone. The program should Include an examination and contin ued observation to find hard-to-spot malformations and de fects that might be corrected or at least properly handled, In order to facilitate some participation by all. 1 believe a physical education teacher should stick to physical education if that Is his major area. He should not be allowed to teach a classroom subject with only a mi nor, Such preparation is usually Inadequate or superficial. A thorough physical examination should be given to students, varying aocordlng to the strenuousness of the ac tivity. Periodic checkups are needed— rather than Just one at the start of the school term. Bowling, golf, Ice skating, skiing, and swimming are too expensive and time consuming for the benefits gained. 113 I feel that all students should have a dally exercise program, provided that they are physically able. However, too much emphasis has been put on physloal fitness lately. I think Interscholastic sports should come under the physical education program and that participants should not be allowed to miss academic Instruction In order to take part. Coaches should not teach academlo subjects. Extra jobs for physical educators would be O.K. If a choice were allowed and compensation provided. Skiing should be an elective sport. I feel that there should be more emphasis on physical education and much less on sports and athletics. We need a four-year required program for both boys and girls In the Wyoming high schools. Our school does a good job, but Is somewhat limited as far as variety of activities is con cerned. However, this Is probably due to a shortage of funds and facilities. I think It is a shame that the schools (and parents, too) will furnish unlimited supplies to other educational areas and give kids everything In the world they desire— at the expense of our future generation's physloal health. Sometimes it seems that we are educating them to use only their brains, as though their bodies were no longer of any use. This just shouldn't be the case. Certain sports would be extremely difficult to teach In this town. Also, I have checked "no" on the dancing sec tion because I feel that our kids dance too much of their time away anyway* There are other more meaningful things to be taught. I think physical education la a very important part of our children's lives, but their Individual abilities and agilities should be considered so as to prevent accidents and Injuries. The desirability of athletic programs after school and Intramural games depends on the community, the activity, the Interest of participants, etc. If girls were Interested and seemed to gain and wanted something to do, they should have the same opportunities as boys. There is no harm In having a physloal education teacher instructing another type of class if he has the time and Is qualified. Swimming should be a summer activity only. 114 Physical education teachers have no time for anything other than recreational programs. I think there should he more competition within the school, with less emphasis on playing teams from other schools. And we should try to develop more types of physi cal education for the masses— rather than let a few gifted students specialise. Swimming, Ideally, should he taught to all students. My answers are hased on the situation In a small school, with most students coming In from rural areas. I definitely helieve physical education teachers should he ca pable of teaching more than just physical education. High schools should have athletic programs after school only If these cannot he included during the day. I feel that there Is not enough physloal education taught. It should be required from the fourth through the twelth grade unless a student Is physically unfit. Then, limited programs could he offered. I definitely feel that the duck waddle, deep knee bend, and jumping jack should not he practiced as exercises. Physical education teachers should get extra pay for added duties, and these duties should he voluntary— not re quired. Teachers ought to he specialists. In my opinion, physloal education Is a good place to teach sex education. Boys and girls are separated, and they usually have a lot of respect for their instructor. Any activity outside of school hours should be on a voluntary basis for a teacher. I have no ohjeotion to athletic practice for an hour or so after school, hut nightly practice from 6:00 to 8:00 Interferes with home life as well as with homework. A teacher should not he required to sponsor organiza tions, except those connected with his special field. Physical education teachers should assist with school safety and sanitation programs. Groups or parents should sponsor community groups. If possible, a physloal education teacher could assist as adviser and ii^stz*uotor. 115 Special voice training for cheering should be offered. There should be am acceptable and sincere training program for all students—-not just the few on athletic teams. It should not be compulsory for a child to take a physical education class* If he does not wish to partici pate, he should not be forced to do so* I feel that special care should be taken so as not to give a teacher too much to do as this results in an injus tice, not only to the teacher— but to the student as well* I don't object to added duties for physical education teachers if they are Included in the normal school day* Physical education teaohers should teach classroom subjects only when they are qualified* I do not approve of tackle football for boys under sixteen years of age* If money is available, only then should there be spe cial types of safest possible gymnastics equipment* Physical education teachers should not be required to Instruct, or take part in, any affairs after regular school hours. I am in favor of vigorous sports in the program for boys, such as soccer, basketball, and swimming* Baseball and softball are so slow as to be of little value. Exer cises might be all right, but boys don't maintain Interest in them as girls sometimes do* Programs should be tailored to community facilities and to the money available* Physical education, and sports also, must become secondary to classroom education* I don't feel that physical education classes are needed. Let students who are able, go out for football, etc., and make it available for more— just not those few who prove to be good players and are used in every game. No teacher should be compelled to supervise, conduct, or sponsor classes or programs outside of school hours. In small towns like we have in Wyoming, the experi enced help of a qualified physical education teacher is needed to aid in community effort so that adults may partic ipate In some type of evening recreation program. 116 If physical educators do conduct organized programs outside the school, they should receive appropriate payment. Physical education classes should be made Interesting so that students will want to take them. Modern dancing could be a very nice program if there were boys as well as girls participating. I think physical education should be a required course. The school should give at least one-half credit for a physical eduoatlon class. Evidently, judging from tills oplnlonnalre, you are speaking of two programs— physical education and also ath letics. TCiere is too much emphasis on sports nowadays as it is, and not enough on the three R's. It seems to me that a period in a school day set aside for physical education should provide enough time, five days a week, to get a team in shape for competition. Why spend more time after school every night and on Saturdays, too? Exercise and competition are fine within certain limits. But there are also other activities which come after a school day, and it should be possible to enter into these In addition to sports. Fur thermore, I would think it depends on the teacher and how much he has to do, as far as deciding how many subjects can be taught and how many outside activities can be handled. Physical education teachers have enough to do without being burdened with additional duties. All desirable sports couldn't be Included in a pro gram because the school year isn't long enough. I believe in physical education for all children— not just for those who have special aptitudes and abilities. Competitive sports should be less emphasized. Physical education which is properly planned and su pervised in all grades from kindergarten on, is lacking in our school system. Bus students can't participate when athletic programs are held after school. 1 would like to see more physical education for all able students, and much less competitive athletics for the few. This is very important in a day of television and cars. Girls should be given the same chance to participate in events of athletic competition as boys. 117 Physical education should be given five days a week. The physical education classes offered should be ones In which all students, regardless of special aptitudes, would be able to participate. Skiing, hockey, and some oth ers, are very limited due to location, climate, and the ex pense Involved In equipment. Since I have only boys, I do not feel qualified to comment on girls' activities. Emphasis should be placed on sports that can be used after graduation. Some answers would depend on size of school, number of physical education classes, etc. I feel that, in general, the physical education pro gram takes too much of some students1 tlme--whlle less ath letic persons, who need the program most, are left out. Teachers already have too many things to do without taking on added duties, however important. Let someone else handle them. Dancing Is an extra and has no place In school teaching. I am against any form of dancing in the school— more so If foroed upon the child. It Is a social affair and an outside Interest, and shouldn't take up vital time which could be devoted to a more educational use. Physical educators can teach other school subjects. However, they must not be overloaded with outside activities or we run the risk of diluting their endeavors. I think there is too much money and time spent on boys' athletics and not enough on girls 1 Most schools do not have a well-rounded physical edu cation and sports program so that each child can partici pate. A few benefit— but too few. My answers relate to our school, but larger ones could well offer more activities. A teacher should not be required to work outside school, but could do so if he wishes. There should be leader helpers In athletic programs. I would not expect the physical education Instructor to participate in any community or summer program without salary. Some people do, however. 118 The physical education program In my children's school consists of one malor team sport— boys* basketball* Importance of "first team" participation Is exaggerated be yond endurance* The sise of the school (thirty-five stu dents) necessitates this limitation. I almost believe It Would be to the advantage of everyone to eliminate even It* Players become overly self-Impressed, and nonplayers con sider themselves total failures— a crushing experience for the young boys concerned* Suggested activities for physical education teachers are approved, assuming that the Indivi duals are competent* I think there should be a special program for those who can not take regular physical education* Some school systems require a more strict eligibility requirement than the state law requires* I don't feel that this Is right* Bus riders may not have transportation for after- school activities* Handicapped students are probably advised by their doctors as to the type and amount of physical activity In which each may participate. I do not feel that physical education teachers should be required to conduct evening or summer recreation programs without extra pay* Physical-education for girls should be stressed more than it Is now. Especially, I believe that competitive team sports for girls must be provided by the high school* Only in the South is this done* Physical defects sometimes do not present as big a problem as do glasses* Handicapped children should be made to feel a part of the program. At times they are more capa ble than those without defects* Athletic programs after school should be made avail able, but not mandatory— especially if a student is in a physical education class during school hours* We have a good physical education program at our school* The teachers pretty well have their hands full with regular duties without taking on evening recreation pro grams. As for coaching sports— this Is all right If they have the time* APPENDIX D QUESTIONNAIRE AND CORRESPONDENCE The last page, not readily visible, was reserved for comments. 110 QUESTION NAIM Dear Colleague: A state-wide study is being and women physical education teachers la The primary purpose of the study Is to with systematically obtained ties, and obligations expected of in professional preparation a re in fuN information. This study has University of Southern G allfofnlat oieo. It State Department of Education. I am a University of W yoming, an d have taught la the present time, I am residing In work. In order to gain the and administrators, this booklet. In a As a professional educator in important in m aking this stud reactions to the adfolning check Met as your earliest convenience. Alt Information received wMI b e reported only as grouped d a ta . I thal of this survey to you upon M e May I express my sincere sional interest in th e study. THIS EESSAM CH STUDY A m O M D S Y T W WYOMMO STATE DfPAETMENT OP EDUCATION QUESTIONNAIRE ’ Dear Colleague: A state-wide study is being conducted to determine the functions of men and women physical education teachers in the secondary schools of Wyoming. The primary purpose of the study is to provide teacher-education institutions with systematically obtained information regarding the duties, responsibili ties, and obligations expected of physical education teachers. Many leaders in professional preparation are in full accord concerning the need for such information. This study has been accepted as a part of my doctoral dissertation by the University of Southern California; also, it has been approved by the Wyoming State Department of Education. I am a citizen of Wyoming, a graduate of the University of Wyoming, and have taught in the public schools of our state. At the present time, I am residing in California while doing advanced graduate work. In order to gain the needed information from secondary school teachers and administrators, this booklet, in a questionaire form, has been developed. As a professional educator in the secondary schools, your opinions are most important in making this study worthwhile and significant. Please give your reactions to the adjoining check list and return it in the enclosed envelope at your earliest convenience. All information received will be kept strictly confidential and will be reported only as grouped data. I shall be most happy to forward an analysis of this survey to you upon its completion if you so designate. May I express my sincere appreciation for your cooperation and profes sional interest in the study. Very sincerely yours, Jack Starr P.O. Box 3194 Pomona. California TH IS R ESE A R C H STU D Y APPROVED B Y T H E WYOMING ST A T E D EPA RTM EN T OF EDUCATION t 120 A SURVEY OF JUDGMENTS OF EDUCATORS PART O N E : CLASS TEACHING FUNCTIONS CONCERNING THE FUNCTIONS OF SECONDARY SCHOOL PHYSICAL EDUCATION TEACHERS IN WYOMING Explanation: The teacher functions dealt with in this questionnaire do not include those duties, responsibilities, or obligations which are recognized a s being required of all teachers in general. Rather, they involve only those functions which specifically fall within the province of secondary school physical education teachers, as such. Date_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ School_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Location- - - - - - - - - - - - - - - - - - - - - - - - - - - - - Classification (AA, A, B or C)_ _ _ _ _ _ Respondent_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Position_ _ _ _ _ _ _ _ _ _ _ _ (Miss, Mrs., Mr.) Directions: 1. In the first two columns, please check |^ | the space (yes or no) which indicates whether the activities are or are not included in the physical education program in the school where you now teach. 2. In the remaining three columns, please check j*^j the space which best describes your opinion regarding the extent to which college COURSE WORK and FIELD EXPERIENCES in PHYSICAL EDUCATION are needed as training to perform the teacher functions. A three-point scale is provided a s follows: Column 3. ESSENTIAL— You consider professional preparation in this area to be of vital importance in the performance of your teaching functions. Column 4. DESIRABLE— You feel that training in this area will allow you to do a better job in fulfilling your duties as a physical educa tion teacher. Column 5. UNNECESSARY— You believe th at effective performance of your duties does not require training in this area. Note: Please answ er ALL questions or statements. The information received will be treated a s confidential,- this study in NO WAY involves teacher or program evaluation. 2 NOW SIONAl ACTIVITin PHPAM ItON IndvM k InYmr I Y m Nf 1. Baseball (hardball).................................. ~n □ □ □ □ 2. Basketball.............................................. -n □ □ □ □ 3. Field Hockey........................................... ~n □ □ □ □ 4. Ice Hockey............................................. ,„n □ □ □ □ 5. Soccer.................................................... . . , n □ □ □ □ 6. Softball................................................. -n □ □ □ □ 7, Touch Football.................................. — -n □ □ □ □ 8. Volleyball.............................................. -n □ □ □ □ 9. O ther'team sports (please list) a ............ .. .... . .......... n □ □ □ □ b. ............................. ..... n □ □ □ □ r n □ □ □ □ 10. Archery................................................. -n □ □ □ □ 11. Badminton............................................ , . „ n □ 0 □ □ 12. Bowling.........................................:---- ..n □ □ □ □ 13. Golf........................................... ......... _n □ □ □ □ 14. Ice Skating............................................ . -n □ □ □ □ 15. Skiing............. ..................................... -~n '□ □ □ □ 16. Swimming............................................. •~n □ □ □ □ 17. Tennis.............................. .................... .n □ □ □ □ 18. Wrestling.............................................. ...n □ □ □ □ 19. Other individual and dual sports (please list) a. n □ □ a □ b. . .......... n □ . □ □ □ c. n □ □ □ □ 20. A pparatus or gym nastics......................... _n □ □ □ □ 21. Body M echanics..................................... •~n . □ □. D □ a 1 2 0 Acnvmn i— i-j-J kiYwr n O K S K M U l W A IA riO N Y n N » 30. Tap D ance_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 31. Other rhythmics (please list) a,_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ b_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ t_____________________ 32. Prescribe an d teach ad ap ted or corrective 36. FOR MEN TEACHERS ONLY: Intfrucfgirls physical activities (otherthan coeducational activities)__ 37. FOR WOMEN TEACHERS ONt^Y. Instruct boys physical activities (other than coeducational ac tivities)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ 38. Other class subjects (please list) a._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ b_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ c _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 4 PART TWO; EXTRA4URftKULAR ACTIVITY FUNCTIONS 22. C alisthenics-............................................. □ □ □ □ □ 24. Track an d Field- - - - - - - - - - - - - - - - - - - - - - - - 25. Other self-testing activities (please list) a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 1 - - ------ ----- b._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ t ----------------- 26. Folk Couple Dances._ _ _ _ _ _ _ _ _ _ _ _ NOrMWNAl ACTIVITM PMMIATION □ □ □ □ □ IndvM k i Y t w b □ □ □ □ □ YM mI ■ - * — .-A l- I j I F f t f N M ] 1 | □ □ □ □ D t 1 Y m N * ■ □ □ □ □ □ J 39. Conduct intramural activities for boys or girls.... □ □ □ □ □ □ □ u u M 1 1 40. Supervise or assist In corecreation program s... . - n □ □ □ □ u u u u u □ □ n n n 41. Coach Interscholastic activities a n d /o r drill n n n n n team s, play d a y activities, dem onstrations, □ □ □ □ □ e tc (please list) □ □ □ □ □ a.. . n □ □ □ □ b. . „ ■ n □ □ □ □ □ □ □ □ □ n □ □ □ □ < " ■ □ □ □ □ □ □ □ □ u 42. Sponsor d u b activities (please list) n □ □ □ □ 0 . •n □ □ □ □ n □ □ □ ° \ 1 h. n n n n □ n □ □ □ y i I □ □ □ □ % □ r. - □ □ □ □ □ □ □ □ □ □ 43. O rganize or assist in organizing social activities Q □ □ □ □ i 44. Other extra-curricular activity functions (please list) n □ □ □ □ a . - n □ □ □ □ b. . n n n n n -n □ □ u u -n □ □ □ □ r. - n □ □ □ □ - n □ □ □ □ I I 1 2 0 PART THRU; SPECIAL SERVICE FUNCTIONS nOWMNAL ACnvmn w a i a t i o n I —L . J . J Il K M H h i Ywr P h ysical HsnMm h s f i s m Ym No 4 5 . Act a s safety coordinator of the school 0 □ □ □ □ 46. Administer first-aid to students.— -------- ....... □ □ □ □ 47. Assist In giving physical examinations------ ....... □ □ □ □ 48. Coordinate school health and sanitation program s........... - ................................□ □ □ □ □ 49. Officiate interscholdstic athletic activities............ □ □ □ □ 50. Act as trainer for athletic team s................ .□ □ □ □ □ 51. Offer guidance and counseling to students in regard to professional preparation in physical education................................................. □ □ □ □ □ 52. Conduct professional studies in connection with teaching or coaching.................................. □ □ □ □ □ 53. Other special service functions (please list) a. ._ , _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ — □ □ □ □ □ b. _ □ □ □ □ □ PART FOUR: ADMINISTRATION AND SUPERVISION FUNCTIONS nOKSSIONAl ACTIVITIIS NffAIATION InduM i n Youi s f f i y t l c a l UikoHot PragiMi 1 PwllUhlR Ym No ■ 3 54. Prepare b u d g e ts . . . . .. . . . .. . . .. . . . .. . . .. . . . .. . . .. . . . .. . . □ □ □ □ □ 55. Requisition a n d purchase equipm ent.............. □ □ □ □ 56. H andle bookkeeping a n d accounting procedures □ □ □ □ □ 57. Supervise student-teachers from colleges or uni versities.................................................. . □ □ □ □ 58. Plan new physical education facilities............ □ □ □ □ □ 59. Supervise m aintenance of physical education facilities. ................................................. □ □ □ □ □ 60. Schedule a n d arran g e interschool activities...... □ □ □ □ □ 61. O ther adm inistration a n d supervision functions (please list) a --- ---- „ - - - - - - - - - - - - - - - - , „ □ □ □ □ □ b - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - □ □ □ □ □ c □ □ □ □ □ PART FIVE; COMMUNITY RELATIONSHIP FUNCTIONS 62. A ddress com m unity g roups an d service clubs...... □ Q □ □ □ 63. Conduct recreation program s for comm unity groups: a. Summer..................................................□ □ □ □ □ b. W inter. □ □ □ □ □ c. Yearlong □ □ □ □ □ 64. Sponsor special community groups such as Boy Scouts, Girl Scouts, teen-age canteens, etc.......... □ □ □ □ □ 65. Other community relationship functions (please list] a -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - □ □ □ □ □ Jack Starr P.O. Box 3194 Pomona, California Dear Sir: Enclosed are three questionnaires per taining to the functions of secondary physical education teachers in the state of Wyoming. Would you, as an administrator, please fill out one and give the male and female physical eduoa- tlon teachers in your school a form for their responses? The Wyoming State Department of Education has approved this study. Thank you very kindly for your professional interest and cooperation. Sincerely, Jaok Starr 121 Admlnl a tra tor Boys1 Physical Education Teacher Girls1 Physical Education Teacher Jack Starr P.O. Box 3194 Pomona, California Dear Colleague: Recently, you received a questionnaire dealing with the functions of physical education teachers In the secondary schools of Wyoming. In order that a hundred per cent of returns might be approached, would you please respond at your earliest convenience? Initial returns have been very encouraging, and the study is showing a great deal of promise. If you have already mailed your questionnaire, please forgive this letter. Again, thank you for your professional In terest and cooperation. Sincerely yours, Jack Starr 122 APPENDIX E VOLUNTARY COMMENTS PROM QUESTIONNAIRE These comments have been reproduced In their original form except for spelling and punctuation corrections. 123 COMMENTS BY MEN PHYSICAL EDUCATION TEACHERS Wish you would have put in a box to indicate if the instructor had any preparation in the fields mentioned. I teach three classes of physical education and three of science. I also coach three sports. This does not leave the planning time desired for a good program. College course work in this area should be emphasized— especially for those who will work in the smaller schools. In a small school such as ours the physical education teacher finds he sometimes is involved in more activities than he can handle. Sinoe the elementary school is combined with the high school, one has to coordinate the program. From past experience, I've found it to be much easier to teach in a larger system because one hasn't the load of re sponsibilities to carry. Some activities are omitted here because our area lacks either facilities or desirable weather. In the fu ture, many of these will be added to the curriculum, such as swimming, bowling, and skiing. Some questions were hard for me to answer, as the situation was not "yes” and it was not "no." For example— sometimes I am Included In new facility planning. My job is mainly to teach swimming, although I also work in the gym— three days swimming and two days in the gym. We would teach more activities if we had the equlpmenti It la very difficult to designate professional pre paration as to be "essential," "desirable," or "unnecessary" because of certain situations. I believe any work or course is going to be of some help to the teacher in different de grees. A person shouldn't be concerned only with his pre sent position, but should be basically prepared for any and all physical education jobs that might arise in the future. Our school nurse administers first aid to students. Minor class injuries can be handled by the physical educa tion teacher. 124 COMMENTS BY WOMEN PHYSICAL EDUCATION TEACHERS I think there ere too many people In Wyoming with no preparation In physical education who are supposed to he teaching It, This occurs primarily In small schools, and is not fair to either the teacher or the student. Our school system Is now in its third year of a city- wide curriculum study. The state organisation, WAHPER, is trying to organise a "body mechanics11 guide. Sinoe this is my first year of teaching, I haven't as yet encountered many of these situations. Some of the ques tions didn't mean much to me now, but may later on. A physical educator is loaded down with duties at school even if she is just doing an adequate job, without having to take on the recreation of the community. At least that is our situation here. I would like to see our majors better prepared in methods of presenting material, as well as in knowledge of the activity. Since most physical education instructors sponsor pep clubs, cheerleaders, etc., a course including extracurricular functions would be very helpful--as would a few additional hours in guidance. Also, the purchasing, care, and repair of equipment is usually an expected duty. Many colleges and universities do not offer anything along this line except for graduate teachers. Curriculum con struction is another course study I would like to see moved to the undergraduate level. I am employed one-half day as girls' physical educa tion director and one-half day as classroom teacher. Our physical education time allotment is very limited, so the situation Is not an ideal one. However, it is improving each year. This is my first year as a physical education teacher. I have no training in this area and feel very In adequate. I sincerely wish there were help available for people like me who are very busy in our own fields but wish to do at least a fair job with physical education. 125 126 Because of limited facilities, our program is com posed of physical education two days a week and health the other three• This might not be very helpful as my major field is home economics. Girls' physical education was just added on. I am a part time instructor. Consequently, some of the extracurricular activity functions are* not included in our program. I would assume that most women entering this profession would already know the fundamentals of the more popular team and individual sports. Therefore, I feel that it would be desirable to have additional training— but not essential. We can have very few individual sports here because of limited facilities and large class size. However, in previous years classes were smaller and archery was offered. Our school system is now in the beginning stages of changing the program. Due to the variety of facilities here not all teachers can offer the same activities. Mostly, team sports are taught in junior high, and individual sports and games in senior high. We keep trying to improve our curriculum all the time. Junior high play days take up eleven Saturdays, including some trips out of town for track and field. I am not a qualified physical education instructor. I am substituting until next semester when someone qualified will be hired. Our school has only limited physical education facil ities, but this year we have ordered two climbing ropes. We also plan to install bars, overhead ladders, chinning bars, etc. Not being a trained physical education instructor, I feel a great lack in my ability to really teach the children here. But under the circumstances I do the best I can. Last year, my first, we put on a very nice junior high pro gram based on group exercises and a drill team--which I or ganized out of desperation for something the older girls could do. I wish I oould do more for the high school girls, but mainly we work on reducing and muscle-toning exercises and walking and sitting properly. Most of them have little interest in the physical education program, and in that I take some of the blame. I am hoping the new equipment will increase interest. COMMENTS BY PRINCIPALS The physical education program here Is In the process of being revitalized. Our budget has been stretched to help, but everything cannot be accomplished In a year or two. My coach handles the entire program, grades one through twelve. I realize that this isn’t the best situa tion, but out of necessity It must exist for the present. This community Is small and most students participate in dancing programs sponsored by the ohurches. They receive other special training during activity periods. We feel that we have a well-rounded physical education program which meets the interests of students. However, in the future we plan on adding certain activities such as tennis and golf. I may not have understood the professional prepara tion phase. I feel that every teacher needs professional training regardless of his area. One could hardly be ex pected to teach physical education without a great deal of background In general physical education areas. However, this does not mean that a teacher should have had specific courses in bowling or golf to successfully teach them. With the exception of summer months, when their abil ities should be utilized in recreational programs, physical education teachers should be free from community obligations other than perhaps a club or service organization or church. They should promote as many Interschool activities as time permits. It Is my opinion that with increased public interest In the activity programs of today’s high schools, comes In creased responsibilities for those persons engaged in physi cal educatlon--as well as for all personnel connected with the supervision of students and their participation in such programs. With this added responsibility there is the ne cessity for better preparation of these teachers and super visors. It must be forthcoming from our colleges and uni versities if we are to meet the ever-demanding needs of stu dent activity programs. 127 BIBLIOGRAPHY 126 BIBLIOGRAPHY Books 1. Conant, James Bryant. The Education of American Teach ers . New York* McGraw-fciil book Company, Inc., 1968. 2. Cowell, Charles C., and Schwehn, Hilda M. Modern Prln- clples In High School Physical Education" Boston: Alxyn and Bacon, 195&. 3. Downey, Robert J., Davis, Elwood C., McCann, June V., and Stitt, Elisabeth Ann. Exploring Physical Educa- tlon. Belmont: Wadsworth Publishing Company, Inc., TSeS. 4. Halsey, Elizabeth. Inquiry and Invention In Physical Education. Philadelphia: Lea and Febiger, 1964. 5. Jenny, John H. Physical Education, Health Education, and Recreation: Introduction to Professional Prep aration for Leadership. iNew York: friie Macmillan Company, 1961. 6. Professional Preparation In Health Education, Physical Education, and Recreation Education! Edited by Arthur Esslinger. Washington, D.&.: National Edu cation Association, 1962. 7. Sanborn, Marlon Alice, and Hartman, Betty G. Issues In Physical Education. Philadelphia: Lea and Pebiger, 1964. 8. Scott, Henry A., and Westkaemper, Richard B. From Pro gram to Facilities In Physical Education. Hew 'York: Harper & Brothers, 1958. 9. State of Wyoming Education Directory. Publication of the State department of Education. Cheyenne: 1962. 10. Williams, Jesse Feirlng. The Principles of Physical Education. 7th ed. Philadelphia: W. B'. Saunders Company, 1959. 129 Articles and Periodicals 130 11* 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Abernathy, Ruth. "Implications for Physical Education In the Current Re-Examination of American Educa tion, " Journal of Health, Physical Education, and Recreation. XXXII. No. 1 (^January, 1981). Daniels, Arthur S. "Growth and Development of a Pro fession," Journal of Health, Phyaloal Education, and Recreation, XXXIV, ifo. i tJanuaryj 1963)• Duncan, Ray 0. "Fundamental Issues in Our Profession," Journal of Health, Physical Education, and Recrea tion, 3PW, Wo. 5 (May, 1964). Fessenden, Douglas A* "Physioal Education In a Time of Search," Educational Leadership, XX, No. 6 (March, 1963). Haas, Werner. "The Physioal Educator's Education," Journal of Health, Physical Education, and Recrea tion, XXX, No. 4 (April, 1959). Meyers, Carlton R. "Getting to the Core of Profes sional Education," Journal of Health. Physical Edu- cation, and RecreatTon, XXlClli, No. 8 (November, 1982).----------- Miller, Ben W. "Priority in the Quest for Quality," Journal of Health, Physioal Education, and Recrea- TfonTTGBgV,~ So." 5 (Mky,~19^r).------- ------------- Nordly, Carl L. "Teacher Eduoatlon In Health and Phys ical Education," American Academy of Physioal Educa tion Professional Contributions, No. 7 \March, 1961). Oermann, Karl C. H. "Preparation in Physical Educa tion, " Journal of Health, Physical Education, and Recreation, XXXV, fro. 5 (May, 1964). Smith, Darrell J. "Physical Education! Trends In Sec ondary School," Educational Leadership, XX, No. 6 (March, 1963). Sprague, Vernon 3. "Operation Bootstrap In Teacher Ed ucation Programs," Journal of Health, Physical Edu cation. and Recreation. Xxx, No. 6 (September. 1959). 131 22. 23. 24. 25. 26. 27. 28. 29. 30. Swegman, Tim E. "Current Trends and Practices In Phys leal Eduoatlon," Clearing House, XXXIV, No. 4 (De cember, 1964). "Teacher Training for Physical Eduoation," Interna tional Council on Health, Physical Eduoation. and Recreation, Questionnaire Report.Part III (1965J. Troester, Carl A** Jr. (ed.). "Professional Prepara tion, " Journal of Health. Physioal Education, and Recreation. XXXV, No. 1 \January, 1£#4). Unpublished Materials Coleman, Dorthea A* "Undergraduate Learning Experi ences Leading to the Development of Competency in Teaching Physical Education." Unpublished Doctor’s dissertation, University of Southern California, Los Angeles, I960. Foreman, Kenneth E. "An Analysis of Activities of Se lected Male Teacher Educators In the Area of Physi cal Education." Unpublished Dootor's dissertation, University of Southern California, Los Angeles, 1961. Gillanders, Dorothy F. "An Investigation of the Atti tudes of Arizona Citizens Relative to the Place and Value of Physical Education in the Public Schools." Unpublished Doctor's dissertation, University of Southern California, Los Angeles, 1956. Presson, William Oscar, Jr. "The Professional Prepara tion of Physioal Education Teachers for the High Schools of Arizona." Unpublished Doctor's disserta tion, University of Southern California, Los Ange les, 1965. Shroyer, George F. "Requirements, Legal Implications, and a Teacher's Guide for Physical Education in Sec ondary Schools." Unpublished Doctor's dissertation, University of Wyoming, Laramie, 1962. Young, Laurence F. "The Functions of Senior High School Physioal Education Teachers in Colorado with Implications for Professional Preparation." Unpub lished Doctor's dissertation, University of Southern California, Los Angeles, 1958.

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Creator Starr, John Taylor (author)

Core Title Secondary School Physical Education Programs In Wyoming As Related To Professional Preparation Of Teachers

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education, Teacher Training,OAI-PMH Harvest

Language English

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Advisor Metheny, Eleanor (committee chair), LaFranchi, Edward H. (committee member), Wilbur, Leslie (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-113426

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